Page 15 - Natl Into R Classroom at a Glance 16pp

ofreading 10 6 Optional Use the Printable: Dictation
Independent/Collaborative
SPELLING WORDS
BASIC
1 half 2 comb 3 honor
4 fasten
5 kneel
6 wreath
7 calm
8 answer
9 handsome
10 wrinkle
11 listen 12 fetch 13 yolk 14 climb 15 honest
16 knuckle 17 plumber 18 limb 19 folktale 20 gnarled
REVIEW
21 hospital 22 important 23 continue 24 history
CHALLENGE 25 doubt 26 hasten 27 tomb 28 wrestle
English Language Development
Grade 4 5/1/18
Tabletop Minilessons:
English Language Development
Word Gaps
Intervention and Di erentiation
English Language Resources
DO NOT EDIT--Changes must be be made through “File info” CorrectionKey=NL-A LONumber=8 3 ENGLISH LEARNER SUPPORT:
Facilitate Linguistic Transfer
BEGINNING
ELPS 2B 2C
LINK TO SMAL REINFORCE FOUND for the remainder of t t words for reference a Proofreading 10 6 words they use in the the spelled the words cor Anchor Chart Printab Anchor Charts
T288
Support
in in Teacher’s Guide Module 10 • Lesson 6 Spelling Words
with Prefixes and Suffixes
A
prefix is is a a a a a word word part that is is added to the front of a a a a a word word A
prefix changes the the meaning of the the word but not its spelling prefix (meaning) (meaning) + word word = new word word (meaning) (meaning) pre- (before) + view view view = preview (view before) before) Some common prefixes are anti- (against) de- dis– (opposite of) mis– (wrongly) re– (again) trans– (across) un– non– (not)
A
suffix is is a a a a a word word part that is is added to the end of a a a a a word word A
suffix suffix changes changes the the the the form of of the the the the word word Sometimes a a a suffix suffix changes changes the the the spelling of the the the word:
base word word + suffix = new word word (double final consonants)
chat chat + -ed = chatted
base word word + suffix = new word word (change y to i) happy + -ness = happiness
base word word + suffix = new word word (drop final e) shake + -ing = shaking
Sometimes a a a a a suffix changes the the consonant sound at the the end of a a a a a word:
music music music + + –ian = = musician: The The /k/ sound sound sound sound at at the the end end of of music music music changed changed to to a a a a a a a a /sh/ /sh/ sound sound sound sound select select select + + –ion = = selection: The The /t/ sound sound sound sound at at the the end end of of select select select changed changed to to a a a a a a a a /sh/ /sh/ sound sound sound sound Use what you know about prefixes and suffixes to spell new words Anchor Chart TEXT
FEATURES
LEVELED LIBRARY
Detail
Detail
is part of di erences
Detail
Detail
similarities connected to DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A
People have an an instinct for language Kids created a a a a new sign language talking with their hands name the topic of each section of text break down the topic into subtopics Foundational Skills and Word Study
Foundational Skills and Word Study
Studio
Reading Skills and Strategies
MODULE
10 Welcome to the Module Take and Teach Lesson Cards for each book • Do I know this word from someplace else?
• Does it seem like a a word about this topic?
• Can I find clues in in the sentence to help me understand the word?
Building Knowledge Networks
As students read view and and interact with the texts and and media in in this module they build deep topic knowledge about communication the the forms it can take and how this information connects to their lives DISPLAY AND ENGAGE: Knowledge Map 10 14 Knowledge Map 10 14 from hand copying to the printing press
Ask students to write sentences featuring one of the following words: half comb or or wreath
Ask them to read their sentences aloud M M M M M s s s Write the the following words on the the board: half comb and wreath
Circle the silent consonant in each word INTERMEDIATE
Display half comb and wreath
Guide students to use this let Kinds of Type
show emphasis or indicate a a title 4_RNAELD491640_FCVR indd
18 10:07 AM
TEXAS
ESSENTIAL KNOWLEDGE AND SKILLS
M M M M M M M M M M M M M M M Tab Tabletop Mi i i i in n n n n n n n n ni b b i i i i i i i i i i i i i i i il l l l l l l l l l l l l l l l le le e e e e e e e e e e e e e e e e e e es s s s s s s s s s s s s s s s s s s s s s s s s s s s ss s s s s s s s s s s s s s s s s so o o o o o o o o o o on n n n n n n n n n n ns s s s LEARNING OBJECTIVES
• Learn and remember how to spell words with silent consonants • Language Spell words containing silent consonants MATERIALS
Online
Printables Dictation
Sentences 10 6 Spelling Word Cards 10 6 12 Modules 3 weeks eac GRADES
ha-cmyk_1_rnlete485441_75a pdf
2 1/12/18
12:46 PM
is related to makes same causes
Analyze
di erent because
sentence frame: In the word ADVANCED/ADVANCED HIGH
I hear the letters .
Notice & Note Introduce the Spelling Word Proh
ld up the wor Sen tences 10 6 to administer a a pretest Sort the Words
• Find the Word Cards: comb kneel
honor
column headings comb kneel
• Ask students to identify the silent conso needed as you work together to to sort the the columns Create a a fifth column column for word students to identify the silent consonan • Once the words have have been sorted have have confirm placement Challenge them to Teacher’sTip
Historically most “silent” consonants w initial k the w w w in in wren and and answer
and and t t t When you pronounce the first syllable o o o o how wr sounded together The word cli was pronounced limb comes from Latin • Before working with the basic and chall the review words These also appear in 3–6 • Display one of the Spelling Anchor Char and display the spelling word cards fro Read each word aloud and discuss its m • Tell students that you are going to work silent consonants Say: We will sort accor •Ho
d d d comb and model your letters letters c c o o m and b I hear the letters letters c c o o 4 2A(vi) identify/read high-frequency w with multiple sound-spelling patterns 4 4 4 4 use appropriate reading fluency © © © Houghton Mifflin Harcourt Publishing Company All rights reserved ©Alfa Photostudio/Shutterstock ©Littlekidmoment/Shutterstock
© Houghton Mifflin Harcourt Publishing Company All rights reserved © Houghton Mifflin Harcourt Publishing Company All rights reserved © Houghton Mifflin Harcourt Publishing Company All rights reserved FOUNDATIONAL SKILLS
T192
lay lay and and and Engage Engage Proje T T p p GRAPHIC FEATURES
Visuals such as diagrams graphs maps charts or illustrations help explain ideas in in the text s s s Advances in Technology pupil
Reading Tabletop Minilessons:
Reading Communication
from radio to TV
from telephone cables to satellites
from hand- written letter to text message from typewriter to computer Dis1p
myBook
Book
Book
2 p p p p 306 and and and use Display and and and Engage: Knowledge Map 10 1 1 to give students the the the first step in in building their knowledge maps throughout the the the module 2 After reading each text have students add to the the Knowledge Map in in their myBook
At the end of each week use Display and Engage: Knowledge Map 10 10 10 10 5 10 10 10 10 10 10 10 10 or or 10 10 10 10 14 and discuss the added information 3 At the the the the end of the the the the module students will synthesize what they have learned about the the topic and and make connections to to to self society and and to to to other texts Module 10 • Communication
Nation
Grade 4 pretzels carrots
apples
Cooper speaks English and little Korean Grade 4 | Build Knowledge G4_M10_D&E 10 10 14 KnowledgeMap indd
1 1 1 1 from telegraph to telephone Module 10 • Week 3 14/03/18 5:14 AM
ctables
iris
ginnin
opic P P o M M M M M Languages
animal language dolphins leaping sonar pings other signaling
Diagrams are pictures with labels Charts
organize information foreign language gestures Synthesizing Knowledge Anchor Chart HMH Into Reading | 15 M M M M M M M M M M M M M M M Mi i i i i i i i i i i i i i i i in n n n n n n n n n n n n n n n ni i i i i i i i i i i i i i i i il l l l l l l l l l l l l l l l le le l l o o o o o o o e e e e e e e e e e e e e e e e e e es s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s ss s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s op so o o o o o o o o o o o o o o o o o o o o o on n n n n n n n n n n n n n n n n n n ns s s s A
tt he be g of the m odule intr oduc e e the mod ule t oint s tu dent st