© by Vista Higher Learning, Inc. All rights reserved. | TG P-29 | Connect to Phonics PLUS Teacher Guide LESSON 4 Teaching Suggestions, Scripts, Answers Page P-37 Rhyming Story “Clay Painted Trains” • Identify words with long a vowel digraphs Explain that long vowel sounds can be spelled different ways. Say: You already learned about /ā/ spelled a. In this lesson, we will learn two new spellings that sound like long a: ai and ay. Both of these vowel teams sound like /ā/. Write the words name, day, and paint on the board. Circle the a_e, ay, and ai, respectively. Say: All of these sound like /ā/. Model pronunciation of each word, drawing out the long a sound in each. • Recognize irregularly spelled words Point out the word was (line 1). Model pronunciation, emphasizing the final s pronounced /z/. Say: The letter s usually sounds like /s/. But it can sometimes make a different sound. In the word was, the s sounds like /z/. 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. • Introduce consonant digraphs Point out or write the digraphs ch, sh, wh, and th on the board. Model pronunciation of each. Have children listen for these sounds in the story. 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 vowel and consonant digraphs. Finally, play the audio again and have children read the story on their own. Practice • Recognize vowel digraphs Have children listen to the story again. They should point to each word as it is said aloud. Ask them to identify words with the long a sound. Ask: What words have the long a sound? (named, Clay, paint, day, make, trains, planes, today, gray, rain, came, away) Have children identify the spelling of the long a in each word. Communicate • Identify consonant digraphs Point out the consonant digraphs at the top of the page. Say: When these letters come together, they make a new sound. Model the pronunciation of the digraph sh and have children repeat. Point to the word brush, say it aloud, and have children repeat. Have children circle or highlight the words in the story that have the digraph sh (brush, washed). Then model pronunciation of the digraphs wh and th and have children identify and say words that have them (who, white, when; there, the). 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 digraph. Have children spell and say the word aloud. • Amplify Have children keep a word journal that lists words according to their long vowel sound. 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: We like to paint all day. Instruct children to repeat the words that have a long a sound. (paint, day) Page P-38 Explore and Learn Vowel Digraphs: ai, ay • Recognize words with common vowel teams Write the vowel digraphs ai and ay on the board. Point to ai and say: These are the letters ai. When these two letters are stuck together, they make one sound. That sound is the long a sound. Point to the first two pictures and say: Listen to these words: sail, train. Have children repeat. What vowel sound do you hear in these words? (/ā/) How is that sound spelled in these words? (ai) The vowel team ai often comes in the middle of a word. Repeat with the digraph ay and the words
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