Spelling

First Grade Spelling Instruction

Patterns in words are the focus of First Grade spelling instruction.  These patterns will help your child read and spell many words with the same pattern. 

Each week, we will be studying words with a specific pattern.   You may hear your child talking about the pattern (ex. CVC or consonant-vowel-consonant) or the word family (group of words related to each other because they have the same pattern).  At least six of the words we assign each week are a sampling of those with the focus pattern; others may be non-examples or words first graders need to write automatically. 

Assessing Progress

Your child’s understanding of the focus pattern will be assessed on Fridays in three ways:

1.    Students will be asked to spell the 8 assigned words.

2.    Students will be asked to write a dictated sentence that includes words with the focus pattern that may or may not be from the assigned list.  We are assessing how well students apply this pattern in writing.  The dictated sentence also gives us the opportunity to check progress in handwriting and the use of punctuation.

3.    Students will have the option to spell 4 bonus words that were not assigned.  These words will contain the focus pattern and offer a bit more challenge.

Please see the attached rubric that we will be using in Semester 1 to assign spelling grades to Friday Checkpoints. These grades will be posted weekly into Infinite Campus (IC).

Helping Your Child with Word Learning

1.    Study the basic words. 

·      Highlight the patterns. 

·      Practice the words in left to right sequence. 

·      Encourage your child to visualize the word before spelling it.

2.    Make new words. 

·      From a word on the basic list, have your child practice replacing the first letter with a different beginning sound to make a new word. 

·      Use the word in a sentence. 

·      Summarize by saying, “If you know (original word), it helps you know (new word).”  (Ex. If you know can, it helps you know plan.)

3.    Look for the focus pattern while reading.  Discuss how knowing the pattern helps the reader solve the word quickly.

4.    When writing, use previously studied patterns to write new words, even when it may be just part of a new word (-an in can or candle).

The ultimate goal of spelling instruction is that students apply the patterns they are learning in their independent reading and writing.  We’re excited to have you join us as partners in your child’s learning!

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Semester 2 Spelling Rubric.pdf133.67 KB