Many Resources were consulted and cross- referenced during this process:

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Rolf Pope
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1 Introduction: BVSD s Must Write Word List The Must Write Word List has been crafted due to the requests of teachers and administrators across our district. This is certainly not an exhaustive list of words but it is comprehensive and supported by the research currently available to us as educators. It is BVSD s belief that, students must be able to write the most frequently occurring words with automaticity. Many of these words break common spelling patterns. Others follow predictable patterns and should serve as anchor words on a word wall for teaching through analogy. Regardless of where each word falls, one commonality remains; these words are directly selected from the most frequently written words in English. What about 4th and 5th grade? 4th and 5th grades do not have Must Write Lists. There are several reasons for this. The first being that these lists are designed to monitor the application of students spelling strategies during everyday writing in K- 3. who can write these words with automaticity are displaying a positive response to their foundational spelling instruction. Fountas and Pinnell (2011) share that students in the fourth and fifth grades are bridging from memorizing and recognizing high- frequency words to more complex strategies in two major ways. are shifting towards: Noticing patterns and categorizing high- frequency words to assist in learning them quickly are Developing self- monitoring strategies for acquiring a large core of high- frequency words that are building this self- extending system should be transitioning to the study of morphology. Appendix A of the CCSS has some examples for the area of morphology on page 22. Other resources such as Making Words and Phonics They Use by Patricia Cunningham have tools (i.e. The Thrifty Nifty Fifty) to support instruction in this area. With the instructional shift to this area, students will be able to move beyond the second and third grade targets of Recognizing and using high- frequency words with three or more s and five or more s to recognizing and using the most common roots, prefixes and suffixes to decode, spell and build meaning for polysyllabic words (Cunningham, 2013). Many Resources were consulted and cross- referenced during this process: Rebecca Sitton s List of 1200 High Frequency Words o The first 25 words are used in 33% of everyday writing o The first 100 words appear in 50% of adult writing o The first 1000 words appear in 89% of everyday writing Diane Snowball s research on high- frequency words found in Spelling K- 8: Planning and Teaching Fountas & Pinnell s work found in the Benchmark Assessment Kit and The Continuum of Literacy Learning, Grades PreK- 8, Second Edition Patricia Cunningham s work on reading and writing high- frequency words found in Phonics They Use Richard Allington s research found in texts including What Really Matters in Fluency The Dolch List The Fry Word List

2 Kindergarten Please check each box as you observe the Must Write words written independently. a am an and at can do go he I in is it like me my no on see so the to up we you random s to find correct Semi- Some sounds (beginning sounds usually) and some sight words learn best Sound representation for every phoneme for their that & that

3 First Grade Please check each box as you observe the Must Write words written independently. all not are now as of be off by one come or day out did play for put get said girl sat got saw had say has she have sit her then here they him this his us how was if way jump went look will man with mom yes random s to find correct Semi- learn best for their that & that

4 Second Grade Please check each box as you observe the Must Write words written independently. after give any goes anything going ask good away grade back happy because help before house both I m but inside came into can t just could knew does know don t light down little each live eat long end love every made fast make find many friend maybe from more gave most random s to find correct Semi- learn best for their that & that

5 Second Grade Please check each box as you observe the Must Write words written independently. much take must than name that need them new there now think old time only today other too our two over under place use rain very read want ride well same were school what seen when should who sleep why some with something work start would stay year still your random s to find correct Semi- learn best for their that & that

6 Third Grade Please check each box as you observe the Must Write words written independently. able carry about change above children across close again different against direction almost during along easy also either always enough animal even another everyone answer everything around family beautiful favorite become finally been first begin found behind funny being getting believe great below group better happen between high bring hour random s to find correct Semi- learn best for their that & that

7 Third Grade Please check each box as you observe the Must Write words written independently. however their important these instead things large third listen thought never through next together nothing understand often until once view part wait people walk pick wanted picture watch plan water probably weight ready where really which right while since without someone worn soon write special wrong such wrote suddenly you're random s to find correct Semi- learn best for their that & that

California Treasures High-Frequency Words Scope and Sequence K-3

California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English