© by Vista Higher Learning, Inc. All rights reserved. | TG P-26 | Connect to Phonics PLUS Teacher Guide Page P-32 Consonant Clusters A • Spell one-syllable words with consonant clusters Point to the Letters to Use box and model pronunciation of each consonant cluster as you point to it. Have children repeat. Explain to children that they will use these letters to spell each word correctly. Say: The missing letters can be at the beginning or end of a word. Point to the example sentence. Play the audio or read it aloud, emphasizing the incomplete word sink. Point to the incomplete word in the sentence and say: This word is missing letters. Are the missing letters at the beginning or end of the word? (end) Read the sentence aloud again and say: Sink. The missing word is sink. What letters are missing from the end of the word? (nk) Model writing the letters nk on the line to complete the word. Play the audio and have children complete the activity, using the letters from the box once only. Answers: 1. str (stream) 2. thr (three) 3. spl (splash), nd (pond) 4. ld (told) 5. scr (screamed), sk (mask) 6. shr (shrunk) B • Decode and write one-syllable words with consonant clusters Point to the Words to Use box and decode and model pronunciation of each word as you point to it. Have children repeat. Say: Each sentence is missing a word. The missing word is in this box. Listen carefully and determine which word is missing. Model the example. Say: Her… is in the shape of a frog. Which word is missing? Let’s see which word makes sense. Say the sentence with each word in the space: Her [bank/desk/strong/three/world] is in the shape of a frog. Ask: Which word makes sense? (bank) 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. Model pronunciation of the sentence frames and have children repeat. Answers: 1. world 2. strong 3. desk 4. three Differentiated Instruction • Scaffold Help children group the consonant clusters into two columns: beginning and end. Have them identify which clusters are usually found at the beginning of words and which are usually found at the end. Have them use these lists as they complete Activity A. • Amplify Have children think of a sentence that includes one word with a consonant cluster at the beginning and one word with a consonant cluster at the end. They should say their sentence aloud. Show What You Know • Informal assessment Use an exit ticket activity to review two- and three-letter consonant clusters. Say words with consonant clusters from this lesson. Have children repeat each word, say whether it has a consonant cluster at the beginning or end, and name the letters that spell the cluster. Pages 33–34 Read Connected Text Decodable Reader: “A Spring Day” 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 clusters Direct children’s attention to the decodable words list on the back cover of “A Spring Day.” Read aloud the list of words. Children repeat the words. Ask: Which words begin with a consonant cluster? (scrub, shrubs, splash, spring, stretch) 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 Spring Day.” 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 Spring Day.” Have children point to each word as it is read. Tell children to listen and read along.
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