© by Vista Higher Learning, Inc. All rights reserved. | TG P-90 | Connect to Phonics PLUS Teacher Guide sound in longer words. If one syllable in a longer word has the spelling o_e, then that syllable has a long o sound. Demonstrate with familiar words children should already know. Have them decode the words telephone, envelope, remote, and microscope. Practice A • Identify long vowel spellings Point to each spelling and have children make the appropriate sound. Model item 1. Make the /ō/ sound and say the word cone. Then play the audio. Ask children to listen and repeat the word. Ask: What word do you hear? (cone) How is long o spelled in cone? (o_e) Point to or circle o_e. Play the audio and have children complete the activity. They should practice saying each word aloud. SCRIPT: 1. cone 2. pole 3. rope 4. vote 5. those Answers: 1. o_e 2. o_e 3. o_e 4. o_e 5. o_e B • Decode words with long vowels Model item 1. Play the audio or decode the word and say: Nose. Which picture shows a nose? (c) Model writing c on the line to match the word nose with the picture of a nose. Play the audio and have children read each word and match it to the appropriate picture. Answers: 1. c 2. a 3. d 4. b Differentiated Instruction • Scaffold Review CVC and CVCe spellings. Remind children that CVC words have a short vowel sound and the silent e at the end of CVCe words means the vowel sound in the middle is long. Use the words hop and hope to compare. Remind children that the letter o makes the long o sound if there isn’t a consonant after it in the syllable: no, so, go, hello, open. • Amplify Provide children with multisyllabic words with long o spelled o_e: explode, suppose, alone. Have them read and use each word in a sentence. Show What You Know • Informal assessment Hold up word cards for words with long o spelled o_e. Have children read each word, say the long vowel sound, and name the letters that spell the sound. Page P-147 Explore and Learn Long Vowel o Spelled: oa • Recognize words with long vowel o Write the vowel digraph oa on the board. Say: These are the letters oa. When these two letters are stuck together, they make one sound. That sound is the long o sound. Point to the pictures and say: Listen to these words: coat, boat, soap. Have children repeat. What vowel sound do you hear in each word? (/ō/) How is that sound spelled in these words? (oa) Play the audio and have children practice saying the words. Point out that oa usually comes at the beginning or in the middle of a syllable. • Recognize long vowel o in multisyllabic words Explain that this vowel team usually makes the long o sound, even in multisyllabic words. Say: These letters also make the long o vowel sound in longer words. If one syllable in a longer word has the letters oa, then that syllable has a long o sound. Demonstrate with familiar words children should already know. Have them decode the words railroad, toaster, oatmeal, and raincoat. Practice A • Identify long vowel spellings Point to each spelling and have children make the appropriate sound. Model item 1. Make the /ō/ sound and say the word goat. Then play the audio. Ask children to listen and repeat the word. Ask: What word do you hear? (goat) How is long o spelled in goat? (oa) Point to or circle oa. Play the audio and have children complete the activity. They should practice saying each word aloud. SCRIPT: 1. goat 2. road 3. float 4. throat Answers: 1. oa 2. oa 3. oa 4. oa B • Identify long vowel sounds Explain to children that they will hear and read pairs of words. One has a short o sound, and one has a long o 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
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