© by Vista Higher Learning, Inc. All rights reserved. | TG P-102 | Connect to Phonics PLUS Teacher Guide • Alphabetize words to the third letter Have children add to their list of the decodable words and high frequency words. As they add words to the list, they should keep the list in alphabetical order, looking to the third letter, if necessary. • Read text with purpose Read aloud “Sue’s Seed.” 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-167 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: Soon, the seed grew into a…. Point to Page P-2 in “Sue’s Seeds” and reread the text aloud. Ask: What did you hear? What is the missing word here? (plant) Point to the word plant in the Words to Use box. Say: This is the word plant. It’s spelled p, l, a, n, t. 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 “Sue’s Seeds” that helped them finish each sentence. Answers: 1. plant 2. earth 3. tree 4. food 5. away B • Spell high frequency words Model the example. Write the letters ywaa 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? (four) Which words in the box have four letters? (away, food, tree) Which of those words is spelled with the letters ywaa? (away) Write the word away on the board, crossing out individual letters in ywaa as you go. Have children complete the activity, unscrambling the letters to spell each high frequency word correctly. Answers: 1. tree 2. food 3. earth 4. plant C • Read for long vowel sounds Review the different spellings of long u: u_e, ue, ew, oo. Explain that children will read complete sentences from “Sue’s Seeds” 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: Soon, the seed grew into a plant. I hear the long u sound in the words soon and grew. Model circling both words. Have children complete the activity, reading each word aloud. Answers: 1. roots, grew, cool; 2. grew, blue; 3. few 4. food Page P-168 D • Use context to demonstrate understanding Reread “Sue’s Seed” and have children chorally read with you. Say: Let’s see how well we understand the story. Point to the example and read the sentence aloud. Ask: Is this true? Yes or no? Point to Page P-2 in the story. Say: Look at the picture. Read the sentence. What does it say? (Sue planted a seed. Soon, the seed grew into a plant.) Return to Activity D. So this sentence is true. Model putting a check mark in the Yes column to show that the sentence is true. Have children complete the activity. Read the sentences aloud and have children repeat each. Ask them to identify the Page P-in “Sue’s Seed” that helps them answer each item. Answers: 1. No 2. Yes 3. Yes 4. No 5. No 6. Yes E • Read on-level text with purpose and understanding Explain that children will recall events from “Sue’s Seed.” They will write about and draw three events in the order they happen in the story. Reread “Sue’s Seed.” Ask: What happens in the beginning of the story? Look at pages 2 and 3. Students should write a complete sentence and draw a picture showing something that happened on one of these two pages. Ask: What happens in the middle of the story? Look at pages 4 and 5. Students should write a complete sentence and draw a picture showing something that happened on one of these two pages. Ask:
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