Unit 24 lesson 4
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Unit 24, Lesson 4. January 6, 2010. 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

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Unit 24, Lesson 4

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Unit 24 lesson 4

Unit 24, Lesson 4

January 6, 2010


W a l t

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


1 identify it syllable types

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


Unit 24 lesson 4 2594044

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


2 spelling rules

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


Unit 24 lesson 4 2594044

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


2 build it using prefixes and suffixes

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


Unit 24 lesson 4 2594044

dispose

disposable

flammable

Workbook Page 265

overload

overplay

playful

miscount

countless

jobless

foresee

foreseeable

printable

colonize

decolonize

debar


3 review base words roots and affixes

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)*


3 examples

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


3 examples1

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


3 review present participles and past participles

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


4 review suffixes

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


3 define it prefixes roots base words and suffixes

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


3 define it example

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


Unit 24 lesson 4 2594044

Workbook Page 266

To shape, or fit, with

Not having health

Written into

Able to have the count lowered

Carrying out of the country


3 rewrite it prefix root base word and suffix

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


Unit 24 lesson 4 2594044

Workbook Page 267

effortless

reproduced

reportable

retractable

inscribed


4 review irregular verbs

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)


4 review tense timeline

4. Review: Tense Timeline

Yesterday

Past

Today

Present

Tomorrow

Future

Slept

(past)

Sleep

(present)

Will Sleep

(future)


4 find it irregular verb forms

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


Unit 24 lesson 4 2594044

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


4 review commas in dates and addresses

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.


4 review commas in dates and addresses1

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


Unit 24 lesson 4 2594044

Workbook Page 269

,

,

,

,

,

,

,

,

,

,

,

,

,

,

,

,

My brother was born on October 4 1982.

,

,

The house where I grew up is at 123 Fake Street Faketown Florida.


5 take note dreaming the night away

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”


5 take note dreaming the night away1

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


6 map it main ideas

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


Unit 24 lesson 4 2594044

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.


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