2009 Teacher Created Resources, Inc.

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1 Editor Eric Migliaccio Cover Artist Marilyn Goldberg Editor in Chief Ina Massler Levin, M.A. Creative Director Karen J. Goldfluss, M.S. Ed. Imaging Leonard P. Swierski Ariyanna Simien Craig Gunnell Materials contained in this publication are copyrighted by Evans Newton Incorporated, N. 77th St., Suite 1, Scottsdale, AZ Publisher Mary D. Smith, M.S. Ed. Developed and Written by Evans Newton Incorporated The classroom teacher may reproduce copies of materials in this book for classroom use only. Reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. Teacher Created Resources, Inc Industry Way Westminster, CA ISBN: Teacher Created Resources, Inc. Made in U.S.A.

2 Table of Contents Introduction...3 Standards Correlation Chart...4 Reading and Writing Lessons Skill 1: Contractions Skill 2: Determining the Meaning of Unfamiliar Words...10 Skill 3: Using Structural Cues...15 Skill 4: Comparing and Contrasting Skill 5: Main Idea and Supporting Details Skill 6: Literary Elements Skill 7: Purposes for Reading Skill 8: Making Predictions...44 Skill 9: Cause-and-Effect Relationships Skill 10: Literary Terms...56 Skill 11: Sound Devices Skill 12: Point of View Skill 13: Setting...71 Skill 14: Asking Questions Skill 15: Problems and Resolutions...81 Skill 16: Parts of Speech Skill 17: Types of Sentences Skill 18: Capitalization Skill 19: Punctuation Skill 20: Singular and Plural Forms Skill 21: Complete Sentences Skill 22: Verb Tenses and Plural Nouns Skill 23: Spelling Patterns Skill 24: Learning Basic Spelling Rules Skill 25: Using Resource Materials Skill 26: Dictionaries and Glossaries Skill 27: Synonyms, Antonyms, and Homonyms PAL Packets Introduction Sample PAL Packet (English) Sample PAL Packet (Spanish) Answer Key #6223 ES: Reading & Writing 2 Teacher Created Resources, Inc.

3 Contractions Skill 1: The student will identify common contractions. Instructional Preparation Materials: sentence strips (one per student pair) sets of crayons (one per student pair) Duplicate the following (one per student, unless otherwise indicated): Identifying Contractions handout Prepare a transparency of the following: What Is a Contraction? reference sheet Identifying Contractions handout Recall Before beginning the Review component, facilitate a discussion based on the following questions: What is a contraction? (a shortened form of two words) What are examples of words that are contractions? (Appropriate responses are as follows: can t, don t, let s, couldn t, I ll. ) Why is it important to use contractions in speaking? (An appropriate response is as follows: to use a variety of word choices when speaking.) Why is it important to use contractions in writing? (An appropriate response is as follows: to use a variety of word choices when writing.) Review 1. Display the transparency of the What Is a Contraction? reference sheet for the students to refer to throughout the lesson. Read the title, definition of contraction, and the apostrophe statement aloud to the students as they read along silently. Ask volunteers to read a contraction from the sheet and the pair of words that it is made from. Have the students use the contraction in a sentence. What Is a Contraction? A contraction is a shorter way to write two words together. An apostrophe ( ) is used to show that one or more letters have been left out of the contraction. Here are some examples: Contraction For the Two Words cou ld n t could not d id n t did not haven t have not I ll I will I m I am isn t is not i t s it is wa sn t was not we ve y o u r e yo u ve we will we have will not you will you are you have #6223 ES: Reading & Writing 8 Teacher Created Resources, Inc. #6223 ES: Reading & Writing 6 Teacher Created Resources, Inc.

4 Review (cont.) 2. Put the students in pairs. Distribute a sentence strip and set of crayons to each pair. Have the students work with their partners to choose a contraction from the reference sheet, use that contraction in a sentence, and then write the sentence on the sentence strip with the crayons. 3. In a whole-group setting, have all the pairs read their sentences. Have the other students identify the contraction in each sentence and the two words that were used to make the contraction. Discuss the responses for accuracy. 4. Distribute copies of the Identifying Contractions handout and display the transparency. Explain to the students that they will read sentences so that they can practice choosing and writing the correct contraction in each sentence. Ask a volunteer to read the directions aloud as the rest of the students read them silently. Model completing the handout by reading the first sentence aloud and choosing the correct contraction from the box at the top of the page. Write the contraction We ll on the blank line in the first sentence on the transparency. Read the sentence aloud again using the contraction. Tell the students that the sentence makes sense using the contraction. Have the students write the same contraction in sentence number 1 on their handout. Tell them to complete the handout. 5. After the students have completed the handout, put them in groups of four. Have the students in the groups take turns reading aloud a sentence with the contraction. Tell the students to discuss each contraction used in the sentences for accuracy. Circulate among the groups to monitor the correct use of contractions in the sentences. 6. In a whole-group setting, ask volunteers to come to the displayed transparency to read the sentence with the contraction and write the contraction in each sentence using the correct spelling. Wrap-Up Teacher Created Resources, Inc. 9 #6223 ES: Reading & Writing To conclude this lesson, have the students write a paragraph using five different contractions from the reference sheet on the reverse side of their handout. Ask volunteers to read their paragraphs to the class. Discuss the use of contractions in the paragraphs for accuracy. Review the definition of a contraction. Name: Identifying Contractions Directions: Read the sentences. Write the contraction that belongs in each sentence on the line. Use the contractions in the box to help you. c ou ld n t i t s d id n t haven t I m isn t y o u r e 1. (We will) be late for school. 2. I (have not) bought anything for Jay. 3. He (did not) want another race car. 4. (You will) have a turn at the end. 5. Today (you are) going to the store. 6. She (will not) be able to go. 7. (I am) going shopping after school. 8. We (could not) go before lunch. 9. (It is) a beautiful day! 10. (Is not) that your new bike? Teacher Created Resources, Inc. 7 #6223 ES: Reading & Writing

5 What Is a Contraction? A contraction is a shorter way to write two words together. An apostrophe ( ) is used to show that one or more letters have been left out of the contraction. Here are some examples: Contraction couldn t didn t haven t I ll I m isn t it s wasn t we ve you re you ve For the Two Words could not did not have not I will I am is not it is was not we will we have will not you will you are you have #6223 ES: Reading & Writing 8 Teacher Created Resources, Inc.

6 Name: Identifying Contractions Directions: Read the sentences. Write the contraction that belongs in each sentence on the line. Use the contractions in the box to help you. couldn t didn t haven t I m isn t it s you re 1. (We will) be late for school. 2. I (have not) bought anything for Jay. 3. He (did not) want another race car. 4. (You will) have a turn at the end. 5. Today (you are) going to the store. 6. She (will not) be able to go. 7. (I am) going shopping after school. 8. We (could not) go before lunch. 9. (It is) a beautiful day! 10. (Is not) that your new bike? Teacher Created Resources, Inc. 9 #6223 ES: Reading & Writing

7 Determining the Meaning of Unfamiliar Words Skill 2: The student will use sentence structure and context to determine the meaning of an unfamiliar word. Instructional Preparation Materials: grade-level-appropriate dictionaries (one per student pair) Duplicate the following (one per student, unless otherwise indicated): A Boy s Dream passage What Does It Mean? handout Prepare a transparency of the following: What Does It Mean? handout Recall Before beginning the Review component, begin a discussion based on the following questions: What strategies should a reader use to determine the meaning of an unfamiliar word? (Appropriate responses are as follows: read the other words in the sentence for meaning; read the other sentences around the unfamiliar word; look the word up in a dictionary; ask someone.) Why is it important to figure out the meaning of an unfamiliar word while reading? (Appropriate responses are as follows: to better understand what you are reading; to correctly use the word in oral reports; to correctly use the word in your writing.) Review 1. To begin the lesson, write the following sentence on the classroom board or on a sheet of chart paper: The elephant was a coward for being afraid of the mouse. Read the sentence aloud as the students read it silently. Ask the following questions: What does the word coward mean in this sentence? (Appropriate responses are as follows: not strong; not brave; has no courage.) How do you know? (Appropriate responses are as follows: the word afraid tells me that the elephant is scared; the words afraid of the mouse tell me that the elephant is fearful of the mouse; a huge elephant shouldn t fear something as small as a mouse.) Does your meaning of the word coward make sense in the sentence? (Responses will vary; accept all reasonable responses.) #6223 ES: Reading & Writing 10 Teacher Created Resources, Inc.