4 - Zaner-Bloser

Day 1 Day 2 

Day 1 

Connections to Thinking 

Student Objectives 

• Read, spell, and write words with short e 

in the medial position. 

• Write words in the et family. 

Instruction for All Students 

• Pretest Dictation Sentences, p. T55B 

• Connections to Thinking, p. 55 

• Home/School Spelling Practice Master 

(Teacher Resource Book, p. 39) 

Day 3 

Connections to Reading 


• Sort spelling words into meaning 

categories. 

• Spell and write short e CVC words. 


• Connections to Reading, p. 57 

Differentiated Instruction 

• Challenge Words, p. 186 

Connections to Phonics 


• Match beginning sounds of picture names 

to letters to construct short e words. 

• Spell and write short e words with 

a CVC pattern. 


• Connections to Phonics, p. 56 

Optional Practice 

• Extra Pattern Practice Master 


Day 4 Day 5 

Day 2 Day 3 

Connections to Writing 


• Spell and write short e CVC words to 

complete alliterative sentences. 


• Connections to Writing, p. 58 


• Extra Challenge Practice Master 


Assessment 

Unit 

4 

Short e: CVC 

Spelling Words 

jet 

set 

met 

bed 

yes 

leg 

Challenge Words 

led 

mend 

vest 

mess 


• Demonstrate mastery of the unit spelling 

words. 

Assessment for All Students 

• Posttest Dictation Sentences, p. T58, or 

• Standardized Test Master Book, 

p. 8 

Differentiated Assessment 

• Challenge Dictation Sentences, p. T186 

T55A

T55B 

Unit 

4 

Short e: CVC 

Unit 4 Materials 

Student Edition 

pp. 55–58, 186 

Teacher Edition 

pp. T55A–T58, T186 

Teacher Resource Book 

Unit 4 Practice Masters, 

pp. 39–42, and 

Sound/Symbol Cards 

Standardized Test Master Book 

Unit 4 Test Master, p. 8 

Word Sort CD-ROM 

Unit 4 Word Sort Cards for Teacher- 

Led Sorts and Student Sorts 

Assessment 

Pretest Sentences (See procedures on p. Z30.) 

1. The jet was flying low. 

2. Please set the dish on the table. 

3. I met a real clown! 

4. May Karen sleep in my bed? 

5. My mother said yes. 

6. Can you hop on one leg? 

Digital Resources for 

Spelling Connections 

Unit 4 

Spelling Connections Online 

www.spellingconnectionsonline.com 

Spelling Support for 

English Language Learners* 

Unit 4 Practice Masters and 

Audio Conversation 

Spelling Center Activities* 

Spelling Game Mats 

Flip Folder, TRB, p. 155 

*Spelling Support for English Language 

Learners and Spelling Center Activities may 

be used at any time during the week. 

The Science of Spelling 

When a single vowel appears in a 

closed syllable, it is usually short. Short 

vowel sounds rarely occur at the end of a 

word. Many CVC, CVCC, and CCVCC 

words have /ĕ/, as in net, next, and 

shell. There are relatively few high 

frequency words that begin with /ĕ/. 

(echo, edge, edit, educate, effort, egg, 

elbow, elephant, elm, end, engine, exit, 

and extra) Many students have trouble 

distinguishing the sounds of /ă/ and 

/ĕ/ (man/men) and /ĕ/ and /ĭ/ (pen/ 

pin), so they confuse the spellings.

Choose from the activities below to reinforce English language acquisition. 

Word Meaning Write each spelling word on a flash card. 

Show each word and read it aloud. Use real objects, pictures, and 

pantomime to support meaning. 

Beginning, Middle, End Say a spelling word. Have one 

student say the beginning sound, have a second student say the 

middle sound, and have a third student say the ending sound. 

Write the word on the board and have students copy it. Continue 

with the remaining spelling words. 

Letter Substitution Write e on the board and say /ĕ/. Say 

each spelling word and have students repeat after you individually 

and in chorus. Then write et on the board. Have students say the 

word. Add j before et and have students say the word. Then erase j 

and add s. Continue with m. Invite students to suggest other 

beginning letters to make more words with et. (bet, get, let, net, pet, 

vet, wet, yet) 

Support for Spanish Speakers 

Help students pronounce the short e sound. Have them notice 

that when they say /ĕ/ their mouth is open and their tongue is 

behind their bottom teeth. Say /ĕ/ and have students repeat. 

Contrast this with saying the name of the letter e when their lips 

are stretched wider as though smiling. 

Beginning 

Intermediate 

Unit 

4 

Word Match Have students make flash cards for the spelling 

words or provide students with cards. Have students place the 

cards faceup. Read a spelling word aloud. Have students find the 

word and hold up the card. 

What Am I? Have students work in pairs to complete the 

activities on page 9 of Spelling Support for English Language 

Learners. 

Nouns and Verbs Explain that nouns are words that name 

things, and verbs are words that name actions. Use net and ran as 

examples. Say and define each word. Then create a two-column 

chart with net and ran as column heads. Have students categorize 

other spelling words by writing them in the appropriate column. 

Add words to the chart each week. 



Learners. 

Play a “Simon Says” type of game to practice pronouncing and 

reading the short a and short e sounds. Have students make 

flash cards for short a and short e word pairs such as pat and 

pet, bad and bed, pan and pen. Start by having students put one 

pair of cards faceup on their desk. Say, Simon says pat. Hold up 

the card that says pat. Have students hold up their pat card and 

say the word. Gradually increase the number of words students 

choose from, using up to six cards (three pairs). 

T55C

__________ 

nd 

ds. 

one 

cards 

ne 

e 

o 

r 

t 

3 Audio Riddles Conversation 24 

ith the 

Spelling Connections Grade 1 

Copyright © Zaner-Bloser, Inc. 

Copyright © Zaner-Bloser, Inc. Spelling Connections Grade 1 

Name ______________________________________________________________________________________________________ 

Speaker 1 We have a new cat. 

bed leg 

Speaker 2 What kind of cat is it? 

yes jet 

Write the word from the box that answers the question What am I? 

Speaker 1 It has a long tail and a black nose. 

Speaker 2 Jim has a cat like that. 

1. I am a kind of plane. What am I? efghghghghghghghghghghghghghgh 

Speaker 1 I am glad that Jim has a cat. 

2. Speaker You sleep 2 on me. What am I? efghghghghghghghghghghghghghgh 

I am, too. A cat can be cute and fun. 

42 English Language Learners 

3. I have a knee. What am I? efghghghghghghghghghghghghghgh 

2011 Spelling Connections ELL_G1_ 978-0-7367-6921-1 

4. I am the opposite of no. What am I? efghghghghghghghghghghghghghgh 

T55D 

Unit 

4 

Choose from the activities below to reinforce English language acquisition. 

Advanced 

Word Meaning List the spelling words on the board and read 

each word aloud as you point to it. Ask students to identify any 

words they do not know. Use real objects, pictures, and 

pantomime to support explanations of word meaning. 

Finish the Sentence Write a question on the board that uses 

one or two spelling words, such as Does a jet have a leg? Ask a 

volunteer to read the sentence. Write a sentence that answers the 

question, but leave out the spelling words: A does not have 

a . Ask students which spelling words are missing and write 

the words on the lines. ( jet, leg) Ask a volunteer to read the 

answer. Continue the activity using the rest of the words. 

Word Meaning List the spelling words on the board and read 

each word aloud as you point to it. Ask students to identify any 

words they do not know. Use real objects, pictures, and 

pantomime to support explanations of word meaning. 

Story Words Encourage students to draw a picture that includes 

illustrations of spelling words. Then have students use the spelling 

words to tell a partner about their picture. The partner can write 

the spelling words heard in the story. 


Name ______________________________________________________________________________________________________ 

Speaker 1 

Speaker 2 

Is that your dad? 

Yes, that’s my dad. 

Write a new riddle for a word from the box. Ask the class 

to guess the word. 

English Language Learners 

1 

9 





Name ______________________________________________________________________________________________________ 

Speaker 1 He is a big man! 

Speaker 1 How will the men get her pet? 

Speaker 2 

Speaker 2 

He can pick me up. 

The men will use a net. 

Speaker 1 

Speaker 1 

Spelling Can he run fast? Support for English A net will Language save the pet. Learners 

Speaker 2 Yes. My dad ran fast to get to the bus. 

Speaker 2 Ann will thank the men. 


Practice Master, p. 9 

Speaker 1 

Speaker 2 

Audio Conversation Word List 4 3 Word List 

Name ______________________________________________________________________________________________________ 

Speaker 1 

Speaker 2 

Speaker 1 

Speaker 2 

Speaker 1 

Speaker 2 

Ann has lost her pet. It is a white cat. 

Two men saw it in a tree by the pen. 

Did you hear the jet? 

Yes, it made me fall out of bed! 

Why were you in bed? 

I hurt my leg. I wanted to rest it. 

Is your leg better now? 

Yes, but now I hurt my arm! 

Practice Master, p. 43 



available on CD 

Advanced High 

English Spanish English Spanish 

1. let dar; dejar; 

permitir 

1. jet chorro 

2. get obtener 

3. net red 

4. pet animalito; 

mascota 

English Language Learners 43 

5. pen pluma; corral 

3 

6. men hombres 

58 English Language Learners 


True or False Use a spelling word in a statement that is true or 

false. For example, Yes means the opposite of no. I rode the jet to 

school. Have students say true if the sentence makes sense. If the 

sentence is false, ask students to explain why. Then have them use 

the spelling word in a true sentence. 



Learners. 



Learners. 

2. set poner 

3. met encontró 

4. bed cama 

5. yes sí 

6. leg pierna 

4 

English/Spanish 

Word List, p. 58 




Interactive online spelling activities 

provide additional ELL support. 

www.spellingconnectionsonline.com

EFGHGHGHGHGHGHGHGH jet 

EFGHGHGHGHGHGHGHGH set 

EFGHGHGHGHGHGHGHGH met 

EFGHGHGHGHGHGHGHGH bed 

EFGHGHGHGHGHGHGHGH yes 

EFGHGHGHGHGHGHGHGH l e g 

1. 

2. 

3. 

4. 

5. 

6. 

This unit targets the 

short e sound. Ask 

your child to read the 

spelling words aloud. 

Connections to 

2011 Spelling Connections SE_G1_978-0-7367-6855-9 

Home/School Practice 

Home/School Spelling 

Practice Master, TRB, p. 39 


Home/School 

Spelling Practice 

EFGHGHGHGHGHGHGHGH 

1. jet 


2. set 


3. met 


4. bed 


5. yes 


6. leg 

A. Write the spelling words that end with et. 

efghghghghghghghghghghghghgh EFGHGHGHGHGHGHGHGHGHGHGHGHGH 

jet set 

EFGHGHGHGHGHGHGHGHGHGHGHGHGH met 

1. 

3. 

B. Write a spelling word to name each picture. 

efghghghghghghghghghghghghgh leg 

efghghghghghghghghghghghghgh bed 

EFGHGHGHGHGHGHGHGHGHGHGHGHGH yes 

4. 

5. 

6. 

Name ______________________________________________________________________________________________________ 

Dear Family, 

Ask your child to write the spelling words 

correctly on the blank lines. 

Play a game by having your child guess a 

spelling word from clues you give. For example, 

EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH 

1. 


2. 


3. 


4. 


5. 


6. 

Spelling Practice Activity 

for the word yes, you might say, “This word is the 

opposite of no.” Once your child has guessed the 

correct spelling word, help him or her write the 

word on a separate sheet of paper. 

4 

Teacher Resource Book 39 

Práctica de ortografía 

para el hogar o la escuela 


1. jet chorro 


2. set poner 


3. metencontró 


4. bed cama 


5. yes sí 


6. leg 

40 Teacher Resource Book 

2. 

Home/School Spelling 

Practice Master, TRB, p. 40 

Nombre ___________________________________________________________________________________________________ 

efghghghghghghghghghghghghghghghghghghghghghghghgh 

1. 


2. 


3. 


4. 


5. 


6. 

2011 Spelling Connections TRB_G1_ 978-0-7367-6927-3 


English Spanish 

pierna 

Querida familia: 

Pida a su hijo(a) que escriba correctamente 

las palabras de ortografía en los renglones 

en blanco. 

Actividad de ortografía 

Juegue a las “Claves” con su hijo(a). Pídale que 

adivine una palabra de la lista de palabras y que 

luego la deletree, a partir de una o varias pistas 

que Ud. le dé. Por ejemplo, para la palabra yes 

(sí) puede decir: “Esta palabra es lo opuesto de 

no”. Si la deletrea correctamente, dígale que la 

escriba en una hoja aparte. 

4 



Unit 

4 

Short e: 

cvc 

55 

Day 1 


Unit 

4 

• Read, spell, and write words with short e 

in the medial position. 

• Write words in the et family. 

Unit Pretest 

• Administer the pretest on page T55B. 

Teaching Tips 

• Have students read the spelling words 

aloud, emphasizing and listening to /ĕ/. 

CD-ROM 

• Conduct a Teacher-Led Sort (see p. Z31) 

to reinforce the spelling pattern. 

• Display or draw a picture of a jet. Have 

students name the picture. Write jet on 

the board. Have students name the vowel 

sound they hear and tell where it is in the 

word. 

• Tell students that a spelling word rhymes 

with jet and begins with the letter s. Ask 

a volunteer to name the word and write it 

below jet. Do the same with met. Have 

students identify the rhyming sounds. 

• Nod your head up and down and have 

students name the spelling word that tells 

what you are gesturing. (yes) 

• Have students complete the page 

independently or as a class. 

Home/School Word Lists 

• Have students take home the Home/ 

School Spelling Practice Master. 

T55


Extra Pattern Practice 

Name ______________________________________________________________________________________________________ 

jet set met bed yes leg 

Use spelling words to answer the clues. 

Write the spelling words in the puzzle. 

Across 

3. The sun has _____. 

5. 

6. I _____ a man. 

1. 2. 

y 

3. 

5. 

4. 

t 


T56 

Unit 

4 Day 2 


• Match beginning sounds of picture names 

to letters to construct short e words. 

• Spell and write short e words with a CVC 

pattern. 

Teaching Tips 

• Say the spelling words. Point out that all 

of the words have the short e sound 

spelled with one vowel between two 

consonants. 

• Say jet, emphasizing the individual sounds 

/j/ /ĕ/ /t/. Have students say each spelling 

word slowly and listen for the beginning, 

middle, and ending sound. 

• Display pictures of an egg, the numeral 10, 

and a jar. Ask students to identify the 

picture that begins with the same sound as 

jet. ( jar) Continue with the medial and end 

sounds. 

• Have students complete page 56 



• Use the optional practice master below 

for extra practice with short e. 


Extra Pattern Practice Master, 

TRB, p. 41 

6. 

t 

CD-ROM 

• Provide time for students to use a 

Buddy Sort (see p. Z31) to practice their 

spelling words with a partner. 

Down 

1. You can say _____ or no. 

2. 

4. 

4 

Teacher Resource Book 41 

56 


Write the spelling word that begins with the same 

sound and letter as the picture name. 

1. 2. 

EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH 

met bed 

3. 4. 


yes jet 

5. 6. 


leg set 


jet 

set 

met 

bed 

yes 

leg 

Pattern Practice Game: / ĕ / 

Have a student write an e on a sheet of paper. A partner writes a consonant on the 

left and on the right of the e to construct a short e word. Then have partners 

switch. Have students continue until they have written several short e words.



A. Write the spelling words that name things. 

efghghghghghghghghghghghghgh EFGHGHGHGHGHGHGHGHGHGHGHGHGH 

bed jet 

EFGHGHGHGHGHGHGHGHGHGHGHGHGH leg 

1. 

3. 

B. Write the spelling words that tell an action. 

EFGHGHGHGHGHGHGHGHGHGHGHGHGH EFGHGHGHGHGHGHGHGHGHGHGHGHGH 

4. met set 

C. Write the spelling word that is the opposite of “no.” 

EFGHGHGHGHGHGHGHGHGHGHGHGHGH 

6. yes 

2. 

5. 

More Fun With Spelling for Differentiation 

Digital Resources for 

Spelling Connections 

Interactive digital resources include word sorts, 

pattern practice, and proofreading activities 

for individual and whole-group instruction. 

(Interactive whiteboard compatible; see p. Z32.) 


Interactive online spelling activities include 

word sorts, crossword puzzles, sentence 

completion, proofreading practice, and spelling 

bees with words from each unit (see p. Z32). 

www.spellingconnectionsonline.com 

jet 

set 

met 

bed 

yes 

leg 

57 

Day 3 


Teaching Tips 

Unit 

4 

• Sort spelling words into meaning 

categories. 

• Spell and write short e CVC words. 

• Review that words can name things. Point 

to objects and have students name them. 

Then point to your leg. Have students say 

leg and write the word on a sheet of paper. 

• Explain that words can name actions. 

Clap your hands. Have students name the 

action. (clap) Then set a book on a desk. 

Have students write the word. (set) 

• Point out that some words are opposites. 

Open the door. Ask students to name 

what you did and then tell you the 

opposite. (open, close) 




• Use the Challenge Words activity on 

page 186 with students who are ready to 

transfer their knowledge of short e to 

new words. 

• An Extra Challenge Practice Master is 

available on page 42 in the TRB. 

• Dictation sentences for the challenge 

words are available on page T186. 

Spelling Center Activities 

Spelling Game Mats 

Place one of the spelling games in a learning center 

to provide a fun way for students to practice their 

spelling words (see p. Z26). 

Flip Folder 

Students can use a Flip Folder to practice spelling 

words independently (see p. Z32). 

Word Sort CD-ROM 

Printable, unit-specific word cards for spelling and 

challenge words can be used for Teacher-Led, 

Individual, Buddy, and Speed Sorts (see p. Z31). 

T57

T58 

Unit 

4 Day 4 


• Spell and write short e CVC words to 

complete alliterative sentences. 

Teaching Tips 

• To introduce alliteration, repeat a familiar 

tongue twister like Rubber baby buggy 

bumpers. Have students identify the sound 

that is repeated. Explain that poets often 

use repeated sound in their poems. 


independently or as a class. Have students 

read the sentences as fast as they can and 

then identify the sound that is repeated 

in each. 

• Guide students’ attention to item 5. Ask, 

What kind of letter do we write at the 

beginning of every sentence? (a capital or an 

uppercase letter) How should we write the 

word that starts this sentence? (start with a 

capital capital or uppercase Y) 

Day 5 

CD-ROM 

• Invite students to practice practice for the weekly 

test by doing an Individual Sort or a 

Speed Sort (see p. Z31). 


• Demonstrate mastery of the unit spelling 

words. 

Posttest Assessment Options 

Option 1: Administer the unit posttest using 

the dictation sentences at right. 

Option 2: Assess students using the 

standardized test. See the 

Standardized Test Master Book, 

p. 8. 

Note: Posttest sentences for the on level and 

challenge lists are available on the audio 

Spelling Connections Posttest CD. 

58 


Write a spelling word to finish each tongue twister. 

set 

1. Sue efghghghghghghghghghghghghghghghgh six shells in the shack. 

met 

2. Matt efghghghghghghghghghghghghghghghgh merry mice in the mud. 

3. Jack jumped on the jolly efghghghghghghghghghghghghghghghgh. 

4. Lucky laid down on Lil’s left EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH. 

Yes 

5. efghghghghghghghghghghghghghghghgh, the yellow yak yelled, “Yippee!” 

bed 

EFGHGHGHGHGHGHGHGHGHGHGHGHGHGHGHGH 6. Bill’s has a blue blanket. 

1-Minute Handwriting Hint 


The j consists of a vertical stroke and 

a curve-left stroke. The curve stroke 

is part of a circle motion. 

Posttest Sentences 

1. If you like bananas, write yes. 

2. Will you set this on my desk? 

3. Have you met my brother? 

4. I can make my own bed. 

5. My leg is asleep. 

6. I watched the jet land. 

jet 

leg 

KLKLKLKLKLKLKLKLKLKLKLKLKLKL j CURVE LEFT 

jet 

set 

met 

bed 

yes 

leg 

Standardized Test Master Book, p. 8 

Standardized Test 4 

Standardized 

Name 

Directions: Read each sentence. Look for spelling mistakes in the underlined words. 

Mark the answer that shows the correct spelling. Mark Correct as is if all the underlined 

words are written correctly. 

8 

1 

My legg has a small cut. 

A haz 

B cutt 

C leg 

D Correct as is 

3 My mom will say yez. 

A yes 

B wil 

C moom 


5 I mett Han and Jan in the 

hall. 

A ond 

B met 

C iin 


Standardized Test 

2011 Spelling Connections G1_STM 978-0-7367-6909-9 

2 Do not jump on the bed. 

A jup 

B beed 

C oon 


4 We got on the big jet. 

A onn 

B jat 

C bigg 


6 Len sett the books on the 

shelf. 

A onn 

B buks 

C set 


TACS_STM 





Name 

Directions: Fill i 

2011 Spelling Connections G1_ 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

Samp

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