Unit 20, Lesson 1 - Think Outside the Textbook

January 9, 2018 | Author: Anonymous | Category: Arts & Humanities, Performing Arts, Drama
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Unit 20, Lesson 1

W. A. L. T. • Determine vowel digraphs in words with at least 80% accuracy • Spell new words successfully at least 8 of 10 trials • Determine adjectives in sentences successful 4 of 5 attempts • Use commas successfully in sentences at least 80% accurately

1. Review: Vowel Digraphs • A vowel digraph is made up of two vowel letters that combine to make a single vowel sound. The vowel sound represented by vowel digraphs is usually long. • Examples: – Gain, aim, stain, explain = all long a sounds

1. Discover It: Vowel Digraphs ay and ai • Rain, spray, aid, brain, tray, maybe, play, faint

• Sort the words into two columns • Ay


spray tray maybe

aid brain




1. Discover It: Vowel Digraphs ay and ai • The words on the previous slide are sorted according to their sound/spelling pattern • Ay is found at the end of words or syllables • Ai is found at the beginning or middle of words or syllables

Workbook Page R4



2. Spelling Pretest 1 • Please write the words to the best of your ability • When done, please write the correct spelling • Please turn to workbook page 56

relieve decrease course chimney hollow guarantee guard feast guess shallow guest delay great meanwhile friend

Workbook Page 56

Workbook Page R45

3. Unit Vocabulary • Hardcover page 45 has the vocabulary words for the unit • We have to – Identify words that are unfamiliar – Discuss the meanings of these words

3. Review: Synonyms • Synonyms are words that have the same or similar meanings • • • •

beast What is a synonym for monster? break What is a synonym for damage? What is a synonym for ambitious? eager hollow What is a synonym for empty?

3. Multiple Meaning Map • Multiple meaning maps allow you to see a word in different contexts • It organizes the meanings of one word • It also helps us better understand words that have more than one meaning in the context

1. To participate in a game or engage in a sport I want to play on the elite hockey team this year

3. To pretend

My little sisters play house all day long.

2. To perform on an instrument


The violin is a difficult instrument to play.

4. A dramatic production Dean was chosen for the lead role in the school play.

3. Idioms • Play with fire • Literal meaning: “fool around with something that is burning” • Idiomatic meaning: “take part in a dangerous or risky activity”

4. Review: Adjectives • Words in English have different functions, or jobs • Adjectives are words that describe nouns or pronouns. • Adjectives tell which one? what kind? or how many? • Please turn to workbook page 57 • Read the sentences • Decide whether each underlined adjective tells which one? what kind? or how many? • Write each of these adjectives in the correct column of the chart • Check and revise their answers • Example to follow

4. Sort It: Adjectives • Ogden Nash used words in a unique manner. Which one?

What kind? unique

How many?

Workbook Page 57

those that

unique funny prominent stressful special

many some few

4. Review: Commas in a Series • When three or more words are listed together in a sentence, the items are written one after the other. • Commas are used to separate the items • A comma is not placed in front of the first word • The last item is usually connected to the others in the series by and or or. A comma is placed before and or or. • The same rules are true for three or more groups of words listed together in a sentence

4. Punctuate It: Commas in a Series • Please turn to workbook page 58 • Read the sentences • Identify the words, or word groups, in the series in each sentence • Place a comma between each item in the series


, ,

, ,

, ,



Workbook Page 58








, ,





5. Independent Text: “Nash’s Bashes: Word Play” • Before you read: (hardcover page 56-57) – Discuss the title of the story – Read the introductory poem – According to the poem: • What are some uses for words? – Sample: Response » Get attention, get things done, have fun

5. Phrase It • Please turn to workbook page 59 • Use cueing questions you can use to decide which words go together to form meaningful phrases • Read the sentences • Use those cueing questions to identify meaningful groups of words • Scoop the meaningful phrases together • Example to follow

5. Phrase It • Example:

–Some folks use words to get attention.

Workbook Page 59

6. Use the Clues • Please turn to workbook page 60 • Read the paragraph from “Nash’s Bashes: Word Play” • Find each underlined pronoun – Pronoun: replaces a noun (he, they, him, she, her, etc)

• Identify and circle the noun or nouns that each pronoun replaces

Workbook Page 60

6. Rewrite It • Please look at the bottom of page 60 • Rewrite the last two sentences as a single sentence by replacing the first pronoun, they, with the nouns it represents and combining the two sentences with and. • Check the revised sentence for sentence signals- capital letters, commas, and end punctuation

Workbook Page 60


Answers will vary!

Repetition, rhythm, and rhyme all triggered memory, and they also helped him celebrate language.

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