Download Unit 5, Lesson 3 Vowel Patterns ai, ay

Unit 5, Lesson 3
Vowel
Patterns
ai, ay
J To decode and write words with
vowel patterns ai and ay
Materials
J Student Materials
• Reading Rods: All Consonants
(blue); ch, pl, sn, st, tr
(green); ail, ain (yellow)
• Activity Tray
• ClearVu Paper Saver
• Activity Mat 5b: ail, ain
Word Families
• Sorting Mat
• Eraser
J Dry Erase Board
J Word Cards
• Phonics-Related Words: aim,
chain, clay, day, gain,
hail, hay, mail, main, may,
maybe, nail, pail, pain,
paint, pay, plain, play, rail,
rain, sail, say, snail, stain,
stay, tail, trail, train,
tray, wait, way
J Reading Selection
• “Tail of a Stingray”
J Dry Erase Markers*, 1 per child
J Shoebox*
J Writing Notebooks*,
1 per child
*Teacher provided
make High-Frequency Word Cards: a, about, all, and, because, but,
he, her, him, is, make, now, of, she, that, the, they, this, to,
what, your
These high-frequency words are included in this lesson’s reading selection. You
may choose to review them before beginning this lesson.
Write mail. Say the word aloud. Pretend to write a note to
yourself and say, Today I must pick up my mail at the post office.
•Say, When I look at the word mail, I see two parts.
I see the letter m at the beginning of the word. I
also see the word part ail.
•Slowly blend the two parts together: /m/ /�l/, mail.
•Point to the two word parts. Say, When I blend
these two parts together, I get the word mail.
•Read the word naturally: mail.
m ail
mail
Write male on the board. Help children discover that the homonyms are
pronounced the same but have different meanings. Have children discuss the
differences in the two words. Make sure children know the meaning of both
words. Let children know they will read and build more words with long a
phonograms that are spelled without a silent e.
Draw two columns. Write the following words in column 1:
pail, tail, nail.
•Point to each word; ask children to chorally read it
with you.
•Say, I want you to look for a pattern in these words.
What is the same in all of these words? Yes. These
words all are members of the ail word family. Label the
column ail.
•Ask a volunteer to circle the ail pattern in each word.
Say, Can you tell me another word in the ail family?
pail
tail
nail
Repeat the routine in column 2 with these words to
reinforce the ain word family: chain, main, train.
Have children find the following Reading Rods for use in the
next two activities: All Consonants (blue); ch, pl, sn, st, tr
(green); ail, ain (yellow). Tell children to put Activity Mat 5b, ail, ain Word
Families, in their ClearVu Paper Saver. Make sure each child has a dry erase
marker and an eraser.
5b
ail, ain
Word
Families
Unit 5
(Optional)
Teach the Concept
Instructional Goal
46
Review
•Read the directions on Activity Mat 5b aloud. Check to make sure children
understand the activity. Have children work independently. Provide
assistance as needed.
•When children are finished, have them take turns reading their words to
a partner.
•Then have children clean their paper saver.
Reading Rods® Response Kits
Build Words
Ask children to put their Sorting Mat in their ClearVu Paper Saver. Have them find the
following Reading Rods: m, n, p, r, s, t (blue); st, tr (green); ail, ain (yellow). Then
have children work together to build the words sail and pain. Have them copy the
words onto their mats as column headings. Ask children to read the words aloud. Have
them identify the vowel sound and name each long vowel phonogram.
•Say, Let’s build the word mail and decide which column it goes in.
•Guide children to build mail. Have them say the word and listen to the sounds. When
finished, have them place the rod word in the correct column. Then ask children to
write the word mail in the column.
•Have children read the heading and the word aloud: sail, mail.
Vowel Patterns ai, ay:
Lesson 3
sail pain
Repeat the routine with the following words: nail, rain, stain, tail, trail, train. Have
children read all the words from top to bottom each time a word is placed in a column.
When finished listing all the words, point to each column. Say, How are the words in this
column alike?
After the activity, ask children to follow the Reading Rods clean-up routine.
Read Words
Use the following Phonics-Related Word Cards: aim, chain, clay, day, gain, hail, hay,
mail, main, may, maybe, nail, pail, pain, paint, pay, plain, play, rail, rain, sail,
say, snail, stain, stay, tail, trail, train, tray, wait, way. Say, Read the words as
quickly as you can and then put them in the box.
•Remind children to look for patterns in words. Then place a shoebox in the middle of
the table. Tell children to imagine the shoebox is a mailbox. Say, Let’s see how fast
you can “mail” these cards.
•If time permits, have children read the words again as they take the mail out of
the shoebox.
nail
Shoebox
Sentence Dictation
Read the following sentence aloud: We can not sail because it is raining.
Have children say the sentence aloud two times. Then have them write the sentence in
their Writing Notebook. Write the sentence on a dry erase board and have children check
their sentence. Tell them to fix any words not spelled correctly. Call on children to finger
point as they read the sentence aloud.
Read Text
Print a copy of “Tail of a Stingray” and preview it with children.
•Read the title of the story. Briefly talk about marine animals. Say, A stingray is a marine
animal. Stingrays live in the ocean. Many stingrays are gray. They also have long tails
with sharp spines. Tell me one or two details about your favorite marine animal.
•Read the story aloud.
•Say, Writers use descriptive words to help create pictures in a reader’s mind. They
include details about things you can see, hear, taste, or touch. What details did the
writer include to help us picture a stingray?
Advanced Phonics & Word Study
Tail of a
Stingray
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