© by Vista Higher Learning, Inc. All rights reserved. | TG P-20 | Connect to Phonics PLUS Teacher Guide that word in the space. And because it is the first word in the sentence, it should begin with a capital letter. Write the word to complete the sentence. Have children complete the activity and identify the page in “A Duck’s Home” that helped them finish each sentence. Answers: 1. How 2. made, home 3. little C • Use context to confirm word recognition and understanding Explain that this activity is similar to Activity B, but the sentences are not from or about “A Duck’s Home.” Children need to read the sentence frames and determine which word is missing. Say: Try completing the sentences with each word. Which one makes sense? Point to the example sentence. Say: I walk… with Mom. Which word is missing? Let’s see which word makes sense. I walk home with Mom. Yes. I walk little with Mom. No. I walk how with Mom. No. I walk made with Mom. No. Which word makes sense? (home) 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. Say: Two of these sentences use the same word. Model pronunciation of the sentence frames and have children repeat. Answers: 1. little 2. how 3. made 4. little 5. home Page P-24 D • Read on-level text with understanding Explain that children will read sentences that name events from “A Duck’s Home.” They will number the events in the order they happen in the story. Read all four sentences aloud and have children repeat. Reread “A Duck’s Home.” Ask: Which happens first? Look through your books to check. Explain that “The duck made a home” should be first. Say: Pages 2 and 3 say this. This is how the story begins. So this sentence should be numbered number one. Model writing a 1 on the blank line. Ask: What’s next? Which sentence should be numbered number two? Have children number the sentences in order and identify the pages in “A Duck’s Home” that help them. Answers: a. 1 b. 4 c. 2 d. 3 E • Use context to demonstrate understanding Reread “A Duck’s Home” and have children chorally read with you. Say: Let’s see how well we understand the story. Point to the example and read the sentence aloud. Ask: Is this true? Yes or no? Point to page 3 in the story. Say: Look at the picture. Read the sentence. Is the nest made of sticks and mud? (yes) Return to Activity E. So this sentence is true. The nest was made of sticks and mud. Model circling Yes to show that the sentence is true. Have children complete the activity. Read the sentences aloud and have children repeat each. Ask them to identify the page in “A Duck’s Home” that helps them answer each item. Answers: 1. No 2. No 3. Yes 4. Yes 5. No F • Spell words with s-blends Review the sound of each s-blend in the Letters to Use box. Point to the example and say: This word is missing the first two letters. I see the letters ick. That sounds like /ik/. What word can we make that is in “A Duck’s Home”? Model adding all six consonant blends to make new words. Ask: Which of these is a word from “A Duck’s Home”? Only two are real words: slick and stick. And only slick is in the story. The word here is slick. Write the letters sl on the line to complete the word. Point out that the word sticks, not stick, is in “A Duck’s Home.” Then have children complete the activity, segmenting the sounds and saying each word aloud. Answers: 1. st (sticks) 2. sl (slept) 3. sp (spots) 4. sm (small) 5. sn (snack) 6. st (stem) Differentiated Instruction • Scaffold After you model, have children chorally read the decodable words and high frequency words on the back cover of “A Duck’s Home.” Have partners or groups of three think of and say a sentence using one or more of the words. • Amplify Challenge children to write new sentences with words that begin with an s-blend. Partners should check each other’s work for spelling mistakes.
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