Adams-Gordon’s Spelling Power

Adams-Gordon’s

SpellingPower

by Beverly L. Adams-Gordon

Activity Task CardsTeacher’s Guideand Answer Key

Activity Task CardsTeacher’s Guide

What Are The Activity Task Cards? The Adams-Gordon’s Spelling Power Activity Task Cards provide

your student with specific tasks to complete which are designed to drill spelling words, reinforce or teach spelling skills, or encourage student writing. Each activity is written, in language appropriate for your student’s developmental level, on a separate color-coded card. Activities can generally be completed in a single skill-building activity session of five to ten minutes in duration.

How Are The Cards Organized?The cards are organized into five sections by type of activity

and separated by index dividers. The five sections are Drill Activities, Skill Builders, Dictionary Skills, Writing Prompters, and Homonyms & More. Each section has activities arranged from easiest to hardest or in “group number” order (if they apply to a particular Spelling Power Flow-Word Group number) in the color-coded sections. The color-coded sections also give you a visual index to the ability-interest level of the group of cards. In addition to this visual and physical index, indices are provided in this booklet so that you may select activities by modality (learning style) or by Spelling Power Group List Number (skill taught.)

The card numbering and index system makes it easy for you to make assignments from which your student may select and for your student to record his work. The numbering system also aids your student in replacing the card when the assignment is completed.

Some activities are worksheet-type activities and provide space for your student to fill in the blanks. Be sure to caution your student that the cards are not to be written upon. Another sheet of paper should be used as directed or his answers can be recorded on a Wipe-off Card Protector, described later in this manual.

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Copyright 1995, 2004, 2012, 2018 by Beverly L. Adams-Gordon.ISBN 978-1-888827-14-9

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How Can I Use The Activity Task Cards?The Activity Task Cards provide you with years of instructional

spelling activities which require little or no lesson planning. They were specifically designed to coordinate with Adams-Gordon’s Spelling Power manual, but can be used with any spelling curriculum. Below are a number of suggestions for possible ways to use the Activity Task Cards in your curriculum:

¸ Use Activity Task Cards as a specific assignments.You can select cards to be used as Individually Prescribed

Instruction assignments (described in Adams-Gordon’s Spelling Power) related to specific skills, Flow-Word-List groups, specific lessons, or student needs. The indexes are a valuable aid in this use of The Activity Task Cards.

¸ Use Activity Task Cards as a back-up lesson plan.The cards can replace other lesson plans when you have been

unable to complete lesson plans or when she has a substitute teacher. The Drill Activities and Writing Prompters are ideal for these situations, since they usually do not have a correlation with a specific Flow-Word-List and can be used with almost any list of words.

¸ Use Activity Task Cards as a remediation tool.The skill related cards can be used as a re-teaching device when

your student needs extra practice with a particular skill. Both the modality indexes and the Flow-Word-List indexes can be valuable in this area, allowing you to choose activities which will be most beneficial for each individual child.

¸ Use Activity Task Cards to replace textbook activities.You may assign completion of a card from a different section

each day of the week, rotating your student through the five types of activities. This approach could completely eliminate your lesson planning requirement.

Note: Ideally, you will select activities directly related to the skill or group with which your student is working. Unfortunately, at times, such careful selection of activities is not possible. When you are in this situation, you can be assured that each of the Activity Task Cards has educational value. What’s more, since the activities are placed in difficulty

and/or group number order there is built-in automatic coordination with the Flow-Word-Lists . If students complete every task card and task card section, while working with the Flow-Word-Lists, they will have been exposed to a full range of spelling skills.

¸ Use Activity Task Cards as a free-choice activity.The entire Activity Task Cards box can be placed in a “language

arts learning center” (described in detail in the Adams-Gordon’s Spelling Power manual) for your student to select activities on his own for use during the activity period or during student free-time. you could require that a certain number of cards be completed each week.

Many of the activities may be used at times other than the spelling period. Activity Task Cards can be used as rainy day activities when outdoor “recess” must be canceled or by an individual student who has finished other school-work early.

¸ Use Activity Task Cards as home-work assignments.If you are a tutors and classroom teacher, you may wish to

use the Activity Task Cards as homework assignments for an individual student or the entire class. The assignments could be completed as enrichment or as a follow-up to a teacher-taught lesson.

¸ Use Activity Task Cards as extra-credit assignments.Many of the Activity Task Cards can be used to challenge the

quick-learner or by an individual student who has finished other school-work early. Less challenging activities can be selected for the student that needs remediation and extra points due to a poor grade.

How Can I Assign Specific Activities?To aid you in selecting assignments, the following information

is given for each activity (if applicable): interest/ability level, modality (or learning style), and the group number(s) to which it best applies and/or the purpose of the activity. Below is a brief explanation of each of these items.

What Are The Interest/Ability Levels? Although it is not always possible to ascribe a precise age level to each activity, the following color-codes have been used to indicate the approximate level as follows:

Pink: Primary (Kindergarten to 3rd or ages 5 to 7) Blue: Elementary (3rd to 6th or ages 8 to 12) Green: Intermediate (6th to 9th or ages 13 to 15) Yellow: Advanced (9th and up or age 16 to adult)Remember, these levels are flexible. Many of the activities,

especially the Drill Cards and Writing Prompters, are suitable for any ability or interest level. However, to provide the greatest number of activities, each activity was listed in the Activity Task Cards box just once. As a general rule, the activity is listed at the lowest level for which it is appropriate (according to the guidelines listed above). This being said, it is also important to note that most activities can be adapted to fit the needs of your student. In many cases, if the activity is too difficult, simpler directions can be given or rules may be relaxed. Likewise, if the game or activity seems too easy, more difficult rules or directions can be used.

Why are Cards Different Colors? While Adams-Gordon’s Spelling Power and the Spelling Power Activity Task Cards are not “graded” and allow for complete self pacing, it was often necessary to choose a specific level to place some skill-type lessons or reinforcement activities, as well as work with specific homonyms. These overlap and are somewhat arbitrary. Therefore, Skill Builders and Homonyms & More... activities are coded to specific groups as follows;

Pink: levels A through C; Blue: levels D through F; Green: levels G through H; Yellow: levels I through K.

How Should I Choose a Color? If your student is younger, but working on a higher level, you may want to make decisions regarding some activity choices based on skill rather than age, others such as Drill Activities should be based on age. Likewise, an older student may need to go to red cards to get practice in a needed

skill, but would not be excited by the Drill Activities at the same level. For these reasons it is prudent not to explain the color-codes to your student or not to place too much emphasis on the color-codes!

What Purpose Do the Games Serve? Each section of the Activity Task Cards box has a “general” educational goal. Within each of these sections, additional specific learning goals may be the focus of an activity. The following is included to provide you with the “general aim” of each section of the Activity Task Cards box, as well as information on how you can used and assign these sections.

Do Cards Relate to Specific Group Rules? For each activity listed in the Skill Builders and many of those listed in the Homonyms & More... sections there is listed one or more “group numbers” to which the activity applies. These activities are generally presented in “group rule” order. If you are using the Activity Task Cards with any program other than Adams-Gordon’s Spelling Power you may find the list of “Group Rules” a helpful guide in selecting appropriate activities for your student. Following each “Group Rule” is a listing of those activity task cards specifically designed to teach or reinforce that specific rule or words from that group number.

Can Some Cards be Used with Any Group? Both Drill Cards and Writing Prompters are generally suitable for any list or group of words. Drill Cards are designed to provide fun, interesting, effective ways to master or practice the correct spelling of words.Writing Prompters are designed to promote the transfer of spelling study words into daily writing.

How are the Drill Cards Used? The Drill Cards are generally multi-sensory, inductive activities that require the repetitive use of a word. They are highly effective for the student who tends not to be a “visual learner.” Often, the ‘non-visual learner’ is the type of learner who has the most difficulty with spelling.

Many of the directions for Drill Activities tell your student to manipulate “study words” in various ways. The term “study words” is used to describe any word your student wishes to learn or that the

student has misspelled during a Adams-Gordon’s Spelling Power Daily Test and/or studied using the 10-step-study sheet.How are the Writing Prompters Useful? Writing Prompters are very important part of your spelling instruction. According to numerous studies, when your student participates in writing activities which require him to retrieve from memory and write correctly his spelling words he will transfer up to five times more spelling words into his daily writing than a student who does not participate in activities requiring him to use is spelling words in context of a sentence. If moving words into daily writing is the purpose of your spelling program, and it should be, then your student should complete writing application exercises at least weekly to assure maximum transfer.

In the Adams-Gordon’s Spelling Power program these transfer activities are provided for your student daily through the sentence writing required on the 10-Step Study Sheets. Writing Prompters assigned at least weekly test a longer-term retention of the correct spelling of his words.

The Writing Prompters can also be used for creating materi-als used during coaching sessions described in the Adams-Gordon’s Spelling Power manual section Teaching Proofreading Skills which begins on page 251 of your Spelling Power manual.

How can I Use the Dictionary Skills Cards? The Dictionary Skills activities included in the Activity Task Cards are not designed to replace the sequential and progressive presentation of dictionary skills presented in the Building Dictionary Skills section of Adams-Gordon’s Spelling Power which begins on page 271.Therefore, some days the entire 15 minute spelling period should be devoted to development of sequential dictionary skills as described in the above named section. The activities in this section of the Activity Task Card Box are designed to provide extra activities and practice of some of the primary dictionary skills once sequentially introduced. They can be completed during a regular 5-minute skill building session of the daily spelling lesson. Generally these activities are presented in the basic sequence of skills shown in the Building Dictionary Skills section.

How Do I Select Activities by Modality? One or more of the four basic modalities are indicated for each of the games or activities listed in the Drill Activities section. This is provided to help the teacher select activities which are best suited to the learning style of each student. For a deeper explanation of the learning modalities described see your Adams-Gordon’s Spelling Power. The four modalities (and codes) which are emphasized are: visual (V), auditory (A), kinetic (K), and tactile (T).

Visual (V) Auditory (A) Kinetic (K) Tactile (T)

If you do not know the predominant learning style of your student, do not worry. All of the activities in the Activity Task Cards box have value for all learners, since we all learn with all our senses. You should note many activities which emphasize visual learning styles are not only excellent choices for visual learners, they may also be selected to help a student who lacks visualization skills to develop this ability. Visual imagery appears to be widely used by good spellers. Likewise, many of the activities labeled auditory may aid in building auditory discrimination skills, as well as aid learning and retention for auditory learners.

What Is the Difference between Kinetic & Tactile? While many kinesthetic activities are also excellent tactile activities, you should be aware of the difference between the tactile and kinetic learning styles. Many educational programs do notdifferentiate these two. But the difference is significant. A Tactile learner needs to touch and feel, whereas the kinetic learner needs movement and involvement. You can spot your tactile learner because he is constantly feeling things. Another tell tale sign is if

your student is very sensitive to how things feel. The tactile learner is the student that can not abide with scratchy labels, stiff fabrics or other unusual textures. Almost all tactile activities will benefit your kinetic learner, whereas kinetic activities will not always be beneficial to your tactile learner.

Tactile activities add an additional sensory experience and form of imagery frequently valuable to the student who is a tactile learn-er, a younger student, or to those who have extreme difficulty with spelling. Use of different textures, shapes, and temperature are very appealing to your tactile learning. The smooth texture of Scrabble® tiles can add an extra tactile element that is appealing to many tactile learners. Another student may prefer the cool temperature of home made ceramic letter tiles. At the same time, some textures may be too harsh or unappealing for your tactile student... the rough texture of sandpaper letters is too much for this student. Every tactile learner is drawn to specific textures. Be sensitive to what ap-peals to your tactile learner and keep the sensorial activities positive ones for him.

How Much Time is Needed for Each Activities?Normally the activities included on the Activity Task Cards

require between five and ten minutes for the average student to complete. However, some activities are designed to be carried out over a period of days or may be of a more on-going nature, such as Activities #121 and #222. If your student begins one of these

activities he will need to be allowed the time to complete the steps prescribed (usually on successive days.) Likewise, some game-type activities may be played over and over again which will require adjustment to the time allowed for the activity. What’s more, your student may like to spend more time with the arts and crafts type activities, taking the ideas and applying them in a variety of ways. For these reasons it is necessary for you to make clear your policy regarding time spent on assigned Activity Task Cards.

How Many Students Do the Activities Require?

With the exception of the following activities all the activities in the Activity Task Cards box are designed for an individual student working independently. An asterisk indicates that a partner is optional.

Drill Activities: 3, 5, 7, 21, 23, 28, 31, 36, 38, 40, 59, 60, 72, 101*, 139, 140, 143*, 144*, 247, 255, 256, 260, 273, 278*, 285.

How Do I Grade and Score Activities?Most of the activities in the Activity Task Cards box are

inductive learning experiences, open-ended activities, or have answers which will vary depending on the list with which your student is working. However, some cards require answer keys. These are found in the back section of this guide.

What Materials are Needed for Activities?The following is a list of materials needed to complete Activity

Task Card assignments. Items followed by an asterisk are used by a large number of activities and therefore you should make these materials readily available to your student. Items that are required for specific activities are followed by the activity that require their use. We have tried to give you a variety of inexpensive ways to provide these items. Following this list are directions for making some of the non-consumable items listed.

Please note that masters for games, letter tiles, assignment chart/record, and prescription forms are found at the Spelling Power Online Teacher’s Resources Site which is included FREE with your Adams-Gordon’s Spelling Power.

Consumables:• A variety of crayons, pencils and pens *• glue, glue stick, and paste *• All different kinds of paper (heavy/tag to notebook) *• Spelling Power Blank Word Cards * (Or make your own using old business cards or index cards)• poster paints, finger paints• yarn, string, and thread• graph paper or game forms (found on Spelling Power Resource site) • chalk and sidewalk or chalkboard

(various sizes and colors)• newspapers and magazines (see your

recycling bin)• toothpicks (#16)• glitter (#18)• pudding and tray (#37)• old packages (see your recycling bin)• notebook (#121)• shaving cream

Non-consumables:• Merriam-Webster dictionary appropriate for student age*• Check, Catch & Correct Chart (see Spelling Power Masters) *• Spelling Power Magnetic Alphabet Tiles and storage box* Scrabble letters and other alphabet tiles from various games• Spelling Power Word Bank Box and word bank cards*• typewriter or computer *• scissors *• tape recorder (#1)• letter beads (#4)• blackboard or whiteboard and writing implements (#5)• old dail or push button telephone (#6)• sand tray (#12)• label maker with label material (#15)• Bible (#292)

Letter Tiles make Learning to Spell Fun! Letter tiles are small squares, each with one letter or symbol on it that is needed to form a single word or sentences. Each letter is centered on each square, along a consistent baseline so letters will line-up when forming a word. It is best if you are able to have the consonants and vowels in contrasting colors to help your student clearly see how every syllable must have a vowel. This helps the student better see how letters become syllables and syllables become words. For variety, collect letter sets from old scrabble games, small flash cards, beads, and so on. Letter Tiles are used in many of the Activity Task Card activities.

Spelling Power Magnetic Alphabet Riles come in their own no-spill storage box

All kinds of tiles: Here are large (1”) letter cubes from the Dollar Tree Store, keys scavenged from an outdated computer keyboard, plastic letters from an old game called Up Words, Scrabble tiles, small (5/8”) letter cubes.

Victoria age 9 enjoys using letter tiles to practice her spelling.

Spelling Power Magnetic Letter Tiles are Ready-to-use. The Spelling Power Magnetic Alphabe Tiles take the stress out of practicing spelling because mistakes are so easily corrected. This encourages learners to experiment with reading and spelling skills. Simply slide away one tile and insert another. Magnetic Alphabet Tiles are easy to move around on any magnetic surface or regular work surface. The tiles are perfectly sized for student individual, small group work, and teacher demonstration. The Spelling Power Magnetic Alphabet Tiles include 192 tiles in both upper and lower cases as well as symbols needed to form hyphens, possessive, contractions and more. A 32 compartment, no-spill storage box is included with the Deluxe version of the set and the standard version is in a reusable bag. Magnetic sensitive, white boards are available separately along with magnetic notebook pages for individual student work. The magnetic letter tiles and magnetic white boards and notebook pages are available from www.spellingpower.com.

How You Can Make Your own Letter Tiles. You can make Do-it-yourself versions with squares of heavy paper or tag board, magnetic sheets, or real ceramic or wooden tiles. Magnetic sheets or actual tiles are suggested for classroom use because they are more durable. For home use, however, simple squares of paper are suitable. Masters for making paper letter tiles are found on the Spelling Power Online Teacher’s Resource site. (Access to this site is available when you register your Spelling Power manual. See first page of manual for instructions.)

When making letter tiles, print all the vowels on red paper or write the letters in red ink on tiles. Consonants should be in blue

ink or on blue paper. You will need to make both capital and lower-case letters. Generally you will need about six copies of each letter, however a greater number of vowels is suggested. Include some hyphens, apostrophes, and other punctuation marks to make your alphabet tile set more versatile.

Vowel Tile Master Consonant Tile Master

To make paper or tag board tiles, simply make three photocopies of each of the masters from the Online Teacher’s Resources onto the appropriate color of paper (separate masters are provided and cut them along the outline separating the tiles.

If you wish to laminate the tiles, the tiles should be laminated after they are cut or the edges of the laminating material will separate. You may wish to provide each student with their own set of Letter Tiles for individual use.

Tiles can easily be stored in a storage box such as the box used for our magnetic letter tiles. For individual student use, you can store them in a plastic sandwich bag or recycled container.

Should Students Write on the Cards?Most of the activities on the Task Cards ask your student to use

a separate sheet of paper or record his answers on a special hand-out sheet (e.g. an outline map). However, some activities, such as the worksheet-type activities, provide space, boxes, or blank lines for answers. Either way, your student should not fill-in or answer directly on the Activity Task Cards so that the set of cards can serve multiple children. The best way to answer the worksheet-type activities is to use a Wipe-Off Card Protector. A Wipe-Off Card Protector is a simple pocket that allows your student to write his answers using a dry-erase pen on the acetate portion of the pocket. It is very easy to make your own Wipe-Off Card Protector.

How Can I Make a Wipe-Off Card Protector?1. To make your own ATC Protector, simply cut a piece of card

stock 4.5“ by 6” (that’s slightly larger than an Activity Task Card). If your first cut is 6” wide vertically on a standard 8.5 x 11 sheet, you will get two out of each sheet of card stock

2. Then cut a piece of clear acetate 3¾” by 6”, again cutting the 6” width first will net two clear sheets. Clear acetate is available from art stores or you can use printable overhead projector sheets available from office supply departments. You can also recycle the clear, plastic top of a greeting card box.

3. If one side of the clear plastic sheet is rougher, make sure it is facing the cardstock sheet when you stack the acetate sheet on top of the card stock. You will need to align the sides and bottom edges.

The clear plastic sheet will line upo with the right and left sides of cardstock, but not be as tall. This will allow easy insertion and removal of the Activity Task Cards.

4. Apply the tape so it has enough tape to wrap to the backside of the card. Cut the tape ends of each of the three sides at a 45-degree angle, with the shorter side toward the card pocket. as pictured below. Tape only the two shorter sides and the bottom of the card edges. Do not tape the top edge! Leaving the top open forms a pocket for the Activity Task Card.

5. To use the Wipe-Off Card Protector, your student will record his answers using a dry-erase pen or grease pencil on the acetate layer of the pocket.

6. After you check the Activity Task Cards’ answers, your student can wipe-off his answers. The card protector and the Activity Task Cards are then ready for use by the next student.

Spelling Power Group RulesNote: Not every card is listed in the Group Number or Skill Index

since some activities can be applied to any group or skill. This is particularly true of the Drill Activities, Writing Prompters and the Dictionary Skills. Non-group related activities may be used on the second day (or any additional days) a student is working with a particular group rule or on days when the student is working with review groups.

Group 1 — Usually /a/ is spelled a as in cat. (Cards 81, 82, 83, 141, 315, 330, & 355)Group 2 — Usually /e/ is spelled e as in nest. (Cards 81, 82, 83, 102, 141, 315, 330, 342, & 355)Group 3 — Usually /i/ is spelled i as in big. (Cards 81, 82, 83, 102, 219, 315, 330, & 355)Group 4 — Usually /o/ is spelled o as in not. (Cards 81, 82, 83, 141, 315, 330, & 355)Group 5 — Usually /u/ is spelled u as in run. (Cards 81, 82, 83, 214, 315, 330, & 355)Group 6 — /a/ can be written ay, ai, ey, ei, eigh, ea, or a followed by a consonant and silent e as in day, came, or sprain. (Cards 81, 82, 83, 104, 121, 122, 142, 316, 332, 345, 357)Group 7 — /e/ can be spelled ea, ee, y, ie, ei, ey, io, or e followed by a consonant and silent e as in freeze, field, or mean. (Cards 81, 82, 83, 104, 121, 122, 142, 317, 335, 346 & 358)Group 8 — /i/ can be spelled ie, igh, y, or i followed by two consonants as in wild or as i followed by a consonant and silent e as in kite. (Cards 81, 82, 83, 104, 121, 122, 142, 318, 336, & 347)Group 9 — /o/ can be spelled oe, ow, oa, or o followed by two consonants as in told or as o followed by a consonant and silent e as in home. Cards 81, 82, 83, 104, 121, 122, 142, & 319)Group 10 — /u/ can be spelled ew as in few, ue as in blue, ui as in suit, o as in to, or as u followed by a consonant and silent e as in mule. (Cards 81, 82, 83, 104, 121, 122, 142, 320, & 349)

Group 11 — /àr/ is usually spelled ar as in jar. (Cards 81, 82, 83, 84, & 143)Group 12 — /ûr/ can be spelled ir as in bird, er as in her, ur as in survey, er as in eternity, ear as in pearl, our as in journal, or or after w as in work. (Cards 81, 82, 83, 84 143, & 359)Group 13 — /or/ can be spelled or as in corn, oar as in boar, oor as in door, our as your, and ar as dwarf. (Cards 81, 82, 83, 84 143, 321, 351 & 360)Group 14 — /âr/ can be spelled are as care, air as in hair, ere as in there, ear as in bear, and eir as in their. (Cards 81, 82, 83, 84 143, 321, & 338)Group 15 — /îr/ can be spelled ear as in hear, eer as in deer, ere as in here, ier as in pier, er as in period, or eir as in weird. (Cards 81, 82, 83, 84, 143, & 323)Group 16 — Usually /ou/ is spelled ou before most consonants as in cloud. Sometimes /ou/ is spelled ow before final l or n as in howl or clown or at the end of a word or syllable as in how or tower. (81, 82, 83, 144, 145, & 324)Group 17 — /ô/ can be spelled a, o, and au before most consonants as in already, cost, and sauce or as augh or ough before t as in sought and caught or as aw before final k, l, n as hawk, crawl, and lawn or at the end of a word or stressed syllable as in awful or law. (Cards 81, 82, 83, 144 & 145)Group 18 — /oi/ can be spelled oy as in toy or oi as boil. (Cards 81, 82, 83, 85 144, 145 & 361)Group 19 — /u/ can be spelled u as in put, ou as in would or as oo as in took. (Cards 81, 82, 83, 144, 145 & 324)Group 20 — Sometimes the letter o represents unexpected sounds as in come, mother and one. (Cards 81, 82 & 83)Group 21 — Q is always followed by u in English words such as in quite. (Cards 83 & 123)

Group 22 — Some words have silent letters such as with the k in knew, the w in write, and the l in talk. (Cards 83, 86, 124, 325, & 362)Group 23 — No English words end with the letter v. (Card 83)Group 24 — Consonant letters are often doubled after a short vowel in short vowel words such as egg, fluff, sniffle, and mess. (83, 105 & 125)Group 25 — Sometimes /yûr/ can be spelled ure as in pure. (Card 83)Group 26 — When adding the suffixes ness and ly to words not ending in y the spelling of the base word stays the same, as in slowly. (Card 126)Group 27 — When added to another syllable or used as a suffix, till and full are spelled with only one l as in until and beautiful. (This group rule does not have activities that directly teach the rule. A number of cards, especially those dealing with Groups 1-12 can be adapted to fit these rules. Also, you may use cards that are related to other spelling skills (Dictionary Skills, etc.) on days you are working with these group rules.)Group 28 — /àn/ is sometimes spelled en as in golden. (This group rule does not have activities that directly teach the rule. A number of cards, especially those dealing with Groups 1-12 can be adapted to fit these rules. Also, you may use cards that are related to other spelling skills (Dictionary Skills, etc.) on days you are working with these group rules.)Group 29 — /àl/ can be spelled le as in little, el as in rebel, al as in total, il as in council, ol as in capitol, ul as in consul, and ile as futile. (Cards 106, 146 & 363)Group 30 — Words are regularly made plural and past tense by adding s, but if the word ends with sh, zh, z, s, j, ch, or x sounds, the plural is generally formed by adding es, which is pronounced as a separate syllable. If the word ends with a silent e, that e unites with the s to form a separate syllable. (Cards 87, 88, 127, 128, 147, 168, 291)

Group 31 — Plurals of some nouns are formed irregularly. (Cards 107, 127, 129, 148, 168, 291)

Level D: Some nouns ending in f or fe change those terminations to ve in the plural form as in leaf to leaves. Level E: A few nouns form their plural by changing a single vowel, such as in man to men. Level H: Some words derived from foreign languages retain the plural of those languages such as datum to data.

Group 32 — When adding a suffix to a word ending in y,change the y to i, unless a vowel proceeds the y, as in try to tried and baby to babies. (Cards 89, 108, 130, 149)Group 33 — When adding a suffix that begins with a vowel, the final e is usually dropped, as in chase to chasing. (Cards 90, 91, 109 & 130)Group 34 — In short vowel words, the final consonant is usually doubled before adding a suffix, such as when changing in stop to stopped. (Cards 92, 93, 110, 130)Group 35 — Proper nouns must begin with a capital letter because they refer to a specific name or title of a person, place, time, thing, or idea such as Monday. (Cards 94, 95, 96, 111, 112, 131, 132, 150, 169, 173, 190, 191 & 352)Group 36 — New words are often made by putting two short words together into one word as in cowboy. (Cards 97, 113, 133, 135 & 150)Group 37 — An apostrophe is used to take the place of a letter when two words are joined. These words are called contractions. (Cards 98, 114, 135, 174, 179 & 326)Group 38 — Some words are joined by a hyphen, such as twenty-two. (Cards 115, 116, 134, 152 & 327)Group 39 — Sometimes two words are used together but are spelled separately, such as home school. (Cards 116, 134 & 152)

Group 40 — An apostrophe is used to show ownership such as in the boy’s ball except with the neuter pronoun it (its: possessive, it’s: contraction of it is). (Cards 56, 64, 128, 136 & 137)Group 41 — Words are sometimes shortened into abbreviations. A period is used after most abbreviations such as in Sun. for Sunday. Initials are also abbreviations and should be followed with a period as with J. R. Gordon. (Cards 117, 118, 138, 139, 140 & 153)Group 42 — /shun/ can be spelled tion as in vacation, sion as in division, or cian as in physician. (Cards 119, 130, 154 & 294)Group 43 — /às/ can be spelled ous as in nervous or ace as in menace. (Cards 130, 155 & 294)Group 44 — /ànse/ can be spelled ance as in substance or ence as in experience. (Cards 130, 294 & 365)Group 45 — /ment/ is usually spelled ment as in elements. (Cards 130 & 294)

Group 46 — The addition of a prefix does not usually change the spelling of the root word. (Cards 120, 156 & 157)

Level F: Some prefixes signify quantity as in uni for one in uniform or bi for two in bicycle. Level G: The prefix de can mean down or from such as in the words describes and delivery. Level H: The prefix re can mean back or again as in the words remake or reduced. Level I: The prefixes con, com, cor, col, sym or syn all usually mean with or together. Level J: The prefix ex usually means out of, away, or from as in the words explore and extent. Level K: The prefixes dis, mis, des, irr, non, de, in, un, im and ill usually mean not or incorrect as in the words disappear and mistake.

Group 47 — These words are unusual words and are exceptions to the most common generalizations. (Cards 328 & 340. Drill Activities are extremely important for this group.)

Modality Index

Not every activity task card is listed in the modality index. Some activities do not have a predominant modality. The Writing Prompters and many of the Skill Builders and Homonyms & More... often do not have modality codes, since these activities tend to be of a pencil and paper nature.

Visual:Drill Activities: 4, 7, 8, 10, 11, 14, 15, 16, 17, 18, 19, 20, 21, 22, 24, 28, 29, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 42, 43, 44, 45, 46, 47, 48, 51, 53, 54, 55, 57, 58, 59, 60, 61, 62, 63, 65, 66, 67, 68, 69, 70, 71, 73, 75, 76, 77, 79, 80 Skill Builders: 81, 82, 84, 85, 93, 98, 103, 104, 105, 106, 107, 114, 121, 122, 124, 125, 126, 127, 128, 129, 130, 140, 141, 142, 143, 144, 145, 146, 147, 148, 149, 150, 151 Dictionary Skills: 241, 247, 248, 257, 261, 262, 263, 264, 265, 266, 281, 297, 298

Auditory:Drill Activities: 1, 6, 7, 27, 34, 37, 43, 50, 54, 58, 72, 74, 78 Skill Builders: 83, 84, 85, 102, 103, 105, 106, 121, 122, 123, 124, 125, 142, 144, 145, 146 Dictionary Skills: 255, 278 Tactile:Drill Activities 3, 5, 9, 12, 13, 23, 37

KinestheticDrill Activities: 2, 4, 5, 6, 8, 9, 10, 12, 13, 14, 20, 23, 25, 26, 27, 30, 33, 34, 37, 38, 40, 43, 52, 57, 59, 60, 61, 66, 68, 80

Skill Builders: 81, 104, 106, 112, 140, 143, 144, 145

Dictionary Skills: 241, 247, 255, 256, 257, 260, 261, 262, 263, 264, 265, 266, 267, 268, 281, 282, 297, 298

Spelling PowerActivity Task Cards

Answer Key 88. Silent Letters

1. whole2. Ghost3. Lamb

89. Plural Nouns1. five birds 2. three cats3. nine days 4. six girls5. two dogs

90. Plural Nouns1. minutes 2. wheels 3. friends4. kids 5. dollars 6. weeks7. rocks 8. horses 9. girls

91. Suffix Addition IAnswers will vary, but choices may include:library libraries family familiesplay playful played playingstory stories puppy puppiescry cried cries crying

92. Dropping E’scome coming take takingexplore explored exploringgive givingdrive drivinguse used using

Drill ActivitiesTask Cards 1 - 80

No Answer Keys are needed for Drill Activities

Skill BuildersTask Cards 81 - 160

If you do not find a task card listed in this section it is because the answers are variable, depending on student creativity or the word list they are working with, or the activity does not have a specific answer.

81 - 84. NotesTeacher may opt to select the story or article for cards 81 - 84, so

an answer key can be made for student self-correction.

87. Sound MarksThe sound /oi/ can be spelled oy as in toy or oi as in boil.Look at the sentences below. Underline each word with the /oi/

sound. Put a check over the word when it is spelled oy. Put an X over the word if it is spelled oi.

1. The loyal boy did not spoil his voice.

2. He made a joyful noise unto the Lord.

3. The poison oil was put to boil.

ÑP P

P Ñ

ÑÑÑ

trade traded tradinghide hiding

93. Root Huntshine juice bitelike give explorewrite trade scary

94. Double Troublebig bigger biggestsunny sunniest sunniershop shopping shopper shoppedplan planned planner planningget getter getting

95. Root Suffix1. wrap 2. plan & swim 3. hit

96. Daily Capitals1. Thursday 2. Sunday 3. Monday

99. Word MakingAnswers will vary, but here are some choices.starfish doorbell football baseballbirdhouse bookbag doghouse

100. Contraction MatchupAn apostrophe is used to take the place of a letter when two words

are joined. These words are called contractions. Match the contrac-tion to the words that mean the same thing.

it is don’tcan not wasn’tdo not I’llwas not it’sI will can’t

102. E or I SoundsLook at each of the words below. Circle the word if it has the

/e/ sound. Underline the word if it has the /i/ sound.

when drink give twenty

penalty tickets twist tenth

which million swing jet

finger pen fed since

prince velvet sketch sting

105. Double end1. dull 2. bell 3. pass4. pull 5. guess

106. & 107. Notes:Teacher may wish to select a story or stories for activities 106 &

107 so that an answer key can be selected.

108. Suffix Addition IAnswers will vary, but some of the possibilities include:lovely loveliest lovelierbusy busiest busiertiny tinier tiniest lucky luckier luckiest luckilypray prayed prayer prayingrocky rockier rockiestangry angriest angrier angrilyhappy happiest happier happily

109. Suffix Addition IIfiled filing raked rakingraised raising surprised surprisingsuccessful useful forgetful kindnesssoftness surely careless niceness

111. What is the State You’re In?The U.S. and Canada maps for Card #119 can be useful to deter-

mine which states or provinces adjoin the one you live in. These maps are in the Teacher’s Online Resources in the Skill Building Activities.

112. Proper Capitalization1. Joe rode my pony.2. Today is Mary’s party.3. Christmas is Jesus’ birthday.

113. Compound Puzzlers1. pancake 2. homework 3. airplane4. cowboy 5. afternoon

114. Contraction Match Ihave not >> 6. haven’twas not >> 4. wasn’tis not >> 5. isn’tdoes not >> 7. doesn’twould not >> 3. wouldn’tare not >> 1. aren’tI have >> 2. I’ve

115. Number Namestwenty thirty-three seventy-fivetwelve sixty-seven forty-nineeighty sixty-six fifty-twotwenty-one

116. Adjective CompoundAnswers will vary. Here are some sample possibilities.He went cross-country skiingHe traveled cross country to be there.There is only one way to go.It is a one-way street.The grown-up couldn’t do it either.When I’m grown up, I’ll be a pilot.The man was well known.The well-known man spoke to the group.It was an old-fashioned picnic.I love old fashioned things.

119. Postal AbbreviationsYoiu can download a PDF file with the blank map and answer keys

for Postal Abbreviations and Full Names for U.S. States and Canadian Provinces from thew Skill Building Activities of the Teacher’s Online Resources.

121. Long VowelsAnswers will vary. This activity is a long term assignment. Student

notebook can be made using folded paper, a purchased notebook is not necessary.

136. Possessive Formstailor’s jacket’s ranches’ dancers’children’s baby’s plane’s wife’s

140. State AbbreviationsMany states have several accepted abbreviations. For instance,

Pennsylvania can be abbreviated as Penn. or Penna. Washington State can be abbreviated as Wash. or Wn.

The answer sheet for Activity 119 (found in the Skill Building Activi-ties section) has Postal Abbreviations and Full Names for U.S. States and Canadian Provinces.

146. Suffix-ly Yoursheavy heaviness heavilycareful carefulness carefullygreat greatness greatlydark darkness darklyhappy happiness happilypurpose purposeness purposelyentire entireness entirelyready readiness readilylike likeness likelysleepy sleepiness sleepilyangry angriness angrilyluck luckilydizzy dizziness dizzilylonely lonelinessrapid rapidness rapidly

149. Plural Forms Itreasures lunches maps exploresjourneys monkeys centuries librariesvalleys brushes foxes cities

150. Plural Forms IIleaves chiefs potatoescrisis emphasis geesesalmon trout womenbeliefs halves lives

152. Capital Check1. Paula Richards and Max Connell are cousins.2. “Tell me, Governor, if the city will get state funds,” Mayor Marks

asked. 3. The Caribbean islands of Trinidad and Tobago are located near

Venezuela.4. Rev. Graham proclaimed, “God remembers all who worship

Him.”

5. Ellen said that her faith in the Lord gave her courage.6. He told us that Flight 134 leaves SeaTac Airport at noon.

153. Capitals ProofreadOn December 17, 1971, Ramona A. Banuelos was sworn in

as United States Treasurer under President Richard Nixon. Her achievement was particularly distinguished, since she was the first Mexican-American and only the sixth woman to hold this high govern-ment post.

Writing PromptersTask Cards 161 - 240

No answer keys are needed for Writing Prompters.

Dictionary SkillsTask Cards 241 - 313


242: Connect-a-line Boat

244: Connect-a-line Truck

243: Connect-a-line Airplane

245: Connect-a-line Dog

246: Connect a line Train

248. Missing LettersFill in the missing capital letters.A B C D EF G H I JK L M N OP Q R S TU V W XY Z

249. Before & AfterBefore each letter below, write the letter that comes just before it in

the alphabet. After the letter write the letter that comes just after it._d__ E __f_ __f_ g _h__ __j_ K _l__ _s__ t __u_ __i_ J _k__ __o_ P _q__ _k__ L __m_ __a_ b _c__ __r_ s _t__

250. Which is First?Which of the two letters in each group below comes nearer the

beginning of the alphabet. Circle it.a x n m O Kc q B e j oT a C X K d

251. At the EndWhich of the two letters in each group below comes nearer the end

of the alphabet? Underline it.b s J g b AQ J z p o Dd b X Y j T

252. In BetweenWhich letter in each group below comes between the other two in

the alphabet? Circle It.C a b U H F T o m L P N s e th o p j e t M C I K o J d o gg y m A B C S R O c a t M R I

253. Using a DictionaryWords that begin with the same letter are in the same part of a

dictionary. The words cat, coat, and cow are in the C part.Circle the words that you would find in the B part of the dictionary.boat cat hat bed zipbox bone mat zoo cartman fish bug dog barn

254. ABC OrderA dictionary is a book about words. The words or pictures in a dic-

tionary are in ABC order. Circle the word on each line that would come first in the dictionary. (Answers are underlined in this guide.)

boat dog horsecat apple bugzoo hat ant

262: Connect-a-line Cat

263: Connect-a-line Bird 273. Pick a Pagecarriage I cardigan __ carve II caret __carol __ carhop __ cartridge III casserole IIcasual __ career __ cashew III cassette IIIcarpenter __ caries __

274. Before or After?cruelty - yes gangway - aftermandrill - before sportive - afterelicit - yes

281. Triple Alpha Cards1. machine 6. make 11. March2. made 7. male 12. master3. magazine 8. mammoth 13. match4. maid 9. manage 14. May5. major 10. map 15. maze

282. Alphabetizing Review1. among 7. dike 13. job 19. scream2. band 8. dime 14. least 20. twins3. cape 9. froze 15. main 21. wheat4. check 10. gate 16. map 22. whip5. chest 11. heat 17. meal 23. whisper6. clear 12. jet 18. melt 24. wing

290. Acronyms1. WAC 2. ZIP 3. RADAR 4. SCUBA

297. Quad Plus Alpha Cards1. disable 6. disfavor 11. diskette2. disband 7. disgrace 12. dislocate3. discard 8. dishonest 13. dismantle4. disdain 9. disinfect 14. dispatch5. disease 10. disjoint 15.distance

264: Connect-a-line sailboat

269. Classifying Guide Wordteam-tiny tooth-twice neitherteeth tore twintie true toethick Tuesday wavetelephone twelve sugar

271. Guiding the WayB - grumble P greyhound P grip P gremlinP griddle P griffon B - greenwood A - groomP grille P grieve A - grog P grindstoneP Grimm P grime A - gristle

300. Every Which Wayestablished (f) __B__ privilege (t) __F__descendent (l) __F__ remained (a) __B__increased (r) __F__ designed (s) __F__determined (l) __F__ machinery (c) __B__plagiarism (s) __F__

301. Paired Up___ premiere P baconian ___ scattered P charitable___ precise P bacteria ___ scatology P chase

Homonyms & More ...Task Cards 314 - 365


314. Number Mates1. Michael won the game by one point.2. Cindy went to the store for two loaves of bread.3. He saved four pies for the pie eating contest.4. The two girls wanted to go to the store too.5. Even though she is only eight, she ate ten hotcakes.

315. Pick One1. Janet (read, red) the story to her sister.2. If you are smart you will be afraid of a (which, witch).3. He (cot, caught) ten fish on his vacation.4. The baby began to (ball, bawl) when his mother left.5. She wanted (to, two, too) go with her.

316. Match-Ups great maid made weight rain plane wait daze way grate plain weigh days reign

317. Circle and Write1. He was three feet tall. (feat)2. The clarinet is a reed instrument. (read)3. The week has seven days in it. (weak)4. Jim hoped to get a new reel for his birthday. (real)5. Columbus sailed across the sea. (see)

318. Find & Define1. find = locate fined= penalize2. write = record word right = correct3. knight = king’s friend night = dark hours4. by = near bye = depart5. buy = purchase by= before

319. Mary’s Clothesto sew new clothes forMary road rode would Sotow close not

320. Mark-It-WriteThe new sentences your students write will vary.1. Ann could not (do, due) her homework on time.2. Franklin’s favorite color is (blew, blue.)3. Jerry (through, threw) the ball out of bounds.4. The (flew, flu) has been going around this fall.5. Margaret wanted (to, too, two) go (to, too, two).

322. Arrow Match-Up air stair bear wear stare heir where vary very bare

323. Mix and Match 1. pear d. green or yellow fruit 2. pair f. matched set of two 3. dear e. beginning of letter greeting 4. deer b. a forest animal 5. here c. location where we are 6. hear a. listen to sounds

325. Quiet Mates1. He tied a double (knot, not) in his laces.2. If you don’t (no, know), don’t be afraid to ask.3. We lost (our, hour) shovel in the sand.4. I (new, knew) which way to go.5. The (hole, whole) crowd cheered loudly.

326. Contracting Mates1. e 2. f 3. d4. b 5. c 6. a

327. Compounding Pairs1. a 2. c 3. a 4. b

330. Underline-ing Homophone1. Grandfather (sent, cent) us a turtle.2. Only you can select (witch, which) is best.

3. Lunch costs eighty-five (since, cents) this year.4. Father (red, read) us a story last night.5. It takes a little common (since, sense).

332. Mix and Match1. My favorite store had a sale on blankets.2. Brittany fed hay to her horse.3. John walked with a happy gait.4. “Hit the Brake!” Exclaimed Ann.5. Amy went to New York by plane.6. It was a long tale, but very funny.

334. Prest-o Change-o1. The floor made a loud creak. creek2. Our team beat the Tigers four to one. beet3. I hope to meet you for lunch tomorrow. meat4. Mother must knead for five minutes. need5. We pray for peace in Bosnia. piece

335. Pick Right1. I wanted to (dye, die) my shirt green.2. This is the perfect (site, sight) for our camp.3. Jason wanted to (by, bye, buy) a new coat.4. St. George was a (knight, night) who slew a dragon.5. Maria was (find, fined) for late library books.

338. Grin And Bear ItThe homonyms in the Pair Bear story are: bare, bear baron, barren carrot, caret fair, fare pair, pear

340. Blanked Out1. Julia baked a loaf of bread.2. Please, build a birdhouse for me.3. Richard accomplished a great feat.4. We were billed for every doctor visit.5. Monica is exactly five feet tall.6. Some dogs are bred especially for hunting.

342. Homophone Review1. passed 2. blew 3. whole 4. ours5. pail 6. flew 7. past 8. fourth9. none 10. beet 11. plane 12. threw

343. Multiple Ways1. a 2. a 3. a4. b 5. b

344. Confusing Similarities1. tract 2. accept 3. principal4. angels 5. capitol

345. Definite Matchnumber of pounds: weight (wait)low, rhythmic sound: bass (base)helper: aide (aid)middle of body: waist (waste)cottage cheese liquid: whey (way)

346. Homophone HuntSentences will vary, but the homophone mates are:1. peace, piece 2. seem, seam3. week, weak 4. devise, device

347. Pick The Best1. holy 2. shone 3. choose

348. HomographicYour student’s sentences will vary. Here are some examples: I read the morning news. Please, read me this story Japanese bow when they greet each other Brittany wore a big, pink bow. Rice paper will tear easily. A tear ran down the old woman’s cheek. John wound the ball of string. The wound was healing nicely. The wind is blowing wildly. Grandfather had to wind the clock daily.

349. Fill in the Blank 1. The water flowed down the chute suddenly. 2. This project was due last week. 3. In 1918 many people became ill with the flu. 4. Please, tighten this loose screw. 5. We can not afford to lose any more money.

351. Homophone SearchNote that some homonyms have both words in the story.fourth & forth poor & pour to, two, toocourse & coarse so & sew bored & boardknow & no coarse & course board & boredlesson & lessen would & wood forth & fourthpour & pore

354. Know Your Meaning1. b 2. a 3. b 4. b 5. a

355. Which One1. descent 2. wring 3. since4. prophecy 5. discreet

357. Catch-A-Homophoneschaste (chased) pray (prey) would (woods)feint (faint) buy (by) lite (light)whole (hole) daze (days) sense (since)eight (ate) kneaded (needed) pray (prey)wood (would)

358. Best Choice1. ceiling 2. proceed 3. alley4. led 5. cheap

359. Blanked Out1. The electrical ___________ was weak. current2. Our __________ on the ship was cramped but comfortable.

berth3. The first touch of fall _______ is usually pleasant. weather4. The ___________ smelled sweet. flower5. Mrs. Muldoon has been a _______ for ten years. boarder6. During the Vietnam War, ______________ warfare was

common. guerrilla

360. Meaning Match-Up1. in the past formerly2. musical tone chord3. according to custom formally4. lesson of a story moral5. introduction to a book foreword6. attitude morale

361. Underlying Choice1. aloud 2. clause 3. awl4. bawl 5. fowl 6. boughs

362. Define The Word1. heir = b air = a2. stationery = b stationary = a3. dairy = b diary = a4. flair = a flare = b5. vary = a very = b

363. Changing All1. counsel, council, consul2. sail, sale3. personal, personnel4. serial, cereal5. steal, steel

Adams-Gordon’s Spelling Power

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Transcript of Adams-Gordon’s Spelling Power