Name _____________________________ Date



Name _____________________________ Date _________________

Spelling Exercises: Unit #4

FIX IT This is not right. Fix it.

We are learning about the american flag, and I’am sertain I know more about it then I did before. perhaps the rest of the children feal the same way.

STRETCH Add words to make this sentence longer and better.

IT

There are six.

SORT Sort these words in some way:

IT

six, to, four, seven, two, some, sixty, there, for, their

ADD IT How are these words alike? Add more.

three, six, nine, twelve, …

____________, ____________, ____________, ____________

FIND IT Words with long –e spelling pattern ee (e.g., feel)

_______________________ ________________________

_______________________ ________________________

_______________________ ________________________

_______________________ ________________________

FINISH Finish the sentence. Then tell more.

IT

Perhaps the best idea I ever had was _______________.

Name ___________________________ Date ___________________

[pic]

Sentence Dictation

1. ____________________________________________________

2. ____________________________________________________

3. ____________________________________________________

4. ____________________________________________________

Name ___________________________ Date ___________________

[pic]

Sentence Dictation

1. I’m sure there are certain foods that you like to eat often.

2. Choose your six favorites and write them in a list.

3. Ask your mother which one she feels you like most.

4. Perhaps she can put the rest in order of your taste.

[pic]

Teacher Notes: Unit #4

No Excuse Words:

rest

perhaps

certain

six

feel

Build Basic Concepts:

Concept 1 – Frequent spelling patterns for /s/ are s, ss, sc, ce, ci, and cy.

o 1A: Give each student two sticky notes. Ask students to come up with two words that contain the /s/ sound. Encourage them to be creative and think of words that may not contain the letter s, but still contain the sound /s/. Next, make six categories on the blackboard. Ask each student to come to the chalkboard and place their sticky notes in the correct category. Have students brainstorm words that could fit into smaller categories.

Concept 3 - A prefix is a letter or letters added to the beginning of a word. A suffix is a letter or letters added to the end of a word.

o 3A: Select a student to write certain on the chalkboard. Identify certain as a base word. Then demonstrate the addition of the prefix un- to spell uncertain. Discuss how the prefix changes the meaning of the base word. Next, demonstrate the addition of the suffix –ly to spell certainly. Use the three words in sentences to confirm their meaning.

Introduce Teaching Poster 2, page 411. Read the rhyme with students and relate it to the addition of the un- prefix and the

–ly suffix to certain. Tell students that they can use the prefixes and suffixes on the chart to make new words. Discuss each suffix rule and its word examples. Then have students complete a copy of PERSONAL POSTER 2 (Blackline Master, page 381), using their own examples.

Build Skillful Writers:

Help students to learn to spell hyphenated number words in their writing. Write twenty-six on the chalkboard. Point out the hyphen. Tell students that most of the time, numbers are written as words. Words for 21-99 are hyphenated. Write one-sixth on the chalkboard. Point out the hyphen. Tell students that fractions are hyphenated in writing.

Extension:

Introduce the game “Over Sixty Dollars”. Assign each letter of the alphabet a dollar value (e.g., A=$1, B=$2, Z=$26). Students can work independently, in small groups, or as a class to play the game—the object is to create words with the highest dollar value over sixty dollars. Challenge the students to make long words through the addition of prefixes and suffixes to earn high scores in the game.

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

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

Google Online Preview   Download