Name _____________________________ Date
Name _____________________________ Date _________________
Spelling Exercises: Unit #1
FIX IT This is not right. Fix it.
Are room has become home for meny different plant. Though some grows fast and need less sun then others, yet all of them need water
STRETCH Add words to make this sentence longer and better.
IT
It will grow.
SORT Sort these words in some way:
IT
snowball, drew, grow, newspaper, draw, shown, town, saw
ADD IT How are these words alike? Add more.
yet, ten, now, was, …
________________, ________________, ________________
FIND IT Find and write the words to which you can add the –less
suffix.
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
FINISH Finish the sentence. Then tell more.
IT
Though my idea may change, right now I’d like to grow up
to become _______________________.
Name ___________________________ Date ___________________
[pic]
Sentence Dictation
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
Name ___________________________ Date ___________________
[pic]
Sentence Dictation
1. I would really like to become a great artist when I grow up.
2. Even though I work toward this every day, I’m not good enough yet.
3. It’s less important to me to play outside than to draw.
4. It’s far more fun to make pictures with a group of my best friends after school.
[pic]
Teacher Notes: Unit #1
No Excuse Words:
become
grow
draw
yet
less
Build Basic Concepts:
• Concept 1 – Short vowel sounds are usually spelled with one vowel.
Long vowel sounds are usually spelled with two vowels.
o 1A: Review short and long vowel sounds with students. Write short vowel words with one vowel (e.g., land, yet, fish, hot, bun) and long vowel words with two vowels (e.g., space, need, while, road, mule) on the chalkboard in random order. Have students fold a sheet of paper into two columns and sort the words by short/long vowel sounds. Then select students to demonstrate the sorting on the chalkboard for students to self-check. Help students discover that a short vowel word is usually spelled with one vowel and a long vowel word may have two vowels. Discuss how this information helps them become strategic spellers.
o 1B: Select students to write on the chalkboard: sat, plan, stem, fed, best, got, spin, cut. Prompt students to note the short vowel sound spelled with one vowel letter—an expected short vowel spelling pattern. Then ask students to make these short vowel words into long vowel words by adding one letter (e.g., seat, plain/plane, steam, feed, beast, goat, Spain/spine, cute). Point out that the long vowel words have two vowels—an expected long vowel spelling pattern. Next, have students find and write five short vowel words—each with a different vowel letter (a, e, i, o, u), and then add one vowel to change each word to a long vowel word.
• Concept 2 - Frequent spelling patterns for long –o are o, oa, ow,
old, and o-consonant-e.
o 2A: Ask students to write: I know I can go rope an old goat. Write the sentence on the chalkboard for students to self-check. Have students circle the long –o words in their sentence. Follow up by circling the long –o words in your sentence. Ask students to count the vowels in each long –o word. Prompt them to recall that long vowel words are usually spelled with two vowels.
Build Skillful Writers:
Select a student to write less and fewer on the chalkboard. Help students distinguish between these often confused words. Tell students to use fewer if the items can be counted (e.g., chairs) and less if the items cannot be counted (e.g., sand). Write these sentences on the chalkboard for students to select less or fewer:
We have ________________ students than before. (fewer)
There was ________________ wind today than yesterday. (less)
Have students write sentences with less and fewer, 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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