© by Vista Higher Learning, Inc. All rights reserved. | TG P-69 | Connect to Phonics PLUS Teacher Guide LESSON 10 Teaching Suggestions, Scripts, Answers Page P-109 Story “I Saw a Ship” • 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/). Remind children that the long vowels sound like the name of each letter (/ā/, /ē/, /ī/, /ō/, /ū/). Say: As you listen to the story, pay attention to the vowel sounds you hear. Listen for words with both short a and long a. Play the audio. Stop after the first stanza and say: Name a word with short a. (man) Name a word with long a. (sailing, bay, named, Jay) Explore and Learn • Match print to speech Play the audio and have children listen to the story. 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 story is read aloud. • Decode one- and two- syllable words Read the story aloud as children listen. Read slowly, enunciating each word and decoding words as you go. Then ask children to repeat after you, focusing on pronunciation as they decode one- and two-syllable words in the song. Finally, play the audio again and have children read the story on their own. Practice • Recognize words with long vowels Have children listen to the story again. Ask them to hold up their hand or a letter card with a on it every time they hear a word with long a. They should repeat and practice reading each word they hear with long a. Point to the words on the projected copy. Communicate • Identify long vowel sounds Have children circle or highlight all the words with long a. Say: Now look at the spelling in each word. How is long a spelled? (a_e, ai, ay) Have children say each word they found. Model pronunciation of each word and have children repeat. Differentiated Instruction • Scaffold If children need more support, complete the Communicate activity as a class. Play the audio and pause it after each word with long a. Have children spell and say the word aloud. • Amplify Challenge children to make two lists of words from the story: words with short a and words with long a. Have them explain how they can use spelling to determine the vowel sound. 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: Pam and Jay keep the paint in a bag. Instruct children to identify the words with long a. (Jay, paint) Page P-110 Explore and Learn Long Vowel a Spelled: a_e, ai, ay • Recognize words with long vowel a Write the three spellings of long a on the board: a_e, ai, ay. Point to a_e and say: The line represents a missing letter, and the final e is silent. We also call this spelling CVCe. Point to ai and say: These are the letters ai. When these two letters are stuck together, they make the long a sound. The vowel team ai often comes in the middle of a syllable. Point to ay and say: These are the letters ay. When these two letters are stuck together, they also make the long a sound. The vowel team ay often comes at the end of a syllable. Play the audio. Point to the pictures and say: Listen to these words: tape, train, tray. Have children repeat. What vowel sound do you hear in these words? (/ā/) How is that sound spelled in these words? (a_e, ai, ay) • Recognize long vowel a in multisyllabic words Explain that these spellings almost always make the long a sound, even in multisyllabic words. Say: These letters also make the long a vowel sound in longer words. If one syllable in a longer word has the spelling a_e, ai, or ay, then that syllable has a long a sound. Demonstrate with familiar words children should already know. Have them decode the words homemade, airplane, yesterday, crayon, rainfall, and remain.
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