Vowel, consonant, vowel your way to better reading
This is a lesson for Secondary Special Education Teachers who teach exceptional children who are reading at the second grade level. Students will learn decoding patterns using vowels and consonants to divide words into syllables in order to sound out the word.
A lesson plan for grades 1–2 English Language Arts
The student will learn how to divide words into syllables to sound out the word.
Time required for lesson
The student needs reading materials that are on the independent and instructional level of the student. These could include their reading book, their content area book, the newspaper, favorite magazine, etc.
The student must be able to identify a-e-i-o-u- and sometimes y as vowels and bcdfghjklmnpqrstvwxz as consonants. The student must also be able to use phonics. It is quite helpful to remind the student of short vowel sound to have a poster on the wall that has the words:
- cat for a,
- egg for e,
- sip for i,
- of for o,
- and us for u
The student should understand context clues and also have knowledge of using picture clues when available.
- Teacher: “I have a secret for you today! There are patterns in words that can help you read. There are vowel and consonant patterns in words that will help you figure out what a word is when you do not know it. Let’s start with the first pattern. I am going to write down VCV which means Vowel, Consonant, Vowel. I want you to write down the word “Susan” and start with the first vowel you see and put “v” below the first vowel and a “c” below the consonant and continue naming each letter whether it is a vowel or consonant.”
- Teacher checks to see if the student has written a “v” below the vowels and a “c” below the consonants.
Given 10 words following the VCV and VCCV patterns, the student will correctly put the word into syllables on their own sheet of paper. and correctly pronounce the word to the teacher orally.
When the student has mastered the decoding of the V-CV and VC-CV patterns in words, the student can use this skill when he is reading other materials and comes across a word he does not know.
To build on this skill, the teacher will address other phonetic rules to help pronounce unknown words. For example:
- two vowels coming together, the first one says its name and the second one is silent, as in “eat”
- if a silent “e” comes at the end of a word, the vowel, say its name, as in the word “cake”
- if an “i” or an “e” follows a “c”, then say the “s” sound for the “c”,as in receive
- if an “e” follows a “g”, then the “g” sounds like a “j”, like in the word “cage”
As I have used this lesson plan with secondary exceptional students who have a second grade reading level, I find the student can read around the word and their brain will automatically help them “catch” the word. They have heard all the words that they can not readily read. These unknown reading words are in their “listening” vocabulary. I encourage them strongly to break up the “unknown” word, try to sound it out and listen to what their brain “tells” them the word is. It is wonderfully exciting to witness the student realize that “THEY” are reading the words and no one is telling them the word.
As I have told the students:
I want to teach you how to fish so you can eat dinner each day of your life. I do not want to give you one fish so you can only eat dinner tonight!
- Common Core State Standards
- English Language Arts (2010)
Reading: Foundational Skills
- Grade 1
- 1.RFS.3 Know and apply grade-level phonics and word analysis skills in decoding words. 1.RFS.3.1 Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). 1.RFS.3.2 Decode regularly spelled one-syllable words....
- Grade 2
- 2.RFS.3 Know and apply grade-level phonics and word analysis skills in decoding words. 2.RFS.3.1 Distinguish long and short vowels when reading regularly spelled one-syllable words. 2.RFS.3.2 Know spelling-sound correspondences for additional common vowel...
- Grade 1
- English Language Arts (2010)
North Carolina curriculum alignment
English Language Arts (2004)
- Goal 1: The learner will develop and apply enabling strategies and skills to read and write.
- Objective 1.01: Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text.