Spelling Connections - Zaner-Bloser

Long e: ee, ea
Basic Spelling List
sea need
week seat
eat seem
beef read
neat seen
Differentiated Instruction
Review Words
beet
deep
easy
Challenge Words
beaver
stream
street
Champion Challenge Words
easel
teach
seek
sneeze
Alternate Word List★
week
eat
need
seem
read
★ For students who need to study
fewer Basic Spelling words
Content Words
Language Arts: Exact Words
leap
prance
bounce
romp
T110A
OBJECTIVES
Spelling and Thinking
Students will
read the spelling words in list form
and in context.
sort the Basic Words according to
whether long e is spelled with ee
or ea.
read and remember this week’s
spelling strategy.
Spelling and Phonics
Students will
drop and add letters in given words
to write spelling words.
write spelling words using beginning
and ending sounds for clues.
use the Spelling Dictionary to match
spelling words with their meanings.
MATERIALS
Student Edition
Pages 110–117
Champion Challenge Activities, p. 297
Teacher Edition
Pages T110A–T117
Champion Challenge Activities, p. T297
Teacher Resource Book
Unit 14 Homework Master
Unit 14 Practice Masters
Flip Folder Practice Master
Standardized Test Master
Book
Unit 14 Test Master
Spelling and Reading
Students will
solve analogies using spelling
words.
complete a paragraph using spelling
words.
Spelling and Writing
Students will
proofread a book report.
sort the Basic Words according to
the unit’s spelling strategy.
use the writing process to write a
book report.
proofread their writing.
Home Spelling Practice
Book
Unit 14 Home Spelling Practice
(English or Spanish)
Other Spelling Connections
Resources
Audio Recordings, Grade 2
Practice Book for Grammar,
Usage, and Mechanics, Grade 2
Spelling Support for English
Language Learners, Grade 2
Transparency Book, Grade 2
Word Sort CD-ROM, Grade 2
Spelling Connections Online
www.zaner-bloser.com

3–5 Day Plan Average Below Average Above Average
Visual
Write ee in red on an
index card and ea in blue
on another. Then write the spelling
words on index cards, leaving
out the ea or ee spelling in
each. Have each student take a
turn matching the correct spelling
to an incomplete word. The
students should then write the
word.
The long e sound may be diffi cult for some students to
hear or pronounce because of regional speech differences
or language backgrounds that do not include
this sound or that spell it differently. In Spanish, for
example, this sound is spelled by the letter i. If a student
has diffi culty hearing or pronouncing a word with this
sound, fi rst make sure that he or she knows the meaning
of the word.
Write each spelling word on the board. Say each word
clearly. Point out that all the words have the long e
Pacing Guide
Pretest Pretest Pretest
Day 1 Spelling Mini-Lesson, p. T110 Spelling Mini-Lesson, p. T110 Spelling and Thinking, p. 110
Spelling and Thinking, p. 110 Spelling and Thinking, p. 110
Day 1
Day 2
Spelling and Phonics, p. 111 Spelling and Phonics, p. 111 (or) Spelling and Phonics, p. 111
Unit 14 Practice Master, A and B Spelling and Reading, p. 112
Day 3
Spelling and Reading, p. 112 Spelling and Reading, p. 112 (or) Challenge Activities, p. 115
Unit 14 Practice Master, C and D Champion Challenge Activities, p. 297
Day 2 Review Activities, p. 114
Day 4 Spelling and Writing, p. 113 Spelling and Writing, p. 113 Spelling and Writing, p. 113
Unit 14 Homework Master Unit 14 Homework Master
Day 3 Day 5 Weekly Test Weekly Test Weekly Test
Spelling and Technology Activities (pages 116 and 117) may be used anytime during this unit.
Learning Styles
Auditory
Do the visual activity,
but have the student
say a spelling word into a tape
recorder, listen to the word, and
match it with the incomplete
word. The student should then
spell aloud the entire word as he
or she writes it on paper.
Hands-On Practice
All students will benefit from
practicing with a Flip Folder.
See page Z13.
Language and Cultural Differences
DI FFE R E NTIATE D
Kinesthetic
Cut out e, e, and a from
oaktag or heavy paper.
On construction paper, write
incomplete spelling words that
are large enough to accommodate
two of the cut-out vowels.
Let each student take a turn putting
the appropriate letters in an
incomplete word, tracing around
each vowel with pencil, then
coloring ee red and ea blue. The
students should then write the
completed word on paper.
sound spelled with ea or ee. Have the students repeat
each word. Ask the students to use the words in sentences
or to tell something about the meanings of the words.
Then give a defi nition and ask the students to name the
spelling word that matches it. Have the students write the
word. The students may check their spelling by looking
at the board.
Draw two boxes on the board. Say each spelling word.
Have the students take turns writing the words in the
boxes, ea words in one box and ee words in the other.
O N
I N S T R U C T I
T110B

Objectives
Spelling and Thinking
Students will
read the spelling words in list form
and in context.
sort the Basic Words according to
whether long e is spelled with ee
or ea.
read and remember this week’s
spelling strategy.
Unit Pretest
Use the Pretest Sentences below. Pretest
Sentences for the Review and Challenge
Words can be found on pages T114 and
T115. Refer to the self-checking procedures
on student page 8. You may wish to use the
Unit 14 Word List Overhead Transparency
as part of the checking process.
Students who need to study fewer words
should use the Alternate Word List,
shown by the ★.
Teaching the Strategy
Spelling Mini-Lesson
STEP 1: Write eat and seen on the board.
Underline the digraph (ea or ee) in each
word. Point out that in these words, ea
and ee both spell the long e sound.
STEP 2: Challenge students to find the
word on the spelling list that, depending
on how it is used, is pronounced with the
long e sound or the short e sound.
STEP 3: If students do not identify read,
write these sentences on the board:
Can he read the book?
I read it last week.
Have volunteers read the sentences aloud.
Point out that even though the vowel
sound changes, the spelling does not.
T110
Remind students to watch out
for easily misspelled words.
You may wish to use the Word Sort
CD-ROM for hands-on sorting.
Order of answers may vary.
ee
1. week★
2. beef
3. need★
4. seem★
5. seen
ea
6. sea
7. eat★
8. neat
9. seat
10. read★
Long e: ee, ea
110
READ the Basic Words Watch out for easily misspelled words!
1. sea
2. week
3. eat
4. beef
5. neat
6. need
7. seat
8. seem
9. read
10. seen
Fish swim in the sea.
The school week begins today.
You may eat this apple.
Dad likes beef for dinner.
Please keep your room neat.
I need to drink some water.
Have a seat on the sofa.
Those people seem nice.
I can read this book.
Have you seen my cat?
Review Challenge
11. beet 13. easy 14. beaver 16. street
12. deep
15. stream
SORT the Basic Words
The words on the spelling list have the long e
sound.
1–5. Write the spelling words with the long e
sound spelled ee.
6–10. Write the spelling words with the long e
sound spelled ea.
REMEMBER the Spelling Strategy
The long e sound can be spelled in different ways:
ee in seen and ea in eat.
Pretest Sentences (See procedures on page Z12.)
★ 1. There are seven days in a week.
★ 2. Do you like to eat cereal for breakfast?
★ 3. The flowers will need watering soon.
★ 4. Does it seem hotter today than it was yesterday?
★ 5. Shameka likes to read books about tigers.
6. We watched the ships sail out to sea.
7. Meat from a cow is called beef.
8. Your bedroom should be kept neat.
9. I found an empty seat in the theater.
10. Have you seen this magic trick?

Sound and Letter Patterns
Follow the directions to write
a Basic Word.
1. seen – n + m = _____
2. sea – a + en = _____
3. really – lly + d = _____
4. weed – d + k = _____
5. sell – ll + a = _____
Unit 14
Practice Masters
Beginning and Ending Sounds
6. Write the Basic Word that begins like need
and ends like meat.
7. Write the Basic Word that begins with the
long e sound.
8. Write the Basic Word that begins like see
and ends like beat.
Write the Basic Word for each dictionary
meaning.
9. kind of meat 10. must have
Dictionary Check Be sure to check your
word meanings in your Spelling Dictionary.
Copyright © Zaner-Bloser, Inc. Spelling Connections Grade 2
Name
1. eat 2. read
Name
3. need 4. seem 5. week
U n i t
Practice Master
eat read need seem week
A. Write the spelling word that answers each word math
problem.
1. seat – s = ____
2. seen – n + m = ____
3. we + ek = ____
4. real – l + d = ____
5. seed – s + n = ____
U n i t
Practice Master
C. Write the spelling word that goes with each clue.
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKL
1. One of these has seven days. IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKL
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKL
2. You should do this to labels. IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKL
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKL
3. This word means “must have.” IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKL
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKL
4. What you do with food. IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKL
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKL
D. Use the code to find spelling words. Write the words.
B. Look at these symbols: ♥ = ea ❦ = ee
Write the spelling words that these letters and symbols CODE spell.
a d e k m n r s t w
1. n ❦ d 4. r ♥ d1
2 3 4 5 6 7 8 9 10
IJKLKLKLKLKLKLKLKLKLKLKL IJKLKLKLKLKLKLKLKLKLKLKL
IJKLKLKLKLKLKLKLKLKLKLKL n e eIJKLKLKLKLKLKLKLKLKLKLKL
d
IJKLKLKLKLKLKLKLKLKLKLKL r e a d
2. w ❦ k 1. 5. s ❦ m
4.
6 3 3 2 10 3 3 4
3. ♥ t
2. 5.
3.
7
e
3
a
1
t
2 8
37
3 3 5
3 1 9
38
The Unit 14 Practice Masters (Teacher Resource Book)
provide additional practice with the Alternate Word List.★
14
w
s
e
e
e
e
k
m
14
Sound and Letter Patterns
1. seem
2. seen
3. read
4. week
5. sea
Beginning and Ending Sounds
6. neat
7. eat
8. seat
Using the Dictionary
9. beef
10. need
Spelling Connections Grade 2
Copyright © Zaner-Bloser, Inc.
111
Objectives
Spelling and Phonics
Students will
drop and add letters in given words
to write spelling words.
write spelling words using beginning
and ending sounds for clues.
use the Spelling Dictionary to
match spelling words with their
meanings.
Developing Oral
Language Skills
Ask the students to fi nd and say the
spelling words that rhyme with eat. (seat,
neat) Then ask them to fi nd and say the
word that rhymes with read. (need) Ask
them to think of words that rhyme with
each of the following spelling words and
say them aloud: sea, seen, seem, week, and
beef. (Possible responses: tea, flea,
queen, keen, cream, seek, peek, leaf)
Encourage the students to use these words
to create tongue twisters, such as “The
queen and the fl ea went to sea to drink
tea.” The children should say the tongue
twisters as quickly as possible.
Differentiated Instruction
Providing More Help
Draw a picture of an open book on the
board. Write eat, sea, seat, neat, and
read on one page and need, seen, seem,
week, and beef on the other. Have the
students read each word, tell how the
long e sound is spelled in each, and
trace over the vowels with chalk of
different colors.
T1115

Objectives
Spelling and Reading
Students will
solve analogies using spelling words.
complete a paragraph using spelling
words.
Legible handwriting can boost
spelling scores by as much as 20%.
Weekly Test Options
Option 1: One Spelling Word Per Sentence
(See procedures on page Z12.)
★ 1. Crack the nut and eat it.
★ 2. Does the doctor need the help of a nurse?
★ 3. Can you read if I sing at the same time?
★ 4. Does a day seem like a long time to you?
★ 5. His team won the race a week ago.
T112
One-Minute
Handwriting Hint
PAPER POSITION (Manuscript)
LEFT-
HANDED
RIGHT-HANDED
Solve the Analogies
1. beef
2. eat
3. neat
4. read
5. sea
Complete the Paragraph
6. week
7. seat
8. seen
9. need
10. seem
112
sea week eat beef neat
need seat seem read seen
Solve the Analogies Write a Basic Word to
complete each analogy.
1. Pig is to pork as cow is to _____.
2. Cup is to drink as fork is to _____.
3. Fat is to thin as messy is to _____.
4. Video is to watch as book is to _____.
5. Soil is to water as land is to _____.
Complete the Paragraph Write the Basic
Words that complete the paragraph.
Dad and I take a bus ride when we want to
see Grandma. We can go any day of the 6. .
I like to ride in the back 7. . From the window,
I have 8. trucks, bridges, and tall buildings.
When we 9. to go home, we take the bus
again. Does it 10. like riding on a bus is fun?
It is!
6. The beef will thaw on the stove.
7. The room is as neat as a pin.
8. The sea has been still.
9. Gabriel will take the seat next to me.
10. Have you seen the monkeys at the zoo?
Students who need to study fewer words should
use the Alternate Word List, shown by the ★.

Proofread a Book Report
First, proofread the book report below for eight
misspelled words. Then rewrite the book report.
Write the spelling words correctly and make the
corrections shown by the proofreading marks.
Sea
A Seea Story
read
You should reed this book! It is called Sea Life. It is by Ian
W
y
seen
whitelaw. It tells about sea animals You have never sean.
seem
Some are so strange! They don’t even seam real. You will
eat
learn what they look like and what they eet It is so good,
week Y need
I read this this book twice a weeke. you really nead to take
seat
b
a seet and read this Book!
More Practice Write and sort the Basic Words.
Write a Book Report
Write a book report. Explain why someone else
should read the book. Be sure to tell the title and
author. Say what the book is about. Tell why it is
worth reading. Use as many spelling words as
you can.
When you fi nish writing your draft, proofread your
paper for errors in spelling, grammar, capitalization, and
punctuation. Use the Spelling Dictionary to check spelling if
you are not sure.
Option 2: Multiple Spelling Words Per Sentence
(See procedures on page Z12.)
1. Does a tiger eat beef?
2. Some days may seem like a week.
3. I have seen big ships on the sea.
4. Keep the seat on the bus neat.
5. I feel a need to read.
113
Unit 14
Test Master
Objectives
Spelling and Writing
Students will
proofread a book report.
sort the Basic Words according to
the unit’s spelling strategy. See
pp. Z14–Z15 in the Teacher Edition
for more information.
use the writing process to write a
book report.
proofread their writing.
Using the
Writing Process
Before assigning Write a Book Report in
this unit, see pages 316–317 in the Student
Edition for a complete review of the writing
process and additional writing assignments.
You may also wish to refer to page Z13 in
the Teacher Edition.
Keeping a
Spelling Journal
Encourage students to record the words
they misspelled on the weekly test in a personal
spelling journal. These words may be
recycled for future study. Students may also
wish to include words from their writing. See
page Z13 in the Teacher Edition for more
information.
You may wish to use the Unit 14 Proofreading
Every Day Overhead Transparency for more
proofreading practice.
Option 3: Standardized Test
(See Standardized Test Master Book, Unit 14.)
Name
Test
U n i t
Master
Read each sentence. Look at the underlined spelling word.
Fill in a circle. Show if the word is spelled Right or Wrong.
✎ Sample
I wish I could leep like a frog.
Right Wrong
1. She sits in the front seet on the bus.
2. I will nead your help to mend this dress.
3. Dad would like to eet some fish.
4. Sue will call me next week.
5. Have you seen the black crayon?
6. This beef is cut very thin.
7. Did you read this book yet?
8. The boat went out to sea.
9. Does it seem like Friday?
10. I keep my room neet at all times.
16
14
Answer Box
Right Wrong
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Spelling Connections Grade 2
Copyright © Zaner-Bloser, Inc.
T113

DI FFE R E NTIATE D
Objectives
Review
Students will
review words studied previously
that are related to the
spelling strategy.
match Review Words to clues.
replace underlined words
with Review Words.
understand and identify
homophones.
Providing More Help
Remind students that the Review Words
are related to the spelling patterns they
have studied in this unit. The Review
Words are below grade level. You may
wish to use the Pretest Sentences to introduce
the words in context.
Review Words:
Pretest Sentences
1. A beet is red.
2. How deep is the snow in your yard?
3. The game is easy to play.
Word Study
Homophones
Write words such as these on the board:
weak, knead, seam, see. Challenge students
to suggest a homophone for each one. (If
necessary, point out that the homophones
are in this week’s word list.) Be aware of students’
use of homophones in their writing.
T114
O N
I N S T R U C T I
Use the Clues
1. easy
2. beet
3. deep
Replace the Words
4. easy
5. beet
6. deep
Homophones
1. beet
Long e: ee, ea
114
beet deep easy
Use the Clues Write a Review Word for each
clue.
1. This word means the opposite of “hard.”
2. This word names something you can eat.
3. This word can describe a hole.
Replace the Words Write the Review Word
that could best take the place of the underlined
word or words in each sentence.
4. The science test we took was not diffi cult.
5. She sliced a vegetable into her salad.
6. The pirate hid his treasure far in the dark
cave.
Word Study: Homophones
Words that sound alike but have different
spellings and meanings are homophones.
Eight and ate are homophones. Write the
Review Word that is a homophone for beat.

eaver stream street
Sound and Letter Patterns Write a
Challenge Word by adding the missing letters.
1. str ___ a ___
2. be ___ v ___ r
3. s ___ r ___ et
Use the Clues Write the Challenge Word for
each clue.
4. I am a place where people drive.
5. I am a place where fi sh and frogs live.
6. I am an animal that builds a dam.
Do you think you’ve mastered the Spelling Strategy?
Take the CHAMPION CHALLENGE on page 297!
CHAMPION CHALLENGE
A.
1.
2.
3.
4.
B.
1. 2. 3. 4.
C.
O N
I N S T R U C T I
• DI FFE R E NTIATE D •
Sound and Letter Patterns
1. stream
2. beaver
3. street
Use the Clues
4. street
5. stream
6. beaver
115
Providing Extra Challenge
Champion Challenge Words and
Champion Challenge Activities
for Unit 14 appear on page 297.
Champion Challenge Word Test
Sentences appear on page T297.
Unit 14
Champion Challenge Activities
Objectives
Challenge
Students will
preview unknown words that
are related to the spelling
strategy.
add letters to make Challenge
Words.
match Challenge Words to
clues.
Providing More Challenge
Remind students that the Challenge Words
are related to the spelling patterns they
have studied in this unit. The Challenge
Words are above grade level. You may wish
to use the Pretest Sentences to introduce
the words in context.
Challenge Words:
Pretest Sentences
DI FFE R E NTIATE D
1. A beaver cut down the tree with its
teeth.
2. The stream has many fish in it.
3. We watched the parade go down the
street.
You may wish to use the Word Sort
CD-ROM for hands-on sorting.
O N
I N S T R U C T I
T115

Objectives
Spelling and Technology
Students will
expand vocabulary with
technology-related words.
relate the spelling strategy
to words outside the Basic
Spelling list.
learn the consequences of a
computer freeze or crash.
Teaching About…
Computer Crashes
Ask students if they know the meaning
of the word crash. Ask volunteers to
explain what happens when something
crashes. Have them speculate about what
happens when a computer crashes. If a
student has experienced such a problem
with his or her computer, ask the student
to tell the class what happened.
You may wish to use these sentences to
introduce the words and their meanings.
1. Modern computers do not crash as
often as the older models.
2. I hope the problem won’t cause the
computer to delete the file.
3. If you have a computer freeze, just
turn it off and start over again.
Take It Online
Have students review any files on their
hard drive and save a copy on a disk
of any documents they want to protect
against a computer crash.
Note: The listed Web sites have been
carefully researched for accuracy, content,
and appropriateness. However, Web
sites are subject to change. Internet use
should always be carefully monitored.
T116
Spelling and Technology
1. freeze
2. delete
3. crash
116
Unit14
Recap
You may wish to assign the
Unit 14 Homework Master
(Teacher Resource Book,
Unit 14) as a fun way to
recap the spelling words.
Computer Crash!
Sometimes, your computer doesn’t
work. The screen might freeze. You
can’t select anything. You can’t type
anything. This is called a crash.
Usually, you can delete, or get rid of,
work that you don’t want. When you
have a crash, the computer might delete
work that you do want!
Learn these words for what could
happen to your work.
crash delete freeze
Write the word from the box that
completes each sentence. Underline
the word that spells long e with ee.
1. Everything stops when computers
_____.
2. A crash can make your computer
_____ your work.
3. A computer _____ can be a big
problem!
Unit 14 Homework Master
Copyright © Zaner-Bloser, Inc. Spelling Connections Grade 2
Name
U n i t
Homework Master
Use the code to find the spelling words in this unit.
CODE
1. e 7. w
2. s 8. t
3. r 9. b
4. a 10. m
5. k 11. f
6. n 12. d
e
14
1 4 8 3 1 4 12 7 1 1 5
n
6 1 4 8 2 1 1 6 2 1 4
s
a
e
e
t
a
a
2 1 4 8 2 1 1 10 6 1 1 12
One spelling word is missing.
Write the word.
t
t
r
s
e
e
a
e
d
n
s e e m
w e
n
s
e
e
e
e
k
a
d
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKL
39

Content Words
Language Arts: Exact Words
Write the Content Word that has the same
meaning as the underlined word or words.
leap prance bounce romp
1. The squirrel seems to jump from one tree to
another.
2. I can throw down and catch a ball for a
long time.
3. The children laugh and play in the yard
after school.
4. Come look over the fence! Watch the horse
lift its feet high.
The Spelling Strategy
Circle the letters that spell the long e sound in
one of the Content Words you wrote.
Content Connection: Language Arts
Search the Internet to learn more about
words. Try www.playkidsgames.com. Click on
Vocabulary Games. Play Vocabulary Pinball.
Write three words you make.
Unit15
Looking Ahead
To save time, you may wish to
duplicate the Unit 15 Home
Spelling Practice now. (See Home
Spelling Practice Book, Unit 15.)
Copyright © Zaner-Bloser, Inc. Spelling Connections Grade 2
Nombre
Long i: y,
i-Consonant-e
Name
Querida
familia:
Pida a su hijo(a) que
escriba correctamente
1.
en las líneas en blanco
las palabras para
deletrear de esta
semana. Al practicar
estas palabras con su
hijo(a), prueben el
siguiente ejercicio.
2.
3.
Dear Family,
Ask your child to write
the spelling words
correctly on the blank
lines. As you work with
your child to practice
this week’s spelling
Sorteo de
words, try the following
palabras Deletreen
cada palabra en una
ficha o en un cuadro
de papel. Pongan las
fichas en un saco.
Escojan una ficha a la
vez y den pistas para la
palabra. Pídanle a su
hijo o hija que nombre
la palabra y luego que
la deletree en voz alta
o que la escriba. Traten
de usar la imaginación
cuando dan las pistas
para hacer el juego
más divertido.
4.
Word Draw Write
each spelling word on
a separate index card
5. or piece of paper. Put
the cards in a paper
bag. Draw one card at
a time and give clues
6. to the word. Ask your
simpático; amable
child to name the
word and spell it or
7. write it. The more
imaginative you are
with this game, the
more fun it will be.
8.
my mi
try
tratar de
mile milla
activity. cry llorar
fry freír
nice
by
por
sky cielo
fine
dry
Spelling Connections Online
www.zaner-bloser.com
9.
fino; excelente; bien
10.
seco; secar
U n i t
15
Práctica de
ortografía para
el hogar
10.
37
117
Unit 15 Home Spelling Practice
Spanish
36
English
Language Arts: Exact Words
1. leap
2. bounce
3. romp
4. prance
U n i t
15
Home Spelling
Long i: y,
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKL
1. i-Consonant-e
Practice
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKL
2.
1. my IJKLKLKLKLKLKLKLKLKLKLKLKLKLKL
1.
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Spelling Connections Grade 2
Copyright © Zaner-Bloser, Inc.
Objectives
Content Words
Students will
expand vocabulary with
content-related words.
relate the spelling strategy
to words outside the Basic
Spelling list.
access the Internet to research
a topic.
Content Words
Language Arts: Exact Words
Use these sentences to introduce the
words and their meanings.
1. He had to leap into the air to catch
the ball.
2. The horses were trained to prance
in the horse show.
3. Do not bounce on the bed.
4. The child likes to romp with the
puppy.
Content Connection
Answers will vary. Students could include
definitions of the words they make.
T117