The English Language Arts (ELA) Series Learning Stations books build student interest,
allow for inquiry, and increase student achievement. Language Learning Stations, Grades
6–8, contains six units of study. These units will help students become better readers as they
learn to cite evidence from the text and become aware of spelling rules and conventions;
punctuation; root words, suffixes, and prefixes; and figurative language. Activities at
each station are designed to create interest, provide practice, and stimulate discussion.
Addresses the Language strand of the Common Core State Standards for
English Language Arts
Can be used for center activities, whole-class instruction, or individual
assignments
Listening and Speaking and Media/Technology standards are integrated
throughout the activities in the book.
Includes teacher pages, station activities, handouts, and answer keys.
Correlated to Common Core State, National, and Provincial standards.
Visit www.carsondellosa.com for correlations.
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CD-404179
CD-404179
u Punctuation: Commas, Dashes, and Parentheses
u Spelling Skills
u Figures of Speech
u Roots and Affixes
u Word Meaning
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CD-404179
Center Activities Whole-Class Instruction Individual Assignments
P.O. Box 35665
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Language Learning Stations
ii
CD-404179 ©Mark Twain Media, Inc., Publishers
To the Teacher .............................................. 1
Common Core State Standards Matrix ...... 2
Unit: Punctuation Usage
Teacher Page .............................................. 3
Activities
Station One: The Comma:
Nonrestrictive Elements ...........................4
Station Tw o : The Dash ................................5
Station Three: Parentheses ......................... 6
Station Four: Coordinate Adjectives............ 7
Unit: Spelling Conventions
Teacher Page .............................................. 8
Activities
Station One: Using Spelling Rules .............. 9
Station Tw o : Homonyms ............................ 10
Station Three: Confusing Word Pairs ........ 11
Station Four: Syllables ..............................12
Station Five: Commonly Misspelled
Words ..................................................... 13
Reflection: Spelling Conventions .............. 14
Handouts
Spelling Rules ........................................... 15
150 Commonly Misspelled Words............. 16
Unit: Reference Materials
Teacher Page ............................................ 17
Activities
Station One: Syllabication ......................... 18
Station Tw o : Pronunciation of a Word .......19
Station Three: Parts of Speech ................. 20
Station Four: The Word Meaning Game ... 21
Station Five: Thesaurus ............................22
Station Six: Glossary................................. 23
Unit: Roots and Affixes
Teacher Page ............................................ 24
Activities
Station One: Root Words ..........................25
Station Tw o : Adding Affixes ...................... 26
Station Three: Root Words,
Affixes, and Context Clues .................... 27
Station Four: Plural Forms of
Latin Nouns ............................................ 28
Handouts
Prefixes and Suffixes ................................ 29
Greek and Latin Roots .............................. 30
Pollyanna ..................................................31
Unit: Figurative Language
Teacher Page ............................................ 32
Activities
Station One: Alliteration ............................ 33
Station Tw o : Metaphors in Newspapers .... 34
Station Three: Figurative Language
in Advertisements .................................. 35
Station Four: Idioms .................................. 36
Handout
Figures of Speech ..................................... 37
Unit: Vocabulary and Word Choice
Teacher Page ............................................ 38
Activities
Station One: Mood .................................... 39
Station Tw o : Word Choice ......................... 40
Station Three: Connotations: Positive,
Negative, or Neutral ...............................41
Station Four: Vocabulary ........................... 42
Handout
“The Star-Spangled Banner” ..................... 43
Answer Keys .............................................. 44
Table of Contents
Table of Contents
Language Learning Stations
1
CD-404179 ©Mark Twain Media, Inc., Publishers
To the Teacher
In the English Language Arts (ELA) series, students in grades six through eight explore
reading, writing, and language in a learning station environment. Learning stations engage stu-
dents in individual or small group activities. Learning stations are an instructional strategy that
can be used to target specific skills.
Each book in the ELA series features five or six units of study. Each unit has a teacher
page that identifies the goal, states the standards, lists materials and setup for the activities, and
provides instructions to be presented to students. Also, there are questions for opening discus-
sion and student reflection. (Note: It is important for the teacher to introduce, model, or review
the concepts or skills with the students at the beginning of each unit.)
Books in the ELA Series
• Reading: Literature Learning Stations, Grades 6–8
The units focus on alliteration, rhyme, plot and setting, tone and mood, and
poetry.
• Reading: Informational Text Learning Stations, Grades 6–8
The units focus on citing evidence, bias, point of view, propaganda techniques,
organizational text structures, and text features.
• Writing Learning Stations, Grades 6–8
The units focus on fact and opinion, characterization, making inferences, proof-
reading, and dialogue.
• Language Learning Stations, Grades 6–8
The units focus on punctuation, dictionary usage, figurative language, roots and
affixes, and word meaning.
Language Learning Stations, Grades 6–8, contains six units of study. Each unit con-
sists of four to six learning station activities. The activity at each station is designed to create
interest, provide practice, and stimulate discussion. These units will help students become bet-
ter readers as they learn to cite evidence from the text and become aware of spelling rules and
conventions; punctuation; root words, suffixes and prefixes; and figurative language. Whenever
applicable, media/technology and speaking/listening skills are integrated into the activity. Hand-
outs are provided as supplemental resources.
The units of study in the ELA series are meant to supplement or enhance the regular
classroom English Language Arts curriculum. The station activities are correlated to the strands
of the English Language Arts Common Core State Standards.
To the Teacher
Language Learning Stations
4
CD-404179 ©Mark Twain Media, Inc., Publishers
Name: Date:
Station One: The Comma: Nonrestrictive Elements
A nonrestrictive element is a word, a group of words, or a clause that is added to a sen-
tence to give more information, but it could be removed from the sentence without changing the
meaning. Most nonrestrictive elements are set off by commas.
Example (Nonrestrictive): That dress, which has a ruffle around the bottom,
won a first-place ribbon at the county fair.
Directions: Insert commas to set off the nonrestrictive elements.
1. Rhode Island the smallest state in land area is a great place to go on vacation.
2. The rose bush in the front yard which I planted needs to be
trimmed.
3. The Washington Monument built between 1848 and 1884 was
damaged by an earthquake.
4. The candidate who has a degree in speech communication
was able to keep his speech under the thirty-minute time limit.
5. Mr. Jones who likes to play golf is a candidate for mayor.
6. My youngest brother who lives in Oregon helped me design a website for my company.
7. Teresa the friendliest girl in our class was elected student body president.
8. The Mona Lisa painted by Leonardo da Vinci hangs in the Louvre Museum.
9. Michael the oldest child in our family was named after our uncle.
10. John Philip Sousa an American composer was famous for his patriotic marches.
Punctuation Usage
Language Learning Stations
5
CD-404179 ©Mark Twain Media, Inc., Publishers
Name: Date:
Station Two: The Dash
Rules for Using Dashes
A dash can be used to indicate:
a. an abrupt termination of a sentence.
b. a faltering or hesitating speech.
c. a sudden unexpected interruption in thought or speech.
d. a longer than normal pause or break.
Directions: Read the following excerpts from The Voyages of Dr. Dolittle by Hugh Lofting. De-
termine which rule was followed in using the dash. Place the letter of the rule on the blank beside
each excerpt.
1. We find their shells in the rocks—turned to stone—thousands of years old.
2. Then one of them, the leader—a little man—stood up and turned to the judge.
3. “I was, Doctor,” said Bob, “and I tell you—”
4. “Ah—at last!” said the Doctor. “Good old Dab-Dab!”
5. But it’s—er—a little hard to make any one exactly
understand the situation.
6. Then the fireplace—the biggest fireplace you ever saw—was like a room in
itself.
7. “I protest, I object!” screamed the prosecutor. “Your Honor, this is—”
8. The study of plants—or botany, as it is called—was a kind of natural history
which had never interested me very much.
9. “Well—” she thought a moment— “I really don’t see why not.”
10. “That’s a good idea—splendid—if he’ll come.”
Punctuation Usage
Language Learning Stations
6
CD-404179 ©Mark Twain Media, Inc., Publishers
Name: Date:
Station Three: Parentheses
Parentheses are used in sentences to enclose nonrestrictive elements that explain the
preceding word or phrase. Unlike commas or dashes, parentheses are always used in pairs ( ).
Example: Felines (lions, tigers, cheetahs, and leopards) are meat-eaters.
Directions: The following are excerpts from The Voyages of Doctor Dolittle by Hugh Lofting.
Rewrite each sentence and insert parentheses where needed.
1. Green lizards which were very rare in Puddleby sat up on the stones in the sunlight and
blinked at us.
2. After swooping over the sea around me just looking for food, I supposed, he went off in the
direction from which he had come.
3. I and my sister, Clippa she was my favorite sister, had a very narrow escape for our lives.
4. He kept getting out his sextant an instrument which tells you what part of the ocean you are
in and making calculations.
5. “The Sea!” murmured poor Clippa with a faraway look in her eyes she had fine eyes, had
my sister, Clippa.
Punctuation Usage
Language Learning Stations
7
CD-404179 ©Mark Twain Media, Inc., Publishers
Name: Date:
Station Four: Coordinate Adjectives
Coordinate adjectives are a series of adjectives that separately describe the noun and
are equal in importance. A comma should be placed between the adjectives.
Coordinate Adjectives
There are two tests you can apply to determine if the adjectives are coordinating.
Both tests must work, or the adjectives are not coordinates.
Coordinate Adjectives: Levy is a kind, selfless teenager.
1. If you insert the word “and” between the adjectives, does the sentence still
make sense?
Example: Levy is a kind and selfless teenager.
2. If you reverse the order of the adjectives, does the sentence still make
sense?
Example: Levy is a selfless, kind teenager.
Directions: If the underlined adjectives are coordinates, insert a comma between the adjec-
tives. Not all sentences will contain coordinate adjectives.
1. The light fluffy mousse was a perfect dessert for the luncheon.
2. We were prepared for a long tedious wait in the emergency room.
3. My bedroom walls were painted with a light green paint.
4. The mouth-watering delicious cake was served at her birthday party.
5. The scenic route is a narrow winding road that leads up to the mountains.
6. Susie had a juicy ripe apple for her mid-morning snack.
7. Tina was a beautiful ballet dancer.
8. The
chef prepared flaky moist fish for his customers.
9. The spectators watched a long grueling football game.
10. Flora fell on the slippery wet sidewalk.
Punctuation Usage
Language Learning Stations
8
CD-404179 ©Mark Twain Media, Inc., Publishers
Teacher Page
Unit: Spelling Conventions
Goal: Students will be able to apply spelling rules in order to spell correctly when writing.
Common Core State Standards (CCSS):
6th Grade 7th Grade 8th Grade
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School
Officers. All rights reserved.
Materials List/Setup
Station 1: Using Spelling Rules (Activity); Spelling Rules (Handout)
Station 2: Homonyms (Activity)
Station 3: Confusing Word Pairs (Activity)
Station 4: Syllables (Activity); print or online dictionaries
Station 5: Commonly Misspelled Words (Activity); Commonly Misspelled Word List (Handout);
Dictionaries (print or online); sandpaper; colored pens
Activity: one copy per student
Handout: one copy per each student in a group
*Integration of Technology Skills and Speaking and Listening Standards
Opening: Discussion Questions (Teacher-Directed)
1. Which word is the most difficult for you to remember how to spell?
2. Do you know any spelling rules?
Student Instructions for Learning Stations
At the learning stations, you will apply your knowledge of spelling skills. Discuss your answers
with other team members after completing each activity.
Closure: Reflection
Students will use the completed learning station activities to help compose the Reflection: Spell-
ing Conventions activity.
L.6.2. Demonstrate command
of the conventions of standard
English capitalization, punctua-
tion, and spelling when writing.
b. Spell correctly.
L.7.2. Demonstrate com-
mand of the conventions of
standard English capitaliza-
tion, punctuation, and spell-
ing when writing.
b. Spell correctly.
L.8.2. Demonstrate com-
mand of the conventions of
standard English capitaliza-
tion, punctuation, and spell-
ing when writing.
b. Spell correctly.
Spelling Conventions
Language Learning Stations
9
CD-404179 ©Mark Twain Media, Inc., Publishers
Name: Date:
Spelling Conventions
Station One: Using Spelling Rules
Directions: One of the words in column one is spelled incorrectly. Write the correctly spelled word in column two. Write
the spelling rule(s) that helped you decide which word was spelled correctly. Use the Spelling Rules handout if you need
help.
Correct Spelling
Rule
4. torpedos/torpedoes
8. referring/refering
9. elfes/elves
Word Pairs
1. conscience/consceince
3. acqire/acquire
6. unnecessary/uneccessary
2. accelerator/accelerater
5. weight/wieght
7. shamful/shameful
10. suppression/suppresstion
Language Learning Stations
44
CD-404179 ©Mark Twain Media, Inc., Publishers
Answer Keys
*If applicable, answers are provided.
Unit: Punctuation Usage
The Comma: Nonrestrictive Elements (pg. 4)
1. Rhode Island, the smallest state in land
area, is a great place to go on vacation.
2. The rose bush in the front yard, which I
planted, needs to be trimmed.
3. The Washington Monument, built be-
tween 1848 and 1884, was damaged by
an earthquake.
4. The candidate, who has a degree in
speech communication, was able to keep
his speech under the thirty-minute time
limit.
5. Mr. Jones, who likes to play golf, is a can-
didate for mayor.
6. My youngest brother, who lives in Ore-
gon, helped me design a Website for my
company.
7. Teresa, the friendliest girl in our class,
was elected student body president.
8. The Mona Lisa, painted by Leonardo da
Vinci, hangs in the Louvre Museum.
9. Michael, the oldest child in our family, was
named after our uncle.
10. John Philip Sousa, an American compos-
er, was famous for his patriotic marches.
The Dash (pg. 5)
1. c 2. c 3. a
4. d 5. b 6. c
7. a 8. c 9. d
10. c
Parentheses (pg. 6)
1. Green lizards (which were very rare in
Puddleby) sat up on the stones in the
sunlight and blinked at us.
2. After swooping over the sea around me
(just looking for food, I supposed), he
went off in the direction from which he
had come.
3. I and my sister, Clippa (she was my favor-
ite sister), had a very narrow escape for
our lives.
4. He kept getting out his sextant (an in-
strument which tells you what part of the
ocean you are in) and making calculations.
5. “The Sea!” murmured poor Clippa with
a faraway look in her eyes (she had fine
eyes, had my sister, Clippa).
Coordinate Adjectives (pg. 7)
1. light, fluffy
2. long, tedious
3. No coordinate adjectives
4. mouth-watering, delicious
5. narrow, winding
6. juicy, ripe
7. No coordinate adjectives
8. flaky, moist
9. long, grueling football (no comma between
grueling and football)
10. slippery, wet
Unit: Spelling Conventions
Using Spelling Rules (pg. 9)
1. conscience: Write i before e when the
vowel sound is long e except after c; The
spelling ce is used for words with a long
vowel sound followed by the ending s
sound.
2. accelerator: There are lots of words which
end in the er sound. It can be spelled er,
or, and ar. Most of the words end with the
er spelling.
3. acquire: Q is almost always followed by
u.
4. torpedoes: Add es to most words that end
in the letter o.
5. weight: Write e before i when the vowel
sound is long a.
6. unnecessary: Adding a prefix never
changes the spelling of a word.
7. shameful: In most cases, words ending in
silent e keep the e if the suffix begins with
a consonant (-ly, -ful, -less).
Answer Keys
Language Learning Stations
45
CD-404179 ©Mark Twain Media, Inc., Publishers
8. referring: Double the final consonant if the
word has one syllable or the suffix begins
with a vowel (-ing, -ed).
9. elves: Change the f or fe to v and add
es.
10. suppression: Use ion or sion when the
root word ends in s or d.
Syllables (pg. 12)
Syllabication may vary in different dictionaries.
1. rev/o/lu/tion
2. cap/i/tal
3. ban/dit
4. man
5. rub/ber
6. dec/la/ra/tion
7. pen/cil
8. pre/am/ble
9. un/sus/pect/ed
10. im/por/tant
11. e/lect
12. ath/lete
13. twi/light
14. um/pire
15. pad/dle
16. va/cant
17. blank
18. cal/cu/late
19. tem/per
20. chip
Unit: Reference Materials
Syllabication (pg. 18)
Syllabication may vary in different dictionaries.
1. hall/way (3)
2. des/sert (1)
3. ea/ger (2)
4. key/board (3)
5. pin/na/cle (1, 5)
6. pro/gram (4)
7. quick/ly (4)
8. re/spon/si/ble (1, 4, 5)
9. re/pel (2)
10. stark/ness (4)
Pronunciation of a Word (pg. 19)
1. lodge
2. quilt
3. horror
4. telephone
5. collection
6. origin
7. conduct
8. browse
9. swallow
10. nature
11. panic
12. habit
13. literature
14. acre
15. college
Unit: Roots and Affixes
Root Words (pg. 25)
1. mount
2. rescue
3. nature
4. storm
5. loan
6. kind
7. answer
8. respect
9. complete
10. spell
11. migrate
12. act
13. champion
14. nerve
15. serve
Adding Affixes (pg. 26)
Meanings will var y. Possible answers are
given.
Prefix Root Suffix
2. auto- bio, graph -y
Meaning: writing about oneself
3. cheer -ful
Meaning: full of cheer; happy
4. multi- task
Meaning: doing many tasks at once
Answer Keys
