© by Vista Higher Learning, Inc. All rights reserved. | TG P- 36 | Connect to Phonics PLUS Teacher Guide LESSON 5 Teaching Suggestions, Scripts, Answers Page P-49 Song “Baa, Baa, White Sheep” • Identify words with long e vowel digraphs Remind children that long vowel sounds can be spelled different ways. Say: You already learned about /ē/ spelled e. In this lesson, we will learn three new spellings that sound like long e: ee, ea, and ie. All these vowel teams can sound like /ē/. Write the words these, sheep, please, and field on the board. Circle the e_e, ee,, ea and ie, respectively. Say: All these sound like /ē/. Model pronunciation of each word, drawing out the long e sound in each. • Recognize irregularly spelled words Point out the words of (line 6) and is (line 7). Model pronunciation, emphasizing the final f pronounced /v/ and final s pronounced /z/, respectively. Point to of and say: The letter f usually sounds like /f/. But it can sometimes make a different sound. In the word of, the f sounds like /v/. Repeat for is and the letter s. Challenge children to identify other words where the letters have unexpected pronunciations. Explore and Learn • Match print to speech Play the audio and have children listen to the story. Then project or write the words on the board. Use a pointer or your finger to point to each word as it is said. Have children follow along as the story is read aloud. • Blend syllables in spoken words Read the song aloud as children listen. Read slowly, enunciating each word. Then ask children to sing along with you slowly, focusing on pronunciation. Finally, play the audio and have children sing along. Practice • Recognize vowel digraphs Have children listen to the song again. They should point to each word as it is said aloud. Ask them to identify words with the long e sound. Ask: What words have the long e sound? (sheep, please, seat, eat, remain, here, field, green, lean) Communicate • Manipulate phonemes in spoken words Say the word green aloud. Ask: What sound do you hear at the beginning of green? (/gr/) Let’s change the /gr/ sound to a /f/ sound. What word do we have now? (fear) Now listen to this word: way. What sound do you hear at the beginning of way? (/w/) Change the /w/ sound to a /s/ sound. What word do we have now? (say) Challenge children to change beginning phonemes in other words to make new words. Differentiated Instruction • Scaffold As children complete the Practice activity, have them focus on listening for the long e sound. They do not need to pay attention to spelling at this point. Play the audio and pause it after each word that has a long e sound. Have children repeat the word aloud. • Amplify Have children add to their word journals for words with the long e sound. Have them use each word in a new sentence. Encourage them to be as creative as possible. Show What You Know • Informal assessment Use an exit ticket activity to quickly assess children’s understanding of the lesson. Say the following sentence aloud: Please take a seat. Instruct children to repeat the words that have a long e sound. (please, seat) Page P-50 Explore and Learn Vowel Digraphs: ee, ea, ie • Recognize words with common vowel teams Write the vowel digraphs ee, ea, and ie on the board. Point to ee and say: These are the letters ee. When these two letters are stuck together, they make one sound. That sound is the long e sound. Point to the first picture and say: Listen to this word: three. Have children repeat. What vowel sound do you hear? (/ē/) How is that sound spelled in this word? (ee) Repeat with the digraphs ea and ie and the words tea and movie, respectively. Play the audio and have children practice saying the sound and words. • Recognize vowel teams in multi-syllable words Explain that these vowel teams almost always make the long e sound, even in multi-syllabic words. Say: These letters also make the long e vowel sound in longer words. If one syllable in a
RkJQdWJsaXNoZXIy MjUyNzA0NQ==