© by Vista Higher Learning, Inc. All rights reserved. | TG P-57 | Connect to Phonics PLUS Teacher Guide LESSON 8 Teaching Suggestions, Scripts, Answers Page P-85 Rhyming Story “The Loose Tooth” • Recognize syllable division patterns Write the words under, balloon, began, and smiling on the board. Explain that these are all two-syllable words from “The Loose Tooth.” Model pronunciation and have children repeat. Now write the spelling patterns VCV and VCCV on the board. Remind children that C means consonant and V means vowel. Explain that a VCV word is a two-syllable word with the pattern vowelconsonant-vowel. Point out this pattern in began and smiling. Say: When the first syllable is an open syllable with a long vowel sound, the word breaks after the long vowel. Draw a line to show this division in both words: be/gan, smi/ling. Say: When the first syllable is a closed syllable with a short vowel sound, the word breaks after the consonant. Demonstrate with the words visit and seven. Now explain that a VCCV word is a twosyllable word with the pattern vowel-consonantconsonant-vowel. Point out this pattern in under and balloon. Say: The word breaks into two syllables after the first consonant. Draw a line to show this division in both words: un/der, bal/loon. 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 diphthongs Have children listen to the story again. They should point to each word as it is said aloud. Ask them to identify words spelled oo. Ask: What words are spelled with oo? (tooth, loose, moon, room, balloon, soon) Say the words aloud and have children repeat. Ask: What sound do you hear in all these words? (/oo/) Communicate • Manipulate phonemes in spoken words Say the words moon and soon aloud. Have children repeat. Say: Both words have the /oo/ sound. They both end with /oon/. They have different beginning sounds. Let’s add new sounds to /oon/ and see what happens. Let’s add the /n/ sound: /n/… /oon/. What word do we have now? (noon) Challenge children to add beginning phonemes to make new words. They shouldn’t worry about spelling or 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 sound of this diphthong in this lesson. Play the audio and pause it after each word that has the oo diphthong. Have children repeat the word aloud. • Amplify Display pictures of familiar things that are spelled with oo, such as moon and spoon. 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 balloon was under the moon. Instruct children to repeat the words that have the /oo/ sound. (balloon, moon) Page P-86 Explore and Learn Vowel Diphthong: oo • Recognize words with vowel diphthongs Write the vowel diphthong oo on the board. Say: These are the letters oo. When these two letters are stuck together, they make a special vowel sound. The two letters come together and make a new sound. This spelling makes two different sounds. Point to the first row of pictures and say: Listen to these words: books, wood, cook. Have children repeat. What vowel sound do you hear? (short /oo/) How is that sound spelled in these words?
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