© by Vista Higher Learning, Inc. All rights reserved. | TG P-94 | Connect to Phonics PLUS Teacher Guide Page P-152 J • Match words with the same vowel soundspelling Model item 1. Decode the word and say: The word coast has the long o sound spelled oa. Which word in the second column also has the long o sound spelled oa: own, goal, or stove? (goal) Write b on the line next to coast to indicate that they have the same spelling of the long o sound. Have children complete the activity, matching words with the same vowel soundspelling. Answers: 1. b 2. c 3. a K • Sort words by vowel sound Draw the chart on the board. Point to the Words to Use box and have children read each word aloud. Say: All these words have a long o sound. Which spelling is in each word? Point to the word phone. Say: Phone 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 phone in the first column on the board. Have children sort the remaining words. Answers: o_e: globe, phone, spoke oa: boat, road, toad ow: bowl, snow, window L • Write sentences and spell words with long vowels Review the pronunciation and spelling of the words in the Activity K Words to Use box. Explain to children that they should choose three of those words and write a sentence with each word. Remind them to begin the sentence with a capital letter and end it with appropriate end punctuation: a period, an exclamation point, or a question mark. Encourage them to be as creative as possible. Model the example: I have a new phone. Answers: Children’s answers will vary. Differentiated Instruction • Scaffold If children write a word incorrectly, repeat the word and have children repeat after you. Then segment the sounds of the word and have children clap or tap as you say each sound. Finally, have children write the letter that represents each sound. • Amplify Provide children with multisyllabic words with long o sound-spellings: oatmeal, unload, shadow, shallow. Have partners read and use each word in a sentence. Show What You Know • Informal assessment Hold up word cards for words with the spellings o_e, oa, and ow. Have children point to the long o sound-spellings in each. Then have them read each word, say the long vowel sound, and name the letters that spell the sound. Pages 153–154 Read Connected Text Decodable Reader: “Pink Stones” Help children follow the instructions for creating their decodable readers. You may want to have them color the pictures. • Preview: Use picture clues Tell children to look at the pictures in the story before they read. Say: First, look at the pictures. Can you guess what the story is about? • Recognize long vowel sound-spellings Direct children’s attention to the decodable words list on the back cover of “Pink Stones.” Read aloud the list of words. Children repeat the words. Ask: Which words have the long o sound spelled ow? (bowl, showed) Repeat with the spellings o_e and oa. Tell children to look for these words as they read the story. • Identify high frequency words Explain to children that there are some words we use all the time. Children should recognize these words when they see and hear them, and they should know how to write them. Direct children’s attention to the high frequency word list on the back cover of “Pink Stones.” Read aloud the list of words. Children repeat the words. Tell children to look for these words as they read the story. • Use a dictionary to find words Have children use a dictionary to look up unfamiliar decodable words and high frequency words. Ask them to define the words they look up in their own words. • Alphabetize words to the third letter Have children add to their list of the decodable words 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.
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