Unit 5 Reading Rods ® Response Kits 46 Review (Optional) make High-Frequency Word Cards: a, about, all, and, because, but, he, her, him, is, make, now, of, she, that, the, they, this, to, what, your These high-frequency words are included in this lesson’s reading selection. You may choose to review them before beginning this lesson. Teach the Concept Write mail. Say the word aloud. Pretend to write a note to yourself and say, Today I must pick up my mail at the post office. Say, • When I look at the word mail, I see two parts. I see the letter m at the beginning of the word. I also see the word part ail. Slowly blend the two parts together: /m/ /�l/, • mail. Point to the two word parts. Say, • When I blend these two parts together, I get the word mail. Read the word naturally: • mail. Write male on the board. Help children discover that the homonyms are pronounced the same but have different meanings. Have children discuss the differences in the two words. Make sure children know the meaning of both words. Let children know they will read and build more words with long a phonograms that are spelled without a silent e. Draw two columns. Write the following words in column 1: pail, tail, nail. Point to each word; ask children to chorally read it • with you. Say, • I want you to look for a pattern in these words. What is the same in all of these words? Yes. These words all are members of the ail word family. Label the column ail. Ask a volunteer to circle the • ail pattern in each word. Say, Can you tell me another word in the ail family? Repeat the routine in column 2 with these words to reinforce the ain word family: chain, main, train. Have children find the following Reading Rods for use in the next two activities: All Consonants (blue); ch, pl, sn, st, tr (green); ail, ain (yellow). Tell children to put Activity Mat 5b, ail, ain Word Families, in their ClearVu Paper Saver. Make sure each child has a dry erase marker and an eraser. Read the directions on Activity Mat 5b aloud. Check to make sure children • understand the activity. Have children work independently. Provide assistance as needed. When children are finished, have them take turns reading their words to • a partner. Then have children clean their paper saver. • Unit 5, Lesson 3 Vowel Patterns ai, ay Materials Student Materials J Reading Rods: All Consonants • (blue); ch, pl, sn, st, tr (green); ail, ain (yellow) Activity Tray • ClearVu Paper Saver • Activity Mat 5b: • ail, ain Word Families Sorting Mat • Eraser • Dry Erase Board J Word Cards J Phonics-Related Words: • aim, chain, clay, day, gain, hail, hay, mail, main, may, maybe, nail, pail, pain, paint, pay, plain, play, rail, rain, sail, say, snail, stain, stay, tail, trail, train, tray, wait, way Reading Selection J “Tail of a Stingray” • Dry Erase Markers*, J 1 per child Shoebox* J Writing Notebooks*, J 1 per child *Teacher provided Instructional Goal To decode and write words with J vowel patterns ai and ay m ail mail pail tail nail ail, ain Word Families 5b