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First Grade Language Arts » Phonics / Spelling
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Phonics / Spelling
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Weekly Phonics/Spelling Assignment Spelling List for the week: ship fish then shut with rush shop trash thin want good put Review Red Words: has is the have come of put they there was to two said saw your New Red Words: want good put Grades will be given by dictation from review sounds and new sounds learned each week. It will also include some sight words. Dictation List for This Week: review: am, Sam, sab, mas, bab, mab, saf, bas , sap, jib, Jim, pab, bip, hab Monday - review long vowels Tuesday - hard/soft c spelling rules Wednesday hard/soft g spelling rules Thursday - dge Friday - Assessment *Assessment on all these sounds plus ones already learned. Dictation sentences to be used in subsequent weeks: /t/ - Tom hit Tim. Pat sat. Tam bit Pam. /c/ - Sam has a cab. Pat has a fat ham. Pam hit Tim. /o/ - Bob is hot. Mom sobs. Tom is a cop. The top of the pot is hot. /r/ - Ron is tops. Rob has a fat rib. The rat bit Rob. Ron hit his hip. /l/- Hal has a fat lip. I am at the lab. /n/- I have a tin pan. A big man ran. Tim can sit. Mom is not mad. Pam has a nap. /g/- It is fog in the bog. I can tag the bag. I have a big gob of figs. /ck/ - Pick a big fig. Pack the bag, Jack. Jack has a pack. I have two rocks. /th/ - That dog is big. This is a tin man. Is this Tim's backpack? /th/ - The bath is hot. The thin man is tan. This is a big bathtub. The fog is thick. /u/ - That is a bug on the rug. Put the duck on the rug. Mack has a duck. Is this gum? /d/ - A mad rat ran fast. The duck is in the mud. The lad was sad. /e/ - Let the pet run. Set up the net. Where is the pet? Put the pet on the rug. /ch/ - I hit my chin. Chad has a bad pet. That is such luck! /tch/- Is Mitch a chimp? The pet is in the ditch. Sam will fetch the stick. /sh/ - Chad has a red rash. Sam has a blue ship. Jan has a red sash. /w/ - Pam's wig is wet. The dog can wag. The witch has a wig. /wh/ - Who wins? Where did Sam go? What did he want? /v/ - Mom has a red van. Vick is a vet. Put the vet in the van. New This Week: /y/ - Did Jack get back yet? The kids can yak and yak. /z/ - Stop the zig zag. Zack is a math whiz. /x/ - Max got a big sax. I will fix the box. Stan is the tax man. /y/ - yes, yet, yid, yam /z/ - zit, zig, zam, zap, zag This is the order for drills done at home: 1. Show letter/picture cards in this order: EX: b - bat - "b" 2. Call out sounds only and student is to write the letter that makes that sound. 3. Do blending drills using with either, letter cards, letter magnets, blending board with cards, etc. Use only the dictation I've given with each letter or what they've done prior to that letter. 4. Now, without letters to look at, call out the same dictation practiced for them to write. Give the sounds one at a time. EX: /s/ /a/ /m/ sam 5. Very Important!!! Read back all dictation. Do not correct mistakes until you do this step. When students read their own mistakes, they gain an understanding of what they did wrong. This makes the correction meaningful. 6. Keep all dictation in a 3-ring binder to use each practice session. It aids in retention for students to repeatedly read their own dictation. 7. Go quickly through a card deck with about 10 of their "red" words each practice session. Repetition is the key ingredient in helping the children to retain what we're teaching. It must be a daily process. 8. Practice patience, more patience and extra patience. Never show frustration and never give up!
Mrs. Pam's PAL's
Mobile Christian School
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