Lesson 2: Standard Spelling€¦ · Lesson 2: Standard Spelling 55 Lesson 2: Standard Spelling...

55Lesson 2: Standard Spelling

Lesson 2: Standard Spelling

Lesson Focus: Using Reference Tools to Check Standard SpellingTheme: Planets and Space

ObjectivesYour child will:

• Buildawordbankoffamiliarspellingwords.• Useareferencetooltocheckstandardspellingofunfamiliarwords.• Learnhowtouseadictionarytohelpimprovewritingandspellingskills.• Self-checkhisworkforspellingmistakes.

Advance Prep• ActivitySet2:2

~ Super Speller!~ Spelling dictionary (if not using purchased dictionary or electronic speller)

• ActivitySet2:3Paper stars• ActivitySet2:8Intergalactic Dictionary (optional)

MaterialsActivity Set Worksheet

• Pencils,crayons,ormarkers

Guided Writing Practice• Tabletorchartpaperandmarkers• Manilafilefolder(orbutcherpaperandaprintedborderforoptionalWordWall)• Constructionpaper,crayons,markers• Scissors,glue,cleartape• Pocketchartandsentencestrips(optional)

Pre-writing Activities• My Garden of Rhyming Wordsnotebook• Constructionorscrapbookingpaperinavarietyofsolidcolors,includinggreen• Whitecomputerorcopypaper• Scissors,holepunch,markers,glue• Fictionornonfictionpicturebookaboutaspaceship,rockettrip,planets,orouterspace• Children’sdictionary,electronicspeller,orhomemadespellingdictionary

~ Materialsforoptionalhomemadespellingdictionary:- Three-ringbinder- Notebookpaper

WriteShop Primary - Book B56

- Pencils,markers,andcrayons• Indexcards• Bluepainter’stape

Brainstorming• Tabletorchartpaperandmarkers• Yellowconstructionpaper,optionalyellowbutcherpaper

The Writing Project• Grade-levelwritingpaper• Pencils,crayons,ormarkers

Editing and Revising• Editingbuddy

Publishing the Project• Emptyoatmealboxorpotatochipcan• Craftsuppliessuchasconstructionpaper,cardstock,stickers,stamps,andcraftpaint• Glue,markers,andcrayons

Want to Do More? (optional)• WritingAcrosstheCurriculum

~ Sturdycardboardorposterboard~ 12-x18-inchconstructionpaper,includingblack~ Whitecrayonoryellowcraftpaint~ Foilstarstickers~ YarnortwoD-rings~ Holepunch,scissors,andglue~ Markersandcrayons~ Librarybooksaboutouterspace(optional)~ Kitchentimer(optional)~ Pencilandpaper(optional)


ACTIVITY SET 2:1

Lesson OverviewAsyouandyourchildexplorethethemeofplanetsandspace,Lesson2willalsointroducehimtousingsimplereferencetools—likeadictionaryandSuper Speller!—tohelpimprovehiswritingandspelling.

Activity Set Worksheet: “Outer Space Spelling”RemovetheLesson2:“OuterSpaceSpelling”pagefromyourActivitySetWorksheetPack.Ifyouareusingthee-bookversion,printoutboththe“front”and“back”pagesoftheworksheet.

Activity Page (Front Side)Readoverthespellinglistwithyourchild.Instructhimtowriteeachwordthreetimes,usingadifferentcolorcrayonormarkereachtime,ifhewants.

Activity Page (Back Side)If you prefer, your child may complete this next part during Activity Set 2:6.

Onthebackofthepage,encourageyourchildtoillustrateandwriteastoryusingasmanyoftheOuter Space Spellingwordsashecan.Hemayrefertothewordlisttocheckhisspellingasheworks.

Praiseyourchildforhiseffortstowriteindependently.Donoteditorrevisethestorybecausethisisjustanopportunityforhimtopracticedoingitonhisown.

Pre-writing Activity Word Family FlowersMakeawordfamilyfloweroraddnewwordstoexistingflowersinyourGarden of Rhyming Wordsnotebook.ThisnotebookwillprovideahandyreferenceinLesson4whenyouteachyourchildtowriteapoemornurseryrhyme.Youwillalsofindthisnotebookhandyanytimeyourchildwriteswithrhyme.

At a Glance: Activity Set 2:1

• Lesson Overview

• Activity Set Worksheet: “Outer Space Spelling”

• Pre-writing Activity (optional)


ACTIVITY SET 2:2

Guided Writing PracticeLesson2willuseGuidedWritingPracticetowriteaboutexperiencesthatarefamiliartoyourchildandtointroducestandardspelling.

Advance Prep

PrepareaSuper Speller!foryourchildtorefertoduringGuidedWritingPractice.Ifyouhaveroomonawallofyourwritingcenter,youmightwanttoputupaWord Wall Super Speller!Butifspaceisatapremium,makeaPortable Word Bank Super Speller!instead.Seep.26fordetailsandinstructions.

DirectionsSitside-by-sidewithyourchildandwriteonatablet.Or,useaneaselwithchartpaper.ModelwritingforhimasexplainedintheIntroduction(pp.15-17),sharingthemarkersohewritessomeofthewordsthatheknows.Spendnomorethan10minutes.

Note:IfyouwillbeusingthePortable Word Bank Super Speller!,displaythewordlistforyourchildtosee.IfyouplantouseaWord Wall Super Speller!orpocketchart,sitnexttoitasyouwrite.

1. DuringGuidedWritingPractice,writetogetheraboutsomethingyourchilddidthepreviousday,orwriteaboutupcomingactivities.Ideasinclude:

• Avisitwithfriendsorfamily

• Extra-curricularactivitysuchasartclass,musiclesson,sports,orScouts

• Tasksuchasmakingmuffins,foldinglaundry,orwalkingthedog

• Fieldtrip,outing,holidaycelebration,orparty

• Triptotheveterinarian,departmentstore,postoffice,carwash,orbakery

2. WriteyourGuidedWritingPracticeinparagraphform.

• Write5-10sentences.

• Demonstrateindentationeachtimeyouwriteanewparagraph.

• Encourageusingsentenceswithavarietyofendingpunctuation.

• Skipaspacebetweeneachlinetoallowroomtoaddmoresentences.

3. Encouragetheimportanceofusingstandardspelling.

• SuggestthatyourchildrefertohisSuper Speller!—eithertheWord WallorPortable Word Bank,


• Guided Writing Practice

• Pre-writing Activities: Picture book about a spaceship, rocket trip, planets, or outer space


whicheveryou’vechosen—tohelphimcorrectlywriteafewwordsonthepaper.

• AddnewwordstotheSuper Speller!thatyourchildwantstowritebutdoesn’tknowhowtospell.Soundoutunfamiliarwordstogetherandlookthemupinthedictionarybeforewritingthemcorrectlyonthelist.

• Takecarenottooverwhelmyourchildbypointingouttoomanyspellingerrors.Instead,graduallyintroducenewwordstotheSuper Speller!,addingjustoneortwoatatime(especiallyinthebeginning).

• TrainingyourchildtorefertotheSuper Speller!helpshimtransitionfromlookingtoyoufortheanswer,tolearningtousestandardreferencetoolshimselftoimprovehiswriting.

HereisanexampleofacompletedGuidedWritingProject:

FishingwithGrandpaI’mgoingfishingtomorrow!Grandpawillpickmeupreallyearly.Itwillstillbe

dark,eventhoughitismorning.Next,wewillgetdonutsandbuysomebait.Whenthesuncomesup,wewillwalkonthedockandfindourspot.IhopeIcatchabigfish!

Ifyourchildcan’tthinkofwhattosay,writesentencestartersforhimtocomplete,orprompthimwithquestionssuchaswho,where,orhow.(Thiswillalsohelpawordychildusefewersentences.)Here’sanexampleofaguideddiscussion:

You: Tellmesomethingnewthatwillhappensoon.

Child: I’mgoingfishingtomorrow!

You: Let’swritethatdown.I’mgoingfishingtomorrow.

Shouldweendthatsentencewithaperiod or an exclamation point?

Child: Anexclamationpoint!

You: Why?

Child: BecauseIamsoexcited!

You: You’re getting good at choosing punctuation marks. I’m proud of you!

Whatwillhappenfirst?

Child: Grandpawillpickmeupreallyearly.

You: Let’swritethatdown:Grandpawillpickme up really early. Here’s the marker so youcanhelpwritesomeofthewords.

HowearlywillGrandpapickyouup?

Child: Itwillstillbedark.

You: Is he coming at nighttime?

“ I always love the dialogue samples. It’s like having a sneak peek into the writing teacher’s classroom to see how she interacts and talks with and encourages her students to bring out the best in them!”

– Wendy, NC


Child: No,itwillbeinthemorninginthedark.

You: Wecanwrite:Itwillstillbedark,eventhoughitismorning.Willthatwork?

Child: Yes.

You: Saythat:“Itwillstillbedark,eventhoughitismorning.”

Child: Itwillstillbedark,eventhoughitismorning.

You: Great.Let’swritethatdown.Wouldyouliketohelp?UseyourSuperSpeller! to help you spelloneofthewords.

OK…afterGrandpapicksyouup,whatwillyoudonext?

Child: Nextwewillgetdonutsandbuysomebait.

You: Super.Let’swritethatdown.

Willyoufishinthedark?

Child: No.Whenthesuncomesup,wewillwalkonthedockandfindourspot.

You: Let’swritethatdown.You’redoingagreatjoboftellingmecompletesentences!

HowwouldyoulikeyourspecialdaywithGrandpatoend?

Child: IhopeIcatchabigfish!

You: Ihopesotoo.Ithinkthatmakesagreatendingsentence,don’tyou?Let’swriteit:IhopeIcatchabigfish!

Nowallweneedisatitle.Anyideas?

Child: FishingwithGrandpa?

You: Perfect!

Whenfinished,inviteyourchildtochooseapointertoreadoverthesentencestogether.Askhimto:

• Pointtoeachpunctuationmarkandidentifyhowitisused.

• Pointtotheindentedfirstsentence.

Parents Say... UseconstructionpapertowritethewordsforyourWordWallSuperSpeller!andstickthemonthebutcherpaperwithdouble-sidedstickysquares(thekindusedforscrapbooking).Whenyouneedtoreplacewords,youcaneasilyremovethemandaddmore.

SinceIdomostofthewritingduringGuidedWritingPractice,there’snotmuchchancetousetheSuperSpeller!Soinstead,weworkonspellinglaterinthelesson,duringtheWritingProjectandEditingandRevising.


Pre-writing Activities

Advance Prep

Ifyoupurchaseachildren’sdictionaryorelectronicspeller,therewillbenoadvancepreparationforthisactivity.Ifyouchoosetomakeyourownspellingdictionary,here’show:

1. Put26pagesinathree-ringbinder.LabelthepagesA-Z.

2. Writeafewgrade-levelwordsoneachpageofthedictionary.

3. Includeinyourdictionarythecorrectspellingforvariousobjectsinyourhomeschoolingclassroomsuchasnotebook,window,lamp,andchair.

4. Asyoucompletetheactivitybelow—UsingSpellingTools—addnewwordstoyourdictionary.

Picture BookChooseafictionornonfictionpicturebookaboutaspaceship,rockettrip,planets,orouterspaceandreadittoyourchild.

Parents Say... After reading our picture book, I like to introduce the theme of the lesson to my child anddiscusshowthebookusesthetheme(suchasPlanetsandSpace)tomakethestoryhappen.Forexample:~ Howdidthethemeofthislessonshowitself?~ Wastheouter-spacethemeimportantinthisstory?Whyorwhynot?~ Ifwechangethesetting,wouldthestoryhavemadesense?Wouldithavebeenbetter?

Whatotherlocationmighthaveworked?~ Whatwasthebeginning,middle,andendofthestory?

Using Spelling ToolsIfpossible,stockyourwritingcenterwithspellingreferencetoolsforyourchildtouse.Provideagrade-levelchildren’sdictionary,electronicchildren’sspelleranddictionary,orhandmadedictionarythatincludeswordsyourchildfrequentlyuses.

1. Usethistimetointroducethesereferencetoolstoyourchild.


2. Helpyourchildusethechildren’sdictionarytolookupthespellingofvariousobjectsinyourhomeschoolingclassroom.Makelabelsforsomeofthese.

• First,guesshowtospellanitem.

• Next,lookitup.

• Thenwriteitsnameonanindexcard.

3. Tapethecardtotheobject.Havefuntapingalabelonthetable,apencil,abook,thewall,orthefloor—whateveryourchildwantstolabel.Bluepainter’stapeissafeformostsurfaces.

4. Overupcomingdaysandweeks,continuethisprocesstolabeltheobjectsinyourhomeandclassroomuntilyourchildbecomesfamiliarwiththecorrectspellingofeach.

Parents Say... Mydaughterenjoysusingandaddingtoherownmini-dictionary.

WejustgotanelectronicthesaurusandLOVEit!


ACTIVITY SET 2:3

Guided Writing PracticeThroughoutLesson2,continuetofollowtheGuidedWritingPracticeformatintroducedinActivitySet2:2.Spendnomorethan10minutes.

DirectionsIfyouareusingaPortable Word Bank Super Speller!,displaythewordlistforyourchildtosee.IfyouareusingaWord Wall Super Speller!orpocketchart,sitnexttoitasyouwrite.

Somedays,writeaboutonemainevent.Otherdays,writeaboutseveralactivities.Here’sarecap:

1. WriteyourGuidedWritingPracticeinparagraphform.

2. DemonstrateindentationeachtimeyouwriteanewGuidedWritingparagraph.

3. Encourageusingsentenceswithavarietyofpunctuation.

4. Skipaspacebetweeneachlinetoallowroomtoaddmoresentences.

5. Continuereinforcingtheimportanceofusingstandardspelling.

• EncourageyourchildtorefertotheSuper Speller!tohelphimwritewordscorrectlyonthepaper.

• Whenyourchildwantstowritewordsthathedoesn’tknowhowtospell,addthesenewwordstotheSuper Speller!Soundouttheunfamiliarwordstogetherbeforewritingthemcorrectlyonthelist.

Hereisanexample:

ADeliciousNightLastnightIwashungry,soImadepopcorn.ThenIgotthirsty,soIhadadrink

ofmilk.ThenGrantsaid,“Let’shavedessert!”Sowebothatecookies.Yum!Itwasadeliciousnight.

Ifyourchildgetsstuck,youwillneedtoguidehim.Writesentencestartersforhimtocompleteifheisreluctanttosuggestideas,orconsiderpromptinghimwithquestions.Pause,givefeedback,andaskforclarification.Here’sapartialdialoguetogetyoustarted:

You: Tellmesomethingspecial(surprising,interesting,silly,fun,etc.)thatyoudidlastnight.

Child: Igottomakepopcorn.

You: Whydidyouwantpopcorn?

Child: Iwashungry!

You: Isee!LastnightIwashungry,so…what?Tellmeinacompletethought.



• Brainstorming


Child: LastnightIwashungry,soImadepopcorn.

You: Good!Let’swritethatdown.LastnightIwashungry,soImadepopcorn.

What happened next?

Child: ThenIgotthirsty,soIhadadrinkofmilk.

You: Great.That’sacompletethought!Let’swritethatdowntoo.ThenIgotthirsty,soIhadadrink of milk.

Did you go to bed after that?

Child: (giggling)Notyet!ThenGrantsaid,“Let’shavedessert!”Sowebothatecookies.

You: Wow—youreallywerehungry!Okay.Let’swritethis:ThenGrantsaid,Let’shavedessert.

Doyourememberwhatkindofpunctuationmarkweusetoshowexcitement?

Child: Iforget.

You: It’s called an exclamation point. Can you say that?

Child: Exclamationpoint.

You: Here’s the marker. Put an exclamation point at the end of the sentence.

Great.Now,doyourememberwhenweusequotationmarks?

Child: Toshowwhensomeoneistalking?

You: That’sright.Let’sputsomequotationmarksheretoshowthatthatGrantistalking:“Let’shavedessert!”

(Continuegentlyguidingandpromptingyourchildinthismanneruntilhisstoryisfinished.)

AfteryourGuidedWritingPracticeiswrittenonpaper,inviteyourchildtochooseapointertoreadoverthesentencestogether.Askhimto:

• Pointtoeachpunctuationmarkandidentifyhowitisused.

• Pointtotheindentedfirstsentence.

Brainstorming – Using Idea Stars and a Story Web

Advance Prep

Cutaboutadozen3-inchstarshapesfromyellowconstructionpaper.

Cutonelargestarfromyellowbutcherpaperorchartpaper(largeenoughforastoryweb).

Directions1. Drawasimplestorywebonthelargestar.Drawacircleinthemiddleandfivelinesextending

outfromthecircletowardthepointsofthestar.


2. FortheWritingProject,yourchildwillwriteaboutanimaginarytriphetakesinarocketshiptoouterspace.Discussvariousideasforthethemeofhisstory.Chooseonetowriteinthecentercircleofthestoryweb.

3. Oneachofthelinesofthestoryweb,writedetailsabouthisimaginarytrip.

4. Asyoudiscussideasforthestoryweb,lookupunfamiliarwordsinthedictionary.Writethecorrectspellingofeachwordona3-inchyellowpaperstar.TapethesestarstotheSuper Speller!forahandyreferenceasyourchildwriteshisstory.(Ifyou’reusingaPortable Word Bank Super Speller!writethewordsinside.)

5. Onaseparatepieceofpaper,makeasimplegraphicorganizertolistideasforthebeginning, middle,andendingofyourchild’sstory.Discussthemaintopicandchooseatitle.Labelthegraphicorganizerasfollows,leavingspacesforwritingasyoubrainstormtogether.

• Title:

• Beginning:

• Middle:

• End:

6. DuringActivitySet2:4,youwilluseboththestarstorywebandgraphicorganizertohelpyourchildwithhisWritingProject.


ACTIVITY SET 2:4

Guided Writing Practice IfitistoomuchforyourchildtodoGuidedWritingandtheWritingProjectonthesameday,youmayskipGuidedWritingPracticetoday.Otherwise,continuetowriteastorytogetheraboutwhatyourchilddidthepreviousday,orwriteaboutanupcomingactivity.FollowtheinstructionsandguidelinesinActivitySet2:2.

The Writing Project – Writing about a Trip to Outer SpaceFortheWritingProject,yourchildwillwriteaboutanimaginarytriphetakesinarocketshiptoouterspace.

Directions1. Don’tforgettoadjusttheWritingProjectforayoungerormorereluctantwriterbyusing

SmallerSteps,orconsidertheFlyingHigheractivityifyouradvancedlearnerneedsmoreofachallenge(seep.67).

2. Asyourchildworks,encouragehimtorefertohiswritingtoolsfromActivitySet2:3.

• Graphicorganizer

• Starstoryweb

3. Usinggrade-levelwritingpaper,helpyourchildwritehisstory.Remindhimtowriteinparagraphform,indentingthefirstsentence.Besuretoincludeabeginning,amiddle,andanend.Writeatitleatthetop.

About Story LengthIfyourchildisreluctant,youmayfindyourselfcoaxingeverywordfromhim.Hewillhavenoproblemkeepinghisstorybrief,especiallyintheseearlylessons.Amoreconfidentstudent,ontheotherhand,caneasilylethisnarrativegoonandon.Hewillneedguidelinesthathelphimstayfocusedandkeephimfromtakingtangents.

Youngchildrenoftenbecomefrustratedwhenawritingexercisetakestoolong,soatthisage,it’sbesttouseashortpieceofwritingtoteachthebasics.Whenyourchildbeginsself-editinginActivitySet1:5,hewillappreciatehavingwrittenashorterstory,sinceitwillbeeasierforhimtocorrectaswell.

Fromtimetotime,goaheadandencouragehimtowriteotherstorieswithoutlimit—buttheWritingProjectitselfshouldnotbelong.Agoodruleofthumbis5-10sentences.Helpyourchildunderstandthathisstoryshouldtellthemainpointsabouttheeventratherthaneverydetail.Ifhetendstorambleorincludetoomanytidbits,ask:“Isthisinformationimportanttoyourstory?”


• Guided Writing Practice (optional)

• The Writing Project

• Smaller Steps or Flying Higher


Smaller Steps – Working with a Reluctant Learner

Helpayoungerlearnergainconfidencewritingwordsspelledcorrectly.

1. Ifhedictatesmostofthestoryforyoutowrite,putablankonthepaperforanywordthatislistedinhisSuper Speller! Portable Word BankorWord Wall.

2. Whenheisfinisheddictatinghisstorytoyou,givehimthepencil.Thenhelphimgobackandfillintheblankshimself,usingtheSuper Speller!asaguide.

Youmayfindyourselfbecomingfrustratedthatyourreluctantchilddoesnotwanttowriteallbyhimself.Fornow,it’smoreimportantthatheenjoystheprocessofstorytelling,soifheresistswritingonhisown,trysomeoftheseideas:

• Afterhenarrateshisstorytoyou,lethimcopyitdown.Alternatively,dictateitbacktohimsohecanwriteitdown.

• Sharethewritingwithyourchildifwritingtheentirestoryistoooverwhelmingforhim.Taketurnswriting,witheachofyouwritingeveryothersentence.

• Ifthat’sstilltoomuch,trywritingthesentencestartersandlethimfinishthesentences.

• Or,askhimtowritesomeofthewordswhileyouwritemostofthem.

Flying Higher – Adding Length and Detail

Challengeanacceleratedoradvancedstudenttowriteastoryaboutblastingoffinhisrocketshiptovisiteveryplanetinthesolarsystem,aswellasthesun.Youmightwanttospreadthisactivityoverseveraldays.

1. Writeaboutthesunandeachplanetonitsownseparatepage.

2. HelpyourchildlookupinformationaboutthesunandeachplanetontheInternetorinanencyclopediaornonfictionbookaboutthesolarsystem.Encouragehimtoincludeoneortwofactsabouteachoneinhisstory.

3. Afterhisstoryisfinished,illustratethepagesandassemblethemintoabookwithasturdyposterboardortagboardcover.


ACTIVITY SET 2:5

Guided Writing PracticeWriteanotherstorytogetheraboutwhatyourchilddidthepreviousday,orwriteaboutanupcomingactivity.FollowtheinstructionsandguidelinesinActivitySet2:2.

Spendnomorethan10minutes.ContinuereinforcingtheimportanceofusingstandardspellingbyencouragingyourchildtorefertotheSuper Speller!tohelphimwritewordscorrectlyonthepaper.

Here’sanexample:

OurSnowyDayYesterdaywehadabigsurprise.Whenwewokeupitwassnowing!Iwanted

togooutside,butwehadtodoschoolfirst.ThenIaskedMom,“Canweplayinthesnow?”Shesaidyes!Soweputonourwarmjacketsandourbootsandmittensandplayedinthesnow.Itwassocold!SoMommadehotchocolate.Afterourdrinkwefeltniceandwarmagain.Ilovesnowydays!

Whenfinished,dothepointeractivities.

Editing and Revising – Checking SpellingInviteyourchildtochooseoneeditingbuddyfromthesupplyofstuffedanimals.Sitdownwithyourchild,hisWritingProject,andthestuffedanimal.Readhisstorytogether,pretendingtoreadittohiseditingbuddy.

1. Discussthestructureofthestory.Checkthatithasabeginning,amiddle,andanend.Ask,“Doesthetitlesupportthemainidea?”Ifnot,discussideasforimprovement.

2. Examineeachsentencewithyourchild.Makesureeachsentencehasanendmarkandbeginswithacapitalletter.

3. Circlemisspelledwords.LookupeachwordinthedictionaryorontheSuper Speller!

4. Helpyourchildrevisehisstory.Writecorrectionsonthepaperitself.

5. Encouragehimtoreadtherevisedstorytohiseditingbuddy.

Parents Say... IprefertoaddressspellingduringEditingandRevising,soIignorethoseerrorsduringtheWritingProjectandsimplypraisemydaughter’sspellingattempts.



• Editing and Revising


ACTIVITY SET 2:6

Guided Writing PracticeContinuetowriteastorytogetheraboutwhatyourchilddidthepreviousday,orwriteaboutanupcomingactivity.FollowtheinstructionsandguidelinesinActivitySet2:2.

Here’sanexampleofacompletedGuidedWritingPractice:

AFireAlarmOnWednesday,somethingloudhappened.Thefirealarminourapartment

buildingwentoff.Thenoisehurtmyears!Everyonehadtowalkdownthestairsandwaitoutside.Thefiremencameinabigredfiretruck.Prettysoononeofthefiremansaid,“Youcangobackinsidenow.Thereisn’tanyfire.”Iwashappytogobackhome.


Activity Set Worksheet: “Outer Space Spelling” IfyourchilddidnotwriteastoryonthebacksideoftheworksheetduringActivitySet2:1,havehimdothistoday.



• Activity Set Worksheet: “Outer Space Spelling”


ACTIVITY SET 2:7

Guided Writing PracticeContinuetowriteastorytogetheraboutwhatyourchilddidthepreviousday,orwriteaboutanupcomingactivity.FollowtheinstructionsandguidelinesinActivitySet2:2.


Publishing the Project – Making a Rocket ShipHelpyourchildpublishhisWritingProjectbymakingarocketship.

1. Usecraftsuppliestodecorateaclean,emptyoatmealboxorpotatochipcan(orothercardboardcylindercontainer)toresemblearocketship.Besuretoleavethetopfreesothecontainercanbeopenedandclosed.

2. TucktheWritingProjectinsidetherocketshipandclosethelid.(Forabetterfit,foldthestoryorrollitintoacylinderandkeepsecurewitharubberbandbeforeplacingitinsidetherocketship.)

3. Blastoffwiththetoyrocketshiptofindafriendorsiblingwithwhomtosharethestory.

Parents Say... Ilovetopreservemychildren’sprojectsbutdon’thavemuchstoragespaceforthebulkierones.Soafterdisplayingtheirpublishedprojectsforafewweeks,Itakeaphotoandsavetheirartworkthatway.



• Publishing the Project


ACTIVITY SET 2:8

Guided Writing PracticeIfyouchoosetodoGuidedWritingPracticetoday,continuetowriteastorytogetheraboutwhatyourchilddidthepreviousday,orwriteaboutanupcomingactivity.FollowtheinstructionsandguidelinesinActivitySet2:2.Whenfinished,dothepointeractivities.

Evaluating the Student’s WorkUsethePrimaryWritingSkillsEvaluationChartforLessons1-5toevaluateyourstudent’swork.

Want to Do More? Writing Across the Curriculum: Spotlight on Science – Intergalactic Dictionary

Advance Prep

• Cuttwo12-inchcirclesfromsturdycardboardorposterboardforthefrontandbackcoversofthedictionary.

• Forthepages,cuttwenty-six11-inchcirclesfrom12-x18-inchconstructionpaper.LabeleachcirclefromA-Z.

Makeadictionaryaboutplanetsandouterspace.Here’show:

1. Forthecover,glueblackconstructionpaperonthefrontofone12-inchcircle.AddafuntitleinwhitecrayonoryellowcraftpaintsuchasMy Intergalactic Dictionary.Decoratewithfoilstar-shapedstickers.

2. Sandwichthepagesinalphabeticalorderbetweenthecovers.Punchtwoholesalongtheleftside.UseD-ringsortiethebooktogetherwithyarnsothepagesturneasily.

3. Helpyourchildaddwordstothedictionarythatrelatetoouterspace.Writedowneachword’scorrectspellinganddefinition.Includethenamesofplanets,galaxies,constellations,andotherscientifictermsthatinterestyourfutureastronaut.

4. Ifyourstudentcanreadandwouldenjoymakingagameofthis,here’sanideaforcollectingwords:

• Gatherseveralbooksaboutouterspace,atimer,apieceofpaper,andapencil.

• Giveyourchildoneofthebooks.Graboneforyourself,too.

• Setthetimerfor10minutes.


• Guided Writing Practice (optional)

• Evaluating the Student’s Work

• Want to Do More? (optional) Writing Across the Curriculum: Spotlight on Science


• Racingagainsttheclock,thumbthroughyourbookstillyoufindagoodspaceword.Jotitdownonthepaper.Together,trytofindawordforeachletterofthealphabet.

• Whenthetimergoesoff,seehowmanywordsyouwereabletofind.

• AsyouwritethewordsintheIntergalactic Dictionary,includeeachword’scorrectspellinganddefinition.Ifyouweren’tabletofindawordforeachletterofthealphabet,lookthroughotherbookstofindandfillinthemissingwords.

Parents Say... Welovethisidea!We’vemademanysubject-specificdictionarieslikethiswithdifferentscience-relatedthemeslikeanimals,oceanlifeandgeology.

Copyright©2009byNancyI.SandersandWriteShop,Inc.Allrightsreserved.

Lesson 2: Standard Spelling€¦ · Lesson 2: Standard Spelling 55 Lesson 2: Standard Spelling...

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