Student Objectives

• Student will make the correlation between the visual igh and the auditory sound /ī/
• Student will decode (read) words with igh
• Student will encode (spell words with igh
• Student will write sentences using a word as both a noun and a verb 

Purple 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 – oo, ow, ey, ou, oi, oy

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

“Good job! Today we are going to learn to read and spell words with the letter team igh.”

Step 1

Picture Page

Student Workbook Page 45 – igh – light

“We learned that the i-e and the y make the /ī/ sound. Today we are going to learn a letter combination that also makes the /ī/ sound.”

“The letter team /igh/ makes the sound /ī/ like in the word light. What is the name of this sound? The picture card for /igh/ is light. Say light. 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 igh, /ī/, light then have student repeat three times.

Step 2

Phonological Awareness

“Close your eyes. I will say a word. You will repeat the word and listen for the /ī/ sound in the word. If you hear /ī/, raise your hand. Let’s practice. Say high. Do you hear the /ī/ sound in the word high? Yes, you hear the /ī/ sound in the word high so you raise your hand. Good. Let’s practice some more words.”  

Repeat this activity with:

might, tune, night, slight, blight, boy, right, plight, toys, tight

Step 3

Syllable Review

On the whiteboard, write the word:

star

Say, “What kind of syllable is this?” (R-controlled vowel syllable)

Say, “We learned that in an R-Controlled Vowel Syllable, the r controls the vowel and makes the vowel say a new sound.”

“How many syllables do you hear in the word starfish? 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.”

( star  fish )

Repeat this activity with:  

tar-get, bur-ger, con-firm, gar-den, per-fume

Step 4

Reading

Student Workbook Page 46 – Word List: igh

“Put your finger under the first word. Underline the letter team igh. What sound does the letter team make? Now read the word.”

Repeat with the remaining words, reading left to right.

Step 5

Sound Dictation

Student Workbook Page 49 – Sounds

“Say /ī/. With your finger, write the sound /ī/ on your palm. Now pick up your pen and write the sound /ī/ on your paper. From now on whenever I dictate the sound /ī/, you will write the letters i, y, and igh. You can use the Sound Chart on Page 157 of your workbook to help you remember.”

Repeat with the following sounds:

/ŭ/, /oo/, /d/, /kw/, /t/, /ar/, /er/, /oy/, /ow/, /ī/

Step 6

Word Dictation

Student Workbook Page 49 – Words

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

Repeat with the following words:

fright, bright, high, right, light, sigh, sight, flight, slight

Step 7

Sentence Dictation

Student Workbook Page 49 – Sentences

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

It is a bright day.

“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:

Good night and sleep tight.

The moon is high in the sky.

Writing Activity (Optional)

Writing Story

Student Workbook Page 46 – Word List  

On the whiteboard write:

A High Sight

“Can you think about a time when you were in a high place, maybe on a hilltop, a mountain, or even in an airplane? Where were you? Who were you with? What did you see there? How did you feel? Why was this place so memorable for you?”

Give the student a sheet of paper.

“You are going to write a short story about yourself titled, “A High Sight“. Pick two or three words from the word list and use them in your story. Have fun with this story and be creative.”

Wait for student to write the story or assign it as homework. When complete, have the student read the story aloud.

Review Cards

Sound Cards   

Review and Drill – oo, ow, ey, ou, oi, oy, igh

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

“Good job! We are going to continue learning to read and spell words with igh today.”

Step 1

Phonological Awareness

“Say high. Say high again but this time, instead of /h/, say /s/.” (sigh)

“Say might. Say might again but this time, instead of /m/, say /n/.” (night)

“Say light. Say light again but this time, instead of /l/, say /s/.” (sight)

“Says tighter. Say tighter again but this time, leave off the /er/.” (tight)

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

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

Step 2

Letter Tiles

“Say sigh. Bring down the letters for each sound in sigh. Read the word again. Now put all the letters back where they belong.”  

Repeat this activity with:

high, slight, light, bright, might, flight, right, fright, night

Step 3

Reading

Student Workbook Page 46 – Sentence List: igh 

“Look at the first sentence.”

1. Birds fly high in the sky.

“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:

“Where do birds fly?” (high in the sky)

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

Repeat with:

2. The teacher gave a loud sigh.

“Who gave a sigh?” (the teacher)

3. The upper part of a leg is the thigh.

“Where is your thigh?” (upper part of the leg)

4. He spent his entire life fighting fires in the forest.

“How did he spend his life?” (fighting fires)

5. Our flight was grounded because of the fog.

“Why was the flight grounded?” (because of fog)

6. The snake gave Harper a fright.

“What scared Harper?” (the snake)

7. Did you see that bright star in the sky last night?

“What was in the sky last night?” (a bright star)

8. “Hold my hand tight,” said the boy’s mom.

“What did the mom want her son to do?” (hold her hand)

9. I have slight pain in my elbow.

“Where is the pain?” (in the elbow)

10. It was bright daylight when she woke.

“When did she wake?” (in bright daylight)

Step 4

Grammar

Student Workbook Page 50 – Nouns and Verbs

Say, “What is a noun?” (a noun is a person, place, or thing)

Say, “What is a verb?” (a verb is a word that does an action)

“Write a sentence using the word as a noun and then as a verb.”

Spelling Activity (Optional)

Spelling Practice

Student Workbook Page 46 – Word List

“You are going to pick ten words and make spelling stairs. Write your spelling word by starting with one letter on the first stair and adding another letter to each stair until you have completed the word.”

high

h
hi
hig
high

Review Cards

Sound Cards   

Review and Drill – oo, ow, ey, ou, oi, oy, igh

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

“Great job! We are going to continue reading and spelling words with igh today.”

Step 1

Blending Drill

Place Sound Cards into three stacks: 

First Stack – ( c, f, g, h, j, k, l, r, s, v, w, y, z )

Second Stack – ( igh )

Third Stack – ( b, d, m, n, p, t,)

Have student place their finger under each stack and say the sound out loud from left to right. Then have them read the nonsense word. 

Turn the cards from the First Stack and the Third Stack to create new nonsense words.

Step 2

Phonological Awareness

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

“What letter says /b/?”

“What letter says /r/?”

“What letters say /ī/?”

“What letter says /t/?”

“What does the letter b say?”

“What does the letter r say?”

“What do the letters igh say?”

“What does the letter t say?”

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

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

Step 3

Reading

Student Workbook Page 47 – The Highlight of Winter

“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 were you imagining in your mind as you read this paragraph?” Help student visualize.

“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 gave the children a fright in summer? What do the children enjoy in winter?” (thunder/lightning, playing in the snow)

“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 “Have you ever been in the snow? Have you had a snowball fight? What is it like?” (answers will vary)

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 48 – Story Summary

Have the student verbally express what happens at the beginning, middle, and end of “The Highlight of Winter” 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 149 – Progress Check – igh

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.