UUnit 4 Lesson 2nit 4 Lesson 2 MMagnetismagnetism · Line 1: Remind students that all of these words are homonyms. Ask students to tell what a homonym is. Ask students to give two

Intervention Guide UNIT 4 • Lesson 2 303

Preparing to Read Reading and Responding Language Arts

Unit 4 Lesson 2Unit 4 Lesson 2

Day 1 Word Structure:

ReviewHomonyms, Root Words Plus SuffixesSynonyms• Reading Words• About the Words

Option 1: “Magnetism”• Build Background• Selection Vocabulary

Reading the Selectionpp. 376–379Using Comprehension Strategies: Asking Questions and Summarizing

Option 2: “A New Light for All”• Build Background• Selection Vocabulary• Expanding Vocabulary

Reading the SelectionUsing Comprehension Strategy: Asking Questions

Grammar, Usage, and Mechanics:

Review:• Present and Past Tense

Regular Verbs• Irregular Verb To Be

Day 3 Word Structure:Developing Oral Language• Identifying Synonyms,

Comparative Adjectives and Adverbs, Roots and Prefixes

Option 1: “Magnetism”

Rereading the Selectionpp. 376–379Using Comprehension Skill: Cause and Effect

Option 2: “Ben Franklin’s Science Project”• Build Background• Selection Vocabulary• Expanding Vocabulary

Reading the SelectionUsing Comprehension Strategy: Summarizing

Grammar, Usage, and Mechanics: • Other Irregular Verbs

Day 2 Word Structure:Comparative Adjectives and Adverbs, Roots and Prefixes


Reading the Selectionpp. 380–383Using Comprehension Strategies: Asking Questions and Summarizing

Option 2: “A New Light for All”

Rereading the SelectionUsing Comprehension Skill: Cause and Effect


Intervention Workbook,p. 153PracticeApply

Day 4 Word Structure:Dictation and Spelling• Writing Synonyms,



Rereading the Selectionpp. 380–383Using Comprehension Skill: Cause and Effect

Option 2: “Ben Franklin’s Science Project”

Rereading the SelectionUsing Comprehension Skill: Cause and Effect


Intervention Workbook,p. 154Practice Apply

Day 5 ReviewSynonyms, Comparative Adjectives and Adverbs, Roots and Prefixes


Reading for Fluency

Option 2: “A New Light for All” and “Ben Franklin’s Science Project”

Reading for Fluency

WritingSentences with the Verb To Be and Other Irregular Verbs

MagnetismMagnetism

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304 UNIT 4 • Lesson 2 Intervention Guide

OB

JECT

IVES

Preparing to ReadPreparing to ReadStudents will

• review homonyms and root words plus suffixes.• understand and review synonyms.• understand and review comparative adjectives and adverbs and

roots and prefixes.

Word Structure

Review: Homonyms, Root Words Plus Suffixes

✦ Write the following word lines on the board. Students should say the sound for each spelling and then blend the sounds to say the word.

left right might kind

scientist scientific farmer suddenly

✦ Line 1: Remind students that all of these words are homonyms. Ask students to tell what a homonym is. Ask students to give two meanings for left and tell the part of speech for each meaning.

✦ Line 2: Remind students that all of these words are based on root words with suffixes added. Ask volunteers to identify the root and suffix in scientist. Then, ask them to describe how the spelling of scientist changes when the -ist suffix is added.

Synonyms

Reading Words

✦ Write the following word lines and sentence on the board and keep them there for use throughout the week. For this lesson, have students read the words in Lines 1 and 2 aloud. Refer to Imagine It! Routine 1–2.

Day 1

Line 1

Line 2



force power

huge enormous

faster earlier hotter

unhappy disagree impossible

Without more power, it is impossible for this car to

drive faster.

About the Words

✦ Tell students that the words in Lines 1 and 2 are synonyms. Remind students that synonyms are words that have similar meanings.

✦ Line 1: Point out that force and power are both nouns. Have students use force and power in the following sentence to illustrate their similar meanings. The of the wind knocked over a tree. Challenge students to think of other synonyms for force and power. strength, might

✦ Line 2: Point out that huge and enormous are both adjectives. Have students use huge and enormous in the following sentence to illustrate their similar meanings. Compared to an ant, a person is . Challenge students to think of other synonyms for huge and enormous. giant, gigantic, big, immense, vast, tremendous


✦ Return to the word lines and sentence you wrote on the board on Day 1. Review with students that synonyms are words with similar meanings. Then, have students read the words in Lines 3 and 4 and the sentence aloud. Start with whole-word blending. If necessary, go back to sound-by-sound blending or vowel-first blending. Refer to Imagine It! Routines 1–2.

✦ Line 3: Point out that all of these words are comparative adjectives or adverbs. Ask students to identify the comparative suffix in all the words. -er Then, ask them to identify the root in each word. fast, early, hot Have students describe any spelling changes to each root when the -er suffix is added. The spelling of fast does not change. The final y in early changes to an i. The final t in hot is doubled.

✦ Line 4: Tell students that all of these words are formed by a prefix and a root. Ask students to identify the root in each word. happy, agree, possible Then, ask them to identify the prefix in each word. un-, dis-, im- Explain that all of these prefixes are similar in meaning: They all can mean “not” or “opposite of.” Have students use this meaning of the prefixes to define each word. not happy, not agree, not possible

Day 2

Line 3

Sentence

Line 4

Line 2

Line 1



Day 4

✦ Sentence: Have a volunteer identify two words in the sentence that have synonyms. more; power Call on additional volunteers to give the words’ synonyms. for more—additional; for power—force, might, strength Have another volunteer identify the comparative in the sentence and underline the root. faster Finally, call on a volunteer to identify an additional word with a root in the sentence. impossible Call on a student to come to the board to underline the root in

the word impossible. impossible

Developing Oral Language

Write each word in the word lines on a separate index card. Have students take turns choosing a card. Without telling the word they chose, students can choose one of three things to do: Use the word in a sentence, define it, or name a synonym for it. The rest of the students should identify the word based on what that student chooses to do.

Dictation and Spelling

Return to the word lines and sentence on the board. Have students read the words and the sentence aloud, erasing each as they do. Then dictate the words and have students write them. Next, dictate the sentence and have students write it. Remind students that the sentence begins with a capital letter and ends with an end mark. Have students proofread their work before you collect it.

Review: Synonyms, Comparative Adjectives and Adverbs, Roots and Prefixes

✦ Review synonyms with students. Remind them that synonyms are words that have the same, or similar, meanings. Also remind students that comparative adjectives and adverbs compare two things. Finally, remind students that a prefix comes at the beginning of a word and changes the meaning of the root and sometimes its spelling.

✦ Then, have students apply what they learned this week by finding words in the Student Reader selection “Magnetism,” or in the Intervention selections “A New Light for All” and “Ben Franklin’s Science Project,” that are synonyms, comparatives, or roots with prefixes. Encourage students to find as many words as possible and to write them in their Writer’s Notebooks along with a definition for each.

Day 5

Day 3



OB

JECT

IVES

Reading and RespondingReading and Responding

Option 1: The Student ReaderReading “Magnetism”

Build Background

✦ Explain to students that “Magnetism” is expository text. Ask students to describe this genre. It is nonfiction written to explain, persuade, or inform. Point out that like many expository texts, this selection is divided into sections with headings. It also includes instructions for completing different projects, much like student’s science textbooks.

✦ Ask students to share examples of other expository texts they have read and explain why their examples are considered expository text. Did it have sections with headings? Did it include instructions or a description of a process?

Selection Vocabulary

✦ Use Imagine It! Transparency 94 to introduce the following words to students.

rarely not often (It rarely snows in the desert.)

attract to cause something to come closer (Your magnets did not attract the paper clips.)

pure not mixed with anything (The chef will only use pure olive oil.)

core the central, most important, or deepest part of something (I ate around the outside of the apple, until I reached the core.)

force the push or pull of something (The force of the wave tipped over the raft.)

related connected (The two brothers are related by blood.)

current the flow of electricity (A copper wire carries the current to the lamp.)

friction the rubbing of one thing against another (The friction of the wheels against the road eventually made the toy truck stop moving.)

Day 1

Students will

• review elements of expository text.• understand the selection vocabulary.• use the comprehension strategies Asking Questions and Summarizing.• use the comprehension skill Cause and Effect.



✦ Call on individual students to read the words, definitions, and sentences. If necessary, have them apply decoding skills to sound out words or to decode multisyllabic words by breaking the words into syllables and blending the syllables.

✦ Discuss the meanings of the words and their use in the sentences.

✦ Refer back to the first word on the list—rarely. Ask a volunteer to identify the word’s root and suffix. rare, -ly Remind students that the suffix -ly forms adverbs. Provide the example sentence for the word. It rarely snows in the desert. Then, have individual students use the word in a sentence. Follow a similar procedure with the remaining words, discussing each word’s part of speech and its structural features.

✦ Have students enter the new vocabulary words in their Writer’s Notebooks along with a sentence for each.

TEACHER TIP /r/ Sound

Many English Learners will have difficulty pronouncing the letter r in all of the vocabulary words. English /r/ differs from the sound represented by r in many other languages. In addition, many Asian languages, including Cantonese, Korean, Hmong, Vietnamese, and Khmer, consider /r/ and /l/ variations of the same sound, and thus, native speakers of those languages often pronounce English /r/ as /l/ and vice versa. Give students ample opportunity to listen to and mimic proficient English speakers pronounce simple words with /r/. You might also provide practice distinguishing between /r/ and /l/ in word pairs, such as ray/lay, rob/lob, and red/led.

Reading the Selection

Comprehension Strategies: Asking Questions and Summarizing

✦ Before students read “Magnetism” in their regular classroom, have them orally read the selection. Have them read pages 376–379 of the story in the Student Reader on Day 1 and pages 380–383 of the story on Day 2. If necessary, help students apply decoding skills to sound out unfamiliar words and to read sentences with expression and intonation to support meaning.

✦ During the first read, have students use the comprehension strategies Asking Questions and Summarizing. Refer to the Imagine It! Teacher’s Edition Unit 4 for instruction and ideas on how to model the strategies in a direct manner.

Days 1–2



Comprehension Skill: Cause and Eff ect

✦ Have students reread pages 376–379 of the story on Day 3 and pages 380–383 on Day 4. As on Days 1 and 2, help students apply decoding skills to sound out any remaining unfamiliar words, if necessary.

✦ During the second read, have students use the comprehension skill Cause and Effect. Refer to the Imagine It! Teacher’s Edition Unit 4 for instruction and ideas on how to model the skill in a direct manner.

Reading for Fluency

✦ Pair students to reread “Magnetism.” Have one student be Reader One; the other, Reader Two. Begin by having Reader One students read their text selections to their partners for one minute. Continue in this way for another minute with Reader Two students.

✦ After both partners have had a chance to read aloud, have students count and record the number of words they read correctly. Repeat the entire procedure three more times.

✦ For a more detailed discussion on conducting repeated readings with students, see the Program Overview in this Intervention Guide.

Day 5

Days 3–4



OB

JECT

IVES

Reading and RespondingReading and Responding

Day 1

Students will

• review elements of expository text.• understand the selection vocabulary.• use the comprehension strategies Asking Questions and

Summarizing.• use the comprehension skill Cause and Effect.

Option 2: The Intervention SelectionsReading Selection One: “A New Light for All”

Build Background

✦ Tell students that “A New Light for All” is expository text. Ask students what they know about expository text. It gives fact about real people and events. Point out that like many expository texts, this selection is divided into sections with headings.

✦ Explain to students that the selection is about Thomas Alva Edison, the inventor of the light bulb. Discuss the importance of electricity by asking students questions such as: Has the power ever gone off at your house? What stopped working without electricity?


✦ Write the following vocabulary words, definitions, and sentences on the board.

announcement statement, declaration (The principal made an announcement over the public address system.)

filament very fine thread or fiber (The filament serves as the light bulb’s heat conductor.)

✦ Have students read the words, definitions, and sentences. If necessary, have them apply decoding skills to sound out words they cannot read fluently or automatically, or decode multisyllabic words by breaking the words into syllables and blending the syllables.

✦ Discuss the meanings of the words and their use in the sentences. Have students enter the new vocabulary words in their Writer’s Notebooks along with a sentence for each.



Day 2

Expanding Vocabulary

✦ Write the following selection words on the board. Call on individual students to read the words in each line.

richer longer better

invent inventor invention

✦ Line 1: Tell students that all the words in Line 1 are comparative adjectives and adverbs. Remind students that the comparative form compares two people, places, things or ideas. Have students identify the root of richer and longer. rich, long Ask a volunteer to give the superlative form of better. best

✦ Line 2: Tell students that all the words in Line 2 belong to the same word family and have the same root. Have students identify the root. invent Ask a volunteer to give a definition for invent. create something new Then, have another volunteer say the word that names what the person invents. invention Have a third volunteer identify the suffix in the word inventor that tells us that the word refers to a person. -or


Comprehension Strategy: Asking Questions

Have students read the entire selection orally. During the first read, have students use the comprehension strategy Asking Questions. Use the example below and refer to the Imagine It!

Teacher’s Edition Unit 4 for additional instruction on the strategy.

Asking Questions Asking questions as we read helps us to prepare for what we will learn in a text, and may lead to further research. I have a question already. The text says that in 1878, Thomas Edison made a surprise announcement. I wonder what that announcement was. I’m going to read on to find out.


Have students reread the entire selection orally. During the second read, have students use the comprehension skill Cause and Effect. Use the example below and refer to the Imagine It!

Teacher’s Edition Unit 4 for additional instruction on the skill.

Cause and Effect A cause is why something happens and an effect is what happens as a result of that cause. Looking for cause-and-effect relationships in a text helps us see the connections between events and how one event leads to another. In “A New Light for All,” what effect did the unsuccessful attempts of others to invent a light bulb have on Thomas Edison? He learned from their mistakes and went on to invent a light bulb that worked.

Line 1

Line 2


312 UNIT 4 • Lesson 2 Intervention

A New Light for Allby Duncan Searl

Early in 1878, Thomas Alva Edison made a surprise

announcement. He would soon show off his greatest invention

ever: the electric light.

There was only one problem. Edison didn’t know much about

electric light or about how to make a bulb. Of course, he didn’t

mention that.

Rich men hurried to visit Edison’s lab. They set up businesses

with Edison and gave the inventor thousands of dollars. “When

can we see the light?” they asked. They knew electric lights

would change the world. If the bulbs did well, they would

become richer.

“Soon,” Edison told them. “Soon.”

Learning from the Failure of Others

People had tried for half a century to invent electric lights. From

their unsuccessful tries, Edison learned he would need three

things: a glass bulb without any air in it; a filament, or wire, to

put inside the bulb; and electricity to light up the filament.

For the filament, Edison first tried using metal. He literally

tried every metal in the world, but nothing worked.

Newspaper reporters came to his lab. “Can we see your

electric lights now?” they asked.

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Intervention UNIT 4 • Lesson 2 313

“Soon,” Edison said, but inside he wasn’t so sure.

Edison hardly left the lab. Workers made each glass bulb by

hand. Putting the filament in could take hours, and the air in the

bulb had to be pumped out. Finally, the power was turned on.

Dreams Can Come True

The bulbs turned for a minute or two, then began to fade.

Usually it was because the filament broke, but sometimes

the glass bulb cracked. Nothing worked. The rich men and

newspapers began to doubt Edison.

By accident, Edison learned that carbon filaments worked

better than metal. Carbon is what is left behind when you burn

something. To find the right carbon, Edison burned string, hair,

cork, tar, paper—just about everything. The item that seemed to

work the best was burned sewing thread.

On December 19th, he tried his 260th light bulb. These bulbs

burned longer, some for days on end, so this empowered him to

make them better.

In late December, Edison hung rows of bright bulbs outside his

lab for people to preview. Then he threw the switch. People began

to gather around. Never had the world seen a light like this.

Edison’s first successful light bulb had a filament in the shape

of a horseshoe.

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Day 3

Option 2: The Intervention SelectionsReading Selection Two: “Ben Franklin’s Science Project”

Build Background

✦ Explain to students that “Ben Franklin’s Science Project” is an expository text, as was “A New Light for All.” Have students recall what they know about expository texts.


✦ Write the following vocabulary words, definitions, and sentences on the board.

electric current flow of electric charge from one point to another (The electric current traveled from the switch to the lamp.)

sparks the light produced by electricity (Sparks flew when the lightening hit the metal pole.)

✦ Have students read and discuss the words, definitions, and sentences.

Expanding Vocabulary

✦ Write the following selection words on the board. Have students read the words in each line.

inventor printer writer founder

uncomfortable undesirable unsuccessful

✦ Line 1: Tell students that all the words in Line 1 describe activities that Ben Franklin did. Ask students to name each activity by identifying the root in each word. Then have students say how the suffixes -or and -er changed the part of speech of each root word.

✦ Line 2: Point out that all of the words in Line 2 have the prefix -un. Ask students what the prefix means and how it changes the meaning of the root words. Have students define each word.

Line 1

Line 2



Day 4

Day 5


Comprehension Strategy: Summarizing

Have students read the entire selection orally. During the first read, have students use the comprehension strategy Summarizing. Use the example below and refer to the Imagine It!

Teacher’s Edition Unit 4 for additional instruction on the strategy.

Summarizing As we read a text, it is a good idea to stop frequently and summarize what we have read. This helps us keep track of the information in a text. I’m going to stop now and summarize the first part of the text. “Ben Franklin was one of the many people in the mid-1700s who wanted to learn more about electricity. He did many experiments. One of the questions he had was whether lightning was electricity. He used a kite to help him find out.”


Have students reread the entire selection orally. During the second read, have students use the comprehension skill Cause and Effect. Use the example below and refer to the Imagine It!

Teacher’s Edition Unit 4 for additional instruction on the skill.

Cause and Effect Remember that a cause is why something happens and an effect is what happens as a result of that cause. Looking for cause-and-effect relationships in a text helps us see the connections between events and how one event led to another.

Reading for Fluency

Review the selection vocabulary with students to reinforce their understanding of difficult terms and concepts and to support fluency. Then pair students to reread one of the two Intervention selections. Have students participate in the Reader One–Reader Two Activity.


316 UNIT 4 • Lesson 2 Intervention

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Ben Franklin’s Science Projectby Tamera James

We have all felt the zap of static electricity. It’s that little

shock we get when we move fast across the carpet and touch a

doorknob. Static electricity does not flow like the electricity that

runs on wires in a house. But it is still electricity.

A long time ago, people felt those small uncomfortable

shocks of static electricity. But they did not know much about

what caused them. And they did not know how to use electricity

to power lights, clocks, and appliances. Therefore scientists

wanted to learn more.

One of those scientists was Ben Franklin. Franklin was an

inventor, a printer, and a writer. He was also one of the founders

of the United States.

In the 1740s Franklin studied electricity. He did many

experiments. He showed how electricity could move from place

to place. He found ways to make electric sparks. He also made

jars that could hold electric power. But there was one important

experiment he still wanted to try.

One day in 1752 Franklin flew a kite. It was an undesirable

day for kite-flying. Rain fell. Thunder boomed. Lightning flashed.


Intervention UNIT 4 • Lesson 2 317

It was the lightning that interested Franklin. Like other

scientists, Franklin had a big question. Was lightning electricity?

The kite might show him.

Franklin’s kite had a metal wire on it. He attached a metal

key to the bottom of the kite’s string. The key was near one of

his jars. In the thunderstorm, the kite flew close to a dark cloud.

An electric current first transferred from the cloud to the wire

in the kite. Next the current traveled fast down the kite string to

the key. Then sparks leaped into the jar. Franklin’s experiment

worked! He now knew that lightning was electricity.

Franklin used what he learned to make a new invention. He

called it the lightning rod. Years ago, when lightning hit houses,

the sparks often caused dangerous fires. The rod made the

lightning go straight into the ground before it could start a fire.

It made houses and buildings safer. Lightning rods are still

used today.

Franklin shared his knowledge with other scientists. It would

still be a long time before people could flip a switch to turn on a

light bulb. But Franklin helped make that day happen sooner.



OB

JECT

IVES

Language ArtsLanguage Arts

Day 1

Students will

• review present and past tense regular verbs.• understand and review the irregular verb to be.• understand and review other irregular verbs.

Grammar, Usage, and Mechanics

Review: Present and Past Tense Regular Verbs

✦ Remind students that they should add the suffix -ed to form the past tense of regular verbs, and add -s or -es to form the present tense for all singular subjects except I and you.

✦ Write the following sentences on the board. Have students first identify the verb. Then ask them to state whether it is in present or past tense.

Our teacher explained how to add fractions. explained; past

I wash the dishes every night after dinner. wash, present

My dog likes to chew toys. likes, present

We hurried to the bus stop. hurried, past

✦ Call on several volunteers to make up sentences with regular verbs. Have their classmates identify the verb in each and then say if it is in past or present tense.

The Verb To Be

✦ Tell students that the verb to be is the most used verb in the English language. Explain that it is called an irregular verb because it has unique present and past tenses.

✦ Review the following conjugations of to be with students:

Present TenseSingular PluralI am. You are.He is. We are.She is. They are.It is.

Past TenseSingular PluralI was. You were.He was. We were.She was. They were.It was.



Day 3

Day 2

✦ Point out that you can be a singular or plural subject, but it always uses the plural form of to be. Also point out that these conjugations apply to all nouns.

✦ Help students identify present and past tense of the verb to be in the Student Reader selection “Magnetism,” or in the Intervention selections “A New Light for All” and “Ben Franklin’s Science Project,” depending on which selection(s) they are reading.

✦ Distribute the worksheet on page 153 of Intervention Workbook and read the Focus section with students to briefly review the verb to be. Complete the Practice activity with students, correcting students’ errors as they occur.

✦ Have students complete the Apply activity independently as a way to provide additional practice and assess understanding. Give feedback and extra practice as needed.

TEACHER TIP To Be

Take notice that students struggling with academic English seldom conjugate the verb to be in present tense. Instead, they use be for most subjects. For example, these students might say “She be at home” instead of “She is at home,” or “You be fine” instead of “You are fine.” Point out the differences between these constructions and those of academic English.

Other Irregular Verbs

✦ Tell students that to be is not the only irregular verb. Many verbs have a past tense that is not formed by adding the -ed suffix.

✦ Explain that some irregular verbs have identical present and past forms. Some examples include beat, bet, bid, cost, cut, fit, hit, hurt, let, put, quit, read, set, shut, split, and spread.

✦ Tell students that some irregular verbs follow certain patterns:

✦ Change the existing vowel(s) to a long o. Examples: break/broke, choose/chose, drive/drove, speak/spoke, ride/rode, steal/stole, write/wrote

✦ Keep the initial consonant sound and end with -ought or -aught. Examples: bring/brought, buy/bought, catch/caught, fight/fought, teach/taught, think/thought

✦ Change i to a. Examples: begin/began, drink/drank, give/gave, ring/rang, sing/sang, swim/swam



Day 4

Day 5

✦ Explain that most irregular verbs have unique past tenses. Review some common examples, such as build/built, do/did, get/got, have/had, make/made, say/said, see/saw, tell/told.

✦ Help students identify irregular verbs in the Student Reader selection “Magnetism,” or in the Intervention selections “A New Light for All” and “Ben Franklin’s Science Project,” depending on which selection(s) they are reading.

✦ Distribute the worksheet on page 154 of Intervention Workbook and read the Focus section with students to briefly review other irregular verbs. Complete the Practice activity with students, correcting students’ errors as they occur.

✦ Have students complete the Apply activity independently as a way to provide additional practice and assess understanding. Give feedback and extra practice as needed.

Writing

✦ Review with students some common examples of irregular verbs and their present and past tenses.

✦ Then, have students revise the summary paragraph they wrote in Lesson 1. Remind them to make sure that all of their writing is in their own words and that the main ideas of what they summarized are clearly stated. Also, remind students to correct any spelling, punctuation, capitalization, or grammar mistakes.

✦ After students finish revising, have them exchange their summaries with their partners. Ask the partners to identify as many irregular verbs as they can while reading. Then challenge partners to tell if the verbs are in present or past tense. Ask for volunteers to read their narratives aloud to the class.


UUnit 4 Lesson 2nit 4 Lesson 2 MMagnetismagnetism · Line 1: Remind students that all of these words are homonyms. Ask students to tell what a homonym is. Ask students to give two

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