Design an activity for teaching alternative spellings of vowels?
3 thoughts on “Assignment Module 4”
Assignment Module 4.
Design an activity for teaching vowel alternatives spellings?
After introducing “ai, ae, ay alternatives. Practice with many words to read having these sounds.
Activity 1: Match word with its picture.
• Provide pictures and words flash cards to the students.
• They will pick the word and read it and match with its picture.
Activity 2: Read write and colour board.
• Make a board with 3 columns. Read, write, and Colour.
• In first column write some words having ir, er, and ur sounds in it.
• In 2nd column Draw lines for writing the words.
• In 3rd column paste 3 different pictures, 1 picture matching with the word and 2 random pictures.
• Student will read the word, write it and colour the picture that goes with the word.
Objective: Teach alternative vowel spellings (e.g., /ai/ as ai, ay, a-e).
1. Materials: Word cards (e.g., rain, play, cake) and headers for sounds (/ai/, /ee/) and spellings (ai, ay, a-e).
2. Instructions: Students read each word, identify the vowel sound, and sort it under the correct sound and spelling pattern.
3. Extension: Discuss where patterns like ay usually appear (e.g., at word endings).
This helps students recognize vowel spellings and patterns
3 thoughts on “Assignment Module 4”
Assignment Module 4.
Design an activity for teaching vowel alternatives spellings?
After introducing “ai, ae, ay alternatives. Practice with many words to read having these sounds.
Activity 1: Match word with its picture.
• Provide pictures and words flash cards to the students.
• They will pick the word and read it and match with its picture.
Activity 2: Read write and colour board.
• Make a board with 3 columns. Read, write, and Colour.
• In first column write some words having ir, er, and ur sounds in it.
• In 2nd column Draw lines for writing the words.
• In 3rd column paste 3 different pictures, 1 picture matching with the word and 2 random pictures.
• Student will read the word, write it and colour the picture that goes with the word.
Objective: Teach alternative vowel spellings (e.g., /ai/ as ai, ay, a-e).
1. Materials: Word cards (e.g., rain, play, cake) and headers for sounds (/ai/, /ee/) and spellings (ai, ay, a-e).
2. Instructions: Students read each word, identify the vowel sound, and sort it under the correct sound and spelling pattern.
3. Extension: Discuss where patterns like ay usually appear (e.g., at word endings).
This helps students recognize vowel spellings and patterns
Activity: Vowel Sound Detective
Objective:
Children will learn that the same vowel sound can have different spellings.
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Materials:
Word cards (with vowel alternatives, e.g., for long /ai/ sound: rain, play, gate, day, train, they)
Large “sound posters” with the vowel spellings (e.g., ai, ay, a-e, ey)
Magnets/tape to stick cards under posters
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Steps:
1. Introduce the sound (5 mins):
Say: “Today we are vowel detectives! The /ai/ sound can be written in different ways.”
Write examples: rain, play, gate, they. Underline the spelling for /ai/.
2. Model sorting (5 mins):
Take rain → underline ai → stick under ai poster.
Take play → underline ay → stick under ay poster.
3. Main activity (10 mins):
Children work in pairs or small groups.
Each group gets mixed word cards.
They read the words, find the vowel spelling, and stick it under the right poster.
4. Review together (5 mins):
Read each list of words as a class.
Emphasize: “All these words make the same sound, but look different when we write them.”
5. Extension (Optional):
Children try to think of new words for each spelling pattern and add them.