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AFTER READING
Generalization
OBJECTIVES
Generalization When a word
or a syllable ends with a single vowel, the vowel sound is
usually long. When a word or
a syllable ends with a
consonant, the vowel sound
is usually short.
  • Use word parts to decode words with syllable patterns V/CV, VC/V.
  • Review vowel diphthongs ou, ow/ou/ and oi, oy/oi/.
  • Blend and read V/CV, VC/V words and words that contain vowel diphthongs.
  • Apply decoding strategies: blend longer words.
ELL
Support Phonics The writing systems of languages such as Arabic and Hebrew focus on consonant sounds and long vowels. Short vowels are indicated with separate marks that are often optional. Speakers of these languages may need extra help in spelling words with short vowels or multiple vowel sounds. Play spelling games such as Hangman to give students entertaining opportunities to practice spelling such words.
See the Phonics Transition Lessons
in the ELL and Transition Handbook.
Practice Book
Practice Book 3.1 p. 59
with | without Answers
Generalization
Generalization Sometimes the letters ou and ow stand for the diphthong /ou/. The letters oi and oy stand for the diphthong /oi/. In a diphthong, each vowel contributes to the sound heard.
Vocabulary Tip
You may wish to explain the meanings of these words.
hoist lift up high 
rowdy noisy and rough 
chowder a thick, creamy soup 
Phonics
Phonics
Syllable Patterns V/CV, VC/V
TEACH
Remind students that dividing words into syllables can help them read new words.
Write lemon and pilot.
  • These words have just one consonant in the middle.
  • From looking at the words, we can't tell if the consonant goes with the first syllable or the second syllable.
  • If the consonant ends the first syllable (cover on in lemon), the vowel sound is short.
  • If it goes with the second syllable (cover mon in lemon), the vowel sound is long.
Think AloudMODEL If I don't know a word like this, I can try saying it with a long
e: l mon. That doesn't sound right, so I'll try a short e in the first syllable:
lem on. That's a word I know! The short vowel sound must be correct.
 
Model blending pilot. Try both the long i and short i sounds.
Then have students blend the word with you.
PILOT
Review Phonics
REVIEW DIPHTHONGS
CONNECT Write this sentence: The boy toiled under the hot sun.
  • We studied the sound /oi/ spelled oi and oy.
  • Read the sentence to yourself. Raise your hand when you know which words have the sound /oi/. (boy, toiled)
  • What letters stand for /oi/ in boy? (oy)
  • What letters stand for /oi/ in toiled? (oi)
Continue in the same way for the sound /ou/ spelled ow and ou with the sentence: He
placed the flowers on the counter.
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words. Provide
help chunking and blending the words as needed.
  noisy crowded hoist shower
  powder royal thousand rowdy
  soybean mouth chowder poison
READ WORDS IN CONTEXT Have students read these sentences. Then, to
check meaning, have them give their own sentences for the underlined words.
The students cheered loudly for their team.
Grandma placed a handmade lace doily under the vase.
Larry is my oldest sister's boyfriend.
The man scowled and turned away.
To assess, note whether students read the /oi/ and /ou/ words correctly.
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students read them and
then identify the vowel sound in the first syllable.
  sev/en la/bor fi/nest na/tion
  hu/man div/ide prov/ince rap/id
READ WORDS IN CONTEXT Write these sentences. Have individuals read them
and identify the vowel sound in the first syllable of the underlined words.
The child stared unhappily at the broken toy. (//)
As soon as the music started, we got quiet. (//)
My mother is a member of the Senate. (/e/)
To assess, have students find and read two words on page 151 of the Student Edition
that have just one consonant in the middle. (cov/ers, liv/ing)