© by Vista Higher Learning, Inc. All rights reserved. | TG P-11 | Connect to Phonics PLUS Teacher Guide Each sentence has a word that is missing two letters. Listen carefully for that word. What letters are missing? The missing letters make one of the blends in the Letters to Use box. Play the audio and model the example. Repeat the sentence slowly, emphasizing the blend in grow: Plants need the sun to grow. Ask: What word is missing letters? (grow) What sound do you hear at the beginning of the word? (/gr/) What letters make that sound? (gr) Write the letters gr on the line to complete the word grow. 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. gr (grin) 2. br (bricks) 3. br (brush) 4. gr (green) 5. cr (crib) 6. cr (crown) G • Decode and write one-syllable words with consonant blends Point to the Words to Use box and decode and model pronunciation of each word as you point to it. Have children repeat. Say: Each sentence is missing a word. The missing word is in this box. Listen carefully and determine which word is missing. Model the example. Say: Can you . . . that box over here? Which word is missing? Let’s see which word makes sense. Can you bring that box over here? Maybe. Can you cry that box over here? No. Can you drag that box over here? Maybe. Can you frog that box over here? Can you grass that box over here? Can you trash that box over here? The words bring and drag could complete the sentence. We can use each word only once, though. Boxes are usually heavy, so let’s go with drag for now. Model writing the word on the line to complete the sentence. Have children read the sentences and identify the missing word that correctly completes each. Answers: 1. trash 2. grass 3. cry 4. bring 5. frog Differentiated Instruction • Scaffold Consonant blends with r are challenging for speakers of some Asian languages. Children may tend to add a schwa sound between the letters of a blend. Correct this by having children count the sounds as you say a word, such as drop. Have them repeat each sound after you, then say the whole word, making sure they say the same number of sounds that you did. • Amplify Have children choose three words from the lesson that begin with consonant blends and use them in complete sentences that tell a short story. Show What You Know • Informal assessment Have children listen as you say the following words and tell them to raise a hand (or say the sound) when they hear a word that begins with a consonant blend: run, truck, walk, dress, cry, king, bring, song, crab. Then have children name the letters that make the sounds they hear. Page P-6 Explore and Learn Short Vowel Review: a, i, o • Recognize vowel sound in closed syllables Write the spelling pattern CVC on the board. Point to the text box on the page. Review the difference between consonants and vowels. Say: You can make a one-syllable word when you have a consonant, then a vowel, then a consonant. Play the audio and point to the first example word, cat. Say: The letter c is a consonant, the letter a is a vowel, and the letter t is a consonant. Together, they spell the word cat. Model correct pronunciation and have children repeat. Say: When you see this pattern, consonant-vowelconsonant, the middle vowel sound is short, like in cat. Remember, every syllable must have a vowel sound. How many syllables is the word cat? (one) Play the audio and repeat with the example words kid and fox. Practice A • Identify short vowel sounds in closed syllables Model item 1. Play the audio, then say the word mop slowly, drawing out the sounds: /m/ /o/ /p/. Ask: What vowel sound do you hear in the middle of the word? (/o/, short o) What letter makes that sound? (o) Choose or circle the letter o. Play the audio and have children finish the activity. SCRIPT: 1. /o/, mop 2. /a/, bat 3. /i/, dig Answers: 1. o 2. a 3. i
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