© by Vista Higher Learning, Inc. All rights reserved. | TG P-96 | Connect to Phonics PLUS Teacher Guide LESSON 14 Teaching Suggestions, Scripts, Answers Page P-157 Rhyming Story “Old Blue” • Identify words with long vowel sounds Remind children that long vowel sounds can be spelled different ways. Say: As you listen to the story, pay attention to the vowel sounds you hear. Listen for words with long u: /oo/ and /yoo/. Play the audio. Stop after the first two lines and say: Name a word you heard with long u. (used, cute, blue) In this lesson, we will learn different spellings that sound like long u: u_e, ue, ew, and oo. Explore and Learn • Match print to speech Play the audio and have children listen to the story. Then project or write the words on the board. Use a pointer or your finger to point to each word as it is said. Have children follow along as the story is read aloud. • Blend syllables in spoken words Read the story aloud as children listen. Read slowly, enunciating each word. Then ask children to read along with you slowly, focusing on pronunciation. Finally, play the audio and have children read along. Practice • Recognize words with long vowels Have children listen to the story again. Ask them to hold up their hand or a letter card with u on it every time they hear a word with long u. They should repeat and practice reading each word they hear with long u. Point to the words on the projected copy. Communicate • Manipulate phonemes in spoken words Say the word moon aloud. Ask: What vowel sound do you hear in the middle of road? (long u, long /oo/) Let’s change the long u sound to the long i sound. What word do we have now? (mine) Now change the vowel sound to the long e sound. What word do we have now? (mean) Challenge children to change long vowel sounds in other words to make new words. Differentiated Instruction • Scaffold As children complete the Communicate activity, have them focus on the vowel sounds. They do not need to pay attention to spelling at this point. If children need more support, have them complete the activity with a partner or in a small group. • Amplify Have children add to their word journals for words with the long u sound. Have them use each word in a new sentence. Encourage them to be as creative as possible. Show What You Know • Informal assessment Use an exit ticket activity to quickly assess children’s understanding of the lesson. Say the following sentence aloud: The blue cube is covered in glue. Instruct children to repeat the words that have a long u sound. (blue, cube, glue) Page P-158 Explore and Learn Long Vowel u (/yoo/) Spelled: u_e, ue • Recognize words with long vowel u Write the spellings of long u on the board: u_e, ue. Say: The line represents a missing letter, and the final e is silent. We also call this spelling CVCe. Play the audio. Point to the pictures and say: Listen to these words: cube, rescue. Have children repeat. Ask: What vowel sound do you hear in these words? (/yoo/) How is that sound spelled in these words? (u_e, ue) Point out that there are two different sounds for long u. This lesson is about long u that sounds like /yoo/ or /ū/. • Recognize long vowel u in multisyllabic words Explain that this spelling also makes the long u sound in multisyllabic words. Say: These letters also make the /yoo/ sound in longer words. If one syllable in a longer word has the spelling u_e or ue, then that syllable has a long u sound. Demonstrate with familiar words children should already know. Have them decode the words refuse, confuse, statue, and tissue. Practice A • Identify long vowel spellings Point to each spelling and have children make the appropriate sound. Model item 1. Make the /yoo/ sound and say the word fume. Then play the audio. Ask children to listen and repeat the word. Ask: What word do you hear? (fume) How is the /yoo/ sound
RkJQdWJsaXNoZXIy MjUyNzA0NQ==