The Spelling Teacher's Lesson-a-Day E-Book

Edward B. Fry

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: 5-Minute FUNdamentals
• Sprache: Englisch
• Veröffentlichungsjahr: 2010

Seitenzahl: 168

Beschreibung

The effective and fun-filled way to teach spelling to elementary students The Spelling Teacher's Lesson-a-Day gives teachers 180 engaging and ready-to-use lessons-one for each day of the school year-that boost spelling skills in students grades 3-6. These lessons may be used as "sponge" or "hook" activities (five-minute lessons to start off each school day) or teachers may simply pick and choose activities from within the book for the occasional spelling lesson. Fry teaches spelling patterns by contrasting homophones (like-sounding words) to help students recognize these spelling patterns in more complex words. He also boosts students' spelling skills by demystifying contractions, abbreviations, capitalization, silent letters, suffixes and prefixes, and more. * Offers an easy-to-use method for teaching spelling that has been proven to be effective * Includes 180 ready-to-use, reproducible lessons-one for each day of the school year * A new volume in the new series 5-Minute FUNdamentals This book is designed to be used by classroom teachers, homeschoolers, tutors, and parents.

Leseprobe

Table of Contents

JOSSEY-BASS TEACHER

Title Page

Copyright Page

THE AUTHOR

Introduction

Notes for the Teacher

PART I - HOMOPHONES AND PHONICS LESSONS

1 be vs. bee

Phonics: Long E

2 by vs. bye vs. buy

Phonics: Long I

3 fair vs. fare

Phonics: Long AR

4 no vs. know

Phonics: Long O

5 to vs. too vs. two

Phonics: Long Double OO

6 loan vs. lone

Phonics: Long O

7 tail vs. tale

Phonics: Long A

8 sea vs. see

Phonics: Long E

9 lie vs. lye

Phonics: Long I

10 meat vs. meet

Phonics: Long E

11 maid vs. made

Phonics: Long A

12 son vs. sun

Phonics: Short U

13 dear vs. deer

Phonics: Long E

14 do vs. due vs. dew

Phonics: Long OO

15 wood vs. would

Phonics: Long OO

16 write vs. right

Phonics: Long I

17 pole vs. poll

Phonics: Long O

18 bear vs. bare

Phonics: Long A

19 tax vs. tacks

Phonics: Short A

20 bite vs. byte

Phonics: Short I

21 brake vs. break

Phonics: Long A

22 mail vs. male

Phonics: Long A

23 flea vs. flee

Phonics: Long E

24 shoe vs. shoo

Phonics: Long OO

25 cheap vs. cheep

Phonics: Long E

26 hall vs. haul

Phonics: Broad O

27 leak vs. leek

Phonics: Long E

28 roll vs. role

Phonics: Long O

29 die vs. dye

Phonics: Long I

30 led vs. lead

Phonics: Short E

31 eight vs. ate

Phonics: Long A

32 I vs. eye

Phonics: Long I

33 ball vs. bawl

Phonics: Broad O

34 base vs. bass

Phonics: Long A

35 week vs. weak

Phonics: Long E

36 not vs. knot

Phonics: Short 0

37 rain vs. reign

Phonics: Long A

38 plain vs. plane

Phonics: Long A

39 past vs. passed

Phonics: Short A

40 or vs. oar

Phonics: Broad O

41 beach vs. beech

Phonics: Long E

42 row vs. roe

Phonics: Long O

43 pause vs. paws

Phonics: Broad O

44 oh vs. owe

Phonics: Long O

45 beat vs. beet

Phonics: Long E

46 pier vs. peer

Phonics: Long E

47 hole vs. whole

Phonics: Long O

48 which vs. witch

Phonics: Short I

49 hail vs. hale

Phonics: Long A

50 guest vs. guessed

Phonics: Short E

51 sell vs. cell

Phonics: Short E

52 cents vs. sense

Phonics: Short E

53 bread vs. bred

Phonics: Short E

54 band vs. banned

Phonics: Short A

55 root vs. route

Phonics: Short OO

56 peak vs. peek

Phonics: Long E

57 one vs. won

Phonics: Short U

58 night vs. knight

Phonics: Long I

59 rose vs. rows

Phonics: Long O

60 pail vs. pale

Phonics: Long A

61 in vs. inn

Phonics: Short I

62 road vs. rode

Phonics: Long O

63 pair vs. pear

Phonics: /e(∂)/

64 him vs. hymn

Phonics: Short I

65 fur vs. fir

Phonics: Short U

66 hair vs. hare

Phonics: Long A

67 new vs. knew

Phonics: Long OO

68 higher vs. hire

Phonics: Long I

69 flu vs. flew

Phonics: Long OO

70 great vs. grate

Phonics: Long A

71 hi vs. high

Phonics: Long I

72 find vs. fined

Phonics: Long I

73 so vs. sew

Phonics: Long O

74 raise vs. rays

Phonics: Long A

75 way vs. weigh

Phonics: Long A

76 ant vs. aunt

Phonics: Short A

77 berry vs. bury

Phonics: /er/ sound

78 blue vs. blew

Phonics: Long OO

79 our vs. hour

Phonics: /our/ sound

80 plum vs. plumb

Phonics: Short U

81 read vs. reed

Phonics: Long E

82 ring vs. wring

Phonics: Short I

83 toe vs. tow

Phonics: Long 0

84 rap vs. wrap

Phonics: Short A

85 warn vs. worn

Phonics: /or/ sound

86 least vs. leased

Phonics: /t/ sound

87 red vs. read

Phonics: Short E

88 bale vs. bail

Phonics: Long A

89 been vs. bin

Phonics: Short I

90 flower vs. flour

Phonics: /ou/ sound

PART II - CONTRACTIONS, CAPITALIZATION, COMMON MISSPELLINGS, AND MORE

91 Contractions: Not

92 Contractions: Will or Shall

93 Contractions: Have

94 Contractions: Would or Had

95 Contractions: Is or Has

96 Contractions: Various

97 Capitalization: First Word

98 Capitalization: Names

99 Capitalization: Places

100 Capitalization: Pets

101 Capitalization: Holidays

102 Capitalization: Books, Plays, and Movies

103 Capitalization: Periodicals

104 Capitalization: People’s Titles

105 Capitalization: Companies

106 Capitalization: Quotations

107 Capitalization: Review

108 Common Misspellings

109 Common Misspellings

110 Common Misspellings

111 Common Misspellings

112 Common Misspellings

113 Common Misspellings

114 Common Misspellings

115 Common Misspellings

116 Common Misspellings

117 Common Misspellings

118 Plurals: For Most Words

119 Plurals: For Words Ending in “S” or “SS”

120 Plurals: For Words Ending in “CH”

121 Plurals: For Words Ending in “SH”

122 Plurals: For Words Ending in “X”

123 Plurals: For Words Ending in “Y”

124 Plurals: For Words Ending in ‘0’

125 Plurals: Irregular Plurals

126 Plurals: Invariable Nouns

127 Abbreviations: First Two Letters

128 Abbreviations: First and Last Letters

129 Abbreviations: First and Middle Letters

130 Abbreviations: Two-Word State Names

131 Abbreviations: Initializations

132 Abbreviations: Days of the Week

133 Abbreviations: Months of the Year

134 Abbreviations: Streets

135 Abbreviations: Titles

136 Abbreviations: Time

137 Abbreviations: Various Fields

138 Homophone Contractions: “They’re”

139 Homophone Contractions: “You’re”

140 Homophone Contractions: “It’s”

141 Homophone Contractions: “Who’s”

142 Silent Letters: WR

143 Silent Letters: GN

144 Silent Letters: KN

145 Silent Letters: Silent Blend GH

146 Silent Letters: Silent B and D

147 Silent Letters: Silent H and P

148 Silent Letters: Silent PH and QU

149 Silent Letters: Silent T and U

150 Double Letters: FF

151 Double Letters: LL

152 Double Letters: SS

153 Double Letters: ZZ

154 Suffixes: Doubling Final Consonant

155 Suffixes: Doubling Two-Vowel Words

156 Suffixes: Doubling Two Consonants at End

157 Suffixes: Words Ending in E

158 Compound Words

159 Prefixes: Letter Doubling A-

160 Prefixes: Letter Doubling O- and CO-

164 Ending Sounds: K and CK

165 Ending Sounds: KE and NK

166 Spelling Problems: Letter C

167 Spelling Problems: IE or EI?

168 Spelling Problems: -TION vs. -SION

169 Spelling Problems: -AIR vs. -ARE

170 Homophone Look-Up Drill

171 Homophone Look-Up Drill

172 Homophone Look-Up Drill

173 Homophone Look-Up Drill

174 Homophone Look-Up Drill

175 Homophone Look-Up Drill

176 Homophone Look-Up Drill

177 Homophone Look-Up Drill

178 Homophone Look-Up Drill

179 Homophone Look-Up Drill

180 Homophone Look-Up Drill

APPENDIX: HOMOPHONE MASTER LIST

JOSSEY-BASS TEACHER

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Titles in the Jossey-Bass Education

5-Minute FUNdamentalsSeries

THE MATH TEACHER’S PROBLEM-A-DAY, GRADES 4-8 Over 180 Reproducible Pages of Quick Skill Builders

Judith A. Muschla, Gary Robert Muschla • ISBN 978-0-7879-9764-9

THE READING TEACHER’S WORD-A-DAY180 Ready-to-Use Lessons to Expand Vocabulary, TeachRoots, and Prepare for Standardized TestsEdward B. Fry, Ph.D. • ISBN 978-0-7879-9695-6

THE WRITING TEACHER’S LESSON-A-DAY180 Reproducible Prompts and Quick-Writes forthe Secondary ClassroomMary Ellen Ledbetter • ISBN 978-0-470-46132-7

THE SPELLING TEACHER’S LESSON-A-DAY180 Reproducible Activities to Teach Spelling, Phonics,and VocabularyEdward B. Fry, Ph.D. • ISBN 978-0-470-42980-8

THE GRAMMAR TEACHER’S ACTIVITY-A-DAY, GRADES 5-12Over 180 Ready-to-Use Lessons to Teach Grammarand UsageJack Umstatter • ISBN 978-0-470-54315-3

THE ALGEBRA TEACHER’S ACTIVITY-A-DAY, GRADES 5-12Over 180 Quick Challenges for Developing Math andProblem-Solving SkillsFrances McBroom Thompson • ISBN 978-0-470-50517-5

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eISBN : 978-0-470-57330-3

PB Printing

THE AUTHOR

Edward B. Fry, Ph.D., is Professor Emeritus of Education at Rutgers University (New Brunswick, New Jersey), where for twenty-four years he was director of the Reading Center. At Rutgers, Dr. Fry taught graduate and undergraduate courses in reading, curriculum, and other educational subjects and served as chairman and dissertation committee member for doctoral candidates in reading and educational psychology. As the Reading Center’s director, he provided instruction for children with reading problems, trained teacher candidates, and conducted statewide reading conferences. Author of the best-selling book The Reading Teacher’s Book of Lists, Dr. Fry is known internationally for his Readability Graph, which is used by teachers, publishers, and others to judge the reading difficulty of books and other materials. He is also well known for his Instant Words, high-frequency word list, and for reading, spelling, and secondary curriculum materials. He works as a curriculum author and skis and swims whenever possible.

INTRODUCTION

The Spelling Teacher’s Lesson-a-Day is aimed at improving the spelling ability of students in Grades 3 to 8, ESL, adult learners, and home-schoolers. The lessons are suitable for classrooms, tutoring, and self-study. Thus, Spelling Review is just that—a review of spelling skills that perhaps should have been learned earlier.

The lessons assume that the student has some spelling ability, but many faulty spelling skills.

A major method is to contrast two or three homophones to show that the same sounds can be spelled differently so the student is learning to spell some useful everyday words, and also the extension of the spelling patterns in those words. The lessons are basically “homophones” and “phonics.”

For many students, the second or third homophone will be vocabulary enrichment, and they will learn new words, or new word uses, from the definitions and example sentences.

The reason homophones are important is that many students now write using a computer (word processing and spell check). The problem is that spell check cannot detect an error in meaning (example: peak vs. peek).

However, these lessons also contain many other important spelling skills, such as:

Notes for the Teacher

The teacher can select which lesson or section to use. They are not necessarily in a teaching order.

Part of the method in these lessons is to show that many words use similar spelling patterns and, once learned, these patterns will appear in many more complex words. Looking for spelling patterns in words is a useful lifelong habit.

Another plan for these lessons is that they are short and easy so the student won’t think of spelling as an onerous chore. “Do you like spelling?” “Yes, it’s so easy.” Yet these lessons also show the need for precision or correct spelling, as the changing of just a letter or two can change the meaning or pattern.

Getting Started

The teacher can start the lesson by either showing the student a copy of the lesson page or by presenting the lesson orally with the visual aid of the words written on a chalkboard or chart.

1. Discuss and show the homophones and how their spelling differs. Give a few example sentences.

2. Do a bit of review by having the student orally, or in writing, tell the correct homophone spelling for the “Which is right?” sentences in the lesson.

3. Next ask the student to look carefully and perhaps read aloud all the bold print words in the Phonics section.

4. Next, in the Spelling Exercise section, have the student use some or all of the words in the Phonics section and give a little trial test. Call out the words one at a time and use them in a sentence. For clarity you can repeat the word and use it in a sentence. For spelling words, use the homophones and all or selected words from the bold print in the Phonics section.

5. The students can correct their own papers, or the teacher can correct the trial test.

6. Any words misspelled should be written correctly three times.

At a later time the teacher can review several lessons and give a final spelling test.

PART I

HOMOPHONES AND PHONICS LESSONS

1 be vs. bee

A social gathering at which people have a task or contest. “The students have lined up for a spellingbee.” (n.)

1. I was just stung by a _____!

2. I’m not sure where the new store will ___ in the mall.

3. Will the new teacher ___ in class today?

4. My grandmother goes to a sewing ___ every Monday.

Phonics: Long E

Learn to spell all the words in bold print.

Pay attention to the same vowel letter pattern in each word.

The Long E sound is sometimes made by the Single E letter pattern.

The Long E sound is sometimes made by the Double EE letter pattern.

Show YOU Know!

1. Write one or two sentences using as many of the words in these Single E and Double EE letter patterns as you can.

2. The teacher or another student will dictate each of these six words for you to write without looking at this page. Use each word in a sentence when it is spoken.

2 by vs. bye vs. buy

The means used. “The team traveled to the gamebybus.” (prep.)

A particular time. “We plan to arrive at the partybynoon.” (prep.)

1. The baby waved ___ to me.

2. I drove ___ your house today.

3. He was the first to say _____.

4. I think I’ll _____ a new hat at the mall.

Phonics: Long I

Learn to spell all the words in bold print.

Pay attention to the same vowel letter pattern in each word. The Long I sound is made by the Final Y letter pattern.

The Long I sound is made by the Final YE letter pattern.

Show YOU Know!

1. Write one or two sentences using as many of the words in these Final Y and Final YE letter patterns as you can.

2. The teacher or another student will dictate each of these six words for you to write without looking at this page. Use each word in a sentence when it is spoken.

3 fair vs. fare

A show or marketplace taking place outside. “Our statefairis always crowded.” (n.)

To have a light color. “That girl has veryfairskin.” (adj.)

To progress. “She did notfarewell in the soccer game.” (v.)

1. I want to buy a hotdog at the ___.

2. The bus ___ was only $2.00.

3. I don’t think the coach’s ruling was ___!

4. You should stay out of the sun if you have ___ skin.

Phonics: Long AR

Learn how to spell all the words in bold print.

Pay attention to the same vowel letter pattern in each word. The Long A plus R sound is made by the AIR letter pattern.

The Long A plus R sound is made by the ARE letter pattern.

Show YOU Know!

1. Write one or two sentences using as many of the words in these AIR and ARE letter patterns as you can.

2. The teacher or another student will dictate each of these six words for you to write without looking at this page. Use each word in a sentence when it is spoken.

4 no vs. know

To remember or recall a fact. “Iknow