Word Cards and Marking Syllables

We have been spending quite a bit of time on multiple syllabic-closed and vowel-consonant-e syllables. 

This shows an example of how syllable types are segmented and marked. Knowing how to segment words is very empowering because it allows students to decode some very sophisticated and long words.

We have spent quite a bit of time this year on closed syllables. When tapping closed syllables the vowel always makes the short sound.

We also learned that when a multisyllabic word ends in the /k/ sound is is spelled with "ic." Recall that single syllable words ending in /k/ immediately after the vowel sound are spelled with the digraph "ck."









We have also started learning about v-c-e syllables, or "silent e words." An activity we have been working on during the word card step of our lesson is creating our own cards. the vowels are written in red making is easy to see how to segment words with scissors. Once words are segmented into syllables, the syllables can be combined with syllables from other words.

Segmenting syllables and creating new words with syllables allows students to use higher order thinking skills and gives them power over words; a very empowering deed for students who are used to having written words have power over them. 

Explaining how to recognize long vowels in vce words

We have guest bloggers today! Our class explains how to recognize, read, and spell words with long vowels.
   

Our class at Spring Arbor Retirement Home for a shared reading day. 

WRS 4.1-4.2

Happy May! We are coming down to the home stretch here at school, but we still have a lot of learning and fun planned for the month of May!

We started Wilson 4.1 last week, and we will continue with 4.2 this week. The big difference with step 4 of Wilson is the introduction of long vowels. As this point, our class has learned v-e syllables such as hope, note, etc. 

The following are a few sentences for WRS 4.1 and 4.2

• I like the tune that Kate will sing.
• I left the bone on my plate. 
• I will trade this packet of gum. 
• The wise king sat on his throne.
• I had the best grade in the math class. I think there is a snake in that hole. 
• Dave was late for the dentist. 
• I hope I have a packet of gum. 
• Dad told a joke that made us smile. 
• Get the tickets for the basketball game. 
• Did the pup choke on that bone? 
• The bride had a fine time. 
• Go to the cave next to the lake. 
• We will slide and then skate. 
• Dave will get the trombone in June. 
• The red rug is in the basement. 
• It is unsafe to cross the path. 
• I like springtime the best! 

Understanding Schwa

What is schwa? When a vowel in the second syllable of a word makes an unexpected sound, it is usually a schwa. The schwa is closely related to the short /u/ sound as in wagon. some other schwa words are tendon, model, atlas, seldom, custom, pivot, canvas, sandal, novel, chapel, anthem, etc.

Wilson 3.2

This week we started Wilson step 3.2. In this sub step students are introduced to multi-syllabic words with blends. The following are some sentences you can use with your children at home:

1. Alfred will win the contest.
2. The twist contest was fun. 
3. Get the pumpkin in the shed. 
4. That bat had a six-inch wing span. 
5. Ted will insist that he got the best fish. 
6. Tim was upset when he lost the contest. 
7. We will get the nonstop jet. 
8. The big problem upset Jeff. 
9. Sam was absent from math class. 
10. Nelson was in the sandwich shop.
11. The chestnut fell into the hot pot. 
12. Jim had a bobsled on the hill. 
13. Bon will go to the dentist. 
14. Did Seth win the contest? 
15. Alfred has lots of talent. 

Korner's Folly Field Trip

I thought you might appreciate a few of these pictures from our trip today. We started with a puppet show up in the attic theatre, and then we went for a tour through the house. I like this site because it is one of the few house museums that welcomes young children and school groups. As you can see, the house needs some work, but to me that is part of what makes it cool!

"castle algorithm" explained!

*Full disclosure…I only use algorithms at the very end of a unit. I am huge on building number sense, and I believe it is vital to have a firm understanding of the concept before introducing an algorithm. Otherwise, math is just rote memorization and procedure with no connection to number.