JumpStart Study Helpers Spelling Bee Teachers’ Guide

JumpStart Study Helpers • Spelling Bee • 1

JumpStart Study Helpers™

Spelling Bee

Teachers’ Guide


PRODUCERFlorence Canicave

ASSOCIATE PRODUCERJennifer Dancy

DIRECTOR OF DEVELOPMENTBernadette Gonzalez

EXECUTIVE PRODUCERKathy Bucklin

WRITERBarbara Wood

©2003 Knowledge Adventure, Inc. and its licensors. All rights reserved. Knowledge Adventure and the Knowledge Adventure logo are registered trademarks of Knowledge Adventure, Inc. All JumpStart trademarks referenced herein are trademarks or registered trademarks of Knowledge Adventure, Inc.

Table of ContentsIntroduction

Software Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Signing In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Playing in Default Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Customizing the Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Playing in Editor Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Tracking Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Introducing the Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8About the Classroom Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Knowledge Adventure Website . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Classroom ActivitiesBeginning Level (Levels 1 and 2 of the Software)

Inside a Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Shark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Spelling Spiders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Intermediate Level (Levels 3 and 4 of the Software)Contraction Concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18What’s My Name? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Spoon Spelldown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Advanced Level (Levels 5 and 6 of the Software)Plurals Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Prefix-Suffix Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Flexible Level (All Levels of the Software)Tic-Tac-Spell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Word Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37Frankie’s Spelling Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Other Reproducibles (Any Level)Spellbound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Spelling Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Spelling Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44



IntroductionSoftware OverviewJoin Frankie, everyone’s favorite JumpStart pal, for some spelling fun at the shore or underwater! As your students play the Spelling Bee learning games, they will be learning valuable spelling skills and practicing the spelling of frequently used, leveled words. Or, if you wish, you can easily create your own software content by typing in your own lists of words. Either way, there are three fun-filled games from which your students can select:

Sea Horse Speedway: Frankie is riding a sea horse in an underwater race. Keep Frankie’s seahorse fed and in the lead by selecting fish marked with the correct letters to complete words oradd missing letters. Avoid bumping into the nasty red anchovies…but grab them just right to getadded points! Use the right and left arrows keys on the keyboard to move Frankie and his seahorse along. Press the spacebar to grab the fish.

Fish Frenzy: Help Frankie rescue his flying fish friends as they try to escape gators that haveinvaded their pond! Determine which fish display misspelled words and which display correctlyspelled words. Use the right and left arrows keys on the keyboard to move Frankie under thefalling fish with the correct spellings.

Crab Attack: Crabs are getting away with Frankie’s Golden Letter Doubloons! To recapture thestolen coins, use the mouse to bubble-shoot the crabs carrying coins marked with the correct let-ters to complete words or add missing letters. Earn more points by chasing away the underseacrooks cruising around.

SkillsThe default Spelling Bee word lists cover the spelling skills and spelling words typically studiedin Grades 1 through 6. There are a total of 1700 words, broken down into 142 lists. A brief sum-mary is included below. Alternatively, you can enter your own customized word lists (seeCustomizing the Content, page 6).

Level 1 (Lists #1-25) Beginning word families (-ag, -et, -un, etc.)Common sight words

Level 2 (Lists #26-60) Vowel sounds (ai, oa, vowels with silent e, etc.)Common sight words

Level 3 (Lists #62-79) ContractionsIntermediate word families (-ain, -ump, -ock, etc.)

Level 4 (Lists #80-104) BlendsWords with au, er, oy, etc.Compound words

Level 5 (Lists #105-128) Forming pluralsAdding -ingSoft and hard c and gSilent letters (k, w, b, etc.)Common word endings (-le, -ft, -ght, etc.)

Level 6 (Lists #129-142) Prefixes (micro-, bi-, un-, etc.)Suffixes (-able, -ful, -ship, etc.)

Signing InThe first-time player needs to type his or her name (or the teacher can enter the list of names).On subsequent visits, players can simply select from the names on the list.

Up to 99 names can appear on the list. To delete a name from the list, click on it, and then pressControl+D twice on the PC or Option+D twice on a Macintosh.

The Sign-In screen includes a Spanish Button. Select this option to receive audio instruction andhelps in Spanish. The spelling words will be in English, but before each game, the player can seeand hear the Spanish translation of the words.

Playing in Default ModeStudents can use the software as is, playing with the default content of the program. In this case,when players enter a game, they are asked to select the Level/Word Family with which to start.When the player clicks on one of the six levels, the names of the corresponding word families aredisplayed. When the player clicks on a word family, the corresponding word list is displayed. Ifthe player makes a selection by clicking OK, this content is used in subsequent games unless theplayer changes it in the Levels and Content chooser window (click the Levels and Content but-ton on the Toolbar).

Auto-leveling: Once a player has been 80% successful with a word list, the software automatical-ly goes to the next word family. If the player exhausts all of the families in a level, the softwaregoes to the next level. However, the player’s auto-leveling history is erased if the player changesthe settings in the Levels and Content chooser window.



Customizing the ContentAlternatively, you may wish to use the Spelling Editor to create your own unique set of content.To do this, click the big button on the lower right corner of the screen. You will see this window:

In this Editor mode, you

can create custom word

lists in any of the three

following ways. Make

your selection at the top

left of the screen.

Word List If you select this option, enter selected words from the alphabetized(alphabetical list of list of words onto your custom list by selecting the word and thenJumpStart words) clicking Enter. The list you build will appear in the Display Area of

the screen. For each of the words on your list, there will be three distracters (incorrect spellings).

Word Families If you select this option, you can scroll through the names of the word families (for example: “Words ending in -ag” or “Words with long o, silent e”). When you click on a name, the words contained in the family will be displayed, along with the corresponding ditracters. Click Enter to add the family to your list. Note: With this option, you select complete word families; you cannot select the words one by one.

My Words With this option, you type a word of choice along with three dis-tracters (incorrect spellings), and click Enter to add the word and its distracters to your custom list. If you are not satisfied with the way the program reads your word, you can then enter a phonetic writingthat will allow the computer to better match the pronunciation of your word. You can include up to 30 words per list.

To delete a word from your list, select it in the Display Area, then click the Delete button. To savea list, click Save List and type a name for your list. To begin another list, click New List. Later, ifyou wish to retrieve a previously saved list to display or edit it, click Load; a window will openthat will display all your saved lists.

Display Area

Tip for Sharing Word ListsIf you want the entire class to play the Spelling Bee games withthis week’s spelling words, have each student enter the wordsalong with appropriate distracters, or make one custom wordlist and pass the list on to your students.

Here is how to do it:

1. Sign into Spelling Bee under your name. Using the Spelling Editor, enter and save your custom list (see previous direc-tions in Customizing the Content).

2. Go to the computer location where the list is stored.

Windows… Typically, you pull up the Start menu and make selections in this order: C:\Documents and Settings\ All Users\Application Data\Knowledge Adventure\ SHSpell\<user folder with your name>\Lists.

Macintosh… Typically, you open the following: System Folder/Application Support/KnowledgeAdventure/ SHSpell/<user folder with your name>/Lists.

3. In the Lists folder, you will see the custom list you just saved in Spelling Bee (along with any other custom lists you have saved under your name). Use your computer’s copy feature to copy the list into each of your students’ user folders.

Now your students can display the word list in the SpellingEditor of Spelling Bee and use the word list as they play theSpelling Bee games.


Playing in Editor ModeTo play in Editor Mode (that is, with custom word lists), the player must go to the SpellingEditor (click the big button at the lower right of the screen) and load a previously saved customlist, make a new list, or edit a previously saved list.

The list shown in the Display Area of the Editor when the player clicks the Go Back Arrow onthe Toolbar will be the list the player uses in the games.

If the player wishes to change to a different list, the player must return to the Spelling Editorand load a different saved list, make a new list, or edit a saved list.

Remember, the list shown in the Display Area when the player clicks the Go Back Arrow on theToolbar will be the list the player uses in subsequent games.


Tracking ProgressSpelling Bee automatically tracks a student’s progress and success rate. Click the Progress Reportbutton on the Toolbar to see the student’s report.

The screen displays the name of the word list and shows the spelling score as a percent. In caseswhere the player has used the same word list several different times, the score is always basedon the last period of play with the word list. Note: The software considers a word incorrect if oneor more letters are inaccurate.

Introducing the SoftwareBefore you introduce the software to your class, take time to read the on-disc manual. Just insertthe CD and click on “Manual.” The on-disc manual explains the computer activities and programfeatures.

Then, demonstrate the software to the students. Begin by signing in. If you have a preference, tellstudents to sign in by first name, last name, initials, or a combination. From the Sign-In screen,the software will automatically take you to the Main Menu; students can listen to and watch theintroductory movie.

At the Main Menu, click to select one of the three Spelling Bee games. You will automatically go tothe Levels and Content chooser window. Show students how to select a Level and Word Family.(If desired, specify the selection you wish them to make.) Click OK to return to the game screen.Point out the toolbar at the bottom of the screen. Be sure to show students how to click the Helpbutton for tips on playing the game and the Repeat Word button to hear the word re-pro-nounced. Also, you may want to click the Gameplay Options button to select game difficulty andwhether or not to play against the clock.


Note: If you wish to have students play with a custom word list instead of the default lists, youmay wish to enter and save a custom list (see Customizing the Content) before you demon-strate the software to the class. Alternatively, as you demonstrate the software, you can explainto students how they can build a custom word list.

Begin the demonstration as previously described. However, after students have watched theintroductory movie, show them how to click the big button at the lower right of the screen toaccess the Spelling Editor. In the Editor, demonstrate how to make a custom word list (seeCustomizing the Content) or how to load the custom list you have previously saved. Click theGo Back Arrow to return to the Main Menu, where you can select one of the three Spelling Beegames. Conclude by demonstrating the Help button, the Repeat Word button, and theGameplay Options button on the toolbar.

About the Classroom LessonsThe following pages of this guide contain classroom lessons and reproducible activity sheets tocomplement your students’ experiences with Spelling Bee. The lessons are arranged as:

• Beginning (corresponding to Levels 1 and 2 of the software)

• Intermediate (Levels 3 and 4)

• Advanced (Levels 5 and 6)

• Flexible (adaptable to any level)

Each of the hands-on lessons focuses on a particular spelling skill or spelling pattern. A link tothe software is listed with each lesson (see “Software Connection” at the top of the lessonpage). To maximize students’ experiences with the particular spelling skill or pattern, you maywish to have students work in the corresponding section of the software either before or aftercompleting the classroom lesson.

The lessons, designed to make spelling fun and interesting to your students, contain manyspelling games and hands-on activities. Select from the lessons according to the needs andinterests of your students. Although specific spelling words are usually incorporated into thelesson, in many cases you can adapt the lesson to words of choice. The lessons can be complet-ed in any order.

At the back of this guide, you will find a section entitled Other Reproducibles. This section con-tains reproducible pages that are very flexible and can be used in a variety of ways at any abili-ty level. Suggestions are provided on pages 43 and 44.

Knowledge Adventure Website For additional teacher information and fun-filled student activities, you are invited to visitwww.JumpStart.com. You will find education news, free lesson materials, and student activi-ties suitable for home and school.

Inside a WordFOCUSBreaking a word into parts

LEVELBeginning

SOFTWARE CONNECTIONSelected Level 1 and Level 2 words

GROUPINGWhole class, individuals

SUPPLIESCopies of Inside a Word Activity Sheets A and B (1 of each per student), children’s book (see Step1), pencils, crayons, scissors, hole punch, construction paper (for a cover)

ACTIVITY1. Introduce the lesson by reading a book about little words found in big words.

Some options are: There’s an Ant in Anthony by Bernard MostPig in the Spigot by Bernard MostAntics by Cathi HepworthBug Off: A Swarm of Insect Words by Cathi Hepworth

2. Have students work individually or as a class to find and underline little words within the big words listed on Activity Sheet A, for example: clog, shut, twig, when, stop, glad, spot, snap, open, smile, brake, drink, grow, cookies, father, money, tape, machine, often, million, and vacation.

Explain that this exercise can help stu-dents examine and remember the spelling of the words. At the bottom of Sheet A, students can add words from spelling listsor current reading materials.

3. Finally, have each child make a page for a class book by completing the sentence on Activity Sheet B and drawing an illustration that shows a favorite “word inside a word.”

Make a construction paper cover and assemble the students’ pages into a book entitled “Inside a Word.”

T h e r e i s a h e ni n w h e n .



Inside a WordActivity Sheet A

Can you find a little word within each of the words below? Underline each little word.

clog snap father

shut open money

twig smile tape

when brake machine

stop drink often

glad grow million

spot cookies vacation

Write some other words that have little words in them. Underline each little word.

Inside a WordActivity Sheet B

There is a _______________ in

__________________________. JumpStart Study Helpers • Spelling Bee • 12


SharkFOCUSSight words

LEVELBeginning

SOFTWARE CONNECTIONLevel 1 and Level 2 sight words

GROUPINGStudent pairs

SUPPLIESCopies of Shark Activity Sheet A (see Step 1 below), copies of Shark Activity Sheet B (1 per stu-dent pair), pencils

ACTIVITY1. Beforehand, decide if you wish to limit the word list (Activity Sheet A) to certain words. If

so, circle these words before making copies of the list (1 per student pair). Alternatively, make your own word list, using current spelling words up to seven letters long.

2. Arrange for the class to work in pairs. Distribute the activity sheets. If desired, review the circled words on Activity Sheet A (or the words on your alternate list) as a class by having student volunteers read and spell each word.

3. Point out the six sharks on Activity Sheet B, one for each round of the game. Each shark has a total of nine parts that students can trace as they play the game. Under the shark are sevenblanks that can be traced. Play a demonstration game of Shark (similar to the popular game of Hangman) with a student volunteer:

• Player A secretly selects a word from the word list (for example, going). The player counts the number of letters and traces that number of blanks under a shark.

• Player B guesses a letter that may be in the word. If the letter is in the word, Player A writes the letter in the appropriate blank(s) on the activity sheet. If the letter is not in the word, Player A writes the letter in the “ocean” and traces one part of the shark.

• Play continues until Player B guesses the word(Player B wins) or until the shark is entirely traced (Player A wins).

4. Allow time for students to play six rounds. Provide additional copies of Activity Sheet B for any student pairs who finish early. Tip: If you wish to make the game more difficult, have players count all three gills as one part as they trace the shark.


SharkActivity Sheet A

Level 1 Level 2 and

away

come

go

help

here

in

is

me

all

am

at

one

said

the

we

where

you

be

have

he

like

must

on

please

pretty

she

so

soon

they

this

under

want

went

what

who

again

an

any

as

ask

could

every

from

going

to

has

him

his

just

let

of

once

open

over

put

always

around

been

before

call

some

thank

them

think

were

does

first

five

found

goes

made

off

or

pull

their

better

carry

clean

upon

us

use

very

wash

work

would

done

drink

fall

grow

hurt

keep

much

never

only

usually

watch

finally

nation

picture

really

receive

special

tired

tried

until

almost

also

believe

cousin

machine

measure

million

minute

ocean

review

science

clothes

dropped

getting

heard

learn

letter

often

shoot

than


SharkActivity Sheet B


Spelling SpidersFOCUS Silent-e words

LEVELBeginning

SOFTWARE CONNECTIONLevel 2 silent-e words

GROUPINGWhole class, student pairs

SUPPLIESCopies of the Spelling Spiders activity sheet (1-2 per student pair), Charlotte’s Web book or video(optional), pencils, crayons, scissors, tape, black crepe paper or yarn

ACTIVITY1. If desired, share Charlotte’s Web (the book or the video) with the class as a literature connec-

tion. Talk about the words Charlotte spells in the story, and then tell the students that they will be making “spelling spiders” to display in the classroom.

2. To review the effect of a “silent e” on a vowel, write these words on the board:mad made

Point out that mad has a short-a sound, but made (with a silent e) has a long-a sound.

3. Arrange for students to work in pairs. Distribute the activity sheets, and assign a silent-eword ending to each pair.

-age -ale -ape -ipe-aze -one -ine -ive-ose -oke -ame -ave-ice -ate -ide -ake

4. Assist student pairs as needed to make “spelling spiders”:

• Use a black marking pen or crayon to print a word with the assigned ending on each spider.

• Color the spiders and cut them out.

• Use yarn and tape to string the spiders on “spider threads,”or make a crepe paper web and tape the spiders in place.To make a crepe paper web, accordion-fold a sheet of blackcrepe paper, cut it as shown, and unfold/spread the web.

• Display the spider families in the classroom.


Spelling SpidersActivity Sheet

Contraction Concentration

FOCUS Contractions

LEVELIntermediate

SOFTWARE CONNECTIONLevel 3 contractions

GROUPINGIndividuals, student pairs

SUPPLIESContraction Concentration Activity Sheets A and B (1 of each per student), pencils, scissors

ACTIVITY1. Discuss contractions with the students. Ask why there is an apostrophe in a contraction (to

take the place of the missing letter or letters). Have students name some common contrac-tions and their corresponding word pairs as you make a list on the board, for example:

she’s (she is) we’d (we had) he’ll (he will)wasn’t (was not) doesn’t (does not) I’m (I am)

In each case, discuss the spelling of the contraction and ask a volunteer to name the missing letters that have been replaced by an apostrophe.

2. Distribute the activity sheets. Explain that each word pair can be made into a contraction. Instruct students to write the corresponding contraction on the blank lines below each word

pair. Allow time for students to complete both activity sheets.

3. When students are done, discuss the answers. Ask volunteers to spell the contractions as students make any necessary corrections.

4. Arrange for students to work in pairs. Have each pair cut apart the cards on a set of activitysheets. Then let the student pairs use the cards to play Concentration (or other matching games).

Concentration rules:• Place the 24 cards facedown on the playing surface in any arrangement.• Player A turns over any two cards. If the cards match (a contraction and the correspon-

ding word pair), the player captures the cards and takes another turn. If the cards do not match, the player returns the cards to their original facedown positions.

• Play continues until all of the cards have been captured. The winner is the player with the most cards.


I have I’ve


Contraction ConcentrationActivity Sheet A

are not he had have not

here is it is I have


Contraction ConcentrationActivity Sheet B

they are let us we have

will not we will you have


What’s My Name?FOCUS Blends

LEVELIntermediate

SOFTWARE CONNECTIONLevel 4 words with blends

GROUPINGWhole class

SUPPLIESCopies of What’s My Name? Activity Sheets A, B, and C (enough for one “nametag” per student), shoebox, scissors, tape

ACTIVITY1. Beforehand, cut apart the “nametags” on the activity sheets and put them in a shoebox or

similar container.

2. List different blends on the board, one at a time. In each case, ask a volunteer to write a word of choice that begins with the blend, using the beginning letters on the board. Some sample words are shown below. If students have trouble thinking of a word, give a hint for the sample word, for example, “What begins with dr- and is something Cinderella wore to the ball?”

dr(ess) fl(at) fr(ost) gl(ass) gr(een)spl(ash) spr(ay) squ(int) pl(aid) pr(intst(able) str(eet) bl(ank) sw(an) tr(affic)tw(in) cl(ock) cr(ow) sch(ool) scr(eam)sk(ate) sl(ow) sm(all) sn(ore) sp(onge)

3. To play a class guessing game, have each student draw a nametag out of the shoebox without reading it. Tape the nametag on the student’s back. Explain that each student must guess the code name written on his or her nametag. The student can gather clues by asking yes-no questions such as these:• Do I have more than one syllable?• Is my beginning letter between A and F in the alphabet?• Do I have more than one vowel?• Do I have a two-letter blend?

4. Let students circulate around the room, asking questions until they identify the words on their nametags. A student can remove the nametag after correctly guessing the word. If some students have not guessed their words after a reasonable length of time, ask class-mates to volunteer helpful hints until the students are able to guess correctly.

What’s My Name?Activity Sheet A

flag dream

free glow

grin splash

sprint squid

plus prove 22


What’s My Name?Activity Sheet A

flag dream

free glow

grin splash

sprint squid

plus prove


What’s My Name?Activity Sheet B

start stroll

blink brand

swim travel

twinkle class

cream schedule


What’s My Name?Activity Sheet C

skill smart

snow spark

great splash

stretch brim

prince clip


Spoon SpelldownFOCUSCompound words

LEVELIntermediate

SOFTWARE CONNECTIONLevel 4 compound words

GROUPINGGroups of 5 or 6

SUPPLIESCopies of Spelldown Activity Sheets A, B, and C on heavy paper (1 of each per group), scissors, plastic spoons

ACTIVITY1. Arrange groups of 5 or 6 students. Give each group the three activity sheets and have stu-

dents cut the cards apart. Explain that each card contains the beginning or the ending of a compound word. Give students a few minutes to practice combining cards. (Some cards canbe paired in more than one way. For example, air- can be paired with -port or with -line.)

2. Distribute the plastic spoons, four spoons to a group of five and five spoons for a group of six. Let students play Spoon Spelldown:

• Sit on chairs around a table (or in a circle on the floor). Place the spoons in the center of the table, within reach of all players. Players take turns being the dealer. The dealer shuf-fles the cards and deals four cards to each player (including the dealer). The remaining cards are stacked facedown next to the dealer.

• The object of the game is to make two different compound words. Players should exam-ine the cards in their hands, checking for pairs that make compound words.

• The dealer draws the top card from the stack and passes it around the table, or keepsthat card and passes on a different card from his hand (always leaving four cards in thehand). Likewise, other players can keep or pass on the card as it goes around the table. The dealer continues to draw and pass cards so that many cards are circulating at once. (If the stack runs out, reuse the cards that have gone around the table.)

• When one of the players collects cards that make two different compound words, the player takes a spoon from the center of the table. Noting this, other players also take spoons. The person who took the first spoon shows and reads the two compound words. The player who was left without a spoon loses the round and gets the letter S (the first letter in SPELL).

• A new dealer collects and shuffles the cards to begin a new round. Once a player gets all five letters of SPELL, the player is out of the game and one spoon is removed from the table. Continue until only one player (the winner) remains.

JumpStart Study Helpers Spelling Bee 27

Spoon SpelldownActivity Sheet B

-side -door girl- -friend

play- -ground birth- -day

rattle- -snake down- -stairs

ear- -ring straw- -berries

-friendgirl--door -side

-daybirth--ground play-

-stairsdown--snakerattle-

-berriesstraw--ringear-

Spoon SpelldownActivity Sheet A

air- -line -port -ball

base- basket- any- -body

-one grand- -father -mother

-self him- her- in-


-ball-port-line air-

-bodyany-basket- base-

-mother-fathergrand--one

in-her-him- -self


Spoon SpelldownActivity Sheet B

-side -door girl- -friend

play- -ground birth- -day

rattle- -snake down- -stairs

ear- -ring straw- -berries

-friendgirl--door -side

-daybirth--ground play-

-stairsdown--snakerattle-

-berriesstraw--ringear-


Spoon SpelldownActivity Sheet C

tug- -boat up- -set

water- -melon tip- -toe

jelly- -fish motor- -cycle

-sand -paper pony- -tail

-setup--boattug-

-toetip--melon water-

-cyclemotor--fishjelly-

-tailpony--paper -sand

Plurals PuzzleFOCUS Spelling plurals

LEVELAdvanced

SOFTWARE CONNECTIONLevel 5 plurals

GROUPINGIndividual

SUPPLIESCopies of Plurals Puzzle Activity Sheet (1 per student), copies of the Spelling Squares ActivitySheet (at the back of this guide), pencils

ACTIVITY1. Review how to spell plurals for the following types of nouns. Ask volunteers to use the

sample words in sentences and to write the words on the board.Nouns ending in -f (calf/calves)Nouns ending in -y (city/cities) Nouns ending in -o (echo/echoes, radio/radios)Nouns ending in -ey (donkey/donkeys) Nouns ending in -ch, -x,- z (match/matches, fox/foxes, buzz/buzzes)

2. Distribute the activity sheets. Explain that the clues are all singu-lar nouns and students are to com-plete the puzzle by writing the corresponding plural nouns.

3. Allow time for students to complete the puzzle. Check answers together as students correct their work.

4. Have students practice the words they missed by making two-word crosswords using copies of the Spelling Squares Activity Sheet found at the end of this guide. Instruct students to write thesingular noun across and the pluralnoun down. The two words should share a letter where they cross eachother.


p rt o m a t o e s l o a v e s

n om n p fi i b o d i e sx e t p

c h i e f s m a t c h e s uh s t v pu l c o m p a n i e s pr u e t i

h c k i d n e y s o ee h c t h i e v e sr e f h a so s c a r v e s r le m s o vs t u d i o s l a d i e s

l e si o

m o n k e y s ss


Across 3. tomato 15. kidney4. loaf 16. thief7. body 19. scarf9. chief 21. studio

10. match 22. lady13. company 23. monkey

Down 1. penny 11. veto2. roof 12. lunch5. mix 14. hero6. potato 17. half8. puppy 18. family9. church 20. rodeo

Plurals PuzzleActivity Sheet


Prefix-Suffix BingoFOCUS Prefixes and suffixes

LEVELAdvanced

SOFTWARE CONNECTIONLevel 6 words with prefixes and suffixes

GROUPINGWhole class

SUPPLIESCopies of Prefix-Suffix Bingo Activity Sheet A (1 per student), one copy of Prefix-Suffix BingoActivity Sheet B, shoebox (or similar container), pencils, dictionaries

ACTIVITY1. First, cut apart the cards on Activity Sheet B. Put them in a shoebox or similar container.

2. As a class, review the meanings of root word, prefix, and suffix. Distribute Activity Sheet A(the bingo board). Explain that the board contains prefixes and suffixes. Ask the students to name sample words that contain the prefixes and suffixes, for example:

reuse enjoyable overactive electricalnonburnable vanity mistake biologistcounterattack effective dehumidify deepestdisobey helpless forehead fasterinterview wickedness unlikely supervisorsupermarket employment autograph happily

3. Tell students that they will be using the activity sheets to play Prefix-Suffix Bingo. • You will draw root words from the shoebox, one at a time. • Players should look on the activity sheet for a prefix or suffix that can be used with the

root word. • If the player finds an appropriate prefix or suffix on the activity sheet, the player can

write the word on the square. For example, if you call out the word act, a player might write counteract on the counter- square or active on the -ive square.

• The winner is the first player to complete a row of correctly spelled real words (horizontal, vertical, or diagonal). To verify the winner, have students use dictionaries to check the spelling and authenticity of the words the winner wrote on the activity sheet.

4. Play several rounds, providing fresh activity sheets for each round. Encourage students to try to write words they have not used in previous rounds.

re-

a c t

Prefix-Suffix BingoActivity Sheet A

re- over- non-

-able -al

mis- counter-

-ity -ist -ive

de- dis-

-est -less

fore- inter- un-

-er -ness

super- auto-

-or -ment -ly


FREE


Prefix-Suffix BingoActivity Sheet B

act sense understand appoint

brief natural arm fair

run mobile section man

allow real mature front

certain part kind even

culture live place art

violent grown biography fortune


Tic-Tac-SpellFOCUS Spelling (any words)

LEVELFlexible

SOFTWARE CONNECTIONAny word list(s)

GROUPINGStudent pairs

SUPPLIESCopies of Tic-Tac-Spell Activity Sheets A and B (at least 1 of each), scissors, pencils

ACTIVITYAbout this activity: This flexible game provides practice in spelling any nine words. The wordsare reviewed at least three times: first as Player A writes the words, then as Player B writes thewords, and finally as the players match the word cards to the words on the Tic-Tac-Spell gameboard.

1. Beforehand, list nine spelling words on the board. You can list the same words for the entireclass, or you can make separate lists for different student groups. Alternatively, if students have been keeping personal spelling lists of words they find difficult, you can let students use nine words from their personal lists.

2. Arrange for students to work in pairs. Distribute Activity Sheet A. Direct Student B in each pair to pronounce the nine spelling words on the board as Student A writes the words on the word cards (Activity Sheet A). Have students check the spelling of each word and then cut the cards apart on the solid lines.

3. Distribute Activity Sheet B. This time, have Student A pronounce the same nine words as Student B writes them in any order on the Tic-Tac-Spell game board. Have the students work together to check the spellings.

4. Allow time for the student pairs to play Tic-Tac-Spell:• Shuffle the word cards and stack them facedown.• Take turns drawing a card from the top of the stack and marking an X (Player A) or an O

(Player B) on the corresponding word on the game board. • The winner is the first player to mark three in a row—horizontally, vertically, or diagon-

ally. If no player marks three in a row, the "cat" wins the game.

5. For additional spelling practice, give students new activity sheets and let them play again with the same words or with different words.


Tic-Tac-SpellActivity Sheet A

1. 2.

3. 4.

5. 6.

7. 8.

9.


Tic-Tac-SpellActivity Sheet B


Word Scavenger HuntFOCUS Spelling generalizations

LEVELFlexible

SOFTWARE CONNECTIONAny words that follow spelling generalizations

GROUPINGWhole class, then individuals or small groups

SUPPLIESCopies of Word Scavenger Hunt Activity Sheet (1 per individual or group), scissors, pencils, old newspapers and/or magazines, scissors, glue

ACTIVITYAbout this activity: You can adapt this activity to fit any spelling generalizations or "rules" thatyour class is currently studying. Students list the spelling generalizations on the activity sheetand then take part in a scavenger hunt to find words that fit the rules.

1. As a class, discuss spelling generalizations or "rules" that students are currently studying (see examples below). Remind students that these generalizations do not always hold true. • Level 1: -it words rhyme with hit• Level 2: ai says long a• Level 3: apostrophe replaces the missing letter(s) in a contraction • Level 4: oy and oi may sound the same (boy, boil)• Level 5: drop e to add -ing• Level 6: leave the base word as is when adding a prefix

2. Distribute the activity sheets, one per student or one per small group. Direct students to listthree spelling generalizations in their own words. When students are done, discuss the gen-eralizations, letting students make corrections as needed.

3. Explain that students will be looking for examples that fit each of the generalizations. In thespace provided on the activity sheet, have the students glue words cut from old newspa-pers and magazines. Alternatively, have students copy words from their spelling lists and/or reading materials. Older students may enjoy competing to see who can find the most words.

4. When all students (or student groups) have found one or more words for each generaliza-tion, provide time for students to share their words with the class. If desired, compile a master list of words on the board.

Word Scavenger Hunt

1. ______________________________________________________

______________________________________________________

2. ______________________________________________________

______________________________________________________

3. ______________________________________________________

______________________________________________________



Frankie’s Spelling GameFOCUS Spelling (any words)

LEVELFlexible

SOFTWARE CONNECTIONAny word list(s)

GROUPINGIndividuals, small groups

SUPPLIESCopies of Frankie’s Spelling Game Activity Sheet A (1 per student), scissors, copies of Frankie’sSpelling Game Activity Sheets B and C (1 per group), pencils, scissors, tape, counters or similaritems to use as game tokens (assorted colors), scratch paper

ACTIVITYAbout this activity: Any spelling words can be used in this game. If you wish, group the stu-dents according to spelling ability and provide leveled words for each group. The game boardand die can be reused again and again with different spelling lists.

1. Distribute Activity Sheet A. Have students write a list of twenty spelling words as you pro-nounce them. You can use the same word list for the entire class, or you can use separate word lists for different groups. Tip: For younger students, use a list of only ten words. Have the students write the words in Column 1 and rewrite the same words in Column 2.

2. As a class, discuss each word as students correct their papers. Then arrange for the class to work in groups of about four students each. Each group will need one corrected activity sheet.

3. Distribute the die patterns (Activity Sheet B, 1 per group), game boards (Activity Sheet C, 1 per group) and game tokens (a different color for each player in the group). Have students assemble the die by following the directions on Activity Sheet B.

4. Explain the rules for Frankie’s Spelling Game and allow time for students to play;

• Place the game tokens at the lower left of the game board.

• Take turns rolling the die and moving that number of spaces. Follow the directions on the space where you land. If you land on a number, have another player pronounce the corresponding word on the numbered word list. Spell the word orally or on scratch paper.

• Check the spelling. If you made a spelling error, you can correct the word, but you must move back one space. The winner is the first player to reach the end of Frankie’s path.

1. 11.

2. 12.

3. 13.

4. 14.

5. 15.

6. 16.

7. 17.

8. 18.

9. 19.

10. 20.


Frankie’s Spelling GameActivity Sheet A


Frankie’s Spelling GameActivity Sheet B

1. Cut on the solidlines.

2. Fold on the dashedlines.

3. Tape to make acube-shaped die.

2

3 1 2

3

1

Frankie’s Spelling GameActivity Sheet C

1 2 3

4

Begin Again

567

8

9

1011

12

13GoBack 1

GoBack

1

GoBack 3

Go Back 2

Go Back 2

141516

20191817

GoBack 1

Skip a Turn



Other Reproducibles

The following pages of this guide contain reproducibles that can be used in a variety of ways atany ability level. Some suggestions are given below.

SpellboundReproduce this page and let students use it forwriting weekly spelling lists or spelling tests.

The page can also be used for sorting spellingwords. For example, have students write long-vowel words on the long fish and short-vowelwords on the short fish.

Or sort any two of these attributes:soft-c and hard-c soundsdigraphs (ch, sh, wh) l-blends (bl, cl, fl, gl, etc.)s-blends (sk, sm, st, sl, etc.)r-blends (br, cr, dr, tr, etc.)long-a spellings (ai, ay, a with silent e)long-e spellings (ee, ea, e with silent e)long-i spellings (igh, y, i with silent e) long-o spellings (ow, oa, o with silent e)

Spelling DictionaryThese pages can be used to make a personalspelling dictionary. Have students enter wordsthey miss on spelling tests as well as words theyneed to look up or ask about when completingwriting assignments. The dictionary makes ahandy reference throughout the year.

Alternatively, students can make "thematic"spelling dictionaries, with -oo- words on onepage, -ing words on another, etc.

Assembly directions: For each dictionary, makemultiple copies of the Activity Sheet. Assist stu-dents as needed to cut on the heavy lines, writeone or more alphabet letters on each tab, and sta-ple the pages together at the left.

MY SPELLINGDICTIONARY

By____________

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

45

Spellbound


Other Reproducibles

Spelling SquaresBy writing letters in the squares of thegrid, students can use this page for avariety of word puzzles. Some sugges-tions are given below.

Spelling Squares

Word Search

To create a word search puz-zle, have the student writespelling words horizontally,vertically, and/or diagonally.The remaining squaresshould be filled with randomletters. The student can givethe list of spelling words andthe word search to a class-mate, who can find and circlethe hidden words.

Crosswords

Even young children canmake two-word crosswordsto practice spelling two dif-ferent forms of a word. Forexample, have students writea verb horizontally and thecorresponding -ed form ofthe verb vertically. Older stu-dents can use their spellingwords to make traditionalcrosswords with clues.

Acrostic

Have students write a longspelling word down the cen-ter of the page. Or, if desired,substitute a word such asThanksgiving. Then chal-lenge the students to see howmany of their spelling wordscan cross the word horizon-tally. Have students use a dif-ferent color to write the hori-zontal words.

P M B T I O

E R I N F T

V X D G K U

Q M O S H N

B D L P R T

S T R I P E

C

C A L L

L

L

E

D

D A W

C O N

V I W

P

R

I

N

C

E


Spellbound


MY SPELLINGDICTIONARY

By____________

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

Spelling Squares

JumpStart Study Helpers Spelling Bee 47