© by Vista Higher Learning, Inc. All rights reserved. | TG P-40 | Connect to Phonics PLUS Teacher Guide Page P-56 F • Isolate consonant digraphs in multi-syllabic words 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 graph. Say graph aloud, segmenting it into discrete sounds: /g/, /r/, /a/, /f/. Say: We see the letters gra at the beginning. That sounds like /gra/. What’s missing? (/f/) What letters make the /f/ sound at the end of graph: gh or ph? (ph) Model writing ph on the line to complete the word. Ask: How do you spell graph? (g, r, a, p, h) Remember, the two letters in these digraphs 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. elephant 2. laughing 3. dolphin 4. alphabet G • 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 they will use the letters in the box to spell words correctly in complete sentences. Point to the example. Read the sentence aloud, emphasizing the word phone. 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: Phone. What sound do you hear at the beginning of phone? (/f/) What two letters spell that sound? (ph) Model writing the letters ph on the line to complete the word. Help children read the sentences aloud as they complete the activity. Answers: 1. gh (enough) 2. gh (tough) 3. ph (photo) 4. gh (rough) Differentiated Instruction • Scaffold Children should not have difficulty pronouncing the /f/ sound, but they may continue to relate it to the letter f. They may pronounce the digraphs ph and gh as separate sounds of the two consonants. Provide plenty of practice for children. Have them pronounce the sound in isolation before saying whole words. Consider posting a visual reminder in the classroom, such as ph = f. • Amplify Have children write a short poem with words that have consonant digraphs ph and gh. Encourage them to share their poems 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 57–58 Read Connected Text Decodable Reader: “Picking Peaches” 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 “Picking Peaches.” Read aloud the list of words. Children repeat the words. Ask: Which words have the /f/ sound spelled ph or gh? (enough, Ralph, Steph) 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 “Picking Peaches.” 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 “Picking Peaches.” Have children point to each word as it is read. Tell children to listen and read along.
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