© by Vista Higher Learning, Inc. All rights reserved. | TG P-14 | Connect to Phonics PLUS Teacher Guide words and then write each two times. Point to item 1. Say: This word is spelled g, o. That spells the word go. Model writing the word on the board. Have children write the word two times, then read and write the remaining words. B • Use high frequency words in context Point to the Words to Use box and read the four words aloud. Have children repeat. Check for correct pronunciation. Say: In this activity, you will write a missing word. Point to item 1 and say: His… is Brad. A word is missing. Point to page 2 in “Brad by the Water” and reread the text aloud. Ask: What did you hear? What is the missing word here? (name) Point to the word name in the Words to Use box. Say: This is the word name. It’s spelled n, a, m, e. I’ll write that word in the space. Write the word to complete the sentence. Have children complete the activity and identify the page in “Brad by the Water” that helped them finish each sentence. Answers: 1. name 2. number 3. go 4. water C • Recognize high frequency words in context Write the words go, name, number, and water on the board. Have children read each aloud. Correct pronunciation, if necessary. Say: Let’s read these sentences and look for these four words. Point to the example sentence. Then point to each word as you say the sentence slowly aloud. Say: My, name, is, Brad. Circle the word name and say: The second word in this sentence is name. Have children finish the activity. Answers: 1. My name and number are here. 2. We can go to the water. Page P-12 D • Read on-level text with understanding Reread “Brad by the Water” and have children chorally read with you. Say: Let’s see how well we understand the story. Point to the example and read the stem aloud. Ask: How can we complete this sentence so it is true? Read the complete sentence with both answer options. Ask: Which is true? The boy’s name is Brad or the boy’s name is James? Hold up page 2 of “Brad by the Water.” Ask: What does this say? (My name is Brad.) So answer a is correct here. The boy’s name is Brad. Have children complete the activity. Read the stems and answer choices aloud and have children repeat each. Ask them to identify the page in “Brad by the Water” that helps them complete each sentence. Answers: 1. b 2. b 3. a 4. b E • Spell words with consonant blends Review the sound of each consonant blend in the Letters to Use box. Point to the example and say: This word is missing the first two letters. I see the letters ip. That sounds like /ip/. What word can we make that is in “Brad by the Water”? Model adding all six consonant blends to make new words. Ask: Which of these is a word from “Brad by the Water”? Is it frip, trip, drip, brip, crip, or grip? Only three of those are real words: trip, drip, and grip. Two of those are in the story: trip and drip. The word here is drip. Write the letters dr on the line to complete the word. 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. Br (Brad) 2. dr (drops) 3. tr (trip) 4. cr (crab) 5. fr (frog) 6. gr (grab) Differentiated Instruction • Scaffold After you model, have children chorally read the decodable words and high frequency words on the back cover of “Brad by the Water.” Have partners or groups of three think of and say a sentence using one or more of the words. • Amplify Challenge children to write new sentences with words that begin with a consonant blend. Partners should check each other’s work for spelling mistakes. Show What You Know Informal assessment Use an exit ticket activity to review decodable and high frequency words. Read a page from “Brad by the Water” and then ask children to spell a word from that page. For example, say: I go to the water with Mom. How do you spell water? Repeat this process several times to assess different words.
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