© by Vista Higher Learning, Inc. All rights reserved. | TG P-17 | Connect to Phonics PLUS Teacher Guide Which of these letters combines with s to make a blend we learned in this lesson: p, n, or a? (p and n) Cross out the s and p in pnsa and then write sp on the board. Then, with the second pnsa you wrote, cross out the s and n and write sn on the board. Say: Look back at the words in the box. Which word begins with sp? (spin) Point to the first set of letters on the board. Now look at the letters we have left. Can we spell spin with these letters? (no) Erase the first set of letters. Ask: What words begin with sn? (snap, snug) Point to the second set of letters on the board. What word can we spell with these letters? (snap) Add the letters ap to sn. Say: Snap. Snap is spelled s, n, a, p. Have children complete the activity, unscrambling the letters to spell each word correctly. Answers: 1. spin 2. sling 3. snug 4. smart 5. slow 6. sweet 7. stone 8. swing G • Decode and write one-syllable words with sblends Point to the Words to Use box and decode and model pronunciation of each word as you point to it. Have children repeat. Say: Each sentence is missing a word. The missing word is in this box. Listen carefully and determine which word is missing. Model the example. Say: We saw a lot of… in the sky? Which word is missing? Let’s see which word makes sense. Say the sentence with each word in the space: We saw a lot of sleep/smell/snack/spell/stars/stop/ swimming in the sky. Ask: Which word makes sense? (stars) Model writing the word on the line to complete the sentence. Have children read the sentences and identify the missing word that correctly completes each. Model pronunciation of the sentence frames and have children repeat. Answers: 1. swimming 2. spell 3. snack 4. smell 5. sleep 6. stop Differentiated Instruction • Scaffold Like consonant blends with r, s-blends are challenging for speakers of some Asian languages. Children may tend to add a schwa sound between the letters of a blend. Correct this by having children count the sounds as you say a word, such as sleep. Have them repeat each sound after you, then say the whole word, making sure they say the same number of sounds that you did. • Amplify Have children choose three words from the lesson that begin with an s-blend and use them in complete sentences that tell a short story. Show What You Know • Informal assessment Have children listen as you say the following words and tell them to raise a hand (or say the sound) when they hear a word that begins with an s-blend: spot, stink, sing, slip, sort, supper, swimming. Then have children name the letters that make the sounds they hear. Page P-18 Explore and Learn Short Vowel Review: e, u • Recognize vowel sound in closed syllables Write the spelling pattern CVC on the board. Point to the text box on the page. Say: You can make a one-syllable word when you have a consonant, then a vowel, then a consonant. Play the audio and point to the first example word, ten. Say: The letter t is a consonant, the letter e is a vowel, and the letter n is a consonant. Together, they spell the word ten. Model correct pronunciation and have children repeat. Say: When you see this pattern, consonant-vowel-consonant, the middle vowel sound is short, like in ten. Remember, every syllable must have a vowel sound. How many syllables is the word ten? (one) Play the audio and repeat with the example words bed, duck, and bug. Practice A • Identify short vowel sounds in closed syllables Model item 1. Play the audio, then say the word bump slowly, drawing out the sounds: /b/ /u/ /m/ /p/. Ask: What vowel sound do you hear in the middle of the word? (/u/, short u) What letter makes that sound? (u) Choose or circle the letter u. Play the audio and have children finish the activity. SCRIPT: 1. /u/, bump 2. /u/, rug 3. /e/, met 4. /u/, fun 5. /e/, sent 6. /e/, chess Answers: 1. u 2. u 3. e 4. u 5. e 6. e
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