UNIT X UNIT 5 | 189 C Demonstrate understanding of condensing repeated ideas Read the paragraph aloud slowly, pairing sentences to be condensed (1 and 2, 3 and 4, 6 and 7). Have students call out repeated words in the second sentence. Explain that students need to replace the repeated words. Have students condense sentences independently then exchange with a partner for feedback. Remind students not to include replaced words in the new condensed sentence. ANSWERS Beaver had a fluffy tale that he bragged about. Beaver started to cut down a tree that was in the forest. The tree fell on his tail. He was sad because his tail was flat now. He learned not to boast! WORD STUDY: Homographss Understand homographs Read the information aloud. Then write bat bat on the board. Say: The word bat is a homograph. Homographs are words that are spelled the same but have different meanings. Discuss the meaning of bat as an animal and bat as a tool used to hit a ball. Explain and have students echo read the remaining examples in the chart. Brainstorm additional examples together. A Demonstrate understanding of homographs Have a volunteer read the example sentences and explain the two definitions of orange. Then have pairs complete Activity A. ANSWERS Sample answers: 1. Orange is my favorite color. / I love to eat oranges in the summer. 2. I watched the bird fly away. / A fly landed on his head. 3. The light from the sun was bright. / I felt a light tap on my shoulder. 4. Your answer is right. / Please turn right here. 5. The ocean wave was big. / My sister waved to me from the car. 6. A train roared past my house. / Can you train a frog to dance? Use homographs Have students work in a small group to create a short fantasy using the words in Activity A and their homographs. The orange fly ____. Practice Book p. 103 Assessment Program p. 87 EXPLORE AND LEARN PRACTICE COMMUNICATE DIFFERENTIATED INSTRUCTION Scaffold Provide a word bank of homographs. (ring, progress, quarters, flag, address, tear, wind) Use the words to generate sentences in a shared writing experience. Amplify Direct students to write journal entries containing at least three homographs in sentences showing each meaning. Have students brainstorm topics or expand upon sentences from Activity A. FORMATIVE ASSESSMENT Write: Condensing sentences Write: Use that to condense two sentences with a repeated idea. Find the error in the condensed sentence: He weaved a silk road that was a road that led to the river. Copy these sentences. Choose the correct word. Butterfly had wings (that were/that) were gigantic. The orange on the table (is/that) mine. She said something to him (that/what she said) made him laugh. C Rewrite the pourquoi tale. Condense repeated ideas using that. Beaver had a fluffy tail. He bragged about his fluffy tail. Beaver started to cut down a tree. This tree was in the forest. The tree fell on his tail. He was sad. He was sad because his tail was flat now. He learned not to boast! WORD STUDY Homographs Homographs are spelled the same, but they have different meanings. Some homographs have the same pronunciation. wave wāv (verb) to say hello with your hand wave wāv (noun) a rolling movement Some homographs have different pronunciation. bat bat (noun) a nocturnal animal with wings bat bat (noun) a long stick used to hit a baseball tear tērr (noun) a drop of water when someone is crying tear tærr (verb) to rip (such as paper or fabric) produce pruh-'düs (verb) to make something produce 'prō-düs (noun) fruits and vegetables Understanding homographs and knowing the correct meaning can help you understand a text. A Choose a homograph. Write sentences that show both meanings. Orange is my favorite color. I love to eat oranges in the summer. orange fly light right wave train UNIT 5 189 UNIT X5 / CONNECT TO LANGUAGE ARTS
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