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First Grade Spelling Scope and Sequence - Alvin … - spelling words for 1st graders
First Grade Spelling Scope and Sequence
Rationale: This plan was developed by PISD first grade level teachers in effort to provide a consistent district wide Spelling scope
and sequence. It is based on the Phonics Lesson Resource Book by Fountas and Pinnell. This is a recommended scope and
sequence that's designed to be implemented as a portion of the word study/phonics/spelling component. Use of this scope and
sequence ensures all TEKS will be addressed.
Explanation: The scope and sequence consists of weekly spelling lists that are based on looking at words two ways:
Specific Orthographic/spelling Principles using 5 Principle Words (out of F & P lessons listed)
5 High Frequency Words - add to classroom Word Wall for future student use as they read and write
We suggest teaching a mini-lesson on each principle and adding one or two of the principle words to the word wall each week.
Phonics in Context: Remember to also "notice" and locate sight words and orthographic patterns from lesson during Shared Reading.
Note: Each campus team has flexibility to revise based on student's needs - contact C&I for guidance.
First Grading Period
Week 1 2 3 4 5 6 7 8 9
Principle Learning Learning Learning Learning Learning Learning
Common Short Common Short Common Short Phonograms Phonograms Phonograms
Vowel Sounds:a Vowel Sounds:a Vowel Sounds:e -at -in -it
Fountas SP 1 SP 1 SP 2 SP 3 SP 3 SP 3
and Pinnell pg.283-286 pg.283-286 pg.287-290 pg. 291-294 pg. 291-294 pg. 291-294
Lesson
Suggested cap can jet bat pin fit
Principle tap tan let cat fin hit
Words map man net hat tin sit
lap ran pet mat win pit
nap fan wet rat bin kit
Suggested it my run to you in
High be not said two all I
Frequency a one see up am will
Words at go the we are is
me and on help look but
Second Grading Period
Week 10 11 12 13 14 15 16
Principle Learning Learning Learning Learning Learning Learning Recognizing
Phonograms Phonograms Phonograms Phonograms Phonograms Phonograms beginning
-op -ot -ig -est -ell -ut/-un consonant
clusters-
s family
Fountas and SP 3 SP 3 SP 3 SP 3 SP 3 SP 3 LS 8
Pinnell Lesson pg. 291-294 pg. 291-294 pg. 291-294 pg. 291-294 pg. 291-294 pg. 291-294 pg.225-228
Suggested mop not pig best well but ship
Principle hop pot big nest yell hut shop
Words pop hot wig vest sell nut shut
top cot dig rest bell sun shell
bop dot rig test fell fun shack
Suggested came get if like three ran so
High did good us must our ride soon
Frequency do have car new out saw that
Words eat he name no yes say there
four into dog now it she they
Third Grading Period
Week 17 18 19 20 21
Principle Recognizing beginning Recognizing Recognizing Recognizing Recognizing
consonant clusters- beginning beginning beginning beginning
s family consonant clusters- consonant clusters- consonant clusters- consonant clusters-
l family l family r family r family
Fountas and Pinnell LS 8 LS 9 LS 10 LS 11 LS 11
Lesson pg.225-228 pg.225-228 pg. 233-236 pg. 237-240 pg. 237-240
Suggested Principle stop clip slam crab drag
Words stump club sled crop drip
stem clap slid crib drop
star clock slot crust draw
stir claw slug crack drum
Suggested High this well black an could
Frequency Words too went with any every
under what please as fly
want white after ask from
was who again by give
Week 22 23 24 25 26
Principle Learning Phonograms Learning Learning Learning Learning
from long vowel sounds - Phonograms Phonograms Phonograms from Phonograms
ate from long vowel from long vowel long vowel sounds- -and
sounds -ake sounds -ike ay
Fountas and Pinnell SP 5 SP 5 SP 5 SP 7 SP 7
Lesson pg.299-302 pg.299-302 pg. 299-302 pg. 307-310 pg. 307-310
Suggested Principle ate rake bike bay sand
Words date cake like clay band
gate bake hike gray brand
late take pike sway hand
state lake spike play land
Suggested High giving his live open stop
Frequency Words has how may had take
has just of hard for
her know old round them
him let once some then
How to teach syllables to first graders? for second language learners, students of varying reading skill, and for younger learners Use pictures instead of words in activities for younger and lower level readers Include auditory and hands-on activities (i.e., clapping hands, tapping the desk, or marching in place to the syllables in children's names) Include a writing activity for more advanced learners.
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