© by Vista Higher Learning, Inc. All rights reserved. | TG P-113 | Connect to Phonics PLUS Teacher Guide 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: I dip my… in the lake to make ripples. A word is missing. What is it? If necessary, direct children to reread Page P-5 of “The Lake.” Model writing the word hand on the line to complete the sentence. Have children read the sentences and identify the missing word that correctly completes each. Model pronunciation of the sentence frames and have children repeat. Answers: 1. song, while 2. head, until B • Use context to confirm word recognition and understanding Explain that this activity is similar to Activity A, but the sentences are not from or about “The Lake.” Children need to read the sentence frames and determine which word is missing. Say: Try completing the sentences with each word. Which one makes sense? Point to the example. Say: I use my… to wave good-bye. Which word is missing? Let’s see which word makes sense. I use my [hand/head/song/until/ while] to wave good-bye. Which word makes sense? (hand) Model writing the word on the line to complete the sentence. Have children read the sentences and identify the missing word that correctly completes each. Model pronunciation of the sentence frames and have children repeat. Answers: 1. head 2. until 3. song 4. while C • Identify syllable patterns Model the example. Clap out the syllables as you say apple aloud. Say: Apple has two syllables, and the second syllable has consonant-le. That means the syllables break before that consonant. Write the syllables on the lines: ap / ple. Have children complete the activity. Answers: 1. gig/gle 2. mid/dle 3. sim/ple 4. tur/tle 5. un/cle Page P-190 D • Read on-level text with understanding Explain that children will read sentences that name events from “The Lake.” They will number the events in the order they happen in the story. Read all four sentences aloud and have children repeat. Reread “The Lake.” Ask: Which happens first? Look through your books to check. Explain that “We sing a funny song while we paddle” should be first. Say: This text is on Page P-3. This is how the story begins. So this sentence should be numbered number one. Model writing a 1 on the line. Ask: What’s next? Which sentence should be numbered number two? Have children number the sentences in order and identify the pages in “The Lake” that help them. Answers: 2, 4, 1, 3 E • Read on-level text with understanding Reread “The Lake” 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. Are they swimming? (no) Return to Activity E. So this sentence is not true. They were paddling to the middle of the lake. Model putting a check in the No 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 “The Lake” that helps them answer each item. Answers: 1. Yes 2. Yes 3. No 4. No 5. Yes Differentiated Instruction • Scaffold After you model, have children chorally read the decodable words and high frequency words on the back cover of “The Lake.” Have partners or groups of three think of and say a sentence using one or more of the words. • Amplify Challenge children to write new sentences with words that have consonant-le. Partners should check each other’s work for spelling mistakes. Show What You Know Informal assessment Read a Page P-from “The Lake” and then ask children to spell a word from that page. For example, say: My uncle and I paddle to the middle of the lake. How do you spell middle? Repeat this process several times to assess different words.
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