Spelling Connections - Zaner-Bloser

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