© by Vista Higher Learning, Inc. All rights reserved. | TG P-80 | Connect to Phonics PLUS Teacher Guide ey? (Daddy, happy, keys, Mommy) Repeat for words with long e spelled ee and ea. (cheer, hear, means, need, please, readable, seat, sheet, smear, teacher) Tell children to look for these words as they read the story. • Identify high frequency words Explain to children that there are some words we use all the time. Children should recognize these words when they see and hear them, and they should know how to write them. Direct children’s attention to the high frequency word list on the back cover of “My Piano Piece.” Read aloud the list of words. Children repeat the words. Tell children to look for these words as they read the story. • Use a dictionary to find words Have children use a dictionary to look up unfamiliar decodable words and high frequency words. Ask them to define the words they look up in their own words. • Alphabetize words to the third letter Have children add to their list of the decodable words and high frequency words. As they add words to the list, they should keep the list in alphabetical order, looking to the third letter, if necessary. • Read text with purpose Read aloud “My Piano Piece.” Have children point to each word as it is read. Tell children to listen and read along. • Read text with accuracy, appropriate pace, and expression Read the text aloud once more. Stop at the end of each sentence and ask children to repeat it, trying to match your intonation, pace, expression, and phrasing. Then have children read aloud quietly to themselves. Listen and guide them as needed. Page P-131 Practice A • Identify and read high frequency words Explain that the five words in this activity are all in “My Piano Piece.” Children should read the words and then write each two times. Point to item 1. Say: This word is spelled a, n, o, t, h, e, r. That spells the word another. Model writing the word on the board. Have children write the word two times, then read and write the remaining words. B • Use high frequency words in context Point to the Words to Use box and read the five words aloud. Have children repeat. Check for correct pronunciation. Say: In this activity, you will write a missing word. Point to item 1 and say: I hear the teacher say my… Point to Page P-2 in “My Piano Piece” and reread the text aloud. Ask: What did you hear? What is the missing word here? (name) Point to the word name in the Words to Use box. Say: This is the word name. It’s spelled n, a, m, e. I’ll write that word in the space. Write the word to complete the sentence. Have children complete the activity and identify the Page P-in “My Piano Piece” that helped them finish each sentence. Answers: 1. means 2. Too 3. another 4. well C • Write sentences and spell words with high frequency words Review the pronunciation and spelling of all five words: another, mean, name, too, well. 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. Model the activity with the example: I do not feel well. Encourage children to be as creative as possible. Answers: Children’s answers will vary. Page P-132 D • Read on-level text with understanding Reread “My Piano Piece” and have children chorally read with you. Say: Let’s see how well we understand the story. Point to the example and read the question aloud: What did the teacher say? Ask: What is the answer to this question? Did the teacher say the boy’s name? The name of the music? The school’s name? Hold up Page P-2 of “My Piano Piece.” Ask: What does this say? (I hear the teacher say my name.) So answer a is correct here: the boy’s name. Have children complete the activity. Read the questions and answer choices aloud and have children repeat each. Ask them to identify the Page P-in “My Piano Piece” that helps them complete each sentence. Answers: 1. b 2. c 3. a 4. c
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