Table Of Content

s e c ur o s e R g n hi c a e T c sti a ol h c S k, by Richard S. Piccirilli and Todd A. Zuk u Z & cirilli c Pi © k! c Sti s d or W g n elli p S g n ki a M New York • Toronto • London • Auckland • Sydney Mexico City • New Delhi • Hong Kong • Buenos Aires DEDICATIONS This work is dedicated to the memory of Carl. J. Diliberto, a real nice guy who is dearly missed by all. And to my wife, our children, and their families: you are always in my thoughts. Love you all! RSP To Mair, Ben, Brian, and Tucker—I love you. TAZ ACKNOWLEDGMENTS s e urc Not always seen, but always there, are my parents, my family, and my former o s Re teachers and students. To them a “thank you” for what they have taught me. g hin Special thanks to Marianne Zuk for her literary skills and to my friend, colleague, c a e and master teacher, Mike Quigley, for his comments and suggestions, and to T c sti Virginia Dooley for her encouragement. RSP a ol h c S Thanks to Mair for her sharp eye. We couldn’t do it without you. TAZ k, u Z & cirilli c Pi © k! c Sti s d or W g n elli p S g n ki a M Scholastic Inc. grants teachers permission to photocopy the reproducibles in this book for classroom use only. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form orby any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York NY 10012. Cover design by Maria Lilja Edited by Wendy Vierow Interior design by Solutions by Design, Inc. ISBN 0-439-57626-1 Copyright © 2004 by Richard S. Piccirilli and Todd. A. Zuk. All rights reserved. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10 40 11 10 09 08 07 06 05 04 Table of Contents Introduction . . . . . . . . . . . . . . . . . . . . . . 5 PART 3: Practice Break the Code. . . . . . . . . . . . . . . . . . . 27 Valuing Spelling PART 1: Break the Code Reproducible . . . . . . . . 28 Yes! Spelling Is Important . . . . . . . . . . . . 7 Spelling Break Time . . . . . . . . . . . . . . . 29 Spelling and You. . . . . . . . . . . . . . . . . . . 7 Spelling Breaks Reproducible . . . . . . . . 30 Spelling Posters. . . . . . . . . . . . . . . . . . . . 7 Riddled With Spelling. . . . . . . . . . . . . . 31 Yes! Spelling Is Important es Reproducible. . . . . . . . . . . . . . . . . . . . . . 8 Acronym Spelling . . . . . . . . . . . . . . . . . 31 c ur o es Spelling and You Reproducible . . . . . . . . 9 Riddled With Spelling Reproducible . . . 32 R g n chi Spelling Posters Reproducible . . . . . . . . 10 An Extemporaneous Spelling Speech . . 33 a e T astic PART 2: Visual Memory Finger Spell Your Spelling Words . . . . . 34 ol ch The International Manual Alphabet. . . . 35 S k, Making Spelling Word Jumbles. . . . . . . 13 u & Z Slipping and Sliding. . . . . . . . . . . . . . . 36 cirilli MReapkriondgu cSipbelell.in.g. .W.o.r.d. .Ju.m.b.l.e.s . . . . . . . 14 Spelling Slip Maker Reproducible. . . . . 38 c Pi k! © Grid Spelling . . . . . . . . . . . . . . . . . . . . 15 Which Word Is Which? . . . . . . . . . . . 39 c Sti ds Word Search . . . . . . . . . . . . . . . . . . . . 15 Which Word Is Which? Reproducible. . 40 or W g Grid Reproducible . . . . . . . . . . . . . . . . 16 Valuable Words . . . . . . . . . . . . . . . . . . 41 n elli Sp Config Your Spelling Words . . . . . . . . . 17 Word Value Chart Reproducible . . . . . . 43 g n ki Ma Configs Reproducible . . . . . . . . . . . . . . 18 Spelling Counts. . . . . . . . . . . . . . . . . . . 44 Can You Remember What You See?. . . 19 Spelling Counts Reproducible . . . . . . . . 46 Total Recall . . . . . . . . . . . . . . . . . . . . . . 20 Spelling Lotto . . . . . . . . . . . . . . . . . . . . 47 Scrambled Spelling. . . . . . . . . . . . . . . . 21 Spelling Lotto Reproducible. . . . . . . . . . 48 Scrambled Spelling Reproducible . . . . . 22 Using Coordinates to Make Secret Codes . . . . . . . . . . . . . . . . . . . . 49 Missing Vowels. . . . . . . . . . . . . . . . . . . 23 Using Coordinates to Break a Spelling in the Air. . . . . . . . . . . . . . . . . 23 Secret Code Reproducible. . . . . . . . . . . 50 Bowl of Fortune Spelling. . . . . . . . . . . . 24 Spelling List Fill-Ins. . . . . . . . . . . . . . . . . 51 Bowl of Fortune Spelling Cards. . . . . . . 25 G-u-e-s-s My Spelling Word. . . . . . . . . . 51 Bowl of Fortune Letter List . . . . . . . . . . . 26 Word Building Proofreading PART 4: PART 6: Picturing Plural Spelling Words. . . . . . . 52 Spotting Spelling Errors. . . . . . . . . . . . . 67 Finding Hidden Little Words . . . . . . . . . 52 Hunting for Misspellings . . . . . . . . . . . . 68 Finding Hidden Little Words Proofreading Newspaper Ads. . . . . . . . 69 Reproducible. . . . . . . . . . . . . . . . . . . . . 53 Detective Work: Find the Fix With a Prefix. . . . . . . . . . . . . . . . . . 54 Misspelled Word. . . . . . . . . . . . . . . . . . 70 Presto Change-o . . . . . . . . . . . . . . . . . . 54 Be a Dictator! . . . . . . . . . . . . . . . . . . . . 71 Spelling Crossword Puzzle . . . . . . . . . . 55 Student Progress PART 7: Word Building . . . . . . . . . . . . . . . . . . . 56 s ce Spelling Portfolios Made Easy. . . . . . . . 74 ur so Spelling Thesaurus . . . . . . . . . . . . . . . . 57 e R My Spelling Progress . . . . . . . . . . . . . . 75 g hin Describing Your Spelling Words . . . . . . 58 ac My Personal Spelling List. . . . . . . . . . . . 76 e T c Getting to the Root of It. . . . . . . . . . . . . 58 sti Teaching Spelling So That Students a chol Describing Your Spelling Words Remember What They Have Learned . . 77 S k, Reproducible. . . . . . . . . . . . . . . . . . . . . 59 u Z & cirilli PART 5: Applying Spelling Skills c Pi © Graffiti Board . . . . . . . . . . . . . . . . . . . . 60 k! c s Sti Funny Titles and Authors. . . . . . . . . . . . 61 d or W Funny Titles and Authors g n elli Reproducible. . . . . . . . . . . . . . . . . . . . . 62 p S g kin Tricky Tongue Twisters. . . . . . . . . . . . . . 63 a M Sentence Expansions. . . . . . . . . . . . . . . 63 Rhyme Time Spelling. . . . . . . . . . . . . . . 64 Newspaper Ads . . . . . . . . . . . . . . . . . . 65 Spelling Poetry . . . . . . . . . . . . . . . . . . . 66 Introduction As teachers, we are responsible for making sure our students become—and remain— good spellers. Therefore, our reason for writing this book is simple. It is to make this task fun, interesting, and relevant for students as well as for you, the teacher. This is achieved by presenting fifty practical, easy-to-use, and fun ideas. You may use your own spelling words and imitate the ideas explained in each spelling activity in your lesson plans. The concept behind Making Spelling Words Stick! is best described by listing other titles we considered while writing this book: W Ideas to Brighten Up Your Spelling Lessons s e c our W Fifty Ideas That Will Improve Pupil Achievement in Spelling s e R ng W Wake Up Your Spelling Program and Awaken Student Spelling Skills hi c Tea W Activities for Your Weekly Spelling Words c sti W ola Spell Well, Well After the Spelling Test h c S W k, Fun With Your Weekly Spelling Words u Z & W Models for Spelling Activities ccirilli W Using Your Spelling Skills in Writing Pi © W k! Make Spelling Interesting and Relevant c Sti W s Teaching Spelling So That Students Will Remember What They Learned d or W g This book is about all the above and more. It is about having students care about n elli correct spelling. It is about having students develop a spelling conscience—to care p S g that the words they write are all correctly spelled. n ki a M A fact of life is that our written work, and therefore the worthiness of our ideas, is partly judged by correct spelling. Our knowledge, education, and integrity are also judged. Consequently, valuing correct spelling goes to the heart of creating better spellers. Doing well on weekly spelling tests does not guarantee good spellers. Good spellers use correct spelling in their written work long after the weekly spelling tests. This is our challenge as teachers—to take our students beyond their spelling tests. To this end, this book can make a worthy contribution. 5 How This Book Is Organized The spelling activities in this book can be used with any spelling list. We present models, but you can substitute your own spelling words. The models are flexible and suit any teaching situation. They have simple, clear directions. The word lists are used merely to demonstrate the learning activities. In some cases reproducibles are provided to simplify teacher duplication of the learning activity. The spelling activities are grouped in sections that focus on one or more related aspects of spelling. These include: Valuing Spelling—creating a class ethos to recognize and appreciate spelling’s contribution to the clarity of ideas and its overall importance in s e urc communication. It is to help students realize that spelling is an essential o s e school subject. R g n hi c Developing Visual Memory—training to remember what one sees. This a e T c may involve examining words and visualizing the order of letters, the tall sti ola and short letters, and noting unique features in the word’s appearance and h Sc shape. This may be especially useful to students who are visual learners. k, u Z & Practice Using Spelling Words—opportunities to see, write, and cirilli develop an intuitive sense about the word. Practice is related to visual c Pi memory, word building, proofreading, and application. Practice also helps © k! students personalize their spelling words. c Sti s d Word Building—expanding spelling to different forms of a word. It can or W g include defining the new word and learning to use it correctly, teaching n elli word meaning as well as reinforcing phonics skills. Word building helps p S g students realize they can spell many more words than just those they have n aki studied. M Applying Spelling Words in Writing—using spelling skills on a regular basis. Using correct spelling in written work gives meaning and purpose to the study of spelling. It also demonstrates the diverse situations that require spelling skills. Proofreading Spelling Words—finding spelling errors and correcting them without assistance. These activities point out the value of spelling and underscore the idea that proofreading requires patience and a discriminating eye. These activities can be used in any order. Selection can be based on teacher and/or student interest and class need. This book is meant to be a flexible teacher tool. 6 PART 1: Valuing Spelling Yes! Spelling Is Important Purpose: Explain that correct spelling is important in life, that all livelihoods depend on correct spelling, and that there are consequences to incorrectly spelled words. Materials: copy of page 8, scissors sugar What to Do: Cut a copy of page 8 along the dotted lines. eggs Divide students into three groups. Give each group one milk scenario from page 8. Ask groups to discuss their scenario and butter to be prepared to talk about it to the class. Or if groups prefer, flower they can act out their scenarios for the class. Use the situations below as a basis for further discussion. Invite s appropriate adults who can attest to the following situations that e c ur emphasize the importance of correct spelling. o s g Re W A school principal or school secretary can tell about the n hi care that is taken with school communications, such as c a Te school newsletters, reports to the superintendent, or notes to parents and teachers. c asti W A writer can tell why all written work needs to reflect correct spelling. ol Sch W An employer can tell what misspelled words on a job application say about the applicant. k, u W Z A signmaker can describe what happens when mistakes are made in his or her business. & cirilli W A newspaper reporter can tell why correct spelling is important to him or her. c W Pi An editor can describe why correct spelling is important. © k! Stic Spelling and You s d or W ng Purpose: Reflect on the importance of correct spelling and its effect on daily life. elli Sp Materials: copies of page 9, paper, pencils or pens g n aki What to Do: Distribute copies of page 9 to students and have them answer the questions. Invite M them to share their answers with the class. As an alternative, you may wish to call on students for their answers. Spelling Posters Purpose: Students create posters to remind the class about the importance of spelling. Materials: copies of pages 10–12, scissors, poster board or drawing paper, markers What to Do: Copy pages 10–12, enlarging the pages if possible. Cut out the four posters on each page, and post all twelve around the classroom. Ask students to create a poster based on one of the models. As an alternative, use the models as a springboard, and ask students to create their own original spelling posters. Encourage students to decorate their posters. 7 Yes! Spelling Is Important Your mother gives you a shopping list. She wants you to buy flour, but instead she writes f-l-o-w-e-r. What will happen when you get home? What will your mother say? What will you say? s e c ur o s e R g n hi c a e T stic You read a letter from a friend and a sentence in a ol h Sc the letter contains these words: “My father bought k, u Z & me a new batt.” What did you do when you came cirilli Pic across the word “batt”? Did it make you stop? Did © k! Stic it stop the flow of the letter and what you were s d Wor thinking? What is the problem with having to stop g n elli and figure out what is meant? p S g n ki a M You are reading a classmate’s story. What happens when you come to a misspelled word? What do you do? When you read someone else’s work, does the writer have an obligation to the reader? Explain your answer. 8 Name ______________________________________________ Date ________________________________ Spelling and You 1. What happens when you read something that someone wrote and it has misspelled words in it? What does it tell you about the writer and his or her work? ______________________________________________________________________________ ______________________________________________________________________________ 2. List three jobs that depend on correct spelling. s e c ______________________________________________________________________________ ur o s e R g ______________________________________________________________________________ n hi c a e T c 3. What would happen if any of these jobs had products with misspelled words on them? sti a ol ______________________________________________________________________________ h c S k, Zu ______________________________________________________________________________ & cirilli _________________________________________________________________________________________ c Pi © k! 4. How do you feel when someone misspells your name? What do you do about it? Why? c Sti ds ______________________________________________________________________________ or W ng ______________________________________________________________________________ elli p S g ______________________________________________________________________________ n ki a M 5. Why do you think it is important to spell words correctly? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. Have you written something that made you think about correct spelling? What was it and when did you write it? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 9