Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
Methods of Differentiated Instruction:
DesCartes Skills:
(Highlight the skills related to your chosen standard/concept)
RIT Above 270:
Student(s):
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Student(s):
RIT 261-270:
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Student(s):
RIT 251-260:
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Student(s):
RIT 241-250:
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Mathematics –Algebra
Page 1 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
RIT 231-240:
• Uses multiple cueing systems when reading (e.g., phonetic and structural analysis, syntactic
structure, semantic context)
• Discerns meaning of words from context
• Uses syntax and word order to confirm word identification and meaning
• Uses semantics and context to support word identification
• Selects antonyms using context clues
• Selects synonyms
• Selects synonyms using context clues
Student(s):
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Student(s):
RIT 221-230:
• Identifies word origins
• Identifies word origins using context clues
• Uses prefixes to find the meaning of words (e.g., Latin, Greek prefixes)
• Uses multiple cueing systems when reading (e.g., phonetic and structural analysis, syntactic
structure, semantic context)
• Discerns meaning of words from context
• Uses context to discern the correct meaning of words with multiple meanings
• Uses syntax and word order to confirm word identification and meaning
• Uses semantics and context to support word identification
• Selects antonyms
• Selects antonyms using context clues
• Selects synonyms
• Selects synonyms using context clues
RIT 211-220:
• Identifies root words/word origins
• Identifies root words/word origins in sentences
• Uses prefixes to find the meaning of words (e.g., anti-, tele-, inter-)
• Uses suffixes to find the meaning of words (e.g., -ify, -phobia, -ize)
• Divides multi-syllabic words into syllables
• Uses multiple cueing systems (e.g., phonetic and structural analysis, syntactic structure,
semantic
context)
• Determines meaning of words from context
• Uses context to recognize the correct meaning of words with multiple meanings
• Uses knowledge of syntax and context to support word identification and confirm word
meaning
• Identifies homonyms
• Uses homonyms using context clues
• Identifies homographs
• Identifies homographs using context clues
• Identifies homophones
• Identifies homophones using context clues
• Identifies antonyms
• Identifies antonyms using context clues
• Identifies synonyms
• Identifies synonyms using context clues
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Student(s):
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Mathematics –Algebra
Page 2 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
RIT 201-210:
• Identifies root words/base words
• Identifies root words/base words in sentences
• Uses prefixes to find the meaning of words (e.g., pre-, mis-, in-)
• Uses prefixes to find the meaning of words (e.g., anti-, tele-, inter-)
• Uses suffixes to find the meaning of words (e.g., -or, -ing, -less)
• Uses suffixes to find the meaning of words (e.g., -ify, -phobia, -ize)
• Divides words into syllables correctly
• Divides multi-syllabic words into syllables
• Uses multiple cueing systems (e.g., phonetic and structural analysis, syntactic structure,
semantic
context)
• Uses context to identify the correct meaning of words with multiple meanings
• Determines meaning of words from context
• Uses knowledge of syntax and context to support word identification and confirm word
meaning
• Uses knowledge of semantics and context to support word identification
• Identifies homonyms
• Uses homonyms using context clues
• Recognizes words that are spelled alike but are different in meaning or pronunciation
(homographs)
using context clues
• Identifies homographs
• Identifies homographs using context clues
• Identifies homophones
• Identifies homophones using context clues
• Identifies antonyms
• Identifies antonyms using context clues
• Recognizes words with the same or similar meaning (synonyms) using context clues
• Identifies synonyms
• Identifies synonyms using context clues
RIT 191-200:
• Identifies root words/base words
• Identifies root words/base words in sentences
• Uses prefixes to find the meaning of words (e.g., pre-, mis-, in-)
• Uses suffixes to find the meaning of words (e.g., -or, -ing, -less)
• Uses phonetic and structural analysis, the syntactic structure, and/or the semantic context to
decode
words
• Identifies words with similar vowel sounds
• Understands and applies the concept of syllables
• Identifies the number of syllables in a word
• Divides words into syllables correctly
• Recognizes compound words using context clues
• Recognizes contractions
• Recognizes contractions using context clues
• Recognizes meaning of words from context
• Uses knowledge of word order (syntax) and context to support word identification and
Student(s):
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Student(s):
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Mathematics –Algebra
Page 3 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
confirm word
meaning
• Uses knowledge of word meaning (semantics) and context to support word identification
• Uses context to identify the correct meaning of words with multiple meanings
• Recognizes words that are spelled and pronounced alike (homonyms)
• Recognizes words that are spelled and pronounced alike (homonyms) using context clues
• Recognizes words that are spelled alike but are different in meaning or pronunciation
(homographs)
• Recognizes words that are pronounced alike but are different in meaning or spelling
(homophones)
• Recognizes words that are pronounced alike but are different in meaning or spelling
(homophones) using
context clues
• Recognizes opposites (antonyms)
• Recognizes opposites (antonyms) using context clues
• Recognizes words with the same or similar meaning (synonyms)
• Recognizes words with the same or similar meaning (synonyms) using context clues
RIT 181-190:
• Identifies base words
• Identifies base words in sentences
• Uses prefixes to find the meaning of words (e.g., pre-, mis-, in-)
• Uses prefixes to find the meaning of words (e.g., dis-, un-, re-)
• Uses suffixes to find the meaning of words (e.g., -or, -ing, -less)
• Identifies words with the same long vowel sound
• Identifies words with r-controlled vowels
• Uses vowel digraphs to decode unknown words (e.g., aw, ea, eigh)
• Divides words into syllables
• Uses phonetic and structural analysis, the syntactic structure, and/or the semantic context to
decode words
• Understands and applies the concept of syllables
• Identifies the number of syllables in a word
• Recognizes compound words
• Recognizes contractions
• Recognizes contractions using context clues
• Recognizes meaning of words from context
• Uses knowledge of word order (syntax) and context to support word identification and
confirm word
meaning
• Uses knowledge of word meaning (semantics) and context to support word identification
• Uses context to identify the correct meaning of words with multiple meanings
• Recognizes words that are spelled and pronounced alike (homonyms)
• Recognizes words that are spelled and pronounced alike (homonyms) using context clues
• Recognizes words that are spelled alike but are different in meaning or pronunciation
(homographs)
• Recognizes words that are pronounced alike but are different in meaning or spelling
(homophones)
• Recognizes words that are pronounced alike but are different in meaning or spelling
(homophones) using
Student(s):
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Mathematics –Algebra
Page 4 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
context clues
• Identifies words that mean the opposite of one another (antonyms)
• Recognizes opposites (antonyms)
• Recognizes opposites (antonyms) using context clues
• Identifies words that have the same or similar meaning (synonyms) using context clues
• Recognizes words with the same or similar meaning (synonyms)
RIT 171-180:
• Identifies base words
• Uses prefixes to find the meaning of words (e.g., dis-, un-, re-)
• Identifies words that use the correct suffix to complete a sentence
• Uses suffixes to find the meaning of words (e.g., -ful, -er, -est)
• Uses diphthongs to decode unknown words (e.g., ee, oy, ough)
• Identifies words with r-controlled vowels
• Identifies words with the same short vowel sound
• Uses vowel digraphs to decode unknown words (e.g., aw, ea, eigh)
• Understands the concept of syllables
• Uses syntax (word order) to decode words
• Uses semantics (word meaning) to decode words
• Identifies compound words
• Recognizes compound words
• Identifies contractions
• Identifies contractions using context clues
• Identifies meaning of words from context
• Uses context to choose the correct meaning of words with multiple meanings
• Uses knowledge of word meaning and context to support word identification
• Identifies words that are spelled and pronounced alike (homonyms)
• Identifies words that are spelled and pronounced alike (homonyms) using context clues
• Identifies words that are spelled alike but are different in meaning or pronunciation
(homographs)
• Identifies words that are spelled alike but are different in meaning or pronunciation
(homographs) using
context clues
• Identifies words that are pronounced alike but are different in meaning or spelling
(homophones)
• Identifies words that are pronounced alike but are different in meaning or spelling
(homophones) using context
Clues
• Identifies words that mean the opposite of one another (antonyms)
• Identifies words that mean the opposite of one another (antonyms) using context clues
• Identifies words that have the same or similar meaning (synonyms)
RIT 161-170:
• Uses prefixes to find the meaning of words (e.g., dis-, un-, re-)
• Uses suffixes to find the meaning of words (e.g., -ful, -er, -est)
• Uses basic elements of phonetic analysis and/or structural analysis to decode unknown words
• Uses diphthongs to decode unknown words (e.g., ee, oy, ough)
• Uses consonant blends to decode unknown words (e.g., bl, cr, spl)
• Uses word families to decode unknown words (e.g., -an, -in, -at)
• Uses letter/sound relationships to decode unknown words
Student(s):
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Student(s):
Activity:
Resource/Materials:
Mathematics –Algebra
Page 5 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
• Identifies words with the same short vowel sound
• Uses vowel digraphs to decode unknown words (e.g., aw, ea, eigh)
• Uses syntax (word order) to decode words
• Uses semantics (word meaning) to decode words
• Identifies compound words
• Identifies compound words using context clues
• Identifies contractions
• Identifies contractions using context clues
• Identifies meaning of words from context
• Uses context to choose the correct meaning of words with multiple meanings
• Uses knowledge of word order and context to support word identification and confirm word
meaning
• Uses knowledge of word meaning and context to support word identification
• Identifies words that are spelled and pronounced alike (homonyms)
• Identifies words that are spelled and pronounced alike (homonyms) using context clues
• Identifies words that are spelled alike but are different in meaning or pronunciation
(homographs)
• Identifies words that are spelled alike but are different in meaning or pronunciation
(homographs) using context
clues
• Identifies words that are pronounced alike but are different in meaning or spelling
(homophones)
• Identifies words that have the same or similar meaning (synonyms)
RIT Below 160:
• Uses beginning consonants to decode unknown words
• Uses diphthongs to decode unknown words (e.g., ee, oy, ough)
• Uses consonant digraphs to decode unknown words (e.g., sh, th, wh, ch)
• Uses ending consonants to decode unknown words
• Uses letter/sound relationships to decode unknown words
• Uses syntax (word order) to decode words
• Uses semantics (word meaning) to decode words
• Identifies compound words using context clues
• Uses beginning consonants to decode unknown words
• Uses consonant digraphs to decode unknown words (e.g., sh, th, wh, ch)
• Identifies words that are spelled and pronounced alike (homonyms)
• Identifies words that are spelled and pronounced alike (homonyms) using context clues
• Identifies words that are spelled alike but are different in meaning or pronunciation
(homographs)
• Identifies words that are spelled alike but are different in meaning or pronunciation
(homographs) using context
clues
• Identifies words that have the same or similar meaning (synonyms)
Assessment:
Additional Practice (if needed)
Student(s):
Activity:
Resource/Materials:
Assessment:
Additional Practice (if needed)
Mathematics –Algebra
Page 6 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
Unit:
Standard/Concept for All:
Students will learn to recognize and spell words in homophone sets.
Students will assign the correct meaning to each word in a homophone set.
Introduction: (Get Attention; Connect to Prior Knowledge)
Without showing students the word in print, say, “Can anyone tell me the meaning of the word won (or
too)? What else do you need to know before you can tell me the meaning of the word?” (You need to
see the word written down or hear it in a sentence.) “Why do you need more information in order to
spell some words correctly?” (Because some words sound the same but are spelled differently.) “Today,
we are going to learn a rhyme that helps us remember the different spellings of words that sound the
same. We call these words homophones which means sound the same. Once we know the different
spellings of words in homophone sets, it is important to know which spelling to choose when we are
writing. We need to be sure that the spelling matches the meaning of the word.”
For Students Ready for a Challenge:
Lesson/Activity:
1.) Say, “Let’s look at some homophones.” Display -Chart #1. Ask, “Who can spell the word that
means win in the past?” (w-o-n) “Who can spell the word that means double?” (t-w-o).
2.) Say, “We can remember how to spell homophone words if we link the spelling to the meaning
of the word. For example, to remember the spelling of won, we can think of the related word,
win and change only the middle letter.” Demonstrate this with plastic letters or letter tiles. “To
remember how to spell the word two, we can remind ourselves that two means double and that
there is a w (double-u) in the center of the word.”
3.) Say, “Let’s follow along and listen to some other homophone spellings. See if you can join in on
the part that keeps repeating.” Read (Same But Different) and point to the Display-Charts when
the words on those pages are spelled in the rhyme.
4.) Say, “Now, let’s create some memory hooks for our homophone words. If we already know the
spelling of both words in a homonym set, then we only need to have a memory hook for one of
them. If the word we want doesn’t match the memory hook, then we’ll know to use the other
spelling.”
Mathematics –Algebra
Page 7 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
5.) Look at Display-Chart #1. Say, “We’ve talked about memory hooks for two of these words. Who
can remember them?” (See Step 3.)
6.) Look at the top homophone set on Display-Chart #1. Ask, “Which word means the opposite of
here?” (t-h-e-r-e). “Our memory hook for this word is that it has the opposite word contained
within it. You can’t spell there without spelling here. So, if we want to spell the word that means
the opposite of here, how would we spell it?” (t-h-e-r-e)
7.) Look at the bottom homophone set on Display-Chart #1. Ask, “Which means know in the past?”
(k-n-e-w) “So, for our memory hook, we can think of the word know and change just one letter
in the middle.”
8.) Look at the top homophone set on Display-Chart #2. Ask, “Which word means throw in the
past?” (t-h-r-e-w) “So, for our memory hook, we can think of the word throw and change just
one letter in the middle.”
9.) Look at the bottom homophone set on Display-Chart #2. Ask, “Which word has the word plan
within it?” (p-l-a-n-e) “For our memory hook, we can think of the sentence, ’We plan to go by
plane.’ The word plan and plane differ by just one letter; what is it?” (silent e at the end of
plane)
10.)
Mention that some homonyms sets contain three words: there/their/they’re, two/too/to.
Find memory hooks for one more word in each set. Examples:
o
What does they’re mean? (they are) Memory hook: Think of they are and replace the a
with an apostrophe.
o
What does to mean? (opposite of from). How can we distinguish to from too? Memory
hook: too has too many o’s
11.)
Make a homonym dictionary, either individually or as a class. Illustrate with pictures or
speech bubbles of people talking. Clarify word meanings by including them in sentences.
Resources: Display Charts, Same But Different, Activities, Page
Mathematics –Algebra
Page 8 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
Means of Assessment:
1. Students will pass a spelling test on homonym sets, hearing each word in a sentence.
2.
Students will use correct homonym spellings as they occur naturally in their writing
3.
Activity 1-5 and Challenge
For Most Students:
Lesson/Activity:
1.) Say, “Let’s look at some homophones.” Display -Chart #1. Ask, “Who can spell the word that
means win in the past?” (w-o-n) “Who can spell the word that means double?” (t-w-o).
2.) Say, “We can remember how to spell homophone words if we link the spelling to the meaning
of the word. For example, to remember the spelling of won, we can think of the related word,
win and change only the middle letter.” Demonstrate this with plastic letters or letter tiles. “To
remember how to spell the word two, we can remind ourselves that two means double and that
there is a w (double-u) in the center of the word.”
3.) Say, “Let’s follow along and listen to some other homophone spellings. See if you can join in on
the part that keeps repeating.” Read (Same But Different) and point to the Display-Charts when
the words on those pages are spelled in the rhyme.
4.) Say, “Now, let’s create some memory hooks for our homophone words. If we already know the
spelling of both words in a homonym set, then we only need to have a memory hook for one of
them. If the word we want doesn’t match the memory hook, then we’ll know to use the other
spelling.”
5.) Look at Mini-Chart #2. Say, “We’ve talked about memory hooks for two of these words. Who
can remember them?” (See Step 3.)
6.) Look at the top homophone set on Display-Chart #2. Ask, “Which word means the opposite of
here?” (t-h-e-r-e). “Our memory hook for this word is that it has the opposite word contained
within it. You can’t spell there without spelling here. So, if we want to spell the word that means
the opposite of here, how would we spell it?” (t-h-e-r-e)
7.) Look at the bottom homophone set on Display-Chart #2. Ask, “Which means know in the past?”
(k-n-e-w) “So, for our memory hook, we can think of the word know and change just one letter
Mathematics –Algebra
Page 9 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
in the middle.”
8.) Look at the top homophone set on Display-Chart #2. Ask, “Which word means throw in the
past?” (t-h-r-e-w) “So, for our memory hook, we can think of the word throw and change just
one letter in the middle.”
9.) Look at the bottom homophone set on Display-Chart #2. Ask, “Which word has the word plan
within it?” (p-l-a-n-e) “For our memory hook, we can think of the sentence, ’We plan to go by
plane.’ The word plan and plane differ by just one letter; what is it?” (silent e at the end of
plane)
10.)
Play the Homonym Bingo spelling game. Fill up Bingo grids with homonym words. The
caller reads definitions and the players cover or remove the word that goes with the definition.
Test winners by asking for the definition of their winning words.
12.)
Make a homonym dictionary, either individually or as a class. Illustrate with pictures or
speech bubbles of people talking. Clarify word meanings by including them in sentences.
Resources: Display Charts, Same But Different, Activities Page
Means of Assessment:
1.
Students will pass a spelling test on homonym sets, hearing each word in a sentence.
2.
Students will use correct homonym spellings as they occur naturally in their writing
3.
Activities 1-4
Mathematics –Algebra
Page 10 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
For Students Needing Extra Support:
Lesson/Activity:
1.) Say, “Let’s look at some homophones.” Display Mini-Chart #1. Ask, “Who can spell the word
that means win in the past?” (w-o-n) “Who can spell the word that means double?” (t-w-o).
2.) Say, “We can remember how to spell homophone words if we link the spelling to the meaning
of the word. For example, to remember the spelling of won, we can think of the related word,
win and change only the middle letter.” Demonstrate this with plastic letters or letter tiles. “To
remember how to spell the word two, we can remind ourselves that two means double and that
there is a w (double-u) in the center of the word.”
3.) Say, “Let’s follow along and listen to some other homophone spellings. See if you can join in on
the part that keeps repeating.” Read (Same But Different) and point to the Display-Charts when
the words on those pages are spelled in the rhyme.
4.) Say, “Now, let’s create some memory hooks for our homophone words. If we already know the
spelling of both words in a homonym set, then we only need to have a memory hook for one of
them. If the word we want doesn’t match the memory hook, then we’ll know to use the other
spelling.”
5.) Look at Mini-Chart #2. Say, “We’ve talked about memory hooks for two of these words. Who
can remember them?” (See Step 3.)
6.) Look at the top homophone set on Display-Chart #2. Ask, “Which word means the opposite of
here?” (t-h-e-r-e). “Our memory hook for this word is that it has the opposite word contained
within it. You can’t spell there without spelling here. So, if we want to spell the word that means
the opposite of here, how would we spell it?” (t-h-e-r-e)
7.) Look at the bottom homophone set on Display-Chart #2. Ask, “Which means know in the past?”
(k-n-e-w) “So, for our memory hook, we can think of the word know and change just one letter
in the middle.”
8.) Look at the top homophone set on Display-Chart #2. Ask, “Which word means throw in the
past?” (t-h-r-e-w) “So, for our memory hook, we can think of the word throw and change just
one letter in the middle.”
9.) Look at the bottom homophone set on Display-Chart #2. Ask, “Which word has the word plan
within it?” (p-l-a-n-e) “For our memory hook, we can think of the sentence, ’We plan to go by
plane.’ The word plan and plane differ by just one letter; what is it?” (silent e at the end of
plane)
10.)
Workshop or learning center activity: Create self-checking flashcards by punching a hole
in each corner of index cards. Write a definition in the center of each card. Write four possible
spellings in the corners. Poke a pencil through the right answer. On the back of the card, draw a
circle around the correct hole.
11.)
Make a homonym dictionary, either individually or as a class. Illustrate with pictures or
Mathematics –Algebra
Page 11 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1
Reading DesCartes: Building Vocabulary
Skills: Use Context Clues to Determine Meaning; Base Word, Prefix, Suffix, Idiom, Connotations; Phonemic Awareness and Phonics; Synonyms, Antonyms, and Homonyms
speech bubbles of people talking. Clarify word meanings by including them in sentences.
Resources: Display Charts, Same But Different, Activities, Page
Means of Assessment:
1.) Students will pass a spelling test on homonym sets, hearing each word in a
sentence.
2.) Students will use correct homonym spellings as they occur naturally in their writing
3.) Activities 1-2
Closure/Summary for All:
The students will play a game of homophone Bingo to review the standards. An exit slip will be provided
on homophones.
Mathematics –Algebra
Page 12 of 12
Information taken from NWEA DesCartes – (ForIdahoTeachers.com) Revised by SP/JH SPSCD 1