© by Vista Higher Learning, Inc. All rights reserved. | TG P-65 | Connect to Phonics PLUS Teacher Guide Answers: 1. a (cap) 2. o (sock) 3. i (fin) 4. u (rug) 5. e (pen) 6. e (net) G • Decode words and identify short vowel sounds Explain to children that they will read a series of three words that have some similarities in spelling. They need to decode each word, paying attention to spelling clues that reveal pronunciation. They should then circle the word in each group that has a short vowel sound. Remind children that words spelled CVC have a short vowel sound. Model the example. Decode and read each word aloud, emphasizing the vowel sound. Say: Hay has a long vowel sound: /ā/. Hat has a short vowel sound: /a/. Hair has an rcontrolled vowel sound: /air/. Circle hat to indicate that it has a short vowel sound. Have children complete the activity, decoding the words and identifying the ones with a short vowel sound. Answers: 1. rips 2. pond 3. dig 4. tap 5. bed 6. up 7. ten 8. cut 9. box 10. ask Page P-101 H • Read and identify words with short vowel sounds Explain that this activity is similar to the previous activity but instead of a series of three words, children will read a complete sentence and find more than one word with a short vowel sound. They still need to decode each word, and they still need to look for words with a CVC spelling. Model the example. Read the sentence aloud, emphasizing the vowel sound in each word. Say: He has a long vowel sound: /ē/. Spilled has a short vowel sound: /i/. The has a schwa /uh/ sound. Milk has a short vowel sound: /i/. On has a short vowel sound: /o/. Table has a long vowel sound: /ā/. Circle spilled, milk, and on to indicate that they have short vowel sounds. Have children complete the activity, decoding the words and identifying the ones with a short vowel sound. Answers: 1. cat, has, six, big 2. bat, sat, in, sun 3. nap, on, bed 4. cup, hot 5. box, big, flat 6. red, umbrella, is, wet I • Isolate short vowels Explain to children that they should look at the picture, name what it shows, and then choose the missing letter to spell that word correctly. Model the example. Say: The example shows a mop. Say mop aloud, segmenting it into discrete sounds: /m/, /o/, /p/ Say: We see the letter m at the beginning and the letter p at the end. What’s missing? (/o/, o) Model writing o on the line to complete the word. Ask: How do you spell mop? (m, o, p) Then have children complete the activity, naming the pictures, saying each word aloud, and writing the missing letters. Help children name the pictures if they are unclear. Answers: 1. a (hand) 2. i (zipper) 3. e (web) 4. u (bus) 5. o (box) 6. e (pencil) Page P-102 J • Match words with the same vowel sounds Model item 1. Decode the word and say: The word mug has short u: mug, /u/. Which word in the second column also has short u: step, up, pick, land, or rock? It’s up. The word up also has short u: up, /u/. Write b on the line next to mug to indicate that they have the same short vowel sound. Have children complete the activity, matching words with the same short vowel sound. Answers: 1. b 2. a 3. d 4. e 5. c K • Sort and alphabetize a series of words Explain to children that they will organize the words in the Words to Use box according to the vowel sound in each. Say: These words have all five short vowel sounds. If the word has short a, write it in the first column. If the word has short e, write it in the second column. If the word has short i, write it in the third column. If the word has short o, write it in the fourth column. If the word has short u, write it in the fifth column. Model with the word ant. Once children have sorted the words, have them alphabetize each list. Answers: a: ant, fan e: desk, tent i: spill, win o: pot, log u: mud, luck Differentiated Instruction • Scaffold Reinforce the concept of the CVC syllable pattern. Write the words it and fan on the
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