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Introduced in This Book
Previously Introduced
Vowels
- all short vowel, <u>/o͝͝o/
- <o>/ō/, <e>/ē/, <y>/ī/, <ee>/ē/
Consonants
- all single consonants and clusters
- <ng>/ng/, <nk>/nk/
- <s> /s/ and /z/
Digraphs/Trigraphs
- <th>/TH/ voiced, <th>/th/ unvoiced, <ck>/k/, <ff>/f/, <zz>/z/, <ss>/s/, <ll>/l/, <sh>/sh/, <ch>/ch/, <qu>/kw/, <-tch>/ch/, <-dge>/j/
Additional Concepts
- <al> (<a> as short /ŏ/ before <l>)
- <wa> (<a> as short /ŏ/ after <w>)
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Key Concepts to Understand
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<ay> is pronounced as /ā/ and can be found in final position of a base (Note: rayon, crayon and mayor do not fit this pattern)
- there are many ways to spell /ā/ (e.g., <ay>, <a>, <ai>, <ea>, <a_e> etc.)
- <ay> is a digraph, and students should understand <ay> as one unit (one tap when spelling, one Elkonin box, etc.)
- the default spelling is <ay> when /ā/ is the final phoneme
Words and Phrases for Reading and Writing
Here is a list of words that can be used for phonemic awareness activities, reading, dictation, games cards, etc.:
- spray, jay, okay, sway, tray, day, lay, clay, playing, stayed, straying, bay, hay
Here is a word chain you could complete with blending cards:
- lay → flay → play → slay → spay → spray → pray → tray → ray → way → pay → jay → may → say → stay
Here are phrases that can be used for reading and/or dictation practice. These phrases can be combined to create sentences. A good opportunity arises to address syntax if the resulting sentence is not grammatically correct (e.g., (e.g., They all stays still by the tree. → They all stay still by the tree.)
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Noun Phrase
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Verb Phrase
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Prepositional Phrase
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they all
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sprayed the trees
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in May (explicitly explain that May is a proper noun and therefore uses a capital at the beginning)
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the gray tray
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stays still
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at the play
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my pal Jay
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played with clay
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on the way
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Fay
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was straying
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by the tree
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You can differentiate for your students by dropping some of the words in these phases (e.g., “played with clay” can just be “played”).
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Key Concepts to Understand
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a contraction is a word or group of words resulting from shortening an original form
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often an apostrophe replaces a vowel, but not always (e.g., throught the years, will not became wynnot, then wonnot → won’t)
- teaching children the definition of contraction will deepen their understanding → “to shorten/make smaller”
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you may want to begin with simple contractions where only a single vowel is replaced by the apostrophe (e.g., let’s, it’s, that’s, didn’t, there’s)
- Scratch Garden’s video clearly illustrates this concept: https://www.youtube.com/watch?v=gubPH3WEurg
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quickly introduce more complex contractions (e.g., don’t, we’ll, can’t) where more than one grapheme is replaced by an apostrophe so students have flexibility in their understanding
Activities to Try
- Use grapheme cards, magnetic letters/tiles, and online blending boards to provide students with opportunities to physically replace graphemes with an apostrophe.
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