© by Vista Higher Learning, Inc. All rights reserved. | TG P-35 | Connect to Phonics PLUS Teacher Guide item 1. Say: This word is spelled b, e, f, o, r, e. That spells the word before. Model writing the word on the board. Have children write the word two times, then read and write the remaining words. B • Use high frequency words in context Point to the Words to Use box and read the four words aloud. Have children repeat. Check for correct pronunciation. Say: In this activity, you will write a missing word. Children need to read the sentence frames and determine which word is missing. Point to item 1 and say: You must pay… you ride the train. A word is missing. Try completing the sentence with each word. Let’s see which word makes sense. You must pay before you ride the train. Yes. You must pay great you ride the train. No. You must pay me you ride the train. No. You must pay too you ride the train. No. Which word makes sense? (before) 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. Answers: 1. before 2. me 3. great 4. too C • Spell one-syllable words with vowel teams and consonant digraphs Point to the Letters to Use box and model pronunciation of each vowel team and consonant 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, in the middle, or at the end of a word. Point to the example. Say train aloud, emphasizing the middle long a sound. Say: This word is missing letters. Where are the missing letters? (middle) Say: Train. What sound do you hear in the middle of train? (/ā/) What letters spell that sound? (ai, ay) Which spelling comes in the middle of a word? (ai) Model writing the letters ai on the line to complete the word. Have children complete the activity. Model pronunciation of the whole word if children need help. Answers: 1. sh (rush) 2. ai (fails) 3. ay (pay) 4. th (think) 5. ch (chairs) 6. ay (stay) 7. th (thanks) 8. th (these) Page P-48 D • Read on-level text with understanding Reread “Catch a Train” and have children chorally read with you. Say: Let’s see how well we understand the story. Point to the example and read the stem aloud. Ask: How can we complete this sentence so it is true? Read the complete sentence with both answer options. Ask: Which is true? The fox is in a train or the fox is in a rush? Hold up page 2 of “Catch a Train.” Ask: What does this say? (Excuse me. I am in a rush.) So answer b is correct here. The fox is in a rush. Have children complete the activity. Read the stems and answer choices aloud and have children repeat each. Ask them to identify the page in “Catch a Train” that helps them complete each sentence. Answers: 1. a 2. a 3. b 4. a E • Write sentences with high frequency words Review the pronunciation and spelling of all four high frequency words: before, great, me, too. Explain to children that they should write a sentence with each word. Remind them to begin the sentence with a capital letter and end it with appropriate end punctuation: a period, an exclamation point, or a question mark. Have them review “Catch a Train” to see how the words were used in the story. Answers: Children’s answers will vary. Differentiated Instruction • Scaffold After you model, have children chorally read the decodable words and high frequency words on the back cover of “Catch a Train.” Have partners or groups of three think of and say a sentence using one or more of the words. • Amplify Challenge children to write new sentences with words that have a vowel team or consonant digraph. Partners should check each other’s work for spelling mistakes. Show What You Know Informal assessment Read a page from “Catch a Train” and then ask children to spell a word from that page. For example, say: You must pay before you can get in. How do you spell before? Repeat this process several times to assess different words.
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