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33 Using the Right Word

Page
140
from
Write One Student Handbook

Using the Right Word

Start-Up Activity

Pages 140–145 focus on words that are easily confused because they sound the same but have different spellings and meanings. Introduce this list by writing the words "ant" and "aunt" on the board. Ask students if anyone knows how to pronounce these words. Then point at "ant" and ask students to tell what the word means. As they do, draw a picture of an ant. Afterward, point to "aunt" and ask students to tell what it means. As they do, draw a picture of a woman who could be someone's aunt. Point out that "ant" and "aunt" can sound the same, but they really are quite different.

Next, write "ate" and "eight" on the board and ask students to pronounce each word. Have them copy the two words on their own paper. Under each word, have them draw a picture of "ate" and "eight." Ask volunteers to share their silly pictures and explain what each word means.

Enrichment Activity: Have students look through the next pages and choose another word pair that they would like to write, define, and draw.

Think About It

“Some ants can carry ten times their weight, but not Aunt Gertrude."

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.L.1.1

CCSS.ELA-LITERACY.L.1.5

LAFS Covered in This Chapter

LAFS.1.L.1.1

LAFS.1.L.3.5

TEKS Covered in This Chapter

110.3.b.1.C

110.3.b.11.D

TEKS Covered in This Chapter

Page 140-145 from Write One Student Handbook

Lesson Plan

  • Words that sound the same but have different meanings are called homophones. Most of these distinctions are beyond the grasp of early writers. There are, however, some homophones (four/for, no/know, red/read) that are a regular part of their reading and writing. These and a few other common ones are presented in the handbook.
  • Direct students to son/sun on page 143, and then have them complete page 54 from the Write One SkillsBook.
  • Explain their, there, and they're to your students. Then have them complete page 55 from the Write One SkillsBook.
  • Teach students the difference between to, two, and too on page 144, and the have them complete pages 56-57 from the Write One SkillsBook.

Classroom Applications

Ate/Eight

Write the following sentences on the board:

  1. She ______________ the brownie.
  2. The sum of 4 + 4 is ______________ .
  3. There are _______________ boys in my class.
  4. The dog ________________ his bone.

Ask the children to choose ate or eight for each blank. Then have each child copy and illustrate two of the sentences.

For/Four

Write the following sentences on the chalkboard:

  1. This book is ___________________ you.
  2. I saw ___________________ bears at the zoo.
  3. She has __________________ cats at her house.
  4. This money is ___________________ my lunch.

Ask the children to choose for or four for each blank. Then have each child copy and illustrate two of the sentences.

Know/No

Write the following sentences on the chalkboard:

  1. I don’t __________________ her name.
  2. He didn’t ___________________ the way to the office.
  3. There is ___________________ more milk.
  4. I have ___________________ sisters.

Ask the children to choose no or know for each blank. Then have each child write their own sentences with no and know.

 

 

State Standard Reference:
LAFS Standard:
LAFS.1.L.1.1
TEKS Standard:
110.3.b.1.C, 110.3.b.11.D
NE ELA Standard:
LA 1.2.1.h

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Level:
Grade 1
Mode:
Writing Basics
English Language Arts:
Conventions