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© 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