Engaging Language Kits from AVKO · Name ‘em Students are provided with a string of letters. They...
Transcript of Engaging Language Kits from AVKO · Name ‘em Students are provided with a string of letters. They...
Engaging Language Kits from AVKO by Brian McCabe
[email protected] www.AVKO.org
Stock photos from “Inspire Me” writing prompts courtesy of www.FreePhotos.com. Word Search generation courtesy of www.Teach-Nology.com Quotes courtesy of www.BrainyQuotes.com Copyright © 2009, AVKO Educational Research Foundation, Inc. Printed in the United States of America. All rights reserved. Unauthorized reproduction, in any manner, is strictly prohibited. 1 Printing Year 09 Publisher's Cataloging in Publication Data McCabe, Brian J. 1. Spelling—Miscellanea. 2. Reading—Miscellanea. 3. Curriculum—Miscellanea 4. Literacy
and Tutor. Library of Congress Subject Headings: Reading, Spelling, Curriculum
ISBNs for Engaging Language Kits (2009):
Volumes 1-7: 1-56400-388-4 Volume 1: 1-56400-381-7 Volume 2: 1-56400-382-2 Volume 3: 1-56400-383-3 Volume 4: 1-56400-384-1 Volume 5: 1-56400-385-X Volume 6: 1-56400-386-8 Volume 7: 1-56400-387-6
The AVK
O Sam
ple Weekly Planner
D
ay 1 D
ay 2 D
ay 3 D
ay 4 D
ay 5 D
ay 6 D
ay 7 SPE
LL
ING
Lesson: _____ Sequential Spelling
(15 min.)
SPEL
LIN
G
Lesson: _____
Sequential Spelling (15 m
in.)
SPEL
LIN
G
Lesson: _____
Sequential Spelling (15 m
in.)
SPEL
LIN
G
Lesson: _____
Sequential Spelling (15 m
in.)
SPEL
LIN
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Lesson: _____
Sequential Spelling (15 m
in.)
SPEL
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Lesson: _____
Sequential Spelling (15 m
in.)
SPEL
LIN
G
Lesson: _____
Sequential Spelling (15 m
in.) R
EA
DIN
G
Lesson: _____
Readings for Fluency (15 m
in.)
EX
ER
CISE
RE
AD
ING
Lesson: _____ Readings for Fluency
(15 min.)
EX
ER
CISE
RE
AD
ING
Lesson: _____ Readings for Fluency
(15 min.)
EX
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CISE
RE
AD
ING
Lesson: _____ Readings for Fluency
(15 min.)
EX
ER
CISE
DIC
TA
TIO
N
Page(s): ______ W
ord Families in
Sentence Context (6-8 sent.)
EX
ER
CISE
DIC
TA
TIO
N
Page(s): ______ W
ord Families in
Sentence Context (6-8 sent.)
EX
ER
CISE
DIC
TA
TIO
N
Page(s): _______
Word Fam
ilies in Sentence Context
(6-8 sent.)
EX
ER
CISE
TY
PING
Lesson: _____ Individualized Keyboarding
(15 min., 3X
/day)
FRE
E W
RIT
E
TY
PING
Lesson: _____ Individualized Keyboarding
(15 min., 3X
/day)
FRE
E W
RIT
E
TY
PING
Lesson: _____ Individualized Keyboarding
(15 min., 3X
/ day)
FRE
E W
RIT
E
TY
PING
Lesson: _____ Individualized Keyboarding
(15 min., 3X
/day)
FRE
E W
RIT
E
HA
ND
WR
ITIN
G
Lesson: _____ Let’s W
rite Right (15 m
in.)
FRE
E W
RIT
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Lesson: _____ Let’s W
rite Right (15 m
in.)
FRE
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Lesson: _____ Let’s W
rite Right (15 m
in.)
FRE
E W
RIT
E
CO
MPR
EH
EN
SION
(10 m
in.) See AVKO
.org
PLE
ASU
RE
R
EA
D
WO
RD
GA
ME
S (10 m
in.) See AVKO
.org
PLE
ASU
RE
R
EA
D
CO
MPR
EH
EN
SION
(10 min.)
See AVKO.org
PLE
ASU
RE
R
EA
D
WO
RD
GA
ME
S (10 m
in.) See AVKO
.org
R
emem
ber that frequent, short study sessions and lessons are much m
ore effective than fewer, lengthy sessions.
See A
VKO
.org for Readings for C
omprehension Exercises.
Name ‘em
Students are provided with a string of letters. They must list as many words as they can that have these letters (in order) in them. Time limit optional.
Scramblers
Students must make as many words as they can, using all or some of the letters in the given word (from Sequential Spelling). Time limit optional.
Word Searches
Students search for the words (from Sequential Spelling).
Speech to Spelling Translation
Students must translate the phonetically-spelled sentences into proper English. Speech to Spelling is a book available from AVKO.
Unscramblers
Students must unscramble the scrambled words (from Sequential Spelling) Answers are available on the members’ section of AVKO.org.
Family Reunion
Students must reunite the strings of letters that have been removed from the words, using each string of letters only once.
Answers are available on the members’ section of AVKO.org.
In the Appendix
Alphabet Game
Students must list an item that starts with each letter of the alphabet, representing the prompt given.
Additional games and resources are available on www.AVKO.org
Sage Sayings
Students will write the proverbs read aloud by the teacher. Show the correct spelling of the sentence and have the students correct their own mistakes. Discuss the meaning of the proverbs, the wisdom (or foolishness) of them, and any related questions of morality, ethics, or comportment.
Picture This
Students are given two idiomatic expressions. They then draw a picture to depict the literal or figurative meaning of the idiom and help them remember it.
In the Appendix
Excerpts from Word Families in Sentence Context
We have provided you with some of the pages from AVKO’s Word Families in Sentence Context. These contain some of the word families presented throughout the corresponding level(s) of Sequential Spelling – with contextual sentences. These sentences (5 or so a lesson) may be administered as dictation exercises to reinforce the word family, vocabulary, etc. These may also be used for choral readings or reading practice, handwriting exercises, or keyboarding exercises. Word Families in Sentence Context is available for purchase from the AVKO Educational Research Foundation or for free as a downloadable e-book with AVKO membership. For more information, see www.AVKO.org.
Readings for Comprehension: Quotes
Here we have provided a list of quotes (in addition to those in the Daily Writing section – see “Quotables”) that can be used (5 or so a lesson) for dictation and/or comprehension exercises. Discuss the meaning if your student is unsure. These may also be used for additional daily writing prompts or other assignments. See AVKO.org for additional Readings for Comprehension
Inspire Me An image serves as the inspiration for this writing prompt. Students are encouraged to study the picture, jot down some ideas of what it reminds them, and then create a story about what is going on before, during, and after the snapshot.
Quotables
A quote or quip from a famous person serves as the inspiration for this writing prompt. Students read the quote and then write a reaction piece. Additional quotes may be found in the Dictation & Comprehension section.
Story Time
A list of words serves as the foundation for this prompt. Students must use each of the words in a creative piece – prose or poetry. You may increase the level of difficulty by making them use the words in the order presented.
In the Appendix
Today I Learned…
Students write about what they learned during the day. This is not just helpful for writing skills, but also for processing the information learned during the day. Be sure that the student writes about what they still have questions about so that these may be addressed.
Hypothetical Questions Students are asked a hypothetical (“What if…”) question and write their answers. These tend to be more whimsical and fun.
Personification Students personify an abstract noun (e.g., “charity”), describing physical features, actions, and speech of their character, being as creative as possible.
See AVKO.org for Additional Resources
Directions: Reunite the word family pattern in the word bank on the right with the words on the left. Each pattern will only be used once.
T _ _ _ ' S O B _ _ _ T I O N
_ _ _ E N C E E N _ _ _ A B L E
A L _ _ _ _ _ _ E N T
A M _ _ _ N G B R _ _ _ A _ _ _ R _ _ _ A K
_ _ _ E C T S N _ _ _ L
C L E _ _ _ _ _ _ U C E B E _ _ _ D
S W _ _ _ E S T S T R _ _ _ T H _ _ _
D E M _ _ _ S R E _ _ _ D S
_ _ _ L E _ _ _ ' S
R E _ _ _ I O N S
WORD BANK
AKE AMP AND BOY BRE EET EXP GAR GGE HAT IND JEC JOY LAT LTA OKE OVE REC RKS SCI TER UMB USI
Volume 5, #2
Directions: Unscramble these words.
19. ocngrnkui
20. sgerm
21. lcaafinin
22. ofcsminr
23. iumqdres
24. naimoarffit
25. onmlra
26. haprsly
27. cedpar
Volume 5, #3
Speech tuh Spellin’ 23
Directions: Translate these sentences from sloppy speech into correct written forms.
1. I thaw’t we wint thru this wun-ss ur twyh-ss bee foh’r.
2. Aw’l thoh yh thru the bawl thru the win doh, it dint bray’k.
3. Yu aw’t tu uv noh’n the win doh wuz OH pin wen ah thru it.
4. Thair gaw nuh go taw’k tu the prin suh pul.
5. Wen thay git thair ah hoh’p thair gaw nuh ass’k him if prin suh- pulz have
prin suh pulz.
6. The may’n man (the prin suh pul) haz roolz (prin suh pulz).
7. The prin suh pul ree zun for du in sum thin iz it-ss may’n ree- zun.
8. The prin suh pul be hyh’n den nee thing wuud be the rool for it.
9. Weth thur oh nah’t weth thur uh fek-ss yu dee pen-z lah’rj-lee on yor ayj
en yor ad uh tood.
10. The vay’r ree us uh fex weth ur haz ar be in stud deed.
Volume 5, #3
Name ____________________ Date _____________________
Sequential Spelling 5, Eval 3
R H C U T C O E T E T R S A D R L O N O I S E I ER E E O S S O A V M E I R R R I R T U M C T S U IL E D G N R A L R N E S N A R Y S A R U E P S A ER I S O N V E R E E R E T F T C N T R O E T V F ET R N E H I E R I O N C V B O I S I U C S R N I IN V O V R R K R O A A E G I A R O H T R C L T T NN G N T E V C R S R R O P A T S M A U S B N I Y GN T I A I N A A I A I A A R I A T A E N R A C C ER R T M E O T T I M T F R T A O V R T T O N N R TE I R A R S I I I T S I Y R R H V R L I E Y U C TS E T F C H O I O O T E O S E G S T E G O I T T EB R R T I R R E A N N D T N S H T M R S Y N E M RR R O C R E T A A R N S E L H A E E E O N T V U RE R S O F D I G S O E V S E M R M A R L I O A S ME C Y C S R S U I C I I T L C E O E R I U S C M AI E P C V E H T R T F S S Y A N R R N S C C O C RE R M T I A A U A L S V S O T I A C O S A I N R AC G N R T R O M D N A M E V R I C M R O F L E I LS C E P O S R E R N G R C A C N R R R S N R S I AR H I T E I R E N A S V T E E V O E E O N E R C EE I S R F O R S C E T R E N E I I E C M F N E S OE E O F T R I R H E E N U R E R A O S N M R I V SR I A S H V O E N N C E E M S C A R O T I O E N VE I E O V N N R O N N T M C I S E F R O U S C P RV R C S T E O T A I I O N T V O C O A S I E E L U
spectators invention central disturbance
commercials resources sincerity curiosity
restored restoration reservation conservative
emergency smirking affirmative information
performance sharpener rehearsal conversation
To Make FREE Word Search Sheets Visit: (www.teach-nology.com)
Volume 5, #3
Scramblers Directions: Make as many words as you can using the letters in the word given below. You do not need to use all of the letters in the word given for your answers. How many can you make?
EMERGENCY
• • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • •
Volume 5, #5
Directions: List as many words as you can that have the following letters (in order) contained in them. How many can you name in 5 minutes? Look up all of the other words in that word family in The Patterns of English Spelling when the five minutes are up.
ance
Volume 5, #2
Picture This!
Draw a picture to represent each English Idiom listed below – make it silly or serious, but make the picture memorable! You can represent the figurative or literal meaning. Look up the definition if you
don’t know what it means.
best of both worlds (He has) a way with words
Volume 5, #2
Teacher Instructions: Read each of the following proverbs to your student for dictation. Show him the correct spelling, and have him correct his own mistakes. Ask if he knows and understands the meaning of each, and have him explain them to you. Have a conversation about each proverb: Do you agree with it? Is it good advice? Are there exceptions?
1. Late children are early orphans.
2. And he repents in thorns that sleeps in beds of roses.
3. You can't get blood out of a stone.
4. Vows made in storms are forgotten in calms.
5. Whom we love best, to them we can say least.
Teacher’s Notes:
Volume 5, #1
Directions: Create a short story of at least a paragraph using all of the words below. Be creative. You could choose to write a poem instead of a story.
violent valentines divine diamond focal satisfied easier federal families conflict compliant enforce opera involve groan
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Volume 5, #2
QUOTABLES:
Read the quote below and take a few moments to think about it. To whom do you think the person was speaking? What do you think about the quote? Use the space below to write your response(s) and continue on another sheet if necessary. Continue writing for at least five minutes. Education is not the filling of a pail, but the lighting of a fire. –William Butler Yeats
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Volume 5, #2
Inspire Me
Take a few moments to study the picture below. Think about all of the things that it reminds you of. What is the picture? What could it represent? Take a minute or two to list the things that come to mind when you look at the picture. Pictures are only one small moment in time – but you are now going to write a story about what is happening, what happened before the picture was taken, and what will happen now. Write for at least ten minutes on a separate sheet of paper.
My Ideas
Volume 5, #1