© by Vista Higher Learning, Inc. All rights reserved. | TG P-75 | Connect to Phonics PLUS Teacher Guide LESSON 11 Teaching Suggestions, Scripts, Answers Page P-121 Song “Go, Team, Go!” • Identify words with long vowel sounds 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 song, pay attention to the vowel sounds you hear. Listen for words with long e. Play the audio. Stop after the first two lines and say: Name a word you heard with long e. (team, feet) • Recognize irregularly spelled words Point out the words our (line 1) and your (line 2). Model pronunciation, emphasizing the vowel sound. Say: The letters ou make different sounds in these two words. In the word our, it sounds like /ow/. In the word your, it sounds like /or/. Challenge children to identify other words where the letters have unexpected pronunciations. Explore and Learn • Match print to speech Play the audio and have children listen to the song. Then project or write the words on the board. Use a pointer or your finger to point to each word as it is sung. Have children follow along as the song is sung aloud. • Decode one- and two- syllable words Read the text 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 words in the song. Finally, play the audio again and have children sing the song on their own. Practice • Recognize words with long vowels Have children listen to the song again. Ask them to hold up their hand or a letter card with e on it every time they hear a word with long e. They should repeat and practice reading each word they hear with long e. Point to the words on the projected copy. Communicate • Identify long vowel sounds Have children circle or highlight all the words with long e. Say: Now look at the spelling in each word. How is long e spelled? (e, ee, ea) Have children say each word they found. Model pronunciation of each word and have children repeat. Differentiated Instruction • Scaffold If children need more support, have them complete the Communicate activity with a partner or in a small group. Play the audio and pause it after each word with long e. Have children spell and say the word aloud. • Amplify Have children keep a word journal that lists words with long vowel sounds. Have them use each word in a new sentence. Encourage them to be as creative as possible. 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: Three kids get up and scream. Instruct children to repeat the words with long e. (three, scream) Page P-122 Explore and Learn Long Vowel e Spelled: e_e, ee, ea • Recognize words with long vowel e Write the three spellings of long e on the board: e_e, ee, ea. Point to e_e and say: The line represents a missing letter, and the final e is silent. We also call this spelling CVCe. Point to ee and say: These are the letters ee. When these two letters are stuck together, they make the long e sound. The vowel team ee can come in the middle or at the end of a syllable. Point to ea and say: These are the letters ea. When these two letters are stuck together, they also make the long e sound. The vowel team ea can also come in the middle or at the end of a syllable. Play the audio. Point to the pictures and say: Listen to these words: here, cheese, leaf. Have children repeat. What vowel sound do you hear in these words? (/ē/) How is that sound spelled in these words? (e_e, ee, ea) • Recognize long vowel e in multisyllabic words Explain that these spellings almost always make the long e sound, even in multisyllabic words. Say: These letters also make the long e vowel sound in longer words. If one syllable in a longer
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