Spelling Connections - Zaner-Bloser

Visual
Write the following
two groups of words
in a column on the chalkboard:
1. wise, gray, calm, slim, sunny
2. interest, trim, remove, deny,
supply
Have students look at the last
two letters of each word. Ask
volunteers to write the -er and
-est forms of the words in the
first group and the -ed and -ing
forms of the words in the second
group. Have them circle the
suffixes in the words they write.
Pacing Guide
3–5 Day Plan Average Below Average Above Average
Pretest Pretest Pretest
Day 1 Spelling Mini-Lesson, p. T126 Spelling Mini-Lesson, p. T126 Spelling and Thinking, p. 126
Spelling and Thinking, p. 126 Spelling and Thinking, p. 126
Day 1
Day 2
Spelling and Vocabulary, p. 127 Spelling and Vocabulary, p. 127 (or) Spelling and Vocabulary, p. 127
Unit 16 Practice Master, A and B Spelling and Reading, p. 128
Day 3
Spelling and Reading, p. 128 Spelling and Reading, p. 128 (or) Challenge Activities, p. 131
Unit 16 Practice Master, C and D Champion Challenge Activities, p. 299
Day 2 Review Activities, p. 130
Day 4 Spelling and Writing, p. 129 Spelling and Writing, p. 129 Spelling and Writing, p. 129
Unit 16 Homework Master Unit 16 Homework Master
Day 3 Day 5 Weekly Test Weekly Test Weekly Test
Spelling and Technology Activities (pages 132 and 133) may be used anytime during this unit.
The various strategies for adding the -ed and -ing suffixes
may be difficult for some students because of
regional pronunciations or language backgrounds that
do not include certain sounds or spelling patterns. In
the Spanish language, for example, there is no final -ing
sound, and the final d has a slightly different pronunciation
than it has in English. Therefore, Spanish-speaking
students may need extra practice to establish the soundsymbol
associations required in this unit.
Learning Styles
Auditory
Ask the students to
stand in a line. Have
a “caller” say a word on the spelling
list. Then ask the first student
in line to say the correct base
word and repeat the word and
spell it. (For example, if the caller
says wiser, the responding student
says wise, wiser, w-i-s-e-r.)
The next student is then given a
different word. After each word
has been spelled, ask volunteers
to spell both forms on the
spelling list when only the base
word is given.
Language and Cultural Differences
Kinesthetic
Have each student write
the spelling words and
the ten base words on separate
3" × 5" cards. Tell the students
to shuffle and then arrange the
cards so that the base word and
its correct forms are grouped
together. After the students have
grouped the cards, have them
write each set of words.
Hands-On Practice
All students will benefit from
practicing with a Flip Folder.
See page Z13.
The -er and -est suffi xes may be diffi cult for some students
to hear and to use because of regional pronunciations
or different language backgrounds.
In some words, a fi nal e is dropped or a single fi nal consonant
is doubled when -er or -est is added. In the Spanish
language, consonant sounds are usually represented
by single consonant letters. Consequently, Spanishspeaking
students may have diffi culty remembering to
double the fi nal consonant, a common spelling problem
for native English speakers as well.
DI FFE R E NTIATE D
O N
I N S T R U C T I
T126B