© by Vista Higher Learning, Inc. All rights reserved. | TG P-31 | Connect to Phonics PLUS Teacher Guide Continue modeling item 1, if necessary. Then have children complete the activity. Name the pictures if children don’t know what it shows. They should then segment the sounds and spell each word. Answers: 1. pail 2. tray 3. paint 4. snail 5. say F • Sort and alphabetize a series of words Explain to children that they will organize the words from Activity E according to how they are spelled. Say: Some of these words are spelled with ai, and some are spelled with ay. If the word is spelled with ai, write it in the first column. If the word is spelled with ay, write it in the second column. Model with the word day. Once children have sorted the words, have them alphabetize each list. Answers: ai: pail, paint, snail ay: day, say, tray Differentiated Instruction • Scaffold There are no “silent” vowels in Spanish. Spanish speakers may tend to pronounce vowel teams in English with tow vowel sounds. Continue to provide practice with words with vowel teams, identifying the vowel pairs and the sounds they make. • Amplify Have children find as many words as they can in the classroom or a favorite book that are spelled with ai or ay. Challenge them to read the word aloud and say its meaning in their own words. Show What You Know • Informal assessment Hold up word cards for words with the vowel teams ai and ay, and have children point to the vowel teams in each. Then have them read each word, say the long vowel sound, and name the letters that spell the sound. Page P-41 Explore and Learn Consonant Digraphs: ch, sh, wh • Identify digraph sound-spellings Write the digraphs ch, sh, and wh on the board. Say: When these letter pairs are stuck together, they make a special sound. Model correct pronunciation of /ch/, /sh/, and /hw/ as you point to the appropriate digraph. Have children practice making the sounds and saying the spellings. Play the audio and point to the words and pictures in the book. Say: Listen to these words: chair, beach. Have children repeat. What sound do you hear at the beginning of chair? (/ch/) What letters make that sound? (ch) Where is the /ch/ sound in beach? (end) Play the audio and repeat with the digraphs wh and sh and the words whale, shorts, and brush. Explain that the digraphs ch and sh can be at the beginning or end of a word. The digraph wh is almost always at the beginning of a word. Practice A • Isolate initial digraph sounds Model item 1. Play the audio or say child aloud, emphasizing the beginning /ch/ sound. Ask children to listen and repeat. Say: I hear the /ch/ sound at the beginning of child. I know the letters ch make the /ch/ sound. Then point to and circle ch. Have children do the same in the book. Play the audio and have children complete the activity, saying the sounds and words aloud. SCRIPT: 1. /ch/, child 2. /sh/, shoe 3. /wh/, white 4. /sh/, ship 5. /ch/, chess 6. /wh/, when Answers: 1. ch 2. sh 3. wh 4. sh 5. ch 6. wh B • Isolate final digraph sounds Model item 1. Say: This is similar to Activity A, but now we’ll listen to the ending sounds. Play the audio or say touch aloud, emphasizing the ending /ch/ sound. Ask children to listen and repeat. Say: I hear the /ch/ sound at the end of touch. I know the letters ch make the /ch/ sound. Then point to and circle ch. Have children do the same in the book. Play the audio and have children complete the activity, saying the sounds and words aloud. SCRIPT: 1. /ch/, touch 2. /sh/, fish 3. /sh/, wash 4. /ch/, lunch Answers: 1. ch 2. sh 3. sh 4. Ch Differentiated Instruction • Scaffold To help children recognize consonant digraphs in different word positions, write the following words on the board: chat, fish, when, shut, thin, rich. Have children underline or highlight consonant digraphs. Have volunteers say the sound of the digraph and then read the word aloud.
RkJQdWJsaXNoZXIy MjUyNzA0NQ==