Thanks for this post. I got right to work and created a table with my scope and sequence for the year. It was easy! Just combed through your 2022-23 lesson plans, and it was done!
1 question - can you tell me more about your lesson on "explain the y" when you start teaching the vowels and vowel order explicitly? I'm assuming you're teaching all of the sounds of y at the end of words, right? If so, do you address ey vs ay, and just y?
You’re right, it is easy to start your own scope and sequence based on what you already know and then change it and keep it growing as you see what works best for your students and you. I’m not sure where you’re seeing the comment about the Y sound (probably on the scope and sequence but it’s not in front of me at the moment), but it usually comes up for us during the name game when we are analyzing sounds in students’
names. And then we talk about it again on the WH question week, which is in February or March. We talk about it enough that most all of my students know that Y can make a long E or a long I sound at the end of words. We talk about AY when we learn some spellings for the long A sound, which is usually in March. I don’t really talk about EY except of course when we’re doing the heart word THEY.
Thanks for this post. I got right to work and created a table with my scope and sequence for the year. It was easy! Just combed through your 2022-23 lesson plans, and it was done!
1 question - can you tell me more about your lesson on "explain the y" when you start teaching the vowels and vowel order explicitly? I'm assuming you're teaching all of the sounds of y at the end of words, right? If so, do you address ey vs ay, and just y?
You’re right, it is easy to start your own scope and sequence based on what you already know and then change it and keep it growing as you see what works best for your students and you. I’m not sure where you’re seeing the comment about the Y sound (probably on the scope and sequence but it’s not in front of me at the moment), but it usually comes up for us during the name game when we are analyzing sounds in students’
names. And then we talk about it again on the WH question week, which is in February or March. We talk about it enough that most all of my students know that Y can make a long E or a long I sound at the end of words. We talk about AY when we learn some spellings for the long A sound, which is usually in March. I don’t really talk about EY except of course when we’re doing the heart word THEY.