© by Vista Higher Learning, Inc. All rights reserved. | TG P-99 | Connect to Phonics PLUS Teacher Guide 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: Flew has the long u sound spelled ew. Fly has the long i sound. Circle flew to indicate that it has a long u sound. Play the audio and have children complete the activity, reading each word aloud. Answers: 1. threw 2. knew 3. few 4. jewel Communicate C • Demonstrate knowledge of long vowels Write ew on the board. Say: Think of some things that have the /yoo/ or /oo/ sound spelled ew. Can you name them and use them in a sentence? Point to the first picture and say: I found a big jewel. Jewel has the long u that sounds like /oo/, and it is spelled with ew. Repeat with the second example sentence. Then have children brainstorm and share sentences on their own. Page P-161 Practice D • Read on-level text for understanding Model the example. Say: This sentence is missing a word. Ty… on a plane. There are two words under the line. One of them completes the sentence. Let’s see which one makes sense. Decode the first word and say: Ty few on a plane. No, that’s not right. Decode the second word and say: Ty flew on a plane. That makes sense! Model writing flew on the line to complete the sentence. Have children complete the activity. Answers: 1. nephew 2. grew 3. few 4. stew E • Sort words by vowel sound Draw the chart on the board. Review the two sounds of long u. Point to the Words to Use box. Play the audio, then have children decode and read each. Say: All these words have a long u sound. Some sound like /yoo/ and some sound like /oo/. Point to the word few. Say: Few has the long u sound that sounds like /yoo/. So we should write the word in the first column, where it says /yoo/. Model writing few in the first column on the board. Repeat with the word screw. Play the audio and have children sort the remaining words. Answers: /yoo/: few, hew, mew, nephew /oo/: grew, screw, stew, threw 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 Have children write one or two sentences with two or more words with ew. Check their spellings. Encourage them to illustrate and share their sentences. Show What You Know • Informal assessment Hold up word cards for words with long u spelled ew. Have children read each word, say the long vowel sound, and name the letters that spell the sound. Page P-162 Explore and Learn Long Vowel u Spelled: oo • Recognize words with long vowel u Remind children that there are several different spellings for the long u sound. Write the new spelling of long u on the board: oo. Say: This spelling makes the /oo/ sound. Play the audio. Point to the pictures and say: Listen to these words: food, igloo. Have children repeat. Ask: What vowel sound do you hear in these words? (/oo/) How is that sound spelled in both words? (oo) • 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 oo, then that syllable has a long u sound. Demonstrate with familiar words children should already know. Have them decode the words cartoon, shampoo, kangaroo, and classroom. Practice A • Identify long vowel spellings Point to each spelling and have children make the appropriate
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