5 Letter Words Ending In Ue – The latest in my vowel sound series, I’m sharing tips and tricks for teaching long u words! Because there are two ways to pronounce long u, this is the most complicated long vowel sound to learn. I cover each of the eight ways to write the long u sound and the best activities to help you teach long u words to your students.
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5 Letter Words Ending In Ue
Yes, long time you can create 2 different sounds! I know I didn’t learn it in school, but it’s true. Let’s look at an example below.
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As to whether the /y/ /oo/ sound is a diphthong (2 vowels that make two sounds together, like oi/oy). In fact, it doesn’t matter what it’s called as long as you teach students how to read and write correctly.
Most of these are vowel groups, so students should already be familiar with open, voiceless, and vowel team syllables. Students should also be able to find the base word because some of these rules apply to the base word even if it has a suffix.
He pronounces the long u (says his name) and this is one of the most common ways of pronouncing the long u sound. Some examples are:
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It can make the sound /oo/ or /y/ /oo/. Students should know how to divide words into syllables and know what open syllables are.
The u silent e spelling scheme is also common, but much less so than just u. This is usually in the middle of a base word. Examples are included
. It can make the sound /oo/ or /y/ /oo/. Of course, students must be confident in spelling and magic.
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Spelling a long u in the middle or end of a root word. This is another one that can produce both long u sounds. Examples are included
UE usually writes the long u sound at the end of a word after a consonant sound. Examples are included
With this spelling, but many other words do not use this spelling scheme for the long u sound. It only makes the /oo/ sound.
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There is really no rule for when u says /oo/ or /y/ /oo/. Both should be explicitly taught.
Students should be able to clearly hear the difference in sounds during this activity. You can use the picture of the cat and the cow to guide students to the correct pronunciation, although most do not need to do this.
When students are saying words and don’t know which sound to choose, tell them to try both and see which sound works best.
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Students must first break the word into its syllables and try to eliminate some spelling options. For example if they are trying to spell the word
Because that spelling choice is usually at the end of a base word. If they ask again, you can respond with something like, “That’s the end of a syllable, so what do you think could go there?” Guide them in choosing the correct spelling pattern.
You can also use the clue word approach, where you choose a clue word from each spelling scheme to use as a reference. So for
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Also, since there are more options, expect students to make mistakes sometimes and tell them! It’s okay if they make a mistake as long as it’s another valid spelling option and not something that doesn’t follow any rules. Through repeated exposure and practice, they will eventually internalize the correct spelling scheme of words.
A lot of practice and repeated exposure is playing out loud u names. Do a variety of activities by repeating the words as much as you can.
Phonemic Mapping – This is a great activity that really isolates avagrams for students to practice. You can get Phonics & Spelling Through Grapheme Mapping and take part in the long u lesson, or use my long u word list to do the same activity using the phonics boxes. For example see below.
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Create short stories to help reinforce spelling patterns. – Group similar words together and create a story using them to help students remember them.
, you might say “The pool was too cold so we ate our food” or something similar. Draw a picture or create your own word picture poster with this spelling chart and hang it in your room.
SOS – If you don’t already know what is the spelling of talk at the same time, check out this post here. I love this multi-sensory spelling method for spelling practice. And you can do the whole lesson or one by one, making it really easy to use in any setting.
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Dictation – This is another great activity, but I would do it after you have spent some time with u because it is harder for some students. Also, when dictating words, point out to students about spelling, such as telling them that a ti is a vowel or an open syllable. They often dictate words that have the same spelling pattern to avoid these problems.
Sorting: Sorting is always a good idea when you have multiple spelling options. You can play matching games like memory, simply sort them into piles/columns, or make any game that requires sorting by spelling pattern. This builds phonemic awareness, so it’s always a good activity for all students.
You can also color code the speech team or spelling pattern in the words. I took the list from the SOS activity, then had my student highlight each vocal team with a specific color to visually represent the groups.
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I have included 3 different sorting activities for sound along the u in my collection of worksheets and activities along the u.
Visual cue cards: Create visual graphics of compound words, homophones, and homographs. These visual cues really help students remember which model to use. I suggest making these using index cards and keeping them in a bag or box for reference. See the example below (this is for the long sound or you get the idea).
Games: Of course, I always add games because it’s so easy to add a deck of flashcards to any game or tutorial! Use an easy-to-play board game where students take turns picking up a card and doing something like reading the word aloud and putting it in order, or asking another player to write it down, or even something as simple as writing it down. add After reading aloud, lower the word. Or print out a teacher-created game from my Long U Word Work series.
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I usually use the printable board game pictured below (which you can get for free in my library after subscribing to my mailing list). I make a stack of flashcards with long words u and game, ask students to pick up a card and read it aloud, then take turns writing it down.
Constant review: Remember to constantly review these spelling schemes after learning them so that they are not forgotten. Using a sound wall or practicing on a turntable are great ways to do this without spending too much time.
For ready-made activities, reference sheets, and printable posters and worksheets, check out the myLong U Word worksheets and activities resource in my TPT store.
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Delilah Orpi is the founder of Thrive Literacy Corner. She has a BA in Special Education, an MA in TESOL, and is a member of the International Society of Dyslexia. She is an experienced teacher and literacy specialist trained by Overton Gillingham and Linda Maude Bell. Delilah creates literacy resources for educators and parents and writes to raise awareness of dyslexia and effective literacy instruction based on the science of reading.
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