y long i
Share your screen with your student and review the following sound cards:
beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung, ank, ink, onk, unk, y
(STOP AT UNK. Student should now say both sounds for the letter y.)
“When you see the letter, say the letter’s name and give its sound.”
Click on lion to enlarge:
Sound Cards (Continued)
Display y Sound Card.
“We are going to Sky Write this sound. Watch me as I demonstrate. Extend your arm all the way out in front of you. Ready?”
/ī/ (Say the sound.) y (Say the letter as you Sky Write.) /ī/ (Underline the sound and say the sound.)
Have student repeat 3 times.
Click on card below to enlarge:
“Say cry. Say cry again but this time, instead of /c/, say /p/.” (pry)
“Say dry. Say dry again but this time, instead of /d/, say /f/.” (fry)
“Say why. Say why again but this time, don’t say the /wh/.” (y)
“Say my. Say my again but this time, instead of /m/, say /fl.” (fly)
“Say sly. Say sly again but this time, instead of /l/ say /k/.” (sky)
“Say fry. Say fry again but this time, instead of /r/ say /l/.” (fly)
“Can you give me a word that rhymes with fly?”
“How many syllables are in the word fly?”
“Say try. Bring down the letters for each sound in try. Read the word again. Now put all the letters back where they belong.”
Repeat this activity with:
ply, my, fry, fly, by, dry, cry, shy, sky, sly
Interactive Letter Tiles not shown in preview.
Have the student turn to pages 197–199. Review and Drill red-checked Red Words.
Write or type the word call on the whiteboard. Say “This is the word call.”
“What is this word? Now repeat the word 3 times.”
“Now, 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 199 and put a red check mark next to the word call.
Click on Red Words lists below to enlarge:
All Red Words lists not shown in preview.
Student Workbook page 4 – Sentence List: y long i
“Look at the first sentence. 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, you will ask the student a comprehension question. Then have the student go back and read the sentence aloud.
Repeat this process with all of the sentences:
We drove by the store.
“What store do you think they drove by?” (answers will vary)
Let’s go fly our kite.
“Where is a good place to fly a kite?” (answers will vary)
The sky was dry.
“What did the sky look like?” (the sky was gray)
I have dry skin.
“What can you put on your skin to help when it is dry?” (lotion)
Why did Sam exit from his job?
“Who exited his job?” (Sam)
My mom is at the shop.
“Who is at the shop? What shop do you think she’s at?” (mom, answers will vary)
I should try my best.
“What is something you try your best at?” (answers will vary)
My dog is very shy.
“Do you have a dog?” (answers will vary)
I will call you at six.
“What time will you call me?” (six)
You should try that lunch.
“What is your favorite lunch?” (answers will vary)
Student Workbook page 8 – 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 are the names of these letters? What sounds do they make?”
Repeat with the following sounds:
/ing/, /ĭ/, /ink/, /ong/, /ank/, /unk/, /onk/, /ung/, /ī/
Student Workbook page 8 – Words
“Say pry. Spell the word pry by writing the letters on your palm. Now, pick up your pen and write the word pry on your paper.”
Repeat with the following words:
shy, sky, sly, why, try, sty, spry, ply, my
Student Workbook page 8 – Sentences
“Listen carefully as I say a sentence.”
I spy a cute cat.
“Now pick up your pen and while I say the sentence again, make dashes on the sentence line for each word I say. Ready?” Read sentence. “Now show me the page and 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 with the following sentences:
I wish I could fly.
Dad can fry the ham.
Student Workbook page 157 – 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.
Click on Fluency Practice list below to enlarge: