SPELLING - Nebo State School 6... · Page 2 Spl_Y6_U3_ILM16_ActBk Level 6 Spelling Unit 3 Activity book: Week 1 Lesson 1 Video Watch the Video — Vowel alternation (Level 6 Unit

Department of Education and TrainingC2C Independent Learning Materials

SPELLINGACTIVITY BOOK

Level

2016_20150274

Unit 3

6

© The State of Queensland (Department of Education and Training) 2016

COPYRIGHT STATEMENTCopyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).Apart from any use expressly permitted by the Copyright Act 1968 (Cwlth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party.Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes. This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.This publication is not part of NEALS.Written requests for permission should be addressed to the:Legal and Administrative Law BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002

DISCLAIMER STATEMENTWhile all care has been taken in preparing this publication, the State of Queensland (acting through the Department of Education and Training) does not warrant that the content is complete, accurate or current. The Department of Education and Training expressly disclaims any liability for any damage resulting from the use of the material contained in this publication and will not be responsible for any loss, howsoever arising, from use of, or reliance on this material. If you rely on the information in this publication, you are responsible for ensuring by independent verification its completeness, accuracy, and currency.

All material identified by is material subject to copyright under the Copyright Act 1968 (Cwlth) and is owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) 2013.For all the Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that:• the content descriptions are solely for a particular year and subject;• all the content descriptions for that year and subject have been used; and• the author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.You can find the unaltered and most up-to-date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Icon legend Lesson concept key

Sheet Send-in N New O Ongoing A Assessment

Digital Keep OA

Ongoing and building for assessment

NM

New and building for monitoring

OM

Ongoing and building for monitoring

Tutor/teacher

Exercise book

NA

New and building for assessment

Spl_Y6_U3_ILM16_ActBk Page 1Department of Education and TrainingC2C Independent Learning Materials

Focus words Challenge wordsmajormajorityableabilitynarratenarrativeinvite

invitationpreparepreparationposepositioncompetecompetition

1.

2.

3.

4.

5.

6.

Find six words (challenge words) that you have had difficulty spelling. These may be words from other subject units or words you use in your daily writing. Write your challenge words in the box above.

ResourcesDigitalVideo — Vowel alternation (Level 6 Unit 3) (4:53)

Find and prepareSheet 1 — Focus word list: Unit 3 Week 1

Sheet 2 — Level 6 spelling list: Unit 3

Spelling exercise book

Highlighter pen

Dictionary

Unit 3 Week 1SPELLING Level 6

Vowel alternation — long vowel to schwa

► This week you will be looking at long vowel alternating to schwa.

https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/98834c2b-dee0-441d-82c8-69d302fa5016/0/Eng_LV6_U3_ILM_Dig01_VowelAlternation.mp4

https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/8da2fdc5-a90e-472d-9327-cf48737663bb/0/Spl_Lv6_U3_ILM16_Sh01.pdf



Page 2 Spl_Y6_U3_ILM16_ActBk

Level 6 Spelling Unit 3 Activity book: Week 1

Lesson 1

Video

Watch the Video — Vowel alternation (Level 6 Unit 3).

In this video, you learned that a number of suffixes affect the way we pronounce the base words to which they join. Vowels can change the sounds they make. For example, when the suffix ‘ion’ is added to the base word invite the word becomes invitation. The ‘i’ in the second syllable changes from a long vowel sound to a schwa vowel sound — the sound has ‘alternated’ or changed from one to another.

Pre-test

1. Set up your Spelling exercise book ready for your spelling pre-test.

1Activity

4:53Video

2Activity



2. Have your tutor ask you the focus words for this week in a sentence.

3. Write the words in your Spelling exercise book.

4. Have your tutor mark your words.

5. Write the result in the pre-test result box.

Look, Say, Cover, Write, Check

1. Write your focus words in the Lesson 1 column on Sheet 1 — Focus word list: Unit 3 Week 1 use the ‘Look, Say, Cover, Write, Check’ strategy.

2. Write your challenge words for the week in the final six rows.

LOOKLook at your word.

• Look for patterns, tricky bits, smaller words hiding and parts that remind you of other words.

COVERCover your word.

• Close your eyes and visualise it in your mind.

• Remember the shape of your word and the tricky bits.

WRITEWrite your word.

• Take your time.

• Look at what you've written.

• Ask ‘does it look right?’

• Make changes if needed.

CHECKCheck your spelling.

• Check your spelling against the original word.

• If it's right, be proud.

• If it's wrong, circle the tricky bit and try again.

SAYSay your word.

• Say your word out loud and in your head.

• Say it just the way it looks if that helps.

• Think of a mnemonic.

This week you will only practise 14 spelling words. Write the title Unit 3 Week 1 at the top of the first column.

Pre-test result

/14

3Activity







Spelling tips

Read the following information:

4Activity

Vowel alternation

A number of suffixes affect the way we pronounce the base words to which they join. Vowels can change the sounds they make and silent consonants can become heard. For example, when the suffix ‘ion’ is added to the base word compete the word becomes competition. The ‘e’ in the second syllable changes from a long vowel sound to a schwa sound — the sound has ‘alternated’ or changed from one to another.

Knowing about these word families can assist with spelling as it can help with identifying vowels in various words.

Schwa sound

The schwa sound is an unstressed sound that is neither a short vowel sound nor a long vowel sound. It can create confusion when trying to spell words as it is unclear which letter is making the sound.

You may see the symbol ‘ə’ in a dictionary. This symbol represents the schwa sound. It tells us how the word is pronounced. It looks like an upside down ‘e’. Words like sugar (ending in /ər/), human (ending in /ən/) and metal (ending in /əl/) all have the final schwa vowel sound.

Words that have the schwa sound need to be remembered using your visual spelling knowledge. Knowing about word families can also assist with spelling, as the vowel sound may be more obvious when a different suffix is added.



Practise your wordsLook at the focus words you are having trouble spelling this week. Practise reading and spelling each of these tricky words using the SISTER strategy in your Spelling exercise book.

SISTER

Mark any tricky parts in your spelling words (for example, able — ability).

Recite (spell aloud) the word over and over until you remember it.

Circle any smaller words in each of your spelling words (for example, nar rate).

Use lines to segment your spelling words into syllables (for example, in/vite).

Enunciate the word. In other words, say it really clearly and sound out the tricky parts in an exaggerated way.

Imagine the word. Look at the word, take a picture in your mind, close your eyes and see if you can remember it.

Lesson 2

Find a vowel

1. Look at each pair of words and mark the long vowel with the long vowel symbol (ā, ē, ī, ō, ū).

2. Highlight the schwa vowel. The first one has been done for you.

invite invitation able ability

pose position prepare preparation

compete competition narrate narrative

major majority

5Activity

1Activity




Word building

1. Write as many words as possible using the base words and adding different affixes (prefixes and/or suffixes). Use your dictionary to help you.

2. Mark the long vowels with the long vowel symbol (ā, ē, ī, ō, ū).

3. Highlight the schwa vowel. Examples for ‘prepare’ are shown below.

pre-pare

preparation

preparing

prepared

preparatory

narrate major pose

compete invite able


Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 1 — Focus word list: Unit 3 Week 1.

Lesson 3



2Activity

3Activity

1Activity



Post-test

1. Read each sentence below.

2. Mark the long vowel sound in the word in brackets. Use the horizontal line symbol above the long vowel, (ā, ē, ī, ō, ū).

3. Add a suffix to the base word in brackets so that the sentence makes sense.

a. Thefootball(compete) wasnearingtheend.

b. (Prepare) fortheschoolconcertwaswellunderway.

c. Please(pose) theartworktotheleft.

d. Hereceivedtheparty(invite) inthemail.

e. The(major) oftheclasswasatswimming.

f. Theactorshowedgreat(able) toplaydifferentcharacters.

g. A(narrate) isatypeofstory.

4. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 2 — Level 6 spelling list: Unit 3.

5. Write your result in the post-test result box.

2Activity

Post-test result

/14


This page is intentionally blank





SPELLINGUnit 3 Week

Level 6

ResourcesDigitalVideo — Vowel alternation (Level 6 Unit 3) (4:53)

Find and prepareSheet 2 — Level 6 spelling list: Unit 3

Sheet 3 — Focus word list: Unit 3 Week 2


Highlighter pen

Dictionary

Vowel alternation — schwa to short vowel

► This week you will be looking at vowels alternating from schwa to short.

2

Focus words Challenge wordsnormalnormalitymetalmetallicacademicacademycelebrate

celebrityemphasisemphaticcriticisecriticlocallocality

1.

2.

3.

4.

5.

6.







Video

Watch the Video — Vowel alternation (Level 6 Unit 3).

In this video, you learned that a number of suffixes affect the way we pronounce the base words to which they join. Vowels can change the sounds they make. For example, when the suffix ‘ion’ is added to the base word invite the word becomes invitation. The ‘i’ in the second syllable changes from a long vowel sound to a schwa vowel sound — the sound has ‘alternated’ or changed from one to another.

Pre-test

1. In Week 1, you set up your Spelling exercise book for the pre-test. Write the title Unit 3 Week 2 at the top of the next column.




5. Write your result in the Pre-test result box.










• Take your time.








SAYSay your word.




1Activity

4:53Video

2Activity

Pre-test result

/14

3Activity






Spelling tips


4Activity

Schwa sound

The schwa sound is an unstressed sound that is neither a short vowel sound nor a long vowel sound. It can create confusion when trying to spell words as it is unclear which letter is making the sound.

You may see the symbol ‘ə’ in a dictionary. This symbol represents the schwa sound. It tells us how the word is pronounced. It looks like an upside down ‘e’. Words like sugar (ending in /ər/), human (ending in /ən/) and metal (ending in /əl/) all have the final schwa vowel sound.

Words that have the schwa sound need to be remembered using your visual spelling knowledge. Knowing about word families can also assist with spelling, as the vowel sound may be more obvious when a different suffix is added.

Vowel alternation

A number of suffixes affect the way we pronounce base words to which they join. Vowels can change the sounds they make and silent consonants can become heard. For example the suffix ‘ity’ when added to the base word local becomes locality. The ‘a’ in the second syllable changes from a schwa sound to a short vowel sound — the sound has ‘alternated’ or changed from one to another. Knowing about these word families can assist with spelling as it can help with identifying vowels in various words.




Practise your words

Look at the focus words you are having trouble spelling this week. Practise reading and spelling each of these tricky words using the SISTER strategy in your Spelling exercise book.

SISTER

Use lines to segment your spelling words into syllables (for example, crit/ic).


Circle any smaller words in each of your spelling words (for example, celebr ate).

Mark any tricky parts in your spelling words (for example, metallic).



Lesson 2

Find a vowel

1. Look at each pair of words and highlight the schwa vowel.

2. Mark the short vowel by drawing the curved line symbol above the letter (ă, ĕ, ĭ, ǒ, ŭ).The first one has been done for you.

metal metallic criticise critic

local locality emphasis emphatic

normal normality academic academy

celebrate celebrity

5Activity

1Activity



Word building

1. Write as many words as possible using the base words and adding different affixes (prefixes and/or suffixes). Use your dictionary to help you.

2. Mark the short vowels with the short vowel symbol (ă, ĕ, ĭ, ŏ, ŭ).

3. Highlight the schwa vowel. Examples for criticise are shown below.

criticise

critic

critical

criticism

critically

metal academic celebrate

normal local emphasis



Lesson 3



2Activity

3Activity

1Activity




Post-test

1. Look at the word in brackets, then choose and write another word from the same word family so that the sentence makes sense.

2. Mark the short vowel (using the short vowel symbol) in each word you have written.

a. Asenseof(normal) soonreturnedtothehouse.

b. The(celebrate) walkedalongtheredcarpetforthewaitingmedia.

c. Anart(criticise) wroteapositivereviewofthenewartist'sexhibition.

d. Thesports(academic) attractedmanyfirst-classathletes.

e. Bangingontheolddrumproduceda(metal) sound.

f. Hewas(emphasis)

thatallofthebooksneededtobereturned.

g. Theactual(local) oftheancientruinswasunknown.

2Activity



3. Write the following words in a sentence.

a. emphasis

b. criticise

c. normal

d. academic

e. metal

f. local

g. celebrate


5. Write your result in the Post-test result box. Post-test result

/21






SPELLINGUnit 3 Week

ResourcesDigitalVideo — Accented syllables (Level 6 Unit 3) (3:18)



Sheet 5 — Accented first syllables make-a-word


Highlighter pen

Accented first syllables

► This week you will be looking at accented first syllables.

3Level 6

Focus words Challenge wordssilencereactminorseasonbeautifulaveragecalculatorcamera

somebodyanythingeverywherecustomerfamilieslibrariesWednesday

1.

2.

3.

4.

5.

Find five words (challenge words) that you have had difficulty spelling. These may be words from other subject units or words you use in your daily writing. Write your challenge words in the box above.

https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/feae5117-fa6a-4b51-8bde-f7709d7630a2/0/Eng_LV6_U3_ILM_Dig02_AccentedSyllables.mp4






Video

Watch the Video — Accented syllables (Level 6 Unit 3).

In this video, you learned that an accented syllable is a syllable that is pronounced a little louder than the others in a word. When words are said aloud, one syllable will have more stress or accent than the others. This accent can change how we use some words. For example ‘ob-ject’ is a noun, while ‘ob-ject’ is a verb. Dictionaries will often show the accented syllable.

Pre-test








2. Write your challenge words for the week in the final five rows.







• Take your time.








SAYSay your word.




1Activity

3:18Video

2Activity

Pre-test result

/15

3Activity






Spelling tip


Accented first syllables are words that have two or more syllables and the stress, or accent, is on the first syllable. Each syllable in a word has a vowel sound. It may be long, short or schwa. Accented syllables usually have a long or short vowel sound. There is a clear vowel sound (for example, /ē/ in the first syllable of sea/son). The unaccented syllable usually has the schwa sound, which is an unclear vowel sound (for example, /ən/ at the end of sea/son). Use your visual spelling knowledge to help you learn the shape and spelling of these words.

Practise your words


SISTER

Mark any tricky parts in your spelling words (for example, beautiful).


Circle any smaller words in each of your spelling words (for example, re act).

Use lines to segment your spelling words into syllables (for example, mi/nor).



4Activity

5Activity




Lesson 2

Syllable breaks

1. Practise the jaw drop strategy to help you work out the syllables in the words in thetable below.

Jaw drop strategy. Gently hold your hand below your jaw, say the word aloud and feel for your jaw drop. Each time your jaw drops is another syllable. You can also clap words out to help you find the syllables. Each syllable will have a vowel sound.

2. Draw a line to show the syllable breaks in each word. Highlight the accented firstsyllable. The first one has been done for you.

beautiful average react

season silence minor

libraries Wednesday calculator

somebody anything families

customer everywhere camera

Make-a-word

1. Cut out the cards from Sheet 5 — Accented first syllables make-a-word.

2. Make words by rearranging the cards on a table (or on the floor).




1Activity

2Activity

3Activity




Lesson 3



Post-test

1. Correct the underlined words in the following sentences.

a. Youareabletoworkouttheavrageusingyourcalculater.

b. Thesesonofspringbroughtbeutifulflowersevrywhere.

c. Manylibarieshavethe'silensewhileworking'rule.

d. Thecustomarreturnedthecamraasithadaminerfault.

1Activity

2Activity




e. Trynottoreeacttoostronglytothebit tertaste.

f. SumebodywillbecomingonWenesdaytodelivertheparcel.

g. Thefamlieswerenotawareofanethinggoingmissing.

2. Ask your tutor to mark your post-test and highlight the correctly spelt words onSheet 2 — Level 6 spelling list: Unit 3.

3. Write your result in the Post-test result box.

Post-test result

/15


SPELLINGUnit 3 Week

Level 6

ResourcesDigitalVideo — Accented syllables (Level 6 Unit 3) (3:18)




Highlighter pen

Dictionary

Accented second syllables

► This week you will be looking at accented second syllables.

4

Focus words Challenge wordsrevealaspireunusualunablecomputerprovidingerosionuncommon

reductionelectiondeliverrememberconditiontomorrowwhoever

1.

2.

3.

4.

5.

Find five words (challenge words) that you have had difficulty spelling. These may be words from other subject units or words you use in your daily writing. Write your challenge words in the box above.






Video

Watch the Video — Accented syllables (Level 6 Unit 3).

In this video, you learned that an accented syllable is a syllable that is pronounced a little louder than the others in a word. When words are said aloud, one syllable will have more stress or accent than the others. This accent can change how we use some words. For example ‘ob-ject’ is a noun, while ‘ob-ject’ is a verb. Dictionaries will often show the accented syllable.

Pre-test

1. In Week 1, you set up your Spelling exercise book for the pre-test. Write the titleUnit 3 Week 4 at the top of the next column.






1. Write your focus words in the Lesson 1 column on Sheet 6 — Focus word list: Unit 3Week 4 use the ‘Look, Say, Cover, Write, Check’ strategy.

2. Write your challenge words for the week in the final five rows.


• Look forpatterns, trickybits, smallerwords hidingand parts thatremind you ofother words.


• Close your eyesand visualise itin your mind.

• Remember theshape of yourword and thetricky bits.


• Take your time.

• Look at whatyou've written.

• Ask ‘does itlook right?’

• Make changesif needed.


• Check your spellingagainst the originalword.

• If it's right,be proud.

• If it's wrong, circlethe tricky bit and tryagain.

SAYSay your word.

• Say your wordout loud and inyour head.

• Say it just theway it looks ifthat helps.

• Think of amnemonic.

1Activity

3:18Video

2Activity

Pre-test result

/15

3Activity






Spelling tip


Accented second syllables are words that have two or more syllables and the stress, or accent, is on the second syllable. Each syllable in a word has a vowel sound. It may be long, short or schwa. Accented syllables usually have a long or short vowel sound. There is a clear vowel sound (for example, /ō/ in the second syllable of e/ro/sion). The unaccented syllable usually has the schwa sound which is an unclear vowel sound (for example, /ən/ at the end of e/ro/sion). Use your visual spelling knowledge to help you learn the shape and spelling of these words.

Practise your words


SISTER

Mark any tricky parts in your spelling words (for example, erosion).


Circle any smaller words in each of your spelling words (for example, un able).

Use lines to segment your spelling words into syllables (for example, re/veal).



4Activity

5Activity




Lesson 2

Syllable breaks

1. Practise the jaw drop strategy to help you work out the syllables in the words in the table below.

Jaw drop strategy. Gently hold your hand below your jaw, say the word aloud and feel for your jaw drop. Each time your jaw drops is another syllable. Each syllable will have a vowel sound.

2. Draw a line to show the syllable breaks in each word. Highlight the accented second syllable. The first one has been done for you.

re/veal remember deliver

condition unable aspire

uncommon computer election

erosion reduction tomorrow

providing unusual whoever

Which vowel sound is that?

1. Look at the words with accented second syllables in Activity 1.

2. Find and write the words with long vowel sounds in the second syllable. The first one has been done for you.

re/veal — has a long vowel ē sound in the second syllable

1Activity

2Activity





Lesson 3



Post-test

1. Have your tutor ask you each focus word in a sentence.

2. Write the focus words below.

1. 9.

2. 10.

3. 11.

4. 12.

5. 13.

6. 14.

7. 15.

8.



3Activity

1Activity

2Activity

Post-test result

/15






SPELLINGUnit 3 Week

Level 6

ResourcesDigitalVideo — Suffixes: ‘ion’ (Level 6 Unit 3) (3:17)



Sheet 8 — Suffix ‘ion’ memory game


Suffix — adding ‘ion’ to base words ending in ‘e’ and ‘de’

► This week you will be looking at adding the suffix ‘ion’ to base words ending in ‘e’ and ‘de’.

5

Focus words Challenge wordsvegetatevegetationfascinatefascinationdevastatedevastationopposite

oppositionexplodeexplosiondecidedecisionconcludeconclusion

1.

2.

3.

4.

5.

6.


https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/cc308a64-fb7c-4ff3-9545-f2ee8fab8e6a/0/Eng_LV6_U3_ILM_Dig03_Suffix_ion.mp4






Video

Watch the Video — Suffixes: ‘ion’ (Level 6 Unit 3).

In this video students learned that suffixes are morphemes that are placed at the end of words (or base words). Suffixes change the base word and how it is used. Suffixes can turn words into nouns, adjectives, adverbs or verbs. There are many suffixes including ‘y’ and ‘ly’.

Pre-test















• Take your time.








SAYSay your word.




1Activity

3:17Video

2Activity

Pre-test result

/14

3Activity



https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/cc308a64-fb7c-4ff3-9545-f2ee8fab8e6a/0/Eng_LV6_U3_ILM_Dig03_Suffix_ion.mp4



Spelling tip


Suffixes are morphemes placed at the end of words to change how the word is used. The suffix ‘ion’ changes words into nouns. Base words that end in ‘e’ will usually drop the ‘e’ before adding the suffix ‘ion’ (for example, fascinate — fascination). Base words that end in ‘de’ will usually drop the ‘de’, before adding an ‘s’ and then the suffix ‘ion’ (for example, conclude — conclusion). This suffix makes a /shun/ sound when added to base words.

Practise your words


SISTER

Mark any tricky parts in your spelling words (for example, fascinate).


Circle any smaller words in each of your spelling words (for example, veget ate).

Use lines to segment your spelling words into syllables (for example, de/cide).



4Activity

5Activity




Lesson 2

Add the suffix

Add the suffix ‘ion’ to the following words.

opposite

vegetate

explode

decide

conclude

fascinate

devastate

Suffix ‘ion’ memory game

1. Cut out the cards from Sheet 8 — Suffix ‘ion’ memory game.

2. Place the cards face down on the table or floor.

3. Turn two cards over at a time and read each word aloud. Keep the cards if they show a matching base word and base word with suffix (for example, vegetate and vegetation). Turn the cards face down if they do not match.

4. Continue to play until all the cards are matched.



Lesson 3



1Activity

2Activity

3Activity

1Activity

Remember to use the generalisation that when a word ends in ‘e’ you drop the ‘e’ before adding ‘ion’. For example, delete becomes deletion.

And when a word ends in ‘de’, you drop the ‘de’ before adding an ‘s’ and then the suffix ‘ion’. For example, elude becomes elusion.




Post-test

1. Complete the following table:

Base word Add suffix 'ion'

decide

conclusion

vegetate

opposition

explode

fascinate

devastation

2. Explain the generalisation for adding the suffix ‘ion’ to words that end in ‘e’ and ‘de’.

2Activity




3. Have your tutor ask you seven focus words in a sentence and write the words below.

1.

2.

3.

4.

5.

6.

7.



Post-test result

/15


SPELLINGLevel 6 Unit 3

Congratulations!You have completed the

Level 6 Unit 3 Spelling program.

Documents

SPELLING - Nebo State School 6... · Page 2 Spl_Y6_U3_ILM16_ActBk Level 6 Spelling Unit 3 Activity book: Week 1 Lesson 1 Video Watch the Video — Vowel alternation (Level 6 Unit