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Lesson 40 Assessment & Review

Materials Needed: red colored pencil.


1.
SPELLING ASSESSMENT
Q
40.1 Assessment Dictate the sentences to the students while they write them in their workbook.
1. I dont have any questions about the 6. Although science is my favorite class,
problems, but my brother has two questions. I also enjoy math.
2. Who memorized all the combinations? 7. If you add too much sugar, itll be too
3. Since I only have twenty dollars and thirty- sweet.
five cents, it is impossible for me to buy 8. Do not look straight at the sun, or you will
new equipment. hurt your eyes.
4. What is the difference between these 9. Are you sure there is room in the stadium
radios? for one million people?
5. Even if you saw what happened, do not 10. Whenever my teacher encourages me,
judge their motives. I believe I can do it.
2. Direct the students to read the phrases aloud while you write them on the board. Sound out each
word and model the thought process. The students should mark corrections in red. Encourage the
students to discuss what they missed.
3. Recheck the students work. Note the words and concepts which need further practice.

4. Did the students:

____ use a comma before a coordinating conjunction?


____ use a comma after a subordinate clause when it comes at the beginning of a sentence?
____ put no comma before a subordinate clause when it comes at the end of the sentence?
____ write contractions correctly?

5. 40.2 Reading Ask the students to read the following sentences, phrases and words. Note the
words they did not read fluently.
1. Nine million people live in the country of 6. Which section do I need to practice
Sweden. again?
2. A century is one hundred years. 7. Our team will play against Century High
3. When you see them together, will you School.
take a picture for me? 8. She will not be happy until she has
4. The earth is beautiful. another pet.

5. After the construction is finished, we will 9. Before you leave, Id like to ask you
have more room. something.
10. This shirt is a medium.
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534 // THE LOGIC OF ENGLISH ESSENTIALS - TEACHER'S MANUAL

11. Why wont this motor work? 14. While it was an unusual situation, they
12. I learned the new motions easily because still should have responded immediately.
they are so easy. 15. Where was the accident?
13. She is good at memorization. 16. The calendar is in the kitchen.

6. 40.3 Words to Practice Ask the students to read the words in the list and mark which ones they
would like to practice further.
7. Using the assessment and your knowledge as a teacher, identify words to dictate onto index cards.
1. _____about 29. _____medium
2. _____after 30. _____memorization
3. _____again 31. _____memorize
4. _____against 32. _____million
5. _____also 33. _____motion
6. _____although 34. _____motive
7. _____another 35. _____motor
8. _____because 36. _____picture
9. _____before 37. _____problem
10. _____believe 38. _____question
11. _____calendar 39. _____radio
12. _____century 40. _____science
13. _____combination 41. _____since
14. _____construction 42. _____stadium
15. _____country 43. _____straight
16. _____difference 44. _____sugar
17. _____dollar 45. _____sure
18. _____earth 46. _____sweet
19. _____easy 47. _____together
20. _____encouragement 48. _____too
21. _____enough 49. _____unless
22. _____equipment 50. _____until
23. _____eye 51. _____unusual
24. _____happen 52. _____what
25. _____how 53. _____when
26. _____immediately 54. _____whenever
27. _____impossible 55. _____where
28. _____measure 56. _____which
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Lesson 40 Assessment & R ev iew // 535

57. _____while 59. _____whose


58. _____who 60. _____why

SPELLING WORD REVIEW

Materials Needed: Index cards, highlighter, timer, whiteboard, markers, eraser.


1. Dictate the missed words onto index cards. Have the students highlight the part of the word that was
difficult.
2. Choose from the review activities below or use an activity found in the The Phonogram and Spelling
Game Book.

1. Play Spelling Snap (The Phonogram and Spelling Game Book, 36).

2. Write the words using Rainbow Writing (The Phonogram and Spelling Game Book, 48).

3. Practice the words by typing them on a computer.

OPTIONAL SPELLING RULE REVIEW


Use the following mini-lessons to review the concepts as needed.

Spelling Rule 14
Spelling Rule 14

Double the last consonant when adding a vowel suffix to words ending
in one vowel followed by one consonant, only if the syllable before the
suffix is accented.

1. Review the rule by reciting it and discussing the samples on the back of the card.

2. Write one syllable words on the board and practice adding suffixes as follows:

bat + er = batter
fan + ed = fanned
fog + y = foggy
mom + y = mommy
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536 // THE LOGIC OF ENGLISH ESSENTIALS - TEACHER'S MANUAL

pit + ed = pitted
run + ing = running
wet + er = wetter
fix + ing = fixing (X has two sounds /k/ and /s/.)
fax + ed = faxed
mix + er = mixer
quit + ing = quitting (QU is a phonogram. U is not a vowel here.)
quiz + ed = quizzed
sing+ ing = singing
pick + ed = picked
mad + ly = madly
ship + ment = shipment
3. 40.4 Extra Practice: Adding Suffixes to One-Syllable Words Practice adding suffixes to one syl-
lable words ending in one vowel followed by one consonant with the activity in the workbook.
4. Review finding the accent in multi-syllable words.
How do we find the accented syllable? Listen for the strongest beat, or place your hand under
your chin and feel on which syllable the mouth drops open the farthest.
Lets practice finding the accented syllable in the following words.
I will write a word on the board. Say the word aloud and tell me which syllable is accented.

e quip re turn
can cel re sell
of fer a bout
ac cent les son
When adding a suffix to a multi-syllable word ending in one vowel and then one consonant, you
must know where the accent is in the derivative. If we are adding a vowel suffix and the accent is
on the syllable before the suffix, the consonant is doubled.

medal + ion = me dal lion


medal + ist = med al ist (Do not double the consonant. The accent is on the wrong syllable.)
omit + ing = o mit ting
prefer + ing = pre fer ring
prefer + ence = pref er ence (Do not double the consonant. The accent is on the wrong syl-
lable.)
rebel + ion = re bel lion
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Lesson 40 Assessment & R ev iew // 537

occur + ed = oc curred
offer + ed = of fered (Do not double the consonant, the accent is on the wrong syllable.)
allow + ance = al low ance (Do not double the consonant, it ends in a multi-letter phono-
gram.)
saw + ing = saw ing (Do not double the consonant, it ends in a multi-letter phonogram.)
5. 40.5 Extra Practice: Adding Suffixes to Multi-Syllable Words Practice adding suffixes to multi-
syllable words ending in one vowel followed by one consonant with the activity in the workbook.

OPTIONAL GRAMMAR REVIEW


Use the following mini-lessons to review the concepts as needed.

Coordinating Conjunctions and Compound Sentences


Grammar Card 7 C

Conjunctions connect words, phrases or sentences together. There are


two types of conjunctions: coordinating and subordinating.

Grammar Card 7.1 C

Coordinating conjunctions connect related words, phrases, or


sentences together. Use a comma before a coordinating conjunction:
and, but, or, for, nor, yet, so.

Grammar Card 9.13 Compound Sentence

A compound sentence contains two complete sentences joined


together with a comma followed by a coordinating conjunction.

1. Review the rules by reciting them and discussing the samples on the backs of the cards.

2. Review these sample sentences on the board. Emphasize the comma before the conjunction.

Mom went to the store, and dad stayed home.


I memorized the first two immediately, but the last one took more time.
Is this a good combination, or would that be better?
She is not encouraging, nor do I want to spend time with her.

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538 // THE LOGIC OF ENGLISH ESSENTIALS - TEACHER'S MANUAL

3. 40.6 Extra Practice: Coordinating Conjunctions Join the sentences in your workbook using a
comma and a conjunction.

Subordinating Conjunctions and Complex Sentences


Grammar Card 7.2 C

Subordinating conjunctions join two sentences together by turning one


sentence into a dependent clause (or sentence fragment).

Grammar Card 10.2

A dependent clause includes a subordinating conjunction, subject, and


verb. A dependent clause does not express a complete thought.

Grammar Card 9.14

A complex sentence contains an independent clause joined with one or


more dependent clauses.

1. Review the rules by reciting them and discussing the samples on the backs of the cards.

2. 40.7 Extra Practice: Sentences and Fragments Direct students to write an S next to the complete
sentences and an F next to the fragments. If it is a fragment, underline the subordinator that steals
the completeness of the sentence.

3. Discuss the following sentences. Notice that when the subordinate clause is first, a comma is used.
Discuss how when the subordinate clause is second, a comma is not needed.
While Grandfather listens to the radio, we clean the kitchen.
We clean the kitchen while Grandfather listen to the radio.
Although I believe it is impossible, I will try my hardest.
I will try my hardest although I believe it is impossible.
As soon as grandpa took the picture, I wanted to see it.
I wanted to see the picture as soon as grandpa took it.

4. 40.8 Extra Practice: Subordinating Conjunctions In you workbook, practice reversing the order
of the two clauses in the sentences.

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Lesson 40 Assessment & R ev iew // 539

OPTIONAL PHONOGRAM ASSESSMENT & REVIEW

Phonograms
40.9 Extra Practice: Phonogram Practice Dictate the phonograms.
1. a 20. or 39. ci 58. ei
2. igh 21. o 40. th 59. i
3. m 22. ou 41. r 60. wr
4. ir 23. ay 42. ck 61. v
5. ai 24. ough 43. s 62. eigh
6. kn 25. d 44. ti 63. er
7. ar 26. ow 45. dge 64. j
8. z 27. bu 46. g 65. w
9. ng 28. p 47. ea 66. ew
10. oa 29. oy 48. ui 67. k
11. b 30. ch 49. ur 68. ey
12. au 31. ph 50. ear 69. x
13. n 32. e 51. t 70. l
14. oe 33. sh 52. wh 71. gn
15. oi 34. cei 53. ed 72. y
16. c 35. qu 54. h 73. gu
17. augh 36. si 55. ee 74. ie
18. oo 37. f 56. wor
19. aw 38. tch 57. u

Optional Phonogram Practice


Practice the phonograms as needed using the following game suggestions or choose other games from
The Phonogram and Spelling Game Book.
1. Play Last One! (The Phonogram and Spelling Game Book, 12).

2. Play Teacher Trouble (The Phonogram and Spelling Game Book, 29).

Copyright 2012 Pedia Learning Inc.