Lesson plan - Study Island
|Reading Lesson: Abbreviations |Grade Level: 5 |
|Lesson Summary: Students explain what an abbreviation is and how it is used to save space. Students identify words that can be abbreviated and match abbreviations |
|to the words that they represent. Advanced students examine a newspaper to create lists of abbreviations and acronyms. Struggling students review USPS |
|abbreviations and use them to address a postcard. |
|Lesson Objectives: |
| |
|Students will know . . . |
|that an abbreviation is a shortened form of a word or phrase. |
| |
|Students will be able to . . . |
|use correct capitalization, spelling, and punctuation with abbreviations. |
|Learning Styles Targeted: |
| |
| |
|Visual |
| |
|Auditory |
| |
|Kinesthetic/Tactile |
| |
|Pre-Assessment: |
|Ask students what an abbreviation is. Write the definition on the board: An abbreviation is a shortened form of a word or a group of words. |
| |
|Engage students in a discussion about abbreviations by asking “Why do we use abbreviations?”; “How do abbreviations help us to save space?”; and “What punctuation |
|mark is used at the end of an abbreviation?” |
|Whole-Class Instruction |
|Materials Needed: Classroom map, calendar, addressed envelope and postcard, Index cards with recipes, cookbook, PowerPoint Presentation* |
|Procedure: |
|Presentation |
|Tell students that they will be learning about common abbreviations. Ask volunteers to identify abbreviations they have used and what words those abbreviations |
|represent. |
| |
|Display the map, calendar, and envelope and postcard. Ask students “How many abbreviations can you find?” List the results on the board. |
| |
|Guided Practice |
|Distribute index cards containing recipes, or write a simple recipe on the board, making certain that none of the recipes contain abbreviations. Challenge students|
|to identify words that can be abbreviated. Explain how these abbreviations save space in a cookbook. Display the page in the cookbook that shows all of the |
|abbreviations a cook might encounter. Ask how these abbreviations help the cookbook author to avoid writing out a word that is used repeatedly. |
| |
|Independent Practice |
|Have teams of students play the PowerPoint game*, finding and choosing the correct abbreviations. |
| |
|Closing Activity |
| |
|Ask students to use an abbreviation to write about an important date, and write the information in sentence form on a Post-It note or index card. For example: On |
|Feb. 8, I am taking my dog to agility class. Use this sentence as an exit pass from class. |
|Advanced Learner |
|Materials Needed: newspapers and dictionaries |
|Procedure: |
|Tell students to take a section from the newspaper and identify 5 abbreviations. Ask them to create a T-chart showing the abbreviation and the word that it |
|represents. Ask students to write a sentence about how advertisers save money by using abbreviations in an advertisement or in the classified ads. |
| |
|Tell students to look up the definition of an acronym, and then find 5 examples in the newspaper. After writing the acronyms and the written out words represented |
|by these initial letters, ask students to create a bulletin board listing the acronyms. |
|Struggling Learner |
|Materials Needed: postcards |
|website: |
|Procedure: |
|Remind students how abbreviations are used to write a street address and state. Review a list of USPS state and street abbreviations on the website. |
| |
|Tell students to imagine that they are on a vacation and sending a postcard home to an imaginary friend. Ask them to fill out the address portion of the postcard, |
|using abbreviations for street and state. |
*see supplemental resources
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