1. Unit 26
Lesson Two

2. 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.

3. 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.

4. 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

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

6. Word Fluency – R18

7. 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

8. 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

9. 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.

10. Capable “Having Ability”

11. Conceit “An overdeveloped opinion of one’s abilities”

12. Legality “The state of being legal.”

13. 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.

14. 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

15. 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.

16. 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.

17. 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.

18. 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.

19. 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?

20. 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

21. Identify It: Subordinating Conjunctions – Page 73

22. 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.

23. 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.

24. 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.

25. 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?

26. Identify It: Adverbial Clauses – Page 74

27. 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

29. 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

30. 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

31. 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.