© by Vista Higher Learning, Inc. All rights reserved. | TG P-22 | Connect to Phonics PLUS Teacher Guide LESSON 3 Teaching Suggestions, Scripts, Answers Page P-25 Story “Five Little Kids” • Identify words with inconsistent but common sound-spellings Point out the words go and to (line 1). Model pronunciation, emphasizing the vowel sounds. Say: You already know the letter o can make a short and long sound. You hear the long o sound in the word go. But sometimes it can make a different sound. Listen to the word to. It doesn’t have a short sound, /o/, or a long sound /ō/. The o sounds like /oo/. Repeat with the words wind and find (lines 3, 5) and the words now and throw (line 7). Add the words to a classroom word wall children can reference throughout the year. • Recognize irregularly spelled words Point out the word of (line 2). Model pronunciation, emphasizing the final f pronounced /v/. Say: The letter f usually sounds like /f/. But it can sometimes make a different sound. In the word of, the f sounds like /v/. Challenge children to identify other words where the letters have unexpected pronunciations. Explore and Learn • Match print to speech Play the audio and have children listen to the story. Then project or write the words on the board. Use a pointer or your finger to point to each word as it is said. Have children follow along as the story is read aloud. • Review long vowel sounds Review the long vowels: /ā/, /ē/, /ī/, /ō/, /ū/, and /oo/. Read the story aloud as children listen. Read slowly, enunciating each word and decoding words as you go. Then ask children to repeat after you, focusing on pronunciation of words with long vowels. Finally, play the audio again and have children read the story on their own. Practice • Recognize long vowels Have children listen to the story again. They should point to each word as it is said aloud. Ask them to identify words with long vowel sounds. Ask: What words have the long i sound? (five, fly, kite, ride, find) Repeat for other long vowels so children can practice. Communicate • Identify consonant clusters Point out the consonant clusters at the top of the page. Say: When these letters come together, you pronounce each sound in order. But you do it quickly. Model the pronunciation of the cluster nd and have children repeat. Point to the word wind, say it aloud, and have children repeat. Have children circle or highlight the words in the story that have the cluster nd. (wind, find, around, and) Then model pronunciation of the remaining clusters and have children identify and say words that have them. Differentiated Instruction • Scaffold If children need more support, have them complete the Communicate activity with a partner or in a small group. Play the audio and pause it after each word that has a consonant cluster. Have children spell and say the word aloud. • Amplify Have children keep a word journal that lists words with consonant clusters. Have them use each word in a new sentence. Encourage them to be as creative as possible. Show What You Know • Informal assessment Use an exit ticket activity to quickly assess children’s understanding of the lesson. Say the following sentence aloud: Three kids scream. Instruct children to repeat the words that have a consonant cluster. (three, scream) Page P-26 Explore and Learn Long Vowels: a, e, i, o, u • Recognize long vowel sound in one-syllable CVCe words Write the spelling pattern CVCe on the board. Point to the text box on the page. Review the difference between consonants and vowels. Say: You can make a one-syllable word when you have a consonant, then a vowel, then a consonant, then a final e. Play the audio and point to the first example word, tape. Say: The letter t is a consonant, the letter a is a vowel, the letter p is a consonant, and then there’s a final e. The final e is silent. Together, they spell the word tape.
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