Chronology and Transition Words
Compare Firsthand and Secondhand Accounts
Similes and Metaphors
U1L7 Small Steps: The Year I Got Polio Vocabulary (Practice on Quizlet.com under Millerdebra)
(1) virus, n.– a tiny creature that infects a living organism with a disease
(2) infantile, adj. – relating to newborn babies
(3) paralysis, n. – being unable to move
(4) epidemic, n. – quick and widespread outbreak of a disease
(5) contagious, adj. – capable of being spread from one person to another
(6) vaccine, n. – medicine given to prevent catching a disease
(7) antibody, n. – protein created by the body to protect itself from a disease
(8) crippled, adj. – disabled; unable to walk normally
(9) Homecoming, n. – fall celebration at many American high schools and colleges
(10) float, n. – a decorated sculpture or scene in a parade
(11) buckled, v. – bent or collapsed
(12) limp, adj. – wilted, not firm
(13) woozy, adj. – dizzy, weak
(14) spinal tap, n. – a medical test taking fluid from around the spinal cord
(15) diagnosis, n. – specific disease or other cause of an illness
(16) contaminate, v. – to infect
(17) glisten, v. – to shine
(18) isolation ward, n. – section of a hospital where infectious patients stay
(19) chronological, adj. – organized in order of time; the order in which something happened
Spelling (Long a):
Chronology and Transition Words
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) A run-on sentence joins together two or more sentences that should be written separately. (Ex: The boy found the raft the raft floated down the river.)
(2) You can correct a run-on sentence by separating two complete ideas into two sentences. Each sentence should have a subject and a verb. (Ex: The boy found the raft. The raft floated down the river.)
(3) You can also correct a run-on sentence by rewriting it as a compound or a complex sentence. Be sure to use a comma before and, but, or or.
(4) For their test on Friday, students will have to choose the best fix for selected run-on sentences. (multiple choice)
Unit 1 Review: (Unit Review Test on Friday, 9/28)
Types of Sentences
(1) A sentence is a group of words that express a complete thought. (The cat feeds her kittens.)
(2) A sentence fragment is a group of words that does not express a complete thought. (is very hungry)
(3) A statement is a sentence that tells something and ends with a period.
(4) A question is a sentence that asks something and ends with a question mark. (Are you hungry?)
(5) A command tells or asks someone to do something an ends with a period. (Go finish your homework.)
(6) An exclamation shows strong feeling and ends with an exclamation mark. (Don’t you dare say I stole it!)
(7) All sentences begin with a capital letter and end with punctuation.
Subjects and Predicates (Simple vs. Complete vs. Compound)
(1) The subject of a sentence is the person, place, or thing the sentence tells about. (Deserts are very dry.)
(2) The complete subject includes all the words in the subject. (The spines of a cactus are very sharp.)
(3) The simple subject is usually a noun or a pronoun--the main word or words in the complete subject. (The spines of a cactus are very sharp.)
(4) A compound subject has two or more nouns that make up the subject. (Bill and Bob went to the store.)
(5) The predicate tells what the subject does or did.
(6) The complete predicate includes all the words in the predicate. (Bill and Bob went to the store.)
(7) The simple predicate is the verb--the action word or words or linking verb in the complete predicate. (The children played in the sandbox.)
(8) A compound predicate has two or more verbs. (The children played and screamed.
(9) A complete sentence contains both a subject and a predicate.
Combining Subjects and Predicates
(1) A simple sentence contains one subject and one predicate. It contains one complete thought. (Ex.: Elks have come back to the park.)
(2) Two simple sentences may be joined to form a compound sentence, which contains two subjects and two predicates. It contains two complete thoughts. (Ex. Elks have come back to the park, and wolves have returned, too.)
(3) A conjunction is used to combine the two sentences. And, but, and or are conjunctions.
(4) A compound subject contains two or more simple subjects that have the same predicate. (Ex: My mother and my sister looked at the map.)
(5) A compound predicate contains two or more simple predicates that have the same subject. (Ex: The leaves fall and cover the ground.)
(1) A conjunction joins words, groups of words, or sentences.
(2) And, but, or or combine sentences.
(3) Some conjunctions tell where, when, why, how, or under what condition. Examples: where, as, as soon as, when, before, after, why, because, since, how, as if, as though, although, if, unless (The night became very dark. A cloud hid the moon. (when) = The night became very dark when a cloud hid the moon.)
(4) A sentence that contains two related ideas joined by a conjunction other than and, but, or or is called a complex sentence.
(5) A complex sentence features an independent clause and one or more dependent clauses. It does not always need a comma.
(1) Use a comma before and, but, or or when you join two sentences to form a compound sentence.
(2) Do not use a comma before and when you combine two subjects or two predicates.
(3) All sentences begin with a capital letter and end with punctuation.
(4) You can sometimes correct a sentence fragment by adding a subject or a predicate.
(5) A question ends with a question mark.
(6) A statement or a command ends with a period.
(7) An exclamation ends with an exclamation mark.
Chapter 2: Multiply by 1-Digit Number (Test over Chapter 2 on Thursday, 9/27)
- multistep multiplication problems
- multiply 2-digit numbers by a 1-digit number with regrouping
- multiply 3-digit and 4-digit numbers by a 1-digit number with regrouping
- solve multistep problems using equations
- multiply using the Distributive Property
- multiply using expanded form
- multiply using partial products
- multiply using mental math
- multiplication comparisons
- comparison problems
- multiply tens, hundreds, and thousands
- estimate products
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)
Properties of Matter
Science Vocabulary: Properties of Matter (Tested on Wednesday, 9/19)
- matter: the material from which all substances are made
- mass: the amount of matter in something
- weight: the measurement of the amount of gravitational pull an object has
- volume: the amount of space that something takes up
- temperature: the measurement of the amount of heat contained within a substance
- states of matter: how a substance presents itself (basic: liquid, solid, gas)
- physical properties: a description of an object’s appearance
- shape: the outward appearance or form of an object
- texture: the feel of the outer covering of an object
- hardness: an object’s resistance to pressure
- chemical change: a change in matter that forms a new substance
- physical change: a change in appearance, shape, size, or state of matter
Chapter 1: Florida: Land, Water, and Sun
Social Studies Chapter 1 Vocabulary Study Guide (Tested on Thursday, 9/6--practice on Quizlet.com under Millerdebra)
1) barrier island - an island along the coast that helps protect the mainland from pounding waves
2) climate - the pattern of weather an area has over a long period of time
3) hail - precipitation that has frozen into balls of ice
4) heat wave - a period of many days with very high temperatures
5) hurricane - a strong, swirling storm with rain and winds blowing more than 74 miles per hour
6) limestone - a rock that forms from a mineral in seawater or from the shells and bones of certain sea animals
7) peninsula - land almost surrounded by water
8) precipitation - moisture in the air that falls to the ground
9) sea level - the height of the ocean’s surface
10) sinkhole - a hole in the ground that results when the land above an underground cave falls down into it
11) strait - a narrow body of water that connects two large bodies of water
12) tornado - a storm with very fast winds that form a funnel-shaped cloud
13) weather - the condition of the air at a certain place and time