© by Vista Higher Learning, Inc. All rights reserved. | TG P-47 | Connect to Phonics PLUS Teacher Guide (beginning) Say: Wrap. What sound do you hear at the beginning of wrap? (/r/) What two letters spell that sound? (wr) Model writing the letters wr on the line to complete the word. Help children read the sentences aloud as they complete the activity. Answers: 1. kn (know) 2. tch (watch) 3. wr (write) 4. tch (catcher), tch (pitch) Page P-68 F • Decode words with silent letter combinations Model the example. Say: You will read a complete sentence. Decode each word and find the word that has a silent letter. Remind children to pay attention to spelling and look for words spelled with kn, tch, and wr. Read the example sentence aloud. Ask: Which word has a silent letter? (sketch) Point to or circle the word as you say it aloud. Play the audio and have children complete the activity. Answers: 1. write 2. knock 3. watch, wrist 4. know G • Decode and write words with silent letter combinations Point to the Words to Use box and decode and model pronunciation of each word as you point to it. Have children repeat. Say: Each sentence is missing a word. The missing word is in this box. Listen carefully and determine which word is missing. Model the example. Say: I like to… notes to my friends. Which word is missing? What do you usually do with notes? (write) 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. knot 2. knife 3. catch 4. wrist 5. watch 6. knee Differentiated Instruction • Scaffold Many languages do not have silent letters. Children may pronounce letters when they shouldn’t, or they may omit them when spelling words. Emphasize the silent letter in a word by attaching a bright-colored sticky note to a word card you display in the classroom. Alternatively, write the silent letter in a different color when you write it on the board or a word wall. • Amplify Have children choose words from this lesson with silent letters and write a complete sentence with each. Encourage them to share their sentences aloud. Show What You Know • Informal assessment Use an exit ticket activity to review silent letters. Display the words watch, write, and know. Have children read the words aloud. Then cover up the words and have children spell the words. Pages 69–70 Read Connected Text Decodable Reader: “Moe and Joe in the Snow” 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 silent letters Direct children’s attention to the decodable words list on the back cover of “Moe and Joe in the Snow.” Read aloud the list of words. Children repeat the words. Ask: Which words have a silent letter? (knit, know, wrap) 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 “Moe and Joe in the Snow.” 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 “Moe and Joe in the Snow.” Have children point to each
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