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INSPIRE Project - Kindergarten Readiness

Call for Papers

INTRODUCTION TO GRADE 9 - SPELLING AND VOCABULARY

In Grade 9 students will learn the spelling and meanings of suffixes that can change the words into nouns or adjectives. They will identify the spelling/meanings of at least 50 pairs of homophones. They will analyze unfamiliar words based on individual word elements, spell, and use words from professional lists prepared for grade level. They will add to their vocabulary new words that are found in literature selections. They will recognize the different shades of spelling/meaning of at least 50 pairs of words that are close in spelling/meaning.

TEACHER ELEMENTS	STUDENT ELEMENTS

GRADE 9	GRADE 9


*THE TEACHER SHALL:*		*THE STUDENT SHOULD:*
REVIEW, RETEACH, AND REASSESS PAST CONCEPTS.

NEW CONCEPTS		NEW CONCEPTS

Provide opportunities for students to look up words in dictionaries and trace the spelling, pronunciation,semantic changes, and origins of words.		Use dictionaries in order to trace the spelling, pronunciation, semantic changes, and origins of words.

Teach the spelling/meanings of suffixes that can change words into nouns or adjectives.		Tell the spelling/meanings of the suffixes AL , AN, ANT, ARY, ENT, ESE, IAN, IC/ICAL, ILE, INE, ITE, IVE, ORY.

		Determine the use of the words containing these suffixes by their functions within sentences.

Teach the spelling/meanings of at least 50 more pairs of homophones.		Identify the spelling/meanings of at least 50 more pairs of homophones.

Provide opportunities for students to analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.		Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.

Regularly and systematically teach spelling/vocabulary words taken from professional lists prepared for grade level.		Spell and use words regularly and correctly from professional lists prepared for grade level.

Teach the different shades of spelling/meaning of at least 50 pairs of words that are close in spelling/meaning (e.g., amiable/amicable; amaze/astonish/surprise).		Explain the different shades of spelling/meaning of at least 50 pairs of words that are close in spelling/meaning (e.g., amiable/amicable; amaze/astonish/surprise).
Provide opportunities for students to add to cumulative, individualized record of new spelling/vocabulary words found in literature selections.		Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections.

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