© by Vista Higher Learning, Inc. All rights reserved. | TG P-104 | Connect to Phonics PLUS Teacher Guide LESSON 15 Teaching Suggestions, Scripts, Answers Page P-169 Rhyming Story “The Three Bears” • Recognize syllable division patterns Write the words broken, forage, porridge, and sorry on the board. Explain that these are all two-syllable words from “The Three Bears.” Model pronunciation and have children repeat. Now write the spelling patterns VCV and VCCV on the board. Remind children that C means consonant and V means vowel. Explain that a VCV word is a two-syllable word with the pattern vowelconsonant-vowel. Point out this pattern in broken and forage. Say: When the first syllable is an open syllable with a long vowel sound, the word breaks after the long vowel. Draw a line to show this division in broken: bro/ken. Say: When the first syllable is a closed syllable with a short vowel sound, the word breaks after the consonant. Demonstrate with the word forage: for/age. Now explain that a VCCV word is a two-syllable word with the pattern vowel-consonant-consonantvowel. Point out this pattern in porridge and sorry. Say: The word breaks into two syllables after the first consonant. Draw a line to show this division in both words: por/ridge, sor/ry. 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 • Identify multisyllabic words Have children listen to the story again. They should point to each word as it is said aloud. Ask them to identify words with more than one syllable. Have them clap out syllables, if necessary. (story, broken, little, trying, forage, porridge, sleeping, quickly, sorry, golden) Communicate • Manipulate phonemes in spoken words Say the word bears aloud. Have children repeat. Say: The word bears begins with /b/: /b/… ears. Let’s change the beginning sound and see what happens. Let’s take away the /b/ sound and add the /ch/ sound. What word do we have now? (chairs) Now let’s add the /w/ sound. What word do we have? (wears) Challenge children to choose words in “The Three Bears” and change phonemes to make new words. They shouldn’t worry about spelling or making real words. Focus on changing phonemes and manipulating sounds. Differentiated Instruction • Scaffold As children complete the Practice activity, have them focus on listening for and clapping out syllables. They do not need to pay attention to spelling at this point. Play the audio and pause it after each multisyllabic word. Have children repeat the word aloud and clap out the syllables. • Amplify Have children draw a picture that shows another event in “The Three Bears.” They should write two rhyming sentences that go with the picture. Show What You Know • Informal assessment Use an exit ticket activity to quickly assess children’s understanding of syllables. Say the following sentence aloud: My teacher plays the drums and the piano. Instruct children to repeat the words that have more than one syllable. (teacher, piano) Page P-170 Explore and Learn Syllables: Open and Closed • Recognize open and closed syllables Review the meaning of vowel and consonant. Point to the text box and play the audio. Say: An open syllable ends in a vowel, like no and we. The vowel sound in open syllables is usually long. A closed syllable ends in a consonant, like not and yes. The vowel sound in closed syllables is usually short. Point to the pictures and say: Listen to these words: me, box. Have children repeat. Ask: Which word has
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