Download 1 - Scholastic

© Scholastic
Name _______________________________________________ Date ____________________________
Spelling Sleuths
Can you find the misspelled word? There is one incorrectly spelled word in each group below.
Circle the word and then write it correctly on the line.
1.
again
minute
striaght
toward
________________________________________________
2.
crowd
favorate
swung
trouble
________________________________________________
3.
calender
feel
finish
stood
________________________________________________
4.
breakfest
climb
caught
break
________________________________________________
5.
enough
freind
tomorrow
which
________________________________________________
6.
ocean
since
sitting
nickle
________________________________________________
7.
really
peice
remember
shook
________________________________________________
8.
screemed
shook
different
quiet
________________________________________________
9.
where
vist
guess
swung
________________________________________________
10.
guess
their
probaly
another
________________________________________________
PAGE 3
© Scholastic
Name _______________________________________________ Date ____________________________
Commonly Misspelled Words
What’s Missing?
Introduction
Seeing Is Remembering
Before putting up the chart of commonly misspelled words,
ask students to identify words they find particularly
challenging to spell. Write the words on the chalkboard.
Then post the chart. Compare the words on it to the ones
students identified. Explain that many writers have
difficulties spelling certain words. What’s important is that
students know how to check that they’ve correctly spelled
them. This chart can help do that by providing a quick
reference for them.
These activities will help students who are visual learners
remember how to spell these words. Provide students with
a piece of graph paper. Ask them to choose 15 words from
the chart that they find especially challenging. Have them
list all the words on the graph paper, starting with the words
that contain the fewest letters and working up to the words
with the most letters. Students should alphabetize words
that have the same number of letters.
You may also want to have your visual learners “configure”
their words. There are three basic configurations for letters.
Read over the list of words with the class. You may want to
share the following spelling rules with students.
1. i before e, except after c, or when sounded like a as in
neighbor and weigh. (believe, neighbor)
2. Keep the final e before a suffix beginning with a
consonant. (care + ful = careful)
3. Double the final consonant before a consonant that
begins with a vowel if 1) the word has only one syllable or
is accented on the last syllable and 2) the word ends in a
single consonant preceded by a single vowel. (grabbed,
hitting)
4. With words ending in y preceded by a consonant, change
the y to i before any suffix not beginning with i. (happily)
Point out to students that it is easier to spell a word,
especially a long one, if it is broken into syllables. Choose
several of the longer words on the chart for students to
break into syllables.
re • mem • ber
Have students choose the ten words they find most
challenging to spell, and “configure” them on a sheet of
paper.
quiet —
Each word below is missing two letters. Fill in the spaces so that the word is spelled correctly.
1.
bel__ve
14.
every__ing
2.
fr__nd
15.
proba__y
3.
str__ght
16.
bo__ om
4.
upst__rs
17.
__imals
5.
inst__d
18.
hun__y
6.
gra__ed
19.
th__r
7.
c__ght
20.
g__ss
8.
cal__dar
9.
p__ce
Practice Makes Perfect
Developing good proofreading skills is one of the best ways
to become a good speller. The reproducible activity on page
3 provides proofreading practice. The activity on page 4 helps
students to study the structure of the words on the chart.
ANSWERS:
Page 3: 1. straight 2. favorite 3. calendar 4. breakfast
5. friend 6. nickel 7. piece 8. screamed 9. visit10. probably;
Page 4: 1. believe 2. friend 3. straight 4. upstairs
5. instead 6. grabbed 7. caught 8. calendar 9. piece
10. trouble 11. screamed 12. afraid 13. beautiful
14. everything 15. probably 16. bottom 17. animal
18. hungry 19. their 20. guess
PAGE 2
10.
tr__ble
11.
scr__med
12.
afr__d
13.
b__utiful
PAGE 4
© Scholastic
Name _______________________________________________ Date ____________________________
Spelling Sleuths
Can you find the misspelled word? There is one incorrectly spelled word in each group below.
Circle the word and then write it correctly on the line.
1.
again
minute
striaght
toward
________________________________________________
2.
crowd
favorate
swung
trouble
________________________________________________
3.
calender
feel
finish
stood
________________________________________________
4.
breakfest
climb
caught
break
________________________________________________
5.
enough
freind
tomorrow
which
________________________________________________
6.
ocean
since
sitting
nickle
________________________________________________
7.
really
peice
remember
shook
________________________________________________
8.
screemed
shook
different
quiet
________________________________________________
9.
where
vist
swung
guess
________________________________________________
10.
guess
their
probaly
another
________________________________________________
PAGE 3
Name _______________________________________________ Date ____________________________
Commonly Misspelled Words
What’s Missing?
Introduction
Seeing Is Remembering
Before putting up the chart of commonly misspelled words,
ask students to identify words they find particularly
challenging to spell. Write the words on the chalkboard.
Then post the chart. Compare the words on it to the ones
students identified. Explain that many writers have
difficulties spelling certain words. What’s important is that
students know how to check that they’ve correctly spelled
them. This chart can help do that by providing a quick
reference for them.
These activities will help students who are visual learners
remember how to spell these words. Provide students with
a piece of graph paper. Ask them to choose 15 words from
the chart that they find especially challenging. Have them
list all the words on the graph paper, starting with the words
that contain the fewest letters and working up to the words
with the most letters. Students should alphabetize words
that have the same number of letters.
You may also want to have your visual learners “configure”
their words. There are three basic configurations for letters.
Read over the list of words with the class. You may want to
share the following spelling rules with students.
1. i before e, except after c, or when sounded like a as in
neighbor and weigh. (believe, neighbor)
2. Keep the final e before a suffix beginning with a
consonant. (care + ful = careful)
3. Double the final consonant before a consonant that
begins with a vowel if 1) the word has only one syllable or
is accented on the last syllable and 2) the word ends in a
single consonant preceded by a single vowel. (grabbed,
hitting)
4. With words ending in y preceded by a consonant, change
the y to i before any suffix not beginning with i. (happily)
Point out to students that it is easier to spell a word,
especially a long one, if it is broken into syllables. Choose
several of the longer words on the chart for students to
break into syllables.
re • mem • ber
Have students choose the ten words they find most
challenging to spell, and “configure” them on a sheet of
paper.
quiet —
Each word below is missing two letters. Fill in the spaces so that the word is spelled correctly.
1.
bel__ve
14.
every__ing
2.
fr__nd
15.
proba__y
3.
str__ght
16.
bo__ om
4.
upst__rs
17.
__imals
5.
inst__d
18.
hun__y
6.
gra__ed
19.
th__r
7.
c__ght
20.
g__ss
8.
cal__dar
9.
p__ce
Practice Makes Perfect
Developing good proofreading skills is one of the best ways
to become a good speller. The reproducible activity on page
3 provides proofreading practice. The activity on page 4 helps
students to study the structure of the words on the chart.
ANSWERS:
Page 3: 1. straight 2. favorite 3. calendar 4. breakfast
5. friend 6. nickel 7. piece 8. screamed 9. visit10. probably;
Page 4: 1. believe 2. friend 3. straight 4. upstairs
5. instead 6. grabbed 7. caught 8. calendar 9. piece
10. trouble 11. screamed 12. afraid 13. beautiful
14. everything 15. probably 16. bottom 17. animal
18. hungry 19. their 20. guess
PAGE 2
10.
tr__ble
11.
scr__med
12.
afr__d
13.
b__utiful
ISBN 0-439-64226-4
ISBN 0-439-64226-4
© 2005 Scholastic Inc. Printed in China. Teaching Guide may be reproduced for classroom use only by the purchaser.
All other permissions must be obtained from the publisher. Chart illustration by Doug Jones; chart design by Jason Robinson;
teaching pages design by Maria Lilja. All rights reserved.
PAGE 4
Name _______________________________________________ Date ____________________________
Spelling Sleuths
Can you find the misspelled word? There is one incorrectly spelled word in each group below.
Circle the word and then write it correctly on the line.
1.
again
minute
striaght
toward
________________________________________________
2.
crowd
favorate
swung
trouble
________________________________________________
3.
calender
feel
finish
stood
________________________________________________
4.
breakfest
climb
caught
break
________________________________________________
5.
enough
freind
tomorrow
which
________________________________________________
6.
ocean
since
sitting
nickle
________________________________________________
7.
really
peice
remember
shook
________________________________________________
8.
screemed
shook
different
quiet
________________________________________________
9.
where
vist
swung
guess
________________________________________________
10.
guess
their
probaly
another
________________________________________________
PAGE 3
© Scholastic
Name _______________________________________________ Date ____________________________
Commonly Misspelled Words
What’s Missing?
Introduction
Seeing Is Remembering
Before putting up the chart of commonly misspelled words,
ask students to identify words they find particularly
challenging to spell. Write the words on the chalkboard.
Then post the chart. Compare the words on it to the ones
students identified. Explain that many writers have
difficulties spelling certain words. What’s important is that
students know how to check that they’ve correctly spelled
them. This chart can help do that by providing a quick
reference for them.
These activities will help students who are visual learners
remember how to spell these words. Provide students with
a piece of graph paper. Ask them to choose 15 words from
the chart that they find especially challenging. Have them
list all the words on the graph paper, starting with the words
that contain the fewest letters and working up to the words
with the most letters. Students should alphabetize words
that have the same number of letters.
You may also want to have your visual learners “configure”
their words. There are three basic configurations for letters.
Read over the list of words with the class. You may want to
share the following spelling rules with students.
1. i before e, except after c, or when sounded like a as in
neighbor and weigh. (believe, neighbor)
2. Keep the final e before a suffix beginning with a
consonant. (care + ful = careful)
3. Double the final consonant before a consonant that
begins with a vowel if 1) the word has only one syllable or
is accented on the last syllable and 2) the word ends in a
single consonant preceded by a single vowel. (grabbed,
hitting)
4. With words ending in y preceded by a consonant, change
the y to i before any suffix not beginning with i. (happily)
Point out to students that it is easier to spell a word,
especially a long one, if it is broken into syllables. Choose
several of the longer words on the chart for students to
break into syllables.
re • mem • ber
Have students choose the ten words they find most
challenging to spell, and “configure” them on a sheet of
paper.
quiet —
Each word below is missing two letters. Fill in the spaces so that the word is spelled correctly.
1.
bel__ve
14.
every__ing
2.
fr__nd
15.
proba__y
3.
str__ght
16.
bo__ om
4.
upst__rs
17.
__imals
5.
inst__d
18.
hun__y
6.
gra__ed
19.
th__r
7.
c__ght
20.
g__ss
8.
cal__dar
9.
p__ce
Practice Makes Perfect
Developing good proofreading skills is one of the best ways
to become a good speller. The reproducible activity on page
3 provides proofreading practice. The activity on page 4 helps
students to study the structure of the words on the chart.
ANSWERS:
Page 3: 1. straight 2. favorite 3. calendar 4. breakfast
5. friend 6. nickel 7. piece 8. screamed 9. visit10. probably;
Page 4: 1. believe 2. friend 3. straight 4. upstairs
5. instead 6. grabbed 7. caught 8. calendar 9. piece
10. trouble 11. screamed 12. afraid 13. beautiful
14. everything 15. probably 16. bottom 17. animal
18. hungry 19. their 20. guess
PAGE 2
10.
tr__ble
11.
scr__med
12.
afr__d
13.
b__utiful
ISBN 0-439-64226-4
ISBN 0-439-64226-4
© 2005 Scholastic Inc. Printed in China. Teaching Guide may be reproduced for classroom use only by the purchaser.
All other permissions must be obtained from the publisher. Chart illustration by Doug Jones; chart design by Jason Robinson;
teaching pages design by Maria Lilja. All rights reserved.
PAGE 4
© Scholastic
Name _______________________________________________ Date ____________________________
Spelling Sleuths
Can you find the misspelled word? There is one incorrectly spelled word in each group below.
Circle the word and then write it correctly on the line.
1.
again
minute
striaght
toward
________________________________________________
2.
crowd
favorate
swung
trouble
________________________________________________
3.
calender
feel
finish
stood
________________________________________________
4.
breakfest
climb
caught
break
________________________________________________
5.
enough
freind
tomorrow
which
________________________________________________
6.
ocean
since
sitting
nickle
________________________________________________
7.
really
peice
remember
shook
________________________________________________
8.
screemed
shook
different
quiet
________________________________________________
9.
where
vist
swung
guess
________________________________________________
10.
guess
their
probaly
another
________________________________________________
PAGE 3
Name _______________________________________________ Date ____________________________
Commonly Misspelled Words
What’s Missing?
Introduction
Seeing Is Remembering
Before putting up the chart of commonly misspelled words,
ask students to identify words they find particularly
challenging to spell. Write the words on the chalkboard.
Then post the chart. Compare the words on it to the ones
students identified. Explain that many writers have
difficulties spelling certain words. What’s important is that
students know how to check that they’ve correctly spelled
them. This chart can help do that by providing a quick
reference for them.
These activities will help students who are visual learners
remember how to spell these words. Provide students with
a piece of graph paper. Ask them to choose 15 words from
the chart that they find especially challenging. Have them
list all the words on the graph paper, starting with the words
that contain the fewest letters and working up to the words
with the most letters. Students should alphabetize words
that have the same number of letters.
You may also want to have your visual learners “configure”
their words. There are three basic configurations for letters.
Read over the list of words with the class. You may want to
share the following spelling rules with students.
1. i before e, except after c, or when sounded like a as in
neighbor and weigh. (believe, neighbor)
2. Keep the final e before a suffix beginning with a
consonant. (care + ful = careful)
3. Double the final consonant before a consonant that
begins with a vowel if 1) the word has only one syllable or
is accented on the last syllable and 2) the word ends in a
single consonant preceded by a single vowel. (grabbed,
hitting)
4. With words ending in y preceded by a consonant, change
the y to i before any suffix not beginning with i. (happily)
Point out to students that it is easier to spell a word,
especially a long one, if it is broken into syllables. Choose
several of the longer words on the chart for students to
break into syllables.
re • mem • ber
Have students choose the ten words they find most
challenging to spell, and “configure” them on a sheet of
paper.
quiet —
Each word below is missing two letters. Fill in the spaces so that the word is spelled correctly.
1.
bel__ve
14.
every__ing
2.
fr__nd
15.
proba__y
3.
str__ght
16.
bo__ om
4.
upst__rs
17.
__imals
5.
inst__d
18.
hun__y
6.
gra__ed
19.
th__r
7.
c__ght
20.
g__ss
8.
cal__dar
9.
p__ce
Practice Makes Perfect
Developing good proofreading skills is one of the best ways
to become a good speller. The reproducible activity on page
3 provides proofreading practice. The activity on page 4 helps
students to study the structure of the words on the chart.
ANSWERS:
Page 3: 1. straight 2. favorite 3. calendar 4. breakfast
5. friend 6. nickel 7. piece 8. screamed 9. visit10. probably;
Page 4: 1. believe 2. friend 3. straight 4. upstairs
5. instead 6. grabbed 7. caught 8. calendar 9. piece
10. trouble 11. screamed 12. afraid 13. beautiful
14. everything 15. probably 16. bottom 17. animal
18. hungry 19. their 20. guess
PAGE 2
10.
tr__ble
11.
scr__med
12.
afr__d
13.
b__utiful
ISBN 0-439-64226-4
ISBN 0-439-64226-4
© 2005 Scholastic Inc. Printed in China. Teaching Guide may be reproduced for classroom use only by the purchaser.
All other permissions must be obtained from the publisher. Chart illustration by Doug Jones; chart design by Jason Robinson;
teaching pages design by Maria Lilja. All rights reserved.
PAGE 4