© by Vista Higher Learning, Inc. All rights reserved. | TG P-55 | Connect to Phonics PLUS Teacher Guide points) 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 “The New Toy.” Read aloud the list of words. Children repeat the words. Tell children to look for these words as they read the story. • Recognize irregularly spelled words Point out the high frequency word give. Model pronunciation, emphasizing the /i/ vowel sound. Say: Usually, when a word has the CVCe spelling pattern, it has a long vowel. The word give is different. It has a short vowel sound in the middle. Repeat with the high frequency word more and the r-controlled vowel sound in the middle (rather than a long vowel). Challenge children to identify other words on the back cover that have unexpected pronunciations. (does, to) • 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 “The New Toy.” Have children point to each 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-83 Practice A • Identify and read high frequency words Explain that the four words in this activity are all in “The New Toy.” Children should read the words and then write each two times. Point to item 1. Say: This word is spelled g, i, v, e. That spells the word give. 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: I see the toy that I like the… A word is missing. Try completing the sentence with each word. Let’s see which word makes sense. I see the toy that I like the [give/more/most/over]. Which word makes sense? (most) If necessary, direct children to reread page 3 of “The New Toy.” 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. most 2. over 3. more 4. give C • Isolate consonant blends Model the example. Say: These words are all from “The New Toy.” They all have a consonant blend on the end. Look at the spelling and circle the letters that make the ending sound. What word is this? Model adding the three consonant blends to the end. Ask: Which of these is a word from “The New Toy”: mont, mond, or most? The word most is in the story. Most ends with /st/. That is spelled st. Model circling st and writing the letters on the line to complete the word. Have children finish the activity by decoding each word and circling the letters that correctly complete each word. Answers: 1. nt (Brent) 2. nd (lend) 3. st (cost) 4. nt (went) Page P-84 D • Read with purpose Explain to children that they will answer questions about “The New Toy.” Model the example. Point to the cover of “The New Toy.” Ask: How many boys are there? (three) Write the word on the line to answer the question. Ask the questions aloud and have children answer them. Have them identify the page that helps them answer each question.
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