This spelling list and word sorts for first grade includes 31 lessons, with 257 pages, supplementing Journey,s Spelling and Sorts, differentiated for 3 levels. This is how you may teach 3 levels of spelling and word sorts within your first grade room.
Also, if you teach kindergarten, you may use these spelling lists for some of your higher students. If you teach 2nd grade, these may meet your spelling needs for low to average students.
Each of the 31 spelling lessons includes 8 pages:
2 teacher pages of word cards for you to teach spelling
3 pages of differentiated words sorts
3 pages of differentiated spelling lists
Spelling principles covered are:
• short a at beginning of word or middle
• short a, short i
• short i, short o
• short e, short o
• short u, short o
• short a, short u
• short i, short a
• short o, short i
• short e, short i
• short u, short e
• th at the beginning, th at the end
• ch at the beginning, ch at the end
• sh, ch
• short and long a words, with e, without e
• short and long I words, with e, without e
• short and long o words, with e, without e
• ee, ea, e (tree, eat, me)
• ay, ai
• oa, ow
• compound words
• er, ir, ur
• oo, oa (contrast)
• oo, ew, ou (boo, new, you)
• ow, ou
• endings; ed, ing
• endings; er, est
• y, ie, igh (fly, pie, night)
• contractions (2)
• compound words (2)
Recommendations for use:
Every Monday, I simply cut out the header cards and put them at the top of my pocket chart. I go over the spelling words as I put these up explaining our principle for the week. Then I hold the flashcards in my hands and have students come up and place them in the correct place according to the sorting principle.
Each Tuesday, I give my students the spelling word sort worksheet that is differentiated according to their needs; high, medium, low. I call these groups A, B, C. They cut these apart and glue them into their interactive notebooks.
Also, on Monday I pass out the corresponding spelling words. We write the words 2x in our centers, but you may do this whole group as well. I have my students divided into their differentiated levels; A,B,C.
These spelling lists correspond to the interactive word sorts. However, there may be words in the word sorts that are not on the spelling. The idea is that students understand the principle, not necessarily rote memory.
Also, in the centers, I add word play with different manipulatives such as magnets, or shaving cream.
On Wednesday, we may look for these words in our “Just Right” books we are reading that correspond with each child’s reading level.
On Friday, I test my students on the spelling words. I call out all 10 words. After the 2nd spelling word, I announce, “If you are in group A, this is your last word.” Again after the 6th spelling word, I announce “If you are in group B, this is your last word.” We practice for these procedures several times. Also, I teach my students that are finished with their spelling test to read a book at their level while they wait for all to finish.
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