Phonics & Word Study Scope and Sequence



|Revised Phonics & Word Study Scope and Sequence |

|Grade 1 |

|RF.1.2.a |

|RF.1.2.b |

|RF.1.2.c |

| |

|RF.1.2.d |

|RF.1.3.a |

|RF.1.3.b |

| |

|RF.1.3.c |

|RF.1.3.d |

|RF.1.3.e |

| |

|RF.1.3.f |

|RF.1.3.g |

|L.1.4b |

| |

|L.1.4.c |

| |

| |

| |

| |

|Common Core Standards |

| Assessment: BOY mCLASS DIBELS Next and TRC |

|Assessment: Alphabet Formation |

|Spelling Assessment: Words Their Way |

|Review the handwriting formation for All Letters. |

|Refer to handwriting prompt form. |

|Week |High Frequency Words |Phonics and Phonemic Awareness: |

| | |Word Families |

|1 |JCS kindergarten high frequency word review |beginning and ending consonant review |

| | |short /a/ (at, an, ap, ack) |

|2 |JCS kindergarten high frequency word review |beginning and ending consonant review |

| | |short /i/ (it, ig, in, ick) |

|Instruction with HMH basal stories begins on week #3. (1 story per week) |

|1st grade High Frequency Word Lists begin |

|3 |Lesson 1: *and, *help, *play, *with, *you |beginning and ending consonant review |

| | |short /o/ ( ot, op, ob, ock) |

|4 |Lesson 2: *for, *have, *he, *look, *what |beginning and ending consonant review |

| | |short /u/ (ut, ug, un, uck) |

|5 |Lesson 3: *do, *find, *no, *they |beginning and ending consonant review |

| | |short /e/ (et, ed, en, ell) |

|6 |Lesson 4: *who, *does, as, had |beginning and ending consonant review |

| | |review all short vowels |

|7 |Lesson 5: *many, that, but, if, *friend |digraphs (sh and th) |

|8 |Lesson 6: *call(ed), *away, *every, when |digraphs (ch and wh) |

|9 |Lesson 7: *how, *why, than, going |Inflectional endings: /ed/ /ing/ |

|10 |Lesson 8: *would, day, *our, *today |l blends: /bl/ /cl/ /fl/ /gl/ /pl/ /sl/ |

|11 |Lesson 9: *after, *read, *write, bring |r blends: /br/ /tr/ /cr/ /dr/ /pr/ /gr/ /fr/ |

|Long Vowels (Round 1 Patterns) |

|12 |Lesson 10: *one, *small, *tree, *take, car |A vowel patterns: short /a/, long /a/ CVCe, /ai/ |

| | |(cat, cake, rain) |

|13 |Lesson 11: *their, *water, way, back |A vowel patterns: long /a/ CVCe, /ay/, /ar/ |

| | |(cake, play, car) |

|14 |Lesson12: *know, *been, time, *very |I vowel patterns: short /i, long /i/ CVCe, /ir/ |

| | |(sit, kite, bird) |

|15 |Lesson13: *new, did, just, same |Mixed Review: A and I patterns |

|16 |Lesson 14: *over, *two, *three, *into |O vowel patterns: short /o/, ong /o/ CVCe, /or/ |

| | |(mop, rope, for) |

|Assessment: MOY mCLASS Next and TRC |

|17 |Lesson15: *long, walk, *or, home |O vowel patterns: short /o/, long/o/ CVCe, long /o/ |

| | |(cot, rope, go) |

|18 |Lesson 16: *think, *around, *because |O vowel patterns: CVCe, long /oa/ |

| | |(rope, coat) |

|19 |Lesson 17: *by, *there, *about, *could |compound words/nouns (everything, something, ladybug) |

|20 |Lesson 18: *your, *these, *right, *first |U vowel patterns: short /u/, long /u/ CVCe, /ur/ |

| | |(hug, mule, hurt) |

|21 |Lesson19: *were, *work, *great, *laugh |Mixed Review; A, I, O, and U patterns |

|22 |Lesson 20: *more, *use, *mother, other |E vowel patterns: short/e/, long /e/ CVCe, long /e/, /er/ |

| | |(net, Pete, sleep, he, her) |

|23 |Lesson 21: it's, don't, old |Mixed Review: A, I, O, U, and E |

|Vowel Teams (Round 2 Patterns) |

|24 |Lesson 22: then, which, made, him, *eight |A patterns: /all/ /aw/ |

|25 |Lesson 23: *house, *again, another, *boy |I patterns: /ight/ /y/ /ind/ |

|26 |Lesson 24: also, too, *almost, girl |O patterns: //old/ /oo/ |

|27 |Lesson 25: must, between, number |O patterns: /oi/ /oy/ |

|28 |Lesson 26: *even, found, thing |O patterns: /ou/ /ow/ |

|29 |Lesson 27: *something, each |E patterns: /ea/ /ew/ |

|30 |Lesson 28: *should, still, be |U "sound" patterns: /oo/ /ew/ /ue/ |

|31 |Lesson 29: through, any |compound words |

|32 |Lesson 30: *people, *only, *most |prefixes |

|Assessment: EOY mCLASS DIBELS Next and TRC |

|The word study scope and sequence for 1st grade was constructed using a combination of materials derived from several sources including: Beverly Tyner's Small |

|Group Reading Instruction: A Differentiated Teaching Model and Words Their Way, which is authored by Bear, Invernizzi, Templeton, & Johnston. |

|* Indicates high frequency words taught with the same HMH lesson |

|There are a total of 115 first grade high frequency words. |

Revised 09/13/2013

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download