Pictures represent short vowel sounds and letters represent long vowel sounds or patterns. Then, the student changes the a-e word to a short vowel word – Notice that the vowel is now represented with a picture (roller coaster “aaaa!”). In the video the student SEES an a-e word, writes the word on the whiteboard to show that the sounds and letters go together. The reason is that MEANING is now attached to the concept. Their brain will not process simply a rule.
When a student is dyslexic, has an auditory processing disorder is ADD/ADHD or has any other specific learning difference, they must learn differently. If you show a right brain thinker that when you add a clicking camera /c/ in front of the cricket /k/ (crickets make the k, k, k sound) and take the e away – now there’s MEANING to the rule. For example, the ‘a’ in cake is a long vowel sound, pronounced the same as the letter A in the alphabet.
This means we have a handy way of remembering which vowel sounds are long vowels in English. When teaching the following rule words with short vowels end in ck and words with long vowels or patterns end in k doesn’t have MEANING to it. A long vowel is essentially where the sound that a vowel makes matches its spoken name. Why? Students who are right brain thinkers need to have MEANING attached to a concept. But, for some students understanding the differences is difficult. Some students can automatically process the short to long vowel transition.
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