© by Vista Higher Learning, Inc. All rights reserved. | TG P-84 | Connect to Phonics PLUS Teacher Guide the other partner should read the lines for Speaker B. Provide feedback to help them read with accuracy, at an appropriate rate, and with expression. Then have partners switch roles and read the conversation again. Page P-136 G • Write words with long vowels Review the pronunciation and spelling of all seven words in the Words to Use box. Explain to children that they should look at each picture and write the word that names it. Model the example. Say: This picture shows an airplane. When an airplane is flying, we can say that it is in flight. Write the word flight on the line. Have children complete the activity. Help them name the pictures if they are unclear. Answers: 1. write 2. fire 3. hive 4. sunlight 5. high 6. five H • Sort words by long vowel spelling Draw the chart on the board. Review the spellings of long i. Say: Look at the words in the Words to Use box. They all have long i. Which spelling is in each word? Point to the word time. Say: Time has the long i sound spelled i_e. It has a silent e at the end. So we should write the word in the first column, where it says i_e. Model writing time in the first column on the board. Have children sort the remaining words. Answers: i_e: time, bike, bite, nine, spike igh: tight, might, sight, thigh, fright Differentiated Instruction • Scaffold There are no “silent” vowels in Spanish. Multilingual learners who speak Spanish may tend to pronounce the silent e in CVC words. Continue to provide practice with appropriate words, identifying the different spellings and the sounds they make. • Amplify Have children find as many words as they can in the classroom or a favorite book that are spelled with i_e or igh. Challenge them to read the word aloud and say its meaning in their own words. Show What You Know • Informal assessment Hold up word cards for words with long i spelled i_e and igh, and have children point to the spelling in each. Then have them read each word, say the long vowel sound, and name the letters that spell the sound. Page P-137 Explore and Learn Vowel y as Long i • Recognize words with long vowel i Write the additional spelling of long i on the board: y. Point to y and say: When you see a y at the end of a one-syllable word, it is pronounced like a long i. Remember, when you see a y at the end of a longer word, it is usually pronounced like a long e. Play the audio. Point to the pictures and say: Listen to these words: sky, cry. Have children repeat. Ask: How many syllables are in each word? (one) What vowel sound do you hear in both words? (/ī/) How is that sound spelled in these words? (y) Practice A • Read and identify words with long vowel sounds Explain that children will hear and read a complete sentence and find the words with the long i sound. They should decode each word and pay attention to spelling. Model the example. Play the audio or read the sentence aloud, emphasizing the vowel sound in each word. Say: My cat is shy. My has a long i sound. So does shy. Circle My and shy to indicate that they have 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. Why, cry 2. sky 3. try, fly 4. reply B • Spell words with long vowels Explain to children that they should look at the picture, name what it shows, and then use the letters to spell that word. Model the example. Write the letters yrc on the board. Then point to the example and say: The example shows a baby crying. Play the audio or say cry aloud. Segment the word into individual sounds. Ask: What sounds do you hear in cry? (/k/ /r/ /ī/) What is the first sound in cry?
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