![]() This can serve as a visual, reinforcing the role of the magic "e" and the fact that even though there are two vowel letters in that syllable, there is just one vowel sound. Consider annotating the magic "e" by drawing an arrow from below the magic "e" back to the vowel it gives its voice to.This can serve as a visual, reinforcing the fact that while there are two vowels, they make just one sound. Consider annotating the letters in a vowel team by placing a dot under each and drawing a straight line between the dots.When working with words such as "invite" where two vowels are used to indicate one sound (in this case, the magic "e" making the "i" long), continue to remind students that every syllable has one vowel sound (as opposed to one vowel letter).Repeat the process with the word "invite." "How do you know?" (The "e" says /e/ in this syllable because it is closed by a consonant.)Ħ. "How do we pronounce this syllable?" ("pet") Teacher draws a swoop under the second syllable and asks: "So how do we pronounce this first syllable?" ("car")ĥ. "What does that tell us about the sound of the 'a'?" (The "r" controls it, making it say /ar/.) "What do we notice right after the letter 'a'?" (the bossy "r") Teacher draws a swoop under the first syllable and asks: "Divide the word (in this case, between the two consonants)."Ĥ."Look for the consonants between the vowels.". ![]()
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