Day 1 Day 1 Day 2 - Zaner

Transcription

Day 1
VowelConsonant-e
Unit 11 Spelling Words
On
Level
bone
made
ride
cute
late
joke
fire
base
wave
robe
mule
tape
pipe
broke
face
size
chute
crate
twine
zone
Day 2
Day 1
Connections to Thinking
Connections to Phonics
Student Objectives
Student Objectives
Instruction for All Students
• Read, identify spelling patterns, and
write words with long vowel sounds
spelled with vowel-consonant-e.
Below
Level
• Pretest Dictation Sentences, p. T76A
• Connections to Thinking, p. 76
Differentiated Instruction
Above
Level
• Use knowledge of letter sounds and
rhyming to blend and write spelling
words.
• Use a dictionary to locate and write
spelling words.
• Connections to Phonics, p. 77
On
Level
Home/School Spelling Practice
Master (Teacher Resource Book,
pp. 99–100)
On
Level
Extra Pattern Practice Master
(Teacher Resource Book, p. 105)
Buddy Sort (Word Sort CD-ROM)
Below
Level
pp. 101–102)
Below
Level
Above
Level
pp. 103–104)
Above
Level
Assessment
Pretest Sentences ( On Level Words) (See procedures on p. Z30.)
1.
2.
3.
4.
5.
6.
You have a cute smile.
I must hurry for the bus, or I will be late.
Elia told a funny joke.
Many campers cook over an open fire.
The baseball player was safe at first base.
Did the baby wave good-bye?
7. Judge Gomez wore his long black robe.
8. A mule can be a stubborn animal.
9. I wrapped the gift and used tape on each
end.
10. That funny noise is coming from a water
pipe.
T76A
2011 Spelling Connections TE_G2_ 978-0-7367-6879-5
978-0-7367-6873-3
2011
Day 3
Day 4
Day 5
Day 3
Day 2
Connections to Reading
Connections to Writing
Assess, Extend, & Transfer
Student Objective
Student Objectives
Student Objectives
Extension for All Students
• Use context clues to reinforce
comprehension of long vowel words.
• Connections to Reading, p. 78
• Reinforce spelling skills by proofreading
a story that contains errors in words with
long vowel spellings.
• Write a brief story using words with long
vowels in context.
• Demonstrate mastery of the unit spelling
words.
• Review and generalize the long vowel
spelling pattern to new words.
• Recognize words with the long vowel spelling
pattern in a technology article.
• Connections to Writing, p. 79
• Word Study and Word Hunt (optional
activities), pp. 80–81
Differentiated Assessment
On
Level
Word Sort Practice Master
On
Level
Individual Sort or Speed Sort
(Word Sort CD-ROM)
On
Level
Posttest Dictation Sentences, p. T80,
or
Standardized Test Master Book,
pp. 63–64
Below
Level
Below
Level
(Word Sort CD-ROM)
Below
Level
or
pp. 65–66
Above
Level
Above
Level
(Word Sort CD-ROM)
Above
Level
or
pp. 67–68
The Science of Spelling
There are hundreds of spelling patterns
found in one-syllable words. One of
these patterns is the Vowel-Consonant-e
(VCe) pattern. The general rule is that the
first vowel is long and the e is silent.
Long vowel sounds are usually easy for
students because the long sound is the
letter name. Students can decode words
with this pattern by asking themselves if
they know any other words spelled the
same way. For example, if the unknown
word is late and the familiar word is ate,
then it is easier to decode the new word.
If the word is presented in context, the
next step is to read the word in the
sentence to see if it makes sense.
Unit 11 Materials
Student Edition
pp. 76–81
Teacher Edition
pp. T76A–T81
Teacher Resource Book
for Differentiated Instruction
Unit 11 Practice Masters,
pp. 99–108
Standardized Test Master Book
Unit 11 Test Masters,
pp. 63–68
Word Sort CD-ROM
Unit 11 Word Sort Cards for TeacherLed Sorts and Student Sorts
Digital Resources for
Spelling Connections
Unit 11
Spelling Connections Online
www.spellingconnectionsonline.com
Spelling Support for
English Language Learners*
Unit 11 Practice Masters and
Audio Conversation
Spelling Center Activities*
Spelling Game Mats
Flip Folder, TRB, p. 323
*Spelling Support for English Language
Learners and Spelling Center Activities may
be used at any time during the week.
T76B
978-0-7367-6873-3
VowelConsonant-e
Choose from the activities below to reinforce English language acquisition.
Beginning
Understanding Word Meaning Make flash cards for the on
level spelling list. Present the words wave, cute, late, and base
using the flash cards as well as real objects and pictures to support
meaning. For example, present the word late by looking at your
watch and walking quickly while saying, Late. I am late for dinner!
Long Vowels Introduce the long sound of each vowel. Point out
that each word is spelled with a consonant, a vowel, a consonant,
and the vowel e. Explain that the e is silent and the other vowel
has a long sound or “says its name.” Group words with the same
vowel sound. Say the words aloud and have students repeat. Then
ask, How are all the words alike? Is the vowel sound long or
short? Which words have the long a sound? Which words have
the long i sound?
Intermediate
Understanding Word Meaning Introduce on level words
using real objects, gestures, and pictures to support meaning as
needed.
Discriminating Between Vowel Sounds Contrast short and
long vowel sounds. Say, The vowel a has a short sound: /ă/. Say
/ă/ with me: /ă/. The vowel a also has a long sound: /ā/. Say
the sound with me: /ā/. Now listen to these words: mad, made.
Say the words with me: mad, made. Which word has the short a
sound /ă/? Which word has the long a sound /ā/? Write the
words. Have students tell how they are different. Repeat with short
and long e, i, o, and u words.
Support for Spanish Speakers
Comparing Languages The long vowel sounds may be
difficult for some students to hear or pronounce because of
regional differences. For example, for long a in Spanish has two
similar sounds, spelled e and the other spelled ei or ey. Remind
students that, in English, the long vowel is usually the English letter
name.
Segmenting Words Segment words into sounds. Write made
on the board. Say, Listen to this word and say it with me: made.
Now let’s say the sounds and count them: /m/ /ā/ /d/—three
sounds. Now let’s spell the word: m/a/d/e—four letters. Follow the
same procedure with the other spelling words. Ask, How many
sounds in these words? (three) How many letters make these
sounds? (four) Invite volunteers to ask another student to spell a
spelling word.
Rhyming Pairs Have each student choose one spelling word
from the on level spelling list and think of another word that rhymes
with it. Have students write two-line verses with their rhyming pairs
and read them to each other.
Cognates Review with students that the term cognates refers to
words in different languages that have the same origins, look
similar, and have nearly the same meaning. Help students find
cognates in this lesson: mule/mula, pipe/pipa, base/base. Prompt
students to compare speling and discuss meanings of the words.
TA76C
978-0-7367-6873-3
2011
Advanced
Discriminating Between Vowel Sounds Write the
following words in a column on the board: mad, cut, rob, tap, and
fir. Have students pronounce each word and tell what vowel
sounds they hear. Trace the vowel with chalk of a different color.
Then add e to the end of each word using the second color. Have
students say the new words. Point out how the addition of the e
changes the vowel to a long sound. Provide support with
pronunciations by having students listen to and interact with the
audio recording.
Using Idioms Have students look online or in an idiom
dictionary to find phrases and proverbs that use the spelling
words. (cute as a button; a day late and a dollar short; that’s a real
joke; fire it up) Discuss as a class what each phrase means.
Advanced High
Writing Sentences Have pairs of students work together to
write a definition or a fill-in-the-blank sentence for each spelling
word. They can trade papers with another pair to read and
complete the sentences.
Rhyming Pairs Organize the class into pairs. Have each
student choose one spelling word from the on level spelling list and
write a line that ends with that word. The students should then give
their first lines to their partners, who will write a second line that
rhymes. Ask each pair to trade verses with another pair. Have
students read the other pair’s verses and circle the spelling words.
Sorting Words Draw a four-column chart on the board and
label the columns long a, long i, long o, and long u. Have students
work with a partner to sort spelling words into the appropriate
columns. Challenge students to add new words to each column.
Have students compare their lists and combine them in an
illustrated poster for display.
8
Audio Conversation
Name ______________________________________________________________________________________________________
There is an odd plant in our yard. Did you see it?
Speaker 1
Can some animals live underwater?
Speaker 2
There is one in front of your porch. Do you mean that
one?
Speaker 2
I think some seals stay underwater a long time. They must
come up for air.
Speaker 1
Does the seal need to climb onto the land?
Yes, it’s not like the grass. It’s taller.
Spelling Connections Grade 2
Speaker 1
Speaker 1
Storytelling Divide the class into groups of six. Have each
group choose six words from the spelling list and create a story by
going around a circle and having each student in the group add
one sentence, using a spelling word. Then have volunteers try to
repeat their group’s story to the class.
10
Audio Conversation
Name ______________________________________________________________________________________________________
Spelling Support for English Language Learners
Speaker 2
I hope it’s not a poison ivy plant!
English
1 the cards. Talk about
1. Speaker
Cut out
1. flat
Has anyone seen my ring? I left it by the sink.
what they mean.
been
me
to the zoo before.
some
some
there.
been
ijklijkl
head come
head
.
-7367-6922-8
English Language Learners
English
plano
Write a spelling word to
complete the sentence.
pipe
I put on my
ijklijklijkllijkl
robe
after my bath.
mule
Write the words on cards in a–b–c order.
Speaker 1
1. wink
Speaker 2
2. sing
Speaker 1
3. sink
Speaker 2
Speaker 1
vestido; vestir
4. king
5. front
frente
5. long
6. bring
traer
6. ring
7. grass
hierba; grama
7. hang
8. glad
alegre
8. bank
9. clap
aplauso;
aplaudir;
palmada
9. wing
2011 Spelling Connections ELL_G2_ 978-0-7367-6922-8
deer.
e about the new zoo.
e box.
fire
match, turn them over again.
5. The player with the most
cards wins.
Copyright © Zaner-Bloser, Inc.
live
Spanish
wave
4. Speaker
Take turns
turning over one
1
Oh, no! The ring must have fallen into the sink.
4. dress
card in each group. If the
word2names the picture,
Speaker
Your ring is not in the sink. I took it when I got a drink.
keep the cards. If they do not
Word
ListConversation
Audio
9
Word List
11
Name ______________________________________________________________________________________________________
was cards
there when
2. Keep the Itword
in oneI got a drink.
2. glass
vidrio; vaso
group. Keep the picture cards
Speaker 1
it be? One minute it’s there. Then, in a wink,
in anotherWhere
group.could
Put the
it’s
gone.
cards facedown.
3. plant
planta; plantar
3. Speaker
Pick a2 partner.
Is the stopper in the sink?
48
to our new zoo.
live
tape
8
Don’t be too sure. Remember sharks live there, too.
Speaker 2
Spanish
English
guiño;
guiñar
give
I had
a bad
dream last night. A pipe broke1.and
flooded
the house.
10
No, it did not. I’m glad it was only a dream.
4. done
rey
Maybe it wasn’t a dream. Is this your wet robe on the
floor?
5. been
largo; anhelar
English Language Learners 49
anillo
Practice Master, p. 49
Spanish
English
dar
10. class
clase; categoría
10. drink
Audio Conversation
banco
available
on CD
ala
beber; bebida
cabeza
7. some
unos; algunos
8. live
vivir
9. have
tener
Practice Master, p. 15
bonito; gracioso
2. wave
3. robe
hacer un
movimiento con
la mano; ola;
onda
bata
4. late
tarde
5. mule
mula
6. tape
cinta; atar con
cinta
7. joke
chiste; broma
8. fire
fuego; disparar
9. pipe
pipa; tubo
10. base
base
dicho; dijo
Language
English Language
Learners
64 English
15 Learners
1. cute
sido; estado
6. head
10. said
Spanish
hecho
colgar
11
Word List
How
odd! What did you do?
2. come
cantar
venir
First, I put on my robe. Then I found some tape. I planned
to fix the pipe.
3. does
fregadero;
hace
It hundir
sounds so real. Did the tape work?
ijkl
jklijkl
klijkl
ijklijklijkl
9
11
Wow! I wish I could live in the water.
Speaker 2
ne like animals?
Speaker 2
tence.
Word List
Name
______________________________________________________________________________________________________
Name______________________________________________________________________________________________________
No, he just sticks his head above the water.
Speaker 1
Let’s put it in a glass jar. It will be safe there.
Speaker 2
some
Speaker 1
does
Let’s take it to class. The teacher will talk about it.
Word and
Picture Cards
Audio
Conversation
______________________________________________________________
me
Speaker 2
10
d Word Choice
s
Answering Questions Ask questions using student-friendly
definitions of spelling words. The answers are the spelling words.
For example, If a paper is ripped, what can we use to put the
pieces back together? (tape) What is the name of an animal that is
a lot like a donkey? (mule) What can keep you warm when you
are out camping? (fire)
English Language Learners 65
English/Spanish
Word List, p. 65
Interactive online spelling activities
provide additional ELL support.
978-0-7367-6873-3
T76DB
Day 1
the spelling words and sentences.
VowelConsonant-e
Student Objectives
• Read, identify spelling patterns, and write
words with long vowel sounds spelled with
vowel-consonant-e.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Order of answers may vary.
a-consonant-e
1.
2.
3.
Unit Pretest
4.
• Administer the pretest on page T76A.
• To differentiate instruction, use pretest
results to assign students to the appropriate
list and daily activities (see p. Z30).
wave
late
tape
base
i-consonant -e
5.
6.
fire
pipe
o-consonant-e
Teaching Tips
7.
CD-ROM
8.
• Conduct a Teacher-Led Sort (see p. Z31).
• Write rob, tap, cut, and pip on the board.
Have students read each word and
identify the vowel sound. (short o, a, u, i)
Add e to the end of each word. Have
students read the words aloud. Ask how
the vowel sound in each word changes.
(The e makes the vowel sound long.)
robe
joke
10.
That baby has a cute face.
The children wave good-bye.
My robe keeps me warm.
Don’t be late for school.
A mule is a big, slow animal.
I tape the sign to the wall.
The joke was very funny.
Wood burns in a fire.
Water runs through that pipe.
Sean ran to first base.
the spelling words.
1–4. Write the words with the a-consonant-e
pattern.
5–6. Write the words with the i-consonant-e
pattern.
7–8. Write the words with the o-consonant-e
pattern.
9–10. Write the words with the u-consonant-e
pattern.
u-consonant-e
9.
cute
wave
robe
late
mule
tape
joke
fire
pipe
base
cute
mule
Read, Think, Sort, & Remember
Long vowel sounds can be spelled with the
vowel-consonant-e pattern.
• Have students listen carefully to the
vowel sound as they read each spelling
word and context sentence to a partner.
• Tell students to complete the page
independently.
76
Differentiated Word Lists
• Have students take one list home and
keep the other at school.
2011 Spelling Connections SE_G2_NC 978-0-7367-6861-0
2011 Spelling Conn
Differentiated Word Lists
11 11
5.
6.
7.
4.
4.4.
3.
3.
bata
bata
4.
4.
tarde
tarde
mula
mula
5.
5.
6.
6.
cinta; atar cinta;
con cinta
atar con cinta
7.
7.
chiste; broma
chiste; broma
8.
8.
8.8.
8.
9.
9.
9.9.
9.
10.
10.
10.10.
10.
8.
fuego; disparar
fuego; disparar
9.
9.
pipa; tubo pipa; tubo
10.
10.
base
base
3.
4.
5.
6.
7.
8.
9.
10.
1.
Ask your child
Ask your
to write
childthe
to write the
2.
spelling words
spelling
correctly
words correctly
on a separate
on a sheet
separate
of sheet of
paper. Aspaper.
you work
As you
withwork with
your childyour
to practice
child tothis
practice this
3.
week’s spelling
week’swords,
spelling
trywords, try
the following
the following
activity. activity.
Actividad
cutecute Actividad
cutecute
cutecute
rideride
rideride
rideride
made
made
made
made
made
made
latelate
latelate
latelate
bonebone
bonebone
bonebone
jokejoke
jokejoke
jokejoke
firefire
firefire
firefire
basebase
basebase
basebase
Play a game
Playwith
a game
the with the 4.
spelling words
spelling
by words
askingby asking
your childyour
to name
childand
to name and
spell a word
spellfrom
a word
cluesfrom clues
you provide.
you Possible
provide. Possible 5.
clues would
clues
be would
definitions,
be definitions,
words with
words
similar
with
or similar or
opposite meanings,
opposite meanings,
or
or
6.
rhyming words.
rhyming
Example:
words. Example:
This is theThis
opposite
is the of
opposite
on
of on
time, and time,
it rhymes
and itwith
rhymes with
gate. (late)gate. (late)
7.
8.
1.
1.
1. 1.
de ortografía
de ortografía
1.
bonito; gracioso
bonito; gracioso1.
2.
Querida Querida
familia: familia:
Pida a su Pida
hijo(a)
a su
que
hijo(a) que
2.
2.2.
2.
2.
paseo; recorrido;
paseo; recorrido;
3.
4.
5.
6.
7.
8.
escriba correctamente
las
las
palabras palabras
de ortografía
de ortografía
en
en
una hoja una
aparte.
hojaMientras
aparte. Mientras
practica con
practica
su hijo(a)
con3.su
lashijo(a)
las
3.3.
palabras palabras
de ortografía
de ortografía
de
de
esta semana,
esta realicen
semana,larealicen la
siguiente siguiente
actividad.actividad.
4.
4.4.
Invente unInvente
juego con
un juego
las con las
palabras palabras
de ortografía.
de ortografía.
Pida a su Pida
hijo(a)
a su
que
hijo(a) que
deletree una
deletree
palabra
una5.
apalabra5.
a5.
partir de las
partir
pistas
de las
quepistas que
Ud. le da.Ud.
Laslepistas
da. Las pistas
pueden ser
pueden
definiciones,
ser definiciones,
6. el mismo
6.6.
palabras palabras
con el mismo
con
significado
significado
o con un o con un
significado
significado
opuesto; oopuesto; o
palabras palabras
que riman.
que riman.
7.
7.7.
Ejemplo: Es
Ejemplo:
lo opuesto
Es lode
opuesto de
on time (aonlatime
hora)(aylarima
hora) y rima
con gate (portón).
con gate (late)
(portón). (late)
(tarde) (tarde)
8.
8.8.
montar; montar
montar;a caballo
montar a caballo
3.
3.
hizo; hechohizo; hecho
4.
tarde
4.
tarde
5.
hueso
5.
hueso
6.
6.
chiste; broma
chiste; broma
7.
7.
fuego; disparar
fuego; disparar
8.
base
8.
base
cutecute
rideride
made
made
latelate
bonebone
jokejoke
firefire
basebase
SpellingSpelling
PracticePractice
1.
2.
3.
4.
Activity
Activity
5.
6.
7.
8.
Invente unInvente
juego con
un juego
las con las
palabras palabras
de ortografía.
de ortografía.
Pida a su Pida
hijo(a)
a su
que
hijo(a) que
deletree una
deletree
palabra
una5.
apalabra5.
a5.
partir de las
partir
pistas
de las
quepistas que
Ud. le da.Ud.
Laslepistas
da. Las pistas
pueden ser
pueden
definiciones,
ser definiciones,
6. el mismo
6.6.
palabras palabras
con el mismo
con
significado
significado
o con un o con un
significado
significado
opuesto; oopuesto; o
palabras palabras
que riman.
que riman.
7.
7.7.
Ejemplo: Es
Ejemplo:
agua yEsrima
agua y rima
con pave con
(pavimentar).
pave (pavimentar).
(wave) (ola)
(wave) (ola)
movimientomovimiento
con la mano;
con onda
la mano; onda
Activity
Activity
Dear Family,
Dear Family,
Spelling Connections Grade 2 AL
4.
las
las
palabras palabras
de ortografía
de ortografía
en
en
una hoja una
aparte.
hojaMientras
aparte. Mientras
practica con
practica
su hijo(a)
con3.su
lashijo(a)
las
3.3.
palabras palabras
de ortografía
de ortografía
de
de
esta semana,
esta realicen
semana,larealicen la
siguiente siguiente
actividad.actividad.
SpellingSpelling
PracticePractice
1.
2.
Spelling Connections Grade 2 OL
3.
cutecute
wavewave
roberobe
latelate
mulemule
tapetape
jokejoke
firefire
pipepipe
basebase
2.
ola; hacer ola;
un hacer un
bonito; gracioso
bonito; gracioso1.
8.
1.
2.
1.
Dear Family,
Dear Family,
Ask your child
Ask your
to write
childthe
to write the
2.
spelling words
spelling
correctly
words correctly
on a separate
on a sheet
separate
of sheet of
paper. Aspaper.
you work
As you
withwork with
your childyour
to practice
child tothis
practice this
3.
week’s spelling
week’swords,
spelling
trywords, try
the following
the following
activity. activity.
8.
9.
10.
1 1.
Resource
Teacher
Resource
Book
Teacher
Resource
Book
Resource
Book 99
Book 99
100 Teacher
100 Teacher
*Available in English and Spanish
zonezone
wavewave
roberobe
twine
twine
mulemule
tapetape
chute
chute
cratecrate
pipepipe
sizesize
faceface
broke
broke
Play a game
Playwith
a game
the with the 4.
spelling words
spelling
by words
askingby asking
your childyour
to name
childand
to name and
spell a word
spellfrom
a word
cluesfrom clues
you provide.
you Possible
clues would
clues
be would
definitions,
be definitions,
words with
words
similar
with
or similar or
opposite meanings,
opposite meanings,
or
or
6.
rhyming words.
rhyming
Example:
words. Example:
This is made
Thisofis water,
made of water,
and it rhymes
and itwith
rhymes
pave.with pave.
(wave) Trade
(wave)
roles
Trade
withroles with
7.
your child,your
andchild,
have and
him have him
or her give
orthe
herclues.
give the clues.
12.
2011 Spelling
2011 Spelling
Connections
Connections
TRB_G2_
TRB_G2_
978-0-7367-6928-0
978-0-7367-6928-0
2011 Spelling
2011 Spelling
Connections
Connections
TRB_G2_
TRB_G2_
978-0-7367-6928-0
978-0-7367-6928-0
11 11
Home/School
Home/School
Spelling
Spelling
Practice
Practice
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.
1 1.
1 1.
12.
12.
Teacher
Teacher
Resource
Resource
Book 101
Book 101
Resource
Resource
Book
Book
102 Teacher
102 Teacher
2011 Spelling
2011 Spelling
Connections
Connections
TRB_G2_
TRB_G2_
978-0-7367-6928-0
978-0-7367-6928-0
2011 Spelling
2011 Spelling
Connections
Connections
TRB_G2_
TRB_G2_
978-0-7367-6928-0
978-0-7367-6928-0
11 11
Name ______________________________________________________________
Name ______________________________________________________________
Name ___________________________
Name ___________________________
My Home
MyWord
HomeList
Word List
My School
My School
Word List
Word List
Spelling Connections Grade 2 BL
7.
1.
1. 1.
de ortografía
de ortografía
Querida Querida
familia: familia:
Pida a su Pida
hijo(a)
a su
que
hijo(a) que
2.
2.2.
11 11
Play a game
Playwith
a game
the with the 4.
spelling words
spelling
by words
askingby asking
your childyour
to name
childand
to name and
spell a word
spellfrom
a word
cluesfrom clues
you provide.
you Possible
clues would
clues
be would
definitions,
be definitions,
words with
words
similar
with
or similar or
opposite meanings,
opposite meanings,
or
or
6.
rhyming words.
rhyming
Example:
words. Example:
This is made
Thisofis water,
made of water,
and it rhymes
and itwith
rhymes
pave.with pave.
(wave) (wave)
1.
2.
Actividad
cutecute Actividad
cutecute
cutecute
wavewave
wavewave
wavewave
roberobe
roberobe
roberobe
latelate
latelate
latelate
mulemule
mulemule
mulemule
tapetape
tapetape
tapetape
jokejoke
jokejoke
jokejoke
firefire
firefire
firefire
pipepipe
pipepipe
pipepipe
basebase
basebase
basebase
1.
Activity
Activity
11 11 11
___________________________
___________________________________________________________
___________________________________________________________
Name ______________________________________________________________
Name ______________________________________________________________
NombreNombre
Name
Name ___________________________
Name ___________________________
Name ___________________________
My Home
MyWord
HomeList
Word List
My School
My
MySchool
Word
Home
My
List
Word
Word
Home
List
List
Word List
My School
My School
Word List
Word List
SpellingSpelling
PracticePractice
Ask your child
Ask your
to write
childthe
to write the
2.
spelling words
spelling
correctly
words correctly
on a separate
on a sheet
separate
of sheet of
paper. Aspaper.
you work
As you
withwork with
your childyour
to practice
child tothis
practice this
3.
week’s spelling
week’swords,
spelling
trywords, try
the following
the following
activity. activity.
Práctica
Práctica
de11
ortografía
de ortografía 11
11
para elpara
hogar
el hogar
o la escuela
o la escuela
Home/School
Home/School
Spelling
Spelling
Practice
Practice
___________________________________________________________
___________________________________________________________
___________________________
Name ______________________________________________________________
Name ______________________________________________________________
NombreNombre
Name
Name ___________________________
Name ___________________________
Name ___________________________
My Home
MyWord
HomeList
Word List
My School
My
MySchool
Word
Home
My
List
Word
Word
Home
List
List
Word List
My School
My School
Word List
Word List
Dear Family,
Dear Family,
Home/School Spelling
Practice Master*, TRB, p. 103
11 11 11
Above Level
Práctica
Práctica
de11
ortografía
de ortografía 11
11
para elpara
hogar
el hogar
o la escuela
o la escuela
Home/School
Home/School
Spelling
Spelling
Practice
Practice
Below Level
On Level
zonezone
wavewave
roberobe
twine
twine
mulemule
tapetape
chute
chute
cratecrate
pipepipe
sizesize
faceface
broke
broke
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1 1.
12.
Teacher Teacher
ResourceResource
Book 103
Book 103
2011 Spelling
2011 Spelling
Connections
Connections
TRB_G2_
TRB_G2_
978-0-7367-6928-0
978-0-7367-6928-0
T76
A
978-0-7367-6873-3
2011
Day 2
Blend Sounds
Use the clues to find the words. Write the
spelling words.
three sounds
1. four letters
rhymes with date 1.
2. four letters
three sounds
starts like come 2.
3. four letters
three sounds
rhymes with tire 3.
4. four letters
three sounds
starts like top 4.
Student Objectives
• Use knowledge of letter sounds and
rhyming to blend and write spelling
words.
• Use a dictionary to locate and write
spelling words.
Blend Sounds
1.
2.
3.
4.
late
cute
fire
tape
Vowel Sounds
5.
6.
7.
Vowel Sounds
Teaching Tips
robe or joke
joke or robe
mule
• For items 1–4, have students identify the
clues that are the same in all four items.
Then have them read each clue word
aloud and notice if they are to find a word
that rhymes or one that starts with the
same sound.
• Have students look at each group of words
in items 5–7. Ask what is alike about the
words in each group. (They have the same
vowel sound.) Tell students to write the
spelling word or words with the same
sound.
• Have students refer to their Spelling
Dictionary to complete items 8–10.
• Have students complete page 77
independently.
Use the Dictionary
Write the spelling words that have the same vowel
sound as the words in each group.
5–6. road, pole,
,
7. music, cute,
8.
9.
10.
base
wave
pipe
Use the
Dictionary
Find these words in your Spelling Dictionary.
Write the word that comes before each of them.
8. baseball
9. we
10. plain
Differentiated Pattern Practice
• Use these optional practice masters for
extra practice with the spelling words.
CD-ROM
77
• Provide time for students to use a Buddy
Sort to practice their spelling words with
a partner (see p. Z31).
Differentiated Pattern Practice
On Level
Below Level
Above Level
Extra Pattern Practice Master,
TRB, p. 105
TRB, p. 106
TRB, p. 107
tape
pipe
bone
made
1. across:
pretty
2. down:
past the
time
3. across: a sticky
band
2.
1.
t
4. down: a tube
through which
water may flow
6. down: something worn
over pajamas
4.
3.
p
o
10. Change k in bake to s. Write the word.
A. Find a spelling word inside each
A. Find
underlined
a spelling
word.
word inside each underlined word.
Write the spelling word.
ijklijklijij
ijklijklijij
ijklijklijij
ijklijklijij
2. I play on a baseball team.
2. I play on a baseball team.
3. This sign is handmade.
3. This sign is handmade.
4. Your backbone makes you stand
4. straight.
Your backbone makes you stand straight.
ijklijklklklklklklklkl
Teacher Resource Book 105
2011 Spelling Connections TRB_G2_ 978-0-7367-6928-0
f ire
base
5. c
te
7. r
de
ijklijklijkl
ijklijklijkl
ijkl
ijkliijkljkliijkljkl
ijkl
ijkliijkljkliijkljkl
wave
robe
mule
tape
pipe
broke
11
11
face
wave
size
robe
crate
mule
chute
tape
twine
pipe
zone
broke
face
size
crate
chute
twine
zone
A. You can find each word belowA.inside
You can
a spelling
find each
word.
word below inside a spelling word.
ijklijklijij ijklijklijij
ijklijklijij ijklijklijij
ijklijklijij
ijklijklijij
1. tap
3. rob
ijkl
ijkliijkljkliijij
jijkl
ijkl
ijkliijkljkliijij
jijkl
twin
1.2.tap
3.4.rob
ate
2. twin
4. ate
ijklijklijijkl
ijklijklijijkl
B. Draw lines to connect the spelling
B. Draw
wordslines
withtothe
connect
same the
vowel
spelling words with the same vowel
sound. Then follow the directions sound.
below. Then follow the directions below.
wave •
• face
wave
mule ••
•• face
broke
mule •
• broke
pipe •
• size
pipe
zone ••
•• size
chute
zone •
• chute
5. 6.
c l
te te
6. l
te
7. 8.
r j
deke
8. j
ke
5. Write the spelling word that 5. Write the spelling word that
rhymes with place.
rhymes with place.
ijkil jklklkil jkil jklklklklijkil jklklkil jkil jklklklkl
rhymes with save.
rhymes with save.
ijklijklijkl
ijklijklijkl
9. Change i in mile to u. Write the word.
late
joke
8. Change s in save to w. Write the word.
fride
ire
base
cute
B. Write the vowel a, i, o, or u to B.
finish
Write
each
the spelling
vowel a,word.
i, o, or u to finish each spelling word.
Then write the word.
Then write the word.
B. Follow the directions.
7. Change t in tire to f. Write the word.
late
bone
joke
made
1. The fireworks made a lot of noise.
1. The fireworks made a lot of noise.
6.
5.
ride
cute
A. Read each clue. Write two spelling words to finish each puzzle. One
letter is given.
5. across: something said to
make others laugh
robe
mule
Extra Pattern Practice
base
wave
Extra Pattern
11 Practice
joke
f ire
11
Name _____________________________________________________________________________________________________
Name _____________________________________________________________________________________________________
Name _____________________________________________________________________________________________________
Name _____________________________________________________________________________________________________
cute
late
Name _____________________________________________________________________________________________________
11
rhymes with prize.
rhymes with prize.
rhymes with stripe.
rhymes with stripe.
9–10. Write the spelling words 9–10. Write the spelling words
with the long o vowel sound.
with the long o vowel sound.
11–12. Write the spelling words that
1 1–12. Write the spelling words that
have the long u vowel sound. have the long u vowel sound.
106 Teacher Resource Book
T77B
978-0-7367-6873-3
Day 3
cute
tape
Student Objectives
• Use context clues to reinforce
comprehension of long vowel words.
Rhyme Time
1.
2.
3.
Teaching Tips
4.
• Remind students to look for context clues
as well as rhyming words to figure out the
missing words.
• Review with students that many words
have more than one meaning. Write this
sentence on the board and have a
volunteer select the spelling word that
could be used in both blanks. The boat hit
a big
just as I was about to
to my
friend. (wave)
• Encourage students to reread the
sentences they completed in the Use
Context Clues exercise to determine
whether their choices make sense.
• Have students complete page 78
independently.
late
mule
cute
wave
Multiple Meanings
5.
6.
7.
tape
fire
base
Use Context Clues
8.
9.
10.
pipe
joke
robe
wave
joke
robe
fire
late
pipe
mule
base
Rhyme Time
The circus is coming. It’s going to be great!
We need to get ready. We cannot be 1. .
A clown will be riding (she doesn’t need fuel),
She’ll come into town on the back of a 2. .
Her face will be painted, and there’s no dispute.
The clothes she’ll be wearing really are 3. .
So get ready now, your place I will save.
When she comes by we will give a big 4. .
Multiple Meanings
Use the same word on both blanks.
5. We will
the sign up with
.
6. Dad decided to
up the
to keep
warm.
7. Angelo will
his story on his run to
third
.
Use Context Clues
Write a spelling word to complete each sentence.
8. Water dripped slowly out of the
.
9. I didn’t find that
funny at all.
10. The judge wore a long, black
.
Differentiated Word Sorts
• Have students do a written word sort
using their word lists from Day 1 (My
School Word List) and the Word Sort
Practice Master below.
78
Differentiated Word Sorts
1-Minute Handwriting Hint
The vertical stroke and the forward
circle in lowercase p must touch.
Be sure to close the circle.
All Levels
Word Sort Practice Master, TRB, p. 108
p
KLKLKLKLKLKLKLKLKLKLKLKLKLKL
TOUCH
11
Word Sort Practice
Name ___________________________________________________________________________________________________________________________________________________
Use your Unit 11 Word List to complete the Word Sort.
o-consonant-e
u-consonant-e
i-consonant-e
a-consonant-e
2011 Spelling Conn
T78
A
978-0-7367-6873-3
2011
Day 4
Proofread a Story
Find eight misspelled words in the story below.
Rewritethestoryusingcorrectspelling.Makethe
corrections shown by the proofreading marks.
late
tape
Ben was lait to his baseball game He needed to tap
CapitalLetter
base
Small Letter
he got to the field. Ben looked at first bays. There
mule
was a myule standing there! No one knew what to do.
p
fire
should they call the Police? Should they call a fyre
truck? A farmer from nearby came and and took the
joke
cute
cut animal home. Now it’s a big joak that a mule had
• Reinforce spelling skills by proofreading a
story that contains errors in words with
long vowel spellings.
• Write a brief story using words with long
vowels in context.
Proofreading Marks
wave
his sore hand first. Ben gave the coach a wav when
S
Student Objectives
Add
Teaching Tips
Delete
• Read the directions and review
proofreading marks with students.
• Review with students the three parts of a
story. The beginning introduces the
characters and setting, which is when and
where the story takes place. The middle
tells about a problem, and the ending tells
how the problem is solved.
• During editing, have students choose two
words that may be misspelled. Have them
locate each word in a dictionary, compare
the dictionary spelling to the word they
wrote, correct any misspellings, and put a
check mark next to the verified word.
• Have students complete the page
independently.
Add a Period
Indent
been playing in Ben’s place!
narrative Writing Prompt
Write a Story
Write a made-up story that seems real. Use as many
spelling words as you can.
•Usethewritingprocess:prewrite,draft,revise,
edit, publish.
•Makesureyourstoryhasabeginning,amiddle,
and an end.
•Tellthestoryeventsinorder.
•Usecompletesentencesandcheckyourspelling,
grammar, capital letters, and punctuation.
•Readyourstory.Circletwowordsthatmaybe
misspelled. Use a dictionary to check the spelling.
Transfer
Think of six more
words that have
long vowels
spelled vowelconsonant-e.
Write the words
in your Spelling
Journal.Circle
the letter or letters
that spell the long
vowel sound in
each word.
CD-ROM
• Invite students to practice for the weekly
test by doing an Individual Sort or a
Speed Sort (see p. Z31).
79
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 on, below, and above level words
from each unit (see p. Z32).
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 sort cards for on, below,
and above level words can be used for Teacher-Led,
Individual, Buddy, and Speed Sorts (see p. Z31).
T79B
978-0-7367-6873-3
bon
e
Day 5
e
bas
Assess,
Extend & Transfer
Student Objectives
• Demonstrate mastery of the unit
spelling words.
• Review and generalize the long vowel
spelling pattern to new words.
1.
2.
3.
4.
Posttest Assessment Options
Option 1: Administer the unit posttest using
the dictation sentences below.
Option 2: Assess students using the optional
standardized tests (see Standardized
Test Master Book, pp. 63–68).
Note: Posttest sentences for the on, below,
and above level lists are available on the
audio Spelling Connections Posttest CD.
Word Study
• Review with students the long vowel
sounds for a, i, o, and u.
• To review the CVCe spelling pattern for
long vowels, write the following short
vowel words on the board: not, rat, pal, and
cod. Have students read the words aloud.
Ask volunteers to write an e at the end of
each word and then read the new word
aloud. Have the class repeat each word.
• Have students work alone or in pairs to
complete the activity on page 80 to
reinforce their understanding of the word
meanings and spelling patterns.
te
robecu
broke
base
facemule
Pattern Power
bone
made
ride
cute
late
joke
fire
base
wave
robe
mule
tape
pipe
broke
face
size
chute
crate
twine
zone
joke
brok
e
Meaning Mastery
5.
6.
crate
size
Change the Vowel Sound
7.
8.
9.
10.
de
Pattern Power
ride
robe ave
twine w
tape
ride
face
fire
Use words from the box and follow these
directions.
1. Write the word that begins like ride and
ends with o-consonant-e.
2. Write the five-letter word that ends with
o-consonant-e.
3–4. Write two words that rhyme with chase.
ma
e
pip
Meaning Mastery
late
Change the Vowel Sound
rob
Write the word that matches each meaning.
5. a box used for storage
6. amount of space a thing takes up
Change each word into a long vowel word in the
box by adding e.
7. rid
8. rob
9. twin 10. tap
e
tape
80
2011 Spelling Conn
On Level Posttest Sentences
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I will dust the base of the lamp.
A small lion cub is cute.
A fire is hot.
I will tell you a joke.
He is going to bed late.
A mule and a donkey are not the same.
Mom will fix the pipe from the sink.
I hope the long robe will fit you.
He had to tape the bag to keep it shut.
The baby will wave his hands.
Below Level Posttest Sentences
Above Level Posttest Sentences
Dictate On Level sentences 1–5 and the
following three sentences:
1. My dog buried a bone in the yard.
2. I made a cake for Grandpa’s birthday.
3. I will ride my bike to the park with my
friends.
Dictate On Level sentences 6–10 and the
following seven sentences:
1. The lamp broke when it fell off the
table.
2. My brother has a sun painted on his
face.
3. Can you measure the size of the table?
4. We throw our dirty clothes down a
chute.
5. We bought a crate of oranges.
6. We need some twine to put around the
box.
7. In what time zone do you live?
T80
A
978-0-7367-6873-3
2011
Extend &
Transfer
Technology
Student Objectives
• Recognize words with the long vowel
spelling pattern in a technology article.
Word order may vary.
Read the article below. Look for words with long
vowels spelled vowel-consonant-e.
1.
2.
3.
Do you want to plan a trip? Use the
Internet. Let’s go to Bryce Canyon.
Type the name of the place or website
to search. Click to open the site.
Plans can be made online. Click on
the link “Plan Your Visit.” Find out
if it’s too late to book a spot in a base
camp. Read about a trail ride on a mule.
Plan a hike. You can print a map of the
trail. Learn fire safety rules.
The “Nature and Science” link shows
animals you might see, such as a cute
squirrel. “For Kids” shows things kids
can do and links to games.
Print or save information. The
Internet can help you plan any trip.
4.
5.
6.
7.
8.
site
online
ride
hike
fire
website
mule
cute
Word Hunt
• Tell students to read the selection and
look for words that follow the unit
spelling pattern (CVC). Some words are
from this week’s spelling list and others
are words students might read in an article
about computers.
• Have students work alone or in pairs to
sort the words they found to reinforce
their understanding of the spelling
pattern.
1–6. Write the words with long i spelled
i-consonant-e.
7–8. Write the words with long u spelled
u-consonant-e.
81
On Level
Below Level
Standardized Test Master Book, pp. 63–64
5. Read the following sentence.
Standardized Test
8. Read the following sentences.
Above Level
11
11
Standardized Test
11
11
11
2011 Spelling Connections SE_G2_STM 2011
978-0-7367-6910-5
Spelling Connections SE_G2_STM 978-0-7367-6910-5
Spelling Connections Grade 2 Unit 11 AL
66BLOCK_STM
Standardized Test
Standardized Test
BLOCK_STM
Spelling Connections Grade 2 Unit 11 BL
BLOCK_STM
68
65
65
978-0-7367-6910-5
Spelling Connections Grade 2 Unit 11 OL
Standardized Test
BLOCK_STM
BLOCK_STM
Standardized Test
63
2011 Spelling Connections SE_G2_STM 978-0-7367-6910-5
Standardized Test
64BLOCK_STM
Standardized Test
66
Standardized Test
64
Test Dad made a pile of logs and lit
Test Dad piled up logs and lit a fier.
Test Cid made a funny fase when he
Name
Name
Shelly let the twyne Standardized
out so the
If you miss the bus, Standardized
you will be
If you miss the bus, Standardized
you will be
kite couldSelect
rise high.
bit into the lemon.
layte for school.
a fier. The room got hot.
lait.
The room got hot.
Directions: Read each item carefully.
Select the best answer and fill in the
Directions: Read each item carefully.
the best answer and fill in the
Name
Name
Name
If you miss the bus, you will be
Dad madecircle
a pile
logsanswer
and lit sheet.
If you miss the bus, you will be
Dad piledcircle
up logs
a fier. sheet.
onofyour
on and
yourlitanswer
Which word in the sentence is
What change should be made
layte for Select
school.the best answer and fill in the
a fier. The room got hot.
lait.
The room got hot.
Directions: Read each
item carefully.
item carefully.
Select the best answer and fill in the
itemsentence?
carefully. Select the best answer and fill in the
spelled INCORRECTLY?
to this
to these
sentences?
to these
sentences?
circle on your answer sheet. Which word in the sentence is
circle
on your answer
sheet. Which word in the sentence is
circle
on your answer
sheet.
What change
should
made sentence.
What change
should
made sentence.
3. Read the
following
sentence.
3. Read the
following
sentence.
1. Read
thebe
following
1. Read
thebe
following
A. let
A. change made to mede
A. miss
A. change logs to lags
A. miss
A. change
logs to lags
spelled
to these sentences?
spelled
to these sentences?
twyne
B. change fase to face
B. bus
B. change
lit to INCORRECTLY?
lut
bus
B. change
lit to INCORRECTLY?
lut
The dog hid the bonne under
Nan put on her soft, fluffy roab
Ren hit the glass by mistakeB.and
The coot pup took a nap onB.the
1. Read the following
sentence.
sentence.
sentence.
C. kite
C. change
bit to bet 3. Read the following sentence.
C. will
C. change
to fire3. Read the following sentence.
C. will
C. change
to fire3. Read the following sentence.
A.fier
miss
A. change logs
to lags
A.fier
miss
A. change logs
to lags
the bed.
and got into bed with her book.
broak
it to bits.
mat.
D. rise
D. mistake
changeand
lemon to lemin
D. layte
D. up
change
D. lait
hot
busto hut Nan put on her pink roab toB.get
change lit to lut
busto hut The dog hid the bonne under
B. change lit to lut
The coot pup curled
for B.
a hot
Ren hit the glass by
Nan put on her soft, fluffy roab
The coot pup tookD.a change
nap onB.the
What
change should be made
What
change should be made
C. will
C. change fier
to fire
C. will
C. change fier
to fire
ready for bed.
the bed.
nap in a box.
broak it to bits.
and got into bed with her book.
mat.
toto
this
to this sentence?
toto
this
to this sentence?
D. layte
D. change hot
hutsentence?
D. lait
D. change hot
hutsentence?
9. Readbe
themade
following sentence.
9. Readbe
themade
following sentence.
What change should
change
should
A. change coot to cute
A. changeWhat
dog to
dag should be made
A. change hit to hut
A. changeWhat
fluffychange
to flaffy
to this sentence? Ito hit the ball hard andto
this
tohid
this
tothe
this sentence?
this to
sentence?
this sentence?
the to
cabin
Watch the flag weve in the
ran
to sentence?
Max mayd lotsB.ofchange
dots with
histosentence?
Ito hit the ball and ran to
B. change pup to pep
hed
B. change glass to gless Watch the flagB.over
change
roab
robe What siez bonnet will fittothe
wind.A.got
wind.
bace.
C. change nap to nup
pen.
C. changeA.bonne
to bone
C. change broak to brokewaive in the strong
C. change
to git hit to little
A. change coot tofirst
cute
A. change pink to pank
change
coot tobayse
cute fast.
A. change dog to dag
change
hut girl?
A. change fluffy to flaffy
change
mattoto mut
D. changeB.bed
to bidpup to pep
change
D. changeB.bed
to bidglass to gless
B. change pup to pep
Watch the flagB.weve
change
in the
roab to robe Ito hit the ballD.hard
and ran
change
hidhisto hed
Max mayd lotsB.ofchange
dots with
Ito hit the ballD.and
ran tobits
the to bats
change
B. change roab to robe
wind.
C. change get to git
first bace.
C. change bonne to bone bayse fast.
pen.
C. change broak to broke
C. change got to git
D. change box to bax
D. change bed to bid
D. change mat to mut
D. change bits to bats
Which word
in thethe
sentence
is sentence.
Which word
in thethe
sentence
is sentence.
2. Read
following
2. Read
following
A. Watch 4. Read the following sentence.
A. siez
A. Watch
A. hit Which word in the sentence is
A. mayd 4. Read the following sentence.
A. hit Which word in the sentence is
B.
cabin
B.
bonnet
B. flag
B. ball spelled INCORRECTLY?
B.
lots
B.
ran
Pete and Jan ryde a red sled
Lek tells a jokke about a man
The brown mool takes big
The logs went down the choot
sentence.
4.
Read
the
following
sentence.
2.
Read
the
following
sentence.
4.
Read
the
following
sentence.
2.
Read
the
following
sentence.
4.
Read the following sentence.
C.
waive
C.
fit
C. weve
C. ran
C.
dots
C.
bayse
A. Watch
A. hit
A. mayd
A. hit
down the long hill.
and his pet frog.
baskets of food up the hill.
and splashed into the stream.
D. wind
D. little
D. wind
D. bace
D. pen
B. ball
B. lots
B. ran
The brown mool takes
big B. flag
Pete and Jan rydeD.a fast
red sled
The brown mool takes
big
The logs went down the choot
C. weve
C. ran
C. dots
C. bayse
packs up the hill.
who has a pet frog.
down the long hill.
and his pet frog.
baskets of food up the hill.
and splashed into the stream.
to this sentence?
to this sentence?
D. wind
D. bace
D. pen
D. fast
Readbe
themade
following sentence.
What change10.
should
A. change ryde to ride
A. tells What change should be made
A. change mool to mule
A. logs What change should be made
to
this
sentence?
spelled
INCORRECTLY?
to
this
sentence?
spelled
INCORRECTLY?
to
this
sentence?
spelled
The water will run
slowly through
Ask him to sketch a kitten and INCORRECTLY?
The water will run through the
B. change red to rid
B. jokke
B. change big to bog
B. went
Taip will not stick when it is wet.
the pype and drip
into the
taype
it to the wall.
pippe and fall into the tub.
C. change sled to slid
C. pet A. change ryde to ride
C. change baskets to buskets
C. choot
A. change mool to mule
A. tells
A. tells
A.tub.
change mool to
mule
A. logs
D. change
long
to lang
D. frog B. change red to rid
D. change hill to hull
D. splashed
The water will B.
runjokke
through the
B. jokke
B. went
Taip
will
not
stick
when
it
is
wet.
C. change packs to puckspippe and fall C.
intopet
the tub.
C. change sled to slid
C. pet
C. change baskets to buskets
C. choot
Taip
D. change hill toA.
hull
D. frog
D. change long to lang
D. frog
D. change hill to hull
D. splashed
A. run
A. Ask
A. run
B. not Which word in the sentence is
B.
pype
B.
sketch
B. pippe
C. stick spelled INCORRECTLY?
A. Taip
C. drip
C. taype
C. fall
D. wet A. run
B. not
D. tub
D. wall
D. tub
B. pippe
C. stick
C. fall
D. wet
D. tub
Standardized Test
Standardized Test
BLOCK_STM
67
BLOCK_STM
978-0-7367-6910-5
978-0-7367-6910-5
BLOCK_STM
Standardized Test
67
BLOCK_STM
2011 Spelling Connections SE_G2_STM 978-0-7367-6910-5
T81B
978-0-7367-6873-3

Day 1 Day 1 Day 2 - Zaner

Transcription

Similar documents

Background Experiment 1 – Non-Words Experiment 2 – Real Words

How to use your 7th grade bundle

Room 21 News

visual guide Manage Users Play a SpellDown View Grade Reports

Phonics for English

newsletter - Tea Gardens Public School

View Sample Pages - Ants in the Apple

Tiger Eye News - Decatur County Schools

TIMBERDOODLE SAMPLE PAGES