© by Vista Higher Learning, Inc. All rights reserved. | TG P-70 | Connect to Phonics PLUS Teacher Guide Page P-111 Practice A • Identify long vowel spellings Point to each spelling and have children make the appropriate sound. Model item 1. Make the /ā/ sound and say the word bake. Then play the audio. Ask children to listen and repeat the word. Ask: What word do you hear? (bake) How is long a spelled in bake? (a_e) Point to or circle a_e. Play the audio and have children complete the activity. They should practice saying each word aloud. SCRIPT: 1. bake 2. rain 3. say Answers: 1. a_e 2. ai 3. ay Communicate B • Demonstrate knowledge of long vowels Write a_e, ai, and ay on the board. Say: Think of some things outside that have the long a sound. Can you name them? Point to the first picture and say: This is a snail. Snail has long a, and it is spelled with ai. Repeat with cave. Then have children brainstorm and share words on their own. Practice C • Distinguish between vowel sounds Review the short and long a sounds. Say: You will hear a series of words. Some words have short a, /a/, and some words have long a, /ā/. Play the audio and have children repeat. Then point to the pictures and words and ask: Which words have short a? (fan, map, plant) Which words have long a? (face, mail, play) Review the spellings of the two sounds. Explain that the short a words are all spelled CVC and the long a words are spelled a_e, ai, and ay. D • Decode words and identify long vowel sounds Explain to children that they will hear and read pairs of words that have some similarities in spelling. They need to listen carefully and decode each word, paying attention to spelling clues that reveal pronunciation. They should then circle the word in each group that has long a. Remind children that words spelled CVC have a short vowel sound and long a can be spelled a_e, ai, and ay. Model the example. Play the audio, decode, and read each word aloud, emphasizing the vowel sound. Say: Rat has a short vowel sound: /a/. Rain has a long vowel sound: /ā/. Circle rain to indicate that it has a long a sound. Play the audio and have children complete the activity, reading each word aloud. Answers: 1. day 2. made 3. wait 4. nail 5. tape 6. snake 7. mail 8. pay Page P-112 E • Spell words with long vowels Explain to children that they should look at the picture, name what it shows, and then use the letters to spell that word. Model the example. Write the letters lami on the board. Then point to the example and say: The example shows some mail. Play the audio or say mail aloud. Segment the word into individual sounds. Ask: What sounds do you hear in mail? (/m/ /ā/ /l/) What is the first sound in mail? (/m/) How do you spell that sound? (m) Cross out the m in lami and then write the letter m on the board. Ask: What is the next sound in mail? (/ā/) What letters do we have here that can spell that sound? (ai) Continue building the word on the board until you have spelled mail. Ask: How do you spell mail? (m, a, i, l) How is the long a sound spelled in this word? (ai) Then play the audio and have children complete the activity, naming the pictures, saying each word aloud, and unscrambling the letters to spell each word correctly. Answers: 1. play 2. cape 3. chain F • Spell words with long vowels Point to the Letters to Use box and model pronunciation of each spelling as you point to it. Have children repeat. Explain to children that they will use these letters to spell each word correctly. Model the example. Say: This sentence has a word that is incomplete. It is missing the long a sound. It is a sunny d… What word do we make if we add long a after d? (day). It is a sunny day. How do you spell day? Which spelling should we use? (ay) Model writing the letters ay to complete the word. Have children complete the activity. Answers: 1. ai (rain), ay (today) 2. ay (play) 3. a_e (take) 4. a_e (late), ai (paint)
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