Lesson 19
Tricky Spelling
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions in writing about “Grace the Performer,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c)
Read and understand decodable text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10)
Identify and use adjectives orally (L.1.1f)
Read and understand decodable text in the story “Grace the Performer” that incorporates the letter-sound correspondences taught in one- and twosyllable words, with increased accuracy, appropriate rate, and expression on successive readings (RF.1.4b) At a Glance
Use frequently occurring prepositions orally (L.1.1i)
Build simple declarative sentences orally in response to prompts (L.1.1j) Capitalize dates (L.1.2a) Use commas in dates (L.1.2c) Read and write words in which ‘n’ > /n/ as in nut or /ng/ as in pink
Exercise
Materials
Minutes
Building Phrases with Adjectives
10
Warm-Up
Building Sentences with Adjectives and Prepositions
10
Introducing the Tricky Spelling Small Group Take-Home Material
The Tricky Spelling ‘n’ Tricky Spelling Practice Reread “Grace the Performer” Word Sort
5 Worksheet 19.1
15
Grace; Worksheet 19.2
25
Worksheet 19.3
*
Unit 6 | Lesson 19 115 © 2013 Core Knowledge Foundation
Warm-Up
20 minutes Building Phrases with Adjectives
10 minutes
• Tell students that they will practice making longer phrases by adding descriptive words called adjectives to nouns. • Say the word “cat,” and have students repeat after you. • Say the phrase “black cat,” and have students repeat after you. • Say the phrase “big, black cat,” and have students repeat after you. • Say the phrase “loud, big, black cat,” and have students repeat after you. • Repeat with phrases for the words rabbit and class.
Building Sentences with Adjectives and Prepositions
10 minutes
• Remind students that when they write, they should strive to make their writing interesting. • Tell students that one way that they can do this is by adding descriptive words called adjectives to the nouns in simple sentences. • Write the following sentence on the board: The horse trotted. Point out that this is a very simple sentence. • Ask students to identify the noun and verb in this sentence; circle the noun and underline the verb with a squiggly line. • Ask students which tense the verb is in: past, present, or future. (past) How can they tell? (–ed is the past tense marker) • Have students help you make this sentence longer by describing the horse using adjectives. Choose a decodable adjective to use in expanding the sentence. (large, black, timid, etc.) • Write the expanded sentence on the board: The large horse trotted. • Tell students that another way that they can make their sentences more interesting is by adding words called prepositions to simple sentences. • Ask students, “Where might the horse trot to?” Choose a decodable answer to use in expanding the sentence. (to the river, to the barn, to the starting line, etc.) • Prepositions are tiny words that give information about time, place, etc., in a sentence. The word at is a preposition. • Write the expanded sentence on the board: The large horse trotted to the river. • Work with students to expand other simple sentences using other decodable adjectives (short, dark, glad, etc.) and prepositions (to, with, and from).
116 Unit 6 | Lesson 19 © 2013 Core Knowledge Foundation
Tricky Spelling
20 minutes
The Tricky Spelling ‘n’
5 minutes
• To illustrate the tricky spelling and show the possible pronunciations, make a diagram on the board like the one shown below. • Write the words nap, fun, and nod on the left side of the board and read them aloud. • Point out that the spelling ‘n’ is pronounced /n/ in these words. • Write the words pink, drink, and bank on the right side of the board and read them aloud. • Point out that, in these words, the spelling ‘n’ is pronounced /ng/ rather than /n/. • Ask students how this could cause them problems when they are reading. • Explain that ‘n’ is what we call a tricky spelling. The spelling is tricky because it can be pronounced more than one way. To figure out how to pronounce this tricky spelling, students may need to try it both ways. • To illustrate the problem, write the letter ‘n’ on the board between the two sets of words and circle the spelling. • Draw one arrow from ‘n’ to the /n/ words and label it ‘1’. Explain that /n/ is the most likely pronunciation and therefore the one they should try first. • Draw a second arrow from ‘n’ to the /ng/ words and label it ‘2’. Explain that /ng/ is a less likely option and that they should try it if the first option does not sound right. • Summarize: When students encounter the spelling ‘n’ in a printed word they do not already know, they should try pronouncing it /n/ as in nap. If that does not sound right, or does not make sense in context, they should try pronouncing it /ng/ as in pink. • Leave the diagram on the board so that students can consult it as they work on the next exercise.
Diagram
nap fun nod
1
2
n
pink drink bank
Unit 6 | Lesson 19 117 © 2013 Core Knowledge Foundation
Tricky Spelling Practice
15 minutes
• Distribute Worksheet 19.1. • Explain that the underlined spellings are examples of the tricky spelling ‘n’. The spelling can stand for either the /n/ sound as in nap or the /ng/ sound as in pink.
Worksheet 19.1
• Tell students that when they encounter the spelling ‘n’ in a printed word they do not already know, they should try pronouncing it /n/ as in nap. If that does not sound right, or does not make sense in context, they should try pronouncing it /ng/ as in pink. • Read the first item on the worksheet and pronounce the tricky spelling /n/: “I’m hot. Can I have something to /d/ /r/ /i/ /n/ /k/?” (Note that it is difficult to pronounce /n/ in this situation; your mouth will want to say /ng/. Try extending the /n/ sound.) • Ask students if that sounds right. • Explain that, since /d/ /r/ /i/ /n/ /k/ sounds wrong, you need to try it the other way. • Read the sentence again, pronouncing the tricky spelling /ng/: “I’m hot. Can I have a /d/ /r/ /i/ /ng/ /k/?” • Ask students if that sounds right. • Have students copy the word drink under the heading /ng/ > ‘n’. • Work through the remaining sentences, calling on students to read the sentences aloud, try the tricky spelling both ways, and choose the pronunciation that sounds right and/or makes sense. • At the end of the exercise, ask students which pronunciation seems to be more common. (/n/ is more common, on this worksheet and in most printed matter.)
118 Unit 6 | Lesson 19 © 2013 Core Knowledge Foundation
Small Group
25 minutes Reread “Grace the Performer” • Distribute Worksheet 19.2. As a class, write the date on the worksheet, reminding students where to place the comma. Tell students they will complete this worksheet after rereading “Grace the Performer.” Note: Remember that it is important to hear each student read on a regular basis. You may use the Anecdotal Reading Record found in the Teacher Resources section to record notes regarding students’ progress.
Worksheet 19.2
Group 1: Meet with students needing additional support. Reread “Grace the Performer” and complete Worksheet 19.2. Group 2: Have students reread “Grace the Performer,” either with a partner or by themselves, and complete Worksheet 19.2. Wrap-Up
Page 54
• Review Worksheet 19.2 with the whole class.
Take-Home Material Word Sort • Have students practice sorting spellings for /ng/ on Worksheet 19.3 with a family member.
Unit 6 | Lesson 19 119 © 2013 Core Knowledge Foundation