unit 20, lesson 4
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Unit 20, Lesson 4. March 1, 2011. W. A. L. T. Determine vowel digraphs with at least 80% accuracy Determine the different sound/spelling patterns of vowel digraphs at least 8 of 10 trials successfully Determine predicate nominatives in sentences at least 4 of 5 trials - PowerPoint PPT PresentationTRANSCRIPT
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Unit 20, Lesson 4
March 1, 2011
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W. A. L. T.
• Determine vowel digraphs with at least 80% accuracy
• Determine the different sound/spelling patterns of vowel digraphs at least 8 of 10 trials successfully
• Determine predicate nominatives in sentences at least 4 of 5 trials
• Determine direct objects in sentences at least 4 of 5 trials
• Answer questions with 0-3 look backs
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• A vowel digraph is made up of two vowel letters that combine to make a single vowel sound.
• Vowel digraphs can be found at the beginning, middle, or end of a word or syllable.
• Knowing the position of a vowel sound in a word can help a writer determine which vowel digraph to use to spell the word.
1. Review: Vowel Digraphs
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1. Discover It: Vowel Digraphs ie
• Pie, try, die, time, tie, spine, fly, sky, like
• Sort the words into two columns• Ie __ I(consonant)e ___ Y
pie
dietie
time
spinelike
try
flysky
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1. Discover It: Vowel Digraphs ie
• Each of the words listed on the previous slide (pie, try, die, time, tie, spine, fly, sky, like) have the long i sound in them– Ie, i(consonant)e, and y represent the long i sound
• Ie is found at the end of words – Example: pie
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Workbook Page R4
play
greatshow
toe
eat
chief
key
pie
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2. Sort It: Syllable Types
• Please turn to workbook page 71– Notice that the exercise continues on page 72
• Read the instructions• Find each word with a long vowel sound spelled
with vowel digraphs and underline the word• Circle the vowel digraphs• Sort the marked words according to their long
vowel sound by writing each word under the correct heading
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Workbook Page 71
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Workbook Page 71
bee
reading
three
awardee
received
tried playground
straight
day
mayor
row
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• Please turn to workbook page R67• Choose two examples from the previous
exercise to record in the Syllable Types section of Bank It
• Record the words in the columns labeled– Vowel Digraph /a/– Vowel Digraph /o/– Vowel Digraph /e/– Vowel Digraph /i/
2. Sort It: Syllable Types
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Workbook Page R67Open Final Silent e Vowel digraph /a/
Vowel digraph /o/ Vowel Digraph /e/ Vowel digraph /i/
Open and Final Silent e should have words in these two columns already.
If not, add two words now.
If that is done, think of two words for Vowel Digraph /a/ and Vowel Digraph /o/. Add those words to
the two columns.
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3. Review: Base Words and Suffixes
• A base word is a word that can stand alone and does not have a prefix or a suffix
• A base word can have one or more syllables– Example: slow, yel/low
• Prefixes and suffixes are affixes, or meaningful word parts, that can be added to base words
• Suffixes are added to the ends of words and extend or modify these words’ meanings
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2. Build It: Words with Suffixes
• Please turn to workbook page 72• Combine the base words and suffixes to create
new words• Write them on the lines provided• Be sure to check a dictionary if necessary
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Workbook Page 72
Answers will vary!
batty
batterbattingbattedbattierbattiest
soapy
soapingsoapedsoapiersoapiest
chilly
chillingchilledchillierchilliest
snowy
snowingsnowedsnowiersnowiest
cheaper
cheapestcheapen
crabby
crabbingcrabbedcrabbier
crabbiest
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2. Build It: Words with Suffixes
• Please turn to workbook page R76• Label the remaining columns– -ed, -est, -ing, -y
• Choose two examples with each suffix from this activity and record them in the correct columns
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Workbook Page R77
-en -ed -est
-ing -y
Provide two examples for each Syllable Types! Some can be found on the previous page. Please
ask if you REALLY REALLY need help.
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3. Review: Suffixes –ing, -ed, -en
• -ing : added to verbs to form the present participle
• -ed : added to verbs to form the past participle
• -en : added to verbs to form the past participle. It can also be added to a noun to create an adjective. It means “to become,” “made of,” or “caused to be or have”
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3. Review: Present Participles and Past Participles
• The present participle is formed by adding –ing to a verb.– Example:
• Amuse + ing = amusing• Ring + ing = ringing• Please + ing = pleasing
• The past participle is formed by adding –ed or -en to a verb.– Example:
• Broke + en = broken• Forgot + en = forgotten• Paint + ed = painted
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• Both past and present participles can function as adjectives.
• Examples:– An amusing poem, a ringing bell, a pleasing sound, a
broken string, a forgotten toy, a painted house.
3. Review: Present Participles and Past Participles
Sentence: We went to the opening night of the concert.
Directions:1) Identify the word with the suffix.2) Decide if it is a present or past participle.3) Decide which noun it is describing.
openingpresent
night
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3. Find It: Present Participles and Past Participles
• Please turn to workbook page 73• Read the examples and complete them as a class• Find and underline: the present participle or past
participle that describes a noun• Draw an arrow from the participle to the noun it
describes• Copy the participle under the correct heading• Follow the same procedure to complete the
activity
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Workbook Page 73
honoredchosen
revolvingspoken
toweringsprained
planning
blowingracing
finished
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4. Review: Present Participle
• The present participle is formed by adding –ing to a verb.
• The past participle of many verbs is formed by adding –ed to a form of the verb.
• A participle may be used to modify a noun.
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1. Ahmed is running in a packed stadium.2. Yesterday he was jogging in a packed
stadium.3. Ahmed waves to the cheering crowd.4. The next scheduled race is the 100-meter
dash.
4. Review: Present Participle
Directions:1) Identify the participles in each sentence, underline them.2) Draw an arrow from the participle to the noun.
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4. Identify It: Functions of Participles
• Please turn to workbook page 74• Read the directions• We will do the example together• Determine whether each participle describes a
noun or is the main verb in the sentence• Mark accordingly
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Workbook Page 74
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4. Review: Irregular Verbs• Hardcover page 48 reviews the verb tenses for you• Verbs and verb phrases can convey the past, present, and
future time (tense). The regular past tense ending is –ed– Example: play/ played
• Some verbs use irregular forms to signal time (tense). These past tense verbs do not end in –ed. Irregular past tense verb forms must be memorized. They have different endings or are spelled differently.– Example: pay/paid
• The helping verb will signals future time (tense).
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4. Review: Tense Timeline• Example:
YesterdayPast
TodayPresent
TomorrowFuture
beat(past)
beat(present)
will beat(future)
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4. Find It: Irregular Verb Forms
• Please turn to workbook page 75
• Read the sentences
• Underline the past tense verb
• Write the past, present, and future forms of the verb in the chart below the timeline
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Workbook Page 75
lay lie will liesaid say will sayread read will readled lead will leadleft leave will leavefelt feel
swept sweep will sweeppaid pay will payate eatfed feed will feed
will feel
will eat
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5. Take Note: “The Marble Champ”
• Please turn to workbook page C17• Please fill out the Map It: Reasons
• Position Statement: a point of view or attitude about the topic– Example: Lupe’s attitude helped her become a marble
champion.• Reasons: causes or motives for a topic or event• Supporting Details: information that supports each
reason
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Lupe’s attitude helped her become a marble champion.
Persistent in finding a sport
she could compete in
Willing to train for the
competition
Willing to accept support
from others
- Knew she wasn’t good with ball
sports- wasn’t good with
biking or skating- tried marbles and
found she had accurate aim
- Did push-ups to strengthen her
wrists- Squeezed a rubber eraser to strengthen
her thumb- Practiced
constantly, up to 3 hours at a time
- Her brother’s tips on how to shoot
- Her father rigging up the lights so she could
practice at night- Her father’s
encouragement when one of her opponents
looked “tough”
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Lupe’s attitude helped her become a marble champion.
Persistent in finding a sport
she could compete in
Willing to train for the
competition
Willing to accept support
from others
- Knew she wasn’t good with ball
sports- wasn’t good with
biking or skating- tried marbles and
found she had accurate aim
- Did push-ups to strengthen her
wrists- Squeezed a rubber eraser to strengthen
her thumb- Practiced
constantly, up to 3 hours at a time
- Her brother’s tips on how to shoot
- Her father rigging up the lights so she could
practice at night- Her father’s
encouragement when one of her opponents
looked “tough”
First of all,
In addition
,
Most importantly,