1st grade spelling, phonics, and word work with fluency passages for the whole year! A complete spelling curriculum to help your first graders learn essential phonics skills and grow as readers and writers.
There are two versions of this product so that you can download it in the format that best meets your needs. They are both the same price.
*Click HERE for the zipped file that contains both the printer-friendly PDF version and an editable WORD version.
*Click HERE for the product as an easy to print PDF.
Teachers know how important phonics and word work are in the development of reading and writing skills. Easy to use, developmentally appropriate spelling word work is hard to find for first graders. I created these units to build phonics, spelling, reading, and writing skills with my first graders and hope that it can be useful for your kiddos too! This pack contains units 1 through 33 (over 270 pages of content) with a variety of high-frequency words, phonics practice, and word families. Units are provided as a Microsoft Word document so you can personalize them for your students. Download the preview to see a scope and sequence for the year and a typical week from the beginning, middle, and end of the year.
NOTE--Preview contains the entire product so you can see everything before you buy, however there are 4 student pages tiled on each page. The actual product has 270 student pages.
WHAT IS INCLUDED?
*You will get the PDF version of this product. If you are interested in the editable Word Doc versions in a zipped file, please see my store.
*Activity contents for weeks 1 through 11 include—flash cards, reading passage for fluency, word families, handwriting (with top, middle, bottom lines), missing letters, scrambled letters, spelling test (with blanks for each letter)
*Activity contents for weeks 12 through 16 include—flash cards, reading passage for fluency, word families, handwriting (with top, middle, bottom lines), sentence writing, missing letters, scrambled letters, spelling test (no letter blanks, single line)
*Activity contents for weeks 17 through 33 include—flash cards, reading passage for fluency, word families, handwriting (single line), sentence writing, missing letters, scrambled letters, CLOZE sentences, spelling test (no letter blanks, single line)
*Additional questions that require students to use words they know, use words in CLOZE sentences, and answer comprehension questions, accompany activities when appropriate. These are more concentrated in the later weeks as students’ skills increase
*The last 4 words in each set of flash cards are italicized. These are high-frequency words and are good to add to a word wall.
*Why only 33 units instead of 36? As a first grade teacher, I never started spelling the first week, never had time for a unit the last week, and there were a few other short weeks during the year that we focused on other word work activities in the classroom. The 33 units cover typical phonics skills taught in first grade.
*Units are designed to be used as one piece of a well-balanced literacy program. Teachers are encouraged to employ best practices in teaching reading and writing, which includes focused phonics and word study. Guided Reading by Fountas and Pinnell is a must!
*While the program can be used whole group, students can also be assessed at the beginning of the year and enter the units at different points based on developmental readiness. For example, more advanced students may not need support reading and writing words with short vowels and could begin with blends or long vowels. Students can be trained on how to do the activities, but work at their level of readiness.
*Set up a routine and have students complete one activity a day during word work
*Teach short phonics mini-lessons each day focusing on short a, short i, silent e, other digraphs, decoding, building words, and word families
*Add high-frequency words and word families to word wall
*Can be used as homework set
*Useful for small group, RTI, and literacy station work
*Read the fluency passage daily to build fluency and decoding skills
*Have students practice writing word-family words
*Use in literacy centers
***This product contains ALL 33 weeks of my 1st grade phonics / spelling / word work curriculum. By purchasing all units, you save a few bucks! If you are interested in only a few weeks, visit my store to download 5-6 units at a time.***
As a Texas teacher, the products I make are designed around the standards for the state of Texas, known as the Texas Essential Knowledge and Skills (TEKS) and are carefully crafted to help students be successful on the Texas STAAR test. I use the rigor of the TEKS and released STAAR assessments as models to guide me when putting together lessons and materials for my students. Thus, I am careful to post products that, in my judgment, align with these standards. I am not affiliated in any way with these entities and any and all claims of alignment are my claims, not those of the groups behind the TEKS or STAAR test.
There are many teachers in Common Core states looking for quality materials. If one of my TEKS based products addresses standards in the Common Core, I will include those standards in this description. I do not teach the Common Core in my classroom, but am familiar with the standards. I am not affiliated with the entity behind Common Core and all claims of alignment are my judgment, not those of the groups behind the Common Core.
(1.3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) decode words in context and in isolation by applying common letter-sound correspondences, including:
(i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;
(ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;
(iii) consonant blends (e.g., bl, st);
(iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;
(v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and
(vi) vowel diphthongs including oy, oi, ou, and ow;
(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;
(C) use common syllabication patterns to decode words, including:
(i) closed syllable (CVC) (e.g., mat, rab-bit);
(ii) open syllable (CV) (e.g., he, ba-by);
(iii) final stable syllable (e.g., ap-ple, a-ble);
(iv) vowel-consonant-silent "e" words (VCe) (e.g., kite, hide);
(v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and
********************COMMON CORE STANDARDS********************
PHONICS AND WORD RECOGNITION
CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.
CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.
CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings.
CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.