spelling power - curriculum associates to write song titles ... spelling poweris an eight-level...

BOOK

ESpellingPowerSpellingPower

Focus on Spelling, Meaning, and Writing

CURRICULUM ASSOCIATES ®, Inc.

Word StudyWord Study

See the word.

Say the word.Touch each letter andsay its name.

Cover the word.

Write the word.

Check the word.Touch each letter andsay its name.

ISBN 0-7609-0891-5©2000—Curriculum Associates, Inc.

North Billerica, MA 01862No part of this book may be reproduced by any means

without written permission from the publisher.All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

See

Say

Cover

Write

Check

2

The Seven Spelling HelpsThe Seven Spelling Helps

■ get + ing = get + t + ing = getting■ big + er = big + g + er = bigger

■ have + ing = have – e + ing = having■ write + er = write – e + er = writer

■ try + ed = try – y + i + ed = tried■ try + ing = trying

■ word + s = words■ key + s = keys

■ inch + es = inches■ class + es = classes

■ story + es = story – y + i + es = stories■ country + es = country – y + i + es = countries

■ half + es = half – f + v + es = halves■ wife + es = wife – fe + v + es = wives

1

2

3

4

5

6

7

Some words double the final consonant when addinga suffix that begins with a vowel.

Some words drop the final e when adding a suffixthat begins with a vowel.

Some words change y to i when adding a suffix notbeginning with i.

Most nouns form the plural by adding s.

Nouns ending with s, ss, sh, ch, and x form theplural by adding es.

Some nouns form the plural by changing y to i whenadding es.

Some nouns form the plural by changing f or fe to vwhen adding es.

3

www.curriculumassociates.com • 800-225-0248

1919

106

Focus on SpellingFocus on Spelling

experience What a pleasant experience!score The score is ten to eight.apple This apple is tart.bought I bought a new notebook.led She led the troops into battle.pitch The player will pitch two games.coat The cat’s coat was soft and gray.mass A mass of people gathered.card I want to get a library card.band Will you join the band this year?

Read the word. Fill in the word. Write the word.

experience

score

apple

bought

led

pitch

coat

mass

card

band

Congratulations! You’ve done the

Pretest. Now you’reready to begin!

107

1919Focus on Spelling Focus on Spelling

Fill in the missing letters. Then write the spelling word.

1. c a

2. a l e

3. i h

4. p e r e c

5. b u g

6. s o e

7. a s

8. b

9. e

10. c a

Circle the spelling words that are the same. Then write the spelling word.

1. score, floor, scout, score

2. led, led, fed, red

3. apple, dapple, apple, sapling

4. pitch, rich, patch, pitch

5. experience, expert, experience, extra

6. coat, boat, float, coat

7. mass, bass, mass, rash

8. cord, car, card, card

9. bought, ought, brought, bought

10. band, brand, band, bland


108

1919 Focus on MeaningFocus on Meaning

Write the spelling word that matches the definition.

1. to make points in a game

2. fruit

3. item of clothing

4. to throw

5. large amount

6. one of a playing deck

7. past tense of buy

8. group of musicians

9. to live through something

10. past tense of lead

Write the spelling words that make sense in the sentence.

1. There is no quite like

that of eating a ripe .

2. There was hysteria

at the concert.

3. I will this

with plastic.

4. The expensive house she

finally to problems.

5. To sing my new music ,

you need perfect .


experience pitch

score coat

apple mass

bought card

led band

The word pitch hasmany meanings. Whatdo you think pitchmeans in each of these sentences?1. Let’s pitch the tent.2. Her voice has

good pitch.3. The pine tree

oozed pitch.

109

1919Focus on WritingFocus on Writing

Complete the sentence. Use at least one spelling word.

1. After Joan examined all the fruit, she decided

2. For her birthday, Jerry

3. I took my allowance, went to the mall, and

4. The home team made a goal, resulting in

5. When I felt the chill in the air, I put

Time to Write Song TitlesCircle the spelling words in each song title. Then use some spelling words as you write three new song titles.

1. Apple, Apple, Warm Me to the Core

2. I Bought Time, but Time Ran Away

3.

4.

5.

Time to Write RiddlesWrite a riddle to go with the spelling word. The first one is done for you.

1. apple

I am .

2. coat

I am .

3. band

I am .

an apple

People love to crunch into me.


Go back and proofread.

110

1919 Focus on Spelling Focus on Spelling

Cross out the extra letter to make a challenge word. Then write the word.

1. cooated

2. buyyer

3. bannded

4. leadder

5. expperiences

6. applessauce

7. pittcher

8. carrding

9. scoored

10. maasses

Focus on MeaningFocus on Meaning

Write the challenge word that can be used in both sentences.

1. I this duck’s leg to keep track of its flight patterns.

We together to fight for our rights.

2. The juice spilled out of the .

I hoped to be the in today’s game.

3. The team 50 points!

He the wood and then cut it.


experiences pitcher

scored coated

applesauce masses

buyer carding

leader banded


111


Time to Write a Greeting CardDesign and write a greeting card that uses at least one challenge word.

Time to Write InstructionsWrite step-by-step instructions for doingsomething with a cardboard box. Makesure a reader can follow your directions.Use some super challenge words.

Time to Write a Movie Title and a SummaryUse some super challenge words as youwrite a movie title and then describewhat the movie is about.

experiencing pitching

scoring coatless

apple juice massive

buyable cardboard

leaderless banding


BOOK

ESpellingPowerSpellingPower

Focus on Spelling, Meaning, and Writing

CURRICULUM ASSOCIATES ®, Inc.

Teacher Guide


ISBN 0-7609-0893-1©2000—Curriculum Associates, Inc.

North Billerica, MA 01862Permission is granted for reproduction of the reproducible pages

in limited quantity for classroom use.All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Book For Whom Number of Number of Number of Number of Number of Number of Writing WordsSpelling Spelling Challenge Super of Review of Spelling Introduced inLessons Words in Words in Challenge Lessons Words in the Order of

Each Each Words in Each Their FrequencySpelling Spelling Each Review in WritingLesson Lesson Spelling Lesson

Lesson

A Students in 25 5 5 10 WordsYellow grade 1 1–125

B Students in 25 8 8 5 20 WordsPurple grade 2 126–325

C Students in 25 10 10 10 5 25 WordsRed grade 3 326–575

D Students in 25 10 10 10 5 25 WordsGreen grade 4 576-825

E Students in 25 10 10 10 5 25 WordsOrange grade 5 826–1,075

F Students in 25 10 10 10 5 25 WordsAqua grade 6 1,076–1,325

G Students in 25 10 10 10 5 25 WordsBrown grade 7 1,326–1,575

H Students in 25 10 10 10 5 25 WordsBlue grade 8 1,576–1,825

OVERVIEW OF THE SERIESOVERVIEW OF THE SERIES

Total Number of Words Available in the Series: 5,025Number of Spelling Words: 1,825Number of Challenge Words: 1,700Number of Super Challenge Words: 1,500


1 Study the five-day plans for teaching the spelling lessons and the review lessons. (See pages T7–T9 and T13.)

2 Learn the steps for administering the pretest and post test. (See Giving the Pretest, page T10.)

3 Introduce students to the self-corrected test procedure. (See Correcting the Pretest, page T10.)

4 Show students how to record the results of the pretest and post test. (See Recording Performance, page T10.)

5 Teach students the five steps for the independent study of their spelling words. (See Studying the Words, page T10.)

6 Begin teaching by turning to annotated Lesson 1. (See page 4 in the teacher guide.)

SIX STEPS TO A QUICK STARTSIX STEPS TO A QUICK START


Introduction ..............................................................................................................T6Series Overview..................................................................................................T6Goals of the Series ............................................................................................T6Features of the Series........................................................................................T6Organization ......................................................................................................T6

Student Book ..............................................................................................T6Teacher Guide ............................................................................................T6

Teaching Plans for Spelling Lessons ................................................................T7Plan 1 ..........................................................................................................T7Plan 2 ..........................................................................................................T8Plan 3 ..........................................................................................................T9

Teaching Procedures for Spelling Lessons ....................................................T10Additional Activities ........................................................................................T12Acquiring Proofreading Skills ........................................................................T13Teaching Plan for Review Lessons..................................................................T13Teaching Procedures for Review Lessons ......................................................T14Teaching Suggestions ......................................................................................T15Word Frequency/Spelling Accuracy ................................................................T16Bibliography ....................................................................................................T17Word Study ..........................................................................................................2The Seven Spelling Helps ....................................................................................3

Annotated LessonsLesson 1 ................................................................................................................4Lesson 2 ..............................................................................................................10Lesson 3 ..............................................................................................................16Lesson 4 ..............................................................................................................22Lesson 5 ..............................................................................................................28Review Lesson 6 ................................................................................................34Lesson 7 ..............................................................................................................38Lesson 8 ..............................................................................................................44Lesson 9 ..............................................................................................................50Lesson 10 ............................................................................................................56Lesson 11 ............................................................................................................62Review Lesson 12 ..............................................................................................68Lesson 13 ............................................................................................................72Lesson 14 ............................................................................................................78Lesson 15 ............................................................................................................84

TABLE OF CONTENTSTABLE OF CONTENTS


Lesson 16 ............................................................................................................90Lesson 17 ............................................................................................................96Review Lesson 18 ............................................................................................102Lesson 19 ..........................................................................................................106Lesson 20 ..........................................................................................................112Lesson 21 ..........................................................................................................118Lesson 22 ..........................................................................................................124Lesson 23 ..........................................................................................................130Review Lesson 24 ............................................................................................136Lesson 25 ..........................................................................................................140Lesson 26 ..........................................................................................................146Lesson 27 ..........................................................................................................152Lesson 28 ..........................................................................................................158Lesson 29 ..........................................................................................................164Review Lesson 30 ............................................................................................170

Reproducibles ..........................................................................................................T18Test Page ..........................................................................................................T19Word Shapes ....................................................................................................T20Review Pages....................................................................................................T45Word Lists ........................................................................................................T50

T6

INTRODUCTIONSERIES OVERVIEW

Spelling Power is an eight-levelseries that teaches spelling skills as a developmental process within a total language program. UsingSpelling Power 12-15 minutes perday helps students become strongand fluent spellers. Based oncurrent spelling research, SpellingPower establishes the followinggoals in your classroom.

GOALS OF THE SERIES• to learn and transfer the spelling

of the 1,825 words mostfrequently used in writing

• to learn and use related wordforms and other words pertinentto student writing needs

• to provide writing opportunities to improve spelling accuracy in everyday writing

• to help students meet thephonetic, visual, and semanticdemands of expert spelling

• to develop proofreading skills• to develop dictionary skills• to integrate spelling with

listening, speaking, reading,writing, and thinking

FEATURES OF THE SERIES• teaches the 1,825 most commonly

written words in priority order• is age neutral (grade 1-adult)• uses a test-study-test method

of instruction• uses a self-corrected test

procedure• employs a five-step, multimodal

word-study procedure• provides a review lesson after

every five spelling lessons• teaches and applies appropriate

proofreading skills• emphasizes visual imagery• provides a progress chart for

recording student performance• has a reproducible test page for

taking pretests and post tests• provides hints and activities for

meeting individual needs

• includes writing activities thatintroduce and explore differentstyles, genres, and formats

• provides vocabulary buildingactivities

• includes word fun fact activitiesthat foster learning word historyand identifying word relationships

ORGANIZATIONSTUDENT BOOKTwenty-five Spelling LessonsThe student book contains twenty-five self-directing spelling lessons.Each six-page lesson begins with apretest and ends with a post test.There are ten high-frequencyspelling words, ten challenge words,and ten super challenge words ineach spelling lesson. The challengewords and the super challengewords are most often related formsof the spelling words. The spellingwords are practiced in activitiesthat focus on spelling, meaning, and writing. The challenge wordsare practiced in one spellingactivity, one meaning activity, andone writing activity. The superchallenge words are practiced inwriting activities. Each lesson alsohas a Word Fun Fact that helpsstudents build vocabulary andpractice dictionary skills.Five Review LessonsThe student book also contains five self-directing review lessons. A review lesson follows every fivespelling lessons. Each four-pagereview lesson begins with a reviewtest and ends with a post-reviewtest. There are twenty-five spellingwords in each review lesson. Fivespelling words from each of the fiveprevious spelling lessons arereviewed. The review words arepracticed in a series of spelling,meaning, writing, and dictionaryactivities. My Progress ChartCharts for recording pretest andpost test results are on pages174–176 of the student book.

The Word Study ProcedureA five-step procedure forindependent word study, on page 2of the student book, employs visual,auditory, and kinesthetic modalitiesand helps students practicespelling.The Seven Spelling HelpsA list of the seven most relevantspelling generalizations for addingsuffixes to words is found on page 3of the student book. Students referto this list when learning relatedword forms or when using wordderivatives in writing. This list isespecially helpful with thechallenge words and the superchallenge words.

TEACHER GUIDEIntroductionThis section describes the Spelling Power series, withrecommendations for its use.Annotated LessonsEasy-to-follow lesson plans areprovided for the spelling lessonsand the review lessons. Reducedstudent pages with answers appearfor each lesson. The lessons alsohave• Proofreading Practice—series

of proofreading activities that helpbuild students’ proofreading skills.

• Building Vocabulary—series ofactivities that help students thinkabout and develop vocabulary andword skills.

• Meeting Individual Needs—series of activities that developspelling skills for students whoneed extra help or for studentswhose first language is notEnglish.

• Word Fun Fact—series ofactivities that help buildvocabulary and dictionary skills.

• Writing Idea—series of extendedwriting activities that givestudents additional writingpractice.

• Teacher Hint—series of hints onhow to use the program in theclassroom. Suggestions are oftengiven for writing portfolioselections.



There are three five-day teaching plans for using Spelling Power in the classroom. The plans are based on which list(s) students are assigned in each weekly lesson.

T7

PLAN 1The first plan is designed for students who can handle no more than ten high-frequencyspelling words in one week. In this plan, students do not move ahead to the challenge words or the super challenge words. The pretest, the weekly study, and the post test involve only the ten spelling words.

ReproduciblesThere are thirty-four reproduciblemasters on pages T19–T52 of theteacher guide. • Test Page The reproducible test

page (page T19) is used for thepretest and the post test for eachof the twenty-five spelling lessons.Distribute this reproducible tostudents each time a pretest orpost test is administered.

• Word Shapes These twenty-fivereproducibles (pages T20–T44)contain the configuration boxesfor both the challenge words andthe super challenge words in eachof the spelling lessons.

• Review Pages These fivereproducibles (pages T45–T49) areused by students to self-correctthe review test and the post-review test in each of the reviewlessons.

• Word Lists These threereproducibles (pages T50–T52)list the spelling words, thechallenge words, and the superchallenge words for the twenty-five spelling lessons. These listscan be duplicated for students to use when studying theirspelling words at home.

Teacher StudentsDay 1/Teach ADMINISTERS the spelling word pretest. TAKE the spelling word pretest.

(See Giving the Pretest, page T10.)GUIDES student correction of the pretest. CORRECT the pretest.(See Correcting the Pretest, page T10.)DIRECTS students to record pretest results. RECORD the pretest results on(See Recording Performance, page T10.) My Progress Chart on page 174

of the student book.DIRECTS students to use the Word Study USE the Word Study procedure.procedure to study the words. (See Studying the Words, page T10.)ASSIGNS Word Shapes activity. COMPLETE Word Shapes activity.

Day 2/Practice ASSIGNS Focus on Spelling activities. COMPLETE Focus on Spelling activities.GUIDES students through COMPLETE guided activities. Meeting Individual Needs* and Building Vocabulary* activities.GUIDES students through COMPLETE Proofreading Practice activity.Proofreading Practice activity.

Day 3/Apply ASSIGNS Focus on Meaning activities. COMPLETE Focus on Meaning activities.

Day 4/Apply ASSIGNS Focus on Writing activities. COMPLETE Focus on Writing activities.GUIDES students through COMPLETE Proofreading Practice activity.Proofreading Practice activity. CONFERENCES with students to select SELECT writing for portfolio.writing for portfolio.

Day 5/Assess ADMINISTERS the spelling word post test. TAKE the spelling word post test.(See Giving the Post Test, page T11.) GUIDES student correction of the post test. CORRECT the post test.(See Correcting the Post Test, page T11.)DIRECTS students to record post-test results. RECORD the post-test results on (See Recording Performance, page T10). My Progress Chart on page 174

of the student book.DIRECTS students to use the Word Study USE the Word Study procedure. procedure to study the words. (See Studying the Words, page T10.)

*These activities may be used on Day 2 or Day 3.

TEACHING PLANS FOR SPELLING LESSONS

1919

106

Focus on SpellingFocus on Spelling

experience What a pleasant experience!score The score is ten to eight.apple This apple is tart.bought I bought a new notebook.led She led the troops into battle.pitch The player will pitch two games.coat The cat’s coat was soft and gray.mass A mass of people gathered.card I want to get a library card.band Will you join the band this year?

Read the word. Fill in the word. Write the word.

experience

score

apple

bought

led

pitch

coat

mass

card

band band

card

mass

coat

pitch

led

bought

apple

score

experiencexe p e r i e n c e

s c o r e

a p p l e

b o g h tu

l e d

ip t c h

c o a t

m a s s

c a r d

b a n d

Congratulations! You’ve done the

Pretest. Now you’reready to begin!

106

Focus on SpellingGIVING THE PRETEST• Give students the pretest below

by saying the word, dictating thesentence, and saying the word again.

• Have students write the words onthe reproducible test page (p. T19)or in their spelling notebook.

CORRECTING THE PRETEST• Have students correct their pretest

immediately.• Spell each word aloud, and write it

on the chalkboard or on chart paper.• Have students proofread the words

on their test page by touching eachletter with a pencil as the letter issaid and then circling their errors.

• Have students rewrite anymisspelled words correctly.

• Have students record theirperformance on My Progress Chart.

STUDYING THE WORDS• Review the word study procedure

on p. 2 and invite students to studythe words.

• Tell students to turn to p. 106 andbegin the activities.

(visual imagery)Filling in the configuration boxeshelps students visualize how thewords are written. Have studentswrite the spelling words in the boxes and then write the wordsin the third column.

LESSONLESSON

• to spell ten high-frequencywriting words

• to apply writing words toappropriate contexts

• to write song titles and riddles• to proofread the writing

Objectives

TEACH

1919


1. experience—What a pleasant experience!—experience2. score—The score is ten to eight.—score3. apple—This apple is tart.—apple4. bought—I bought a new notebook.—bought5. led—She led the troops into battle.—led6. pitch—The player will pitch two games.—pitch7. coat—The cat’s coat was soft and gray.—coat8. mass—A mass of people gathered.—mass9. card—I want to get a library card.—card

10. band—Will you join the band this year?—band

Pretest/Dictation Sentences

107

1919Focus on Spelling Focus on Spelling

Fill in the missing letters. Then write the spelling word.

1. c a

2. a l e

3. i h

4. p e r e c

5. b u g

6. s o e

7. a s

8. b

9. e

10. c a

Circle the spelling words that are the same. Then write the spelling word.

1. score, floor, scout, score

2. led, led, fed, red

3. apple, dapple, apple, sapling

4. pitch, rich, patch, pitch

5. experience, expert, experience, extra

6. coat, boat, float, coat

7. mass, bass, mass, rash

8. cord, car, card, card

9. bought, ought, brought, bought

10. band, brand, band, bland band

bought

card

mass

coat

experience

pitch

apple

led

score

carddr

leddl

banddna

masssm

scorerc

boughttho

experienceenixe

pitchctp

applepp

coatto

107

Focus on Spelling

(word recognition)Filling in the missing letters givesstudents practice in spelling thewords. Have students fill in themissing letters and then write thespelling words.

(word recognition)Comparing words of similarconfiguration helps students be more exacting in their spelling. Have students circle and then write the matching spelling words.

PRACTICE

LESSONLESSON 1919


Write these sentences on thechalkboard or on chart paper,and invite students to proofreadand rewrite them correctly.

We bout an appil from thefarmstand. (bought, apple)His pich led to an even scoore. (pitch, score)

PROOFREADINGPRACTICE

Write coat on the chalkboard or on chartpaper. Circle the oa. Point out that thelong o sound in coat is made by the oaletter combination. Have students builda word family of other words that soundand are spelled the same way. (boat andfloat, for example)

108

1919 Focus on MeaningFocus on Meaning

Write the spelling word that matches the definition.

1. to make points in a game

2. fruit

3. item of clothing

4. to throw

5. large amount

6. one of a playing deck

7. past tense of buy

8. group of musicians

9. to live through something

10. past tense of lead

Write the spelling words that make sense in the sentence.

1. There is no quite like

that of eating a ripe .

2. There was hysteria

at the concert.

3. I will this

with plastic.

4. The expensive house she

finally to problems.

5. To sing my new music ,

you need perfect .pitch

score

led

bought

cardcoat

band

mass

apple

experience

led

experience

band

bought

card

mass

pitch

coat

apple

scoreexperience pitch

score coat

apple mass

bought card

led band

The word pitch hasmany meanings. Whatdo you think pitchmeans in each of these sentences?1. Let’s pitch the tent.2. Her voice has

good pitch.3. The pine tree

oozed pitch.

108

Focus on Meaning

(word meaning)Identifying the definitions of wordshelps reinforce meaning for students.Have students write the spellingwords that match the definitions.

(syntax)Completing sentences helps studentsunderstand the meanings of thewords as used. Have students writethe spelling words that make sense in the sentences.

APPLY

LESSONLESSON 1919


Students explore the manymeanings of the word pitch.Invite students to look up pitchin a dictionary, see how manydefinitions there are, and usethem in sentences.

BUILDING VOCABULARY

Multiple MeaningsAsk students to look up the word band in a dictionary andcompose a sentence for each of its meanings.

VVOCABULARY


109


Complete the sentence. Use at least one spelling word.

1. After Joan examined all the fruit, she decided

2. For her birthday, Jerry

3. I took my allowance, went to the mall, and

4. The home team made a goal, resulting in

5. When I felt the chill in the air, I put

Time to Write Song TitlesCircle the spelling words in each song title. Then use some spelling words as you write three new song titles.

1. Apple, Apple, Warm Me to the Core

2. I Bought Time, but Time Ran Away

3.

4.

5.

Time to Write RiddlesWrite a riddle to go with the spelling word. The first one is done for you.

1. apple

I am .

2. coat

I am .

3. band

I am .

Answers will vary.

an apple

People love to crunch into me.

Answers will vary.

Answers will vary.


109

Focus on Writing

(syntax)Completing sentences helps studentsuse spelling words in context. Havestudents complete the sentencesusing spelling words.

Time to Write Song Titles(creative writing)Writing song titles gives studentspractice with using words creativelyto convey a concept. Have studentsuse spelling words to write three song titles.

Time to Write Riddles(creative writing)Writing riddles helps students choose words and details to giveclues. Students write their riddlesabout spelling words.

APPLY

LESSONLESSON 1919


My dad got a new cote with hiscredit cardt.(coat, card)Did you get to expereence therock bannd concert?(experience, band)


Remind students • to use the QUICK-WORD®

Handbook for spelling help.• to proofread all writing.• to use as many spelling words

as possible in their writing.

TEACHER HINT

Writing

Idea

Encourage students to use

the word experience in a

journal entry in which they

describe an out-of-the-

ordinary experience

in their lives.

110

1919 Focus on Spelling Focus on Spelling

Cross out the extra letter to make a challenge word. Then write the word.

1. cooated

2. buyyer

3. bannded

4. leadder

5. expperiences

6. applessauce

7. pittcher

8. carrding

9. scoored

10. maasses

Focus on MeaningFocus on Meaning

Write the challenge word that can be used in both sentences.

1. I this duck’s leg to keep track of its flight patterns.

We together to fight for our rights.

2. The juice spilled out of the .

I hoped to be the in today’s game.

3. The team 50 points!

He the wood and then cut it.scored

scored

pitcher

pitcher

band

band

masses

scored

carding

pitcher

applesauce

experiences

leader

banded

buyer

coatedexperiences pitcher

scored coated

applesauce masses

buyer carding

leader banded

110

Focus on SpellingGive students the pretest below, andhave students correct it. Then havestudents study the challenge wordsand begin the activities.

(word recognition)Recognizing extra letters helpsstudents focus on the correct spellingof the words. Have students crossout the extra letters and then writethe challenge words.

Focus on Meaning

(word meaning)Choosing a word that can be used in two different sentences helpsstudents understand that a word canhave multiple meanings, dependingon how the word is used. Havestudents write the challenge wordthat can be used in both sentences.

EXTEND

LESSONLESSON 1919



My hair is coted withapplesooce.(coated, applesauce)Our leeder bandded the mostducks.(leader, banded)


WRITING PORTFOLIOStudents can include their songtitles, riddles, greeting card,instructions, or movie title andsummary in their writing portfolio.

TEACHER HINT

1. experiences—Life offers many experiences.—experiences2. scored—Our team scored the most points.—scored3. applesauce—For desert we had applesauce cake.—applesauce4. buyer—We need a buyer for our old car.—buyer5. leader—Who is the leader on their team?—leader6. pitcher—The pitcher cracked, and water ran out.—pitcher7. coated—She coated the table with white paint.—coated8. masses—Masses of people voted for the winner.—masses9. carding—I am carding the wool.—carding

10. banded—We banded together to win the game.—banded


111


Time to Write a Greeting CardDesign and write a greeting card that uses at least one challenge word.

Time to Write InstructionsWrite step-by-step instructions for doingsomething with a cardboard box. Makesure a reader can follow your directions.Use some super challenge words.

Time to Write a Movie Title and a SummaryUse some super challenge words as youwrite a movie title and then describewhat the movie is about.

experiencing pitching

scoring coatless

apple juice massive

buyable cardboard

leaderless banding


Answers will vary.

Answers will vary.

111

Focus on WritingTime to Write a Greeting Card(creative writing)Writing a greeting card helps studentsuse words to depict a concept. Havestudents design and write a greetingcard, using at least one challenge word.

Give students the pretest below, andhave student correct it. Then havestudents study the super challengewords and begin the activities.

Focus on WritingTime to Write Instructions(expository writing)Writing instructions will helpstudents organize details in a logicalsequence.

Time to Write a Movie Title and a Summary(creative and expository writing)Writing a movie title helps studentschoose words to express an idea.Writing a summary helps studentschoose the most important details.

EXTEND

Focus on AssessmentGIVING THE POST TEST• Give students the post test by

repeating the dictation sentencesfrom the pretest.

• Have students write the words ontheir test page or in their spellingnotebook.

CORRECTING THE POST TEST• Have students correct their post

test immediately.• Follow the same procedure as in

the pretest.• Have students record their

performance on My Progress Chartand compare their test results.

ASSESS

LESSONLESSON 1919


1. experiencing—We are experiencing a power shortage.—experiencing2. scoring—We will be scoring our own tests.—scoring3. apple juice—Do you like to drink apple juice?—apple juice4. buyable—That old car is hardly buyable.—buyable5. leaderless—Our group is leaderless.—leaderless6. pitching—We are pitching baseballs just for fun.—pitching7. coatless—Don’t go out in the cold coatless.—coatless8. massive—This massive amount of fish will feed dozens.—massive9. cardboard—The cardboard box was filled with groceries.—cardboard

10. banding—Several groups are banding together.—banding


spelling power - curriculum associates to write song titles ... spelling poweris an eight-level...

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