Lesson 1: Word Families and Long Vowel Review
Day 3
Activity 3.1: Word Chains
Say, "You've already worked with short a, short i, and short o word families. In this activity, you're going to work with short u families." Give your child the lowercase letter cards and then follow these steps. Your child may need extra assistance with the words in brackets, or you can omit them from the chain.
- Say the first word in the first word chain ("sun"), and ask him to spell it using the letter cards. Encourage him to say each letter sound as he spells the word.
- Now say the second word in the first chain ("nun"), and ask him to spell this new word by changing the beginning sound of the word. Again, encourage him to say each letter sound as he changes the word. NOTE: Words beginning with digraphs and blends are provided at the end of each chain if your child is ready to spell them.
- Repeat this process until he gets to the end of the chain.
- Repeat this process with the next chain.
Activity 3.2: Family Search
Tell your child that he will work with the short e vowel sound in this activity. As needed, write a few short e words for your child to read (bed, net, pen). Now give your child the "Short e Family Search" page and the following colored pencils: red, yellow, green, blue.
Tell your child to color each box at the top of the page that shows a short e word family using a different color. For example, he might color "en" in blue, "et" in yellow, "eg" in green, and "ed" in red. (You may want to point out that "red" is on the page so that he has the option to color "ed" words in red so that "red" will be red.) Once he's assigned a color to each word family, he will color words that belong in each family according to these assignments. For example, using the previous assignments, "vet" would be colored yellow. As needed, assist him with the more challenging words (shed, when, shred, fled, sled).
When your child has finished this page, ask, "Why do 'Meg' and 'Ted' begin with an uppercase letter?" Review with him that people's names always begin with an uppercase letter (like the first word in a sentence). Help him place these pages in the Word Collection folder or binder.
Tell your child to color each box at the top of the page that shows a short e word family using a different color. For example, he might color "en" in blue, "et" in yellow, "eg" in green, and "ed" in red. (You may want to point out that "red" is on the page so that he has the option to color "ed" words in red so that "red" will be red.) Once he's assigned a color to each word family, he will color words that belong in each family according to these assignments. For example, using the previous assignments, "vet" would be colored yellow. As needed, assist him with the more challenging words (shed, when, shred, fled, sled).
When your child has finished this page, ask, "Why do 'Meg' and 'Ted' begin with an uppercase letter?" Review with him that people's names always begin with an uppercase letter (like the first word in a sentence). Help him place these pages in the Word Collection folder or binder.
Student Activity Page
Activity 3.3: Sight Words
Provide time for your child to read and write this week's sight words. He can write them on the laminated writing sheet, saying each word as he writes it. Allow him to use the sight word cards as needed.
As needed, also continuing reviewing the Age 5-7 sight words from the Introduction to this lesson.
As needed, also continuing reviewing the Age 5-7 sight words from the Introduction to this lesson.