© by Vista Higher Learning, Inc. All rights reserved. | TG P-34 | Connect to Phonics PLUS Teacher Guide you hear at the beginning of that? (voiced /th/) What letters spell that sound? (th) Model writing the letters th on the line to complete the word. Play the audio all the way through. Have children listen to the entire conversation and complete the activity. Answers: th (think), sh (shark), Wh (What), Wh (Where), th (there), th (that), sh (fish) C • Decode and write one-syllable words with consonant clusters Point to the Words to Use box and decode and model pronunciation of each word as you point to it. Have children repeat. Say: Each sentence is missing a word. The missing word is in this box. Listen carefully and determine which word is missing. Model the example. Say: … will the game start? Which word is missing? Which word makes sense? We need a question word. (When) 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. Help them complete each sentence frame with words from the box. Answers: 1. wash 2. shells, beach 3. say, there 4. whale Differentiated Instruction • Scaffold Most of the sounds of English consonant digraphs do not occur in other languages, or they have different sound-spellings. Review words with digraphs and provide plenty of practice for children. Have them pronounce the sound in isolation before saying whole words. • Amplify Have children think of a sentence that includes one word with a consonant digraph at the beginning and one word with a consonant digraph at the end. They should say their sentence aloud. Show What You Know • Informal assessment Use an exit ticket activity to review consonant digraphs. Say words with digraphs from this lesson. Have children repeat each word, say whether it has a digraph at the beginning or end, and name the letters that spell the digraph. Pages 45–46 Read Connected Text Decodable Reader: “Catch a Train” Help children follow the instructions for creating their decodable readers. You may want to have them color the pictures. • Preview: Use picture clues Tell children to look at the pictures in the story before they read. Say: First, look at the pictures. Can you guess what the story is about? • Recognize consonant digraphs Direct children’s attention to the decodable words list on the back cover of “Catch a Train.” Read aloud the list of words. Children repeat the words. Ask: Which words begin with a consonant digraph? (chairs, thanks, these, think, this, while) Tell children to look for these words as they read the story. • Identify high frequency words Explain to children that there are some words we use all the time. Children should recognize these words when they see and hear them, and they should know how to write them. Direct children’s attention to the high frequency word list on the back cover of “Catch a Train.” Read aloud the list of words. Children repeat the words. Tell children to look for these words as they read the story. • Use a dictionary to find words Have children use a dictionary to look up unfamiliar decodable words and high frequency words. Ask them to define the words they look up in their own words. • Read text with purpose Read aloud “Catch a Train.” Have children point to each word as it is read. Tell children to listen and read along. • 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-47 Practice A • Identify and read high frequency words Explain that the four words in this activity are all in “Catch a Train.” Children should read the words and then write each two times. Point to
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