1. The Midnight Ride of Paul Revere Word Structure

3. DAY ONE

4. What do the following words have in common?

6. These words are homophones. Homophones are two or more words that sound the same but have different spellings and meanings.

7. It is easy to make a mistake by writing one homophone when you mean another. Make sure you are alert of homophones when you proofread your writing.

8. Sometimes you will need to use context clues to determine the correct meaning of the homophone in a particular sentence.

9. Define each word in the word pairs. hear here meet meat hour our one won hear: to listen to, here: at, in, or to this place meet: to come upon or find by chance, meat: the flesh of an animal used as food hour: unit of time equal to sixty minutes. our: of, belonging to, or relating to us one: single person, thing or unit, won: to gain a victory

10. Use each word in an original sentence that demonstrates the meaning of the word. hear here meet meat hour our one won

11. rainreign Define each word and use each word in an original sentence. rain: precipitation that falls from the sky reign: to rule, or to be in power

12. What do the following words have in common?

14. These words are irregular plurals. Irregular plurals are words that do not follow the regular rules for making words plural. Most words are made plural by adding –s or –es, as in dogs or porches.

15. What are the rules for forming regular plurals? For words that end in a consonant and y, change the y to i and add –es, as in cities. For words that end in a vowel and y, just add –s, as in keys. For some words that end in f or fe, change the f or fe to v and add –s, as in leaves. For words that end in a consonant and o, you add – s, as in pianos. For words that end in o preceded by a vowel, just as –s, as in radios. For words that end in s, z, ch, sh, or x, just add – es.

16. What is the singular form of children, salmon, feet, and people? child salmon foot person

17. Use a dictionary if you are unsure of the singular or plural form of a noun.

18. Look at pages 240-243 of your Student Reader. Identify three regular plurals and two irregular plurals. Provide the singular and plural of each word. Share your words with the class.

19. Create two original sentences. Each sentence should use two of the words from the word line. children salmon feet people

20. DAY TWO

21. Identify the type of words represented in the following slide.

23. All of these words are closed compound words. Closed compound words are compound words with no space between the smaller words, such as popcorn. The two words are written as one.

24. Divide the compound words into two words. moonlight moon/light churchyard church/yard overhead over/head shoemaker shoe/maker

25. Put each word in an original sentence. Each sentence should clearly reflect the word’s meaning. moonlight churchyard overhead shoemaker

26. What structural feature do the following words have in common?

28. These words have the suffix –less, which means “without.” For example, hopeless means “without hope.”

29. Identify the base words in fearless, hopeless, friendless, and sightless. fear hope friend sight

30. Define fearless, hopeless, friendless, and sightless. fearless: lacking intimidation, brave hopeless: with no hope of success friendless: without a companion sightless: without vision or not being able to see

31. What part of speech are all the words? adjectives

32. Put each word in an original sentence. fearless hopeless friendless sightless

33. DAY THREE

34. fear hope sight These are base words from day two. Work in small groups and add two derivatives for each base word. Define each new word and use each in an original sentence

35. bare would These words are homophones. Provide the second half of each homophone pair. Define each word and use each in an original sentence reflecting the word’s meaning.

36. DAY FOUR

37. Explain what compound words are. Work in small groups and find other closed compound words in the previous selections. Identify the smaller words that make up a compound. Define the new words and use each of them in an original sentence. Each sentence should clearly express the meaning of the compound word. Share some words sentences with the class.

38. DAY FIVE

39. Define homophones. Words that sound the same but have different spellings and different meanings.

40. bawl ball great grate billed build principal principle Work in small groups and use each new word in an original sentence. Each sentence should clearly reflect the meaning of the word. Share one of your sentences with the class, and have the class identify which word of the homophone pair was used in the sentence.

41. Complete the activity on pages 143-144 of Skills Practice 1 for practice with homophones and the suffix –less.