Teacher Resource System Long Vowels, Blends, Digraphs .
Teacher Resource SystemLong Vowels, Blends,Digraphs, & Variant VowelsBenchmark Education Company629 Fifth Avenue Pelham, NY 10803 2012 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use.No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical,including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-4509-3301-8For ordering information, call Toll-Free 1-877-236-2465 or visit our Web site at www.benchmarkeducation.com.
BuildUpPHONICSTable of ContentsIntroduction.ivBuildUp Lessons.1BuildUp Units.21BuildUp Assessment.xxixAppendixSpelling Blackline Master.xlvParent Letter.xlviiGlossary.xlixBibliography. li
BuildUpPHONICSProgram OverviewIntroductionWelcome to BuildUp Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . .Why Teach Explicit Phonemic Awareness and Phonics? . . . . . . . . . . . . . .The Goals of BuildUp Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . .The Research Behind BuildUp Phonics . . . . . . . . . . . . . . . . . . . . . .ivivivviGetting StartedGetting Started Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiiSetting Up Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixComponents at a GlanceLesson Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xBooks and Posters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xSupport Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiUsing the Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiiManaging Instruction in the Phonics Block . . . . . . . . . . . . . . .xxiiPhonics Instruction in a Balanced Literacy Program . . . . . . . . xxiiiBuildUp Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxivCore Kit Materials Correlated to Units . . . . . . . . . . . . . . . . .xxviiiiii
BuildUpPHONICSIntroductionWelcome to PHONETIC CONNECTIONS BuildUp PhonicsBuildUp Phonics is acomplete kit designed foruse in the phonics blockwithin the BenchmarkLiteracy balanced corereading program. Itpresents a research-based,explicit, and systematicapproach to teaching thephonics skills studentsneed when learn ing toread.Thank you for selecting BuildUp Phonics from Benchmark EducationCompany. BuildUp Phonics extends the phonics instruction begunin StartUp Phonics. The kit supplies all the lesson resources,books, posters, and support tools needed to provide whole-groupinstruction, guided practice, and support in small groups, as well asindependent practice opportunities. Teachers and students alike willfind the lessons and materials engaging, hands-on, and motivating.Why Teach ExplicitPhonemic Awareness and Phonics?A good reader is like a builder who is able to reach into a toolboxof fa miliar tools and pull out the right tool at the right moment.Like tools, each reading skill or strategy has an important use in thecomplex cognitive process of reading.Think about a young student who is in the beginning stages oflearn ing to read. He meets a large number of unfamiliar words in hisen vironment. His brain is very busy trying to categorize, integrate,com pare, and analyze the graphophonic information about letters,sounds, and words. Without the keys to this decoding process, thestu dent cannot move quickly to other reading skills.The Goals of BuildUp PhonicsIn order to shape young students’ development of phonemicknowledge, BuildUp Phonics creates opportunities to providestudents at different stages of literacy growth with variedexperiences that promote automatic and flexible control of lettersand words. The systematic lessons will: B uild a foundation for successful phonics instructionBuildUp Phonics provides a review of previously taught phonemicawareness and phonics skills (short vowels and consonants) toensure student mastery before new skills are introduced. E xplicitly and systematically teach new phonic elementsInstruction over the five days moves from direct whole-groupmodeling and guided practice of the phonic element to realreading of decodable books, and skill review through independentliteracy center activities. Each day includes explicit instructionfor phonemic awareness, sound/symbol relationships, blending,spelling, and sight words.ivBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowels 2012 Benchmark Education Company, LLC
INTRODUCTION S upport and motivate all learnersSome students grasp phonics skills quickly and easily. Others needmore time to practice each new skill. Every BuildUp Phonicsunit helps teachers tailor instruction to their students’ needswith hands-on small-group activities for additional practice;independent extension activities; support tips for English LanguageLearners; motivating, multisensory manipulatives; and take-homepractice activities. M ake systematic phonics instruction manageable ina comprehensive literacy classroomPhonics is only one of the many daily literacy events in acomprehensive literacy classroom. BuildUp Phonics is designed tohelp teachers maximize their time. The explicit teacher’s guide cansupport teachers with little or no phonics experience. The programprovides all the information teachers need to be successful. 2012 Benchmark Education Company, LLCBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowelsv
INTRODUCTIONThe Research Behind BuildUp PhonicsBuildUp Phonics reflects the most current research on how to teach phonemicawareness and phonics effectively. The bibliography on page li summarizesthis research.Phonological and Phonemic AwarenessPhonological awareness is the ability to hear and orally manipulate sounds inspoken language. It includes the recognition of words within sentences, the abilityto hear rhyming units within words, the ability to hear syllables within words, andthe ability to hear and manipulate phonemes, or individual sounds, within words,which is known as phonemic awareness. Phonemic awareness is the understandingthat the sounds of spoken language work together to make words.What the Research Says AboutPhonological and PhonemicAwareness InstructionviWhat BuildUp Phonics Provides B efore children learn to read print,they need to become aware of how thesounds in words work. S tartUp Phonics, used prior to BuildUp Phonics, provides fifty beginning-ofthe-year lessons to reinforce students’awareness of sounds so that they canmore easily move to sound/symbolrelationships. Throughout BuildUp Phonics, students continue to practicethe sounds introduced in StartUp Phonics. I f children do not know letter namesand shapes, they need to be taughtthem along with phonemic awareness. StartUp Phonics, used prior to BuildUp Phonics, provides lessons that reinforceletter recognition and formationthrough explicit modeling and guidedpractice. C hildren who have phonemic awarenessskills are likely to have an easier timelearning to read and spell. P honemic awareness instructioncontinues on a daily basis in BuildUp Phonics. B lending and segmenting phonemesin words is likely to produce greaterbenefits to students’ reading thanteaching several types of manipulation. S tudents practice orally blending andsegmenting sounds in every BuildUp Phonics unit.Benchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowels 2012 Benchmark Education Company, LLC
INTRODUCTIONPhonics InstructionPhonics instruction focuses on teaching students the relationships between soundsof the letters and the written symbols. In phonics instruction, students are taughtto use these relationships to read and write words. Phonics instruction assumes thatthese sound/symbol relationships are systematic and predictable and that knowingthese relationships will help students read words that are new to them.What the ResearchSays AboutPhonics InstructionWhat BuildUp Phonics Provides S ystematic and explicit phonics in structionis more effective thannonsystematic or no phonics instruction. B uildUp Phonics units provide direct,explicit teaching of letter-soundrelationships in a clearly defined sequence. S tudents need frequent and cumulativereview of taught letter sounds. E very BuildUp Phonics unit incorporatesreview of previously taught letters andsounds. E ffective phonics programs provide ampleopportunities for students to apply theirknowledge of letters and sounds to thereading of words,sentences, and stories. W ithin each unit, students progress fromblending individual words to readingword lists to reading decodable texts thatcontain only words built on thephonics elements students have beentaught. A carefully controlled numberof sight words is introduced in each unit,as needed to read meaningful decodabletexts. A pproximately two years of phonicsinstruction is sufficient for moststudents. F or most students, StartUp Phonicsprovides a year of beginning phonicsinstruction, and BuildUp Phonics providesa second year of instruction. However,both kits can be used flexibly to speed upor slow down instruction as needed. 2012 Benchmark Education Company, LLCBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowelsvii
BuildUpPHONICSGetting StartedGetting Started ChecklistUse the following checklist to help you get ready to use BuildUp Phonics. U npack your program components. Use the BuildUp PhonicsComponents at a Glance on pages x–xi to make sure you have everything. O rganize your classroomusing the Setting Up Your Classroomsuggestions on page ix. F amiliarize yourself with how to use the program.ReadUsing the Components on pages xii-xxi and review the BuildUp Skills onpages xxiv–xxvii. Visit http://phonicsresources.benchmarkeducation.com tofamiliarize yourself with the digital tools available. S tudy the teacher’s guides. Examine the decodable texts, posters,and support tools. P repare for assessment. Download and print one copy of each student assessment page(laminate, if desired). Make one copy per student of the teacher record forms. P repare for instruction. Make the spelling transparencies (using the blackline masters on pagesxlv and xlvi). Make copies of the parent letter (on pages xlvii and xlviii) if you wish toestablish a home connection at the beginning of the year. Download and print student copies of lesson activities for upcominglessons (using blackline masters for each unit available on the resourcesite). A dminister the pre-assessment and analyze the results todetermine your students’ starting point in the BuildUp Phonics skillsequence and how to group students for small-group instruction.viiiBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowels 2012 Benchmark Education Company, LLC
GETTING STARTEDSetting Up Your ClassroomBuildUp Phonics instruction accommodates whole-class and small-group instruction aswell as center activities. Use the model below to help you prepare your classroom.Classroom Resources Pocket chart Chart paperBuildUp PhonicsMaterials Lesson resourcesand support toolsas needed Decodable texts Poetry PostersIndependentPractice CentersClassroom Resources CD player andheadphonesListeners’CornerWhole-Group CenterShared Reading AreaTeam MeetingsComputerClaLi ssrbr ooar herChairAssessmentMaterialsBuildUp PhonicsMaterials Lesson resourcesand support tools asneeded P oetry PostersPocketChartMathCenterClassroom Resources Easel Overhead projector Pocket chart CD player Board orchart paperBoardBooksStudents’ DesksArt kWritingCenterScienceCenterWordWorkCenterBuildUp PhonicsMaterials Lesson resources andsupport tools as needed 2012 Benchmark Education Company, LLCBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowelsix
BuildUpPHONICSComponents at a GlanceLesson Resources10 Teacher’s Guides for Short Vowels andConsonants Review Lessons, each withReproducible Tools, Activities, and HomeConnections available at http://phonicsresources.benchmarkeducation.com.31 Teacher’s Guides for Phonemic Awareness and PhonicsUnits, each with Reproducible Tools, Activities, and HomeConnections available on the resource site.Books and PostersFront31 BuildUp Poetry Postersx54 Decodable Titles (6-packs)Benchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant VowelsTake-Home Books(available on the resource site) 2012 Benchmark Education Company, LLC
BackFrontBuildUp Frieze CardsFrontBackFrontBack Support ToolsPhonetic Letter Card SetBuildUp Picture Word Cards BuildUp Sight Word Card SetStudent Workmats 2012 Benchmark Education Company, LLC BuildUp Decodable Word Card SetBlends Chart BuildUp Poetry CDBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowelsxi
BuildUpPHONICSUsing the ComponentsTeacher’s Guides for Short Vowels andConsonants Review LessonsTen review lessons begin the instructional sequence in BuildUp Phonics. These explicit lessons are intended for students who needbeginning-of-the-year instruction or review in short vowels andconsonants before they move to more advanced phonics instruction.Use the pre/post assessments to determine whether or not to usethese lessons with your students.Review shortvowels andconsonants sound/symbolrelationshipsthrough explicitwhole-groupactivities.Review sight wordspreviously taught inStartUp Phonics asneeded for decodabletext reading.xiiBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowels 2012 Benchmark Education Company, LLC
USING THE COMPONENTSPractice blending in the contextof decodable texts that containonly words with short vowels andconsonants (introduced inStartUp Phonics).Small-group andindependentactivities help yousupport students ata range of levels.Every lessonprovidessupportfor EnglishLanguageLearners. 2012 Benchmark Education Company, LLCBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowelsxiii
USING THE COMPONENTSTeacher’s Guides for New-SkillPhonemic Awareness and Phonics UnitsThe thirty-one new-skill units in BuildUp Phonics teach blends,digraphs, long vowels, and variant vowels in a systematic sequencethat supports current research on best practices. All teacher’s guidesfollow a consistent sequence that provides five days of instructiontargeting one phonetic element and its sound.Start with phonemicawareness activities.(Days 1-4)Move to quicksound/symbolrelationship activitiesinvolving word andpicture sorts.(Days 1-2)Provide blending practicedaily with decodableword lists. (Days 1-4)xivBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowels 2012 Benchmark Education Company, LLC
USING THE COMPONENTSIntroduce and practice sixspelling words per unit.(Days 1-4)Introduce and practice sightwords used in the decodable text reading. (Days 1-4)Work with small groups of studentsto read decodable texts. (Days 3-4)Students who are not reading thetext complete a blackline master andindependent activities.Use the Quick-Checks to assess studentswhose progress you feel you need tocheck, and work with small groups ofstudents who need extra support. (Day5) Students who are not in the smallgroup complete a blackline master andindependent activities. 2012 Benchmark Education Company, LLCBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowelsxv
USING THE COMPONENTSBuildUp Poetry PostersThirty-one poetry posters—one for each new phonetic elementtaught—come folded for easy storage. The posters are used forwhole-group instruction as well as small-group activities to provideadditional support.Each poster features aplayful, alliterative poem thatemphasizes the target sounds.It is used to develop phonemicawareness and sound/symbolrelationships.Each poem is supported by anaudio CD recording. Highlightspecific phonics skills or sightwords in context.xviBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowels 2012 Benchmark Education Company, LLC
USING THE COMPONENTSBuildUp Decodable TextsBuildUp Phonics follows best-practice research that recommendsstudents have frequent opportunities to apply phonics skills inauthentic reading contexts.The BuildUp Phonics nonfiction, photo-illustrated decodabletexts have been carefully written so that only phonics elementsstudents have learned and practiced appear in the books. A verylimited number of sight words are also used in the decodable texts.New sight words are always explicitly taught before they appear instudents’ decodable text reading. Previously taught sight words arealso reviewed.Ten nonfiction titles providea review of skills taught inStartUp Phonics: short vowels,consonants, and sight words.Thirty-one titles (with real-worldconnections to math, science, andsocial studies) provide practicewith the new skills.An additional thirteen titlesprovide practice after all thirtyone new-skill units of BuildUp Phonics have been completed.Take-Home Books allow you to sendstudents home with real books toshare with family members. Availableto download and print on theresource site. 2012 Benchmark Education Company, LLCBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowelsxvii
USING THE COMPONENTSSupport ToolsHigh-quality, durable, and motivating manipulatives are provided tosupport the instruction throughout BuildUp Phonics.BuildUp Poetry CDLively readings of all thirty-one BuildUp Poetry Posters support thephonemic awareness and sound/symbol relationships lessons as wellas center/independent activities in the BuildUp units.BuildUp Frieze CardsOn the front of each laminated frieze card are words to model thetarget new skills, along with photo(s) illustrating the target sound.The card fronts are used to introduce sounds and teach sound/symbol relationships. On the back of each card are decodable wordscontaining the target skill. The card backs are used to model andprovide practice in blending words.BackFrontBuildUp Picture Word CardsAll picture cards used in the new-skill units are provided in analphabetically indexed box within the BuildUp Phonics storage box.Because you will use these cards in many lessons, it is recommendedthat you store them alphabetically for easy reference. The cardshave pictures on one side, for phonological awareness practice, andpictures with labels on the other side for picture and word sorts.BuildUp Sight Word Card SetTwo copies of every sight word explicitly taught in BuildUp Phonicsare provided on card stock to support whole-group instructionand small-group and independent activities. These cards are usedin multiple lessons. Keep in mind that blackline master versions ofthese cards, organized by lesson, are provided on the resource site.xviiiBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant VowelsFrontBackFrontBack 2012 Benchmark Education Company, LLC
USING THE COMPONENTSBuildUp Decodable Word Card SetOne copy of every decodable word used in BuildUp Phonics lessonsis provided on card stock. These cards are used in multiple lessons.Blackline master versions of these cards are provided on the resourcesite. Phonetic Letter Card SetMultiple copies of each letter of the alphabet are provided on card stockfor use in pocket chart, small-group, literacy center, and indepen dentactivities with Level 1 lessons and Level 2 units. Blackline master ver sionsof these cards are provided on the resource site.Blends ChartA large blends chart is included in the kit. It is a useful resource toreinforce sound/symbol relationships.Student WorkmatsThe twenty laminated Student Workmats are double-sided. Side onehas an alphabet strip at the top and a blank space on the bottom forprac tice in writing letters and words with a dry-erase marker. Sidetwo has elkonian boxes for two-, three-, four-, five-, and six-letterwords. Students can practice hearing and recording sounds withcoun ters or by writing letters in the boxes. 2012 Benchmark Education Company, LLCBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowelsxix
USING THE COMPONENTSReproducible Tools, Activities,and Home Connections ResourcesEvery review lesson and new-skill unit has correspondingreproducibles needed for instruction which can be downloaded andprinted at http://phonicsresources.benchmarkeducation.com.All lesson-specific tools are provided inreproducible form for literacy-center andindependent activities. Once you makereproducible versions, save them in envelopes.Activity blackline masters, referenced ineach lesson or unit, are available.Each new-skill unithas three take-homeactivities. Use the parentletters (in English andSpanish) on pagesxlvii–xlviii to establish ahome connection at thebeginning of the year.xxBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowels 2012 Benchmark Education Company, LLC
USING THE COMPONENTSAssessmentThis teacher resource system provides a variety of methods for youto gather, record, and evaluate information about your students’phonemic awareness, phonics, and sight-word knowledge. Based onthis information, you can decide what skill instruction your studentsneed and whether they would benefit from small-group instruction.All assessments have teacherrecords for documentingindividual student progress.Pre/Post AssessmentsPre/Post Assessments cover all of the skills taught in the kit(phonemic awareness, phonics, and sight words). All assessments areadministered on a one-to-one basis (see pages xxix–xliv).Quick-ChecksQuick-Check Assessments are provided at the end of every unit andinclude phonemic awareness, segmenting and blending, and sightword recognition. As you analyze student responses, note whichsounds or sight words give students difficulty. You may decide toprovide further practice in the skill by using small-group activities ineach unit. The student sheets are available on the resource site.Phonics and sight wordassessments have student sheets.You may wish to laminate thesefor reuse. (Printable PDF versionsare provided on the resourcesite.)Pre/Post Phonics Assessments teststudents‘ knowledge of consonantclusters, long vowels, and variantvowel sounds. 2012 Benchmark Education Company, LLCInformal ObservationIt is recommended that in addition to the Pre/Post and Quick-CheckAssessments, you use informal observation to note whether studentsare mastering the skills. If you are uncertain about how a student isperforming on a skill, call on that student to perform the task duringthe lesson and observe what he/she does. If you feel the studentrequires more practice, use the small-group mini-lessons providedwithin each unit. Throughout the unit, teacher assessment tips areprovided to help you make observations about student progress.Assessment Tip: Use the completedblackline master to assess how wellstudents can make connections betweensounds and the letters that stand forthose sounds.Quick-CheckTeacherRecordQuick-Check Student SheetBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowelsxxi
BuildUp Managing InstructionPHONICSin the Phonics BlockGrouping StudentsUse the pre/post assessments to determine where in the kit you willbegin instruction (review lessons or new-skill units). The pre/postassessments will also help you determine whether or not you needto do all sections of the unit lessons, and will help you identifystudents who will need more support in learning the sounds. Theindependent activities for each unit allow you to provide meaningfullearning for the larger group while you work with a small group orindividual students who have not mastered the skills.Most of the teaching of each unit can be done with a wholeclass, using a pocket chart or board for demonstration purposes.Assessment tips throughout the unit help you determine whetherstudents need further support in a small group. It is recommendedthat decodable texts be read with small groups of students so thatyou can more easily monitor students’ reading.Pacing the InstructionBuildUp Phonics has been designed for use with a whole groupduring the phonics block of your comprehensive literacy program. Eachday’s lesson is designed to fit within a 20–30 minute instructional blockof time. During this time, students will practice sounding out wordsin a controlled, decodable format. They should have the opportunityto apply their decoding skills, along with other reading strategies,during the small-group reading block of your literacy program.Each new skill unit spans a five-day period. In other words, you willintroduce and practice one phonetic element per week. You canchoose to use some or all of the activities, depending on the needsof your students. For example, you may find that you want studentsto work more quickly and learn a new skill every three days. If this isthe case, you may select from any of the activities that you feel willmost benefit your students.xxiiBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowels 2012 Benchmark Education Company, LLC
BuildUp Phonics Instruction in aPHONICSBalanced Literacy ProgramIntroducing Benchmark Literacyfor Grades K–6Benchmark Education Company is known for its pedagogically sound,research-proven literacy solutions. Now Benchmark Education is proudto put these carefully developed, scientifically tested components into onecomprehensive, easy-to-implement reading program for Grades K–6.Benchmark Literacy supports all the daily components of high-qualityreading instruction, including the research-based, systematic approachfound in BuildUp Phonics.You will find: Assessment to drive instruction and help teachers monitor progress I nteractive read-alouds to model good-reader strategies with award-winningtrade literature S hared reading mini-lessons to explicitly model comprehension, vocabulary,and fluency D ifferentiated small-group reading that builds seamlessly on shared-reading instructionand addresses the needs of above-, on-, and below-level readers, as well as Englishlearners and special-needs students Independent reading to encourage the transfer of skills and strategies Phonemic awareness, phonics, and word study to build strong decodingand word-solving strategiesAssessmentto drive instructionPhonemic Awareness,Phonics& Word StudyInteractiveRead-Aloudsto modelgood-reader strategiesShared ReadingMini-LessonsIndependentReadingfor comprehension,vocabulary, and fluencyDifferentiatedSmall-Group/Guided Reading 2012 Benchmark Education Company, LLCBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowelsxxiii
BuildUp SkillsPHONICSLesson/UnitPhonics SkillPhonemicAwareness SkillSightWordsSpellingWordsLesson 1Review short vowelsN/Aand consonantsN/ALesson 2Review short vowelsand consonantsN/AN/ALesson 3Review short vowelsand consonantsN/AN/ALesson 4Review short vowelsand consonantsN/AN/ALesson 5Review short vowelsand consonantsplayN/ALesson 6Review short vowelsand consonantsN/AN/ALesson 7Review short vowelsand consonantsN/AN/ALesson 8Review short vowelsand consonantssmallN/ALesson 9Review short vowelsand consonantsbull, duckN/ALesson 10Review short vowelsand consonantsN/AN/AUnit 1l-family blends initial l-family blendsball, dog, say segment onset and rimeblot, plot, clap, flap,slip, gladUnit 2r-family blends initial r-family blends blend onset and rime blend and segmentphonemescrab, trip, brim, drip,prop, trimUnit 3s-family blends initial s-family blendshis, that sound substitutionskip, spot, sniff,smell, stop, swimUnit 4final s-family blends final s-family blends identify final sounds blend onset and rimedesk, fast, ask,wasp, blast, crispall, looking,sayscould, wasp*,wasp’s** Asterisked terms are story sight words.xxivBenchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowels 2012 Benchmark Education Company, LLC
Lesson/UnitPhonics SkillPhonemicAwareness SkillSightWordsSpellingWordsUnit 5final consonantclusters identify final sounds(consonant clusters) blend and segment onsetand rime initial sound substitutionlikes, new,playsband, blend, mint,print, sunk, hangUnit 6final consonantclusters identify final soundsmake(consonant clusters) blend and segment onsetand rime initial sound substitutioncraft, gift, yelp,help, lamp, meltUnit 73-letter blends identify 3-letter blendsdoes, need* blend and segmentphonemes initial sound substitutionsplit, squint, strap,s
2012 Benchmark Education Company, LLC Benchmark Phonics BuildUp Level 3 Long Vowels, Blends, Digraphs, & Variant Vowels vii INTRODUCTION Phonics Instruction Phonics instruction focuses on teaching students the relationships between sounds of the letters and the written symbols. In phonics instruction, students are taught
The Vowels of American English Marla Yoshida How do we describe vowels? Vowels are sounds in which the air stream moves up from the lungs and through the vocal tract very smoothly; there’s nothing blocking or constricting it. The first sounds in the words extra, only, and apple are vowels.
sample of 18 American English speakers (male and female) identified ideal American English vowels from sets of synthetic vowels , and the same participants produced those vowels in a clear speaking style. The formant values of the produced vowels were measured
The two vowels “i-e” can still help each other and the first vowel “i” does the talking by being long and saying its letter name I, while the second vowel “e” is silent. Consonants are the weak letters and vowels are the strong letters. Therefore, one consonant between two vowels is too weak to k
Reduced vowels in American English 87 F1(Hz) Figure 1 Formant frequencies of all tokens of barred-i (filled triangles) and schwa (open squares) from the minimal pairs, and the mean formant frequencies of the full vowels (gray circles). Table 1 Mean formant frequencies and standard deviations (Hz) of barred-i and schwa vowels from the minimal pairs read by nine female
The present study investigates the perception of English long vowels and diphthongs by 30 Turkish English instructors. The perception of North American English (henceforth, NAE) long vowels and diphthongs has never been an easy task for Turkish English teachers and students. It is said that to hear vowel sounds within words is easier
Short Long a aa i ii U UU Sahaptin has two qualities ofvowels, long and short vowels. The short vowels are represented by a single vowel and the long vowels with a double vowel sequence, such as a and aa. These sounds are illustrated in the following examples: 1. Ia) A short low unrounded central vowel, i
Consonant Digraph – CH/SH/TH 1-2 Consonant Digraph – CK 3 Consonant Digraph – WH 4 Contractions 5-14 R-controlled Vowels 15 R-controlled Vowels – AR/OR 16 -17 R-controlled Vowels - ER/IR/UR 18 -19 Vowel Diagraph – AI 20 Vowel Diagraph – AY 21 Vowel Dia
Solutions: AMC Prep for ACHS: Counting and Probability ACHS Math Competition Team 5 Jan 2009. Problem 1 What is the probability that a randomly drawn positive factor of 60 is less than 7? Problem 1 What is the probability that a randomly drawn positive factor of 60 is less than 7? The factors of 60 are 1,2,3,4,5,6,10,12,15,20,30, and 60. Six of the twelve factors are less than 7, so the .
