1st grade word study and spelling - midland independent ......isolate initial sounds in spoken words...

1st Grade Word Study and Spelling

Dates Word Study/Spelling

Principle Word List

High Frequency

Words

F&P Phonics Lessons


Principle Word List

High Frequency

Words

F&P Phonics Lessons

9/2-9/5 Recognize that spoken words are represented specific sequences of letters (1.1A)

1. Principle: 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. 71-74 o 1.1B, 1.2E

• ELC2: Name in Text

- p. 75-78 o 1.1A, 1.2E, 1.5A

LK1: Learning About

Letters

- p. 135-138 o 1.1A

LK3: Identifying Letters - p. 143-146

o 1.1B

9/8-

9/12

Recognize the change in a spoken word when a phoneme is changed (1.2C) Recognize the distinguishing features of a sentence (1.1D)

1. Principle: 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.”

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.)

• PA1: Hearing Rhymes

- p. 89-92 o 1.2C

• PA2: Recognizing Rhymes

- p. 93-96 o 1.2C

• ELC3: Matching

Spoken/Written Words

- p. 79-82 o 1.1A, 1.1D

o generative lesson

• ELC4: Recognizing First and Last

- p. 83-86 o 1.1D

9/15-

9/19

Blend spoken phonemes to form words (1.2D) Segment spoken words into phonemes (1.2F) Isolate initial sounds in spoken words (1.2E) 1. Principle: Blending and

segmenting sounds of words is the first step in sound analysis that writers use when spelling.

he

for

look

to

go

HF1: Learning HF Words 1

- p. 325-328 o 1.3H o generative lesson

PA6: Identifying Onsets and Rimes

- p. 109-112 o 1.2E, 1.2F o generative lesson

PA7: Hearing/Blending Onsets and Rimes

- p. 113-116 o 1.2D, 1.2E, 1.2F



Principle Word List

High Frequency

Words

F&P Phonics Lessons

2. Say: “You can hear and

say the first and last parts of a word. You can blend those parts together.”

o generative lesson

PA8: Identifying/Blending Onsets and Rimes - p. 117-120

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.

9/22-

9/26

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. Principle: Readers need to know how to say words slowly and match sounds to letters to read and spell words.

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.”

big

do

got

is

can

• HF1: Learning HF Words 1


PA3: Hearing Sounds in Sequence

- p. 97-100 o 1.2E, 1.22A

LS1: Building Words

- p. 197-200 o 1.2E, 1.22A o generative lesson

LK4: Learning Letter Names

- p. 147-150 o 1.1B, 1.22A

LK5: Forming Letters

- p. 151-154 o 1.21A o generative lesson



Principle Word List

High Frequency

Words

F&P Phonics Lessons

9/29-

10/3

Recognize and name letters by noticing distinguishing features (1.1B)

1. Principle: Readers and 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.”

• LK6: Forming Letters

- p. 155-159 o 1.21A

o generative lesson



• LK7: Recognizing Letters

- p. 159-162 o 1.1B o generative lesson

LK8: Looking at Letters

- p. 163-166 o 163-166 o generative lesson

LK9: Recognizing/Naming Letters

- p. 167-170 o 1.1B, 1.1C

10/6-

10/10

Recognize and name letters by distinguishing features (1.1B)

1. Principle: Readers and 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



• LK10: Noticing Letters in

Words

- p. 171-174 o 1.22A, 1.22C

LS2: Learning Letter Names and Sounds

- p. 201-204 o 1.2E

• LK11: Matching Letters

- p. 175-178 o 1.1B

• LK12: Identifying Letters

- p. 179-182 o 1.1B

10/13-

10/17

Isolate initial sounds in spoken words (1.2E)

1. Principle: Readers and writers need to be able to hear sounds in words to read and write.

yes

way

all

up

me



• LK13: Identifying Upper-

and Lower-case Letters

- p. 183-186 o 1.1B

• LS3: Learning About



Principle Word List

High Frequency

Words

F&P Phonics Lessons

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. 205-208 o 1.E, 1.21A


Beginning Consonant Letters/Sounds

- p. 209-212 o 1.2E, 1.22A


Beginning Consonants

- p. 213-216 o 1.2E

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)

1. Principle: Readers and 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.”

has

little

an

like

• PI: Hearing and Identifying

Beginning Consonant Sounds (Assessment)

- p. 19 (Teaching Resources Binder) or CD o 1.2E

• PA4: Hearing Ending Sounds

- p. 101-104 o 1.2E

• PA5: Hearing Beginning

and Ending Sounds

- p. 105-108 o 1.2E o generative lesson

• WSA1: Saying Words

Slowly to Predict Letter Sequence

- p. 415-418 o 1.3Ai, 1.3Aii,

1.22A

10/27-

10/31

Recognize the change in spoken words when specified phoneme is changed or added (1.2C) Use letter/sound patterns to spell words (1.22B)

1. Principle: Readers and 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



• WSA2: Changing the First

Letter of a Word

- p. 419-422 o 1.2C, 1.22A

• WSA3: Changing and

Adding Beginning Sounds

- p. 423-426 o 1.2C, 1.22A



Principle Word List

High Frequency

Words

F&P Phonics Lessons

11/3-

11/7

Identify and read 100 HF words (1.3H) Spell HF words (1.22C)

1. Principle: Readers and 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



• WM1: Learning Days of the

Week

- p. 359-362 o 1.3H, 1.22C o generative lesson

• WS2: Making Plurals:

Adding s

- p. 377-380 o 1.22D

• WSA4: Recognizing Words

Quickly


11/10-

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)

1. Principle: Readers and writers can use what they know about words to help them read and

write new words...”


letters in a word you know to read or write a new word.”

some

came

out

• HF3: HF Words 3


• PA9: Hearing Middle

Sounds

- p. 121-124 o 1.2E

• PA10: Hearing/Changing

Ending Sounds

- p. 125-128 o 1.2E

PA11: Hearing/Changing First/Last Sounds

- p. 129-132 o 1.2E

11/17-

11/21

Identifying consonants and vowels (1.1B, 1.6D)

1. Principle: Readers and writers need to understand the role of vowels in spelling patterns.

2. Say: “Some letters are

consonants and some are vowels. Every

they

put

did

• HF4: HF Words 3


• LS6: Noticing Vowels in

Words

- p. 217-220 o 1.1B, 1.3H. 1.6D

LK14: Identifying consonants and Vowels

- p. 187-190



Principle Word List

High Frequency

Words

F&P Phonics Lessons

word has at least one vowel.”

o 1.1B

11/24- 11/25

No New Principle

12/1-

12/5

Buddy Study

1. Principle: 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.

have

this

very

but

here

she

• WSA14: Learning How to Learn Words 1

- p. 467-470


- p. 471-474


- p. 475-478


- p. 479-482


- p. 483-486

12/8-

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)

1. Principle: Readers and writers can use what they know about words to help them read and write new words.


letters in a word you know to read or write a new word.”

• WSA5: Using What You

Know About Words

- p. 431-434 o 1.2C, 1.22B, 1.22C o generative lesson

• WSA6: Changing the Last

Letter of a Word o 1.2C, 1.22B o generative lesson

• WSA7: Changing Last

Letters of Words

- p. 439-442 o 1.2C, 1.22B o generative lesson

SP6: Learning Phonograms: -an

- p. 303-306 o 1.2C, 1.22B

SP7: Learning Phonograms: -an, -ake, -at, -ay, -and

- p. 307-310 o 1.2C, 1.22B o generative lesson

• PI Changing Letters to Make New Words (Assessment)

- p.141 (Teaching Resources Binder) or CD



Principle Word List

High Frequency

Words

F&P Phonics Lessons

- 1.2(c) (completed by 12/19/14)

12/15- 12/19

No New Principle

1/5-1/9 Short a (1.3B, 1.22Bi)

1. Principle: Writers need to know to spell words with short vowels and can use parts they know to help...

2. 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.”

1. hat

2. mat

3. rat

4. fat

5. cap

6. map

7. lap

8. tap

9. that

10. as

• SP1: Learning Common Short Vowel Word Patterns: a(iou)

- p. 283-286 o 1.3B, 1.22Bi

• SP3: Learning

Phonograms: -at, -an

- p. 291-294 o 1.3B, 1.22Bi

1/12-

1/16

Short e (1.3B, 1.22Bi)

1. Principle: 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 ”

1. hen

2. pen

3. ten

4. men

5. get

6. let

7. net

8. pet

9. one

10. good

• SP1: Learning Common Short Vowel Word Patterns: e

- p. 288-286 o 1.3B, 1.22Bi

SP3: Learning Phonograms: -et, -en

- p.291-294 o 1.3B, 1.22Bi

1/20-

1/23

Consonant Clusters (1.2F, 1.3Aiii, 1.22Biii)

1. Principle: Readers and writers need to know how to read and spell words with consonant clusters.

2. Say: “Some

consonants go together in clusters or blends. A

1. cry

2. try

3. smell

4. spell

5. step

6. stab

7. trap

9. his

10. her

• LS7: Introducing Consonant Clusters

- p. 221-224 o 1.2F, 1.3Aiii,

1.22Biii

• LS8: Learning about Beginning Consonant Clusters

- p. 225-228 o 1.2F, 1.3Aiii,



Principle Word List

High Frequency

Words

F&P Phonics Lessons

group of 2 or 3 consonants is called consonant cluster or consonant blend. You can hear each sound in a consonant cluster.”

8. flat 1.22Biii

LS9: Recognizing Consonant Clusters: s family

- p. 229-232 o 1.2F, 1.3Aiii,

1.22Biii

1/26-

1/30

Short i (1.3B, 1.22Bi)

1. Principle: Readers and writers need to know how to read and spell words with short vowels and can use parts they know to help.


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.”

1. pin

2. win

3. spin

4. fin

5. tip

6. zip

7. lip

8. skip

9. went

10. day

• SP1: Learning Common Short Vowel Word Patterns: i

- p. 283-286 o 1.3B, 1.22Bi o generative lesson

• SP3: Learning

Phonograms: -in, -ip

- p. 291-294 o 1.3B, 1.22Bi

o generative lesson

• LS10: Recognizing Consonant Clusters: l family


2/2-2/6 Short u (1.3B, 1.22Bi)



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.”

1. slug

2. plug

3. hug

4. rug

5. fun

6. sun

7. spun

8. run

9. us

10. down

• SP1: Learning Common Short Vowel Word Patterns: u


• SP3: Learning

Phonograms: --ug, -un

- p. 291-294 o 1.3B, 1.22Bi

o generative lesson

• LS11: Recognizing Consonant Clusters: r family


2/9-2/13 Short o (1.3B, 1.22Bi) 1. flop 9. are • SP1: Learning Common



Principle Word List

High Frequency

Words

F&P Phonics Lessons



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.”

2. top

3. mop

4. stop

5. dog

6. log

7. hog

8. frog

10. one Short Vowel Word Patterns: o


• SP3: Learning

Phonograms: --op, -og


• SP4: Summarizing Short

Vowel Patterns

- p. 295-298 o 1.2A, 1.22Bi o generative lesson

2/17-2/20

Long a (1.3B, 1.3Civ, 1.22Bii)

1. Principle: Readers and writers need to understand the silent e pattern and know how to spell words with long vowels.


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. ”

1. name

2. same

3. make

4. take

5. state

6. late

7. grade

8. made

9. was

10. him

• SP10: Learning about Vowels and Silent e

- p. 319-322 o 1.3B, 1.3Civ,

1.22Bii

• LS19: Recognizing Vowel

Sounds: Silent e

- p. 269-272 o 1.3B, 1.3Civ

o generative lesson

• LS12: Recognizing Long and Short Vowel Sounds: a

- p. 295-298 o 1.3Aii, 1.3B,

1.3Civ, 1.22Bii o generative lesson

HF6: Learning HF Words 6 o 345-348 o 1.3H, 1.22C

2/23-2/27

Long i (1.3B, 1.3Civ, 1.22Bii) 1. Principle: Readers and

writers need to understand the silent e pattern and know how to read and spell words with long vowels.


have a sound like its

1. five

2. drive

3. fine

4. mine

5. ice

6. price

7. ride

8. slide

9. what

10. these

• LS14: Recognizing Long

and Short Vowel Sounds: i

- p. 249-252 o 1.3B, 1.3Civ o generative lesson

• SP5: Learning

Phonograms: -ate, -ake, -ike

- p. 299-302 o 1.2C, 1.3Aii, 1.3B,

1.3Civ, 1.22Bii



Principle Word List

High Frequency

Words

F&P Phonics Lessons

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


- p. 349-352 o 1.3H, 1.22C

3/2-3/6 Long o and u (1.3B, 1.3Civ, 1.22Bii)

1. Principle: Readers and writers need to understand the silent e pattern and know how to spell words with long vowels.


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.”

1. hole

2. stole

3. nose

4. close

5. cube

6. cute

7. flute

8. tube

9. saw

10. use

• LS15: Recognizing Long

and Short Vowel Sounds: o and u

- p. 253-256 o 1.3Ai, 1.3Aii,

1.3Civ o generative lesson

• LS16: Learning

Phonograms: -ate, -ake, -ike

- p. 257-260 o 1.3Ai, 1.3Aii,

1.3B1.3Civ o generative lesson


- p. 353-356 o 1.3H, 1.22C

3/16-3/20

Using Word Parts You Know to Make New Words (1.2C, 1.3B, 1.22B) 1. Principle: Readers and

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. trade

2. fine

3. note

4. rude

5. globe

6. smile

7. brave

8. June

9. their

10. so

WSA8: Noticing Word Parts

- p. 443-446 o K.3C, K.18A, 1.2E o generative lesson

WSA9: Changing Ending Parts of Words

- p. 447-450 o 1.2C, 1.3B, 1.22B

o generative lesson

WSA10: Changing the Middle of Words

- p. 451-454 o 1.2C, 1.3B, 1.22B o generative lesson

WSA11: Adding and Removing Letters to Make Words


WSA12: Changing First and



Principle Word List

High Frequency

Words

F&P Phonics Lessons

Last Word Parts

- p. 459-461 o 1.2C, 1.3B, 1.22B

o generative lesson

3/23-3/27

Recognizing th, sh, and ch (1.3Aiv, 1.3B) 1. Principle: 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.”

1. ship

2. wish

3. thing

4. both

5. chop

6. much

7. shout

8. three

9. she

10. this

• LS17: Recognizing

Common Consonant Digraphs

- p. 261-264 o 1.3Aiv, 1.3B o generative lesson

• LS18: Changing Ending

Parts of Words


3/30-4/3 Decoding and spelling base words with inflectional endings (1.3E, 1.22D) 1. Principle: Readers and

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.

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.”

1. likes

2. played

3. doing

4. going

5. jumped

6. thinks

7. eats

8. handed

9. goes

10. how

WS3: Making Plurals: Adding es

- p. 381-384 o 1.3E, 1.22D o generative lesson

WS5: Adding s and ing

- p. 389-392 o 1.3E, 1.22D o generative lesson

WS6: Adding ed

- p. 459-461

o 1.3E, 1.22D o generative lesson

4/6-4/10

Contractions (1.3G 1.22A, 1.22C) 1. Principle: 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. 385-388 o 1.3G, 1.22A,

1.22C



Principle Word List

High Frequency

Words

F&P Phonics Lessons

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. 397-400 o 1.3Ai,1.3Aii, 1.3B,

1.3Civ

o generative lesson

WS8: Learning about Contractions with are and not

- p. 401-404 o 1.3Ai,1.3Aii, 1.3B,

1.3Civ

WS9: Summarizing Contractions

- p. 405-408 o 1.3Ai,1.3Aii, 1.3B,

1.3Civ

4/13-4/17

Vowel digraphs (pairs) oo/ea (1.3B, 1.3Av, 1.3Cv, 1.22A) 1. Principle: 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.”

1. good

2. stood

3. book

4. shook

5. each

6. leaf

7. reach

8. read

9. over

10. word

LS13: Recognizing Long and Short Vowel Sounds: e

- p. 245-248 o 1.3Aii, 1.22A o generative lesson

• WM2: Recognizing

Synonyms

- p. 363-366 o 1.6D o generative lesson

• WM3: Recognizing Words

That Go Together

- p. 367-369 o 1.6D

WSA13: Putting Words Together

- p. 463-466 o 1.6B

4/20-4/24

Vowel digraphs (pairs) oo/ay (1.3B, 1.3Av, 1.3Cv, 1.22A) 1. Principle: Writers need


1. moon

2. food

3. spoon

4. shoot

5. today

6. stay

7. away

8. may

9. know

10. call

• LS20: Learning about

Word Structure: r with a Vowel

- p. 273-276 o 1.3Cvi o generative lesson



Principle Word List

High Frequency

Words

F&P Phonics Lessons


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. Principle: Writers need



have 2 vowels together. Those vowels make one sound. Sometimes the vowel pair makes

a new 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. 277-280 o 1.3Cvi

5/4-5/8 Vowel digraphs (pairs) ou/oi (1.3B, 1.3Ai, 1.3Av, 1.3Cv, 1.22A) 1. Principle: Writers need



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

1st

Grade High Frequency Word List

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 List:

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

1st grade word study and spelling - midland independent ......isolate initial sounds in spoken words...

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