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Spelling tests will begin the week of October 5th. Each student is
responsible for writing "red" words (sight words), real words, and
spelling rule
for the week in his/her agenda every Monday. A weekly spelling test
will be given every Friday and will include the week's red words,
nonsense words using the week's rule, as well as, real words using
the week's rule. Students will only be given red words and real
words on
Monday. The nonsense words will allow the teacher, parents, and
student to know if the week's concept were learned well enough to be
applied. Students will also be required to write 2 sentences as a
part of the test. I will be looking for correct capitalization,
punctuation, and spelling on words that were on the list only.
Sentences should also make sense.
Please let me know if you have any questions or concerns!:)
Vowel Valley:
/ee/ as in cheese
/i/ as in igloo
/e/ as in egg
/a/ as in apple
/u/ sound as in umbrella
/o/ as in octupus
/au/ as in August and /aw/ as in paw
/oe/ as in toe
/oo/ as in foot
/oo/ as in boot
/ie/ as in tie
/ue/ as in blue
/oi/ as in coin
/oy/ as in boy
/ou/ as in ouch
/ow/ as in cow
Consonant blends: 2 or more consonants with no vowel between them
that keep
their own sound. Blends can come at the beginning and at the end of
words.
i.e. st as in stop or fl as in flip
Borrowers: They are called borrowers because the letters y, x, c,
and qu do
not have their own sound, but have to borrow sounds from other
letters. For
example, when you hear the /k/ sound, it is usually spelled with a c
before
the letters a, o, or u and with a k before the letters e or i.
R controlled vowels growling r's: The combination 'er', 'ur',
and 'ir' all
make the same sound. The r controls the vowel, altering its
sound. 'er' is
the most common spelling (40%), 'ur' is the second most commom
spelling
(26%), and 'ir' is the least common spelling (13%). This will help
your
child make an educated spelling guess. We are also learning
about 'or'as in
stork and 'ar' as in armadillo.
REVLOC
Closed Syllables: Syllables containing one vowel and at least one
consonant to the right of the vowel. Examples: it, hat, fish,
branch.
Closed syllables are the most frequent syllable type. Words like
how, boy,
and arm are not closed syllables because the 'w' and 'y' are a part
of the
vowel team and the 'r' is a part of an r controlled vowel.
Open Syllables: Syllables containing one vowel with nothing to the
right of
the vowel. The vowel will say its name. Open syllables are the 2nd
most
frequent syllable type. Examples: we, try, no
Consonant 'le' Syllables: Syllables containing a consonant + le.
Students
count back 3 from the 'e' and divide the syllable. Consonant le
takes
precedence over Closed and Open syllables so try it first when
reading a
word. Examples: lit/tle, ta/ble
Vowel Team: A syllable containing 2 vowels that make 1 sound. A
vowel team
takes precedence over consonant le, open, and closed syllables so
try it
first. examples: re/main, poo/dle, cof/fee
Bridge 'e' Syllable: contains a single vowel followed by a consonant
+ e and
the e makes the vowel say its name.
Examples: make, bike, handmade
Growling r Syllables: Syllables containing a vowel followed by an
r. The r
controlls the vowel and does not let it say it's name or sound.
Hard and Soft 'c': When 'c' is before an 'i', 'y', 'e', it makes
the /s/
sound, as in city. When 'c' is before any other letter, it makes
the /k/
sound as in cat.
Hard and Soft G: When 'g' is before 'i', 'y', or 'e', it makes
the /j/ sound
as in genie. When 'g' is in front of any other letter, it makes
the /g/
sound as in go.
Begin Clockface:
1:00 c or k spelling rule: At the beginning or middle of a word,
when you
hear the /k/ sound, it is usually spelled with a 'c' and you use 'k'
if it
is followed by an 'i', 'e', or 'y'.
2:00 ge or dge Rule: To spell /j/ at the end of a one syllable word
use 'dge' so the 'd' blocks the 'e' from making one vowel say its
name.
(example: fudge) se 'ge' everywhere else. (example: huge, barge)
3:00 u, v, or j rule
Words in English do not end in u, v, or j.
At the end of the word, if you hear:
/ue/ add an 'e' (Ex. venue, cue)
/u/ it is most likely spelled with an 'a' (Ex. panda, agenda)
/v/ add an 'e' (Ex. active, give)
/j/ apply the ge/dge rule
4:00 Floss Rule
Double the final consonant if the word:
1. is one syllable (Ex. fluff, miss)
2. has one vowel (Ex. less, fill)
3. ends in f, l, s (or z)
5:00 ck Rule
To spell /k/ at the end of a one syllable word use:
1. 'ck' after one vowel (Ex. stack, sick)
2. 'k' everywhere else (Ex. sneak, hawk, stork, milk)
To spell /k/ at the end of a multisyllable word, use 'c' (Ex.
fantastic,
plastic)
Red words: a, I, the, do, to, of, was, you, be, he, me,
she, we, as, has, his, is, been, have, said, were, what, come, from,
some,
word, your, one, two, all, into, who, and, find, could, should,
would, give,
water, their, there, go, no, so, are, many, they, my, by, want,
work, four,
eight, pull, gone, thought, put, both, brought, done, friend, does,
know,
world, new, please, few, once, where, buy, sure, clothes, wash,
poor, wear,
door, early, pretty, ready, very, enough, something, because, cause,
any,
anything, carry, half, warm, though, eyes, course, built, more,
front, before
country, today, sometimes, people, mother, father, brother,
together,
another, head, learn, suit, woman, questions, national, condition,
labor,
doctor,wonder, certain, company, love, move, office, service, above,
across,
against, again, among
Extended SMART activities: Here are some suggestions for reinforcing
the phonics skills we are
learning in school each week. Our phonics time is limited everyday
but very important for the
child to become a fluent reader. These are fun ways to review
phonics with your child outside
of school.
*Discuss the sound of the week. Have your child tell you the story
and the rule at the dinner
table.
*Brainstorm words that have the sound of the week in the beginning,
middle, or end. Dictate
words to them and them tell you if it is in the beginning, middle,
or end of the word.
*Dictate real or nonsense words for your child to write in sand,
shaving cream, paper/pencil,
chalk/chalkboard, whiteboard/expo marker, etc.
*When your child is reading or you are reading with the, have them
identify words with the
sound of the week in the story as well as red words.
*Write the consonants all over a beachball or any other ball. Toll
the ball and say the sound
of each letter your thumb lands on. Then have your child put the
vowel sound in between each
consonant and make a word. i.e. my thumbs land on /p/ and /f/. I
make the individual sounds
of each letter and then put the /ee/ sound in between to make 'peef'
and 'feep'.
*Do a mad lib asking for words with specific sounds. i.e. give me a
noun with the /ee/ sound
in it.
*Play CVC (consonant-vowel-consonant) war with card decks.
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