Unit 19, Lesson 5 February 1, 2011

W. A. L. T. Spell new words with at least 80% accuracy Determine the correct vowel digraph used in a word 8 of 10 trials successfully Define and use new prefixes to make real words at least 4 of 5 trials

1. Content Mastery: Vowel Digraphs Vowel digraphs – Two vowels that go together to make one long vowel sound Examples: – Ai = long a sound – Ee = long e sound – Oa = long o sound Directions: – Write down only the vowel digraph on the line Only the two letters (vowels) that make up the vowel digraph

2. Content Mastery: Spelling Posttest 1 Please spell the words as accurately as possible When we correct them – Be honest – Grade fairly – Write the correct spelling down – Put the total number CORRECT on the top of the page in the box provided

1. Content Mastery: Vowel Digraphs 1.Stain = Ai 2.Three = Ee 3.Road = Oa 4.Green = Ee 5.Throat = Oa 6. Sprain = Ai 7. Coast = Oa 8. Squeeze = Ee 9. Grain = Ai 10. Vain = Ai Page 1

Content Mastery Page 2 railroad coaching abroad download speeds against captain keeping curtain freestyle language training rain check entertain nuisance

3. Review: Prefixes 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. – Example: Art, a/gree Prefixes and suffixes are affixes, meaningful word parts that can be added to base words. Prefixes are added to the beginnings of words and extend or modify the words’ meanings. – Example: Prefix + Base Word = New Word – Re + freeze = refreeze – Un + load = unload

3. Introduction: Prefixes fore-, mid-, mis-, over- Meanings – Fore- : “before, in front of” – Mid-: “middle” – Mis-: “wrongly, badly, not” – Over-: “beyond, above, too much” Directions: – Circle the prefix – Underline the base word – Define the word using the meaning of the prefix as a guideline

Workbook Page R53

Forearm : “front part of the arm” Midterm : “middle of the term or semester” Misprint : “to print wrong” Oversleep : “to sleep beyond the time to wake up” 3. Introduction: Prefixes fore-, mid-, mis-, over-

3. Define It: Prefixes fore-, mid-, mis-, over- Please turn to workbook page 29 Read the five affixed words Circle the prefix and underline the base word in each Write a short definition of each word

Workbook Page 29 Middle of summer To file wrong To see before Beyond the due date Not matching

Please turn to workbook page 30 Read the sentences with the teacher Work with you to replace each underlined phrase with a prefix + a base word Reread the sentences to check your work Finish the rest independently 3. Rewrite It: Prefixes fore-, mid-, mis-, over-

Workbook Page 30 Misreading overpaid misspelled overheat midyear foresee misspeak

Please turn to workbook page R70 Label four columns – Fore-, mid-, mis-, over- Find one word with each prefix in the exercise sentences, and record these words in the correct column 3. Rewrite It: Prefixes fore-, mid-, mis-, over-

Workbook Page R70 Fore-Mid-Mis- Over- Provide two examples for each Syllable Types! Some can be found on the previous page. Please ask if you REALLY REALLY need help.

4. Review: Subject and Predicate A noun can be the subject in a sentence. The subject answers the question: – Who did it? or What did it? A verb can be the predicate in a sentences The predicate answers the question: – What did they (he, she it) do?

4. Masterpiece Sentences: Stages 1-6 Follow along as we make GOOD solid sentences Please turn to hardcover page 16 Answer these questions, in this order 1.Who (what) did it? 2.What did they (he, she it) do? 3.What did he/she/it do it to? 4.Where? 5.When? 6.Which one? 7.What kind? *Then we have to re-arrange these to make a sentence*

1. Who (what) did it? The girl 2. What did they (he/she/it) do? won This is a simple sentence with a simple subject and simple predicate.

3. What did he/she/it do it to? a medal 4. Where? at the Olympic Games 5. When? in 1928 These questions help us expand the predicate.

6. Which one? (girl) a 16-year old 7. What kind? (medal) gold These questions help us expand subject.

4. Masterpiece Sentences: Stages 1-6 Arrange the answers to those questions to make a good complete sentence – Who (what) did it? A 16-year old girl – What did they (he/she/it) do? won – What did he/she/it do it to? a gold medal – Where? at the Olympic Games – When? in 1928

Original sentence: – The girl won. 4. Masterpiece Sentences: Stages 1-6 New sentence: – A 16-year old girl won a gold medal at the Olympic Games in Subject: girl Predicate: won

5. Map It: Reasons Use your completed Map It handout for this next exercise You will work together, or alone, to paraphrase the information – Put it in your own words

6. Write It: Reasons Paragraph Use your completed Map It handout to help you Please turn to workbook page 31 – Look at the reasons and the supporting details on your Map It handout – Read them and paraphrase them (put into your own words) – Once you have paraphrased it, write the reasons and the supporting details in a paragraph form

Workbook Page 31 Sample Response: One reason is that it uses improved materials. This technology uses glass fibers that carry light signals without ever slowing them down. A second reason is that light signals move much more rapidly than electricity. The glass fibers carry these signals, making them travel at the speed of light. A final reason is that fiber optics uses less space because the glass fibers are thinner than wire. More fibers fit in a cable, which allows more signals to be sent through the cable.

6. Write It: Conclusion Sentence A conclusion sentence is the final statement in a reasons paragraph The easiest type of conclusion sentence is written by paraphrasing the topic sentence Topic Sentence: - Fiber optic technology is being used more and more.

6. Write It: Conclusion Sentence Topic Sentence: - Fiber optic technology is being used more and more. Words that can be paraphrased

6. Write It: Conclusion Sentence Please turn to workbook page 32 Follow the previous methods to paraphrase two or more words in the position statement Transfer the conclusion sentence to the end of your reason paragraph Revise or edit your paragraph as you feel needed

Workbook Page 32 Example:used utilized developed put into use more and more more often more frequently further and further Today, fiber optic technology is being put into use more frequently.