Frayer Model - Richland Parish School Board



20 WAYS TO PRACTICE SPELLING WORDS

Week: ___________________________________

Choose one activity from each section below. Check off each item after you complete it. Turn in this sheet with your attached work.

|Section One |Section Two |Section Three |

|Spelling Skills… |Have a little fun… |Word meanings… |

| | | |

|_____Rainbow write your words. Write each|_____Write all of the words in a continuous line to|_____Write the dictionary definition for each |

|letter of the word using different colors.|form a picture or design. |word. |

| | | |

|_____Write word pyramids. |_____Scramble the letters of each word. Give them |_____Write a synonym for each word. Use a |

| |to a friend to solve. |dictionary and thesaurus. |

|Ex. | | |

|f |_____Solve a friend’s scrambled words. |_____Write an antonym for each word. Use a |

|fu | |dictionary and thesaurus. |

|fun |_____Make a word search on graph paper for a friend| |

| |to solve. |_____Write a story using ALL words correctly. |

|_____Write the vowels in one color and the| | |

|consonants in another color. |_____Solve a friend’s word search. |_____Write MEANINGFUL sentences with each word.|

| | | |

|_____Write the dictionary |_____Write the words in a code for a friend to | |

|pronunciation of each word. |solve. | |

| | | |

|_____Divide the words into syllables using|_____Solve a friend’s coded words. | |

|the dictionary to check. | | |

| |_____Use your words in WORD ART on your computer | |

|_____Alphabetize the |and print it. | |

|words. | | |

| | | |

|_____Color code the portion of the word | | |

|that matches this week’s spelling rule. | | |

My Writing Inventory

Name ___________________________

| | |Timeframe (Check one) | |Check the stages of the writing process completed. |

|Date |Title | |Genre/Purpose | |

| | |Short term |Long term | |Pre-write |

|humor | | | | | |

|curiosity | | | | | |

|strength | | | | | |

|stature | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Name: ____________________________ Date: _________________

Directions: Use the following checklist to revise and edit your summary.

|Part of Summary |Characteristics |Self Check |Peer Check |

|Intro |states main idea | | |

|Body— | | |

|1st paragraph describes tall tales and provides examples of each of the following: | | |

|characters | | |

|use of language | | |

|tone | | |

|themes and cultural values | | |

|Body— | | |

|2nd paragraph describes legends and provides examples of each of the following: | | |

|characters | | |

|use of language | | |

|tone | | |

|themes and cultural values | | |

|Conclusion |includes one or more statements that unify main points and ideas | | |

Steps in Process Essay Graphic Organizer

| |1. Examine setting to see if it begins in |[pic] |

| |childhood of main character | |

|6. Tell how the main character accomplishes | |2. Use colorful language that matches the |

|great feats using strength and wits | |setting and time period |

|5. Tell of historical events that allow main | |3. Make sure main character uses exaggeration |

|character to act or react supernaturally | |and humor to brag on self |

| |4. Include famous people or places to better |[pic] |

| |explain setting | |

Directions: Place a check by each item that is included in your brochure. Give an example of each item. When you have finished the checklist, you will be able to see if any items are missing from your brochure. Go back and add the missing items to your brochure. Re-check your work and complete the checklist.

I can find the following items in my brochure:

|Check Mark |Item |Example |

| |Title of poem and author |Title: |

| | | |

| | |Author: |

| |Two or more defining characteristics of the poem |1st characteristic: |

| | | |

| | | |

| | |2nd characteristic: |

| | | |

| | | |

| | |Additional characteristics: |

| | | |

| |Two or more connections between the poem and the identified folktale|1st connection: |

| | | |

| | | |

| | |2nd connection: |

| | | |

| | | |

| | |Additional connections: |

| | | |

| |Reasons for reading the type of poetry |1st reason: |

| | | |

| | |2nd reason: |

| | | |

| |Reasons for reading folktales |1st reason: |

| | | |

| | |2nd reason: |

| | | |

| |A concluding statement |Statement: |

| | | |

-----------------------

Grade 5

English Language Arts

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download