Unit 24, Lesson 3

1. Unit 24, Lesson 3 January 5, 2011

2. W. A. L. T. • Determine syllable types with at least 80% accuracy • Use context clues to determine meaning of words • Identify words as nouns, adjectives, or verbs based on their suffix • Read a selection and answer questions in complete sentences

3. 1. Sort It: Syllable Types • Please turn to workbook page 261 • Say each word in the Word Bank quietly to help you distinguish the vowel sounds • Look for the sound-spelling pattern for the vowel sound in each syllable • Sort the words according to their syllable type by writing words with similar sound-spelling patterns in the same column • Generate a label for each column Column 2 Column 1 Vowel Digraph Syllable Diphthong Syllable

4. Workbook Page 261 sweat hours sleep join play ploy health shout plains coil shown fowl tread dream tails

5. 1. Review: Syllable Types • Do vowel digraphs usually represent long vowel sounds or short vowel sounds? • Long vowel sounds • Which words in Exercise 1 have vowel digraph syllables? • Dream, sleep, play, tails, plains, shown, tread, sweat, health • Is the vowel digraph ai found at the beginning, middle, or end of a word? • The beginning or middle • Examples: plain, aid • Where is the vowel digraph ay usually found in a word? • At the end of the word or the end of a syllable • Examples: play, payment • What are the two sounds found in diphthong syllables? • /ou/ and /oi/ • Which words in Exercise 1 have vowel digraph syllables? • Hours, join, ploy, shout, coil, fowl • What is the difference between a vowel digraph and a diphthong? • A vowel digraph is made up of two vowel letters that combine to represent a long or short vowel sound. Examples: dream, tread • A diphthong is two vowel graphemes that make a glide and can sound like two parts.  Examples: coil, shout

6. 2. Divide It • Dividing words into syllables helps to read unfamiliar words • If you need help, go to workbook pages R6 & R7 • Please turn to the story that begins on page C75 in your workbook • Please find and divide the following words • Line 7: suddenly • Line 14: development • Line 26: disconnected • Line 51: paralyzed • Apply the Divide It strategy to decode the words • Blend the syllables to read the word • Read the word in the sentence

7. 2. Divide It Suddenly Development Disconnected Paralyzed

8. Workbook Page R38

9. 2. Record • Record your trials on • Page R42 • Unit 24, Lesson 3 • January 5, 2011

10. 3. Vocabulary Focus • The story begins on page C75 of your workbook • We, as a class, need to find the following words to discuss the word and its meaning(the words are highlighted and the definitions are at the bottom of the page) • Dialogue • Adrenaline • Mobile • Phenomenon • Conscious • Illusion • Lets clear up any confusion there might be about the words themselves, or the definitions

11. 3. Use the Clues • Please turn to page C75 in your workbook • Read lines 14-18 • Look at Use the Clues A in Text Connection 11 • Follow the directions to use meaning signals to clarify the meaning of the word pons

12. Workbook Page C75 The pons, which is located in the brain stem, is part of the brain that controls REM.

13. 3. Use the Clues • Read lines 98- 103 (it starts half way down on C78) • Turn to page C78 in your workbook please • Look at Use the Clues B • Follow the directions to determine the meaning of the phrase lucid dreams

14. Workbook Page C78 Lucid dreams are dreams that you know are dreams or not real.

15. 3. Expression of the Day • The expression of today is: • A ripple effect • The meaning: something that affects something else, which then affects other things • Sentence: • Court rules often have a ripple effect, spreading into areas of law that were not the focus of the original case.

16. 4. Review: Suffixes • Suffixes • -ed, -er, -ing, -ment, -ous, -y • Nouns are words that name people, places, things, and ideas. • Words with suffixes –erand –mentcan be nouns • The suffix –er can also make words into comparative adjectives • Examples: • Wonder + ment = wonderment • Verb + suffix = noun • Drive + er = Driver • Verb + suffix = noun • Neat + er = neater • Adjective + suffix = comparative adjective

17. 4. Review: Suffixes • Adjectives are words that describe nouns or pronouns. • They tell which one? What kind? Or how many? • Adding the suffix –ous or –y to a base word can change the word into an adjective. • Examples: • Fame + ous= Famous • Noun+ suffix = Adjective • Sleep + y= Sleepy • Noun + suffix = adjective

18. 4. Review: Suffixes • Present participles and past participles can function as verbs in a verb phrase, or as adjectives. • Adding –ing to a verb forms the present participle. • Adding –ed to a verb can form the past participle. • Examples: • Present Participle: • Dream + ing = Dreaming • Sleep + ing = Sleeping • Past Participle: • Shout + ed = Shouted • Remember + ed = Remembered

19. 4. Review: Suffixes • The child had a frightening dream. • Directions: • Identify the word with the suffix, underline • Decide if it is a present participle of past participle • Decide if it is functioning as a verb or as an adjective

20. 4. Identify It: Noun, Verb, or Adjective • Please turn to page C76 in your workbook • Read lines 22-40 • Find the first underlined word, creating • Identify it as part of the verb phrase is creating • Write V above creating • Reread lines 22-40 • Decide if each underlined word is a noun, a verb, or an adjective. • Write N above the word if it is a noun, a V above the word if it is a verb, and a ADJ above the word if it is an adjective

21. V Workbook Page C76 ADJ V ADJ ADJ ADJ N V

22. 5. Instructional Text: “Dreaming the Night Away” • Informational text is nonfiction material about a specific topic, event, experience, or circumstance • Textbook chapters, news articles, biographies, and essays are examples of informational text • Before you read: • Think back to what we talked about from the selection “Dream While You Sleep” • Think of the question: • During which phase of sleep do we usually dream? • Is sleep a waste of time? During the fifth stage, when REM occurs No, it is essential

23. 5. Instructional Text • Before you read: • Discuss the meaning of the title • “Dream While You Sleep” • Use the title to predict the topic of the text • This selection is informational text: • It presents facts about sleep and dreams

24. 5. Instructional Text • While you read: • Remember: Some informational text provides details, or facts, about a topic. • Read “Dream While You Sleep” • Listen for interesting things that happen while we sleep

25. 6. Answer It • Answer the following questions orally: • What happens during REM? • Why do scientists think we are unable to move while we dream? • Why does the author refer to sleepwalkers as “fleshy robots”? • What is a “lucid dream”? Sample Response: Rapid Eye Movement that signals that a dream is taking place. Sample Response: We are paralyzed to prevent us acting out our dreams. Sample Response: They are unresponsive and unaware. Sample Response: A dream you recognize as a dream.

26. 6. Answer It • Signal Words • Justify: “prove or give reasons that something is right or valid” • Assess: “determine value or significance” • Hypothesize: “formulate a possible explanation; speculate” • Explain: “express an understanding of an idea or concept” • Summarize: “restate important ideas and details”

27. 6. Answer It • Please turn to workbook page 262 • Answer the questions in complete sentences • Check for sentence signals- capital letters, commas, and end punctuation

28. Sample Response: Our dreams are usually about events, but these events are hard to follow. Often, the dialogue doesn’t make sense. The situations are ridiculous. We jump quickly from place to place. Workbook Page 262 Sample Response: Our muscles become immovable. If the dream is frightening, we begin to sweat and breathe quickly. Our blood pressure rises. Sample Response: Sleepwalkers can wander into dangerous places. Family members can mistake the sleepwalker for an intruder. Sample Response: Lucid dreaming might interfere with an important natural process. It might be better to let the dreaming process happen naturally. Sample Response: Our muscles are immovable in order to prevent us from acting out our dreams. If we were able to act out our dreams, we might hurt ourselves.