© by Vista Higher Learning, Inc. All rights reserved. | TG P-95 | Connect to Phonics PLUS Teacher Guide • Read text with purpose Read aloud “Pink Stones.” Have children point to each word as it is read. Tell children to listen and read along. • Read text with accuracy, appropriate pace, and expression Read the text aloud once more. Stop at the end of each sentence and ask children to repeat it, trying to match your intonation, pace, expression, and phrasing. Then have children read aloud quietly to themselves. Listen and guide them as needed. Page P-155 Practice A • Use high frequency words in context Point to the Words to Use box and read the five words aloud. Have children repeat. Check for correct pronunciation. Say: In this activity, you will write a missing word. Children need to read the sentence frames and determine which word is missing. Point to the example and say: Every day I… my sister home from class. Point to Page P-2 in “Pink Stones” and reread the text aloud. Ask: What did you hear? What is the missing word here? (follow) Point to the word follow in the Words to Use box. Say: This is the word follow. It’s spelled f, o, l, l, o, w. I’ll write that word in the space. Write the word to complete the sentence. Have children complete the activity and identify the Page P-in “Pink Stones” that helped them finish each sentence. Answers: 1. found 2. ask 3. try 4. never B • Spell high frequency words Model the example. Write the letters rveen on the board. Then point to the Words to Use box and say: What word can we spell with these letters? How many letters are there? (five) Which words in the box have five letters? (found, never) Which of those words is spelled with the letters rveen? (never) Write the word never on the board, crossing out individual letters in rveen as you go. Have children complete the activity, unscrambling the letters to spell each high frequency word correctly. Answers: 1. follow 2. try 3. ask 4. found Page P-156 C • Read on-level text with understanding Reread “Pink Stones” and have children chorally read with you. Say: Let’s see how well we understand the story. Point to the example and read the stem aloud. Ask: How can we finish this sentence so it is true? Hold up Page P-2 of “Pink Stones” and read the text aloud. Return to Activity C and ask: Where did the boy follow his sister home from? Was it the park, the store, or class? (class) Model circling c to show that it is the correct answer. Have children complete the activity. Read the stems aloud and have children repeat each. Ask them to identify the Page P-in “Pink Stones” that helped them finish each sentence. Answers: 1. b 2. c 3. b 4. a D • 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 and are in “Pink Stones.” Which spelling is in each word? Point to the word bowl. Say: Bowl has the long o sound. It is spelled ow. So we should write the word in the third column, where it says ow. Model writing bowl in the third column on the board. Have children sort the remaining words. Answers: o_e: home, stones, rose, those oa: road, soaked, soap ow: bowl, follow, showed Differentiated Instruction • Scaffold After you model, have children chorally read the decodable words and high frequency words on the back cover of “Pink Stones.” Have partners or groups of three think of and say a sentence using one or more of the words. • Amplify Challenge children to write new sentences with words that have the long o sound spelled o_e, oa, or ow. Partners should check each other’s work for spelling mistakes. Show What You Know Informal assessment Read a Page P-from “Pink Stones” and then ask children to spell a word from that page. For example, say: I cleaned them with soap so they shone. How do you spell soap? Repeat this process several times to assess different words.
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