reading writing grammar & mechanics vocabulary spelling

✓Reading✓Writing✓Grammar &

Mechanics✓Vocabulary✓Spelling and

Syllabicaton✓Study Skills

©2017 Pennington Publishing penningtonpublishing.com 1

Academic Literacy Centers Overview

Academic Literacy Centers are designed to teach the Common Core English Language

Arts Anchor Standards in writing, reading, and language. The literacy centers (or stations)

maximize learning through collaborative tasks, each taking from 15–20 minutes to complete.

These six independent centers free-up the teacher to conduct mini-conferences with individual

students, teach a guided reading group, or walk the classroom to supervise. A variety of rotation

options provides flexibility and the addition of other centers as the teacher sees fit.

Both veteran and new teachers trying literacy centers for the first time or adding on stations to

their own center rotations will appreciate the quality of the Standards-based lessons and

activities, the clear directions, and the organizational procedures included in the Academic

Literacy Centers program.

Literacy Centers

Reading: Reading Fluency and Reading Comprehension

CCSS R.1, 2, 3, 4, 5, 6, and 10; RF 4 and 5.3, 3A, 4 and 5.4, 4A, 4B, and 4C; RI 4, 5, 6, 7, and

RL 8.1, 2, 4, 5, 6

Writing: Sentence Revision and Literary Response

CCSS W.4, 5, and 10

Grammar and Mechanics: Language Conventions Worksheets

L.1, 2, and 3

Vocabulary: Vocabulary Worksheets and Vocabulary Study Games

L.4, 5, and 6

Spelling and Syllabication: Conventional Spelling Rule Spelling Sorts and Syllable Practice

L.2

Study Skills: Goal-Setting, Essential Study Skills, and Reflection/Application

I chose to include academic in the program title to reflect the rigorous lessons included in the

Academic Literacy Centers. Unlike other literacy centers, which focus on hands-on activities,

games, art, exploration, and creativity (all good things), these centers focus on learning the

Standards. Students take biweekly unit tests (included) to measure their mastery of the key

Standards.

Now, this is not to say that students won’t enjoy any of the activities (they will), but I would

rather have students learn content and skills than just have fun. If you were expecting a carnival

of cute games and manipulatives, you were duly warned in the product description. “Proceed at

your own risk,” I advised. This is solid grade-level work and you, your parents, your principal,

and most importantly, your students, will see measurable progress in mastering the grade-level

ELA Standards.

Along the way, your students will develop social and leaderships skills; they will improve time

management and organizational know-how; and they will learn to work on collaborative tasks to

meet established goals. Contact me at [email protected] with any questions.


FAQs

The Academic Literacy Centers have been designed to minimize or eliminate preparation,

correction, behavioral problems, and clean-up time and to maximize flexible, on-task learning.

✓ Can I set up, tear down, and move these centers quickly? Yes. Set up and tear down

only take a few minutes. Perfect if you share a classroom or move to another classroom.

✓ What supplies do I need to provide? Just the paper copies. Use colored paper if you

can. Also, scissors will be necessary for the vocabulary study cards. As explained in the

overview, this is not an artsy-fartsy program designed to make your classroom look cute.

Less supplies and art projects means easy and quick set up and clean up. You can

maintain your organizational sanity and keep the custodian happy.

✓ Are there literacy center signs? Yes, they are provided in both color and black and

white and are formatted for both pocket charts and center display.

✓ Do the print materials stay in the center or do students have weekly packets? Your

choice. Either option works well.

✓ Are there directions for each lesson and activity? Yes. There are longer teacher

directions and shorter student directions on the literacy center task cards (provided in

both color and black and white).

✓ Do the literacy centers have the same instructional procedures for each lesson and

activity? Yes. Read the directions and model the first activity or lesson for each literacy

center once and your students will be able to work independently thereafter.

✓ Are there answers for all the literacy center lessons and activities? Yes, except for

open-ended thinking, free-response questions.

✓ How much correction is there? Plenty, but your students will do all the correcting.

Answers are provided with each task. Students learn from their own mistakes.

✓ Are there unit tests? Yes, biweekly tests are provided on the grammar, usage,

mechanics, vocabulary, and spelling content and skills. Answers, of course.

✓ Can I teach some of the activities whole class or assign them as homework?

Certainly, although your students will lose the benefits of cooperative learning.

✓ What exactly is Common Core State Standard grade-level specific and what is not? The sentence revisions (Writing Center), vocabulary worksheets (Vocabulary Center),

spelling sorts (Spelling Sorts and Syllabication Center) each have separate grades 4, 5, 6,

7, and 8 lessons and activities. Other lessons and activities cover the breadth of the grades

4–8 Standards. The reading fluencies and comprehension worksheets are leveled at third,

fifth, and seventh grade levels. Check out the instructional scope and sequence HERE.

✓ Can I add my own centers? Yes, and I have six other remedial centers.

http://blog.penningtonpublishing.com/wp-content/uploads/2016/07/GMSV-Grades-4-8-Instructional-Scope-and-Sequence.pdf


Table of Contents: Unit #1

Literacy Center #1: Reading Fluency and Comprehension

▪ Literacy center task cards

▪ Eight expository reading fluencies and corresponding comprehension worksheets:

“The Ape,” “The Eagle,” “The Ibex,” “The Okapi,” “The Mule,” “The Rooster,” “The

Woodpecker,” and “The Cow”

▪ Answers to the comprehension worksheets

Literacy Center #2: Sentence Revisions and Literary Response


▪ Eight sentence revisions lessons, which include revising sentence structure, grammar

application, and writing style

▪ Eight literary response activities, which include literary quotation mentor texts and writer

response tasks with different rhetorical stance (voice, audience, purpose, and form)

▪ Answers to the sentence revisions

Literacy Center #3: Language Conventions


▪ Eight grammar, usage, and mechanics lessons including online links for both grammar

and mechanics content and/or skills (Internet access preferred with tablets, phones, or

desktop access, but not necessary.)

▪ Answers

Literacy Center #4: Vocabulary and Word Games


▪ Eight vocabulary worksheets including Multiple Meaning Words and Context Clues;

Greek and Latin Word Parts; Language Resources; Figures of Speech; Word

Relationships; Connotations; and Academic Language Words

▪ Answers

▪ Vocabulary study cards

Literacy Center #5: Spelling and Syllabication


▪ Four spelling sorts based upon conventional spelling rules

▪ Four syllable worksheets

▪ Answers

Literacy Center #6: Study Skills


▪ Self-assessment, study skills lesson, and reflection


Two Instructional Questions

Teachers have two basic instructional questions to answer before implementing

Academic Literacy Centers. And teachers do maintain the prerogatives of changing course

midstream! This is a flexible program.

1. How will you form your small groups? Both time limitations and your instructional goals

will determine the number and composition of your groups, as well as a large dose of common

sense.

Beginning with the last consideration, no amount of training in group norms and leadership roles

will allow Robert and Juan to be in the same group. Additionally, it’s just plain common sense

that your Vietnamese newcomer should participate in some, but not all of the literacy centers.

The same will be the case for your three special education students and two gifted and talented

students who are pulled from your class on a regular basis. Additionally, a sizable amount of

research suggests the optimal size of small groups to be from 3–6 students. The configurations

and rotations used in this program work with those numbers.

With respect to time limitations, I’ve never heard a teacher complain about having “way too

much time in the day” to teach. Instructional decisions are always reductive. In choosing to do

literacy centers, you are choosing not to do another instructional approach or learning activity.

The question will be how much time you are able to devote to literacy centers. Each Academic

Literacy Center has been field-tested in grades 4–8 classrooms. Each center takes 15–20 minutes

to complete, depending upon many factors. Available time will influence your decision about

how many groups to form for literacy center rotations. Two options are provided in this program

(rotation tables follow):

▪ 6 Literacy Centers, 6 Groups, 3 Rotations, 4 Days per Week Rotation

▪ 7, 8, 9, or 10 Literacy Centers, 8 Groups, 4 Rotations, 4 Days per Week Rotation

Obviously, your instructional goals must adjust to time limitations and common sense. The

Academic Literacy Centers have been designed to teach the Standards. You have chosen to use

literacy centers as the means to teaching these Standards (a good choice!). The other means

involves group composition. Either of the literacy center configurations and rotations permits

homogeneous or heterogeneous group compositions. Only the 7, 8, 9, or 10 Literacy Centers

option permits a mix of the two. For those who wish to individualize instruction, the author

provides these additional remedial Academic Literacy Centers:

Each remedial center includes diagnostic assessments to determine which students need which

literacy centers: Reading Fluency with Modeled Readings, Phonics and Sound-Spelling

Card Games, Phonemic Awareness and Sight Words, Vowel Transformers and Spelling

Pattern Worksheets, and Grammar, Usage, and Mechanics Worksheets.


2. What will be your role as the teacher? Depending upon the composition of your groups, you

may choose to be a supervisor, mini-conferencer, or a specific literacy center facilitator.

For teachers trying out literacy centers for the first time, I recommend the supervisor role and

the 6 Literacy Centers, 6 Groups, 3 Rotations, 4 Days per Week Rotation. As supervisor, the

teacher is available to answer questions, walk the room, and help students fulfill their leadership

roles. For example, “Who is the People Manager in this group? Sophie? So Sophie, would you

like me to help you maintain quiet voices in your group?”

The mini-conferencer role works with the instructional configuration referenced above or with

the 7, 8, 9, or 10 Literacy Centers, 8 Groups, 4 Rotations, 4 Days per Week Rotation. In this role

the teacher may pull entire groups or individual students. With the 8 group configuration, the 2

groups not assigned to the 6 literacy centers may be assigned independent work and the teacher

can mini-conference with individuals or small groups regarding their work. For example, the

teacher may pull individual students to review their formative assessments on remedial spelling

worksheets, work with a small group of students who are having difficulties writing in complete

sentences, or for writers or readers workshop mini-conferences and status of the class check-ins.

The facilitator role works with the 8 group configuration or with the 6 group configuration if the

teacher elects to substitute a teacher-led group for one of the 6 Academic Literacy Centers. With

either configuration the teacher meets with a group twice per week to facilitate an instructional

activity. Many teachers typically use this as guided reading instruction; however, teachers may

lead other groups as well. For example, the teacher could choose to add on 2 remedial groups to

the 6 Academic Literacy Centers, say phonics and spelling. As facilitator, the teacher could meet

for 10 minutes with each group during the 20 minutes allotted for one rotation.

Directions for Set-up and Literacy Centers Launch

1. Before launching the Academic Learning Centers, print, post, and teach the Literacy Center Group Norms and Leadership Roles (see following). 2. Arrange your desks and tables with seats facing each other and print and post the literacy center signs (see following). Print and post or display the seating configurations, group assignments and rotations (see following), and do a mock session to practice transitions. 3. Print and collate lessons and activities. Decide whether to staple for individual student packets or to distribute to literacy centers (in trays, folders, zip-lock bags, or bins). Either works fine. 4. Teach the directions and model the procedures for the first lesson or activity for each of the Academic Literacy Centers before permitting students to do them on their own. Students should complete all the written work and discussion with these introductory lessons.

5. For the second lesson or activity for each literacy center, divide students into their groups and have them complete the same literacy center while you supervise. For example, each of the groups would complete the reading fluency and comprehension tasks of the Reading Literacy Center. You would answer questions, refer students to the literacy center task cards for directions, and debrief with the whole class before moving onto the second literacy center.


Terms of Use

Thank you for purchasing Academic Literacy Centers. Please let me know if you have any

questions, suggestions, or concerns. My email address is [email protected].

Your purchase entitles you to single teacher use only. Please be respectful of my work and

don’t share with colleagues or post any part online. We do offer multiple user licenses at

discounted prices.

All rights reserved Pennington Publishing © 2017. Permission is hereby granted to the

individual purchaser to reproduce student materials in this book for noncommercial use only.

Other than the heretofore specified limited permission for reproduction, the text of this

publication, or any part thereof, may not be reproduced or transmitted in any form or by any

means, electronics or mechanical, including photocopying, recording, storage in an information

retrieval system, or otherwise, without prior written permission of the publisher.

The Publisher makes no representation or warranties of any kind, including but not limited to,

the warranties of fitness for particular purpose or merchantability, nor are any such

representations implied with respect to the material set forth herein, and the publisher takes no

responsibility with respect to such material. The publisher shall not be liable for any special,

consequential, or exemplary damages resulting, in whole or part, for the readers’ or students’

reliance upon, this material.

Portions of this book have been previously published in

Teaching Grammar and Mechanics © 2003, 2011 Pennington Publishing and Grammar,

Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4, 5, 6, 7, and 8

© 2013 and © 2014 Pennington Publishing.


6 Literacy Centers, 6 Groups, 3 Rotations, 4 Days per Week

Day 1

Group 1

Reading Writing Language Conventions

Group 4

Vocabulary Spelling & Syllabication

Study Skills

Group 2

Writing Language Conventions

Reading Group 5

Study Skills Vocabulary Spelling & Syllabication

Group 3

Language Conventions

Reading Writing Group 6

Spelling & Syllabication

Study Skills Vocabulary

Day 2

Group 1


Study Skills Group 4


Group 2


Group 5


Reading

Group 3


Study Skills Vocabulary Group 6


Reading Writing

Day 3

Group 1


Group 4


Study Skills

Group 2


Reading Group 5


Group 3


Reading Writing Group 6


Study Skills Vocabulary

Day 4

Group 1




Group 2


Group 5


Reading

Group 3


Study Skills Vocabulary Group 6


Reading Writing

7, 8, 9, or 10 Literacy Centers, 8 Groups, 4 Rotations, 4 Days per Week

Day 1

Group 1

Additional Reading Writing Language Conventions

Group 5

Additional Vocabulary Spelling & Syllabication

Study Skills

Center(s) Center(s)

Group 2

Writing Additional Language Conventions

Reading Group 6


Additional Study Skills Vocabulary

Center(s) Center(s)

Group 3

Reading Language Conventions

Additional Writing Group 7

Vocabulary Study Skills Additional Spelling & Syllabication Center(s) Center(s)

Group 4

Study Skills Writing Vocabulary Additional Group 8



Reading Additional

Center(s) Center(s)

Day 2

Group 1



Additional Reading Writing Language Conventions Center(s) Center(s)

Group 2


Additional Study Skills Vocabulary Group 6


Reading

Center(s) Center(s)

Group 3

Vocabulary Study Skills Additional Spelling & Syllabication

Group 7


Additional Writing

Center(s) Center(s)

Group 4



Reading Additional Group 8

Study Skills Writing Vocabulary Additional

Center(s) Center(s)

Day 3

Group 1

Additional Reading Writing Language Conventions

Group 5


Study Skills

Center(s) Center(s)

Group 2


Reading Group 6


Additional Study Skills Vocabulary

Center(s) Center(s)

Group 3


Additional Writing Group 7

Vocabulary Study Skills Additional Spelling & Syllabication Center(s) Center(s)

Group 4

Study Skills Writing Vocabulary Additional Group 8



Reading Additional

Center(s) Center(s)

Day 4

Group 1



Additional Reading Writing Language Conventions Center(s) Center(s)

Group 2


Additional Study Skills Vocabulary Group 6


Reading

Center(s) Center(s)

Group 3

Vocabulary Study Skills Additional Spelling & Syllabication

Group 7


Additional Writing

Center(s) Center(s)

Group 4



Reading Additional Group 8

Study Skills Writing Vocabulary Additional

Center(s) Center(s)

BE Hard-workingDo your best work on each lesson or activity. Work the whole time.

BE EngagedDo your fair share of the work. Complete your assigned leadership role.

BE ResponsibleDo all parts of the lesson or activity for each literacy center. Focus on your learning and that of others in your group.

BE OrganizedKeep all lesson or activity materials where they belong. Clean up neatly and completely.

SHOW InitiativeBegin the literacy center lesson or activity as soon as you sit down. Encourage others to complete their assigned leadership roles.

BE CollaborativeWork together in quiet voices and practice kindness. Help without doing others’ work.

Literacy Centers Group Norms

be HEROIC!

ReaderRead the lesson or activity out loud in a quiet voice. Pause to allow the group to think and respond. Re-read sections if necessary.

ClarifierRefer to the task card to begin the lesson or activity and help the group perform its tasks. Ask the teacher if help is needed on the directions.

Task Manager

Write down the beginning and ending times. Manage how much time should be spent on each part of the lesson or activity. Make sure that every part is completed and done well.

People Manager

Keep all group members focused on the lesson or activity and talking in quiet voices. Make sure every student contributes and performs their leadership roles. Ask the teacher for help if the group needs it.

Literacy Centers

LEADERSHIP ROLES

Spelling &

Syllabication

Reading

Language

Conventions

Study Skills

Writing

Vocabulary

Reading

Reading

Reading

Writing

Writing

Writing

Language

Conventions

Language

Conventions

Language

Conventions

Vocabulary

Vocabulary

Vocabulary

Spelling &

Syllabication

Spelling &

Syllabication

Spelling &

Syllabication

Study Skills

Study Skills

Study Skills

Readin

g

Wri

tin

g

Languguage

Conventi

ons

Vocabula

ry

Spell

ing &

Syllabic

ati

on

Stu

dy S

kil

ls

Reading Literacy Center Task Card:

Reading Fluency and Comprehension

1. The Clarifier picks up the task card, and the Task Manager passes out the cold and hot color

pencils and erasers. The Task Manager notes the ending time for this literacy center. The

People Manager makes sure that everyone in the group has the reading fluency article and

reminds students to write their names on the page.

2. The Clarifier points to the boldfaced pronunciation words in the upper right corner of the

article and says, “Ready, begin.” The group reads the words together out loud and repeats any

words which are mispronounced. The Clarifier asks the teacher if unsure of the pronunciation.

3. The Task Manager sets the timer for two minutes. The Reader reads the article title and then

says, “Ready, begin.” The Task Manager starts the timer and students read the article in quiet

voices (slightly louder than a whisper) at their own individual paces until the timer rings.

When the timer rings, the students place a finger on their ending word.

4. Students look to the left column of their finger for the word count. Students add on the

number of words on the line up to their finger to determine their cold or hot timings. The

People Manager tells the students to record their cold timings quickly and neatly in the lower

right box. The other boxes are for your teacher’s use.

5. The People Manager makes sure that everyone in the group has the reading comprehension

article and reminds the group to write their names on the page.

6. The Reader reads the article title and then the first SCRIP question. Next, the Reader begins

reading the article in a quiet voice until someone in the group says, “Stop,” because the the

first SCRIP question has been answered or the related information has been read.

7. Students discuss how to word the answer and write the answer in the spaces provided below

the SCRIP question. The Clarifier turns over the task card and reads the suggested answer.

Students revise their answers if necessary.

8. When the Reader finishes a sentence in which a boldfaced vocabulary word appears, the

Reader stops and students discuss the meaning of the word from surrounding SALE

(Synonym, Antonym, Logic, Example) context clues. Students discuss how to word each

definition and write the vocabulary words and their definitions in the article margins.

9. Continue these steps until the article is read, the SCRIP questions are answered, and the

vocabulary words are defined. The Task Manager gets the answers from the teacher and

students self-correct and revise their answers.

10. Follow the same directions (#3) for the hot timing and use the hot pencil to record your

score on top of cold timing. If you read fewer words on this hot timing than you did on your

cold timing, simply draw a line across the bar at the correct spot.

Writing Literacy Center Task Card:

Sentence Revisions and Literary Response

1. The Clarifier picks up the task card and will ask the teacher any questions about directions.

The Task Manager writes down the ending time for this literacy center. The People Manager

makes sure that everyone in the group has the sentence revision activity and reminds students

to write their names on the page.

2. The Reader reads the sentence revisions Lesson Focus out loud in a soft voice, and the Task

Manager helps the group summarize the Key Idea(s) of the lesson on the lines provided in the

second column.

3. After each student has completed the summaries, the Reader reads the Example(s), and the

Clarifier asks students to explain how each example relates to the Lesson Focus.

4. The Reader reads the sentence revision task, and students complete this task individually.

5. Upon completion, the Clarifier asks students to share their sentence revisions. The Task

Manager gets the answers from the teacher and students self-correct and revise their answers.

6. Next, students turn their papers over to the back and the Reader reads the Literary

Quotation and the Definition/Explanation/Reflection.

7. The Task Manager reads each of the Observation, Interpretation, and Application questions.

Observation is What do you see? Interpretation is What does it mean? Application is How can

this be used? The Task Manager pauses after each question and the Clarifier asks for

responses. The People Manager encourages all students to respond.

8. After completing discussion, students complete the Revision and Draw tasks individually. If

time remains, the Clarifier asks students to share their responses.

Language Conventions Literacy Center Task Card:

Grammar, Usage, and Mechanics


The Task Manager writes down the ending time for this Literacy Center. The People Manager

makes sure that everyone in the group has the GUM worksheet and reminds students to write

their names on the page.

2. The Reader reads the Mechanics Notes in the right column out loud in a soft voice and

stops at the Example(s). Students look at the back of their worksheet and copy down the

example(s) for that section only. The Clarifier asks students how the examples relate to the

mechanics rule. Continue to follow these steps for the rest of the Mechanics Notes.

3. Next, students complete the Practice sentences individually in the left column for the

mechanics section by crossing out and revising errors or underlining words according to the

worksheet directions. Upon completion, students look at the back of their worksheet to self-

correct and revise their answers if necessary.

4. Continue to follow these steps (#s 2 and 3) for next section of the GUM worksheet.

5. Upon completion, the Task Manager reads the Writing Application task out loud. Students

complete this sentence or sentences individually.

6. When finished, the Clarifier asks the group to share the Writing Application sentences.

Students borrow from each other to revise their sentences if necessary.

Vocabulary Literacy Center Task Card:

Odd-Numbered Vocabulary Worksheets


pencils and erasers. The Task Manager notes the ending time for the literacy center. The

People Manager makes sure that everyone in the group has the reading fluency article and



article and says, “Ready, begin.” The group reads the words together out loud and repeats any

words which are mispronounced. The Clarifier asks the teacher if unsure of the pronunciation.



voices (slightly louder than a whisper) at their own individual paces until the timer rings.

When the timer rings, the students place a finger on their ending word.

4. Students look to the left column of their finger for the word count. Students add on the

number of words on the line up to their finger to determine their cold or hot timings. The

People Manager tells the students to record their cold timings quickly and neatly in the lower

right box. The other boxes are for your teacher’s use.




reading the article in a quiet voice until someone in the group says, “Stop,” because the the

first SCRIP question has been answered or the related information has been read.




8. When the Reader finishes a sentence in which a boldface vocabulary word appears, the

Reader stops and students discuss the meaning of the word from surrounding SALE

(Synonym, Antonym, Logic, Example) context clues. Students discuss how to word each

definition and write the vocabulary words and their definitions in the article margins.


vocabulary words are defined. The Task Manager gets the answers from the teacher and

students self-correct and revise their answers.

10. Follow the same directions (#3) for the hot timing and use the hot pencil to record your

score on top of cold timing. If you read fewer words on this hot timing than you did on your

cold timing, simply draw a line across the bar at the correct spot.

Vocabulary Literacy Center Task Card:

Even-Numbered Vocabulary Worksheets


The Task Manager writes down the ending time for this Literacy Center. The People Manager

makes sure that everyone in the group has the correct vocabulary worksheet and reminds

students to write their names on the page.

2. The Reader reads the Word Relationships title and directions, vocabulary words, and

definitions out loud in a soft voice.

3. The Clarifier helps students brainstorm context clues sentences which show, not tell, the

meanings of the vocabulary words and a transition word or phrase to connect the two

sentences. Students collaboratively agree upon their answers and write them in the spaces

provided.

4. The Reader reads the Connotations title and directions, vocabulary words, and definitions.

The Clarifier asks the students to brainstorm which vocabulary words belong in which blanks.

Students collaboratively agree upon their answers and write them in the spaces provided. The

Task Manager gets the answers from the teacher and students self-correct and revise their

answers.

5. The Reader reads the Academic Language title and directions, the first vocabulary word, its

part of speech, and definition. The Clarifier asks the students to brainstorm a word or phrase

which is similar to and different than the vocabulary word. The Task Manager may assign a

student to look up the vocabulary word in the thesaurus. Students write their answers in the

first two boxes.

6. The Clarifier then helps students brainstorm an example, characteristic, or picture of the

vocabulary word. For example, if the vocabulary word were school, examples could be

elementary, middle school, and high schools. Characteristics of school could be teachers,

students, and books. Pictures of school could be a sketch of a school building or classroom or

a symbol such as an open book. Students write their response in the last box.

7. Follow the same steps (#s 5 and 6) for the second vocabulary word.

8. Students quietly study their Vocabulary Study Cards and then quiz each other in pairs or

triads until the end of the Vocabulary Literacy Center.

Spelling and Syllabication Literacy Center Task Card:

Spelling Sorts



makes sure that everyone in the group has the spelling sort worksheet and reminds students to

write their names on both pages.

2. The Reader reads the Spelling Rule out loud and the Spelling Rule Directions in a soft

voice.

3. The Clarifier helps the group to brainstorm placement of the spelling words listed in the left

column into the categories in the right column. Students should select the placements

considering the best possible answers which match the words’ sounds or spelling patterns.

4. Upon completion, the Reader turns the worksheet over to the back and reads the spelling

sort category and its spelling sort words.

5. The Task Manager tells students to turn their worksheets over to the back and to circle the

bolded spelling patterns in the words they sorted correctly.

6. Students self-edit and revise, according to the answers. The Clarifier helps students

understand why the answers best match each spelling sort category.

7. The Clarifier helps the group brainstorm six other words which match the spelling pattern.

Students write these in the spaces provided and discuss where each word would fit into the

spelling sort categories.

Syllable Worksheets



makes sure that everyone in the group has the syllable worksheet and syllable answers and


2. The Reader reads the title, syllable rule, and directions. Students work collaboratively to

divide the words into syllables, according to the rule, with / marks and write the accent mark

( / ) above the primary vowel accent.

3. The Reader reads the title, directions, and syllable rule. Students work collaboratively to

neatly print the syllable words in the spaces provided with syllable divisions and accent

marks.

4. Upon completion, students self-correct and revise, according to the answers. The Clarifier

helps students understand why the answers best match each spelling sort category.

Study Skills Literacy Center Task Card:

Self-Assessment, Study Skills Lesson, and Reflection



makes sure that everyone in the group has the study skills self-assessment, lesson, and

reflection and reminds students to write their names on both pages.

2. Students silently read the self-assessment individually and rate themselves for each of the

five statements.

3. Students total up the point values and circle the numerical range which matches their total

under the Results column.

4. Students individually complete the Already Know and Want to Know sections.

5. Upon completion, the Clarifier asks students to share their responses in the Already Know

and Want to Know sections.

6. The Reader reads the study skills lesson out loud in a quiet voice. Students say, “Stop,”

when they wish to clarify or discuss any part of the lesson. The Clarifier should ask the

teacher if students have questions about any part of the lesson.

7. Upon completion of the lesson, students complete the reflection individually.

8. When finished, the Clarifier asks students to share any of the ten answers which were

unclear and left unwritten. Students self-correct and revise if necessary.

Literacy Center Answers: Unit #1

Reading Literacy Center

“The Ape” Comprehension Worksheet #1

(1) Deforestation of the rain forest.

(2) They swing from trees; they eat the plants and leaves of the trees.

(3) They live as single adults; females raise the babies; males fight for the females.

(4) Student answers will vary.

(5) Protecting the rain forest; banning ownership of orangutans as pets; reducing palm

farming.

“The Eagle” Comprehension Worksheet #2

(1) To protect their nests from predators; to adjust to changing weather conditions.

(2) Their wings and feet are not designed for swimming.

(3) Prey is located in water or near water areas.

(4) Despite opposition from Ben Franklin, the Continental Congress selected the eagle in

1782.

(5) Student answers will vary. Perhaps because it is the national bird of the United States.

Writing Fluency Center

Sentence Revision #1

Their rude shouting in the early hours of the morning woke everyone.

Sentence Revision #2

Americans sometimes take their freedoms for granted.

Vocabulary Fluency Center

Vocabulary Worksheet #1

crop: 2, 1; cár/ni/vore (n); The word carnivore means one who eats meat.

“Raining cats and dogs” means that there is a heavy rainstorm.


extrovert-social-shy-introvert


bear: 1, 2; he/ma/tó/ma (n); The word hematoma means a swelling of clotted blood.

“Burning the candle at both ends” means you are working long hours.


abundant-plentiful-scarce-rare

©2017 Pennington Publishing penningtonpublishing.com

Reading Fluency and Reading Comprehension

This Reading Literacy Center helps your students practice both reading fluency and

reading comprehension, using informational articles about common and uncommon animals.

Each article has between 350–450 words and provides a physical description of the animal, its

habitat, what it eats, its family life, interesting behaviors, and the status of its world population.

The articles are leveled in a pyramid design: the first two paragraphs are at an adjusted third

grade (Fleish-Kincaid) level (after deleting a few key multi-syllabic words such as carnivores or

long animal names such as armadillos); the next two paragraphs are at the fifth grade level; and

the last two are at the seventh grade level. The reader begins practice at an easier level to build

confidence and then moves to more difficult academic language and sentence length. The same

text is used for both the reading fluency and reading comprehension articles.

The reading fluency articles include difficult pronunciations in boldface in the upper right corner.

Word counts are listed in the left margin for fluency timings. Timing charts are provided to help

students track their cold (unpracticed) and hot (after choral readings) readings.

The reading comprehension articles include five comprehension questions–one question for each

of the five SCRIP Comprehension Strategies. The SCRIP acronym stands for Summarize,

Connect, Re-think, Interpret, and Predict. The questions are placed in the right-hand margin to

help students read interactively with the text. Answers are provided on the back of the task cards.

Additionally, three key vocabulary words are boldfaced within the article.

Materials Preparation

Print the articles back-to-back for each student. Provide a timer and a box of cold and hot color

pencils and erasers. Many teachers use blue pencils to record the cold fluency timings and red

pencils for the hot fluency timings. Of course, pencils and pens will serve the same purpose.

Print the task cards with the directions on the front and the answers on the back.

Pre-Teaching to the Whole Class

Reading Fluency: Teachers should read the reading fluency directions and practice the cold and

hot timings with the first article. Error analysis is provided at the bottom of each article to enable

the teacher to periodically check individual students for word accuracy. Encourage students to

read quickly, but to focus attention on punctuation, accurate pronunciation, and expression. Note:

The author includes modeled readings at three different speeds for each article in his

comprehensive Teaching Reading Strategies program.

Reading Comprehension: Teachers should introduce the SCRIP Comprehension Strategies

(Click HERE for help) and the SALE Context Clues Strategies (Click HERE for help) before

practicing the first article. Then read the reading comprehension directions and complete the

assigned tasks.

https://pennington-publishing.myshopify.com/collections/reading/products/teaching-reading-strategies

http://blog.penningtonpublishing.com/reading/summarize-to-increase-comprehension/

http://blog.penningtonpublishing.com/tag/context-clues-strategy/


Task Card Directions for Reading Fluency and Comprehension


pencils and erasers. The Task Manager notes the ending time for this literacy center. The People

Manager makes sure that everyone in the group has the reading fluency article and reminds



article and says, “Ready, begin.” The group reads the words together (chorally) out loud and

repeats any words which are mispronounced. The Clarifier asks the teacher if unsure of the

pronunciation.



voices (slightly louder than a whisper) at their own individual paces until the timer rings. When

the timer rings, the students place a finger on their ending word.

4. Students look to the left column of their finger for the word count. Students add on the number

of words on the line up to their finger to determine their cold or hot timings. The People

Manager tells the students to record their cold timings quickly and neatly in the lower right box.

The other boxes are for your teacher’s use.




reading the article in a quiet voice until someone in the group says, “Stop,” because the the first

SCRIP question has been answered or the related information has been read.




8. When the Reader finishes a sentence in which a boldfaced vocabulary word appears, the

Reader stops and students discuss the meaning of the word from surrounding SALE (Synonym,

Antonym, Logic, Example) context clues. Students discuss how to word each definition and

write the vocabulary words and their definitions in the article margins.


vocabulary words are defined. The Task Manager gets the answers from the teacher and students

self-correct and revise their answers.

10. Follow the same directions (#3) for the hot timing and use the hot pencil to record your score

on top of cold timing. If you read fewer words on this hot timing than you did on your cold

timing, simply draw a line across the bar at the correct spot.


“The Ape” Reading Fluency #1

8

16 25

32

41 50

52

59 73

83

96

111

121

133

148

164

179

189

200

213

230

242

255 264

282

298

316

333

346

362

381

399

413

422

The ape is a very interesting animal. One

type of ape is the orangutan. Male orangutans

can weigh as much as two normal size humans. Females weigh about half as much. Orangutans

have long, strong arms and their hands and feet

are shaped like hooks. They are shaggy and have red hair.

Orangutans used to live all over Southeast

Asia. Now they only live in a few rain forests on the islands of Sumatra and Borneo. Orangutans swing from tall trees to move

around. It is warm where these animals live, but not too warm. There

is a lot of rain there, so trees and plants grow very tall and big. Orangutans are omnivores, since they eat some birds and small

mammals. However, they mostly eat plants, like fruit and leaves, instead of

meat. Their diet consists of mostly fruit. The fruits they tend to prefer have a

lot of sugar in them. One fruit that they like in particular are figs. Figs come

from trees and they are easy for orangutans to pick and eat. Orangutans also

eat lots of young leaves from many trees in their habitat.

Unlike many other animals, orangutans are single adults, so they have

no family structure. Mother orangutans raise their children one at a time. The

baby rides on its mother’s back for three years at the start of its life. There, it

learns how to pick food and protect itself from danger. Female orangutans

usually have one baby every six years. Older male orangutans may fight each

other for the attention of the available female orangutans. The territory of an adult orangutan is not clearly established, as is the case with many animals. Often,

orangutan territories will overlap. However, this does not mean that orangutans are social animals. They limit

their social interaction to feeding, mating, and calling each other. Only rarely will orangutans get in fights with

each other over food or territory. In these fights, the apes will demonstrate their strength by destroying

branches, charging at each other, and biting each other until one gives up.

Due to deforestation of the rain forest (cutting down trees for grazing or farmland), orangutans are

becoming more and more endangered with each day. Palm oil farmers have cut down much of the forest on

Sumatra and Borneo. Some people even capture orangutans to use them as pets in their homes. Orangutans are

already on international endangered species lists, and their habitat has been increasingly threatened by

humans, mainly through the deforestation of the rain forest.

Total Number of Words Read Total Number of Words Read

- Total Number of Mistakes - Total Number of Mistakes

= Total Number of Words Read = Total Number of Words Read

orangutan

Sumatra

Borneo

omnivore

endangered

species


“The Ape” Comprehension Worksheet #1

The ape is a very interesting animal. One type

of ape is the orangutan. Male orangutans can weigh as

much as two normal size humans. Females weigh about half as much. Orangutans have long, strong arms and

their hands and feet are shaped like hooks. They are

shaggy and have red hair. Orangutans used to live all over Southeast Asia.

Now they only live in a few rain forests on the islands

of Sumatra and Borneo. Orangutans swing from tall trees to move around. It is warm where these animals

live, but not too warm. There is a lot of rain there, so

trees and plants grow very tall and big.

Orangutans are omnivores, since they eat some birds and small mammals. However, they mostly eat

plants, like fruit and leaves, instead of meat. Their diet

consists of mostly fruit. The fruits they tend to prefer have a lot of sugar in them. One fruit that they like in

particular are figs. Figs come from trees and they are

easy for orangutans to pick and eat. Orangutans also eat lots of young leaves from many trees in their habitat.

Unlike many other animals, orangutans are

single adults, so they have no family structure. Mother

orangutans raise their children one at a time. The baby rides on its mother’s back for three years at the start of

its life. There, it learns how to pick food and protect

itself from danger. Female orangutans usually have one baby every six years. Older male orangutans may fight

each other for the attention of the available female

orangutans.

The territory of an adult orangutan is not clearly established, as is the case with many animals. Often,

orangutan territories will overlap. However, this does

not mean that orangutans are social animals. They limit their social interaction to feeding, mating, and calling

each other. Only rarely will orangutans get in fights

with each other over food or territory. In these fights, the apes will demonstrate their strength by destroying

branches, charging at each other, and biting each other

until one gives up.

Due to deforestation of the rain forest (cutting down trees for grazing or farmland), orangutans are

becoming more and more endangered with each day.

Palm oil farmers have cut down much of the forest on Sumatra and Borneo. Some people even capture

orangutans to use them as pets in their homes.

Orangutans are already on international endangered species lists, and their habitat has been increasingly

threatened by humans, mainly through the deforestation

of the rain forest.

(1) Why has the habitat of orangutans decreased?

________________________

________________________

________________________

(2) How do orangutans

depend on their habitat?

________________________

________________________

________________________

(3) Summarize their family

relationships.

________________________

________________________

________________________

(4) What other animals prefer

independence and being alone to close relationships?

________________________

________________________

________________________

(5) How could orangutans be saved?

________________________

________________________

________________________

Summarize

Interpret

Re-think

Predict

Connect


“The Eagle” Reading Fluency #2

9

19 29

38

46 48

56

67 80

91

96

109

123

139

156

169

176

189

204

218

232

246

251

270

289

311 329

351

355

374

393

412

429

448

The eagle is a huge bird. One type of

eagle is the bald eagle. This bird of prey has

a large yellow beak shaped like a hook and a pure white head. Its body is brown with a

white tail. Female bald eagles are much bigger

than males. Bald eagles live all over North and South

America. They make their nests near rivers, ponds, and lakes. There

they can find many fish. Bald eagles build the biggest nests of any bird in America. Mostly, the birds stay away from people. Some

birds move their nests frequently. Bald eagles eat whatever they can find. But, mostly they eat fish. Some

of their favorite meals are trout and salmon. To catch fish, bald eagles swoop

down over the water and grab the fish with their feet, called talons. If the fish

is too heavy for the eagle to carry, it might have to swim in the water. Many

eagles aren’t able to swim very well. Sometimes, bald eagles will steal their

food from other birds that are smaller.

At about five years old, bald eagles find mates. They pick partners as

their mates for life. Sometimes, if the pair cannot have a baby, they will find

new partners. Babies are hatched from eggs in their nests, which are made out

of twigs and branches. Nests are usually in trees near open water. Mother and

father eagles will take turns watching the eggs while the mate finds food or

adds on to the nest. The bald eagle is also an important symbol of the United States of America. It is known as the

national bird of the United States. In 1782, the Continental Congress named the bald eagle as the national bird.

Ben Franklin once wrote that he thought that it was a bad choice. He said the bald eagle was too cowardly to

symbolize the nation. Instead, he suggested the turkey. Today, the bald eagle appears on official seals of the United States on the backs of several coins. It was on the back of the quarter until 1999, with its head turned

towards an olive branch.

The bald eagle used to be a common sight in the United States. But, over the nation’s history, this

eagle’s population has slowly decreased. This decrease is due to hunting and the use of pest spray by farmers.

Many farmers used to spray DDT to reduce pests on their crops. This spray, when breathed by eagles, made

them unable to have babies. Fortunately, the bald eagle population has begun to increase since DDT was

banned as a pest spray. The bald eagle was officially removed from the list of endangered species in 1995.




prey

salmon

Continental

official


“The Eagle” Comprehension Worksheet #2

The eagle is a huge bird. One type of eagle is

the bald eagle. This bird of prey has a large yellow beak shaped like a hook and a pure white head. Its body is

brown with a white tail. Female bald eagles are much

bigger than males. Bald eagles live all over North and South

America. They make their nests near rivers, ponds, and

lakes. There they can find many fish. Bald eagles build

the biggest nests of any bird in America. Mostly, the birds stay away from people. Some birds move their

nests frequently.

Bald eagles eat whatever they can find. But, mostly they eat fish. Some of their favorite meals are

trout and salmon. To catch fish, bald eagles swoop

down over the water and grab the fish with their feet, called talons. If the fish is too heavy for the eagle to

carry, it might have to swim in the water. Many eagles

aren’t able to swim very well. Sometimes, bald eagles

will steal their food from other birds that are smaller. At about five years old, bald eagles find mates.

They pick partners as their mates for life. Sometimes, if

the pair cannot have a baby, they will find new partners. Babies are hatched from eggs in their nests, which are

made out of twigs and branches. Nests are usually in

trees near open water. Mother and father eagles will take turns watching the eggs while the mate finds food

or adds on to the nest.

The bald eagle is also an important symbol of

the United States of America. It is known as the national bird of the United States. In 1782, the Continental

Congress named the bald eagle as the national bird. Ben

Franklin once wrote that he thought that it was a bad choice. He said the bald eagle was too cowardly to

symbolize the nation. Instead, he suggested the turkey.

Today, the bald eagle appears on official seals of the

United States on the backs of several coins. It was on the back of the quarter until 1999, with its head turned

towards an olive branch.

The bald eagle used to be a common sight in the United States. But, over the nation’s history, this

eagle’s population has slowly decreased. This decrease

is due to hunting and the use of pest spray by farmers. Many farmers used to spray DDT to reduce pests on

their crops. This spray, when breathed by eagles, made

them unable to have babies. Fortunately, the bald eagle

population has begun to increase since DDT was banned as a pest spray. The bald eagle was officially

removed from the list of endangered species in 1995.

(1) Why might bald eagles

move their nests so often?

________________________

________________________

(2) Why might eagles be poor

swimmers?

________________________

________________________

________________________

(3) Why would the location

near water be important?

________________________

________________________

(4) Summarize the selection

of the bald eagle as the

national bird.

________________________

________________________

(5) Why might the future of the bald eagle be safer than

that of other endangered

species?

________________________

________________________

________________________

Summarize

Interpret

Re-think

Predict

Connect


“The Ibex” Reading Fluency #3

9

18 28

38

47 56

63

70 78

88

102 114

120

134

148

162

175

188

201

205

219

232

247

260

269

284

302

316

333

352

368

385 396

An ibex is a wild goat. Ibexes have big,

long horns that turn behind their heads. The horns

have spiky bumps on them. Their fur is very short, and not shaggy like a dog’s fur. As the weather

warms, the fur gets darker. Ibexes are about five

feet long and three feet high. They weigh about as much as two people put together.

Ibexes live in the mountains. They are

found in Europe, Asia, and Africa. Their homes are made in the rocks. Ibexes have very hard feet,

so they can walk on rocks all day long. Some even live in snowy

mountains, where it’s very cold. Mostly, they like to stay in the shade of trees in the daytime.

Ibexes are herbivores, so they eat only plants. In the daytime, when it is

warm, they search for food. They usually eat leaves from trees that grow in

their natural habitat. Many ibexes also search for fruit to eat. However, fruit is

less common in some of their grazing areas. Although ibexes are plant eaters,

this does not mean that they are less dangerous to humans. Ibexes dislike being

near humans and will sometimes attack. The main animal that hunts for ibexes

is the leopard.

Ibexes live in two different groups. Groups are made up of about ten to

twenty ibexes. Males make up one group, and females and babies make up the

other. Males fight each other to establish power in their groups and to win

females as their mates. The most powerful male ibexes avoid each other and

do not fight. This helps them avoid serious injury. Ibexes are known for their charging abilities when they attack predators. Ibexes put down their heads

and butt into their predators. Although younger ibexes often fight, they avoid hurting each other. In fact, much

of their fighting involves circling and pretend charges, which are called mock charges.

Ibexes used to be the subjects of many game hunts. The handsome male heads were prized by hunters,

and many of these heads were stuffed by taxidermists and then displayed in the homes of big game hunters.

They were also hunted because of the medicinal properties of various parts of their bodies. However, the

advancement of modern medicine has stopped most of the hunting of ibexes for their medicinal value. About

ten thousand ibexes still live today in the world.




Europe

herbivores

predators

taxidermists

medicinal


“The Ibex” Comprehension Worksheet #3

An ibex is a wild goat. Ibexes have big, long horns that turn behind their heads. The horns have spiky

bumps on them. Their fur is very short, and not shaggy

like a dog’s fur. As the weather warms, the fur gets darker. Ibexes are about five feet long and three feet

high. They weigh about as much as two people put

together.

Ibexes live in the mountains. They are found in Europe, Asia, and Africa. Their homes are made in the

rocks. Ibexes have very hard feet, so they can walk on

rocks all day long. Some even live in snowy mountains, where it’s very cold. Mostly, they like to stay in the

shade of trees in the daytime.

Ibexes are herbivores, so they eat only plants. In the daytime, when it is warm, they search for food.

They usually eat leaves from trees that grow in their

natural habitat. Many ibexes also search for fruit to eat.

However, fruit is less common in some of their grazing areas. Although ibexes are plant eaters, this does not

mean that they are less dangerous to humans. Ibexes

dislike being near humans and will sometimes attack. The main animal that hunts for ibexes is the leopard.

Ibexes live in two different groups. Groups are

made up of about ten to twenty ibexes. Males make up one group, and females and babies make up the other.

Males fight each other to establish power in their groups

and to win females as their mates. The most powerful

male ibexes avoid each other and do not fight. This helps them avoid serious injury.

Ibexes are known for their charging abilities

when they attack predators. Ibexes put down their heads and butt into their predators. Although younger ibexes

often fight, they avoid hurting each other. In fact, much

of their fighting involves circling and pretend charges,

which are called mock charges. Ibexes used to be the subjects of many game

hunts. The handsome male heads were prized by

hunters, and many of these heads were stuffed by taxidermists and then displayed in the homes of big

game hunters. They were also hunted because of the

medicinal properties of various parts of their bodies. However, the advancement of modern medicine has

stopped most of the hunting of ibexes for their

medicinal value. About ten thousand ibexes still live

today in the world.

Interpret

(1) Why might the fur get darker as the weather warms?

________________________

________________________

(2) How would hard feet be

helpful for walking on rocks?

________________________

________________________

________________________

(3) Why might fruit be hard

to find in the ibex habitat?

________________________

________________________

________________________

(4) Why do ibexes separate into two groups?

________________________

________________________

________________________

(5) Summarize why ibexes

were hunted so often.

________________________

________________________

________________________

Summarize

Re-think

Predict

Connect


“The Okapi” Reading Fluency #4

9

16 24

32

41 50

58

64 75

88

99 109

122

134

148

161

174

188

203

204

219

232

245

260

272

287

306

324

341

358

376

389

The okapi looks like a mix of zebra and

giraffe. These animals have dark backs. On

their legs, they have white stripes. These stripes make them look like zebras. Their bodies look

like small giraffes. But, they do not have very

long necks. Their ears are big and pointy, and their tongues are long, too. Okapi have short

horns that are covered by skin.

These animals like to live in large areas away from towns. They can be found only in the middle of Africa in the Democratic

Republic of the Congo. Most okapi live in the mountains and forests.

They leave scents to mark their territories. Males protect their land, but they allow females to walk through it to find food.

Okapi are strange eaters. They are herbivores, so they eat tree leaves,

grass, and fungi. But, they also have been known to eat charcoal from burnt

trees! Also, they commonly eat red clay from the ground near streams or

rivers. Along with plants, charcoal, and clay, they eat fruit and berries. Okapi

spend most of their day eating and searching for food. When they find food,

they chew it, spit it out, and chew it again. This helps their weak digestive

system.

Female okapi give birth to a single baby, called a calf. Babies are fed by

their mothers and they grow quickly. Only thirty minutes after they are born,

okapi can stand up and walk around. Mothers leave their babies during the day.

They return at night to feed them. In zoos, okapi live for about thirty years.

But, no one knows how long they live in the wild. Although they generally live alone, Okapi have ways of communicating with each other. They make

different sounds that zoologists are able to identify. One sound, called a chuff, is made when one okapi meets

another. The bleat is used when an okapi calf is separated from its mother and put into danger.

The forests of the Democratic Republic of the Congo are threatened by people eager for their rich

natural resources. As a result, okapi are losing their territory. Okapi are not only threatened by loggers, miners,

and farmers, but they are also threatened by illegal hunters, called poachers, who hunt them for their valuable

skins. The okapi population is currently classified as “near threatened” by extinction.




Democratic

digestive

communicating

zoologists

extinction


“The Okapi” Comprehension Worksheet #4

The okapi looks like a mix of zebra and giraffe. These animals have dark backs. On their legs, they have

white stripes. These stripes make them look like zebras.

Their bodies look like small giraffes. But, they do not have very long necks. Their ears are big and pointy, and

their tongues are long, too. Okapi have short horns that

are covered by skin.

These animals like to live in large areas away from towns. They can be found only in the middle of

Africa in the Democratic Republic of the Congo. Most

okapi live in the mountains and forests. They leave scents to mark their territories. Males protect their land,

but they allow females to walk through it to find food.

Okapi are strange eaters. They are herbivores, so they eat tree leaves, grass, and fungi. But, they also

have been known to eat charcoal from burnt trees! Also,

they commonly eat red clay from the ground near

streams or rivers. Along with plants, charcoal, and clay, they eat fruit and berries. Okapi spend most of their day

eating and searching for food. When they find food,

they chew it, spit it out, and chew it again. This helps their weak digestive system.

Female okapi give birth to a single baby, called

a calf. Babies are fed by their mothers and they grow quickly. Only thirty minutes after they are born, okapi

can stand up and walk around. Mothers leave their

babies during the day. They return at night to feed them.

In zoos, okapi live for about thirty years. But, no one knows how long they live in the wild.

Although they generally live alone, Okapi have

ways of communicating with each other. They make different sounds that zoologists are able to identify. One

sound, called a chuff, is made when one okapi meets

another. The bleat is used when an okapi calf is

separated from its mother and put into danger. The forests of the Democratic Republic of the

Congo are threatened by people eager for their rich

natural resources. As a result, okapi are losing their territory. Okapi are not only threatened by loggers,

miners, and farmers, but they are also threatened by

illegal hunters, called poachers, who hunt them for their valuable skins. The okapi population is currently

classified as “near threatened” by extinction.

(1) From this description, do okapi seem like they would

be predators?

________________________

________________________

________________________

(2) Why must the okapi live away from towns?

________________________

________________________

________________________

(3) Why don’t scientists

know how long they live in the wild?

________________________

________________________

________________________

(4) What other types of

communication would be important?

________________________

________________________

________________________

(5) Summarize the reasons

the okapi is threatened.

________________________

________________________

________________________

Connect

Predict

Re-think

Interpret

Summarize


hybrids

sterile

intelligent

transportation

industrialized

“The Mule” Reading Fluency #5

7

15 24

33

43 50

60

69 81

91

104 115

127 128

141

154

167

182

193

204

216

230

247 257

273 289

306

325

328

345

363

371

Mules are babies, born from donkey and

horse parents. They have short, thick heads. They

have long pointy ears. Mules have a short mane, like most horses. They come in all shapes and

sizes. Some mules can grow to weigh as much as

six humans! Mules have small, strong hooves. Most of the mules in the world are in China.

In that country, mules are used for riding. Mules

are also used for pulling carts. Many other mules are found in Mexico, South America, and North Africa. Mules live mostly on

farms with people. There are only a few wild mules and many of

these animals live in California. They were lost during the California Gold Rush of the 1850s and have survived in foothill canyons ever

since. The mule’s owner can purchase food for mules at any farm store. Mules

have the same diets as horses and donkeys. However, they need less protein

than horses. Their favorite snacks are hay or other dried grasses. Mules need

lots of fresh, clean water. But, if they drink too much, they can have serious

problems. Mule owners need to control their food and drink levels.

Since mules come from two different parent animals, they are called

hybrids. Most mules are sterile. This means that they cannot produce any

babies. But, some mules have been able to have babies. Mule babies are called

foals. If a female mule and a male horse are the parents, then the foal is mostly

horse-like. A male donkey produces a mostly donkey-like foal. Mules are intelligent animals. They can endure hardship and severe conditions, which is why they are

commonly used for transportation and farm work. Mules are stubborn if treated harshly. Horses will forgive their owners for treating them poorly, but mules generally will not. Mules are very proud animals. When

treated well by their owners, mules are usually very friendly. They will bond and work well with people who

treat them decently.

The number of mules in the world is increasing. Endangered animal agencies have rated the mule of

“no concern” for extinction. In China, where there is the densest population, mules are still bred daily. The

mule population is even increasing in industrialized nations.





“The Mule” Comprehension Worksheet #5

Mules are babies, born from donkey and horse parents. They have short, thick heads. They have long

pointy ears. Mules have a short mane, like most horses.

They come in all shapes and sizes. Some mules can grow to weigh as much as six humans! Mules have

small, strong hooves.

Most of the mules in the world are in China. In

that country, mules are used for riding. Mules are also used for pulling carts. Many other mules are found in

Mexico, South America, and North Africa. Mules live

mostly on farms with people. There are only a few wild mules and many of these animals live in California.

They were lost during the California Gold Rush of the

1850s and have survived in foothill canyons ever since. The mule’s owner can purchase food for mules

at any farm store. Mules have the same diets as horses

and donkeys. However, they need less protein than

horses. Their favorite snacks are hay or other dried grasses. Mules need lots of fresh, clean water. But, if

they drink too much, they can have serious problems.

Mule owners need to control their food and drink levels. Since mules come from two different parent

animals, they are called hybrids. Most mules are sterile.

This means that they cannot produce any babies. But, some mules have been able to have babies. Mule babies

are called foals. If a female mule and a male horse are

the parents, then the foal is mostly horse-like. A male

donkey produces a mostly donkey-like foal. Mules are intelligent animals. They can endure

hardship and severe conditions, which is why they are

commonly used for transportation and farm work. Mules are stubborn if treated harshly. Horses will

forgive their owners for treating them poorly, but mules

generally will not. Mules are very proud animals. When

treated well by their owners, mules are usually very friendly. They will bond and work well with people

who treat them decently.

The number of mules in the world is increasing. Endangered animal agencies have rated the mule of “no

concern” for extinction. In China, where there is the

densest population, mules are still bred daily. The mule population is even increasing in industrialized nations.

Summarize

Connect

Predict

Re-think

Interpret

(1) What advantages might

the mix of donkey and horse produce?

________________________

________________________

________________________

(2) Why are most of the

mules found in those areas?

________________________

________________________

________________________

(3) How do mule owners

need to plan ahead?

________________________

________________________

________________________

(4) Why do some mules

cooperative and some not?

________________________

________________________

________________________

(5) Summarize the population status of mules.

________________________

________________________

________________________


“The Rooster” Reading Fluency #6

6

14

22 31

38

46 55

60

72 86

98

107 118

128130

144

156

170

182

192

207

223

236

241

253 272

289

308

326

342

356

373

386

Roosters are male chickens. There are many types of roosters. They come in a

variety of colors: brown, white, black, and red.

Roosters have red combs on the top of their heads. They have yellow beaks. They have

black feathers on their tails. Below their eyes,

roosters have a white spot. Their thin legs and feet are gray or black.

Most roosters live on farms. In fact, chickens live in all areas of

the world. But, most of them live in China and the United States. Most chicken owners keep their chickens in coops. A coop is a

walled or screened shack designed for chickens. Coops keep roosters

warm during the winter and cool in the summer time. Female chickens, called hens, even have built-in nesting spots in many

coops. Most roosters are fed by their owners. Their diet is made up of insects,

worms, slugs, and snails. However, they also eat plants, fruit, seeds, acorns,

and other foods. Roosters can find their own food if the owner wishes. But,

they must have a lot of room to search for their food.

Farmers chiefly keep chickens for their eggs; however, some chicken

farmers raise hens and roosters for their meat. The job of the rooster is to

protect the nest and the hens. Usually, there is one rooster who is in charge of a

group of other roosters and hens. The head rooster wins this position through

fighting or pretend-fighting. Throughout history, roosters have been used in “cock fights.” People organize fights between roosters

and bet on the winner. Roosters that are used in cock fights are specially bred and trained for strength. Although cock fighting is a traditional sporting event in nearly every part of the world, most Americans

considered it to be animal cruelty. In fact, cock fighting is illegal in forty-nine states in the United States.

Some community and state laws allow sentencing for up to three years in prison for those convicted of this

crime. World-wide, thousands of birds are killed or hurt every year in cock fights.

Roosters are domesticated animals. They have no threat of extinction. The number of chickens

worldwide continues to increase. In fact, chickens are the world’s largest group of domesticated birds. With a

population of over eight billion, there are more chickens than humans on earth!




traditional

sentencing

convicted

domesticated


“The Rooster” Comprehension Worksheet #6

Roosters are male chickens. There are many types of roosters. They come in a variety of colors:

brown, white, black, and red. Roosters have red combs

on the top of their heads. They have yellow beaks. They have black feathers on their tails. Below their eyes,

roosters have a white spot. Their thin legs and feet are

gray or black.

Most roosters live on farms. In fact, chickens live in all areas of the world. But, most of them live in China

and the United States. Most chicken owners keep their

chickens in coops. A coop is a walled or screened shack designed for chickens. Coops keep roosters warm

during the winter and cool in the summer time. Female

chickens, called hens, even have built-in nesting spots

in many coops. Most roosters are fed by their owners. Their diet

is made up of insects, worms, slugs, and snails.

However, they also eat plants, fruit, seeds, acorns, and other foods. Roosters can find their own food if the

owner wishes. But, they must have a lot of room to

search for their food. Farmers chiefly keep chickens for their eggs;

however, some chicken farmers raise hens and roosters

for their meat. The job of the rooster is to protect the

nest and the hens. Usually, there is one rooster who is in charge of a group of other roosters and hens. The head

rooster wins this position through fighting or pretend-

fighting. Throughout history, roosters have been used in

“cock fights.” People organize fights between roosters

and bet on the winner. Roosters that are used in cock fights are specially bred and trained for strength.

Although cock fighting is a traditional sporting event in

nearly every part of the world, most Americans

considered it to be animal cruelty. In fact, cock fighting is illegal in forty-nine states in the United States. Some

community and state laws allow sentencing for up to

three years in prison for those convicted of this crime. World-wide, thousands of birds are killed or hurt every

year in cock fights.

Roosters are domesticated animals. They have

no threat of extinction. The number of chickens worldwide continues to increase. In fact, chickens are

the world’s largest group of domesticated birds. With a

population of over eight billion, there are more chickens than humans on earth!

Predict

Re-think

Summarize

Interpret

Connect

(1) Why are coops important?

________________________

________________________

________________________

(2) Why would self-feeding

roosters need lots of space?

________________________

________________________

________________________

(3) What other animals fight

for leadership of their group?

________________________

________________________

________________________

(4) Summarize the different views on cock fighting.

________________________

________________________

________________________

(5) Predict the future for the

world chicken population.

________________________

________________________

________________________


“The Woodpecker” Reading Fluency #7

6 13

23

33 42

48

56 62

70

78 91

102

114123

128

139

150

159

174

186

194

203

219

232

246

262

275

291

308

321

336

352

365

Woodpeckers are some of the loudest

birds around. Not all woodpeckers look the same. Most have two toes on the front of their

feet and two on the back. Their tongues are long

enough to curl all the way around their heads. Woodpeckers have strong pointed beaks. Their

bottom tail feathers are strong and stiff. Most

woodpeckers weigh only about one pound. These birds can be found all over the

world. They live in wooded areas everywhere but

in Australia. Their homes are often made in the tops of trees in forests. Most woodpeckers will make holes in trees with their beaks

to build their nests. Some will find holes and use them. Different

types of woodpeckers like different trees. But, many woodpeckers prefer cypress trees and redwoods.

A woodpecker’s daily diet consists of different foods depending on the

type of woodpecker. Common foods include insects, fruits, and nuts. Like

many birds, woodpeckers enjoy eating worms. Woodpeckers are mainly

omnivores. They use their beaks to hit bark on trees to expose bugs (ants and

beetles, usually) which they then eat. Some woodpeckers have been found to

eat sap from trees. Others eat mostly acorns.

Female woodpeckers produce about four babies each season. Males and

females work together to dig holes out of trees to provide a nest for their

babies. Babies remain in their eggs for about two weeks until they hatch. When

they hatch, they are blind and do not have any feathers. One parent goes out

and finds food to bring back to the nest, while the other stays behind to protect

the eggs. Babies usually leave the nest after about thirty days. Woodpeckers are known for their repetitive tapping on tree trunks to expose insects from tree bark.

Some species tap on trees to communicate or attract other woodpeckers. Woodpeckers can tap more than ten

thousand times a day! They are usually not very protective of their territory.

The population of woodpeckers is generally not considered to be threatened, but their habitat in some

areas has been reduced due to woodcutting and deforestation. Two species of these birds are considered

officially endangered by the government. Still, the overall woodpecker population is balanced.




Australia

beetles

repetitive

threatened

considered


“The Woodpecker” Comprehension Worksheet #7

Woodpeckers are some of the loudest birds

around. Not all woodpeckers look the same. Most have two toes on the front of their feet and two on the back.

Their tongues are long enough to curl all the way

around their heads. Woodpeckers have strong pointed beaks. Their bottom tail feathers are strong and stiff.

Most woodpeckers weigh only about one pound.

These birds can be found all over the world.

They live in wooded areas everywhere but in Australia. Their homes are often made in the tops of trees in

forests. Most woodpeckers will make holes in trees with

their beaks to build their nests. Some will find holes and use them. Different types of woodpeckers like different

trees. But, many woodpeckers prefer cypress trees and

redwoods. A woodpecker’s daily diet consists of different

foods depending on the type of woodpecker. Common

foods include insects, fruits, and nuts. Like many birds,

woodpeckers enjoy eating worms. Woodpeckers are mainly omnivores. They use their beaks to hit bark on

trees to expose bugs (ants and beetles, usually) which

they then eat. Some woodpeckers have been found to eat sap from trees. Others eat mostly acorns.

Female woodpeckers produce about four babies

each season. Males and females work together to dig

holes out of trees to provide a nest for their babies. Babies remain in their eggs for about two weeks until

they hatch. When they hatch, they are blind and do not

have any feathers. One parent goes out and finds food to bring back to the nest, while the other stays behind to

protect the eggs. Babies usually leave the nest after

about thirty days. Woodpeckers are known for their repetitive

tapping on tree trunks to expose insects from tree bark.

Some species tap on trees to communicate or attract

other woodpeckers. Woodpeckers can tap more than ten thousand times a day! They are usually not very

protective of their territory.

The population of woodpeckers is generally not considered to be threatened, but their habitat in some

areas has been reduced due to woodcutting and

deforestation. Two species of these birds are considered officially endangered by the government. Still, the

overall woodpecker population is balanced.

(1) Why aren’t woodpeckers found in Australia?

________________________

________________________

________________________

(2) How do the physical features of woodpeckers help

them get the foods they eat?

________________________

________________________

________________________

(3) Summarize the male and

female relationships.

________________________

________________________

________________________

(4) Why are they so noisy?

________________________

________________________

________________________

(5) Why would many view

woodpeckers as pests?

________________________

________________________

________________________

Summarize

Interpret

Re-think

Predict

Connect


“The Cow” Reading Fluency #8

7

15 23

32

41 49

54

62 75

87

100

108

122

136

150

163

177

192

197

210

223

237

248

267

288

307

328

332

348

367

386

394

Cows have many uses. Farmers raise cows

for different reasons. Some raise cows for their

meat. Others raise cows for their dairy products. Cows come in many colors. Cows can be brown,

white, or black. Male cows are called bulls, and

they have horns. Female cows are gentle. Bulls can be mean and dangerous.

Almost every place in the world has cows.

Cows live in grassy meadows or on farms. There are some wild cows left in the world. These wild cows are in Midwestern America, India,

and Africa. Wild cows are not the same as farm cows. Still, most

cows live on farms, not in the wild. Cows on farms are fed based on their use. Beef cows are fed differently

from dairy cows. A beef cow is fed corn, grain, and grasses. Farmers feed

these cows a large amount of protein. Dairy cows need large amounts of fiber.

Dairy cows provide milk and cream. Cows have very large stomachs that are

divided into four parts. Each part has a different job in digesting food. Usually,

only older cows are used to make clothes. Their hides (the outer layers of cow

skins) are dried into leather.

Baby cows are called calves. Some calves die at birth, because they are

so large. Older cows have less problems giving birth than do young cows.

Calves are nursed by their mothers for about ninety days. Adult cows like to

stay in groups with each other. Bulls usually stay by themselves. Cows require a lot of care from farmers. Cow hooves have to be trimmed by farmers once or twice

each year. The hair at the end of a cow’s tail (called the switch) must be frequently cleaned and trimmed. In

the winter, cows are kept inside at night to protect them from the cold in most climates. Additionally, cows

require a lot of fresh hay on which to sleep. They spend 40-50% of their day lying down. Cows take several

naps throughout the day.

In India, most people follow the religion of Hinduism. Hindus believe that cows are sacred animals.

Hindus do not eat them and cows are free to roam about the countryside. Worldwide, cows are certainly not

endangered animals. There are over 1.3 billion cows still in the world today. That number is almost equal to

one cow for every six people on earth.




calves

climates

Hinduism

sacred


“The Cow” Comprehension Worksheet #8

Cows have many uses. Farmers raise cows for different reasons. Some raise cows for their meat.

Others raise cows for their dairy products. Cows come

in many different colors. Cows can be brown, white, or

black. Male cows are called bulls, and they have horns. Female cows are gentle. Bulls can be mean and

dangerous.

Almost every place in the world has cows. Cows live in grassy meadows or on farms. There are

some wild cows left in the world. These wild cows are

in Midwestern America, India, and Africa. Wild cows

are not the same as farm cows. Still, most cows live on farms, not in the wild.

Cows on farms are fed based on their use. Beef

cows are fed differently from dairy cows. A beef cow is fed corn, grain, and grasses. Farmers feed these cows a

large amount of protein. Dairy cows need large amounts

of fiber. Dairy cows provide milk and cream. Cows have very large stomachs that are divided into four

parts. Each part has a different job in digesting food.

Usually, only older cows are used to make clothes.

Their hides (the outer layers of cow skins) are dried into leather.

Baby cows are called calves. Some calves die at

birth, because they are so large. Older cows have less problems giving birth than do young cows. Calves are

nursed by their mothers for about ninety days. Adult

cows like to stay in groups with each other. Bulls usually stay by themselves.

Cows require a lot of care from farmers. Cow

hooves have to be trimmed by farmers once or twice

each year. The hair at the end of a cow’s tail (called the switch) must be frequently cleaned and trimmed. In the

winter, cows are kept inside at night to protect them

from the cold in most climates. Additionally, cows require a lot of fresh hay on which to sleep. They spend

40-50% of their day lying down. Cows take several

naps throughout the day.

In India, most people follow the religion of Hinduism. Hindus believe that cows are sacred animals.

Hindus do not eat them and cows are free to roam about

the countryside. Worldwide, cows are certainly not endangered animals. There are over 1.3 billion cows

still in the world today. That number is almost equal to

one cow for every six people on earth.

(1) What other animals have

mean or dangerous males?

________________________

________________________

________________________

(2) Why are there few wild

cows left in the world?

________________________

________________________

________________________

(3) Why would only older

cows be used for their hides?

________________________

________________________

________________________

(4) Summarize why raising cows can be difficult.

________________________

________________________

________________________

(5) Why are cows not likely

to become endangered

animals?

________________________

________________________

________________________

Connect

Predict

Summarize

Re-think

Interpret


Sentence Revisions and Literary Response

This Writing Literacy Center helps your students practice both sentence revisions and

literary response. The sentence revisions activity focuses on sentence structure, word choice, and

sentence variety to improve student essays (W.1, 2). Literary response focuses on manipulating

rhetorical stance (voice, audience, purpose, form) by responding to famous literary quotations to

improve narrative writing technique and style (W.3).


Print the sentence revisions and literary response activities back-to-back for each student.


Teachers should read the directions and help students complete the first sentence revision and

literary response activities.

Task Card Directions for Sentence Revisions and Literary Response



makes sure that everyone in the group has the sentence revision activity and reminds students to

write their names on the page.

2. The Reader reads the sentence revision Lesson Focus out loud in a soft voice, and the Task

Manager helps the group summarize the Key Idea(s) of the lesson on the lines provided in the

second column.

3. After each student has completed the summaries, the Reader reads the Example(s), and the

Clarifier asks students to explain how each example relates to the Lesson Focus.

4. The Reader reads the sentence revision task, and students complete this task individually.

5. Upon completion, the Clarifier asks students to share their sentence revisions. The Task

Manager gets the answers from the teacher and students self-correct and revise their answers.

6. Next, students turn their papers over to the back and the Reader reads the Literary Quotation

and the Definition/Explanation/Reflection.

7. The Task Manager reads each of the Observation, Interpretation, and Application questions.

Observation is What do you see? Interpretation is What does it mean? Application is How can

this be used? The Task Manager pauses after each question and the Clarifier asks for responses.

The People Manager encourages all students to respond.

8. After completing discussion, students complete the Revision and Draw tasks individually. If

time remains, the Clarifier asks students to share their responses.


Sentence Revisions #1

Proper Nouns

Examples

That blue character that likes cookies lives on a street by the tower with a clock.

These words can be used to name persons, place, or things…

Cookie Monster lives on Sesame Street near the Clock Tower.

Change the underlined words to proper nouns in this sentence:

My teacher teaches at this school in this city and state.

Sentence Revision

______________________________________________________________________________ ______________________________________________________________________________

Lesson Focus

In this lesson we learn about

proper nouns. A proper noun is the

name of a person, place, or thing and must

be capitalized. A proper noun may be a

single word, a group of words (with or

without abbreviations), or a hyphenated

word.

Sometimes the same word can name or not

name a person, place, or thing. Capitalize

the word only if it names or is part of a

name.

Key Idea(s)

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________



Common Nouns

Examples

I need a thing to blow my nose.

This sentence can be changed to…

I need a tissue to blow my nose.

They love to swim in the warm water.


They love to swim in the warm lake.

Change the underlined words to specific common nouns in this

sentence:

That stuff in your backpack smells funny. You should dump it.

Sentence Revision

______________________________________________________________________________ ______________________________________________________________________________

Lesson Focus


common nouns. A common noun is an

idea, person, place, or thing. It is

capitalized only at the start of a sentence.

A common noun can be a single word, a

group of words, or a hyphenated word.

Use specific common nouns instead of

general common nouns. The word specific

means exact or special. Especially avoid

using these general words: thing, stuff,

junk, something

Key Idea(s)

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________



Plural Nouns

Change the singular nouns to plurals in this sentence:

The child sold a radio, a watch, and a bookshelf at the garage sale.

Sentence Revision

______________________________________________________________________________ ______________________________________________________________________________

Lesson Focus


plural nouns. A plural noun is more than

one idea, person, place, or thing and

usually adds an s onto the end of the

singular noun, including nouns which end

in a vowel then a “y” or nouns which end

in a vowel then an “o.”

Examples: mouth‒mouths, key‒keys,

radio‒radios

Spell “es” to form plurals after the ending

sounds of /s/, /x/, /z/, /ch/, or /sh/

Example: box‒boxes or after a consonant,

then an o Example: potato-potatoes.

Spell “ves” to form plurals after the “fe”

or “lf” endings. Examples: knife‒knives,

shelf‒shelves

If there is a consonant before the letters

“o” or “y,” spell “es” to form the plural,

but change the “y” to “i.”

Examples: tornado‒ tornadoes,

story‒stories

Some plurals are irregular.

Examples: child-children, man-men,

person-people

Key Idea(s)

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________



Verbs

Examples

The snake goes down the tree.


The snake slithers down the tree.

The boy says, “Don’t let any more students in this room.”


The boy screams, “Don’t allow any more students in this room.”

Change this sentence by using a “show me” verbs:

Please make the candles go out and let me have a big piece of that birthday cake.

Sentence Revision

______________________________________________________________________________ ______________________________________________________________________________

Lesson Focus


verbs. A verb acts upon a noun in two

ways. The action can be a thought.

Example: I like chocolate. The action can

also be physical. Example: She runs the

mile.

Use “show me” verbs instead or “tell me”

verbs. A “show me” verb lets the reader or

listener see, taste, touch, feel, or hear what

the person, place, thing, or idea does. A

“tell me” verb just gives information.

Key Idea(s)

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________



Verb Tense

Example

Tom looks in my eyes and said, “You did that. I will know you did.”


Tom looked in my eyes and said, “You did that. I knew you did.”

Change this sentence into the past tense:

I ask you and you will say that we will need more money for the project.

Sentence Revision

______________________________________________________________________________ ______________________________________________________________________________

Lesson Focus

In this lesson we learn about verb

tense. Verb tense is the form of the verb

that shows time. There are three simple

verb tenses: the present, past, and future.

Usually keep the same verb tense in a

sentence or paragraph. This is especially

important with the past tense.

Key Idea(s)

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________



Simple Subjects

Example

After the movie was over, Paul left for the dance.


Paul left for the dance after the movie was over.

Change this sentence by using a simple subject sentence opener:

Out on the playground Juan yelled at me to join him in the game.

Sentence Revision

______________________________________________________________________________ ______________________________________________________________________________

Lesson Focus

In this lesson we learn how to start

a sentence with a simple subject. The

simple subject is the one word which acts

as the “do-er” of the sentence and tells

whom or what the sentence is about. A

subject can be a noun or a pronoun. A

pronoun takes the place of a noun.

The simple subject does not include any

other words used to name or describe it.

To find the subject in a sentence, first look

for the main verb and then ask “Who?” or

“What?” The answer is the subject.

Key Idea(s)

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________



Simple Predicates

Example

You should talk to my friends for me please.


Talk to my friends for me please.

Change this sentence by using a simple predicate sentence opener:

After you complete that math problem, help me hang this poster on the wall.

Sentence Revision

______________________________________________________________________________ ______________________________________________________________________________

Lesson Focus


a sentence with a simple predicate. The

simple predicate does the work of the

“do-er” of the sentence. The predicate is

the main verb of the sentence that shows a

physical or mental action or it describes a

state of being.

Key Idea(s)

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________



Direct Objects

Examples

▪ Red, white, and blue Betsy Ross chose for the colors of the American flag. ▪ Lots of fun she promised for the party.

▪ A new skateboard his brother wanted for his ninth birthday.

Change this sentence by using a direct object sentence opener:

My friends like to play video games.

Sentence Revision

______________________________________________________________________________ ______________________________________________________________________________

Lesson Focus


a sentence with a direct object. A direct

object is the noun or pronoun that receives

the action of the predicate. To find the

direct object, look for the predicate and

ask Whom? or What? after the action. The

answer will be the direct object. No

commas follow the direct object when it

serves as the sentence opener.

Key Idea(s)

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________


Literary Response Lesson #1

Literary Quotation

“All would live long, but none would be old.”

Benjamin Franklin (1706 – 1790)

Definition/Explanation/Reflection: Growing old presents both opportunities and challenges.

Observation: What do you see? What do you feel? What seem to be the key words?

Interpretation: How would you put this into your own words? What does this mean? What

doesn’t this mean? What does this suggest? Why does the author say this?

Application: How can this be used? How could this thought affect something else? What

conclusions can be drawn from this? Do you agree with this? How does this apply to you?

Revision: How else could this have been written? Revise this to reflect your point of view or

ideas. Create something new to say about this subject.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Draw: Create a visual to summarize or respond to the literary quotation: A cartoon, a symbol, a

graphic organizer, cut-outs from a printed computer image or magazine, or? Use the back if you

wish.



Literary Quotation

“Indifference and neglect often do much more damage than outright dislike.”

J.K. Rowling (1965 – )

Definition/Explanation/Reflection: Indifference means to not be interested. Neglect means to

not pay attention.





conclusions can be drawn from this? Do you agree with this? How does this apply to you? What




______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



wish.

http://www.quotationspage.com/quote/31640.html



Literary Quotation

“Four be the things I'd have been better without: love, curiosity, freckles and doubt.”

Dorothy Parker (1893 – 1967)

Definition/Explanation/Reflection: Many things in life are both good and bad.








______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



wish.




Literary Quotation

“We shall not fail or falter; we shall not weaken or tire... Give us the tools and we will finish the

job.”

Sir Winston Churchill (1874 – 1965)

Definition/Explanation/Reflection: To falter means to hesitate. The author was Great Britain’s

leader during World War II.








______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



wish.





Literary Quotation

“Do something every day that you don't want to do; this is the golden rule for acquiring the habit

of doing your duty without pain.”

Mark Twain (1835 – 1910)

Definition/Explanation/Reflection: The Golden Rule is “Do to others how you would like them

to do to you.”










______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



wish.



Literary Quotation

“I do not want people to be agreeable, as it saves me the trouble of liking them.”

Jane Austen (1775 – 1817)

Definition/Explanation/Reflection: Good friendships take time and effort.








______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



wish.




Literary Quotation

“Nearly all men can stand adversity, but if you want to test a man's character, give him power.”

Abraham Lincoln (1809 – 1865)

Definition/Explanation/Reflection: Adversity means unfortunate events that stand in the way of

success.










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wish.




Literary Quotation

“Patriotism means to stand by the country. It does not mean to stand by the president.”

Theodore Roosevelt (1858 – 1919)

Definition/Explanation/Reflection: People can honor their country and still find fault with its

leaders or laws.








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______________________________________________________________________________

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wish.



This Language Conventions Literacy Center helps your students learn both grade-level

and review mechanics (spelling, punctuation, capitalization, quotations, citations, etc.) and

grammar and usage Standards (L.1, 2, 3).


Print the language conventions (GUM) worksheet and the worksheet examples and answers

back-to-back for each student. If tablets or computers are available, students can access the

online resources. Or teachers can share these resources with the whole class.


Teachers should read the directions and help students complete the GUM worksheet.

Task Card Directions for the Grammar and Mechanics Worksheets



makes sure that everyone in the group has the GUM worksheet and reminds students to write

their names on the page.

2. The Reader reads the Mechanics Notes in the right column out loud in a soft voice and stops at

the Example(s). Students look at the back of their worksheet and copy down the example(s) for

that section only. The Clarifier asks students how the examples relate to the mechanics rule.

Continue to follow these steps for the rest of the Mechanics Notes.

3. Next, students complete the Practice sentences individually in the left column for the

mechanics section by crossing out and revising errors or underlining words according to the

worksheet directions. Upon completion, students look at the back of their worksheet to self-

correct and revise their answers if necessary.

4. Continue to follow these steps (#s 2 and 3) for next section of the GUM worksheet.

5. Upon completion, the Task Manager reads the Writing Application task out loud. Students

complete this sentence or sentences individually.

6. When finished, the Clarifier asks the group to share the Writing Application sentences.

Students borrow from each other to revise their sentences if necessary.

Note that the author uses these same lessons in his Teaching Grammar and Mechanics

Interactive Notebook, which also includes grammar cartoons, formative sentence dictation

assessments, a 3D Graphic Organizer for students to label, color, cut, and glue, and a wealth of

online resources including remedial worksheets. These add-on lesson components may be used

as whole-class instruction to supplement the Language Conventions Literacy Center activity.

https://pennington-publishing.myshopify.com/collections/grammar/products/teaching-grammar-and-mechanics-interactive-notebook-grades-6-7-8

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GUM i before e Spelling Rule and Proper Nouns #1

Practice Mechanics Notes.

Listen to the i before e song at

http://bit.ly/2c8afAb.

Correct these sentences:

1. I yeild to the researcher’s

conclusion that the supposed

ancient documents were a hoax.

2. The concieted young man

failed to keep his receipt.

3. Our teacher tried to fiegn

surprise, because her friend

accidentally told her about the

party.

i before e Song (to the tune of “Rig ‘a Jig Jig”)

Spell i before e ‘cause that’s the rule

Rig-a-jig-jig and away we go,

that we learned back in school.

Away we go, away we go!

Examples: _______________________________________________________

But e before i comes after c,


Examples: _______________________________________________________

and when you hear long /a/. Hey!

Hi-ho, hi-ho, hi-ho.

Examples: _______________________________________________________

Practice Parts of Speech Notes.

Check out the Parts of Speech

Song to practice the definition

of a proper noun at

http://bit.ly/29aK4EV.


1. Let’s have lunch at Eat An

Apple in the food court at the

Sunrise Mall.

2. We saw the Statue Of Liberty

and toured Ellis Island in New

York city.

Identify the proper nouns in

this sentence:

3. The family visited Cardiff by

the Sea on their vacation to see

Uncle J. P. at his ranch.

A proper noun is the name of a person, place, or thing and must be capitalized. A

proper noun may be a single word, a group of words (with or without

abbreviations), or a hyphenated word.

Don’t capitalize articles a, an, the, coordinating conjunctions for, and, or, and

prepositions such as in, by, of, on, to, and with in the middle of titles.

Examples

Person: _________________________________________________________

Person: _________________________________________________________

Person: _________________________________________________________

Place: __________________________________________________________

Thing: __________________________________________________________

Writing Application: Write a sentence with two of your own i before e spellings and one proper noun.

__________________________________________________________________________________________

_______________________________________________________©2017 Pennington Publishing penningtonpublishing.com

http://bit.ly/2c8afAb

http://bit.ly/29aK4EV

GUM i before e Spelling Rule and Proper Nouns #1

Practice Answers Mechanics Notes and Examples

Listen to the i before e song at

http://bit.ly/2c8afAb.


1. I yield to the researcher’s

conclusion that the supposed

ancient documents were a

hoax.

bb

2. The conceited young man

failed to keep his receipt.

b

3. Our teacher tried to feign

surprise, because her friend

accidentally told her about the

party.

i before e Song (to the tune of “Rig ‘a Jig Jig”)

Spell i before e ‘cause that’s the rule


that we learned back in school.

Away we go, away we go!

Examples: believe, dried

But e before i comes after c,


Examples: receive, conceive

and when you hear long /a/. Hey!

Hi-ho, hi-ho, hi-ho.

Examples: weight, neighbor

Practice Answers Parts of Speech Notes and Examples.



of a proper noun at



1. Let’s have lunch at Eat an

Apple in the food court at the

Sunrise Mall.

2. We saw the Statue of

Liberty and toured Ellis Island

in New York City.

Identify the proper nouns in

this sentence:

3. The family visited Cardiff

by the Sea on their vacation to

see Uncle J. P. at his ranch.

A proper noun is the name of a person, place, or thing and must be capitalized. A

proper noun may be a single word, a group of words (with or without

abbreviations), or a hyphenated word.

Don’t capitalize articles a, an, the, coordinating conjunctions for, and, or, and

prepositions such as in, by, of, on, to, and with in the middle of titles.

Examples

Person: Mr. T.D. Jones

Person: Ms. Doe-Thomas

Person: Mack the Knife

Place: Rough and Ready

Thing: Bridge of Sighs

Writing Application: Write a sentence with two of your own i before e spellings and one proper noun.

__________________________________________________________________________________________


http://bit.ly/2c8afAb


GUM Final y Spelling Rule and Common Nouns #2


Listen to the Hickory Dickory

Y song at

http://bit.ly/2cvcZWl.


1. The employees obeyed their

emploiers’ work safety rules.

2. I hurryed to the art show. I

was horrified to see her painting

displayed next to the garbage

can.

3. The special needs child had a

helper, who carried supplys and

pushed her wheelchair.

Hickory Dickory Y (to the tune of “Hickory Dickory Dock”)

If a root ends in a vowel and after that a y,

Hickory, dickory dock. The mouse ran up the clock.

just keep the y−and then said I, “Add on the suffix to end.”

The clock struck one−the mouse ran down.

Hickory dickory dock.

Examples: _____________________________________________________

But if a consonant then a y should end a word,


just change the y into an i

The clock struck two—the mouse ran down,

except if the suffix has i.


Examples: _____________________________________________________




of a common noun at



1. The Math was due on Friday,

so their Teacher could grade it

during a holiday vacation.

Identify the common nouns in

these sentences:

2. Her bravery and self-

awareness make her a

wonderful member of our team.

3. The flock of Canadian geese

remained in the park despite

efforts to remove the birds.

A common noun is an idea, person, place, or thing. It can act or be acted upon

and is capitalized only at the start of a sentence.

Examples

Idea: __________________________________________________________

Person: _______________________________________________________

Place: _________________________________________________________

Thing: _________________________________________________________

Some common nouns are collective nouns and refer to a group of people,

animals, or things. Collective nouns act as one unit and so match with singular

verbs, such as “That class is noisy.”

Examples: _____________________________________________________

Writing Application: Write a sentence with two of your own final y spellings and one common noun.

__________________________________________________________________________________________

_______________________________________________________


http://bit.ly/2cvcZWl


GUM Final y Spelling Rule and Common Nouns #2


Listen to the Hickory Dickory

Y song at

http://bit.ly/2cvcZWl.


1. The employees obeyed their

emploiers’ work safety rules.

2. I hurried to the art show. I

was horrified to see her

painting displayed next to the

garbage can.

3. The special needs child had a

helper, who carried supplies

and pushed her wheelchair.

Hickory Dickory Y (to the tune of “Hickory Dickory Dock”)

If a root ends in a vowel and after that a y,


just keep the y−and then said I, “Add on the suffix to end.”

The clock struck one−the mouse ran down.


Examples: delay−delayed

But if a consonant then a y should end a word,


just change the y into an i

The clock struck two—the mouse ran down,

except if the suffix has i.


Examples: copy−copying, pretty−prettiest




of a common noun at



1. The math was due on

Friday,so their teacher could

grade it during a holiday

vacation.

Identify the common nouns in

these sentences:

2. Her bravery and self-

awareness make her a

wonderful member of our

team.

3. The flock of Canadian geese

remained in the park despite

efforts to remove the birds.

A common noun is an idea, person, place, or thing. It can act or be acted upon

and is capitalized only at the start of a sentence.

Examples

Idea: the peace

Person: an uncle

Place: a school

Thing: the rocks

Some common nouns are collective nouns and refer to a group of people,

animals, or things. Collective nouns act as one unit and so match with singular

verbs, such as “That class is noisy.”

Examples: class, team, family, public

Writing Application: Write a sentence with two of your own final y spellings and one common noun.

__________________________________________________________________________________________


http://bit.ly/2cvcZWl


GUM Final e Spelling Rule and Pronouns #3


Listen to the Final e Memory

Rap at http://bit.ly/2cuR5Fy.


1. Is she agreable to letting me

publish some of her writing in

my journal?

2. Tom was pursuing his goals,

but he could not hide his

discouragment sometimes.

Final e Memory Rap

Drop the final e when adding on an ending if it starts with a vowel up front. Keep

the final e when adding on an ending if it starts with a consonant.

Examples: _____________________________________________________

Also keep the e when you hear soft /c/ or /g/ before “able” or “o-u-s.”

Mostly keep the e when the ending is “y-e”, “e-e”, or even “o-e”. YEO!

Examples: _____________________________________________________

______________________________________________________________




of a pronoun at



1. She texts him, but he won’t

respond. It bothered hers, but

she was quite used to them by

now.

2. They enjoyed yours book

report, but you should let they

revise its more.

Identify the pronouns in these

sentence:

3. He doesn’t understand whom

you mean. Is it he or is it Pedro?

4. Who stole them and where

did they hide the candy bars?

A pronoun is used to take a noun’s place in the subject, possessive,

or object case. Singular or plural pronouns are classified as first, second, or third

person. A subject case pronoun acts as the subject of a sentence.

Examples: _____________________________________________________

______________________________________________________________

An object case pronoun receives the action of the verb.

Examples: _____________________________________________________

______________________________________________________________

A possessive case pronoun shows ownership and may be used before a noun or

without a noun.

Examples: _____________________________________________________

______________________________________________________________

When a possessive pronoun is used without a noun, the verb must match the

noun which the pronoun represents.

Examples: _____________________________________________________

______________________________________________________________

Writing Application: Write a sentence or two with one of your own final e spellings, one subject case

pronoun, one object case pronoun, and one possessive case pronoun.

__________________________________________________________________________________________


http://bit.ly/2cuR5Fy


GUM Final e Spelling Rule and Pronouns #3


Listen to the Final e Memory

Rap at http://bit.ly/2cuR5Fy.


1. Is she agreeable to letting me

publish some of her writing in

my journal?

2. Tom was pursuing his goals,

but he could not hide his

discouragement sometimes.

Final e Memory Rap

Drop the final e when adding on an ending if it starts with a vowel up front. Keep

the final e when adding on an ending if it starts with a consonant.

Examples: have−having, close−closely

Also keep the e when you hear soft /c/ or /g/ before “able” or “o-u-s.”

Mostly keep the e when the ending is “y-e”, “e-e”, or even “o-e”. YEO!

Examples: peace−peaceable, courage−courageous

eye−eyeing, free−freedom, shoe−shoeing




of a pronoun at



1. She texts him, but he won’t

respond. It bothered her, but

she was quite used to them by

now.

2. They enjoyed your book

report, but you should let them

revise it more.

Identify the pronouns in these

sentence:

3. He doesn’t understand whom

you mean. Is it he or is it

Pedro?

4. Who stole them and where

did they hide the candy bars?

A pronoun is used to take a noun’s place in the subject, possessive,

or object case. Singular or plural pronouns are classified as first, second, or third

person. A subject case pronoun acts as the subject of a sentence.

Examples: I, we (first person); you (second person); he, she, it, who , they

(third person)

An object case pronoun receives the action of the verb.

Examples: me, us (first person); you (second person); him, her, it, whom ,

them (third person)

A possessive case pronoun shows ownership.

Examples: my, our (first person); your (second person); his, her, its, their

(third person)

When a possessive pronoun is used without a noun, the verb must match the

noun which the pronoun represents.

Examples: mine, ours (first person); yours (second person); his, hers, its,

theirs (third person)

Writing Application: Write a sentence or two with one of your own final e spellings, one subject case

pronoun, one object case pronoun, and one possessive case pronoun.

__________________________________________________________________________________________

_______________________________________________________


http://bit.ly/2cuR5Fy


GUM Consonant Doubling Spelling Rule and Adjectives #4


Listen to the Consonant

Doubling Doodle song at

http://bit.ly/2bP2tHm.


1. The students rejected the new

cafeteria menu and stoped

buying the school lunches.

2. Mr. Jones permited 30

minutes for the test, but

accidentally allowed us 40

minutes to finish.

Consonant Doubling Doodle (to the tune of "Yankee Doodle")

Double the last consonant when adding on an ending

Yankee Doodle went to town ‘a riding on a pony

if these three do all agree (on this you’ll be depending):

Stuck a feather in his cap and called it macaroni.

Is the accent at the end?

Yankee Doodle keep it up!

With a vowel then consonant?

Yankee Doodle da-an-dy

Does the ending you must add begin with a vowel?

Mind the music and the step and with the girls be handy.

Examples: _____________________________________________________




of an adjective at



1. It was morning early when I

fell asleep on soft two pillows.

2. I don’t want to leave until I

get my prize well-deserved, but

we have to go in five short

minutes.

Identify the adjectives in

these sentence:

3. It’s a crazy idea, but it’s the

only real approach that works.

4. After ten weeks delay we

were frustrated, but now we see

that it takes more time than we

thought to get better.

An adjective modifies a noun with Which one? How many? or What

kind? When using more than one adjective to modify the same noun

in a sentence, follow this order of adjectival functions: Which One-

How Many-What Kind.

Examples

Which One: ____________________________________________________

How Many: ____________________________________________________

What Kind: ____________________________________________________

Place adjectives before nouns, even when they are compound

adjectives. A compound adjective joins two or more adjectives with a hyphen (-)

to modify a single noun or pronoun. Don’t use a hyphen if you can use the word

and between the two adjectives.

Examples: _____________________________________________________

Don’t use redundant adjectives. Redundant means something that is unnecessary

or repetitive.

Examples: _____________________________________________________

Writing Application: Write a sentence or two with one of your own consonant doubling spellings, one

Which One? adjective, one How Many? adjective, and one What Kind? adjective.

__________________________________________________________________________________________


http://bit.ly/2bP2tHm


GUM Consonant Doubling Spelling Rule and Adjectives #4


Listen to the Consonant

Doubling Doodle song at

http://bit.ly/2bP2tHm.


1. The students rejected the new

cafeteria menu and stoped

buying the school lunches.

2. Mr. Jones permited 30

minutes for the test, but

accidentally allowed us 40

minutes to finish.

Consonant Doubling Doodle (to the tune of "Yankee Doodle")

Double the last consonant when adding on an ending

Yankee Doodle went to town ‘a riding on a pony

if these three do all agree (on this you’ll be depending):

Stuck a feather in his cap and called it macaroni.

Is the accent at the end?

Yankee Doodle keep it up!

With a vowel then consonant?

Yankee Doodle da-an-dy

Does the ending you must add begin with a vowel?

Mind the music and the step and with the girls be handy.

Examples: commit−com/mít−committed




of an adjective at



1. It was morning early when I

fell asleep on soft two pillows.

2. I don’t want to leave until I

get my prize well-deserved, but

we have to go in five short

minutes.

Identify the adjectives in

these sentence:

3. It’s a crazy idea, but it’s the

only real approach that works.

4. After ten weeks delay we

were frustrated, but now we see

that it takes more time than we

thought to get better.

An adjective modifies a noun with Which one? How many? or What

kind? When using more than one adjective to modify the same noun

in a sentence, follow this order of adjectival functions: Which One-

How Many-What Kind.

Examples

Which One: blue

How Many: few

What Kind: great

Place adjectives before nouns, even when they are compound

adjectives. A compound adjective joins two or more adjectives with a hyphen (-)

to modify a single noun or pronoun. Don’t use a hyphen if you can use the word

and between the two adjectives.

Examples: good-looking shirt, part-time job

Don’t use redundant adjectives. Redundant means something that is unnecessary

or repetitive.

Examples: free gift, unexpected surprise, fast jet

Writing Application: Write a sentence or two with one of your own consonant doubling spellings, one

Which One? adjective, one How Many? adjective, and one What Kind? adjective.

__________________________________________________________________________________________


http://bit.ly/2bP2tHm


GUM The “an” or “en” Spelling Rule and Verbs #5


Listen to the This Old “an”

and “en” song at

http://bit.ly/2bP2JWN.


1. The young girl’s appearance

was differant than that of her

friends.

2. It may be significant to note

that the detergant he used

included bleach.

This Old “an” or “en” (to the tune of "This Old Man")

If you see, “e-a-r”, or there is a “u-r-e”,

This old man, he played one, he played nick-nack on my thumb

in the root, or if you hear hard /c/ or /g/,

With a nick-nack paddy-whack, give a dog a bone,

then spell “ant”, “ance”, or “ancy”.

Examples: _____________________________________________________

This old man came rolling home.

If you see, “id” like “fid”, or there is an “e-r-e”

This old man, he played two, he played nick-nack on my shoe

in the root, or if you hear soft /c/ or /g/,


then spell “ent”, “ence”, or “ency”.


Examples: _____________________________________________________


Check out the three types of

verbs and practice the Parts of

Speech Song at


Identify the verbs in these

sentences:

1. I see a different way to

communicate our ideas.

2. Being twelve years old means

that you are in seventh grade.

3. He sounds like he is willing

to taste her new recipe.

4. My friends did ask if they

could come to the party.

A verb can mentally or physically act or states what a subject is to be.

Examples

Mental: _______________________________________________________

Physical: ______________________________________________________

State of Being Verbs: ____________________________________________

When a “to be” verb or other verb links a noun to something else in the sentence

to rename or describe it, it is called a linking verb.

Linking Verbs: __________________________________________________

The “to be” verb, the “to have” verb (have, has, had), and the “to do” verb (do,

does, did, done) can be placed before a main verb as a helping verb to show verb

tense (past, present, future). The conditional helping verbs (could, should,

would, can, shall, will, may, might, must) show possibility.

Helping Verbs: __________________________________________________

Writing Application: Write a sentence or two with one of your own “an” and “en” spellings, one mental

verb, one linking verb, and one helping verb.

__________________________________________________________________________________________


http://bit.ly/2bP2JWN


GUM The “an” or “en” Spelling Rule and Verbs #5


Listen to the This Old “an”

and “en” song at

http://bit.ly/2bP2JWN.


1. The young girl’s appearance

was different than that of her

friends.

2. It may be significant to note

that the detergent he used

included bleach.

This Old “an” or “en” (to the tune of "This Old Man")

If you see, “e-a-r”, or there is a “u-r-e”,

This old man, he played one, he played nick-nack on my thumb

in the root, or if you hear hard /c/ or /g/,


then spell “ant”, “ance”, or “ancy”.

Examples: clearance, insurance, vacancy, elegant


If you see, “id” like “fid”, or there is an “e-r-e”

This old man, he played two, he played nick-nack on my shoe

in the root, or if you hear soft /c/ or /g/,


then spell “ent”, “ence”, or “ency”.


Examples: confidence, reverence, magnificent, emergency


Check out the three types of

verbs and practice the Parts of

Speech Song at


Identify the verbs in these

sentences:

1. I see a different way to

communicate our ideas.

2. Being twelve years old

means that you are in seventh

grade.

3. He sounds like he is willing

to taste her new recipe.

4. My friends did ask if they

could come to the party.

A verb can mentally or physically act or states what a subject is to be.

Examples

Mental: thought, believe, will imagine

Physical: run, jump, will swim

State of Being Verbs: is, am, are, was, were, be, being, been

When a “to be” verb or other verb links a noun to something else in the sentence

to rename or describe it, it is called a linking verb.

Linking Verbs: seem, look, feel, sound, taste

The “to be” verb, the “to have” verb (have, has, had), and the “to do” verb (do,

does, did, done) can be placed before a main verb as a helping verb to show verb

tense (past, present, future). The conditional helping verbs (could, should,

would, can, shall, will, may, might, must) show possibility.

Helping Verbs: is running, had lived, did like, could help

Writing Application: Write a sentence or two with one of your own “an” and “en” spellings, one mental

verb, one linking verb, and one helping verb.

__________________________________________________________________________________________


http://bit.ly/2bP2JWN


GUM The “able” or “ible” Spelling Rule and Adverbs #6


Listen to the John “able” or

“ible” Schmidt song at

http://bit.ly/2bZEuHG.


1. Even though the television

volume was barely audable, the

woman talked ubelievably loud.

2. The highway sign read,

“Chains advisable” even though

there was only a negligable

amount of snow.

John “able” or “ible” Schmidt

(to the tune of "John Jacob Jingleheimer Schmidt")

Base words add “able” to the end, as do word parts,

John Jacob Jingleheimer Schmidt: that’s my name, too.

that end in silent e or with hard /c/or /g/,

Whenever we go out, the people always shout,

Examples: _____________________________________________________

but for all others add “i-b-l-e”.

Saying, “John Jacob Jingleheimer Schmidt.”

Examples: _____________________________________________________


Check out the four questions

adverbs ask of adjectives,

adverbs, or verbs in the Parts of

Speech Song at


Identify the adverbs in these

sentences:

1. Tom ultimately agreed with

his wife that less is usually

better.

2. She acted secretively when

she suspiciously dropped the

letter on his desk.

3. Somewhere in the woods, the

children walked around looking

for wild mushrooms.

4. I can often tell when she

wants to leave though she

seldom will say so.

An adverb modifies an adjective, adverb, or verb with What degree? How?

Where? or When? Many adverbs end in “_ly.”

Examples

What Degree: __________________________________________________

How: _________________________________________________________

Where: ________________________________________________________

When: ________________________________________________________

Modifying an Adjective: __________________________________________

Modifying an Adverb: ____________________________________________

Modifying a Verb: _______________________________________________

Adverbs can be part of a phrase (a group of related words). Avoid stringing

together adverbial phrases.

Examples: _____________________________________________________

______________________________________________________________

Writing Application: Write a sentence with your own “able” and “ible” words and two different adverbs.

__________________________________________________________________________________________


http://bit.ly/2bZEuHG


GUM The “able” or “ible” Spelling Rule and Adverbs #6






1. Even though the television

volume was barely audible, the

woman talked ubelievably

loud.

2. The highway sign read,

“Chains advisable” even

though there was only a

negligible amount of snow.

John “able” or “ible” Schmidt

(to the tune of "John Jacob Jingleheimer Schmidt")

Base words add “able” to the end, as do word parts,

John Jacob Jingleheimer Schmidt: that’s my name, too.

that end in silent e or with hard /c/or /g/,

Whenever we go out, the people always shout,

Examples: teachable, likeable, despicable, navigable

but for all others add “i-b-l-e”.

Saying, “John Jacob Jingleheimer Schmidt.”

Examples: visible, permissible, reducible, eligible


Check out the four questions

adverbs ask of adjectives,

adverbs, or verbs in the Parts of

Speech Song at


Identify the adverbs in these

sentences:

1. Tom ultimately agreed with

his wife that less is usually

better.

2. She acted secretively when

she suspiciously dropped the

letter on his desk.

3. Somewhere in the woods,

the children walked around

looking for wild mushrooms.

4. I can often tell when she

wants to leave though she

seldom will say so.

An adverb modifies an adjective, adverb, or verb with What degree? How?

Where? or When? Many adverbs end in “_ly.”

Examples

What Degree: more

How: slowly

Where: there

When: later

Modifying an Adjective: He acts too emotional.

Modifying an Adverb: She walks unusually slowly.

Modifying a Verb: I walked here and there.

Adverbs can be part of a phrase (a group of related words). Avoid stringing

together adverbial phrases.

Example: He walked like a turtle, slow as molasses.

Writing Application: Write a sentence with your own “able” and “ible” words and two different adverbs.

__________________________________________________________________________________________




GUM The /ion/ Sound Spelling Rule and Conjunctions #7






1. The mathematision earned a

commission on every sale of his

long division product.

2. Some compultion drove her

to respond in silence to his

frequent aggression.

Plurals Had a Little Lamb (to the tune of "Mary Had a Little Lamb")

1. If the /shun/ sound you do hear and it follows l or s,

Twinkle, twinkle little star, How I wonder what you are.

or if you hear a /zyun/ −for both spell “s-i-o-n”.

Up above the world so high, Like a diamond in the sky.

Both these rules will serve you well, learning all the ways to spell.


Examples: _____________________________________________________

2. When a person you describe, you should spell “c-i-a-n”.


In most every other case, simply spell “t-i-o-n”.




Examples: _____________________________________________________


Check out the four questions adverbs ask of adjectives, adverbs, or verbs in the Parts of Speech Song at http://bit.ly/29aK4EV.

Identify the conjunctions in these sentences:

1. We ate breakfast together, not lunch, so we all planned on gathering for dinner.2. Both Mr. Lewis and Ms. Kinney’s clases donated to the canned food drive.3. As long as you practice daily, you will continue to improve despite what you may think.4. So we could meet, we tried to keep quiet while they talked although they attempted to engage us in their conversation.

A conjunction joins words, phrases, or clauses to coordinate, correlate,or subordinate.

The common coordinate conjunctions are F.A.N.B.O.Y.S.

______________________________________________________________

Correlative conjunctions are paired conjunctions.

______________________________________________________________

Subordinating conjunctions begin adverbial clauses. The BUD IS WISE, BUT HOT AAA WWW memory trick will help you memorize the subordinating conjunctions. A clause has a noun and a connected verb.

_____ before, unless, despite (in spite of) _____ in order that, so

_____, while, if, since, even though (if) _____ because, until, that

_____ how, once, than _____ after, although (though), as (as if, as long as,

as though) _____ whether, when (whenever), where (wherever)

Writing Application: Write a sentence with two of your own /ion/ words and two different conjunctions.

__________________________________________________________________________________________




GUM The /ion/ Sound Spelling Rule and Conjunctions #7






1. The mathematician earned a

commission on every sale of his

long division product.

2. Some compultion drove her

to respond in silence to his

frequent aggression.


1. If the /shun/ sound you do hear and it follows l or s,


or if you hear a /zyun/ −for both spell “s-i-o-n”.




Examples: expulsion, passion, illusion

2. When a person you describe, you should spell “c-i-a-n”.


In most every other case, simply spell “t-i-o-n”.




Examples: musician, condition


Check out the four questions adverbs ask of adjectives, adverbs, or verbs in the Parts of Speech Song at http://bit.ly/29aK4EV.

Identify the conjunctions in these sentences:

1. We ate breakfast and lunchtogether, not lunch, so we all planned on gathering for dinner.2. Both Mr. Lewis and Ms. Kinney’s clases donated to the canned food drive.3. As long as you practice daily, you will continue to improve despite what you may think.4. So we could meet, we tried to keep quiet while they talked although they attempted to engage us in their conversation.

A conjunction joins words, phrases, or clauses to coordinate, correlate,or subordinate.

The common coordinate conjunctions are F.A.N.B.O.Y.S.

F = for; A = and; N = nor; B = but; O = or; Y = yet; S = so

Correlative conjunctions are paired conjunctions.

either−or, whether−or, both… and−but…also

Subordinating conjunctions begin adverbial clauses. The BUD IS WISE, BUT HOT AAA WWW memory trick will help you memorize the subordinating conjunctions. A clause has a noun and a connected verb.

BUD before, unless, despite (in spite of) IS in order that, so

WISE, while, if, since, even though (if) BUT because, until, that

HOT how, once, than AAA after, although (though), as (as if, as long as,

as though) WWW whether, when (whenever), where (wherever)

Writing Application: Write a sentence with two of your own /ion/ words and two different conjunctions.

__________________________________________________________________________________________




GUM The Plurals Spelling Rule and Prepositions #8


Listen to the Plurals Had a

Little Lamb song at

http://bit.ly/2caBN9u.


1. The house painters uses the

same paintbrushs for each room

to get perfect matches.

2. Their work portfolioes went

to the wrong addresses.

Fortunately, the security videos

located them.


1. If there is a vowel before the letters o or y,

Mary had a little lamb, little lamb, little lamb.

“Add an s onto the end and to most nouns,” said I.

Mary had a little lamb. Its fleece was white as snow.

2. If there is a consonant before the o or y,

And everywhere that Mary went, Mary went, Mary went.

"Add “e-s” onto the end, but change the y to i."

Everywhere that Mary went the lamb was sure to go.

Examples: _____________________________________________________

3. "Add “e-s” onto an x, to /ch/, /sh/, /s/, or z.

It followed her to school one day, school one day, school one day.

Also add onto an f, but change the f to v."

It followed her to school one day, which was against the rules.

Examples: _____________________________________________________


Check out the definition of a

prepositional phrase in the

Parts of Speech Song at


Identify the prepositions in

these sentences:

1. Beyond the river and over the

mountains, we traveled

throughout the countryside.

2. Above the clouds the birds

flew in their v-formation past

hills and valleys.

3. Since the last game we

always cheered during the

National Anthem.

4. Everyone stays until the final

out. During the earlier part of

the season this wasn’t the case.

A preposition shows some relationship, location, time, or position between the

preposition and its object. The preposition is always part of a phrase and comes

before its object. The preposition asks “What?” or “Whom?” and the object

provides the answer.

Examples

Relationship: ___________________________________________________

Location: ______________________________________________________

Time: _________________________________________________________

Position: ______________________________________________________

Following are the 60 most common prepositions:

aboard, about, above, according to, across, after, against, along, among, around,

as, as to, at, before, behind, below, beneath, beside, between, beyond, but, by,

despite, down, during, except, for, from, in, inside, instead of, into, in place of, in

spite of, like, near, next, of, off, on, onto, outside, out of, over, past, since, than,

through, throughout, to, toward, under, underneath, unlike, until, up, upon, with,

within, without

Writing Application: Write a sentence or two with two plural spellings and two types of prepositions.

__________________________________________________________________________________________


http://bit.ly/2caBN9u


GUM The Plurals Spelling Rule and Prepositions #8


Listen to the Plurals Had a Little Lamb song at http://bit.ly/2caBN9u.


1. The house painters use the same paintbrushes for each room to get perfect matches.

2. Their work portfolios went to the wrong addresses. Fortunately, the security videoslocated them.


1. If there is a vowel before the letters o or y,Mary had a little lamb, little lamb, little lamb.“Add an s onto the end and to most nouns,” said I.Mary had a little lamb. Its fleece was white as snow.2. If there is a consonant before the o or y,And everywhere that Mary went, Mary went, Mary went."Add “e-s” onto the end, but change the y to i."Everywhere that Mary went the lamb was sure to go.

Examples: stereos, days, potatoes, bunnies

3. "Add “e-s” onto an x, to /ch/, /sh/, /s/, or z.It followed her to school one day, school one day, school one day.Also add onto an f, but change the f to v."It followed her to school one day, which was against the rules.

Examples: boxes, inches, lashes, gases, prizes, knives


Check out the definition of a

prepositional phrase in the

Parts of Speech Song at


Identify the prepositions in

these sentences:

1. Beyond the river and over

the mountains, we traveled

throughout the countryside.

2. Above the clouds the birds

flew in their v-formation past

hills and valleys.

3. Since the last game we

always cheered during the

National Anthem.

4. Everyone stays until the final

out. During the earlier part of

the season this wasn’t the case.

A preposition shows some relationship, location, time, or position between the

preposition and its object. The preposition is always part of a phrase and comes

before its object. The preposition asks “What?” or “Whom?” and the object

provides the answer.

Examples

Relationship: with the children

Location: on the wall

Time: at noon

Position: through the window

Following are the 60 most common prepositions:

aboard, about, above, according to, across, after, against, along, among, around,

as, as to, at, before, behind, below, beneath, beside, between, beyond, but, by,

despite, down, during, except, for, from, in, inside, instead of, into, in place of, in

spite of, like, near, next, of, off, on, onto, outside, out of, over, past, since, than,

through, throughout, to, toward, under, underneath, unlike, until, up, upon, with,

within, without

Writing Application: Write a sentence or two with two plural spellings and two types of prepositions.

__________________________________________________________________________________________


http://bit.ly/2caBN9u



Vocabulary Worksheets and Vocabulary Study Cards

This Vocabulary Literacy Center helps your students practice these Common Core Standards:

▪ Multiple Meaning Words and Context Clues (L.4.a.)

▪ Greek and Latin Word Parts (L.4.a.)

▪ Language Resources (L.4.c.d.)

▪ Figures of Speech (L.5.a.)

▪ Word Relationships (L.5.b.)

▪ Connotations (L.5.c.)

▪ Academic Language Words (L.6.0)


Print the odd and even-numbered vocabulary worksheets and the vocabulary study cards back-to-

back for each student. The Vocabulary Literacy Center will need a dictionary and thesaurus for

the maximum number of students learning at the center at one time (online resources are fine)

and scissors.


Teachers should read the step-by-step directions for the odd-numbered vocabulary worksheets

and help students complete Vocabulary Worksheet #1 together as a class. Afterwards, students

should complete Vocabulary Worksheet #3 in the Vocabulary Literacy Center. Beginning the

next week, teachers should read the step-by-step directions for the even-numbered vocabulary

worksheets and help students complete Vocabulary Worksheet #2 together as a class.

Afterwards, students should complete Vocabulary Worksheet #4 in the Vocabulary Literacy

Center. Thereafter students can complete the vocabulary worksheets in numerical order.

If the teacher has not yet introduced the SALE Context Clues Strategies mentioned in the

Reading Literacy Center directions, this lesson should be completed prior to starting the

Vocabulary Literacy Center (Click HERE for the lesson).

Teacher Directions for the Odd-Numbered Vocabulary Worksheets

Multiple Meaning Words

Introduce the two Multiple Meaning Words, identify the parts of speech, and read their

definitions out loud. Then read and explain the directions.

Next, read the sentences out loud and complete a “think aloud” as you use context clues to

decide which definition number best matches each vocabulary word. Finally, direct students to

fill in the definition numbers in the spaces provided.

http://blog.penningtonpublishing.com/tag/context-clues-strategy/


Greek and Latin Word Parts: Prefixes, Roots, and Suffixes

Introduce the two Greek and Latin Word Parts and read their definitions out loud. Remind

students how prefixes, roots, and suffixes function in words: Prefixes are word parts which

appear at the beginnings of some words; roots may be complete words (base words) or word

parts and serve as the main “building blocks” for the meaning of the word; and suffixes are word

parts which appear at the endings of some words to provide additional meaning or to show how

the word would be used in a sentence.

Then read and explain the first sentence of the directions. Ask students to brainstorm which

words they know which include each of the word parts. Write their example words on the board

and then direct students to write two choices in the blanks under the “Example Words” column.

Remind students that they can consult a dictionary to find example words for the prefixes and

roots, but not suffixes because of the alphabetical order of dictionaries.

Now read and explain the second sentence of the directions. Ask students to guess the definition

of the word formed from the word parts and write their responses on the board. Encourage

students to use the words listed under the “Meaning” column, but also add on their own words or

reverse the order of the word part meanings to make the best sense. Complete sentences are not

required. Finally, direct students to write their own definition in the space provided.

Language Resources: Dictionary and Thesaurus

Locate the Greek and Latin vocabulary word listed under the Language Resources: Dictionary

and Thesaurus section on the Vocabulary Worksheet. Display the dictionary entry found in the

print or online dictionary that students will use to complete this section.

Read and explain the first set of directions: “Consult a dictionary to divide the vocabulary word

into syl/la/bles, mark its primary áccent, list its part of speech, and write its primary definition.

Compare to your definition above.”

▪ Show students how the dictionary divides the vocabulary word into syllables* and direct

student to use slashes (/) for these syllable divisions of the Greek and Latin vocabulary

words. Point out that the Greek and Latin vocabulary words don’t always follow English

syllabication rules. (English syllable rules are found in Spelling Resources Appendix B.)

▪ Show students how the dictionary marks the primary accent and tell them to place the (´)

accent mark over the stressed vowel or last vowel in a vowel team for the Greek and

Latin vocabulary words. For example, a/boút. Remind students to mark slashes (/)

between, not through, the letters. Note: One good technique to help students hear primary

accents is to clap on the primary accented syllable and snap on the unaccented syllable(s).

(English accent rules are found in Spelling Resources Appendix B.)

▪ Show students how the dictionary may or may not label the abbreviated part of speech.

Tell students that they are to use these abbreviations to label the parts of speech in the

parentheses which follow. Refer to the dictionary abbreviations for the parts of speech

previously listed or displayed on the board: n., pron., adj., v., adv., conj., prep.


▪ Show students how the dictionary lists the primary (first) ** and secondary definitions

(thereafter). Tell your students to write the primary definition for the Greek and Latin

vocabulary words in the spaces provided on their Vocabulary Worksheets.

▪ Compare the primary dictionary definition of the Greek and Latin vocabulary word to the

students’ definition guesses derived from the Greek and Latin word parts. Point out that

the Greek and Latin word parts can provide important clues to the meanings of academic

words. However, because words change meanings over time, the word parts aren’t

always helpful clues to the meaning of a word.

*Dictionaries differ in how they divide syllables (most divide based upon pronunciation; some

divide based upon morphological meaning).

Now read and explain the second sentence of the directions. Explain that this section requires

students to list other words which have a certain relationship to the Greek and Latin vocabulary

words. Students must list synonyms, antonyms, or inflected forms of the vocabulary words in the

spaces provided.

▪ Synonym __________________________

A synonym is a word or phrase similar in meaning to that of the vocabulary word. Show

students where to find synonyms to the entry word in the dictionary or thesaurus.

▪ Antonym __________________________

An antonym is a word or phrase opposite in meaning to that of the vocabulary word.

Show students where to find antonyms to the entry word in the dictionary or thesaurus.

Direct students not to use negations to form antonyms on their Vocabulary Worksheets.

For example, for the vocabulary word courageous: cowardly would be an acceptable

antonym; uncourageous would not because using the prefix “un” forms a simple

negation.

▪ Inflected Form __________________________

An inflected form is a related word with the same root, but a different prefix or suffix.

Remember that a root can be a complete root (a base word), such as read or an

incomplete root, such as vis. An inflected form is listed in boldface after the entry word

or as separate entry word before or after the vocabulary word. Show students where to

find inflected forms of an entry word in the dictionary.

Finally, direct students to write their word choices in the spaces provided.

Figures of Speech

Tell students that a figure of speech is a non-literal expression used by a certain group of people.

For example, The man walked through the door. Although we say through the door, we don’t

literally mean exactly what we say. Through the door is one type of figure of speech known as

an idiom. Let students know that they will explore many types of figures of speech in the

Vocabulary Worksheets.

Now read and explain the directions. Ask students to share their interpretations or explanations

of the idiom. After several responses, help clarify and paraphrase as necessary so students can

write a concise answer in the space provided.


Teacher Directions for the Even-Numbered Vocabulary Worksheets

Word Relationships

Tell students that they will be exploring different types of word relationships throughout the

Vocabulary Worksheets. Read the directions to the Word Relationships section out loud. Remind

students about the S.A.L.E. Context Clues Strategies

Now introduce the two vocabulary words and read their definitions out loud. Ask students to

share context clues sentences which show, not tell, the meaning of the vocabulary words. Write

the best two sentences on the board.

Next, discuss the relationship between the meanings of the two vocabulary words. Ask students

to share transition words which would correctly signal the relationship between their two

sentences. Write the best transition word or phrase on the board.

Direct students to complete the Word Relationships section with the two sentences joined by the

transition word or phrase listed on the board. Connotations: Shades of Meaning

Explain the difference between denotation (dictionary definition) and connotation (definition in

context). List or display the following example words and brainstorm how these words have

different shades of meaning.

walk jog run race

Use a rainbow to describe the concept of a spectrum and explain that a spectrum can be used to

show how words relate to each other.

Now read and explain the directions. Introduce the two vocabulary words, tell their parts of

speech, and read their definitions out loud. Ask students to explain the relationships between the

two words already printed on the Connotation Spectrum and the two vocabulary words.

Tell students to write the two vocabulary words in their proper places on the Connotation

Spectrum. Review answers and tell students to correct errors if necessary.

Academic Language

Tell students that academic language words are those most often found in their textbooks.

Introduce the first academic language word and read its definition out loud. Then read and

explain the directions for each box.


Brainstorm words and phrases which are “Similar to…” the vocabulary word and direct students

to write one down in the box. Continue this process with the “Different than…” section. Tell

students not to use negations (not, dis, un, etc. in this section. Continue with the “Example,

Characteristics, or Picture” section. Tell students to choose just one of these descriptions per box.

Finally, direct students to complete the second academic language word descriptions on their

own. Then review and correct answers.

Task Card Directions for Odd-Numbered Vocabulary Worksheets





2. The Reader reads the Multiple Meaning Words title and directions, vocabulary words, and


3. Students read the fill-in-the blank with the numbers. The Task Manager turns the task card

over and reads the answers. Students self-correct and revise if necessary.

4. The Reader reads the Greek and Latin Word Parts title and directions. The Clarifier asks the

students to brainstorm Example Words. If students cannot think of examples, they should look

up the prefix or root (but not suffix) in the dictionary to find words using the word parts. Then

the Clarifier asks students to examine the word part meanings and example words and brainstorm

a definition guess, which students are to write in the space provided.

5. The Reader reads the Language Resources title and both sets of directions. The Task Manager

assigns two students to look up the Language Resources word in the dictionary and thesaurus.

The Clarifier helps students examine the word entries and collaboratively decide how to write the

syllable divisions (/) between word parts, mark the primary accent with a / above the first vowel

of the stressed word part, list the part of speech abbreviation in the ( ) space following the word,

and the primary dictionary definition. The Task Manager turns the task card over and reads the

syllable division, accent placement, and part of speech answers. Students self-correct and revise

if necessary.

6. The Reader reads the figure of speech title and directions. The Clarifier helps students

interpret or explain the meaning of the figure of speech and decide how to write the answer. The


answers.

7. Students cut out the outside border of the Vocabulary Study Cards and fold the cards correctly

to serve as a study guide. The People Manager makes sure that every student correctly folds the

study cards.


Task Card Directions for Even-Numbered Vocabulary Worksheets





2. The Reader reads the Word Relationships title and directions, vocabulary words, and


3. The Clarifier helps students brainstorm context clues sentences which show, not tell, the

meanings of the vocabulary words and a transition word or phrase to connect the two sentences.

Students collaboratively agree upon their answers and write them in the spaces provided.

4. The Reader reads the Connotations title and directions, vocabulary words, and definitions. The

Clarifier asks the students to brainstorm which vocabulary words belong in which blanks.

Students collaboratively agree upon their answers and write them in the spaces provided. The


answers.

5. The Reader reads the Academic Language title and directions, the first vocabulary word, its

part of speech, and definition. The Clarifier asks the students to brainstorm a word or phrase

which is similar to and different than the vocabulary word. The Task Manager may assign a

student to look up the vocabulary word in the thesaurus. Students write their answers in the first

two boxes.

6. The Clarifier then helps students brainstorm an example, characteristic, or picture of the

vocabulary word. For example, if the vocabulary word were school, examples could be

elementary, middle school, and high schools. Characteristics of school could be teachers,

students, and books. Pictures of school could be a sketch of a school building or classroom or a

symbol such as an open book. Students write their response in the last box.

7. Follow the same steps (#s 5 and 6) for the second vocabulary word.

8. Students quietly study their Vocabulary Study Cards and then quiz each other in pairs or triads

until the end of the Vocabulary Literacy Center.




Directions: Write the number of the definition that best matches the use of each vocabulary word in the sentence below.

Vocabulary Words Definitions

page (n) 1. One side of a sheet of paper. page (v) 2. To call one’s name to come forward. I saw our name listed on the second page ___ of the reservations, but the hostess never did page ___ us to sit down.


Directions: For each prefix, root, or suffix, write an example word which includes the word part. Then use the word part meanings to help you write your own definition of the vocabulary word.

Prefix Root Suffix Meaning Example Word

nomin name ________________________

ee receiver ________________________

nominee ______________________________________________________________________


Directions: Consult a dictionary to divide the vocabulary word into syl/la/bles, mark its primary áccent, list its part of speech, and write its primary definition. Compare to your definition above. n o m i n e e ( ) ________________________________________________________________

______________________________________________________________________________

Directions: Consult a thesaurus to write the best synonyms for the vocabulary word. Synonym __________________________ Synonym __________________________

Idioms (non-literal expression used by a certain language group)

Directions: As used in the following sentence, interpret or explain the meaning of this idiom: “pins and needles.” She was waiting on pins and needles to find out if she won the contest.

______________________________________________________________________________



Word Relationships: Synonyms

Directions: Write one or two sentences using both vocabulary words. Use SALE (Synonym, Antonym, Logic, Example) context clues to show the related meanings of each word. Vocabulary Words Definitions worried (adj) Showing stress or concern. anxious (adj) Feeling nervous about something soon to happen. _____________________________________________________________________________ _____________________________________________________________________________

Connotations: Shades of Meaning

Directions: Write the vocabulary words where they belong on the Connotation Spectrum. Vocabulary Words Definitions ordinary (adj) Common or nothing special. exceptional (adj) Rare or extremely special. ______________ unusual different ______________

Academic Language

Directions: Describe the vocabulary words in each box.

Vocabulary Word: vary (v) Definition: To make one thing different from another.

Similar to…

Different than… Example, Characteristics, or Picture:

Vocabulary Word: achieve (v) Definition: To reach or gain.

Similar to…






Vocabulary Words Definitions sign (n) 1. A notice or poster that communicates information. sign (v) 2. To write one's signature. The graphic designer asked me to sign ___ the bill for her services after she produced the colorful sign ___ I had requested.



Prefix Root Suffix Meaning Example Words dec ten ________________________ ade action or process ________________________ decade _______________________________________________________________________


Directions: Consult a dictionary to divide the vocabulary word into syl/la/bles, mark its primary áccent, list its part of speech, and write its primary definition. Compare to your definition above. d e c a d e ( ) _________________________________________________________________

______________________________________________________________________________

Directions: Consult a dictionary to write two inflected forms of the vocabulary word.

Inflected Form _________________________ Inflected Form _________________________


Directions: As used in the following sentences, interpret or explain the meaning of this idiom: “Don’t spread yourself too thin.” You are already working two jobs, volunteering as a football coach, and tutoring your brother. You can’t add on anymore. Don’t spread yourself too thin.

______________________________________________________________________________



Word Relationships: Synonyms

Directions: Write one or two sentences using both vocabulary words. Use SALE (Synonym, Antonym, Logic, Example) context clues to show the related meanings of each word. Vocabulary Words Definitions skeptical (adj) Questioning what's commonly accepted. doubtful (adj) Feeling unsure about something. _____________________________________________________________________________ _____________________________________________________________________________


Directions: Write the vocabulary words where they belong on the Connotation Spectrum. Vocabulary Words Definitions annoy (v) To upset over a period of time. irritate (v) To make one angry or impatient. trouble ______________ bother ______________

Academic Language


Vocabulary Word: acquire (v) Definition: To gain or take ownership.

Similar to…


Vocabulary Word: administer (v) Definition: To manage or direct.

Similar to…






Vocabulary Words Definitions tear (v) 1. To pull apart into pieces. tear (n) 2. A hole or rip in some material.

She helped me tear ___ open the birthday presents and then stick two of the bows over the tear ___ in the couch.



Prefix Root Suffix Meaning Example Words

aqua(e) water ________________________

duct carry ________________________

aqueduct ______________________________________________________________________


Directions: Consult a dictionary to divide the vocabulary word into syl/la/bles, mark its primary áccent, list its part of speech, and write its primary definition. Compare to your definition above.

a q u e d u c t ( ) _______________________________________________________________

______________________________________________________________________________

Directions: Consult a dictionary to write two inflected forms of the vocabulary word.

Inflected Form _________________________ Inflected Form _________________________

Idioms (non-literal expressions used by a certain language group)

Directions: As used in the following sentence, interpret or explain the meaning of this idiom: “talk down to.” Most experts advise parents not to talk down to their children. Treating children with dignity and respect will produce better results and keep open communication.

______________________________________________________________________________



Word Relationships: Antonyms

Directions: Write one or two sentences using both vocabulary words. Use SALE (Synonym, Antonym, Logic, Example) context clues to show the related meanings of each word. Vocabulary Words Definitions violent (adj) Using force to injure, damage, or kill. peaceful (adj) Calm or undisturbed. _____________________________________________________________________________ _____________________________________________________________________________


Directions: Write the vocabulary words where they belong on the Connotation Spectrum. Vocabulary Words Definitions passive (adj) Not active or controlling. dynamic (adj) Full of energy. ______________ active ______________ lazy

Academic Language


Vocabulary Word: affect (v) Definition: To influence or change.

Similar to…


Vocabulary Word: appropriate (adj) Definition: Suitable or right for the situation.

Similar to…






Vocabulary Words Definitions lead (n) 1. A soft, bright, and silvery metal. lead (v) 2. To be or go first. Mary found out that her grandmother’s china plates were made with lead ___ paint, and Mary had to lead ___ a sad discussion with Gram about how it wasn’t safe to eat off of her plates.


Directions: Write example words which include each word part. Then guess the part of speech and definition of the word formed from these word parts.

Prefix Root Suffix Meaning Example Words op against ________________________ pos(e) put ________________________ oppose _______________________________________________________________________


Directions: Consult a dictionary to divide the vocabulary word into syl/la/bles, mark its primary áccent, list its part of speech, and write its primary definition. Compare to your definition above. o p p o s e ( ) _________________________________________________________________

______________________________________________________________________________

Directions: Consult a thesaurus to write the best synonym and antonym for the vocabulary word.

Synonym __________________________ Antonym __________________________


Directions: As used in the following sentences, interpret or explain the meaning of this idiom: “broken heart.” The young man is suffering from a broken heart. He heard the news that his girlfriend was not in love with him.

______________________________________________________________________________



Word Relationships: Antonyms

Directions: Write one or two sentences using both vocabulary words. Use SALE (Synonym, Antonym, Logic, Example) context clues to show the related meanings of each word. Vocabulary Words Definitions success (n) Achievement of a goal. failure (n) Not achieving or falling short of a goal. _____________________________________________________________________________ _____________________________________________________________________________


Directions: Write the vocabulary words where they belong on the Connotation Spectrum. Vocabulary Words Definitions blizzard (n) A severe snowstorm. drizzle (n) Light rain in fine, misty drops.

______________ snowstorm rain ______________

Academic Language


Vocabulary Word: aspect (n) Definition: A specific part or feature of something.

Similar to…


Vocabulary Word: assist (v) Definition: To help or aid another.

Similar to…



Vocabulary Study Cards #1 and #2

page

one side of a sheet of paper

page

to call ones

name to come forward

nomin name ee receiver

worried showing stress or concern

anxious

feeling

nervous about something

soon to happen

ordinary common or

nothing special

exceptional rare or

extremely special

vary to make one

thing different from another

achieve to reach or

gain



sign

a notice or poster that

communicates information

sign to write one's

signature

dec ten ade action or process

skeptical

questioning

what's commonly accepted

doubtful feeling unsure

about something

annoy to upset over a period of

time irritate

to make one angry or impatient

acquire to gain or take

ownership administer

to manage or direct



tear to pull apart into pieces

tear a hole or rip

in some material

aqua(e) water duct carry

violent

using force to injure,

damage, or kill

peaceful calm or

undisturbed

passive not active or controlling

dynamic full of energy

affect to influence or

change appropriate

suitable or right for the

situation



lead a soft, bright, and silvery

metal. lead

to be or go first

op against pos(e) put

success achievement

of a goal failure

not achieving or falling

short of a goal

blizzard a severe

snowstorm drizzle

light rain in fine, misty

drops

aspect a specific part or feature of something

assist to help or aid

another


Spelling Sorts and Syllabication

This Spelling Sorts and Syllabication Literacy Center helps your students practice both

grade-level conventional spelling patterns and syllabication skills. Each spelling sort worksheet

list the focus conventional spelling rule and divides that rule into categories. Students sort the list

of 20 words into these categories. Each syllable worksheet lists the focus syllable rule. Students

divide a list of words into syllables according to that rule.


Print the spelling sorts and spelling sort answers back-to-back and the two syllable worksheets

back-to-back for each student. Also print the syllable worksheet answers for each student.


Teachers should read the directions and help students complete the first spelling sort and syllable

worksheet.

Task Card Directions for Spelling Sorts



makes sure that everyone in the group has the spelling sort worksheet and reminds students to

write their names on both pages.

2. The Reader reads the Spelling Rule out loud and the Spelling Rule Directions in a soft voice.

3. The Clarifier helps the group to brainstorm placement of the spelling words listed in the left

column into the categories in the right column. Students should select the placements considering

the best possible answers which match the words’ sounds or spelling patterns.

4. Upon completion, the Reader turns the worksheet over to the back and reads the spelling sort

category and its spelling sort words.

5. The Task Manager tells students to turn their worksheets over to the back and to circle the

bolded spelling patterns in the words they sorted correctly.

6. Students self-edit and revise, according to the answers. The Clarifier helps students understand

why the answers best match each spelling sort category.

7. The Clarifier helps the group brainstorm six other words which match the spelling pattern.

Students write these in the spaces provided and discuss where each word would fit into the

spelling sort categories.


Task Card Directions for Syllabication (Syllable Worksheets)



makes sure that everyone in the group has the syllable worksheet and syllable answers and


2. The Reader reads the title, syllable rule, and directions. Students work collaboratively to

divide the words into syllables, according to the rule, with / marks and write the accent mark ( / )

above the primary vowel accent.

3. The Reader reads the title, directions, and syllable rule. Students work collaboratively to

neatly print the syllable words in the spaces provided with syllable divisions and accent marks.

4. Upon completion, students self-correct and revise, according to the answers. The Clarifier

helps students understand why the answers best match each spelling sort category.

Note: The author provides a comprehensive spelling program for grades 4, 5, 6, 7, and 8 with

spelling tests, spelling sorts, a diagnostic spelling patterns assessment with corresponding

remedial spelling worksheets (all with formative assessments), plus spelling review games and

additional resources in Differentiated Spelling Instruction.

The complete set of syllable worksheets, 56 vocabulary worksheets, vocabulary study cards, plus

vocabulary review games and additional resources are found in the Common Core Vocabulary

Toolkit grades 4, 5 6, 7, and 8 programs.

https://pennington-publishing.myshopify.com/collections/spelling

https://pennington-publishing.myshopify.com/collections/vocabulary

https://pennington-publishing.myshopify.com/collections/vocabulary


Spelling Worksheet #1 Short Vowels

Spelling Rule

The short vowel sounds are /ă/, /ĕ/, /ĭ/, /ŏ/, and /ŭ/. Short vowel sounds are found at the

beginning or middle of syllables. For example, short vowels are found at the beginning of both

syllables in exact (ĕx/ăct). Short vowels are in the middle of both syllables in backpack

(băck/păck). Short vowels rarely end syllables. Directions: Sort each spelling word into the group that best matches its sound or spelling pattern.

SPELLING WORDS

1. medic

2. little

3. detract

4. stocking

5. crust

6. breath

7. missile

8. brand

9. roughly

10. bridge

11. sought

12. task

13. wrongly

14. hutch

15. pleasure

16. Dutch

17. locker

18. shred

19. brass

20. strict

/ă/ /ĕ/

___________ ___________

___________ ___________

___________ ___________

___________ ___________

/ĭ/ /ŏ/

___________ ___________

___________ ___________

___________ ___________

___________ ___________

/ŭ/

___________

___________

___________

___________

SPELLING TIPS

Syllable Rules

Every syllable has a

vowel. If a vowel is not

at the end of a

syllable, it usually has

a short vowel sound.


Spelling Sort Answers #1

Short Vowels

Directions: Circle the bolded spelling patterns in the words you sorted correctly.

Additional Spelling Pattern Words: _________, _________,

_________, _________, _________, _________

SPELLING WORDS

1. medic

2. little

3. detract

4. stocking

5. crust

6. breath

7. missile

8. brand

9. roughly

10. bridge

11. sought

12. task

13. wrongly

14. hutch

15. pleasure

16. Dutch

17. locker

18. shred

19. brass

20. strict

/ă/ /ĕ/

detract medic

brand breath

brass pleasure

task shred

/ĭ/ /ŏ/

little stocking

missile sought

bridge wrongly

strict locker

/ŭ/

crust

roughly

hutch

Dutch

SPELLING TIPS

Syllable Rules

Every syllable has a

vowel. If a vowel is not

at the end of a

syllable, it usually has

a short vowel sound.


Spelling Worksheet #2 Long Vowels

Spelling Rule

The long vowels are /ā/, /ē/, /ī/, /ō/, and /ū/. Long vowel sounds are found anywhere within a

syllable. If the vowel is at the end of a syllable, it is usually a long vowel sound. Long vowels

each have more than one spelling. Directions: Sort each spelling word into the group that best matches its sound or spelling pattern.

SPELLING WORDS

1. betray

2. slightly

3. indeed

4. ownership

5. cubicle

6. aching

7. increase

8. surprise

9. loaves

10. venue

11. knives

12. curfew

13. clothed

14. reign

15. helium

16. centipede

17. sewing

18. feud

19. prayer

20. dignify

/ā/ /ē/

___________ ___________

___________ ___________

___________ ___________

___________ ___________

/ī/ /ō/

___________ ___________

___________ ___________

___________ ___________

___________ ___________

/ū/

___________

___________

___________

___________

SPELLING TIPS

Syllable Rule

If the vowel is at the

end of the syllable, it

is usually a long vowel

sound.



Long Vowels



_________, _________, _________, _________

SPELLING WORDS

1. betray

2. slightly

3. indeed

4. ownership

5. cubicle

6. aching

7. increase

8. surprise

9. loaves

10. venue

11. knives

12. curfew

13. clothed

14. reign

15. helium

16. centipede

17. sewing

18. feud

19. prayer

20. dignify

/ā/ /ē/

betray indeed

aching increase

reign helium

prayer centipede

/ī/ /ō/

slight ownership

surprise loaves

knives clothed

dignify sewing

/ū/

cubicle

venue

curfew

feud

SPELLING TIPS

Syllable Rule

If the vowel is at the

end of the syllable, it

is usually a long vowel

sound.


Spelling Worksheet #3 Silent Final e

Spelling Rule

The final “e” (e) following a consonant (C)–long vowel (V)–consonant (C) pattern is not

pronounced. This is called the CVCe pattern. For example, in plate the final “e” is silent. The

silent final e spellings include “a_e,” “e_e,” “i_e,” “o_e,” long vowel u “u_e,” and long /oo/ as in

rooster. Directions: Sort each spelling word into the group that best matches its sound or spelling pattern.

SPELLING WORDS

1. tribute

2. stolen

3. brute

4. meanwhile

5. muted

6. graceful

7. revere

8. kite

9. rarely

10. probe

11. convene

12. whine

13. altitude

14. careful

15. merely

16. useful

17. scenery

18. alone

19. safety

20. rudely

a_e e_e

___________ ___________

___________ ___________

___________ ___________

___________ ___________

a_e e_e

___________ ___________

___________ ___________

___________ ___________

Long Vowel u (/ū/) Long /oo/ as in rooster

u_e u_e ___________ ___________

___________ ___________

___________ ___________



Silent Final e



_________, _________, _________, _________

SPELLING WORDS

1. tribute

2. stolen

3. brute

4. meanwhile

5. muted

6. graceful

7. revere

8. kite

9. rarely

10. probe

11. convene

12. whine

13. altitude

14. careful

15. merely

16. useful

17. scenery

18. alone

19. safety

20. rudely

a_e e_e

graceful revere

rarely convene

careful merely

safety scenery

i_e o_e

meanwhile stolen

kite probe

whine alone

Long Vowel u (/ū/) Long /oo/ as in rooster

u_e u_e tribute brute

muted altitude

useful rudely


Spelling Worksheet #4 Vowel Diphthongs

Spelling Rule

Vowel diphthongs make two sounds for the vowel combination. The common /aw/ vowel

diphthongs are “aw,” “au,” “al,” and “all.” The /oo/ as in rooster vowel diphthongs are “oo,” “u,”

(two sounds within the one letter) “_ue,” “u_e,” and “_ew.” The /oo/ as in woodpecker vowel

diphthongs are “oo” and “_u_.” The /oi/ as in oil vowel diphthongs are “oi” and “_oy.” The /ow/

as in cow vowel diphthongs are “_ow” and “ou_.” Directions: Sort each spelling word into the group that best matches its sound or spelling pattern.

SPELLING WORDS

1. toothache

2. woods

3. haunted

4. doubtless

5. rejoice

6. awfully

7. pudding

8. hula

9. anoint

10. trout

11. should

12. withstood

13. oyster

14. crowded

15. audition

16. loudly

17. boycott

18. cruelly

19. fawn

20. cruise

/aw/ Long /oo/ as in rooster

___________ ___________

___________ ___________

___________ ___________

___________ ___________

Short /oo/ /oi/

as in woodpecker ___________ ___________

___________ ___________

___________ ___________

___________ ___________

/ow/ ___________

___________

___________

___________

SPELLING TIPS

What are the blanks

in the spellings?

The blanks show

where there are

consonant sounds.



Vowel Diphthongs



_________, _________, _________, _________

SPELLING WORDS

1. toothache

2. woods

3. haunted

4. doubtless

5. rejoice

6. awfully

7. pudding

8. hula

9. anoint

10. trout

11. should

12. withstood

13. oyster

14. crowded

15. audition

16. loudly

17. boycott

18. cruelly

19. fawn

20. cruise

/aw/ Long /oo/ as in rooster haunted toothache

awfully hula

audition cruelly

fawn cruise

Short /oo/ /oi/

as in woodpecker woods rejoice

pudding anoint

should oyster

withstood boycott

/ow/ doubtless

trout

crowded

loudly

SPELLING TIPS

What are the blanks

in the spellings?

The blanks show

where there are

consonant sounds.


Closed Syllable Division Worksheet #1

Closed Syllable Rule: A vowel before a syllable-ending consonant (VC) is usually short. This

pattern is called a closed syllable. The syllable following begins with a consonant.

Examples: mas-cot, bas-ket.

Directions: Divide the words into syllables, according to the rule, with / marks and write the

accent mark ( / ) above the primary vowel accent.

1. napkin 2. pencil 3. fidget

4. picnic 5. contest 6. bandit

7. atlas 8. invented 9. insult

10. plastic 11. sandwich 12. hundred

13. monster 14. trumpet 15. insect

16. fantastic 17. splendid 18. cactus

19. magnet 20. canyon 21. actress

22. quintet 23. kidnap 24. locker

25. pumpkin 26. subtract 27. frantic


Closed Syllable Division Worksheet #1

Directions: Print the Closed Syllable Division words in the spaces provided. Carefully divide the

words into syllables with / marks. Then, write the accent mark ( / ) above the primary vowel

accent.

Closed Syllable Rule: A vowel before a syllable-ending consonant (VC) is usually short. This

pattern is called a closed syllable. The syllable following begins with a consonant.

Examples: mas-cot, bas-ket.

3. ___________________

6. ___________________

9. ___________________

12. __________________

15. __________________

18. __________________

21. __________________

24. __________________

27. __________________

1. ___________________

4. ___________________

7. ___________________

10. __________________

13. __________________

16. __________________

19. __________________

22. __________________

25. __________________

2. ___________________

5. ___________________

8. ___________________

11. __________________

14. __________________

17. __________________

20. __________________

23. __________________

26. __________________


Closed Syllable Division Worksheet #1 Answers

1. náp/kin 2. pén/cil 3. fíd/get

4. píc/nic 5. cón/test 6. bán/dit

7. át/las 8. in/vén/ted 9. ín/sult

10. plás/tic 11. sánd/wich 12. hún/dred

13. món/ster 14. trúm/pet 15. ín/sect

16. fan/tás/tic 17. splén/did 18. các/tus

19. mág/net 20. cán/yon 21. ác/tress

22. quin/tét 23. kíd/nap 24. lóc/ker

25. púmp/kin 26. sub/tráct 27. frán/tic


Open Syllable Division Worksheet #2

Open Syllable Rule: A vowel at the end of a syllable (CV) usually has a long vowel sound. This

pattern is called an open syllable. The syllable following begins with a consonant. Example: be-low.



1. lazy 2. photo 3. freebie

4. ego 5. ivy 6. hobo

7. tepee 8. decay 9. spicy

10. slowly 11. payee 12. gravy

13. zero 14. pastry 15. solo

16. cocoa 17. slimy 18. cutie

19. reply 20. halo 21. repay

22. shady 23. deny 24. veto

25. tasty 26. below 27. trophy


Open Syllable Division Worksheet #2

Directions: Print the Open Syllable Division words in the spaces provided. Carefully divide the


accent.

Open Syllable Rule: A vowel at the end of a syllable (CV) usually has a long vowel sound. This

pattern is called an open syllable. The syllable following begins with a consonant. Example: be-low.

3. ___________________

6. ___________________

9. ___________________

12. __________________

15. __________________

18. __________________

21. __________________

24. __________________

27. __________________

1. ___________________

4. ___________________

7. ___________________

10. __________________

13. __________________

16. __________________

19. __________________

22. __________________

25. __________________

2. ___________________

5. ___________________

8. ___________________

11. __________________

14. __________________

17. __________________

20. __________________

23. __________________

26. __________________


Open Syllable Division Worksheet #2 Answers

1. lá/zy 2. phó/to 3. frée/bie

4. é/go 5. í/vy 6. hó/bo

7. té/pee 8. de/cáy 9. spí/cy

10. slów/ly 11. pa/yée 12. grá/vy

13. zé/ro 14. pá/stry 15. só/lo

16. có/coa 17. slí/my 18. cú/tie

19. re/plý 20. há/lo 21. re/páy

22. shá/dy 23. de/ný 24. vé/to

25. tá/sty 26. be/lów 27. tró/phy


Silent Final e Division Worksheet #3

Silent Final e Syllable Rule: The silent final e makes the vowel before a long sound, if only one

consonant sound is between the two (VCe). The syllable the silent final e begins with a

consonant. Example: lately.



1. basement 2. obese 3. fading

4. scenery 5. hateful 6. compete

7. lively 8. decode 9. enshrine

10. lonely 11. glided 12. misquoted

13. release 14. muting 15. salesman

16. misused 17. female 18. bakery

19. received 20. supremely 21. dining

22. bridegroom 23. midwife 24. dispute

25. compote 26. excitement 27. dislocated


Silent Final e Syllable Division Worksheet #3

Directions: Print the Silent Final e Division words in the spaces provided. Carefully divide the


accent.

Silent Final e Syllable Rule: The silent final e makes the vowel before a long sound, if only one

consonant sound is between the two (VCe). The syllable the silent final e begins with a

consonant. Example: lately.

3. ___________________

6. ___________________

9. ___________________

12. __________________

15. __________________

18. __________________

21. __________________

24. __________________

27. __________________

1. ___________________

4. ___________________

7. ___________________

10. __________________

13. __________________

16. __________________

19. __________________

22. __________________

25. __________________

2. ___________________

5. ___________________

8. ___________________

11. __________________

14. __________________

17. __________________

20. __________________

23. __________________

26. __________________


Silent Final e Syllable Division Worksheet #3 Answers

1. báse/ment 2. o/bése 3. fá/ding

4. scé/ner/y 5. háte/ful 6. com/péte

7. líve/ly 8. de/códe 9. en/shríne

10. lóne/ly 11. glí/ded 12. mis/quó/ted

13. re/leáse 14. mú/ting 15. sáles/man

16. mis/úsed 17. fé/male 18. bá/ker/y

19. re/céived 20. su/préme/ly 21. dí/ning

22. bríde/groom 23. míd/wife 24. dis/púte

25. cóm/pote 26. ex/cíte/ment 27. dís/lo/ca/ted


Vowel Teams Syllable Division Worksheet #4

Vowel Teams Syllable Rule: Usually keep vowel teams together in the same syllable.

Example: beau-ty.



1. ownership 2. throughout 3. awful

4. eyebrows 5. ointment 6. cautiousness

7. howling 8. weighty 9. afterthought

10. roughly 11. receipt 12. boastful

13. rooster 14. cheapskate 15. undergoes

16. wooden 17. between 18. rainfall

19. greatest 20. mischief 21. spraying

22. deathlike 23. friendship 24. sleighing

25. fruitful 26. fewest 27. keystroke


Vowel Teams Syllable Division Worksheet #4

Directions: Print the Vowel Team Division words in the spaces provided. Carefully divide the


accent.

Vowel Teams Syllable Rule: Usually keep vowel teams together in the same syllable.

Example: beau-ty.

3. ___________________

6. ___________________

9. ___________________

12. __________________

15. __________________

18. __________________

21. __________________

24. __________________

27. __________________

1. ___________________

4. ___________________

7. ___________________

10. __________________

13. __________________

16. __________________

19. __________________

22. __________________

25. __________________

2. ___________________

5. ___________________

8. ___________________

11. __________________

14. __________________

17. __________________

20. __________________

23. __________________

26. __________________


Vowel Teams Syllable Division Worksheet #4 Answers

1. ów/ner/ship 2. through/óut 3. áw/ful

4. éye/brows 5. óint/ment 6. cáu/tious/ness

7. hów/ling 8. wéigh/ty 9. áf/ter/thought

10. róugh/ly 11. re/céipt 12. bóast/ful

13. róo/ster 14. chéap/skate 15. un/der/góes

16. wóo/den 17. be/twéen 18. ráin/fall

19. gréa/test 20. mís/chief 21. spráy/ing

22. déath/like 23. fríend/ship 24. sléigh/ing

25. frúit/ful 26. féw/est 27. kéy/stroke


Study Skills

This Study Skills Literacy Center helps your students learn and practice important cross-

curricular study skills.


Print the self-assessment and lesson back-to-back for each student. Also print the reflection for

each student.


Teachers should read the directions and help students complete the first study skill lesson

Task Card Directions for Study Skills



makes sure that everyone in the group has the study skills self-assessment, lesson, and reflection

and reminds students to write their names on both pages.

2. Students silently read the self-assessment individually and rate themselves for each of the five

statements.

3. Students total up the point values and circle the numerical range which matches their total

under the Results column.

4. Students individually complete the Already Know and Want to Know sections.

5. Upon completion, the Clarifier asks students to share their responses in the Already Know and

Want to Know sections.

6. The Reader reads the study skills lesson out loud in a quiet voice. Students say, “Stop,” when

they wish to clarify or discuss any part of the lesson. The Clarifier should ask the teacher if

students have questions about any part of the lesson.

7. Upon completion of the lesson, students complete the reflection individually.

8. When finished, the Clarifier asks students to share any of the ten answers which were unclear

and left unwritten. Students self-correct and revise if necessary.

Note: The entire set of 40 study skills lessons is found in the author’s Essential Study Skills

program.

https://pennington-publishing.myshopify.com/collections/study-skills/products/essential-study-skills


How to Get Motivated Self-Assessment

Always Usually Sometimes Rarely Never

5 4 3 2 1

1. To get motivated to do something I don’t want to

do, I just get started and don’t stop until

it’s done.

2. I set goals for myself to get motivated to

accomplish tasks that I don’t want to do.

3. When I reach my goals, I celebrate my

achievements.

4. I try my best, even on tasks that I don’t want to do.

5. I get expert help to show me how to accomplish

tasks which I feel unmotivated to complete.

Results

23-25 You know the all key strategies that allow you to motivate yourself to do things

that you do not want to do.

20-22 You know most of the key strategies that allow you to motivate yourself to do

things that you do not want to do.

17-19 You know some of the key strategies that allow you to motivate yourself to do

things that you do not want to do.

13-16 You know few of the key strategies that allow you to motivate yourself to do

things that you do not want to do. Knowing these strategies will get you

motivated.

<13 You do not know the key strategies that allow you to motivate yourself to do

things that you do not want to do. Knowing these strategies will get you

motivated.

Already Know: What I already know about getting motivated is…

____________________________________________________________________________

Want to Know: What I want to know about about getting motivated is…

____________________________________________________________________________


How to Get Motivated Lesson

It’s easy to get motivated to do something you enjoy. If your parents announce plans to

go out to your favorite restaurant, it isn’t hard to get excited about that doing that task. However,

it’s harder to get motivated to do something that you do not enjoy. If your parents announce

plans to go to visit your least favorite relative, it is hard to get excited about doing that task.

The trick is to learn how to self-motivate to accomplish the things that you do not enjoy. By

learning and applying the steps of The Motivation Cycle, you will begin learning a terrific life

skill that you can use right away in your schoolwork. These steps will help you accomplish your

tasks well and help you feel good about your accomplishments. Fill in the blanks in the graphic

as you read each of the steps.

Step 1: Practice Step 2: Achievement

Do something over and over Reach your ____________

again with ____________help

Step 3: Satisfaction

Feel ____________ about reaching your goal

Step 1 Practice

The only way to get motivated to complete a task is by starting on that task through effective

practice. Effective practice means to do things repeatedly the right way. To find out what the best

practice is and how to do it, you need to consult an expert. Teachers, parents, or friends who are

successful at the task can be excellent coaches. Famous basketball star, Michael Jordan, says that

he got expert coaching in high school after failing to make the varsity team in his freshman year.

Practicing the coaches’ advice, Michael shot 500 free-throws a day, every day of his freshman

year. So, practice correctly.

Step 2 Achievement

As you continue practice, you will begin to see results. It may take a while to reach your goal. If

you haven’t done any homework all year in Math, it will take some time to improve your grade

and catch up on missing skills. If you do not experience achievement after a reasonable amount

of time, ask for help and adjust your practice. Michael Jordan made the varsity the next year.

Step 3 Satisfaction

Once you start experiencing achievement, you start feeling good about yourself and your

accomplishments. In fact, this sense of personal satisfaction, that is connected to the goal, will

increase your motivation to continue practicing. When people sense that there is a “pay-out,”

they will continue to work well. I’d say Michael Jordan must have felt plenty of satisfaction with

his personal achievements, and I’d say that he probably did not mind the continued practice.


How to Get Motivated Reflection

1. Something I did not know about about getting motivated is that ________________________

______________________________________________________________________________

2. My specific goal about about getting motivated is ___________________________________

______________________________________________________________________________

3. Accomplishing this goal will especially help me because______________________________

______________________________________________________________________________

4. Experts I plan to go to for help will be ____________________________________________

5. I will tell ____________________________ about my goal so that they will hold me

accountable for making progress toward my goal.

6. Before I begin working toward my goal, I will need to _______________________________

_____________________________________________________________________________

7. I plan to begin working toward my goal when ______________________________________

8. This is how and when I will evaluate progress toward my goal: _________________________

_____________________________________________________________________________

9. I will know that I have accomplished my goal when __________________________________

______________________________________________________________________________

10. After reading the tips, I would still like to know ____________________________________

______________________________________________________________________________

Teacher/Parent Review ______________________________________ (signature)

Teacher/Parent Comments: _______________________________________________________

______________________________________________________________________________


Reading Non-Fiction Strategies Self-Assessment


5 4 3 2 1

1. I use different strategies for reading non-fiction

than I do for reading fiction.

2. When reading non-fiction, I preview the chapter

before beginning to read.

3. When reading non-fiction, I read the book study

questions before I start reading.

4. When reading non-fiction, I answer the book

study questions as I am reading.

5. When reading non-fiction, I take notes and review

my notes within 24 hours.

Results

23-25 You know how to read and study non-fiction, and you have excellent reading

comprehension of non-fiction text.

20-22 You know some strategies about how to read and study non-fiction, and you have

good reading comprehension of non-fiction text.

17-19 You know some of the differences in reading fiction and non-fiction, and you

have good reading comprehension of non-fiction text.

13-16 You know some of the differences in reading fiction and non-fiction, and you

have fair reading comprehension of non-fiction text. Learning the PQ RAR

reading-study method will improve your understanding of non-fiction text.

<13 You do not recognize the differences in reading fiction and non-fiction, and you

have poor reading comprehension of non-fiction text. Learning the PQ RAR

reading-study method will improve your understanding of non-fiction text.

Already Know: What I already know about reading non-fiction is…

____________________________________________________________________________

Want to Know: What I want to know about reading non-fiction is…

____________________________________________________________________________


Reading Non-Fiction Strategies Lesson

All reading should not be done the same way. Reading non-fiction requires specific

strategies and an overall plan to take advantage of the ways that non-fiction text are organized.

Many students read novels with good comprehension, but struggle with their science or social

studies textbook.

Learn the PQ RAR reading-study method as you read your next textbook chapter. You will

improve your understanding of the main ideas and key supporting details. You will also prepare

yourself for the upcoming test as you read. Here’s how to read non-fiction:

P-First of all, preview the reading selection. Try to limit the reading selection to a manageable

size. Overly long chapters, say over six pages for elementary students, eight for middle school

students, twelve for high school students, and sixteen for college students should be “chunked”

into manageable reading sections.

1. Preview the first and last paragraphs of the chapter and the chapter review, if one is provided.

2. Preview all subtitles and any book study helps at the beginning of the chapter.

3. Preview all graphics such as photographs, charts, maps, etc. and their captions.

Q-Secondly, make use of text-based questions to read textbooks effectively. Good questions

produce good answers and significantly increase expository comprehension. Determining

questions before reading provides a purpose for reading, that is-to find the answers as you read.

1. Develop questions from the subtitles and write these down on binder paper or on your

computer, skipping lines between each question. Try “What,” “How,” and “Why” question-

starters. Avoid the “Who” and “When” questions, as these tend to focus attention on the minor

details of expository text.

2. Write down any chapter review questions not covered by your subtitle questions, skipping

lines between each question.

R-Read the chapter and “talk to the text” by taking notes in the textbook margins. Use yellow

stickies and paste them in the textbook margins, if you can’t write in the textbook. Write down

comments, questions, predictions, and connections to other parts of the reading and your own life

experiences. List examples, key details, and important terms with their definitions. Internal

monitoring of the author’s train of thought and the connection to your own knowledge and

experience increases comprehension as you read textbooks.

A-Answer both the subtitle questions and the book questions as you read. Write down your

answers underneath your questions. Don’t be concerned if the textbook did not answer some of

your reader-generated questions.

R-Review the questions and answers within the next 24 hours to minimize the effects of the

“forgetting cycle.” Generate possible test questions and develop memory tricks for key concepts

and details.

http://penningtonpublishing.com/blog/reading/how-to-improve-reading-comprehension-with-self-questioning/

http://penningtonpublishing.com/blog/reading/how-margin-notes-are-better-than-the-yellow-highlighter/

http://penningtonpublishing.com/blog/study_skills/how-to-study-in-advance-for-tests/

http://penningtonpublishing.com/blog/study_skills/top-ten-memory-tips/


Reading Non-Fiction Strategies Reflection

1. Something I did not know about reading non-fiction is that ____________________________

______________________________________________________________________________

2. My specific goal about reading non-fiction is _______________________________________

______________________________________________________________________________


______________________________________________________________________________





_____________________________________________________________________________



_____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________



______________________________________________________________________________


Essay Writing Rules Self-Assessment


5 4 3 2 1

1. I avoid over-using the same words in essays.

2. I write consistently in third person throughout

my essays.

3. I avoid using contractions and abbreviations

in essays.

4. I avoid using slang and figures of speech in

essays.

5. I avoid overusing the “to-be” verbs: is am are

was were be being been in essays.

Results

23-25 You understand and apply all of the the essential essay writing rules.

20-22 You understand and apply most of the the essential essay writing rules.

17-19 You understand and apply some of the the essential essay writing rules.

13-16 You understand and apply few of the the essential essay writing rules. Learning

and applying these rules will significantly improve your writing.

<13 You don’t know the the essential essay writing rules. Learning

and applying these rules will significantly improve your writing.

Already Know: What I already know about the essay writing rules is…

____________________________________________________________________________

Want to Know: What I want to know about the essay writing rules is…

____________________________________________________________________________


Essay Writing Rules Lesson

Essays have different rules than do stories, letters, poems, or journal writing. Essays

respond to a writing prompt or writing topic. The writer is required to develop a thesis statement

in the introductory paragraph, then follow with at least two body paragraphs which address the

thesis statement, then end with a concluding paragraph.

Essays may be informational/explanatory or argumentative. Informational or explanatory

essays explain and analyze while aruge essays argue a position or point of view. Each of these

types of essays focuses on the subject of the writing prompt and follows the following essay

writing rules.

Keep in mind that essays are a very formal type of writing. Although they may certainly

express opinions, essays present evidence in a fair and balanced manner. Think of presenting

evidence in an essay as an attorney would present evidence in a court of law. All of the

traditional rituals have to be followed. The attorney (writer) has introductory remarks

(introductory paragraph) in which a verdict (think thesis statement) is stated. Next, the attorney

(writer) presents the main points of the case and the evidence that supports them (body

paragraphs). Finally, the attorney (writer) presents the closing arguments (conclusion paragraph).

Here are the rules to be followed in essay writing:

1. Write in complete sentences. Intentional fragments, such as “Right?” don’t belong in essays.

2. Write in third person. Talk about the subject of the essay. Don’t personalize with first person

pronouns such as I, me, my, mine, we, us, our, ours, ourselves. Don’t talk to the reader with

second person pronouns such as you, your, yours, yourself, yourselves. The essay is to be

objective (fair and balanced), not subjective (personalized).

3. Do not abbreviate. Abbreviations are informal and serve as short-cuts, so they don’t belong in

essays. So write United States, not U.S. in essays.

4. Do not use slang, such as kids. Use official, or formal, words, such as children.

5. Do not use contractions. Again, essays are very formal, so write “do not” rather than “don’t.”

6. Do not use figures of speech. Be direct and precise in essay writing. Essays do not use poetic

devices or idiomatic expressions. For example, don’t write “He let the cat out of the bag.”

Instead, say “He shared a secret.”

7. Do not over-use the same words or phrases. For example, avoid over-use of the “to-be” verbs:

is, am, are, was, were, be, being, been.


Essay Writing Rules Reflection

1. Something I did not know about essay writing rules is that ____________________________

______________________________________________________________________________

2. My specific goal about essay writing rules is _______________________________________

______________________________________________________________________________


______________________________________________________________________________





_____________________________________________________________________________



_____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________



______________________________________________________________________________


Active Listening Self-Assessment


5 4 3 2 1

1. In class I listen actively, not passively.

2. When I listen to someone, I keep eye contact

with the speaker.

3. When I listen to someone, I practice good

posture.

4. When I listen to someone, I avoid distractions.

5. When I listen to someone, I interact with speaker,

asking questions.

Results

23-25 You are an active listener and practice all of the strategies that will help you

pay attention well in class.

20-22 You are an active listener and practice many of the strategies that will help you

pay attention in class.

17-19 You practice some of the active listening strategies that will help you

pay attention in class.

13-16 You practice a few of the active listening strategies that will help you

pay attention in class. Learning the active listening strategies will improve your

attention span and achievement.

<13 You don’t use the active listening strategies that will help you

pay attention in class. Learning the active listening strategies will improve your

attention span and achievement.

Already Know: What I already know about active listening techniques is…

____________________________________________________________________________

Want to Know: What I want know about active listening techniques is…

____________________________________________________________________________


Active Listening Lesson

Active listening is interactive and takes effort and practice. You can improve active

listening skills by applying the tips found in ED IS PC.

E Eye contact with your conversation partner is essential. We “lock in” to the speaker’s

eyes, we better focus on what is being said. We all remember a parent demanding, “Look at me,

when I’m talking to you” or a teacher saying, “Eyes on me!” to the class.

D Distractions must be avoided at all costs. Anything or anyone that takes you away from

active listening must be identified and eliminated to the extent that you can control. In a

classroom, sitting next to your best friend or someone who is not actively engaged with the

speaker will distract you from listening. Time to move! Avoid having toys within arm’s reach

that will challenge your ability to pay close attention. Think of toys such as cell phones, pens,

reading materials-any external stimuli that distract you from the 100% listening task.

I Interact with the speaker. Get into the speaker’s mind and think like the speaker. A good

speaker will have an organizational plan for any presentation. A lecture, interview, and meeting

all have their own patterns of organization. Identify this pattern as soon as you can, and

anticipate where the speaker is going next. Common organizational patterns include the

following: cause and effect, reasons for, compare and contrast, chronological, issue and action

step, main ideas or points and their key details/examples, problems and solutions, questions and

answers, argument/opinion and justification.

Practice these interactive actions to increase your active listening:

-Ask questions to clarify speaker points.

-Maintain an internal dialogue with the speaker about each of the main points.

-If appropriate, make comments or answer questions.

-Connect to prior learning. How does what is being said relate to what has recently been said?

-Focus on the main ideas and don’t get lost in the details. Recognize when your speaker gets off

on a tangent or “bird walks.”

-Write down summary notes at the end of key speaker points-not in the middle of the point. Jot

down questions or points to clarify for later.

-Hear the speaker out from beginning to end. Predict where the organizational pattern will take

your speaker next and check your predictions as you listen.

S Signal words that identify main ideas must be identified. Pay attention to the key words

that signal the introduction of a new idea. Each pattern of organization has its own signal words

to transition between ideas. For example, the chronological pattern makes use of “first,” “next,”

“then,” “finally” and many more. Listening to these cues will help you concentrate better.

P Posture matters! Sit up straight with feet flat on the floor. Adjust your seat or desk so that

you are looking directly at the speaker, not from an angle. Keep both hands on the table or desk

to maintain this posture. A bit uncomfortable? Good. Perfect relaxation promotes passive

listening. A little stress promotes active listening. Try to sit as close as possible to the speaker-

front and center gets the most speaker attention and your best position for interaction.

C Concentrate on what is being said and don’t daydream. Listening is a full-time job.

Develop the mind-set that you must fully understand everything that is being said, how it is

being said, and why it is being said. A good trick is to pretend that you will have to repeat the

speaker’s presentation immediately following.

http://penningtonpublishing.com/blog/reading/how-to-improve-reading-comprehension-with-self-questioning/


Active Listening Reflection

1. Something I did not know about active listening is that _______________________________

______________________________________________________________________________

2. My specific goal about active listening is __________________________________________

______________________________________________________________________________


______________________________________________________________________________





_____________________________________________________________________________



_____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________



______________________________________________________________________________


Test Preparation Self-Assessment


5 4 3 2 1

1. I actively participate in class discussions and pay

attention well.

2. When an upcoming test is announced, I ask what

will be covered on the test, if the teacher

does not completely inform the class.

3. When an upcoming test is announced, I ask how

we will be tested, if the teacher does not

completely inform the class.

4. In preparing for an upcoming test, I make a

practice test and take my own test.

5. In preparing for an upcoming test, I study with

a group of students.

Results

23-25 You have mastered all of the test preparation strategies that will guarantee success

on tests.

20-22 You have mastered many of the test preparation strategies that will guarantee

success on tests.

17-19 You have mastered some of the test preparation strategies that will guarantee

success on tests.

13-16 You have mastered few of the test preparation strategies that will guarantee

success on tests. Learning these strategies will make a difference on your next

test.

<13 You do not know the test preparation strategies that will guarantee

success on tests. Learning these strategies will make a difference on your next

test.

Already Know: What I already know about test preparation strategies is…

____________________________________________________________________________

Want to Know: What I want to know about test preparation strategies is…

____________________________________________________________________________


Active Listening Lesson

Good students spread out their test study over time and don’t wait until the night before

the test to cram. Learning to work “smarter, not harder” will actually save study time, not

increase study time. The smarter approach is to study for tests a bit every day after school.

Here’s how to effectively study in advance for tests.

Active Participation

Active participation in class is important test study. Students, who contribute to class

discussions, avoid passive learning, and pay attention well do better on tests. Pay special

attention to any announcements about upcoming tests and write down dates and any test

information in your agenda/student planner.

Ask the Right Questions

Learn how to ask the right questions of your teacher to help you study “smarter, not harder” for

any test. “But, what kind of questions should I ask?” Ask what kind of test you will be taking and

adjust your study to that kind of test. Will the objective section be multiple choice? Will there be

an essay? Ask not only what will be on the test, but also ask what won’t be on the test. Teachers

rarely include everything on tests that has been covered in class. Asking these kinds of questions

in advance about upcoming tests will help focus your test study.

Create a Practice Test

Using your sticky notes, on which you developed test questions each day after school when

completing your Daily Review, make a practice test that covers the test content in the format that

you will be tested. Take the time to brainstorm any possible essay questions and pre-write

possible main points and supporting details. Create this practice test days before the test itself.

Show the practice test to your teacher-he or she will be impressed! Ask if there is any content

that you need to add on to your practice test. Add on any of this content and take your practice

test and correct it. Look up any answers that you got incorrect.

Get More Brainpower

Gather a group of students from the same class to study. Pre-arrange the ground rules for the

study session. Set a start and ending time and assign tasks, such as “You bring all the lecture

notes; You bring all of the readings; You bring the sticky notes; You bring the chocolate chip

cookies.” Assign group members a part of a practice test to develop and share at the study

session, including essay pre-writes. More brainpower makes test study fun and increases your

likelihood for test success.

Compile the test questions developed by your group of friends into one practice test. Take the

test, share your answers, and learn from each other.

http://penningtonpublishing.com/blog/study_skills/how-to-avoid-procrastination/

http://penningtonpublishing.com/blog/study_skills/how-to-avoid-procrastination/

http://penningtonpublishing.com/blog/study_skills/how-to-study-the-top-ten-tips/


Active Listening Reflection

1. Something I did not know about test preparation strategies is that _______________________

______________________________________________________________________________

2. My specific goal about test preparation strategies is __________________________________

______________________________________________________________________________


______________________________________________________________________________





_____________________________________________________________________________



_____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________



______________________________________________________________________________


Study Environment and Time Management Self-Assessment


5 4 3 2 1

1. I study in the same place at home each day.

2. I study where there are no noise distractions.

3. I study on an organized and uncluttered desk.

4. I establish a study order and planned breaks

before I begin studying.

5. I write down weekly and monthly assignments

in an agenda/student planner or on a

calendar.

Results

23-25 You already have all of the components of an effective study environment.

20-22 You already have most of the components of an effective study environment.

17-19 You have some of the components of an effective study environment.

13-16 You have only a few of the components of an effective study environment. By

putting into practice the suggestions in this Study Skill Tip, you will improve the

quality of your study environment and enhance your chances of study success.

<13 You do not have the components of an effective study environment. By

putting into practice the suggestions in this Study Skill Tip, you will improve the

quality of your study environment and enhance your chances of study success.

Already Know: What I already know about a study environment and time management is…

____________________________________________________________________________

Want to Know: What I want to know about a study environment and time management is…

____________________________________________________________________________


Study Environment and Time Management Lesson

Knowing how to study is just as important as knowing what to study. The trick is to learn

how to study “smarter,” not “harder.” Follow these Top Ten Tips to learn how to improve study

skills.

1. Develop a study environment that works for you. Select a quiet area to dedicate to serious

study. Learn to associate this place with uninterrupted study and success. Don’t float around

from place to place during study time.

2. Avoid distractions in your study environment. Keep your cell phone off and keep anyone or

anything that will compete for your concentration out of that environment. Get help from others,

such as parent, to support uninterrupted study time.

3. Unlearn poor study skills. For example, studying with the television or music as background

may be something that you have grown accustomed to; however, sound competes with

concentration.

4. Study on an uncluttered desk or table with good lighting and a straight-back chair. The study

environment should be business-like, not overly comfortable.

5. Have study materials on or next to your study area so that you don’t have to interrupt study

time to locate these items. Keep sharpened pencils, pens, paper, CD-Rs, and books convenient to

your study area.

6. Develop a study order before you begin a study session. Study your hardest subject first when

you are fresh. Concentrate your best time on this subject. Do simple or easy study or work at the

end of your study time, when less concentration is needed.

7. Plan when to take study breaks before you begin. Study breaks should be short (5 minutes),

regular (every 30 minutes), and away from your study area. Do something different than your

study activity. Make sure to stretch during study breaks. Make sure to get up and move around.

8. Establish simple rewards in advance to enjoy during a study break. For example, if a snack is

calling your name, delay gratification until a planned study break.

9. Study interactively. Ask questions; make comments and predictions of written text. Key into

what is important to remember. Be an active, rather than a passive, learner.

10. Use a monthly calendar to plan out long-term study projects and to write down upcoming

tests. Coordinate this calendar with a weekly student agenda/planner. Remember to plan in study

time, and not just reading and written homework time.

http://penningtonpublishing.com/blog/study_skills/how-to-get-motivated-and-set-goals-the-top-ten-tips/

http://penningtonpublishing.com/blog/study_skills/how-to-get-motivated-and-set-goals-the-top-ten-tips/


Study Environment and Time Management Reflection

1. Something I did not know about a study environment and time management is that _________

______________________________________________________________________________

2. My specific goal about a study environment and time management is ____________________

______________________________________________________________________________


______________________________________________________________________________





_____________________________________________________________________________



_____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________



______________________________________________________________________________


Grouping Memorization Strategy Self-Assessment


5 4 3 2 1

1. When organizing material for test study, I try to

arrange the material in memorable form.

2. I think about studying for the next test in each

subject when I organize each day’s work.

3. When I memorize, I try to visualize.

4. When I memorize, I organize the material I am

studying into similar items (categories).

5. When I have to memorize many items, I replace

abstract (can’t sense) ones, like liberty,

with concrete ones, like the Statue of Liberty.

Results

23-25 You understand and effectively apply the grouping memorization technique to

organize and memorize learning.

20-22 You understand and often apply the grouping memorization technique to


17-19 You understand and sometimes apply the grouping memorization technique to


13-16 You rarely apply parts of the grouping memorization technique to

organize and memorize learning. Learning this memory technique will help you

organize for test study.

<13 You don’t understand the grouping memorization technique. Learning this

memory technique will help you organize for test study.

Already Know: What I already know about the grouping memorization technique is…

____________________________________________________________________________

Want to Know: What I want to know about the grouping memorization technique is…

____________________________________________________________________________


Grouping Memorization Strategy Lesson

The grouping technique can be an effective tool to help you memorize items that are able

to be placed into categories. We know from recent scientific research that our brains act as

computer file folders, slotting newly learned information in the same file as already-learned

information that fits within that same file. If we take the time to organize new information in

same way that our brains do, we can increase the amount of information that we are able to

remember.

The categories we develop to remember similar items don’t have to be organized by content.

Any similarities can be used to classify items as a group. For example, a group of people could

be classified according to sex, body size, color of skin, eye or hair color, or introverted-

extroverted. For another example, in history you could classify information into these categories:

politics/government, economics, culture, religion, military, and technology.

Let’s learn how to use the Grouping Technique to remember a list of nine items. You are driving

into work and your friend phones to tell you that you’ve been invited to go on a backpacking trip

next weekend. “Sure, I’ll remember what to bring,” you respond to your friend. The equipment

list includes the following: tent, flashlight, stove, matches, sleeping bag, fuel, utensils, ground

cloth, and food.

At first glance, the equipment items might appear to be quite random and you may be thinking

that you will have to sacrifice your pride and call your friend back later to remind you of some of

the items the backpacking list. After all, if you are responsible for bringing the food, you don’t

want to forget that item! But, instead, you take a few moments to apply the Grouping Technique

and you have the list memorized perfectly. You simply categorize the items into these groups:

Sleeping: sleeping bag, tent, ground cloth

Light/Fire: matches, stove, flashlight, fuel

Eating: food, utensils

Works, doesn’t it? Notice that the categories do not have to contain equal numbers of the similar

items. Also, a few exceptions would certainly be easier to remember than memorizing the entire

list of information as random, un-related items.

For abstract concepts, try substituting them with concrete objects to place them within your

groups. For example, it is easier to substitute and place the Liberty Bell into a category than the

concept of “freedom.”

Memorizing using the Grouping Technique will enable you to retain the memory of many

seemingly unrelated items. Frequent rehearsal of the categories and their items will place the

information into your long-term memory. Take the information learned in your subjects or

classes each day and organize it into memorable test-preparation form with this technique.

http://penningtonpublishing.com/blog/study_skills/top-ten-memory-tips/


Grouping Memorization Strategy Reflection

1. Something I did not know about the grouping memorization technique is that _____________

______________________________________________________________________________

2. My specific goal about the grouping memorization technique is ________________________

______________________________________________________________________________


______________________________________________________________________________





_____________________________________________________________________________



_____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________



______________________________________________________________________________


Context Clues Self-Assessment


5 4 3 2 1

1. When figuring out the meaning of unknown

words in my reading, I use synonym (same)

clues to guess the meaning of the word.


words in reading, I use antonym

(opposite) clues to guess the meanings.


words in my reading, I read the sentences

before and after the sentence in which the

unknown word appears.


words in my reading, I use example

clues to guess the meanings.


words in my reading, I brainstorm

context clues categories that may provide

clues as to the meaning of the words.

Results

23-25 You have excellent knowledge of the specific context clues strategies and

frequently use them to problem-solve the meaning of unknown words.

20-22 You have good knowledge of the specific context clues strategies and

sometimes use them to problem-solve the meaning of unknown words.

17-19 You have some knowledge of the specific context clues strategies and

use some of them to problem-solve the meaning of unknown words.

13-16 You know a few of the specific context clues strategies, but rarely

use some of them to problem-solve the meaning of unknown words. Learning the

context clue strategies will build your reading comprehension and vocabulary.

<13 You don’t know the context clues strategies. Learning the

context clue strategies will build your reading comprehension and vocabulary.

Already Know: What I already know about context clues is…

____________________________________________________________________________

Want to Know: What I want to know about using context clue is…

____________________________________________________________________________


Context Clues Lesson

Why learn and practice context clue strategies to problem-solve the meanings of unknown

words? Wouldn’t it be more better to use the dictionary? No. The dictionary is a fine tool and

should be used to look up words that are necessary to the understanding of any reading.

However, the dictionary is not a practical tool for figuring out the meaning of most unknown

words as you read.

So, learning and practicing context clue strategies makes sense. Context clue strategies can be

learned and skillfully applied to figure out the meaning of many unknown words. Flexibility is

key to using context clue strategies. Multiple strategies provide multiple ways of problem-

solving. Good readers learn to quickly sort through the options and select the strategy or

strategies that work best. They also accept the fact that context clue strategies don’t always work

and that understanding every single word is not necessary for the purpose of reading-

understanding what the author says. Here are the five context clue strategies to learn and apply to

unknown words in your reading.

S.A.L.E.S.

Syllables–Examine each word part. Word parts can be helpful clues to meaning.

Antonym–Sometimes an unknown word is defined by the use of an antonym. Antonym clues

will often use Signal Words such as however, not, but, in contrast Example: He signaled a looey,

not a right turn.

Logic–Your own knowledge about the content and text structure may provide clues to meaning.

Logic clues can lead to a logical guess as to the meaning of an unknown word. Example: He

petted the canine, and then made her sit up and beg for a bone.

Example–When part of a list of examples or if the unknown word itself provides an example,

either provides good clues to meaning. Example clues will often use Signal Words such as for

example, like, such as Example: Adventurous, rowdy, and crazy pioneers all found their way out

West.

Synonym–Sometimes an unknown word is defined by the use of a synonym. Synonyms appear

in apposition, in which case commas, dashes, or parentheses are used. Example: The wardrobe,

or closet, opened the door to a brand new world.

How to Practice Context Clue Strategies

When arriving at an unknown word, re-read the sentence that contains the word, looking for one

of the S.A.L.E.S. context clue strategies that may help you figure out the meaning of the word. If

you can’t figure it out, try reading the sentence before and the sentence after to problem-solve

the meaning. If you need to know the definition to understand that part of the reading, ask

someone or look it up in the dictionary. If it is not necessary to understand that part of the

reading, skip it.

http://penningtonpublishing.com/blog/reading/how-to-use-context-clues-to-improve-reading-comprehension-and-vocabulary/

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Context Clues Reflection

1. Something I did not know about context clues is that _________________________________

______________________________________________________________________________

2. My specific goal about context clues is ____________________________________________

______________________________________________________________________________


______________________________________________________________________________





_____________________________________________________________________________



_____________________________________________________________________________


______________________________________________________________________________


______________________________________________________________________________



______________________________________________________________________________


Biweekly Unit Tests

The biweekly unit tests assess student mastery of two focus spelling patterns from the

spelling sort lessons, four mechanics and four grammar and usage content, rules, or skills from

the language conventions lessons, and the vocabulary from four vocabulary worksheets. Most

students complete the unit tests in thirty-forty minutes. Teachers may elect to allow group

members to collaborate on some of all of the test and/or use some of all of the literacy center

written resources.

Test Structure and Directions

1. Dictate the ten spelling words, using the word-sentence-word administration procedure. The

first five spelling words are from the first spelling pattern and the last five spelling words are

from the second spelling pattern. No spelling words from the spelling sorts are used on the test,

so students must apply their knowledge of the spelling patterns.

2. Students complete the eight language conventions matching items on their own. One

mechanics and one grammar and usage test item are included from each language conventions

lesson. Students are required to define terms and identify examples.

3. Students complete the language conventions sentence application section on their own. As

with the matching section, the sentence application also has eight test problems: two from each

language conventions lesson. Students are required to apply their understanding of the mechanics

and four grammar and usage content, rules, or skills in the writing context.

4. Students complete the fourteen vocabulary matching items, formatted in two test sections, on

their own. Each matching section includes seven test items. Students match the vocabulary

words with their definitions.

5. Students complete the vocabulary sentence application section on their own. This section has

four test problems: two figures of speech and two combinations of the Greek and Latin prefixes,

roots, and suffixes.

Grading and Remediation

For the spelling words, grade only the focus spelling pattern. For example, if the focus spelling

pattern is the Long Vowel i, and the spelling word is frighten, the student’s spelling of frightun

would be marked as correct because the Long Vowel i was spelled correctly as “_igh.”

Answers are provided following the biweekly test for both the matching sections and the Greek

and Latin word parts found in the vocabulary sentence application section.

The author provides diagnostic grammar, usage, and mechanics assessments and corresponding

remedial worksheets (each with a formative assessment) in his comprehensive Teaching

Grammar and Mechanics Grades 4, 5, 6, 7, 8, and high school programs.

https://pennington-publishing.myshopify.com/collections/grammar/products/teaching-grammar-and-mechanics-1

https://pennington-publishing.myshopify.com/collections/grammar/products/teaching-grammar-and-mechanics-1


Unit Test #1

Spelling: Print the spelling words which your teacher dictates.

1. __________________________________ 2. __________________________________

3. __________________________________ 4. __________________________________

5. __________________________________ 6. __________________________________

7. __________________________________ 8. __________________________________

9. __________________________________ 10. _________________________________

Matching Directions: Place the capital letter(s) that best matches to the left of the number.

____11. Mr., Mrs., Ms., Dr. Sr., Jr., M.D. A. Capitalized person, place, or thing

____12. Proper noun B. We all want to know if you are ready.

____13. UNICEF C. Irregular plural nouns

____14. Common noun D. Idea, person, place, or thing

____15. Indirect question E. Mental, physical, linking

____16. Woman, child, person AB. Abbreviated proper noun titles

____17. Roman numerals AC. Acronym

____18. Verbs AD. Main ideas

Sentence Application Directions: Answer in complete sentences, using your own words.

19. Write a sentence using a title following a proper noun. ______________________________

______________________________________________________________________________

20. Write a sentence with an proper noun place and thing. _______________________________

______________________________________________________________________________


21. Write a sentence with an acronym. ______________________________________________

______________________________________________________________________________

22. Write a sentence including a common noun thing. __________________________________

______________________________________________________________________________

23. Write a sentence with an indirect question. ________________________________________

______________________________________________________________________________

24. Write sentence with an irregular plural. ___________________________________________

______________________________________________________________________________

25. List the first ten Roman numerals. _______________________________________________

______________________________________________________________________________

26. Write a sentence including two types of verbs. _____________________________________

______________________________________________________________________________


____27. page A. To reach or gain

____28. nomin B. Feeling nervous about something soon to happen

____29. ee C. To make one thing different from another

____30. anxious D. Receiver

____31. ordinary E. Common or nothing special

____32. vary AB. To ask for a person by calling their name

____33.achieve AC. Name



____34. sign A. To make one angry or impatient

____35. dec B. Action or process

____36. ade C. To manage or direct

____37. skeptical D. To gain or take ownership

____38. irritate E. Ten

____39. acquire AB. Questioning what's commonly accepted

____40. administer AC. To write one's signature

Sentence Application Directions: Answer in complete sentences.

41. Write a sentence showing the meaning of this idiom: “pins and needles.”

______________________________________________________________________________

______________________________________________________________________________

42. Write a sentence showing the meaning of this idiom: “Don’t spread yourself too thin.”

______________________________________________________________________________

______________________________________________________________________________

43. Write a sentence showing the meaning of this word: “nominee.” _______________________

______________________________________________________________________________

44. Write a sentence showing the meaning of this word: “decade.” ________________________

______________________________________________________________________________


Unit Test #1 Answers

Spelling

1. crutch The old man leaned on a crutch. crutch

2. trick The child played a trick on her father. trick

3. catch Can we play a game of catch? catch

4. deadly That is a deadly poison. deadly

5. belong To whom does that noisy child belong? belong

6. light My sister still uses a night light. light

7. compete I had to compete against older children. compete

8. drain The soap bubbles went down the drain. drain

9. owed My friend owed me money. owed

10. stew Mother cooked a pot of delicious beef stew. stew

Language Conventions Matching

11. AB 12. A

13. AC

14. D

15. B

16. C

17. AD

18. E

Vocabulary Matching

27. AB 34. AC

28. AC 35. E

29. D 36. B

30. B 37. AB

31. E 38. A

32. C 39. D

33. A 40. C

Greek and Latin Vocabulary and Figures of Speech

41. “Pins and needles” means the feelings of worry and excitement while waiting for something to happen. 42. “Don’t spread yourself too thin” means to avoid taking on too much work at one time.

43. The word nominee means a person who has been named for a position or award.

44. The word decade means ten years.


Unit Test #2

Spelling: Print the spelling words which your teacher dictates.

1. __________________________________ 2. __________________________________

3. __________________________________ 4. __________________________________

5. __________________________________ 6. __________________________________

7. __________________________________ 8. __________________________________

9. __________________________________ 10. _________________________________


____11. Semicolon A. Maggie’s dance

____12. Verb tense B. Acts upon the subject of the sentence

____13. Singular possessive proper noun C. Past, present, future

____14. Compound subject D. The Johnsons’ jobs

____15. Plural possessive E. Joins two independent clauses

____16. Compound predicate AB. Leo and Jane’s project

____17. Shared possession compound noun AC. The “do-ers” of the sentence joined by “and”

____18. Direct object AD. Whom or what receives the action of the verb

Sentence Application Directions: Answer in complete sentences, using your own words.

19. Write a compound sentence with a semicolon. _____________________________________

______________________________________________________________________________

20. Change this sentence to future verb tense: Malachi walked to the mall. __________________

______________________________________________________________________________


21. Change this sentence to include a singular possessive proper noun: Mykah had his papers

ready to sign. __________________________________________________________________

______________________________________________________________________________

22. Write a sentence with a compound subject. ________________________________________

______________________________________________________________________________

23. Change this sentence to include a plural possessive common noun: They went to Breanna

Tucker’s house and ate dinner with her family. ________________________________________

______________________________________________________________________________

24. Write a sentence with a compound predicate. ______________________________________

______________________________________________________________________________

25. Change this sentence to show individual possession: Susie and Maria’s lunch was delicious.

______________________________________________________________________________

26. Change this sentence to follow the verb with the direct object: Toys he wanted for Christmas.

______________________________________________________________________________


____27. tear A. Using force to injure, damage, or kill

____28. aqua(e) B. Suitable or right for the situation

____29. duct C. To pull apart into pieces

____30. violent D. Water

____31. passive E. Not active or controlling

____32. affect AB. Carry

____33. appropriate AC. To influence or change



____34. lead A. Against

____35. op B. A specific part or feature of something

____36. pos(e) C. Light rain in fine, misty drops

____37. success D. Put

____38. drizzle E. A soft, bright, and silvery metal

____39. aspect AB. To help or aid another

____40. assist AC. Achievement of a goal

Sentence Application Directions: Answer in complete sentences.

41. Write a sentence showing the meaning of this idiom: “talk down to.” ___________________

______________________________________________________________________________

______________________________________________________________________________

42. Write a sentence showing the meaning of this idiom: “broken heart.” ___________________

______________________________________________________________________________

______________________________________________________________________________

43. Write a sentence showing the meaning of this word: “aqueduct.” ______________________

______________________________________________________________________________

44. Write a sentence showing the meaning of this word: “oppose.” ________________________

______________________________________________________________________________


Unit Test #2 Answers

Spelling

1. brute The mean little boy was nothing but a brute. brute

2. crate What was inside the wooden crate? crate

3. lonely The child said she was lonely without her friend. lonely

4. sincere She offered a sincere apology. sincere

5. whine All you students do is whine and complain. whine

6. stood The player stood alone on the sidelines. stood

7. straw It was the straw that broke the camel’s back. straw

8. joyful If you can’t sing, make a joyful noise. joyful

9. crowded The bus station was crowded in the morning. crowded

10. suit The woman wore a dark blue suit to work. suit

Language Conventions Matching

11. E

12. C

13. A

14. AC

15. D

16. B

17. AB

18. AD

Vocabulary Matching

27. C 34. E

28. D 35. A

29. AB 36. D

30. A 37. AC

31. E 38. C

32. AC 39. B

33. B 40. AB

Greek and Latin Vocabulary and Figures of Speech

41. To “talk down to” means to talk childishly to someone who is not a child.

42. A “broken heart” means someone whose love has been rejected.

43. The word aqueduct means a man-made channel used to move water from place to place.

44. The word oppose means to go against or try to prevent something from happening.

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