K. Fair

Posted on 11/08/09

I love this idea. I have a small doll chair that I am going to
use as a prop. I'll laminate the vowels so I can move them into
the different places. When they walk away from the chair... they
can proudly say their names. They can also introduce themselves
as long vowel sounds... but when they get near the chair... they
react.

How do you make the connection with the long vowel sounds?
Thanks!

On 11/08/09, Love2Teach wrote:
> Introduce the short vowels as characters with personality.
> Draw and color a simple chair. Each vowel is located with
> the chair. short a is at the chair (beside it) hesitant to
> sit on it, saying a, a, a at the chair, e is frisky and a
> risk taker rocking on the edge of the chair seat - laughing
> e, e, e with a wobbly almost falling voice i has lots of
> energy and jumps right into the cushion seat of the chair
> saying i, i, i with a happy voice. short o seeks comfort and
> gently sits on the chair saying with a relaxed and comforted
> voice o, o, o. Short u is very nervous and afraid of the
> chair and hides under it saying, nervously u, u, u.
>
> below each chair drawing you put the phrase
>
> at the chair
>
> edge of the chair
>
> in the chair
>
> on the chair
>
> under the chair
>
> My students really can relate to this, especially with the
> story and voices told many times. They can act it out with
> their fingers on a chair picture as well when saying the
> sounds, draw the chair and put the vowels where they belong
> while saying the sounds, etc.
>
> There is also a chant you can do: Short A (letter name) -
> at the chair, a, a, a (sound, sound, sound) etc.
>
> Hope you find this helpful.

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