© by Vista Higher Learning, Inc. All rights reserved. | TG P-18 | Connect to Phonics PLUS Teacher Guide B • Isolate short vowel sounds in closed syllables Point to the Letters to Use box and review the short vowel sounds. Model the example. Play the audio and say: Two words are missing letters. Those words are red and pencil. Red has these sounds: /r/ /e/ /d/. The /r/ sound is spelled r, the /e/ sound is spelled e, 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 e sound, so the missing letter is e. Model writing e in the space to complete the word red. Say the word again as you trace your finger beneath the letters, first segmenting each sound and then saying the word fluently. Repeat for the word pencil, reviewing the sound of soft c (/s/) as you do. Then play the audio and have children complete the activity, making the sounds and saying each word aloud. Answers: 1. ten, pens 2. duck, fun 3. bug, bed Page P-19 C • Decode closed syllables and distinguish between short and long vowels Explain that some of these words have short vowel sounds and some have long vowel sounds. Have children decode and read the words. Say: Pay attention to spelling. Remember, the spelling pattern CVC is a clue that the word has a short vowel sound. Model the activity. Point to hug. Decode and read the word aloud. Ask: What vowel sound do you hear in the middle of hug? (/u/) Is that a short or long vowel sound? (short) Circle the word hug to show that it has a short vowel sound. Have children complete the activity. Answers: hug, red, run, sell, ten, us D • Sort words by vowel sound Draw the chart on the board. Review the short e and u sounds. Say: Look at the words your circled in Activity C. They all have a short vowel sound. Which sound is in each word? Point to the word hug in Activity C. We said that hug has the short u sound. So we should write the word in the second column, where it says short u. Model writing hug in the second column on the board. Have children sort the remaining words. Answers: short e: red, sell, ten; short u: hug, run, us E • Spell one-syllable CVC words Point to the example picture and say: This is a picture of a cup. Cup has these sounds: /k/ /u/ /p/. The /k/ sound can be spelled k or c. In cup, it is with a hard c. The /u/ sound is spelled u, and the /p/ sound is spelled p. Repeat the sounds and spellings, pointing to the letters and space in the example. Say: The middle vowel is missing. It’s a short u sound, so the missing letter is u. Model writing u in the space to complete the word cup. 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. u (bus) 2. e (egg) 3. u (drum) 4. e (net) Page P-20 F • Decode one-syllable CVC words Model item 1. Say: This word is spelled h, e, n. That sounds like /h/, /e/, /n/. Hen. The word is hen. Which picture shows a hen? A hen is a chicken. (c) Model drawing a line to connect the word hen with the picture of a hen. Have children decode each word, say the word aloud, and match it to the appropriate picture. Answers: 1. c 2. b 3. f 4. e 5. b 6. d G • Read for words with short vowel sounds Point to the example sentence. Say: In this activity, you’ll read complete sentences. Each sentence has at least two words with a short e or u sound. Read carefully and look for the CVC spelling pattern. Model the example. Read the sentence slowly, emphasizing the vowel sounds in pen and duck. Ask: What word has a short e sound? (pen) What word has a short u sound? (duck) Repeat the sentence, pointing to each word as you say it aloud. Have children complete the activity, decoding each word and reading the sentences aloud. Answers: 1. hens, peck, ten 2. up, nut 3. run, mud 4. bells, fell, well
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