Home Spelling Practice Book pages 2-73 Homework ... - Zaner-Bloser
Home Spelling Practice Book pages 2-73 Homework ... - Zaner-Bloser
Home Spelling Practice Book pages 2-73 Homework ... - Zaner-Bloser
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<strong>Home</strong> <strong>Spelling</strong> <strong>Practice</strong> <strong>Book</strong> <strong>pages</strong> 2-<strong>73</strong><br />
<strong>Home</strong>work Master <strong>pages</strong> 74-101<br />
1
2<br />
Dear Family,<br />
Your child will use the <strong>Spelling</strong> Connections program this year.<br />
Each week, children will learn basic spelling principles that are<br />
important factors for future reading achievement: awareness that<br />
sounds make up words, recognition of spelling patterns in rhyming<br />
words, and letter-sound associations.<br />
First grade is a time of rapid development for children as readers<br />
and writers. Studying spelling principles throughout the year will<br />
help children “break the alphabetic code” and begin to use letters<br />
fluently to write words. During this process, it is common for<br />
children to “invent” spellings for words they want to write but<br />
don’t yet know how to spell correctly. Encourage your child to<br />
invent spellings in his or her writing at home—it is a valuable<br />
exercise that demonstrates understanding of sounds and letters.<br />
As children mature as writers, they pass through these five stages<br />
of spelling development:<br />
1. Precommunicative: Random letters are strung together.<br />
Children do not know how to match letters to sounds.<br />
2. Semiphonetic: Children have some knowledge of the way<br />
that letters stand for sounds. E spells eagle.<br />
3. Phonetic: Children’s spellings are completely phonetic and<br />
can be read. EGL spells eagle.<br />
4. Transitional: <strong>Spelling</strong>s are more visually correct. Often, a<br />
vowel is included in each syllable. YOUNIGHTED spells<br />
united.<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
5. Correct: Children spell many common words correctly and<br />
continue to learn how to spell complex words.<br />
You may wish to examine your child’s writing to determine his or<br />
her stage of spelling development. Help your child grow as a writer<br />
by setting aside time to write stories, rhymes, signs, and notes. You<br />
will enjoy this time together.<br />
Sincerely,<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Estimada familia:<br />
Este año su hijo(a) usará el programa Conexiones con la ortografía<br />
(<strong>Spelling</strong> Connections). Cada semana los alumnos aprenderán principios<br />
de la ortografía que son factores importantes para el desarrollo<br />
futuro de la lectura: el darse cuenta de que los sonidos forman palabras,<br />
reconocer los patrones de la ortografía en las palabras rimantes<br />
y las asociaciones entre los sonidos y las letras.<br />
El estudiar los principios de la ortografía ayudará a los niños a<br />
“romper el código alfabético” y a comenzar a usar letras fluentemente<br />
para escribir palabras. Durante este proceso, es corriente que los niños<br />
“inventan” la ortografía de palabras que no saben deletrear. Anime a<br />
su hijo(a) a inventar su propia ortografía en su escritura—es un ejercicio<br />
valioso que demuestra la comprensión de la relación entre los<br />
sonidos y las letras.<br />
Mientras los niños se maduran como escritores, pasan por los cinco<br />
etapas del desarrollo de la ortografía:<br />
1. Precomunicativo: Letras conectadas al azar. Los niños no<br />
saben identificar las letras por su sonido.<br />
2. Semifonético: Los niños tienen algunos conocimientos sobre<br />
la manera en que las letras representan los sonidos. Eagle se<br />
deletrea E.<br />
3. Fonético: La ortografía de los niños es completamente fonética,<br />
pero se pueden leer. Eagle se deletrea EGL.<br />
4. Transicional: La ortografía es más correcta visualmente. A<br />
menudo, se incluye una vocal en cada sílaba. United se deletrea<br />
YOUNIGHTED.<br />
5. Correcto: Los niños pueden deletrear palabras corrientes correctamente,<br />
y siguen aprendiendo a deletrear palabras complejas.<br />
Usted puede observar la escritura de su hijo(a) para determinar su<br />
etapa de desarrollo ortografíco. Ayude a su hijo(a) a madurarse como<br />
escritor(a) apartando tiempo para escribir cuentos, rimas, letreros y<br />
notas. Ambos de ustedes disfrutarán este rato juntos!<br />
Sinceramente,<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
3
Name<br />
4<br />
Short a<br />
EFGHGHGHGHGHGHGHGH an 1.<br />
EFGHGHGHGHGHGHGHGH can<br />
2.<br />
EFGHGHGHGHGHGHGHGH man<br />
3.<br />
EFGHGHGHGHGHGHGHGH ran<br />
4.<br />
EFGHGHGHGHGHGHGHGH had<br />
5.<br />
EFGHGHGHGHGHGHGHGH dad<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Your support, encouragement, and<br />
involvement are vital to your child’s<br />
education. Therefore, your help in<br />
reinforcing the skills taught in school will<br />
U n i t<br />
1<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
greatly enhance your child’s success in<br />
spelling. Throughout the school year you<br />
will receive lists of the words your child will<br />
be learning, as well as some suggestions for<br />
spelling and writing activities that you and<br />
your child can do together.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short a<br />
EFGHGHGHGHGHGHGHGH an 1.<br />
EFGHGHGHGHGHGHGHGH can<br />
2.<br />
EFGHGHGHGHGHGHGHGH man<br />
3.<br />
EFGHGHGHGHGHGHGHGH ran<br />
4.<br />
EFGHGHGHGHGHGHGHGH had<br />
5.<br />
EFGHGHGHGHGHGHGHGH dad<br />
6.<br />
un, una<br />
puede<br />
hombre<br />
corrió<br />
tuvo<br />
papá<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Su apoyo, entusiasmo y cooperación son<br />
vitales a la educación de su hijo o hija. Por<br />
lo tanto, su ayuda para reforzar las<br />
habilidades que se enseñan en la escuela<br />
U n i t<br />
1<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
contribuirá a que su hijo o hija adquiera<br />
mejor ortografía. Para ayudarlos, a lo largo<br />
del año escolar, recibirán listas de las<br />
palabras que su hijo o hija estará<br />
aprendiendo y sugerencias de actividades<br />
de ortografía y escritura que podrán realizar<br />
juntos.<br />
5
Name<br />
6<br />
Short a<br />
EFGHGHGHGHGHGHGHGH am 1.<br />
EFGHGHGHGHGHGHGHGH at 2.<br />
EFGHGHGHGHGHGHGHGH cat 3.<br />
EFGHGHGHGHGHGHGHGH hat<br />
4.<br />
EFGHGHGHGHGHGHGHGH has<br />
5.<br />
EFGHGHGHGHGHGHGHGH and<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
In these first units, your child will refine<br />
the readiness skills that are necessary for<br />
spelling and writing. Your child will practice<br />
recognizing rhyming words and consonant<br />
U n i t<br />
2<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
letters and sounds in their initial and final<br />
positions in words. With the word lists there<br />
will be some simple but enjoyable activities<br />
that you and your child can do at home to<br />
reinforce these skills. We hope that you will<br />
have fun doing these activities together.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short a<br />
EFGHGHGHGHGHGHGHGH am 1.<br />
EFGHGHGHGHGHGHGHGH at 2.<br />
EFGHGHGHGHGHGHGHGH cat 3.<br />
EFGHGHGHGHGHGHGHGH hat<br />
4.<br />
EFGHGHGHGHGHGHGHGH has<br />
5.<br />
EFGHGHGHGHGHGHGHGH and<br />
6.<br />
soy; estoy<br />
a; en<br />
gato<br />
sombrero<br />
tiene<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
En estas primeras unidades, su hijo<br />
ohija refinará las habilidades de preparación<br />
para la lectoescritura. Practicará el<br />
reconocimiento de palabras que riman y de<br />
y<br />
U n i t<br />
2<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
consonantes y sus sonidos cuando aparecen<br />
al principio y al final de las palabras.<br />
Con las listas de palabras, aparecen<br />
algunas actividades simples pero agradables<br />
que Uds. podrán realizar en casa con su hijo<br />
o hija para reforzar estas habilidades.<br />
Esperamos que disfruten realizando estas<br />
actividades juntos.<br />
7
Name<br />
8<br />
Short e<br />
EFGHGHGHGHGHGHGHGH let 1.<br />
EFGHGHGHGHGHGHGHGH get 2.<br />
EFGHGHGHGHGHGHGHGH net 3.<br />
EFGHGHGHGHGHGHGHGH pet 4.<br />
EFGHGHGHGHGHGHGHGH pen<br />
5.<br />
EFGHGHGHGHGHGHGHGH men<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Help your child make labels for things in<br />
your home, such as the sink, stove, bed,<br />
table, cabinets, and so forth. Have your<br />
child circle each beginning letter with one<br />
color and each ending letter with another<br />
U n i t<br />
3<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
color. Play naming games by saying, for<br />
example, “I see something that begins like<br />
telephone,” or “See how many things end<br />
like door,” or “I am thinking of something<br />
we walk on. It rhymes with door.” Then<br />
ask your child to name the word.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short e<br />
EFGHGHGHGHGHGHGHGH let 1.<br />
EFGHGHGHGHGHGHGHGH get 2.<br />
EFGHGHGHGHGHGHGHGH net 3.<br />
EFGHGHGHGHGHGHGHGH pet 4.<br />
EFGHGHGHGHGHGHGHGH pen<br />
5.<br />
EFGHGHGHGHGHGHGHGH men<br />
6.<br />
permitir<br />
obtener<br />
red<br />
animalito; mascota<br />
pluma<br />
hombres<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Ayuden a su hijo o hija a hacer etiquetas<br />
para objetos del hogar, como sink<br />
(fregadero), stove (cocina), bed (cama),<br />
table (mesa), cabinets (gabinetes), etc.<br />
Pídanle que encierre en círculos con un<br />
color las letras iniciales y con otro color las<br />
U n i t<br />
3<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
letras finales. Jueguen a darles nombres a<br />
las cosas, diciendo, por ejemplo: “Veo algo<br />
que comienza como telephone (teléfono)”<br />
[por ejemplo television (televisión)] o<br />
“Veo muchas cosas que terminan como<br />
door (puerta)” o “Estoy pensando en algo<br />
sobre lo que caminamos. Rima con door<br />
(floor—piso)”. Luego pídanle que diga la<br />
palabra.<br />
9
Name<br />
10<br />
Short e<br />
EFGHGHGHGHGHGHGHGH jet 1.<br />
EFGHGHGHGHGHGHGHGH set 2.<br />
EFGHGHGHGHGHGHGHGH met<br />
3.<br />
EFGHGHGHGHGHGHGHGH bed<br />
4.<br />
EFGHGHGHGHGHGHGHGH yes<br />
5.<br />
EFGHGHGHGHGHGHGHGH leg 6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
You can help your child recognize letter<br />
names by saying three letters, such as o, b,<br />
x, and asking him or her to repeat them in<br />
the same order. The number of letters that<br />
U n i t<br />
4<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
you say may be increased as your child<br />
becomes adept at listening and repeating.<br />
To vary the game, say several letters and<br />
ask your child to name or write the first,<br />
last, or middle letter.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short e<br />
EFGHGHGHGHGHGHGHGH jet 1.<br />
EFGHGHGHGHGHGHGHGH set 2.<br />
EFGHGHGHGHGHGHGHGH met<br />
3.<br />
EFGHGHGHGHGHGHGHGH bed<br />
4.<br />
EFGHGHGHGHGHGHGHGH yes<br />
5.<br />
EFGHGHGHGHGHGHGHGH leg 6.<br />
a reacción; chorro<br />
poner<br />
encontró<br />
cama<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Para ayudar a que su hijo o hija<br />
reconozca los nombres de las letras, díganle<br />
tres letras, por ejemplo o, b, x, y pídanle<br />
sí<br />
pierna<br />
U n i t<br />
4<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
que las repita en el mismo orden. A medida<br />
que se acostumbre a escuchar y a repetir,<br />
podrán aumentar el número de letras. Para<br />
variar el juego, digan varias letras y pídanle<br />
a su hijo o hija que nombre o escriba la<br />
letra inicial, media, o final.<br />
11
Name<br />
12<br />
Unit 1<br />
Short a<br />
an<br />
can<br />
man<br />
ran<br />
had<br />
dad<br />
Unit 2<br />
Short a<br />
am<br />
at<br />
cat<br />
hat<br />
has<br />
and<br />
Unit 3<br />
Short e<br />
let<br />
get<br />
net<br />
pet<br />
pen<br />
men<br />
Review U n i t<br />
5<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
Dear Family,<br />
This week your child is studying a Review Unit that covers words presented and studied in the<br />
previous four units. Units 1 and 2 focused on words that have the short a spelling. Units 3<br />
and 4 targeted words that have the short e spelling. Here are the Word Lists for those units.<br />
It is sometimes difficult for young children to<br />
distinguish short vowel sounds. Therefore,<br />
spending a short time with your child each<br />
day in practicing some of the spelling words<br />
will help him or her master them more easily.<br />
Unit 4<br />
Short e<br />
jet<br />
set<br />
met<br />
bed<br />
yes<br />
leg<br />
Your relaxed and positive attitude will help<br />
your child’s spelling, so be sure to praise your<br />
child for each correctly spelled word, and be<br />
patient when he or she misspells a word.<br />
Here is an activity that you can do with your child to practice words in this week’s<br />
Review Unit.<br />
Clues Play a game of “Clues” with your child. Give two clues for each word.<br />
The first clue should be about the first or last letter of the word, and the<br />
second clue should be a rhyming word.<br />
Example: “This word begins like can and rhymes with bat.” (cat)<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Querida familia:<br />
Esta semana, su hijo o hija está estudiando una unidad de repaso que trata de las palabras<br />
presentadas y estudiadas en las cuatro unidades anteriores. Las unidades 1 y 2 enfocaron<br />
palabras que contienen el sonido de la a corta. Las unidades 3 y 4 dieron énfasis a las<br />
palabras que contienen el sonido de la e corta.<br />
Unidad 1<br />
Short a<br />
an<br />
un, una<br />
can<br />
man<br />
ran<br />
had<br />
dad<br />
puede<br />
hombre<br />
corrió<br />
tuvo; tenía<br />
papá<br />
Unidad 2<br />
Short a<br />
am<br />
at<br />
cat<br />
hat<br />
has<br />
and<br />
soy; estoy<br />
a; en<br />
gato<br />
sombrero<br />
tiene<br />
A veces es difícil para los jóvenes distinguir<br />
entre los sonidos de las vocales cortas. Por<br />
eso, pasar un rato corto con su hijo o hija<br />
cada día, practicando algunas de las palabras<br />
para deletrear, le ayudará a aprender las<br />
y<br />
Unidad 3<br />
Short e<br />
let<br />
permitir<br />
get<br />
net<br />
pet<br />
pen<br />
men<br />
obtener<br />
Unidad 4<br />
Short e<br />
jet<br />
set<br />
met<br />
bed<br />
yes<br />
leg<br />
palabras más fácilmente. Su actitud positiva y<br />
relajada también ayudará a su hijo o hija a<br />
deletrear mejor. No se olviden de elogiarlo/a<br />
cuando deletree una palabra correctamente,<br />
y tengan paciencia cuando cometa errores.<br />
Aquí se presenta una actividad que ustedes pueden hacer con su hijo o hija para<br />
practicar palabras en la unidad de repaso de esta semana.<br />
Claves Jueguen un juego de “Claves” con su hijo o hija. Denle dos claves para<br />
cada palabra. La primera clave debe tratar de la primera letra de la<br />
palabra, y la segunda clave debe ser una palabra que rima.<br />
Ejemplo: “This word begins like can (puede) and rhymes with bat<br />
(murciélago).” cat (gato)<br />
red<br />
animalito;<br />
mascota<br />
pluma<br />
hombres<br />
Review U n i t<br />
5<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
a reacción;<br />
chorro<br />
poner<br />
encontró<br />
cama<br />
sí<br />
pierna<br />
13
Name<br />
14<br />
Short i<br />
EFGHGHGHGHGHGHGHGH it 1.<br />
EFGHGHGHGHGHGHGHGH bit 2.<br />
EFGHGHGHGHGHGHGHGH sit 3.<br />
EFGHGHGHGHGHGHGHGH is 4.<br />
EFGHGHGHGHGHGHGHGH his 5.<br />
EFGHGHGHGHGHGHGHGH in 6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Say pairs of words and ask your child to<br />
say “same” if they rhyme or “different” if<br />
U n i t<br />
6<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
they do not. Or say two words and have<br />
your child decide whether they have the<br />
same sound at the beginning or end.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short i<br />
EFGHGHGHGHGHGHGHGH it 1.<br />
EFGHGHGHGHGHGHGHGH bit 2.<br />
EFGHGHGHGHGHGHGHGH sit 3.<br />
EFGHGHGHGHGHGHGHGH is 4.<br />
EFGHGHGHGHGHGHGHGH his 5.<br />
EFGHGHGHGHGHGHGHGH in 6.<br />
lo; la<br />
poco<br />
sentarse<br />
es; está<br />
su; de él<br />
en<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Digan pares de palabras y pídanle a su<br />
U n i t<br />
6<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
hijo o hija que diga “same” (igual) si las<br />
palabras riman o “different” (diferente) si no<br />
riman. O digan dos palabras y pregúntenle si<br />
tienen el mismo sonido inicial o el mismo<br />
sonido final.<br />
15
Name<br />
16<br />
Short i<br />
EFGHGHGHGHGHGHGHGH if 1.<br />
EFGHGHGHGHGHGHGHGH big 2.<br />
EFGHGHGHGHGHGHGHGH dig 3.<br />
EFGHGHGHGHGHGHGHGH pig 4.<br />
EFGHGHGHGHGHGHGHGH did 5.<br />
EFGHGHGHGHGHGHGHGH him<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Throughout the coming weeks,<br />
encourage your child to write frequently.<br />
Some topics he or she will enjoy writing<br />
about are a favorite toy, a day at school, or<br />
a book you have read together. Have your<br />
U n i t<br />
7<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
child read his or her writing to you. Praise<br />
your child for the thoughts expressed. Not<br />
correcting your child’s spelling mistakes will<br />
help him or her focus on the content of the<br />
writing and feel more comfortable about<br />
expressing himself or herself.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short i<br />
EFGHGHGHGHGHGHGHGH if 1.<br />
EFGHGHGHGHGHGHGHGH big 2.<br />
EFGHGHGHGHGHGHGHGH dig 3.<br />
EFGHGHGHGHGHGHGHGH pig 4.<br />
EFGHGHGHGHGHGHGHGH did 5.<br />
EFGHGHGHGHGHGHGHGH him<br />
6.<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
A través de las próximas semanas,<br />
animen a su hijo o hija a escribir<br />
frecuentemente. Algunos temas sobre los<br />
que le gustará escribir son: un juguete<br />
si<br />
grande<br />
cavar<br />
cerdo<br />
hizo<br />
él; lo; le<br />
U n i t<br />
7<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
favorito, un día de escuela, o un libro que<br />
hayan leído juntos. Pídanle que les lea lo<br />
que haya escrito. Elógienle por los<br />
pensamientos que haya expresado. Si no<br />
corrigen los errores ortográficos de su hijo o<br />
hija, lo/a ayudarán a fijarse en el contenido<br />
de lo que haya escrito y a sentirse más a<br />
gusto acerca de cómo expresarse.<br />
17
Name<br />
18<br />
Short o<br />
EFGHGHGHGHGHGHGHGH not 1.<br />
EFGHGHGHGHGHGHGHGH hot 2.<br />
EFGHGHGHGHGHGHGHGH pot 3.<br />
EFGHGHGHGHGHGHGHGH got 4.<br />
EFGHGHGHGHGHGHGHGH box<br />
5.<br />
EFGHGHGHGHGHGHGHGH fox 6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Play a new game of “Clues” with your<br />
child. Give two clues for each word. The<br />
first clue should be about the first or last<br />
U n i t<br />
8<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
letter of the word, and the second clue<br />
should be a rhyming word. Example: “This<br />
word begins like boy and rhymes with fox.<br />
What is it?” (box)<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short o<br />
EFGHGHGHGHGHGHGHGH not 1.<br />
EFGHGHGHGHGHGHGHGH hot 2.<br />
EFGHGHGHGHGHGHGHGH pot 3.<br />
EFGHGHGHGHGHGHGHGH got 4.<br />
EFGHGHGHGHGHGHGHGH box<br />
5.<br />
EFGHGHGHGHGHGHGHGH fox 6.<br />
no<br />
caliente<br />
olla<br />
obtuvo<br />
caja<br />
zorro<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Jueguen un juego de “Claves” con su<br />
hijo o hija. Dénle dos claves por cada<br />
U n i t<br />
8<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
palabra. La primera clave debe ser sobre la<br />
primera o la última letra de la palabra y la<br />
segunda clave debe ser una palabra que<br />
rima. Por ejemplo: “This word begins like<br />
boy (muchacho) and rhymes with fox<br />
(zorro). What is it?” box (caja)<br />
19
Name<br />
20<br />
Short o<br />
EFGHGHGHGHGHGHGHGH on 1.<br />
EFGHGHGHGHGHGHGHGH mom<br />
2.<br />
EFGHGHGHGHGHGHGHGH job<br />
3.<br />
EFGHGHGHGHGHGHGHGH hop<br />
4.<br />
EFGHGHGHGHGHGHGHGH top 5.<br />
EFGHGHGHGHGHGHGHGH mop<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Ask your child what the words make him<br />
or her think of. Do any of the words remind<br />
your child of something funny, or of a place<br />
he or she has been, or an activity he or she<br />
U n i t<br />
9<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
enjoyed doing? Encourage your child to<br />
write about these impressions. Continue to<br />
praise your child’s writing, regardless of any<br />
spelling mistakes. Your praise will help your<br />
child feel comfortable about writing.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short o<br />
EFGHGHGHGHGHGHGHGH on 1.<br />
EFGHGHGHGHGHGHGHGH mom<br />
2.<br />
EFGHGHGHGHGHGHGHGH job<br />
3.<br />
EFGHGHGHGHGHGHGHGH hop<br />
4.<br />
EFGHGHGHGHGHGHGHGH top 5.<br />
EFGHGHGHGHGHGHGHGH mop<br />
6.<br />
fregar;<br />
fregasuelos<br />
en; sobre<br />
mamá<br />
trabajo<br />
saltar<br />
parte<br />
superior<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Pregúntenle a su hijo o hija en qué le<br />
hacen pensar las palabras. ¿Le recuerdan<br />
algunas de las palabras algo gracioso, algún<br />
U n i t<br />
9<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
lugar donde ha estando, o algo que le<br />
gusta hacer? Anímenle a ecribir sobre esas<br />
impresiones. Le entusiasmará usar las<br />
palabras de las listas al escribir. Continúen<br />
celebrándole lo que escriba, aunque tenga<br />
faltas de ortografía. Su estímulo ayudará a<br />
que se sienta bien al expresarse por escrito.<br />
21
Name<br />
22<br />
Unit 6<br />
Short i<br />
it<br />
bit<br />
sit<br />
is<br />
his<br />
in<br />
Unit 7<br />
Short i<br />
if<br />
big<br />
dig<br />
pig<br />
did<br />
him<br />
Unit 8<br />
Short o<br />
not<br />
hot<br />
pot<br />
got<br />
box<br />
fox<br />
Review U n i t<br />
10<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
Dear Family,<br />
This week your child is studying a Review Unit that covers words presented and studied in the<br />
previous four units. Units 6 and 7 focused on words that contain the sound of the short i.<br />
Units 8 and 9 emphasized words that contain the short o sound.<br />
Spend some time each day helping your child<br />
spell these short vowel sounds. Perhaps you<br />
could find a place in your home where you<br />
can work together and where you can keep<br />
Unit 9<br />
Short o<br />
on<br />
mom<br />
job<br />
hop<br />
top<br />
mop<br />
things like paper, pencils, dictionaries, etc. In<br />
this way, everything will be prepared for your<br />
short study sessions.<br />
Here is an activity that you can do with your child to practice words in this week’s<br />
Review Unit.<br />
Rhymes Tell your child to pronounce each one of the words in the lists on this<br />
page. Ask him or her to indicate which words rhyme. Then work with<br />
your child to write two-line poems using the words.<br />
For example: I saw my pet<br />
Get caught in the net.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Querida familia:<br />
Esta semana, su hijo o hija está estudiando una unidad de repaso que trata de las palabras<br />
presentadas y estudiadas en las cuatro unidades anteriores. Las unidades 6 y 7 enfocaron<br />
palabras que contienen el sondio de la i corta. Las unidades 8 y 9 dieron énfasis a las<br />
palabras que contienen el sonido de la o corta.<br />
Unidad 6<br />
Short i<br />
it<br />
bit<br />
sit<br />
is<br />
his<br />
in<br />
lo, la<br />
poco<br />
sentarse<br />
es; está<br />
su; de él<br />
en<br />
Unidad 7<br />
Short i<br />
if<br />
big<br />
dig<br />
pig<br />
did<br />
him<br />
Pasen un rato cada día ayudando a su hijo o<br />
hija a deletrear estos sonidos cortos. Quizás<br />
quisieran encontrar un lugar en la casa donde<br />
pueden trabajar juntos y guardar sus cosas<br />
Unidad 8<br />
Short o<br />
not<br />
hot<br />
pot<br />
got<br />
box<br />
fox<br />
Unidad 9<br />
Short o<br />
on<br />
mom<br />
job<br />
hop<br />
top<br />
mop<br />
como papel, lápices, diccionario, etc. De esta<br />
manera, todo estará ya preparado para sus<br />
sesiones cortas de estudio.<br />
Aquí se presenta una actividad que ustedes pueden hacer con su hijo o hija para<br />
practicar palabras en la unidad de repaso de esta semana.<br />
Rimas Indiquen a su hijo o hija que pronuncie cada una de las palabras de las<br />
listas en esta página. Pidan a su hijo o hija que indique cuáles son las<br />
palabras en estas listas que riman. Luego, digan poemas de dos líneas<br />
usando las palabras.<br />
Por ejemplo: I saw my pet<br />
Get caught in the net.<br />
si<br />
grande<br />
cavar<br />
cerdo<br />
hizo<br />
a él; lo; le<br />
no<br />
caliente<br />
olla<br />
obtuvo<br />
caja<br />
zorro<br />
Review U n i t<br />
10<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
en; sobre<br />
mamá<br />
trabajo<br />
saltar<br />
parte<br />
superior<br />
fregar;<br />
fregasuelos<br />
23
Name<br />
24<br />
Short u<br />
EFGHGHGHGHGHGHGHGH up 1.<br />
EFGHGHGHGHGHGHGHGH us 2.<br />
EFGHGHGHGHGHGHGHGH bus<br />
3.<br />
EFGHGHGHGHGHGHGHGH cut 4.<br />
EFGHGHGHGHGHGHGHGH but<br />
5.<br />
EFGHGHGHGHGHGHGHGH nut<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Write a spelling word on an index card<br />
and then cut between each letter, using a<br />
different curve, line, or angle for each cut.<br />
U n i t<br />
11<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
Have your child reassemble the letters to<br />
form words. Then ask your child to say and<br />
write each word or make up a sentence<br />
containing each word.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short u<br />
EFGHGHGHGHGHGHGHGH up 1.<br />
EFGHGHGHGHGHGHGHGH us 2.<br />
EFGHGHGHGHGHGHGHGH bus<br />
3.<br />
EFGHGHGHGHGHGHGHGH cut 4.<br />
EFGHGHGHGHGHGHGHGH but<br />
5.<br />
EFGHGHGHGHGHGHGHGH nut<br />
6.<br />
hacia arriba<br />
nosotros<br />
autobús<br />
cortar<br />
pero<br />
nuez<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Escriban una de las palabras en una<br />
tarjeta. Luego corten la tarjeta entre las<br />
letras, usando una curva, línea, o ángulo al<br />
U n i t<br />
11<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
cortar, de modo que parezcan las piezas de<br />
un rompecabezas. Pídanle a su hijo o hija<br />
que ordene las letras para rearmar la<br />
palabra. Luego, pídanle que diga y escriba<br />
la palabra o que cree una oración que la<br />
contenga. Procedan igual con todas las<br />
palabras.<br />
25
Name<br />
26<br />
Short u<br />
EFGHGHGHGHGHGHGHGH fun 1.<br />
EFGHGHGHGHGHGHGHGH run<br />
2.<br />
EFGHGHGHGHGHGHGHGH sun<br />
3.<br />
EFGHGHGHGHGHGHGHGH tug<br />
4.<br />
EFGHGHGHGHGHGHGHGH bug<br />
5.<br />
EFGHGHGHGHGHGHGHGH rug<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Write a word, leaving out one letter and<br />
drawing a line in its place. Have your child<br />
U n i t<br />
12<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
write the letter in the blank space, say the<br />
word, and then write the word again.<br />
Example: ru__ (rug)<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short u<br />
EFGHGHGHGHGHGHGHGH fun 1.<br />
EFGHGHGHGHGHGHGHGH run<br />
2.<br />
EFGHGHGHGHGHGHGHGH sun<br />
3.<br />
EFGHGHGHGHGHGHGHGH tug<br />
4.<br />
EFGHGHGHGHGHGHGHGH bug<br />
5.<br />
EFGHGHGHGHGHGHGHGH rug<br />
6.<br />
alfombra<br />
diversión<br />
correr<br />
sol<br />
halar;<br />
tirar<br />
bicho<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Escriban una palabra, dejando fuera una<br />
U n i t<br />
12<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
letra y trazando una raya en su lugar. Hagan<br />
que su hijo o hija escriba la letra en el espacio<br />
en blanco, que diga la palabra, y que luego<br />
escriba la palabra de nuevo. Ejemplo: ru __<br />
(rug = alfombra)<br />
27
Name<br />
28<br />
Short Vowel<br />
Review<br />
EFGHGHGHGHGHGHGHGH bad<br />
1.<br />
EFGHGHGHGHGHGHGHGH yet 2.<br />
EFGHGHGHGHGHGHGHGH fix 3.<br />
EFGHGHGHGHGHGHGHGH dot 4.<br />
EFGHGHGHGHGHGHGHGH hug<br />
5.<br />
EFGHGHGHGHGHGHGHGH tub<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Write each spelling word on an index<br />
card or piece of paper. Print the vowel<br />
letters (a, e, i, o, u) in red (or another<br />
U n i t<br />
13<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
color) and the consonants in black. Hold up<br />
a card for a few seconds. Then put the card<br />
away and have your child write the word or<br />
spell it aloud. Use the cards for frequent<br />
reviews of the spelling words.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Short Vowel<br />
Review<br />
EFGHGHGHGHGHGHGHGH bad<br />
1.<br />
EFGHGHGHGHGHGHGHGH yet 2.<br />
EFGHGHGHGHGHGHGHGH fix 3.<br />
EFGHGHGHGHGHGHGHGH dot 4.<br />
EFGHGHGHGHGHGHGHGH hug<br />
5.<br />
EFGHGHGHGHGHGHGHGH tub<br />
6.<br />
abrazar;<br />
abrazo<br />
malo<br />
todavía<br />
reparar<br />
punto<br />
bañera<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Escriban cada una de las palabras de la<br />
lista en una ficha o en un trozo de papel.<br />
Tracen las vocales (a, e, i, o, u) en rojo (o<br />
U n i t<br />
13<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
en otro color) y las consonantes en negro.<br />
Muéstrenle a su hijo o hija una ficha por<br />
unos segundos. Luego retiren la ficha y<br />
pídanle que escriba la palabra o que la<br />
deletree en voz alta. Usen las fichas para<br />
hacer repasos frecuentes de las palabras de<br />
las listas.<br />
29
Name<br />
30<br />
Words<br />
Writers Use<br />
EFGHGHGHGHGHGHGHGH a 1.<br />
EFGHGHGHGHGHGHGHGH I 2.<br />
EFGHGHGHGHGHGHGHGH to 3.<br />
EFGHGHGHGHGHGHGHGH of 4.<br />
EFGHGHGHGHGHGHGHGH the 5.<br />
EFGHGHGHGHGHGHGHGH was<br />
6.<br />
EFGHGHGHGHGHGHGHGH are<br />
7.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Encourage your child to draw pictures<br />
illustrating some of the words from several<br />
U n i t<br />
14<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
EFEFEFEFEFEFGH<br />
7.<br />
units and to write sentences that describe<br />
the pictures. Praise your child for the<br />
progress he or she is making in spelling and<br />
writing.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Words<br />
Writers Use<br />
EFGHGHGHGHGHGHGHGH a 1.<br />
EFGHGHGHGHGHGHGHGH I 2.<br />
EFGHGHGHGHGHGHGHGH to 3.<br />
EFGHGHGHGHGHGHGHGH of 4.<br />
EFGHGHGHGHGHGHGHGH the 5.<br />
EFGHGHGHGHGHGHGHGH was<br />
6.<br />
EFGHGHGHGHGHGHGHGH are<br />
7.<br />
un, una<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Animen a su hijo o hija a hacer dibujos<br />
yo<br />
a; hasta<br />
de<br />
el, la; los, las<br />
fue; era<br />
eres, es; son; somos<br />
U n i t<br />
14<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
EFEFEFEFEFEFGH<br />
7.<br />
que ilustren algunas de las palabras de<br />
varias unidades y a escribir oraciones que<br />
describan los dibujos. Elógienlo/a por el<br />
progreso que está logrando al deletrear y<br />
escribir.<br />
31
Name<br />
32<br />
Unit 11<br />
Short u<br />
up<br />
us<br />
bus<br />
cut<br />
but<br />
nut<br />
Unit 12<br />
Short u<br />
fun<br />
run<br />
sun<br />
tug<br />
bug<br />
rug<br />
Unit 13<br />
Short<br />
Vowel Review<br />
bad<br />
yet<br />
fix<br />
dot<br />
hug<br />
tub<br />
Review U n i t<br />
15<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
Dear Family,<br />
This week your child is studying a Review Unit that covers words presented and studied in the<br />
previous four units. Units 11 and 12 focused on words with the sound of the short u. Unit 13<br />
emphasized a review of words with the short vowel sounds, and Unit 14 focused on words<br />
writers use.<br />
For Spanish-speaking children, some of the<br />
short vowel sounds of English do not exist in<br />
their primary language, and it may be difficult<br />
for them to produce these sounds. Read a<br />
children’s book to your child and ask him or<br />
Unit 14<br />
Words<br />
Writers<br />
a<br />
Use<br />
I<br />
to<br />
of<br />
the<br />
was<br />
are<br />
her to raise his or her hand when he or she<br />
hears a word with a short vowel sound. Write<br />
the words that he or she identifies on a sheet<br />
of paper. Confirm that each word listed<br />
contains a short vowel sound.<br />
Here is an activity that you can do with your child to practice words in this week’s<br />
Review Unit.<br />
Story Telling Ask your child to tell a story using as many words from the four<br />
word lists as possible. Help by writing down what he or she says.<br />
When the story has been told, give your child the written copy<br />
and have him or her circle each of the spelling words used.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Querida familia:<br />
Esta semana, su hijo o hija está estudiando una unidad de repaso que trata de las palabras<br />
presentadas y estudiadas en las cuatro unidades anteriores. Las unidades 11 y 12 enfocaron palabras<br />
que contienen el sonido de la a corta. La unidad 13 dio énfasis a un repaso de las palabras que<br />
contienen el sonido corto de las vocales, y la unidad 14 enfocó palabras usadas por los escritores.<br />
Unidad 11<br />
Short u<br />
up<br />
us<br />
bus<br />
cut<br />
but<br />
nut<br />
hacia arriba<br />
nosotros<br />
autobús<br />
cortar<br />
pero<br />
nuez<br />
Unidad 12<br />
Short u<br />
fun<br />
run<br />
sun<br />
tug<br />
bug<br />
rug<br />
diversión<br />
correr<br />
Para los niños de habla española, producir los<br />
sonidos cortos del inglés puede ser difícil.<br />
Lean un libro para niños a su hijo o hija y<br />
díganle que levante la mano cuando oiga una<br />
sol<br />
holar;<br />
tirar<br />
bicho<br />
alfombra<br />
Unidad 13<br />
Short<br />
Vowel Review<br />
bad<br />
yet<br />
fix<br />
dot<br />
hug<br />
tub<br />
Unidad 14<br />
Words<br />
Writers<br />
a<br />
Use<br />
I<br />
to<br />
of<br />
the<br />
was<br />
are<br />
palabra con una vocal corta. Escriba cada<br />
palabra que él o ella identifique en una hoja<br />
de papel. Comprueben que cada palabra<br />
contenga el sonido de una vocal corta.<br />
Aquí se presenta una actividad que ustedes pueden hacer con su hijo o hija para<br />
practicar palabras en la unidad de repaso de esta semana.<br />
Contar cuentos Pidan a su hijo o hija que cuente un cuento usando tantas<br />
palabras de las cuatro listas como puede. Ustedes pueden ayudar<br />
escribiendo lo que él o ella dice. Cuando acaba de contar el<br />
cuento, denle la hoja donde escribieron el cuento. Pidan a su hijo<br />
o hija que encierre en un círculo las palabras de las listas que usó.<br />
malo<br />
todavía<br />
reparar<br />
punto<br />
abrazar;<br />
abrazo<br />
bañera<br />
Review U n i t<br />
15<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
un, una<br />
yo<br />
a; hasta<br />
de<br />
el; la; los; las<br />
fue; era<br />
son; somos<br />
33
Name<br />
34<br />
Initial Consonant<br />
Clusters<br />
EFGHGHGHGHGHGHGHGH grin<br />
1.<br />
EFGHGHGHGHGHGHGHGH spin<br />
2.<br />
EFGHGHGHGHGHGHGHGH skip<br />
3.<br />
EFGHGHGHGHGHGHGHGH frog<br />
4.<br />
EFGHGHGHGHGHGHGHGH plum<br />
5.<br />
EFGHGHGHGHGHGHGHGH slam<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Write each letter of the alphabet on a<br />
small square of paper. Make two letter<br />
squares for l and s. Magnetic letters can<br />
U n i t<br />
16<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
also be used. Say a spelling word and have<br />
your child use the letters to make the word.<br />
Then ask him or her to say or write a<br />
sentence using the word.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Initial Consonant<br />
Clusters<br />
EFGHGHGHGHGHGHGHGH grin<br />
1.<br />
EFGHGHGHGHGHGHGHGH spin<br />
2.<br />
EFGHGHGHGHGHGHGHGH skip<br />
3.<br />
EFGHGHGHGHGHGHGHGH frog<br />
4.<br />
EFGHGHGHGHGHGHGHGH plum<br />
5.<br />
EFGHGHGHGHGHGHGHGH slam<br />
6.<br />
sonrisa grande<br />
rana<br />
girar<br />
brincar<br />
ciruela<br />
golpear<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Escriban cada letra del alfabeto en un<br />
cuadrado pequeño de papel, con la<br />
U n i t<br />
16<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
excepción de las letras l y s, de las cuales<br />
necesitarán dos. También es posible usar letras<br />
magnéticas. Digan una palabra y hagan que<br />
su hijo o hija use las letras para formar la<br />
palabra. Luego pídanle que diga o escriba una<br />
oración usando la palabra.<br />
35
Name<br />
36<br />
Cluster st<br />
EFGHGHGHGHGHGHGHGH best<br />
1.<br />
EFGHGHGHGHGHGHGHGH rest<br />
2.<br />
EFGHGHGHGHGHGHGHGH fast<br />
3.<br />
EFGHGHGHGHGHGHGHGH must<br />
4.<br />
EFGHGHGHGHGHGHGHGH step<br />
5.<br />
EFGHGHGHGHGHGHGHGH still<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Write each of the spelling words on two<br />
separate cards. Shuffle the cards and place<br />
them facedown on a table. You and your<br />
child should take turns turning over two<br />
cards at a time, saying each word and then<br />
U n i t<br />
17<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
spelling it. If the words on the two cards<br />
match, the player should keep the cards<br />
and take another turn. If they do not<br />
match, the cards should be replaced. The<br />
game should continue until all the cards<br />
have been used. The player with the most<br />
cards at the end of the game is the winner.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Cluster st<br />
EFGHGHGHGHGHGHGHGH best<br />
1.<br />
EFGHGHGHGHGHGHGHGH rest<br />
2.<br />
EFGHGHGHGHGHGHGHGH fast<br />
3.<br />
EFGHGHGHGHGHGHGHGH must<br />
4.<br />
EFGHGHGHGHGHGHGHGH step<br />
5.<br />
EFGHGHGHGHGHGHGHGH still<br />
6.<br />
el mejor<br />
descansar; descanso<br />
rápido<br />
debe; tiene que<br />
paso; dar<br />
un paso<br />
todavia; quieto<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Escriban cada una de las palabras en dos<br />
tarjetas separadas. Mezclen las tarjetas y<br />
colóquenlas boca abajo en una mesa.<br />
Tomen turnos, Uds. y su hijo o hija, para<br />
voltear las tarjetas de dos en dos, diciendo<br />
U n i t<br />
17<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
cada palabra y luego deletreándola. Si las<br />
palabras de las dos tarjetas coinciden, el<br />
jugador debe quedarse con las tarjetas y<br />
tiene otro turno. Si no coinciden, se debe<br />
volver a poner boca abajo las tarjetas. El<br />
juego continúa hasta que se hayan usado<br />
tada las tarjetas. Gana el jugador que tenga<br />
mayor número de tarjetas al final del juego.<br />
37
Name<br />
38<br />
Adding -s<br />
EFGHGHGHGHGHGHGHGH bugs<br />
1.<br />
EFGHGHGHGHGHGHGHGH cats<br />
2.<br />
EFGHGHGHGHGHGHGHGH pigs<br />
3.<br />
EFGHGHGHGHGHGHGHGH sits<br />
4.<br />
EFGHGHGHGHGHGHGHGH runs<br />
5.<br />
EFGHGHGHGHGHGHGHGH gets<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Most children love animals. Encourage<br />
your child to write about the animals<br />
U n i t<br />
18<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
named in this unit or about other favorite<br />
animals. Your child will also enjoy drawing<br />
or finding pictures of these animals.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Adding -s<br />
EFGHGHGHGHGHGHGHGH bugs<br />
1.<br />
EFGHGHGHGHGHGHGHGH cats<br />
2.<br />
EFGHGHGHGHGHGHGHGH pigs<br />
3.<br />
EFGHGHGHGHGHGHGHGH sits<br />
4.<br />
EFGHGHGHGHGHGHGHGH runs<br />
5.<br />
EFGHGHGHGHGHGHGHGH gets<br />
6.<br />
bichos<br />
gatos<br />
cerdos<br />
se sienta<br />
corre<br />
obtiene<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
A los niños generalmente les encantan<br />
los animales. Estimulen a su hijo o hija a<br />
U n i t<br />
18<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
escribir sobre los animales que se<br />
mencionan en esta unidad o sobre otros<br />
animales favoritos. También desfrutará<br />
dibujando o encontrando dibujos de estos<br />
animales.<br />
39
Name<br />
40<br />
Adding -ing<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH doing<br />
1.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH going<br />
2.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH seeing<br />
3.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH feeding<br />
4.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH feeling<br />
5.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH keeping<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Play a game by asking your child to<br />
name and spell a word from clues you give.<br />
Possible clues would be definitions or words<br />
U n i t<br />
19<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefef<br />
1.<br />
efefefefef<br />
2.<br />
efefefefef<br />
3.<br />
efefefefef<br />
4.<br />
efefefefef<br />
5.<br />
EFEFEFEFEF<br />
6.<br />
with similar or opposite meanings. For<br />
example, for the word feeding you might<br />
give this clue: “This is what you see people<br />
doing for the birds in the winter.”<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Adding -ing<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH doing<br />
1.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH going<br />
2.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH seeing<br />
3.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH feeding<br />
4.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH feeling<br />
5.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGH keeping<br />
6.<br />
dando de comer<br />
sintiendo<br />
guardando<br />
haciendo<br />
yendo<br />
viendo<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Para jugar este juego, pídanle a su hijo o<br />
hija que deletree una palabra a partir de<br />
pistas dadas por Uds. Algunas de las pistas<br />
U n i t<br />
19<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefef<br />
1.<br />
efefefefef<br />
2.<br />
efefefefef<br />
3.<br />
efefefefef<br />
4.<br />
efefefefef<br />
5.<br />
efefefefef<br />
6.<br />
posibles son definiciones o palabras de<br />
significado semejante u opuesto. Por<br />
ejemplo, para la palabra feeding (dando<br />
de comer) pueden dar estas pistas: “Ves a la<br />
gente que hacen esto para los pájaros<br />
durante el invierno”.<br />
41
Name<br />
42<br />
Unit 16<br />
Initial<br />
Consonant<br />
Clusters<br />
grin<br />
spin<br />
skip<br />
frog<br />
plum<br />
slam<br />
Unit 17<br />
Cluster st<br />
best<br />
rest<br />
fast<br />
must<br />
step<br />
still<br />
Unit 18<br />
Adding -s<br />
bugs<br />
cats<br />
pigs<br />
sits<br />
runs<br />
gets<br />
Review U n i t<br />
20<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
Dear Family,<br />
This week your child is studying a Review Unit that covers words presented and studied in the<br />
previous four units. Unit 16 focused on words that have consonant clusters at the beginning<br />
of the word. Unit 17 emphasized another consonant cluster. Unit 18 dealt with adding -s to<br />
words, and Unit 19 focused on words that end in -ing.<br />
It is possible that your child may use an<br />
“invented” spelling while he or she is<br />
learning to write. Allow him or her to express<br />
his or her ideas using drawings, lines that<br />
Unit 19<br />
Adding -ing<br />
doing<br />
going<br />
seeing<br />
feeding<br />
feeling<br />
keeping<br />
don’t form letters, or incomplete words. It is<br />
a way of writing that your child will use only<br />
during the time when he or she is learning to<br />
form letters and sounds.<br />
Here is an activity that you can do with your child to practice words in this week’s<br />
Review Unit.<br />
Word Completion Write each of the spelling words that have beginning clusters<br />
of consonants in Units 16 and 17 on a sheet of paper, leaving<br />
a blank where the consonant cluster is found. For example:<br />
__in (possible grin or spin). Give the sheet to your child and<br />
ask him or her to fill in the correct consonant groups.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Querida familia:<br />
Esta semana, su hijo o hija está estudiando una unidad de repaso que trata de las palabras<br />
presentadas y estudiades en las cuatro unidades anteriores. La unidad 16 enfoca palabras que<br />
contienen grupos de consonantes al principio de la palabra. La unidad 17 da énfasis a otro<br />
grupo de consonantes. La unidad 18 trata de crear palabras añadiendo la s. La unidad 19<br />
enfoca palabras que terminan en -ing.<br />
Unidad 16<br />
Initial<br />
Consonant<br />
Clusters<br />
grin<br />
spin<br />
skip<br />
frog<br />
plum<br />
slam<br />
sonrisa<br />
grande<br />
girar<br />
brincar<br />
rana<br />
ciruela<br />
golpear<br />
Unidad 17<br />
Cluster st<br />
best<br />
rest<br />
fast<br />
must<br />
step<br />
still<br />
el mejor<br />
descansar;<br />
descanso<br />
rápido<br />
debe; tiene que<br />
paso;<br />
dar un<br />
paso<br />
todavía; quieto<br />
Es posible que su hijo o hija use una<br />
ortografía “inventada” mientras está<br />
aprendiendo a escribir. Permítanle expresar<br />
sus ideas y pensamientos usando dibujos,<br />
Unidad 18<br />
Adding -s<br />
bugs<br />
cats<br />
pigs<br />
sits<br />
runs<br />
gets<br />
bichos<br />
Unidad 19<br />
Adding -ing<br />
doing<br />
going<br />
haciendo<br />
seeing<br />
yendo<br />
feeding<br />
viendo<br />
dando de comer<br />
feeling<br />
keeping<br />
sintiendo<br />
líneas que no forman letras, o palabras<br />
incompletas. Es una forma de escribir que<br />
usará solamente durante el período en que<br />
está aprendiendo a formar letras y sonidos.<br />
Aquí se presenta una actividad que ustedes pueden hacer con su hijo o hija para<br />
practicar palabras en la unidad de repaso de esta semana.<br />
gatos<br />
cerdos<br />
se sienta<br />
Completar palabras Escriban cada una de las palabras para deletrear que<br />
tienen grupos de consonantes en una hoja de papel,<br />
dejando un espacio en blanco en el lugar de los<br />
consonantes. Por ejemplo: __in (posiblemente grin o<br />
spin.) Denle el papel y anímenlo(la) a rellenar los<br />
espacios con los grupos correctos de consonantes.<br />
corre<br />
obtiene<br />
Review U n i t<br />
20<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
guardando<br />
43
Name<br />
44<br />
Long a<br />
EFGHGHGHGHGHGHGHGH came<br />
1.<br />
EFGHGHGHGHGHGHGHGH name<br />
2.<br />
EFGHGHGHGHGHGHGHGH same<br />
3.<br />
EFGHGHGHGHGHGHGHGH game<br />
4.<br />
EFGHGHGHGHGHGHGHGH gate<br />
5.<br />
EFGHGHGHGHGHGHGHGH gave<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Write the letters of each spelling word<br />
on cards. Arrange the letters of a word in<br />
U n i t<br />
21<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
scrambled order. Then say the word and<br />
have your child rearrange the letters to<br />
spell it.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Long a<br />
EFGHGHGHGHGHGHGHGH came<br />
1.<br />
EFGHGHGHGHGHGHGHGH name<br />
2.<br />
EFGHGHGHGHGHGHGHGH same<br />
3.<br />
EFGHGHGHGHGHGHGHGH game<br />
4.<br />
EFGHGHGHGHGHGHGHGH gate<br />
5.<br />
EFGHGHGHGHGHGHGHGH gave<br />
6.<br />
vino<br />
nombre; nombrar<br />
mismo<br />
juego; partido<br />
puerta<br />
dió; regaló<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Escriban las letras de cada palabra en<br />
U n i t<br />
21<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
tarjetas. Mezclen las letras de una palabra.<br />
Luego digan la palabra y pídanle a su hijo o<br />
hija que reordene las letras para formar la<br />
palabra.<br />
45
Name<br />
46<br />
Long a<br />
EFGHGHGHGHGHGHGHGH lake<br />
1.<br />
EFGHGHGHGHGHGHGHGH rake<br />
2.<br />
EFGHGHGHGHGHGHGHGH bake<br />
3.<br />
EFGHGHGHGHGHGHGHGH make<br />
4.<br />
EFGHGHGHGHGHGHGHGH take<br />
5.<br />
EFGHGHGHGHGHGHGHGH made<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Young children love to use their<br />
imaginations. Suggest an imaginative story<br />
title such as “Follow That Rope!” and ask<br />
U n i t<br />
22<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
your child to write a story about it.<br />
Compare your child’s recent writings with<br />
those done at the beginning of the school<br />
year. You will be amazed at your child’s<br />
progress in spelling and writing!<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Long a<br />
EFGHGHGHGHGHGHGHGH lake<br />
1.<br />
EFGHGHGHGHGHGHGHGH rake<br />
2.<br />
EFGHGHGHGHGHGHGHGH bake<br />
3.<br />
EFGHGHGHGHGHGHGHGH make<br />
4.<br />
EFGHGHGHGHGHGHGHGH take<br />
5.<br />
EFGHGHGHGHGHGHGHGH made<br />
6.<br />
lago<br />
rastrillar; rastrillo<br />
hornear<br />
hacer<br />
tomar<br />
hecho; hizo<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
A los niños pequeños les gusta usar la<br />
imaginación. Sugieran un título para un<br />
U n i t<br />
22<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
cuento imaginario, como por ejemplo:<br />
“¡Sigan esa soga!”<br />
Comparen la forma en que su niño o niña<br />
escribe ahora con la forma en que lo hacía al<br />
principio del año. ¡Les asombrará ver cuánto<br />
ha progresado en su escritura y ortografía!<br />
47
Name<br />
48<br />
Long e<br />
EFGHGHGHGHGHGHGHGH he 1.<br />
EFGHGHGHGHGHGHGHGH me 2.<br />
EFGHGHGHGHGHGHGHGH we 3.<br />
EFGHGHGHGHGHGHGHGH she<br />
4.<br />
EFGHGHGHGHGHGHGHGH be 5.<br />
EFGHGHGHGHGHGHGHGH see<br />
6.<br />
Parent Note: The spelling words your<br />
child will learn in this unit contain the long<br />
e sound. It is usually easier for young<br />
children to identify long vowel sounds than<br />
short vowel sounds, but this generalization<br />
U n i t<br />
23<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
is complicated by the fact that the long e<br />
sound may be spelled more than one way.<br />
Ask your child to write the spelling<br />
words correctly on the blank lines.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Long e<br />
EFGHGHGHGHGHGHGHGH he 1.<br />
EFGHGHGHGHGHGHGHGH me 2.<br />
EFGHGHGHGHGHGHGHGH we 3.<br />
EFGHGHGHGHGHGHGHGH she<br />
4.<br />
EFGHGHGHGHGHGHGHGH be 5.<br />
EFGHGHGHGHGHGHGHGH see<br />
6.<br />
Una nota para los padres: Las palabras<br />
que su hijo o hija aprenderá en esta unidad<br />
contienen el sonido de la e larga.<br />
Generalmente a los niños pequeños les es<br />
más fácil identificar los sonidos vocálicos<br />
largos que los cortos, pero esta<br />
generalización se complica por el hecho de<br />
él<br />
me; mí<br />
nosotros<br />
ella<br />
ser; estar<br />
ver<br />
U n i t<br />
23<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
que las palabras que contienen el sonido de<br />
la e largo se pueden deletrear de más de<br />
una manera.<br />
Pida a su hijo(a) que escriba<br />
correctamente en las líneas en blanco las<br />
palabras para deletrear de esta semana.<br />
49
Name<br />
50<br />
Long e<br />
EFGHGHGHGHGHGHGHGH feel<br />
1.<br />
EFGHGHGHGHGHGHGHGH deep<br />
2.<br />
EFGHGHGHGHGHGHGHGH keep<br />
3.<br />
EFGHGHGHGHGHGHGHGH feed<br />
4.<br />
EFGHGHGHGHGHGHGHGH seed<br />
5.<br />
EFGHGHGHGHGHGHGHGH feet<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Having your child create simple, silly<br />
rhymes will help him or her learn the<br />
spellings as well as the meanings of the<br />
rhyming words. Write each spelling word on<br />
U n i t<br />
24<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
a card. Ask your child to take a card, read<br />
the word, and write a rhyme using that<br />
word. Then have him or her circle the words<br />
that rhyme. Example: feed<br />
“Come to the window and feed<br />
the little birds some seed.”<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Long e<br />
EFGHGHGHGHGHGHGHGH feel<br />
1.<br />
EFGHGHGHGHGHGHGHGH deep<br />
2.<br />
EFGHGHGHGHGHGHGHGH keep<br />
3.<br />
EFGHGHGHGHGHGHGHGH feed<br />
4.<br />
EFGHGHGHGHGHGHGHGH seed<br />
5.<br />
EFGHGHGHGHGHGHGHGH feet<br />
6.<br />
profundo<br />
guardar<br />
sentir<br />
dar de comer<br />
semilla<br />
pies; patas<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Hagan que su hijo o hija cree rimas<br />
divertidas y sencillas, que le ayudarán a<br />
aprender tanto la ortografía como el<br />
significado de las palabras que riman.<br />
Escriban cada una de las palabras en una<br />
U n i t<br />
24<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
tarjeta. Pídanle que tome una tarjeta, que<br />
lea la palabra y que escriba una rima<br />
usando esa palabra. Luego pídanle que<br />
encierre en un círculo las palabras que<br />
riman. Ejemplo: feed<br />
“Come to the window and feed<br />
the little birds some seed.”<br />
(Ven a la ventana y dales a los pajaros<br />
algunas semillas.)<br />
51
Name<br />
52<br />
Unit 21<br />
Long a<br />
came<br />
name<br />
same<br />
game<br />
gate<br />
gave<br />
Unit 22<br />
Long a<br />
lake<br />
rake<br />
bake<br />
make<br />
take<br />
made<br />
Unit 23<br />
Long e<br />
he<br />
me<br />
we<br />
she<br />
be<br />
see<br />
Review U n i t<br />
25<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
Dear Family,<br />
This week your child is studying a Review Unit that covers words presented and studied in the<br />
previous four units. Units 21 and 22 focused on words that have the sound of long a. Units<br />
23 and 24 emphasized words with the long e sound.<br />
For a child, reading is an important part of<br />
learning to write. Read stories or other things<br />
to your child that are of interest to him or<br />
her. Allow him or her to look at the page as<br />
Unit 24<br />
Long e<br />
feel<br />
deep<br />
keep<br />
feed<br />
seed<br />
feet<br />
you read. Encourage him or her to point out<br />
any words that he or she has already learned.<br />
Have your child read appropriate grade level<br />
books out loud to you.<br />
Here is an activity that you can do with your child to practice words in this week’s<br />
Review Unit.<br />
Read Me a Story Ask your child to draw an illustration of the words in these<br />
lists that refer to objects, such as gate and lake. Ask him or<br />
her to write the word on his or her drawing. Next, ask him<br />
or her to create a sentence about his or her drawing using<br />
other words in the lists on this page. Help him or her write<br />
the sentence on the back of the drawing.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Querida familia:<br />
Esta semana, su hijo o hija está estudiando una unidad de repaso que trata de las palabras<br />
presentadas y estudiadas en las cuatro unidades anteriores. Las unidades 21 y 22 enfocan<br />
palabras que contienen el sonido de la a larga. Las unidades 23 y 24 dan énfasis a palabras<br />
con el sondio de la e larga.<br />
Unidad 21<br />
Long a<br />
came vino<br />
name<br />
nombre; nombrar<br />
same mismo<br />
game<br />
juego; partido<br />
gatepuerta<br />
gave<br />
dio; regaló<br />
Unidad 22<br />
Long a<br />
lakelago<br />
rake<br />
rastrillo; rastrillar<br />
bake hornear<br />
make nacer<br />
taketomar<br />
made<br />
hecho; hizo<br />
Para los niños, la lectura es una parte<br />
importante de aprender a escribir. Lean<br />
cuentos interesantes u otras cosas que le<br />
interesen a su hijo o hija. Permítanlo/a mirar<br />
Unidad 23<br />
Long e<br />
he<br />
me<br />
we<br />
she<br />
be<br />
see<br />
Unidad 24<br />
Long e<br />
feel<br />
deep<br />
profundo<br />
keep guardar<br />
feed<br />
seed<br />
feet<br />
la página mientras ustedes leen e indicar las<br />
palabras que ya ha aprendido a escribir.<br />
Animen a su hijo o hija a leerles a ustedes<br />
algunos libros de un nivel apropiado.<br />
Aquí se presenta una actividad que ustedes pueden hacer con su hijo o hija para<br />
practicar palabras en la unidad de repaso de esta semana.<br />
Léeme un cuento Pidan a su hijo o hija que dibuje una ilustración de las<br />
palabras en estas listas que significan objetos, tales como<br />
gate (puerta) y lake (lago). Pídanle que escriba la palabra en<br />
su dibujo. Luego, pídanle que cree una oracion sobre su<br />
dibujo, usando otras palabras de las listas en esta página.<br />
Ayúdenlo/a a escribir la oración en la parte trasera de su dibujo.<br />
él<br />
me; mí<br />
nosotros<br />
ella<br />
ser; estar<br />
ver<br />
Review U n i t<br />
25<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
dar de comer<br />
sentir<br />
semilla<br />
pies; patas<br />
53
Name<br />
54<br />
Long i<br />
EFGHGHGHGHGHGHGHGH bite<br />
1.<br />
EFGHGHGHGHGHGHGHGH kite<br />
2.<br />
EFGHGHGHGHGHGHGHGH time<br />
3.<br />
EFGHGHGHGHGHGHGHGH life 4.<br />
EFGHGHGHGHGHGHGHGH line<br />
5.<br />
EFGHGHGHGHGHGHGHGH mine<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Continue to help your child develop<br />
writing skills by asking him or her to make<br />
U n i t<br />
26<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
up recipes for favorite foods. Your child will<br />
become more aware of details if you can<br />
actually make some foods according to the<br />
recipes.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Long i<br />
EFGHGHGHGHGHGHGHGH bite<br />
1.<br />
EFGHGHGHGHGHGHGHGH kite<br />
2.<br />
EFGHGHGHGHGHGHGHGH time<br />
3.<br />
EFGHGHGHGHGHGHGHGH life 4.<br />
EFGHGHGHGHGHGHGHGH line<br />
5.<br />
EFGHGHGHGHGHGHGHGH mine<br />
6.<br />
morder<br />
cometa; papalote<br />
tiempo; hora<br />
vida<br />
línea; raya<br />
mío; mina<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Para continuar ayudando a su hijo o hija a<br />
desarrollar sus habilidades de escritura,<br />
U n i t<br />
26<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
pídanle que componga recetas para sus<br />
platos favoritos. Su hijo o hija aprenderá a<br />
prestar más atención a los detalles si Uds.<br />
pueden cocinar algunos platos según sus<br />
recetas.<br />
55
Name<br />
56<br />
Long i<br />
EFGHGHGHGHGHGHGHGH bike<br />
1.<br />
EFGHGHGHGHGHGHGHGH like<br />
2.<br />
EFGHGHGHGHGHGHGHGH hike<br />
3.<br />
EFGHGHGHGHGHGHGHGH hide<br />
4.<br />
EFGHGHGHGHGHGHGHGH ride<br />
5.<br />
EFGHGHGHGHGHGHGHGH side<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Say a spelling word. Ask your child to<br />
U n i t<br />
27<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
write that word and as many rhyming<br />
words as possible.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Long i<br />
EFGHGHGHGHGHGHGHGH bike<br />
1.<br />
EFGHGHGHGHGHGHGHGH like<br />
2.<br />
EFGHGHGHGHGHGHGHGH hike<br />
3.<br />
EFGHGHGHGHGHGHGHGH hide<br />
4.<br />
EFGHGHGHGHGHGHGHGH ride<br />
5.<br />
EFGHGHGHGHGHGHGHGH side<br />
6.<br />
bici<br />
gustarle a uno<br />
caminata<br />
esconder<br />
iren; montar en<br />
lado<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
U n i t<br />
27<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
Dígan una de las palabras de la lista.<br />
Pídanle a su hijo o hija que escriba esa<br />
palabra y tantas otras palabras que rimen<br />
como sea posible.<br />
57
Name<br />
58<br />
Long o<br />
EFGHGHGHGHGHGHGHGH no 1.<br />
EFGHGHGHGHGHGHGHGH go 2.<br />
EFGHGHGHGHGHGHGHGH so 3.<br />
EFGHGHGHGHGHGHGHGH hope<br />
4.<br />
EFGHGHGHGHGHGHGHGH rope<br />
5.<br />
EFGHGHGHGHGHGHGHGH home<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Ask your child to say a sentence using<br />
each of the spelling words on this list. For<br />
example, “I have no crayons.” After your<br />
child makes sentences with one spelling<br />
word, challenge him or her to make a<br />
U n i t<br />
28<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
sentence using two of the spelling words.<br />
Challenge him or her to try making<br />
sentences with three of the spelling words.<br />
Finally, encourage him or her to make one<br />
sentence using as many of the spelling<br />
words as he or she can.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Long o<br />
EFGHGHGHGHGHGHGHGH no 1.<br />
EFGHGHGHGHGHGHGHGH go 2.<br />
EFGHGHGHGHGHGHGHGH so 3.<br />
EFGHGHGHGHGHGHGHGH hope<br />
4.<br />
EFGHGHGHGHGHGHGHGH rope<br />
5.<br />
EFGHGHGHGHGHGHGHGH home<br />
6.<br />
esperar;<br />
esperanza<br />
no<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Pidan a su hijo o hija que diga una<br />
oración usando cada una de las palabras<br />
para deletrear en esta lista. Por ejemplo: “I<br />
have no crayons.” (No tengo creyones.)<br />
ir<br />
así<br />
soga<br />
hogar; casa<br />
U n i t<br />
28<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
Después, desafíenlo/a a hacer oraciones<br />
usando dos de las palabras de esta lista. Si<br />
él o ella tiene éxito haciendo oraciones con<br />
dos palabras, desafíenlo/a a hacer oraciones<br />
con tres de estas palabras. Finalmente,<br />
anímenlo/a a hacer una sola oración con<br />
tantas palabras de la lista como puede.<br />
59
Name<br />
60<br />
Long o<br />
EFGHGHGHGHGHGHGHGH nose<br />
1.<br />
EFGHGHGHGHGHGHGHGH rose<br />
2.<br />
EFGHGHGHGHGHGHGHGH bone<br />
3.<br />
EFGHGHGHGHGHGHGHGH note<br />
4.<br />
EFGHGHGHGHGHGHGHGH pole<br />
5.<br />
EFGHGHGHGHGHGHGHGH rode<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Have your child read and spell each word<br />
on the spelling list. Ask him or her to tell<br />
you what each of the words means. Then<br />
use a children’s dictionary to look up the<br />
U n i t<br />
29<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
words and read the definitions to your child.<br />
Compare them with your child’s definitions.<br />
Are they the same or similar? Then ask your<br />
child to give the definitions again to see<br />
how much he or she remembers from the<br />
dictionary definition.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Long o<br />
EFGHGHGHGHGHGHGHGH nose<br />
1.<br />
EFGHGHGHGHGHGHGHGH rose<br />
2.<br />
EFGHGHGHGHGHGHGHGH bone<br />
3.<br />
EFGHGHGHGHGHGHGHGH note<br />
4.<br />
EFGHGHGHGHGHGHGHGH pole<br />
5.<br />
EFGHGHGHGHGHGHGHGH rode<br />
6.<br />
nariz<br />
rosa<br />
hueso<br />
nota<br />
polo<br />
montó; fue en<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Indiquen a su hijo o hija que lea y<br />
deletree cada palabra de esta lista. Pídanle<br />
que les diga lo que significa cada palabra.<br />
Luego usen un diccionario para niños para<br />
U n i t<br />
29<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
buscar las palabras y leer las definiciones a<br />
su hijo o hija. Compárenlas con las de su<br />
hijo o hija. ¿Son iguales o parecidas? Luego<br />
pidan a su hijo o hija que dé las<br />
definiciones otra vez para ver cuánto puede<br />
recordar de las definiciones del<br />
diccionoario.<br />
61
Name<br />
62<br />
Unit 26<br />
Long i<br />
bite<br />
kite<br />
time<br />
life<br />
line<br />
mine<br />
Unit 27<br />
Long i<br />
bike<br />
like<br />
hike<br />
hide<br />
ride<br />
side<br />
Unit 28<br />
Long o<br />
no<br />
go<br />
so<br />
hope<br />
rope<br />
home<br />
Review U n i t<br />
30<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
Dear Family,<br />
This week your child is studying a Review Unit that covers words presented and studied in the<br />
previous four units. Units 26 and 27 focused on words that have the sound of the long i.<br />
Units 28 and 29 emphasized words with the sound of the long o.<br />
When your child is successful in learning words<br />
and writing sentences or paragraphs, share his<br />
or her language development with other<br />
family members. Display the exercises and<br />
Unit 29<br />
Long o<br />
nose<br />
rose<br />
bone<br />
note<br />
pole<br />
rode<br />
have your child read them to family members.<br />
The praise and encouragement you give your<br />
child will be very important in the polishing of<br />
his or her language skills.<br />
Here is an activity that you can do with your child to practice words in this week’s<br />
Review Unit.<br />
Taking Dictation Say the spelling words out loud and have your child write<br />
them on a sheet of paper. Check the words and then give<br />
your child time to study those that are misspelled. Repeat<br />
the activity, calling out only the misspelled words. Continue<br />
until your child spells all the words correctly.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Querida familia:<br />
Esta semana, su hijo o hija está estudiando una unidad de repaso que trata de las palabras<br />
presentadas y estudiadas en las cuatro unidades anteriores. Las unidades 26 y 27 enfocan<br />
palabras que contienen el sonido de la i larga. Las unidades 28 y 29 dan énfasis a palabras<br />
con el sonido de la o larga.<br />
Unidad 26<br />
Long i<br />
bite<br />
kite<br />
time<br />
life<br />
line<br />
mine<br />
morder<br />
cometa;<br />
papalote<br />
tiempo; la hora<br />
vida<br />
línea; raya<br />
mío; mina<br />
Unidad 27<br />
Long i<br />
bike<br />
like<br />
hike<br />
hide<br />
ride<br />
side<br />
bici<br />
gustarle a<br />
uno; como<br />
caminata<br />
esconder<br />
ir en; montar en<br />
lado<br />
Cuando su hijo o hija tenga éxito en aprender<br />
palabras, escribir oraciones o párrafos,<br />
compartan su desarrollo lingüístico con otros<br />
miembros de la familia. Exhiban los ejercicios e<br />
Unidad 28<br />
Long o<br />
no no<br />
go ir<br />
so así<br />
hope esperar;<br />
rope<br />
esperanza<br />
soga<br />
home<br />
hogar; casa<br />
Review U n i t<br />
Unidad 29<br />
Long o<br />
nose<br />
rose<br />
bone<br />
note<br />
pole<br />
rode<br />
indíquenle que los lea a otros miembros de la<br />
familia. Los elogios y el apoyo que le den a él<br />
o a ella puede tener un papel muy importante<br />
en el desarrollo de sus habilidades lingüísticas.<br />
Aquí se presenta una actividad que ustedes pueden hacer con su hijo o hija para<br />
practicar palabras en la unidad de repaso de esta semana.<br />
Tomar dictado Pronuncien las palabras para deletrear e indiquen a su hijo o<br />
hija que las escriba en una hoja de papel. Corrijan su trabajo y<br />
díganle que estudie las palabras que no escribió<br />
correctamente. Repitan la actividad, pronunciando solamente<br />
las palabras que escribió mal. Sigan de esta manera hasta que<br />
su hijo o hija deletree correctamente todas las palabras.<br />
30<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
nariz<br />
rosa<br />
hueso<br />
nota<br />
polo<br />
montó; fue en<br />
63
Name<br />
64<br />
oo — , yoo —<br />
EFGHGHGHGHGHGHGHGH do 1.<br />
EFGHGHGHGHGHGHGHGH you<br />
2.<br />
EFGHGHGHGHGHGHGHGH zoo<br />
3.<br />
EFGHGHGHGHGHGHGHGH use<br />
4.<br />
EFGHGHGHGHGHGHGHGH room<br />
5.<br />
EFGHGHGHGHGHGHGHGH soon<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Ask your child to circle each vowel or<br />
combination of vowels that make the oo — or<br />
yoo — sound. Then dictate each word to your<br />
U n i t<br />
31<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
child and have him or her write the word.<br />
Ask your child to think of any other words<br />
that have this sound, such as moon, tune,<br />
noon, June, etc. Help your child write<br />
each of these words.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
oo — , yoo —<br />
EFGHGHGHGHGHGHGHGH do 1.<br />
EFGHGHGHGHGHGHGHGH you<br />
2.<br />
EFGHGHGHGHGHGHGHGH zoo<br />
3.<br />
EFGHGHGHGHGHGHGHGH use<br />
4.<br />
EFGHGHGHGHGHGHGHGH room<br />
5.<br />
EFGHGHGHGHGHGHGHGH soon<br />
6.<br />
hacer<br />
usted; ustedes; tú<br />
jardín zoológico<br />
usar; uso<br />
cuarto<br />
pronto<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Pidan a su hijo o hija que encierre en un<br />
círculo cada vocal o combinación de<br />
vocales que producen el sonido oo — , yoo — .<br />
U n i t<br />
31<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
Luego, díctenle cada palabra y anímenle a<br />
escribirla. Pidan a su hijo o hija que piense<br />
en algunas otras palabras que contengan<br />
este sonido, tales como moon (luna);<br />
tune (melodía); June (junio); y así<br />
sucesivamente. Ayuden a su hijo o hija a<br />
escribir cada una de estas palabras.<br />
65
Name<br />
66<br />
Final ck<br />
EFGHGHGHGHGHGHGHGH back<br />
1.<br />
EFGHGHGHGHGHGHGHGH pack<br />
2.<br />
EFGHGHGHGHGHGHGHGH neck<br />
3.<br />
EFGHGHGHGHGHGHGHGH pick<br />
4.<br />
EFGHGHGHGHGHGHGHGH sock<br />
5.<br />
EFGHGHGHGHGHGHGHGH duck<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Play “Charades” with your child. Using<br />
body movements and facial expressions,<br />
without speaking, try to help your child<br />
U n i t<br />
32<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
guess the word on this list that you are<br />
acting out. If your child guesses correctly,<br />
then it is his or her turn to act out the<br />
next word.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
Final ck<br />
EFGHGHGHGHGHGHGHGH back<br />
1.<br />
EFGHGHGHGHGHGHGHGH pack<br />
2.<br />
EFGHGHGHGHGHGHGHGH neck<br />
3.<br />
EFGHGHGHGHGHGHGHGH pick<br />
4.<br />
EFGHGHGHGHGHGHGHGH sock<br />
5.<br />
EFGHGHGHGHGHGHGHGH duck<br />
6.<br />
espalda<br />
empaquetar; paquete<br />
cuello<br />
escogner<br />
calcetín<br />
pato<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Jueguen a “charada” con su hijo o hija.<br />
Usando movimientos del cuerpo y<br />
U n i t<br />
32<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
expresiones de la cara, sin hablar, traten de<br />
ayudar a su hijo o hija a adivinar una<br />
palabra de esta lista. Si adivina<br />
correctamente, entonces le toca a él o a ella<br />
representar la próxima palabra.<br />
67
Name<br />
68<br />
sh<br />
EFGHGHGHGHGHGHGHGH ship<br />
1.<br />
EFGHGHGHGHGHGHGHGH shop<br />
2.<br />
EFGHGHGHGHGHGHGHGH show<br />
3.<br />
EFGHGHGHGHGHGHGHGH dish<br />
4.<br />
EFGHGHGHGHGHGHGHGH wish<br />
5.<br />
EFGHGHGHGHGHGHGHGH push<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Ask your child to draw a picture for each<br />
word on this spelling list. Use one sheet of<br />
paper for each illustration. Then have your<br />
child write the spelling word he or she has<br />
illustrated on each page and put them in<br />
U n i t<br />
33<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
alphabetical order. If your child enjoyed this<br />
activity, he or she could create a dictionary<br />
using the spelling words from past units.<br />
The illustrations and words could be placed<br />
in alphabetical order in a loose-leaf<br />
notebook.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
sh<br />
EFGHGHGHGHGHGHGHGH ship<br />
1.<br />
EFGHGHGHGHGHGHGHGH shop<br />
2.<br />
EFGHGHGHGHGHGHGHGH show<br />
3.<br />
EFGHGHGHGHGHGHGHGH dish<br />
4.<br />
EFGHGHGHGHGHGHGHGH wish<br />
5.<br />
EFGHGHGHGHGHGHGHGH push<br />
6.<br />
tienda; ir de<br />
compras<br />
barco<br />
mostrar; espectáculo<br />
plato<br />
deseo; desear<br />
empujar<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Pidan a su hijo o hija que haga un dibujo<br />
para cada palabra en esta lista. Usen una<br />
hoja de papel para cada ilustración. Luego,<br />
digan a su hijo o hija que escriba en cada<br />
página la palabra que pertenece a esa<br />
U n i t<br />
33<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
ilustración y que ponga las páginas en<br />
orden alfabético. Si a su hijo o hija le ha<br />
gustado esta actividad, él o ella pudiera<br />
crear un diccionario usando las palabras de<br />
unidades estudiadas anteriormente. Se<br />
pudieran guardar las palabras y sus<br />
ilustraciones en orden alfabético en un<br />
cuaderno.<br />
69
Name<br />
70<br />
th<br />
EFGHGHGHGHGHGHGHGH that<br />
1.<br />
EFGHGHGHGHGHGHGHGH then<br />
2.<br />
EFGHGHGHGHGHGHGHGH this<br />
3.<br />
EFGHGHGHGHGHGHGHGH bath<br />
4.<br />
EFGHGHGHGHGHGHGHGH path<br />
5.<br />
EFGHGHGHGHGHGHGHGH with<br />
6.<br />
Parent Note: Ask your child to write the<br />
spelling words correctly on the blank lines.<br />
Write each of the words on this list, but<br />
leave off the th. For example: ___at (that);<br />
ba___ (bath). Then have your child write<br />
in the th on each blank and pronounce the<br />
U n i t<br />
34<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
word. Ask your child to tell you a short<br />
story using all the words on the spelling list.<br />
Help your child write down the story,<br />
illustrate it, and share it with other<br />
members of the family.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Nombre<br />
th<br />
EFGHGHGHGHGHGHGHGH that<br />
1.<br />
EFGHGHGHGHGHGHGHGH then<br />
2.<br />
EFGHGHGHGHGHGHGHGH this<br />
3.<br />
EFGHGHGHGHGHGHGHGH bath<br />
4.<br />
EFGHGHGHGHGHGHGHGH path<br />
5.<br />
EFGHGHGHGHGHGHGHGH with<br />
6.<br />
que; eso<br />
luego; entonces<br />
esto<br />
baño<br />
camino<br />
con<br />
Una nota para los padres: Pida a su<br />
hijo(a) que escriba correctamente en las<br />
líneas en blanco las palabras para deletrear<br />
de esta semana.<br />
Escriban cada palabra de esta lista, pero<br />
quiten la th. Por ejemplo: ___at (that);<br />
ba___ (bath). Luego, indiquen a su hijo o<br />
hija que escriba la th en cada espacio en<br />
U n i t<br />
34<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
efefefefefefgh<br />
1.<br />
efefefefefefgh<br />
2.<br />
efefefefefefgh<br />
3.<br />
efefefefefefgh<br />
4.<br />
efefefefefefgh<br />
5.<br />
EFEFEFEFEFEFGH<br />
6.<br />
blanco y que pronuncie la palabra. Pidan a<br />
su hijo o hija que les cuente un cuento<br />
corto usando todas las palabras de esta<br />
lista. Ayuden a su hijo o hija a escribir el<br />
cuento que él lo ella haya contado, y a<br />
ilustrarlo. Luego, compartan el cuento con<br />
otros miembros de la familia.<br />
71
Name<br />
Review U n i t<br />
35<br />
Dear Family,<br />
This week your child is studying a Review Unit that covers words presented and studied in the<br />
previous four units. Unit 31 focused on words that have the sound of oo — and yoo — . Unit 32<br />
emphasized words that end in ck. Unit 33 dealt with words that contain sh, and Unit 34<br />
with words that have th.<br />
During the summer, play word games with<br />
your child for fun. Crossword puzzles,<br />
anagrams, and many other forms of word<br />
puzzles are available. Some newspapers carry<br />
a children’s page on Sunday with useful word<br />
puzzles. Start teaching your child to type,<br />
72<br />
Unit 31<br />
oo — , yoo —<br />
do<br />
you<br />
zoo<br />
use<br />
room<br />
soon<br />
Unit 32<br />
Final ck<br />
back<br />
pack<br />
neck<br />
pick<br />
sock<br />
duck<br />
ship<br />
shop<br />
show<br />
dish<br />
wish<br />
push<br />
<strong>Home</strong> <strong>Spelling</strong><br />
<strong>Practice</strong><br />
Unit 33 Unit 34<br />
sh th<br />
that<br />
then<br />
this<br />
bath<br />
path<br />
with<br />
using a real or a toy typewriter. Typing words<br />
helps him or her realize the order of letters<br />
and spelling. Encourage him or her to create<br />
original crossword puzzles for other family<br />
members to solve. Most important of all,<br />
have a good time together.<br />
Here is an activity that you can do with your child to practice words in this week’s<br />
Review Unit.<br />
Scrabble Create your own game board for “Scrabble” on cardboard or a<br />
large sheet of paper. Make your own letters on small squares of paper<br />
or construction paper. Allow your child to participate in the<br />
preparations. Play with other members of the family or with some of<br />
your child’s friends. Use as many of the words that your child has<br />
studied this year as possible. Play often during the summer.<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Querida familia:<br />
Esta semana, su hijo o hija está estudiando una unidad de repaso que trata de las palabras<br />
presentadas y estudiadas en las cuatro unidades anteriores. La unidad 31 enfoca palabras que<br />
contienen el sonido de oo — y yoo — . La unidad 32 da énfasis a palabras que terminan en ck. La<br />
unidad 33 trata de palabras con sh, y la unidad 34 trata de palabras con th.<br />
Unidad 31<br />
oo — , yoo —<br />
do<br />
you<br />
zoo<br />
use<br />
room<br />
soon<br />
hacer<br />
usted; ustedes; tú<br />
jardín zoológico<br />
usar<br />
cuarto<br />
pronto<br />
Unidad 32<br />
Final ck<br />
back<br />
pack<br />
neck<br />
pick<br />
sock<br />
duck<br />
espalda<br />
empaquetar;<br />
paquete<br />
cuello<br />
escoger<br />
calcetín<br />
pato<br />
Durante el verano, jueguen juegos de palabras<br />
con su hijo o hija para divertirse. Se pueden<br />
encontrar crucigramas, anagramas y muchas<br />
otras clases de rompecabezas de palabras.<br />
Algunos periódicos llevan una página especial<br />
para niños los domingos, con rompecabezas<br />
que pueden utilizar. Empiecen a enseñar a su<br />
Unidad 33<br />
sh<br />
ship<br />
shop<br />
show<br />
dish<br />
wish<br />
push<br />
barco<br />
tienda; ir de<br />
compras<br />
mostrar;<br />
espectáculo<br />
plato<br />
deseo; desear<br />
empujar<br />
Review U n i t<br />
Unidad 34<br />
hijo o hija a escribir a máquina, usando una<br />
máquina de escribir de juguete o una máquina<br />
verdadera. Escribir a máquina le ayuda a darse<br />
cuenta del orden de las letras y del deletreo.<br />
Anímenlo/a a crear crucigramas que otros<br />
miembros de la familia pueden resolver. ¡Pero<br />
lo más importante es pasarlo bien juntos!<br />
th<br />
that<br />
then<br />
this<br />
bath<br />
path<br />
with<br />
Aquí se presenta una actividad que ustedes pueden hacer con su hijo o hija para<br />
practicar palabras en la unidad de repaso de esta semana.<br />
que; eso<br />
luego; entonces<br />
Scrabble Crean su propio tablero para jugar a “Scrabble” en una cartulina u<br />
hoja grande de papel, y hagan sus propias letras en cuadraditos de<br />
papel o cartulina. Dejen que su hijo o hija participe en la preparación.<br />
Jueguen con otros miembros de la familia o con amigos de su hijo o<br />
hija. Usen tantas de las palabras que su hijo o hija haya estudiado este<br />
año como pueden. Jueguen a menudo durante el verano.<br />
35<br />
Práctica de<br />
ortografía para<br />
el hogar<br />
esto<br />
baño<br />
camino<br />
con<br />
<strong>73</strong>
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
The letters in each bowl spell a word.<br />
Unscramble the letters. Write each word.<br />
The first one is done.<br />
<strong>Home</strong>work<br />
nca anm na<br />
U n i t<br />
Master<br />
EFGHGHGHGHGHGHGHGHGHGH can EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
1. 2. 3.<br />
dda nar hda<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
4. 5. 6.<br />
1<br />
74
Name<br />
Circle the hidden spelling word in each ball. Write the words on<br />
the lines.<br />
75<br />
bcat<br />
EFGHGHGHGHGHGHGHGHGHGH<br />
1. 2.<br />
hatc<br />
EFGHGHGHGHGHGHGHGHGHGH<br />
<strong>Home</strong>work<br />
3. 4.<br />
andk<br />
EFGHGHGHGHGHGHGHGHGHGH<br />
5. 6.<br />
atz<br />
EFGHGHGHGHGHGHGHGHGHGH<br />
U n i t<br />
Master<br />
mhas<br />
2<br />
EFGHGHGHGHGHGHGHGHGHGH<br />
eam<br />
EFGHGHGHGHGHGHGHGHGHGH<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
<strong>Home</strong>work<br />
Color the words that rhyme in each row. Then write<br />
the rhyming words on the lines.<br />
U n i t<br />
Master<br />
let pen get plane<br />
EFGHGHGHGHGHGHGHGHGH<br />
1. 2.<br />
pen men man plane<br />
EFGHGHGHGHGHGHGHGHGH<br />
3. 4.<br />
EFGHGHGHGHGHGHGHGHGH<br />
EFGHGHGHGHGHGHGHGHGH<br />
pen net pet plane<br />
EFGHGHGHGHGHGHGHGHGH<br />
5. 6.<br />
EFGHGHGHGHGHGHGHGHGH<br />
3<br />
76
Name<br />
Think of spelling words for the clues.<br />
Write the spelling words in the puzzle.<br />
77<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
Across Down<br />
3. The sun has ____. 1. You can say ____ or no.<br />
5. 2.<br />
6. I ____ a man. 4.<br />
1. 2.<br />
3.<br />
jet set met bed yes leg<br />
➡<br />
5.<br />
4.<br />
6.<br />
➡<br />
4<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Name<br />
Peg is picking apples. She only<br />
picks apples with words that<br />
have the vowel i. Write those<br />
words on the lines.<br />
78<br />
EFGHGHGHGHGH<br />
it<br />
an<br />
<strong>Home</strong>work<br />
bed<br />
is<br />
set<br />
in<br />
U n i t<br />
Master<br />
bit<br />
EFGHGHGHGH EFGHGHGHGHGHGH<br />
EFGHGHGHGHGHGH EFGHGHGHGHGHGHGH EFGHGHGHGHGHGH<br />
sit<br />
6<br />
has<br />
ran<br />
his<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Find the spelling words in the puzzle and circle them. Some words go<br />
across ➡ . Some words go down .<br />
k q p n<br />
c b i g<br />
d i g l<br />
i f m s<br />
d h i m<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
Which words went across ➡ in the puzzle? Write them.<br />
EFGHGHGHGHGHGHGH EFGHGHGHGHGHGHGH EFGHGHGHGHGHGHGH EFGHGHGHGHGHGHGH<br />
➡<br />
➡<br />
Which words went down in the puzzle? Write them.<br />
EFGHGHGHGHGHGHGH EFGHGHGHGHGHGHGH EFGHGHGHGHGHGHGH<br />
7<br />
79
Name<br />
Use the code to write the missing words. Finish each rhyme.<br />
EFGHGHGHGHGHGHGHGHGH fog<br />
1 2 3 4 5 6 7 8 9<br />
b f g h n o p t x<br />
Example: 2-6-3<br />
EFGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGH<br />
1. I do like food that is .<br />
2. What have you<br />
80<br />
5-6-8 4-6-8<br />
EFGHGHGHGHGHGHGHGHGH<br />
3-6-8<br />
EFGHGHGHGHGHGHGHGHGH<br />
in that black ?<br />
7-6-8<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
EFGHGHGHGHGHGH EFGHGHGHGHGHGH<br />
3. There once was a who hid in a .<br />
2-6-9 1-6-9<br />
8<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Write the word that goes with each picture.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH<br />
1.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH<br />
3.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH<br />
5.<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
9<br />
on mom job hop top mop<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH<br />
2.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH<br />
4.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH<br />
6.<br />
81
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Write the word that belongs in each sentence.<br />
<strong>Home</strong>work<br />
up us bus cut but nut<br />
U n i t<br />
Master<br />
EFGHGHGHGHGHGHGHGHGH<br />
1. This is good.<br />
EFGHGHGHGHGHGHGHGHGH<br />
2. I am on a .<br />
EFGHGHGHGHGHGHGHGHGH<br />
3. Dad can the grass.<br />
EFGHGHGHGHGHGHGHGHGH<br />
4. The kite goes .<br />
11<br />
EFGHGHGHGHGHGHGHGHGH<br />
5. I am happy, he is sad.<br />
EFGHGHGHGHGHGHGHGHGH<br />
6. All of go for a ride.<br />
82
Name<br />
Help the bus go up the hill. Color the path yellow that has only short u<br />
words. Then color the rest of the picture.<br />
83<br />
top<br />
sit<br />
but<br />
big<br />
fun<br />
us<br />
fun<br />
<strong>Home</strong>work<br />
bug<br />
rug<br />
U n i t<br />
Master<br />
tug<br />
sun<br />
run<br />
12<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
<strong>Home</strong>work<br />
Write the spelling words in the puzzle. Use the clues.<br />
bad yet fix dot hug tub<br />
1.<br />
➡<br />
2. 3.<br />
Across<br />
2. The job is not<br />
done ____.<br />
4. not good<br />
6. Give me a big ____!<br />
4. 5.<br />
➡<br />
6.<br />
Down<br />
1.<br />
U n i t<br />
Master<br />
3. I take my bath<br />
in the ____.<br />
5. An i has a ____.<br />
13<br />
84
Name<br />
Write the word that belongs in each sentence.<br />
85<br />
<strong>Home</strong>work<br />
a I to of the was are<br />
EFGHGHGHGHGHGHGHGHGH<br />
1. have some kittens.<br />
EFGHGHGHGHGHGHGHGHGH<br />
2. One day kitten got out.<br />
EFGHGHGHGHGHGHGHGHGH<br />
3. It got out the box.<br />
EFGHGHGHGHGHGHGHGHGH<br />
4. One kitten gone.<br />
EFGHGHGHGHGHGHGHGHGH<br />
5. I saw kitten under the bed.<br />
EFGHGHGHGHGHGHGHGHGH<br />
6. The kitten ran back the box.<br />
EFGHGHGHGHGHGHGHGHGH<br />
7. Now we all happy.<br />
U n i t<br />
Master<br />
14<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Name<br />
86<br />
<strong>Home</strong>work<br />
Unscramble the letters. Write a word that tells about the picture.<br />
1. 2.<br />
EFGHGHGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGHGHGH<br />
ingr gofr<br />
3. 4.<br />
U n i t<br />
Master<br />
EFGHGHGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGHGHGH<br />
mulp pksi<br />
5. 6.<br />
16<br />
EFGHGHGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGHGHGH<br />
lams ipsn<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Help the animals run the race. Use the letters st to make words. Some<br />
words start with st. Some words end with st.<br />
EFGHGHGHGHGHGHGHGHGHGH fa<br />
EFGHGHGHGHGHGHGHGHGHGH mu<br />
EFGHGHGHGHGHGHGHGHGHGH re<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
EFGHGHGHGHGHGHGHGHGHGH be<br />
EFGHGHGHGHGHGHGHGHGHGH ill<br />
EFGHGHGHGHGHGHGHGHGHGH ep<br />
17<br />
87
Name<br />
Write the word in dark print on the line. Add s to the word so it will<br />
tell about the part of the picture on the right.<br />
EFGHGHGHGHGHGHGHGHGH<br />
1. bug<br />
2. cat<br />
3. pig<br />
88<br />
EFGHGHGHGHGHGHGHGHGH<br />
EFGHGHGHGHGHGHGHGHGH<br />
EFGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGH<br />
4. I sit. He . 5. I run. He .<br />
6. I get the dog.<br />
EFGHGHGHGHGHGHGHGHGH<br />
He the cat.<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
18<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
19<br />
Use your spelling words to finish the sentences. Write the words under<br />
the pictures.<br />
1. Sara is ______ her 2. Lisa is ______ 3. Karen is ______<br />
grandma. her fish. to the store.<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
4. Tom is ______ the 5. Dan is ______ sick. 6. Kim is ______ the<br />
dishes. room neat.<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
89
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
Make long a words. Write a in the first space. Write e in the second<br />
space.<br />
Long a Gate<br />
1.cEFGHmEFGH 3.gEFGHmEFGH 5.gEFGH tEFGH<br />
2.nEFGHmEFGH 4.sEFGHmEFGH 6.gEFGH vEFGH<br />
21<br />
Copy each word you made on the lines below.<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
1. 2. 3.<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
4. 5. 6.<br />
90
Name<br />
Help Jake go to the lake. He must follow the path with only words that<br />
have the long a sound. Use your green crayon to color the path he<br />
must follow. Then color the rest of the picture.<br />
91<br />
take<br />
bake<br />
made<br />
make<br />
rake<br />
lake<br />
<strong>Home</strong>work<br />
came<br />
had<br />
U n i t<br />
Master<br />
back<br />
name<br />
make<br />
can<br />
22<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Color each flower that has a word with a long e sound. Write the<br />
long e words on the lines.<br />
he<br />
step<br />
came<br />
she<br />
me<br />
<strong>Home</strong>work<br />
we<br />
yet<br />
rest<br />
U n i t<br />
Master<br />
see<br />
23<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
1. 2. 3.<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
4. 5. 6.<br />
be<br />
92
Name<br />
93<br />
<strong>Home</strong>work<br />
Finish each sentence with a spelling word from the box.<br />
keep seed feel feed feet deep<br />
U n i t<br />
Master<br />
EFGHGHGHGHGHGHGHGHGH<br />
1. The sea is .<br />
EFGHGHGHGHGHGHGHGHGH<br />
2. I happy!<br />
24<br />
EFGHGHGHGHGHGHGHGHGH<br />
3. Please off the grass.<br />
EFGHGHGHGHGHGHGHGHGH<br />
4. Mom will the cat.<br />
EFGHGHGHGHGHGHGHGHGH<br />
5. Sam plants a .<br />
EFGHGHGHGHGHGHGHGHGH<br />
6. A duck has two .<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Name<br />
Write spelling words to complete the puzzle. Use the hints.<br />
Across<br />
2.<br />
3. ___________<br />
6.<br />
94<br />
➡<br />
➡<br />
<strong>Home</strong>work<br />
bite kite time life line mine<br />
➡<br />
Down<br />
1. They found gold in a ____.<br />
3. You saved my ____!<br />
5. What ____ is it?<br />
6.<br />
➡<br />
5.<br />
➡<br />
➡<br />
3.<br />
➡<br />
2.<br />
U n i t<br />
Master<br />
➡<br />
1.<br />
26<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Write the rhyming words in each wheel.<br />
<strong>Home</strong>work<br />
like hide bike ride side hike<br />
EFGHGHGHGHGHGHGH<br />
EFGHGHGHGHGHGHGH<br />
EFGHGHGHGHGHGHGH<br />
U n i t<br />
Master<br />
EFGHGHGHGHGHGHGH<br />
EFGHGHGHGHGHGHGH<br />
EFGHGHGHGHGHGHGH<br />
27<br />
95
Name<br />
A. Write the vowel o in each blank to finish the words.<br />
1.<br />
4.<br />
96<br />
nEFGH<br />
rEFGHpe hEFGHpe <strong>Home</strong>work<br />
U n i t<br />
Master<br />
B. Use your spelling words to complete the puzzle. Use the hints.<br />
3.<br />
2.<br />
1.<br />
2.<br />
5.<br />
4. 5.<br />
6.<br />
sEFGH<br />
3.<br />
6.<br />
Across<br />
2. not yes<br />
4. to wish<br />
6. not stop<br />
gEFGH<br />
Down<br />
1. where you live<br />
3. You can tie this.<br />
5. The turtle is ____ slow.<br />
28<br />
hEFGHme <strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Finish each word. Write o in the first space. Write e in the second<br />
space. Draw lines to match the words with the pictures.<br />
1.nEFGHsEFGH 2.rEFGHsEFGH 3.nEFGH tEFGH<br />
4.rEFGHdEFGH 5.pEFGH lEFGH<br />
6.bEFGHnEFGH <strong>Home</strong>work<br />
U n i t<br />
Master<br />
29<br />
97
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
Circle the hidden spelling word on each railroad car. Write the words<br />
on the lines below.<br />
1. hyoum<br />
2.troome<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
3. bisoon 4. kusep 5. sdow<br />
6. zoope<br />
31<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
1. 2. 3.<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
4. 5. 6.<br />
98
Name<br />
Write ck to finish each word. Draw a line from each word to the<br />
picture it goes with.<br />
1.baEFGHGHGHGHGHGH<br />
2.paEFGHGHGHGHGHGH<br />
3.ne<br />
4.pi<br />
5.so<br />
99<br />
EFGHGHGHGHGHGH<br />
EFGHGHGHGHGHGH<br />
EFGHGHGHGHGHGH<br />
6.duEFGHGHGHGHGHGH<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
32<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc. <strong>Spelling</strong> Connections Grade 1<br />
Name<br />
<strong>Home</strong>work<br />
U n i t<br />
Master<br />
33<br />
Finish each word. Write sh at the beginning or end of each word.<br />
EFGHGHGHGHGHGHGHGHGHGH ip EFGHGHGHGHGHGHGHGHGHGH wi<br />
1. 2.<br />
EFGHGHGHGHGHGHGHGHGHGH op EFGHGHGHGHGHGHGHGHGHGH ow<br />
3. 4.<br />
EFGHGHGHGHGHGHGHGHGHGH di EFGHGHGHGHGHGHGHGHGHGH pu<br />
5. 6.<br />
Write the words you made.<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
1. 2. 3.<br />
EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGH<br />
4. 5. 6.<br />
100
Name<br />
101<br />
<strong>Home</strong>work<br />
Underline the spelling word at the end of each sentence. Write that<br />
word on the line.<br />
EFGHGHGHGHGHGHGHGHGH<br />
1. is my friend. (This, Tis)<br />
EFGHGHGHGHGHGHGHGHGH<br />
2. She goes me. (wih, with)<br />
EFGHGHGHGHGHGHGHGHGH<br />
3. We walk on a . (paht, path)<br />
EFGHGHGHGHGHGHGHGHGH<br />
4. we see a puddle. (Then, Ten)<br />
EFGHGHGHGHGHGHGHGHGH<br />
5. A bird is taking a . (both, bath)<br />
U n i t<br />
Master<br />
EFGHGHGHGHGHGHGHGHGH<br />
6. “ is a pretty bird,” says my friend. (That, Tat)<br />
34<br />
<strong>Spelling</strong> Connections Grade 1<br />
Copyright © <strong>Zaner</strong>-<strong>Bloser</strong>, Inc.