SUMMARY OF WHY THIS

PLAN SHOULD BE USED/

WHAT NEEDS IT MEETS

Students need to be able to know and understand that when a vowel

(a,e,I,o,u, sometimes y) is followed by an r it makes a special sound. By
understand this pattern students are able to correctly pronounce and spell
these certain words. Because many students have a hard time catching on to
these different sounds, I am building this activity for you as a family to do at
home for some additional practice. I hope you find this useful!

STANDARD

Demonstrate understanding of spoken words, syllables, and sounds

(phonemes). a. Distinguish long from short vowel sounds in spoken single
syllable words. b. Orally produce singlesyllable words by blending sounds
(phonemes), including consonant blends. c. Isolate and pronounce initial,
medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
d. Segment spoken singlesyllable words into their complete sequence of
individual sounds (phonemes). (1.RF.2)

OBJECTIVE

INSTRUCTIONAL INPUT
(TEACHING THE SKILL)

Students will learn to recognize and spell sets of words with r-controlled
vowels.
Students will become familiar with r-controlled spelling patterns
1. Say, Today, we are going to practice reading and spelling words that have
vowels followed by the letter r.

2. Make 2 charts:
Chart 1:
Burn
Turn
Sir
Her
Stir

Chart 2:
Barn
Yarn
Harm
Farm
Alarm
Cover each words letters after the vowel with a sticky note
3. Write the letters s, b, t, n, and ff on the notes stuck to chart 1. Write the
letters t, k, t, n, and s on the notes stuck to chart 2.
4. Ask the students to read the words formed with the printed letters and
the sticky notes (p. 26-bus, tub, sit, hen, stiff, p.27bat, yak, hat, fan, alas.)
5. Say, Now, lets see what happens to the vowel sound when it is followed
by the letter r.
6. Use the following procedure for each word: a) read it together with the
sticky note letter, b) ask what sound the vowel makes, c) remove the
sticky note, d) read the new word, and e) ask if the vowel still makes the
same sound. (no)
7. Tell the students that the letter r makes the vowel sound different, so we
call it the Bossy R.

GUIDED PRACTICE
(PRACTICING THE SKILL
TOGETHER)

1. Ask students to find words in the Mini-Charts that make the /er/ sound
(chart 1-burn, turn, sir, her). Ask, What are some ways to spell
the /er/ sound? (u-r, i-r, and e-r). Say, There are some other ways to
spell the /er/ sound, but they are not as common. Read the words on
wall card #1. Ask, So, what are some other ways to spell
the /er/ sound? (a-r and o-r)
2. Ask students to find words in the Mini-Charts that make the /ar/ sound
(chart 2-barn, yarn, harm, farm). Ask, So how do we usually spell

the /ar/ sound as in barn? (a-r) There are some other ways to spell
the /ar/ sound, also, but they are not as common. Read the words on
wall card #2. Ask, So, what are some ways to spell the /ar/ sound? (ar-e and o-r-r)
3. Ask students to find words in the Mini-Charts that make the /or/ sound
(p.28-cork, fork, corn, born). Ask, So how do we usually spell
the /or/ sound? (o-r) Say, There are some other ways to spell
the /or/ sound, also, but they are not as common. Read the words on
wall card #3. Ask, So, what are some other ways to spell
the /or/ sound? (a-r, o-a-r, o-r-e, and o-o-r)

4. Ask students to find words in the Mini-Charts that make the /air/ sound
(p.29-bear, care, dare, share). Ask, What are some ways to spell
the /air/sound? (e-a-r, a-r-e) Say, There are some other ways to spell
the /air/ sound, also, but they are not as common. Read the words on
wall card #4. Ask, So, what are some other ways to spell
the /air/ sound? (a-i-r, e-r-e, e-i-r, and e-y--r-e)You and he student
will find words in the Mini-Charts that make the /er/ sound (chart 1burn, turn, sir, her). Ask, What are some ways to spell
the /er/ sound? (u-r, i-r, and e-r). Say, There are some other ways to
spell the /er/ sound, but they are not as common. Read the words on
wall card #1. Ask, So, what are some other ways to spell
the /er/ sound? (a-r and o-r). You will tell them some of your ideas,
first.

INDEPENDENT PRACTICE

1. Ask students to find words in the Mini-Charts that make the /ar/ sound
(chart 2-barn, yarn, harm, farm). Ask, So how do we usually spell
the /ar/ sound as in barn? (a-r) There are some other ways to spell
the /ar/ sound, also, but they are not as common. Read the words on
wall card #2. Ask, So, what are some ways to spell the /ar/ sound? (ar-e and o-r-r)
2. Ask students to find words in the Mini-Charts that make the /or/ sound
(p.28-cork, fork, corn, born). Ask, So how do we usually spell
the /or/ sound? (o-r) Say, There are some other ways to spell
the /or/ sound, also, but they are not as common. Read the words on
wall card #3. Ask, So, what are some other ways to spell
the /or/ sound? (a-r, o-a-r, o-r-e, and o-o-r)

3. Ask students to find words in the Mini-Charts that make the /air/ sound
(p.29-bear, care, dare, share). Ask, What are some ways to spell
the /air/sound? (e-a-r, a-r-e) Say, There are some other ways to spell
the /air/ sound, also, but they are not as common. Read the words on
wall card #4. Ask, So, what are some other ways to spell
the /air/ sound? (a-i-r, e-r-e, e-i-r, and e-y--r-e)

ASSESSMENT

For the final assessment students will either be asked to read the words from
the charts or spell them, depending on childs ability.

LIST OF ADDITIONAL WAYS

THIS PLAN COULD BE USED