january 26, 2011. determine vowel digraphs in a word with at least 80% accuracy spell new words...
TRANSCRIPT
W. A. L. T.
Determine vowel digraphs in a word with at least 80% accuracy
Spell new words successfully 8 out of 10 trials
Determine the difference between the parts of speech with at least 80% accuracy Antonyms, nouns, adjectives
Define unfamiliar words in a story
1. Review: Syllable Types with Long Vowel Sounds
Which syllable types produce long vowel sounds?Final Silent e and Open syllables
Final Silent e Syllable It ends with a vowel + consonant + e The e at the end of the syllable is silent The pattern occurs at the ends of words or syllables EXAMPLES: Made, Complete
Open Syllable It ends with a single vowel grapheme. It has a long vowel sound The pattern can occur at the beginning, middle, or end of words EXAMPLES: Me, I/tem, Po/ta/to
1. Discover It: Vowel Digraphs
Aim, Green, Float, Stain, Need, Sweet, Loan, Toast, Paint
Directions:1. Listen to the words2. Say each word with the students3. Sort the words into three columns according to their vowel sounds
AimGreen
FloatStain
Need
Sweet
Loan
ToastPaint
Long a sound: ai
Long e sound:
ee
Long o sound:
oa
1. Vowel Digraph/Vowel Chart
A vowel digraph is made up of two vowel letters that combine to represent a single vowel sound Ai, Ee, Oa
Please turn to workbook page R4 Locate the long e sound: write see as a cue word Locate the long a sound: write rain as a cue word Locate the long o sound: write boat as a cue word
2. Spelling Pretest 1
Please turn to workbook page 6 Please listen to the word the teacher says Write it down to the best of your ability When done with the whole pretest
Please write the correct spelling of the word next to or at the bottom of the page.
Workbook Page 6
railroad
coachingabroad
downloadspeeds
against
captainkeeping
curtainfreestyle
language
trainingrain check
entertainnuisance
2. Memorize It
Please turn to page R45 in your workbook Check out the spelling words for Unit 19 These words can be difficult to spell
Try to come up with little shortcuts to help you in spelling the word correctly
3. Unit Vocabulary
Please turn to hard cover page 5 Take some time to look at the UNIT
VOCABULARY We, as a class, have to:
Identify an unfamiliar words Define them Clarify the meaning of any of the unfamiliar
words
3. Review: Antonyms
Antonyms are words that have opposite meanings
What is the opposite of brave?
What is the opposite of lower? What is the opposite of continue? What is the opposite of disagree?
What is the opposite of borrow?
afraid
raise
wait
agree
loan
3. Degrees of Meaning A word line can represent degrees of meaning Degrees of meaning means that the word as
varying, or different, degrees or states Example: temperature has different degrees,
such as cold, chilly, room-temperature, warm, hot
Please turn to page 7 in your workbook for practice on this Read the words in the Word Bank Read the topic, or context, above each word line Sort and record the words on the word line
according to their degree of meaning related to the target word speed
3. Draw It: Idioms
Keep your fingers crossed Keep your shirt on
Idioms are phrases that have a meaning that is not literal Example: Keep your fingers crossed:
means to wish you luck or hope that something happens or doesn’t happen
4. Nouns and Adjectives
Words in English have different functions, or jobs
Nouns are words that name people, places, things, or ideas
Adjectives are words that describe nouns
4. Identify It: Nouns Used as Adjectives
Sometimes the same word can function in different ways in different sentences. It is important to consider context to understand the function of the word.
Please turn to page 8 in your workbook Read each numbered sentence Use context to decide if the underlined noun is
used as a noun or as an adjective Put an X in the correct column Share your answers
4. Find It: Nouns as Adjectives
Please turn to workbook page 9 Read the first paragraph of “Early
Springting: Betty Robinson, Gold Medalist” in your hardcover page 16
Look at each underlined word on workbook page 9 and decide if it is a noun that is used as an adjective
List the nouns used as adjectives on the line provided
5. Independent Text: “Early Olympic Speeders”
Before you read: What do you know about the Olympic Games? We will discuss the title of the story. Read the boldface headings about early
Olympic events Read the opening paragraph and discuss
5. Phrase It
Please turn to page 9 in your workbook Look at the bottom part of the page We will read and scoop the first one together Review the cueing questions you can use to decide
which words go together to form meaningful phrases
Continue reading the remaining sentences in the paragraph independently
Use cueing questions to identify meaningful groups of words
Reread the sentences with proper inflection at the end of the phrases
Example to follow
5. Vocabulary Focus
Please turn to workbook page 10 Follow along in the exercise, using
context clues to figure out the meaning of the phrase was born as it is used there
Write a definition for the phrase, and a sentence using that definition as a substitute for the phrase
Workbook Page 10
happened for the first timeAnswers will vary!
Women’s track and field had entered the Olympic Games.
6. Rewrite It
Please turn to workbook page 11 EXAMPLE:
Betty Robinson was a high school junior. She ran the women’s 100-meter dash. She took first place.
Directions:1. Identify the pronouns, and circle them2. Identify the noun that the pronouns represent, underline it3. Rewrite the last two sentences by combining sentences and replacing the two pronouns with the noun they represent4. Check that each sentence uses sentence signals- capital letters, commas, and end punctuation
Workbook Page 11
She won short races and long races, and freestyle and backstroke. This amazing swimmer became a celebrated
athlete.