Although children will pick up r-controlled words as they learn to read, it is a good idea to have a separate lesson on them since they are neither short nor long vowel words, and since “ir,” “er” and “ur” sound the same.
Just like it helps to have a reference word for short vowel words, it is a good idea to teach reference words for r-controlled words. I suggest you use nouns whose image is obvious to a child, such as
ar car, jar or star
or fork, stork or sword
er Bert (from Sesame Street) or fern
ir bird or skirt
ur church or turtle
When you begin to teach r-controlled words, choose words whose spelling follows the rules, such as
far bar fir her
purr slur stir for
nor sir sort start
Don’t choose “store,” “floor” or “boar,” or other words whose spelling varies. Start with one syllable words, and then move on to two syllable CVC-CVR words with twin consonants such as
better bitter butter differ
hammer dinner ladder matter
offer pepper rubber zipper
Continue with two syllable CVC-CVR words whose middle consonants are not identical such as
timber under lantern fender
lobster master silver winter
lumber member butler monster
Then put the r-controlled syllable at the beginning of the word, using words such as
carpet organ carbon hermit
perfect serpent verdict perhaps
perfume person Vermont artist
At this point the student should be able to add consonants after the r-controlled syllable to create flirt, squirted and discard.
If your child has already learned CVC-CVC words, adding r-controlled words should be easy for the child. Even so, take small steps, and when he is ready, move on. As for “store,” “floor” and “boar,” you can tell your child that there are some variations in the spelling of r-controlled words. Rather than confuse the child at this point, when you are reading together, point out alternate spellings as you come upon them. –Mrs. K
comicphonics for early readers 