© by Vista Higher Learning, Inc. All rights reserved. | TG P-61 | Connect to Phonics PLUS Teacher Guide Differentiated Instruction • Scaffold Use pictures and gestures to support children’s understanding of compound words. For example, display the word sunrise. Show a picture of the sun and say sun. Then motion in an upward direction or point to an arrow pointed upward and say rise. Have children read sunrise with you. • Amplify Have partners write a short story using several two-syllable words with long vowels from this lesson. They should prepare an oral reading or presentation of what they write. Allow time for them to plan and rehearse. Show What You Know • Informal assessment Use an exit ticket activity to review two-syllable words with long vowels. Display the words baseball, mistake, and paper. Have children clap out the syllables, say the words aloud, and indicate how to spell each syllable. Pages 93–94 Read Connected Text Decodable Reader: “I Lost a Tooth!” Help children follow the instructions for creating their decodable readers. You may want to have them color the pictures. • Preview: Use picture clues Tell children to look at the pictures in the story before they read. Say: First, look at the pictures. Can you guess what the story is about? • Recognize diphthongs Direct children’s attention to the decodable words list on the back cover of “I Lost a Tooth!” Read aloud the list of words. Children repeat the words. Ask: What do almost all these words have in common? (They are spelled with oo.) 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 “I Lost a Tooth!” 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 were. Model pronunciation, emphasizing the r-controlled vowel sound. Say: Usually, when a word has the CVCe spelling pattern, it has a long vowel. The word were is different. It has a different vowel sound in the middle. Challenge children to identify other words on the back cover that have unexpected pronunciations. (from, your) • 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 “I Lost a Tooth!” 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-95 Practice A • Identify and read high frequency words Explain that the four words in this activity are all in “I Lost a Tooth!” Children should read the words and then write each two times. Point to item 1. Say: This word is spelled m, o, t, h, e, r. That spells the word mother. 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: My sisters… reading books with my… Two words are missing. What are they? If necessary, direct children to reread page 3 of “I Lost a Tooth!” Model writing the words were and mother on the lines to complete the sentence. Have children read the sentences and identify the missing word that
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