Activities

1. Given 6^th grade spelling words with varying suffixes, sort words according to spelling patterns and make a chart listing words according to the pattern.
   
   
2. Make an alphabetical list of words you cannot spell.  Look up the spelling in a print or online dictionary.

3. Create a commonly misspelled word list, with a clue or mnemonic hint to help remember how to spell the word.
   
   
4. Create a chart with commonly confused words and a definition or explanation on how to use each word.

5. Given an informational article in need of editing for spelling, find spelling mistakes by reading the paper backwards.
   
   
6. Write an explanatory piece, ensuring you spell correctly.

Answer Key/Rubric

1. Given 6^th grade spelling words with varying suffixes, student sorts words according to spelling patterns and makes a chart listing words according to the pattern.  Student correctly sorts words according to spelling patterns.  Student copies words correctly on to chart and places words in correct column.  For example, if given the words, attendance, reliant, obedience, ancient, assistance, defiant, excellence, efficient, appliance, defendant, license, delinquent, student sorts words as follows:

2. Student makes an alphabetical list of words he cannot spell.  Student looks up the spelling in a print or online dictionary or asks for assistance if he cannot find the spelling or is unsure of the spelling.  Student is cognizant of words he cannot spell and words he can spell.  Student creates a list of words in alphabetical order.  Words on the list are spelled correctly.   Student creates an adequate list. 

3. Student creates a commonly misspelled word list, with a clue or mnemonic hint to help remember how to spell the word.  Student correctly creates a list.  Student may use an online resource for commonly misspelled words or use a teacher provided list.  Student correctly spells the words when creating the list.  Student gives a clue or mnemonic hint that is helpful in remembering the spelling of the word.  For example:

4. Student creates a chart with commonly confused words and a definition or explanation on how to use each word.  Student correctly includes words that are commonly confused.  Student correctly indicates how each word should be used.  For example:

5. Given an informational article in need of editing for spelling, student finds spelling mistakes by reading the paper backwards.  Student reads the paper word by word by reading backwards.  Student focuses on each word.  Student uses a print dictionary or online dictionary to check spelling.  Student finds spelling mistakes.  Student looks for:

• words that look wrong.
• words that come from a source around them to ensure they are spelled correctly.
• homophones and ensures the correct word with the correct meaning and spelling is used.
• words that have too many consonants in a row without a vowel in between.  Consonants that are next to each usually need to be broken up with a vowel, except in the case of beginning blends, final blends and trigraphs such as ch, bl, sh, nd, rd, sk, sch, scr, shr, thr, etc.

     Student asks for assistance from an adult in finding spelling mistakes if needed.

6. Student writes an explanatory piece, ensuring he spells correctly.  Student plans his writing.  Student writes an explanatory piece that makes sense and explains clearly how to do something.  Student spells correctly.  Student may use a word processor with a spell-check program.  When using a spell-check program, student understands he still needs to check for homophones or words that are spelled correctly, but not used properly in the sentence.  For example, I want to go two to the store or There was a wore war between the northern and southern states.  When editing for spelling, student looks for:

• words that look wrong.
• words that come from a source around them to ensure they are spelled correctly.
• homophones and ensures the correct word with the correct meaning and spelling is used.
• words that have too many consonants in a row without a vowel in between.  Consonants that are next to each usually need to be broken up with a vowel, except in the case of beginning blends, final blends and trigraphs such as ch, bl, sh, nd, rd, sk, sch, scr, shr, thr, etc.

     Student asks for assistance from an adult in finding spelling mistakes if needed.