33 Unaccented Final Syllable -le - Prentice Hall

1 33 SortExtend the SortVocabulary Word Of the Week: tremble Have students predict the meaning of the word tremble from a sentence such as the following: The kitten will likely tremble in fear when the big dog barks at it. Explain that when people or animals tremble, they shake because of some cause such as fear, excitement, or cold. Point out the similarity between the words tremble and tremors and explain that a tremor is a shaking movement, such as an Sort: Noun, Verb, or Both?Have students take turns sorting words according to part of speech: noun, verb, or noun/verb. Have students demonstrate usage in sentences. Words that can be both a noun and verb include cradle, rifle, muscle, single, paddle, rattle, battle, tremble, sample, handle, and English Language LearnersHave students illustrate and label the nouns on index cards.

2 Then say simple sentences, using one word per sentence. Challenge students to hold up the appropriate card and to repeat the sentence. As understanding grows, use two words per Small Groups Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what they notice about each of the words. Have students assist as you sort the words into three columns according to the Syllable juncture pattern that precedes the -le ending. Guide students to see how the VCle pattern in title is divided after the vowel to make an open/long Syllable (ti-tle), whereas the VCCle pattern in little and simple is divided between the consonants, resulting in closed/short syllables (lit-tle and sim-ple). Have students read aloud the words and describe how the words in each group are the Sort Independent/Partner Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words according to the -le pattern they contain.

3 Have students check and explain their Independent/Partner/Small Groups Read aloud the directions on Student Book p. 132. Have students fill in the words that best complete each sentence, draw a line between the two syllables, and underline the accented syllables. Game Allow time for students to play Jungle Walk, which is on the To recognize the Final Syllable -le sound and spelling To sort and spell words with VCle and VCCle spelling patternsMaterials for Syllables and AffixesWhiteboard Activities DVD-ROM, Sort 33 Teacher Resource CD-ROM, Sort 33 and Jungle Walk GameStudent Book, pages 129 132 Words VCle VCCle doublet VCCle cradle middle tremble able settle single table bottle muscle rifle scribble sample bridle paddle jungle bugle rattle handle cable battle scrambleUnaccented Final Syllable -le218 Syllables and 2187/29/11 1:06 AM34 SortIntroduce/Model Small Groups Use the whiteboard DVD or the CD word cards to introduce the words.

4 Ask students what they notice about the sound of the last Syllable in each word. Place a word in each of the -le, -el, -il, and -al columns, and then challenge students to complete the sort. Reread the sort. Have students identify where the accent falls in the words. Guide students to summarize that Final /el/ can be spelled -le -el, -il, and -al, and that it appears in the Unaccented Syllable . Practice the Sort Independent/Partner Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words several times according to the Final /el/ spelling patterns. Have students check and explain their Independent/Partner/Small Groups Read aloud the directions on Student Book p. 136. Have students complete the activity. Game Allow time for students to play Race to the Bushel, which is on the CD.

5 Objectives To recognize the Final /el/sound and its different spelling patterns To sort and spell words with a Final -le, -el, -il, or -alMaterials for Syllables and AffixesWhiteboard Activities DVD-ROM, Sort 34 Teacher Resource CD-ROM, Sort 34 and Race to the Bushel GameStudent Book, pages 133 136 Extend the SortVocabulary Word Of the Week: signal Point out that the blinkers on a car are called turn signals. Ask students to explain why this might be. (You re telling other drivers which way you re turning.) Have pairs draw labeled pictures of three other examples of signals and write explanations of why each is a Sort: Accented SyllablesHave students sort according to the vowel sound in the accented first Syllable . (For example: short a words: saddle, angle, cancel) Remind students that ou, ow, and ew each make one vowel English Language LearnersThrough discussion, drawing, and example sentences, enhance students understanding of level and slanted; total and partial.

6 Together, compare the meanings of the Final Syllable /el/ Spelled -le, -el, -il, -al Words -le -el -il -al Oddball saddle level April total fragile couple angel fossil metal special angle novel evil signal needle cancel pupil local struggle jewel council journal bundle vowel stencil pedalSyllables and Affixes 2197/29/11 1:07 AM35 SortExtend the SortVocabulary Word Of the Week: harbor Have students define harbor as a verb ( to hide or conceal while providing a place of protection ) and as a noun ( an area of water that provides shelter for ships ). Explain that not all harbors are for ships and that the word harbor can be used to name any safe place. Have students write and share with the class sentences using harbor in its noun and verb English Language LearnersAfter seems like an easy word, but Americans use it in several verb phrases that can confuse English language learners.

7 The following may be discussed, practiced in sentences, and restated: look after take care of ; take after resemble ; name after name in honor of ; and clean up after tidy someone s mess or fix someone s mistake. Teacher TipMake sure students understand that the Final /er/ sound is not the same as the sounds for er, ar, and or in the accented part of a word. Clarify with the word harbor and other words such as farther, armor, farmer, herder, tartar, and Small Groups Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what they notice about each of the words. Explain to students that the words cover, doctor, and collar have Final syllables that sound alike but are spelled differently. Using the three Final /er/ patterns (-er, -ar, and -or), have students assist you as you complete the sort.

8 Read the words in the sort. Guide students to notice where the accent occurs in the words, to summarize that the Final /er/ can be spelled in different ways, and that it appears in the Unaccented Syllable . Have students read aloud the words and describe how the words in each group are the Sort Independent/Partner Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort. Have students check and explain their Independent/Partner/Small Groups Read aloud the directions on Student Book p. 140. Have students write words that contain Final -er, -ar, or -or in the appropriate columns, draw a line between the two syllables, and underline the accented syllables. Have them choose three words to use in sentences. Game Allow time for students to play Word Building, which is on the To recognize the Final /er/ Syllable and its different spelling patterns To sort and spell words with Final -er, -ar, or -orMaterials for Syllables and AffixesWhiteboard Activities DVD-ROM, Sort 35 Teacher Resource CD-ROM, Sort 35 and Word Building GameStudent Book, pages 137 140 Words -er -ar -or brother dollar doctor rather solar favor cover sugar flavor silver grammar mirror weather regular motor father calendar rumor flower popular tractor mother cedar harbor after lunar errorUnaccented Final Syllable /er/ Spelled -er, -ar, -or220 Syllables and 2207/29/11 1:08 AM36 SortExtend the SortVocabulary Word Of the Week.

9 Editor Have students define editor ( a person who edits or checks something to make sure it is ready to be published ). Discuss different kinds of editors such as newspaper, film, or sound editors and ask students what tasks they think that each kind of editor would Sort: Syllable SortHave students further sort the words by the spelling of their Final Unaccented Syllable (-er or -or), or by the number of syllables (two or three).ELL English Language LearnersHave students follow your lead in pantomiming agents and comparatives. Encourage them to use nearby objects or people for actual comparisons. Have students explain their actions using the sort words. Teacher TipChallenge students to name agents and use one or more comparatives in a sentence, such as Josh the jogger ran faster than younger runners.

10 Sadie the sailor sailed sooner than Sid. Farmer Farley sold fresher, smoother vegetables. WordsPeople Who Do Things dreamer creator farmer swimmer sailor shopper voter visitor writer driver director editor jogger governor jurorWords to Compare smaller older sooner fresher younger stronger smoother later brighterIntroduce/Model Small Groups Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what they notice about each of the words. Explain to students that words such as bigger and older are alike (they are adjectives with the suffix -er and can be used to compare). Explain to students that dancer and farmer are alike (they refer to people who do things and are called agents). Display the headers, start the sort, and have students assist you as you complete the sort.