The students bring their words or cards back to the carpet and we begin going through them and finding the target sound. The students love searching for the sound and it’s a great way to get a little movement in the day. Sometimes I let students find real objects in the classroom with the target sound and other times I hide picture cards around the room. I like to do this like a class scavenger hunt. Next up, it’s time to start adding words, lots and lots of words. This is a great tool to help those auditory and musical learners in your classroom. ![]() The students love learning the rhyme and reciting it together. This rhyme helps students to remember the short vowel sound and a word or two with that sound. The students love creating the centerpiece of the anchor chart and connecting it to the target sound.Įach of the short vowel anchor charts also comes with a cute rhyme. Short Vowel Anchor ChartĪfter we play some word games as a warm-up we jump right into creating our short vowel anchor chart. You’ll be happy you did as you move into other reading skills. That’s OK too! These short vowel sounds are so important to our beginning readers that it is worth taking all the time you need for your students to build a strong foundation. Still, there are years when I need to slow down because my students need extra practice. So the letter and sound is a review that we begin building on. While I generally teach a new sound each day, this is always after we’ve already worked on each letter of the alphabet. Take the time to make sure your students have a good foundation before moving on. Teacher Tip: TimingĪs you teach short vowel sounds I would encourage you not to rush through them. On the last day, we do a review of all the short vowel sounds using our completed anchor chart. ![]() I like to follow this same procedure and activities for each of our new vowel sounds. When first introducing short vowel sounds, I generally focus on one short vowel sound per day. This is one of those special “lightbulb” moments. It’s exciting to watch as they realize that these important alphabet sounds are in many, many words. Pretty soon, the students start hearing the rhyming patterns that are so easy to make with short vowel word families.īefore you know it, students are moving on to bigger, unrelated words with the target sound. Before long, students jump in with other words that have the target sound. ![]() I start this by saying words and over exaggerating the short vowel sound. Once my students have the target sound at the beginning, I move on using the sound as part of the ending word family.
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