A_e.

Presentation on theme: "A_e."— Presentation transcript:

1 a_e

2 e_e

3 i_e

4 o_e

5 u_e*

6 ie* ee The eye on the letter eye will help them with the “I” sound. When the mouse sees the cat’s eyes, he says ee. Thus, the two sounds: ee and I. You point to your eye. The mouse says, I see you, “ee,ee,ee” . Make the mouse motion with your hands and teeth as you say ee.

7 ue oo The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

8 ui * oo The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

9 ou

10 oi

11 au Aunt Unice says, “Au, you are so cute.” Place your hands on your cheeks as you say it. You can make a connection to the letter u by saying that each arm of the u is a side of the baby’s cheeks.

12 _al_ Spread arms and say “all” . I will eat ALL the candy.

13 _y* The letter “y” should be taught from the very beginning as having a “ee” sound. If you try and pronounce any word that starts with y, (ex. Yarn) you may do so by starting it with an ee sound. If kids are taught this from the beginning, then they will automatically do it when they come to words where y is in an ending position, such as happy, funny, etc. If you do this, then all you have to do is teach the few small words where y says “I” as a family– ex. my, by, try, cry, fry, etc. ee

14 _le Put the back of your hand to your forehead as if saying “woe is me”, and say , “I feel ill”

15 _ed* Ed has three sounds-- ed, d, and t. I tell the kids, that Ted is Ded (those are the two letters that make it say ed). On the /d/ sound i hold up the pretend sword, on the “ed” I plunge it into my heart, and then on the /t/ I rub my eyes like I am crying tears t,t,t,t.

16 _ing Put your hand on chest and sing, “ing, ing ing, ing, ing,ing, ing” (I sing it as you would a scale, going up one pitch at a time) The letter i is the microphone. Try having them plug their nose as they sing– they will discover that ng is a nasal sound and cannot be produced unless air comes out your nose.

17 igh I This is a ghost sound– the gh is silent. I like to teach this sound as a word family with ight– fight, light, right, sight, tight, etc.

18 GO!

19 a_e

20 igh This is a ghost sound– the gh is silent. I like to teach this sound as a word family with ight– fight, light, right, sight, tight, etc.

21 al Spread arms and say “all” . I will eat ALL the candy.

22 i_e

23 _le Put the back of your hand to your forehead as if saying “woe is me”, and say , “I feel ill”

24 GO!

25 e_e

26 _ing Put your hand on chest and sing, “ing, ing ing, ing, ing,ing, ing” (I sing it as you would a scale, going up one pitch at a time) The letter i is the microphone. Try having them plug their nose as they sing– they will discover that ng is a nasal sound and cannot be produced unless air comes out your nose.

27 a_e

28 o_e

29 _y* The letter “y” should be taught from the very beginning as having a “ee” sound. If you try and pronounce any word that starts with y, (ex. Yarn) you may do so by starting it with an ee sound. If kids are taught this from the beginning, then they will automatically do it when they come to words where y is in an ending position, such as happy, funny, etc. If you do this, then all you have to do is teach the few small words where y says “I” as a family– ex. my, by, try, cry, fry, etc.

30 igh This is a ghost sound– the gh is silent. I like to teach this sound as a word family with ight– fight, light, right, sight, tight, etc.

31 _le Put the back of your hand to your forehead as if saying “woe is me”, and say , “I feel ill”

32 i_e

33 o_e

34 ue The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

35 al Spread arms and say “all” . I will eat ALL the candy.

36 GO!

37 o_e

38 a_e

39 ue The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

40 _y* The letter “y” should be taught from the very beginning as having a “ee” sound. If you try and pronounce any word that starts with y, (ex. Yarn) you may do so by starting it with an ee sound. If kids are taught this from the beginning, then they will automatically do it when they come to words where y is in an ending position, such as happy, funny, etc. If you do this, then all you have to do is teach the few small words where y says “I” as a family– ex. my, by, try, cry, fry, etc.

41 _ing Put your hand on chest and sing, “ing, ing ing, ing, ing,ing, ing” (I sing it as you would a scale, going up one pitch at a time) The letter i is the microphone. Try having them plug their nose as they sing– they will discover that ng is a nasal sound and cannot be produced unless air comes out your nose.

42 ue The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

43 ie* The eye on the letter eye will help them with the “I” sound. When the mouse sees the cat’s eyes, he says ee. Thus, the two sounds: ee and I. You point to your eye. The mouse says, I see you, “ee,ee,ee” . Make the mouse motion with your hands and teeth as you say ee.

44 _ed* Ed has three sounds-- ed, d, and t. I tell the kids, that Ted is Ded (those are the two letters that make it say ed). On the /d/ sound i hold up the pretend sword, on the “ed” I plunge it into my heart, and then on the /t/ I rub my eyes like I am crying tears t,t,t,t.

45 i_e

46 GO!

47 ie* The eye on the letter eye will help them with the “I” sound. When the mouse sees the cat’s eyes, he says ee. Thus, the two sounds: ee and I. You point to your eye. The mouse says, I see you, “ee,ee,ee” . Make the mouse motion with your hands and teeth as you say ee.

48 ue The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

49 al Spread arms and say “all” . I will eat ALL the candy.

50 _y* The letter “y” should be taught from the very beginning as having a “ee” sound. If you try and pronounce any word that starts with y, (ex. Yarn) you may do so by starting it with an ee sound. If kids are taught this from the beginning, then they will automatically do it when they come to words where y is in an ending position, such as happy, funny, etc. If you do this, then all you have to do is teach the few small words where y says “I” as a family– ex. my, by, try, cry, fry, etc.

51 igh This is a ghost sound– the gh is silent. I like to teach this sound as a word family with ight– fight, light, right, sight, tight, etc.

52 ie* The eye on the letter eye will help them with the “I” sound. When the mouse sees the cat’s eyes, he says ee. Thus, the two sounds: ee and I. You point to your eye. The mouse says, I see you, “ee,ee,ee” . Make the mouse motion with your hands and teeth as you say ee.

53 _ing Put your hand on chest and sing, “ing, ing ing, ing, ing,ing, ing” (I sing it as you would a scale, going up one pitch at a time) The letter i is the microphone. Try having them plug their nose as they sing– they will discover that ng is a nasal sound and cannot be produced unless air comes out your nose.

54 a_e

55 _le Put the back of your hand to your forehead as if saying “woe is me”, and say , “I feel ill”

56 GO!

57 _ed* Ed has three sounds-- ed, d, and t. I tell the kids, that Ted is Ded (those are the two letters that make it say ed). On the /d/ sound i hold up the pretend sword, on the “ed” I plunge it into my heart, and then on the /t/ I rub my eyes like I am crying tears t,t,t,t.

58 o_e

59 ie* The eye on the letter eye will help them with the “I” sound. When the mouse sees the cat’s eyes, he says ee. Thus, the two sounds: ee and I. You point to your eye. The mouse says, I see you, “ee,ee,ee” . Make the mouse motion with your hands and teeth as you say ee.

60 u_e*

61 i_e

62 u_e*

63 al Spread arms and say “all” . I will eat ALL the candy.

64 u_e*

65 _ing Put your hand on chest and sing, “ing, ing ing, ing, ing,ing, ing” (I sing it as you would a scale, going up one pitch at a time) The letter i is the microphone. Try having them plug their nose as they sing– they will discover that ng is a nasal sound and cannot be produced unless air comes out your nose.

66 GO!

67 ui The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

68 _le Put the back of your hand to your forehead as if saying “woe is me”, and say , “I feel ill”

69 u_e*

70 ui The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

71 _ed* Ed has three sounds-- ed, d, and t. I tell the kids, that Ted is Ded (those are the two letters that make it say ed). On the /d/ sound i hold up the pretend sword, on the “ed” I plunge it into my heart, and then on the /t/ I rub my eyes like I am crying tears t,t,t,t.

72 u_e*

73 _y* The letter “y” should be taught from the very beginning as having a “ee” sound. If you try and pronounce any word that starts with y, (ex. Yarn) you may do so by starting it with an ee sound. If kids are taught this from the beginning, then they will automatically do it when they come to words where y is in an ending position, such as happy, funny, etc. If you do this, then all you have to do is teach the few small words where y says “I” as a family– ex. my, by, try, cry, fry, etc.

74 _ing Put your hand on chest and sing, “ing, ing ing, ing, ing,ing, ing” (I sing it as you would a scale, going up one pitch at a time) The letter i is the microphone. Try having them plug their nose as they sing– they will discover that ng is a nasal sound and cannot be produced unless air comes out your nose.

75 ui The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

76 a_e

77 al Spread arms and say “all” . I will eat ALL the candy.

78 GO!

79 igh This is a ghost sound– the gh is silent. I like to teach this sound as a word family with ight– fight, light, right, sight, tight, etc.

80 _le Put the back of your hand to your forehead as if saying “woe is me”, and say , “I feel ill”

81 ui The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

82 _le Put the back of your hand to your forehead as if saying “woe is me”, and say , “I feel ill”

83 _y* The letter “y” should be taught from the very beginning as having a “ee” sound. If you try and pronounce any word that starts with y, (ex. Yarn) you may do so by starting it with an ee sound. If kids are taught this from the beginning, then they will automatically do it when they come to words where y is in an ending position, such as happy, funny, etc. If you do this, then all you have to do is teach the few small words where y says “I” as a family– ex. my, by, try, cry, fry, etc.

84 GO!

85 _ed* Ed has three sounds-- ed, d, and t. I tell the kids, that Ted is Ded (those are the two letters that make it say ed). On the /d/ sound i hold up the pretend sword, on the “ed” I plunge it into my heart, and then on the /t/ I rub my eyes like I am crying tears t,t,t,t.

86 i_e

87 _ing Put your hand on chest and sing, “ing, ing ing, ing, ing,ing, ing” (I sing it as you would a scale, going up one pitch at a time) The letter i is the microphone. Try having them plug their nose as they sing– they will discover that ng is a nasal sound and cannot be produced unless air comes out your nose.

88 ui The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.