Distinguishing Long and Short Vowel Sounds

Subject Area

English Language Arts

Grade(s)

1

Overview

In this phonemic awareness small group activity, the teacher will provide instruction on distinguishing long and short vowel sounds. The students will segment words into their individual phonemes using counters. Students will then isolate and identify the vowel sound as short or long.

This activity results from the ALEX Resource Development Summit.

Phase

Before/Engage
English Language Arts (2021) Grade(s): 1

ELA21.1.6

Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

UP:ELA21.1.6

Vocabulary

  • Demonstrate
  • Phonological awareness skills
  • Phonemic awareness skills
  • Spoken words

Knowledge

Students know:
  • Basic to advanced phonological and phonemic awareness skills.

Skills

Students are able to:
  • Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

Understanding

Students understand that:
  • Being able to identify and manipulate the sounds in spoken words will help improve their reading, spelling, and writing abilities.

Learning Objectives

Students will push counters into Elkonin boxes as they segment phonemes in single syllable words. Students will then isolate and identify the medial vowel sound as long or short.

Students will attain at least 80% mastery in segmenting, blending, isolating and distinguishing the vowel sound.

Activity Details

1. Remind students that sounds are put together to make words. Tell students that in today's activity they will be listening for the vowel sound in words. Remind students that vowels can make long sounds or short sounds. Use the Short and Long Vowel Flashcards or Anchor Chart with coding marks Saxon Phonics tool to review the sounds of short and long vowels. Model by pointing to each letter, producing the sound, and saying the word for the picture. Then have students touch or use a finger to trace each of the letters as they produce the short and long vowel sounds.

2. Show students the learning tool Basic 4 box Elkonin Boxes and explain that you will use a counter to stand for each sound in the word. Use pennies, chips, or other small counters during the segmentation activity.

3. Place four counters just above the line on the page. Model by saying a one syllable word, such as hid. Push a counter into a box on the Basic 4 box Elkonin Boxes tool for each sound as you segment: /h/, /Ä­/, /d/.

4. Place your index finger on the dot under the boxes and slide your finger across the page in the direction of the arrow as you blend the word: hid

5. Ask students how many sounds are in the word (3). Point out that you pushed up three counters, one for each sound in the word. There are three sounds in the word hid: /h/, /Ä­/, /d/.


6. Touch the middle counter and say: What sound is here? /Ä­/. The vowel sound we hear in this word is /Ä­/. The sound /Ä­/ is short. Tell students to use the thumb and index finger on one hand to show that this sound is short by holding up the fingers a short distance apart.

7. Repeat the activity using a word with a long vowel sound, such as hide. Tell students to open their arms wide to show that /Ä«/ is a long vowel sound.

8. Provide each student in the group with a copy of the Basic 4 box Elkonin Boxes tool. Then give each student four counters and have them place the counters just above the line on the page.

9. Provide students with guided practice using the words below as you first segment and blend the word and then isolate and distinguish the medial vowel. Follow the same model as outlined above, this time with the students producing the sounds, pushing the counters, and sliding their finger to blend along with you. After blending, have students hold up their fingers or their arms to show if the vowel sound is short or long.

  • fun (3 phonemes, short)
  • sat (3 phonemes, short)
  • cake (3 phonemes, long)
  • rice (3 phonemes, long)
  • hope (3 phonemes, long)
  • sip (3 phonemes, short)
  • meet (3 phonemes, long)
  • set (3 phonemes, short)

10. To culminate, give students one of the following words and observe their performance. Students should first segment and blend the word independently, then distinguish the medial vowel sound as long or short by holding up fingers or arms.

  • pat (3 phonemes, short)
  • same (3 phonemes, long)
  • beat (3 phonemes, long)
  • ripe (3 phonemes, long)
  • hop (3 phonemes, short)
  • lip (3 phonemes, short)
  • team (3 phonemes, long)
  • pet (3 phonemes, short)
  • boat (3 phonemes, long)

Use additional words as necessary to continue independent practice.

Assessment Strategies

Observe students' performance as they independently segment, blend, isolate, and distinguish phonemes. Mastery is achieved when students attain at least 80% accuracy in distinguishing long and short vowels.

Variation Tips

The tool Short and Long Vowel Chart can be printed and placed in a plastic sleeve for student reference in the classroom or additional copies can be placed in the students' notebooks/folders for reference as needed.

Background / Preparation

Print a copy of the Short and Long Vowel Flashcards or Anchor Chart with coding marks Saxon Phonics for use in the introductory activity.

Print and laminate a teacher copy plus one copy for each student of the Basic 4 box Elkonin Boxes tool. Secure enough counters for each student to have four, plus four counters for teacher use.

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