vowel consonant vowel consonant the v-c-v correction procedure reading mastery ii – vi &...

VowelConsonant

Vowel

VowelConsonantConsonant

The V-C-V The V-C-V Correction Correction ProcedureProcedure

Reading Mastery II – VI & Corrective Reading Reading Mastery II – VI & Corrective Reading B1 – CB1 – CThe V-C-V correction procedure was developed for students who

cannot easily discriminate between words whose first vowel could employ either its “long” or “short” sound e.g. hope/hop, moping/mopping, diner/dinner. Consequently, this correction procedure is intended to replace the correction procedures for such “long vowel/short vowel” words only.

The 5 lessons in this packet address two goals:

1) To increase students’ accuracy and fluency in decoding “long vowel/short vowel” words.

2) To teach students an internalized, self-checking strategy that would enable them to self-correct discrimination errors involving “long vowel/short vowel” words.

The V-C-V correction procedure was originally developed by Anayezuka Ahidiana, a master teacher and Direct Instruction consultant at City Springs Elementary School, in Baltimore, Maryland. The procedure has been revised and refined by Linda McCully, Cary Andrews, and Ed Schaefer of Educational Resources, Inc.To get the most out of this packet, users should adhere to the following guidelines:These 5 lessons

a) may be introduced at or after Lesson 40 of Reading Mastery II, or Lesson 1 of Corrective Reading: Decoding B1.

b) should be taught in sequence, over consecutive days.c) should be taught in addition to the regularly scheduled

lesson from Reading Mastery or Corrective Reading: Decoding.

Once the 5 lessons have been brought to mastery, the V-C-V correction procedure replaces

a) the “spell by letter name” correction in Decoding B1 – C, and

b) the “Is there an |e| at the end of the word?” procedure in Reading Mastery II.

The V-C-V correction procedure is not an all-purpose correction procedure. Rather, it is a “discrimination strategy” aimed at “long vowel/short vowel” words that are difficult to discriminate or decode e.g. rob/robe, robbing/robing. Therefore, the usefulness of the V-C-V procedure is limited to such words.

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Lesson 1Lesson 1Task A1) (Print on the board: a e i o u) 2) (Touch in front of the vowel letters) THESE ARE VOWEL

LETTERS. WHAT KIND OF LETTERS ARE THEY? (Use the point-touch signal) [vowel letters]

3) WHEN I TOUCH UNDER EACH LETTER, YOU SAY THE VOWEL NAME. GET READY. (Use the point-touch signal for each letter in sequence)

4) (Touch in front of the vowel letters) WHEN I SIGNAL, TELL ME ALL THE VOWEL NAMES, GET READY. (Use the point-touch signal) [a e i o u]

5) (Erase the board) NOW, SAY ALL THE VOWEL NAMES WITHOUT LOOKING. GET READY. (Use one finger to signal each response) [a e i o u]

6) (Repeat until firm)

Task B1) (Print on the board in a column: t o e n b s i a d u e g o h) 2) LISTEN, IF I TOUCH A VOWEL LETTER, SAY, VOWEL. IF IT IS

NOT A VOWEL LETTER, SAY, NO.3) LISTEN AGAIN: IF I TOUCH A VOWEL LETTER, SAY, VOWEL. IF

IT IS NOT A VOWEL LETTER, SAY, NO.4) WHAT ARE YOU GOING TO SAY IF I TOUCH A VOWEL LETTER?

[vowel] (Use the hand-drop signal)5) WHAT ARE YOU GOING TO SAY IF IT IS NOT A VOWEL LETTER?

(hand-drop) [no] 6) (Touch under each letter in sequence) GET READY. (Use the

point-touch signal for each letter in sequence

Task C1) (Print on the board in a column: sting, hoping, better, name,

lucky) 2) (Touch in front of the first word) MY TURN TO NAME THE FIRST

VOWEL IN EACH WORD. THE FIRST VOWEL IN THIS WORD IS |i|. (Repeat for each remaining word)

3) YOUR TURN, GET READY TO NAME THE FIRST VOWEL IN EACH WORD. (Touch in front of the first word) WHAT’S THE FIRST VOWEL’S NAME? (Use the point-touch signal for each word in sequence)

4) (Erase the previous words, then print the following on the board: here, smiled, cone, splashing, hug)

5) GET READY TO NAME THE FIRST VOWEL IN EACH OF THESE WORDS.

6) (Touch in front of the first word) WHAT’S THE FIRST VOWEL’S NAME? (Use the point-touch signal for each word in sequence)

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Lesson 2Lesson 2Task A1) (Print on the board: a e i o u)

2) (Touch in front of the vowel letters) THESE ARE VOWEL LETTERS. WHAT KIND OF LETTERS ARE THEY? (Use the point-touch signal) [vowel letters]

3) WHEN I TOUCH UNDER EACH LETTER, YOU SAY THE VOWEL NAME. GET READY. (Use the point-touch signal for each letter in sequence)

4) (Touch in front of the vowel letters) WHEN I SIGNAL, TELL ME ALL THE VOWEL NAMES, GET READY. (Use the point-touch signal)

[a e i o u]

5) (Erase the board) NOW, SAY ALL THE VOWEL NAMES WITHOUT LOOKING. GET READY. (Use one finger to signal each response)

[a e i o u]


Task B1) A-E-I-O-U ARE VOWEL LETTERS. THE REST OF THE LETTERS

ARE CONSONANT LETTERS.

2) LISTEN AGAIN, A-E-I-O-U ARE VOWEL LETTERS. THE REST OF THE LETTERS ARE CONSONANT LETTERS.

3) WHAT KIND OF LETTERS ARE A-E-I-O-U? (Use the hand-drop signal) [vowel letters]

4) WHAT KIND OF LETTERS ARE THE REST OF THE LETTERS? (hand-drop) [consonant letters]

Task C1) THERE ARE TWO KINDS OF LETTERS: VOWELS (pause)

CONSONANTS.

2) WHAT ARE THE TWO KINDS OF LETTERS? (Use one finger to signal each response) GET READY. [vowels - consonants] (Repeat until firm)

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Lesson 2Lesson 2Task D1) LISTEN, HERE’S THE RULE: IF IT’S NOT A VOWEL LETTER,

IT’S A CONSONANT LETTER. LISTEN AGAIN, IF IT’S NOT A VOWEL LETTER, IT’S A CONSONANT LETTER.

2) YOUR TURN, IF IT’S NOT A VOWEL LETTER WHAT KIND OF LETTER IS IT? (Use the hand-drop signal) [consonant] (Repeat until firm)

Task E1) (Print on the board in a column: s e f t a d i q m u c o.)

2) (Touch in front of each letter and say,) IS THIS A VOWEL LETTER? (Use the point-touch signal for each letter) (If it’s not a vowel letter, say) SO WHAT KIND OF LETTER IS IT?

3) (After all the letters have been correctly identified, say) WHAT ARE THE TWO KINDS OF LETTERS? GET READY. (Use one finger to signal each response) [vowels. consonants]

Task F1) (Print on the board: fireman, pet, scrubbing, trip, stretch,

skate)

2) (Touch in front of the first word) GET READY TO TELL ME THE NAME OF THE FIRST VOWEL. WHAT’S THE FIRST VOWEL’S NAME? (Use the point-touch signal)

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Lesson 3Lesson 3Task A1) YOU’RE GOING TO SAY ALL THE VOWEL NAMES. GET

READY. (Use one finger to signal each response) [a e i o u]


Task B1) LISTEN TO THE RULE: IF IT’S NOT A VOWEL LETTER, IT’S A

CONSONANT LETTER.

2) LISTEN AGAIN, IF IT’S NOT A VOWEL LETTER, IT’S A CONSONANT LETTER.

3) SAY THE RULE WITH ME, GET READY (Use the hand-drop signal)

4) BY YOURSELVES, SAY THE RULE. GET READY. (hand-drop)


6) THERE ARE TWO KINDS OF LETTERS: VOWELS (pause) CONSONANTS.

7) WHAT ARE TWO KINDS OF LETTERS? (Use one finger to signal each response) [vowels – consonants]

Task C1) (Print on the board in a column: p a e b o u i r s n o d)

2) WHEN I TOUCH EACH LETTER, SAY THE KIND OF LETTER. SAY VOWEL IF IT’S A VOWEL LETER. SAY CONSONANT IF IT’S A CONSONANT LETTER.

3) WHAT ARE YOU GOING TO SAY IF IT’S A VOWEL? (Use the hand-drop signal) [vowel]

4) WHAT ARE YOU GOING TOSAY IF IT’S A CONSONANT? (hand-drop) [consonant]

5) (Touch under the first letter) GET READY. (Use the point-touch signal)

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Lesson 3Lesson 3Task D1) (Print on the board in a column: ane, ett, ule, id, ump, opi,

ine, iti, at, ice)

2) MY TURN, AS I TOUCH UNDER EACH LETTER, I’LL SAY THE KINDS OF LETTERS.

3) (Touch in front of the first “word”, say) MY TURN: (Quickly loop under each letter, as if you were sounding out the word) VOWEL-CONSONANT-VOWEL.

4) (Touch in front of the next “word”, say) MY TURN AGAIN: (Quickly loop under each letter, as if you were sounding out the word) VOWEL-CONSONANT-CONSONANT.

5) (Return to the first “word and touch in front of it) YOUR TURN. SAY THE KINDS OF LETTERS AS I TOUCH UNDER THEM. GET READY. (Quickly loop under each letter, as if you were sounding out the word) [vowel-consonant-vowel]

6) (Touch in front of the next “word”, say) SAY THE KINDS OF LETTERS. GET READY. (Quickly loop under each letter, as if you were sounding out the word) (Repeat this step for each remaining “word”)

7) (Repeat until firm with the group; then, provide individual turns)

8) (Special Note: Reinforce each group and individual response emphatically: YES, VOWEL-CONSONANT-VOWEL; or YES, VOWEL-CONSONANT-CONSONANT)

Task E1) (Print on the board: bubble, sliding, mop, hoped, basic,

slept)

2) (Touch in front of each word; say) SAY THE NAME OF THE FIRST VOWEL. GET READY. (Use the point-touch signal. Repeat until firm with the group; then, provide individual turns)

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Lesson 4Lesson 4Task A1) YOU’RE GOING TO SAY ALL THE VOWEL NAMES. GET READY.

(Use one finger to signal each response) [a e i o u]2) WHAT ARE THE TWO KINDS OF LETTERS? (Use one finger to

signal each response) [vowels - consonants]3) (Repeat until firm)

Task B1) (Print on the board: b u h t o e i s l a n)2) WHEN I TOUCH EACH LETTER, SAY THE KIND OF LETTER.

SAY VOWEL IF IT’S A VOWEL LETER. SAY CONSONANT IF IT’S A CONSONANT LETTER.

3) (Touch under the first letter) GET READY. (Use the point-touch signal)


Task C1) (Print on the board: eve, ami, opp, ime, ups, ap, ode, ut, inn)2) (Touch in front of each “word“, say) SAY THE KINDS OF

LETTERS. GET READY. (Quickly loop under each letter, as if you were sounding out the word) (Repeat this step for each remaining “word”)


4) (Reinforce each group and individual response emphatically: YES, VOWEL-CONSONANT-VOWEL; or YES, VOWEL-CONSONANT)

Task D1) LISTEN, HERE’S THE RULE: IF IT’S VOWEL-CONSONANT-VOWEL,

YOU’LL HEAR THE FIRST VOWEL’S NAME. 2) LISTEN. AGAIN. IF IT’S VOWEL-CONSONANT-VOWEL, YOU’LL

HEAR THE FIRST VOWEL’S NAME.3) SAY THE RULE WITH ME. GET READY. (Repeat the rule with the

students several times until firm. Use the hand-drop signal)4) BY YOURSELVES, SAY THE RULE. GET READY. (hand-drop) [If it’s

vowel-consonant-vowel, you’ll hear the first vowel’s name]5) (Repeat until firm with the group; then, provide individual turns)

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Lesson 4Lesson 4Task E1) (Return to the list in Task C)

2) WHAT’S THE RULE ABOUT “VOWEL-CONSONANT-VOWEL”? (Use the hand-drop signal) [If it’s vowel-consonant-vowel, you’ll hear the first vowel’s name]

3) (Touch in front of the first “word“, say) SAY THE KINDS OF

LETTERS. (Pause) GET READY. (Use the point-touch signal)

V-C-V:4) (Touch in front of the “word”) SO IS THIS WORD VOWEL-

CONSONANT-VOWEL? (Point-touch signal) [yes]

5) (Touch in front of the “word”) SO WILL YOU HEAR THE FIRST VOWEL’S NAME? (Point-touch) [yes]

6) (Touch under the first vowel) WHAT’S THE FIRST VOWEL’S NAME? (Point-touch)

7) (Return to Step 3 of this task for the next word)

V-C-C or V-C:4) (Touch in front of the “word”) SO IS THIS WORD VOWEL-

CONSONANT-VOWEL? (Point-touch signal) [no]

5) (Touch in front of the “word”) SO WILL YOU HEAR THE FIRST VOWEL’S NAME? (Point-touch) [no]

6) (Touch under the first vowel) WHAT SOUND WILL YOU HEAR? (Point-touch)


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Lesson 4Lesson 4Task F (For students in Reading Mastery or

Horizons)

1) (Print on the board in a column: hope, hoping, hoped, hop, hopped, hopping, time, tim, cut, cute, cutest)


3) (Touch in front of the first word, say) LOOK AT THE UNDERLINED PART AND SAY THE KINDS OF LETTERS. (Pause) GET READY. (Use the point-touch signal)

V-C-V:4) Touch in front of the word) SO IS THIS WORD VOWEL-


5) (Touch in front of the word) SO WILL YOU HEAR THE FIRST VOWEL’S NAME? (Point-touch) [yes]


7) (Touch in front of the word) WHAT WORD? YES, ___________.






7) (Touch in front of the word) WHAT WORD? YES, ___________


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Lesson 4Lesson 4Task F (For students in Corrective Reading Levels B1, B2,

or C)

1) (Print on the board in a column: hope, hoping, hoped, hop, hopped, hopping, time, tim, cut, cute, cutest)


3) (Touch in front of the first word, say) LOOK AT THE UNDERLINED PART AND SAY THE KINDS OF LETTERS. (Pause) GET READY. (Use the point-touch signal)

V-C-V:4) (Touch in front of the word) SO IS THIS WORD VOWEL-




7) (Touch in front of the word) WHAT WORD? (Point-touch) YES, ___________.

8) (Touch under the first vowel) MY TURN TO DO IT THE FAST WAY: WHAT SOUND? __________. (Say the sound quickly)

9) (Touch in front of the word) WHAT WORD? __________.

10) (Touch under the first vowel) YOUR TURN TO DO IT THE FAST WAY. REMEMBER TO SAY THE SOUND QUICKLY: WHAT SOUND? (point-touch) __________. YES, __________.

11) (Touch in front of the word) WHAT WORD? (point-touch) __________. YES, __________.


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Lesson 4Lesson 4Task F (For students in Corrective Reading Levels B1, B2,

or C)





7) (Touch in front of the word) WHAT WORD? (Point-touch) YES, ___________.

8) (Touch under the first vowel) MY TURN TO DO IT THE FAST WAY: WHAT SOUND? __________. (Say the sound quickly)

9) (Touch in front of the word) WHAT WORD? __________.

10) (Touch under the first vowel) YOUR TURN TO DO IT THE FAST WAY. REMEMBER TO SAY THE SOUND QUICKLY: WHAT SOUND? (point-touch) __________. YES, __________.

11) (Touch in front of the word) WHAT WORD? (point-touch) __________. YES, __________.


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Lesson 5Lesson 5Task A1) SAY ALL THE VOWEL NAMES. GET READY. (Use one finger

to signal each response) [a e i o u]2) WHAT ARE THE TWO KINDS OF LETTERS? (Use one finger

to signal each response) [vowels - consonants]3) (Repeat until firm)

Task B1) HERE’S THE RULE: IF IT’S VOWEL-CONSONANT-VOWEL,

YOU’LL HEAR THE FIRST VOWEL’S NAME.2) SAY THE RULE WITH ME. GET READY. (Repeat the rule with

the students several times until firm. Use the hand-drop signal)

3) BY YOURSELVES, SAY THE RULE. GET READY. (Use the hand-drop signal)


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Lesson 5Lesson 5Task C (For students in Reading Mastery or

Horizons)1) (Print on the board in a column: mope, moping, moped,

mop, mopped, mopping, din, dine, dinner, diner)2) WHAT’S THE RULE ABOUT “VOWEL-CONSONANT-VOWEL”?

(Use the hand-drop signal) [If it’s vowel-consonant-vowel, you’ll hear the first vowel’s name]

3) (Touch in front of the first word, say) LOOK AT THE FIRST VOWEL AND THE NEXT TWO LETTERS, IF THERE ARE TWO LETTERS. (pause) SAY THE KINDS OF LETTERS. (Pause) GET READY. (Use the point-touch signal)

V-C-V:4) (Touch in front of the word) IS THIS WORD VOWEL-




7) (Touch in front of the word) WHAT WORD? YES, ___________.8) (Return to Step 3 of this task for the next word)

V-C-C or V-C:4) (Touch in front of the “word”) IS THIS WORD VOWEL-

CONSONANT-VOWEL? (Point-touch signal) [no]5) (Touch in front of the “word”) SO WILL YOU HEAR THE

FIRST VOWEL’S NAME? (Point-touch) [no]6) (Touch under the first vowel) WHAT SOUND WILL YOU

HEAR? (Point-touch)7) (Touch in front of the word) WHAT WORD? YES, ___________.8) (Return to Step 3 of this task for the next word)

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Lesson 5Lesson 5Task C (For students in Corrective Reading Levels B1, B2, or C)

1) (Print on the board in a column: mope, moping, moped, mop, mopped, mopping, din, dine, dinner, diner)


3) (Touch in front of the first word, say) LOOK AT THE FIRST VOWEL AND THE NEXT TWO LETTERS, IF THERE ARE TWO LETTERS. (pause) SAY THE KINDS OF LETTERS. (Pause) GET READY. (Use the point-touch signal)

V-C-V:4) (Touch in front of the word) IS THIS WORD VOWEL-




7) (Touch in front of the word) SO WHAT WORD? YES, ___________.

8) (Touch under the first vowel) AGAIN, WHAT SOUND? (Point-touch)

9) (Touch in front of the word) WHAT WORD? (Point-touch) YES, __________.


V-C-C or V-C:4) (Touch in front of the “word”) IS THIS WORD VOWEL-

CONSONANT-VOWEL? (Point-touch signal) [no]5) (Touch in front of the “word”) SO WILL YOU HEAR THE FIRST

VOWEL’S NAME? (Point-touch) [no]6) (Touch under the first vowel) WHAT SOUND WILL YOU HEAR?

(Point-touch)7) (Touch in front of the word) SO WHAT WORD? YES, ___________.8) (Touch under the first vowel) AGAIN, WHAT SOUND? (Point-

touch)9) (Touch in front of the word) WHAT WORD? (Point-touch) YES,

___________.10) (Return to Step 3 of this task for the next word)

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Correction Correction ProcedureProcedure

For students in Reading Mastery or Horizons

V-C-V:1) TOUCH UNDER THE FIRST VOWEL AND THE NEXT TWO

LETTERS.2) IS THE WORD VOWEL-CONSONANT-VOWEL? [yes]3) SO, WILL YOU HEAR THE FIRST VOWEL’S NAME?[yes]4) WHAT’S THE FIRST VOWEL’S NAME? 5) SOUND IT OUT. GET READY.6) WHAT WORD? YES, ___________.

V-C-C or V-C:1) TOUCH UNDER THE FIRST VOWEL AND THE NEXT TWO

LETTERS.2) IS THE WORD VOWEL-CONSONANT-VOWEL? [no]3) SO, WILL YOU HEAR THE FIRST VOWEL’S NAME? [no]4) WHAT SOUND WILL YOU HEAR? 5) SOUND IT OUT. GET READY. 6) WHAT WORD? YES, ___________.

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CorrectionCorrectionProcedureProcedure

For students in Corrective Reading Levels B1, B2, or C

V-C-V:1) TOUCH UNDER THE FIRST VOWEL AND THE NEXT TWO

LETTERS.

2) IS THE WORD VOWEL-CONSONANT-VOWEL? [yes]

3) SO, WILL YOU HEAR THE FIRST VOWEL’S NAME?[yes]

4) WHAT’S THE FIRST VOWEL’S NAME?

5) SO WHAT WORD? YES, ___________.

6) AGAIN: TOUCH UNDER THE FIRST VOWEL. (pause) WHAT SOUND?

7) WHAT WORD? YES, ___________.

V-C-C or V-C:1) TOUCH UNDER THE FIRST VOWEL AND THE NEXT TWO

LETTERS.

2) IS THE WORD VOWEL-CONSONANT-VOWEL? [no]

3) SO, WILL YOU HEAR THE FIRST VOWEL’S NAME? [no]

4) WHAT SOUND WILL YOU HEAR?

5) SO WHAT WORD? YES, ___________.

6) AGAIN: TOUCH UNDER THE FIRST VOWEL. (pause) WHAT SOUND?

7) WHAT WORD? YES, ___________.

vowel consonant vowel consonant the v-c-v correction procedure reading mastery ii – vi &...

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