lesson 49 /air/ - reading.s3.amazonaws.comreading.s3.amazonaws.com/lesson049/49_bw.pdf · lesson 49...

Lesson 49

/air/r-controlled vowel

Contents

Page 2 Phonemic Awareness Resources: Sound/Symbol Cards PDF color sheets (49.01)

Page 3 Phonemic Awareness Resources: Lesson 49 Word Cards PDF b+w sheets (49.02)

Page 4 Sound/Letter Relationship Resources: Writing Practice Sheets PDF b+w sheets (49.03)

Page 5 Phonemic Awareness Resources: Lesson 49 Word Cards PDF b+w sheets (49.03)

Week Ten Letter Cards PDF b+w sheets (49.04)

Work Mat PDF b+w sheets (49.05)

Page 6 Blending Resources: Week Ten Letter Cards PDF b+w sheets (49.04)

Work Mat PDF b+w sheets (49.05)

Special Words Special Word Cards PDF b+w sheets (49.05)

Page 7 Decoding Resources: Decoding Practice Sheet PDF b+w sheets (49.06)

The Mare and the Hare Website: color PDF (49.07)

Page 8 Next Lesson Order Reading A-Z Website (49.08)

Week 10 Lesson 49: r-controlled vowel /air/

Lesson Plans: r-controlled vowel /air/ 2

© 2011 ReadingLessons.com

PHONEMIC AWARENESS

• Show students the Sound/Symbol card for “pear.”

•Ask students to name the picture and tell you the vowel sound they hear in the word.

•Turn over the card and point to the letters ear on the card and tell them that the letters e, a and r together stand for the vowel sound they hear in the word “pear.”

• Tell the students they are going to learn the / a i r / sound.

PHONEMIC AWARENESS

•Explain to students that the letter combination ear in this word is another of the letter combinations called r-controlled vowel sounds.

• Tell them that there are many letter combinations that represent the /air/ sound.

•Besides ear, other combinations that represent the /air/ sound are air, are. Some examples are “bear,” “hair,” and “care.”

ear

bearhaircare

Sound/Symbol CardsWeek Ten CardsPrint on a thick paper or card. Fold the sheet down the center on the dotted line. Cut the cards into four and glue. For extra durability, you can laminate the cards.




Word CardsLesson 49 Word Cards




PHONEMIC AWARENESS• Tell the students that you are going to say some words

that have the / a i r / vowel sound and some that do not.

• Ask them to clap once and say / a i r / when they hear the r-controlled vowel sound in the word.

• Here are the words:

fur, fair, bear, bad,wear, went, hare, her

• Be sure to leave plenty of time between saying each word for the students to respond.

SOUND/LETTER RELATIONSHIP

• On the first sheet, point to ear and say this is how we write the letters for the sound / a i r / in the word “pear.”

• Model the formation of the letters ear for the students.

• Give out the three KIDiddles writing practice sheets for lesson 49.

• Have students trace the letters on the practice worksheets with their fingers.

• Ask the students to practice writing the letters on all the practice worksheets.

More words to use that have the /air/ sound:hair, pair, chair, stair, bare, care, dare, hare, mare, rare, scare, square, pear, wear, swear

Writing Practice SheetWriting Practice Sheet




BLENDING

• Say that the word has /air/ at the end of the word.

• Ask a student to point to the letters that stand for /air/.

• Sound out square while running a finger under each letter : /s/ /kw/ /air/ .

• Say the word quickly square.

• Have the students sound out the word with you.

square• Show the Word Card for square.

BLENDING

• Give each student two cards for each letter and a work mat.

• Say the word hair slowly. As you say the sounds, move up the relevant letter card onto a box on the work mat.

• Repeat and then have students do theirs along with you.

• Use the Letter Cards and work mat for Week 10.

h air

Word CardsLesson 49 Word Cards

Letter CardsWeek Ten Letter CardsWork Mat




BLENDING• Ask students to get the letters they

need to spell herd. As you say the sound, move up the relevant letter card onto a box on the work mat.

b ear

s

• Continue, using words from the Word Cards for Lesson 49.

arep

SPECIAL WORDS

• Have students read it with you.

don’t

• Tell students that they will be a new Special Word. They will need to recognize the word and read it quickly.

• Hold up the Special Word Card fordon’t, and read the word.

Letter CardsWeek Ten Letter CardsWork Mat

Special Word SheetsSpecial Word Cards




DECODING

• From the Reading A-Z practice sheet, have students sound out the decodable words in rows 1 and 2.

• Have the students quickly read the Special Words in rows 3 and 4.

• Then they should read the phrases and sentences in rows 5 and 6.

• If students are having difficulty, provide more practice before reading the decodable book.

If you are not a Reading A-Z member, make a sheet similar to the one above. Use the words listed in the online lesson plan.

• Before reading the decodable book, students should practice reading the words that are in the book.

If you are not a Reading A-Z member, compose a decodable passage using the words in the online version of this lesson. Get the online lesson by clicking on the “View” icon under the video.

DECODING - (The Mare and the Hare)

• Read the first page together as you model how to sound out decodable words and read Special Words quickly.

• If students are able to read the book on their own, have them continue to read independently.

• If you think students need more support, continue to read with them.

• After reading, ask volunteers to read their favorite sentences.

• Give students their decodable books or reading passages.

Decodable BookThe Mare and the HareIf not a Reading A-Z member, make up a decodable reading passage.

Order Reading A-Z

Reading A-ZDecoding Practice SheetClick on “Lesson Resources”




The next lesson will review the r-controlled vowels.

R-CONTROLLED VOWELS

/ar/ /or/ /er/ /air/

lesson 49 /air/ - reading.s3.amazonaws.comreading.s3.amazonaws.com/lesson049/49_bw.pdf · lesson 49...

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