© by Vista Higher Learning, Inc. All rights reserved. | TG P-32 | Connect to Phonics PLUS Teacher Guide • Amplify Help children make silly sentences with words with consonant digraphs. Start by assigning a digraph, such as sh. Have partners compose sentences and share them with the class. See which pair has the most sh words in their sentence. Continue with other digraphs. Show What You Know • Informal assessment Have children listen as you say the following words and tell them to raise a hand (or say the sound) when they hear a word that ends with a consonant digraph: chair, where, winter, brush, shut, sound, beach, horse. Then have children name the letters that make the digraphs they hear. Page P-42 Explore and Learn Consonant Digraph: th • Identify digraph sound-spellings Write the digraph th on the board. Say: These are the letters th. When these two letters are stuck together, they make a special sound. There are two ways to make this sound. It can be quiet, like in the word think. When you make the quiet, or unvoiced, sound, you don’t use your voice. Model pronunciation of unvoiced /th/ and the word think. Have children practice making the sound. Say: It can also make a buzzing sound, like in the word mother. When you make the buzzing, or voiced, sound, you use your voice. Model pronunciation of voiced /th/ and the word mother. Have children practice making the sound. Then have them put their hands on their throat and say both sounds. Say: When you make the voiced /th/ sound, you should feel your throat vibrate a little bit. When you make the unvoiced sound, you shouldn’t feel anything. Point to the words and pictures in the book and say: Listen to these words: thumb, Earth. Have children repeat. What sound do you hear at the beginning of thumb? (unvoiced /th/) What letters make that sound? (th) Where do you hear the /th/ sound in Earth? (end) Play the audio and repeat with voiced th and the words there and feather. Explain that the digraph th can be at the beginning, in the middle, or at the end of a word. Practice A • Isolate initial digraph sounds Model item 1. Play the audio or say thin aloud, emphasizing the beginning unvoiced /th/ sound. Ask children to listen and repeat. Say: I hear the /th/ sound at the beginning of thin. I know the letters th make the /th/ sound. Then point to and circle th. 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. unvoiced /th/, thin 2. voiced /th/, this 3. unvoiced /th/, thing 4. voiced /th/, these Answers: 1. th 2. th 3. th 4. th 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 tooth aloud, emphasizing the ending unvoiced /th/ sound. Ask children to listen and repeat. Say: I hear the /th/ sound at the end of tooth. I know the letters th make that sound. Then point to and circle th. 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. unvoiced /th/, tooth 2. unvoiced /th/, bath 3. unvoiced /th/, breath Answers: 1. th 2. th 3. Th Answers: 1. th 2. th 3. th 4. th C • Identify digraph pronunciation Model the example. Say: Listen carefully to each word. Do you hear a quiet th sound or a buzzing th sound? Say each word aloud and put your hand on your throat. Do you feel it move? Play the audio and say the word thick aloud. Put your hand on your throat as you say the word. Say: Thick. I don’t feel my throat move when I say the first sound in thick. It is quiet. Model circling quiet. Play the audio and have children finish the activity. Answers: 1. quiet 2. buzzing 3. buzzing 4. buzzing
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