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The Doubling Rule - Practice
This is done best with a "landscape" view (paper
turned sideways), because it's wider than it is long. It
can also be done on two facing pages in a binder, so the
student can see both pages at once.
Remember, there are several ways the short vowel can be
'protected' from the danger of becoming long:
The student should be able to identify which of the above
situations is happening. Lots of practice is a very good
idea with this one, as well as practice reading columns
of v/cv next to vc/cv words so that students associate the
vcv pattern with the long vowel sound.
I strongly suggest making a template for this that's easy
to read and navigate (instead of printing this). Too often
we underestimate "little inconveniences" that
are real barriers to learning.
| WORD |
base word |
suffix |
Double (yes or no)? |
Why or why not? |
| skinny |
skin |
y |
|
|
| flatly |
|
|
|
|
| biggest |
|
|
|
|
| |
kid |
er |
|
|
| |
sink |
ing |
|
|
| |
add |
ed |
|
|
| winnable |
|
|
|
|
| trustable |
|
|
|
|
| |
bid |
able |
|
|
| WORD |
base word |
suffix |
Double (yes or no)? |
Why or why not? |
| dimmer |
|
|
|
|
| |
fog |
y |
|
|
| |
meek |
er |
|
|
| |
flop |
ed |
|
|
| |
nab |
ed |
|
|
| |
just |
ify |
|
|
| |
up |
ity |
|
|
| |
sad |
ly |
|
|
| |
sad |
en |
|
|
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Jones, Resource Room. All Rights Reserved.
