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

Ai

spray tray maybe

aid brain

play

faint

rain

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

play

great

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

play

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

X

Answers will vary!

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

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