© by Vista Higher Learning, Inc. All rights reserved. | TG P-30 | Connect to Phonics PLUS Teacher Guide day and tray. Point out that the vowel team ay often comes at the end of a word. • Recognize vowel teams in multi-syllable words Explain that these vowel teams almost always make the long a sound, even in multi-syllabic words. Say: These letters also make the long a vowel sound in longer words. If one syllable in a longer word has the vowel team ai or ay, then that syllable has a long a sound. Demonstrate with familiar words children should already know. Have them decode the words yesterday, crayon, rainfall, and remain. Practice A • Identify words with vowel teams Point to the example sentence. Say: In this activity, you’ll hear complete sentences. Each sentence has at least one word with the long a sound spelled ai or ay. Some sentences have more than one word. Model the example. Read the sentence slowly, emphasizing the long a sound in raining and today. Ask: What words have a long a sound? (raining, today) How is the long a sound spelled in raining? (ai) How is the long a sound spelled in today? (ay) Repeat the sentence, pointing to each word as you say it aloud. Have children complete the activity, saying each word aloud as they point to it in the sentence. Read each sentence aloud if children need help. Answers: 1. play, rainy 2. afraid 3. say, yay, rain Communicate B • Demonstrate knowledge of vowel teams Write ai and ay on the board. Say: Think of some words you know that have the long a sound spelled ai or ay. Can you say a sentence with them? Model the example sentences in the book. Read them aloud, pointing out the words paint, crayons, train, and birthday. Then have children brainstorm words and say sentences on their own. Page P-39 Practice C • Build words with vowel teams Review the sound of each vowel team in the Letters to Use box. Say: Remember, the letters ai usually come in the middle of a word, and the letters ay usually come at the end of a word. Point to the example and say: This word is missing letters at the end. I see the letter p. That sounds like /p/. If we add a long a sound after that, what word do we get? (pay) Point to the Letters to Use box. Ask: How do we spell the word pay? Is it p, a, i? Or is it p, a, y? Write the word on the board, spelling it as you write each letter. Say: The word pay is spelled p, a, y because the long a sound is at the end of the word. Then have children complete the activity. Answers: 1. ay (stray) 2. ai (wait) 3. ay (away) 4. ai (nail) 5. ai (pail) 6. ai (sprain) 7. ay (say) 8. ay (clay) D • Decode words with vowel teams Point to the example sentence. Say: In this activity, you’ll hear complete sentences. Each sentence has one word with the long a sound spelled ai or ay. Model the example. Play the audio or read the sentence slowly, emphasizing the long a sound in train. Ask: What word has a long a sound? (train) How is the long a sound spelled in train? (ai) Repeat the sentence, pointing to each word as you say it aloud. Play the audio and have children complete the activity, saying each word aloud as they point to it in the sentence. Read each sentence aloud if children need help. Answers: 1. stay 2. rain 3. play 4. wait 5. day 6. sprained Page P-40 E • Spell words with vowel teams Review the sounds of the letters and letter teams the Letters to Use box. Say: In this activity, you will name the picture and then use these letters to spell the word. Model the example. Point to the picture and say: The picture shows a calendar for one day. The word is day. The word day is made with these sounds: /d/ /ā/. The first sound is /d/, which is spelled with a d. Write the letter d on the board. The second sound is a long a. Both ay and ai make that sound. It’s the last sound in day, so it must be spelled ay since it comes at the end of the word. Write the letters ay after d to complete the word day. Say the word again, segmenting each sound as you draw your finger under the letters.
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