Grade 1 Word Study

ACS uses Words Their Way as a primary resource for word study: phonics, vocabulary, and spelling instruction. Words Their Way provides teachers with the tools for teaching children through the stages of spelling development. Children learn to see patterns and variations in words and are taught in a fun and engaging way.

Based on years of research into invented and developmental spelling, the classroom-proven framework of this successful series is keyed to the five stages of spelling and orthographic development. Each stage-specific companion volume features a complete curriculum of reproducible sorts and detailed directions for teachers working with students in each stage of spelling development, from emergent through derivational relations.

https://www.pearson.com/us/higher-education/series/Words-Their-Way-Series/2281883.html

For an explanation of word study and the stages of spelling development, please click below:

Grade 1 Word Study Skills

  • Distinguish long from short vowel sounds in spoken single-syllable words.
  • Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
  • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  • Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
  • Decode regularly spelled one-syllable words.
  • Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
  • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
  • Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
  • Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
  • Identify real-life connections between words and their use (e.g., note places at home that are cozy).
  • Know final -e and common vowel team conventions for representing long vowel sounds.
  • Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
  • Decode two-syllable words following basic patterns by breaking the words into syllables.
  • Use frequently occurring adjectives.
  • Use frequently occurring conjunctions (e.g., and, but, or, so, because).
  • With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).
  • Read words with inflectional endings.
  • Recognize and read grade-appropriate irregularly spelled words.
  • Use determiners (e.g., articles, demonstratives).
  • Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.