CKLA Unit 3
No new words this week.
The following words will need to be written in proper cursive:
Expository: Informative & Opinion
JOURNAL & HANDWRITING
- Journal: Daily, students will write at least five complete and interesting sentences to a given prompt. They will be graded on their focus, organization, support, and conventions.
- Handwriting: Once we have finished learning all cursive letters, students will practice through spelling and select classroom assignments. FYI: Their trace-and-copy cursive papers are highlighted based on how they are forming their letters. The following are some of the reasons their words may get highlighted: for going above or below the lines; not retracing over their lines, but instead forming a loop where there shouldn’t be one; not dotting i’s or crossing t’s; picking up the pencil and making stray marks that make the letters look “hairy”; not slanting their letters properly, etc. They have been told to look at my example and trace it before writing their own. They may retrace my example as many times as needed in order to get the right feel of the letter(s).
(1) An irregular verb is a verb that does not add -ed to form the past tense. (Ex.: begin - began.)
(2) Some irregular verbs have special spellings when used with the helping verbs have, has, or had. (Ex.: has done)
(3) For their test on Friday, students will need to find the irregular verb that correctly completes the given sentences. They will also need to find the correct irregular verb and helping verb that completes the given sentences.
(4) For their Unit Review Test on Friday, please see the “Unit 3 Review” below.
UNIT 3 REVIEW:
Action Verbs: Present-Tense: Subject-Verb Agreement
(1) An action verb tells what the subject does or did.
(2) A verb in the present-tense tells what happens now.
(3) The present-tense must have subject-verb agreement. Add -s to most verbs if the subject is singular. (Ex.: The roadrunner races across the empty desert.)
(4) Do not add -s if the subject is plural or I or you. (Ex.: The passengers look out the window. I look out the door.)
(5) Add -es to verbs that end is s, ch, sh, x, or z if the subject is singular. (Ex.: He swishes his long tail.)
(6) Change y to i and add -es to verbs that end with a consonant and y. (Ex.: The snake hurries down the rock.)
(7) Do not add -s or -es to a present-tense verb when the subject is plural or I or you. (Ex.: I buzz through the halls.)
Action Verbs: Past and Future
(1) PAST TENSE: A verb in the past-tense tells about an action that has already happened.
(2) Add -ed to most verbs to show past tense. (Ex.: stayed)
(3) If a verb ends with e, drop the e and add -ed. (Ex.: celebrated)
(4) If a verb ends with a consonant and y, change the y to i and add -ed. (Ex.: hurried)
(5) If a verb ends with one vowel and one consonant, double the consonant and add -ed. (Ex.: begged)
(6) FUTURE TENSE: A verb in the future tense tells about an action that is going to happen.
- To write about the future, use the special verb will. (Ex.: I will clean my room.) (Bet you’ve heard that before!
- For past-tense verbs, use the same form for singular and plural subjects. (Ex.: She constructed...They constructed...)
Main and Helping Verbs
(1) The main verb in a sentence shows what the subject does or is.
(2) A helping verb helps the main verb show an action or make a statement.
(3) Have, has, had, is, are, am, was, were, and will are helping verbs. (Ex.: We were talking about the group.)
(4) Is, are, am was, and were can be used with a main verb ending in -ing. (Ex.: I am thinking of joining the group.)
(5) Will is a helping verb used to show an action in the future.
(1) A linking verb does not show action. It connects the subject to the rest of the sentence.
(2) Is, are, am, was, and were are often used as linking verbs. (Ex.: The story we read was Mystic Horse.)
(3) Some linking verbs link the subject to a noun in the predicate.
(4) Some linking verbs link the subject to an adjective in the predicate.
(1) In a play, use a colon (:) between each character’s name and his or her words.
(2) Do not use quotation marks around dialogue in a play.
(3) Start a new line each time a new character is speaking.
(4) Use parentheses () around stage directions. These are directions that tell what characters do on stage or how they say their words out loud.
Example: GEORGE (loudly): It’s right here, Mr. Taylor! (George hold up the book.)
(1) A comma tells the reader to pause between the words that it separates.
(2) Use commas to separate three or more words in a series.
For example: We enjoyed the mountains, the trees, and the clouds in the park.
(3) Do not use a comma after the last word in a series.
(4) Begin the greeting and closing of a letter with a capital letter.
(5) Use a comma after the greeting and closing in a letter.
(6) Use a comma between the names of a city and state.
(7) Use a comma between the day and the year in a date.
(8) Use the following abbreviations for people’s titles: Mr., Mrs., Ms., Dr. (Doctor), Jr. (Junior), Sr. (Senior)
(9) Use U.S. Postal Service abbreviations for the state name.
(10) Use quotation marks at the beginning and end of a speaker’s exact words.
(11) Begin a quotation with a capital letter.
(12) Do not use quotation marks when you do not use the speaker’s exact words.
(13) A contraction is a shortened form of two words.
(14) A contraction can be made by combining certain verbs with the word not.
(15) An apostrophe (‘) shows that the letter o has been left out. (Or other letters as well!)
Examples of contractions: is + not = isn’t, did + not = didn’t
Chapter 7: Adding and Subtracting Fractions
- add and subtract parts of a whole
- write fractions as sums
- add fractions using models
- subtract fractions using models
- add and subtract fractions
- rename fractions and mixed numbers
- add and subtract mixed numbers
- subtraction with renaming
- fractions and properties of addition
- problem solving/multistep fraction problems
Multiplication Tables: Weekly Multiplication Tests: The students voted on the following schedule:
- 0’s (tested 8/14)
- 1’s (tested 8/15)
- 2’s (tested 8/20)
- 5’s (tested 8/24)
- 10’s (tested 8/31)
- 11’s (tested 9/7)
- 12’s (tested 9/14)
- 3’s (tested 9/21)
- 4’s (tested 9/28)
- 7’s (tested 10/5)
- 9’s (tested 10/12)
- 6’s (tested 10/19)
- 8’s (tested 10/26)
Science Motion Unit Test on Wednesday, 1/16
Science Vocabulary Study Guide: Motion (Tested on Friday, 11/30)
- motion- the act or process of traveling in a specified direction
- force- the push or pull of an object
- gravity- the force of attraction between Earth and other objects
- friction- the force that resists motion when two objects are touching
- balanced forces- when the forces on an object are equal and in opposite directions
- unbalanced forces- when the force applied in one direction is greater than the force applied in the opposite direction
- speed- the rate at which an object is traveling
- acceleration- to increase the rate of speed of an object
- deceleration- to decrease the rate of speed of an object
- inertia- the force that keeps a moving object moving in a straight line
- potential energy- energy due to an object’s position or condition
- kinetic energy- the energy of motion
- direction- the line along which anything moves; the path something follows
- position- where an object is located
Science Sound Energy Vocabulary Study Guide (already tested)
- vibration: a quick back and forth movement
- pitch: the degree of highness or lowness of a tone
- oscilloscope: an instrument used to measure sound waves
- frequency: the rate at which a vibration occurs
- sound: noise that is created by the vibration of matter
- wave: a pattern created by vibrations
- sonar: a system for detection of objects and for measuring depth by emitting sound pulses and measuring their return
- decibel: a unit used to measure the intensity of a sound
- intensity: the quality of strength or depth
- echo: sound caused by the reflection of sound waves from a surface back to the listener
Science Heat Energy Vocabulary Study Guide (already tested)
- heat: energy that is transferred from a hotter substance to a cooler substance
- hydroelectric power: moving water used to create electrical energy
- insulate: to prevent the transfer of heat
- turbine: a tool used to create electricity from the wind
- radiation: energy that can travel through space
- conduction: the way heat travels through materials that are touching
- geothermal energy: energy from heat inside the Earth
- friction: the force that acts to slow the motion of things that are moving
- absorption: the process of taking in or soaking up
- reflection: bouncing back of a wave from a surface
- renewable resource: a resource that can be readily replaced by nature
- convection: a form of heat transfer in which heat moves through a substance because of the movement of the substance
Chapter 3: Florida Long Ago: Early People of Florida
Social Studies Chapter 3 Content Test on Monday, 1/14
Social Studies Chapter 3 Vocabulary Study Guide (Tested on Monday, 12/17)
1) agriculture - planting crops for food
2) archaeologists - scientists who study artifacts and sites to learn how people lived long ago
3) artifacts - objects made by people
4) atlatl - a throwing stick used for hunting
5) culture - a way of life
6) descendant - a child, grandchild, great-grandchild, and so on, of a person
7) dugout canoes - boats made by hollowing out a tree trunk
8) extinct - died out
9) glaciers - large sheets of ice on Earth’s surface
10) Jacques Le Moyne de Morgues - French artist; explored Florida in 1564; his drawings showed Native American ways of life
11) middens - trash heaps of discarded shells or bones
12) migrate - to move from one area to another
13) shaman - performed religious ceremonies and helped sick people