© by Vista Higher Learning, Inc. All rights reserved. | TG P-45 | Connect to Phonics PLUS Teacher Guide letter r on the board. Repeat the process for oa and d, crossing out the letters you hear and adding to the word you are making on the board. Ask: How do you spell road? (r, o, a, d) How is the long o sound spelled in this word? (oa) Then play the audio and have children complete the activity, naming the pictures, saying each word aloud, and unscrambling the letters to spell each word correctly. Answers: 1. blow 2. float 3. doe Page P-64 G • Distinguish between vowel sounds Model the example. Say: You will hear four words. Pay attention to the vowel sound you hear in each word. Listen for the long o sound. Play the audio or say the words got, goat, hoe, and hot aloud, emphasizing the vowel sounds. Ask: Which words have the long o sound? (goat, hoe) Point to or circle the two words. Play the audio and have children complete the activity. Answers: 1. soap, grow 2. throw, throat 3. toes, toast 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 two tomatoes. Say tomatoes aloud, segmenting it into discrete sounds: /t/, /ō/, /m/, /ā/, /t/ /ō/, /z/. Say: We see the letters tomat at the beginning and the letter s at the end. What’s missing? (/ō/) What letters make the vowel sound in the third syllable of this word: oa, oe, or ow? (oe) Model writing oe on the line to complete the word. Ask: How do you spell tomatoes? (t, o, m, a, t, o, e, s) 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. oa (soap) 2. ow (throw) 3. ow (bow) 4. oa (boat) 5. oe (toes) 6. oa (toad) Page P-65 I • Listen for long vowel sounds Model the example. Say: You will hear a complete sentence. Each sentence has a word with the long o sound. Listen carefully and find the words with long o. Remind children to pay attention to spelling and look for words spelled with oa, oe, and ow. Play the audio or read the example sentence aloud. Ask: Which word has the long o sound? (hoe) Point to or circle the word as you say it aloud. Play the audio and have children complete the activity. Answers: 1. crow 2. yellow 3. window 4. coat 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 o sound. Some are spelled with oa, some are spelled with oe, and some are spelled with ow. If the word is spelled with oa, write it in the first column. If the word is spelled with oe, write it in the second column. If the word is spelled with ow, write it in the third column. Model with the words coat, toe, and window. Once children have sorted the words, have them alphabetize each list. Answers: oa: boat, coat, float, goal, goat, groan, road, soak, soap, throat, toad oe: goes, heroes, hoe, tiptoe, toe ow: blow, bowl, crow, grow, low, slow, throw, tow, window, yellow Differentiated Instruction • Scaffold If children write a word incorrectly, repeat the word and have children repeat after you. Then segment the sounds of the word and have children clap or tap as you say each sound. Finally, have children write the letter that represents each sound. • Amplify Provide children with multi-syllabic words with long o vowel teams: oatmeal, unload, shadow, shallow, tiptoes. 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 oa, oe, and ow. Have children point to the vowel teams in each. Then
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