Two vowel words for kindergarten

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Two Vowels Together

When two vowels appear together in words, the sound changes sometimes, and the word takes on a different meaning. The double vowel sounds worksheets are designed to help children understand the dynamics of two vowels together, and the examples of common words with two vowels will help them understand more easily. Guide your kids through the simple maze in one of the worksheets, and look at examples of the vowel pairs in the other worksheets. For even more learning fun, the coloring page is there for kids to read words and color pictures. You can ask your kids to identify the pictures for added fun.

• Two Vowels Together

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Hungry Caterpillar Maze Worksheet

Caterpillars might be a little strange looking, and maybe your kids get grossed out by …

Grade 1
Two Vowels Together

Worksheet

The AI Vowel Pair Worksheet

Vowel pairs come together to make sounds that are different from what the individual letters …

Grade 1
Two Vowels Together

Worksheet

Is It EE, EA, or AY? Worksheet

When the letters ‘ee’ are found in a word, they usually make the long /e/ …

Grade 1
Two Vowels Together

Worksheet

Vowel match Worksheet

Vowel teams (digraphs) can be tricky for early readers as they often make different sounds …

Grade 2
Two Vowels Together

Worksheet

Vowel team ee Worksheet

Check out how much fun your child will have as they’re steering cars with the …

Grade 2
Two Vowels Together

Worksheet

Vowel team ai Worksheet

Digraphs are two letters that make one sound put together, and children will have a …

Grade 2
Two Vowels Together

Worksheet

Two Sounds for OO Worksheet

The English language is full of examples where the same letters can have different sounds, …

Grade 2
Two Vowels Together

Worksheet

OU and OW Words Worksheet

Here’s another exciting worksheet to advance your child’s understanding of diphthongs to build reading and …

Grade 2
Two Vowels Together

Worksheet

Vowel Diphthongs OI OY Worksheet

The diphthongs OI and OY sound exactly the same, but are spelled differently, making reading …

Grade 2
Two Vowels Together

Worksheet

Long A Vowel Team Coloring Fun Worksheet

Make your next lesson on phonics more fun with this great coloring page! The free …

Grade 2
Two Vowels Together

Worksheet

Long E Vowel Team Coloring Worksheet

Teach your students all about the long «E» sound with this fun coloring worksheet! Divide …

Grade 2
Two Vowels Together

Worksheet

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How to Teach Vowel Teams

by Shirley Houston

Vowel teams are probably the most common source of reading and spelling errors as one vowel sound may be represented by as many as 6 different vowel teams (e. g. long ‘o’ represented by ‘oa’, ‘ow’, ‘oe’, ‘o_e,’ ‘ough’ and ‘ew’ as in sew). There are 25 standard vowel teams and, consequently, it is vital that they are taught well.

In this blog post, I am going to examine how to teach vowel teams. They are the focus of Part 2 of Phonics Hero and additional vowel teams (‘oi’/’oy’, ‘ow’/’ou’, ‘oo’, ‘aw’/’au’) are introduced in Part 3 (get access to lots of free resources in a Teacher Account). To teach vowel teams well, you firstly need to understand how they work.

We have 18 vowel sounds in English but only 5 vowel letters with which to represent them so it is necessary to use combinations of the vowel letters. The correct terminology for 2 vowels working together to represent one sound is ‘vowel digraph’. The letters ‘y’, ‘w’, ‘gh’ and ‘r’ are also used in representations of vowel sounds (as in ‘ay’, ‘ow’, ‘igh’ and ‘er’), so I quite like using the term ‘vowel teams’ with younger students. I use the terms “weak” and “strong” vowels rather than “short” and “long” vowels as it is hard for young children to understand what is short or long about them (long vowels require two mouth movements rather than one – a bit complicated for a six-year-old!). I’ll be using those terms to refer to the sounds represented by vowel teams.

How to Teach Vowel Teams – Things You Need to Know

Why are consonant letters used in vowel teams?

There is logic to the use of consonants in vowel teams. We use the letter ‘y’ in vowel teams because English words can’t end in ‘i’. The ‘y’ stands in for the ‘i’ at the end of a base word (e.g. hail/hay). English words can’t end in ‘u’, so ‘w’ (literally a double ‘u’) stands in for the ‘u’ at the end of a base word (e.g. bout/bow).

What is a diphthong?

A diphthong is not a new type of uncomfortable underwear, but rather one (complex) vowel sound formed by the combination of two vowel sounds in a syllable. It is sometimes referred to as a “glide” because the mouth glides from the position for one vowel to the position for another. There are 8 English diphthongs, including the vowel team pairs ‘oi’/’oy’ and ‘ou’/’ow’. Most vowel sounds are made with the mouth in one position, making one pure sound e. g. /a/.

What are split digraphs?

The vowel digraph teams ‘ee’, ‘ie’, ‘oe’ and ‘ue’ are used in common words while ‘ae’ is used in a few technical words e.g. ‘aerate’ and ‘aesthetic’. Split digraphs are separated members of a vowel team – they are separated by a consonant. For example, the ‘ie’ in ‘bike’ is split to become ‘i_e’. Split digraphs combine the letter ‘e’ with the five vowels to represent strong vowel sounds.

When talking about split digraphs, be careful of the language you use. Do not use the terms “fairy e”, “magic e”, “bossy e” or “silent e”, as they do not help a student to understand the logic of our code. The ‘e’ is no more “silent” when it is split from its team member (as it is split in ‘eve’, ‘line’, ‘bone’, ‘rude’ or ‘cave’) than when it was right next to the other vowel. We are still looking at an e-controlled vowel spelling. Likewise, there is no logic in “silent letters” – all letters are silent! Nor is the letter ‘e’ more bossy than any of the other vowels that come second in a pair.

Code overlap

The complication for reading is that some vowel digraphs represent more than one sound. For example:

This is a focus of Part 3 of Phonics Hero. When you come across alternative pronunciations for the vowel digraphs, take the time to discuss the other uses, to clarify any confusion.

Why do we use gh in vowel spellings?

The ‘gh’ combination, like in the word ‘high’, was inherited from the Germanic languages that had an impact on English. We used to pronounce the ‘gh’ in Old English, but as something like a ‘k’ sound e.g. the Gaelic word, lough (loch). The German for ‘light’ is ‘licht’ and ‘night’ is ‘nacht’. When Middle English changed to Modern English, the sound was dropped or, in some words, changed to the softer ‘f’, as in ‘rough’. The ‘gh’ has been left in the spelling to show the word’s origin.

How To Teach Vowel Teams – Some Tips:

• Teach the most common vowel sounds first – the strong /e/, /i/, /o/, /a/ and /u/. Part 2 of our interactive, click-and-go Phonics Lessons will help you systematically teach this logic.


• In spelling instruction, teach the most common vowel team spellings of a vowel sound first, e.g. for the long ‘a’ sound teach ‘ai’ before ‘ay’ and eventually ‘eigh’ as an extension for those who can manage the more advanced logic.


• In reading instruction, teach the most common pronunciation of a vowel team first e.g. ‘ey’ as long ‘e’ (e.g. ‘donkey’) before ‘ey’ as long ‘a’ (e.g. ‘they’).


• Teach irregular vowel team spellings as camera/tricky words e.g. ‘people’ and ‘leopard’.


• DO NOT teach “when two vowels go out walking, the first one does the talking”. While it holds true for some common words, this pattern is true in less than 40% of vowel team pronunciations e.g. it does not apply in ‘oi’, ‘au’, ‘ou’ and ‘ew’ and in r-controlled vowel teams, such as ‘our’ – the vowel sounds are completely changed.


• Given the number of influences on the English language, it is better to talk about “usual”’ patterns rather than use the term “rules”.


• Teach the logic of the code in regards to the placement of vowel teams e.g. English words don’t end in ‘i’ so ‘ai’ is used in the middle of a base word and ‘ay’ at the end. They don’t end in ‘u’ so ‘ow’ and ‘aw’ are used at the end of a word, not ‘ou’ or ‘au’. Teach the patterns explicitly e.g. ‘ai’/’ay’, ‘oi’/’oy’, ‘ei’/’ey’.


• If students are to use plastic or magnetic letters in vowel teamwork, be sure to buy those that have the digraph as one piece.


• Use sound (Elkonin) boxes and/or sound buttons to highlight the fact that a ‘team’ can represent a single vowel sound.


• To help students understand split digraphs, have them identify the component sounds of a word (e.g. ‘cake’ includes /c/, /a_e/ and /k/). Have them represent the e-controlled vowel spelling as ‘ae’ on paper then cut the letters apart and insert the consonant (in this case, ‘k’). We’ve made a worksheet for each of the split digraphs – download our FREE worksheets.Use Phonics Hero’s FREE worksheets!
  
• Help students understand the power of a vowel team’s ability, together or split, to make a strong sound by teaching weak/strong pairs, such as bit/bite, mad/made. Use plastic or magnetic letters that have vowels in a different colour to consonants as the difference highlights the teams.


• Because there are no rules that tell us when to use certain representations of vowel sounds, other than placement rules related to use of ‘i’ or ‘u’ at the end of words, mastery is dependent on familiarity with words. Use of the Phonics Hero games is ideal for giving students multiple exposures to each word, in reading and spelling. Get started with a Teacher Account.


• If children are unsure which spelling choice to use, suggest that they have a go with a vowel table, like the example below. They should try each spelling choice and make a decision as to which one looks right. A vowel table will help children identify the correct vowel team.
  The Phonics Hero games also enable a student to have a go and make the decision about which one looks right. In the example below, a child is having a go at representing ‘birthday’. Children can try each spelling choice, clicking it to remove it, and clicking the tick when they have made a decision. Practise choosing the right vowel team with Phonics Hero.
  
• Do phoneme searches for representations of a vowel sound or vowel team searches for code overlap in decodable text.
  


• Create a vowel sound chart with your students, showing the various ways of spelling a vowel sound and a key word/picture as a memory jogger. Create a copy, cut it up into cards then have students do a word/picture sort, recreating the chart.


• In tutoring, I like students to select an image of each spelling that is meaningful to them. Together, we create a reading or spelling slide show with each slide showing the vowel teams for a particular sound with an image for each, e.g. one little girl in love with all things “Frozen” chose as her long ‘o’ images: snow for ‘ow’, Olaf for ‘o’, and the advertising picture for the Frozen movie for ‘o-e’.


• There are lots of activities involving games and movement that you can use to teach vowel teams. Here’s one idea: Save the lanyards with plastic cardholders from Professional Learning you go to. Write the vowels, w, y and gh on cards in one colour. Write consonants on cards in another colour. Put the cards into the holders. Ask students to each wear a lanyard. Call out a word and ask the students wearing the required letters to stand in order to spell the word. Who will be part of the vowel team representing the vowel sound will be a source of discussion. This activity emphasises the need for a team effort.

Be sure to make your vowel team teaching systematic, explicit, sequential, multisensory and cumulative.

Author: Shirley Houston

Cards on the topic "Unstressed vowels at the root of the word" (Grade 2) | Russian language simulator (grade 2):

Ball games aimed at the formation of the correct sound pronunciation and the development of phonemic hearing.

At the beginning of the school year, we introduce children to vowel sounds. On this topic, children are offered a wide variety of games and exercises. Vowel sounds are the foundation on which all work on the development of phonemic processes in children is based. Having mastered this topic, children, as a rule, master the sound analysis and synthesis of words well, and therefore, in the future, it is easier to learn literacy material. All work on vowel sounds is fixed in ball games.

In games number 1, 2 and 4, children train in a clear pronunciation of vowel sounds and their separation from the sound range. Smooth, long singing of vowel sounds is fixed in games No. 3 and 5. It is interesting that in these games children correlate the duration of rolling the ball with the duration of singing vowel sounds. All these games contribute to the development of a smooth exhalation, which is very important in working on sound pronunciation. We consolidate the ability to control the power of the voice in game number 7. In the group, children can be observed with a violation of the prosodic components of speech. These defects are very diverse. The child may speak very softly, almost in a whisper, or have a muffled, often nasal, voice.

The speech therapy group also includes children with rhinolalia after cheiloplasty and uranoplasty. All ball games aimed at singing vowels are useful for these children. K.S. Stanislavsky, characterizing the sound of the Russian language, figuratively said that vowels are a river, and consonants are banks, and without them our speech is a swamp. In our daily work on the correction of children's speech, we strengthen these "shores". Consolidation of the correct pronunciation of sounds and the development of phonemic processes can be carried out in ball games.

In game number 8, children select words for a given sound, pronounce these words clearly. The guys love game number 9 very much, which requires attention, a good level of development of phonemic ideas, the ability to highlight the sound at the beginning and end of the word. Game number 10 is fun, since the child can give answers to all questions of a speech therapist that begin only with the same specific sound. It is advisable to include ball game No. 11 in the lesson on differentiating sounds. This game can be used to differentiate any sounds (s-sh, sh-zh, r-l, s-zh, etc.). Children with phonetic and phonemic underdevelopment of speech may have difficulty dividing a word into syllables, learning words of a complex syllabic structure. Of course, to solve this problem, we use traditional techniques: slapping a rhythmic pattern, slapping and tapping the number of syllables in a word, building up syllables. The ball in such activities also plays a positive role.

In games No. 12, 16 and 17, children learn the syllabic structure of the word, consolidate the ability to divide words into syllables. In games, we use not only rubber balls, but also home-made, sewn from fabric. In the group and the speech therapy room there is a set of such balls in red and blue with letters embroidered on them. Four vowels are embroidered on each red ball, and four consonants are embroidered on the blue one. Games with such balls are very diverse. So, for example, in game No. 6, the child names a vowel sound or a word that begins with a vowel sound (if the speech therapist throws him a red ball) and a consonant (if the ball is blue). Multi-colored balls are also used for the analysis and synthesis of syllables and words. So, in game No. 13, children, on the instructions of a speech therapist, reproduce the reverse syllables AP, UT, OK, and then this syllable is laid out from the balls. In game number 14, children make up words from balls, read, analyze them.

1. The game "We knock the ball with the palm of our hand, we repeat the sound together"

Purpose: development of phonemic perception, speed of reaction, consolidation of knowledge of vowel sounds.

Adult: When you hear the sound "A", hit the ball on the floor. After catching the ball, repeat this sound. A - U - O - U - A - A - O - U

2. The game "The vowel sound will be heard by the ears, the ball flies over the crown"

Purpose: development of phonemic perception, speed of reaction, selection of a given vowel from a series others.

Teacher: I will name the vowel sounds. Throw the ball when you hear the "E" sound. A - E - U - S - E - A - U - O - A - E - S - E

, fixing the pronunciation of vowel sounds.

Option 1 . An adult invites children to sing a vowel sound while rolling the ball on the table. The child takes a breath, smoothly rolls the ball to a friend, singing the vowel: A - A - A - A - A - A

Option 2. The game can be played while sitting on the floor - in a circle or in pairs, singing the vowel sounds given by the speech therapist and rolling the ball.

4. The game "Knocker" I want to say sounds And I knock on the ball.

Purpose: training of a clear pronunciation of vowel sounds, development of phonemic perception.

Game progress. Children and teacher sit in a circle. The ball is clamped at each between the knees. The teacher pronounces vowel sounds by tapping the ball with his fist. Children repeat individually and in chorus. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example: A AA AAA E uh uh O 00 000 UU UUU Then you can pronounce various combinations of sounds: AAE AEO AAU

5. The game "Singing balls" First I knock on the ball, And then I roll it.

Purpose: fixing short and long pronunciation of vowels, developing phonemic perception, fixing a long oral exhalation.

Game progress. Children are distributed in pairs and sit facing each other at a distance of three meters. Each pair has a ball. The teacher pronounces combinations of vowel sounds. The last sound is pronounced for a long time, sung. For example: A A Uh-uh-uh. U E A~a~a-a~a. The first two sounds are accompanied by a fist hitting the ball; singing the third sound, the child rolls the ball to the partner. Rolling the ball is emphatically smooth, long-lasting, as is the pronunciation of a vowel sound.

6. The game "Colorful balls" Red is a vowel. Blue - no. What's the sound? Give me an answer!

Purpose: strengthening the differentiation of vowels and consonants, development of attention, speed of thinking. Equipment: red and blue balls.

Game progress.

Option 1 .adult throws the ball to the children. The catcher calls a vowel if the ball is red, a consonant if the ball is blue, and throws the ball back.

Option 2 . The child calls a word that begins with a vowel sound if the ball is red. And if the ball is blue, then the child calls a word that begins with a consonant sound.

7. The game "Quiet - Loud" We rode through the mountains, Sang here and sang there.

Purpose: strengthening the articulation of vowels, developing phonemic perception, working on the power of the voice.

Equipment: small balls.

Game in progress. Singing a given sound according to a speech therapist's demonstration. The strength of the voice is commensurate with the direction of the movement of the hand. As the hand with the ball moves up (up the hill), the strength of the voice increases, down (down the hill) it decreases. When the hand with the ball moves horizontally (the ball rolls along the track), the strength of the voice does not change. In the future, the children independently give the task to each other.

8. Ball passing game "Pass the ball - name the word"

Purpose: development of phonemic representations, speed of reaction.

Game in progress. The players line up in a column. The players standing first have one large ball (diameter 25-30 cm). The child calls a word to a given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible). The next player independently invents a word for the same sound and passes the ball further.

9. The game with the transfer of the ball "Sound chain" We will connect a chain of words. The ball will not give a point.

Purpose: development of phonemic concepts, activation of the dictionary.

Game in progress. The teacher calls the first word and passes the ball to the child. The ball is then passed from child to child. The final sound of the previous word is the initial sound. For example: spring - bus - elephant - nose - owl . ..

10. Ball tossing game "One hundred questions - one hundred answers with the letter A (I, B), and only with this"

Purpose: development phonemic representations, imagination.

Game progress. The teacher throws the ball to the child and asks him a question. Returning the ball to the speech therapist, the child must answer the question so that all the words of the answer begin with a given sound, for example, with the sound I. Example: - What is your name? - Ira (Ivan). - And the surname? — Ivanova. - Where are you from? — From Irkutsk. - What grows there? - Figs. What kind of birds are found there? — Orioles. What gift will you bring to your family? - Butterscotch and toys.

11. The game "Syllable and syllable - and there will be a word, we will play the game again"

Option 1. Purpose: to consolidate the ability to add a syllable to a word.

Game progress: the teacher says to the children: - I will say the first part of the word, and you will say the second: sa - har, sa - ni. Then the adult alternately throws the ball to the children and says the first syllable, the children catch and throw it back, naming the whole word. You can throw the ball on the floor.

Option 2. Purpose: differentiation of sounds, development of attention, speed of thinking.

Game in progress. An adult throws a ball to the children, calling the first syllable: “sa” or “sha”, “su” or “shu”, “so” or “sho”, “sy” or “shi”. The child completes the word. For example: Sha-shars sasans sho-shoroh so-forty shuba- fur coat bag- bag shi~ tires- cheese

12. Game with throwing the ball “Catch the ball - once! And two - we will unravel the words!

Course of the game: Throwing the ball to the children, the teacher says the words, and the children, returning the ball, repeat them: Plate, cave, room, dishes, showcase, well. Then the speech therapist confuses the words by rearranging the syllables. And the children MUST unravel them educator: Children: reltaka - a plate of shchepera - a nakomta cave - a soup room - dishes trivina - a showcase of a lokodets - a well

13. Sound Toys Game Prick up your ears: Sounds will tell you toys.

Purpose: analysis and synthesis of reverse syllables and consolidation of confluence syllables .

Equipment: red and blue balls made of fabric with letters embroidered on the sides, denoting vowels and consonants.

Course of the game the teacher calls two children: "These are sounding toys, they can sing and speak." Names sounds in the children's ears that they will have to sing or pronounce. “Now I will press the button and our toys will talk” (he touches the children in turn). "Children-toys" reproduce their sounds, and the rest of the children verbally "read" the resulting syllable. Children determine which sound they heard first, which sound second, and reproduce the syllable together with “sounding toys”. Then the reverse syllable is laid out from balls with letters and read.

14. Game "Catch the ball - make up the word" We caught three balls - we will say the word now.

Purpose: compilation of three-sound words and their analysis. Equipment: fabric balls with vowels and consonants embroidered on them.

Game progress. An adult throws a ball to each child, naming the sounds of the intended word: M - A - K D - O - M K - O - T Children find on their ball the letter corresponding to the named sound, and make up a word from the balls, read, analyze it.

15. Ball tossing game “Catch the ball and throw the ball - how many sounds, name”

Purpose: to determine the sequence and number of sounds in a word.

Game progress. An adult, throwing the ball, pronounces the word. The child who caught the ball determines the sequence of sounds in the word and names their number. Subsequence. Three-sound words like: MAK, SLEEP, KIT. Four-sound words with open syllables: RAMA, MAMA. Four-sound words with a confluence of consonants: MOLE, TABLE, DISPUTE.

16. Game "I will meet a word on the road - I will break it into syllables"

Purpose: training the ability to divide words into syllables, developing attention, quickness of thinking.

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