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Reading, Writing, & Spelling Words That End in _____tion.

Reading, Writing, & Spelling Words That End in _____tion.
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Pre-Requisite Skill(s): Students need to be familiar with the concept of counting the total number of syllables in larger words (2 syllables, or more) and be acquainted with the different types of syllables (Open, Closed, __le, R-Controlled,,…).

Pre Requisite Activity: Prior to spelling dictation with more complex words, highlight the “rhythm” of larger words with the appropriate matching word list (Words That End in _____tion). Ask students to divide larger words by clapping and counting the total number of syllables. To ensure accuracy and fluency, ask students to practice reading the attached ____tion word list (i.e., sub-trac-tion, tax-a-tion, pro-jec-tion, do-na-tion…). If necessary, provide the meaning of each word and use it in a sentence. When ready to do so, ask students to read the matching list of “whole words” (i.e., formation, subtraction, invention…).

Spelling Dictation Activity: Through active participation, students learn to work collaboratively in groups of two. Student 1 plays the role of “The Reader” and dictates each listed word to Student 2; student 2 plays the role of “The Writer” by associating printed letter symbols (visual) with its respective sound (auditory) to produce its correct letter form (kinesthetic). Upon completion of activity, both students play the role of “The Teacher”. (Before allowing one another to place a check in each box , kids learn to hold each other accountable for proper spacing and formation of letters, punctuation, and proper spellings.)


This activity is a great way to reinforce the concept of counting the total number of syllables with words of two syllables, or more. (Spelling dictation requires the integration of auditory, visual, and kinesthetic modalities. Students learn to process letter units in sequence, which automatically facilitates word recognition.) To ensure proper analysis of words and sound symbol associations, encourage students to articulate each syllable, one-by-one. Remind students to repeat the word before sounding out the entire word. (Stress the need to say the sound of each letter as they write it.) As a follow-up activity, ask students to verbalize the different types of syllables contained in larger words (open, closed, __le, R-Controlled…).



Total Pages
7 pages
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