© by Vista Higher Learning, Inc. All rights reserved. | TG P-66 | Connect to Phonics PLUS Teacher Guide board. Write VC under the letters in it and CVC under the letters in fan. Point out that in both words, the vowel is followed—or closed in—by a consonant. Blend and read the words with children. Repeat with other words as needed. • Amplify Have children use letter cards to build and spell words with CVC syllables. After they spell a word, they should use it in a sentence. Show What You Know • Informal assessment Use an exit ticket activity to review the short vowel sounds. Prepare cards labeled a, e, i, o, and u. Have children draw a card, name the letter, make the short vowel sound, and say a word with that sound. Page P-103 Explore and Learn Prefixes: re-, in- • Recognize words with common prefixes Write the prefixes re- and in- on the board. Point to the text box and play the audio or say: A prefix is a word part that is added to the beginning of a word to change its meaning. Demonstrate how re- and read come together to make reread. Repeat with remake and reheat. Say each word aloud and have children repeat. Say: Recognizing prefixes can help you read longer words. Looking at prefixes and base words can help you read and understand words. When you see the prefix re-, the meaning is always the same. The prefix re- means “again.” Show how reread means “read again,” remake means “make again,” and reheat means “heat again.” Say: The same is true for the prefix in-, which means “not.” Demonstrate how in- and complete come together to make incomplete, which means “not complete.” Repeat with invisible. Page P-104 Practice A • Write words with common prefixes Model item 1. Say: This sentence has a word missing. Listen carefully as the sentence is read aloud. The missing word has a prefix. What is the word? Play the audio or say the sentence aloud: The house is incomplete. Ask: What do you hear? What is the missing word? (incomplete) What prefix is at the beginning of the word? (in-) Write the word incomplete on the line. Play the audio and have children finish the activity. Answers: 1. incomplete 2. reread 3. reheat 4. invisible 5. remake B • Identify the meaning of words with common prefixes Review the meaning of the prefixes re- (“again”) and in- (“not”). Model the example. Say: The word reread has the prefix re- and the base word read. The prefix re- means “again.” So the word reread means “read again.” Circle read again to show the correct meaning. Have children finish the activity. Answers: 1. not correct 2. write again 3. use again 4. not active Communicate C • Demonstrate knowledge of words with common prefixes Write the prefixes re- and in- on the board. Ask: Can you make a sentence with a word that has one of these prefixes? I will reuse this box tomorrow. Which word in that sentence has a prefix? (reuse) What is the prefix and base word? (re-, use) What is the meaning of the word? (use again) Repeat the process with the second example sentence and invisible. Then have children make sentences and identify prefixes on their own. Practice D • Isolate common prefixes Point to the Letters to Use box and review the pronunciation and meaning of the two prefixes. Say: In each sentence, one word is missing letters. Those letters spell a prefix. Which prefix makes a real word? Use context clues to determine the meaning of the incomplete word. Model the example. Say: I need to ___do my homework. What prefix is missing? Should the incomplete word be redo or indo? (redo) Write the prefix re- on the line to complete the word. Say: The word redo means “do again.” Have children complete the activity. Answers: 1. replay 2. incomplete 3. refill 4. incorrect
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