ai
Follow the weekly teaching programme as outlined here.
I always expect some confusion as to when to use which combination of letters for sounds with the same sound such as a-e and ai. This is more a spelling issue than a reading one.
When needing to remember the sound made by 'a' and 'i' together, there is a little rhyme some use:
When two vowels go out walking, the first one does the talking.
In other words, the first vowel says its name and the other is silent.
Use the rhyme if it helps, but it does not always work, however, I generally find that after having taught this sound and the next two, the children grasp what is needed and forget the rhyme, it having served its purpose.
The key to spelling is to practice the words regularly, so that the pupil almost memorises the list of words containing each sound. Note - the pupil does not initially memorise the spelling of the words, as that should be learnt phonetically, of course, but rather memorising which words go in which family. Pin the word lists up around the house/classroom - the bathroom is a good place, or by the meal table - somewhere where they can be seen frequently.
I like to turn this into a game - reading a list of words and asking the pupil to identify which sound family they belong to. Another method is to ask the pupil to verbally make up a story using as many words in the family as possible, and then illustrate it and even act it out if possible. Of course, games are ideal for this purpose too. You can easily make your own simple games.
This multi-sensory approach helps it all to 'stick' in the memory.
Follow the weekly teaching programme as outlined here.
I always expect some confusion as to when to use which combination of letters for sounds with the same sound such as a-e and ai. This is more a spelling issue than a reading one.
When needing to remember the sound made by 'a' and 'i' together, there is a little rhyme some use:
When two vowels go out walking, the first one does the talking.
In other words, the first vowel says its name and the other is silent.
Use the rhyme if it helps, but it does not always work, however, I generally find that after having taught this sound and the next two, the children grasp what is needed and forget the rhyme, it having served its purpose.
The key to spelling is to practice the words regularly, so that the pupil almost memorises the list of words containing each sound. Note - the pupil does not initially memorise the spelling of the words, as that should be learnt phonetically, of course, but rather memorising which words go in which family. Pin the word lists up around the house/classroom - the bathroom is a good place, or by the meal table - somewhere where they can be seen frequently.
I like to turn this into a game - reading a list of words and asking the pupil to identify which sound family they belong to. Another method is to ask the pupil to verbally make up a story using as many words in the family as possible, and then illustrate it and even act it out if possible. Of course, games are ideal for this purpose too. You can easily make your own simple games.
This multi-sensory approach helps it all to 'stick' in the memory.
Level 1 rain pain wait sail tail nail train snail paint |
More words to read paid rail nail wait again afraid praise explain |
Odd Words for reading:
do Liken to 'to'
you Rhymes with to and do!
when Sounds out if you make a windy /w/ sound for /wh/ (ignore the 'e')
said Some children are happy to sound this word with an /ay/ sound and then correct themselves.
do Liken to 'to'
you Rhymes with to and do!
when Sounds out if you make a windy /w/ sound for /wh/ (ignore the 'e')
said Some children are happy to sound this word with an /ay/ sound and then correct themselves.
Dictation: Revise /o-e/:
Tom has a bad toe. He cannot ride his bike. He will use the blue car to go to the shops next week with his wife June.
Teaching notes:
Help children to remember the /ai/ words with a little rhyme:
It is a pain to wait for the train in the rain. Let the child draw a picture and write the sentence underneath. Pin it on the wall. It will give you a child a 'peg' in the brain on which to hang the /ai/ words, distinct from the /a-e/ words already learned.
Tom has a bad toe. He cannot ride his bike. He will use the blue car to go to the shops next week with his wife June.
Teaching notes:
Help children to remember the /ai/ words with a little rhyme:
It is a pain to wait for the train in the rain. Let the child draw a picture and write the sentence underneath. Pin it on the wall. It will give you a child a 'peg' in the brain on which to hang the /ai/ words, distinct from the /a-e/ words already learned.
Sentences to practice reading and spelling
We like to ride on the train.
Can you go by train?
They are waiting for the train.
We shall go for a sail.
Tom is standing in the yard in the rain.
I wait a long time for the bus.
Tom is painting the shed.
I am waiting for the train.
Sam went for a sail.
"You can wait here for the bus," says the man.
"You can have a cake," says Gran.
We like to ride on the train.
Can you go by train?
They are waiting for the train.
We shall go for a sail.
Tom is standing in the yard in the rain.
I wait a long time for the bus.
Tom is painting the shed.
I am waiting for the train.
Sam went for a sail.
"You can wait here for the bus," says the man.
"You can have a cake," says Gran.
Read the Bible
Faith Have faith in God Mark 11:22
Faith Have faith in God Mark 11:22