Unit 26 Lesson Two

W.A.L.T. Review the two sounds for the vowel digraph oo. Read and spell high-frequency words. Use the meanings of prefixes, base words, roots, and suffixes to define words and use affixed words in context. Identify independent clauses and learn to recognize subordinating conjunctions and adverbial clauses. Read passage fluency accurately, automatically, and fluently. Use information in nonfiction text and diagrams to answer comprehension questions.

Why is this important? This is important because reading with fluency helps us to concentrate on the meaning of words, rather than how they are pronounced, and improves comprehension.

Sort It: Sounds for oo – Page 69 shook bloom brook food good moon stood proof wood troop hood loose foot room smooth Wood or troop Would or troupe

Write It – Essential Words – Page 70 Answers Will Vary. Four Lose Move Movement Movie Prove

Word Fluency – R18

FLUENCY Turn to Fluency in the back PAGE R18 Give your binder to your partner and take theirs. Each will take turns reading as many words as they can in one minutes. Their partner will write down errors and the last word on their sheets. Using the count column – calculate the words read per minute. Place that number on the chart on page R43 http://www.online-stopwatch.com/large-stopwatch/

Review: Prefixes, Roots, and Suffixes What type of morpheme are –ible and –ive? What does the suffix in the word visible mean? Which type of morpheme carries the most important part of a word’s meaning? What is the root of incredible? What does the root in the word complex mean? How many morphemes are there in the word “impressive?” Able to Root Cred To twist Three – im-, press, -ive

Introduction: Root cap/ceit/cept and Suffix -ity Capt, ceit, and cept are forms of the same root and mean “to take, hold, catch.” The suffix –ity means “state or quality of.” The suffix –ity usually changes the word to which it is attached into a noun.

Capable “Having Ability”

Conceit “An overdeveloped opinion of one’s abilities”

Legality “The state of being legal.”

Choose It: Affixed Words, page 71 retain Retain: to hold back Totality Totality: a total state of intercept Intercept: to catch or hold between perceptible Perceptible: able to be noticed publicity Publicity: a state of drawing the public’s attention to information.

IDIOM FOCUS English learners are often confused by idioms because their meanings differ from the literal meanings of the words. Because idioms such as add fuel to the fire. Students need to know the meanings of common idioms. Grab an idiom focus Hoof it

Review: Phrases and Independent Clauses A phrase is a group of words that has the function of a single word. It does not have a subject or predicate. A clause is a group of words that contains a subject and a predicate. An independent clause has one subject and one predicate and is a complete thought. A simple sentence contains one subject and one predicate and is a complete thought. Therefore a simple sentence can also be an independent clause.

the family wanted a house on a hill Determine if there is a subject by asking “What did it?” Determine if there is a predicate by asking “What did it do?” Decide if the words make a sentence. What should be capitalized? Where should there be punctuation? Is this an independent clause? Why? family wanted yes The; hill. yes Because the sentence has one subject and one predicate and expresses a complete thought.

Identify It: Phrase or Independent Clause – page 72 The house on Mango Street is small and red. Answers will vary: Ex. The family left a house with peeling paint. S P One day I will own my own house. S P The house will be on a hill. Answers will vary: Ex. Then out of nowhere her mother began to speak.

Introduction: Subordinating Conjunctions A conjunction joins words, phrases, or clauses in a sentence. Coordinating conjunctions (and, but, or) join words or groups of words that are equal or grammatically similar.

Subordinating Conjunctions Subordinating conjunctions join two complete ideas that are NOT equal. One idea is dependant on the other. A subordinating conjunction begins a dependent clause. Some commonly used subordinating conjunctions are although, because, if, while, and unless. The dependent clause introduced by a subordinating conjunction answers the question how? when? where? why? or under what condition?

Esperanza holds her mother’s hand while they wait for the train Esperanza holds her mother’s hand while they wait for the train. What is the independent clause? What does the clause “while they wait for the train” tell about the independent clause? The subordinating conjunction, while, relates they wait to the train to the rest of the sentence by telling more about the verb holds. While they wait for the train is a dependent clause beginning with while. Esperanza holds her mother’s hands. When

Identify It: Subordinating Conjunctions – Page 73

Introduction: Adverbial Clauses Adverbs describe verbs. Adverbs answer the questions “how,” “when,” “where,” “why,” and “under what condition?” Most adverbs are single words: daily and suddenly are adverbs. Prepositional phrases can function as adverbs. To Mango Street and after dark are prepositional phrases that can function as adverbs.

Clauses can also function as adverbs Clauses can also function as adverbs. A clause is a group of words that contains a subject and a predicate. An adverbial clause answers the question How? When? Where? Why? Or Under what condition? It expands the predicate part of the sentence.

An adverbial clause usually begins with a subordinating conjunction An adverbial clause usually begins with a subordinating conjunction. An adverbial clause can occur at the beginning or end of a sentence.

I lived in the house on Mango Street while I dreamed of a new one. How I lived in the house on Mango Street while I dreamed of a new one. How? When? Why? Where? Under what condition?

Identify It: Adverbial Clauses – Page 74

FLUENCY Turn to Fluency in the back PAGE R22 Give your binder to your partner and take theirs. Each will take turns reading as many words as they can in one minutes. Their partner will write down errors and the last word on their sheets. Using the count column – calculate the words read per minute. Place that number on the chart on page R44 http://www.online-stopwatch.com/large-stopwatch/

Using Visuals: Diagrams – page 55 in hard cover and 75 in soft cover Diagrams will often show two or more steps or phases in a process Read the information next to the first step Locate the earth’s crust and the shifting plates on the first part of the diagram The motion of the plates sends a huge amount of water upward Locate the beach The displacement of water causes the water on the beach to flow toward the sea for a brief time

The movement forces one plate up As the waves reach shallow water, they slow down and they gain in height Waves spread out in all directions from where water was displaced

Answer It: Page 76 South Asia, India, and Africa were hit by the tsunami. An earthquake, a landslide, or a volcanic eruption can cause a tsunami. They move energy forward through the water. A tsunami is hard to spot on the open sea because most of the movement happens below the surface of the water. They can pay attention to earthquake activity, measure changes in sea level, and detect changes in water pressure.