© by Vista Higher Learning, Inc. All rights reserved. | TG P-44 | Connect to Phonics PLUS Teacher Guide • Recognize vowel teams in multi-syllable words Explain that these vowel teams usually make the long o sound, even in multi-syllabic words. Say: These letters also make the long o vowel sound in longer words. If one syllable in a longer word has the vowel team oa, oe, or ow, like in window, then that syllable has a long o sound. Demonstrate with familiar words children should already know. Have them decode the words railroad, raincoat, tomorrow, pillow, and tiptoe. • Identify words with inconsistent but common sound-spellings Remind children that ow can also be pronounced /ow/, like in cow, how, and town. Model pronunciation, emphasizing the /ow/ sound. Say: Sometimes, the letters ow sound like /ow/. But the letters ow can also sound like /ō/, like in the words show, snow, and grow. If you have a classroom word wall for inconsistent sound-spelling correspondences, have children add to it. Practice A • Identify long vowel sound-spellings Model item 1. Review the sounds of both vowel teams. Say: The letters ie sound like /ē/, and the letters ow sound like /ō/. What vowel sound do you hear in the word bowl? (/ō/) Play the audio or say the word bowl again. Ask: Which vowel team spells the vowel sound you hear in the word bowl? (ow) Point to or circle the ow in item 1. Play the audio and have children complete the activity. They should practice saying each sound and word aloud. SCRIPT: 1. /ō/, bowl 2. /ō/, soap 3. /ō/, heroes Answers: 1. ow 2. oa 3. oe B • Distinguish between vowel sounds Model the example. Say: You will hear two words. Both words have the same beginning sound. The vowel sound in the middle is different. Listen for the long o sound. Play the audio or say the words cube and coat aloud. Ask: Which word has the long o sound: cube or coat? (coat) Point to or circle the word coat. Play the audio and have children complete the activity. Answers: 1. coach 2. tow 3. goal 4. hoe 5. goes 6. snow Page P-63 C • Build and decode words with oa vowel team Model the example. Say: Let’s build words with the letters oa. What sound does oa make? (/ō/) Point to the example. Ask: What sound does the letter c make? (/k/) What sound does the letter l make? (/l/) If we add oa between c and l, what word do we make? (coal) Decode and say coal, then have children repeat. Have children complete the activity, decoding and reading each word. Answers: 1. toad 2. goat 3. soak 4. groan D • Build and decode words with oe vowel team Model the example. Say: Let’s build words with the letters oe. What sound does oe make? (/ō/) Point to the example. Ask: What sound does the letter g make? (/g/) What sound does the letter s make? (/s/) If we add oe between g and s, what word do we make? (goes) Point out that the final s in goes is pronounced /z/. Decode and say goes, then have children repeat. Have children complete the activity, decoding and reading each word. Answers: 1. doe 2. tomatoes 3. tiptoe 4. potatoes E • Build and decode words with ow vowel team Model the example. Say: Let’s build words with the letters ow. What sound does ow make? (/ō/) Point to the example. Say: Decode the letters wind. What does it sound like? If we add oe after wind, what word do we make? (window) Decode and say window, then have children repeat. Have children complete the activity, decoding and reading each word. Answers: 1. low 2. sow 3. slow 4. yellow F • Spell one-syllable words with vowel teams Explain to children that they should look at the picture, name what it shows, and then use the letters to spell that word. Write the letters oadr on the board. Then point to the example and say: The example shows a road. Play the audio or say road aloud. Segment the word into individual sounds. Ask: What sounds do you hear in road? (/r/ /ō/ /d/) What letter makes the first sound, /r/? (r) Cross out the r in oadr and then write the
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