In what grade-level are Long Vowel Sounds taught? This also benefits their reading fluency and accuracy. On the contrary, because students see these less common patterns less often, they benefit from more encounters with these vowel patterns so that they learn the various ways that long vowels are spelled. While these long vowel patterns are less common, it doesn’t mean that they are not useful for students to learn. You can find the bundle for teaching Less Common Long Vowel Patterns here. * Note: I've linked each of these long vowel patterns to resources that can be used to teach these skills. IE and EI Words - brief, chief, piece, and weight, sleigh, vein Long I - CVCC and VCC ND, LD - kind, wild, mind Long I - Y = I CV Open Syllable - dry, fly, try Long U - CVV Open Syllable EW and UE - stew, brew, clue, fuel Long O - CVCC and VCC ST, LD, TH, LL - most, told, cold Long O - CVV Open Syllables OW and OE - toe, foe, tow, grow Long A - CVV Open Syllable AY - clay, play, say Once students in the Within Word Pattern stage become comfortable with common long vowel patterns, CVCe and CVVC, they begin to delve into less common long vowel patterns. What Long Vowel Patterns are Less Common? For example, when an o is paired with a, the o will make a long vowel sound like "goat" vs "got". Students learn that when two vowels are paired together between two consonants, the first vowel makes a long vowel sound. The CVVC pattern is another very common long vowel pattern. So a silent-e changes cap, kit, not, and tub changes to cape, kite, note, and tube. Students are taught that when a CVC word is followed by an e, the e is not sounded (silent) and it changes the original short vowel sound to a long vowel sound. Students tend to be introduced to long vowel sounds by comparing them to CVC words that all make short vowel sounds, like cap, kit, not, and tub. The most common long vowel pattern, and usually the first one students learn when introduced to long vowel sounds is the CVCe pattern.
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