This week's focus has been reviewing and learning about more vowel teams. Vowel teams are two or more letters that work together to make one sound.
Lesson 92: Review ai, ay - long /a/, ee, ea, ey - long /e/, oa, ow, oe - long /o/, ie, igh - long /i/, oo - /ew/, ew, ui, ue u - /ew/
We have been learning about vowel teams. When we read and spell words with vowel teams, we need to be flexible because the vowel sounds we hear can be spelled different ways and vowel teams we see can represent different sounds.
When we read and spell big words with vowel teams, we can break them into syllables to help us decode.
In this week's text called, Classroom Clean Up, students are looking for just 10 words that have one of our vowel teams listed above. They are looking to highlight (the whole word that has that spelling pattern), followed up with illustrating a picture of the story. Be careful for spelling patterns that are included in the story that include those letters that do not make the same sound as our vowel team we are looking for.
Lesson 93: au, aw, augh - /aw/
We learned this week a new sound /aw/. The /aw/ sound is similar to the short /o/ sound. The /aw/ sound can be made three ways.
aw /aw/: The sound /aw/ can be spelled with the letters aw and is usually comes in the middle of a word, such as the words lawn and hawk. It can also come at the end of the word, such as the words paw and law. And it can also come at the beginning of a word, such as the word awe.
au /aw/: The sound /aw/ can also be spelled with the vowel team au and comes in the middle of a word like haul and fault.
augh /aw/: The sound /aw/ can also be spelled with the augh spelling pattern and comes in the middle of a word like caught.
In this week's text called, Trip to the Zoo, students are looking for all the words that have the letter teams that makes the /aw/ sound based on the au, aw and augh spelling patterns to highlight (the whole word that has that spelling pattern), followed up with illustrating a picture of the story. Be careful for spelling patterns that are included in the story that just include any letter combinations. We are specifically looking for the aw sound combinations from au, aw and augh making that special /aw/ sound.
Heart (Irregular) Words of the Week
Heart words are words that do not decode or follow the spelling rules that we have been learning. We have to know them by 'heart'. However, once we learn more spelling rules, they may be only temporary heart words and the rules will come along later! In the meantime, we have been focusing on reviewing and learning the words below.
Heart (Irregular) Words of the Week
Heart words are words that do not decode or follow the spelling rules that we have been learning. We have to know them by 'heart'. However, once we learn more spelling rules, they may be only temporary heart words and the rules will come along later! In the meantime, we have been focusing on reviewing and learning the words below.
This week we are reviewing:
- floor
- poor
- door
- won (vs one)
- son (vs sun)
- month
And we are introducing as new words:
- hour
- minute
Fluency Grids
With each story, there is a fluency grid with the lesson focus that is intended to help students recognize the phonics rule and assist in reading it with accuracy and automaticity. At home, challenge your young reader to read the word (aim is to decode/read each word within 3 seconds) and then recall it each time they see it within the grid of mixed up, repeated words. A couple minutes of practice is all they need. This acts as a warm up before reading the text that also applies the same skill while building on all the previous skills as well. Each week we are building on the previous week to become more fluent readers so we can focus on what the text is sharing rather than spending all the time decoding the words.
**If this is too much at home with all the other things you are busy with, we totally understand! We will be using it in the classroom and saving paper to keep them all together in one spot. Thank you in advance if you do give it a whirl as another way to support your little reader based on the Science of Reading.**
Homework Reminders
With each story, there is a fluency grid with the lesson focus that is intended to help students recognize the phonics rule and assist in reading it with accuracy and automaticity. At home, challenge your young reader to read the word (aim is to decode/read each word within 3 seconds) and then recall it each time they see it within the grid of mixed up, repeated words. A couple minutes of practice is all they need. This acts as a warm up before reading the text that also applies the same skill while building on all the previous skills as well. Each week we are building on the previous week to become more fluent readers so we can focus on what the text is sharing rather than spending all the time decoding the words.
**If this is too much at home with all the other things you are busy with, we totally understand! We will be using it in the classroom and saving paper to keep them all together in one spot. Thank you in advance if you do give it a whirl as another way to support your little reader based on the Science of Reading.**
Homework Reminders
Students have been working on stories in their UFLI Stories book that comes home on Friday. At school, they work with a partner to complete their fluency grid, read with someone their story, highlight the focus words and illustrate a picture for the text. At home, students are to finish highlighting and completing the story and read to an expert at home. After completing, parents are to initial. You are welcome to still record this reading on student reading logs in their Snuggle Up & Read. And also welcome to go back and read any other stories in the UFLI book as well. We want to reward all the practice students are doing!
Happy reading!
Happy reading!
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