© by Vista Higher Learning, Inc. All rights reserved. | TG P-33 | Connect to Phonics PLUS Teacher Guide Page P-43 Communicate D • Demonstrate knowledge of consonant digraphs Write th on the board. Say: Think of some words you know that have these letters. Think of some words where it is voiced, or buzzing, and some where it is unvoiced, or quiet. Listen carefully to the words your partner says. Is the th quiet or buzzing? Say the example words aloud, emphasizing the /th/ sound in each. Then have children brainstorm words and say whether the sounds are voiced or unvoiced. Practice E • Decode words with vowel teams Point to the example sentence. Say: In this activity, you’ll hear complete sentences. Each sentence has one word with the digraph th. Model the example. Read the sentence slowly, emphasizing the voiced /th/ sound in than. Ask: What word has the /th/ sound? (than) Is it quiet or buzzing? (buzzing) Repeat the sentence, pointing to each word as you say it aloud. Have children complete the activity, saying each word aloud as they point to it in the sentence. Read each sentence aloud if children need help. Answers: 1. There, thorn, this 2. this, thin 3. thinks, the, thick 4. that F • Sort and alphabetize a series of words Explain to children that they will organize the words from Activity E according to how the digraph th is pronounced. Say: If the th makes a quiet sound, write the word in the first column. If the th makes a buzzing sound, write the word in the second column. Model with the word than. Once children have sorted the words, have them alphabetize each list. Answers: quiet th: thorn, thin, thinks, thick buzzing th: there, this, this, the, that Differentiated Instruction • Scaffold Both the voiced and unvoiced pronunciation of th may present difficulties for multilingual learners. Most languages do not have an equivalent sound. Even though the sounds have an approximate equivalent in Spanish, the spelling is not the same. Be sure to provide extra modeling and practice for children. • Amplify Have children write a rhyme or poem using words with the digraph th. Encourage them to recite their rhyme or poem aloud. Show What You Know • Informal assessment Say a series of words and have children say rhyming words that begin with th. For example, if you say pin, children should say thin. Use these words: pair (there), hat (that), stick (thick), wink (think). Page P-44 Consonant Digraphs: ch, sh, th, wh A • Spell one-syllable words with consonant digraphs Point to the Letters to Use box and model pronunciation of each digraph 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. Play the audio or say child aloud, emphasizing the initial /ch/ sound. Say: This word is missing letters. Are the missing letters at the beginning or end of the word? (beginning) Say: Child. What sound do you hear at the beginning of child? (/ch/) What letters spell that sound? (ch) Model writing the letters ch on the line to complete the word. Play the audio and have children complete the activity. Answers: 1. sh (bush) 2. ch (chin) 3. sh (fresh) 4. th (think) 5. wh (when) 6. wh (wheel) B • Spell words with consonant digraphs in context Point to the Letters to Use box and model pronunciation of each digraph as you point to it. Have children repeat. Explain to children that this activity is similar to Activity A, but they will listen to and read sentences with incomplete words. They will use the letters in the box to spell each word correctly. Point to the example. Play the audio or say the sentence aloud, emphasizing the final word, that. Point to the incomplete word in the book and say: This word is missing letters. Are the missing letters at the beginning or end of the word? (beginning) Say: That. What sound do
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