Objective Know word families and spelling patterns, syllabication, and common letter combinations to spell new

words

Students will read the four lines of word structure.Student s will identify the base verb in each line.Student will use the words in sentences to show each

tense.Student will identify what happens when adding

endings to verbs that end in e.Student will describe how the spelling of the base verb

changes when the –ed ending was added?One student will write a sentence with a missing word.Then a second student will suggest a word from the

word lines to fill in the blank.Students will listen to each other while working with

each word.

Word StructureLine 1

Line 2

Line 3

Line 4

pop popped popping

mark marked marking

bounce bounced bouncing

try tried trying

Identify the base verb in each line.What does –ed do to the base word?What does –ing do to the base word?Use the words in sentences to show each tense.

makes the base verb past tenseshows the action is continuing or still happening

Word StructureLine 1 pop popped popping

Explain the spelling change that occurs when adding –ed or –ing.

If the base verb is a Consonant/Vowel/Consonant (CVC) spelling, then the final consonant is doubled before adding the ending.

Word Structure

Line 2 mark marked marking

There is no spelling change when adding endings to the verb mark. Why?

This is because there are two consonants at the end of the word.

Word Structure

Line 3 bounce bounced bouncing

Identify what happens when adding endings to verbs that end in e.

To make the verb past tense, the letter d is added,but when –ing is added, the e is dropped before adding the –ing.

Word Structure

Line 4 try tried trying

How does the spelling of the base verb change in this line when the –ed ending was added?

The “Y” changed to i before adding the –ed ending.

Word StructureLine 1

Line 2

Line 3

Line 4

pop popped popping

mark marked marking

bounce bounced bouncing

try tried trying

One student select a base verb and use it in a sentence.Then a second student use one of the other forms of the verb in another sentence.Example:Maria likes to pop water balloons.Popping water balloons could get her in trouble.

Word StructureLine 1

Line 2

Line 3

Line 4

pop popped popping

mark marked marking

bounce bounced bouncing

try tried trying

One student say a sentence with a missing word.Then a second student suggest a word from the word lines to fill in the blank.Example:The basketball kept __________off the rim. bouncing

Fluency

6 min. reading solution

Objective Read 4th grade level text at a rate of 118 words per minute with 95 – 100 % accuracy

Read in meaningful phrases using intonation, expression and punctuation clues

Students will get in their places, and be

read to start in 15 seconds. Students will read a six minute reading

solution text for one minute.Students will read using intonation,

expression and punctuation clues.Students will following along listening to

their neighbor and help when needed.Students will record their words per

minute each time they read.

Reading

This week, bring to class your favorite books or stories. Each day, we’ll have a volunteer read a portion of their story.

You might want to practice reading your stories aloud to yourself before you read them to the class.

Discussion & Handing Off• Students must listen to what others are

saying and respond to what is being said.• Students should not interrupt.. They

should raise their hands when they want to say something or ask questions of each other.

• Students should not talk while others are speaking and should take turns.

• Students should respond to the question or idea rather than respond to a different or unrelated thought.

Writing• One of the most important things that good writers do is take time to think before they

write. They think about what they know, what they want to write about, and whether they need to get more information.

• Think about your favorite books you have read, places you have visited, experiences you have had, friends you have made, and so on.

• Brainstorm a list of ideas that could be written about.

Writing

• During Workshop today, students will work in groups and identify other base verbs that follow the patterns when adding –ed and –ing endings. Sort the words by types of base word: CVC, CVCC, and so on.

Workshoprules

Do not interrupt teacher.

Talk quietly

Always be working.

Put away materials when you are done.