Activity Description

Preparation:

1. Choose a vowel sound that has more than one spelling
   1. For example, the long e sound could be spelled “ee” or “ea”, the long a sound could be spelled “ai” or “ay”, long o could be spelled “oa” or “ow”
2. Select a story that includes words with your chosen vowel pairs
   1. Gather or make copies for each student
3. For your own reference, make a list of the words in the story that contain the vowel pairs
4. Prepare the Vowel Pairs chart
   1. Record the heading “Vowel Pairs” on a piece of chart paper
   2. Under the heading record vowel pairs that make your chosen sound in 2-3 columns
      • For example: “ee” and “ea”

Implementation:

1. Show students the Vowel Pairs chart
   1. Review the sound you will be focusing on and the vowel pairs that can be used to spell that sound
2. Hand out a copy of the story to each student and invite students to follow along while you read aloud
   1. Tell students to listen and look for vowel pairs that makes your chosen sound
      • For example words that contain the long /e/ sound spelled “ea” or “ee”
   2. Invite students to read a section of the story aloud
3. After reading the story have the students turn back to the beginning of the story
   1. Have the students identify words that contain your chosen sound
   2. As students point out words containing vowel pairs that make the sound, record these on the chart under the correct column
   3. As words are identified and written down, point to each one and review the vowel sound and its spelling as a class
4. Review the list of words and the possible spellings for your chosen sound

Adaptations For

English Language Learners/ESL:

- Pre-teach the vowel pairs that make the sound of the week prior to the activity
- Isolate and exaggerate the sound of the week in isolation and in the word (point to mouth and tell students to look and say correct response)
- Use gestures or actions that correspond to the sound

LD/Reading & Writing Difficulties:

- Provide opportunities to practice saying and identifying the sounds in words
- Pre-read the story with the student prior to the activity
- Allow student to follow along using a computer software program that highlights each word on the computer screen as it is read aloud

Cultural Appropriateness & Diversity:

- Select a story that includes a plot and setting with which the students will be familiar

Differentiated Instruction:

- Encourage all students to participate by having them read aloud the story in a paired reading session
- Provide an opportunity to re-read the story and identify the sound of the week in small groups

Related References

Evidence: 
Levin, I., Shatil-Carmon, S. & Asif-Rave, O. (2006). Learning of letter names and sounds and their contribution to word recognition. Journal of Experimental Child Psychology, 93, 139-165.