Unit 19. Lesson 2

Unit 19. Lesson 2January 27, 20111. Find It: Vowel DigraphsPlease turn to workbook page 12Underline each word with the vowel digraphAi, ee, oa Circle the vowel digraph in the wordSort and write these words in three columns according to their long vowel soundsRead your sorted word lists2

Workbook Page 12downloade-mailmainbreezefloatstreetsroadwaysspeedcontain2. Sort It: Syllable TypesPlease turn to workbook page 13Read each word in the Word Bank Identify the long vowel syllable type in the wordWrite the word under the correct heading

Workbook Page 13speedskatethesecoachpoliotrysilotraingamesthreebrainroad2. Sort It: Syllable TypesPlease turn to workbook page R67Label columnsOpen, Final Silent e, Vowel Digraph /a/, Vowel Digraph /o/, Vowel Digraph /e/, and Vowel Digraph /i/Write each example under the correct heading

Workbook Page R67OpenFinal Silent eVowel Digraph /a/Vowel Digraph /o/Vowel Digraph /e/Vowel Digraph /i/Provide two examples for each Syllable Types! Some can be found on the previous page. Please ask if you REALLY REALLY need help. 2. Write It: Essential WordsPlease turn to workbook page 14Review the Essential Words in the Word BankPut the words in alphabetical order and write them on the linesWrite one sentence for each Essential WordCheck that each sentence uses sentence signals- correct capitalization, commas, and end punctuation

Workbook Page 14Abroad-Against-Captain-Curtain-Language-Nuisance-Be creative and come up with one sentence for each word.

Workbook Page R122.Word FluencyPlease record on Workbook page R42Unit 19, Lesson 2January 27, 20113. Review: Base Words and SuffixesA base word is a word that can stand alone and does not have a prefix or a suffix.A base word can have one or more syllablesExample: train, a/greePrefixes and suffixes are affixes, or meaningful word parts, that can be added to base words.Suffixes are added to the ends of words and extend or modify those words meaningsBase Word + Suffix = New WordTrain + er = TrainerAgree + ment = Agreement

The suffix er can be added to many adjectives to form comparative adjectivesThe suffix er in a comparative adjective means moreEXAMPLE:The slower snail is a phrase use to compare the speed of two snailsOne snail is more slow than the other3. Review: Base Words and Suffixes3. Introduction: Suffixes er, -ist, -ment, -ness -er: someone who, something that-ist: someone who-ment: the state, act, or process of-ness: the state, quality, condition, or degree of

Teacher -someone who teachesMedalist - someone who won a medalAgreement - act of agreeingWeakness - condition of being weak3. Define It: SuffixesPlease turn to workbook page 15Read the five affixed wordsUnderline the base word and circle the suffix in each wordWrite a short definition of each wordUse a dictionary to check your definitions

Workbook Page 15A person who entertainsThe act of shipping goodsThe condition of being thickSomeone who is in the final round of a competitionMore deep3. Rewrite It: SuffixesPlease turn to workbook page 16Read each example with your teacherWork to replace each underlined phrase with a base word + a suffixReread the sentences to check their workFinish the rest independently after we go over the first two examples togetherReread the sentences to check your work

Workbook Page 16trainerillnesswaiterentertainmentdampnessmotoristailment3. Expression of the DayGreen around the gills

This expression means: pale, or sickly in appearance.

Example:After eating all that fried food, Joan felt green around the gills. 4. Noun SuffixesNouns are words that name people, places, things, or ideasAdding suffixes can change a words function. The suffixes er, -ist, -ment, and ness added to base words indicate noun functions.

The meaning of er is someone who or something thatThe meaning of ist is someone whoThe meaning of ment is the state act, or process ofThe meaning of ness is the state, quality, condition, or degree of

These can be found on page 7 of your hard cover book4. Identify It: Noun SuffixesPlease turn to workbook page 17Reread the text and underline all the nouns in the paragraphCopy only the nouns that have the suffixes er, -ist, -ment, -ness into the appropriate columns

Workbook Page 16runnerfinalistsagreementfleetnesssprintermedalistfulfillmentcalmnesswinnerstarter

Workbook Page R165. Passage FluencyPlease record on page R44Unit 19, Lesson 2January 27, 2011, or 1/27/115. Using Visuals: ChartsPlease turn to page 18 in your hardcover bookCharts helps us determine and organize information into a neat looking organizerThe title and the headings can help us understand what is in the chart

Please turn to workbook page 18Highlight the headings in the chartCircle the source of informationUse information from your hardcover pages 16-18, Early Olympic Speeders, to complete the chartThink of a title for the chart and put it above it on the line

Workbook Page 18EtheldaBleibtreyUSA1:13.6Clas ThunbergFIN2:20.8Betty RobinsonUSA12.2Early Olympic Winners (Sample Response)5. Using Visuals: ChartsWork on page 19 as well too pleaseThen, we have to interpret the timed trials of those events.

EXAMPLE: 5:07.6Five minutes, 7.6 seconds

Workbook Page 19United States of AmericaFinland1:13.6 = One minute, 13.6 seconds12.2 = 12.2 seconds2:20.8 = Two minutes, 20.8 seconds6. Answer ItPlease turn to workbook page 19/20Write the answers to the questions, on your own,IN COMPLETE SENTENCESCircle whether you used the text, the char, or both to answer the questionWhat did you use to answer the question?

Workbook Page 19 (bottom)The Olympics were held in Belgium in 1920.

Workbook Page 19 (Top)The winner of the womens swimming events in the 1920 Olympics was from the USA.Jodie Henry was the faster swimmer.The 100m freestyle is a swimming event.Answers will vary: Example: Olympic athletes are getting faster because training and equipment have improved.