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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. What Am I? Have students work in pairs to complete the activities on page 9 of Spelling Support for English Language 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
Page 1: Day 1 Day 2 Day 1 Connections to Th
Page 5 and 6: EFGHGHGHGHGHGHGHGH jet EFGHGHGHGHGH
Page 7 and 8: 2011 Spelling Connections SE_G1_978

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