One of the games is called "Who's the Boss?" and it is meant to help your child learn the famous "Bossy e" or "Magic e" rule. Playing games will make learning these sounds fun and easier for your child. Is this starting to sound confusing? Don't worry. ![]() The second working definition of a long vowel sound is, "when a word or syllable has a single vowel and the vowel appears at the end of the word or syllable, the vowel normally makes the long sound." A few examples of these long vowels are no, he, and go. Make sure to explain this phrase to your child as they will more than likely hear it at school. When you sound out these words, you notice the vowels say their own names. Some examples of the vowel- consonant-e words that have the long vowel sound are bake, ride, pole, cake, tune, etc. ![]() in the words 'apron', 'emu' etc), so beware when choosing examples to teach your child. However, the rule does not always apply (e.g. The first working definition, of a long vowel sound, is "when a short word or syllable ends with a vowel-consonant- e combination (-ake), the vowel is usually long and the "e" at the end of the word is silent." You may hear this rule referred to as "The Magic e" or "The Bossy e" because adding the e to the end of the word magically transforms the vowel and it now says its own name. When teaching your child to identify a long vowel sound you are helping them increase their decoding skills, thus increasing their fluency and reading comprehension. ![]() The term "long vowel sound" is normally taught by parents and teachers who teach reading using the phonics method. They are a little more complicated and a little more difficult to describe because there are two ways define the term. We now know all about the short vowel sounds so this week we're going to explore long vowel sounds. Not only are they fun, but they give purpose to the fun of writing and reading. Well, I hope you did create some quick and easy books throughout the week or some shopping lists for the kids to take along on the trip.
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