Unit 22 Lesson 4

1. November 15, 2010 Unit 22 Lesson 4

2. Step 1: Listening for Syllables • Please turn to page 157 in your workbook • Listen to each word said • Identify the last syllable in the word • Write the final consonant + le pattern for the syllable you hear

3. Workbook Page 157 dle gle ple tle ble zle cle gle zle ple ble dle gle cle gle

4. Vowel Digraph- Sound Spelling Patterns • EA = E • UI = I • OU= U • Head, Sweat, Wealth • Build, Guilt, Guild • Tough, Young, Touch • Notice that the vowel digraphs can represent short vowel sounds! Be careful when spelling!

5. Vowel Digraph- Sound Spelling Patterns • When I say the words, place them into categories according to vowel sound. /e/ /i/ /u/ Deaf Built Touch Threat Guild Young

6. Step 2: Sort It • Page 158 in Workbook • Read instructions • Divide the words in the word bank into syllables • Sort each syllable according to syllable type • Write each syllable in the correct column

7. Workbook Page 158 sim tri gar wide ea ple puz ti er stee zle an ta ern cou gle cat ty guil tle ex feath ble am spread gle south tle ple ple gle ple

8. Closed R- controlled Choose two examples to put into these columns that fit these categories. 1. Turn to page R67 2. Label two columns 3. Choose two examples for each syllable type to put in the column

9. Review: Drop e Rule *You can follow along on page 130 in your hardcover book * • There are several spelling rules in English that apply when combining two words • The Drop e Rule 1. If the suffix begins with a vowel, drop the e from the base word EXAMPLE: hope + ing= hoping 2. If the suffix begins with a consonant, do not drop the e from the base word. EXAMPLE: hope + ful= hopeful

10. * Follow along. This is a good resource to use for future spelling rules * puzzle ing puzzling puzzle ment puzzlement * This chart shows one example of each of the two rules for the Drop e Rule. *

11. Review: Roots and Affixes • What meaningful part can be added to the front of a base word or root? • Prefix • What meaningful word part carries the most important part of the word’s meaning but usually cannot stand alone? • Root • What meaningful word part can be added to the end of a base word or root? • Suffix • What is the root in conduct? • Duct • How many morphemes are there in prescribed? What are the morphemes? • Three: pre- ; scribe; -ed

12. Review: Prefixes dis- and pro- • Dis- : means “absence,” “opposite,” “to reverse,” “to remove,” or “not.” • Pro- : means “forward” or “before.”

13. What is the affix? Root? • disarm • protect • disorder • disrupt

14. Review: Assimilation of Prefixes • A prefix may be added to the beginning of a root or a base word to build another word. • The prefixes con- and in- can change spelling depending on the letter that begins the root. • This spelling change is called the assimilation of the prefix. • The meaning of the prefix does not change when it is assimilated.

15. Intro: Assimilation of the Prefix dis- • Dis- : means “absence,” “opposite,” “to reverse,” “to remove,” or “not.” • The prefix dis- is assimilated into some words and can change its spelling in two ways: The s at the end of the prefix can change to fbefore a root beginning with f. The s at the end of the prefix can be dropped before a root. • Examples: • dis- + fer = differ • dis- + lute = dilute

16. Add It: Prefixes and Roots dif differ di dilate di dilute dif diffuse di diverge Workbook Page 159

17. Define It: Prefix and Root or Base Word Absence of order To remove the charge To push forward To go forward To break apart Workbook page 160

18. Review: Kinds of Phrases • A phrase is a group of related words that does not include a subject and verb. • The words in a phrase function together. • A verb phrase consists of a main verb and a helping verb. Example: The student was solving the puzzle. • In this sentence, solving is the main verb; was is the helping verb. • This verb phrase is the past progressive form of the verb solve.

19. Review… (continued) • A prepositional phrase begins with a preposition and ends with a noun or pronoun. Example: With difficulty, he solved the puzzle with a thousand pieces. • With difficulty is the prepositional phrase that begins with the preposition with and ends with the noun difficulty.This prepositional phrase acts like an adverb, telling how he solved the puzzle. • With a thousand pieces is a prepositional phrase that begins with the preposition with and ends with the noun pieces. This prepositional phrase acts like an adjective, describing the puzzle.

20. Introduction: Phrasal Verbs • A phrasal verb consists of a verb plus a word whose form looks like a preposition. But the second word doesn’t function as a preposition. Instead, it is part of the meaning of the phrasal verb. The meaning of the phrasal verb is usually different from the meanings of the individual words. • You can see this and follow along on page 135 of your hardcover.

21. Workbook page 161 Identify It: Phrasal Verbs Filled up Filled up to capacity Fill out Complete Puzzled out Identified Hand in Submit Made up Invented Ran into Met Takes after Resembles Wake up Arose from sleep Catches on Learns Put out Extinguished

22. Take Note: “A Collection of Puzzling Tales” • Turn to page C46 in your workbook • Read and discuss: • Setting • Characters • Problems of the folktales

23. Take Note… (continued) • Setting: A village inn • Characters: • A judge, an innkeeper, a thief, and some guests • Problem: • Someone has stolen a ring

24. Page 1 of 2 a judge, an innkeeper, some guests, and a thief A village inn A judge came to a village inn. Someone has stolen the innkeeper’s daughter’s ring

25. Page 2 of 2 Someone has stolen the innkeeper’s daughter’s ring. The judge needed to identify the theif. The judge used a trick to find out who the thief was.