33 Unaccented Final Syllable -le - Prentice Hall · 34 S o r t Introduce/Model Small Groups • Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what

33Sort

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Vocabulary Word Of the Week: tremble Have students predict the meaning of the word tremble from a sentence such as the following: The kitten will likely tremble in fear when the big dog barks at it. Explain that when people or animals tremble, they shake because of some cause such as fear, excitement, or cold. Point out the similarity between the words tremble and tremors and explain that a tremor is a shaking movement, such as an earthquake.

Alternative Sort: Noun, Verb, or Both?Have students take turns sorting words according to part of speech: noun, verb, or noun/verb. Have students demonstrate usage in sentences. Words that can be both a noun and verb include cradle, rifle, muscle, single, paddle, rattle, battle, tremble, sample, handle, and scribble.

ELL English Language LearnersHave students illustrate and label the nouns on index cards. Then say simple sentences, using one word per sentence. Challenge students to hold up the appropriate card and to repeat the sentence. As understanding grows, use two words per sentence.

Introduce/Model Small Groups

• Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what they notice about each of the words.

• Have students assist as you sort the words into three columns according to the syllable juncture pattern that precedes the -le ending.

• Guide students to see how the VCle pattern in title is divided after the vowel to make an open/long syllable (ti-tle), whereas the VCCle pattern in little and simple is divided between the consonants, resulting in closed/short syllables (lit-tle and sim-ple).

• Have students read aloud the words and describe how the words in each group are alike.

Practice the Sort Independent/Partner

• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words according to the -le pattern they contain.

• Have students check and explain their sorts.

Apply Independent/Partner/Small Groups

• Read aloud the directions on Student Book p. 132. Have students fill in the words that best complete each sentence, draw a line between the two syllables, and underline the accented syllables.

• Game Allow time for students to play Jungle Walk, which is on the CD.

Objectives• To recognize the final syllable -le sound and spelling

• To sort and spell words with VCle and VCCle spelling patterns

Materials for Syllables and Affixes

Whiteboard Activities DVD-ROM, Sort 33

Teacher Resource CD-ROM, Sort 33 and Jungle Walk Game

Student Book, pages 129–132

Words

VCle VCCle doublet VCCle

cradle middle tremble

able settle single

table bottle muscle

rifle scribble sample

bridle paddle jungle

bugle rattle handle

cable battle scramble

Unaccented Final Syllable -le

218 Syllables and Affixes

WTW_SA_TRG_B4.indd 218 7/29/11 1:06 AM

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• UsethewhiteboardDVDortheCDwordcardstointroducethewords.Askstudentswhattheynoticeaboutthesoundofthelastsyllableineachword.

• Placeawordineachofthe-le, -el, -il, and-al columns,andthenchallengestudentstocompletethesort.

• Rereadthesort.Havestudentsidentifywheretheaccentfallsinthewords.

• Guidestudentstosummarizethatfinal/ el/canbespelled-le -el, -il, and-al,andthatitappearsintheunaccentedsyllable.


• HavestudentsusetheStudentBookorwhiteboardDVDtosayeachwordandusethegridtosortthewordsseveraltimesaccordingtothefinal/ el/spellingpatterns.

• Havestudentscheckandexplaintheirsorts.


• ReadaloudthedirectionsonStudentBookp.136.Havestudentscompletetheactivity.

• GameAllowtimeforstudentstoplayRacetotheBushel,whichisontheCD.

Objectives• Torecognizethefinal/ el/soundanditsdifferent

spellingpatterns

• Tosortandspellwordswithafinal-le, -el, -il,or-al


WhiteboardActivitiesDVD-ROM,Sort34

TeacherResourceCD-ROM,Sort34andRacetotheBushelGame

StudentBook,pages133–136

Extend the Sort

Vocabulary Word Of the Week: signalPointoutthattheblinkersonacararecalledturnsignals.Askstudentstoexplainwhythismightbe.(You’retellingotherdriverswhichwayyou’returning.)Havepairsdrawlabeledpicturesofthreeotherexamplesofsignalsandwriteexplanationsofwhyeachisasignal.

Alternative Sort: Accented SyllablesHavestudentssortaccordingtothevowelsoundintheaccentedfirstsyllable.(Forexample:shorta words: saddle, angle, cancel)Remindstudentsthatou, ow,andeweachmakeonevowelsound.

ELL English Language LearnersThroughdiscussion,drawing,andexamplesentences,enhancestudents’understandingoflevelandslanted; totalandpartial.Together,comparethemeaningsofthewords.

Unaccented Final Syllable / el/ Spelled -le, -el, -il, -al

Words

-le -el -il -al Oddball

saddle level April total fragile

couple angel fossil metal special

angle novel evil signal

needle cancel pupil local

struggle jewel council journal

bundle vowel stencil pedal

Syllables and Affixes 219


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Vocabulary Word Of the Week: harbor Have students define harbor as a verb (“to hide or conceal while providing a place of protection”) and as a noun (“an area of water that provides shelter for ships”). Explain that not all harbors are for ships and that the word harbor can be used to name any safe place. Have students write and share with the class sentences using harbor in its noun and verb forms.

ELL English Language LearnersAfter seems like an easy word, but Americans use it in several verb phrases that can confuse English language learners. The following may be discussed, practiced in sentences, and restated: look after—“take care of”; take after—“resemble”; name after—“name in honor of”; and clean up after—“tidy someone’s mess” or “fix someone’s mistake.”

Teacher TipMake sure students understand that the final / er/ sound is not the same as the sounds for er, ar, and or in the accented part of a word. Clarify with the word harbor and other words such as farther, armor, farmer, herder, tartar, and porter.



• Explain to students that the words cover, doctor, and collar have final syllables that sound alike but are spelled differently. Using the three final / er/ patterns (-er, -ar, and -or), have students assist you as you complete the sort. Read the words in the sort.

• Guide students to notice where the accent occurs in the words, to summarize that the final / er/ can be spelled in different ways, and that it appears in the unaccented syllable.

• Have students read aloud the words and describe how the words in each group are alike.


• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort.



• Read aloud the directions on Student Book p. 140. Have students write words that contain final -er, -ar, or -or in the appropriate columns, draw a line between the two syllables, and underline the accented syllables. Have them choose three words to use in sentences.

• Game Allow time for students to play Word Building, which is on the CD.

Objectives• To recognize the final / er/ syllable and its different

spelling patterns

• To sort and spell words with final -er, -ar, or -or



Teacher Resource CD-ROM, Sort 35 and Word Building Game


Words

-er -ar -or

brother dollar doctor

rather solar favor

cover sugar flavor

silver grammar mirror

weather regular motor

father calendar rumor

flower popular tractor

mother cedar harbor

after lunar error

Unaccented Final Syllable / er/ Spelled -er, -ar, -or



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Vocabulary Word Of the Week: editor Have students define editor (“a person who edits or checks something to make sure it is ready to be published”). Discuss different kinds of editors such as newspaper, film, or sound editors and ask students what tasks they think that each kind of editor would perform.

Alternative Sort: Syllable SortHave students further sort the words by the spelling of their final unaccented syllable (-er or -or), or by the number of syllables (two or three).

ELL English Language LearnersHave students follow your lead in pantomiming agents and comparatives. Encourage them to use nearby objects or people for actual comparisons. Have students explain their actions using the sort words.

Teacher TipChallenge students to name agents and use one or more comparatives in a sentence, such as “Josh the jogger ran faster than younger runners. Sadie the sailor sailed sooner than Sid. Farmer Farley sold fresher, smoother vegetables.”

Words

People Who Do Things

dreamer creator farmer

swimmer sailor shopper

voter visitor writer

driver director editor

jogger governor juror

Words to Compare

smaller older sooner

fresher younger stronger

smoother later brighter



• Explain to students that words such as bigger and older are alike (they are adjectives with the suffix -er and can be used to compare). Explain to students that dancer and farmer are alike (they refer to people who do things and are called agents).

• Display the headers, start the sort, and have students assist you as you complete the sort.

• Guide students to notice what is alike and different about all the agent, or people, words. (They have the same suffix sound but different spellings.)


• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words according to meaning and suffix spelling. Point out how the base word changed before the suffix was added (double, e-drop, or no change).



• Read aloud the directions on Student Book p. 144. Have students make new words by adding the suffix -er or -or, write the new words, and decide if each word is an agent or comparative.

• Game Allow time for students to play Word Meaning, which is on the CD.

Objectives• To recognize words for people who do things (agents)

and adjectives that compare (comparatives)

• To sort and spell agent and comparative words with the suffixes -e and -or



Teacher Resource CD-ROM, Sort 36 and Word Meaning Game


Agents and Comparatives



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Vocabulary Word Of the Week: senior Explain to students that senior comes from the same Latin word that means “old,” as do the words senate and senile. Ask students to look up the definitions for these words and discover how their meanings relate to the idea of being old.

Alternative Sort: Vowel PatternsRemove the torture card. Have students focus on the accented syllables and sort the words into four columns: short vowel sound spelled by one letter, short vowel sound spelled by two letters, long vowel sound spelled by one letter, and long vowel sound spelled by two letters.

ELL English Language LearnersCheck that students are correctly saying the target sounds. If any are problematic, show how they are produced using the mouth, tongue, and breath. Practice as in “lei-sure-sure-sure, leisure.”

Teacher TipAs students become comfortable with this week’s sort, have each of them make a set of -cher, -ture, -sure, and -ure cards. Call out words and challenge students to hold up the correct spelling pattern for the word.



• Display the headers and explain that the slash marks enclose each sound. Say the first word in each column and stress the sound in the final syllable.

• Have students assist as you complete the sort by matching both sounds and spelling patterns. Point out that senior and danger are oddballs because they have similar final sounds but different spellings, and pressure is an oddball because it has one of the spelling patterns, but a different sound.

• Have students read aloud the words. Have them discuss how the words in each column are alike and different.


• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort.


• Read aloud the directions on Student Book p. 148. Have students write words with final -cher, -ture, -sure, and -ure in the correct boxes.

• Game Allow time for students to play Word Sort, which is on the CD.

Objectives• To recognize / er/ and its spelling patterns

at the ends of words

• To sort and spell words with final -cher, -ture, -sure, or -ure



Teacher Resource CD-ROM, Sort 37 and Word Sort Game


Words

-cher = /chur/ -ture = /chur/ -sure = /zhur/

rancher nature pleasure

teacher capture leisure

pitcher future treasure

stretcher mixture

marcher posture

culture

pasture

-ure= /yur/ Oddball

failure senior

obscure danger

secure pressure

Final Syllable / er/ Spelled -cher, -ture, -sure, -ure



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Vocabulary Word Of the Week: mission Ask students to define the word mission (“an errand or task that people are sent somewhere to do”). Challenge pairs to come up with a list of different ways the word mission can be used, such as mission to Mars, being on a mission, and having a mission in life.

Alternative Sort: Word UseDirect students to sort the cards as Nouns and Others. Ask which words can be used two ways. Have students make duplicate word cards for these words, sort them, and create sentences.

ELL English Language LearnersReview the cards by having students repeat each word after you. Provide blank cards for them to illustrate troublesome words. Honor students’ choices of words they need to practice, but add any others that you think are necessary. Challenge students to match the corresponding word and picture cards and to make up sentences with one or two words at a time.

Teacher TipSuggest that when students hear the / en/ sound in a word and they aren’t sure how to spell it, they should first try one of the more common spellings (-en or -on).



• Have students brainstorm ways the words in the sort are alike and/or different. Guide them to see that all the words have the same sound in the final syllable but different spellings.

• Point out that mission is an oddball because it has the same sound in the unaccented final syllable but a unique spelling.

• Display the headers with a word in each column and have students assist you as you complete the sort by the final spelling pattern. Encourage students to compare spellings of the unaccented syllables.


• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words according to the spelling of the final sound.



• Read aloud the directions on Student Book p. 152. Have students choose -en, -on, -an, or -ain to best complete each word, write the new word, and read it aloud. Students then choose three words and use them in sentences.

• Game Allow time for students to play Word Building, which is on the CD.

Unaccented Final Syllable / en/ Spelled -en, -on, -an, -ain

Objectives• To recognize final / en/ and its different

spelling patterns

• To sort and spell words with final -en, -on, -an, or -ain



Teacher Resource CD-ROM, Sort 38 and Word Building Game


Words

-en -on -an -ain Oddball

eleven unison woman captain mission

oxygen gallon organ bargain

heaven ribbon orphan fountain

chosen apron slogan curtain

abdomen bacon urban certain

children pardon villain



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• UsethewhiteboardDVDortheCDwordcardstointroducethewords.Askstudentswhattheynoticeabouteachofthewords.

• Guidestudentstofocusonthetargetinitialspellingpatternsinthewordsanddiscoverthatinitiala-, de-,andbe-allappearintheunaccentedsyllable.

• Havestudentsassistyouasyoudemonstratehowtosortthewordsbytheirinitialsyllables.

• Guidestudentstonoticehowtheinitialsyllablemaybepronouncedwithaslightlydifferentvowelsoundwhenthewordissaidinisolationorwhenthinkingaboutthespelling.


• HavestudentsusetheStudentBookorwhiteboardDVDtosayeachwordandusethegridtosortthewordsaccordingtotheinitialspellingpatterns.

• Havestudentscheckandexplaintheirsorts.


• ReadaloudthedirectionsonStudentBookp.156.Havestudentschoosetheinitialsyllablea-, de-, orbe- thatbestcompletestheword.Havethemchoosetwowordsanduseeachinasentence.

• GameAllowtimeforstudentstoplaySpinandWin,whichisontheCD.

Extend the Sort

Vocabulary Word Of the Week: desire Explainthattheworddesire(“towantsomethingveryseriouslyortoastrongdegree”)canbeusedasbothanounandaverb.A person’s greatest desire could be a good education. The countries in conflict might desire peace and sign a treaty.Askstudentstowritesentencesthatusedesireasbothanounandaverb.

Alternative Sort: Students’ ChoiceChallengestudentstodefinetheirowncategoriesforthewords.Iftheyhavedifficultydecidinguponasecondsort,suggestcategoriesofwordsthathelptellwhere,when,why,andhow,plusoddball.

ELL English Language LearnersCommonusesofagainstmayconfuseEnglishlanguagelearners.Explainthewordincontextbysharingseveralexamplesentences,suchasthese:The desk is against the wall.(“touching”) Ali’s team will play against Omar’s team.(“inopposition”)A boat can sail against the wind. (“intheoppositedirectionof”)

Monitor Progress Spell Check 5AftercompletingSort39,administerSpellCheck5.Seepp.184–185inthisTeacherResourceGuideforinstructions.

Words

a- de- be- Oddball

another degree believe divide

awhile depend between direct

among desire beneath upon

aboard develop because

against defend begun

afraid delete behavior

aloud decision beforehand

astonish

agenda

Objectives• To recognize unaccented syllable patterns

• To sort and spell words beginning with a-, de-, and be-



Teacher Resource CD-ROM, Sort 39 and Spin and Win Game


Unaccented Initial Syllables a-, de-, be-



Documents

33 Unaccented Final Syllable -le - Prentice Hall · 34 S o r t Introduce/Model Small Groups • Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what