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| Introduction
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Give First Look as directed. A
fairly large number of words in our language use a typical long vowel spelling in an
unaccented syllable.Some of these spellings are ine, ice, ace, age, ite, ise,
etc. Because the syllable is unaccented, the pronunciation of the vowel becomes a schwa or
a short i. In a couple of other patterns of this type, the ine becomes
en. These words are of French origin and include marine, submarine,
gasoline, magazine, etc. Because the sound of the vowels provides little clues to
spelling, these words have to be memorized. The list of words in which the targeted spellings are in both accented and unaccented syllables. As you go through First Look place these words in two separate groups on the board. When you are going through, question student about the spellings in the two groups and see if he can reach the conclusion that one group represents accented syllables and the other group unaccented syllables. You may want to make a third group of magazine and gasoline and discuss them. Explain that the words stressed and accented, mean the same thing.
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| First Look | The first step in each lesson should be
First Look. For guiding the student through the First Look procedure, read the specific guidelines in Teaching the Program of the parent introduction to the
program. Upon completion of the spelling list, the student is encouraged to return to the model list in the text as the words are checked. If the words are correct a check mark can be placed in the bar graph provided in the Personal Spelling Record. Have the student record the pre-test score in the Personal Spelling Record at the back of the workbook.
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| Word
Banks
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Encourage the student to place this
lesson's Home Base Words and any other difficult spelling words encountered this week in
the Fourth Grade Word Bank. Home Base suggestions are: maintenance,
margarine, discourage, divinity, and advisor.
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| Exercises
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Assign exercises A, B, D, E, F, G. Exercise H is optional. Answers. A.
B.
C.
D.
E.
F.
G.
H. Advice will vary.
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| Final
Evaluation
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Example sentences for the words in this lesson are:
Please Note: You may choose to reduce the number of words to be mastered for students experiencing difficulty (e.g. to the first 10 words on the list). Record the student's score in the Personal Spelling Record at the back of the workbook. The student is provided with a graph on the inside of the back cover for the purpose of graphing both the number correct on First Look and the Final Evaluation. The design of the graph will accommodate your choice of teaching a bar graph or a line graph construction. However, at this grade level a bar graph is recommended. You may want the student to use one color for First Look and a second color for Final Evaluation. The lines can be drawn from the bottom up of the page until the number correct has been reached. The student will then be able to see a percentage score as well as the number correct.
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| Devotional Thought | Exercise F. ends with the student
choosing a promise from a list of verses. Here are some discussion starters. 1) Why did
you choose the promise you chose in Exercise F? 2) Can you think of some other promises
that are found in the Bible? You might like to end the discussion by sharing a promise
from the Bible that is especially meaningful to you. One that may encourage you at this
time of year is from Phillipians 1:6: "Being confident of this very thing, that he
which hath begun a good work in you will perform it until the day of Jesus Christ."
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| Enrichment
and Recovery
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Introduce and assign the Blackline
Master for this lesson. The student might enjoy making his own poster that shows someone giving advice. See Exercise H. The student can look in Proverbs for ideas. The recovery students might be helped by making his own swirls like the ones in Exercise E. on large sheets of butcher paper. Use of color will make the activity for fun. This is especially helpful to visual oriented students.
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