Unit 20, Lesson 4

1. Unit 20, Lesson 4 March 1, 2011

2. 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

3. 1. Review: Vowel Digraphs • 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.

4. 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 try pie time fly die spine sky tie like

5. 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

6. Workbook Page R4 eat chief play key show great toe pie

7. 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

8. Workbook Page 71

9. Workbook Page 71 bee tried playground row reading straight three day awardee mayor received

10. 2. Sort It: Syllable Types • 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/

11. Workbook Page R67 Final Silent e Vowel digraph /a/ Open 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. Vowel digraph /o/ Vowel Digraph /e/ Vowel digraph /i/

12. 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

13. 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

14. Workbook Page 72 Answers will vary! batty soapy chilly snowy cheaper crabby batter soaping chilling snowing cheapest crabbing batting soaped chilled snowed cheapen crabbed batted soapier chillier snowier crabbier battier soapiest chilliest snowiest crabbiest battiest

15. 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

16. -en -ed -est 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 R77 -ing -y

17. 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”

18. 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

19. 3. Review: Present Participles and Past Participles • 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. 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. opening present night

20. 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

21. Workbook Page 73 honored chosen revolving spoken towering sprained planning blowing racing finished

22. 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.

23. 4. Review: Present Participle • Ahmed is running in a packed stadium. • Yesterday he was jogging in a packed stadium. • Ahmed waves to the cheering crowd. • The next scheduled race is the 100-meter dash. Directions: Identify the participles in each sentence, underline them. Draw an arrow from the participle to the noun.

24. 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

25. Workbook Page 74

26. 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).

27. 4. Review: Tense Timeline • Example: • Yesterday • Past • Today • Present • Tomorrow • Future beat (past) beat (present) will beat (future)

28. 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

29. Workbook Page 75 lay lie will lie said say will say read read will read led lead will lead left leave will leave felt feel will feel swept sweep will sweep paid pay will pay ate eat will eat fed feed will feed

30. 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

31. Lupe’s attitude helped her become a marble champion. Willing to train for the competition Persistent in finding a sport she could compete in 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”

32. Lupe’s attitude helped her become a marble champion. Most importantly, In addition, First of all, Willing to train for the competition Persistent in finding a sport she could compete in 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”