© by Vista Higher Learning, Inc. All rights reserved. | TG P-93 | Connect to Phonics PLUS Teacher Guide children complete the activity, reading each word aloud. Answers: alone, coast, window, spoke, float, grow, remote, railroad, shadow Page P-150 Practice E • Read for long vowel sounds Review the three spellings of long o: o_e, oa, ow. Explain that children will read complete sentences in this activity. Children need to decode each word and pay attention to spelling clues that reveal pronunciation. They should then circle the words that have the long o sound. Model the example. Read slowly, emphasizing the vowel sounds in each word. Say: He drove on the road to get a loaf of bread. I hear the long o sound in the words drove, road, and loaf. Model circling the three words. Have children complete the activity, reading each word aloud. Answers: 1. Joan, rows, boat, home; 2. hope, loan, phone; 3. coach, knows, goal; 4. goat, snow F • Sort words by vowel sound Draw the chart on the board. Review the three spellings of long o. Say: Look at the words you circled in Activity E. They all have a long o sound. Which spelling is in each word? Point to the word drove in the Activity E example. We said that drove has the long o sound. It is spelled o_e. So we should write the word in the first column, where it says o_e. Model writing drive in the first column on the board. Repeat with the words road and loaf. Have children sort the remaining words. Answers: o_e: drove, home, hope, phone oa: Joan, boat, loan, coach, goal, goat ow: rows, knows, snow Communicate G • Demonstrate knowledge of long vowels Point to the Words to Use box and have children read each word aloud. Say: Let’s use these words in complete sentences. The first word is phone. I have a new phone. Who can think of another sentence with the word phone? Repeat with the second example: I have a green coat. Have children use the words in complete sentences. Encourage them to be as creative as possible. Page P-151 Practice H • Spell words with long vowel sounds Explain to children that will hear a word with the long o sound and then use the letters to spell that word. Model the example. Write the letters hatort on the board. Then play the audio or say throat aloud. Segment the word into individual sounds. Ask: What sounds do you hear in throat? (/th/ /r/ /ō/ /t/) What is the first sound in throat? (/th/) How do you spell that sound? (th) Cross out the t and h in hatort and then write the letters th on the board. Repeat the process for oat, crossing out the letters you hear and adding to the word you are making on the board. Review the long o spellings, if necessary. Ask: How do you spell throat? (t, h, r, o, a, t) How is the long o sound spelled in this word? (oa) Have children complete the activity. Answers: 1. toast 2. spoke 3. goat 4. Window 5. throw 6. boat I • Use context to confirm word recognition and understanding Point to the Words to Use box and have children read each word aloud. Explain that children need to read the sentence frames and determine which word is missing. Say: Try completing the sentences with each word. Which one makes sense? Point to item 1. Say: Do you… if it will… today? Two words are missing. Let’s see which word makes sense in the first blank. Do you boat if it will…? No. Do you home if it will…? No. Do you know if it will…? Yes, that one works, but let’s check the rest. Do you rode if it will…? No. Do you snow if it will…? No. Do you throw if it will…? No. So which word makes sense? (know) Model writing the word on the line. Have children read the sentences and identify the missing word that correctly completes each. They can use the pictures for guidance. Model pronunciation of the sentence frames and have children repeat. Answers: 1. know, snow 2. home 3. boat 4. rode 5. Throw
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