© by Vista Higher Learning, Inc. All rights reserved. | TG P-53 | Connect to Phonics PLUS Teacher Guide Answers: 1. nd (band) 2. nt (want) 3. st (nest) 4. nt (paint) 5. st (test) 6. nd (find) 7. nt (elephant) 8. st (fast) Page P-78 C • Spell words with final consonant blends in context Point to the Letters to Use box and model pronunciation of each consonant blend as you point to it. Have children repeat. Explain to children that this activity is similar to Activity B, but they will listen to and read sentences with incomplete words. They will use the letters in the box to spell each word correctly. Point to the example. Play the audio or say the sentence aloud, emphasizing the final word, tent. Point to the incomplete word in the book and say: This word is missing letters. Are the missing letters at the beginning or end of the word? (end) Say: Tent. What sound do you hear at the end of tent? (/nt/) What letters spell that sound? (nt) Model writing the letters nt on the line to complete the word. Play the audio and have children complete the activity. Answers: 1. nd (sand), nd (pond) 2. st (fast) 3. nt (want), nt (elephant) D • Spell words with final consonant blends Explain to children that they should listen to the audio, look at the picture, name what it shows, and then use the letters to spell that word. Write the letters nbad on the board. Point to the example and say: The example shows people playing in a band. Play the audio or say band aloud. Segment the word into individual sounds. Ask: What sounds do you hear in band? (/b/ /a/ /nd/) What is the first sound in band? (/b/) How do you spell that sound? (b) Cross out the b in nbad and then write the letter b on the board. Repeat the process for a, n, and d, crossing out the letters you hear and adding to the word you are making on the board. Ask: How do you spell band? (b, a, n, d) How is the final sound spelled in this word? (nd) 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. ant 2. first 3. wind Communicate E • Demonstrate knowledge of final consonant blends Write st, nd, and nt on the board. Say: Look in a book. Can you find words or pictures of things that end with st, nd, or nt? Model finding words that end with nd. Say: Find. /nd/. I hear /nd/ at the end of find. Repeat the process with lost and st. Then have children find and name words on their own. Differentiated Instruction • Scaffold If children incorrectly read a word, offer positive feedback followed by prescriptive strategies. For example, you might say: I notice that you blended the sounds for nt in want. Good job! Want is a tricky word because the vowel sound isn’t the short /a/ sound you learned. Remember that some words don’t follow the rules, so we have to remember and learn them. Decode the sounds in want and have children repeat. • Amplify Have children form sentences that include words with a single final consonant blend. Assign a blend and have individuals or partners make a sentence (silly or serious) that includes at least three words with the assigned blend. Show What You Know • Informal assessment Hold up word cards for words with final consonant blends. Have children point to the final blends in each. Then have them read each word, say the ending sound, and name the letters that spell the sound. Page P-79 Explore and Learn Common Prefixes and Suffixes: re-, un-, -ment, -ness • Recognize words with common prefixes Write the prefixes re- and un- on the board. Say: A prefix is a word part that is added to the beginning of a word to change its meaning. Demonstrate how re- and read come together to make reread. Then demonstrate how un- and zip come together to make unzip. Say: Recognizing prefixes can help you read longer words. Prefixes can also give you a clue to the meaning. When you see the prefix re- or un-, the meaning is
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