Unit 19, Lesson 4

1. Unit 19, Lesson 4 January 31, 2011

2. W. A. L. T. • Listen for suffixes with at least 80% accuracy • Identify and use new suffixes at least 4 of 5 trials • Define words according to their suffixes with at least 80% accuracy • Use graphic organizers to summarize a story

3. 1. Listening for Word Parts: Suffixes • Words with suffixes that we went over • The suffixes can be found in your workbook page R53 • Faintness • Dentist • Motorist • Soapiness • Boater • Waken • Steeper • Painful • Shipment • Painless

4. 2. 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 be one or more syllables. • Example: • Art, a/gree • Prefixes and suffixes are affixes, meaningful word parts that can be added to base words. • Suffixes are added to the ends of words and extend or modify the words’ meanings.

5. 2. Build It: Words with Suffixes • Base words • Art, Deep • Suffixes • Er, Ness, Ist, Ful Deep + er = Deeper Art + ist = Artist Deep + en = Deepen Art + ful = Artful Deep + ness = Deepness Art + ful + ness = Artfulness

6. 2. Build It: Words with Suffixes • Please turn to workbook page 23 • Read the words in the Word Bank • Combine base words and suffixes to make new words • Record the words on the lines below • Check a dictionary to verify that the words you write are actual words • HINT: You can use more than one suffix to make a single word

7. Workbook Page 23 Answers will vary! artist artful artfulness deeper deepness deepen sleeper sleepless sleeplessness helper helpful helpless helplessness pavement entertainer entertainment container containment humorless humorist painful painless painlessness painfulness

8. 2. Build It: Words with Suffixes • Please turn to workbook page R76 • Label the columns • -er, -ist, -ment, -ness, -ful, -less, -en • Choose two words with each suffix from this activity (workbook page 23) and record them into the correct columns

9. -er -ist -ment Provide two examples for each Syllable Types! Some can be found on the previous page. Please ask if you REALLY REALLY need help. Workbook Page R76 -ful -less -en

10. 3. Review: Suffixes –er, -ist, -ment, -ness • Artist: “someone who creates art” • Helper: “ someone who helps” • Deeper: “more deep” • Entertainment: “the act of entertaining” • Helplessness: “the state of not being able to assist”

11. 3. Introduction: Suffixes –en, -ful, -less • -en: “to become,” “made of,” or “caused to be or have” • -ful: “full of,” or “characterized by” • -less: “without, lacking” • Successful: full of success • Thankful: full of thanks • Helpless: without help • Darken: to become dark • Sleeplessness: the condition of being without sleep

12. 3. Define It: Suffixes • Please turn to workbook page 24 • Read the five affixed words • Underline the base word and circle the suffix in each • Write a short definition of each word, using the meaning of the suffix to help you • Use a dictionary to check your definitions

13. Workbook Page 24 Without sleep Full of help To become deep The condition of being without pain The condition of being full of pain

14. 3. Rewrite It: Suffixes • Please turn to workbook page 25 • Read each example with the teacher • Replace each underlined phrase with a base word + a suffix • Reread the example sentences to check your work • Do the rest independently • Reread those sentences to check your work

15. Workbook Page 25 hopeless darken cloudless cheerful carelessness sweeten helpfulness

16. 4. Review: Adjective Suffixes • Words in English have different functions, or jobs • Adjectives are words that describe nouns • The suffixes –en, -ful, and –less added to base words can change words into adjectives • The meaning of –ful is “full of,” “enough to fill,” or “characterized by” • The meaning of –less is “without, lacking” • The meaning of –en is “to become,” “made of,” or “caused to be or have”

17. 4. Review: Adjective Suffixes • It was a stressful task, and I had a helpless feeling. • Directions: • Read the sentence • Identify the adjectives, underline • Identify the base words and suffixes in each adjective • Discuss the meaning of the adjectives

18. 4. Identify It: Adjective Suffixes • Please turn to workbook page 26 • Read each sentence • Underline all the adjectives with suffixes • Copy the adjectives that have the suffix –en, -ful, or –less into the appropriate columns • Check answers

19. Workbook Page 26 wooden colorful useless golden hopeful cordless broken blissful rainless oaken painful spotless outspoken helpful blameless

20. 4. Review: Irregular Verbs • Use your hardcover page 9 to look at verb tenses • English verbs and verb phrases convey past, present, and future time (tense). The regular past tense ending is –ed. • Example: rent  rented • 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: go/went • The helping verb will signals future time (tense)

21. 4. Review: Tense Timeline • In cold weather the ponds freeze. Verb: freeze Future Tomorrow Past Yesterday Present Today froze (past) freeze (present) will freeze (future)

22. 4. Find It: Irregular Verb Forms • Pleases turn to workbook page 27 • We will do the first one together • Read each sentence • Underline the PAST TENSE verb • Write the past, present, and future forms of the verb in the chart below the timeline • Find five (5) nouns with the suffix –er, -ist, -ment, or –ness in the sentences above. • Write them on the line

23. Workbook Page 27

24. wept weep will weep bled bleed will bleed kept keep will keep sought seek will seek crept creep will creep slept sleep will sleep sped speed will speed met meet will meet felt feel will feel saw see will see Workbook Page 28 Answers will vary! Disappointment, florist, freshness, researchers, quietness, racers, scientists, marathoner, tiredness, achievement

25. 5. Take Note: “Fiber Optics: High-Speed Highways for Light” • Please turn to workbook page C1 • The story starts on C1 and goes through C3 • Topic: “the person, place, thing, or idea that the informational text is about” • The topic of this section is about fiber optics • Position Statement: “a point of view or attitude about the topic” • The position statement is that fiber optics is being used more and more • Reasons: “causes or motives for a topic or event” • The reasons support the position statement about fiber optics

26. 5. Take Note: “Fiber Optics: High-Speed Highways for Light” • Directions: • Read the first paragraph on C1 • Good writers try to capture readers’ attention immediately. The first paragraph begins with two questions to engage the reader. • Read the second paragraph • Go over the topic, position statement, and the reasons as a class

27. Workbook Page C1 Fiber optics Fiber optic technology is being used more and more The material is better • uses long thin tubes • made from glass • carries light signals

28. 6. Map It: Reasons • A graphic organizer can help you summarize a story in a neater fashion than just sentences and paragraphs • As a class, we have already found the topic, the position statement, one of the reasons, and the details for that reason • Now, we have to find the other two reasons and their supporting details

29. Handout Fiber optic technology is being used more and more. The material is better Fiber optics has far greater speed Fiber optics uses less space

30. The material is better Fiber optics has far greater speed Fiber optics uses less space • - uses long thin tubes • made from glass • carries light signals • fibers can bend without blocking light signals • glass carries the signals faster • information travels at the speed of light • faster than racing cars • thinner than wires • more fibers fit in a cable • can send more signal