3.1.2: trans- & -ous - Exploring Relationships - Direct Quotes

Prefix trans- & Suffix -ous
Exploring Relationships Direct Quotes

Edio Lesson 3.1.2

Word Study

Learners can:

• read, spell, and write words with vowel team spelling patterns

• identify and read multisyllabic words

• identify, read, and spell words with prefix trans- and suffix -ous

The vowel team ea can be used to spell the long e vowel sound.

​For example:

• The word “eagle" has the long e sound at the beginning of the word.

• The word “reach" has the long e sound in the middle of the word.

• The word “tea" has the long e sound at the end of the word.

Let's Review

The vowel team ee can be used to spell the long e vowel sound.

For example:

• The word “eel" has the long e sound at the beginning of the word.

• The word “weekend" has the long e sound in the middle of the word.

• The word “knee" has the long e sound at the end of the word.

​

The vowel team ei can be used to spell the long e vowel sound.

For example:

• The word “receipt" has the long e sound in the middle of the word.

• Fun Fact: The word “receipt" has the letter p included, but it is silent and not pronounced. This is leftover from the word's origin. It comes from the old Latin word “recepta" which means “thing or money received."

​

The vowel team ie can be used to spell the long e vowel sound.

For example:

• The word “brief” has the long e vowel sound in the middle of the word.

• The word “cookie” has the long e vowel sound at the end of the word.

​

The vowel team _ey can be used to spell the long e vowel sound.

For example:

• The word “chimney" has the long e sound at the end of the word.

​

The letter _y can be used to spell the long e vowel sound.

For example:

• The word “dusty" has the long e sound at the end of the word.

​

Draw

Fill in the long e vowel sounds that are missing.

You learned that the prefix trans-means across, beyond, or other side.

For example,

• My mom can “transplant” the flowers from the small pots to the large garden.

This means that the plants will move beyond the small pots to the larger garden.

​

Prefix trans-

​More trans- examples

You learned that the suffix -ous means full of.

The suffix -ous changes a noun into an adjective. Adjectives describe nouns.

For example,

• The “enormous“ tree was the largest in the forest.

This means the tree was full of great size or very large. The word “enormous” is an adjective that is describing the tree.

Suffix -ous

For most words that need suffix -ous, you usually just add it to the root base word.

• poison to poisonous

• danger to dangerous

Spelling Rules

In some words, you have to change the y to i when adding -ous.

• glory to glorious

• fury to furious

Notice that the long e vowel sound is actually spelled with letter i in these cases.

Words that end with the letter e will need the e dropped before adding -ous.

• fame to famous

• ridicule to ridiculous

Words that end with ge need to keep the e, because of the soft g rule! If there was no e, it would make the hard /g/ sound.

• courage to courageous

For words that end with ce the ce is changed to ci and the sound now stands for /sh/.

• space to spacious

Multiple Choice

Read the sentence. Choose the correct word with the prefix trans- that completes the sentence.

Planes are essential for ____________ things like medicine that need to be quickly moved from one place to another.

• transpiring

• transforming

• transparent

• transporting

Match

Match each meaning with the correct suffix -ous word.

• At a large convention in France, ________ pilots showed off the marvelous new form of transportation.

• Still, people all over were eager to see the ________ new way of getting around.

• The Wright brothers quickly became ________. They opened a flying school.

courageous

wondrous

famous

• courageous

• wondrous

• famous

Multiple Choice

Which definition would best fit the word "nervous?"

• full of fear

• full of nerves

• full of sadness

• full of excitement

Break Time!

Take a break from your computer and return when the timer goes off. Enjoy your break!

Reading

Learners Can:

explain the relationships or interactions between two or more individuals, events, ideas, or concepts in the text based on specific information in the text

Glaciers are huge masses of ice. They form when lots of snow fall in one location for many years. Over decades or centuries, the snow gets squished by the weight of the new snow. This compressed snow forms a glacier.​

Engage

As glaciers are formed, air bubbles are squeezed out. Pure glacier ice reflects the blue colors of the light spectrum.

Icebergs are chunks of a glacier that has broken off. An iceberg looks white because the layers on the surface contain a large number of tiny air bubbles.

Have you seen an iceberg before? Watch the video on the next slide to learn more about icebergs.

Open Ended

What is something new that you learned about icebergs?

What do you still wonder about icebergs?

a highly conductive gas that responds strongly to electromagnetic forces

plasma

matter that is a solid, a liquid, or a gas

phases of matter

Words to Know

As we read pages 6-11, think about the following questions:

1. What is the universe made of?
2. How does the earth, air, and water support life?

​

Read Aloud

Five States of Matter

Watch the video on the next slide to learn more about the states of matter, including plasma!

Reorder

Correctly order the states of matter.

• solid

• liquid

• gas

• plasma

1

2

3

4

• 1
• 2
• 3
• 4

There are four common elements: earth, air, fire, and water. These elements relate to each other.


DISCUSS: How is air necessary for fire to burn?

-Air is necessary for fire to burn because...

A Closer Look

Words can have more than one meaning. When you are reading, you can come to a word you know, but it does not make sense in the sentence. This is a multiple-meaning word.

​

Multiple-Meaning Words

Multiple Choice

The text says, "An iceberg is freshwater turned to ice. About 90% of the volume of an iceberg is underwater."

What does volume mean in the text?

• a book in a series

• the amount of space an object takes up

• the level of sound

• the height of an object

Multiple Choice

Which element can change a solid into a liquid and a liquid into a gas?

• earth

• air

• fire

• water

Break Time!

Take a break from your computer and return when the timer goes off. Enjoy your break!

Writing

Learners Can:

identify and describe direct quotes.
review the proper use of quotation marks with quotes.

Strong writers include direct quotes in their writing. A direct quote is a sentence or sentences taken directly from the text to support your writing.

Using direct quotes makes your writing stronger because it includes facts and details to support your thinking that come from another source.

Watch the video on quotation marks on the next slide!

Using Direct Quotes

When you use a direct quote, you use quotation marks at the beginning and end of the quote.

​

Using Quotation Marks

The poet Maya Angelou wrote, "Try to be a rainbow in someone's cloud."

​Citation Example

Quotation marks tell the exact words from a text. They show when words are not yours.

Multiple Choice

Which direct quote is written correctly?

• On page 9 of A Material World, the author states, Everything around us is matter.

• 
  On page 9 of A Material World, the author states, “Everything around us is matter.

• On page 9 of A Material World, the author states, “Everything around us is matter."

• On page 9 of A Material World, the author states, Everything around us is matter."

Using Specific Details

Strong writers find details to develop their informational writing with:

• facts;

• definitions;

• concrete details;

• direct quotes; and

• examples.

Using specific details gives readers more information and helps them understand and learn more about the topic.

*Continue on to see how David Stephens used details to support the topic in A Material World.

The author included facts about matter to help the reader understand the topic. Remember that facts can be proven.

Look at the underlined sentences in the text. These facts give you more information about matter to help you have a better understanding of the topic.

• What other facts did the author include?

​

Facts, Page 8

The author included the definition of plasma for the reader. This gives the reader more information to help them understand what plasma is.

• What other definition did the author include in this paragraph?

​

Definitions, Page 8

The author wrote that people can use their senses to describe matter. The author made their writing stronger by including details about how people can use their senses to describe matter.

Look at the underlined sentences in the text. Using details helps the reader better understand how people can use their senses to describe matter.

• What other details did the author include in this paragraph?

​

Details, Page 8

The author did not include any direct quotes. On this page, they write about matter and antimatter. The author could have included a direct quote from a scientist about the topic to make their writing even stronger.

• How do you think adding a direct quote could help the reader better understand the topic?

Quotes, Page 22

The author included examples to give more information about icebergs. The author included information about their size and location. They also included an illustration to help the reader better understand.

• What examples did the author include about steam and clouds on this page?

Examples, Page 11

The author wrote about states of water on this page. The author used vocabulary that is specific to the topic to help the reader better understand the states of water. The words “clouds," “dew," and “slush" are examples of vocabulary.

• What other vocabulary words specific to the topic did the author use on this page?

Vocabulary, Page 10

Match

Match each example with the label.

• Brown bears are mammals that live in forests.

• A brown bear is an omnivore, and it eats both plants and meat.

• Brown bears eat a wide variety of foods, including salmon, small rodents, berries, and acorns.

• According to the scientist, Dr. James Smith, "A brown bear's diet is 90% plants."

• Brown bears can vary in size. They can weigh between 180 to 1,320 pounds.

fact

definition

example

quote

detail

• fact

• definition

• example

• quote

• detail

Precise Language

Strong writers use precise language to inform or explain the topic to the reader. Using precise language can clarify an example and help create a picture in the reader's mind.

Precise language is:

• concise;

• exact;

• specific; and

• clear.

Using precise language in your writing helps the reader have a better understanding of what they are reading about.

Open Ended

Read the sentence below. Rewrite the sentence using precise language.

He ate a lot of food.

Multiple Choice

Which direct quote is written correctly?

• 
  On page 22 of A Material World, the author states, “Scientists now know that for every particle there is an antiparticle.

• On page 22 of A Material World, the author states, Scientists now know that for every particle there is an antiparticle."

• “On page 22 of A Material World, the author states, Scientists now know that for every particle there is an antiparticle."

• 
  On page 22 of A Material World, the author states, “Scientists now know that for every particle there is an antiparticle."

Multiple Choice

Page 12 of A Material World is about matter. Which sentence below uses the most precise and specific language about matter?

• “Although this theory was ignored for 2,000 years, we now know that matter is made of things."

• 
  “Although this theory was ignored for 2,000 years, we now know that matter is made of tiny particles called atoms."

• 
  “Although this theory was ignored for 2,000 years, we now know that matter is made of tiny things."

• 
  “Although this theory was ignored for 2,000 years, we now know that matter is made of tiny particles."

On My Own

Keyboarding Without Tears

Continue to work in Keyboarding Without Tears for at least 15 minutes.