© by Vista Higher Learning, Inc. All rights reserved. | TG P-87 | Connect to Phonics PLUS Teacher Guide and high frequency words. As they add words to the list, they should keep the list in alphabetical order, looking to the third letter, if necessary. • Read text with purpose Read aloud “Kites in Flight.” Have children point to each word as it is read. Tell children to listen and read along. • Read text with accuracy, appropriate pace, and expression Read the text aloud once more. Stop at the end of each sentence and ask children to repeat it, trying to match your intonation, pace, expression, and phrasing. Then have children read aloud quietly to themselves. Listen and guide them as needed. Page P-143 Practice A • Identify and read high frequency words Explain that the five words in this activity are all in “Kites in Flight.” Children should read the words and then write each two times. Point to item 1. Say: This word is spelled b, e, c, a, u, s, e. That spells the word because. Model writing the word on the board. Have children write the word two times, then read and write the remaining words. B • Use high frequency words in context Point to the Words to Use box and read the five words aloud. Have children repeat. Check for correct pronunciation. Say: In this activity, you will write a missing word. Children need to read the sentence frames and determine which word is missing. Point to the example and say: Why do you have the pile of… cloth? Point to Page P-2 in “Kites in Flight” and reread the text aloud. Ask: What did you hear? What is the missing word here? (old) Point to the word old in the Words to Use box. Say: This is the word old. It’s spelled o, l, d. I’ll write that word in the space. Write the word to complete the sentence. Have children complete the activity and identify the Page P-in “Kites in Flight” that helped them finish each sentence. Answers: 1. Because, show 2. Tell, want C • Spell high frequency words Model the example. Write the letters letl on the board. Then point to the Words to Use box and say: What word can we spell with these letters? How many letters are there? (four) Which words in the box have four letters? (show, tell, want) Which of those words is spelled with the letters letl? (tell) Write the word tell on the board, crossing out individual letters in letl as you go. Have children complete the activity, unscrambling the letters to spell each high frequency word correctly. Answers: 1. want 2. because 3. old 4. show Page P-144 D • Read on-level text with understanding Reread “Kites in Flight” and have children chorally read with you. Say: Let’s see how well we understand the story. Point to the example and read the sentence aloud. Ask: Is this true? Yes or no? Point to Page P-4 in the story. Say: Look at the picture. Read the sentence. What do they want to try? (flying kites) Return to Activity D. So this sentence is not true. They do not want to go swimming. Model putting a check mark in the No column to show that the sentence isn’t true. Have children complete the activity. Read the sentences aloud and have children repeat each. Ask them to identify the Page P-in “Kites in Flight” that helps them answer each item. Answers: 1. Yes 2. Yes 3. No 4. No E • Decode words with long vowels Model item 1. Decode the word and say: Kite. Which picture shows a kite? (e) Model writing e on the line to match the word kite with the picture of a kite. Have children read each word and match it to the appropriate picture. Answers: 1. e 2. d 3. b 4. c 5. a Differentiated Instruction • Scaffold After you model, have children chorally read the decodable words and high frequency words on the back cover of “Kites in Flight.” 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 with long i spelled i_e, igh, and y. Partners should check each other’s work for spelling mistakes.
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