© by Vista Higher Learning, Inc. All rights reserved. | TG P-43 | Connect to Phonics PLUS Teacher Guide LESSON 6 Teaching Suggestions, Scripts, Answers Page P-61 Rhyming Story “Snow Day” • Identify words with long o vowel digraphs Remind children that long vowel sounds can be spelled different ways. Say: You already learned about /ō/ spelled o. In this lesson, we will learn three new spellings that sound like long o: oa, oe, and ow. All these vowel teams can sound like /ō/. Write the words home, coat, toe, and snow on the board. Circle the o_e, oa, oe, and ow, respectively. Say: All these sound like /ō/. Model pronunciation of each word, drawing out the long o sound in each. • Decode compound words Point out the words snowman (line 2), snowflakes (line 4), and snowballs (line 5). Say: Compound words are words made with two or more shorter words. Write the word snowman on the board. Draw a line between snow and man. Decode the word and say: Snowman is a compound word made with the words snow and man. Repeat with snowflakes and snowballs, asking children to decode the words and identify the smaller words in each. Challenge children to identify other compound words they know. 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 story aloud as children listen. Read slowly, enunciating each word. Then ask children to read along with you slowly, focusing on pronunciation. Finally, play the audio and have children read along. Practice • Recognize vowel digraphs Have children listen to the story again. They should point to each word as it is said aloud. Ask them to identify words with the long o sound. Ask: What words have the long o sound? (snow, blows, snowman, slow, coats, snowflakes, snowballs, throw, most, toes, cold, go, home) Communicate • Manipulate phonemes in spoken words Say the word old aloud. Have children repeat. Ask: Let’s add a new sound to the beginning of old. Let’s add the /k/ sound: /k/… old. What word do we have now? (cold) Now let’s add the /t/ sound: /t/… old. What word do we have? (told) Challenge children to add beginning phonemes to other words to make new words. Use the words as, it, and of. Differentiated Instruction • Scaffold As children complete the Practice activity, have them focus on listening for the long o 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 o sound. Have children repeat the word aloud. • Amplify Have children add to their word journals for words with the long o 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: My toes grow cold in the winter. Instruct children to repeat the words that have a long o sound. (toes, grow, cold) Page P-62 Explore and Learn Vowel Digraphs: oa, oe, ow • Recognize words with common vowel teams Write the vowel digraphs oa, oe, and ow on the board. Point to oa and say: These are the letters oa. When these two letters are stuck together, they make one sound. That sound is the long o sound. Point to the first picture and say: Listen to this word: coat. Have children repeat. What vowel sound do you hear? (/ō/) How is that sound spelled in this word? (oa) Repeat with the digraphs oe and ow and the words toe and window, respectively. Play the audio and have children practice saying the sound and words.
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