(wow) Words Of Wonders Level 1638 Answers – New opportunities have opened up for me! I meet with almost all the 5th graders in my elementary school (half the group on Tuesdays, the other half on Thursdays) for about 25 minutes each week. I went to their class and one of the third grade teachers was observing the class. I also work from home with an 8 year old 6 hours a week!
This week I talked to both groups about spelling “two”. Ever since I first met the 8-year-old, I let him use manipulatives. In this way, I was able to test his understanding of mathematics and his understanding of how to write some numbers. While he was playing with the superhero numbers we use, I asked him if he could spell the number “two”. I said, “That’s great. You’ve got all the right letters! But the ‘t’ and ‘w’ have to go together. Let me show you how I know.”
(wow) Words Of Wonders Level 1638 Answers
I wrote the word “two” on a piece of paper and showed it to him. I then asked him if he had noticed that there were twins in the superhero collection. He did it. There are two sets of twins. I wrote the word “twin” on my paper and asked him if “twin” had anything to do with the word “two”. I asked the same question “twice”.
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Then I asked him to count ten superheroes. I asked him how many more people were needed to make twelve. He said, “two.” I replied, “Well, twelve is more than twelve.” It’s ten plus two.” He smiled. I added the word “twelve” to our list. He then added two lines of superheroes to add up to twenty. He knew that two lines of ten would give us twenty. I added the word “twenty” to our list. Then I wrote the word ” between” and asked him to name a superhero that Batman was between. From there we combined the meaning of “between” with the meaning of “two”. Then I went through the list and crossed out “tw” under each word and asked why I did that.
From there I asked him to write the word “ten”. He has no problem. I asked him to write “six”. Then I said, “If we add ten to six, we get sixteen.” What do we add to the spelling “six” to get the word “sixteen”? He wrote “ten”. A great way to talk about the digraph with the single grapheme in the context of this word! Then we talked about the meaning of the word “ten” and the meaning of “teenage” in the word “sixteen”. He immediately realized that they had the same meaning, but not the spelling! (Looks like he has a warning that this might happen – great!)
Now that he understands ‘sixteenth’, I ask him to write the number ‘five’ and then ‘fifteen’. He started to write *’fifteen’ but realized that it did not represent our pronunciation. fifteen.’ In the context of these two words, we can note the voiced ‘fifth’ and the voiceless ‘fifteenth’, and how the two spellings share meaning but not spelling. When he thought about it, he said, “fifteen and fifty both have /f/!”
Before we finish with superhero numbers, calculators, and number words, I ask him one more time how to spell “two.”
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The 5th graders were mesmerized. They were engaged and quickly realized the semantic connection between words like “two” and “between.” They helped us think of lots of words that start with ‘tw’ and we discussed what each word meant. I made sure the word ‘dark’ came up because I knew they knew what it meant but probably didn’t think about it because the tw spelling is not a prefix of the word. At least three students came to talk afterwards about how great the discussion was!
A copy of Mona Voelkel’s new book Stanley and the Wild Words arrived in the mail so I shared it with my 7 year old friend Michael and a 5th grader.
I started reading the book. I pause to encourage students to share their views. For example, I asked what they meant by “big” and then I asked for examples of what might be considered big. We talk about whales, dragon teeth and mountains, but also appetites and loads of laundry. Then we talk about the expression “rule”. I wonder what they mean when they think “government”. That’s why I’m asking. Fifth graders can list some of the rules they follow at school. A boy defines rules as conditions that everyone follows. In other words, following the rules is considered normal. When something is outside of what we consider normal—larger than normal—it can be considered large.
Below are the pictures I wrote for Michael while reading the book. As you can see, I started with the “big” plural. I have labeled morphemes as ‘prefixes’, ‘stems’ and ‘suffixes’. After we had a list of words that shared the base , I asked Michael to draw a box around race for each word.
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I add the term “analytical vocabulary” when talking to 5th graders. I explained that with word analysis we start with a whole written word and then break it down into morphemes. I noticed that the package stem has the expression “bloom”. The prefix means “all”. If we start with morphemes and combine them into a complete word, it is a synthetic word. By introducing the words “synthetic” and “analytical,” I want to expand students’ understanding of them by mentioning other situations in which we use these words. We talk about man-made synthetic materials and how problem analysis requires close examination of each component.
With a large group of fifth graders, I did basic boxing and then asked them what the plural was. As they make plural hypotheses, I write them on the board. When we get to the word ‘great’, I explain that ‘gi’ is not a prefix – it stands for ‘huge’ in this portmanteau (giant + big gives us big). You’ll notice that we didn’t include ‘gi’ in our matrix – again, because it’s not a prefix. This may be the first time I say portmanteau to these students, but it won’t be the last. At one point I asked the students to pick their ten favorites. Until then, I’ll use the example of “brunch” as a combination of breakfast and lunch. I noticed that when these two words become a portmanteau, each word is missing a letter. This distinguishes it from compound words, where two bases are joined to form a new word.
With my fifth graders, I continued this activity by having them write the word “help” on a piece of paper and then write as many related words as possible. I then went through it creating the matrix “with help” as described by the base. One of the students thought “before helping”. I look forward to talking about this made-up word in the future, as well as the matrix. Although before I started reading the book today, one student said, “I thought of one word you could explain—one!” Perfect! Can’t you see that my topic is incomplete?
Today, Michael and I read a story about Ibis, a whale that got caught in a net and almost drowned. It is based on a true story, although the author adds details that allow you to talk about the author and the writing of the story. Why do authors sometimes embellish facts? Why does this author give Ibis human characteristics?
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When discussing the main character’s interest in humans, we noticed that the next image gives us the whale’s perspective from an underwater perspective. Michael used the word “perspective” earlier, so I’ll point it out here. “Wouldn’t it be interesting to see the boat from the whale’s point of view? What do you think the word ‘perspective’ means?”
Michael said, “My views may differ from yours. It may differ because of my location.”
I wrote down the words and showed them to Michael. I put a base and wrote a “look, look” tag. I then drew an etymoneline and wrote the Latin root specere above where I wrote the word “perspective”. I typed specere in the search.
