© by Vista Higher Learning, Inc. All rights reserved. | TG P-27 | Connect to Phonics PLUS Teacher Guide • 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-35 Practice A • Identify and read high frequency words Explain that the four words in this activity are all in “A Spring Day.” Children should read the words and then write each two times. Point to item 1. Say: This word is spelled a, f, t, e, r. That spells the word after. Model writing the word on the board. Have children write the word two times, then read and write the remaining words. 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. Children need to read the sentence frames and determine which word is missing. Point to item 1 and say: I can ride my bike… dinner. A word is missing. Try completing the sentence with each word. Let’s see which word makes sense. I can ride my bike after dinner. Yes. I can ride my bike asks dinner. No. I can ride my bike play dinner. No. I can ride my bike think dinner. No. Which word makes sense? (after) 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. after 2. play 3. think 4. asks C • Use context to demonstrate understanding Explain that children will read phrases that name things people can do. They need to choose the things the girl does in “A Spring Day.” Have children reread the story. Model the example. Say: Let’s add the words The girl before each of these. Then we’ll choose if it is true or not. Point to the first phrase. Say: Rides her bike. The girl rides her bike. Is that true? Does the girl ride her bike? (yes) Point to page 7 in “A Spring Day” and read the text aloud. Say: Yes, this is true. The girl rides her bike. Model circling the phrase. Have children complete the activity and identify the pages in “A Spring Day” that help them. Answers: rides her bike, trims the shrubs, plays her flute, scrubs the plates Page P-36 D • Read on-level text with understanding Reread “A Spring Day” and have children chorally read with you. Say: Let’s see how well we understand the story. Point to the example and read the stem aloud. Ask: How can we complete this sentence so it is true? Read the complete sentence with both answer options. Ask: Which is true? The girl will wake up and stretch or the girl will wake up and run? Hold up page 2 of “A Spring Day.” Ask: What does this say? (I wake up and stretch.) So answer a is correct here. The girl will wake up and stretch. Have children complete the activity. Read the stems and answer choices aloud and have children repeat each. Ask them to identify the page in “A Spring Day” that helps them complete each sentence. Answers: 1. b 2. b 3. a 4. a E • Spell words with consonant clusters Review the sound of each consonant cluster in the Letters to Use box. Point to the example and say: This word is missing letters at the beginning. I see the letters ubs. That sounds like /ubz/. What word can we make that is in “A Spring Day”? Point to the Letters to Use box. Ask: Which of these clusters can begin a word? (scr, shr, spr, str) Model adding all four consonant clusters to make new words. Ask: Which of these is a word from “A Spring Day”? Only two are real words: scrubs and shrubs. And only shrubs is in the story. The word here is shrubs. Write the letters shr on the line to complete the word. Point out that the word scrub, not scrubs, is in “A Spring Day.” Then have children complete the activity, segmenting the sounds and saying each word aloud. Answers: 1. str (stretch) 2. sp (spring) 3. scr (scrub) 4. nk (think)
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