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: |

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|Students will know . . . |

|that an abbreviation is a shortened form of a word or phrase. |

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|Students will be able to . . . |

|use correct capitalization, spelling, and punctuation with abbreviations. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|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. |

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|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. |

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|Display the map, calendar, and envelope and postcard. Ask students “How many abbreviations can you find?” List the results on the board. |

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|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. |

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|Independent Practice |

|Have teams of students play the PowerPoint game*, finding and choosing the correct abbreviations. |

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|Closing Activity |

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|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. |

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|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. |

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|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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