5 th Grade Lesson 15 Word Work

1. 5th Grade Lesson 15 Word Work Review: Open and Closed Syllable Patterns, Prefixes, Suffixes and Unaccented Syllables- Schwa-/ən/, /əl/, /ər/

2. Open and Closed Syllable Patterns Listen to me read these words. After I read them, turn and tell your partner how many syllables you hear in each word slogan honest

3. Open and Closed Syllable Patterns Listen to me read these words. After I read them, turn and tell your partner how many syllables you hear in each word slo/gan hon/est When a syllable breaks before a consonant, as in slogan, the syllable is usually pronounced with a long vowel sound. This is called an open syllable pattern. When a syllable breaks after a consonant, as in honest, the syllable is usually pronounced with a short vowel sound. This is called a closed syllable pattern.

4. Open and Closed Syllable Patterns REMEMBER: If you are unsure whether a syllable is open or closed, pronounce it with both a long vowel sound and a short vowel sound to see which results in a word you know.

5. Open and Closed Syllable Patterns With your partner divide each word into syllables, then read the word. molecular mo lec u lar stifle stifle maverick maverick tendency ten den cy

6. Structural Analysis: Prefixes: re-, un-, non- Listen to me read these words. After I read them, turn and tell your partner the prefix and the root word in each word unwise reclaim nonnative

7. Structural Analysis: Prefixes: re-, un-, non- Listen to me read these words. After I read them, turn and tell your partner the prefix and the root word in each word unwise reclaim nonnative

8. Structural Analysis: Prefixes: re-, un-, non- Look for prefixes in longer words and then look for familiar words or word parts that follow a prefix. Remember- a prefix (when present) will be the first syllable in the word.

9. Structural Analysis: Prefixes: re-, un-, non- With your partner identify the prefix and root word in each word, breaking the root word into syllables as appropriate. Decode each syllable to read the word unflinching un flinch ing reconstruct re con struct re cal citrant recalcitrant nonsensical nonsensi cal

10. Structural Analysis: Suffixess: -able, -ible, -ment, -less Listen to me read this word. After I read it, turn and tell your partner the suffix in the word digestible

11. Structural Analysis: Suffixess: -able, -ible, -ment, -less Listen to me read this word. After I read it, turn and tell your partner the suffix in the word digestible Listen to me divide this word into syllables and read it. When I point, read it with me. di/gest/i/ble

12. Structural Analysis: Suffixess: -able, -ible, -ment, -less Listen to me read this word. After I read it, turn and tell your partner the suffix in the word argument

13. Structural Analysis: Suffixess: -able, -ible, -ment, -less Listen to me read this word. After I read it, turn and tell your partner the suffix in the word argument Listen to me divide this word into syllables and read it. When I point, read it with me ar/gu/ment

14. Structural Analysis: Suffixess: -able, -ible, -ment, -less Listen to me read this word. After I read it, turn and tell your partner the suffix in the word admirable

15. Structural Analysis: Suffixess: -able, -ible, -ment, -less Listen to me read this word. After I read it, turn and tell your partner the suffix in the word admirable Listen to me divide this word into syllables and read it. When I point, read it with me ad/mir/able

16. Structural Analysis: Suffixess: -able, -ible, -ment, -less Listen to me read this word. After I read it, turn and tell your partner the suffix in the word priceless

17. Structural Analysis: Suffixess: -able, -ible, -ment, -less Listen to me read this word. After I read it, turn and tell your partner the suffix in the word priceless Listen to me divide this word into syllables and read it. When I point, read it with me price/less

18. Structural Analysis: Suffixess: -able, -ible, -ment, -less Look for suffixes you know in longer words and then look for familiar words or word parts that come before a suffix. The spelling of a root word can change when a suffix is added. Remember- a suffix is the last syllable in a word (that has a suffix)

19. Structural Analysis: Suffixess: -able, -ible, -ness, -ment, -less With your partner identify the suffix and root word in each word, breaking the root word into syllables as appropriate. Decode each syllable to read the word equipment e quip ment thoughtless thought less gullible gullible distractable dis tract able

20. Unaccented Syllables: Schwa + n, Schwa + l, Schwa +r Listen to me read this word. capitol cap/i/tol Notice that first syllable in capitol is pronounced with more stress than the other syllables. The last syllable , -tolis unstressed. The vowel sound in this unstressed syllable is the shwa /ə/ sound

21. Unaccented Syllables: Schwa + n, Schwa + l, Schwa +r Listen to me read these words. After I read each word turn and tell your partner which syllable is the unstressed syllable functional func/tion/al shower show/er war/ren warren