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PHONICS

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Phonics

Contents and Scope and Sequence Lesson 1 ...................................................................................................................................................................... 5

• I can hear and identify rhyming words.

Lesson 2 ...................................................................................................................................................................... 9

• I can hear and recognize rhymes.

Lesson 3 .................................................................................................................................................................... 12

• I can listen for rhyming patterns in picture words.

Lesson 4 .................................................................................................................................................................... 16

• I can identify and generate rhyming words.

Lesson 5 .................................................................................................................................................................... 20

• I can generate rhyming words.

Lesson 6 .................................................................................................................................................................... 23


Lesson 7 .................................................................................................................................................................... 29

• I can hear and identify initial consonant sounds.

Lesson 8 .................................................................................................................................................................... 36


Lesson 9 .................................................................................................................................................................... 43


Lesson 10 .................................................................................................................................................................. 50


Lesson 11 .................................................................................................................................................................. 57

• I can match final consonant sounds with letters.

Lesson 12 .................................................................................................................................................................. 62


Lesson 13 .................................................................................................................................................................. 67

• I can identify the sounds of hard and soft Cc and Gg.

Lesson 14 .................................................................................................................................................................. 71

• I can decode words containing “qu” or “x.”

Lesson 15 .................................................................................................................................................................. 77

• I can identify and decode words containing silent letters.

Lesson 16 .................................................................................................................................................................. 81

• I can hear and identify the short “a” sound in words.


Lesson 17 .................................................................................................................................................................. 86


Lesson 18 .................................................................................................................................................................. 91


Lesson 19 .................................................................................................................................................................. 95

• I can hear and identify the short “e” sound in words.

Lesson 20 ................................................................................................................................................................ 100

• I can identify the various sounds of “w” and “y.”

Lesson 21 ................................................................................................................................................................ 106

• I can identify the long “Aa” sound in double vowel words.

Lesson 22 ................................................................................................................................................................ 110

• I can identify the long “Ee” sound in double vowel words.

Lesson 23 ................................................................................................................................................................ 114

• I can identify the long vowel sound in double vowel words.

Lesson 24 ................................................................................................................................................................ 118

• I can identify the vowel sound in double vowel words.


Lesson 1 My learning objective(s):

• I can hear and identify rhyming words.

Things I need for today’s lesson:

• Student Resource Packet 1

• A pencil

Today’s text(s):

• Humpty Dumpty

• Hey, Diddle, Diddle

• Twinkle, Twinkle, Little Star

Question(s) to think about as I start:

• What does rhyme mean?

• What are some words that rhyme?

What do I need to know?

• Rhyming words are words that share the same ending sound, like we and me.


Introduction

Read aloud:

Humpty Dumpty

Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall.

All the king’s horses and all the king’s men, Couldn’t put Humpty together again

Stop and think:

• When I read the underlined words, can I tell which two rhyme with each other?

Read aloud:

star

high

sky

Stop and think:

• Which two words rhyme?


Guided Practice

Read aloud:

Hey, Diddle, Diddle, The cat and the fiddle

The cow jumped over the moon. The little dog laughed to see such sport, And the dish ran away with the spoon.

Stop and think:

• Which words rhymed with each other?

Read aloud:

Twinkle, twinkle, little star, How I wonder what you are! Up above the world so high, Like a diamond in the sky.

Twinkle, twinkle, little star, How I wonder what you are.

Stop and think:

• Which words rhymed with each other?


Practice

• Read each pair of words below and circle the pairs that rhyme.

• Remember that rhyming words are words that share the same ending sound.

Bat / Cat

Cup / Jar

Fox / Box

Van / Can

Ball / Cap

Reflect:

What can I draw or write to remember what I learned today?


Lesson 2

My learning objective(s):

• I can hear and recognize rhymes.



• A pencil

Today’s text(s): I Am A Little Toad


• What does it mean when two words rhyme?


• Rhyming words are words that share the same ending sound, like bat and cat.

Introduction

Read aloud:

I am a little toad, Hopping down the road.

Just listen to my song, I sleep all winter long.

When spring comes, I peep out, And then I jump about, And now I catch a fly,

And now I wink my eye, And now and then I hop, And now and then I stop!


Guided Practice

Read aloud:

I am a little toad,

Hopping down the road .

Stop and think:

• These are the first two lines of the poem. What word rhymes with toad?

Read aloud:

Just listen to my song, I sleep all winter long.

Stop and think:

• These are the second two lines of the poem. What word rhymes with song?

Read aloud:

When spring comes, I peep out, And then I jump ___.

Stop and think:

• What is the missing word?

Read aloud:

And now I catch a fly, And now I wink my ___,

Stop and think:



Read aloud:

And now and then I hop, And now and then I ___ !

Stop and think:


Practice

• Read each pair of words below and circle the pairs that rhyme.


you / blue big / bat fun / run

Reflect:




• I can listen for rhyming patterns in picture words.


• A pencil

Today’s text(s): N/A




• Rhyming words are words that share the same ending sound, like tall and fall.

Introduction

Read aloud:

cat bat

Stop and think:

• I see picture words of two animals. What are these two animals?

• Do these words rhyme? How do I know?


Guided Practice

Read aloud:

Stop and think:

• What rhymes with tag?

Practice

• Read the picture words and match the words that rhyme.


1. Which picture word rhymes with cake?


2. Which picture word rhymes with rug?

3. Which picture word rhymes with hop?

4. Which picture word rhymes with dish?


Reflect




• I can identify and generate rhyming words.



• A pencil

Today’s text(s): The Swing by Robert Louis Stevenson




• Generate means to come up with or make something. I will be able to come up

with rhyming words by the end of this lesson.

• Rhyming words are words that share the same ending sound, like tall and fall.

• The poem I’m reading, The Swing, has three parts. Each part is called a stanza.

Guided Practice

Read aloud:

How do you like to go up in a swing?

Up in the air so blue?

Oh I do think it is the pleasantest thing

Ever a child can do!

Stop and think:

• In this first stanza, I heard a word that rhymed with the word “swing.” What word

rhymed with “swing”?

• In this first stanza, I also heard a word that rhymed with “blue.” What word

rhymed with “blue”?


Read aloud:

Up in the air and over the wall,

Till I can see so wide,

River and trees and cattle and all

Over the countryside –

Stop and Think:

• In this second stanza, I heard a word that rhymed with “wall.” What word rhymed

with “wall”?

• In this second stanza, I also heard a word that rhymed with “wide.” What word

rhymed with “wide”?

Read aloud:

Till I look down on the garden green

Down on the roof so brown –

Up in the air I go flying again,

Up in the air and down! Stop and Think:

• In this third and last stanza, I heard only two rhyming words. Which two words

rhymed?


Practice

• Read the whole poem aloud with feeling and listen for all the rhyming words.

The Swing

How do you like to go up in a swing?

Up in the air so blue?

Oh I do think it is the pleasantest thing

Ever a child can do!

Up in the air and over the wall,

Till I can see so wide,

River and trees and cattle and all

Over the countryside –

Till I look down on the garden green

Down on the roof so brown –

Up in the air I go flying again,

Up in the air and down!


Reflect

What are some rhyming words I could use in a poem?






Today’s text(s): One, Two, Buckle My Shoe







Introduction

Read aloud:

One, two

Buckle my shoe.

Three, four

Close the door.

Five, six

Pick up sticks.

Seven, eight

Lay them straight.

Nine, ten

A big fat hen. Stop and think:

• What rhyming words did I hear?


Guided Practice

Read aloud:

One, two

Buckle my .

Three, four

Close the . Stop and Think:

• What are the missing words?

• Did I check to see if it makes sense and if it rhymes with “two”?

• Did I check to see if it makes sense and if it rhymes with “four”?

Read aloud:

Five, six

Pick up .

Seven, eight

Lay them . Stop and Think:

• What are the missing words?

• Did I check to see if it makes sense and if it rhymes with “six”?

• Did I check to see if it makes sense and if it rhymes with “eight”?

Read aloud:

Nine, ten

A big fat . Stop and Think:


• Did I check to see if it makes sense and if it rhymes with “ten”?


Practice

• Fill in the missing word spaces with different rhyming words than the ones from

the nursery rhyme. The words don’t have to make sense. They just need to

rhyme. Example: One, two, buckle my glue.

One, two

Buckle my .

Three, four

Close the .

Five, six

Pick up .

Seven, eight

Lay them .

Nine, ten

A big fat .

Reflect

Can you think of two words that rhyme?





• A pencil

Today’s text(s): To Market, To Market







Introduction

Read aloud:

“To Market, To Market”

To market, to market To buy a fat pig.

Home again, home again Jiggety, jig.

Stop and think:

• How are the words pig and jig alike?


Read aloud:


To market, to market To buy a fat frog.

Home again, home again Jiggety, jog.

Stop and Think:

• Two words in the poem have been changed. Can you find the two new rhyming

words?

Read aloud:


To market, to market To buy a fat cow.

Home again, home again Jiggety, now.

Stop and Think:

• Two words in the poem have been changed again. Can you find the two new

rhyming words?


Guided Practice

Read aloud:


To market, to market To buy a fat mouse.

Home again, home again Jiggety, ____.

Stop and Think:

• Name a rhyming word that can finish the poem.

• Did I check to see if it rhymes with “mouse”?

Read aloud:


To market, to market To buy a fat moose.


Stop and Think:


• Did I check to see if it rhymes with “moose”?


Read aloud:


To market, to market To buy a fat bird.


Stop and Think:


• Did I check to see if it rhymes with “bird”?

Read aloud:


To market, to market To buy a fat bear.


Stop and Think:


• Did I check to see if it rhymes with “bear”?


Practice

• Listen to the rhyme.

• Write as many words as you can think of that rhyme with “sheep” and “alone.”

You can use nonsense words as well.

“Little Bo-Peep”

Little Bo-Peep Has lost her sheep,

And doesn’t know where to find them. Leave them alone,

And they’ll come home Wagging their tails behind them.

sheep alone


Practice:

• Listen to the rhyme.

• Write as many words as you can think of that rhyme with “blue” and “boy.”

You can use nonsense words as well.

“Little Boy Blue”

Little Boy Blue, Come blow your horn,

The sheep’s in the meadow, The cow’s in the corn.

Where is the boy Who looks after the sheep?

He’s under the haystack fast asleep.

blue boy

Reflect:

• Can you think of two words that rhyme?





• A pencil

Today’s text(s): Consonant Letters


• Can you name a letter in the alphabet that is a consonant?


• A consonant is any letter other than a, e, i, o, or u.

Introduction

Read aloud:

• What letter is this?

Stop and think:

• What sound does the letter “Pp” make?


Read aloud:

• Name each letter.

Stop and think:

• What sound does each letter make?


Read aloud:


Stop and think:



Guided Practice

Say the word that matches the picture.

• Decide which sound matches the first sound of the word.

Read aloud:

• What sound does the word “doll” begin with?

• What sound does the word “pants” begin with?

Read aloud:

• What sound does the word “teeth” begin with?

• What sound does the word “bird” begin with?


Practice

• Say the word that matches the picture.

• Decide which sound matches the first sound of the word.

Read aloud:

• What is the first letter sound of the word “mice?”

• What is the first letter sound of the word “pot?”


Reflect






• A pencil






Introduction

Read aloud:


Stop and think:

• What sound does the letter “Bb” make?


Read aloud:


Stop and think:



Read aloud:



Guided Practice


• Decide which letter matches the first sound of the word.


Practice


• Decide which letter matches the first sound of the word.


Reflect






• A pencil

• A sheet of paper






Introduction

Read aloud:


Stop and think:

• What sound does the letter “Rr” make?


Read aloud:


Stop and think:



Guided Practice

• Say the word that matches each picture.

• Decide which sound matches the first sound of the letter given.

• Write that beginning sound on your paper in both upper case and lower case.

Read aloud:

• Which picture has the beginning sound /ks/?

• Write the letter “Xx” on your paper.

• Which picture has the beginning sound /y/?

• Write the letter “Yy” on your paper.

• Which picture has the beginning sound /z/?

• Write the letter “Zz” on your paper.

Read aloud:

• Which picture has the beginning sound /r/?

• Write the letter “Rr” on your paper.

• Which picture has the beginning sound /v/?

• Write the letter “Vv” on your paper.

• Which picture has the beginning sound /w/?

• Write the letter “Ww” on your paper.


Practice

• Decide what letter tells the first sound of the picture.

• Write that letter on your paper.

Read aloud:

• What sound does the word “yarn” begin with?

• Write that letter on your paper

• What sound does the word “violin” begin with?


• What sound does the word “zipper” begin with?


• What sound does the word “wagon” begin with?


• What sound does the word “ring” begin with?


• What sound does the word “x-ray” begin with?



Reflect







• A pencil






Introduction

Read aloud:

• Say the following words aloud.

Stop and think:

• What sound do all of these words begin with?

• What letter makes that sound?

Ss


Read aloud:


Stop and think:



DdRead aloud:


Stop and think:



Hh


Read aloud:


Stop and think:



Rr

Guided Practice


• Decide which is the first sound for each picture.

• Write that letter on your paper.

Read aloud:

• What sound do these words begin with?

Stop and Think:

• What letter did you write?


Read aloud:


Stop and Think:


Read aloud:


Stop and Think:



Practice

• Say the names of the three pictures.

• Decide which two pictures have the same first sound.

Read aloud:

• Which two pictures have the same first sound?


• Choose a letter and draw a picture that begins with that letter’s sound.

b d h r s f j l

m v z p w


Reflect

• What can I draw or write to remember what I learned today?





• A sheet of paper and a pencil

Today’s text(s): Final Consonant Letters





Introduction

Read aloud:

• Say the words that match the following pictures.

• Listen for the ending sound in each word.

Stop and think:

• Point to the letter that matches the ending sound and say the sound aloud.


Guided Practice


• Decide which is the ending sound for each picture.

Read aloud:

• Point to the ending sound in the word “slide.”

• Point to the ending sound in the word “egg.”

Stop and Think:

• What letter did you point to for each picture?

Read aloud:

• Point to the ending sound in the word “star.”

• Point to the ending sound in the word “drum.”

Stop and Think:

• What letter did you point to for each picture?


Practice

• Say the name of each picture.

• Say the ending sound by itself.

• Point to the letter that matches the ending sound.

• Say the name of that letter.

Read aloud:

• Say the word “frog” aloud.

• Say the word “car” aloud.

Stop and Think:

• What is the ending sound of the word “frog?”

• What is the ending sound of the word “car?”


Practice:


• Say the ending sound by itself.

• Point to the letter that matches the ending sound.

• Say the name of that letter.

Read aloud:

• Say the word “sheep” aloud.

• Say the word “milk” aloud.

Stop and Think:

• What is the ending sound of the word “sheep?”

• What is the ending sound of the word “milk?”


Reflect



Lesson 12

My learning objective(s):




• A pencil

Today’s text(s): Final Consonant Letters






Introduction

Read aloud:

• Say the words that match the following pictures.

• Listen for the ending sound in each word.

Stop and think:

• Point to the letter that matches the ending sound and say the sound aloud.


Guided Practice


• Decide which is the ending sound for each picture.

• Write the letter of the ending sound on your paper.

Stop and Think:

• What letter did you write for each picture?

• Check your answers below.


Practice

Read aloud:

• Read each word.

• Match the word on the left with the word on the right that has the same ending sound.

Stop and Think:

• What pictures did you match?

• What were the ending sounds for each picture?


Reflect




• I can identify the sounds of hard and soft Cc and Gg.



• A pencil

Today’s text(s): Hard and Soft “c” and “g” words


• What are some words that begin with “Cc”?

• What are some words that begin with “Gg”?


• The letters “Cc” and “Gg” have both hard and soft sounds.

• The sound that “Cc” or “Gg” makes depends on the letters that follow right

behind it in a word.

Introduction

Read aloud:

• Look at these words.

• Say the words to yourself.

cat circus

cake cell

Stop and think:

• What do these words have in common?

• What do you notice about the sound of the letter “Cc” in these words?


Read aloud:



game germ

goat gym

Stop and think:


• What do you notice about the sound of the letter “Gg” in these words?

Guided Practice

• Read these words to yourself.

• Decide if the word has a hard or soft “Cc” or “Gg” sound.

game carry ice

center giant gate

coat goose cent

ginger cell call

Stop and Think:

• Point to the words that have a hard “Gg” sound.

• Point to the words that have a soft “Gg” sound.

• Point to the words that have a hard “Cc” sound.

• Point to the words that have a soft “Cc” sound.


Read aloud:

• Read the following words.

Soft sound:

ginger giant cent

cell center ice

Hard sound:

coat call carry

gate game goose

Stop and Think:

• What do the soft sound words have in common?

• What do the hard sound words have in common?


Practice

• Read each word aloud.

• Say whether the word has a hard or soft “Gg” or “Cc”.

Read aloud:

energy second

gum ceiling

pencil giraffe

camp page

Stop and Think:

• What letter follows each “Gg” and “Cc”?

• How does that help you to decide whether the sound is soft or hard?

Reflect




• I can decode words containing “qu” or “x.”


• Composition book

• Pencil

Today’s text(s): Words that go with our lesson


• What are some words that begin with “q”?

• What are some words that begin with “x”?


• Both “q” and “x” have special qualities that will be explored in this lesson.

Introduction

Read aloud:



question quick

quit quack

Stop and think:

• What patterns do you see in these words?


Read aloud:



box exit

xylophone

Stop and think:

• What sound does “x” make in each of these words?

Guided Practice

• Write “Sounds of x” at the top of your paper.

• Then, split your paper into three sections. At the top of each section write /ks/,

/g/, and /z/.

/ks/ /g/ /z/


Read Aloud:

• Read each of the following words.

fox ax

ox sixty

Stop and think:

• Write each word under the /ks/ column on your paper.

• All of these words contain the letter “x” and that letter makes the /ks/ sound.

Read Aloud:


exist expire

exact exam

Stop and think:

• Write each word under the /g/ column on your paper.

• All of these words contain the letter “x” and that letter makes the /g/ sound.

Read Aloud:

• Read the following word.

xylophone

Stop and think:

• Write this word under the /z/ column on your paper.

• This word contains the letter “x” and that letter makes the /z/ sound.


Read Aloud:

• Skip two lines on your paper and write “qu” on the line.

• Remember that “q” is always partnered with “u” in words.

“qu”


quack quiz queen

question quick quiet

Stop and think:

• Write each word under the “qu” column on your paper.


Practice

• You will listen to words that contain “qu” or “x”.

• Listen for the words, and then write them on your paper.

Read aloud:

• This is a sound made by a duck.

• This is how you should be in a library.

• This is an animal with a long white tipped tail that lives in the forest.

• This sign tells you where to leave a building.

Stop and Think:

• Check your answers.

• Did you write down the following words?

• quack

• quiet

• fox

• exit


Reflect




• I can identify and decode words containing silent letters.



• A pencil



• What does the word “silent” mean?

• What is a silent letter?


• A silent letter is a letter that makes no sound in a word.

Introduction

Read aloud:

• Review the following silent letter patterns.

gn kn

wr mb


• Write them on your paper.

• Underline the silent letter pattern in each word.

gnat knight

wrist climb


Stop and think:

• Read the words again.

• Underline the letter pairs that are underlined below on your paper.

• What underlined letter sound do you hear?

• What underlined letter sound is silent?

gnat knight

wrist climb

• Cross out the silent letter.

Guided Practice



gnash knock

wrap lamb

Stop and think:

• Underline the silent letter pattern in each word.

• Cross out the silent letter in each silent letter pattern.

Read Aloud:

• Read the words again.

gnash knock

wrap lamb


Practice

• Flip over your paper and write “Silent Letters” on the top of the page.

• Fold your paper so you have three columns like the table below.

• Label each column with “pattern”, “sound”, and “sample”.

Pattern Sound Sample

• Under “Pattern”, write the four silent letter patterns that you have practiced in

this lesson.

Pattern Sound Sample

gn

kn

wr

mb

Stop and Think:

• Fill in the remaining rows with the sound you hear in each pattern and a sample word that contains that silent letter pattern.

• Read each of the examples that you provided.


Reflect







• A pencil



• What sound does the letter “Aa” make?

• What are some words you know that have the letter “Aa”?


• The letter Aa has many sounds.

Introduction

Read aloud:

• Say the word that matches the picture below.

Stop and think:

• What sound does the letter “a” make in the word “bat”?


Read aloud:

• Read the following jingle that reminds us about short vowels.

Guided Practice

• Read each of the following riddles.

• Each answer will have a short “a” sound.

What is something made of metal that holds food?

Clue – it starts with c.

What is something you put on your head?

Clue – it starts with h.

What is something that you cook things in?

Clue – it starts with p.

What is something you use to carry things, like groceries?

Clue – it starts with b.


• Check your answers here.

What is something made of metal that holds food?

can

What is something you put on your head?

hat

What is something that you cook things in?

pan

What is something you use to carry things, like groceries?

bag


Practice


• Write the word with the short “a” sound that tells the picture name on your

paper.

Stop and Think:

• Read each of the following words as you check the corresponding words on your paper.

can hat

pan

bag


Reflect







• A pencil

Today’s text(s): Words that go with our lesson, “Rhyme, Rhyme, Rhyme the Words”






Introduction

Read aloud:

• Say the words that match the pictures below.

Stop and think:

• What sound does the letter “a” make in the word “bat”?


Read aloud:

• Read the following jingle that reminds us about short vowels.

Guided Practice

• Read each of the following “at” words.


• Add at least three more “at” words to your list.

What words are in the “at” family?

bat

cat

Stop and Think:

• What words did you add to the “at” family list?

• What changed in each of the words?

• What stayed the same?


Practice

• Read the following “an” word.


• Add at least three more “an” words to your list.

What other words are in the “an” family?

man

Stop and Think:

• What words did you add to the “an” family list?



Practice:

• Read the following “ag” word.


• Add at least three more “ag” words to your list.

What other words are in the “ag” family?

bag


Stop and Think:

• What words did you add to the “ag” family list?



Practice:

• Read each of the following “am” words.


• Add at least three more “am” words to your list.

What other words are in the “am” family?

ham

Stop and Think:

• What words did you add to the “am” family list?



Stop and Think:

• Can you think of any more words to add to this “short a” list?

bat cat

man bag ham ?


Reflect







• A pencil







Introduction

Read aloud:

• Read the following words that contain the short “a” sound.

fast

last

past

Stop and think:

• What sound does the letter “a” make in these words?

• What part of each word stays the same?

• What part of each word changes?


Guided Practice

Read aloud:

• The following words end in “_ack”.

• Read the beginning of each word and add the ending “__ack”.

bl___

b___

st___

p___

Stop and think:

• What words did you make?

• Write those words on your paper.

• Brainstorm other words that end in “ack”.


Read aloud:

• The following words end in “_ap”.

• Read the beginning of each word and add the ending “__ap”.

c___

sn___

n___

l___


Stop and think:

• What words did you make?


• Brainstorm other words that end in “ap”.


Practice

• Listen to the following words with the short “a” sound.


had

cat

man

ram

Stop and Think:

• Brainstorm other short “a” words.



Reflect




• I can hear and identify the short “e” sound in words.



• A pencil



• What sound does the letter “Ee” make?

• What are some words you know that have the letter “Ee”?


• The letter Ee has many sounds.


Introduction

Read aloud:

• A is the first letter of the alphabet, what place does “e” sit in the alphabet?

• Read the following words that contain the short “e” sound.

elephant

egg

elbow

bed

leg

vet

Stop and think:

• What sound does the letter “e” make in these words?

• Do you know the jingle for short vowels?

o If one vowel in the middle is found, it makes just a little sound.

http://the2womancrusade.wordpress.com/2011/05/15/bring-the-hammer-down

https://creativecommons.org/licenses/by-nc-nd/3.0/


Guided Practice

• Listen to the following words. If the word contains the short e sound, clap your hands once.

• Remember the short e is the sound you hear at the beginning of the word, egg.

net west ate end

sniff beg ten ax

sent Jack bed pop

Stop and think:

• Brainstorm other words that contain the short e sound.



Practice

• Listen to the following words with the short “e” sound.

• Circle the pictures that have the short “e” sound.

egg flag bed

fish hen plane

pen steps ball

Stop and Think:

• What is the special sound of short e?


Reflect




• I can identify the various sounds of “w” and “y.”


• No additional resources



• What sound does the letter “Yy” make?



• The letters “w” and “y” can act as consonants or vowels depending on their

positions in words.

• When “y” is at the end of a one-syllable word, it has the sound of long “i”.

When “y” is at the end of a two-syllable word, it has the long “e” sound.

Introduction

Read aloud:


• Say them to yourself.

gym myth

crystal yellow

yarn yet

Stop and think:

• What sound does “y” make in these words?

• Which words have the short “i” sound?

• Which words have the regular consonant sound of “y”?


Read aloud:


saw

snow

blew

Stop and think:

• What sound does “w” make in these words?

• Why is “w” considered a vowel in these words?

Read aloud:


what

with

want

Stop and think:

• What sound does “w” make in these words?

• Why is “w” considered a consonant in these words?


Guided Practice


Is it a consonant or vowel?

yell raw low

when happy wink

Stop and Think:

• Which words use the letters “y” and “w” as a vowel?

• Which words use the letters ”y” and “w” as a consonant?

Consonants Vowels

yell raw

when low

wink happy


Practice

• Read each of the following sentences.

• Determine whether “w” and “y” function as consonants or vowels in the

underlined words.

The yellow bird will fly in the sky.

Stop and Think:


yellow y is a consonant

will w is a consonant

fly y is a vowel

sky y is a vowel

Practice:



underlined words.

Will you tell me why the snow is cold?

Stop and Think:


Will w is a consonant

you y is a consonant

why y is a vowel

snow w is a vowel


Practice:



underlined words.

The happy cow will chew the grass.

Stop and Think:


happy y is a vowel

cow w is a vowel

will w is a consonant

chew w is a vowel


Reflect




• I can identify the long “Aa” sound in double vowel words.


• A pencil

• A piece of paper

Today’s text(s): Words that go with our lesson, “The Long Aa Jingle”


• What are some words that have the long “Aa” sound?


• The long “Aa” sound says its name.

• The long “Aa” sound is made by different letters.

Introduction

Read aloud:

• Read the following long “a” words.



cake

rain

play

Stop and think:

• What letters make the long “a” sound in each of these words?


Read aloud:

• Read the following jingle about the long “a” sound.

The Long “Aa” Jingle

When two vowels go walking,

The first one does the talking

And the second is silent.

As you may know, in this case,

The letter “y” is considered a vowel.

Guided Practice

• Read the following long “a” words.


• Write a line over the “a” to demonstrate the long “a” sound.

• Cross out the silent letters.

say sāy

aim āim

play plāy


Practice

• Read the following clues to yourself.

• Write down the answer to the riddle.

What do you use to catch fish?

Clue - it rhymes with wait.

What is the opposite of night?

Clue - it rhymes with play.

What can you brush on walls?

Clue - it rhymes with faint.

Stop and Think:


• What letters in each word make the long “a” sound?

bait

day

paint


Reflect




• I can identify the long “Ee” sound in double vowel words.


• A pencil


Today’s text(s): Words that go with our lesson, “The Long Ee Jingle”


• What are some words that have the long “Ee” sound?


• The long “Ee” sound says its name.

• The long “Ee” sound is made by different letters.

Introduction

Read aloud:

• Read the following long “e” words.



seal

feet

Stop and think:

• What letters make the long “e” sound in each of these words?


Read aloud:

• Read the following jingle about the long “e” sound.

The Long “Ee” Jingle

When two vowels go walking,

The first one does the talking

And the second is silent.

Guided Practice

• On your paper, write two columns and label one “ea” and one “ee”.

• Read the following long “e” words.

• Fill in the chart with three more “ea” words and three more “ee”.

“ea” “ee”

meat green

Stop and think:

• Read each of the words in both columns.


Practice

• Turn your paper over.

• Read the following sentences to yourself.

• Write down the sentences on your paper.

• Underline all of the “Ee” combinations.

Jean likes to sweep the street.

We will read about green beans in that book.

The sea is very deep.

Stop and Think:


• Read the sentences again.

Jean likes to sweep the street.

We will read about green beans in that book.

The sea is very deep.


Reflect




• I can identify the long vowel sound in double vowel words.


• A pencil




• What do we know about the sound that double vowel combinations make?


• When there are double vowel combinations, the first vowel is long and says its

name and the second vowel is silent.

• That is true for the following double vowel combinations: oa, ue, and ow.

Introduction

Read aloud:

• Read the following long vowel words.



boat

glue

grow

Stop and think:

• What long vowel sounds are made with the underlined letter combinations?


Guided Practice

• On your paper, write the following words with a long vowel combination.

slōw

coat

true

Stop and think:

• Write a line above the vowel that makes the long vowel sound in each word.

• Cross out the silent vowel in each word.

• The first word has been done as an example in the chart above.

Guided Practice:

• Try it again with the following words.

• Check your answers on the next page.

oak

due

row


slōw

cōat

trūe

ōak

dūe

rōw

Practice

• Read the following riddles.

• Write down the answer to the riddle on the back of your paper.

• Remember, each word will have one of the following vowel pairs.

oa ue ow In a swimming pool, this will keep your head above the

water.

The color of the sky on a clear day.

When the grass gets too long, you need to do this to it.

Stop and Think:

• Check your answers below.

float

blue

mow


Reflect




• I can identify the vowel sound in double vowel words.


• A pencil



• What do we know about the sound that these double vowel combinations make?


• When there are double vowel combinations, the first vowel is long and says its

name and the second vowel is silent.

• That is true for the following double vowel combinations: oa, ue, and ow.

Introduction

Read aloud:

• Read the following long vowel words.



book foot hoop boot food

shook

Stop and think:


• Is the double “o” sound the same in each word? Why or why not?


Read aloud:

• The double “o” can make the short or long “o” sound. In the chart below, the words above have been organized by short “o” and long “o”.

• Read them aloud.

Short “o” Long “o” book hoop foot boot

shook food


Guided Practice

• You will now sort double “o” words into two columns by the short and long “o”

sounds. A clue word has been provided for each sound.

Short “o” Long “o” book food

Stop and think:

• Say the following words to yourself.

• Sort them into your table based on the double “o” sound they make.

• Check your words on the next page.

cook tooth hood soon stood school moon zoo

look bloom


• Check your words here.

Short “o” Long “o” book food cook moon hood tooth

stood soon look school

zoo bloom


Practice

• Read the following sentences.

• Write down the underlined double “o” words in the chart below.

The goose flew to the red roof.

Tom took the wood inside the house.

Stop and Think:

• Is goose long or short oo?

• Is roof long or short oo?

• Is took long or short oo?

• Is wood long or short oo?

Short “o” Long “o”


Reflect


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