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.