January 6 2010 W A L T Recognize syllables in words and the type of syllable it is with at least 80 accuracy Recognize base words roots and affixes in words with at least 80 accuracy Locate irregular verb forms in a sentence or paragraph at least 8 of 10 times ID: 343865
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Slide1
Unit 24, Lesson 4
January 6, 2010Slide2
W. A. L. T.
Recognize syllables in words and the type of syllable it is with at least 80% accuracy
Recognize base words, roots, and affixes in words with at least 80% accuracy
Locate irregular verb forms in a sentence or paragraph at least 8 of 10 times
Use commas in dates and address at least 4 of 5 trials
Use graphic organizers to map out the main ideas of a storySlide3
1. Identify It: Syllable Types
Please turn to workbook page 263
Read both examples
We will go through them together
Identify the syllables in each word
Spell each syllable in the word and write it in the correct column
Identify, spell, and write the syllables in the rest of the wordsSlide4
Workbook Page 263
cop
per
de
tails
flow
ers
pre
am
ble
ti
dy
slow
ly
pain
ful
deaf
ness
win
ter
ize
bea
gle
fore
ground
o
ver
pow
erSlide5
2. Spelling Rules
Please turn to workbook page 264
Read both examples
Identify the base word and the suffix in the proper column
Check the box that identifies the spelling rule used to add the suffix to the base word
Follow the same procedure to identify the affixes and spelling patterns in the rest of the wordsSlide6
Workbook Page 264
cry
ed
begin
ing
fame
ous
advise
able
frisky
ness
join
ed
theory
ize
scandal
ous
stir
ing
agony
ize
inquire
ing
shimmer
ing
Slide7
2. Build It: Using Prefixes and Suffixes
Please turn to workbook page 265
Read each word part in each table
Combine word parts to build new words
Apply spelling rules to add endings when necessary
Use a dictionary to check to make sure real words are being madeSlide8
Workbook Page 265
dispose
disposable
flammable
overload
overplay
playful
miscount
countless
jobless
foresee
foreseeable
printable
colonize
decolonize
debarSlide9
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/tailA
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)*Slide10
3. EXAMPLES:
Pre- “before”
-date
“to indicate the age of”
Prefix +
Base Word = New Word
Pre +
date = predate
= “to date before;
to have happen before something else
”
Prefix +
Root = English Word
Pre +
clude = preclude
= “to close before; to make impossible
because of an earlier event
”Slide11
3. EXAMPLES:
Base Word + Suffix = New Word
Dread +
ful = dreadful
= “full of dread; terrible or unpleasant”
Root +
Suffix = New Word
Port +
able = portable
= “able
to be carried
”
-port “to carry”
-ful “full of”
-able “capable of”Slide12
The
present participle
is formed by adding
–ing
to a verb.
EXAMPLE:
Dream + ing = dreaming
Heal + ing = healing
Whistle + ing = whistlingThe past participle of many verbs is formed by adding –ed
or –en to a form of the verb.EXAMPLE:Broke + en = brokenPaint + ed = painted
Forgot + en = forgotten*Both present participles and past participles can function as adjectives EXAMPLES: a dreaming child, a healing scar, a whistling kettle, a broken string, a painted house, a forgotten toy
3. Review: Present Participles and Past ParticiplesSlide13
4. Review: Suffixes
The children sat on folding chairs.
Directions:
Out loud, identify the word with the suffix. Underline it.
Decide if it is a present participle
or
past participle
Decide which noun it is describing.
chairsSlide14
3. Define It: Prefixes, Roots, Base Words, and Suffixes
Prefixes:
Con-, dis-, ex-, in-, re-, un-
Roots
Form, port, scrib/script, tract
Suffixes
-able, -ed, -en, -ing, -ful, -less, -y
The following suffixes can change words into adjectives
-able, -ed, -en, -ing, -ful, -less, -y
Example to followSlide15
3. Define It: Example
-re “back”
tract“to pull”
-able “capable of”
RETRACTABLE
RETRACTABLE:
“
able to be pulled
or taken back
Please turn to workbook page 266
Read the directions, we will do the first word together
When done with the first example:
Read the remaining words
Circle the prefix, underline the base word or root, and circle the suffix
Write a short definition of the wordSlide16
Workbook Page 266
To shape, or fit, with
Not having health
Written into
Able to have the count lowered
Carrying out of the countrySlide17
3. Rewrite It: Prefix, Root, Base Word, and Suffix
Please turn to workbook page 267
Read the first sentence together
Find the underlined phrase and decide what single word could replace it
Write the replacement word in the blank
Reread the completed sentence to check your work
We will do the first one together
Work independently to read each remaining sentence, decide on a one-word replacement for the phrase, and write it in the blankSlide18
Workbook Page 267
effortless
reproduced
reportable
retractable
inscribedSlide19
4. Review: Irregular Verbs
English verbs and verb phrases can convey past, present, and future time (tense)
The regular past tense ending is
–ed
Example:
form/formed
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: keep/keptThe helping verb will signals future time (tense)Slide20
4. Review: Tense Timeline
Yesterday
Past
Today
Present
Tomorrow
Future
Slept
(past)
Sleep
(present)
Will Sleep
(future)Slide21
4. Find It: Irregular Verb Forms
Please turn to workbook page 268
We will do the first one together
Underline the irregular past tense verb form
Write the past, present, and future forms of that verb in the chart following the timeline
Do the rest independentlySlide22
Directions:
Read each sentence and underline the irregular PAST TENSE verb.
Write the past, present, and future forms of that verb in the chart.
Workbook Page 268
dreamt
dream
will dream
bought
buy
will buy
wove
weave
will weave
left
leave
will leave
stole
steal
will steal
threw
throw
will throw
met
meet
will meet
wept
weep
will weep
taught
teach
will teach
was
is
will beSlide23
4. Review: Commas in Dates and Addresses
In a date, a comma is used to separate the month and day from the year.
If the date is written inside a sentence, a comma is used after the year.
In an address, commas are used to separate the street number and name from the town or city, and the city from the state.
When an address appears in a sentence, a comma is used after the state.Slide24
Please turn to workbook page 269
We will do the first two together
Place commas where needed
Do the rest independently
Bottom:
Write a sentence that includes the date of birth of someone you know
Write a sentence that includes the address of someone you know
4. Review: Commas in Dates and AddressesSlide25
Workbook Page
269
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
My brother was born on October 4 1982.
The house where I grew up is at 123 Fake Street Faketown Florida.
,
,
,Slide26
5. Take Note: “Dreaming the Night Away”
Please turn to workbook page C75
In the margin, you will see what you should take notes on
Topic:
“the person, place, thing, or idea that the informational text is about”
The topic of this selection is
dreams
Main Idea:
“a general statement about a topic”
Details: “examples of or more information about a main idea”Slide27
We will read the first paragraph together
A good writer will try to capture the readers’ attention.
Example:
In the first paragraph the author talks about a specific place (
a bedroom at night)
and a specific event
(sleeping)
Directions:
Read lines 22-34 of the textLocate and underline each supporting detail, and note these in the marginWrite a paraphrase (in your own words)
of the main idea in the margin5. Take Note: “Dreaming the Night Away”Slide28
6. Map It: Main Ideas
This graphi
c organizer can help put your thoughts or events from the story into order
Directions:
Transfer the first main idea statement to the
Map It
Locate the details that exemplify the first main idea
Continue in this manner to locate and transfer the remaining main ideas and supporting details to the templateSlide29
dreams
Dreams are strange
Our bodies react to dreams.
Sleepwalking is bizarre.
Dreams are hard to follow.
People come and go.
The dialog doesn’t make any sense.
Our hearts beat quickly.
We begin to sweat a lot.
Our blood pressure goes up.
No apparent cause.
Not aware of their behavior.
Won’t talk to you.
Can get hurt.