Pair That Sound!

Pair That Sound!
The students will learn the multiple sound correspondences for a specific vowel pattern and
will practice reading words using the differing sounds.
•  Vowel pattern word cards separated into piles by similar vowel sound
•  Vowel pattern word lists for teacher use (see Appendix G)
Tell the students they will be reading and matching word cards with the same vowel sound.
1.  Show the students two cards, each containing one word from the differing sounds
of the target vowel pattern (for example, good and goose). Read the words to the
students. Explain that although the words are written with the same vowel pattern
(oo), the vowel pattern is pronounced differently in each word.
2.  Ask the students to read the two word cards, listening for and identifying the
difference in the vowel pattern sounds.
3.  Ask students to read the remaining word cards. Separate the cards into piles by
similar sound.
4.  Play Concentration with the word cards. The object of the game is to turn over
two words with the same vowel sound (for example, good and look).
5.  Shuffle all the word cards and place them face down in rows.
6.  Players take turns choosing two cards at a time, and reading the words on the
cards. If the two words have the same vowel sound, and they are read correctly, the
student may keep the cards. Non-matching vowel sounds or words read incorrectly
should be returned to their original places.
7.  Each student places his or her matching pairs in a separate pile, to be reread at the
end of the game.
8.  Students continue to take turns until all word pairs have been found.
9.  Each student reads his or her matching pairs to the group.
This game may be adapted by having students read and match word cards that have the same
vowel sound, but differing patterns representing that sound (see Appendix I for long vowel
patterns, as well as spelling patterns, that can be used for this adaptation).
For extra practice, have students write their word pairs in their notebooks.
For English language learners, clarify the pronunciation and meaning of all words introduced.
Be sure to review letters that have pronunciations or sounds in English that are different from
or similar to those in the students’ first language, as well as teach the use and meaning of con-text-specific vocabulary (e.g., homophones or words with multiple meanings)


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