From the archives...
An LOE user posted the following message on the (now discontinued) LOE Forum:
We've finished Foundations A-C and are just starting D. Somehow early on, I missed that we were supposed to keep a "Lazy Vowel Chart" and by the time I realized, didn't ever manage to go back and capture all the words that should be on it. Without combing back through all the material up to this point, can you bring me up to speed on what all should be on the chart from A-C? Any help would be greatly appreciated!
It is not a problem to simply begin where you are. The idea is to simply create a chart that has two columns to help students notice words where sounds are being lazy. One column is a schwa sound in an unstressed syllable or word. The second columns is the O saying its lazy sound next to W, M, N, TH, or V. The students can simply add words to the chart as they notice them.
The chart is first introduced in lesson 45 of Foundations B, and then the second column in lesson 86 of Foundations C, if you'd like to look back. Here is an example of what it might look like (the forum does not handle columns well, so they are listed one below the other:
LAZY VOWELS CHART
Column 1: ə
- lazy schwa -
Column 2: O
- before V, TH, M, N; after W -
The chart is introduced when students have just learned about schwa, and the second column when they've just learned about the lazy O and how it sometimes says the schwa sound in an stressed syllable when next to certain letters, because this gives them a second reason they might encounter a lazy vowel. So the second column is for words that do this, like "wonder" and "month," while the first column is for words where a vowel says schwa in an unstressed syllable or unstressed word (first introduced in Foundations B). You could choose to separate first column words into "lazy schwa: unstressed syllable" and "lazy schwa: unstressed word" if you prefer, making three columns total.
So the purpose of the chart is simply to help students keep track of any new words you are learning that use Rule 31, dividing by type. During the first lessons of D, for example, you might add "mother" in the right-hand column and "different" and "alone" in the left-hand column after you teach them in the spelling analysis list. But it's not a question of having a "complete" chart of certain words, but of helping students notice lazy sounds in any word they are learning.