Go to page
AFTER READING
Generalization
OBJECTIVES
r-Controlled Vowels A vowel
followed by the letter r has a
sound that is neither short nor
long, but r-controlled.
  • Associate /r/ with the
    letters that spell it.
  • Review irregular
    plurals.
  • Blend and read words
    that contain /r/.
  • Apply decoding
    strategies: blend
    longer words.
ELL
Support Phonics Many languages do
not have a sound like /r/, so many
non-Native English speakers may
have trouble pronouncing words like
dirt or fern. Help students practice
saying and writing words such as her,
bird, and turn.
See the Phonics Transition Lessons
in the ELL and Transition Handbook.
Practice Book
Practice Book 3.2 p. 19
with | without Answers
You may wish to explain the meanings of these words.
hoof a hard covering on the feet
of horses, cattle, sheep,
pigs, and some other
animals
loaf bread that is baked
as one piece
Vocabulary Tip
Phonics
Phonics
r-Controlled Vowels
TEACH
Write the words burn and third. Read the words aloud.
  • What sound do the two words have in common? (/r/) This sound is an r-controlled
    vowel. It can be spelled er, ir, or, ur, or ear.
  • Which letters stand for /r/ in world? (or)
Think AloudMODEL When I say burn and third, I hear /r/ in both words, but when I see
the words, I notice that the sound is not spelled the same way. In burn,
it is spelled ur; in third, it is spelled ir. How is /r/ spelled in the word
search? (ear)
Model blending search. Then have
students blend the word with you.
SEARCH
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students read them and
underline the letters that stand for /r/.
insure perching circus wordless
relearn disturb infer pearl
READ WORDS IN CONTEXT Write these sentences. Have individuals read them,
point out words with /r/, and name the letters that stand for the sound. Words
with /r/ are underlined.
We visited the desert last spring.
Uncle Bert likes playing third base.
The bus pulled up to the curb.
The earth is round, like a ball.
The early bird gets the worm.
To assess, have students look through the selection, identify three words with /r/,
and name the letters that stand for the sound. Possible answers: world's, Earth, third.
Review Word Parts
REVIEW IRREGULAR PLURALS
CONNECT Write this sentence: The leaf stuck to my foot.
  • We studied irregular plurals.
  • Read the sentence to yourself. Raise your hand when you think you know the plural
    forms of the words leaf and foot.     (leaves, feet)
  • How did you know? (The plurals of words that end with f or fe are formed by changing
    f or fe to v and adding es. I memorized the plural of foot.)
Continue the activity with the sentence In the story, the elf gave the child
three wishes.
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words. Provide
help blending the words as needed.
knife knives sheep sheep hoof hooves
ox oxen wife wives woman women
tooth teeth wolf wolves person people
READ WORDS IN CONTEXT Have students read these sentences. Then, to
check meaning, have them make up a sentence that includes the plural
form of the underlined word.
Uncle Jack cut the meat with a sharp knife.
The horse needs a new shoe for its hoof.
The farmer hitched the ox to the plow.
Mom helped me put up the shelf in my room.
Eek! I just saw a mouse!
To assess, note whether students spell and use the irregular plurals correctly.