Activities

1. Make a ring of flash cards to include frequently confused words and their correct definition.
   
   
2. Make a reference poster listing frequently confused words.  Include sentences clarifying the correct definition.

3. Complete sentences with the correct use of frequently confused words.  Use context clues to determine correct usage.
   
   
4. Create a four square booklet to define and categorize frequently confused words.  Include sentences with context clues to clarify correct usage of frequently confused words.

5. Given a prepared paragraph with some frequently confused word errors, identify errors and use context clues to determine correct usage.
   
   
6. Write a paragraph correctly using frequently confused words.

Answer Key/Rubric

1. Student makes a ring of flash cards correctly listing frequently confused words.  On the back of the flash card, student writes correct definition for each word.  Flash cards are bound in a ring for safe keeping.  Student demonstrates clear understanding of frequently confused words.  Student also understands how the words are used as various parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions…).  Student also understands the meaning of commonly confused contractions.  For example:

2. Student makes a reference poster listing frequently confused words.   Student understands how frequently confused words are used for various parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions, etc.).  Student also understands the meaning of commonly confused contractions.  Student includes sentences to clarify the correct definition.  For example:

• My parents say, “There is a place (place) for everything, and they’re happiest (they are) when their children (ownership) put away their toys  (ownership) without even being asked!” 
• Let’s go to the park (location) at two o’clock (number).  Sarah wants to (preposition)go too! (also)
• You’re (you are) too kind (very)!  I can’t believe you gave me your dessert! (ownership)

3. Given incomplete sentences, student completes sentences with correct use of frequently confused words.  Student understands how frequently confused words are used for various parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions, etc.).   Student understands the context of the sentence determines correct word usage.  Student also understands the meaning of commonly confused contractions. For example,

• I put my book on the table over ________. (there - place)
• Please put the book in _______ place (its – possessive pronoun - ownership)
• I accept (verb) your (possessive pronoun) offer. 
• It’s (It is) so nice to see you.

4. Student creates a four square booklet to define and categorize frequently confused words.  Student includes sentences with context clues to clarify correct usage of frequently confused words.  Student understands the part of speech (noun, verb, adjective, adverb, preposition, etc.) helps clarify usage and the words meaning.  Student understands how frequently confused words are used for various parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions, etc.).   Student understands the context of the sentence determines correct word usage.  Student also understands the meaning of commonly confused contractions. For example, the student creates a four square booklet for sets of frequently confused words:

Student understands affect is a verb.  The main verb (affect) and the helping verb (can) express the mental action for what a sad song can do.  Can affect is the predicate because it express the action of the subject, a sad song.  Student understands effect is a noun because it is a result.  Effect is a noun because it represents a mental idea.  The student understands nouns are persons, places, things or ideas.  Nouns that are mental ideas are called abstract nouns.  Student determines part of speech to correctly clarify frequently confused words.

5. Given an informative/explanatory prepared paragraph with some frequently confused errors, student identifies errors.  Student uses context clues and knowledge of parts of speech to correct frequently confused words.  Student understands how frequently confused words are used for various parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions…).   Student understands the context of the sentence determines correct word usage.  Student also understands the meaning of commonly confused contractions. For example, student corrects errors in the following paragraph: 

• The affect (effect- noun) of global warming is well documented.  Its (It’s -“it is” contraction) caused by increasing concentrations of greenhouse gases in the Earth’s atmosphere.  Scientist report the greenhouse gases are causing average temperatures too (to – signal of the infinitive verb) rise near Earth's surface.  They’re (their- possessive pronoun) research also indicates global warming is causing climate patterns too (to signal of the infinitive verb form) change.

Student understands effect is the correct choice because effect is a noun.  (Effect is an abstract noun because it represents an idea).  Student understands It’s is the correct choice because it stands for the contraction “it is.”  Student correctly uses the strategy of substituting “it is” in place of “it’s” to verify the correct use of “it’s.” Student correctly uses the correct form of their.  Student understands their is a possessive pronoun indicating the research is “owned” by the scientists.  Student correctly uses the right form of to.  In this case, to is a signal for the infinitive verb form “to change.”  This means to is signaling a verb will be used in its most basic state, “to raise” and “to change.”  Student understands change and raise are infinitive verbs (verbs in their basic state), and are therefore preceded by the infinitive signal word, to.

6. Given and informative/explanatory topic, the student writes a paragraph correctly using frequently confused words.   Student writes a paragraph to demonstrate correct use of frequently confused words.  For example,

• The effect of global warming is well documented.  It’s caused by increasing concentrations of greenhouse gases in the Earth’s atmosphere.  Scientists report the greenhouse gases are causing average temperatures to raise temperatures near Earth's surface.  Their research also indicates global warming is causing climate patterns to change.

Student understands effect is the correct choice because effect is a noun.  (Effect is an abstract noun because it represents an idea).  Student understands It’s is the correct choice because it stands for the contraction “it is.”  Student correctly uses the strategy of substituting “it is” in place of “it’s” to verify the correct use of “it’s.” Student correctly uses the correct form of their.  Student understands their is a possessive pronoun indicating the research is “owned” by the scientists.  Student correctly uses the right form of to.  In this case, to is a signal of the infinitive, “to change.”.  This means to is signaling a verb will be used in its most basic state, “to raise” and “to change.”  Student understands “change” and “raise” are infinitive verbs (verbs in their basic state), and are therefore preceded by the infinitive signal word, to.