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LESSON TEN EXERCISES AND ACTIVITIES TO BE FOLLOWED EACH DAY

PREPARE

Make sure you DO ALL of the following EACH day of the week!

Now that your student knows the names of the letters of the Alphabet you will begin to teach the short sounds of the vowels. Concentrate on separating the letters AEIOU from the Alphabet and presenting the sounds. Each letter that is presented will have two sounds as you will see in the word examples given below.

The song is included to help solidify the two sounds of each separated letter. THIS song should be memorized as the following five Alphabet letters with their sounds will show up in your student's reading and speaking vocabulary for the rest of his or her life. This song needs to be repeated over and over. Keep in mind that the merits of this song for solidifying the foundation are awesome!!!

The uppercase and lowercase letters of the AEIOU presented below are capitalilized or not, for the purpose of singing the song. The case has nothing to do with identifying the letters according to one sound or the other.

Aa The long sound is like the A in Aim
The short sound is the
a in apple

A is a cry baby who cries all the time: Aaaaaaaaaaaaaaaa!

Ee The long sound is like the E in Eat
The short sound is like the
e in egg

E is like an old man who needs a hearing aid and has difficulty understanding what was said to him: Eh?

Ii The long sound is like the I in Item
The short sound is like the
i in inch

I is the sound a pig makes when he is seeking to find a way out of his pen: Make i sound like the i sound in the word pig! iiiiiiiiii!

Oo The long sound is like the O in Old
The short sound is like the
o in odd

O is the sound the doctor asks you to make when he wants to look at your throat: ah!

Uu The long sound is like the U in Universe
The short sound is like the
u in umbrella

U is the sound a weight lifter makes when he lifts his weights high over his head: Uuuuuuhhh!

The student should have his hand at all times pointing to the alphabet letter referred to, as he sings each song! The words to the following songs are modified and adaptable to the suggested melodies listed below: As the supervisor, you may want to make up your own tune instead. The objective is to make memorizing the alphabet SOUNDS as much fun as possible!

The sounds are considered long when the sound is the same as the name of the letter. For instance, the long sound of a can be heard in the word late. It sounds the same as the name of the Alphabet letter Aa. The short sound is the other sound you hear in the word examples. For instance, the short sound of a is the sound of a which you hear in the word at.

a Sounds like the a in cat

e Sounds like the e in leg

i Sounds like the i in hit

o Sounds like the o in hot

u Sounds like the u in hut

VOWELS Sung to the traditional melody of JINGLE BELLS

DAILY DICTATION Dictate just the sounds of the following letters. Do not dictate the words. Say only the short sounds. The words are below to remind you of the proper short sounds for each vowel.

a ate am e eat egg i ice it o only odd u unite up

Dictate the following letters or vowels to your student. Mix them up. Say the long and short sounds but say them out of order. The sounds are considered long when the sound is the same as the name of the letter. For instance, the long sound of a can be heard in the word ate. It sounds the same as the name of the Alphabet letter Aa. The short sound is the other sound you hear in the word examples. For instance, the short sound of a is the sound of a which you hear in the word am.

Dictate the sounds only. Do not dictate the words. Do not give clues. Say the sounds while your student writes them down. Correct each time a letter is put on paper. Let your student identify the sound you say with what he or she has written down on paper. Make sure that your student corrects his or her mistakes.

If you have an accent or if you are unsure about saying these sounds correctly, please write Bill and Janae Cooksey for information on how you can obtain a cassette tape to better assist you in saying these sounds properly. You want to be sure your student hears the correct sounds.

Dictate the following letters by long sound only!
Don't forget to correct your student each time!
When you finish, start over! Start over again and again!!!

a, i, e, u, o, a, a, a, o, u, u, u, a, o, u, a, o, o, i, i, a, a, a, e, e, e, i, e, i, e, i, o, e, a, a, e, u, o, i, u, o, i, u, a, a, a, e, e, a, e, i, i, i, u, u, i, u, i, u, o, a, i, e, u, o, a, a, a, o, i, u, o, i, u, a, a, u, u, u, a, o, u, a, o, o, i, i, a, a, i, e, i, e, i, o, e, a, a, e, u, o, i, u, o, i, u, u, i, u, i, u, o, a, i, e, u, o, a, u, o, a, i, e, u, o, a, a, a, o, i, u, o, i, u, a, u, i, u, o, a, i, e, u, o, a, a, a, o, u, u, u, a, o, u, a, u

Dictate the following letters by short sound only!
Don't forget to correct your student each time!
When you finish, start over! Start over again and again!!!

i, u, u, i, u, i, u, o, a, i, e, u, o, a, a, a, o, i, u, o, i, u, a, a, u, u, u, a, o, u, a, o, o, i, i, a, a, i, e, i, e, i, o, e, a, a, e, u, o, i, u, o, i, u, u, i, u, i, u, o, a, i, e, u, o, a, u, o, a, i, e, u, o, a, a, a, o, i, u, o, i, u, a, u, i, u, o, a, i, e, u, o, a, a, a, o, u, u, u, a, o, u, a, u a, i, e, u, o, a, a, a, o, u, u, u, a, o, u, a, o, o, i, i, a, a, a, e, e, e, i, e, i, e, i, o, e, a, a, e, u, o, i, u, o, i, u, a, a, a, e, e, a, e, i, i

Dictate the following letters by long and short sounds mixed up!
Don't forget to correct your student each time!
When you finish, start over! Start over again and again!!!

i, u, u, i, u, i, u, o, a, i, e, u, o, a, u, o, a, i, e, u, o, a, a, a, o, i, i, u, u, i, u, i, u, o, a, i, e, u, o, a, a, a, o, i, u, o, i, u, a, a, u, u, i, e, i, e, i, o, e, a, a, e, u, o, i, u, o, i, u, a, a, a, e, e, a, e, i, i, u, a, o, u, a, o, o, i, i, a, a, i, e, i, e, i, o, e, a, a, e, u, o, i, u, o, u, o, i, u, a, u, i, u, o, a, i, e, u, o, a, a, a, o, u, u, u, a, o, u, a, u a, i, e, u, o, a, a, a, o, u, u, u, a, o, u, a, o, o, i, i, a, a, a, e, e, e

This is an essential to the teaching in of all the following lessons. Do not allow yourself to become bored with the constant repetition. Do not encourage your student to become bored because this constant repetition is very necessary for what is to follow. You don't see the full picture right now. When you do see the full picture then you will look back at the repetition and see its value. A GAME TO PLAY Get five pennies and five nickles. Make ten flashcards. On index cards write A, a, E, e, I, i, O, o, U, u. Put your flash cards on a table. Lay them out so that each card is visible. Say the long and short sounds of each letter but mix up the order. Instruct your student to place a nickle on the card if he or she hears the long sound and to place a penny on the card if he or she hears the short sound. When ten sounds have been said there will be five nickles and five pennies placed on ten cards. If your student seems to know the sounds, allow him or her to say the sounds in mixed up order while you place the coin on the correct card. Do not let any wrong sound go uncorrected. VARIATION: You may prefer to play this game without coins. In that case just turn over the cards with letters that identify the sounds you say.

Place your flashcards with A, a, E, e, I, i, O, o, U, u. on a table. Turn them over so that you cannot see which letter is on which card. Take turns picking up a card and turning it over so that you can both see the letter on the card at the same time. Say its sound as fast as you can. See how fast you can do this. Have fun doing it but don't forget that you are the supervisor. You may have to let your student win if he or she is not fast enough to compete. Be sure to win also. Don't go so fast that the sounds are said incorrectly.

PRACTICE YOUR HANDWRITING ALSO

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Copyright 1997 by Bill and Janae Cooksey, All rights reserved. No part of this material may be published in any form or by any means without permission in writing from the publisher.