This lesson REVIEWS all five short-vowel pronunciation patterns. All of the consonants are reviewed also, as are certain patterns for the |k| sound, namely c, k, x, ck, and cks. The letter q is almost always paired with u and usually pronounced |kw|. We also review the second sound for the letter s: |z|, as in his.

a , b , c , (ck[s]) , d , e , f , g , h , i , j , k , l , m , n , o , p , q(u) , r , s (|s| and |z|) , t , u , v , w , x , y , z

How Is Your Student Doing?

A student typically begins a lesson by sounding out individual letters and syllables. This can be a slow process. As your student works through the lists, he might still pronounce some of the words haltingly. Continue practicing until he can read every word without hesitation. Your goal for every lesson is for your pupil to read every word accurately, confidently, and knowledgeably. This goal is true for spelling, too. Your student should practice writing words until he can spell each word effortlessly. These lessons are building a tool box of syllables that can be used to pronounce and spell practically all of the words in the English language. Future lessons will prove difficult if these beginning, basic patterns have not been mastered.

The Student’s Pace

I’ve had enthusiastic students who were able to handle four consecutive lessons in one sitting. (And by handle, I mean they earned a 100 on everything.) The norm, however, for adults, teens, and above-average elementary students is two lessons per session. A few learners will struggle to complete and master a single Roman numeral list, an exercise which may leave them exhausted (but pleased with their success). Relax and give your student the freedom to progress at his own pace. As he gains self-assurance, he will not only pick up the pace naturally but often will increase his ability to focus for longer periods of time.

It is always a good idea to ask your student if he would like to read or spell any words again. He may have appeared to be confident, efficient, and quick with the assignment, but that may not be the way he is actually feeling. Adults, teens, and pre-teens are willing to tell you if they need to repeat a lesson or a particular set of words. A younger student will not usually volunteer this information. Ask the younger student, but always use your judgment. If hesitation surfaces later, just return to that pattern and do extra review. For example, reread or respell one or more of these lessons if you notice that your student seems to hesitate on specific vowel sounds (or spellings): Lesson 1 for |ă|; Lesson 2 for |ĭ|; Lesson 4 for |ŏ|; Lesson 6 for |ŭ|; and Lesson 8 for |ĕ|. Lessons 9 and 18 are good places to have your student practice all five short vowels.