1. English Language Arts Level 7 #8 Ms. Walker

3. Root Words A root word is a word or word element from which other words grow, usually through the addition of prefixes and suffixes.

4. Root Words Root words usually have a specific meaning which remains the same when prefixes and suffixes are added.

5. Root Words “calor-” and “cur-” “calor-” means heat Whenever you see “calor” in a word, always think of heat. “cur-” or “curs-” means run, flow

6. Words with the root “ calor -” Calor ifics is the study and science of heat. Calor imetry is the study of heat transference from one object to another.

7. Words with the root “calor-” Calor ie - one calo rie is the amount of energy needed to increase the temperature of one gram of water by one degree centigrade. To lose weight one must expend(USE) calor ies.

8. Words with the root “cur-” or “curs- “ cur -” or “ curs -” means run ‘ cursive Running; flowing; not disconnected; as in curs ive handwriting Curs ive, a form of writing, is no longer taught in schools.

9. “ cur -” or “ curs -” means run Cur rent is much like curs ive in that it means to run; to flow as in a current of electricity. Also belonging to the present time; happening now such as current events.

10. “ cur -” or “ curs -” means run The cur rent of electricity flowed through the wire. She has on a new dress, which is the cur rent fashion.

11. Adding a Prefix Let’s connect our root word “cur-” with the prefix “re-”. Remember, cur means run or flow. The prefix “re-” means back. If we put the two parts together, we have the word “recur.”

12. Prefix “re-” + Root “cur-” We know to put “re-” in front of “cur-” because “re-” is a prefix and prefixes come at the beginning of a word. “Recur,” is the prefix and the root combined and means to occur again, periodically, or repeatedly.

13. Break

14. Part 2 - Reading Comprehension

15. Making Inferences When we read a story, the author does not tell us everything. The author expects the reader to understand some things without being told. When we understand what is not said

16. Making an Inference we use the knowledge we already have to make a guess as to what the author is trying to tell us. When we guess correctly, we are said to have made an inference.

17. Here is a Short Passage Little Suzy is running, and she is hot. She asks her mother for an ice cream cone. Can you tell what time of year it is, and what the weather is like? It is summer time, and it is a hot day.

18. Making an Inference Why does little Suzy ask for an ice cream cone? If you said little Suzy wants to cool down, you have made a perfect inference.

19. Make an Inference “ The man gigged the large fish, but he needed his friend to enlarge the hole to drag it out of the frigid water.” What does gigged mean?

20. Read a Short Passage I sat on the bed, bored. I didn't enjoy this daily project. Every day after school, I spent at least an hour with my math, science and English books. I would rather be outside playing!

21. Question What is the person doing after school? If you said “the person is doing homework,” you have made the correct inference.

22. Making Inferences Let’s read the following passage, and tell what you think is happening.

23. The Puppy Kyle ran into his house and slammed the door behind him. He paused with his back to the wall and tried to catch his breath. The puppy in his coat struggled to get out.

24. The Puppy Kyle looked out the window worriedly, but he saw that nobody was coming. Then he let the puppy out of his jacket. The puppy yelped while Kyle took the collar off of him. He threw the collar in

25. The Puppy an old soup can in the trash, carefully flipping over the can. The dog looked around nervously.

26. Making Inferences Question 1: Why was Kyle out of breath? Kyle has been running.

27. Making Inferences Question 2: Why did Kyle look out the window? Question 3: Why is the puppy nervous? He wondered if anyone was following him. The puppy does not recognize his surroundings.

28. Making Inferences Question 4: Why did Kyle throw the puppy’s collar in the trash? Kyle does not want anyone to know information about the puppy.

29. Putting It All Together What is the story about? The story is about a boy named Kyle who has stolen a puppy, and he doesn’t want anyone to find out about it.

30. Making Inferences: Inferences are made through the use of examples. When the meaning of the word is not implied by the general context, it may be implied by examples.

31. Antonyms and Contrasts When the meaning of a word is not implied by the general sense of its context or by examples, it may be implied by an antonym (opposite meaning) or by a contrasting thought in a context.

32. Antonyms Antonyms are words that have opposite meanings, such as happy and sad. Example: Ben is fearless, but his brother is timorous.

33. Antonyms Fearless and timorous have opposite meanings. If fearless means not afraid, then timorous means very afraid.

34. Contrast Sometimes words not only show opposites but also show contrasts. For instance: Dad gave credence to my story, but Mom’s reaction was one of total disbelief.

35. Let’s try another story Cassie rolled over in her bed as she felt the sunlight hit her face. The beams were warming the back of her neck when she slowly realized it was a Thursday,

36. Cassie and she felt a little too good for a Thursday. Struggling to open her eyes, she looked up at the clock. “9:48,” she shouted, “Holy Cow!” Cassie jumped out of bed,

37. Cassie threw on the first outfit that she grabbed, brushed her teeth in two swipes, threw her books into her backpack, and then ran out the door.

38. Making Inferences Question 1: What problem was Cassie having? Did you infer that Cassie is having a hard time waking up?

39. Making Inferences Question 2: Where is Cassie going? Did you infer that Cassie was going to school?

40. Making Inferences Question 3: How do you know Cassie is going to school? Cassie throws books into a backpack. It is a Thursday morning, a school day.

41. Assignment Complete the assigned worksheets: Inference Worksheet 1 Inference Worksheet 2

42. Break

43. Sentence Writing We know that a simple sentence is a direct statement that contains a subject and a verb and any modifiers to the subject and verb. Example:

44. Simple Sentence Diagram The handsome smart boy quickly wrote a scary story. boy wrote story The handsome smart quickly a scary

45. The Simple Sentence Notice that the simple sentence has a basic construction: SubjectPredicateObject (Noun or) (Verb)(Noun or PronounPronoun)

46. The Compound Sentence The compound sentence contains two complete simple sentences connected by a coordinating conjunction. Example: The boy wrote a story, and he read it to the class.

47. The Compound Sentence The boy wrote a story, and he read it to the class. boywrotestory hereadit and The a to class the

48. Did You Notice? Each sentence has a subject, a verb and a direct object. They are connected by the conjunction “and.” Two sentences connected by a conjunction are said to be a compound sentence.

49. Sentence Writing You can also combine simple sentences to make complex sentences. A complex sentence has an independent clause and a dependent clause.

50. Sentence Writing This writing exercise focuses on taking simple sentences and transforming them into complex sentences which are then combined into a paragraph.

51. Sentence Writing Simple Sentence -> Complex Sentence Example: Tom is a boy. He is eight years old. He goes to school in Philadelphia. These are three separate sentences..

52. Simple to Complex Tomisboy heisold Hegoes a eight years to school

53. Simple to Complex Notice that we have three separate sentences which can be diagrammed individually. If we combine the three sentences, we have an independent clause and a dependent clause..

54. Simple to Complex An independent clause and a dependent clause make a complex sentence. Complex Sentence: -> Tom is an eight-year old boy who goes to school in Philadelphia.

55. Complex Sentence “Tom is an eight year old boy,” is a complete sentence and, therefore, is an independent clause. “ who goes to school in Philadelphia” cannot stand alone as a sentence and is a dependent clause.

56. Complex Sentence Tomisboy whogoes an eight year old in to school Philadelphia Independent clause Dependent clause

57. The Complex Sentence An independent clause together with a dependent clause makes a complex sentence. When you write, be sure to use the simple, compound and complex sentence styles.

58. Compound Complex Sentence The compound complex sentence contains two independent clauses and one or more dependent clauses. Example: When the party ended, Josh went skating and Jenny went home.

59. Joshwent skating Jennywent home party ended afte r and the Dependent clause Independent Clause

60. Did You Notice? The compound complex sentence had two independent clauses joined by the conjunction “and.” It also had a dependent clause that began with the subordinating conjunction “after.”

61. Diagramming Note When we diagram a sentence, the dependent clause is always diagrammed last. Although “After the party ended” begins the sentence, it is not a complete sentence, so it is diagrammed after the complete sentence.

62. Sentence Writing We have reviewed four different sentence structures: 1. the simple sentence 2. the compound sentence 3. the complex sentence, and 4. the compound complex sentence

63. Sentence Writing When writing your sentences, learn to use these different structures to enhance your writing.

64. Assignment Complete the compound complex sentence worksheet. You must have 14 correct answers to show proficiency.

65. Break

66. Part 3 - The Idiom Idioms are spoken phrases that cannot be found in the dictionary. An idiom is an expression that means something other than the literal meanings of its individual words.

67. Idiom of the Day A Piece of Cake: A task that can be accomplished very easily. A piece of cake?

68. Idiom of the Day “A piece of cake” has nothing to do with cutting a cake or of eating a piece of cake. “A piece of cake” means that a task is easy. Example: Passing this test will be a piece of cake. (easy)

69. Lesson Review We learned two new root words, “calor and “cur.” We learned that when reading we must know how to make inferences. Finally we learned how to change simple sentences into complex sentences.

70. This lesson has ended It was a pleasure to work with you today. During our next lesson, you will learn about root words. You will learn new sentence types. In addition, you will learn a new Idiom of the Day.

71. This Lesson Has Ended Goodbye Until Next Time