© by Vista Higher Learning, Inc. All rights reserved. | TG P-63 | Connect to Phonics PLUS Teacher Guide LESSON 9 Teaching Suggestions, Scripts, Answers Page P-97 Song “A Tisket, A Tasket” • Distinguish between long and short vowels Remind children that vowels can have short and long sounds. Review the sounds of the short vowels (/a/, /e/, /i/, /o/, /u/). Say: The lesson begins with a song. As you listen, pay attention to the vowel sounds you hear. What short vowels do you hear? (/a/, /e/, /i/, /o/, /u/) • Identify closed syllables Remind children that closed syllables are spelled CVC. Say: Closed syllables are spelled consonant, vowel, consonant. The word tisket has two syllables: tis / ket. They are both closed syllables. Have children look for more words with closed syllables. Explore and Learn • Match print to speech Play the audio and have children listen to the song. 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 song is sung aloud. • Decode multi-syllabic words Sing the song aloud as children listen. Sing or read slowly, enunciating each word and decoding words as you go. Then ask children to repeat after you, focusing on pronunciation as they decode multisyllabic words in the song. Finally, play the audio again and have children sing the song on their own. Practice • Recognize repetition Have children listen to the song again. Ask them to identify the words that are repeated. (tisket, tasket, basket, remake it) Circle the repeated words on the projected copy. Ask: What short vowel sounds do you hear in these words? (/a/, /e/, /i/) Communicate • Follow a pattern Tell children that they will add to the song. Have children compose a new stanza that can be sung to the same tune. The stanza should include rhyming words and follow the pattern of the first three stanzas. It should also include short vowel sounds and closed syllables. Ask children to share their new stanza. Differentiated Instruction • Scaffold If children need more support, complete the Communicate activity as a class. Write a new line on the board and model pronunciation, singing to the tune of “A Tisket, A Tasket.” Then have children say the line aloud, pointing to each word as they say it. Repeat for each new line of the stanza. • Amplify Challenge children to substitute words in the original song to make a different version of “A Tisket, A Tasket.” For example, they can change It looks so good. I knew it would. to It’s very small and not so tall. They should make sure they keep the same number of syllables. Encourage them to be as creative as possible. 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: His basket is big and red. Instruct children to say the number of syllables in the sentence and the short vowel sounds they hear. (7 syllables, /i/, /a/, /e/, /i/, /i/, /e/) Page P-98 Explore and Learn Short Vowel Sounds: a, e, i, o, u Closed Syllables • Recognize vowel sound in closed syllables Write the spelling pattern CVC on the board. Point to the text box on the page. Review the difference between consonants and vowels. Say: You can make a closed syllable when you have a consonant, then a vowel, then a consonant. Play the audio and point to the first example word, cat. Say: The letter c is a consonant, the letter a is a vowel, and the letter t is a consonant. Together, they spell the word cat. Model correct pronunciation and have children repeat. Say: When you see this pattern, consonant-vowelconsonant, the middle vowel sound is short, like in cat. Every syllable must have a vowel sound. How many syllables is the word cat? (one) What vowel sound is in the word cat? (/a/, short a) Play the audio and repeat with the example words egg,
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