Long "a" Sound Clip
Before you begin Level 2 you will need to assess the student in the Red Words from Level 1.
Turn to page 176. Review all the Red Words from Level 1. If the student can say the red word in 3 seconds place a black check mark next to the word. If the student can not say the word within 3 seconds place a red check mark next to the word. Red checked words need to be included with Review and Drill list.
Pull out beginning consonant cards, a, i, o, u, e, th, sh, ch, wh
“When I hold up a letter, say the letter’s name and give its sound.”
“Good job! We are going to learn a new skill today.”
On the whiteboard write the word cap
Say “Please underline the vowel in this word. What sound does the vowel make in this word?”
Add an e to the end of the word cap. Say, “Magic e has magic powers! He flies over the consonant and when he comes to the first vowel, he taps the vowel on the head with his magic wand and shouts, Vowel, say your name!” (With the marker gently bop the a on the head and yell out ‘a!’ ) “The vowel shouts out its name. Now, magic e is very tired. He flies back to his spot. He has no more energy so he goes to sleep without saying a sound.”
Student Workbook Page 3, a-e – ape
Hold up Picture Page a-e – ape. Say, “You already learned that the letter a makes the sound of /ă/ like in the word apple. Today we are going to learn that the letter a yells out its name a with the magic e.”
“The name of this sound is /ā/. What is the name of this sound? The letter a is a vowel. The picture card for letter a with a magic e is ape. Say ape. 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 a, /ā/ ,ape then have student repeat 3 times.
Write the word hat on the whiteboard.
“What is this word? Please underline the vowel. What sound does the vowel make? Can you put a magic e at the end of the word hat? Show me what the magic e does with his powers. What is the word now?”
Continue with tap, at, mat, cap
“Close your eyes. I will say a word. You will repeat the word and listen for the /ā/ sound. If you hear /ā/, raise your hand. Let’s practice. Say late. Do you hear the /ā/ sound in late? Yes, you hear the /ā/ sound in late so you raise your hand. Good. Let’s practice some more words.”
Repeat this activity with:
lake, name, hat, shame, nap, save, take, late, maze, trade
Use the back cover of the Student Workbook and Sound Markers for this activity.
Say “How many sounds do you hear in the word skate? Repeat the word and bring down a sound marker for each sound you hear. Remember to use white markers for consonant sounds and green markers for the vowel sound. Touch each marker and say its sound. Then glide your finger under the markers and say the whole word fast.”
Repeat this activity with:
make, came, base, safe, take, wave, case, plane, gave, name
Write the word some on the whiteboard. Say “This is the word some.”
“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this 3 times.
“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have student repeat this 3 times.
“Now write the word in a red marker on the whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read and underline 3 times.
“Can you give me the word in a sentence?”
Turn to page 177 and put a red check mark next to the word some.
Student Workbook Page 4 – Word List: a-e
“Put your finger under the first word. Underline the first vowel. Cross out the magic e. What sound does the vowel make? What is the first letter in the word? Now read the word.”
Repeat with the remaining words, reading left to right.
Student Workbook Page 7 – Sounds
“Say /ā/. What letter makes the /ā/ sound? With your finger, write the letter that says /ā/ on your palm. Now write the letter a on your paper. Now, look at the letter you just wrote. What is the name of this letter? What sound does it make?”
Repeat with the following sounds:
/ĕ/, /ĭ/, /wh/, /ŭ/, /ŏ/, /th/, /ch, /sh/, /ā/
Student Workbook Page 7 – Words
“Say same. Spell the word same by writing the letters on your palm. Now, pick up your pen and write the word same on your paper.”
Repeat with the following words:
cape, safe, base, came, make, take, state, name, date, gave
Student Workbook Page 7 – 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 ape gave the man a kiss.
“Now, you say the sentence as I 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:
I am late to math class.
Get in the lane.
Student Workbook Page 143 – Fluency Practice 1
Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.
Student Workbook Page 157 – Word Game 1