1. Unit 5 Week 5 Ms. Brittany, Ms. Vanessa, and Ms. Sarabeth

2. Spelling Pilot diner tiger favor lemon planet cover shady robot tiny label cozy silent spider frozen Review: tried, hurried, studying Challenge: melon, stomach

3. Vocabulary 1.Renewable: can be made again. 2.Energy: the ability to do work. 3.Natural: something found in nature. 4.Pollution: harmful materials that make something dirty. 5.Produce: to make or create something. 6.Replace: to take the place of. 7.Sources: where things come from. 8.Traditional: most common or expected.

4. Essential Question: How do teams work together?

5. Weekly Focus Genre: Expository Text Comprehension Strategy: Ask and Answer Questions. Comprehension Skill: Cause and Effect Grammar: Pronoun-verb contractions Other skills: spelling contractions and possessive pronouns.

6. Expository Text: Share with students the following key characteristics of an expository text. Expository text includes facts and information about a topic. Often, the topic is related to science. Expository text includes text features, such as photographs, captions, headings, and sidebars.

7. Ask and Answer Questions Remind students that when they read informational text, they can ask questions as they read and then look for details in the text to answer their questions. Good readers ask questions about parts of text they do not understand, and then look for answers. When students have questions they cannot answer after one reading, they can reread to find additional details to help answer their questions. Point out that asking and answering questions about the text will help students comprehend it.

8. Cause and Effect Tell students that the authors sometimes use cause and effect to organize information in text. A cause is why something happens. An effect is what happens as a result. To find causes and their effects, students should look for signal words, such as so, because, and as a result. Identifying causes and their effects in the text will help students comprehend ideas and information.

9. Homophones Remind students that understanding homophones and finding context clues can help them avoid incorrectly defining words in a text. Homophones are words that sound the same, but have different spellings and meanings. Students can look for context clues to find a homophone’s meaning. Ex: Rays and Raise

10. Proofread! 1.Passes the broccoli please. Broccoli is mine favorate vegetable. 2.My little brother loses his first tooth now he’s waiting for the tooth fairy to visit. 3.That are my favorite band. I have to go see them when it is in town. 4.The girl’s team is doing very we’ll. The boys will have to work more hard to win.

11. Pronoun-Verb Contractions A contraction is a shortened form of two words: She’s my sister. (She is) An apostrophe replaces letters that are left out in a pronoun-verb contraction: I’ve always liked his artwork. Some common contractions are: he is/he’s; she is/she’s; it is/it’s; you are/you’re; I am/I’m; we are/we’re; they are/they’re; and I have/I’ve. They’re best friends.

12. Talk about it! Form Contractions Pair students together and have them write five sentences about people they know who have taken some kind of action (such as volunteering, voting, donating).

13. Pronoun-Verb Contractions Introduce More Pronoun-Verb Contractions Contractions are formed with a pronoun and a helping verb, such as is, have, or will: I’ll change, and then we can go. Some contractions formed with will are: I will/ I’ll; he will/he’ll; she will/she’ll; we will/we’ll; you will/you’ll; it will/it’ll; and they will/they’ll: It’ll all work out.

14. Forming Contractions Have students in small groups write down all of the pronoun-verb contractions they can think of on separate cards. Students will take turns drawing a card and forming a sentence using the contraction. Students should then state which two words form the contraction.

15. Grammar Do not confuse possessive pronouns with contractions. The words it’s, you’re, and they’re are contractions. They each have an apostrophe that stands for a letter that is left out. The words its, your, and their are possessive pronouns. They do not have apostrophes. Pay attention when spelling a contraction. Make sure the apostrophe is in the correct place.

16. Pronoun or Contraction? Organize students into pairs. Have one partner write one sentence for each contraction it’s, you’re, and they’re. Have the other partner write one sentence for each possessive its, your, and their. Then have students switch sentences and read them aloud to make sure the words are used correctly.

17. Proofread! Have students correct errors in these sentences. 1. He willn’t be coming today. Hes’ grounded. 2. Im’ worried about the test. Its going to be hard. 3. Their happy with the results. So are we’re. 4. It’ will be a while before they’have finished.

18. Practice Contractions.. Partners should select a paragraph from a book with sentences containing contractions. Taking turns, one partner should read the paragraph one sentence at a time. At the end of each sentence, the other partner identifies the contraction, using a question form.