Where There's a Word, There's a VowelAuthor(s): Jennie Jennings DeGenaroSource: The Reading Teacher, Vol. 41, No. 3 (Dec., 1987), p. 377Published by: Wiley on behalf of the International Reading AssociationStable URL: http://www.jstor.org/stable/20199792 .

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gives them a chance to hear how other children have represented different characters from the same book, or

even the same character.

Riverina Institute of Higher Educa tion, Wagga Wagga, Australia

poor readers may be ready to attempt "George Washington slept here."

To extend the activity to include the

auditory channel, "whisper" words such as "cat" or "drum." Let the chil

dren help figure out that without a

vowel, "words" must be whispered. To conclude the activity, have the

students copy a page from their reader. Ask them to omit the vowels and draw a line where the vowel should be. They exchange papers and fill in the blanks. The activity is self checking as they consult the book to determine the cor rectness of their responses.

To assure concept mastery, the steps should be repeated after a week or so.

Henrico County Schools, Highland Springs, Virginia

go

43 O

13

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Where there's a word, there's a vowel

Jennie Jennings DeGenaro

Children enjoy the discovery method of learning and the "a-ha" feeling when

they realize a truism without being told. Here's an activity that teaches students there must be a vowel in every

word. Use it with small groups (4-6 children).

The materials needed are cardboard,

plastic, or wooden letters (all 26). Chalkboard and chalk will be needed the next day along with the child's reader.

Place all the letters on a table except the vowels. Ask the children if they can make a word with the letters.

When they see 21 letters, they are cer tain they will be able to do so.

After a few minutes, they will start to ask for the vowels. This will be the "moment of truth" as they realize they cannot make a word without a vowel.

Place the vowels on the table. When a child makes a word, write it on the board. When the children have made all the words they can, allow them time to pronounce each word.

The next day, write a short sentence on the board. Omit the vowels and draw a straight line where the vowel should be. Ask the students to figure out the sentence and name the vowel that is missing. Let a child go to the board and fill in the space with the cor rect vowel. Sentences such as "The cat is fat" are challenging for students

reading on a 1st grade level. Older

Science and

language: An "Egg"sperience

Susanne Christensen Stana Lennox

Mary Jane Savage

In April both of our 3rd and 4th grade classes experienced spring in a special

way. We nurtured and held new life. We became embryology "egg"sperts.

Each classroom received a brood of 6 fertile chicken eggs, an incubator, and a brooding box. Our program was

sponsored by the 4-H club, which was

sponsored by the Agricultural Depart ment of Pennsylvania State University.

When the chicks arrived at our

school, the 4-H club representative showed the children a film on "How to

Hatch Chicks." Each child received a 4-H club pin and had the responsibility of memorizing the 4-H pledge. The children were now official 4-H club

members. In addition, each class was considered a club of its own and conse

quently had to find a name to represent its club.

The Classroom Reading Teacher 377

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