Put the following steps of a spelling lesson in the correct order.
Let's do one together. (teacher writes 'ride + ing' on the board). Everyone, does 'ride' end in a VC-final e? (students respond chorally–'yes')
Everyone, does the suffix begin with a vowel? (students respond chorally–'yes'). So do we drop the 'e'? (students respond chorally–'yes')
Hold up your whiteboards. Teacher provides feedback–Good you dropped the 'e' before adding -ing. Teacher writes 'riding' on the board.
Yesterday we learned that when a word ends in a VC-final e and you want to add a suffix that begins with a vowel, you should____________. Everyone? (students respond chorally–'drop the e')
Write the word 'riding' on your whiteboard. Teacher monitors.
Next, teacher writes 'excite + ment' on the board. Try this word. Write the word 'excitement' on your whiteboard. Teacher walks around and monitors.
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Question 2 of 4
2. Question
In the previous example of the spelling lesson, students participated in which types of responses?
Choose all that apply.
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Question 3 of 4
3. Question
Put the following steps in a writing lesson in the correct order.
Tell your partner the holiday you are going to write about.
Ones, read your list of topics to your partner. When they are done, twos read your list. If your partner has a topic you might cover in your report, add it to your list.
Yesterday you selected a holiday to write a report about. In preparation for researching your holiday, we have to determine the topics that might be covered and then narrow down those topics to cover a few in depth.
Now we will brainstorm topics you might address in your report. For example, you might investigate the history of the holiday. You might also investigate foods associated with the holiday. (Teacher writes 'history' and 'foods' on the board)
On your paper, write some general topics that could be explored for any holiday.
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Question 4 of 4
4. Question
In the previous example of the writing lesson, students participated in which types of responses?
