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Journeys: Week 19Decoding: Common SuffixesSpelling: ful, less, ness, mentWord ListcolorfulnumbnessweaknessappointmenttreatmentailmentmovementresourcefulendlesscleanlinesstruthfulillnesscheerfuluselessbeautifulrestlessclumsinesspavementpeacefulfondnessneatnessspeechlessstatementwastefulpennilessMondayClosed Sort: Students will do a closed sort. The teacher will tell the students to sort words by the number of syllables in each word. (There will be two categories: two syllable and three syllable words)Discuss what happens to words that end in y when adding a suffix. (y to i) Tell students that syllables break before the suffix. When we use this, it will help us decode words. TuesdayTell students that when we know the meaning of suffixes, it helps us understand the word. ful: full ofless: withoutment: action, resultness: state ofComplete a 4 box Spelling/meaning sortSpell Sort: Categories: full ment ness lessCall out about half of the words using words in each category. Ask students to write them in the correct category. After each word, ask one student to give a sentence using the word. Discuss how the suffix affects the word meaning. (Choose the less familiar words). WednesdayComplete another four box spelling sort with the remaining words. ThursdayFind synonyms: Say the synonym and tell students to write the correct word that means the same thing. You may leave the words on the blue board so that students can have the words in front of them to choose from. truthful (honest)cheerful (happy, joyful)penniless (poor)illness (sickness)restless (fidgety, jumpy)peaceful (calm)fondness (like)wasteful (inefficient)endless (limitless)cleanliness (tidy)ailment (sickness, illness)resourceful (clever)useless (inadequate)colorful (bright)Friday: Play categories. Call out the list of things in the category and have students guess the correct category (from word cards). Things that are colorful: a rainbow, a clown’s wig, a parrot, a kite, a quiltKinds of Ailments: a headache, a toothache, a stomach ache, a backacheKinds of appointments: dentist, doctor, hairdresser, businessThings that are peaceful: a creek, a stream, a quiet day, a sleeping babyThings that are useless: one shoe, being unhappy, a candy wrapper, homeworkJourneys: Week 20VCCV Vowel Patterns and Word PartsWord Card List (VCCV vowel patterns and word parts)millioncanyonoccurcollecttrafficventurelumberfortunechallengepepperdangerrascalplasticsoccersplendidborrowenginesupportpicturethirtysurviveperfectseldomattendeffortDay1: Open SortDistribute cards between partners in the group. Ask them to put the words into two categories. Point out that if the two consonants are the same in the vowel pattern; divide the word into syllables between the two like letters. If the two consonants are different, divide the word into syllables between the two consonants. Example: sup/port plas/ticDay 2: Spelling Sort with Syllables Students will create two columns: one for VCCV (consonants the same) and another VCCV (consonants different)Call out two or three words for each category. Ask students to sort the word under the correct category, write the word, and divide the words into syllables. Day 3: Spelling Sort with Syllables Continue the spelling sort process from day 2 calling out three or four new words for each category.Day 4: Spelling Sort with Syllables Continue the spelling sort for the remaining words. Day 5: Decoding VCCV Words with Affixes When a word has a prefix or suffix, separate it from the base word (it will be a syllable by itself). Then follow the above rules for dividing the base word into syllables.Example: unexpected: un/ex/pect/ed Call out the following words and ask students to write each word down and divide it into syllables. affection: af/fec/tiondiscontinue: dis/con/tin/uearrangement: ar/range/menteffortless: ef/fort/lesspresuppose: pre/sup/poseunexpected: un/ex/pect/edcollection: col/lec/tionJourneys: Week 21 VCV Word PatternsWord Card ListeventsirenrumorhumorpolitejealousrapidhotellicensemusicprotestimagereliefpunishrivalplanetdefendmomentdetailrelayfigureunitehabitstudentfrozenDay 1: Open SortDivide the word cards and deal to partners. Ask the students to divide the words into categories based on the first vowel sound.Discuss the VCV vowel patterns.Open syllable: Divide the word after the first vowel if the vowel is long.Example: e/ventClosed syllable: Divide the word after the consonant if the vowel sound is short. Example: plan/etDay 2: Spelling SortStudents will write the words under the correct category. (open or closed syllables) Ask students to then divide each word correctly into syllables.Call out four under each category. Day 3: Spelling SortContinue the spelling sort from day 2 with four more words under each category. Day 4: Spelling Sort Complete the spelling sort with the remaining words. Day 5 VCV Patterns and Word PartsRemind students that when they are decoding words, first take off the prefix or suffix. It will be one syllable. Next, use the rules of VCV (open/closed syllables) to divide the word.Call out each word and ask students to divide into syllables. eventful: e/vent/fuldefended: de/fend/ eddefinition: def/i/ni/tionpromotion: pro/mo/tionreopen: re/o/penmomentous: mo/men/tousinhumane: in/hu/manerapidly: rap/id/lyJourneys: Lesson 22VCCV and VCV PatternsWord List (days 1-4)dentistrecentfinalsilvernarrowcapturesheltercabinaheaddinnercornerminushollowminutedividevaluefamousrewarddecentsecurestandardfrontierDay 1Open SortDivide the word cards and distribute them to partners. Ask students to separate word cards into categories. Tell them to examine the vowel patterns and the sounds of the vowels. There will be 4 categories:VCCV consonants the same: din/ner, nar/row, ho/low, din/ner, VCCV consonants different: den/tist, shel/ter, cor/ner, stan/dard, cap/ture, fron/tierVCV short vowel sound (closed syllable) div/ide, sil/ver, cab/in, min/ute, val/ue, VCV (long vowel sound (open syllable) fi/nal, fa/mous, de/cent, re/cent, mi/nus, re/ward, Day 2Spelling Sort (Four Box)Call out one third of the words and ask students to write them in the correct categories. (listed above) Also ask them to divide each word into syllables. Sort the words on the blue sorting board. Day 3Spelling Sort (Four Box)Continue the spelling sort with the next third of word cards.Day 4Spelling Sort (Four Box)Continue the spelling sort with the last set of words. Day 5Word Card List (Day 5)unfocusindependentuncoveradditionsaddestSyllable Patterns and Word PartsWhen students decode base words with additional prefixes or suffixes, begin by separating the prefix or suffix from the base word. After that, examine the word to determine the vowel pattern (VCV). Determine if the vowel is long (the syllable is open and the syllable is divided after the vowel) or if the vowel is short, the syllable is closed and divided after the consonant. Example: fi/nal/ist (long vowel open syllable)Call out each of the following words and ask students to write the word dividing the word into the correct syllables. unfocus: un/fo/cusindependent: in/de/pen/dentuncover: un/cov/eraddition: ad/di/tionsaddest: sad/destJourneys: Lesson 23VCCV PatternsWord Listposterchickensecretclothingwhetherapronauthorwhiskersrocketdegreebushelgatheragreeachievebucketratherticketbracketdeclaremachineblanketchallengeperson blanketbasketartistThis week is more work with VCCV word patterns. Point out that consonant clusters (ck, ch, wh, sh) stay together in a syllable. Day 1Open sortDivide the word cards and deal to partners. Ask students to sort the word cards by vowel patterns. Discuss the sorts and VCCV patterns in the words. Remember: Open syllables end in a long vowel sound. (Examples: po/ster, se/cret, a/pron, de/gree)Closed syllables have a short vowel sound and are divided after the consonant. (Examples: wheth/er, auth/or, rock/et, bush/el, a/gree, buck/et, tick/et)Day 2Spelling/Syllable SortStudents divide their paper into two columns: one for open syllables with long vowel sound, and the other closed syllables with short vowel sound. Call out four words in each category. Ask students to write the word in the correct column and then divide each word into syllables. Follow up by sorting the words on the blue board. Day 3Spelling/Syllable SortContinue the spell sort from day two. Call out four more words following the same process as day 2. Day 4Prefixes: pre-, inter-, ex-Word Card ListintercontinentalinternationalprearrangeprecautioninteractinterminglepredetermineexchangeexclaimexportprehistoricinterstateDiscuss the meanings of the following prefixes: pre: “Before”inter: “between or among”ex: “Outside or no longer.”Tell students that when these prefixes are added to words, the meaning of the word changes. Discuss the first six words and their meanings. Ask students to use each word in an oral sentence.Day 5Review the meaning of the three prefixes. Discuss the rest of the words. Ask students to use each word in an oral sentence.Journeys: Lesson 24Words with VCCCV PatternsWord ListhundredmonsterdistractsupplysettlesingleaddressfriendliermiddlefarthercongressexplainsampleenclosuresurprisealthoughcompletelypilgrimturtlesandwichathleteinsteadorchardcompletekingdomDay 1Discuss with students blended consonants in words (VCCCV) consonants always have two blended consonants. The word will be divided either before or after the blended consonants so they will be in the same syllable. The first syllable will probably have a short vowel sound. The consonants will be most often split after the first consonant but not always. Complete these example words with students: complete: com/plete (VC/CC) Short Oathlete: ath/lete (VCC/C) Short adistract: dis/tract (VC/CC) Short isandwich: sand/which Short aDay 2: Two column spell/syllable sortStudents will create two columns: VC/CCVVCC/CVCall out the first group of words. Ask students to write the word under the correct syllable category. Encourage students to write the word first to decide where the syllable is divided. After this, students will write the word under the correct category. Day 3Two column spell/syllable sortCall out the next set of words. Ask students to write the word under the correct syllable category. Encourage students to write the word first to decide where the syllable is divided. After this, students will write the word under the correct category. Day 4Suffixes ed/lyWord Card ListquicklystartedobviousobviouslynormalnormallyfrequentfrequentlynaturalnaturallytrusttrustedgraciousgraciouslyExplain to students that the suffixes ed and ly added to a word will change the meaning of the word. It is also helpful to know the part of speech of the word to help understand the word’s meaning. -ed means “the state or quality of”. These words are many times adjectives or words that describe. Example: truthful: meaning the state of truth.” This is an adjective that describes.-ed can also be added to a word to show past tense. (Example: started)-ly means “in a certain way.” Words ending in -ly are often adverbs. When -ly is added to a word it usually makes it an adverb.Example: quick is an adjective-when -ly is added (quickly) it becomes an adverb. Day 5Discuss the following word pairs with students. Ask students to use each word in a sentence and identify the part of speech. Suffixes ed/lyobvious/obviouslynormal/normallyfrequent/frequentlynatural/naturallytrust/trustedgracious/graciouslyJourneys: Lesson 25VV vowel patternsWord Card List (lessons 1-3)ideapoetlionscienceusualdiaryradioviolinliarperiodpoem FebruaryIndia cerealpiano videoJanuary meteorquiet rodeogiant quietlylioness receiverdialed laughtercreate pianoreading shoulderflier riotruin diettriumph trialideapoetDay 1Discuss with students the VV (vowel/vowel) pattern in words. When the vowel retains its sound, the syllable is divided between the vowels. (ri/ot). When the two vowels stand for one sound the vowels are kept together when dividing the words into syllables. (shoul/der)Discuss the following words as examples of the two syllable patterns:fli/er (the I retains its sound)thoughtless (ou makes 1 sound)di/et (I retains its sound) po/et (vowels retain sounds)i/de/a (vowels retain sounds)Remind students that most words divide after the first vowel when two come together.Day 2 Syllable SortComplete a syllable sort. Call out the first set of the words. Ask students to sort by one syllable, two syllables, three syllables, and four syllables. Additionally, ask students to divide each word into syllables. Day 3 Syllable Sort (continued)Complete a syllable sort. Call out the next set of the words. Ask students to sort by one syllable, two syllables, three syllables, and four syllables. Additionally, ask students to divide each word into syllables. Word List (Lessons 4-5)meter therm aud facWord Card ListthermometerthermalauditoriumfactorycentimeteraudiofacilitateaudiobookaudiologyaudiologistmanufacturethermosthermostatDay 4Tell students that if they know the meaning of word parts, it will help us understand what the word means. meter: a unit of measuretherm: heataud: to hear or listenfac: to make or doDiscuss the following words. Discuss the word part and how the meaning affects the word. thermometerthermalauditoriumfactorycentimeteraudioaudiobookDay 5Review the meaning of the word parts. Discuss the following words. Identify the word part and how the meaning affects the word. audiologythermostatfacilitateaudiologistmanufacturefacilitatethermos ................
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