KG2 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:

KG2 Word Study Skills

  • Demonstrate understanding of the organization and basic features of print.
  • Follow words from left to right, top to bottom, and page by page.
  • Recognize that spoken words are represented in written language by specific sequences of letters.
  • Understand that words are separated by spaces in print.
  • Recognize and name all upper- and lowercase letters of the alphabet.
  • Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • Recognize and produce rhyming words.
  • Count, pronounce, blend, and segment syllables in spoken words.
  • Blend and segment onsets and rimes of single-syllable spoken words.
  • Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
  • Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
  • Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
  • Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
  • Read emergent-reader texts with purpose and understanding.
  • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
  • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
  • Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
  • Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
  • Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
  • Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts.