Long u Vowel Patterns in Accented Syllables. The accented syllable for words with open u patterns is usually the first syllable.

Anchor Category Chart (BLM Cards 1) (BLM 2) Word Cards (BLM 4) Classroom Activity (BLM 7) Spelling Dictation (BLM 10) Directions: Read each sentence and then look at the words below the sentence. Circle the word that has the correct accented syllable in bold type, and then write the word on the blank line to finish the sentence. Category Cards (BLM 2) Word Cards (BLM 5) Take-Home Activity (BLM 8) Spelling Peer Check (BLM 11) Parent Directions: Have your child circle the word that has the correct accented syllable in bold type and write the word on the blank line to finish the sentence. Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your spelling words. Word Cards (BLM 3) Take-Home Activity (BLM 6) Reading Passage (BLM 9) Parent Directions: Have your child read each word in the word bank and then write it in the appropriate column. Ask your child use slash marks to divide the words into syllables and then underline the accented syllable in each word. WordStudy Vocabulary 1Start Long u Patterns in Accented Syllables Day 1 Day 2 Day 3 Day 4 Day 5 Lesson Objectives Identify the long u patterns uce and open u- in multi-syllable words Understand that accented syllables often have the long vowel sound Hear the long u sound in accented syllables in words Write and spell the long u pattern words and identify the accented syllables Anchor Poster Understand the rules of long u pattern words Recognize the long u patterns Hear the accented syllables in words with long u patterns Sort words based on the long u pattern Anchor Poster BLM 2: Category Cards BLM 3: Word Cards BLM 6: Take-Home Activity Teacher Category Cards uce, Open u- Teacher Word Cards reduce, rumor Recognize words with long u patterns Sort words into long u categories and into the syllable category where the accent is heard BLM 2: Category Cards BLMs 4 5: Word Cards BLM 7: Classroom Activity BLM 8: Take-Home Activity Teacher Category Cards First Syllable, Second Syllable Teacher Word Cards conclude, human, future Recognize long u pattern words in reading passage Write long u pattern words and indicate the accented syllables Correctly spell the spelling words BLM 9: Reading Passage BLM 10: Spelling Dictation BLM 11: Spelling Peer Check Correctly spell the long u pattern words Quick-Check Assessment Anchor Chart (BLM 1) Category Cards (BLM 2) Word Cards (BLM 3) Word Cards (BLM 4) Word Cards (BLM 5) Take-Home Activity (BLM 6) Classroom Activity (BLM 7) Take-Home Activity (BLM 8) Review Words New Words Sentence Long u Vowel Patterns in Accented Syllables The accented syllable for words with open u patterns is usually the first syllable. The accented syllable for words with the uce pattern can be either the first or second syllable. abuse compute conclude consume dispute exclude future human Finish the Sentence We get to help kids in first grade. tu/tor tu/tor Our car needed before we got out of town. fu/el fu/el There are millions of stars in the. u/ni/verse u/ni/verse u/ni/verse 4. I would like to you to my friend. in/tro/duce in/tro/duce in/tro/duce 5. Please don t me with more information. con/fuse con/fuse 6. I had an pain in my leg. a/cute a/cute Spelling Dictation open u pattern hu / mor pu / pil uce pattern use / ful in / clude Unsure which syllable is accented? Place the top of your hand gently under your chin. When you say a word, you will feel your chin slightly drop down on the accented syllable. Consult a dictionary. humid introduce misuse protrude salute student tumor Spelling Peer Check Second Try (if needed) Spelling Dictation (BLM 10) Spelling Peer Check (BLM 11) 4. 5. 6. 7. 8. 9. acute bugle commute diffuse dilute endure fugitive humor First Try uce Open u- First Syllable Finish the Sentence Please help us to not the river. pol/lute pol/lute Mitch worried that he would be from the group. ex/clu/ded ex/clu/ded ex/clu/ded I asked my mom if she would me from dinner because I wasn t feeling well. ex/cuse ex/cuse 4. That broken broom is. use/less use/less 5. All need water, food, and shelter to live. hu/mans hu/mans 6. My big sister always me to her friends. in/tro/du/ces in/tro/du/ces in/tro/du/ces in/tro/du/ces 4. 5. 6. 7. 8. 9. Second Syllable lukewarm resume secure universe useless usual Utah 4. 5. 6. 7. 8. 9. Correct Spelling amuse confuse dual excuse fluid fuel include musical Sound and Pattern Sort Word Bank usual abuse perfume bugle human commute humid lukewarm pollute future useful student dispute fluid uce Open u- Museums pollute pupil reduce refuse rumor tutor useful A museum is a place that collects and arranges things so that people can come and look at them. The first museums in the United States were about art, but now there are also very unusual kinds of museums. Some museums have special collections. For example, there is a music museum in South Dakota that owns more than fourteen thousand musical instruments. Other special types of collections include toys, glass, space, and rock and roll. Museums can be useful places for students to learn. A history museum might tell you about human history how people lived and what they did. Inside museums there are things that visitors are not allowed to touch. But there may also be computers that students can work with, classes where they can make things, and movies they can watch. The best museums are always looking for new and better ways to share their collections. That is why, in the future, museums will keep on being fantastic places to learn about the world. Reading Passage (BLM 9) Additional Word Study Notebooks Pocket Chart Unit 18 B e n c h m a r k E d u c a t i o n C o m p a n y

Day One Supporting ELs If students need extra support hearing the long u sound and the accented syllables, say each word slowly and overstress the long u sound and the accented syllable. Have students say the word with you, also overstressing the long vowel sound and the accented syllable. Blending Practice If students have difficulty reading new or difficult words, model how they can divide words into syllables, apply syllable pattern rules, read the word syllable by syllable, and blend the syllables together. Write the word universe on the chalkboard. Point out the word has four vowels but only three vowel sounds (final e is silent), so the word has three syllables. Tell students that we usually divide words after a vowel and before the consonant. Divide the word on the chalkboard: u/ni/verse. Point out the open vowel patterns in the first two syllables and the r-controlled vowel in the third syllable. Model trying the long vowel sounds for the open syllables: u/nigh/verse. Say: That doesn t sound right. I don t think the i has a long sound. I ll try it with a short sound: u/ni/verse. That sounds right. Sometimes we need to try different sounds and make sure the word sounds like a real word. Continue to support students who need help with blending throughout the lesson. Review Long o Patterns in Accented Syllables Focus Words: alone, chosen, owner, yellow, remote Write the focus words on the chalkboard. Ask students to identify the long o pattern in each word and tell which syllable is accented. Say: You alone have been chosen to be the owner of the yellow remote. Remind students that when words have more than one syllable the accent is usually on the syllable with the long vowel sound. Introduce Long u Patterns in Accented Syllables Model Write the following words on the chalkboard and read them aloud: include, pupil. Say: The long u pattern in accented syllables follows the same rules as long a, long o, and long i patterns. The accented syllable is usually the syllable with the long vowel sound. When I say the word include, I hear a long u sound in the second syllable, which is the accented syllable. The long u pattern is uce. When I say the word pupil, I hear the long u sound in the accented first syllable. This syllable is an open vowel syllable. Guide Write the words refuse and fuel on the chalkboard. Point to the word refuse and ask students to tell you in which syllable they hear the long u sound. Then ask them to tell you the long u pattern. Ask which syllable is the accented syllable. Repeat with the word fuel. Apply Write the words excuse and dual on the chalkboard. Tell students to turn to their neighbor and say each word, name the long u pattern, and say where they hear the accented syllable.. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. Printed in Guangzhou, China. XXXX-XXXX-XXXX ISBN: 978-1-4509-0101-7 2

Spelling Words with Long u Patterns Unit Spelling Words: include, useful, lukewarm, compute, fuel, musical, fluid, humor Write the spelling words on the chalkboard. Say: All of these spelling words have a long u vowel pattern and are all two-syllable words. Look at the words include, useful, lukewarm, and compute. Which words have the long u pattern in the first syllable? What letters stand for the long u sound in these words? Circle the uce pattern in the words. Look at the words fuel, musical, fluid, and humor. Where do you hear the long u in these words? Which syllable is the accented syllable? What letters stand for the long u sound in these words? Circle the u in each word and remind students that these words have the open u- pattern. Assessment Tip Observe students as they say and write the long u pattern words. Make sure they can hear the long u vowel sound and can identify the vowel patterns in each word. Note which strategies students are using to help them hear the accented syllables. Home/School Connection Students can take home a list of the spelling words and practice reading, writing, and spelling the words with a family member. Have volunteers use the spelling words in oral sentences. Make sure students can hear that the accented syllable is the syllable that has the long u sound. Show students the anchor poster and tell them this will help them remember the patterns for long u. Tell students to write each spelling word in their word study notebooks. Then ask them to circle the long u pattern in each word and underline the accented syllable. 3

Day Two Provide Support The long u sound found in uce and open u- vowel patterns actually has two long u sounds: the /y / sound as in useful, future, and universe and the / / sound as in student, pollute, and include. The true long u sound is the /y / sound and is usually found at the beginning of words as in useful, unite, and universe. In this unit it is not necessary to focus on the two long u sounds. However, reference to the two sounds can be made if necessary. Sound Sort uce Open u- include useful refuse amuse confuse excuse pollute reduce pupil rumor tutor fuel musical fluid dual Home/School Connection Have students take home BLM 6 to complete with a family member. Students can also take home the word cards and share their sorts with a family member. Supporting ELs Because some ELs may not have someone at home who speaks English well enough to work with them on BLM 6, make sure that they understand what they are supposed to do on the BLM. Review Long u Patterns in Accented Syllables Write the words amuse and musical on the chalkboard. Display the anchor poster and use it to help students review the long u patterns. Remind students that the rules for long u patterns in accented syllables are the same as the rules they learned about long a, long i, and long o patterns. Ask students to tell you which syllable is accented in each word on the chalkboard, which syllable has the long sound, and what letters spell the long u sound. Sound Sort Teacher Word Cards: reduce, rumor Teacher Category Cards: uce, Open u- Place the category cards in the pocket chart. Hold up the word card reduce. Think aloud: When I sort words by their vowel patterns, I listen to where I hear the long u sound and for the accented syllable. I also need to look at each word to determine the long u vowel pattern. As I say the word reduce, I hear the long u sound in the second syllable, re/duce. The second syllable with the uce vowel pattern has the accent. I ll place this card under uce. Hold up the word card rumor and ask students to tell you what the long u pattern is and where they hear the accent in the word. Place the card under Open u-. Give pairs of students the word cards from BLM 3 and the Open u- and uce category cards. Ask students to say each word as they sort it, listen for the long u sound, and look for the long u pattern. Tell them to say each word again and listen for the accented syllable. Spelling. Ask students to copy the categories at the top of a new page in their word study notebooks to make a two-column chart. Tell them to write each of the unit spelling words in the correct column. Ask pairs of students to check each other s sorts and the spelling of the words. 4

Day Three Pattern Sort Teacher Word Cards: conclude, human, future Teacher Category Cards: oce, Open o- Place the category cards in a row in the pocket chart and the three word cards in a group to the side of the chart. Say: We ve been working with long u patterns. Look at these three words. Which word has the long u sound with the uce pattern? Which word has a long u sound with an open u- pattern? Guide students to recognize the long u patterns and sort the word cards into the appropriate category. Give pairs of students the word cards from BLM 4 and the Open u- and uce category cards. Have students work with a partner to sort words according to their long u patterns. Syllable Sort Teacher Word Cards: conclude, human, future Teacher Category Cards: First Syllable, Second Syllable Move the word cards into a group at the side of the pocket chart and replace the pattern category cards with the syllable category cards. Say: Let s look at the word cards we sorted in the pocket chart. This time, let s sort them according to where we hear the accented syllable. Listen for the accented syllable as I say this word: conclude. Which syllable is accented? Place the word conclude in the category for Second Syllable. Then repeat, first with the word human and then with future, asking students to listen for the accented syllable. Give pairs of students the word cards from BLM 5 and the First Syllable and Second Syllable category cards from BLM Tell students they are to sort the words according to where they hear the accented syllables. Applying Meaning. Give students BLM 7 and have them complete the cloze, choosing the answer with the correct long u pattern. Pattern Sort oce Open u- abuse compute conclude dispute introduce Syllable Sort First Syllable universe useless bugle fugitive usual lukewarm Utah humor exclude consume protrude salute misuse future human humid student tumor Second Syllable acute commute dilute secure resume endure diffuse Assessment Tip Monitor students as they sort to make sure they sort the words into the correct categories. Suggest that they use their dictionaries when they are uncertain of where they hear the accented syllable. Providing Support ELs and struggling readers may have difficulty completing BLM 7 on their own. Have them work with a partner to read and complete it. Home/School Connection Give students BLM 8 to complete with a family member. Explain that they are to do the same thing they did on BLM 7 in class. Supporting ELs Make sure that ELs understand what to do on BLM 8 since there may not be anyone at home who speaks English well enough to help them complete it. 5

Day Four Providing Support Some ELs and struggling readers may have difficulty reading the passage. Have these students read with an on-level reader. Alternatively, you could read the passage to them while they follow along or echoread with you. Ask students to look and listen for examples of words with long u patterns. Museums A museum is a place that collects and arranges things so that people can come and look at them. The first museums in the United States were about art, but now there are also very unusual kinds of museums. Some museums have special collections. For example, there is a music museum in South Dakota that owns more than fourteen thousand musical instruments. Other special types of collections include toys, glass, space, and rock and roll. Museums can be useful places for students to learn. A history museum might tell you about human history how people lived and what they did. Inside museums there are things that visitors are not allowed to touch. But there may also be computers that students can work with, classes where they can make things, and movies they can watch. The best museums are always looking for new and better ways to share their collections. That is why, in the future, museums will keep on being fantastic places to learn about the world. Answer Key Reading Passage (BLM 9) Home/School Connection Have students take the reading passage on BLM 9 home to read to a family member and point out the words with long u patterns. Supporting ELs Make sure ELs know the meanings of the spelling words. Before student pairs use BLM 11, have the partners tell each other oral sentences using the spelling words. Word Hunt Give each student a copy of the reading passage on BLM 9 and tell them that they will hunt for long u pattern words in the reading passage. Before students read the passage, write the word mu/se/um on the chalkboard and divide it into syllables. Have students say the word aloud, listening for the long u pattern. Point out that the accented syllable in this word is the second syllable with long e pattern, so this is an oddball word that doesn t follow the pattern. Tell students to read the passage and look for uce and open u- patterns. Once students have found the words, ask them to write the words they found in the chart in their word study notebooks that they started on Day Two. After they have listed the words, ask them to underline the accented syllable in each word. Spelling Dictation Give students Spelling Dictation (BLM 10). Dictate the following words from last week s spelling words to students, one at a time, and have students write them on their BLMs: suppose, rotate, rowboat. Dictate the following words from this week s unit, one at a time, having students write them on the BLMs: musical, compute, human. Dictate the following sentence and have students write it on their papers: The teacher asked each pupil to include only the most useful information. Write the words and sentence on the chalkboard and have students self-correct their papers. Spelling Practice Give pairs of students Spelling Peer Check (BLM 11). While one student reads the spelling words from his or her word study notebook, the other student writes the words in the First Try column. After the second student has spelled the words, the first student places a check mark next to words spelled correctly. For the second try, the first student may prompt the second student by sounding out the words that were spelled incorrectly the first time. If the second spelling attempt is correct, the first student places a check mark in the Second Try column. Then students switch roles. 6

Day Five Spelling Assessment Use the following procedure to assess students spelling of the unit spelling words: Say a spelling word and use it in a sentence. Have students write the word on their papers. Continue with the remaining words on the list. When students have finished, collect their papers and analyze their spelling of the words. Use the assessment to plan small-group or individual practice. Quick-Check Assessment Assess students mastery of long u patterns in accented syllables using the Quick-Check for Unit 18. Unit 18 Quick-Check: Long u Patterns in Accented Syllables Answer Questions Directions: Read the first word in each row and draw a circle around the long u pattern. Then underline the accented syllable in the second word. compute com/pute humid hu/mid fluid flu/id 4. amuse a/muse Apply Directions: In the space below, list two words that have a uce pattern and two words that have an open u- pattern. Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. uce resume Open u- humor Word Bank resume, humor, misuse, introduce, misuse bugle bugle, tumor, salute, student introduce tumor salute student Think and Write about Long u Patterns in Accented Syllables Directions: In the space below, explain how understanding long u patterns in accented syllables helps you as a reader, speller, and writer. Answer Key Unit 18 Quick-Check Suggestions for Independent Practice Find the Word. Tell students to select six to eight of their favorite word cards. Have them write their words in their word study notebooks and then look each word up in a dictionary to see where the dictionary divides the word into syllables and which syllable has the accent mark. Have them copy the syllabicated word into their notebooks and also show the accented syllable. Trade Words. Have students work with a partner. Tell them to write a list of five or six words with the long u pattern. Have them trade their list with their partner. The partners will circle the long u pattern and underline the accented syllable in each word. Make Words. Give each pair of students a set of magnetic letters or letter tiles and several pieces of macaroni. Tell them to take turns saying one of the long u pattern words and then spelling the word using magnetic letters or tiles. Then have them divide the word into syllables and use pieces of macaroni to underline the accented syllable. Buddy Sort. Give pairs of students a set of word cards from BLMs 3 5. Have buddies take turns saying a word and then asking their buddy which syllable is accented. Remind them to carefully say each word so that the accented syllable is clearly heard. Students should then look at the word and say if the long u pattern is a uce pattern or an open u- pattern. Answer Key BLM 6 uce Open u- a/buse dis/pute com/mute luke /warm pol/lute per/fume use /ful dis/pute Answer Key BLM 7 tu/tor fu/el u/ni/verse 4. in/tro/duce 5. con/fuse 6. a/cute Answer Key BLM 8 pol/lute ex/clu/ded ex/cuse 4. use/less 5. hu/mans 6. in/tro/du/ces u /su/al hu/man hu/mid fu/ture bu/gle stu/dent flu/id 7

Unit 18 Quick-Check: Long u Patterns in Accented Syllables Answer Questions Directions: Read the first word in each row and draw a circle around the long u pattern. Then underline the accented syllable in the second word. compute com/pute humid hu/mid fluid flu/id 4. amuse a/muse Apply Directions: In the space below, list two words that have a uce pattern and two words that have an open u- pattern. Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. uce Open u- Word Bank resume, humor, misuse, introduce, bugle, tumor, salute, student Think and Write about Long u Patterns in Accented Syllables Directions: In the space below, explain how understanding long u patterns in accented syllables helps you as a reader, speller, and writer.