Unit 2 Review

1. Unit 2 Review Compiled by Susie Mumper 3rd grade HES

2. Home Page • Author's Purpose • Character • Draw conclusions • Main Idea and Details • Realism and Fantasy • Common and proper nouns • Irregular plural nouns • Singular Possessive • Sequence • Plural Possessive • Syllable Patterns V/CV, VC/V • Syllable Pattern C+le • Compound Words • Consonant Blends • Consonant Digraphs • Synonyms • Antonyms • Setting • Genre

3. Use your fingers to tell me which genre each story is: • Fantasy • Expository Nonfiction • Historical Fiction • Realistic Fiction • Animal Fantasy Home

4. Character and Setting • A character is a person who takes part in the events of a story. • Writers tell some things about characters. You can also figure out about characters by their words and actions. • The setting is when and where a storytakes place • A writer may tell you the setting, or youmay figure out the setting from details.

5. Listen as I read then we will fill in the graphic organizer together. Home

6. Sequence • Sequence is the order in which thingshappen in a story—what happens first, next, and last. • Sometimes a writer uses clue words like first, next, and in the morning. Sometimes a writer does not. Then you can tell theorder by picturing in your mind what is happening.

7. Listen as I read the story. Then we will fill in the graphic organizer together. Home

8. Author’s Purpose • The author’s purpose is the reason the author has for writing. • An author may have one or more reasons for writing. • Some of the common reasons are to: • Inform • Persuade • Entertain • Express feelings

9. What is the author’s purpose for each story? (inform, persuade, entertain, teach a lesson, or express feelings) Inform Teach a lesson Entertain, and to teach a lesson

10. Teach a lesson inform Home

11. Character • A character is a person (animal, or thing) who takes part in the events of a story. • The qualities of a character are known as character traits and usually tell about his or her personality. • Pick a character from A Day’s Work, Prudy’s Problem, or Tops & Bottoms. • Use the story to fill in the Graphic Organizer about the character you chose. Home

12. Draw conclusions Drawing conclusions means using what you already know and what you read to make reasonable decisions about characters or events.

13. New England colonists had to make their own clothing. Making your own clothing takes a lot of time and energy. New England colonists had to work very hard to dress themselves. Today most girls wear pants. Home

14. Main Idea and Details • The main idea is the most important idea about a paragraph, passage, article, or book. • Details are pieces of information that support, or tell more about, the main idea.

15. Antarctica is very windy and dry. Scientists call Antarctica a desert The small amount of snow that falls in Antarctica never melts. Snow is moved around by the wind until it freezes into ice. Home

16. Realism and Fantasy • Get out your reading workbook and turn to p. 66 • We are going to do this page together. Home

18. C P C P P

19. Directions: Circle the common nouns and underline the proper nouns. Home

21. P P S P S

22. Home

23. Singular Possessive Nouns

25. farmer’s corn’s tonight’s cook’s Tracy’s vegetable’s dad’s Home

28. colonies’ Americans’ farmers’ horses’ Oxen's’ Home

29. Syllable Patterns V/CV, VC/V • Dividing words into syllables can help you read new words lemon • These words have just one consonant in the middle. • From looking at the words, we can't tell if the consonant goes with the first syllable or the second syllable. • If the consonant ends the first syllable, the vowel sound is short. • If it goes with the second syllable, the vowel sound is long.

30. If I don't know a word like this, I can try saying it with a long e: l mon. That doesn't sound right, so I'll try a short e in the first syllable: lem on. That's a word I know! The short vowel sound must be correct. Home

31. Syllable Pattern C+le bottle • Between which two letters do we divide the word? • When I read the word candle, the first thing I notice is a word part I have seen in many words: • le. • I see two vowels, and I will probably hear two syllables. • The first syllable is can, and the last syllable is dle. • When a word ends in le, the consonant that comes before le must be part of the last syllable. Home

32. Compound Words homework • What two short words make up the longer word homework? • What is the meaning of each shorter word? • What do you think the longer word homework means?

33. A long word like earthquake seems hard at first, but when I look more closely, I see that earthquake is a compound word. • That means it is made up of two shorter words, earth and quake. • I know earth and I think quake means "shake," so it's easy to figure out that an earthquakeis a movement of the ground. Home

34. Consonant Blends clever • What are the first two letters of clever? • What is the sound of each letter? • Do we hear both sounds when we say the word clever?

35. When I see two or three consonants at the beginning or end of a word, I try blending them together as I say the word. • I say all the sounds without pausing between them. • If the word sounds right, I know it begins or ends with a consonant blend. Home

36. Consonant Digraphs Last week we talked about consonant blends. You hear all the letters in a consonant blend. You will learn about other consonant combinations that stand for a single sound.

37. chat • How many letters do you see in chat? • How many sounds do you hear? • Which two letters stand for one sound? When I see the letters ch in chat, I pronounce them as a single sound, /ch/, because ch is a consonant digraph. But when I see the same letters in the word parachute, I pronounce them as /sh/. The digraph ch can stand for different sounds, /ch/ and /sh/. I also watch for the consonant digraphs sh, th, wh, ph, tch, and ng when I sound out words. Home

38. Vocabulary Strategy for Synonyms Context Clues Sometimes when you are reading, you come across a word you don’t know. The author may give you a synonym for the word. A synonym is a word that has the same or almost the same meaning as another word. Look for a word that might be a synonym. It can help you understand the meaning of the word you don’t know.

39. Look at the words very near the word you don’t know. The author may give a synonym in the same sentence. • If not, look in the sentences around the sentence with the unfamiliar word. The author may use a synonym for the word. • Try the synonym in place of the word in the sentence. Does it make sense? Home

40. Vocabulary Strategyfor Antonyms Context Clues Sometimes when you are reading, you come across a word you don’tknow. The author may give you an antonym for the word. An antonym is a word that means the opposite of a word. For example, empty is the opposite of full. Look for a word that might be an antonym. It can help you understand the meaning of a word you don’t know.

41. Look at the words around the word you don’t know. The author may have used an antonym. • Look for words that seem to have opposite meanings. Think about the word you know. • Use that word to help you figure out the meaning of its antonym. As you read “Farming,” look for antonyms for the vocabulary words. Home