Unit 24 , Lesson 2January 4, 2011

W. A. L. T.

•Build words from a combination of prefixes, root or base words, and suffixes

•Define words using their word parts with at least 80% accuracy

•Determine which suffixes can change words into adjectives with at least 80% accuracy

•Read words, sentences, and paragraphs more fluently

1. Sort It: Syllable Types•Please turn to workbook page 253•Look at the sound-spelling pattern for the

vowel sound in each syllable in the Word Bank

•Sort the syllables according to their syllable type by writing syllables with similar sound-spelling patterns in the same column

•Generate a label for each columnColumn 1 Column 2 Column 3Closed Syllable

Open Syllable

Final Consonant

+ le Syllable

Column 4Final

Silent e Syllable

Workbook Page 253

Closed Syllable

Open Syllable

Final Consonant

+ le Syllable

Final Silent e Syllablemaleblebi

dle misezle

gridet

drizcrum

pro

cancom

fepo

1. Review: Syllable Types What syllable type produces a short vowel sound? Closed

syllableWhich syllables in Exercise 1 (pg 253) are closed syllables?

Et, com, can, crum, driz, gridWhat syllable types produce long vowel sound?Open syllable and final silent e syllableWhich syllables in Exercise 1 (pg 253) are open

syllables?Bi, pro, fe, po

Do you find final consonant + le syllables at the beginning of a word or the end of a word?End

Is schwa a syllable type?No. Schwa is a reduced vowel sound found in unstressed syllables.

Which syllables in Exercise 1 (pg 253) are final silent e syllables?

Male, mise

Which syllables in Exercise 1 (pg 253) are final consonant + le syllables?

Ble, dle, zle

What vowel sound in in a final consonant + le syllable?Schwa

2. Build It

•Please turn to workbook page 254•Combine syllables from the chart on 253

to build new words•Write the new words on the lines provided

Workbook Page 254

poet female compromise

candle bible crumble

drizzle griddle

*Answers will vary!*

2. Write It: Essential Words

•Please turn to page 255 in your workbook•Review the Essential Words in the Word

Bank•Put the words in alphabetical order and

write them on the lines•Write one sentence for each Essential

Word•Check that each sentence uses sentence

signals- correct capitalization, commas, and end punctuations

Workbook Page 255

Half

Limousine

Listen

Pour

Tambourine

Villain

Answers will vary! Please be

creative.

Workbook Page R37

2. Record:

•Please record your marks on page R42▫January 4, 2011▫Unit 24, Lesson 2

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/tail• A 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)*

3. EXAMPLES:• Pre- “before” • -dict “to say, to

tell”• Prefix + Base Word = New Word

•Pre + heat = preheat= “to heat before”

• Prefix + Root = English Word

•Pre + dict= predict= “to say before”

3. EXAMPLES:

• Base Word + Suffix = New Word

• Require + ment = requirement= “a state of

being required”

• Root+ Suffix = English Word

•Dict+ ator = dictator= “a person who

tells others what to do”

• -ment “state of” • -ator “a person who acts in a certain way

3. Divide It: Prefix, Root, Base Word, Suffix•Review the meanings of the

▫Prefixes: Con-, de-, ex-, in-, non-, per-, pre-, re-

▫Roots: Dict/dict, duc, form, ject, port,

scrib/script, spect, tract▫Suffixes:

-ator, -er, -ist, -ment, -ness, -or

3. Divide It: Prefix, Root, Base Word, and Suffix•Please turn to page 256 in your workbook•Read the directions, we will do the first

one together•Read each remaining word•Break each word into its prefix, root or

base word, and suffix parts•Write each part in the correct column•Define each word part

Example:

Contractor con- “with” tract- “pull”

or- “person who”

Contractor- “a person who pulls together services”

Workbook Page 256

In = intoSpect= to

seeOr= a person

Re= back, again

Form= to shape

Er= a person

Ex= out of, from

Port= to carry

Er= a person

Clever Ness= state or

quality ofCon= with,

together

Form= to shape

Ist= a person

3. Define It: Word Parts

•Please turn to page 257 in your workbook•Read the affixed words•Read the instructions•Write a definition for the first word using

the meaning of each of its word parts•Complete the rest on your own•Latin roots can give clues to the meaning

but cannot always be translated directly

Workbook Page 257

A person who looks into things

A person who shapes things again

A person who sends things out of the country

A state of being clever

A person who goes with the shape or state of things

3. Expression of the Day

•IN EFFECT

•Meaning: in essence, basically•Example:

▫The committee agreed to what was, in effect, a reduction in the hourly wage.

4. Review: Adjectives•Adjectives are words that describe nouns or

pronouns▫They tell which one? What kind? Or how

many?•Adding a suffix can change a word’s function.

The suffixes –less, -ful, -y, -ous, -ing, and –ed can change nouns into adjectives

•Present and past participles, which have the suffixes –ing and –ed, can also function as adjectives

4. Review: Adjectives• The concerned parents watched as their youthful daughter

had a scary dream.

Directions:1. Read the sentence aloud2. Identify the adjectives3. Point out the base word and suffix in each adjective4. Discuss the meaning of each adjective

Base words: concern, youth, scare

Suffixes: -ed, -ful, -y

Meanings:Concerned: worriedYouthful: full of youth, youngScary: characterized by fear

4. Identify It: Adjective Suffixes

•Please turn to workbook page 258•Reread the paragraph•Look at the underlined words in the

exercise•Copy the adjectives with the suffixes –

able, -ed, -ful, -ing, -less, -ous and –y onto the lines below

•Underline the base words and circle the suffix in each

Workbook Page 258

Demanding

EndlessVigorous

Careful

Restful

Twitchy

Jerky

ReasonablePeaceful

Undisturbed

Workbook Page

R41

5. Passage Fluency

•Record on:▫Page R44▫Unit 24, Lesson 2▫January 4, 2011

•Record the better of the two trials

5. Using Visuals: Charts• Use the chart on page 225 of your hardcover to help

you answer the questions• Please turn to workbook page 259

• The title of the graph is Cycles of Sleep▫The title helps the reader understand its content

• The caption and the labels also help the reader understand. The graph represents the sleep cycles in a typical night of sleep. ▫What do you think is the meaning of the yellow line? ▫What do you think is the meaning of the numbers

along the horizontal axis?• The key helps the reader interpret information on a

chart, map, or graph

5. Using Visuals: Charts

•Please turn to workbook page 259▫Follow the first two steps in Exercise 7

•An * next to a word or phrase in a chart indicates that there is an explanation below. Read the note indicated by an *

•Finish workbook page 259

Workbook Page

259

We’re easily awakened

We’re in our deepest sleep; our immune system is active.

5 We dream

Stages of Sleep (Sample Response)

6. Answer It

•Use your hardcover book (page 224-226) to help you answer the questions

•Please turn to workbook page 260▫Read the directions▫Write the answers to the questions

independently, in complete sentences▫Circle whether the question could be

answered using the text, the chart, or both

Workbook Page 259

REM stands for Rapid Eye Movement.

We usually dream during the REM stage.

We spend the most time in stage 2.

Before REM occurs, we are in stage 2.

Sample Response: During REM, our eyes move back and forth under our closed eyelids. We breath quickly, and our heart rate gets faster. This is the stage when dreams usually occur.