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AFTER READING
Generalization
OBJECTIVES
CVVC When two vowels
appear together in a word or syllable, the first usually
stands for its long sound, and
the second is silent.
  • Associate vowel digraphs ee, ea, ai, ay, oa, and ow with the long vowel sounds they stand for.
  • Review words with endings -ed, -ing, -er, and -est.
  • Blend and read words with long vowel digraphs and words with the endings -ed, -ing, -er, and -est.
  • Apply decoding strategies: blend longer words.
ELL
Support Phonics Because vowels in Spanish are never silent, Spanish speakers may pronounce vowel digraphs in English with two vowel sounds. Have children practice saying and writing words with long vowel digraphs such as please, street, wait, stray, rainbow, and approach.
See the Phonics Transition Lessons in the ELL and Transition Handbook.
Practice Book
Practice Book 3.1 p. 39
with | without Answers
Vocabulary Tip
You may wish to explain the meanings of these words. 
deceiving tricking, lying 
tardier later than 
Phonics
Phonics
Long Vowel Digraphs
TEACH
Remind students that vowels can stand for long or short sounds. Write the words
seal, tree, wait, stray, goat, and slow.
  • What vowel sound do you hear in seal? (//)
  • How many vowels do you see in seal? (2)
  • What vowel sounds do you hear in wait and goat? (// and //)
  • How many vowels do you see in each word? (2)
Think AloudMODEL When I see two vowels in a row, I try saying the long vowel
sound of the first vowel. I don't say the second vowel at all. I just need
to remember two tricky letters. Both y and w can be consonants
or vowels. When they come at the end of a word or syllable, they
are vowels, so ay and ow are both vowel pairs.
Model blending tree, stay, and goat. Then have students blend
the words with you.
     
TREE STAY GOAT
Remind students that the letter q is almost always followed by u and stands for /kw/.
Use quit as an example of a word that looks like it has two vowels together. Explain,
however, that it does not have a long vowel digraph.
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students read them and
underline the vowel digraphs.
approach defeat streamer e-mail
between rainbow dismay overflow
READ WORDS IN CONTEXT Write these sentences. Have individuals read
them, point out the vowel digraphs, and say the vowel sound the digraph
stands for. Vowel digraphs are underlined.
When the boat's motor broke, we had to row it.
Ellen is not afraid to swim in the bay.
Dean, don't ride the bike in the street.
To assess, observe whether students pronounce words with vowel digraphs correctly.
Review Word Parts
REVIEW WORD ENDINGS -ed, -ing, -er, -est
CONNECT Write this sentence: Sam carried the heaviest suitcase.
  • We studied words with endings -ed, -ing, -er, and -est.
  • Read the sentence to yourself. Raise your hand when you know which words have
    endings.     (carried, heaviest)
  • How did each base word change when the ending was added? (The y changed to i.)
  • What are some other changes you might need to make before adding an ending?
     (drop the silent e, double a final consonant)
Continue in the same way with the sentence The puppy is becoming bigger every day.
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words. Provide
help chunking and blending the words as needed.
deceiving angriest hurried largest
fitted flattest behaved babysitting
riper tardier quitting sorrier
READ WORDS IN CONTEXT Have students read these sentences. Then,
to check meaning, have them give their own sentences for the underlined words.
Natalie was troubled about leaving her dog in the kennel.
Andy denied that he was the laziest team member.
Leah stopped running because she was beginning to feel out of breath.
To assess, note how well students read the words with endings.