Jenn in CA Posted December 3, 2016 Share Posted December 3, 2016 Does anyone have tips for teaching this? My girls have trouble not hearing/thinking, for example, that AIR would be spelled AY-ER. or PAIL would be PAY-UL. Although short vowels followed by L, such as PAL, seem to be OK. We are in Barton level 4 lesson 14, so haven't gotten to R-controlled vowels yet. I admit I haven't watched the videos for this level yet so maybe SB has some great ideas I haven't come across. Quote Link to comment Share on other sites More sharing options...
Crimson Wife Posted December 3, 2016 Share Posted December 3, 2016 I can't remember if it's Romalda Spalding in WRTR or Marie Rippel in AAS, but one of them stresses "say it for spelling". So even if you typically pronounce "air" and "pail" with 2 syllables, try to pronounce it as a single syllable for spelling. My DH makes fun of me for pronouncing "hire" and "higher" differently (the former with 1 syllable and the latter with 2) because in his dialect they are homophones with 2 syllables in both. However, in terms of spelling, it's easier to differentiate when you don't add an extraneous schwa to turn a single syllable word into a 2 syllable one. 1 Quote Link to comment Share on other sites More sharing options...
geodob Posted December 4, 2016 Share Posted December 4, 2016 Perhaps you could get them to observe how their tongue and mouth produce these different sounds? Where the difference between Pal and Pail, is lateral extension of the tongue. Also Ay-er requires lateral extension, while Air it is open mouthed and the tongue is flattened. 1 Quote Link to comment Share on other sites More sharing options...
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