© by Vista Higher Learning, Inc. All rights reserved. | TG P-78 | Connect to Phonics PLUS Teacher Guide their pronunciation and check their spelling of each word. Differentiated Instruction • Scaffold Provide more practice identifying, dividing, and reading multisyllabic words with closed syllables and long e. Use these words: turkey, chimney, puppy, twenty. • Amplify Have children choose three words from the lesson and write sentences that include those words. 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 that ends with long e: monkey, fly, money, cry, silly. Then have children name the letters that make the sounds they hear. Page P-126 Explore and Learn Long Vowel e Spelled: e_e, ee, ea, y, ey Practice A • Read and decode words with long vowels Point to the paragraph. Say: In this activity, you will listen to and read a paragraph. Each sentence has at least one word with long e. Play the audio or read the first sentence slowly, emphasizing the long e in bee. Ask: What is the first word with the long e sound? (bee) Circle the word. Ask: How is the long e spelled in bee? (ee) Play the audio and have children complete the activity, decoding and reading each word. Answers: bee, sunny, beach, very, windy, here, street, sees, Steve, monkey, Steve, read, Steve, reads, story, story, donkey, deep, valley, happy, hear, silly, story, funny B • Sort words by vowel sound Draw the chart on the board. Review the five spellings of long e. Say: Look at the words you circled in Activity A. They all have a long e sound. Which spelling is in each word? Point to the word bee in Activity A. We said that bee has the long e sound spelled ee. So we should write the word in the second column, where it says ee. Model writing bee in the second column on the board. Have children sort the remaining words. Answers: e_e: here, Steve; ee: bee, street, sees, deep ea: beach, read, reads, hear; y: sunny, very, windy, story, happy, silly, funny; ey: monkey, donkey, valley Differentiated Instruction • Scaffold Pair multilingual learners with proficient English reader to read the paragraph aloud together, taking turns reading the sentences and practicing appropriate rate. • Amplify Encourage children to write an additional line for the story. Tell them it should make sense in the story and include words with long e spelled e_e, ee, ea, y, or ey. Challenge children to use high frequency words in their writing. Show What You Know • Informal assessment Dictate a series of words with long e spelled e_e, ee, ea, y, and ey. Have children repeat after you and then write each word. Use these words: copy, funny, lucky, monkey, honey, beach, neat, meeting, sweet, eve, complete. Page P-127 Explore and Learn Suffixes: -able, -tion • Recognize words with common suffixes Write the suffixes -able and -tion on the board. Point to the text box and play the audio or say: Remember that a suffix is a word part that is added to the end of a base word to change its meaning. Demonstrate how read and -able come together to make readable. Repeat with acceptable. Play the audio or 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 -able, you know the word is an adjective that means “can be done.” What does readable mean? (can be read) What does acceptable mean? (can be accepted) Demonstrate how imagine and -tion come together to make imagination. Repeat with education. Play the
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