© by Vista Higher Learning, Inc. All rights reserved. | TG P-111 | Connect to Phonics PLUS Teacher Guide find two words in each sentence that end with consonant-le. Read the example sentence aloud. Ask: What words end with consonant-le? (giggle, castle) Circle the words and write them on the lines. Have children complete the activity, decoding and reading each word. Answers: 1. puzzle, beetle 2. bubble, ankle 3. apple, table 4. candle, middle F • Identify syllable patterns Model the example. Clap out the syllables as you say handle aloud. Say: Handle has two syllables, and the second syllable has consonant-le. That means the syllables break before that consonant. Write the syllables on the lines: hand / dle. Have children complete the activity. Answers: 1. ta/ble 2. rid/dle 3. sim/ple 4. gen/tle 5. driz/zle 6. tur/tle Page P-184 G • Identify syllable patterns Model the example. Remind children that when a word ends with consonant-le, the syllable break is before that consonant. Say: Crumble has two syllables, and the second syllable has consonant-le: ble. That means the syllables break before that consonant. Write the syllables on the lines: crum / ble. Have children complete the activity. Answers: 1. bat/tle 2. shuf/fle 3. spar/kle 4. cra/ckle 5. jug/gle 6. han/dle H • Decode words with consonant-le Model item 1. Point to the picture and say: This picture shows an ankle. Ankle has two syllables, and the second syllable has consonant-le. The first syllable is an, and the second syllable is kle. Model drawing a line to connect the two syllables and then write the word ankle on the line. Have children complete the activity. Answers: 1. an–kle (d), ankle 2. ket–tle (a), kettle 3. jug–gle (c), juggle 4. bub–ble (b), bubble Page P-185 I • Write words with consonant-le Explain to children that they will hear words that name each picture. They should write the words they hear. Model item 1. Play the audio and say: I hear the word candle, and this picture shows a candle. Segment the sounds, if necessary, and write the word candle on the line. Play the audio and have children complete the activity. Answers: 1. candle 2. apple 3. jungle 4. bottle 5. ripple 6. table J • Read on-level text for understanding Model the example. Say: This sentence is missing a word. I see a… on the water. There are three words under the line. One of them completes the sentence. Let’s see which one makes sense. Decode the first word and say: I see a bubble on the water. That makes sense, but let’s check the other words to be sure. Decode the second word and say: I see a puzzle on the water. No. Decode the third word and say: I see a kettle on the water. No. Model writing bubble on the line to complete the sentence. Have children complete the activity. Answers: 1. table 2. juggle 3. apple 4. candle Page P-186 K • Write sentences and spell words with consonant-le Review the pronunciation and spelling of all four words: circle, able, title, purple. Explain to children that they should write a sentence with each word. Remind them to begin the sentence with a capital letter and end it with appropriate end punctuation: a period, an exclamation point, or a question mark. Encourage children to be as creative as possible. Answers: Children’s answers will vary. L • Sort words by syllable spelling Draw the chart on the board. Say: Look at the words in the Words to Use box. They all end with a syllable spelled consonant-le. Which spelling is in each word? Point to the word bubble. Say: The second syllable of bubble has consonant-le spelled ble. So we should write the word in the first column,
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