Student Objectives

• Student will learn the y rule

• Student will decode (read) words with the y rule
• Student will encode (spell) words with the y rule
• Student will be able to identify the homophones no/know and choose the correct homophone to use in a sentence

Blue Practice Games

Here are some optional fun games to help reinforce the concept your student is learning. They are not required as part of the lesson:

Review Cards

Sound Cards 

Review and Drill – dge, ew

“When I hold up a letter, say the letter’s name, and give its sound.”

“Good job! We are going to learn to read and spell words with the y rule today.”

Step 1

Picture Page

Student Workbook Page 18 – Y rule – ponies

“When a word ends in a “y” like in the word pony, make the word plural and change the y to an i and add es. The picture card for ies is ponies. Say ponies. Good. When I point to the picture word, say the letter’s name, give its sound, and say the picture word. Watch me as I demonstrate.”  

Say ies, /eez/, ponies then have student repeat three times. 

Step 2

Y Rule

Write the following word on the board: pony

Say, “What is this word? Can you erase the y and add ies? Now, what is this word?”

Repeat with:

party, story, berry, daisy, hobby, city, duty, company, country, memory

Step 3

Syllable Division

Say, “We are going to practice breaking up words into syllables.”

Say, “How many syllables do you hear in the word ponies? Repeat the word and draw a line for each syllable.” Have the student make a line for each syllable on the whiteboard.

( ___  ___ )

Say, “Good. Write each syllable in the word on the lines you drew. Now, touch and say each syllable. Then glide your finger under the lines and say the whole word fast.”

( po   nies )

Repeat this activity with:  

can-dies, pup-pies, dis-cov-er-ies, ar-mies

Step 4

Reading

Student Workbook Page 19 – Word List: Y Rule

“Put your finger under the first word. Put a box around the ies. What sound does it make? Now read the word.”

Repeat with the remaining words, reading left to right.

Step 5

Sound Dictation

Student Workbook Page 22 – Sounds

“Say /eez/. With your finger, write the sound /eez/ on your palm. Now pick up your pen and write the sound /eez/ on your paper.”

Repeat with the following sounds:

/ing/, /j/, /uh/, /j/, /uhl/, /oy/, /oo/, /s/, eez/ 

Step 6

Word Dictation

Student Workbook Page 22 – Words

“Say ponies. Spell the word ponies by writing the letters on your palm. Now pick up your pen and write the word ponies on your paper.”

Repeat with the following words:

babies, cities, copies, hobbies, daisies, berries, stories, parties, pennies 

Step 7

Sentence Dictation

Student Workbook Page 22 – Sentences

“Listen carefully as I say a sentence and watch as I make a dash on the board for each word in the sentence.”  

The babies were crying.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

We are going to three parties.

The daisies are in bloom in spring.

Step 1

Phonological Awareness

“Say baby. Say baby again but add /ies/.” (babies)

“Say city. Say city again but add /ies/.“ (cities)

“Say copy. Say copy again but add /ies/.” (copies)

“Say berry. Say berry again but add /ies/.” (berries)

“Say story. Say story again but add /ies/.” (stories)

“Say country. Say country again but add /ies/.” (countries)

“Say party. Say party again but add /ies/.” (parties)

“How many syllables does the word parties have? Say each syllable” (2)

“Can you give me a word that rhymes with party?”

Step 2

Letter Tiles

“Say countries. Bring a letter down for each sound in the word. Now read the word. Put all the letters back where they belong in the alphabet, and we will build a different word.”

Repeat this activity with:

ponies, families, cherries, armies, ladies, bullies, hobbies, parties, stories, babies  

Step 3

Reading

Student Workbook Page 19 – Sentence List: Y Rule

“Look at the first sentence.”

1. Many cities and communities support strong local governments.

“Put your finger under the first word in the sentence. Now read the sentence quietly in your head and look at me when you are finished and I will ask you a question.”

When the student looks up at you ask: 

“What do cities and communities support?” (strong local governments)

“Good. Now go back and read the sentence out loud.”

Repeat with:

2. Babies and puppies need lots of attention.

“Who needs lots of attention?” (babies and puppies)

3. Jordan needed more materials for his hobbies.

“What does Jordan need?” (more materials)

4. The actress told stories at the children’s parties.

“What did the actress do at the parties?” (told stories)

5. Loud noises could be heard from the armies on the battlefield.

“Where were the noises coming from?” (the battlefield)

6. Bullies are our enemies.

“Who are our enemies?” (bullies)

7. Ponies are members of horse families. 

“What are ponies?” (members of the horse family)

8. The secret agent can identify a spy from other countries.

“What does the secret agent do?” (identify spies)

9. Human bodies need exercise to stay healthy.

“What do human bodies need to stay healthy?” (exercise)

10. The students used dictionaries to look up difficult words.

“Why did the students use dictionaries?” (to look up difficult words)

Step 4

Spelling Practice

Student Workbook Page 19 – Word List

Give your student a sheet of paper.

“Draw a picture of an outdoor space such as a jungle, ocean, or desert. Hide your spelling words in the picture.”

Step 1

Homophones: No and Know

On the whiteboard write: no / know 

“When words sound the same but have different meanings, they are called homophones. Today we are going to learn about the homophones no and know.” 

Point to the word no and say, “The word no means not any. For example, “There are no more pencils in the box.”

Point to the word know and say, “The word know means knowledge. It means you are familiar with someone or something. For example, “I know the answer.”

Create a pair of index cards, or pieces of paper, with the words no and know written on them. Place them in front of the student.  

“I am going to say a sentence, you are going to pick up and wave the homophone card that has the correct spelling of the word.”

You can also use a fly swatter and have the student swat the correct answer or tape both cards to the wall and have the student high-five the correct answer.

1. I know three people with the name Dave.
2. I have no money.
3. That makes no sense to me.
4. I know her from school.
5. We have no sugar in the house.

Point to the word no. Say, “Write a sentence using the word no.” Wait for the student to finish.

Point to the word know. Say, “Write a sentence using the word know.” Wait for the student to finish. 

Step 2

Phonological Awareness

Write the word ponies on the board. “What is this word?”

“What letter says /p/?”

“What letter says /ō/?”

“What letter says /n/?”

“What letters say /eez/?”

“What does the letter p say?”

“What does the letter o say?”

“What does the letter n say?”

“What do the letters ies say?”

“How many syllables does the word ponies have? Can you say each syllable?”

Step 3

Reading

Student Workbook Page 20 – Animal Allies

“Look at the title of this story. Can you read it out loud? What do you know about the topic of this story?” Have you ever seen, known, or been…Help student connect to the text.

“Now, read the first paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “What is the problem in the city?” (bunnies and puppies are not getting along)

“Now, read the next paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “What solution are the ponies proposing to stop all the fighting?” (share responsibilities)

“Now, read the last paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “Did the solution work?” (yes)

Go back to the beginning of the story and have the student read the entire story from the beginning to the end out loud.  

Step 4

Retelling the Story

Student Workbook Page 21 – Story Summary

Have the student verbally express what happens at the beginning, middle, and end of the story. Help student summarize the story. Then have the student fill out the graphic organizer with a pen. 

 It is time for a Progress Check!

Student Workbook Page 118 – Progress Check: Y Rule

Have your student read the words and sentences out loud. If they get approximately 80% or more correct, then they are ready to move on to the next unit.