219
Lesson 5 Phonograms
ai
ai
Level C
ay
Exploring Sounds
Broad Vowels
Spelling Rules
Spelling Rules 3, 9, 10, 21
Spelling Journal
/ā/
Grammar
Irregular Plurals
Vocabulary
Level A
Standards of English Spelling,
Level B
Compound Words
Level C
Day 1 5.1 5. 1
bene
-or
fact
in-
port
ex-
script
-er
manu
-al
Essential Concepts
Phonograms
All
New Phonograms ai, ay What letters cannot be used at the end of English words? I, U, V, J Let’s recite Spelling Rule 3 together three times. English words do not end in I, U, V, or J.
Show ai .
Materials Basic Phonogram Flash Cards & ai
ay
Spelling Rule Cards 3, 10 Student Notebook Highlighter
Level C Advanced Phonogram ai
/ā/ two-letter /ā/ /ā/ two-letter /ā/ May we use this two-letter two- letter /ā/ at the end of English words? no Why not? English words do not end in I, U, V, or J. Is this a consonant or a vowel? vowel? vowel Why? I can sing it. I can sustain it. It is not blocked. blocked. What type of vowel is it? It is a multi-letter vowel. 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.
220
Essentials Teacher’s Guide
Show ay . /ā/ two-letter /ā/ /ā/ two-letter /ā/ Is this a consonant or a vowel? vowel? vowel Why? I can sing it. I can sustain it. It is not blocked. blocked. What type of vowel is it? It is a multi-letter vowel.
Teacher Tip
Show ai and ay . What is the same about these two phonograms? They both say /ā/. They both begin with the letter A. What is different? One ends in I, the other in Y . One you can use at the end of words, the other you cannot. Which one may not be be used at the end of a word? ai Why not? English words do not end in I, U, V, or J. Which one may be be used at the end of a word? ay I and Y are related in English. Y is often substituted for I at the end of English words. Write each phonogram five times while saying the sounds.
AY The rules only limit where AI may be used. Though AY is typically used at the end of the word, it may be used in the middle of the word as in mayor and crayon crayon or or in compound words such as wayside and wayside and daydream.. daydream
Advanced Phonogram
C
Advanced Phonogram
Show aai . This phonogram also has has two advanced sounds. It says /ī-ă/ ī-ă iin nw words or s ssuch uc aass ais aisle and aisle e an e an and plaid plaid p ai .
ai /ī-ă/ aisle, plaid French, Polynesian, Japanese
Phonogram Flash Cards
All
Drill the phonograms learned up to this point with flash cards.
5.2
All
Exploring Sounds
Teacher Tip
Broad Vowel Sounds
Reading Ahead
Write o on the board. How many sounds does this phonogram make? three What are they? /ŏ-ō /ŏ-ō-ö/ ö/ How do we mark the short sound /ŏ/? Draw a breve over it.
ŏ How do we mark the long sound /ō/? Draw a line (macron) over over it.
ō What is the third sound? /ö/ This is called the broad sound. What is the third sound /ö/ called? the broad sound Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
It is best to read through the entire lesson on Broad Vowel Sounds before teaching it.
Teacher Tip /ŏ-ō-ö/ /ŏ/ as in on on.. /ō/ as in go in go.. /ö/ as in do do..
Lesson 5
The broad sound is marked with two dots.
ö Compare where the short / ŏ / and broad /ö/ are said in the mouth. / ŏ / is further back and more relaxed. /ö/ is for ward and more rounded. Broad sounds are pronounced in the front of the mouth and the lips are rounded.
Write u on the board. How many sounds does this phonogram make? four What are they? /ŭ-ū-ö-ü/ How do we mark the short sound /ŭ/? Draw a breve over it.
ŭ How do we mark the long sound /ū/? Draw a line over it. What is the same and what is different between the sounds /ūö/? /ū/ starts with a /y/ sound. /ö/ does does not start with /y/. They both say an /ö/ sound.
Teacher Tip /ŭ-ū-ö-ü/ /ŭ/ as in up up.. /ū/ as in pupil in pupil.. /ö/ as in flute in flute.. Students mark this as ū. The pronunciation cue for this sound is /ö/. /ü/ as in put in put..
Remember that these are two variations of the long sound. Sometimes the /y/ part par t is dropped. We will mark them both by drawing a line over the top to show they are long sounds. Say them with me as I mark them.
ūū
/ū-ö/
The fourth sound /ü/ is the broad broad sound. How should it be marked? with two dots
ü Compare where the short /ŭ/ and broad /ü/ are said in the mouth. /ŭ/ is further back. /ü/ is forward and the lips are rounded.
Write a on the board. How many sounds does this phonogram make? three What are they? /ă-ā-ä/ How do we mark the short sound /ă/? Draw a breve over it.
ă How do we mark the long sound /ā/? Draw a line over it.
ā What is the third sound? /ä/ /ä/ is called the broad sound. It is marked with two dots.
ä Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip /ă-ā-ä/ /ă/ as in mat mat.. /ā/ as in late late.. /ä/ as in ball ball..
221
222
Essentials Teacher’ Teacher’ss Guide
NOTE: If you hear short /ŏ/ and broad / ä/ as two distinct sounds: Compare where the short /ŏ/ and broad /ä/ /ä / are said in the mouth. /ŏ/ ŏ is is further ur t er back. ur ac . /ä/ ä is is forward o rwar and or an the t e lips ips are ip are more more rounded. roun e . NOTE: If you hear short /ŏ/ and broad / ä/ as the same sound:
I you hear these sounds soun s the same, soun same, you same, you live live in live in aa region region where region where these where these two two sounds are merging. o understand these sounds, continue with the ollowing. Say /ŏ/ Say ŏ as in pond in pond . How is your mouth positioned when you say /ŏ/? My pulled y mouth mout is open, my jaw is pu e back. ac . Now with the /ŏ/ in pon pond . Is ow sa sayy /ä/ ä as in ball a . Compare Compa Co mpare re /ä/ ä in ball a with your our mouth in the same position or in a different position?
Write W rite ri te ä an aand n ŏ on on the the bo boar board. ar .
Teacher Tip Important! Cot-Caught Merger Many Americans do not distinguish /ä/ and /ŏ/ in their speech. The merging of these two vowels’ sounds is referred to as the Cot-Caught Merger. Although students who live in a region where the two sounds are merging do not need to change their speech, knowing the distinction is beneficial for spelling purposes.
Many Americans say /ä/ and /ŏ/ as the same sound. However, most English ng is speakers spea ers around aroun the t e world wor say say these t ese two two sounds soun s differently. i erent y. This is the reason reason there are two spellings. spellings. Many English speakers say the broad /ä/ sound for ward in the mouth other aand n with wit rounded roun e lips. ips. TThis is is is like i e the t eo t er broad roa vowels. vowe s. Move your lower jaw forward and round your lips. Now say /ä/. /ä/ ä Say ball, a , ma,, an and pa and pa with with wit your your mouth mout forward or war and an rround. oun . The short /ŏ/ sound is further back and less round. round. Say top top, op, hot hot pot , pot . Say the broad /ä/ sound round and forward. Compare it to short /ŏ/ further back and more relaxed. Can you feel the difference? Can you hear the difference? If you you cannot cann ca nnot ot hear earr the ea t e difference, i er eren ence ce,, use use a kinesthetic ines in estt eti eticc awareness awar aw aren enes esss of o sounds as you spell the words with broad /ä/. Eventually, with time, you ou will be able to hear the difference as well. 5.2 Vowels – page 65 Read the vowel sounds in your workbook.
Challenge Research the Cot-Caught Merger Listen to a recorded speech by someone from a Commonwealth country. Listen for the differences in pronunciation of the broad vowel sounds.
Teacher Tip
ŭ
ü
ă
ū
Broad /ä/
ŏ
ä
ē
ā
ĕ
ö
If the student struggles to pronounce the broad /ä/ or feels frustrated by the concept, then treat the various spellings of the broad /ä/ (a, au, aw, aw, augh) as alternative spellings for the sound /ŏ/. It is not not imperative that a student master this distinction.
Dictate the ollowing vowel sounds. Students should write the vowels and their markings in a notebook. ä
ō
ă
ā
ŏ
ū
ē
ö
ĕ
ŭ
ü
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson 5
5.3
223
Spelling Rules
All
Rule 10: Broad /ä/ Show Spelling Rule Card 10. When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. Let's say the rule together. When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. 5.3-1 A Says Says /ä/ – page 65 Read the first three words.
mä
pä
sp ä
What sound does single-letter A make at the end of the word? /ä/ Why? When a word ends with the phonogram A it says /ä /. Mark the broad sound of A, /ä/, by putting two dots over it. Many words that end in /ä/ are commonly pronounced with a schwa sound. Read the second group of words. The first time exaggerate the broad /ä/ sound. Then read the word a second time with a schwa sound, the way it is normally pronounced.
orca dataa dat
sofa sofa lava
toga zebra
Why does the vowel say schwa here? It is in an unstressed syllable. We will say to spell the broad /ä/ at the end of a word. This This will help us remember which phonogram is used. Mark the broad /ä/ with two dots.
orcä datää dat
sofä sofä commä
togä zebrä
5.3-2 A says /ä/ – page 65 65 The spelling rule tells us about two letters that can often cause an A to say its broad sound. What are those two phonograms? W and L Read the next words in your workbook. Put two dots over the /ä/. Highlight the reason A said its broad sound.
wäter wäsp wäsh
wälnut bäll cäll
fäll wäll
Where is A saying the sound /ä/? After a W or before an L. Let's say the whole rule together. When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L.
224
Essentials Teacher’ Teacher’ss Guide
Bulding Words
Day 2 5.4
Review
All
•
Materials
Phonogram Game: Eraser Race Write phonograms on the whiteboard as quickly quick ly as possible. When a student reads a phonogram correctly, the teacher must erase it, continuing to write additional phonograms aster than the students are reading them. When the student catches the teacher, the game ends.
In a classroom, ask each student to read one phonogram at a time, taking turns in a set pattern. Or play in small groups with one student in each group taking the role o the teacher. •
Spelling Rule Card 9 LOE Whiteboard Spelling Journal Red pencil Spelling Analysis Card
Level C Morpheme Cards
AY, two-letter /ā/ that Spelling Rules: Ask the students to write AY may be used at the end o English words, on one side o their whiteboard and A, /ă-ā-ä/, on the other. Say each word below and direct the students to hold up the phonogram that spells the last sound. lava
tray
play
pa
ray
way
say
stay
tuna
tuba
ma
zebra
C Morphemes: • Review the morpheme cards rom previous lessons.
5.5
All
Spelling Journal /ā/ Which phonograms have we learned that spell the long /ā/ sound? /ă-ā-ä/, two t wo letter /ā/ that we may use at the end of English words, two letter /ā/ that we may not use at the end of English words, and /ē-ĕ-ā/.
As your students list the spellings o long /ā/, write them across the top o the board.
a ay ai ea Spelling Journal /ā/ Turn to the long /ā/ page in your Spelling Jour-
nal. Today we will learn where each of these spellings of long /ā/ may be used and where they may not be used.
Write the words on the board as the phonograms are discussed. Direct students to add the words to their Spelling Journals. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Optional Practice Phrases for /ā/ • Write a phrase or a sentence which uses all the EA words that say /ā/. For example: The great breaking bears wearing pants with tears swear to eat only steaks and pears. • Write a phrase or sentence which uses each of the spellings of long /ā/. For example: Great! Today we got paper in the mail.
Lesson 5
The least common spelling of long /ā/ (ea)
225
Teacher Tip
We will first consider the phonogram that is used the least to spell /ā/. There are are only eight* base words which use the phonogram EA to say the long /ā/ sound. Read them as I write them on the t he board.
Write the EA words rom the table below. Now it is your turn to write the eight words which use EA to spell the long /ā/ sound in your Spelling Journal. Write the EA in red and underline it.
Tear and Tear There are two words spelled tear . One is pronounced /tēr/ and the other is /tār/. This lesson focuses on the sound /ā/. /tār/ /ā/. means rip or break. /tār/ means rip or break.
Where is /ē-ĕ-ā/ used to say the long /ā/ sound? It is used in the middle of the syllable. Is /ē-ĕ-ā/ used to spell long /ā/ at the end of the word? no
_a
ai
ay
ea
Used at the end of the syllable in the middle of the word.
May NOT be used at the end of English words. Used in the middle of the syllable.
Used at the end of the base word.
8 words Used in the middle of the syllable.
b ā ā ke ker
t ai aill
d ay
stea st eakk
p ā ā pe p er
n ai aill
cl ay
grea gr eatt
b ā ā si si c
p ai ainn
pl ay
brea br eakk
st air airs
tr ay
bea b ear* r* wea ear* r* tea ear* r* pea p ear* r* swea sw ear* r*
Long /ā/ at the end of a word (ay) (ay) Let’s discover which spelling to use when the long /ā/ sound is at the end of the word. Can we use single-letter A? no Why not? When a word ends in a single sin gle letter A, it usually says /ä/ . Can we use AI? no Why not? AI cannot be used at the end of a word because English words do not end in I, U, V or J. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip
* EA+R EA+R Some dialects pronounce the words ending in EA+R (bear, wear, tear, pear, and swear) with an /ĕ/. /ĕ/. If you hear /ĕ/, omit them from this list. Both pronunciations follow the rules.
226
Essentials Teacher’s Guide
Which phonogram can we use to spell long /ā/ at the end of a word? A AY Y
Show Spelling Rule Card 9 and recite it. AY usually spells the sound /ā/ at the end of a base word.
Spelling Rule 9
How do we spell long /ā/ at the end of a word? A AY Y Let's write examples of words that have a long /ā/ /ā / sound at the end. Read the words as I write them on the board. Then write them in your Spelling Journal. Write Write the two-letter /ā/ in red and underline it.
AY usually spells the sound /ā/ at the end of a base word.
Write day , clay , play , and tray on on the board as the students write them in their Spelling Journals. Long /ā/ at the end of a syllable (_a) (_a) Which rule have we learned that helps us spell the long /ā/ sound at the end of a syllable? A E O U usually say their long sounds at the end of a syllable. So how do we spell long /ā/ at the end of a syllable? single-letter A This is the most common spelling of long /ā/ at the end of a syllable in the middle middle of of a word.
Teacher Tip Yea and Yeah One English word uses EA to spell /ā/ at the end. Yea, pronounced /yā/, is an oldfashioned term for “yes.” It is still used for voting: yea voting: yea or or nay nay.. is pronounced /yă/ and is Yeah is Yeah an informal way to say “yes.”
What does a single-letter A say at the end of of the word? /ä/ Let's write some words that have a long /ā/ at the end of a syllable in the middle of the word. Read the words as I write them on the board. Then write them in your Spelling Journal. Leave a space between the syllables and mark the long /ā/ sound with a line (macron).
Write baker , paper , and basic basic on on the board as the students write them in their Spelling Journals. Long /ā/ in the middle of a syllable (ai) If the long /ā/ sound is in the middle of a syllable, which spelling is least common? common? EA What do you think is the most common spelling of the long /ā/ sound in the middle of a syllable? AI Let's write examples of words that have a long /ā/ sound in the middle of a syllable. Read the words as I write them on the board. Then write them in your Spelling Journal. Emphasize the AI by writing it in red and underlining it.
Write tail , nail , pain pain,, and stairs stairs on on the board as the students write them in their Spelling Journals. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip A With
a Silent Final E
There is another very common spelling of /a/ in the middle of a syllable: single-letter A with a silent final E (came, lane). The silent final E will be introduced in Lesson 16 (Volume 2).
Lesson 5
227
Spelling Analysis
5.6
Spelling List 5 – page 66 A
Tips ips for List 5.A
gray eachers eachers using British English should replace this word with clay . British English spells this word grey word grey,, using the EY EY phonogr pho phonogram, nogram, am, which which is learned learne in in Lesson Lesson 19. Lesson 19. bagel age In Lesson 15, students will explore the rule that says, “G may soten soten to /j/ only when ollowed by E, I, or Y.” Y . G G does oes not a always soten always ways wa ys sot soten en to to /j/ /j/ beore beore an beore an E, E, I,I, or E, or Y; or Y; in Y; in some some words wor s like wor li e bagel age the the G says /g/. G may no not soten to /j/ beore an A, O, U, or consonant, or when it is the last letter in a word. human Exaggerate the A in /hū /hū mn/ to /hū măn/. Whenever Whenever Whene ver possible, possible, possi ble, it is is beneicial beneicial to link beneicial lin words lin wor s to their their roots. roots. Point out to students that the words man man and and human human are are related. Also note that the /ă/ in the derivative humanity is is clearly heard.
Spelling Analysis
1.
1
2
Word
Sentence
List 5.A 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
/grā/
/g-r-ay/
6 … Finger Spell & Cue Cue
7 Write
Use two-letter /ā/ that may be used at the end of English words.
gray
The gray shirt is on the hanger.
88
99
q
Write Segment
Analyze
Read
1
grā
2
gray
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /ā/ that may be used at the end of English words. 9 AY usually spells the sound /ā/ at the end of a base word. British spelling: grey Vocabular y
2.
Par t of Speech
Plural / Past Tense
Adj, N, V
grays, grayed
/vĭd/ /ē/ /ō/
/v-i-d/ /e/ /o/
Use /ĭ-ī-ē-y/.
video
This is our family’s video camera.
vid ē ō
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.
3
vĭd ē ō
N, Adj, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
videos, videoed
228
3.
Essentials Teacher’s Guide /bā/ /gĕl/
/b-a/ /g-e-l/
bagel
Matt made a bagel sandwich.
bā gel
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/. 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.
2
bā gĕl
N
/rān/ 4.
1
bagels
/r-ai-n/
rain
Katie loves the rain!
rān
rai n
Underline /ā/ that may NOT be used at the end of English words. N, V, Adj
/shēp/ 5.
rain, rained
/sh-ee-p/
The sheep are grazing on the green pasture.
sh ee p
Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship. Underline /ē/ double /ē/.
1
shēp
/plān/
sheep
/p-l-ai-n/
plain
Plain white paper is sitting on the table.
plain
Underline /ā/ that may NOT be used at the end of English words.
1
plān
Adj, N
7.
/trān/
/t-r-ai-n/
train
A train is coming up the tracks.
train
Underline /ā/ that may NOT be used at the end of English words.
1
trān
/shōrt/
Use two-letter /ā/ that may NOT be used at the end of English words.
plains
N, V
8.
Use /sh/ used only at the beginning of a word and at the end of a syllable. Use /ē/ double /ē/.
sheep
N
6.
Use two-letter /ā/ that may NOT be used at the end of English words.
Use two-letter /ā/ that may NOT be used at the end of English words.
trains, trained
/sh-or-t/
shōrt
Use /sh/ used only at the beginning of a word and at the end of a syllable.
short
The pencil is very short. 1
sh or t
Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship. Underline /ōr/. Adj, Adv, N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
shorts, shorted
Lesson 5
9.
/pānt/
/p-ai-n-t/
paint
What color of paint did you use?
pai nt
Underline /ā/ that may NOT be used at the end of English words.
1
pānt
N, V
/fĭsh/ 10. fish
fish
The fish is beautiful!
1
day
/f-i-sh/
fĭsh
mail
Sarah is sleeping during the day.
/dā/ 1
fish, fished
/d-ay/
dā
next
Use two-letter /ā/ that may be used at the end of English words.
Underline /ā/ that may be used at the end of English words. 3 English words do not end in I, U, V, or J. 9 AY usually spells the sound /ā/ at the end of a base word.
The mail is in the mailbox.
/māl/ 1
days
/m-ai-l/
mā l
Use two-letter /ā/ that may NOT be used at the end of English words.
Underline /ā/ that may NOT be used at the end of English words. N, V
13. next
Use /ĭ-ī-ē-y/. Use /sh/ used only at the beginning of a word and at the end of a syllable.
Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship.
N , Adj
12. mail
Use two-letter /ā/ that may NOT be used at the end of English words.
paints, painted
N, V
11. day
229
Mara is sitting next to Joe.
1
nĕkst
/nĕkst/
mail, mailed
/n-e-x-t/
All first sounds. Adj, Adv
14. man
man
This man won the race. 1
măn
/măn/
/m-a-n/
All first sounds. N, V
15. human
hū man
The human body is amazing!
2
hū m ă n
/hū/ /măn/
men, manned
/h-u/ /m-a-n/
Put a line over the /ū/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
h u ma n s
230
Essentials Teacher’s Guide
B
Tips for List 5.B Spelling Analysis
1.
1
2
Word
Sentence
List 5.B 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
/dē/ /tāl/
/d-e/ /t-ai-l/
88
99
q
Write Segment
Analyze
Read
2
dē t ā l
Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ā/ that may NOT be used at the end of English words. Par t of Speech
Plural / Past Tense
N, V
details, detailed
/sprā/
/s-p-r-ay/
Use /s-z/. Use two-letter /ā/ that may be used at the end of English words.
spray
The large waves cause the water to spray high 1 into the air.
spray
Underline /ā/ that may be used at the end of English words. 9 AY usually spells the sound /ā/ at the end of a base word.
sprā
N, V order
He placed the order online.
or der
Underline /ōr/. Underline /er/.
2
ōr der
/ōr/ /der/
sprays, sprayed
/or/ /d-er/
N, V
4.
Use two-letter /ā/ that may NOT be used at the end of English words.
Every detail of the cathedral is amazing.
Vocabular y
3.
7 Write
detail
dē tai tail
2.
6 … Finger Spell & Cue Cue
haircut
hair cut
Jack sat very still for his haircut.
2
Use the /er/ of her.
orders, ordered
/hār/
/h-ai-r/
/kŭt/
/c-u-t/
h ā r kŭ t
Use two-letter /ā/ that may NOT be used at the end of English words. Use /k-s/.
Underline /ā/ that may NOT be used at the end of English words. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
haircuts
Lesson 5
5.
ticket
tick et
Heather has an extra ticket.
2
/tĭk/
/t-i-ck/
/ ĕt/
/ e-t/
tĭk ĕt
/ē/ /v ĭl/
tickets, ticketed
/e/ /v-i-l/
evil
It was an evil looking mask.
ē vil
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 /ĭ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
2
ē v ĭ ĭll
Adj, N 7.
head 2
he a d
The shower head is clean.
1
hĕd
/hĕd/
braids
2
braid s
/h-ea-d/
Use /ē-ĕ-ā/.
Underline /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second sound.
The horse has braids in its mane.
/brādz/ 1
brādz
heads, headed
/b-r-ai-d-s/ Use two-letter /ā/ that may NOT be used at the end of English words. Use /s-z/.
Underline /ā/ that may NOT be used at the end of English words. Put a 2 over the /z/. /s-z/ said its second sound. 21 To make a noun plural, add the ending -S, unless the word hisses or changes; then add -ES. Some nouns have no change or an irregular spelling. N, V
9.
Use /ĭ-ī-ē-y/.
evils
N, V
8.
Use /ĭ-ī-ē-y/. Use two-letter /k/ used only after a single, short vowel.
Underline two-letter /k/. 26 CK is used only after a single vowel which says its short 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. N, V
6.
2311 23
/ū/ /nĭt/
braids, braided
/u/ /n-i-t/
unit
Degrees are a unit of measurement.
ū nit
Put a line over the /ū/. 4 A E O U usually say their long sounds at the end of a syllable.
2
ū nĭ t
uni- one 10. extra
ex trä
N
She has extra large sunglasses.
2
ĕks trä
/ĕks/ /tr ä /
Use /ĭ-ī-ē-y/.
units
/e-x/ /t-r-a /
Say to spell /ä/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put two dots over the /ä/. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. ex- out
Adj, N, Adv
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
extras
232
Essentials Teacher’s Guide
11. poison
2
poi son
That is a yellow poison dart frog.
2
/poi/
/p-oi/
/z ŏn/
/s-o-n/
poi zŏn
Underline /oi/. Put a 2 over the /z/. /s-z/ said its second 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. N, V
12. chair
ch ai r
There is a rocking chair in the living room.
/chār/ 1
poisons, poisoned
/ch-ai-r/
chār
Use two-letter /ā/ that may NOT be used at the end of English words.
Underline /ch/. Underline /ā/ that may NOT be used at the end of English words. N, V
13. zero
Use /oi/ that may NOT be used at the end of English words. Use /s-z/.
The score is five to zero. zero. 2
zē rō
/zē/ /rō/
chairs, chaired
/z-e/ /r-o/
Use the /z/ of zip.
29
zē rō
4
Z, never S, spells /z/ at the beginning of a base word. Put a line over the /ē/. Put a line over the /ō/. A E O U usually say their long sounds at the end of a syllable. N, Adj, V
14. laptop
lap top
Simon is playing a game on his laptop.
2
lăp tŏp
/lăp/ /tŏp/
zeroes, zeroed
/l-a-p/ /t-o-p/
All first sounds. N, Adj
15. computer
The doctor is working on her computer.
3
k ŏm pū ter
/k ŏm/ /pū/ /ter/
laptops
/c-o-m/ /p-u/ /t-er/
Use /k-s/. Use the /er/ of her.
1
com pū ter
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. Put a line over the /ū/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/. com- with, together, completely pute calculate, to settle an account -er noun suffix
N, Adj
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
computers
Lesson 5
C
233
Tips ips for List 5.C
The T e unstressed unstresse ssound oun of o OR OR - benefactor benefactor, ene act cto or, inspector nspect cto or he he unstressed sound o or is is heard in Spelling List 5 in the words benefactor and and inspector nspector . Students will learn learn Spelling Spelling Spel ling Rule Rule 31.3, 31.3,, “AR 31.3 AR and an OR may may say say their their schwa schwa sound, schwa soun , /er/, /er/, in /er/, in an an unstressed unstresse unstr esse syllable,” syllable, sylla ble, in in Lesson 8. Sometimes /or/ is clearly heard in a stressed syllable in a related word. Consider how major ma or and and majority are are pronounced. Lazy O - government Students will learn Spelling Rule 31.2, “O may say /ŭ/ in a stressed syllable next to W, H, M, N, or V” in Lesson 7.
Spelling Analysis
1.
2.
1
2
Word
Sentence
33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
ĭn dĕks
/ĭn/ /dĕks/
/i-n/ /d-e-x/
6 … Finger Spell & Cue Cue
7 Write
Use /ĭ-ī-ē-y/.
index
These index cards are colorful.
88
99
q
Write Segment
Analyze
Read
in dex
All first sounds.
benefits
ben ē fits fits
3.
List 5.C
2
Vocabular y
Par t of Speech
Plural / Past Tense
in- in dex known
N, V
indexes/indices, indexed
There are many benefits to exercising.
/bĕn/ / ē / /fĭts/
3
bĕn ē fĭts
/b-e-n/ / e / /f-i-t-s/
Use /ĭ-ī-ē-y/. Use /s-z/.
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. 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. bene good, well
N
benefactor
A generous benefactor donated money for the 4 project.
/bĕn/ / ē / /făk/ ōr / /t ōr
ben ē fac tor tor
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. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. bene good, well fact to do -or noun suffix
bĕn ē făk tōr tōr
benefits
/b-e-n/ / e / /f-a-c/ /t-or /
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Use /k-s/.
benefactors
234
4.
5.
Essentials Teacher’s Guide /bē / /nĕv/ / ō / /lĕnt/
/b-e / /n-e-v/ / o / /l-e-n-t/
benevolent
The benevolent grandmother cheered on the students.
bē nev ō lent lent
Say to spell /ē/. Say to spell /ō/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable.
inspector
4
bē nĕv ō lĕnt
bene good, well vol willing -ent noun & adjective suffix, characterized by
Adj
The inspector examined the corn for contamination.
/ĭn/ /spĕkt/ ōr / / ōr
3
ĭn spĕkt ōr
/i-n/ /s-p-e-c-t/ or / / or
Use /ĭ-ī-ē-y/. Use /s-z/. Use /k-s/.
1
in spect or
6.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ōr/. OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/.
31.3
AR and
in- in spect look, see -or noun suffix
N
quaint
A quaint little cottage stood near the road.
/kwānt/ /qu-ai-n-t/ Use two-letter /ā/ that may NOT be used at the end of English words.
qu aint
Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. Underline /ā/ that may NOT be used at the end of English words.
1
kwānt
inspectors
Adj
7.
8.
/măn/ /ū/ /skrĭpt/
/m-a-n/ /u/ /s-c-r-i-p-t/ Use /s-z/. Use /k-s/. Use /ĭ-ī-ē-y/.
manuscript
The Declaration of Independence is a famous manuscript.
man ū script
Put a line over the /ū/. 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/.
3
măn ū skrĭpt
manu hand script writing
N, Adj
manual
Lisa knows how to drive a car with a manual transmission.
/măn/ /ū/ / ăl/
man ū al
Put a line over the /ū/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
3
manu hand -al characterized by, kind of
mă n ū ă l
manuscripts
/m-a-n/ /u/ / a-l/
Adj, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
m a nu a l s
Lesson 5
9.
committee
The committee will make a decision.
3
k ŏm mĭt tē
/k ŏm/ /mĭt/ /tē/
/c-o-m/ /m-i-t/ /t-ee/
235
Use /k-s/. Use /ĭ-ī-ē-y/. Use /ē/ double /ē/.
1
com mit tee
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /ē/ double /ē/. com- with, together, completely mit send, give -ee noun suffix denoting a person who benefits from the action
The founding fathers added ten 10. amendments amendments to the Constitution.
ā mend ments ments
3
ā mĕnd mĕnts
3
plai d
committees
/ ā / / a / /mĕnd/ /m-e-n-d/ /mĕnts/ /m-e-n-t-s/ Use /s-z/.
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. 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. -ment noun suffix
11. plaid
N
N
The school uniform is a 1 plaid dress.
plăd
/plăd/
amendments
/p-l-ai-d/
Use the advanced phonogram /ī-ă/.
Underline the advanced phonogram /ă/, and put a 3 over it. /ā-ī-ă/ said its third sound. Adj
12. export
ex por t
Florida will export 441,000,000 pounds of oranges this year.
2
ĕks pōrt
im por t
/e-x/ /p-or-t/
Underline /ōr/. ex- out port carry
13. import
/ĕks/ /pōrt/
The dealerships will import cars from Germany.
V, N
2
ĭm pōrt
/ĭm/ /pōrt/
exports, exported
/i-m/ /p-or-t/
Use /ĭ-ī-ē-y/.
Underline /ōr/. im- in port carry
V, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
imports, imported
236
Essentials Teacher’s Guide
This building 14. government represents the U.S. government.
3
gŏv ern mĕnt
/gŏv/ /ern/ /mĕnt/
/g-o-v/ /er-n/ /m-e-n-t/
Use the /er/ of her.
2
gov er n ment
15. electronic
ē lec tron ic
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Say to spell /ŏ/. say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. Underline /er/. govern steer -ment noun suffix
N, Adj
This door has an electronic lock.
/ ē / /lĕk/ /trŏn/ /ĭk/
4
ē lĕk trŏn ĭk
31.2
O may
governments
/ e / /l-e-c/ /t-r-o-n/ /i-c/
Use /k-s/. Use /ĭ-ī-ē-y/. Use /k-s/.
Say to spell /ē/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. electron electron -ic adjective, noun, and verb suffix
Adj, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
electronics
Lesson 5
Day 3 5.7
Wordss in Context Word
Review
All
•
237
Materials
Phonograms: Dictate the phonograms. 1. oy /oi/ that may be used at 9. i /ĭ-ī-ē-y/ 10. o /ŏ-ō-ö/ the end of English words. 2. h /h/ 11. or /ōr/ 3. ea /ē-ĕ-ā/ 12. e /ĕ-ē/ 4. n /n/ 13. ck /k/ two-letter /k/ 5. sh /sh/ used only at the 14. ng /ng/ 15. c /k-s/ beginning of a word or at the 16. th /th-TH/ end of a syllable. NOT be used NOT be used 6. oi /oi/ that may NOT 17. ai /ā/ that may NOT at the end of English words.
at the end of English words.
7. a /ă-ā-ä/
18. k /k/ tall /k/
8. ay /ā/ that may be used at the the
19. er /er/ the /er/ of her 20. ee /ē/ double /ē/
end of English words.
•
4, 9, 10, 11, 18, 21, 26, 29, Spelling Rules: Review Spelling Rules 3, 4, 31.1 using the lash cards.
•
Spelling: Provide students with sets o Phonogram Game iles. Say a word rom the chart below. Students decide which spelling o long /ā/ is used, write the word using the tiles, and explain why they chose that spelling. Award one point or the correct spelling o /ā/, one point or correctly spelling the rest o the word, and one point or explaining the reason. Choose words at random rom the table below. Play to 30 points. a End of the syllable
ai Middle of the syllable
ay End of the word
ea 8 words
paper baker flavor major razor bacon basin
bait mail rain hair jail maid pain
play day lay say ray sway stayy sta
steak great b ea r break wear tear pear
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Journal Student notebook Spelling Rule Cards 3, 4, 9, 10, 11, 18, 21, 26, 29, 31.1 Phonogram Game Tiles Red and blue colored pencils Grammar Flash Cards 1, 2, 2.1
Spelling Journal /k/ /ē/ /ā/ After Spelling Analysis is completed, 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 /ā/ - a, ai, ay, ea
238
•
5.8
Essentials Teacher’s Guide
Spelling: You’re My Editor Ask the students to read the list o spelling words as you write them on the board. As you write, ask the students or clues such as which phonogram to use when there are multiple mult iple options. Ask the students to close their eyes. Rewrite one o the words with a mistake. Ask the students to look at the list and find the error. o make the game easier, play with only three to five words at a time. o make the game more challenging, add more than one error.
Grammar
All
Review What is a noun? A noun is the name of a person, place, thing, or idea. Spelling List 5 – page 66 Label the nouns with a red N. What is an adjective? Adjectives modify nouns and pronouns. Ad jectives answer: What kind? How many? Which one? Whose? Spelling List 5 – page 66 Label the adjectives with a blue Adj.
Teacher Tip Level A Some students will be unsure if day day is is a noun. Ask them: Can you count days? One day, two days? Does “the day” make sense? It is a noun because bec ause it has a plural and it works with the noun marker the the..
What is an article? A, An, The - Tiny article adjectives that mark nouns and answer the question: Which?
Irregular Plurals
All
What is the rule for making 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.
Grammar Flash Card 2.1 Article A, An, The The - Tiny article adjectives that mark nouns and answer the question: Which?
paper How do we make this word plural? Add -S.
Spelling Rule 21
paper — paper pape r s s man How do we make man man plural? plural? men
man — me men sheep What happens if we are counting sheep? How do we make sheep plural? one sheep, two sheep… There is no change.
fish What happens with fish? One fish, two fish… There is no change. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
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.
Lesson 5
239
These are irregular nouns that do not change. Let’s recite the plural rule again. 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. Almost all languages have irregular plurals. This is not a unique problem to English. They They are usually very common and ver y old words. If you are uncertain about how to make a word plural, you can look it up in the dictionary. All
Spelling List 5 – page 66 Write the plurals next to each noun. noun.
A
videos, bagels, sheep, plains, trains, shorts, paints, fish, days, men, humans umans
B
details, orders, haircuts, tickets, heads, braids, units, extras, poisons, cchairs, airs, air s, zeroes, zeroes, zero es, laptops, aptops, apt ops, computers comput com puters ers
C
indexes, ndexes, benefits, benefactors, inspectors, manuscripts, manuals, committees, com mittees, amen amendments, ments,, exports, imports, ments imports, governments, governments, governme nts, electronics
All
A
Teacher Tip Irregular Plurals Many words that end in O have both a regular (add S) and an irregular spelling (add ES). For example: ex ample: zero - zeros - zeroes; hero - heros - heroes. Tomatoes and potatoes are the only two words ending in O that are listed in the dictionary with only the irregular plural (at the time of this printing).
Teacher Tip
Spelling List 5 – page 66 Circle the non-count nouns.
Identifying Parts of Speech
rain, mail
B
spray
C
none
Write the phrases on the board and label the parts of speech as modeled in Level A .
Level B
Identifying Parts of Speech
All
5.8A Parts of Speech – page 67 Read the phrase in your workbook. I will write it on the board. Then we will answer questions to label the parts of speech. Label each part of speech in your workbook as I label it on the board.
5.8B Parts of Speech – page 68 A
Adj
N
a laptop laptop computer computer A
Adj
A
Adj
N
the evil queen
the green paint What is the noun in this phrase? paint
N
the green paint What kind of paint? green, adjective
Adj
N
the green paint Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
N
an extra extra ticket ticket
Level C 5.8C Parts of Speech – page 69 A
Adj
N
the benevolent committee
A
Adj
A
Adj
N
a fant fantast astic ic amendment amendment N
an electronic electronic manual manual
240
Essentials Teacher’s Guide
Which paint? the, article adjective
A
Adj
Teacher Tip
N
the green paint
Identifying Parts of Speech
a long train What is the noun in this phrase? train What kind of train? long, adjective Which train? a, article adjective
A Adj N
a long train the plain oil
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.
What is the noun in this phrase? oil What kind of oil? plain, adjective Which oil? the, article adjective
A
Level A
Adj N
the plain oil
Dictation
5.9
Read the phrase. Ask the students to repeat it aloud, then write it in their notebooks. A
Challenge Parts of speech are the jobs that the words perform in the sentence. In the following sentences toy and mail are toy and mail are used as adjectives rather than than nouns. Dictate each phrase. Then ask the students to label the parts of speech: A
1.. a gray day
2. a short man
Adj
A Adj
B
C
1.. extra details
2.. a silver chair
1.. an electronic index
2.. a discreet benefactor
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
N
the toy train N
a mail truck truck Discuss the adjective job that and mail are doing: they toy and toy mail are answer the questions Which one? and What kind?
Lesson Less on 5
Day 4 5.10
•
•
Words Wo rds in Action
Review
All
Materials
Phonograms: Teacher Trouble Explain that today you have orgotten your phonogram sounds and need the student to help you. Give the student the Phonogram Flash Cards. ell the student to show you each phonogram, and to call out “Stop!” and correct you i you misread one. Recite the sound(s) and spelling hints, misreading several o them. Spelling Rules: Show ay and ai . Which one may we use to spell /ā/ at the end of English words? A AY Y Why can’t we use AI? English words do not end in I. AY AY usually spells /ā/ at the end of a base word.
Show oy and oi . Which one may we use to spell /oi/ at the end of English words? OY may be used at the end of the word. Why can’t we use OI? English words do not end in I. I will say a word. Write it on your whiteboard. Explain the reason for the spelling. When you have spelled eight words correctly and told me why they are spelled that way, you will be finished.
•
2411 24
pa
soy
day
ma
play
coin
boil
may
plain
tray
way
mail
toy
soda
boy
main
toil
train
wait
sofa
Basic Phonogram Flash Cards & ai
ay
oi
oy
Spelling Rule Cards 3, 9, 10 LOE Whiteboard Phonogram Game Tiles Student notebook Highlighter Essentials Reader
Level A Morpheme Card: -er
Level C Morpheme Cards: bene
-or
fact
script
manu
-al
in-
port
ex-
Dictionary Index cards
Spelling: Direct the students to write the words rom Spelling List 5 using Phonogram Game iles.
Vocabulary
5.11
A
Level A Vocabulary
Standards of English Spelling Spelling in English follows one of four standards: American English, British B ritis English, Eng is , Canadian Cana ian English, Eng is , and an Australian Austra ian English. Eng is . Though T oug aa majority of the words share the same spelling, there are a small perccentage entage of o words w or s w wo which ic have ave different i erent spellings spe ings in in different i erent regions. regions. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Vocabulary Level A Locate the countries on a world map.
242
Essentials Teacher’s Guide
The most sudden and dramatic change occurred following the American Revolution when Noah Webster published the first American dictionary. He changed the spelling of various words to create a distinctly American version of English. One of the words he changed iss gray . In British Bri riti tiss spelling spe ing this t is word wor is is written wri rittten g-r-e-y -- - .
gray
grey
The British spelling uses the /ā-ē/ phonogram ey which we will learn earn in in a later ater lesson. esson. Noah Noa Webster We ster cchanged ange iitt tto o two-letter twotw o- etter /ā/ ā that t at may ay be used at the t he end of English words. prefix, root, suffix What at is a morpheme? morp mor p em eme? e? A morp morpheme eme is a unit o of meaning.
root , and suffix , on the board. Write prefix , roo Write prefix
prefix root suff suffix ix Point Poin Po intt to the the word wor roo wor root. t. 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 t e same same way, way, the t e 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 w it out anything anyt ing else e se attached attac e to to it. 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 ew will i use use the t e words prefix words wor s prefix an and and an suffix as as an example. examp exam p e. What hat does fix mean? mean? to repair something has Fix has as more more than t an one one meaning. mean me anin ing. g. I will wi use use fix ix in in two sentences. sentence sente nces. s. Tell Te me e what it means in the context of the sentences. He will fix a hook to o the t e shelf. s e . She S e fixed ixe a stamp stamp to to the t he e envelope. enve ope. Fi 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 the root fix root fix .
prefix root suff suffix suf ix In n these words, the root fix means means to attach. Fix is is also a base word, because ecause it stands alone as an English word. In n the t e word prefix word wor prefix prefix what , what what is attached before the root fix ? preWhat hat 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? before What hat is the literal meaning of prefix of prefix ? to attach before Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson Less on 5
2433 24
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. w or . Suf- means below or after. Suf- means What W at is is the t e literal itera meaning meaning of o su suffix ix ? tto o attach attac after a ter A suffix suffix is is a morpheme that is attached after a root. It is made up of one or more phonograms. 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 m ain part part of o the t he e word. wor . SSuffixes u ixes aare re aadded e tto o the t e end. en . The T e ssuffix u x --er er
Write short
+ er on the board.
A suffix su ix iiss a group group o of letters etters aadded e tto o tthe ee end n o of a base ase word wor tto o change the meaning. What new word is formed when the suffix -er suffix -er -er is added to short ? shorter Use sshorter orter ort er in in n a sentence. Answers vary. For examp example, e, “T ““That T at stic stick is shorter than the other stick.” stick.”
short + er = shorter shorter plain + er What new word is formed when -er is is added to plain to plain?? plainer Use plainer Use plainer in in a sentence. Answers Answers vary. vary. For For example, “That sweateerr is is plainer p ainer than t an the t e other ot er one. ot one.” on ”
plain + er = plainer plainer Look back at the words in Spelling List 2. What words can we add the suffix -er -er to? to? black, ac , strong, stro st rong ng,, si sic sick, c , green, gree gr een, n, long ong on g Do we add the suffix -er to to nouns or to adjectives? adjectives? adjectives What word mean more of iit. W at does oes --er mean? -e -err changes c anges tthe ew or tto om ean m ore o t. 5..1 5.11A 5.11 11A A V Vocabulary oca u ary De Deve Development ve op opme ment nt – pa page ge 70 Add the suffix --er tto o each eac adjective. a jective. B
Level B Vocabulary
Compound Words Sometimes two words combine together to form a new word called a compound word. I will write two words on the board. Read each Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
- er comparative adjective, comparative more Old English
244
Essentials Teacher’s Guide
one, then combine them together and read the compound word.
hai airr + spra rayy = hairspr praay
hai airr + bru russh = hai airb rbrrush
5.11B .11B ..1 1B C Compound ompo om poun un Pu Puzz Puzzle zz e – pa page ge 71 Ho How w many manyy compound man compo com poun un words can you make? C
Level C Vocabulary
Roots What hat patterns do you notice in Spelling List 5? bene is found in tthree ree words, wor s, two wo two words tw wor s end wo en in en in -or, -orr, two -o two words tw wor s start wo start with st wit manu, manu, two two tw words start with in-, two words include port. por t. bene Look oo aatt each eac of o tthee words wor s that t at begin egin with wit bene bene. ene.. W ene What at do o you you think t in bene means? bene means? What bene? at other ot er words wor s do o you you know now that t at include inc u e bene ene?? ene
benefitt benefi
Teacher Tip Vocabulary Level C Another interesting root in Spelling List 5 is electron which is found in electronics electronics.. Electricity is the flow of electrons. electron s. Electronics use the flow of electron electrons; s; they use electricity.
When hen there is a benefit to something, is it good or bad? good Bene means Bene means goo good or or we well . Using sing the information that bene bene means good, let’s discover the meanings eanings of benefactor and and benevolence benevolence.. 5.11C-1 .11C-1 Sta St Standardized Standardi an ar zzed e Te ests sts – p page age 72 Read ea the t e sentences sentences in in your our workbook. Choose the correct definition for the word in bold. 1. During During hisis lifetime, i etime, Mr. Jones was a benefactor benefactor ene en e ac acto torr o of Ma M Marshfield ars ie hospital. ospital. a. critic b.. financial donor c. a seriously ill patient If we we know now that t at bene bene means ene means means good, goo , which w ic definition e inition m makes a es the t e most most sense? A financial donor would be a person perso n who gives good things to the hospital. 2.. 2 a. b.. c.
JJill i has as always a ways ttreated reate the t ep prisoners rissoners with ri wit benevolence benevolence. enev en evo o en ence ce. hatred atred vviolence vio io enc ence e kindness indness
Someone who is good is kind.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
bene good, well Latin
Lesson Less on 5
When reading or taking tests, it is helpful to look for roots in unknown words. Although paying attention to context is important, sometimes some so meti time mess the t e context conte con text xt is is not is not enough not enou en oug g to to provide prov pr ovii e the t e meaning. meani mea ning ng.. By By By knowing roots and how to think of related words, we have another ttool oo for or learning earn rniing new new vocabulary voca u ary and an for or understanding un erstan ing n new ew words wor s that we read.
Write benefactor on on the board.
benefact benef actor or
- or
How many morphemes do you see? three What are they? bene, fact, -or
noun suffix Latin
--or
-or
fact
Which two words use this suffix? inspector and benefactor What W at do o you you think t in --or means? It means a person. This is a suffix for for a noun.
make Latin
fact What W at other ot er words wor s can can you you think t in of o that t at include inc u e fact act ? fact, act, factory, actory, manufacture, satisfactory Do you know what the Latin root fact means? means? It means means mea ns to make. ma e. What does benefactor literally mean based upon the morphemes? A who good.. person w o makes ma es goo Benefactor is typically used to describe anyone who does a lot of good goo go o for or someone some so meon one e else e se and an often o te ten n for or a person pers pe rson on who w o gives give gi vess a large arge ar ge financial donation.
script
scrib
write Latin
manu man
hand Latin
manu, script
Write r te ma manuscript manu nuscr scr pt on o on n th thee bo boar board. ar .
manuscript How many morphemes do you think are in this word? two Do you recognize one? script What other words do you know with script ? prescription, description, scripture, transcript, script What W at do o you you think t in scr script pt means means in Latin? to write What other words do you know with manu manu?? manufacture, manual, manual manua manu a transmission transmissio trans mission n How do you shift a car with a manual transmission? by hand Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Vocabulary Level C Script is an assimilated form Script is of the Latin root scrib scrib.. Both are commonly used in English and Latin words, and we often see both forms in derivatives of the same word: subscribe - subscription; describe - description; and inscribe inscription.
2455 24
246
Essentials Teacher’s Guide
What do you think manu manu means? means? hand an What hat is a manuscript ? something written by hand Today To T oday o ay manuscr manuscript pt can can be used to describe a draft whether it is typed or handwritten.
Show the morpheme car card manu . What hat is a manual ? It is a book of instructions. -al
-all -a The suffix -al means characterized by. The definition of a manual based ase as e on its its morphemes mor orp p em emes es is something somet so met ing characterized c ara aracte cteriz rizee byy hand an . How does this relate to today’s definition? A manual provides instructions that are often carried out by hand. For example, the instruction manual for a kit explains how to put the pieces together.
characterized by, kind of Latin, Greek, English
inWhich word ic w or iin n LList ist 5 uses uses the t e root root spect spec ? inspector What hat does spect mean? mean? to look What in- means at do o you you think t in the t e prefix pre ix inn- mea n means ns in in this t is context? conte con text? xt? in n An inspector is someone who looks in. Notice otice the prefix in- has as two meanings. It can mean not as as in informal an ma and infrequent and infrequent or , or or itt can mean in in as n as as in n inspector nspector an and inset nset .
Show the morpheme card
inn-
in-in im-im
in Latin
.
What at does oes inn- ass assimilate assimi imi ate to? immWhat hat word in the list includes an assimilated version of in-? in-? import Why hy did /n/ assimilate to /m/ in import ? It is easier to say the sound /m/ before a /p/ because they are both pronounced pronounced with the lips. port This next root is found found in over 300 words words in English. It is a great example of how learning roots helps us understand many new words.
port Which hich two words use the root port root port ? export and import What hat other words can you think of that use port ? airport, support, report, deport, portage, portable, transport What at do o you you think port think t in por port means? means? Port means Port means to means o carry. What hat prefix has been added in import ? im im--
im Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
port carry Latin
Lesson 5
What does im im-- mean? in What do the morphemes for import literally literally mean? to carry in Look up the definition of import mport in the t e dictionary. icti ic tion onary ary.. Does Does this t is match? Yes, when a country imports goods they are brought into tthee country. count cou ntry ry.. What is the other meaning of the prefix in-, im- ? not exWhat export ? ex W at prefix pre ix is is in in the t e word wor expor
ex
e-
What other words begin with ex -? -? exit, explode, expand… What W at does oes ex - mean? oes mean me an?? ou out What does export literally literally mean? to carry out Look up the definition of export in the dictionary. Does this match? m atc ? Yes. Exports are goods that are sold out of the country to other countries. 5.11C-2 5.11 5. .11CC-2 -2 Ma Matching Matc tc ng – pa page ge 72 Ma Match Matc tc each eacc root ea roo oott to its its definition. e in init itio ion n. 5.11C-3 . - Roots – page 73 Write rite the definition of the word based upon the meaning of the prefix and root. Then look up the definition in the dictionary and write it. Write a comparison of the two definitions. Write a sentence using the word.
Dictation
5.12
Read the phrase. Ask the students to repeat it aloud, then write it in their notebooks notebooks.. A
B
C
ex-ex
1.. a plain bagel
3.. the next train
2.. the oil paints
4.. a long video
1.. the laptop computer
3.. the evil monster
2. long braids
4.. zero tickets
1.. a complex amendment 2.. the benevolent committee
government gove vern rnme men n ex expo exports porr s 3.. go 4.. a fantastic manuscript
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
ef-
out, up Latin
2477 24
248
5.13
Essentials Teacher’s Guide
Composition A Direct the students to use the spelling words in Lessons 1-5 to write six phrases ollowing ollowing the the pattern: pattern: article, article, adjective, a jective, noun. noun. noun.
5.14
Reading A Have the students read the story in 5.14A 5.14 5. .14A A Re Reading Rea a ng – pa page ge 74 Have their workbook. Read it a second time, working on luency. hen ask the students stu ent stu entss the ollowing ollowing ollo wing questions. questions questi ons.. What hat did Dad put in his truck? t ruck? Whyy was was Tom Tom sa sad?? What hat was the gift? The Essentials Reader – Lesson 5 (optional)
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Parts of Speech Ask students to highlight each part of speech in their composition phrases in different colors to emphasize the patterns.
Lesson 5
Day 5 5.15
All
•
2499 24
Check Your Understanding
Review Grammar: Review Grammar Flash Cards 1, 1.1, 1.2, 1.3, 2, 2.1.
C C Vocabulary: oca u ary: • Provide the students with nine 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 mo rpheme eme on on an index in ex in card. car ca r . Combine Combine Comb ine the these se with with the the index in ex cards car s rom rom Lessons Lesso Les sons ns 1-4. 1-4. good — bene noun oun suffix su ix — --or su make ake — fact write — script hand an — manu characterized by, kind of — -al in n — incarry — port — port out, up — exLay out all the morpheme cards that you’ve learned so far. I will say a sentence that includes a word that uses two or more of these roots. Take and tthen tellll me tthe meaning of word. word. Ta T aakee the t e cards car s an en te e literal itera meaning o tthe e wor impact of mpact of mpact of the car knocked the woman off her bike, but 1.. The impact fortunately she was not injured. iimm- is is the t e assimilated assim imii at atee form orm o of inin which means in. Pact means to press. To impact means to press in. The car pressed into the woman. benefactors who ene en e ac acto tors rs who who make 2.. The university is thankful for the many benefactors our work possible. bene- means good. Fact means to make. -or is a noun noun suffix su ix for or a person. pers pe rson. on. A benefactor ene ac acto torr is a person pers pe rson on who w o is making good. extract is is in the cupboard. ex- means out. Tract 3. The vanilla extract means pull. Extract means to pull out. Vanilla extract is flavoring that is pulled out of vanilla beans. resist the es st the nurse as she held his leg to give 4.. The infant tried to rresist him a vaccine. Re- means back against. Sist means to stand. Resist Resi Re sist st means mea eans ns to to stand stan st an against. agai ag ains nst. t. The T e baby a y is is fighting ig ti ting ng the t e nurse. nur urse se.. Figuratively,, in his will he is standing against the nurse. Figuratively portal to portal to transfer 5.. The accountant uses a secure, online porta documents. Po Port rt means means me ans to to ca carry. carry rry.. -a -al means mean me anss ccharacterized arac ar acte teri rize ze by. byy. A portal is something characterized by carrying. A portal is a way to transfer trans er or carry documents ocuments ocume nts between etween etwee n people. peop e. 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, 1.3, 2, 2.1 Index cards
Challenge Vocabulary Level C Challenge the students to build words and use them in a sentence. It can also be fun to create words that are not real words using the roots.
250
5.16
Essentials Teacher’s Guide
Check Your Understanding
All
Check Your Your Understanding 5 – page 75-77
Phonograms
All
Dictate the phonograms. 1. b /b/
20. ay /ā/ that may be used at the the
2. oy /oi/ that may be used at
end of English words.
21. v /v/
the end of English words.
3. s
/s-z/
22. j
4. l
/l/
23. k /k/ tall /k/
5. ai /ā/ that may NOT NOT be used
24. m /m/ 25. ng /ng/
at the end of English words.
6. x /ks-z/
26. n /n/
7. ee /ē/ double /ē/
27. o /ŏ-ō-ö/
8. c /k-s/
28. ck /k/ two-letter /k/
9. e /ĕ-ē/
29. p /p/
10. er /er/ the /er/ of her
30. qu /kw/
11. y /y-ĭ-ī-ē/
31. t
12. w /w/
32. a /ă-ā-ä/
13. f
33. g /g-j/
/f/
/t/
14. h /h/
34. u /ŭ-ū-ö-ü/
15. r
35. sh /sh/ used only at the
/r/
16. oi /oi/ that may NOT NOT be used at the end of English words.
All
/j/ the /j/ of jump
beginning of a word or at the end of a syllable.
17. ea /ē-ĕ-ā/
36. z /z/
18. i
/ĭ-ī-ē-y/
37. or /ōr/
19. th /th-TH/
38. d /d/
Exploring Sounds Listen to the vowel sound. Mark it as long, short, short , or broad. 1. ă 5. ü 2. ō 6. ē 3. ä 7. ö 4. ī 8. ū
All
Grammar Write the article adjectives.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson Less on 5
Spelling
All
1. Circle the word that follows the rule When a word ends in the
phonogram A, it says /ä/. 2. Circle the word that follows the rule A E O U usually say their long
sounds at the end of the syllable. 3. Circle the word where the phonogram /ē-ĕ-ā/ is saying the long
/ā/ sound.
Dictation Read each phrase. Ask the students to repeat it aloud, then write it in their workbooks. A
1.. frozen rain
6.. a mailman
2.. the next train
7.. fast humans
3.. a short day
8.. a bagel
4.. gray paint
9. a sports video
5.. a plain sheep
B
1.. laptop computers
6.. evil king
2.. monster poison
7.. the morning orders
3.. an extra ticket
8.. the head clerk
4.. haircut and braids
9. zero units
5.. broken chairs
C
10.. black fish
10.. weak details
1.. a benevolent inspector
7.. government exports
2.. the discreet committee
8.. an electronic manual
3.. a quaint cabin
9.. a formal amendment
4.. a consistent index
10. the plaid hammock
5.. a lavish benefactor
11.. robust imports
6.. meager benefits
All
Grammar
Ask students to label the nouns, adjectives, and articles in the dictation phrases.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
2511 25
252
Essentials Teacher’s Guide
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
253
Lesson 6 Phonograms
ar
bt
Level C
ch
oo
Exploring Sounds
Schwa
Spelling Rules
Spelling Rules 10, 30, 31
Spelling Journal
/ә/
Grammar
11.1 Commas in a Series, 7 Conjunctions
Vocabulary
Level A
Level B
-less
quart
Level C
part
-iff
plaint
de-
-ant
pend
-er
ad-
-ment
spect
Day 1 6.1 6. 1
balloon, Compound Words
fend
Essential Concepts
Phonograms
All
New Phonograms ar, ch, oo Show ar . /är/ /är/ What sound does /ă-ā-ä/ say in this phonogram? /ä/ Is /är/ a consonant or a vowel? It is a vowel. What kind of vowel? It is an R-controlled vowel. vowel.
Show ch . /ch-k-sh/ /ch-k-sh/ Is the first sound /ch/ a consonant or a vowel? It is a consonant. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Basic Phonogram Flash Cards & ar
ch
oo
u
i
Student notebook Spelling Rule Cards 10, 30, 31.1 Highlighter
Level C Advanced Phonogram bt
254
Essentials Teacher’s Guide
Is the second sound /k/ a consonant or a vowel? It is a consonant. Is the third sound /sh/ a consonant or a vowel? It is a consonant.
Show oo . /ö-ü-ō/ /ö-ü-ō/ Is the first sound /ö/ a consonant or a vowel? It is a vowel. Is the second sound /ü/ a consonant or a vowel? It is a vowel. Is the third sound /ō/ a consonant or a vowel? It is a vowel. What kind of vowel is /ö-ü-ō/? It is a multi-letter vowel. Write each phonogram five times while saying the sounds. All
Phonogram Flash Cards
Drill the phonograms with lash cards. C
Advanced Phonogram
Show btt . This phonogram says /t/ in Old French French loan words words such as doubt ou t an and debt e t .
6.2
Exploring Sounds
All
Advanced Phonogram
bt /t / doubt Old French
Schwa Write ә on the board. Many words that we have been studying include a schwa sound. What is schwa? It is a lazy vowel vowel sound. What sounds does schwa make? /ŭ/ and /ĭ/ Why are some vowels lazy? Or why do some vowels say their schwa sounds? Some syllables are said louder than other syllables. Some syllables have more stress. Syllables that are stressed usually have a vowel that is clearly pronounced. The syllables that are said with less stress often have a distorted vowel sound called a schwa.
Show Spelling Rule Card 31.1. We will review the first half of this rule today. Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Let’s say the rule together. Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
Lesson 6
2555 25
To begin to learn how this works, first we need to learn to listen for To which syllable is stressed. I will say a word. Place your hand under your chin and repeat the word. Feel which syllable your mouth opens larger to say. This is the syllable that is stressed.
Say each word and encourage the students to eel the stressed syllable. morning mor ning
public pub lic
reason rea son
understand under stand
fantas fan tastic tic
volunteer volun teer
Hold up the cards u and
i
.
How will we know if we are hearing a schwa sound, or if we are hearing one of these phonograms? Usually if you hear the sounds /ŭ/ or /ĭ/ in a stressed syllable, syllable, it is the phonogram u or i saying its short sound. 6.2-1 Stressed Syllables – page page 79 Look at the words on your page. Each word has a missing phonogram. Listen to me say each word. Then repeat the word and feel the stressed syllable that the missing vowel is in. Finally, fill in the missing vowel: butter but ter
kitten kit ten
begun be gun
resist re sist
Place your hand under your chin. Read each word again. Which syllable is stressed? the syllable that was missing a vowel In an unstressed syllable, any vowel that is being lazy could be a schwa, sounding like /ŭ/ or /ĭ/. We use a tool called say-to-spell to help us write these t hese vowels correctly. 6.2-2 Schwa – page 79 Listen as I say-to-spell the words. Write the missing vowel in the word. Then read the word aloud with a schwa sound, the way we usually say them.
Teacher Tip Say to Spell When you say-to-spell a word, enunciate every sound clearly as written, not as it is commonly pronounced. This helps students create an auditory picture of the word.
frōzĕn frōzәn
kĭngdŏm kĭngdәm
Teacher Tip
ādapt әdapt
sĕvĕn sĕvәn
Word Stress
Schwa sounds are common in unstressed syllables.
Write the sentence on the board.
The cat sat on a chair. Which words in this sentence are most important to the meaning? cat, sat, on, chair Place your hand under your chin. Which words do you open your mouth the most to say? Or which words are stressed? cat, sat, on, Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
There is a range in word stress within a sentence. Here, for example, on is stressed on is less than sat , , and it is fine if students hear it as unstressed. Not all unstressed words have a schwa sound. The goal is for students to understand why many unstressed words like the and a contain a schwa sound.
256
Essentials Teacher’s Guide
chair Which are not stressed? the, a The vowels in those words are lazy laz y because those words are not as important to the meaning of the t he sentence. They are needed for the sentence to be grammatically correct, but if we miss hearing them, we will still understand the sentence.
Reread the sentence with a muled voice or “the” and “a.” We have learned two places where a vowel may say its schwa sound. What are the two places? A vowel vowel may say its schwa schwa sound in an unstressed syllable or in an unstressed word. 6.2-3 Schwa in Unstressed Words – page 79 I will read the sentence that is in your workbook. Highlight the stressed words. Circle the words that have a schwa sound.
The boy ran in the street. 6.3
Spelling Rule
All
Rule 30: Double Letters at the End 6.3 Discover the Rule – page 80 Read the words. Mark the vowels as long, short, or broad.
staff staff sniff scoff off huff puff scruff
tall call pill ball fall pull hill
class mess miss moss glass pass grass
What is the same about each word? The last letters are doubled. Which letters are doubled? F, L, S What do you notice about the vowels? They are all single vowels. Do most of the vowels make their long, short, or broad sound? short Find five words where the vowel does not make its short sound and circle them. tall, call, ball, fall, pull What is the same about all these words? They end with -ll. The vowels are broad. What do you think the spelling rule should say? Answers vary. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 30 We often double F, L, and S after a single vowel at the end of a base word. Occasionally other letters also are doubled.
Lesson 6
257
Show Spelling Rule 30. We often double F, F, L, and S after a single vowel at the end of a base word. Occasionally other letters also are doubled. Do we always double F, L, and S? no F, L and S are often doubled after which vowel sounds? after a short or broad vowel that is a single letter Which spelling rule explains why the phonogram A says the broad sound in words ending in LL? When a word ends with the phonogram A, it says / ä/. A may also say /ä/ after a W or before an L. What does A often say before an L? / ä/
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 10 When a word ends with the phonogram A, it says / ä/. A may also say /ä/ after a W or before an L.
258
Essentials Teacher’s Guide
Building Words
Day 2 6.4
All
•
Review Phonograms: Rotten Egg Place all the phonogram cards the students have learned in Lessons 1-6 in a cloth bag with 2 Rotten Egg cards. cards. Set a timer or between 30 seconds and 2 minutes. Students take turns drawing a card and reading the phonogram aloud. I they read it right, they keep the card and pass the bag. I they do not read it correctly, they must put it back in the bag and pass the bag to the next person. I a student draws the Rotten Egg card, card, he must put all his cards back into i nto the bag and pass it to the next player. Play ends when the timer beeps. Te student holding the most cards wins.
Variation: Add one Snatch It card card to the bag. I a student draws the Snatch It card, card, he may take all the cards o another player. Add one Lose It card card to the bag. I a student draws the Lose the Lose It card, card, he must give his cards to the player on his lef. •
Exploring Sounds: 6.4 Consonants and Vowels – page 81 Sort the phonograms into consonants, multi-letter vowels, and R-controlled vowels.
•
on the board. Ask the students to spell Spelling Rules: Write _all on it using Phonogram Game iles. How many words can the student create by adding beginning consonants? Award one point per word. Continue with the other letters below. _all – ball, all, call, hall, mall, stall, tall, thrall, wall _ell – bell, dell, dwell, ell, sell, shell, smell, spell, well, yell _ill – bill, chill, drill, fill, rill, rill, gill, hill, shrill, still, thrill, trill, will _ull – bull, cull, dull, ull, hull, pull, scull, skull _ess – bless, chess, dress, less, mess, press, stress, unless _iss – bliss, hiss, kiss, miss, Swiss
C M Morphemes: orp emes: • Review Review the morpheme morphem morp hemee cards car s rom previous previou pre viouss lessons. lessons less ons..
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials 2 sets of Phonogram Game Cards 2 Rotten Egg Cards Cards 1 Snatch It Card It Card 1 Lose It Card It Card Cloth bag Timer Phonogram Game Tiles Spelling Journal Spelling Analysis Card
Level C Morpheme Cards
Lesson 6
6.5
Spelling Journal
All
/ә// /ә Spelling Journal /ә / ә/ Turn to the schwa sound in your your Spelling Jour-
nal. It is found on pages 70 and 71. On the left page, we will collect words where the schwa is found in an unstressed syllable of a multi-syllable word. On the right page, we will collect words where schwa is heard in a one -syllable, unstressed word. I will write a word on the board. Read the word by ar ticulating each of the vowels clearly. Then reread the word with a schwa sound. Decide which page you should write the word on in the Spelling Journal.
the a basket
human was broken
ә Unstressed Syllable Any vowel saying its schwa sound in an unstressed unstr essed syllable.
gallon
ә Unstressed Word A small, commonly unstressed grammatical word where the vowel says its schwa sound.
hum a ann
thee th
gall on
a
baskeet bask
w a s
brokeen brok
of
We have one final word to discuss. It is the little word of .
Write of on on the board. This is a very strange word. What sound is the O making? It is saying the schwa sound. Why do you think it says the schwa sound? It is a less important word.
Write The cup of tea is hot. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
2599 25
260
Essentials Teacher’s Guide
Which words are most important in this sentence? cup, tea, hot What sound is the F making? /v/ Say /f/ and /v/. What is the same about these sounds? They are both formed by placing the teeth on the lips and blowing. Why do they sound different? /f/ is unvoiced. /v/ is voiced. This is the the only word word where F says /v/. This is a very unusual spelling. However,, you can see they are related sounds. However Write of in in your Spelling Journal.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Optional Practice Schwa Sound Levels B C Write words with the schwa sound from Spelling Lists 1-5 in the Spelling Journal.
Lesson 6
2611 26
Spelling Analysis
6.6
Spelling List 6 – page 82 A
Tips for List 6.A
glass, cliff, all, ball, class, full When you sound out a word with a double consonant, pronounce the consonant twice: /g-l-ă-s-s/. poor Some dialects ialects pronounce pronounce prono unce this this word wor /pör/ wor /pör/ and an others others pronounce pronounce pron ounce itit /pōr/. /pōr/. each /pōr/. each the each the pronunciation the pronunciation pronun ciation that that is is common in your community. I you use /ō/, add the marking or the third sound o the phonogram.
Spelling Analysis
1.
1
2
Word
Sentence
List 6.A 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
glăss
/glăss/
/g-l-a-s-s/
6 … Finger Spell & Cue Cue
7 Write
glass
There is a glass of water sitting on the table.
88
99
q
Write Segment
Analyze
Read
1
Use /s-z/. Use /s-z/.
2
glass
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. Vocabular y
2.
cliff
There is a house on the 1 top of the cliff.
klĭff
Par t of Speech
Plural / Past Tense
N
glasses
/klĭff/
/c-l-i-f-f/
Use /k-s/. Use /ĭ-ī-ē-y/.
1
cliff
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. N
3.
/brŭsh/
cliffs
/b-r-u-sh/
Use /sh/ used only at the beginning of a word and at the end of a syllable.
brush
It is important to brush your teeth every day.
brush
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
brŭsh
N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
brushes, brushed
262
4.
Essentials Teacher’s Guide
all
All the students are working together well.
äll
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled.
1
äll
/äll/
/a-l-l/
Adj 5.
1
bäll
/bäll/
/b-a-l-l/
ball
The ball is in the net.
bäll
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. N
6.
school 2
sch oo l
Miriam was at school today.
1
sköl
/sköl/
balls
/s-ch-oo-l/ Use /s-z/. Use /ch-k-sh/. Use /ö-ü-ō/.
Underline /k/ and put a 2 over it. /ch-k-sh/ said its second sound. Underline /ö/. N, Adj
7.
poor
This a poor picture because it is blurry.
poo r
Underline /ö/.
1
pör
/pör/
schools
/p-oo-r/
Use /ö-ü-ō/.
/c-ar/
Use /k-s/.
Adj 8.
car
car
The car is red. 1
1
kär
/kär/
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /är/. N
9.
/sē/ /kr ĕt/
cars
/s-e/ /c-r-e-t/
Use /s-z/. Use /k-s/.
secret
Jack is sharing a secret with Lydia.
sē cret
Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
2
sē krĕt
Adj, N 10. moon
moo n
There is a full moon tonight.
1
mö n
/mön/
secrets
/m-oo-n/
Use /ö-ü-ō/.
Underline /ö/. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
m oons
Lesson 6
11. book 2
boo k
Gabby is reading a book.
1
bük
/bük/
/b-oo-k/
wä ter
Max is filling up a pitcher of water.
2
wä ter
/wä/ /ter/
books, booked
/w-a/ /t-er/
Use the /er/ of her.
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. Underline /er/. N, V, Adj
13. class
Use /ö-ü-ō/. Use tall /k/.
Underline /ü/ and put a 2 over it. /ö-ü-ō/ said its second sound. N, V
12. water
263
The class has a new teacher.
1
klăss
/klăss/
water, watered
/c-l-a-s-s/
Use /k-s/. Use /s-z/. Use /s-z/.
1
class
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. N
14. full
füll
That is a full glass of water.
1
fül l
/füll/
classes
/f-u-l-l/
Put two dots over the /ü/. /ŭ-ū-ö-ü/ said its broad sound. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. Adj
/shärp/ 15. sharp
sh arp
That is a sharp pencil.
1
/sh-ar-p/
shärp
Use /sh/ used only at the beginning of a word and at the end of a syllable.
Underline /sh/. 18 SH spells /sh/ at the beginning of a base word and at the end of the syllable. SH never spells /sh/ at the beginning of any syllable after the first one, except for the ending -ship. Underline /är/. Adj
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
264
Essentials Teacher’s Guide
B
Tips for List 6.B
sseashell, eas e , stuff, stu , joyless, oy ess, painless, pa n ess, fearless ear ess When you sound out a word with a double consonant, pronounce the consonant twice: /s-t-ŭ--/. quart, quarter, quartet Some regions regions regio ns may may need nee to say say to spell spell /qu/qu-är-t -t/.. lizard zar You do not need to teach Spelling Rule 31.3 yet. Students will learn when AR says /er/ in Lesson 8. Say to spell /liz ärd/. /.
Spelling Analysis
1.
1
2
Word
Sentence
List 6.B 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
smöTH
/smöTH/ /smö TH/ /s-m-oo-th/ Use /s-z/. Use /ö-ü-ō/.
smooth
88
99
q
Write Segment 2
Analyze
Read
1
Underline /ö/. Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Vocabular y
Par t of Speech
Plural / Past Tense
Adj, V
smoothed
/sē/ /shĕll/
/s-ea/ /sh-e-l-l/
Use /s-z/. Use /ē-ĕ-ā/. Use /sh/ used only at the beginning of a word and at the end of a syllable.
seashell
This is a beautiful seashell.
sea sh ell
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
sē shĕll
N
3.
7 Write
The carpenter sanded the wood until it felt smooth.
smooth
2.
6 … Finger Spell & Cue Cue
afternoon
Let’s have a picnic this afternoon.
af ter ter noo n
Underline /er/. Underline /ö/.
3
ăf ter nön
/ăf/ /ter/ /nön/
seashells
/a-f/ /t-er/ /n-oo-n/
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Use the /er/ of her. Use /ö-ü-ō/.
afternoons
Lesson 6
4.
igloo
ig loo
The igloo kept the campers warm at night. 2
2
ĭg lö
/ĭg/ /lö/
/i-g/ /l-oo/
stuff
Use /ĭ-ī-ē-y/. Use /ö-ü-ō/.
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /ö/. N
5.
265
Jerry put all his extra stuff in a box.
1
stŭff
/stŭff/
igloos
/s-t-u-f-f/
Use /s-z/.
30
stuff stu ff
We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. N, V
6.
sandwich
That looks like a delicious sandwich.
sand wich
Underline /ch/.
2
sănd wĭch
/sănd/ /wĭch/
stuff, stuffed
/s-a-n-d/ /w-i-ch/
N, V 7.
bunch
That is the last bunch of grapes on the vine.
bunch
Underline /ch/.
1
bŭnch
sandwiches, sandwiched
/bŭnch/ /b-u-n-ch/
N, V 8.
garden
That is a nice garden.
2
gär dĕ dĕn
Use /s-z/. Use /ĭ-ī-ē-y/.
/gär/ /d ĕn/
bunches, bunched
/g-ar/ /d-e-n/
2
gar den
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /är/. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. N, V
9.
gardens, gardened
quart
Please buy one quart of milk at the store.
qu ar t
Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. Underline /är/.
1
kwärt
quart four 10. quarter
qu ar ter
A quarter is worth twenty-five cents.
/kwärt/
/qu-ar-t/
N 2
kwär ter
/kwär/ /ter/
qu a r t s
/qu-ar/ /t-er/
Use the /er/ of her.
Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. Underline /är/. Underline /er/. quart four -er noun suffix
N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
quarters, quartered
266
Essentials Teacher’ Teacher’ss Guide
11. quartet
qu ar tet
The quartet performed beautifully.
2
kwär tĕt
joy less
Without her friend, Lydia felt joyless.
N
2
pai n less
fear less
liz ar d
/j-oy/
/lĕss/
/l-e-s-s/
Use the /j/ of jump. Use /oi/ that may be used at the end of English words. Use /s-z/. Use /s-z/.
The dental procedure was painless.
Ad j
2
/pān/
/p-ai-n/
/lĕss/
/l-e-s-s/
pān lĕss
Use two-letter /ā/ that may NOT be used at the end of English words. Use /s-z/. Use /s-z/.
Underline /ā/ that may NOT be used at the end of English words. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled.
Jonathan is fearless.
Ad j 2
fēr lĕss
/fēr/ /lĕss/
/f-ea-r/ /l-e-s-s/
Use /ē-ĕ-ā/. Use /s-z/. Use /s-z/.
Underline /ē/. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. -less without, devoid of
15. lizard
/joi/
Underline /oi/. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled.
-less without, devoid of 14. fearless
quartets
joi lĕss
-less without, devoid of
13. painless
/qu-ar/ /t-e-t/
Underline /kw/. 11 Q always needs a U; therefore, U is not a vowel here. Underline /är/. quart four -et noun suffix
12. joyless
/kwär/ /tĕt/
This lizard has a blue tongue.
Ad j
2
/lĭz/
/l-i-z/
ärd/ / är
ar-d/ / ar
lĭz är ärd d
Use /ĭ-ī-ē-y/. Use the /z/ of zip.
Say to spell /är/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /är/. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
lizards
Lesson 6
C
267
Tips ips for List 6.C
witness, w tness, sheriff, s er , plaintiff p a nt When you sound out a word with a double consonant, pronounce the consonant twice: /w-ĭ-t-n-ĕ-s-s/. spectator, spectacular spectator, Students Stu entss will learn ent learn when when OR and an AR says an says /er/ /er/ in Lesson Lesson 8 (Spelling (Spelling (Spel ling Rule 31.3). 31.3). 31.3).
Spelling Analysis
1.
1
2
Word
Sentence
List 6.C 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
ā pärt mĕnt
/ ā / /pärt/ /mĕnt/
/ a / /p-ar-t/ /m-e-n-t/
6 … Finger Spell & Cue Cue
apartment
The apartment building is tall.
88
99
q
Write Segment
Analyze
Read
ā par t ment ment
3
Say to spell /ā/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /är/. Vocabular y
Par t of Speech
Plural / Past Tense
a- toward, add part separate, part -ment noun suffix
N
apartments
Place your bag 2. compartment in the overhead compartment.
3
k ŏm pärt mĕnt
/k ŏm/ /pärt/ /mĕnt/
/c-o-m/ /p-ar-t/ /m-e-n-t/
Use /k-s/.
1
com par t ment me nt
3.
7 Write
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /är/. com- with, together, completely part separate, part -ment noun suffix
N
partner
Joe hands the baton to 2 his partner.
/pärt/ /ner/
par t ner
Underline /är/. Underline /er/. part separate, part
pärt ner
compartments
/p-ar-t/ /n-er/
N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Use the /er/ of her.
partners, partnered
268
4.
Essentials Teacher’s Guide
spectator
I prefer to be a spectator, not a player.
3
spĕk tā tōr
/spĕk/ /tā/ ōr / /t ōr
/s-p-e-c/ /t-a/ /t-or /
Use /s-z/. Use /k-s/.
1
spec tā tor tor
5.
spectacular
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. spect look, see -or noun suffix
N, Adj
The view was spectacular.
/spĕk/ /tăk/ /ū/ är / /l är
4
spĕk tăk ū lär
spectators
/s-p-e-c/ /t-a-c/ /u/ /l-ar /
Use /s-z/. Use /k-s/. Use /k-s/.
1
spec tac ū lar lar
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Put a line over the /ū/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /är/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /är/. spect look, see -ar noun and adjective suffix
6.
witness
Every witness must swear to tell the truth.
2
Adj
wĭt nĕss
/wĭt/ /nĕss/
/w-i-t/ /n-e-s-s/
Use /ĭ-ī-ē-y/. Use /s-z/. Use /s-z/.
30
wit ness
We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. wit mind, thought -ness noun suffix
7.
sheriff
sh er iff
The sheriff patrolled the carnival on a bike.
N, V
2
plaintiff
plain tiff tiff
/shĕr/
/sh-e-r/
/ĭff/
/i-f-f/
shĕr ĭff
Use /sh/ used only at the beginning of a word and at the end of a syllable. Use /ĭ-ī-ē-y/.
Underline /sh/. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. -iff noun suffix denoting a person
8.
witnesses, witnessed
The plaintiff accuses the defendant in court.
2
N
sheriffs
/plān/
/p-l-ai-n/
/tĭff/
/t-i-f-f/
plān tĭff
Use two-letter /ā/ that may NOT be used at the end of English words. Use /ĭ-ī-ē-y/.
Underline /ā/ that may NOT be used at the end of English words. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. plaint lament -iff noun suffix denoting a person
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
plaintiffs
Lesson 6
9.
complaint
Call the customer service desk if you have 2 a complaint.
k ŏm plānt
/k ŏm/ /plānt/
269
Use /k-s/. /c-o-m/ /p-l-ai-n-t/ Use two-letter /ā/ that may NOT be used at the end of English words.
1
com plai nt
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /ā/ that may NOT be used at the end of English words. com- with, together, completely plaint lament
10. doubt
doubt
Do no not doubt yourself.
1
dowt
N
/dowt/
complaints
/d-ou-bt/
Underline /ow/. Underline the advanced phonogram /t/. N, V
11. frugal
frū gal
Use /ow-ō-ö-ŭ-ü/. Use the advanced phonogram /t/.
James will need to be frugal since he does 2 not have much money.
frö găl
/frö/ /găl/
doubts, doubted
/f-r-u/ /g-a-l/
Use /ŭ-ū-ö-ü/.
Put a line over the /ö/. U said its second long sound. 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/. 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
12. defendant
dē fen fen dant dant
13. dependant
dē pen dant dant
The defendant allegedly robbed a store.
3
dē fĕn dănt
/dē/ /fĕn/ /d ănt/
/d-e/ /f-e-n/ /d-a-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 /ă/. 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 fend strike -ant noun & adjective suffix, characterized by
N
Paul is dependent on his parents to pay his tuition.
/dē/ /pĕn/ /d ănt/
3
dē pĕn dănt
defendants
/d-e/ /p-e-n/ /d-a-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 /ă/. 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 pend hang -ant noun & adjective suffix, characterized by
Adj, N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
dependants
270
Essentials Teacher’s Guide Mary’s parents gave her a necklace and pendant for her birthday.
14. pendant
2
pĕn dănt
/pĕn/ /d ănt/
/p-e-n/ /d-a-n-t/
Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
pen dant
15. suspenders
2
sus pen der s
pend hang -ant noun & adjective suffix, characterized by
N
Max wore red suspenders.
/sŭs/ /pĕn/ /derz/
3
sŭs pĕn derz
pendants
/s-u-s/ /p-e-n/ /d-er-s/
Use /s-z/. Use /s-z/. Use the /er/ of her. Use /s-z/.
Underline /er/. Put a 2 over the /z/. /s-z/ said its second sound. 21 To make a noun plural, add the ending -S, unless the word hisses or changes; then add -ES. Some nouns have no change or an irregular spelling. sus- under, below, beneath, secondary pend hang -er noun suffix -s plural
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
suspenders
Lesson 6
Day 3 6.7
Wordss in Context Word
Review
All
•
phonograms to the students. Phonograms: Dictate the phonograms 1. or /ōr/ 10. ea /ē-ĕ-ā/ 2. u /ŭ-ū-ö-ü/ 11. g /g-j/ 3. th /th-TH/ 12. c /k-s/ 4. ai /ā/ that may NOT 13. oi /oi/ that may NOT NOT be used NOT be used at the end of English words.
at the end of English words.
5. ch /ch-k-sh/
14. ar /är/
6. ay /ā/ that may be used at the the
15. oy /oi/ that may be used at
end of English words.
7. sh /sh/ used only at the
Materials Student notebook Spelling Journal Spelling Rule Cards LOE Whiteboard Phonogram Game Tiles Grammar Flash Cards 7, 11.1 Red and blue colored pencils
the end of English words.
16. d /d/
beginning of a word or at the
17. ng /ng/
end of a syllable.
18. er /er/ the /er/ of her
8. oo /ö-ü-ō/
19. ee /ē/ double /ē/
9. ck /k/ two-letter /k/
20. y /y-ĭ-ī-ē/
•
4, 9, 10, 11, 18, 21, 26, 29, Spelling Rules: Review Spelling Rules 3, 4, 30, 31
•
word aloud rom the ollowing lists. he stuSpelling Rules: Say a word dents should write it on a whiteboard. Award one point or spelling the word correctly. (Provide spelling hints or the multi-letter vowels i needed.) Award one point each time the student knows why the last consonant should or should not be doubled. Choose words at random rom the lists below. Double the last consonant aer a single vowel – tall, ball, all, wall, call, staff, bluff, stuff, cliff, off, drill, sill, mill, trill, will, grill, sell, shell, well, tell, class, mass, mess, less, kiss, miss, hiss, toss, loss Do not double the last consonant aer a multi-letter vowel – eel, steel, bee, ree, steal, seal, real, teal, mail, nail, hail, pail, rail, trail, oil, boil, spoil, soil, pool, stool, school, spool, cool, wool, meal, deal
•
2711 27
Spelling: Phonogram Tile Crossword Provide students with a copy o Spelling List 6. How many words can they incorporate rom the list into a single crossword style puzzle using the Phonogram Game iles?
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Journal /ә/ Ask students to find words with the following sounds in their spelling list and add them to their Spelling Journal. /ә/ – unstressed syllable, unstressed word
272
6.8
All
Essentials Teacher’s Guide
Grammar Review
Challenge
What is a noun? A noun is the name of a person, place, thing, or idea.
Grammar Level A
Spelling List 6 – page 82 Write a red N next to the nouns. Test words by deciding if you can make them plural and if it makes sense with the article “the.”
The words glass words glass and and secret in Spelling List 6 can be both nouns and adjectives. Noun
What is an adjective? Adjectives modify nouns and pronouns. Ad jectives answer: What kind? How many? Which one? Whose?
The glass is The glass is sitting on the table. I know five secrets secrets..
Spelling List 6 – page 82 Find the adjectives in the spelling list and write a blue Adj next to them.
Adjective
The glass bowl The glass bowl broke. The secret secret door door is over there.
Spelling List 6 – page 82 Write the plural form of each noun on your spelling list. A
glasses, g asses, ccliffs, i s, brushes, russ es, balls, ru a s, sc schools, oo s, ccars, ars rs,, secrets, sec ecrrets ts,, moons, moo oon ns, books, oo s, classes
B
seas e s, aafternoons, seashells, sea ternoo oon ns, igloos, ig oo ooss, sandwiches, san sa n wic es, bunches, unc es, gardens, gar ens, quarts, quart rtss, quarters, quartets, lizards
C
apartments, compartments, partners, spectators, witnesses, sheriffs, bailiffs, plaintiffs, complaints, defendants, doubts
All
Commas in a Series 6.8-1 Commas in a Series – page page 83 Read the lists aloud. Circle the commas.
sun and and moon cars and trucks balls,, cards, balls cards, toys, toys, and books books paper, pain paintt, and paint paintbrushes brushes seven men, men, three boys, and and ten ten dogs black trucks trucks,, red cars, and gray trains trains What do you notice about each list? If only two words are in the list, there are no commas. When there are three or more words in the list, each item in the list is separated by a comma. The word “and” is used before the last item in the list l ist and the comma goes before it
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Optional Practice Spelling Cards Dictate the words in Spelling List 6 for the students to write on index cards. Ask the students to color a red border around the nouns and a blue border around the adjectives.
Lesson 6
This leads to our first comma rule: Use commas to separate the words in a series of three or more. Let's say that together two times. Use commas to separate the words in a series of three or more. In each of these phrases the word and is is a conjunction. Conjunctions connect Conjunctions connect words, phrases, or sentences together. toget her. Let’s repeat what conjunctions do. Conjunctions connect words, phrases, or sentences together. together. 6.8-2 Commas in a Series – page 84 Add commas to the lists where they are needed.
273
Grammar Flash Card 11.1 Comma Rule 1 Use commas to separate the words in a series of three or more.
Grammar Flash Card 7 Conjunction Conjunctions connect words, Conjunctions connect phrases, or sentences together.
Identifying Parts of Speech
All
6.8A Identifying Parts Parts of Speech – page 85 85 Identify the parts of speech in each phrase. Label them in your workbook as I label them on the board.
Teacher Tip Conjunction Con (with, together) + junct (to join) +ion (noun suffix)
a full full moon moon What is the noun in this phrase? moon
N
a full full moon What kind of moon? full, adjective
Commas
Adj N
a full full moon Which moon? a, article adjective
A Adj N
a full full moon moon the secret classroom What is the noun in this phrase? classroom What kind of classroom? secret, adjective Which classroom? the, article adjective
A
Adj
Optional Practice
N
the secret classroom
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Write four commas on small sticky notes. Write “and” on another sticky note. Direct students to arrange the spelling cards into lists with commas.
2744 27
Essentials Teacher’s Guide
a glass ball
Teacher Tip
What is the noun in this phrase? ball What kind of ball? glass, adjective Which ball? a, article adjective
Identifying Parts of Speech Write the phrases on the board and label the parts of speech as modeled in Level A .
A Adj N
a glass ball
Level B
Dictation
6.9
Read each phrase. Ask the students to repeat it aloud, then write it in their notebooks. A
1.. the sun and the full moon
6.8B Identifying Parts Parts of of Speech – page 86 A
Adj
A
Adj
N
A
Adj
N
a joyless quartet quartet a fearless fearless lizard lizard
2.. all the secret books
B
1.. skunks, piglets, rabbits, and lizards 2.. a vast garden
C
Level C 6.8C Identifying Parts of Speech – page 87 A
2. a spectacular apartment
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Adj
N
a spectacular spectacular sheriff A
1.. the plaintiff, the witness, and the sheriff
N
the smooth seashell
Adj
N
a spectacular spectacular witness witness A
Adj
N
the frugal partner
Lesson 6
Day 4 6.10
Words in Action
Review
All
•
Phonograms: Phonogram Reading Race Use a stopwatch to time how quickly the student can read the phonograms learned in Lessons 1-6. Ten do it a second time. Can the student beat her time?
•
Grammar: Using Grammar Flash Card 11.1, recite the rule. Discuss the sample phrases on the back o the card.
Using the words below, write lists on the board without commas. Ask the students to read the lists and figure out what is missing. Ten the students can write the missing commas in red.
a car, car, a truck, truck, and a train bread , milk milk,, and eggs Dictate the ollowing lists. Ask the students to write the lists on their whiteboards. Write the words in blue, the commas in red, and the conjunction in green. cats, dogs, and ducks ship, train, car, and truck oil, eggs, bread, and milk •
Spelling: Practice spelling the words in List 6 with the Phonogram Game iles.
Vocabulary
6.11
A
2755 27
Level L eve A Vocabulary Voca u ary
Balloon B a oon
Write the words ball and and ballo balloon on on the board. What W at do o these t ese say? say? ball, a , balloon a oon How are these words related? They both have the word ball. A balloon is round like a ball. What was added to the end of ball a to to form balloon balloon? a oon? oon? -oon How does the broad /ä/ in ball change when we add the suffix -oon oon?? It says says its its schwa sc wa sound. soun sou n . Place your hand under your chin and say balloon balloon.. Which syllable is sstressed? tresse ? --oon Why do we use /ă-ā-ä/ to spell balloon balloon?? It is related to “ball” in meaning. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Basic Phonogram Flash Cards Stopwatch Grammar Flash Card 11.1 LOE Whiteboard Red, blue, & green dry erase markers Phonogram Game Tiles 3 colors of highlighters Student notebook Essentials Reader
Level B Morpheme Cards: -less
quart
Level C Morpheme Cards, including: part
-iff
plaint
de-
-ant
fend
pend
-er
ad-
-ment
spect
276
Essentials Teacher’s Guide
Write rite balloon balloon in a oon in oon in your student notebook. Draw a picture of a balloon. oon. Compound C ompoun Words Wor s What at is is a compound compoun word? wor ? A compound word is formed when two words join together to form a new word. Read ea through t roug the t e words wor s in in Spelling Spe ing List List 6. 6. With Wit each eac word, wor , pause pause and think: Are there other words you can combine with it to form a What ccompound. ompoun . W at are are they? ar t ey? ssunglasses, ung asses, hourglass… ourg ass… cliffhanger… c i anger… toothbrush, hairbrush, paintbrush… basketball, baseball… schoolbooks, schoolhouse… carport, carpool… moonbeam, moonlight… bookends, bookshelf, bookmark… classroom, classmates… 6..11A 6.11A 6.11 A Compound Com ompo poun un W Words or s – pa page ge 88 Form orm new compound words w or s u using sing the t e words wor s in in the t e lists. ists. Answer nswer Key: sunglasses, basketball, meatball, schoolbook, schoolroom, schoolroo choolroom, m, classroom, bookmark, bookshelf, textbook, paintbrush, toothbrush, oott ru oo russ , hairbrush, airr rus , hairball, ai airr a , paintball, ai pain pa intt a , ballroom, a roo room, m, sunroom sunr su nroo oom m B
Level L eve B Vocabulary Voca u ary
--less ess Today’s spelling Today’s spelling list includes a new suffix. Look at each of the words. Do joyless, painless, o you you see see three t ree words wor s that t at have ave a suffix su ix added? a e ? joy ess, pain ess, fearless
joyless = joy + less What at ssuffix u ix did i w we e aadd tto joy to o joy oy ? --less ess How ow does the meaning of joy of joy change change when we add -less - less to to make joyless?? It means without joy. joyless Use joy Use se joy oy in in a sen sentence. senten tence ce.. TThen Then use joyless use use joy joyless in joy ess in a sentence. ess in
pain + less = painless painless How ow does the meaning of pain of pain change change when we add -less -less to to make painless? painless pain ess? It means ess? means mea ns without wit ou wit outt pain. pain.. pain Use pain Use se pain se pain in in a sentence. Use painless Use se pain se painless in pain ess in n a sentence. sentence.
fear + less = fearless How ow does the meaning of fear change change when we add -less -less to to make fearless? fearless ear ess? ess? It means mean me anss without witt ou wi outt fear. earr. ea Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
-less without, free from, devoid of Old English
Lesson 6
277
Use fear in in a sentence. Use fearless fearless in in a sentence. quart Today’s spelling list includes a second pattern. Read each of Today’s the words. Do you see three words that are based on the same root? quart, quarter, quartet What is the same about each of these words? They all include quart How ow many quar quarts are quarts s are s ar e in in a gallon? ga on on?? four our How many quarters quarters are are in one dollar? four If you cut a cookie into quarters, how many pieces did you cut it into? four How many musicians play in a quartet ? four What W at does oes quar quart mean? mean? four our
quart four Latin
6..1 6.11B 6.11 11B B Su Suffixes ixes ix es – pa page ge 89 Add the suffix to form the new word. C
Level C Vocabulary
Teacher Tip
What W at patterns pattern patt ernss do o you notice notice in Spelling Spe ing List List 6? T Three ree words wor s include in c u e part; two words include spect, which means to look; look ; two words end in -iff; two t wo words include plaint; three words end with -ant, two words sstart tart with wit de-, e-, three t ree words wor s include inc u e pend, pen , two two words wor s end en in in -ment, -ment, and three words start with com-.
Patterns
part, -ment What W at is is aa part part ? It is a piece of something larger. What else can the word part word part mean? mean? It can mean to make something into int o parts. parts. Example: Examp Exa mp e: to braid rai your your hair, air,, first air irstt part irs par t it into into three t ree sections. sectio sec tions. ns.
Show the morpheme card par part .
Observing the similarit similarities ies within words helps students to develop critical c ritical thinking skills. They begin to notice the patterns, which leads to efficient learning of vocabulary and allows them to access prior knowledge.
part separate, part
Part can can also mean separate separate.. Separate Separate is is related to the idea of parts. How Ho w does oess the oe t e root part root root part part re relate relate re ate to an apartment? apartment?? An apartment is a apartment separate part of a large building made up of multiple units.
Show Sh ow the the morpheme morphem morp hemee card car car
ad-a
Latin
ad-ad
.
The prefix a- is a form of the prefix adad- which which means toward oward or or add add .
Show the morpheme card -ment ment . The suffix -ment suffix -ment is is a noun suffix. An apartment literally literally means a thing which has been separated into Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
aacaf-
ag al-al an-an ap -
arasat-
to, toward, add Latin
278
Essentials Teacher’s Guide
parts. arts. Is that accurate? yes Which hich other word is based on the root part root part ? compartment What compartment at prefix pre ix do o you recog recognize nize in compar men ? com-What hat does comdoes com- mean? mean? It means with or together. It is assimilated from rom con-. What hat does -ment mean? mean? It is a noun suffix. What hat is a compartment ? It is something with parts. Iss this t is an accurate accura acc urate te description? escrip esc riptio tion? n? yes es
-ment noun suffix Latin, French
spect look, see
How ow does partner does partner relate relate to part to part ? A partner is part of a larger group.
Latin
spect
-iff
What spect mean? mean? to look at does oes spec oo Which hich words use the root spect pect ? spectator and spectacular What at is a spec spectator a or ? A spectator is someone watc watching ing an event. Does oes the definition of spectator pectator relate clearly to the meaning look ? yes What hat does it mean if something is spectacular pectacu ar ? It looks oo s amazing. amaz am azing ing..
noun suff ix that denotes a person Old English
Challenge
-iff
Sheriff What hat words end in the suffix -iff - iff ? sheriff and plaintiff What hat is a sheriff? In n the United States sheriffs are elected officials in a county or town who w o enforce en orce tthe e law. aw. IIn n England Eng an a sheriff s eri is is an an elected e ecte official o icia who w o represents epresents the king or queen. In Scotland S cotland a sheriff is a judge. What hat do you think the suffix -iff means? eans? A person related to the law. law. Iff you had to guess a meaning of plaintiff, of plaintiff, w plaintiff, what what w at would wou you you guess? guess? It is a person.
plaint
Show Sh ow the the Morpheme Morphe Morp heme me Card Car pplaint Car ant . Plaint means means lament. What is a lament? A lament is an expression of deep eep grief grie or sorrow. grie sorrow.. sorrow What hat two words in the list include this root? complaint and plaintiff What hat does complaint mean? A statement that you are unhappy about a out something. somet ing. so How ow is the related to the meaning of the root plaint ? Complaint and lament an ament ame nt are synonyms. synonym syno nyms. s. What hat is the prefix in complaint ? com-, which is an assimilated form of cono con- and an means means with wit or or together toget er What hat does complaint literally literally mean? with a lament Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
is from the root shire Sheriff is shire..
Teacher Tip Vocabulary Level C The morpheme -iff is is an uncommon suffix. It is only used in the words: bailiff, plaintiff, sheriff, pontiff (the Roman Catholic pope, a high priest), caitiff (a despicable person), tariff (a duty), and mastiff (a breed of large dogs). In all but mastiff, the suffix refers to either a person or the law.
plaint
plain
lament Latin
Lesson 6
279
In a court of o f law there are two sides: the defendant and the plaintiff. What do you think the plaintiff’s position is? The plaintiff is the person so n with wit a complaint. wit comp com p ai aint nt.. How does this relate to the root plaint which which means lament? The person w who o is making ma ing a comp complaint aint is lamenting amenting w what at tthe e defendant e en ant did to harm them. What does the defendant do? The defendant defends himself against agai ag ains nstt the t e complaint. comp com p ai aint nt.. de-, -ant, fend Which two words begin with the prefix dede-?? defendant, dependant Write defendant an and an and dependant epen epe n ant on on a piece of paper. Study the two words. Highlight each morpheme in a different color.
defendan def defend de fend endant ntt
de dependant dependan end ntt
How H ow many man ma ny morphemes mor orp p em emes es does oess each oe eacc word ea wor have? ave? av e? tthree ree How do you know? They share the prefix de- and the suffix -ant. Therefore T ere ore w what are the what t e roots? fend en and an pend pen
Show the Morpheme Card
dee-
de-de away from, out of Latin
.
De- means away from or out of. De- means What W at else e se do o these t ese words wor s have ave in in common? common? the suffix -ant
Show the Morpheme Card
-ant -an
.
-ant i is -an iss a noun noun or or aadjective jective ssuffix u ix that t at means mean anss characterized c arac actterize by. y. What word do you see in defendant ? defend What does defend mean? mean? to resist attack, to compete again to retain an award, to explain why you are not guilty of an accusation How does adding the suffix -ant change the meaning? The T e su suffix ix -an -ant s shows shows ows that t at this t is is is a noun. noun. And An itit communicates communicates that t at the noun is characterized by the act of defending. What other words can you think of with fend ? offend, fender Any A ny iideas eas w what at fend means? means?
Show the Morpheme Card fend . Fend means Fen means to o stri strike. strike e. What does defendant mean based upon its roots? Someone (a a noun) that strikes away from How does oes someone omeone omeo ne who w o strikes stri es away stri away from away from relate relate re ate to to how ow the t e word wor defendant is is used today? Defend can mean physically striking away Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
-ant
-ent
noun and adjective suffix, characterized by Latin
fend strike Latin
Teacher Tip Vocabulary Level C Offend is made of an Offend is assimilated form of ob-, which ob-, which means against, and fend and fend.. It literally means to strike against.
280
Essentials Teacher’s Guide
from a person who is attacking you. It can also symbolize how a person responds verbally to defend himself. pend pen What at other ot er word wor includes inc u es dede- and e- an e and -ant ? dependant an epen ant What hat does it mean to be dependant ? Dependant means to need someone some so meone one or something some so mett in ing g else. e se se.. What hat other words include the morpheme pend? pend? pendant, sus penders pen ers What hat do you think pend think pend means? means?
Show the Morpheme Card pend . Pend means means to hang. Pen ang. How ow does the morpheme pend meaning hang hang relate to dependant? ant? T To o be e dependent epen ep en en entt means means to hang ang out out of. o . This T is is is aa figurative igur ig urat ativ ivee meaning. What hat is a pendant? A pendant pendant is something that hangs hangs.. Write rite the t e word wor suspenders suspen ers and an divide ivi e it it into into its its individual in ivi ua mormorphemes. hemes.
pend hang Latin
sus + pend + er + s How ow many many morphemes morp mor p eme emess do o you see? see? four What hat does the prefix sus- mean? It is an assimilated form of sub-. It means mea ns below. e ow ow.. Pend means? means? to hang Suspenders Susp Su spen en er erss hang ang below. ang e ow ow..
- er noun suffix
-er -er is a noun suffix. What teacher, at other ot er nouns nouns can can you you think t in of o that t at end en in in --er ? te teac ac er er,, farmer, armer arm er,, builder, caller, computer, eraser, mixer, planner, trailer, worker… What hat does the suffix -s mean? ean? plural How ow does this relate to the meaning of suspenders? Peop People e use use sussus penders to hang their pants below. below. 6.11C .11 ..1 1 Roots oots oo ts – pa page ge 90 O On n Line Line 1 divide ivi e the t e word wor into into its its prefixpre ixes, roots, and suffixes. Write the meaning of each one in parenthesis. On Line 2 write the definition of the word as it is used today.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Old English
Teacher Tip Vocabulary Level C has another sense as an -er has adjective suffix that is used to compare, such as in taller or shorter .
Lesson 6
Place lace the ollowing morpheme cards in two columns where the students can see them.
Challenge de-
tract rac
ex--
port por
concom--
part par
innim-
plaint p a nt plain
re--
flict lict
I am thinking of a word. I will say the literal definition of a word based upon the morphemes. mor phemes. Tell Tell me which word it is. to o carry away to pull out to lament out tto o pull pu together toget er to strike together tto o pull pu back ac to separate away to o carry carry car ry out ou ou to pull away to carry back
deport eport extract explain contract conflict retract depart export expor detract report
Now it is your turn to choose a prefix and a root. Tell Tell me the meaning and I will guess the word.
Dictation
6.12
Read the phrase. Ask the students to repeat it aloud, then write it in their notebooks notebooks.. A
1.. the poorest school 2.. cliffs, ponds, and paths 3.. toy cars, toy trains, and balls 4.. the paintbrushes
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Vocabulary Level C Use each of the vocabulary voc abulary words in a sentence.
281
282
B
Essentials Teacher’s Guide
1.. the fearless kitten 2.. an extra quarter 3. a smooth seashell 4.. extra sandwiches
C
1.. the volunteers and members 2.. a deviant plaintiff 3.. a spectacular witness, a frugal partner, and a benevolent
committee 4. insistent spectators
Composition
6.13
Optional Practice A 6.13A .13A ..13 A Composing ompos omp os ng a L List st – page page 91 C Choose oose three t ree or or more more words. Combine them into a list. Remember that each word in a list of three or more is separated by a comma.
6.14
Reading The Essentials Reader – Lesson 6 (optional)
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Level A Practice reading the words in 6.13 Composing a List and List and orally combine them into new lists.
Lesson 6
Day 5 6.15
All
•
Check Your Understanding
Review Grammar: Review Grammar Flash Cards 1, 1.1, 1.2, 1.3, 2, 2.1, 7, 11.1.
C C Vocabulary: oca u ary: • Provide Prov Pr ovii e the the st stu students u en ents ts wi with th ei eigh eight ghtt in index ex ca car cards. r s. Sa Sayy th thee me mean meaning anin ingg o a morpheme. morph mo rpheme eme.. Te Te students stu en stu ents ts write write the the morpheme morph mo rpheme eme on an index in ex card. car . Combine these with the index cards rom Lessons 1-5. separate, sepa se para ra e, part par — part par — part noun oun suffix that denotes a person — -iff lament ament — plaint — — p plaint p aint noun oun and adjective suffix that means characterized by — -ant away from, out of — desstrike tri e — fend hang — pend ang — pend noun oun suffix su ix — --er su Morp em Morpheme Morp eme e Memory Memor Mem ory y: Choose 10 morphemes to review, using the morpheme index cards which the students have made. Lay them ace up on the table. Provide the students with an additional 10 index cards. ell the students you will say the meaning o one o the morphemes. morphem es. Tey must must choose choose the correct correct one an and then write the morpheme, not the definition, on one o the additional index cards. Continue until all 10 morphemes have been written.
Mix up the cards. Lay them ace down in columns. Use them to play a game game o Memory. Memory Me mory.. Te Te student stu ent chooses stu chooses two two cards car s to to flip to ip over. overr. He ove He He reads rea re a s the the morpheme morp mo rphe heme me and an states stat st ates es the the definition. e ni niti tion on.. I I he he finds n s aa match, matc ma tch, h,he he keeps the cards. I he does doe s not find a match, he returns the cards, and play passes to the next player. Te game ends when all the matches have ha ve be been en made. ma e.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Grammar Flash Cards Index cards Morpheme Cards
283
284
6.16
Essentials Teacher’s Guide
Check Your Understanding
All
Check Your Your Understanding 6 – page 93-95
Phonograms
All
Dictate the phonograms. 1. oo /ö-ü-ō/
23. h /h/
2. s
24. r
/s-z/
3. ch /ch-k-sh/
25. oi /oi/ that may NOT NOT be used
4. b /b/ 5. t
/r/
at the end of English words.
26. ea /ē-ĕ-ā/
/t/
6. o /ŏ-ō-ö/
27. i
7. v /v/
28. th /th-TH/
8. l
29. ay /ā/ that may be used at the the
/l/
9. oy /oi/ that may be used at
/ĭ-ī-ē-y/
end of English words.
30. j
the end of English words.
/j/ the /j/ of jump
10. x /ks-z/
31. k /k/ tall /k/
11. ee /ē/ double /ē/
32. m /m/
12. c /k-s/
33. sh /sh/ used only at the
13. u /ŭ-ū-ö-ü/
beginning of a word or at the
14. er /er/ the /er/ of her
end of a syllable.
15. e /ĕ-ē/
34. w /w/
16. y /y-ĭ-ī-ē/
35. n /n/
17. f
36. ck /k/ two-letter /k/
/f/
18. ar /är/
37. p /p/
19. ai /ā/ that may NOT NOT be used
38. qu /kw/ 39. a /ă-ā-ä/
at the end of English words.
20. ng /ng/
40. g /g-j/
21. d /d/
41. or /ōr/
22. z /z/
All
Grammar Write the article adjectives.
All
Exploring Sounds Sort the phonograms into consonants, multi-letter vowels and Rcontrolled vowels.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson 6
Spelling Rule
All
t he rule We often double F, L, and S 1. Circle the word that follows the after a single, short or broad vowel at the end of a base word. 2. Circle the word that follows the rule A E O U usually say their
names at the end of a syllable. 3. Circle the word that follows the rule CK is used only after a single vowel which says its short sound.
Dictation Read the phrase. Ask the students to repeat it aloud, then write it in their workbooks. A
1.. sharp sticks 2.. a book, a ball, and three brushes 3.. a poor street 4.. all cliffs 5.. the sun and moon 6. a car, a train, and a truck 7.. school classes 8.. a full glass
B
1.. extra sandwiches 2. an igloo 3.. a fearless lizard 4.. smooth seashells 5.. a joyless afternoon 6.. baskets, quarters, and tickets 7.. the king, the queen, and the royal quartet 8.. weak pain 9. garden stuff 10.. quart 11.. bunch
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
285
286
C
Essentials Teacher’s Guide
1.. a spectacular witness, a competent defendant, and a complex 2.. 3.. 4. 5.. 6. 7.. 8.. 9..
All
complaint a frugal volunteer a compact apartment the discreet compartment the sheriff and the plaintiff persistent doubts the deviant inspector unsuspecting spectators a cruel partner
Grammar
Ask students to label the parts o speech in the dictation phrases (nouns, adjectives, articles, and conjunctions).
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
287
Lesson 7 Phonograms
oa
mb
Level C
oe
Spelling Rules
Spelling Rule 31.2
Spelling Journal
/ō// /ō
Grammar
Indefinite Indefini te Articles: 2.2 a, 2.3 an
Vocabulary
Level A
Level B
-ness
Level C
flue
Day 1 7.1
Compound Words, -er, -est
toler
Essential Concepts
Phonograms
All
New Phonograms oa, oe Show oa . /ō/ Is /ō/ a consonant or a vowel? It is a vowel. What kind of vowel? It is a multi-letter multi-letter vowel. vowel.
Materials Basic Phonogram Flash Cards & oa
oe
o
Student notebook Highlighter Spelling Rule Card 31.2 Spelling Journal
Level C
Show oe . /ō-ö/
Advanced Phonogram mb
Is the first sound /ō/ a consonant or a vowel? It is a vowel. What kind of vowel? It is a multi-letter multi-letter vowel. vowel. Is the second sound /ö/ a consonant or a vowel? It is a vowel. What kind of vowel? It is a multi-letter multi-letter vowel. vowel. What do you notice about these phonograms? They both begin with an O. They both say /ō/. One ends in an A, and one ends in an E. I will write words using these phonograms on the board. Raise your Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
288
Essentials Teacher’ Teacher’ss Guide
hand when you see a pattern.
toe doe hoe oboe
board coach foam oak
OE is used at the end of the word; OA is used in the middle of the word.
Teacher Tip
Show oa . We will refer to this as two-letter /ō/ that may NOT be used at the end of English words.
Show oe . We will refer to this as /ō-ö/ that MAY be used at the end of English words. Write each new phonogram five times while saying the sounds aloud. C
Advanced Phonogram
Show mb . T This is p phonogram onogram says /m/ m in wor wordss suc such h as lamb, am , bomb, om , and tomb tomb..
Phonogram Flash Cards
All
Drill the phonograms with lash cards.
7.2
Spelling Rule
All
Show
o
.
What does this say? /ŏ-ō/ŏ-ō-ö/ ö/
Write ә on the board. We have learned that any vowel may say its lazy sound /ŭ/ in an unstressed syllable. However, /ŏ-ō-ö/ sometimes says the lazy sound /ŭ/ in a stressed syllable for a different reason. Long before there were computers, printers, copy machines, or printing presses, all books were copied by hand. Scribes would spend months copying each book, word by word. Very few people knew how to read and even fewer could afford to buy a book. Books were very expensive. In some libraries, books were chained to the table to keep people from stealing them. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
oa This phonogram is not controlled by one of the spelling rules. It is simply never used at the end of words. Therefore, we include this as a spelling hint.
Advanced Phonogram
mb /m/ bomb
Lesson 7
In one part of the world, the scribes faced a problem. People complained that so many straight lines next to one another made it hard to read. They especially complained about words such as these:
Write the ollowing words on the board. Exaggerate the straight vertical lines.
muther cuver
wun munth
When people saw all the straight up and down lines in a row, they said, "These lines are hard to read! What letters are these?" The readers were confused; and they were lazy. They didn’t didn’t want to figure out all those lines.
Write the ollowing on the board:
wu uth
um un
uv
Then the clever scribes had an idea. They decided that whenever they heard the sound /ŭ/ next to a W, TH, M, N, or V they t hey would spell it with a round O.
Cross out the uv, uth, um, un, and wu and write:
wu wo uth oth
um om un on
uv ov
Because the scribes were trying tr ying to solve a problem with reading too many straight up and down lines all those years ago, many words today with the sound /ŭ/ are still spelled with a lazy O next to a W, TH, M, N or V. 7.2 Lazy O – page 97 Read the words. Highlight the lazy O and the reason for the spelling. Reread the word, exaggerating the vowel for spelling purposes.
mother wonder won
from front other
oven cover month
Show Spelling Rule Card 31 (31.2). Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. O may also say /ŭ/ in a stressed syllable next to a W, TH, M, N, or V. Spelling Journal /ә / ә/ Write these words as examples of the lazy O in
the Spelling Journal on page 69. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 31.2 O may say /ŭ/ in a stressed syllable next to a W, TH, M, N, or V.
Teacher Tip Spelling Rule Cards Spelling Rule 31 was originally printed on a single flash card. The next edition of Spelling Rule Flash Cards separates the rule into 31.1, 31.2, and 31.3.
289
290
Essentials Teacher’s Guide
Building Words
Day 2 7.3
All
•
Review Phonograms: 7.3-1 Phonogram Team Team Up – page 98 Set Up: Shuffle the ollowing Phonogram Phonogr am Game Cards together: t ogether: one o each phonogram learned in Lessons 1-7, one Return to Go card, Go card, and two o each o the ollowing cards: Wild , Go Back 1 Space, Space , Go Back 2 Spaces. Spaces. Place the cards ace down to orm a draw pile next to the game board. Provide each team with a whiteboard and place a game board piece or each team on Go. How to Play: o begin, Player A draws a Phonogram Game Card and reads the sounds and spelling hints rom memory. Player B must write the phonogram correctly. I it was read correctly, Player A moves orward 1 space. I it was written correctly, Player B moves orward 1 space. I a Wild Card is drawn, the player that drew the card advances one space. I a Go Back or Return Retur n to Go card is drawn, the player that drew the card must ollow the directions on the card. Te first player to reach the End wins.
Materials Phonogram Game Cards 2 Wild Cards 2 Go Back 1 Space Cards Space Cards 2 Go Back 2 Spaces Cards Spaces Cards 1 Return to Go Card Go Card LOE Whiteboard Game board pieces Spelling Rule Cards 21, 30 Spelling Journal Highlighter Morpheme Cards Spelling Analysis Card
I more than two players are playing this game, divide the players into teams. Te players on the same team draw a card, read the sounds, and write the phonogram. Te team may earn up to 2 points or each round. •
Spelling Rules: 7.3-2 To Double or Not to Double – page 99 I will say a word. Write it in the correct column in your workbook. You will receive one point for spelling it correctly and one point if you tell me why you could or could not double the F, F, L, or S. hill Yes, the Ls are after a single, short vowel. loaf No, the F is not after a single, short vowel. boil No, the L is after a multi-letter vowel. pass Yes, the Ss are after a single, short sho rt vowel. puff Yes, the Fs are after a single, short shor t vowel. grill Yes, the Ls are after a single, short sh ort vowel. pail No, the L is after a multi-letter vowel. vowel. trees No, the S is after a multi-letter vowel.Bonus: vowel. Bonus: Add Add S to make the noun plural.
I desired, continue with these words: handcuff, lea, weakness, bee, proo, employees, darkness, highness, standoff, scar, coal, tail A Spelling Rules: • 7. 7.3A .3A P Plurals ura ur a s – pa page ge 100 R Read ea the t e word. wor . Write Write the t e plural p ura form. orm. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Spelling Rule 30 The rule states that we often double F, L, and S. There are still many words where a single L follows a single, short vowel.
Lesson 7
291
C Morphemes: • Review the morpheme cards rom previous lessons.
7.4
Spelling Journal
All
/ō// /ō Spelling Journal /ō/ Which phonograms say the long /ō/ sound? o,
oa, oe, oo
Write the phonograms at the top o the board so they orm columns. Today we will analyze the spellings of /ō/. Although we will often Today need to memorize which spelling is used, we will discover which spellings are the most common. Add the words to your Spelling Journal as I write them on the board. Highlight the phonogram that is saying /ō/ in each word. oo OO is the least common spelling. It is used in only two (or three) common words. Write Write them in your Spelling Journal as I write them on the board: door, floor, (poor).
Teacher Tip Poor Some dialects pronounce this word /pör/ and others pronounce it /pōr/. Teach the pronunciation that is common in your community. Include it here in the Spelling Journal activity if you say /pōr/.
o
oa
oe
oo
Used at the end of the syllable.
Used in the middle of the syllable.
9 words Used at the end of short words.
3 words Used in the middle of the syllable.
o pe pe n
boa oatt
d oe oe
d oor oor
o ka kay
coa oatt
al oe oe
fl oor oor
mo to tor
toa d
toe
(poo (p oor) r)
to tal
soa p
woe
no
boa b oarrd
oboe
soo s
coa oach ch
f oe oe
tomatoo tomat
cl oak oak
hoe
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
292
Essentials Teacher’s Guide
oa That leaves O, OA, and OE. Which of the spellings says the long /ō/ sound in the middle of the syllable? OA Write the words in your Spelling Journal as I write a few examples on the board: boat, coat, toad, soap, board, coach, cloak. o Which of these three spellings say the long /ō/ sound at the end of the syllable? O What is the spelling rule? A E O U usually say their names at the end of a syllable. Under the O, I will write a few examples of how O spells the long /ō/ sound at the end of the syllable. Read each word and write wr ite the words in your Spelling Journal.
Write the words open,
okay, motor, motor, and total on on the board.
oe
Teacher Tip Which of these spellings may be used at the end of the word? oe, o OE is not very ver y common. There are only seven common words which use OE to spell /ō/. Read them as a s I write them.
Write the words doe, aloe, aloe, toe, toe, woe, oboe, foe, foe, and hoe on the board. When you hear /ō/ at the end of the word, it is usually spelled O. Write the words no, so, and tomato as examples. Practice reading the lists of words with the long /ō/ sound. Which two spellings of /ō/ are the most common? O and OA What are the spellings of long /ō/? o, oa, oe, oo
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
OE OE is also used in the words roe and throe throe..
Teacher Tip Spellings of /ō/ Four more spellings of /ō/ will be introduced in later lessons. These include OU, OW, OUGH, and O before a silent E.
Lesson 7
293
Spelling Analysis
7.5
Spelling List 7 – page 101 A
Tips ips for List 7.A
floor and door oor Assist students in sounding out these words. I students segment /-l-or/, correct them to say /-l-ō-r/, sincee these sinc these words wor s doo not not use use the R-controlled R-con Rcontro trolle lle phonogram phonogr pho nogram am OR. hese hese are hese are the the only onlyy two onl two words two wor s which wor which use which use the the phonogram OO to spell the long /ō/ sound (and optionally, poor ). ). Ater teaching these two words, draw attention to the spelling. Ask students how the meaning o floor o floor and and door are are related and how they could use that to help remember how to spell them. hill, tall, egg When you sound out a word with a double consonant, say the consonant twice: /h-ĭ-l-l/. I students do not sound out the second consonant themselves, then quietly say it to cue them to write the double letter.
Spelling Analysis
1.
1
2
Word
Sentence
List 7.A 33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
… Finger Spell & Cue Cue
6
hĭll
/hĭll/
/h-i-l-l/
Use /ĭ-ī-ē-y/.
7 Write
hill
The man is running up the hill.
88
99
q
Write Segment
Analyze
Read
1
30
hill
We often double F, L, and S after a single vowel at the end of a base word. Occasionally other letters also are doubled. Vocabular y
2.
rich
This is some very rich cake.
rich
Underline /ch/.
1
rĭch
Par t of Speech
Plural / Past Tense
N
hills
/rĭch/
/r-i-ch/
Use /ĭ-ī-ē-y/.
/b-oa-t/
Use two-letter /ō/ that may NOT be used at the end of English words.
Adj
/bōt/ 3.
boat
The boat is sailing.
boa t
Underline /ō/.
1
bōt
N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
boats, boated
294
4.
Essentials Teacher’s Guide
toe
She has a flower on her 1 toe.
toe
Underline /ō/.
tō
/tō/
/t-oe/
N, V 5.
Use /ō-ö/ that may be used at the end of English words.
toes, toed
tall
This building is very tall.
täll
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. 30 We often double F, L, and S after a single vowel at the end of a base word. Occasionally other letters also are doubled.
1
täll
/täll/
/t-a-l-l/
Adj
/rōd/ 6.
road
The road is curvy.
roa d
Underline /ō/.
1
/r-oa-d/
rōd
N 7.
room
This is the room where the class will meet.
roo m
Underline /ö/.
1
röm
/röm/
roads
/r-oo-m/
N, V 8.
river
The river is beautiful.
riv er
Underline /er/.
2
rĭv er
/rĭv/ /er/
cheap
Fast food is cheap but unhealthy.
ch ea p
Underline /ch/. Underline /ē/.
1
chēp
/chēp/
Use /ö-ü-ō/.
rooms, roomed
/r-i-v/ /er/
N 9.
Use two-letter /ō/ that may NOT be used at the end of English words.
Use /ĭ-ī-ē-y/. Use the /er/ of her.
rivers
/ch-ea-p/
Use /ē-ĕ-ā/.
/c-oa-t/
Use /k-s/. Use two-letter /ō/ that may NOT be used at the end of English words.
Adj
10. coat
coa t
That is Bob’s winter coat.
/kōt/ 1
kō t
Underline /ō/. N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
coats, coated
Lesson 7 11. egg
That is a boiled egg.
1
ĕgg
/ĕgg/
295
/e-g-g/
30
egg
We often double F, L, and S after a single vowel at the end of a base word. Occasionally other letters also are doubled. N, V
12. soap
soa p
The soap is in a red dispenser.
/sōp/ 1
eggs, egged
/s-oa-p/
sōp
Underline /ō/. N, V
13. woman
wō man
The woman likes to run 2 on the beach.
wō m mă ăn
/w ō / /măn/
soaps, soaped
/w-o / /m-a-n/
Say to spell /ō/. 31.2 O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. 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 /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. In Old English, woman was spelled wifmon which literally meant wif (female) man (human). The spelling and pronunciation shifted from wimmann to wumman and finally woman, following the convention to use an O to spell /ŭ/ next to a W and M. (The plural women women retains retains the earlier pronunciation.) N
14. door 3
doo r
The garage door is closed.
1
dō r
/dōr/
women
/d-oo-r/
3
floo r
Use /ö-ü-ō/.
Underline /ō/ and put a 3 over it. /ö-ü-ō/ said its third sound. N
15. floor
Use /s-z/. Use two-letter /ō/ that may NOT be used at the end of English words.
The dog is lying on the floor.
1
fl ōr
/flōr/
doors
/f-l-oo-r/
Use /ö-ü-ō/.
Underline /ō/ and put a 3 over it. /ö-ü-ō/ said its third sound. N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
floors, floored
296
Essentials Teacher’s Guide
B
Tips for List 7.B 7.B
address, a ress, breathless, reat ess, rrestless, est ess, o odd When you sound out a word with a double consonant, say the consonant twice: /ŏ-d-d/. I students do not soun sound out the second secon consonant secon consonant themselves, themselves, then then quietly quietly say say itit to to cue to cue them them to to write write the write the double the oubleletter. letter.. letter
Spelling Analysis
1.
1
2
Word
Sentence
List 7.B 33 # Syllables
1
44
5
6
Say to Spell
Say syllable
Segment…
/thrōt/
/th-r-oa-t/ Use two-letter /ō/ that may NOT be used at the end of English words.
thrōt
7 Write
throat
June’s throat is sore.
88
99
q
Write Segment
Analyze
Read
th roa t
Underline /th/. Underline /ō/. Vocabular y
2.
6 … Finger Spell & Cue Cue
address
I think I have the wrong address.
2
ăd drĕss
Par t of Speech
Plural / Past Tense
N
throats
/ăd/ /drĕss/
/a-d/ /d-r-e-s-s/
Use /s-z/. Use /s-z/.
30
ad dress
We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. ad- toward, add dress direct
3.
scarlet
The flowers are bright scarlet.
N, V
2
skär lĕt
/skär/ /l ĕt/
addresses, addressed
/s-c-ar/ /l-e-t/
Use /s-z/. Use /k-s/.
1
scar let
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /är/. Say to spell /ĕ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Adj
4.
breathless
2
bre a th less
Beverly felt unusually breathless on her walk.
2
brĕth lĕss
/brĕth/ /lĕss/
/b-r-ea-th/ Use /ē-ĕ-ā/. Use /s-z/. Use /s-z/. /l-e-s-s/
Underline /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second sound. Underline /th/. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. -less without, devoid of
Ad j
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson 7
5.
restless
Susan felt restless and could not sleep.
2
rĕst lĕss
/rĕst/ /lĕss/
/r-e-s-t/ /l-e-s-s/
297
Use /s-z/. Use /s-z/. Use /s-z/.
30
rest less
We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. -less without, devoid of
6.
ostrich
The ostrich sprinted away from the loud noise.
os trich
Underline /ch/.
Ad j
2
ŏs trĭch
/ŏs/ /trĭch/
/o-s/ /t-r-i-ch/
N 7.
1
frŏnt
/fr ŏnt/
ostriches
/f-r-o-n-t/
front
Our front door is blue.
front
Say to spell /ŏ/. 31.2 O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. N , Adj
8.
doe
I saw a doe today.
doe
Underline /ō/.
1
dō
/dō/
fronts
/d-oe/
N 9.
Use /s-z/. Use /ĭ-ī-ē-y/.
/spĭn/ / ăch/
Use /ō-ö/ that may be used at the end of English words.
does
/s-p-i-n/ / a-ch/
Use /s-z/. Use /ĭ-ī-ē-y/.
spinach
The spinach is washed and trimmed.
spin ach
Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /ch/.
2
spĭn ăch
N 10. raccoon
rac coo n
A baby raccoon hid in the watering can. 1
2
răk kön
/răk/ /kön/
spinach
/r-a-c/ /c-oo-n/
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ö/. N
11. student
stūū dent st
Use /k-s/. Use /k-s/. Use /ö-ü-ō/.
Jared is a fifth grade student.
2
stö dĕnt
/stö/ /d ĕnt/
raccoons
/s-t-u/ /d-e-n-t/
Use /s-z/. Use /ŭ-ū-ö-ü/.
Put a line over the /ö/. U said its second long sound. 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. stud painstaking application -ent noun & adjective suffix, characterized by
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
students
298
Essentials Teacher’s Guide
12. teacher
teach er
Ms. Robinson is an excellent teacher.
2
tēch er
/t-ea-ch/ /er/
Use /ē-ĕ-ā/. Use the /er/ of her.
Underline /ē/. Underline /ch/. Underline /er/. -er noun suffix
13. odd
/tēch/ /er/
The swan is the odd bird among all the ducks.
N
1
ŏ dd
/ŏdd/
teachers
/o-d-d/
30
odd
We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. Adj
14. charming
ch ar ar m ing
We walked along a charming street.
2
chärm ĭng
Use /ĭ-ī-ē-y/.
Underline /ch/. Underline /är/. Underline /ng/. -ing verb suffix
The kindergarten class 15. kindergarten spends time playing each day.
kin der gar ten
/chärm/ /ch-ar-m/ /ĭng/ /i-ng/
Ad j
4
kĭn der gär tĕn
/kĭn/ /der/ /gär/ /t ĕn/
/k-i-n/ /d-er/ /g-ar/ /t-e-n/
Use tall /k/. Use /ĭ-ī-ē-y/. Use the /er/ of her.
Use K before an I. Underline /er/. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /är/. Say to spell /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
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
kindergartens
Lesson 7
C
299
Tips for List 7.C
See the ips or List 7.B – page 296
Spelling Analysis
1.
1
2
Word
Sentence
schooner
A schooner is a ship with more than one mast.
List 7.C 33 # Syllables
2
44
5
6
Say to Spell
Say syllable
Segment…
/skö/
/s-ch-oo/
/ner/
/n-er/
skö ner
Use /s-z/. Use /ch-k-sh/. Use /ö-ü-ō/. Use the /er/ of her.
99
q
Write Segment 2
Analyze
Read
Underline /k/ and put a 2 over it. /ch-k-sh/ said its second sound. Underline /ö/. Underline /er/. Vocabular y
canoe
There is a red canoe in the middle of the river.
2
k ăn ö
Par t of Speech
Plural / Past Tense
N
schooners
/k ăn/ /ö/
/c-a-n/ /oe/
Use /k-s/. Use /ō-ö/ that may be used at the end of English words.
1
2
can oe
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Underline /ö/ and put a 2 over it. /ō-ö/ said its second sound. N, V
3.
4.
7 Write
88
sch oo ner
2.
6 … Finger Spell & Cue Cue
canoes, canoed
distant
A distant iceberg darkened under the clouds.
dis tan tantt
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
dĭs tănt
/dĭs/ /t ănt/
/d-i-s/ /t-a-n-t/
Use /ĭ-ī-ē-y/. Use /s-z/.
di- apart, away, opposite -ant noun & adjective suffix, characterized by
Adj
fluent
Tai Chi uses fluent, graceful movements.
/flö/ / ĕnt/
flū ent
Put a line over the /ö/. U said its second long sound. 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.
2
flö ĕnt
flue flow -ent noun & adjective suffix, characterized by
/f-l-u/ / e-n-t/
Adj
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Use /ŭ-ū-ö-ü/.
300
5.
6.
Essentials Teacher’s Guide / a-f/ /f-l-u/ / e-n-t/
affluent
af flū flū ent
Put a line over the /ö/. U said its second long sound. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ă/. 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.
influenza
in flū en zä
ăf flö ĕnt
af- toward, add flue flow -ent noun & adjective suffix, characterized by
Adj
Please wear a mask if you have influenza.
/ĭn/ /flö/ /ĕn/ /z ä /
4
ĭn flö ĕn zä
/i-n/ /f-l-u/ /e-n/ /z-a /
N
/thŭm/
thumb
The baby is sucking her 1 thumb.
th umb
Underline /th/. Underline the advanced phonogram /m/.
character
2
ch ar ac ter
Use /ĭ-ī-ē-y/. Use /ŭ-ū-ö-ü/. Use the /z/ of zip.
thŭ m
influenzas
/th-u-mb/
N, V
8.
Use /ŭ-ū-ö-ü/.
Put a line over the /ö/. U said its second long sound. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ä/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put two dots over the /ä/. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. in- in flue flow -enza as a result of
7.
/ ăf/ /flö/ / ĕnt/
John lives in an affluent 3 neighborhood.
Who was your favorite character in the novel?
3
kăr ăk ter
/kăr/ / ăk/ /ter/
Use the advanced phonogram /m/.
thumbs, thumbed
/ch-a-r/ / a-c/ /t-er/
Use /ch-k-sh/. Use /k-s/. Use the /er/ of her.
Underline /k/ and put a 2 over it. /ch-k-sh/ 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. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /er/. charact mark -er noun suffix
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
characters
Lesson 7
9.
One characteristic of characteristic this dog is his shaggy fur.
2
ch ar ac ter is tic
10. abundant
ā bun dant dant
5
kăr ăk ter ĭs tĭk
/kăr/ / ăk/ /ter/ /ĭs/ /tĭk/
/ch-a-r/ / a-c/ /t-er/ /i-s/ /t-i-c/
Use /ch-k-sh/. Use /k-s/. Use the /er/ of her. Use /ĭ-ī-ē-y/. Use /s-z/. Use /ĭ-ī-ē-y/. Use /k-s/.
Underline /k/ and put a 2 over it. /ch-k-sh/ 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. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /er/. charact mark -er noun suffix -istic noun and adjective suffix
Adj, N
She brought an abundant supply of fruit.
/ ā / /bŭn/ /d ănt/
3
ā bŭn dă dănt
characteristics
/ a / /b-u-n/ /d-a-n-t/
Say to spell /ā/. Put a line over the /ā/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Adj
11. tolerant
tol er ant
12. intolerant
in tol er ant
301
The dog is tolerant of the new kitten.
3
tŏl er ănt
/tŏl/ /er/ / ănt/
/t-o-l/ /er/ / a-n-t/
Use the /er/ of her.
Underline /er/. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. toler bear -ant noun & adjective suffix, characterized by
Adj
Jack is lactose intolerant.
/ĭn/ /tŏl/ /er/ / ănt/
4
ĭn tŏl er ănt
/i-n/ /t-o-l/ /er/ / a-n-t/
Use /ĭ-ī-ē-y/. Use the /er/ of her.
Underline /er/. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. in- not toler bear -ant noun & adjective suffix, characterized by
Adj
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
302
Essentials Teacher’s Guide
13. arrogant
ar rō gant gant
14. colossal
The arrogant man bragged about his blue 3 ribbon.
ăr rō g gă ănt
/ăr/ /r ō / /gănt/
/a-r/ /r-o / /g-a-n-t/
Say to spell /ō/. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. ar- toward, add roga ask -ant noun & adjective suffix, characterized by
Adj
These colossal pyramids are located in 3 Egypt.
/k ō / /lŏs/ /săl/
k ō lŏs să săl
/c-o / /l-o-s/ /s-a-l/
Use /k-s/. Use /s-z/. Use /s-z/.
1
cō los sal
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ō/. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. 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. colose large -al characterized by, kind of
15. compass
I found a compass on the beach.
2
Adj
k ŏm pă păss
/k ŏm/ /păss/
/c-o-m/ /p-a-s-s/
Use /k-s/. Use /s-z/. Use /s-z/.
1
com pass
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Say to spell /ŏ/. 31.2 O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. com- with, together, completely pass step, pace
N, Adj, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
compasses, compassed
Lesson 7
Day 3 7.6
Wordss in Context Word
Review
All
•
Phonograms: Dictate the phonograms. Do not use letter names. 1. g /g-j/ 12. ai /ā/ that may NOT NOT be used 2. oe /ō-ö/ that may be used at at the end of English words. 13. or /ōr/ the end of English words. 3. th /th-TH/ 14. oo /ö-ü-ō/ 4. er /er/ the /er/ of her 15. ee /ē/ double /ē/ 5. ch /ch-k-sh/ 16. d /d/ 6. ng /ng/ 17. oa /ō/ two-letter /ō/ that may may 7. y /y-ĭ-ī-ē/ NOT be used at the end of 8. ck /k/ two-letter /k/ English words. 9. sh /sh/ used only at the 18. oi /oi/ that may NOT NOT be used beginning of a word or at the
at the end of English words.
19. oy /oi/ that may be used at
end of a syllable.
10. ea /ē-ĕ-ā/
the end of English words.
11. ay /ā/ that may be used at the the
20. ar /är/
end of English words.
7.7
•
21, 26, 29-31 with the Spelling Rules: Review rules 3-4, 9-11, 18, 21, Spelling Rule Cards.
•
Spelling: Speed Writing Write the spelling words rom Lesson 7 on index cards. Place the spelling word cards in a pile ace down in ront o the student. When the teacher says, “Go,” students flip the first card and write the word as many times as possible. At varying intervals when the teacher calls out, “flip,” the student flips to the next card and writes the new word. When all the words have been written, ask the student to evaluate which words were written the most neatly.
All
303
Grammar Review
Review the deinition de initionss o a noun, adjective, and article adjective using the Grammar Flash Cards. What is a noun? A noun is the name of a person, place, thing, or idea. Spelling List 7 – page 101 Read today’s spelling list. Identify the nouns. Write a red N by each word that is a noun. Determine if a Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Student notebook Spelling Journal Spelling Rule Cards Index cards Red and blue colored pencils Grammar Flash Cards 1, 2, 2.1, 2.2, 2.3
Spelling Journal /ō/ /ә/ Ask students to find words with the following sounds in their spelling list and add them to their Spelling Journal. /ō/ – o, oa, oe, oo /ә/ – lazy o, unstressed unstressed syllable, unstressed word
304
Essentials Teacher’s Guide
word is a noun by deciding if you can make it plural and if it makes sense with the article the the.. What is an adjective? Adjectives modify nouns and pronouns. Ad jectives answer: What kind? How many? Which one? Whose? Spelling List 7 – page 101 Find the adjectives in the spelling list and write a blue Adj next to them.
Review the plurals rule, Spelling Rule 21. Spelling List 7 – page 101 Write the plural form of each of the nouns on their spelling list. A
hills, boats, toes, roads, rooms, rivers, coats, eggs, soaps, women, doors, floors What hat is the plural of man man?? men men - it is an irregular plural. The plural of woman is woman iss women women.. It Itss spelling spe sp e in ing g follows o ow owss the t e same sam sa me irregular irr rreg egu u ar plural p ur uraa patpattern. ern.
B
throats, roat ro ats, s, addresses, a re ress sses es,, os ostr ostriches, tric ic es es,, fronts, ront ro nts, s, does, oes, oe s, raccoons, racccoo ra oons ns,, st stu students, u en ents ts,, teachers, kindergartens
C
schooners, canoes, influenzas, thumbs, characters, characteristics, compasses Spelling List 7 – page 101 Does the list include any non-count nouns?
B
All
spinach
Definite and Indefinite Articles I will read a sentence. Then Then I will read it again and change one word. Tell T ell me how the meaning meaning changes. I want a black dog.
I want the black dog.
“ A black dog” means any black dog. “The black dog” means a particular black dog. I would like a cup of tea.
I would like the cup of tea.
"A cup of tea" means any cup of tea. "The cup of tea" means a particular cup of tea. She went to a par ty.
She went to the party.
" A party" means any party. "The party" means a par ticular party. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Optional Practice Spelling Cards Dictate the words in Spelling List 7 for the students to write on index cards. Ask the students to color a red border around the nouns. Direct them to put a blue border around the adjectives.
Teacher Tip Women Level A Women is pronounced Women is /wĭm әn/. Students may need assistance in spelling this word.
Lesson 7
305
Using A and An
All
7.7-1 Articles – page 102 Read the phrases in your workbook.
a river a hill a road a cheap coat a clean room a woman
an ant an egg an inch an open door an oil lamp
Grammar Flash Card 2.2 Article The article a is used only before a consonant sound.
Grammar Flash Card Rule 2.3 Article
If a consonant follows the article adjective, circle it with red. If a vowel follows the article adjective, circle it with blue in your work book. When do we use a? before a consonant When do we use an an?? before a vowel The rules are: The article a is used only before a consonant. The article an an is is used only before a vowel.
The article an is used only an is before a vowel sound.
7.7-2 A and An – page 102 Complete the phrases in your workbook using a or an an..
The distinction lies in whether the article falls before a vowel or consonant sound, not lette letter:r: an hour , an SUV.
Teacher Tip a, an
Identifying Parts of Speech
All
Teacher Tip
7.7A Identifying Parts Parts of Speech – page 103 Identify the parts of speech in each phrase. Label them in your workbook as I label them on the board. In the last lesson we learned about a conjunction. Conjunctions join words together. One common conjunction is the word and . When we see this word we will mark it with C.
Identifying Parts of Speech Write the phrases on the board and label the parts of speech as modeled in Level A.
Level B
a boat, boat, a car, and a truck What are the nouns in this phrase? boat, car, truck
N
N
N
a boat, boat, a car, car, and a truck truck
Which boat? a, article adjective Which car? a, article adjective Which truck? a, article adjective What is the word “and” called? called? conjunction What does a conjunction do? It connects words, phrases, or sentences together.
A N
A N C A N
a boat, boat, a car, car, and a truck truck Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
7.7B Identifying Parts Parts of of Speech – page 104 A
N
C
A
A
N
a raccoon, an an ostrich, ostrich, N
and a lizard Adj
N
Adj
N
C
A
green spinach and a ham sandwich A
Adj
Adj
C
Adj
the silver, scarlet, and black N
flashcards
306
Essentials Teacher’s Guide
a long road and a short hill What are the nouns in this phrase? road, hill What kind of road? long, adjective Which road? a, article adjective What kind of hill? short, adjective Which hill? a, article adjective What is the word “and” called? called? conjunction What does a conjunction do? It connects words, phrases, or sentences together.
A Adj N
C A Adj N
Level C 7.7C Identifying Parts of Speech – page 105 A
N
A N
C
A
N
a red, black, black, and green coat
an arrogant arrogant and intolera intolerant nt
C
Adj
N
a red, black, and green coat coat
Dictation
7.8
Read the phrase. Ask the students to repeat it aloud, then write it in their notebooks. 1.. a rich woman 2.. hills, rivers, and roads
1.. ostriches, raccoons, and lizards 2.. a scarlet seashell
C
Write the phrases on the board and label the parts of speech as modeled in Level A.
a schooner, schooner, a ship, and a canoe canoe
A Adj Adj
B
Identifying Parts of Speech
a long road and a short hill
What is the noun in this phrase? coat What kind of coat? red, adjective What kind of coat? black, adjective What kind of coat? green, adjective Which coat? a, article adjective What is the word “and” called? called? conjunction What does a conjunction do? It connects words, phrases, or sentences together.
A
Teacher Tip
1.. an arrogant inspector 2. an intolerant character
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
A
Ad
C
Adj
N
inspector A
Adj
Adj
C
a frugal, frugal, tolerant tolerant,, and Adj
N
consistent partner
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.
Lesson 7
Day 4 7.9
Words in Action
Review
All
•
phonograms Phonograms: Direct the students to arrange all the phonograms learned in Lessons 1-7 in alphabetical order. his may be done with the Phonogram Flash Cards, Phonogram Game Cards, or on paper.
•
Spelling Rules: Write one o the ending patterns below on the board. Ask the students to write it using Phonogram Game iles. Set the timer or 1 minute. Challenge the students to think o as many words as possible that complete each pattern. -ill – hill, mill, pill, fill, kill, trill, chill, bill, dill, drill, rill, gill, shrill, thrill, still, will
Materials Phonogram Flash Cards or Game Cards Phonogram Game Tiles Timer Student notebook Essentials Reader
Level A Morpheme Card: -est
Level B
-all – ball, all, call, hall, wall, mall, stall, tall, thrall -ull – hull, dull, bull, cull, ull, pull, scull, skull
•
307
Morpheme Card: -ness
many words rom Spelling List 7 can the student Spelling: How many spell using the Phonogram Game iles in three minutes?
Level C Morpheme Cards, including: flue
toler
-ing
-s
Vocabulary
7.10
A
Level L eve A Vocabulary Voca u ary
Compound C ompoun Words Wor s What is a compound word? two words joined together to form a new word wor
Optional Practice Vocabulary Illustrate each compound word.
7..1 7.10A-1 7.10 10AA-1 -1 C Compound ompo om poun un W Words Wor ordss – page page 106 Write new compound words using the words in the workbook. The T e ssuffix u x -est -est
Write s short ort + est on the board. What new word is formed when the suffix -est is added to sshort ort ? sshortest ort rteest Use shortest hortest in in a sentence. Answers vary. For example, example, “The shortest fish is is is named name Trent.” Trent.”
short + est = shortest shortest Look back at the words in Spelling List 7. What words can we add the ssuffix u ix --est est to? es to? rrich, ic , tall, ta , cheap c eap Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
-est superlative adjec tive, the most Old English
308
Essentials Teacher’s Guide
Do o we add the suffix -est to to nouns or to adjectives? adjectives? adjectives a jectives What hat does -est mean? the most ____ (example: the most rich) 7.10A-2 .10A-2 The T e Suffixes Su xes -er - er and an -est - est – page page 107 W Write rite ri te the t e new new words formed by adding the suffixes -er -er and and -est -est . B
Level B Vocabulary
-ness Today To T oday o ay we wi will learn earn a new suffix. su ix.
sweet
-ness noun suffix Old English
Use se sweet weet in in a sentence. What at pa part rt of o speech spee sp eecc is is sweet wee ? a adjective jective Sweet answers answers the question, what kind? Does the Does oes the oes the sweet make make sense? no Therefore, sweet weet is iss not a noun.
Optional Practice
sweet + ness = What hat new word is formed when we add -ness -ness?? sweetness Use se sweetness sweetness in weetness in n a sentence. Mmm, when I bite into this apple, I can taste the sweetness sweetness.. Does oess “t oe “the e sweetness” sweetn swee tnes ess” s” ma make e sense? sense? sens e? yes What hat part of speech is sweetness sweetness? weetness?? noun weetness The suffix -ness -ness changes changes an adjective into a noun.
Vocabulary Ask the student to create a sentence orally that uses the adjective form and the noun form with the suffix.
7.10B .10B ..1 0B Su Suffixes ixes ix es – pa page ge 108 Add the suffix -ness -ness t ness to to o each eac word. wor . C
Level L eve C Vocabulary Voca u ary What hat patterns do you notice in Spelling List 7? Three words include flue; two words include toler, two words end with -ent, five words end with -ant, two words use the prefix in-.
flue
Show the morpheme card flue . Three T ree wor words dss inc include u e tthe e root flue flue.. FFlue Flue means ue means to flow in in Latin. How is the he word fluent related related to the root that means flow means flow ? When someone is fluent uent in a language anguage angua ge it flows ows easily. easi y. What hat does affluent mean? mean? rich, wealthy What hat does the prefix af - mean? mean? toward Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
flue flow Latin
Lesson 7
How do the morphemes relate to the meaning of affluent ? P People eop eo pe who are affluent are characterized by the wealth that flows toward tthem. em. What is influenza? It is a virus that makes people sick. What W at prefix pre ix is is used use before e ore flue flue in ue in n in influenza? influenza uenza? inuenza? What are the two meanings of the prefix in in-? -? in and not Which one do you think was meant here? in How H ow might mig t in mi in and n an and flowing flowing be be e related re ate to to influenza influenza?? Influenza is contracted by a virus that flows fl ows into the body. The T e su suffix ix --enza -enza is i iss only on y used use in in in influenza. influenza uenza. It mea uenza. means ns as a res resu result uto of. How of. does this add to the meaning? The morphemes literally mean “as a germs make rresult esu t of o flowing owing in.” in..” TThe in eg erms flow ow in in and an m a e yyou ou sick. sic .
Teacher Tip Suffixing Though students have not yet learned the rules for adding a suffix to words ending in a silent final E, the rules work perfectly for adding suffixes to Latin roots, even when the root is not an English base word. For example, we follow Rule 13 when we drop the E in the root before adding -ent -ent to to form flue before flue fluent.. fluent
Roots convey a sense of the word. Sometimes roots show the literal meaning; other times the root may be a clue to the meaning or provvide i e an an analogy ana ogy that t at helps e ps us us to to understand un erstan tthe e word wor more more deeply. eep y. 7.10C-1 7 .10C-1 Standardized Stan ar ize Tests Sta Tests – page page 109 1 Choose the correct definition. e in init itio ion. n. Whyy is W is the t e correct corrrec cor ectt answer answ ans wer flowing out ? Effluent has the root flue, which means to flow. Even iif you have Even ave never never seen seen a word wor before, e ore ore,, often o ten you you can can guess guess gue ss at at its meaning on a standardized test if you look for roots that you do know. now. means? out What do you think the prefix ef - means? Which other prefix do you know that means out? ex Whyy did W i ex-- ass assimilate assimi imi ate to efef-?? The root flue begins with an F. F. ttoler o er
Write the words on the board:
tolerant intolerant
How many many morphemes morp eme morp emess are are in in to tolerant erant ? two What are the morphemes? toler and -ant What W at does oes -an -ant mean? mean? ccharacterized aracterize by y tolerate, What other words can you think of that use the t he root toler o er ? to erate, era te, tolerable, intolerable What W at does oess it mean oe mean to to tolerate? tolerate erate? erate?
Show the morpheme card toler . Toler To er means er means means to bear. ear. How do the morphemes explain the meaning of tolerant ? Someone who is tolerant is characterized by the ability to bear something. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
309
toler bear Latin
310
Essentials Teacher’s Guide
How ow many morphemes are in intolerant ? three What at does oes the t e prefix pre ix inin- mean? n- mean? n mean? no not What hat does intolerant mean? mean? not tolerant 7.10C-2 ..10C-2 Matching – page 109 09 Match the root to the definition.
Place the ollowing ollowingg morpheme ollowin morpheme cards car s on the the table the table in in columns. columns. column s. Set Set aa timer or two minutes. How many words can the student orm using these morphemes? innimm-
port por
ex-
spect
-ing
con--
flict ct
-ant -an -ent
re--
plaint p ant
-s
sub-su
ttoler o er
--er
-or or
Dictation
7.11
Read the phrase. Ask the students to repeat it aloud, then write it in their notebooks. A
1.. oil, milk, and soap 2.. an egg 3. the secret room 4.. doors and floors
B
1.. the restless doe 2.. a kindergarten teacher 3.. a king, a queen, and a teacher 4.. a restless student
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip Vocabulary Level C import, importing, important, imports, inspect, inspector, inspector, inspecting, inspects, inflict, inflicting, inflicts, intolera intolerant, nt, export, exporting, exports, explain, explaining, explains, comport, comporting, comports, conflict, conflicting, conflicts, complain, complaining, complains, report, reporting, reports, respect, respecting, respects, support, supporting, supports, suspect, suspecting, suspects, ports, portal
Lesson Less on 7
C
1.. a colossal schooner 2.. abundant characteristics 3. the tolerant sheriff, the arrogant plaintiff, and the insistent
defendant 4.. classic influenza symptoms
Composition
7.12
A 7.12A . Composition Compos tion – page Compos page 1 page 110 10 Write six short phrases using tthe e articles, artic es, adjectives, a jectives, and an nouns nouns provided provi e in in the t e workbook wor oo . 7.13
Reading The Essentials Reader – Lesson 7 (optional)
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
3111 31
3122 31
Essentials Teacher’s Guide
Day 5 7.14
Check Your Your Understanding Understanding
Review
All
•
Materials
Grammar: Review Grammar Flash Cards 1-1.3, 2-2.3, 7, 11.1.
C C V Vocabulary: oca u ary: • Provide the students with two index cards. Say the meaning o a morpheme morp mo rphe heme me and an ask as the the students stu en stu ents ts to to write writ wr itee the the morpheme the morp mo rphe heme me on on an an index in ex 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 1-6. 1-6.. 1-6 flow — flue bear ear — ttoler o er
Lay out the Morpheme Cards rom Lessons 1-7 our at a time. Say the he definition and ask the student to snatch the correct morpheme. Ten en lay lay out out our ourr new ou new cards. car s. car
7.15
Check Your Understanding
All
Check Your Your Understanding 7 – page 111-113
Phonograms
All
Dictate the phonograms. Remember to say sounds, not letter names. 1. m /m/
13. ee /ē/ double /ē/
2. oo /ö-ü-ō/
14. c /k-s/
3. ng /ng/
15. p /p/
4. sh /sh/ used only at the
16. or /ōr/
beginning of a word or at the
17. e /ĕ-ē/
end of a syllable.
18. g /g-j/
5. oy /oi/ that may be used at the end of English words.
6. oa /ō/ two-letter /ō/ that
19. f
/f/
20. oi /oi/ that may NOT NOT be used at the end of English words.
may NOT be used at the end of
21. t
English words.
22. o /ŏ-ō-ö/
7. s
/t/
23. v /v/
/s-z/
8. ch /ch-k-sh/
24. w /w/
9. b /b/
25. ar /är/
10. j
/j/ the /j/ of jump
11. ai /ā/ that may NOT NOT be used at the end of English words.
12. x /ks-z/
26. n /n/ 27. ck /k/ two-letter /k/ 28. l
/l/
29. th /th-TH/
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Grammar Flash Cards 1, 1.1, 1.2, 1.3, 2, 2.1, 2.2, 2.3, 7, 11.1 Index cards Morpheme Cards from previous lessons Highlighter
Lesson Less on 7 30. qu /kw/
38. d /d/
31. z /z/
39. r
32. h /h/
40. ea /ē-ĕ-ā/
33. u /ŭ-ū-ö-ü/
41. i
34. a /ă-ā-ä/
42. ay /ā/ that may be used at the the
35. k /k/ tall /k/
/r/
/ĭ-ī-ē-y/
end of English words.
36. er /er/ the /er/ of her
43. oe /ō-ö/ that may be used at
37. y /y-ĭ-ī-ē/
the end of English words.
Exploring Sounds
All
Listen to the vowel sound. Mark it as long, short, short , or broad. 1. ä 6. ī 2. ō 7. ŏ 3. ö (ū) 8. ē 4. ĕ 9. ī 5. ĭ 10. ŭ
Spelling Rule
All
Read the words. Highlight the lazy O. Highlight the phonogram(s) that are the reason that O is used to spell /ŭ/.
mother won
from front
Dictation Read the phrase. Ask the students to repeat it aloud, then write it in their workbooks. A
1.. a forest, a river, and a road 2. eggs, milk, soap, and bread 3.. a cheap coat 4.. all the boats 5.. a rich woman 6.. a tall hill 7.. the door and the floor 8.. clean toes 9. the secret room
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
3133 31
314
B
Essentials Teacher’s Guide
1.. an odd address 2.. a charming teacher 3. restless kindergarten students 4.. a raccoon, an ostrich, and a doe 5.. the front garden 6.. a spinach sandwich 7.. a deep breath 8.. a scarlet shell 9.. throat spray
C
1.. an affluent benefactor and an intolerant volunteer 2. a colossal canoe 3.. a fluent witness 4.. the distant schooner 5.. influenza symptoms 6.. a thumb 7.. a tolerant character 8.. abundant coffee 9.. characteristic complaints 10.. the compact compass
All
Grammar
Ask students to label the parts o speech in the dictation phrases.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
315
Lesson 8 Phonograms
igh
ot
Level C
wh
Exploring Sounds
Unstressed R-Controlled Phonograms
Spelling Rules
Spelling Rules 28 and 31.1
Spelling Journal
/w/ /wh/
Grammar
11.1 Commas in a Series
Vocabulary
Level A
Comparative & Superlative, -ish
Level B
Level C
Day 1 8.1 8. 1
-er
-ness
Homonyms dom
rota
sub-
terra
Essential Concepts
Phonograms
All
-est
New Phonograms igh, wh Show igh . /ī/ /ī/ What do you notice about igh ? It has three three letters. The first letter is I and it says /ī/. The GH is silent. Is /ī/ a consonant or a vowel? It is a vowel. What kind of vowel? It is a multi-letter multi-letter vowel. vowel.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Basic Phonogram Flash Cards, including igh wh er
or
w
ar
Student notebook Highlighter Spelling Rule Card 28, 31.3 Scissors
Level C Advanced Phonogram ot
316
Essentials Teacher’s Guide
Show wh . /wh/ /wh/ Write each new phonogram five times while saying the sounds.
Show the students w and wh . What do you notice about these two phonograms? They are both spelled with a W.
I the stu students entss pr ent prono pronounce onounce unce them dierently: ierentl ier ently: y: Say the Say t e sounds soun sou n s /w/ w and an /w /wh/ h/ an and d feel feell how fee how you you form form for m them. them. the m. What What do you ou notice? They are said with the same position of the mouth. They are a re a voiced voi oicce and an unvoiced unvoice pair. pair.
I the students pronounce them as the same sound: They say the same sa me sound /w/. Many Ma ny people pronounce these two phonograms onog on ogra rams ms distinctly. isti is tinc nctt y. TThat at is the t e reason reas re ason on there t er ere e are are two two spellings. spe sp e in ings gs.. For For them, hem, /w/ and /wh/ are a voiced and unvoiced pair.
Teacher Tip WH and W Some dialects pronounce WH as an unvoiced /wh/ that is distinct from the voiced /w/. Other dialects pronounce W and WH as the same sound. In much of American speech the two sounds have merged. Exploring the differencee between these two differenc phonograms will aid students in understanding the reason for the two spellings and provide a way to say-to-spell the words to create another memory link for spelling.
SSay ay /w/. w . /w/ w Now ow say /wh/ without your voice. /wh/ Itt will say-to WH wi bee helpful e p u to to say-to-spell say-to-spell -spe W H as as the t e unvoiced unvoice /wh/. w .
Show wh .
Teacher Tip
Let’s discover where /wh/ is used.
Who?
8.1-1 The Phonogram Phonogram WH WH – page 115 Read the words in your workbook using unvoiced /wh/. Underline the WH. Where is it used? WH is used only at the beginning of a base word.
when wheat whip
whiff wheel which
whisk whimper
While WH has an unusual pronunciation in the word who , the phonogram has a morphological link to other related pronouns: the question words what, when, where, why, and which which..
8.1-2 The Phonogram Phonogram W – page 115 Read 115 Read the words that begin with W and compare the voiced sound made by the phonogram W to the unvoiced sound made by WH. C
Advanced Phonogram
Show oot . T This is says /ō/ ō in Frenc Fr French French enc loan oan wor wordss suc words such as depot epot . All
Phonogram Flash Cards
Drill the phonograms with lash cards. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Advanced Phonogram
ot /ō/ depot French
Lesson 8
8.2
Exploring Sounds
All
Unstressed R-Controlled Phonograms Stressed and unstressed syllables are an important part of English pronunciation and spelling. I will say a word. Place your hand under your chin and repeat the t he word. Which syllable is stressed? book let let
river riv er
focus fo cus
destroy de stroy
compu com puter ter
bakery ba kery
What do we know about vowel sounds in unstressed syllables? They are sometimes lazy. Any vowel can say a schwa sound.
Show er , or , ar . Read each of these phonograms. What type of vowels are these? R-controlled vowels Let’s discover what happens to an R-controlled vowel in an unstressed syllable. 8.2 Unstressed R-Controlled Phonograms – page 116 Read the words in your workbook aloud. Notice that the stressed syllable is in bold. Highlight the R-controlled phonogram. Listen carefully. What is it saying? actor ac tor
lizard liz ard
af ter ter
tractor trac tor
pillar pil lar
sweeter sweet er
humor hu mor
polar po lar
super su per
motor mo tor
scholar schol ar
jogger jog ger
odor
popular pop ular
water wa ter
What does OR sometimes say in an unstressed syllable? /er/ What do you think we will say to spell? /or/ Say to spell each of the words in the first column. act or or , tract or or , humor , mot or or , od or or What does AR sometimes say in an unstressed syllable? /er/ What will we say to spell? /ar/ Say to spell each of the words in the second column. liz ar ar d, d, pill ar ar , pol ar ar , schol ar ar , popul ar ar What does ER say in an unstressed syllable? /er/ That is the same sound it says in a stressed syllable. syllable. Reread each word aloud, exaggerating the R-controlled vowel as it would be pronounced for say-to-spell. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Rule 31 31.3 .3 AR and OR may say their schwa sound, /er/, in an unstressed syllable.
3177 31
318
Essentials Teacher’s Guide
Why do you think AR and OR sometimes say /er/ in an unstressed syllable? It is a lazy laz y sound. It is easier to say. The spelling spelling rule is: AR and OR OR may say their schwa sound, sound, /er/, in an unstressed syllable.
8.3
Spelling Rule 31 31.3 .3 AR and OR may say their schwa sound, /er/, in an unstressed syllable.
Spelling Rule
All
Rule 28: Phonograms Ending in GH 8.3 Discover the Rule – page 117 Cut out the words. Place them face down in a pile. Flip over a word. Read it aloud. As you read the words, look for patterns. Sort them into categories based upon the pattern.
Spelling Rule 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. The GH is either silent or pronounced /f/.
Hint: you should have two categories. What is the same about every word? They all include the phonogram IGH. What are the two categories of words? IGH is used at the end of the word, and it is used before the letter T. Read each word again. Underline the three letter / ī/.
bight blight bright fight flight fright
high light might nigh night plight
right sigh sight slight thigh tight
Optional Practice Spelling Cards • Define each of the IGH words. Practice using them in sentences. • Think of a silly sentence or story to help remember the words which use IGH. • Ask the students to teach this to another student or to a parent.
What do you think the new spelling rule will say? The new rule says: Phonograms ending in GH are used only at the t he end of a base word or before the letter T. The GH is either silent or pronounced /f/. Let's say the rule together. Phonograms ending in GH are used only at the end of a base word or before the letter T. The GH is either silent or pronounced /f/. There are only nineteen base words that use the phonogram IGH. Read each word and use it in a sentence.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip IGH A bight is a curve in the bight is coastline or a loop in a rope. The one remaining common IGH word is knight knight.. However, students have not yet learned the KN phonogram.
Lesson Less on 8
3199 31
Building Words
Day 2 8.4
Review
All
Materials
•
Phonograms: Phonogram Basketball Read a phonogram’s sound(s) and spelling hints. Te student writes the phonogram on a slip o paper. I the phonogram is written correctly, award one point. Te student then crumples the paper and tries to make a basket. I the student makes a basket, award another point. Play to 40 points.
•
Spelling: Provide students with the Phonogram Game iles igh , b , f , h , l , m , n , p , r , s , t , th . How many words can the students orm using these tiles? bight
slight
tight
sight
blight
bright
fight
thigh
flight
fright
high
sigh
nigh
light
might
right
night
plight
Slips of paper Basket Phonogram Game Tiles Spelling Journal Highlighter Spelling Analysis Card
Level C Morpheme Cards
C Morphemes: • Review Review the morpheme morphem morp hemee cards car s rom previous previou prev iouss lessons. lessons less ons..
8.5
Spelling Journal
All
/w/ and /wh/ Spelling Journal /w/ and /wh/ I will say a word. Write it in your Spell-
ing Journal under the correct column. Highlight each /w/ or /wh/. Underline WH because it is a multi-letter phonogram.
w
wh
w at ater er
when wh en
w arm
wheat wh eat
week
whip wh ip
wing
wheel wh eel
w all
which wh ich
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Teacher Tip WH Pronounce the WH words with the unvoiced /wh/.
320
Essentials Teacher’s Guide
Spelling Analysis
8.6
Spelling List 8 – page 119 A
Tips for List 8.A Spelling Analysis
1.
1
2
Word
Sentence
program
Liam is learning how to write a simple computer program.
88
99
q
Write Segment
Analyze
Read
prō gram
2.
List 8.A 33 # Syllables
2
44
5
6
Say to Spell
Say syllable
Segment…
prō grăm
/prō/ /grăm/
/p-r-o/ /g-r-a-m/
Vocabular y
Par t of Speech
Plural / Past Tense
pro- in front, in favor of, forward gram write
N, V
programs, programmed
/töth/ /brŭsh/
/t-oo-th/ /b-r-u-sh/
Use /ö-ü-ō/. Use /sh/ used only at the beginning of a word and at the end of a syllable.
toothbrush
Lily has a new toothbrush.
tooth brush
Underline /ö/. Underline /th/.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
töth brŭsh
toothbrushes
night
The city is so beautiful at night.
nigh t
Underline /ī/. 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. T. The GH is either silent or pronounced /f/. / f/.
1
nīt
/nīt/
/n-igh-t/
N
4.
music
2
mū sic
7 Write
Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. 2 G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/.
N 3.
6 … Finger Spell & Cue Cue
She loves music.
2
mū zĭk
/mū/ /zĭk/
nights
/m-u/ /s-i-c/
Use /s-z/. Use /ĭ-ī-ē-y/. Use /k-s/.
Put a line over the /ū/. 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. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
music
Lesson 8
5.
wheat
My mom made homemade wheat bread.
wh ea t
Underline /wh/. Underline /ē/.
1
whēt
/whēt/
/wh-ea-t/
N
6.
wheat
block
block
Underline two-letter /k/. 26 CK is used only after a single vowel which says its short sound.
blŏk
/blŏk/
/b-l-o-ck/
N, V 7.
Use /ē-ĕ-ā/.
Zander will learn how to use a starting block at practice today.
1
Use two-letter /k/ used only after a single, short vowel.
blocks, blocked
bright
The bird has bright yellow on its wings.
brigh t
Underline /ī/. 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. T. The GH is either silent or pronounced /f/.
1
brīt
/brīt/
/b-r-igh-t/
Adj 8.
warm
Laura’s feet are warm now.
war m
Underline /är/.
1
wärm
/wärm/
/w-ar-m/
Adj, V 9.
wheel
Can I ride on that Ferris wheel?
wh ee l
Underline /wh/. Underline /ē/ double /ē/.
1
whēl
/whēl/
warmed
/wh-ee-l/
N, V 10. light
light
11. yard
yar d
The light is bright.
1
līt
/līt/
Use /ē/ double /ē/.
wheels, wheeled
/l-igh-t/
Underline /ī/. 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. T. The GH is either silent or pronounced /f/.
The Calvert family has a wooden playset in their yard.
1
yärd
N, V, Adj, Adv
lights, lighted
/yärd/
Use /y-ĭ-ī-ē/.
/y-ar-d/
Underline /är/. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
3211 32
yards
322
Essentials Teacher’s Guide
12. good 2
goo d
Vegetables are good for you.
1
gü d
/güd/
/g-oo-d/
2
G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/. Underline /ü/ and put a 2 over it. /ö-ü-ō/ said its second sound. Adj, N
13. better
bet ter
14. best
best
15. perfect
per fect
Use /ö-ü-ō/.
Glasses help Sandy see better.
2
bĕt ter
/bĕt/ /ter/
go o d s
/b-e-t/ /t-er/
Use the /er/ of her.
Underline /er/.
These girls are best friends.
1
bĕst
Adj, Adv, V, N
betters, bettered
/bĕst/
Use /s-z/.
/b-e-s-t/
All first sounds.
Joseph got a perfect score on his test.
2
per fĕ kt
Adj, Adv, N, V
best, bested
/per/ /f ĕkt/
Use the /er/ of her. Use /k-s/.
/p-er/ /f-e-c-t/
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. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Adj
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Lesson 8
B
323
Tips for List 8.B
flood oo Flood includes an exception to the phonogram OO which says /ö-ü-ō/. he rules and phonograms accurately curat cur atel elyy explain explain expl ain 98% 98% o English Engli En glish sh words. worr s. When wo When Whe n a word wor includes wor inclu inc lu es an an exception, an exceptio excep tion, n, itit it is is marked marr e by ma by putting puttin put tingg an an X an X over the phonogram.
Spelling Analysis
1.
1
2
Word
Sentence
lightning
Lightning flashed across the sky.
88
99
q
Write Segment
Analyze
Read
ligh t ning
Underline /ī/. 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. The GH is either silent or pronounced /f/. Underline /ng/.
thun der storm
33 # Syllables
2
44
5
6
Say to Spell
Say syllable
Segment…
… Finger Spell & Cue Cue
līt nĭng
/līt/ /nĭng/
/l-igh-t/ /n-i-ng/
Use /ĭ-ī-ē-y/.
Par t of Speech
Plural / Past Tense
-ing noun and adjective suffix - associated with, an instance of
N
lightning
/thŭn/ /th-u-n/ /der/ /d-er/ /stōrm/ /s-t-or-m/
Use the /er/ of her. Use /s-z/.
N
thunderstorms
3
thŭn der stōrm
7 Write
Underline /th/. Underline /er/. Underline /ōr/.
/tōr/ /nā/ /dō/
/t-or/ /n-a/ /d-o/
tornado
A tornado tore across the field.
tor nā dō
Underline /ōr/. Put a line over the /ā/. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable.
3
tōr nā dō
N
4.
6
Vocabular y
A thunderstorm is 2. thunderstorm approaching.
3.
List 8.B
summer
Justin and Joshua like to kayak in the summer.
sum mer
Underline /er/.
2
sŭm mer
/sŭm/ /mer/
tornados
/s-u-m/ /m-er/
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Use /s-z/. Use the /er/ of her.
summers
324
5.
Essentials Teacher’s Guide
winter
Winter is the time to 2 wear warm, cozy coats.
win ter
Underline /er/.
wĭn ter
/wĭn/ /ter/
/w-i-n/ /t-er/
N, Adj, V 6.
winters, wintered
fall
Fall is another name for 1 autumn.
fäll
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L. 30 We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled.
fä l l
/fäll/
/f-a-l-l/
N, Adj, V 7.
spring
Tulips bloom in the spring.
spring
Underline /ng/.
1
sprĭng
falls, fell
/sprĭng/ /s-p-r-i-ng/ Use /s-z/. Use /ĭ-ī-ē-y/.
N, Adj, V
8.
/hāl/
springs, sprang
/h-ai-l/
hail
Large hail fell during the storm.
hail
Underline /ā/ that may NOT be used at the end of English words.
1
hā l
N, V
9.
Use /ĭ-ī-ē-y/. Use the /er/ of her.
blizzard
bliz zar zar d
It took hours to clean up after the blizzard.
2
hail, hailed
/blĭz/
/b-l-i-z/
ärd/ /z är
/z-ar-d/
blĭz zär ärd d
swel ter ing
Use /ĭ-ī-ē-y/. Use the /z/ of zip. Use the /z/ of zip.
Say to spell /är/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /är/. N
10. sweltering
Use two-letter /ā/ that may NOT be used at the end of English words.
It is sweltering hot!
3
swĕl ter ĭng
/swĕl/ /ter/ /ĭng/
blizzards
/s-w-e-l/ /t-er/ /i-ng/
Underline /er/. Underline /ng/. -ing noun and adjective suffix - associated with, an instance of
Adj, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
Use /s-z/. Use the /er/ of her. Use /ĭ-ī-ē-y/.
Lesson 8
11. overcast
ō ver cast
The sky is overcast.
3
ō ver kăst
/ō/ /ver/ /kăst/
/o/ /v-er/ /c-a-s-t/
Use the /er/ of her. Use /k-s/. Use /s-z/.
Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /er/. 1 C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Adj
12. weather 2 2
we a th er
What is the weather like today?
2
wĕTH er
/wĕTH/ /wĕTH/ /er/
/w-ea-th/ /er/
hea t
Turn the heat up to 71 degrees.
1
hēt
/hēt/
weather, weathered
/h-ea-t/
coo l
Use /ē-ĕ-ā/.
Underline /ē/. N, V
14. cool
Use /ē-ĕ-ā/. Use the /er/ of her.
Underline /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second sound. Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Underline /er/. N, Adj, V
13. heat
The fan is blowing cool 1 air. 1
kö l
/köl/
heat, heated
/c-oo-l/
Use /k-s/. Use /ö-ü-ō/.
C always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. Underline /ö/. Adj
15. flood x
floo d
325
The flood caused 36 million dollars’ worth of 1 damage.
fl ŭd
/flŭd/
/f-l-oo-d/
Use /ö-ü-ō/.
Underline the /ŭ/ and put an X over it. This is an exception to /ö-ü-ō/. N, V
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
floods, flooded
326
Essentials Teacher’s Guide
C
Tips for List 8.C Spelling Analysis
1.
1
2
Word
Sentence
3.
4.
33 # Syllables
44
5
6
Say to Spell
Say syllable
Segment…
/d ō / /mān/
/d-o / /m-ai-n/
7 Write
domain
88
99
q
Write Segment
Analyze
Read
2
dō mān
Use two-letter /ā/ that may NOT be used at the end of English words.
Say to spell /ō/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Underline /ā/ that may NOT be used at the end of English words. Vocabular y
Par t of Speech
Plural / Past Tense
dom rule, govern, lord, master
N, Adj
domains
dominant
The dog on top is dominant.
/dŏm/ /ĭn/ / ănt/
dom in ant ant
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
dŏm ĭn ănt
/d-o-m/ /i-n/ / a-n-t/
Use /ĭ-ī-ē-y/.
domin rule, govern, lord, master -ant noun & adjective suffix, characterized by
Adj
freedom
The cows are making a bid for freedom.
/frē/ /d ŏm/
free dom
Underline /ē/ double /ē/. Say to spell /ŏ/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.
2
frē dŏm
/f-r-ee/ /d-o-m/
Use /ē/ double /ē/.
dom rule, govern, lord, master
N
harbor
The water in the harbor 2 is calm.
/här/ /bōr /
har bor
Underline /är/. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/.
här bōr
freedoms
/h-ar/ /b-or /
N, V 5.
6 … Finger Spell & Cue Cue
The works of Charles Dickens are all in the public domain.
dō mai mai n
2.
List 8.C
wharf
Be sure to tie the boat to the wharf.
wharf
Underline /wh/. Underline /är/.
1
whär f
harbors, harbored
/whärf/ /wh-ar-f/
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
wharves
Lesson 8
6.
7.
/r-o/ /t-u-n-d/
Watermelons have a rotund shape.
rō tund
Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable.
rō tŭnd
rota wheel
Adj
rotunda
The rotunda is beautiful!
/r ō / /tŭn/ /d ä /
rō tun dä
Say to spell /ō/. Say to spell /ä/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. Put a line over the /ō/. 4 A E O U usually say their long sounds at the end of a syllable. Put two dots over the /ä/. 10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L.
3
rō tŭn dä dä
rota wheel
8.
/rō/ /tŭnd/
rotund
2
/r-o / /t-u-n/ /d-a /
N
/dē/ /pō/
rotundas
/d-e/ /p-ot/
depot
The old depot is now a museum.
dē pot
Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Underline the advanced phonogram /ō/.
2
dē pō
N
9.
3277 32
/sŭb/ /wā/
depots
/s-u-b/ /w-ay/
subway
The subway train is empty.
sub way
Underline /ā/ that may be used at the end of English words.
10. subsets
2
sŭb wā
sub- below, under, beneath, secondary
N
Draw a diagram to show the relationship between the subsets.
/sŭb/ /sĕts/
2
sŭb sĕts
Use the advanced phonogram /ō/.
Use /s-z/. Use two-letter /ā/ that may be used at the end of English words.
subways
/s-u-b/ /s-e-t-s/
Use /s-z/. Use /s-z/. Use /s-z/.
21
sub sets sets
11. suppressant
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. sub- below, under, beneath, secondary
N
Gabby took a cough suppressant before going to bed.
/sŭp/ /prĕs/ /sănt/
3
sŭp prĕs sănt
subsets
/s-u-p/ /p-r-e-s/ /s-a-n-t/
Use /s-z/. Use /s-z/. Use /s-z/.
30
sup pres sant
We often double F, L, and S after a single, short or broad vowel at the end of a base word. Occasionally other letters also are doubled. 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. sup- below, under, beneath, secondary press press -ant noun & adjective suffix, characterized by
N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
suppressants
328
Essentials Teacher’s Guide
12. support
sup port
The man needs crutches for support.
2
sŭp pōrt
ter rai n
The cyclists rode through rough terrain.
2
ter rān
sub ter ter rā nē an
may or
N, V
/ter/ /rān/
supports, supported
/t-er/ /r-ai-n/
We found a subterranean lake.
N
5
/sŭb/ /ter/ sŭb ter rā nē ăn /rā/ /nē/ / ăn/
Use the /er/ of her. Use two-letter /ā/ that may NOT be used at the end of English words.
terrains
/s-u-b/ /t-er/ /r-a/ /n-e/ / a-n/
Use /s-z/. Use the /er/ of her.
Underline /er/. Put a line over the /ā/. Put a line over the /ē/. 4 A E O U usually say their long sounds at the end of a syllable. Say to spell /ă/. 31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word. sub- below, under, beneath, secondary terra earth -an adjective suffix denoting names of places, systems, founders
15. mayor
Use /s-z/.
Underline /er/. Underline /ā/ that may NOT be used at the end of English words. terra earth
14. subterranean
/s-u-p/ /p-or-t/
Underline /ōr/. sup- below, under, beneath, secondary port carry
13. terrain
/sŭp/ /pōrt/
The new mayor wants to raise taxes.
2
Adj
/mā/
/m-ay/
ōr / / ōr
or / / or
mā ōr
Use two-letter /ā/ that may be used at the end of English words.
Underline /ā/ that may be used at the end of English words. Say to spell /ōr/. 31.3 AR and OR may say their schwa sound, /er/, in an unstressed syllable. Underline /ōr/. N
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.
mayors
Lesson 8
Day 3 8.7
Wordss in Context Word
Review
Materials
Phonograms: 8.7 Phonogram Bingo – page 120 Dictate the Phonograms: ollowing phonograms while the students write them onto the Bingo chart. Save to use on Day 4. 1. igh /ī/ three-letter /ī/ 14. ng /ng/ 2. ee /ē/ double /ē/ 15. o /ŏ-ō-ö/ 3. t /t/ 16. ea /ē-ĕ-ā/ 4. oe /ō-ö/ that may be used at 17. oa /ō/ two-letter /ō/ that
Spelling Rule Cards 3-4, 9-11, 18, 21, 26, 28, 30-31 Piece of paper Grammar Flash Cards 1, 2, 11.1 Red and blue pencils Student notebook Yellow, orange, and blue highlighters
All
•
the end of English words.
may NOT be used at the end of
5. or /ōr/
English words.
6. er /er/ the /er/ of her 7. l
18. ay /ā/ that may be used at the the
/l/
end of English words.
8. ch /ch-k-sh/
19. sh /sh/ used only at the
9. oy /oi/ that may be used at the end of English words.
10. i
beginning of a word or at the end of a syllable.
20. u /ŭ-ū-ö-ü/
/ĭ-ī-ē-y/
11. wh /wh/
21. oo /ö-ü-ō/
12. oi /oi/ that may NOT NOT be used
22. z /z/
at the end of English words.
13. ai /ā/ that may NOT NOT be used at the end of English words.
23. th /th-TH/ 24. ck /k/ two-letter /k/ 25. a /ă-ā-ä/
•
9-11, 18, 21, 26, 28-31 28-31 using the the Spelling Rules: Review rules 3-4, 9-11, Spelling Rule Flash Cards.
•
Spelling: Write the IGH words on the board. Ask students to read them. hen erase one and see i they can recite the list. Keep erasing one word, seeing i students can remember the whole list. Ater playing the game, ask students to see how many they can write rom memory on a blank piece o paper.
bight blight bright fight flight fright
329
high light might nigh night plightt pligh
right sigh sight slight thigh tight
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Spelling Journal /w/ and /wh/ Ask students to find words with the following sound in their spelling list and add them to their Spelling Journal. /w/ – w /wh/ – wh
330
8.8
Essentials Teacher’s Guide
Grammar
All
Review
Optional Practice
What is a noun? A noun is the name of a person, place, thing, or idea.
Spelling Cards
Spelling List 8 – page 119 Read this week’s spelling list. Write a red N by each word that is a noun. Hint: Test the words and see if they make sense with the article the the..
• Dictate the words in Spelling List 8 for the students to write on index cards. Ask the students to color a red border around the nouns. Direct them to put a blue border around the adjectives.
What is an adjective? Adjectives modify nouns and pronouns. Ad jectives answer: What kind? How many? Which one? Whose? Find the adjectives in the spelling list and write a blue Adj next to them.
Review the plurals rule, Spelling Rule 21. Spelling List 8 – page 119 Write the plural form of each of the nouns on your spelling list. A
programs, p rograms, toothbrushes, toot rus es, nights, nig ts, blocks, oc s, wheels, w ee s, lights, ig ts, yards, ig yar s, goods go o s
B
thunderstorms, hunderstorms, tornados, summers, winters, falls, springs, blizzards, floods oo s
C
domains, harbors, wharfs, rotundas, depots, subways, subsets, suppressants, supports, terrains, mayors wharves. wharves Wharfs may also be spelled w Wharfs may arve ar vess.
All
Spelling List 8 – page 119 Circle 119 Circle the non-count nouns.
A
music, m usiic, wheat us w eat Can you count music? No, it is a non-count noun. Can Ca n you you count coun co untt wheat? w ea eat? t? No No,, there t er eree is is too too mu muc much ch o of it it.. We We measure measu mea sure re it it.. These are all non-count non-count nouns.
B
lightning, ightning, hail, weather, heat
C
freedom
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
• Provide the students with sticky notes that have commas written on them, and another card with the word and.. Ask the students to and arrange their spelling cards into lists. Have them place the comma and the word in the correct place. and in and
Teacher Tip Level B Tornado has two accepted Tornado has plural spellings: tornados tornados and and tornadoes.. tornadoes
Lesson 8
All
Commas in a Series
Show Grammar Flash Card 11.1. What is the rule about where to place a comma when we have a list of items? Use a comma to separate the words in series of three or more. 8.8-1 Commas in a Series – page 121 T Today oday we will consider consider more complicated lists. Read the lists in Group One aloud. Pause after each comma. Highlight the nouns yellow. Highlight the adjectives green. Highlight the commas blue. Write the number of items in each series after the phrase.
bright paint paints, s, soft soft brushes, and and a big canvas canvas high cliffs, swift rivers, deep canyons, and tall trees What do you notice about this series? Every noun has an adjective modifying it. How many items are in this series: bright paints, soft brushes, and a big canvas? canvas? three How many items are in the series high cliffs, swift rivers, deep canyons, and tall trees? four Read the lists in Group Two aloud. Pause after each comma. Highlight the nouns yellow. Highlight the adjectives green, Highlight t he commas blue. Write the number of items in each series after the phrase.
china dishes, silver forks, and crystal glasses china, dishes, silver, forks, forks, crystal cr ystal,, and glasses velvet mittens, silver pots, and paint brushes velvet, mittens, silver, pots, and paint brushes When you read each list, pause ater the commas. How many items are in the series china dishes, silver forks, and cr ystal glasses? glasses? three How many items are in the series china, dishes, silver, forks, crystal, and glasses? six What is different about the first and second series? Where the commas are placed in the series is different. Where the word and is located in the series varies. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Grammar Flash Card 11.1 Comma Rule 1 Use commas to separate the words in a series of three or more.
3311 33
332
Essentials Teacher’s Guide
How does moving the comma change the meaning? In the first set, china modifies dishes, silver modifies forks, and crystal modifies glasses. In the second set there are not any adjectives. They are all nouns. These series illustrate how important commas are for conveying meaning. How many items are in the series velvet mittens, silver pots, and paint brushes? brushes? three How many items are in the series velvet, mittens, silver, pots, and paint brushes? brushes? five
Teacher Tip Identifying Parts of Speech
8.8-2 Commas in a Series Practice Practice – page 122 How many different different lists can you create with these words? words? Write the number of items in each series after the phrase.
Write the phrases on the board and label the parts of speech as modeled in Level A.
Identifying Parts of Speech
Level B
All
8.8A Identifying Parts Parts of Speech – page 123 Identify the parts of speech in each phrase. Label them in your workbook as I label them on the board.
8.8B Identifying Parts Parts of of Speech – page 124 Adj
N
summer tornad tornados, os, winter winter N
Adj
C
Adj
N
spring floods floods
What is the noun in this phrase? program What kind of program? best, adjective Which program? the, article adjective
A
Adj
N
the sweltering heat
Adj N
the best program
A
Adj
Adj
What are the nouns in this phrase? wheels, lights, music What kind of wheels? good, adjective What kind of lights? bright, adjective What kind of music? best, adjective Which music? the, article adjective What is the word and called? called? conjunction What does a conjunction do? It connects words, phrases, or sentences together.
N
Adj
N
the cool damp weather
good wheels, bright bright lights, lights, and the the best music music
Adj
N
blizzards, blizzard s, fall fall storms, storms, and and
the best program
A
Adj
N
C
A Adj
N
good wheels, wheels, bright lights, lights, and the best music music Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Level C 8.8C Identifying Parts of Speech – page 125 A
Adj
N
the dominant characteristic A
N
A
N
C
A
a rotunda rotunda,, a depot, depot, and a N
subway A
Adj
N
the spectacular terrain
Lesson 8
a perfect day day and a perfect night night What are the nouns in this phrase? day, night What kind of day? perfect, adjective Which day? a, article adjective What kind of night? perfect, adjective Which night? a, article adjective What is the word and called? called? conjunction What does a conjunction do? It connects words, phrases, or sentences together.
A Adj
N C A Adj
N
a perfect day day and a perfect night night
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.
Dictation
8.9
Read the phrase. Ask the students to repeat it aloud, then write it in their notebooks notebooks.. A
1.. the cheapest wheat 2.. toes, hands, legs, and teeth
B
1.. lightning, tornados, and hail 2.. the sweltering heat
C
1. the dominant characteristic 2.. the support manual
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
3333 33
Teacher Tip Level B Tornado has two accepted Tornado has plural spellings: tornados and tornados and tornadoes.. tornadoes
334
Essentials Teacher’s Guide
Day 4 8.10
Words in Action
Review
All
•
Phonograms: 8.7 Phonogram Bingo – page 120 Using the Phonograms: Bingo Chart created by each student, direct the students to take turns calling out a phonogram to cover with their game piece. When someone has ive in a row, they may call, “Bingo.” For greater challenge, the students must have two Bingos or cover the whole board.
•
Grammar: I will say a sentence aloud. The sentence will have a list. Repeat the sentence and as you do, say “comma” where commas are needed. The farmer has pigs, cows, and sheep. sheep. The farmer has pigs, (comma) cows, (comma) and sheep. The children ran, jumped, and played. The children ran, (comma) jumped, (comma) (comma) and played. She bought milk, eggs, bread, and bacon at the store. She bought milk, (comma) eggs, (comma) bread, (comma) and bacon at the store.
•
Spelling: 8.10 IGH Words – page 126 Write the eighteen Spelling: words that use the phonogram IGH. Cross out the phonograms as you write the words.
•
or the students to Spelling: Read the words rom Spelling List 8 or write with Phonogram Game iles.
Vocabulary
8.11
A
Level A Vocabulary
Comparative and Superlative
-er -est Write the suixes suixes -er -er an and -est and -es on on th thee board. boar . bo 8.11A-1 .11A-1 ..11A-1 Com Compar Comparison par son – page 127 Many adjectives can be used to o compare. Read the phrases in your workbook. workbook .
a warm coat a warmer coat the warmest coat Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Materials Bingo game pieces Phonogram Game Tiles Colored dry erase marker Student notebook Essentials Reader
Level A Morpheme Cards: -ish
-ness
Level C Morpheme Cards: dom
rota
sub-
terra
Lesson 8
What suffixes were added to the word warm warm? arm?? -e arm -err and an -est an -esst -e Underline the suffixes -er suffixes -er and -est. Write W ritte aan ri n A over over the t e article arttic e adjectives ar a jectives in in each eac phrase. p rase. How How did i the t e article change? It changed from “a” to “the.” Read R ea the t e next next group group of o p phrases. rases.
a clean room a cleaner room the he cleanest room Does it makes Does ma es sense ma sense to to say to say a ccleanest eanest room? no Why? When it is the cleanest room, it is a particular one. Underline U n er ine the t e suffixes -er suffixes su ixes -er an and -est and -est -es . Write W ritte an ri an A over ove verr the t e article ar arti ar ticle ticc e adjectives a je ject ctiives in in each eacc phrase. ea p ra rase se.. When we add the suffix -er to to a word, such as cleaner , we are making of an adjective ing a comparison. com omp par aris ison on.. TThis is form orm or mo a je ject ctiive is is called ca e the t e comparacom co mpa para ra-tive, because it compares.
compar ative ative Do you you see see or or hear earr the ea t e word wor compare compare in in n comparat comparative? comparative ve? ve? When we add the suffix -est suffix -est to to a word such as cleanest cleanest we , we we are sayiing ng it it is is the t e best. est. This T is form orm is is called ca e the t e superlative. super ative.
superlative super lative
Optional Practice Spelling Cards Write the adjectives from the Spelling List on index cards. Write the comparative and superlative superlat ive versions of those words on cards. Arrange the cards into phrases using degrees of comparison.
Optional Practice
We can remember what superlative means when we look at the root. roo t. Notice ot ce superlative ot superlative begins uper ative begins egins with wit the t e same same letters etters as ett as the t e word wor su- per . What do we mean when we say someone or something is super? They are the best. How do How o I change c an ange ge bright rig t to to comparative? brighter rig ter How do I change bright to to superlative? brightest How Ho w do o I change c an ange ge ssharp arp ar p to o comparative? ssharper arper Superlative? sharpest Superlative? How do I change good good to to comparative and superlative? better, best to Notice, we do o not say go gooder goo o er an and an and go goodest goo o est . Gooder oo er an and an and goo goodest est are are not words. Instead what do we say? better and best Use U se each eacc of ea o these t es ese e in in a sentence. in sente sen ten nce ce.. How about the word perfect ? This is a perfect paper. Can we compare and say perfecter say perfecter or perfectest or perfectest ? no Why? W y? It is already perfect. It cannot be better than perfect. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Vocabulary Vocabula ry and Usage • Use spelling words in Lessons 1-8 and orally practice forming phrases or sentences using the degrees of comparison. • Write phrase phrasess using comparisons. Draw a picture of each phrase.
Teacher Tip ELL Students If you work with second language learners, bring props to illustrate each word.
3355 33
336
Essentials Teacher’s Guide
8.11A-2 .11A-2 E Editing t ng – p pag page age 128 Find ind the mistake in each phrase. Rewrite the phrase correctly on the lines below. Adding A ng tthe e Suffixes Su xes --ish s a and n --ness Read ea the t e words wor s as as I write write tthem em o on n the t e board. o ar .
pink boy
gray sick
green
-ish adjective & verb suffix ; like, characterized by Old English
Write the suix -is -ish on -ish on th thee board. boarr . boa What hat do these words change to when we add the suffix -ish -ish?? pinkiish, s , boyish, oyis , grayish, grayis , sickish, sic is , greenish greenis
As the students say the words, add the ending -ish - ish in in a dierent color.
pinkish pinkish boyish boy ish
grayish grayish sickish sick ish
-ness noun suffix Old English
greenish green ish
How ow is is the t e meaning meaning changed? c ange ? Pinkish is not fully pink, but it has a hint of pink, etc. Use se each eacc of ea o the t e roots roo oots ts and an the t e derivatives eriiva er vati tive vess in in aa sentence. sen se nte ten nce ce.. Thee hat at is pink. A pinkish brown hat is sitting on the table… Read ead the words as I write them on the board.
sick quickk quic clean
frozen sharp cheap
bright light
What at kind in of o words wor s are are each eac of o tthese, ese, n nouns ouns o orr adjectives? a jectives? a adjecjectives How ow do you know? They answer which one? or what kind?
sick + ness sic What hat new word is formed with the suffix -ness - ness ness?? sickness What at does oes sic sickness mean? sickness ness mean? T ness mean? Thee state state of o being eing sick. sic . Use se the derivative word sickness sickness in in a sentence.
sick + ness = sickness Discuss the Discuss the meaning meaning o the meaning the remaining remaining remaini ng words: wor s: quickness, wor quic nes quic ness, s, cleanness, cleanness, cleann ess, rozenness, sharpness, cheapness, brightness, lightness
boy oy + is ish What hat word is formed? boyish oyis Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Challenge Vocabulary Level A • Use sick sick and and sickness sickness in in a sentence. • Listen to this phrase: the sick boy What kind of boy? sick is an adjective because Sick is Sick it answers the question, what kind? • Listen to this sentence. The sickness makes the boy cough. Does “the sickness” make sense? yes Since sickness makes sense with the noun marker “the,” it is a noun. The ending -ness -ness changes changes an adjective into a noun. Is “sickness” a person, place, thing, or idea? idea
Lesson 8
3377 33
What does boyish boyish mean? oyis mean? boy-like. oy- i e. Use it in a sentence. He gave me a boyish smile.
boy oy + is ish = boyish oyis + nness ess What word is formed if we add -ness add -ness -ness to to o boyish boyish?? boyishness
boy oy + is ish = boyish oyis + nness ess = boyishness oyis ness How many suffixes are in boyishness boyishness? oyis oy is nes nesss? two Some words have more than one suffix. What W at does oes boyishness boyishness mean? oyiss nes oyi nesss mean? T Thee act act of o being eing boyish. oyis . Use it in a sentence. His boyishness led him to a great adventure. 8..11A8.11A-3 8.11 A-3 3 V Vocabulary oca oc a u ary De Deve Development ve op opme ment nt – pa page ge 129 Direct the students to complete the activity in the workbook. B
Level B Vocabulary
Homonyms Many words have more than one meaning in English. These words aare re called ca e homonyms. omonyms. Listen to the word fall used used in each of these sentences. What does fall a me mean mean an in each eacc one? ea one? Be careful not to fall on the ice. It means to fall down. In the fall, the leaves on the trees turn beautiful colors. It means the season of autumn.
Write homo homonym nym on the board. Homo Homo means omo means same same.. Nym means Nym means name name..
Optional Practice
Homonyms are words that share one name. They are written the same and pronounced the same but they have different meanings. I will say a word. What are different meanings? Use each meaning of tthe e word wor in wo in a ssentence. entence. spring
cool
head ead
hail
stuff
report epor
8.11B .1 Homonyms – page 1 130 Write rite the correct homonym in tthe e blank. an .
Answers: SSoak oa the t e stain stain in in coo cool water. cool water. wa er. She drank the water from the sspring spring. pr ng. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Vocabulary and Usage Vocabulary Level B Read aloud a book about weather. Practice reading weather maps. Then ask the students to draw a weather map and to create a key for the map.
338
Essentials Teacher’s Guide
Do o not bring too much stuff on on the trip. Jack is a cool cool kid. kid. My head head is ea i iss itchy. itc y. We e will need to hail hail a ail a ail a cab. JJim im ccalled a e the t e police po ice to to report report the report t thee accident. t acci ent. Mr. Robbins is the head head coach. coach. Hail the Hail the size of golf balls fell from the sky. My dog og likes i es to sspring spring out pr ng out from behind the bush and surprise people. le. Tulips bloom spring. Tu ips bloom oom in the t e sspring pr ng. We e will stuff the the pillows with cotton. You head of of the ou ma mayy go go to to the t e head ea o t e line. ine. in She wrote a ten page report report about about Isaac Newton. C
Level C Vocabulary Teacher Tip
What hat patterns do you notice in Spelling List 8? Three words include dom; om; two two words wor s include inc u e rotund; rotun ; three t ree words wor s use use the t e prefix pre ix subsu -, two two words use the prefix sup-, two words include terra. dom
domain doma in Look ook at the first two t wo words in the list. What is a domain? an area or a realm that is ruled by one person or government
Vocabulary Level C If students do not know the meaning of a word, encourage them to look it up in the dictionary.
dominan domi nantt How ow does oes this t is relate re ate to to the t e word wor dominant ominant ? If an animal or a person is dominant, they rule over the others. What at does oess the oe t e O say say in domain domain? omain?? /ō/ omain ō What hat does the O say in dominant ? /ŏ/ ŏ The vowel sounds sometime shift when we add suffixes and prefixes. ixes. I will write another word that uses the root dom dom on om on on the t e board. o ar .
kingdom How ow does oes a kingdom kingdom relate ing in g om om re relate re ate to a domain domain? omain?? A kingdom omain ing om is the t e area over over which w ic a king ing has ing as domain. omain. What hat does the O say in kingdom kingdom?? /ŭ/ This is its schwa sound. Place ace yyour our hand an under un er your your chin c in and an say say kingdom. ing om. W Which ic syllable sy a e is is stressed? king Any A ny vowel vowe may may say say a schwa sc wa sound soun in in an an unstressed unstresse syllable. sy a e. When W en we think of words with related roots, we can often discover how a schwa is spelled. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
dom do m
domin
domain, state of Old English
Lesson 8
3399 33
What other word in the list is related to domain domain,, dominant , and kingdom? dom om?? freedom om What is freedom? It is the state of being free. rota
rotunda
rotund
rota
Show the ront o the Morpheme Card ro rotaa .
rot
wheel
How many forms does this root have? two, rota and rot Do you you have ave av e any any guesses gues gu esse sess what w at the t e root root ro ot rot or rota rota means? means? What other words do you know that include rot ? rotate, rotary, rotation, rotisserie
Latin
rotund, rotunda, rotate, rotary, rotation, rotisserie What do each of these words have in common? They are all about circles circ es or spinning. spinning. In Latin rota rota means means wheel . How does this definition relate to each of They tthe e words? wor s? T ey are are all a round roun or or circular circu ar like i e a wheel. w ee . What does rotund mean? mean? round Use rotund in in a sentence. Rotund may Rotun may also be used to describe something that is fat, or has a large circumferen circumference. ce. LLook oo u up p ro rotunda rotunda rotun tun a in a dictionary. iction ict ionary ary.. What W at is a ro rotun rotunda? rotunda tun a? It is a round roun rou n room or a room with a round, dome-shaped ceiling. How is this definition related to the root rota rota??
Teacher Tip Vocabulary Level C Show students a picture of a rotunda.
sub-su
Show the ront o the Morpheme Card su sub-- . What words include the prefix sub- or an assimilated form? subway, subsets, su sets, set s, su subterranean, terran ter ranean ean,, suppressant, suppre sup pressa ssant, nt, support support What does sub sub-- mean? below, under, beneath, secondary
subsu(before sc & sp)
sucsufsup-
sursus-
below, under, beneath, secondary
subway How many many morphemes morp eme morp emess in in su subway way wa y ? ttwo, wo, ssubu - and an way way What does subway literally mean? a way below Where W ere iiss a subway? su way? below e ow ground groun gro un Does this definition fit? yes
subsetss subset How many many morphemes morp eme morp emess in in su subsets? subsets setss? tthree, set ree, ssub-, u -, set, set, and an -s -s What does subsets subsets literally literally mean? sets below, or secondary sets What W at are are subsets subsets in u se sets ts i in n math? mat ? T They ey are are secondary seccon ar se aryy sets. setts. se Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
Latin
Teacher Tip Vocabulary Level C Draw a diagram to show a subset.
340
Essentials Teacher’s Guide
suppressant How ow many morphemes in suppressant? three, sup-, press, -ant Why hy did sub sub-- assimilate to sup sup-? -? The root press begins with a P. P.
suppress What hat does it mean to suppress something? To suppress means to press it down. When a feeling is suppressed, it is held down. What at does oes suppressant literally literally iter it eraa y mean? mean me an?? a noun noun nou n that t at presses pre ress sses es under un er What hat does a cough suppressant do? It stops the cough. How ow does oes this t is relate re ate to to the t e word wor suppressan suppressant ? When W en you you press pres pr esss something under, it is like hiding it. A cough suppressant does that. It doesn’t oesn oes n’t ma make e yo you u well, we , but ut it does oes help e p you you st stop op coughing. coug co ug ing ing.. It presses pres pr esse sess the cough under.
support How ow many many morphemes morp eme morp emess in support? support? supp ort? tw two, o, su supp- and an po an port rt Why hy did sub sub-- change to sup sup-? up-? up -? The root port por t begins with P. What hat do each of the roots mean? carry under Draw raw a picture of a support. What does a support do? It carries car arri ries es the t e weight from underneath. terra
subterranean subt erranean Let’s et’s say you have never seen this word before. What is one thing you ou know now about a out its its meaning? meanin mea ning? g? SSubu - means means under un er or or beneath. eneat . Read ead the sentence in your workbook. Use the context to figure out the he meaning of subterranean subterranean.. 8..11 --1 Sentence 8.11C-1 8.11 ente en tenc nce e – pa page ge 131 Plants that live in dry environments, such as deserts, often have extremely y long ong tap roots roots w which ic reach reac into the t e subterranean su terrane terranean an water water supply. supp y. supp What hat does subterranean mean? below e ow ground groun gro un Based ased upon this definition, what do you think the root terra terra means? means? ground groun
Show the Morpheme Card terra erra . What at does oes terra terra mean? erra mean? erra mean? eearth, art , land an Iss that close to what you thought? yes es What hat does terrain terrain mean? mean? Terr Terrain ain refers to the shape or landscape of the earth: hilly, flat, grassy, wooded… How ow does this relate to the root terra terra?? Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
terra earth, land Latin
Lesson 8
8.11C-2 8 .11C-2 Standardized Stan ar ze Tests St Tests – p page age 131 Choose the correct definition. Whyy is the aan nimals? W t e correct corr co rrec ectt answer answ an swer er a glass g as asss container cont co ntai aine nerr to display isp is p ay land an animals? anim imaa s? Because terra means land. 8.11C-3 8.11 8. 11CC-3 3 Ma Matching Matc tc ng – pa page ge 132 M Match atc the t e root root to to the t e definition. e inition.
Dictation
8.12
Read the phrase. Ask the students to repeat it aloud, then write it in their notebooks notebooks.. A
1.. a perfect music program 2.. a good day and night 3. the brightest light 4.. better truck wheels
B
1.. cool weather 2.. a spring flood 3.. a winter blizzard 4.. an afternoon thunderstorm
C
1.. a subterranean inspector 2. the depot rotunda 3.. lavish freedom 4.. frequent spectators
Composition
8.13
A 8.1 8.13A-1 8.13A.13A-1 -1 Composition Compos t on – page Compos page 133 Choose a word from each ccolumn. o um umn. n. Compose Com ompo pose se three t ree phrases. p ra rase sess. 8.1 8.13A-2 8.13A.13A-2 -2 Composition Compos t on – page Compos page 134 Choose a word or a suffix page from rom each eacc column. ea co um umn n. Compose Com ompo pose se three t ree phrases. p ra rase sess.
8.14
Reading The Essentials Reader – Lesson 8 (optional) Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
3411 34
342
Essentials Teacher’s Guide
Day 5 8.15
Review
All
•
Check Your Your Understanding Understanding
Grammar: Review Grammar Flash Cards 1, 1.1, 1.2, 1.3, 2, 2.1, 2.2, 2.3, 7, 11.1.
Materials Grammar Flash Cards
C C V Vocabulary: oca u ary: • Provide Prov Pr ovii e the the st stu students u en ents ts wi with th th thre three reee in index ex ca car cards. r s. Sa Sayy th thee me mean meaning anin ingg o o a morpheme. morph mo rpheme eme.. he he students stu en stu ents ts write writee the writ the morpheme the morphem morp hemee on on an on an index an in ex card. in car . Combine Combin Com binee these these with with the the index in ex cards car s rom car rom Lessons Lessons Lesso ns 1-7. 1-7. 1-7. domain, state of — dom wheel — rota earth e ar t — terra
•
Place the ollowing ollowing morpheme morpheme cards car s on the table in columns. columns. Set a timer imer or or two two minutes. minutes.. How minutes How many many words wor s can the wor the student stu ent orm orm using usingg usin these hese morphemes? innimm-
port por
--er
ex-
press
-ing
ad-, a -, afa-
flue ue
-ant -an -ent
re--
domin om n
-s
subsu-- sup--
ttoler o er
-al -a
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Level C Index cards Morpheme cards Timer
Lesson 8
8.16
Check Your Understanding
All
Check Your Your Understanding Understandin g 8 – page 135-137
Phonograms
All
Dictate the phonograms. 1. oo /ö-ü-ō/
21. ar /är/
2. ng /ng/
22. l
3. sh /sh/ used only at the
23. igh /ī/ three-letter /ī/
/l/
beginning of a word or at the
24. th /th-TH/
end of a syllable.
25. qu /kw/
4. oy /oi/ that may be used at
26. z /z/
the end of English words.
27. h /h/
5. oa /ō/ two-letter /ō/ that
28. x /ks-z/
may NOT be used at the end of
29. ee /ē/ double /ē/
English words.
30. c /k-s/
6. wh /wh/
31. u /ŭ-ū-ö-ü/
7. s
32. a /ă-ā-ä/
/s-z/
8. ch /ch-k-sh/
33. or /ōr/
9. b /b/
34. e /ĕ-ē/
10. j
35. er /er/ the /er/ of her
/j/ the /j/ of jump
11. oi /oi/ that may NOT NOT be used at the end of English words.
12. p /p/
at the end of English words.
39. e /ē-ĕ-ā/
/t/
15. oe /ō-ö/ that may be used at the end of English words.
16. o /ŏ-ō-ö/
37. d /d/ 38. ai /ā/ that may NOT NOT be used
13. g /g-j/ 14. t
36. y /y-ĭ-ī-ē/
40. i
/ĭ-ī-ē-y/
41. ay /ā/ that may be used at the the end of English words.
17. v /v/
42. r
18. m /m/
43. k /k/ tall /k/
19. w /w/
44. ck /k/ two-letter /k/
20. f
45. n /n/
/f/
/r/
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-Tran Transferable. sferable.
343
344
Essentials Teacher’s Guide
Exploring Sounds
All
I will say a sound. Mark it as short, long, or broad. 1. ä 6. ü 2. ö 7. ō 3. ŭ 8. ē 4. ĕ 9. ĭ 5. ī 10. oo (2nd long sound of /ū/)
Spelling Rules
All
1. Circle the word that illustrates the rule: Phonograms ending in
GH are used only at the end of a base word or before the letter T. night 2. Circle all the words that have an R-controlled vowel. summer,
garden, teacher 3. Circle the word where a vowel is saying its schwa sound. the 4. Circle the word where O is saying its lazy sound /ŭ/ in a stressed
syllable because it is next nex t to a W, TH, M, N, or V. wonder 5. Circle the word that illustrates the rule: A E O U usually say their
long sounds at the end of the syllable. program
Dictation Read the phrase. Ask the students to repeat it aloud, then write it in their workbooks. A
1.. good wheels 2.. the perfect program 3. the best blocks 4.. a warm night 5.. bright lights 6.. better wheat bread 7.. a toe and a tooth 8.. blocks, a toy train, and a book 9.. a dog yard
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
Lesson 8
B
1.. a monster tornado 2.. floods, blizzards, thunderstorms, and hail 3.. overcast weather 4.. a cool summer weekend 5. winter, fall, and spring 6.. sweltering heat 7.. thunder and lightning
C
1.. the complex terrain 2.. the subway depot 3.. a distant wharf, a quaint rotunda, and a subterranean harbor 4.. the supporting character 5.. blister suppressant 6. the rotund sheriff 7.. the dominant mayor 8.. a free domain 9.. characteristic subsets
All
Grammar
Ask students to label the parts o speech in the dictation phrases.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable. Non-Transferable.
345
346
Essentials Teacher’s Guide
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. NonNon-T Transferable.