A. Words Rule: "-cal" Endings vs. "-cle" Endings: "tropical," "local," "icicle," "bicycle," "critical," "circle," "musical," "logical," "medical," "cubicle," "circle," "miracle," "electrical," "vocal," "uncle"

• (Suggested transition song, sung to the tune of "The Muffin Man"):

Teacher: "Can you take a closer look, a closer look, a closer look? Can you take a closer look at these words today?"

Students: "Yes, we'll take a closer look, a closer look, a closer look. Yes, we'll take a closer look to group the words today."

• Begin the Word Rules instructional practice:

1. Teacher displays the Words Rule Word Cards on the board and reads them aloud ("-cle" and "-cal" ending words: "tropical," "local," "icicle," "bicycle," "critical," "circle," "musical," "logical," "medical," "cubicle," "circle," "miracle," "electrical," "vocal," "uncle").

2. Teacher says: "Here are some of the words we read in the poem and some new words. Take a minute to examine these words, then share your thinking about how they are similar and different with an elbow partner."

3. Students read words silently and notice similarities. Students share their thinking with an elbow partner.

4. Teacher asks:

"Who would like to share what they noticed about these words?" (All of the words sound like /kul/ at the end.)

5. Teacher says: "Yes. All of the words end with a /kul/ sound."

6. Teacher asks:

"What do you notice about how they are spelled?" (with either
"-cle" or "-cal")

7. Teacher says: "Right. These words can be sorted into two different ending spelling patterns, '-cle' and '-cal.'"

8. Teacher asks:

"What do you notice about the words ending in '-cal' if you take off the '-al' ending?" (There is a base word ending in "-ic.")

9. Teacher says: "Yes. Words ending in '-cal' often have a base word ending in '-ic.'"

10. Teacher asks:

"What base word do you see in 'tropical'?" ("tropic")

11. Teacher says: "Yes! The base word in 'tropical' is 'tropic.' It means a hot or humid. A 'tropical' place is a place that has hot and humid weather. This is a way you can decide if it is spelled with a '-cal' or '-cle' when spelling words that have a /kul/ ending. If you can determine the base word, it is spelled with a
'-cal' ending."

12. Teacher says: "Let's put these words into two groups: '-cal' endings and '-cle' endings. I'll read the word, then we will decide where to write it on this T-chart. The first word is 'critical.' Think about the base word."

13. Teacher asks:

"Do you hear a base word inside this word?" (yes)

"What word?" ("critic")

"What column does it go into?" ("-cal" endings)

14. Teacher writes "critical" in the "-cal" ending column on the enlarged T-chart.

15. Teacher says: "Right! We hear the base word 'critic' inside the word 'critical,' so we know it's spelled with a '-cal' ending. Now let's practice reading and writing these words with a partner. First, you will read a word, and your partner will write it on the chart under '-cal' endings or '-cle' endings, and you will check it together with the Word Card. Then you will switch roles so your partner will read a Word Card and you will write the word in the '-cal' or '-cle' column. When you have written all the words on the T-chart, you will take turns reading the words."

16. Teacher distributes Word Cards and a T-chart to students as they partner together to practice sorting two-syllable compound and not compound words.

17. Students divide Word Cards equally with partner and take turns reading words:

• Student A reads word.
• Student B identifies whether the word endings in "-cal" or
  "-cle."
• Student B writes word in appropriate column.
• Students switch roles.
• Students take turns reading all words written.