Unit 23, Lesson 2December 1, 2010

Oi and oy◦ oil and boy

The sound of /oi/ is neither a long nor short vowel sound. It is a different kind of sound. /oi/ glides from one vowel sound to another vowel sound. A sound that does this is called a diphthong. A diphthong syllable has two vowel letters that represent one vowel glide.

1. Introduction: Diphthongs

Listen to the words, one at a time Say each word aloud while writing it Sort the words into two columns according

to the position of the sound /oi/ in the word

1. Discover It: Diphthongs

Oil, boy, moist, point, soy, toy, joy, join

oil boy

moist

point

soy

toy

joyjoin

/oi/ /oy/

Discuss the columns◦ Why are the words categorized like that?◦ What is the pattern?

1. Discover It: Diphthongs

/oi/ is used at the beginning or middle of words or syllables/oy/ is used at the end of words

Go to the Vowel Chart on workbook page R4 Write /oi/ and /oy/ on their charts Write oil and boy as cue words

oi oyoilboy

Workbook page R4

Workbook page 201◦ 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 punctuation

2. Write It

Workbook page R4Answers will vary!

Courage:

Debt:

Herb:

Honest:

Honor:

Hour:

Workbook page R32

Record your marks on…◦ Page R42

December 2, 2010 Unit 23 Lesson 2

2. Word Fluency

What can be added to the beginning of a word to extend its meaning? Prefix

What is the word part called that carries the most important part of a word’s meaning? Root or base word

What are morphemes like –able and –ous called? Suffixes

What is the root in respect? Spect

How many morphemes are there in respectable? What are the morphemes? Three: re- ; spect; -able

3. Review: Roots and Affixes

Per- : means “through, throughout”

Fac/Fec/Fic/Fact : means “to make,” “to do”

Ject : means “to throw”

-ate : means “cause to be,” “having the quality of”

-ize : means “cause to be, become, or resemble”

3. Introduction: Prefix per-, Roots fac/fic/fact and ject, and Suffixes –ate and

-ize

Perfect = “to make through” Dictionary definition: “whole, complete”

Project = “to throw forward” Dictionary definition: (noun) “a plan,” (verb) “to throw

forward” Factor = “someone or something that makes”

Dictionary definition: “an agent”

Dictate = “to speak, to say” Dictionary definition: “to say aloud,” “to be written by

another” Defector = “a person who makes away”

Dictionary definition: “a person who deserts his or her country or cause

EXAMPLES

Workbook page 202◦ Listen to the directions

Read each remaining word Break the word into its prefix, root or base word, and

suffix components Write each word part in the correct column Define each word part

◦ Let’s do the first one together

3. Divide It: Prefix, Root, Base Word, Suffix

Workbook page 202

Im= not Per= through,throughout

Fact= to make, to do

Fact= to make, to do

Or= something that, someone

thatDe= to reduce,

downJect= to throw Ed= past tense

Dict= to say, tell

Ate= to be or= someone

whoIdol= an image that is worshipped

Ize= to cause to be

Workbook page 203◦ Write a definition for the word in boldface type on

line A, using the context clues of the sentence and the meaning of each word part

◦ Write the dictionary definition for that word on line B

3. Define It: Word Parts

Workbook page 203

Not made wellNot perfect, defective

Something that madeCircumstance or reason

Thrown downLow in spirits

A person who tells others what to doOne ruling absolutely and often oppressively

Cause to become an image that is worshippedTo love or admire to excess

Verbs are words that describe actions (run, make) or a state of being (is, were)

Adjectives are words that describe nouns or pronouns◦ Adjectives tell which one? What kind? Or how

many? The suffixes –ate and –ize can change a

word into a verb. The suffix –ate can also change a word into

an adjective

4. Review: Verb and Adjective Suffixes

To determine how a word is used in a sentence, it is necessary to look at the context.

4. Review: Verb and Adjective Suffixes

The doctors speculate about Joshua’s health in a desperate effort to save his life.

The students organize the books on the shelves.

V ADJ

V

Workbook page 204 -ate and -ize : both mean “cause to be” Read the words in the Word Bank Do the first item together Read each remaining sentence Choose the correct word to go in the blank Write V (verb) or ADJ (adjective) above the

chosen word Reread the sentence with the chosen word in

place to make sure the sentence makes sense

4. Choose It: Verb and Adjective Suffixes

Workbook page 203

considerateADJ

estimate V

desperate ADJ

operates V

illustrate V

immediateADJ

dictate V

private ADJ

hesitates V

approximate ADJ

A word can look the same, but be pronounced two different ways as a result of shifting the syllable stress

Shifting the stress can change the function of the word

When the stress in a word that can be pronounced two ways falls on the first syllable, the word is a noun

When the stress in a word than can be pronounced two ways falls on the second syllable, the word is a verb

4. Shifting the Syllable Stress: Grammatical Implications

Examples:An imperfectly made lightning rod is called a

reject.

The power plant directors reject imperfect rods.

N

V

Please turn to page 205 in your workbook Let’s do the first one together Read each remaining sentence Write N if the underlined word is a noun.

Write V if it is a verb. Copy the word onto the line, placing a mark

(‘) on the stressed syllable

4. Code It: Noun or Verb

Workbook page 203

Pro test’

Pro’ test

Ob’ ject

Ob ject’

Pres ent’

Pres’ entProg’ ress

Pro gress’

Con’ tactCon tact’

V

N

N

V

V

N

N

V

N

V

Workbook page R36

Record your marks on page R44◦ Unit 23◦ Lesson 2

Record Your Marks

Hardcover page 181 Workbook page 206

◦ Examine the illustration from “Horsepower” which is included on the page

◦ Estimate how much horsepower a school bus has◦ Draw a bar on the chart to represent your

estimate◦ Estimate how much horsepower a golf cart has◦ Draw a bar on the chart to represent your

estimate

5. Using Visuals: Illustrations and Charts

Workbook page 206

Workbook page 207 Hardcover page 180-181 Use information from the text and the

illustration in “Horsepower” to answer these questions.

Use complete sentences

6. Answer It

Workbook page 207

We compare the power of cars to the power of horses.

People first tamed the horse when they started farming.

He wanted a way to communicate the power of his steam engine.

One unit of horsepower can pull 33,000 pounds one foot, in one minute.

A dynamometer measures the strength of a car.

Onto Unit 23, Lesson 3

THE END