Student Objectives

• Student will be able to recognize that two-syllable words ending in y make the long /ē/ sound
• Student will decode (read) words with y long e sound
• Student will encode (spell ) words with y long e sound
• Student will identify action verbs

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 read and spell words with y long e today.”

Step 1

Picture Page

Student Workbook Page 31 –  y long e – candy

“The letter y often acts as a vowel. We already learned that the y makes the long i sound at the end of a one syllable word like in the words cry, my, and shy.” 

“Today we are going to learn that in a two syllable word, the y at the end of the word makes a long e sound.” 

Point to the word candy

“This is the word candy. What is this word? Does the word candy have one or two syllables? Yes it is a two syllable word. What letter is at the end of the word? The letter y in the word candy sounds like /ē/. What is the name of this sound?”

The picture word for y long e is candy. Say candy. 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, /ē/, candy then have student repeat three times.

Going forward with the program if the student struggles with y spelling, remind student of this spelling trick. You can also make and keep an anchor chart.

Y makes an i sound at the end of a one syllable word. (cry)

Y makes an e sound at the end of a two syllable word. (candy)

Step 2

Phonological Awareness

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

Repeat with:

funny, jelly, daddy, sly, foggy, hungry, dry, study, ugly, windy

Step 3

Syllable Division

On the whiteboard write the word:

mommy

Say, “Look at this word. The y at the end of this word acts like a vowel. Underline the two vowels in this word. Draw a line through the two consonants between the vowels. What is the first syllable? What is the second syllable? What is the whole word?”

Repeat with:  

dad-dy, sil-ly, sun-ny, pen-ny, bun-ny, hap-py

Step 4

Red Words   

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

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

“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 once.

Step 5

Reading

Student Workbook Page 32 – Word List: y long e

“Put your finger under the first word. Underline the y. What sound does the y make at the end of a two syllable word? Now read the word.”

Repeat with the remaining words, reading left to right.

Step 6

Sound Dictation

Student Workbook Page 35 – Sounds

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

Repeat with:

/i/, /ung/, /k/, /ch/, /sh/, /ā/, /ong/, /kw/, /ē/

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

Step 7

Word Dictation

Student Workbook Page 35 – Words

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

Repeat with:

belly, bunny, daddy, mommy, foggy, funny, happy, hungry, jelly

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

Step 8

Sentence Dictation

Student Workbook Page 35 – Sentences

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

Penny is muddy.

“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:

Sammy is hungry.

Daddy will give the kids candy.

Step 9

Fluency Practice

Student Workbook Page 161 – Fluency Practice 5  

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 183

Game 5 – Read the Word

Each player places a counter at the START. Roll the die and move across the board. Read each word as you pass over it. 

Ex: If you roll a four, read four words.

If you land on a lion, go back to START. Whoever gets to FINISH first 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

“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 y long e.”

Step 1

Sky Writing

Hold up y 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?”

/ē/  (Say the sound.)  y  (Say the letter as you Sky Write.)  /ē/  (Underline the sound and say the sound.)

Have student repeat three times.

Step 2

Phonological Awareness

“Say penny. Say penny again but this time, instead of /p/, say /d/.” (denny)

“Say mommy. Say mommy again but this time, don’t say the /ē/.” (mom)

“Say daddy. Say daddy again but this time, don’t say the /ē/.” (dad)

“Say funny. Say funny again but this time, instead of /f/, say /b/.” (bunny)

“Say lady. Say lady again but this time, instead of /l/, say /sh/.” (shady)

“Say golly. Say golly again but this time, instead of the /g/, say /h/. (holly)

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

“How many syllables are in the word golly?” (2)

Step 3

Letter Tiles

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

Repeat with:

angry, rusty, lucky, grumpy, windy, misty, hungry, happy, foggy, sandy

Step 4

Red Words   

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

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

“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 read.

Step 5

Reading

Student Workbook Page 32 – Sentence List: y long e

“Look at the first sentence.”

1.  Daddy likes to tell funny jokes.

“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:

“Who is funny?” (daddy)

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

Repeat with:

2.  The skinny kitty is quite happy.

“Who is happy?” (the kitty)

3.  She made a sloppy grape jelly sandwich.

“What kind of sandwich did she make?” (grape jelly)

4.  A rusty penny is on the shelf.

“What does a rusty penny look like?” (answers will vary)

5.  There is a fluffy pet bunny at the pumpkin patch.

“What pet is at the pumpkin patch?” (a bunny)

6.  My baggy pants are quite messy.

“What is messy?” (my pants)

7.  Bobby and the puppy ran on a muddy track.

“Who ran with the puppy?” (Bobby)

8.  We will sing silly songs in the back of the truck.

“What are we going to sing?” (silly songs)

9.  “It is windy and misty,” said Abby.

“Who is talking? How’s the weather?” (Abby, windy and misty)

10.  Brandy woke up grumpy from the nap.

“What does grumpy mean?” (to be in a bad tempered, crabby)

Step 6

Sound Dictation

Student Workbook Page 36 – Sounds

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

Repeat with the following sounds:

/kw/, /sh/, /ī/, /ch/, /k/, /ung/, /onk/, /ing, /ē/

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

Step 7

Word Dictation

Student Workbook Page 36 – Words

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

Repeat with:

bunny, candy, belly, envy, foggy, funny, jolly, happy, hungry

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

Step 8

Sentence Dictation

Student Workbook Page 36 – Sentences

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

He is funny and silly.

“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 kitty is hungry.

The sticky candy is yummy.

Step 9

Fluency Practice

Student Workbook Page 161 – Fluency Practice 5 

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

 Action Verbs

Write the following words on the whiteboard:

fling, mope, glide, shrink, thank, bring, sing, ride, dive, hang, drink

Say, “Every sentence has to have a verb. Verbs are action words that tell what a person or thing can do. Action is a kind of movement.”

Point to the words on the whiteboard. “Please read these verbs to me.” Have the student read the words one at a time. Say, “We are going to play a game. You are going to act out a verb and I have to guess which verb you are acting out.” 

Take turns until each word has been acted out.    

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.”

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

Step 1

Blending Drill

Place Sound Cards into five stacks: 

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

Second Stack – ( a, e, i, o, u )

Third Stack – ( n )

Fourth Stack – ( d )

Fifth Stack – ( y )

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 Second Stack to create new nonsense words.

Step 2

Phonological Awareness

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

“What letter says /s/?”

“What letter says /t/?”

“What letter says /ĭ/?”

“What letters say /k/?”

“What letter says /ē/?”

“What does the letter s say?”

“What does the letter t say?”

“What does the letter i say?”

“What do the letters ck say?”

“What does the letter y say?”

“Say sticky. Say sticky again but don’t say the /ē/.” (stick)

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

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

Step 3

Letter Tiles

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

Repeat with:

silly, jolly, rally, funny, sticky, hilly, fluffy, puppy, muddy

Step 4

Red Words   

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

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

“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 right.

Step 5

Reading

Student Workbook Page 33 – Reading Passage: Jellyfish

“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 “Do you think Mr. Billy is a nice teacher? Why or why not?” (answers will vary)

“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 “What did you learn about jellyfish in this paragraph?” (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.  

Student Workbook Page 34 – 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 37 – Sounds

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

Repeat with:

/kw/, /ī/, /ang/, /ong/, /ank /, /ch/, /th/, /k/, /ē/

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

Step 7

Word Dictation

Student Workbook Page 37 – Words

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

Repeat with:

funny, jelly, messy, happy, silly, penny, daddy, mommy, skinny

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

Step 8

Sentence Dictation

Student Workbook Page 37 – Sentences

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

That skinny kitty is hungry.

“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:

Polly is my fluffy bunny.

It has a fishy taste.

Step 9

Fluency Practice

Student Workbook page 161 – Fluency Practice 5 

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: y long e

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.