© by Vista Higher Learning, Inc. All rights reserved. | TG P-60 | Connect to Phonics PLUS Teacher Guide F • 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 a final s. Some sound like /s/, and some sound like /z/. If the word has a final s that sounds like /s/, write it in the first column. If the word has a final s that sounds like /z/, write it in the second column. Model with the word hats. Once children have sorted the words, have them alphabetize each list. Answers: final s = /s/: books, cats, cooks, hats, shirts, stops, trucks final s = /z/: bags, balloons, boys, dogs, draws, dreams, eggs, games, girls, mugs, wheels Differentiated Instruction • Scaffold If children write a word incorrectly, say the word again. Have children repeat the word. Then say: Let’s segment the sounds of that word. Have children clap or tap as you say each sound. Then have children write a letter that represents each sound. • Amplify Have children tell which words end with the sound /s/ and which end with the sound /z/. Have them explain how they know the correct sound for s in each word. Show What You Know • Informal assessment Hold up word cards for words with final -s. Have children point to the final letter in each. Then have them read each word, say the ending sound, and name the letter that spells the sound. Page P-92 Explore and Learn Two-Syllable Words with Long Vowels • Decode two-syllable words and recognize syllable division patterns Review what children know about syllables. Say: Remember, we can break longer words into syllables. Every syllable has a vowel sound. Listen to this word: tiger. Have children clap out both syllables. Write the pattern VCV on the board. Say: This word is spelled with the pattern vowel-consonant-vowel. Point out the pattern in tiger. Say: The first syllable in tiger is an open syllable with a long vowel sound. That means the word breaks after the long vowel. Draw a line to show this division: ti/ger. Say: Listen to these words: baseball, sunrise. Have children clap out both syllables in each word. Say: These words are compound words. They are made of two smaller words. Baseball is made with base and ball. Sunrise is made with sun and rise. Each of those words is a syllable. Draw a line to show this division: base/ball, sun/rise. A • Identify syllables in multi-syllabic words Model the example. Say: You will hear a word. Clap the syllables. Which syllable has a long vowel sound, the first or the second? Play the audio or say monkey aloud. Ask: How many syllables are there in monkey? (two) Which syllable has a long vowel sound? (second) Model circling 2. Play the audio and have children complete the activity. Answers: 1. 1 2. 2 3. 1 4. 2 B • Identify long vowel sounds in multi-syllabic words Model the example. Say: You will hear a word. Clap the syllables. Which syllable has a long vowel sound, the first or the second? Explain that children need to divide the words and circle the syllable with the long vowel sound. They should pay attention to spelling and what they learned about syllable division patterns. Play the audio or say monkey aloud. Ask: How many syllables are there in monkey? (two) What are the two syllables? (mon/key) Which syllable has a long vowel sound? (second) What letters spell the second syllable? (key) Model circling key in monkey. Play the audio and have children complete the activity. Answers: 1. take 2. mu 3. side 4. pa 5. like 6. gry • Spell multi-syllabic words using syllable division patterns Review how to break words into syllables when those words have VCV or VCCV patterns or when they are compound words. Say words from this lesson aloud and have children encode and spell the words using what they know about syllable division patterns. Use these words: music, paper, tiger (VCV); mistake, dislike, monkey (VCCV); baseball, sunrise, sidewalk (compound).
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