© by Vista Higher Learning, Inc. All rights reserved. | TG P-107 | Connect to Phonics PLUS Teacher Guide Differentiated Instruction • Scaffold Have children practice reading onesyllable words with open syllables before dividing and reading two-syllable words. Display these words: be, go, hi, so. Have children identify the syllable type. Then have them say the long vowel sound in each word and read the word aloud. • Amplify Have small groups play “Beat the Clock” with a larger set of two-syllable words with open and closed syllables. For each round, one student handles the deck of cards and other children take turns reading words and identifying open and closed syllables. Then children switch roles. Show What You Know • Informal assessment Hold up word cards twosyllable words. Have children break the words into syllables. Then have them read each word and say which syllables are open and which are closed. Pages 175–176 Read Connected Text Decodable Reader: “Cabin by the Sea” 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 open and closed syllables Direct children’s attention to the decodable words list on the back cover of “Cabin by the Sea.” Read aloud the list of words. Children repeat the words. Ask: Which words have two closed syllables? (dolphin, minnows, starfish, summer, sunset) 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 “Cabin by the Sea.” 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. • 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 “Cabin by the Sea.” 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-177 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 item 1 and say: In summer we travel to the cabin by the…. Point to Page P-2 in “Cabin by the Sea” and reread the text aloud. Ask: What did you hear? What is the missing word here? (sea) Point to the word sea in the Words to Use box. Say: This is the word sea. It’s spelled s, e, a. 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 “Cabin by the Sea” that helped them finish each sentence. Answers: 1. sea 2. watch 3. Once, side 4. face B • Identify syllable patterns and open and closed syllables Model the example. Say: These twosyllable words are all from “Cabin by the Sea.” Point to cabin in the Words to Use box and clap out the syllables as you say the word aloud. Say:
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