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Fifth Grade Scope and Sequence for Word Study Revised June 2014

|Lesson |Students Outcomes: The students will be able to read, spell, and understand… |Homophones |

| |Unit 1/Quarter 1 | |

|1 |Closed Syllable |mist/missed |

| |Introduce routines |profit/prophet |

| |Set up Word Study Notebook | |

| |Review short vowel sounds, consonant clusters/diagraphs (ch, sh, th, wh, ck, and ph) (posters/wall chart) | |

| |Review bonus letters (ss, ll, ff, and zz) | |

|2 |Closed Syllable con’t |lesson/lessen |

| |Review short vowel sounds (poster/wall chart) |find/fined |

|3 |v-c-e Syllable (helping e) |gate/gait |

| |Review long vowels sounds in VCe syllables (the “e” is the perfect volunteer, it helps make the first vowel say its name, but |mode/mowed |

| |keeps silent) (poster/wall chart) |lute/loot |

| |Welded exceptions to VCe syllable –ive (like in give or olive); we do not have real owrds that end in the letter v in our | |

| |language | |

|4 |Open Syllable |pi/pie |

| |Review long vowel sounds in Open syllables (poster/wall chart) |no/know |

| |Discuss the sounds of the letter y in open syllables (y says the long i sound as in cry in a one syllable word)(y says the long | |

| |e sound when not in the first syllable like in baby or pretty) | |

|5 |Open Syllable con’t |n/a |

| |Review long vowel sounds in Open syllables (poster/wall chart) | |

|6 |Open and Closed Syllables |n/a |

| |Review both short and long single vowel sounds (posters/wall charts) | |

| |Mixed Practice | |

| |Discuss exceptions | |

|1 |Greek and Latin Roots |n/a |

|Unit 1 |*These can be taught any time during Unit 1/Quarter 1 | |

| |-press | |

| |-script/scribe | |

|2 |Greek and Latin Root |n/a |

|Unit 1 |*This can be taught any time during Unit 1/Quarter 1 | |

| |-port | |

| |Unit 2/Quarter 2 | |

|7 |Other sounds of c and g |cereal/serial |

| |C says /s/ when followed by e, i, or y (cyclone, accident) |genes/jeans |

| |G says /j/ when followed by e, i, or y (gigantic, suggest) | |

|8 |c-le Syllable (consonant-le) |meddle/medal muscle/mussel |

| |Consonant-le syllable is an ending syllable, only the consonant and the letter l is heard, the e is silent. The e is there to |bridle/bridal |

| |make the syllable legal (nimble, vehicle) |peddle/pedal |

| |Exceptions to the c-le syllable: -stle (the t is silent like in whistle and hustle) | |

|9 |Review |n/a |

| |Sorting and reviewing all four types covered | |

| |open | |

| |closed | |

| |v-c-e | |

| |c-le | |

|10 |Prefixes |n/a |

| |A prefix is an affix which is placed before the stem or base of a word | |

| |Adding it to the beginning of one word changes it into another word. | |

| |meaning and spelling | |

|11 |Adding Prefixes to base words |n/a |

|1 |Greek and Latin Roots |n/a |

|Unit 2 |*These can be taught any time during Unit 2/Quarter 2 | |

| |-manu/-man | |

| |-ject | |

|2 |Greek and Latin Roots |n/a |

|Unit 2 |*These can be taught any time during Unit 2/Quarter 2 | |

| |-tract | |

| |-min | |

| |Unit 3/Quarter 3 | |

|12 |Suffixes |stationary/stationery |

| |A suffix is an affix which is a word ending. It is a group of letters you can add to the end of a root word. |guessed/guest |

| |meaning and spelling | |

| |-al and -ity | |

| | | |

|13 | Adding Suffixes to base words |n/a |

| |-ine, -age, -ege | |

|14 |R-Controlled Syllable |kernel/colonel |

| |Vowel sounds for r-controlled syllables: ar as in car, or as in horn, er as in her, ur as in burn, ir as in first |hanger/hangar |

| |The letter r controls the vowel sound |whirled/world |

| | |current/currant |

|15 |Vowel Team Syllable |waive/wave toad/toed/towed |

| |ai, ay, ee, ey |sees/seas/seize |

| |oe, oa, ue |hair/hare |

|16 |Vowel Team Syllables con’t |haul/hall |

| |oi, oy, au, aw |pause/paws |

| |eu, ui, ew | |

|17 |Vowel Team Syllables con’t |moose/mousse |

| |ou (trout soup) 2 sounds |pores/pours |

| |ow (snowplow) 2 sounds | |

| |oo (good food) 2 sounds | |

| |ea (eat bread and steak) 3 sounds | |

|1 |Greek and Latin Roots |n/a |

|Unit 3 |*These may be taught any time during Unit 3/Quarter 3 | |

| |-miss/mit | |

|2 |Greek and Latin Roots |n/a |

|Unit 3 |*These may be taught any time during Unit 3/Quarter 3 | |

| |-sym | |

| |Unit 4/Quarter 4 | |

|18 |Silent Letters |wrest/rest |

| |wr says /r/ (wrath), rh says /r/ rhinoceros, gh says /g/ ghoul, kn says /n/ knob, gn says /n/ gnarled, mn says /n/ column, and |plumb/plum |

| |mb says /m/ plumber |rain/reign |

|19 |Advanced spellings |click/clique |

| |que- /k/ |cord/chord |

| |ch-/k/ |mask/masque |

|20 |Advanced Spellings con’t |patients/patience |

| |-ti, -ci , -tu, -ture | |

| |feature, signature, social | |

|21 |Homographs |n/a |

| |two or more words spelled the same but not necessarily pronounced the same and having different meanings and origins | |

|22 |Homographs |n/a |

| |two or more words spelled the same but not necessarily pronounced the same and having different meanings and origins | |

| | | |

|1 |Greek and Latin Roots |n/a |

|Unit 4 |*These may be taught any time during Unit 4/Quarter 4 | |

| |-carm | |

| |–corp | |

|2 |Green and Latin Roots |n/a |

|Unit 4 |*These may be taught any time during Unit 4/Quarter 4 | |

| |-ped | |

| |–pod | |

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