© by Vista Higher Learning, Inc. All rights reserved. | TG P-12 | Connect to Phonics PLUS Teacher Guide B • Isolate short vowel sounds in closed syllables Point to the Letters to Use box and review the short vowel sounds. Model the example. Play the audio and say: I hear the word box. Box has these sounds: /b/ /o/ /ks/. The /b/ sound is spelled b, the /o/ sound is spelled o, and the /ks/ sound is spelled x. Repeat the sounds and spellings, pointing to the letters and space in the example. Say: The middle vowel is missing. It’s a short o sound, so the missing letter is o. Model writing o in the space to complete the word box. Say the word again as you trace your finger beneath the letters, first segmenting each sound and then saying the word fluently. Then play the audio and have children complete the activity, making the sounds and saying each word aloud. • Recognize the change in a word when a phoneme is changed After children finish the activity, point out that the words in items 1, 3, and 5 all begin and end with the same letters/sounds. The same is true with items 2, 4, and 6. The only difference is the vowel sound in the middle. Have children say each word aloud. Say: When we change a letter, we can change the word. Hot is spelled with the letter o and has the short o sound. If we replace the o with an i and the short i sound, the word becomes hit. To make the word hat, we use the letter a and the short a sound. Repeat with the words sick, sack, and sock. Answers: 1. o (hot) 2. i (sick) 3. i (hit) 4. a (sack) 5. a (hat) 6. o (sock) Page P-7 Communicate C • Demonstrate knowledge of short vowel sounds Write a, i, and o on the board. Ask: Can you name animals that have the short a, short i, or short o sound? Point to the rat. Say: Rat. /a/. I hear /a/ in the middle of rat. Repeat the process with fish and /i/. Then have children name words on their own. Practice D • Decode closed syllables and distinguish between short and long vowels Explain that some of these words have short vowel sounds and some have long vowel sounds. Have children decode and read the words. Say: Pay attention to spelling. Remember, the spelling pattern CVC is a clue that the word has a short vowel sound. Model the activity. Point to mat. Decode and read the word aloud. Ask: What vowel sound do you hear in the middle of mat? (/a/) Is that a short or long vowel sound? (short) Circle the word mat to show that it has a short vowel sound. Have children complete the activity. Answers: mat, lap, pop, top, rip, tap, dig, bit, not E • Sort words by vowel sound Draw the chart on the board. Review the short a, i, and o sounds. Say: Look at the words your circled in Activity D. They all have a short vowel sound. Which sound is in each word? Point to the word mat in Activity D. We said that mat has the short a sound. So we should write the word in the first column, where it says short a. Model writing mat in the first column on the board. Have children sort the remaining words. Answers: short a: mat, lap, tap; short i: rip, dig, bit; short o: pop, top, not F • Brainstorm one-syllable words with short vowel sounds Ask children to think of more words they know that have the short a, i, and o sounds. Say: Write some new words in these columns. Remember, one-syllable words with a short vowel sound have the CVC spelling pattern. Sample answers: short a: pat, lap, trap; short i: trip, dip, sip; short o: bop, chop, drop • Produce a series of rhyming words Remind children that rhyming words have the same ending sound. Say: The words mat, bat, and cat rhyme. They all end with /at/. Have children choose one of the words from each list in Activity E, change the initial phoneme, and make a list of rhyming words that have the same short vowel sound. Page P-8 G • Spell one-syllable CVC words Point to the example picture and say: This is a picture of a jar with a lid. The arrow is pointing to the lid. Lid has these sounds: /l/ /i/ /d/. The /l/ sound is
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