CONVENTIONS SKILLS LESSONS - Standards Plus

CONVENTIONS SKILLS LESSONS

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WRITING HIGHWAYSPELLING LESSONS

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Standards Plus® – Language Arts – Grade 5 Strand: Spelling Focus: Homophones Lesson: #1 Language Standard: L.5.2e: Spell grade-appropriate words correctly consulting references as needed.

Lesson Objective: Students will spell and use homophones correctly in a sentence.

Introduction: For the next two days students will practice spelling commonly misspelled homophones and demonstrate their understanding by using them in sentences.

Instruction: “Look at the definition of homophones. Homophones are words that sound alike, but have different meanings and may be spelled differently. Often writers will use the wrong words because the words sound exactly alike. Some of the most commonly used homophones are to, too, and two. They all sound the same, but they mean very different things.”

Guided Practice: “Look at Example A. You will see two homophones, presents and presence. Another word for presents is gifts. Presence means being in attendance (or present) for an event. Look at Example B. Let’s write a sentence for the word presence to show the correct meaning. You will practice writing a sentence using the homophone before you complete the rest of the page.” After students write a sample sentence, have them read their sentences to make sure they used the correct word.

Independent Practice: “Write a sentence using the homophones listed in items 1 through 8. Make sure that your sentences prove that you know what the words mean.”

Review: Review possible correct sentences for each homophone. Elicit different sentences showing several examples of homophones demonstrating the correct meaning.

Closure: “Write down the definition of a homophone on the bottom of your page.”

Answers: Sentences will vary. The sentences must demonstrate that students understand the word as defined below.

1. allowed (permitted)2. aloud (audible)3. your (belongs to you)4. you’re (you are)5. plane (flat surface or short for airplane)6. plain (common or ordinary, not fancy)7. through (in one side and out the other)8. threw (past tense of throw; project or propel from the hand

through the air)

Standards Plus® is not licensed for duplication. Copying is illegal. © 2020, 2013 Learning Plus Associates

Teacher Lesson Plan St. Ed. Pg. 137

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Homophones are words that sound alike, but have different meanings and may be spelled differently.

Example A: (presents) I received lots of presents for my birthday. (presence) Your presence is required at school.

Example B: Write a sentence using the homophone presence in a sentence that shows that you understand what the word means.

_________________________________________________________

Directions: Write one sentence with the homophone that is provided. Make sure to use the word in a manner that demonstrates that you understand what it means.

1. allowed_________________________________________________________

2. aloud_________________________________________________________

3. your_________________________________________________________

4. you’re_________________________________________________________

5. plane_________________________________________________________

6. plain_________________________________________________________

7. through_________________________________________________________

8. threw_________________________________________________________


Student Page

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Lesson Objective: Students will spell and use homophones correctly.

Introduction: Students will continue to practice spelling commonly misspelled homophones and demonstrate their understanding by using them in sentences.

Instruction: “Look at the top of your page. Remember that homophones are words that sound alike, but have different meanings and may be spelled differently. Writers can easily misspell words that sound exactly alike. Two sets of homophones commonly misused are: to, two, too, and there, their, they’re. They all sound the same, but they mean different things. Let’s write the meaning of these commonly confused homophones together.” (to – toward, expressing a direction or motion; two – number; too – also, in addition; there – at that place; their – belonging to them; they’re – contraction for the words they are.)

Guided Practice: “Look at Example B. The homophones are banned and band. Write the definition or a synonym for each homophone. (band – a musical group; banned – not allowed, forbid) The words sound the same, but have different meanings. Write the correct homophone in the blank to complete each sentence.” (The band began to play my favorite song; The crowd was banned from entering the concert hall before the concert.) Have students share their answers and explain their reasoning for each.

Independent Practice: “Read the set of homophones. Write the meaning or a synonym for each homophone. Then read each sentence and write the correct homophone for each sentence.”

Review: Go over each sentence with your students when they are finished. As the conversation allows, point out the differences between the homophones provided.

Closure: “How can homophones cause you to make spelling errors?”

Answers: 1. cheep: to chirp, peep / cheap: costing very little, inexpensiveSentences: cheap, cheep

2. chili: a hot tasting pepper; a stew or soup made with chilies, tomatoes,onions, beans, and ground beef / chilly: feeling coldSentences: chilly, chili

3. berry: a small, juicy fruit, e.g., strawberry / bury: to put in the groundand cover with soilSentences: berry, bury

4. guessed: thought, believed, estimated / Guest: a person who spendstime in another person’s home, a hotel, or a restaurant for a visit ordinnerSentences: guessed, guest



SAMPLE


Homophones are words that sound alike, but have different meanings and may be spelled differently.

Example A: to there

two their

too they’re

Example B:band banned

The ______________________ began to play my favorite song.

The crowd was __________________ from entering the concert hall before the concert.

Directions: Read the set of homophones. Write the meaning or a synonym for each homophone. Write the correct homophone to complete each sentence.

1. cheep _______________________ cheap _________________________

The toy was _____________________. It broke easily.

The chick made a ____________________ as it emerged from the egg.

2. chili _______________________ chilly _________________________

It was getting _____________________ as the sun was beginning to set.

My mouth was extremely hot from the____________________ peppers.

3. berry _______________________ bury _________________________

I like the _________________________ flavored vitamins.

Pirates usually________________________ their treasure in the sand.

4. guessed _____________________ guest ________________________

I _______________________ the answer on the test and got it right.

We will be having a ______________________ stay with us for a few days.


Student Page

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Standards Plus® – Language Arts – Grade 5 Strand: Spelling Focus: Meaningful Word Parts Lesson: #3 Language Standard: L.5.2e: Spell grade-appropriate words correctly consulting references as needed.

Lesson Objective: Students will spell the /shun/ suffixes correctly.

Introduction: Students will use the suffix /shun/ to create new words.

Instruction: “A letter or letters that are added to a root or base word are called affixes. An affix that is added to the end of a root or base word is called a suffix. Some suffixes sound the same but are spelled differently. There are several ways to spell the /shun/ suffix. Knowing the different forms of the /shun/ suffix will help you be a better speller. The /shun/ suffix can be spelled –tion, -ion, -sion. It means the state of, condition of, or the result of. Adding a /shun/ suffix will change a verb into a noun. Let’s review the spelling rules for the /shun/ suffix.”

Guided Practice: “Let’s try some together. The first example is the word decorate. Which spelling rule would we use to add the /shun/ suffix to decorate? (Use drop –e add –tion for words ending with silent e.) Write decoration on the line provided for you.” Repeat for the remaining examples. (pollution, explosion, action)

Independent Practice: “Change the following verbs into nouns by adding the suffix –tion, -ion, or –sion.”

Review: Go over each item with your students when they are finished.

Closure: Discuss why you only need to add –ion to the words pollute (pollution) and tense (tension). These words end with a –te or –se so you drop the e and add –ion.

Answers: 1. erosion2. confusion3. separation4. tension5. education6. adoption



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A letter or letters added to a root or base word are called affixes. An affix that is added to the end of a root or base word is called a suffix.

The /shun/ suffix can be spelled: -tion, -ion, -sion.

It means the state of, condition of, or the result of.

connect connection select selection

Spelling rules: 1. When adding a suffix to a word ending with a silent –e, drop the final silent -e

and add the suffix.

precise precision decorate decoration confuse confusion

2. Use the –sion suffix when the root word ends with –nd, -vert, -de, or –mit.

extend extension convert conversion

divide division admit admission Example:

A. decorate ________________________

B. pollute ________________________

C. explode ________________________

D. act ________________________

Directions: Change the following verbs into nouns by adding the suffix –tion, -ion, or –sion.

1. erode ________________________

2. confuse ________________________

3. separate ________________________

4. tense ________________________

5. educate ________________________

6. adopt ________________________


Student Page

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Lesson Objective: Students will correctly spell words with the suffixes –able and –ible.

Introduction: Students will use the –ible and –able suffixes to create and spell new words correctly.

Instruction: “A letter or letters added to words are affixes. An affix added to the end of a word is called a suffix. There are several suffixes that sound similar such as –able and –ible, which can be easily misspelled. The suffixes –able or –ible mean ability,can be done, capable of, or tending to. Adding the –able or –ible suffix to a word willchange it into an adjective. Two words with the –able and –ible suffixes are solvableand visible. Look at the spelling rules at the top of your page as I read them aloud.

If the root is a complete word, add the suffix –able.(comfort + able = comfortable)

If the root is a complete word ending in a silent –e, drop the –e and add –able.(value + able = valuable)

If the root is not a complete word, add the letters –ible.(horr + ible = horrible)”

*Teacher Note: There are a few spelling exceptions to this spelling rule such as: digestible,flexible and responsible.

Guided Practice: “Look at the example on your student page. We want to change the word believe into the word believable. (a is the correct spelling for believable.) Which spelling rule helped you? (If the root is a complete word ending in silent –e, drop the –e and add –able.) Circle the word spelled correctly and identify the spelling rule(s) which helped you. Now let’s add the –able or –ible suffix to the word adore. How did you spell it? (adorable) Who can tell me which rule you used?” (Rule 2)

Independent Practice: “Read the root and add the suffix –able or –ible. Write the new word on the line.”

Review: Go over the spelling of each word and the spelling rules which would apply.

Closure: “How can knowing the rule for using the suffix –able or –ible make you a better speller?”

Answers: 1. trainable2. possible3. invisible4. predictable5. advisable

St. Ed. Pg. 140


Teacher Lesson Plan

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A letter or letters added to a root or base word are called affixes. An affix that is added to the end of a root or base word is called a suffix.

Suffixes -able and –ible added to a word change the meaning to ability, can be done, capable of, or tending to.

solve solvable vis visible

Spelling Rules: 1. If the root is a complete word, add the suffix –able.

(comfort + able = comfortable)

2. If the root is a complete word ending in a silent –e, drop the –e and add –able(value + able = valuable)

3. If the root is not a complete word, add the letters –ible.(horr + ible = horrible)

Example: Circle the word spelled correctly and identify the spelling rule(s) which helped you.

1. believe a) believable b) believeable c) believible Spelling Rule(s): _______

2. adore a) adoreable b) adorible c) adorable Spelling Rule(s): _______

Directions: Read the root and add the suffix –able or –ible.

1. train _________________

2. poss _________________

3. invis _________________

4. predict _________________

5. advise _________________


Student Page

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Standards Plus® – Language Arts – Grade 5 Strand: Spelling Focus: Homophones and Meaningful Word Parts Assessment: #1

The weekly evaluation may be used in the following ways: As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction.

Standard: L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

Procedure: Read the directions aloud and ensure that students understand how to respond to each item.

If you are using the weekly evaluation as a formative assessment, have thestudents complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items thatwill be completed as guided practice, and those that will be completed asindependent practice.

Review: Review the correct answers with students as soon as they are finished.

Answers: 1. (L.5.2e) except 2. (L.5.2e) accept3. (L.5.2e) b) attraction4. (L.5.2e) a) debatable5. (L.5.2e) d) curable

6. (L.5.2e) prevention 7. (L.5.2e) discussion8. (L.5.2e) persuasion9. (L.5.2e) translation10.(L.5.2e) correction

St. Ed. Pg. 141


Teacher Lesson Plan

SAMPLE

Standards Plus® – Language Arts – Grade 5 Strand: Spelling Focus: Homophones and Meaningful Word Parts Assessment: #1

Homophones are words that sound alike but have different meanings and may be spelled differently.

Directions: Read the sentence and choose the correct homophone to complete the sentence.

Homophones: accept, except

1. My brother likes all vegetables __________ eggplant.

2. Ms. Alvarado will _________ the nomination to be president of the parent club.

Spelling rules: When adding a suffix to a word ending with a silent –e, drop the –e and add

the suffix.

When adding the suffix –able or –ible, if the root is a complete word, add–able, if the root is not a complete word, add –ible.

When adding the /shun/ sounding suffix (-ion, -tion, -sion) add –sion to rootwords ending with the letters –nd, -vert, -de, or –mit.

Directions: Circle the letter next to the word spelled correctly.

3. a) attracion b) attraction c) attractation d) attrasion

4. a) debatable b) debateable c) debatible d) debateible

5. a) cureable b) cureible c) curible d) curable

Directions: Add the /shun/ sounding suffix to the root words. Write the word on the line.

/shun/ suffixes: -ion, -tion, -sion

6. prevent ______________

7. discuss ______________

8. persuade ______________

9. translate ______________

10. correct ______________


Student Page

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CONVENTIONS SKILLS LESSONS - Standards Plus

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