© by Vista Higher Learning, Inc. All rights reserved. | TG P-41 | Connect to Phonics PLUS Teacher Guide • 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-59 Practice A • Identify and read high frequency words Explain that the four words in this activity are all in “Picking Peaches.” Children should read the words and then write each two times. Point to item 1. Say: This word is spelled m, u, s, t. That spells the word must. 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: I… go to bed. A word is missing. Try completing the sentence with each word. Let’s see which word makes sense. I must go to bed. Yes. I [only/turn/why] go to bed. No. Which word makes sense? (must) 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. must 2. Why 3. only 4. turn C • Spell 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 in the middle or at the end of a word. Point to the example. Say leading aloud, emphasizing the middle long e sound. Say: This word is missing letters. Where are the missing letters? (middle) Say: Leading. What vowel sound do you hear in the first syllable of leading? (/ē/) What letters spell that sound? (ee, ea, ie) Direct children to page 2 of “Picking Peaches.” Ask: Which letters spell that sound in leading? (ea) Model writing the letters ea on the line to complete the word. Have children complete the activity. If children need help, model pronunciation of the whole word or point to the page of “Picking Peaches” where the word appears. Answers: 1. ie (field) 2. ph (Steph) 3. ph (Ralph) 4. ee (sweet) 5. ee (week) 6. ee (green) 7. ea (peaches) 8. gh (enough) Page P-60 D • Read on-level text with understanding Reread “Picking Peaches” 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: Who said this? Hold up page 2 of “Picking Peaches” and read the text aloud. Return to Activity D and ask: Who said this? (Steph) Model circling Steph to indicate her as the speaker. Have children complete the activity. Read the stems aloud and have children repeat each. Ask them to identify the page in “Picking Peaches” where the sentence appears. Answers: 1. Ralph 2. Steph 3. Ralph 4. Ralph E • Read with purpose Explain to children that they will answer questions about “Picking Peaches.” Model the example. Hold up and have children reread pages 3–4 of “Picking Peaches.” You can also point out the title. Ask: What will Steph and Ralph pick? (peaches) Write the word on the line to answer the question. Ask the questions aloud and have children answer them. Have them identify the page that helps them answer each question. Answers: 1. green peaches 2. Steph 3. Ralph 4. in the pail Differentiated Instruction • Scaffold After you model, have children chorally read the decodable words and high frequency words on the back cover of “Picking Peaches.”
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