347
Lesson 9 Phonograms
au
au
Level
C
aw
augh
Exploring Sounds
I and Y
Spelling Rule
Spelling Rule 5
Spelling Journal
/ä/
Grammar
2.4-2.6 Possessive Noun Adjectives
Vocabulary
Level
A
Level
B
-or
-ress
Level
C
aster
naut
-oid
saur
tyran
male
Hyphenated Compounds; Homophones
-al
-ic
med
Essential Concepts
Day 1 9.1
Phonograms
All
New Phonograms au, aw, augh Show au /ä/ /ä/ This is a broad /ä/. Like other broad vowels, vowels, it is forward and round. round. Is /ä/ a vowel or a consonant? vowel Why? I can sing it. It is not blocked. blocked. What type of vowel is it? It is a multi-letter vowel.
Show aw /ä/ /ä/ This is a broad /ä/. Like other broad vowels, vowels, it is forward and round. round. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Basic Phonogram Flash Cards & au
aw
augh
i
y
Spelling Rule Cards 4 and 5 Scissors Highlighter
Level
C
Advanced Phonogram
au
Teacher Tip Broad Vowels For more about broad vowels see Exploring Sounds – Sounds – page 220 in the Teacher’s Guide (Lesson 5).
348
Essentials Teacher’s Guide
Is /ä/ a vowel or a consonant? vowel Why? I can sing it. It is not blocked. blocked. What type of vowel is it? It is a multi-letter vowel.
Show aw and au How are these related? They both begin with the letter A. They both say /ä/. They are both broad vowels. How are they different? One ends with the letter U and one ends with the letter W. Which one may I use at the end of English words? AW Which one may not be used at the end of English words? AU Why? English words do not end in I, U, V, or J.
Show the phonogram augh . /ä-ăf/ /ä-ăf/ Is the first sound /ä/ a vowel or a consonant? consonant? vowel Is /ăf/ a vowel or a consonant? /ăf/ has two sounds. sounds. /ă/ is a vowel sound. /f/ is a consonant sound. Which letters are saying /f/? GH What other phonogram ends with GH? Three letter /ī/. What is the rule about phonograms ending in GH? GH? Phonograms ending in GH are used only at the end of a base word or before the letter T. T. The GH is either silent or pronounced /f/.
Show augh and au .
Teacher Tip AUGH Because the second sound of AUGH, /ăf/, represents two sounds, it is technically two phonograms: AU and GH. When it is divided in this manner the GH is either silent or says /f/. Logic of English combines them into one phonogram for ease of learning.
How are these related? They both say /ä/. They both start with the letters AU. How are they different? One has a GH and it also says /ăf/. Write each new phonogram five times while saying the sounds aloud. C
Advanced Phonogram
Show
au
Advanced Phonogram
au
.
This phonogram has two advanced sounds, /ō-ow/. In French loan words au says says sa ys /ō/ ō as in chauvinism. In n German loan words au says sa ys /ow/ ow as in sa sauerkraut. saue uerr rau aut. t.
/ō-ow/ chauvinism sauerkraut French and German
All
Phonogram Flashcards
Drill the phonograms with lash cards.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson 9
9.2
349
Exploring Sounds
All
I and Y Show i . What sounds does this phonogram make? / /ĭĭ-īī-ēē- y/ y/ Which sound is a consonant sound? /y/ Why is this a consonant sound? The teeth and tongue are blocking the sound. It cannot be sung. Which sounds are vowel sounds? /ĭ-ī-ē/ Which sound is the short vowel sound? /ĭ/ How do we mark /ĭ/? with a breve
ĭ What sound is the long vowel sound? /ī/ How do we mark /ī/? with a line (macron) (macron)
ī What is the third sound? /ē/ Say /ē/. Is it forward and round like the broad vowels? no This is not not a broad vowel vowel sound. Rather this sound is due to a change change in the way English is spoken that is called the Great Vowel Shift. Around the time of Shakespeare the pronunciation of the long vowels in English changed. Before the great vowel shift this phonogram said /ē/.
Challenge Great Vowel Vowel Shif t Research the Great Vowel Shift.
i In many languages today, this phonogram still says /ē/. Its pronunciation in many English words, however, shifted to /ī/. What the Great Vowel Shift means for us today is that I has four sounds! We will mark the /ē/ sound by putting a 3 over it. It is the third sound. 3
i
What is the fourth sound? /y/ We will mark this sound by putting a 4 over it. /y/ is the fourth sound. 4
i
Show y . What sounds does this phonogram make? /y-ĭ-ī-ē/ Which sound is a consonant sound? /y/ Why is this a consonant sound? The teeth and tongue are blocking the sound. It cannot be sung. Which sounds are vowel sounds? sounds? /ĭ-ī-ē/ Which sound is a short vowel sound? /ĭ/ Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Marking I Though there are standard dictionary markings for the short, long, and broad vowels, there is not a standard marking for the long /ē/ sound of I or its consonant sound /y/. For this reason, we will ask students to mark these sounds with the numbers 3 and 4.
350
Essentials Teacher’s Guide
How do you think we will mark the short vowel sound? Put a breve over it.
y˘ Teacher Tip
What sound is the third sound of /y-ĭ-ī-ē/? /ī/ Is / ī / a long or a short sound? long How do we mark it? with a line (macron)
Emerging Readers I and Y
y¯
With this lesson students are prepared to read any word with an I or Y. However, Essentials will explore the relationship between these sounds further, and especially their usage, at the end of words in Lesson 21.
What is the fourth sound of /y-ĭ-ī-ē/? /ē/ We will mark this by putting a 4 over it. I t is the fourth sound. 4
y
Show i
and y .
How are these related? They both say the vowel sounds /ĭ-ī-ē/. They both say the consonant sound /y/. If I heard long /ī/ at the end of the word, which one would I use? Why? English words do not end in I.
Y
If I knew that one of these was spelling the /ē/ sound at the end of the word, which one would it be? Y Why? English words do not end in I.
9.3
All
Spelling Rule Rule 5: I and Y
First, show the back o Spelling Card 4. Let’s read each of the words on the back of this card. Which spelling rule does this illustrate? A E O U usually say their long sounds at the end of the syllable. Does this rule seem to be missing anything? Does it tell us what the single-letter vowels I and Y say at the end of the syllable? no 9.3 Words with I and Y – page 139 Cut out the words. Find the heading card that is gray and has an I marked with a breve. What does this say? short /ĭ/ Find the heading card with an I marked with a line (macron). What does this say? long /ī/ Find the heading card with an Y marked with a breve. What does this say? short /ĭ/ Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 4 A E O U usually say their long sounds at the end of a syllable.
Lesson Less on 9
Find the heading card with an Y marked with a line (macron). What does this say? long /ī/ Line these across the top of your desk. desk . Select a word card. In each of these words, I or Y is acting as a vowel. Highlight the I or Y that is at the end of the syllable. Read the word aloud. First try the short sound /ĭ/. If that does not make sense, try the long sound /ī/. What did the I or Y say? Mark it as short or long. Then place it under the correct heading. What do I and Y say at the end of the syllable? They say /ĭ/ or /ī/. The spelling rule says: says: I and Y may say /ĭ/ or /ī/ at the end of a syllable. Let’s say the rule together three times. I and Y may say /ĭ/ or /ī/ at the end of a syllable.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
3511 35
Spelling Rule 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable.
Teacher Tip Repetition Repetition of rules is often more engaging when repeating the rule using different voices such as sad, happy, loud, soft, silly…
352
Essentials Teacher’s Guide
Building Words
Day 2 9.4 9. 4
Review
All
•
•
Phonograms: 9.4 Phonogram Tic-Tac-Toe – page 141 Te first player chooses a square, reads the phonogram sound(s) and spelling hints then places an X on the square. Te next player chooses a square, reads the phonogram sound(s) and spelling hints, then places an O on the board. Continue until one player has three in a row or all the squares have been filled. Spelling Rule: Write the word with Phonogram Game iles. Ask the student to count the number o syllables and then discover what sound the I says at the end o the syllable.
Materials Phonogram Game Tiles Morpheme Cards from previous lessons Spelling Journal Basic Phonogram Flash Cards a
au
aw
augh
Spelling Rule Card 10
three vowels, three syllables, I said /ī/ at the end of
v i o l e t
the syllable. qu i e t
two vowels, two syllables, I said /ī/ at the end of the
syllable. d i f f i c u l t
three vowels, three syllables, I said /ĭ/ at the
end of the syllable. a n i m a l
three vowels, three syllables, I said /ĭ/ at the end
of the syllable. What is the rule about I and Y at the end of the syllable? I and Y may say /ĭ/ or /ī/ at the end of a syllable. C
•
9.5
All
Morphemes: Review the morpheme cards rom previous lessons.
Spelling Journal /ä/ Spelling Journal /ä/ What spellings of /ä/ have you learned?
/ă-ā-ä/, /ä/ that you may use at the end of English words, /ä/ that you may NOT use at the end of English words, words, /ä-ăf/ Look at the contents page of the Spelling Journal. Which page does broad /ä/ start on? It starts starts on page 12. Turn to the broad /ä/ page in your Spelling Journal. Why is /ä/ a broad sound? A broad vowel is a sound pronounced with a forward, for ward, round mouth. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip AUGH The nine base words that use augh are caught, daughter, distraught, haughty, taught, fraught, onslaught, slaughter, naughty. AUGH says its other sound /ăf/ in two words: laugh and draught.
Lesson 9
One of the spellings of broad /ä/ is not very common. Which one do you think is NOT common?
3533 35
Optional Practice AUGH
Show augh . All of the phonograms ending in GH are rare. English has over a million words. Guess how many base words use AUGH? AUGH says /ä/ in only nine base words. Where can we use AUGH? Phonograms ending in GH are used only at the end of a base word, or before the letter T. Write the words under AUGH in your Spelling Journal as I say them and write them on the board.
caught
daughter
taught
Show au .
Create a sentence to remember the AUGH words.
Teacher Tip Aunt Some dialects pronounce aunt /ănt/. If this is the case in your region, discuss the differences in pronunciation and Say to Spell /änt/.
Can AU be used at the end of the word? no Why? English words do not end in I, U, V, or J.
Teacher Tip
Write the words under /ä/ that you may NOT use at the end of English words as I say them and write them on the board.
auntt aun
haul
AU Additional words include: automatic, restaurant, somersault, haunt, launch, vault
a
au
aw
augh
Most commonly heard at the end of the word, after a W and before an L
Used in the middle of the syllable.
Most commonly used at the end of the word.
9 words Used at the end of the word and before a T.
m a
aunt au nt
s aw
c augh aughtt
w a sh
h au aull
dr aw aw
d augh aughter ter
f allll a
awn aw l n
t aught aught
p a
cr aw awl l
c a allll
h aw awkk
t all all
awfu aw ful l
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
354
Essentials Teacher’s Guide
Show a . When will this phonogram spell /ä/? When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before before an L. Write the words under /ă-ā-ä/ as I write them on the board. If you see the reason for A to say /ä/ in these words, shout out the reason. ma When a word ends with the phonogram A, it says /ä/. wash A may say /ä/ after a W. W. fall A may say /ä/ before an L. pa When a word ends with the phonogram A, it says /ä/. call A may say /ä/ before an L. tall A may say /ä/ before an L.
Show aw . Can AW be used at the end of the word? yes Do you think it is ONLY ONLY used at the end of words? Write the words under AW as I say them and write them on the board.
saw draw
lawn crawl
hawk awful l awfu
Is AW used ONLY at the end of English words? No, it is also used in the middle of the syllable, and at the end of the syllable in the middle of the word. When you hear the sound /ä/ in a word, it is important to think carefully about the spelling options. Many of these words will need to be memorized. The The Spelling Journal is a great place to collect words with the broad /ä/ sound. You You may use this tool as a reference when you are writing.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L.
Teacher Tip AW Additional words include: awkward, pawn, claw, shawl, awning, gawk
Teacher Tip Know Your Options Knowing these options helps students to use Spell Check more effectively. If a word with the sound /ä/ is flagged by spell check, knowing that these are the four options will provide students with a means to correct the word without looking it up. Knowing this information is also vital to being able to look up words in the dictionary! Contrary to the common notion that you should look up a word to discover how to spell it, it is virtuall virtuallyy impossible to look up a word that you have no idea how to spell! Once you know the options, however, you have the tools to find the right one.
Lesson 9
3555 35
Spelling Analysis
9.6
Spelling List 9 – page 142 A
Tips for List 9.A Spelling Analysis
1.
List 9.A
1
2
Word
Sentence
mother
My mother is helping my sister with homework.
88
99
q
Write Segment
Analyze
Read
2
motth er mo
33 # Syllables
2
44
5
6
Say to Spell
Say syllable
Segment…
mŏ TH er
/mŏTH/ /m-o-th/ /er/ /er/
brother 2
broth er
My brother helped me with my homework.
2
brŏ br ŏ TH er
Plural / Past Tense
N, V
mothers, mothered
/br ŏTH/ /b-r-o-th/ /er/ /er/
Use the /er/ of her.
Say to spell /ŏ/. 31.2 O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Underline /er/. brothers
son
The father taught his son how to play baseball.
son
Say to spell /ŏ/. 31.2 O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V.
1
sŏn
/sŏn/
/s-o-n/
N 4.
father 2
fä th er
I love to play with my father.
2
fä THer
/fä/ /THer/
sister
sis ter
Use /s-z/.
sons
/f-a/ /th-er/
Use the /er/ of her.
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Underline /er/. N, V
5.
Use the /er/ of her.
Par t of Speech
N
3.
7 Write
Say to spell /ŏ/. 31.2 O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Underline /er/. Vocabular y
2.
6 … Finger Spell & Cue Cue
Joe chased his sister.
2
fathers, fathered
/sĭs/
/s-i-s/
/ter/
/t-er/
sĭs ter
Use /s-z/. Use /ĭ-ī-ē-y/. Use /s-z/. Use the /er/ of her.
Underline /er/. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
sisters
356
6.
Essentials Teacher’s Guide
daughter
Grace took a picture with her daughter.
daugh ter
Underline /ä/. Underline /er/.
2
dä ter
/dä/ /ter/
/d-augh/ /t-er/
N
7.
aunt
Julia enjoys playing with her aunt.
aunt
Underline /ä/.
/änt/ 1
daughters
/au-n-t/
ä nt
N 8.
great 3
gre a t
Anna is a great figure skater.
1
grāt
/grāt/
Use the /er/ of her.
Use two-letter /ä/ that may NOT be used at the end of English words.
a u n ts
/g-r-ea-t/
Use /ē-ĕ-ā/.
Underline the /ā/ and put a 3 over it. /ē-ĕ-ā/ said its third sound. Adj
9.
corner
The plant is in the corner.
2
kōr ner
/kōr/ /ner/
/c-or/ /n-er/
Use /k-s/. Use the /er/ of her.
1
cor ner
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ōr/. Underline /er/. N, V
10. raw
raw
The raw fruits and vegetables are on the counter.
/rä/ 1
corners, cornered
/r-aw/
rä
Use two-letter /ä/ that may be used at the end of English words.
Underline /ä/ that may be used at the end of English words. 3 English words do not end in I, U, V, or J. Adj
11. year
yea r
We celebrated the New 1 Year with fireworks.
yēr
/yēr/
/y-ea-r/
Underline /ē/. N
12. right
righ t
Use /y-ĭ-ī-ē/. Use /ē-ĕ-ā/.
He got the answer right.
1
rīt
/rīt/
years
/r-igh-t/
Underline /ī/. 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. T. The GH is either silent or pronounced /f/. Adj, N, Adv, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
rights, righted
Lesson 9
13. laughter
2
lau gh ter
The girls’ laughter made us all smile.
2
lăf ter
/lăf/ /ter/
/l-augh/ /t-er/
law
The law says that everyone must wear a seatbelt.
/lä/ 1
laughter
/l-aw/
lä
au th or
Use two-letter /ä/ that may be used at the end of English words.
Underline /ä/ that may be used at the end of English words. 3 English words do not end in I, U, V, or J. N
15. author
Use the /er/ of her.
Underline /ăf/ and put a 2 over it. /ä-ăf/ said its second sound. 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. The GH is either silent or pronounced /f/. Underline /er/. N
14. law
3577 35
The author signed books for her fans.
2
laws
/ä/
/au/
/thōr /
/th-or /
ä thōr
Use two-letter /ä/ that may NOT be used at the end of English words.
Underline /ä/. Underline /th/. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. auth original -or noun suffix
N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
authors, authored
358
Essentials Teacher’s Guide
B
Tips for List 9.B Spelling Analysis
1.
1
2
Word
Sentence
List 9.B 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
ăk tōr
/ăk/ ōr / /t ōr
/a-c/ /t-or /
6
Write
Use /k-s/.
actor
The actor made the audience laugh.
88
99
q
Write Segment
Analyze
Read
2
1
ac tor
2.
7
… Finger Spell & Cue Cue
actress
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ōr/. OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. Vocabular y
Par t of Speech
Plural / Past Tense
-or noun suffix
N
actors
Suzanne is an incredible actress.
2
ăk trĕss
/ăk/ /trĕss/
/a-c/ /t-r-e-s-s/
31.3
AR and
Use /k-s/. Use /s-z/. Use /s-z/.
1
ac tress
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. -ress feminine noun suffix
3.
waiter
wai t er
The waiter brought our 2 food.
N
waitress
wai t ress
/w-ai-t/
/er/
/er/
Use two-letter /ā/ that may NOT be used at the end of English words. Use the /er/ of her.
Underline /ā/ that may NOT be used at the end of English words. Underline /er/.
Anika will be your waitress.
N
2
waiters
/wāt/
/w-ai-t/
/rĕss/
/r-e-s-s/
wāt rĕss
Use two-letter /ā/ that may NOT be used at the end of English words. Use /s-z/. Use /s-z/.
Underline /ā/ that may NOT be used at the end of English words. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. -ress feminine noun suffix
5.
/wāt/ wāt er
-er noun suffix
4.
actresses
N
waitresses
pilot
The pilot guided the plane to the ground for 2 a perfect landing.
pī lot
Put a line over the /ī/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
pī lŏt
/pī/ /l ŏt/
/p-i/ /l-o-t/
N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Use /ĭ-ī-ē-y/.
pilots, piloted
Lesson 9
6.
hawk
The hawk is sitting in the tree.
haw k
Underline /ä/.
/häk/ 1
/h-aw-k/
hä k
N, V
7.
automatic
au tō mat mat ic
8.
visitor
2
vi s it or
A car with an automatic transmission 4 is easier to drive.
ä tō tō măt ĭk
/au/
/t ō / /măt/ /ĭk/
/t-o / /m-a-t/ /i-c/
Adj, N
A visitor brought Jamie 3 flowers.
/vĭz/ /ĭt/ ōr / / ōr
Use two-letter /ä/ that may NOT be used at the end of English words.
Use /ĭ-ī-ē-y/. Use /k-s/.
vĭz ĭt ōr
automatics
/v-i-s/ /i-t/ or / / or
Put a 2 over the /z/. /s-z/ said its second sound. Say to spell /ōr/. sound, /er/, in an unstressed syllable. Underline /ōr/.
Maria is an artist.
ar tist
Underline /är/.
dī rec tor
hawks, hawked
/ä/
auto- self, by oneself mat animated, thinking -ic adjective, noun, and verb suffix
artist
10. director
Use two-letter /ä/ that may be used at the end of English words. Use tall /k/.
Underline /ä/. Say to spell /ō/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Latin roots and suffixes often end with a C.
-or noun suffix 9.
3599 35
31.3
N 2
är tĭst
/är/ /tĭst/
-ist noun suffix
N
Who is the new director?
/d ī / / /rĕk/ ōr / /t ōr
3
dī rĕk tōr t ōr
Use /ĭ-ī-ē-y/. Use /s-z/. Use /ĭ-ī-ē-y/. AR and OR may say their schwa visitors
/ar/ /t-i-s-t/
Use /ĭ-ī-ē-y/. Use /s-z/.
artists
/d-i / / /r-e-c/ /t-or /
Use /ĭ-ī-ē-y/. Use /k-s/.
Say to spell /ī/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ī/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. -or noun suffix
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
directors
360
Essentials Teacher’ Teacher’ss Guide
11. fault
fault
Whose fault was the accident?
/fält/ 1
/f-au-l-t/
fä l t
Underline /ä/. N, Adj, V
12. awkward
awk war d
13. poem
pō em
The giraffe’s long legs make it awkward for it to drink.
2
faults, faulted
/äk/
/aw-k/
ärd/ /w är
/w-ar-d/
äk wär ärd d
2
pre s i dent
15. doctor
Use two-letter /ä/ that may be used at the end of English words. Use tall /k/.
Underline /ä/. Say to spell /är/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /är/. awk backhanded -ward suffix denoting direction
Adj
Alisha read the poem aloud.
/pō/ / ĕm/
2
pō ĕm
/p-o/ / e-m/
Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. N
14. president
Use two-letter /ä/ that may NOT be used at the end of English words.
President George Washington’s face is on 3 Mt. Rushmore.
prĕz ĭ ĭ dĕnt dĕnt
/prĕz/ / ĭ / /dĕnt/
poems
/p-r-e-s/ / i / /d-e-n-t/
Use /s-z/. Use /ĭ-ī-ē-y/.
Put a 2 over the /z/. /s-z/ said its second sound. Say to spell /ĭ/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. pre- before, first side sit -ent noun & adjective suffix, characterized by
N
William is a great doctor!
/dŏk/ ōr / /t ōr
2
dŏk tōr
presidents
/d-o-c/ /t-or /
Use /k-s/.
1
doc tor tor
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ōr/. OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. doct teach -or noun suffix
N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
doctors, doctored
31.3
AR and
Lesson 9 C
Tips for List 9.C Spelling Analysis
1.
1
2
Word
Sentence
List 9.C 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
ăs trō nät
/ăs/ /tr ō / /nät/
/a-s/ /t-r-o / /n-au-t/
7 Write
Use /s-z/.
astronaut
88
99
q
Write Segment
Analyze
Read
Vocabular y
Par t of Speech
Plural / Past Tense
astro star naut sailor, pertaining to ships
N
astronauts
asteroid
This rock is a piece of an asteroid.
as ter oi d
Underline /er/. Underline /oi/.
nautical
nau ti cal
Use two-letter /ä/ that may NOT be used at the end of English words.
Say to spell /ō/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ä/.
3
ăs ter oid
aster star -oid like, resembling
3.
6 … Finger Spell & Cue Cue
Neil Armstrong was the first astronaut to land 3 on the moon.
as trō naut
2.
3611 36
Sailors once used nautical maps like this one.
/ăs/ /ter/ /oid/
/a-s/ /t-er/ /oi-d/
N
3
Use /s-z/. Use the /er/ of her. Use /oi/ that may NOT be used at the end of English words.
asteroids
/nä/
/n-au/
/t ĭ / /k ăl/
/t-i / / /c-a-l/
nä t ĭ ĭ k k ăl
Use two-letter /ä/ that may NOT be used at the end of English words. Use /ĭ-ī-ē-y/. Use /k-s/.
Underline /ä/. Say to spell /ĭ/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. naut sailor, pertaining to ships -ic adjective, noun, and verb suffix -al characterized by, kind of
Adj
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
362
4.
Essentials Teacher’s Guide /m-e-d/ / i / /c-a-l/
medical
med i cal
Say to spell /ĭ/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
3
mĕd ĭ ĭ k k ăl
med heal -ic adjective, noun, and verb suffix -al characterized by, kind of
5.
/mĕd/ / ĭ / /k ăl/
The ambulance is speeding to a medical emergency.
lawyer
John is a lawyer.
law yer
2
Adj
/l ä /
/l-aw /
/yer/
/y-er/
lä yer
/prŏm/ / ĭ / /nĕnt/
lawyers
/p-r-o-m/ / i / /n-e-n-t/
prominent
The Tower Tower of London is a prominent building 3 in London.
prom i nent
Say to spell /ĭ/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
prŏm ĭ ĭ n nĕ ĕnt
pro- in front, in favor of, forward min project, jut out -ent noun & adjective suffix, characterized by
7.
Use two-letter /ä/ that may be used at the end of English words. Use /y-ĭ-ī-ē/. Use the /er/ of her.
Say to spell /ä/. Underline /ä/. Underline /er/. Note the root ‘law;’ morphology shapes the spelling. N
6.
Use /ĭ-ī-ē-y/. Use /k-s/.
sauerkraut
3
3
sau er krau t
Raquel loves sauerkraut.
3
sow er krowt
Use /ĭ-ī-ē-y/.
Adj
/sow/
/s-au/
/er/ /krowt/
/er/ /k-r-au-t/
Use /s-z/. Use the advanced phonogram /ō-ow/. Use the /er/ of her. Use tall /k/. Use the advanced phonogram /ō-ow/.
Underline the advanced phonogram /ow/ and put a 3 over it. /ä-ō-ow/ is saying its third sound. Underline /er/. Underline the advanced phonogram /ow/ and put a 3 over it. /ä-ō-ow/ is saying its third sound. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
sauerkraut
Lesson 9
8.
restaurant
res tau ränt
Running a restaurant is hard work.
3
/rĕs/ /t ä /
/r-e-s/ /t-au /
/ränt/
/r-a-n-t/
rĕs tä ränt
Use /s-z/. Use two-letter /ä/ that may NOT be used at the end of English words.
Say to spell /ä/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /ä/. Put two dots over the next /ä/. /ă-ā-ä/ said its broad sound. N
9.
363
/dī/ /nō / /sär/
restaurants
/d-i/ /n-o / /s-au-r/
Use /ĭ-ī-ē-y/.
dinosaur
We went to see the dinosaur skeleton at the museum.
dī nō saur
Put a line over the /ī/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. Say to spell /ō/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ä/.
3
dī nō sär
dino fearful, terrible saur lizard
10. stegosaurus
N
Has anyone seen Jack’s Jack ’s 4 toy stegosaurus?
stĕg ō sär ŭs
Use /s-z/. Use two-letter /ä/ that may NOT be used at the end of English words.
dinosaurs
/stĕg/ / ō / /sär/
/s-t-e-g/ / o / /s-au-r/
/ŭs/
/u-s/
Use /s-z/. Use /s-z/. Use two-letter /ä/ that may NOT be used at the end of English words. Use /s-z/.
2
steg ō saur us
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Say to spell /ō/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ä/. stego covering saurus lizard
11. tyrannosaurus
t y˘ ran nō saur us
The class built a model tyrannosaurus.
N
5
tĭ răn nō sär ŭs
stegosauruses
/tĭ/ /răn/ /nō / /sär/
/t-y/ /r-a-n/ /n-o / /s-au-r/
/ŭs/
/u-s/
Use /y-ĭ-ī-ē/.
Use /s-z/. Use two-letter /ä/ that may NOT be used at the end of English words. Use /s-z/.
Put a breve over the / y/. y˘ /. /y-ĭ-ī-ē/ said its short sound. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. Say to spell /ō/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ä/. tyran tyrant saurus lizard
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
tyrannosauruses
364
Essentials Teacher’s Guide
12. authentic
au th en tic
13. fossil
fos sil
Is this an authentic Chinese dish?
3
/ä/
/au/
/thĕn/ /tĭk/
/th-e-n/ /t-i-c/
Use /ĭ-ī-ē-y/. Use /k-s/.
/f-o-s/ /s-i-l/
Use /s-z/. Use /s-z/. Use /ĭ-ī-ē-y/.
ä thĕn tĭk
Underline /ä/. Underline /th/. auth original -en adjective and noun suffix -tic adjective, noun, and verb suffix
Adj
The students found a fossil in sandstone.
/fŏs/ /s ĭl/
2
fŏs s ĭ ĭll
Say to spell /ĭ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. N
14. malevolent
mā lev ō lent
15. malefactor
mal ē fac tor
Use two-letter /ä/ that may NOT be used at the end of English words.
The intruder looked with malevolent eyes at his victim.
4
mā lĕv ō lĕnt
/mā / /lĕv/ / ō / /lĕnt/
fossils
/m-a / /l-e-v/ / o / /l-e-n-t/
Say to spell /ā/. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ō/. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. male evil vol will -ent noun & adjective suffix, characterized by
Adj
We need to stand together with the victims and send a united message of resistance to the malefactor.
/măl/ / ē / /făk/ ōr / /t ōr
4
măl ē făk tōr tōr
/m-a-l/ / e / /f-a-c/ /t-or /
Use /k-s/.
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. male evil fact to do -or noun suffix
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
malefactors
Lesson 9
Day 3 9.7
Words Wo rds in Context
Review
All
•
Materials
Phonograms: Dictate the phonograms. NOT be used 1. ai /ā/ that may NOT 12. augh /ä-ăf/ at the end of English words. 13. aw /ä/ two-letter /ä/ that may be used at the end of English 2. ng /ng/ words. 3. ea /ē-ĕ-ā/ 4. ch /ch-k-sh/ 14. oo /ö-ü-ō/ 5. oy /oi/ that may be used at 15. ee /ē/ double /ē/ the end of English words. 16. or /ōr/ 6. wh /wh/ 17. sh /sh/ used only at the beginning of a word or at the 7. igh /ī/ three-letter /ī/ the end of a syllable. 8. ay /ā/ that may be used at the end of English words. NOT be used 18. oi /oi/ that may NOT at the end of English words. 9. er /er/ the /er/ of her 10. ar /är/ 19. u /ŭ-ū-ö-ü/ 11. au /ä/ two-letter /ä/ that may 20. g /g-j/ NOT be used at the end of English words.
•
9-11, 18, 21, 26, 28-31 28-31 using the the Spelling Rules: Review rules 3-5, 9-11, Spelling Rule Cards.
•
Spelling: Write the words on the board. Direct the students to read each word. Erase a word, and then challenge them to recall the rest o the list. When all the words have been erased, ask the students to write all the words that use AUGH on a piece o paper.
caught daughter daugh ter •
365
slaughter slaughter taught
fraught distraughtt distraugh
Spelling: 9.7 Word Search – page 143 Using Spelling List 9, ask students to choose ten words to write in the grid. Words may be written rom lef to right, rom top to bottom and diagonally. Ten write each word on the lines. Fill in the extra squares with random letters. Ask the students to exchange papers, or the teacher can exchange with the student. Find and circle the words.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Student notebook Spelling Rule Cards Piece of paper Grammar Flash Cards 2.4, 2.5, 2.6 Red and blue pencils Spelling Journal
Spelling Journal /ä/ /ә/ Ask students to find words with the following sounds in their spelling list and add them to their Spelling Journal. /ä/ – a, au, aw, augh /ә/ – unstressed vowel, lazy o
366
9.8
Essentials Teacher’s Guide
Grammar
All
Review
Teacher Tip
What is a noun? A noun is the name of a person, place, thing, or idea. Spelling List 9 – page 142 Read Spelling List 9. Identify the nouns. Write a red N by each noun. Test Test words by deciding if you can make them plural and if they make sense with the article the the..
Idea Nouns
What is an adjective? Adjectives modify nouns and pronouns. Ad jectives answer: What kind? How many? Which one? Whose? Find the adjectives in the spelling list and write a blue Adj next next to them.
Review the plurals rule, Spelling Rule 21. Direct the students to write the plural orm o each o the nouns on their spelling list. A
mothers, brothers, sons, fathers, sisters, daughters, aunts, corners, years, year ye ars, s, ri rig rights, g ts ts,, laws, aws, authors aws, autt or au orss
B
actors, actresses, waiters, waitresses, pilots, hawks, visitors, artists, directors, irector ire ctors, s, faults, au ts, poem poems, s, presidents, presi pre si en ents, ts, doctors octors octo rs
C
astronauts, asteroids, lawyers, restaurants, dinosaurs, stegosauruses, tyrannosauruses, tyrannosa tyran nosauru uruses ses,, fossils, ossii s, ma oss malefactors e acto actors rs
Possessive Noun Adjectives
All
What does it mean to possess something? Possess means to own. What are some things you possess? answers vary
Write the ollowing phrases on the board:
mother What does this say? mother Is mother a a noun or an adjective? noun Why? Mother is a person. A noun is a person, place, thing, or idea. If Mother had a hat, what would I call the hat? Mother’s hat How should I write mother’s hat ?
mother’s’s hat mother hat What morpheme did I add to mother to to show that the hat belongs to mother? I added an apostrophe S. Apostrophe S is a morpheme that shows possession. Is hat a noun or an adjective? Hat is a thing, therefore it is a noun. A Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Some students struggle to identify nouns that are ideas. Help the student by testing the words with the article the the.. If it makes sense with a noun marker, it is a noun.
Optional Practice Spelling Cards Dictate the words in Lesson 9 for the students to write on index cards. Ask the students to color a red border around the nouns. Direct them to put a blue border around the adjectives.
Teacher Tip Level B Automatic Some students will recognize that automatic may be used automatic may as a noun as in Our car is an The plural form is automatic. The automatic. automatics.
Teacher Tip Level C Sauerkraut Sauerkraut is a non-count Sauerkraut is noun.
Lesson 9
367
noun is a person, place, thing, or idea. Is mother’s mother’s a a noun or an adjective? Mother’s answers the question whose? Whose hat? mother’s What part of speech answers Whose? An adjective answers: What kind? How many? Which one? Whose? Whose hat? mother’s Mother’s is an adjective. The apostrophe S turned the noun mother into the possessive noun adjective, adject ive, mother’s mother’s..
Show Grammar Flash Card 2.4. A possessive noun adjective shows ownership and answer the question: Whose?
Grammar Flash Card 2.4 Possessive Noun Adjective A possessive noun noun adjective adjective shows ownership and answers the question: Whose?
Write father What does this say? father Is father a noun or an a n adjective? noun Why? Father is a person. A noun is a person, place, thing, or idea. How can I change father to to father’s coat ? add an apostrophe S
father’s’s coat father coat Show Grammar Flash Card 2.5
Grammar Flash Card 2.5 Possessive Noun Adjective To turn a noun into a singular possessive noun noun adjective, adjective, add add an apostrophe followed by an S.
To turn a noun into a singular possessive noun adjective, add an To apostrophe followed by an S. Does father mean mean more than one father? No, father is singular. What does father’s coat mean? a coat belonging to father What does the apostrophe S mean? It shows possession (ownership).
the brother What does this say? the brother How do we write the plural form of brother ? Add an S.
Grammar Flash Card 2.6 Possessive Noun Adjective To turn a noun into a plura a plurall add possessive noun noun adjective, adjective, add an S to make the noun plural and then add an apostrophe. If the noun has an irregular plural, use an apostrophe followed by an S.
the brother s s What if two brothers shared a toy? How would we show that the possessive is plural? To T o make the plural word brothers brothers show show possession, we add an apostrophe after the S.
the brother s’ s’ toy toy When the apostrophe is placed after the S, it shows that the word is plural and that more than one brother owns the toy. We do not say Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Grammar Cards Some of the Grammar Cards are being updated to make the wording more clear. Add the wording from this Teacher’s Guide to your flash cards if that is helpful.
368
Essentials Teacher’ Teacher’ss Guide
two S’s /brother-s-s/ to show that brother is plural. Since we do not say /s/ twice, we do not write it twice.
Show Grammar Flash Card 2.6
Optional Practice Grammar
To turn a noun into a plural possessive noun adjective, To adjective, add an -S to make the noun plural and then add an apostrophe. If the noun has an irregular plural, use an apostrophe followed by an S.
the sisters’ laughter How many sisters are laughing? more than one
the authors’ books How many authors? more than one
Using spelling lists 1-9, direct the students to orally form phrases using a possessive noun adjective + noun. Write them on the board as the students studen ts say the phrases. Emphasize the ‘s and s’ by writing them in a different color. For example: the man’ man’s yard the sisters’ sisters’ coats coats
the author’s books Now how many authors? one
Optional Practice
the kitten’s toy Now how many kittens? one
men’s socks What happens if it is an irregular plural? Add an apostrophe followed by an S.
Show Grammar Flash Cards 2.4, 2.5, and 2.6 and repeat the rules. 9.8-1 Possessive Practice – page 144 Read the phrase. Write the apostrophe in the correct place.
Editing 9.8-2 Editing – page 145 145 Find the mistake in each phrase. Rewrite the phrase correctly on the lines below. All
Identifying Parts of Speech 9.8A Identifying Parts Parts of Speech – page 146 146 Read Read the phrase in your workbook. I will write it on the board. Then we will answer questions to label the parts of speech. Label each part of speech in your workbook.
the author’s greatest book What is the noun in this phrase? book Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Cards Use the Spelling Cards from Lessons 1-9. Write an apostrophe and an S on two sticky notes. Direct students to organize the cards into phrases following the pattern: article + possessive noun adjective + noun. Make sure they add the apostrophe in the correct place.
Teacher Tip Identifying Parts of Speech Write each sentence on the board. Ask the students the questions to aid them in identifying the parts of speech. As the students become more proficient, have them ask the questions. question s. Mark the parts of speech on the board while the students mark them in their workbooks.
Lesson 9
What kind of book? greatest, adjective Whose book? the author’s Author’s is a possessive noun adjective. It is an adjective that is showing possession. Write PNA over it. Which book? the, article adjective
A
PNA
Adj
N
the author’s greatest book
Teacher Tip Identifying Parts of Speech Write the phrases on the board and label the parts of speech as modeled in Level A.
the room’s darkest corner What is the noun in this phrase? corner What kind of corner? darkest, adjective Whose corner? room, possessive noun adjective Which corner? the, article adjective
A
PNA PNA
Adj
N
the room’s darkest corner
Level
PNA
B
9.8B Identifying Parts Parts of of Speech – page 147 A
PNA
Adj
N
A
Adj
PNA
A
PNA
Adj
the visitor’s extra laptop N
the president’s odd poem
Level
N
N
the charming artist’s garden
mother’s laughter What is the noun in this phrase? laughter Whose laughter? mother’s, possessive noun adjective adjective
369
C
9.8C Identifying Parts of Speech – page 148 A
PNA
A
Adj
Adj
N
the lawyer’s arrogant witness
mother’s laughter
PNA
the assistant professor’s N
complaint
Dictation
9.9
Read the phrase. Ask the students to repeat it aloud, then write it in a notebook. A 1.. 2..
the author’s father a sharp corner
B 1.. 2..
the president’s doctor the visitor’s sandwich
C 1. 2..
a tyrannosaurus fossil the prominent lawyer’s lawyer ’s manuscript
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
A
PNA
Adj
N
the restaurant’s free sauerkra free sauerkraut ut
Teacher Tip Identifying Nouns If the students also identify the PNA as a second noun in the phrase, ask, “Which noun is being described by this phrase?”
370
Essentials Teacher’s Guide
Day 4 9.10
Review
All
•
Words in Action
Phonograms: Phonogram Speed 3-5 players. Set Up: Choose up to 30 phonograms rom Lessons 1-9 to practice. Choose one player to be the Reader. Place the Basic Phonogram Flash Cards ace down in ront o the Reader.
Mix two sets o Phonogram Game Cards together. Deal all the Phonogram Game Cards you have chosen to the players. How to Play: Te reader selects a Phonogram Flash Card rom the stack in ront o him and reads it. Te players look at their cards and i they have phonograms that match. Te players race to be the first one to place the phonogram on a pile in the center o the the table. Only the first person to place the card in the center is allowed to discard. Te reader then places the card anywhere in the stack and reads the next card. Te first person to discard all his cards wins. Variation for One Student and Teacher - Use only one set o Phonogram Game Cards. Choose fifeen phonograms to practice rom Lessons 1-9 and give them to the student. Te teacher chooses a phonogram and reads the sound(s) and spelling hints. Te student must discard the correct phonogram as quickly as possible. For greater challenge, set a timer.
•
Grammar: 9.10 Possessiv Possessives es – page 149 Write an S if the possessive noun adjective is singular, or a P if it is plural.
•
Spelling: Write the spelling words using Phonogram Game Tiles. Tiles.
Vocabulary
9.11 A
Level A Vocabulary
Compound Words Which hich words in our list refer to family members? mother, brother, son, father, sister, daughter, aunt What hat do you call your mother’s mother ’s mother? grandmother What at did i w we e aadd tto om mother ot er to to to form orm g grandmother ran mot er? grand gran
grandmot grandm other her Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Basic Phonogram Flash Cards 2 sets Phonogram Game Cards Timer Phonogram Game Tiles Student notebook Highlighters in 3 colors Morpheme Cards
Level
B
Morpheme Cards: -or
-ress
Level
C
Morpheme Cards: aster
naut
-oid
-al
-ic
med
saur
tyran
male
Lesson 9
What do you call your mother’s mother ’s father? father? grandfather
grandfa grand father ther Which W ic o other t er spelling spe ing words wor s can can you you add a gran grand to? to? g granddaughter, ran aug ter, grandson
granddaugh grandd aughter ter,, grandson grandson Whyy are W are there t ere two two d’s ’s in in granddaughter? gran aug ter? W We e are are joining joining join ing the t e two two words grand and daughter to form a compound word. What do you call your father’s father ’s grandmother? grandmother? great-grandmother
great-grand great -grandmot mother her Notice the hyphen between great and grandmother . The hyphen shows these words are connected. Some compound words are written te n without witt ou wi outt a space, spac sp ace e, like i eg grandmother ran mot er. W When en a compound compo com poun un is written wr writ wr itte itten ten n without a space, it is called a closed compound. Other compounds aare re written wri rittten with wit a hyphen yp en like i e gr gre great-grandmother. Compounds great-grandmother. eat at-g -grran mot er er.. Co Compounds Comp mpou oun n s writwritwri tten with a hyphen are called hyphenated compounds. What do you call your father’s father ’s grandfather? great-grandfather reat-grandfather What W at do o we we need nee between etw twe een great an and and an grandfather randfather ? a hyphen yp en
great-grand great -grandfa father ther What do we call your mother’s great-grandfather? great-greatgrandfather How many hyphens did we use? two
great-great great -great-grand -grandffat ather her Which family words can be combined with step step? tep?? st tep stepmother, step epmo mott er er,, stepstepste pfather, stepdaughter, stepson
stepmot ste pmother her,, stepfa stepfather ther,, stepdaugh stepdaughter ter,, stepson stepson What is a stepmother? If a father remarries, his new wife will be a stepmother to his children. Are the compounds formed with step step closed ep closed c ose or or hyphenated yp enate comcompounds? closed compounds The T e on onlyy way to know now ifi a compoun compound is hyphenated yp enate or closed c ose is to look it up in the dictionary. dictionar y. What does a married woman call her husband’s mother? motherin-law inin - aw Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
3711 37
372
Essentials Teacher’s Guide
mother-in-law What at does oes a married marrie woman woman call ca her er husband’s us an ’s father? at er? father-inat at er-inlaw
father-in-law Whyy do o you you think t in it it is is called ca e that? t at ? M Marriage arriag agee is defined e in inee byy law. aw. They aw T ey are not related to each other by blood. Rather they are related by marriage or by law. What hat kind of compound is m mother-in-law ot er-in- aw ? IItt iiss a hyphenated yp ena natte ccomom-om pound. 9..11A 9.11A 9.11 A V Vocabulary oca u ary De Deve Development Development ve op opme ment nt – pa page ge 150 C Complete omp ete the t e acacac tivity ivity in your workbook. Answer nswer Key: bro brother brothe therr and an sister, sister sis ter,, mother motherr and mothe an ather, athe a therr, greatgreat-great grandmother gran gr an mo moth ther er and an great-grandather, an grea gr eatt-gr gran an a ath ther er,, stepmother stepmo step moth ther er and an stepather, an step st epa ath ther er,, stepbrother and stepsister, great-great-grandather and great-greatgrandmother, stepdaughter and stepson, great-grandson and greatgranddaughter, daughter-in-law and son-in-law, ather-in-law and mother-in-law, mother-in-law mother -in-law,, sister-in-law sister-in-law and an brother-in-law brother-in-la brothe r-in-law w Homophones H omop on one es Sometimes words sound alike but are spelled differently. These are ccalled a e homophones. omop ones.
Write homophone on the board. Homo means same Homo means same and and phone phone means means sound . Homophones are two words that sound the same but are spelled differently. Find a word that hat is a homophone, or sounds the same, as a word from this week. son – sun Draw a nd a son in your notebook and label them. t hem. raw a picture of a sun and B
Level B Vocabulary Look ook at the first two words in Spelling List 9. Do you see a pattern? ern? Actor an and actress both ot have ave act.
actor
actress
What hat does an actor do? acts What at does oes an actress do? o? acts Do o you see the word act in in actor and and actress actress?? yes es
- or noun suffix Latin
actor act or
actress act ress
What hat other morphemes do you see? -or and -ress Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson 9
What do you think the morpheme -or means? means? a person What W at do o you you think t in the t e morpheme -ress morpheme morp eme -ress -ress means? means? a woman Write the words actor and and actress actress in in a notebook. Highlight the morphemes p emes in in each eac word wor in in a different i erent ccolor. o or.
actor act or
actress act ress
Do D o you you see see any any other ot er words wor s in in the t e list ist that t at include inc u e the t e morpheme morp eme -or? Actor, visitor, doctor, doctor, and director all end in -or. Are A re they t ey all a people? peop e? yes
-ress feminine noun suffix Latin
What pattern do you see with words 3 and 4 in List 9? Waiter and waitress both have wait.
wait What are some of the meanings of wait? to look foward to, to delay before acting, to expect
wait on What does this mean? to serve What does a waiter or waitress do? They wait wait on (serve) people people in a restaurant. What do you think the suffix -er suffix -er in in waiter means? means? It means a person who w o does oes the t e action action (of o waiting waiting on on tables, ta es, in in tthis is example). examp e . What does the suffix -ress -ress in in waitress mean? A woman who does the action. 9.1 9.11B-1 9.11B. 1B-1 -1 Morphemes Morp em emes es –– page page 152 Highlight ighlight the morphemes in each word. Write a definition for each morpheme on the lines below. 9..11B9.11B-2 9.11 B-2 -2 Vocabulary Voca Voc a u ar ary y Matr Ma Matrix tr x – page page pag e 154 C Combine om ine the t e mormorphemes to make new words. Write them on the lines below. C
Level C Vocabulary What patterns do you notice in Spelling List 9? astronaut and astteroid eroi both ot start start with wit ast ast and an are are both ot about a out space. space. Two Two words wor s end en with ical. Astronaut and nautical both have the root naut. Dinosaur, stegosaurus, steg st egos osau auru rus, s, an and ty tyra tyrannosaurus rann nnos osau auru russ a all have avee sa av saur ur an and are are related re at atee in meaning. Malevolent and malefactor both begin with male.
astro, aster, naut, -oid What W at do o you you notice notice about a out the t e words wor s asteroi asteroid an and as and astronaut rona ro nau u? T They ey both have AST. They both have an R. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
aster astr
star Greek
naut sailor, pertaining to ships Latin
373
3744 37
Essentials Teacher’s Guide
astronautt astronau
asteroid
Do o you think they are related? Astr is is an alternative spelling for aster . Can you think of other words that use the root aster or or astr ? astronomy, astrology, astrology, astrophysics, asterisk, aster
Discuss Discu ss the the meaning meaning o each meaning each word. each wor . wor Do o you have any guesses what aster means? means? Aster means means star . How and ow does oes the t e word wor star relate relate to the meaning of astronaut and an asteroid eroid ? Stars are in space. Astronauts travel into space (toward the stars). Asteroids are smaller chunks of rock traveling in space with the stars. What at do o you you think t in the t e roots root ro otss are are in in astronaut? astr as tron onau aut? t? I will will give you a hint. In Latin when ttwo wo roots are joined together to make ake a compound word, O is often of ten used as a connector. connector. It joins the two wo roots roots roo ts together. toget tog et er er.. T Thee roots roots roo ts are are astr astrr and ast an naut. an nau na ut.
astroonaut astr What at is an astronaut? A person w who o trave travelss in space. space. Can you think of other words that use the root naut ? nautical, nautilus, ti us, argonaut… argonaut… What hat does naut mean? mean? Naut means means sailor . What at does oess the oe t e word worr astronaut wo astr as tron onau autt literally iteraa y mean? iter mean me an?? star tarr sailor ta sai or sai Iss that an accurate description of what an astronaut does? yes es What at morphemes morp emes make ma e up up the t e word wor asteroid? asteroi ? aster aster and an oid oi What hat do you think -oid means? -oid means -oi means like like or i e or rresembling esem ing What hat does asteroid literally mean? resembling a star Does oes that describe an asteroid? yes
-oid like, resembling Latin
Teacher Tip Astronaut Level C Astronaut was Astronaut was first used in a work of fiction called “Across the Zodiac” by Percy Gregg in 1880.
Teacher Tip Connector O Level C Other Latin roots joined by an O include thermometer and and phonogram phonogr am..
-all -a
--icc What hat do you notice about words 3 and 4 in Spelling Spelling List List 9? 9? They both end in -ical. Write rite these t ese words wor s in in a notebook note oo while w i e I write write them t em on on the t e board. o ar .
nautical
medical
Do o you you think- ical thinkt in - ica ical i is iss a single sing e morpheme? si morp eme? Why mo W y or or why w y not? not? no Do o you see another word in medical ? medic What at iiss a medic? me ic? A p person erson w who oo offers ers m medical e ica help. e p. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
characterized by, kind of Latin, Greek, English
-icc -i adjective, noun, and verb suffix Latin, Greek
Lesson 9
In Latin m medic e ic means means physician. What is the suffix added to medic to to make medical ? -al What W at does oes -a -al mean? mean? characterized by, kind of Medic is also made up of a suffix and a root.
Show the morpheme car card
-ic
.
This suffix shows the word is an adjective, adjective, a noun, or a verb. verb. What is the root? med
Show the morpheme car card med . Med means means heal. What W at other ot er words wor s can can you you think t in of o with wit the t e morpheme morp eme med? med? me ? medme icine, medicinal, medication, remedy Highlight the morphemes in medical .
3755 37
Teacher Tip Med & Medic Level C The Latin root med meaning “heal” is most commonly found in English with the Latin suffix -ic, as in medical medical and and medicinal. There is an additional Latin root med which means med which “middle” as in medium , mediate , , and intermediate mediate intermediate..
med me d heal
medical med c med c al
Latin
What are the definitions of the morphemes in medical ? characterized by healing Is that t at an accurate accura acc urate te description? escrip esc riptio tion? n? answers vary What is the root for nautical ? naut What W at has as been een added a e to to the t e rroot? oot? --ic ic a and n --al a Highlight the morphemes. How many suffixes were added? two
nautical naut c al
saur saurus
lizard Latin
tyran
Is -ica -ical a a morpheme? morp mo rp em eme? e? no
tyrant Latin
saur Which words include the root saur aur ? dinosaur, stegosaurus, tyrannosaurus What do you think saur means? means? answers vary
Show the morpheme card saur . What is an alternative spelling of the morpheme saur ? saurus Saur means means lizard. Each of the dinosaurs was named with Latin roots. 9.11 D 9.11C 9.11 Dinosaurs nosa no saur urss – pa page ge 155 R Read ea the t e name name of o each eac dinosaur. inosaur. Highlight the roots. Leave the connector O without a highlight. Write Write the literal definition of each morpheme below each word. Using the internet, look up a picture of each dinosaur. How do the roots relate to their shapes or behaviors? Why did someone choose tthe e name? name? nam e? Why W y is is the t e name name nam e appropriate? apprrop app opri riat ate? e? Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Challenge Vocabulary Level C • Using your knowledge of roots, name a new type of dinosaur. Draw a picture. Explain the reason for the name. • Look up other types of dinosaurs. How do the roots in their names provide further insight into their behavior, anatomy, or environment? Create a poster.
376
Essentials Teacher’s Guide
male ma e What hat words from a previous list do the words malevolent and and malefactor actor re remind rremind emin yyou ou of? o ? benevolent enev en evo o en entt and an benefactor enee ac en acto tor r What hat does the root vol mean? mean? willing Do o you have ave any guesses guesse gue ssess what w at ma male (mălĕ) male e ( (mălĕ) (mă mă ĕ means? mean me ans? s?
Show the morpheme card male . m ăl-ĕ/. Male means evil. Male Male is ale is ale is pronounced with two syllables: / măl-ĕ/. What at does oes m malevolent a ev evo o ent mean? mean? ccharacterized aracterize byy willing wi ing evil evi Describe escribe a malevolent character. character. What at is a m malefactor a e ac acto tor r ? A ma malefactor e actor is a person w who o does oes evi evil..
male evil Latin
Teacher Tip Male If students have seen the movie or Sleeping Maleficent or Sleeping Beauty, draw a connection to the morpheme male male..
Dictation
9.12 A 1.. 2.. 3.. 4..
grandmother’s perfect bread raw eggs the daughter’s daughter ’s laugh grandfathers, fathers, and sons
B 1.. 2. 3..
the doctor’s fault the artist’s artist ’s address a waiter, a waitress, and a visitor
C 1.. 2.. 3.. 4..
a malevolent lawyer the astronaut’s memoir the restaurant’s sauerkraut an authentic fossil
Reading
9.13
Teacher Tip The Essentials Reader – Reader – Lesson 9 (optional)
Composition
9.14 A
9.14A . Composition Composit on – page 156 Composit 1 6 Direct the students to write six phrases phra ph rase sess that that show show sho w possession posses poss essi sion on with with the the words the wor s ound wor oun in their oun their the ir workbooks. wor boo s. wor Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Struggling Readers If a student struggles to read a word, underline the multi-letter phonograms.
Lesson 9
Day 5 9.15
Check Your Understanding
Review
All
•
C C
•
Review w the concepts taught so ar using Grammar Flash Grammar: Revie Cards 1-1.3; 2-2.6; 7; 11.1. Vocabulary: oca u ary: Provide Prov Pr ovii e the the st stu students u en ents ts wi with th se seve seven ven n in index ex ca car cards. r s. Sa Sayy th thee me mean meaning anin ingg o o each morpheme. morphem morp heme. e. Te Te students stu ents should stu shoul sho ul write write each each morpheme each morpheme morphe me on on an on an index card. Combine these with the index cards rom previous lessons. sstar ar — a aster s er sailor, pertaining to ships — naut suffix: like, resembling — -oid adjective, noun, and verb suffix — -ic heal eal — med lizard izar — saur, , saurus tyrant yra ran n — tyran evili — ma malee evi ev
Shuffle all the Morpheme Flash Cards learned le arned in Lessons L essons 1-9. Place Pla ce six cards with the morpheme acing up and the definition acing down. own wn.. Read Reaa the Re the definition e ni niti tion on and an ask as the the student stu st u en entt to to slap slaap the sl the correct corr co rrec ectt card.. Replace it with car with a new morpheme. morpheme. Continue Continue until until all all the the mormormorphemes have been practiced.
9.16
Check Your Understanding
All
Check Your Your Understanding Understandin g 9 – page 157-159
Phonograms
All
Dictate the phonograms. 1.
2. 3.
4.
oa /ō/ two-letter /ō/ that
5.
au /ä/ two-letter /ä/ that may
may NOT be used at the end of
NOT be used at the end of
English words.
English words.
r /r/ aw /ä/ two-letter /ä/ that may
6.
be used at the end of English
8.
words.
9.
or
/ōr/
7.
10.
a /ă-ā-ä/ wh /wh/ u /ŭ-ū-ö-ü/ b /b/ d /d/
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Grammar Flash Cards
Level
C
Morpheme Cards Index cards
Teacher Tip Vocabulary Level C See “List of Morphemes” on page 611 for a chart of morphemes and their definitions. def initions. In a classroom, have students play in groups of 2-4 students.
377
378
Essentials Teacher’s Guide 11.
12. 13. 14. 15. 16. 17. 18.
19. 20. 21.
ai
/ā/ that may NOT NOT be used
at the end of English words.
30.
ea /ē-ĕ-ā/ e /ĕ-ē/ y /y-ĭ-ī-ē/ qu /kw/ w /w/ f /f/ ay /ā/ that may be used at the the
31.
end of English words.
38.
ar i oi
39.
/är/
22. j
24. 25.
26. 27. 28.
32. 33. 34. 35. 36. 37.
ch /ch-k-sh/ l /l/ ng /ng/ m /m/ o /ŏ-ō-ö/ p /p/ ee /ē/ double /ē/ h /h/ oo /ö-ü-ō/ x /ks-z/ sh /sh/ used only at the
/ĭ-ī-ē-y/
beginning of a word or at the
/oi/ that may NOT NOT be used
end of a syllable.
at the end of English words.
23.
29.
40. 41.
/j/ the /j/ of jump
oy /oi/ that may be used at
42.
the end of English words.
43.
z /z/ oe /ō-ö/ that may be used at
44.
the end of English words.
46.
k /k/ tall /k/ th /th-TH/ augh /ä-ăf/
47.
45.
48.
er /er/ the /er/ of her ck /k/ two-letter /k/ g /g-j/ t /t/ v /v/ n /n/ igh /ī/ three-letter /ī/ c /k-s/ s /s-z/
Exploring Sounds
All
Mark the I and a nd Y with a breve or a line (macron) to show if it is saying its short or long sound at the end of the syllable.
Spelling Rules
All 1.
Circle the words that follows the th e rule “A “A E O U usually say their long sounds at the th e end of the t he syllable.”
2.
Circle the word with a short /ĭ/ at the end of the syllable.
3.
Circle the word with a long /ī/ at the end of the syllable.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson 9
Dictation Read the phrase. Ask the students to repeat it aloud, then write it in their workbooks. A 1.. 2. 3.. 4.. 5.. 6.. 7.. 8..
mother’s aunt father’s brother a great sister the author’s corner sons and daughters the right year the best laughter raw eggs
B 1.. 2. 3.. 4.. 5.. 6.. 7.. 8.. 9..
the hawk’s throat the pilot’s fault actors and actresses the waiter’s poem the visitor’s visitor ’s waitress an automatic robot the breathless artist a selfish president the kindergarten teacher’s computer
C 1.. 2.. 3.. 4.. 5.. 6.. 7.. 8.. 9..
All
sauerkraut and biscuits a prominent astronaut a stegosaurus and a tyrannosaurus the lawyer’ lawyer ’s memos an authentic dinosaur fossil the colossal asteroid a medical assistant a nautical map a quaint restaurant
Grammar
Ask students to label the parts o speech in the dictation phrases.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
379
380
Essentials Teacher’s Guide
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
381
Lesson 10 Phonograms
ou
Level
mn
C
ow
ough
Exploring Sounds
Phonograms with Multiple Sounds
Spelling Rule
Spelling Rules 22 and 28
Spelling Journal
/ow/
Grammar
9 Sentences, 1.7 Subject Nouns, 3 Verbs, 3.1 Action Verbs, 12.1 Capitalization
Vocabulary
Level
A
Level
B
Level
C
Day 1
-less
-ful Spelling Rule 24
Simple Present, Present Continuous, Future Tenses, -ing apt
plaud
con-
dis-
cred
-ous
demn
sub-
cumb
Essential Concepts Materials
10.1
Phonograms
All
New Phonograms ou, ow, ough Today T oday we will learn learn new phonograms phonograms that are related related..
Basic Phonogram Flash Cards & ou
ow
ough
Spelling Rule Card 28 LOE Whiteboard
Level
C
Advanced Phonogram
mn
Show ou . /ow-ō-ö -ŭ-ü/ /ow-ō-ö /ow-ō-ö-ŭ-ü/ /ow-ō-ö-ŭ-ü/ -ŭ-ü/ Repeat the sounds. /ow-ō-ö /ow-ō-ö-ŭ-ü/ -ŭ-ü/ How many sounds does /ow-ō-ö-ŭ-ü/ make? five Is the first sound /ow/ a vowel or a consonant? vowel Why? I can sing it. It is not blocked. blocked. Is the second sound /ō/ a vowel or a consonant? vowel Why? I can sing it. It is not blocked. blocked. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip OU says /ü/ If your flashcards or phonogram quick reference do not include the fifth sound /ü/, add the sound along with the sample word could could..
382
Essentials Teacher’s Guide
Is the third sound /ö/ a vowel or a consonant? vowel Why? I can sing it. It is not blocked. blocked. Is the fourth sound /ŭ/ a vowel or a consonant? vowel Why? I can sing it. It is not blocked. blocked. Is the fifth sound /ü/ a vowel or a consonant? vowel Why? I can sing it. It is not blocked. blocked. What type of vowel is /ow-ō-ö-ŭ-ü/? It is a multi-letter vowel.
Show ow . /ow-ō/ /ow-ō/ Repeat the sounds. /ow-ō/ How many many sounds does /ow-ō/ make? two
Show ou and ow .
Teacher Tip OU says /ü/ LOE has added a fifth sound to OU. Basic phonogram sounds are determined based upon two factors: frequency of use in the language and use within high-frequency words. Since the sound /ü/ is found in could , would , and should , all high-frequency words, we have added it to the phonogram.
How are these related? They both begin with the letter O. They both say /ow-ō/. They are both multi-letter vowels. How are they different? One ends with the letter U and one ends with the letter W. OU has more sounds. Which one may I use at the end of English words? OW Which one may I NOT use at the end of English words? OU Why? English words do not end in I, U, V, or J.
Show ough . /ŏ-ō- ö-ow-ŭf-ŏf/ /ŏ-ō-ö-ow-ŭfŏf/ /ŏ-ō /ŏ-ō-ö-ö-ow-ŭf-ŏf/ ow-ŭf-ŏf/ Repeat the sounds. /ŏ-ō /ŏ-ō-ö-ö-ow-ŭf-ŏf/ ow-ŭf-ŏf/ How many sounds does /ŏ-ō-ö-ow-ŭf-ŏf/ make? six
Show ou and ough . How are these phonograms related? They both start with the letters OU. They share the sounds /ow-ō-ö/.
Show ough . What does this say? /ŏ-ō /ŏ-ō-ö-ow-ŭf-ŏf/ ö-ow-ŭf-ŏf/ What rule applies to this phonogram? Phonograms ending in GH are used only at the end of a base word or before the letter T. The GH is either silent or pronounced /f/. Like the other phonograms ending in GH, /ŏ-ō-ö-ow-ŭf-ŏf/ is not very common. It is found in only twenty-two base words. 10.1 OUGH Words – page 161 These 161 These are the words that use the phonogram OUGH. Read each word. Underline the /ŏ-ō-ö-ow-ŭfŏf/. Mark it if it is saying its second, third, fourth, fifth, or sixth sound. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 28 Phonograms ending in GH are used only at the end of a base word, or before the letter T. The GH is either silent or pronounced /f/.
Optional Practice OUGH • Create a silly sentence to memorize which words are spelled with OUGH. • Create a collage of OU, OW OW,, and OUGH words.
Teacher Tip OUGH The final word is furlough is furlough.. It is not introduced yet because students have not yet learned the phonogram UR.
Lesson 10
383
/ŏ/
/ō/
/ö/
/ow/
/ŭf/
/ ŏ f/
bought brought fought nought ought sought thought wrought
2 borou gh 2 dou gh 2 thorou gh 2 thou gh
3 throu gh
4 bou gh 4 drou ght 4 plou gh
5 enou gh 5 rou gh 5 tou gh
6 cou gh 6 trou gh
Read each word again and use it in a sentence. Highlight the words that are the most important importa nt for you to remember.
Teacher Tip Borough
C
Advanced Phonogram
Show
mn
.
This T is p phonogram onogram has as two sounds, soun s, /m-n/. m-n . This T is aadvanced vance p phon phonogram onogram ogram is used in Greek and Latin roots such as hymn hymn,, column column,, solemn solemn, olemn,, and olemn mnemonic .
Phonogram Flashcards
All
Drill the phonograms with lash cards.
10.2
Exploring Sounds
All
Phonograms with Multiple Sounds
Be careful not to confuse these words: borough /ber rō/ An incorporated community, similar to a city. burrow /ber rō/ A tunnel in the ground made by an animal such as a rabbit. borrow /bŏr rō/ To take something with a promise to return it.
Advanced Phonogram
mn /m-n/ hymn mnemonic
Show ow . What does this say? /ow-ō/
Show ou . What does this say? /ow-ō-ö /ow-ō-ö-ŭ-ü/ -ŭ-ü/ We will write words using these two phonograms. On your whiteboard, write the word cow . Which spelling of /ow/ will you use? OW, /ow-ō/ Why? English words do not end in I, U, V, V, or J. How will you mark it? Underline the /ow/ Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Greek and Latin
384
Essentials Teacher’s Guide
Now write snow . Which of these two spellings of /ō/ will you use? OW, /ow-ō/ Why? English words do not end in I, U, V, V, or J. How will you mark it? Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound. On your whiteboard, write the word out . Which phonogram do you think we will use? OU, /ow-ō-ö-ŭ-ü/ Why? It is not at the end. end. How will you mark it? Underline /ow/. Now write soul . Which phonogram do you think we will use? OU, /ow-ō-ö-ŭ-ü/ /ow-ō-ö-ŭ-ü/ Why? Because it is not at the end. How will you mark it? Underline the /ō/ and put a 2 over it. Now write touch touch.. Which phonogram do you think we will use to spell touch touch?? /ow-ōö-ŭ-ü/ Why? It is not at the end. end. OW does not say /ŭ/. How will you mark touch touch?? Underline the /ŭ/ and put a 4 over it. Underline /ch/. Now write howl . Which phonogram phonogram do you think we we will use? Why? Does the hint state that you cannot use OW in the middle of the word? no Though OU is more more commonly used in in the middle, OW is also used. Use /ow-ō/ and write howl . How will you mark it? Underline the /ow/. Now write you write you.. Which phonogram do you think we will use? OU Why? OW doesn’t say /ö/. Is there a problem though? Yes es,, English words do not end in I, U, V, or J This, however, however, is is an exception. Use OU, /ow-ō-ö /ow-ō-ö-ŭ-ü/. -ŭ-ü/. How will you mark it? Underline the /ö/ and put a 3 over it. What is the problem with the word you you?? It ends with a U; English words do not end in I, U, V, or J. The spelling rules and phonograms logically explain 98% of English words. Though the phonogram sounds make sense, the word you word you is is an exception to the rule English words do not end in I, U, V, or J. It J. It is a very old word. The oldest words are the ones which are most likely to have exceptions. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip OU The only other common words that end in OU are bayou , is also caribou , and thou thou.. Thou Thou is a very old English word and an exception to the rule. Bayou and caribou are loan words caribou are from other languages.
Lesson 10
385
Write I on the board.
I What does this say? I Do you see a problem? English words do not end in I, U, V, or J. I like to remember these two words with the saying, “You and I are very special; therefore, you and I can end in U and I.” Let’s say it together. “You and I are very special; therefore, you and I can end in U and I.”
Show ough . What does this say? /ŏ-ō /ŏ-ō-ö-ow-ŭf-ŏf/ ö-ow-ŭf-ŏf/ I will write a word on the board. I want you to read it. Start with the first sound; if that does not make sense, try the next one.
bought bought How will we mark it? Underline the / ŏ/.
bought Here is another words that uses /ŏ-ō-ö-ow-ŭf-ŏf/.
enough What will the /ĕ-ē/ say? /ē/ Why? A E O U usually say their long sounds at the end of the syllable. syllable. Now read the rest of the word. Try each of the sounds of /ŏ-ō-ö-ow/ŏ-ō- ö-owŭf-ŏf/ until you find the one that makes sense. enough 5 enou gh
How will we mark it? Underline the /ŭf/ /ŭf/ and put put a 5 over it. /ŏ-ō-ö/ŏ-ō-ö ow-ŭf-ŏf/ said its fifth sound.
Hold up ow , ou , ough . These phonograms sometimes cause confusion for people when they are reading and spelling. They are all related, and they all say more than one sound. The only only way to know which sound a phonogram is is saying is to consider if the word makes sense. As you try the sounds, you will need to decide if the sounds make a word and if that word makes sense within the sentence. If it is a word that is unfamiliar to you, you may need to look up the pronunciation to be certain. cer tain. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip You & I and I are two exceptions You ou and to the rule: English words do not end in I, U, V, or J. These are both very old words. A great memory tool for these words is that You and I are very special; therefore, you and I can end in U and I.
386
Essentials Teacher’s Guide
10.2-1 Phonograms with Multiple Sounds – page 163 Read the sentence. Begin by trying the first sound of the phonogram. If it does not make sense, try the second sound and so forth. Underline the OU, OW, or OUGH phonogram and mark which sound it is saying. Save this page to use in Day 2 Building Words Words.. 10.2-2 Count the Sounds – page 167 Read the sentences in 10.2-1 again. Add a tally under each phonogram and sound to represent which sound you heard in the word.
Teacher Tip Phonograms with Multiple Sounds 10.2-2 Count the Sounds – page 167
Show ow . Which sound is the most common? /ow/, the first sound
Show ou . Which sound is the most common? /ow/, the first sound
Show ough . Which sound is the most common? /ŏ/, the first sound sound The first sound is the most common. So if you see a word you don’t don’t know that has one of these phonograms, start with the first sound. Then try the next sound, and so forth. forth.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
If students struggle to tally the sounds of each phonogram within the context of sentences, ask them to write each word with OU, OW, or OUGH on index cards and categorize them by sound.
Lesson 10
387
Building Words
Day 2 10.3
•
•
•
C
•
10.4
Review
All
Phonograms: 10.3-1 Phonogram Board Game – page 168 he student rolls the die and advances the correct number o spaces. he student must read each o the phonograms he passes. I the phonograms are read correctly, the student may stay at that spot. I a phonogram is not read correctly, the student rolls the die again and goes backwards the number o spaces shown. Spelling: 10.3-2 Crossword Puzzle – page 169 Ask the students to choose twelve words that use OU, OW, and OUGH. Write them on the grid in crossword puzzle ashion, numbering each word. 10.3-3 Sample Word Wordss – page 171 is a list o sample words which includes phonograms the students have already lear ned. Write Write a hint on the lines below. Using this template, on the second grid, color the squares that are not used. Write a number in the corner o each box where the irst letter or a word will be written. Write the hints on the lines. Give the puzzle to another student or the teacher to complete.
Write it on your whiteGrammar: I will say a possessive phrase. Write board, then illustrate it. Be careul to note whether the noun is singular or plural. father’s cough
the school’s flag
three boys’ toy trains
six authors’ books
Morphemes: M orp emes: Review Review the morpheme morphem morp hemee cards car s rom previous previou prev iouss lessons. lessons less ons..
Spelling Journal
All
/ow/ Spelling Journal /ow/ Write the words on the board as the phonophono-
grams are discussed. Direct students to add the words to their Spelling Journals, writing the spelling o /ow/ in a dierent color or emphasis. Which three phonograms say /ow/? OU, OW, and OUGH Turn to the sound /ow/ on pages 62-63 of your Spelling Journal. ough Which spelling of /ow/ is the least common? /ŏ-ō /ŏ-ō-ö-ö-ow-ŭf-ŏf/ ow-ŭf-ŏf/ Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials 1 die Game pieces Spelling Journal Colored pencil Basic Phonogram Flash Cards & ou
ow
ough
10.2-1 Phonograms with Multiple Sounds
Level Morpheme Cards
C
388
Essentials Teacher’s Guide
Why do you think this phonogram is not common? All the phonograms ending in GH are rare.
Teacher Tip
Show ough . /ŏ-ō- ö-ow-ŭf-ŏf/ /ŏ-ō-ö-ow-ŭfŏf/ says /ow/ in only three words,bough, words, bough, drought, and plough.. Add these to your Spelling Journal. plough ow
Plough Plough is the British spelling; Plough is plow is the American spelling. Introducing plough Introducing is optional plough is for American students.
When we hear the sound /ow/ at the end of the word, how is it usually spelled? OW Why? English words do not end in I, U, V, or J. Therefore it cannot be OU. And OUGH is not common.
Show ow . Write the words on the board as the students add them to their Spelling Journals. What words can you think of that end in the sound /ow/? how, cow, now, plow, vow, wow, allow… (A sample list is provided on the next nex t page). Add these to your Spelling Journal. ou How is /ow/ spelled in the middle of the t he syllable? OU or OW
Show ow and ou . Write the words on the board as the students add them to their Spelling Journals. When we hear /ow/ in the middle of the word we will need to pay careful attention for spelling purposes. What words can you t hink of that have the sound /ow/ in the middle? ground, count, shout, tower, found, town, sound, frown, out, owl… (A sample list is provided on the next page).
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip OU and OW If needed, discuss with students the fact that the rule limits OU, saying it may NOT be at the end. It does not limit OW from being in the middle of a syllable or word.
Lesson 10
ou
ow
ough
May NOT be used at the end of English words.
May be used at the end of English words.
3 words Used at the end of the word and before a T.
grou gr ound nd
cow
bough b ough
cou ount nt
now
drough dr oughtt
shou sh outt
tow ower er
f ound ound
tow ownn
sou s ounnd
frow ownn
outt ou
owl l ow
389
10.2-1 Phonograms with Multiple Sounds – page 163 Take out the OU, OW, and OUGH sentences that you read in the last section. Add the words that are the most difficult for you to spell to your Spelling Journal. Sound out each word as you write it. If the word says /ow/, write it on pages 62-63 62- 63 of your Spelling Journal. The other sounds made by OU, OW, OW, and OUGH can be found on Spelling Journal pages 37-47, 51, and 68. Take care to write each word on the page that has the correct sound. What words can you think of that start with the sound /ow/? owl, ouch, our, out, oust Once again we will need to memorize whether the /ow/ is spelled with an OU or an OW. These These are excellent words to add to your Spelling Journal as you encounter them in your reading and writing.
Write the words on the board as the students add them to their Spelling Journals.
owl ouch ow
our outt ou oust
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Ounce Ounce also starts with /ow/. Ounce also Silent E spelling rule 12.3 will be taught in a later lesson.
390
Essentials Teacher’s Guide
Spelling Analysis
10.5
Spelling List 10 – page 172 A
Tips for List 10.A
ssing, n g, think ng t n In some dialects the short /ĭ/ sounds closer to a long /ē/, especially beore the consonant sounds /n/ and /ng/. /n g/. he sounds soun so un s /ĭ/ /ĭ/ and an /ē/ are are closely closely close ly related. relate rela te . Compare Comparee the Compar the position position positi on o o your o your tongue tongue tong ue and an mouth an mouth mo uth when when saying /ĭ/ and /ē/. Notice that /ĭ/ is more relaxed, and /ē/ is more tense. Some students may need to say to spell sĭng and and thĭnk.
Spelling Analysis
1.
List 10.A
1
2
Word
Sentence
play
Haley likes to play with her little brother.
88
99
q
Write Segment
Analyze
Read
play
33 # Syllables
1
44
5
6
Say to Spell
Say syllable
Segment…
/plā/
/p-l-ay/
plā
shout
Use two-letter /ā/ that may be used at the end of English words.
Do not shout.
1
Par t of Speech
Plural / Past Tense
V, N
plays, played
/showt/ /sh-ou-t/
Use /sh/ used only at the beginning of a word and at the end of a syllable. Use
showt
/ow-ō-ö-ŭ-ü/. /ow-ō-ö -ŭ-ü/.
sh ou t
Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship. Underline /ow/. V, N
3.
whisper
The teacher told them to whisper.
whis per
Underline /wh/. Underline /er/.
2
whĭs per
/whĭs/ /per/
shouts, shouted
/wh-i-s/ /p-er/
V, N 4.
7 Write
Underline /ā/. 3 English words do not end in I, U, V, or J. 9 AY usually spells the sound /ā/ at the end of a base word. Vocabular y
2.
6 … Finger Spell & Cue Cue
sing
Lexi loves to sing along 1 with the music.
sing
Underline /ng/.
sĭng
/sĭng/
Use /ĭ-ī-ē-y/. Use /s-z/. Use the /er/ of her.
whispers, whispered
/s-i-ng/
V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Use /s-z/. Use /ĭ-ī-ē-y/.
sang
Lesson 10
5.
/ a / /g-r-ee/
The men agree on the decision.
ā gree
Say to spell /ā/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /ē/ double /ē/.
2
ā grē
a- toward, add gree pleasure 6.
/ ā / /grē/
agree
cough
She has a bad cough.
V 1
kŏ f
/kŏf/
3911 39
Use /ē/ double /ē/.
agreed
/c-ough/
Use /k-s/.
1
6
cou gh
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ŏf/ and put a 6 over it. /ŏ-ō-ö-ow-ŭf-ŏf/ said its sixth sound. 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. The GH is either silent or pronounced /f/. V, N
7.
help
The children like to help their mother in the garden.
help
All first sounds.
1
hĕlp
/hĕlp/
coughs, coughed
/h-e-l-p/
V, N
8.
/wāt/
help, helped
/w-ai-t/
wait
They always wait at the 1 curb for the bus.
wai t
Underline /ā/ that may NOT be used at the end of English words.
wāt
V, N 9.
touch 4
to u ch
She can touch her toes. 1
tŭch
/tŭch/
waits, waited
/t-ou-ch/
slee p
Use /ow-ō-ö-ŭ-ü/.
Underline the /ŭ/ and put a 4 over over it. /ow-ō-ö /ow-ō-ö-ŭ-ü/ -ŭ-ü/ said its fourth sound. Underline /ch/. V, N
10. sleep
Use two-letter /ā/ that may NOT be used at the end of English words.
Peyton likes to sleep with her stuffed dog.
1
slēp
/slēp/
touches, touched
/s-l-ee-p/
Use /s-z/. Use /ē/ double /ē/.
Underline /ē/ double /ē/. V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
sleep, slept
392
Essentials Teacher’s Guide
11. destroy
dē stroy
Please don’t destroy the sandcastle.
2
dē stroi
think
/d-e / /s-t-r-oy/
Richard can’t think of the name of the fifteenth president.
V
1
thĭnk
/thĭnk/
destroyed
/th-i-n-k/
ō pen
The suitcase is open.
2
ō pĕ pĕn
/ō/ /pĕn/
th o u gh t
/o/ /p-e-n/
Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. V, Adj
14. fight
fight
They had a snowball fight.
1
fīt
/fīt/
opened
/f-igh-t/
Underline /ī/. 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. T. The GH is either silent or pronounced /f/. V, N
15. pound
pound
Use /ĭ-ī-ē-y/. Use tall /k/.
Underline /th/. V
13. open
Use /s-z/. Use /oi/ that may be used at the end of English words.
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /oi/. 3 English words do not end in I, U, V, or J. de- away, out, intensity stroy build
12. think
/d ē / /stroi/
He will pound the nail with the hammer.
1
pownd
fights, fought
/pownd/ /p-ou-n-d/ Use /ow-ō-ö-ŭ-ü/.
Underline /ow/. V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
pounds, pounded
Lesson 10 B
Tips for List 10.B Spelling Analysis
1.
List 10.B
1
2
Word
Sentence
33
cheat
Jacob tried to cheat on the test.
88
99
q
Write Segment
Analyze
Read
ch ea t
Underline /ch/. Underline /ē/.
# Syllables
1
44
5
6
Say to Spell
Say syllable
Segment…
chēt
/chēt/
/ch-ea-t/
Vocabular y
2.
V, N
cheats, cheated
/kwĭv/ /er/
/qu-i-v/ /er/
The quiver holds arrows.
qu iv er
Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. Underline /er/.
howl
I heard a wolf howl.
how l
Underline /ow/.
echo 2
ech ō
kwĭv er
1
howl
/howl/
quivers, quivered
/h-ow-l/
Loud sounds echo off the buildings.
2
ĕk ō
/ĕk/ /ō/
/e-ch/ /o/
/kärt/ /whēl/
cartwheel
The little girl did a cartwheel.
car t wh eel
Underline /är/. Underline /wh/. Underline /ē/ double /ē/.
crawl
crawl
Use /ch-k-sh/.
Underline /k/ and put a 2 over it. /ch-k-sh/ said its second sound. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable.
2
kärt whēl
echoes, echoed
/c-ar-t/ /wh-ee-l/
N, V
6.
Use /ow-ō/.
howls, howled
N, V 5.
Use /ĭ-ī-ē-y/. Use the /er/ of her.
quiver
2
7 Write
Use /ē-ĕ-ā/.
Plural / Past Tense
V, N 4.
6 … Finger Spell & Cue Cue
Par t of Speech
N, V 3.
3933 39
The baby has learned to crawl. 1
/kräl/ 1
Use /k-s/. Use /ē/ double /ē/.
cartwheels, cartwheeled
/c-r-aw-l/
kräl
Use /k-s/. Use two-letter /ä/ that may be used at the end of English words.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ä/. V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
crawls, crawled
394
7.
Essentials Teacher’s Guide
leap
I like to watch the dolphin leap out of the 1 water.
lea p
Underline /ē/.
lēp
/lēp/
/l-ea-p/
N, V 8.
melt
The chocolate will melt 1 in the hot sun.
melt
All first sounds.
mĕlt
/mĕlt/
leaps, leaped
/m-e-l-t/
V
9.
/wāl/
melted
/w-ai-l/
wail
Kayla let out a loud wail.
wai l
Underline /ā/ that may NOT be used at the end of English words.
1
wāl
N, V 10. swallow
2
swäl low
The boy needs to swallow the medicine.
2
swäl lō
/swäl/ /lō/
van ish
/s-w-a-l/ /l-ow/
spea k
Use /s-z/. Use /ow-ō/.
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. Underline the /ō/ and put a 2 over it. /ow-ō/ said its second sound.
The magician will make the card vanish from 2 sight.
/văn/ /ĭsh/
swallows, swallowed
/v-a-n/ /i-sh/
văn ĭsh
Use /ĭ-ī-ē-y/. Use /sh/ used only at the beginning of a word and at the end of a syllable.
Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship. V
12. speak
Use two-letter /ā/ that may NOT be used at the end of English words.
wails, wailed
N, V
11. vanish
Use /ē-ĕ-ā/.
Please speak clearly into the microphone.
1
spēk
/spēk/
vanished
/s-p-ea-k/
Use /s-z/. Use /ē-ĕ-ā/. Use tall /k/.
Underline /ē/. V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
spoke
Lesson 10
13. soar
soa r
Watch the eagle soar above us.
/sōr/ 1
/s-oa-r/
sōr
14. scowl
scowl
The girl has a scowl on her face.
1
skowl
/skowl/
soared
/s-c-ow-l/
swee p
Use /s-z/. Use /k-s/. Use
/ow-ō/.
Underline /ow/. V, N
15. sweep
Use /s-z/. Use two-letter /ō/ that may NOT be used at the end of English words.
Underline /ō/. V
It is John’s turn to sweep the barn.
1
swēp
/swēp/
scowls, scowled
/s-w-ee-p/ Use /s-z/. Use /ē/ double /ē/.
Underline /ē/ double /ē/. V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
395
sweeps, swept
396
Essentials Teacher’s Guide
C
Tips ips for List 10.C Spelling Analysis
1.
1
2
Word
Sentence
33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
/ ă p/ /pläd/
/ a-p/ /p-l-au-d/
7 Write
Use two-letter /ä/ that may NOT be used at the end of English words.
Remember to applaud the speaker.
88
99
q
Write Segment
Analyze
Read
2
ăp pläd
Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /ä/. Vocabular y
Par t of Speech
Plural / Past Tense
ap- toward, add plaud clap
V
applauded
/ ā / /dăpt/
/ a / /d-a-p-t/
adapt
This audio jack will adapt to the cord.
ā dapt
Say to spell /ā/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable.
2
ā dăpt
ad- toward, add apt fitted, suited
3.
6 … Finger Spell & Cue Cue
applaud
ap plaud
2.
List 10.C
condemn
The city plans to condemn the building.
V
2
k ŏn dĕm
/k ŏn/ /dĕm/
adapted
/c-o-n/ /d-e-mn/
Use /k-s/. Use the advanced phonogram /m-n/.
1
con demn
4.
marvelous
4
mar vel o u s
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline the advanced phonogram /m/. con- with, together, completely demn damage, harm
V
The actor who played Spiderman was marvelous!
/mär/ /v ĕl/ /ŭs/
3
mär vĕl ŭs
condemned
/m-ar/ /v-e-l/ /ou-s/
Use /ow-ō-ö-ŭ-ü/. Use /s-z/.
Underline /är/. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /ŭ/ and put a 4 over it. /ow-ō-ö-ŭ-ü/ said its fourth sound. -ous ad adje ject ctiv ive e suff suffix ix,, full full of of,, char charact acter eriz ized ed by
Adjj Ad
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson 10
5.
/d-e / /s-p-ai-r/
Use /s-z/. Use two-letter /ā/ that may NOT be used at the end of English words.
despair
Do not despair over the test.
dē spai r
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ā/ that may NOT be used at the end of English words.
2
dē spār
de- away, out, intensity spair hope
6.
/d ē / /spār/
397
succumb
Don’t succumb to temptation to eat all of the cookies.
V, N
2
sŭk kŭm
/sŭk/ /kŭm/
despair, despaired
/s-u-c/ /c-u-mb/
Use /s-z/. Use /k-s/. Use /k-s/. Use the advanced phonogram /m/.
1
suc cumb
7.
8.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline the advanced phonogram /m/. suc- below, under, beneath, secondary cumb lie down
V
protest
Did you hear about the 2 protest?
/prō/ /tĕst/
prō test
Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable.
prō tĕst
pro- in front, in favor of, forward test witness, testify
V, N
flounder
Josh was left to flounder on his own, without support, in school.
/flown/ /der/
floun der
Underline /ow/. Underline /er/.
2
flown der
succumbed
/p-r-o/ /t-e-s-t/
protests, protested
/f-l-ou-n/ /d-er/
V, N
9.
discover
What will Abby discover with her magnifying glass?
3
dĭs kŏ v er
/dĭs/ /k ŏv/ /er/
Use /s-z/.
Use /ow-ō-ö-ŭ-ü/. Use the /er/ of her.
flounder, floundered
/d-i-s/ /c-o-v/ /er/
Use /ĭ-ī-ē-y/. Use /s-z/. Use /k-s/. Use the /er/ of her.
1
dis cov er
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ŏ/. say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. Underline /er/. dis- apart, away, opposite cover cover, shut, close
V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
discovered
31.2
O may
398
Essentials Teacher’s Guide
10. disappear
dis ap pea r
11. disagree
dis ā gree
12. discredit
dis cred it
13. credulous
The road will disappear 3 around the bend.
dĭs ăp pēr
/dĭs/ / ă p/ /pēr/
/d-i-s/ / a-p/ /p-ea-r/
cred ū lou s
Use /ē-ĕ-ā/.
Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /ē/. dis- apart, away, opposite ap- toward, add pear visible
V
Ivan and Joy disagree.
/dĭs/ / ā / /grē/
3
dĭs ā grē
disappeared
/d-i-s/ / a / /g-r-ee/
Use /ĭ-ī-ē-y/. Use /s-z/. Use /ē/ double /ē/.
Say to spell /ā/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. 2 G may soften to /j/ only when followed by E, I, or Y. Y. Otherwise, G says /g/. Underline /ē/ double /ē/. dis- apart, away, opposite a- toward, add gree pleasure
V
He spent years trying to discredit the research.
/dĭs/ /krĕd/ /ĭt/
1
3
dĭs krĕd ĭt
disagreed
/d-i-s/ /c-r-e-d/ /i-t/
Use /ĭ-ī-ē-y/. Use /s-z/. Use /k-s/. Use /ĭ-ī-ē-y/.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/.
dis- apart, away, opposite cred believe, entrust -it verb suffix for an action
V
Ray is credulous enough to believe anything I say.
/krĕd/ /ū/ /lŭs/
3
krĕd ū lŭs
discredited
/c-r-e-d/ /u/ /l-ou-s/
1
4
Use /ĭ-ī-ē-y/. Use /s-z/.
Use /k-s/. Use /ow-ō-ö-ŭ-ü/. Use /s-z/.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a line over the /ū/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ŭ/ and put a 4 over it. /ow-ō-öŭ-ü/ said its fourth sound. credul believe, entrust -ous adjective suffix, full of, characterized by
Adj
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson 10
14. incredulous
Their incredulous looks showed that they did 4 not believe what they were hearing.
ĭn krĕd ū lŭs
/ĭn/ /krĕd/ /ū/ /lŭs/
/i-n/ /c-r-e-d/ /u/ /l-ou-s/
399
Use /ĭ-ī-ē-y/. Use /k-s/. Use /ow-ō-ö-ŭ-ü/. Use /s-z/.
1
4
in cred ū lo u s
15. thorough
2
thor ou gh
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a line over the /ū/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ŭ/ and put a 4 over it. /ow-ō-öŭ-ü/ said its fourth sound. in- not credul believe, entrust -ous adjective suffix, full of, characterized by
Adj
Ava did a thorough job 2 cleaning the kitchen.
/thōr / /ō/
thōr th ōr ō ō
/th-or / /ough/
Underline /th/. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. Underline /ō/ and put a 2 over it. /ŏ-ō-ö-ow-ŭf-ŏf/ said its second sound. 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. The GH is either silent or pronounced /f/. Adj
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
400
Essentials Teacher’s Guide
Day 3 10.6
Wordss in Context Word
Review
All
•
Phonograms: Dictate the phonograms. 1. igh /ī/ three-letter /ī/. 11. ow /ow-ō/ that may be used at the end of English words. 2. ou /ow-ō-ö-ŭ-ü/ that may NOT be used at the end of 12. oo /ö-ü-ō/ English words. 13. er /er/ the /er/ of her 3. aw /ä/ two-letter /ä/ that may 14. ea /ē-ĕ-ā/ be used at the end of English the 15. ay /ā/ that may be used at the words. 4. 5. 6. 7.
8.
ough /ŏ-ō-ö-ow-ŭf-ŏf/ ch /ch-k-sh/ ck /k/ two-letter /k/ ai /ā/ that may NOT NOT be used
16. 17.
10.
ar oi
/är/ /oi/ that may NOT NOT be used
at the end of English words. 18.
oa /ō/ two-letter /ō/ that
at the end of English words.
may NOT be used at the end of
au /ä/ two-letter /ä/ that may
English words. 19.
English words. 9.
wh /wh/ ng /ng/
oe /ō-ö/ that may be used at the end of English words.
20.
augh
/ä-ăf/
•
Spelling Rules: Using the Spelling Rule Cards, review rules 3-4, 9-11, 21, 26, 28, 30.
•
Spelling: Spelling I Spy Te student chooses a word rom Spelling Spell ing List 10. He provides a clue to the word such as: “I spy a word with two single-letter singl e-letter vowels” or “I spy a word with three syllables.” Te teacher or other students guess which word the student is thinking o.
All
Student notebook Spelling Rule Cards 3-4, 9-11, 21-22, 26, 28, 30 Grammar Flash Cards 1.7, 3, 3.1, 9, 12.1 Green colored pencil Colored dry erase markers Spelling Journal
end of English words.
NOT be used at the end of
10.7
Materials
Grammar Review What is a noun? A noun is the name of a person, place, thing, or idea. What is an adjective? An adjectives modifies a noun or a pronoun. An adjective answers: What kind? How many? Which one? Whose? What is an article? A, an, the – tiny article adjectives that mark nouns and answer the question: Which?
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Journal /ow/ /ā/ /w/ Ask students to find words with the following sounds in their spelling list and add them to their Spelling Journal. /ow/ – ou, ow, ough /ā/ – a, ai, ay, ea /w/ – w, wh
Lesson 10
Verbs
All
Today T oday we will learn a new new part of speech: the verb.
Show Grammar Flash Card 3 and recite the irst hal o the rule: A verb verb shows shows action, links a description to the subject, or helps another verb. I will read the definition of a verb again. This This time count the number of jobs that a verb has. A verb verb shows shows action, links a description to the subject, or helps another verb. three jobs I will read the definition a third time. This time hold up your hand like a stop sign after I say one of the jobs of a verb, then repeat it aloud. A verb verb shows shows action. A verb shows action. A verb verb shows shows action, links a description to the subject. links a description to the subject
Grammar Flash Card 3 Verb A verb shows action, links a verb shows description to the subject, or helps another verb. To find the verb, go to the subject and ask: What is being said about _____?
Grammar Flash Card 3.1 Action Verb show actions like Action verbs verbs show run and shout, sit and think.
A verb verb shows shows action, links a description to the subject, or helps another verb helps another verb We will begin by focusing on action verbs.
Show Grammar Flash Card 3.1: Action verbs show verbs show actions like run and shout, sit and think. Let’s say this definition together three times. The first time we will shout it; the next time we will say it in a normal voice. The last time we will whisper it. Action verbs show actions like run and shout, sit and think. I will call out an action verb and I want you to act it out: jump, spin, clap, crawl, hop, whisper, think… Now it is your turn. What are some action verbs that you can name? Each of the words in this week’s spelling list (Levels A & B) shows an action. They are action verbs. Spelling List 10 – page 172 Discuss the action that is shown by each word. Direct the students to write a green V next to each verb. C
Which hich words in Spelling List 10 answer the question What kind? in ? marvelous, marv rvee ous, credulous, cre u ous, incredulous, inc ncrre u ous, thorough t oroug What adjectives hat part of speech are these words? a jectiv ivees Mark ark them with Adj. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Level
C
Ask the student to find the four adjectives in the spelling list: marvelous, credulous, incredulous, thorough thorough..
401
402
Essentials Teacher’s Guide
Sentences
All
Until now we have been writing only phrases. Today we will learn about sentences.
Show Grammar Flash Card 9 and recite the rule: A sentence must have a capital letter, subject, verb, complete thought, end mark. I will say it again. Count the parts par ts of a sentence.
Grammar Flash Card 9 Sentence A sentence must have a: sentence must Capital letter Subject Verb Complete thought End mark
A sentence must have a capital letter, subject, verb, complete thought, end mark. five Let’s discuss each of the requirements for a sentence. What is a capital letter? an uppercase letter Which letter in a sentence must be capital?
Show Grammar Flash Card 12.1 and recite the rule:
Grammar Flash Card 12.1 Capitalization Capitalize the first word in every sentence.
Capitalize the first word in every sentence. Capitalize the first word in every sentence. What is a subject? Answers will vary.
Show Grammar Flash Card 1.7 and recite the rule: The subject noun is who who or what the sentence is about. Let’s say the definition together. The subject noun is who or what the sentence is about. What is a verb? A verb shows action, links a description to the sub ject, or helps another verb.
Grammar Flash Card 1.7 Subject Noun The subject noun is noun is who or what the sentence is about. To find the subject noun, go to the verb and ask: Who or what _______?
What is a complete thought? It makes complete sense and includes all the information. What is an end mark? End marks are periods, question marks, and exclamation points.
Write the three types o end marks on the board. At this time do not discuss when each one is used. .?! I will read a sentence or a fragment. A fragment is not a complete thought. Tell Tell me if it is a complete sentence or a fragment. Father sails. sentence Grandmothers whisper. sentence Old fragment Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Sentence Many emerging writers struggle to understand the definition of a sentence. Listening to sentences and determining if they have a complete thought is very helpful. If the student struggles, then ask questions such as: Who ___? What is being said about ____? If there is no answer to one of these questions, it is a fragment.
Lesson 10
hard kicks fragment The girl is coughing. coughing. sentence the good man fragment The men help. help. sentence dogs fragment jump fragment The children sing. sentence Five kangaroos jump. sentence the sleeping man fragment The author writes books. sentence an excellent meal fragment 10.7-1 Sentences and Fragments – page 173 173 In your workbook there are sentences and fragments. Rewrite the sentences with a capital letter and end mark. Don’t write anything if it is a fragment. f ragment. All
Subject-Verb Subject-V erb Agreement I will say a noun. Find a verb from List 10 to make it into a sentence. I will write the sentences on the board.
(Begin by providing only plural nouns.) For example:
Mothers agree. Mothers Sisters play. Brothers wait wait. Write the samples on the board, demonstrating how every sentence must begin with a capital letter and end with an end mark. Let the students supply the verbs. Begin to provide singular nouns and write the sentences across the board rom the ones with plural nouns.
Mothers agree. Sisters play. Brothers wait.
Mother helps. Sister coughs. Brother shouts. shouts.
Once you have gathered a number o examples, ask the students to compare what was written. Using a colored marker, rewrite the S in a dierent color in each column.
Mother s s agree. agree. Sister s s play. play. Brother s wait. s wait.
Mother sit s s.. Sister want s s.. Brother play play s s..
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
403
404
Essentials Teacher’s Guide
What do you notice about these words? When the noun is plural, the verb does not have an S. When the noun is singular the verb adds an S. This is called subject-verb subject-verb agreement.
Write the ollowing sentence on the board.
A boy march___ march___.. What do we add to march? -es to make marches Why? The sound at the end of “march” hisses.
The snake hiss___. What do we add after hiss? -es. Why? It hisses.
The bee buzz___. What do we add after buzz? -es. Why? The word “buzz” hisses. This leads to our new spelling rule. “3rd person singular” is is referring to the type of verbs we are using.
Show Spelling Rule Card 22. To make a verb 3rd person singular, add the ending -S, To - S, unless the t he word hisses or changes; then add -ES. Only four verbs are irregular. Let’s say the rule together. To make a verb 3rd person singular, add the ending -S, unless the word hisses or changes; then add -ES. Only four verbs are irregular. What rule does this remind you of? To make a noun plural, add the ending -S, unless the word hisses or changes; then add -ES. Some nouns have no change or an irregular spelling. 10.7-2 Subjec Subject-Verb t-Verb Agreement – page 174 174 If needed, write the correct ending so the verb agrees with the subject.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Person Third person singular verbs singular verbs are used with the third person singular pronouns – he, she, it it as well as with singular nouns. verbs are First person singular verbs used with the pronoun I. verbs Second person singular verbs are used with the pronoun you pronoun you..
Spelling Rule 22 To make a verb 3rd person singular, add the ending -S, unless the word hisses or changes; then add -ES. Only four verbs are irregular.
Teacher Tip Irregular Verbs The verbs with an irregular third person singular are have - has, do - does, go - goes, am - is. Notice is. Notice that though the formation of these four verbs is irregular, they all end with -S or -ES in the third person singular.
Optional Practice Spelling Cards Provide the students with the light blue article cards, the red noun cards, and the green verb cards. Write -s and -es on sticky notes. Direct the students to choose an article, noun, and verb to form a sentence, then place the -s or -es after either the noun or verb so that the subject and verb agree. Then read the sentence.
Lesson 10
405
Identifying Parts of Speech Teacher Tip
10.7A Identifying Parts Parts of Speech – page 175 Look 175 Look at the first sentence in your workbook. Read it aloud. We We will compare it to the definition of a sentence.
The daughters sing. The daughters sing. To find find the noun we will ask who or what about about the verb. Who sings? the daughters Daughters is the subject noun. The subject is who or what what the sentence is about.
SN
The daughters sing.
Identifying Parts of Speech Write each sentence on the board. Ask the students the questions to aid them in identifying the parts of speech. As the students become more proficient, have them ask the questions. question s. Mark the parts of speech on the board while the students mark them in their workbooks.
Which daughters? the, article adjective
A
Teacher Tip
SN
The daughters sing. To find the verb we ask: To What is being said about daughters? Daughters sing. Sing is the verb.
A
SN
V
Identifying Parts of Speech Write the phrases on the board and label the parts of speech as modeled in Level A.
The daughters sing. Does it begin with a capital letter? yes Does it have a subject? yes, daughters Does it have a verb? yes, sing Is “The daughters sing” a complete thought? yes Does it end with an end mark? Yes, it ends with a period. This is a correctly written sentence.
Level
B
10.7B Identifying Parts of Speech – page 176 A
SN
V
A
SN
V
A
SN
V
The doe leaps. The igloo melts. The hawk soars.
The boys play. Who plays? boys Boys is the subject noun.
SN
The boys play. Which boys? the, article adjective
A
Level
C
10.7C Identifying Parts Parts of Speech – page 177 A
SN
V
A
SN
V
A
SN
V
The lawyers protest. The astronaut marvels.
SN
The boys play. To find the verb ask: To What is being said about the boys? Boys play. Play is the verb. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
The professor disagrees.
406
Essentials Teacher’s Guide
A
SN V
The boys play. Is this a sentence? yes Does it begin with a capital letter? yes What is the subject? boys What is the verb? play Does it end with an end mark? yes Is “The boys play” a complete thought? yes Then it is a correctly correctly written sentence.
a long train What is the subject? train What kind of train? long, adjective Which train? a, article adjective
A Adj SN
a long train train
Is this a sentence? No Why not? It does not have a verb, and it is not a complete thought.
sing, shout, shout, play play What is the subject? there is none Who sings, shouts, and plays? no one Is this a sentence? no Why not? It does not have a subject, and it is not a complete thought. What kind of words are sing, shout, play? action verbs
V
V
V
sing, shout, shout, play play
Dictation
10.8
Read the phrase. Ask the students to repeat it aloud, then write it in a notebook. A 1.. The
daughters agree.
2.. Three
1.. The
students cheat.
2.. The
sisters play. play.
B
pilots vanish.
C 1.. The
professor and the medical assistant assistant disagree. 2.. The spectators applaud. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson 10
Day 4 10.9
Words Wo rds in Action
Materials
Review
All
•
Phonograms: Read a phonogram and ask the students to write it on their whiteboards without looking.
•
Spelling: Practice writing the spelling words rom List 10 with Phonogram Game iles. Grammar: 10.9-1 Sentences and Fragments – page 178 Write an S next to each complete sentence. Write an F next to each fragment. Grammar: 10.9-2 Subject-Verb Agreement – page 179 If needed, write the correct ending so the verb agrees with the sub ject.
•
Spelling Rules: Write the words that use the phonogram OUGH on index cards. (See the chart below.) On six additional cards, write OUGH underlined and marked with a 2, 3, 4, 5, and 6. Set a timer. Ask the students to read each word and categorize it under the correct sound or the phonogram.
Level
A
Spelling Rule Card 24 Morpheme Cards: -less
-ful
Level
B
Morpheme Card: -ing
Level
C
Dry erase markers in 2 colors Morpheme Cards: apt
plaud
con-
demn
sub-
cumb
dis-
cred
-ous
/ō/
ough
ou gh
ou gh
ou gh
ou gh
ou gh
bought brought thought fought wrought ought sought nought
although althou gh dough borough thorough
through th rough
bough droughtt drough plough
enough rough tough
cough trough trou gh
3
/ow/
Basic Phonogram Flash Cards LOE Whiteboard Phonogram Game Tiles Index cards with ough words Timer Student notebook 2 colors of highlighters
/ŏ/
2
/ö/
407
4
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
/ŭf/ 5
/ŏf/ 6
408
Essentials Teacher’s Guide
Vocabulary
10.10 A
Level A Vocabulary
Adding the Suffixes -ful and -less Read ea the t e words wor s as as I write write tthem em o on n the t e board. o ar .
tooth
flaw
sleep
hel p
Write -less -less on on the board. What hat new words are formed when we add --less less ess to each of these ess words? toothless, flawless, sleepless, helpless
toothless
flawless
sleepless
helpless
-less without, devoid of Old English
What hat does it mean if someone is toothless? T They ey have ave n no o tteeth. eeeth. et . What hat does flawless mean? They do not have any flaws. What They at does oes it mean mean ifi someone someon som eone e is sleepless? s eep ess ess?? T ey ccannot anno an nott ssleep. eep ee p. How ow about helpless? They cannot help themselves.
bagfull bagfu
glassful l glassfu
Read ead each of these words. What suffix did I add and how does it change the meaning? You added the suffix -ful. It means that somesome tthing ing iiss full. u .
playful playf ul
helpful l helpfu
-ful full of Old English
What hat does playful mean? someone who is full of play What at does oess helpful oe e p u mean? mean me an?? ssomeone omeone who w o helps e ps a lot ot o ot orr is is full u of o help ep What hat word does the suffix -ful -ful remind remind you of? full
-ful
full
How ow is is the t e word wor full u different different i erent from rom tthe ro e suffix su ix -ful -ful u? T Thee word wor has as two two L’s and the suffix has only one L. There T ere is a spelling spe ing ru spe rule ew which which ic helps e ps us to remember remem er that remem t at the t e suffix su ix is written with one L.
Show Spelling Rule 24. when --Ful Fu iiss a suffix su ix written written with wit one one L w en added a e to to another anot er syllable. sy a e. 10..10A 10.10A 10.1 0A V Vocabulary oca u ary Dev D Development eve e op opme ment nt –– page page pag e 180 180 Form new words -less and and --ful in w or s using using the t e suffixes su ixes --less esss an es u i in n your your workbook. wor oo . Now ow we will play a game using -ful - ful and and -less -less. ess.. I will say a word. Write ess it using the Phonogram Game Tiles. If you spell the base word correctly, ectly, you will receive one point. If you spell the suffix correctly, you Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 24 -Ful is a suffix written with one L when added to another syllable.
Lesson 10
409
will receive one point. We will play to 20 points. Many of these words have not been on our Spelling Lists. However, they only use phonograms g rams that t at you you already a rea y know. now. -ful armful
forkful
pocketful ocketful
bagful ag u
glassful g ass u
restful est u
bowlful
helpful
skillful
bucketful
joyful
spoonful
cupful
lawful
rustful trustful
ccheerful eer u
mean me anin ing gu meaningful
rut u truthful
delightful
playful
watchful
eventful
powerful
outhful youthful
aimless
cloudless
motherless otherless
armless arm ar m es esss
fearless
estt es es esss restless
otto ot tom m es esss bottomless
at er ess fatherless
spot sp ot es esss spotless
brainless
jobless
thoughtless houghtless
breathless
mindless
windowless
-less
B
Optional Practice -ful and -less • Write the base words on index cards. Write - ful and ful and -less less on on sticky notes. Ask the student to choose a word, add the suffix, and read the new word. • Choose five words from each list and use them in sentences.
Level B Vocabulary
Adding the Suffix -ing
ow on Write r te howl on th thee board. boar . bo What does this say? howl Is howl ow a ow a noun, a noun no un,, verb, verr , or adjective? ve a je ject ctiv ive? e? It is a verb. ver . It ver It shows s ow owss an an action. actio act ion. n.
Teacher Tip howl Howl is also a noun. We will Howl is focus on the verb form for this part of the lesson.
howl + ing What new word is formed from howl and and the suffix -ing -ing?? howling I will wi write write two t wo wo sentences sentences on on the t e board. oar . Read Rea tthem. em. TThen en tthink in aabout out how the suffix -ing -ing changes changes the meaning of the verb.
The dog howls. ng. ng The dog is howl ing How does the meaning of howl ow c ow change? change? c ange? The he first one means that in general the dog howls. The second one means that the dog is howling now. What is the subject noun in the first f irst sentence? dog Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
-ing verb suffix that forms the present participle Old English
4100 41
Essentials Teacher’s Guide
What is the verb? To find the verb, answer the question w what at is being eing ei ng said aid about the dog? dog ? The dog howls. Howls is the verb. How ow do o we we mark marr tthe ma the? e? A for article adjective
A SN
V
The dog howls. What at is is the t e subject su ject noun su noun in no in the in t e second secon ssentence? se entence? dog og What hat is being said about dog? The dog is howling. What at is is the t e verb? ver ? is howling ow in ing g How ow many words are in the verb? two How ow do o we we mark marr tthe ma the? e? A for or artic articlee adjective a jective
A
SN
V
The dog is howling. Is howling is howling is a verb phrase. Sometimes the word is is is is called the helping elping verb. It helps the main verb, howling howling.. For now, we will mark the e whole w o e verb ver phrase p rase with wit a V. V.
The dog will howl. How ow does oess the oe t e meaning mean me anin ing g of o howl ow change c an ange ge in in this t is sentence? sen se nte ten nce? Itt means the dog will howl in the future. What hat tells you that it will happen in the future? the word “will” What at is the t e subject su je su ject ct noun nou oun n in in this t is sentence? sen se nte ten nce ce?? dog og What hat is being said about the dog? The dog will howl. What at is is the t e verb? ver ? w will i howl ow How ow do we mark the the?? A for article adjective
A
SN
V
The dog will howl. When hen you look at these sentences, which part of the sentence, the ssubject u ject noun noun or the t e verb, ver , tells te s information in orm rmat atiion about a out time? time? tthee verb ver In n English, verbs and their morphemes communicate a lot of inforinformation. ation. Some of the morphemes attached to verbs tell us about time. me. In n grammar, the word tense tense is is used to describe the time that a verb expresses.. TTense Let sentence ense en se answers answ an swer erss when. w en en.. Let’ Let’’s look oo at each eac se eac sent nten ence ce again: again aga in::
The dog is howling. When hen is this sentence happening? now When en something somet som et ing is happening appeni app ening ng now, now, we say say itit is is happening appeni app ening ng in in the t e present. rese re sen n. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Vocabulary Level B Students do not need to identify helping verbs at this time. The goal of this lesson is to discuss the meaning of morphemes associated with verbs and to discover how they change the meaning of the verb and therefore the sentence.
Less on 10
4111 41
present Has the dog stopped howling? No, he is howling right now. In other words, the dog is continuing to howl. This This is called present continuous tense.
present continu continuous ous What are the morphemes that tell you that the dog is continuing to howl ow now? now? iiss and an -ing -in g
The dog will howl. When W en is this t is sentence sent se nten ence ce happening? appe ap peni ning ng?? iin n tthee future uture utu
future What is the morpheme that tells you that it happens in the future? will ture? wi
The dog howls. When is this sentence happening? now But B ut does oess it mean oe mea ean n the t e dog og is is actually actu ac tuaa y howling ow ing right rig ri g t at at this t is momoment? No. It means that the dog does howl. So the action is not continuing, but it is present. This This is called simple present presen pre sen tense. ense. ens e.
simple present present I will say a sentence. Decide if it is simple present, present continuous, or future. Laila crawls. simple present JJayden ay en iiss speaking. spe sp ea ing ng.. present continuous David will sweep. future Justin is wailing. present continuous Taylor Tay T aylor ay or leaps. eaps. sim simple simp p e presen pre present sent t Jordan will cartwheel. future In a notebook, note oo , write write five ive sentences sentences sente nces in in present present prese nt continuous continuous conti nuous tense. tense.. tense Write five sentences in future tense. 10.10B 10.10B 10.1 0B Ver Verbs s – pa page ge 181 181 Read Read Rea each eac of o the t e sentences. sentences. Decide Deci e ifi they are present continuous tense or future tense. Highlight the part of the verb that provides the clue.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
Teacher Tip Vocabulary Level B Future has a silent final E to Future has make the second U long. The T assimilates with the long U sound. Assimilating consonants will be explored further in future lessons.
4122 41
Essentials Teacher’s Guide
C
Level L eve C Vocabulary Voca u ary What at patterns patterns do o you you notice notice in Spelling Spe ing List 10? Fo Four ur wo wor words r s st start art with the prefix dis-. Three words end with the suffix -ous. In n which w ic words wor s do o you you see see other ot er morphemes morp emes that t at you you have ave learned? earned? Adapt begins with the prefix ad- which means toward toward.. Applaud with an assimi assimilated a d-. Condemn App au begins egins wit ate form orm oof ad-. -. Con emn has as tthee prefix con- which means with, together, together, completely. completely. Despair has the prefix de- which means away from, from, out of. Succumb begins with suc-, an assimilated form of sub-, which means below, under, under, beneath.
adapt What hat word begins with the prefix adad-?? adapt What ad-- mean? to toward, at does oes a to,, to tow war , add a What hat does it mean to adapt ? To adjust to a new environment or new circumstances. Use se adapt in in a sentence. Write rite adapt on on your whiteboard. Write the prefix in one color and the e rroot oot in in another anot er color. co or. W What at iiss tthe e rroot oot tthat at was was added a e to to the t e prefix refix ad-? apt I w will apt . TTell ell me wi i use use the t e word wor ap e me what w at you you think t in it it means. means. Shadow S a ow is is an an apt name for the little dog that follows the bigger dog around. Apt means m eans good goo or or well we suited. suite .
Show the morpheme car card
apt
.
aptt ap
What hat does adapt literally mean? toward well suited Iss that t at a good goo go o description esc scri ript ptio ion n for or what w at it it means mea ean ns to adapt? a ap apt? t? yes
fitted, suited Latin
applaud a pp au Do o you see a word that includes an assimilated form of the prefix ad-? ada -? ap applaud app p au Why hy did addid ad- assimilate to apap-?? The root plaud begins with a P. What hat does it mean to applaud ? To applaud means to clap.
plaud
plause
clap Latin
Show the morpheme car card plaud . Iss applaud a a noun or a verb? verb What at is is the t e related re ate noun? noun? ap applause app p au ause se In n Latin, plause plause is is the past tense form of plaud . Notice it is an alternate ate at e root roott in roo in English. Eng is . En
conco m -
c o r-
with, together, completely
ccondemn on emn
Write ccondemn on emn on the board. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Latin
Lesson Less on 10
413
How many morphemes does condemn condemn have? have? two What is the prefix? conWhat does concon- mean? mean? with, ith, together, or completely
card demn . Show the morpheme car
demn
Demn is the Latin root for damage. Demn is What does condemn condemn literally literally mean? with damage I will wi read rea a se sen sentence. nte ten nce ce.. W What does What oess ccondemn oe on em emn nm mean ean ea n in this t is sentence? sen se nte ten nce ce?? The inspector will condemn this building. The building is damaged and a n needs nee s to to bee torn torn down own or or rebuilt. re ui t.
damage Latin
Challenge
succumb succum Do you see a word that includes an assimilated form of the prefix sub-? subsu -? succum succumb Why did subdid sub- assimilate assimilate to sucsuc-?? The root cumb begins begins with a C.
Write succumb on the board. How many many morphemes morp mor p eme emess does oes succum succumb have? succumb have? ave? two The word word wor d has two morphemes. One clue clue is that when there is is a double e consonant cons co nson onan antt near near the t e beginning, egin eg inni ning ng,, it is usually usua us ua y a sign sign that t at a prefix pre pr e ix has as been added. What is the prefix? sucWhat W at does oes sucsuc- mean? mean? below, e ow, under, un er er,, beneath enea en eat t Cumb is Cumb is a Latin root that means lie down.
cumb - lie down What does succumb succumb mean? mean? to lie below I will use succumb succumb in uccumb in uccumb in a sentence. Tell me how it means to lie below. The day was so beautiful that, even though I had a lot of work to do, do, I knew I would soon succumb to the temptation to go play outside iinstead. nstea . It is like i e an analogy. ana an a og ogyy. Succumb Suc uccu cum m me mean means anss sshee will wi give giv ivee in. in. In that t at way,, she will lie down under the temptation. way 10.10C-1 . - Cumb – page 182 182 Open your workbook. Read the words w or s aloud. a ou o u . ssuccumb, uccum , recumbent, recum ent, incumbent re incum ent in Look at each of the three words. Highlight the root cumb cumb.. In a different e nt color, co or, highlight ig ig t the t e prefix. pre ix. We know that sucuc- means below, under, beneath. What does remean? again, back mean? ac
re- again, back Tell me what recumbent means in this sentence: Josh bought a re Tell ccumbent um ent bike. i e. R Recumbent ecum ent m means eans a bike i e that t at lies ies back. ac . Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Vocabulary Level C Discuss the meaning of indemnity.. in- (not) + demn indemnity (damage) + ity = indemnity. Indemnity literally means no damage. It is a legal term used to describe protection from damages or losses.
subsu susuc-
sufsup-
sursus-
below, under, beneath, secondary Latin
cumb lie down Latin
4144 41
Essentials Teacher’s Guide
Using sing your knowledge of morphemes, place the correct word in each sentence in your workbook. Without succumb to succumb Wi Wit t ou outt antibiotics, anti an ti io ioti tics cs,, he e may may soon soon succum to t o the t e illness. i ness. Because ecause it is lower to the ground, Henry likes to ride a recumbent style bent ent style sty e bike. i e. The incumbent incumbent president president will leave office on June 10th. The University of Virginia has a recumbent recumbent statue of Robert E. Lee. ee. Itt is important to stay calm and not succumb succumb to to feelings of anger or frustration. rustration. dissWhich hich words in List 10 include the prefix disdis-?? discover, disappear, disagree, isag is agre ree, e, discredit iscr is cree it What hat do you think dis- means? eans? Using sing a whiteboard, break each word into its prefix disdis- plus plus its root. For or example for discover you will write:
dis + cover cover Then define the root aloud and contrast that with the meaning of the e new new word. wor . Cover means to put something on top or to hide. Contrast C ontrast that t at with wit the wi t e meaning meaning of me o discover iscover . Discover means to uncover something that was hidden. Appear ppear means to come into nto vview. view ew.. Contrast that with the meaning of disappear isappear . Disappear means to move out of view. Agree means to tthink about in tthe e same a out a topic or issue. Contrast that with the meaning of disagree disagree.. Disagree means to not tthink in the t e same. same. What dishat do you think dis is-- means? opposite of is Discover cover.. iscover is the opposite of cover Appear App ear is the t e opposite opposi opp osite te of o disappear. isappe isa ppear ar.. Agree is the opposite of disagree. cred
discreditt discredi What hat morphemes do you see in discredit ? dis and credit What hat are credits credits in in a movie? Credits are at the end and they show Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
disapart, away, opposite Latin
Lesson Less on 10
415
who w o helped e pe to to make ma e the t e movie. movie. What is credit at a bank? Credit at a bank is the ability to borrow money. money mo ney.. Or Or credit cre it can cre can mean mean mea n adding a in ing g money moneyy into mone into int o an account. acco ac coun unt. t.
Show the morpheme card cred . Cred C re means to believe e ieve or to entrust. entrust. What does discredit mean mean? ean? ean ? to not believe or to not entrust What other words in the list have cred ? credulous and incredulous If I told a story to two people, and one person was credulous and the other person was incredulous, which person would believe my story? tthee credulous cre u ous person person Why? In- means not, so a person who who is incredulous does not believe readily.
cred
credul
believe, entrust Latin
--ous
Show the morpheme card -ous . How does this suffix help to explain credulous credulous?? Credulous means full of or characterized by belief. Someone who is credulous is credulous is so full of belief that they may believe ssomething omet ing tthat at is is not not true. true. What W at are are other ot er words wor s that t at describe escri e someone who believes too easily? gullible, naive 10.10C-2 . - Matching – page 1 183 Match the morpheme to the 183 definition.
Dictation
10.11
Read the phrase. Ask the students to repeat it aloud, then write it in a notebook. A 1.. The
sick brother coughs. 2.. Strong heroes shout. 3.. Grandmother whispers. 4.. The boys help. B
A monster is howling. 2. Six kittens crawl. 3.. The waitress will sweep. 4.. An actress wails. 1..
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
-ous adjective suffix, full of, characterized by Latin
4166 41
Essentials Teacher’s Guide
C 1.. The
incredulous professor did not agree agree that the fossil was from from a tyrannosaurus. 2. The dinosaur is marvelous. despair. 3.. The characters despair. disappear. 4.. The fossils will disappear.
Reading
10.12
The Essentials Reader – Reader – Lesson 10 (optional)
Composition
10.13 All
Ask the students to combine words rom List 9 with words rom List 10 to make short, oral sentences. Listen or subject-verb agreement. As the students create sentences, write them on the board. For example:
Sisters play. Father pounds.
The author waits. The sons agree.
Write six sentences in a notebook using words from Lists 9 and 10. Remember to capitalize the first letter and add an end mark.
Writing Sentences with Adjectives Sisters play. This sentence sentence is very simple. To make the sentence more more interesting, interesting, we can add an adjective to describe the noun. What questions do adjectives answer? What kind? How many? Which one? Whose? What kind of sisters play? The talented sisters play.
The talented talented sisters play. We could also change the sentence by asking, How many sisters play? Six sisters play.
Six sisters play. Or we could ask, Whose sisters play? Emma’s sisters play.
Emma’s’s sisters Emma sisters play. Underline the subject noun in each sentence that you wrote. Then answer what kind, which one, or how many about the subject. Write a new sentence that includes an adjective describing the subject. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson Less on 10
417
Check Your Understanding
Day 5
Review
10.14 All
•
C
•
Materials
Review w the concepts taught so ar using Grammar Flash Grammar: Revie Cards 1-1.3, 1.7, 2-2.6, 3-3.1, 7, 9, 11.1, 12.1. Vocabulary: oca u ary: Provide Prov Pr ovii e the the st stu students u en ents ts wi with th se seve seven ven n in index ex ca car cards. r s. Sa Sayy th thee me mean meaning anin ingg o o a morpheme. morpheme. morphe me. Te Te students stu ent stu entss must must write write the write the morpheme morpheme morp heme on on an an index an in ex card. Combine these with the index cards rom Lessons 1-9. fitted, itted, suited — apt clap — plaud — plaud damage amage — demn emn lie ie down — cumb prefix, refix, apart, away, opposite — disbelieve, e ieve ieve,, entrust entrust — cre cred adjective suffix, full of, characterized by — -ous
Grammar Flash Cards
Level
C
Index cards Morpheme Cards Timer
Set out these morpheme cards in the ollowing three rows.
Challenge inn(not) not)
apt ap
--er
re-
cumb
-ent
diss-
tract rac
--ous
adat--
cred credul
-or
I will say the meanings of the morphemes that make up a word. SSay ay the t e word, wor , tthen en ttap ap each eac morpheme morp eme that t at is is needed nee e to to form orm the t e word, and repeat the word. A thing (noun) that means towards being well fitted. adapter An adjective a jec ecti tivve that t at means mea eans ns to to lie ie back. ie ac . rrecumbent ecum ent Characterized by not believing. incredulous To T o pu pull towar toward.. a attract rac A thing that pulls. tractor Not well suited or fitted. inapt
Set a timer timer or or two or two minutes. minut min utes. es. How How many manyy words man wor s can wor can the the students stu en stu ents ts ind? in ? in Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Vocabulary Level C • Reverse roles and ask the student to say a definition. • Ask the students to make up words using the roots, define them, and then use each word in a sentence. • Ask the students to select new morpheme cards to createe a morpheme puzzle. creat puz zle.
Teacher Tip Answer Key inapt, incumbent, incredulous, recumbent, retract, retractor, distract, adapt, adapter, attract, tractor, credulous
4188 41
Essentials Teacher’s Guide
Check Your Understanding
10.15 All
Check Your Your Understanding 10 – page 185-189
Phonograms
All
Dictate the ollowing phonograms: 1.
2. 3. 4.
5. 6. 7. 8. 9. 10.
11. 12. 13. 14. 15. 16. 17. 18.
oa
24.
may NOT use at the end of
25.
English words.
26.
or /ōr/ a /ă-ā-ä/ au /ä/ that you may NOT NOT use
27.
at the end of English words.
30.
wh /wh/ u /ŭ-ū-ö-ü/ b /b/ oo /ö-ü-ō/ d /d/ ai /ā/ that you may NOT NOT use at
31.
the end of English words.
36.
ea /ē-ĕ-ā/ e /ĕ-ē/ y /y-ĭ-ī-ē/ qu /kw/ w /w/ f /f/ i /ĭ-ī-ē-y/ oi /oi/ that you may NOT NOT use
37.
at the end of English words.
45.
19. j 20.
/ō/ two-letter /ō/ that you you
oy
28. 29.
32.
the end of English words. 33. 34. 35.
38. 39. 40. 41. 42. 43. 44.
/j/
46.
/oi/ that you may use use at
47.
the end of English words. 21. 22.
23.
k ay
48.
/ā/ that you may use at the
49.
end of English words.
50.
ou
51.
NOT use at the end of English
p /p/ r /r/ h /h/ er /er/ the /er/ of her th /th-TH/ ar /är/ ck /k/ two-letter /k/ g /g-j/ t /t/ v /v/ z /z/ ee /ē/ double /ē/ n /n/ sh /sh/ oe /ō-ö/ that you may use at the end of English words.
/k/ tall /k/
/ow-ō-ö-ŭ-ü/ that you may
x /ks-z/ augh /ä-ăf/ ch /ch-k-sh/ l /l/ ng /ng/ ough /ŏ-ō-ö-ow-ŭf-ŏf/ m /m/ o /ŏ-ō-ö/ ow /ow-ō/ that you may use at
igh /ī/ three-letter /ī/ c /k-s/ s /s-z/ aw /ä/ that you may use at the end of English words.
words.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson Less on 10
Sentences and Fragments
All
Write S for sentence and F for fragment next to each line.
Subject-Verb Subject-V erb Agreement
All
If needed, write the correct ending so the verb agrees with the sub ject.
Dictation Read the phrase. Ask the students to repeat it aloud, then write it in their workbooks. A 1.. The
sisters whisper. whisper. 2.. The brothers sing and shout. 3.. Father and Mother agree. 4.. The sons wait. 5.. The author coughs. 6.. The daughters play. 7.. The door opens. 8.. The woman helps. 9.. The hero thinks. 10. The boys sleep. 11.. The toes touch. 12. Music pounds. B 1.. The
students will not cheat. 2.. A rabbit is quivering. 3.. The howls echo. 4.. The hawk is soaring. 5.. The president will speak. 6. The doctor scowls. 7.. The waiter sweeps. 8.. The thunderstorms vanish. swallow. 9.. The lizards swallow. 10.. The actor is wailing. 11.. The butter will melt. 12.. The rabbits leap. 13.. The raccoon crawls. 14.. The students cartwheel.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
419
420
Essentials Teacher’s Guide
C 1.. The
spectators applaud. 2.. The characters adapt. 3. The thorough lawyer condemns the arrogant partner. 4.. The volunteer is marvelous. 5.. The suspects despair. succumb. 6.. The committee members succumb. 7.. His credulous lawyer did not suspect his assistant. 8.. The plaintiff flounders. 9.. The benefactor discovers. disappear.. 10. Stegosauruses disappear 11.. The inspectors disagree. 12.. The incredulous spectators did not applaud. 13.. The members will protest the amendment.
Reading A
Ask A s th thee student stu en stu entt to to read rea the rea the sentences sente sen tenc nces es aloud. alou al ou . Count Countt how Coun how many how man ma ny words the student reads correctly.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
421
Lesson 11 Phonograms
tch
sc
Level
C
Exploring Sounds
Broad /ä/
Spelling Rules
Spelling Rules 10, 27
Spelling Journal
/ch/
Grammar
3.2 Transitive Verbs, 1.8 Direct Objects
Vocabulary
Level
A
Level
B
Level
C
Day 1 11.1
-er
Verb Tense, overstruct
ob-
press
fend
de-
rupt
inter-
ex-
dis-
pro-
fess
-or
Essential Concepts
Phonograms
All
New Phonogram tch Show tch . /ch/ /ch/ What do you notice about this phonogram? The CH says /ch/ and the T is silent. Repeat the sound. /ch/
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Basic Phonogram Flash Cards & tch
Spelling Rule Card 10, 27 Scissors Phonogram Game Tiles
Level
C
Advanced Phonogram
sc
422
Essentials Teacher’ Teacher’ss Guide
C
Advanced A vance Phonogram P onogram
Show
sc
Advanced Phonogram
sc
.
This phonogram says says two sounds, /s-sh/ /s-sh/ This T is aadvanced vance p phonogram onogram says /s/ s in wor wordss suc such as scissors, c ssor ssors, s, scene, scene, and science science. cience.. It says /sh/ in words such as crescendo cience crescendo..
/s-sh/ scene crescendo Latin
Phonogram Flashcards
All
Drill the phonogram sounds with the lashcards.
11.2
Spelling Rule
All
Rule 27: The Phonogram TCH Today T oday we will learn the limits to the phonogram phonogram TCH. TCH. 11.2 TCH Words – page 191 191 Cut Cut out the sentences. Read each sentence. Find Find the word with three-letter /ch/. Underline three-lett hree-letter /ch/. Mark the vowel in the word as long, short, shor t, or broad.
hătch hŭtch pĭtcher
mătch skĕtch crŭtches
wätch bütcher bü tcher scrătch scrăt ch
What do you notice about these words? Do the TCH words contain single-letter vowels, multi-letter vowels or both? single-letter vowels Which vowel sounds are heard in these words? the short sound and the broad sound What would be a good rule about when to use TCH? answers vary
Show Spelling Rule Card 27.
All
TCH is used only after a single vowel which says its short or broad sound.
Optional Practice
The rule states: TCH is used only after a single vowel which says its short or broad sound. Let’s say the rule together. TCH is used only after a single vowel which says its short or broad sound.
11.3
Spelling Rule 27
Spelling Rule 27 Create a poster about Rule 27. Include sample words.
Exploring Sounds
Optional Practice
Broad /ä/
Spelling Journal
I will write words on the board. As I write each word, I will read it. Look for a pattern. When you see the pattern, write the part par t of the Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Add words with ALK to the sound /ä/.
Lesson 11
word that is a pattern with the t he Phonogram Game Tiles Tiles and then raise your hand.
talk walk chalk
stalk balk
a l k
Read each word again. What do you notice about these words? They all end in -alk. The A says its broad sound /ä/. The L is silent. What rule do we know that tells us when A will say its broad sound /ä/? When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L.
Show Spelling Rule Card 10. Let’s say the rule again. When a word word ends with the phonogram phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. What are the three most common places for the phonogram A to say its broad sound /ä/? At the end of a word, after a W, and before an L. What are some words that you can think of that start with the sounds /wä/? want, wander, wash, wall, watch, water I will say a word. Write it with your Phonogram Game Tiles. wash
walk
chalk
wander
want
stalk
talk
balk
water
wall
11.3 Broad /ä/ – page 193 Read 193 Read the words. If there is a silent L, underline it twice to show it is silent. Mark the broad vowel sound with two dots. tälk
chälk
wätch
stälk
wälk
wänt
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä / after a W or before an L.
423
424
Essentials Teacher’s Guide
Day 2 11.4
Review
All
•
•
Building Words
Phonograms: Phonogram Memory Choose 20-30 phonograms to practice. Lay two sets o Phonogram Game Cards ace down in rows. Ask the student to flip a card and read the sound(s), then flip a second card and read the sound(s). I they match, the student keeps the pair and goes again. I they do not match the student flips them back, and play advances to the next player. Spelling: Write a tch using Phonogram Game iles. Ask the the students to ind phonograms to add to the beginning to orm words. Continue with the other vowels.
Materials 2 sets Phonogram Game Cards Phonogram Game Tiles Spelling Journal Basic Phonogram Flash Cards ch and tch Highlighter
Level
C
Morpheme Cards
a tch - batch, catch, hatch, latch, match, patch, scratch, snatch, swatch,
thatch, watch e tch - etch, fetch, sketch, stretch, wretch i tch - itch, ditch, glitch, hitch, pitch, snitch, stitch, switch, twitch, witch o tch - blotch, botch, crotch, notch, scotch, splotch u tch - clutch, crutch, Dutch, hutch
•
Grammar: 11.4-1 Commas in a Series – page page 193 Add commas to each sentence where they are needed.
•
Grammar: Call out a word. Ask the students to decide i it is a noun, verb, article, or adjective: sing, the, blue, car car,, letter, letter, shout, stand, stand, desk, pencil, green, green, fifteen, sit, whisper whisper,, a, big, small, small, house, park, park, walk. walk.
•
Grammar: 11.4-2 Possessives – page 194 I the possessive noun adjective is singular, write an S in the blank. I the possessive noun adjective is plural, plural, write a P in the blank.
C
Morphemes: Review the morpheme cards rom previous lessons.
•
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Grammar Hint Some words can be more than one part of speech. For example, walk can be either a walk can verb or a noun.
Lesson Less on 11
11.5
425
Spelling Journal
All
/ch/ Spelling Journal /ch/ Write the words on the board as the spellings o
/ch/ are discusse discussed. d. Direct students to add the words to their Spelling Journals, writing the spelling o /ch/ in a dierent color or emphasis. Which phonograms say /ch/? /ch/? CH and TCH Turn to the sound /ch/on page 58 of your your Spelling Journal. Journal.
ch
tch Used after a single, short or broad vowel.
chiin ch
stitch
speech spee ch
pitch pi tch
lunnch lu
snatch sna tch
ch amp
watch wa tch
pinch pin ch
catch ca tch
chop ch op peach pea ch reach rea ch ch How many spellings of /ch/ are there? two Which spelling of /ch/ would you use at the beginning of a word? CH How do you know? TCH is used only AFTER a single vowel which says its short or broad sound.
Show ch . Chin is one word that starts with /ch/. Write chin Chin is chin under under the first column. Highlight the /ch/. Which spelling of /ch/ will you use in the word speech speech?? CH Why? TCH is used only after a single vowel which says its short or broad sound. Speech has a long vowel sound. Write speech speech under under the first column. Highlight the /ch/. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Spelling Hints Provide tips about how to spell the vowel sound when needed.
426
Essentials Teacher’s Guide
Which spelling of /ch/ will you use in the word lunch lunch?? CH Why? TCH is used only after a single vowel which says its short or broad sound. Lunch has a /ch/ after the consonant sound /n/. Write lunch lunch under under the first column. Highlight the /ch/.
Show tch . Which spelling of /ch/ would you use to spell stitch stitch?? TCH Why? The /ch/ is after a single, sin gle, short vowel sound. Write stitch stitch in in the second column. Highlight the /ch/. I will say a word. Decide if the sound /ch/ is spelled with CH or TCH and write it in the correct column. Highlight the /ch/. pitch
watch
peach
snatch
pinch
reach
champ
chop
catch
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip TCH or CH? Only CH may spell /ch/ after a long or a multi-letter vowel. Either TCH or CH may be used after a single, short vowel. However, TCH is the most common spelling of /ch/ after a single, short vowel.
Less on 11
427
Spelling Analysis
11.6
Spelling List 11 – page 195 A
Tips ips for List 11.A
tteach, eac , reach reac he he phonogram tch cannot be used in these words because the /ch/ sound comes ater a multi-letter, longg vowel. lon vowel.. CH vowel CH is use used only only ater ater a single singlee vowel singl vowel which vowel which says says its says its short its short or short or broad broa sound. broa soun .
Spelling Analysis
1.
List 11.A
1
2
Word
Sentence
follow
William is trying to follow Joseph.
88
99
q
Write Segment
Analyze
Read
2
fol low
33 # Syllables
2
44
5
6
Say to Spell
Say syllable
Segment…
fŏl lō
/fŏl/ /lō/
/f-o-l/ /l-ow/
4.
Use /ow-ō/.
Par t of Speech
Plural / Past Tense
V
followed
watch
The watch has a leather band.
wätch
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. Underline /ch/. 27 TCH is used only after a single vowel which says its short or broad sound.
1
wäch
/wäch/
/w-a-tch/
V, N
3.
7 Write
Underline the /ō/ and put a 2 over it. /ow-ō/ said its second sound. Vocabular y
2.
6 … Finger Spell & Cue Cue
/ĕn/ /joi/
enjoy
Britney used to enjoy playing in the leaves.
en joy
Underline /oi/. 3 English words do not end in I, U, V, or J.
2
ĕn joi
watches, watched
/e-n/ /j-oy/
Use the /j/ of jump. Use /oi/ that may be used at the end of English words.
en- in, within
V
/püsh/
push
If you push the correct numbers you will unlock the phone.
püsh
Put two dots over the /ü/. /ŭ-ū-ö-ü/ said its broad sound. Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship.
1
enjoyed
/p-u-sh/
püsh
V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Use /sh/ used only at the beginning of a word and at the end of a syllable.
pushes, pushed
428
5.
Essentials Teacher’s Guide
eat
She wants to eat a salad.
ea t
Underline /ē/.
1
ēt
/ēt/
/ea-t/
V 6.
throw 2
throw
Ben will throw the ball.
1
thrō
a te
/thrō/
/th-r-ow/
throws, threw
match
Take one match out of the box.
match
Underline /ch/. 27 TCH is used only after a single vowel which says its short or broad sound.
1
măch
/măch/
/m-a-tch/
V, N 8.
teach
Dave likes to teach his kids how to ride bikes.
tea ch
Underline /ē/. Underline /ch/.
1
tēch
matches, matched
/tēch/
/t-ea-ch/
V 9.
Use /ow-ō/.
Underline /th/. Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound. V, N
7.
Use /ē-ĕ-ā/.
1
wänt
t a u gh t
/wänt/
want
I want a cookie!
wänt
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. it says /ä/. A may also say /ä/ after a W or before an L.
10
/w-a-n-t/ When a word ends with the phonogram A,
V, N 10. read
rea d
Jules will read the whole book.
1
rēd
/rēd/
wants, wanted
/r-ea-d/
catch
He wants to catch the bubble.
1
kăch
/kăch/
read
/c-a-tch/
rea ch
Use /k-s/.
Underline /ch/. 27 TCH is used only after a single vowel which says its short or broad sound. V, N
12. reach
Use /ē-ĕ-ā/.
Underline /ē/. V
11. catch
Use /ē-ĕ-ā/.
Can Aiden reach the bowl?
1
rēch
/rēch/
catches, caught
/r-ea-ch/
Use /ē-ĕ-ā/.
Underline /ē/. Underline /ch/. V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
reaches, reached
Lesson 11
13. call
Dana likes to call her mother.
1
käll
/käll/
/c-a-l-l/
429
Use /k-s/.
1
cäll
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. V, N
14. walk
wälk
They walk home from school every day.
1
wällk wä
/wälk/
calls, called
/w-a-l-k/
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. Say to spell /l/. Double underline the L. It is silent. V, N
15. talk
tälk
L is silent. Use tall /k/.
Logan and Cameron like to talk after school.
1
tällk tä
/tälk/
walks, walked
/t-a-l-k/
L is silent. Use tall /k/.
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. Say to spell /l/. Double underline the L. It is silent. V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
talks, talked
430
Essentials Teacher’s Guide
B
Tips for List 11.B
sshrink rn When the sounds /n/ and /k/ blend together they make a bit o the nasal sound like the phonogram ng . However, Howeve Ho weverr, there there are not any any words wor s in English wor English Englis h spelled spelle NGK or spelle or NGC. or NGC. Whenever Whenever When ever the the sound the soun /n/ /n/ or or /ng/ or /ng/ isis /ng/ ollowed by /k/ it will be spelled with an N.
Spelling Analysis
1.
List 11.B
1
2
Word
Sentence
33
stretch
It is important to stretch after a race.
88
99
q
Write Segment
Analyze
Read
# Syllables
1
44
5
6
Say to Spell
Say syllable
Segment…
strĕch
/strĕch/ /s-t-r-e-tch/ Use /s-z/.
Vocabular y
overcook
2
ō ver coo k
Be careful not to overcook the pizza.
3
ō ver kük
Par t of Speech
Plural / Past Tense
V, N
stretches, stretched
/ō/ /ver/ /kük/
/o/ /v-er/ /c-oo-k/
comfort
Use the /er/ of her. Use /k-s/. Use /ö-ü-ō/. Use tall /k/.
Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ü/ and put a 2 over it. /ö-ü-ō/ said its second sound. V
3.
7 Write
Underline /ch/. 27 TCH is used only after a single vowel which says its short or broad sound.
stretch stret ch
2.
6 … Finger Spell & Cue Cue
Sara tried to comfort her friend.
2
k ŏm f ōrt ōrt
/k ŏm/ ōrt/ /f ōr
overcooked
/c-o-m/ /f-or-t/
Use /k-s/.
1
com fort
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ŏ/. 31.2 O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. com- with, together, completely fort strong, strength
4.
shatter
sh at ter ter
When the hammer hits 2 it, the glass will shatter.
N, V
comforts, comforted
/shăt/
/sh-a-t/
/ter/
/t-er/
shăt ter
Use /sh/ used only at the beginning of a word and at the end of a syllable. Use the /er/ of her.
Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship. Underline /er/. V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
shattered
Lesson Less on 11
5.
The sky looks like it is threatening threatening to rain. 2
th re a t en ing
6.
3
thrĕt ĕn ĭng
/thrĕt/ /ĕn/ /ĭng/
/th-r-ea-t/ Use /ē-ĕ-ā/. /e-n/ Use /ĭ-ī-ē-y/. /i-ng/
Underline /th/. Underline /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second sound. Underline /ng/. -en verb and adjective suffix -en verb -ing verb suffix
Adj, V
deliver
It is time to deliver the flowers.
/d ē / /lĭv/ /er/
dē liv er
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/.
3
dē lĭv er
/d-e / /l-i-v/ /er/
V 7.
pitch
He is getting ready to pitch the ball.
pitch
Underline /ch/. 27 TCH is used only after a single vowel which says its short or broad sound.
1
pĭch
/pĭch/
/p-i-tch/
/r ē / /pār/
Use /ĭ-ī-ē-y/.
pitches, pitched
/r-e / /p-ai-r/
Use two-letter /ā/ that may NOT be used at the end of English words.
repair
Zach needs to repair his bike.
rē pai r
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ā/ that may NOT be used at the end of English words.
2
rē pār
re- again, back, backward pair make ready, trim
9.
Use /ĭ-ī-ē-y/. Use the /er/ of her.
delivered
N, V
8.
4311 43
N, V
referee
The referee called for for a timeout.
ref er ee
Underline /er/. Underline /ē/ double /ē/.
3
rĕf er ē
re- again, back, backward fer to bear or carry -ee noun suffix denoting a person who benefits from the action
/rĕf/ /er/ /ē/
repairs, repaired
/r-e-f/ /er/ /ee/
N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
Use the /er/ of her. Use /ē/ double /ē/.
referees, refereed
432
Essentials Teacher’s Guide
10. shrink
sh rink
He didn’t know the shirt would shrink if he washed it in hot water.
1
shrĭnk
/shrĭnk/ /sh-r-i-n-k/ Use /sh/ used only at the beginning of a word and at the end of a syllable. Use /ĭ-ī-ē-y/. Use tall /k/.
Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship. V
11. repeat
rē pea t
How many times does the picture repeat?
2
rē pēt
/r-e / /p-ea-t/
Use /ē-ĕ-ā/.
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ē/. re- again, back, backward peat reach
12. scratch
/r ē / /pēt/
shrank
The dog stopped to scratch.
1
V, N
skrăch
repeats, repeated
/skrăch/ /s-c-r-a-tch/ Use /s-z/. Use /k-s/.
1
scratch scrat ch
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ch/. 27 TCH is used only after a single vowel which says its short or broad sound. N, V
13. select
sē lect
Select the one with a sad face drawn on it.
2
sē lĕkt
trav el
/s-e / /l-e-c-t/
My parents travel a lo lot.
V
2
trăv ĕl
/trăv/ / ĕl/
selected
/t-r-a-v/ / e-l/
Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. N, V
15. animal
an i mal
Use /s-z/. Use /k-s/.
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. se- apart, without lect gather, choose
14. travel
/sē / /lĕkt/
scratches, scratched
This animal is funny.
3
ăn ĭ ăn ĭ m mă ăl
/ăn/ / ĭ / /măl/
travels, traveled
/a-n/ / i / /m-a-l/
Use /ĭ-ī-ē-y/.
Say to spell /ĭ/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
animals
Lesson Less on 11 C
Tips ips for List 11.C Spelling Analysis
1.
433
1
2
Word
Sentence
customer
If you have any questions, talk to customer service.
List 11.C 33 # Syllables
3
44
5
6
Say to Spell
Say syllable
Segment…
kŭs tŏm er
/kŭs/ /t ŏm/ /er/
/c-u-s/ /t-o-m/ /er/
6 … Finger Spell & Cue Cue
7 Write
Use /k-s/. Use /s-z/. Use the /er/ of her.
88
99
q
Write Segment
Analyze
Read
1
cus tom er
2.
scientist
sc ī en tist
3.
4.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /er/. Vocabular y
Par t of Speech
Plural / Past Tense
-er noun suffix
N
customers
My fa father is a sc scientist.
3
sī ĕn tĭst
/sī/
/sc-i/
/ ĕn/ /tĭst/
/ e-n/ /t-i-s-t/
Use the advanced phonogram /s-sh/. Use /ĭ-ī-ē-y/. Use /ĭ-ī-ē-y/. Use /s-z/.
Underline the advanced phonogram /s-sh/. Put a line over the /ī/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. scient knowledge -ist noun suffix
N
professor
Dr. Jones is an excellent 3 history professor!
/pr ō / /fĕs/ /sōr /
prō fes sor
Say to spell /ō/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /or/.
volcano
prō pr ō fĕs sōr sōr
pro- in front, in favor of, forward fess admit -or noun suffix
N
Mount Saint Helens is a 3 volcano.
/vŏl/ /kā/ /nō/
vŏl kā nō
scientists
/p-r-o / /f-e-s/ /s-or /
Use /s-z/. Use /s-z/.
professors
/v-o-l/ /c-a/ /n-o/
Use /k-s/.
1
vol cā nō
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
volcanos
434
5.
Essentials Teacher’s Guide
carpenter
The carpenter is making a boat.
3
kär pĕn ter
/kär/ /pĕn/ /ter/
/c-ar/ /p-e-n/ /t-er/
Use /k-s/. Use the /er/ of her.
1
car pen ter
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /är/. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /er/. -er noun suffix
6.
N
The kids are learning to 2 defend themselves.
dē fend
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable.
dē fĕnd
V
/ o-f/ /f-e-n-d/
Try not to offend your sister.
of fend
Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
2
ŏf fĕnd
V
/ ŏ p/ /prĕss/
offended
/ o-p/ /p-r-e-s-s/
oppress
The king promised not to oppress the people.
op press
Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled.
2
ŏp prĕss
op- against, toward press press 9.
/ ŏf/ /fĕnd/
defended
offend
of- against, toward fend strike 8.
/d-e / /f-e-n-d/
defend
de- away, out, intensity fend strike 7.
/d ē / /fĕnd/
carpenters
corrupt
The corrupt official accepted a bribe.
V
2
k ōr rŭpt ōr rŭpt
ōr / /k ōr /rŭpt/
Use /s-z/. Use /s-z/.
oppressed
/c-or / /r-u-p-t/
Use /k-s/.
1
cor rupt
10. interrupt
in ter rupt
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ōr/. OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. cor- with, together, completely rupt break
V, Adj
Do not interrupt him when he is reading.
/ĭn/ /ter/ /rŭpt/
3
ĭn ter rŭpt
corrupted
/i-n/ /t-er/ /r-u-p-t/
Use /ĭ-ī-ē-y/. Use the /er/ of her.
Underline /er/. inter- between, among rupt break
V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
31.3
interrupted
AR and
Lesson Less on 11
11. erupt
ē rupt
We went to see Old Faithful erupt.
2
ē rŭpt
dis rupt
Jack, please do not disrupt the class today.
V
2
dĭs rŭpt
in struct
ob struct
The paper will instruct you how to build the cabinet. 1
2
ĭn strŭkt
Use /ĭ-ī-ē-y/. Use /s-z/.
disrupted
Use /ĭ-ī-ē-y/. /ĭn/ /i-n/ /strŭkt/ /s-t-r-u-c-t/ Use /s-z/. Use /k-s/.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/.
The man used his hand to obstruct the dominoes.
V
2
ŏb strŭkt
instructed
/ ŏb/ / o-b/ /strŭkt/ /s-t-r-u-c-t/ Use /s-z/. Use /k-s/.
Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. ob- against, toward struct build
15. construct
/d-i-s/ /r-u-p-t/
V
in- in struct build
14. obstruct
/dĭs/ /rŭpt/
erupted
All first sounds. dis- apart, away, opposite rupt break
13. instruct
/ e / /r-u-p-t/
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. e- out rupt break
12. disrupt
/ ē / /rŭpt/
It is time to construct a new bridge.
V
2
k ŏn strŭkt
obstructed
Use /k-s/. /k ŏn/ /c-o-n/ /strŭkt/ /s-t-r-u-c-t/ Use /s-z/. Use /k-s/.
1
con struct
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. con- with, together, completely struct build
V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
constructed
435
436
Essentials Teacher’s Guide
Day 3 11.7
Wordss in Context Word
Review
All
•
Phonograms: Dictate the phonograms. 1. ck /k/ two-letter /k/ 15. ou /ow-ō-ö-ŭ-ü/ that may NOT be used at the end of 2. igh /ī/ three-letter /ī/ English words. 3. oe /ō-ö/ that may be used at the end of English words. NOT be used 16. oi /oi/ that may NOT at the end of English words. 4. wh /wh/ 5. au /ä/ two-letter /ä/ that may 17. augh /ä-ăf/ NOT be used at the end of the 18. ay /ā/ that may be used at the English words. 6. 7. 8. 9. 10. 11. 12. 13.
ough /ŏ-ō-ö-ow-ŭf-ŏf/ ee /ē/ double /ē/ ng /ng/ er /er/ the /er/ of her or /ōr/ ch /ch-k-sh/ ar /är/ oy /oi/ that may be used at
19. 20. 21.
th /th-TH/ tch /ch/ three-letter /ch/ oa /ō/ two-letter /ō/ that may NOT be used at the end of English words.
22. 23. 24.
ea /ē-ĕ-ā/ oo /ö-ü-ō/ ai /ā/ that may NOT NOT be used at the end of English words.
aw /ä/ two-letter /ä/ that may be used at the end of English
25.
ow
/ow-ō/ that may be used
at the end of English words.
words.
•
3-5, 9-11, 18, 18, 21-22, 26-31. Spelling Rules: Review rules 3-5,
•
Spelling Rule: The /ch/ Game – Read the ollowing words aloud while the students write them using the Phonogram Game iles. Award the students stud ents one point or each word spelled correctly. cor rectly. Award Award the students a second point or knowing why the word was spelled with CH or CH. tch Used only after a single, short or broad vowel stitch latch watch hatch match
Student notebook Spelling Rule Flash Cards Phonogram Game Tiles Ball Bottle Towel Grammar Flash Cards 1, 1.8, 2, 2.1, 3, 3.2, 9
end of English words.
the end of English words. 14.
Materials
patch fetch etch crutch twitch
ch
bench beach bunch touch coach
porch perch arch pouch ranch
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Journal /ch/ /ē/ Ask students to find words with the following sounds in their spelling list and add them to their Spelling Journal. /ch/ – ch, tch /ē/ – e, ee, ea
Lesson Less on 11
11.8
Grammar
All
Review What is a noun? A noun is the name of a person, place, thing, or idea. What is an adjective? Adjectives modify nouns and pronouns. Ad jectives answer: What kind? How many? Which one? Whose? What is an article? A, an, the - tiny tiny article adjectives that mark nouns and answer the question: Which? Name the parts of a sentence. A sentence must must have a capital letter, letter, subject, verb, complete thought, and end mark. What is a verb? A verb shows action, links a description to the sub ject, or helps another verb. Spelling List 11 – page 195 Mark 195 Mark the parts of speech for the words in Spelling List 11. Write a V next to the verbs, an N next to the nouns, and Adj. next to the adjectives. All
437
Optional Practice Spelling Cards Dictate the words in Lesson 11 for the students to write on index cards. Color a green border around the verbs. Combine the cards from Lists 10 and 11. Put them in a pile face down. Direct the students to draw a word, read it, and act it out. Guess the word. If there are more than two students, have all the students write their guesses on their whiteboards.
Transitive Verbs & Direct Objects
his section is about direct objects. Direct objects receive the action o the verb. Act out the sentences so that the students can see the direct object receiving the action o the verb.
The boy throws. Let’s decide if this is a sentence. Does it begin with a capital letter? yes Does it have a subject noun? yes, boy Does it have a verb? yes, throws Does it make complete sense? No, something is missing. It needs to say what the boy throws.
The boy throws the ball. Is this now a complete thought? yes Some verbs need a second noun to make the thought complete. These types of verbs are called transitive verbs.
transiti trans itive ve verb v erb Listen to the words transitive transitive and and transfer . What do they have in common? They both begin with trans-.
transfer trans fer What does it mean to transfer? Transfer means to move from one place to another. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Transitive Verbs Verbs that need a direct object are called transitive verbs. Direct objects are often called complements because they complete or complement the meaning of the verb.
Teacher Tip Direct Objects Direct objects follow action verbs, and they are verb complements. complements. These are different from subject complements , , which follow complements linking verbs.
438
Essentials Teacher’s Guide
Trans- is a Latin prefix that means across Trans- is across and and through through.. A transitive verb transfers the action of the verb to the direct object.
Act out the sentences below as you say them: For example, in the sentence I spin the bottle, I bottle, I am transferring the action to the bottle. Bottle Bottle is is the direct object. In the sentence I shake the towel, I towel, I am transferring the action to the towel. Towel is is the direct object. The noun that receives receives the action is called called the direct object. Let’s Let’s go back to our sentence on the board.
The boy throws the ball. Who throws? boy Boy is the subject noun. What does he throw? the ball Ball is the direct object. The ball is what was thrown. In other words, the action of throwing was transferred to the ball. What else could the boy throw? Answers will vary. (toy) (toy) Tell T ell me the answer in a complete sentence. Answers will vary. (The boy throws the toy.) (Toy) is the direct object. It is receiving the action of the verb. What else could the boy throw? The answer will vary. (paper) Tell T ell me the answer in a complete sentence. The answer will vary. (The boy throws the paper.) (Paper) is the direct object. It is receiving the action of the verb…
Show Grammar Flash Card 1.8. The direct object receives the action of the verb and completes completes the meaning of the sentence. Let’s say the definition together. The direct object receives the action of the verb and completes the meaning of the sentence. When a verb needs a direct object to complete its meaning, it is a called a transitive verb.
Grammar Flash Card 1.8 Direct Object The direct object receives object receives the action of the verb and completes the meaning of the sentence. To find the direct object, go to the verb and ask: __ what? ____ ___ _ what? _____ __ ___ whom?
Show Grammar Flash Card 3.2 A transitive verbs transfers the action of the verb to the direct object. All of the verbs in List 11 need a direct object. Therefore, Therefore, they are all transitive verbs. Read each verb in List 11 aloud. Then use it in a sentence with a subject and a direct object. For example: The dog follows the boy. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Grammar Flash Card 3.2 Transitive Verb A transitive verb transfers verb transfers the action of the verb to the direct object.
Lesson Less on 11 All
Identifying Parts of Speech Subjects, Direct Objects, and Meaning English grammar is about word order. In some languages words can be arranged in any order because endings on the words show the meaning. In English the word order is the main thing that indicates meaning. I will write two sentences on the board. Tell me when you notice what is different between them.
The boy hits the ball. The ball hits the boy. Discuss with the students how the meaning changes by switching the order o the words. Let’s label the parts of speech for each word and talk about the jobs these words are doing.
The boy hits the ball. Who hits? boy, subject noun Which boy? the, article adjective What is being said about boy? boy hits, verb What does the boy hit? ball, direct object Which ball? the, article adjective Is there a direct object receiving the action of the verb? yes Then what kind of verb is it? a transitive verb
A SN T V A DO
The boy hits the ball. The ball hits the boy. In this sentence what hits? ball, subject noun Which ball? the, article adjective What is being said about ball? ball hits, verb What does the ball hit? boy, direct object Which boy? the, article adjective Is there a direct object receiving the action of the verb? yes Then what kind of verb is it? a transitive verb
A SN
T V A DO
The ball hits the boy.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
439
440
Essentials Teacher’s Guide
By changing the position of the words boy and ball, ball, we we changed their jobs in the sentence. By changing their jobs, we changed the meaning of the sentence.
Teacher Tip
Identifying Parts of Speech 11.8A Identifying Parts Parts of Speech – page 196 Label 196 Label the parts of speech in your workbook as we discuss each sentence and I label it on the board.
Identifying Parts of Speech Write the phrases on the board and label the parts of speech as modeled in Level A.
The man pushes the swing. Who pushes? man, subject noun Which man? the, article adjective What is being said about the man ? man pushes, verb Pushes what? swing, direct object Mark the direct object with the letters DO. Which swing? the, article adjective Is there a direct object receiving the action of the verb? yes Then the verb is a transitive verb. Write a T before before the V to show the type of verb.
A SN
TV
A
DO
The man pushes the swing. The sisters enjoy the book. Who enjoys? sisters, subject noun Which sisters? the, article adjective What is being said about sisters? sisters enjoy, verb Enjoy what? book, direct object Which book? the, article adjective Is there a direct object receiving the action of the verb? yes Then the verb is a transitive verb. Write a T next to the V.
A
SN
TV
A DO
Level
B
11.8B Identifying Parts Parts of Speech – page 197 A
SN
TV
A
Adj
The pilot repairs the broken DO
computer. A
SN
TV
A
The actress visits the PNA
DO
director’s assistant. assistant. A
SN
C
TV
A
DO
SN
The waiters and waitresses DO
DO
deliver the coffee, coffee, tea, tea, muffins, muffins, C
DO
and toast. toast.
Level
C
11.8C Identifying Parts Parts of Speech – page 198 A
SN
TV
Adj
Adj
DO
A
Adj
SN
A
The volunteer interrupts the long committee meeting.
The sisters enjoy the book. The thorough carpenter
Mother opens the green box. Who opens? Mother, subject noun What is being said about Mother? Mother opens, verb What does Mother open? box, direct object Which box? the, article adjective What kind of box? green, adjective Is there a direct object receiving the action of the verb? yes Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
TV
A
PNA
DO DO
inspects the floor’s levelness C
DO
A
PNA
and finish. Adj
SN
The harbor’s colossal schooners TV
Adj
Adj
DO
frighten small boat owners.
Less on 11
441
Then the verb is a transitive verb. Write a T next to the V.
SN
TV
A
Teacher Tip
Adj DO
Mother opens the green box.
Identifying Parts of Speech
The three boys eat bread and jam. Who eats? boys, subject noun How many boys? three, adjective Which boys? the, article adjective What is being said about the boys? boys eat, verb What do they eat? bread, direct object What else do they eat? jam, direct object What is the t he word “and”? “and”? conjunction How many direct objects are in this sentence? two What joins them together? the conjunction “and” Is there a direct object receiving the action of the verb? yes Then the verb is a transitive verb. verb. Write Write a T next to the V to show the type of verb.
A
Adj SN TV
DO C
DO
The three boys eat bread and jam.
Dictation
11.9
Read the phrase. Ask the students to repeat it aloud, then write it in a notebook. A 1.. The
man catches the ball. 2.. The boy pushes the toy truck. B 1.. The
velvet mitten is shrinking. computer. 2.. The clerk will deliver the pilot’s computer. C
A volunteer will instruct the class. volcano. 2. The scientist discovers a volcano. 1..
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Write each sentence on the board. Ask the students the questions to aid them in identifying the parts of speech. As the students become more proficient, have them ask the questions. question s. Mark the parts of speech on the board while the students mark them in their workbooks.
442
Essentials Teacher’s Guide
Words Wo rds in Action
Day 4 11.10
Review
All
•
Phonograms: Phonogram Speed Bingo 11.10-1 Phonogram Speed Speed Bingo – page page 199 Dictate phonograms by sound and spelling hint as the student writes one phonogram in each box to complete the Bingo card. Students may write the phonograms in any square, thereby creating their own custom board. Read a phonogram sound. Te student should cover it on the game board using a penny. When he has covered five in a row, he should call out “Bingo.”
•
Grammar: 11.10-2 Sentences and Fragments – page 200 Write S or sentence or F or ragment next to each line.
•
Spelling: Ask the student to spell the words rom Spelling List 11 using the Phonogram Game iles.
Pennies to cover the Bingo card Phonogram Game Tiles Student notebook
Level
A
Morpheme Card: -er
Level
B
Morpheme Card: over-
Level
C
Highlighters Dictionary Morpheme Cards:
Vocabulary
struct
ob-
press
fend
de-
rupt
inter-
ex-
Level A Vocabulary
dis-
pro-
fess
-or
11.11 A
Materials
The T eS Suffix u x --er er Today T oday we will use the suffix -er to to form new words.
work + er What at new new word wor is is formed orme when w en we we add a wor work an and --er ? w and worker or er
work + er = worker What hat is a worker? Someone who works. Use se worker or er in in n a sentence. sentence. (The T ew worker or er a ate te lunch.) unc . A Answers nswers w will i vary. vary ry..
play + er What hat word is formed when we add the suffix -er to play to play ? player
play + er = player What at is a player? p aye ayer? r? So Someone Some meon onee who w o plays. p ay ayss. Use player Use se player se player in in a sentence. (The player caught the ball.)
- er noun suffix Old English
open + er Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson 11
443
What word is formed when we add the suffix -er suffix -er to to o open open?? opener
open + er = opener What W at is an opener? open op ener er?? ssomething omet ing used use to us to open open op Use opener in a sentence. (The can opener is in the kitchen.) How does the suffix -er change the meaning of open open,, play and work ? IItt changes wor c anges an an action action verb ver to to a person person or or thing t ing that t at does oes the t e action. The suffix -er changes a verb into a noun. Read R ea through t roug the t e verbs ver s in in Lessons Lessons 10 10 and an 11. 11. Which W ic ones ones can can take ta e the suffix -er? player p ayer
opener
tteacher eac er
whisperer
fighter
reader
singer
pounder
catcher
helper e per
follower
ccaller a er
waiter
watcher w atc er
walker a er
sleeper
pusher
talker
destroyer
eater
tthinker in e r
tthrower rower
11..11A 11.11A 11.1 1A Vocabulary Voca Voc a u ar ary y Development Deve Dev e op opme ment nt – pa page ge 201 201 Complete the aactivity ctivity in in yyour our workbook. wor oo . wo B
Level B Vocabulary
over-Look at the words in Spelling List 11. Do you see a word that begins with overover-?? overcook What W at does oess it mean oe mean to overcook? over ov erco coo o ? to cook coo co o too too much muc muc What other word in Spelling List 11 could you add over- to? overstretch stretc Use overstretch overstretch in in a sentence. Use overcook in in se overcoo n a sentence.
Show Sh ow the the morpheme morphem morp hemee card car over- . car Read the words on the back. IIn n which w ic of o tthese ese words wor s does oes the t e prefix pre ix overover- mean - me mean an too too much? muc ? over-muc heat, overdress What over- mean mean in overhang and overhang and overcoa overcoat ? over W at does oes the t e prefix pre ix over- mean no ver ang an
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
overover, too much Old English
Challenge Vocabulary Level B Use www.MoreWords.com to search for words that begin with the prefix overover-.. In each word decide if the prefix means over or or too much. much.
444
Essentials Teacher’s Guide
Review R ev ew Verb Ver Tense Ver Tens nse e Verbs and the suffixes attached to verbs provide the reader information ion aabout out time. time. TThis is iiss ccalled a e tthe e tense ense of o the t e verb. ver . I will will write a sentence on the board.
The music repeats. When en is this t is happening? appe ap peni ning ng?? It is happening appening now. This is called present present tense. What at does oes future uture tense mean? T Thee a action ction will wi happen app ap pen in in the t e future. uture. Change the sentence to future tense. The music will repeat.
The music will repeat. What at does oes present continuous tense mean? T Thee ac acti action tion on is happenappe ap penning and is continuing to happen as we speak. Change the sentence to present continuous tense. The music is re peating.
The music is repeating. 11.11B . Tense – page 202 202 02 Read each sentence. Highlight the parts arts of the verb ver b that determine the tense. If the sentence is present continuous tense, tense, write PC C by it. If it is future future tense, write F by it. C
Level C Vocabulary Read ead the words in Spelling List 11. What patterns do you notice? Offend and defend both use fend. Corrupt, interrupt, erupt, and disrupt all use rupt. Instruct, obstruct, and construct all use struct.
struct build Latin
struct Today we will begin at the bottom of the list. What Today What do the last three words have in common? They all include struct. What at do o you you think t in co construct cons ns ru ruc c means? means? IItt m means? means ean anss tto o build. ui . What hat other words do you know that sound like construct ? construcconstructed tion, constructing, constructe
Write r te cconstruct on n th thee board. boarr . boa ons ruc o How ow many morphemes are there in construct ? two What at are are they? t ey ey?? co conn- is a prefix pre ix that pre t at means mean me anss with, wit , together, wit toget tog et er er,, or or comcom-com petely. Struct Struct means to build. Another A not er word wor tthat at uses uses struct ruc is iss instruct nstruct . W What at does oess instruct oe inst in stru ruct ct literally itera ite ra y Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Vocabulary Level C Think of a context where the students would recognize the words construct or construction construct or such as construction trucks and draw connections to the relationship to the root struct which means to build.
Lesson 11
445
mean? tto o build ui in in How do we use the word instruct ? Teachers eachers instruct students. It means mean me anss to to teach. teacc . tea What do teachers build in in when they are instructing? They hey build knowledge now e ge iin n their t eir students stu ents ob-o The other word is obstruct . What does obstruct mean? I will use it in a few ew sentences. sent se nten ence ces. s. W When en you you know now no w what w at it means, mean me ans, s, raise rais ra ise e your your hand. an . The semitruck is obstructing the driveway. A tree is obstructing my view from the window. The T e man o obstructed structe tthe e doorway oorway so tthat at we could cou not get out. Obstruct means to block or to get in the way.
Write obstruct struct on th r te o thee board. boarr . boa How many morphemes are in obstruct ? two What are they? ob- and struct Do you have any guesses what the prefix o ob- means? ob- means?
Show the morpheme card ob- .
ob o-
o cof-of
op -
against, toward Latin
Ob- means ObO - me means ans against against or toward. towarr . towa What does obstruct literally literally mean? To o build against. What other forms does ob- takes when it assimilates? o-, oc-, of-, opWhat other words in the list use the prefix o ob-- or one of its assimilatob ed forms? offend and oppress
Write r te oppress on on th thee bo boa board. ar . What does oppress literally mean? to press against Why did obdid ob- change to opto op-?? Press starts with a /p/. Look up the meaning of oppress in the dictionary. How is the word oppress used oppress used today? What W at other ot er word wor in in Spelling Spe ing List List 11 11 includes inc u es a word wor that t at has as an an asassimilated form of obob-?? offend What offend of-- which W at are are the t e morphemes morp emes in in o en ? o w ic means means against, against, and an fend.
press press Latin
fend strike Latin
end . Show the morpheme card fend
FFend en m means eans to to strike. stri e. What W at does oes o offend en mean? mean? T To o strike stri e against. stri against agai nst.. How does this relate to the meaning of offend today? today? Use a dictionary n ar y to to look oo up up the t e word. wor . What W at do o the t e morphemes morp emes in in defend mean? mean? de- means away from or Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
de-de away from, out of Latin
446
Essentials Teacher’s Guide
out of. Fend means to strike. So defend means to strike away from. How ow does this relate to how the word is used today? When we defend, we strike away from ourselves something that could hurt us. 11.11C-1 11.11C . --1 Pre Prefixes ixes – page 203 203 0 Write the meaning of the prefix iin n the t e blank an before e ore it. it. Then T en match matc the t e suffix su ix to to its its assimilated assimi ate form. orm.
rupt
rupt
break, broken Latin
What hat do words 9-12 in Spelling List 11 have in common? They all have avee tthe av hee ro root ot rupt. rupt. How ow do you know that the root is rupt and and not upt ? interrupt and corrupt have two R’s. The first R is probably at the end of an assimilating prefix. Look ook at the words which include the morpheme rupt . What do you think in rup rupt means? means?
Show the morpheme card rupt . Rupt means Rupt means means break or broken. Find each of the words in Spelling List 11 1 1 that t at include inc u e the t e root root rupt . Read Rea tthe e word wor aand n ttell e m me e how ow iitt rreelates ates to the meaning break . interrupt nterrupt W When en someone someone interrupts interruptss a conversation interrupt conversation conversati on or aa game, game, game, they break it into parts. How ow many morphemes in interrupt ? two What at are are they? t ey ey?? in interinte terr- and an rupt rupt ru pt What hat other words can you think of that start with the the prefix prefix inter-? terer-?? interview, intercept, intertwine… erWhat hat do you think interinter- means? means? answers vary
Show Sh ow the the morpheme morph mor pheme eme card car inter . Inter- means Inter means means between. etween. What hat does interrupt mean? To interrupt means to break between. Does oes that definition describe how the word is used today?
interenter-
between, among
erupt When a volcano erupts it breaks open. How ow many manyy morphemes man morp em morp emes es in in erup erupt ? two wo What hat are they? e- and rupt E- is E is an assimilated form of ex-.
Latin
x- on th Write r te exthee board. boar . bo What hat words can you think of that begin with the prefix exex-?? exit, eexplode, xp o e, extend… exten … What hat does exex- mean? mean? out or up What hat does erupt mean? mean? To erupt means to break out. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
exe-
e f-
out, up Latin
Lesson 11
Does that definition describe how the word is used today? Use a dictionary to find the definition. When someone corrupt W en som someon eonee is corrupt, corrup cor rupt, t, ttheir eir honesty onesty ones ty or integrity integr int egrity ity is broroken. How many many morphemes morp eme morp emess in in corrup corrupt ? two wo What are they? cor- and rupt You have learned the prefix corcor-.. It is an assimilated form. Do you know which prefix it is? conWhat does condoes con- mean? mean? with, together, completely Whyy did W i it it assimilate? assimi ate? T Thee N changed c an ange ge to to an R tto o because ecau ec ause se ru rup rupt pt begins egin eg inss with an R. What corrupt mean? mean? T To corrupt completely. W at does oes corrup o cor corrup ruptt mea means ns to break rea completely comp com p ete y. When How does this definition relate to how it is used today? W en ssomeomeone is corrupt, their integrity is completely broken. disrupt When t.. srupt W en someone some so meon onee disrupts isru is rupt ptss a conversation, conv co nver ersa sati tion on,, they t ey break rea re a ititapar apart ap art. How many morphemes in disrupt ? two What W at are are they? t ey? disis-- and is an rupt an rupt What does disdoes dis- mean? mean? apart, away, opposite What does disrupt mean? mean? To disrupt means to break apart. How does this definition relate to how it is used today?
conco m -
c o r-
with, together, completely Latin
disapart, away, opposite Latin
11.11C-2 . - Rupt – page 204 204 Add each prefix to rupt, rupt, write the meaning m eani ea ning ng o of tthe e morphemes, morp mo rp em emes es,, write writ wr ite e the t e dictionary ict ctiion onar aryy definition e in iniiti tion on of o each eac word, then use each word in a sentence. professor 11.11C 11.11C-3 . -3 Pro Professor essor – page 205 205 Look Look Loo at at the t e word professor word wor pro professor essor . How ow many morphemes do you think are in this word? Highlight each morpheme with a different color. Think of other words that include tthe e same same morphemes morp emes and an write write them t em on on the t e lines ines below. ine e ow. In In each eac word, highlight the morphemes that are also found in professor in professor .
proin front, in f avor of, forward Latin
professor ro ess essor or program
confess fess
actor ac
prohibit rohibit ro hibit
confession confess con fession ion
aviator aviat or
product roduct ro duct
fess
author auth or
rogress ro gress progress
profess pro fess onal professional
spons or sponsor
project ect
profession ess on
donor on
prominent rominent ro minent
investor nvestor nvest or
What would you guess each of the morphemes means? Check your definition against the morpheme cards. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
fess admit, reveal Latin
- or noun suffix Latin
447
448
Essentials Teacher’s Guide
Dictation
11.12
Read each phrase. Ask the students to repeat it aloud, then write it in their notebooks. Mark the subject noun, transitive verb, and direct object in each sentence. A
Mother enjoys the music. th e black door. 2.. A helper opens the 3. The class watches the program. 4.. The teacher reads a book. 1..
B 1.. The
teacher repeats the poem. 2.. The director repairs the broken screen. 3.. The kitten scratches the chair. 4.. The students select a backpack, an eraser, and a shell. C 1.. The
amendment corrupts the contract. volunteer, and the lawyer. 2. The mayor interrupts the dentist, the volunteer, 3.. The protest is disrupting the public. 4.. The customer is obstructing the door.
Composition
11.13 A
Today we will write sentences following this pattern: subject, verb, Today direct irec ectt o object. ject je ct.. W What at is a direct irec ir ectt object? o je ject ct?? a noun noun nou n that t at receives rec ecei eivves the t e acaction of the verb and completes the meaning of the sentence. 11.13A-1 11.13A 11. .13A-1 --1 Composition ompos omp os t on – page page 206 206 Using Usi sin ng the t e words worr s in your wo you ourr workbook, form sentences which include a subject, a verb, and a direct irec ectt object. o je ject ct..
Adding A ng Adjectives A ect ve ves Both oth the subject and the direct object are nouns. To To make the sentence ence more interesting, we can choose an adjective to describe the subject. su ject je ct.. For For example: exam ex amp p e:
The man catches the ball. To add an adjective describing man, To man, we ask what kind of man? the ttall a m man an
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Optional Practice Composition Level A Provide the students with the light blue article cards, the red noun cards, and the green verb cards. On a sticky note write the endings -S and -ES. Direct the students to choose a noun, verb and direct object to form a sentence. Add in articles as needed. The studen students ts should then place the -S or -ES after either the noun or verb so that the subject and verb agree. Then read the sentence aloud.
Lesson 11
The tall man catches the ball. We W e can can aalso ca so aadd aan n aadjective jective describing desc escrribing i ing ball a by y aanswering answerin nswering tthe e question, what kind of ball? the green ball
The tall man catches the green ball. Which W ic se sent sentence nten ence ce provides prov pr ovii es mo more re information in or orma mati tion on and an is more more interesting: inte in tere rest stin ing: g: the man catches the ball or or the tall man catches the green ball ? 11..13A 11.13A-2 11.1 3A-2 --2 Writing Wr t ng with w th Adjectives Ad ect ectiv ives es – page page pag e2 207 207 07 Underline the subject noun and the direct object. Think of adjectives to describe each one. Rewrite the sentences.
Reading
11.14 A
11.14A 1 . Reading Sentences Sentences – page page 208 8 Ask the student to read each sentence sentence sente nce aloud alou to practice alou practice luency. practice luency.. luency The Essentials Reader – Reader – Lesson 11 (optional)
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
449
450
Essentials Teacher’s Guide
Day 5 11.15
Review
All
•
C
•
Check Your Understanding Materials
Grammar: Review Grammar Flash Cards 1-1.3, 1.7-1.8, 2-2.6, 3-3.2, 7, 9, 11.1, 12.1. Vocabulary: V oca u ary: Provide Prov Pr ovii e the the st stu students u en ents ts wi with th se seve seven ven n in index ex ca car cards. r s. Sa Sayy th thee me mean meaning anin ingg o a morpheme morphem mor phemee below. below. Te students below stu ent stu entss should shoul write shoul write the the morpheme morpheme morp heme on on an an an index card. Combine these with the index cards rom Lessons 1-10. build ui — struct against, toward — obpress — — press — press break, reak, broken — rupt between, etween, among — interin front, in favor of, forward — pro— proadmit — fess
•
Ask sk the students to read each o the morphemes morphemes rom Lessons 1-11, then hen state the deinitions. How many can they deine the irst time?
•
Set out the morpheme cards in the ollowing three rows. innimm-
fess ess
de-
press
-er er
ex-e-
fend en
-ment men
-or
Grammar Flash Cards
Level
C
Morpheme Flash Cards Index Cards Timer
Challenge Vocabulary Level C Call out the meaning of a morpheme. Ask the students to find it and then place it in the correct column as a prefix, root, or suffix.
Teacher Tip concom-cor--
sstruct ruc
ob-o ofop-
part
pro--
rupt rup
-ant -an
I will will set a timer for three minutes. How many words can you find f ind in this his puzzle? Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Answer Key impress, instruct, impart, instructor, depress, depressant, defend, defender, defendant, depart, department, express, erupt, confess, confessor, compartment, compartmen t, corrupt, oppress, oppressor, offend, offender, obstruct, profess, professor, fess, press, fender, part
Lesson Less on 11
11.16
Check Your Understanding
All
Check Your Your Understanding 11 – page 209-211
Phonograms
All
Dictate the phonograms. 1. 2. 3.
4. 5. 6. 7.
or b oi
/ōr/
28.
/b/
29.
/oi/ that may NOT NOT be used
30.
at the end of English words.
31.
augh /ä-ăf/ t /t/ h /h/ oe /ō-ö/ that may be used at
32.
9. 10. 11. 12.
13. 14. 15. 16. 17. 18.
33.
NOT be used at the end of
39.
English words.
40.
19. j 20. 21. 22. 23. 24. 25. 26. 27.
/z/ /k/ two-letter /k/ /sh/ used only at the
oy /oi/ that may be used at the end of English words.
34.
at the end of English words.
/ŭ-ū-ö-ü/
end of a syllable.
th /th-TH/ ea /ē-ĕ-ā/ v /v/ k /k/ tall /k/ au /ä/ two-letter /ä/ that may
ough /ŏ-ō-ö-ow-ŭf-ŏf/ ee /ē/ double /ē/ w /w/ c /k-s/ d /d/ ai /ā/ that may NOT NOT be used
/p/
beginning of a word or at the
the end of English words. 8.
p u z ck sh
35. 36. 37. 38.
f /f/ r /r/ tch /ch/ three-letter /ch/ x /ks-z/ l /l/ s /s-z/ ay /ā/ that may be used at the the end of English words.
41. 42. 43. 44. 45. 46.
/j/ the /j/ of jump
47.
o /ŏ-ō-ö/ g /g-j/ ng /ng/ m /m/ y /y-ĭ-ī-ē/ er /er/ the /er/ of her i /ĭ-ī-ē-y/ oa /ō/ two-letter /ō/ that
48.
ar /är/ ch /ch-k-sh/ oo /ö-ü-ō/ wh /wh/ a /ă-ā-ä/ n /n/ igh /ī/ three-letter /ī/ aw /ä/ two-letter /ä/ that may be used at the end of English words.
49. 50. 51.
e /ĕ-ē/ qu /kw/ ow /ow-ō/ that may be used at the end of English words.
52.
ou
/ow-ō-ö-ŭ-ü/ that may
may NOT be used at the end of
NOT be used at the end of
English words.
English words.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
4511 45
452
Essentials Teacher’s Guide
CH or TCH
All
Write the correct phonogram, TCH or CH, in the blank to complete the word.
Dictation Read the phrase. Ask the students to repeat it aloud, then write it in their workbooks. A 1.. The
boy watches a video. 2.. A cat follows the duck. eggs. 3. The man eats corn, bread, and eggs. 4.. Father throws the black ball. 5.. The woman teaches music. 6.. The brothers walk and talk. 7.. Grandmother calls the boy. 8. A man reads the paper. 9.. The boy catches the dog. 10. The author enjoys the book. 11.. A man pushes the car. 12.. The hero wants a boat. 13.. The glasses match. B 1.. The
baker overcooks the muffins. 2.. The animal scratches. 3. The waiter heats the sandwiches. 4.. The queen comforts the king. 5.. The laptop screen shatters. 6.. A hawk threatens the kitten. 7.. The student delivers his report. 8. A robot pitches and swings. broken basket. 9.. The referee repairs the broken 10. The mittens will shrink. 11.. The echoes repeat. 12.. The president selects a ticket. 13.. The actress travels.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson Less on 11 C
A professor will instruct the committee. 2.. The erupting volcano is disrupting the district. 3. A prominent scientist interrupts the astronaut. 4.. The kingdom oppresses the poor. customer. 5.. The quarrel offends the customer. 6.. The dentist’s partner is corrupting her. sheriff ’s car is obstructing the road. 7.. The sheriff’s chair. 8.. The carpenter is constructing a chair. 9.. The lawyer is defending the government. 1..
All
Grammar
Ask students to label all the parts o speech in the dictation phrases.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
453
454
Essentials Teacher’ Teacher’ss Guide
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
455
Lesson 12 Phonograms
kn
our
Level
C
gn
Exploring Sounds
Vowel Types
Spelling Rules
Spelling Rule 8
Spelling Journal
/n// /n
Grammar
9.1-9.5 Subject & Predicate
Vocabulary
Level
A
Level
B
Level
C
Day 1 12.1
pre-
re-
Homonyms, Synonyms, & Strong Verbs sign
dict
shroud
bark
pre-
contra-
en-
velop
Essential Concepts
Phonograms
All
New Phonograms kn, gn Show kn . /n/ /n/
Show gn .
Materials Basic Phonogram Flash Cards & kn
gn
i
Highlighter Phonogram Game Tiles Spelling Rule Cards 4, 5, 8, 10 Scissors LOE Whiteboard
Level
/n/ /n/ How are these phonograms the same? They both say /n/. They both have an N as the second letter. They are both multi-letter consonants. How are they different? One begins with with a K, the other begins begins with a G. Neither KN nor GN are common phonograms. What What do you think is Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
o
C
Advanced Phonogram
our
456
Essentials Teacher’s Guide
the most common spelling of the sound /n/? N 12.1 Word Wordss with KN and GN – page 213 Read 213 Read each word aloud. Highlight the KN or GN.
Discuss the meaning o unknown words as your students read them aloud.
knead knack knight know knock knob
knot knit knee gnatt gna gnaw gnarl
gnash gnome campaign sign design
Looking at the words, when is KN used? KN is used only at the beginning of the word. When is GN used? GN is used both at the beginning and the end of the word.
Show kn . From now on, we will call this two letter /n/ used only at the beginning of a base word.
Show gn . We will call this one two letter /n/ used at the beginning or the end of a base word. There are only eighteen base words that begin begin with with KN and only seven that begin begin with with GN. C
Advanced Phonogram
Show
our
Advanced Phonogram
.
This phonogram says /er/. It is used in French and English words ssuch uc aas journal, ass journa journal,, journey, journey, an and courage courage.. It is also a so a common comm co mmon on CommonComm Co mmon on-wealth spelling for /er/ where the American spelling uses OR. Consider: armor – armour; color – colour; favor – favour.
For a complete list see Uncovering see Uncovering the Logic of English p English p. English p.. 1188.. All
Phonogram Review
Drill the phonogram sounds with lashcards. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
our /er/ jour jo urne ney y French, English
Lesson Less on 12
12.2
457
Exploring Sounds
All
Vowel Types Provide the students with sets o Phonogram Game iles which include all the phonograms they have learned thus ar. I am thinking about some things that are very important for reading and spelling words in English. I will write a word on the board. Read the word quietly to yourself, then raise your hand and tell me why this is so important.
vowels Why are vowels important? Every vowel forms a syllable. Every word needs a vowel. It is possible to count the number of syllables by counting the vowels. Some of the vowels say more than one sound. To read and spell a word, it is helpful to know how many To many vowels are in the word. This will tell us how many syllables are in the word and provide clues about which sound the vowels may say. This means we must be aware of vowel types. First we will rediscover and then count the vowel types we have learned to this point. I will say a word. Write it using your Phonogram Game Tiles. After you have written each word, save it by sliding it to the top of your desk. We will use these words to count the vowel types. match Write the word match match.. m a tch
What is the vowel in this word? /ă/ Is this the long, short, or broad sound? short Why did /ă-ā-ä/ say its short sound? It is in the middle of the syllable. We call this a closed single-letter vowel vowel because because a consonant is closing the vowel so that it is not at the end of the syllable.
Write on the board.
closed single-letter vowel Slide the word match match to to the top of your desk.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Phonograms Taught The following phonograms have been taught to this point: a-z, ck, ee, ng, th, er, or, or, ea, sh, oi, oy, ai, ay, ar, ch, oo, oa, oe, wh, igh, au, aw, augh, ou, ow, ough, tch, kn, gn.
458
Essentials Teacher’s Guide
go Write the word go go.. g o
What is the vowel in this word? /ō/ Is this the long, short, or broad sound? long Why did /ŏ-ō-ö/ say its long sound? It is at the end of the syllable. What is the rule? A E O U usually say their thei r names na mes (long sounds) at the end of a syllable. We call this an open single-letter vowel. vowel. This is because the syllable ends with a vowel.
open single-letter vowel Say go go again. again. As you say it, feel whether your mouth is open or closed at the end of the word. My mouth is open. Why? Go ends in a vowel. Vowels are sounds that are said with an open mouth. What do the vowels A E O U say end of the syllable? A E O U usually say their long sounds at the end of a syllable. Slide the word go go to to the top of your desk next to the word match match.. m a tch
g o
Write Spelling Rule 4 on the board under “open single-lettter vowel.”
open single-letter vowel A E O U usuall usuallyy say their their long sound soundss at the the end of a syllable.. syllable Do open vowels always say their long sound? no What other rules do you know that speak about open vowels? I and Y may say /ĭ/ or /ī/ at the end of the syllable. When a word ends with the phonogram A it says /ä/.
Write Spelling Rules 5 and 10 under “open single-letter vowel.”
open single-letter vowel A E O U usuall usuallyy say their their long sound soundss at the the end of a syllable.. syllable I and Y may may say /ĭ /ĭ/ or /ī /ī/ at the the end of a syllable. syllable. When a word ends with the phonogram A, it says /ä/. Let’s look at a few examples. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson Less on 12
ma Write the word ma ma.. m a
What is the vowel in this word? /ä/ Is this the long, short, or broad sound? broad Why did /ă-ā-ä/ say its broad sound? It is at the end of the word. What is the rule? When a word ends with the phonogram A, it says /ä/. This is an example example of an open vowel that is broad. How do we know that it will say its broad sound? A spelling rule tells us. Vowel types work together with the spelling rules. Slide the word ma ma under under go go so so that you remember they are both open single-letter vowels. m a tch
g o m a
the Write the word the the.. th e
What is the vowel in this word? /ә/ or /ē/ What kind of vowel is it? It is an open vowel. Why does it often say /ә/ and not /ē/? It is a lazy vowel. Any vowel may say one of its schwa sounds in an unstressed syllable or unstressed word. Slide the the under under the words go go and and ma ma so so that you remember they are all open single-letter vowels. m a tch
g o m a th e
Can closed vowels be lazy too? Yes, any vowel can be lazy. born b or n
What is the vowel in this word? /or/ What kind of vowel is it? It is an R-controlled vowel.
R controlled vowel Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
4599 45
Lesson 12
12.3
4611 46
Spelling Rule
All
Rule 8: I and O May Say /ī/ and /ō/ Show
i
.
Spelling Rule 8 I and O may say /ī/ and /ō/ when followed by two consonants.
What does this say? /ĭ-ī-ē-y/ What is its long sound? /ī/ How is it marked? Draw a line over it.
ī Show o . What does this say? /ŏ-ō /ŏ-ō-ö/ ö/ What is its long sound? /ō/ How is it marked? Draw a line over it.
ō Show
i
and o .
When can these single-letter vowels say their long sound? At the end of the syllable. Today T oday we will learn one more place where I and O will say their their long sounds, /ī/ and /ō/. 12.3 Vowels – page 215 Cut 215 Cut out the sentences. What do you notice about them? Each sentence has an I or an O in bold. Place the long /ī/, short /ĭ/, long /ō/, and short /ŏ/ in a long row at the top of your desk. Read each sentence. Try Try the short shor t sound. If that does not make sense, try the long sound. If it is long, write a line over it. If it is short, write a breve over it. Place each sentence in the correct pile. ĭ
ī
ŏ
ō
drink milk sick
wild sign blind kind child mild
lock dolls sock
gold cold both roll old
Are the long /ī/ and /ō/ at the end of the syllable? no How many consonants do you see after the long /ī/ and /ō/? two Highlight the two consonants following the long /ī/ and /ō/. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Optional Practice I and O 12.3 Vowels – page 215 Ask students to rewrite each word with a bold I or O on its own index card before categorizing the words by sound.
Optional Practice Spelling Rule 8 • Create a reference page to remember this rule. Include sample words. • Ask the students to teach this to another student or a parent.
462
Essentials Teacher’s Guide
How would you write a spelling rule to describe this? answers vary The rule says, I and O may say /ī/ and /ō/ when followed by two consonants. Does the rule state the I and O always always say say /ī/ and /ō/ before two consonants? No, they may say /ī/ and /ō/ before two consonants. Let’s say the rule together. I and O may say /ī/ and /ō/ when followed foll owed by two consonants.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson 12
Day 2 12.4
Building Words
Review
All
•
463
Phonograms: Phonogram Slap Set Up: Using 2 sets o Phonogram Game Cards, choose 13-15 pairs o phonograms or every our players. Add two Slap Slap cards. cards. Deal all the cards to the players. Some players may have one more card than others. Play: Players place their cards in a stack ace down in rom o them. Te first player flips the top card in his stack into the middle so the other players may see it. Te second player flips a card and places it on top o the stack. I the Slap Slap card card is flipped, players race to slap it. Whoever slaps the Slap Slap card wins the entire stack o cards. He then places it under his stack and play begins again. I two matching cards are laid down on top o each other or are separated separ ated by only one card, players race to slap the deck. Te player must read the sound(s) correctly in order to win the pile. Te game ends when one player has possession o all the cards.
Materials 2 sets Phonogram Game Cards 2 Slap Cards Slap Cards Phonogram Game Tiles Index cards Spelling Journal Spelling Analysis Card
Levels
B
C
Morpheme Flash Cards
Variation: Players may slap the cards i two phonograms share a sound.
•
Spelling Rules: 12.4-1 I and O – page 219 How many words can the student orm by completing the pattern? i n d
blind, kind, rind, rind, bind, bind, hind, wind, find, behind, mind
i l d
child, mild, wild
o l d
bold, cold, cold, gold, mold, sold, hold, hold, told, scold, old
o l t
bolt, colt, molt
i ck
tick, trick, brick, sick, stick, lick, rick, nick, thick, click
o ck
lock, rock, rock, knock, sock, cock, dock, flock
i n k
clink, sink, rink, brink, link, mink, blink
o ng
long, along, belong, dong, gong, song, strong
•
Grammar: 12.4-2 Subject-V Subject-Verb erb Agreement – page 220 Write the correct ending or the verb i one is needed.
C
Morphemes: M orp emes: Review Review the morpheme morphem morp hemee cards car s rom previous previou prev iouss lessons. lessons less ons..
•
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Challenge Vocabulary Write silly poems using each of the words.
464
12.5
Essentials Teacher’s Guide
Spelling Journal
All
/n/ Spelling Journal /n/ On your whiteboard, write all the phonograms
that spell /n/.
kn
gn
n
Provide each student with three index cards. Write each of these phonograms on an index card, one phonogram on each card. Hold up the /n/ phonogram that is the most common. N Hold up the phonogram that is used only at the beginning of the word. KN Hold up the phonogram that is used both at the beginning and at the end of a base word. GN Open your Spelling Journal to the contents page. Which page will we find the sound /n/ on? 35 Turn to page 35. I will say a word. word. Then I will use it in a sentence. sentence. Hold Hold up the phonogram that is saying /n/ in the word. If you are correct, I will nod, yes, and you can write the word in your Spelling Journal under the correct phonogram. If you are not correct, I will shake my head, no. Then try again. not I am not going to the beach today. today. not n knot I tied a knot in my shoelace. knot kn What do you notice about not and and knot ? They sound the same, but they are spelled differently. Do they mean the same thing? no These are homophones. Homo Homo means same, and phone phone means sound. Homophones Homophones have have the same sound but different meanings. Write these words in your Spelling Journal: gnat A small gnat landed in my my glass of water. water. gnat gn next We will have a test next week. next n hint Will you give give me me one hint? hint n knight The knights rode rode away away from from the the castle castle on horses. knight know Do you know the answer? know kn sign A stop sign is red red and white. sign gn tent The boys slept in the tent. tent n knock Did you hear a knock on the door? knock kn knee She fell and skinned her knee. knee kn went We went on vacation. went n nap The baby took took a long nap. nap n
kn
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Spellings of /n/ There are multiple options for spelling /n/. During this activity students studen ts will be b e guessing. It is fine if they guess wrong. Simply indicate which form of /n/ will be used. N is the most common spelling of /n/, even in contexts where the rules permit GN and KN to be used. However, some of our very common words use GN and KN.
Teacher Tip Homophones & Homographs Homophones typically have different spellings. However, homophones may also share the same spelling, such as: The spruce tree spruce tree is tall. We need to up the room quickly spruce up spruce before the party. In this case the words are also homographs (homo same + graph + graph writing). writing). homo same is a broader Homonym is Homonym term that may be applied to both homographs and homophones.
Lesson 12
465
Spelling Analysis
12.6
Spelling List 12 – page 221 A
Tips ips for List 12.A
drink rn When the sounds /n/ and /k/ blend together they make a bit o the nasal sound like the phonogram ng . However, there are not any words in English spelled NGK or NGC. Whenever /n/ or /ng/ is ollowed by //k// it it will willl be wil be spelled spell spe llee with with an an N. N.
Spelling Analysis
1.
1
2
Word
Sentence
List 12.A 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
/sīn/
/s-i-gn/
Use /s-z/. Use /ĭ-ī-ē-y/. Use two-letter /n/ used at the beginning or the end of a base word.
sign
88
99
q
Write Segment
Analyze
Read
1
sīn
Put a line over the /ī/. 8 I and O may say /ī/ and /ō/ when followed by two consonants. Underline /n/. Vocabular y
design
2
dē sīgn
Julia likes to design dresses.
Par t of Speech
Plural / Past Tense
N, V
signs, signed
/d ē / /zīn/ 2
2
kn ow
Use /s-z/. Use /ĭ-ī-ē-y/. Use two-letter /n/ used at the beginning or the end of a base word.
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Put a 2 over the /z/. /s-z/ said its second sound. Put a line over the /ī/. 8 I and O may say /ī/ and /ō/ when followed by two consonants. Underline /n/. N, V
/nō/ know
/d-e / /s-i-gn/
dē zīn
de- away, out, intensity sign mark
3.
7 Write
There is a sign to warn pedestrians that the sidewalk is wet.
sīgn
2.
6 … Finger Spell & Cue Cue
I know the answer!
1
designs, designed
/kn-ow/
nō
Use two-letter /n/ used only at the beginning of a base word. Use /ow-ō/.
Underline two-letter /n/. Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound. V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
knew
466
4.
Essentials Teacher’s Guide
drink
Martha is taking a drink 1 of water.
drink
All first sounds.
drĭnk
/drĭnk/
/d-r-i-n-k/
V, N 5.
meet
The committee tries to meet once a week.
mee t
Underline /ē/ double /ē/.
1
mēt
/mēt/
drinks, drank
/m-ee-t/
V, N 6.
find
Tucker likes to find sticks.
fīnd
Put a line over the /ī/. 8 I and O may say /ī/ and /ō/ when followed by two consonants.
1
fīnd
/fīnd/
/f-i-n-d/
/pĭk/
/p-i-ck/
Use /ĭ-ī-ē-y/. Use two-letter /k/ used only after a single, short vowel.
pick
Lauren likes to pick lemons from the tree.
pick
Underline two-letter /k/. 26 CK is used only after a single vowel which says its short sound.
1
pĭk
start
The runners are ready to start.
start
Underline /är/.
1
stärt
/stärt/
picked
/s-t-ar-t/
N, V 9.
Use /ĭ-ī-ē-y/.
found
V 8.
Use /ē/ double /ē/.
meets, met
V, N
7.
Use /ĭ-ī-ē-y/. Use tall /k/.
pass
The bridge lifts up to let boats pass through.
1
păss
/păss/
Use /s-z/.
starts, started
/p-a-s-s/
Use /s-z/. Use /s-z/.
30
pass
We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. V, N
10. pull
püll
Grace, please pull the cookies out of the oven.
1
püll
/püll/
passes, passed
/p-u-l-l/
Put two dots over the /ü/. /ŭ-ū-ö-ü/ said its broad sound. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
pulled
Lesson 12
11. hold
hōld
Form a circle and hold hands.
1
hōl d
/hōld/
/h-o-l-d/
Put a line over the /ō/. 8 I and O may say /ī/ and /ō/ when followed by two consonants. V, N
12. sell
467
These kids are ready to sell lemonade.
1
sĕll
/sĕll/
holds, held
/s-e-l-l/
Use /s-z/.
30
sell
We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. V
13. draw
draw
Emma likes to draw flowers.
/drä/ 1
sold
/d-r-aw/
drä
Underline /ä/ that may be used at the end of English words. 3 English words do not end in I, U, V, or J. V
14. remember
rē mem ber
Neil does not like to remember how old he is.
3
rē mĕm ber
nee d
/rē/ /mĕm/ /ber/
drew
/r-e/ /m-e-m/ /b-er/
Use the /er/ of her.
Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/. re- again, back, backward mem mindful, remember
15. need
Use two-letter /ä/ that may be used at the end of English words.
The boat is in need of repair.
1
V
nēd
/nēd/
remembered
/n-ee-d/
Use /ē/ double /ē/.
Underline /ē/ double /ē/. V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
needs, needed
468
Essentials Teacher’s Guide
B
Tips for List 12.B
devour evour his word may be pronounced with either two or three syllables: /de vour/ or /de vou r/. We will use the two-syllable pronunciation. It is the opening o the vowels that creates the rhythm o syllables. he phonogram R has some vowel-like qualities; it can be sustained but it is blocked by the tongue. For most words that end with /r/, we either use the phono phonogram gram ER or add a silent inal E ater the R, R , as in acre acre.. ER ollows OW in in flower flower, ower,, power ower pow power, er,, sshower shower ower,, tower towe tower r . However, However How ever,, we we do o not not use an E or or the words wor s dour our , flour our , hour our , our , scour cour , and sour . Notice that OU says /ow/ in each o these words. Each o these words may be pronounced with four, pour, your, pour your, pompapompaonee or on or two two syllables. syllabl syll ables. es. In words worr s where wo wheree OU wher OU says says /ō/ /ō/ or or /ö/, /ö/,, there /ö/ theree is ther is no no added a e syllable: sylla syl lable ble:: four our,, pour, dour, troubadour, detour, tour, velour.
Spelling Analysis
1.
1
2
Word
Sentence
List 12.B 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
slĭTH er
/slĭTH/ /er/
/s-l-i-th/ /er/
88
99
q
Write Segment
Analyze
Read
2
Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Underline /er/. Vocabular y
yawn
Did you see the cat yawn?
yawn
Underline /ä/.
Par t of Speech
Plural / Past Tense
V
slithered
/yän/ 1
/y-aw-n/
yän
V, N
mutter
This boy likes to mutter when he is playing 2 pretend.
mut ter
Underline /er/.
mŭt ter
/mŭt/ /ter/
spread 2
spre a d
Spread the butter on the toast.
1
sprĕd
/sprĕd/
Use /y-ĭ-ī-ē/. Use two-letter /ä/ that may be used at the end of English words.
yawns, yawned
/m-u-t/ /t-er/
V, N 4.
Use /s-z/. Use /ĭ-ī-ē-y/. Use the /er/ of her.
The snake is about to slither into the grass.
2
3.
7 Write
slither
slith er
2.
6 … Finger Spell & Cue Cue
Use the /er/ of her.
mutterings, muttered
/s-p-r-ea-d/ Use /s-z/. Use /ē-ĕ-ā/.
Underline /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second sound. V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
spread
Lesson 12
5.
plummet
The rock will plummet to the ground when he 2 lets go.
plum met
Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
plŭm mĕ mĕt
/plŭm/ /mĕt/
/p-l-u-m/ /m-e-t/
V
6.
claw
The dog is missing one 1 claw on its left paw.
/klä/
469
plummeted
/c-l-aw/
klä
Use /k-s/. Use two-letter /ä/ that may be used at the end of English words.
1
claw
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ä/ that may be used at the end of English words. 3 English words do not end in I, U, V, or J. N, V
7.
8.
heal
Her knee is starting to heal.
hea l
Underline /ē/.
catapult
1
hēl
/hēl/
heal whole
V
The catapult is ready to 3 launch!
/kăt/ / ā / /pŭlt/
kăt ā pŭlt
claws, clawed
/h-ea-l/
Use /ē-ĕ-ā/.
healed
/c-a-t/ / a / /p-u-l-t/
Use /k-s/.
1
cat ā pult
9.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ā/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. cata- down, against, towards, through pult hurl
V, N
devour
The caterpillars will devour that whole plant!
/dē/ /vowr/
dē vour
Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ow/.
2
dē vowr
catapults, catapulted
/d-e/ /v-ou-r/
V 10. sprint
sprint
The children will sprint to the finish line.
1
sprĭnt
/sprĭnt/
Use /ow-ō-ö-ŭ-ü/.
devoured
/s-p-r-i-n-t/ Use /s-z/. Use /ĭ-ī-ē-y/.
All first sounds. V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
sprints, sprinted
470
Essentials Teacher’s Guide
11. peek
pee k
Do not peek at the gifts!
1
pēk
/pēk/
/p-ee-k/
Underline /ē/ double /ē/. V, N
12. clutch
Use /ē/ double /ē/. Use tall /k/.
Clutch the pencils in your right hand.
1
klŭch
/klŭch/
peeks, peeked
/c-l-u-tch// /c-l-u-tch
Use /k-s/.
1
clutch
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ch/. 27 TCH is used only after a single vowel which says its short or broad sound. V, N
/nŏk/ 13. knock
knock
Please knock before entering.
1
clutches, clutched
/kn-o-ck/
nŏk
Underline two-letter /n/. Underline two-letter /k/. 26 CK is used only after a single vowel which says its short sound. V, N
14. wonder
won der
I wonder what the answer is.
2
wŏn der
/w ŏn/ /der/
knocks, knocked
/w-o-n/ /d-er/
2
loo k
Use the /er/ of her.
Say to spell /ŏ/. 31.2 O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. Underline /er/. V, N
15. look
Use two-letter /n/ used only at the beginning of a base word. Use two-letter /k/ used only after a single, short vowel.
He wants to look, but he was told not to.
1
lük
/lük/
wonders, wondered
/l-oo-k/
Use /ö-ü-ō/. Use tall /k/.
Underline /ü/ and put a 2 over it. /ö-ü-ō/ said its second sound. V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
looks, looked
Lesson 12 C
4711 47
Tips ips for List 12.C
envelop envelope, envelope enve ve op opee, which Pronounced Pron Pr onou ounc ncee /en VEL VEL әp/, әp/, this this word worr is dierent wo iere ie rent nt rom rom the the word worr en wo which can be pronounced pronounce prono unce /EN vel vel ope/ or /ON vel ope/. he meaning is related though: an envelope is used to wrap or old papers within it.
Spelling Analysis
1.
List 12.C
1
2
Word
Sentence
33
signal
Don’t forget your turn signal.
88
99
q
Write Segment
Analyze
Read
# Syllables
2
44
5
6
Say to Spell
Say syllable
Segment…
sĭg năl
/sĭg/ /năl/
/s-i-g/ /n-a-l/
6 … Finger Spell & Cue Cue
7 Write
Use /s-z/. Use /ĭ-ī-ē-y/.
2
sig nal
2.
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Vocabular y
Par t of Speech
Plural / Past Tense
-al characterized by, kind of
N, V
signals, signaled
/ ăs/ /sīn/
Use /s-z/. Use /s-z/. Use /ĭ-ī-ē-y/. Use two-letter /n/ used at the beginning or the end of a base word.
assign
What did Mrs. Johnson assign for today?
as sīgn
Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ī/. 8 I and O may say /ī/ and /ō/ when followed by two consonants. Underline /n/.
2
ăs sīn
as- toward, add
3. journal
jour nal
I have decided to keep a journal.
V
2
loiter
loi ter
assigned
/jer/
/j-our/
/năl/
/n-a-l/
jer năl
Use the /j/ of jump. Use the advanced phonogram /er/.
Underline the advanced phonogram /er/. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. journ daily -al characterized by, kind of
4.
/ a-s/ /s-i-gn/
Do not loiter at the school after closing.
2
N, V
journals, journaled
/loi/
/l-oi/
/ter/
/t-er/
loi ter
Use /oi/ that may NOT be used at the end of English words. Use the /er/ of her.
Underline /oi/. Underline /er/. V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
loitered
472
5.
6.
Essentials Teacher’s Guide /pr ē / /dĭkt/
/p-r-e / /d-i-c-t/
predict
The forecasters predict predict that it will storm today.
prē dict
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/.
contradict
2
prē pr ē dĭkt
pre- before, first dict say, speak
V
It is rude to contradict people.
/kŏn/ /tr ā / /dĭkt/
3
kŏn trā dĭkt
Use /ĭ-ī-ē-y/. Use /k-s/.
predicted
/c-o-n/ /t-r-a / /d-i-c-t/
Use /k-s/. Use /ĭ-ī-ē-y/. Use /k-s/.
1
con trā dict
7.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ā/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. contra- against dict say, speak
V
envelop
Jack likes to envelop himself in a blanket.
/ĕn/ /vĕl/ / ŏ p/
en vel op
Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
3
ĕn vĕl ŏp
en- in, within velop wrap, fold
8.
9.
embark
Passengers will begin to embark at one o’clock.
em bar k
Underline /är/.
contradicted
/e-n/ /v-e-l/ / o-p/
V
2
ĕm bärk
/ĕm/ /bärk/
enveloped
/e-m/ /b-ar-k/
Use tall /k/.
em- in, within bark sailing vessel
V
enshroud
Dense clouds enshroud the mountains.
/ĕn/ /e-n/ /shrowd/ /sh-r-ou-d/ Use /sh/ used only at the beginning of a word and at the end of a syllable. Use /ow-ō-ö-ŭ-ü/. /ow-ō-ö -ŭ-ü/.
en sh rou d
Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship. Underline /ow/. en- in, within shroud cover
2
ĕn shrowd
V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
embarked
enshrouded
Lesson 12
10. entrust
en trust
11. encounter
The window cleaners entrust their weight to the ropes.
2
ĕn trŭst
/ĕn/ /trŭst/
/e-n/ /t-r-u-s-t// /t-r-u-s-t
473
Use /s-z/.
All first sounds. en- in, within
V
We had an encounter with a deer.
/ĕn/ /kown/ /ter/
3
ĕn kown ter
entrusted
/e-n/ /c-ou-n/ /t-er/
Use /k-s/. Use /ow-ō-ö-ŭ-ü/. Use the /er/ of her.
1
en coun ter
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ow/. Underline /er/. en- in, within counter against
12. impress
The performer tries to impress the audience.
V, N
2
ĭm prĕss
/ĭm/ /prĕss/
encounters, encountered
/i-m/ /p-r-e-s-s/
Use /ĭ-ī-ē-y/. Use /s-z/. Use /s-z/.
30
im press
13. meander
mē an der
14. reprimand
rep ri mand
We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. im- in press press
V
The hikers plan to meander through the forest.
/mē/ /ăn/ /der/
3
mē ăn der
impressed
/m-e/ /a-n/ /d-er/
Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/.
The puppy did not understand the reprimand.
3
rĕp r ĭ ĭ mănd mănd
V
meandered
/rĕp/ /r-e-p/ /r ĭ / /r-i / / /mănd/ /m-a-n-d/
Use /ĭ-ī-ē-y/.
Say to spell /ĭ/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. V, N
15. savor
sā vor
Use the /er/ of her.
Savor the watermelon.
2
sā vōr
/sā/ ōr / /v ōr
reprimands, reprimanded
/s-a/ /v-or /
Use /s-z/.
Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
savored
474
Essentials Teacher’s Guide
Day 3 12.7
Wordss in Context Word
Review
All
•
Materials
Phonograms: Dictate the phonograms. 1. ng /ng/ 14. ough /ŏ-ō-ö-ow-ŭf-ŏf/ NOT be used 2. au /ä/ two-letter /ä/ that may 15. oi /oi/ that may NOT NOT be used at the end of 16.
English words. 3. 4. 5. 6.
at the end of English words.
ea /ē-ĕ-ā/ igh /ī/ three-letter /ī/ augh /ä-ăf/ sh /sh/ used only at the beginning of a word or at the
NOT be used at the end of English words. 17.
8. 9. 10. 11. 12.
13.
ai
/ā/ that may NOT NOT be used
at the end of English words. 18.
end of a syllable. 7.
ou /ow-ō-ö-ŭ-ü/ that may
Student notebook Spelling Journal Spelling Rule Cards LOE Whiteboard Phonogram Game Tiles Grammar Flash Cards 1.7, 9-9.5 1, 2, 2.1, 3 Green colored pencil
oe /ō-ö/ that may be used at the end of English words.
gn /n/ two-letter /n/ used at
19.
the beginning or the end of a
20.
wh /wh/ aw /ä/ two-letter /ä/ that may
base word.
be used at the end of English
th /th-TH/ er /er/ the /er/ of her or /ōr/ tch /ch/ three-letter /ch/ oy /oi/ that may be used at
words. 21.
ow /ow-ō/ that may be used at the end of English words.
22.
ay
23.
kn /n/ two-letter /n/ used
24.
only at the beginning of a base
25.
Phonograms While correcting the phonogram review, ask the students to read back the phonogram sounds while you write the correct answers on the board.
/ā/ that may be used at the the
end of English words.
the end of English words.
Optional Practice
Spelling Journal
ar /är/ ch /ch-k-sh/ oo /ö-ü-ō/
/n/ /ä/ /ow/
word.
•
8-11, 18, 21-22, 26-31 26-31 with the the Spelling Rules: Review rules 3-5, 8-11, Spelling Rule Cards.
•
Spelling Rules: Review Rule 8. Ask the students to spell a word rom the chart below on their whiteboards. Choose words at random. I the student spells the t he word correctly, award two points. I the student misspells a word, subtract one point. Play to twenty points. oa
ow
o__
igh
i__
coat goat soap coach oak
snow glow follow shadow grow
sold told roll stroll both
night right fight light sight
kind blind mind wild child
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Ask students to find words with the following sounds in their spelling list and add them to their Spelling Journal. /n/ – kn, gn, n /ä/ – a, au, aw, augh /ow/ – ou, ow, ough
Lesson 12
•
12.8
4755 47
Spelling: Spelling Tile Puzzle Challenge the students to fit as many words rom Spelling List 12 as possible into a single crossword-style puzzle using the Phonogram Game iles.
Grammar
All
Review What is a verb? A verb shows action, links a description to the sub ject, or helps another verb. One way to find an action verb is to ask, Can I do it? What kind of words are in Spelling List 12? They are all verbs. Spelling List 12 – page 221 Write a green V next to each verb in List 12. What is an adjective? An adjective modifies a noun or a pronoun. An adjective answers: What kind? How many? Which one? Whose? What is an article? It is a tiny article adjective that marks nouns and answers the question: Which? What are the articles? a, an, the What is a noun? A noun is the name of a person, place, thing, or idea. Nouns perform six different jobs in a sentence. We have already learned two of those jobs. What are they? A noun can can be the subject subject or the direct object.
Grammar Flash Card 3 Verb A verb verb shows shows action, links a description to the subject, or helps another verb. To find the verb, go to the subject and ask: What is being said about _____?
Optional Practice Spelling Cards Dictate the words in Spelling List 12 for the students to write on index cards. Color a green border around the verbs.
Subject & Predicate
All
What are the parts of a sentence? A sentence must have a capital letter, subject, verb, complete thought, end mark. What two types of words does a sentence always need? subject and verb
Write subject and and verb verb on on the board.
subject
verb
Show Grammar Card 9.1. A sentence has two parts: the subject and the predicate. What part of speech do you think the predicate is? a verb If a sentence needs a subject and a predicate, how long can the shortest sentence be? two words Tell me some sentences with only a subject and a verb and I will Tell write them on the board. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Grammar Flash Card 9.1 Sentence Parts A sentence has two parts: the and the predica the predicate subject and subject te..
476
Essentials Teacher’s Guide
Write the phrases the students create on the board. For example:
Mother works. Girls play.
Boys read. Children sing.
When we identify parts of speech what do we call these two parts? subject noun and verb How do you find the subject noun? Go to the verb and ask, Who or what ____?
Show Grammar Card 1.7 What is the definition of a subject noun? The subject noun is who or what the sentence is about. In sentences, nouns have jobs. Nouns can fulfill six different jobs in the sentence. One of those jobs is to be the subject. A noun that is doing the job of subject in a sentence is the simple subject . This will become more clear in a few minutes when we look at longer sentences.
Show Grammar Card 9.2 The simple subject is the noun or pronoun that tells what the sentences is about. Wait! When I read the definition of a simple subject, I said another type of word that can be a subject of a sentence. Listen to the rule again and tell me what other type t ype of word can be a simple subject.
Grammar Flash Card 1.7 Subject Noun The subject noun is The subject noun is who or what the sentence is about. To find the subject noun, go to the verb and ask: Who or what _____?
Grammar Flash Card 9.2 Simple Subject The simple subject is The simple subject is the noun or pronoun that tells who or what the sentence is about. Go to the verb and ask: Who or what _____?
Grammar Flash Card 9.4 Simple Predicate
The simple subject is is the noun or pronoun that tells what the sentences is about. a pronoun
The simple predicate is The simple predicate is the verb. The predicate tells what is being said about the subject.
We have not learned the word pronoun yet; however, do you hear the word noun in pronoun pronoun?? What do you know about a pronoun based upon the morphemes? It is related to a noun.
To find the simple predicate, go to the subject and ask: What is being said about ___?
Show Grammar Card 9.4. The simple predicate is the verb. The predicate tells what is being said about the subject. In the sentences we wrote, we can easily find the subject and the predicate. Let’s Let’s re-read each of our sentences and underline the simple subject and double underline the simple predicate. Then we will put a slash between these two parts.
Mother / works. works. Girls / play. play.
Boys / read. read. Children / sing. sing.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Composition Identifying the subject and predicate aids students in comprehension as well as in analyzing writing and punctuation to determine whether a sentence is written correctly or whether it is a dependent clause or has a misplaced modifier.
Lesson 12
477
Who works? mother Mother is the simple subject. What is being said about mother? Mother works. Works is the simple predicate. Put a slash between mother and works.
Continue with a ew more o the sentences until you are comortable that the students grasp the concept. In sentences with only two words it is easy to identify the simple subject and the simple predicate. However, it can become more challenging in longer sentences. In longer sentences, the rest of the words always belong to either the subject part of the sentence or the predicate part of the t he sentence.
Show Grammar Card 9.3. The complete subject includes includes all the words that modify the simple simple subject.
Show Grammar Card 9.5.
Grammar Flash Card 9.3 Complete Subject The complete subject includes The complete subject includes all the words that modify the simple subject.
The complete predicate includes all the words words that modify the simple predicate. Now we will look at a few longer sentences.
Six sheep eat grass. What eats? sheep What is the simple subject in this sentence? sheep Underline the simple subject. What is being said about sheep? Sheep eat. What is the simple predicate in this sentence? eat Double underline the simple predicate.
Six sheep eat grass. If we wanted to reduced this sentence to its most basic form, without any modifiers, it would be:
Sheep eat. How many sheep? six Six is modifying sheep so it is part of the subject. What is the complete subject? Six sheep Eat what? grass Grass is modifying eat, so it is part of the predicate What is the complete predicate? eat grass Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Grammar Flash Card 9.5 Complete Predicate The complete predicate The complete includes all the words that modify the simple predicate.
478
Essentials Teacher’s Guide
To divide the subject from the predicate, where will we put the To slash? between sheep and eat
Six sheep / eat eat grass. Let’s try another sentence.
Sara’s grandmother knows a famous author. Who knows? grandmother What is the simple subject in this sentence? grandmother Underline the simple subject. What is being said about grandmother? Grandmother knows. What is the simple predicate in this sentence? knows Double underline the simple predicate.
Sara’s grandmother knows a famous author. If we wanted to reduced this sentence to its most basic form, without any modifiers, it would be:
Grandmother knows. Whose grandmother? Sara’s Sara’s is modifying grandmother so it is par t of the subject. What is the complete subject? Sara’s grandmother Knows what? author What kind of author? famous Which author? a A famous author is modifying knows, so it is part of the predicate What is the complete predicate? knows a famous author To divide the subject from the predicate, where will we put the To slash? between grandmother and knows
Sara’’s grandmother / knows Sara knows a famous author. Let’s try another sentence.
Jack and Tom whisper. Who whispers? Jack and Tom Tom What is the simple subject in this sentence? There are two subjects, Jack and Tom. Tom.
Jack and Tom whisper. Underline the simple subjects. Do not underline and . What is the word and? conjunction What is being said about Jack and Tom? They whisper. What is the simple predicate in this sentence? whisper Double underline the simple predicate. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson 12
Jack and Tom whisper. To divide the subject from the predicate, where will we put the To slash? between Tom and whisper
Jack and Tom / whisper. whisper. Let’s try one more sentence together.
The energetic boys run and jump. Who runs and jumps? boys What is the simple subject in this sentence? boys Underline the simple subject. What is being said about boys? Boys run and jump. What is the simple predicate in this sentence? There are two simple predicates, run and jump. jump. Double underline the simple predicates. Do not double underline and . What is the word and? conjunction
The energetic boys run and jump. What kind of boys? energetic Energetic is modifying boys so it is part of the subject. Which boys? the What is the complete subject? The energetic boys To divide the subject from the predicate, where will we put the To slash? between boys and run
The energetic energetic boys b oys / run and jump. 12.8 Subject and Predicate Predicate – – Read the sentences. Underline the simple subject. Double underline the simple predicate. Put a slash between the subject and the predicate.
Answers: A Answers: A young mother / pushes the swing. Te playul kitten / bats the toy. toy. Te mother and ather / laugh. Te students / enjoy the school talent show. show. Te hail / pounds the garden. Te rivers and streams / flood. Te boys / eat eggs, toast, and bacon. Te teacher / reads the poems. A sad child / clutches a red, torn blanket. Te artist / designs designs posters. Six visitors / walk and talk. Te small corner shop / sells children’ children’s books. Te chickens / scratch the ground. Paul and Payton / hold the kittens and rabbits. Te cook / cleans the counters and sweeps the floor.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
479
480
Essentials Teacher’s Guide
Identifying Parts of Speech A
12.8A Identifying Parts Parts of Speech – page 223 Label the parts of speech in your workbook as we discuss each sentence and I label it on the board. We will also put a slash between the subject and the predicate.
The grandmother knows the boy. Who knows? grandmother, subject noun Which grandmother? the, article adjective What is being said about grandmother? grandmother knows, verb Who does grandmother know? boy, direct object Which boy? the, article adjective Is there a direct object receiving the action of the verb? yes Then what kind of verb is it? a transitive verb Write a T next to the V to show the type of verb. Where will we divide the subject and the predicate? between grandmother and knows Underline the simple subject. Double underline the simple predicate.
A
SN
TV
A DO
The grandmo grandmother ther / knows knows the boy. The boy bo y knows the grandmother grandmother.. Who knows? boy, subject noun Which boy? the, article adjective What is being said about the boy? boy knows, verb Who does the boy know? grandmother, direct object Which grandmother? the, article adjective Is there a direct object receiving the action of the verb? yes Then what kind of verb is it? a transitive verb Where will we divide the subject and the predicate? between boy and knows Underline the simple subject. Double underline the simple predicate.
A SN
TV
A
DO
The boy / knows knows the grandmother.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Identifying Parts of Speech Write the phrases on the board and label the parts of speech as modeled in Level A.
Level
B
12.8B Identifying Parts Parts of Speech – page 224 A
PNA
SN
TV
A
The kitten’s claws / scratch scratch the DO
pumpkin. A
SN
TV
A
Adj
A robot / plan plants ts the pumpkin DO
seeds. A
Adj
SN
C
A
Adj
A famous famous author author and a famou famouss SN
TV
A
DO
artist / visit the president.
Level
C
12.8C Identifying Parts Parts of Speech – page 225 A
Adj
SN
The persistent assistant / TV
A
DO
interrupts the doctor. Adj
Adj
SN
Three scientific journals / TV
A
PNA
contradict the committee’s Adj
DO
latest ideas. Adj
SN
TV
Incredulouss readers / discover Incredulou discover A
PNA
DO
the memoir’s ending.
Lesson 12
The teachers and students students enjoy good books. Who enjoys? teachers and students, subject noun Which teachers? the, article adjective What part of speech is “and”? “and”? conjunction What is being said about teachers and students? stud ents? teachers and students enjoy, verb What do the teachers and students enjoy? books, direct object What kind of books? good, adjective Is there a direct object receiving the action of the verb? verb? yes Then what kind of verb is it? a transitive verb Where will we divide the subject and the predicate? between students and enjoy Underline the simple subject. Double underline the simple predicate.
A
SN
C
SN
TV
Adj DO
The teachers and students students / enjoy enjoy good books. The six men sell cheap cars and trucks. Who sells? men, subject noun How many men? six, adjective Which men? the, article adjective What is being said about men? men sell, verb What do they sell? cars, direct object What else do they sell? trucks, direct object What kind of cars and trucks? cheap, adjective What is the word “and”? conjunction Is there a direct object receiving the action of the verb? verb? yes Then what kind of verb is it? a transitive verb Where will we divide the subject and the predicate? between men and sell Underline the simple subject. Double underline the simple predicate.
A Adj SN
T V Adj DO C
DO
The six men / sell sell cheap cars and trucks.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
481
482
Essentials Teacher’s Guide
Dictation
12.9
Read each phrase. Ask the students to repeat it aloud, then write it in their notebooks. Mark the subject noun, transitive verb, and direct object in each sentence. A 1.. The 2..
player passes the ball. ball. Father remembers the man.
B 1.. The 2.
actress mutters a poem. A hawk devours the rabbit.
C 1.. The
professor signals the inspector. inspector. 2.. The committee reprimands the corrupt scientist.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson 12
Day 4
•
• •
Words Wo rds in Action
Review
12.10 All
Materials
Phonograms: Palm Writing wo students sit side by side. Ask a student to hold out her hand with her eyes closed. A second student thinks o a phonogram and “writes” it with her pointer inger on the irst student’s hand. he irst student then says the sound(s) and spelling hints. Spelling: Write the words rom Spelling List 12 using Phonogram Game iles.
Phonogram Game Tiles Highlighter
Level pre-
re-
Level
B
Level
C
Thesaurus
Dictionary Morpheme Cards:
Vocabulary A
A
Morpheme Cards:
Grammar: 12.10 Editing – page 226 Highlight 226 Highlight the mistakes in each sentence. Rewrite the sentences correctly.
12.11
483
sign contra-
Level L eve A Vocabulary Voca u ary
shroud
dict
pre-
en-
velop
bark
The Prefixes pre- and reA prefix refix is a letter or group of letters letters added to letters to the the beginning the beginning of aa beginning word wor
prefix Read each word aloud as I write wr ite it on the board. As you read, try tr y to discover what the prefix prefix pre pre-means. -means..
precook precutt precu
preheat presoak
preteen pretest
What W at does predoes oes pre- means? - means? before e ore I will write some new words on the board. Read each one aloud. When you see something that is the same between all the words, raise rais ra ise e your your hand. an .
replay recut
recall reopen
resell reheat
What W at is is the t e same? same? All the words begin with the prefix re-. What do you think the prefix rere- means? means? Re- means to do something again. When we added prefixes to these words, did anything in the base word change? no Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
prebefore Latin
re-re again, back, backward Latin
484
Essentials Teacher’s Guide
Adding prefixes is easy. Just add them to the beginning of the base word. Use each of these words in a sentence aloud. 12..11A 12.11A-1 12.1 1A-1 --1 T The eP Prre Prefix efix x rree-- – pa page ge 227 A Add the t e prefix pre ix ix re-- tto o each eac word. 12..11A 12.11A-2 12.1 1A-2 -2 T The e Pr Pre Prefix Prefix e x pr pree- – pa page ge 228 A Add tthe e prefix preprefix pre ix ix pre-- to o each eac word. 12.11A-3 . Vocabulary ocabulary – page 229 9 Using the words in 12.11A-1 and 12.11A-2, fill in the blanks to complete each sentence. Answers: reheat, preheat, repay, repay, prewash, repaint B
Level B Vocabulary
heal or heel
homo omoonym o Write r te hom on n th thee board. boarr . boa What at are homonyms? omonyms? H Homonyms omonyms are are words ar wor s that wo t at sound soun the so t e same same sa but have different meanings. What at two two roots root ro otss are are in in homonym omon om onym ym and an what w at doo they t ey mean? mean me an?? Homo means one. Nym means name.
Write r te heal an and an and heel on th thee board. boarr . boa ee on What hat do these say? hēl ē How ow are they different? One is spelled with an /ē-ĕ-ā/. /ē-ĕ- ā/. One is spelled with w it /ē/ ē double ou e /ē/. ē. Do o they mean the same thing? No. One means to heal someone from rom a an n iillness. ness. TThee o other t er m means eans tthee heel ee oof a foot. oot. Heal and and heel are are homonyms. How ow can we remember which is which? Can you think of other words related to one of these words?
Write health on the board. What at does oess this oe t is say? say? health ea t What hat does health health mean? mean? the opposite of illness Which hich form of /hēl/ is health health related related to? Heal with the /ē-ĕ-ā/ phonogram. What hat does /ē-ĕ-ā/ say in health health?? /ĕ/ ĕ What at does oes it say in heal ea ? /ē/ ē How ow are heal and and health health related related in meaning? They both have to do with other way). wit being eing well we or or getting getting well we (physically p ysica y or or in in some some o t er w ay .
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson 12
Show the phonograms ea an and ee . If heal and health health are related in meaning, which spelling of long /ē/ ē m must ust w we eu use se tto o sspell pe the t e form orm of o heal ea w which ic m means eans to to make ma e healthy? /ē-ĕ /ē-ĕ-ā/ ē-ĕ-ā ā/ Correct. The phonogram that can say both /ē/ and /ĕ/ helps us see tthat at heal ea and and an health health are ea t are related. Understanding the relationship of words and morphology often provides clues about how to spell homonyms. omonyms. Synonyms Synon Sy nonym ymss & Strong Strong Stro ng Verbs Ver s
syno nonym on the board. Write s What W at do o you you notice notice about a out the t e word wor synonym synonym?? IItt ends en s with wit the t e root root nym, which means name. Syn means together . Synonyms are words that name together . In othSyn means er words, they are words that are spelled differently but have the same meaning. FFor or e example, xamp e, ccold o and an chilly c i y are are synonyms. synonyms. I will say a word. Think of other words that have the same or a similar meaning. sstreet ree av avenue, aven enue ue,, road, roa ro a , highway, ig way ay,, lane, anee, boulevard, an ou ev evar ar , drive rivve ri The English language is is enormous, and it has a lot of synonyms! Often te n these t es ese e synonyms syno sy nony nyms ms express expr ex pres esss subtle su t e differences i er eren ence cess o of meaning. mean me anin ing g. I will write a word on the board. List synonyms for the word, then tell me how it varies in meaning.
run Jog means to run slowly. Dash means quickly, usually over a short distance. istance. Sprint means means to run fast. ast. Dart means to to run fast… ast… Some words in English are more specific than others. When these words are verbs, we call them strong verbs, because they provide tthe e reader rea er with wit a strong str tro ong image. image. I will say two verbs. Tell Tell me which one is strong and provides a stronspecific ger,, more speci ger spe ci ic image. image. talk burst noise no se
lecture Lecture is stronger. open Burst is stronger. roar roar Roar is stronger.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
485
486
Essentials Teacher’s Guide
Show the students a thesaurus. I you do not have access to a bound esaurus o copy, use an online version. Write tthesaurus on n th thee bo boar board. ar . Do o you know what a thesaurus is? Today To T oday o ay some peop people e ca call tthe the thesaurus esaurus a synonym finder. fiin nder. er. In n Greek, thesaurus thesaurus means hesaurus means hesaurus means treasure treasure.. Why would a thesaurus be a treasure? It can help writers find f ind the right word. Words Words have tremendous vvalue a ue an and power. pow po wer er.. 12.11B-1 . - Synonyms Synonymss – page 230 Look Synonym ook up each word in a thesaurus. saur sa urus us.. C Choose oose oo se tthree ree re e of o your your favorite avor av orit ite e synonyms syno sy non nym ymss and an write writ wr ite e them t em on the he lines. 12.11B-2 . - Strong Words – page 231 231 Look up the underlined word w or iin n a thesaurus. t es esau auru russ. Replace Rep Re p ac ace e it with witt a stronger wi strron st onge gerr word. wor . Rewrite wor Rewr Re writ ite e the t e sentence. 12..11B-3 12.11B-3 12.11B --3 Strong Strong Stron g Verbs Ver s – page Ver page 231 M Match atc the t e strong strong verbs ver s with wit their heir synonyms.
Optional Practice Vocabulary Level B Ask the students to think of a synonym for each word in Spelling List 12. Write the words on index cards. c ards. Play a memory matching game using the cards.
Level C Vocabulary
Teacher Tip
What hat patterns do you see in Spelling List 12? The first two words have avee tthee root av root sign. sig si gn. Two Two words wor s use use the t e root root ro ot dict. ict. ic t. Four Fou ourr words wor s use use the t e prefix en-. Em- is probably an assimilating suffix for en-. Impress means to press in. ImIm- is is an assimilating assimi ating form orm of o in-.
Critical Thinking Level C
C
ssign gn Look ook at the first two t wo words in Spelling List 12. What is the same about these hese words? They both include the root sign. What at does oes sign sign mean? sign me mean? mean an?? It can can mean mean mea n a sign sign tthat at ma mar marks r s the t e way, way way,, to to sign your name, to signal… Look up sign in oo u p ssign gn i gn in n the t e dictionary. icti ic tion onary ary.. Discuss Disc Di scus usss the t e various vario var ious us uses. uses us es.. How assign?? A signal ow does sign sign relate relate to the meanings of signal ignal and and assign is a form orm of o sign. To To assign assign someone someone work wor or property property means property means to means to give to give give it over (or sign it over) to the other person or to mark it for them specifically. What at has as been een added a e to to ssign sign to gn t gn to o make ma e signal igna ? the suffix -al, which means pertaining to or characterized by
sign + al What at has as been een added a e to to ssign sign to gn t gn to o make ma e as assign? assign ass s gn gn?? The prefix as-. What hat prefix assimilated to asas-?? adWhat at does oes a ad- mean? ad- mean? ttoward, owar , a add Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Encourage students to discover the patterns. These critical thinking skills will aid them in discovering morphemes independently independent ly and will be valuable for learning another language.
sign mark Latin
Lesson 12
What does assign assign mean mean based upon it morphemes? to sign towar toward dict What two words in the list include the morpheme dict ? predict, ccontradict onttra ict on Can you think of any other words with the morpheme dict ? dictate, dictionary, icti ic tion onar aryy, diction, icti ic tion on,, dictator, icta ic tato torr, dictum, ictu ic tum, m, addict, a ic ict, t, edict, e ic ict, t, valedictorian va e ic icto tori rian an What do all these t hese words have in common? What might the meaning of dict o ict be? be? e?
Show the morpheme card dict . Dict, in Latin, means say or speak. Dict, in How predict contraH ow does oess this oe t is meaning mea eani ning ng relate re at ate e to to the t e words wor s pre ict and an co con n radict ? Both of these words involve speaking. What W at does predoes oes pre- mean? - mean? before e ore What is the literal meaning of predict? to speak before Is this accurate? Yes, when you predict that something will happen, you speak it before it happens. What do you think contracontra- means? means?
Show Sh ow the the morpheme morphem morp hemee card car contra- . car How many forms does contracontra- have? have? two, contra- and controContra- means against. What is the literal meaning of ccontradict ontr on tra a ic ict t ? to speak spea sp ea against agai ag ains nst t How does this relate to the way contradict is is used today? When you ccontradict ontr on tra a ic ictt someone, someo som eone ne,, you you speak spea sp ea against agai ag ains nstt what w at they t ey say. sayy. sa
dict say, speak Latin
prebefore Latin
contracontro-
against Latin
en-en em -
in, within Greek
velop velope
en-, em-
wrap, fold
Read words 7-11 of Spelling List 12. What do these words have in common? T They ey begin egin with wit the t e prefix pre ix en-. en-. H However, However owever, tthee prefix pre ix assimasssimas ilated to em- in embark because /m/ and /b/ are both forward for ward sounds said with the lips. Read each word again. What do you think the prefix en- means?
Show the morpheme card
en-
Latin
shroud cover Middle English
.
En- means Enn- me n means mean anss in, in, within. witt in wi in.. 12.11C-1 . - Roots oots – page 232 Read ead the meaning for each morpheme. Then add the prefix enen- or or emem-.. Write the literal meaning and the dictionary definition. Then use the word in a sentence.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
bark sailing vessel Middle French
487
488
Essentials Teacher’s Guide
12.11C-2 1 2.11C-2 Standardized Stan ar ze Tests Sta Tests – page page 233 Choose the correct definition. Level eve ev e C – page page 234 Ma Match Mat tc each eac morpheme mor orp p eme to to its its definition. e inition.
Composition
12.12 All
12.12 Composition – page 235 Using the words in the workbook, write six sentences that follow the pattern Subject Noun + Verb + Direct Object.
Reading
12.13
The Essentials Reader – Reader – Lesson 12 (optional)
Dictation
12.14
Read each phrase. Ask the students to repeat it aloud, then write it in their notebooks. A 1.. The
author signs the books. 2.. The man designs cars. 3.. Mother needs milk, bread, and eggs. 4.. The class draws the ducks. B 1.. The
waiter spreads the butter. butter. 2.. The kittens yawn. 3. The visitors devour the muffins. 4.. The teacher scratches her throat. C
Customers loiter. 2.. The robust cabin impresses the carpenter. 3.. Government inspectors will embark on the schooner. 4.. A conflict enshrouds the members. 1..
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Vocabulary Level C Encounter = en- + counter (against). This word is not included in the lesson because its contemporary usage has a less direct connection with the morphemes that comprise it. The word’s early meaning was ‘to meet as an adversary.’
Lesson 12
Day 5
Check Your Understanding
Review
12.15 All
•
Grammar: Review Grammar Flash Cards 1-1.3, 1.7-1.8, 2-2.6, 3-3.2, 7, 9-9.5, 11.1, 12.1.
C
Vocabulary: oca u ary: Provide Prov Pr ovii e the the st stu students u en ents ts wi with th ei eigh eight ghtt in index ex ca car cards. r s. Sa Sayy th thee me mean meaning anin ingg o a morpheme. morph mo rpheme eme.. Te Te students stu en stu ents ts should shoul sho ul write write the the morpheme morph mo rphem emee on on an an index in ex in card. Combine these with the index cards rom previous lessons. mark ar — sign say, speak — dict before e or ore e — pre— pre-against — contrain, n, within — enwrap, fold — vvelop e op cover — shroud sailing sai sa i in ing g vessel vesse ves se — bark ar
•
•
Using Using the Morpheme Morphe Mo rpheme me Cards Car s in Lessons Lessons 1-12 1-12,, lay out eight eight cards car s with the morpheme side up. Say the deinition o one o the morphemes. he student must snatch the correct one. I he is right, the student keeps the card and it is replaced with a new card.
Check Your Understanding
12.16 All
Check Your Your Understanding 12 – page 236-238
Phonograms
All
Dictate the phonograms. 1.
2. 3. 4. 5. 6. 7. 8. 9.
oi
/oi/ that may NOT NOT be used
10.
at the end of English words.
11.
o /ŏ-ō-ö/ m /m/ augh /ä-ăf/ c /k-s/ e /ĕ-ē/ er /er/ the /er/ of her ough /ŏ-ō-ö-ow-ŭf-ŏf/ w /w/
12. 13. 14. 15. 16.
f /f/ th /th-TH/ h /h/ ea /ē-ĕ-ā/ ng /ng/ i /ĭ-ī-ē-y/ ow /ow-ō/ that may be used at the end of English words.
17. 18.
qu /kw/ tch /ch/ three-letter /ch/
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Grammar Flash Cards Index cards Highlighters: Highlight ers: yellow, pink, and orange
Level Morpheme Cards
C
489
490
Essentials Teacher’s Guide 19.
ay
/ā/ that may be used at the the
36.
end of English words. 20.
21.
22. 23. 24. 25. 26.
kn /n/ two-letter /n/ used
37.
only at the beginning of a base
38.
word.
39.
oe /ō-ö/ that may be used at
40.
the end of English words.
41.
igh /ī/ three-letter /ī/ r /r/ ch /ch-k-sh/ y /y-ĭ-ī-ē/ ou /ow-ō-ö-ŭ-ü/ that may
42.
28. 29. 30. 31.
32. 33. 34.
35.
wh /wh/ u /ŭ-ū-ö-ü/ d /d/ s /s-z/ x /ks-z/ gn /n/ two-letter /n/ used at the beginning or the end of a base word.
l /l/ 44. p /p/ 45. ar /är/ 46. j /j/ the /j/ of jump 47. oy /oi/ that may be used at 43.
English words.
k v or ck sh
/ā/ that may NOT NOT be used
at the end of English words.
NOT be used at the end of
27.
ai
/k/ tall /k/ /v/
the end of English words.
/ōr/
48.
/k/ two-letter /k/
49.
/sh/ used only at the
50.
z /z/ ee /ē/ double /ē/ aw /ä/ two-letter /ä/ that may
beginning of a word or at the
be used at the end of English
end of a syllable.
words.
a /ă-ā-ä/ oo /ö-ü-ō/ oa /ō/ two-letter /ō/ that
51. 52. 53.
t /t/ g /g-j/ au /ä/ two-letter /ä/ that
may NOT be used at the end of
may NOT be used at the end of
English words.
English words.
n
/n/
54.
b
/b/
Grammar
All 1.
Highlight the subject noun in sentence 1 yellow.
2.
Highlight the verb in sentence 2 pink.
3.
Highlight the direct object in sentence 3 orange.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson 12
Spelling Rules
All 1.
Circle the word that follows the rule I and O may say /ī/ and /ō/ before two consonants. consonants .
2.
Circle the word that follows the rule A rule A E O U usually say their long sounds at the end of the syllable.
3.
Circle the word that follows the rule When a word ends with the phonogram A, it says /ä/. A may also also say /ä/ after a W or before an L. L.
Dictation Read the phrase. Ask the students to repeat it aloud and write it in their workbooks. A 1.. The
author signs the books. 2.. Father designs boats. 3.. The class knows the map. 4.. The boys drink milk. 5.. The class picks a good video. teacher. 6.. The class meets the teacher. 7.. The players find a ball. 8.. The program starts. 9.. Mother passes the corn, bread, and bagels. 10.. The boy pulls the toy boat. 11.. Grandfather remembers the music. 12.. The mailman holds the bag. 13.. Grandmother sells the truck. 14.. The teacher draws a train. bag, black string, and a long stick. 15.. The class needs a paper bag, B
A lizard slithers. 2. The actress mutters and yawns. 3.. The spring thunderstorms spread. 4.. Her throat heals. 5.. The visitors catapult seashells. 6.. The piglet devours the acorns. 7. The waiter clutches the bag. 8.. The pilot knocks. 9. The president wonders. 10.. The hawk looks at the rabbit.* 11.. A timid kitten sprints in the garden.* 1..
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
4911 49
492
Essentials Teacher’s Guide
12. The
kindergarten teacher peeks at the cards.* 13.. The backpack plummets into the canyon.* clutch a rabbit.* 14.. The hawk’s claws clutch
**Students Stu ents w will i not not bee able a e to to mark mar the t e parts par parts ts of o speech speec for or these t ese sensentences. ences. They include prepositional phrases, which have not been taught aug t yet. yet. However, However, tthey ey do o have ave the t e tools too s to to write write all a the t e words. wor s. C 1. The
professor assigns a journal. 2.. The lawyer predicts abundant profits. 3. The witness contradicts the defendant. 4.. We embark on the schooner with the cargo. 5.. Despair enshrouds the committee. 6.. The scientists encounter a subterranean volcano. benefactor. 7.. The prominent monument impresses the benefactor. 8. The spectators meander. 9.. The sheriff reprimands the protesters. 10.. Customers savor the coffee and biscuits. 11.. The lawyer entrusts the contract to the government inspector.* 12.. The assistant envelops the volunteer in a hug.* 13. Customers loiter at the restaurant.* an adjustment.* 14.. The astronaut signals for an
*Students will not be able to mark the parts par ts of speech for these sentences. ences. TThey ey iinclude nc u e p prepositional repositiona p phrases, rases, w which ic have ave not not been een taught aught yet. However, they do have the tools to write all the words. All
Grammar
Ask students to label the parts o speech in the dictation phrases. B
Label the parts of speech for sentences 1-9 only.
C
Label abel the parts of speech for sentences 1-10 only.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.