FUNdations - Level 3 - Unit 11 (2 weeks):
Contractions
Upper-case cursive letters: Z, X
Sample Words:
Trick Words:
doesn’t
together
daughter
can’t
month
early
don’t
August
February
bought
thought
dance
work
Sound Alike Words:
it’s
contraction of it is
(or the words it and has)
its
used when an object goes with something else
there
to refer to a certain location
their
something belonging to a group of people
they’re contraction of the they are
Teach contractions with not :
Using a White Syllable Frame and Standard Sound Cards, build
does
n o t
Have students read the words and
use them in a sentence.
Push the words together and replace the o in the word not with a
blank vowel Standard Sound Card, and write and apostrophe on it.
‘
does n
t
Have students read the new word and
use it in a sentence.
Use doesn’t in a sentence, and then substitute the words does not for
it in the same sentence to demonstrate that the meaning stays the
same. When a word is shortened like this, it is called a contraction.
Practice:
Write the words should, could, and would on a Syllable Frame, and
make the word not with the Standard Sound Cards. Have a student
replace the o in not with an apostrophe, and read the word.
Student Notebook Level 3, Spelling Rules, Making Contractions, pg 40.
Teach contractions with is :
Using a White Syllable Frame and Standard Sound Cards, build
what
i s
Have students read the words and
use them in a sentence.
Push the words together and replace the i in the word is with a
blank vowel Standard Sound Card, and write and apostrophe on it.
‘
what
s
Have students read the new word and use it
in a sentence.
What is your name?
What’s your name?
Practice:
Change the words there is, here is, and who is to contractions Have
students replace the i in is with and apostrophe, and read the words.
Student Notebook Level 3, Spelling Rules, Making Contractions, pg 41.
Teach contractions can’t, mustn’t, won’t and don’t :
Make the word doesn’t with White Syllable Frame and Standard
Sound Cards
‘
does n
t
Have students read the word use it a
sentence. The apostrophe replaced the o.
Some contractions are a little tricky:
must n
‘
must n o t
t
The contraction is pronounced /musn’t/ and that we do not
pronounce the t in must.
The next contraction is special too:
n
‘
can
t
‘
can n o t
can
t
Replace the o with an apostrophe. Tell the students that the n is
also removed. The apostrophe replaces both the n and the o .
Write the word can’t on the board and have students use it in a
sentence.
Entry in Student Notebook Level 3, Vocabulary Section, pg 60.
This contraction is very different:
n
‘
will
t
wo
n
‘
will n o t
t
“Willn’t sounds very funny.”
We need to get rid of the ill
and change it to an o .
Use both will not and won’t in a sentence.
Lastly, change do not to don’t. Point out the don’t rhymes with
won’t - the first word no longer sounds like do .
Student Notebook Level 3, Spelling Rules, Making Contractions, pg 40.
Entry in Student Notebook Level 3, Vocabulary Section, pg 81.
Teach contractions will:
Using a White Syllable Frame and Standard Sound Cards, build
he
w i
l
l
Have students read the words and
use them in a sentence.
Push the words together and replace the wi in the word will with a
blank vowel Standard Sound Card, and write and apostrophe on it.
‘
he
l
l
Have students read the new word and
use it in a sentence.
Use he’ll in a sentence, and then substitute the words he will for it in
the same sentence to demonstrate that the meaning stays the same.
When a word is shortened like this, it is called a contraction.
Practice doing the same with the words:
she will
she’ll
they will
they’ll
Teach contractions are:
Using a White Syllable Frame and Standard Sound Cards, build
they
a
r
e
Have students read the words and
use them in a sentence.
Push the words together and replace the a in the word are with a
blank vowel Standard Sound Card, and write and apostrophe on it.
‘
they
r e
Have students read the new word
and use it in a sentence.
Use they’re in a sentence, and then substitute the words they are for it
in the same sentence to demonstrate that the meaning stays the
same. When a word is shortened like this, it is called a contraction.
Practice doing the same with the words:
we are
we’re
you are
you’re
Teach contractions would:
Using a White Syllable Frame and Standard Sound Cards, build
w o u l d
I
Have students read the words and
use them in a sentence.
Push the words together and replace the woul in the word would
with a blank vowel Standard Sound Card, and write and apostrophe
on it.
‘
I
d
Have students read the new word
and use it in a sentence.
Use I’d in a sentence, and then substitute the words I would for it in
the same sentence to demonstrate that the meaning stays the same.
When a word is shortened like this, it is called a contraction.
Practice doing the same with the words:
we would
we’d
she would
she’d
Teach contractions have:
Using a White Syllable Frame and Standard Sound Cards, build
we
h a v e
Have students read the words and
use them in a sentence.
Push the words together and replace the ha in the word have with
a blank vowel Standard Sound Card, and write and apostrophe on it.
‘
we
v e
Have students read the new word and
use it in a sentence.
Use we’ve in a sentence, and then substitute the words we have for it
in the same sentence to demonstrate that the meaning stays the
same. When a word is shortened like this, it is called a contraction.
Practice doing the same with the words:
they have
they’ve
you have
you’ve
Teach contractions has:
Using a White Syllable Frame and Standard Sound Cards, build
it
h a s
Have students read the words and
use them in a sentence.
Push the words together and replace the ha in the word has with a
blank vowel Standard Sound Card, and write and apostrophe on it.
‘
it
s
Have students read the new word and
use it in a sentence.
Use it’s in a sentence, and then substitute the words it has for it in the
same sentence to demonstrate that the meaning stays the same.
When a word is shortened like this, it is called a contraction.
Practice doing the same with the words:
he has
he’s
she has
she’s
Teach contractions had:
Using a White Syllable Frame and Standard Sound Cards, build
h a d
I
Have students read the words and
use them in a sentence.
Push the words together and replace the ha in the word had with a
blank vowel Standard Sound Card, and write and apostrophe on it.
‘
I
d
Have students read the new word and
use it in a sentence.
Use I’d in a sentence, and then substitute the words I had for it in the
same sentence to demonstrate that the meaning stays the same.
When a word is shortened like this, it is called a contraction.
Practice doing the same with the words:
they had
they’d
we had
we’d
Entry contractions in Student Notebook Level 3, Vocabulary Section.
Teach contractions let’s and I’m:
Using a White Syllable Frame and Standard Sound Cards, build
let
u s
Have students read the words and
use them in a sentence.
Push the words together and replace the u in the word us with a
blank vowel Standard Sound Card, and write and apostrophe on it.
‘
let
s
Have students read the new word and
use it in a sentence.
Use let’s in a sentence, and then substitute the words let us for it in the
same sentence to demonstrate that the meaning stays the same.
When a word is shortened like this, it is called a contraction.
Using a White Syllable Frame and Standard Sound Cards, build
a m
I
Have students read the words and
use them in a sentence.
Push the words together and replace the a in the word am with a
blank vowel Standard Sound Card, and write and apostrophe on it.
‘
I
m
Have students read the new word and
use it in a sentence.
Use I’m in a sentence, and then substitute the words I am for it in the
same sentence to demonstrate that the meaning stays the same.
When a word is shortened like this, it is called a contraction.
Find let’s and I’m in the Spelling Section of the Student Notebooks.
Circle or highlight the “special case” contractions won’t, don’t, let’s
and I’m on the bottom of page 40.
Word of the Day:
won‘t
will not
contraction of will not
can‘t
can not
contraction of can not
we‘re
we are
contraction of we are
I‘m
I am
contraction of I am
FUN-L3-U11 review words: (highlighted words appear in the Unit Test)
does
not
doesn’t
they
are
they’re
they
will
they’ll
they
have
they’ve
they
had
they’d
should
have
should’ve
what
is
what’s
we
are
we’re
I
would
I’d
you
have
you’ve
she
had
she’d
its
their
there
must
not
mustn’t
you
are
you’re
we
would
we’d
it
has
it’s
let
us
let’s
we’d
month
you’ll
can
not
can’t
he
will
he’ll
she
would
she’d
he
has
he’s
I
am
I’m
shopping
together
hasn’t
will
not
won’t
she
will
she’ll
we
have
we’ve
I
had
I’d
did
not
didn’t
struggling
FUNdations - Level 3 - Unit 11 Test - 25 points
Sounds (4 points total)
DO NOT SAY RED WORD PROMPT, JUST THE SOUND
/ō/
/ē/
/ r/
/ü/
e
home
Pete
her
suit
o - e, o, oa, oe
e - e, e, y, i, ee, ey, ei, ea, ie
er, ir, ur, ar, or
u - e, u, ou, oo, ui, ue, ew
Sound Alike (4 points total)
its
The dog buried its bone in the yard.
their
Is this their house?
they’re They’re on vacation.
there
She was sitting right there.
Words (spelling 5 points AND two words 5 points totals)
Sentences (trick words 2 points and spelling words 5 points)
Test direction - underline contractions - 0 points.