“Create a printable, 20-minute phonics review packet for middle school students who read at an early elementary level. Keep the content age-respectful, directions short, and vocabulary simple. Prioritize reading practice over questions and writing. Focus on these two final-y patterns: - **Y says long i /ī/ at the end of many one-syllable words:** by, my, fly, shy, sky, cry, dry, try, why. - **Y says long e /ē/ at the end of many two-syllable words:** lucky, baby, rocky, happy, funny, sunny, windy, messy, puppy, candy. Explain that these are common patterns. Do not suggest that y always follows these rules. Include the following sections: **1. Read and Review — 2 minutes** Give a brief, student-friendly explanation of both sounds with examples. Include two word lists organized by sound. Students read each list aloud twice. For two-syllable words, have students tap the syllables and then blend the whole word. **2. Read the Phrases and Sentences — 5 minutes** Provide: - Six short phrases using target words. - Twelve short sentences, with six practicing each sound. - A mix of statements and questions. Repeatedly include common sight words such as: the, a, I, you, he, she, we, they, said, was, is, are, have, do, to, of, and, come, here, there, look, see, my. Use natural wording. Example sentences: - I can try to fly the kite. - Why is my bag wet? - The happy baby can see the puppy. - It was sunny by the rocky path. Bold target y words. Students read once for accuracy and reread for smoothness. **3. Read Two Short Passages — 9 minutes** Write two connected, engaging passages of approximately 70–90 words each: - Passage 1 emphasizes one-syllable words ending in y that says /ī/. - Passage 2 emphasizes two-syllable words ending in y that says /ē/. Use short sentences, repeated sight words, and mostly simple, easily decoded vocabulary. Include at least eight target-word occurrences in each passage. Repeating words is encouraged. Keep the stories natural and interesting for older struggling readers. Use numbered lines for easy tracking and bold the target y words. After each passage, include these directions: 1. Read with your teacher or partner. 2. Reread aloud. 3. Circle the final-y words and say their vowel sound. Add only one simple oral comprehension question per passage. **4. Mixed Reading and Quick Check — 4 minutes** Include: - Four short sentences mixing both y sounds. - A six-word sort with two columns: “Y says /ī/” and “Y says /ē/.” - One final direction: “Choose one word from each column. Read both words aloud, then use them together in a spoken sentence.” Provide a brief teacher answer key separately. Use large, readable print, generous spacing, and a clean layout. Do not add lengthy definitions, unrelated phonics patterns, extended writing assignments, or extra activities that exceed 20 minutes.”