Lesson 1: Word Families and Long Vowel Review
Day 4
Activity 4.1: Short to Long
Using the lowercase letter cards, ask your child to spell and say "mad." Next, place e at the end of the word and explain that this e is silent. Ask, "What is the silent letter e telling the vowel to do?" Your child should recall that the "silent e" tells the vowel in the word to say its name, thus making a long vowel sound rather than a short vowel sound.
Ask him to read the new word: "made." Repeat this process with "kit" and "kite."
Your child will cut out the words on the first "Short to Long" page. He will place all of the short vowel words in the "Short" column on the second page. Then, he will match a long vowel word with each short vowel word to show how the silent e changes the vowel sound by placing the long vowel word in the "Long" column next to its match. For example, "mad" and "made" would be matched together on the page. If your child needs assistance with cutting or pasting, help him as needed.
NOTE: The focus of this activity is on a, i, o, and u words because "e with silent e" words are rare.
Once your child has placed all of the words correctly on the page, he will glue them down and then read them aloud. Place the page in the Word Collection folder or binder.
The words should be matched as follows (though the matches will likely appear in a different order):
Ask him to read the new word: "made." Repeat this process with "kit" and "kite."
Your child will cut out the words on the first "Short to Long" page. He will place all of the short vowel words in the "Short" column on the second page. Then, he will match a long vowel word with each short vowel word to show how the silent e changes the vowel sound by placing the long vowel word in the "Long" column next to its match. For example, "mad" and "made" would be matched together on the page. If your child needs assistance with cutting or pasting, help him as needed.
NOTE: The focus of this activity is on a, i, o, and u words because "e with silent e" words are rare.
Once your child has placed all of the words correctly on the page, he will glue them down and then read them aloud. Place the page in the Word Collection folder or binder.
The words should be matched as follows (though the matches will likely appear in a different order):
- can, cane
- cap, cape
- cub, cube
- hop, hope
- rat, rate
- rid, ride
- rip, ripe
- rob, robe
Student Activity Page
Student Activity Page
Activity 4.2: Word Building
Give your child the lowercase letter cards, and ask him to spell the following words:
cake, bike, home, late, rope, vine, mule
Activity 4.3: Sentence Scramble
Your child will unscramble the words in the box at the top of the "Sentence Scramble" page to make a sentence. He must use every word once and only once, and he can use the picture provided for clues. Once he's finished writing the sentence, ask him to read it aloud to you. If needed, help him figure out the correct order of the words. For example, remind him that sentences always begin with an uppercase letter.
If your child struggles with writing, you can adjust the activity by cutting out the words at the top of the page and giving them to him in mixed-up order. He can then place the words in the order in which they belong rather than writing them.
Correct sentence: A wet dog sat on the big rug.
If your child struggles with writing, you can adjust the activity by cutting out the words at the top of the page and giving them to him in mixed-up order. He can then place the words in the order in which they belong rather than writing them.
Correct sentence: A wet dog sat on the big rug.
Student Activity Page
Learning Gates
Have your child take the Learning Gates quiz for this day.