Week 2, Days 1-4

 Day 1
Single Vowel Sounds, Spelling markings for vowels, and Spelling Rules 4-6

Teach vowel section of spelling notebook.

Spelling Notebook p.1
Vowels

• First, teach or review what the vowels are and explain that every syllable of every word in English must have a vowel.  My kids have learned syllables through simply clapping as we say words of different lengths.  
• Teach each vowel and its sounds.  This spelling notebook page is different from the one in WRTR because I want the first example word to be visual and match the picture on the phonogram cards we have.
• Have the child copy the vowel section of the spelling notebook.  The first example word is for the short sound of the vowel, the 2nd example word is for the long sound of the vowel, and the 3rd example word is for the 3rd sound of the vowel.

* note:  The example words for the letter y on this page are only for the vowel sounds of y.

Spelling Markings (our own method)

• A short vowel is left unmarked as this is the first sound of of the vowel.  
• Underline when the 2nd sound of the vowel is used as in navy.            
• Write a number above the 3rd sound of single vowel phonograms as in put. I will type the marking like this:  pu(3)t.
• Underline multi-letter phonograms, and use numbers for later sounds of these phonograms.  This explains the markings on father, for example.
• The consonant sound of y is left unmarked as is the first vowel sound of y.  The 2nd and 3rd vowel sounds are marked like other vowels.

*note:  I think there should be a special page for the kids to write the marking rules and a page just for spelling rules.  The markings would take one page at the end of the regular spelling notebook and the spelling rules could come after since there are 29 rules.  

Teach Spelling Rules 4-6

Rule 4:  (Can be sung to Row, Row, Row Your Boat)

                             A,E, O and U

                             usually say their names

                             at the end         of a       syllable

example: pa-per, Pe-ter, lo-cal, mu-sic

Rule 5:  i and y say /i/ or /i(2)/.  

example: skin, kind, gym, sky 

Rule 6: Hear /i(2)/ spell y at the end of a word.  

example: fly

Practice rules on example words. Have child explain the vowel sound using the rules in the words: go, she, baby, shy, physics

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Day 2
The 5 Jobs of Silent E/Spelling Rule 7 and Marking Silent E

Teach silent e section of spelling notebook p. 1.  Have child copy.  

Spelling Notebook p.1
Completed

To teach, write the example word(s) and then teach the rule.  The 5 rules of silent e are grouped together as Spelling Rule 7.  The pneumonic for remembering the 5 jobs of silent e is "Times have changed little goose."

• Job 1 jumps one--the silent e jumps over the previous consonant and makes the vowel say it's name.
• Job 2 v, u--In English words don't end in v or u so we add a silent e
• Job 3 c, g--In English words don't usually end in the 2nd sound of c or g so we add a silent e
• Job 4 needs more--Every syllable must have a vowel so we add a silent e for words that end in -ble, -cle, -dle, -fle, -gle, -kle, -ple, -sle, -tle, -zle
• Job 5 lazy no job e--These words are probably from Old English when the e was pronounced.  

note: Silent e may do more than one job unless it does job 5.

Spelling markings for silent e:  All silent letters get a double underline. For silent e, analyze which job(s)  it is doing and write the number(s) of that job(s) in a subscript after the e.  Divide with commas if the e does more than one job.

Practice marking and explaining the jobs silent e does in game (1), table (4), cue (2), pave (1,2), cage (1,3), ice (1,3), battle (4), horse (5), come (5).

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 Day 3
Practice Known Phonograms and Spelling Rules 1-7, Teach New Phonograms

Phonogram Dictation for Week 2 Day 3

Start with a dictation of the known phonograms.  You say the sounds of the phonogram and the child writes down the correct letter(s).  Check after each one.  This reinforces audial recognition.  You can also use the writing to work on correct letter formation and penmanship.

Go through phonogram flash cards 1-26.  This reinforces visual recognition.

Practice spelling rules 1-7 by asking what they are and making sure the student understands what they mean.

Teach phonograms 27-31.  I like to use names from Sound Beginnings for some phonograms. 

New Phonograms to teach on Week 2 Day 3
I added a note below about the 5th sound of ou

Our flash cards for sh, ee, th, ow, ou

As the child learns a new phonogram, have him say the name and sounds of the phonograms as he writes it.  Tell him how to spell it the first time.  Then have him put a finger space and say and write it again and again across the page.  

Practice new phonograms with flash cards.

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*  We discovered that there are 5 sounds for ou/ow, oh, oo, uh, oo(2)/.  The first 4 example words are couch, soul, you, and country.  The 5th sound is the sound found in the words could, would, should.  We decided to add it as a 5th sound because could, would, and should are so commonly used.  

Day 4
Teach New Phonograms 32-43 and Spelling Rule 8

New Phonograms to Teach on Week 2 Day 4

Teach each phonogram as you did yesterday with the child practicing by saying and writing them.  After teaching wor, teach the spelling rule.

Our flash cards for oo, ch, ar, ay, ai, oy

Our flash cards for oi, er, ir, ur, wor, ear

Spelling Rule 8:  o-r says /er/ when it follows w. (This can be sung to Joy to the World)

Teach phonogram 43.
Here is an observation to share with your kids.  It is not always true, but it is true often enough to be helpful.