Name ______Date ______
Spelling Exercises: Unit #5
FIX ITThis is not right. Fix it.
The fire he build was ready, and we started cooking our food. soon twenty one peple would be eating on the green grass
STRETCHAdd words to make this sentence longer and better.
IT
The fire went out.
SORTSort these words in some way:
IT
green, again, blue, always, yellow, remember, red, built, another, white
ADD ITHow are these words alike? Add more.
fire, tire, time, …
______, ______, ______, ______
FIND ITThings that are green
______
______
______
______
FINISHFinish the sentence. Then tell more.
IT
I was ready to go to sleep when ______.
Name ______Date ______
Sentence Dictation
- ______
- ______
- ______
- ______
Name ______Date ______
Sentence Dictation
- There were tall green fir trees all around our campground.
- My father built a fire against a large rock.
- He asked our friends and us if we were ready for dinner.
- Of course, he knew our answer would be yes, because we hadn’t eaten for a long time.
Teacher Notes: Unit #5
No Excuse Words:
fire
ready
green
yes
built
Build Basic Concepts:
Concept 2 – Frequent spelling patterns for /j/ are j, ge, dge, gi, and gy.
- 2A:Write on the chalkboard: The huge, green frog dodged the giant feet of the basketball players as it jumped across the gym floor. Underline frog. Ask students to identify another word in the sentence that contains the sound they hear at the end of frog (green—often called the hard g sound). Next, underline jumped and ask students to identify words that contain the sound they hear at the beginning of jumped (huge, dodged, giant, gym—often called the soft g sound). Then ask students how all these words are alike (g). Help students discover that j spells /j/, but g can spell /j/ with the help of e, i, or y. The dge spelling, a variant of ge, is also a prominent spelling pattern for /j/. Have students finish the story starter. Provide time for students to share their stories.
- 2B:Repeat the word find activity with the sticky notes for each student to be placed on the chalkboard. This time label the categories: j, ge, dge, gi, and gy.
Build Skillful Writers:
Tell students that the fruit stand manager, Mr. Brown, wants to sell his grapes. He asks Joey, his helper, to make a sign. Write on the chalkboard: “Grapes for sale.”
“No!” cries Mr. Brown. “That sign won’t do! The sign must make people want my grapes!”
Joey says, “What do you mean, Mr. Brown? I did just what you told me to do.” Mr. Brown replies, “Watch this, my boy. These aren’t just grapes.” Write on the chalkboard: Giant, green, delicious, super-sweet, juicy grapes for sale!”
Tell students that Mr. Brown added adjectives. The adjectives describe grapes, a noun—a naming word. The adjectives help the readers create a picture of the grapes in their mind. Mr. Brown believes this will help sell his grapes. Ask students which of the two signs will sell more grapes. Why?
- Make advertising signs that use adjectives to sell something.
- Make a bulletin board of newspaper and magazine ads that use adjectives to sell products.
- Find descriptive passages in literature that contain a generous number of adjectives.