© by Vista Higher Learning, Inc. All rights reserved. | TG P-10 | Connect to Phonics PLUS Teacher Guide Practice A • Identify initial blends Point to each consonant blend and have children make the appropriate sound. Model item 1. Make the /gr/ sound and say the word green. Then play the audio. Ask children to listen and repeat the sound and word. Ask: What sound do you hear? (/gr/) What word do you hear? (green) What letters make the /gr/ sound at the beginning of green? (gr) Point to or circle gr. Play the audio and have children complete the activity. They should practice saying each sound and word aloud. SCRIPT: 1. /gr/, green 2. /dr/, dress 3. /fr/, friend 4. /kr/, cry 5. /br/, bread 6. /tr/, train Answers: 1. gr 2. dr 3. fr 4. cr 5. br 6. tr Page P-3 B • Distinguish among consonant blends Review the consonant blends in the box and have children repeat each sound after you. Say: Listen carefully to each sentence. Two words are missing a consonant blend. What sound do you hear at the beginning of those words? Play the audio and model the example. Repeat the sentence slowly, emphasizing the blends in frog and tree. Say: I see a frog in the tree. What sound do you hear at the beginning of frog? (/fr/) What letters make that sound? (fr) Model writing fr on the line to complete the word. Repeat with tree. Play the audio and have children complete the activity. Answers: 1. gr (grapes), fr (fresh) 2. dr (draw), tr (truck) 3. Cr (Crabs), br (brown) C • Isolate consonant blends Point to the example picture. Say: This is a picture of a crab. Play the audio or say crab aloud, isolating and emphasizing the initial consonant blend, /kr/. Ask: What sound do you hear? (/kr/) What letters make that sound? (cr) Point to or circle the letters cr. Then write the letters cr on the line to complete the word crab. Play the audio and have children complete the activity, making the sounds and saying each word aloud. Answers: 1. br (brick) 2. dr (drop) 3. fr (frog) 4. cr (crib) 5. gr (grapes) 6. tr (truck) Page P-4 D • Listen for consonant blends Point to the example picture. Say: This is a picture of a frog in a lake. In this activity, we’ll hear complete sentences. Follow along in the book. Each sentence has a word that is missing two letters. Listen carefully for that word. What letters are missing? Play the audio and model the example. Repeat the sentence slowly, emphasizing the blend in frog. Ask: What word is missing letters? (frog) What sound do you hear at the beginning of the word? (/fr/) What letters make that sound? (fr) Write the letters fr on the line to complete the word frog. Repeat the sentence, pointing to each word as you say it aloud. Play the audio and have children complete the activity, making the sounds and saying each word aloud. Answers: 1. fr (from) 2. tr (trash) 3. dr (draw) 4. fr (fresh) 5. tr (tree) 6. dr (dress) E • Spell one-syllable words with consonant blends Point to the Words to Use box and model pronunciation of each word as you point to it. Have children repeat. Explain to children that they will unscramble letters to spell each word correctly. They can use the Words to Use box as a guide. Write the letters wadr on the board. Say: All these words begin with a consonant blend with the letter r. Which of these letters combines with r to make a blend we learned in this lesson: w, a, or d? (d) Cross out the d and r in wadr and then write dr on the board. Say: Look back at the words in the box. Which words begin with dr? (dress, draw) Now look at the letters we have left. Which word can we spell? (draw) Add the letters aw to the word on the board. Say: Draw. Draw is spelled d, r, a, w. Have children complete the activity, unscrambling the letters to spell each word correctly. Answers: 1. trash 2. fresh 3. tree 4. from 5. dress 6. truck Page P-5 F • Listen for consonant blends Point to the example sentence. Say: In this activity, we’ll hear complete sentences. Follow along in the book.
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