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Mastering Vowel Digraphs and Adjectives in Writing

This lesson focuses on enhancing reading and writing skills with an emphasis on vowel digraphs, adjectives, and punctuation. Students will learn to identify vowel digraphs in words accurately, spell new words effectively, and recognize adjectives in sentences. Additionally, the lesson incorporates the use of commas in lists. Various activities such as word sorting, spelling pretests, and grouping synonyms are included to reinforce these concepts. By the end of the unit, students will apply their knowledge through independent writing tasks and collaborative discussions.

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Mastering Vowel Digraphs and Adjectives in Writing

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  1. Unit 20, Lesson 1

  2. W. A. L. T. • Determine vowel digraphs in words with at least 80% accuracy • Spell new words successfully at least 8 of 10 trials • Determine adjectives in sentences successful 4 of 5 attempts • Use commas successfully in sentences at least 80% accurately

  3. 1. Review: Vowel Digraphs • A vowel digraph is made up of two vowel letters that combine to make a single vowel sound. The vowel sound represented by vowel digraphs is usually long. • Examples: • Gain, aim, stain, explain = all long a sounds

  4. 1. Discover It: Vowel Digraphs ay and ai • Rain, spray, aid, brain, tray, maybe, play, faint • Sort the words into two columns • Ay Ai spray rain tray aid maybe brain play faint

  5. 1. Discover It: Vowel Digraphs ay and ai • The words on the previous slide are sorted according to their sound/spelling pattern • Ay is found at the end of words or syllables • Aiis found at the beginning or middle of words or syllables

  6. Workbook Page R4 play great

  7. 2. Spelling Pretest 1 • Please write the words to the best of your ability • When done, please write the correct spelling • Please turn to workbook page 56

  8. relieve Workbook Page 56 decrease course chimney hollow guarantee guard feast guess shallow guest delay great meanwhile friend

  9. Workbook Page R45

  10. 3. Unit Vocabulary • Hardcover page 45 has the vocabulary words for the unit • We have to • Identify words that are unfamiliar • Discuss the meanings of these words

  11. 3. Review: Synonyms • Synonyms are words that have the same or similar meanings • What is a synonym for monster? • What is a synonym for damage? • What is a synonym for ambitious? • What is a synonym for empty? beast break eager hollow

  12. 3. Multiple Meaning Map • Multiple meaning maps allow you to see a word in different contexts • It organizes the meanings of one word • It also helps us better understand words that have more than one meaning in the context

  13. 1. To participate in a game or engage in a sport 2. To perform on an instrument I want to play on the elite hockey team this year The violin is a difficult instrument to play. play 4. A dramatic production 3. To pretend My little sisters play house all day long. Dean was chosen for the lead role in the school play.

  14. 3. Idioms • Play with fire • Literal meaning: “fool around with something that is burning” • Idiomatic meaning: “take part in a dangerous or risky activity”

  15. 4. Review: Adjectives • Words in English have different functions, or jobs • Adjectives are words that describe nouns or pronouns. • Adjectives tell which one? what kind? or how many? • Please turn to workbook page 57 • Read the sentences • Decide whether each underlined adjective tells which one? what kind? or how many? • Write each of these adjectives in the correct column of the chart • Check and revise their answers • Example to follow

  16. 4. Sort It: Adjectives • Ogden Nash used words in a unique manner. unique

  17. Workbook Page 57 those unique many that funny some prominent few stressful special

  18. 4. Review: Commas in a Series • When three or more words are listed together in a sentence, the items are written one after the other. • Commas are used to separate the items • A comma is not placed in front of the first word • The last item is usually connected to the others in the series by and or or. A comma is placed before and or or. • The same rules are true for three or more groups of words listed together in a sentence

  19. 4. Punctuate It: Commas in a Series • Please turn to workbook page 58 • Read the sentences • Identify the words, or word groups, in the series in each sentence • Place a comma between each item in the series

  20. , , , , , Workbook Page 58 , , , , , , , , , , , , , , , , ,

  21. 5. Independent Text: “Nash’s Bashes: Word Play” • Before you read: (hardcover page 56-57) • Discuss the title of the story • Read the introductory poem • According to the poem: • What are some uses for words? • Sample: Response • Get attention, get things done, have fun

  22. 5. Phrase It • Please turn to workbook page 59 • Use cueing questions you can use to decide which words go together to form meaningful phrases • Read the sentences • Use those cueing questions to identify meaningful groups of words • Scoop the meaningful phrases together • Example to follow

  23. 5. Phrase It • Example: • Some folks use words to get attention.

  24. Workbook Page 59

  25. 6. Use the Clues • Please turn to workbook page 60 • Read the paragraph from “Nash’s Bashes: Word Play” • Find each underlined pronoun • Pronoun: replaces a noun (he, they, him, she, her, etc) • Identify and circle the noun or nouns that each pronoun replaces

  26. Workbook Page 60

  27. 6. Rewrite It • Please look at the bottom of page 60 • Rewrite the last two sentences as a single sentence by replacing the first pronoun, they, with the nouns it represents and combining the two sentences with and. • Check the revised sentence for sentence signals- capital letters, commas, and end punctuation

  28. Workbook Page 60 X Answers will vary! Repetition, rhythm, and rhyme all triggered memory, and they also helped him celebrate language.

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