© by Vista Higher Learning, Inc. All rights reserved. | TG P-19 | Connect to Phonics PLUS Teacher Guide Differentiated Instruction • Scaffold Write the letters e and u on the board. Point to each one, and have children trace the letter in the air as they say the short sound with you. Repeat several times. Then guide children to build the words pet with letter cards. Have children trace the vowel and say its sound before you lead them to blend and read the whole word. Repeat with the word nut. • Amplify Have children use letter cards to build and spell one-syllable CVC words with e and u. After they spell a word, they should use it in a sentence. Show What You Know • Informal assessment Use an exit ticket activity to review the short vowels e and u. Write the following sentence on the board: Ten bugs dug in the wet sand. Read it aloud and have children repeat after you. Ask children to identify and say the words with short e (ten, wet). Repeat with short u (bugs, dug). Pages 21–22 Read Connected Text Decodable Reader: “A Duck’s Home” Help children follow the instructions for creating their decodable readers. You may want to have them color the pictures. • Preview: Use picture clues Tell children to look at the pictures in the story before they read. Say: First, look at the pictures. Can you guess what the story is about? • Recognize consonant blends Direct children’s attention to the decodable words list on the back cover of “A Duck’s Home.” Read aloud the list of words. Children repeat the words. Ask: Which words begin with an s-blend? (slept, slick, small, snack, snug, spots, stem, sticks, swam) Tell children to look for these words as they read the story. • Identify high frequency words Explain to children that there are some words we use all the time. Children should recognize these words when they see and hear them, and they should know how to write them. Direct children’s attention to the high frequency word list on the back cover of “A Duck’s Home.” Read aloud the list of words. Children repeat the words. Tell children to look for these words as they read the story. • Use a dictionary to find words Have children use a dictionary to look up unfamiliar decodable words and high frequency words. Ask them to define the words they look up in their own words. • Read text with purpose Read aloud “A Duck’s Home.” Have children point to each word as it is read. Tell children to listen and read along. • Read text with accuracy, appropriate pace, and expression Read the text aloud once more. Stop at the end of each sentence and ask children to repeat it, trying to match your intonation, pace, expression, and phrasing. Then have children read aloud quietly to themselves. Listen and guide them as needed. Page P-23 Practice A • Identify and read high frequency words Explain that the four words in this activity are all in “A Duck’s Home.” Children should read the words and then write each two times. Point to item 1. Say: This word is spelled h, o, m, e. That spells the word home. Model writing the word on the board. Have children write the word two times, then read and write the remaining words. • Identify words with inconsistent but common sound-spellings Point out the high frequency word how. Model pronunciation, emphasizing the /ow/ sound. Say: Sometimes, the letters ow sound like /ow/ in words like how, cow, and town. But the letters ow can also sound like /ō/, like in the words show, snow, and grow. Make a word wall for the classroom that lists inconsistent soundspelling correspondences children can reference throughout the year. 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: … did the duck make its home? The first word is missing. Point to page 2 in “A Duck’s Home” and reread the text aloud. Ask: What did you hear? What is the missing word here? (How) Point to the word How in the Words to Use box. Say: This is the word How. It’s spelled h, o, w. I’ll write
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