y long i
"y long i" Sound Clip
Before you begin Level 3 you will need to assess the student in the Red Words from Level 1 and Level 2.
Turn to page 172. 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. (Repeat with Level 2 on page 173.)
Sound Cards – pull out beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung, ank, ink, onk, unk
“When I hold up a letter, say the letter’s name and give its sound.”
“Good job! We are going to learn something new today.”
Student Workbook page 3 – y long i – cry
Point to the y. “The name of this sound is /ī/. What is the name of this sound? The letter y makes an /ī/ sound if it is at the end of a one syllable word.”
“The picture card for y long i is cry. Say cry. 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 y, /ī/, cry then have student repeat 3 times.
“Close your eyes. I will say a word. You will repeat the word and listen for the /ī/ sound at the end of the word. If you hear /ī/, raise your hand. Let’s practice. Say my. Do you hear the /ī/ sound in my? Yes, you hear the /ī/ sound in my so you raise your hand. Good. Let’s practice some more words.”
Repeat this activity with:
cry, dry, me, why, sty, so, spry, wry, ply, by, stand
Use the back cover of the Student Workbook and Sound Markers for this activity.
Say “How many sounds do you hear in this word cry? Repeat the word and bring down a sound marker for each sound you hear. Remember to use white sound markers for consonant sounds and green sound 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:
shy, sky, sly, why, try, sty, ply, my, by, dry
Review and Drill red-checked Red Words on page 174.
Write the word should on the whiteboard. Say “This is the word should.”
“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 your 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 174 and put a red check mark next to the word should.
Student Workbook page 4 – Word List: y long i
“Put your finger under the first word. Underline the y. What does the y say? What is the first letter in the word? Point to each letter and give its sound. Go back to the beginning of the word, glide your finger under the word and say it fast.”
Repeat with the remaining words, reading left to right.
Student Workbook page 7 – Sounds
“Say /ī/. What letter makes the /ī/ sound? With your finger, write the letter that says /ī/ on your palm. Now write the letter y, and i on your paper. Now, look at the letters you just wrote. What sound do they make?”
Repeat with the following sounds:
/ank/, /ung/, /ē/, /ch/, /onk/, /ing/, /ong/, /unk/, /ī/
Student Workbook page 7 – Words
“Say fry. Spell the word fry by writing the letters on your palm. Now, pick up your pen and write the word fry on your paper.”
Repeat with the following words:
cry, dry, by, fly, why, my, ply, pry, shy, sky
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.”
A small bug sting made Tom cry.
“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:
Jill should try the gum.
My dad will take the dry muffin.
Student Workbook page 135 – 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 154 – Game 1