493
Lesson 13 Phonograms
ir
eu
Level C
ur
ear
Exploring Sounds
/r/ and /er/
Spelling Journal
/er/
Grammar
1.4 Common Nouns, 1.5 Proper Nouns, Titles of Respect
Vocabulary
Level A
Compound Words
Level B
Cardinal & Ordinal Numbers
Level C
Day 1 13.1
ver
mand
sent
Essential Concepts
Phonograms
All
New Phonograms ir, ur, ear Show ir . /er/ /er/ Is this a vowel or a consonant? vowel What kind of vowel? It is an R-controlled vowel.
Show ur . /er/ /er/ Is this a vowel or a consonant? vowel What kind of vowel? It is an R-controlled vowel.
Show ear . /er/ three letter /er/ /er/ three letter /er/ Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Basic Phonogram Flash Cards from previous lessons, er
ir
ur
ear
r
4 colors of dry dr y erase markers Highlighter Phonogram Game Tiles
Level C Advanced Phonogram eu
494
Essentials Teacher’s Guide
Is this a vowel or a consonant? vowel What kind of vowel? It is an R-controlled vowel. What multi-letter vowel do you see in three-letter /er/? /ē-ĕ /ē-ĕ-ā/ ā/
Show er , ir , ur , ear . What is the same between these phonograms? They all say /er/. They all have an R in them. They are all R-controlled vowels. If these all say /er/, how will you know which one to write during spelling analysis? EAR has three letters, so you will hold up three finfin gers. How will we distinguish the two-letter phonograms that say /er/? We will use sample words to remember which is which.
Write Her on on the whiteboard. Write the /er/ in a dierent color.
H er Teacher Tip
Show er . We will call this /er/ the /er/ of her. This is the most common spelling. spelling. It is used in in more than 80% of the words with the sound /er/.
Write bird on Write bird on the whiteboard. Write the /er/ in a dierent color.
H er er b b ir d Show ir . We will call this /er/ the /er/ of bird. This is the second second most common spelling spelling of /er/.
Write hurts Write hurts on on the whiteboard. Write the /er/ in a dierent color.
H er er b b ir d hur hurts ts Show ur . We will call this /er/ the /er/ of hurt. hur t. This is the third third most common spelling spelling of /er/.
Write the Write the search. on search. on the whiteboard. Write the /er/ in a dierent color.
H er er b b ir d hur hurts ts the s ear s ear ch. Show ear . We will call this /er/ the /er/ of search. This is the least common common spelling of /er/. If you do not know which spelling of /er/ is used, which one should Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Cue words for /er/ Encourage students to create their own sentence to recall the spellings of /er/. Use the words they choose as the cue words during Spelling Analysis.
Lesson 13
495
you guess? /er/ the /er/ of her Why? It is the most most common. common. When you encounter words with the sound /er/, you will need to learn and memorize which spelling is used. These are good words to add to your Spelling Journal. C
Advanced Phonogram Show eu . This T is p phonogram onogram has as ttwo wo aadvanced vance ssounds, oun s, /ö-ū/. ö-ū . TThis is advanced phonogram is used in Latin and Middle English roots such as neutral and feud .
Phonogram Flash Cards
All
Advanced Phonogram
eu /ö-ū/ neutral feud Latin, Middle English
Drill the phonograms with lashcards.
13.2
Exploring Sounds
All
/r/ and /er/ Show
r .
What does this say? /r/ Can you sustain or sing /r/? no Is this a vowel or a consonant? consonant? consonant This is single-consonant R.
Show er , ir , ur , ear . What do these phonograms say? /er/ Can you sing /er/? yes Are these vowels or consonants? vowels What kind of vowels? R-controlled vowels We call them R-controlled vowels because the R colors the vowel that is next to it. Many students mix up single-consonant R with a spelling of /er/ when they spell and write. However, if you remember a few of the concepts you have already learned about vowel types and syllables, you will know whether you need to use consonant R or one of the spellings of /er/.
13.2-1 /r/ or /er/? – page 239 Read aloud the pairs of words in your workbook. As you read them, listen carefully to the vowel sounds. Then reread the words, and highlight the vowel in each word. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Exploring Sounds Students first learned about consonant R and R-controlled vowels in Lesson 3.
496
Essentials Teacher’s Guide
print perch track term train turn
brow burn drip dirt brand bird
beard heard ear earn
What do you notice about the vowel sound in words that use consonant R? Another vowel sound is clearly heard. What do you notice about the vowel sound in words that use an R-controlled phonogram? The vowel sound is /er/. The R distorts the vowel sound. Take out your Phonogram Take Phonogram Game Tiles. I will say a phonogram. Find it, show it to me, then t hen set it aside. You You will need it soon. Show me single-consonant R. Show me /er/ the /er/ of her. Show me /er/ the /er/ of bird. Show me /er/ the /er/ of hurt. Show me /er/ the /er/ of search. Now you will spell the word drain drain.. How many syllables are in drain?? one drain How many vowels are in drain drain?? one What is the vowel sound? The vowel vowel sound is long /ā/. How will you spell long /ā/ in the middle of the syllable? two-letter /ā/ that you may NOT use at the end of English words. words. How will you spell the /r/? with a single-consonant R Why? Another vowel sound is heard clearly, so it is not a spelling of /er/. Using your Phonogram Game Tiles, write drain drain.. d r ai n
Why can I not spell it like this? What does this say? d er ai n
derain
It says /der-ān/. It has two syllables. Now let’s spell learn learn.. How many syllables in learn learn?? one How many vowels in learn learn?? one What kind of vowel do you hear in learn learn?? It is an R-controlled vowel. Show me the R-controlled vowels. The students hold up ER, IR, UR, and EAR. Use the three-letter /er/, the /er/ of search. l ear n
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Lesson 13
Show me single-consonant R. Show me /er/ the /er/ of her. I will say a word. Each word will be spelled with either single-consonant R, or /er/ the /er/ of her. Spell the word using Phonogram Game Tiles.
trim her
fern cram
creep herd
perch brain
Now let’s consider multi-syllable words.
13.2-2 R or a Spelling of /er/? – page 240 Read aloud the pairs of words in your workbook. As you read them, listen carefully to the vowel sounds. Then reread the words, draw a line between the syllables, and highlight the vowel in each syllable.
per/son tur/bo fur/nish trip/let
pre/pay trum/pet fright/en tur/nip
How does the syllable spelled with the single-consonant R differ from the syllable spelled with an R-controlled vowel? In the syllables with the single-consonant R, a vowel sound is clearly heard. In the syllables with an R-controlled R- controlled phonogram, I hear /er/.
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4977 49
498
Essentials Teacher’s Guide
Building Words
Day 2 13.3
Materials
Review
All
•
Phonograms: 13.3 Phonogram Bingo – page 241 Read the phonogram sound(s) and spelling hints. Ask the student to cover each phonogram with a penny. Play until the board is covered.
•
Spelling Rules: R or a Spelling of /er/? Write consonant /r/ on one side of your whiteboard. Write the four R-controlled vowels which say /er/ on the other side. I will say a word. If it includes a consonant /r/ show me that side of the whiteboard. If it includes an R-controlled vowel, show me that side. Consonant R
train break craft bridge refugee
Level C Morpheme Cards
R-Controlled Vowels er, ir, ur, ear
rotate rustle trim rain crane
search birth heard burn earth
winner swimmer swirl turn learn
C M Morphemes: orp emes:
•
Pennies for Bingo LOE Whiteboard Spelling Journal Highlighter Spelling Analysis Card
Review the morpheme cards rom previous lessons.
Teacher Tip Spelling Journal
13.4
Spelling Journal
All
/er/
Encourage students to add /er/ words they encounter in other subjects to their Spelling Journal.
Spelling Journal /er/ What is the most common spelling of /er/? ER
Look through your Spelling Lists from previous lessons. What are some words that use /er/ the /er/ of her? person, her? person, term, cracker cracker,, pitcher, water, mother, sister, hammer, zipper… Add these to your Spelling Journal.
13.4 Spellings of /er/ – page 243 In your workbook you have a list of some of the common words that use IR, UR, and EAR to spell /er/. Read each word and highlight the R-controlled R-controlled vowel.
bird first skirt
stir shirt squirrel
birth hurt fur
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Teacher Tip IR Words affirm, birth, stir, thirst, aspirin, whirl, girdle, bird, birch, chirp, circle, circuit, circus, firm, confirm, dirt, fir, first, flirt, gird, girl, girth, skirt, irk, nirvana, quirk, shirt, smirk, squirt, squirrel, squirm, third, thirty, twirl, virtue
Lesson 13
burn turn church burst
curl search earth learn
pearl earn yearn heard
Teacher Tip UR Words
Which spelling of /er/ is the most common? ER Which spelling of /er/ is the least common? EAR There are only thirteen common base words which which use the phonogram EAR. You You have seven of them listed in your workbook. Add the words from 13.4 to your Spelling Journal.
er
ir
ur
Most common spelling of /er/.
her
499
ear 13 words
absurd, burglar, blur, blurb, blurt, burden, burlap, burn, burp, burrito, burrow, burst, church, churn, concur, curse, curb, curd, curfew, curl, currant, current, currency, curry, curse, cursive, cursor, curve, curtail, curtain, disburse, disturb, duress, femur, Frankfurt, furbish, furnish, fur, furrow, hurry, hurt, insurgent, jury, lemur, lurk, luxury, murder, murky, nurse, perturb,, purple, purse, surf, perturb surgery, urban
bir b ir d
hur urtt
sear earch ch
f ir ir st
f ur
earth
skir sk irtt
bur urnn
l earn earn
stir st ir
tur urnn
pear earl l
shir sh irtt
chur ch urch ch
earnn ear
squir squ irrrel
bur st
year earnn
Challenge
bir irth th
cur urll
hear d
/er/ Words
Teacher Tip EAR Words dearth, earl, early, earn, earnest, earth, heard, hearse, learn, pearl, rehearse, search, yearn
Say a word. Show and/or tell the students which spelling of /er/ to use. Ask the students to sound out the word and write it in their Spelling Journals.
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500
Essentials Teacher’s Guide
Spelling Analysis
13.5
Spelling List 13 – page 244 A
Tips ips for List 13.A
girl g r Although G may soten soten to /j/ beore an I, it doesn’t always. In the word girl irl , the G says hard /g/. Students will examine examine Spelling Spelling Rule Rule 2 in depth epth in Lesson 15. 15. ear, hear, ear, wear hese words do not use the phonogram EAR, EAR , which says /er/, but the t he phonograms EA saying /ē/ or /ā/ and R saying /r/. Although Although this group o letters letters can work wor together as a multi-letter multi-letter phonogram multi-letter phonogram to phonogram to say say a unique unique sound, they can also unction separately and say their individual sounds. Consider the pronunciation and spelling o idea: idea: /ī-dē-ä/. /ī-dē-ä/.
Spelling Analysis
1.
1
2
Word
Sentence
List 13.A 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
chīld
/chīld/
/ch-i-l-d/
The child is playing on the swing.
88
99
q
Write Segment
Analyze
Read
ch īld
Underline /ch/. Put a line over the /ī/. 8 I and O may say /ī/ and /ō/ when followed by two consonants.
girl
gir l
1
The girl is doing her homework. 2
1
gerl
Use /ĭ-ī-ē-y/.
Par t of Speech
Plural / Past Tense
N
children
/gerl/
/g-ir-l/
Use the /er/ of bird.
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /er/. N
3.
7 Write
child
Vocabular y
2.
6 … Finger Spell & Cue Cue
turn
When sailboats turn, they often lean over the water.
tur n
Underline /er/.
1
tern
/tern/
girls
/t-ur-n/
V, N
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Use the /er/ of hurt.
turns, turned
Lesson 13
4.
old
This old apple has dried out.
ōld
Put a line over the /ō/. 8 I and O may say /ī/ and /ō/ when followed by two consonants.
1
ōld
/ōld/
/o-l-d/
Adj 5.
cold
The puppy is ready to go out in the cold.
1
kōld
/kōld/
/c-o-l-d/
Use /k-s/.
1
cōld
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a line over the /ō/. 8 I and O may say /ī/ and /ō/ when followed by two consonants. Adj, N
6.
flower
She will pick one more flower.
flow er
Underline /ow/. Underline /er/.
2
flow er
/flow/ /er/
colds
/f-l-ow/ /er/
N, V 7. jump
jump
Mira and her dad jump into the pool.
1
jŭmp
/jŭmp/
flowers, flowered
/j-u-m-p/
bird
This bird has an unusual beak.
bir d
Underline /er/.
1
berd
/berd/
jumps, jumped
/b-ir-d/
N 9.
hurt
Joe hurt his ankle.
hur t
Underline /er/.
1
hert
/hert/
ea r
You can hear with your ear.
1
ēr
/ēr/
/h-ur-t/
hea r
Use the /er/ of hurt.
hurts, hurt
/ea-r/
Use /ē-ĕ-ā/.
Underline /ē/. N
11. hear
Use the /er/ of bird.
birds
V, N, Adj 10. ear
Use the /j/ of jump.
All first sounds. V, N
8.
Use /ow-ō/. Use the /er/ of her.
Hearing aids help people hear.
1
hēr
/hēr/
ears
/h-ea-r/
Use /ē-ĕ-ā/.
Underline /ē/. V
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heard
501
502
Essentials Teacher’s Guide
12. sail
sai l
The boat will sail across 1 the lake.
/sāl/
/s-ai-l/
sāl
Underline /ā/ that may NOT be used at the end of English words. V, N
13. search
sear ch
The dog has learned how to search for food.
1
serch
/serch/
sails, sailed
/s-ear-ch/
3
we a r
The girls need to wear their pink dresses for the program.
1
wār
/wār/
searches, searched
/w-ea-r/
th ir teen
Use /ē-ĕ-ā/.
Underline /ā/ and put a 3 over it. /ē-ĕ-ā/ said its third sound. V, N
15. thirteen
Use /s-z/.
Underline /er/. Underline /ch/. V, N
14. wear
Use /s-z/. Use two-letter /ā/ that may NOT be used at the end of English words.
Player thirteen is hitting the ball over the net.
2
ther tēn
/ther/ /tēn/
wear, wore
/th-ir/ /t-ee-n/
Use the /er/ of bird. Use /ē/ double /ē/.
Underline /th/. Underline /er/. Underline /ē/ double /ē/. Adj, N
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thirteens
Lesson 13
B
503
Tips ips for List 13.B
squ rr squirrel squ rre e Be sure to pronounce squir rel with with two syllables or spelling analysis.
Spelling Analysis
1.
List 13.B
1
2
Word
Sentence
33
first
Where is the first aid kit?
88
99
q
Write Segment
Analyze
Read
first
Underline /er/.
# Syllables
1
44
5
6
Say to Spell
Say syllable
Segment…
/ferst/
/f-ir-s-t/
ferst
Vocabular y
2.
second
Missy took second place in the tournament.
2
sĕk ŏnd
6 … Finger Spell & Cue Cue
Use the /er/ of bird. Use /sz/.
Par t of Speech
Plural / Past Tense
Adj, Adv, N
firsts
/sĕk/ / ŏnd/
Use /s-z/. Use /k-s/.
/s-e-c/ / o-n-d/
7 Write
1
sec ond
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.
third
Joshua came in third place.
th ir d
Underline /th/. Underline /er/.
squirrel
squ ir rel
The squirrel is eating a nut.
1
2
therd
Adj, N, V, Adv
seconds, seconded
/therd/
Use the /er/ of bird.
/th-ir-d/
Adj, N, Adv
thirds
/skwer/
/s-qu-ir/
Use /s-z/. Use the /er/ of bird.
/r ĕl/
/r-e-l/
skwer rĕl
Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. Underline /er/. 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
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squirrels, squirreled
504
5.
Essentials Teacher’s Guide
sweatshirt
2
swe a t shir t
Latisha has a warm sweatshirt.
/swĕt/ /shert/ 2
/s-w-ea-t/ /sh-ir-t/
swĕt shert
Underline /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second 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. Underline /er/. N
6.
young 4
yo u ng
We have a young puppy.
1
yŭng
/yŭng/
sweatshirts
/y-ou-ng/
scold
Use /y-ĭ-ī-ē/. Use /ow-ō-öŭ-ü/.
Underline /ŭ/ and put a 4 over it. /ow-ō-ö /ow-ō-ö-ŭ-ü/ -ŭ-ü/ said its fourth sound. Underline /ng/. Adj, N
7.
Use /s-z/. Use /ē-ĕ-ā/. Use /sh/ used only at the beginning of a word and at the end of a syllable. Use the /er/ of bird.
Their parents scold them when they fight over the toy.
1
skōld
/skōld/
young
/s-c-o-l-d/
Use /s-z/. Use /k-s/.
1
scōld
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a line over the /ō/. 8 I and O may say /ī/ and /ō/ when followed by two consonants. V
8.
return
He is trying to return the ball to the other player.
rē tur n
Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/.
2
rē tern
re- again, back, backward 9.
scolds, scolded
snow 2
snow
Let’s play in the snow.
1
/rē/ /tern/
/r-e/ /t-ur-n/
N, V snō
/snō/
returns, returned
/s-n-ow/
yō gurt
Use /s-z/. Use /ow-ō/.
Underline the /ō/ and put a 2 over it. /ow-ō/ said its second sound. N, V
10. yogurt
Use the /er/ of hurt.
The vanilla yogurt tastes great with berries.
2
yō gert
/yō/ /gert/
snow, snowed
/y-o/ /g-ur-t/
Use /y-ĭ-ī-ē/. Use the /er/ of hurt.
Put a line over the /ō/. 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 /er/. N
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yogurts
Lesson 13
11. grow 2
grow
There is a plant starting 1 to grow on the deck.
grō
/grō/
/g-r-ow/
fee d
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound.
Can you feed the dog?
1
fēd
/fēd/
grew
/f-ee-d/
earth
The earth is round.
1
erth
/erth/
feed, fed
/ear-th/
Underline /er/. Underline /th/. N
14. explain
ex plai n
The dentist will explain the procedure.
2
ĕks plān
/ĕks/ /plān/
earths
/e-x/ /p-l-ai-n/
Use two-letter /ā/ that may NOT be used at the end of English words.
Underline /ā/ that may NOT be used at the end of English words. ex- out plain smooth, flat
15. cover
Use /ē/ double /ē/.
Underline /ē/ double /ē/. V, N
13. earth
Use /ow-ō/.
2
V 12. feed
The book I am looking for has an orange cover.
V
2
k ŏv er
/k ŏv/ /er/
explained
/c-o-v/ /er/
Use /k-s/. Use the /er/ of her.
1
cov er
505
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/. N, V
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covers, covered
31.2
O may
506
Essentials Teacher’s Guide
C
Tips ips for List 13.C Spelling Analysis
1.
1
2
Word
Sentence
33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
/pŭb/ /lĭsh/
/p-u-b/ /l-i-sh/
Use /ĭ-ī-ē-y/. Use /sh/ used only at the beginning of a word and at the end of a syllable.
88
99
q
Write Segment
Analyze
Read
2
pŭb lĭsh
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. Vocabular y
Par t of Speech
Plural / Past Tense
publ people -ish adjective & verb suffix - like, characterized by, rather
V
published
murmur
Please speak clearly into the phone and do not murmur.
/mer/ /mer/
mur mur
Underline /er/. Underline /er/.
2
mer mer
/kăm/ /pān/ campaign
/m-ur/ /m-ur/
The students have made posters for a campaign.
2
Use the /er/ of hurt. Use the /er/ of hurt.
murmurs, murmured
/c-a-m/ /p-ai-gn/
kăm pān
Use /k-s/. Use two-letter /ā/ that may NOT be used at the end of English words. Use two-letter /n/ used at the beginning or the end of a base word.
1
cam pai gn
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ā/ that may NOT be used at the end of English words. Underline /n/. V, N
4.
7 Write
publish
N, V
3.
6 … Finger Spell & Cue Cue
Marcus will publish his book soon.
pub lish
2.
List 13.C
/ ăb/ /serd/
campaigns, campaigned
/ a-b/ /s-ur-d/
absurd
That rabbit mask is absurd.
ab surd
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 /er/. ab- from
2
ăb serd
Ad j
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Use /s-z/. Use the /er/ of hurt.
Lesson 13
5.
/v-er/ /d-i-c-t/
Use the /er/ of her. Use /ĭ-ī-ē-y/. Use /k-s/.
The judge has issued a verdict.
ver dict
Underline /er/. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/.
ver dĭkt
ver true dict say, speak 6.
/ver/ /dĭkt/
verdict
2
command
Does your dog know the sit command?
2
k ŏm mănd
507
N
verdicts
/k ŏm/ /c-o-m/ /mănd/ /m-a-n-d/
Use /k-s/.
1
com mand
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. com- with, together, completely mand order
7.
maneuver
man eu ver
What a great maneuver!
3
măn ö ver
commands, commanded
/măn/ /ö/
/m-a-n/ /eu/
/ver/
/v-er/
N, V
/ ā / /līn/
maneuvers, maneuvered
/ a / /l-i-gn/
align
This machine will automatically align the wheels.
ā līgn
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. Put a line over the /ī/. 8 I and O may say /ī/ and /ō/ when followed by two consonants. Underline /n/.
2
ā līn
V 9.
Use the advanced phonogram /ö-ū/. Use the /er/ of her.
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 the advanced phonogram /ö/. Underline /er/. manu hand
8.
N, V
consent
Please sign this consent form.
2
k ŏn sĕnt
/k ŏn/ /sĕnt/
Use /ĭ-ī-ē-y/. Use two-letter /n/ used at the beginning or the end of a base word.
aligned
/c-o-n/ /s-e-n-t/
Use /k-s/. Use /s-z/.
1
con sent
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 sent feeling
V, N
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consents, consented
508
Essentials Teacher’s Guide
10. sentiment
sen ti ment
I agree with your sentiment.
3
sĕn t ĭ mĕnt
dis sent
N
Show your dissent with 2 a thumbs down.
dĭs sĕnt
2
rē sent
2
4
ze a l o u s
14. earnest
ear nest
/dĭs/ /sĕnt/
sentiments
/d-i-s/ /s-e-n-t/
The twins, Jayden and Jeremy, resent it when people mix them up.
2
N, V
rē zĕnt
Use /ĭ-ī-ē-y/. Use /s-z/. Use /s-z/.
/rē/ /zĕnt/
dissent, dissented
/r-e/ /s-e-n-t/
Use /s-z/.
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. re- again, back, backward sent feeling
13. zealous
Use /s-z/. Use /ĭ-ī-ē-y/.
All first sounds. dis- apart, away, opposite sent feeling
12. resent
/s-e-n/ /t-i / /m-e-n-t/
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. sent feeling -ment noun suffix
11. dissent
/sĕn/ /t ĭ / / /mĕnt/
Heather is a zealous volunteer.
2
V
resented
/zĕl/
/z-ea-l/
/ŭs/
/ou-s/
zĕl ŭs
Use the /z/ of zip. Use /ē-ĕ-ā/. Use /ow-ō-ö-ŭ-ü/. Use /s-z/.
29
Z, never S, spells /z/ at the beginning of a base word. Underline /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second sound. Underline /ŭ/ and put a 4 over it. /ow-ō-ö-ŭ-ü /ow-ō-ö-ŭ-ü// said its fourth sound. -ous ad adje ject ctiv ive e su suffi ffix, x, fu fullll of of,, char charact acter eriz ized ed by
Adjj Ad
Marcus is an earnest student.
/er/ /nĕst/
2
er nĕst
/ear/ /n-e-s-t/
Use /s-z/.
Underline /er/. Adj
15. jealous
2
4
je a l o u s
Our dog, Hazy, is jealous of the new puppy.
2
/jĕl/
/j-ea-l/
/ŭs/
/ou-s/
jĕl ŭs
Use the /j/ of jump. Use /ē-ĕ-ā/. Use /ow-ō-ö-ŭ-ü/. Use /s-z/.
Underline /ĕ/ and put a 2 over over it. /ē-ĕ-ā/ said its second sound. Underline /ŭ/ and put a 4 over over it. / ow-ō-ö-ŭ-ü/ said its fourth sound. -ous ad adje ject ctiv ive e su suffi ffix, x, fu fullll of of,, char charact acter eriz ized ed by
Adjj Ad
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Lesson 13
Day 3 13.6
Wordss in Context Word
Review
All
•
509
Phonograms: Dictate the ollowing phonograms. 1. er /er/ the /er/ of her 2. ea /ē-ĕ-ā/
12. oe /ō-ö/ that may be used at the end of English words.
3. ough /ŏ-ō-ö-ow-ŭf-ŏf/
13. wh /wh/
4. oo /ö-ü-ō/
14. igh /ī/ three-letter /ī/
5. or /ōr/
15. au /ä/ two-letter /ä/ that may
6. aw /ä/ two-letter /ä/ that may be used at the end of English
NOT be used at the end of English words.
16. augh /ä-ăf/
words.
7. oa /ō/ two-letter /ō/ that may NOT be used at the end of
8. kn /n/ two-letter /n/ used only at the beginning of a base
at the end of English words.
NOT be used at the end of English words.
19. tch /ch/ three-letter /ch/
word.
Student notebook Spelling Journal Spelling Rule Cards Red, blue, and green pencils Grammar Flash Cards 1.4, 1.5, 1, 2, 3, 2.5, 2.6 Highlighter LOE Whiteboard Student notebook
17. ow /ow-ō/ that may be used 18. ou /ow-ō-ö-ŭ-ü/ that may
English words.
Materials
/er/ the the /er/ of bird 9. ir /er/
20. gn /n/ two-letter /n/ used at
10. ur /er/ the /er/ of hurt
the beginning or the end of a
11. ear /er/ the /er/ of search
base word.
•
Spelling Rules: Review rules 3-5, 8-11, 18, 21-22, 26-31 using the Spelling Rule Cards.
•
Spelling: 13.6 Sink and Spell – page 245 Set Up: Hand out two grids per player. Players secretly write the spelling words on one o their grids. Te second grid is to be lef blank. How to Play: Without showing the other player his grid, Player A calls out a coordinate, or example, “3F.” Player B looks at his grid. I a letter is written in the coordinate, he tells Player A the letter by name. Player A writes the letter on the blank grid. I no letter is written, he says “miss.” Player A crosses out the spot. Play then passes to Player B. When a player has ound a word on the other player’s board, he announces the word and the coordinates. Te first player to find and identiy all the words on the other player’s board wins.
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Optional Practice Review While correcting the Phonogram Practice, ask the students to read back the phonogram sounds as you write the correct answers on the board.
Spelling Journal /er/ /ā/ /ē/ Ask students to find words with the following sounds in their spelling list and add them to their Spelling Journal. /er/ – er, ir, ur, ear /ā/ – a, ai, ay, ea /ē/ – e, ee, ea
5100 51
13.7
Essentials Teacher’s Guide
Grammar
All
Review Spelling List 13 – page 244 The words in Spelling List 13 include nouns, adjectives, and verbs. Today Today we will sort them into their parts of speech. What is a noun? A noun is a person, place, thing, or idea. idea. We will begin by finding the nouns. How will you identify the nouns? Look for persons, places, things, or ideas. Check if the article “the” makes sense with the word. Check if I can make the word plural. When you find a noun, use it in a sentence, then write a red N by it. A
child, girl, (turn), cold, flower, (jump), bird, (hurt), ear, sail, (search)
Teacher Tip Parts of Speech
B
squirrel, sweatshirt, (return (return),), (snow), (snow), yogurt, yogur t, earth, ear th, (feed), (cover), (cover), (young) (young
C
(murmur), (campaign), verdict, (command), (maneuver), (consent), sentiment, sentim sen timen ent, t, ((dissent) issen is sentt Write the plural for each of the nouns.
A
The words in parentheses can be used as both nouns and verbs, or nouns and adjectives. Depending upon the age and skill level of the students, encourage students to find words with multiple meanings.
What W at is is the t e plural p ura of o cchild i ? cchildren i ren
children Why hy does the I say /ī/ in child ? I and O may say /ī/ and /ō/ before two consonants. Does oes I always say /ī/ before two consonants? no What at does oes I say in cchildren children? i ren? /ĭ/ ĭ What is a verb? A verb shows action, links a description to the sub ject, or helps another verb. To T o find a verb, ask the question: Can I do it?
Can I ___ ______ _____ __? When you find a verb, use it in a sentence, then write a green V by it. A
turn, jump, hurt, (flower), hear, hear, sail, search, wear
B
(squirrel), (squirrel) squirrel),, scold, return, snow, grow, feed, explain, e xplain, cover
C
publish, pu is , murmur, murmu mur murr, campaign, campa cam paig ign, n, command, comm co mman an , maneuver, maneu man euve verr, align, a ig ign, n, consent, cons co nsen ent, t, dissent, resent Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Optional Practice Spelling Cards Dictate the words in Lesson 13 for the students to write on index cards. Ask the students to color a green border around the verbs, a red border around the nouns, and a blue border around the adjectives. If a word can be used as more than one part of speech, color two borders.
Less on 13
What is an adjective? An adjective modifies a noun or a pronoun. An adjective answers: What kind? How many? Which one? Whose? To test whether a word is an adjective, ask: What kind? To When you find an adjective, use it in a sentence, then write a blue Adj. by it. A
old,, ccold, o o , hurt, urt, thirteen t irteen
B
first, second, third, young
C
aabsurd, sur , zealous, zea ou ze ous, s, earnest, ear arne nest st,, jealous jea ou je ouss
All
Common Nouns and Proper Nouns What is a noun? A noun is the name of a person, place, place, thing or idea. Today T oday we will learn about two types of nouns. I will write some nouns on the board. Read them t hem as I write them.
woman child girl town
park restaurant book hotel
Grammar Flash Card 1.4 Common Noun Common nouns name nouns name general people, places, things, and ideas.
These are common nouns. Does woman refer to a specific woman? no Does child refer to a specific child? no
Show Grammar Flash Card 1.4. Common nouns name nouns name general people, places, things, and ideas. Repeat this rule with me: Common nouns name general people, places, things, and ideas. What if I change woman woman to to Jennifer Jennifer ? Does Jennifer Does Jennifer refer refer to a specific person? yes
woman
Jennifer
What if I change child to to Jacob Brown? Brown? Does Jacob Does Jacob Brown refer Brown refer to a specific person? yes Jennifer and Jacob and Jacob Brown Brown are are proper nouns.
Show Grammar Flash Card 1.5. Proper nouns name nouns name specific people, places, things, and ideas. Repeat this rule with me: Proper nouns name specific people, places, things, and ideas. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Grammar Flash Card 1.5 Proper Noun Proper nouns name nouns name specific people, places, things, and ideas. Capitalize proper nouns.
511
5122 51
Essentials Teacher’s Guide
For example, woman can mean any woman, but Jennifer names a particular woman. When we write a proper noun, we capitalize the first letter. Think of a proper noun for each common noun on the board. I will write the proper nouns. Raise your hand if you see a pattern.
Write the proper nouns as the students say them. Be sure to capitalize the irst letter o each word o the proper nouns.
girl town park restaurant book hotel
Jill Baker, Mary Evans… Denver… Denv er… Grant Park… China Star… Good Night Moon… The March Inn…
Notice that when you write a proper name of a person, both bot h words are capitalized. In titles of books, the first word and all the important words are capitalized. In your notebook, write the first and last names for five people in your family or class.
Titles of Respect
All
Often when we write people’s names we will need to use a title of respect such as Mr. Johnson, Ms. Carter, Mrs. Verner, or Dr. Conners. Rather than writing out the words Mister and Doctor, they are usually abbreviated. I will write an abbreviation on the board. Tell Tell me if you know k now how it is read.
Mr.. Mr Whom do we address as Mr.? men
Ms. Whom do we address as Ms.? women
Mrs. Whom do we address as Mrs.? married women What is the difference between Ms. and Mrs.? Mrs. refers to a married woman. Ms. may be used for a married or unmarried woman. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Proper Nouns Capitalize words such as Mother, Father, Brother, Sister, Grandmother… when they are used in place of a person's name. Do not capitalize them when they follow an article adjective or a possessive pronoun adjective such as my, your, his, her…
Lesson Less on 13
513
Dr.. Dr Who do we address as Dr.? doctors, someone who has earned a doctoral degree
Teacher Tip
I will say a title of respect. Write the abbreviation on your whiteboard.
Identifying Parts of Speech
Dr.
Ms.
Mr.
Mrs.
Write the phrases on the board and label the parts of speech as modeled in Level A.
Identifying Parts of Speech 13.7A Identifying Parts Parts of Speech – page 253 Read the phrase in your workbook. I will write it on the board. Then you will answer questions to label the parts of speech. Label each part of speech in your workbook as I label it on the board.
Owen, Asher, and Emma whisper secrets. Who whispers? Owen, Asher, Emma, subject nouns What part of speech is and ? conjunction What is being said about Owen, Asher, and Emma? Emma? Owen, Asher, and Emma whisper, verb Whisper what? secrets, direct object 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 Emma and whisper Underline the simple subject. Double underline the simple predicate.
SN
SN
C
SN
TV
DO
Owen, Asher, and Emma / whisper whisper secrets.
Level B 13.7B Identifying Parts of Speech – page 254 A
Adj
TV
A Adj
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DO
watches a short video. A
Adj
SN
TV
A
A nervous nervous student student / holds the Adj
Adj
DO
small green lizard. SN
SN
C
SN
Clara, Jasper, and Eleanor / TV
A
DO
C
A DO
feed the squirrels and the deer.
Level C 13.7C Identifying Parts Parts of Speech – page 255 A
PNA
SN
The carpenter’s assistant / TV
A
Adj
DO
aligns the main supports.
Hazel signs sig ns Hudson’ Hudson’s birthday card. Who signs? Hazel, subject noun What is being said about Hazel? Hazel signs, verb Signs what? card, direct object What kind of card? birthday, adjective Whose card? Hudson’s, s, possessive noun 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 Hazel
SN
The kindergarten class /
SN
C
Commander Smith and SN
TV
Commander Taylor / instruct instruct A
Adj
DO
the student pilots. PNA
Adj
Quinn Carter’s campaign SN
TV
Adj Adj
manager / predicts predicts low voter DO
turnout.
5144 51
Essentials Teacher’s Guide
and signs Underline the simple subject. Double underline the simple predicate.
SN
TV
PNA PNA
Adj
DO
Hazel / signs signs Hudson’s birthday card. The quiet girls hear dogs, birds, and a train. Who hears? girls, subject noun What kind of girls? quiet, adjective Which girls? the, article adjective What is being said about the girls? girls hear, verb What do the girls hear? dogs, birds, train, direct direct objects objects Which train? a, article adjective What part of speech is the word and ? conjunction 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 girls and hear Underline the simple subject. Double underline the simple predicate.
A
Adj SN
TV
DO DO
C A DO
The quiet girls / hear hear dogs, birds, and a train. The boy’s left ear hurts. What hurts? ear, subject noun Which ear? left, adjective Whose ear? boy’s, possessive noun adjective adjective Which boy? the, article adjective What is being said about the ear? ear hurts, verb Is there a direct object receiving the action of the verb? no What kind of verb is it? action verb Write an A next to the V to show the type of verb. Where will we divide the subject and the predicate? between ear and hurts Underline the simple subject. Double underline the simple predicate.
A PNA Adj SN
AV
The boy’s left ear / hurts. hurts. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
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 Less on 13 All
Possessive Possessiv e Noun Adjectives & Irregular Plurals 13.7-1 Possessive Noun Adjectives – page 256 Read each sentence. Find the mistake.
1. 2. 3.
The sailors ship is in the harbor. It is is the child childss turn turn.. The waiter waiter set the the womans bag on the the chair. chair.
Teacher Tip Sailor’s ship Begin with sailor’s ship where ship where the ship belongs to one sailor.
What is wrong with these sentences? You need to add an apostro phe before the S to show that it is an adjective showing possession.
Show Grammar Flash Card 2.5. To turn a noun into a singular possessive noun adjective, add an ‘S. Rewrite the sentence on the line with an apostrophe before the S. Highlight the apostrophe.
1. 2. 3.
The sailor s’ ship is is in the the harbor. harbor. It is is the child child s’ turn turn.. The waiter waiter set the the woman s’ bag on the chair chair..
Reread the first sentence. How many sailors? one Reread the second sentence. How many children? one Reread the third sentence. How many women? one Now imagine that the ship in the first sentence belongs to many sailors. How would I need to change the first sentence to show the ship belongs to many sailors, rather than just one? Move the apostrophe to after the S. What is the rule?
Show Grammar Flash Card 2.6. To turn a noun into a plural possessive noun adjective, add an S’. If it is an irregular plural, use an ‘S.
1.
The sailors’ ship ship is in the harbor.
Moving the apostrophe is not a big change to the sentence. However, the apostrophe is a morpheme that carries meaning, and where the apostrophe is placed communicates meaning to the reader. Rewrite the sentence on the next line with the added apostrophe. Highlight the apostrophe. How could we change the second sentence so that it means that it Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Grammar Flash Card 2.5 Possessive Noun Adjective To turn a noun into a singular a singular possessive noun adjective, adjective, add an apostrophe followed by an S.
Grammar Flash Card 2.6 Possessive Noun Adjective To turn a noun into a plural a plural possessive 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.
515
5166 51
Essentials Teacher’s Guide
is more than one child’ child’ss turn? Change child to children and add an apostrophe followed by an S.
2.
It is the the children children s’ turn turn..
Reread sentence two. Is this sentence about many children sharing the same turn? Or is this sentence about many children taking turns? It is about many children sharing one turn. How could we change the third sentence so that it means that many women left many bags on the chair? Write women, apostrophe, S. Change bag to bags.
3.
The waiter waiter set the the wom en s’ bag s on the chair.
Rewrite the sentence on the next line with the added apostrophe. Highlight the apostrophe. What would we write if we wanted to say that the waiter set one bag that belonged to many women on the chair? Write women, apostrophe, S. Leave bag in the singular form.
3.
The waiter waiter set the the wom en s’ bag on the chair chair..
Dictation
13.8
Read each phrase. ell the students to repeat it aloud, then write it in their notebooks. A
1.. The girls pick flowers. 2.. The children jump the river.
B
1.. The fearless squirrel scolds the hawk. 2.. The young teachers return the odd sweatshirts.
C
1.. The defendant resents the verdict.
fossils. 2.. The scientist maneuvers the dinosaur fossils.
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Teacher Tip Plural Possessive Noun Adjectives The nuance of which one is plural, the possessive noun adjective or the noun, can be difficult for some children to understand. If they are confused, contrast the following senten s entences. ces. It is the child's turn. They are the child's turns. It is the children's turn. They are the children's turns. Act out each option, pretending that the students are at a race. In the first sentence, one child takes one turn. In the second sentence, one child takes many turns. In the third sentence, maybe adults run first, then it is the children's turn. In the last sentence, maybe adults run first, then there are several turns for children.
Lesson Less on 13
Day 4 13.9
All
Words Wo rds in Action
Review
•
Phonograms: Set a timer. Ask the students to read the phonograms learned in Lessons 1-13 as quickly as possible. Restart the timer. Can the students beat their time?
•
Spelling Rules: R-Controlled Vowel Game Set Up: Ask the students to write wr ite words with R-controlled vowels on one color o index cards, leaving a blank or the R-controlled vowel, and write the needed R-controlled vowel on the other color o index cards. For example: turn turn would would be t__n ur . Create a set o 20-30 words. Tey will need several copies o the R-controlled vowels. How to Play: Place the word cards ace down in rows on one side o the table. Place the R-controlled vowels ace down in rows on the other side o the table. Te student chooses a word card and an R-controlled vowel card and flips them up. I the R-controlled vowel correctly completes completes the word, word, the student student reads the word word and keeps the cards. I the student does not find a match, the student flips the cards ace down. Afer each student’s turn, play passes to the next player. Te game is completed when all the words have been matched. Te player with the most matches wins.
•
517
Grammar: 13.9 Editing – page 257 Find the errors. Rewrite each sentence correctly. he number o mistakes is noted beside each sentence. Answer Key: 1. Mr. Lopez sails the boat. 2. The girl’s ears hurt . 3. The woman sells flowers, cards, and gifs. 4. A bird searches the ground. 5. Joel needs a warm coat.
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Materials Timer Basic Phonogram Flash Cards 2 colors of index cards Phonogram Game Tiles
Level C Morpheme Cards: ver
mand manu
Dictionary
sent
5188 51
Essentials Teacher’s Guide
Vocabulary
13.10
A
Level A Vocabulary What at is is a compound compoun word? wor ? A compoun compound word wor is two words wor s joined joine together to form another word. I will will say two words. Tell me the compound words they form. Then write w rite the t e word wor with wo wit your your Phonogram P onogram Game Game Tiles: Ti es: school girl schoolgirl saili boat sai sa oatt sailboat oa ai oat bird ird bath birdbath flower ower pot flowerpot owerpot grand child grandchild
13.10A . Compound Comp ound Wo Words ds – page page 258 Complete Complete the activity in your workbook. our w or oo . Answer Key: 1. sailboat 2. seabird 3. birdbath 4. songbird 5. bl blackbird blackbir blac ac bi birrd 6. lo lowe lowerpot werpo rpott 7. su sunl sunlower nlow ower er 8. gr gran grandchild an ch chil il 9. congresswoman 10. watchdog B
Level B Vocabulary Read ead the words in Spelling List 13. Do you notice any patterns? First, ssecond, econ , tthird ir are are related re ate in in meaning. meanin meaning g..
Ordinal O r na and an Cardinal Car na Numbers Num ers Write 1, 2, 3, 4, 5… on the whiteboard. What at are are these? t es ese e? n numbers um ers What counting hat kind of numbers are these? co coun unti ting ng numbers num nu m er erss These numbers are called cardinal numbers. numbers.
cardinal The root cardin cardin means means hinge hinge.. The suffix -al means pertaining means pertaining to. to. Cardinal literally means pertaining means pertaining to a hinge. hinge. How ow might the counting numbers, one, two, three, and so forth be related elated to a hinge? All of mathematics hinges on these numbers. There T ere is a secon second d type o of numbers. num ers.
ordinal What hat does this say? ordinal Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Hinge If needed, discuss the various uses of the word hinge hinge..
Lesson Less on 13
519
Do you have any guesses what the ordinal numbers are? What other words do you know that t hat sound like ordinal?
Teacher Tip
order What do the words ordinal and and order have have in common? ord What do you do when you put things in order? You put them in a sequence. Let’s pretend you are the judge at a cookie baking contest. As you judge ju ge tthe e coo cookies, ies, you will wi give them t em a ranking ran ing or an order. or er. W What at type of ribbon would you award to the best cookies? I would award a first place ribbon. What W at place p ace would wou you you award awar the t e next next best est ccookies? oo ies? secon second These numbers are called called the ordinal numbers. numbers. Beginning Begi Be ginn nnin ing g wi wit with t first, irst ir st,, count coun co untt to seven se seve se ven n using usin us ing g the t e ordinal or in inaa numbers. num nu m er ers. s. first, irst, second, third, fourth, fifth, sixth, seventh. Count from first to seventh again. Do you notice a pattern? first, second, third do not follow a pattern. But fourth, fifth, sixth, seventh all end in /th/. What number W at is is the t e cardinal car ina num nu m er for or first? irst? one Do one one and and first sound sound alike? no
first What W at is is the t e cardinal car ina number num er for or second? secon ? two Do two two and wo and wo and second sound sound alike? no
second What W at is is the t e cardinal car ina nu n number um er for or third? t ir ? tthree ree Do three three and and third third sound sound alike? They both begin with /th/, but other sound wise w ise they t ey do o not not sound soun alike. a i e.
third hird What is the cardinal number for fourth? four Do D o fourth ourt and ou an fourth our t sound soun alike? a i e? yes What did we add to four to make fourth? /th/
fourth four + th = fourth Do five and fifth sound alike? They both begin with /f/. But otherwise no. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Ordinal Numbers Since students have not yet learned the suffixing rules for adding a suffix to words ending in Single-Vowel Y to correctly spell twentieth twentieth , , thirtieth thirtieth , , etc. or the reasons for a silent final E for words such as nine nine and and twelve , or the phonogram EIGH needed to spell eight , this lesson is limited in scope to the ordinal numbers first numbers first through through seventh.. seventh
520
Essentials Teacher’s Guide
fifth Do o six and sixth sound alike? Yes. Sixth adds /th/ to the end of six.
six + th th = sixth sixth Do o seven seven and an seventh sevent sound soun alike? a i e? Y Yes. es. SSeventh event a addss /th/ t to to the t e end of seven.
seven + th = seventh seventh We ew will i learn earn how ow to to spell spe more more of o the t e cardinal car ina and a n ordinal or ina numbers n um um ers in later lessons.
Optional Practice Vocabulary Level B Write the numerals and the ordinal numbers on index cards. Play a matching game.
The ordinal numbers bers abbreviation s. T e or ina num ers aalso so have ave aabbreviations. reviations.
13.10B 1 3.10B Ordinal Or na N Numbers um ers – p page age 259 Match Matc each eac ordinal or ina numnumber er with its abbreviation. C
Level C Vocabulary Read ea the t e words wor s in wor in Spelling Spe in Spe ing g List Listt 13C. Lis 13C. Do you you notice notic not ice e any any patterns? an patte pat tern rns? s? cconsent, onse on sent nt,, se sent sentiment, ntim imen ent, t, dissent, isse is sent nt,, and an resent rese re sent nt all a include incc u e the in t e root root ro ot sent. sent se nt.. Do o you see any words which include morphemes you already kknow? now?
verdict Verdict er ict has as the t e root root dict. ict.
verr ve true
verdict What hat does dict mean? mean? say, speak Do o you you know now what w at ver verdict ict means? means? I will will read a sentence that includes the word verdict . Based upon the ccontext, ontext xt,, tell te me te me what w at ve verdict ver r ic ict t me means means mean anss and an how ow it relates re at ates es to the t e root root word. The will issue a verdict Monday. T e judge ju ge wi ver ict on tthe e case next Mon ay. Verdict e r ict means a decision or a judgment. The judge will say what the judgment is on Monday.
very What hat does this say? very Use se the word very in in a sentence. This fabric is very soft. What at do o we mean mean when w en we say say something some so mett in ing g is very? very? ve ry? It is more more than t an true. The T e root verver- means - means means true. rue. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Latin
Lesson Less on 13
Based on the morphemes, what is a verdict? A ver verdict is a true word. verdict word wor . Do you think this is a good description of a verdict? Why or why not?
command comman What prefix does command use? Command has the prefix comwhich means with. The mand means means or order or contro control . T e root man er or
Show the morpheme card mand
command
mand order, control
What W at does oess command oe com co mma man n mean? mean me an?? W With it order. or er er.. To To command comma com man n means mea eans ns to to oroororder or to be in charge.
Latin
Whyy are W are there ar t ere two two M’ tw M’s M’s in in command? comman ? T co Thee rroot oot m mand an has as a an nM M.. TThee prefix con- assimilated to com-.
maneuver Maneuver M aneuver has as the t e root root manman an-- which w ic means means hand. an . If you maneuver your chair into place, what are you doing by hand? Guiding the chair by hand to the place where I want it.
sent Which W ic w words or s iinclude nc u e tthe e root root sent ? consent, sentiment, dissent, issent, and resent. means? Do you you have ave av e any any guesses gues gu esse sess what w at the t e root root ro ot sent en means?
manu man
hand Latin
Show the morpheme card sent . Sent means means feeling. What W at are are the t e morphemes morp emes in in consent ? cconon-- and on an sent an sent se nt What does consent literally literally mean? with feeling When W en parents parren pa ents ts sign sig si gn a consent con co nse sen nt form orm or m for or a field ie trip, trip tr ip,, or or an an individual in iv ivii ua signs a consent form for a surgery, what are they doing? They are giving permission. How does giving consent relate to the literal meaning with feeling?? When someone gives consent, they agree or feel that it is right. ing What W at is is a sent sentiment ment ? opinion, attitude, feeling What are the morphemes is sentiment ? Sent (feeling) and -ment (a noun no un suffix) su ix are are the t e morphemes. morp mo rp em emes es.. Therefore, T er eree or oree, sentiment sent se ntim imen entt is a noun noun no un for or feelings. What does dissent mean? mean? the opposite feeling “Thee coach “T coac would wou not not allow a ow the t e players p ayers to to express express dissent issent about a out his is Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
sent feeling Latin
521
522
Essentials Teacher’s Guide
plans lans to practice every morning and evening for the next month.” In this his context what does dissent mean? mean? disagreement When hen people disagree do they have opposite feelings? yes What hat does resent literally literally mean? feel back How ow do o we use resen resent today? today? to ay ay?? IIf you you do o not not know, now ow,, look oo it it up in in the t e dictionary. Resent is a strong negative negative emotion about something something that happened in the past or someone who did something wrong in tthee past. past. How ow does the morpheme definition relate to how it used today? To rresent esen es entt means mea eans ns to to feel ee negatively negattiv nega ivee y about a ou outt something some so mett in ing g that t at happened app ap pen enee back in the past.
Teacher Tip resent If students are thinking of the meaning sent again , explain that this word /rē zent/ has a different meaning from that of the word /rē sent/ and that it is related to the morpheme sent that means feeling means feeling .
13.10C-1 . - Sent – page 260 60 Write Write the literal definition of the word based ased upon the prefix and root. Then look up the word in the dict dictioionary ary and write the dictionary definition. Write a comparison of the two wo definitions. e in init itio ions ns.. Finally, Finally Fin inaa y, use use the t e wo wor word r in a sentence. sent se nten ence ce..
13.10C-2 13.10C 13. .10C-2 --2 Matching Matcc ing – page Mat page 261 Match Match the morpheme to its definition. t o n.
13.10C-3 13.10C 13. .10C-3 --3 Morphemes Morp Mor p eme emess – page page 262 How many many words wor s can wor can you create using the morphemes listed?
Dictation
13.11
Read each phrase. Ask the students to repeat it aloud, then write it in a notebook. A
1.. Ella sails the boat. 2.. Thirteen old men talk. 3.. The hurt bird jumps. 4.. Adam, Ethan, and Gavin search Grant Park.
B
1. An actress devours the sweet yogurt, muffins, and sandwiches. 2.. The young teacher explains the first poem.
screen. 3. The pilot is repairing the third computer screen. 4.. A waiter feeds the squirrels.
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Challenge Vocabulary Level C Look up the roots which comprise jealous comprise jealous and and zealous zealous.. Discover how these two words are related. Use www. dictionary.com and www. etymonline.com.
Lesson 13
C
523
professor’s memoir. memoir. 1.. The journal will publish the professor’s 2.. Insistent customers murmur.
campaign impresses the journalist. 3. The lawyer’s prominent campaign 4.. Customers meander.
Reading
13.12
The Essentials Reader – Lesson 13 (optional)
Teacher Tip Struggling Readers
Composition
13.13
A
We learn grammar to help us write better sentences. Knowing the parts p art rtss of o speech spe peec ec helps e ps us us to to know now ifi there t ere is is something som so met ing wrong wro wr ong with wit a sentence and how to fix it. It also helps us to write more interesting sentences. One way to write a more interesting sentence is to add adjectives that answer: what kind, how many, or which one.
The dogs bark. To make this sentence To sentence more interesting, we could could answer: answer: What kind of dogs bark? for example, black We W e ccould ou aalso so ask: as : How How many many dogs ogs bark? ar ? six
The six black dogs bark. Which sentence is more interesting? The one with adjectives describing scri sc ri in ing g dogs. ogs. ogs
13.13A . Composition Compos tion – page Compos page 263 Read the sentences in your page workbook. w or oo . Add A an an adjective a jective to to describe escri e the t e noun noun in in bold o and an rerewrite each sentence.
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If a student struggles to read a word, underline the multi-letter phonograms.
524
Essentials Teacher’s Guide
Day 5 13.14
Check Your Understanding
Review
All
•
Materials
Grammar: Review Grammar Flash Cards 1-1.5; 1.7-1.8; 2-2.6; 3-3.2; 7, 9-9.5, 11.1, 12.1.
Vocabulary: oca u ary: C V •
Provide Prov Pr ovii e the the st stu students u en ents ts wi with th th thre three reee in index ex ca car cards. r s. Sa Sayy th thee me mean meaning anin ingg o o a morpheme. morph mo rpheme eme.. Te Te students stu en stu ents ts write write the the morpheme morph mo rphem emee on on an an index in ex card. in car . Combine these with the index cards rom previous lessons. true rue — ver order, control — mand feeling ee in ing g — sent Find ind the following prefixes from your index cards and place them in a pile. ex-, con-, de-, inter-, ab-, per-, re-, in- (not), in- (in). Find ind the following roots: rupt, script, flict, pact, plaint, spect,
demn, struct, press, sist, port, pend, p end, tract, sent. Choose C oose one one prefix pre ix and an one one root root w which ic form orm a word. wor . Lay Lay them t em down own in front of you to form the word. Next lay either a new root or a new prefix re ix ov over er tthe e first irst ir st one one to make ma e a new new word. worr . Continue wo Cont Co ntin inue ue until unti un ti you you can can no o longer form a word. Count how many cards you used before you got stuck. Play again, trying tr ying to use more cards this time.
13.15
Check Your Understanding
All
Check Your Your Understanding 13 – page 265-268
Phonograms
All
Dictate the phonograms 1. oo /ö-ü-ō/ 2. l
9. b /b/ the 10. ay /ā/ that may be used at the
/l/
3. p /p/
end of English words.
4. oa /ō/ two-letter /ō/ that
11. ar /är/
may NOT be used at the end of
12. j
English words.
13. gn /n/ two-letter /n/ used at
/j/ the /j/ of jump
5. n /n/
the beginning or the end of a
6. wh /wh/
base word.
7. u /ŭ-ū-ö-ü/
14. d /d/
/er/ the the /er/ of bird 8. ir /er/ 15. s /s-z/ Copyright © 2015 Pedia Learning Inc. All Rights Reserved.
Single Teacher L icense. Non-Transferable. Non-Transferable.
Grammar Flash Cards
Level C Index cards Previous morpheme index cards
Lesson 13 16. z /z/
38. ou /ow-ō-ö-ŭ-ü/ that may
17. ur /er/ the /er/ of hurt
NOT be used at the end of
18. oy /oi/ that may be used at
English words.
39. k /k/ tall /k/
the end of English words.
19. ee /ē/ double /ē/
40. igh /ī/ three-letter /ī/
20. x /ks-z/
41. au /ä/ two-letter /ä/ that may
21. augh /ä-ăf/
NOT be used at the end of
22. c /k-s/
English words.
23. e /ĕ-ē/
42. f
24. er /er/ the /er/ of her
43. th /th-TH/
25. aw /ä/ two-letter /ä/ that may
44. h /h/
/f/
be used at the end of English
45. i
words.
46. ow /ow-ō/ that may be used
26. t
/t/
/ĭ-ī-ē-y/
at the end of English words.
27. w /w/
47. m /m/
NOT be used 28. ai /ā/ that may NOT
NOT be used 48. oi /oi/ that may NOT
at the end of English words.
at the end of English words.
29. g /g-j/
49. qu /kw/
30. ough /ŏ-ō-ö-ow-ŭf-ŏf/
50. v /v/
31. ea /ē-ĕ-ā/
51. or /ōr/
32. ng /ng/
52. ck /k/ two-letter /k/
33. oe /ō-ö/ that may be used at
53. sh /sh/ used only at the
the end of English words.
beginning of a word or at the
34. o /ŏ-ō-ö/
end of a syllable.
35. ear /er/ the /er/ of search
54. a /ă-ā-ä/
36. y /y-ĭ-ī-ē/
55. r
37. kn /n/ two-letter /n/ used
56. ch /ch-k-sh/
only at the beginning of a base
/r/
57. tch /ch/ three-letter /ch/
word.
All
Possessives Add an apostrophe to make each phrase correct. Answer Key: 1. a boy’s ear 2. a girl’s flowers 3. thirteen women’s designs 4. three children’s toys 5. ten teachers’ books
All
Spelling Rules 1. Circle the words that follow the rule I and O may say /ī/ and /ō/
before two consonants. 2. Circle the words that follow the rule A E O U usually say their long sounds at the end of the syllable. 3. Circle the word that is spelled with the /er/ of search. 4. Circle the word that is spelled with the /er/ of hurt. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
525
526
Essentials Teacher’s Guide
Dictation Read each phrase. Ask the students to repeat it aloud, then write it in their workbooks. A
1.. The children hear birds. 2. An old woman picks seven flowers. 3.. A green truck turns the corner. 4.. The cold girl wants a quilt. 5.. The quick dog jumps. 6.. Mother’s ear hurts. 7.. Thirteen boats sail. 8.. Father searches the street.
B
1.. The teacher will explain the first, second, and third appointments. 2. Rabbits and squirrels devour the acorns. 3.. The sweatshirt shrunk. 4.. A young actor clutches his throat.
queen’s pilot is scolding the visitor. visitor. 5.. The queen’s 6.. The waiter returns the spinach. 7.. The scowling actress feeds the doe.
president knocks. 8.. The hotel’s president 9.. The monster devours yogurt. 10.. The backpack floats. 11.. Snow covers the earth.
C
1.. Resentment is the developing sentiment. 2. The corrupt government will suppress all dissent.
prominent scientist’s 3.. The zealous campaign volunteers trust the prominent verdict. 4.. The asteroids align. schooner. 5.. The commander maneuvers the colossal schooner. 6.. The journal will publish the research. murmurs. 7.. The awkward professor murmurs. 8. Members must sign a consent form. 9.. The earnest lawyer is defending the government. 10.. A quarrel is erupting over the absurd verdict.
Reading A
Ask A s th thee student stu ent to stu to read rea th re thee sentences sentences aloud se alou an al and un underline erli lin ne the the th proper prop pr oper er nouns. nouns. noun s. Count Count how how many many words wor s the wor the stu student entt reads en rea s correctly. rea correctly corre ctly.. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
527
Lesson 14 Phonograms
ed
rh
Level C
ew
Exploring Sounds
Dividing Syllables
Spelling Rules
Spelling Rules 19 & 20
Spelling Journal
/ĕ// /ĕ
Grammar
Past Tense Verbs, 1.9 Indirect Objects
Vocabulary
Level A
un-
Level B
re-
-ed
Level C
trans-
tract
render
Day 1 14.1
tain
ex-
ad-
sub-
enter-
Essential Concepts
Phonograms
All
New Phonograms ew, ed Show ew . /ö-ū/ /ö-ū/
Materials Basic Phonogram Flash Cards from previous lessons, ew
ed
Phonogram Game Tiles Highlighter Student Notebook Spelling Rule Cards 19, 20
Level C
Is /ö/ a vowel or a consonant sound? vowel Why? I can sing it and my mouth is open. Is /ū/ a vowel or a consonant sound? vowel Why? I can sing it and my mouth is open.
Show ed . /ĕd-d-t/ past tense ending /ĕd-d-t/ past tense ending Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Advanced Phonogram rh
528
Essentials Teacher’s Guide
We will learn more about what it means that this is a past tense ending later in the lesson. Say the first sound. sound. /ĕd/ How many sounds do you hear in /ĕd/? two What two sounds? I hear the vowel sound /ĕ/ and the consonant sound /d/. What is the second sound? /d/ Is /d/ a vowel or a consonant? consonant Why? My tongue is blocking the sound. I cannot sing it. What is the third sound? /t/ Is /t/ a vowel or a consonant? consonant C
Advanced A vance Phonogram P onogram
Show rrh . This phonogram says /r/. It is used in Greek roots such as rhythm, rhyme, and and rhombus rhombus. rhombus.. rhombus
Phonogram Flash Cards
All
Advanced Phonogram
rh /r/ rhythm Greek
Drill the phonograms with lash cards.
14.2
Exploring Sounds
All
Dividing Syllables Today we will learn principles for how Today how to divide multi-syllable words into syllables.
pointer I will say a word. Repeat the word. Count the syllables. Then write it with the phonogram tiles. pointer pointer two syllables p oi n t er
How many vowels are in pointer in pointer ? two What vowel types do you see in in pointer pointer ? a multi-letter vowel and an R controlled vowel Look at the word pointer . Place your hand under your chin. Say the word pointer word pointer . Feel where your mouth closes for each syllable. Where is the syllable break? poin ter – between the /n/ and the /t/ When you see or hear two consonants in the middle of a word, the Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Syllables Words such as pointer as pointer , with two consonants in the middle, are helpful for feeling where the syllable divides. If a student struggles to hear the division, try pausing after /poi/ then saying /nter/. Notice how difficult it is. Then compare this to pausing between the consonants /poin/ pause /ter/. If the student tries to divided it /point-er/ ask the student to feel how the mouth closes after the /n/. Explain that the closing of the mouth to say /n/ is completing the syllable.
Lesson 14
syllables will usually divide between them. Does the syllable always always divide divide between the two consonants? No, it usually divides between the two consonants. Slide the tiles apart to leave a space between the syllables. p oi n
t er
happen The next word is happen happen.. Hint: there are are two /p/’s in happen happen.. Repeat the word. Count the syllables. Then write it with the phonogram tiles. happen happen two syllables h a p p e n
What vowel types do you see in happen happen?? two closed single-letter vowels saying their short sounds Where will the syllables divide in happen happen?? The syllables will divide between the Ps. Why? When you see or hear two consonants in the middle of the word, the syllables will usually divide between them. When a consonant letter is doubled, the syllables will always always divide divide between the consonants. Look at the word happen happen.. Place your hand under your chin. Be sure to pronounce both /p/ sounds. Say the word happen happen and and feel the syllables divide. hap pen Slide the tiles apart to leave a space between the syllables. h a p
p e n
How does this help you to spell happen happen?? If the vowel sound before a single consonant sound is short, then the consonant may be doubled to make a closed vowel. How does this help you read the word happen happen?? Because the syllable break always falls in the middle of a double consonant, both vowels must be saying their short sounds.
bagel The next word is bagel . Repeat the word. Count the syllables. Then write it with the phonogram tiles. bagel bagel two syllables b a g e l
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Teacher Tip Vowel Types • Single-l Single-letter etter open • Single-let Single-letter ter closed • Multi-letter • R-controlled
529
530
Essentials Teacher’s Guide
What vowel types do you see in bagel ? an open single-letter vowel that is saying its long sound and a closed single-letter vowel saying it short sound Where will the syllables divide in bagel ? The syllables will divide after the long /ā/. Why? A, E, O, U usually say their long sounds at the end e nd of the syllable. If the syllable divided after the /g/, the A would say its short sound. Look at the word bagel . Place your hand under your chin. Say the word bagel and and feel the syllables divide. ba gel Slide the tiles apart to leave a space between the syllables. b a
g e l
When you see one consonant in the middle of the word, it usually goes with the next syllable. How does this help you to spell bagel ? If I hear only one consonant sound in the middle of the word and the first vowel sound is long, then the first vowel is open and spelled with a single-letter A. How does this help you read the word bagel ? Because there is only one consonant between the two vowels, it means that the first vowel is most likely saying its long /ā/ sound. What do you notice about the second vowel? It is closed. I will need to say to spell /ĕ/ because it is a lazy vowel.
cabin The next next word is cabin cabin.. The hint to spell cabin is there is only one /b/. Repeat the word. Count the syllables. Then write it with the phonogram tiles. cabin cabin two syllables c a b i n
How many vowels are in cabin cabin?? two What vowel types do you see in cabin cabin?? two closed single-letter vowels saying their short sounds Where will the syllables divide in cabin cabin?? The syllables will divide after the /b/. Why? A, E, O, U usually say their long sounds at the end of the syllable. If the syllable divided after the A, it would say its long sound /ā/. Look at the word cabin cabin.. Place your hand under your chin. Say the Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson Les son 14
5311 53
word cabin cabin and and feel the syllables divide. cab in Slide the tiles apart to leave a space between the syllables. c a b
i n
With the word bagel we we said that when we see one consonant in the middle of the word it usually goes with the next syllable. Does it always? no If you didn’t know that this word said cabin cabin,, what is a strategy you could use to read the word? Because there is only one consonant between the two vowels, I would first try dividing the syllable after the A which means it would be saying its long /ā/ sound. But cābin doesn’t make sense, so then I would try to divide the syllable after the /b/ and it would clearly say cabin.
rainbow The next word is rainbow . Repeat the word. Count the syllables. Then write it with the phonogram tiles. rainbow rainbow two syllables r ai n b ow
Look at the word rainbow . Place your hand under your chin. Say the word rainbow . Where do the syllables divide? between the /n/ and the /b/ Slide the tiles apart to leave a space between the syllables. r ai n
b ow
When you see or hear two consonants in the middle of the word, where does the syllable usually divide? It usually divides between the consonants. What else do you notice about where the syllables divided? They divided between the two words rain and bow that form the compound word rainbow. Compound words usually divide between the words. How does this knowledge help to spell the word rainbow ? The first vowel is closed with the consonant /n/. Therefore, the long /ā/ sound cannot be spelled with a single-vowel A, because single-vowel A only says its long sound when it is at the end of the syllable.
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Teacher Tip Hint If needed, provide the students with a hint about how to spell the /ō/ at the end of rainbow rainbow..
532
Essentials Teacher’s Guide
kindness The next word is kindness kindness.. Repeat the word. Count the syllables. Then write it with the phonogram tiles. kindness kindness two syllables k i n d n e s s
What types of vowels do you see in kindness? a closed single-letter vowel saying its long sound and a closed single-letter vowel saying its short sound Why is the I saying its long sound? I and O may say /ī/ and /ō/ before two consonants. Look at the word kindness kindness.. Place your hand under your chin. Say the word kindness kindness.. Where do the syllables divide? after the /d/ Slide the tiles apart to leave a space between the syllables. k i n d
n e s s
What do you notice about where the syllables divide in kindness?? They divide after the word kind and before the suffix -ness. ness Often syllables divide after prefixes, after base words, and before suffixes. Will they always? no How does this help to read a word like kindness kindness?? I can look to see if I recognize any of the prefixes, base words and suffixes.
14.2 Dividing Syllables – page 269 Read the word. Mark single-letter vowels as short, long, or broad. Underline multi-letter and R-controlled vowels. Draw a straight, vertical line between the syllables. sĭl|ver
hăm|mer
hō|tĕl
rŏb| ĭn ĭn
tooth|brŭsh
wheel|chair
năp|kĭn
prē|vĕnt
băn|ner
wätch|fŭl
lŏck |er
foot|bäll
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Teacher Tip Hint If needed, ask the student to sound out kindness while you finger spell it and provide spelling hints for /k/ - use tall /k/, /ī/ - use /ĭ-ī-ē-y/, and a reminder to double the /s/.
Lesson 14
14.3
All
5333 53
Spelling Rule Rules 19 and 20: The Phonogram ED What is a verb? A verb shows action, links a description to the sub ject, or helps another verb. I will write a sentence on the board. Raise your hand when you see the verb.
The child wants a toy. What is the verb? wants In this sentence the child wants a toy now. How would we change the sentence if this happened yesterday? The child wanted a toy. What did we add to want to make it wanted ? the letters ED, the sounds /ĕd/
Teacher Tip Past Tense Verbs For a more information on verbs see Uncovering the Logic of English p. English p. 101-106.
The child wanted a toy. The boys play basketball. Today, T oday, the boys play basketball. Yesterday the boys ____? played
The boys played basketball. What did we add to play to play to to make it played it played ? the letters ED, the sound /d/ When something happened in the past, it is called past tense. Tense refers to time. In English, the verb indicates the time when something happened. Is it happening now, did it happen in the past, or will it be in the future? What part of the verb tells us if the action happened in the past? The suffix /ĕd-d-t/ shows that the action happened in the past.
Show the phonogram ed . That is why we call this phonogram the past tense ending. ending. This phonogram is only used to make verbs past tense. What does this phonogram say? /ĕd-d-t/
Show Spelling Rule Card 19. To make a verb past tense, add the ending -ED unless it is an irreg To ular verb. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 19 To make a verb past tense, add the ending -ED unless it is an irregular verb.
534
Essentials Teacher’s Guide
Write irregular on on the board.
irregular What root do you hear in irregular ? regular What does regular mean? mean? What do you think irregular means? means? ir- is a Latin prefix that means not. An irregular verb is not regular, ir- is and we do not add ED to make the past tense. These verbs show the past tense by changing in some other way. Like most modern languages, English has quite a few irregular verbs. Now we have a spelling mystery to solve. When will ED say each of its sounds?
14.3 Past Tense – page 270 Read each verb aloud, then say its past tense form. If you hear /ĕd/ at the end, write it in the first column. If you hear /d/ at the end, write it in the second column. If you hear /t/ at the end, write it in the third column. If you make the verb past tense in another way, write it under the column for irregular verbs. We will do the first four words together.
Write the ollowing headers on the board: /ĕd/
/d/
/t/
Irregular
What is the first word? start How do we make start past past tense? Started, add the past tense ending /ĕd-d-t/. What sound do you hear the past tense ending saying? saying? /ĕd/ Write started under under the column /ĕd/. What is the second word? pick How do we make pick make pick past past tense? Picked Picked,, add the past tense ending /ĕd-d-t/. What sound do you hear the past tense ending saying? /t/ Where will we write picked write picked ? under the column /t/ What is the third word? sign How do we make sign sign past past tense? Signed, add the past tense ending /ĕd-d-t/. What sound do you hear the past tense ending /ĕd-d-t/ saying? /d/ Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson 14
Where will we write signed ? under the column /d/ What is the fourth word? see How do we make see see past past tense? saw Do we add the past tense ending /ĕd-d-t/? no This is an irregular verb. Write it under the irregular irregular verb column. Complete the chart with the remaining words.
/ĕd/
/d/
/t/
Irregular
start ed
signed
picked
saw
need ed
watered
helped
sold
shoutt ed shou
poured
jumped
got
wait ed at tend ed
owned
searched washed
grew
Do you notice a pattern with the words that say /ĕd/? All the base words end in /d/ or /t/. Could you say start(d) start(d) without without adding the /ĕ/ sound? no Your tongue would trip over the t-d. Could you say need(d) need(d) without without adding the /ĕ/ sound? no Your tongue would trip over the d-d. How many syllables is the word start ? one How many syllables are in started ? two What two vowels are in started ? the R-controlled vowel /ar/, and the single-letter closed vowel /ĕ/ How many syllables are in need ? one How many syllables are in needed ? two What two vowels are in needed ? the multi-letter vowel /ē/ double /ē/ and the single-letter closed vowel /ĕ/
Point to the second column /d/. How many syllables is the word sign sign?? one How about signed ? one How many vowels are in signed ? one, /ī/ saying its long sound before two consonants Is /ĕd-d-t/ a vowel in signed ? No, it is a consonant. How many syllables in own own?? one How many syllables in owned ? one, the multi-letter vowel /ō/ Is /ĕd-d-t/ a vowel in owned ? No, it is a consonant. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
5355 53
536
Essentials Teacher’ Teacher’ss Guide
Point to the third column /t/. How many syllables is the word pick word pick ? one How about picked about picked ? one How many vowels are in picked in picked ? one, the single-letter closed vowel /ĭ/ Is /ĕd-d-t/ a vowel in picked in picked ? No, it is a consonant. How many syllables in help help?? one How many syllables in helped ? one How many vowels are in helped ? one, the single-letter closed vowel /ĕ/ Is /ĕd-d-t/ a vowel in helped ? No, it is a consonant. Say /d/ and /t/. How are they t hey different? /d/ is voiced. /t/ /t/ is unvoiced. Do you notice a pattern with the words where /ĕd-d-t/ says /d/ and /t/? Hint: Look at the last sound. sound. When a base word ends in a voiced sound, ED says the the voiced /d/. When the base word ends in an unvoiced sound, ED says the unvoiced /t/. This leads to the spelling rule: -ED, -ED, past tense ending, ending, forms another another syllable when the base word ends in /d/ or /t/. Otherwise, -ED says /d/ or /t/.
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Spelling Rule 20 -ED, past tense ending, forms another syllable when the base word ends in /d/ or /t/. Otherwise, -ED says /d/ or /t/.
Lesson Less on 14
Day 2 14.4
Building Words
Review
Materials
Phonograms: Last One Set Up: Choose matching sets o 20-25 phonogram game cards. Shuffle the cards together togethe r with two Wild cards, cards, two Draw Two cards, Two cards, and two Reverse Reverse cards. Deal seven cards to each player. Place the remaining cards ace down in the middle o the table as a draw pile. urn one card ace up to orm the discard pile.
2 sets Phonogram Game Cards 2 Wild Wild Cards Cards 2 Draw Two Cards Two Cards 2 Reverse Reverse Cards Cards Spelling Journal Highlighter Spelling Analysis Card
All
•
How to Play: Play begins by a player discarding a card that matches the card in the discard pile either in color or in phonogram. Te student must read the phonogram sound(s) as he discards. I the player misreads the sound(s), he oreits his turn and play moves to the next player. I a player does not have a matching card, he must draw one card rom the draw pile. Play then moves to the next player. Players may play Draw Two and Two and Reverse Reverse cards cards only i they match in Two is played, the next person must draw two cards. color.. I a Draw Two is color I a Reverse Reverse card card is played, the play switches directions. I a Wild card card is played, the player may select a new color or phonogram. A player wins when he has discarded all his cards.
•
Grammar: 14.4 Irregular Past Tense – page 271 Write the irregular past tense or each o the verbs. grow - grew, get - got, see - saw, catch - caught, draw - drew, drink - drank, fight - fought, find found, hear hear - heard, heard, hold hold - held, know know - knew knew,, meet - met, met, read - read read
14.5
Level C Morpheme Cards
Teacher Tip Spelling Cues Use finger spelling and cues to provide hints when needed.
C C M Morphemes: orp emes:
•
537
Review the morpheme cards rom previous lessons.
All
Spelling Journal
Teacher Tip
/ĕ/
Spelling Journal
Spelling Journal /ĕ/
What phonograms have we learned so far that say /ĕ/? Write them on your whiteboard. Then hold them up and read them to me. /ĕē/, /ē-ĕ-ā/ What new phonogram have we learned that includes the vowel sound /ĕ/? /ĕd-d-t/ Open your Spelling Journal to the sound /ĕ/.
Show e and ea . Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Model this process on the board.
Teacher Tip More E spells /ĕ/ words elbow, elk, emerald, emperor, ever, explorer, enter, lemon, nest, well, mess, beg, bed, b ed, men, net, set, wet
538
Essentials Teacher’s Guide
Which spelling do you think will be used at the beginning of the word as in enter ? /ĕ-ē/ Write enter in in your Spelling Journal. Highlight the /ĕ/. What other words can you think of that begin with the sound /ĕ/? egg, ever, emerald, emperor, elk… Which spelling is heard in the past tense ending /ĕd/? /ĕ-ē/ Write mended and and rented in in your Spelling Journal. Highlight the /ĕ/. Which spelling is used in the middle of the syllable? both I will say a word. Hold up one finger if you think it is spelled with /ĕ-ē/. Hold up two fingers if you think it is spelled with /ē-ĕ-ā/. I will correct you if you guess wrong. Then write it in your Spelling Journal and highlight the /ĕ/. breath
bell
west
breakfast
bread
spread
e
ea
Used at the beginning of the word and in the middle of the syllable.
Used in the middle of the syllable.
enter
brea eath th
e gg
brea br ea d
emperor
brea eakfast kfast
mend e d
sprea spr ea d
rentee d rent we st beell b
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Teacher Tip More EA spells /ĕ/ words breath, leather, head, deaf, breast, dead, dread, endeavor, farmstead, health, heaven, jealous, meadow, meadow, threat, threat, thread, peasant, pleasant
Lesson 14
5399 53
Spelling Analysis
14.6
Spelling List 14 – page 272 A
Tips ips for List 14.A
get It is important to note that while G may soten soten to /j/ beore an E, it does not always always soten. soten. G always always says says /g/ when it is no not oll ollowed ollowed ollowe owe by E, I, or or Y, Y, and Y, an it may may also also say say /g/ say /g/ beore /g/ beore an beore an E, E, I,I, I, or orY. Y. Students Y. Stu ents will will explore explore explo re Spelling Rule 2 in depth in Lesson 15. beautiful Be sure to pronounce all our syllables or spelling analysis: /bea u ti ul/.
Spelling Analysis
1.
1
2
Word
Sentence
attend
It is important to attend practice every day.
88
99
q
Write Segment
Analyze
Read
at tend tend
2.
List 14.A 33 # Syllables
2
44
5
6
Say to Spell
Say syllable
Segment…
ăt tĕnd
/ ăt/ /tĕnd/
/ a-t/ /t-e-n-d/
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
at- toward, add tend care for
V
attended
get
He will get an apple from the tree.
get
All first sounds. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/.
1
gĕt
/gĕt/
/g-e-t/
V 3.
own 2
ow n
Jenna has her own laptop.
1
ōn
/ōn/
go t
/ow-n/
Use /ow-ō/.
Underline the /ō/ and put a 2 over it. /ow-ō/ said its second sound. V, Adj
4.
6 … Finger Spell & Cue Cue
see
Glasses help you see better.
see
Underline /ē/ double /ē/.
1
sē
/sē/
owned
/s-ee/
V
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Use /s-z/. Use /ē/ double /ē/.
saw
7 Write
540
5.
Essentials Teacher’s Guide
pour 2
pou r
Pour the water into the 1 glass.
pōr
/pōr/
/p-ou-r/
Underline /ō/ and put a 2 over it. /ow-ō-ö /ow-ō-ö-ŭ-ü/ -ŭ-ü/ said its second sound. V
6.
card
car d
I found a card on the table. 1
1
kärd
/kärd/
poured
/c-ar-d/
/lĕs/ /sŏn/
cards, carded
/l-e-s/ /s-o-n/
The children are at a swimming lesson.
les son
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
lĕs sŏn
/w ŏn/ /der/ /fŭl/
lessons
/w-o-n/ /d-er/ /f-u-l/
wonderful
Max is a wonderful dog.
won der ful
Say to spell /ŏ/. 31.2 O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. Underline /er/. 24 -Ful is a suffix written with one L when added to another syllable.
3
wŏn der fŭl
-ful full of 9.
Use /s-z/. Use /s-z/.
lesson
N
8.
Use /k-s/.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /är/. N, V
7.
Use /ow-ō-ö-ŭ-ü/.
new
Jackson got a new soccer ball.
new
Underline /ö/.
Use the /er/ of her.
Ad j 1
nö
/nö/
/n-ew/
Use /ö-ū/ that may be used at the end of English words.
/b-ea/ /u/ /t-i / /f-u-l/
Use /ē-ĕ-ā/.
Adj
10. beautiful
bea ū ti ful
The sunset was beautiful yesterday yesterday..
4
bē ū t ĭ ĭ fŭl
/bē/ /ū/ /t ĭ / / /fŭl/
Use /ĭ-ī-ē-y/.
Underline /ē/. Put a line over the /ū/. 4 A E O U usually say their long sounds at the end of a syllable. 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. 24 -Ful is a suffix written with one L when added to another syllable. -ful full of
Ad j
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Lesson 14
11. quiet
qu ī et
Be quiet!
2
kwī ĕt
/kwī/ / ĕt/
/qu-i/ / e-t/
Use /ĭ-ī-ē-y/.
Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. 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. Adj, V, N
12. smell
5411 54
What is that smell?
1
smĕll
/smĕll/
quiet, quieted
/s-m-e-l-l/
Use /s-z/.
30
smell
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
13. letter
let ter
This is the letter A.
2
lĕt ter
/lĕt/ /ter/
smells, smelled
/l-e-t/ /t-er/
Underline /er/. N, V
14. hatch
hatch
The egg is about to hatch.
1
hăch
/hăch/
letters, lettered
/h-a-tch/
Underline /ch/. 27 TCH is used only after a single vowel which says its short or broad sound. N, V
15. few 2
few
Use the /er/ of her.
There are a few apples in the bowl.
1
fū
/fū/
hatches, hatched
/f-ew/
Underline /ū/ and put a 2 over it. /ö-ū/ said its second sound. Adj, N, Pro
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Use /ö-ū/ that may be used at the end of English words.
542
Essentials Teacher’s Guide
B
Tips for List 14.B
borrow Most ost Americans mer cans pronounce pronounce borrow borrow with orrow with orrow with a short /ŏ/ in the irst syllable. he spelling chart uses this pronunciation, with the O and R unctioning as separate single-letter phonograms. I you pronounce borrow with a long /ō/, teach it with the multi-letter phonogram OR instead. Segment /b-ōr r-ō/, and underline thee /ōr/ th /ōr// when /ōr when whe n you you mark marr the ma the word. wor . wor
Spelling Analysis
1.
List 14.B
1
2
Word
Sentence
borrow
Miya will borrow a book from the library.
88
99
q
Write Segment
Analyze
Read
2
bor row
33 # Syllables
2
44
5
6
Say to Spell
Say syllable
Segment…
bŏr rō
/bŏr/ /rō/
/b-o-r/ /r-ow/
shovel
sh ov el
It is time to shovel the snow off the driveway.
2
Plural / Past Tense
V
borrowed
/shŏv/
/sh-o-v/
/ ĕl/
/ e-l/
shŏv ĕl
dirt
The dog likes to dig in the dirt.
dir t
Underline /er/.
1
dert
/dert/
/vyū/ view
4 2
v iew
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. 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 /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. shovels, shoveled
/d-ir-t/
N
4.
Use /ow-ō/.
Par t of Speech
N, V 3.
7 Write
Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound. Vocabular y
2.
6 … Finger Spell & Cue Cue
What a beautiful view!
1
Use the /er/ of bird.
dirt
/v-i-ew/
vyū
Use /ĭ-ī-ē-y/. Use /ö-ū/ that may be used at the end of English words.
Put a 4 over the /y/. /ĭ-ī-ē-y/ said its fourth sound. Underline /ū/ and put a 2 over it. /ö-ū/ said its second sound. N, V
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views, viewed
Lesson 14
5.
/ a / /v-oi-d/
avoid
ā void
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. Underline /oi/.
2
ā void
a- toward, add void empty 6.
/ ā / /void/
Jackson tried to avoid falling off the tightrope.
twirl
Grace likes to twirl around.
twir l
Underline /er/.
V
1
twerl
/twerl/
/t-w-ir-l/
Use the /er/ of bird.
twirls, twirled
roll
The cinnamon roll was delicious!
rōll
Put a line over the /ō/. 8 I and O may say /ī/ and /ō/ when followed by two consonants. 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.
1
rōll
/rōll/
/r-o-l-l/
V, N
8.
Use /oi/ that may NOT be used at the end of English words.
avoided
V, N 7.
3
ī dē ä
/ī/ /dē/ / ä /
543
rolls, rolled
/i/ /d-e/ / a /
Use /ĭ-ī-ē-y/.
idea
I have an idea.
ī dē ä
Put a line over the /ī/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. 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. Put two dots over the /ä/. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. N
/join/ 9. join
joi n
Come join our team!
1
ideas
/j-oi-n/
join
Underline /oi/. V
10. blow 2
blow
Use the /j/ of jump. Use /oi/ that may NOT be used at the end of English words.
I like to blow big bubbles.
1
blō
/blō/
joined
/b-l-ow/
Use /ow-ō/.
Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound. V, N
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blows, blew
544
Essentials Teacher’s Guide
11. jewel
jew el
He is examining the jewel to see if it is real.
2
/jö/
/j-ew/
/ ĕl/
/ e-l/
jö ĕl
Underline /ö/. 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
12. stand
stand
The baby learned to stand alone.
1
stănd
/stănd/
jewels
/s-t-a-n-d/ Use /s-z/.
All first sounds. V, N
13. parent
par ent
Dakota gave his parent a hug.
2
păr ĕnt
/păr/ /ĕnt/
stands, stood
/p-a-r/ /e-n-t/
All first sounds. N, V
14. leader
lea d er
One day she will be a great leader.
2
lēd er
/lēd/ /er/
parents, parented
/l-ea-d/ /er/
Use /ē-ĕ-ā/. Use the /er/ of her.
Underline /ē/. Underline /er/. -er noun suffix
15. fill
Use the /j/ of jump. Use /öū/ that may be used at the end of English words.
I need to fill my gas tank.
N 1
fĭll
/fĭll/
leaders
/f-i-l-l/
Use /ĭ-ī-ē-y/.
30
fill
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
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filled
Lesson 14
C
Tips for List 14.C Spelling Analysis
1.
1
2
Word
Sentence
33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
trănz fōrm
/trănz/ /fōrm/
/t-r-a-n-s/ /f-or-m/
7 Write
88
99
q
Write Segment
Analyze
Read
transport 2
tran s por t
2
Use /s-z/.
Put a 2 over the /z/. /s-z/ said its second sound. Underline /ōr/. Vocabular y
Par t of Speech
Plural / Past Tense
trans- across form form
V
transformed
This truck is made to transport cars.
2
trănz pōrt
/trănz/ /pōrt/
/t-r-a-n-s/ /p-or-t/
Use /s-z/.
Put a 2 over the /z/. /s-z/ said its second sound. Underline /ōr/. trans- across port carry
V, N
monitor
The coach will teach you how to use the heart rate monitor.
/mŏn/ / ĭ / / /t ōr ōr /
mon i tor
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. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/.
3
mŏn ĭ tōr
monit warn, advise -or noun suffix 4.
6 … Finger Spell & Cue Cue
These solar panels transform sunlight to electricity.
2
3.
List 14.C
transform
tran s form
2.
545
rhythm 2
˘ h m rh yt
A metronome helps to keep a steady rhythm.
transports, transported
/m-o-n/ / i / /t-or /
N, V
1
rĭTHm
Use /ĭ-ī-ē-y/.
monitors, monitored
/rĭTHm/ /rh-y-th-m /rh-y-th-m// Use the advanced phonogram /r/. Use /y-ĭ-ī-ē/.
Underline the advanced phonogram /r/. Put a breve over the / y/. y˘ /. /y-ĭ-ī-ē/ said its short sound. Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. N
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rhythms
546
5.
Essentials Teacher’s Guide
Using wind energy is environment a good way to care for the environment.
en vī ron ment
4
ĕn vī rŏn mĕnt
N
/r-e/ /s-ear-ch/
rē sear ch
Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/. Underline /ch/.
2
rē serch
surrender
A white flag is the universal sign of surrender.
3
N, V
ser rĕn der
Use /s-z/.
research, researched
/ser/
/s-ur/
/rĕn/ /der/
/r-e-n/ /d-er/
Use /s-z/. Use the /er/ of hurt. Use the /er/ of her.
Underline /er/. Underline /er/. sur- below, under, beneath, secondary rend to give -er noun suffix
V, N
experiment
It is important to take precautions during a science experiment.
/ĕks/ /pĕr/ / ĭ / /mĕnt/
ex per i ment
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.
4
ĕks pĕr ĭ mĕnt
ex- out peri try -ment noun suffix 9.
/rē/ /serch/
environments
The research is conclusive.
sur ren der
8.
Use /ĭ-ī-ē-y/.
research
re- again, back, backward
7.
/e-n/ /v-i/ /r-o-n/ /m-e-n-t/
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. en- in, within viron circle -ment noun suffix
6.
/ĕn/ /vī/ /r ŏn/ /mĕnt/
surrenders, surrendered
/e-x/ /p-e-r/ / i / /m-e-n-t/
N, V
/r ē / /trăkt/
Use /ĭ-ī-ē-y/.
experiments, experimented
/r-e / /t-r-a-c-t/
retract
This dog leash can retract.
rē tract
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/.
2
re- again, back, backward tract pull
rē trăkt
V
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Use /k-s/.
retracted
Lesson 14
10. attract
at tract tract
The uncovered fruit will attract flies.
2
ăt trăkt
ex tract
The lab will use the sample to extract DNA. 1
V
2
ĕks trăkt
en ter tain
/ĕks/ /trăkt/
attracted
/e-x/ /t-r-a-c-t/
V
The new movie will 3 entertain the audience.
ĕn ter tān
Use /k-s/.
/ĕn/ /ter/ /tān/
extracted
/e-n/ /t-er/ /t-ai-n/
Use the /er/ of her. Use two-letter /ā/ that may NOT be used at the end of English words.
Underline /er/. Underline /ā/ that may NOT be used at the end of English words. enter- between, among tain hold
13. contain
Use /k-s/.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/.
ex- out tract pull
12. entertain
/ a-t/ /t-r-a-c-t/
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. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. at- toward, add tract pull
11. extract
/ ăt/ /trăkt/
547
V
Can this box contain all 2 the gifts?
k ŏn tān
/k ŏn/ /tān/
entertained
/c-o-n/ /t-ai-n/
Use /k-s/. Use two-letter /ā/ that may NOT be used at the end of English words.
1
con tain
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 /ā/ that may NOT be used at the end of English words. con- with, together, completely tain hold
14. retain
rē tain
The author will retain full rights to the book.
2
rē tān
V
/r ē / /tān/
contained
/r-e / /t-ai-n/
Use two-letter /ā/ that may NOT 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 /ā/ that may NOT be used at the end of English words. re- again, back, backward tain hold
V
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retained
548
Essentials Teacher’s Guide
15. sustain
sus tai tai n
Will this snack sustain you until dinner?
2
sŭs tān
/sŭs/ /tān/
/s-u-s/ /t-ai-n/
Use /s-z/. Use /s-z/. Use two-letter /ā/ that may NOT be used at the end of English words.
Underline /ā/ that may NOT be used at the end of English words. sus- under, below, beneath, secondary tain hold
V
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sustained
Lesson 14
Day 3 14.7
Wordss in Context Word
Review
All
•
Phonograms: Dictate the ollowing phonograms. /er/ the the /er/ of bird 1. ir /er/
15. ea /ē-ĕ-ā/
2. au /ä/ two-letter /ä/ that
16. ow /ow-ō/ that may be used
may NOT be used at the end of
at the end of English words. the 17. ay /ā/ that may be used at the
English words.
3. ur /er/ the /er/ of hurt
end of English words.
4. oe /ō-ö/ that may be used at
18. ch /ch-k-sh/ 19. ou /ow-ō-ö-ŭ-ü/ that may
the end of English words.
5. kn /n/ two-letter /n/ used
NOT be used at the end of
only at the beginning of a base
English words.
20. ew /ö-ū/ that may be used at
word.
6. igh /ī/ three-letter /ī/
the end of English words.
7. tch /ch/ three-letter /ch/
21. oo /ö-ü-ō/
8. ear /er/ the /er/ of search
22. aw /ä/ two-letter /ä/ that may
9. ed /ĕd-d-t/ past tense ending 10. augh /ä-ăf/
be used at the end of English words.
11. er /er/ the /er/ of her
23. oa /ō/ two-letter /ō/ that
12. ough /ŏ-ō-ö-ow-ŭf-ŏf/
may NOT be used at the end of
NOT be used 13. oi /oi/ that may NOT
English words.
24. ai /ā/ that may NOT NOT be used
at the end of English words.
14. gn /n/ two-letter /n/ used at the beginning or the end of a
at the end of English words.
25. wh /wh/
base word.
14.8
•
Writing. Spelling: Write the words rom Spelling List 14 with Sky Writing. Or play a guessing game using Sky Writing. One person “writes” the word in the air, while another tries to “read” what was written.
•
Spelling Rules: Review rules 3-5, 8-11, 18-22, 26-31 using the Spelling Rule Cards.
All
Grammar Review What is a noun? A noun is the name of a person, place, thing, or idea. What is an adjective? An adjective modifies a noun or a pronoun. An adjective answers: What kind? How many? Which one? Whose? Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Student notebook Spelling Rule Cards, including Spelling Rule 19 Grammar Flash Cards 1.9, 1, 2, 2.1, 3, 9 Spelling Journal Green, red, and blue colored pencils LOE Whiteboard Basic Phonogram Flash Card ed
Scissors Ball
Spelling Journal /ĕ/ /er/ Ask students to find words in their spelling list with the following sounds and add them to their Spelling Journal. /ĕ/ – e, ea /er/ – er, ir, ur, ear
549
550
Essentials Teacher’s Guide
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. What are two types of verbs we have studied so far? action verbs and transitive verbs What are two noun jobs we have studied so far? subject noun and direct object
Spelling List 14 – page 272 Identify the parts of speech. Mark the nouns with a red N, the verbs with a green V, and the adjectives with a blue Adj.
Optional Practice
Nouns A
card, lesson, quiet, smell, letter, hatch, (few) (few)
B
sshovel, ove ov e , dirt, irt rt,, view, view vi ew,, twirl, twiir , roll, tw ro , idea, i ea, blow, ow,, jewel, ow jew je we , stand, stan st an , parent, parren pa ent, t, leader, ea er, ea (fill)
C
monito monitor, monitor moni torr, rhythm, r hythm, yt m, environment, envi en viro ronm nmen ent, t, research, rese re sear arcc , surrender, surre sur ren n er er,, experiement, experi expe riem emen ent, t, extract, (tran (transport) (transport sport sport)
Spelling Cards Dictate the words in Lesson 14 for the students to write on index cards. Color a green border around the verbs, a red border around the nouns, and a blue border around the adjectives.
Verbs A
(card), sse ee, ((card) carr , attend, ca atte at ten n , ge get, t, own, own, see, see e, pour, pour po ur,, smell, sme sm e , hatch atcc at
Teacher Tip Parts of Speech
B
borrow, orrow, shovel, view, avoid, twirl, roll, join, blow, stand, parent, fill
C
transform, transport, transpor t, monitor, research, surrender, surrender, experiment, retract, attract, extract, entertain, contain, retain, sustain
Adjectives A
own, wonderful, new, beautiful, quiet, few
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The words in parentheses can be used as both nouns and verbs, or nouns and adjectives. Depending upon the age and skill level of the students, encourage students to find words with multiple meanings.
Lesson Less on 14
5511 55
Past Tense Verbs
All
How do we make a verb past tense? To make a verb past tense, add the ending -ED unless it is an irregular verb. How do we regularly make a verb past tense? add -ED
Show the phonogram ed .
Spelling Rule 19 To make a verb past tense, add the ending -ED unless it is an irregular verb.
What does this phonogram say? /ĕd-d-t/ What is an irregular verb? An irregular verb is a verb that is not regular and that is made past tense in some way other than adding -ED. Write +ED on one side of your whiteboard. Write irregular verb on the other side.
+ ED
irregular verb
I will say a verb. Call out the past tense. If you added -ED, show me the + ED side of the whiteboard. If it is an irregular verb, show me the side that says irregular verb. see plant watch pass catch fight run walk
saw planted watched passed caught fought ran walked
Teacher Tip Irregular Verbs For a complete list of irregular verbs see Uncovering the Logic of English Appendix English Appendix G p. 173178.
irregular verb + ED + ED + ED irregular verb irregular verb irregular verb + ED
Though many past tense verbs in English are irregular, irregular, many of them do follow patterns.
14.8 Irregula Irregularr Past Tense – page 273 Cut out the verbs. Look for patterns. Organize the cards in piles based upon the pattern. What do you notice? How would you describe each pattern? patter n? bet, burst, cost, shut, hit, quit, put Some words do not change in the past tense. bleed, feed, meet, speed Some words change EE to E. pay, lay Some words change AY to AI and add D. begin, sing, drink Some words change I to A. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Optional Practice Spelling Cards Dictate verbs onto index cards. Direct the students to make an index card for each of the past tense forms as well. Play a memory matching game using the cards.
552
Essentials Teacher’s Guide
blow, grow, throw, know Some words change OW to EW. tell, sell Some words change ELL to OLD.
Teacher Tip
grind, find, wind, bind Some words change I to OU.
wīnd
think, bring, fight, teach, catch, seek Some words change the vowel and final consonants to OUGHT or AUGHT.. AUGHT
This is the verb wīnd wīnd:: Please wind the thread around the spool.
dig, spin, sting, swing Some words change I to U.
Indirect Objects Write the sentences on the board and act them out as you discuss them with the students.
The teacher tossed the student a ball. Let’s act out this sentence. What is a noun? a noun is a person, place, thing, or idea How many nouns are in this t his sentence? three What are they? teacher, student, ball Nouns can perform six different jobs in sentences. What two noun jobs have we learned so far? subject and direct ob ject Let’s begin by finding the subject noun. Who tossed? teacher, subject noun Teacher T eacher is the subject noun in this sentence. sentence. What is being said about the teacher? teacher teacher? teacher tossed, verb Tossed T ossed what? ball, direct object
SN
V
DO
The teacher tossed the student a ball. Show Grammar Card 1.9. and read it aloud. The indirect object tells The indirect tells to whom the action is done. The indirect ob ject receives the direct object. To To find the indirect object, go to the verb and ask: To whom did (the subject) ___? subject) ___? To T o whom did the teacher teacher toss it? the student The student receives receives the the ball, which is the direct object. This means the boy is the indirect object. We will mark an indirect object with an IO. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Grammar Flash Card 1.9 Indirect Object The indirect object tells The indirect object tells to whom the action is done. The indirect object receives the direct object. To find the indirect object, go to the verb and ask: To whom did (the subject) ___? subject) ___?
Lesson Les son 14
SN
V
IO
5533 55
DO
The teacher tossed the student a ball. Let’s look at another sentence.
The student tossed the teacher a ball. What is different between the first and second sentences? The teacher and the student switched places. in other words, in the first sentence the teacher tossed the ball. In the second sentence the student tossed the ball.
Act out the second sentence. Who tossed? student, subject noun What is being said about the student? stud ent? student student tossed, verb Tossed T ossed what? ball, direct object To T o whom did the student toss it? teacher, indirect object
SN
V
IO
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 14.8B Identifying Parts of Speech – page 278 A
DO
SN
TV
A
The referee / referee / threw the
The student tossed the teacher a ball.
Adj
IO
A Adj DO
football players a new ball.
Identifying Parts of Speech 14.8A Identifying Parts of Speech Speech – page 277 Read the sentence. I will write it on the board. Together Together we will label the parts par ts of speech.
Grandmother Grandmo ther handed Ella the yellow flowers. Who handed? Grandmother, subject noun What is being said about Grandmother? grandmother handed, verb What did Grandmother hand? flowers, direct object What kind of flowers? yellow, adjective adjective Which flowers? the, article adjective To T o whom did Grandmother hand the flowers? Ella, indirect object 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 handed Underline the simple subject. Double underline the simple predicate.
SN
TV
IO
A
Adj
DO
Grandmother / handed handed Ella the yellow flowers. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
A
PNA
A
IO
SN
TV
The player’s parents / parents / sent sent A
Adj
DO
the coach a splendid gift. SN
TV
IO
Piper / Piper / painte paintedd Grandmother Grandmother A Adj
DO
a self portrait. portrait.
Level C 14.8C Identifying Parts Parts of Speech – page 279 Adj
SN
TV
A
Each school / paid the IO
Adj
inspector three thousand DO
dollars. A
SN
TV
A
The carpenters / expanded expanded the PNA
DO
capitol’s rotunda. SN
TV
Thomas Edison / showed IO
A
DO
J.P. Morgan the light bulb.
554
Essentials Teacher’s Guide
Anna’s sister and father father attended attended a wonderfu wonderfull program. Who attended? sister and father, and father, subject nouns What is the t he word “and”? “and”? conjunction Whose sister and father? Anna’ Anna’s, s, possessive possessive noun adjective What is being said about sister and father? sister and father attended, verb What did they attend? program, direct object What kind of program? wonderful, adjective Which program? a, 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 father and attended Underline the simple subject. Double underline the simple predicate.
PNA
SN
C
SN
TV
A
Adj
DO
Anna’s sister sister and father father / attended attended a wonderful program. Auntt Tessa Aun Tessa bought Sam a new coat coat and new new boots. boots. Who bought? Aunt Tessa, Tessa, subject noun What is being said about Aunt Tessa? Tessa? Aunt Tessa bought, verb What did Aunt Tessa buy? coat, direct object What kind of coat? new, adjecti adjective ve Which coat? a, article adjective What else did Aunt Tessa Tessa buy? boots, direct object What kind of boots? new, adjective What is the t he word “and”? “and”? conjunction For whom did Aunt Tessa buy a coat and boots? Sam, indirect ob ject 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 Aunt Tessa and bought Underline the simple subject. Double underline the simple predicate.
SN
TV
IO A Adj DO C
Adj DO
Auntt Tessa Aun Tessa / bought bought Sam a new coat and new boots. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
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.
Less on 14
Dictation
14.9
Read each phrase. ell the students to repeat it aloud, then write it in their notebooks notebooks.. A
flowers. 1.. The old woman grows beautiful flowers. 2.. The children attended school.
B
1.. Parents shoveled the snow. 2.. The young actress borrowed and returned the jewels.
C
1.. Volcanoes transformed the environment. 2.. The professor assigned the experiment.
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5555 55
556
Essentials Teacher’s Guide
Day 4
Review
14.10 All
•
• •
Words Wo rds in Action
Phonograms: 14.10-1 Phonogram Tic-Tac-Toe – page 280 Dictate sets o 9 phonograms or students to write on the tic-tac-toe boards. ake turns reading the sound(s) o a phonogram and placing an X or an O over it. he player who gets 3 in a row wins. Grammar: 14.10-2 Irregular Verbs – page 281 Ask the students to write each past tense verb next to the present tense verb. Spelling: Practice spelling the words in List 14 using Phonogram Game iles.
Materials Phonogram Game Tiles Student notebook
Level A Morpheme Card: un-
Level B Pink, yellow, & blue highlighters Morpheme Cards: re-
Vocabulary
14.11
A
Level A Vocabulary
The Prefix unWhat hat is a prefix? a letter or letters added to the beginning of a root or a wor word What hat is a suffix? a letter or letters added to the end of a root or a word wor
un + open + ed =
-ed
Level C Yellow & orange highlighters Retractable tape measure Vanilla extract Two magnets Student notebook Morpheme Cards: trans-
tract
sub-
render
ex-
ad-
-tain
inter-
What hat new word is formed when we add the prefix un un-- and the suffix -eed to to o open open?? unopene unopened
un + open+ ed = unopened How ow is an unopened box box different from an opened box? box? They are the opposite. oppo op posi site te.. An unopened unop un open enee box ox is not not opened. opene op ene . Use se unopened in in a sentence. What at is is the t e root root word wor of o unopene unopened ? open What hat prefix did we add? unWhat hat suffix did we add? -ed
the unopened gift What hat kind of gift? unopened What hat part of speech is unopened ? It is an adjective. Adjectives ansswer: wer: what w at kind? in ? Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
un-un not, opposite, lacking Old English
Lesson Less on 14
own What is the past tense of own? owned
un + owned What W at new new word wor is is formed orme w when en the t e prefix pre ix unun- is is added a e to to owned? unowned
un + owned = unowned 14.11A 14.1 14 ..11A 1A T The eP Prefix rrefix e xU Unn-- – pa page ge 282 Complete Comp Co mp et ete e the t e activity activi acti vity ty in in your in yourr you workbook. Then use each word in a sentence aloud. B
Level B Vocabulary Today we will learn a new Today new morpheme. What W at is is a morpheme? morp eme? A morp morpheme eme is a unit o of meaning in a wor word.. There are three types of morphemes in English: prefixes, roots, and ssuffixes. u ixes. What is a prefix? letters added to the beginning of a root or a word What is a suffix? letters added to to the end of a root or a word What W at is is a root? roo oot? t? the main unit unit of meaning meaning within a word
re-re again, back, backward Latin
Read each sentence. Reread 14.11B-1 14.11B14. .11B-1 -1 Mor Morphemes Morp p eme emess – pag page e 283 Read tthe e word wor typed type in in bold. o . Find Fin tthe e root. root. Highlight Hig ig t the t e root root pink. pin . HighHig light the prefix yellow. Highlight the suffix blue.
e eate the soup. 1.. Mom rreheated remelted reme me te the butter. 2.. The cook re etaug t the class how to subtract. 3.. Mrs. Evans rretaught ecoo e the chicken. 4.. Grandma rrecooked ev s te the history museum. 5.. The kindergarten class rrevisited 6.. Jack re reviewed rev v ew ewe e the poem.
What W at do o you you notice notice about a out these t ese words? wor s? They all have the prefix readded to them. All the words except retaught end with the suffix - ed. They T ey are are all a past past tense; tense; taught taug t is is the t ep past astt ttense as ense o of teach. teac . What do you think re re-- means? to do again Are A re the t e bold o words wor s nouns, nouns, adjectives, a jectives, or or verbs? ver s? vverbs er s How do you know? They are actions. They answer the question: What is being said about ____ (the subject noun)? orm the t e new new word. wor . Use Use Us 14.11B-2 14.1 14 ..11B1B-2 -2 T The e Pr Pre Prefix efix ix Re-- – pa page ge 284 FForm it in a sentence.
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-ed past tense suffix Latin
5577 55
558
Essentials Teacher’s Guide
C
Level L eve C Vocabulary Voca u ary What at patterns pattern pat ternss do o you notice notic not ice e with wit Spelling Spe ing List List 14? Transport ran ansp spor ortt and an an transform both include trans-. Retract, attract, extract all include tract. trac tr act. t. Entertain, Entert Ent ertai ain, n, contain, contain cont ain,, retain, retain reta in,, and an sustain sust su stai ain n all a include incc u e tain. in tain. Surrentain. Surr Su rren en-der includes an assimilated form of sub-, experiement and environment m ent both ot use use the t e suffix su ix -ment. -ment.
transWhat hat words can you think of that begin with transwith trans-??
14.1114.11-C . -C The Pre Prefix fix T Transrans-- – pa rans page e 285 85 1.. Read each sentence.
transacross Latin
in yellow. 2. Highlight the morpheme transtrans- in 3.. Highlight each root in orange.
means on the line. 4.. Write what you think transtrans- means in a dictionary. 5.. Look up the prefix transtrans- in 6.. Write the dictionary definition. 7.. Compare it to your definition.
in a dictionary. 8.. Look up transform transform in and their definitions. 9.. Write the morphemes in transform transform and 10.. Write the dictionary definition of transform transform..
transform?? 11.. How do the morphemes relate to today’s meaning of transform and their definitions. 12.. Write the morphemes in transport and 13.. Write the dictionary definition of transport . 14.. How do the morphemes relate to today’s meaning of transport ?
tract Write r te tract rac on on th thee board. boar . bo
tract
tract pull
Spelling pe ng List L st 14 14 – page page What at three t ree words wor s have ave the t e root root tract rac in nS 272? retract, attract, extract Do o you know any other words with tract ract ? tractor, traction, contract… What hat do you think tract ract means? means? tract means pull Write r te tractor rac or on on the the bo boar board. ar . Show Show the Sho the morpheme morphe morp heme me card car tract . car
tractor What at does oes a tractor rac or do? do? o? A tractor pu pulls. s. What hat does retract mean? mean? Re- means back. To retract means to pull back. ac . Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Latin
Lesson Less on 14
5599 55
Hand the students a retractable tape measure that is pulled out. Retract t the the t e tape tape tap e measure. measu mea sure re.. What does the tape measure do when it retracts? It retracts? It pulls back in. How H ow else e se do o we we use use the t e word wor re retract rac ? What does it mean to retract an an argument? To retract an argument means to take it back. What W at does oess extract oe extra ext ract ct mean? mean me an?? tto o pull pu out pu out
Show a bottle o vanilla extract or other cooking extract.
ex-ex e-
out, up
Why do you think this is called an extract ? The flavor was pulled out of the vanilla beans and into the liquid. How else do we use the word extract ? What W at does oess it mean oe mean to ex extract rac information information from someone? It means to pull out the information. What W at does oess it mean oe mean to ex extract rac oil oil oi from rom the t e ground? groun ? It means mean me anss to to pull pu pu the oil out of the ground.
Latin
Hold two magnets so that they attract to one another. What W at does oes a attract rac c mean? mean? tto mean? o pull pu toward pu tow owar ar What prefix assimilated to become atat-?? adWhyy did W i a ad-- cchange ange to to a at-? at-? It changed c an ang ge because ecau ec ause se the t e root root ro ot tract trac actt begins egin eg inss with /t/. What does it mean to attract attention? attention? It means to pull the attenttion ion io n toward. towar . to What does it mean if flies are attracted to to food? They are pulled toward w ar tthee food. oo .
ef-
ad-ad aacaf-
ag agal-al an ap -
arasat-
to, toward, add Latin
ssurrender urren er
sub-
What prefix do you see at the t he beginning of surrender ? surWhat sur-? W at prefix pre ix assimilated assimi ate to to become ecome sur-? subsu What does subsub- mean? mean? below
Show the morpheme card render . Ren er Render Ren er mea means means ns to giv give. e. W What at does oes surrender urren urr en er literally literally iter it eraa y mean? mean me an?? It means to give under. How H ow do o we we use use the t e word wor sur surrender surre ren n er ? What does it mean if an army surrenders surrenders?? It means they give themselves se ves to to bee under un er their t ei eirr enemy. enem en emyy.
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su susuc-
sufsup-
sursus-
below, beneath, under, secondary Latin
render give, make, perform Latin
560
Essentials Teacher’s Guide
tain ta n Write rite each of the words from Spelling List 14 that include the root tain notebook. a n in nan ote oo . entertain, contain, contain, retain, sustain Highlight ighlight each of the prefixes. Think Think about what each prefix means. Think defin ition of word. word. T in aabout out tthe e definition e inition o tthe e wor con- means with, together or completely. re- means again, back. sus- is an assimilated form of sub- which means below, under, beneath. Do o you you have ave an an idea i ea what w at the t e root root ta tain might tain n mig n mi might g t mean? mean? me
Show the morpheme card tain . Tain means to hold. Tain means How ow does this relate to the definition of reta retain? retain n? Retain means n? means to hold back. How ow does oess it relate oe re at ate e to the t e definition e in init itio ion n of o conta contain? contain n? Contain means to n? hold within. How ow does it relate to the definition of sustain sustain? ustain?? The morphemes for ustain sustain mean to hold from beneath, which is figurative language for supporting or providing.
tain hold Latin
enterShow Sh ow the the morpheme morph mor pheme eme card car
inter- .
Enter- is an assimilating form of interEnter- is inter-,, meaning meaning between or among. What at is the t e literal ite tera ra definition e in iniiti tion on of o the t e morphemes morp mo rp em emes es in entertain? ente en tert rtai ain? n? tto o hold o between How ow does this relate to how we use the word today? For example, example, when w en an actor acttor entertains ac ente en tert rtai ain ns an an audience, au ie ien nce ce,, the t e actor acto ac torr is is holding o in ing g the t e auaudience’s attention. There is also an exchange happening between them. em. Do o the morphemes clearly explain today’s definition of entertain? ain? no However, owever, is there a connection between the morphemes and today’s definition? yes
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interenter-
between, among Latin
Lesson 14
Dictation
14.12
Read each phrase. Ask the students to repeat it aloud, then write it in a notebook. A
water. 1.. The children poured the water. 2.. Ella got a few, beautiful, new handbags. 3.. The teachers attended the program. 4.. The man owned a wonderful boat.
B
at the feast. 1.. The actors, artists, and director joined the president at computer. 2.. The leaders borrowed a computer. 3.. An actress returned the jewels that she had borrowed. 4.. The director explained the ideas in the poem.
C
1.. The commander surrendered. 2.. The entertainment attracted customers. 3. The lawyer retracted the contract. 4.. The journal published the research.
Composition
14.13
A
Read ea each eac verb ver in in List List 14 14 aloud. 14 a loud. ou . U Use se iitt in in the t e past past tense tense in te in a sentence. sen se n en ence ce..
14.13A . Compos Comp Composition os tion – page 2 287 87 Using the words in your workbook, form sentences which include a subject, past tense verb, and direct object.
Reading
14.14
A
14.14A 1 . Reading – page 288 288 Direct the students to read the sentences tenc te nces es in the the workbook wor bo wo boo o aloud. alo al ou . Have Have th Ha thee students stu en stu ents ts read rea them them th em two two or or three threee thre times until they can read each one luently. The Essentials Reader – Lesson 14 (optional)
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5611 56
562
Essentials Teacher’s Guide
Day 5
Check Your Understanding
Review
14.15 All
•
Materials
Grammar: Review Grammar Flash Cards 1-1.5; 1.7-1.9; 2-2.6; 3-3.2; 7, 9-9.5, 11.1, 12.1.
Vocabulary: oca u ary: C V •
Provide Prov Pr ovii e the the st stu students u en ents ts wi with th o our ur 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 write write the the morpheme morph mo rphem emee on on an an index in ex card. in car . Combine with the index cards rom previous lessons. across — — transhold o — tain give, make, perform — render between, among — enterPut ut the prefixes trans trans-- and an enterenter- in in one one column. co um co umn. n. Place P ac ace e the t e roots roots roo ts ren rend,, tract, and tract, ract, and ract, and tain ain in n a second column to the right of the first column. Choose C oose six six additional a itiona prefixes pre ixes and an five ive additional a itiona roots. roots. Try Try to to find in morphemes orphemes that will build the most words. How many words can can you ou make ma e using using the t e morphemes? morp emes? Write Wri ritte them t em in in your your notebook. note oo .
Check Your Understanding
14.16 All
Check Your Your Understanding 14 – page 289-293
Phonograms
All
Dictate the phonograms 1. ck /k/ two-letter /k/
13. th /th-TH/
2. o /ŏ-ō-ö/
14. kn /n/ two-letter /n/ used
/er/ the the /er/ of bird 3. ir /er/
only at the beginning of a base
4. t
word.
/t/
5. g /g-j/
15. tch /ch/ three-letter /ch/
6. au /ä/ two-letter /ä/ that may
16. r
/r/
NOT be used at the end of
17. ear /er/ the /er/ of search
English words.
18. e /ĕ-ē/
7. b /b/
19. ed /ĕd-d-t/ past tense ending
8. ur /er/ the /er/ of hurt
20. m /m/
9. oe /ō-ö/ that may be used at
21. augh /ä-ăf/
the end of English words.
22. c /k-s/
10. v /v/
23. er /er/ the /er/ of her
11. d /d/
24. ough /ŏ-ō-ö-ow-ŭf-ŏf/
12. igh /ī/ three-letter /ī/
25. w /w/
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Grammar Flash Cards
Level C Index cards Morpheme Cards Student notebook
Lesson 14 26. f
43. a /ă-ā-ä/
/f/
NOT be used 27. oi /oi/ that may NOT
44. oo /ö-ü-ō/ 45. l
at the end of English words.
28. x /ks-z/
/l/
46. oy /oi/ that may be used at
29. gn /n/ two-letter /n/ used at
the end of English words.
the beginning or the end of a
47. z /z/
base word.
48. ee /ē/ double /ē/
30. ar /är/
49. j
31. h /h/
50. aw /ä/ two-letter /ä/ that may
/j/ the /j/ of jump
32. ea /ē-ĕ-ā/
be used at the end of English
33. ng /ng/
words.
34. i
51. p /p/
/ĭ-ī-ē-y/
35. ow /ow-ō/ that may be used at the end of English words.
52. oa /ō/ two-letter /ō/ that may NOT be used at the end of
36. qu /kw/
English words.
the 37. ay /ā/ that may be used at the
53. n /n/ NOT be used 54. ai /ā/ that may NOT
end of English words.
38. ch /ch-k-sh/
at the end of English words.
39. y /y-ĭ-ī-ē/
55. wh /wh/
40. ou /ow-ō-ö-ŭ-ü/ that may
56. u /ŭ-ū-ö-ü/
NOT be used at the end of
57. s
English words.
58. or /ōr/
41. ew /ö-ū/ that may be used at the end of English words.
/s-z/
59. sh /sh/ used only at the beginning of a word or at the
42. k /k/ tall /k/
end of a syllable.
Past Tense
All
Cross out the verb. Write the verb in past tense on the line. All
Subject-Verb Agreement Add -S or -ES as needed to make the subject and the present tense verb agree.
Dictation Read each phrase. Ask the students to repeat it aloud, then write it in their workbooks. A
1.. The children attend school. 2. The bird eggs hatch. 3.. The woman gets a new watch. 4.. A girl owns the black truck.
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564
Essentials Teacher’s Guide
5.. The boy sees a hurt bird. 6.. Mother pours the water. 7. The author opens the wonderful card. 8.. The man remembers the lesson. 9. The quiet sister whispers.
flower. 10.. The father smells the beautiful flower. 11.. Great-Grandmother mails a few letters.
B
1.. The teacher shovels the dirt.
mittens. 2. The pilot borrows the waiter’s mittens. 3.. The students review the poem. 4.. The young skunk avoids the hawk. 5.. The actress twirls her hair. 6.. A squirrel rolls the acorn. 7.. The clerk reports the clever idea. 8.. The storm blows.
queen’s jewels. 9. The king returns the queen’s 10.. Leaders visit the president. 11.. The kitten stands and yawns. 12.. The parents fill the backpacks.
C
1.. Actors and actresses entertain the spectators. 2.. The volcano transformed the environment. 3. A researcher monitored the experiment.
surrender. 4.. The commander resisted surrender. 5.. The spectators applauded the complex rhythms. 6.. A scientist extracted the fossils. 7.. The restaurant attracted customers. 8.. The government retracted the agreement. 9.. The carpenter transported the canoe. 10. A benefactor sustained the campaign. 11.. Government inspectors retained the committee. 12.. The wharf is contained in the harbor.
Reading A
Ask the student to read the sentences aloud. Count how many words w or s the t e student stu ent reads st rea s correctly. re correct y. co
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565
Lesson 15 Phonograms
ui
gh
Level C
Exploring Sounds
Hard & Soft C & G
Spelling Rules
Spelling Rules 1 & 2
Spelling Journal
/k/ /s/
Grammar
11.2 Commas & Quotes, 12.3 Capitalization & Quotes, 13.1 Direct Quotes 13.2 Punctuating Quotes, 13.3 Indirect Quotes
Vocabulary
Level A
Level B
Level C
Day 1 15.1
re-
Spelling Rule 24, bi-
annu
-ful ocul
cept
inter-
Essential Concepts
Phonograms
All
New Phonogram ui Show
claim
ui .
/ö/ /ö/ May we use this /ö/ at the end of English words? no Why not? English words do not end in I, U, V, or J. UI is a rare spelling of the sound /ö/.
Materials Basic Phonogram Flash Cards A-Z and ui LOE Whiteboard Yellow, blue, & orange highlighters
Level C Advanced Phonogram gh
Teacher Tip UI UI is only used in nine common base words: bruise, cruise, fruit, juice, sluice, suit, nuisance,, pursuit, and recrui nuisance recruit.t.
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566
Essentials Teacher’s Guide
C
Advanced A vance Phonogram P onogram
Show
gh g
Advanced Phonogram
.
This says /g/ as in ghost host , ghastly ghastly and , and and ghetto ghetto.. It is found in Old English words w or s aand n in in Italian Ita ian words. wor s. All
Phonogram Flash Cards
Drill the phonograms with lash cards.
15.2
All
Exploring Sounds The Hard and Soft Sounds of C and G What are the single-letter vowels? A, E, I, O, U, and sometimes Y. Y. Write the single-letter vowels on your whiteboard. Write the single-letter consonants in alphabetical order on your whiteboard. Circle the single-letter consonants that make more than one sound. C, G, S, X, Y Today T oday we will focus focus on C and G. What are the sounds of C? /k-s/ Where is the /k/ sound formed in the mouth? in the back How would you describe the sound /k/? harsh, short, bursting Now say the /s/ sound. Where is it formed? front How would you describe the /s/ sound? soft, hissing, sustained The first sound /k/ is called the hard sound. The second sound /s/ is called the soft sound. What are the sounds of G? /g-j/ Now say /g/. Where is it formed in the mouth? in the back Like which sound of C? /k/ How would you describe the sound /g/? strong, nasal, short, bursting Say the second sound of G /j/. Where is it formed in the mouth? in the front Like what sound of C? /s/ The first sound of G /g/ is called the t he hard sound. The second second sound /j/ is called the soft sound. sound. We will now learn a rule to determine when C and G will say their hard and soft sounds. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
gh /g/ ghastly Old English, Italian
Lesson 15
15.3
Spelling Rule
All
Rule 1: C Softens to /s/ What are the two sounds of C? /k-s/
Spelling Rule 1
15.3-1 Hard C – page 295 Read the words. Highlight the C with
C always softens to /s/ when followed by E, I or Y. Otherwise, C says /k/.
yellow. Highlight the sound that follows the C blue.
cat cap cop cutt cu
cub clap act picnic Teacher Tip
What did C say in these words? /k/
15.3-2 Soft C – page 295 Read the words. Highlight the C with yellow. Highlight the sound that follows the C orange.
cent center cell cinch
cider citrus cinnamon cylinder
Hint If needed, give the students a hint about which sound of C they will hear in the words.
What sound do you hear in each of these words? /s/ Study the second set of words. When does C say /s/? C softens to /s/ before an E, I, or Y. Study the first set of words. When does C say /k/? before A, O, U; before a consonant; at the end of the word How would you make this into a spelling rule?
Show Spelling Rule Card 1. C always softens to /s/ when followed by E, I or Y. Y. Otherwise, C says /k/. Repeat the rule with me. C always softens to /s/ when followed by E, I or Y. Otherwise, C says /k/.
Rule 2: G May Soften to /j/
All
15.3-3 Hard G – page 296 Read the words. Highlight the G with yellow. Highlight the sound that follows the G blue.
gap got gum glad
green big bug rag Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 2 G may soften to /j/ only when followed by E, I or Y. Otherwise, G says /g/.
567
568
Essentials Teacher’s Guide
What sound does G say in these words? /g/
15.3-4 Soft G – page 296 Read the words. Highlight the G with yellow. Highlight the sound that follows the G orange.
gem general ginger
margin gym gymnast
What sound does G say in these words? /j/ Study the words. When does G say /j/? before an E, I, or Y When does it say /g/? before an A, O, U; before a consonant; at the end of the word Does this look familiar? Yes, it is just like C.
Optional Practice Spelling Rules 1 & 2 • Create a reference page to remember these rules. Include sample words. • Ask the students to teach this to another student or to a parent.
15.3-5 Hard G – page 296 Read the words. Highlight the G with yellow. Highlight the sound that follows the G orange. When you notice a problem, raise your hand.
get gift begin
gear gill forget
G also says its first sound /g/ before E, or I. G may also say /g/ before a Y. However, it is quite rare. Our rule for G will be different. Study the t he words carefully. How would you state the rule for when G softens sof tens to /j/?
Show Spelling Rule Card 2. Emphasize may . G may soften to /j/ only when followed by E, I or Y. Y. Otherwise, G says /g/. Does G always always soften to /j/ before before an E, I or Y? No, it MAY soften to /j/. When is the only time that G will say /j/? G will only say /j/ before an E, I, or Y. Otherwise, it ALWAYS says /g/. Let’s say the rule for G together. G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says/g/.
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Teacher Tip Hard G before Y foggy buggy baggy argyle gynecologist
Lesson 15
Day 2 15.4
Building Words
Review
All
•
Materials
Phonograms: Phonogram Sandwich Set Up: Place matching pairs o all the Phonogram Game Cards learned so ar into a pile, excluding the phonograms: AR, B, F, H, L, M, N, NG, OR, P, QU, R, H, V, WOR, W, and WH. Add the Wild cards. Mix the cards. Deal each player twelve cards. Place the remaining cards ace down to orm a draw pile. Flip one card up to orm a discard pile. How to Play: Te first player reads the sounds o the card on the discard pile. I the phonogram has more than one sound, he chooses one sound. He then plays all the cards that have a matching sound rom his hand on top o the discard pile. For example, i EA is on top he may choose the phonograms E and EY that both say long /ē/. I he does not have a match, he draws one card, and play passes to the next player. I a player has a Wild card, he may choose any sound and play all the cards in his hands with that sound. I no player can play, and all the players have drawn a card, the next player may choose any sound in his hand and play all the phonograms with that sound. Te first person to play all his cards wins.
•
Spelling Rules: Write a word on the board. Direct the students to read the word. Award one point or reading it correctly the irst time. Award one point or identiying why the C or G says its hard or sot sound. C sofens to /s/ beore an E, I, or Y
cent cell cedar
cellar censor cider
cinder cinema civil
citrus cylinder cymbal
C says /k/ beore an A, O, U, beore a consonant, or at the end o the word
cold cord cool cow
curl claw clear crack
crawl creak cream camp
basic public attic at tic topic
Words with a hard C and a sof C
civic
569
circus
cynic
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Phonogram Game Cards Wild Cards Wild Cards Spelling Journal Basic Phonogram Flash Cards c
k
ch
Highlighter LOE Whiteboard Morpheme Cards
ck
570
Essentials Teacher’s Guide
G sofens to /j/ beore an E, I, or Y
gem gel general
generous German germ
giant ginger margin
gym energy allergy
giftt gif
girl
Hard G beore an E, I, or Y
gear
gecko
G says /g/ beore A, O, U, beore a consonant, or at the end o the word
gallon gain goat goal
15.5
gull gutter gu tter gleam glint
greed grow egg jog
mug frog brag twig
•
Review w the morpheme cards rom previous lessons. Morphemes: Revie
All
Spelling Journal /k/ & /s /s//
/k/ Spelling Journal /k/ What are the spellings of /k/? C - /k-s/, K - tall
/k/, CK - two-letter /k/, CH - /ch-k-sh/
As the students list the spellings o /k/, write them on the board.
c
k
ck
ch
What pages in your Spelling Journal will you find the sound /k/ on? pages 33-34
Show ck . When do we use this phonogram to spell /k/? after a single, short vowel Is it ever used at the beginning of the word? no What are some words that are spelled with two-letter /k/? Add them to your Spelling Journal. Also add the words snack, deck, tick, lock, and luck.
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Teacher Tip Optional CK Words backpack, toothpick, knapsack, whack, woodchuck, breaknec breakneckk
Lesson Less on 15
c
k
ck
ch
Before an A, O, U, or consonant, at the end of the word
Before an E, I or Y, at the end of the word
Only after a single, short vowel
Greek Roots
c at
keep
snack
sch s chool ool
c all
kitten
deck
chorus
cot
kit
tick
ech choo
cut
chalk
lock lo ck
sch s cholar olar
clap
park
lucck lu
ch aracter
Show c . When do we use this spelling to spell /k/? before an A, O, U, before a consonant, and at the end of the word Can this spell /k/ before an E? no How do we spell the /k/ sound in keep keep?? I will keep the new hat. keep with a K
571
Teacher Tip Optional C Words picnic, fantastic, plastic, epic, collar, cost, cream, coffee, claim
Write ceep on the board. Why can’t we use /k-s/? It would say /sēp/
ceep
keep
Why? C always softens to /s/ before an E, I, or Y. Can /k-s/ be used to spell /k/ before an I? no How do you spell the /k/ sound in kit ? There is a bandage in the first aid kit. kit . with a K
Write cit on the board. Why can’t we use /k-s/? It would say /sĭt/.
cit
kit
Can /k-s/ spell /k/ before a Y? no How do you spell the /k/ sound in sky ? The sky is blue. sky . with a K
Write scy on the board. Why can’t we use /k-s/? It would say /sī/.
scy
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Teacher Tip Optional K Words kick, kind, kiss, king, kitten, keep, kennel, kennel, walk, think, blink, blink , bark, mark, milk
572
Essentials Teacher’s Guide
When you hear /k/ before an E, I, or Y how is it probably spelled? with a K
Show k . When do we use a K to spell /k/? K spells /k/ before an E, I, or Y. Y. Add words that are spelled with a K before an E, I, or o r Y to your Spelling Journal. Which phonogram do you think is most commonly used to spell /k/ before an A, O, or U? /k-s/ When /k/ comes after a consonant at the t he end of a word, it is spelled with the tall /k/. Write chalk and park and park in in your Spelling Journal. What is the final spelling of /k/? /ch-k-sh/
Show ch . Usually words that use /ch-k-sh/ to spell /k/ are from Greek. I will write a word on the board. Read it, then write it in your Spelling Journal.
school chorus
echo scholar
character
/s/
Teacher Tip K before A, O, U K can be used before an A, O, U, or consonant, though this is uncommon. A number of foreign words spelled with K have been adopted into English: kabob, kahuna, kaiser kaiser,, kamikaze, kangaroo, kappa, kaput, karaoke, karate, karma, katydid, kayak, kazoo kleptomania, klezmer, klutz koala, kohlrabi, koi, kookaburra, kosher, kowtow krill, krypton kudu, kudos, kudzu, kumquat
Teacher Tip Spelling Journal /s/ What are the spellings of /s/? C - /k-s/, S - /s-z/
Write /k-s/ on one side of your whiteboard. Write /s-z/ on the other side. Where is /s/ located in the Spelling Journal? pages 49-50 Look at the spellings of /s/ in your Spelling Journal. What do you notice? The headings are S, CE, CI, and CY. Why do you think it is written like this? C always always softens to /s/ before an E, I, or Y. I will say a group of words. Think about what these words have in common. Raise your hand when you know. sand, sack, sail, salt, saw . They all begin with /s/ followed by an A. With your whiteboard show me how the /s/ sound in these words is spelled. With an S. Why? C doesn’t soften to /s/ before an A, only before an E, I, or Y. Y. I will re-read the list as you add them to your Spelling Journal – sand, sack, sail, salt, saw.
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Optional CH Words scholastic, chord, chronic, orchid, chasm, schism
Lesson 15
s
ce
ci
cy
Soft /s/ before an E.
Soft /s/ before an I.
Soft /s/ before a Y.
s and and
cent
civic
c ymbal
s ack ack
cedar
cinema
c ylinder
s ail ail
cellar
circus
s alt alt s aw aw sick s ick sight s ight sent s ent second s econd s ymbol ymbol s ystem ystem subway s ubway sun s un supper s upper summit s ummit I will say a group of words. Think about what these words have in common. Raise your hand when you know. sick, civic, cinema, sight, circus They all have a /s/ sound followed foll owed by an /ĭ/ or /ī/. Do you know which phonogram is used to spell the t he /ĭ/ or /ī/ in all of these words? answers vary Each of these words uses /ĭ-ī-ē-y/. How will the /s/ be spelled? It can be either an S or a C. Why? C softens to /s/ before an E, I, or Y, and S can also say /s/ before an E, I, or Y.
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Teacher Tip Adding Words When needed, finger spell and cue any word that students need clarified before they add it to their Spelling Journals.
573
574
Essentials Teacher’s Guide
I will say a word. If you know if it spelled with an S or a C, show me the correct side of the whiteboard. If you are correct, I will nod, “yes.” Then write the word in your Spelling Journal: sick, civic, cinema, sight, circus. I will say another group of words. Again, raise your hand when you know what these words have in common: cent, sent, cedar, cellar, second . They all have a /s/ sound followed by an /ĕ/ or /ē/. How will the /s/ be spelled? It can be either an S or a C. Why? C softens to /s/ before an E, I, or Y, and S can also say /s/ before an E, I, or Y. I will say a word. If you know if it spelled with an S or a C, show me the correct side of the whiteboard. If you are correct, I will nod, “yes.” Then write wr ite the word in your Spelling Journal: Jour nal: cent - as in “5 cents,” sent - as in “I sent her a letter,” cedar, cellar, second. I will say another group of words. Again, raise your hand when you know what these words have in common: symbol, cymbals, system, cylinder . They all have a /s/ sound followed by an /ĭ/. Do you know which phonogram is used to spell the /ĭ/ in all of these words? answers vary Each of these words uses /y-ĭ-ī-ē/. How will the /s/ be spelled? It can be either an S or a C. Why? C softens to /s/ before an E, I, or Y, and S can also say /s/ before an E, I, or Y. I will say a word. If you know if it spelled with an S or a C, show me the correct side of the whiteboard. If you are correct, I will nod, “yes.” Then write the word in your Spelling Journal: symbol - as in “the poster has a peace symbol on it,” cymbals cymbals - as in “the drum set has two sizes of cymbals,” system, cylinder. This is the final group of words. Again, raise your hand when you know what these words have in common: subway, sun, supper, summit . They all have a /s/ sound followed foll owed by an /ŭ/. How will the /s/ be spelled? It will be an S. Why? C softens to /s/ only before an E, I, or Y. I will say a word. Write the word in your Spelling Journal: subway, sun, supper, summit.
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Lesson Less on 15
575
Spelling Analysis
15.6
Spelling List 15 – page 297 A
Tips ips for List 15.A 15.A
say, says, sa said Due to pronunciation shits over time, the pronunciation o says says and and said aid are are no longer clearly relected in their spellings. hereore, hereore, it is is vital to to draw raw aa connection to to the the relationship relationship between between the the morphemes morphemes and the spelling. Both say and and says says use use the AY phonogram. In the past tense orm, said , the AY changes to the closely related AI phonogram. his ollows the same pattern as lay - lays - laid ; pay - pays pays - paid paid . Many auditory students will also beneit rom exaggerating the pronunciation o the long /ā/ sound in both says and said to to create an auditory picture o the words. different Bee sure to pronounce dif fer ent with with 3 syllables or spelling analysis.
Spelling Analysis
1.
1
2
Word
Sentence
cents
I found a few cents on the floor.
88
99
q
Write Segment
Analyze
Read
2
cents
2.
List 15.A
germs
2
2
ger m s
33 # Syllables
1
44
5
6
Say to Spell
Say syllable
Segment…
sĕnts
/sĕnts/
/c-e-n-t-s/
6 … Finger Spell & Cue Cue
7 Write
Use /k-s/. Use /s-z/.
Put a 2 over the /s/. /k-s/ said its second sound. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. 21 To make a noun plural, add the ending -S, unless the word hisses hisses or changes; then add -ES. Some nouns have no change or an irregular spelling. Vocabular y
Par t of Speech
Plural / Past Tense
cent hundred -s plural
N
cents
Make sure you wash your hands to kill the germs.
1
jermz
/jermz/
/g-er-m-s/ Use /g-j/. Use the /er/ of her. Use /s-z/.
Put a 2 over the /j/. /g-j/ said its second sound. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /er/. Put a 2 over the /z/. /s-z/ said its second sound. 21 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. N
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germs
576
3.
Essentials Teacher’s Guide
excellent
2
ex cel lent
4.
gift
gift
Jason is an excellent student.
3
ĕks sĕl lĕnt
/ĕks/ /sĕl/ /lĕnt/
/e-x/ /c-e-l/ /l-e-n-t/
Put a 2 over the /s/. /k-s/ said its second sound. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. 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. ex- out cel rise -ent noun & adjective suffix, characterized by
Adj
John gave his wife a gift.
/gĭft/
2
1
gĭft
/g-i-f-t/
6.
7.
/ē/ /kw ăl/
gifts
/e/ /qu-a-l/
equal
What does two plus two equal?
ē qu al
Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. 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.
2
ē kwăl
equ equal -al characterized by, kind of
Adj, V, N
different
Which apple is different from the others?
/dĭf/ /fer/ / ĕnt/
dif fer fer ent
Underline /er/. 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.
3
dĭf fer ĕnt
equals, equaled
/d-i-f/ /f-er/ / e-n-t/
Use /ĭ-ī-ē-y/. Use the /er/ of her.
dif- away, apart, opposite fer to bear or carry -ent noun & adjective suffix, characterized by
Adj
event
They enjoyed the event at the park.
/ ē / /vĕnt/
ē vent
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.
2
ē vĕnt
/ e / /v-e-n-t/
N 8.
Use /ĭ-ī-ē-y/.
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. N
5.
Use /k-s/.
1
chĕk
/chĕk/
events
/ch-e-ck/
Use two-letter /k/ used only after a single, short vowel.
check
Please write a check.
ch eck
Underline /ch/. Underline two-letter /k/. 26 CK is used only after a single vowel which says its short sound. V, N
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checks, checked
Lesson 15
9.
chart
He is drawing a chart to illustrate the data.
ch ar t
Underline /ch/. Underline /är/.
1
chärt
/chärt/
/ch-ar-t/
N, V
10. dash
dash
The children lined up for the one hundred yard dash.
/dăsh/ 1
charts, charted
/d-a-sh/
dăsh
fin ish
Elsa will finish in a few minutes.
/fĭn/ /ĭsh/ 2
dashes, dashed
/f-i-n/ /i-sh/
fĭn ĭsh
fruit
Fresh fruit is an important part of a healthy diet.
/fröt/ 1
finishes, finished
/f-r-ui-t/
fröt
/sā/
say
What did you say?
1
fruits, fruited
/s-ay/
sā
/sā z/
2
say s
Use /s-z/. Use two-letter /ā/ that may be used at the end of English words.
Underline /ā/ that may be used at the end of English words. 3 English words do not end in I, U, V, or J. V, N
14. says
Use two-letter /ö/ that may NOT be used at the end of English words.
Underline /ö/. N, V
13. say
Use /ĭ-ī-ē-y/. 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. N, V
12. fruit
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, N
11. finish
577
Moll Mo llyy sa says, “Ple leaase st stop.” 1
say, said
/s-ay-s/
sāz
Use /s-z/. Use two-letter /ā/ that may be used at the end of English words. Use /s-z/.
Say to spell /ā/. Underline /ā/ that may be used at the end of English words. Put a 2 over the /z/. /s-z/ said its second sound. 22 To make a verb 3rd 3rd person singular, add the ending -S, unless the word hisses or changes; then add -ES. Only four verbs are irregular. V
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said
578
Essentials Teacher’s Guide /sād/
15. said
sai d
Max said, “Hello.”
1
/s-ai-d/
sād
Use /s-z/. Use two-letter /ā/ that may NOT be used at the end of English words.
Before teaching this word consider the pattern lay - laid; pay - paid. The pronunciation of the phonogram AI as /ĕ/ is an exception, but morphology explains why we spell this word this way. Say to spell /ā/. Underline /ā/ that may NOT be used at the end of English words. V
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said
Lesson 15
B
Tips ips for List 15.B Spelling Analysis
1.
1
2
Word
Sentence
List 15.B 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
/păr/ / ā / /kēt/
/p-a-r/ / a / /k-ee-t/
88
99
q
Write Segment
Analyze
Read
agent
2
ā gent
3
păr ā kēt
ginger 2
2
gin ger
He is an FBI agent.
2
ā jĕnt
Par t of Speech
Plural / Past Tense
N
parakeets
/ā/ /jĕnt/
/a/ /g-e-n-t/
Use /g-j/.
Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. Put a 2 over the /j/. /g-j/ said its second sound. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/.
Fresh ginger has a strange shape.
2
jĭn jer
/jĭn/ /jer/
agents
/g-i-n/ /g-er/
Use /g-j/. Use /ĭ-ī-ē-y/. Use /g-j/. Use the /er/ of her.
Put a 2 over the /j/. /g-j/ said its second sound. Put a 2 over the /j/. /g-j/ said its second sound. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /er/. N , Adj
collect
Use tall /k/. Use /ē/ double /ē/.
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. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /ē/ double /ē/.
N
4.
7 Write
The class has a pet parakeet.
Vocabular y
3.
6 … Finger Spell & Cue Cue
parakeet
par ā kee t
2.
579
Sarah is trying to collect coupons.
2
k ŏl lĕkt
/k ŏl/ /lĕkt/
ginger
/c-o-l/ /l-e-c-t/
Use /k-s/. Use /k-s/.
1
col lect
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. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. col- with, together, completely lect gather, choose
V
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collected
580
5.
Essentials Teacher’s Guide /d ē / /lā/
/d-e / /l-ay/
The cars were stuck in a long traffic delay.
dē lay
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 be used at the end of English words.
2
dē lā
N, V 6.
/ ăl/ /low/
delays, delayed
/ a-l/ /l-ow/
allow
The city does not allow 2 dogs in the park.
al low
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 /ow/.
ăl low
V
7.
cylinder
2
˘ in der c yl
In class today we will learn how to use a graduated cylinder.
3
sĭl ĭn der
/sĭl/ /ĭn/ /der/
cymbal
/c-y-l/ /i-n/ /d-er/
˘ bal c ym
2
sĭm băl
/sĭm/ /băl/
cylinders
/c-y-m/ /b-a-l/
generous
2
4
gen er o u s
Use /k-s/. Use /y-ĭ-ī-ē/.
Put a 2 over the /s/. /k-s/ said its second sound. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a breve over the / y/. y˘ /. /y-ĭ-ī-ē/ said its short sound. 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
9.
Use /k-s/. Use /y-ĭ-ī-ē/. Use /ĭ-ī-ē-y/. Use the /er/ of her.
Put a 2 over the /s/. /k-s/ said its second sound. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a breve over the / y/. y˘ /. /y-ĭ-ī-ē/ said its short sound. Underline /er/.
Tap the cymbal gently. gently.
2
Use /ow-ō/.
allowed
N 8.
Use two-letter /ā/ that may be used at the end of English words.
delay
Thomas gave a generous gift.
3
jĕn er ŭs
/jĕn/ /er/ /ŭs/
cymbals
/g-e-n/ /er/ /ou-s/
Use /g-j/. Use the /er/ of her. Use /ow-ō-ö-ŭ-ü/. Use /s-z/.
Put a 2 over the /j/. /g-j/ said its second sound. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /er/. Underline /ŭ/ and put a 4 over it. /ow-ō-ö-ŭ-ü/ said its fourth sound. gener kind, sort -ous adjective suffix, full of, characterized by
Adj
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Lesson 15
10. recess
2
rē cess
The children played tug of war during recess.
2
rē sĕss
/rē/ /sĕss/
/r-e/ /c-e-s-s/
suit
I need to wear a suit to the meeting.
/söt/ 1
recesses, recessed
/s-ui-t/
söt
rē spond
I need to respond to the email I got.
2
rē spŏnd
suits, suited
/r ē / /r-e / /spŏnd/ /s-p-o-n-d/ Use /s-z/.
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. re- again, back, backward spond pledge
13. correct
Use /s-z/. Use two-letter /ö/ that may NOT be used at the end of English words.
Underline /ö/. N, V
12. respond
Use /k-s/. Use /s-z/. Use /sz/.
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 /s/. /k-s/ said its second sound. 1 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. N, V
11. suit
What is the correct answer?
2
V
k ōr ōr rĕkt
/k ōr ōr / /rĕkt/
responded
/c-or / /r-e-c-t/
Use /k-s/. Use /k-s/.
1
cor rect
14. tweet
twee t
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 rect align, straighten
Adj, V
The baby chicken made a soft tweet.
/twēt/
1
twēt
/t-w-ee-t/
AR and
Use /ē/ double /ē/.
Underline /ē/ double /ē/.
Fortunately the car crash was not serious.
/krăsh/ 1
tweets, tweeted
/c-r-a-sh/
krăsh
Use /k-s/. Use /sh/ used only at the beginning of a word and at the end of a syllable.
1
crash
31.3
corrected
V, N
15. crash
581
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /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. N, V
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crashes, crashed
582
Essentials Teacher’s Guide
C
Tips ips for List 15.C
biannual, annu an nua a , irrelevant rre rr e ev evan antt When there is a double consonant within a word, say the consonant twice as you sound out the word: /bii an nu aal /, /, /ir /ir rel re e vant re vant . /. /.
Spelling Analysis
1.
1
2
Word
Sentence
List 15.C 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
/tänt/
/t-au-n-t/
Use two-letter /ä/ that may NOT be used at the end of English words.
taunt
88
99
q
Write Segment
Analyze
Read
taunt
Underline /ä/.
ancestor
2
an ces tor
3.
7 Write
The girl likes to taunt the dogs.
1
tä nt
Vocabular y
2.
6 … Finger Spell & Cue Cue
My ancestor built this cabin.
3
ăn sĕs tōr
Par t of Speech
Plural / Past Tense
V, N
taunts, taunted
/ăn/ /sĕs/ ōr / /t ōr
/a-n/ /c-e-s/ /t-or /
Use /k-s/. Use /s-z/.
Put a 2 over the /s/. /k-s/ said its second sound. 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/. an- without cest go, yield -or noun suffix
N
biannual
This flower is a biannual.
/bī/ /ăn/ /nū/ / ăl/
bī an nū al
Put a line over the /ī/. 5 I and Y may say /ĭ/ or /ī/ at the end of a syllable. Put a line over the /ū/. 4 A E O U usually say their long sounds 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.
4
bi- two, twice annu year -al characterized by, kind of
bī ăn nū ăl
ancestors
/b-i/ /a-n/ /n-u/ / a-l/
Adj
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Use /ĭ-ī-ē-y/.
Lesson 15
4.
I really like my new bifocals.
bifocals
bī fō kă lz
2
binoculars
2
bi noc ū lar s
bi- two, twice foc fireplace, hearth -al characterized by, kind of -s plural
N
Use the binoculars to look at the hawk.
/b ĭ / / /nŏk/ /ū/ /l är är z/
4
b ĭ nŏk ū lärz
accept 2
ac cept
except 2
ex cept
Use /k-s/. Use /s-z/.
bifocals
/b-i / / /n-o-c/ /u/ /l-ar-s/
I am still waiting for the bike shop to accept my 2 job application.
N
ăk sĕpt
Use /ĭ-ī-ē-y/. Use /k-s/. Use /s-z/.
/ăk/ /sĕpt/
binoculars
/a-c/ /c-e-p-t/
Use /k-s/. Use /k-s/.
1
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a 2 over the /s/. /k-s/ said its second sound. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. ac- toward, add cept take, seize
7.
Use /ĭ-ī-ē-y/.
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. 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/. Put a line over the /ū/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /är/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /är/. Put a 2 over the /z/. /s-z/ said its second sound. 21 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. bin- two ocul eye -ar noun and adjective suffix -s plural
6.
/b-i/ /f-o/ /c-a-l-s/
Put a line over the /ī/. 5 I and Y may say /ĭ/ or /ī/ 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. 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. Put a 2 over the /z/. /s-z/ said its second sound. 21 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.
bī fō cal s
5.
3
/bī/ /fō/ /k ălz/
583
All the apples are green except the red one.
V
2
ĕks sĕpt
/ĕks/ /sĕpt/
accepted
/e-x/ /c-e-p-t/
Use /k-s/.
Put a 2 over the /s/. /k-s/ said its second sound. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. ex- out cept take, seize
P, C,V
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excepted
584
8.
Essentials Teacher’s Guide
intercept
2
in ter cept
9.
In soccer, the goalkeeper’s job is to intercept the ball before it enters the goal.
3
ĭn ter sĕpt
/ĭn/ /ter/ /sĕpt/
/i-n/ /t-er/ /c-e-p-t/
Use /ĭ-ī-ē-y/. Use the /er/ of her. Use /k-s/.
Underline /er/. Put a 2 over the /s/. /k-s/ said its second sound. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. inter- between, among cept take, seize
V
relevant
Please highlight the relevant information in this article.
/rĕl/ / ē / /v ănt/
rel ē vant
Say to spell /ē/. Put a line over the /ē/. 4 A E O U usually say their long sounds 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.
10. irrelevant
ir rel ē vant
11. general
2
gen er al
3
rĕl ē vănt
re- again, back, backward lev raise -ant noun & adjective suffix, characterized by
Adj
The book I got from the library was irrelevant for my research.
/ ĭr/ /rĕl/ / ē / /v ănt/
4
ĭr rĕl ē vănt
intercepted
/r-e-l/ / e / /v-a-n-t/
/ i-r/ /r-e-l/ / e / /v-a-n-t/
Use /ĭ-ī-ē-y/.
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. Say to spell /ē/. Put a line over the /ē/. 4 A E O U usually say their long sounds 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. ir- not re- again, back, backward lev raise -ant noun & adjective suffix, characterized by
Adj
In general, the food at the new restaurant is delicious.
/jĕn/ /er/ / ăl/
3
jĕn er ăl
/g-e-n/ /er/ / a-l/
Use /g-j/. Use the /er/ of her.
Put a 2 over the /j/. /g-j/ said its second sound. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /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. gener kind, sort -al characterized by, kind of
Adj, N
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generals
Lesson 15
12. proclaim
prō clai m
13. exclaimed
The judges will proclaim which team 2 won, and then they will present the trophy.
prō klām
/pr ō / /klām/
/p-r-o / /c-l-ai-m/
585
Use /k-s/. Use two-letter /ā/ 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. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ā/ that may NOT be used at the end of English words. pro- in front, in favor of, forward claim cry out, shout
V
“I got the job!” exclaimed Mary.
/ĕks/ /e-x/ /klāmd/ /c-l-ai-m-ed/ Use /k-s/. Use two-letter /ā/ that may NOT be used at the end of English words.
2
ĕks klāmd
proclaimed
1
2
ex clai me d
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ā/ that may NOT be used at the end of English words. Underline /d/ and put a 2 over it. /ĕd-d-t/ said its second sound. 19 To make a verb past tense, add the ending -ED unless it is an irregular verb. 20 -ED, past tense ending, forms another syllable when the base word ends in /d/ or /t/. Otherwise, -ED says /d/ or /t/. ex- out claim cry out, shout
14. disclaimer
The disclaimer says the warranty is void if you take the pieces apart.
V
3
exclaimed
/dĭs/ /klām/
/d-i-s/ /c-l-ai-m/
/er/
/er/
dĭs klām er
Use /ĭ-ī-ē-y/. Use /s-z/. Use /k-s/. Use two-letter /ā/ that may NOT be used at the end of English words. Use the /er/ of her.
1
dis clai m er
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ā/ that may NOT be used at the end of English words. Underline /er/. dis- apart, away, opposite claim cry out, shout -er noun suffix
15. ghost
gh ōst
Anne thought she saw a ghost.
1
N
gōst
/gōst/
disclaimers
/gh-o-s-t/
Use the advanced phonogram /g/. Use /s-z/.
Underline the advanced phonogram /g/. Put a line over the /ō/. 8 I and O may say /ī/ and /ō/ when followed by two consonants. N
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ghosts
586
Essentials Teacher’s Guide
Day 3 15.7
Wordss in Context Word
Review
All
•
Phonograms: Dictate the phonograms. 1. oy /oi/ that may be used at the end of English words.
the beginning or the end of a
may 2. ui /ö/ two-letter /ö/ that may
English words.
end of English words.
3. aw /ä/ two-letter /ä/ that may be used at the end of English words.
16. oa /ō/ two-letter /ō/ that English words.
NOT be used 5. oi /oi/ that may NOT at the end of English words.
17. ou /ow-ō-ö-ŭ-ü/ that may NOT be used at the end of
6. ough /ŏ-ō-ö-ow-ŭf-ŏf/
English words.
7. kn /n/ two-letter /n/ used
/er/ the the /er/ of bird 18. ir /er/
only at the beginning of a base word.
19. oe /ō-ö/ that may be used at the end of English words.
8. igh /ī/ three-letter /ī/
20. wh /wh/
9. au /ä/ two-letter /ä/ that
21. augh /ä-ăf/
may NOT be used at the end of
22. ed /ĕd-d-t/ past tense ending
English words.
23. ew /ö-ū/ that may be used at
10. ear /er/ the /er/ of search
the end of English words.
NOT be used at 11. ai /ā/ that may NOT the end of English words.
12. ur /er/ the /er/ of hurt
All
15. ar /är/
Student notebook Spelling Rule Cards including Spelling Rule 21 Spelling Journal Red and blue colored pencils Grammar Flash Cards 11.2, 12.3, 13.1, 13.2, 13.3, 1, 2, 2.1, 3, 9 Yellow and orange highlighters LOE Whiteboard
may NOT be used at the end of
4. oo /ö-ü-ō/
15.8
base word. the 14. ay /ā/ that may be used at the
NOT be used at the end of
•
13. gn /n/ two-letter /n/ used at
Materials
24. ow /ow-ō/ that may be used at the end of English words.
25. tch /ch/ three-letter /ch/
Spelling Rules: Review rules 1-5, 8-11, 18-22, 26-31 using the Spelling Rule Cards.
Grammar Review What is a noun? A noun is the name of a person, place, thing, or idea. 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? A, an, the - tiny 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 /s/ /k/ Ask students to find words with the following sounds in their spelling list and add them to their Spelling Journal. /s/ – s, c before e, i, and y /k/ – c, k, ck, ch
Lesson 15
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. What are two types of verbs we have studied so far? action verbs and transitive verbs What are three noun jobs we have studied so far? subject noun, direct object, and indirect object
Spelling List 15 – page 297 Identify the part of speech of each word. Mark the nouns with a red N, the verbs with a green V, V, and the adjectives with a blue Adj. Identify each of the verbs. Use the past tense form in a sentence. Write the past tense in the final column. A
equaled, checked, charted, dashed, finished, said
B
ccollected, o ecte , delayed, e aye , allowed, a owe , rrecessed, ecesse , ssuited, uite , rresponded, espon e , ccorrected, orrecte , tweeted, crashed
C
taunted, aunted, accepted, excepted, intercepted, proclaimed, exclaimed Identify each of the nouns. Write the plural form in the final column.
A
cents, germs, gifts, equals, events, checks, charts, dashes, finishes, fruits
B
parakeets, agents, ginger, delays, cylinders, cymbals, recesses, suits, tweets, twee tw eets ts,, crashes cras cr as es
C
taunts, aunts, ancestors, bifocals, binoculars, generals, disclaimers, ghosts
Conjunction C
except excep Except can be used as a conjunction. For example: Everyone is going, except Peter.
All
Past Tense 15.8-1 Past Tense – page 298 In your workbook, read each verb aloud, then write the past tense form in the correct column.
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Optional Practice Spelling Cards Dictate the words in Lesson 15 for the students to write on index cards. Color a green border around the verbs, a red border around the nouns, and a blue border around the adjectives.
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Essentials Teacher’s Guide
Quotes
All
In written language, how do we communicate to the reader that we are starting a new complete thought? We write a sentence. We know that it is a sentence because it begins with a capital letter, and it ends with an end mark. How do we cue the reader that they are reading a list? We put commas between the items in the list when there are three or more items. Punctuation marks, like words, communicate meaning. I will read a passage. Each time you hear a new person speaking, hold up a finger. Count the number of people. If the same person speaks again, do not hold up another finger. f inger. “Hurry up! You You are late!” shouted Mother. Makayla and Kevin bolted down the stairs. “I forgot my backpack!” yelled Makayla, as she turned on her heels and darted back up the steps. “She always forgets something,” muttered Kevin as he tied his shoes. “I will be waiting outside,” said Mother. “Okay,” said Kevin. Makayla reappeared with her overflowing backpack dangling from her arm. “Where’s Mom?” asked Makayla. “Outside. Let’s go.” said Kevin. How many people are speaking? three In writing, how will the reader know that someone is speaking? When someone is speaking within a written sentence, we use a comma and quotation marks to set apart the words the person is saying.
15.8-2 Quotes – page 299 Read the first sentence in your workbook.
Write the quote on the board while students read it in their workbook.
Taylor said, “The smallest girl ran the fastest.” Point to the comma. When you are reading and you see a comma, pause slightly before you continue. Read the sentence to me again. Taylor said, “The smallest girl ran the fastest.” fastest.” Who is speaking? Taylor The words contained within the quotation marks are a direct quote of what the t he person is saying. What did Taylor Taylor say? “The smallest girl ran the fastest.” Why is there a comma? It separates the information about who is speaking from what the person said. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson 15
Show Grammar Flash Card 11.2 Use a comma to separate a direct quote from the rest of the sentence. Let’s say that together. Use a comma to separate a direct quote from the rest of the sentence. Look at that first sentence in your workbook. Highlight the comma that separates the direct quote from the rest of the sentence in yellow.
Grammar Flash Card 11.2 Comma Rule 2 Use a comma to separate a direct quote from the rest of the sentence.
How does the writer wr iter indicate that Taylor Taylor is actually speaking? There are quotation marks when Taylor begins to speak and quotation marks when she stops speaking.
Show Grammar Flash Card 13.1. Use quotation marks around direct quotes. Use quotation marks around direct quotes.
Grammar Flash Card 13.1 Quotation Marks
Highlight the quotation marks mar ks yellow. Where is the period at the end of the sentence? It is before the quotation marks.
Use quotation marks around direct quotations.
With your hand, cover Taylor said, leaving said, leaving only “he smallest girl ran the astest.” showing. Is this a sentence? Yes, it has a subject and a verb and it is a complete thought. Notice that when the text is quoting a complete sentence, it begins with a capital letter.
Show Grammar Flash Card 12.3. Repeat after me: Capitalize the first word of a direct quotation unless it begins in the middle of the quoted sentence. Capitalize the first word of a direct quotation unless it begins in the middle of the quoted sentence. Read the sentence as I write it on the board.
Mom said he needs to stop “beating around the bush” and just tell tell her what what happened. happened. Why didn’t I capitalize the first word within the quotes? The quote is not a complete sentence. The author is only quoting part of what Mom said.
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Grammar Flash Card 12.3 Capitalization Capitalize the first word of a direct quotation unless it begins in the middle of the quoted sentence.
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Essentials Teacher’s Guide
Show Grammar Flash Card 13.2. Place commas and periods inside the quotation marks. Place commas and periods inside the quotation marks.
Grammar Flash Card 13.2 Quotation Marks
Highlight the period yellow. Highlight the words that are a direct quote orange.
Place commas and periods inside the quotation marks.
Read the second sentence in your workbook and I will write it on the board.
“The smallest girl ran the fastest,” Taylor said. What do you notice about this sentence? It is the same as the first one, but it is in the opposite order. The comma is inside the quotation marks. The comma separates what was said from who was speaking. The period is after said. Highlight the quotation marks around the direct quote yellow. Highlight the comma that separates the direct quote from the rest of the sentence yellow. Highlight the period at the end of the sentence yellow. Highlight the words that are a direct quote orange. Read the third and fourth fourt h sentences in your workbook. What do you notice?
“I passed the test!” shouted Josh. Josh shouted, “I passed the test!” The quote ends with an exclamation point. The exclamation point is inside the quotes. In the first sentence, the exclamation point takes the place of the comma. Highlight the quotation marks around the direct quote yellow. Highlight the exclamation point yellow. Highlight the comma yellow. What happened to the comma in the first sentence? The exclamation mark took its place. Highlight the period at the end of the sentence yellow. What happened to the period in the second sentence? The exclamation mark took its place. Highlight the direct quote orange.
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Less on 15
15.8-3 Compare the Quotes – page 299 Read the sentences in your workbook.
“I saw a cow running down Main Street,” reported the mayor. The mayor reported that he saw a cow running down Main Street. How are these sentences different? The mayor is actually speaking in the first sentence, and there is a direct quote of the words that the mayor said. The second sentence tells about what the mayor said but he is not actually speaking.
Show Grammar Flash Card 13.3. Do not use quotation marks if the person is not actually speaking. Do not use quotation marks if the person is not actually speaking.
Grammar Flash Card 13.3 Quotation Marks
Highlight the quotation marks around the direct quote in yellow. Highlight the comma that separates the direct quote from the rest of the sentence yellow. Highlight the period at the end of the sentence yellow. Highlight the direct quote orange.
Do not use quotation marks if the person is not actually speaking.
Write a set of quotation quota tion marks on your whiteboard. I will read a sentence. If it includes a direct quote, hold up your whiteboard. If it does not include a direct quote, then shake your head “no” “no” for no quotes. The teacher asked the students to put down their pencils. no quotes “Come on in! I am so glad to see you,” said Mrs. Henderson. quotes The farmer said that he expects the price of corn to be low this year. no quotes The security agent said, “I need to see your driver’s driver’s license. license.” quotes “What time is it?” asked Grace. quotes The officials announced the race would be starting in five minutes. no quotes
15.8-4 Quotes – page 300 Read each sentence. Highlight the quotation marks yellow. Highlight the comma yellow. Highlight the end mark yellow. Highlight the direct quote orange.
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Essentials Teacher’s Guide
Identifying Parts of Speech Teacher Tip
15.8A Identifying Parts of Speech Speech – page 301 Read the sentence. I will write it on the board. Together Together we will label the parts par ts of speech.
Six children finished the difficult lesson. Who finished? children, subject noun What is being said about children? children finished, verb How many children? six, adjective What did the children finish? lesson, direct object What kind of lesson? difficult, adjective Which lesson? 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 children and finished Underline the simple subject. Double underline the simple predicate.
Adj
SN
TV
A
Adj
DO
Six children / children / finished finished the difficult lesson.
Identifying Parts of Speech Write the phrases on the board and label the parts of speech as modeled in Level A.
Level B 15.8B Identifying Parts Parts of Speech – page 302 A
SN
SN
TV
IO A Adj DO
Mother / Mother / mailed mailed Leo a long letter.
A
Adj
DO
A
Adj
SN
The parent volunteers / TV
A
PNA
DO
returned the students’ poems, DO
C
DO
reports,, and flashcards. reports A
SN
TV
A
The agent / collected collected the PNA
DO
customers’ tickets.
Level C 15.8C Identifying Parts Parts of Speech – page 303 A
SN
TV
A
The scientist s cientistss / interpreted interpreted the DO
experiment. A
Adj
SN
The overzealous lawyer / TV
A
DO
taunted the witness, TV
A
DO
C
entertained the spectators, and TV
A
DO
offended the sheriff. SN
TV
General Wilson / showed showed IO
A
PNA
Abigail the inspector’s inspector’s DO
binoculars. binocular s.
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IO
the correct books.
Mother mailed Leo a long letter letter.. Who mailed? Mother, subject noun What is being said about Mother? Mother mailed, verb What did Mother mail? letter, direct object What kind of letter? long, adjective Which letter? a, article adjective To T o whom did she mail mail it? Leo, indirect object 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 Mother and mailed Underline the simple subject. Double underline the simple predicate.
TV
The teacher / teacher / found Mason
Lesson Less on 15
593
Alex sold sold the tourists tourists beautif beautiful ul flowers, flowers, fresh fresh fruit fruit,, and hot drinks. Who sold? Alex, subject noun What is being said about Alex? Alex sold, verb What did Alex sell? flowers, direct object What kind of flowers? beautiful, adjective What did else Alex sell? fruit, direct object What kind of fruit? fresh, adjective What else did Alex sell? drinks, direct object What kind of drinks? hot, adjective What is the t he word “and”? “and”? conjunction To T o whom did he sell them? tourists, indirect object Which tourists? 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 Alex and sold Underline the simple subject. Double underline the simple predicate.
SN
TV A
IO
Adj
DO
Adj
DO
C
Alex / Alex / sold sold the tourists beautiful flowers, fresh fruit, and Adj DO
hot drinks.
Dictation
15.9
Read each phrase. Ask the students to repeat it aloud, then write it in their notebooks notebooks.. A
1. Grandma said, “The children attended the program.” 2.. The girl got a different chart.
B
1.. The director returned the cymbals. 2.. The teacher delayed recess.
C
1.. She researched her ancestors. 2. The prominent scientist accepted the contract.
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Teacher Tip 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.
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Essentials Teacher’s Guide
Day 4 15.10 All
Words Wo rds in Action
Review
•
Phonograms: ime how quickly the students can read all the phonograms (sounds only). Challenge the students to beat their best time.
•
Grammar: 15.10-1 Quotes – page 304 Add quotation marks and a comma where they’re needed for each sentence. Name the parts of a sentence. A sentence must must have a capital letter, letter, subject, verb, complete thought, and end mark.
15.10-2 Sentences and Fragments Fragments – page 305 Write an S next to the complete sentences. Write Write an F next to the fragments.
Write a present tense sentence on the board. Direct the students to rewrite the sentence in past tense on their whiteboards.
The woman designs books. The sisters play games. The boy throws the ball. The man watches the bird. The author laughs.
Vocabulary
15.11
A
Level L eve A V Vocabulary oca u ary Today we will learn a new morpheme. This morpheme Today morpheme will be added to o the beginning of English words. What do we call a morpheme that hat is added to the beginning of a word? It is called a prefix.
re15.11-A1 . The Prefix Re- – page 306 3 6 In your workbook you have ave five sentences that use the prefix rere-. -. Read Rea e each ac sentence. sentence. TThink in carefully about the meaning of the word. Then raise your hand when you ou think t in you you know now what w at rere- means. - means.. What hat does re- mean? Re- means to do it again. re- to each word. Read 15.11-A2 . Vocabulary – page 3 307 0 Add rethe e word. wor . Us wor Use e itit in in a sentence sent se nten ence ce aloud. a ou . Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Phonogram Game Cards Stop watch LOE Whiteboard
Level A Morpheme Card: re-
Level B Spelling Rule Flash Card 24 Phonogram Game Tiles Morpheme Card: -ful
Level C Morpheme Cards: bi-
annu
inter-
claim
ocul
cept
Bifocal glasses Binoculars Student notebook 3 colors of highlighter Dictionary
Challenge Past and Present Ask the students to think of a present tense sentence using their spelling words. Write the sentence on the board. Then ask the students to rewrite the sentence in past tense.
re-re again Latin
Lesson 15
B
Level L eve B Vocabulary Voca u ary Today we will learn a new morpheme that is added to the end of Today the word. What is a morpheme that is added to the end of the word ccalled? a e ? IItt is is called ca e a suffix su ix
shovel + ful ful = What new word is formed? shovelful What W at does oes shovelful mean? mean? It means the amount of something that will fill up a shovel. Use it in a sentence. What do you notice about the suffix suff ix -ful ? It is written with one L. Write the suffix -ful suffix -ful on on your whiteboard.
-ful full of Old English
How H ow is is the t e word wor full sp spelled? spelled? spe e ? wi with wit t two two tw o L’s L’s L’ Write the word full word full on on your whiteboard. Point P oint tto o the t e suffix su ix --ful. su u. Point to the word full . Many people mix up the suffix -ful with with the word full . Therefore we have a spelling rule to remind us how to spell the suffix correctly.
Show Spelling Rule 24. -Ful iiss a suffix -Fu su ix written written with wit one one L w when en added a e to to another anot er syllable. sy a e.
Spelling Rule 24
15.11B 1 5.11B The T e Suffix Su ix -ful - u – page page 308 Form new words using the
-Ful is a suffix written with one L when added to another syllable.
suffix -ful in in your workbook. Use each word in a sentence. Now we will Now wi p play ay a game game gam e using using usin g -ful . I will wi say say aa word. worr . Write wo Writ Wr ite e itit using using usi ng the phonogram tiles. If you spell the base word correctly, you will receive rece re ceiv ive e one one point. poin po int. t. IfI you you spell spe the spe t e suffix su ix correctly, su corr co rrec ectt y, you you will you wi receive rece re ceiv ive e one point. We will play to 20 points. Many of these words have not been een ee n on on our our Spelling Spe Sp e in ing g Lists. Lists Lis ts.. However, Howev How ever er,, they t ey only on y use use phonograms use p on onog ogra rams ms that t at you already know.
-ful painful
delightful
powerful owerful
joyful
eventful
pocketful ocketful
pocketful p oc et u
mouthful m out u
restful est u
wonderful
helpful
skillful
fruitful
stressful
spoonful
bowlful ow u
lawful aw u
truthful rut u
bucketful
meaningful
watchful
cheerful
thoughtful
outhful youthful
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C
Level C Vocabulary What hat do you notice about Spelling List 15.C? Three words begin with w it bi-: i-: biannual, ian ann nua , bifocals, i oca s, binoculars. ino noccu ars. Three T ree words wor s include inc u e cept: cept: accept, except, intercept. Irrelevant and relevant are related. Three words include claim: proclaim, exclaim, disclaimer.
bi-What hat do you think the prefix bii- means? Draw raw a picture of binoculars. Draw raw a picture of a bicycle. Do o you notice anything that is similar between a bicycle and binoculars? ars? T Thee bicycle icyc ic yc e has as two two wheels. w ee s. Binoculars Bino Bi nocu cu ar arss have ha ave av ve e tw two o lenses. enses ens es..
Show the morpheme card
bi-
.
Bi- means two Bi- means two.. What at are bifocals bifocals??
Show the students a pair o biocals. Bifocals are Bifocals Bi oca s are are ar e glasses g as asse sess that t at have ave av e two prescriptions. pres pr escri cript ptio ions ns.. One One pa part rt of o the t e lens enss en usually sually helps your eyes to focus on something up close. The second part art of the t he lens helps to focus farther away. What at morphemes morp eme emess do o you see in bifocal ? bi-, foc, -al
bi-bi bin-
two, twice Latin
bi + foc + al What hat does bibi- mean? mean? two How ow does this relate to bifocals? They have two places to focus. The root foc is is from focus focus.. What does it mean to focus? Interestingly nteresting y the t e morpheme morp eme foc mo oc in oc in Latin in Latin meant meant fireplace irep ir ep ace or hearth. eart . How ow do you think a word that meant fireplace came to mean focus? The fireplace was the focal point of the room. What hat does the prefix -a -al mean? mean? pertaining to What hat three morphemes are in biannual ? bi-, annu, -al
Show Sh ow the the morpheme morph mor pheme eme card car annu . What hat does annual mean? mean? occurring once a year What hat does biannual mean? mean? occurring twice a year
Show binoculars. Sho w the students stu ents a pair o stu o binocular bino culars. s. What hat do you see that is related to the number two with binoculars? lars ars?? Binocu ars Binoculars ars have ave two lenses. enses. enses. Which hich form of the Latin prefix for two is used? binCopyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
annu year Latin
Lesson Less on 15
Do you have any guesses what ocu oculars refers oculars ars refers to? ars refers
Show the morpheme card ocul . Ocular Ocu ar means means means pertaining pertainin pertai ning g to the t e eyes. eyes. eyes. How are binoculars binoculars related to eyes? You look through binoculars with thin gss tthat and there len w it your you ourr eyes eyes to to see see things t in ing g at are are far ar away, away aw ay,, an t er eree are are two two lensensss-en es, one for each eye to look through.
ocul eyee ey Latin
relevant, irrelevant 15.11C-1 . - Sentences – page 309 9 Read the sentences. Think aabout out what w at you you know now about a out morphemes. morp emes. C Complete omp ete eeach ac ssentence entence with either relevant or or irrelevant . What W at does oes re relevant evant mean? mean? co connected conn nnec ecte te to, to, related re at re atee What two morphemes form irrelevant ? ir- and relevant What W at prefix pre ix assimilated assimi ate to to irir-? r-?? inrnWhy? relevant starts with with /r/ What does the prefix irir- means? means? not
inter-, nter-, cept What W at words wor s in in the t e list ist include inc u e the t e morpheme morp eme cept ? accept, except and intercept
Show Sh ow the the morpheme morphem morp hemee card car cept . car
cept take, seize Latin
Cept means means to take or to seize. Iw will i tthrow row a ball a tto o (student). (stu ent . I w want ant ((student) (studen stu entt) tto o iintercept ntercept iit. t. eacher eacher ip: Do not provide the students with a clue about what it means to intercept. Ask one student to intercept the ball when you try to throw it to someone else. What does it mean to intercept? Intercept means to get in the middlee and an take ta e something somet ing When you intercepted the ball, the ball was traveling between two people. In your notebook, write all the words that you can think of tthat at start start with wit interinter-.. int intersection, inter erse sect ctio ion, n, interchange, intercc ang inter ange, e, interlibrary, interr i ra inte rary ry,, inter int internaerna na-tional, interrupt… What W at does oes interinter- mean? nter- mean? nter mean? between, etween, among
Show Show the morpheme card inter- . What are the morphemes in intercept ? inter- and cept What W at does oes intercept ntercept mean? mean? to take ta e between, etwee etw een, n, or to seize seiz se izee something some so mett ing from between two other people.
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interbetween, among Latin
597
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Essentials Teacher’s Guide
except, accept 15.11C-2 . - Accept e and Except – page 309 9 Read ead the words. Do they ey sound soun the t e same? same? yes Read ead the definitions. Do they mean the same thing? No, in some ways wa ys they t ey are are opposites. opposit oppo sites. es. These words are are opposites! opposites! Words that sound the same but have different meanings are called homophones. Although these words have ave av e opposite opposi oppo site te meanings, meani mea ning ngs, s, many many people peop pe op e mix mix them t em up up with wit spelling. wit spe sp e in ing. g. But ut when we know the morphemes it will help us to remember which w ic one one to to use use where. w ere.
Teacher Tip Except, Accept except - to leave out, to not include (take out) accept - to receive with approval (take toward)
Teacher Tip
What hat are the morphemes in except ? ex- and cept Write rite them on your whiteboard.
Homophone homo - same
ex- + cept What hat does exex- mean? mean? out Just knowing that exex- means means out and cept means means take, what is the definition of except ? tto o ta takee out out Which hich definition do you think matches with except ? to leave out, to not n ot include in c u e What hat are the morphemes in accept ? ac- and cept Write rite them t em on on your your whiteboard. w ite oar .
phone - sound
exe-
e f-
out, up Latin
ac- + cept What hat prefix assimilates to acac-?? ad- which means toward What at does oes accep accept mean? mean? to take ta e toward towar tow ar Which hich definition in your workbook defines accept? to receive with approval Write rite two sentences sentences senten ces using using except except and an two sentences sentencess using sentence using accept in your notebook. Match atc the t e morphemes morp emes to to the t e 15.11-C3 15.1 15 ..111-C3 -C3 Matching Matc Ma tc ng – page page pag e 310 M
ad-ad a(before sc, sp)
ac-
afag-ag al-al an -
ap arasat-
to, toward, add Latin
definitions.
claim Show Sh ow the the morpheme morph mor pheme eme card car claim . Claim means Claim means to cry out or to shout.
15.11-C4 . Vocabulary – page 311 3 Highlight the morphemes in different colors. Write the definition of each of the morphemes. Look up p the word definition in a dictionary and write it on the next line. Compare Comp Co mpar are e tthe e two definitions. e in init itio ions ns.. Write Writ Wr ite e a sentence sent se nten ence ce using usin us ing g the t e wo wor word. r . Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
claim cry out, shout Latin
Lesson 15
Dictation
15.12
Read each phrase. Ask the students to repeat it aloud, then write it in their notebooks notebooks.. A
1.. The girl checked the chart.
Father, and Aunt Kim finished the fruit. 2.. Mother, Father, 3.. The children sell excellent gifts.
B
1.. The parents responded. 2. A winter storm delayed the king’s banquet.
report. 3.. The teacher corrected the president’s report.
C
1.. A volunteer assigned a compass and binoculars to each member. 2.. The inspector accepted the amendment. 3.. The puppet taunted the spectators.
Composition
15.13
A
15.13 15. 1 5.1 5. .1 13A 3A A Comp Composition Compositi Compos os t on – page 312 312 Write six sentences with a ssubject, u ject, past past tense tense verb, ver , and an direct irect object. o ject ct.. Make Ma e sure sure to to change c ange the t e verb from ver rom present presen pre sentt tense tense to past tense. tense.
15.14
Reading The Essentials Reader – Lesson 15 (optional)
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Essentials Teacher’s Guide
Day 5 15.15
Check Your Understanding
Review
All
•
Grammar: Review Grammar Flash Cards 1-1.5; 1.7-1.9; 2-2.6; 3-3.2; 7, 9-9.5, 11.1-11.2, 12.1, 12.2, 13.1-13.3.
Grammar Flash Cards
Vocabulary: oca u ary: C C V •
Provide Prov Pr ovii e the the st stu students u en ents ts wi with th si sixx in index ex ca car cards. r s. Sa Sayy th thee me mean meaning anin ingg o a mo morrpheme. heme he me.. Te Te students stu en stu ents ts sh shou should oull write writ wr itee the the morpheme morp mo rphe heme me on an index in ex card. carr . ca Combine these with the index cards rom previous lessons. prefix refix that means two — biiyear — annu eye — — ocu ocul to o take, to seize — cept between, etween, among — interto o cry cry out, out,, to out to shout s ou outt — cclaim aim Choose ten morphemes Choose morphem morp hemes es to practice. practice pra ctice.. Lay Lay them them definition e niti nition on side si e up up on up on on the he table. Say the morpheme and ask the student to slap the right definition. Choose ten new morphemes. Lay them morpheme side up. Say the definition and ask the student to slap the right morpheme. heme.
15.16
Check Your Understanding
All
Materials
Check Your Understanding 15 – page 313-315
Phonograms
All
Dictate the phonograms or students to write in their workbooks. /er/ the the /er/ of bird 1. ir /er/
9. r
/r/
2. or /ōr/
10. igh /ī/ three-letter /ī/
3. ck /k/ two-letter /k/
11. kn /n/ two-letter /n/ used only
4. ou /ow-ō-ö-ŭ-ü/ that may
at the beginning of a base word.
NOT be used at the end of
12. y /y-ĭ-ī-ē/
English words.
13. p /p/
5. k /k/ tall /k/
14. ear /er/ the /er/ of search
6. ch /ch-k-sh/
15. x /ks-z/
7. ur /er/ the /er/ of hurt
16. gn /n/ two-letter /n/ used at
8. oe /ō-ö/ that may be used at the end of English words.
the beginning or the end of a base word.
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Level C Index cards Morpheme Cards
Lesson 15 17. ed /ĕd-d-t/ past tense ending
38. e /ĕ-ē/
18. th /th-TH/
39. er /er/ the /er/ of her
19. h /h/
40. ough /ŏ-ō-ö-ow-ŭf-ŏf/
20. ew /ö-ū/ that may be used at
41. w /w/ 42. f
the end of English words.
21. ui /ö/ two-letter /ö/ that may
ā/ that may be used at the 43. ay / ā/
NOT be used at the end of
end of English words.
44. tch /ch/ three-letter /ch/
English words.
22. s
/f/
45. ea /ē-ĕ-ā/
/s-z/
NOT be used 23. oi /oi/ that may NOT
46. ai /ā/ that may NOT be used at
at the end of English words.
the end of English words.
24. o /ŏ-ō-ö/
47. wh /wh/
25. m /m/
48. v /v/
26. ng /ng/
49. sh /sh/ used only at the
27. g /g-j/
beginning of a word or at the
28. au /ä/ two-letter /ä/ that
end of a syllable.
may NOT be used at the end of
50. a /ă-ā-ä/
English words.
51. oo /ö-ü-ō/
29. b /b/
52. l
30. i
53. n /n/
/ĭ-ī-ē-y/
31. ow /ow-ō/ that may be used
54. ar /är/ 55. j
at the end of English words.
32. qu /kw/
/l/
/j/ the /j/ of jump
56. oy /oi/ that may be used at
33. u /ŭ-ū-ö-ü/
the end of English words.
34. oa /ō/ two-letter /ō/ that
57. z /z/
may NOT be used at the end of
58. ee /ē/ double /ē/
English words.
59. aw /ä/ two-letter /ä/ that may
35. d /d/
be used at the end of English
36. augh /ä-ăf/
words.
37. c /k-s/
60. t
/t/
Dictation Read the phrase. Ask the students to repeat it aloud, then write it in their workbooks. Do NO ask students to mark the parts o speech. A
1.. Father held thirteen cents. 2. That soap destroys germs. 3.. The boys and girls read an excellent book. 4.. Mother saw the gift. 5.. Three plus ten equals thirteen.
program. 6.. The children watched a different program. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
601
602
Essentials Teacher’s Guide
clock. 7.. The events start at ten o’clock. 8.. The woman checked the fruit. 9.. Grandmother mailed the chart. 10.. The duck finished the corn. 11.. say 12.. says 13.. “Draw a black dash on the paper,” said the teacher.
B
1.. The parakeet said, “Tweet.” 2.. A generous agent corrected the doctor’s ticket. 3.. The ginger seedling is growing in the soil. 4.. The squirrel collects acorns. 5.. Lightening will delay recess. 6.. The artists allowed crashing cymbals.
t he cylinder.’ 7.. A rabbit is standing on the crash. 8.. The referee avoided a crash. 9. The queen responded. 10.. The clerk bunched up the suit.
C
1.. The journal is biannual. 2.. The dentist taunted his assistant. 3.. Her ancestors intercepted the schooner at the wharf.
bifocals and binoculars in the canoe. 4.. The professor put his bifocals 5. The general accepted the command. 6.. The customers’ character is irrelevant. 7.. The assignment is relevant. 8.. The scientist exclaimed, “I saw a ghost!” 9.. The container has a disclaimer on it. 10.. The mayor proclaimed the start of the contest.
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.