Unit 24, Lesson 2 January 4, 2011

W. A. L. T. Build words from a combination of prefixes, root or base words, and suffixes Define words using their word parts with at least 80% accuracy Determine which suffixes can change words into adjectives with at least 80% accuracy Read words, sentences, and paragraphs more fluently

1. Sort It: Syllable Types Please turn to workbook page 253 Look at the sound-spelling pattern for the vowel sound in each syllable in the Word Bank Sort the syllables according to their syllable type by writing syllables with similar sound-spelling patterns in the same column Generate a label for each column Column 1Column 2Column 3 Closed Syllable Open Syllable Final Consonant + le Syllable Column 4 Final Silent e Syllable

Workbook Page 253 Closed Syllable Open Syllable Final Consonant + le Syllable Final Silent e Syllable maleblebi dlemise zle grid et driz crum pro can com fe po

1. Review: Syllable Types  What syllable type produces a short vowel sound?  Closed syllable  Which syllables in Exercise 1 (pg 253) are closed syllables?  Et, com, can, crum, driz, grid  What syllable types produce long vowel sound?  Open syllable and final silent e syllable  Which syllables in Exercise 1 (pg 253) are open syllables?  Bi, pro, fe, po  Do you find final consonant + le syllables at the beginning of a word or the end of a word?  End  Is schwa a syllable type?  No. Schwa is a reduced vowel sound found in unstressed syllables.  Which syllables in Exercise 1 (pg 253) are final silent e syllables?  Male, mise  Which syllables in Exercise 1 (pg 253) are final consonant + le syllables?  Ble, dle, zle  What vowel sound in in a final consonant + le syllable?  Schwa

2. Build It Please turn to workbook page 254 Combine syllables from the chart on 253 to build new words Write the new words on the lines provided

Workbook Page 254 poetfemalecompromise candlebiblecrumble drizzlegriddle *Answers will vary!*

2. Write It: Essential Words Please turn to page 255 in your workbook Review the Essential Words in the Word Bank Put the words in alphabetical order and write them on the lines Write one sentence for each Essential Word Check that each sentence uses sentence signals- correct capitalization, commas, and end punctuations

Workbook Page 255 Half Limousine Listen Pour Tambourine Villain Answers will vary! Please be creative.

Workbook Page R37

2. Record: Please record your marks on page R42 ▫January 4, 2011 ▫Unit 24, Lesson 2

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: Pre- “before” -dict “to say, to tell” Prefix + Base Word = New Word Pre + heat = preheat = “to heat before” Prefix + Root = English Word Pre + dict= predict = “to say before”

3. EXAMPLES: Base Word + Suffix = New Word Require + ment = requirement = “a state of being required” Root+ Suffix = English Word Dict+ ator = dictator = “a person who tells others what to do” -ment “state of” -ator “a person who acts in a certain way

3. Divide It: Prefix, Root, Base Word, Suffix Review the meanings of the ▫Prefixes:  Con-, de-, ex-, in-, non-, per-, pre-, re- ▫Roots:  Dict/dict, duc, form, ject, port, scrib/script, spect, tract ▫Suffixes:  -ator, -er, -ist, -ment, -ness, -or

3. Divide It: Prefix, Root, Base Word, and Suffix Please turn to page 256 in your workbook Read the directions, we will do the first one together Read each remaining word Break each word into its prefix, root or base word, and suffix parts Write each part in the correct column Define each word part Example: Contractorcon- “with”tract- “pull”or- “person who” Contractor- “a person who pulls together services”

Workbook Page 256 In = into Spect= to see Or= a person Re= back, again Form= to shape Er= a person Ex= out of, from Port= to carry Er= a person Clever Ness= state or quality of Con= with, together Form= to shape Ist= a person

3. Define It: Word Parts Please turn to page 257 in your workbook Read the affixed words Read the instructions Write a definition for the first word using the meaning of each of its word parts Complete the rest on your own Latin roots can give clues to the meaning but cannot always be translated directly

Workbook Page 257 A person who looks into things A person who shapes things again A person who sends things out of the country A state of being clever A person who goes with the shape or state of things

3. Expression of the Day IN EFFECT Meaning: in essence, basically Example: ▫The committee agreed to what was, in effect, a reduction in the hourly wage.

4. Review: Adjectives Adjectives are words that describe nouns or pronouns ▫They tell which one? What kind? Or how many? Adding a suffix can change a word’s function. The suffixes –less, -ful, -y, -ous, -ing, and – ed can change nouns into adjectives Present and past participles, which have the suffixes –ing and –ed, can also function as adjectives

4. Review: Adjectives The concerned parents watched as their youthful daughter had a scary dream. Directions: 1.Read the sentence aloud 2.Identify the adjectives 3.Point out the base word and suffix in each adjective 4.Discuss the meaning of each adjective Base words: concern, youth, scareSuffixes: -ed, -ful, -y Meanings: Concerned: worried Youthful: full of youth, young Scary: characterized by fear

4. Identify It: Adjective Suffixes Please turn to workbook page 258 Reread the paragraph Look at the underlined words in the exercise Copy the adjectives with the suffixes –able, -ed, -ful, -ing, -less, -ous and –y onto the lines below Underline the base words and circle the suffix in each

Workbook Page 258 Demanding Endless Vigorous Careful Restful Twitchy Jerky Reasonable Peaceful Undisturbed

Workbook Page R41

5. Passage Fluency Record on: ▫Page R44 ▫Unit 24, Lesson 2 ▫January 4, 2011 Record the better of the two trials

5. Using Visuals: Charts Use the chart on page 225 of your hardcover to help you answer the questions Please turn to workbook page 259 The title of the graph is Cycles of Sleep ▫The title helps the reader understand its content The caption and the labels also help the reader understand. The graph represents the sleep cycles in a typical night of sleep. ▫What do you think is the meaning of the yellow line? ▫What do you think is the meaning of the numbers along the horizontal axis? The key helps the reader interpret information on a chart, map, or graph

5. Using Visuals: Charts Please turn to workbook page 259 ▫Follow the first two steps in Exercise 7 An * next to a word or phrase in a chart indicates that there is an explanation below. Read the note indicated by an * Finish workbook page 259

Workbook Page 259 We’re easily awakened We’re in our deepest sleep; our immune system is active. 5We dream Stages of Sleep (Sample Response)

6. Answer It Use your hardcover book (page ) to help you answer the questions Please turn to workbook page 260 ▫Read the directions ▫Write the answers to the questions independently, in complete sentences ▫Circle whether the question could be answered using the text, the chart, or both

Workbook Page 259 REM stands for Rapid Eye Movement. We usually dream during the REM stage. We spend the most time in stage 2. Before REM occurs, we are in stage 2. Sample Response: During REM, our eyes move back and forth under our closed eyelids. We breath quickly, and our heart rate gets faster. This is the stage when dreams usually occur.