Lesson 2: Vowel Teams Review

Day 2

Activity 2.1: Long a Spellings

Write "frame" on the laminated writing sheet and ask your child to read it. Ask her what makes this word have the long a sound (the silent e). Now write "say," "grain," and "break" on the laminated writing sheet and read them aloud. Ask, "What do all of these words have in common?" Help her see that they all have the long a sound. Tell her that ai, ay, and ea are three other ways to make the long a sound. Ask your child to read each word aloud, providing support as needed.

Your child will first read the words on the "Long a Spellings" page. If needed, remind her of the sound that sh makes. Then, using colored pencils, she will color each of the words based on its long a spelling as directed at the top of the page. Make sure that she understands how to do this.

She should color the words as follows:
  • red: came, brave, shape, shade
  • yellow: mail, brain, trail, train
  • green: tray, spray, stay, play
  • blue: steak, great, break
When she has finished coloring the words, pose the following questions:
  • In what ways is the long a sound spelled in these words? (with silent e, ai, ay, ea)
  • Where does the ay spelling appear in each word? (at the end)
  • Where do the ai and ea spellings appear in each word? (in the middle)
Help her place this page in the Word Collection folder or binder.
Student Activity Page

Activity 2.2: Long i Spellings

To begin, provide time for your child to watch the video at the following web link. Tell her to pay attention to the different spellings for long i.
Web Link
Tell your child that the letter y is usually a consonant but can sometimes be a vowel. Write the following words on the laminated writing sheet and ask your child to identify the vowel sound:
my, by, why
She should note that the words all have a long i sound. Tell her that when y comes at the end of a word and makes the long i sound, the y is treated as a vowel.

Your child will complete the "Long i Spellings" pages by first reading the words provided on the first page. Explain word meanings as needed. As needed, remind your child that ch makes the /ch/ sound and qu makes a /kw/ sound, and then encourage her to sound out the words "chime" and "quite."

Next, she will cut the words out and will place them in the correct columns depending on the spelling of the long i sound in each word. Once she's placed each word in a column, check her work and help her correct any mistakes. When the words are placed correctly, she will glue them to the page. Place the page in the Word Collection folder or binder.

After your child has completed this activity, pose the following question: "In what ways can the long i sound be spelled?" (with silent e, igh, y, ie) Explain that the most common long i spelling is with the silent e.

Your child should place the words in the columns as follows:
  • (i-e): quite, chime, white, stripe
  • (igh): sigh, night, bright, flight
  • (y): sky, try, shy, dry
  • (ie): pie, tie, flies, spied
Student Activity Page
Student Activity Page

Learning Gates

Have your child take the Learning Gates quiz for this day.