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A Canyon Blog: The Final Spelling Pass worksheet preview

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A Canyon Blog: The Final Spelling Pass

Students proofread a canyon travel blog, spell challenging words and word forms, and apply spelling checks to their own writing.

Grade 8ELAInteractive · Printable

Aligned toL.8.2.c

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
ELA
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students identify and correct misspelled grade-level words in a travel blog and related notes.
  • Students spell words correctly when adding suffixes or changing word forms.
  • Students apply grade-level spelling skills while writing and proofreading an original blog addition.

How to use

Have students read the draft and complete the editing tasks independently. For the final task, ask students to draft first, then make a separate spelling pass before sharing.

Curriculum

Common Core standard covered

L.8.2.c

Spell grade-level words correctly in their own writing.

Preview

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Name Date

A Canyon Blog: The Final Spelling Pass

Edit a family travel post, then proofread your own addition.

Read the draft

This original travel blog draft contains intentional spelling errors. Read for meaning first, then answer the questions.

The View Beyond Our Schedule

1Before our family left for the canyon, I made an itenerary with a box beside every stop. My younger brother, Tavish, drew tiny sandwiches beside the lunch breaks. Mom suggested leaving some time unplanned, but I liked knowing exactly what came next. I pictured a blog post arranged like my schedule: one neat photograph for each completed box. Even our stops for water had their own lines, as if a canyon visit could be organized as neatly as a school assignment.

2At the first overlook, I discovered that planning a visit and describing one required different habits. I had packed a small notebook in my jacket. My audio recording captured the names of places, but it left me unsure how several names were spelled. Before writing the post, I compared those names with the official visitor map. Tavish borrowed our binoculers while I copied the labels. Beyond the railing, a narrow strip of shadow divided two broad shelves of rock.

3Our afternoon route looked short on the map, yet the uphill return was more strenous than I expected. We paused where the marked trail widened and let another family pass. Dad offered to take a picture, but Tavish asked for a minute without anyone posing. That quiet minute became my favorite part of the day. Later, I chose a postcard as my souvenier because its picture showed the same overlook. The postcard did not capture the wind tugging at our sleeves, but my notes could.

4Back at our room, I sorted photographs while Tavish arranged his snack wrappers into a tiny paper canyon. I wanted to post immediately. Then I noticed that two captions gave different spellings for the same place. The photographs could tell readers what the canyon looked like, but the captions needed another kind of attention. I put the map beside the laptop and worked through the draft instead of trusting the first spelling that looked familiar.

5By the time I finished, the post no longer followed every box on my original schedule. I had removed a rushed list of stops and added the moment when nobody posed. Mom read it and said she could recognize our actual afternoon. Tavish asked whether his paper canyon deserved a photograph too. I added one at the end, after checking its caption.

1.
Which conclusion about spelling place names is supported by paragraph 2?
  • A. The narrator relies on Tavish to supply the spellings of place names.
  • B. The narrator removes place names to avoid checking their spellings.
  • C. The narrator finds the notebook too small to record place names.
  • D. The narrator uses a written source to check recorded place names.
2.
In these sentences from paragraph 2, underline the sentence that identifies the written source used to verify place-name spellings.

At the first overlook, I discovered that planning a visit and describing one required different habits.I had packed a small notebook in my jacket.My audio recording captured the names of places, but it left me unsure how several names were spelled.Before writing the post, I compared those names with the official visitor map.Tavish borrowed our binoculers while I copied the labels.Beyond the railing, a narrow strip of shadow divided two broad shelves of rock.

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