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AFTER READING
Generalization
OBJECTIVES
The letters au, aw, and a followed by l or ll can stand for the vowel sound in ball, //.
  • Associate the vowel sound in ball with the spellings a, au, aw, and al.
  • Review homophones.
  • Blend and read words with the vowel sound in ball and words that are homophones.
  • Apply decoding strategies: blend longer words.
ELL
Support Phonics In Spanish, each vowel has only one sound. Spanish speakers may find it difficult to pronounce and spell words with variant vowel sounds in English. Let students practice saying and writing groups of words that have the a sound in ball, sauce, and awful.
See the Phonics Transition Lessons in the ELL and Transition Handbook.
Practice Book
Practice Book 3.2 p. 79
with | without Answers
You may wish to explain the meanings of these words.
coarse rough, not refined
hoarse sounding rough and deep
mussel a shellfish that looks like a clam
patients people who are under a doctor's care
Vocabulary Tip
Phonics
Phonics
Vowel Sound in ball
TEACH
Remind students that many sounds can be spelled in different ways. Write the words
ball, launch, law, and chalk.
  • Say the word ball. Then say ball before each of the other words. (ball-launch,
    ball-law, ball-chalk)
  • Are the vowel sounds you hear in the words the same or different? (same)
  • Are the spellings of the vowel sounds the same or different? (different)
Think AloudMODEL When I come to an unfamiliar word, I stop to sound it out.
Sometimes the letters don't stand for the sounds I expect them to.
The word ball looks as if it should have the short a sound in hat,
but it doesn't. When a is followed by l, u, or w, it usually stands for
the sound you hear in ball.
Model blending ball, launch, law, and chalk. Then have students blend the
words with you.
BALLLAUNCHLAWCHALK
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students read them and
identify the letters that stand for the vowel sound in ball.
applaud recall although sausage
squawking awkward pausing sidewalk
READ WORDS IN CONTEXT Write these sentences. Have individuals read them
and identify words that have the vowel sound in ball. Words with the vowel
sound in ball are underlined.
The hawk perched in the top of a tall tree.
The chef said the sauce needed more salt.
Isn't it strange that people who sleepwalk rarely fall?
It is awfully hot to go for a walk today.
To assess, observe whether students pronounce words with the vowel sound in
ball correctly.
Review Phonics
REVIEW HOMOPHONES
CONNECT Write this sentence: Our class worked on the art project for over
an hour.
  • We studied homophones.
  • Read the sentence to yourself. Raise your hand when you find two words that are homophones. (our, hour)
  • What does the homophone o-u-r mean? (belongs to us)
  • What does the homophone h-o-u-r mean? (sixty minutes)
Continue in the same way with the sentence I was not able to untie the knot.
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words. Provide
help chunking and blending the words as needed. Then have students use
the words in sentences.
patients patience course coarse
presence presents allowed aloud
mussel muscle horse hoarse
READ WORDS IN CONTEXT Have students read these sentences. Then, to
check meaning, have them tell what each homophone means.
The dogs had to pause to lick their wet paws.
Kenny is trying to earn enough money to buy the urn for Mom's birthday.
Last Sunday I made an ice cream sundae.
Our school club sold cookies for four dollars a dozen.
To assess, note how well students read and define the homophones.