LEVEL 4-1(easy) Sound/Rule: ai ay Sight Word/s: said and © Copyright 2016 Doorway To Learning Pty Ltd ... paid and laid www.lizzyonline.com.au © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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. © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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. © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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 © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au Buttons in Boxes Response Sheet Day Short Vowel a Long Vowel ai ay 1 2 3 4 5 © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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 © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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. © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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 © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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 © Copyright 2016 Doorway To Learning Pty Ltd l l t n nt n nt spr n s nt p nt sl n n l p l pr www.lizzyonline.com.au 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 © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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. © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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? © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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." © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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? © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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. © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au 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 © Copyright 2016 Doorway To Learning Pty Ltd waist spray waif x-ray www.lizzyonline.com.au Words for Games Level 4-1(easy) say chain pail pay sprain quail vain © Copyright 2016 Doorway To Learning Pty Ltd laid slay quaint strain wait stay dray saint ai, ay tray play raid raid afraid www.lizzyonline.com.au 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 © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au
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