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  • 一般

    GETTING STARTED

    Welcome to learn "Long Vowels" online. 

    This course demonstrates how phonics instruction in which some long vowel awareness activities aiming to help develop students' spelling and reading abitilities, which will enable the application of long vowel-sound association when phonics instruction is conducted, and learning activities focusing on long vowel practices in listening speaking, reading and writing are conducted in 9 weeks.

    A unique 9-step learning-to-read curriculum by Singing, Spelling & Reading  utilizes carefully sequenced systematic, explicit phonics instructional strategies to build fluent, independent readers. It integrates the most current resources on long vowels to quickly and effectively reach all types of learners.

    Please check the News Forum regularly for the latest announcement, and click the Discussion forum to share your ideas.

     

  • Week One : Review Long Vowel Sounds "a, e, i, o,u"

    Long vowel sounds "a, e, i, o, u"

  • Week Two: Long "a" sound

    Week Two : Long a sound

    Things can start getting confusing from this point, since letters will start making different sounds, depending on which vowel they are with. It is really very simple, it just takes practice. Teach a rule, then practice it in single words, then go on a hunt for the words and rules in stories, allowing them to read as much as they can by themselves.  

    The following is a list of vowel sounds, shown along with their diacritical marks:

    • Long a (ā) sound as in ape, snail, ache, explain, and reindeer

    • Long e (ē) sound as in eat, agony, needle, pianist, and electricity

    • Long i (ī) sound as in eye, cry, tightrope, tile, and violin

    • Long o (ō) sound as in oh, domino, ghost, pillow, and stethoscope

    • Long u (ū) sound as in you, salute, toothbrush, goose, boot, and costume

  • Week Three : Long "e" sound

    Week Three :  Long e sound

    Long e (ē) sound as in eat, agony, needle, pianist, and electricity

  • Week Four : Long " i " sound

    Week Four : Long i sound

     Long i (ī) sound as in eye, cry, tightrope, tile, and violin

  • 04月 7日 - 04月 13日

    Week Five : Long o sound

     Long o (ō) sound as in oh, domino, ghost, pillow, and stethoscope

  • 04月 14日 - 04月 20日

    Week Six : Long u sound

    Long u (ū) sound as in you, salute, toothbrush, goose, boot, and costume

  • Week Seven: y and other long vowels

    Week Seven: y and other long vowels

     When is Y a vowel?

    Y acts as a vowel when it comes at the end of a word. It follows the double vowel rule in words that end with the following:

    Words ending in -ay have the long a sound, such as pay, May, play, etc.

    SUBSTITUTE VOWELS
    It is finally time to introduce the substitute vowels. We simply tell the children that Y and W can sometimes be vowels.
    When is W a vowel?
    When w follows o, and the o says it's name, the w is acting like a vowel (follows double vowel rule above).
    In these words: cow, town, brown, etc., w is a consonant.
    In these words: tow, low, bowl, etc., w is a vowel. Notice the o is long and the w is silent.
    Like the oo words, we don't fuss over the difference, but just practice some words and let the child get used to them.

     

    • SILENT 'E' AT THE END OF A WORD

    Notice that we have saved this rule for last. It is a main rule, and often takes precedence over the others. The above rules apply in single syllable words and within syllables of larger words. However, adding an e at the end of a word can frequently change the above sounds.

  • Week Eight : Irregular Vowels

    Week Eight : Irregular Vowels

  • Week Eight : Irregular Vowels

    Week Eight: Irregular Vowels

    Why do the vowels have so many different sounds and rules? We tell the children that they are like managers, or bosses. They have lots of jobs to do and often get together in groups or with other letters to do special jobs.

    Now, the letters are always very polite, and when they meet each other the vowels often introduce themselves. The long vowel sound is the name of the letter; you actually say the letter's name right in the word.



  • Week Nine : Wrap Up your Long Vowel Learning

    Week Nine:Wrap Up Your Long Vowel Learning

     

    When learning to read, a child should read out loud so you can hear how they sound through words and articulate sounds. The most difficult thing for you to do at this point is - sit quietly while the child sounds through a word; it is very tempting to help them. Don't get them into the habit of waiting for you to give them the words! We don't step in and help unless the student is becoming frustrated, and only after at least two or three tries.

    When we help, we never give the whole word if they have already learned all the phonics rules that apply; we only help with specific sounds within the word. If the word is new and contains rules that have not been covered yet, we let them try to figure it out, then help with some sounds, and only after that do we give them the word (if they are still stuck).