© by Vista Higher Learning, Inc. All rights reserved. | TG P-86 | Connect to Phonics PLUS Teacher Guide B • Write words with long vowel sounds Point to the Words to Use box and read the seven words aloud. Have children repeat. Check for correct pronunciation. Model the example. Say: This sentence has a word missing. Listen carefully as the sentence is read aloud. What is the word? Play the audio or say the sentence aloud: I smile when I am happy. Ask: What do you hear? What is the missing word? (smile) Write the word smile on the line. Play the audio and have children finish the activity. Answers: 1. high 2. cry 3. light 4. Why 5. My 6. nine Page P-140 C • Write sentences and spell words with long vowels Review the pronunciation and spelling of all five words: smile, fly, sky, fire, light. 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. Have them use the pictures as prompts. Encourage them to be as creative as possible. Model the example: I saw a fly on the table. Answers: Children’s answers will vary. D • 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: kite, smile, time, write igh: bright, higher, light, night y: cry, butterfly, my, sky Differentiated Instruction • Scaffold Write several words with long i spelled i_e, igh, and y on index cards. Have partners use the cards as flash cards and take turns holding up and reading the words. • Amplify Have children write one or more sentences about what they do during the week. They should include words with long i spelled i_e, igh, and y. Show What You Know • Informal assessment Hold up word cards for multisyllabic words with long i spelled i_e, igh, and y 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. Pages 141–142 Read Connected Text Decodable Reader: “Kites in Flight” Help children follow the instructions for creating their decodable readers. You may want to have them color the pictures. • Preview: Use picture clues Tell children to look at the pictures in the story before they read. Say: First, look at the pictures. Can you guess what the story is about? • Recognize words with long vowel sounds Direct children’s attention to the decodable words list on the back cover of “Kites in Flight.” Read aloud the list of words. Children repeat the words. Ask: Which words have the long i sound spelled y? (fly, sky, try, why) Repeat for words with long i spelled i_e and igh. 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 “Kites in Flight.” 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
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