Arkansas State Personnel Development Grant

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Lesson Three

 

Essential Element: Spelling

 

Common Core State Standards

• L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
          L.6.2.b; L.7.2.b; L.8.2.c: Spell correctly
• W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new           approach.
• W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new               approach, focusing on how well purpose and audience have been addressed. (This standard is the same for grades 7 and 8.)

 

Rationale:

Through the frequent use of homophones, students come to internalize the spelling-meaning connection and apply their understanding in their writing. Meaning is the critical issue with homophones. In order to correctly spell these sound-alikes, students need to have a firm understanding of which meaning to associate with which spelling pattern, and many students lack this. Although mnemonics provide worthwhile reminders for some homophones, children learn to master most homophones through repeated opportunities to explore and work with them (Ganske 2000). Homophone Rummy provides such an opportunity.

 

 

Materials:

A deck of at least 36 cards per 3 students (the homophone is written in the middle of the card and in the upper left hand corner of the card).

 

 

Direct Explanation:

Today we are going to play Homophone Rummy to reinforce our understanding of homophones. In the game, each player is dealt six to eight cards; the remaining cards are placed in a draw pile. Players take turns drawing and discarding, with the objective of collecting and playing as many pairs as possible. In order to lay down a pair, players must demonstrate an understanding of the meaning of each word. Players must use each of the words in a sentence or sentences. If a player can’t make a sentence, or if the sentence is incorrect, the player must pick up the cards. A discard is then made, ending the player’s turn. Discards are placed in a line so that they are visible. Players may choose a card from this line when it is their turn rather than drawing from the pile. The selected card must be playable, and all cards following it in the line must be picked up. The game proceeds in like fashion until someone runs out of cards. The player who has played the most cards wins.”

 

 

 

Model:

The teacher will demonstrate the game by playing with a student.

 

 

Guided Practice/Independent practice:

  1. The teacher will divide the students into two groups.

  2. Each team will be dealt six cards.

  3. The teacher will guide students through the game. Each player in the team should have an opportunity to draw a card and see if his team has a match. Anyone on the team has an opportunity to help formulate the sentence.

 

 

Assessment:

Students will be given a list of 24 words. They are to identify the pair of homophones and write them. Then the students are to write a sentence or sentences for each pair.

 

Example: I, eye

I want to go to the store.

My eye was red this morning.

OR

I want to take this contact out of my eye.

 

 

 

Tier II Additions/Accommodations:

  • Students will have a card that may contain a visual for each of the 24 words. They will be able to use the pictures to identify the 12 pairs of homophones.

 

Assessment:

Students will match the pictures to form the 12 pairs of homophones. They will then write a sentence or sentences for each pair.

 

 

Tier III Modifications:

  • Students will be assigned a buddy

  • Use 12 words instead of 24

 

Assessment:

The student will match the picture of the homophone with the correct spelling of the homophone, for example, the word ‘eye’ with the picture of a person’s eye and the word ‘I’ with a person pointing to himself.

 

 

Tier IV Modifications:

  • Same as Tier III but fewer word pairs

 

Assessment: Same as Tier III assessment but with fewer word pairs.

 

 

Tier V Modifications:

  • Same as Tier III but with fewer word pairs

  • Practice the words prior to spelling

 

Assessment: Same as Tier III but with only two word pairs

 

 

 

Reference:

 

Ganske, Kathy (2000) Word Journeys, The Guilford Press

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for Commercial use or profit. ADE employees are not authorized to waive these restrictions.

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