© by Vista Higher Learning, Inc. All rights reserved. | TG P-64 | Connect to Phonics PLUS Teacher Guide zipper, dog, and bug, reviewing the short e, i, o, and u sounds, respectively. Practice A • Identify short vowel sounds in closed syllables Model item 1. Play the audio, then say the word bed slowly, drawing out the sounds: /b/ /e/ /d/. Ask: What vowel sound do you hear in the middle of the word? (/e/, short e) What letter makes that sound? (e) Choose or circle the letter e. Play the audio and have children finish the activity. SCRIPT: 1. bed 2. sun 3. hill 4. pot 5. bag 6. beg Answers: 1. e 2. u 3. i 4. o 5. a 6. e Page P-99 Communicate B • Demonstrate knowledge of short vowel sounds Write the vowels on the board. Ask: Can you say words that have a short vowel sound? Point to the pens. Say: Pens. /e/. The word pens has a short e sound. Repeat the process with map and short a. Then have children name words on their own. Practice C • Decode closed syllables and distinguish between short vowel sounds Explain that children will decode and read two words that have the same beginning and ending consonant sounds but have different vowel sounds. Say: Pay attention to the vowel sound you hear in the middle of the word. What letter spells that sound? Which word is spelled with that letter? Model the example. Decode the words man and men, emphasizing the vowel sound in each. Then play the audio and segment the word you hear. Ask: What word do you hear? (man) What sounds are in the word man? (/m/, /a/, /n/) What vowel sound do you hear in the middle of man? (/a/) How do you spell man? (m, a, n) Circle the word man. Have children complete the activity. Answers: 1. dig 2. bed 3. mop 4. cat 5. fun 6. sit D • Isolate short vowel sounds in closed syllables Point to the Letters to Use box and review the short vowel sounds. Model the example. Play the audio and say: Two words are missing letters. Those words are cat and bed. Cat has these sounds: /k/ /a/ /t/. The /k/ sound is spelled c, the /a/ sound is spelled a, and the /t/ sound is spelled t. Repeat the sounds and spellings, pointing to the letters and space in the example. Say: The middle vowel is missing. It’s a short a sound, so the missing letter is a. Model writing a in the space to complete the word cat. Say the word again as you trace your finger beneath the letters, first segmenting each sound and then saying the word fluently. Repeat for the word bed. Then play the audio and have children complete the activity, making the sounds and saying each word aloud. Answers: 1. eggs, pot 2. red, vest 3. sat, sun, hill E • Identify words with short vowel sounds Explain that children will look at pictures and name things they see with a short vowel sound. Model the example. Point to the picture and say: I see a bug. Bug has the short u sound: /u/, bug. The bug has spots. Spots had the short o sound: /o/, spots. Have children name at least two words for each picture. Sample Answers: 1. man, hat, plants, legs, hands 2. ducks, wet, legs, hands, grass Page P-100 F • Manipulate phonemes and make new words Model the example. Say the word clip aloud. Have children repeat. Say: The word clip has a short i sound: clip, /i/. Let’s change the vowel sound to make a new word. Point to the picture and say: This is a picture of two hands clapping. How can we change clip to clap? Both words have the same beginning sound: /cl/. That’s spelled cl. Both words also have the same ending sound: /p/. That’s spelled p. The vowel sound is different. What vowel sound is in clap? I hear /a/, which is spelled a. Write a on the line to complete the word clap. Say both words again slowly. Have children repeat. Have children complete the activity, decoding the first word, naming the picture, segmenting the sounds in that word, and then identifying the missing letter in the second word.
RkJQdWJsaXNoZXIy MjUyNzA0NQ==