Anchor Chart (BLM 1) Word Cards (BLM 4) Classroom Activity (BLM 7) Spelling Dictation (BLM 10) Directions: Read each sentence and find the two-syllable word with the long e pattern. Write it on the line and underline the accented syllable. Category Cards (BLM 2) Word Cards (BLM 5) Take-Home Activity (BLM 8) Spelling Peer Check (BLM 11) Parent Directions: Have your child read each sentence find the word with the long e pattern. Have your child write the word on the line and underline the accented syllable. 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 the word under the appropriate heading according to the long e pattern. Then have your child divide each word into syllables using slash marks and underline the accented syllable. WordStudy Vocabulary 1Start Long e Patterns in Accented Syllables Day 1 Day 2 Day 3 Day 4 Day 5 Lesson Objectives Identify the long e patterns ee, ece, ea, and open e- Understand that the long vowel sounds are usually heard in the accented syllables Read and write long e pattern words Understand the rules of long e patterns in accented syllables Hear the accented syllables in words Sort words based on accented syllables Materials: Anchor Poster BLM 2: Category Cards BLM 3: Word Cards BLM 6: Take-Home Activity Teacher Category Cards First Syllable, Second Syllable Teacher Word Cards between, prefix Recognize words with long e patterns Sort words with long e patterns according to their pattern Identify words with long e patterns within sentences Materials: BLM 2: Category Cards BLM 5: Word Cards BLM 7: Classroom Activity BLM 8: Take-Home Activity Teacher Category Cards: ea, ee, ece, Open e- Teacher Word Cards same as BLM 4 Recognize words with long e patterns in reading passage Sort words with long e patterns and indicate the accented syllables Correctly spell unit spelling words Materials: BLM 9: Reading Passage BLM 10: Spelling Dictation BLM 11: Spelling Peer Check Correctly spell words with long e patterns Materials: 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 e Vowel Patterns in Accented Syllables The accented syllable for words with the open e pattern is usually the first syllable. The accented syllable for words with the ece pattern is the second syllable. The accented syllable for words with the ea or ee pattern can be either the first or second syllable. beneath decent disease eastern even evening evil feature Where s the Accented Syllable? I got a needle to sew the button on my shirt. I ve been meaning to go to the store. Every morning the bus driver gives us a welcome greeting. 4. That book had an evil character in it. 5. Can you smell the cedar trees? 6. When everyone ran out to play, it looked like a stampede. 7. Leah separated the model plane into discrete parts. 8. We all got to repeat the poem with a buddy. Spelling Dictation open e pattern fe / ver e / ven ece pattern com / plete su / preme ea pattern mean / ing mis / treat ee pattern greet / ing suc / ceed 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. freedom increase indeed meaning needle succeed supreme trapeze 4. 5. 6. 7. 8. 9. cedar Chinese discrete equal feeling fever fifteen greeting First Try ee Where s the Accented Syllable? The house was very peaceful after everyone had gone to bed. Our garden was really weedy so we all had a lot of work to do. Spelling Peer Check 4. 5. 6. 7. 8. 9. Second Try (if needed) legal mistreat peaceful reason retreat secret stampede weedy 4. 5. 6. 7. 8. 9. ece First Syllable Second Syllable Mom told me that I had to complete my homework before I could play. 4. I think spring is my favorite season. 5. Can you keep a big secret? 6. My brother and I get an equal amount for our allowance. 7. I told my mom that the dinner was supreme. 8. We were lucky to see a herd of fifteen elk on our hike. Correct Spelling asleep between compete complete deeply defeat degree delete Sound and Pattern Sort Word Bank veto complete reader extreme even beneath deeply peaceful zebra asleep needle defeat feature discrete fever stampede succeed decent eastern freedom ee extreme meter prefix reader repeat season veto zebra How to Sew On a Button When a button falls off your clothes, it s nice to know how to sew it back on. You can succeed at sewing a button on anything, from a sports shirt to a fancy evening gown. To do a decent job, you need: a button a pair of scissors a sewing needle and thread a toothpick Here are the steps: If you have the button, use it. If it is missing, check your clothing for extras. Some shirts have extra buttons sewn on near the bottom. If there are no extras, find one that matches the size and color of your missing button. Look in a sewing kit, if you have one, or find a matching button in a store. Pick the same color of thread used for the other buttons. Cut a piece of thread, about two feet long. 4. Feed one end of the thread through the tiny hole in the top of the needle. Pull it to make two ends that are the same length. Tie a knot in the ends. Needles are sharp, so use extreme care. Make sure a grownup is there to help. 5. Set the button in place on the clothing. If you want, put a toothpick between the clothing and the button. This will give it a little extra room to move. 6. Push the needle up from under the clothing and through a hole in the button. Pull the thread tight, until the knot stops it. Return the needle back down through a different hole and beneath the clothing again, until the thread is tight. Repeat this step three times. 7. End under the clothing. Make a double knot and cut the thread. 8. If you used a toothpick, slide it out. Your job is complete! Reading Passage (BLM 9) Additional Materials: Word Study Notebooks Pocket Chart ece Unit 19 Spelling Dictation (BLM 10) Spelling Peer Check (BLM 11) 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 Have students work with a fluent English speaker to practice saying each spelling word and identifying the long e pattern in each word. Have the fluent English speaker model clapping the syllables in each word and over-emphasizing the clap for the accented syllable. Review Long u Patterns in Accented Syllables Focus Words: include, pupil, useful, musical, lukewarm, compute, human, menu Write the focus words on the chalkboard. Looking at one word at a time, ask students to tell you the long u pattern and then identify the accented syllable. Remind students that in words that have more than one syllable, the accent, or stress, is usually on the syllable with a long vowel sound. Blending Practice If some students have difficulty reading the words, help them read the words syllable by syllable. For example, point to the word needle on the chalkboard. Show how you divide the word into two syllables after the long ee vowel digraph and the consonant d, nee/dle. Explain that you now have an open ee vowel digraph pattern and a consonant + le pattern. Read each syllable and then blend the syllables together: nee/dle: needle. Continue to support students who need help with blending throughout the week, using the example words used in the lesson. Introduce Long e Patterns in Accented Syllables Model Write the following words on the chalkboard and read them aloud: asleep, complete, season, zebra. Say: The long e pattern in accented syllables follows the same rules as for the other long vowel patterns. The accented syllable is usually the syllable with the long vowel sound. The long e patterns that you will be working with are ee, ece, ea, and open e-. When I say the word asleep, I hear a long e sound in the second syllable, which is the accented syllable. The vowel digraph ee stands for long e sound. In the word complete, the long e is in the second syllable, which is also accented. Here the VCe pattern stands for the long e sound. In the word season, the long e sound is in the first syllable. The vowel digraph ea stands for the long e sound. In the word zebra, the long e sound is in the first syllable. This syllable has the open e- pattern. Guide Write the words deeply, reader, extreme, and veto on the chalkboard. Ask students to say the first word and listen for the long e sound and the accented syllable. Have them identify the vowel digraph that stands for long e sound. Repeat with the word reader, having them identify the accented syllable and the vowel digraph. Have students read the word extreme with you. Ask them what long e pattern they see in the word. Ask a volunteer to come up and circle the pattern. (eme) Ask students which syllable is accented. Have students read the word veto with you. Ask them what long e pattern they see in the word. (open e-). 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: 978-1-4509-0102-4 Apply Have students turn to their neighbor and say each word in the pocket chart. Tell them to name the long e pattern in each word and also to say where they hear the accented syllable. 2
Spelling Words with Long e Patterns Unit Spelling Words: needle, between, feature, increase, extreme, complete, meter, secret Say: All of your spelling words have a long e pattern and are all two-syllable words. The long e patterns in your words are ee, ece, ea, and open e-. Look at the words needle, between, feature, and increase. These four words all have vowel digraphs. Who can come up to the chalkboard and circle the vowel digraphs in these words? (ee, ea) Have students say the four words with you, listening for the accented syllable. Point out that the accented syllable in each word is the syllable with the long e sound. Assessment Tip Observe students to see if they can identify the long e vowel patterns and if they are able to determine where they hear the accented syllables in words. 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. Point to the words extreme and complete on the chalkboard. Ask students what vowel pattern they see. Ask a volunteer to come up and circle the pattern in each word. (eme, ete) Divide the words meter and secret into syllables after the first vowel. Say: In both of these words, the first syllable ends with a vowel. These words have an open e- pattern. Tell students to write each spelling word in their word study notebooks. Have them circle the long e vowel pattern in each word and then underline the accented syllable. 3
Day Two Providing Support If students are having difficulty hearing the accented syllable in a word have them place the top of their hand under their chin and then say the word aloud so they can feel the slight drop of their chin at the accented syllable. Encourage students to also use their dictionaries to see where words are divided into syllables and which syllable has the accent mark. Sound Sort First Syllable deeply meter prefix reader season veto zebra Second Syllable asleep between complete defeat degree delete extreme compete repeat 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. Review Long e Patterns in Accented Syllables Display the anchor poster and review the rules for long vowel patterns in accented syllables. Write the word degree on the chalkboard and ask a volunteer to identify the vowel pattern and tell where we divide the word into syllables. Repeat with the words delete, defeat, and decent. Sound Sort Teacher Word Cards: between, prefix Teacher Category Cards: First Syllable, Second Syllable Place the category cards in the pocket chart. Hold up the word card between. Think aloud: This word has two long e vowel sounds: one in the open syllable and one in the vowel digraph syllable. I need to say the word out loud to see which of the syllables is the accented syllable. Say the word, emphasizing the accented syllable: be/tween. Then ask students where they hear the accented syllable and in which category to place the word. Ask students to read the word card prefix with you and identify the accented syllable. Give each pair of students the word cards from BLM 3 and the syllable category cards from BLM 2 and have them sort the words. Tell them to be careful when they are sorting words that have two long e sounds in the words. Spelling. Ask students to write the four long e vowel patterns at the top of a page in their word study notebooks and create a four-column chart. Have them write the unit spelling words under the correct headings, according to their vowel patterns. 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. 4
Day Three Common Features Sorts Teacher Word Cards: same as BLM 4 Teacher Category Cards: ea, ee, ece, Open e- Place the category cards in the pocket chart. Hold up the word succeed and model sorting the word. Say: I remember that each syllable has one vowel sound. I see three vowels in this word but I know it only has two syllables because I recognize the vowel digraph that stands for one sound. The second syllable has the long sound. I ll sort this word under ee. Hold up the word card increase. Ask students to tell you how many vowels they see and how many vowel sounds there are. (4 vowels, 2 vowel sounds) Ask students which syllable has the long e sound. Say: This is an unusual word. It has the vowel digraph ea, and it also has a silent final e. I m going to place this word under ea. Repeat with the remaining words from BLM 4, asking students to help you identify the long e pattern and the accented syllables. When there are words with two long e patterns, such as decent, make sure students understand that they are sorting according to the pattern in the accented syllable. Applying Meaning. Give students BLM 7 and have them complete the cloze, choosing the answer with the correct long e pattern. Independent Sort Give individual students the word cards from BLM 5 and the category cards for the long e patterns. Ask them to sort the words into the appropriate categories. Common Features Sort ea ee ece Open e- beneath eastern feature increase meaning disease freedom indeed needle succeed Independent Sort supreme trapeze evening decent even evil ea ee ece Open e- peaceful reason mistreat retreat feeling fifteen greeting weedy Chinese discrete stampede cedar equal fever legal secret Assessment Tip Use the Independent Sort to monitor each student s ability to sort the words correctly according to the long e patterns. Provide extra practice as needed. 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 echo-read with you. Ask students to look and listen for examples of long e pattern words. How to Sew On a Button When a button falls off your clothes, it s nice to know how to sew it back on. You can succeed at sewing a button on anything, from a sports shirt to a fancy evening gown. To do a decent job, you need: a button a sewing needle and thread a pair of scissors a toothpick Here are the steps: If you have the button, use it. If it is missing, check your clothing for extras. Some shirts have extra buttons sewn on near the bottom. If there are no extras, find one that matches the size and color of your missing button. Look in a sewing kit, if you have one, or find a matching button in a store. Pick the same color of thread used for the other buttons. Cut a piece of thread, about two feet long. 4. Feed one end of the thread through the tiny hole in the top of the needle. Pull it to make two ends that are the same length. Tie a knot in the ends. Needles are sharp, so use extreme care. Make sure a grownup is there to help. 5. Set the button in place on the clothing. If you want, put a toothpick between the clothing and the button. This will give it a little extra room to move. 6. Push the needle up from under the clothing and through a hole in the button. Pull the thread tight, until the knot stops it. Return the needle back down through a different hole and beneath the clothing again, until the thread is tight. Repeat this step three times. 7. End under the clothing. Make a double knot and cut the thread. 8. If you used a toothpick, slide it out. Your job is complete! Answer Key Reading Passage (BLM 9) Word Hunt Give each student a copy of the reading passage on BLM 9 and tell them they will be going on a word hunt as they read the passage to find words with more than one syllable that have long e patterns. Say: As you read the passage, be looking for words that have more than one syllable and also have a long e pattern. The long e patterns you ll be hunting for are ee, ece, ea, and open e-. When you find a word in your passage with a long e pattern, underline it. After students have found the words, ask them to write the words they found in the chart in their word study notebooks that they created on Day Two. 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: musical, human, compute. Dictate the following words from this week s unit, one at a time, having students write them on the BLMs: complete, needle, meter. Dictate the following sentence and have students write it on their papers: Would you even consider an extreme sport if you thought you would succeed? Write the words and sentence on the chalkboard and have students self-correct their papers. 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 e 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. 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 e patterns in accented syllables using the Quick-Check for Unit 19. Unit 19 Quick-Check: Long e Patterns in Accented Syllables Answer Questions Directions: Read each word in the first column and then draw a line to the long e pattern that matches each word. Then underline the accented syllable in each word in the first column. concrete Open e- legal ee feature ece 4. indeed ea Apply Directions: In the space below, list one long ee pattern word, one long ece pattern word, one long ea pattern word, and one open e- pattern word. Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. ee feeling ece evening Word Bank Chinese, decent, eastern, feeling, weedy Chinese meaning, weedy, equal, evening eastern meaning Think and Write about Long e Patterns in Accented Syllables Directions: In the space below, explain how understanding long e pattern words helps you as a reader, speller, and writer. e decent equal Answer Key Unit 19 Quick-Check Suggestions for Independent Practice Find the Match. Have students work with a partner. Give each pair the word cards from BLM 4. Tell students to mix the cards up and place them facedown in four rows with four word cards in each row. Have students take turns selecting two cards. The goal is to find two cards that have a matching long e pattern. If the cards match, students will leave them faceup. If the cards don t match, they are turned back over and the next student takes his or her turn. Word Hunt. Tell students to go on a word hunt for multi-syllable words with a long e pattern. Tell them they can use any printed material in the classroom in their search. Have them make a list of the words they find to create a class list of long e pattern words. Speed Sort. Give pairs of students word cards from BLMs 3 5. Have them place the word cards facedown and then take turns drawing a word card. Students should quickly say their word and then sort it into the correct category pile of ee, ece, ea, or Open e-. Where s the Accent? Have students work with a partner. Give each pair the word cards from BLMs 3 and 5. Tell students to take turns drawing a word card, saying the word, and then saying where they hear the accented syllable in their word. Remind them to place their hands under their chins to help them feel the accented syllable. Tell students they may also use their dictionaries to help them determine the accented syllable. Answer Key BLM 6 ee deep /ly a/sleep nee /dle suc/ceed free /dom ece com/plete ex/treme dis/crete stam/pede read /er de/feat peace /ful fea /ture east /ern be/neath Answer Key BLM 7 needle meaning greeting 4. evil Answer Key BLM 8 peaceful weedy complete 4. season ve /to ze /bra e /ven fe /ver de /cent 5. cedar 6. stampede 7. discrete 8. repeat 5. secret 6. equal 7. supreme 8. fifteen 7
Unit 19 Quick-Check: Long e Patterns in Accented Syllables Answer Questions Directions: Read each word in the first column and then draw a line to the long e pattern that matches each word. Then underline the accented syllable in each word in the first column. concrete Open e- legal ee feature ece 4. indeed ea Apply Directions: In the space below, list one long ee pattern word, one long ece pattern word, one long ea pattern word, and one open e- pattern word. Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. ee ece Word Bank Chinese, decent, eastern, feeling, meaning, weedy, equal, evening Think and Write about Long e Patterns in Accented Syllables Directions: In the space below, explain how understanding long e pattern words helps you as a reader, speller, and writer.