© by Vista Higher Learning, Inc. All rights reserved. | TG P-50 | Connect to Phonics PLUS Teacher Guide LESSON 7 Teaching Suggestions, Scripts, Answers Page P-73 Rhyming Story “A Boy Named Troy” • Identify words with inconsistent but common sound-spellings Write the words young (line 1) and sound (line 4) on the board. Model pronunciation, emphasizing the vowel sounds. Say: Sometimes, the letters ou sound like /ow/ in words like sound. But the letters ou can also sound like /u/, like in the word young. Have children practice saying each word. Then have them think of other words with ou and identify what sound it makes. 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 spelled oy, oi, ow, and ew. Ask: What words are spelled with oy and oi? (boy, Troy, toy, noisy, joy) Say the words aloud and have children repeat. Ask: What sound do you hear in all these words? (/oi/) Communicate • Manipulate phonemes in spoken words Say the words boy and toy aloud. Have children repeat. Say: Both words end with the /oi/ sound. They have different beginning sounds. Let’s add new sounds to /oi/ and see what happens. Let’s add the /j/ sound: /j/… /oi/. What word do we have now? (joy) Challenge children to add beginning phonemes to /oi/ to make new words. They shouldn’t worry about making real words. Focus on changing initial phonemes and manipulating sounds. Differentiated Instruction • Scaffold Have children work in pairs or small groups to complete the Practice activity. They should focus on spelling at this point. They will learn the sounds of these diphthongs in this lesson. Play the audio and pause it after each word that has a diphthong. Have children repeat the word aloud. • Amplify Display pictures of familiar things that are spelled with diphthongs, such as cloud and flower. Have children name them and use the words in sentences. 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: The boy played with a toy. Instruct children to repeat the words that have the /oi/ sound. (boy, toy) Page P-74 Explore and Learn Vowel Diphthongs: oy, oi, ow, ew • Recognize words with vowel diphthongs Write the vowel diphthongs oy, oi, ow, and ew on the board. Point to oy and say: These are the letters oy. When these two letters are stuck together, they make a special vowel sound. We don’t pronounce each letter. This spelling makes one sound: /oi/. Point to the first two pictures and say: Listen to these words: boy, toy. Have children repeat. What vowel sound do you hear? (/oi/) How is that sound spelled in this word? (oy) Repeat with the remaining diphthongs and example words. Play the audio and have children practice saying the sounds and words. Point out that oy and oi make the same sound. Explain that the letters oy usually come at the end of a word or syllable and that the letters oi usually come at the beginning or in the middle of a word or syllable. • Recognize vowel diphthongs in multi-syllable words Explain that these spellings usually make the same sounds in multi-syllabic words. Say: If one syllable in a longer word has oy or oi, like in noisy, pointing, joyful, and destroy, then that syllable has the /oi/ sound. Demonstrate with familiar words children should already know.
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