© by Vista Higher Learning, Inc. All rights reserved. | TG P-101 | Connect to Phonics PLUS Teacher Guide individual sounds. Ask: What sounds do you hear in new? (/n/ /oo/) What is the first sound in new? (/n/) How do you spell that sound? (n) Cross out the n in ewn and then write the letter n on the board. Ask: What is the next sound in new? (/oo/) What letters do we have here that can spell that sound? (ew) Write the letters on the board to complete the word new. Ask: How do you spell new? (n, e, w) How is the long u sound spelled in this word? (ew) Have children complete the activity, saying each word aloud and unscrambling the letters to spell each word correctly. Answers: 1. blue 2. few 3. school 4. chew 5. rescue 6. glue D • Read for long vowel sounds Review the different spellings of long u: u_e, ue, ew, oo. Explain that children will read complete sentences in this activity. They need to decode each word and pay attention to spelling clues that reveal pronunciation. They should then circle the words that have the long u sound. Model the example. Read slowly, emphasizing the vowel sounds in each word. Say: He flew a kite in June. I hear the long u sound in the words flew and June. Model circling both words. Have children complete the activity, reading each word aloud. Answers: 1. tooth, food; 2. tube, glue; 3. crew, rescue; 4. moon, huge; 5. few, blue E • Use context to confirm word recognition and understanding Point to the Words to Use box and have children read each word aloud. Explain that children need to read the sentence frames and determine which word is missing. Say: Try completing the sentences with each word. Which one makes sense? Model the example. Say: I saw a… birds in that tree. A word is missing. Let’s see which word makes sense. I saw a [chew/few/food/ June/glue/rude] birds in that tree. Which word makes sense? (few) Model writing the word on the line. Have children read the sentences and identify the missing word that correctly completes each. Model pronunciation of the sentence frames and have children repeat. Answers: 1. glue 2. rude 3. Chew, food 4. June Differentiated Instruction • Scaffold Review long u words that children misspell. Point out the different ways the long u sounds can be spelled and help children rewrite the words with the correct spellings. • Amplify Have partners say as many words as they can with the /yoo/ and /oo/ sounds. One partner should say a word, and the other partner should use that word in a sentence. Show What You Know • Informal assessment Use an exit ticket activity to review the long u sounds. Display the words chew, food, few, kangaroo, true, flute, and cube. Have children read the words aloud. Then cover up the words and have children spell the words. Pages 165–166 Read Connected Text Decodable Reader: “Sue’s Seed” 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 sounds Direct children’s attention to the decodable words list on the back cover of “Sue’s Seed.” Read aloud the list of words. Children repeat the words. Ask: Which word has the /yoo/ sound? (huge) Which words have the /oo/ sound? (blue, cool, flew, fruit, grew, roots, soon, Sue, Sue’s, too) 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 “Sue’s Seed.” 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.
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