Skill

RF.1.3.C.ii: Know the Sounds That Represent the Common Vowel Team Conventions (e.g. ay, ee, oa, ew, ie)

Standard

CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.

Description

Mastery: Student is able to isolate vowel teams (e.g. ay, ee, oa, ew, ie) in printed/written words containing vowel team conventions and knows letter-sound correspondence of vowel team conventions (e.g. ay = /ā/, ee = /ē/, oa = /ō/, ew = /ū/, ie = /ī/) in isolation.

 

Acquiring: Student is able to identify and categorize vowel teams to the appropriate long vowel sound with the aid of teacher or when referring to sound/spelling card.

Probes

T: What sound does ____ make? (show cards with ay, ee, oa, ew, ie, ea, ai, ow, ue, oe)
S: /ā/, /ē/, /ō/, /ū/, /ī/, /ē/, /ā/, /ō/, /ū/, /ō/

 

T: What are some of the different spellings for the long __ sound? (/ā/, /ē/, /ī/, /ō/, /ū/)
S: a, a_e, ay, ai, ey, ei; e, e_e, ea, ee, ey, ie, y; i, i_e, igh, y, ie; o, o_e, oa, ou, ow; u, u_e, ew (student may list some of these spellings)

 

T: Can you tell me which word has the /ā/ sound? bay, bat, ram. S: bay
T: Can you tell me which word has the /ē/ sound? met, bet, meat. S: meat
T: Can you tell me which word has the /ī/ sound? fin, pie, pit. S: pie
T: Can you tell me which word has the /ō/ sound? coat, cot, mop. S: coat
T: Can you tell me which word has the /ū/ sound? fun, nut, few. S: few

Activities and Resources

Small Group Instruction – Direct Instruction

• P.052 Variant Correspondence Say and Write Letters
• P.050 Variant Correspondences Flip Manipulating Books
• P.016 Variant Correspondences How Many Words?
• Long Short Vowel Sounds
• Introduce ay
• Reintroduce ay
• Introduce ai
• Reintroduce ai
• Introduce ea
• Reintroduce ea
• Introduce ee
• Reintroduce ee
• Introduce oa
• Reintroduce ai
• Phonic Monsters
• Vowel Digraph Bingo

During Transitions

When Two Vowels Go Walking

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

• F.002 Letter-Sound Correspondence Digraph and Dipthong Dash
• Student Worksheets (ee, ai, ea, oa, ay)
• Vowel Combination Worksheets (ee, ai, ea, oa, ay)

Display (e.g. Anchor Chart):

Considerations & Reminders

• Ensure that students have a strong foundation of long and short vowel sounds. Some students may not consistently be able to distinguish between long and short vowels sounds, and learning these additional spellings may confuse them.
• Long vowel team conventions can be difficult to learn – students have to grasp the idea of having more than one letter, and more than one combination, to represent the same sound (e.g. /ā/ can be represented with a, a_e, ai, ay, ae, etc).
• Students may have difficulty learning all of the different spellings of each vowel sound, at the same time. It may be helpful to focus on one long vowel spelling at a time, and have students sort words with two or three different spellings for the same long vowel sound (e.g. /a/ spelled ai and ay).
• Students may give less attention to medial sound spellings as they focus on initial and ending sound spelling. Teach students to slow down when approaching words with these long vowel sound variations.