Journeys: Week 19
Decoding: Common Suffixes
Spelling: ful, less, ness, ment
Word List
colorful
weakness
treatment
movement
endless
truthful
illness
cheerful
useless
beautiful
restless
clumsiness
pavement
peaceful
fondness
neatness
speechless
statement
wasteful
penniless
numbness
appointment
ailment
resourceful
cleanliness
Monday
Closed 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.
Tuesday
Tell students that when we know the meaning of suffixes, it helps us understand the word.
ful: full of
less: without
ment: action, result
ness: state of
Complete a 4 box Spelling/meaning sort
Spell Sort: Categories:
full ment ness less
Call 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).
Wednesday
Complete another four box spelling sort with the remaining words.
Thursday
Find 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 quilt
 Kinds of Ailments: a headache, a toothache, a stomach ache, a backache
 Kinds of appointments: dentist, doctor, hairdresser, business
 Things that are peaceful: a creek, a stream, a quiet day, a sleeping baby
 Things that are useless: one shoe, being unhappy, a candy wrapper, homework
Journeys: Week 20
VCCV Vowel Patterns and Word Parts
Word Card List (VCCV vowel patterns and word parts)
million
canyon
occur
collect
traffic
venture
lumber
fortune
challenge
pepper
danger
rascal
plastic
soccer
splendid
borrow
engine
support
picture
thirty
survive
perfect
seldom
attend
effort
Day1: Open Sort
Distribute 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/tic
Day 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/tion
discontinue: dis/con/tin/ue
arrangement: ar/range/ment
effortless: ef/fort/less
presuppose: pre/sup/pose
unexpected: un/ex/pect/ed
collection: col/lec/tion
Journeys: Week 21
VCV Word Patterns
Word Card List
event
siren
humor
polite
rapid
hotel
music
protest
relief
punish
planet
defend
detail
relay
unite
habit
frozen
rumor
jealous
license
image
rival
moment
figure
student
Day 1: Open Sort
Divide 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/vent
Closed syllable: Divide the word after the consonant if the vowel sound is short.
Example: plan/et
Day 2: Spelling Sort
Students 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 Sort
Continue 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 Parts
Remind 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/ful
definition: def/i/ni/tion
promotion: pro/mo/tion
reopen: re/o/pen
momentous: mo/men/tous
inhumane: in/hu/mane
rapidly: rap/id/ly
defended: de/fend/ ed
Journeys: Lesson 22
VCCV and VCV Patterns
Word List (days 1-4)
dentist
recent
final
silver
narrow
capture
shelter
cabin
ahead
dinner
corner
minus
hollow
minute
divide
value
famous
reward
decent
secure
standard
frontier
Day 1
Open Sort
Divide 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/tier
VCV 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 2
Spelling 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 3
Spelling Sort (Four Box)
Continue the spelling sort with the next third of word cards.
Day 4
Spelling Sort (Four Box)
Continue the spelling sort with the last set of words.
Day 5
Word Card List (Day 5)
unfocus
independent
uncover
addition
saddest
Syllable Patterns and Word Parts
When 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/cus
independent: in/de/pen/dent
uncover: un/cov/er
addition: ad/di/tion
saddest: sad/dest
Journeys: Lesson 23
VCCV Patterns
Word List
poster
secret
whether
author
rocket
bushel
agree
bucket
ticket
declare
blanket
person
blanket
basket
artist
chicken
clothing
apron
whiskers
degree
gather
achieve
rather
bracket
machine
challenge
This week is more work with VCCV word patterns. Point out that consonant clusters (ck, ch,
wh, sh) stay together in a syllable.
Day 1
Open sort
Divide 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 2
Spelling/Syllable Sort
Students 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 3
Spelling/Syllable Sort
Continue the spell sort from day two. Call out four more words following the same process
as day 2.
Day 4
Prefixes: pre-, inter-, exWord Card List
intercontinental
international
prearrange
precaution
interact
intermingle
predetermine
exchange
exclaim
export
prehistoric
interstate
Discuss 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 5
Review the meaning of the three prefixes. Discuss the rest of the words.
Ask students to use each word in an oral sentence.
Journeys: Lesson 24
Words with VCCCV Patterns
Word List
hundred
supply
single
middle
explain
surprise
pilgrim
sandwich
instead
complete
monster
settle
address
farther
sample
although
turtle
athlete
orchard
kingdom
distract
friendlier
congress
enclosure
completely
Day 1
Discuss 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 O
athlete: ath/lete (VCC/C) Short a
distract: dis/tract (VC/CC) Short i
sandwich: sand/which Short a
Day 2:
Two column spell/syllable sort
Students will create two columns:
VC/CCV
VCC/CV
Call 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 3
Two column spell/syllable sort
Call 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 4
Suffixes ed/ly
Word Card List
quickly
started
obvious
obviously
normal
normally
frequent
frequently
natural
naturally
trust
trusted
gracious
graciously
Explain 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 5
Discuss the following word pairs with students. Ask students to use each word in a
sentence and identify the part of speech.
Suffixes ed/ly
obvious/obviously
normal/normally
frequent/frequently
natural/naturally
trust/trusted
gracious/graciously
Journeys: Lesson 25
VV vowel patterns
Word Card List (lessons 1-3)
idea poet
lion science
usual diary
radio violin
liar
period
poem February
India cereal
piano video
January meteor
quiet
rodeo
giant
quietly
lioness receiver
dialed laughter
create piano
reading shoulder
flier
riot
ruin
diet
triumph trial
idea
poet
Day 1
Discuss 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 Sort
Complete 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 fac
Word Card List
thermometer
thermal
auditorium
factory
centimeter
audio
facilitate
audiobook
audiology
audiologist
manufacture
thermos
thermostat
Day 4
Tell students that if they know the meaning of word parts, it will help us understand what
the word means.
meter: a unit of measure
therm: heat
aud: to hear or listen
fac: to make or do
Discuss the following words. Discuss the word part and how the meaning affects the word.
thermometer
thermal
auditorium
factory
centimeter
audio
audiobook
Day 5
Review the meaning of the word parts. Discuss the following words. Identify the word part
and how the meaning affects the word.
audiology
thermostat
facilitate
audiologist
manufacture
facilitate
thermos