ALEX | Alabama Learning Exchange

Picture Match

Classroom Resource Information

Title:

Picture Match

URL:

https://www.readwritethink.org/classroom-resources/student-interactives/picture-match

Content Source:

ReadWriteThink

Type:

Interactive/Game

Overview:

Picture Match is designed to give new readers practice with identifying beginning-letter and short- and long-vowels sounds through a simple, fun game. Updated in 2008, the game features all letters of the alphabet. In the beginning-letter sounds section, a picture of an object (for example, a car) is displayed, and students are prompted to choose the letter that corresponds with the first letter of the word. In the short- and long-vowel sounds sections, students are prompted to choose the vowel that corresponds with the word. If students choose the correct match, they get words of encouragement and a new picture. If they do not choose the correct match, they receive an audible prompt and can then try again, choosing among the remaining letters. Once all of the pictures have been matched, students can print out a chart showing which pictures go with which letters. Pictures are sorted randomly with each game to provide a challenge if the game is played more than once. Picture Match is intended for beginning readers and can be used individually or in small groups.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: K	10. Apply knowledge of phoneme-grapheme correspondences and word-analysis skills to decode and encode (spell) words accurately in both isolation and in decodable, grade-appropriate text. a. Produce the most frequent sound(s) for each consonant, including x and q, which have two phonemes (sounds). Examples: x= /ks/ and q=/kw/ b. Identify the vowel in a closed syllable and produce the short vowel sound for the five major vowels when decoding closed syllables. c. Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text. d. Identify the vowel in an open syllable and produce the long vowel sound for the five major vowels when decoding open syllables. e. With prompting and support, identify the vowel-consonant-e syllable pattern and produce the long vowel sounds for the five major vowels in vowel-consonant-e syllables. f. With prompting and support, decode words with suffix -s, using knowledge of unvoiced /s/ and voiced /z/ sounds for letter s. Examples: pups, cats, pigs, dogs Note: Unvoiced /s/ follows unvoiced sounds such as /p/ and /t/ and voiced /z/ follows voiced sounds such as /g/. g. With prompting and support, produce the most frequent sound for digraphs ck, sh, th, ch, wh, ng, and combination qu, making the connection that a two-letter grapheme can represent one phoneme (sound). h. Distinguish between similarly spelled words by identifying the phonemes and graphemes that differ. Example: mat/sat, pan/pat, tip/top i. Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences. Examples: am, at, get, like, make, that, this, me, she, be Note: The main emphasis of a high-frequency word lesson should be on regular correspondences and patterns, noting the high-frequency words with exceptions or oddities and what they are, using specific strategies to help them remember the irregular part of the word. Example: LETRS^© heart word strategy Unpacked Content Teacher Vocabulary: 10. Apply Phoneme-grapheme correspondence Word-analysis skills Decode Encode Isolation Decodable Grade-appropriate text 10a. Produce Frequent Consonant Phoneme 10b. Vowel Closed syllable Produce Short vowel sound Five major vowels Decode 10c. Decode CVC words Isolation Decodable text 10d. Vowel Open syllable Produce Long-vowel sound Five major vowels Decode 10e. Identify Vowel-consonant-e syllable pattern Produce Long-vowel sound Five major vowels Prompting Support 10f. Decode Suffix -s Sounds of letter s Unvoiced /s/ Voiced /z/ Prompting Support 10g. Produce Most frequent sound Digraph Two-letter grapheme Represent Phoneme Prompting Support 10h. Distinguish Phonemes Graphemes 10i. Decode High-frequency words Predictable Decodable Phoneme-grapheme correspondences Knowledge: 10. Students know: Phoneme-grapheme correspondences and word-analysis skills to decode words. Phoneme-grapheme correspondences and word-analysis skills to encode words. 10a. The most common sound for each consonant letter. 10b. The five major vowels. Short vowel sounds. The features of closed syllables. 10c. Words with the CVC pattern. 10d. The five major vowels. Long vowel sounds. The features of open syllables. 10e. The five major vowels. Long vowel sounds. The features of vowel-consonant-e syllables. 10f. How to identify a word ending with an s or suffix -s. Whether suffix is will be sounded as voiced /z/ or unvoiced /s/ based on the sound before it. 10g. The most frequent sound for digraphs ck, sh, th, ch, wh, and ng. The sound for combination qu. 10h. How to identify the grapheme and/or phoneme that differs in similarly spelled words. 10i. Predictable and decodable phoneme-grapheme correspondences. Skills: 10. Students are able to: Decode words in isolation and within decodable, grade-appropriate text by applying knowledge of phoneme-grapheme correspondences and by using word-analysis skills. Encode words by applying knowledge of phoneme-grapheme correspondences and using word-analysis skills. 10a. Identify consonant letters. Produce the most common consonant sounds, including x and q. 10b. Identify the vowel in a closed syllable when decoding. Produce the short vowel sound for the five major vowels when decoding closed syllables. 10c. Decode CVC words in isolation and in decodable text. 10d. Identify the vowel in an open syllable when decoding. Produce the long-vowel sound for the five major vowels when decoding open syllables. 10e. With prompting and support, Identify the vowel-consonant-e syllable pattern. Produce the long-vowel sounds for the five major vowels in vowel-consonant-e syllables. 10f. With prompting and support, Decode words with suffix -s, using knowledge of unvoiced /s/ and voiced /z/ sounds for letter s. 10g. With prompting and support, Produce the most frequent sound for digraphs ck, sh, th, ch, wh, and ng. Produce the combination qu sound. Begin making the connection that a two-letter grapheme can represent one phoneme (sound). 10h. Identify the phonemes (sounds) and graphemes (letters) that differ in similarly spelled words. For example, in the word pair mat/sat, a student could identify the first letter changed which changed the word's first sound. 10i. Decode grade-appropriate high-frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, such as am, at, get, like, make, that, this, me, she, be. Understanding: 10. Students understand that: Graphemes represent specific phonemes they can use to decode (read) words, and phonemes can be represented by graphemes to encode (spell) words. Word-analysis skills are used to determine how to decode or encode based on letter position, adjacent letters, etc. 10a. Students understand that: Consonants are the letters in the alphabet that are not vowels, such as b, d, g, n, r, s, and t. Consonant sounds are made by blocking air using your teeth, tongue, or lips. The consonants x and q make two sounds when decoding text. 10b. a, e, i, o, and u are the five major vowels. Vowels are voiced phonemes that are produced with no blocking of air with your mouth. Every syllable must have a vowel. A closed syllable is a syllable with a short vowel sound and one or more consonants at the end. 10c. CVC words follow predictable patterns that they can be used to decode accurately and automatically. 10d. a, e, i, o, and u are the five major vowels, and they can make different sounds depending on their placement in a syllable. An open syllable is a syllable that ends with one vowel. 10e. Vowel-consonant-e syllables contain one vowel, followed by a single consonant, and then the letter e. The vowel sound is long and the e is silent. 10f. When suffix -s is after an unvoiced consonant, it makes the unvoiced /s/ sound, like in the words pups or cats. When suffix -s is after an voiced consonant, it makes the voiced /z/ sound, like in the words pigs and dogs. 10g. The digraphs ck, sh, th, ch, wh, ng, and qu are made of two graphemes (letters) and represent one phoneme (sound). Combination qu represents two unexpected speech sounds, /k/ and /w/. 10h. There is a relationship between letters and sounds, and that changing a letter in a word changes how it is read. 10i. High-frequency words are words that commonly appear in text, so it is important to decode them accurately and automatically.
English Language Arts ELA2021 (2021) Grade: 1	6. Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words. a. Count, blend, segment, and delete syllables in spoken words, including polysyllabic words. Examples: par-ti-cu-lar, cer-ti-fi-cate b. Recognize and produce groups of rhyming words and distinguish them from non-rhyming groups of spoken words. c. Produce alliterative words. d. Blend and segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends. e. Add, delete, and substitute phonemes at the beginning or end of spoken words made up of three to five phonemes, and produce the resulting word. Examples: pan to pant; flight to light; cat to cap f. Distinguish long from short vowel sounds in spoken, single-syllable words. g. Distinguish between commonly-confused vowel sounds and commonly-confused cognate consonant sounds, using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation. Examples: /f/ and /v/, /p/ and /b/, /t/ and /d/, /k/ and /g/, /m/ and /n/, /ng/ and /n/, /s/ and /z/, unvoiced /th/ and voiced /th/, /ch/ and /sh/, /ĕ/ and /ā/, /ĕ/ and /ă/ Note: This is extremely important as a foundational phonemic awareness skill for all learners. h. Identify the sound substitution in words with five to six phonemes. Example: strips/straps, square/squire Unpacked Content Teacher Vocabulary: 6. Demonstrate Phonological awareness skills Phonemic awareness skills Spoken words 6a. Count Blend Segment Delete Syllables Spoken words Polysyllabic words 6b. Recognize Produce Rhyming words Distinguish Non-rhyming 6c. Alliterative 6d. Blend Segment Phonemes Single-syllable spoken words Consonant blends 6e. Add Delete Substitute Phonemes 6f. Vowel Long Vowel Sound Short Vowel Sound Single-syllable spoken words 6g. Distinguish Vowel sounds Cognate consonant sounds Mouth position Voiced sounds Unvoiced sounds Articulation 6h. Substitution Phonemes Knowledge: 6. Students know: Basic to advanced phonological and phonemic awareness skills. 6a. Syllables in spoken words. Polysyllabic words. 6b. The features of rhyming words. The features of non-rhyming words. 6c. The features of alliterative words. 6d. Phonemes in single-syllable spoken words. Consonant blends. 6e. Phonemes in single-syllable spoken words. Phonemes in spoken words can be manipulated. 6f. Long vowel sounds. Short vowel sounds. 6g. Vowel sounds. Cognate consonant sounds. The mouth position, voicing, and manner of articulation of speech sounds. 6h. Sound substitution. Skills: 6. Students are able to: Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words. 6a. Count syllables in spoken words, including polysyllabic words. Blend syllables in spoken words, including polysyllabic words. Segment syllables in spoken words, including polysyllabic words. Delete syllables in spoken words, including polysyllabic words. 6b. Recognize groups of rhyming words. Produce groups of rhyming words. Distinguish groups of non-rhyming words from groups of rhyming words. 6c. Produce alliterative words. 6d. Blend phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends. Segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends. 6e. Using spoken words made up of three to five phonemes, Add phonemes at the beginning or end of a word and produce the resulting word, such as changing pan to pant. Delete phonemes at the beginning or end of a word to produce the resulting word, such as changing flight to light. Substitute phonemes at the beginning or end to produce the resulting word, such as changing cat to cap. 6f. Identify long vowel sounds. Identify short vowel sounds. Distinguish between long and short vowel sounds in spoken words. 6g. Using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation, distinguish between commonly-confused vowel sounds and cognate consonant sounds. 6h. In words with five to six phonemes, identify sound substitutions, such as identifying the vowel sound changed in the word pair strips/straps. Understanding: 6. Students understand that: Being able to identify and manipulate the sounds in spoken words will help improve their reading, spelling, and writing abilities. 6a. Being able to to identify and manipulate syllables in spoken words will help improve their reading, spelling, and writing abilities. 6b. Words that rhyme have the same vowel and ending sound. 6c. Alliterative words begin with the same sound. 6d. Blending is the ability to hear the individual sounds in a spoken word, join the sounds together, and produce the word. Segmenting is the ability to break words down into their individual sounds. 6e. Adding, deleting, and substituting phonemes at the beginning or end of spoken words changes the resulting word. 6f. One letter can make different sounds depending on its context. When a letter makes the sound of its letter name, it is considered a long vowel. When a letter makes a sound other than its name, it is considered a short vowel. 6g. The knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation is required for the proper pronunciation of words. The ability to distinguish commonly-confused sounds will help them become better readers, spellers, and writers. 6h. A word's meaning and pronunciation will be altered if one sound is changed.
English Language Arts ELA2021 (2021) Grade: 2	38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately. a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le. b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly. Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j. Examples: have, give, save; cage, rage, budge, lodge d. Encode one- and two-syllable words with long and short vowel patterns. e. Encode words with two- and three-consonant blends, including those containing digraphs. Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr f. Encode words with consonant digraphs, trigraphs, and combinations. Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu g. Encode words with the common vowel teams, including diphthongs. Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh h. Encode words with vowel-r combinations. Examples: ar, or, ir, er, ur, air, ear, oar i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns. Examples: wild, cold, most, colt, mind j. Encode words with a after w read /ä/ and a before l read /â/. Examples: wash, water, wasp; tall, all, talk, small, fall k. Encode words with or after w read /er/. Examples: world, word, worm, worst, work l. Encode words with hard and soft c and g. Examples: carry, cent; game, giraffe m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words. Examples: fly, my; baby, happy; myth, gym n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition. Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity. Examples: decodable - number, way, my, than, word decodable except for one irregularity - other (o is schwa); from- (o is schwa); what- (a is schwa or short o depending on dialect) p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately. Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning. Examples: their/they're/there; eight/ate; cent/scent/sent Unpacked Content Teacher Vocabulary: 38. Phoneme-grapheme correspondences Multisyllabic word construction Syllable division principles Spelling rules Generalizations Encode Accurately 38a. Encode Multisyllabic Syllable types Open syllable Closed syllable Vowel-consonant-e syllable Vowel team syllable vowel-r syllable Consonant-le syllable 38b. Multisyllabic word construction Syllable division principles Encode 38c. Encode Final /v/ sound Final /j/ sound 38d. Encode One-syllable words Two-syllable words Long vowel patterns Short vowel patterns 38e. Encode Two-consonant blends Three-consonant blends Digraphs 38f. Encode Consonant digraphs Trigraphs Combinations 38g. Encode Vowel teams Diphthongs 38h. Encode vowel-r combinations 38i. Encode Patterns 38j. Encode 38k. Encode 38l. Encode Hard c Soft c Hard g Soft g 38m. Encode Vowel y Medial position Final position One-syllable words Two-syllable words Long /ī/ sound Long /ē/ sound Short /ĭ/ sound 38n. Encode Prefixes Suffixes Suffix addition 38o. Encode Grade-appropriate high frequency words Predictable Decodable Phoneme-grapheme correspondences Irregularity 38p. Encode Contractions Apostrophes 38q. Encode Frequently confused homophones English orthography Meaning Facilitate Knowledge: 38. Students know: Grade-appropriate phoneme-grapheme correspondences. Multisyllabic words are words that are composed of two or more syllables. Syllable division principles. Spelling rules (or generalizations). To encode accurately means to spell a word correctly. 38a. The features of a closed syllable. The features of an open syllable. The features of a vowel-consonant-e syllable. The features of a vowel-r syllable. The features of common vowel team syllables. The features of a consonant-le syllable. 38b. Multisyllabic words are words that are constructed of two or more syllables. Multisyllabic words can be broken down into single syllables using syllable division principles. 38c. Words with final /v/ sound. No English word ends with a v. Words with final /j/ sound. No English words end with a j. 38d. Vowels can make a long sound or a short sound. Each type of vowel sound has predictable spelling patterns. 38e. Consonant blends are a combination of two or three consonants in which each grapheme represents a phoneme sound. Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound. 38f. Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound. Trigraphs are three letter combinations that represents a single phoneme sound. Combinations are two letters that frequently appear together and have an associated phoneme. 38g. Vowel teams are a combination of two, three, or four letters that represent for one vowel sound. Diphthongs are single vowel phonemes that glide in the middle. 38h. vowel-r combinations are a single vowel letter or vowel team followed by r that represents a unique vowel sound. 38i. Words that follow the -ild, -ost, -old, -olt, and -ind patterns. 38j. The letter a can be used to spell different sounds, depending on the letter the precedes it. 38k. Words that are spelled with an or after w. When an r follows a vowel, the vowel can make a different sound. 38l. The hard sound of c is /k/. The soft sound of c is /s/. The hard sound of g is /g/. The soft sound of g is /j/. The spelling generalizations associated with hard and soft c and g. 38m. The letter y can represent three different vowel sounds depending on the number of syllables in the words and its position in a word. 38n. Prefixes are word parts that can be added to the beginning of a word to change the meaning of the word. Suffixes are word parts that can be added at the end of the word to change the meaning of the word. Some base words require changes in spelling before a suffix is added. 38o. Grade-appropriate high frequency words that follow predictable, decodable phoneme-grapheme correspondences, as well as those that have one irregularity. 38p. Contractions with am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll. 38q. Homophones are words that sound the same, but have different spellings and meanings. Frequently confused homophones, such as their/they're/there; eight/ate; cent/scent/sent. Skills: 38. Students are able to: Accurately encode (spell) single syllable and multisyllabic words using their knowledge of phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling generalization. Accurately divide words into syllables to spell multisyllabic words correctly. 38a. Accurately encode (spell) multisyllabic words using their knowledge of the spelling patterns of the six syllable types. 38b. Accurately encode (spell) grade-appropriate multisyllabic words using knowledge of multisyllabic word construction and syllable division principles. For example, VC/CV, rab-bit; V/CV, o-pen; VC/V, cab-in; CV/VC, li-on. 38c. Encode (spell) words with final /v/ sound by adding an -e at the end of the word, such as in have, give, save. Encode (spell) words with final /j/ sound by adding an -ge or -dge at the end of the word, such as in cage, rage, budge, lodge. 38d. Encode (spell) words with short and long vowel patterns in words that have one or two syllables. 38e. Encode (spell) words with two-consonant blends, such as st, sm, sn, sl, cl, dr, br, bl. Encode (spell) words with three-consonant blends, such as str, scr, spl, spr. Encode (spell) words with a digraph paired with a consonant blend, such as thr, squ. 38f. Encode (spell) words with consonant digraphs, such as ph, gh, ch, sh, wh, th, ng. Encode (spell) words with consonant trigraphs, such as tch, dge. Encode (spell) words with combinations, such as qu. 38g. Encode (spell) words with common vowel teams and diphthongs, such as ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh. 38h. Encode (spell) words with vowel-r combinations, such as ar, or, ir, er, ur, air, ear, oar. 38i. Encode (spell) words that follow the -ild, -ost, -old, -olt, and -ind patterns, such as wild, cold, most, colt, mind. 38j. Encode (spell) words that have a after w read /ä/, such as wash, water, wasp. Encode (spell) words that have a before l read /â/, such as tall, all, talk, small, fall. 38k. Encode (spell) words with or after w pronounced /er/, such as world, word, worm, worst, work. 38l. Encode (spell) words with the hard c, such as carry, and the soft c, such as cent. Encode (spell) words with the hard g, such as game, and the soft g, such as giraffe. 38m. Encode (spell) words with vowel y in the final position of one and two syllable words. Distinguish the difference between the long /ī/ sound in one-syllable words (like fly and my) and the long /ē/ sound in two-syllable words (like baby and happy). Encode (spell) words with vowel y in medial position, such as myth and gym. 38n. Encode (spell) words with prefixes, suffixes, or both. Change the endings of words by dropping the e when adding suffixes or changing the y-to-i, when appropriate. 38o. Encode (spell) grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, such as number, way, my, than, word. Encode (spell) grade-appropriate high frequency words that are spelled with one irregularity, such as other, from, what. 38p. Encode (spell) contractions with am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll, with correct apostrophe usage. 38q. Encode (spell) homophones using knowledge of English orthography and word meaning. Understanding: 38. Students understand that: To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes). They can use syllable division principles to break a word apart to make it easier to spell. They can use their knowledge of the six syllable types to accurately encode words. There are spelling rules, or generalizations, in the English language that can help them spell words accurately. 38a. They correctly spell multisyllabic words by using their knowledge of the spelling patterns of the six syllable types. 38b. When spelling multisyllabic words, they should divide the word into individual syllables and use their knowledge of the syllable types to spell each syllable correctly. 38c. There are no words in the English language that end with v, so words that end with a /v/ sound will follow the spelling rule of adding an -e to the end of the word. There are no words in the English language that end with j, so words that end with a /j/ sound will follow the spelling rule of adding an -ge or -dge to the end of the word. 38d. Vowels have more than one sound (long or short). They can spell one or two-syllable words by knowing the spelling rules for long and short vowel patterns. 38e. When spelling a word with a two- or three-letter consonant blend, each consonant produces its sound. When spelling a word with a digraph and a blend, the digraph will be represented by two letters that make one sound, combined with a consonant that produces its sound. 38f. Some words have special combinations of letters that can be encoded using their knowledge of phoneme-grapheme correspondences. 38g. Vowel teams are a combination of two, three, or four letters that represent one vowel sound. Diphthongs are a combination of vowels that glide in the middle due to a shifting mouth position. 38h. When an r follows a vowel or a vowel team, the vowel sound frequently changes, and the spellings of these sounds are variable. 38i. The can use the predictable spelling patterns of -ild, -ost, -old, -olt, and -ind to correctly spell words. 38j. Adjacent letters and letter position within a word can change the sound a letter produces. 38k. When the letters or come after w, they do not make the same sound as words with or after other letters, such as fork, Oreo. When they hear the /er/ sound after the /w/ sound, the word will be spelled with the or vowel combination. 38l. The letter that follows a c or g determines the sound that c or g will make in a word. C makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y. G makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y. 38m. Y can represent three vowel sounds: long /ī/, long /ē/, and short /ĭ/. Letter y represents the long /ī/ sound in one syllable words when the y is in the final position. Letter y makes the long /ē/ sound in two-syllable words when the y is in the final position. Letter y represents the short /ĭ/ sound when the y is in the medial position of the word. 38n. Prefixes are added to the beginning of a base word and some have predictable spelling patterns, like pro-, trans-, non-, mid-. Suffixes are added to the end of a base word and some have predictable spelling patterns, like -ful, -less, -ness, -ed. Words can be spelled by identifying the prefixes or suffixes within the word. Some base words require changes before a suffix is added. 38o. Some high frequency words have irregular spelling patterns that they must learn to be able to spell the words accurately. 38p. Contractions are made up of two words that are shortened by combining the two words and replacing the omitted letters with an apostrophe. Accurate spelling of contractions requires correct apostrophe usage. 38q. Homophones are words that are pronounced the same but have different spellings and meanings. It is important to spell homophones accurately to convey their intended message.

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interactive, long vowels, matching, short vowels, word match

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YVETTE AKRIDGE

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