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Vs and C's

1. We use <v> to mark vowel letters, and we use <c> to mark consonant letters — like this:

&\text{agree}\\&\text{vccvv}

2. Mark the vowel and consonant letters in these words:

&\text{apple} && \text{magic} && \text{knee} && \text{government}\\&\text{vcccv} && \text{cvcvc} && \text{ccvv} && \text{cvcvcccvcc}\\\\&\text{write} && \text{their} && \text{often} && \text{stop}\\&\text{ccvcv} && \text{ccvvc} && \text{vccvc} && \text{ccvc}\\\\&\text{lunch} && \text{women} && \text{phone} && \text{quiet}\\&\text{cvcc} && \text{cvcvc} && \text{ccvcv} && \text{ccvvc}

3. Mark the vowel and consonant letters in these words:

&\text{next} && \text{penguin} && \text{itself} && \text{purple}\\&\text{cvcc} && \text{cvcccvc} && \text{vccvcc} && \text{cvcccv}\\\\&\text{always} && \text{queen} && \text{enough} && \text{dinner}\\&\text{vccvvc} && \text{ccvvc} && \text{vcvvcc} && \text{cvccvc}\\\\&\text{wonderful} && \text{fuel} && \text{might} && \text{true}\\&\text{cvccvccvc} && \text{cvvc} && \text{cvccc} && \text{ccvv}\\\\&\text{walk} && \text{white} && \text{would} && \text{every}\\&\text{cvcc} && \text{ccvcv} && \text{cvvcc} && \text{vcvcv}

4. What do we mark with <v>, vowel letters or consonant letters? Vowel letters

5. What do we mark with <c>, vowel letters or consonant letters? Consonant letters

6. What four letters are always vowels? \underline{<a,e,i,o>}

7. What three letters are sometimes vowels, sometimes consonants? \underline{<u,w,y>}

8. Write a word in which <y> is a consonant: ANSWERS WILL VARY.

9. Write a word in which <\mathrm{u}> is a consonant: ANSWERS WILL VARY.

10. Write a word in which <w> is a consonant: ANSWERS WILL VARY.

11. Write a word in which <y> is a vowel: ANSWERS WILL VARY.

12. Write a word in which <\mathrm{u}> is a vowel: ANSWERS WILL VARY.

13. Write a word in which <w> is a vowel: ANSWERS WILL VARY.

Word Scrambles. Unscramble the letters and you will spell some of the words in recent lessons:

&\text{klaw} && \underline{{walk}} && \text{thiew} && \underline{{white}}\\&\text{tenx} && \underline{{next}} && \text{ruet} && \underline{{true}}\\&\text{ptso} &&\underline{{stop}*} && \text{tique}&& \underline{\text{quite}**}\\&\text{ehongu} && \underline{{enough}} && \text{yeerv} && \underline{{every}}\\&\text{enequ} && \underline{{queen}} && \text{sawaly} && \underline{{always}}\\&\text{enmow} && \underline{{women}} && \text{dulow} && \underline{{would}}\\&\text{gungaela} && \underline{{language}} && \text{witer} && \underline{{write}}

* Or pots, post, opts, tops, spot

** Or quiet

Teaching Notes.

  1. Word Scrambles again get students looking carefully for and at words from the current lessons. They can also help students develop a better sense of the normal patterns of consonants and vowels in English words. For instance, in this Scrambles they could recognize that <lk>, <kw>, <wk> and the like are not likely opening strings in the word they are trying to unscramble. In enough they can begin to see that <gh> is a common combination. In time working Scrambles can help them see such things as the fact that many words end in silent final <e> and that <y> tends to be either at the beginning or the end. All such things are part of the wide realm of tactical information that good spellers should have.

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1 , 2 , 3 , 4 , 5

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Feb 23, 2012

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Apr 29, 2014
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