Learning Library

# Contraction Actions

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• Students will be able to construct contractions using knowledge of words that represent the individual parts of a contraction.
(5 minutes)
• Ask the students to share some ways that words can be combined to form a single word (such as compound words, etc.).
• Give students the opportunity to share in a brief class discussion.
• Tell the students that they will be working on how to find the action in contractions â€” how to create contractions and use contractions in their writing.
(10 minutes)
• Using the contraction forms of the words will, not, and have, show the students how you can eliminate part of these words and combine them to create a contraction.
• Model the process of writing contractions with several sample words (e.g., Iâ€™ll, whoâ€™ll, canâ€™t, donâ€™t, Iâ€™ve, and youâ€™ve).
• Point out the location of the apostrophe in consideration of the entire word.
• After youâ€™ve shown the students how to form the contractions, select one of each type of contraction and use the two combined words to write a sentence on the board. (e.g.. I will go to the store to buy milk for the recipe.)
• Circle the two words that can be used to form a contraction (e.g., I, will) and write the contraction above the two words.
• Continue with the remainder of the contractions.
(15 minutes)
• Tell the students that they are going to practice forming contractions with the individual word parts.
• Divide students in pairs or groups of three.
• Hang three separate pieces of chart paper around the room.
• On each piece of chart paper, write one of the following words: will, not, have.
• Distribute the partial contraction cards that contain one of the words found in the contraction so that every pair of students has a card.
• Challenge the students to use their word, along with one of the words listed on the chart paper to write a corresponding contraction on their sticky note. Invite students to post their contraction on the correct piece of chart paper.
• After all students have finished, direct the studentsâ€™ attention to the various contractions that have been formed and posted on the chart paper.
• Provide feedback, additions, and corrections (if needed) to the anchor charts.
• Ask the students to complete the worksheet Crystal Clear Contractions.
• If students need additional help locating the contractions, underline one or two of the corresponding words.

Enrichment:

• Challenge the students to locate contractions that contain similar words (e.g., youâ€™ve and youâ€™ll). What is the difference in meaning?

Support:

• Provide a word bank for students who may need additional support in creating contractions. Have them match to corresponding words on the worksheet.
• Use interactive whiteboard software for students to match two parts of a contraction and write the corresponding word.
(5 minutes)
• Call out two separate words at a time that form a contraction (e.g., they, will).
• Ask the students to write the corresponding contraction on their individual whiteboards and use it in a sentence.
• Repeat with several other contractions (e.g., couldnâ€™t, wouldâ€™ve).
(5 minutes)
• Go around the room and ask students to name a contraction, write it on an individual whiteboard, and use it in context. If desired, students can be grouped in pairs or small groups.
• Invite students to share their observations about how to create contractions in a brief class discussion.

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