short vowels · web viewshe holds a nj k-12 teaching certificate. she earned a bachelor of a rts...
TRANSCRIPT
Short Vowels
Workbook II
Mary Beth D'Antoni
Pathways to the Mind
MARY BETH D’ANTONIPUBLISHERJersey Shore Learning Center707 Union Ave.Suite 105 Brielle, NJ 08730732-800-3303
Copyright 2017: Mary E D’AntoniAll rights reserved. This eBook, or parts thereof, may not be reproduced in any
form for one’s own monetary gain or used for any purpose other than instruction.
Instructions1
Days 1-6
Show your child the flash card with the rollercoaster.
Tell your child to pretend he/she is riding a roller coaster and on the
way downward they are screaming”a,a,a,!” as you do the same.
Say, “a,a,a!” as you are modeling.
Next write the letter a with your finger on the table and say a (say the
letter, not the sound.)
Tell your child to do the same.
Now hold your arm straight in the air and write the letter a in the air.
Tell your child to do the same.
Afterwards, tell your child to write the letter a on a white board and
say “a” (the sound, not the word.)
Do this activity three times.
Show your child the page with the roller coaster (letter a)
Point to the picture and have your child say the a sound.
Next, you will say the word.
Do only the first page of a.
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Days 7-14
Show your child/student the flash card with the person that is hard of
hearing..
Tell your child/student to put his/her hand to their ear and say, “e,e,e”
as if they were hard of hearing as you do the same.
Next write the letter e with your finger on the table and say e (say the
letter, not the sound.)
Tell your child to do the same.
Now hold your arm straight in the air and write the letter e in the air.
Tell your child to do the same.
Afterwards, tell your child to write the letter e on a white board and
say “e” (the sound, not the word.)
Do this activity three times.
Show your child the page with the boy (letter e)
Point to the picture and have your child say the e sound.
Next, you will say the word.
Do only the first page of e.
*Always review the previous sounds learned using the flash cards.
Days 15-21
3
Show your child the flash card with the icky glue.
Tell your child/student to pretend he/she has ickyglue on their fingers
and say, “i,i,i” as you do the same.
Next write the letter i with your finger on the table and say i (say the
letter, not the sound.)
Tell your child to do the same.
Now hold your arm straight in the air and write the letter i in the air.
Tell your child to do the same.
Afterwards, tell your child to write the letter i on a white board and
say “i” (the sound, not the word.)
Do this activity three times.
Show your child the page with the glue (letter i)
Point to the picture and have your child say the i sound.
Next, you will say the word.
Show your child the page with the glue (letter i)
Point to the picture and have your child say the i sound.
Next, you will say the word.
Do only the first page of i.
Days 22-27
Show your child the flash card with the open mouth.
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Tell your child/student to pretend he/she is opening their mouth in the
doctor’s office and say, “o,o,o” as you do the same.
Next write the letter o with your finger on the table and say o (say the
letter, not the sound.)
Tell your child to do the same.
Now hold your arm straight in the air and write the letter o in the air.
Tell your child to do the same.
Afterwards, tell your child to write the letter o on a white board and
say “o” (the sound, not the word.)
Do this activity three times.
Show your child the page with the open mouth (letter o)
Point to the picture and have your child say the o sound.
Next, you will say the word.
Do only the first page of o.
Days 28-40
Show your child the flash card with the boy holding his stomach.
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Tell your child/student to pretend he/she is holding their stomach and
say, “u,u,u” my stomach hurts as you do the same.
Next write the letter u with your finger on the table and say u (say the
letter, not the sound.)
Tell your child to do the same.
Now hold your arm straight in the air and write the letter u in the air.
Tell your child to do the same.
Afterwards, tell your child to write the letter u on a white board and
say “u” (the sound, not the word.)
Do this activity three times.
Show your child the page with the boy (letter u)
Point to the picture and have your child say the u sound.
Next, you will say the word.
Do only the first page of u.
Sounds
Roller coaster – a says “a,a,a!” as you descend downwards on the roller coaster.
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Person hard of hearing – e says “e,e,e” as the person who can’t hear is trying to
speak.
Icky glue – i is “i,i,i” icky glue stuck on your fingers.
Open mouth – o says “o,o,o” as you open your mouth for the doctor.
Boy holding stomach u says “u,u,u” as the boy hols his stomach because he has a
stomach ache.
*Now you can start making words with your child/student using the consonants
and vowels.
Take out consonant flash cards along with the vowel flash cards.
Put the word bat on the table using the pictures.
Have your child say the sounds that represent the pictures, then say the
word.
Tell your child to SEE the pictures in their brain.
Remove the pictures.
Have your child spell the word on a white board.
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Do this activity using all the different consonants.
Here are some examples:
cap dash
a
C b
j b
l b
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c r b
s c b
s l b
b g
r g
s g
f l g
w g
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b r g
h m
j m
p m
S m
y m
c l m
c p
10
l p
m p
n p
s p
c l p
s n p
b d
d d
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h d
m d
s d
g l d
b t
c t
f t
h t
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p t
r t
s t
f x
w x
b n d
e
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W d
g m
f n d
y n
m s s
g t
n t
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w t
p c k
D b
h m
h n
m n
p p
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J n
p n
y s
l t
j t
p t
y t
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w b
s t
d c k
d n
K n
t n
l s s
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b t
m t
v t
n c k
l m o n
s p n d
n d
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t l l
v s t
t n t
b l l
f l l
s l l
s n d
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p g
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i
b b
f b
r b
b d
d d
k d
l d
r d
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s k d
s l d
l f t
s f t
d r f t
d m
h m
J m
K m
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r m
T m
b r m
s l m
t r m
b n
f n
k n
p n
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s n
t n
s p n
d p
h p
k p
l p
n p
r p
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s p
t p
z p
d r p
f l p
s k p
s n p
t r p
d s k
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r s k
b r s k
f r s k
f s t
m s t
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o
B b
j b
l b
m b
r b
s b
b l b
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s l b
s n b
G d
n d
p d
r d
s d
p l d
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t r d
b p
h p
m p
p p
t p
d r p
f l p
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s l p
s t p
d t
h t
j t
l t
n t
r t
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b l t
p l t
s l t
s p t
t r t
c t
k n t
p t
s c k
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f r g
d l l
t l l e y
l g
r d
n t
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u
r b
t b
s n b
s t b
b d
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m d
d d
b m
h m
d r m
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p l m
b m p
d m p
h m p
j m p
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l m p
p m p
p l m p
s l m p
s t m p
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t h m p
b n
f n
n n
p n
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r n
s n
s p n
s t n
b n t
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h n t
p n t
r n t
s t n t
p p
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p
b s t
d s t
j s t
m s t
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r s t
t r s t
b t
h t
n t
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r t
s t r t
c t
About the Author
Mary Beth D’Antoni is a reading expert who has been active in the field of education for over thirty years. She holds a NJ K-12 teaching certificate. She earned a Bachelor of Arts Degree in Psychology and a Master’s Degree in Education. She worked as a seventh-grade Language Arts Teacher, Reading Teacher, Adjunct Professor of Reading and is author of “Pathways to the Mind, “a reading program for students who have difficulty learning from traditional methods. She is presently Owner and Founder of Jersey Shore Learning Center. Her educational experience has involved concentrated work in remedial, developmental and enrichment areas for kindergarten through college level students. Ms. D’Antoni has done extensive independent research related to students with learning differences. Her program “Pathways to the Mind” is based on her experience, findings and research on the development of reading skills and has been recognized throughout Monmouth and Ocean counties. She has designed
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and published “Pathways to the Mind:” The program focuses on prevention and early intervention of learning difficulties using a wide range of options, teaches language patterns, involves intensive instruction in the area of reading, focuses on pattern processing and phoneme segmentation of words, their order and their connection to letters. Ms. D’Antoni’s teaching materials have proven to be highly successful in the development of essential learning skills.
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