© by Vista Higher Learning, Inc. All rights reserved. | TG P-97 | Connect to Phonics PLUS Teacher Guide spelled in fume? (u_e) Point to or circle u_e. Play the audio and have children complete the activity. They should practice saying each word aloud. SCRIPT: 1. fume 2. continue 3. mute 4. fuel Answers: 1. u_e 2. ue 3. u_e 4. ue B • Identify long vowel sounds Explain to children that they will hear and read pairs of words. One has a long u sound that sounds like /yoo/, and one has another vowel sound. They need to listen carefully and decode each word. Remind children to pay attention to spelling clues that reveal pronunciation. They should then circle the word in each pair that has the long u sound. Model the example. Play the audio, decode both words, and read each word aloud, emphasizing the vowel sound. Say: Cut has the short u sound. It has a CVC spelling. Cute has the long u sound. It is spelled u_e. Circle cute to indicate that it has a long u sound. Play the audio and have children complete the activity, reading each word aloud. Answers: 1. value 2. argue 3. mule 4. huge Communicate C • Demonstrate knowledge of long vowels Write u_e and ue on the board. Say: Think of some things that have the /yoo/ sound spelled u_e and ue. Can you name them and use them in a sentence? Point to the first picture and say: My cat is cute. Cute has long u, and it is spelled with u_e. Repeat with the second example sentence. Then have children brainstorm and share sentences on their own. Differentiated Instruction • Scaffold The long vowel sound /ū/ as in cube and huge combines a consonant and a vowel. Have children hold a finger up to their lips and say the word cube. Help them notice the air they feel on their fingers. Repeat with the word huge. • Amplify Have partners look for words with long u spelled u_e and ue 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 u sound. Show What You Know • Informal assessment Hold up word cards for words with the /yoo/ sound spelled u_e and ue. Have children read each word, say the long vowel sound, and name the letters that spell the sound. Page P-159 Explore and Learn Long Vowel u (/oo/) Spelled: u_e, ue • Recognize words with long vowel u Remind children that there are two different sounds for long u. This lesson is about long u that sounds like /oo/. Write the spellings of long u on the board: u_e, ue. Say: These are the same spellings that make the sound /yoo/. Pay attention to the pronunciation. Play the audio. Point to the pictures and say: Listen to these words: flute, glue. Have children repeat. Ask: What vowel sound do you hear in these words? (/oo/) How is that sound spelled in these words? (u_e, ue) • 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 /oo/ 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 pollute, produce, and avenue. Practice A • Identify long vowel spellings Point to each spelling and have children make the appropriate sound. Model item 1. Make the /oo/ sound and say the word tune. Then play the audio. Ask children to listen and repeat the word. Ask: What word do you hear? (tune) How is the /oo/ sound spelled in tune? (u_e) Point to or circle u_e. Play the audio and have children complete the activity. They should practice saying each word aloud. SCRIPT: 1. tune 2. due 3. dune 4. clue Answers: 1. u_e 2. ue 3. u_e 4. ue B • Identify long vowel sounds Explain to children that they will hear and read pairs of words. One has a long u sound that sounds like /oo/, and one
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