Blow the Lid Off of the Reading Skills Tests!

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Blow the Lid Off of the Reading Skills Tests!

Long Vowel Syllables In 20 Lessons or Less

Guide 2

Page 2 | © Jackson Consulting, 2012

Introduction

Your Complete Guide to Long Vowel Syllables Multisyllabic Mastery can be used to boost your struggling reader or help your on-target reader get ahead.

While phonics instruction is only one part of learning to read, it is the main part. Research has shown that a good reader must have foundational skills, such as phonemic awareness and phonics before they can successful move on to fluently read text, vocabulary development and the end goal of reading comprehension.

The guides in this series cover all of the phonics elements that are essential for learning to read. Each lesson in the guides follows a sequence that MUST be done in order since each section builds on the previous.

How to Use the Guides to Mastery

Each lesson in the Guides to Mastery follows an explicit lesson sequence. Here is a look at each section:

Words to Blend

This section contains a list of 9 words the teacher will have the students blend using Syllable by Syllable Blending. All of the words in this section contain the syllable type that particular guide focuses on.


Procedure for Syllable by Syllable Blending:

1. Print the first syllable on the board. 2. Point to syllable and say, �Syllable?� Let the students say the

syllable. 3. Print the next syllable on the board, point right under it and

say, �Syllable?� Let the students say the syllable. 4. Place your finger back to the beginning of the word and say,

�Blend.� 5. Go back to the beginning of the word and say �Word� and

slide your finger under the whole word.

Repeat this procedure with the rest of the words in this section.

Automatic Word Recognition

The goal of phonics instruction is to prepare students to be able to fluently read words. Studies have shown that when students are able to read words without having to sound them out, their brain is free to begin to comprehend what it is reading.

Students need to practice reading words automatically in isolation as well as in decodable text. Every Automatic Word Recognition section contains 9 words that contain previous sound spellings and syllable types. Teachers have the option to write these words on the board, or use the pages located in Appendix E. This section is different from the Words to Blend section because students are required to read these words as a whole word, no sounding out. The teacher simply points to the word, pauses a second, says, �Word�? and swoops her hand under the word as students read it.


Decodable

This is where the reading practice comes in. You can now see why it is important to follow the sequence of this lesson. We are now at the part of the lesson where the students will apply what they have learned.

The decodable passages that have been provided contain words that have spelling patterns that have already been introduced to students. This is the opportunity for students to practice their automaticity. The text can be found in Appendix A.

An important thing to remember about decodable text is that it is for practicing phonics and fluency; it is not for working on comprehension skills.

Give the students the decodable passages and have them practice reading it several times. Students can keep them in a notebook to practice reading daily.

Word Work

Incorporating Word Work into every lesson allows students the opportunity to practice not only reading words, but also spelling. These Guides to Mastery include 3 activities that are rotated to add a variety of work for students. Here is a look at the activities:

Syllable Type Sort

In Appendix B are Syllable Type Sorts. At the top of each sort are the types of words that are to be sorted, for example, one and two syllable words. The students take the cards and sort them into two columns, words that are one


syllable and words that are two syllables. There are a variety of sorts. Once they are sorted in the correct column, students can then practice reading the words for fluency.

Syllable Practice

Appendix C provides students practice with breaking words into syllables on their own.

Dictation

This is a great way for teachers to see how their students are progressing. It is important for students to know dictation is not a graded test, but just practice for them. Teachers dictate the words for students to spell. There is also a sentence for students to write in each dictation activity. Pages are located in Appendix D.

Syllable Division Daily Practice

In this section, students are provided daily with the opportunity to divide 5 words into syllables on their own, based on what they have learned.

Assessments

After every 5 lessons there is an assessment for the previous five lessons that were taught. The students read the row of real words and then the row of nonsense words. Students need to score 5/6 to pass.


Procedures for Teaching Syllable Division Principles


Procedure for Teaching VC/CV Syllable Division

This syllable division occurs when a word has two consonants that come between two vowels. In words with this pattern, the split comes between the two consonants (unless the two consonants are a digraph).

Step 1:

Write the word on the board:

tidbit

Step 2:

First, label the vowels in the word:

tidbit v v Step 3:

Then, label the consonants between the vowels:

tidbit vccv Step 4:

Point out to students the VCCV division and when words have this division, you split the word between the two consonants.

tid/bit

Step 5:

Look at the first syllable: tid


Ask students if this is an open or closed syllable. (It is a closed syllable because there is a vowel followed (or closed in by) a consonant).

Since it is a closed syllable the vowel is short. This syllable is pronounced /rab/.

Step 6:

Look at the second syllable: bit


Since it is a closed syllable the vowel is short. This syllable is pronounced /bit/.

Step 7:

Have students blend the two syllables together to say the word.


Procedure for Teaching V/CV and VC/C Syllable Division

When a word has one consonant between two vowels, divide the word after the first vowel. This makes it an open syllable and the vowel sound is long. If the split does not make a recognizable word, divide it after the consonant. This will make it a closed syllable and the vowel will be short.

V/CV Example

Step 1:


music

Step 2:


music v v Step 3:


music vcv Step 4:

Point out to students the VCV division. Remind them that 75% of words break as V/CV and to try that first.

mu/sic


Step 5:

Look at the first syllable: mu

Ask students if this is an open or closed syllable. (It is an open syllable because there is a vowel at the end of the syllable).

Since it is an open syllable, the vowel is long. This syllable is pronounced /mū/.

Step 6:

Look at the second syllable: sic


Since it is a closed syllable the vowel is short. This syllable is pronounced /sic/.

Step 7:



VC/V Example

Step 1:


habit

Step 2:


habit v v Step 3:


habit vcv Step 4:

Point out to students the VCV division. Remind them that 75% of words break as V/CV and to try that first.

ha/bit

Step 5:

Look at the first syllable: ha

Ask students if this is an open or closed syllable. (It is an open syllable because there is a vowel at the end of the syllable).

Since it is an open syllable, the vowel is long. This syllable is pronounced /hā/.


Step 6:

Look at the second syllable: bit


Since it is a closed syllable the vowel is short. This syllable is pronounced /bit/.

Step 7:

Have students blend the two syllables together to say the word. This is not a recognizable word so tell the students you are going to try the VC/V division.

Step 8:

hab/it

Step 9:

Have students read the word. This is a recognizable word.


Procedure for Teaching VC/CCV and VCC/CV Syllable Division

When a word is made up of a consonant blend or digraph, keep the letters together in the same syllable.

Step 1:


toothbrush

Step 2:


fishhook (reminder: label double vowels as 1) v v Step 3:


fishhook

vcccv

Step 4:

Point out to students the VCC/CV division. Remind them digraphs are kept together.

fish/hook

Step 7:



Procedure for Teaching Consonant -le Syllable Division

This syllable division occurs when a final, separate syllable contains a consonant followed by the letters le.

Step 1:


table

Step 2:


table v v Step 3:


table vccv

Step 4:

If the first syllable ends with a consonant, try the short vowel sound for the first vowel. If the first syllable ends with a vowel, try the long sound.

tab/le or ta/ble


Lesson 1

Syllable Type Spelling Focus: ai

Words to Blend:

rain*drop waist*band drain*pipe

sail*boat mail*box paint*brush

main*tain rail*way tail*gate

Automatic Word Recognition:

submit muffin campus

summit septic hidden

tonsil rustic hiccup

Decodable: (Appendix A, Lesson 1)

Word Work: Syllable Type Sort

(Appendix B, Lesson 1)

Syllable Division Daily Practice:

button startle pumpkin second instead


Lesson 2

Syllable Type Spelling Focus: ai

Words to Blend:

waist*band sail*boat tail*coat

tail*gate rail*road drain*pipe

hand*rail train*load com*plain


vivid sadden denim

cosmic panel puppet

rotten comet fatten


Word Work: Syllable Practice

(Appendix C, Lesson 2)


kindle sunny kingdom ransom deny


Lesson 3

Syllable Type Spelling Focus: ay

Words to Blend:

pay*day cray*on pay*check

sub*way pay*ment high*way

day*dream may*pole hol*i*day


inlet goblet sunset

kitten eggnog signal

velvet sunlit tennis


Word Work: Dictation

(Appendix D, Lesson 3)


pretend yellow swindle liquid athlete


Lesson 4

Syllable Type Spelling Focus: a_e

Words to Blend:

class*mate es*tate ex*hale

wait*ress mis*take dem*on*strate

late*ness land*scape pan*cake


sunlit tennis suffix

sadness unless tomcat

bellhop bonnet offset





happy bundle protest proper dolphin


Lesson 5

Syllable Type Spelling Focus: a_e

Words to Blend:

es*tim*ate ship*mate state*ment

up*grade ex*hale whale*boat

dem*on*strate late*ness land*scape


hilltop dishrag bathtub

within vanish racket

backlog backpack packet





happen single demon driver control


Assessment on �Long Vowel Syllables�

waistband trainload crayon

faimload rayton gaiplat


Lesson 6

Syllable Type Spelling Focus: ee

Words to Blend:

free*way in*deed free*dom

sleep*less tree*top speed*way

keep*sake pro*ceed suc*ceed


paper ruler meter

item basic began

depend relax protect





staple sitting unit magic children


Lesson 7

Syllable Type Spelling Focus: ea

Words to Blend:

sea*shell pea*nut sea*weed

sun*beam sea*sick rea*son

tea*pot steam*ship weak*ness


elect even event

table unit label

title solo behind





noble fellow open penny inspect


Lesson 8

Syllable Type Spelling Focus: Review ee/ea

Words to Blend:

speed*boat sea*coast team*mate

meal*time dee*pen free*zer

bea*ver bea*con pig*tail


begin over Roman

truly spider evil

data zero motion





matter poodle crusade clever hundred


Lesson 9

Syllable Type Spelling Focus: oa

Words to Blend:

road*bed oat*meal boat*load

road*way coat*rack soap*suds

tight*rope card*board char*coal


begun belief station

fever tiger total

nation potato produce





beagle compact nomad comet mischief


Lesson 10

Syllable Type Spelling Focus: ow

Words to Blend:

win*dow el*bow yel*low

row*boat pil*low snow*man

rain*bow fel*low snow*drift


secret design unit

label chosen select

location silent broken





eagle insect romance rapid simply



indeed reason beacon

feempip reamot memteap


Lesson 11

Syllable Type Spelling Focus: o_e

Words to Blend:

bath*robe ex*plode sun*stroke

back*bone hope*less com*pose

ex*pose ex*plore


apron recent moment

deposit nation pilot

position April program





disgust bubble recite second constant


Lesson 12

Syllable Type Spelling Focus: Review Long o

Words to Blend:

shad*ow fol*low in*grown

oat*meal card*board el*bow

snow*drift bath*robe hope*less


moment canal respect

bacon Irish solution

device horizon ago





middle inject cupid solid monster


Lesson 13

Syllable Type Spelling Focus: igh

Words to Blend:

high*way gas*light up*right

in*sight sight*less spot*light

night*fall bright*ness night*in*gale


motel library beside

decide basic vibration

produce reflect human





jungle magnet elope travel instead


Lesson 14

Syllable Type Spelling Focus: i_e

Words to Blend:

dis*like nine*teen rep*tile

side*ways meal*time day*time

life*belt cap*size pipe*line


refuse demand robot

derive student vitamin

supreme vibrate define





table intact define value control


Lesson 15

Syllable Type Spelling Focus: Review Long a

Words to Blend:

ex*plain whale*boat pay*day

class*mate tail*gate cray*on

dem*on*strate up*grade land*scape


pilot meter repeat

degree iron prevent

deliver defeat reason





profile saddle sunlit clever kitchen



elbow explore insight

sowpop tighmip himpow


Lesson 16

Syllable Type Spelling Focus: Review Long i

Words to Blend:

high*way dis*like in*sight

side*ways spot*light cap*size

night*fall life*belt pipe*line


prevent season freedom

eager depend chosen

reward regard moment





dismal apple primate shiver complete


Lesson 17

Syllable Type Spelling Focus: Mix Review of All Long Vowels

Words to Blend:

cap*size rain*drop ex*plode

shad*ow class*mate es*tim*ate

free*way sea*shell spot*light


attic button happen

sudden traffic cabin

habit comet panic





settle selfish devote punish pilgrim


Lesson 18


Words to Blend:

tail*gate pan*cake pea*nut

yel*low hol*i*day night*fall

free*dom boat*load hope*less


select resist prevent

hotel event visit

legal topic robin





title combat beside petal complain


Lesson 19


Words to Blend:

main*tain pro*ceed tight*rope

pi*lot day*dream rea*son

rain*bow up*right day*time


oven punish prison

habit finish honest

magic vacant siren





people suggest promote planet complete


Lesson 20


Words to Blend:

pan*el pay*ment tree*top

sea*sick coat*rack sight*less

high*way pil*low meal*time


humid female robot

silent attack tennis

velvet insect plastic





address provide robin mischief open



holiday estimate pilot

tipot faytip patemit


Appendix A Decodable Text


Lesson 1

Raindrops crashed on the mailbox.

Tom sailed the sailboat in the bathtub.

Railroad tracks run right next to my house.

The waistband on Tom�s pants was loose.

If I maintain good grades, I will get a treat.


Lesson 2

Use the handrail when climbing the stairs.

Don�t tailgate the car in front of you while driving.

A trainload of toys just arrived at the station.

It rained so much that the drainpipe flooded.

I cleaned the paintbrush when I was done painting.


Lesson 3

Payday is on Friday each week.

The subway shut down during the storm.

I always daydream about what I am going to do when I get home.

The red crayon melted on the sunlit shelf.

Nick took the highway to get to the store.


Lesson 4

Chuck has been my classmate since first grade.

The waitress brought me a large milkshake.

I made a mistake on the math test and ended up getting a C.

I looked at the landscape as we drove down the highway.

Demonstrate for me how you did that!


Lesson 5

My mom makes me pancakes every Sunday morning.

Mrs. Fox asked us to estimate how many buttons were in the jar.

My dad is going to upgrade to a new truck.

Exhale before you take the inhaler.

Kim made a statement that she wasn�t going to go to the game.


Lesson 6

The freeway was at a standstill during rush hour.

Gail had a sleepless night before her speech.

Every year Mom gives me a keepsake at Christmas.

Proceed to the next class.

The bird flew by me and landed up on the treetop.


Lesson 7

Jill found a large seashell on the beach.

The sunbeam hit my eyes and I could not see.

Mom filled the teapot and placed it on the stove.

My aunt cannot eat peanuts.

Seaweed wrapped around my leg while playing in the ocean.


Lesson 8

The speedboat hit a wave and flew in the air.

We always eat well at mealtime.

My teammate broke his arm during the game.

The freezer door was left open and the food spoiled.

Matt saw a beaver on the shore.


Lesson 9

Oatmeal is the best meal to eat in the morning.

Place your jacket on the coatrack.

At the circus, the tightrope walkers are the best.

Soapsuds spilled out of the washing machine.

My baby sister loves to play with cardboard.


Lesson 10

My chore is to wash the windows.

We saw a huge rainbow after the storm.

I hit my elbow on the edge of the door.

The pillow was soft and fluffy.

Our snowman melted as it heated up.


Lesson 11

Your bathrobe is hanging on the back of the door.

Let�s go explore the seaside.

The song Tom composed was very good.

We all got to go on a speedboat with Tom.

Tim was hopeless that he was not going to bring up his grades.


Lesson 12

The shadow puppets on the wall were fun to make.

A huge snowdrift was next to our house after the storm.

Sue had an ingrown nail on her foot.

We followed Kim on the highway.

We tied the rowboat to the dock when we were done.


Lesson 13

I love the look at the sky after nightfall.

The brightness of the moon lit the grass.

Please stand the broom upright in the closet.

We used a gaslight while we were camping.

The nightingale was on the treetop.


Lesson 14

I dislike green beans.

Always be safe and wear a lifebelt.

Tom will turn nineteen in May.

The rowboat will capsize if we are not careful.

My brother has a reptile for a pet in his room.


Lesson 15

Our teacher will explain the math problem.

We will have a tailgate party before the game.

The food was so old it was rotten.

It is time to upgrade our computer.

My classmate will demonstrate that during her speech.


Lesson 16

My mom makes the best cupcakes.

Turn sideways and you will see the rainbow.

The spotlight was on her while she sang.

If you play on the rowboat it will capsize.

The oil flows through the pipeline.


Lesson 17

Estimate how many jelly beans are in the jar.

Sue brought a seashell to show and tell.

My classmates composed a song.

Our teacher took us outside to trace our shadows.

My mom makes the best food at mealtime.


Lesson 18

The yellow bird sat in the treetop.

During the holiday, my family is taking a vacation.

I love to eat pancakes with a lot of butter.

Our teacher gave us freedom in the classroom.

A boatload of cars reached the dock.


Lesson 19

The pilot flew the plane over the ocean.

Trish told me the reason she was mad at me.

I love to play in the field during the daytime.

Mr. Scott told us to proceed to the classroom.

The whales jumped high out of the water to inhale.


Lesson 20

The panel of students graded my speech.

Chad was seasick on the boat.

Did you get the payment I sent you?

My teammate made the winning shot!

The bird was looking through the window.


Appendix B Syllable Type Sorts


Lesson 1 Syllable Type Sort

One and Two Syllable Words

mailbox fail paint

brain raindrop jail

paintbrush pail pigtail

faint explain grain

waitress maid mainland



Long a ai, ay, a_e

highway holiday maypole

estate cupcake explain

daydream classmate payday

pancake mailbox crayon

handmade maintain subway



Long e ea, ee

freeway seashell peanut

indeed freedom seaweed

sunbeam sleepless seasick

treetop reason teapot

keepsake weakness speedway



Long o oa, ow

roadbed window oatmeal

elbow boatload yellow

roadway rowboat coatrack

pillow soapsuds snowman

coatrack rainbow snowdrift



Long a, e, o

raindrop freedom payday

sleepless pancake roadbed

coatrack handrail window

estimate yellow freeway

bathrobe seashell sunstroke



Long i igh,i_e

highway dislike gaslight

nineteen upright reptile

insight sideways sightless

mealtime spotlight lifeboat

nightfall capsize pipeline



Long Vowels a,e,i,o

paintbrush subway whaleboat

estimate sleepless sunbeam

roadway elbow backbone

oatmeal gaslight reptile

capsize nineteen treetop


Appendix C Syllable Practice


Lesson 2

Break the following words into syllables.

Example: moment __mo__ __ment__

1. raindrop ____________ ____________

2. explain ____________ ____________

3. waistband ____________ ____________

Lesson 5


1. maypole _____________ ___________

2. crayon _____________ ___________

3. pancake ____________ ___________


Lesson 8


1. peanut ____________ _____________

2. freeway ____________ _____________

3. seashell ____________ _____________

Lesson 11


1. seaweed _____________ _____________

2. elbow _____________ _____________

3. weakness _____________ _____________


Lesson 14


1. payday ____________ _____________

2. sleepless ____________ _____________

3. pillow ____________ _____________

Lesson 17


1. nineteen _____________ _____________

2. capsize _____________ _____________

3. window _____________ _____________


Lesson 20


1. dislike _____________ ______________

2. reptile _____________ ______________

3. lifebelt _____________ ______________


Appendix D Dictation


Dictation

Lesson 3

Line 1: paycheck explain

Line 2: crayon subway

Sentence: The payment was taken by the waitress.

Lesson 6

Line 1: exhale freeway

Line 2: sailboat treetop

Sentence: Please demonstrate how to make a cupcake.

Lesson 9

Line 1: oatmeal tightrope

Line 2: teammate seashell

Sentence: Seaweed wrapped around the speedboat engine.

Lesson 12

Line 1: shadow follow

Line 2: bathrobe snowman

Sentence: The snowdrift covered the large snowman we built.


Lesson 15

Line 1: spotlight explode

Line 2: roadway seasick

Sentence: A trainload of peanuts arrived at the station.

Lesson 18

Line 1: ingrown brightness

Line 2: rainbow speedway

Sentence: She is dreaming about the upcoming holiday.


Dictation

Lesson 3

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________

Lesson 6

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________

Lesson 9

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________


Lesson 12

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________

Lesson 15

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________

Lesson 18

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________


Appendix E


Automatic Word Recognition

Charts


submit muffin campus

summit septic hidden

tonsil rustic hiccup


vivid sadden denim

cosmic panel puppet

rotten comet fatten


inlet goblet sunset

kitten eggnog signal

velvet sunlit tennis


sunlit tennis suffix

sadness unless tomcat

bellhop bonnet offset


hilltop dishrag bathtub

within vanish racket

backlog backpack packet


paper ruler meter

item basic began

depend relax protect


elect even event

table unit label

title solo behind


begin over Roman

truly spider evil

data zero motion


begun belief station

fever tiger total

nation potato produce


secret design unit

label chosen select

location silent broken


apron recent moment

deposit nation pilot

position April program


moment canal respect

bacon Irish solution

device horizon ago


motel library beside

decide basic vibration

produce reflect human


refuse demand robot

derive student vitamin

supreme vibrate define


prevent season freedom

eager depend chosen

reward regard moment


attic button happen

sudden traffic cabin

habit comet panic


select resist prevent

hotel event visit

legal topic robin


oven punish prison

habit finish honest

magic vacant siren


humid female robot

silent attack tennis

velvet insect plastic

Documents

Blow the Lid Off of the Reading Skills Tests!