© by Vista Higher Learning, Inc. All rights reserved. | TG P-16 | Connect to Phonics PLUS Teacher Guide Practice A • Identify initial blends Point to each s-blend and have children make the appropriate sound. Model item 1. Make the /sn/ sound and say the word snake. Then play the audio. Ask children to listen and repeat the sound and word. Ask: What sound do you hear? (/sn/) What word do you hear? (snake) What letters make the /sn/ sound at the beginning of snake? (sn) Point to or circle sn. Play the audio and have children complete the activity. They should practice saying each sound and word aloud. SCRIPT: 1. /sn/, snake 2. /sp/, spot 3. /sl/, sled 4. /st/, study 5. /sm/, smile 6. /sw/, sweep Answers: 1. sn 2. sp 3. sl 4. st 5. sm 6. sw Page P-15 B • Distinguish among s-blends Review the s-blends in the box and have children repeat each sound after you. Say: Listen carefully to each sentence. A word is missing two letters. What sound do you hear at the beginning of that word? Play the audio and model the example. Repeat the sentence slowly, emphasizing the s-blend in swan. Say: There is a swan in the lake. What sound do you hear at the beginning of swan? (/sw/) What letters make that sound? (sw) Model writing the letters sw on the line to complete the word. Play the audio and have children complete the activity. Answers: 1. sn (snowing) 2. sl (sled), sp (spot) 3. st (stars) 4. sm (small) C • Isolate initial s-blends Point to the example picture. Say: This is a picture of a snake. Play the audio or say snake aloud, isolating and emphasizing the initial s-blend, /sn/. Ask: What sound do you hear? (/sn/) What letters make that sound? (sn) Point to or circle the letters sn. Then write the letters sn on the line to complete the word snake. Play the audio and have children complete the activity, making the sounds and saying each word aloud. Answers: 1. sl (slide) 2. sm (smile) 3. sp (spill) 4. st (star) 5. sw (swing) Page P-16 D • Listen for s-blends Point to the example sentence. Say: In this activity, we’ll hear complete sentences. Follow along in the book. Each sentence has at least one word that begins with an s-blend. Some sentences have more than one word. Listen carefully. Find the words that begin with sl, sm, sn, sp, st, or sw. Play the audio and model the example. Repeat the sentence slowly, emphasizing the blend in snake. Ask: What word begins with an s-blend? (snake) What sound do you hear at the beginning of the word? (/sn/) What letters make that sound? (sn) 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. slippers, stairs 2. sweater, small, sleeve 3. sweeps, steps 4. Steve, sneezed, spilled 5. speak, slowly, spell E • Spell one-syllable words with s-blends Point to the Letters to Use box and model pronunciation of each s-blend as you point to it. Have children repeat. Explain to children that they will use these letters to spell each word correctly. Point to the example picture. Say: This is a picture of someone studying. The word study begins with the /st/ sound. That is spelled st. Model writing the letters st on the line to complete the word. Have children complete the activity, using the letters from the box once only. Help children recognize each picture and what each word should be. Answers: 1. sl (sled) 2. sm (smoke) 3. sn (snowman) 4. st (stem) 5. sw (swim) 6. sp (sports) Page P-17 F • Spell one-syllable words with s-blends Point to the Words to Use box and model pronunciation of each word as you point to it. Have children repeat. Explain to children that they will unscramble letters to spell each word correctly. They can use the Words to Use box as a guide. Write the letters pnsa on the board twice. Say: All these words begin with a blend with the letter s.
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