Review: Digraphs, Blends and Long Vowels
Apply read a consonant digraph, keep both sounds in a blend, read final-e words, read a vowel team using supplied texts and original responses.
Bring the unit skills together
Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.
The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.
Use the skills in a new task
Make a short complete response demonstrating the four skills in this unit. Read this original sentence with adult support: The sheep sees rain from the boat. Label or underline sh and th, circle ee, ai and oa, and explain that those teams each make one sound in these words. Write a new sentence using bike and tree. Longer writing targets in optional extensions can be completed in a later session.
Work on paper or in your own document. Explain the choices you made.
- Say the word, underline its first two letters and blend that sound with the remaining sounds.
- Point to the first two consonants. Say each sound and slide them together into the rest of the word.
- Find vowel-consonant-e. Say the first vowel name, keep the consonant sound and do not pronounce the final e separately.
- Underline the team, read its sound in the supplied word and blend with the surrounding consonants.
Compare with a model response
In The sheep sees rain from the boat, sh and th are consonant digraphs, each giving one sound in its word. Ee in sheep and sees, ai in rain and oa in boat are vowel teams. I underline each pair together. My new sentence is: I park my bike beside a tree. Bike uses final-e; tr in tree keeps two consonant sounds.
A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.