© by Vista Higher Learning, Inc. All rights reserved. | TG P-15 | Connect to Phonics PLUS Teacher Guide LESSON 2 Teaching Suggestions, Scripts, Answers Page P-13 Story “By the River” • Distinguish between long and short vowels Remind children that vowels can have short and long sounds. Review the sounds of the short vowels (/a/, /e/, /i/, /o/, /u/). Focus on short e and u in this lesson. Point out that the long vowels sound like the name of each letter (/ā/, /ē/, /ī/, /ō/, /ū/). Say: The lesson begins with a story. As you listen, pay attention to the vowel sounds you hear. What short vowels do you hear? (/a/, /e/, /i/, /o/, /u/) What long vowels do you hear? (/ā/, /ē/, /ī/, /ō/) Explore and Learn • Match print to speech Play the audio and have children listen to the story. Then project or write the words on the board. Use a pointer or your finger to point to each word as it is said. Have children follow along as the story is read aloud. • Decode one- and two- syllable words Read the story aloud as children listen. Read slowly, enunciating each word and decoding words as you go. Then ask children to repeat after you, focusing on pronunciation as they decode one- and two-syllable words in the song. Finally, play the audio again and have children read the story on their own. Practice • Recognize alliteration Have children listen to the song again. Ask them to identify sounds that are repeated. (swan starts to swim, snail goes to sleep) Circle or point to the repeated soundspelling on the projected copy. Ask: What sound do you hear repeated in these phrases? (/s/) Communicate • Identify s-blends Have children circle or highlight all the words that begin with an s. Say: Now look at the second letter in each word. What combinations do you see? (sw, st, sn, sl, sp, sn) Have children say each word they found. Model pronunciation of each s-blend and have children repeat the sound in isolation. Differentiated Instruction • Scaffold If children need more support, complete the Communicate activity as a class. Play the audio and pause it after each word that begins with an s-blend. Have children spell and say the word aloud. • Amplify Challenge children to make a list of words from the story that both begin with an sblend and have a short vowel sound. Have them use each word in a new sentence. Encourage them to be as creative as possible. Show What You Know • Informal assessment Use an exit ticket activity to quickly assess children’s understanding of the lesson. Say the following sentence aloud: The swan starts to swim. Instruct children to repeat the words that begin with an s-blend and identify which have a short vowel sound. (swan /a/, starts, swim /i/) Page P-14 Explore and Learn S-Blends: sl, sm, sn, sp, st, sw • Identify s-blends Write the six s-blends in different locations on the board. Point to sl and say: These are the letters sl. When these two letters are stuck together, they make a special sound. Demonstrate how /s/ and /l/ come together to make /sl/ and have children repeat after you. Continue to point to and name each s-blend, then demonstrate its sound. All six of these blends have the letter s, so emphasize the second letter in each to differentiate its sound. Have children repeat each sound. Then ask children to point to the letters on the board, name them, and say what sounds they make. Point to the words and pictures in the book and say: Listen to this word: sleep. Play the audio and have children repeat. What sound do you hear at the beginning of sleep? (/sl/) What letters make that sound? (sl) Repeat for smell, snail, spoon, stone, and swim.
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