© by Vista Higher Learning, Inc. All rights reserved. | TG P-38 | Connect to Phonics PLUS Teacher Guide Page P-52 G • Distinguish between vowel sounds Model the example. Say: You will hear five words. Pay attention to the vowel sound you hear in each word. Listen for the long e sound. Play the audio or say the words sit, seat, tie, fierce, and movie aloud, emphasizing the vowel sounds. Ask: Which words have the long e sound? (seat, fierce, movie) Point to or circle the three words. Play the audio and have children complete the activity. Answers: 1. dream, greet, streak 2. chief, heat, need 3. creek, speak, teach, easy H • Isolate vowel teams Explain to children that they should look at the picture, name what it shows, and then choose the letters to spell that word. Model the example. Say: The example shows a thief. Say thief aloud, segmenting it into discrete sounds: /th/, /ē/, /f/. Say: We see the letters th at the beginning and the letter f at the end. That sounds like /th/… /f/. What’s missing? (/ē/) What letters make the vowel sound in the middle of the word: ee, ea, or ie? (ie) Model writing ie on the line to complete the word. Ask: How do you spell thief? (t, h, i, e, f) Remember, the two letters in a vowel team make one sound. Then have children complete the activity, naming the pictures, saying each word aloud, and writing the missing letters. Help children name the pictures if they are unclear. Answers: 1. tree 2. seal 3. piece 4. leaf 5. feet 6. field Page P-53 I • Listen for long vowel sounds Model the example. Say: You will hear a complete sentence. Each sentence has more than one word with the long e sound. Listen carefully and find the words with long e. Remind children to pay attention to spelling and look for words spelled with ee, ea, and ie. Play the audio or read the example sentence aloud. Ask: Which words have the long e sound? (see, pier, street) Point to or circle the words as you say them aloud. Play the audio and have children complete the activity. Answers: 1. leaf, tree 2. please, peel 3. niece, beach 4. free, movie 5. team, field J • Sort and alphabetize a series of words Explain to children that they will organize the words in the Words to Use box according to how they are spelled. Say: All these words have the long e sound. Some are spelled with ee, some are spelled with ea, and some are spelled with ie. If the word is spelled with e, write it in the first column. If the word is spelled with ea, write it in the second column. If the word is spelled with ie, write it in the third column. Model with the words cheese, tea, and movie. Once children have sorted the words, have them alphabetize each list. Answers: ee: cheese, creek, deep, feet, green, meet, need, sheep, sheet ea: beans, clean, easy, heat, leaf, leak, please, reach, read, seat, speak, streak, tea ie: brief, chief, field, movie, niece, piece, pier Differentiated Instruction • Scaffold If children incorrectly read a word, offer positive feedback followed by prescriptive strategies. For example, say: I notice that you said the long vowel sound /ē/ for the ea in beans. Good job! It’s a tricky word because the letter s at the end spells the sound /z/. The letter s sounds like /z/ when it follows certain consonants, as in this word: /b/, /ē/, /n/, /z/: beans. • Amplify Provide children with multi-syllabic words with long e vowel teams: infield, briefcase, meanwhile, teacup, teammate, streetlamp. Have partners read and use each word in a sentence. Show What You Know • Informal assessment Hold up word cards for words with the vowel teams ee, ea, and ie. Have children point to the vowel teams in each. Then have them read each word, say the long vowel sound, and name the letters that spell the sound. Page P-54 Explore and Learn Consonant Digraphs: ph, gh • Identify digraph sound-spellings Write the digraphs ph and gh on the board. Say: When these letters are stuck together, they make a surprising
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