April 19, 2017
By Jasmine Gibson

Lesson plan

Does it say -at or -ay?

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Students will be able to identify and spell words in the -ay family.

(5 minutes)
  • Review the vowels using the the vowel song projected on the board.
  • When the song is finished, tell the class that today you will be focusing on the long a sound.
(5 minutes)
  • Explain that today you will be learning about a new word family. Explain or review how a Word familyWorks. Remind students that the ending sound stays the same but the beginning sound changes to make a new word.
  • Demonstrate changing the first letter in the -at family and tell students that the a in -at makes the short a sound.
  • Write -ay up on the board and explain that when you put the letters a and y together, they make one sound, the long a sound.
  • Add the letters p and l to the beginning of -ay and say, “Now this says the word ‘play.’ Can you think of any other words that end in -ay?”
(10 minutes)
  • Practise reading and writing several -ay family words as a class by having students think of a word and writing the first letter (or letters) on the board and you write the ending.
  • Repeat this process with -at family words.
  • Remind students that the a in -at makes the short sound and the a in -ay says “a” like the letter name.
(15 minutes)
  • Students will complete the My -at and -ay Word Family Houses worksheet independently.
  • Encourage students to think about additional -ay and -at words to add to their houses.
  • Enrichment: Have advanced students come up with additional -ay and -at words and make a sentence using them. They can also create another word family house if time permits.

  • Support: Invite struggling students to use an index card with -ay and -at written on them and alphabet cards (a, b, c) or beginning blends to change the beginning sound and make new words.
(5 minutes)
  • Collect the student worksheets and assess whether students were able to accurately sort the words into the correct houses.
  • Ask students to say an -at or -ay family word as their exit ticket before the next activity.
(5 minutes)
  • Go over the -ay and -at words and write them on class reference charts.
  • Remind students of the short/long vowel sounds and ask them to think of ways they can remember to try both sounds in a word.

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