Module 21: Long a: ai, ay- Language Arts 1 - Course Guide

Module Overview:

In this module, students will explore the vowel teams ai and ay by identifying their sounds, reading and spelling words that contain them, and practicing blending, segmenting, adding, deleting, and substituting sounds to make new words. They will build reading fluency by recognizing high-frequency words and reading decodable books independently. Students will develop vocabulary by using context clues and will strengthen writing skills by creating topic sentences, completing and revising sentences with correct punctuation and capitalization, and forming opinions in response to questions. Through reading activities, students will predict story events, make connections to their own experiences, and infer reasons for characters’ actions. They will also identify story elements such as characters, setting, problem, and solution, and retell stories using these details. Students will express understanding by drawing and labeling story parts and sharing their favorite moments.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	21.1 Long a: ai, ay	Spelling Notebook Handwriting Notebook Sound Notebook Journal Notebook Words of the Week Notebook
2	21.2 Long a: ai, ay	Spelling Notebook Journal Notebook note cards scissors glue cornmeal
3	21.3 Long a: ai, ay	Spelling Notebook Handwriting Notebook Journal Notebook small garbage can scrap paper letter tiles (such as Scrabble or Bananagrams)
4	21.4 Long a: ai, ay	Spelling Notebook Journal Notebook
5	21.5 Long a: ai, ay	Handwriting Notebook Spelling Notebook Journal Notebook

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	21.1 Long a: ai, ay	Identify ai and ay, and tell the sound. Construct words by blending 3 or 4 sounds to make ai or ay words. Use context clues to determine the meaning of vocabulary words. Construct missing parts of a sentence to include the correct punctuation, capitalization, subject and predicate. Predict what will happen in a story and use schema to make connections to the story events.
2	21.2 Long a: ai, ay	Identify the middle phoneme or vowel sound in an ai or ay word. Recognize and read words containing ai, ay. Formulate an opinion in response to a question. Recognize high-frequency words. Infer the reasons for a character's actions in a story.
3	21.3 Long a: ai, ay	Identify the segments of an ai or ay word with 2-4 phonemes. Draw and label a picture of the characters, problem, solution, and their favorite part of a story. Modify sentences with punctuation. Identify and practice spelling words.
4	21.4 Long a: ai, ay	Recognize, decode, and read ai, ay words with accuracy and fluency. Modify a word by adding a sound to the end of a word, making a new word. Modify a word by deleting a sound at the end of a word, making a new word. Identify the setting and problem in a story.
5	21.5 Long a: ai, ay	Modify a word by substituting a sound at the end of a word, making a new word. Demonstrate the ability to independently read the decodable book with fluency. Create a topic sentence for an opinion paragraph. Retell a story using key story elements such as characters, setting, and major events.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
phoneme: /ā/; grapheme: ai ay; heart words flash words context clues phoneme: /ā/ grapheme: ai and ay heart words punctuation problem and solution ending punctuation	goes those been done about	mail rain wait day today play when cube close hide	glad polish dainty pain adjust

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	21.1 Long a: ai, ay	In this lesson, students will identify the ai and ay spelling patterns and the /long a/ sound in words. students will also organize an opinion paragraph using a graphic organizer. After the lesson, you can reinforce learning by having your learner blend sounds to build ai and ay words like rain, play, train, stay, sail, and day. You can also engage your learner in a word-sorting activity by writing ai and ay words on cards, mixing them with other vowel team words, and asking your learner to find and sort the ai and ay words.
2	21.2 Long a: ai, ay	Encourage your learner to identify the middle phoneme or vowel sound in words with ai and ay. For example, in rain, the middle sound is /long a/, and in play, it's the same sound. Practice reading and recognizing additional ai and ay words together. Afterward, review different types of ending punctuation (periods, question marks, exclamation points), and have your learner identify them in sentences. If they have difficulty, model the punctuation and explain how it changes the tone or meaning of the sentence, offering plenty of examples for practice.
3	21.3 Long a: ai, ay	In this lesson, students will focus on recognizing and decoding <em>ai</em> and <em>ay</em> words with 2 to 4 phonemes. If your learner struggles with this, practice these words by tapping out the sounds or identifying the segments in each word. Try having your learner draw and label key story elements like these: characters, problem, solution, and their favorite part. Continue to identify ending punctuation in stories while reading aloud and writing sentences.
4	21.4 Long a: ai, ay	In this lesson, students will continue to read words with the /long a/ sound, made by ai and ay. To help your learner modify words, try adding and deleting sounds to the ends of words, especially ai and ay words. You can also work on identifying the settings of various books and TV shows your learner is currently enjoying.
5	21.5 Long a: ai, ay	In this lesson, students will modify words by substituting the ending sounds to create new words. You can help support your learner by practicing this skill at home. Have your learner compare the first word with the new word by asking questions like these: “How many phonemes are in each word? What are the phonemes? Which phoneme was substituted? What does each word mean?”

Guiding Questions
Suggested Books

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title	Question
21.1 Long a: ai, ay	What sound do the vowel teams ai and ay make?
21.2 Long a: ai, ay	What does it mean to read with accuracy?
21.3 Long a: ai, ay	Can you identify the main events of a story?
21.4 Long a: ai, ay	What is the problem in a story?
21.5 Long a: ai, ay	What are the different types of ending punctuation marks? What are the types of sentences?

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title	Video	Question

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

What is the main idea?
What are three things new you learned?
How does this book relate to what you are learning about?

#	Book	Author	Lexile Level
1	Bringing the Rain to Kapiti Plain	Verna Aardema	NP
2	It Came in the Mail	Ben Clanton	480L
3	Steam Train, Dream Train	Sherri Duskey Rinker	AD610L
4	Freight Train	Donald Crews
5	Alexander and the Terrible, Horrible, No Good, Very Bad Day	Judith Viorst	AD840L

Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

#	Outing
1	The long a sound ai is found in the words mail and train. See if your local post office will give your student a tour to see how the mail works, or go to a local train museum or train station to learn more about or observe trains.