Engaging Language Kits from AVKO by Brian McCabe

Brian@AVKO.org 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

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Lesson: _____ Sequential Spelling

(15 min.)

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Lesson: _____

Readings for Fluency (15 m

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Page(s): ______ W

ord Families in

Sentence Context (6-8 sent.)

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Page(s): _______

Word Fam

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(6-8 sent.)

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Lesson: _____ Individualized Keyboarding

(15 min., 3X

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Lesson: _____ Let’s W

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(10 m

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.org

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S (10 m

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.org

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See AVKO.org

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WO

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S (10 m

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.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

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 2, #1

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.

S T _ _ _ S T _ _ _

_ _ _ P S H _ _ _ V E R

I T _ _ _ F R _ _

R _ _ _ B O W S _ _ _ E T _ _ _ S

_ _ _ E S S C A M P _ _ _ F O R _ _ _ R _ _ _ S R _ _ _

_ _ _ N G E _ _ _ M _ _ _ L _ _

L _ _ _ E R S N _ _ _ S

R _ _ C _ _ _ E D E N _ _ _

WORD BANK

AG AIN AMP DED EET EST ETT IDE ING IP

MIL OOK OOL OTE OWE RAP SEL SWI TRI UB

UNL UNS YES

Volume 2, #4

Directions: Unscramble these words.

19. sunqaedngri

20. rent

21. ttenaud

22. rdeten

23. igcnmeten

24. neemtctonnt

25. elan

26. seamn

27. amten

Volume 2, #3

Speech tuh Spellin’ 6

Directions: Translate these sentences from sloppy speech into correct written forms.

1. Hooz liss nin tuh mee? Hooz pay in uh ten chun?

2. Wur aw’l liss nin tuh yoo. Wur pay in uh ten chun.

3. Ah wun dur hooz pay purz ah’n the floh’r.

4. That-ss Jah’nz pay pur. It snah’t myh’n.

5. Hooz gaw nuh win the gay’m?

6. Wur gaw nuh win. Aw’l wee haff tuh du is stay loo-ss.

7. Hooz gaw nuh looz the gay’m?

8. Wur nah’t gaw nuh looz. Wur loo-ss. Wur nah’t up tyh’t.

9. Hooz gah’t the bess teem?

10. Weev gah’t the bess teem, uh kor-ss. Hoo el-ss?

Volume 2, #1

Name ____________________ Date _____________________

Sequential Spelling 2, Eval 4

E N H L E R L U Y C B G S E T A O S U A O O L W WL U S S T T B D N R G A A I O S T T A U F A T L NO N N W F E E N A N I L O A L I R O B A F N A L GL N I L E W A G O N L Y N T I T I I E I E U T I AE E T N O A G S S I C I L P V R F N U A G A E A LT E G L T I T U O A N E A S N I T A A H P S T T ST I L A N M L E R E T R K O A O L R S N B H O E AE E W G N A P E R C A G I D A S I P N A U A A P DB G A H T N T S N S W P L T O D S T E O E V E S MS S T I I I E N G N T A R N I A I A O C U I I O RT O O E L N L E E G A I O O B T D R L M I T L R CR N E S V L I D R O E I E I T T A E N E O U T O TI P E Y O I I N R E T E R A D F A T I R S R I U ER G A I L G T N G A T I S O E N A E S A T T P O IC E N E G E I O R V U U P F E I C R N A T N T H TB H S A N T T E G I E T T R N I N N E G G I E L GW W O O A L P A N R T L S W M O O T T Y A L L C GR T A C I O L T N A C A D E O I I D I T N G D E ET T N G O D O E D U E I I E T E O T E A L P E A IC T N C N L T A P T T E L A T E C F A T D F S D OS G L R H I A T L S I R C A K A S A R U O I W L IN E S I N H T T T I S A O E E N E R L E T V W L YI T C L E L T A E E V I U F O R R R P G N I E V EB A C R S T R O K N G N M E N S D T T E L R S D ON R S L A F T T T S A O E T T U H T C V L N R A G

cleaners whining raft laughs

treated sweaters skating vacation

insulation operation situation devoted

promotion chocolate unfortunately literacy

engaged bragging misspell bellowed

To Make FREE Word Search Sheets Visit: (www.teach-nology.com)

Volume 2, #4

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?

CHAMPIONSHIP

• • • • • • • • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • • • • • • • •

Volume 2, #4

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.

aw

Volume 2, #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.

My hands are tied (You) get under my skin

Volume 2, #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. Don't close the barn door after the horse runs away.

2. Don't throw out the baby with the bath water.

3. From little acorns mighty oaks do grow.

4. The eyes are the window of the soul.

5. Man can't live in this world alone.

Teacher’s Notes:

Volume 2, #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.

floor member coal storm kitten miss planted somewhere copper branch

weak tide bond glove blind

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Volume 2, #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. It's not what you look at that matters, it's what you see. –Henry David Thoreau ____________________________________________________________________________________

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Volume 2, #7