Happy #phonologicalfriday everyone!
Over the last few weeks, #phonologicalfriday has been focusing on syllables. This is the fifth post in a 7 part series on syllable types written by Massey University’s Dr. Tom Nicholson. He has previously written on closed syllables, open syllables and vowel-consonant-e syllables. This week he has created a sample lesson plan for teaching the r- affected vowel pattern.
In the r-affected vowel pattern, the vowel will often be coarticulated with the /r/ and lose its identity as either a long or short vowel sound. Many words of Latin origin have a r-affected vowel sound in them. Sometimes it is also called an r-controlled or r-coloured vowel sound.
The r-affected vowel syllable pattern is where the vowel and the R go together as in RADAR and CARPET. This means that in r-affected vowel syllables, the syllable break is after the R.
Opening of the lesson
Teacher: How many syllables in RADAR?
Student: Two – I can hear them – RA-DAR
Teacher: Great job! The important thing to remember when you read words like RADAR is that one of the syllables has a r-affected vowel, and you need to keep the vowel and the R together.
Middle of the lesson
Teacher: There are many multi-syllable words with r-affected vowel patterns. Read this list of AR syllable words with me
List 1 | List 2 |
argue | arrest |
artist | arrive |
armada | arsenic |
army | arthritis |
arson | Arthur |
arcade | article |
Close of the lesson
Teacher: What syllable type did we study today?
Student: The r affected vowel syllable
Teacher: Very good, quite close. It was the r-affected vowel syllable pattern where the vowel and the following R go together. Remember that when you come to a long word, check off the vowels. If there is an AR, ER, IR, OR, or UR then the vowel goes with the following R
Dr. Tom Nicholson is a freelance writer, formerly a professor of education at Massey University in New Zealand and a member of the Reading Hall of Fame. One day, in the future, he plans to have his own website, write a children’s book on phonics and how it can help you to read, and learn how to sketch with proper perspective.
You can contact Dr. Nicholson at: t.nicholson@massey.ac.nz
Reference:
Henry, M. (2010). Unlocking Literacy: Effective decoding & spelling instruction (2nded.). Baltimore, Maryland: Paul H. Brooks Publishing Co.
Stanback, M. L. (1992). Syllable and rune otters for teaching reading: Analysis of a frequency-based vocabulary of 17,602 words. Annals of Dyslexia, 42, 196-221.
Be sure to check out more graphics for these morphemes on our Facebook, Instagram, Pinterest, and Twitter pages.
If there is anything we can do or post to help you learn more about the importance of morphological awareness (or any other topic for that matter) please send an email to blog@garfortheducation.com
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