2015

HIGHLAND P A R K

ISD

Kindergarten through Sixth Grade

Spelling

Including Word Study and the

Active Investigation of Words

2015

Table of Contents

Part I: Spelling Beliefs and Research

1) Belief Statement

2) Goals for the Teaching of Spelling/Goals for Students 3) Setting Up a Spelling Environment/Carve out time each week for

word study and spelling instruction 4) Consistent Spelling Rules Supported by Research 5) Spelling TEKS K-6

6) Comprehensive Spelling Framework 7) Spelling Development

8) Research/Five Stages of Spelling 9) Evolution of a Child's Writing 1 O) Spelling Continuum

Part II: Instructional Strategies

1) Spelling by Analogy 2) Memorizing Words

3) Word Study Approach 4) Word Sorts/Word Hunts

5) Word Work with Tiles/Word Lists 6) Word Work in Guided Reading/Word Work during Writing

Conferences/Partner Work/Peer Editing

7) Spelling Strategy Poster/Proofreading Strategies 8) High Frequency Word (No Excuse Words) List

Part III: Highland Park "No Excuse" Word Lists & Phonograms

1) Phonograms K through 6

2) Highland Park "No Excuse" Words for Spelling K through 6 3) Sitton Spelling Word List 1200 High-Frequency Writing Words

Part IV: Parent Communication

1) Parent Communication 2) What Parents Can Do

3) Specific Family Activities for Phonemic Spellers

2015

Part V: Assessments

1) Monster Test 2) Weekly Word Studies

Part VI: Instructional Resources (Charts)

1) Active Spelling Strategies 2) Creating Good Spellers

3) Oral Blending 4) What To Do If You Can't Spell A Word 5) Strategies Good Spellers Use

6) Vowels and Phonograms 7) Red Flag Words

Part VII: Glossary

Part VIII: Bibliography

2015

SPELLING

BELIEFS

AND

RESEARCH

2015

BELIEF

S T A T E M E N T

Word study and the active investigation of words (spelling) is a complex, life-long

process that can only be mastered over time. The purpose for learning about spelling is

to enhance ability in writing. Students learn a great deal about spelling through reading;

and writing provides the authentic purpose for learning about spelling. Kindergarten -

Ii11 grade students are engaged in learning spelling strategies which are embedded in word study, reading, and writing. For students to become conventional spellers focused

explicit instruction is required.

2015

Goals for the Teaching o f Spelling

Five general guidelines for teaching word-specific knowledge successfully:

• Follow a curriculum

• Use research-based techniques.

• Focus on the right words and patterns at the right time.

• Differentiate instruction

• Connect spelling and word study to reading and writing.

(Gentry, J. Richard, 2004)

Goals for Students

Students recognize the importance of spelling when they are asked to communicate in writing for authentic purposes. Direct, explicit instruction in phonemic, whole-word, and morphemic approaches to spelling equip students with the necessary skills and strategies to spell correctly.

The goals for students in Highland Park are to:

understand that the primary purpose for learning about spelling is so that others can read their writing;

learn how to apply spelling strategies (including analogies) that will help them to write or learn any word

learn specific words that are used frequently so they are able to spell these words automatically;

know how to use a variety of resources to help their spelling; and

know that their writing is valued regardless of the stage of development of

their spelling.

(Snowball, D., 1999; Cunningham, P., 2011)

2015

Preparing the Spelling Environment

• Students have many opportunities to write and talk about words.

• Students have many opportunities to read and talk about words.

• Spelling references that are easily accessible: o Wall charts o Personal dictionaries o Classroom dictionaries o Print displayed in the classroom

o Word walls

• Students have time to write daily (to include talking about spelling in an editing

conference)

• Teachers provide explicit teaching of common word patterns (which enables

students to figure our related words and correct misspellings), onsets and rimes,

frequently used words, prefixes and suffixes, root words, unusual features of

words and time for word exploration

• Students are aware of strategies for spelling unfamiliar words and for "fixing up" misspellings

• Students are given opportunities for regular review and practice spelling words that

have already been learned

• Students are taught error correction procedures that can facilitates returning and

correcting misspelled words without interrupting the drafting phase of writing

• Teachers hold students accountable for applying spelling strategies and spelling

words correctly

Dedicate time each day and each week for word study and spelling instruction.

Spelling/ word study instruction should be one piece of a comprehensive literacy program.

Research shows word-specific knowledge can have positive effects on students reading and

writing abilities. Therefore, teachers will:

use a research-based curriculum of words and patterns as a basis for instruction

supplement word lists to meet the needs of individual students

individualize spelling instruction and assessment so you are able to adjust to meet

students’ needs

use research based strategies

o careful word selection

o use a pretest-study-posttest format

o teach students how to study unknown words

o spelling games

o word sorting

(Gentry, 2004)

2015

Consistent Spelling Rules Supported by Research

Researchers generally agree that only a few spelling rules are as consistent as to be helpful to children:

• Putting i before e (as well as the ei pattern)

• Dropping e before adding a suffix

• Changing y to i before adding a suffix

• Doubling final consonants before adding a suffix (Wilde 1992, citing Wheat 1932)

• Plurals

o add “s” to most nouns and verbs

o add “es” if words end in “ch”, “sh”, “x”, “s” or “z”

Henderson ( 1990)

It is not rules that children need but experiences. Their capacity as human learners will bring them to a feel for, or tacit knowledge of, words long before they will be able to understand rules ...literate adults do not use rules; they simply know.

Snowball (1999)

Rather than telling children rules, children will learn better if they are guided through

explorations that will help them discover generalizations that apply to the spelling of

many words.

1

TEKS (Texas Essential Knowledge and Skills) Beginning with School Year 2009-2010

Oral and Written Conventions/Spelling Students spell correctly. Students are expected to:

Kindergarten 18(A) use phonological knowledge t o match sounds to letters;

(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC)

words (e.g, cut);

(C) write one's own name.

1st Grade

22(A) use phonological knowledge to match sounds to letters to construct known words,

(B) use letter-sound patterns to spell:

(i) consonant vowel-consonant (CVC) words;

(ii) consonant vowel-consonant-silent e (CVCe) words (e.g., "hope");

(iii) one-syllable words with consonant blends (e.g., "drop");

(C) spell high-frequency words from a commonly used list;

(D) spell base words with inflectional endings (e.g., adding "s" to make words plural);

(E) use resources to find correct spellings.

2nd Grade

23(A) use phonological knowledge to match sounds to letters to construct unknown

words;

(B) spell words with common orthographic patterns and rules;

(i) complex consonants (e.g., hard and soft c and g, ck);

(ii) r-controlled vowels;

(iii) long vowels (e.g., VCe-hope);

(iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-

cow, oi- coil, oy-toy)

(C) spell high frequency words from a commonly used list;

(D) spell base words with inflectional endings (e.g., -ing and -ed);

(E) spell simple contractions (e.g., isn't, aren't, can't);

(F) use resources to find correct spellings

3rd Grade

24(A) use knowledge of letter sounds, words parts, word segmentation, and syllabication

to spell;

(B) spell words with more advanced orthographic patterns and rules:

(i) consonant doubling when adding an ending,

(ii) dropping final "e" when endings are added (e.g., -ing, -ed);

(iii) changing y to i before adding an ending;

(iv) double consonants in middle of words;

(v) complex consonants(e.g., scr-, -dge, -tch;)

(vi) abstract vowels (e.g., ou as in could, touch, through, bought);

2

(C) spell high-frequency and compound words from a commonly used list

(D) spell words with common syllable constructions (e.g., closed, open, final stable

syllable);

(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);

(F) spell complex contractions (e.g., should've, won't);

(G) use print and electronic resources to find and check correct spellings.

4th Grade

22(A) spell words with more advanced orthographic patterns and rules:

(i) plural rules (e.g., words ending inf as in leaf, leaves; adding -es);

(ii) irregular plurals (e.g., man/men, foot/feet, child/children);

(iii) double consonants in middle of words;

(iv) other ways to spell sh(e.g., -sion, -tion, -cian);

(v) silent letters (e.g., knee, wring);

(B) spell base words and root words with affixes (e.g., -ion, -ment, -Iy, dis-, pre-);

(C) spell commonly used homophones (e.g, there, they're, their, two, too, to);

(D) use spelling patterns and rules and print and electronic resources to determine and

check correct spellings.

5th Grade 22(A) spell words with more advanced orthographic patterns and rules:

(i) consonant changes (e.g., /ti to /sh/ in select, selection; /kl to /sh/ in music,

musician);

(ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in

define, definition; short to schwa in legality, legal);

(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn,

condemnation);

(B) spell words with:

(i) Greek roots (e.g., tele, photo, graph, meter;

(ii) Latin roots (e.g., spec, scrib, rupt, port, jext, diet);)

(iii) Greek suffixes (e.g., -ology -phobia, -ism, -ist);

(iv) Latin derived suffixes (elg., -able, -ible, -ance, -ence );

(C) differentiate between commonly confused terms (e.g., its, it's, affect, effect);

(D) use spelling patterns and rules and print and electronic resources to determine and

check correct spellings.

(E) know how to use the spell-check function in word processing while understanding

its limitations.

6th Grade

2l(A) differentiate between commonly confused terms (e.g., its, it's, affect, effect);

(B) use spelling patterns and rules and print and electronic resources to determine and

check correct spellings.

(C)) know how to use the spell-check function in word processing while

understanding its limitation.

COMPREHENSIVE SPELLING FRAMEWORK

A strong spelling program is not a separate entity but exists within the confines of

a comprehensive literacy program that includes many opportunities for authentic

writing for real audiences.

Spelling Development

5 Year Old

Continues to be largely pre-phonemic or early phonemic - initial

consonants begin to appear as representing words and are sometimes

strung together in sentences as ISTBFL (I see the butterfly)

6 Year Old

Letter naming (I lik to et candee - I like to eat candy) and "transitional"

spelling (My frends ride bickes) predominate at this age: growing sense of

phonetic clues is emerging and should be taught extensively

7 Year Old

Correct spelling slowly emerges from transitional with increased phonetic

and sight word fluency; a formal spelling program appropriately begins;

"invented" spelling should still be accepted because revision is still not

seen as necessary or important; capitalization and punctuation easily taught

8 Year Old

Correct spelling improves; compound words taught; use of dictionary,

alphabetical order, phonetic mistake patterns more noticeable, and

students with real difficulty in spelling easier to spot; practice with

capitalization and punctuation continues

9 Year Old

Use of dictionary improves as does first draft spelling; functional

spelling as in journals, other subject writing shows increasingly fewer

mistakes;

weekly testing appropriate; basic capitalization and punctuation usually mastered

10 Year Old

Enjoy memorizing s p e l l i n g lists and are challenged positively by difficult words;

ability to do well on tests and to spell well functionally do not always coincide

11 Year Old

Accurate or difficult depending on child; most enjoy challenge or difficult

words; dictionary skills emphasized

12 Year Old

Functional f o r most; use of "spell checks" for those severely challenged as

well as other computer interventions

"Yardsticks: Children in the Classroom Ages 4-14" by Chip Wood

RESEARCH

Educational research has identified five developmental stages of spelling that most

children go through as they mature and make progress in their awareness of the

correspondence of meaning to sound and symbols (Gentry & Gillett 1993). However, the

rate of progress differs with individuals and some children progress through given stages

rapidly and other regress and seem to repeat earlier stages.

FIVE STAGES OF SPELLING

Following is a description o f the characteristics of each the stages. The stages are listed

separately f o r description; however, it is important to know that students move fluidly,

back and forth between stages as their development progresses.

Pre-communicative Stage In this stage the child uses both number symbols and letters when writing but

shows no knowledge of letter-sound correspondence. The child may lack

knowledge of the entire alphabet, the distinction between upper and lower case

letters, and the left-to-right direction of English orthography.

Semi-phonetic Stage In this stage the child begins to understand letter-sound correspondence. They are

aware sounds are assigned to letters and the child often employs rudimentary

logic, using one or two letters to represent words, sounds, and syllables (e.g., "u" for "you", "m" for

"my", and "nt" for "night").

Phonetic Stage In this stage the child has an understanding of phonemes a n d uses a letter or group

of letters to represent every speech sound they hear in a word. Although some of

the choices do not conform to conventional English spelling, they are systematic

and understood (e.g. "kom" for "come", "en" for "in", "skool" for "school"

"happe" for "happy").

Transitional Stage

During this stage, the speller begins to assimilate the conventional alternative for

representing sounds, moving from dependence on phonology (sound) for

representing words to a reliance on visual representation and an understanding

of the structure of words (e.g. "egul" for "eagle" and "higheked" for "hiked").

Conventional Stage In the correct/conventional stage, the speller knows the English orthographic

system and its basic rules. The correct speller fundamentally understands

how to deal with such things as prefixes and suffixes, silent consonants,

alternative spellings, and irregular spellings. A large number of learned words are

accumulated, and the speller recognizes incorrect forms. The child's

generalizations about s p e l l i n g and knowledge o f exceptions are usually

correct.

As students develop as writers and explore how language works, they invent spelling

(National Research Council 1998). Invented spelling (also referred to as temporary

spelling, transitional spelling, developmental spelling, and phonetic spelling) are the

reasoned approximations and strategies students use as they write words they don't

automatically know how to spell. Based on what they know about letters, sounds, words,

and language - including rules, patterns, visual configurations, meaning, and word

origins - students make decision about how to spell (Routman and Maxim 1996).

These "errors" are actually developmentally appropriate and can tell us much about what

students know, what strategies they are "using but confusing", and what they are ready to

learn next While generally we associate invented spelling with younger writers, such

spellings are also appropriate for older writers wanting to use sophisticated vocabulary.

Evolution of a Child's Writing

Spelling Continuum

INSTRUCTIONAL

STRATEGIES

Spelling by Analogy

Meaningful p a t t e r n making is what the brain does innately. It is easier for students to

use onsets and rimes, analyzing words by breaking them into meaningful chunks or

patterns. In a syllable, the onset is the letter(s) before the vowel; the rime

is the vowel and the letter(s) that follow it. (Ex: in that, the /th/ is the onset and at is the

rime. Knowing just thirty-seven r i m e s allows students to generate five hundred basic

words. Help students think "If I know 'ake' in cake, then I can quickly figure out words

such as lake, take, and stake."

Helpful prompts:

• What do you know that you can use to help you?

• What do you notice?

• What do you hear?

• What stays the same?

• What letter(s) do you need to change to make a new word?

• How many words do you know that fit this pattern?

• If you know , what other words do you know?

Teaching students how to use rimes strategically is very different form our instruction of

what we used to call word families, in which kids were presented with all the words that

fit a pattern (through flash cards or a list) and were expected to memorize them after

seeing words over and over again. Teaching words by analogy is a thinking, meaning•

making process.

Memorizing Words

For children to become competent spellers, some words just have to be memorized, but memory alone is insufficient. The best word study combines memory with conceptualization and meaningful practice.

Example: If you notice students misspelling house, conduct a quick lesson to help

students memorize the word. Ask students to write "house" on their individual

chalkboards/whiteboards. Then, work in small groups of four or five to decide on what

they think is the correct spelling. After two minutes of group discussion, during which

you walk from group to group listening to the conversations and doing some prompting,

take the preferred spelling from each of the groups, write each on the board and talk

about the spelling, asking the following questions:

• What do we all agree on? (put a check over the letters common to all of the spellings)

• What do we already know that we can use (talk about how the "ou" sound can be spelled "ou" or "ow")

• What "ou" pattern looks right here?

• Is the silent e at the end of one group's spelling correct?

• How can we check our spelling?

Once you agree on the correct spelling, quickly review the "tricky" part - the "ou" and the silent e. Although the students are memorizing the word, it is not memorization by writing the word over and over again (an ineffective practice) but memorization combined with scaffolded investigation and later, follow-up practice in connected reading and writing.

Self-Correction Techniques

Spelling research validates the practice of having students correct their own spelling test, particularly on pre-tests and trial tests. More learning occurs when students correct their own errors than when a teacher or peer marks a work as incorrect.

Letter-by-Letter Proofing

Teachers provide students with a five-column paper.

The first column contains stimulus words written by the teacher (Word List column).

The other four columns are blank, providing spaces for students to write words from

dictation.

Before dictation, students fold the Word List column under so the stimulus words cannot

be seen.

Words can be dictated by the teacher, a peer, or an audiotape.

Students write dictated words in the second column.

To check their work, students unfold the Word List column.

Whole-Word Proofing

This strategy is similar to the one above, except that students do not use proof-reading

marks.

The same five-column format is used, but each cell in columns 2-5 is divided in half

horizontally. Students use one column for reading and proofing rather than two.

Students write the dictated word in the bottom half of the cell in column two.

When they unfold the Word List column to check words, they place a checkmark in the

top half of the cell for words spelled correctly.

For misspelled words, they write the entire word in the top half of the cell, above the

misspelled one.

Goddard, Y.L. & Heron, T.E. (1998). Please, teacher, help me learn to spell better: Teach me self-correction. Teaching Exceptional

Children, 6, 38-43.

Circle-Dot: self-correction on spelling tests

Gentry, R. (2004). The Science of Spelling. Heinemann: Portsmouth, N.H.

Word Study Approach

Look-Say-Cover-Write The following is a well-accepted approach. Be sure to model the sequence first and engage kids in conversation so that this strategy is rich and interactive, not a dry and

boring lockstep process.

• Look- Notice shape, patterns, visual features, and tricky or surprising parts of the word. Try to visualize the word. Ask, "what do you notice" about this word?" "Does anything surprise you?" Why?" Get discussions going. Investigate.

• Say - Say the word to yourself. Say the word slowly. Break it into syllables.

• Cover - Visualize the word.

• Write- Say the sounds as you write the word.

• Check - If your spelling is incorrect, note confusion. Repeat the word study sequence until the word is learned.

Word Sorts

A word sort is an activity that requires students to group words into different categories. It involves sorting words written on individual cards into piles based on some criterion or

contrast. Typical word sorts foster thinking and discussion about how words are alike or

different and can be used to help students make generalization about how words work.

Word sorts also focus students' visual attention on words. (Students have to be able to

read the words in order to sort them. As students sort, they have to look deeply at the

word.

Sorts can be open or closed: that is, students can decide how to categorize and sort the

words (open sort) or teachers can determine how the words are to be categorized and

sorted (closed sort).

Create sorts for rimes, patterns, and generalizations you want kids to know. Take words from familiar stories the students are reading or from published lists.

Word Hunts

Word hunts are a good activity for reinforcing phonics and spelling patterns. Select a

pattern from a shared reading or writing you have done with students or from a guided

reading group lesson. Working individually or with a partner, students record words that

fit a pattern that has been studied, and notice how words are alike and different. Some

teachers have students record their finding on sticky notes to add to a class chart or in a

Word Study Notebook. To extend this word study activity, sort the words that have been

recorded.

Word Work with Tiles

Use one-by-one inch white glazed ceramic tiles to involve students in "Making Words"

activities a couple of time a month. These activities take approximately ten minutes in a

large group or may be used in small guided reading groups. Each group is supplied with

a small tub of tiles, and each student is given a dry erase marker and a wiper. First ask

students to take a few minutes to do some exploratory writing on the tiles and to be come

accustomed to manipulating them.

Then choose a pattern or rule that the class has been working on and ask students to spell

a word with that pattern. (All members of the group have to come to agreement on the

spelling). Walk between groups guiding and prompting. Ex: for a focus on "ar" begin

with the word "part" and move to "party", then "parting", then "partner" and

"apartment". Students also like to work on challenge words such as "varnish" or

"sardine", and perhaps super challenges such as "tarpaulin". When groups disagree

about spelling they should use resources necessary to determine the correct spelling.

The tiles also work well with struggling readers. Having to write letters as well as

manipulate them seems to facilitate word learning.

Word Lists

When constructing word lists for study, choose:

• 3-5 anchor words that follow a pattern or generalization that is appropriate with respect to the child's developmental spelling level

• 3-5 High frequency word (no excuse words)

• a couple of individual words Make sure students can read all of the words before including them on the list.

There is no research supporting the traditional one week timeframe to study a set of

words. Students may only need a few days with some lists of words, but may need 10-12

days for other lists.

Word Work in Guided Reading

At the end of guided reading, the teacher may plan a few minutes of word work, choosing

words from the text that focus on a sound (Es: ea in creak and squeak). For

reinforcement, students may do word hunts and sorts for the identified sound. Students

may also locate high frequency words in guided reading text.

Once students have read and understand a text, use sentence strips for helping them look closely at words and their meaningful sequence. Sentence strips are made by copying onto a paper a sentence (from a story or the child's own writing) and cutting it up, first in phrases and later in words and/or word parts depending on your purpose and the student's needs. Word can be done at the sentence, phrase, word or letter level.

Word Work during Writing Conferences -In the Margin

During a writing conference the teacher may notice that a child is ready to spell a

particular word, in which case, she will work through the spelling with the child in the

margin or on a sticky note. The teacher may say, "I think you're ready to spell this word.

I'll write it for you here so that next time you'll know where to find it."

Partner Work and Peer Editing

When students interact and talk with each other about words, they think harder about

their points of view than when they talk only with the teacher. Peers at comparable

developmental levels, as well as older students paired with younger students, can help

each other while at the same time reinforcing important concepts.

Spelling Strategy Poster

As students discover different strategies good spellers use when they want to spell a word

correctly, record these on a poster. Strategies may include:

• Circle the misspelled word and come back to it.

• Try writing the word another way until it looks right. (First note which parts of

the word are correct by putting a check mark over those letters.)

• Use what you already know (spelling pattern or rule, small word within a bigger

word, or word meaning).

• Stretch out the word slowly and listen for all the sounds.

• Picture the word in your mind and think about the order of the letters.

• Ask a friend.

• Look around the room - in a book or on a chart or word wall - or anywhere you

remember seeing the word.

• Check the dictionary (if you are sure about the first few letters).

Proofreading Strategies

• Start at the end of a piece of writing and read backward toward the beginning.

Circle words that do not "look right".

• Teachers may make a dot or a small check mark in the margin of a piece of student writing if a child has misspelled a word wall word, indicating that the student needs to go proof read that line of text to locate the misspelled word and "fix it up".

• MODEL, MODEL, MODEL how to reread for different purposes. One purpose is to make sure words are spelled correctly for the reader.

• Have-A-Go Sheet - Choose misspelled words from writing. Write the misspelled

word two or more different ways. If student is still not sure check with another

person or a classroom resource to determine the conventional spelling.

High Frequency Word {No Excuse Words) List

Students need to have a core of words that they can read and write automatically.

Typically, many of these high-frequency words do not follow a pattern. The first one

hundred most common words in English make up about half of all written material.

Students must learn to recognize these words instantly and be able to spell them

correctly.

For developing readers and writers, it's a good idea to spend several minutes doing daily

fast writes of several high-frequency words. Have students work together in small

groups. Make sure all in the group agree on a word's spelling. If not, discuss the reasons for disagreement. Then, have kids repeatedly write the word and check themselves on

proper spelling. Tell students, "Write it and say it. Erase it. Write it and say it again. Do

it quickly." Always connect word work to reading and writing, so kids know that this is not an isolated task.

No Excuse words should be spelled correctly when writing across all content areas.

Important Note:

Guard against encouraging students to invent spelling of common words such as went, come, and like. It's not efficient for students to unlearn misspellings of words that they've been using over and over again. Keep expectations for spelling highfrequency words high, through emphasizing practice and use of word walls and other resources.

Each grade level has a list of high frequency words that most students should have mastered by the end of the school year.

1

HIGHLAND PARK

"NO EXCUSE"

Word Lists

and

Spelling Patterns

2

PHONOGRAMS

A phonogram, or rime, is a cluster of letters, a word part, or a spelling pattern. It is

usually a vowel sound plus a consonant sound. The phonograrns or word families can

also be parts of multisyllable words (e.g., cab-in). Note the rime at the beginning of the

line and words that share the pattern following.

KINDERGARTEN

-an an, ban, can, fan, man, pan, ran, tan, van, bran, clan, flan, plan, scan, span,

than

-ap cap, gap, lap, map, nap, rap, sap, tap, yap, chap, clap, flap, scrap, slap,

snap, strap, trap, wrap

-at at, bat, cat, fat, gnat, hat, mat, pat, rat, sat, tat, vat, brat, chat, flat, that

-111 bin, din, fin, gin, kin, pin, sin, tin, win, chin, grin, shin, skin, spin, thin,

twin

-ing bing, ding, king, ping, ring, sing, wing, zing, bring, cling, fling, sling,

spring, sting, string, swing, thing, wring

-it bit, fit, hit, kit, knit, lit, pit, quit, sit, wit, flit, grit, skit, slit, spit, split, twit

-op bop, cop, hop, mop, pop, sop, top, chop, crop, drop, flop, plop, prop, shop,

slop, stop

-ot cot, dot, got, hot, jot, knot, lot, not, pot, rot, tot, blot, clot, plot, shot, slot,

spot, trot

-ug bug, dug, hug, jug, lug, mug, pug, rug, tug, chug, drug, plug, shrug, slug,

smug, snug, thug

3

FIRST GRADE

-ack back, hack, lack, pack, quack, rack, sack, tack, black, clack, crack, knack,

shack, slack, smack, snack, stack, track, whack

-ake bake, cake, fake, lake, make, quake, rake, take wake, brake, drake, flake,

shake, snake, stake, sake

-ate ate, date, fate, gate, hate, late, mate, rate, crate, grate, plate, skate, state

-ell bell, cell, dell, dwell, fell, jell, knell, sell, tell, well, yell, quell, shell, smell,

spell, swell

-ice dice, ice, lice, mice, nice, rice, vice, price, slice, spice, splice, twice, thrice

-ick kick, lick, pick, quick, sick, tick, wick, brick, chick, click, flick, slick, stick,

thick, trick

-ill bill, dill, fill, gill, hill, ill, Jill, kill, mill, pill, quill, rill, sill, till, will, chill,

drill, frill, grill, skill, spill, still, swill, thrill, trill, twill

-me dine, fine, line, mine, nine, pine, tine, vine, wine, brine, shine, shrine,

spine, swine, whine

-lp dip, hip, lip, nip, quip, rip, sip, tip, zip, blip, chip, clip, drip, flip, grip, ship,

skip, slip, snip, strip, trip, whip

-ock dock, hock, knock, lock, mock, rock, sock, tock, block, clock, crock, flock,

frock, shock, smock, stock

-oke joke, poke, woke, yoke, broke, choke, smoke, spoke, stoke, stroke

-uck buck, duck, luck, muck, puck, suck, tuck, cluck, pluck, shuck, stuck,

struck, truck

4

Second Grade

-ail ail, bail, fail, hail, jail, mail, nail, pail, quail, rail, sail, tail, wail, flail, frail,

snail, trail

-am Lain, main, pain, rain, vain, wain, brain, chain, drain, gain, grain, plain,

slain, Spain, sprain, stain, strain, train

-ale bale, dale, gale, hale, male, pale, sale, tale, scale, shale, stale, whale

-ame came, dame, fame, game, lame, name, same, tame, blame, flame, frame,

shame

-ank bank, dank, hank, lank, rank, sank, tank, yank, blank, clank, crank, drank,

flank, plank, prank, shrank, spank, thank

-ash ash, bash, cash, crash, dash, gash, hash, lash, mash, rash, sash, brash, clash,

flash, slash, smash, stash, thrash, trash

-aw caw, gnaw, jaw, law, paw, raw, saw, claw, draw, flaw, slaw, squaw, straw

-ay bay, day, gay, hay, jay, lay, may, nay, quay, ray, say, way, bray, clay, cray,

ray, gray, play, pray, slay, spray, stay, stray, sway, tray

-eat beat, feat, heat, meat, neat, peat, seat, bleat, cheat, cleat, pleat, treat, wheat

-est best, guest, jest, lest, nest, pest, rest, test, vest, west, zest, blest, chest, crest,

quest, wrest

-ide bide, hide, ride, side, tide, wide, bride, chide, glide, pride, slide, snide,

stride

-ight knight, light, might, night, right, sight, tight, blight, bright, flight, fright,

plight, slight

-ink kink, link, mink, pink, rink, sink, wink, blink, brink, chink, clink, drink,

shrink, slink, stink, think

-ore bore, core, fore, gore, more, pore, sore, tore, wore, chore, score, shore,

snore, spore, swore

-ump bump, dump, hump, jump, lump, pump, chump, clump, frump, grump,

plump, slump, stump, thump, trump

-unk bunk, dunk, funk, hunk, junk, punk, sunk, chunk, flunk, plunk, shrunk,

skunk, slunk, spunk, stunk, trunk

5

THIRD GRADE

-ad bad, dad, fad, had, lad, mad, pad, sad, tad, clad, glad

-air fair, hair, lair, pair, chair, flair, stair, air

-alk balk, calk, talk, walk, chalk, stalk

-all all, ball, call, fall, gall, hall, mall, pall, tall, wall, small, squall, stall

-amp camp, damp, lamp, ramp, tamp, vamp, champ, clamp, cramp, scamp,

stamp, tramp

-are bare, care, dare, fare, hare, mare, pare, rare, ware, blare, flare, glare, scare,

share, snare, spare, square, stare

-ark bark, dark, hark, lark, mark, park, shark, spark, stark

-arm arm, farm, harm, charm

-ath bath, lath, math, path, wrath

-eet beet, feet, meet, fleet, greet, sheet, skeet, sleet, street, sweet, tweet

-eld held, meld, weld

-elt belt, felt, knelt, melt, pelt, welt, dwelt smelt

-ent bent, cent, dent, gent, Kent, lent, rent, sent, tent, vent, went, scent. Spent

-esh mesh, flesh, fresh

-ew dew, few, hew, knew, new, pew, blew, brew, chew, crew, drew, flew,

screw, stew, threw

-ies dies, lies, pies, ties, cries, dries, flies, fries, skies, tries

-inch cinch, inch, finch, pinch, winch, clinch, flinch

-ind bind, find, hind, kind, mind, rind wind, blind, grind

-ish dish, fish, wish, swish

-itch ditch, hitch, ditch, witch, switch

6

-oil boil, coil, foil, oil, soil, toil, spoil, broil

-on son, ton, won

-ub cub, dub, hub, nub, pub, rub, sub, tub, club, drub, flub, grub, scrub, shrub,

snub, stub

-up cup,pup,sup

-ut but, cut, gut, hut, jut, nut, rut, glut, shut, smut, strut

7

Fourth Grade

-aise raise, braise, chaise, praise

-aste baste, haste, paste, taste, waste, chaste

-atch batch, catch, hatch, latch, match, patch, scratch, thatch

aught caught, naught, taught, fraught

-aunt daunt, gaunt, haunt, jaunt, taunt, flaunt

-ear dear, ear, fear, gear, hear, near, rear, sear, tear, year, clear, shear, smear,

spear

-eath breath, death, feather, heather

-edge hedge, ledge, wedge, dredge, pledge, sledge

-eigh neigh, weigh, sleigh

-ence fence,hence, whence

-ense dense, sense, tense

-erve nerve, serve, verve, swerve

-ield field, yield, shield

-igh high, nigh, sigh, thigh

-oin coin, join, loin, groin

-oint joint, ointment, point

-oist foist, hoist, joist, moist

-ough rough, tough, slough

-ound bound, found, hound, mound, pound, round, sound, wound, ground

-ouse douse, house, mouse, rouse, souse, blouse, grouse, spouse

udge budge, fudge.judge, nudge, drudge, grudge, sludge, smudge, trudge

-ue cue, due, hue, blue, clue, flue, glue, true

-urse curse, nurse, purse

8

FIFTH GRADE

-anch ranch, blanch, branch, stanch

-ance dance, lance, chance, France, glance, prance, stance, trance

-arge barge, large, charge

-asm chasm, plasm, spasm

-aze daze, faze, gaze, haze, maze, raze, blaze, craze, glaze, graze

-each beach,each,leach,peach,reach, teach, bleach, breach,preach

-eak beak, leak, peak, teak, weak, bleak, creak, freak, sneak, speak, squeak,

streak, tweak

-eath breath, death, feather, heather

-ench bench, wench, clench, drench, French, quench, stench, trench, wrench

-erve nerve, serve, verve,swerve

-une dime, lime, mime, time, chime, clime, crime, grime, prime, slime

-oach coach,poach,roach, broach

-ouch couch, ouch, pouch, vouch, crouch, grouch, slouch

-own down, gown, town, brown, clown, crown, drown, frown

-umb dumb, numb, plumb, thumb

-ush gush, hush, lush, mush, rush, blush, brush, crush, flush, plush, slush, thrush

-utch hutch, clutch, crutch

Kindergarten

The TEKS requires recognition of 25 or more high frequency words for mastery.

List A is the required list for Highland Park for recognition.

Once List A is mastered, the Optional Word List can be used.

LIST A Optional Word List

no about here run

is all him said

can any his sat

me are how saw

you as if say

and ball into she

he be jump sit

at been last some

a boy look that

so by make them

on come man then

in could many they

up day mom this

am did next too

we eat not us

like find now want

see first of was

I for only way

go from or went

it get other were

do girl out when

an got play will

the had put with

my has ran would

to her read yes

Kindergarten Spelling Patterns

The TEKS require students to use letter-sound correspondences to spell CVC words. The

following CVC patterns should be taught in kindergarten. Examples are included.

-an an, ban, can, fan, man, pan, ran, tan, van, bran, clan, plan, scan, span, Dan, than

-ap cap, gap, lap, map, nap, rap, sap, tap, yap, chap, clap, flap, scrap, slap, snap, strap, trap, wrap

-at at, bat, cat, fat, gnat, hat, mat, pat, rat, sat, tat, vat, brat, chat, flat, that, scat

-ack back, hack, Jack, pack, rack, sack, tack, shack, knack, track, black, snack, whack, stack, crack, clack, flack, slack, smack

-ed Ed, bed, fed, led, Ned, red, Ted, wed, sled, Fred, fled, bled, sped, shed

-en Ben, den, hen, Ken, men, pen, ten, zen, Glen, wren, when -et bet, get, jet, let, met, net, pet, set, vet, wet, yet, fret

-eck Beck, deck, peck, neck, check, wreck, fleck, peck, -in bin, fin, kin, pin, sin, tin, win, chin, grin, shin, skin, spin, thin, twin

-ip dip, hip, Kip, lip, nip, Pip, quip, rip, sip, tip, whip, chip, ship, grip, flip, blip, clip, slip, drip, trip, skip, snip

-it bit, fit, hit, kit, lit, quit, sit, pit, wit, flit, grit, skit, slit, spit, split, twit, knit, Whit,

-ick Dick, lick, pick, Nick, quick, Rick, sick, tick, wick, chick, thick, brick, click, flick, prick, slick, stick, trick

-ob Bob, bob, cob, job, lob, mob, Rob, rob, sob, knob, blob, glob, slot, snob

-op bop, cop, hop, mop, pop, top, chop, crop, drop, flop, plop, prop, shop, slop, stop, clop

-ot cot, dot, got, hot, jot, lot, not, pot, rot, tot, blot, clot, plot, shot, slot, spot, trot, knot, snot

-ock dock, jock, lock, mock, rock, sock, tock, block, shock, knock, clock, frock, flock, stock, smock

-ub cub, dub, hub, nub, pub, rub, sub, tub, glub, blub, snub, stub, grub -ug bug, dug, hug, jug, lug, pug, mug, rug, tug, chug, drug, plug, shrug, slug,

snug, thug, smug, -ut but, cut, gut, hut, jut, nut, rut, shut,

-uck duck, puck, muck, suck, tuck, yuck, truck, chuck, shuck, cluck, pluck, stuck, snuck

Digraphs: th, ch, sh, wh, kn, ph, wr

Blends: bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, sc, sk, sl, sm, sn, sp, st, tr, tw

First Grade Non-Negotiable High Frequency Words for Reading and

Spelling

a all am an and

are at be but came

can do for from get

got had have he her

him his I if in

is it like me my

no one out said saw

see she so that the

their then there they this

to up was we went

were with you on your

go

First Grade Words to be introduced for Reading

as or by what when

which will come each of

about how many/any some these

would could should other has

more than too two first

who been now people over

only find use long after

buy little also does give

done very here know new

once our says where why

friend into them did because

First Grade Spelling Patterns

First grade is responsible for teaching cvc, cvce, blends, phonograms, dipthongs,

digraphs, trighaphs, and complex consonants for spelling. The patterns below

are found in the first grade phonics TEKS.

Pattern Examples

Short a bat, can, tap Short e get, hen, Ted

Short o top, mom, flop Short u tub, bug, run

Short i fin, sip, hit

/ck/ & Short Vowels kick, duck, black H Brothers (sh, ch, th, wh, ph) ship, chat, thick, when, graph

/tch/ & /dge/ fetch, match, bridge, dodge FLoSS rule will, pass, puff

Long Vowels /a_e/ safe, bake, snake /i_e/ pine, bike, slide

/o_e/ home, cone, phone

/e_e/ these, theme, Eve /u_e/ long u & oo sounds cute, use, flute, tube

Hard and Soft c & g face, cage, rice, huge /ai/ & /ay/ rain, paint, play, day

/ea/ long e and short e sounds eat, cheat, head, read

/oa/ boat, coat, float /y/ long i and long e sounds my, by, candy, baby

R controlled Vowels (ar, er, ir, or, ur) star, her, bird, corn, burn /oi/ & /oy/ oil, soil, boy. toy

/ow/ long o & /ou/ sounds snow, show, cow, how /oo/ book, look, moon, soon

/aw/ & /ew/ saw, paw, new, few

/ou/ ouch, out, mouth, proud ink, ank think, pink, thank, bank

/ie/ long i and long e sounds pie, tie, chief, /kn/ & /wr/ know, knot, wreath, write

/igh/ night, sight, fright *Patterns can be combined when teaching. For example CVCE and soft g/c.

Second Grade Non-Negotiable High Frequency Words

First grade non-negotiable spelling list as well as the list that follows: as or by what when

which will come each of

about how many/any some these

would could should other has

more than too two first

who been now people over

only find use long after

buy little also does give

done very here know new

once our says where why

friend into them did because

Second Grade Non-Negotiable High Frequency Words to Identify and Read

a car food hurt must saw three

about carry for I my say through

after clean found if myself school Thursday

again close four I’m name second to

all coat Friday in near see today

along cold friend into never seem together

also color from is new set too

always come full it next seven took

am could funny its night she try

an cut gave jump no should Tuesday

and dad get just not sing turn

another day girl keep now sister two

any dear give kind of sit under

anything did giving know off six until

are didn’t go last old slow up

around do goes laugh on small upon

as does going leave once so us

asked done got let only soon very

at don’t green letter open start walk

ate door grow light or stop want

away down had like other such was

back draw hand little hour Sunday we

be dress happy live out sure Wednesday

because drink hard long over take went

been each has look own tell were

before ear hat looked part ten what

best early have love people think when

better eat he made pick than where

big end head make play that which

black every hear man please the while

blue eyes help many pull their white

both face her may put them who

boy fall here me ran then why

bring far high men read there will

brother fast him might red these with

brown fat his mom right they would

but find hold Monday round thing write

buy fine home more run think yellow

by fire hope morning said third yes

call first hot most same this you

came five house mother sat those your

can fly how much Saturday though

Second Grade Spelling Patterns Second grade is responsible for teaching closed syllable cvc, open syllable (CV), r-controlled

vowels, vowel digraphs, common prefixes, abbreviations, contractions, and multisyllabic

words The patterns below are found in the second grade phonics TEKS.

Pattern Example Short Vowel Review as, get, will, long, much, came, live, like, more, use

Long A Vowel (VCe) blade, flake, made, came, game, wave, date, game

Long I Vowel (VCe) slide, smile, prize, time, ride, hide, life, strike

Long O Vowel (VCe) drove, broke, froze, those, stove, home, more

Long U Vowel (VCe) true, fluke, mute, mule, cube, use, duke, rule

-ay, -ai bay, clay, ray, play, spray, trail, mail, rain, train

-au, -aw law, flaw, hawk, saw, because, caught

-oo, -ew bloom, food, food, spoon, too, drew, grew, few, new

-ow, -ou down, how, around, know, now, about, out, house, our

-oi, -oy coil, coin, spoil, foil, toy, joy, cowboy

Soft/Hard C face, brace, space, once, could, called, place

Soft/Hard G long, give, along, going, get, age, giant, germ, digit

r-controlled (ar, are, air) arm, care, fair, part, share, fairy, party, chair

r-controlled (or, ore, oar) corn, porch, more, roar, or

r-controlled (er, ir, ur) Burn, dirt, flower, after, first, other, another

-est, -eat Cheat, treat, best, next, chest, neat

-ight, -ink Think, right, pink, light, fright, drink

Closed & Open Syllable pic-nic, mon-ster, ti-ger

Final stable syllable sta-tion, tum-ble, a-ble, nation, motion, lotion, buble

-ing (silent e, consonant double) Care-caring, snore-snoring, run-running, snip-snipping

-ed (silent e, consonant double, y to i) Mute-muted, smile-smiled, dry-dried

-s, -es Rabbit-rabbits, wish-wishes

Plurals- change y to i, irregular plurals Dry- dries, party-parties, baby-babies, self-shelves, tooth-teeth

-er, -est Rich-richer/richest, smaller-smaller/smallest

Compound Rainbow, barnyard, backpack

Prefixes: un-, re-, pre-, dis- Undone, reword, rework, preview, premade, disagree

Suffixes: -ly, -ful, -er Shortly, mostly, wonderful, rightful, longer, thinker

Contractions Haven’t, it’s, won’t, she’s

Silent consonants (mb, kn, gn, wr) Climb, knight, sign, wrinkle

Third Grade Non-Negotiable High Frequency Words Reading and Spelling *First 300 K-2 High Frequency List

a car food hurt must saw three

about carry for I my say through

after clean found if myself school Thursday

again close four I’m name second to

all coat Friday in near see today

along cold friend into never seem together

also color from is new set too

always come full it next seven took

am could funny its night she try

an cut gave jump no should Tuesday

and dad get just not sing turn

another day girl keep now sister two

any dear give kind of sit under

anything did giving know off six until

are didn’t go last old slow up

around do goes laugh on small upon

as does going leave once so us

asked done got let only soon very

at don’t green letter open start walk

ate door grow light or stop want

away down had like other such was

back draw hand little hour Sunday we

be dress happy live out sure Wednesday

because drink hard long over take went

been each has look own tell were

before ear hat looked part ten what

best early have love people think when

better eat he made pick than where

big end head make play that which

black every hear man please the while

blue eyes help many pull their white

both face her may put them who

boy fall here me ran then why

bring far high men read there will

brother fast him might red these with

brown fat his mom right they would

but find hold Monday round thing write

buy fine home more run think yellow

by fire hope morning said third yes

call first hot most same this you

came five house mother sat those your

can fly how much Saturday though December

June July August September January February November

October April

Third Grade Non-Negotiable High Frequency Words Reading

place well different number great between mane

line sound below something thought show large

often world important form children feet side

without animal life enough above began almost

page earth year country father night picture

being study second since ever sentence across

during however knew it’s young sun whole

example heard several change answer a lot seen

they’re haven’t wouldn’t making children happen thousand

minute second similar different count predict measure

Third Grade Spelling Rules Thirds grade spelling shifts from learning phonograms and phonics patterns to the application

of that knowledge to read and spell words proficiently. Attention is placed on using common

syllabication patterns to decode and to spell and to help monitor accuracy in reading. The

application of patterns below are found in the third grade phonics TEKS.

Rule Example(s)

Consonant doubling when adding an ending e.g. hop to hopping

Dropping final “e” when endings are added e.g. –ing, -ed (hav-ing, sav-ed)

Changing “y” to “I” before adding an ending e.g. families, parties, cherries

Double consonants in middle of words e.g. bubble, puzzle

Complex Consonants e.g scr-, dge, -tch

Abstract vowels e.g. ou as in could, touch, through, bought

Other Spelling Expectations

Single syllable homophones e.g. bear/bare; week/weak; road/rode

Complex contractions e.g. should’ve , won’t

Fourth Grade Non-Negotiable High Frequency Words First 300 K-2 Words and the following:

place well different number great between mane

line sound below something thought show large

often world important form children feet side

without animal life enough above began almost

page earth year country father night picture

being study second since ever sentence across

during however knew it’s young sun whole

example heard several change answer a lot seen

they’re haven’t wouldn’t making children happen thousand

minute second similar special count predict measure

method bought spent office attention hundred Million

thousand return woman opposite region result amount

action setting attention forward backward complete difference

walked least can’t you’ve we’ve I’d won’t

she’ll we’ll they’d night whole notice probably

perhaps common group mother finally American United

States

Fourth Grade Spelling Rules In fourth grade, the goal of spelling instruction is to spell words with more advanced

orthographic patterns and rules. Attention is placed on using knowledge of letter and sounds,

word parts, segmentation and syllabication to spell words correctly. The application of

patterns below are found in the third grade phonics TEKS.

Rule Example

Plural rule words ending in f as in leaf, leaves; adding –es

Irregular plural man/men, foot/feet, child/children

Ways to spell sh -sion, -tion, -cian

Silent letters knee, wring

Consonant doubling when adding an ending stopped, skipped

Other Spelling Expectations

Commonly used homophones e.g. there, they’re, their; two, too, to

Base words and root words with affixes i.e. –ing, -es, -s, -ed, -er, -al/ial,-ful, -less,-ish, -hood, -or, -y,-ible/-able,-ist –ion, -ment, -ly, dis-, pre-, re-,un-,semi-, pre-, over-, under-, super-, anti-, mid-, in/im-, il-, ir-, non-, mis-, inter-, and ex-.