© by Vista Higher Learning, Inc. All rights reserved. | TG P-81 | Connect to Phonics PLUS Teacher Guide E • Sort and alphabetize a series of words Explain to children that they will organize the words in the Words to Use box according to the vowel sound in each. Say: Read each word from the story. If the word has the long e sound, write it in the first column. If the word does not have the long e sound, write it in the second column. Model with the word happy. Once children have sorted the words, have them alphabetize each list. Answers: long e sound: happy, seat, keys, need no long e sound: name, time, play, well Differentiated Instruction • Scaffold After you model, have children chorally read the decodable words and high frequency words on the back cover of “My Piano Piece.” Have partners or groups of three think of and say a sentence using one or more of the words. • Amplify Challenge children to write new sentences with words that have long e or the suffixes -able and -tion. Partners should check each other’s work for spelling mistakes. Show What You Know Informal assessment Use an exit ticket activity to review decodable and high frequency words. Read a Page P-from “My Piano Piece” and then ask children to spell a word from that page. For example, say: I need another sheet, please. How do you spell please? Repeat this process several times to assess different words.
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