1. Short Vowels

2. _a_

3. _e_

4. _i_

5. _o_

6. _u_

7. E-Bop
Magic E

8. a_e

9. e_e

10. i_e

11. o_e

12. u_e*

13. Bossy R
Bossy R is so bossy he will not let the vowels say their sounds.
They must say “r”.

14. ar

15. or

16. er

17. ur

18. ir

19. Walking Talking Vowels
When two vowels go walking,
The first does the talking,
The second one echos the sound.
The a says its name.
Ai.
The i does the same,
And together they both say their name.

20. ee
Draw the ears and whiskers around the sound of “ee”. Tell them it looks like a squeaky mouse that says, ee,ee,ee. Put your index and ring fingers at the sides of your mouth and pretend your mouse teeth are chomping up and down as you say ee.

21. ea*
There are two kids on the teeter totter. One wants to say “ee” the other wants to say “_e_” . Put your hand straight in the air, and balance your other one on the tips of the other fingers (Like a time-out signal) and go back and forth saying “ee” “_e_”.

22. ai
This is the sound of ay. Tell the kids to put their thumbs up in the air, and just like the Fonz, say “aaaaayyyyyy” as you move your arms thumbs in a circle in front of your chest.

23. ay
This is the sound of ay. Tell the kids to put their thumbs up in the air, and just like the Fonz, say “aaaaayyyyyy” as you move your arms thumbs in a circle in front of your chest.

24. oa
Oh, Canada. Circle your arm in the shape of the letter o. Sing, oh, oh, oh, oh.

25. oa
Oh, Canada. Circle your arm in the shape of the letter o. Sing, oh, oh, oh, oh.

26. ie* ee
The eye on the letter eye will help them with the “I” sound. When the mouse sees the cat’s eyes, he says ee. Thus, the two sounds: ee and I. You point to your eye. The mouse says, I see you, “ee,ee,ee” . Make the mouse motion with your hands and teeth as you say ee.

27. ie* ee
The eye on the letter eye will help them with the “I” sound. When the mouse sees the cat’s eyes, he says ee. Thus, the two sounds: ee and I. You point to your eye. The mouse says, I see you, “ee,ee,ee” . Make the mouse motion with your hands and teeth as you say ee.

28. ow *
Windmill your arm in the shape of the letter o, just like a boxer winding up. Say “ooooooooooaaaaaaaa”. Then, punch your arm and say “ow”!

29. ow *

30. ue ui oo
The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

31. ui * oo
The letter u is a stinky vowel. He toots, and his vowel friend says “uu, you”. Wave your hand in front of your nose as if waving away a nasty smell.

32. Dipthongs

33. * oo
Make two letter o’s with your hands to look like binoculars. Put them up to your eyes. Tell them about the boy who used his binoculars. He saw a pretty girl and went ooooooo. Then he saw her boyfriend who did not like the boy looking at his girlfriend through binoculars, so he punched him in the gut. Uhhh.

34. * oo

35. ou
This is the sound of ou. Tell the kids that the letter o is the tide pool where the crab lives. Tell the kids that the crabs arms look like the shape of u. Tell them to make their arms llook like the crab arms and pinch, p inch, pinch saying ou, ou, ou.

36. ou

37. ou

38. aw

39. aw
Tarzan and his “a”pe want to go to A and W. All the way, they swing through the vines singing in a Tarzan voice– aw, awwwwwww, aw, aw. w

40. ew
This skunk sprays a stinky smell that makes you say “ew”. See the ew smell going across the screen. Wave your hand in front of your nose, saying e-w, ew.
ew ew
ew ew

41. ew
ew ew
ew ew

42. oi

43. oy
Here is the second little pig, with an o-shaped snout. He is the end pig. He goes up and down the letter y looking for his tail. He says oy, oy, oy. Make your piggy snout again and wiggle your tail.

44. au
Aunt Unice says, “Au, you are so cute.” Place your hands on your cheeks as you say it. You can make a connection to the letter u by saying that each arm of the u is a side of the baby’s cheeks.

45. au
Aunt Unice says, “Au, you are so cute.” Place your hands on your cheeks as you say it. You can make a connection to the letter u by saying that each arm of the u is a side of the baby’s cheeks.

46. Bet You Didn’t Know they were Vowels

47. _al_
Spread arms and say “all” . I will eat ALL the candy.

48. wa
In most words, “wa” will say “wah”– the way it does in water. Have them pretend to hold a cup of water (it’s the letter a) and drink. I usually say “wah, wah, wah, wah” in the tune to Beethoven’s 5th symphony.

49. wor_
Hook arms together and wiggle like a worm. Worth, word, work, world, worry, worship, worse, worship, worm, etc. are words with this sound.
Wore and worn are exceptions to the rule.

50. war_

51. Word Endings

52. _y*
The letter “y” should be taught from the very beginning as having a “ee” sound. If you try and pronounce any word that starts with y, (ex. Yarn) you may do so by starting it with an ee sound. If kids are taught this from the beginning, then they will automatically do it when they come to words where y is in an ending position, such as happy, funny, etc. If you do this, then all you have to do is teach the few small words where y says “I” as a family– ex. my, by, try, cry, fry, etc. ee

53. _le
Put the back of your hand to your forehead as if saying “woe is me”, and say , “I feel ill”

54. _ed*
Ed has three sounds-- ed, d, and t. I tell the kids, that Ted is Ded (those are the two letters that make it say ed). On the /d/ sound i hold up the pretend sword, on the “ed” I plunge it into my heart, and then on the /t/ I rub my eyes like I am crying tears t,t,t,t.

55. _ing
Put your hand on chest and sing, “ing, ing ing, ing, ing,ing, ing” (I sing it as you would a scale, going up one pitch at a time) The letter i is the microphone. Try having them plug their nose as they sing– they will discover that ng is a nasal sound and cannot be produced unless air comes out your nose.

56. _ing
Put your hand on chest and sing, “ing, ing ing, ing, ing,ing, ing” (I sing it as you would a scale, going up one pitch at a time) The letter i is the microphone. Try having them plug their nose as they sing– they will discover that ng is a nasal sound and cannot be produced unless air comes out your nose.

57. Ghost Vowels
The gh is silent like a ghost.

58. ough
This is a ghost sound. The gh is silent. Two of the most common sounds for this vowel is “oa” and “uff” . I say the big bad wolf saw the pigs and went Oh!!!! (rub tummy) and then (uff, uff, uff)– as if he is trying to blow their house down.

59. igh I
This is a ghost sound– the gh is silent. I like to teach this sound as a word family with ight– fight, light, right, sight, tight, etc.

60. eigh 8
This is a ghost sound. I wiggle eight fingers and say “ay” in a spooky manner. This reminds them that the word eight is spelled with this vowel.

61. GO!

62. CHASE
CHASE!
When Go appears, one person chases the other children. The chaser is allowed to stand up, while the others must crawl on their hands and knees. If a child is caught by the tagger, they roll onto their back in a ball and kick arms and legs until a new slide and sound is shown. Children return to their desk and start to sa y the new sound that is on the SMART board. Pick a new leader from someone who quickly returned to their spot and did the correct sound and action.
CHASE

63. Scramble
When Go appears, children must find a spot to stand (Use beanbags as spot holders) Make sure there is one less beanbag than there is students to stand on. The last person to find a spot becomes leader or chooses the new leader. They must shake their body and say “SCRAMBLE” in a silly way.
(This game has the same rules as Fruit Scramble if you have ever played that game.)
SCRAMBLE

64. Freeze
FREEZE
When Go appears, they must freeze completely. When you say melt, they must melt into a puddle on the floor. In the shape of a letter that you call out. For instance, melt your body into the letter “c”.

65. ZOOKEEPER
When Go appears, the children are to act like animals. I usually call out a category or animals that they should act like. For instance, winged animals or grey animals or fierce animals or jungle animals or farm animals, etc. I then pick one student who is doing a particularly good job to be my new leader.

66. Dance
When Go appears, do a dance. Before doing this activity, help the kids think of some interesting dance moves. Tell them you are going to select the student who is dancing the fastest, or most gracefully, or slowest, or craziest, etc.

67. Limbo
When Go appears, the whole class takes a turn going under the limbo stick. Make the stick go lower as you go.

68. HOOP
When Go is clicked, run to get in a hoop. You can only have three people in a hoop. If you are the one left out, you get to be the leader, or if you have had a turn, may select a friend to be the next leader.

69. Hide and Seek
Put a sound or magnetic letters around the room. When GO appears, they rush to get a letter and return to their desk at the count of 10. When they return, advance the slide to the next letter. If it is the one they hold in their hand, they get to be the leader. All the others quickly return their letters to the place they found it.

70. Mystery Number
Choose a number between 1 and 10. Have students guess what it is. After each guess, say higher or lower until a student guesses the correct answer. They then come to the front and lead the next round. They can choose the next number and be the one who responds higher or lower. (Have them whisper in your ear or write it down to make sure that they are giving correct clues)

71. Body Boogie
When Go appears, the teacher calls out a body part (or two). The child must put that body part on the bean bag they have been provided.