© by Vista Higher Learning, Inc. All rights reserved. | TG P-23 | Connect to Phonics PLUS Teacher Guide Model correct pronunciation and have children repeat. Say: When you see this pattern, consonant-vowel-consonant-e, the middle vowel sound is long, like in tape. Remember, every syllable must have a vowel sound. How many syllables is the word tape? (one) Play the audio and repeat with the example words eve, bike, home, cube, and flute. Review the two sounds of long u: /ū/ and /oo/. • Recognize long vowel sound in multi-syllable words Explain that the CVCe pattern is always a clue to long vowels. Say: This spelling pattern also makes a long vowel sound in longer words. If one syllable in a longer word has the CVCe pattern, then that syllable has a long vowel sound. Demonstrate with familiar words children should already know: homework, inside, pancake. Page P-27 Practice A • Identify vowel sounds Point to each vowel and have children make the appropriate long vowel sound. Model item 1. Make the /ā/ sound and say the word lake. Then play the audio. Ask children to listen and repeat the sound and word. Ask: What vowel sound do you hear? (/ā/) What word do you hear? (lake) What letter makes the /ā/ sound? (a) Point to or circle a. Play the audio and have children complete the activity. They should practice saying each sound and word aloud. SCRIPT: 1. /ā/, lake 2. /ō/, robe 3. /ī/, slide 4. /ū/, tune 5. /ē/, theme 6. /ū/, use 7. /ī/, prize 8. /ō/, joke Answers: 1. a 2. o 3. i 4. u 5. e 6. u 7. i 8. o B • Listen for long vowel sounds Point to the example sentence. Say: In this activity, we’ll read complete sentences. Each sentence has at least one word with a long vowel sound. Some sentences have more than one word. Pay attention to spelling. Only choose words that have the CVCe pattern. Model the example. Read the sentence slowly, emphasizing the long vowl sound in lake. Ask: What word begins has a long vowel sound? (lake) Is lake spelled with a CVCe pattern? (yes) What vowel sound do you hear in lake? (/ā/) Repeat the sentence, pointing to each word as you say it aloud. Have children complete the activity, saying each word aloud as they point to it in the sentence. Read each sentence aloud if children need help. Answers: 1. came, home 2. name 3. rode, bike 4. these, cute 5. rose, nice 6. Pete, hike C • Distinguish between short and long vowel sounds Review the difference between short and long vowels. Say: We learned that words spelled in a CVC pattern have a short vowel sound. We also learned that words spelled in a CVCe pattern have a long vowel sound. Point to the example. Write the word plan on the board, say it aloud, and have children repeat. Ask: Do you hear a long or short vowel in the middle of plan? (short) What short vowel do you hear? (a) It’s short because plan is spelled in a CVC pattern: consonant, vowel, consonant. Let’s see what happens if we add an e to the end. Write an e to the end of plan, making the word plane. Say the word plane aloud. Have children repeat. Ask: Now do you hear a long or short vowel? (long) What long vowel do you hear? (ā) If we add a silent e to the end of the word, the vowel sound becomes long. The /a/ in plan becomes the /ā/ in plane. Continue modeling with item 1, if necessary, then have children complete the activity. Answers: 1. made 2. kite 3. dime 4. note 5. here 6. huge 7. cute 8. time Differentiated Instruction • Scaffold Some children, including some multilingual learners, may still have difficulty discriminating between short and long vowel sounds in words that are spelled similarly. Review the CVC and CVCe spelling patterns and associate a final e with a long vowel sound. • Amplify Have children use letter cards to practice building words spelled CVCe. Then challenge them to use each word in a sentence. Show What You Know • Informal assessment Use an exit ticket activity to review long and short vowel sounds. Say words with both sounds and have children identify the vowel and say long or short, depending on the sound they hear.
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