Unit 5 Reading Rods® Response Kits46

Review (Optional)

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.

Teach the Concept

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.

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?

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.

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.•

Unit 5, Lesson 3

Vowel Patterns

ai, ay

MaterialsStudent Materials J

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 FamiliesSorting Mat•Eraser•

Dry Erase Board JWord Cards J

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

Reading Selection J“Tail of a Stingray”•

Dry Erase Markers*, J 1 per childShoebox* JWriting Notebooks*, J1 per child

*Teacher provided

Instructional GoalTo decode and write words with Jvowel patterns ai and ay

m ail mail

pail tail nail

ail, ain Word

Families

5b

Advanced Phonics & Word Study www.etacuisenaire.com 47

Vowel Patterns ai, ay: Lesson 3Build 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.

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 WordsUse 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.

Sentence DictationRead 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 TextPrint 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?

sail pain

nail

Tail of a Stingray

Shoebox