Download - Unit 24, Lesson 3
Unit 24, Lesson 3January 5, 2011
W. A. L. T. Determine syllable types with at least 80%
accuracyUse context clues to determine meaning of
wordsIdentify words as nouns, adjectives, or verbs
based on their suffixRead a selection and answer questions in
complete sentences
1. Sort It: Syllable TypesPlease turn to workbook page 261Say each word in the Word Bank quietly to help
you distinguish the vowel soundsLook for the sound-spelling pattern for the vowel
sound in each syllableSort the words according to their syllable type by
writing words with similar sound-spelling patterns in the same column
Generate a label for each columnColumn 1 Column 2Vowel
Digraph Syllable
Diphthong
Syllable
Workbook Page 261
sweat hoursjoinploy
sleepplay
shouthealthplains coil
fowlshowntreaddreamtails
1. Review: Syllable Types Do vowel digraphs usually represent long vowel sounds or short
vowel sounds? Long vowel sounds
Which words in Exercise 1 have vowel digraph syllables? Dream, sleep, play, tails, plains, shown, tread,
sweat, healthIs the vowel digraph ai found at the beginning, middle, or end
of a word? The beginning or middle Examples: plain, aid
What are the two sounds found in diphthong syllables? /ou/ and /oi/
Where is the vowel digraph ay usually found in a word? At the end of the word or the end of a syllable
Examples: play, payment
Which words in Exercise 1 have vowel digraph syllables? Hours, join, ploy, shout, coil, fowl
What is the difference between a vowel digraph and a diphthong? A vowel digraph is made up of two vowel letters that combine to represent a long or short vowel sound. Examples: dream, tread
A diphthong is two vowel graphemes that make a glide and can sound like two parts. Examples: coil, shout
2. Divide ItDividing words into syllables helps to read unfamiliar wordsIf you need help, go to workbook pages R6 & R7Please turn to the story that begins on page C75 in your
workbookPlease find and divide the following words
Line 7: suddenlyLine 14: developmentLine 26: disconnectedLine 51: paralyzed
Apply the Divide It strategy to decode the wordsBlend the syllables to read the wordRead the word in the sentence
2. Divide It
Suddenly
Development
Disconnected
Paralyzed
Workbook Page R38
2. RecordRecord your trials on
Page R42Unit 24, Lesson 3January 5, 2011
3. Vocabulary FocusThe story begins on page C75 of your workbookWe, as a class, need to find the following words to
discuss the word and its meaning (the words are highlighted and the definitions are at the bottom of the page)DialogueAdrenalineMobilePhenomenonConsciousIllusion
Lets clear up any confusion there might be about the words themselves, or the definitions
3. Use the CluesPlease turn to page C75 in your workbook
Read lines 14-18
Look at Use the Clues A in Text Connection 11
Follow the directions to use meaning signals to clarify the meaning of the word pons
Workbook Page C75
The pons, which is located in the brain stem, is part of the brain that controls REM.
3. Use the CluesRead lines 98- 103 (it starts half way down on
C78)
Turn to page C78 in your workbook please
Look at Use the Clues B
Follow the directions to determine the meaning of the phrase lucid dreams
Workbook Page C78
Lucid dreams are dreams that you know are dreams or not real.
3. Expression of the DayThe expression of today is:
A ripple effect
The meaning: something that affects something else, which then affects other things
Sentence:Court rules often have a ripple effect,
spreading into areas of law that were not the focus of the original case.
4. Review: SuffixesSuffixes
-ed, -er, -ing, -ment, -ous, -yNouns are words that name people, places, things, and
ideas. Words with suffixes –er and –ment can be nounsThe suffix –er can also make words into comparative
adjectives
Examples:Wonder + ment = wonderment
Verb + suffix = noun Drive + er = Driver
Verb + suffix = nounNeat + er = neater
Adjective + suffix = comparative adjective
Adjectives are words that describe nouns or pronouns. They tell which one? What kind? Or how
many?Adding the suffix –ous or –y to a base word can
change the word into an adjective.
Examples:Fame + ous= Famous
Noun+ suffix = Adjective Sleep + y= Sleepy
Noun + suffix = adjective
4. Review: Suffixes
4. Review: SuffixesPresent participles and past participles
can function as verbs in a verb phrase, or as adjectives. Adding –ing to a verb forms the present
participle.Adding –ed to a verb can form the past
participle.
Examples:Present Participle:
Dream + ing = Dreaming Sleep + ing = Sleeping
Past Participle: Shout + ed = Shouted Remember + ed = Remembered
4. Review: SuffixesThe child had a frightening dream.
Directions:1. Identify the word with the suffix, underline2. Decide if it is a present participle of past
participle3. Decide if it is functioning as a verb or as an
adjective
4. Identify It: Noun, Verb, or AdjectivePlease turn to page C76 in your workbookRead lines 22-40Find the first underlined word, creating
Identify it as part of the verb phrase is creatingWrite V above creatingReread lines 22-40Decide if each underlined word is a noun, a verb,
or an adjective.Write N above the word if it is a noun, a V above
the word if it is a verb, and a ADJ above the word if it is an adjective
Workbook Page C76
V
ADJV ADJADJ
ADJN
V
5. Instructional Text: “Dreaming the Night Away”
Informational text is nonfiction material about a specific topic, event, experience, or circumstance
Textbook chapters, news articles, biographies, and essays are examples of informational text
Before you read:Think back to what we talked about from the
selection “Dream While You Sleep”Think of the question:
During which phase of sleep do we usually dream?
Is sleep a waste of time?
During the fifth stage, when REM occurs
No, it is essential
5. Instructional TextBefore you read:
Discuss the meaning of the title “Dream While You Sleep”
Use the title to predict the topic of the text
This selection is informational text:It presents facts about sleep and dreams
While you read:Remember: Some informational text provides
details, or facts, about a topic.
Read “Dream While You Sleep”
Listen for interesting things that happen while we sleep
5. Instructional Text
6. Answer ItAnswer the following questions orally:
What happens during REM?
Why do scientists think we are unable to move while we dream?
Why does the author refer to sleepwalkers as “fleshy robots”?
What is a “lucid dream”?
Sample Response: Rapid Eye Movement that signals that a dream is taking place.
Sample Response: We are paralyzed to prevent us acting out our dreams.
Sample Response: They are unresponsive and unaware.
Sample Response: A dream you recognize as a dream.
6. Answer ItSignal Words
Justify: “prove or give reasons that something is right or valid”
Assess: “determine value or significance”Hypothesize: “formulate a possible
explanation; speculate”Explain: “express an understanding of an idea
or concept”Summarize: “restate important ideas and
details”
6. Answer ItPlease turn to workbook page 262
Answer the questions in complete sentences
Check for sentence signals- capital letters, commas, and end punctuation
Workbook Page 262
Sample Response: Our dreams are usually about events, but these events are hard to follow. Often, the dialogue doesn’t make sense. The situations are ridiculous. We jump quickly from place to place.
Sample Response: Our muscles become immovable. If the dream is frightening, we begin to sweat and breathe quickly. Our blood pressure rises.
Sample Response: Sleepwalkers can wander into dangerous places. Family members can mistake the sleepwalker for an intruder.
Sample Response: Lucid dreaming might interfere with an important natural process. It might be better to let the dreaming process happen naturally.Sample Response: Our muscles are immovable in order to prevent us from acting out our dreams. If we were able to act out our dreams, we might hurt ourselves.