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Alternative spellings of vowels

Children find it easier to deal with these alternatives when they are reading than when they are writing. So for reading, the children can be introduced to the alternatives soon after the Sound Sheets have been completed. Sets of regular words that use an alternative e.g. a set of ‘a-e’ words such as ‘snake, late, bake, same, plate, fame’ etc., or a set of ‘ay’ words such as ‘may, pray, stay, lay, day, spray, hay etc., can be made. These are sounded out and blended by the children. This will enable them to cope with a wider range of words when reading.

This Section has:

Sound Sheets for these Alternative Spellings p 204-212

Flash Cards for these Alternative Spellings p 213-215

Matching Letters, Words and Pictures p 216-218

By initially teaching the children one way of writing the sounds it gives them the ability to write independently. They listen for the sounds and put down the letters for those sounds. In the second half of the year the children need to be reminded of the alternatives and to begin to use them in their own writing.

These alternatives will need to be revised regularly over the next few years. Although, for accurate spelling, the correct alternative has to be remembered, it is easier for children if they are familiar with these alternatives, as they can then choose which one looks correct, e.g. ‘snake, snaik, snayk’. As the children become more widely read and familiar with words the choice becomes easier. Through their knowledge of sounds and letter patterns associated with them, the children’s awareness of the details of spelling is heightened.