Teaching the 5 Literary Elements

“Plot, Character, Conflict, Theme, Setting…” An interactive Prezi presentation that teaches the five literary elements through style and song.

Recommended Use: 3rd to 8th grade (Applicable in high school for some students/settings)

 

Other video resources can be found on BrainPop.

Experience Autism through Video

Ever wonder what it is like to feel over-stimulated? Carly Fleischmann shows through video what it is like to experience sensory overload in everyday settings.

Video 1: Coffee shop

Video 2: Walking down the street 

3. Video 3: Shopping at a store

Carly Fleischmann created these videos through her own experience. As we know, every individual sees the world through a different lens, which can lead to a different experience than those shown above. The reason I still appreciate these videos are that they highlight important characteristics that are common with those who experience sensory overload:

1. Increased brightness

2. Jumbled noise

3. Sensitivity to certain smells

4. Distracted by individual objects that become the complete focus of the individual 

Creative History Assignment

Looking for ways to make history more exciting….especially for your musically inclined students. Check out this video of Brianna Perez singing “If we had a chance” to the tune of “If I were your man”

In an assignment asking students to differentiate between Malcom X and Martin Luther King Jr., Brianna Perez and classmates wrote lyrics to express their understanding of how time and power affects the world around us.

Beautiful lyrics, great singer, and an engaging assessment of knowledge.

First Day of School Plans

The start of a new year is here. I will be teaching 1st grade resource room ELA and math pull-out. I am excited to be working in the position and hope to share my stories and lesson plans along the way.

1st Grade Resource: ELA and Math

Day 1:

(My first day is Monday 9/8; students are staying in their homeroom on Thursday 9/4 and Friday 9/5 to help with the transition)

At the beginning of the day, I will stand at the door and greet each of my students. I will introduce myself and have the students share their names. I will help students find their seats. Each seat will have a nametag.

1. Introduction with Flipchart

  • My name, where I am from, why I love teaching, why I am excited to teach first grade
  • Will include pictures of me from 1st grade
  • Will share what we will learn together/books we will read

2. Ice Breaker Activity

  • Why are you excited to be in first grade?
  • About Me Poster Tee

3. Classroom Tour/Scavenger Hunt

  • Materials
  • Different centers
  • Books
  • Example: “Find an item in the classroom that starts with /p/. (informal pre-assessment) 🙂
  • Students will work together

4. Creation of Classroom Rules/Expectations

  • Do together as a class
  • Keep your hands, feet, and objects to yourself
  • Respect yourself and others (give specific examples of what respect looks like)
  • Show/Explain Sticker Chart (rewards/consequences)
  • Star Student (5 qualities-active listening)
  • “Look, listen, work hard” show hand movements
  • Effort and Attitude: the importance of a “I can” approach to learning
  • Shew
  • Slant
  • King and Queen Behavior

5. Review/Practice of Procedures:

Entering the classroom: At the beginning of the day, I will stand at the door and greet each of my students. I will introduce myself and have the students share their names. I will help students find their seats. Each seat will have a nametag

Bathroom: Two fingers crosses, teacher responds with two fingers crossed. Student signs out. One student (boy and girl) allowed out at a time.

Tissues: Can take when needed; will show where I keep extra tissues to replace when empty

Nurse: Student raises hand and explains what is wrong. I encourage students to try to wait until the end of a lesson.

Absent Folder: Students are expected to make up work when absent. All papers will have the student’s name on it and be in a specific folder waiting for them when they return.

Where to put homework: When students walk in, they will put homework on desk before they start their Do Now.

Materials: Sharpening pencils (pencils will be pre-sharpened. No sharpening during a lesson)

Emergency Expectations: Firedrill, lockdown

Entering/leaving the classroom: Do Now and Exit Ticket

Ways of getting attention: “Class class” “Yes Yes”, claps, Hands on your heart if you know…, “Rejoice” -Say when someone says what you were thinking

Transitions: Magic Word (changes every month, thought of together as a class) students do not move to the next activity/pack up/line up until they hear the magic word

6. Read book and discuss “First Grade Jitters”

Management Policies:

Work Time: Students are expected to be thinking and working when given independent work. Students should always be working on the given assignment of the teacher and always try their best.

Questions: Students are expected to ask other students what to do before coming to the teacher. Instructions will always be explained and will most likely be on the board or on the sheet students are working on. Procedure: 1. Look up on board 2. Ask people on each side of you 3. Raise your hand for teacher help

Homework Policy: Homework is expected to be completed on time. Homework is graded on content and effort.

Small Group Time: When a teacher is working with a small group, other students are not allowed to interrupt the teacher unless there is an emergency. An emergency consists of someone feeling very sick or if a dangerous situation needs to be reported to the teacher. When the teacher is wearing a Hawaiian Lei, students cannot interrupt.

Respect: Respect teacher, peers, and classroom material. Put materials back where you found them. Make sure all covers are on glue sticks and markers.

Nonverbal Cues:

1. Crossing of 2 fingers—indicates the need to go to the bathroom

2. Hand on your heart—indicates you know the answer

3. Thumbs Up/Thumbs Down

4. Clapping of hands-classroom attention (clap, clap clap, clap clap clap)

Student Expectations:

  • Come to class ready to learn
  • Come to class with an open mind
  • Respect teacher and students
  • Respect classroom materials and furniture
  • Follow instructions
  • Listen to directions

Teacher Expectations:

  • Work hard and be prepared
  • Come to class ready to learn
  • Come to class with an open mind
  • Be respectful and kind to all students
  • Be willing to listen to students
  • Set a good example for students in actions, speech, and attitude!

Transition Time:

Any time there is a transition; students will need to wait for the teacher to dismiss them. To do this, students must wait for the teacher’s magic word that will change each month. Students will be able to pick the magic word as a class from the beginning. This will help students feel important about policy-making and will reflect the interest of the class since students will have a say. Students will learn this at the beginning of the year (the first day of school). Reminding the students to wait until they hear the magic word will reinforce what I am trying to do. Eventually, students will be reminding other students if they forget to wait. The magic word is important since students in my class can be impulsive. To avoid students getting up before a lesson is officially over, students need to wait until the teacher formally dismisses them. The magic word also helps the students listen and stay engaged until the end of the lesson.

To get students attention before the magic word is said, one thing I will do is to do a special clap (clap, clap clap, clap clap clap). For example, when I clap once, the students clap once. Then when I clap twice, the students clap twice. When I clap three times, all students should clap 3 times back. At this point, all students’ eyes should be on me. Then I can tell the class our next transition and use the magic word to dismiss the class as a whole.

If some students are already looking at me, I can use a non-verbal cue such as pinching my fingers together to indicate that I want complete quiet. Students will do the cue back. My hope is that other students who are talking will realize that I have stopped talking and am doing my cue. Other students doing the cue indicate that they have seen my cue and have stopped talking. This will help the class regain attention and hear my instructions before the magic word is said for them to be dismissed.

“Whisper”: Describing the Personality of the Main Character

PLANNING

Essential Understanding:

Students will understand how to determine the personality of the main character by using details in the text.

MA Framework Standards:

RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Monday to Thursday)Rl.2.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. (Thursday)

Student Learning Objective(s): 

Students will be able to identify and describe the thoughts, actions, and words of the main character to determine the character’s personality.

Interdisciplinary content area(s):  Reading

Materials necessary for today’s lesson: 

For Students For Teacher
“Whisper”, Clipboard, Pencils, Writing Notebook “Whisper”, Clipboard, Pencil, Paper

Academic Vocabulary:

Personality: the combination of characteristics or qualities that describe a person. It is not a physical description, but is internal. 

THE LEARNING ACTIVITY

Motivational and Review Procedures (the “hook”): 

Ask students to predict what will happen in the story by looking at the front cover. Students will discuss the title and the picture and talk about what they see. Every day, we will reintroduce the book by discussing some key events that took place the day before.

Procedures to Accomplish Objectives:

 Monday: Read book as a small group out loud

  • Introduce book
  • Talk about title and picture on the front cover
  • Make predictions
  • Take turns reading
  • Stop at vocabulary words
  • Ask questions where appropriate
  • Really encourage group participation (students are talking to group members, not me as the teacher)

Tuesday: Set up 2 column notes (Thoughts, Actions, Words)

  • Model 2 column notes
  • Reread as group and have students stop when they want to write down a detail
  • Encourage students to talk to one another
  • Review what quotations are

Wednesday: Finish 2 column notes

  • Students have the option to finish independently or as a group. Students read the last four pages to themselves. Students can help each other when needed.

Thursday: Theme and Character Description

  • Determine theme and give at least three explicit examples from the text
  • Describe the character’s personality by using notes from the 2 column notes
  • All descriptions should include five descriptive words and text evidence to back up the statement. For example, Whisper can be considered brave when he stepped out in the middle of a hurricane and blew the wind away. 

Closing Procedures:

Review student writing. Go over each writing sample individually and talk the response over with the student. Did the student use transition words? Did the student give concrete examples from the text? Show me where it says _____________? Students will be encouraged to use their two column notes to help guide their writing.

Summary Statement:  Wrap Up

This week we determined the personality of Whisper by looking for the thoughts, actions, and words of the main character in the text. From your notes, you were able to write an extended response.

Teaching Techniques:

Explicit teaching-use of quotation marks, finding details in the text

Cooperative learning-small group reading together and answering questions

Interactive learning-talking to group members and finding specific examples in the book

Learning Considerations:

Improving access to learning for all students (Hint: Consider UDL Principles) Associated Accommodations(s)/Modification(s)(Supports and Challenges)
Multiple Means of Representation

  • Visual-Book, Pictures, model of 2 column notes
  • Auditory-Read aloud, asking questions
  • Kinesthetic– Passing the book around, moving in the hallway, using hand motions when describing text

Multiple Means of Expression

  • Visual-2 column notes
  • Auditory-talking to group members
  • Kinesthetic- “Put finger on your hearts when you know the answer”, writing

Multiple Means of Engagement

  • Working in a small group
  • Choice to work independently near the end
For students who need additional support:

  • May work with partner
  • Allowed to ask group for help/guidance
  • Teacher will assist where necessary

For students who need to be challenged:

  • Have students write a summary of the text

EVALUATION

Assessment Plan: 

I will assess student understanding….
Formative  During the lesson plan by:

  • Are students able to read the text?
  • Are students able to fill out the 2 column notes?
  • Are students able to identify the quotation marks?
  • Are students able to read with expression?
  • Are students about to describe Whisper?
  • Did students find concrete examples in the text?
  • Did students use their two column note detail when writing their extended response.
Summative  At the end of the learning opportunity by:

  • Student’s extended response

Record Keeping Plan:

  • Table in Excel

 

Speech and Language Difficulties

Hello all,

In one of my classes, I was asked to put together a presentation on various speech and language difficulties. The powerpoint below shares basic facts about speech impairments as well as tips for classroom teachers working with students with various disorders.

This Speech and Language Difficulties powerpoint highlights how teachers must be sensitive to those with language difficulties and how it is not safe for teachers to randomly and unknowingly to the child ask certain students to read out loud. This act can cause some students extreme anxiety and result in them not paying attention since they are constantly trying to read ahead to be prepared for the callout.

A lot of the tips included in the powerpoint come from my personal experience.  Growing up, I went out for speech and felt very uncomfortable reading out loud since I could not articulate certain words. Instead of paying attention, I would constantly read ahead and ask my neighbor for help with words I did not know. This anxiety of being called on or reading out loud happened during round robin and anytime I knew the teacher was going to call on somebody to read.

While I know some teachers believe it is good practice for students to read out loud, teachers must understand how this makes some students feel. For one, I was not a shy student and loved interacting and performing in front of my peers; however, reading out loud was uncomfortable since all my attention went to articulating the words instead of comprehending what the text was actually saying. Although some teachers feel round robin and random picking help students pay attention, this did the opposite for me. My attention went to trying to predict when I would be called on and went to asking my neighbor words I did not know. I would literally sit there and skim the passage to ensure I knew how to say all the words that were written since I did not want to be embarrassed.

In addition, I hated how I was always forced to miss class. I was a student who hated to miss what was going on and did not per say enjoy the pull out. Although I am now thankful for the services and for all the help I received, I do understand how it can be uncomfortable for some students. I am not sure how to avoid this, but I do think it is important for teachers to keep in mind that every student sometimes pulled out of their class does not necessarily want to miss out on class time.

In conclusion, be sensitive to all students who have different learning needs and talk to the student if you feel they may be experiencing the same discomfort I felt in some of my classes growing up.

Best,

Teachertalk4all

What is Energy and Where Does it Come From?: Lesson Plan

PLANNING

Essential Understanding:

Students will understand what energy is and that all our energy comes from the sun.

MA Framework Standard(s): 

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Student Learning Objective(s): 

Students will be able to identify the supporting details to a main idea found in a text.

Interdisciplinary content area(s):  Reading and Writing

Materials necessary for today’s lesson: 

For Students For Teacher
Energy Packet Reading, Red and Blue Pencil, Regular Pencil, Science Notebooks Energy Packet Reading, Red and Blue Pencils, Overhead/SmartBoard,Paper

Academic Vocabulary: 

-Main Idea-what the passage is about

-Supporting details-examples and description of the main idea

 THE LEARNING ACTIVITY

Motivational and Review Procedures (the “hook”): 

Review what a main idea is and review what supporting details are. Talk about energy, which was discussed the day before.

Procedures to Accomplish Objectives: 

 “What is Energy and Where Does it Come From?” (Reading Packet)

  • Continue reading from yesterday
  • Main focus: Pointing out the main idea and supporting details
  • The first main idea was underlined in red yesterday
  • Main ideas are given by the teacher

Before reading: Have students number the paragraphs. Then have students break the passage into 3 sections. The teacher models this. Then have the whole class read the whole passage. Students will take turns reading one paragraph out loud.

1a. Review main idea “All our energy comes from the sun” with class

  • Underline details in blue (3 -4 details)
  • Model and ask the class to give one supporting detail
  • Model thinking and examples when needed

Have students work in pairs and find the supporting details for main idea 2 and then main idea 3. Then review supporting details found with the whole class. Have students from pairs answer and discuss.

1b.  Main Idea 2: “We use the energy in these fossil fuels to make electricity”

1c. Main idea 3: “There are some renewable energy sources we can use”

Throughout the lesson, use supporting guiding questions such as: How would you summarize this passage using only two words, using one sentence? This will help the students realize the main idea (although it is given) and what the supporting details should be about.

Closing Procedures:(What questions will you ask to help students review, synthesize, generalize, and apply what they have learned?)

What is the main idea? What are supporting details? How do you find supporting details? Where are main ideas generally found?

Summary Statement:  Wrap Up

4th graders, today we identified the main idea and found supporting details that describe and explain the main idea. This will help us when we make our two-column notes tomorrow and will help when you are writing a story.

Teaching Techniques:

-Direct Instruction: Definitions of main idea and supporting details

-Indirect Instruction-Helping students at desks, giving clue questions

-Experimental: Students working in partners finding the support details

-Interactive: Students will work with the text using different colors and work with partners

Learning Considerations:

Improving access to learning for all students(Hint: Consider UDL Principles) Associated Accommodations(s)/Modification(s)(Supports and Challenges)
Multiple Means of Representation

  • Visual: Blue and red colored pencils
  • Auditory: Use of vocabulary words: main idea and supporting details
  • Kinesthetic: Underlining, sheet on projector

Multiple Means of Expression

  • Visual: Blue and red colored pencils
  • Auditory: Talk to partner, talk with class, talk with teacher
  • Kinesthetic: Underlining

Multiple Means of Engagement

Students are able to work with partners and use different colors to identify the main idea and supporting details.

For students who need additional support:

  • Teacher assistance will be given where necessary
  • Students will work with partners
  • Instructions will be given twice

For students who need to be challenged:

  • Students will start their two-column notes
  • Students will be given a harder passage to read

 

 

EVALUATION

Assessment Plan: 

I will assess student understanding….
Formative  During the lesson plan by:

  1. What is the main idea?
  2. What is a supporting detail?
  3. What color do we underline the main idea?
  4. What color do we underline the supporting detail?
Summative  At the end of the learning opportunity by:

  • Can students underline the supporting details for a main idea for main idea 2 and 3?

Record Keeping Plan:

  • Collect passages

 

Phonics Lesson: welded -all and bonus letters (s,f,l)

I started a new practicum and am now responsible for teaching phonics to three different groups of kindergartners. In our school, we use the two reading programs for K and 1st: Fundations and Lively Letters. These programs guide our whole and small group instruction. Below is a lesson plan I created that focuses on students practicing the welded sound –all and words that incorporate the bonus letters: s, f, and l.   As you will read, the lesson is extremely detailed and incorporates three different activities that allow students to practice these skills.  Throughout the lesson, I continually describe how I am checking for student understanding and emphasize the different modifications I made to adjust to students’ needs. At the bottom of this lesson, I included pictures of the games I created.

Lesson Title: Fundations-a focus on the Welded Sound -all and Words that use the Bonus Letter Rules

Essential Understanding: Students will practice reading words with the welded sound –all and words that incorporate the bonus letters: s, f, and l.

Student Learning Objective(s):

-Students will be able to identify words that use the bonus letter rule (f, l, s) in every activity listed below.

-Students will be able to recognize words that have the welded sound –all in the Don’t’ Get Buzz Game, Popcorn Game, and “The Big Mess” reading.

-Students will be able to read words with the welded sound –all and words that use the bonus letters: f, l, and s.

Materials necessary for today’s lesson:

For Students For Teacher
Pencils Fundation Cards (set), Popcorn game with sentence strips, Don’t Get Stung game with popsicle stick words, The Big Mess Reading

Academic Vocabulary:

-Bonus Letters: added to the end of the word that ends in f, l, and s when the vowel is short

-Welded Sound/Glued: All, is not one sound, it is two. The second l is silent.

THE LEARNING ACTIVITY

Motivational and Review Procedures (the “hook”): 

1. Review of Fundation Cards (3 to 4 minutes)

  • Familiar activity to students
  • Teacher shows cards, all students respond with the appropriate sound

Procedures to Accomplish Objectives:

  1. Say words with Fundation Cards (3 to 4 minutes)
  • Create groups with the cards (vowels in the middle, bonus letters to the side)
  • Have student read both real and nonsense words
  • Create opportunities for students to add the bonus letter
  • Some words include: mes (s), ful (l), mis (s), Jef (f), les(s), pas (s), shel (l)
  1. Don’t Get Stung (6-7 minutes)
  • Game where students pick popsicle sticks out of a container that is labeled “Don’t get stung”
  • The point of the game is for students to read the words on the stick
  • If they get the word correct, students keep the stick
  • If students pick out the stick with the bee, all students must put back their sticks in the container
  • If students pick out the fly repellent, students can use it as a “save” if they were to pick the bee stick
  • Words this week focus on the welded sound: all, and words that get a bonus letter
  • Words include: mall, puff, mill, tall, fuss, Bess, puff, Jeff, fell, huff, shell, wall, ball, mess, cuff, Bill, hill, chill, yell, miss, Jill, pass, less
  1. Popcorn Game (7-8 minutes)
  • Sentences are written on yellow pipe cleaners with popcorn pictures on top
  • Students pick a popcorn out of the popcorn container and read the sentence
  • Trick words are written in read, and regular words are written in black
  • Sentences used: 1. Did Dad yell at Tom? 2. I fell on the path. 3. This hall is a mess. 4. I got a chill in the tub. 5. The duck will quack at Bill. 6. Toss the ball to Kim. 7. Tim will fill the dish with fish. 8. Bess will go to the mall.
  • Ask students to read the sentence and then check for understanding by asking a follow up question related to the sentence meaning
  • To acknowledge the bonus letters or welded sound (particular focus of the Fundations unit), teachers can underline or highlight this part of the word. In this unit, I did not.
  1. The Big Mess Reading (6-7 minutes)
  • The hall was a big mess! “What a mess!” said Mom. “Pick this up.” Jill and Bill did the big job. Did they fuss? They did not fuss at all.
  • Students will read the text by themselves
  • Then we will read the text as a group
  • Students will be asked to mark up the text (Put a star over the bonus letters and put a box around the welded sound –all)

 Closing Procedures: 

How do we know when a word needs a bonus letter? Why do we need to pay careful attention to trick words?

Summary Statement:  Wrap Up 

Today we practiced reading words with the welded sound –all and words that use the bonus letter rule (f, l, and s). We will continue to identify words with these components in texts we read together.

Framework Standard(s):

MA.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

  • Recognize and produce rhyming words.
  • Count, pronounce, blend, and segment syllables in spoken words.
  • Blend and segment onsets and rimes of single-syllable spoken words.
  • Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
  • Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

MA.3. Know and apply grade-level phonics and word analysis skills in decoding words.

  • Know the spelling-sound correspondences for common consonant digraphs.
  • Decode regularly spelled one-syllable words.
  • Know final -e and common vowel team conventions for representing long vowel sounds.
  • Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

MA.4. Fluency (The Big Mess Story and the Sentence Strips in the Popcorn Game)

  • Read emergent-reader texts with purpose and understanding.

Teaching Techniques:

Direct Instruction: Help with tapping out the words and reading words, Help with attention and having students get back on task

Collaborative: Popcorn Game, Don’t Get Stung Game, Review of Fundation Cards, Reading “The Big Mess” together as a group

Learning Considerations:

Improving access to learning for all students (Hint: Consider UDL Principles) Associated Accommodations(s)/Modification(s)(Supports and Challenges)
Multiple Means of Representation

  1. Visual: Fundation Cards, Popcorn strips, Words on Popsicle Sticks
  2. Auditory: saying the sounds and words
  3. Kinesthetic: circling & underlining components in word, tapping out the sounds

 Multiple Means of Expression

  1. Visual: underlining, writing, circling, highlighting bonus letters and words with the welded sound
  2. Auditory: saying the word and sentence out loud
  3. Kinesthetic-circling, underlining, tapping out word

Multiple Means of Engagement

  1. Students play games that practice their word reading.
  2. Students work with partners and in small groups
  3. Students have their own material
  4. Students play a variety of activities that focus on word reading

1-2 most important factors for improving access to learning for all students

Consider UDL and academic vocabulary

  1. Explicit review and practice with the welded sound –all, and use of the bonus letters (f, l, s). Students will be given many opportunities to mark up the text and to highlight words that use these two rules.
  2. Students will be given their own popsicle sticks, and sentence strips, as well as their own story to highlight. In addition, students will be able to manipulative Fundation cards at the beginning to add the bonus letter to words created by the teacher.

Modifications for students who need additional support:

A. Content:

  1. Help individual students sound out the word
  2. Ask guiding questions (what sound to hear you at the beginning of the word (________)
  3. Repeat the word
  4. Slow down and emphasize certain parts of the word (whether the beginning, middle, or end)
  5. Assist student in tapping out words
  6. Model when needed

B. Behavior:

  1. Help the student regain focus by calling them back to the activity
  2. Give clear directions and written directions/visual pictures if necessary
  3. Remind students of expectations for behavior (feet on the ground, in chair, head up, good attitude, staying on task)
  4. Create a reward system
  5. Encourage good behavior by praising child using their name and specifically saying how they are doing well
  6. Provide clear and short directions for students before and leaving the table and returning to group (Go back to your class quietly and slowly)
  7. Have each student repeat directions before returning back to group
  8. Tell each student what he or she is doing well

C. For students who need to be challenged:

  1. Students will read more words in a sentence
  2. Students can create words that use the welded sound
  3. Students can create words that use the bonus letter rule.

 

EVALUATION- The Assessment Plan:

I will assess student understanding….
Formative  During the lesson plan by:

  • Are students able to identify the beginning sound?-Are students able to identify the middle sound?
  • Are students able to identify the ending sound?
  • Are students able to match the appropriate sound with a letter/symbol?
  • Are students able to sweep their hand under the individual sounds and say the sounds all together to form a real/nonsense word?
  • Are students able to read word on popsicle stick?
  • Are students able to read sentence on popcorn strip?
  • Can students understand the meaning of the sentence?
Summative   At the end of the learning opportunity by:

  • Can students read the story “The Big Mess” as a group and box the welded sounds and put a star above the bonus letter words?

 

The c/k spelling rule

I learned a great spelling trick today about c/k rule. The rules is as follows: k takes and e while c takes the other three vowels: aou.

spelling rules, spelling tips, c/k rule, teacher spelling tips

To help students remember, point out that the k, which is made with a straight line, goes with the two vowels made with a straight line: i and e. As the document shows above, a triangle (a shape made with straight lines) surrounds  the three straight-made letters to reinforce this concept. When introducing the c rule, show students how c is made with a curved line. Allow students to trace their finger around the curve. Then show the three vowels: a, o, and u. Point out how these letters are all curved as well. Have students draw a circle around the three letters to reinforce that c, a curved letter, takes the other three curved letters: a, o, and u. Tricks like these are helpful for students who have trouble memorizing basic spelling rules and facts.