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(wow) Words Of Wonders Level 1393 Answers – New opportunities have opened up for me! I meet with almost every fifth grader at my elementary school (half the group on Tuesdays and the other half on Thursdays) for about 25 minutes each week. I enter their classroom and one of the three class teachers observes the lesson. I also work 6 hours a week at home with an 8 year old!
I spoke to both groups this week about the spelling of “two.” From the first time I met an 8-year-old boy, I forced him to use manipulatives. Through this, I was able to test his understanding of maths and spelling of some numbers. While he was playing with the superhero figures we were using, I asked him if he could write number two. He paused and said softly “t.o.w.” I said, “That’s great. You have the correct letters! But “t” and “w” should go together. I’ll show you how I know.”
(wow) Words Of Wonders Level 1393 Answers
I wrote two on my paper and showed it to him. I asked him if he noticed that there were twins on the superhero set. He did it. There were two sets of twins. I wrote the word “double” on my paper and asked if the word “double” had anything to do with “two”. I asked him what the words “double” and “dual” have in common (spelling). I asked the same questions “twice”.
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Then I asked him to name ten superheroes. I asked him how many more he needed to make twelve of us. He said: “Two”. I replied, “So twelve is more than two-tenths. “Ten plus two” he laughed. I added the word “twelve” to our list. Then he put two lines of superheroes for a total of twenty. He knew that two lines out of ten would give us twenty. We added the word “twenty”. The word “between” to the list. I asked him to type and name the superheroes that Batman was in. From there, we combined the meaning of “between” with the meaning of “two.” Then he looked at the list again, I underlined “tw” in each word and he 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: “Ten plus six makes sixteen. What would add the spelling ‘six’ to the word ‘sixteen’? He wrote ‘ten’. This is a great opportunity to talk about the digraph and the single grapheme in the context of words! We write ‘ten’ ‘ We talked about the meaning of ‘ten’ in the word ‘ten’ and the meaning of ‘teenager’ in the word ‘sixteen.”
Now that he understood in sixteen, I asked him to write the number ‘five’ and the number ‘fifteen’. He started to write *’fifteen’ but realized it didn’t mean how we spelled it. Fifteen.’ In the context of these two words, we can focus on the voiced in ‘five’ and the voiceless in ‘fifteen’. As thought, “Fifteen and fifty /f/!
Before we stopped with superhero figures, skipping count, and number words, I asked her again how to spell “two.” “Two” he said without hesitation.
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Class 5 students were impressed. They engaged and quickly recognized connections between words like “two” and “between.” They helped us brainstorm several words starting with “tw” and discuss the meaning of each. I made sure the word “twilight” came up because I knew they knew what it was, but since the spelling word “tw” doesn’t start with the word, I probably hadn’t thought of it. Afterwards, at least three students came up to me and told me how good the discussion was!
A copy of my new book, Stanley and Wild Words by Mona Voelkel, arrived in the mail, so I shared it with my 7-year-old friend, Michael, and fifth graders.
I started reading the book out loud. Sometimes I stopped to encourage students to share their insights. For example, I asked what was meant by “big” and then asked for examples of things that could be considered big. We talked about whales and dragon’s teeth and mountains, as well as hunger and a lot of washing. Then we said that is a “rule”. I wonder what they think of when they think of a “destiny”. That’s why I asked. Fifth graders can name some rules that apply at school. A child defines a rule as a condition that everyone adheres to. In other words, following the rules is normal. If something is beyond what we think – if it is bigger than usual – it can be considered too big.
Below are pictures of what I wrote while reading the book to Michael. As you can see, I started with the word “many”. I labeled the morphemes as “prefix”, “base”, “suffix”. Michael asked him to draw a box based on each word.
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In conversation with 5th graders, I added the term “analytical vocabulary.” I explained that with phrase analysis we start with a fully written word and then break it down into its morphemes. I noticed that the linked site has a “publication” tag. The prefix means “whole”. If we start from morphemes and form them into a complete word, it is a synthetic word. After introducing the terms “synthetic” and “analytical,” I wanted to broaden the reader’s understanding of them by referring to other situations in which these words are used. We talked about how synthetic materials are put together by humans, and adjustments require careful consideration of each component.
With a large group of fifth graders, I boxed the base and then asked them to tell me what the word sum would be. As they guessed the word sum, I wrote them on the blackboard. When we came to the word “gnome”, the “g” was not a prefix – it was a combination of “giant” (giant + big means huge to us). You’ll notice that we didn’t add “gi” back into our array because it’s not a prefix. This may be the first time students are reminded of portmanteau words, but it won’t be the last. At one point I ask the students to choose ten. Until then I’m using the example of “brunch” which is a combination of breakfast and lunch. I pointed out that when two words become a portmanteau, the letters in each word are lost. It differs from a compound word in which two bases are joined (without breaking) to form a new word.
I did this activity by asking my fifth graders to write the word “help” on the top of the paper and write as many related words as they could think of. Then I made a team based on “help” and moved them around. One of the students thought about “pre-order”. I’m looking forward to talking about this term and dying next time. Before I started reading the book today, a student said, “I can only think of one word to explain to you – one!” she said. Correct! Looks like you haven’t run out of topics, right?
Today Michael and I read a story about an ibis whale caught in a net and in danger of drowning. Although the author adds details that allow us to talk about the authors and stories, it is based on a real document. Why do authors sometimes embellish facts? Why did this author give the ibis human characteristics?
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While discussing the main character’s interest in humans, we noticed that the whales in the picture below are watching from the bottom of the water. Michael has used the word “perspective” before, so I’ve highlighted it here. “Isn’t it interesting to see the boat from a whale’s eye? What do you think the word ‘perspective’ means?”
Michael said: “My perspective may be different from yours. It might look different depending on where I am.”
I wrote down the words and showed them to Michael. I boxed the basic and wrote the note “Look, look”. Then I called up Etymonline and typed in the Latin root spacer with the word “perspective” above it. I typed specere in the search.
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