Module 19 Long a, ai and ay-Language Arts 1B - Course Guide


Module Overview:

In this module, students will be listening for the long a sound made by ai and ay. They will be introduced to your new weekly sight words (goes, those, been done) and spelling words (mail, rain, plain, train, chain, day, today). They will learn about facts and opinions. They will learn about the Break it Apart reading strategy. They will learn about nouns, adjectives and verbs. Students will complete a fluency check.


Module Materials:

Lesson # Lesson Title Material(s)
1 19.1 - Long a: ai and ay Independent Reading Book;
2 19.2 Phonics of the Week: long a; ai and ay Independent Reading Book;
3 19.3: Long a; ai and ay Paints
Paint Brush
Independent Reading Book
4 19.4 - Long a; ai and ay Independent Reading Book;
5 19.5 - Long a; ai and ay Independent Reading Book;

Module Objectives:

Lesson # Lesson Title Objective(s)
1 19.1 - Long a: ai and ay
  1. Recognize, identify, read and spell words with the long a; ai and ay sound.
  2. Recognize sight words.
  3. Read grade-level text with purpose, understanding and accuracy.
  4. Recognize, identify, read and spell words with the long a; ai and ay sound.
2 19.2 Phonics of the Week: long a; ai and ay
  1. Recognize, identify, read and spell words with the long a; ai and ay sound.
  2. Recognize sight words.
  3. Read grade-level text with purpose, understanding and accuracy.
  4. Recognize, identify, read and spell words with the long a; ai and ay sound.
3 19.3: Long a; ai and ay
  1. Recognize, identify, read and spell words with the long a with ai and ay sound.
  2. Recognize sight words.
  3. Identify nouns, verbs, and adjectives.
4 19.4 - Long a; ai and ay
  1. Recognize, identify, read and spell words with the long a sound with ai and ay.
  2. Recognize sight words.
  3. Identify if a statement is a fact or opinion.	
5 19.5 - Long a; ai and ay
  1. Recognize, identify, read and spell words with the long a sound with ai and ay.
  2. Recognize sight words.

Module Key Words:

Key Words Sight Words Spelling Words
Long a: ai and ay
fact
opinion
reading strategies
noun
adjective
verb
fluency
goes
those
been
done
mail
rain
plain
train
chain
day
today
say
play
maybe

Module Assignments:

Lesson # Lesson Title Page # Assignment Title
3 19.3: Long a; ai and ay 3 Sight Words
3 19.3: Long a; ai and ay 5 Story: Rain, Rain Go Away
5 19.5 - Long a; ai and ay 2 Phonics: Long a; ai and ay Word Wrap-Up
5 19.5 - Long a; ai and ay 4 Spelling Test
5 19.5 - Long a; ai and ay 5 Story and Fluency Check: Rain, Rain Go Away


Learning Coach Notes:

Lesson # Lesson Title Notes
1 19.1 - Long a: ai and ay
  • As your student reads “Rain, Rain Go Away” ask them the following questions: Who are the main characters in the story? What does Jay do while he waits for the rain to go away? What happens when Jay goes outside to play? Draw a picture of your favorite part of the story and use your spelling and sight words to write about your picture.
  • Use the sight word flashcards daily with your student. Mix them up, show them the words and ask them to read the sight word. Next do not show them the word but say the word and ask them to spell the word.
  • During Independent Reading time have your First Grader read the story they chose out loud so that you can hear errors and correct them if needed.
2 19.2 Phonics of the Week: long a; ai and ay
  • There will be no formal handwriting worksheets assigned during this semester. However, if you believe your student still needs more work or practice with handwriting, please visit the Teacher Guide for handwriting resources to implement on your own.
  • In this lesson your student will be learning about the reading strategy "Break it Apart" have you student practice this strategy as they read the story for the week and their independent reading book.
  • When reading the story "Rain, Rain Go Away" in this lesson have your student write or draw in their Language Arts notebook what happened in the Beginning of the Story, What happened in the middle of the story and what happened at the end of the story.
  • In their Language Arts notebook have your student write the word nouns at the top of a page. Then have them draw and write 5 nouns. Next have them write Adjectives and have them write a sentence using the nouns they wrote with an adjective to describe their nouns. Have the circle the adjectives in their sentences.
3 19.3: Long a; ai and ay
  • Your student will be practicing spelling words by painting them.
  • When reading "Rain, Rain Go Away" in this lesson have your student write the long a words that are in the story in their Language Arts notebook.
  • During Independent Reading time have your First Grader read the story they chose out loud so that you can hear errors and correct them if needed.
  • In their Language Arts notebook have your student write the word verbs at the top of the next blank page and then have them draw and write 5 verbs on that page.
4 19.4 - Long a; ai and ay
  • Use the sight word flashcards daily with your student. Mix them up, show them the words and ask them to read the sight word. Next do not show them the word but say the word and ask them to spell the word.
  • During Independent Reading time have your First Grader read the story they chose out loud so that you can hear errors and correct them if needed.
  • In their Language Arts notebook have your student write down the meaning of the words fact and opinion and give an example of each.
5 19.5 - Long a; ai and ay Don’t forget to have your student complete their independent reading log and assignment and submit it at the Independent Reading Assignment lesson dropbox. You may have to help them fill it out. Remember to submit their work for the week in the Module 19 Weekly Written Work Phonics of the Week: Long a; ai and ay lesson dropbox.

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
19.1 - Long a: ai and ay
  1. What sound does long a make?
  2. What are some vowel teams that make the long a?
  3. What words have the long a sound?
  4. Use each word in a sentence: goes, those, done, been, mail, rain, plain, train, chain, day, today (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  5. Spell each word: goes, those, done, been, mail, rain, plain, train, chain, day, today (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  6. What is a fact?
  7. What is an opinion?
19.2 Phonics of the Week: long a; ai and ay
  1. What sound does long a make?
  2. What are some vowel teams that make the long a?
  3. What words have the long a sound?
  4. Use each word in a sentence: goes, those, done, been, mail, rain, plain, train, chain, day, today (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  5. Spell each word: goes, those, done, been, mail, rain, plain, train, chain, day, today (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  6. What is a fact?
  7. What is an opinion?
  8. What is the "Break it Apart" Reading Strategy?
  9. What is a noun?
  10. Give an example of a noun?
  11. What is an adjective?
  12. Give an example of an adjective.
19.3: Long a; ai and ay
  1. What sound does long a make?
  2. What are some vowel teams that make the long a?
  3. What words have the long a sound?
  4. Use each word in a sentence: goes, those, done, been, mail, rain, plain, train, chain, day, today (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  5. Spell each word: goes, those, done, been, mail, rain, plain, train, chain, day, today (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  6. What is a fact?
  7. What is an opinion?
  8. What is the "Break it Apart" Reading Strategy?
  9. What is a noun?
  10. Give an example of a noun?
  11. What is an adjective?
  12. Give an example of an adjective.
  13. What is a verb?
  14. Give an example of a verb.
19.4 - Long a; ai and ay
  1. What sound does long a make?
  2. What are some vowel teams that make the long a?
  3. What words have the long a sound?
  4. Use each word in a sentence: goes, those, done, been, mail, rain, plain, train, chain, day, today (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  5. Spell each word: goes, those, done, been, mail, rain, plain, train, chain, day, today (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  6. What is a fact?
  7. What is an opinion?
  8. What is the "Break it Apart" Reading Strategy?
  9. What is a noun?
  10. Give an example of a noun?
  11. What is an adjective?
  12. Give an example of an adjective.
  13. What is a verb?
  14. Give an example of a verb.
19.5 - Long a; ai and ay
  1. What sound does long a make?
  2. What are some vowel teams that make the long a?
  3. What words have the long a sound?
  4. Use each word in a sentence: goes, those, done, been, mail, rain, plain, train, chain, day, today (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  5. Spell each word: goes, those, done, been, mail, rain, plain, train, chain, day, today (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  6. What is a fact?
  7. What is an opinion?
  8. What is the "Break it Apart" Reading Strategy?
  9. What is a noun?
  10. Give an example of a noun?
  11. What is an adjective?
  12. Give an example of an adjective.
  13. What is a verb?
  14. Give an example of a verb.

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
19.1 - Long a: ai and ay The Long a Sound with ai and ay
  1. What sound does ai an ay make?
  2. What words have ai and ay in them?
19.1 - Long a: ai and ay Fact or Opinion
  1. What is a fact?
  2. What is an opinion?
  3. Give examples of facts from the video.
  4. Give examples of opinions from the video.
19.2 Phonics of the Week: long a; ai and ay Nouns
  1. What is a noun?
  2. Give examples of nouns.
19.2 Phonics of the Week: long a; ai and ay Amazing Adjectives
  1. What is an adjective?
  2. Give examples of adjectives.
19.3: Long a; ai and ay Verbs
  1. What is a verb?
  2. Give examples of verbs.

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.