Unit 2, Lesson 6

1. Unit 2, Lesson 6 Secret Place Day 1

2. What We Will Learn • Compound words are made up of two words that help you understand the meaning of the word • The suffix –ed changes the meaning of words to past tense from the present tense. It means the action has already happened. If the word ends in y you change the y to i and add the ending. If the word ends in a short vowel and a consonant you double the final consonant before adding the ending.

3. What We Will Learn • Antonyms are words that are opposites in meaning. • Vivid verbs make reading and writing more interesting. Some verbs can also be used as nouns. • Review spelling patterns that we learned in Unit 2.

4. Word Knowledge • Identify the two words that make up each compound word. • freeway railroad • warehouse smokestack

5. Word Knowledge • How does the –ed suffix change the meanings of these words? • Identify any spelling changes of the root words. • showed fanned • show fan • carried lined • carry line

6. Word Knowledge • These words are antonyms or opposites. • dark light • perfect imperfect • The prefix “im” changes the meaning like the prefix “un” changes the meaning.

7. Word Knowledge • The following words are vivid verbs and nouns. We will discuss the verb and noun meanings. Vivid verbs make our reading and writing more interesting. • boom shunt grunt • snort cackle quack

8. Word Knowledge • Identify the vowel spelling patterns in the following words. • jangled noise year • tangled clouds

9. What We Learned • Compound words are made up of two words that help you understand the meaning of the word • The suffix –ed changes the meaning of words to past tense from the present tense. It means the action has already happened. If the word ends in y you change the y to i and add the ending. If the word ends in a short vowel and a consonant you double the final consonant before adding the ending.

10. What We Learned • Antonyms are words that are opposites in meaning. • Vivid verbs make reading and writing more interesting. Some verbs can also be used as nouns. • Review spelling patterns that we learned in Unit 2.

11. Genre – Realistic Fiction • The characters behave as people do in real life. • The setting of the story is a real place or could be a real place. • The events in the story could happen in real life.

12. Author – Eve Bunting • Eve Bunting is known as one of the world’s most prolific (does a lot of writing) writers of juvenile literature. • At the age of 9 she went to a boarding school in Belfast, Ireland. • Ireland is know for its storytellers called Shanachies.

13. Author – Eve Bunting • While she was there she told stories to the other girls after “lights out.” This gave her the first taste of storytelling and developed her lifelong love of books and reading. • She moved to California with her family. • She took a writing course at a college in California and there began her career.

14. Author – Eve Bunting • She has written picture books, stories, and full length novels. • She writes for pre-school children, elementary students, teenagers and adults.

15. Illustrator – Ted Rand • Ted Rand used to paint people’s portraits (pictures of people.) • Now he spends all of his time illustrating children’s books. • He says, “The technical freedom, the opportunity to work in a great variety of styles, the people I work with, the common goal of getting children to read, all these combine to put this at the top of my list.”

16. Illustrator – Ted Rand • Mr. Rand began drawing holiday decorations in grade school. • Once he graduated from high school, he drew advertisements for a department store and a newspaper. • He also taught illustrating at the University of Washington. • Now, he spends all of his time illustrating children’s books.

17. Prior Knowledge • Have you ever found a hidden place in the city where wildlife lives? • Think back to Two Days in May. How did the disappearing natural habitat and expanding (growing larger) city affect the deer?

18. Background Information • This story is realistic fiction, but it is written almost like it is poetry. • This is the author’s writing style. • While we read this story we want to remember that urban (city) and suburban (outside and near the city) development increases (gets larger) every year.

19. Background Information • As development increases (gets larger), wildlife habitats (homes) are impacted (affected.) • Scientists, developers (people who build the large housing developments), and businesses all debate about the impact (affect) of development on wildlife and what to do about it.

20. Background Information • The scientists, developers, and businesses all have different points of view. • This means that they don’t just consider what the wild animals have to gain or lose, they think about what they have to gain and lose also.

21. Vocabulary • shallow – not deep • The raccoon walks through shallow water.

22. Vocabulary • concrete – a hard building material • The concretesidewalk in front of our home has cracks in it where dandelions grow in the spring.

23. Vocabulary • slopes – upward or downward slant • The maple trees grew on two steep slopesthat lead down to a clear stream.

24. Vocabulary • plumes – feathers or feather like • I watch the bird float down, its legs thin and reaching, its head plumes fanned.

25. Vocabulary • shadowed – covered in shadow; partially hidden • The sun was shining so brightly, he moved to a more shadowed area to stay cool.

26. Vocabulary • wilderness – area undisturbed by human activity • “Before the city grew, there was wilderness.”

27. Reading Strategies • Monitoring and Clarifying – We want to make sure we understand the meanings of the words and the text. • Summarizing – We should stop and summarize every few pages to make sure we remember the main points of the selection. • Visualizing – If we picture the events and characters in our head we will be able to remember them better.

28. Focus Questions • What would it be like to discover a secret place in the city that animals call home? • Why is it so important to protect such a secret place? • What can you do to help protect the wildlife near you?

29. Choral Read Page 182 • Monitoring and Adjusting Reading Speed • Is the boy saying there is a river in the city that no one knows? How can there be a river in the city that no one knows about? • Let’s read to page 185 and see if anyone can share ideas about how it could be hidden.

30. Pages 182 - 185 • Let’s share our ideas about what the boy means • What is it that hardly anyone knows?

31. Choral Read Page 187 • I think I need to slow down on pages 186 and 187 also. • There aren’t any words on page 186, but I think the picture will have some important information. • What do you see in the picture that helps you understand the story? • What else do you see on page 187 that helps you understand the story?

32. Reading Strategies • We carefully read the first six pages of this story. • We monitored and adjusted our reading speed to help us understand what was going on in the story. • Tomorrow we will talk about visualizing while we read to help us understand and remember what we have read.