© by Vista Higher Learning, Inc. All rights reserved. | TG P-89 | Connect to Phonics PLUS Teacher Guide LESSON 13 Teaching Suggestions, Scripts, Answers Page P-145 Rhyming Story “Toad and Flea” • 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 o. Play the audio. Stop after the first two lines and say: Name a word you heard with long o. (toad, road) Play the audio again and ask: What other long vowel sounds did you hear? (/ā/: day; /ē/: see, she) • Recognize irregularly spelled words Point out the words one (line 1) and could (line 2). Model pronunciation. Point to one and say: If we followed the CVCe rules, even though this word is missing the first consonant, this would have the long o sound. Instead, it has a /w/ sound at the beginning and a short u sound. Point to could and say: The letters ou makes a surprising sound in this word. Instead of sounding like /ow/ (like in sound) or long /oo/ (like in you), the letters ou make the short /oo/ sound (like in book). Challenge children to identify other words where the letters have unexpected pronunciations. 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. • Blend syllables in spoken words Read the story aloud as children listen. Read slowly, enunciating each word. Then ask children to read along with you slowly, focusing on pronunciation. Finally, play the audio and have children read along. Practice • Recognize words with long vowels Have children listen to the story again. Ask them to hold up their hand or a letter card with o on it every time they hear a word with long o. They should repeat and practice reading each word they hear with long o. Point to the words on the projected copy. Communicate • Manipulate phonemes in spoken words Say the word road aloud. Ask: What vowel sound do you hear in the middle of road? (/ō/) Let’s change the long o sound to the long a sound. What word do we have now? (raid) Now change the vowel sound to the long e sound. What word do we have now? (read) Challenge children to change long vowel sounds in other words to make new words. Differentiated Instruction • Scaffold As children complete the Communicate activity, have them focus on the vowel sounds. They do not need to pay attention to spelling at this point. If children need more support, have them complete the activity with a partner or in a small group. • Amplify Have children add to their word journals for words with the long o sound. 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: The goat put a bone in the hole. Instruct children to repeat the words that have a long o sound. (goat, bone, hole) Page P-146 Explore and Learn Long Vowel o Spelled: o_e • Recognize words with long vowel o Write the spelling of long o on the board: o_e. Say: The line represents a missing letter, and the final e is silent. We also call this spelling CVCe. Play the audio. Point to the pictures and say: Listen to these words: phone, globe, bone. Have children repeat. Remind them that the letters ph are pronounced /f/. Ask: What vowel sound do you hear in these words? (/ō/) How is that sound spelled in these words? (o_e) • Recognize long vowel o in multisyllabic words Explain that this spelling almost always makes the long o sound, even in multisyllabic words. Say: These letters also make the long o vowel
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