Warm-Up: Take a ¼ sheet. Place your two packs of notebook paper on your desk. Write your name and today’s date in the upper right-hand corner of the paper. Write a list of at least three things that we could use in class as prizes. The “things” don’t have to be objects. They could be something like ten minutes of free time. The point is, it can’t cost much.

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Complete the Learning Style Inventory Pd 3 and 4

Class Procedures Pd 3 As you enter, take paper from tan bin and begin the warm-up. Sharpen pencils at the beginning of class or during transitions. Place all non-essential items on the floor, under the desk, out of the aisle. Read the Daily Agenda. When finished with work, review word parts, vocabulary words, etc. Pass all papers to the front of your row only. Follow the 10B’s. Write your first and last name in the upper right-hand corner of your paper. Write the date under your name. At the end of the period, remain in your seat until dismissed by the teacher. Follow CHAMPS guidelines. Raise hand for restroom, question, etc.

Class Rules Pd 3 and 4 Work in groups to collaborate on five simple class rules. (10 minutes) Share out as a class. (10 minutes) Escrever uma regra de classe.

Determine the Class Prizes -Explain the stamps… super-stamps. Pds 2-7

Determine the Class Prizes -Explain the stamps… super-stamps, 20 stamps= 1 super-stamp

Determine the Class Prizes -Explain the stamps… super-stamps, 20 stamps= 1 super-stamp 15 super-stamps= 1 mega-stamp

Determine the Class Prizes -Explain the stamps… super-stamps, 20 stamps= 1 super-stamp 15 super-stamps= 1 mega-stamp 20 mega-stamps= 1 giga-stamp

Determine the Class Prizes -Explain the stamps… super-stamps, 20 stamps= 1 super-stamp 15 super-stamps= 1 mega-stamp 20 mega-stamps= 1 giga-stamp 15 giga-stamps = 1 milli-stamp

Determine the Class Prizes -Explain the stamps… super-stamps, 20 stamps= 1 super-stamp 15 super-stamps= 1 mega-stamp 20 mega-stamps= 1 giga-stamp 15 giga-stamps = 1 milli-stamp 20 milli-stamps = $1 million.

What kind of class prizes can we have? Must be cheap… Work with a partner and come up with a list of five or six… Share as a class…

Folders Works in Progress Leave folder in classroom. First Name Last Name Works in Progress Leave folder in classroom. Contains all “Works in Progress.” Don’t draw on it. Stamps will be placed on it. Be careful with it.

What makes a vowel a vowel? VOWEL SOUNDS BOX OF FLEAS What makes a vowel a vowel?

Syllabication Basic Vowel Sounds ai (raid) au (taught) ay (may) ea (bread, seat) ee (sleep) oa (road) oi (coin) oo (soon, look) ou (proud) ow (cow, flow) oy (toy) ar (harm) er (perm) ir (sir) or (horn) ur (burn) a(c)e (date) e(c)e (eve) i(c)e (slide) o(c)e (note) u(c)e (accuse) a (hat, carry, father) e (let, merry) i (tin) o (go, to, mop) u (up) y (sky) io (like in –tion or –sion)  

Basic Beginning Parts (Prefixes) and Their Meanings Syllabication Basic Beginning Parts (Prefixes) and Their Meanings ab-: from ad-: to, at, toward an-: not be-: to make, about, by co-, col-, con-, com-: together/ with de-: from, down, away, off dis-: apart, not, opposite en-: in, into, make ex-: out fore-: in front, before in-, im-, il-, ir-: in, into, without, not mis-: wrongly, incorrect post-: after pre-: before pro-: moving forward, in front of, defending re-: back, again sub-: under trans-: across, through, beyond un-: not uni-: one  

Basic End Parts (Suffixes) and Their Meanings Syllabication Basic End Parts (Suffixes) and Their Meanings -al: relating to, process (adj.) -ance: action, state of (n.) -ar, -er, -or: one who/that/which (n.) -ate: make, cause (v.) -cide: kill (n.) -dom: quality (n.) -en: make (v.), made of (adj.) -ful: full of (adj.) -fy: make (v.) -ic: having a characteristic of (adj.) -ice: condition (n.) -ion, -sion, -tion: state of (n.) -ish: a characteristic of (adj.) -ism: system, condition (n.) -ive: related to, tending (adj.) -ize: to cause or make (v.) -less: without (adj.) -like: resembling (adj.) -ly: manner of (adv.) -ment: process, result of, act of (n.) -ness: state of (n.) -ous: having (adj.) -ology, -alogy: study of (n.) -tude: condition of (n.) -ward: in a particular direction (adj.) (adv.)   Some Common suffixes: -able: (capable of) -ed: (past tense) -es: (plural) -s: (plural) -ing: (changes form of word)

Steps for Chunking Words (Syllabication)   1. Circle the vowel sounds (don’t count silent vowels) (add invisible sounds like in –cle, -ble) 2. / compound parts (ex.: cup/cake) 3. prefixes/ + /suffixes (ex.: con/fine/ment) 4. C/C (ex. In/ves/ti/ga/tive) (not ph, th, ch, etc.) 5. Sometimes /C (ex. Trau/ma) 6. /Cle (This may come before steps 2-5) (like –ble, -cle, -tle, etc.) (ex.: ca/pa/ble, whit/tle, mon/o/cle) 7. Say the word using these “chunks.” C= consonant / = slash

Steps for Chunking Words (Syllabication)   1. Circle the vowel sounds (don’t count silent vowels) (add invisible sounds like in –cle, -ble) 2. / compound parts (ex.: cup/cake) 3. prefixes/ + /suffixes (ex.: con/fine/ment) 4. C/C (ex. In/ves/ti/ga/tive) (not ph, th, ch, etc.) 5. Sometimes /C (ex. Trau/ma) 6. /Cle (This may come before steps 2-5) (like –ble, -cle, -tle, etc.) (ex.: ca/pa/ble, whit/tle, mon/o/cle) 7. Say the word using these “chunks.” C= consonant / = slash Syllabication

Steps for Chunking Words (Syllabication) You Do I Do Mast Birthday Pretest Pretesting Misprint Distraction Steps for Chunking Words (Syllabication)   1. Circle the vowel sounds (don’t count silent vowels) (add invisible sounds like in –cle, -ble) 2. / compound parts (ex.: cup/cake) 3. prefixes/ + /suffixes (ex.: con/fine/ment) 4. C/C (ex. In/ves/ti/ga/tive) (not ph, th, ch, etc.) 5. Sometimes /C (ex. Trau/ma) 6. /Cle (This may come before steps 2-5) (like –ble, -cle, -tle, etc.) (ex.: ca/pa/ble, whit/tle, mon/o/cle) 7. Say the word using these “chunks.” C= consonant / = slash Test Backspin Prefill Subtraction Mismatch Distraction

Word Part Card Game Purpose: To get to know the words parts (vowel sounds, prefixes and suffixes) Directions: In groups of 2-3, shuffle a deck of cards. The prefix and suffix cards are “safe” cards. The vowel sounds are “wolves.” They eat the safe cards. The first person begins drawing cards. That student can continue drawing as long as desired, providing no vowel sounds are drawn. If a vowel sound is drawn, that players turn ends and the cards must be returned to the discard deck. The player can choose to stop drawing whenever desired (if he/she feels like luck is running out). Then, the turn moves counterclockwise. The person with the most cards left when time runs out is declared the winner.

Closing Write an example of at least three vowel sounds that include more than one letter.