Student Objectives

• Student will learn the Vowel Team syllable type
• Student will make the correlation between the visual ai and the auditory sound /ā/
• Student will decode (read) words with ai
• Student will encode (spell) words with ai
• Student will recognize and use third person singular present tense verb

Red
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 – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung, ank, ink, onk, unk, y, qu, ck, tch

“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 vowel team ai today.”

Step 1

Picture Page

Student Workbook Page 38 – ai – rain

“We learned that a-e makes the /ā/ sound like in the word ape. Today we are going to learn about the vowel team ai that also makes the /ā/ sound.”

“This is the vowel team ai – it makes the sound /ā/ like in the word rain. What is the name of this sound? The vowel team ai is found at the beginning or middle of a syllable. Ai will never come at the end of a word. Also, a-e is more common in spelling. There are only a few words with ai and we will learn these words today.”

“The picture page for ai is rain. Say rain. 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 ai, /ā/, rain then have student repeat three times.

“Ai is a syllable type. It is called a Vowel Team syllable. What kind of syllable is it?” Vowel Team Syllable

Going forward with the program remind student of this syllable type. You can also make and keep an anchor chart.

Vowel Team Syllables

Two vowels next to each other that make one sound.

ex: rain, coat, tree, bean 

Step 2

Phonological Awareness

“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 pain. Do you hear the /ā/ sound in pain? Yes, you hear the /ā/ sound in pain so you raise your hand. Good. Let’s practice some more words.”

Repeat with:

brain, clam, chain, wait, quick, jam, train, hold, bait

Step 3

Syllable Division

On the whiteboard write the word:

happy

Say, “Underline the vowels in this word. Remember that y at the end of a two syllable word represents a vowel.” (happy) 

“Now draw a line through the two consonants between the vowels.” (hap/py) “What is the first syllable? What is the second syllable? What is the whole word?”

Repeat with:  

 fus-sy, jel-ly, pin-ky, mis-ty, bel-ly

Step 4

Red Words   

Review and Drill red-checked Red Words on Page 202.  

Write the word these on the whiteboard. Say, “This is the word these.”

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this three 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 three 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 three times.

“Can you give me the word in a sentence?”

Turn to Page 202 and put a red check mark next to the word these.

Step 5

Reading

Student Workbook Page 39 – Word List: ai

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

Repeat with the remaining words, reading left to right.  

Step 6

Sound Dictation

Student Workbook Page 42 – Sounds

“Say /ā/. With your finger, write the sound /ā/ on your palm. Now pick up your pen and write the sound /ā/ on your paper. From now on whenever I dictate the sound /ā/, you will write the letters a-e and ai.”

Repeat with:

/k/, /kw/, /ī/, /ang/, /ch/, /ink/, /ē/, /unk/, /ā/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 42 – Words

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

Repeat with:

stain, braid, faith, wait, claim, train, faint, chain, main  

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 42 – Sentences

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

We like to sail in the rain.

“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:

My braids are long.

They will wait to paint the chain.

Step 9

Fluency Practice

Student Workbook Page 162 – Fluency Practice 6 

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.

Step 10

Word Games

Student Workbook Page 184

Game 6 – 4 in a Row

Take turns reading a word. If you read it correctly, cover it with a counter or color in the box. Make sure each player has their own color. First person to get four in a row is the winner!

Review Cards

Sound Cards   

Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ank, ink, onk, unk, y, qu, ck, tch, ai

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

“Good job! Today we are going to continue reading and spelling words with ai.”

Step 1

Sky Writing

Hold up ai Sound Card.

“We are going to Sky Write this sound. Stand up and extend your arm all the way out in front of you. Ready?” 

/ā/  (Say the sound.)  ai  (Say the letters as you Sky Write.)  /ā/  (Underline the sound and say the sound.)

Have student repeat three times.

Step 2

Phonological Awareness

“Say sail. Say sail again but this time, instead of /s/, say /p/.” (pail)

“Say gain. Say gain again but this time, instead of /g/, say /p/.” (pain)

“Say raid. Say raid again but this time, instead of /d/, say /n/.” (rain)

“Say pair. Say pair again but this time, instead of /r/, say /n/.” (pain)

“Say staid. Say staid again but this time, leave out the /st/.” (aid)

“Say grain. Say grain again but this time, leave out the /r/.” (gain)

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

“How many syllables does the word grain have?” (1)

“How many syllables does the word grainy have?” (2)

Step 3

Letter Tiles

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

Repeat with:

paint, braid, paid, raid, vain, plain, rain, wait, grain

Step 4

Red Words   

Review and Drill red-checked Red Words on Page 202.  

Write the word those on the whiteboard. Say, “This is the word those.”

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this three 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 three 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 three times.

“Can you give me the word in a sentence?”

Turn to Page 202 and put a red check mark next to the word those.

Step 5

Reading

Student Workbook Page 39 – to Sentence List: ai

“Look at the first sentence.”

1.  I have paint and nails to do the job.

“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 you have to do the job?” (paint and nails)

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

Repeat with:

2.  Sally’s long locks are in a braid.

“How is Sally’s hair?” (in a braid)

3.  The main trail is hilly and muddy.

“What is the main trail like?” (hilly and muddy)

4.  When the dog is happy, he wags his tail.

“How do you know if the dog is happy?” (he wags his tail)

5.  The dentist has a pain in his back.

“Where is the pain?” (in his back)

6.  These guppy fish will bite the bait.

“Do you like fish?” (answers will vary)

7.  The man paid for the train trip to Spain.

“Who paid for the trip?” (the man)

8.  The snail was wet from the rain.

“What was wet?” (the snail was wet)

9.  The mail is inside the mailbox.

“Where is the mail?” (in the mailbox)

10.  Gail will claim the grand prize.

“What will Gail claim?” (the prize)

Step 6

Sound Dictation

Student Workbook Page 43 – Sounds

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

Repeat with:

/ē/, /kw/, /ch/, /ink/, /th/, /onk/, /k/, /ī/, /ā/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 43 – Words

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

Repeat with:

wait, waist, chair, snail, gain, quaint, sprain, braid, brain

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 43 – 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 bucket is the same thing as a pail.

“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:

Mike was late, so we had to wait.

Beth will paint this plain chain red.

Step 9

Fluency Practice

Student Workbook Page 162 – Fluency Practice 6  

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.

Grammar Lesson

 Third Person Verbs

Write on the whiteboard:

I sail.
He sails.

Say, “Sometimes you have to add an “s” to the end of a verb.”  

Point to the first sentence. Say, “Please read this sentence.” Wait for student to read the sentence. Say, “If I am doing the action, I do not have to add an “s.”  

Point to the second sentence. Say, “Please read this sentence.”

“If someone else is doing the action, like, he, she, mom, Tom, etc., then you have to add an “s” to the end of the verb.”  

Write the verb quit on the whiteboard and say to student…..“I quit. He…..” Have the student respond and write the word quits on the whiteboard.

Repeat with:

squint        I __________.  He __________.

trick         I __________.  He __________.

drink        I __________.  She _________.

bring         I __________.  She _________.

check         I __________.  Mom __________.

braid        I __________.  Dad __________.

wait        I __________.  Tom __________.

bite        I __________.  The dog _______.  

Review Cards

Sound Cards   

Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung, ank, ink, onk, unk, y, qu, ck, tch, ai

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

“Great job! Today we are going to continue reading and spelling words with ai.” 

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 – ( ai )

Third Stack – ( b, d, m, n, p, t, x )

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 claim on the board. “What is this word?”

“What letter says /c/?”

“What letter says /l/?”

“What letters say /ai/?”

“What letter says /m/?”

“What does the letter c say?”

“What does the letter l say?”

“What do the letters ai say?”

“What does the letter m say?”

“What do the letters aim say?”

“Say claim. Say claim again but change the /ā/ to /ă/.” (clam)

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

“How many syllables does the word claim have?” (1)

“How many syllables does the word claiming have?” (2)

Step 3

Letter Tiles

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

Repeat with:

mail, sail, rain, wait, waist, bait, faint, tail, strain

Step 4

Red Words   

Review and Drill red-checked Red Words on Page 202.  

Write the word bought on the whiteboard. Say, “This is the word bought.”

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this three 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 three 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 three times.

“Can you give me the word in a sentence?”

Turn to Page 202 and put a red check mark next to the word bought.

Step 5

Reading

Student Workbook Page 40 – Reading Passage: Gail’s Trip to Spain

“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 do you think will happen next? Why?” Help student predict.

“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 does Gail eat for lunch? Would you try that?” (snail and also shrimp and clams)

“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 “Do you know what a lynx is?” (a wild cat)

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

Student Workbook Page 41 – Graphic Organizer

 Have the student verbally express what happens at the beginning, middle, and the end of the story. Help student summarize the story. Then have the student fill out the graphic organizer with a pen. Depending on the student, either have him draw pictures, write words, write sentences, or write an entire paragraph.

Step 6

Sound Dictation

Student Workbook Page 44 – Sounds

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

Repeat with:

/ī/, /kw/, /k/, /ch/, /ing/, /ong/, /ank/, /th/, /ā/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 44 – Words

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

Repeat with:

fail, hail, jail, mail, trail, gain, strain, drain, chair

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 44 – Sentences

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

Tom was a frail man.

“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:

The dentist has back pain.

Randy hopes that it will rain.

Step 9

Fluency Practice

Student Workbook Page 163 – Fluency Practice 7  

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.

 It is time for a Progress Check!

Student Workbook Page 151 – Progress Check: ai

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