© by Vista Higher Learning, Inc. All rights reserved. | TG P-13 | Connect to Phonics PLUS Teacher Guide spelled l, the /i/ sound is spelled i, and the /d/ sound is spelled d. Repeat the sounds and spellings, pointing to the letters and space in the example. Say: The middle vowel is missing. It’s a short i sound, so the missing letter is i. Model writing i in the space to complete the word lid. Say the word again as you trace your finger beneath the letters, first segmenting each sound and then saying the word fluently. Then have children complete the activity, segmenting the sounds and saying each word aloud. Answers: 1. a (bag) 2. a (fan) 3. o (hot) 4. a (flag) 5. i (bin) 6. o (box) 7. a (class) 8. o (rock) H • Recognize the change in a word when a phoneme is changed Remind children that when we change a letter or sound in a word, we get a new word. Write the word bat on the board. Say: Bat. The word bat has a short a sound in the middle. Circle the a on the board. It is spelled b, a, t: /b/, /a/, /t/. What happens if we change the a to another vowel? What if we change it to an i? Erase the a and replace it with an i. The new word would have a short i sound. It would be spelled b, i, t: /b/, /i/, /t/. The new word is bit. If time permits, repeat and change the vowel to a u to make the word but. Have children complete the activity, making new words with the letters a, i, and o. Answers: 1. nap 2. mop 3. sack, sick 4. pick 5. clap 6. dog 7. click 8. pin Differentiated Instruction • Scaffold Speakers of languages such as Spanish, Vietnamese, and Arabic may have difficulty hearing and pronouncing the /i/ sound. Provide extra practice pronouncing words with short i. • Amplify Have children use letter cards to build and spell one-syllable CVC words with a, i, and o. After they spell a word, they should use it in a sentence. Show What You Know • Informal assessment Use an exit ticket activity to review the short vowels a, i, and o. Write the following sentence on the board: The cat and dog ran up the hill. Read it aloud and have children repeat after you. Ask children to identify and say the words with short a (cat, ran). Repeat with short i (hill) and short o (dog). Pages 9–10 Read Connected Text Decodable Reader: “Brad by the Water” Help children follow the instructions for creating their decodable readers. You may want to have them color the pictures. • Preview: Use picture clues Tell children to look at the pictures in the story before they read. Say: First, look at the pictures. Can you guess what the story is about? • Recognize consonant blends Direct children’s attention to the decodable words list on the back cover of “Brad by the Water.” Read aloud the list of words. Children repeat the words. Ask: Which words begin with a consonant blend? (Brad, crab, drip, drops, frog, grab, trip) Tell children to look for these words as they read the story. • Identify high frequency words Explain to children that there are some words we use all the time. Children should recognize these words when they see and hear them, and they should know how to write them. Direct children’s attention to the high frequency word list on the back cover of “Brad by the Water.” Read aloud the list of words. Children repeat the words. Tell children to look for these words as they read the story. • Use a dictionary to find words Have children use a dictionary to look up unfamiliar decodable words and high frequency words. Ask them to define the words they look up in their own words. • Read text with purpose Read aloud “Brad by the Water.” Have children point to each word as it is read. Tell children to listen and read along. • Read text with accuracy, appropriate pace, and expression Read the text aloud once more. Stop at the end of each sentence and ask children to repeat it, trying to match your intonation, pace, expression, and phrasing. Then have children read aloud quietly to themselves. Listen and guide them as needed. Page P-11 Practice A • Identify and read high frequency words Explain that the four words in this activity are all in “Brad by the water.” Children should read the
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