© by Vista Higher Learning, Inc. All rights reserved. | TG P-112 | Connect to Phonics PLUS Teacher Guide where it says -ble. Model writing bubble in the first column on the board. Have children sort the remaining words. Answers: -ble: bubble, double, nimble, table -dle: candle, middle, noodle, puddle -tle: kettle, little, title, turtle -ple: apple, purple, simple, staple -zle: dazzle, drizzle, nozzle, puzzle M • Write sentences and spell words with consonant-le Review the pronunciation and spelling of all the words in Activity L. Explain to children that they should choose two words and write one sentence with them. 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. Model with the example: My apple rolled into a puddle. Encourage children to be as creative as possible. Answers: Children’s answers will vary. Differentiated Instruction • Scaffold Have partners practice reading the words, taking turns pointing to a word and reading it. • Amplify Challenge partners to look through classroom books and list words that end with consonant-le. Have them make a list of the words and then compare their list with another pair. Show What You Know • Informal assessment Hold up word cards for words with consonant-le. Have children point to the final syllable in each. Then have them read each word, say the final syllable sound, and name the letters that spell the sound. Pages 187–188 Read Connected Text Decodable Reader: “The Lake” 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 diphthongs Direct children’s attention to the decodable words list on the back cover of “The Lake.” Read aloud the list of words. Children repeat the words. Ask: What do all these words have in common? (They are spelled with consonant-le.) 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 “The Lake.” Read aloud the list of words. Children repeat the words. Tell children to look for these words as they read the story. • Recognize irregularly spelled words Point out the high frequency word head. Model pronunciation, emphasizing the short vowel sound. Say: Usually, when a word has the ea spelling pattern, it makes the long e sound. The word head has a different vowel sound in the middle. Challenge children to identify other words on the back cover that have unexpected pronunciations. (his, of, to) • 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 “The Lake.” 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-189 Practice A • Use high frequency words in context Point to the Words to Use box and read the five words
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