© by Vista Higher Learning, Inc. All rights reserved. | TG P-6 | Connect to Phonics PLUS Teacher Guide 3. Then tap the first card and say the sound(s) as students respond. 4. Continue tapping each card as you say the corresponding sound. When two or more letters represent one sound, hold up the corresponding number of fingers. 5. Finally, slide your finger under the whole word and say it as students respond with you. Provide additional practice words as you lead students to analyze the sound-spelling patterns before blending. Phonics Routine 4: Spelling Focused Blending As students master whole-word blending and no longer need to tap out every sound, spelling focused blending supports continued word analysis. 1. Display the word using letter cards. 2. Point to the card that represents complex soundspellings such as consonant digraphs, vowel teams, and r-controlled vowels. When pointing, the number of fingers should correspond to the number of letters that stand for the sound. Prompt students to name the sound(s) the letter represents. 3. Then slide your hand under the cards, prompting students to blend the whole word. Provide additional practice words as you lead students to analyze the sound-spelling patterns before reading the whole word. Phonics Routine 5: Word Ladders Word ladders give students opportunities to build and manipulate words in order to understand their structure. Students apply known sound-spellings and word patterns to build and read words. 1. Begin by using letter cards to display a word with known sound-spellings and word patterns. 2. Have students build the same word using their own set of letter cards. 3. Change one card at a time to make other words, and tell students what to change in their own card sets as they follow along. 4. Pause with each new word to have students blend and read it. Phonics Routine 6: Multisyllabic Word Blending As students progress beyond mastery of common sound-spellings, they begin to analyze syllable types and word parts in multisyllabic words, blending words by syllable rather than individual sounds. 1. Begin by pointing to the first syllable in a word and saying just the syllable. Have students repeat. 2. Scoop to the next syllable and say it aloud. Have students respond with you. 3. Continue scooping to each syllable and saying it aloud as students respond. 4. Sweep your hand under the whole word and prompt students to read it with you. Continue scooping between syllables and sweeping under the word as students blend syllables to read the whole word. Take note of troublesome words and word patterns that students need to review. Point to the words randomly and prompt students to blend and read them again for extra practice
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