© by Vista Higher Learning, Inc. All rights reserved. | TG P-71 | Connect to Phonics PLUS Teacher Guide Page P-113 G • Decode words with long vowels Model item 1. Say: This picture shows a cloud with rain. Segment the sounds in rain. Say: Rain is spelled r, a, i, n. Model drawing a line to connect the picture of rain to the word rain. Have children name each picture, segment the sounds, spell the word, and match it to the appropriate word. Answers: 1. c 2. d 3. a 4. e 5. b H • Sort words by long vowel spelling Draw the chart on the board. Review the spellings of long a. Say: Look at the words in the Words to Use box. They all have long a. Which spelling is in each word? Point to the word cane. Say: Cane has the long a sound spelled a_e. It has a silent e at the end. So we should write the word in the first column, where it says a_e. Model writing cane in the first column on the board. Have children sort the remaining words. Answers: a_e: cane, lake; ai: fail, pain; ay: say, stay Page P-114 I • Read and decode words with long vowels Point to the example sentence. Say: In this activity, you will read a paragraph. Each sentence has at least one word with long a. Model the example. Read the first sentence slowly, emphasizing the long a in Jane and snail. Ask: What words have the /ā/ sound? (Jane, snail) Circle each word. Ask: How is /ā/ spelled in Jane? (a_e) How is /ā/ spelled in snail? (ai) Have children complete the activity, decoding and reading each word. Read each sentence aloud if children need help. Answers: Jane, snail, Today, day, waiting, clay, mail, trail, mail, late, paid, clay, wait, day, mail, came, Jane, make, clay J • Write sentences and spell words with long vowels Review the pronunciation and spelling of all five words: train, plane, sail, paint, say. Explain to children that they should write a sentence with each word. Remind them to begin the sentence with a capital letter and end it with appropriate end punctuation: a period, an exclamation point, or a question mark. Have them use the pictures as prompts. Encourage them to be as creative as possible. Answers: Children’s answers will vary. Differentiated Instruction • Scaffold In Spanish, ai and ay stand for the long i sound. Multilingual learners who speak Spanish might pronounce mail as mile, for example. Provide extra examples to help children recognize these differences between English and Spanish. • Amplify Make a list of long vowel spellings a_e, ai, and ay for reference. Ask partners to look for examples of words with these spellings in classroom books. Have them make a list of words that they find and read them together. Show What You Know • Informal assessment Have children listen as you say the following words and tell them to raise a hand (or say the sound) when they hear a word with long a: highway, man, waiting, cupcake, talking. Then have children name the letters that make the sounds they hear. Page P-115 Explore and Learn Suffixes: -ment, -ness • Recognize words with common suffixes Write the suffixes -ment and -ness on the board. Point to the text box and play the audio or say: A suffix is a word part that is added to the end of a base word to change its meaning. Demonstrate how amaze and -ment come together to make amazement. Repeat with movement. Say each word aloud and have children repeat. Say: Recognizing suffixes can help you read longer words. Looking at suffixes and base words can help you read and understand words. When you see the suffix -ment, you know the word is a noun. This suffix turns verbs, like amaze and move, into nouns, like amazement and movement. Demonstrate how dark and -ness come together to make darkness. Say the word aloud and have children repeat. Say: When you see the suffix -ness, you know the word is a noun. This suffix turns adjectives, like dark, into nouns, like darkness. If the base word ends in y, then you need to change the y to an i before adding the suffix. Demonstrate how happy and -ness come
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