© by Vista Higher Learning, Inc. All rights reserved. | TG P-9 | Connect to Phonics PLUS Teacher Guide TEACHING SUGGESTIONS, SCRIPTS, ANSWERS LESSON 1 Teaching Suggestions, Scripts, Answers Page P-1 Song “Brady Has a Small Green Frog” • Distinguish between long and short vowels Remind children that vowels can have short and long sounds. Review the sounds of the short vowels (/a/, /e/, /i/, /o/, /u/). Focus on short a, i, and o. Point out that the long vowels sound like the name of each letter (/ā/, /ē/, /ī/, /ō/, /ū/). Say: The lesson begins with a song. As you listen, pay attention to the vowel sounds you hear. What short vowels do you hear? (/a/, /i/, /o/, /u/) What long vowels do you hear? (/ā/, /ē/, /ī/) Explore and Learn • Match print to speech Play the audio and have children listen to the song. Then project or write the words on the board. Use a pointer or your finger to point to each word as it is said. Have children follow along as the song is sung aloud. • Decode one- and two- syllable words Sing the song aloud as children listen. Sing or read slowly, enunciating each word and decoding words as you go. Then ask children to repeat after you, focusing on pronunciation as they decode one- and two-syllable words in the song. Play the audio again and have children sing on their own. Practice • Recognize repetition Have children listen to the song again. Ask them to identify the phrases that are repeated. (small green frog, class one day, with the kids) Circle the repeated phrases on the projected copy. Ask: What short vowel sounds do you hear in these phrases? (/a/, /i/, /o/) Communicate • Follow a pattern Tell children that they will add to the song. Have children compose a new stanza that can be sung to the same tune (“Mary Had a Little Lamb”). The stanza should include a phrase that repeats in a pattern. The phrase should include short vowel sounds. Ask children to share their new stanza. Differentiated Instruction • Scaffold If children need more support, complete the Communicate activity as a class. Write a new line on the board and model pronunciation, using the tune of “Mary Had a Little Lamb.” Have children say the line aloud, pointing to each word as they say it. Repeat for each line of the stanza. • Amplify Challenge children to substitute words to make a different version of “Brady Has a Small Green Frog.” For example, they can change small green frog to big red ball. They should make sure they keep the same number of syllables. Show What You Know • Informal assessment Use an exit ticket activity to assess children’s understanding of the lesson. Say the following sentence aloud: Miss Cross was clapping with the kids. Instruct children to say the number of syllables in the sentence and the short vowel sounds they hear. (8 syllables, /i/, /o/, /a/) Page P-2 Explore and Learn Initial Consonant Blends: fr, tr, dr, br, cr, gr • Identify consonant blends Write the six consonant blends in different locations on the board. Point to fr and say: These are the letters fr. When these two letters are stuck together, they blend together to make a special sound. Demonstrate the sound /fr/ and have children repeat after you. Continue to point to and name each consonant blend, then demonstrate its sound. All six of these blends have the letter r, so emphasize the first letter in each to differentiate its sound. Have children repeat each sound. Then ask children to point to the letters on the board, name them, and say what sounds they make. Point to the words and pictures in the book and say: Listen to this word: frog. Play the audio and have children repeat. What sound do you hear at the beginning of frog? (/fr/) What letters make that sound? (fr) Repeat for tree, drum, brush, crab, and grass.
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