© by Vista Higher Learning, Inc. All rights reserved. | TG P-82 | Connect to Phonics PLUS Teacher Guide LESSON 12 Teaching Suggestions, Scripts, Answers Page P-133 Rhyming Song “Twinkle, Twinkle Little Light” • Identify words with long vowel sounds Review short and long vowel sounds. Say: As you listen to the song, pay attention to the vowel sounds you hear. Listen for words with long i. Play the audio. Stop after the first two lines and say: Name a word you heard with long i. (light, sky, shine, night) Explore and Learn • Match print to speech Play the audio and have children listen to the story. Then project or write the words on the board. Use a pointer or your finger to point to each word as it is said. Have children follow along as the story is read 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 i on it every time they hear a word with long i. They should repeat and practice reading each word they hear with long i. Point to the words on the projected copy. Communicate • Identify long vowel sounds Have children circle or highlight all the words with long i. Say: Now look at the spelling in each word. How is long i spelled? (i_e, igh, y) 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 i. Have children spell and say the word aloud. • Amplify Have children add words with long i to their word journals. 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: It is time to fly very high. Instruct children to repeat the words that have a long i sound. (time, fly, high) Page P-134 Explore and Learn Long Vowel i Spelled: i_e, igh • Recognize words with long vowel i Write the three spellings of long i on the board: i_e, igh. Point to i_e and say: The line represents a missing letter, and the final e is silent. We also call this spelling CVCe. Point to igh and say: These are the letters igh. When these three letters are stuck together, they make the long i sound. The gh is silent. This spelling can come in the middle or at the end of a syllable. Play the audio. Point to the pictures and say: Listen to these words: time, smile, high, light. Have children repeat. What vowel sound do you hear in these words? (/ī/) How is that sound spelled in these words? (i_e, igh) • Recognize long vowel i in multisyllabic words Explain that these spellings almost always make the long i sound, even in multisyllabic words. Say: These letters also make the long i vowel sound in longer words. If one syllable in a longer word has the spelling i_e or igh, then that syllable has a long i sound. Demonstrate with familiar words children should already know. Have them decode the words nightlight, tonight, beehive, and driveway. Practice A • Identify long vowel spellings Point to each spelling and have children make the appropriate sound. Model item 1. Make the /ī/ sound and say the word bike. Then play the audio. Ask children to listen and repeat the word. Ask: What word do
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