Phonics

LESSON 30 Letter Yy /y/

CARDS WORKSHEETS DECODABLE BOOK
Yy sound/symbol card Phonemic awareness Yum, Yum Yams
Yy letter cards Phonics
Decodable word cards: Practice sheet
teacher and student sets Workmat
High-frequency word cards
Bingo cards and place
markers

Phonemic Awareness
Materials: Phonemic awareness worksheet
• Say the word yell and emphasize the /y/ sound: /y/ /el/. Have students listen for the
/y/ sound at the beginning of the word as you repeat it. Then have them say the word.
• Tell students you are going to say some words. Some of the words begin with /y/ and
other words do not. Tell them they should say /y/ whenever they hear the /y/ sound at
the beginning of a word. Say the following words one at a time, allowing time for student
response: yellow, blue, yodel, yard, funny, you, raisin, yesterday.
• Slowly read the rhyme below, emphasizing the /y/ sound in the words, and have students
clap each time they hear the /y/ sound at the beginning of a word.
I have seen a yellow yak,
Yes, we are a team;
We yodel and yo-yo all year long,
Too bad it is just a dream.
Repeat the above activity until you are confident that students can identify the initial
/y/ sound in the words in the verse.
• Give students the phonemic awareness worksheet for extra practice.

Introduce the Sound/Symbol Relationship for Yy /y/

Materials: Sound/symbol card
• Show students the sound/symbol card for Yy. Read the word yo-yo and point out that the
letter y stands for the /y/ sound in yo-yo. Have students listen for the /y/ sound as they
read the word with you.
• Have a volunteer come up and point to the letter in the word yo-yo that stands for the
/y/ sound.

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LESSON 30 Letter Yy /y/ continued
Blend the Sounds
Materials: Decodable teacher word cards
• Place the decodable teacher word cards yam, yes, yum, yet, yip, and yak in a pocket
chart or along the chalkboard ledge. Ask students what the six words have in common.
If they don’t respond, point out that they all start with the /y/ sound. Ask them to tell you
the letter that stands for the /y/ sound.
• Demonstrate sounding out the first word by saying each sound as you run your finger
under the word: /yyy/ /aaa/ /mmm/. Hold the sounds for one second. Then say the word
quickly: yam.
• Have students sound out the word with you, holding the sounds for one second.
• Repeat the process with the remaining words, one at a time. Hold all sounds except for
stop sounds such as the letters t, k, and p.

Cumulative Review/Practice Sounds

Materials: Decodable student word cards, Bingo cards, place markers
• Line up the decodable student word cards in the pocket chart or along the chalkboard
ledge. Tell students that they have already learned the sounds to say these words. Point
to each word and read it with students. Point out the double consonants at the end of the
word less. Remind students that when there are double consonants at the end of a word,
the two letters stand for one sound. Then have individual students read the words. If
students have difficulty reading a word, model how to blend the sounds to sound it out.
• Have students take turns sorting the decodable student word cards into groups according
to the beginning sound. Repeat, having students sort the words according to the final
sounds and the patterns of sound/rhyme within the words. Students can also sort the
words according to those that begin with /y/ and those that don’t.
• If time allows, give pairs of students the Bingo cards, place markers, and a set of
decodable student word cards. Have them take turns drawing a word card and reading
the word. If either player has the word on his/her card, he/she covers one space with a
place marker. The first player to cover four words in a row on his/her card wins.

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LESSON 30 Letter Yy /y/ continued
Spell Decodable Words
Materials: Letter cards, workmats
• Give students the letter cards and a copy of the workmat. Have them line up the letters
y, a, and k under the boxes on their workmat. Say the word yak slowly. As you say the
sounds, demonstrate how to push up each sound into a box on the workmat. Repeat
and have students do theirs along with you.
• Tell students that a yak is a woolly ox that lives in the mountains. Ask students what
letter they would need to add to the word yak if they wanted to talk about more than one
yak. Ask what word they would have.
• Ask students what letters they need to spell the word yum. Have them use their workmat
to spell the word yum. Repeat with the words yam, yes, yet, and yip.
• Ask students to think of words that rhyme with yum. Ask them what letter they need to
use to replace the y in the word yum to make the word gum. Have them take away the y
and replace it with the letter g. Repeat with sum and hum.
• If time permits, use other letters from the letter card page and have students spell words
they have learned in previous lessons.

Introduce New High-Frequency Word: some

Materials: High-frequency word card
• Tell students they are going to learn a new word that they need to recognize and read
quickly. Hold up the high-frequency word card some and read the word. Have students
read it with you. Have them write the word some in the air with their finger as you spell
it out loud with them, pointing to each letter on the card as you say the letter name.
• Use the word in oral sentences and have students clap when they hear the word: I want
some ice cream; He has some toys; Can you get me some paper?

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LESSON 30 Letter Yy /y/ continued
Practice High-Frequency Words
Materials: High-frequency word cards
• Tell students they are going to practice quickly reading the new word and words from
others lessons. Use all the high-frequency word cards. Flash the words one at a time.
If students do not know a word, tell them what it is. Mix up the cards and repeat the
process several times.
• Write several of the review high-frequency words on the board and have students read
them with you. Have students choose one of the words. Without students seeing, erase
one of the letters in the word. Ask students what letter is missing. Replace the missing
letter and repeat with the other words.
• Write the following sentences on sentence strips, leaving blanks where the high-
frequency words should go. Place the high-frequency word cards in a pile. Place one
sentence strip at a time in a pocket chart or along the chalkboard ledge. Read the
sentences aloud with students, pausing at the blanks. Have volunteers come up and
choose the appropriate high-frequency word card from the pile and place it on the
sentence strip to complete the sentence. Have students put the high-frequency word
card back in the pile when they have completed the sentence. Repeat the exercise with
each sentence strip.
I want _________ red jam. (some)
____ you like sap on yams? (Do)
She ________ a cat and a dog to hug and kiss. (has)
They _______ a big, red van. (have)
He put the dog ________ of the hut. (out)
The dog _________ sad. (was)
• Place a set of the high-frequency word cards in the reading center for further practice,
or provide students with individual sets of words for practice with a partner.

Read Words and Phrases

Materials: Practice sheet
• Before students read the book, use the practice sheet to practice reading the words they
will encounter in the book. Have them sound out each decodable word in rows 1 and 2
sound by sound as they run their fingers under the word. Point out the words yam and
yams in row 1. Ask students what is different about the words. Tell students the plural
-s is pronounced /z/ in this word. Have students read the word with you.
• Have them read each high-frequency word in rows 3 and 4 quickly.
• Then have them practice reading the phrases and sentences.
• If students are having difficulty reading the words, provide more practice in blending
and spelling the words before they move on to the decodable book.

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LESSON 30 Letter Yy /y/ continued
Read the Decodable Book
Materials: Decodable book Yum, Yum Yams
• Show students the cover of the book. Have them read the title with you as you run your
finger under each word. Ask students what they see in the picture and what they think
the story might be about.
• Turn to page 3 and ask a student to point to the high-frequency word some.
• Show students the pictures in the book and ask what they think is happening. When
you get to page 7, ask what is being put on the yams. Explain that sap is like syrup.
Ask whether they think the girl likes sap. Ask how they know this.
• Give students their books. Read the first page together as you model how to sound out
decodable words and read high-frequency words quickly. If you feel students are able to
read the book on their own, have them continue reading the book independently. If you
feel students need more support, continue to read the book with them.
• After reading the book, ask volunteers to read their favorite sentences in the book. Have
them tell you what the girl likes to have with her yams and who she is eating with.

More Practice
Materials: Phonics worksheet
• Have students complete the phonics worksheet.

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 Phonics
SOUND/SYMBOL CARD Phonics Lesson 30: Yy /y/

Y y
yo - yo
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LETTER CARDS Phonics Lesson 30: Yy /y/
#

y a k u

s e g a

t m n i

w p o h
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WORD CARDS Decodable Phonics Lesson 30: Yy /y/
#

yam yes

yum yak

yet yip

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WORD CARDS Decodable Phonics Lesson 30: Yy /y/
#

yam hop yes cop

yum yak yet yip

bug ram win hum

gum lap jet less

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WORD CARDS High-frequency words 1 Phonics Lesson 30: Yy /y/
#

some you

want with

out down

over have
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WORD CARDS High-frequency words 2 Phonics Lesson 30: Yy /y/
#

has was

do would

was good

that go
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 Phonics
BINGO CARD Card 1 Phonics Lesson 30: Yy /y/

jet yum lap hop

gum yam bug yip

hum less yet yes

cop yak win ram

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BINGO CARD Card 2 Phonics Lesson 30: Yy /y/

yip lap yet cop

jet yum ram yam

yes less hum yak

bug gum hop win

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WORKSHEET Phonemic awareness Phonics Lesson 30: Yy /y/

Name:_________________________ Date:____________

Teacher Instructions: Have students color the pictures that begin with the /y/ sound.

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WORKSHEET Phonics Phonics Lesson 30: Yy /y/

Name:_________________________ Date:____________
Listen for the beginning sound.

yes nut
wit yak

tub pet
kit kin

hot tan
vet Val

web tap
jot win

Teacher Instructions: Have students say the name of each picture and circle the words
in the row that have the same beginning sound as the picture name. Then have them write
one word they know on the line under the words that starts with the same sound as the
picture name.
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PRACTICE SHEET Phonics Lesson 30: Yy /y/

1 yams • yam • yes

New
words yet • yum
pot • not • can • big • red
2 pan • sap • jam • will
Reviewed
words
ham • sit
3 some
New
h-f word

and • do • I • from • it • on
4 like • my • no • the • in
Reviewed
h-f words
with • you • want • have
yams from a pot
5 sap on the yams
Phrases

yams and jam

Yes, I like jam on yams.
6 Do you want yams
Sentences

from a can?
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WORKMAT Phonics Lesson 30: Yy /y/

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