Spell It Right: Names & Addresses

Standards Alignment

Objectives

By the end of this activity, students will be able to:

1. Say the 26 English letter names clearly, distinguishing the high-confusion pairs for Spanish speakers (B/V, E/I, G/J, A/E, C/S, Y/I, H).
2. Spell their own name and dictate their address in the U.S. format (number, street, apartment, city, state, ZIP).
3. Use clarification phrases ("Can you repeat that?", "Is that B as in boy?") to protect the correct spelling of their own name and information.

Package Contents

Part 0 — Teacher Directions / Instrucciones para el maestro

Materials / Materiales

• One copy of Handouts A, B, 1, 3 and the exit ticket per student. Handout 2 cut in half (A cards to half the class, B cards to the other half).
• Whiteboard. Optional: a real blank form (library card application, clinic intake sheet, USPS change-of-address) for Round 3.
• Una copia de las hojas A, B, 1, 3 y el boleto de salida por estudiante. La hoja 2 se corta por la mitad (tarjetas A / tarjetas B).

Sequence / Secuencia

1. Warm-up (10 min) — Handout A. Say the alphabet in chunks of 5. Then drill ONLY the trap pairs: hold up two fingers, say "B... V" and have the class point left or right. Explain the contrast in Spanish if needed: "In Spanish, E sounds like English A. In English, E is /iː/, like Spanish I." Comparisons
2. Phrases (5 min) — Handout B. Model "How do you spell that?" and "B as in boy." Every student spells their first name to the class; the class writes it. Correct the pronunciation of letter names, not the name itself. Communication — Interpersonal
3. Round 1 — Teacher dictation (15 min) — Handout 1. Read each item from the answer key twice at natural speed, then spell it slowly (letter by letter, in groups of 3). Students write. Reveal answers on the board; students self-correct with a different color pen. Communication — Interpretive Listening
4. Round 2 — Partner dictation (15 min) — Handout 2. Pair an A student with a B student. Each card has 3 names and 2 addresses the partner cannot see. A dictates, B writes; then switch. Partners compare cards and circle mistakes together. Walk the room with the rubric and score 2–3 pairs per rotation. Communication — Interpersonal
5. Round 3 — Real life (15 min) — Handout 3. New partners. Student A plays a receptionist and fills out the intake form for Student B, who spells their real name and address (or a "practice address" if they prefer privacy). Then switch. Say this out loud: "Your name is yours. If it has an accent or an Ñ, you decide whether the form gets it. You can say: My name has an accent on the A." Communities + Social Justice: Identity
6. Wrap-up (5 min) — Exit ticket. Students circle their self-assessment and write one letter they still confuse. Collect; use tomorrow to regroup.

Differentiation / Diferenciación

Reflection (post-lesson) — RIPTS 9

Most-missed trap pair: ______________   Did students defend their name spellings in Round 3? ☐ Yes ☐ Partly ☐ No
What to adjust next time: ____________________________________________

Handout A — The English Alphabet / El alfabeto en inglés

Name: ______________________   Date: __________

Say each letter. The small word tells you how it sounds. / Di cada letra. La palabra pequeña te dice cómo suena.

Hints are written the way a Spanish speaker would read them — training wheels. Cover them once you know the letters.

Sound-Alike Traps / Trampas de sonido

These pairs cause most spelling mistakes for Spanish speakers. Practice them until the difference is automatic.

Handout B — Survival Phrases / Frases de supervivencia

Name: ______________________   Date: __________

"As in…" words / Palabras para aclarar letras

When a letter is easy to confuse, add a word. Use these — everyone in the U.S. knows them.

Reading a U.S. address / Leer una dirección en EE. UU.

Round 1 — Teacher Dictation / Dictado del maestro

Name: ______________________   Date: __________

Listen. Your teacher says the name or address, then spells it. Write what you hear. / Escucha. El maestro dice el nombre o la dirección y luego lo deletrea. Escribe lo que oyes.

Part 1 — First and last names

Part 2 — Addresses

Part 3 — Trap check

Your teacher says ONE letter. Circle the letter you hear. / El maestro dice UNA letra. Encierra la letra que oyes.

Round 2 — Partner Dictation / Dictado en parejas

Cut on the dotted line. Student A gets the top card, Student B the bottom card. Do not show your card to your partner. / Corte por la línea. No muestres tu tarjeta.

Round 3 — Real Life: The Intake Form / La vida real: el formulario

Student A is the receptionist. Student B is the new patient/student/customer. Student B spells their REAL name and address (or a practice address). Student A writes. Then switch roles and use a second copy.

El estudiante A es el recepcionista. El estudiante B deletrea su nombre y dirección (o una dirección de práctica). Luego cambien de papel.

NEW REGISTRATION FORM

Note for the customer: If the receptionist writes your name wrong, it is your right to correct it. Practice the phrase now: "Excuse me, my name is spelled ___."

Part 4 — Spelling-Check Rubric / Rúbrica

Score during Rounds 2 and 3. One line per student. Circle the level for each Can-Do. / Califique durante las rondas 2 y 3.

Class scoring sheet

A "3" on all four rows = the Can-Do statements are achieved. RIPTS 8: use the "trap pair" column to plan tomorrow's warm-up.

Exit Ticket / Boleto de salida

Cut in half — two tickets per page. / Corte por la mitad: dos boletos por página.

Answer Key — Round 1 (TEACHER ONLY)

Read each item twice at natural speed, then spell it in groups of three letters. Say "capital" for the first letter only the first two times; after that, drop it. Addresses: read the number, spell the street name, say the apartment, read the city, say "R-I" and the ZIP one digit at a time.

Part 1 — Names

Part 2 — Addresses

Part 3 — Trap check (say ONE letter, clearly, twice)

Mix the order next time so students cannot memorize the key. The Round 2 cards use the same names and addresses as the key, so students who missed items in Round 1 get a second, peer-supported pass.