Activity Description

Preparation:

1. Write a series of contractions as well as their component root words
   1. Root words should appear on one slip of paper while the contraction should appear on a different slip of paper
   2. For example, “let + us” should appear on one slip of paper while, “let’s” should appear on a different slip of paper
   3. Root words can all be written on one color paper while all contractions can be written on another color paper

Implementation:

1. Review what a contraction is and how it is formed
   1. Prompt students to share their ideas and provide some examples
   2. Review how the apostrophe is used in the formation of a contraction
2. Have students generate contractions
   1. Display root words and invite students to combine the words to form a contraction
   2. Ask students to spell the contraction aloud and identify where the apostrophe is placed
3. Have students identify the letter that is “lost” in the formation of the contraction
   1. For example, when combining, “I + am” the letter “a” is lost and replaced by an apostrophe to form the contraction, “I’m”
4. Ask students to identify patterns that occurred in the formation of the contractions
   1. For example, the first word in the pair remains intact as do the final letter(s) in the second word
5. Review your findings about what a contraction it is an how to spell one

Adaptations For

English Language Learners/ESL:

- Provide contractions as well as their component root words in advance to afford practice time

LD/Reading & Writing Difficulties:

- Ensure an example of a contraction as well as how it is formed is available as a reference throughout the activity

Related References

Evidence:
Mountain, L. (2005). Rooting out Meaning: More Morphemic Analysis for Primary Pupils. The Reading Teacher, 58, 742-749.