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173+ Long i Vowel Sound Words (Free Printable List)

Grade 1 | Grade 2 | Long Vowels | Vowels

ByKatie

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Learn all about long i and the six ways to spell the long i vowel sound: i, i-e, igh, y, y-e, and ie. You will also snag your own free printable list with 173 words with long i vowel sounds!

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Table of Contents

  • All About Long i
  • Long i Sound Words
  • FAQ & Info
  • Related Posts
  • Download & Print

All About Long i

Just as with all long vowels, the long vowel sound is the same as the letter name.

  • Long a says /ā/ like acorn.
  • Long e says /ē/ like equal.
  • Long i says /ī/ like ice.
  • Long o says /ō/ like ocean.
  • Long u says /yoo/ like unicorn, OR /oo/ like ruler.

I usually teach my students a little jingle to remember the sound long vowels make. We pound on the table and chant, “Long vowels say their names.” My students really respond positively to this, and it helps them to remember the sounds of long vowels!

Long i can be spelled 6 different ways: i, i-e, igh, y, y-e, and ie. All of these spelling patterns can result in the long i vowel sound. Examples include:

  • i like lion.
  • i-e like bike.
  • igh like light.
  • y like fly.
  • y_e like type.
  • ie like pie.

Long i Sound Words

👉 Scroll to the bottom to download our free, comprehensive long i word list PDF!

i – Open Syllable Words & Wild/Old Words

The letter i by itself will say its long sound when it is the last letter in a syllable. This is called an open syllable. Think about words like hi, li/on, and pi/lot. Since the syllables end in the single letter i, the vowel will make its long i sound.

👉 Exceptions: We also hear the long i sound in many common, but irregular closed syllable words that break the rules.

These ‘exceptions to the rule’ are one-syllable words that end in -ild, -ilt, -ind, and -ist. These are sometimes referred to as Wild, Old Words.

Words with open syllable and wild or old words with long i sound:

lionkindclimbhiquietsilent
Ifindblindideasciencebicycle
I’mmindmildFridayironSimon
I’llchildpilotbehindgiantspider
I’vewilditemfinallylibraryfinal
I’dsigntrialdecideChinatricycle

i-e (Long i with Silent E)

This pattern follows a VCe pattern and results in the letter i saying its name.

Use the sight word ‘like’ to teach this spelling pattern. Write it on the board and ask your students to read it. Because this word is usually one of the first sight words children learn, they should know it automatically.)

Follow this general script:

  1. Teacher: Tap the sounds you hear in the word like. How many sounds do you hear?
  2. Students: /l/ /ī/ /k/ = 3 sounds.
  3. Teacher: But we see four letters! When we see i-consonant-e pattern in words, the i will say its long sound. That’s why ‘like’ has a long vowel sound in the middle. Without the letter e at the end, it would say ‘lick.’ Now imagine you raised your hand in class and said “I like my dog.” That magic e at the end is so important because, without it, my sentence would say “I lick my dog.” (Kids always get a hoot out of using this example in a sentence.)

Words with long i with silent e with long i sound:

bikesmilebrideexercisealivelikely
timeridefivesometimearriveprovide
fileminelimeinsidedescribeexcitement
sidekiteslideoutsidecombineaside
likehideslimesurpriserealizeorganize
pipebitewritedecidealikedespite

igh – Vowel Team

Refer to this spelling pattern as “igh – 3 letter i. ” It’s a three-letter vowel team. This phonogram is totally irregular and cannot be sounded out.

We learned from The ABC’s and All Their Tricks that this spelling is actually a remnant of Old English and Old German, which is why it looks so strange to us!

Words with vowel team igh with long I sound:

lightfightknightflashlighthighestmoonlight
rightsightfrighthigherlightningupright
mighttightDwighttonightmightyeyesight
nightsightwilightfightinghighwaysightsee
highslighttighterfrightenmidnightskylight
brightflightfortnightsunlightdelighttighten

y – Vowel

Remember told old saying: “A, E, I, O, U and sometimes Y. ” Well, let’s teach our students the rules for when the letter y actually is considered a vowel. They can know for sure when that “sometimes” really occurs.

👉 Y is considered a vowel when it comes at the end of a syllable or word.
👉 When Y is at the end of a root word, it makes the long i sound.

Multisyllabic words where the vowel y makes the long I sound:

flydrydyingdryingdenynylon
bymyselfshysatisfymultiplyoccupy
mycryreplyhydrogenmagnifycyclone
whyslyspybutterflyneabymodify
trylyingthyclassifyWyomingrecycle
skyJulydefyapplycyclopstyrant

y-e (Long Y with Silent E)

When y is in the middle of a word, it is also considered a vowel.

When a syllable follows a y-consonant-silent e pattern, the y makes the long i sound. Many of these words come from Greek, and the y makes the sound of i.

typelymeBrycestyleanalyzegenotype
hypeClydebytetypewriterarchetypefreestyle
Kylehydethymeparalyzeargylyegigabyte
lymeLyletykeenzymehairstylemistype

ie – Vowel Team

IE is a vowel team. When it comes at the end of a root, it makes the long vowel i sound.

There are only a handful of words that include this vowel team, so teaching these four words together as a word family may be a better approach than teaching and reviewing the vowel team.

piedielietie

FAQ & Info

What are the best ways to teach long vowels?

Begin by solidifying the difference between long and short vowels. Use hands-on activities, manipulatives, and orthographic mapping activities. Vowel sorts are also great activities.

Should I teach all long vowel spellings at the same time?

You should not teach all long vowel patterns at the same time. Follow a scope and sequence that targets skills systematically to build a solid foundation.

Do I use all the words on the Long Vowel Word List?

Only choose words from the list that follow the phonics skills you’ve already taught. For example: When teaching the long y spelling for long i, do not use the word “city” with students if you haven’t already taught the soft sound of c says /s/.

Related Posts

👉 Get the rest of the printable Long Vowel Word Lists: Long A, Long E, Long O, and Long U!

  • Long & Short Vowel Sorts
  • Silent E Worksheets
  • Magic Wand Silent E Printable

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We hope you can use many of the words on this list as you teach the long i vowel sound. Please comment below or tag us on Instagram @Literacylearn to tell us your best tips for teaching long i.

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TERMS: All resources and printables are designed for personal use only in your own home and classroom. Each person must visit this site and download their own free copy. Please do not photocopy, email, or reproduce our printable resources for other teachers, and please do not reproduce our printables on the web or save them to a shared drive. Instead, please share the resources with others by using the social share links provided or by distributing the link to the blog post itself. This allows us to keep making free resources for everyone! If you have any questions, please email us. Thank you!

all Words Phonics Poster - Words ending in all

Teaching Phonics

Suggested Price $1.20

A FREE PRINTABLE phonics sound poster which focuses on auditory discrimination for the beginning sound all.

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all sound Phonics Poster quantity

Categories: Diphthongs, Phonics Posters Tags: final sound, phonics poster, retrieval chart, word list

  • Description

Description

all sound Phonics Poster

Phonics Poster – all words

 


(an all phonics poster for you to DOWNLOAD and PRINT)

all Words Word List

mall
gall
ball
 hall
 rainfall 
tall 
small
squall
wall
call
waterfall

How to Download Your all Words Phonics Poster:
  1. Add the all sound poster to your Cart using the ‘Add to Cart’ Button. NB You can only get the resources 2 at a time. #longstory
  2. Press the very small ‘View Cart’ Button at the very top right of this page.
  3. Press the ‘Proceed to Checkout’ Button
  4. Add your email address to prove you are human 
  5. Press ‘Place Order’ and then scroll down to ‘Order Details’ and click on your resource there. It will open ready to save, print, cut out and laminate.
One Way to Use this Poster:
  1. Students sit in pairs.
  2. Teacher introduces the all poster on the website and models the onset and rime.
  3. Teacher models giving clues for the students to guess e.g. (Mime) ‘This is a _______ perhaps you would like to bounce it? ‘, ‘Pardon me while I make a phone _______’. 
  4. Students guess the word and spell it to their partner. 
Another Possible to Use this Poster:
  1. Complete a running record or a student.
  2. If the all sound appears to be a sound the student needs knowledge on, go to https://phonics-teaching. com and find & print the all words poster.
  3. Explore the poster together.
  4. Practice decoding the words with the all sound.
  5. Place the poster in a loose leaf folder to create a book or personal sounds the student needs to work on. 
Yet Another Way You Might Like to Use this Poster
  • Recorded reading – students record themselves reading the word lists (phone, tablet, PC) and listen to themselves reading the words back. Ask them to identify words they need to practice and what they perceive to be the problem. How will we fix that problem?
Where to Next?

How about some FREE Phonics Word Wheels or a CVC Phonics Game

or an all words phonics flip book 

 

Quote about Reading – ‘Read to Succeed’ 

Sound automation [С]

  • Speech therapist. No
  • Sound automation
  • Sound automation С

Sound automation exercises [C]. C__ - long pronunciation of the sound [C].

1) Pronounce (read) the syllables С__А, С__О, С__У, С__Ы, С__Э

The sound [С] is pronounced for a long time

2) Say (read) words with the sound [C] at the beginning

Sample: с- om

  • garden
  • Sami
  • SOK
  • Court
  • SALO
  • sled
    9000

    013

    Sample: COSS-A

    • COS
    • Fox
    • I carry
    • PAS
      9000 barefoot
    • annoyance
    • belt
    • beans
    • wheel
    • crockery
    • sedge
      • 0003 Street
    • Planting
    • Sausage
    • dance
    • Randing
    • Parcel

    4) Suspects AS__, OSX, UPS, YS__, ES__, EU__, EC__, YUS__, YUS__, YAS__

    Sound [C] is pronounced for a long time

    5) Pronounce (read) words with sound [C] at the end

    Sample: us__.

    • us
    • forest
    • dog
    • bass
    • Nose
    • cape
      9000
    • pineapple
    • globe
    • bus
    • apricot
    • vacuum cleaner
    • interest

    6) Pronounce (read) words with a confluence of consonants with sound [C] in the middle

    Sample: dis__k.

      9000 oars
    • bushes
    • Tired
      9000 (read) words with a confluence of consonants with the sound [С] at the beginning

      Sample: с__lon.

      • pile
      • rock
      • Elephant
      • San
      • flock
      • Skalka
      • Spend
      • Weak
      		9000
      • bench
      • satellite
      • cool down
      • station
      • steps

      8) Pronounce (read) phrases

      • Salted butter.
      • Salted cabbage.
      • Sweet watermelon.
      • Sweet and sour kvass.
      • Ripe apricot.
      • Radish salad.
      • Sausage with garlic.
      • Rice bowl.
      • High birch.
      • Dense forests.
      • Empty shed.
      • Spotted dog.
      • Old suit.
      • Narrow boots.
      • Clean dishes. nine0004
      • Delicious soup.
      • Sonya is tired.
      • Glory in the bushes.
      • Sanya fell asleep.
      • Larisa has a stroller.
      • Rash sand, Nastya.

      9) Conjugate sentences

      • I sawed (a) on a pine tree.
      • I put the soup on the table.
      • I ate a glass of sour cream.
      • I broke the branch from the bush.

      Sample:

      • I slept on the sofa.
      • You slept on the sofa.
      • He/she slept on the sofa. nine0004
      • We slept on the sofa.
      • You slept on the sofa.
      • They slept on the sofa.

      10) Speak (read) sentences

      Sample: S__they are smart.

      • Fox in the forest.
      • A wasp sits on a sedge.
      • Dishes on the shelf.
      • Tall pines in the forest.
      • Stas has blond hair.
      • Carry sand with a shovel.
      • A dog does not bite its own.
      • I fell from the sled into the bushes.
      • Stubborn soldiers on the desk. nine0004
      • The ship has stopped at the rock.
      • The plane flies high above the forest.
      • The dog sees an owl at the bitch and barks.
      • Sedge drying in the sun.
      • Bring dry straw for the donkey.
      • Sweet plums in the garden.
      • It's damp outside, put on your boots.
      • Sonya, look - catfish!
      • The catfish has a mustache.
      • In the buffet, polar cod, sugar, cheese, bacon.
      • Sonya brushed the salt off the table.
      • Stas is eating sausage with garlic.
      • An elk broke a pine bough. nine0004
      • You have delicious kvass.
      • Slava ate the whole pineapple.
      • Someone squeaked in the bushes.

      11) Pronounce (read) tongue twisters

      • Sonya and Sanya have catfish with a mustache in their nets.
      • Hay, hay, meadow left without hair.
      • A well-fed elephant is sleeping calmly, looking at the sweet hundredth dream.
      • Sprinkle, pour snow, snow, sprinkle everyone, everyone!
      • Elephants are calm and strong.
      • I bring soup, soup, and to whom, dog, dog.
      • Little Sleigh's sleigh rides by itself.
      • Slava ate lard, but there was not enough lard.
      • Gander after gander stomps in single file, gander looks down on gander.
      • Wasp barefoot and without belt.

      12) Pronounce (read) and retell the text

      In the forest

      Sanya and Slava were in a pine forest. They had a dog with them. The forest is damp, little sun. The dog saw a magpie on the bitch. The magpie saw the dog and flew away. Sanya saw a hedgehog under a pine tree. Sanya failed to catch him. Slava stood up and began to look up. The plane was flying over the forest. The plane scared the fox. Past the guys, the fox ran into a hole. Then Sanya and Slava turned back home. At the edge of the forest the grass dried in haystacks. The guys rested at the haystack. Soon they were at home. nine0011

      13) Pronounce (read) poems

      On a sledge

      On a sledge Sanya and Sonya
      They drive the sled.
      Sledge skok, Sanya in the side,
      Sonya bukh in a snowdrift.

      Ganders

      Going by line
      Gander after gander.
      Looks down
      Gander on gander.
      Oh, pluck the sides
      Gander at the gander.

      14) Pronounce (read) and memorize a poem0539 A catfish with a mustache falls asleep,


      Owls sleep on a bitch.

      Words with different sounds (Automation)

      Do not stay too long at the stage of automation of sound in syllables, move on to automation in words as soon as possible. First, in a word, the sound is surrounded by other sounds that leave their articulatory and acoustic imprint. Secondly, the child perceives meaningful, meaningful things better. “Speech therapy work is carried out in unity with the development of language and thinking: the content of the assimilated speech material should be accessible and understandable to children, should awaken their thoughts. You can not train children on long repetitions of meaningless sound combinations. One must comprehend them one way or another, at least in the form of onomatopoeia to the beat of a drum - ta-ta-ta. In the same way, when making a riddle, memorizing a rhyme as didactic material for mastering a certain sound, one should, without deviating from the topic, raise questions that connect this content of speech with the life around the child ”(M. E. Khvattsev). nine0011

      In addition to “meaningfulness” convenient for the child, words for practicing sounds perform a very important function. They allow you to automate the sound in all possible positions, create, in fact, "articulation models" - the child does not have to learn all the words of the Russian language with a given sound, he trains to pronounce a new sound in various combinations, which he will then use in other words, which meet him in life.

      Syllables in words in which practiced sounds occur can be stressed and unstressed, open, closed, and with a confluence of consonants. nine0011

      The open syllable ends in a vowel: KA-SHA, MO-LO-KO.

      Closed syllable ends in a consonant: AR-BUZ, KAR-TON.

      A syllable with a confluence of consonants is a “cluster” of consonants standing in a row in one syllable: KRO-ko-dil, za-KRYT, PLA-tye.

      Automation of sounds in words (and further - in phrases, texts ...) is carried out taking into account orthoepic norms of the Russian language . Orthoepy determines how sounds are pronounced, combinations of sounds, words and word forms in oral speech (as opposed to spelling, which determines the rules for writing words). For convenience, the main orthoepic norms are divided into: the rules for pronouncing vowels (in different positions of a word, stress) and the rules for pronouncing consonants (depending on the place, from neighboring vowels and consonants). nine0011

      Vowel sounds.

      What do you need to know about the correct pronunciation of vowels? Under stress, the vowel is pronounced clearly, as it is written. In an unstressed position, the sound O sounds like A: we write “cow”, and we pronounce “karova”, because the first vowel is in an unstressed position, and the second is under stress. The sound E without stress turns into a cross between I and E: "river" sounds like "rika". The letter I without stress is read in the same way: as I with a hint of E (“ribina”, “ridova”). The vowels U, A, I, Y change least of all in an unstressed position. Please note: in the exercises, words with sounds O or E may appear in different sections (“lapel, shack, trap, dodge, logical, speech therapist” - these words for practicing the sound L will appear in one paragraph, on the syllable “LA”). nine0011

      In borrowed foreign words, vowels are most often pronounced as they are written: RONDO, boa…

      There are 6 vowels in Russian: A, O, U, I, E, Y. The letters E, E, Yu, I, as you know, denote two sounds (I \u003d Y + A) and serve to indicate the softness of the previous consonant.

      i.e. if you see the letter T in a word, keep in mind that it can be pronounced as a hard T and as a soft T, depending on the following vowel: Tapki - Tyapki. Hard and soft are different sounds, sometimes their pronunciation requires a different position of the tongue

      In speech therapy, this means that if a child can pronounce the sound T, but he has not yet corrected the soft T, carefully follow the next vowel after the letter T: we give the child the word TAPKI, but we do not have the right to demand the correct pronunciation of the word TYAPKA.

      Consonants.

      In Russian, consonants can be hard or soft, voiced or voiceless. When studying with a child, you need to either know these characteristics or “feel the language” well - hear where the sound is normally pronounced. nine0011

      Let's remember together:

      Voiced consonants at the end of words are pronounced muffled (for example, in the word "frost" the sound S - "maroS" is pronounced at the end). Therefore, do not be surprised to find the words OAK, TOOTH, POST on a page with the sound P. The sounds B, C, D, D, F, Z are deafened. ".

      ·                         Some voiceless consonants, on the contrary, can be voiced before voiced consonants: do = "To Do", request = "proZba". nine0011

      ·                                                                                                                                                                                                         }

      · In confluences of 3 or more consonants, one of the sounds is not pronounced: stairs - "ladder", feel - "feel", holiday - "holiday".

      · In reflexive verbs (ending in -tsya) at the end is pronounced "CA": "teacher", "hunter".

      The confluence of consonants -TSK- is pronounced like TsK: children's - "deTsky", Soviet - "Soviet". nine0011

      Combinations Th, ChN are pronounced as SHT, SHN: because - “because of WHAT”, of course - “Of course”.

      · The sound C before Sh or Zh turns into Sh and Zh itself: "sew" - pronounced with a long Sh = "ShShSh", "liquefied" = "Liquid". The sound З is also modified: “unclench” = “razhzhzhat”.

      · The sound Ts in Russian is solid, without a pair, so the spelling and pronunciation in the case of the sound Ts has certain features. For example, it is written QI, but pronounced firmly TSY, TSE is pronounced as TSE (circus \u003d “tsYrk”, at the end \u003d “at the end”) Since the sound Ts is affricative, i.e. consists of two sounds - T and C, the combinations of TCA and DCA are read as a long TCA (“spotnaTsTsat”). nine0011

      How to use vocabulary material.

      Some authors recommend starting the automation of all sounds with back syllables. Others advise open syllables. I agree with both of them. Affricates (stop-slotted sounds) C and C are indeed better automated, starting with reverse syllables: FIGHTER, COURT, SINGER, DOCTOR, BALL, ROOK. When automating R, it is very rarely possible to start with reverse syllables (the language does not have time to switch to vibration in the upper position, it requires support with the sound D, the word sounds very peculiar, the child does not perceive it as a full-fledged word: aDRbuz). In other cases, it all depends on the personality of the child. Therefore, having put the sound, check in which syllables the new sound is easier - these are the words that the child should offer in the first place. Correctional work is more successful and faster if we move from simple (for a particular child) to more complex. nine0011

      At the initial stages of automation, words are pronounced syllable by syllable. But don't get too carried away with it - there is a danger of making a habit out of it. Literally in a day or two, switch to a continuous and smooth pronunciation of the words being practiced. To do this, you can help the child with a movement of the hand - say the word and make a smooth movement of the hand from left to right, teach the child this.

      It is more convenient to pronounce the sound in stressed syllables, because more expiratory energy is released per stressed syllable. It is worth remembering this, since initially a new sound in words is pronounced for a long time, a little exaggeratedly - so that the tongue has time to take a new correct position for itself, and the ear is used to hearing this new sound, recognized it as corresponding to the model (formation of an articulatory-acoustic stereotype).

      Learn more


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