Lesson 40 — Assessment & Review
Q
SPELLING ASSESSMENT
Materials Needed: red colored pencil.
1.
✎ 40.1 Assessment – Dictate the sentences to the students while they write them in their workbook.
1. I don’t have any questions about the
problems, but my brother has two questions.
6. Although science is my favorite class,
I also enjoy math.
2. Who memorized all the combinations?
7. If you add too much sugar, it’ll be too
sweet.
3. Since I only have twenty dollars and thirtyfive cents, it is impossible for me to buy
new equipment.
4. What is the difference between these
radios?
5. Even if you saw what happened, do not
judge their motives.
8. Do not look straight at the sun, or you will
hurt your eyes.
9. Are you sure there is room in the stadium
for one million people?
10. Whenever my teacher encourages me,
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
Sweden.
6. Which section do I need to practice
again?
2. A century is one hundred years.
7. Our team will play against Century High
School.
3. When you see them together, will you
take a picture for me?
4. The earth is beautiful.
5. After the construction is finished, we will
have more room.
8. She will not be happy until she has
another pet.
9. Before you leave, I’d like to ask you
something.
10. This shirt is a medium.
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THE LOGIC OF ENGLISH ESSENTIALS - TEACHER'S MANUAL
11. Why won’t this motor work?
12. I learned the new motions easily because
they are so easy.
13. She is good at memorization.
6.
14. While it was an unusual situation, they
still should have responded immediately.
15. Where was the accident?
16. The calendar is in the kitchen.
✎ 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
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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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 syllable 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.
Let’s 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 syllable.)
rebel + ion = re bel’ lion
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Lesson 40 — Assessment & R ev iew
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 phonogram.)
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 multisyllable 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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THE LOGIC OF ENGLISH ESSENTIALS - TEACHER'S MANUAL
✎ 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
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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).
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