Unit 24, Lesson 4

1. Unit 24, Lesson 4 January 6, 2010

2. W. A. L. T. • Recognize syllables in words and the type of syllable it is with at least 80% accuracy • Recognize base words, roots, and affixes in words with at least 80% accuracy • Locate irregular verb forms in a sentence or paragraph at least 8 of 10 times • Use commas in dates and address at least 4 of 5 trials • Use graphic organizers to map out the main ideas of a story

3. 1. Identify It: Syllable Types • Please turn to workbook page 263 • Read both examples • We will go through them together • Identify the syllables in each word • Spell each syllable in the word and write it in the correct column • Identify, spell, and write the syllables in the rest of the words

4. Workbook Page 263 cop per de tails ers flow am pre ble ti dy ly slow ful pain ness deaf win ter ize bea gle fore ground ver er o pow

5. 2. Spelling Rules • Please turn to workbook page 264 • Read both examples • Identify the base word and the suffix in the proper column • Check the box that identifies the spelling rule used to add the suffix to the base word • Follow the same procedure to identify the affixes and spelling patterns in the rest of the words

6. Workbook Page 264 cry ed begin ing fame ous advise able frisky ness join ed theory ize scandal ous stir ing agony ize inquire ing shimmer ing

7. 2. Build It: Using Prefixes and Suffixes • Please turn to workbook page 265 • Read each word part in each table • Combine word parts to build new words • Apply spelling rules to add endings when necessary • Use a dictionary to check to make sure real words are being made

8. dispose disposable flammable Workbook Page 265 overload overplay playful miscount countless jobless foresee foreseeable printable colonize decolonize debar

9. 3. Review: Base Words, Roots, and Affixes • 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 • EXAMPLES: dream, de/tail • A root word is the basic meaning part of a word. It carries the most important part of the word’s meaning. Roots of English words often come from other languages, especially Latin. • The root usually needs a prefix or suffix to make it into a word. • Prefixes are meaningful word parts that can be added to the front of base words or roots. • Suffixes are meaningful word parts that can be added to the ends of base words or roots. *(Examples to follow)*

10. 3. EXAMPLES: • Pre- “before” • -date “to indicate the age of” • Prefix + Base Word = New Word • = “to date before; to have happen before something else” • Pre + date = predate • Prefix + Root = English Word • = “to close before; to make impossible because of an earlier event” • Pre + clude = preclude

11. 3. EXAMPLES: • -port “to carry” • -ful “full of” • -able “capable of” • Base Word + Suffix = New Word • = “full of dread; terrible or unpleasant” • Dread + ful = dreadful • Root + Suffix = New Word • = “able to be carried” • Port + able = portable

12. 3. Review: Present Participles and Past Participles • The present participle is formed by adding –ing to a verb. • EXAMPLE: • Dream + ing = dreaming • Heal + ing = healing • Whistle + ing = whistling • The past participle of many verbs is formed by adding –ed or –en to a form of the verb. • EXAMPLE: • Broke + en = broken • Paint + ed = painted • Forgot + en = forgotten *Both present participles and past participles can function as adjectives  EXAMPLES: a dreaming child, a healing scar, a whistling kettle, a broken string, a painted house, a forgotten toy

13. 4. Review: Suffixes • The children sat on folding chairs. Directions: Out loud, identify the word with the suffix. Underline it. Decide if it is a present participle or past participle Decide which noun it is describing. chairs

14. 3. Define It: Prefixes, Roots, Base Words, and Suffixes • Prefixes: • Con-, dis-, ex-, in-, re-, un- • Roots • Form, port, scrib/script, tract • Suffixes • -able, -ed, -en, -ing, -ful, -less, -y • The following suffixes can change words into adjectives • -able, -ed, -en, -ing, -ful, -less, -y • Example to follow

15. 3. Define It: Example • RETRACTABLE • -re “back” • tract“to pull” • -able “capable of” • RETRACTABLE: “able to be pulled or taken back • Please turn to workbook page 266 • Read the directions, we will do the first word together • When done with the first example: • Read the remaining words • Circle the prefix, underline the base word or root, and circle the suffix • Write a short definition of the word

16. Workbook Page 266 To shape, or fit, with Not having health Written into Able to have the count lowered Carrying out of the country

17. 3. Rewrite It: Prefix, Root, Base Word, and Suffix • Please turn to workbook page 267 • Read the first sentence together • Find the underlined phrase and decide what single word could replace it • Write the replacement word in the blank • Reread the completed sentence to check your work • We will do the first one together • Work independently to read each remaining sentence, decide on a one-word replacement for the phrase, and write it in the blank

18. Workbook Page 267 effortless reproduced reportable retractable inscribed

19. 4. Review: Irregular Verbs • English verbs and verb phrases can convey past, present, and future time (tense) • The regular past tense ending is –ed • Example: form/formed • 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: keep/kept • The helping verb will signals future time (tense)

20. 4. Review: Tense Timeline Yesterday Past Today Present Tomorrow Future Slept (past) Sleep (present) Will Sleep (future)

21. 4. Find It: Irregular Verb Forms • Please turn to workbook page 268 • We will do the first one together • Underline the irregular past tense verb form • Write the past, present, and future forms of that verb in the chart following the timeline • Do the rest independently

22. Workbook Page 268 Directions: Read each sentence and underline the irregular PAST TENSE verb. Write the past, present, and future forms of that verb in the chart. dreamt dream will dream bought buy will buy wove weave will weave left leave will leave stole steal will steal threw throw will throw met meet will meet wept weep will weep taught teach will teach was is will be

23. 4. Review: Commas in Dates and Addresses • In a date, a comma is used to separate the month and day from the year. • If the date is written inside a sentence, a comma is used after the year. • In an address, commas are used to separate the street number and name from the town or city, and the city from the state. • When an address appears in a sentence, a comma is used after the state.

24. 4. Review: Commas in Dates and Addresses • Please turn to workbook page 269 • We will do the first two together • Place commas where needed • Do the rest independently • Bottom: • Write a sentence that includes the date of birth of someone you know • Write a sentence that includes the address of someone you know

25. Workbook Page 269 , , , , , , , , , , , , , , , , My brother was born on October 4 1982. , , The house where I grew up is at 123 Fake Street Faketown Florida.

26. 5. Take Note: “Dreaming the Night Away” • Please turn to workbook page C75 • In the margin, you will see what you should take notes on • Topic: “the person, place, thing, or idea that the informational text is about” • The topic of this selection is dreams • Main Idea: “a general statement about a topic” • Details: “examples of or more information about a main idea”

27. 5. Take Note: “Dreaming the Night Away” • We will read the first paragraph together • A good writer will try to capture the readers’ attention. • Example: In the first paragraph the author talks about a specific place (a bedroom at night) and a specific event (sleeping) • Directions: • Read lines 22-34 of the text • Locate and underline each supporting detail, and note these in the margin • Write a paraphrase (in your own words) of the main idea in the margin

28. 6. Map It: Main Ideas • This graphic organizer can help put your thoughts or events from the story into order • Directions: • Transfer the first main idea statement to the Map It • Locate the details that exemplify the first main idea • Continue in this manner to locate and transfer the remaining main ideas and supporting details to the template

29. dreams Dreams are strange Our bodies react to dreams. Sleepwalking is bizarre. • Dreams are hard to follow. • People come and go. • The dialog doesn’t make any sense. • Our hearts beat quickly. • We begin to sweat a lot. • Our blood pressure goes up. • No apparent cause. • Not aware of their behavior. • Won’t talk to you. • Can get hurt.