UNIT 24, LESSON 4
January 6, 2010
W. A. L. T.
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Recognize syllables in words and the type of
syllable it is with at least 80% accuracy
Recognize base words, roots, and affixes in words
with at least 80% accuracy
Locate irregular verb forms in a sentence or
paragraph at least 8 of 10 times
Use commas in dates and address at least 4 of 5
trials
Use graphic organizers to map out the main ideas
of a story
1. Identify It: Syllable Types
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
Please turn to workbook page 263
Read both examples
 We



will go through them together
Identify the syllables in each word
Spell each syllable in the word and write it in the
correct column
Identify, spell, and write the syllables in the rest of
the words
Workbook Page 263
cop
per
de
tails
ers
am
ful
ness
win
flow
pre
ti dy
ly
ter
ble
slow
pain
deaf
ize
bea
ver er
o
fore
gle
ground
pow
2. Spelling Rules
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Please turn to workbook page 264
Read both examples
Identify the base word and the suffix in the proper
column
Check the box that identifies the spelling rule used
to add the suffix to the base word
Follow the same procedure to identify the affixes
and spelling patterns in the rest of the words
Workbook Page 264
cry
ed
begin ing
fame
ous
advise able
frisky ness
join
ed
theory ize
scandal ous
stir
ing
agony ize
inquire ing
shimmer ing












2. Build It: Using Prefixes and Suffixes
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Please turn to workbook page 265
Read each word part in each table
Combine word parts to build new words
Apply spelling rules to add endings when necessary
Use a dictionary to check to make sure real words
are being made
Workbook
Page 265
dispose
disposable
flammable
overload
overplay
playful
miscount
countless
jobless
foresee
foreseeable
printable
colonize
decolonize
debar
3. Review: Base Words, Roots, and Affixes

A base word is a word that can stand alone and does not
have a prefix or a suffix.

A base word can be one or more syllables


A root word is the basic meaning part of a word. It carries the
most important part of the word’s meaning. Roots of English
words often come from other languages, especially Latin.

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
EXAMPLES: dream, de/tail
The root usually needs a prefix or suffix to make it into a word.
Prefixes are meaningful word parts that can be added to the
front of base words or roots.
Suffixes are meaningful word parts that can be added to the
ends of base words or roots.
*(Examples to follow)*
3. EXAMPLES:

Pre- “before”
• -date “to indicate the age of”
• Prefix + Base Word = New Word
• Pre + date = predate
• Prefix + Root = English Word
• Pre + clude = preclude
= “to date before; to
have happen
before something
else”
= “to close before; to
make impossible
because of an
earlier event”
3. EXAMPLES:

-port “to carry”
• -ful “full of”
• Base Word + Suffix = New Word
• Dread + ful = dreadful
• Root + Suffix = New Word
• Port + able = portable
• -able “capable of”
= “full of dread;
terrible or
unpleasant”
= “able to be
carried”
3. Review: Present Participles and Past
Participles
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The present participle is formed by adding –ing to a verb.
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EXAMPLE:



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Dream + ing = dreaming
Heal + ing = healing
Whistle + ing = whistling
The past participle of many verbs is formed by adding –ed or –en
to a form of the verb.

EXAMPLE:



Broke + en = broken
Paint + ed = painted
Forgot + en = forgotten
*Both present participles and past participles can function as
adjectives
 EXAMPLES: a dreaming child, a healing scar, a whistling kettle, a
broken string, a painted house, a forgotten toy
4. Review: Suffixes
The children sat on folding chairs.
Directions:
1. Out loud, identify the word with the suffix. Underline it.
2. Decide if it is a present participle or past participle
3. Decide which noun it is describing. chairs
3. Define It: Prefixes, Roots, Base
Words, and Suffixes
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Prefixes:


Roots

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-able, -ed, -en, -ing, -ful, -less, -y
The following suffixes can change words into adjectives


Form, port, scrib/script, tract
Suffixes


Con-, dis-, ex-, in-, re-, un-
-able, -ed, -en, -ing, -ful, -less, -y
Example to follow
3. Define It: Example
RETRACTABLE

-re “back”
• tract“to pull”
• -able “capable of”
RETRACTABLE: “able to be pulled or taken back
 Please
turn to workbook page 266
 Read the directions, we will do the first word together
 When done with the first example:
 Read the remaining words
 Circle the prefix, underline the base word or root,
and circle the suffix
 Write a short definition of the word
Workbook Page 266
To shape, or fit, with
Not having health
Written into
Able to have the count lowered
Carrying out of the country
3. Rewrite It: Prefix, Root, Base Word,
and Suffix
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Please turn to workbook page 267
Read the first sentence together
Find the underlined phrase and decide what single
word could replace it
Write the replacement word in the blank
Reread the completed sentence to check your work
We will do the first one together
Work independently to read each remaining sentence,
decide on a one-word replacement for the phrase, and
write it in the blank
Workbook Page 267
effortless
reproduced
reportable
retractable
inscribed
4. Review: Irregular Verbs

English verbs and verb phrases can convey past,
present, and future time (tense)
 The
regular past tense ending is –ed
 Example:

form/formed
Some verbs use irregular forms to signal time
(tense). These past tense verbs do not end in –ed.
Irregular past tense verb forms must be memorized.
They have different endings or are spelled
differently
 Example:
 The
keep/kept
helping verb will signals future time (tense)
4. Review: Tense Timeline
Yesterday
Past
Today
Present
Tomorrow
Future
Slept
(past)
Sleep
(present)
Will Sleep
(future)
4. Find It: Irregular Verb Forms
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Please turn to workbook page 268
We will do the first one together
Underline the irregular past tense verb form
Write the past, present, and future forms of that
verb in the chart following the timeline
Do the rest independently
Workbook
Page 268
Directions:
1. Read each
sentence and
underline the
irregular PAST
TENSE verb.
2. Write the past,
present, and
future forms of
that verb in the
chart.
dreamt
bought
wove
left
stole
threw
met
wept
taught
was
dream
buy
weave
leave
steal
throw
meet
weep
teach
is
will dream
will buy
will weave
will leave
will steal
will throw
will meet
will weep
will teach
will be
4. Review: Commas in Dates and
Addresses
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In a date, a comma is used to separate the month
and day from the year.
If the date is written inside a sentence, a comma is
used after the year.
In an address, commas are used to separate the
street number and name from the town or city, and
the city from the state.
When an address appears in a sentence, a comma
is used after the state.
4. Review: Commas in Dates and
Addresses

Please turn to workbook page 269
 We
will do the first two together

Place commas where needed
Do the rest independently

Bottom:

 Write
a sentence that includes the date of birth of
someone you know
 Write a sentence that includes the address of someone
you know
Workbook
Page 269
,
, ,
,
,
,
,
,
,
,
,
, ,
,
,
,
My brother was born on October 4 1982.
,
,
The house where I grew up is at 123 Fake Street Faketown Florida.
5. Take Note: “Dreaming the Night Away”
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Please turn to workbook page C75
In the margin, you will see what you should take
notes on
 Topic:
“the person, place, thing, or idea that the
informational text is about”
 The
 Main
topic of this selection is dreams
Idea: “a general statement about a topic”
 Details: “examples of or more information about a
main idea”
5. Take Note: “Dreaming the Night Away”
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We will read the first paragraph together

A good writer will try to capture the readers’ attention.

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Example: In the first paragraph the author talks about a specific
place (a bedroom at night) and a specific event (sleeping)
Directions:
Read lines 22-34 of the text
 Locate and underline each supporting detail, and note these
in the margin
 Write a paraphrase (in your own words) of the main idea
in the margin

6. Map It: Main Ideas
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
This graphic organizer can help put your thoughts or
events from the story into order
Directions:
 Transfer
the first main idea statement to the Map It
 Locate the details that exemplify the first main idea
 Continue in this manner to locate and transfer the
remaining main ideas and supporting details to the
template
dreams
Dreams are
strange
Our bodies
react to
dreams.
Sleepwalking is
bizarre.
-Dreams are
hard to follow.
- People come
and go.
- The dialog
doesn’t make
any sense.
-Our hearts
beat quickly.
- We begin to
sweat a lot.
- Our blood
pressure goes
up.
-No apparent
cause.
- Not aware of
their behavior.
- Won’t talk to
you.
- Can get hurt.