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Training Logic of English

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We are ready to learn four additional muti-letter phonograms

The first one is er, the er of her The second one is or This is ea sh Go ahead and write these in your teacher´s training manual on page 87 as I say them again Er, or, ea, sh What is the most common reason for a long vowel sound in English? Are you thinking a silent final “E”? The reason most people answer that is because it´s the only reason most people know for a long vowel in English. However, it is not the most common reason let´s look at a few words and see if you can figure out the most common reason for a vowel to say it´s a long sound So we have a bag and bagel, bend, be, tot, total, hum, human What do you notice? You’re right. The vowel of a mid to long sound at the end of the syllable And that is summarized by the Rule AEOU usually say their names at the end of the syllable We are now ready for spelling list 3 Spelling list 3 is located on pages 88 and 89 of your teachers training manual. I would encourage you to practice dictating these words first on your own and then to come back to the video and watch me dictate them All right spelling this three the first word is frozen ice is frozen water how many syllables are in fro-zen two and the first syllable is fro F R O F, R, O The second syllable is "zen" Z, this is the phonogram Z E, N Go ahead and write it And now help me to write it "f-r-o" Second syllable "zen" Z, E, N And how would we mark it? We put a line over the O To show that it’s sign is no sound and why did we the O say O in frozen because is that the end of the Sobel. Let’s see the role together. A, e, o, u usually see their names at the end of the syllabus.. The second word is paper, write your name on the paper, how many syllabus are in pa-per ? Two, the first of all is “pa” p-a a second syllable is per p, er This is the er of her Go ahead and write it And now help me to write it First syllable is pa p, a Second syllable is Per p, er And how will we mark it? We’ll put a line over the a And we’ll underline the er Why did the a say its name? Because it’s at the end of the syllable What is the rule? a,e,o,u usually say their names at the end of the syllable Now, we can sound it out to the other P,A,P,ER... Paper When students become more advance in their reading fluently I often skip this step of sounding it out with them When they're emerging readers I make sure to reinforce how to read the word. So from here on out in the training we will not be sounding out the words But keep in mind That’s a skill that you might want to be practicing with your students depending on their ability level The third word is pepper. Please pass the pepper. How many syllables? Pep-per That’s wright two. The first syllable is pep, p-e-p second syllable is per, p-er. Go ahead and sound it out and write it And, now let help me to write it pep second syllable is per p-e-r and how would we mark it? we underline the “-er” what would it say if we didn't double the “p”? it will say ”peper” because the “e” will be at the end of the syllable One of the most common reasons for double cuts in ancient English is to close the syllables so that the vowel says its short sound. The fourth word is Hero. The fireman who rescued her is a hero. Let´s say it aloud together: he-ro. The first syllable is HE: H-E. Second syllable is RO: R-O. Now I want to be very careful that you are standing out the word and that is not the teacher standing out the word. Even though you hear me I can reinforce that for you but it´s really your job to break it into its individual sounds. Go ahead and help me to write it. First syllable is HE: H-E Second syllable is RO: R-O. And how would we mark it? We put a line over the E and a line over the 0 and why did the E and the 0 say their names? because they are at the end of the syllable. The next word is bread we will have bread for lunch Bread. Let´s end it up together: B-R-E. This is an E-E-A Go ahead and write it. And now help me to write it B-R-E-D and how would we mark it? We underline the E. Now, what sound E-E-A is it? It´s the second sound, so we are going to put a little two over it to remain that is saying its second sound E. The sixth word is man. The man is working hard. MAN: M-A-N. Go ahead and write it and now help me to write it M-A-N. The seventh word is human. To eras human And he said, well, how could I not learned it in elementary school? And she said, you learned it in elementary school and you still remember it? How that can be? And he said how could I not remember it? We practiced it every day for 5 or 6 years. And she said everyday? How on earth did you have time to practice the phonograms everyday? Oh, we didn’t take long . We still race ourselves we could read We could read all 70 phonograms in less than 90 seconds. And what she learned at that point what I’m really taken away from it is that reading in the phonogram spelling these are the foundations to everything we do the practice does not need to take a long time but we should include 5 minutes to practice or shorts amounts of practice over many years, so the students internalize this information Sound it together W-O Second syllable M-A-N Go ahead and write it And then help me to write it First syllable is WO W-O Second syllable is MAN M-A-N And what did the O say here? It´s a long sound at the end of the syllable And what do we usually say? We usually say WOMAN Now you notice woman creates a very strong auditory picture the word so most of the time am we are going to have to rely on the visual memory in order to know if women spell correctly, but if we say to spell words we can create an auditory picture of those words as well. We can also go back and drawn the morphology men, human and women are obviously are related in route and in meaning and therefore they all have a related spelling as well The ninth word is forest They walked through the forest How many syllables are in for-est two? The first syllable is "for" The first syllable is “for” /f//or/ the second syllable is /est/ /e/ /s/ /t/ go ahead and write it And now help me to write it /f/ /or/ second syllable is est /e/ /st/ And how do we mark it? Well, underline the /or/ The tenth word is beak, the bird has a yellow beak. Beak. What sounded out /b/ /i/ this is the (bia) /k/ talk, go ahead and write it. And now help me to write it /b i k/ And how do we mark it? We underline the /i/ Why cannot we use the two ( ) here? That’s right! Because it’s a long sound And it’s also not another single letter vowel. Two ( ) is usually used after a single short vowel.

Video Details

Duration: 10 minutes and 49 seconds
Country: United States
Language: English
Views: 106
Posted by: camino_trial on Sep 24, 2014

Long vowels in English from Logic ef English training series

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