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Spelling Grade 4

Written by Margot Southall Illustrated by Sean Parkes and Ric Ward

ISBN 1-55035-583-X Copyright 1999 Revised January 2007 All Rights Reserved * Printed in Canada

Permission to Reproduce Permission is granted to the individual teacher who purchases one copy of this book to reproduce the student activity material for use in his/her classroom only. Reproduction of these materials for an entire school or for a school system, or for other colleagues or for commercial sale is strictly prohibited. No part of this publication may be transmitted in any form or by any means, electronic, mechanical, recording or otherwise without the prior written permission of the publisher. “We acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for this project.”

Published in the United States by: On the Mark Press 3909 Witmer Road PMB 175 Niagara Falls, New York 14305 www.onthemarkpress.com © On the Mark Press • S&S Learning Materials

Published in Canada by: S&S Learning Materials 15 Dairy Avenue Napanee, Ontario K7R 1M4 www.sslearning.com

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OTM-1817 • SSR1-17 Spelling Gr. 4

Table of Contents Section 1:

Section 2:

Teacher Guide • Instructional Approach ................................................................................................................ 3 • Implementation of the Program .................................................................................................. 3 • Teaching Tip ................................................................................................................................ 3 • Word List ..................................................................................................................................... 3 • Introducing the Skill Activities ................................................................................................... 4 • Applying the Skill Exercises ....................................................................................................... 4 • Independent Practice Exercises ................................................................................................... 4 • Challenge Words: Syllabication Skills ....................................................................................... 5 • Review Activities......................................................................................................................... 6 • Spelling Through Writing: Cue Cards, “Have a Go” Book, Spelling Journal, Proofreading Checklist ................................................................................................................ 6 • Modified Programming - Remediation and Enrichment ............................................................ 7 • Assessment: Self-Corrected Testing Procedure; Scoring Student Spelling; Recognizing Individual Progress; Error Analysis; Writing Records .......................................... 9 • Recording Student Development .............................................................................................. 11 • Expected Learning Outcomes; Placement and Review Tests ................................................... 12 • Tracking and Assessment Forms ............................................................................................... 13 • Scope and Sequence of Skills, Test Scores ............................................................................... 18 Thirty Six Unit Teaching Plans ................................................................................................... 19

Section 3:

Introductory Activities ................................................................................................................. 69

Section 4:

Independent Practice Exercises ................................................................................................... 73

Section 5:

Review Activities ......................................................................................................................... 83

Section 6:

Take Home Lists .......................................................................................................................... 87

Section 7:

Forms for Activities and Games .................................................................................................. 93

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Teacher Guide

Section 1

Teacher Guide

Instructional Approach: Recent analysis of the English language has determined that approximately 50% of words have perfect sound/symbol correspondence and 37% are predictable based on recurring structural patterns and rules. The remaining 13% of our words do not have complete phonetic correspondence and must be learned through visual memory as well. This program applies an integrated, phonetic, structural analysis and visual approach to spelling. Emphasis is placed upon recognition of patterns and classification of words according to their auditory and semantic features. Word lists have been chosen that support these spelling patterns, in addition to words that are frequently used in the written vocabulary of Grade Four students. To meet the diverse needs of students in any one classroom, extensive remediation and enrichment activities are provided to facilitate individual programming. Assessment tools include error analysis forms for the teacher and student, in addition to cumulative records of spelling development. Implementation of the Program: The instructional contexts include teacher directed discussion, whole group, small group and independent applications. To build upon individual learning styles, the students’ attention is focused on the use of visual, auditory, kinesthetic and tactile strategies that are designed to ensure retention of modeled skills and vocabulary. The Unit Teaching Plan for each of the thirty-six units illustrates this in a concise format. This format may be adapted to a five, four or three day plan to suit timetabling requirements. A full description and pictorial representation of each introductory, independent and review spelling exercise is in Sections 3, 4 and 5. Each Weekly Teaching Plan consists of the:

stay wait

late

rain

• Teaching Tip

sav e

clock nature worries brushes

• Word List

• Independent Practice Exercises

• Challenge Words

t 

• Introducing the Skill Activities

• Applying the Skills Exercises 1. Teaching Tip:

• Review Activities

• Assessment

Information regarding the phonetic, grapho-visual and semantic features is provided for the teacher under Teaching Tip. This allows the spelling pattern or principle to be modeled and explained to the students. Examples are provided for whole group teaching. © On the Mark Press • S&S Learning Materials

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Section 1

Teacher Guide

2. Word List: The vocabulary used in the lists represents spelling patterns and principles that may be categorized by the students according to their key features, in addition to high frequency vocabulary. These high utility words are indicated with a star (*). Many of these words cannot be completely encoded phonetically and need to be remembered through visual memory. By selecting Independent Practice Activities that address the visual modality, such as Word Pyramids, teachers will assist students in the long term retention of these irregular spellings. To meet the diverse needs of the students in any one classroom, several levels of vocabulary may be presented for study. The first being the core list, the second the challenge words and the third optional format outlined in the Remediation section of the Teacher Guide. The Placement Tests in this section are designed to assist teachers in determining the appropriate level of word study for each student. 3. Introducing the Skill Activities: Appropriate teaching strategies to introduce the skill are described in each unit. These include activities that specifically target the unit skill, as well as general introductory exercises that are described in full in Section 3. The teacher may follow the suggested unit activities or choose from any one of the general introductory activities provided in Section 3 of the program. An inductive or deductive approach is used to introduce the new concept, followed by activities that provide students with an opportunity to explore sound/symbol, structure and meaning relationships. 4. Applying the Skill Exercises: These exercises are designed to relate specifically to the skill presented in the introductory activities. The whole group exercises provide opportunity for students to develop understanding and gain proficiency in this skill. Applying the Skill exercises are fully explained in each unit. 5. Independent Practice Exercises: Flexibility for the teacher and motivating choices for the students are provided through multisensory Independent Practice Exercises. These classroom-tested activities are designed to ensure the highest rate of student success and long term retention of skills through incorporating auditory, visual and kinesthetic-tactile experiences. Within each unit, independent activities are listed that provide opportunity to reinforce and extend student application of the target skill. A full description and model of each activity is found in Section 4. The Practice Exercises may be used solely for teacher reference, as activity cards or displayed on a bulletin board as a visual reminder for students. A teacher may also choose some of the practice exercises for small group or language center activities. In this way the program provides for flexibility in implementation. The simple language and illustrations used in the exercises are designed to be student friendly, as well as providing a clear model for teachers. It is expected that students will use a notebook to record their spelling activities. Teachers may model page layout using the example illustrated in each of the practice exercises. Forms required for some of the independent exercises are also included in Section 7. Once the teacher has modeled a practice exercise, it may be listed by name on the chalkboard for subsequent spelling sessions and independent practice, with a simple sketch beside it as a visual reminder if necessary. For example: © On the Mark Press • S&S Learning Materials

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Teacher Guide

Section 1 Spelling Exercises 1. 2. 3. 4.

Building a Pyramid Memory Clues Synonyms Dictionary Definitions

6. Challenge Words: Syllabication skills are modeled and reinforced throughout the program with multisyllable challenge words. The students write syllables in sequence to form a dictated word and are involved in self-monitoring through the immediate correction of errors. Challenge exercises consist of multisyllable words that contain the sound segment and/or require application of the spelling principle. Segmentation and oral blending are two essential phonemic awareness skills. Students who have difficulty with spelling in the upper grades often omit syllables or represent them incorrectly. Through this activity you are developing their phonemic awareness skills and preparing them for a higher developmental stage of spelling. A number of challenge words are provided, so that some may also be used as a word list for students requiring enrichment opportunities. Format for Challenge Words Activity: 1. Orally introduce the challenge word without a written reference in the form of a riddle related to its meaning or structure. This may require several clues before a correct student response. 2. Have students clap the syllables they hear in the word with you as they slowly articulate them. Ask students to identify the number of syllables in the word. 3. Request that students record possible spellings for the word in the Challenge Word or Have a Go section of their notebooks against the left margin, leaving space for the correct version. Invite the sharing of student spelling attempts and record each one on the chalkboard. Record at least four versions underneath each other, with the syllables aligned in columns if possible. 4. Focus on the easiest syllable first and underline each version of this syllable offered by the students i.e. each representation of that syllable in all of the words. This means you may not proceed in sequential order through the word. Take a class vote or simply identify the correct version of the syllable. Proceed to the next hardest syllable, ending with the most challenging to spell. 5. When the last correct syllable has been identified and the challenge word revealed, focus on more detailed aspects of this word, such as the number of vowels. Point out that each syllable must contain at least one vowel. You may wish to focus on further spelling elements within the word. Complete the activity by having students record the correct version next to their attempt in their notebook. Example:

in in in in

cred cred cred cred

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a ble i ble ble a bel

am in al an a mal an i mal an i mel

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Section 1

Teacher Guide

7. Review Activities: Review opportunities for each unit include spelling games and activities for the whole class and pairs of students, as well as independent practice. A complete description and examples of these can be found in Section 5. Forms required for some of the review activities, such as spelling games, are found in Section 7. Some examples of review activities include: Proofreading, Wordo Game and Extended Dictation. Regular review of spelling patterns and principles can be introduced through choosing representative vocabulary from each unit to be used for cumulative review and testing. For example, every four units you may wish to review the skills taught up to that point by presenting three or four words from each unit in the form of Independent (Section 4) and Review Activities (Section 5), then having a quiz. The Take Home Lists in Section 7 can be used for home study purposes, group work or independent classroom practice. Spelling Through Writing: Spelling is a skill that applies throughout the curriculum. By providing opportunities for students to integrate both meaning and structural knowledge, both will develop simultaneously. There are many possible formats for developing spelling skills through writing: menus, riddles, newspaper articles, advertisements, tongue twisters, recipes, tall tales, conversations (dialogues), poetry, letters, questionnaires, play scripts, report, descriptive and narrative writing. The following strategies are suggested to assist students in transferring their spelling skills to the writing context. • Spelling Cue Chart: To assist students in developing self-monitoring strategies and increase risk taking in spelling, discuss the following list of steps to complete when spelling an unfamiliar word. Provide each student with a copy of the cue card in Section 7 for reference during writing time: 1. 2. 3. 4. 5.

Say Listen Think Try Check

the word slowly for each syllable and count them of other words with the same sounds, letter patterns and meaning spelling the word two or three ways and choose the one that looks right the spelling with a dictionary

• “Have a Go Book”: As a follow up to the cue card, provide students with an exercise book in which they can record their attempts to spell words. These can be recorded in three columns, with the first two being their two attempts and the third the correct spelling. The word can then be added to their personal dictionary. You may wish them to use the back of the book for this purpose and the front as a spelling journal. • Spelling Journal: This is where students will record spelling patterns and connections they have observed in their reading and writing, practice new words and record any problems they encountered. To address “spelling demons”, a format of three columns can be used, where the first one includes the Words to Learn (causing difficulty), the second column their Key Features and the third a Memory Aid or way they can remember the spelling. They may also record words related by meaning, words that are interesting, unusual or theme related. These may be added to the class list for practice. The spelling journal provides a context to practice word analysis and self-monitoring skills, as students record questions they have about spelling for future class discussion. The spelling journal is also an excellent opportunity to review what has been learned and engage students in establishing goals for future learning. Suggested headings for unit reviews include: What I Have Learned (know), What I Want to Learn and What I Am Not Sure About. © On the Mark Press • S&S Learning Materials

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Teacher Guide

Section 1

• Magic Line: To encourage risk taking in writing, encourage students to draw a line or space when they are unsure of the specific letters or sound segment. For example, because could be represented as bec__s. The spaces can then be completed by a peer or teacher when the student has completed their piece of writing. In this way, fluency and creativity is not inhibited and the student is encouraged to extend themselves in their writing. • Personal Dictionary: By recording the words they use often in their daily writing activities, students will build up a word bank of familiar vocabulary that has meaning for them. A reproducible personal dictionary is available from the publisher. Alternatively, a notebook can be alphabetized. • Proofreading Errors: The ability to proofread requires continual modeling of self-monitoring strategies. Teachers need to verbalize this process as they edit a passage on the chalkboard or overhead and pose the following questions: • How do I know if it is wrong? • What confused me when I spelled this word? • How do I correct the spelling? • Locating Errors: Some students will have difficulty locating errors. Provide a series of steps for them to follow. For example: • Use a ruler to guide your proofreading for each line of the text. • Start at the bottom and proofread line by line up to the top of the page or proofread by checking from right to left (this helps overcome the tendency to “read” from memory and prediction cues rather than attending closely to each word in isolation). • Underline words you are not sure of. • Check each syllable. Have you recorded each one? • Try spelling the word two or three ways and decide on the best one. • Use a dictionary or ask someone to proofread your spelling. Modified Programming: Remediation and Enrichment Remediation: Implementing Developmentally Appropriate Programming: Spelling is a developmental process. In any one class there will be students who represent a range of developmental levels. To assist each student to progress to their next developmental stage, it is essential that programming be provided at their instructional or functioning level, rather than grade expectations. The vocabulary presented in lessons needs to correspond to their reading level and address skills they are “using but confusing”, such as a misuse of silent or marker-e. For example, writing bote for boat demonstrates a readiness for the direct teaching of this skill. To meet the needs of students whose spelling represents an earlier stage of development, the teacher may choose to provide the program at an earlier grade level. The consistent format and flexible components of this spelling series enable teachers to achieve this with a minimum of additional preparation.

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Section 1

Teacher Guide

Identifying Individual Needs: Students experiencing difficulty in spelling may not have developed automaticity in hearing and recording letter sounds in sequence or recognize key features of words, such as phonetic, visual, semantic and derivational relationships. The development of these skills is often best addressed through the modeling of word analysis and self-monitoring strategies supported by tactile experiences. The error analysis procedures described under Assessment provide useful tools for the teacher and student to identify specific areas of weakness for remediation. A pattern of recurring errors, such as phonetic substitutions for irregular spellings and confusions due to incorrect pronunciation clearly illustrates the strategies neglected and the focus for individual practice. Instructional Strategies: The following remediation activities are suggested to address modified programming requirements: • Modified Word List: The Placement Tests in this section are designed to identify students who require a modified word list for study. The word list with each unit can easily be modified by either reducing the number of words presented or providing representative vocabulary of lesser complexity. Students who are experiencing difficulty achieve mastery more consistently when only presented with one to three words to practice in a session, instead of all the list words at once. Students achieve mastery when they can correctly spell the word in three consecutive peer dictations. Once these words are mastered, the next set is provided. The second option involves selecting words that illustrate the Skill Focus, but that contain fewer challenges in terms of sound segments or number of syllables. By choosing less challenging words and reducing the number required for mastery, you are incorporating both program modifications. Approximately 50% of our words are spelled with either short vowels or use the marker-e, so these two areas are important. Words with diphthongs (oi, oy, ou, ow), r-controlled vowels, contractions and homophones usually pose the most difficulty and require additional practice. • Kinesthetic/Tactile Reinforcements: Spelling requires remembering the sequence of a series of movements (visual-sequential memory) in order to form words. Automaticity in writing facilitates spelling by enabling the student to concentrate on the spelling of the word and the sentence structure, rather than on the physical process of forming the letters. To assist the student to develop automaticity in writing the word, have them focus on the physical sensation of forming the word by using their finger on their desk or chalkboard (not in the air). By “feeling” the word this way, they are more likely to remember the sequence of letters. This is similar to developing touch typing skills. Modeling and practicing handwriting forms and having a handwriting guide on the desk is also helpful. • Analyzing Errors: The self-correction and analysis of error patterns is an important learning opportunity for students. The Self-Correcting Errors and Error Analysis forms are described in full under Assessment in this section. • Word Sorts: The word sort introductory activity provides a tactile basis for recognizing and applying spelling generalizations. By classifying words according to sound, structure and meaning, students will be able to recognize and articulate a spelling generalization that will enable them to spell further words through analogy. • Word Games: It is important that students experiencing difficulty are provided with a number of different contexts in which to experiment with language. The games in Section 5 are easily adapted to be less competitive by making them into a team or paired format and recognizing each attempt. © On the Mark Press • S&S Learning Materials

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Teacher Guide

Section 1

• Spelling Cue Chart (see Spelling Through Writing) • Visualization Exercise (see Review Activities) • Spelling Study Card (see Review Activities) • Magic Line (see Spelling Through Writing) • Personal Dictionary (see Spelling Through Writing) • Spelling Journal (see Spelling Through Writing) Enrichment: In addition to challenge words, a spelling through writing approach can provide a variety of enrichment opportunities. Teachers may also choose to provide the next level in the spelling series to meet the needs of students at a more advanced stage. Activities that allow for enrichment include: • Word Webs: Students brainstorm and record a semantic web centering on a list word. Words may be related on the basis of sound, structure or meaning. A thesaurus is a useful tool for this activity. Compare word webs of different students in a group sharing session. • Memory Aids - Word Jokes and Silly Expressions: Ask students to create one of these that would help others to remember the spelling of the word. This is a mnemonic strategy or memory aid. Example: a friend to the end, dessert has two s’s because you want two, RU cold in February? • Spelling Journal: A journal provides an ongoing context for recording discoveries, words of interest and questions for class discussion (see Spelling Through Writing). • Writing Connections: By writing alliterative sentences, riddles, poems, newspaper articles, advertisements and letters that require application of specific spelling skills students are able to extend their skills in a relevant context. • Spelling Games: The games in Section 5 provide a variety of formats for extending student knowledge. You may wish students to create a word bingo of the list words, wordsearch, crossword puzzle or board game requiring correct oral spelling of the target words. • Bonus Challenge Words: The challenge words provided in each unit may be extended to include further multisyllabic words that require application of the spelling principle or are based on current Science or Social Studies topics. Students may also choose to study words of interest to them. Assessment: The use of a spelling journal, “Have A Go Book”, pieces of unedited writing and tests will provide the teacher with a basis for assessing students’ spelling development. The assessment procedures and forms in this section provide tools for both teacher tracking of individual student progress and self-monitoring by the student.

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Section 1

Teacher Guide

Self-Corrected Testing Procedure: • Testing Procedures: A test-study-test process in the form of pretest, study exercises then post test is one option for assessing the progress of students using this program. However, the central purpose of the test dictation is for students to have the opportunity to retrieve practiced spellings and analyze their own errors. The term “preview” may be a better term than pretest and be less stressful for students when the purpose is explained. The purpose of “testing” is to identify the knowledge, skills and strategies students: • know and are able to apply • confuse (as a focus for programming) • neglect to apply (not yet developed or introduced, see Error Analysis) The “preview” is completed at the beginning of the unit so that students are able to identify the remaining words posing difficulty and their Independent Practice Exercises are focused only on those words they do not know. This is important in establishing student motivation and purpose. The final step is the test dictation. Possible formats for test dictations are as follows: • Present the word alone, in a sentence, again alone. • In the final test, substitute some of the list words for other words that represent the same principle. In this way, you are assessing students’ ability to generalize the principle to further vocabulary. • Present a written cloze exercise for students to complete with list words. It is important to read the sentences or passage to the class so that it is not a test of reading comprehension. This allows for assessing spelling within a writing context, and is especially useful for identifying incorrect use of homophones. Individualized programming can be achieved through peer dictation or by dictating to groups of students according to the needs identified in the error analysis. • Scoring Student Spelling: Immediately after the “preview” and final test, students are to score their spellings and rewrite any words with errors by copying the model on the chalkboard (see Self-Correcting Errors Form). Partial credit can be awarded by allocating or allowing them to give themselves a mark for each 1) correct letter, 2) sound segment or 3) syllable in the list words. A simple check mark over each correct word part indicates the score. For example, if giving credit for each correct letter, frend for friend would be a score of 5/6. A score for each test is then given for the number of correct words as well as the total number of correct letters, sound segments (letter clusters) or syllables. • Self-Correction of Errors: The majority of student learning occurs during the process of analyzing and selfcorrecting their own errors. The Self-Correcting Errors Form enables students to pinpoint the word segment they need to correct. A cloze procedure is used with students recording their misspelling in the first column, followed by the same misspelling, but with blank lines where the incorrect or omitted letters occurred. The final column is where the student records the correct spelling. For example: gril, g _ _ l, girl. To assist in developing the students’ visual memory, they may use color or exaggerate the size of the corrected letters. The student then scores their own attempt by recording the number of letters in the correct sequence out of the possible total. For example, gril for girl would be a score of 2/4. After students have identified their errors and completed the form, Independent Practice and Review activities may be completed. • Recognizing Individual Progress: It is important that students have a visual record of their progress, such as a

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Teacher Guide

Section 1

graph or chart. Tracking of individual pre- and post-test scores can be recorded on the Scope and Sequence of Skills Tracking Form. You may wish to make copies of these for student files or portfolios. Reward individual improvement with the Certificate of Spelling Achievement. If you do not wish to use a test format, by focusing on error analysis and individual progress, you will have provided necessary information for reporting purposes. Error Analysis: • The Error Analysis Record provides a basis for the teacher to analyze student misspellings. The categories for recording are representative of the most frequently occurring errors by elementary students. As each type of error is located in the selected piece of writing or spelling test, record it with a check mark in the appropriate column. After several analyses, a pattern will emerge that provides direction for future programming. Neglected spelling strategies and confusions then become the focus for teacher modeling and independent practice. • The Student Error Analysis form is for the students to analyze their misspellings in the same manner and identify their strengths and areas of need. • A Writing Record enables teachers to assess the transfer of spelling skills to the writing context. This procedure involves dictating a short passage that is at the students’ reading level or composed from words representing the target skills of previous spelling units. Students are to write on alternate lines to allow room for proofreading and scoring. Allow students five to ten minutes to proofread their writing, by rewriting the word above, with no erasing permitted. Provide the proofreading checklist as a guide for the editing process (see Spelling Through Writing). Score the student on the number of correctly spelled words in percentage form. Count the number of accurate corrections and record these as the number of self-corrections out of the total number of misspellings. For example, three self-corrections out of seven errors, or 3/7. Use the Error Analysis and Record of Student Development forms as a guide for recording both the strengths (strategies demonstrated on first attempt and proofreading) and weaknesses (strategies neglected as demonstrated in the error patterns and absence of selfcorrections). The same passage can be dictated again later to determine progress. An alternative format is a timed writing period of ten minutes using a sentence starter or topic provided as the basis for analysis. It is recommended that pieces of writing and tests be analyzed a minimum of every four to six weeks to maintain an ongoing record. Recording Student Development: The Record of Spelling Development is a useful reference for programming, reporting and parent communication. Entries will include samples of student misspellings and observations. The information obtained from the error analysis form provides the entry under Application of Spelling Strategies. These include the use of: 1. Phonetic spelling where the sound/symbol correspondence is achieved as in the word big. 2. Visual patterns such as ight, ough. 3. Meaning where understanding of the base word is applied to the spelling of words with prefixes and suffixes, such as in care, careful, in the spelling of homophones, and in compounds where there is a logical connection, as in snowball. 4. Functional patterns where the student demonstrates understanding of how the word is used in a sentence, such as contractions, possessives, plurals, compounds and abbreviations.

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Section 1

Teacher Guide

Expected Learning Outcomes: Students will be able to: • • • • •

compare, contrast and categorize vocabulary based on their orthographic patterns, sound and meaning. apply phonetic, grapho-visual and semantic strategies to encode unfamiliar vocabulary. segment words into syllables with VCV and VCCV pattern. proofread and analyze their spelling errors by reference to a visual model. expand their personal word bank of high frequency vocabulary.

Placement and Review Tests for Grade Four Level: Test A is a placement test and is designed to survey the developing spelling knowledge of your students. It is based on sample words from the program at the previous grade three level. Present the first test in dictation format at the beginning of the program. If the student scores: • between approximately 50 and 70% of the words correctly, they are appropriately placed on the grade or level four program’s core word list. • 50% or fewer words, they may require a modified word list as outlined in the Remediation section. • over 75% of the words correctly, include the Challenge words in each unit with their word study list. Tests B and C are based on the grade four program and can be used as mid-year and end-of-year assessments. Test B consists of sample words from Units 1 to 18 and Test C is for Units 19 to 36. Test A

Test B

Test C

back plant finish lunch those gave team side tube start sort first coins small dinner cutting that’s something night little

across spring handle fetch charge paid mean bright grew piece north perhaps square measure voice clouds almost because know whose

laugh questions watching copied hardest higher themselves without anywhere somebody happened people person million they’re disappoint explore powerful thought would

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Teacher Guide

Section 1

Error Analysis Record Name: ___________________________________

Sample of Student’s Spelling Miscue

Use of Phonetic Strategies for Irregular Spelling

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Omission or Insertion of Letters

13

Sequencing of Letters, Sound Segments

Confusion of Letters or Words that Sound Similar

Incorrect Pronunciation

OTM-1817 • SSR1-17 Spelling Gr. 4

Section 1

Teacher Guide

Writing Record Name: ___________________________________ Number of Words: ____________ Number of Misspellings: ____________ Accuracy: ____________%

Number of Self-Corrections: ____________

Strategies Used: (circle) sound-symbol

visual patterns

function

meaning

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Teacher Guide

Section 1

Record of Spelling Development Name: ___________________________________ Demonstrated:

Date: _____________________ Date: _____________________

Increased bank of known words

Sequencing of sound segments, syllables

Representation of spelling patterns, syllables

Application of spelling strategies: • sound/symbol • visual patterns • meaning • functional patterns Ability to recognize and correct errors (proofread) Ability to identify key features and make generalizations Comments:__________________________________________________________________ ___________________________________________________________________________ © On the Mark Press • S&S Learning Materials

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Section 1

Teacher Guide

Student Error Analysis Name: ___________________________________ Why I misspelled the word: 1. I left out a letter(s). 2. I added a letter(s). 3. I misspelled a part with an irregular spelling. 4. I misspelled a part with a regular spelling.

How I will remember:

5. I put the letters in the wrong order. 6. I confused two words with the same sound. 7. I mispronounced the word. 8. My handwriting was not clear.

Dictation

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Corrections

16

A. B. C. D.

Rules Patterns Words Like It Memory Clues

Error Code

Strategy Code

OTM-1817 • SSR1-17 Spelling Gr. 4

Teacher Guide

Section 1

Self-Correcting Errors Name: ___________________________________ Misspelling

Spaces for Errors

Correct Spelling

Score

bilt

b _ ilt

built

3/4

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Section 1

Teacher Guide

Scope and Sequence Tracking Form Name: ___________________________________ Unit

Pre-Test

Post-Test

My Progress

Consonant blends Consonant clusters Vowels with ch, tch, ge, dge Hard and soft c, g Short and long vowel a Short and long vowel e Short and long vowel i Short and long vowel o Short and long vowel u ie or ei Vowels + r: /ar/, /or/ Multiple spellings of /er/ /air/ and /ear/ Words with ure Diphthongs oi, oy Diphthongs ou, ow /ô/ spelled au, aw, al and wa Silent consonants /f/ spelled ph, gh and /kw/ spelled qu Suffixes ed, ing, doubling consonants Silent e, y with suffixes ing, ed, es Comparative suffixes er, est Regular and irregular plurals Compound words Syllable pattern VC/CV Syllable pattern V/CV, VC/V /el/ spelled le, al, el / n/ spelled en, in, on, ain /shun/ spelled ion Contractions Singular and plural possessives Prefixes dis, in, non, un Prefixes ad, ex, pre and pro Suffixes ly, ful, less, ness Irregular verbs Homophones e

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Skill

NOTE: The concept of nouns, verbs and adjectives is also incorporated within units. © On the Mark Press • S&S Learning Materials

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Unit Teaching Plans

Section 2

2.1

Consonant Blends Teaching Tip: A letter sequence of two consonants may form a consonant blend. In a consonant blend, you can hear each letter sound. The list words have l, r and s blends at the beginning or end of the word. The final consonant sound in track is /k/. The letters ck are used after a short vowel. Long vowel words like speak and words with consonants before the ending like thank use k. Words with more than one syllable end in ic more often than ck. Example: picnic, panic. When a suffix is added, ck is used. Example: panicked, picknicking.

clock nature worries brushes

Word List:

Word List *clock *front *against *spend track *grandfather

Challenge Words

*complete *stood *across *flight *problem *standing

*traffic address transport blanket *blood

*panicked plastic plenty attack *climate

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Present each list word orally and ask students to identify the sound/ spelling they hear at the beginning, middle or end of the word, depending on the location of the blend. 2. Syllabication: Have students read each word slowly, tap the syllables they hear and state the number of syllables in each word. 3. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. Use the strategy “Say It Wrong to Spell It Right” to reinforce the silent letters in flight. 4. Categories - Closed Word Sort: Use these key words for each category heading: crack, fresh, print, trap, block, clam, flag, plum, spill, stop. Students are to sort the list words by examining their consonant blends and comparing these to the key word headings. Brainstorm further vocabulary with these blends and record under each category. Open Word Sort: Students now decide upon other possible categories to group the words, such as number words, nouns, verbs, adjectives, words with ck, etc. They may need to have an exceptions or miscellaneous category for words that do not correspond to any of the categories. Example:

© On the Mark Press • S&S Learning Materials

nouns

verbs

adjectives

clock

stood

plenty

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Section 2

Unit Teaching Plans Applying the Skill: 1. Independent Word Sort: Review the Teaching Tip for spelling words with ck. Students are to sort the following words under the categories _k and _ck and make a statement summarizing the spelling features of each category. One category of words will have a short vowel before the /k/ and be spelled with ck. The other will have a long vowel sound or have a consonant before the /k/ and be spelled with a single letter k. Word List: pack, sneak, bake, park, attack, quick, cheek, ask, thank, check, trucker, weak, strike, spoke, hockey, lake, joke, lucky, trick, pocket. Example: _k _ck sneak

pack

2. Idioms: Students are to explain the meaning of the expressions “in a pickle” and “spending time” in writing. They may also wish to illustrate both literal and figurative meanings.

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3. Word Hunt: Within a timed period, students or groups of students are to search and record words with l, r and s blends. The object is to find as many as possible. Reference sources may include novels, newspapers, magazines, dictionaries and text books. These are shared and their spelling features discussed. Optional: Repeat this process for words with k and ck. Words can be recorded without being categorized, then exchanged for a partner to discover the categories and sort accordingly. Independent Practice Exercises:

1. Skeleton Words 2. Ask a Question

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Challenge Words: (See Section 1)

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Review Activity:

2.2

Dictated Word Sort (using vocabulary in the Independent Word Sort)

Consonant Clusters Teaching Tip: A letter sequence of three consonants together in a word forms a consonant cluster. Consonant clusters occur in one syllable. Words with scr, spl, spr, mbl, mpl and ndl have three letters with three sounds that can be pronounced in sequence. Words with nch, nth, rch, chr, shr and thr are built on the digraphs ch, sh, th and usually occur with n or r. They have three letters but only two sounds.

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OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans clock nature worries brushes

Section 2

Word List:

Word List struggle crumble *month sample scream *straight

Challenge Words

*strange thrilling splash throat branch *spring

scribble assemble mumble screwdriver scrape

sprinkle crumple *strength splendid threat

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Present each list word orally and ask students to identify the sound/ spelling they hear at the beginning or end of the word. 2. Oral Cloze: Present an oral sentence where each list word is omitted for students to complete. 3. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. Use the “Say It Wrong to Spell It Right” strategy to reinforce the silent letters in the word straight. 4. Closed Word Sort: Use the key word headings scrub, split, spray, street, throw, mumble, simple and bunch. Students sort the list words by examining their consonant clusters and comparing these to the category headings. Brainstorm further vocabulary under each category. Applying the Skill: 1. Sort by Vowel Sound: Students are to sort the list words according to the two categories long vowel and short vowel. Example: The list word straight has a long vowel sound, while branch has a short vowel sound. 2. Word Pictures: Students are to draw something that represents the meaning of each list word. These may be labelled or shared with a partner who is to guess the word and label the picture. 3. Word Hunt: Students search and record words containing the consonant clusters listed in Teaching Tips and student brainstorming sessions. These are shared with the class and their spelling features examined. stay wait

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4. Idioms: Students complete a written explanation of the expression “straight from the horse’s mouth”. Independent Practice Exercises:

1. Write a Riddle 2. Listening to Ending Sounds

Challenge Words: (See Section 1)

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Review Exercise:

© On the Mark Press • S&S Learning Materials

Cue Cards 21

OTM-1817 • SSR1-17 Spelling Gr. 4

Section 2

Unit Teaching Plans

2.3

Vowels with ch, tch, ge, dge Teaching Tip: When a short vowel comes immediately before the /ch/ sound, try tch. Exceptions: much, such, sandwich, rich, which, attach. When a short vowel comes immediately before the /j/ sound, use dge. In summary, it can be stated that short vowel words often use the three letter option to represent the /ch/ or /j/ sound. Note that diphthongs (ou, oi, ow, ou) and vowels + r are considered long vowels in this generalization.

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Word List:

Word List switch *edge bridge coach stage *touch

Challenge Words

stretch *kitchen *huge change fetch porch

village stranger cottage message bandage

budge pitcher *stomach damage *college

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words with ch, then tch and ask students to listen for a short or long vowel sound. They are to give the thumbs up signal for a long vowel and thumbs down for a short vowel sound. Repeat for ge and dge. 2. Closed Word Sort - Compare and Contrast: Use the key word headings peach, patch, cage and badger for the four categories. Students are to sort the list words by examining the spelling of the /ch/ or /j/ sound and comparing these to the key word headings. Ask them to focus on the vowel sounds preceding the /ch/ or /j/ sounds. They are to make a statement summarizing the spelling generalization for the different spellings based on the vowel sound (refer to Teaching Tips). Brainstorm and list further words with the same sound/spellings. Create an Exceptions category for words like such and much and use a question mark as the heading. Example:

peach

patch

cage

badge

touch

switch

stage

edge

3. X-Ray Eyes Activity: Applying the Skill: 1. Independent Word Sort: Review the spelling generalization and ask students to sort the following vocabulary according to the categories Short Vowel + tch, Long Vowel + ch, Short Vowel + dge and Long Vowel + ge. Word List: beach, fudge, coach, edge, wage, pinch, large, fridge, couch, sketch, ketchup, torch, launch, spinach, march, village, search, sponge, arrange, judge, lodge. Example:

Short Vowel + tch sketch

© On the Mark Press • S&S Learning Materials

Long Vowel + ch beach 22

Short Vowel + dge fridge

Long Vowel + ge wage

OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

2. Comparison Venn Diagram: Students are to draw a Venn Diagram to illustrate the differences and similarities between the lake and the beach. 3. Movie Title: Students use at least one spelling word to write a title for a movie. Example: “The Bridge Between Two Worlds”. stay wait

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4. Colorful Vowels: Students copy the list words and write the vowels in color. Independent Practice Exercises:

1. Build a Pyramid 2. True or False

Challenge Words: (See Section 1)

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Review Activity:

Proofreading

2.4

Hard and Soft c, g Teaching Tip: Hard g is usually found before the letters a, o or u. Soft g and c are usually followed by the letters i, y or e. This can be summarized in the phrase i, y and e soften c and g. Note how g is followed by a silent u in guide and the initial /w/ sound in once.

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Word List:

Word List *chance *since courage *control giant garbage

Challenge Words

*once *science *practice *guide magnet *charge

recognize voyage *message surface decorate

America *general language *recently Canada

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words chance, since, control, once, science, giant, magnet and guide. Ask students to listen for a soft or hard c and g sound. Students give the thumbs up for the hard c or g, down for soft c or g. Note: The rest of the list words have both sounds. 2. Closed Word Sort - Compare and Contrast: Use the key word headings cent, coin, gym and game. Students are to sort the list words according to the soft or hard sound of c and g. Some list words will belong in both categories. These are courage, garbage and practice. Ask them to focus on the vowel sounds before or after c and g, making a statement summarizing the spelling generalization for the different sounds represented by the same letters (refer to Teaching Tips). Brainstorm and list further words with same sound/spellings. © On the Mark Press • S&S Learning Materials

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Section 2

Unit Teaching Plans Example:

cent

cabin

gym

game

chance

control

charge

guide

3. Minimal Cues Activity: Applying the Skill: 1. Independent Word Sort: Students are to sort the following vocabulary under the headings Hard C, Soft C, Hard G, Soft G and make a summary statement based on the letter sequences that justify their categorization for each of the four lists. Open Sort: When they have completed this they are to create categories of their own and sort the words accordingly. Example: Categories could include places, time words, nouns, verbs, number of syllables, end with marker-e-, etc. Word List: cedar, place, gone, ginger, garden, garage, recent, since, voice, camp, cave, city, guitar, clap, care, fancy, trace, service, orange, gave, gate, buy, corner, force, cash, cure, card, cute. 2. Larger Than Life: Students are to copy the list words and exaggerate the size of the vowel in each one. 3. Idioms: Students provide a written explanation of the expressions to “take a chance”, to “jump at the chance”, to “stand a chance” and “a once in a lifetime chance”.

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4. Word Hunt: Students search and record further examples of each of the four categories in reference materials. Independent Practice Exercises:

1. Little Words Inside 2. Word Machine

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Challenge Words: (See Section 1)

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Review Activity:

2.5

Tic Tac Toe

Short and Long Vowel a Teaching Tip: Long vowels say their name. Double Vowel Rule: The majority of long vowel sounds require two letters. If a one-syllable word has two vowels, the first one often has the long sound and the second is silent. Example: boat. Silent e Rule: If a word has one vowel at the end, it often gives the word a long vowel sound. Example: gave. Exceptions: the words paper, bagel, basin, baby, apron, gravy, bacon, potato, tomato only have one a but a long vowel sound. The letters ey can represent the long a sound as in they and gray. The word said has two vowels but a short e sound.

© On the Mark Press • S&S Learning Materials

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Unit Teaching Plans clock nature worries brushes

Section 2

Word List:

Word List *fact *break *danger *animal *add *afraid

Challenge Words

paid *half *safe *yesterday *main holiday

available amazing tomato claim *escape

*remain behave raisin chocolate anaconda

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words and ask them to listen for a short or long a sound. Students give the thumbs up for long vowel, down for short vowel. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. 3. Model the Silent e and Double Vowel Rule: Use the examples of hat - hate, mad made, tap - tape, snack - snake, lack - lake, gap - gape, plan - plane, scrap - scrape to model how the addition of silent or marker-e changes a short vowel word. Use the examples of mad - maid, ran - rain, pad - paid to illustrate the double vowel rule. 4. Closed Word Sort - Compare and Contrast: Use the key word headings bran and brain as category headings. First they are to sort by long or short vowel sound. The second sort is by the different spellings of the long vowel sound under the category headings a_e, ai, ay, a. Brainstorm and list further words with these sound/spellings. Create an Exceptions category for words like break and they where ea, ey have a long a sound. Example: bran

brain

?

fact

yesterday

break

Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by 1) Short or Long Vowel Sound and 2) Spelling Pattern under the category headings a_e, ai, ay, a using the Introductory Activity as a model. Word List: gain, stay, glad, claim, waste, save, great, prey, paper, steak, laid, raise, grade, last, plant, shave, land, vase, range, brake, after, crash, fabric, matter, happen, math, above, ask, bacon, baby. 2. Verb Tense, Homophones: Students are to use the words pay and paid, brake and break in sentences to illustrate their meaning. 3. Dangerous Animals: Students 1) List five dangerous animals; 2) record two facts about each one; 3) explain why they are dangerous and 4) describe an escape plan. 4. Idioms: Students provide written explanations of the expressions “hitting the hay” and “raising the roof”. stay wait

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5. Word Hunt: Students locate and record further vocabulary with long vowel a spelling patterns. Independent Practice Exercises

1. Word Search Puzzle 2. Antonyms: paid, fact, afraid, add, break

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Section 2

Unit Teaching Plans Challenge Words: (See Section 1)

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Review Activity:

Extended Dictation

2.6

Short and Long Vowel e Teaching Tip: Review the silent letter e and double vowel rule in Unit 5. The long vowel sound can be spelled with a single e, as in we, she, erase, equal, before, became, began, because, remember and between. The letters ey are a less common spelling of the long vowel sound. Theme and scene are examples of the e_e pattern. Exceptions: The letters ea can spell the long vowel sound in mean or the short vowel sound in ready. The addition of r or l changes the sound of ea as in hear, fear, real and meal. In the word people, eo is a rare spelling of the long e sound. (See Unit 10 for ie, ei spellings.)

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Word List:

Word List *mean *money *reached asleep *ready *spread

Challenge Words

*easy *least *remember *empty *forest *agree

result company athlete *enemy *repeat

*evening degree *electricity compete estimate

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words and ask students to listen for a short or long e sound. They are to give the thumbs up for long vowel, down for short vowel. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. 3. Closed Word Sort - Compare and Contrast: Use the key words end and begin as category headings. First students are to sort the list words by long or short vowel sound under these two headings. The second sort is by the different spellings of the long vowel sound using the category headings ea, e_e, ee, ey, e, y. Brainstorm and list further words with these sound/spellings. Create an Exceptions category for words with ea as short sound and for the list words ready and empty which have both the short and long vowel sound as well as words with ie or ei (see Unit 13). 4. X-Ray Eyes Activity: Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by 1) Short or long vowel sound and 2) Spelling pattern under the categories ea, e_e, ee, ey, e, y using the Introductory Activity as a model. Some words will need to be in both short and long © On the Mark Press • S&S Learning Materials

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OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

vowel categories. Example: penny. Word List: bend, slept, steam, screen, east, teeth, present, dentist, forget, began, knee, speech, interest, September, pentagon, them, wedding, penny, reason, forest, dream, complete, theme, valley, monkey, please, treat, coffee, greed, tease, team, ahead, death, deaf, bread, speak, spread, seem. 2. Memory Aids: To help remember words with the different spelling patterns for the long e sound, students are to create and record phrases using two words with the same pattern. Example: eat-meat, feel-sleepy, seen where you’ve been, neat-clean. They can use the dictionary and the category charts created in the Introductory Activity as a source of vocabulary. 3. Homophones: The words seen and scene are homophones. To remember their different meanings, students are to use them in a sentence or sentences. stay wait

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4. Idioms: Students write explanations of “burying your head in the sand” and “easy as pie”. Independent Practice Exercises:

1. Skeleton Words 2. Spell-a-Shape

Challenge Words: (See Section 1)

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Review Activity:

2.7

Wordo

Short and Long Vowel i Teaching Tip: Review double vowel and silent e rules in Unit 5 by using the examples quit-quite, rid-ride, pin-pine, win-wine, lick-like, pick-pike. Note that the list word live can have a short or long vowel sound depending on the meaning. Example: live in a town, a live performance. Exceptions to silent e rule: give, live.

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Word List:

Word List *mind *child idea bright *while *life

Challenge Words

*island goodbye live *type *finish *decide

*alive finger exciting appetite entire

*favorite wildlife exercise publish vitamins

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words and ask students to listen for a short or long i sound. They are to give the thumbs up for long vowel, down for short vowel. © On the Mark Press • S&S Learning Materials

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Section 2

Unit Teaching Plans 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. Use the “Say It Wrong to Spell It right” strategy to reinforce the silent letters in the words night (gh), while (h), island (s). 3. Closed Word Sort - Compare and Contrast: Use the key words think and find as category headings. Students are to sort the list words by 1) Long or short vowel sound under the two key words and 2) The different spellings of the long vowel sound under the categories i, i_e, igh, ye, y. Brainstorm and list further words with these sound/spellings. Create an Exceptions category for any words with ei (see Unit 10) or ui as in build and guide. Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by 1) Short or long vowel sound and 2) Spelling patterns i, i_e, igh, ye, y using the Introductory Activity as a model. Some words will need to be in both short and long vowel categories. Word List: slim, rapid, tonight, hidden, wild, winner, think, fright, switch, shift, five, invite, lying, midnight, spin, city, quit, divide, strike, beside, prize, outside, print, might, item, hyena, tie, lie, diet, ski, spaghetti. 2. Memory Aid: Have the students create a phrase to assist in remembering the spelling of the list word island. Example: An island is land surrounded by water. 3. Story Impressions: Using the list words island, idea, life, mind, decide, type and live, students are to compose a story. These are then shared to compare the similarities and differences in stories resulting from these core words. 4. Letter Subtraction: Students copy each list word, then recopy, removing one letter each time and replacing it with a space until there is just a row of spaces representing the subtracted letters (like X-Ray Eyes Introductory Activity). 5. Word Hunt: Students are to search and record further vocabulary with different spellings of the short and long vowel i. These are shared and recorded on a class chart.

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Independent Practice Exercises:

1. Words of Fortune 2. Build a Pyramid

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Challenge Words: (See Section 1)

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Review Activity:

© On the Mark Press • S&S Learning Materials

Visualization

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OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

2.8

Short and Long Vowel o Teaching Tip: Review the silent e rule using the example not - note. Demonstrate the doubling rule where adding one silent vowel changes the short vowel to a long sound with the examples cop - cope, dot - dote, glob - globe, rob - robe. A number of words use the vowel pair oa. Some common words only have one o at the end, such as go, no. A few words use oe as in toe, poem. Note the silent letter w in whole and gh in though. Discuss the different meanings of plot. Exceptions: done, none, gone, love, mother, come, some, does, wonder, oven and son all have a short u sound.

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Word List:

Word List *tomorrow *follow *also plot hold *long

Challenge Words

*only *alone *suppose goal *whole *shown

elbow *moment narrow *window *belong

explode stereo ocean olympic bungalow

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words and ask students to listen for a short or long o sound. Students give the thumbs up for long vowel, down for short vowel. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. Use the ‘say it wrong to spell it right’ strategy to reinforce the irregular spellings and silent letters in the words though and whole. 3. Closed Word Sort - Compare and Contrast: Use the key words rose and gold as category headings. Students are to sort the list words by 1) Long or short vowel sound using the two key headings and 2) Different spellings of the long vowel sound under the categories o, oa, oe, ow ough. Brainstorm and list further words with these sound/spellings. Create an Exceptions category if necessary. Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by: 1) Short or long vowel sound and 2) Spelling pattern under the categories o, oa, o_e, ow using the Introductory Activity as a model. Word List: most, toast, vote, stone, bolt, toes, zone, coach, rock, pond, strong, cross, fold, roast, radio, omit, toe, poem, chose, hello, motor, broken, below, flop, hollow. 2. Picture Words - Homophones: Students are to illustrate the difference in meaning of whole and hole by drawing and labeling a picture representing each word. 3. Irregular Verb Tense: The words chose and choose, throw and threw, steal and stole are to be used in sentences to reinforce present and past tense of this verb. © On the Mark Press • S&S Learning Materials

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OTM-1817 • SSR1-17 Spelling Gr. 4

Section 2

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Unit Teaching Plans 4. Word Hunt: Students are to search and record further vocabulary with different spellings of the long vowel o. These are shared and recorded on a class chart.

Independent Practice Exercises:

1. The Meaning of Words 2. Word Search Puzzle

Challenge Words: (See Section 1)

t

Review Activity:

2.9

Cue Cards

Short and Long Vowel u Teaching Tip: Model the long vowel rules as they apply to the list words. Example: confuse represents the silent e rule, continue illustrates the double vowel rule. The letters ui are a less common spelling of the long u sound, as in fruit and cruise. Exceptions: build has a short i sound and the words beautiful, movie, view, truth (single u), Europe and group are all unusual spellings of the long u sound. The letters ou can also spell the short u sound as in couple, cousin, would, could and should. (See Unit 8 for further exceptions). Note that suit is a homograph where the same spelling has more than one meaning. Word List:

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Word List *continue *rescue *should grew lose threw

Challenge Words

*through *until during *whose suit confuse

excuse couple humid beautiful cousin

usual value country afternoon amusing useless

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words and ask students to listen for the short or long u sound. They are to give the thumbs up for long vowel, down for short vowel. 2. Closed Word Sort - Compare and Contrast: Using the key words sun and music as category headings, students are to sort the list words by short or long vowel sound. The second sort is by the different spellings of the long vowel sound under the categories u, ui, ou, u_e, ue, o_e. Brainstorm and list further words with these sound/spellings. Create an Exceptions category if necessary. Example: words with oo as short or long u sound and the exceptions listed in Teaching Tips.

© On the Mark Press • S&S Learning Materials

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OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by: 1) Short or long vowel sound and 2) Spelling pattern using the Introductory Activity as a model. Word List: cartoon, juice, album, munch, sum, crumb, some, chew, stupid, caribou, through, roof, loose, boot, true, value, junk, should, beautiful, trunk, fuss, mood, cruise, stuff, huge, rule, use, build, soup, could, cube, country, touch, young and trouble. 2. Picture Words - Homophones: Students are to illustrate the difference in meaning of through and threw by drawing and labeling a picture representing each word. 3. Homographs: The word suit is to be used in two separate sentences to show the different meanings of the same spelling. 4. Confusing Spellings: The words lose and loose are commonly confused. Have students use both words in a rhyming phrase. Example: I choose to wear it loose. Whose turn is it to lose? 5. Idioms: Students explain the expression “well suited for the job” and illustrate the literal meaning. 6. Word Hunt: Students are to search and record further vocabulary with different spellings of the short and long vowel u. These are shared and recorded on a class chart. 1. Dictionary Definitions (for usual, mood, excuse, amuse and accuse) 2. Ask a Question

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Independent Practice Exercises:

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Challenge Words: (See Section 1)

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Review Activity:

2.10

Extended Dictation

ie or ei Teaching Tip: The letters ie can make the long i sound in pie or the long e sound in piece. The letters ei can sound like long e in receive, long a in weigh, or long i in height. Rule: Use i before e, except after c and when it sounds like a in weigh. Many of the words using these letter sequences must be remembered individually. Example: friend, their. Exceptions: diet has both a long i and short e sound, as does the word quiet. The words neither and either are also exceptions. They are spelled with the letters ei, are not after a c, and have a long e sound. Other exceptions include seize, protein, weird and names like Keith and Neil. Note how the letter r changes the sound in words like fierce, their, weird and cashier.

© On the Mark Press • S&S Learning Materials

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Section 2 clock nature worries brushes

Unit Teaching Plans Word List:

Word List achieve *weigh receive believe *piece either

Challenge Words

*eight height diet *their *neither *chief

Fahrenheit patience achieve deceive relieved

protein efficient eighteen neighbor ceiling

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words and ask students to listen for the vowel sound of i, e or a and state which one they hear. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. Use the ‘say it wrong to spell it right’ strategy to reinforce the irregular spellings and the silent letters in the words weigh, height and eight. 3. Closed Word Sort - Compare and Contrast: Students are to sort the list words by spelling, using brief and weight as the key word headings for ie and ei. The second sort is by the three vowel sounds, long i, e and a. Brainstorm and list further words with these sound/spellings. Make a list of “except after c” words to illustrate this rule using the key word heading deceive. Example: receive, conceive, perceive, receipt, deceit, conceit, ceiling. Use an Exceptions category for words such as either and neither. Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by: 1) Long vowel sound - i, e or a and 2) Spelling pattern under the category headings ie and ei. Word List: field, niece, thief, relief, died, priest, vein, reins, veil, sleigh, eighteen, freight, eighty, brief, grief, shriek, relieve, yield, shield, chow mein. 2. Nouns, Verbs and Adjectives: Students are to sort the words in the first activity into these three categories. 3. Homophones: Students are to illustrate the difference in meaning of vein and vain, eight and ate, their and there by using them in sentences. 4. Idioms: Students are to illustrate an amusing, literal interpretation of the expression “throwing your weight around”. Example: a hippo or elephant. stay wait

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5. Word Hunt: Students search and record further vocabulary with ie and ei within a timed period. These are shared and recorded on a class chart. Independent Practice Exercises:

1. Memory Cues (for their, there, friend) 2. Graph Paper Word Shapes

Challenge Words: (See Section 1)

t

Review Activity:

© On the Mark Press • S&S Learning Materials

Dictated Word Sort (using vocabulary from Applying the Skill #1 under ei, ie) 32

OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

2.11

Vowels + r: /ar/, /or/ Teaching Tip: The addition of r to a vowel changes the sound. Example: spot - sport. The letter sequence ar is often added to stems ending in l, li, and g. Example: dollar, familiar, beggar, sugar. The letters or are added to multisyllabic words and titles of occupations that end in ate, ct or ss. Example: professor, narrator, doctor. Note how the addition of e changes the sound, as in car - care (see Unit 13 for the different spellings of /air/). Most errors occur when ar is used instead of er. Exceptions: The /ar/ sound spelled ear in heart, the /or/ sound spelled our in your, course, behavior and the /or/ sound spelled ar in war and warm (see unit 17). Word List:

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smart *toward north argue *course report

Word List *force *anymore *order *separate *short sorry

Challenge Words memory history factory popular enormous marvelous tornado carnivore omnivore similar

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words and ask students to listen for the /ar/ and /or/ sounds. They are to give the thumbs up for /ar/, down for /or/. 2. Closed Word Sort - Compare and Contrast: Use the key word headings far and for as category headings. Students are to sort the list words by examining their spelling features and comparing these to the key word headings. First they are to sort by vowel + r sound. The second sort is by the different spellings of the two sounds under the headings ar and or. Brainstorm and list further words with these sound/spellings. Create an Exceptions category if necessary (see Teaching Tips). 3. Minimal Cues Activity: Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by: 1) the sounds /ar/ and /or/ and 2) Spelling pattern under the categories ar and or using the Introductory activity as a model. Word List: party, army, scar, sport, sort, start, sword, charm, torn, store, march, starve, acorn, harm, alarm, large, hard, storm, snore, score, bore, heart, war, warm, of course, pour, core, arm, sailor, border, your, north. 2. Word Building: Students build and record words using these word families: ore, oar, oor, our. 3. Word Hunt - Occupations: Students record as many occupations as they can find using the spellings ar and or. These are recorded on a class chart. 4. Verb Tense, Homophones: The words wear and wore, bored and board are to be used in sentences. © On the Mark Press • S&S Learning Materials

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Unit Teaching Plans 5. Homographs: Have students use the word course in sentences demonstrating the different meanings of the same spelling. Example: five course meal, “of course”, golf course, course in karate, race course. Independent Practice Exercises:

1. Spell-a-Shape 2. Synonyms (smart, important, force, separate, order)

Challenge Words: (See Section 1)

t

Review Activity:

2.12

Picture It

Multiple Spellings of /er/ Teaching Tip: The letters er are the most common spelling of the /er/ sound. This sound can be spelled a number of ways, including our in journey, ear in learn, ur in surprise, ir in third, or in word, ar in dollar, ere in were. Rule: When w is followed by the letters or, it usually says /wer/ (worst, worth). Exceptions: worry, wore.

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Word List:

Word List *early *perhaps *whether world *different *purpose

Challenge Words

*learned *heard *earth curve *together *circle

journey *energy *average percent disturb

concerned modern character bother purchase

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words and ask students to identify the common sound they hear in each word. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. Model the different spellings of /er/ (ear, or, our, ar). 3. Closed Word Sort - Compare and Contrast: Use the key words her, turn, bird, work, search as category headings. Students are to sort the list words under these headings according to the different spellings of the /er/ sound. When this is completed, add the key word headings journal and dollar and brainstorm further words with these sound/spellings (Example: journey and liar). 4. X-Ray Eyes Activity: Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by spelling patterns under the categories er, ir, ur, ear and ar using the Introductory Activity as a © On the Mark Press • S&S Learning Materials 34 OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

model. Word List: proper, birth, nurse, temper, corner, herb, further, worm, Saturday, urgent, matter, circus, curl, search, liar, closer, service, worse, turkey, yesterday, feather, thirst, surf, squirt, concert, every, several, learn, concern. 2. Word Hunt: Model how the addition of e changes the sound of a word with the example fir - fire. Ask students to locate more words with the ire spelling pattern. 3. Homophones, Verb Tense: Students use the words whether and weather in sentences to illustrate their meaning and the words hear and heard to represent the present and past tense. 4. Word Hunt - Occupations: Students record as many occupations as they can find using the spelling er. These are recorded on a class chart and compared to the list created in Unit 11. The spellings er and or are the most common, with ar being relatively rare. 5. Business Card: Students decide upon one of the occupations recorded in the previous activity and create a business card for themselves stating their name, position, skills and location. stay wait

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Independent Practice Exercises:

1. Words of Fortune 2. Word Machine

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Challenge Words: (See Section 1)

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Review Activity:

Visualization

2.13

/air/ and /ear/ Teaching Tip: The sound /air/ can be spelled air as in pair, ear as in bear, are as in care and ere as in there. The sound /ear/ can be spelled ear as in near and eer as in steer. Less common forms include ayer in prayer, aer in aeroplane and eir in weird and ier in pier. The /air/ list words include: there, share, parents, airport, rare, scare, spare, wear, square and compare. Near and career are /ear/ words.

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Word List:

Word List share *there *parents *compare *scare airport

Challenge Words

wear *near rare spare career *square

barely airlift farewell fearful sincere

repair aeroplane rarely nearest beware

*high frequency vocabulary

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Unit Teaching Plans Introducing the Skill: 1. Oral Language: Read the words and ask them to listen for the two sounds /air/ and /ear/ in each word. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. Model the different spellings of /air/ and /ear/. 3. Closed Word Sort - Compare and Contrast: Use the key word headings hair, hear, hare, here and deer as category headings. Students are to sort the list words according to the different spellings of the /air/ and /ear/ sounds. Brainstorm and list further words with these sound/spellings (see Teaching Tips for answers). Example: hair hear hare here deer airport

near

share

there

career

4. Minimal Cues Activity: Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by spelling pattern under the categories air and ear. Word List: *gear, *fear, hair, care, repair, beware, prepare, spare, stairs, dare, fare, fair, *steer, air, *sincere, there, *cheer, *year, *peer, *dear, *near, *weird (* = /eer/ sound, rest are /air/ words). 2. Homophones: Students use the words bear and bare, stare and stair, pear, peer and pair, hear and hair, hear and here, cheer and chair in sentences. 3. Dialogues - Memory Aid: To assist in retaining the spelling of where and there, have students use both in a dialogue or conversation. Example: “Where are the video games?” asked Kim. “They are over there on the coffee table,” said Mark. 4. Prepare for a Career: Students are to choose a career they are interested in and write a paragraph describing the challenges and rewards of this job and how they will prepare in terms of training and experience. 5. Nouns, Verbs and Adjectives: Students are to sort the list words according to these categories. stay wait

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6. Idioms: Written explanations are required for the expressions “walking on air” and “getting into someone’s hair”. Independent Practice Exercises

1. Ask a Question 2. Build a Pyramid

Challenge Words: (See Section 1)

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Review Activity:

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Unit Teaching Plans

Section 2

2.14

Words with ure Teaching Tip: The letter sequence ure at the end of a word can sound like /cher/ in capture, /shoor/ in pressure, /jer/ in injure, /yoor/ in failure and /zher/ in measure. The /cher/ sound can also be spelled cher, as in catcher. The suffix _ure means ‘as a result of’. Example: failure means as a result of failing, departure is a result of departing. Note the short e in pleasure and the long e in creature.

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Word List:

Word List mixture *measure nature *sure adventure creature future pleasure pressure injure failure capture

Challenge Words temperature literature manufacture signature puncture miniature lecture culture departure insecure

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words and ask students to identify the sound they hear at the end of each word, noting the different pronunciation of ure as in the Teaching Tips. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. 3. Syllabication: Read each list word slowly and tap the syllables together. Students are to identify the number of syllables in each word. 4. Closed Word Sort - Compare and Contrast: Students are to sort the list words according to the different sounds at the end of each word, using the categories listed in Teaching Tips (/cher/, /shoor/, /jer/, /yoor/, /zher/). Brainstorm and list further words with these sound/spellings. Example: /cher/

/shoor/

/jer/

/yoor/

/zher/

capture

pressure

injure

failure

measure

Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by the two spellings of /cher/: cher and ture. Word List: puncture, lecture, rancher, posture, butcher, mature, furniture, catcher, teacher, treasure, picture, archer. Example:

cher

ture

rancher

puncture

2. Syllabication: Students are to record the number of syllables in each of the following words in chart form. Read through each one before beginning. Word List: departure, furniture, literature, manicure, temperature, agriculture, texture. © On the Mark Press • S&S Learning Materials

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Section 2

Unit Teaching Plans 3. Movie Plot: Using at least three ure words, students are to write an outline of a story or movie plot, listing the title and details describing the who, what, where, when and why. Example: ‘The Creature Feature’, ‘The Prehistoric Creature’, ‘Alien Creature’, ‘Animal Adventure’ are possible titles.

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4. Future Shock: Students are to describe how they see themselves living five, ten and twenty years in the future in paragraph format. Areas to include are: where they are living, family and friends, occupation, travel, interests and hobbies. Independent Practice Exercises:

1. Write a Riddle 2. More than One

Challenge Words: (See Section 1)

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Review Activity:

2.15

Around the World

Vowel Diphthongs oi, oy Teaching Tip: A diphthong refers to two vowels that blend together to form a new sound. The diphthong oi is the most common spelling of the /oi/ sound. The sound /oi/ is usually spelled oi at the beginning or in the middle of a word, while the /oi/ sound is almost always spelled oy at the end of a word. Exception: oyster.

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Word List:

Word List noisy enjoy *voice voyage pointed soil destroy loyal joint moisture royal broil

Challenge Words appointment employ enjoyment asteroid employment royal rejoice poison sirloin turmoil

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words and ask students to identify the common sound they hear in each word. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. 3. Syllabication: Students read each list word slowly, tap the syllables and identify the number of syllables in each word. 4. Closed Word Sort - Compare and Contrast: Students are to sort the list words 1) according to the different spellings of the /oi/ sound using the key words toy and noise as category headings; 2) whether /oi/ occurs in the beginning, middle or end of the word; 3) by the number of syllables. By examining the location of the /oi/ sound © On the Mark Press • S&S Learning Materials

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Unit Teaching Plans

Section 2

within each list word, students will make a summary statement regarding the most likely spelling (see Teaching Tips). Example:

toy loyal

coin noisy

Middle voice voyage

End destroy enjoy

One Syllable joint

Two Syllables destroy

Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by 1) the two spellings oi, oy and 2) the location of the /oi/ sound within each word - Middle, End. Word List: oyster, employ, poison, enjoy, decoy, soil, avoid, coin, annoy, spoil, oil, poise, void, convoy, boiler, foil, toys. 2. Employment Predictions: Students use their thinking skills to predict the types of employment we will need in the future. Example: in health care, education, industry, marketing, technology (robotics, space travel) etc. They are also to identify which jobs they think will no longer be needed. 3. Voyage of Discovery: Each student describes a voyage they would like to undertake under these headings: Destination, Purpose, Preparation; Equipment or Luggage, List of Activities (itinerary upon arrival).

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4. Word Hunt: Students are to search through books and newspapers to locate further examples of words with oi or oy. This is a timed activity and lists are shared and compared in length and complexity. Independent Practice Exercises:

1. Antonyms (spoil, annoy, destroy, enjoy, join) 2. True or False?

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Challenge Words: (See Section 1)

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Review Activity:

2.16

Word Shape Challenge

Diphthongs ou, ow Teaching Tip: Review the term diphthong explained in Unit 15. The diphthongs ou and ow can make the /ou/ you hear in out and down. The letters ou are the commonest way of spelling this sound in the middle of a word. It can also make the long /o/ sound in although, the broad /o/ sound in brought and the short and long /u/ sound in country and group. The letters ow can be a vowel pair and make the long o sound in shown. (See Units on each vowel sound.)

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Unit Teaching Plans Word List:

Word List allowed amount *mountain *ground thousand *clouds *however *flower *borrow *lower *power proud

Challenge Words fountain announce boulder outrageous shoulder surround coward allowance powder account

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words and ask students to identify the common sound they hear. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. 3. Syllabication: Read each list word slowly and tap the syllables together. Students are to identify the number of syllables in each word. 4. Closed Word Sort - Compare and Contrast: Students are to sort the list words 1) according to the different spellings of the /ou/ sound using the key words house and town as category headings and 2) by the different sounds represented by ow using the key words plow and snow. A summary statement regarding these spellings is to be recorded in their notebooks (see Teaching Tips). The Exceptions category may include such words as hour, our, sour, four and pour where the letter r changes the vowel sound and journal, which have an /er/ sound (see Unit 12). Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by the two spellings ou and ow and 2) by the different sounds ow can make within a word /ou/ and /o/ using the same key word headings as in the Introductory activity. Word List: shower, yellow, own, know, growl, throw, narrow, frown, clown, window, slow, owl. grown, fowl, bowl. 2. Homophones: The words aloud and allowed, foul and fowl, hour and our are to be used in sentences to illustrate their meaning. 3. Word Building: Students build as many words as possible using the following word families: ounce, own, owl, outh, out, ouse, ound, ount, oud, ouch and oil. 4. Mountain Real Estate Brochure: Using a folded piece of 8-1/2 x 11” paper, students are to create a real estate brochure that describes a mountain property. Details need to include where it is, what is looks like and why someone should buy it. The list words mountain, ground, thousand, flower and lower are to be used. 5. Word Hunt: Students are to search through books and newspapers to locate further examples of words with ou or ow. This is a timed activity and lists are shared and compared in length and complexity.

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OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

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Independent Practice Exercises:

1. Little Words Inside 2. Skeleton Words

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Challenge Words: (See Section 1)

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Review Activity:

2.17

Words of Fortune

/ô/ Spelled au, aw, al and wa Teaching Tip: Vowel digraphs au and aw make the /ô/ sound. The letter sequence au does not come at the end of a word. There are several other possible spellings of this sound. The spelling a is usually followed by _ll, as in all. The letters wa also represent this sound, as in water. The letter r changes the sound of the vowel in words such as war and warm. Note: the words warm, toward and war are exceptions to the r + vowel sound associated with ar (see Unit 11).

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Word List:

Word List *water *warm *almost *drawn *toward crawl *cause *because naughty daughter taught *also

Challenge Words automatic cautious exhausted forward reward audience applaud laundry auction August

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words and ask students to identify the common sound they hear. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. 3. Syllabication: Read each list word slowly and tap the syllables together. Students are to identify the number of syllables in each word. 4. Closed Word Sort - Compare and Contrast: Students sort the list words according to the different spellings of the /ô/ sound using the key words draw, author, watch, talk as category headings. A summary statement regarding these spellings is to be recorded in their notebooks (see Teaching Tips).

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Section 2

Unit Teaching Plans Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by the different spellings of the /ô/ sound using the same category headings as in the Introductory activity. Word List: lawn, auto, claw, straw, small, dawn, haul, haunt, pause, autumn, yawn, crawling, thaw, war, wash, want, always, sauce, launch, laundry, outlaw, salt, walk, draw, wall. 2. Book Titles: Students choose two or more list words and use them in a book or chapter title. Example: ‘Cause of War Almost Caught’. 3. Homophones: The words mall and maul, pour and paw are to be used in sentences.

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4. Story Building: Choose five of the list words and ask students to use these in a story. Before students begin to write, ask several volunteers to predict what they think will happen given these words. Share and compare students’ written predictions. These could be represented in a Venn Diagram. Independent Practice Exercises:

1. Dictionary Definitions 2. Graph Paper Word Shapes

Challenge Words: (See Section 1)

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Review Activity:

Words of a Kind

2.18

Silent Consonants Teaching Tip: Words with silent consonants cannot be completely decoded phonetically and must also be learned by sight. These spellings are a result of changes in the English language, borrowing from other languages and their origins. Silent letters in list words include k in knew, knock, w in write, wrote and answer, t in often and listen, ght in sight, m in climb, l in walk, b in doubt.

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Word List:

Word List *knew *wrote *know *answer doubt listen

Challenge Words

*wrong *often sight *climb knock walk

thumb whistle wrestle knapsack wrecked

wrist soften ghetto wriggle wrinkle

*high frequency vocabulary

Introducing the Skill: 1. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. Use the ‘say it wrong to spell it right’ strategy by pronouncing each word phonetically to highlight the silent letters. © On the Mark Press • S&S Learning Materials 42 OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

2. Closed Word Sort: Students are to sort the list words according to the different silent letters listed in Teaching Tips using the key word headings: castle, (t), thumb (b), knee (k), wrist (w) and night (gh). Brainstorm further words with these silent letters. Have students underline or circle the silent letters in each word. 3. X-Ray Eyes Activity: Applying the Skill: 1. Highlight the Pattern: Students copy the list words and use color to highlight the silent letters. 2. Independent Word Sort: Students are to sort and record the words using the same silent letter categories as in the Introducing the Skill activity, as well as the letter h using the key word rhyme. Word List: crumb, flight, knuckle, ghost, what, rhyme, whistle, wrestle, wreck, who, write, knit, knight, knife, knew, know, comb, lamb, limb, soften, calf, half, chalk. 3. Verb Tense: The words know and knew, fight and fought, write and wrote are to be used in sentences. 4. Word Hunt: Using literature and newspapers as a resource, students are to locate and record further examples of vocabulary with silent letters in a specific time period.

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5. Idioms: The following expressions are to be explained in writing: “getting up on the wrong side of the bed” and “two wrongs don’t make a right”. Independent Practice Exercises

1. Listening to Ending Sounds 2. Memory Clues

Challenge Words: (See Section 1)

t 2.19

Review Activity:

Peer Testing

/f/ Spelled ph, gh and /kw/ Spelled qu Teaching Tip: The /f/ sound can be spelled f as in after or ff as in offer. Sometimes it is spelled ph as in photo and graph or gh as in laugh. The letters ph are found at the beginning, middle or end of a word. The letters gh as /f/ are only found in the middle or end of a word. Example: ghost has the /g/ sound. In the /kw/ sound, the letter u almost always follows q.

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Section 2 clock nature worries brushes

Unit Teaching Plans Word List:

Word List rough telephone enough tough graph *laugh quiet quite quarter *questions photograph trophy

Challenge Words equal elephant autograph require equator quarrel liquid orphan alphabet nephew

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the words and ask students to listen for the sounds /f/ and /kw/. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. 3. Syllabication: Read each list word slowly and tap the syllables together. Students are to identify the number of syllables in each word. 4. Closed Word Sort - Compare and Contrast: Students are to sort the list words according to 1) the two sounds /f/ and /kw/ under the key words fun and quick and 2) the two letter patterns representing the /f/ sound, ph and gh, using the key word headings: photo and cough. Brainstorm further words with these letter patterns. Have students underline or circle the silent letters in each word. Example: photo

cough

graph

laugh

5. Minimal Cues Activity: Applying the Skill: 1. Highlight the Pattern: Students copy the list words and use color to highlight the letter pairs that represent /f/ and /kw/. 2. Independent Word Sort: Students are to sort and record the words according to 1) the sounds /f/ and /kw/ and 2) the letter patterns that represent these two sounds, using the key word category headings phone, rough and quiz, as well as the key word dough as the category heading for gh as a silent letter pair. Word List: high, elephant, quit, queen, nephew, fought, orphan, alphabet, sight, bought, through, tough, square, squash, gopher. Example: phone

rough

quiz

dough

elephant

tough

square

through

3. Building on Roots: The word graph is a Greek word that means to write. Using the base word graph, which is derived from this Greek root, students are to create a semantic web of related vocabulary. Example: autograph, biography, geography, photograph are all words based on the same root and could be recorded in a web around the word graph.

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Unit Teaching Plans

Section 2

4. Nouns, Verbs and Adjectives: Students sort the list words into these three categories. stay wait

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5. Movie Titles: Using at least two words with the spellings gh, ph or qu, students compose a movie title. Example: ‘The Last Quarter’, ‘Tough Questions’. Independent Practice Exercises:

1. Words of Fortune 2. The Meaning of Words

Challenge Words: (See Section 1)

t 2.20

Review Activity:

Proofreading

Suffixes ed, ing, Doubling Final Consonants Teaching Tip: Double consonant rule (1-1-1 rule): If a root word has one syllable, ends in one consonant and has one vowel, double the consonant before adding a vowel suffix, such as ed, es or ing. Example: hop - hopping. When there are two consonants at the end of the base word, as in jump, do not double the consonant.

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Word List:

Word List watching hoped taped stared scared added

Challenge Words

*yelling hopped tapped starred scarred stopped

subtracted sorted listened *swimming planned

controlled wrapping finished knowing interested

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Present each list word orally in two - three forms. Example: hope, hoped, hoping. Ask students to identify how the sound and meaning changes in each form. Discuss present and past verb tense. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. Use the ‘say it wrong to spell it right’ strategy to highlight the silent w in wrapped. 3. Model the Rule: Model the importance of the doubling rule by illustrating the difference in meaning that occurs in these examples: filing - filling, riding - ridding, robed robbed, pined - pinned, scraping - scrapping and the list words where the double consonant changes the meaning, such as taped and tapped. 4. Syllabication: Read each list word slowly and tap the syllables. Students are to identify the number of syllables in each word. Note how the addition of a suffix adds a syllable. © On the Mark Press • S&S Learning Materials

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Section 2

Unit Teaching Plans 5. Closed Word Sort - Compare and Contrast: Students are to sort the list words according to whether the doubling rule is applied or not applied using the key word categories jumped and running. Examine the features of each list word according to the 1-1-1 rule to determine why it fits the category. Brainstorm further verbs in present and past tense. Have students underline or circle doubled consonants. Example: jumped

running

watching

stopped

Applying the Skill: 1. Independent Word Sort: Students are to sort and record the list words according to the base word and suffix. Further vocabulary from the class brainstorming may also be included. Explain that base words are recognizable on their own. This is to be recorded in chart form. Example: Base Word

Suffix

List Word

hope star

ed ed

hoped starred

2. Add a Suffix: Students are to add the suffixes ing and ed to the following base words. They are to examine the letter sequence in each word to determine if they double the consonant. Word List: map, miss, hug, plan, add, shop, wash, fill, pack, cut, sort. Example: Base Word

Double Consonant

map miss

mapping

No Change missing

3. Irregular Past Tense: Students use the words begin and began, run and ran, swim and swam, eat and ate, win and won in sentences, noting how the vowel changes.

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4. Homophones: The following homophones are to be used in sentences: fined, find, passed, past, mind, mined, side, sighed. Independent Practice Exercises:

1. Build a Pyramid 2. Strong or Silent

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Challenge Words: (See Section 1)

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Review Activity:

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Picture It

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Unit Teaching Plans

2.21

Section 2

Silent e, y with Suffixes ing, ed, es Teaching Tip: When a word (verb) ends in a silent e, drop the e before adding a suffix that begins with a vowel, such as ed, es or ing. Example: divide, divided, dividing. When a word ends in consonant plus y, change the y - i before adding ed or es, but not ing. Example: try - tries - trying. If the word ends in vowel + y, keep the y. Example: play - playing.

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Word List:

Word List losing racing worries dancing hiding flies

Challenge Words

promised bored staying becoming carried *living

refused proving wasting *supposed *caused

mining practicing inviting scored *included

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Present each list word orally in two - three forms. Example: promise, promising, promised. Ask students to identify how the sound and meaning changes in each form. Discuss present and past verb tense and the concept of verbs as action words. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. 3. Syllabication: Read each list word slowly and tap the syllables together. Students are to identify the number of syllables in each word. Note how the addition of a suffix adds a syllable. 4. Closed Word Sort - Compare and Contrast: Students are to sort the list words according to 1) present or past tense using the key word headings today and yesterday and 2) whether the silent e or consonant + y rule applies. Examine the key features of each word according to the two rules to determine why it fits the category. Example:

© On the Mark Press • S&S Learning Materials

Today (Present)

Yesterday (Past)

dancing hiding

carried promised

Base Word

Drop e

lose fly

losing

Change y - i

No Change staying

flies

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OTM-1817 • SSR1-17 Spelling Gr. 4

Section 2

Unit Teaching Plans Applying the Skill: 1. Independent Word Sort: Students are to sort and record the following words according to the application of the silent e and consonant + y rules as in the Introducing the Skill sorting activity, as well as the doubling rule examined in Unit 20. This is to be recorded in chart form using the category headings Drop e, Change y - i, Double Consonant and No Change. Word List: stepped, married, served, spotted, leaving, completed, cried, surprised, hurried, worried, shopped, promising, saved, traded, ended, forcing, treated, trained, needed, yelled, tried, buried, scored. 2. Three Sounds of /ed/: The suffix ed has three sounds: /ed/ as in acted, /t/ as in asked and / d/ as in called. Students are to sort the following words in chart form according to the sound they hear at the end of each word: Word List: picked, jumped, yelled, rained, needed, forced, started, arrested, chased, trapped, dressed, treated, ended, trained, mailed, cared, traded, raised. Example: acted (ed)

asked (t)

called (d)

started

chased

picked

3. Irregular Past Tense: The word pairs hiding, hid and become, became are to be used in sentences. Note how the medial vowel changes in the second pair.

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4. Word Hunt: Students are to use reference sources to locate examples of the three rules: drop the silent e, y - i, double the consonant. These are to be recorded in their notebooks under the three categories. Independent Practice Exercises:

1. True or False? 2. Spell-a-Shape

Challenge Words: (See Section 1)

t

Review Activity:

2.22

Word Wall Quiz

Comparative Suffixes er, est Teaching Tip: The suffix er is used when you want to compare two things. Example: long, longer. The suffix est is used when three or more items are compared, as in the longest story. It is important to examine the letter sequences in the base word to determine whether to double the consonant, drop the e, change the y to i, or just add the suffix without any changes (see Units 20, 21). Example: strong, stronger and strongest does not require any changes. Funny, funnier and funniest requires the y - i rule. Focus also needs to be upon the change in meaning accompanying each sufffix. Note all the list words are adjectives.

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OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans clock nature worries brushes

Section 2

Word List:

Word List hardest latest noisier greatest higher busiest

Challenge Words

craziest nearest strongest earlier dirtiest younger

happier safest hungriest littlest smoothest

closest friendliest sillier coolest tastiest

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Present each list word orally in three forms. Example: hard, harder, hardest, funny, funnier, funniest. Ask students to identify how the sound and meaning changes in each form. Discuss the number of items or situations being compared in each form - two or more than two and the concept of adjectives as words that describe. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. 3. Syllabication: Read each list word slowly and tap the syllables together. Students are to identify the number of syllables in each word. Note how the words that require the y - i rule have three syllables and the rest only two. 4. Closed Word Sort: Students are to sort the list words according to 1) the rule applied using the category headings: Double the Consonant, Drop the e, y - i, No Change and 2) whether they compare two or more than two items or situations using the category headings Two and More Than Two. Examine the key features of each word according to the rules to determine why it fits the category. Applying the Skill: 1. Adding Suffixes: Students are to add both the suffixes er and est to the list words in addition to the vocabulary below. Word List: funny, lazy, tiny, healthy, pretty, large, hot, low, sleepy, dark, sad, long, wide, tall, sunny. Example: Base Word

+ er

+ est

hard

harder

hardest

2. Independent Word Sort: Students sort the vocabulary in the previous activity according to 1) whether they apply to two or more than two and 2) the application of the double consonant rule (1+1+1, Unit 20), drop the silent e or consonant + y or no change as in the Introducing the Skill sorting activity. This is to be recorded in chart form. Example: Double Consonant

Drop e

y-i

No Change

hotter hottest

later latest

healthier healthiest

taller tallest

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OTM-1817 • SSR1-17 Spelling Gr. 4

Section 2

Unit Teaching Plans 3. Sort By Vowel: Students are to sort the list words according to the vowel patterns: 2 Vowels Together

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2 Vowels Not Together

More Than 2 Vowels

4. Illustrating Irregular Comparatives: The comparative forms of the following words are irregular. Students are to use each of the three forms in a comic strip format, where each form is illustrated and labeled in sequence. Word List: good, better, best; bad, worse, worst; some, more, the most. Independent Practice Exercises:

1. How Many Syllables 2. Words of Fortune

Challenge Words: (See Section 1)

t

Review Activity:

2.23

Proofreading

Regular and Irregular Plurals Teaching Tip: The majority of words can be made plural by simply adding the letter s. If a word ends in ch, sh, s, x or z, we add es. Example: wish - wishes. If a word ends in consonant + y, we change the y to i and add es. If a word ends in vowel + y, we just add s. Words ending in f or fe often form plurals by changing the f to v, then adding es. Example: wife - wives. Words that end in o may add es, as in potatoes, or just s, as in radios. Irregular plurals, such as women and teeth need to be memorized individually. Note brushes, bosses, radios, matches and mixes can be both nouns and verbs.

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Word List:

Word List Canadians *themselves radios eyelashes mixes brushes

Challenge Words

countries copies halves bodies matches bosses

volcanoes sandwiches circuses categories groceries

Americans waitresses tomatoes batteries videos

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Present each list word orally in both singular and plural form. Example: themself, themselves. Ask students to identify how the sound/spelling and meaning changes in each pair of words. 2. Student Dictated Spelling: Students dictate each word, giving the letters they would expect to see in sequence. Discuss the rules in the Teaching Tip as they apply to list words and review the concepts of nouns and verbs. © On the Mark Press • S&S Learning Materials

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OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

3. Syllabication: Read each list word slowly and tap the syllables together. Students are to identify the number of syllables in each word. Note how the addition of es adds another syllable to the base word. 4. Closed Word Sort: Students are to sort the list words according to whether s or es is added to the base word using the key word headings videos and beaches and 2) the application of these rules: y - i, using the key word hobbies, f - v, using the key word wives. Examine the key features of each word according to the rules to determine why it fits the category. Example:

videos

beaches

stories

wives

radios

mixes

copies

halves

Applying the Skill: 1. Adding Suffixes, Independent Word Sort: Students are to 1) make the following words plural and 2) sort them according to the application of the s, es, f - v, y - i or No Change categories as in the Introducing the Skill sorting activity. This is to be recorded in chart form. Word List: yourself, ourself, scratch, video, class, hero, wolf, dress, glass, hobby, box, family, wife, fox, leaf, bus, knife, month, minute, guy, fish, sheep. Example:

s

es

f-v

y- i

No Change

months

scratches

ourselves

families

sheep

2. Irregular Plurals: The following words have an irregular plural form. Students are to record both the singular and plural form of each word: man, woman, foot, tooth, mouse, child, goose, sheep. stay wait

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3. Word Hunt: Students are to locate five words that end in consonant + y and five that end in vowel + y. These are copied in their notebooks with the plural form written next to each one. Example: monkey - monkeys, day - days. Independent Practice Exercises:

1. Skeleton Words 2. Word Machine

Challenge Words: (See Section 1)

t

Review Activity:

2.24

Word Sandwiches

Compound Words Teaching Tip: Different words combine in different ways to form new words. A compound word is made of two or more words. Most compound words include all the letters in each word. Example: nighttime retains both letter t’s. Compounds with the word all may drop the second letter l, as in always. Many high frequency words are compounds. Each word in a compound contributes to the meaning of the whole word. Example: bedroom, leftover, notebook, daylight.

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OTM-1817 • SSR1-17 Spelling Gr. 4

Section 2 clock nature worries brushes

Unit Teaching Plans Word List:

Word List downtown *himself everybody yourself *anymore *without

Challenge Words

*anything anywhere somebody *something everyone lifetime

earthquake network nighttime outstanding insideout

hardware supermarket sweatshirt upsidedown

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words and ask students to identify what they all have in common. Discuss the concept of a compound word and the meaning of each whole word. 2. Syllabication: Students are to read the list words slowly, tapping and counting each syllable in sequence. 3. X-Ray Eyes Activity: 4. Closed Word Sort: As each word is presented, students are to divide them into their component words. These are listed in two columns: Word # 1, Word # 2. Create a second categorization activity by sorting the list words with common components, such as compound words constructed with every, self, some, body and any. Applying the Skill: 1. Divide by Syllable: Students are to divide the following words into syllables and record this in chart form. Word List: paperback, watermelon, toothbrush, cardboard, skateboard, notebook, pushover, sweatshirt, highway, daylight, cupboard, friendship, understood, driveway, outdoors, backyard, airplane, railroad. Example: 1st Syllable

2nd Syllable

3rd Syllable

4th Syllable

pa wa

per ter

back mel

on

2. Word Building/Word Sort: Challenge students to construct as many compounds as they can using the following words and others that they find themselves. When they are created, the compound words are to be sorted under these headings: Time, Place, Person, Weather and Food. Word List: some, out, sun, back, any, side, day, where, time, body, thing, way, light, room, self, shine, break, look, corn, butter, cake, berry, one, night. Example:

Time

Place

Person

Weather

Food

nighttime

outside

anyone

sunshine

popcorn

3. Literature Connections/Nonsense Words: Ask students to think of two nonsense compound words to describe a food. Refer to the giant in Roald Dahl’s BFG, who used such phrases as ‘strawbunkles’ (strawberries) as an example. © On the Mark Press • S&S Learning Materials

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OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

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Independent Practice Exercises:

1. Dictionary Definitions 2. Listening to Ending Sounds

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Challenge Words: (See Section 1)

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Review Activity:

2.25

Words of Fortune

Syllable Pattern VC/CV Teaching Tip: A syllable is a group of letters that has a single vowel sound. In a word with two or more syllables, each syllable has a vowel. VC/CV Rule: When two or more consonants occur between two vowels, divide the word between the consonants. Example: pub/lish, din/ner. Blends and digraphs stay together and are not divided. Example: sub/tract. In the VC/CV syllable pattern, the first vowel will usually be short because it is in a closed syllable. A closed syllable 1) has one short vowel and 2) ends in a consonant. Example: hap in happen is a closed syllable. Schwa Sound: When two closed syllables are combined to make a word, the vowel in the second syllable often has a schwa sound, which sounds like a short u. The schwa sound is the same for all vowels and is found only in unaccented syllables. It is marked with the symbol of an upsidedown e in the dictionary. Example: kit/ten. Word List:

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Word List perfect correct *bottom *sentence mistake include *number member *matter wonder happen *twenty

Challenge Words fantastic establish Atlantic connect mammal object contest *husband suggest pollute

*high frequency vocabulary

Introducing the Skill: 1. Syllabication: Students are to read the list words slowly, tapping and counting each syllable in sequence. 2. Student Dictated Spelling: Record each list word by syllable, with volunteers copying the word in two parts on the chalkboard. These syllables are then examined according to the VC/CV rule in Teaching tips and any corrections made. 3. Word Sort/Recording Syllables: Present the list words for students to sort according to those that do or do not have double consonants, as in bottom, matter, correct and happen, using the key word headings sister and dinner. 4. Three Syllable Words: Model how to divide three syllable words, Challenge Words, such as fan/tas/tic, bad/min/ton, es/tab/lish, At/lan/tic according to the rule. © On the Mark Press • S&S Learning Materials

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OTM-1817 • SSR1-17 Spelling Gr. 4

Section 2

Unit Teaching Plans Applying the Skill: 1. Divide by Syllable: Students are to record the syllables of the following vocabulary in chart form. Word List: ribbon, signal, mitten, picnic, mammal, blanket, selfish, insect, connect, umbrella, husband, public, dentist, magnet, subtract, object. Example: First Syllable

Second Syllable

Third Syllable

rib um

bon brel

la

2. Sort by Vowel: The list words are to be sorted by their first vowel under the five categories a, e, i, o and u.

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3. Syllable Match Up: Mix up the syllables in the list words and write on the board for students to reassemble: in, clude, per, fect, cor, rect, bot, tom, sen, tence, mis, take, num, ber, mem, ber, mat, ter, un, til, hap, pen, twen, ty Independent Practice Exercises:

1. Ask a Question 2. Wordsearch Puzzle

Challenge Words: (See Section 1)

t

Review Activity:

2.26

Word Building Bingo

Syllable Pattern V/CV, VC/V Teaching Tip: V/CV Rule: When a single consonant is surrounded by two vowels, you usually divide the word before the consonant and make the first vowel long. Example: a/go, hu/man, e/ven, be/gun. VC/V Rule: If the V/CV rule doesn’t make a recognizable word, divide after the consonant and give the vowel a short sound. Example: cab/in, sol/id.

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Word List:

Word List solid *upon notice later *open finish

Challenge Words

*even silent moment total equal behind

topic wagon event basic *planet talent

minus method student product salad

*high frequency vocabulary

Introducing the Skill: 1. Syllabication: Students are to read the list words slowly, tapping and counting each syllable in sequence. © On the Mark Press • S&S Learning Materials

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OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

2. Student Dictated Spelling: Record each list word syllable by syllable, making any necessary corrections. 3. Word Sort - Compare and Contrast: Present the list words for students to sort according to the two syllabication rules, using the key word headings bacon and cabin. Students are to decide where they would be divided into syllables by saying them aloud and tapping the syllables. These syllables are examined according to the V/CV and VC/V rules in Teaching Tips. Answers: The list words solid and finish are the only VC/V; the rest are the V/CV syllabication pattern. Applying the Skill: 1. Independent Word Sorts: 1) The following vocabulary is to be sorted according to the V/CV and VC/V rules. Word List: lemon, model, comic, menu, comic, never, present, music, secret, hero, later, tiger, minus, hotel, habit, visit. 2) The V/CV, VC/V and VC/CV syllabication rules are to be applied in order to sort these words: elbow, recent, river, butter, offer, zero, omit, erase, yellow, bacon, navy, decide, lazy, item, happen, topic, cover, event, promise, clever. 2. Math Problem: Students are to write a math problem and solution using the list words equal and total.

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3. Video Title: Using at least two list words, students are to compose a title for a video. Example: ‘Final Moment’, ‘A Silent Moment’. Independent Practice Exercises:

1. Synonyms (silent, open, clever, final, finish) 2. Antonyms (same vocabulary)

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Challenge Words: (See Section 1)

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Review Activity:

2.27

Word Shape Challenge

/el/ Spelled le, al, el Teaching Tip: The sound /el/ can be represented by different letter sequences. Consonant + le Syllabication Rule: Consonant + le is a final syllable. The e is silent and the syllable sounds like consonant + /el/. The last consonant in the syllable is included. Example: In table, the last syllable is ble. One way to divide it is by counting back three letters from the end of the word. Note: If the ending /el/ is added to the end of a recognizable word, the spelling will probably be al. The al ending is added to words to make nouns and adjectives. Example: arrive - arrival, sign - signal. The el ending comes after ‘short’ letters, such as c, n, m, r, s, v (cancel, novel). The le spelling is the most common and is found after ‘tall’ letters, such as b, d, f, g, p, t, z (castle, rifle) except in words that end in cle, like circle. Trouble has a short u sound and people is an unusual spelling of the long e sound.

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OTM-1817 • SSR1-17 Spelling Gr. 4

Section 2 clock nature worries brushes

Unit Teaching Plans Word List:

Word List *hotel signal *numeral *able *vowel normal

Challenge Words

novel *several *travel *example *people *trouble

personal *hospital comfortable capital horrible

mineral incredible parcel terrible invisible

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words and ask students to identify the common sound at the end of each word. 2. Syllabication: Read the words slowly together and tap each syllable. Students are to state the number of syllables in each list word. Note how the /el/ spellings represent a separate syllable. Refer to the syllabication rule in Teaching Tips and examine its application to words ending in consonant + le. 3. Student Dictated Spelling: As each word is recorded, encourage students to examine the different spellings of the /el/ sound. 4. Closed Word Sort - Compare and Contrast: Using the key word headings middle, cancel and final, sort the list words according to the different spellings of the same sound, le, el, al. Brainstorm and list further words with the /el/ sound at the end of the word. Have students categorize these words according to the spelling of the final syllable, or consonant + /el/: ble, cle, dle, gle, ple, tle, zle, el, al. Open Sort: Students may then examine these words to determine further categories based on meaning or structure. Example: The base words associated with the al spelling, nouns and verbs, such as novel and cancel. 5. X-Ray Eyes Activity: Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words according to 1) the spelling patterns le, el, al and 2) the spelling of the final consonant + /el/: ble, cle, dle, gle, ple, tle, zle and 3) whether the first syllable has a short or long vowel sound. Word List: cuddle, jungle, puzzle, gentle, simple, needle, title, cycle, squirrel, maple, angel, shovel, level, candle, tumble, cable, whistle, bottle, canal, camel, middle, crumble, nickel, bundle, eagle, barrel, uncle, handle, rifle, muscle. Example:

le

el

al

cuddle

camel

canal

ble

cle

dle

gle

ple

tle

zle

cable

cycle

bundle

jungle

simple

title

puzzle

Short Vowel Sound

Long Vowel Sound

cuddle

cable

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OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

2. Divide by Syllable: Students examine the spellings of the following vocabulary to determine where to divide into syllables. Review the syllabication rule in Teaching Tips before beginning. In words ending in el or al, try accenting the first syllable. If this does make a recognizable word, accent the second syllable. Word List: animal, decimal, horrible, capital, mineral, comfortable, channel, arrival, general, sample, puddle, tunnel, criminal, metal, purple, paddle, rattle, little, bottle, label, caramel. Example: First Syllable

Second Syllable

Third Syllable

an gen pud

i er dle

mal al

3. Homophones: Students use the homophones principal and principle in sentences. 4. Story Building: Students use the list words hotel, people, able, trouble and travel to write a short story. Compare the different stories created from the same word bank. stay wait

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Independent Practice Exercises:

1. The Meaning of Words 2. Graph Paper Word Shapes

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Challenge Words: (See Section 1)

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Review Activity:

2.28

Transformations (several to example)

/ n/ Spelled en, in, on, ain e

Teaching Tip: The letters en, in, on and sometimes ain can represent the sound / n/. The sound / n/ is an unaccented schwa sound. The schwa sound is the same for all vowels (see Unit 25). Note: Words with ine can also have the / n/ sound, as in determine and examine. e

e

e

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Word List:

Word List fallen *common *person written captain cabin

Challenge Words

spoken *certain *reason happened *frightened eaten

mistaken straighten imagine engine lengthen

lighten determine bargain chicken strengthen

*high frequency vocabulary

© On the Mark Press • S&S Learning Materials

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OTM-1817 • SSR1-17 Spelling Gr. 4

Section 2

Unit Teaching Plans Introducing the Skill: 1. Oral Language: Read the list words and ask students to identify the common sound at the end of each word. 2. Student Dictated Spelling: As each word is recorded, encourage students to examine the different spellings of the / n/ sound. e

3. Syllabication: Read the words slowly together and tap each syllable. Students are to state the number of syllables in each list word. Note how the / n/ spellings represents a separate syllable. e

4. Closed Word Sort - Compare and Contrast: Using the key word headings curtain, shorten, napkin and cotton, sort the list words according to the different spellings of the / n/ sound. Brainstorm and list further words with the / n/ sound at the end of the word. Have students categorize these according to their spellings. e

e

Applying the Skill: 1. Independent Word Sort - Compare and Contrast: Students are to sort and record the words by: 1) The different spelling patterns representing the same / n/ sound: en, in, on, ain. Word List: fountain, sharpen, raisin, lengthen, lighten, lesson, button, poison, mistaken, bargain, million, villain, mountain, engine. 2) By the two different sounds represented by the letter pattern ain, using the category headings plain and curtain. Word List: gain, main, complain, grain, drain, captain, bargain, curtain, certain, captain. e

2. Written Dialogue: Students use the list words spoken, person, reason and frightened in a conversation between two people. This may be in the form of a comic strip. 3. Bargain Basement: Using a journal style of writing, students are to recall and describe the best bargain they have or would like to have purchased. 4. Idioms: Students explain in writing what they think the following expressions mean: “a dime a dozen”, “six of one and half a dozen of the other”, “cheaper by the dozen”. 5. Word Hunt: Students are to use reference sources to record further vocabulary with the multiple spellings of / n/ under the four categories en, in, on, ain. e

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Independent Practice Exercises:

1. Building a Pyramid 2. Strong or Silent?

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Challenge Words: (See Section 1)

t

Review Activity:

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Dictated Word Sort (using vocabulary from Applying the Skill #1) 58

OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

2.29

/shun/ Spelled ion Teaching Tip: The spelling tion is used in nine out of ten words that end with ion. This pattern is added to words with _t, _ct, and _pt. Example: completion, collection, consumption. The ending sion is often added to words or roots ending in _ss, _se, _de, _end. Example: discussion, confusion, decision, comprehension. Fashion and cushion are the only shion words. The sound of /a-shun/ is spelled ation. Many of the ion and ian words have a different sound, as in division and Russian. Note how verbs can be changed to nouns with the addition of ion. Example: act to action.

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Word List:

Word List *vacation opinion million position action *nation confusion fashion fraction fiction conclusion relation

Challenge Words illustration introduction affection production explosion occupation competition admission explanation definition

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words and ask students to identify the common sound at the end of each word. 2. Syllabication: Read the words slowly together and tap each syllable. Students are to state the number of syllables in each list word. Note how /shun/ represents a separate syllable. 3. Student Dictated Spelling: As each word is recorded, students are to examine the different spellings of the /shun/ sound (see Teaching Tips) and the syllabication pattern represented, such as CV/VC, VC/V and V/CV. Ask volunteers to record each list word in its separate syllables on the chalkboard. Write the syllable pattern next to it as a model for the Independent Activities. 4. Closed Word Sort - Compare and Contrast: Using the key word headings onion, station, cushion and division, sort the list words according to the different spellings of the /shun/ sound, ion, sion, shion, tion. Brainstorm and list further words with the /shun/ sound at the end of the word. Have students categorize these according to their spellings. Applying the Skill: 1. Independent Word Sort: Students are to sort and record the words by: 1) The spelling patterns ion, sion, tion using the same category headings as in the Introductory Activity and 2) The syllable pattern each one represents: VC/CV, VC/V and V/CV. Word List: billion, mission, division, erosion, caution, question, lotion, motion, section, invention, mansion, inspection. © On the Mark Press • S&S Learning Materials

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OTM-1817 • SSR1-17 Spelling Gr. 4

Section 2

Unit Teaching Plans Example: ion billion

sion

tion

VC/CV

VC/V

V/CV

mission

caution

billion

question

erosion

2. Nouns and Verbs: Change the verbs to nouns by adding tion. You may need to add or change letters. Example: add - addition. Word List: collect, invent, direct, inform, suggest, converse, instruct, illustrate. 3. Memory Aid: Students are to compose a phrase or saying to assist them in remembering the spelling of million. Example: ‘millions of lions’ 4. Instruction Manual: An instruction manual is needed for people who are new to North America to show them how to use a candy machine (vending machine). Students are to write the instructions in six clear steps with a small illustration for each one. 5. Greeting Card: Using the word ‘congratulations’, students are to create a greeting card for a friend or relation, congratulating them on an achievement. stay wait

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6. Word Hunt: Students are to use their reading materials to locate vocabulary with ion. This is to be recorded in their notebooks under the categories ion, sion and tion. Independent Practice Exercises:

1. How Many Syllables 2. Dictionary Definitions

Challenge Words: (See Section 1)

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Review Activity:

Peer Testing

2.30

Contractions Teaching Tip: A contraction is a short way of saying two words. They represent the way we speak and need to be recorded in writing the same way. We use an apostrophe to show where the letters have been left out. To reinforce the position of the apostrophe, have the students stop writing at the point where the apostrophe is inserted, make it and then continue writing.

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Word List:

Word List wouldn’t they’ll you’d won’t we’d *I’ll

Challenge Words

doesn’t you’ve they’re couldn’t *that’s shouldn’t

o’clock it’ll mustn’t where’s here’s

who’ll don’t when’s isn’t there’s

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words and ask students to identify the meaning of each word. Discuss the information in Teaching Tips about contractions. © On the Mark Press • S&S Learning Materials 60 OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

2. Model the Use of Apostrophes: Use the list words to model the deleting of letters and replacing them with apostrophes. Explain that apostrophes are also used to show possession (Unit 31), but not plurals. Example: the girl’s hair, three girls. 3. X-Ray Eyes Activity: 4. Word Sort: Sort the list words: 1) By first, second and third person under the headings: I, we; you; he, she, they and 2) Under the categories representing their full form: not, will, have, would, should, could, are and is. Brainstorm further contractions under these six headings and record. Applying the Skill: 1. Word Sort - Full Form/Short Form: Students copy and sort the list words in their full and shortened form in a chart. Example: Full Form

Short Form

will not

won’t

2. Missing Letters: Students sort the list words according to the number of letters that were replaced by an apostrophe (deleted) to form the contraction. Example: Replaces 1 Letter

Replaces More Than 1 Letter

wouldn’t

they’ve

3. Homophones: The following homophones are to be used in sentences: wear, we’re, where; they’re, their, there; its, it’s, your, you’re, whose, who’s.

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4. Word Hunt: Within a ten minute time limit, students are to record all the contractions they can find in their reading materials. These are then shared with the class. Independent Practice Exercises:

1. Words of Fortune 2. Spell-a-Shape

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Challenge Words: (See Section 1)

t 2.31

Review Activity:

Proofreading

Singular and Plural Possessives Teaching Tip: Singular Form: The possessive form of a singular noun is made by adding ’s, as in cat’s. If the word already ends in s, just add an apostrophe after the last s, as in class’. Plural Form: The possessive form of a plural noun is made by adding an apostrophe after s or es, as in classes’ and cats’. For irregular plurals, such as women, children, people and men, that don’t end in s or es, add apostrophe s, as in women’s.

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Section 2 clock nature worries brushes

Unit Teaching Plans Word List:

Word List *friend’s countries’ families’ women’s *people’s government’s person’s men’s children’s town’s groups’ teacher’s

Challenge Words armies’ Americans’ Canadians’ secretaries’ scientist’s genius’ umpire’s artist’s president’s

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words in the context of a sentence and ask students to identify the ending sounds and possible meanings of each word. 2. Student Dictated Spelling: Inform students whether the list word refers to one or more than one. As each word is recorded, students are to examine the different position of the apostrophe and its relation to whether it is referring to one or more (singular or plural). Discuss the information in Teaching Tips about possessives. 3. Minimal Cues Activity: 4. Word Sort: Sort the list words according to the following categories: Singular

Plural Ending in s, es

Irregular Plural

(add ‘s)

(add ‘ after the s, es)

(add ‘s)

Applying the Skill: 1. Independent Word Sort: Sort the contractions and plurals into two separate categories: won’t, don’t, we’ll, it’s, you’ve, schools’, cousins’, haven’t, child’s, friends’. Example: Contractions

Plurals

won’t

schools’

2. Demonstrating Purpose: Using the vocabulary from the previous activity, students copy the words and explain the purpose of the apostrophe in each one alongside it. Example: school’s - The apostrophe shows that something belongs to the school. 3. Creative Writing: Using the topic ‘Our Family’s Vacation’, students are to create a story web outlining the name of the place they visited, how they got there, what it looks like, what they did there and how it made them feel. stay wait

late

rain

4. Rebus Sentences: Students compose sentences using pictures for five of the list words in a rebus format.

sav e

Independent Practice Exercises:

1. Little Words Inside 2. Ask a Question

Challenge Words: (See Section 1)

t

Review Activity:

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Unit Teaching Plans

Section 2

2.32

Prefixes dis, in, non, un Teaching Tip: A prefix is a syllable placed before a base word. Prefixes do not change the spelling of the base word, but they change the meaning and sometimes the pronunciation of the base word. The prefix dis means the opposite of, as in disagree; in means into or not, as in incorrect; non and un both mean not, as in nonsense and unable. The prefix in is changed to im before words beginning with m or p. Example: impolite, import, immobile, immoral.

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Word List:

Word List impossible nonsense unfinished disappoint unknown discover invite uncommon unusual nonfiction incorrect disappear

Challenge Words unprepared unbeaten dishonest unexpected import impress unnecessary impatient discount disloyal

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read each list word as a base word and then with a prefix. Example: able, unable, agree, disagree. Ask students to explain how each word changes in spelling and meaning. 2. Student Dictated Spelling: As each word is recorded, students are to examine the different prefixes and their meanings. Discuss the information in Teaching Tips. 3. Closed Word Sort: Use the key words unkind, dislike, non-fat, incomplete and impolite as category headings for students to sort the list words according to their prefixes. Examine how the prefix does not change the spelling of the base word, but the pronunciation and meaning does. Note that removing the prefix may result in its antonym. Example: disappear - appear. Applying the Skill: 1. Word Structure: Each list word is to be recorded in three columns: Whole Word, Prefix used and the Base Word without the prefix. Example: List Word unable

Prefix un

Base Word able

2. Word Building - Creating Opposites: Remind students to always add a prefix to a whole word to avoid omitting letters in words like reenter and misspell. At least one of the prefixes un, dis, im and non are to be added to the following words. Challenge students to try and add more than one prefix to the same base word. Example: unable, disable. Word List: able, cover, like, lucky, please, fair, even, wrap, wise, real, happy, button, tie, lock, certain, polite, patient, moveable. 3. Disappearing Tricks: Students write a possible solution to the question: “How do magicians make objects disappear?” © On the Mark Press • S&S Learning Materials 63 OTM-1817 • SSR1-17 Spelling Gr. 4

Section 2

Unit Teaching Plans 4. Base Words: The related words appear, disappear and reappear are to be used in sentences.

stay wait

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sav e

5. Word Hunt: Using their reading materials as reference sources, students are to find ten words that use one of the prefixes dis, un, non or in. Independent Practice Exercises:

1. Write a Riddle 2. Synonyms (disappear, disagree, unusual, discover, unknown)

Challenge Words: (See Section 1)

t

Review Exercise:

2.33

Words

Prefixes ad, ex, pre and pro Teaching Tip: The prefix ad means to or toward, ex means out of or former, pre means before and pro means in favor of or toward. The letter o in pro can be short or long depending on the syllable structure. Example: in promise, the closed syllable prom has a short vowel sound. In protect, the open syllable pro has a long vowel sound.

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Word List:

Word List admit explore provide explain promise prepare

Challenge Words

advice expect protect program *products preserve

preview adjust proceed advertise extreme

project progress advance exchange expand

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words with common prefixes. Example: admit and advice. Ask students to tell how they sound alike. 2. Syllabication: As students tap or clap each syllable, draw their attention to the fact that all the list words have two syllables. 3. Student Dictated Spelling: As each word is recorded, students are to examine the different prefixes and their meanings. Discuss the meaning of each prefix in relation to the whole word (see information in Teaching Tips). 4. Word Sort: Use the key words adjust, exit, pregame and profit as category headings for students to sort the list words according to their prefixes. Applying the Skill: 1. Word Structure: Each of the following words is to be recorded in three columns: Whole Word, Prefix Used and Meaning. Students may use dictionaries for this activity. Word List: progress, preview, excuse, adjust. © On the Mark Press • S&S Learning Materials 64 OTM-1817 • SSR1-17 Spelling Gr. 4

Unit Teaching Plans

Section 2

Example: Whole Word progress

Prefix Used pro

Meaning moving forward in growth

2. Adverbs: Discuss the meaning of the term adverb and how it is used in writing. An adverb tells how, when and where the action happens. Most adverbs end in ly, such as quickly and slowly. Other adverbs refer to a place or time, as in sometimes, later, here and anywhere. Ask students to list two adverbs under each of the headings how, when and where and use them in sentences. See Unit 34 for further adverbs.

stay wait

rain late sav e

3. Word Hunt: Using their reading materials as reference sources, students are to find as many words as they can that use one of the prefixes ad, ex, pre and pro. This may be a paired or group activity. Independent Practice Exercises:

1. Dictionary Definitions 2. Strong or Silent

Challenge Words: (See Section 1)

t

Review Activity:

2.34

Mystery Word

Suffixes ly, ful, less, ness Teaching Tip: By adding a suffix, we change the meaning of a word. The suffix ly means in a certain way, ful means full of, less means without and ness means a state of being. A number of the list words are adjectives or adverbs (see Word Sort under Introducing the Skill).

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Word List:

Word List helpful really happily luckily darkness awful

Challenge Words

hopeful *suddenly happiness hopeless powerful *safely

hopefully weakness worthless harmless deadly

careless thoughtless wonderful painful forgetful

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words with common suffixes. Example: forgetful, hopeful, powerful, awful. Ask students to tell how they sound alike. 2. Syllabication: Students tap or clap the syllables and state the number in each word.

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Section 2

Unit Teaching Plans 3. Student Dictated Spelling: Record each word dictated by students, examining the different prefixes and their meanings. Discuss the meaning of each suffix in relation to the whole word (see information in Teaching Tips). Examine how the spellings of some base words change when a suffix is added. Example: in lucky - luckily, the y is changed to i. 4. Closed Word Sort: Use the key words friendly, playful, tasteless and sweetness as category headings for students to sort the list words according to their suffixes. Discuss adjectives and adverbs. Adjectives describe a noun or pronoun by telling what kind, which one or how many. They add interest and information to our writing. See Unit 33 for adverbs. Ask students to identify the list words that correspond to each of these two categories. Applying the Skill: 1. Word Structure: Each of the list words is to be recorded in three columns: Base Word, Suffix and Whole Word including suffix. Example: Base Word

Suffix

Whole Word

forget

ful

forgetful

2. Word Building: Add both suffixes ful and ly to the following words. Example: hope + ful + ly = hopefully. Word List: hope, faith, cheer, play, care and peace. 3. Descriptive Phrases: Students locate and record five descriptive phrases from their reading material. These may describe a setting or a character. Example: stars shining brightly, a graceful flamingo, deep blue waters. 4. Colorful Vowels: Students copy each list word using color for the vowels. stay wait

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5. Character Study of a Powerful Hero: Students create a character web of a hero describing his/her name, age, looks, actions, qualities or powers. Independent Practice Exercises:

1. Memory Clues 2. Build a Pyramid

Challenge Words: (See Section 1)

t

Review Activity:

2.35

Affix Race

Irregular Verbs Teaching Tip: A number of verbs do not use the word ending ed to show past tense. In irregular verbs, the vowel sound often changes in the past tense. Example: mean, meant, buy, bought. The letter sequence pt is also used to show the past tense of verbs. Example: keep kept, sleep - slept.

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Unit Teaching Plans clock nature worries brushes

Word List:

Section 2 Word List meant kept slept felt sent heard ate *built won *began *thought bought

Challenge Words dealt fought spilt gone crept woke broke brought caught lent

*high frequency vocabulary

Introducing the Skill: 1. Oral Language: Read the list words and ask students to identify what they have in common. Many of the words end in /t/. 2. Student Dictated Spelling: Ask the students to describe the sounds they hear and the letters they would expect to see in each list word. As each word is recorded, examine the different forms of the past tense, including changes in vowel sound. Discuss how this represents the way we speak by putting ed on the list words to illustrate the inappropriateness of such word structure. Example: mean - meaned, keep - keeped. 3. Word Sort: Sort the list words according to their present and past tense using the key word headings Today and Yesterday. Have students use each form in an oral sentence. Example: Today

Yesterday

build

built

Applying the Skill: 1. Verb Pairs: Students are to use the present and past tense of each list word in the same sentence or pairs of sentences. Example: Susan slept until seven yesterday morning. Today she wants to sleep until eight. 2. Memory Aid: Students are to create a phrase to assist in remembering the spelling of build. Example: You and I build a house. 3. Past and Present: The following irregular verbs are to be copied and the present tense recorded beside each one. Word List: fought, taught, brought, lent, swept, knelt, grew, spilt, wrote, caught. stay wait

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4. Idioms: The meaning of the expression “swept him/her off their feet” is to be explained in writing. Independent Practice Exercises:

1. Graph Paper Word Shapes 2. Antonyms (slept, bought, grew, kept, began)

Challenge Words: (See Section 1)

t

Review Activity:

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Section 2

Unit Teaching Plans

2.36

Homophones Teaching Tip: The term homophones refers to words with the same sound, but different spelling and meaning. Homographs are words that are spelled the same and have different meanings, as in a kind of food and a kind person. Word List:

clock nature worries brushes

would *close chews *week *past *write

Word List Challenge Words wood aloud allowed clothes steel steal *choose eight ate weak tail tale passed through threw right *high frequency vocabulary

Introducing the Skill: 1. Student Dictated Spelling: Present each word in a sentence to give a clue to its meaning. Ask the students to describe the sounds they hear and the letters they would expect to see in each list word. As each pair of words is recorded, examine the differences in spelling and meaning. 2. Minimal Cues Activity: Applying the Skill:

stay wait

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1. Editing a Mixed Up News Report: Using incorrect homophones, students tell a confusing news story. They will need to decide upon which section of the paper it will be written for. Choices include the local and international news, sports, health care, auto news, business and entertainment. Each article will need to consist of: a Headline that will attract attention; a Dateline that tells where the story came from and when it was written; a Slugline that introduces the story with a punch; and the Body of the news story that answers the questions who, what, where, when, how and why. Before they begin, each homophone pair they plan to use inappropriately is to be recorded. They may choose from the word list, spelling words or use others located in the dictionary. Provide newspapers as a model. When they are completed, have students exchange them with a partner who acts as editor by proofreading the story and recording the spelling of the correct homophones underneath. Word List: jeans/genes, hole/whole, board/bored, not/knot, to/too/two, would/wood, knight/night, eight/ate, hare/hair, by/buy, wait/weight, plane/plain, mist/missed, road/rowed. 2. Picture Words: Students are to illustrate and label the pairs of list words.

sav e

Independent Practice Exercises:

t

1. Word Machine 2. The Meaning of Words

Challenge Words: (See Section 1) Review Exercise:

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3

Introductory Activities

1. Categories: Closed and Open Word Sorts (deductive and inductive thinking) Closed Sort (deductive thinking): In a closed sort, the teacher provides the categories and the students are asked to sort the words according to these by comparing and contrasting spellings. For example, categories may include words with a specific sound segment, letter sequence, prefix or suffix, number or type of syllables and different spellings for the same sound. The list of words to be examined and categorized may represent two or three contrasting key features, such as the letters that represent the different sounds of the same spelling, two spellings of the same sound, etc. In the first sessions, model the reasoning process for categorizing each word. Ask students to summarize with a statement about each category of words. The procedure is as follows: • Present the key words or spelling pattern provided in the lesson as category headings. Write them on a chart or copy on word cards. • If appropriate, reinforce the graphophonic correspondence of spellings by asking students to identify: - the letters they would expect to see in ____. Example: /shun/ (sound-symbol) - the sound they hear in ____. Example: ion (symbol-sound) • Write the word list provided on the board or present on cards for students to examine. Encourage them to explore, compare and contrast the features of the categories (sound, spelling pattern or meaning). • Ask students to verbalize what it is they have in common and either place the cards or write the words under the corresponding key word headings. Doubled tape or a solid sticky adhesive can be used to attach word cards in categories. • A miscellaneous or “exceptions” category may also be necessary. • Students record the categories in their notebooks. tion

sion

shion

action

division

fashion

Further Applications: • Independent Word Sort: Once this has been done as a whole class activity, groups of students or individuals can be given word cards or lists of words to sort and present their justification to the class. • Word Hunt: Novels, poetry, newspapers and subject content material provide authentic contexts for studying words with common phonetic, visual, semantic and derivational patterns. Students use these forms of literature to locate words that represent the categories. Then they write a statement for each group of words explaining how they relate to the category. This can be a timed activity. • Word Pictures: Students draw and label a picture that represents vocabulary they located in the word hunt, or that is provided by the teacher.

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Section 3

Introductory Activities

• Poetry: Once the list words have been categorized and further words with the same pattern have been recorded, you can have students apply this to creating a poem. It may be a nonsense rhyme, theme poem or descriptive poem. Begin by providing the first line for students to build on, if necessary. Open Sort (inductive thinking): In an open sort, teachers do not provide the categories. Students are to examine the words carefully to identify the categories and sort the words accordingly. This type of activity stimulates divergent and inductive thinking. You may present a list of words with a specific problem for the students to solve, such as identifying the rule they represent or simply ask them to decide upon the categories and then sort the words. Categories could include: number of syllables, syllable structure, vowel sounds, nouns, verbs or adjectives, specific prefixes or suffixes, different forms of a common base word and concept categories that are meaning based. In this way, students are able to form their own generalizations that can be applied to unfamiliar vocabulary with the same features. The word lists may come from sources such as books, dictionaries or curriculum vocabulary. A miscellaneous category is often necessary to address exceptions, such as words like “done” where the silent e rule does not apply. 2. Oral Language (Phonemic Awareness): In order to spell, students need to have developed the ability to analyze a word into smaller components, such as sounds and syllables. By asking students to discriminate between different spoken sounds and syllables, we are developing their auditory analysis skills which will assist them in encoding new vocabulary. This knowledge of how sound units are used to form spoken words is called phonemic awareness. Phonemic awareness is a strong indicator of reading and spelling success. A number of units have an Oral Language Introductory Activity.

usual unusual

3. Introducing the New Vocabulary: It has been found that introducing the spelling words in isolation and in printed form is preferable than in the context of sentences. This allows more detailed analysis of the words themselves. It is important to articulate each word carefully and have students do the same to avoid errors from mispronunciation. For regular spellings, draw students’ attention to the sound/symbol correspondence or structural characteristics that will help them to spell that word. For irregular spellings, use visual techniques, such as the X-Ray Eyes activity or reinforce with the “Say It Wrong to Spell It Right” strategy described in the Student Dictated Spelling Activity in this Section. 4. X-Ray Eyes: This is a form of progressive cloze. Begin by printing the list words on the chalkboard. Students will use their “x-ray eyes” to read deleted letters. Ask a student volunteer which letter they would like deleted. This letter is then erased from every word that contains it in the list. Students choral read using their x-ray eyes to see the missing letter. Another volunteer chooses the next letter to be erased and the process is repeated. No letters are replaced, so that the letter cues become progressively reduced.

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Introductory Activities

Section 3

5. Minimal Cues Message: This is an excellent warm up activity to a lesson or daily review of the spelling/reading connection at the beginning of each day. On the chalkboard write a message, riddle or joke where target spelling patterns are omitted. For example, you may choose to omit all the medial vowels or suffixes. Students are to “read” and copy the message in complete form using their knowledge of spelling strategies and sentence structure in an integrated manner. Allow five to ten minutes for the task and invite student discussion on the possible spellings. In this way students are verbalizing the strategies and reasoning they used in generating their spelling, enhancing their ability to generalize from familiar spelling concepts and vocabulary to new contexts. In the English language, there are only a certain number of letter sequences that are possible. This activity highlights this fact by challenging the student to apply prediction skills to identify what letter will come next. For example, W _ _ t p _ _ m c _ n y _ u f _ _ i _ s _ _ _ e? A u _ _ v _ _ _ e. (What poem can you find in space? A uni-verse.) Alternatively, factual information or local news provides relevancy for this cloze activity. 6. Student Dictated Spelling: Before presenting the word list on the chalkboard or chart, say each word and ask students to dictate the letter they would expect to see at the beginning, middle and end of the word i-s-l-a-n-d as you print it. You may wish to use this opportunity to discuss spelling patterns and irregular spellings. If the word has an irregular spelling pattern, you can use the strategy of ‘saying it wrong to spell it right’. When a word cannot be correctly decoded phonetically, such as “would” and “said”, have the students (mis)pronounce it phonetically to identify the irregularity. (Example: pe o ple - pee-o-pull-ee.) Regular spelling patterns can be addressed through the strategy of “sound it, blend it, say it”. In this way you are addressing the critical decoding (reading) and encoding (spelling) skills of segmenting and oral blending that are necessary for student success. 7. Shared Writing: When students have choral read the list ask them to help you create a story that uses each word. Provide a sentence starter if necessary. (Example: One day ... Yesterday the funniest thing happened when ...) You may wish to brainstorm ideas under who, what, where and when before beginning to provide a story structure. Once a theme or five W’s has been decided upon, have students use the sentence starter to begin the story. This is a good opportunity to model and encourage students to verbalize editing, as well as spelling and sentence structure skills. 8. Oral Cloze: To focus on the integration of meaning and the recognition of spelling patterns, a sentence is presented by the teacher for students to complete with the correct list word. This can also be used in the form of poetry or stories, where a word containing the same spelling element or principle is omitted.

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Section 3

Introductory Activities

9. Literature Vocabulary: In this pre or post reading activity, students use their knowledge of common letter sequences and the main elements of a novel to predict spellings using the minimal cues provided. Choose six to eight words from a current novel study that represent the key elements, such as vocabulary referring to the main event, an action, setting or character trait. These should be polysyllabic words. On the blackboard, write the numbers one through eight in a column. Next to each number, write the first letter of each word and a line for each missing letter. This is similar to the Words of Fortune review game. Students copy these in their notebooks. Progressively add letters, one at a time, inviting students to guess a word at any point during the process. If their guess is incorrect, simply continue adding letters, with students continually copying these until the solution is predicted. This is an important learning opportunity to discuss probable and improbable spellings in terms of word structure and letter sequences. 10. Dictionary Respellings: Demonstrate the use of the dictionary pronunciation guide found beside each word. Examine the different symbols and what they mean, such as long vowel signs and the dots or “bullets” that indicate where the word is divided into syllables. Have students copy these respellings next to their list words and model how students may apply this strategy for both reading and writing unfamiliar vocabulary.

11. Word Board:

uster blockb enigm e a t i in i n fdi lemm a eph eme ral non e m o n e ph

Provide slips of paper and a word box. Students are to record interesting, challenging words they find in their daily reading. These words may be from novels, texts, magazines, etc. Words are drawn from the box each day, or at the end of the week and examined. You may ask the student who recorded it to give a reason why they chose the word and the context in which it was used. These words may be used for the Challenge Word activity in Section 1 to reinforce the recognition and spelling of polysyllabic vocabulary. Another possible format is to have a wipe off board or chart paper posted in the room on which students may record their chosen words during the week.

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4

Independent Practice Exercises

Build a Pyramid • Build a pyramid with each list word. • Write the first letter at the top. Example: • Under this write it again. • Then write the next letter. • Add on one more letter each time until you have spelled the whole word.

p po pow powe power

• Draw a triangle around each word.

Antonyms • Choose five list words. • Find words that mean the opposite of each one. • Use a dictionary or thesaurus to help you. • Record each antonym next to the list word. Example:

© On the Mark Press • S&S Learning Materials

open

- close

join

- separate

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Section 4

Independent Practice Exercises

Synonyms • Find words that have the same or almost the same meaning as five words on your spelling list. • Use a thesaurus or dictionary to help you. • Record the synonyms in a web around the list word. rare

Example: peculiar

strange curious

unusual

special

odd

Dictionary Definitions • Choose five words from your list. • Look up their definitions or meaning in the dictionary. Write one definition. • Use the word in a sentence. Example: List Word: Definition: Sentence:

certain sure to happen I am sure that I will spell my words correctly.

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Independent Practice Exercises

Section 4

Ask a Question • Use each of your spelling words in a sentence that asks a question. • Underline the spelling word in each sentence.

Example:

Do you collect hockey cards?

How Many Syllables? • Read each list word slowly. Listen to each part of the word or syllable. • How many syllables do you hear? Can you tap your fingers for each one? • Write the list word, then record each syllable. Syllables 2nd 3rd fect por tant ti ply

Example: List Word perfect important multiplying © On the Mark Press • S&S Learning Materials

1st per im mul 75

4th

ing

OTM-1817 • SSR1-17 Spelling Gr. 4

Section 4

Independent Practice Exercises

Write a Riddle • Make a list of your spelling words by writing one word under the other. • Next to the list, write a clue for each word. Mix up the clues so they are not in the right order. • Share your word riddles with a partner and see if they can match up the words with the clues. Example:

Spelling Words

Clues

measure adventure

an exciting experience to find out the size of something

Little Words Inside • Write each of your spelling words. • Look closely at each one to find small words. • Circle the small words that you can find. Write the little words next to the spelling word. Example: thousand

sand, and, an, a

sentence

sent, ten

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Independent Practice Exercises

Section 4

Listening to Ending Sounds • Choose five words from your list. • Write a sentence for each one using only words that end with the same sound. Example: List Word:

decid e

Sentence: Emus eat enormous easter eggs.

Word Search Puzzle • Make a word search for a partner. Use the Word Search form. Copy each list word across and down. Fill in any spaces with little words and letters. • Write the words you used on the lines at the bottom of the form. • Ask your partner to find the list words and circle them. Example:

© On the Mark Press • S&S Learning Materials

r e e s a g d o y o 77

m o r w p

l g e x w

d w e h s OTM-1817 • SSR1-17 Spelling Gr. 4

Section 4

Independent Practice Exercises

Word Wheels • Use your spelling words to play Words of Fortune with a partner. Draw a wheel on a piece of paper. Choose a spelling word from your partner’s list. Draw a blank space for each letter in the word next to the wheel. • Ask your partner to guess a letter that could be in the word. If the letter is in the word, write it in the space where it is spelled in the word. If the letter is not in the word, write it inside the wheel. • When the word is complete, it is the partner’s turn. The winner is the player with the fewest letters inside the wheel. e y

w

___s ___ ___ t___

More Than One • Choose the words in your list that can be written in the plural form to show more than one. • Write the list word and the plural form next to each other. Example:

List Word

Plural

plant hundred problem

plants hundreds problems

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Independent Practice Exercises

Section 4

Skeleton Words • Take away letters from your spelling words to show only the “bare bones”. • Write every other letter of the spelling words. • Show it to a partner and see if they can put the body back on the “bones”. Example: remember

r_m_mb_r

The Meaning of Words • Use each of your spelling words in a sentence that shows its meaning. You may use two spelling words in a sentence. • Underline the list word in each sentence. Good Example - shows meaning: The climbers reached the top of the tallest mountain in the country. Poor Example - does not show meaning: The people lived on a mountain.

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Section 4

Independent Practice Exercises

Graph Paper Word Shapes • Find a sheet of 1 cm. graph paper. • Make a word shape of each spelling word. Write the letters inside the squares of graph paper. Tall letters will go into the row of boxes above. Letters with tails will go into the row of boxes below. • Draw an outline around the words with a colored pencil. Example:

thought

complete

photograph disappear

Spell-a-Shape • Use your spelling words to make an interesting shape or design. • Think of a shape you would like to create. It could be a topic your are studying, an animal, a place, a vehicle or a plant. Write the words at least two times to form an outline of your shape. least

y ne mo

me an

• You can use different sizes of letters and color to give it detail. e easy e rememberre r ad ag y sp d re n ad o c between empty reached se © On the Mark Press • S&S Learning Materials

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Independent Practice Exercises

Section 4

Memory Clues • Some words have groups of letters that are hard to remember. • Choose three list words. Look at the order of the letters in each word. Find the part that is hard. • Think of words that begin with each letter. The words should form a sentence. This will help you remember the order they are spelled in. Example: beautiful - Big elephants aren’t ugly.

Word Machine • Choose three words from your spelling list. Look closely at the letters in each word. Use the letters in each word to make five new ones. • Check your new words in the dictionary. • Score 1 point for three and four letter words. Score 2 points for words with five or more letters. What is your score? Example: separate - pear, tear, ape, tea, peas, Peter Score 7 points

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Independent Practice Exercises

True or False? • Use each spelling word in a sentence that makes a statement. Some of the sentences will say true things. The others will be false or not true. • Share them with a classmate and see if they can tell which are true and which are false. Example:

Catfish are creatures that live in the ocean. Smog is a mixture of smoke and fog.

Strong or Silent? • Sort your spelling words. Listen to all the vowel sounds in each word. Are they short, long or silent? • List them under Short, Long and Silent. Some words will be in more than one list. Example:

Short Vowel hopped

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Silent Vowel science

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Review Activities

1. Dictated Word Sort: In this variation of a word sort, the teacher or peer dictates a list of words for students to record under the key words or spelling patterns that represent the categories. This is a way of reinforcing and assessing students’ ability to recognize spelling features in words and categorize accordingly. 2. Extended Dictation - Spelling Through Analogy: Reinforce connections between words by dictating additional words with the same spelling pattern, structure or meaning. The strategy of might spelling through analogy is particularly useful here and requires students to apply night classification and problem solving skills, rather than simply relying on visual memory, which has its limitations. For example, if right is spelled r- i - g- h- t, then night would be spelled ________. right sight fright

3. Cue Cards: Model the step-by-step study process outlined in the Spelling Study Card (Section 7). Have students follow these steps with you using a list word as an example. Students are then to apply this process in reviewing the vocabulary that posed difficulty for them and have a peer testing session as a follow up, recording their progress. Partners are to take turns until each one has mastered their “spelling demons” in three subsequent peer dictations. The Spelling Cue Card (Section 7) should also be reviewed regularly. Model this process by verbalizing each step as you complete it with a list word. Students are then to join you on the second example and “talk” through the process as they do so. 4. Visualization: This is a visual memory strategy that is useful in mastering irregular spellings of high frequency words that may not be spelled through analogy and challenging multi-syllable words. It assists with visual encoding and word retrieval. Lead the students through this visualization technique. Present a word that is a common misspelling in your class’ writing on the chalkboard. Ask students to look world up or straight ahead and imagine they see a large outdoor screen, such as they would see at a ballpark, with the words printed in bright, colorful letters. When they have done this, ask them to see the letters being progressively erased, yet they can still recall what the word looked like, or visual image (similar to X-Ray Eyes activity in Introductory Activities). Students are to read each of its letters, not just look at them, but say each letter name forwards and backwards. This may be done to a rhythm, which is transferred to when the students record the spelling by writing the word. The steps in the visualization strategy assist students to maintain the visual image longer and allow processing to occur. 5. Proofreading (See Spelling Through Writing in Section 1): Whole Group Practice: To provide practice in proofreading skills, write a passage on the chalkboard or worksheet containing errors in target sound segments, structural features or meaning elements for the students to edit. You may wish to use an overhead for the first sessions to model proofreading strategies and involve students in the problem solving. Provide feedback in subsequent sessions by having students offer and discuss possible solutions to the editing and the concepts that were required to recognize and correct the errors. Through recognizing the mistakes of others, students reinforce and apply

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Section 5

Review Activities

spelling knowledge and skills. Errors may consist of inverted letters as in gril for girl, incorrect vowel sounds or order of vowels within a word as in siad for said, or omission of letters, as in hom for home or rite for write. Teachers may choose to present sentences or single words for editing on the chalkboard, as a daily exercise in spelling and punctuation or as a specific review exercise for one or more spelling units. Game Format: Proofreading or Goof Proofing can be adapted to a team game format. Write misspelled list words on the board in two columns. Misspellings may differ in each list word. Divide the class into two teams. Each team is to proofread and correct the errors in their column of words by erasing and rewriting letters. Team members may only change one letter. In this way, it is like a relay game. The team that is first to correct each word in their list wins, or simply congratulate each team for their accurate proofreading. Cloze: Provide a series of sentences or passages where the list words have been omitted for students to complete. Discuss how the context of the sentence provides clues to identifying the correct list word. 6. Words of Fortune: You can use post its and chart paper for this activity. Write the spelling words on chart paper and cover each letter with post its. If you do this on the chalkboard, simply draw spaces for the letters n_t_re in each word. Focus on one word at a time. Ask a student to choose a letter they think may be in the word. If they have chosen one that is present in the word, remove the post it to reveal the letter, or print it in the space where it appears in the word. The student may continue guessing another letter (or choose a classmate to continue) until an incorrect guess is made. Incorrect letters are recorded beside the word. Then the teacher or student chooses the next contestant. Continue until all the list words have been revealed and reviewed. This activity can also be used for math terms and theme words as a time effective skill builder. 7. Spelling Tic Tac Toe: Draw a tic tac toe square on the chalkboard. Divide the class into teams for X and O. Dictate a list or review word to each team in turn. If they are able to write it on their side of the tic x o tac toe square with the correct spelling it may remain there. To make this a cooperative game, have team members help each other to verify the spelling. Encourage the use of strategies by asking x students if it looks right and sounds right when they decode it. If the word is spelled correctly, they o may draw an X or O on the tic tac toe . When the first team has three X’s or O’s in a row they win. 8. Wordo: Wordo is a form of bingo where the squares may be filled with either spelling patterns or whole words. To review the unit sound segment, prefix or suffix, have students record these on _ture _ion dis_ un_ non_ the Wordo form. The teacher then dictates words using these spelling patterns. pro_ pre_ post_ _ment ex_ Students either put an X through the pattern or use a bingo chip. A similar process is followed for playing with whole words from current unit lists. _ance _ful _ly _ness _less Students copy these words on the form in random order and the teacher reads _able _ible _ence _ize _ory them aloud as they mark them on their form. A vertical, horizontal or diagonal row is a “Wordo”. Play the game until every student has at least one if possible. _our

_ally

_al

super_ _ive

9. Picture It!: Provide word cards with vocabulary based on previous and current spelling units. Pairs of students are given a card and a set time to draw something that will provide the class with clues for the word. No letters or words are to be used. Only drawings. The student who correctly guesses the word and their partner take the next turn.

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Section 5

10. Homophone Hangman: Choose a pair of homophones, such as close and clothes (see word list). Divide the students into two teams. One player from each team becomes the artist for that homophone. Their job is to draw a picture that represents the homophone. The first team to identify the homophone, spell it correctly and explain the meaning of each word pair wins the point. The number of guesses is limited by the hangman drawing or similar character. Word List: sale, sail; break, brake; aloud, allowed; meet, meat; threw, through; some, sum; ate, eight; right, write; week, weak; wood, would; guessed, guest; past, passed; not, knot; poor, pour; medal, meddle; tail, tale; knew, new; steel, steal; board, bored; course, coarse; creak, creek; son, sun; heard, herd; due, dew; straight, strait; side, sighed; mist, missed; doe, dough; which, witch; main, mane; waist, waste; plain, plane; one, won; cell, sell; need, knead; groan, grown; cruise, crews; chews, choose; piece, peace; wear, where; tow, toe; bear, bare; pail, pale; haul, hall; hour, our; stair, stare; sore, soar; deer, dear. 11. Affix Race: Write the prefixes and suffixes the students have practiced on cards. Each team picks a card from a container. They are to write as many words as they can with that prefix or suffix within a set time limit (Example: five minutes). Teams may use dictionaries and other aids to help them generate their list. When the time is up, teams read their words aloud and gain a point for each real word. The team with the most points wins the round. This may be repeated by having teams pick another card. 12. Word Study Jeopardy: Create categories such as Short Vowels, Long Vowels, Prefixes, Suffixes and Odd Balls. Students or helpers can create the word clue cards for each category based on vocabulary from previous units. Clues can be the form of a riddle, JEOPARDY letter clues, cloze sentence or Short Vowels Long Vowels Prefixes Suffixes Odd Balls rhyming word, etc. Order the 100 100 100 100 100 200 200 200 200 200 cards in difficulty and award values To go o n you e, g b n o a J r from $100 to $400. To begin, roll t S holida y on l do m il m w o c V ACATIO Un the die to see which team goes first. R AL N CAREE UNUSU They choose a category and value. Answers must be given in the form of a question and include the correct oral spelling of the word. Limit two turns per team. Continue until all the clue cards are used. The team or player with the highest amount wins. Shuffle the cards for the next game. 13. Word Sandwiches: Present only first and last letters and ask the students to suggest possible ‘fillings’ (in the form of medial letters) to form new words. This could be done as a whole group or small group task, with the challenge to create the largest number of possibilities. The use of a dictionary would be of special assistance to group work. For example, s___d - separated, started, etc.

14. Mystery Word: This is a variation on the I Spy game. Model the process by choosing a word from the list and giving the students a graphophonic clue, definition, rhyming word or synonym that will assist them in predicting ??????? correctly. (Example: A set of clues such as “a country with __ vowels and __ consonants, or a capital city, state, province, etc.) Students are to ask five questions. If they do not guess it then, the “riddler” gets the point, tells them and chooses the next player. The student who guesses the word is next to select a word that corresponds to the unit skill focus and repeat the process. Discuss the criteria for good questions that will eliminate categories of words. This can be a group or whole class activity.

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Section 5

Review Activities

15. Around the World: This game is played in teams. The goal of the game is to correctly spell the words called out by the teacher so they may circle the globe. When this is accomplished, a team gains 500 kilometers (310 miles). The first team to win 10,000 kilometers (6 213 miles) and travel around the world wins. You may wish to have students draw a world map with 500 kilometer (310 mile) increments marked on it so they can plot their progress.

16. Peer Testing: Have peers of students take turns dictating the words posing difficulty in the pre-test or words that individuals have added to their list such as challenge words or subject terms. When each partner has dictated the other’s list, they score it together using their Self-Correcting Errors form and give a point for each correct letter. The process is repeated with the other partner now dictating the words and assisting with the scoring. 17. Transformations: Start with a word and change a letter each time to produce the target new word. The new happen word will have one letter that is the same and have the same total number of letters as the first one. The lappen number of changes required will be the number of letters, minus one. For example, happen to lesson will leppen take five moves. lespen lessen lesson

18. Word Building Bingo: Dictate 24 letters for students to record in random order on the Wordo form. Some letters, such as vowels , may be repeated. The 25th letter is a free choice. The object is to g h k i d make as many words as possible from these letters in a specified period of time, scoring one point for words with three to four letters and two points for words with 5 or more letters. To l o e c b make this easier, you can reduce the number of letters to 15 or 20. A further alternative is to m p q w h have students choose their own letters. j o u y f i

l

s

g

x

19. Words of a Kind: Write the root or base form of a list word on the board. Team members or student volunteers write as many derivatives of this word as they can underneath it. A time limit of two to three minutes is person required. Teams or the whole class receive a point for each correctly-spelled derivative. A target score personal personally can be established for the whole class to achieve in this activity. personality impersonal

20. Word Shape Challenge: Draw a wordshape on the chalkboard, emphasizing the tall letters and letters with tails. This could be on large grid paper. Challenge students to write and outline as many words as they can that match the shape. They may use reading materials for reference. This game can be practice played by pairs, teams or the whole class.

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6

Take-Home Lists

Unit 1

Unit 2

Unit 3

struggle crumble month sample scream straight strange thrilling splash throat branch spring

switch edge bridge coach stage touch stretch kitchen huge change fetch porch

Unit 4

Unit 5

Unit 6

chance since courage control giant garbage once science practice guide magnet charge

fact break danger animal add afraid paid half safe yesterday main holiday

mean money reached asleep ready spread easy least remember empty forest agree

clock front against spend track grandfather complete stood across flight problem standing

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Unit 7

Take-Home Lists

Unit 8

Unit 9

mind child idea bright while life island goodbye live type finish decide

tomorrow follow also plot hold long only alone suppose goal whole shown

continue cousin rescue should grew lose through until during whose suit confuse

Unit 10

Unit 11

Unit 12

achieve weigh receive believe piece either eight height diet their neither chief

smart toward north argue course report force anymore order separate short sorry

early perhaps whether world different purpose learned heard earth curve together circle

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Take-Home Lists

Section 6

Unit 13

Unit 14

Unit 15

share there parents compare scare airport wear near rare spare career square

mixture nature adventure future pressure failure measure sure creature pleasure injure capture

noisy voice pointed destroy joint royal enjoy voyage soil loyal moisture broil

Unit 16

Unit 17

Unit 18

allowed mountain thousand however borrow power amount ground clouds flower lower proud

water almost toward cause naughty taught warm drawn crawl because daughter also

knew wrote know answer doubt listen wrong often sight climb knock walk

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Take-Home Lists

Unit 19

Unit 20

Unit 21

rough enough graph quiet quarter photograph telephone tough laugh quite questions trophy

watching hoped taped stared scared added yelling hopped tapped starred scarred stopped

losing racing worries dancing hiding flies promised bored staying becoming carried living

Unit 22

Unit 23

Unit 24

hardest latest noisier greatest higher busiest craziest nearest strongest earlier dirtiest younger

Canadians themselves radios eyelashes mixes brushes countries copies halves bodies matches bosses

downtown himself everybody yourself anymore without anything anywhere somebody something everyone lifetime

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Take-Home Lists

Section 6

Unit 26

Unit 27

perfect bottom mistake number matter happen correct sentence include member wonder twenty

solid upon notice later open finish even silent moment total equal behind

hotel signal numeral able vowel normal novel several travel example people trouble

Unit 28

Unit 29

Unit 30

fallen common person written captain cabin spoken certain reason happened frightened eaten

vacation million action confusion fraction conclusion opinion position nation fashion fiction relation

wouldn’t they’ll you’d won’t we’d I’ll doesn’t you’ve they’re couldn’t that’s shouldn’t

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Unit 25

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Section 6

Unit 31

Take-Home Lists

Unit 32

Unit 33

impossible unfinished unknown invite unusual incorrect nonsense disappoint discover uncommon nonfiction disappear

admit explore provide explain promise prepare advice expect protect program products preserve

Unit 34

Unit 35

Unit 36

helpful really happily luckily darkness awful hopeful suddenly happiness hopeless powerful safely

meant slept sent ate won thought kept felt heard built began bought

would wood close clothes chews choose week weak past passed write right

friend’s families’ people’s person’s children’s groups’ countries’ women’s government’s men’s town’s teacher’s

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Activity and Game Forms Dictated Word Sort Form

Name: __________________________________

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Name: _______________________

Wordo

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_______________ _______________ _______________ _______________ _______________

______________ ______________ ______________ ______________ ______________

Word List:

Name: __________________

Word Find Section 7 Activity and Game Forms

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Check the spelling in the dictionary

spelling the word two or three ways and choose the one that looks right

Try

Use

Write

it in a sentence

the word

about the sounds, letter patterns and meaning of the word

Break the word into syllables. Say each one

of other words with the same sounds, letter patterns and meaning

Think

Think

Touch each letter and say its name

Listen for each syllable and count them

the word

Say

Say

the word slowly

When I study a new word, I...

Spelling Study Card

When I spell a new word, I...

Spelling Cue Card

Activity and Game Forms Section 7

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_________________

_________________ Signed: _________________

Date:

School: _________________

Grade:

___________________

has achieved the Spelling Award for

_______________________

This is to certify that

Spelling Award

Section 7 Activity and Game Forms

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