Name _____________________________ Date



Name _____________________________ Date _________________

Spelling Exercises: Unit #2

FIX IT This is not right. Fix it.

There were less things behinds the old table then I thought. A leter was among them. Now I cannot find it, becuse the wind blue it away.

STRETCH Add words to make this sentence longer and better.

IT

The wind started to blow.

SORT Sort these words in some way:

IT

among, danger, against, great, during, giant, along, gym, dog

ADD IT How are these words alike? Add more.

Letter/better, cannot/forgot, draw/__________

____________/____________, ____________/____________

FIND IT Find words inside of words (e.g., wind, win)

_______________________ ________________________

_______________________ ________________________

_______________________ ________________________

_______________________ ________________________

FINISH Finish the sentence. Then tell more.

IT

Among all the games to play at school, the one I like best is __________________________.

Name ___________________________ Date ___________________

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Sentence Dictation

1. ____________________________________________________

2. ____________________________________________________

3. ____________________________________________________

4. ____________________________________________________

Name ___________________________ Date ___________________

[pic]

Sentence Dictation

1. A strong wind came along and took an important letter out of my hand.

2. I was sure I saw it blow among some autumn leaves behind me.

3. I turned around to get it, but I didn’t see it there.

4. Now I need some help, because I cannot find it anywhere.

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Teacher Notes: Unit #2

No Excuse Words:

wind

behind

cannot

letter

among

Build Basic Concepts:

Concept 1 – Frequent spelling patterns for long –i are y, igh, ind, i, and i-consonant-e.

o 1A: Dictate this story starter for students to write: One night when I rode my bike home from school, I thought I saw a tiger right behind me.

Then write the sentence on the chalkboard for students to self-check. Have students identify the long –i words. Point out that these illustrate the most frequent spelling patterns for long –i. Then have students finish the long –i story starter. Provide time for students to share their stories.

o 1B: Have students work in small groups to find and write long –i words. Use these words to create a chart with students for the frequent spelling patterns for long –i. Label one column “other” for infrequent long –i spellings. Have students add words to the chart over time.

Concept 2 - Words are easier to spell when each word part is spelled separately.

o 2A: Review syllables. Select students to write their first name on the chalkboard. Clap the syllables in their names. Continue until each student’s name is listed. Demonstrate folding paper into four boxes (two folds). Have students number their boxes and sort the names on the chalkboard into the box with the corresponding number of syllables.

Determine how many names are in each box. Challenge some students to chart this information on a graph. Using the graph, ask students to analyze the data, such as:

▪ What is the most common number of syllables in students’ names?

▪ Do more or fewer than half of the students have two-syllable names?

▪ How does this data compare with another class? Have students speculate, then verify.

Concept 3 - Frequent spelling patterns for /k/ are c, k, ck, qu, and ch.

o 3A: Write on the chalkboard: A quick and clever kangaroo is the main character. Have students identify the /k/ words in the sentence. Point out that these words illustrate the most frequent spelling patterns for /k/. Tell students that c spells /k/ most of the time. Point out that q is followed by u (only rarely is qu not followed by u, e.g., Iraq).

Next, set up five classroom stations, each with chart paper. Write a /k/ spelling pattern on each chart: c, ch, ck, k, qu.

Divide students into five groups. Give each group a different colored marking pen. Position each group at a chart station. Ask students to note the /k/ spelling pattern on their chart and use their colored pen to write words that contain the pattern on the chart. Time the session (about two minutes) and then tell students to move, carousel fashion, to the next station to contribute to that chart. Continue until each group has been to each station. Then have students read the words on each chart, noting the contribution of each group signaled by their color marking pen. Proofread the words on the charts together.

Build Skillful Writers:

Select a student to write among and between on the chalkboard. Discuss the correct use of these words. Use between with two objects: They divided the apple between Mike and me. Use among with three or more objects: They divided the apple among Mike, Maria, and me.

Have students write sentences with among and between, leaving blanks in place of these words. Organize students into small groups to read their sentences. Each group works together to determine the correct word. If there is indecision, the group can pose the challenge to the class.

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