If he tries to make the first chunk purp, tell him to stop after the vowel sound (like the rule says.) Purple: If he says pur, but draws the line after pu, tell him he split the vowel sound right in half. Here is how you handle each word depending on what your child says or does when chunking it. Pur-ple, slee-py, or-bit, flow-er, base-ball, curr-ent, grea-ter, lone-ly, pla-net, sur-vive Here are the correct chunks for the first ten words (obviously they aren’t syllables): In the first ten words, every vertical line belongs immediately after the vowel spelling. Then have him chunk each word that he correctly read by drawing a vertical line between the chunks. Follow the directions, checking off the words he reads on the first attempt. You won’t need to apply it until the second page when your child reaches the word hundred.Īt the first session, just do the ten words in the first column. Don’t worry about the Third Exception just yet. Explain the Main Rule to your child and go over the First and Second Exceptions, which he should understand if you remind him of the worksheets. It is called the Read/Chunk/Spell list as a reminder of its uses.īy the time you use this list, your child should have completed the worksheets on doubled consonants and markers that were discussed earlier. And finally, it is used for spelling practice. First, it is used for reading (decoding) practice. Instead, if all went well, move on to the second word list containing two pages of whole words. You can continue on to the second page of chunked words if your child has no trouble with the first, but don’t do more than one or two pages at one session. The purpose here is to expose your child to chunks that contain only First Vowel Sounds. He will run into it again in rattle and then in marble on the first page.Įxcept for marble, every one of the words on the first page utilizes one of the Three Exceptions to the Main Rule, but don’t get into this. When he gets to the chunk le in cattle just tell him that whenever he comes across the digraph le at the end of a word he should say /ul/ (pull without the /p/). He should be getting the correct result in every case as long as he is using the First Vowel Sound. None of the words on the first page require your child to use the strategy of trying a different option for the vowel sound. Your child then writes one chunk of the word on each line, saying the complete chunk as he writes it. Just have your child read the chunks, combine them and say the word, and then have him examine each chunk for spelling before you cover it. At first, this will be difficult if your child has spent several sessions practicing saying each sound separately as he writes it, as is done in the OnTrack Reading Phonics Program when learning the spellings of the various sounds.Īt this point, do not explain the Main Rule and the Three Exceptions. Your child should be saying the entire chunk, rock, when he writes it, and not be saying each sound separately. That is, he will again mix sounds around in words, add sounds that aren’t there and omit sounds that are there.įollow the instructions and complete the first page. Just be aware that many of the errors that your child might have commonly made on one-syllable words will again resurface at this higher level of difficulty. If he can do this, he is comfortable enough with one-syllable words to begin on multisyllable words. Your child should be able to look at the beginning chunk of each word and just say it, without having to first say each separate sound in the chunk. The prerequisite for use of this list is simple. Use the index on the sidebar to access the entire program if you found this page using a search engine and want to learn more. Note to New Arrivals: The rest of this page consists of instructions for using the word lists for those using the OnTrack Reading Multisyllable Method. The second contains 90 words on two pages presented as normally appearing words. The first list contains 85 words on six pages separated into chunks according to the Main Rule and Three Exceptions. The two lists of two-syllable words at the top are used in the OnTrack Reading Multisyllable Method. Interested in the phonics program that uses these word lists? See the OnTrack Reading Advanced Code Phonics Workbook Beginning the Multisyllable Program: 2-Syllable Words Want more word lists constructed from a children's dictionary? See Comprehensive Word Lists
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