Lesson Plans

Lesson 6 | 95

Vowel-Consonant-e
Syllables
Lesson 6
OBJECTIVES

• Students will read and spell words with vowel-consonant-e (VCe) syllables.

• Students will discriminate between VCe syllables and closed syllables.

MATERIALS

• Letter cards from previous lessons (one set each for teacher and students)*

• Lesson 6 word cards*

• Word sort category cards*

• Dice

• Roll and Read game board*

• Round robin spelling worksheet*

• Picture ID worksheet*

• VCe ID worksheet*

• Pentagon spelling worksheet*

• Pocket chart (optional)

• Board and markers or chalk for teacher

• Personal whiteboards and markers for students

• Notebook paper
*Blackline master available on CD.

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TIPS

• Refer to the Appendix for list of VCe words.

• The VCe pattern is familiar to many students. It is essential, therefore, to include closed,
CVC syllables to ensure that students can discriminate between the two syllable types.

• Give direct feedback on student performance.

DAILY REVIEW

CLOSED SYLLABLES; SHORT AND LONG VOWEL SOUNDS

Write ret, cranch, trug, and slith on the board. Review how to read closed syllables by blending
sounds. Review that vowel sounds are short in closed syllables. Review and practice the short and
long sounds of all the vowels.

Teacher: Let’s read each of these nonsense words as I point to it.

[Point to the words.]

Students: Ret, cranch, trug, slith.

Teacher: Nicely done. Those are nonsense words, but you could read them anyway. How did
you know how to do that?

Christopher: You know the sounds the letters make and you blend them. Like slith is just /s/ /l/
/i/ /th/.

Teacher: How did you know the vowel would be short?

Christopher: Because it’s a closed syllable and vowels are short in closed syllables.

Teacher: What else do we know about closed syllables, Marcus?

Marcus: They have just one vowel, and the vowel is closed in with a consonant.

Teacher: Yes, and you can remember it this way, too: A consonant closes in the vowel, so it
can take only a short walk before it bumps into the consonant. The vowel takes a
short walk and says its short sound.

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We know that vowels have a long sound, too. We’ll review all the vowel sounds
today. What are the different vowels in the alphabet?

[Students answer.]

Teacher: That’s correct: A, e, i, o, and u are the five vowels.

[Write the vowels on the board.]

Teacher: We know that the long sound of a vowel is simply its name. For example, the long
sound of e is /ē/.

I’ll point to a vowel and say “long sound” or “short sound,” and you will tell me the
answer.

[Point to e.]

Teacher: Short sound?

[Pause for 1–3 seconds before gesturing for students to answer.]

Students: /e/

That’s right. The sound is /e/, as in egg.

[Point to i.]

Long sound?

Students: /ē/

Continue until all short and long vowel sounds are reviewed.

OPENING

Teacher: Today I will introduce you to a new syllable, in which the vowel sound is long. We
will learn how to read words with long vowels. I’ll also teach you a strategy for
figuring out whether a vowel is long or short.

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MODEL AND TEACH: ACTIVITY 1

VCE CONCEPT (VOWEL IS LONG)

DECODING

Show students how adding e to a CVC word makes the vowel long. Use word pairs to
demonstrate this concept (e.g., mad–made, tap–tape, tub–tube, rid–ride, pet–Pete). Using letter
cards, display mad and have students read it. Tell students mad is a closed syllable and, therefore,
the vowel is short. Have students count the number of sounds. Add the e letter card, making
made. Read the word and count the sounds in made. Tell students that although the number of
sounds has not changed, the vowel sound changed from /a/ to /ā /. Adding e caused the vowel
sound to change from short to long.

Teacher: Dae, please read this word and tell me how many sounds it has.

Dae: Mad, /m/ /a/ /d/: It has three sounds.

Teacher: What sound does the vowel make?

Dae: /a/

Teacher: Perfect.

[Add e to the end of the word.]

Teacher: This is a word you have seen many times, made.

[Count with your fingers.]

Teacher: /m/ /ā/ /d/: It also has three sounds, but the vowel sound is long, /ā/. The vowel
sound is long because of the e at the end. The e doesn’t make its own sound,
though. It is only there to tell us that the previous vowel is long. Made is an
example of a new type of syllable: vowel-consonant-e, or VCe. In a VCe syllable,
there is a vowel...

[Point to the a in made.]

Teacher: ...a consonant...

[Point to the d.]

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Teacher: ...and an e at the end.

[Point to the e.]

Teacher: Here is another example:

[Write dim.]

Teacher: What word?

Students: dim

Teacher: I can make it a VCe word by adding e to the end. The e makes the vowel long. So,
what sound will i make?

Students: /ī/

Teacher: So the word is…

Students: dime

Teacher: Great! Let’s read more words.

Continue with the other words. Ask questions to check students’ understanding, such as the
following:

• What does the e do to the vowel sound in a VCe syllable? (It makes the vowel sound long.)

• What sound does the e make in a VCe syllable? (The e is silent.)

TIP

See the Appendix for more closed-syllable and VCe words.

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MODEL AND TEACH: ACTIVITY 2

VCE STRATEGY (IDENTIFY AND READ)

DECODING

Teach students how to identify and read VCe syllables by following this sequence:

1. Determine whether the syllable ends in the VCe pattern.

2. Determine whether the vowel sound is short or long.
3. Read the word, using the appropriate vowel sound.

Teacher: Let’s read some more words. It’s important for you to recognize different types of
syllables. Some of the syllables you will read will be VCe, and some will be closed.
Here is a three-step strategy to determine whether a syllable is VCe.

[Using letter cards or writing on the board, display prime.]

Teacher: Step 1: Ask yourself whether the syllable ends in the VCe pattern. I see a vowel...

[Point to the i in prime.]

Teacher: ...a consonant...

[Point to the m and then the e.]

Teacher: ...and an e at the end of the syllable. Yes, this syllable ends in the VCe pattern.

Step 2: Determine the vowel sound. We just learned that vowels in VCe syllables
are long, so this vowel’s sound is /ī/.

Step 3: Read the word, using the vowel sound. I will blend the sounds: /p/ /r/ /ī/
/m/: prime. That worked. Let’s try another one.

[Display the word mop.]

Teacher: Let’s follow the three steps with this word. Step 1: Does the syllable end in the VCe
pattern? I see a vowel...

[Point to the o.]

Teacher: ...and a consonant...

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[Point to the p.]

Teacher: ...but there is no e. This syllable does not end in VCe. It is a closed syllable.

Step 2: What is the vowel sound? We have learned that vowels in closed syllables
are short, so this vowel’s sound is /o/.

Step 3: Blend the sounds and read the word: /m/ /o/ /p/: mop.

[Display slope.]

Teacher: Let’s read some more words and practice this strategy. Tariq, does this word end in
the VCe pattern?

Tariq: There’s the o, the p, and then e at the end, so yes, it’s a VCe syllable.

Teacher: Excellent job. What does that tell us about the vowel sound, Maribel?

Maribel: The vowel will be long. It will say /ō/.

Teacher: Dae, because we know it is a VCe syllable and the vowel is long, blend the sounds.

Dae: /s/ /l/ /ō/ /p/: slope.

Teacher: Good. Let’s look at the next word and use the strategy to help us read it.

[Display drench.]

Teacher: Christopher, does this word end in the VCe pattern?

Christopher: Well, it has an e in the middle, but not at the end, so I don’t think it’s a VCe word.

Teacher: Good, Christopher, that was a bit tricky. Even though there is an e in the word, it’s
not at the end, as part of the VCe pattern. That tells us it is not a VCe syllable. In fact,
it’s a closed syllable, so what is the vowel sound?

Students: /e/

Teacher: Correct. What is the word?

Students: drench

Continue using the strategy to read closed-syllable and VCe words. Gradually reduce modeling.

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ERROR CORRECTION

Redirect students who make an error to the strategy by asking whether there is an e at the end of
the word. Ask students what the presence (or absence) of e says about the vowel sound. Have the
students read the word again.

TIPS

• To illustrate that in VCe syllables, the initial vowel and consonant can change, but the e is
constant, use blank letter cards as placeholders for the initialLETTER
vowel and CARDS
consonant and
VOWELS
an e letter card as you spell words. Put actual vowel and consonant cards on the blanks to
reinforce the concept of LETTER
this syllableCARDS
VOWELS
type.
LETTER CARDS
CONSONANTS a a a a
LETTER CARDS
a ab ac ade ef e VOWELS

e
LETTER
LETTERCARDS
CARDS
aj a a a
e eg eh ei LETTERki CARDS
i i
VOWELS
CONSONANTS

ab ac ad aef e e VOWELS

e
ig il mij inoa poa oa oa
e eh e eki i i i
o oq or opsue tue ue ue
il mi in io o o o
uq uv uw uxyi yi yi yi
• o or os otu u u
Words with a vowel-re pattern at the end are considered to be VCe syllables, rather than
u
y yz y yo o o o
r-controlled syllables. Tell students that the e is stronger than the r, so the e jumps over the

uv uw ux uy y y
r to make the vowel long—for example: star–stare, car–care, fir–fire.
y
MODEL AND TEACH: ACTIVITY 3
yz y y yu u u u
VCE SPELLING STRATEGY
ENCODING
y y y y
Teach the following strategy to spell VCe words:

1. Listen to the word and repeat it orally or silently.

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2. Segment the sounds in the word.

3. Determine whether the vowel is long or short.
4. If the vowel is long, spell the word, using the VCe pattern.
5. Check the spelling by reading the word.

Teacher: I will show you some steps to follow when you spell words.

The first word is fame. What is the word?

Students: fame

Teacher: Next, I segment the sounds in the word: /f/ /ā/ /m/.

Then, I determine whether the vowel is long or short. I hear a long vowel, /ā/.
Because the vowel is long, I spell it with the VCe pattern:

[Write fame as you work out the spelling.]

/f/–f, /ā/–a, /m/–m, and then I add the silent e to make the a long.

Now, I check the word by reading it: fame.

Repeat the sequence with new words, gradually decreasing your modeling. Dictate VCe and
closed-syllable words in random order, so that students learn to listen for the long or short vowel
sound.

ERROR CORRECTION

• If a student does not put e at the end of a VCe syllable (in this example, spelling fam
instead of fame), say something similar to the following: “You spelled fam. The word is
fame. What do you need to do to make the vowel sound /ā/?”

• If a student incorrectly adds an e to the end of a word (in this example, spelling drume
instead of drum), ask questions to guide the student to the correct spelling, such as the
following: “The word is drum. What vowel sound do you hear in drum?” or, “You spelled it
drume with a long u. What should you change to make the /u/ sound?”

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GUIDED PRACTICE: ACTIVITY 1

WORD SORT
DECODING

Compile a variety of word cards consisting of known syllable types (VCe, closed, r-controlled) and
category cards for each syllable type. Have students read the words and sort them into categories,
based on the syllable type.

Teacher: I have a stack of word cards that you will sort into categories. The categories cards
are VCe syllable words, r-controlled syllable words, and closed-syllable words.

[Show the word card for cape.]

Teacher: Read the word silently first. Wait for my cue to say the word.

[Gesture with an open palm.]

Students: cape

Teacher: What category does that word belong in? Be sure to tell me why it goes there, too.

Maribel: Put it with VCe. There’s the a, the p, and then e at the end. The e makes the other
vowel long.

Teacher: That’s correct, Maribel.

[Show star.]

Teacher: Read silently and wait for my cue.

[Gesture.]

[Some students say stare; others say star.]

Teacher: Some of you think the word is stare, and some of you think it’s star. First, check
whether it follows the VCe pattern.

Dae: No. It has a, then r, but it doesn’t have e at the end. It’s not VCe.

Tariq: It has a vowel and then r.

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Dae: Yeah, and that says /ar/. So the word is star.

Teacher: Yes, it’s star. Everyone repeat: star.

Students: star

Teacher: Which category?

Christopher: It’s r-controlled because ar is like a team that makes one sound, /ar/.

Teacher: Nicely done.

[Show prom.]

Students: prom

Teacher: Good reading. Which word family?

Tariq: There is just one vowel and it’s closed in. It’s a closed syllable.

Have students continue reading words and sorting them into categories.

TIP

Scaffold by using word cards that are marked to emphasize the syllable type. For example, the
vowel-r in a word could be printed in a different color than the other letters.

ADAPTATION

After words have been sorted, have students read words in each category.

GUIDED PRACTICE: ACTIVITY 2

ROLL AND READ BOARD GAME

DECODING

Use this board game as a framework for students to read words. Have students roll a die to
determine the number of words to read and the number of spaces to move. To keep students
engaged, even when it is not their turn, weave in questions directed at all students. Include words
from previous lessons and nonsense words.

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Teacher: Let’s play a board game. You roll the die to determine how many words to read. For
each word that you read correctly, move one space on the board.

Tariq, please roll first.

[Tariq rolls a four, draws four word cards from the pile, and reads the
following.]

Tariq: north, strike, swell, frope.

Teacher: Good reading. Christopher, look at this word Tariq read.

[Point to strike.]

Is that a closed syllable or VCe syllable? Be sure to tell me how you decided.

Christopher: It’s a VCe word because of the i and the k and the e at the end.

Teacher: Thank you for explaining that to everyone. Who can tell me the long vowel in
Tariq’s nonsense word? Dae?

[Dae points to o.]

Teacher: Yes, but I also want you to tell me the sound it makes in that word.

Dae: /ō/

Teacher: Tariq, you read four words correctly, so move four spaces.

Play continues around the table until a player reaches the end.

TIPS

Because rolling a high number (five or six) might slow the pace for others, consider these
adaptations:

• Students who roll a five or six pick another student to read two of the words.

• Instead of one pile of cards from which to draw, have six piles, labeled one to six. Have
students take one or two cards from the pile that corresponds to the number on the die.

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GUIDED PRACTICE: ACTIVITY 3

ROUND ROBIN SPELLING

ENCODING

1. Prepare a worksheet with two column headings: VCe Syllable and Closed Syllable.
2. Dictate a word.
3. Have students write the word in the appropriate column.
4. Students spell the word aloud chorally.
5. Ask whether the word has a VCe or closed syllable.
6. Have students pass their papers to the person to their left. At this point, each student has a
different classmate’s worksheet.
7. Repeat steps 2 though 6 until the worksheets return to their original owners.

Teacher: Let’s do some round robin spelling. I will say a word. Your job is to decide whether
the word has a VCe or closed syllable. If it’s VCe, write it in the VCe column. If it’s
closed syllable, write it in the Closed Syllable column. I’ll walk around to help you.
When everyone has written the word, we all spell it aloud at the same time. Then,
you’ll give your paper to the person to your left, and we will do it all over again
with a different word.

Before we begin, let’s quickly review vowel sounds in VCe and closed syllables. Are
vowel sounds in VCe words long or short?

Students: Long.

Teacher: Correct. A long vowel tells you to spell it following the VCe pattern. What if the
word is hand. Is that a long or short a?

Students: Short.

Teacher: When the vowel is short, it is a closed syllable. In which column would I write
hand?

Students: In the Closed Syllable column.

Teacher: Where would I write take?

Students: In the VCe column.

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Teacher: Let’s begin by working together. The first word is prize. Before you write it, decide
whether it is a VCe or closed-syllable word. What vowel sound is in prize, Maribel?

Maribel: long i: /ī/.

Teacher: That is correct. Because it has a long vowel, which column does it belong in?

Maribel: It’s a VCe word.

Teacher: Right, it follows the VCe spelling pattern. Please write prize in the VCe column.

[Circulate to monitor students’ work.]

Teacher: Now that everyone has written it, let’s all spell prize aloud.

Students: p-r-i-z-e

Teacher: Remind me of how to tell whether prize is a VCe syllable.

Christopher: Because the vowel is long.

Teacher: Excellent. Now, everyone pass your paper to the person to your left.

[Students pass their worksheets.]

Teacher: Here is the next word: grab. What is the vowel sound in grab?

Dae: /a/

Teacher: Right. Use that vowel sound to help you decide whether it is a VCe word or a
closed-syllable word. Write the word in the appropriate column.

[Circulate to monitor students’ work.]

Teacher: Now that everyone has written it, let’s all spell grab aloud.

Students: g-r -a-b

Teacher: Dae, tell the group which column you chose for grab and why it belongs there.

Dae: The vowel makes the short sound. That means it’s not VCe. It is a closed syllable.

Continue to dictate words for students.

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TIPS

• Provide heavy modeling initially to teach students how to use the vowel sound to
determine whether a syllable is VCe or closed.

• If a student finishes writing his or her word correctly before the other students, quietly
dictate another word to that student to keep all students engaged.

ADAPTATION

• Include r-controlled syllables by a adding a third column on the worksheet.

• When all worksheets are back to their original owners, ask different students to read the
words in a particular column or ask different students to read one word from each column.

INDEPENDENT PRACTICE: ACTIVITY 1

PICTURE ID
DECODING

Distribute the picture ID worksheets.

Teacher: The picture ID sheet has pictures with some words under each picture. Read the
words and circle the one that matches the picture.

What is the picture for number 1?

Students: It’s a mop.

Teacher: Read the words under it and circle the word that corresponds to the picture.

Students: Mope, mast, mop, smoke.

[Students circle mop.]

Teacher: On your own, continue with the other pictures and words.

TIP

Circulate to check whether students read all of the words under each picture, instead of stopping
after they have circled one of the words.

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INDEPENDENT PRACTICE: ACTIVITY 2

VCE ID
DECODING

Distribute the VCe ID worksheet, which lists 30 words. Have students circle the VCe words and put
a macron over the long vowel. Then, have students read as many words as possible in 30 seconds.

Teacher: I have given each of you a sheet with lots of words on it. They are all words that
you have learned how to read. Some are words with VCe syllables, some have
closed syllables, and some have r-controlled syllables. First, circle the VCe words
and mark the long vowel. Then, I will set the timer for 30 seconds. When I say,
“Begin,” you will read the words as quickly and accurately as you can. Read the
words from left to right, just like in a book. When I say, “Stop,” draw a line under the
last word you read and count how many words you read. I will be moving around
to listen to each of you, so read in a whisper voice.

TIPS

• Distribute the different versions of the sheet, so that even though the words are the same
for each student, they are ordered differently.

• Have students use their finger to keep track of where they are. This also makes it easier for
you to follow along.

• Students can read the same VCe ID worksheet up to three times per lesson. Have students
mark their total words in a different color or in a different place each time they read the
same sheet.

• Listen to each student read to monitor accuracy and proficiency.

ADAPTATION

Have students do this activity as a repeated reading game with partners (see Short Vowels,
Independent Practice Activity 1).

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INDEPENDENT PRACTICE: ACTIVITY 3

PENTAGON SPELLING
ENCODING

Distribute a Pentagon Spelling worksheet. Each side of the pentagon is associated with a vowel.
PENTAGON
Dictates VCe and closed-syllable words. SPELLING
Have students write each word on the side of the
pentagon that corresponds to the vowel.

__

__
__

__
__

__
__

__
__

__
__

__
__
__

__
__
__

__
__

__
__
__

__
__
__

__
__

__
__
__

__
__
__

__
__

__
__
__

__
__
__

__
__

__
__
__

__
__
__

__
__

__
__

__
a
__

__
____
____ ____
_ _ ____ ____ ____
__
___ _ ___ ____
u

____
i
_ _ ____ ____
_ _ _
____ ____ ____
_ _ ____ o ____ ____
_ _
___ _ __ ____
_ _ _ ____ ____
_ __
____
______________
______________
______________
______________

INDEPENDENT PRACTICE: ACTIVITY 4Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
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CHANGE A LETTER
ENCODING

Dictate a word and have students write it at the top of a blank sheet of paper. Then, dictate a
second word that is one letter different from the previous word. Have students write the second
word beneath the first, and so on. Enunciate each word distinctly and have the students repeat it
before writing.

Teacher: I will dictate a word, which you will repeat and write at the top of your paper. Then,
I will give you another word that is just one letter different from the word before it.
Some of these words will be nonsense words, so listen carefully.

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The first word is plan. Repeat, please.

Students: plan

[Students write the word.]

Teacher: Now, change one letter to make the word plane.

[Students repeat and write the word.]

The next word is lane.

[Students repeat and write the word.]

The next word is line.

[Students repeat and write the word.]

The next word is pine.

[Students repeat and write the word.]

The next word is pin.

[Students repeat and write the word.]

Continue dictating new words by changing one letter at a time. Incorporate varying syllable
types, vowels, and consonants—for example, pin, pen, pet, Pete, pate, pat, vat, vate, vake, fake,
flake, lake, lack.

TIP

Prepare your word sequence in advance and use it as answer sheet to monitor students’ work.

MONITOR LEARNING

Check students’ work on the picture ID, VCe ID, and pentagon spelling worksheets. Ensure that
students can discriminate between VCe and closed-syllable words in reading and spelling.
Students must associate long and short vowels with their respective syllable types.

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GENERALIZATION

Words following the VCe pattern are usually familiar to upper-elementary students, but students
with reading difficulties may not understand the silent-e rule to help them read or spell the words
accurately and consistently. Many longer words are made of VCe syllables combined with other
syllables. Learning the VCe pattern increases the number of words students can read in school
and at home.

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LESSON 6 WORD CARDS WORD SORT

SYLLABLE TYPE CATEGORY CARDS

chose
blaze

care

VCe syllable
chase
brave
blade

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First of 6 pages First of 3 pages:

All reviewed syllable types included

ROLL AND READ GAME ROUND ROBIN SPELLING

VCe syllable closed syllable

1. _________________ 1. _________________
2. _________________ 2. _________________
3. _________________ 3. _________________
4. _________________ 4. _________________
5. _________________ 5. _________________
6. _________________ 6. _________________
7. _________________ 7. _________________
8. _________________ 8. _________________
9. _________________ 9. _________________
10. _________________ 10. _________________

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin © 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
Lesson Plans Lesson 6 | 115

PICTURE I.D. VCe I.D.

 mop  plane Circle the VCe words and put a macron over the long vowel.
smoke plan Then read the words.
mope cape
mast cap stamp bird ban
bat home stroke
 shame  cup smile tote cute
spin cub
spine
sock stag prime
chum
same cube stake lobe tin
stale lard prize
 dive  glam crane mime fan
dime globe
jab spot dad
dim glom
mid gal stag mop ape
chose mope up
 tiny  win
twin bane
wine ban
twine van

 stripe  grad
ripe drag
strip grade
print ride version A
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin © 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin

First of 4 pages:
3 rearrangements of the same list included

PENTAGON SPELLING
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Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
116 | Lesson 6 Lesson Plans

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
LESSON 6
VOWEL-CONSONANT-E SYLLABLES

Lesson 6 Word Cards

Guided Practice: Activity 1

Word Sort Category Cards

Guided Practice: Activity 2

Roll and Read Game Board

Guided Practice: Activity 3

Round Robin Spelling Worksheet

Independent Practice: Activity 1

Picture I.D. Worksheet

Independent Practice: Activity 2

VCe I.D. Worksheet

Independent Practice: Activity 3

Pentagon Spelling Worksheet

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
blade blaze

brave care

chase chose
close cube

drive fire

frame glare
globe grave

hide hire

lobe mine
pike plane

prime quake

rule scale
share slave

spade spare

stole theme
these those

trade tribe

while zone
 WORD SORT
SYLLABLE TYPE CATEGORY CARDS

VCe syllable

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 r-controlled syllable

Vocabulary and Comprehension: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Foundation/University of Texas System

closed syllable

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 ROLL AND READ GAME

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 ROUND ROBIN SPELLING

VCe syllable closed syllable

1. _________________ 1. _________________
2. _________________ 2. _________________
3. _________________ 3. _________________
4. _________________ 4. _________________
5. _________________ 5. _________________
6. _________________ 6. _________________
7. _________________ 7. _________________
8. _________________ 8. _________________
9. _________________ 9. _________________
10. _________________ 10. _________________

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 PICTURE I.D.
 mop  plane
smoke plan
mope cape
mast cap

 shame  cup
spin cub
spine chum
same cube

 dive  glam
dime globe
dim glom
mid gal

 tiny  win
twin bane
wine ban
twine van

 stripe  grad
ripe drag
strip grade
print ride

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 VCe I.D.
Circle the VCe words and put a macron over the long vowel.
Then read the words.

stamp bird ban

bat home stroke
smile tote cute
sock stag prime
stake lobe tin
stale lard prize
crane mime fan
jab spot dad
stag mop ape
chose mope up

version A
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 VCe I.D.
Circle the VCe words and put a macron over the long vowel.
Then read the words.

Pete dab stack

strip park Kate
pale champ crime
pope stare cute
spring quite pinch
strife star Steve
time quick smile
Tim shrimp plate
prim wed struck
probe bribe strike

version B
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 VCe I.D.
Circle the VCe words and put a macron over the long vowel.
Then read the words.

lard prize stale

mime fan crane
spot dad jab
mop ape stag
mope up chose
ban stamp bird
stroke bat home
cute smile tote
prime sock stag
tin stake lobe

version C
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 VCe I.D.
Circle the VCe words and put a macron over the long vowel.
Then read the words.

star Steve strife

quick smile time
shrimp plate Tim
wed struck prim
bribe strike probe
stack Pete dab
Kate strip park
crime pale champ
cute pope stare
pinch spring quite

version D
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 PENTAGON SPELLING

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Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin