© by Vista Higher Learning, Inc. All rights reserved. | TG P-52 | Connect to Phonics PLUS Teacher Guide G • Identify vowel diphthongs Model the example. Review the sounds of all four vowel diphthongs. Say: What vowel sound do you hear in the word point? (/oi/) How do you spell the /oi/ sound? (oy, oi) How do you spell the /oi/ sound in the middle of a word? (oi) Play the audio or say the word point again. Ask: Which letters make the vowel sound you hear in the word point? (oi) Point to or circle oi. Play the audio and have children complete the activity. They should practice saying each sound and word aloud. SCRIPT: 1. /oo/, threw 2. /oi/, joy 3. /ow/, brow 4. /oi/, point Answers: 1. ew 2. oy 3. ow 4. oi H • 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: Some of these words are spelled with oy, some are spelled with oi, some with ow, and some with ew. If the word is spelled with oy, write it in the first column. If the word is spelled with oi, write it in the second column. If the word is spelled with ow, write it in the third column. If the word is spelled with ew, write it in the fourth column. Model with the words soy, coin, cow, and screw. Once children have sorted the words, have them alphabetize each list. Answers: oy: enjoy, soy, toy oi: coin, point, soil ow: cow, down, wow ew: drew, flew, screw Differentiated Instruction • Scaffold Some multilingual learners will be familiar with the sound /oi/ but not with the English sound-spellings oi and oy. Display two model words with the vowels in a box to help children remember that the two vowels stand for one sound. • Amplify Challenge children to sort the words in this lesson another way. Have them work with a partner and explain how they sorted the words. Show What You Know • Informal assessment Hold up word cards for words with vowel diphthongs oy, oi, ow, and ew. Have children point to the diphthongs in each. Then have them read each word, say the vowel sound, and name the letters that spell the sound. Page P-77 Explore and Learn Final Consonant Blends: st, nd, nt • Recognize words with final consonant blends Write the consonant blends st, nd, and nt on the board. Point to st and say: These are the letters st. When these two letters are stuck together at the end of a word, they make a special sound. Demonstrate how /s/ and /t/ come together to make /st/ and have children repeat after you. Continue to point to and name each final consonant blend, then demonstrate its sound. Have children repeat each sound. Then ask children to point to the letters on the board, name them, and say what sounds they make. Point to the words and pictures in the book and say: Listen to this word: fast. Play the audio and have children repeat. What sounds do you hear at the end of fast? (/st/) What letters make that sound? (st) Repeat for sand and tent. Practice A • Isolate final consonant blends Model item 1. Play the audio or say coast aloud, emphasizing the final blend. Ask children to listen and repeat. Say: I hear the /st/ sound at the end of coast. I know the letters st make that sound. Then point to and circle st. Have children do the same in the book. Play the audio and have children complete the activity, saying the sounds and words aloud. SCRIPT: 1. coast 2. paint 3. wind 4. find 5. thirst 6. plant Answers: 1. st 2. nt 3. nd 4. nd 5. st 6. nt B • Decode and spell words with final consonant blends Model the example. Say: You will hear a word. It is missing the letters for the ending sound. What letters are missing? Play the audio or say faint aloud. Say: I see the letters fai. That sounds like /fā/. The ending sound /nt/ is missing. The letters nt make that sound. Model writing nt on the line to complete the word. Play the audio and have children complete the activity.
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