1st Grade Word Study and Spelling

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1 9/2-9/5 Recognize that spoken words are represented specific sequences of letters (1.1A) 1. : Readers need to notice features of words in order to quickly recognize them. 2. Say: Your name is a word and is made up of letters that are always in the same order. Spelling lists will begin in the 2 nd semester. The focus of the first semester will be on word study principles and identifying and spelling HF words. ELC1: Recognizing Names - p o 1.1B, 1.2E ELC2: Name in Text - p o 1.1A, 1.2E, 1.5A LK1: Learning About Letters - p o 1.1A LK3: Identifying Letters - p o 1.1B 9/8-9/12 9/15-9/19 Recognize the change in a spoken word when a phoneme is changed (1.2C) Recognize the distinguishing features of a sentence (1.1D) 1. : Readers need to understand how print works and hear similarities in words to read effectively. 2. Say: Some words end in parts that sound the same. We say one word for each word we see in writing. Blend spoken phonemes to form words (1.2D) Segment spoken words into phonemes (1.2F) Isolate initial sounds in spoken words (1.2E) 1. : Blending and segmenting sounds of words is the first step in sound analysis that writers use when spelling. at be you and the (Italicized words are high frequency words that should have been learned in Kinder. You may need to review these words with your students.) he for look to go PA1: Hearing Rhymes - p o 1.2C PA2: Recognizing Rhymes - p o 1.2C ELC3: Matching Spoken/Written - p o 1.1A, 1.1D ELC4: Recognizing First and Last - p o 1.1D HF1: Learning HF 1 - p PA6: Identifying Onsets and Rimes - p , 1.2F PA7: Hearing/Blending Onsets and Rimes - p o 1.2D, 1.2E, 1.2F

2 9/22-9/26 2. Say: You can hear and say the first and last parts of a word. You can blend those parts together. Isolate initial, medial and final sounds in spoken words (1.2E) Use phonological knowledge to match sounds to letters to construct know words (1.22A) 1. : Readers need to know how to say words slowly and match sounds to letters to read and spell words. big do got is can o generative lesson PA8: Identifying/Blending Onsets and Rimes - p o 1.2D, 1.2E, 1.2F PI Hearing and Identifying Rhymes (Assessment) - p.18 (Teaching Resources Binder) or CD - 1.2(a) - *** You will need to add a piece to the assessment! After students have matched rhyming words, have them generate several words with the same rhyme pattern. Example:goat, boat coat, note, rote, shote, etc. If child produces a non-sense word, they still receive credit as long as it rhymes. HF1: Learning HF 1 - p PA3: Hearing Sounds in Sequence - p , 1.22A LS1: Building - p , 1.22A 2. Say: There are many words you can read and write by saying them slowly and matching sounds to letters. This will help you learn to spell words. LK4: Learning Letter Names - p o 1.1B, 1.22A LK5: Forming Letters - p o 1.21A

3 9/29-10/3 Recognize and name letters by noticing distinguishing features (1.1B) LK6: Forming Letters - p o 1.21A writers need to recognize letters and be able to write them quickly. HF1: Learning HF 1 - p Say: Noticing the parts and shapes of letters will help you recognize the letter quickly. LK7: Recognizing Letters - p o 1.1B LK8: Looking at Letters - p o LK9: Recognizing/Naming Letters - p o 1.1B, 1.1C 10/6-10/10 Recognize and name letters by distinguishing features (1.1B) writers need to recognize letters and be able to write them quickly. 2. Say: Noticing the parts and shapes of letters will help you recognize the letter quickly. You can find letters in words. not by in we I HF1: Learning HF 1 - p LK10: Noticing Letters in - p o 1.22A, 1.22C LS2: Learning Letter Names and Sounds - p LK11: Matching Letters - p o 1.1B 10/13-10/17 Isolate initial sounds in spoken words (1.2E) writers need to be able to hear sounds in words to read and write. yes way all up me LK12: Identifying Letters - p o 1.1B HF1: Learning HF 1 - p LK13: Identifying Upperand Lower-case Letters - p o 1.1B LS3: Learning About

4 2. Say: You can hear the beginning sound in words. You can match the beginning sound to the letter that makes that sound. Beginning Sounds - p o 1.E, 1.21A LS4: Learning About Beginning Consonant Letters/Sounds - p , 1.22A 10/20-10/24 Isolate initial, medial, and final sounds in words (1.2E) Use phonological knowledge to match sounds to letters to construct known words (1.22A) has little an like LS5: Learning About Beginning Consonants - p PI: Hearing and Identifying Beginning Consonant Sounds (Assessment) - p. 19 (Teaching Resources Binder) or CD 10/27-10/31 writers need to know how to slowly articulate words and match the sounds to letters. 2. Say: You can hear the beginning and ending sounds in words. You can use what you know about letters and sounds to check yourself when you are reading and writing. Recognize the change in spoken words when specified phoneme is changed or added (1.2C) Use letter/sound patterns to spell words (1.22B) writers can use what they know about words to help them read and write new words. 2. Say: You can change or add letters to a word you know, to read or write a new word. play eat with no PA4: Hearing Ending Sounds - p PA5: Hearing Beginning and Ending Sounds - p WSA1: Saying Slowly to Predict Letter Sequence - p o 1.3Ai, 1.3Aii, 1.22A HF1: Learning HF 1 - p WSA2: Changing the First Letter of a - p o 1.2C, 1.22A WSA3: Changing and Adding Beginning Sounds - p o 1.2C, 1.22A

5 11/3-11/7 Identify and read 100 HF words (1.3H) Spell HF words (1.22C) writers need to recognize many words quickly in order to read and write fluently. 2. Say: When you know what a word looks like, you can read it and write it quickly. come said was HF1: Learning HF 2 - p WM1: Learning Days of the Week - p , 1.22C WS2: Making Plurals: Adding s - p o 1.22D WSA4: Recognizing Quickly - p /10-11/14 Recognize the change in spoken words when a specified phoneme is changed (1.2C) Use letter/sound patterns to spell words (1.22B) some came out HF3: HF 3 - p PA9: Hearing Middle Sounds - p /17-11/21 writers can use what they know about words to help them read and write new words Say: You can change letters in a word you know to read or write a new word. Identifying consonants and vowels (1.1B, 1.6D) writers need to understand the role of vowels in spelling patterns. they put did PA10: Hearing/Changing Ending Sounds - p PA11: Hearing/Changing First/Last Sounds - p HF4: HF 3 - p LS6: Noticing Vowels in - p o 1.1B, 1.3H. 1.6D 2. Say: Some letters are consonants and some are vowels. Every LK14: Identifying consonants and Vowels - p

6 11/24-11/25 12/1-12/5 word has at least one vowel. Buddy Study 1. : Good spellers know when a word doesn t look right. Writers need to build the habit of looking closely at visual features of words. 2. Say: You can write a word to learn the sequence of letters. You can notice the parts that are tricky and write a word so that it looks right. The purpose of the Buddy Study lessons is to teach a weekly routine for learning new words. If you plan to use a different structure for daily spelling routines, you may substitute your own activities and skip these lessons. Use HF words to teach the routines. No New have this very but here she o 1.1B WSA14: Learning How to Learn 1 - p WSA15: Learning How to Learn 2 - p WSA16: Learning How to Learn 3 - p WSA17: Learning How to Learn 4 - p WSA18: Learning How to Learn 5 - p /8-12/12 Recognize the change in spoken words when a specified phoneme is changed, added, or deleted. (1.2C) Use letter/sound patterns to spell words (1.22B) writers can use what they know about words to help them read and write new words. 2. Say: You can change letters in a word you know to read or write a new word. WSA5: Using What You Know About - p o 1.2C, 1.22B, 1.22C WSA6: Changing the Last Letter of a o 1.2C, 1.22B WSA7: Changing Last Letters of - p o 1.2C, 1.22B SP6: Learning Phonograms: -an - p o 1.2C, 1.22B SP7: Learning Phonograms: -an, -ake, -at, -ay, -and - p o 1.2C, 1.22B PI Changing Letters to Make New (Assessment) - p.141 (Teaching Resources Binder) or CD

7 - 1.2(c) (completed by 12/19/14) 12/15-12/19 1/5-1/9 Short a (1.3B, 1.22Bi) 1/12-1/16 1/20-1/23 1. : Writers need to know to spell words with short vowels and can use parts they know to help Say: A vowel can have a sound like /a/ in apple; it doesn t sound like its name. This is called a short vowel sound. You can look at the pattern to help you read and spell a word. You can make new words by putting a letter or group of letters with a word part you know. Short e (1.3B, 1.22Bi) 1. : Writers need to know to spell words with short vowels and can use parts they know to help them. 2. Say: A vowel can have a sound like /e/ in egg; it doesn t sound like its name. This is called a short vowel sound. You can look at the pattern to help you read and spell a word. You can make new words by putting a letter or group of letters with a word part you know Consonant Clusters (1.2F, 1.3Aiii, 1.22Biii) writers need to know how to read and spell words with consonant clusters. 2. Say: Some consonants go together in clusters or blends. A No New 1. hat 9. that 2. mat 10. as 3. rat 4. fat 5. cap 6. map 7. lap 8. tap 1. hen 9. one 2. pen 10. good 3. ten 4. men 5. get 6. let 7. net 8. pet 1. cry 9. his 2. try 10. her 3. smell 4. spell 5. step 6. stab 7. trap SP1: Learning Common Short Vowel Patterns: a(iou) - p SP3: Learning Phonograms: -at, -an - p SP1: Learning Common Short Vowel Patterns: e - p SP3: Learning Phonograms: -et, -en - p LS7: Introducing Consonant Clusters - p o 1.2F, 1.3Aiii, 1.22Biii LS8: Learning about Beginning Consonant Clusters - p o 1.2F, 1.3Aiii,

8 1/26-1/30 group of 2 or 3 consonants is called consonant cluster or consonant blend. You can hear each sound in a consonant cluster. Short i (1.3B, 1.22Bi) writers need to know how to read and spell words with short vowels and can use parts they know to help. 2. Say: A vowel can have a sound like /i/ in igloo; it doesn t sound like its name. This is called a short vowel sound. You can look at the pattern to help you read and spell a word. You can make new words by putting a letter or group of letters with a word part you know. 2/2-2/6 Short u (1.3B, 1.22Bi) writers need to know how to read and spell words with short vowels and can use parts they know to help. 2. Say: A vowel can have a sound like /u/ in umbrella; it doesn t sound like its name. This is called a short vowel sound. You can look at the pattern to help you read and spell a word. You can make new words by putting a letter or group of letters with a word part you know. 8. flat 1.22Biii 1. pin 2. win 3. spin 4. fin 5. tip 6. zip 7. lip 8. skip 1. slug 2. plug 3. hug 4. rug 5. fun 6. sun 7. spun 8. run 9. went 10. day 9. us 10. down LS9: Recognizing Consonant Clusters: s family - p o 1.2F, 1.3Aiii, 1.22Biii SP1: Learning Common Short Vowel Patterns: i - p SP3: Learning Phonograms: -in, -ip - p LS10: Recognizing Consonant Clusters: l family - p o 1.3B SP1: Learning Common Short Vowel Patterns: u - p SP3: Learning Phonograms: --ug, -un - p LS11: Recognizing Consonant Clusters: r family - p o 1.3B 2/9-2/13 Short o (1.3B, 1.22Bi) 1. flop 9. are SP1: Learning Common

9 2/17-2/20 2/23-2/27 writers need to know how to read and spell words with short vowels and can use parts they know to help. 2. Say: A vowel can have a sound like /o/ in octopus; it doesn t sound like its name. This is called a short vowel sound. You can look at the pattern to help you read and spell a word. You can make new words by putting a letter or group of letters with a word part you know. Long a (1.3B, 1.3Civ, 1.22Bii) 1. : Readers and writers need to understand the silent e pattern and know how to spell words with long vowels. 2. Say: A vowel can have a sound like its name and this is called a long vowel sound, like /a/ in ape. Some words end in and e that is silent, and the vowel in that word usually has the long sound. Long i (1.3B, 1.3Civ, 1.22Bii) writers need to understand the silent e pattern and know how to read and spell words with long vowels. 2. Say: A vowel can have a sound like its 2. top 3. mop 4. stop 5. dog 6. log 7. hog 8. frog 1. name 2. same 3. make 4. take 5. state 6. late 7. grade 8. made 1. five 2. drive 3. fine 4. mine 5. ice 6. price 7. ride 8. slide 10. one Short Vowel Patterns: o - p was 10. him 9. what 10. these SP3: Learning Phonograms: --op, -og - p SP4: Summarizing Short Vowel Patterns - p o 1.2A, 1.22Bi SP10: Learning about Vowels and Silent e - p o 1.3B, 1.3Civ, 1.22Bii LS19: Recognizing Vowel Sounds: Silent e - p o 1.3B, 1.3Civ LS12: Recognizing Long and Short Vowel Sounds: a - p o 1.3Aii, 1.3B, 1.3Civ, 1.22Bii HF6: Learning HF 6 o , 1.22C LS14: Recognizing Long and Short Vowel Sounds: i - p o 1.3B, 1.3Civ SP5: Learning Phonograms: -ate, -ake, - ike - p o 1.2C, 1.3Aii, 1.3B, 1.3Civ, 1.22Bii

10 name and this is called a long vowel sound, like /i/ in ice cream. Some words end in an e that is silent, and the vowel in that word usually has the long sound. o generative lesson HF7: Learning HF 7 - p , 1.22C 3/2-3/6 Long o and u (1.3B, 1.3Civ, 1.22Bii) 3/16-3/20 writers need to understand the silent e pattern and know how to spell words with long vowels. 2. Say: A vowel can have a sound like its name and this is called a long vowel sound, like /o/ in ocean and the /u/ in unicorn. Some words end in an e that is silent, and the vowel in that word usually has the long sound. Using Parts You Know to Make New (1.2C, 1.3B, 1.22B) writers can use parts of words they know to read and spell new words. 2. Say: You can add, delete or change letters in a word to make a new word. You can notice parts of words and think about words you know with the same parts in order to read new words. 1. hole 2. stole 3. nose 4. close 5. cube 6. cute 7. flute 8. tube 1. trade 2. fine 3. note 4. rude 5. globe 6. smile 7. brave 8. June 9. saw 10. use 9. their 10. so LS15: Recognizing Long and Short Vowel Sounds: o and u - p o 1.3Ai, 1.3Aii, 1.3Civ LS16: Learning Phonograms: -ate, -ake, -ike - p o 1.3Ai, 1.3Aii, 1.3B1.3Civ HF8: Learning HF 8 - p , 1.22C WSA8: Noticing Parts - p o K.3C, K.18A, 1.2E WSA9: Changing Ending Parts of - p o 1.2C, 1.3B, 1.22B WSA10: Changing the Middle of - p o 1.2C, 1.3B, 1.22B WSA11: Adding and Removing Letters to Make - p o 1.2C, 1.3B, 1.22B WSA12: Changing First and

11 3/23-3/27 Recognizing th, sh, and ch (1.3Aiv, 1.3B) 1. : Readers need to recognize that some consonant clusters stand for one sound.. 2. Say: You can add, delete or change letters in a word to make a new word. You can notice parts of words you and think about words you know with the same parts in order to read new words. 3/30-4/3 Decoding and spelling base words with inflectional endings (1.3E, 1.22D) writers need to recognize that sometimes you add an ending to words to make it agree or sound right: in a sentence. Endings change the meaning of the base word slightly. 1. ship 2. wish 3. thing 4. both 5. chop 6. much 7. shout 8. three 1. likes 2. played 3. doing 4. going 5. jumped 6. thinks 7. eats 8. handed 9. she 10. this 9. goes 10. how Last Parts - p o 1.2C, 1.3B, 1.22B LS17: Recognizing Common Consonant Digraphs - p o 1.3Aiv, 1.3B LS18: Changing Ending Parts of - p o 1.2C, 1.3B, 1.22B WS3: Making Plurals: Adding es - p o 1.3E, 1.22D WS5: Adding s and ing - p o 1.3E, 1.22D WS6: Adding ed - p o 1.3E, 1.22D 2. Say: You can add endings (s/es, ed, ing) to words to sound right in the sentence. Endings can show that something has already happened, is happening now, or that there is more than one. 4/6-4/10 Contractions (1.3G 1.22A, 1.22C) 1. : Readers 1. I m 2. it s 3. that s 4. don t 8. saw 9. what 10. who WS4: Learning about Contractions: I m - p o 1.3G, 1.22A, 1.22C

12 and writers need to understand that a contraction is a short form of two words formed by leaving a letter/letters out. 2. Say: To make a contraction, put two words together and leave out one or more letters and putting in an apostrophe 5. can t 6. didn t 7. you re o generative lesson WS7: Learning about Contractions with is & will - p o 1.3Ai,1.3Aii, 1.3B, 1.3Civ WS8: Learning about Contractions with are and not - p o 1.3Ai,1.3Aii, 1.3B, 1.3Civ 4/13-4/17 4/20-4/24 Vowel digraphs (pairs) oo/ea (1.3B, 1.3Av, 1.3Cv, 1.22A) 1. : Writers need to understand vowel pairs combine to make a single sound. Sometimes that sound is a long vowel sound and sometimes it is a short vowel sound. Sometimes vowel pairs have a different sound. 2. Say: Some words have 2 vowels together in the middle. Those vowels make one sound. Vowel digraphs (pairs) oo/ay (1.3B, 1.3Av, 1.3Cv, 1.22A) 1. : Writers need to understand vowel pairs combine to make a single sound. Sometimes that sound is a long vowel sound and sometimes it is a short vowel sound. Sometimes vowel pairs have a different sound. 1. good 2. stood 3. book 4. shook 5. each 6. leaf 7. reach 8. read 1. moon 2. food 3. spoon 4. shoot 5. today 6. stay 7. away 8. may 9. over 10. word 9. know 10. call WS9: Summarizing Contractions - p o 1.3Ai,1.3Aii, 1.3B, 1.3Civ LS13: Recognizing Long and Short Vowel Sounds: e - p o 1.3Aii, 1.22A WM2: Recognizing Synonyms - p o 1.6D WM3: Recognizing That Go Together - p o 1.6D WSA13: Putting Together - p o 1.6B LS20: Learning about Structure: r with a Vowel - p o 1.3Cvi

13 2. Say: Some words have 2 vowels together in the middle. Those vowels make one sound. 4/27-5/1 Vowel digraphs (pairs) ow/oy (1.3B, 1.3Ai, 1.3Av, 1.3Cv, 1.22A) 1. : Writers need to understand vowel pairs combine to make a single sound. Sometimes that sound is a long vowel sound and sometimes it is a short vowel sound. Sometimes vowel pairs have a different sound. 1. how 2. now 3. brown 4. clown 5. town 6. toy 7. joy 8. cowboy 9. boy 10. down LS21: Recognizing Consonants with Two Sounds - p o 1.3Cvi 2. Say: Some words have 2 vowels together. Those vowels make one sound. Sometimes the vowel pair makes a new sound. 5/4-5/8 Vowel digraphs (pairs) ou/oi (1.3B, 1.3Ai, 1.3Av, 1.3Cv, 1.22A) 1. : Writers need to understand vowel pairs combine to make a single sound. Sometimes that sound is a long vowel sound and sometimes it is a short vowel sound. Sometimes vowel pairs have a different sound. 2. Say: Some words have 2 vowels together. Those vowels make one sound. Sometimes the vowel pair makes a new sound. 1. about 2. spout 3. house 4. ouch 5. oil 6. soil 7. coin 8. spoil 9. our 10. after

14 1 st Grade about after again always any as ask away back because been before boy call came could didn t does don t down each eat every father find from girl give goes good had help him his house how I m if inside into just know let s made man many may more mother much must of off one or other our outside over play right run saw say so some something stay take than their then them there these through try two under use very was way were what when where who will word write Kinder HF : I the a see can go to at we like my up in and me look at come am here is he big for are this she too said but not did get with put so on went do make by us they be no you out got her going your now want it that oh all yes

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