© by Vista Higher Learning, Inc. All rights reserved. | TG P-83 | Connect to Phonics PLUS Teacher Guide you hear? (bike) How is long i spelled in bike? (i_e) Point to or circle i_e. Play the audio and have children complete the activity. They should practice saying each word aloud. SCRIPT: 1. bike 2. night 3. fine 4. right 5. fight 6. line Answers: 1. i_e 2. igh 3. i_e 4. igh 5. igh 6. i_e Page P-135 Practice B • Identify long vowel sounds Explain to children that they will hear and read pairs of words. One has a short i sound, and one has a long i sound. They need to listen carefully and decode each word. Remind children to pay attention to spelling clues that reveal pronunciation. Say: Remember, words with CVC spelling have a short vowel sound. Words with CVCe spelling have a long vowel sound and a silent e. They should then circle the word in each pair that has the long i sound. Model item 1. Play the audio, decode both words, and read each word aloud, emphasizing the vowel sound. Say: Dim has the short i sound. Dime has the long i sound. Circle dime to indicate that it has a long i sound. Play the audio and have children complete the activity, reading each word aloud. Answers: 1. dime 2. fine 3. slime 4. ripe C • Read and identify words with long vowel sounds Explain that this activity is similar to the previous activity but instead of a pair of words, children will read a complete sentence and find the words with the long i sound. They still need to decode each word, and they still need to pay attention to spelling. Model the example. Play the audio or read the sentence aloud, emphasizing the vowel sound in each word. Say: These shoes are too tight. Tight has a long i sound. Circle tight to indicate that it has the long i sound. Play the audio and have children complete the activity, decoding the words and identifying the ones with the long i sound. Answers: 1. kite 2. light, bright 3. high 4. five, mice D • Spell words with long vowels Point to the Letters to Use box and model pronunciation of each spelling as you point to it. Have children repeat. Explain to children that they will use these letters to spell each word correctly. Model the example. Play the audio or say might aloud. Say: This word is missing letters. The word might has these sounds: /m/ /ī/ /t/. The word here has an m at the beginning and a t at the end. The middle sound, /ī/, is missing. Point to the Letters to Use box. Ask: Which of these comes together in the middle of a word? (igh) Model writing the letters igh to complete the word. Have children complete the activity. SCRIPT: 1. ice 2. slide 3. flight 4. ride 5. tonight 6. five Answers: 1. i_e 2. i_e 3. igh 4. i_e 5. igh 6. i_e E • Spell words with long vowels Explain that this activity is similar to the previous activity but instead of individual words, children will hear and read a conversation, spelling words with the long i sound. Point to the Letters to Use box and review pronunciation of each spelling. Have children repeat. Explain to children that they will use these letters to spell each word correctly. Model the first word. Play the audio or say the first sentence aloud: I like being outside at night. Point to the first incomplete word and say: This word is missing letters. The word like has these sounds: /l/ /ī/ /k/. The word here has an l, then a blank, then a k, then another blank. Point to the Letters to Use box. Ask: Which of these has another letter in the middle of the spelling? (i_e) Model writing the letters i and e to complete the word. Have children complete the activity. SCRIPT: A: I like being outside at night. B: Me too! Look! I see a light. A: I see it too! It is so bright. B: What is it? Is it a flashlight? A: No. It might be a campfire. Answers: i_e, igh, igh, igh, igh, igh, i_e Communicate F Read on-level text with purpose Have partners practice reading through the conversation together. One partner should read the lines for Speaker A, and
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