© by Vista Higher Learning, Inc. All rights reserved. | TG P-91 | Connect to Phonics PLUS Teacher Guide circle the word in each pair that has the long o sound. Model the example. Play the audio, decode both words, and read each word aloud, emphasizing the vowel sound. Say: Foam has the long o sound. Dog has the short o sound. Circle foam to indicate that it has a long o sound. Play the audio and have children complete the activity, reading each word aloud. Answers: 1. moat 2. toad 3. coast 4. oats Communicate C • Demonstrate knowledge of long vowels Write oa on the board. Say: Think of some things outside that have the long o sound spelled oa. Can you name them? Point to the first picture and say: This is a road. Road has long o, and it is spelled with oa. Repeat with toad. Then have children brainstorm and share words on their own. Differentiated Instruction • Scaffold Vowels in Spanish are never silent. Multilingual learners who speak Spanish may pronounce vowel pairs in English with two separate vowel sounds. Provide visual references, such as circling the vowel pair, to remind children to say only one sound when they pronounce words spelled with oa. • Amplify Have partners look for words with long o spelled oa in classroom books. Have them make a list of words they find and read them together. As time permits, monitor students’ lists and note when a word they find does not make the long o sound. Show What You Know • Informal assessment Hold up word cards for words with long o spelled oa. Have children read each word, say the long vowel sound, and name the letters that spell the sound. Page P-148 Explore and Learn Long Vowel o Spelled: ow • Recognize words with long vowel o Write the letters ow on the board. Say: These are the letters ow. 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: bowl, window, snow. Have children repeat. What vowel sound do you hear in each word? (/ō/) How is that sound spelled in these words? (ow) Play the audio and have children practice saying the words. Point out that ow usually comes at the end of a syllable. • Identify words with inconsistent but common sound-spellings Remind children that ow can also be pronounced /ow/, like in cow, how, and town. Model pronunciation, emphasizing the /ow/ sound. Say: Sometimes, the letters ow sound like /ow/. But the letters ow can also sound like /ō/, like in the words bowl, window, and snow. If you have a classroom word wall for inconsistent sound-spelling correspondences, have children add to it. • Recognize long vowel o in multisyllabic words Explain that this spelling can make 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 ow, then that syllable has a long o sound. Demonstrate with familiar words children should already know. Have them decode the words yellow, tomorrow, shadow, and pillow. 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 own. Then play the audio. Ask children to listen and repeat the word. Ask: What word do you hear? (own) How is long o spelled in own? (ow) Point to or circle ow. Play the audio and have children complete the activity. They should practice saying each word aloud. SCRIPT: 1. own 2. lower 3. flow 4. blow Answers: 1. ow 2. ow 3. ow 4. ow B • Identify long vowel sounds Explain to children that they will hear and read several words spelled with ow. In some words, the letters make the /ow/ sound. In other words, the letters make the long o sound. Children need to listen carefully and decode each word. Remind children to pay attention to spelling clues that reveal pronunciation. They should then circle the words that have the long o sound. Play the audio and
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