Write out a list of contraction words, dividing them into the following categories to be taught on separate days: is/has ('s), not (n't), have ('ve), would/had ('d), will ('ll), and are/were ('re). Teach two categories per lesson if desired. Explain the definition of a contraction and show the students on chart paper how to form a contraction. Discuss why we use contractions (shortcut for two separate words). Tell the students which category of contractions you will focus on today and model some examples (she + is = she's, he + has = he's, that + is = that's).
Ask students to help you generate a list of contraction words that fit into the category(ies) of today's lesson. Write the words down on chart paper. Offer students a chance to guess at the spelling. Invite students up to write words on the list. Encourage the class to make up sentences for each of the words on the list.
Explain directions to a matching contraction game created prior to the lesson. Split students into partners or groups of four. Instruct them to match cards with two words to cards that have the appropriate contraction: "has not" and "hasn't" would be a matching pair.
Give students a sorting activity after you have taught three contraction categories. Hand out a sorting sheet that has columns for each category. For example, 's, n't, and 've could be three categories. Give students a sheet of printed words that fit into these categories and instruct them to cut out the words, sort them, and glue them down in the appropriate column on the sheet.
Assign homework that offers students opportunities to use contractions in sentences or identify contractions in sentences. Provide classwork that gives students a chance to create contractions out of two words and break contractions up into two words. Prepare and administer a quiz or evaluation activity to assess student mastery of each contraction category.