© by Vista Higher Learning, Inc. All rights reserved. | TG P-48 | Connect to Phonics PLUS Teacher Guide word as it is read. Tell children to listen and read along. • 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-71 Practice A • Identify and read high frequency words Explain that the four words in this activity are all in “Moe and Joe in the Snow.” Children should read the words and then write each two times. Point to item 1. Say: This word is spelled l, i, v, e. That spells the word live. 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: Can we go to see… friend? A word is missing. Try completing the sentence with each word. Let’s see which word makes sense. Can we go to see [live/our/place/very] friend? Which word makes sense? (our) 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. our 2. place 3. very 4. live C • Isolate vowel teams Model the example. Say: These words are all from “Moe and Joe in the Snow.” They all have the long o sound. Look at the spelling and circle the letters that make the long o sound. Say snow aloud. Say: Snow ends with the long o sound. The word is spelled s, n, o, w. The long o sound is spelled ow. Model circling ow in snow. Have children finish the activity by decoding each word and circling the letters that make the long o sound in each. Answers: 1. oe 2. oe 3. o_e 4. ow 5. oa 6. oe Page P-72 D • Spell words with vowel teams and silent letter combinations Point to the Letters to Use box and model pronunciation of each vowel team and silent letter combination as you point to it. Have children repeat. Explain to children that they will use these letters to spell words from “Moe and Joe in the Snow” correctly. Point to the example. Say Joe aloud, emphasizing the final long o sound. Say: This word is missing letters. Where are the missing letters? (end) Say: Joe. What vowel sound do you hear at the end of Joe? (/ō/) What letters spell that sound? (oa, oe, ow) Direct children to the title of “Moe and Joe in the Snow.” Ask: Which letters spell that sound in Joe? (oe) Model writing the letters oe 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 “Moe and Joe in the Snow” where the word appears. Answers: 1. oe (Moe) 2. wr (wrap) 3. oa (coat) 4. kn (knit) 5. oe (toes) 6. ow (snow) E • Use context to demonstrate understanding Reread “Moe and Joe in the Snow” and have children chorally read with you. Say: Let’s see how well we understand the story. Point to the example and read the sentence aloud. Ask: Is this true? Yes or no? Point to page 2 in the story. Say: Look at the picture. Read the sentence. What does it say? (Moe and Joe have a new home.) Return to Activity E. So this sentence is wrong. It is not true. Model circling No to show that the sentence is not true. Have children complete the activity. Read the sentences aloud and have children repeat each. Ask them to identify the page in “Moe and Joe in the Snow” that helps them answer each item. Answers: 1. Yes 2. Yes 3. No 4. Yes
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