LEVEL 4-1(easy)
Sound/Rule:
ai
ay
Sight Word/s:
said
and
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...
paid and laid
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Level 4-1(easy)
ai, ay
NOTES
In Level 1, the work used words with only one consonant sound before the vowel and one
consonant sound after the vowel.
In Level 2, the work introduced 2 or more consonants together, either at the beginning of the
word, or at the end of the word, as well as base words + an ending (i.e. words with 2 syllables).
In Level 3, the work used words that end with the letter ‘e’ and contain the long vowel sound for
the vowel letter in the middle of the word.
These words are referred to as ‘headphone words’ as it looks like they might be ‘wearing’
headphones as in the word below.
g
a
t
e
The aim was that the student would continue to think in terms of sounds, not to start using letter
names. This aim will continue into Level 4, where there will be two letters together making long
vowel sounds.
In Level 4(easy), the words used will contain a number of ways of making the long vowel
sound for each of the vowel letters
a e i o u.
The words will have only one syllable.
In Level 4(hard), the words used will contain a number of ways of making the long vowel
sound for each of the vowel letters
a e i o u.
The words will have one or more syllables, including prefixes and suffixes.
Level 4-1(easy)
In Level 4-1(easy), the words used will contain two different ways of making the long vowel
for the letter 'a', which is, in effect, the name of the letter. We have already done a lot of
work with headphone words. Now we will concentrate on:-
Long vowel [ā] sounds:ai
ay
in the middle
on the end
of words
of words
e.g. brain
e.g. day
Talk to your student about having different friends to play with. Say that the letter 'a'
wants to play with his other friends ... ai and ay.
Ask your student to tell you if he (or she) has ever seen a dog. Where is the tail?
That's right ... on the end of the body!!
So, when we hear the sound [ā] on the end of a word, we know that we must use the letter
combination that has the tail at the end!!!
…ay
Note: The letters 'ai' come at the front of the word in words such as
aid
aim
ail.
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Level 4-1(easy)
ai, ay
The spelling rules from Levels 1, 2 and 3 will be used when appropriate.
Spelling Rule 2
After a short vowel, we must have
-ll
-ff (except:
if)
-ss
(except:
us, yes, bus, this, gas)
-zz (except:
quiz)
-ck
on the end of a word.
Remember:
It is important that your student understands that 3 things must happen to use 2 of the
letters l, f, s, z, k.
1. The sound must be one of the 5 ... [l] [f] [s] [z] [k].
2. The sound must come straight after a short vowel.
3. The sound must be on the end of the word.
In this level, there will only be one 'l' or 'f' because the sound will not be coming
after a short vowel.
In this level, there will be no words with the sound [k] after the long vowel, as these
are usually headphone words.
In this level, we have used only one word (maize) with the sound [z] after the long
vowel sound. After a long vowel, use the letters '-ze', not '-zz'.
Examples:
whiff
fill
buzz
but
but
but
waif ...
fail
...
maize ...
only one ‘f’ letter, as it is not after a short vowel.
only one ‘l’ letter, as it is not after a short vowel.
use ‘-ze’ as it is after a long vowel, not a short one.
NOTE:We are not addressing words where the letters, '-se' can sound like [z] after a long vowel (such as praise).
This is a special issue and will be dealt with at a later time.
Spelling Rule 3
Use the letter ‘k’ when the next letter is ‘e’, ‘i’ or ‘y’,
otherwise use the letter ’c’.
(except skull, skunk, skate and Australian animals)
Only in examples, such as:
clay claim
The sound [c] in front of, or after, a long [ā] sound will usually be in a headphone word,
such as cape or rake, not in words using the letters 'ai' or 'ay'.
REMEMBER:Ask your student as they are writing words why they are using the letters that they are writing.
Do this whether they are right, or whether they are wrong.
This encourages the student to be thinking while they are writing. Encourage them to think about the
rule before they write it, not afterwards.
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Level 4-1(easy)
Warm-up
ai, ay
Buttons in Boxes (Decoding/Encoding)
1. Say the word.
Have the student sound the word aloud, then say if the vowel sound is e.g. short [a] or
long [ā], saying it clearly and correctly (emphasis on long or short when necessary).
2. Have the student decide which letter/s to use for that vowel sound.
3. Tick the column (or write the word) to indicate the correct vowel sound in the word, on the
response sheet.
Day 1
Day 2
Day 3
Day 4
Day 5
fail
waif
ray
shack
snail
dray
quaint
splat
braid
fad
sway
chat
tray
trail
email
clay
sap
clay
chap
fray
thatch
saint
pay
drain
slat
slay
slain
aim
rack
pray
frail
maize
black
stray
waif
paint
waist
fray
flap
taint
hay
hail
paid
laid
lad
rack
main
spray
slat
drain
Sounds on Cards (Sound Processing)
Day 1
Day 2
Day 3
Day 4
Day 5
play
pay
ray
rain
rail
ail
tail
wail
way
waif
bait
wait
sail
fail
frail
fray
pray
pay
paid
pad
tail
hail
hay
ray
rain
pain
plain
play
clay
claim
tray
pray
pay
may
maid
mad
man
main
lain
lay
aim
aid
laid
lad
pad
paid
pay
hay
hail
mail
Remind your student to think about which letter/s might be needed for the vowel sound in each word!
Letters needed for Sounds On Cards for the level:
p r t w b s f h c l m
First row consonants:
Second row consonants:
l r
Vowels:
ay ai a
Final row consonants:
n l f t d m
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Buttons in Boxes Response Sheet
Day
Short Vowel
a
Long Vowel
ai
ay
1
2
3
4
5
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Level 4-1(easy)
ai, ay
Sound Processing
There are many pairs of words that are the same except for adding or deleting a sound on the
end of the word, such as in …
pay …
add the sound [n],
… it becomes
…
pain
rail
…
take away the sound [l],
… it becomes
…
ray.
Say one word in each pair, ask your student to indicate which column the opposite word
in the pair belongs in.
Example 1:
Example 2:
Say
…
"Say the word pain. Take away the sound [n].
What is the new word?" (pay)
Ask your student to tick the appropriate column for spelling the vowel sound that is
in the new word.
Always say the sound for the letter that is being added or deleted,
not the name of the letter.
Say
…
"Say the word ray. Add the sound [l].
What is the new word?" (rail)
Ask your student to tick the appropriate column for spelling the vowel sound that is
in the new word.
Always say the sound for the letter that is being added or deleted,
not the name of the letter.
ai
 (for rail)
ay
 (for pay)
Alternatively, ask your student to write that word in the appropriate column, on the
Buttons in Boxes Response Sheet.
Use the following pairs of words:
ai
ay
bait
bay
brain
bray
claim
clay
drain
dray
fail
Fay
frail
fray
hail
hay
jail
Jay
laid
lay
lain
lay
maid
may
main
may
pail
pay
plain
play
rain
ray
sail
say
slain
slay
stain
stay
staid
stay
strain
stray
sprain
spray
train
tray
trail
tray
waif
way
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Level 4-1(easy)
ai, ay
Words and Sentences
READING
Words
Two pages of words have been supplied with the letters for the vowel sounds missing in each one.
Have your student decide which letters are needed and fill them in.
Have your student, then, read each word, saying the sounds out loud as necessary.
A third page of words for reading has been supplied. On this page there is a mixture of real and
nonsense words for further practice. The use of nonsense words is an extremely valuable tool in
helping your student to develop the necessary skills and knowledge.
These words may be used for reading and/or spelling. However, a special spelling page has also been
provided.
Sentences
Two pages of sentences have been supplied.
Have your student highlight the letters that are making the long ā sound in the words.
Expect your student to read accurately. Set a goal of (e.g. 3 full sentences) without a mistake.
Increase the number of sentences as your student improves.
The aim of using these words and sentences for reading is to encourage the student to use
his/her sound processing skills in order to be accurate.
Encourage the student to sound out aloud straight away, rather than having a guess, and then
trying to sound it out. Encourage the student to sound out to ensure accuracy, rather than
guessing or trying to remember what the words are. The processing skills will naturally
improve and gain speed as the student proceeds through the levels.
Memorising is not the aim. Rather, we want the student to experience success, using whatever
method is necessary to do so.
When the student can experience success, he/she will use that technique with growing
confidence. There is nothing worse than guessing words and always having to look for reassurance. By sounding out a word that one is not sure of and then getting it correct straight
away (rather than after several guesses), one’s confidence will grow quickly.
SPELLING
The words and sentences on the following five pages can be used for additional spelling practice,
following the instructions that are on the specific spelling page.
Encourage correct punctuation when writing sentences as detailed in the notes for this level.
Story and Questions
Expect your student to read accurately. Set a goal of (e.g. 1 full paragraph) without a mistake.
Increase the number of paragraphs as your student improves.
Questions
 Expect your student to answer each question in a complete sentence.
 Show your student how to use part of the question in the answer.
Discourage the use of pronouns in answers. Instead, use the detail provided in the question
to complete the answer, e.g. not this ... They wanted a turn on it.
but this ... Sam and Jack wanted a turn on the swing.
 Show your student how to answer a 'Why?' question. Explain that it is not a full sentence if
the answer simply begins with 'because'. The answer starts with words from the question
and then gives the reason beginning with 'because', e.g. Sam wanted a turn because he had
waited a long time.
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Level 4-1(easy)
ai, ay
Fill-in Words
1.
2.
Day 1
Write the correct letters to make the long ā sound in each word below.
Say the word out loud. Sound it out if necessary.
b
t
r
d
b
l
r
h
l
w
pl
n
p
m
n
f
p
tr
m
Day 2
sl
t
nt
dr
t
l
w
n
p
d
tr
l
w
f
w
st
t
nt
qu
l
d
em
l
dr
n
ch
n
st
n
ze
st
l
d
br
d
sw
m
fr
l
fr
r
43
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l
Level 4-1(easy)
ai, ay
More Fill-in Words (continued)
Day 3
qu
nt
str
gr
n
h
str
n
cl
afr
d
r
w
cl
spr
pl
v
n
d
m
f
x-r
spr
s
nt
p
br
sn
l
br
s
s
spr
pl
Day 4
v
n
b
gr
n
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l
l
t
n
nt
n
nt
spr
n
s
nt
p
nt
sl
n
n
l
p
l
pr
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Level 4-1(easy)
ai, ay
Words to read/spell
There is a mixture of real words and nonsense words.
Day 1
pain
wait
stray
play
braid
bray
clain
waist
away
splait
aim
today
lain
craip
paint
stay
brain
tay
pray
spray
bail
vain
slay
email
aid
baim
quail
clay
saint
chain
dray
frait
trail
plain
fray
braip
sway
mail
trait
sprain
x-ray
stain
lay
tray
glay
claim
may
quaint
jait
pay
raid
faint
gain
blay
wain
taint
chay
strain
waif
say
Day 2
Day 3
Day 4
45
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Sentences
and ... paid and laid
It can be useful to have your student highlight the letters making the long ā sound in each sentence.
Sight Word/s:
said
1.
Gail said, "How did Jay sprain his ankle?"
2.
Fay was afraid to have an x-ray.
3.
The children like to sway as the train runs along.
4.
Grant will stain the rail with that paint.
5.
Ray said, "You must wait next to the main shop."
6.
Did the frail man faint on the way home?
7.
The chicken has laid three eggs in the hay.
8.
The snail left a trail on the steps.
9.
The maid paid for the belt to put on her waist.
10. Did she say that the email was left on the tray?
11. I am afraid that Jay will stray from me.
12. Nail the chain to the step so that it will stay there.
13. The lady said, "Your dad has paid for that clay."
14. The little girl had plain pants and a quaint hat.
15. We put the bait into the pail to go fishing.
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More Sentences
and ... paid and laid
It can be useful to have your student highlight the letters making the long ā sound in each sentence.
Sight Word/s:
said
1.
We aim to stay at the bay today.
2.
Fay said, "You must stay away from the drain."
3.
The farmer will plant the maize seeds in a trail.
4.
Jay will pray that he did not do that in vain.
5.
Gail said, "I will pay the bail for him to get out
of jail."
6.
The sails will strain in the strong wind.
7.
Dad said, "You must not paint the snails."
8.
Did he claim that he was a saint?
9.
The maid left the tray of food for the waif.
10. Fay said, "A quail did not lay that egg."
11. The farmer left the hay and grain next to the
wet pail.
12. Jay sent the mail away today.
13. You must stay away from the rain and the hail.
14. You must not taint the painting on this tray.
15. Have you paid for your x-ray?
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Read Story
Farmer Flay was glad to have the rain. He has maize, and other
grains on his farm. He uses some of the seeds to feed his
chickens so that they lay lots of eggs.
There had not been rain for a long time. He hoped that the
hail would not harm his crops.
After the rain had stopped, he said to Jay, "Will you go and
get the eggs?" Jay felt in the hay that was in the nests and
got twelve eggs.
Then Jay said, "Farmer Flay, will you pay me to get the snails
away from the grain that is in the barn? I aim to get them all
for you."
Farmer Flay said, "Yes, but stay away from the tray of paint
that is in the barn. If it spills, it will stain your plain pants.
And stay away from that big chain and the box of nails, too."
At the end of the day, Farmer Flay paid Jay. He said, "Jay,
your hard work has not been in vain! Thanks. You can go and
play."
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Questions for Story
1.
Who hoped that the hail did not harm the crops on the farm?
2.
When did Jay go and get the eggs?
3.
What did Farmer Flay feed to his chickens?
4.
Where was the tray of paint?
5.
Why was Farmer Flay glad that it rained?
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Spelling
Parents:
1. Say each word clearly to your student.
2. Your student is to say the word back to you.
3. As your student writes the word, they must say the sound of each letter before
they write it.
4. Remember to have the student write these words as described in the notes.
5. Complete one list each day including the sentence.
List 1
List 2
List 3
List4
List 5
aid
stain
stay
stay
clay
sail
pain
raid
raid
maid
trail
chain
spray
quaint
faint
hail
tray
main
rain
frail
train
pail
play
main
pray
braid
paint
paid
play
snail
drain
sway
clay
brain
grain
trail
wait
brain
gain
trail
hay
pay
gain
mail
bay
laid
snail
mail
way
may
Sentences
Parents:
1. Say the sentence twice to your student.
2. Your student then says the sentence back to you.
3. Repeat the sentence if your student cannot remember it.
4. Your student must say the sound of each letter before writing it.
5. Remember to have the student write these words as described in
the notes.
6. If your student is having difficulty remembering the sentence while
writing, have him/her read it aloud from the beginning, and provide
assistance if necessary.
7. The correct punctuation for each sentence must be included as
the sentence is written. It may not be changed or added after the
completion of the sentence.
List 1
Do not play
with your
hammer
and nails.
List 2
List 3
List 4
List 5
The rain and
hail went
into the
drain.
The stain from
the clay will
stay.
You may stay
and wait for
the train.
Ray has paid
for the red
paint.
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Words for Games
Level 4-1(easy)
braid taint stray claim
ai, ay
bay
today
aid
bait
clay
faint
drain
ray
rail
away
slain
tail
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waist spray waif x-ray
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Words for Games
Level 4-1(easy)
say
chain
pail
pay
sprain quail
vain
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laid
slay quaint
strain wait
stay
dray saint
ai, ay
tray
play
raid
raid afraid
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Level 4-1(easy)
ai, ay
Reference Word Lists
-ai-
-ai-
-ay
aim
aid
afraid
bait
bail
brain
braid
chain
claim
drain
email
fail
faint
frail
grain
gain
hail
jail
lain
laid
maize
mail
maid
main
nail
paid
pail
pain
paint
plain
quail
quaint
raid
rail
stain
snail
strain
saint
sail
slain
sprain
train
taint
trait
tail
trail
vain
wain
wait
waif
waist
away
bay
bray
clay
day
dray
Fay
fray
hay
Jay
lay
may
pay
play
pray
ray
say
slay
spray
stay
sway
stray
today
tray
way
x-ray
Confirm the meanings of the words
bail
wain
laid
lain
vain
taint
waif
maize
…
…
…
…
…
…
…
…
to pay money to get out of jail (or to help someone get out of trouble)
a horse-drawn cart (to carry hay, not people)
a chicken has laid an egg (past tense of lay)
someone has lain on the bed (past tense of lie)
someone has tried to do something in vain (a waste of time)
to spoil something
a homeless, or poor, child
another name for corn
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