"forget," "forty," "forklift," "torso," etc.Consider extending this activity to include multisyllabic words if students are familiar with the bossy "r." Examples:.Teacher records all of the words in a list and guides students to read the entire list of words (as a group and/or individual volunteers). Follow steps 4-9 with words "shark," "march," "start," "yard."ġ5. Teacher says: "In this word, I see the bossy 'r' next to the letter 'a.' What sound do you hear?" (/ar/)ġ4. Teacher shows the word with movable letters: "bark."ġ3. Teacher and students repeat steps 4-10 with the words "sport," "porch," "fork." Teacher says: "Now that we have learned about the bossy 'r' next to the letter 'o' in words, let's look at another bossy 'r' word next to letter 'a.'"ġ2. Students point to each letter from left to right, making each sound and blending to pronounce the word "thorn."ġ1. Students erase the "b-" and write a "th-" in its place to form the new word "thorn."ġ0. "How has the word stayed the same?" (The "or" letters are the same.)ĩ. "How has the word changed?" (The first letter is a "th-" instead of a "b-.") Teacher removes the "b-" and replaces it with a "th-." Students point to each letter from left to right, making each sound and blending to pronounce the word "born."Ħ. Students write the word on their whiteboards: "born." Teacher emphasizes proper letter formation (see Letter Formation chart for suggested formation of each letter).ĥ. Teacher points to each letter from left to right, making the /or/ sound while sliding under the "or" letters.Ĥ. If I blend all the sounds, I will pronounce the word 'born.'"ģ. Teacher says: "This word has the bossy 'r' next to the 'o.' It makes the /or/ sound in the middle. Teacher shows the word with movable letters: "born."Ģ. Begin the Decoding (reading) part of the Chaining instructional practice:ġ.
Distribute whiteboards, whiteboard markers, and whiteboard erasers."Now it's time to decode words using the letter sound connections now it's time to decode words be careful, watch for a change." Instead of calling these words bossy "r" words, consider calling them "pirate" words.Ī. Consider encouraging students to say this pirate sound when they read r-controlled words. Explain to students that pirates make an "arrr" sound.Consider using an alternative explanation for r-controlled words.Teacher writes "hard" and "short" on the anchor chart and underlines "ar" and "or" to indicate where we hear the /ar/ and /or/ sounds in these words. Teacher shows students the Bossy "r" anchor chart. Learn this sound and you will go far!"ġ1. Today, we will learn words where the bossy 'r' is the star. The 'r' bosses the vowels around and makes a new sound. Teacher says: "All the words have an /ar/ or /or/ sound. "How have the words stayed the same?" (They are still closed one-syllable words there's one vowel sound closed by a consonant.)ġ0. "How have the words changed?" (The vowel sound changed from /a/ and /o/ sound to /ar/ and /or/ sound.) Teacher adds an "r" to the list of words to make the following words: "cart," "hard," "short," and "corn." Listen to how the bossy 'r' changes the word."Ĩ. Teacher says: "These words can change to make new words when we add the letter 'r' to the word. Teacher writes the words in a list on the board, leaving room between the vowel and the consonant for the letter "r."ħ. "What type of syllable are these words?" (closed one-syllable words) "Right! They are closed one-syllable words because the consonant on the end of the words closes the door on the sound."Ħ. "Why do those vowels make those sounds in those words?" (They are closed in by a consonant.) Teacher says: "Right! We hear one vowel sound in each word, so these are all one-syllable words. "What vowel sounds do you hear?" (/a/ and/o/)Ĥ. "How many vowel sounds do you hear in each word?" (one) Teacher says the following words aloud, pausing between each word: "cat," "had," "shot," and "con." Your job is to notice how the bossy 'r' changes the word."Ģ.
Next, we will see what happens when the bossy 'r' is added to the word. We'll identify the vowel sound and determine if it's a closed or open syllable. Teacher says: "Today, let's start by listening to some words with familiar vowel sounds. Begin the Phonemic Blending and Segmentation instructional practice:ġ.
Let's listen to each sound now, and blend them to make a word." It's time to make three sounds and blend them together. Sit down and come together, together, right now. "Sit down and come together, together, together.
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