Essentials2!01!04 Teachers Guide Single-teacher-license 2015

93

Lesson 1 Phonograms

a

to

z

Exploring Sounds

Consonants, Vowels, & Multi-Letter Consonants

Spelling Rules

Spelling Rules 11 & 21

Grammar

1 Nouns, 1.1 Singular Nouns, 1.2 Plural Nouns

Vocabulary

Level C

Day 1 1.1 1. 1

con-

pact

sist

ab-

tract

flict

tent

Essential Concepts

Phonograms

All

Introducing the Logic of English Introduce the Logic o English using the ollowing script. Every word is made up of sounds. These sounds are rearranged to form words. An individual sound is called a phoneme phoneme.. Do you hear the word phone word phone in in phoneme phoneme?? yes What other words do you know that have phone phone in them? tele phone, megaphone, phonograph, cell phone What do you think phone think phone means? means? Phone means sound. What are some of the phonemes in English? /m/, /n/, /s/ Do you know how many sounds are in English? There are 45.

Write on the board: 45

plex

sounds

Written words are a visual code for spoken words. Since each word is made up of phonemes (which are sounds), the most basic symbols on the page represent phonemes. These written symbols of sounds are called phonograms. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Materials Basic Phonogram Flash Cards a to z 1 set of A-Z Phonogram Game Cards per student Spelling Rule Card 11

Challenge 45 Sounds Challenge the students to identify all 45 sounds. Many students will not realize that some sounds like /zh/ and the voiced /TH/ are even part of the language.

94

Essentials Teacher’s Guide

Do you hear the word phone word phone in in phonogr phonogram am?? yes What does phone does phone mean? mean? sound Do you hear the word gram gram in in phonogr phonogram am?? yes What other words do you know that have gram gram in in them? telegram, pictogram, tangram What do you think gram gram means? means? Gram means picture. Phonograms are pictures of sounds. All written words in English Phonograms are are made up of phonograms which provide us with clues as to how the word will be pronounced. Many people have been taught the sounds of the letters. How many letters are in the alphabet? twenty-six

Write 26

letters on the board: letters

Teacher Tip 45 Phonemes The sounds are listed on the "Sound to Spelling" section of the Phonogra Phonogram m and Spelling Rule Quick Reference. Reference . The sounds ăf, ĕd, gw, ŏf, sē, ŭf , and wer are are technically considered two phonemes combined together. The schwa (ә ), or unstressed vowel sound, is also not a separate phoneme, since it makes the same sound as short /ŭ/ or /ĭ/.

Do you see a problem? There are more sounds than letters. To solve this problem, some To so me phonograms (sound pictures) will be written with more than one letter. In English there are two types of phonograms: single-letter phonograms and multi-letter phonograms. In Essentials Essentials,, you will learn the 74 Basic Phonograms that explain 98% of English words. In addition to phonemes, words are also made up of units of meaning. What are the two units of meaning we discussed in the word phonogram? Phone Phone means means sound and gram gram means means picture. The units of meaning are called morphemes morphemes.. While the phonograms will provide us with clues about how a word sounds, morphemes provide us with clues to the meaning of the word. Together, phonograms and morphemes provide powerful clues Together, that help us read and spell. All

Teacher Tip Phonograms For success in reading and spelling, it is the sounds sounds of of the phonograms that the students must learn to the point of automaticity.

New Phonograms A-Z Today we will learn the phonograms A to Z. Some of these phono Today grams will say more than one sound. I will show you a phonogram and say the sound or sounds. Repeat the sound. Raise your hand if one or more of the sounds is new to you. Some of the new sounds were probably taught to you as exceptions. That means every word that uses that sound would have been taught as a sight word.

each all the sounds o A-Z using the Basic Phonogram Flash Cards. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Phonograms Always refer to phonograms by their sounds. Do NOT refer to the letter names.

Lesson 1

When you get to qu, show qu and use the ollowing dialog. What does this say? /kw/ How many letters are used to write /kw/? /k w/? two /kw/ is a multi-letter phonogram. A multi-letter phonogram is phonogram is a phonogram that uses two or more letters to represent a sound. Only twenty-five of the phonograms are written with one letter. The phonograms written with one letter are called single-letter phonograms. phonograms. There are forty-nine multi-letter phonograms. Are there more single-letter or more multi-letter phonograms in English? more multi-letter phonograms

Optional Practice Multi-Sensory Learning Provide the student with a set of Phonogram Game Cards. Ask the student to sort them into single-letter and multiletter phonograms. Count how many of each there are.

Teacher Tip All

Phonogram Flash Cards

Practice reading the sounds o A-Z with lash cards.

1.2

All

Exploring Sounds

Phonogram Sounds Sample words for each sound are provided as a teacher reference on the back of the Basic Phonogram Flash Cards.

Consonants & Vowels What is a vowel? answers vary Commonly people are taught that a vowel is A, E, I, O U, and sometimes Y. Y. However, in English English there are 15 vowel sounds and 25 ways to write those sounds! Rather than memorize every vowel, it is much better to learn the definition of a vowel. Vowels are sounds that are made when our mouths are open. VowVowels are els can be sustained, sust ained, such as in singing. Vowels can be made louder and softer. What is a vowel? A vowel is a sound that is made with the mouth open and that can be sustained (or sung). It can be made louder and softer. Consonants are sounds that are blocked by the lips, teeth, or tongue. Consonants are Most consonants cannot be sustained or sung. Most consonants cannot be made louder and softer. What is a consonant? A consonant is a sound that is blocked and a nd cannot be sustained (or sung). It cannot be made louder or softer.

Model how to determine whether a phonogram is a vowel or a consonant using 5-10 o the A-Z phonograms. Be sure to test every sound o the phonogram. Be sure to model Y and possibly I, since they have both vowel and consonant sounds. For example: Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Vowels & Consonants For more information, see Uncovering the Logic of English, Chapter 4: “Consonants, Vowels, and Syllables.”

95

96

Essentials Teacher’s Guide a

/ă-ā-ä/ Can you sing the first sound /ă/? yes Can you make /ă/ louder and softer? yes Is your mouth open? yes Is /ă/ a vowel or a consonant sound? vowel Can you sing the second sound /ā/? yes Can you make /ā/ louder and softer? yes Is your mouth open? yes Is it a vowel or a consonant sound? vowel Can you sing the third sound /ä/? yes Can you make /ä/ louder and softer? yes Is your mouth open? yes Is it a vowel or a consonant sound? vowel

Teacher Tip b

/b/

Isolating Sounds

Can you sing /b/? no Can you make /b/ louder and softer? no What is blocking the sound? my lips Is it a consonant or a vowel sound? consonant r

/r/

When you pronounce /r/ be careul to say it as a quick, clipped sound. You may even opt to cut o the sound by pretending your ingers are scissors. Can you sing /r/? Answers will vary. /r/ is a consonant consonant and it stops. We can think of it as being clipped or cut off. /r/. It is not sustained. sust ained. /r/. Say /r/. /r/ What is blocking the sound? my tongue Try to say /r/ fast. /r/ In Lesson 3 we will learn a phonogram that is related but that can be sustained. Is /r/ a vowel or a consonant? consonant y

Be sure to isolate the sound /b/. It is not /bŭ/. Some students will try to sing the /ŭ/ sound and then argue it is a vowel.

Teacher Tip R and ER R is a consonant. It is sound that is abrupt and clipped. ER is a vowel. It can be sustained. ER will be introduced in Lesson 3.

/y-ĭ-ī-ē/ Can you sing the first sound /y/? no Can you make /y/ louder and softer? no What is blocking the sound? my tongue Is it a vowel or a consonant sound? consonant Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip I and Y The phonogram I also has three vowel sounds, /ĭ-ī-ē/, and one consonant sound, /y/.

Lesson 1

Can you sing the second sound /ĭ/? yes Can you make /ĭ/ louder and softer? sof ter? yes Is your mouth open? yes Is it a vowel or a consonant sound? vowel Can you sing the third sound /ī/? yes Can you make /ī/ louder and softer? sof ter? yes Is your mouth open? yes Is it a vowel or a consonant sound? vowel Can you sing the fourth sound /ē/? yes Can you make /ē/ louder and softer? yes Is your mouth open? yes Is it a vowel or a consonant sound? vowel How many consonant sounds does /y-ĭ-ī-ē/ make? one How many vowel sounds does /y-ĭ-ī-ē/ say? three

Provide each student with the 26 A-Z cards rom a set o Phonogram Game Cards to sort into two stacks: consonants and vowels. Which phonograms make a vowel sound? A, E, I, O, U, Y Which phonograms are both a consonant and a vowel? I and Y

1.3

Teacher Tip /m/ and /n/ A few consonant sounds can be sustained, such as /m/ and /n/. These sounds, s ounds, however, however, are clearly blocked and are therefore consonants. They cannot be sustained with the mouth open.

Teacher Tip Other Vowels The multi-letter vowels and multi-letter consonants will be introduced in later lessons.

Spelling Rule

All

Rule 11: The Phonogram QU

Spelling Rule 11

Which multi-letter phonogram did we find in the alphabet? /kw/ /kw/ is a multi-letter consonant. This This also brings us to our first spelling rule: Q always needs a U; therefore, U is not a vowel here.

Q always needs a U; therefore, U is not a vowel here.

Why isn't U a vowel in the phonogram /kw/? U is not a vowel because it is part of the multi-letter consonant /kw/. /kw/ is a sound that is blocked; it cannot be sustained or made louder.

Teacher Tip

Let’s say the rule together three times. Read each of the words as I write them on the board.

quit quit quest

quilt quiz

From now on, when we find two letters that work together as one phonogram, we will underline them. This is to help us remember the letters are working together. Q and U work together to say /kw/.

quit quit quest

quilt quiz Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Letter Names We do use letter names when we talk about specific letters in the spelling rules.

Optional Practice Spelling Rule 11 • Create a poster to illustrate Spelling Rule 11. • Ask the students to teach the rule to someone else.

97

98


Day 2 1.4 1. 4

All

•

Building Words

Review Phonogram Game: Phonogram Dragon Set Up: Shuffle together the t he 26 A-Z phonograms rom two sets set s o Dragon card Phonogram Game Cards plus 1 Dragon card (53 cards). Deal out all the cards to the players (2-4 players per game). Some players may have one more or one less card than others. Players should hold their cards in a an in their hand.

any How to Play: Players look through their hand and lay down any matches. As they lay down a match, they must read the sounds. o begin play, the first player draws one card rom the player o his choice. I the card he draws matches one in his hand, he reads the sound(s), lays the match down, and takes another turn. I a match is not ound, the player adds the new card to his hand. Play Pl ay then moves to the next player on his lef. Play ends when someone lays down all his cards. Te player lef holding the Dragon card loses. •

1.5

All

Exploring Sounds: 1.4 Consonants and Vowels – page 1 Open your workbook to page 1. Sort the phonograms into consonants and vowels.

Materials 2 Phonogram Game Card sets Dragon Card Dragon Card Spelling Analysis Card

Teacher Tip Workbook Icon The green book in the margin signifies an exercise in the Essentials Student Workbook. See "Symbols" on page 17 for a key to the symbols used in this book.

Introduction to Spelling Analysis

Single-Letter and Multi-Letter Phonograms Provide the student with a set o A-Z Phonogram Game Cards. Sort the phonograms into two piles. In the first pile, place all the single-letter phonograms. In the second pile, place all the multi-letter phonograms.

he students should place qu in one pile and the rest o the phonograms in a second pile. Today T oday we will learn a process called Spelling Analysis. During Spelling Analysis we will discover how phonograms work together to spell words. This is not a typical spelling list or spelling test where you try to memorize how to spell a word by how it looks or by memorizing the letter names. Rather, it is a chance to discover why words are spelled and read the way they are. This will help you to develop the skills to spell any word. During this process, I will teach you how to spell each word. But I will not tell you how to spell it using letter names. You will also need to Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Spelling Analysis A more detailed guide to teaching Spelling Analysis is provided in the Introduction, pages 17-34.

Lesson 1

use your knowledge of segmenting words, the phonograms, and eventually the spelling rules in order to spell each word. Finger Spelling As you segment a word, I will give you hints about the spelling. One hint that I will give you is that I will hold up one finger for each single-letter phonogram, and if a sound is spelled with a multi-letter phonogram I will hold up the same number of fingers as there are letters to spell that phonogram. If you are sounding out a word with the phonogram /kw/ how many fingers will I hold up? two If you are sounding out a word with the phonogram /m/, how many fingers will I hold up? one Let's try two words. Sound out the word mat. /m-ă-t/ Hold up one inger or each sound as the student sounds out mat . Now sound out the word quit. /kw-ĭ-t/ Hold up two ingers or /kw/ and one inger or each o the other sounds as the student sounds out quit . Find the phonograms /k/ and /k-s/ and show them to me. The student shows k and c . What do you notice about these phonograms? They both say /k/. Spelling Hints If you are spelling a word that uses one of these phonograms, I will need to give you a hint about which one to use. I will do this by pointing to my finger and repeating the phonogram sound(s) and hints for the phonogram you should use. For example, let's try the word kid .

Hold up one inger or each sound in kid . Ater the student says /k/, point to that inger and say, "Use tall /k/." Sound it out. /k-ĭ-d/ out. /k-ĭ-d/ Use tall /k/. Why do you think I called it tall /k/? It is taller than /k-s/.

Hold up one inger or each sound in cat . Ater the student says /k/, point to that inger and say, "Use /k-s/." Now sound out cat. /k-ă-t/ Use /k-s/. Using your Phonogram your Phonogram Game Cards, Cards, find other pairs of phonograms phonograms that I will need to provide a hint about how to spell, because they share a sound. i and y both say /ĭ-ī-ē-y/. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.

99

100

Essentials Teacher’s Guide i o g s s

, y , and e all say /ē/. and u both say /ö/. and j both say /j/. and c both say /s/. , x , and z all say /z/.

When you hear one of these sounds that have multiple options for spelling, I will tell you which phonogram to use. I will say the sound and then the hints for a phonogram. Show me the correct phonogram. If a word includes the sound /ē/ and I say, "Use /ĭ-ī-ē-y/," which phonogram would you use? i If a word includes the sound /ö/ and I say, "Use /ŏ-ō-ö/," which phonogram should you use? o If a word includes the sound /j/ and I say, "Use /g-j/," which phonogram should you use? g If a word includes the sound /y/ and I say, "Use /y-ĭ-ī-ē/," which phonogram should you use? y If a word includes the sound /k/ and I say, "Use tall /k/," which phonogram should you use? k Phonograms with Multiple Sounds Find all the phonograms that say more than one sound. Set aside the phonograms that make only one sound.

he students ind: a c e g i o s u x y . Read the first sound of each of these phonograms. The first sound is the most common sound. What is a vowel sound? A vowel sound is produced with the mouth open, it can be sung, and it can be made louder and softer. How many of these phonograms make a vowel sound? six In future lessons we will learn rules that explain when the vowels say each of their sounds. Set aside the phonograms that make a vowel sound. Which phonograms that make more than one sound say only consonant sounds? c g s x Show me the phonogram /k-s/. c This phonogram has a rule that explains when it says each of its sounds. The rule is: C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. We will learn more about this rule in Lesson 15. What is most important to know now is that /k/ is the most common sound and there is a rule that will tell us when C says /s/. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Spelling Rule 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/.

Lesson 1

Show me the phonogram /g-j/. g This phonogram also has a rule that explains when it says says each of its sounds. The rule is: G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Once again we will learn more about this rule in Lesson 15. However,, which sound of /g-j/ will be the most common? /g/ However Why? It is the first sound. Which two phonograms are left? /s-z/ and /ks-z/ Some phonograms, like s and x , do not have a rule that explains when each of the sounds is made. Whether or not we have a rule to say which, knowing the different sounds a phonogram makes enables us to explain the spelling and pronunciation of each word.

Spelling Analysis Tips for the Teacher: One-Syllable Words When teaching Spelling List 1.A you will use the steps listed on the "One-Syllable Words" side o the Spelling Analysis Quick Reference. Reference. he steps are also show below:

1011 10

Spelling Rule 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/.

Teacher Tip Spelling Rules 1 & 2 Spelling Rules 1 and 2 are included in the Analyze hints each time a spelling word uses a C or a G. Repeating the rules will help prepare students for Lesson 15.

Teacher Tip Spelling Analysis

One-Syllable Words

Quick Reference 1

SSay ay the t e wor word.. word

2

Read R ea the t e sentence sentence.. Repeat Repeat the t e word. wor .

Key: Teacher eac er S Student tu ent

33

Steps 3 and 4 are used only or or multi-syll multi-syllable able words words and 44 one-syllable words that include say-to-spell tips. 5

The students say the word. word.

nger spell and spell and 66 While the students segment the word, finger cue w which ic p phonogram onogram to to use use ifi there us t ere are are multiple ar mu tip e options. mu options. op 7

The T e stu students ents w write r te tthe ew word word, or , sounding soun so un ing it ou outt as as they t ey write.

it. Write the word as the students 88 Help me write it. segment it segment i segment itt aloud. a ou . How w do o we we ma mar mark r it? While it? t? W t? While W i e tthe e students stu ents an analyze the analyze ana a yz yze e t the e 99 Ho spelling, mark the word on the t he board. The students also mark the word in their books. q

The steps for Spelling Analysis are recorded on the Spelling Analysis Quick Reference card – a very useful Logic of English tool! Keep it in your Teacher's Guide as a bookmark! For a detailed example see: "Spelling Analysis" on page 20 in this Teacher's Guide.

The T e stu students ents soun sound out tthe e wor word an word and rread ea it. itt. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Spelling List A B or C ? For guidance on which level will be the best fit for your student, see "Placement Test" on page 44.

102


Spelling Analysis Spelling List 1 – page 2 Open your workbook to page 2. A

Tips for List 1.A

Words W or s E Ending n ng in n NK NK Some students substitute the NG phonogram or words ending in the sounds /n-k/. For example, these students stu st u en ents ts wil willl spell pink spell spelll pin spel pink p-i-ng-k. p-i-ng-k. p-i pi-ng ng-- . I I you you sa sayy the the wo wor words r s aloud, alou alo u , it it is is eas eeasy asyy to to un u understand n er erst stan an th thei their eirr conusion. conu con usi sion on..

First, airm the students students'' thinking and tell them t hem that it makes sense to you. hen explain that when the /n/ and /k/ sounds blend together they make a bit o the nasal sound like the phonogram NG, which they will learn in in Lesson Lesson 2. 2. However, However How ever,, there are are not any words wor s in English wor English spelled spelle NGK or or NGC. Rather, Rather, whenRather, whenever they hear /n/ or /ng/ ollowed by the sound /k/ it will be spelled with an N ollowed by a K. Model M o el sounding soun sou n in ingg out out the the words, wor s, pronouncing wor prono pro noun unci cing ng each each o the the sounds soun s careully. soun careul care ully ly.. /p-ĭ-n-k/ /p-ĭ-n /p-ĭ -n-- / hen practice spelling other words that end in the sounds /n-k/. bank, drank, sank, ink, blink, link, rink, ssink, in , stink, stin , think, t in , bonk, on , honk, on , hunk, un , plunk, p un , skunk, s un , spunk, spun , trunk. trun . //ĭ// /ĕ/ / / /ē/ /ē/ Some students mix up the spelling o these sounds and struggle to hear them clearly in words. he sounds /ĭ/ and an /ē/ are closely closely related. relate rela te . Say Say each each sound soun and soun an eel  eel the position position posi tion o your your mouth. mouth. Notice mouth. Notice No tice that t hat /ĭ/ is more more relaxed and /ē/ is more tense. here is a range o sounds between these two. Because they are closely related, some dialects shit the pronunciation o /ĭ/ or /ē/ closer to the other sound in some words. For example say pĭnk as as pēnk pēnk.. some dialects ialects say pĭnk say pĭn pĭn as pēn as pēn

Next, say /ĕ/ and /ĭ/ and eel the position o your mouth. /ĕ/ is more orward and relaxed. /ĭ/ is urther back and tĕn as tĭn. bac an more more ten tense. se. Som Somee dialects ialect ial ectss merge merge these these sounds, soun so un s, saying saying say ing tĕn ĕn as ĕn as tĭn ĭn. I your student's dialect merges sounds, direct the student to "say-to-spell" the word by clearly articulating the vowel. Feeling the position o his/her own mouth can help the student produce the sound clearly. he goal o Say to Spell Spell is is not not to change change the students' stu ents' everyday every ay pronunciation pronunciation pron unciation but but to to help help them help them develop evelop aa more accurate auditory “picture” o the word.

Spelling Analysis

1.

List 1.A

1

2

Word

Sentence

map

Point to Los Angeles on the map.

88

99

q

Write Segment

Analyze

Read

map

All first sounds. Vocabular y

33 # Syllables

1

44

5

6

Say to Spell

Say syllable

Segment…

mă p

/măp/

/m-a-p/

6 … Finger Spell & Cue Cue

Par t of Speech

Plural / Past Tense

N, V

maps, mapped

Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

7 Write

Lesson 1

2.

dog

The dog loves to play fetch.

dog

All first sounds. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/.

1

dŏ g

/dŏg/

/d-o-g/

N 3.

hat

Dad forgot his hat on the beach.

hat

All first sounds.

1

hă t

/hăt/

d o gs

/h-a-t/

N 4.

fast

Jackson ran fast.

fast

All first sounds.

1

făst

/făst/

h a ts

/f-a-s-t/

Adj, Adv, N, V 5.

bed

The hotel has a queen size bed.

bed

All first sounds.

1

bĕd

/bĕd/

hand

Jules raised her hand.

hand

All first sounds.

1

hă n d

/hănd/

beds, bedded

/h-a-n-d/

N, V 7.

1

băg

/băg/

hands, handed

/b-a-g/

bag

The bag is red.

bag

All first sounds. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. N, V

8.

fasts, fasted

/b-e-d/

N, V 6.

Use /s-z/.

pink

The pink flower is beautiful!

pink

All first sounds.

1

pĭnk

/pĭnk/

bags, bagged

/p-i-n-k/

Use /ĭ-ī-ē-y/. Use tall /k/.

/c-a-t/

Use /k-s/.

Adj 9.

cat

cat

That is a funny cat! 1

1

kăt

/kăt/

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. N

10. leg

leg

His leg is broken.

1

lĕg

/lĕg/

cats

/l-e-g/

All first sounds. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. N

Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.

legs

1033 10

104


11. bad

bad

That is a bad apple.

1

băd

/băd/

/b-a-d/

All first sounds. Adj

12. soft

softt sof

The cat likes the soft blanket.

1

sŏft

/sŏft/

/s-o-f-t/

Use /s-z/.


13. bat

bat

The bat is next to the ball.

1

băt

/băt/

/b-a-t/

All first sounds. N, V

14. quilt

qu ilt

I folded the quilt.

1

kwĭlt

/kwĭlt/

bats, batted

/qu-i-l-t/

Underline /qu/. 11 Q always needs a U; therefore, U is not a vowel here. N, V

15. last

last

Use /ĭ-ī-ē-y/.

The last piece is missing.

1

lăst

/lăst/

quilts, quilted

/l-a-s-t/

Use /s-z/.

All first sounds. Adj, Adv, V, N

Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.

lasted

Lesson 1

Spelling Analysis Tips Levels

B

&

C

When teaching Spelling List 1.B or 1.C you will use the steps listed on the "Multi-Syllable Words" side o the Spelling Analysis Quick Reference. Reference. he steps are also show below:

Multi-Syllable Words

Quick Reference 1


2

Read the sentence sentence.. Repeat the word.


syllables? The students count the syllables. syllables. 33 How many syllables? Hum the word or feel under the chin. spell. Pause spell. Pause for or syllable or sy a e breaks rea s and an ccarefully are u y 44 Say to spe enunciate each syllable as written in the Say to Spell column. The students repeat the say to spell. spell. 5

The students say the first syllable. syllable .

66 While the students segment the first syllable, finger

spell and cue which phonogram to use if there are spell and multiple options. Repeat steps 5 and 6 with any additional syllables. 7

The T e stu students ents w write r te tthe ew word word, or , leaving eaving a space between etween the syllables, and sounding it out as they write.

it. Write the word as the students 88 Help me write it. segment it segment i segment itt aloud. a ou . 99 Ho How w do o we we ma mar mark r it? While it? t? W t? While W i e tthe e students stu ents an analyze the analyze ana a yz yze e t the e

spelling, mark the word on the t he board. The students also mark the word in their books. q

105

The T e stu students ents soun sound out tthe e wor word an word and rread ea it. itt.


Teacher Tip Spelling Analysis The steps for Spelling Analysis are recorded on the Spelling Analysis Quick Reference card – a very useful Logic of English tool! Keep it in your Teacher's Teacher's Guide as a bookmark! For a detailed example see: "Spelling Analysis with MultiSyllable Words" on page 29. 29 .

106


B

Tips for List 1.B

Words W or s E Ending n ng in n NK NK See ips or List 1.A – page 102 in the eacher's Guide. Schwa Level Lev el B includes inclu incl u es some some schwa some schwaa sounds. schw soun s. eachers soun eache eac hers rs have have the have the option the option optio n o o introducing intro uci intro ucing ng students stu en stu ents ts to to schwa schwa sch wa using usingg usin Exploring Sounds: Schwa – page 190 (Lesson 4) beore teaching this section. However, you may also teach teac h these these words wor s beore beore teaching teaching teachi ng schwa, schwa, using schwa, using Say using Say to Say to Spell Spell to Spell to help help hel p students stu ent entss create create an create an auditory au ito au itory ry picture picture o picture o o the word. Say to Spell Duringg spelling Durin spelling analysis, spelling analysis anal ysis,, itit is is important importan impo rtantt to to say say to say to spell spell sounds spell soun s that soun that are that are omitted, omitte omit te , pronounced pronounce pronou nce as as schwa, schwa,, or schwa or distorted in certain dialects. Articulate these sounds clearly in steps 4 and 5 to aid students in creating an auditory au ito au itory ry picture picture o o the o the word wor or the purpose wor purpose o purpose o spelling. spelling. spelli ng. he he sounds he soun s requiring soun requiringg say requirin say to say to spell spellare spell are highhighhighlighted in red in the spelling chart and should be pronounced as written, not as the word is commonly pronounced. For more inormation, see Uncovering the Logic of English p. English p. 124-125. Double Consonants When a word includes a double consonant, articulate both consonants during spelling analysis.

Spelling Analysis

1.

1

2

Word

Sentence

List 1.B 33 # Syllables

44

5

6

Say to Spell

Say syllable

Segment…

skŭnk

/skŭnk/ /s-k-u-n/s-k-u-n-k/ k/ Use /s-z/. Use tall /k/. Use tall /k/.

7 Write

skunk

There is a skunk near the log.

88

99

q

Write Segment

Analyze

Read

skunk

1


2.


piglet

The piglet has big ears.

2

pĭg lĕ lĕt

Par t of Speech

Plural / Past Tense

N, V

skunks, skunked

/pĭg/ /l ĕt/

/p-i-g/ /l-e-t/

Use /ĭ-ī-ē-y/.

2

pig let

G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. 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

3.

/kĭt/ /t ĕn/

piglets

/k-i-t/ /t-e-n/

Use tall /k/. Use /ĭ-ī-ē-y/.

kitten

The kitten climbed into 2 the tree.

kit ten

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.

kĭt tĕn

N


kittens

Lesson 1

4.

rabbit

The rabbit hopped across the field.

rab bit

All first sounds.

2

răb bĭt

/răb/ /bĭt/

/r-a-b/ /b-i-t/

N 5.

6.

7.

/mĭt/ /t ĕn/

Use /ĭ-ī-ē-y/.

rabbits

/m-i-t/ /t-e-n/

Use /ĭ-ī-ē-y/.

mitten

The mitten is hanging on the line.

mit ten


pumpkin

Mom made pumpkin soup.

pump kin

All first sounds.

canyon

The Grand Canyon is beautiful.

2

2

2

mĭt tĕn

pŭmp kĭn

kăn yŏn

N

mittens

/pŭmp/ /p-u-m-p/ /kĭn/ /k-i-n/


N

pumpkins

/kăn/ /y ŏn/

/c-a-n/ /y-o-n/

Use /k-s/. Use /y-ĭ-ī-ē/.

1

can yon

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. N

8.

/băn/ /kwĕt/

canyons

/b-a-n/ /qu-e-t/

banquet

The tables are set for the banquet.

ban qu et

Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here.

2

băn kwĕt

N, V 9.

splendid

The fireworks display was splendid.

splen did

All first sounds.

2

splĕn dĭd

/splĕn/ /dĭd/

banquets, banqueted

/s-p-l-e-n/ /d-i-d/

Use /s-z/. Use /ĭ-ī-ē-y/.

Adj 10. grand

grand

What a grand room! 2

1

grănd

/grănd/ /g-r-a-n-d/

G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Adj

11. drab

drab

The landscape is drab.

1

drăb

/drăb/

/d-r-a-b/



1077 10

108


12. timid

tim id

The timid turtle poked its head out of its shell.

2

tĭm ĭd

/tĭm/ /ĭd/

/t-i-m/ /i-d/

Use /ĭ-ī-ē-y/. Use /ĭ-ī-ē-y/.

/v-a-s-t/

Use /s-z/.


13. vast

vast

The Pacific Ocean is vast.

1

văst

/văst/


14. velvet

vel vet

The pillow is made of velvet.

2

vĕl vĕt

/vĕl/ /v ĕt/

/v-e-l/ /v-e-t/

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, Adj

15. damp

damp

The floor around the mop bucket is damp.

1

dă mp

/dămp/ /d-a-m-p/



velvets

Lesson 1

C

109

Tips for List 1.C

See the ips or List 1.B – page 106.

Spelling Analysis

1.

2.

3.

1

2

Word

Sentence

5.

33 # Syllables

44

5

6

Say to Spell

Say syllable

Segment…

kŏn tĕst

/kŏn/ /tĕst/

/c-o-n/ /t-e-s-t/


7 Write

Use /k-s/. Use /s-z/.

contest

The kids are having a running contest.

88

99

q

Write Segment

Analyze

Read

con test

All first sounds. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/.

2

Vocabular y

Par t of Speech

Plural / Past Tense

con- with, together, completely test witness, testify

N, V

contests, contested

conflict

The two men are having a conflict.

/kŏn/ /flĭkt/

con flict


content

con tent

4.

List 1.C

2

kŏn flĭkt

con- with, together, completely flict strike

N, V

Julie and Mark will decide which content 2 is most important to include on the website.

/kŏn/ /tĕnt/

1

kŏn tĕnt

/c-o-n/ /f-l-i-c-t/

Use /k-s/. Use /ĭ-ī-ē-y/. Use /k-s/.

conflicts, conflicted

/c-o-n/ /t-e-n-t/

Use /k-s/.

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/.

con- with, together, completely tent hold

N

contract

The woman is signing a contract.

/kŏn/ /trăkt/

con tract


2

kŏn trăkt

contents

/c-o-n/ /t-r-a-c-t/

Use /k-s/. Use /k-s/.

con- with, together, completely tract pull

N, V

abstract

This is an example of an abstract painting.

/ăb/ /străkt/

ab stract

All first sounds. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. abs- from tract pull

2

ăb străkt

contracts, contracted

/a-b/ /s-t-r-a-c-t/ Use /s-z/. Use /k-s/.

Adj, N, V


abstracts, abstracted

1100 11

6.

Essentials Teacher’ Teacher’ss Guide

consistent

Haley is a consistent player in every game.

3

k ŏn sĭs tĕ tĕnt

/k ŏn/ /sĭs/

/c-o-n/ /s-i-s/

/t ĕnt/

/t-e-n-t/

Use /k-s/. Use /s-z/. Use /ĭ-ī-ē-y/. Use /s-z/.

1

con sis tent

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ŏ/. 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. con- with, together, completely sist stand -ent noun & adjective suffix, characterized by

7.

insistent

in sis tent

8.

9.

Her parents are insistent.

3

ĭn sĭs tĕnt

Adj

/ĭn/ /sĭs/

/i-n/ /s-i-s/

/t ĕnt/

/t-e-n-t/

Use /ĭ-ī-ē-y/. Use /s-z/. Use /ĭ-ī-ē-y/. Use /s-z/.

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. inin sist stand -ent noun & adjective suffix, characterized by

Adj

compact

The roller will compact the ground.

/kŏm/ /păkt/

com pact


2

kŏm păkt

com- with, together, completely pact to press

Adj, V, N

complex

Cars have complex engines.

/kŏm/ /plĕks/

com plex

All first sounds.

10. rustic

rus tic

11. tranquil

tran qu il

2

kŏm plĕks

com- with, together, completely plex parts, entwine

Adj, N

The barn is rustic.

/rŭs/ /tĭk/

1

2

rŭs tĭk

/c-o-m/ /p-a-c-t/

Use /k-s/. Use /k-s/.

compacts, compacted

/c-o-m/ /p-l-e-x/

Use /k-s/.

complexes

/r-u-s/ /t-i-c/

Use /s-z/. Use /ĭ-ī-ē-y/. Use /k-s/.


-ic adjective, noun, and verb suffix

Adj

The mountains overlook a tranquil lake.

/trăn/ /kwĭl/

2

trăn kwĭl

/t-r-a-n/ /qu-i-l/

Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. Adj


Use /ĭ-ī-ē-y/.

Less on 1

12. cabin

cab in

The cabin is in the woods. 1

2

k ăb ĭ n

/kăb/ /ĭn/

/c-a-b/ /i-n/

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. All first sounds. N

13. dentist

den tist

Dr. Jones is my favorite dentist.

2

dĕn tĭst

dis trict

/dĕn/ /tĭst/

cabins

/d-e-n/ /t-i-s-t/

The financial district has tall buildings.

N 2

dĭs trĭkt

/dĭs/ /trĭkt/

dentists

/d-i-s/ /t-r-i-c-t/

pub lic

Use /ĭ-ī-ē-y/. Use /s-z/. Use /ĭ-ī-ē-y/. Use /k-s/.

All first sounds. N

15. public

Use /ĭ-ī-ē-y/. Use /s-z/.

All first sounds. dent tooth -ist noun suffix

14. district

Use /k-s/. Use /ĭ-ī-ē-y/.

We will ride public transportation to the store. 1

2

pŭb lĭk

/pŭb/ /lĭk/

districts

/p-u-b/ /l-i-c/

Use /ĭ-ī-ē-y/. Use /k-s/.


publ people -ic adjective, noun, and verb suffix

Adj, N


public

1111 11

1122 11


Day 3 1.6

All

•

Wordss in Context Word

Review Phonograms: Dictate the phonogram sounds while students write the phonograms in a notebook. 1. y /y-ĭ-ī-ē/ 14. f /f/ 2. a /ă-ā-ä/ 15. v /v/ 3. h /h/ 16. p /p/ 4. t /t/ 17. g /g-j/ 5. z /z/ 18. e /ĕ-ē/ 6. c /k-s/ 19. s /s-z/ 7. m /m/ 20. n /n/ 8. o /ŏ-ō-ö/ 21. b /b/ 9. u /ŭ-ū-ö-ü/ 22. j /j/ 10. i /ĭ-ī-ē-y/ 23. d /d/ 11. w /w/ 24. k /k/ 12. x /ks-z/ 25. l /l/ 13. r /r/ 26. qu /kw/

•

Spelling Rules: Review Spelling Rule Card 11.

•

Spelling Game: Spelling Snap Set Up: Write each o the spelling words on index cards or each student. Write the word Snap Snap on on two index cards per student. Each student needs a notebook and pencil. How to Play: Place the spelling word cards in a pile ace down in ront o each student. Set a timer or an agreed amount o time rom 1-3 minutes. When the teacher says “go,” the students flip a spelling word card, read it, write it, and flip another, until the timer runs out. When a Snap Snap card card is drawn, all the cards go back on the bottom o the pile and the student begins again. Stop when the timer rings. Students receive 2 points or each word spelled correctly and 1 point or each card ace up. Te student with the most points wins.

1.7

All

Grammar

Materials Student notebook Spelling Rule Cards 11, 21 Timer Index cards Grammar Flash Cards 1, 1.1, 1.2 Red pencil

Optional Practice Phonograms While correcting the phonogram practice, ask the students to read back the phonogram sounds as you write the correct answers on the board.

Optional Practice Spelling Cards • Dictate the words in Spelling List 1 as the students write them on index cards. Provide spelling cues as needed. Save the cards for future activities.

Teacher Tip Grammar Cards Read the Grammar Flash Cards aloud for the students; they should not be required to read them independently.

Nouns Today we will learn about nouns. Today nouns. What is a noun? A noun noun is is the name of a person, place, thing, or idea. Let's say the definition together. A noun is the name of a person, place, thing, or idea. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Grammar Flash Card 1 Noun A noun noun is is the name of a person, place, thing, or idea.

Lesson Less on 1

What are some words for people? teacher, student, firefighter… These are all nouns. nouns. What are some words for places? park, store, school, museum… museum… These are also all nouns. nouns. What are some words for things? desk, chair, paper, books… Ideas are abstract. Examples of idea nouns are love, peace, and time. Spelling List 1 – page 2 In the Part of Speech column, write a red N next to each word that is a noun. A

map, dog, hat, bed, hand, bag, cat, leg, bat, quilt

B

sskunk, un , piglet, pig pi g et et,, kitten, ittten it en,, rabbit, ra it it,, mitten, mitt tten en,, pumpkin, pum pu mp in, canyon, can ca nyon on,, banquet, anq an que uet, t, velvet

C

contest, contest, cont est, conflict, con ict, content, con conten con tent, t, con ccontract, ontract, tract, aabstract, stract,, compact, stract compact, compac t, complex, comp ex, comp cabin, dentist, district

Optional Practice Nouns • Set a timer for 30 sec. How many nouns that are people can the students name? Places? Things? Ideas? • Read each spelling word. Find all the nouns. Decide if each noun is a person, place, thing, or idea. • Draw a picture of each noun in Spelling List 1. • Ask one student to name a noun in the room. Ask a second student to find the noun.

Plurals

All

What is a singular noun? What word do you know that sounds like singular ? single What does single single mean? mean? one A singular noun refers noun refers to only one person, place, thing, or idea. What is a plural noun? A plural noun refers noun refers to more than one person, place, thing or idea. One way to identify if a word is a noun is to ask: “Can I count it?” For example: Can you count hats? Yes, one hat, two hats, three hats… Can you count teachers? Yes, one teacher, two teachers… Can you count ideas? Yes, one idea, two t wo ideas, three ideas…

Grammar Flash Card 1.1 Singular Noun A singular noun refers noun refers to only one person, place, thing, or idea.

Grammar Flash Card 1.2 Plural Noun A plura plurall noun refers noun refers to more than one person, place, thing or idea.

How does a singular noun change when it becomes plural? hat map

hatss hat maps maps

dog bed

dogss dog beds beds

We add a /s/ or /z/ sound. Which phonogram says /s/ and /z/? S

s

Teacher Tip

Place your hand on your throat as you say /s/ and /z/. Feel the shape of you mouth. How are these sounds the same? The position of my mouth is the same for /s/ and /z/. Can you feel your throat vibrate for one of the sounds? Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

113

Voiced and Unvoiced To learn more about voiced and unvoiced sounds, see PreLesson A – page 49.

1144 11


Why do they sound different? With /s/ my voicebox is off. With /z/ my voicebox is on. These are a voiced voiced and unvoiced pair. pair.

hatt ha What is the last sound in hat ? /t/ Place your hand on your throat and say /t/. Is /t/ voiced or unvoiced? unvoiced

hatt s ha Say hats hats.. Is the S voiced or unvoiced? unvoiced Try to say hatz . Is it difficult to say? yes Why do we use the unvoiced /s/ to make the plural form of hat , hats? Because the /s/ is after an unvoiced /t/.

Challenge

dog Compare this to dog dog.. What is the last sound in dog dog?? /g/ Is /g/ voiced or unvoiced? voiced

dog s Say dogs dogs.. Is the S voiced or unvoiced? voiced Why? The /g/ is voiced; therefore, it is easier to say the voiced /z/. The S is a morpheme that means more than one. But how the S sounds depends upon the sound that is before it. This is an example of why phonograms in English may have more than one sound.

Point to hats hats.. How many phonograms, or units of sound, are in the word hats hats?? four How many morphemes, or units of meaning? two What are the morphemes? hat and S to make it plural Point to dog . How many morphemes in dog dog?? one Point to dogs dogs.. How many morphemes in dogs dogs?? two What are the morphemes? dog and S to make it plural I will write a word on the board. Tell Tell me if the S is saying its voiced or unvoiced sound and why.

bugs voiced /z/. /g/ is voiced. mops unvoiced /s/. /p/ is unvoiced. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Plural Ask the students to think of other words with the morpheme plura morpheme plurall: pluralist pluralistic, ic, pluralism, plurality. plurality. Discuss how the morpheme plura morpheme plurall refers to more than one.

Lesson Less on 1

115

fans voiced /z/. /n/ is voiced. bats ba ts unvoiced /s/. /t/ is unvoiced. Read Spelling Rule Card 21 to the students. Ask the students to recite it three times. To T o make a noun plural, add the ending -S, unless the word word hisses or changes; then add -ES. Some nouns have no change or an irregular spelling. Read your spelling words and then repeat each noun as a plural.

Spelling Rule 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.

As the students say the words, write the plurals on the board with the S in a dierent color. A

B

C

Teacher Tip

map map s dog dog s

…

skunk skunk s piglet piglet s s

…

contest contest s conflict conflict s

…

Plurals Practice the plurals using the spelling list level that your students are using.

Spelling List 1 – page 2 2 Write the plural form of each noun next to the spelling word in List 1. A

1..7A P 1.7A 1.7 Plurals ura s Pra Practice ctice – page 3 Look 3 Look Look at each picture. Write each e ac no nou noun un as as a singular sing ngu u ar or plural, p ur uraa , matching matc ing the ma t e picture. picture pictu pic turre.

Dictation

1.8

Read the phrase. Ask the students to repeat it aloud, then write it in a notebook. A

B

C

1.. bad leg

2.. last map

1.. vast canyons

2. timid skunk

1.. tranquil cabin

2.. insistent dentist


Teacher Tip Dictation Dictation closely mirrors writing, allowing stude students nts to practice holding an idea in their minds and transferring it to paper without needing to generate a unique thought. If students struggle with a word, simply support them by finger spelling, and providing a verbal cue if needed, as you did during Spelling Analysis.

1166 11


Day 4 1.9

Words Wo rds in Action

Review

Materials

•

Phonograms: 1.9 Phonogram Blitz – page 4 Choose sixteen o the A-Z Phonogram Flash Cards to practice. Read the phonograms in a random order. Te students choose a square and write the phonogram on the Phonogram Blitz board. Once all the squares are filled, mix up the Phonogram Flash Cards. Read the phonograms a second time as quickly as possible while students search their boards and cover the phonogram that was called. Students shout out "Blitz!" when they have our in a row covered.

•

Grammar: Identiy each o the nouns in the spelling list. Write the plural orm using Phonogram Game iles.

Basic Phonogram Flash Cards Pennies to cover the Blitz squares Phonogram Game Tiles Orange and yellow highlighters Scissors Wastepaper basket Student notebook Essentials Reader

All

Vocabulary

1.10

C

Level C Morpheme Cards: con-

pact

tract

flict

tent

plex

sist

ab-

Vocabulary Level C

prefix, root, suffix What at is a morpheme? morp mor p em eme? e? A morp morpheme eme is a unit o of meaning. The three types of morphemes are written in your workbook. Read them hem to me.

Teacher Tip

1.10C-1 1.10 1. .10CC-1 -1 P Prefix, re ix ix,, R Root, oot oo oot, t, an and Su Suffix ix – pa pag page ge 5

prefix pref ix roo roott suf suffix fix Circle C irc e the t e word wor roo root . W What at iiss tthe e root root of o a plant? p a n t? W What at do o the t e roots roots do? o? The roots provide water and nutrition to the rest of the plant. In n the same way, the root root is is the part of the word that provides the core meaning to a word. The root of a word is the main morpheme without anything else attached to it. We ew will i use use the t e words prefix words wor s pre prefix ix an and and an su suffix ix as as an example. examp exam p e. What hat does fix mean? mean? to repair repa re pair ir something somet som et ing Fix has has more than one meaning. I will use fix in in two sentences. Tell me e what it means in the context of the sentences. He will fix a hook to o the shelf. She fixed a stamp to the t he envelope. Fix means to attach. Do o you you see see the t e root roott fix roo ix in iin n the t e words prefix words wor s pre prefix ix an and and an su suffix ix ? yes Highlight ighlight the root fix with with yellow. In n these words, the root fix means means to attach. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Vocabulary Levels A B Levels A and B will start vocabulary in Lesson 2.

Lesson Les son 1

In the word prefix word prefix , what is attached before the root fix ? preWhat are some words that begin with pre pre-?? precook, preheat, preview, view vie w, prepare prep prepare, are,, pre prehistoric… istori ist oric… c… Pre- means Pre means before. What does predoes pre- mean? ean? before Highlight H ig ig t the t e prefix preprefix pre ix pre- with - w with wit it orange. oran or ange ge.. What is the literal meaning of prefix of prefix ? to attach before A prefix prefix is is a morpheme that is attached before a root. It is made up of one or more phonograms. Prefixes change the meaning of the word. Suf- means SufSu - means mean me anss below e ow or after. a te terr. Highlight the prefix suf- with orange. What is the literal meaning of suffix ? to attach after A suffix suffix is is a morpheme that is attached after a root. It is made up of one or more phonograms. Write W rite the t e definitions e initions of o prefix pre ix and an suffix su ix on on the t e lines. ines. ine Prefixes, roots, and suffixes provide clues to the meaning of a word. Prefixes are added to the beginning before the roots. Roots are the main part of the t he word. Suffixes are added to the end.

Teacher Tip Vocabulary Level C The words in Lesson 1 are rich in additional morphemes. Though these are not formally introduced, students who are looking for greater challenge will enjoy finding the relationship between consistent and consistent and insistent insistent and and between contract contract and and abstract , , and learning the meaning of the suffix -ic -ic and and the root dent.. More information on dent the morphemes can be found in the Vocabulary boxes in Spelling List 1.C.

Spelling Spe Sp e in ing g List Listt 1 – page Lis page 2 Loo at Spelling Look Loo Spe ing List List 1. Do you you notice notice not ice any any patterns patter pattern pat terns nss at the t e beginning eginni egi nning ng of the words that might suggest the words begin with the same prefix? Five words begin with the prefix con-. Two words begin with the prefix com-. con- comCon- and com Concom-- are Latin prefixes. They are also related. Do you know what w at concon- and con- an and com- mean? Con an Con-- and an com com-- are Latin prefixes which mean with, together, together, or completely .

Show Sh ow the the morpheme morphem morp hemee card car con-- . car Many of the Latin prefixes have more than one spelling. That is because in Latin they thought carefully about how words would really be e pronounced. pronounc prono unce e . For For example: examp e: try examp try to say say conpact conpact w with with wit an an /n/ n sound. soun . Feel how your mouth forms each sound. /konpakt/ Now say conpa conpakt t ov over over o ver and an over over and an more more and an more more quickly. quic y. What W at happens? The /n/ changes to /m/. Which part of your mouth do you use to say /p/? The lips press together. g et er. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

1177 11

conco m -

c o r-

with, together, completely Latin

pact press Latin

1188 11


How ow is the sound /n/ produced? T Thee tongue tongu ton guee presses press pre sses es against agai ag ains nstt the t e roof of the mouth behind the teeth. How ow is is the t e sound soun /m/ m pronounced? pronounce ? T Thee lips ipss press ip pre ress ss together. tog oget et er er.. Why hy do you think compact is spelled with an /m/ rather than an /n/? n ? /m/ m a and n /p/ p a are re both ot ssaid ai w with it tthee lips ips p pressing ressing ttogether, together oget er, sso o iitt iiss easier to pronounce.

Teacher Tip Assimilate Level C

Compare this to contest . Why is contest spelled spelled with a /n/? /n/ and /t/ are formed in the same part of the mouth.

as + simil + ate = assimiliate as- is as is an assimilatin assimilatingg prefix from adad- which which means toward. Simil is Simil is a Latin root that means similar. -ate -ate is is a verb suffix.

Prefixes refixes that change spelling to become more like the first sound of the e root root are are called ca e a assimilating ss m at ng prefixes. prefixes pre xes.

Teacher Tip

Whenever henever you see the prefix con con-- or com com-,-, it means with, together, or completely . Let’s consider the word contest . What does contest liter literaallyy m mean? ean ea n? “wi ““with with wit t a test” test” tes t” or “test “tes “t estt together” toget tog et er er” ” Does oes this relate to what a contest is? Yes, a contest is a group of peoplee in a type o peop of test.

SufLevel C Suf- as in suffix suffix is is also an assimilating prefix. It is from the prefix sub sub-,-, which means under.

1.10C-2 1.10C1.1 . 0C-2 -2 Co Conn-- an and Co and Comm-- – pag page e5 In n your workbook you have the meaning of six Lat Latin in roots. Read each one. o ne. TThen en aadd concon- or - or comcom- to - to form a new word. In the blank, write the he definition of each word based on its morphemes.

Discuss the Discuss the literal literal meaning literal meaning meani ng o o each o each word wor and an relate relate rela te itit to to the the way the way the way the word is used today. Use a dictionary to look up unamiliar vocabulary.

pull Latin

flict strike

contract - pull together conflict - strike together content - hold together compact - press together complex - entwine together consist - stand together

Latin

tent hold Latin

Think of other words that use the same roots. How does the definition ion of the morphemes compare to the definition of the word today? If needed, look up the word in a dictionary and find the origins section to discover the meaning of unknown morphemes. omet ng tthat at pulls pu s tractor racc or - ssomething ra traction raction - the act of pulling pu back ac retract e rac - ttoo pull pu down own ow n detract - to pull inflict - to strike in ct of o st sstriking tr ng in n infliction - tthee aact

tract

strr e toward st towar tow ar afflict - to strike press in n impact - to press wo parts parr s pa duplex up ex - two ree re e parts part pa rtss triplex - tthree perplex - thoroughly entwined aracter ze byy standing stan ng in n insistent ns ste stent nt - ccharacterized


plex parts, entwine Latin

sist stand Latin

Lesson Less on 1

ab-, a -, absa s-

Teacher Tip

Which two words use the root tract ? contract and abstract What abstract W at does oes a stract str act mean? mean?

Show the morpheme card

ab-

Abstract Level C

.

How H ow many many forms orms does oes the t e prefix pre ix aba - take? ta take? e? ttwo, wo, a ab-- and an absa sWhyy do W o you you think t in a ab-- cchanged ange to to a abss- in a abstract stract str act ? abtract is difficult to say. The /b/ and /t/ are not formed in the same place. By adding in g /s/ s it is easier easi ea sier er to to tr tran transition ansi siti tion on between etw et wee een n the t e sounds soun so un s /b/ and an /t/. t. What does abstract literally mean? to pull from

Show students a picture of an abstract painting. Show students an abstract of a book. Discuss the relationship relationship of these uses to the literal meaning of the roots: "to pull from."

1.10C-3 1.10 1. .10CC-3 3 Matching atcc ng – pa at page ge 6 Match the morpheme to the definition.

ab

Dictation

1.11

abs-

from Latin

Read the phrase. Ask the students to repeat it aloud, then write it in a notebook. A

1.. fast cat

3.. soft bed

2. pink bag

4.. last hat

Optional Practice Vocabulary

B

C

1.. splendid rabbit

3.. velvet mittens

2.. damp kitten

4.. grand banquet

1.. abstract contract

3. rustic cabins

2.. complex conflict

4.. consistent district


• Use each of the vocabulary words in a sentence. • Create a word wall of the roots. Ask students to add to the word wall as they find related derivatives.

119

120


Reading

1.12

A 1.12A . Reading Basketball Bas Basketball ketball – page 7 Cut out the words. Place them ace down. own. Place a box box or a wastebasket wastebas et at at an an appropriate appropriat appr opriatee disistance to make a basket. Ask the student to choose a word, read it, then ccrumple rum ru mple it it and an tr an tryy to to make ma e aa basket. ma bass et ba et..

Teacher Tip Struggling Readers The Reading section in each lesson will help new or struggling readers develop fluency and compreh comprehension ension skills through more practice.

The Essentials Reader – Lesson 1 (optional)

Teacher Tip

Composition

1.13

A Read ea the t e phrases p rases from rom your ro your dictation ictation aloud. a ou . Notice otice that each phrase is composed of two t wo words. Write Write six phrases in a notebook, using your spelling words. Make up phrases by combining ining tthe e nouns nouns with wit other ot er words wor s in in the t e list. ist.


Essentials Reader Texts in the Essentials Reader are controlled for phonograms and spelling rules that have been introduced in the lessons. The texts were written with older students who struggle with reading in mind. Older students who are reading at a kindergarten or first grade level when beginning Essentials would benefit from doing Spelling Analysis List A and List B before reading each lesson's reading passage. The Essentials Reader is meant to supplement supplement the the Essentials lesson. Do not skip the phonics, grammar, or spelling analysis sections. These components all work togethe togetherr to develop reading success.

Lesson Less on 1

Check Your Understanding

Day 5 1.14

Review

All

•

Grammar Flash Cards Cards 1, 1.1, and and 1.2. Grammar: Review Grammar

C C Vocabulary: oca u ary: • Provide the students with eight index cards. Say the meaning meaning meani ng o a mor morphem morpheme. pheme. e. Te Te students stu ent stu entss should shoul write shoul write the the morpheme on an index card. with, together — con-

press — pact — pact

pull ull — tract

stand — sist

hold o — tent

parts,, entwine parts entw ne — plex — — p plex p ex

strike — flict

from — ab-

Say the Say the literal liter lit eral al meaning mean me anin ingg o o words wor s and wor an ask an as the the students stu en stu ents ts to to choose to choos cho osee the the correct index cards to orm the word. entwi en twine ne together toge to gett er — co comp mp ex entwine complex strike together — conflict press ress re ss to toge together gett er — compac compact hold old together — content stand together — consist pull u together toget er — contract

1.15

All

1211 12


Beore giving the assessment, ask students the ollowing questions: •

When will you use reading in your lie?

•

When will you use spelling?

•

How do you eel when you misspell or misread a word? Why?

hen discuss the ollowing points: •

Reading and spelling are an important part o everyd everyday ay lie. WithWithout knowing how to read and spell, you will waste a lot o time and become rustrated.

•

People need to practice a new word word an average o orty times beore it is mastered. Needing more practice or some concepts is expected. You do not need to eel badly about needing more practice.

•

he assessment will help us know which words words and rules you need to practice. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Materials Grammar Flash Cards 1, 1.1, 1.2 Yellow and orange highlighters Colored pens

Level C Index cards

Teacher Tip Morpheme Cards Save the index cards with morphemes to be used in later lessons.

Teacher Tip Assessments Create an atmosphere where it is acceptable to make errors. Model the attitude and strategies to move forward in practice. These assessments are meant to help the teacher and the student know what needs more practice. There is no shame in needing to practice material again. Learning is a process of remembering and forgetting. In order to master material for lifelong retention, it must be practiced daily over a long period of time - years. As the teacher, consider subjects you studied in school but have not used for years. You will not know this material as well as you did when you were taking the course. For more guidance on Essentials assessments, see "Assessments" on page 42.

122


Check Your Your Understanding Understandin g 1 – page 9-11

Phonograms

All

Dictate the phonograms or students to write in their workbooks. Rembember to say the sounds only, not the letter names. 1. i

/ĭ-ī-ē-y/

14. g /g-j/

2. a /ă-ā-ä/

15. r

/r/

3. x /ks-z/

16. f

/f/

4. s

/s-z/

17. v /v/

5. j

/j/

18. p /p/

6. t

/t/

19. n /n/

7. z /z/

20. b /b/

8. c /k-s/

21. h /h/

9. w /w/

22. d /d/

10. o /ŏ-ō-ö/

23. k /k/

11. e /ĕ-ē/

24. m /m/

12. l

25. qu /kw/

/l/

13. y /y-ĭ-ī-ē/

26. u /ŭ-ū-ö-ü/

Consonants and Vowels

All

In your workbook, circle the phonograms that have both consonant and vowel sounds. Highlight the vowels with yellow. Highlight the consonants with orange. Underline the multi-letter phonogram.

Spelling Rule

All

Read the words. Underline the multi-letter phonogram.

Dictation Read the phrase. Ask the students to repeat it aloud, then write it in their workbooks. Underline words that you want to practice urther. A

1.. pink quilt

at 6.. bat

2.. fast dog

and 7.. hand

3.. bad map

at 8.. hat

4.. last leg

ag 9.. bag

5. soft cat

ed 10. bed


Teacher Tip Phonogram Sounds The Basic Phonogram Flash Cards and the Phonogram and Spelling Rule Quick Reference have sample words for each sound as a teacher reference. These are helpful for remembering which sound is represented by each dictionary symbol.

Teacher Tip Correcting the Assessment Ask the student to correct their own assessment. Ask the student to read the phonograms and dictation phrases back as you write them on the board. The student may then write corrections with a colored pen.

Teacher Tip Struggling Students Many students, especially those who have struggled with reading, become discouraged when they are assessed. These students studen ts see assessments as a judgementt upon themselves. judgemen themselves. When they do poorly po orly,, these students often believe they are stupid and incapable, and then struggle emotionally to remain engaged with the lessons. For these reasons, it is vital that teachers help students develop a new perspective toward learning to read and toward assessments.

Lesson 1

B

6.. grand pumpkin

2.. splendid banquet

7.. damp

Grading

3. vast canyon

8. piglets

4.. velvet rabbit

9.. skunk

The purpose of this assessment is to determine the level of mastery. Teachers should plan to review concepts that have not been mastered. In a tutoring or homeschooling setting this is easily done by reteaching concepts, reviewing activities, or playing games. In a classroom setting, the teacher should determine which concepts a majority of the class needs to review and provide activities for the whole class. When individual students or small groups of students need additional practice, this should be provided in small groups. Students should NEVER be left to fall behind b ehind in reading skills.

1.. rustic cabin

6.. consistent dentist

2.. complex contract

7.. abstract conflict

3.. public contest

compact 8.. compac

4.. insistent

9.. content

5.. tranquil district

All

Teacher Tip

1.. timid kitten

5.. drab mittens

C

1233 12

Grammar

Ask students to label each noun in the dictation phrases with an N.


1244 12



125

Lesson 2 Phonograms

ck

ée

Level C

ee

ng

th

Exploring Sounds

Short & Long Vowels

Spelling Rules

Spelling Rules 26 & 29

Spelling Journal

/k/

Grammar

2 Adjectives

Vocabulary

Level A

Level B

-est Compound Words

Level C

-eer

Day 1 2.1 2. 1

All

Compound Words

volunt

spect

sub-

ad-

culp

Essential Concepts

Phonograms New Phonograms ck, ee, ng, th Today T oday we will begin begin to learn multi-letter phonograms. phonograms.

Show ck . /k/ two-letter /k/ What do you notice about this phonogram? C and K both say /k/. In this phonogram they are working together to say /k/. Is this a vowel or a consonant? consonant? consonant How do you know? The sound is blocked. I cannot sing it. Two-letter /k/ is a multi-letter consonant.

Show ee . /ē/ double /ē/ always says /ē/ Is /ē/ a vowel or a consonant? consonant? vowel How do you know? I can sing it. /ē/ double /ē/ is a multi-letter vowel. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Materials Basic Phonogram Flash Cards A-Z, ck ee ng th Student notebook Spelling Rule Card 26 Pink and yellow highlighters

Level C Advanced Phonogram ée

Teacher Tip Phonograms Always refer to phonograms by their sounds. Do NOT refer to them by the letter names.

126


Show ng . /ng/ Is this a vowel or a consonant? consonant? consonant How do you know? The sound is blocked. I cannot sing it.

Show th . /th-TH/ Say /th/ and /TH/. How are they the same? My mouth is in the same position. Place your hand on your throat and say /th-TH/. How are they different? /th/ is unvoiced and /TH/ is voiced. voiced. This is a voiced voiced and unvoiced pair. pair. Is /th/ a vowel or a consonant? consonant? consonant How do you know? The sound is blocked. I cannot sing it. Is /TH/ a vowel or a consonant? consonant? consonant How do you know? The sound is blocked.

Teacher Tip Phonogram Sounds The Basic Phonogram Flash Cards and Phonogram and Spelling Rule Quick Reference have sample words as a teacher reference. These are helpful for remembering which sound is represented by each dictionary symbol.

In a notebook, write each of the new phonograms five times while saying the sounds. C

Advanced A vance Phonogram P onogram

Show the Advanced Phonogram Flash Card éee . This phonogram also has an advanced a dvanced sound. It says /ā/ in French loan oan words wor s such suc as as mat matinee, matinee nee, fiancee nee, fiancee,, an and puree and puree puree.. In English, it is often written with an accent over the first E: matinée matinée,, fiancée fiancée,, though not aalways. ways wa ys.. In In French, Fre renc nc , an an é w with wit it an acute acut ac ute e accent acce ac cent nt says says sa ys /ā/. ā. All


Drill the phonograms with lash cards.

Advanced Phonogram

ée /ā/ matinée puree Used in French loan words

Teacher Tip Advanced Phonograms Advanced phonograms appear with blue flash card icons in this book to differentiate them from the basic phonograms. Find these phonograms in the Advanced Phonogram Flash Card deck. A table and more information about Advanced Phonograms can be found in the Appendix.


Lesson 2

2.2

Exploring Sounds

All

Teacher Tip

Short and Long Vowel Sounds What is a vowel? A vowel is a sound that can can be sustained and the mouth is open. Which phonograms have we learned that make one or more vowel sounds? /ă-ā-ä/, /ĕ-ē/, /ĭ-ī-ē-y/, /ĭ -ī-ē-y/, /ŏ-ō/ŏ-ō-ö/, ö/, /ŭ-ū-ö-ü/, /ŭ-ū-ö -ü/, /y-ĭ-ī-ē/, /ē/ double /ē/ always says /ē/ Which one is a multi-letter vowel? /ē/ double /ē/ always says /ē/ We will set /ē/ double /ē/ aside for now. Today we will learn more about the single-letter vowels. What are the single-letter vowels? /ă-ā-ä/, /ĕ-ē/, /ĭ-ī-ē-y/, /ŏ-ō/ŏ-ō-ö/, ö/, /ŭ-ū-ö-ü/, /y-ĭ-ī-ē/

Write them on the board as the students list them: a

1277 12

e i o u y

Hearing Long and Short Vowels Understanding the difference between long and short vowels is essential to mastering reading, spelling, and pronunciation. To aid students who struggle to hear the differencee between short and differenc long vowels, carefully enunciate each sound and discuss how each sound is formed in the mouth. Compare and contrast the position of the lips and tongue. Rely heavily on developing a kinesthetic awareness of the sounds.

Which of the vowels also make a consonant sound? I and Y

Point to Y.

Optional Practice

What sounds does this say? / / y-ĭ-ī-ē/ y-ĭ-ī-ē/ Is the first sound /y/ a consonant or a vowel? vowel? consonant What are the vowel sounds? sounds? /ĭ-ī-ē/

Point to I. I. What sounds does this say? /ĭ-ī-ē-y/ Is the last sound /y/ a consonant or a vowel? vowel? consonant What are the vowel sounds? sounds? /ĭ-ī-ē/ All of the single-letter vowels make more than one sound. The first VOWEL sound is called the short sound. In the dictionary dictionar y this sound is marked with a symbol called a breve to show that the vowel is saying its short sound. Breve Breve is is a morpheme that means short. Say only the first, short vowel sounds for of each of the vowels, as I write them on the board. ă ĕ ĭ ŏ ŭ y ˘

As the students say the short sounds, write each vowel with a breve over it.

ă ĕ ĭ ŏ ŭ y˘ This curved line is called a breve. It means the vowel is saying its short sound. Read the short vowel sounds to me again as I point to each one. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Vowels Using the Phonogram Game Cards, ask the students to sort all the phonograms learned in Lessons 1 and 2 into consonants and vowels.

Teacher Tip Breve Breve means short. Consider Breve means other derivative words such as brevity and brevity and abbreviation abbreviation..

Teacher Tip y˘ The short sound of Y is heard in the word typical typical.. It is the same as the short sound of I.

128


Point to: a

e i o u y

as the students say ă ĕ ĭ ŏ ŭ y ˘

Read the vowels again, but this time read only their second vowel sounds as I write them on the t he board. ā ē ī ō ū y ˉ

ā ē ī ō ū y The second vowel sound is called the long sound. sound. In the dictionary, the long sound is marked mark ed by drawing a line over the vowel. This line is called a macron macron.. Macro Macro is is a morpheme that means big or long. Read the long sounds as I point to them. ā ē ī ō ū y ˉ What do you notice about the long sounds? They are the same as the letter names (except Y)

Teacher Tip yˉ The long sound of Y is heard in the word type type.. It is the same as the long sound of I.

Teacher Tip Macron Macro is the Greek root for Macro is long or or large large..

Point to Y. What is the name of this phonogram? Y /wī/ Do you hear the long vowel sound /ī/ in the name of this phonogram? yes

Write u on the board.

u How many sounds does this phonogram make? four What are they? /ŭ-ū-ö-ü/ What is the first sound? /ŭ/ Is it a short or long sound? short How do we mark it? Draw a breve over it.

ŭ What is the second sound? /ū/ Is it short or long? long How do we mark it? Draw a line over it.

ŭū What is the third sound? /ö/ What is the same and what is different between the sounds /ū/ and /ö/? /ū/ starts with a /y/ sound. /ö/ does not start with /y/. They both say /ö/. These are two variations of the long sound. In some words the /y/ sound is dropped. We will mark both /ū/ and /ö/ by drawing a macron over them to show they are long sounds.

ŭūū Read the long vowels again, including both of the long sounds for U. ā ē ī ō ū ū y ˉ Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Long Vowels Long vowels are also called diphthongs. DiDi- is is a Greek prefix that means two. Technically, diphthongs are two vowel sounds that glide together and are used within one syllable. Using a kinesthe kinesthetic tic awareness aware ness of sounds, s ounds, say each of the long vowels. Feel how your mouth glides closed at the end. Although there are technically two sounds in the phonemes represented by these phonograms, we usually think of them as a single sound in English.

Teacher Tip ū The two long sounds of U are heard in the words cute cute and and blue.. blue

Lesson 2

2.2 Vowels – page 13 I will read a vowel. Circle the vowel sound you hear. Then if it is a long sound, highlight it in pink. If it is a short shor t sound, highlight it in yellow. 1. ă

4. ō

7. ū /ö

2. ī

5. ā

8. ŏ

3. ĕ

6. ĭ

9. yˉ

10. ē

I will say a vowel sound. Write it in your notebook with the correct marking.

2.3

1. ĭ

4. ŏ

7. ā

2. ī

5. ē

8. ū

3. ĕ

6. ŭ

9. ō

10. ă

Spelling Rule

All

Rule 26: When to Use CK What three phonograms have we learned that say /k/? /k/, /k-s/, and two-letter /k/

Write on the board.

Optional Practice Short and Long Vowels Have each student write a breve on one index card and a macron on another. Ask the students to hold up the breve or the macron depending on which vowel sound they hear in the word. Read the words: pick, pike, pan, gold, cute, bed, scene, mop, plate, bite, sat, fed, kid, tuck, told, hit, can, make, pet, end, mute, let, cut, tip, kind, sad, made, lick, glad, get, take, hand, hot, red, mad, sit, poke, up, hike, hike, fit, bend, size, fun, trash, trash, wet, brake, much much Variation: Hang a large breve breve on one side of the classroom and a macron on the other. Ask students to run to the correct side of the room to identify the vowel heard in the word.

k c ck Point to k. To T o keep us from getting confused, confused, we will call call this tall /k/.

Point to c.

Spelling Rule 26 Two-letter /k/ is used only after a single vowel which says its short sound.

What does this say? /k-s/ We call this phonogram /k-s/.

Point to ck.

Optional Practice

What does this say? /k/ We call this phonogram two-letter /k/.

Spelling Rule 26

2.3-1 Words That Use CK – page 14 Read the words aloud.

deck neck lick tick

rock sock truck luck

tack rack speck click

What pattern do you see? They all end in two-letter /k/. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

1299 12

• Create a poster to illustrate this rule. Include sample words. • Ask the students to teach the rule to someone else. • Review spelling rules 11, 21, and 26 with the Spelling Rule Flash Cards.

130


Underline the two-letter /k/ in each word.

deck

rock

…

Mark each of the vowels as long or short. What do you notice? notice? They are all short vowel sounds.

dĕck nĕck lĭck tĭck

rŏck sŏck trŭck lŭck

tăck răck spĕck clĭck

Do you see any multi-letter vowels? No, they are all single-letter vowels. When do you think CK is used? Answers will vary. The actual spelling spelling rule says: Two-letter /k/ is used only after a single vowel which says its short sound.

Show the students Spelling Spelling Rule Card 26. Recite the rule three t hree times. Let's compare these to words that do NOT use CK to spell the sound /k/. Listen while I read them aloud, and pay attention to the sounds that come right BEFORE the /k/ sound.

Read the ollowing words aloud as you write them on the board.

week

seek

creek

What do these words have in common? common? They use tall /k/. Tall T all /k/ is the most common spelling of /k/ after a multi-letter vowel. vowel. Why can't we use CK? The /k/ is after a long vowel sound. sound. Also, it is a multi-letter vowel. What is the rule? Two-letter /k/ is used only after a single vowel which says its short sound.

task

sink

park

What do these words have in common? common? They use tall /k/. Why can't we use two-letter /k/ to spell these words? The /k/ is after a consonant. Two-letter /k/ is used only after a single, sin gle, shortvowel short vowel.. Tall T all /k/ is the most common common spelling of /k/ after a consonant.

kit

k eep

kids

Why can't we use two-letter /k/ in these words? The /k/ sound is at the beginning of the word, not after a short vowel.


Teacher Tip C and K K is the most common spelling of /k/ after a consonant, after a multi-letter vowel, and after a long vowel sound. C is the most common spelling the of sound /k/ / k/ at the beginning of the word. K is used at the beginning of a word primarily before an E, I, or Y. This will be covered in Lesson 15.

Lesson Less on 2

1311 13

Let's review. When is two-letter /k/ used? Two-letter /k/ is used only after a single vowel which says its short sound. Is it ever used at the beginning of the word? no Is it ever used after a long vowel? no Is it ever used after a consonant? no Is it ever used after a multi-letter vowel? no 2.3-2 Words That Do Not Use CK – page 14 Read the words aloud. Highlight the reasons we cannot use CK to spell these words. B

C

Spelling Rules: More on Rule 26

Syllables

Write W rite ri te th thee words wor s on wor on the the bo boar board. ar .

classic rustic

fantastic plastic

Read each Read each word. word wo rd.. Can Can /k-s/ /k-s /k -s// be be used used use d after afterr aa si afte single, sing ngle le,, short s ort vowel? yes Which W ic vvowel owe is i s iitt used use after a ter here? ere? /i/ i -ic is is a common suffix suffix in Latin Latin and Greek. Greek. This Thi suffix forms adjectives Thi adjectives and nouns.

quick quick sick

Teacher Tip

tick tic sock

What W at kind in of o words wor s are wo are these t ese words? w r s? short, ort, one one syllable sy a e words wor s How are the words that end in n C different from these words which end e n in in CK? CK? T Thee words wor s that t t eend n in in CK CK have ave one one syllable. sy a e. The T e words wor s tthat hat end end in in C are are multi-syllable multi- yllable words. CK is used used primarily prim pr imar arii y at the end of one-syllable base words, and in words w or s tthat at are are related e ate to to those t ose base ase words wor s (black, ( ac , blacker, ac er, blackac board). boar bo ard) d).. Wh Whe When e two-letter /k/ comes at the end of of aa word, word, itit will will usuusuaallyy bee a one-syllable o e-sy a e w word. or . CK is a less common spelling of /k/ than C is. This is because a majority off words are multi-syllable multi-syllable words, words, and the most common way to spell pell /k/ after a vowel at the end of a multi-syllable word is with the phonogram /k-s/.


For more about syllables see Exploring Sounds: Syllables – page 159.

Teacher Tip CK and C CK is used in English root words. It was used to protect the hard /k/ sound when adding suffixes that begin with an E, I, or Y. English roots are usually very old and are commonly short, one-syllable words such as duck, trick, and trick, and stick stick.. Two-syllab wo-syllable le English words are commonly from Latin or Greek. When these words end in a /k/ sound s ound after a short vowel, it is frequently spelled with a C. Most commonly these words will end with the Latin suffix -ic -ic..

132


Day 2 2.4

Building Words

Review

Materials

•

Phonograms: 2.4 Phonogram Bingo – page 15 Say a phonogram's sound(s). Te students cover the phonogram with a penny. When all the squares have been covered, the student calls out "Bingo." Te student then reads each phonogram as he removes each penny.

•

Spelling Rule: Show the back o Spelling Rule Card 26. Read the words. What is the rule? Two-letter /k/ is used only after a single vowel which says its short sound. Write tall /k/ on one side of your whiteboard. Write two-letter /k/ on the other o ther side. I will say a word. It ends in either two-letter /k/ or tall /k/. Show me the correct phonogram.

Pennies to cover a Bingo game Spelling Rule Card 29 LOE Whiteboard Spelling Journal Red pencil Phonogram Game Cards

All

quick

lick

tack

plank

stink

peak

sock

leak

rock

Level C Morpheme Cards

Teacher Tip Bingo Use chocolate chips or small crackers to cover the squares.

C C Vocabulary: • Review Review the morphe morpheme morph mo rpheme eme me cards: car s: con-, tract, flict, ict, pact, sist, tent, plex, p ex, ab-.. ab-

Teacher Tip 2.5

All

Spelling Journal /k/ Spelling Journal /k/ One of the challenges of learning to spell in

English is that there are multiple ways to spell some of the sounds. For example, what are three ways we have learned to spell the sound /k/? C, K, and CK To help us organize sounds that have multiple To multiple spellings, we will crecreate a Spelling Journal. The Spelling Journal is arranged by sound. Open your Spelling Journal and turn to the Sound to Spelling Reference on page 5. This page lists the sounds which are found in the Spelling Journal. This is a list of sounds, not phonograms. Scan down the first column until you find the t he sound /k/. What page is it on? page 33 Open to the /k/ sound in the journal. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Leaf Icon The leaf image in the margin signifies an exercise in the Spelling Journal.

Teacher Tip Spelling Journal Encourage students to add words they encounter in the spelling list or in other subjects to the Spelling Journal if the words have a sound that can be spelled in multiple ways. Allow students to use the Spelling Journal as a personal reference tool while writing.

Lesson 2

k

ck

Most commonly used before an E, I, or Y.

Used only after a single, short vowel.

cheekk chee

nĕck nĕ ck

sinkk sin

rŏck rŏ ck

kĭd

sĭck

1333 13

I will say a word. Tell me if it will use tall /k/ or two-letter /k/. Then write it in your Spelling Journal as I write it on the board. Write the /k/ in red. Underline the two-letter /k/. Put a breve over the short vowel. cheek tall /k/

rock two-letter /k/

sink tall /k/

kid tall /k/

neck two-letter /k/

sick two-letter /k/

We will continue to record sample words for each spelling in the Spelling Journal. I also strongly recommend that you use this journal to collect words that you commonly forget how to spell. You can then use it as a reference when you are writing.

2.6

All

Teacher Tip Levels B C Include words which end in C on the /k/ page: plastic, page: plastic, toxic, toxic, hectic, fantast fantastic. ic.

Spelling Analysis Review Take out your Phonogram Game Cards. I will say a phonogram Take sound, provide a hint if needed, and hold up my fingers to show how many letters are used to write the t he sound. Show me the correct Phonogram Game Card.

Hold up two ingers. /k/ The students hold up ck . Hold up one inger. /ĭ-ī-ē-y/ The students hold up i . Hold up two ingers. /ē/ double /ē/ The students hold up ee . Hold up one inger. /j/ The students hold up j . Hold up one inger. /g-j/ The students hold up g . Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Alternate Practice Idea Rather than using Phonogram Game Cards, ask the students to write the correct phonogram on their whiteboards.

134


Hold up one inger. /z/ The students hold up z and x . Do you know which of these is the t he most common? Z Yes, X only says /z/ in a few words. But one of those words is common in children's ABC books: Xylophone. All of the words that start with an X that says /z/ are Greek words, and the rest of the words are rare or advanced vocabulary. If I hold up one finger and I say /z/, use a Z. I will cue you specially if there is an a n X. Hold up one inger. /s-z/ The students hold up s . Now show me both /s-z/ and /z/. /z/. The students hold up s and z . Which spelling do you think is the most common spelling of /z/? S is the most common spelling of /z/. Does that surprise you? S spells /z/ in many common words such as is is,, has has,, and was was.. It is also a common sound that S makes when it is making a word plural such as tabs tabs,, dads dads,, eggs eggs.. However,, there is one place that if you hear /z/, it will be spelled with However a Z. I will say a few words and tell me when Z is used to spell /z/. zoo,, zebra zoo zebra,, zero Z spells /z/ at the beginning of a word. What is the other spelling of /z/ used at the beginning that is not common? X Since X is so rare, if you hear /z/ at the beginning of the word use a Z, unless I cue you otherwise.

As you work through the spelling lists, you will discover that S is by far the most common spelling of /z/. Z is actually quite rare. For this reason, many teachers drop the cuing of S after students have made this discovery, only adding the cue when the sound is spelled with Z. This is fine. Continue to provide the cue for both spellings, however, if your students find it helpful.

Show Spelling Rule Card 29.

Spelling Rule 29

Z, never S, spells /z/ at the beginning beginning of a base word. Let's say this rule together. Z, never S, spells /z/ at the beginning of a base word. word.


Teacher Tip Cuing when S says /z/

Z, never S, spells /z/ at the beginning of a base word.

Lesson Less on 2

1355 13

Spelling Analysis Spelling List 2 – page 17 A

Tips for List 2.A

Review the ips or List 1.A – page 102

Spelling Analysis

1.

1

2

Word

Sentence

List 2.A 33 # Syllables

5

6

Say to Spell

Say syllable

Segment…

/strēt/

/s-t-r-ee-t/ Use /s-z/. Use /ē/ double /ē/.

strēt

88

99

q

Write Segment

Analyze

Read

Underline /ē/ double /ē/.

sun

The sun is a burning ball of gas.

sun

All first sounds.

1

sŭn

Par t of Speech

Plural / Past Tense

N

streets

/sŭn/

/s-u-n/

N, V 3.

three

He is holding up three fingers.

th ree

Underline /th/. Underline /ē/ double /ē/.

1

thrē

/thrē/

/blăk/

Use /s-z/.

suns, sunned

/th-r-ee/

N , Adj 4.

7 Write

The street is empty.

Vocabular y

2.


street

stree t

1

44

Use /ē/ double /ē/.

threes

/b-l-a-ck/

Use two-letter /k/ used only after a single, short vowel.

black

This is a black chalkboard.

black

Underline two-letter /k/. 26 CK is used only after a single vowel which says its short sound.

1

blăk

Adj 5.

strong

Hercules was strong.

strong

Underline /ng/.

1

strŏng

/strŏng/ /s-t-r-o-ng/ Use /s-z/.

Adj

/sĭk/ 6.

1

/s-i-ck/

sĭk

Use /s-z/. Use /ĭ-ī-ē-y/. Use two-letter /k/ used only after a single, short vowel.

sick

Emma feels sick.

sick

Underline two-letter /k/. 26 CK is used only after a single vowel which says its short sound. Adj


136 7.

Essentials Teacher’s Guide 1

grēn

/grēn/

/g-r-ee-n/ /g-ree-n/

green

The grass is green.


gree n

Underline /ē/ double /ē/. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Adj

8.

/trŭk/

/t-r-u-ck/

This mining truck is huge.

truck


1

trŭk

N, V 9.


truck

string

The box is tied with string.

string

Underline /ng/.

1

strĭng

/strĭng/

trucks, trucked

/s-t-r-i-ng/ Use /s-z/. Use /ĭ-ī-ē-y/.

N, V 10. ten

ten

Show me a ten dollar bill.

1

tĕn

/tĕn/

strings, strung

/t-e-n/

All first sounds. N, Adj

11. pond

pond

Jacob made a small pond in his yard.

1

pŏnd

/pŏnd/

tens

/p-o-n-d/

All first sounds. N

12. long

long

The runway is long and 1 straight.

lŏng

/lŏng/

ponds

/l-o-ng/

Underline /ng/. Adj, Adv, V

13. path

path

Leaves fe fell on on th the path.

1

păth

/păth/

/p-a-th/

Underline /th/. N

14. tree

tree

This redwood tree is huge!

1

trē

/trē/

paths

/t-r-ee/

Underline /ē/ double /ē/. N, V

15. rock

rock


The rock is balanced precariously.

1

rŏk

/rŏk/

trees, treed

/r-o-ck/


Underline two-letter /k/. 26 CK is used only after a single vowel which says its short sound. N, V


rocks, rocked

Lesson Less on 2

B

1377 13

Tips for List 2.B

Multi-Syllable Words Level B includes inclu es two-syllable inclu two-syllabl two-syl lablee words. wor s. eachers wor eachers each ers in in Level Level B will will nee need to use use all ten ten Spelling Spelling Spelli ng Analysis Analysis Analy sis steps. steps.. steps o o help students divide syllables, enunciate each word with a clear break between the syllables. Direct students to leave a space between the syllables when writing the word. Some teachers may choose to teach the section Exploring Exploring Sounds: Soun s: Syllables Syllables –– page page 159 page 159 (Lesson (Lesson 3) (Lesson 3) beore beore teaching teaching this this spelling spelling list. list. list. Double Consonants When a word includes a double consonant, articulate both consonants during spelling analysis. Schwa S c wa Level B includes some schwa sounds. eachers have the option o introducing students to schwa using Exploring Sounds: Schwa – page 190 (Lesson 4) beore teaching this section. However, you may also teach teac h these these words wor s beore beore teaching teachingg schwa, teachin schwa, using schwa, using Say using Say to Say to Spell Spell to Spell to help help hel p students stu ents create create crea te an an auditory au ito au itory ry picture picture o picture o o the word. Say to Spell Duringg spelling Durin spellingg analysis, spellin analysis,, itit is analysis is important importan impo rtantt to to say say to say to spell spell sounds spell soun s that soun that are that are omitted, omitte omit te , pronounced pronounce pronou nce as as schwa, schwa,, or schwa or distorted in certain dialects. Articulate these sounds clearly in steps 4 and 5 to aid students in creating an auditory au ito au itory ry picture picture o o the o the word wor or the purpose wor purpose o purpose o spelling. spelling. spelli ng. he he sounds he soun s requiring soun requiringg say requirin sayto to spell spell are spell are highare highhighlighted in red in the spelling chart and should be pronounced as written, not as the word is commonly pronounced. For more inormation, see Uncovering the Logic of English p. English p. 124-125.

Spelling Analysis

1.

1

2

Word

Sentence

sweetest

33 # Syllables

This cake has the sweetest frosting I’ve ever tasted.

2

44

5

6

Say to Spell

Say syllable

Segment…

/swēt/

/s-w-ee-t/

/ĕst/

/e-s-t/

swēt ĕst


7 Write

Use /s-z/. Use /ē/ double /ē/. Use /s-z/.

88

99

q

Write Segment

Analyze

Read

swee t est

2.

List 2.B

Underline /ē/ double /ē/. Vocabular y

Par t of Speech

-est superlative adjective, the most

Adj

Plural / Past Tense

/băk/

/b-a-ck/

/păk/

/p-a-ck/

Use two-letter /k/ used only after a single, short vowel. Use two-letter /k/ used only after a single, short vowel.

backpack

Things are spilling out of the backpack.

back pack


2

băk păk

N, V


backpacks, backpacked

138

3.


weekend

wee k end

The Jones family spent the weekend at the beach.

2

/wēk/

/w-ee-k/

/ĕnd/

/e-n-d/

wēk ĕnd

Underline /ē/ double /ē/. N, Adj, V

4.

steep

The deer ran down the steep mountain.

stee p

Underline /ē/ double /ē/.

1

stēp

/stēp/

weekends, weekended

/s-t-ee-p/

Adj, V 5.

muffin

I would like the chocolate chip muffin.

muf fin

All first sounds.

2

mŭf fĭn

/mŭf/ /fĭn/

/slĭk/

/m-u-f/ /f-i-n/

/s-l-i-ck/


slick

A car swerved on the slick street.

slick


1

slĭk

/măm/ /mŏth/

slicks

/m-a-m/ /m-o-th/

mammoth

The mammoth had a trunk like an elephant.

mam moth

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 /th/.

2

măm mŏth

Adj, N

/thĭk/ 8.

Use /ĭ-ī-ē-y/.

muffins

Adj, Adv, N 7.

Use /s-z/. Use /ē/ double /ē/.

steeped

N

6.

Use /ē/ double /ē/. Use tall /k/.

1

mammoths

/th-i-ck/

thĭk

Use /ĭ-ī-ē-y/. Use two-letter /k/ used only after a single, short vowel.

thick

The book is very thick.

th ick

Underline /th/. Underline two-letter /k/. 26 CK is used only after a single vowel which says its short sound. Adj, Adv, N

9.

swing

Sydney loves the swing!

swing

Underline /ng/.

1

swĭng

/swĭng/

/s-w-i-ng/

N, V



swings, swung

Lesson 2

10. swift

swift

Kevin made a swift delivery.

1

swĭft

/swĭft/

/s-w-i-f-t/

pock et

Paul had his phone stolen from his back pocket.

2

swifts

/pŏk/

/p-o-ck/

/ĕt/

/e-t/

pŏk ĕt

see d ling

The seedling emerged overnight.

2

pockets, pocketed

/sēd/

/s-ee-d/

/lĭng/

/l-i-ng/

sēd lĭng

Use /s-z/. Use /ē/ double /ē/. Use /ĭ-ī-ē-y/.

Underline /ē/ double /ē/. Underline /ng/. N

13. exotic


Underline two-letter /k/. 26 CK is used only after a single vowel which says its short sound. N, V

12. seedling


All first sounds. Adj, N

11. pocket

Jessica tasted the exotic fruit.

3

ĕks ŏt ĭk

/ĕks/ /ŏt/ /ĭk/

seedlings

/e-x/ /o-t/ /i-c/


1

ex ot ic

14. deep

dee p

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. C is the most common spelling of /k/ at the end of a multi-syllable word. exo- outside -tic adjective, noun, and verb suffix

Adj

The deep dish pizza is ready.

/dēp/

1

dēp

/d-ee-p/


/c-r-ee-k/

Use /k-s/. Use /ē/ double /ē/. Use tall /k/.

Underline /ē/ double /ē/. Adj

15. creek

cree k

1399 13

A creek flows through the forest. 1

1

krēk

/krēk/

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ē/ double /ē/. N


creeks

140


C

Tips for List 2.C

See the ips or List 2.B – page 137

Spelling Analysis

1.

2.

1

2

Word

Sentence

List 2.C 33 # Syllables

44

5

6

Say to Spell

Say syllable

Segment…

… Finger Spell & Cue Cue

kŭl prĭt

/kŭl/ /prĭt/

/c-u-l/ /p-r-i-t/

Use /k-s/. Use /ĭ-ī-ē-y/.

The culprit is in handcuffs.

88

99

q

Write Segment

Analyze

Read

cul prit

All first sounds.

2

Vocabular y

Par t of Speech

Plural / Past Tense

culp guilt

N

culprits

myth

The story of Zeus is a myth.

˘ m yth

Put a breve over the / y/. y˘ /. /y-ĭ-ī-ē/ said its short sound. Underline /th/.

volunteer

vol un tee r

4.

puppeteer

pup pet eer

5.

7 Write

culprit

1

mĭth

/mĭth/

/m-y-th/

N

3.

6

Alex lilikes to vo volunteer.

3

vŏl ŭn ŭn tēr

/vŏl/ /ŭn/ /tēr/

Use /y-ĭ-ī-ē/.

myths

/v-o-l/ /u-n/ /t-ee-r/


Underline /ē/ double /ē/. volunt willing -eer a noun suffix that denotes a person

N, Adj, V

This girl is a puppeteer. puppeteer.

/pŭp/ /pĕt/ /ēr/

3

pŭp pĕt ēr

volunteers, volunteered

/p-u-p/ /p-e-t/ /ee-r/


Underline /ē/ double /ē/. -eer a noun suffix that denotes a person

N

profits

The company is increasing its profits.

/prŏf/ /ĭts/

prof its its

All first sounds. 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.

2

prŏf ĭts

puppeteers

/p-r-o-f/ /i-t-s/

N, V



profits, profited

Lesson Less on 2

6.

/p-r-o-f/ / i-t/ /ee-r/

profiteer

He is a profiteer who makes millions on foreclosed homes.

prof it eer

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. Underline /ē/ double /ē/.

3

prŏf ĭ ĭtt ēr

-eer a noun suffix that denotes a person

7.

/prŏf/ / ĭt/ /ēr/

N

/hăm/ /mŏk/

/h-a-m/ /m-o-ck/

hammock

A hammock is a hanging bed.

ham mock

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 two-letter /k/. 26 CK is used only after a single vowel which says its short sound.

assistant

as sist ant

9.

Use /ĭ-ī-ē-y/. Use /ē/ double /ē/.

profiteers

2

hăm mŏk

N

8.

1411 14

athletic

ath let ic

Jenny is a nursing assistant.

3

ăs sĭst ănt

2

mat in ee

hammocks

/ ăs/ /sĭst/

/ a-s/ /s-i-s-t/

/ ănt/

/ a-n-t/

as- to, toward, add sist stand -ant noun & adjective suffix, characterized by

N , Adj

Jumping is athletic.

/ăth/ /lĕt/ /ĭk/

3

ăth lĕt ĭk

assistants

/a-th/ /l-e-t/ /i-c/

sus pect


Underline /th/. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. C is the most common spelling of /k/ at the end of a multi-syllable word.

A matinee showing of a movie is during the day.

3

măt ĭn ā

Adj

/măt/ /ĭn/ /ā/

/m-a-t/ /i-n/ /ee/

Use /ĭ-ī-ē-y/. Use the advanced phonogram /ā/.

Underline the advanced phonogram /ā/, and put a 2 over it. /ē-ā/ said its second sound. N

11. suspect

Use /s-z/. Use /s-z/. Use /ĭ-ī-ē-y/. Use /s-z/.

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.

athlete athlete -ic adjective, noun, and verb suffix

10. matinee


This man is a suspect for a bank robbery.

2

sŭs pĕkt

/sŭs/ /pĕkt/

matinees

/s-u-s/ /p-e-c-t/

Use /s-z/. Use /s-z/. Use /k-s/.

All first sounds. su- below, under, beneath, secondary spect look, see

N, V, Adj


suspects, suspected

142


Joe was an unsuspect12. unsuspecting ing victim of the wallet thief.

4

ŭn sŭs pĕkt ĭng

/ŭn/ /sŭs/ /pĕkt/ /ĭng/

/u-n/ /s-u-s/ /p-e-c-t/ /i-ng/

Use /s-z/. Use /s-z/. Use /k-s/. Use /ĭ-ī-ē-y/.

un sus pect ing 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ng/.

13. aspect

as pect

un- not, opposite, lacking su- below, under, beneath, secondary spect look, see -ing noun and adjective suffix - associated with, an instance of

Adj

Michelle manages the financial aspect of the business.

/ăs/ /pĕkt/

2

ăs pĕkt

spec trum

The painter has a wide spectrum of colors to choose from.

N

2

spĕk trŭm

fan tas tic

/spĕk/ /trŭm/

aspects

/s-p-e-c/ /t-r-u-m/

Use /s-z/. Use /k-s/.

All first sounds. spect look, see

15. fantastic

Use /s-z/. Use /k-s/.

All first sounds. a- to, toward, add spect look, see

14. spectrum

/a-s/ /p-e-c-t/

The scenery is fantastic. 3

N

făn tăs tĭk

/făn/ /tăs/ /tĭk/

spectrums

/f-a-n/ /t-a-s/ /t-i-c/

Use /s-z/. Use /ĭ-ī-ē-y/. Use /k-s/.

C is the most common spelling of /k/ at the end of a multi-syllable word. fantas imaginary -tic adjective, noun, and verb suffix

Adj


Lesson 2

Day 3 2.7

All

•

2.8


Review Phonograms: Dictate the phonograms while students write them in a notebook. 1. y /y-ĭ-ī-ē/ 14. f /f/ 2. ck /k/ two-letter /k/ 15. g /g-j/ 3. h /h/ 16. j /j/ 4. t /t/ 17. ee /ē/ double /ē/ 5. v /v/ 18. e /ĕ-ē/ 6. th /th-TH/ 19. ng /ng/ 7. m /m/ 20. n /n/ 8. o /ŏ-ō-ö/ 21. a /ă-ā-ä/ 9. u /ŭ-ū-ö-ü/ 22. c /k-s/ 10. i /ĭ-ī-ē-y/ 23. z /z/ 11. w /w/ 24. b /b/ 12. x /ks-z/ 25. qu /kw/ 13. r /r/

•

Spelling Rules: Review Spelling Rules 11, 21, 26, and 29 by reciting them. Discuss the sample words on the back o the card.

•

Spelling: Blind Spelling Read a ew words rom Spelling List 2. Ask the students to write each word with their eyes closed.

All

Grammar Review What is a noun? A noun is the name of a person, place, thing, or idea. What are some examples of people? What are some examples of places? What are some examples of things? What are some examples of ideas? Spelling List 2 – page 17 Read yesterday’s spelling list and identify the nouns. In the Part of Speech column, write a red N next to each word that is a noun.

A

street, sun, truck, string, pond, path, tree, rock


Materials Student notebook Spelling Rule Cards 11, 21, 26, & 29 Red and blue pencils Grammar Flash Card 2 Stuffed animal

Optional Practice Phonograms While correcting the Phonogram Practice, ask the students to read back the phonogram sounds while you write the correct answers on the board.

Spelling Journal /k/ Ask students to find words in their spelling list which use K or CK to spell the sound /k/ and add them to their Spelling Journal.

1433 14

144


B

backpack, ackpack, weekend, muffin, mammoth, swing, pocket, seedling, creek cree

C

culprit, myth, volunteer, puppeteer, profit, profiteer, hammock, assistant, ass stant, mat matinee, nee, suspect, suspect, aspect, aspect, spectrum spectrum

street How do I make street plural? plural? Add an -s.

Optional Practice Spelling Cards

street — streets streets What is the rule? 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. Spelling List 2 – page 17 Write the plural form of each noun on your spelling list.

• Dictate the words in Lesson 2 as the students write them on index cards. c ards. • Sort the cards from Lesson 1 and 2 into nouns and adjectives. Color a red border around the nouns. Color a blue border around the adjectives.

A

streets, stre st reet ets, s, suns, suns su ns,, trucks, trucc s, strings, tru stri st ring ngs, s, ponds, pon po n s, paths, patt s, trees, pa tree tr ees, s, rocks rocc s ro

B

backpacks, ackpacks, weekends, muffins, mammoths, swings, pockets, sseedlings, ee ings, creeks cree s cr

• Arrange the cards into short adjective-noun phrases.

C

culprits, myths, volunteers, puppeteers, profits, profiteers, hammocks, ammoc s, assistants, assistants, matinees, matinees, matinee s, suspects, suspects, aspects, spectrums spectrums

• Show the students a picture dictionary. Ask the students to create a scene using all the words in the list and to label each of the words.

Adjectives

All

Today we will learn a second part of speech. Today An adjective adjective is is a word that modifies or describes a noun. Close your eyes. Picture an apple. Now, picture a green apple. Green is describing the word apple apple.. Green Green is is an adjective. Now, picture a tiny apple. Tiny is is an adjective describing apple apple.. Imagine a cat. Now, imagine a fat cat. Fat is is an adjective modifying cat . Green,, tiny , and fat are Green are all adjectives.

Hold up a stued animal. Describe this stuffed animal. Answers will vary.

Show Grammar Flash Card 2. Recite the deinition and the questions answered by an adjective. I will read a phrase. Ask “What kind” k ind” to find the adjective. black cat cat.

What kind of cat? Black. Black is an adjective adjective modifying Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Grammar Flash Card 2 Adjective An adjective adjective modifies modifies a noun or a pronoun. An adjective answers: answers: What kind? How many? Which one? Whose?

Lesson 2

1455 14

fast runner What kind of runner? Fast. Fast. Fast Fast is an adjective modifying runner. beautiful girl What kind of girl? Beautiful. Beautiful is an adjective modifying girl.

Optional Practice

Now ask, "How many?" five dolls dolls. six cats

How many dolls? Five. Five is an adjective modifying

Adjectives As each adjective is identified, ask the students to use it in a sentence.

How many cats? Six. Six is an adjective modifying cats.

sixty bugs bugs.

How many bugs? Sixty. Sixty is an adjective modifying

Next, I will read a phrase. Ask a question to find the adjective. delicious food What kind of food? Delicious. Delicious is an ad jective modifying food. broken table What kind of table? Broken. Broken is an adjective modifying table.

Teacher Tip

cold weather What kind of weather? Cold. Cold is an adjective modifying weather.

Identifying Parts of Speech

Spelling Lists 1 & 2 – 2 – Identify the adjectives in Spelling Lists 1 and 2. You You can identify adjectives by finding words which answer: What kind? How many? Which one? Whose? In the Part of Speech column, write a blue Adj. blue Adj. next next to the words that t hat are adjectives. A

fast, pink, bad, soft, last, three, black, strong, sick, green, ten, long

Write the phrases on the board and label the parts of speech as modeled in Level A.

Level B 2.8B Parts of Speech – page 19 Adj

B

C

N

ssplendid, p en i , g grand, ran , drab, ra , ttimid, imi , vvast, ast, velvet, ve vet, damp, amp, ssweetest, weetest, weekend, wee en , steep, slick, mammoth, thick, swift, pocket, exotic, deep

softt kittens sof kittens

aabstract, stract, consistent, consisten consi stent, t, insistent, insistent, insist ent, com compact, pact, complex, comp ex, rustic, comp rustic, tranquil, tranquii , tranqu public, volunteer, volunteer, assistant, athletic, unsuspecting, fantastic

splendid weekend weekend

Adj

N

damp mittens mittens Adj

N

Level C All

Parts of Speech

A

2.8C Parts of Speech – page 20 Adj

2.8A Parts of Speech Speech – page 18 18 Today Today we will learn to identify the parts of speech in a phrase. Label each of the nouns and ad jectives in your workbook while I label them on the board. (See the Teacher Tip in the margin for Levels B and C.) Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

N

volunteer assistant Adj

N

fantastic fan tastic puppet p uppet Adj

N

complex index

146


big tree What is the noun in this phrase? tree Label tree tree with with an N for noun.

N

big tree What kind of tree? big, adjective Label big big with with Adj.

Adj N

big tree three rocks What is the noun in this phrase? rocks


N

three rocks How many rocks? three, adjective

Adj

Teacher Tip

N

three rocks long path What is the noun in this phrase? path

N

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 part of speech on the board, while the students mark them in their workbooks.

long path What kind of path? long, adjective

Adj

N

long path

Optional Practice

Dictation

2.9

Read the phrase. ell the students to repeat it aloud, then write it in their notebooks. A

1.. three trees

ong street 2.. long

B

1.. swift creek

2.. sweet muffins

C

1.. volunteer assistant

nsuspecting culprit 2.. unsuspecting


Dictation • Ask the students to expand each phrase into a sentence. • Dictate the phrases while the students write them on blank paper. The students may then illustrate each phrase. • Mark the parts of speech on each of the dictation phrases.

Lesson 2

Day 4 2.10


Materials

Review

All

A S Spelling pe ng Rule: Ru e: • 2.1 2.10A .10A P Plurals ura ur a s Pr Pract Practice actice ice – pag page e 21 Write each plural word.

•

•

Spelling Rule: Provide the students with the Phonogram Game iles: a through z , ck , ee , th . Read a word. Ask the students to write it with the Phonogram Game iles. Award one point or spelling the word correctly. Award one point i the student knows why the word is spelled with a K or CK.

Phonogram Game Tiles Phonogram Game Cards Highlighter Student notebook Essentials Reader

Level B Morpheme Card: -est

Level C Morpheme Cards:

milk

sock

seek

silk

-eer

volunt

quick

week

trick

luck

sub-

ad-

tack

lick

sleek

truck

rock

stink

lock

think

Grammar: Review nouns and adjectives. ake turns listing three adjectives that describe a particular noun. A student or teacher then tries to guess the noun.

•

Phonograms: Say a phonogram's sound(s). he students must hold up the correct Phonogram Game Card.

•

Spelling: Read some words rom the spelling list. he student may write them with Phonogram Game iles.

Vocabulary

2.11

A

1477 14

Level A Vocabulary

spect culp

Challenge Levels B C Include C at the end of the words: classic, rustic, frantic, clinic, exotic, antic, manic, public, septic, relic, relic, topic, gothic.

Optional Practice Short and Long Vowels Dictate long and short vowel sounds. Ask the student to write the vowel with either a breve or a macron.

Compound C ompoun Words Wor s Sometimes two words combine to form a new word called a compound word. word. Compound words have two morphemes, or units of meaning. m eaning. I w will i write write two two words wor s on on the t he e board. o ar . R Read ea each eac word, wor , then t en combine them together and read the new word.

sun + tan tan = suntan suntan bed + sheet = bedsheet sick + bed = sickbed sickbed sand + box = sandbox sandbox hand + spring = handspring 2.11A .1 Compound Words – page 22 2 Complete the activity. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Compounds Encourage students to discuss the meaning of each word individually and the new meaning of the compound word.

148


B

Level L eve B Vocabulary Voca u ary What hat is a morpheme? A morpheme is a unit of meaning.

Write prefix Write prefix , root , and suffix , on the board.

prefix pref ix roo roott suf suffix fix Point to the word roo root . What hat is the root of a plant? What do the roots do? The roots provide water and nutrition to the rest of the plant. In n the same way, the root root is is the part of a word that provides the core meaning eaning to to the t e word. wor . TThe e rroot oot of o a word wor is wo is the t e main main morpheme ma morp eme without anything else attached to it. Iff a root can stand alone as an English word, it is can also be referred to o as a base ase as e word. wor . We e will use the words prefix words prefix and and suffix as as an example. What at does oes fix ix mean? mean? to repair repa re pair ir something somet som et ing Fix has has more than one meaning. I will use fix in in two sentences. Tell me e what it means in the context of the sentences. He will fix a hook to t he envelope. Fi o the shelf. She fixed a stamp to the Fixx means means mea ns to to attach. attacc . atta Do o you see the root fix in in the words prefix words prefix and and suffix ? yes es

Underline U n erl erline ine the root fix root root fix ix .

prefix pref ix roo roott suf suffix fix ix In n these words, the root fix means means to attach. Fix is is also a base word because ecause it it stands sta tan n s alone a one as as an an EEnglish an ng is w word. or . In n the word prefix word prefix what prefix , what what is attached before the root fix ? preWhat at are are some some words wor s that t at begin egin with wit pre pre-? -? precoo precook,, pre preheat, eat, preview, prepare, prehistoric… Pre- means Pre means before. What does predoes pre- mean? before What hat is the literal meaning of prefix of prefix ? to attach before A prefix prefix is is a morpheme that is attached before a root. It is made up of one o one or or more more phonograms. mo p onograms. Prefixes Pre ixes change Pr c ange the t e meaning meaning of me o the t e word. Suf- means below or after. Suf- means What hat is the literal meaning of suffix ? to attach after A suffix suffix is is a morpheme that is attached after a root. It is made up of one or more more phonograms. more p ono onogra grams ms..


Teacher Tip Base Words and Roots Base words are roots that stand alone as English words.

Lesson 2

1499 14

Prefixes, roots, and suffixes provide clues to the meaning of a word. Prefixes are added to the beginning before the roots. Roots are the main part of the t he word. Suffixes are added to the end. Compound C ompoun Words Wor s One way to make a new word in English is to add two base words together. Some of the made words. toge to gett er er.. So Som me o t e words worr s in wo in List List 2 are are ma e from rom two two base ase as ew or s. Which ones?

backpackk backpac

weekend

When two base words combine together to form a new word it is called a compound word. What two words or morphemes combine to form orm backpack ac pac ? back ac and an pack pac

backpackk = back + pack backpac Why do you think it is called a backpack? It is a pack that goes on your back. ac .

week + end = weekend What two words combine to form weekend ? week and end What ome att tthe of tthe week W at is is a weekend? wee en ? days ays tthat at ccome o me a e eend n o ew eeek e

Teacher Tip Suffix Suffix is composed of two roots Suffix is suf- (sub-), sub-), which which means under and fix, and fix, which which means to attach. A suffix, suffix , therefore, is literally letters that are attached at the end of (or under) the word.

Suffixes: -est Letters that are added to the end of a base word are called a suffix. SSuffixes u ixes cchange ange the t e meaning meaning of o the t e word wor or or its its par part of o speech. speec .

thick hick + est = What do I get when I add thick and and -est -est ? thickest

thick hick + est = thickest Show the morpheme card -est es . What does it mean if something is the thickest? It is the most most thick.

swift + est = swiftest swiftest What does it mean if something is the swiftest? It is the most swift. What does the suffix -est -est mean? mean? most -est is is a morpheme, a unit of meaning that means most . 2..1 2.11B 2.11 11B B T The e Su Suffix ix --e -es -est st – pa page ge 23 Write 23 Write rite the new word. Use it in a sentence. sen en sen ence ce..


-est superlative adjec tive, the most Old English

150


C

Level C Vocabulary

Teacher Tip

When hen learning vocabulary, it is important to learn the meaning of the parts of words, because that can help us understand other words. Remember, Remember, each unit of meaning is called a morpheme.

Spect

Look oo at your your spelling spe sp e in ing g list. ist. is t. What W at patterns patt pa ttern ernss do o you you notice? noti no tice ce?? T Two wo w words or s end in the suffix -eer. Four words include the root spect. -eer Look oo aatt the t e words wor s that t at end en with wit the t e suffix su ix --eer . What Someone hat is a puppeteer? So Some meon onee who w o acts actss with act wit puppets. wit pupp pu ppet ets. s. What hat is a volunteer? Someone who freely offers to do something.

Show Sh ow the the morpheme morph mor pheme eme card car --eer . What hat does the morpheme -eer mean? mean? It refers to a person. On O n Spelling Spe ing List List 2, 2, highlight ig ig t the t e suffix su ix --eer i in in n the t e words wor s puppe puppeteer eer and volunteer . What hat are the roots in volunteer? volunt + eer Do o you have ave any guesses guesse gue ssess what w at vo volunt unt means? means?

In the Vocabulary for Level C, students will compare the meaning of words with the root spect spect and and discover their relationship relat ionship in meaning. Some words are more tightly tied to the root in their current meaning and others are loosely tied.

-eer noun suff ix that denotes a person French

o un untt . Show the morpheme card vvolunt Volunt Vo unt means means wi will . How ow does will relate relate to a volunteer ? A volunteer is a person who is willing to give their time. Write rite the t e word profiteer word wor profiteer on o on n your your whiteboard. w ite oar . What hat is a profiteer a profiteer ? Someone who makes a profit.

volunt voll vo

will Latin

spect Look ook at each of the words that use the root spect pect . TThese ese w words or s aare re all a related elated in meaning. What do you think spect means? means? Spect is is a Latin root meaning look oo or see see.. W We e will wi se wi see e this t is root root again. agai ag ain. n.

spect look, see

suspect - What is a suspect? Someone who is thought to have suspect h ave committed a crime.

Latin

What hat is the prefix that is added to spect to to make ma e suspect? suspe sus pect? ct? suSu- is Su is an assimilated form of subsub-.. What other words can you think of that at begin egin eg in with wit su sub-? sub-?

Write the words on the board as the students list them. What hat do you think subsub- means? ub- means? ub means?

Show Sh ow the the morpheme morph mor pheme eme card car su sub-- . Sub- means Sub means below. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

subsu-su (before sc, sp)

suc-

sufsup-

sursus-

below, under, beneath, secondary Latin

Less on 2

1511 15

How ow many variations of sub are there? seven Why do you think there are seven different spellings? It assimilates assimi ate assimi atess to the first letter of the root. roo t.

ogether, words back sub-. sub-. Ass oget og ethe herr, rea rread ea th thee wo w or s on on the the ba bac c o o the the Morpheme Morp Mo rphe heme me Card Carr su Ca you read, discuss the way the morphemes work together and compare them to their deinitions today. he students do not need to learn all o the roots. root ro ots. s. he he exercise exercis exer cisee should shoul sho ul aid ai the them m in discovering iscov isc overi ering ng the logic logic underun er er-lying how the morphemes work together and provide them with clues to the the meaning meaningg o the meanin the word. wor . wor •

Subway Subw Su bway ay – a way way that that is underground. un er ergr grou oun n .

•

Suspend – pend (hang) Suspend means to hang under.

•

Succumb – cumb (to lie) to lie under.

•

Suer – er (to bear) Suer means to bear under. under. Someone who is suering is usually bearing under a pain or diiculty.

•

Supplant – to plant below. It typically means to replace.

•

Surrender Surr Su rren en er – render ren re n er (t (to o gi give give). ve). ). Su Surr Surrender rren en er me mean means anss to gi give ve un under. er.. Wh er When en someone someon som eonee surren surr surrenders, en ers, they they give give themselves themselves themselv es under un er another anotherr authority. anothe authority authori ty..

•

Sustain – tain (to hold). Sustain means to hold beneath. Before an SP or an SC, the prefix will drop the consonant /b/. The prefix then becomes simply susu-.. Why do you think this is? It is hard to sayy a consonant sa con onso sona nant nt before e or oree those t os osee sounds. sou so un s. What do the morphemes for suspect literally literally mean? look below How H ow is is the t e literal itera meaning meaning of o the t e morphemes morp emes in in suspec suspect r related related re e ate tto o its meaning today? When someone is a suspect, there is a period of looking into their guilt or innocence. When you suspect something, you look under the surface to try to understand what is there. Notice that the definition based upon the morphemes and the definition n ition of o how ow the t e word wor is is used use today to ay are are not not quite quite the t e same, same, but ut they are analogous. Use suspect in in a sentence. unsuspecting -- W What Someone unsuspecting at does oes unsuspecting unsuspecting mean? mean? So Some meon onee who w o is is ununsuspecting does not suspect anything. Use unsuspecting in a sentence. spectrum - What is a spectrum? A range of colors, objects, or ideas spectrum tthat at are are related. re ate . Use spectrum in a sentence. There is a wide spectrum of views on the topic in the class. A rainbow is a spectrum of colors. How spectrum relate relate H ow does oes the t e word wor spectrum spectrum re re ate to seeing? seeing? A spectrum is a way Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Optional Practice Vocabulary Level C • Write each of the rootsand prefixes on index cards c ards to createe a set creat s et of vocabulary voc abulary flash cards. Review the cards daily. • Use the vocabulary cards to play a game of Memory. • Create a word wall with roots, prefixes, suffixes and their meanings and derivatives. Ask students to add to the word wall as they find related derivatives.

Teacher Tip UnFor students unfamiliar with the prefix un un-,-, point out that un-- means not un not.. Discuss how the prefix changes the meaning of unseen, unthankful, unwanted, untaught, uncooked.

152


of seeing the relationship between a range of ideas. We can see a spectrum. aspect - What aspec aspec W at is is an aspect? aspe as pect ct?? It is a part part or a feature eatu ea ture re of o something. some so mett ing ing.. Use se aspect in a sentence. Speed and agility are two aspects of basketball. et a . What hat is the prefix that is added to spect to to make aspect ? a-


ad-

.

A- is an assimilated form of a A- is ad-.-. A ad Ad- means Ad- m means me eans to, to, toward, towar , add. a . In In aspec aspect,, a- means a means to to. o. How ow many man ma ny variations varia var iati tion onss are are there ar t er ere e to the t e spelling spe sp e in ing g of o ad-? a -? eeleven even ev en Why hy do you think there are so many forms? It assimilates to the first sound of the root Like i e with wit subsub-, u -, the final consonant is dropped before SC and SP. How ow does the word aspect relate relate to its morphemes? An aspect is a ssmaller ma er part part of o the t ew whole. o e. IItt iiss something somet ing you you "look oo to" to in in order or er to to see see details about the whole.

ad-ad a(before sc, sp)

acaf-

ag agal-al an ap -

to, toward, add Latin

Spelling pelli pe llin n List List 2 – page page 17 Highlight the root spect in the words suspect, uspect, unsuspecting, spectrum, an spectrum, spectrum, and and aspect . an culp

Write

mea culpa

on the board.

Look ook at your spelling words. Do you notice a part of this phrase in one of your words? Culp is in culprit. What at is a culprit? cu pri cu prit? t? so someone some meon onee who w o is is guilty gui ty of gui o a crime crime cri me Culp is Culp is the Latin root for guilt.

Show the morpheme card culp . The T e Latin phrase p rase mea cu culpa culpa means pa means my fault or pa means or my gui guilt t . TThis is phrase p rase is often used in literature and in the news when someone is taking responsibility esp es pon onsi si i it ityy for or a mistake. mist mi staa e. Do o you see a word that could be Latin for my in in mea culpa? culpa? mea 2.11C . Matching – page 2 24 4 Match the morphemes in your workbook to their definitions.


arasat-

culp guilt Latin

Lesson 2

1533 15

Dictation

2.12

Read the phrase. ell the students to repeat it aloud, then write it in their notebooks notebooks.. A

B

C

1.. black truck

3.. ten rocks

2.. sick dog

4.. strong string

1.. mammoth backpack

3.. grand weekend

2.. exotic seedlings

4.. deep pockets

1.. assistant dentist

3. complex aspects

2.. abstract myth

4.. tranquil matinée

Reading

2.13

A 2..13A 2.13A 2.13 A Re Reading Rea a ng – pa page ge 25 Read ead the phrases in your workbook. Read the phrases a second time, practicing fluency.

Optional Practice Dictation • Ask the students to expand each phrase into a sentence. • Dictate the phrases while the students write them on blank paper. The students may then illustrate each phrase. • Mark the parts of speech on each of the dictation phrases.

Teacher Tip Struggling Readers If a student struggles to read multi-letter phonograms in the context of words, provide support by underlining the multi-letter phonograms.

The Essentials Reader – Lesson 2 (optional)

Optional Practice

Composition

2.14

A Look at Spelling pell ng List List 2 – page 17. 17. Find adjectives and nouns tthat at work wor together toge to gett er to to make ma e a phrase. p ra rase se.. Write Wri rite te six six phrases p ra rase sess in in your you ourr notenotteno book.


Reading Level A Write the words from Spelling Lists 1.A and 2.A on index cards. Rearrange the words into phrases and practice reading them.

154


Day 5 2.15


Review

All

•

Materials

Grammar: Review Grammar Flash Cards 1, 1.1, 1.2, 2.

C V Vocabulary: oca u ary: • Provide the students with six index cards. Say the meaning o a morpheme. heme. hem e. he students stu st u en ents ts write write the the morpheme morph mo rphem emee on on an on an index an in ex card. in car . ComComCombine bi ne these thesee with thes with the the index in ex cards in car s rom car rom Lesson Lesso Les son n 1. a noun suffix that denotes a person — -eer will w i — vvolunt o un unt t look, ook, see — spect below, elow, under, under, beneath, secondary secondar y — subto, o, ttoward, owar , aadd — a ad-guilt — culp Say the literal meaning o the morphemes and ask the students to choose choo ch oose se the the correct corr co rrec ectt index inde in ex in x ca car cards r s to to orm orm or m the the wo wor word, r , then then wr writ write itee the the word wor wor on the their ir whiteboards. white whi teboa boarr s. I the the word worr includes wo incl in clu u es a prefix pre x that pre that assimilates, assimi ass imila lates tes,, ask the student how it will assimilate and why. to o pull pu together toget er — contract to o pull below — subtract to o sstrike trii e together tr toget er — cconflict on ict to o strike toward — afflict to o stand below — subsist to o stand stan toward towar — assist to o press together — compact with parts witt p wi arts ar ts — complex comp co mp ex to o look beneath — suspect


2.16

Check Your Your Understanding 2 – page 27-28

Phonograms

All

Dictate the phonograms or the students to write in their workbooks. 1. ee /ē/ double /ē/

6. t

2. th /th-TH/

7. v /v/

3. m /m/

8. i

4. u /ŭ-ū-ö-ü/

9. w /w/

5. h /h/

/t/

/ĭ-ī-ē-y/

10. x /ks-z/ Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Grammar Flash Cards 1, 1.1, 1.2, 2 Index cards LOE whiteboard

Lesson 2 11. r

/r/

21. c /k-s/

12. f

/f/

22. y /y-ĭ-ī-ē/

13. g /g-j/

23. z /z/

14. j

24. b /b/

/j /

15. ck /k/ two-letter /k/

25. qu /kw/

16. e /ĕ-ē/

26. d /d/

17. ng /ng/

27. k /k/ tall /k/

18. n /n/

28. l

19. a /ă-ā-ä/

29. p /p/

20. o /ŏ-ō-ö/

30. s /s-z/

1555 15

/l/

Vowels

All

Listen to the vowel. Circle the correct vowel. 1. ŭ 4. ŏ 2. ă 5. ī 3. ē

Dictation Read each phrase. Ask the students to repeat it aloud, then write it in their workbooks. A

B

1.. green trees

5.. black string

2.. three trucks

6.. sick cat

3.. long pond

rong ro ng sun sun 7.. sstrong

4.. ten streets

8.. rock path

1.. deep creek

6.. swift swing

2.. exotic seedlings

7.. steep canyon

3.. mammoth muffin

8.. splendid backpack

4.. sweet kittens

9.. damp weekend

5.. thick pocket

C

10.. slick

1.. insistent assistant

6. insistent culprit

2.. suspect profits

7.. fantastic myth

3.. complex aspects

8.. abstract matinée

4.. spectrum

9.. athletic volunteer

5.. unsuspecting puppeteer

10.. hammock 11.. consistent instrument

All

Grammar

Ask students to label the nouns and adjectives in the dictation phrases. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Struggling Students Remind students to sound out each word as they write it.

156



157

Lesson 3 Phonograms

er

cu

Level C

or

ea

sh

Exploring Sounds

Syllables, R-controlled vowels, open vowels, closed vowels

Spelling Rules

Spelling Rules 18, 4, & 21

Spelling Journal

/ē// /ē

Grammar

1.3 Non-Count Nouns

Vocabulary

Level A

Level B

-er

-est

Level C

sym-

meter

Day 1 3.1 3. 1

Compound Words

per-

re-

Essential Concepts

Phonograms

All

New Phonograms er, or, ea, sh Show er . /er/, the /er/ of her /er/, the /er/ of her Is /er/ a consonant or a vowel? answers vary Can you sing it? yes Is it blocked? Yes, my tongue is blocking it. Because we can sustain it, this phonogram is a vowel. It is called an R-controlled vowel. Say the sound again. Can you feel and hear the /r/ sound? yes

Show er and r . What is the same about these? They both have an R. They both have Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Materials Basic Phonogram Flash Cards & r

er

or

ea

sh

Student Notebook Phonogram Game Tiles Highlighter Spelling Rule Cards 4, 18

Level C Advanced Phonogram cu

158


a /r/ sound. How are they different? /r/ is a consonant. It I t stops. You You cannot sing /r/. /er/ is a vowel. It can can be sustained or sung. When you say /r/, try not to add an /ŭ/ sound before or after it. By itself, /r/ is only a consonant sound. These two phonograms are closely related. However However,, one is a consonant and one is a vowel.

Show r . Is this a consonant or a vowel? consonant

Teacher Tip /r// /r Many teachers and students struggle to isolate the /r/ sound. Often people incorrectly say /rŭ/. It is best to practice this sound by feeling where /r/ is formed in the mouth when saying rose , red , and reach reach.. Then try to isolate the sound and cut it short.

Show er . Is this a consonant or a vowel? vowel

Show or .

Teacher Tip R and ER

/or/ /or/ Is /or/ a consonant or a vowel? vowel? vowel How do you know? I can sing it. This is another R-controlled vowel. Say the sound again. Can you hear the /r/ sound? /or/ yes Can you hear the /ō/? yes

A great way to distinguish /r/ and /er/ is that /r/ is a clipped sound. For /r/, hold up two fingers like a sidewise V and snap the fingers together as if you are clipping off the vowel sound with a pair of scissors. s cissors.

Show er and or . What is the same between these two phonograms? They both have a vowel followed by an R. The /r/ sound is heard hea rd in both of them. They are both R-controlled vowels.

Show ea . /ē-ĕ -ā/ /ē-ĕ /ē-ĕ-ā/ /ē-ĕ-ā/ ā/ Let's test each sound. Is /ē/ a consonant or a vowel sound? sound? vowel Why? I can sing it. It is not blocked. Is /ĕ/ a consonant or a vowel sound? sound? vowel Why? I can sing it. It is not blocked. Is /ā/ a consonant or a vowel sound? sound? vowel Why? I can sing it. It is not blocked. How many vowel sounds does this have? have? three What kind of vowel is this? It is a multi-letter multi-letter vowel. vowel.

Show sh . /sh/ /sh/ Is /sh/ a consonant or a vowel? vowel? consonant Why? I cannot sing it. It I t is blocked by my tongue. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip R-Controlled Vowels ER and OR are two of the R-controlled vowels. With these phonograms the R sound dominates the vowel. This occurs because the sound /r/ shares some properties of a vowel; it can be sustained and made louder and softer. This creates an R-controlled vowel.

Optional Practice Vowel Types Using the Phonogram Game Cards a, e, i, o, u, y, ee, er, or, ea, ask the students to categorize each vowel by its type: singleletter vowel, multi-letter vowel, or R-controlled vowel.

Lesson Less on 3

1599 15

Write each phonogram five times in your notebook while saying the sounds. 3.1 Vowel Types – page 29 29 Categorize each vowel as singleletter, multi-letter, multi-letter, or R-controlled. C

Advanced Phonogram

Show cu . This is an advanced phonogram. phonogram. It says /k-kw/ in French loan oan words. wor s. It says says /k/ in in words wor s such suc as as biscuit iscuit an and and an ccircuit rcu t , and an /kw/ w in in cuisine.. cuisine

Advanced Phonogram

cu /k-kw/ biscuit cuisine Used in French loan words


All


3.2

Exploring Sounds

All

Syllables and Vowel Types What is a vowel? A vowel vowel is a sound that is said with the mouth open and that can be sustained or sung. I will say a vowel. Place your hand under your chin. Repeat the sound and feel how your mouth opens to say a vowel. /ă/ /ā/ /ĕ/ /ŏ/ What is a consonant? A consonant is a sound that is blocked and cannot be sustained or sung. Place your hand under your chin. Repeat the consonant sound. Is your mouth open or closed? /m/ /m/ closed

/b/ /b/ closed then open

/p/ /p/ closed then open With the next sounds, tell me what is blocking the sound. Is it your lips, teeth, or tongue? /s/ /s/ tongue and teeth

/g/ /g/ tongue

/t/ /t/ tongue

/k/ /k/ tongue

As we speak, our mouths open to say vowels and close or block to say consonants. This opening and closing and blocking gives the words a rhythm or a beat. It is a bit like tapping a drum. The beats in words are called syllables. Different words have different numbers of syllables. The number of syllables depends on how many times the mouth opens to say a Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip For more information, see Uncovering the Logic of English, Chapter 4: Consonants, Vowels, and Syllables.

160


vowel sound. In other words, every syllable has a vowel and every vowel sound forms a syllable. With spoken words, we can count the number of syllables and vowels by simply counting how many times our mouth opens to say a vowel sound. I will say a word. Place your hand under your chin, repeat the word, and count how many times your mouth opens. This will tell you how many syllables and how many vowel sounds are in the word: lesson two syllables, two vowels book one syllable, one vowel bookshelf two syllables, two vowels popcorn two syllables, two vowels pineapple three syllables, three vowels harmonica four syllables, four vowels Another way to count the vowels is to hum the word. When we hum, it is a form of singing. What sounds in a word can we sing? the vowels So when we hum, we are humming the vowels. I will say a word. Hum it. Then tell me how many syllables and how many vowels are in the word. table hmm-hmm two syllables, two two vowels vowels school hmm one syllable, syllable, one vowel pumpkin hmm-hmm two syllables, syllables, two two vowels vowels elevator hmm-hmm-hmm-hmm four syllables, four vowels vowels family hmm-hmm-hmm three syllables, syllables, three three vowels vowels Knowing the number of syllables and vowels provides important clues for spelling. What are two ways to count the number of syllables in a word? Hum the word or count how many times your mouth opens to say the vowel. With written words, knowing the phonograms and the vowel types helps us to look at a new word and be able to count the number of syllables without even saying the word. This provides helpful clues for reading longer words. What are the three vowel types we have learned so far? single-letter vowels, multi-letter vowels, R-controlled vowels Take out the Phonogram Game Take Game Tiles. Tiles. What color are the consonants? blue Hold up an example of a single-letter consonant. Hold up an example of a multi-letter consonant. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Optional Practice Syllables Clap the syllables, then march to the syllables, counting how many are in each word. pen cil 2 top 1 ta ble 2 com pu ter 3 win dow 2 lem on ade 3

Teacher Tip If students ask about the green double-underlined double-underlined E tile, explain that it is a silent final E and that we will learn about it in later lessons.

Lesson Less on 3

1611 16

What color are the R-controlled vowels? pink (purple) Hold up an example of an R-controlled vowel. What color are the rest of the vowels? red Hold up an example of a single-letter vowel. Hold up an example of a multi-letter vowel. When we see a new word, using our knowledge of the phonograms and vowel types, we can count the number of syllables. I will write a word using the Phonogram Game Tiles. Tiles. Do not read the word. Simply tell me how many syllables are in the word by counting the number of vowels. (In a classroom, draw the phonogram tiles on the board using colored markers while the students orm the word using Phonogram Game iles at their desks.) sh ee p

one vowel, one syllable

h u n t er s w ea t er

two vowels, two syllables two vowels, two syllables

h ea d m a s t er u n f or g i v i ng f or e s t

three vowels, three syllables four vowels, four syllables

two vowels, two syllables

3.2 Syllables – page 30 Highlight the vowels in each word. Count the number of syllables.

Teacher Tip Syllables If needed, continu continuee with additional words from Spelling Lists 1-3. Using the Phonogram Game Tiles, ask students to count the number of syllables in words by counting the vowels, then identify each vowel type.

Syllables are important for many reasons. They provide us clues about what phonogram to use and they provide clues as to what sound a phonogram may say.

3.3

Spelling Rule

All

Spelling Rule 18 Show sh . What does this phonogram say? /sh/ In later lessons, we will learn four more spellings of /sh/.

Show the students Spelling Rule Card 18. Let's step through through the parts of this rule: SH spells /sh/ at the beginning of a base word and at the end of a syllable. When can we use this spelling of /sh/? at the beginning of the word Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Spelling Rule 18 SH spells /sh/ at the beginning of a base word and at the end of they syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship -ship..

162


and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one. When can we not use this spelling? We may not use it at the beginning of a syllable in the middle of the word. Except for the ending -ship -ship.. We can use it to spell the suffix -ship. I will say a word. Write it on your whiteboard and tell me why you can use SH to spell /sh/. flash It is at the end of the syllable. syllable. shin It is at the beginning of the word. trash It is at the end of the syllable. membership It is the ending -ship. shaft It is at the beginning of the word.

Spelling Rule 4

All

Now we will discover how syllables aid us with spelling vowels. What are the three types of vowels we have learned? single-letter, multi-letter, R-controlled

Spelling Rule 4 A E O U usually say their long sounds at the end of a syllable.

We will now discover where a single-letter vowel says its short sound, as well as one place where a single-letter single -letter vowel says its long sound. 3.3-1 Single-Letter Vow Vowels els – page 31 Read each of the words in your workbook. Start with the short (first) sound of the phonogram. If the short sound does d oes not make sense, try the long (second) sound. Each of these are words that you will know, so if the word does not make sense with one sound, tr y the next sound. Mark each short vowel with a breve. Mark each long vowel with a line (macron).

wet nod hen got

we no he go

What do you notice? The single-letter vowel is short when it i t is in the middle of the syllable (or word). It is short when it is followed by a consonant. The single-letter vowel is long when it is at the end of the syllable (or word). How many syllables do each of these words have? one Which words in the list have a single-letter vowel in the middle of the syllable? wet, nod, hen, got When a single-letter vowel is in the middle of the syllable, what sound does it make? It makes its short sound. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Struggling Students Sound out the words with struggling students. Be sure to provide adequate support so the student can focus on discovering where a singleletter vowel says its short sound and where it says its long sound.

Lesson 3

1633 16

This is called a closed vowel. vowel. The vowel is closed when it is not at the end of the syllable. Which words in the list have a single-letter vowel at the end of the syllable? we, no, he, go When a single-letter vowel is at the end of the syllable, what sound does it make? It makes its long sound. This is called an open vowel. vowel. An open vowel is at the end of the syllable. Why do you think it is called an open vowel?

Show the students Spelling Rule Card 4. Recite the rule three times. A E O U usually say their long sounds at the end of a syllable. Let's look at a few words with more than one syllable. I will say a word. Place your hand under your chin, repeat the word, and count the syllables. Then sound out the word as I write it on the board. To To help us analyze the words, I will leave a space between the syllables.

Optional Practice Reference Poster Create a reference poster to remember Spelling Rule 4. Write the rule at the top, and write words that this rule applies to on the poster.

napkin napkin two syllables /n-ă-p-k-ĭ-n/

nap kin How many vowels in this word? two What is the first vowel? /ă/ Is /ă/ in the middle or at the end of the syllable? It is in the middle of the syllable. Is it an open vowel or a closed vowel? closed Which sound is it saying? It is saying its short sound. Why? It is in the middle of the syllable. What is the second vowel? /ĭ/ Is /ĭ/ in the middle or at the end of the syllable? It is in the middle. Which sound is it saying? It is saying its short sound. paper paper two syllables /p-ā-p/p-ā-p-er/ er/

pa per How many vowels in this word? two What is the first vowel? /ā/ Is /ā/ in the middle or at the end of the syllable? It is at the end of the syllable. Is it an open vowel or a closed vowel? open Which sound is it saying? It is saying its long sound. Why? A E O U usually say their long sounds at the end of the syllable. When a vowel says its long sound we will draw a line (macron) over Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Optional Practice Short and Long Vowels Practice with the following additional words. af-ter bas-ket but-ter cof-fee for-get gos-sip ham-ster hap-pen hel-lo kit-ten lad-der lob-ster lum-ber rab-bit tar-get

ba-gel ba-sic clo-ver con-test e-ven fo-cus ho-tel mo-ment so-lo cab-in for-est mod-ern plan-et pun-ish rob-in

164


it.

pā per What is the second vowel? /er/ What kind of vowel is /er/? R-controlled Underline the /er/.

pā per Continue with the ollowing words.

let ter con test pump kin

bē tween ō pen ū nit

When you hear a long vowel sound at the end of the syllable, it will usually be spelled with a single-letter vowel. 3.3-2 Short and Long Vowels Vowels – page 32 32 Each word has been divided into syllables for you. Read the word. Highlight the vowel(s). Mark each single-letter vowel as long or short.

Discuss each o the words with the students.


Teacher Tip Struggling Students Ask the student to sound out the words in 3.3-2 aloud. Complete the activity together.

Lesson 3

Day 2 3.4

All

•

•

Building Words

Review Phonograms: Phonogram Snatch Lay five phonogram cards ace up on the table. Read one phonogram including all the sounds and the spelling hints. Te student then snatches the card. Replace the card. Read another phonogram… Tis game may be played with multiple students racing to snatch the phonogram. It may also be played in small groups with one student reading and replacing the phonograms.

Materials Phonogram Game Cards Spelling Journal Highlighter Spelling Analysis Card


Spelling Rule: Write the ollowing words on the board: ma-jor, fa-vor, me-ter, o-pen, ro-bot, u-nit. Discuss where the syllable breaks and why each word is read with a long vowel in the irst syllable.

C Morphemes: • Review the morpheme cards rom previous lessons.

3.5

All

Spelling Journal /ē// /ē Spelling Journal /ē/ Open your Spelling Journal to the Sound to

Spelling Reference on page 5. Find the long /ā/. How many ways are there to spell long /ā/? (Hint: count the number of sample words) eight Find the long /ē/. How many ways are there to spell long /ē/? nine Find the long /ō/. How many ways are there to spell long /ō/? nine Find the long /ū/. How many ways are there to spell long /ū/? three Because there are so many phonograms which spell the long vowel sounds, they are some of the most difficult sounds to spell. We will use the Spelling Journal to help us analyze a nalyze the patterns. Today we will focus on the long /ē/ sound. Looking at the Table Today Table of Contents, which page is the long /ē/ sound on? page 16 Turn to page 16 and point to the first column. column. The first column has an underline followed by by an E. E. This represents represents a single-vowel /ē/ at the end of the syllable. What is the spelling rule about E at the end of the syllable? A E O U usually say their long sounds at the end of a syllable. Fever is is a word that uses single-vowel /ē/ at the end of the syllable. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Spelling Journal In a classroom, model this process on the board or use a document camera.

1655 16

166


Write fever under under the first column. Leave a break between the syllables. Highlight the single-vowel /ē/ saying its long sound at the end of the syllable. What is another phonogram we have learned that says /ē/? /ē-ĕ /ē-ĕ-ā/ ā/ Point to the /ē-ĕ-ā/ column. Is /ē/ the first, second, or third sound of that phonogram? first The first sound is the most common sound of the phonogram. Eat is is an example of a word that uses the multi-letter vowel /ē-ĕ-ā/. Write eat under under the /ē-ĕ-ā/ column. Highlight the /ē/ in eat . Seat is is another example of a word that uses /ē -ĕ-ā/. Write seat seat under under the /ē-ĕ-ā/ column. Highlight the /ē/ in seat . What other spelling have we learned for the sound /ē/? /ē/ double /ē/ always says /ē/ Point to the /ē/ double /ē/ column in your Spelling Journal. Feel is is one example of a word that uses /ē/ double /ē/. Write feel un under the /ē/ double /ē/ column. Highlight the /ē/ in feel . See is another example of a word that uses /ē/ double /ē/. Write see See is under the /ē/ double /ē/ column. Highlight the /ē/ in see see..

_e

ea

ee

Used at the end of the syllable.

Used at the beginning of the word, and both in the middle and at the end of the syllable.

Used both in the middle and at the end of the syllable.

f e ver

eatt ea

f eel eel

sea s eatt

see

Now look at Spelling List 2. Which words have a long /ē/ sound? Add them to the correct column in your Spelling Journal. A

street, stre et, three, t ree ree,, green, green,, tree green tree

B

sweetest, weekend, steep, seedling, deep, creek

C

volunteer, volunteer vo unteer unt eer,, puppeteer, puppeteer,, profiteer puppeteer pro iteer Spelling List 3 has more words with the long /ē/ sound. After Spelling Analysis, add words with long /ē/ to your Spelling Journal. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Using the Spelling Journal For future reference, words that use EA to spell /ĕ/ or /ā/ belong on page 15 or 10. Only words which say /ē/ will be written on page 17.

Lesson 3

Spelling Analysis Tips Level

A

Spelling List 3.A introduces multi-syllable words. You will now use the steps listed on the "Multi-Syllable Words" side o the Spelling Analysis Quick Reference. Reference. he steps are also show below:

Multi-Syllable Words

Quick Reference 1


2

Read the sentence sentence.. Repeat the word.


syllables? The students count the syllables. syllables. 33 How many syllables? Hum the word or feel under the chin. spell. Pause spell. Pause for or syllable or sy a e breaks rea s and an ccarefully are u y 44 Say to spe enunciate each syllable as written in the Say to Spell column. The students repeat the say to spell. spell. 5

The students say the first syllable. syllable .

66 While the students segment the first syllable, finger

spell and cue which phonogram to use if there are spell and multiple options. Repeat steps 5 and 6 with any additional syllables. 7

The T e stu students ents w write r te tthe ew word word, or , leaving eaving a space between etween the syllables, and sounding it out as they write.

it. Write the word as the students 88 Help me write it. segment it segment i segment itt aloud. a ou . 99 Ho How w do o we we ma mar mark r it? While it? t? W t? While W i e tthe e students stu ents an analyze the analyze ana a yz yze e t the e

spelling, mark the word on the t he board. The students also mark the word in their books. q

The T e stu students ents soun sound out tthe e wor word an word and rread ea it. itt.


Teacher Tip Spelling Analysis The steps for Spelling Analysis are recorded on the Spelling Analysis Card – a very useful Logic of English English tool! Keep it in your Teacher's Guide as a bookmark! For a detailed example of how to teach Spelling Analysis with multi-syllable multi-syllable words, see "Spelling Analysis with MultiSyllable Words" on page 29

167

168


Spelling Analysis

3.6

Spelling List 3 – page 33 A

Tips for List 3.A

Syllables S y a es During spelling analysis, analysis, pause between syllables, giving students a cue about where the syllable divides. EA and EE here is not not a rule which governs governs when when long long /ē/ long /ē/ will will be be spelled spelle with withEA EAor orEE. EE.his EE. hisisisaapoint pointo point omemorimemorization or spelling. Sounds which have multiple options or spelling will be explored urther in the Spellingg Journal. in Journa Jou rnal. l. When When dictating ictatin icta tingg words wor s that wor that include inclu inc lu e these these phonograms, these phon ph onogr ogram ams, s, make ma e sure ma sure to sure to provide prov pr ovii e aa verbal verbal verb al cue cue to cue to to distinguish the spelling students should use: ee - use /ē/ double /ē/ ea - use /ē-ĕ-ā/

Spelling Analysis

1.

1

2

Word

Sentence


44

5

6

Say to Spell

Say syllable

Segment…

/kwĭk/

/qu-i-ck/

6

Use /ĭ-ī-ē-y/. Use two-letter /k/ used only after a single, short vowel.

quick

88

99

q

Write Segment

Analyze

Read

1

kwĭk

Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. Underline two-letter /k/. is used only after a single vowel which says its short sound. Vocabular y

Par t of Speech

Plural / Past Tense

Adj song

Daniel is listening to his 1 favorite song.

song

Underline /ng/.

sŏng

/sŏng/

/s-o-ng/

N 3.

corn

cor n

The corn is ready to harvest. 1

1

kō r n

/kōrn/

clean

clea n

/c-or-n/

Use /k-s/.

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ōr/.

The horse is now clean. 1 1

Use /s-z/.

songs

N 4.

Write

The border collie is quick.

qu ick

2.

7


klēn

/klēn/

corn

/c-l-ea-n/

Use /k-s/. Use /ē-ĕ-ā/.

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ē/. Adj, V


cleaned

26

CK

Lesson 3

5.

1

dŭk

/dŭk/

/d-u-ck/

6.

The duck is a mallard.

duck


six

You need to do six laps. 1

six

All first sounds.

sĭks

/sĭks/

ducks, ducked

/s-i-x/

Adj, N

7.


duck

N, V

clock

Did you set the alarm on the clock?

/klŏk/ 1


sixes

/c-l-o-ck/

k l ŏk

Use /k-s/. Use two-letter /k/ used only after a single, short vowel.

1

clock

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline two-letter /k/. CK is used only after a single vowel which says its short sound. N, V

8.

real

These flowers are not real.

rea l

Underline /ē/.

1

rēl

/rēl/

1699 16

26

clocks, clocked

/r-ea-l/

Use /ē-ĕ-ā/.

/p-a/ /p-er/

Use the /er/ of her.

Adj 9.

/pā/ /per/

paper

Write your name on the paper bag.

pā per

Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/.

2

pā per

N, V 10. milk

milk

Carter bought a half gallon of milk.

1

mĭlk

/mĭlk/

papers, papered

/m-i-l-k/

CK cannot be used after a consonant. 26 CK is used only after a single vowel which says its short sound. N, V

/shĭp/ 11. ship

sh ip

The ship is arriving in the harbor.

1

milk, milked

/sh-i-p/

shĭp

for est

Use /sh/ used only at the beginning of a word and at the end of the syllable. Use /ĭ-ī-ē-y/.

Underline /sh/. N, V

12. forest

Use /ĭ-ī-ē-y/. Use tall /k/.

They walked though the forest.

2

fōr ĕst

/fōr/ /ĕst/

ships, shipped

/f-or/ /e-s-t/

Use /s-z/.

Underline /ōr/. N, V


forests, forested

170


13. hero

hē rō

Olivia likes to pretend she is a hero.

2

hē rō

/hē/ /rō/

/h-e/ /r-o/

Put a line over the /ē/. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. N

14. bread 2

bre a d

We will have bread for lunch.

1

brĕd

/brĕd/

heros

/b-r-ea-d/

Underline the /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second sound. N, V

15. sport

sport

Use /ē-ĕ-ā/.

Which sport is he playing?

1

spōrt

/spōrt/

bread, breaded

/s-p-or-t/

Use /s-z/.

Underline /ōr/. N, V


sports, sported

Lesson 3

B

1711 17

Tips for List 3.B

EA E A and an EE EE here here is not a rule which governs when long /ē/ will be spelled with EA or EE. his is a point o memorization or spelling. spelling. Sounds Soun s which have multiple Soun multiple options options or or spelling spelling will be explored explore urther in the explore the SpellSpelling Journal. Students will also practice the words in the Vocabulary and Grammar sections o the lesson. When dictating words that include these phonograms, make sure to provide a verbal cue to distinguish thee spelling th spell spe llin ingg students stu en stu ents ts sh shou should oull us use: e: ee - use /ē/ double /ē/ ea - use use /ē-ĕ-ā/ ē- -ā Dou e Consonants Double Dou Con onsson onan antts When a word includes a double consonant, articulate both consonants during spelling analysis. Schwa Level Lev el B includes inclu incl u es some some schwa schwaa sounds. schw soun s. eachers soun eacher eac herss have have the the option option optio n o introducing intro uci intro ucing ng the the students stu en ents ts to to schwa schwaa usschw using Exploring Sounds: Schwa – page 190 (Lesson 4) beore teaching this section. However, you may also teach teac h these these words wor s beore beore teaching teachingg schwa, teachin schwa, using schwa, using Say using Say to Say to Spell Spell to Spell to help help hel p students stu ents create create crea te an an auditory au ito au itory ry picture picture o picture o o the word. Say to Spell Duringg spelling Durin spellingg analysis, spellin analysis,, itit is analysis is important importan impo rtantt to to say say to say to spell spell sounds spell soun s that soun that are that are omitted, omitte omit te , pronounced pronounce pronou nce as as schwa, schwa,, or schwa or distorted in certain dialects. Articulate these sounds clearly in steps 4 and 5 to aid students in creating an auditory picture o the word or the purpose o spelling. he sounds requiring say to spell are highlighted ligh li ghte te in red re in the the spelling spell spe llin ingg chart chart cha rt and an should an shou sh oull be be pronounced pron pr onou ounc ncee as as written, writ wr itte ten, n, not nott as no as the as the word the worr isis commonly wo comm co mmon only ly pronounced. For more inormation, see Uncovering the Logic of English p. English p. 124-125. Syllables During analysis aboutt where During spelling spellingg analysis, spellin analysis, analys is,, pause pause between between syllables, syllables sylla bles,, giving giving students stu ent stu entss a cue cue abou where the syllable syllable divides. ivi es.

Spelling Analysis

1.

List 3.B

1

2

Word

Sentence

sleet

Sleet is tiny hail.

88

99

q

Write Segment

Analyze

Read

slee t

33 # Syllables

1

44

5

6

Say to Spell

Say syllable

Segment…

/slēt/

/s-l-ee-t/

slēt


Use /s-z/. Use /ē/ double /ē/.

Underline /ē/ double /ē/. Vocabular y

Par t of Speech

Plural / Past Tense

N, V

sleet, sleeted


7 Write

172

2.

Essentials Teacher’s Guide /rō/ /bŏt/

/r-o/ /b-o-t/

robot

This robot is used to make parts.

rō bot

Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable.

2

rō bŏt

N 3.

feast

This turkey is for the Thanksgiving feast.

feast

Underline /ē/.

1

fēst

/fēst/

robots

/f-ea-s-t/

N, V 4.

A sales clerk serves customers at the store.

clerk

1

klerk

/klerk/

Use /ē-ĕ-ā/. Use /s-z/.

feasts, feasted

/c-l-er-k/

Use /k-s/. Use the /er/ of her. Use tall /k/.

1

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /er/. CK cannot be used after a consonant. 26 CK is used only after a single vowel which says its short sound.

cler k

N 5.

morning

I love running in the morning.

mor ning

Underline /ōr/. Underline /ng/.

2

mōr nĭng

/mōr/ /nĭng/

clerks

/m-or/ /n-i-ng/

N, Adj 6.

/nĕk/

mornings

/n-e-ck/


neck

A flamingo is a bird with a long neck.

neck


1

nĕk

N 7.

Use /ĭ-ī-ē-y/.

clever

Abby is clever.

clev er

1

2

klĕv er

/klĕv/ /er/

necks

/c-l-e-v/ /er/

Use /k-s/. Use the /er/ of her.

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /er/. Adj

8.

/trăk/

/t-r-a-ck/

The railroad track heads straight north.

track


1

trăk

N, V 9.


track

feelings 2

feel ing s

Grace shows her feelings when she dances.

2

fēl ĭngz

/fēl/ /ĭngz/

tracks, tracked

/f-ee-l/ /i-ng-s/

Use /ē/ double /ē/. Use /ĭ-ī-ē-y/. Use /s-z/.

Underline /ē/ double /ē/. Underline /ng/. Put a 2 over the /z/. /s-z/ said its second sound. -ing noun and adjective suffix - associated with, an instance of -s plural

N


feelings

Lesson 3

10. eraser

ē rā ser

Each student will need an eraser.

3

ē rā ser

/ ē / /rā/ /ser/

/ e / /r-a/ /s-er/

/sĕl/ /fĭsh/

sel fish

A selfish person doesn’t share.

2

sun scree n

erasers

/s-e-l/ /f-i-sh/

sĕl fĭsh

Put on sunscreen when 2 you are at the beach. 1

Adj

sŭn skrēn

/sŭn/ /skrēn/

Use /s-z/. /s-u-n/ /s-c-r-ee-n/ Use /s-z/. Use /k-s/. Use /ē/ double /ē/.


13. butter

butt ter bu

The butter is melting.

2

bŭt ter

/bŭt/ /ter/

sunscreen

/b-u-t/ /t-er/

ā cor n

An acorn will grow into 2 an oak tree.

ā kōrn

/ā/ /kōrn/

butter, buttered

/a/ /c-or-n/

mon ster

Use /k-s/.

Put a line over the /ā/. 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 /ōr/. N

15. monster


Underline /er/. N, V, Adj

14. acorn

Use /s-z/. Use /ĭ-ī-ē-y/. Use /sh/ used only at the beginning of a word and at the end of the 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. -ish adjective & verb suffix; like, characterized by, rather

12. sunscreen

Use /s-z/. Use the /er/ of her.

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/. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/. N

11. selfish

1733 17

The monster truck race begins at noon.

2

mŏn ster

/mŏn/ /ster/

acorns

/m-o-n/ /s-t-er/

Use /s-z/. Use the /er/ of her.

Underline /er/. N , Adj


monsters

1744 17


C

Tips ips for List 3.C

See the ips or List 3.B – page 171.

Spelling Analysis

1.

List 3.C

1

2

Word

Sentence

33

cruel

Kids can be cruel.

88

99

q

Write Segment

Analyze

Read

# Syllables

2

44

5

6

Say to Spell

Say syllable

Segment…

krö ĕl

/krö/ / ĕl/

/c-r-u/ / e-l/


7 Write

Use /k-s/. Use /ŭ-ū-ö-ü/.

1

crū el

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a line over the /ö/. U said its second long sound. 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. Vocabular y

Par t of Speech

Plural / Past Tense

Adj

2.

/bĭs/ /k ĭt/

/b-i-s/ /cu-i-t/

biscuit

bis cu it

Underline the advanced phonogram /k/. 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.

2

bĭs k ĭ ĭtt

N

3.

persistent

per sis tent

You must be persistent to be an athlete.

3

per sĭs tĕnt

resistant

2

rē sis tant

biscuits

/per/ /sĭs/

/p-er/ /s-i-s/

/t ĕnt/

/t-e-n-t/

Use the /er/ of her. Use /s-z/. Use /ĭ-ī-ē-y/. Use /s-z/.

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. perthrough, thoroughly, very sist stand -ent noun & adjective suffix, characterized by

4.

Use /ĭ-ī-ē-y/. Use /s-z/. Use the advanced phonogram /k-kw/. Use /ĭ-ī-ē-y/.

Would you like to try a buttermilk biscuit?

This watch is water resistant.

3

rē zĭs tănt

Adj

/rē/ /zĭs/

/r-e/ /s-i-s/

/t ănt/

/t-a-n-t/

Use /s-z/. Use /ĭ-ī-ē-y/. 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. 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. re- again, back, backward sist stand -ant noun & adjective suffix, characterized by

Adj


Lesson 3

5.

/m-e-m/ /b-er/ /sh-i-p/

Use the /er/ of her. Use /sh/ used only at the beginning of a word and at the end of the syllable. Use /ĭ-ī-ē-y/.

membership

Emma has a membership at the yoga club.

mem ber b er sh ip

Underline /er/. 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.

3

mĕm ber shĭp

-ship noun suffix

6.

/mĕm/ /ber/ /shĭp/

N

/brăsh/

memberships

/b-r-a-sh/

Use /sh/ used only at the beginning of a word and at the end of the syllable.

brash

The artist uses brash colors.

brash

Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship.

1

1755 17

brăsh

Adj

7.

8.

/skwēm/ /s-qu-ea-m/ Use /s-z/. Use /ē-ĕ-ā/. Use /ĭ-ī-ē-y/. Use /sh/ used /ĭsh/ /i-sh/ only at the beginning of a word and at the end of the syllable.

squeamish

Sue is squeamish about mice.

squ ea m ish

Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. Underline /ē/. 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.

2

skwēm ĭsh

-ish adjective & verb suffix - like, characterized by, rather

Adj

robust

The lock and chain are robust.

/rō/ /bŭst/

rō bust


2

rō bŭst

/r-o/ /b-u-s-t/

Use /s-z/.

Adj 9.

expert

Alex is a computer expert.

ex per t

Underline /er/.

2

ĕks pert

ex- out pert trial, test 10. coffee

cof fee

James drinks too much 2 coffee. 1

/ĕks/ /pert/

/e-x/ /p-er-t/

N , Adj kŏf fē

/kŏf/ /fē/


experts

/c-o-f/ /f-ee/

Use /k-s/. Use /ē/ double /ē/.



coffee

176


11. symptom

˘ tom s ymp

One symptom of pneumonia is coughing.

2

sĭmp tŏm

˘ bol s ym

13. symmetric

˘ met ric s ym

14. bleak

blea k

/s-y-m-p/ /s-y-m-p/ /t-o-m/

Use /s-z/. Use /y-ĭ-ī-ē/.

Put a breve over the / y/. y˘ /. /y-ĭ-ī-ē/ said its short sound. 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. sym- together, with, united

12. symbol

/sĭmp/ /t ŏm/

On the mythical planet Krypton, the S symbol stands for hope.

2

N sĭm bŏl

/sĭm/ /bŏl/

symptoms

/s-y-m/ /b-o-l/

Use /s-z/. Use /y-ĭ-ī-ē/.

Put a breve over the / y/. y˘ /. /y-ĭ-ī-ē/ said its short sound. 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. sym- together, with, united

N

The trees are perfectly symmetric.

/sĭm/ /mĕt/ /rĭk/

3

sĭm mĕt rĭk

symbols

/s-y-m/ /m-e-t/ /r-i-c/

Use /s-z/. Use /y-ĭ-ī-ē/. Use /ĭ-ī-ē-y/. Use /k-s/.

Put a breve over the / y/. y˘ /. /y-ĭ-ī-ē/ said its short sound. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. C is the most common spelling of /k/ at the end of a multi-syllable word. sym- together, with, united metr measure -ic adjective, noun, and verb suffix

Adj

Her chances of being accepted to the school are bleak.

/blēk/

1

blēk

/b-l-ea-k/

Use /ē-ĕ-ā/. Use tall /k/.

Underline /ē/. Cannot use CK. 26 CK is used only after a single vowel which says its short sound. Adj

15. strength

streng th

Doing planks is a good way to build core strength.

1

strĕngth

/strĕngth/

/s-t-r-e-ng-th/ z/.

N

strengths

Underline /ng/. Underline /th/.


Use /s-

Lesson 3

Day 3 3.7

•

•

3.8


Review

All

•

All

1777 17

Materials

Phonograms: Dictate the ollowing phonograms. 1. a /ă-ā-ä/ 10. or /ōr/ 2. ea /ē-ĕ-ā/ 11. ck /k/ two-letter /k/ 3. u /ŭ-ū-ö-ü/ 12. th /th-TH/ 4. s /s-z/ 13. y /y-ĭ-ī-ē/ 5. b /b/ 14. h /h/ 6. er /er/ the /er/ of her 15. ng / ng/ ng/ 7. i /ĭ-ī-ē-y/ 16. ee /ē/ double /ē/ 8. sh /sh/ used only at the 17. c /k-s/ beginning of a word or at the 18. qu /kw/ 19. o /ŏ-ō-ö/ end of a syllable. 9. g /g-j/ 20. f /f/ Spelling Rules: Read a word or students to write with Phonogram Game iles. As they write each word, ask them to identiy the long, short, and R-controlled vowels and to explain why each vowel says its long or short sound. frozen

cupid

topaz

solo

supper

pepper

sofa

coffin

super

happen

defog

paper

Student notebook Spelling Rule Cards Phonogram Game Tiles Spelling Journal Red and blue pencils Grammar Flash Cards Highlighter

Spelling Journal /k/ /ē/ Ask students to find words with the following sounds in their spelling list and add them to their Spelling Journal. /k/ – ck, k, c /ē/ – e, ee, ea

Spelling Rules: Review Spelling Rules 4, 11, 18, 21, 26, and 29.

Grammar Review

Teacher Tip

What is a noun? A noun is the name of a person, place, thing, or idea.

Identifying Nouns

Spelling List 3 – page 33 33 Identify the nouns in today’s spelling list. In the Part of Speech column, write a red N next to each noun. A A

song, corn, duck, six, clock, paper, milk, ship, forest, hero, bread, sport spor

B

sleet, robot, feast, clerk, morning, neck, track, feelings, eraser, sunscreen, butter, utter, acorn, monster

C

biscuit, iscuit, membership, expert, coffee, symptom, symbol, strength Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

If the student struggles to identify nouns, ask the student to first find all the people, then all the places, then all the things.

178


What is an adjective? Adjectives modify nouns and pronouns. Ad jectives answer: What kind? How many? Which one? Whose? Spelling List 3 – page 33 Write 33 Write a blue Adj. next to the adjectives. A

quick, clean, six, real

B

morning, ornin orn ing, g, clever, c ev ever er,, selfish, se is , butter, utter utt er,, monster mons mo nste terr

C

cruel, persistent, resistant, brash, squeamish, robust, expert, bleak, symmetric

All

Non-Count Nouns What is the rule to make a noun plural? 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.

ship How do we make this word plural? add -S.

ship — ship s

Optional Practice Spelling Cards Dictate the words in Spelling List 3 as the students write them on index cards. c ards. Include the phonogram cues, if needed, for sounds that students have learned more than one way to spell. Color a red border around the nouns. Color a blue border around the adjectives. Arrange the cards into short adjective-noun phrases.


Write the ollowing words on the board. Direct the students to read the list. (Help emerging readers sound out the words.)

sand dust

milk meat

Does it make sense to say one sand, two sands, three sands? no Can you count sand? no Why? There is too much of it. It is too tiny. Sand is is a non-count non- count noun. We cannot count it; but we can measure it. How could we measure sand? cups, kilograms, bags, grains… Non-count nouns are measured rather than counted. If you want to say how much there is, you need to use another noun such as cup or kilogram. Since non-count nouns cannot be counted, they cannot be made plural.

A

Teacher Tip Non-Count Nouns Some non-count nouns have a less common count usage. For example: The oil is on the shelf. In this case the oil is measured, not counted. The store sells essential oils. This oils. This sentence indicates there are many types of essential oil.

Re-read the words in this list. After you read each word answer the question: Can you count it?

Grammar Flash Card 1.3 Non-Count Noun

Circle the non-count nouns in today’s spelling list. Hint: tr y counting each noun one ___, two ___.

A non-count noun cannot noun cannot be made plural.

corn, (paper), milk, bread Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Lesson 3

B

sleet, sunscreen, butter

C

ccoffee o ee

1799 17

Teacher Tip heros or heroes

Spelling List 3 – page 31 Write 31 Write the plural form of each count noun on Spelling List 3.


All

3.8A Parts of Speech Speech – page page 34 Identify 34 Identify the parts of speech in each phrase. Label the nouns and adjectives in your workbook while I label them on the board. (See margin for Levels B and C.)

long song

The more common spelling of the plural of 'hero' 'hero' is 'heroes,' though some dictionaries list both. Allow students to use heros heros here, here, because it follows Spelling Rule 21. If you would like to teach the more common spelling later, do so after students have learned the phonogram OE and explain that this very old spelling does not follow the plurals rule.

What is the noun in this phrase? song Label song song with with an N for noun.

N

Teacher Tip

long song What kind of song? long, adjective Label long long with with Adj.

Adj N

long song

Identifying Parts of Speech Write the phrases on the board and label the parts of speech as modeled in Level A.

Level B

six ducks ducks What is the noun in this phrase? ducks

N

3.8B Parts of Speech – page 35 Adj

N

Adj

N

grand feast feast

six ducks ducks How many ducks? six, adjective

Adj N

clever clerks Adj

six ducks ducks

N

selfish self ish monsters monsters

Level C 3.8C Parts of Speech – page 36 Adj

N

complex symptoms Adj

N

Adj

N

persistentt symptoms persisten symptoms squeamish assistan assistantt Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

180


three clean ships

Teacher Tip

What is the noun in this phrase? ships

N

three clean ships What kind of ships? clean, adjective

Adj

N

three clean ships How many ships? three, adjective

Adj

Adj

N

three clean ships

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 part of speech on the board, while the students mark them in their workbooks.

Dictation

3.9

Read the phrase. ell the students to repeat it aloud, then write it in their notebooks. A

B

C

1.. clean paper

eal bread 2.. real

Optional Practice Parts of Speech

1.. clever monsters

orning clerks 2.. morning

1.. cruel suspects

ersistent experts 2.. persistent


Ask students to identify the parts of speech in each dictation phrase after they write it.

Lesson 3

Day 4

1811 18

Words Wo rds in Action Materials

3.10

Review

All

•

•

•

•

•

Spelling Rule: 3.10 Vowels at the End of Syllables – page 37 Have the students read the words in their workbook. Direct them to draw a line between the syllables and mark the long and short vowel sounds. pep/per sounds. pep/per,, pa/per, pa/per, af/ter, af/ter, fa/vor, fa/vor, of/fer, of/fer, o/pen, hap/ pen, pop/per, pop/per, sup/per, sup/per, cof/fin, ca/per ca/per,, to/paz, fro/zen, fro/zen, hu/man. hu/man. Phonograms: Phonogram Sky Writing Say a phonogram's sound(s) and the spelling hint i there is one. Te students should write the phonogram in the air. Grammar: Guess the Word Choose a word rom the spelling list. Describe or define the word without saying the actual word. Te students write down which spelling word word they think is being described on a whiteboard. Spelling Rule: CK, K, (or C) Explain that you will read words that end in the sound /k/. Te student is to write the words. Set a timer or two minutes. When the timer rings, count how many words are spelled correctly. I the students misspell the /k/ sound in a word, discuss the reason or the spelling. I needed, cue the correct spelling o long /ē/. ck Single, short vowel

k Multi-letter, long vowel

k R-controlled vowel

k Consonant

black sack snack neck speck duckk duc pack

sneak speak squeak seek beak week leak

fork fork clerk pork perk cork storkk stor jerk

honk milk shrink think skunk silk trunk

Spelling: he teacher reads words rom Spelling List 3. he student writes them using Phonogram Game iles.


LOE Whiteboard Timer Student notebook Phonogram Game Tiles Essentials Reader

Level B Morpheme Cards: -er

-est

Level C Morpheme Cards: sym

meter

sist

ad-

per-

Teacher Tip Level C Add multi-syllable words.

Level C Multi-syllable word

attic clinic drastic frantic melodic traffic traf fic artistic

re-

182


Vocabulary

3.11

A

Level A Vocabulary

Compound Words What at is is it it called ca e when w en two t wo wo words wor s are are combined com ine into into a new new word wor in in English? nglish? a compound word What at ne new ww word ord or ca can n be e formed orme or me from rom ro m sand an and paper and an paper ? ssandpaper an paper

sand + paper = sandpaper 3..11A 3.11A 3.11 A Compound Compo Com poun un Words Wor s – page page 38 Combine the words in your our workbook wor oo to to form orm new new compound compoun words. wor s. B

Optional Practice Vocabulary Level A Draw pictures of the compound words. Label each picture.

Level L eve B Vocabulary Voca u ary

Comparison Comp Co mpar ar so son n In n Lesson 2 we learned about the suffix -est .

clever + est = cleverest How ow does oes it it change c ange the t e meaning meaning when w en we we add a -est to -es o cclever ever ? It means that something is the most clever. When en w we e add a the t e suffix su ix -es -est , it it is is called ca e the t e superlative. super ative.

-est superlative adjec tive, the most Old English

superlative superla tive Do o you see the word super in in superlative superlative?? yes The T e super superlative ative means tthe e highest. ig est. It is tthe e super aadjective. adjective jective.. Today T oday we will learn a new suffix.

thick + er = thicker Show Sh ow the the morpheme morph mor pheme eme card car

-er

.

How ow does it change the meaning when we add -er to o thick ? It means that one thing is more thick than another. When en w we e aadd -er -er to to an adjective, a je ject ctiv ive, e, it is called ca e a comparative compa com para rati tive ve adjective. a je ject ctiv ive. e.

comparative Whyy do o you you think t in itit is is called ca e comparative? comparati tivve? T Thee -er -er changes -e c ang ngees itit to to an to an adjective a ject je ctiv ivee that t at compares. com omp par ares es.. Use se thicker hicker in in a sentence. 3.11B-1 3 .11B-1 T The eS Suffix u x --er er – p page age 39 A Add the t e suffix su ix to to each eac word. wor . Then use the word word in a sentence. sentence. 3.11B-2 3 .11B-2 T The eS Suffix Suffixes u xe ess -e -err a and n -e -es -est st – p page age 40 W Write rite the t e word wor in in the he blank, then add the suffixes -er - er and and -est -est . Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

-er comparative adjective Old English

Lesson 3

C

1833 18

Level L eve C Vocabulary Voca u ary Look at your spelling list. What patterns do you notice? Two words include sist. Three words start with sym.

sym

sym-

Show the morpheme card sym-- . The morpheme symsym- is is Latin for together, with, or united . LLook oo aatt the t e words wor s that t at begin egin with wit sym sym.. How How do o they t ey each eac mean mean together,, with, united ? Let students generate ideas. together

syn-

together,, with, united together Greek

Symptoms are Symptoms Symptoms ar are e experienced experi ex rie ence together toget er with wit an wi an illness. i ness. A symbol symbol goes goes with the object or idea it represents. Two identical identical halves unite to form a symmetric shape. What W at other ot er root roo oott do o you you see see in in symmetr symmetric c ? metric What does metric mean? mean? Metric an and and an me meter er are are are Greek Gree Gr ee roots roots for or measure measure..

meter metric

measure Greek

ssist st


ssist st

sist

.

stand Latin

The T e root ssist st means means to stand stan . 3..11 --1 Roots 3.11C-1 3.11 oots oo ts – page page 41 Read each prefix and its definition. Combine it with sist . Write the definition of the morphemes. Then write the definition of the word from the dictionar y. Let's discuss what you discovered. persist – to persist to thoroughly t oroug y stand. stan . Someone Someone who w o persists persists with wit a task ta s does not give up. They are thorough and keep standing. resist – resist – to stand back. Someone who resists does not stand with others. o t ers. assist – assist – to stand toward. To To assist means to help. Helping often neccessitates essitates standing stan ing near near or or toward towar the t e one one who w o is is being eing helped. e pe . Do the combined definitions of the morphemes mean exactly the same thing as the meanings of the words today? no IIss there t ere a relationship re ations ip with wit how ow the t e word wor is is used use today? to ay? yes How would you describe the relationship? The morphemes can help e p you you discover isccover tthee meaning is mea eani ning ng used use today. to ay ay.. Often O ten the t e literal iter it era a meaning mea eani ning ng of the morphemes is an analogy anallogy ana ogy for how the word is used today.

Show Sh ow the the morpheme morphem morp hemee card car car

ad-a

.

What other forms of the prefix a ad-- aare re listed? iste ? a-, ac-, af- ag-, al-, an-, is ap-, ar-, as- atCopyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

perthrough, thoroughly, very Latin

re-re again, back, backward Latin

ad-ad aacaf-

ag agal-al an ap -

arasat-

to, toward, add Latin

184


Why are there so many forms of ad-? ad- ? It assimilates, assim as simii at ates es,, depending epen ep en in ing g upon upon what sound is after it.

assimilate assimila te Look ook at the word assimilate assimilate.. What did adad- assimilate assimilate to? asWhat hat other words relate to similate similate?? similar, simile What at do o you you think t in simil imi means? imi means? sim means? similar, simi i ar ar,, same Assimilate literally Assimilate literally means toward oward the same. same . Whyy did i we we use use the t e spelling spe ing asas- for - for or the t e prefix pre ix in in assimi assimilate? assimilate ate? T ate? Thee rroot oot simil starts with /s/. Prefixes refixes which assimilate move toward the same sound as the root.

afflict af flict

affix aff ix

What hat did the prefix ad - change to in afflict and and affix ? afWhy? hy? The root starts with /f/. Based ased upon its morphemes, what does afflict mean? st strike stri ri e toward towar tow ar Iss that a good description of what it means to afflict? yes es What hat does affix mean? To o fix or attach toward

Teacher Tip Assimilating Assimilatin g Pref ixes Prefixes changing their ending depending on the following sound does not originate with English. Latin and Greek prefixes also took differen differentt forms before different sounds for ease of pronunciation. Most of our assimilatin a ssimilatingg prefixes, and the ways they assimilate, come directly from Latin.

attrac a ttractt What hat does ad- change to before /t/ in attract ? /t/ t Why? y? The prefix assimilates, becoming similar to the root. Based ased on its morphemes what does attract mean? pull toward Iss that t at a good goo go o description esc scri ript ptio ion n of o what w at attract attr at trac actt means? mean me ans? s? yes 3.1 3.11C-2 3.11C. 1C-2 -2 Mat Matc Matching c ing – page page 41 Match the morpheme to the definition. 3.11C3.11C-3 . -3 Root Puz Puzz Puzzle zzle e – page 42 Add the prefixes to the roots to find ind seven additional words. ssist st reeper-aad-,-, a-, a-, af-, a -, as-, as-, atat-

plex tract rac spect flict ict

persist persist - stand thoroughly assist assist a ss st - stand stan st an toward tow owar ar

respect - look back respect (To respect someone necessitates looking back at the person.)

perplex perplex - thoroughly in parts

aspect aspect - look toward

attract attract - pull toward

afflict afflict - strike strii e toward str towar tow ar

resist rresist es st - stand (back) against

retract retract - pull back Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Optional Practice Vocabulary Level C • Use each of the vocabulary words in a sentence or a story. • Use the vocabulary cards to play a game of Memory. • Create a word wall with roots, prefixes, suffixes and their meanings and sample derivatives. Ask students to add to the word wall as they find related derivatives.

Teacher Tip Vocabulary Level C Aspect uses Aspect uses the prefix aa-..

Lesson 3

Dictation

3.12

Read the phrase. ell the students to repeat it aloud, then write it in their notebooks notebooks.. A

B

C

1.. ten quick ducks

3.. bad milk

2.. strong hero

4.. six sports

Teacher Tip 1.. weekend feasts

3.. clever kittens

2. selfish feelings

4.. pocket eraser

1.. resistant members

3.. robust profits

2.. brash assistants

4.. symmetric symbols

Parts of Speech Ask students to identify the parts of speech in each phrase after they write it.

Composition

3.13

A

Adjective Phrases FFind in tthe e adjectives a jec ecti tivves in lists ists is ts 1, 1, 2 and an 3 tthat at answer answ an swe er “H “Ho “How ow m many?” any? an y?””

ten

six

three

I will make up a phrase with an a n adjective that answers “How many?” aand n an an adjective a jective tthat at answers, answers, “W “What at kind?” k iind?” n ?”

three hree black cats Write six adjective-noun phrases in your notebook. Write three additional itiona phrases p rases which w ic include inc u e a number, num er, an an adjective a jective that t at answers answers "What kind?," and a noun.

Reading

3.14

A 3..14A3.14A-1 3.14 4A-1 - 1 Matching Matc ng – page Matc page 43 Read ea the t e phrases p rases in in your your workwor book. Match them to the correct picture. 3.14A3.14A-2 3.14 A-2 2 Reading Rea ng – page Rea page 44 Read ea the t e phrases p rases in in your your workwor book. Read the phrases a second time, practicing fluency. The Essentials Reader – Lesson 3 (optional) Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Optional Practice Composition Ask students to illustrate their favorite phrase.

1855 18

186


Day 5 3.15


Review

All

•

Materials

Grammar Flash Cards Cards 1, 1.1, 1.2, 1.2, 1.3, 2. Grammar: Review Grammar

C V Vocabulary: oca u ary: • Provide the students with our index cards. Say the meaning o a morpheme. morph mo rpheme eme.. he he students stu en stu ents ts should shoul sho ul write write the the morpheme the morph mor pheme eme on on an index in ex in card. car ca r . Comb Co Combine mbin inee these thesee with thes with the the index in ex cards in car s rom car rom Lessons Lesso Les sons ns 1-2. 1-2.. 1-2 together, ogether, with, united — symmeasure — —m meter e er through, hrough, thoroughly, very — per— peragain, back, backward — re-

Instruct the students to make a column o the prefixes that mean: aagain, gain, back, bac , backward bac war - rebelow, below belo w, un under, er,, beneath er beneath - su sub-with, together, completely - conthrough, hrough, thoroughly, very - perAsk sk students to make a second column o the roots that mean: pull ull - tract stand - sist look, ook, see - spect parts arts - plex Ask s th thee students stu en stu ents ts to ma makee as as many manyy words man wor s as wor as possible possi pos sibl blee rom rom ro m these these the se morphemes.


3.16


Phonograms

All

Dictate the phonograms or the students to write in their workbooks. 1. s

7. h /h/

/s-z/

2. ee /ē/ double /ē/

8. i

3. th /th-TH/

9. w /w/

/ĭ-ī-ē-y/

4. er /er/ the /er/ of her

10. b /b/

5. ea /ē-ĕ-ā/

11. g /g-j/

6. u /ŭ-ū-ö-ü/



Grammar Flash Cards 1, 1.1, 1.2, 1.3, 2 Index cards Yellow and orange highlighters

Lesson 3 13. sh /sh/ used only at the

23. d /d/

beginning of a word or at the

24. qu /kw/

end of a syllable.

25. m /m/

14. f

26. t

/f/

/t/

15. e /ĕ-ē/

27. v /v/

16. or /ōr/

28. x /ks-z/

17. ng /ng/

29. r

/r/

18. a /ă-ā-ä/

30. j

/j/

19. o /ŏ-ō-ö/

31. n /n/

20. c /k-s/

32. z /z/

21. y /y-ĭ-ī-ē/

33. k /k/ tall /k/

22. l

34. p /p/

/l/

Spelling Rule

All

Circle the words that follow the rule: A E O U usually say their long sounds at the end of a syllable.

Syllables

All

Listen to the word. Count the t he number of syllables. Write the number of syllables in the blank. desk

baby

video

sunshine

Dictation Read the phrase. Ask the students to repeat it aloud, then write it in their workbooks. A

1.. quick ducks

6.. sports hero

2. clean paper

7.. black bread

3.. six clocks

8.. bad milk

4.. green forests

9.. ten ships

5.. real corn

10.. long song


1877 18

188

B


1.. thick sunscreen

8.. splendid robot

2. clever monster

9. grand feast

3.. selfish feelings

10.. slick sleet

4.. deep tracks

imid clerk 11.. timid

5.. pocket eraser

12.. acorns

6.. weekend mornings

ecks 13.. necks

7.. sweet butter

C

1.. coffee and biscuits

rash volunteer 7.. brash

2.. consistent experts

esistant assistant 8.. resistant

3.. persistent symptoms

embership contract 9.. membership

4.. symmetric symbols

leak cabins 10.. bleak

5.. squeamish expert

11.. cruel members

6.. robust puppets

All

Grammar

Ask students to label the nouns and adjectives in the dictation phrases.


189

Lesson 4 Phonograms

oi

oi

Level C

oy

Exploring Sounds

Schwa - The Lazy Vowel

Spelling Rules

Spelling Rules 3, 21, and 31.1

Spelling Journal

/oi/

Grammar

Plurals for Words that Hiss, 2.1 Article Adjectives

Vocabulary

Level A

Time

Level B

-er

-est

Level C

in-

mem

Day 1 4.1 4. 1

-ment

just

Essential Concepts

Phonograms & Spelling Rules

All

New Phonograms oi, oy Spelling Rule 3 Today we will learn a new spelling rule and two new phonograms. Today The rule is English words do not end in I, U, V, or J. Which letters cannot be at the end of an English word? I, U, V, or J

Materials Basic Phonogram Flash Cards oi

oy

Spelling Rule Cards 3, 31.1 Student notebook

Level C Advanced Phonogram oi

Recite Spelling Rule 3 together three times. English words do not end in I, U, V, or J. Show oi . /oi/ /oi/ Is /oi/ a vowel or a consonant? vowel Why? I can sing it. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Spelling Rule 3 English words do not end in I, U, V, or J.

190


What type of vowel is /oi/? /oi/ is a multi-letter vowel

Show oy .

I, U, V, or J

/oi/ /oi/

Show oi and oy . What is the same about these two phonograms? They both say /oi/. They both begin with the letter O. They are both multi-letter vowels. What is different? One ends in I, the other in Y . Which one may not be used at the end of a word? oi Why not? English words do not end in I, U, V, or J. Therefore, we call this /oi/ that may NOT NOT be used at the end of English words. Which one may be used at the end of a word? oy Therefore, we call this /oi/ that MA MAY Y be used at the end of English words. I and Y are related in English. Y often stands in for I at the end of English words. Write each phonogram five times in a notebook while saying the sounds. C

Teacher Tip

Advanced Phonogram

Rule 3 applies to English words. A number of foreign loan words end in these letters, but there are only three true English exceptions: you exceptions: you , ,I , and thou.. thou

Teacher Tip OY in the Middle of the Word If a student mentions royal , , or another word with OY in the middle, emphasize that the OY phonogram MAY be used at the end of English words. The spelling hint does not state that it may NOT be used in the middle of the word.

Advanced Phonogram

oi

Show ooi . This T is p phonogram onogram aalso so has has an advanced a vance soun sound.. It says /wä/ wä in Frenc Fren French French c loan oan words such as memoir and and reservoir .

/wä/ memoir Used in French loan words

All



4.2

All

Exploring Sounds Schwa - The Lazy Vowel What is a vowel? A sound you can sing with your mouth open. A sound you can make louder and softer. A sound that is not blocked. How do we make sounds louder? Let's do an experiment. Place your hand under your chin. Say the word "help" quietly. Now say it louder and louder. What happens to your mouth as you say it louder? I open my mouth more. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip Schwa Vowels saying their schwa sound /ә/ sound like /ŭ/ or /ĭ/.

Lesson 4

Now try to shout help help without without the vowel /ĕ/. /hlp/ Can you shout it? no Why not? Only vowels can be made louder and softer. Today we Today we will will learn learn about a special special vowel vowel sound in English. It is called the schwa sound. I like to call it a lazy vowel sound. When you feel lazy, how do you feel? I don't want to do any work. I don't feel like moving. moving. I just want to relax. Do you want to move when you are laz y? no Vowels are also sometimes lazy. To understand the schwa, or lazy To laz y vowel sound, we will do another experiment. I will say two sounds. Place your hand under your chin. Repeat both sounds and feel which sound requires you to move your mouth more and which sound you barely need to open your mouth to say. The sound that you need to barely open to say is being lazy. Compare /ā/ and /ŭ/. /ā/ moves more. /ŭ/ feels lazy. Compare /ĕ/ and /ŭ/. /ĕ/ moves more. /ŭ/ feels lazy. Compare /ŏ/ and /ŭ/. /ŏ/ moves more. /ŭ/ more. /ŭ/ feels lazy. Any vowel can sometimes be lazy and say its schwa sound /ŭ/. There is one more sound that vowels sometimes make when they are being lazy. /ĭ/ Compare /ē/ and /ĭ/. /ē/ moves more. /ĭ/ is lazy Compare /ī/ and /ĭ/. /ī/ moves more. /ĭ/ is lazy. lazy. Compare /ĕ/ and /ĭ/. /ĕ/ moves more. /ĭ/ is lazy. lazy. When a vowel is lazy, it may sound like /ĭ/ or /ŭ/. We call this lazy vowel sound schwa schwa.. What sounds can a vowel make when it is saying its lazy schwa sound? /ŭ/ or /ĭ/ Dictionaries represent the schwa sound with an upside down e.

Write ә on the board. So why do vowels sometimes say a laz y schwa sound? To T o understand this, let's clap our hands. I will say a pattern to clap. When I say "Stress," clap loudly. When I say "clap," clap softly. Clap-clap-stress-clap (The students clap the pattern.) Stress-clap-clap-clap (The students clap the pattern.) Stress-clap-clap-stress-clap-clap (The students clap the pattern.) Now it is your turn to make up a clapping pattern. Notice that stress is part of the rhythm. Music has beats that are Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.

1911 19

192


stressed and beats that are unstressed. Syllables in words also have different amounts of stress. When we give a syllable more stress, we say it louder. When we say a syllable louder, we open our mouth wider. You You can feel this by placing your hand under your chin as you say a word. Feel on which syllable your mouth drops open the farthest. far thest. That is the stressed syllable. I will say a word. Repeat the word and feel which syllable is stressed. about about. Bout’ is stressed. Which syllable was lazy? /ŭ/ That is an /ā/ sayings sayings its schwa sound. It is being lazy. To T o help us know how to spell a lazy vowel, we will exaggerate its sound. Remember, every vowel can say a schwa sound. Therefore, we will say to spell ābout. This is how we will know that this word includes an /ā/ that is being laz y. Let's try another word. lesson lesson Les' is stressed. Which syllable was lazy? lazy? /sŭn/ That is an /ŏ/ sayings sayings its schwa sound. We will say to spell lessŏ lessŏn. frozen frozen Fro‘ is stressed. Which syllable was lazy? lazy? /zŭn/ That is an /ĕ/ sayings sayings its schwa sound. We will say to spell frozĕ frozĕn. During spelling analysis, when a word includes a schwa sound, I will exaggerate the pronunciation of the written vowel sound. We call this process "say to spell" because we are saying the word in a way that helps us to spell the word correctly. Using "say to spell" is a great way to create a "sound picture" of a word and to help us know how to spell unstressed or lazy vowels. I will say a word that includes a schwa, and I will exaggerate the vowel. Tell Tell me the word as it is usually pronounced. ābout әbout

listĕ list ĕn listәn

freedŏ freed ŏm freedәm

an ĭ ĭm măl anәmәl

crocō croc ōdile crocәdile

explainā explain āble explainәble

Try to summarize what you have learned about schwa into a rule. answers will vary

Write the students' version o the rule on the board.


Teacher Tip Stressed Syllables For more information about stressed syllables within a word and stressed words within a sentence, sentenc e, see Uncovering the Logic of English pages English pages 124-127.

Teacher Tip Shifting Stress When affixes are added to words, the stress may shift and the vowel in the root may then be clearly pronounced, as in human versus human versus humanity humanity..

Teacher Tip Say to Spell The "say to spell" method of creating an "auditory picture" is especially helpful for auditory learners. In future lessons we will also learn how, by adding suffixes and prefixes, we can sometimes find a related word where the vowel is clearly pronounced. For now, it is important for students to understand that any vowel can say the schwa sound.

Lesson 4

All

1933 19

Schwa Case Study - The and A In English, not only do syllables have more or less stress, but words in a sentence also have more or less stress. Place your hand under your chin and say "A dog ran down the street." Which words did you mouth drop open the most for? dog, ran, down, street Which words did your mouth not open much for? a, the Did you hear a schwa sound in any of the words? a, the

Teacher Tip Schwa & Reading Prompt students to try the schwa sounds if needed, especially if they are struggling to pronounce or comprehend a word with a schwa while reading. Remind students that any vowel may say /ŭ/ or /ĭ/.

If there was noise and we only heard "… "… dog ran down … street," would we still understand what happened? yes Are the the and a the most important words in the sentence? no Therefore, we do not stress stress them. them. And And when when we we do not stress stress a word, we do not open our mouths as wide to say it. This is why the vowel sounds lazy.

Write a on the board: Thinking about the spelling rules, how would you read this word? /ā/ Why? A E O U usually say their long sounds at the end of a syllable. How do we usually say it? /ә/ Can you think of a time when you might stress the word a and say /ā/? Answers will vary. Here is an example. If I ask you to give me a book, but you bring me several books, I might say, "I said give me ā book, not lots of books!" When I stress the word to emphasize what I meant, I will say the vowel sound clearly. Usually, however, however, we use the schwa sound, as in the sentence "I ate a sandwich."

Write the on the board: Using the spelling rules, how would you read this word? /THē/ Why? A E O U usually say their long sounds at the end of a syllable. How do we usually say this word? /THә/ Do we ever say /THē/?

Write The End on on the board. Have you ever head someone read this as "THē End?" Why did they say /THē/? They were stressing the word 'the' and therefore they said the vowel sound clearly. How do we usually say this word? We say /thә/ with a schwa sound. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Teacher Tip A and The Some emerging readers will read a as /ā/ and the the as as /THē/ when reading aloud. That is fine. It will not interfere with comprehension.

Teacher Tip The Though it is no longer as common in American speech, it was once consider considered ed proper English to pronounce the the as as /THē/ before a vowel, as in /THē/ apple, /THē/ ostrich ostrich,, and /THē/ inspector, and /THә/ before a consonant, as in /THә/ tent, /THә/ tree, and /THә/ car.

194


How would you add to the rule you wrote about schwa?

Show Spelling Rule Card 31.1. I will read the rule aloud to you. Then let's compare it to the rule we have written. Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.


Spelling Rule 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.

Lesson 4

Day 2 4.3

Review

All

•

•

Building Words Materials

Phonograms: 4.3-1 Phonogram Board Game – page 49 Roll the die. Advance the number o spaces shown on the die. While passing each space, read the phonogram. I a phonogram sound is missed, the player must go back to the space where he began. I the player reads all the sounds correctly, he may stay on the inal space he landed on. Play advances to the next player. Exploring Sounds: 4.3-2 Consonants and Vowels – page 50 Write each multi-letter vowel and consonant in the correct column.

Consonants

Multi-Letter Vowels

R-Controlled Vowels

th ck sh ng

ee ea oi oy

er or

qu •

together using Spelling Spelling Rule Rule Card 3. Spelling Rule: Recite the rule together Show oy and oi . How does this rule apply to these phonograms? OY may be used at the end of the word. OI may not be used at the end of the word.

•

Exploring Sounds: 4.3-3 Syllables and Schwa – page 51 Highlight the vowels. Count the syllables. Write the number o syllables in the blank. Read the word. Circle the vowel that is saying its schwa sound.

C M Morphemes: orp emes: • Review Review the morpheme morphem morp hemee cards car s rom previous previou prev iouss lessons. lessons less ons..


Die Game board marker Spelling Rule Card 3 oy

oi

Highlighter Spelling Journal Red pencil


1955 19

196

4.4


Spelling Journal

All

/oi/ Spelling Journal /oi/ What are the two spellings of the sound

/oi/? /oi/ that you may use at the end of English words. /oi/ that you you may not use at the end of English words.

Show oi and oy . These are the only ways to spell the sound /oi/. Turn to the sound /oi/ in your Spelling Spelling Journal. What words can you think of with the sound /oi/? I will write them on the board as you write them in in your Spelling Journal. Write the /oi/ phonogram in red for emphasis. emphasis.

oi

oy

May NOT be used at the end of the word.

May be used at the end of the word.

coi oinn

boy

boi b oill

toy

f oil oil

j oy oy


Teacher Tip OY Write words on the board as students call them out. Emphasize that if the /oi/ sound is heard at the end it must be spelled OY. If the /oi/ sound is heard in the middle of the syllable it is usually spelled OI. If a base word ends with OY, derivative words will also be spelled with the phonogram OY. (toys, boyish, joyful)

Lesson 4

1977 19

Spelling Analysis

4.5

Spelling List 4 – page 52 A

Tips for List 4.A

Schwa S c wa When you are teaching a word with a schwa sound, exaggerate the pronunciation o the written vowel or spelling spel ling purposes. purposes. purpo ses. he he vowel he vowel that vowel that needs that nee s to be nee be exaggerated exaggerat exagg eratee is is written written in written in red re in in the the Say the Say to to Spell Spell column Spell column colu mn to to guide you in dictating the words. his is called “say to spell” because we are saying the word in a way that helps us to spell the word correctly.

Spelling Analysis

1.

1

2

Word

Sentence


1

44

5

6

Say to Spell

Say syllable

Segment…

/oil/

/oi-l/

oil

88

99

q

Write Segment

Analyze

Read

oi l

Underline /oi/. Par t of Speech

Plural / Past Tense

N, V

oil, oiled

/boi/

boy

The boy is listening to music.

boy

Underline /oi/. 3 English words do not end in I, U, V, or J.

1

boi

/b-oy/

Use /oi/ that may be used at the end of English words.

boys

seven

The dessert includes seven scoops of ice cream.

sev en


2

sĕv ĕn

/sĕv/ / ĕn/

/s-e-v/ / e-n/

Adj, N 4.

Use /oi/ that may NOT be used at the end of English words.

Heat the oil in the pan.

N

3.

7 Write

oil

Vocabular y

2.


2

frō zĕ zĕn

/frō/ /z ĕn/

Use /s-z/.

sevens

/f-r-o/ /z-e-n/

frozen

The berries are frozen.

frō zen

Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Adj


Use the /z/ of zip.

198


5.

stick

The dog joyfully fetched the stick.

stick


/stĭk/ 1

/s-t-i-ck/

stĭk

N, V 6.

list

Lexi wrote a grocery list.

list

All first sounds.

1

lĭst

/lĭst/

sticks, stuck

/l-i-s-t/

N, V 7.

trunk

The elephant feeds itself with its trunk.

trunk

All first sounds.

1

trŭnk

/trŭnk/

box

The shoes are in the box.

box

All first sounds.

1

bŏks

/bŏks/

/t-r-u-n-k// /t-r-u-n-k

/toi/

toy

Which toy is the baby’s favorite?

toy

Underline /oi/. 3 English words do not end in I, U, V, or J.

1

toi

/b-o-x/

boxes, boxed

/t-oy/

N, V

/dĭsh/ 10. dish

dish

Please pass the seafood dish.

1

coi n


toys, toyed

/d-i-sh/

dĭsh

Use /ĭ-ī-ē-y/. Use /sh/ used only at the beginning of a word and at the end of the 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

11. coin

Use tall /k/.

trunks

N, V 9.


lists, listed

N 8.


That coin is an old nickel. 1

/koin/ 1

dishes, dished

/c-oi-n/

ko i n

Use /k-s/. Use /oi/ that may NOT be used at the end of English words.

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /oi/. N, V


coins, coined

Lesson 4

12. clover

The clover has three leaves.

2

klō ver

/klō/ /ver/

/c-l-o/ /v-er/

199

Use /k-s/. Use the /er/ of her.

1

clō ver

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/. N

13. the 2

th ē

The dog is sleeping with the cat.

1

THē TH ē

/TH ē /

clover

/th-e /

Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. 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. A

14. a

ā

He is a great basketball player.

1

ā

/ ā /

/ a /

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. A

15. an

an

She brings an apple to class every day.

1

ăn

/ăn/

/a-n/

All first sounds. A


200


B

Tips for List 4.B

Schwa S c wa When you are teaching a word with a schwa sound, exaggerate the pronunciation o the written vowel or spelling spel ling purposes. purposes. purpo ses. he he vowel he vowel that vowel that needs that nee s to be nee be exaggerated exaggerat exagg eratee is is written written in written in red re in in the the Say Say to to Spell to Spell column column colum n to to guide you in dictating the words. his is called “say to spell” because we are saying the word in a way that helps us to spell the word correctly.

Spelling Analysis

1.

1

2

Word

Sentence

List 4.B 33 # Syllables

44

5

6

Say to Spell

Say syllable

Segment…


băs kĕt

/băs/ /kĕt/

/b-a-s/ /k-e-t/

Use /s-z/. Use tall /k/.

The ball went straight into the basket.

88

99

q

Write Segment

Analyze

Read

2


cactus

cac tus

The cactus grows in a desert. 1

2

k ă k tŭ s

Par t of Speech

Plural / Past Tense

N

baskets

/kăk/ /tŭs/

/c-a-c/ /t-u-s/

Use /k-s/. Use /k-s/. Use /s-z/.

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. N

3.

7 Write

basket

bas ket

2.

6

cacti

weak

The rope has a weak spot.

wea k

Underline /ē/. /k/ came after a multi-letter, long vowel. 26 CK is used only after a single vowel which says its short sound.

1

wēk

/wēk/

/w-ea-k/

Use /ē-ĕ-ā/. Use tall /k/.

Adj

4.

Jordan has a dentist appointment appointment today.

3

/ ă p/ /point/

/ a-p/ /p-oi-n-t/

/mĕnt/

/m-e-n-t/

ăp point mĕnt

Use /oi/ that may NOT be used at the end of English words.

Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable

ap point ment ment or unstressed word. Underline /oi/. ap- toward, add -ment noun suffix

N


appointments

Lesson 4 /wĭsh/ 5.

1

/w-i-sh/

wĭsh

6.

Jasmine made a wish.

wish

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.

soil

The soil is spilling out of the pot.

soi l

Underline /oi/.

/soil/ 1

wishes, wished

/s-oi-l/

soil

N, V 7.

2

brō k ĕn

/brō/ /k ĕn/

soil, soiled

/b-r-o/ /k-e-n/

The egg is broken.

brō ken

Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.

royal

roy al

That is a royal crown.

2

Use tall /k/.

Adj

/roi/

/r-oy/

/ ăl/

/ a-l/

roi ăl


Underline /oi/. 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. Adj, N

9.

Use /s-z/. Use /oi/ that may NOT be used at the end of English words.

broken

-en adjective and noun suffix

8.


wish

N, V

2011 20

royals

king

Edward V was the king of England for eightysix days.

king

Underline /ng/. Use K to spell /k/ before an I. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/.

1

kĭng

/kĭng/

/k-i-ng/

N, V

10. baker

bā ker

The baker made chocolate muffins.

2

bā ker

/bā/ /ker/


kings, kinged

/b-a/ /k-er/

Use tall /k/. Use the /er/ of her.

Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. Use K to spell /k/ before an I. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /er/. N


bakers

202


11. queen

qu ee n

Queen Elizabeth II is the queen of England.

1

kwēn

/kwēn/

/qu-ee-n/

Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. Underline /ē/ double /ē/. N, V

12. dear

dea r

I think I should start my 1 letter with dear mom.

dēr

/dēr/

queens, queened

/d-ea-r/

rē port

I got all A’s on my school report.

2

rē pōrt

sil ver

/rē/ /pōrt/

dears

/r-e/ /p-or-t/

Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ōr/. re- again, back, backward port carry

14. silver

Clara won the silver medal.

2

N, V sĭl ver

/sĭl/ /ver/

reports, reported

/s-i-l/ /v-er/

lea st

Use /s-z/. Use /ĭ-ī-ē-y/. Use the /er/ of her.

Underline /er/. Adj, N

15. least

Use /ē-ĕ-ā/.

Underline /ē/. Adj, N

13. report


Which glass has the least amount of ice?

1

lēst

/lēst/

silver

/l-ea-s-t/

Underline /ē/. Adj, N, Adv


Use /ē-ĕ-ā/. Use /s-z/.

Lesson 4

C

203

Tips ips for List 4.C

Schwa S c wa When you are teaching a word with a schwa sound, exaggerate the pronunciation o the written vowel or spelling spel ling purposes. purposes. purpo ses. he he vowel he vowel that vowel that needs that nee s to be nee be exaggerated exaggerat exagg eratee is is written written in written in red re in in the the Say the Say to to Spell Spell column Spell column colu mn to to guide you in dictating the words. his is called “say to spell” because we are saying the word in a way that helps us to spell the word correctly. meager In Lesson 15, students will explore the rule that says, “G may soten soten to /j/ only when ollowed by E, I, or Y. Otherwise, G says /g/.” G does not always always soten soten to /j/ beore an E, I, or Y; in some words like meager the the G says /g/. However, G may not no soten soten to /j/ beore an A, O, U, or consonant, or when it is the last letter in a word.

Spelling Analysis

1.

1

2

Word

Sentence

memoir

Anthony is writing his memoir.

88

99

q

Write Segment

Analyze

Read

2

mem oi r

2.

3.

List 4.C 33 # Syllables

2

44

5

6

Say to Spell

Say syllable

Segment…

mĕm wär

/mĕm/ /wär/

/m-e-m/ /oi-r/


Use the advanced phonogram /wä/.

Underline the advanced phonogram /wä/, and put a 2 over it. /oi-wä/ said its second sound. Vocabular y

Par t of Speech

Plural / Past Tense

mem mindful, remember

N

memoirs

/mĕm/ /ō/

/m-e-m/ /o/

memo

She left a memo on her 2 desk.

mem ō


development

dē vel op ment

7 Write

mĕm ō

mem mindful, remember

N

The land has been set apart for development.

/dē/ /vĕl/ / ŏ p/ /mĕnt/

4

dē vĕl ŏp mĕnt

memos

/d-e/ /v-e-l/ / o-p/ /m-e-n-t/

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 /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. de- away, out, intensity velop wrap, fold -ment noun suffix

N


developments

204

4.


adjustment

Matthew made an adjustment to the thermostat.

3

ăd jŭst mĕnt

/ ăd/ /jŭst/

/ a-d/ /j-u-s-t/

/mĕnt/

/m-e-n-t/

Use the /j/ of jump. Use /s-z/.

Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable

ad just ment ment or unstressed word.

5.

ad- toward, add just right -ment noun suffix

N

agreement

The men shook hands in agreement.

/ ā / /grē/ /mĕnt/

ā gree ment me nt

Say to spell /ā/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /ē/ double /ē/.

3

ā grē mĕnt

-ment noun suffix 6.

7.

/ a / /g-r-ee/ /m-e-n-t/

N

/fōr/ /măl/


agreements

/f-or/ /m-a-l/

formal

Ben likes formal clothes.

for mal

Underline /ōr/. 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

fōr măl

form form -al characterized by, kind of

Adj

informal

Flip flops are informal footwear.

/ĭn/ /fōr/ /măl/

in for mal

Underline /ōr/. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.

3

ĭn fōr măl

in- not form form -al characterized by, kind of 8.

adjustments

/i-n/ /f-or/ /m-a-l/

Use /ĭ-ī-ē-y/.

Adj

/frē/ /f-r-e/ /kwĕnt/ /qu-e-n-t/

frequent

Deer make frequent visits to her yard.

frē qu ent

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.

2

frē kwĕnt

Adj

9.

/ĭn/ /i-n/ /frē/ /f-r-e/ /kwĕnt/ /qu-e-n-t/

Use /ĭ-ī-ē-y/.

infrequent

The sparrow made infrequent chirps.

in frē qu ent

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. in- not

3

ĭn frē kwĕnt

Ad j


Lesson 4

10. discreet

dis cree t

Please be discreet about what she shared with you. 1

2

dĭs krēt

/dĭs/ /krēt/

/d-i-s/ /c-r-ee-t/

205

Use /ĭ-ī-ē-y/. Use /s-z/. Use /k-s/. Use /ē/ double /ē/.

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ē/ double /ē/. Adj

11. indiscreet

in dis cree t

12. invalid

in val id

13. monument

mon ū ment

The children were indiscreet about sharing the rumor. 1

3

ĭn dĭs krēt

lav ish

/i-n/ /d-i-s/ /c-r-ee-t/

in- not

Adj

In his presentation, Dr. Jones made two points that were invalid 3 that weakened his argument.

/ĭn/ /văl/ /ĭd/

ĭn văl ĭd

/i-n/ /v-a-l/ /i-d/

mea ger

Use /ĭ-ī-ē-y/. Use /ĭ-ī-ē-y/.

All first sounds. in- not val strong -id noun and adjective suffix

Adj

The Washington Washington Monument stands out in the 3 Washington skyline.

/mŏn/ /ū/ /mĕnt/

mŏn ū mĕnt

/m-o-n/ /u/ /m-e-n-t/

Put a line over the /ū/. 4 A E O U usually say their long sounds at the end of a syllable.

Grandmother served a lavish meal.

N

/lăv/ /ĭsh/ 2

monuments

/l-a-v/ /i-sh/

lăv ĭsh


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. Adj, V

15. meager

Use /ĭ-ī-ē-y/. Use /ĭ-ī-ē-y/. Use /s-z/. Use /k-s/. Use /ē/ double /ē/.

C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ē/ double /ē/.

mon- warn -u- connector -ment noun suffix

14. lavish

/ĭn/ /dĭs/ /krēt/

The meager snack was not sufficient.

2

mē ger

/mē/ /ger/

lavished

/m-ea/ /g-er/

Use /ē-ĕ-ā/. Use the /er/ of her.

Underline /ē/. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /er/. Adj


206


Day 3 4.6

All

•

4.7


Review Phonograms: Dictate the phonograms or students to write in a notebook. Remember, do not use letter names. 1. oy /oi/ that may be used at 9. o /ŏ-ō-ö/ 10. or /ōr/ the end of English words. 2. h /h/ 11. e /ĕ-ē/ 3. ea /ē-ĕ-ā/ 12. ck /k/ two-letter /k/ 4. n /n/ 13. ng /ng/ 5. oi /oi/ that may NOT 14. c /k-s/ NOT be used 15. th /th-TH/ at the end of English words. 6. sh /sh/ used only at the 16. g /g-j/ 17. er /er/ the /er/ of her beginning of a word or at the 18. ee /ē/ double /ē/ end of a syllable. 7. a /ă-ā-ä/ 19. u /ŭ-ū-ö-ü/ 8. i /ĭ-ī-ē-y/ 20. y /y-ĭ-ī-ē/

•

Spelling: Spelling Basketball Set up a basket. Say a word rom Spelling List 4. Te student writes it on a slip o paper. I it is spelled correctly, award the student one point. Te student then crumples the paper and tries to shoot a basket. I the student makes the basket, award one point. Play to twenty points.

•

Spelling Rules: Review Spelling Rule Cards 3, 4, 18, 21, 26, 29, 31.1.

All

Grammar Review What is a noun? A noun is the name of a person, place, thing, or idea. Spelling List 4 – page 52 Read today’s spelling list and find the nouns. In the Part of Speech column, write a red N next to each noun. What is an adjective? Adjectives modify nouns and pronouns. Ad jectives answer: What kind? How many? Which one? Whose? Spelling List 4 – page 52 Label 52 Label the adjectives with a blue Adj. What is a non-count noun? A non-count noun is a noun that cannot be counted. Can you make a non-count noun plural? no Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Materials Student notebook Basket or wastebasket Slips of paper Spelling Rule Cards 3, 4, 21, 26, 31 Spelling Journal Red, blue and light blue colored pencils Grammar Flash Cards 1.1, 1.2, 2.1

Spelling Journal /oi/ /k/ /ē/ After Spelling Analysis is completed, ask students to find words with the following sounds in their spelling list and add them to their Spelling Journals. /oi/ - oi, oy /k/ - ck, k, c /ē/ - e, ee, ea

Lesson 4

207

Circle the non-count nouns in Spelling List 4. A

oil, clover

Teacher Tip

B

soil, soi so i , silver si ve si verr

oil

C

Oil may be used as a count or a Oil may non-count noun.

none

Plurals

All

How do we make a noun plural? To make a noun plural, add the ending -S , -S , unless the word hisses or changes; then add -ES. Some nouns have no change or an irregular spelling.

Write on the board:

boy

coin

toy

Read each word and then say the plural form. boy, boys; coin, coins; toy, toys. What did you do to form the t he plural? add S

boy s

coin s

toy s

Write the ollowing words on the board.

wish

brush


Optional Practice Sounds that Hiss

box

Read the first word and then say the plural form. wish, wishes Did you just add the sound /s/? no What did you do to form the t he plural? add /ĕs/ Why do we need to add /ĕ/ before the /s/? Try to say wish-s without the /ĕ/. It is like a tongue twister. wishs Also it is difficult to hear the /s/ sound when it is directly after af ter /sh/.

Provide the students with a set of phonogram cards which include all the phonograms that have been learned so far. Ask the students to say the sounds of each phonogram and separate the cards into two piles: ones that hiss and ones that do not. s, z, sh, x

wishes wish es Read the next word and say the plural. brush, brushes What did you do to form the t he plural? add /ĕs/ Why do we need to add /ĕ/ before the /s/? We cannot say brush-s. The /ĕ/ is added so that we can hear the plural /s/ sound.

Continue in the same manner with box.

wishes wish es

brushhes brus

boxes box es

Words that end in the sounds /s/, /sh/, /ks/, and /z/ hiss. Let's recite the plural rule together and listen for the part of the rule that tells us how to make words that hiss plural. To make a noun plural, add the ending -S, unless the word hisses or changes; then add -ES. Some Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Optional Practice Plurals Review Grammar Flash Cards 1.1, 1.2.

208


nouns have no change or an irregular spelling. Spelling List 4 – page 52 Write 52 Write the plural form of each noun. A

boys, oys, oy s, sticks, sticc s, lists, sti ists,, trunks, ists trun tru n s, boxes, oxes ox es,, toys, toys to ys,, dishes, is es es,, coins coin co inss

B

Some nouns have an irregular spelling. The plural of cactus cactus is is cacti . Write Write iitt iin n yyour our w workbook. or oo . baskets, appointments, wishes, royals, kings, bakers, queens, dears, reports

C

memoirs, memoir mem oirs, s, memos, memos, developments, eve opme opments nts,, adjustments, a jus justme tments nts,, agreements, agreeme agr eements nts,, invalids, inva in va i s, monuments

Teacher Tip Irregular Plurals Level B Cacti is a word that comes Cacti is from Latin. It follows Latin spelling rules for forming the plural.

Article Adjectives

All

Write the ollowing phrases on the board.

the desk the pen

a cat cat a dog

an ant ant an egg

Ask the students: Which desk? the desk Which pen? the pen Which cat? a cat

Which dog? a dog Which ant? an ant Which egg? an egg

A, an A, an,, the the are are article adjectives. They answer the question: Which? They are tiny adjectives which describe nouns. nouns.

Grammar Flash Card 2.1 Article A, An, The The - Tiny article adjectives that mark nouns and answer the question: Which?

Show Grammar Flash Card 2.1 and recite the deinition three times. A, An, The - Tiny article ar ticle adjectives that mark nouns and answer the question: Which?

Optional Practice

Look at the phrases on the board. What type of word follows a, an, and the the?? a noun

Dictate the words in Lesson 4 as the students write them on index cards. Color a red border around the nouns. Color a blue border around the adjectives. Color a light blue border around the article adjectives. Arrange the cards into articleadjective-noun phrases.

A, an, the the are are also called noun markers. Whenever you hear one of these tiny words, a noun will always follow, though there may be an adjective between the article and the noun. One test to decide if a word is a noun is to ask, “Does it makes sense with the article the the?” ?” If the answer is yes, it is a noun. Find all the words in List 4 that make sense with the the.. These will all be nouns. A

the oil, the boy, the stick, the list, the trunk, the box, the toy, the dish, the coin, the clover Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Spelling Cards

Read each noun. Make it plural. Categorize Categori ze each plural by: the S says /s/, the S says /z/, noncount noun, irregular plural.

Lesson 4

B

tthe e basket, as et, the t e cactus, cactus, the t e appointment, appointment, the t e wish, wis , the t e soil, soi , the t e king, ing, the baker, the queen, the dear, the report, the silver, the least

C

the e memoir, memoi oirr, tthe e memo, memo, the t e development, eve op opm ment, the t e adjustment, a just stm ment, the t e agreement, the invalid, the monument

A

Spelling S pe ng L List st 4 – page page 52 – Write Writ Wr ite e a light ig t blue ue A next next to to the article adjectives. We will mark them blue because they are aadjectives. jectives. We We will wi mark mar them t em with wit light ig t blue ue because ecause they t ey are are aa special kind of adjective.


All

4.7A Parts of Speech Speech – page page 53 Identify 53 Identify the parts of speech in each phrase. Label the nouns and adjectives in your workbook while I label them on the board. (See margin for Levels B and C.)

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 part of speech on the board, while the students mark them in their workbooks.

the real clover

Teacher Tip

What is the noun in this phrase? clover Label clover with with an N for noun.

N

the real clover What kind of clover? real, adjective Label real with with Adj.

Adj

Identifying Parts of Speech Write the phrases on the board and label the parts of speech as modeled in Level A .

Level B 4.7B Parts of Speech – page 54

N

the real clover Which clover? the, article adjective Label the the with with A.

A Adj

N

A

Adj

N

the broken basket A Adj

N

A Adj

N

a weak king a royal feast feast

the real clover the seven toy dishes What is the noun in this phrase? dishes

N

the seven toy dishes What kind of dishes? toy, adjective

Adj

209

N

the seven toy dishes Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

Level C 4.7C Parts of Speech – page 55 A

Adj

N

the fantastic memoir A

Adj

A

Adj

N

a frequent frequent devel development opment N

a formal formal agreement agreement

210


How many dishes? seven, adjective

Adj

Adj

N

the seven toy dishes Which dishes? the, article adjective

A

Adj Adj

N

the seven toy dishes a frozen frozen box What is the noun in this phrase? box

N

a frozen frozen box

What kind of box? frozen, adjective

Adj

N

a frozen frozen box

Which box? a, article adjective

A Adj N

a frozen frozen box

Dictation

4.8

Read the phrase. Ask the students to repeat it aloud, then write it in their notebooks. Mark the parts o speech. A

1.. seven boys 2.. the clean dishes

B

1.. the least selfish clerk 2.. the dear queen

C

1. a frequent development 2.. a lavish monument


Optional Practice Dictation • Ask the students to use the phrases to create an oral story. • Dictate the phrases while the students write them on blank paper. The students may then illustrate each phrase.

Lesson Less on 4

Day 4 4.9

•


Review

All

Materials

Phonogram Practice: Go Fish! Mix two sets o Phonogram Game Cards. Deal seven cards to each player. Place the remaining cards ace down in the center o the table to orm a "fish pond." Te players find any matching phonograms in their hands and lay them down in ront o them, while saying the sound(s). Te first player chooses another player and asks, "Do you have a __?" Students should ask or a phonogram that matches one in their hand by saying the sound(s) and spelling hint. I the answer is "yes," he gives it to the asking player who then lays it down as a match. Te asking player then repeats his turn. I the answer is "no," he should tell the asking player to "Go fish." Te asking player then draws a card rom the"fish pond." I a match is ound, it is laid down and the player repeats his turn. I no match is ound, play moves to the next player on the lef. Play continues until all the cards have been matched. Te player with the most matches wins.

•

Spelling: Write the words rom Spelling List 4 using Phonogram Game iles.

•

Spelling Rule: Review how to make words that hiss plural. Show Spelling Rule Card 21. Recite the rule together. Explain that you will read a word. I it hisses, the student is to say, "hisses, add -ES," then write the word on his whiteboard. I the word does not hiss, the students should say, say, "Add -S," then write the word on his whiteboard. Hisses Add -ES

brushes brushes dishes

Add -S

flashes wishes

boys songs

forests forests sports

Vocabulary

4.10

A

2111 21

Level A Vocabulary

Time T me

o’clock c o c on the board. Write rite o Why does the O say /ō/? Because it is at the end of the syllable. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

2 sets of Phonogram Game Cards Phonogram Game Tiles Spelling Rule Card 21 LOE Whiteboard Highlighters Student notebook Essentials Reader

Level B Morpheme Cards: -er

-est

Level C Morpheme Cards: in-

mem

-ment

just

212


The O stands for “of the” clock.

Point to the apostrophe. This T is mark mar is called ca e an apostrophe. apostrop e. It takes ta es the t e place p ace of o the t e words wor s “of the.” An apostrophe is written like a small hook. It begins at the top What op line. ine. LLook ine oo at spelling spe sp e ing lists ists 1-4. ists 1-4. W at numbers num ers have ave av e we learned earne earn e to spell so far? ten, six, three, seven These can be combined combined with o’clock to to write the time.

ten o’clock six o’clock o’clock

three o’clock seven sev en o’clock o’clock

4.10A .10A ..1 0A O’ O’c O’clock ’cclock oc T Times imes im es – pa page ge 56 Write the times shown in your workbook. w or oo . B

Level B Vocabulary 4.10B .10B T The eS Suffixes u ixes --e -es -est st a and n --e -err – p page age 57 R Review eview adding a ing the t e suffixes -er and and -est to to make comparisons.

C

Level C Vocabulary

Roots Look oo at your your spelling spe sp e in ing g list. ist. is t. What W at patterns patt pa ttern ernss do o you you notice? noti no tice ce?? T Two wo w words or s used mem; four words begin with in-; four words end in -ment. inLet's et s discover isco is cove verr on one e meaning mean me anin ing go of the t e Latin Lati La tin n prefix pre pr e ix inin-. n-.. Look nLoo at at the t e words wor s informal, infrequent, and infrequent, and indiscreet . How does inin- change change the meaning? It means not.

Show Sh ow the the morpheme morph mor pheme eme card car

inn-

.

How ow can in- assimilate? It can assimilate to im-, il-, and ir-.

Show the back Show bac o the bac the morpheme morpheme morphe me card car in-. car in-. Discuss Discusss the Discus the meanings meanings mean ingso o each word. •

intolerant tolerant. intoler int oleran antt - not tol toleran erant. t. he /n/ and an /t/ are ormed ormee in the same orm place lace in the mouth.

in-in im -

il -

•

impossible impossi imp ossible ble - not possible. possible poss ible.. /m/ and an /p/ are both or orme ormed me with the lip lips. s.

nott no

•

In- assimilates illiterate - not literate. In assimilates to the L in literate.

Latin

•

irregular - not regular. InIn- assimilates assimilates to the R in regular. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.

i r-

Lesson 4

2133 21

mem

mem What W at words wor s in in the t e list ist include inc u e the t e root root mem mem?? me memo memoir moir ir and an memo memo What is a memoir? It is a book about someone's life. What is a memo? a note written as a reminder What W at other ot er words wor s do o you you know now that t at include inc u e mem mem?? memory, remember, memorize, memorial

memory remember memorize

memorial memo memoir

What do all these words have in common? They all are related to memory. The root mem mem literally literally means mindful or to remember. remember. By looking at rrelated e at ate e w words, or s, w we e ca can no often ten te n discover isc sco ove verr tthe e meaning mea eani ning ng o of an unknown un now own n word. This is a valuable skill both when reading and when taking a sstandardized tan ar ize ttest. est. C Consider onsi er tthe ee example xamp e iin n your your workbook. wor oo . 4.10C-1 4 .10C-1 Standardized Stan ar ze Tests St Tests – p page age 58 C Choose oose the t e correct correct co definition. commemorate a. to o honor the memory b.. to refrain frrom om castin o re rain from casting g a vote c. to o sympathize with What will the answer be? a. To honor the memory. What part commemorate provides provides W at p ar t of o the t e word wor commemorate commemora e pr e pro ovi es clues c ues to to the t e meanmeanme ing? mem means to remember. -ment

-ment The morpheme morpheme -ment is a suffix that indicates a word is a noun. Whenever you see a word ending in -ment -ment you you know it is a noun. Scanning List 4, which four words do you know are nouns without even reading them? development, adjustment, agreement, monument men 4.10C-2 4.10C4.1 . 0C-2 -2 Mat Matching Matc c ing – pag page e 58 Match the root to the definition. 4.10C-3 .1 - Vocabulary – page 59 Highlight ighlight the roots. Write the definition. definition


mem me m memor

mindful, remember Latin

Teacher Tip Vocabulary Level C Memo is an abbreviation of Memo is memorandum.. memorandum

Optional Practice Vocabulary Level C • Create a comic strip using the words. • Use the vocabulary cards to play a game of Memory. • Ask stude students nts to add roots, prefixes, suffixes and their meanings and derivatives to the word wall.

-ment noun suffix Latin, French

214


just ust Write rite adjustment on your whiteboard. Write each morpheme in a different i erent color. co or co or.. What hat prefix does adjustment begin with? adWhat at does oes a ad-- mean? to to,, to toward, tow war , add a What hat suffix does adjustment end with? -ment What hat does -ment does -ment mean? mean? It is a noun suffix. What at is the t e root? root? roo t? just What hat other words can you think of that include the root just? justice, tice ti ce,, unjust, unjust, unjus t, justify, justii y, adjust… just a ju just st… … What hat do you think just think just means? means?

juss t ju right Latin

Show the morpheme card just ust . Just mea means means mean ns right. rig t. rig What hat does adjustment literally literally mean? A noun that is towards right. What at is is an adjustment? a ju just stme ment nt?? A cchange ange that t at is i s ma madee to make ma e somet something ing right.

Dictation

4.11

Read the phrase. Ask the students to repeat it aloud, then write it in their notebooks. A

B

1.. a long list

3.. a toy box

2.. the real coin

rozen bread 4.. frozen

1.. a splendid appointment 2.. deep soil 3.. the royal baker 4.. a broken basket

C

1.. an infrequent symptom 2. an indiscreet member 3.. a discreet assistant 4.. an informal memo


Optional Practice Dictation • Ask the students to use the phrases to create an oral story. • Dictate the phrases while the students write them on blank paper. The students may then illustrate each phrase.

Lesson Less on 4

Composition

4.12

A Using the words in Lessons 1-4, write six phrases following the pattern ern art article, artic ic e, adjective, a jec jecti tive ve,, noun. noun noun.

Reading

4.13

A 4..13A 4.13A 4.13 A Re Reading Rea a ng – pa page ge 60 Read ea the t e phrases p rases in in your your workbook. wor oo . Read the phrases a second time, practicing fluency. The Essentials Reader – Lesson 4 (optional)


2155 21

216



Day 5 4.14

Review

All

•

Materials

Grammar Flash Cards Cards 1, 1.1, 1.2, 1.2, 1.3, 2, 2.1 Grammar: Review Grammar

C V Vocabulary: oca u ary: • Provide the students with our index cards. Say the meaning o a morpheme. morph mo rpheme eme.. he he students stu en stu ents ts should shoul sho ul write write the the morpheme the morph mor pheme eme on on an index in ex in card. car ca r . Comb Co Combine mbin inee these thesee with thes with the the index in ex cards in car s rom car rom Lessons Lesso Les sons ns 1-3. 1-3.. 1-3 not— ot— inmindful, in u , rremember emem er — mem noun oun suffix — -ment right ight — just — just Set out our morpheme cards and say the meaning o one. Ask the student to snatch the correct card. Replace it with a new card.


4.15


Phonograms

All

Dictate the phonograms or the students to write in their workbooks. 1. sh /sh/ used only at the


beginning of a word or at the

18. e /ĕ-ē/

end of a syllable.

19. or /ōr/

2. th /th-TH/

20. ng /ng/

3. a /ă-ā-ä/

21. o /ŏ-ō-ö/

4. oy /oi/ that may be used at

22. s /s-z/

the end of English words.

23. h /h/

5. er /er/ the /er/ of her

24. w /w/

6. ea /ē-ĕ-ā/

25. b /b/

7. qu /kw/

26. f

8. u /ŭ-ū-ö-ü/

27. g /g-j/

9. t

28. c /k-s/

/t/

/f/

10. y /y-ĭ-ī-ē/

29. l

11. k /k/ tall /k/

30. d /d/

12. p /p/

31. m /m/

13. oi /oi/ that may NOT NOT be used

32. x /ks-z/

at the end of English words.

14. i

33. r

/l/

/r/

34. v /v/

/ĭ-ī-ē-y/

15. ee /ē/ double /ē/

35. n /n/

16. j

36. z /z/

/j/ the /j/ of jump


Grammar Flash Cards 1, 1.1, 1.2, 1.3, 2, 2.1 Index cards Yellow and orange highlighters

Lesson Less on 4

Spelling Rule

All

Circle the words that follow the rule A E O U usually say their long sounds at the end of the syllable.

Syllables and Schwa

All

Highlight the vowels in yellow. Count the number of syllables. Read the word. Circle the vowel that is saying the schwa sound.

Grammar

All

Write the three article adjectives.

Dictation Read each phrase. Ask the students to repeat it aloud, then write it in their workbooks. A

B

1.. frozen clover

5.. corn oil

2.. seven boxes

6.. the quick boy

3.. a strong stick

7.. the last list

4.. paper dishes

8. a toy coin

1.. the cleverest baker

6.. morning appointments

2.. the silver basket

7.. the dearest king

3.. the royal queen

8.. selfish wishes

4.. a weaker report

9.. deep soil

5.. the least butter

C

1.. an informal memo

6.. a formal contest

2.. an indiscreet memoir

7.. infrequent matinees

3.. an informal agreement

8.. a discreet volunteer

4.. frequent adjustments

9.. meager profits

5.. the lavish monument

All

10. an exotic cactus

10. complex development

Grammar

Ask students to label the article adjectives, adjectives, and nouns in the dictation phrases.


2177 21

218



Essentials2!01!04 Teachers Guide Single-teacher-license 2015

Recommend Documents