Unit 20, Lesson 4

March 1, 2011

W. A. L. T.

• Determine vowel digraphs with at least 80% accuracy

• Determine the different sound/spelling patterns of vowel digraphs at least 8 of 10 trials successfully

• Determine predicate nominatives in sentences at least 4 of 5 trials

• Determine direct objects in sentences at least 4 of 5 trials

• Answer questions with 0-3 look backs

• A vowel digraph is made up of two vowel letters that combine to make a single vowel sound.

• Vowel digraphs can be found at the beginning, middle, or end of a word or syllable.

• Knowing the position of a vowel sound in a word can help a writer determine which vowel digraph to use to spell the word.

1. Review: Vowel Digraphs

1. Discover It: Vowel Digraphs ie

• Pie, try, die, time, tie, spine, fly, sky, like

• Sort the words into two columns• Ie __ I(consonant)e ___ Y

pie

dietie

time

spinelike

try

flysky

1. Discover It: Vowel Digraphs ie

• Each of the words listed on the previous slide (pie, try, die, time, tie, spine, fly, sky, like) have the long i sound in them– Ie, i(consonant)e, and y represent the long i sound

• Ie is found at the end of words – Example: pie

Workbook Page R4

play

greatshow

toe

eat

chief

key

pie

2. Sort It: Syllable Types

• Please turn to workbook page 71– Notice that the exercise continues on page 72

• Read the instructions• Find each word with a long vowel sound spelled

with vowel digraphs and underline the word• Circle the vowel digraphs• Sort the marked words according to their long

vowel sound by writing each word under the correct heading

Workbook Page 71

Workbook Page 71

bee

reading

three

awardee

received

tried playground

straight

day

mayor

row

• Please turn to workbook page R67• Choose two examples from the previous

exercise to record in the Syllable Types section of Bank It

• Record the words in the columns labeled– Vowel Digraph /a/– Vowel Digraph /o/– Vowel Digraph /e/– Vowel Digraph /i/

2. Sort It: Syllable Types

Workbook Page R67Open Final Silent e Vowel digraph /a/

Vowel digraph /o/ Vowel Digraph /e/ Vowel digraph /i/

Open and Final Silent e should have words in these two columns already.

If not, add two words now.

If that is done, think of two words for Vowel Digraph /a/ and Vowel Digraph /o/. Add those words to

the two columns.

3. Review: Base Words and Suffixes

• A base word is a word that can stand alone and does not have a prefix or a suffix

• A base word can have one or more syllables– Example: slow, yel/low

• Prefixes and suffixes are affixes, or meaningful word parts, that can be added to base words

• Suffixes are added to the ends of words and extend or modify these words’ meanings

2. Build It: Words with Suffixes

• Please turn to workbook page 72• Combine the base words and suffixes to create

new words• Write them on the lines provided• Be sure to check a dictionary if necessary

Workbook Page 72

Answers will vary!

batty

batterbattingbattedbattierbattiest

soapy

soapingsoapedsoapiersoapiest

chilly

chillingchilledchillierchilliest

snowy

snowingsnowedsnowiersnowiest

cheaper

cheapestcheapen

crabby

crabbingcrabbedcrabbier

crabbiest

2. Build It: Words with Suffixes

• Please turn to workbook page R76• Label the remaining columns– -ed, -est, -ing, -y

• Choose two examples with each suffix from this activity and record them in the correct columns

Workbook Page R77

-en -ed -est

-ing -y

Provide two examples for each Syllable Types! Some can be found on the previous page. Please

ask if you REALLY REALLY need help.

3. Review: Suffixes –ing, -ed, -en

• -ing : added to verbs to form the present participle

• -ed : added to verbs to form the past participle

• -en : added to verbs to form the past participle. It can also be added to a noun to create an adjective. It means “to become,” “made of,” or “caused to be or have”

3. Review: Present Participles and Past Participles

• The present participle is formed by adding –ing to a verb.– Example:

• Amuse + ing = amusing• Ring + ing = ringing• Please + ing = pleasing

• The past participle is formed by adding –ed or -en to a verb.– Example:

• Broke + en = broken• Forgot + en = forgotten• Paint + ed = painted

• Both past and present participles can function as adjectives.

• Examples:– An amusing poem, a ringing bell, a pleasing sound, a

broken string, a forgotten toy, a painted house.

3. Review: Present Participles and Past Participles

Sentence: We went to the opening night of the concert.

Directions:1) Identify the word with the suffix.2) Decide if it is a present or past participle.3) Decide which noun it is describing.

openingpresent

night

3. Find It: Present Participles and Past Participles

• Please turn to workbook page 73• Read the examples and complete them as a class• Find and underline: the present participle or past

participle that describes a noun• Draw an arrow from the participle to the noun it

describes• Copy the participle under the correct heading• Follow the same procedure to complete the

activity

Workbook Page 73

honoredchosen

revolvingspoken

toweringsprained

planning

blowingracing

finished

4. Review: Present Participle

• The present participle is formed by adding –ing to a verb.

• The past participle of many verbs is formed by adding –ed to a form of the verb.

• A participle may be used to modify a noun.

1. Ahmed is running in a packed stadium.2. Yesterday he was jogging in a packed

stadium.3. Ahmed waves to the cheering crowd.4. The next scheduled race is the 100-meter

dash.

4. Review: Present Participle

Directions:1) Identify the participles in each sentence, underline them.2) Draw an arrow from the participle to the noun.

4. Identify It: Functions of Participles

• Please turn to workbook page 74• Read the directions• We will do the example together• Determine whether each participle describes a

noun or is the main verb in the sentence• Mark accordingly

Workbook Page 74

4. Review: Irregular Verbs• Hardcover page 48 reviews the verb tenses for you• Verbs and verb phrases can convey the past, present, and

future time (tense). The regular past tense ending is –ed– Example: play/ played

• Some verbs use irregular forms to signal time (tense). These past tense verbs do not end in –ed. Irregular past tense verb forms must be memorized. They have different endings or are spelled differently.– Example: pay/paid

• The helping verb will signals future time (tense).

4. Review: Tense Timeline• Example:

YesterdayPast

TodayPresent

TomorrowFuture

beat(past)

beat(present)

will beat(future)

4. Find It: Irregular Verb Forms

• Please turn to workbook page 75

• Read the sentences

• Underline the past tense verb

• Write the past, present, and future forms of the verb in the chart below the timeline

Workbook Page 75

lay lie will liesaid say will sayread read will readled lead will leadleft leave will leavefelt feel

swept sweep will sweeppaid pay will payate eatfed feed will feed

will feel

will eat

5. Take Note: “The Marble Champ”

• Please turn to workbook page C17• Please fill out the Map It: Reasons

• Position Statement: a point of view or attitude about the topic– Example: Lupe’s attitude helped her become a marble

champion.• Reasons: causes or motives for a topic or event• Supporting Details: information that supports each

reason

Lupe’s attitude helped her become a marble champion.

Persistent in finding a sport

she could compete in

Willing to train for the

competition

Willing to accept support

from others

- Knew she wasn’t good with ball

sports- wasn’t good with

biking or skating- tried marbles and

found she had accurate aim

- Did push-ups to strengthen her

wrists- Squeezed a rubber eraser to strengthen

her thumb- Practiced

constantly, up to 3 hours at a time

- Her brother’s tips on how to shoot

- Her father rigging up the lights so she could

practice at night- Her father’s

encouragement when one of her opponents

looked “tough”

Lupe’s attitude helped her become a marble champion.

Persistent in finding a sport

she could compete in

Willing to train for the

competition

Willing to accept support

from others

- Knew she wasn’t good with ball

sports- wasn’t good with

biking or skating- tried marbles and

found she had accurate aim

- Did push-ups to strengthen her

wrists- Squeezed a rubber eraser to strengthen

her thumb- Practiced

constantly, up to 3 hours at a time

- Her brother’s tips on how to shoot

- Her father rigging up the lights so she could

practice at night- Her father’s

encouragement when one of her opponents

looked “tough”

First of all,

In addition

,

Most importantly,