Beginning Reading
Jennifer Reinhart
A
Good Day for ay/ai
Beginning Reading
Jennifer Reinhart
Rationale. Students
will learn the vowel sound ai/ay. They
will learn to spell words containing the sound and where each spelling
is
appropriate. It is important for
students to know that ai is used in the middle of words while ay is
used at the
end of words. Explicit instruction will
show students when each spelling is used.
We will then practice what we learned through spelling of words
through
a letterbox lesson and reading a book that contains different ai/ay
words.
Materials.
White
board, markers, bags containing the letters p,
a, i, n, l, y, w, d, s, r, b, t, c,
m and elkonin boxes for each student, 3 ai/ay worksheets
Procedures
1.
Explain that in the English language some sounds are spelled
differently
depending on where the sound is in the word.
Today we are going to learn about
the sound /A/. When you hear this sound
think of a person saying AAAAAA or hello.
Lets all say AAAA together. As we
say it lets wave as if we are saying hello. (say it together)
2.
Now we are going to say a tongue twister that uses the /A/
sound. (Put tongue twister up
on the board so they
can read it as we say it together) Abe
the ape ate Amys acorn. Now lets
make all the words that have the /A/ sound longer.
Aaaabe the Aaaape Aaaate Aaaamys
Aaaacorn. Very good.
3.
Now lets look at what makes the /A/
sound in words. Look at the word
rain. Lets break it up and find the /A/
sound. Rrrr-ai-n. Rrrr-aaaii-n.
There it is. In this word
ai=/A/. What about day.
Dddd-ay.
Dddd-aaay. There it is at the
end. In this word ay=/A/.
If we look at the two words, when the /A/
sound is in the middle of a word it is spelled ai, if the /A/ sound is
at the
end of a word it is spelled ay.
4.
Lets practice spelling some of these words.
(Hand out bags to each child with the letters they will use each
with
elkonin boxes inside.). Lets lay out the
boxes so we have 3 boxes showing. The
first word we are going to spell is pain.
(Teacher will walk around and make sure everyone has spelled it
correctly). Very good.
The next word is play. (Walk around
to check they have the correct
word. The next word is way.
For the next words when they look like they
have finished have one student raise their hand and say how they
spelled it and
write the word on the board so others can check their work. Other words- (3 phoneme) paid, say (4
phoneme) spray, braid, stair, claim (5
phoneme) strain. (Letters needed will be
p, a, i, n, l, y, w, d, s, r, b, t, c, m)
5.
Distribute the first two worksheet pages.
Go over with them what to do in each part. For
the first part do a couple of the ai
words and a couple ay words. For the
second section give examples of sentences.
On the second page do the first two as a class.
For the rhyming parts help with the first one
they let the students do the rest on their own.
Give the students time and walk around to make sure they are
doing each
part correctly.
6.
Now we are going to read James and
the Good Day. James
is so
excited, he thinks its going to be a good day.
He is going to play with his tug boat in the bath tub. Lets see how it fills up.
Uh-oh looks like its about to overflow. What
do you think is going to happen if it
overflows? Lets read the story to find
out! (Read the story and talk before we turn.
After have students list some words that they saw heard in the
book with
the ai/ay=/A/ sound. List on the board
so the while class can see.
7.
For assessment distribute a last
ai/ay worksheet page. It is similar to
the first worksheet page. Explain the
directions again. Students should be
able to apply their knowledge from the lesson and previous worksheet to
complete the page.
Reference
Aspland,
Gordon. Steps2learning. Literacy
resources for
Letters and Sounds. <http://www.steps2learning.co.uk/resourceareas/2-key-stage-1-resources-for-letters-and-sounds-phases-2-and-3/>.