The TutorMe in Phonics activities are designed to provide students with multiple opportunities to engage in letter sounds after you have introduced the sound.
This packet includes the following alternative vowel patterns: ay, ea, igh, oe, ew.
It also has a Sounds in a Box/ “What’s the Word?” page.
Each sound includes the following pages:
Activity Sheet (letter tiles, Sounds in a Box, What's the Word?)
And now for the best part! Here are some ways you can use this resource in your classroom or at home:
Materials: sheet protector, dry erase marker
Directions: Place the activity sheet in a sheet protector and provide one to each student along with a dry erase marker. For this activity, letter tiles will not be cut out but instead used as a reference for students to build words. Tell students you will be saying aloud words that are spelled using the sound they learned. Direct students’ attention to the title at the top of the page and review the sound. Be sure to emphasize how many letters make that sound (if more than one). Say the first word on the Word List. Ask students to repeat the word aloud. Tell them to visually show you how many sounds are in the word (e.g. the word “high” has two sounds which are /h/ and /igh/) using their fingers. Students can then take their dry erase marker and write one sound per sound box. Remind students (if necessary) that some sounds require more than one letter meaning they may have to put more than one letter in a box. Give them time to talk to a buddy about how they spelled the word using the sound box. Ask everyone to hold up their activity sheet so you can see his or her work. Now, students can take what they wrote in the boxes, and write the word with correct spacing on the “What’s the Word?” line.
Materials: scissors, pencil, sheet protector, Sounds in a Box /“What’s the Word?” page
Directions: All of the instructions from Option 1 are the same, except this time students are allowed to cut out the letter tiles. When you say a word, students first manipulate their letter tiles to create the word. When it is time to place sounds in each box, students use the tiles and put sounds where they think they should go (and discuss with a partner if time allows). Students then write their answer on the Sounds in a Box/ “What’s the Word?” page which should be placed in a sheet protector for reuse.
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