© by Vista Higher Learning, Inc. All rights reserved. | TG P-67 | Connect to Phonics PLUS Teacher Guide Differentiated Instruction • Scaffold Write the words remake, retell, invisible, and incomplete on index cards. Ask children to highlight the prefix re- or in- in each word and then cut apart each card between the prefix and base word. Have them read the base words. Then say: Add re- to make. What’s the word? Continue with the remaining words. • Amplify Challenge children to read these words: recycle, reconsider, incapable, incorrect. Have them identify the word parts, divide the words, and then read them. Show What You Know • Informal assessment Use an exit ticket activity to review the common prefixes re- and in-. Ask children to identify the prefix and base word in refill, retake, incorrect, and incomplete before reading each word. Pages 105–106 Read Connected Text Decodable Reader: “The Play Hut” 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 short vowels Direct children’s attention to the decodable words list on the back cover of “The Play Hut.” Read aloud the list of words. Children repeat the words. Ask: Which words have short a? (can, pans, tag, vans) Repeat for short i, o, and u. 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 “The Play Hut.” Read aloud the list of words. Children repeat the words. Tell children to look for these words as they read the story. • 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. • Alphabetize words to the third letter Have children keep a list of all the decodable words and high frequency words they learn in each lesson. As they add to the list, they should keep the list in alphabetical order. • Read text with purpose Read aloud “The Play Hut.” 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-107 Practice A • Identify and read high frequency words Explain that the five words in this activity are all in “The Play Hut.” Children should read the words and then write each two times. Point to item 1. Say: This word is spelled a, r, o, u, n, d. That spells the word around. Have children say the word. 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 five words aloud. Have children repeat. Check for correct pronunciation. Say: In this activity, you will write a missing word. Point to item 1 and say: Can we… tag? A word is missing. Point to Page P-2 in “The Play Hut” and reread the text aloud. Point to the girl on the left and ask: What does she say? (Can we play tag?) Return to Activity B and ask: What is the missing word here? (play) Point to the word play in the Words to Use box. Say: This is the word play. It’s spelled p, l, a, y. I’ll write that word in the space. Write the word to complete the sentence. Have children complete the activity and identify the Page P-in “The Play Hut” that helped them finish each sentence. Answers: 1. play 2. around 3. Where 4. know 5. read
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