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Unit 26

Unit 26. Lesson Four. W.A.L.T. Reinforce sound-spelling correspondences for /oo/: oo, ue, ui, and ou. Create and present a mnemonic. Use the meanings of prefixes, base words, roots, and suffixes to define words and assimilate a prefix.

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Unit 26

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  1. Unit 26 Lesson Four

  2. W.A.L.T. • Reinforce sound-spelling correspondences for /oo/: oo, ue, ui, and ou. • Create and present a mnemonic. • Use the meanings of prefixes, base words, roots, and suffixes to define words and assimilate a prefix. • Distinguish between independent and dependent clauses and learn the function of adverbial clauses • Read a selection, respond to comprehension questions, and use a structured note-taking process to analyze text structure and identify specific information to build comprehension. • Write a compare and contrast paragraph based on “The House on Mango Street.”

  3. Why is this important? • Mnemonics help us to remember the correct spelling of words in the correct context.

  4. Sort It: Spellings for /oo/ - pg 79 scoop due cruise troupe choose suit sue youth spool blue bruise route clue roof wound Blue (blew), bruise (brews) due, (do, dew) route (root), troupe (troop), cruise (crews) /root/, /rout/ /woond/, /wound/ /roof/, /roof/

  5. MNEMONICS • What is a homophone? • A homophone is word that sounds the same but spelled differently. • You must look up each pair of homophones, write a definition, draw a picture, and create a mnemonic. • Example: Brake/break • Brake: to stop • Break: to terminate • I had to take a break from doing the brake job.

  6. MNEMONICS Create a mnemonic after finding the definition for each homophone. Strategies for Mnemonics Word in Word approach Find a Pattern (spelling?) Sentence Cue Create an Image

  7. For/Four“I need four dollars for the movie.”Also, there are 4 letters in four.

  8. Fourth/ForthFourth – “coming after 3 others”Forth – “to move forward”Fourthhas the wordfourin it.

  9. Root/RouteRoot – “part of a plant that grows in the ground” or “part of a tooth that’s attached to the body”Route – “road or course to be traveled”Tooth and Root are both spelled with oo.

  10. Lose/LooseLose – “Unable to find, to misplace, to fail”Loose – “to set free or make less tight”It is easy to lose the loose change in my pocket.

  11. Chews/ChooseChews – “to grind with teeth”Choose – “to pick out”Choose friends that chew with their mouth closed.

  12. Do/DueDue – “expected to be done or paid”Do – verb or helping verbDo you know when the report is due?

  13. Overdo/OverdueOverdo – verbOverdue – adjectiveEven though your report is overdue, don’t overdo it by staying up all night.

  14. Would/WoodWood – “material that comes from trees”Would – “past tense of will”Would and will both have L in them.

  15. Review: Prefixes, Roots, and Suffixes suffix • Which type of morpheme are –ic and –ity? • What does the suffix in the word legality mean? • Which type of morpheme carries the most important part of a word’s meaning? • What is the root of untenable? • What does the root in the word contain mean? • How many morphemes are there in the word impounded? State or quality of root ten To hold three

  16. Introduction: Assimilation of the Prefix ob- • A prefix can change spelling depending on what letter begins the root • This spelling change is called the assimilation of the prefix. • The meaning of the prefix does not change when it is assimilated. • Ob- means “against; facing; to.” • Example: For the word object, combining the meaning of the prefix ob- with the meaning of the root ject produces the meaning “to throw against.”

  17. Ob- is assimilated into roots that begin with c, f, and p; when ob- is assimilated, it changes its spelling.The b at the end of the prefix can change to c before a root beginning with c.The b at the end of the prefix can change to f before a root beginning with f.The b at the end of the prefix can change to p before a root beginning with p.

  18. Prefix + Root = New Wordob- + cur = occurob- + fer= offerob- + pose = oppose

  19. Combine It: Prefix Plus Root, page 80 p oppose offer f t obtain s observe oppress p oblige l occupy c s obsolete p opponent c occlude

  20. Introduction: Root tain/ten/tin and Suffix -ic • Tain/ten/tin means “to hold” • -ic means “of, pertaining to, characterized by”

  21. Containmeans “to hold together” or “to hold within, enclose.”

  22. Untenable means “not able to hold” or “not capable or being maintained.”

  23. Continuous means “characterized by holding together” or “uninterrupted; unbroken.”

  24. Eccentric means “out of center” or “departing from the established norm.”

  25. Match It: Affixed Words, page 81 Con, tain, ment -ic means “pertaining to, characterized by.”

  26. CLAUSES A clause is a group of words that contains a subject and predicate. An independent clause has one subject and one predicate and represents a complete thought. A Simple Sentence is a group of words that has one subject and one predicate and conveys a complete thought.

  27. Clauses • A dependent clause cannot stand by itself. It combines with an independent clause to create meaning. • An adverbial clause is one type of dependent clause. Adverbial clauses answer the questions How?When? Where? Why? and Under what condition?

  28. An adverbial clause expands the predicate part of the sentence. Adverbial clauses usually begin with a subordinating conjunction.An adverbial clause can occur at the beginning or end of a sentence. A comma is placed after the adverbial clause when it occurs at the beginning of a sentence.Adverbial clauses provide another way to combine sentences to vary sentence structure.

  29. “You can see the little red house if you walk down Mango Street.”“If you walk down Mango Street, you can see the little red house.”

  30. The family moved frequentlybecause they were poorRead the first set of words:What did it? What did it do?Is this a complete thought? family moved yes

  31. The family moved frequently because they were poor.

  32. Identify It: Independent and Dependent Clauses, page 82 Our home has two bedrooms. The stairs in our house are narrow. It was hard to make friends because we were moving constantly. If the family arrives before noon, we will be able to have lunch together. On some evenings my sister and I sit in front of the fireplace.

  33. Comprehend It: C13-C21 • Read the first story, “The House on Mango Street,” on your own. • Answer the questions in the margins of Text Connection 3. • Read the stories, “A House of My Own” and “Mango Says Goodbye Sometimes.” • Answer the questions in the margins of Text Connection 3.

  34. Take Note: Details of a Setting • Turn to Text Connection 3 – C13-C21 • Review the stories “The House on Mango Street,” “A House of My Own,” and “Mango Says Goodbye Sometimes” in Text Connection 3. • Underline information about the house on Mango Street that Esperanza and her family moved into. • Circle information about the house that Esperanza and her family dream of. • Discuss details about the two houses. • Discuss how the two houses are similar and how they are different.

  35. Map It: Compare and Contrast • You will be writing a paragraph comparing and contrasting the house that Esperanza and her family live in with the house of the family’s dreams.

  36. Review the text for information about Esperanza’s real house and the house of her family’s dreams. • Record the information on the Map It template. • Write an outline for a paragraph. • Write the paragraph (in Lesson 5). • Revise the paragraph (in Lesson 5).

  37. The house on Mango Street is small and red, while the dream house is white and spacious. The Mango Street house has only one washroom, while the dream house has three. The house is small and red. It has no front yard and only one washroom. It has a small yard in the back. Both houses have a yard and have running water and pipes that work. House on Mango Street The house would be white and would have real stairs, running water, pipes that work, three bathrooms, and a big yard with grass. House of family’s dreams

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