© by Vista Higher Learning, Inc. All rights reserved. | TG P-58 | Connect to Phonics PLUS Teacher Guide (oo) Repeat with the second row of words. Say: Listen to these words: moon, food, spoon. Have children repeat. What vowel sound do you hear? (long /oo/) How is that sound spelled in these words? (oo) Say the two sounds and have children repeat. Play the audio and have children practice saying the sounds and words. • Recognize vowel diphthongs in multi-syllable words Explain that this spelling makes the same sounds in multi-syllabic words. Say: If one syllable in a longer word has oo, like in bookbag and spoonful, then that syllable has the short /oo/ or long /oo/ sound. Demonstrate with familiar words children should already know. Have them decode and spell the words cooking, schoolwork, and bedroom. Page P-87 Practice A • Distinguish between vowel sounds Model the example. Say: You will hear a word. Pay attention to the vowel sound. Do you hear the short /oo/ sound or the long /oo/ sound? Play the audio or say the word room aloud. Ask: What sound do you hear in the middle of room? (long /oo/) Point to or circle long. Play the audio and have children complete the activity. Answers: 1. long 2. short 3. short 4. long 5. long 6. short B • Build and decode words with oo diphthong Model the example. Say: Let’s build words with the letters oo. What sound does oo make? (short /oo/, long /oo/) Play the audio or say the word book. Ask: What sound do you hear in the middle of book? (short /oo/) How is that sound spelled? (oo) Write the letters oo on the line to complete the word. Then circle short. Have children complete the activity. Answers: 1. tooth, long 2. good, short 3. soon, long 4. wood, short 5. noon, long C • Distinguish between vowel sounds Review the short /oo/ and long /oo/ sounds. Model the example. Say: You will read two words. Both words are spelled with oo. But the vowel sound in the middle is different. One word has long /oo/ and the other has short /oo/. Play the audio or say the words loose and book aloud. Ask: Which word has the long /oo/ sound: loose or book? (loose) Point to or circle the word loose. Have children complete the activity. Answers: 1. moon 2. soon 3. school 4. broom 5. food 6. bedroom Page P-88 D • Distinguish between vowel sounds Review the short /oo/ and long /oo/ sounds. Model the example. Say: You will read two words. Both words are spelled with oo. But the vowel sound in the middle is different. One word has long /oo/ and the other has short /oo/. Play the audio or say the words shook and zoo aloud. Ask: Which word has the short /oo/ sound: shook or zoo? (shook) Point to or circle the word loose. Have children complete the activity. Answers: 1. book 2. hook 3. good 4. food 5. took 6. stood E • 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 pronounced. Say: All these words are spelled with oo. Some are pronounced with short /oo/, and some are pronounced with long /oo/. If the word has short /oo/, write it in the first column. If the word has long /oo/, write it in the second column. Model with the word foot. Once children have sorted the words, have them alphabetize each list. Answers: short /oo/ sound: foot, looked, stood, took long /oo/ sound: balloon, boot, pool, zoo Differentiated Instruction • Scaffold Use different colors to write words with the two pronunciations of oo. Designate one color for each pronunciation, and display the words consistently with those colors throughout instruction. • Amplify Have partners or small groups play “Guess the Word.” Give children preparation time to develop their clues.
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