Unusual Plurals S ort 4 - Prentice Hallleaf leaves woman women deer loaf loaves mouse mice sheep...

4Sort

Extend the Sort

Vocabulary Word Of the Week: loaf Discuss the meaning of the word loaf and its irregular plural, loaves. Explain that a loaf is a quantity of bread that is shaped and baked as a whole. Have students form sentences that contain the words loaf and loaves.

Alternative Sort: One or More Than OneHave students sort the words into two categories: words that are singular and words that are plural. Remind students that sheep and deer can be either singular or plural.

ELL English Language LearnersFind pictures of one deer and many deer, and one sheep and many sheep. Demonstrate the singular and plural forms of the words by using the words in sentences and pointing to the pictures.

Teacher TipDuring a second sort, do not correct students when they place a word in the wrong column. When finished, have them read the words in each column to check them. If students still don’t find the misplaced word, tell them what column it is in and have them find it.

Introduce/Model Small Groups

• Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what they notice about these words.

• Explain that these are unusual plurals because they do not follow specific rules. However, certain groups of irregular plurals follow certain patterns.

• Display the headers (-f or -fe to -ves, vowel change, no change). Have students assist you as you sort the words. Explain to students that they will need to memorize the irregular plural forms.

• Have students read aloud the words and describe how the words in each group are alike and how they are different.

Practice the Sort Independent/Partner

• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words with unusual plural forms.

• Have students check and explain their sorts.

Apply Independent/Partner/Small Groups

• Read aloud the directions on Student Book p. 16. Have students underline the plural word in each sentence. Then have them write the singular form of the word.

• Game Allow time for students to play Swamp Adventure, which is on the CD.

Unusual Plurals

Objectives• To identify spelling patterns of words with

unusual plural forms

• To sort and spell words and their unusual plurals

Materials for Syllables and Affixes

Whiteboard Activities DVD-ROM, Sort 4

Teacher Resource CD-ROM, Sort 4 and Swamp Adventure Game

Student Book, pages 13–16

Words

-f or -fe to -ves vowel change no change

leaf leaves woman women deer

loaf loaves mouse mice sheep

life lives tooth teeth

wolf wolves goose geese

knife knives

Syllables and Affixes 189

WTW_SA_TRG_B4.indd 189 7/29/11 12:15 AM

5Sort

Words

VC base word double + -ing VCC base word + -ing

swim swimming yell yelling

run running rest resting

sit sitting pass passing

put putting stand standing

pick picking

jump jumping

Extend the Sort

Vocabulary Word Of the Week: putting Write putting and underline the base word, put. Use both words in sentences. Then underline putt in putting. Explain that the base word putt means “to hit the ball in the game of golf.” Point out that the -ing forms of both put and putt is putting, but the base words follow different spelling patterns.

Alternative Sort: Double ConsonantHave students sort the words according to whether or not the word contains a double consonant. When they are finished, note that the double consonants in yelling and passing are also in the base words (yell, pass); they were not added when -ing was added.

ELL English Language LearnersTo practice pronunciation and usage, show a word pair such as swim and swimming, and have students repeat this sentence pattern: “I [swim]. I was [swimming].” Continue similarly with the other word pairs.

Teacher TipLead students to understand that -ing verbs are often accompanied by helping verbs, such as am, has been, and were.


• Use the whiteboard DVD or the CD word cards to introduce the words. Have students identify the words base word in the headers.

• Have students sort the words into base words and -ing words. Then discuss the headers VC base word and VCC base word.

• Have students sort the base words according to whether they contain a VC or VCC spelling pattern. Have students describe what happens to a VC base word before -ing is added. (final consonant is doubled)



• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the base words and words with -ing.



• Read aloud the directions on Student Book p. 20. Have students add -ing to the word in parentheses and write it on the line to complete each sentence.

• Game Allow time for students to play Finding Bats, which is on the CD.

Objectives• To recognize how -ing is added to words

with VC or VCC spelling patterns

• TosortandspellVCandVCCbasewordsand their -ing forms


WhiteboardActivitiesDVD-ROM,Sort5

TeacherResourceCD-ROM,Sort5andFinding Bats Game

StudentBook,pages17–20

Adding -ing to Words With VC and VCC Patterns

190 Syllables and Affixes


6Sort

Extend the Sort

Vocabulary Word Of the Week: write Tell students that write and right are homophones (words with the same pronunciation but different spellings). Discuss both words. Help students find other words that have homophones.

Alternative Sort: Double DutyThese words are all verbs, but some of them can also be used as nouns or adjectives. Have students sort words according to part of speech: verb only, verb/noun, verb/adjective, or verb/noun/adjective.

ELL English Language LearnersRead the words and have students repeat them. Arrange the cards face up. Let students take turns finding a pair of words and using them in sentences. Encourage students to help each other with pronunciation and usage.

Teacher TipIf students forget to drop the final e before adding -ing, write each letter of a VCe word (w-a-v-e) and -ing on separate cards. Use the cards to spell the VCe word and then remove the final e. Add -ing to make a new word. Continue with various words.

Words

VCe base word e-drop + -ing VVC base word + -ing

blame blaming eat eating

use using rain raining

score scoring read reading

tune tuning load loading

ride riding clean cleaning

drive driving

Adding -ing to Words With VCe and VVC Patterns


• Use the whiteboard DVD or the CD word cards to introduce the words. Explain that this week’s sort includes base words and their -ing forms. The base words end in VCe and VVC.

• Have students assist as you sort all of the base words into a pile. Then sort the base words into columns according to their endings. Have students assist as you place the -ing words next to the corresponding base words.

• Have students discuss what happens to VCe words before -ing is added (the e is dropped) and what happens to the VVC words (no change).



• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the base words and words with -ing.



• Read aloud the directions on Student Book p. 24. Have students make new words by adding -ing to each base word. Then have students write a sentence that contains each new word.

• Game Allow time for students to play Hungry Puppy, which is on the CD.

Objectives• To recognize how -ing is added to words with

VCe or VVC spelling patterns

• TosortandspellVCeandVVCbasewordsand their -ing forms



Teacher Resource CD-ROM, Sort 6 and Hungry Puppy Game




7Sort

Words

double + -ing e-drop + -ing + -ing

cutting moving adding talking

stopping living spelling snowing

humming coming floating working

begging taking chewing pushing

grinning having

jogging smiling

Extend the Sort

Vocabulary Word Of the Week: having Explain that the verb having is used in a number of popular phrases. Discuss what it means when two people are “having it out.” (The people are fighting or arguing to settle an issue.) Ask what it means to say someone is “having a ball.” (The person is enjoying himself or herself.)

Alternative Sort: No Change SortExplain that the “+ -ing” category has three different patterns (VVC, VCC, oddball). Have students use those patterns to sort the cards from the “+ -ing” category.

ELL English Language LearnersReview the words in this week’s sort. Have students say both the -ing form and the base word. For extra practice with pronunciation and vocabulary, let students take turns secretly choosing a word and then acting it out. Have other students guess the word.

Teacher TipThe base words for chewing and snowing may appear to be VC words (requiring doubling). However, in both cases, the final w in the base word acts as part of a vowel pattern (ew, ow), not as a consonant. Therefore, there is no change before adding -ing.


• Use the whiteboard DVD or the CD word cards to introduce the words. Explain to students that they will be reviewing adding -ing endings.

• Review that with VC base words, the final consonant is doubled before adding -ing. Review that with VCe base words, e is dropped before adding -ing.

• Review that with VVC base words and VCC base words, there is no change before adding -ing.



• Have students use the Student Book or whiteboard DVD to say each word. Use the grid to sort the words according to the method of adding -ing.



• Read aloud the directions on Student Book p. 28. Have students make new words by adding -ing to each base word and write the new words.

• Game Allow time for students to play Flying Home, which is on the CD.

Objectives• To review methods of adding -ing

• To sort and spell words ending in -ing



Teacher Resource CD-ROM, Sort 7 and Flying Home Game


Review Inflected Ending -ing



8Sort

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Vocabulary Word Of the Week: hissed Have students listen carefully as you say hissed. Explain that the sound of ss in the word hissed makes the sound of a hiss (“to make a sound like ss”).

Alternative Sort: What Do You Hear?Challenge students to sort words by the sound of the -ed ending. Say words that are examples of each sound: /t/, /d/, /ed/. Guide students to see letter patterns in the base words in each column.

ELL English Language LearnersExplain to students that verbs with the ending -ed signal that something has already happened and are in the “past tense.” Demonstrate by saying the following and having students repeat after you: I will mail my letter today. Miriam mailed her letter yesterday. Allow time for students to continue the routine using other verbs.

Teacher TipPoint out to students that even when a word sounds like it should be spelled with a t at the end (as in walked and asked), the past tense must be spelled with -ed.

Words

double + -ed + -ed

tripped tugged spoiled asked

slipped stirred shouted chained

snapped sobbed mailed guarded

dipped chopped cheered washed

dripped shipped pointed loaned

dropped zipped punted jumped

pouted hissed


• Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what they notice about these words.

• Display the header double + -ed. Have students identify the doubled letter in each word. Guide students to identify the VC spelling pattern and base word of each verb.

• Display the header + -ed. Guide students to identify the VVC or VCC spelling patterns and each base word.



• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words with the -ed ending.



• Read aloud the directions on Student Book p. 32. Have students write words that end in -ed that match the spelling patterns.

• Game Allow time for students to play Say and Spell, which is on the CD.

Objectives• To identify spelling patterns of words with the

-ed ending

• To sort and spell words with the -ed ending



Teacher Resource CD-ROM, Sort 8 and Say and Spell Game


Adding -ed (Double/No Change)



9Sort


• UsethewhiteboardDVDortheCDwordcardstointroducethewords.Askstudentswhattheynoticeaboutthesewords.

• Displaytheheaderdouble+-ed.Havestudentsidentifythedoubledletterineachword.GuidestudentstoidentifytheVCspellingpatternandbasewordofeachverb.

• Displaytheheadere-drop+-ed.HelpstudentsidentifyeachbasewordandtheVCepattern.

• Displaytheheader+-ed.Guidestudentstonoticethatthesebasewordshavetwodifferentpatterns:VCCandVVC.


• HavestudentsusetheStudentBookorwhiteboardDVDtosayeachwordandusethegridtosortthewordsaccordingtotheway-edwasadded.

• Havestudentscheckandexplaintheirsorts.


• ReadaloudthedirectionsonStudentBookp.36.Havestudentsadd-edtoeachbaseword,writethenewword,andthenwriteasentencewiththenewword.

• GameAllowtimeforstudentstoplaySpinandSpell,whichisontheCD.

Extend the Sort

Vocabulary Word Of the Week: whizzed Providethedefinitionofwhizzed: "movedorrushedwithahissingsound.”Guidestudentstonoticethatwhenthewordisspoken,thezzmakesahissingsound.

Alternative Sort: One or Two SyllablesReadaloudthewordswithstudents,guidingthemtonoticethatsomewordscontainonesyllableandothershavetwo.Havestudentssortthewordsintotwocategories:wordswithonesyllableandwordswithtwosyllables.

ELL English Language LearnersRemindstudentsthatwordswith-edendingsareinthepasttense.Reviewthewordsinthissortandhavestudentsnamethebaseword(presenttense)andthe-edform(pasttense).Givestudentstheopportunitytosayeachpasttenseverb,clearlypronouncingoneortwosyllables.

Teacher TipDuringclassdiscussion,pointoutsomeverbsthatstudentsusefrequently.Writethoseverbsandchallengestudentstoaddtheending-ed.

Words

double + -ed e-drop + -ed + -ed

wagged baked wasted handed

clipped tasted waved marked

rubbed scored stared started

knitted skated traded bailed

knotted graded stamped

scarred roared

whizzed farmed

rocked

Objectives• To identify spelling patterns of words with the

-ed ending

• To sort and spell words with the -ed ending



Teacher Resource CD-ROM, Sort 9 and Spin and Spell Game


Adding -ed (Double/e-Drop/No Change)



10Sort

Extend the Sort

Vocabulary Word Of the Week: waited Invite students to explain different meanings of the word waited. They can look in a dictionary to learn that waited means: “stayed in readiness” (waited until he arrived); “served” (waited on customers in a restaurant); “remained inactive” (waited out the storm); “put off going to bed” (waited up for her).

Alternative Sort: Last SoundStudents can sort the cards according to the sound of the -ed ending. Students should make three piles for the sounds: /t/, /d/, and /ed/.

ELL English Language LearnersExplain that words with -ed endings are in the past tense. This means something has already happened. Review the words in this sort and have students name the base word (present tense) and the -ed form (past tense).

Teacher TipThe base word of mixed has a VC pattern, but unlike most VC words, the final consonant is not doubled before adding -ed. One explanation for this is that a double x does not occur in the English language.

Words

VC VCe VVC VCC Oddball

planned saved waited wanted mixed

grabbed closed seemed helped

nodded liked shouted started

stepped lived passed

dropped named called

hunted


• Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what they notice about the words.

• Have students assist you as you demonstrate how to sort the word cards into five columns, according to the type of base word (VC, VCe, VVC, VCC, oddball).

• Discuss with students that the final consonant was doubled before -ed was added to certain base words, and that e was dropped in others. Continue with the other categories.



• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words according to patterns of the base words.



• Read aloud the directions on Student Book p. 40. Have students add -ed to the end of each base word and write the new words.

• Game Allow time for students to play Moon Madness, which is on the CD.

Objectives• To identify how -ed is added to words with

VC, VCe, VVC, or VCC spelling patterns

• To sort and spell -ed forms of VC, VCe, VVC, or VCC base words



Teacher Resource CD-ROM, Sort 10 and Moon Madness Game


Adding -ed to Words With VC, VCe, VVC, and VCC Patterns



11Sort


• UsethewhiteboardDVDortheCDwordcardstointroducethewords.Askstudentswhattheynoticeaboutthewords.

• Explaintostudentsthatthepasttenseofanirregularverbisnotformedbyadding-ed.Havestudentsassistyouinmatchingthepresentandpasttenseofeachverb.

• Readthewordstogether,usingthispattern:Today I [draw]. Yesterday, I [drew].

• Havestudentsreadaloudthewordsanddescribehowthewordsineachgrouparealikeandhowtheyaredifferent.


• HavestudentsusetheStudentBookorwhiteboardDVDtosayeachwordandusethegridtosortthewordsaccordingtopresenttenseandpasttense.

• Havestudentscheckandexplaintheirsorts.


• ReadaloudthedirectionsonStudentBookp.44.Havestudentswritethepast-tenseformofeachverbandthenasentencecontainingthatpast-tenseverb.

• GameAllowtimeforstudentstoplayDinosaurTrail,whichisontheCD.

Extend the Sort

Vocabulary Word Of the Week: freeze Showstudentsthewordcardsfreezeandfroze.Havestudentspointoutwhichverbispresenttenseandwhichispasttense.Discusshowtofreeze water.Askwhatitmeanswhensomeonesays,“Ifroze inmytracks.”(Thepersondidnotmove.)

Alternative Sort: Irregular SortHavestudentsworkinpairstocomeupwithcategoriesthatreflectthekindofchangesmadetoformthepasttenseofthewords.Insomecasesthevowelischangedtoe(know/knew, throw/threw, draw/drew).

ELL English Language LearnersIrregularverbsaredifficultforstudentswhosenativelanguageisnotEnglish.Reviewthewordsfromthissort.Thenplayagameofconcentrationwithstudentsmatchingthepresentandpasttenseofeachverb.

Monitor Progress Spell Check 2AftercompletingSort11,administerSpellCheck2.Seepp.184–185inthisTeacherResourceGuideforinstructions.

Words

present past

draw drew

keep kept

shine shone

sweep swept

throw threw

know knew

freeze froze

drive drove

slide slid

bleed bled

Objectives• To recognize unusual past-tense words

• To sort and spell irregular verbs and their past-tense forms



Teacher Resource CD-ROM, Sort 11 and Dinosaur Trail Game


Unusual Past-Tense Words



Unusual Plurals S ort 4 - Prentice Hallleaf leaves woman women deer loaf loaves mouse mice sheep...

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