Lesson 22
Lesson 22
Tricky Spelling
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently (RL.2.1)
Read and write words with the following letter-sound correspondences: ‘a’ > /ə/ (about), ‘e’ > /ə/ (debate) (RF.2.3e)
Describe how characters in a fiction text that has been read independently respond to major events and challenges (RL.2.3)
Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4)
Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot (RL.2.7) Know and apply grade-level phonics and word analysis skills in decoding words (RF.2.3)
Read the following Tricky Word: against (RF.2.3f)
Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)
At a Glance
Exercise
Materials
Minutes
Warm-Up
Alphabetical Order
word cards
10
The Tricky Spelling ‘e’
Which Sound Do You Hear?
Worksheet 22.1
30
Reading Time
Partner Reading: “Breaking the Spell”
Sir Gus; Worksheet 22.2
20
Take-Home Material
Tricky Spelling
Worksheet 22.3
*
Advance Preparation You will practice alphabetizing words today. Write the following words on individual pieces of paper (the text should be large enough that students can read the words from their desks): young, southern, apple, China, fossil, mental, eagle, tunnel, portion, reaction, needle.
Unit 5 | Lesson 22 143 © 2013 Core Knowledge Foundation
Note to Teacher Today students will work on decoding the tricky spelling ‘e’. This spelling poses a challenge for readers, because it is regularly pronounced three different ways: /e/ as in pet, /ee/ as in me, and /ə/ as in debate. The bar chart shows /e/ is the most common pronunciation for ‘e’, and /ee/ is more common than schwa.
The Tricky Spelling ‘e’ Pronounced /e/ as in pet (77%)
Pronounced /ee/ as in me (19%) Pronounced /ə/ as in debate (4%)
If students come across an unfamiliar printed word containing the letter ‘e’, they should try pronouncing the ‘e’ as /e/. If that does not sound like a word, or if the resulting word does not make sense in context, students should try / ee/ (the “long” pronunciation). If that still sounds wrong, they should try /ə/. This pattern is consistent with the pattern identified in the previous lesson and presented in the chart below. Spelling
1st Choice—Short
2nd Choice—Long
3rd Choice—/ə/
‘a’
/a/ (short) as in hat
/ae/ (long) as in cake
/ə/ as in about
‘e’
/e/ (short) as in pet
/ee/ (long) as in me
/ə/ as in debate
Here are some patterns for your information: • ‘e’ is almost always pronounced /e/ in one-syllable words. The only exceptions are a handful of high-frequency, one-syllable words that have the final ‘e’ pronounced /ee/: he, she, we, be, me. • ‘e’ is almost always pronounced /e/ when it appears before a double-letter spelling for a consonant sound (Betty, bedding, dresser). The double-letter spelling is a marker for the “short” pronunciation of the preceding vowel. • ‘e’ is pronounced /ee/ primarily in words beginning with one of four common prefixes: be–, de–, pre–, and re–. These four prefixes account for about twothirds of the words in which ‘e’ is pronounced /ee/. • ‘e’ is much more likely to be pronounced /e/ at the beginning of the word (everyone), rather than /ee/ (evaporate) or /ə/ (eruption). • At the end of a word, ‘e’ usually forms part of a separated digraph (cake, bike, note); the pronunciations /e/ and /ə/ almost never occur at the end of a word. There are a few words having the final ‘e’ pronounced /ee/ (maybe, acne, adobe, coyote).
144 Unit 5 | Lesson 22 © 2013 Core Knowledge Foundation
• ‘e’ is most commonly pronounced as /ə/ in the middle of a word, rather than at the beginning or end.
Warm-Up
10 minutes Alphabetical Order • Ask some students to come to the front of the class; hand each a previously prepared word card. • Have students with word cards stand in a line across the front of the room, facing the class. Ask each student to read the word on his or her card aloud. • Tell students they will now help put the words in alphabetical order. You will slowly sing the alphabet song. After each letter you sing, pause to let students see if they have a word starting with that letter. After you sing ‘a’, the student with the card apple should move to be first in line. • Once students believe they have correctly placed the words in alphabetical order, sing the alphabet song as a class once more to check their work.
The Tricky Spelling ‘e’
30 minutes
Which Sound Do You Hear? • Remind students that the focus of this unit is on vowel sounds and their spellings. • Draw the following graphic on the board as you review the sounds of the tricky spelling ‘e’.
Worksheet 22.1
Please see the Pausing Point for additional materials and resources for the tricky spelling ‘e’.
‘e’
/e/
pet
left
test
/ee/
me
rewind
she
/ə/
debate
benefit
strategy
• Point out that ‘e’ is a spelling for /e/, /ee/, and /ə/. • Remind students that when a spelling can be pronounced more than one way, we call it a tricky spelling. • Tell students that when they see an unfamiliar word with the ‘e’ spelling, they should first try pronouncing the ‘e’ as /e/; if that does not sound right, or does not make sense in context, they should try /ee/ and then schwa. • Have students tear out Worksheet 22.1. Explain to the class that each sentence has words with an underlined ‘e’. They should select the correct sound of the letter ‘e’ from the three choices under the sentence.
Unit 5 | Lesson 22 145 © 2013 Core Knowledge Foundation
Reading Time
20 minutes
Partner Reading: “Breaking the Spell” Introducing the Story • Ask students to tell you what happened in the last story, “The Wizard.” Share with them that today’s story is titled “Breaking the Spell.” Knowing Sir Gus has succeeded mainly through good luck, ask students how they think Sir Gus might break the wizard’s spell. Previewing the Spellings • Begin by teaching the Tricky Word against. Write against on the board. Students might think the ‘ai’ in against would be pronounced /ae/, but in this word, these letters stand for the /e/ sound. Point out this word is tricky in the same way as the word again, which students learned earlier in this unit.
Chapter 13: “Breaking the Spell”
Note: You may also want to pre-teach the word dungeon. It is decodable, but may be challenging for some students to read. • Preview the following spellings before reading today’s story: Worksheet 22.2
‘le’ > /ə/ + /l/ pud | dles trem | bles
‘o_e’ > /u/ come done
‘a’ > /ə/ a | ffect | ed a | way a | woke
Previewing the Vocabulary • Preview the following vocabulary before reading today’s story. 1.
coo—a soft sound doves make
2.
damp—moist
3.
puddle—a pool of water (often from rain)
4.
“nor was he fond of rats”—this phrase means “he also did not like rats”
Purpose for Reading • Tell students they should read today’s story to find out if the spell cast by the evil wizard is broken and, if so, how. Reading Supports • When Sir Gus reaches the dungeon, ask students how they would feel if they were in his shoes. • After Sir Gus begins to tremble and shake, ask students to predict what might happen next and to give examples from previous stories to explain their ideas. (Students may predict that Sir Gus will faint as he did when confronting the troll.)
146 Unit 5 | Lesson 22 © 2013 Core Knowledge Foundation
Wrap-Up • Ask students if there were any parts of the story they did not understand. If so, have them ask a question to help clear up their confusion. Allow other students to try to answer any student-generated questions. • Ask students, “How did Sir Gus break the spell? Was it his plan or luck?” • Have students complete Worksheet 22.2. Review the worksheet as a class.
Take-Home Material Tricky Spelling • Have students take home Worksheet 22.3. Remind students that they should practice their spelling words each night.
Unit 5 | Lesson 22 147 © 2013 Core Knowledge Foundation
Tricky Spelling
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently (RL.2.1)
Read and write words with the following letter-sound correspondences: ‘a’ > /ə/ (about), ‘e’ > /ə/ (debate) (RF.2.3e)
Describe how characters in a fiction text that has been read independently respond to major events and challenges (RL.2.3)
Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4)
Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot (RL.2.7) Know and apply grade-level phonics and word analysis skills in decoding words (RF.2.3)
Read the following Tricky Word: against (RF.2.3f)
Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)
At a Glance
Exercise
Materials
Minutes
Warm-Up
Alphabetical Order
word cards
10
The Tricky Spelling ‘e’
Which Sound Do You Hear?
Worksheet 22.1
30
Reading Time
Partner Reading: “Breaking the Spell”
Sir Gus; Worksheet 22.2
20
Take-Home Material
Tricky Spelling
Worksheet 22.3
*
Advance Preparation You will practice alphabetizing words today. Write the following words on individual pieces of paper (the text should be large enough that students can read the words from their desks): young, southern, apple, China, fossil, mental, eagle, tunnel, portion, reaction, needle.
Unit 5 | Lesson 22 143 © 2013 Core Knowledge Foundation
Note to Teacher Today students will work on decoding the tricky spelling ‘e’. This spelling poses a challenge for readers, because it is regularly pronounced three different ways: /e/ as in pet, /ee/ as in me, and /ə/ as in debate. The bar chart shows /e/ is the most common pronunciation for ‘e’, and /ee/ is more common than schwa.
The Tricky Spelling ‘e’ Pronounced /e/ as in pet (77%)
Pronounced /ee/ as in me (19%) Pronounced /ə/ as in debate (4%)
If students come across an unfamiliar printed word containing the letter ‘e’, they should try pronouncing the ‘e’ as /e/. If that does not sound like a word, or if the resulting word does not make sense in context, students should try / ee/ (the “long” pronunciation). If that still sounds wrong, they should try /ə/. This pattern is consistent with the pattern identified in the previous lesson and presented in the chart below. Spelling
1st Choice—Short
2nd Choice—Long
3rd Choice—/ə/
‘a’
/a/ (short) as in hat
/ae/ (long) as in cake
/ə/ as in about
‘e’
/e/ (short) as in pet
/ee/ (long) as in me
/ə/ as in debate
Here are some patterns for your information: • ‘e’ is almost always pronounced /e/ in one-syllable words. The only exceptions are a handful of high-frequency, one-syllable words that have the final ‘e’ pronounced /ee/: he, she, we, be, me. • ‘e’ is almost always pronounced /e/ when it appears before a double-letter spelling for a consonant sound (Betty, bedding, dresser). The double-letter spelling is a marker for the “short” pronunciation of the preceding vowel. • ‘e’ is pronounced /ee/ primarily in words beginning with one of four common prefixes: be–, de–, pre–, and re–. These four prefixes account for about twothirds of the words in which ‘e’ is pronounced /ee/. • ‘e’ is much more likely to be pronounced /e/ at the beginning of the word (everyone), rather than /ee/ (evaporate) or /ə/ (eruption). • At the end of a word, ‘e’ usually forms part of a separated digraph (cake, bike, note); the pronunciations /e/ and /ə/ almost never occur at the end of a word. There are a few words having the final ‘e’ pronounced /ee/ (maybe, acne, adobe, coyote).
144 Unit 5 | Lesson 22 © 2013 Core Knowledge Foundation
• ‘e’ is most commonly pronounced as /ə/ in the middle of a word, rather than at the beginning or end.
Warm-Up
10 minutes Alphabetical Order • Ask some students to come to the front of the class; hand each a previously prepared word card. • Have students with word cards stand in a line across the front of the room, facing the class. Ask each student to read the word on his or her card aloud. • Tell students they will now help put the words in alphabetical order. You will slowly sing the alphabet song. After each letter you sing, pause to let students see if they have a word starting with that letter. After you sing ‘a’, the student with the card apple should move to be first in line. • Once students believe they have correctly placed the words in alphabetical order, sing the alphabet song as a class once more to check their work.
The Tricky Spelling ‘e’
30 minutes
Which Sound Do You Hear? • Remind students that the focus of this unit is on vowel sounds and their spellings. • Draw the following graphic on the board as you review the sounds of the tricky spelling ‘e’.
Worksheet 22.1
Please see the Pausing Point for additional materials and resources for the tricky spelling ‘e’.
‘e’
/e/
pet
left
test
/ee/
me
rewind
she
/ə/
debate
benefit
strategy
• Point out that ‘e’ is a spelling for /e/, /ee/, and /ə/. • Remind students that when a spelling can be pronounced more than one way, we call it a tricky spelling. • Tell students that when they see an unfamiliar word with the ‘e’ spelling, they should first try pronouncing the ‘e’ as /e/; if that does not sound right, or does not make sense in context, they should try /ee/ and then schwa. • Have students tear out Worksheet 22.1. Explain to the class that each sentence has words with an underlined ‘e’. They should select the correct sound of the letter ‘e’ from the three choices under the sentence.
Unit 5 | Lesson 22 145 © 2013 Core Knowledge Foundation
Reading Time
20 minutes
Partner Reading: “Breaking the Spell” Introducing the Story • Ask students to tell you what happened in the last story, “The Wizard.” Share with them that today’s story is titled “Breaking the Spell.” Knowing Sir Gus has succeeded mainly through good luck, ask students how they think Sir Gus might break the wizard’s spell. Previewing the Spellings • Begin by teaching the Tricky Word against. Write against on the board. Students might think the ‘ai’ in against would be pronounced /ae/, but in this word, these letters stand for the /e/ sound. Point out this word is tricky in the same way as the word again, which students learned earlier in this unit.
Chapter 13: “Breaking the Spell”
Note: You may also want to pre-teach the word dungeon. It is decodable, but may be challenging for some students to read. • Preview the following spellings before reading today’s story: Worksheet 22.2
‘le’ > /ə/ + /l/ pud | dles trem | bles
‘o_e’ > /u/ come done
‘a’ > /ə/ a | ffect | ed a | way a | woke
Previewing the Vocabulary • Preview the following vocabulary before reading today’s story. 1.
coo—a soft sound doves make
2.
damp—moist
3.
puddle—a pool of water (often from rain)
4.
“nor was he fond of rats”—this phrase means “he also did not like rats”
Purpose for Reading • Tell students they should read today’s story to find out if the spell cast by the evil wizard is broken and, if so, how. Reading Supports • When Sir Gus reaches the dungeon, ask students how they would feel if they were in his shoes. • After Sir Gus begins to tremble and shake, ask students to predict what might happen next and to give examples from previous stories to explain their ideas. (Students may predict that Sir Gus will faint as he did when confronting the troll.)
146 Unit 5 | Lesson 22 © 2013 Core Knowledge Foundation
Wrap-Up • Ask students if there were any parts of the story they did not understand. If so, have them ask a question to help clear up their confusion. Allow other students to try to answer any student-generated questions. • Ask students, “How did Sir Gus break the spell? Was it his plan or luck?” • Have students complete Worksheet 22.2. Review the worksheet as a class.
Take-Home Material Tricky Spelling • Have students take home Worksheet 22.3. Remind students that they should practice their spelling words each night.
Unit 5 | Lesson 22 147 © 2013 Core Knowledge Foundation
