UNIT 24, LESSON 4January 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 Use commas in dates and address at least 4

of 5 trials Use graphic organizers to map out the main

ideas of a story

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 words

Workbook Page 263

cop perde tail

s flow

erspream bleti

dy slo

wly

pain

fuldea

fnesswin ter ize

bea glefore

groundove

rpow

er

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 words

Workbook Page 264

cry ed begi

ning

fame ous advis

eable

frisky

ness join ed

theory

ize scand

alous

stir ing agon

yize

inquire

ing shimm

ering

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 made

Workbook Page 265

dispose disposable

flammable

overload overplay playful

miscount countless jobless

foresee foreseeable

printable

colonize decolonize

debar

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” • -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”

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”

The present participle is formed by adding –ing to a verb. EXAMPLE:

Dream + ing = dreaming Heal + ing = healing Whistle + ing = whistling

The past participle of many verbs is formed by adding –ed or –en to a form of the verb. EXAMPLE:

Broke + en = broken Paint + 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 Participles

4. Review: Suffixes

The children sat on folding chairs.

Directions:1. Out loud, identify the word with the suffix.

Underline it. 2. Decide if it is a present participle or past

participle3. Decide which noun it is describing.

chairs

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 follow

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 word

Workbook Page 266

To shape, or fit, withNot having health

Written intoAble to have the count lowered

Carrying out of the country

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 blank

Workbook Page 267

effortless

reproduced

reportable

retractable

inscribed

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/kept The helping verb will signals future time

(tense)

4. Review: Tense Timeline

YesterdayPast

TodayPresent

TomorrowFuture

Slept(past)

Sleep(present)

Will Sleep (future)

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 independently

Directions:1. Read each

sentence and underline the irregular PAST TENSE verb.

2. Write the past, present, and future forms of that verb in the chart.

Workbook Page 268

dreamt dream will dreambought buy will buywove weave will weaveleft leave will leave

stole steal will stealthrew throw will throw

met meet will meetwept weep will weep

taught teach will teachwas is will be

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.

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 Addresses

Workbook Page 269

, ,, ,

, , ,, ,

,, ,, ,

,My brother was born on October 4 1982.

The house where I grew up is at 123 Fake Street Faketown Florida.

,, ,

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”

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 text Locate and underline each supporting detail, and note

these in the margin Write a paraphrase (in your own words) of the main

idea in the margin

5. Take Note: “Dreaming the Night Away”

6. Map It: Main Ideas This graphic 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 template

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.