Skills Unit 2 Teacher Guide - EngageNY

Today’s Spellings
Review of Basic Code Spellings
Note to Teacher
15 minutes
Before beginning this lesson, take some time to review the vowel sounds from
Unit 1. You might make a list, similar to the following on the board and read the
words with students. Point out the sound of the vowel spellings in each word.
Worksheet 1.2
/i/ /e/ /a/ /u/ /o/
pit
sit
fit
lip
bed
fed
pet
bell
hat
sat
rat
cap
run
fun
sun
cup
pot
hot
mop
sock
• You may wish to tab the following pages before beginning this lesson.
Vowel Code Flip Book
1. ‘a’ > /a/, ‘e’ > /e/, ‘i’ > /i/, ‘o’ > /o/, ‘u’ > /u/ Vowel Flip Book on pages 1–5
2. ‘a_e’ > /ae/ (cake) Vowel Code Flip Book on page 7
3. ‘i_e’ > /ie/ (bite) Vowel Code Flip Book on page 9
If you prefer, you may use
any of the following terms:
split digraph, separated
spelling, split spelling,
separated letter team, split
letter team or magic ‘e’.
bake
• Beginning on page 1 of the Vowel Code Flip Book and continuing to page
5, review the sounds of the vowels. Tell students these are the “short” vowel
sounds and spellings you reviewed in Unit 1. Today, students will be learning
new sounds and spellings for vowels.
• Write the word bake on the board, and read it.
• Tell students the vowel sound in bake (/ae/).
• Point out the spelling for the vowel sound in bake is a different kind of
spelling—the two letters for the spelling are separated.
• Explain to the class that even though the ‘a’ and the ‘e’ in bake are
separated, they work together to stand for the /ae/ sound. We call this kind of
spelling a “separated digraph.”
• Circle each spelling in bake as you say its sound.
Note: You will need to draw a horseshoe-shaped loop around the ‘a’ and the
‘e’ to show that these two letters work together to stand for the /ae/ sound.
Unit 2 | Lesson 1 17
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