y (ee)
No English word ends with 'i', so if we want an 'i' sound at the need of a word, we must use 'y' instead. I personally think it says more of an 'ee' sound, so I teach my pupils that it says 'ee'. Try it for yourself. Say 'Mummy'. What sound did you hear on the end, 'i' or 'ee'? Now teach what ever you decided to your pupil!
Make a flashcard with just 'y' on it and explain that this letter says 'ee'(or 'i' if that's what you hear) when it is at the end of a word.
·Following on from leaning about /er/, explain to your pupil that the letter 'y' at the end of words is like a vowel. It says 'y' as in yellow, or /ee/ at the end of words (and 'igh' at the end of other words, which we will meet soon).
As 'y' is like a vowel, it can change vowels in the same way as powerful 'e'. Therefore, there must be a barrier between 'y' and the vowel if we want the vowel to say its sound. Because of this, some of these words have double letters - to form the barrier. Other words already have two consonants acting as a barrier, so we can just add ‘y’.
Explain it simply to your pupil: 'y' is like powerful 'e' - it can change the vowel to say its name. If you only put one 'm' in Mumy, it will say 'Moomy'. One 'd' in Dady will say 'Daidy'. So we put two 'mm's' to keep the vowel saying its sound and to stop the 'y' from being powerful.
Making words plural: For reading only (as we will not do this for spelling until Level 2);
We say one party, lots of parties
one story, lots of stories
Only teach your to read these words if s/he is able to read the words in the green box.
No English word ends with 'i', so if we want an 'i' sound at the need of a word, we must use 'y' instead. I personally think it says more of an 'ee' sound, so I teach my pupils that it says 'ee'. Try it for yourself. Say 'Mummy'. What sound did you hear on the end, 'i' or 'ee'? Now teach what ever you decided to your pupil!
Make a flashcard with just 'y' on it and explain that this letter says 'ee'(or 'i' if that's what you hear) when it is at the end of a word.
·Following on from leaning about /er/, explain to your pupil that the letter 'y' at the end of words is like a vowel. It says 'y' as in yellow, or /ee/ at the end of words (and 'igh' at the end of other words, which we will meet soon).
As 'y' is like a vowel, it can change vowels in the same way as powerful 'e'. Therefore, there must be a barrier between 'y' and the vowel if we want the vowel to say its sound. Because of this, some of these words have double letters - to form the barrier. Other words already have two consonants acting as a barrier, so we can just add ‘y’.
Explain it simply to your pupil: 'y' is like powerful 'e' - it can change the vowel to say its name. If you only put one 'm' in Mumy, it will say 'Moomy'. One 'd' in Dady will say 'Daidy'. So we put two 'mm's' to keep the vowel saying its sound and to stop the 'y' from being powerful.
Making words plural: For reading only (as we will not do this for spelling until Level 2);
We say one party, lots of parties
one story, lots of stories
Only teach your to read these words if s/he is able to read the words in the green box.
Level 1 Mummy Daddy sunny windy plenty crusty party rainy story happy |
More words to read hungry every sorry twenty thirty forty fifty sixty seventy ninety windy frosty |
Odd Words for reading and spelling:
very
Following the rule below, this word should be spelt verry, therefore it is irregular.
very
Following the rule below, this word should be spelt verry, therefore it is irregular.
Dictation: Revise /er/:
Yesterday Tom had a call from his sister. She had a good talk with Tom. She said she went for a walk and had a fall. She hurt her arm and cannot* use it to make her dinner.
Teaching Notes:
· Following on from leaning about /er/, explain to your pupil that the letter 'y' at the end of words is like a vowel. It says 'y' as in yellow, or /ee/ at the end of words (and 'igh' at the end of other words, which we will meet soon).
As 'y' is like a vowel, it can change vowels in the same way as powerful 'e'. Therefore, there must be a barrier between 'y' and the vowel if we want the vowel to say its sound. Because of this, some of these words have double letters - to form the barrier. Other words already have two consonants acting as a barrier, so we can just add ‘y’.
Explain it simply to your pupil: 'y' is like powerful 'e' - it can change the vowel to say its name. If you only put one 'm' in Mumy, it will say 'Moomy'. One 'd' in Dady will say 'Daidy'. So we put two 'mm's' to keep the vowel saying its sound and to stop the 'y' from being powerful.
· Making words plural: For reading only (as we will not do this for spelling until Level 2);
We say one party, lots of parties, one story, lots of stories
Only teach your to read these words if s/he is able to read the words in the green box.
Yesterday Tom had a call from his sister. She had a good talk with Tom. She said she went for a walk and had a fall. She hurt her arm and cannot* use it to make her dinner.
Teaching Notes:
· Following on from leaning about /er/, explain to your pupil that the letter 'y' at the end of words is like a vowel. It says 'y' as in yellow, or /ee/ at the end of words (and 'igh' at the end of other words, which we will meet soon).
As 'y' is like a vowel, it can change vowels in the same way as powerful 'e'. Therefore, there must be a barrier between 'y' and the vowel if we want the vowel to say its sound. Because of this, some of these words have double letters - to form the barrier. Other words already have two consonants acting as a barrier, so we can just add ‘y’.
Explain it simply to your pupil: 'y' is like powerful 'e' - it can change the vowel to say its name. If you only put one 'm' in Mumy, it will say 'Moomy'. One 'd' in Dady will say 'Daidy'. So we put two 'mm's' to keep the vowel saying its sound and to stop the 'y' from being powerful.
· Making words plural: For reading only (as we will not do this for spelling until Level 2);
We say one party, lots of parties, one story, lots of stories
Only teach your to read these words if s/he is able to read the words in the green box.
Sentences to practice reading and spelling
It is very windy today!
Is it a happy story?
I like to sit on the lawn if it is sunny.
This book is very good.
Can I go to the birthday party on Saturday?
This bread is very crusty. I like it with strawberry jam.
It is very windy today!
Is it a happy story?
I like to sit on the lawn if it is sunny.
This book is very good.
Can I go to the birthday party on Saturday?
This bread is very crusty. I like it with strawberry jam.