2015
HIGHLAND P A R K
ISD
Kindergarten through Sixth Grade
Spelling
Including Word Study and the
Active Investigation of Words
2015
Table of Contents
Part I: Spelling Beliefs and Research
1) Belief Statement
2) Goals for the Teaching of Spelling/Goals for Students 3) Setting Up a Spelling Environment/Carve out time each week for
word study and spelling instruction 4) Consistent Spelling Rules Supported by Research 5) Spelling TEKS K-6
6) Comprehensive Spelling Framework 7) Spelling Development
8) Research/Five Stages of Spelling 9) Evolution of a Child's Writing 1 O) Spelling Continuum
Part II: Instructional Strategies
1) Spelling by Analogy 2) Memorizing Words
3) Word Study Approach 4) Word Sorts/Word Hunts
5) Word Work with Tiles/Word Lists 6) Word Work in Guided Reading/Word Work during Writing
Conferences/Partner Work/Peer Editing
7) Spelling Strategy Poster/Proofreading Strategies 8) High Frequency Word (No Excuse Words) List
Part III: Highland Park "No Excuse" Word Lists & Phonograms
1) Phonograms K through 6
2) Highland Park "No Excuse" Words for Spelling K through 6 3) Sitton Spelling Word List 1200 High-Frequency Writing Words
Part IV: Parent Communication
1) Parent Communication 2) What Parents Can Do
3) Specific Family Activities for Phonemic Spellers
2015
Part V: Assessments
1) Monster Test 2) Weekly Word Studies
Part VI: Instructional Resources (Charts)
1) Active Spelling Strategies 2) Creating Good Spellers
3) Oral Blending 4) What To Do If You Can't Spell A Word 5) Strategies Good Spellers Use
6) Vowels and Phonograms 7) Red Flag Words
Part VII: Glossary
Part VIII: Bibliography
2015
SPELLING
BELIEFS
AND
RESEARCH
2015
BELIEF
S T A T E M E N T
Word study and the active investigation of words (spelling) is a complex, life-long
process that can only be mastered over time. The purpose for learning about spelling is
to enhance ability in writing. Students learn a great deal about spelling through reading;
and writing provides the authentic purpose for learning about spelling. Kindergarten -
Ii11 grade students are engaged in learning spelling strategies which are embedded in word study, reading, and writing. For students to become conventional spellers focused
explicit instruction is required.
2015
Goals for the Teaching o f Spelling
Five general guidelines for teaching word-specific knowledge successfully:
• Follow a curriculum
• Use research-based techniques.
• Focus on the right words and patterns at the right time.
• Differentiate instruction
• Connect spelling and word study to reading and writing.
(Gentry, J. Richard, 2004)
Goals for Students
Students recognize the importance of spelling when they are asked to communicate in writing for authentic purposes. Direct, explicit instruction in phonemic, whole-word, and morphemic approaches to spelling equip students with the necessary skills and strategies to spell correctly.
The goals for students in Highland Park are to:
understand that the primary purpose for learning about spelling is so that others can read their writing;
learn how to apply spelling strategies (including analogies) that will help them to write or learn any word
learn specific words that are used frequently so they are able to spell these words automatically;
know how to use a variety of resources to help their spelling; and
know that their writing is valued regardless of the stage of development of
their spelling.
(Snowball, D., 1999; Cunningham, P., 2011)
2015
Preparing the Spelling Environment
• Students have many opportunities to write and talk about words.
• Students have many opportunities to read and talk about words.
• Spelling references that are easily accessible: o Wall charts o Personal dictionaries o Classroom dictionaries o Print displayed in the classroom
o Word walls
• Students have time to write daily (to include talking about spelling in an editing
conference)
• Teachers provide explicit teaching of common word patterns (which enables
students to figure our related words and correct misspellings), onsets and rimes,
frequently used words, prefixes and suffixes, root words, unusual features of
words and time for word exploration
• Students are aware of strategies for spelling unfamiliar words and for "fixing up" misspellings
• Students are given opportunities for regular review and practice spelling words that
have already been learned
• Students are taught error correction procedures that can facilitates returning and
correcting misspelled words without interrupting the drafting phase of writing
• Teachers hold students accountable for applying spelling strategies and spelling
words correctly
Dedicate time each day and each week for word study and spelling instruction.
Spelling/ word study instruction should be one piece of a comprehensive literacy program.
Research shows word-specific knowledge can have positive effects on students reading and
writing abilities. Therefore, teachers will:
use a research-based curriculum of words and patterns as a basis for instruction
supplement word lists to meet the needs of individual students
individualize spelling instruction and assessment so you are able to adjust to meet
students’ needs
use research based strategies
o careful word selection
o use a pretest-study-posttest format
o teach students how to study unknown words
o spelling games
o word sorting
(Gentry, 2004)
2015
Consistent Spelling Rules Supported by Research
Researchers generally agree that only a few spelling rules are as consistent as to be helpful to children:
• Putting i before e (as well as the ei pattern)
• Dropping e before adding a suffix
• Changing y to i before adding a suffix
• Doubling final consonants before adding a suffix (Wilde 1992, citing Wheat 1932)
• Plurals
o add “s” to most nouns and verbs
o add “es” if words end in “ch”, “sh”, “x”, “s” or “z”
Henderson ( 1990)
It is not rules that children need but experiences. Their capacity as human learners will bring them to a feel for, or tacit knowledge of, words long before they will be able to understand rules ...literate adults do not use rules; they simply know.
Snowball (1999)
Rather than telling children rules, children will learn better if they are guided through
explorations that will help them discover generalizations that apply to the spelling of
many words.
1
TEKS (Texas Essential Knowledge and Skills) Beginning with School Year 2009-2010
Oral and Written Conventions/Spelling Students spell correctly. Students are expected to:
Kindergarten 18(A) use phonological knowledge t o match sounds to letters;
(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC)
words (e.g, cut);
(C) write one's own name.
1st Grade
22(A) use phonological knowledge to match sounds to letters to construct known words,
(B) use letter-sound patterns to spell:
(i) consonant vowel-consonant (CVC) words;
(ii) consonant vowel-consonant-silent e (CVCe) words (e.g., "hope");
(iii) one-syllable words with consonant blends (e.g., "drop");
(C) spell high-frequency words from a commonly used list;
(D) spell base words with inflectional endings (e.g., adding "s" to make words plural);
(E) use resources to find correct spellings.
2nd Grade
23(A) use phonological knowledge to match sounds to letters to construct unknown
words;
(B) spell words with common orthographic patterns and rules;
(i) complex consonants (e.g., hard and soft c and g, ck);
(ii) r-controlled vowels;
(iii) long vowels (e.g., VCe-hope);
(iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-
cow, oi- coil, oy-toy)
(C) spell high frequency words from a commonly used list;
(D) spell base words with inflectional endings (e.g., -ing and -ed);
(E) spell simple contractions (e.g., isn't, aren't, can't);
(F) use resources to find correct spellings
3rd Grade
24(A) use knowledge of letter sounds, words parts, word segmentation, and syllabication
to spell;
(B) spell words with more advanced orthographic patterns and rules:
(i) consonant doubling when adding an ending,
(ii) dropping final "e" when endings are added (e.g., -ing, -ed);
(iii) changing y to i before adding an ending;
(iv) double consonants in middle of words;
(v) complex consonants(e.g., scr-, -dge, -tch;)
(vi) abstract vowels (e.g., ou as in could, touch, through, bought);
2
(C) spell high-frequency and compound words from a commonly used list
(D) spell words with common syllable constructions (e.g., closed, open, final stable
syllable);
(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);
(F) spell complex contractions (e.g., should've, won't);
(G) use print and electronic resources to find and check correct spellings.
4th Grade
22(A) spell words with more advanced orthographic patterns and rules:
(i) plural rules (e.g., words ending inf as in leaf, leaves; adding -es);
(ii) irregular plurals (e.g., man/men, foot/feet, child/children);
(iii) double consonants in middle of words;
(iv) other ways to spell sh(e.g., -sion, -tion, -cian);
(v) silent letters (e.g., knee, wring);
(B) spell base words and root words with affixes (e.g., -ion, -ment, -Iy, dis-, pre-);
(C) spell commonly used homophones (e.g, there, they're, their, two, too, to);
(D) use spelling patterns and rules and print and electronic resources to determine and
check correct spellings.
5th Grade 22(A) spell words with more advanced orthographic patterns and rules:
(i) consonant changes (e.g., /ti to /sh/ in select, selection; /kl to /sh/ in music,
musician);
(ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in
define, definition; short to schwa in legality, legal);
(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn,
condemnation);
(B) spell words with:
(i) Greek roots (e.g., tele, photo, graph, meter;
(ii) Latin roots (e.g., spec, scrib, rupt, port, jext, diet);)
(iii) Greek suffixes (e.g., -ology -phobia, -ism, -ist);
(iv) Latin derived suffixes (elg., -able, -ible, -ance, -ence );
(C) differentiate between commonly confused terms (e.g., its, it's, affect, effect);
(D) use spelling patterns and rules and print and electronic resources to determine and
check correct spellings.
(E) know how to use the spell-check function in word processing while understanding
its limitations.
6th Grade
2l(A) differentiate between commonly confused terms (e.g., its, it's, affect, effect);
(B) use spelling patterns and rules and print and electronic resources to determine and
check correct spellings.
(C)) know how to use the spell-check function in word processing while
understanding its limitation.
COMPREHENSIVE SPELLING FRAMEWORK
A strong spelling program is not a separate entity but exists within the confines of
a comprehensive literacy program that includes many opportunities for authentic
writing for real audiences.
Spelling Development
5 Year Old
Continues to be largely pre-phonemic or early phonemic - initial
consonants begin to appear as representing words and are sometimes
strung together in sentences as ISTBFL (I see the butterfly)
6 Year Old
Letter naming (I lik to et candee - I like to eat candy) and "transitional"
spelling (My frends ride bickes) predominate at this age: growing sense of
phonetic clues is emerging and should be taught extensively
7 Year Old
Correct spelling slowly emerges from transitional with increased phonetic
and sight word fluency; a formal spelling program appropriately begins;
"invented" spelling should still be accepted because revision is still not
seen as necessary or important; capitalization and punctuation easily taught
8 Year Old
Correct spelling improves; compound words taught; use of dictionary,
alphabetical order, phonetic mistake patterns more noticeable, and
students with real difficulty in spelling easier to spot; practice with
capitalization and punctuation continues
9 Year Old
Use of dictionary improves as does first draft spelling; functional
spelling as in journals, other subject writing shows increasingly fewer
mistakes;
weekly testing appropriate; basic capitalization and punctuation usually mastered
10 Year Old
Enjoy memorizing s p e l l i n g lists and are challenged positively by difficult words;
ability to do well on tests and to spell well functionally do not always coincide
11 Year Old
Accurate or difficult depending on child; most enjoy challenge or difficult
words; dictionary skills emphasized
12 Year Old
Functional f o r most; use of "spell checks" for those severely challenged as
well as other computer interventions
"Yardsticks: Children in the Classroom Ages 4-14" by Chip Wood
RESEARCH
Educational research has identified five developmental stages of spelling that most
children go through as they mature and make progress in their awareness of the
correspondence of meaning to sound and symbols (Gentry & Gillett 1993). However, the
rate of progress differs with individuals and some children progress through given stages
rapidly and other regress and seem to repeat earlier stages.
FIVE STAGES OF SPELLING
Following is a description o f the characteristics of each the stages. The stages are listed
separately f o r description; however, it is important to know that students move fluidly,
back and forth between stages as their development progresses.
Pre-communicative Stage In this stage the child uses both number symbols and letters when writing but
shows no knowledge of letter-sound correspondence. The child may lack
knowledge of the entire alphabet, the distinction between upper and lower case
letters, and the left-to-right direction of English orthography.
Semi-phonetic Stage In this stage the child begins to understand letter-sound correspondence. They are
aware sounds are assigned to letters and the child often employs rudimentary
logic, using one or two letters to represent words, sounds, and syllables (e.g., "u" for "you", "m" for
"my", and "nt" for "night").
Phonetic Stage In this stage the child has an understanding of phonemes a n d uses a letter or group
of letters to represent every speech sound they hear in a word. Although some of
the choices do not conform to conventional English spelling, they are systematic
and understood (e.g. "kom" for "come", "en" for "in", "skool" for "school"
"happe" for "happy").
Transitional Stage
During this stage, the speller begins to assimilate the conventional alternative for
representing sounds, moving from dependence on phonology (sound) for
representing words to a reliance on visual representation and an understanding
of the structure of words (e.g. "egul" for "eagle" and "higheked" for "hiked").
Conventional Stage In the correct/conventional stage, the speller knows the English orthographic
system and its basic rules. The correct speller fundamentally understands
how to deal with such things as prefixes and suffixes, silent consonants,
alternative spellings, and irregular spellings. A large number of learned words are
accumulated, and the speller recognizes incorrect forms. The child's
generalizations about s p e l l i n g and knowledge o f exceptions are usually
correct.
As students develop as writers and explore how language works, they invent spelling
(National Research Council 1998). Invented spelling (also referred to as temporary
spelling, transitional spelling, developmental spelling, and phonetic spelling) are the
reasoned approximations and strategies students use as they write words they don't
automatically know how to spell. Based on what they know about letters, sounds, words,
and language - including rules, patterns, visual configurations, meaning, and word
origins - students make decision about how to spell (Routman and Maxim 1996).
These "errors" are actually developmentally appropriate and can tell us much about what
students know, what strategies they are "using but confusing", and what they are ready to
learn next While generally we associate invented spelling with younger writers, such
spellings are also appropriate for older writers wanting to use sophisticated vocabulary.
Evolution of a Child's Writing
Spelling Continuum
INSTRUCTIONAL
STRATEGIES
Spelling by Analogy
Meaningful p a t t e r n making is what the brain does innately. It is easier for students to
use onsets and rimes, analyzing words by breaking them into meaningful chunks or
patterns. In a syllable, the onset is the letter(s) before the vowel; the rime
is the vowel and the letter(s) that follow it. (Ex: in that, the /th/ is the onset and at is the
rime. Knowing just thirty-seven r i m e s allows students to generate five hundred basic
words. Help students think "If I know 'ake' in cake, then I can quickly figure out words
such as lake, take, and stake."
Helpful prompts:
• What do you know that you can use to help you?
• What do you notice?
• What do you hear?
• What stays the same?
• What letter(s) do you need to change to make a new word?
• How many words do you know that fit this pattern?
• If you know , what other words do you know?
Teaching students how to use rimes strategically is very different form our instruction of
what we used to call word families, in which kids were presented with all the words that
fit a pattern (through flash cards or a list) and were expected to memorize them after
seeing words over and over again. Teaching words by analogy is a thinking, meaning•
making process.
Memorizing Words
For children to become competent spellers, some words just have to be memorized, but memory alone is insufficient. The best word study combines memory with conceptualization and meaningful practice.
Example: If you notice students misspelling house, conduct a quick lesson to help
students memorize the word. Ask students to write "house" on their individual
chalkboards/whiteboards. Then, work in small groups of four or five to decide on what
they think is the correct spelling. After two minutes of group discussion, during which
you walk from group to group listening to the conversations and doing some prompting,
take the preferred spelling from each of the groups, write each on the board and talk
about the spelling, asking the following questions:
• What do we all agree on? (put a check over the letters common to all of the spellings)
• What do we already know that we can use (talk about how the "ou" sound can be spelled "ou" or "ow")
• What "ou" pattern looks right here?
• Is the silent e at the end of one group's spelling correct?
• How can we check our spelling?
Once you agree on the correct spelling, quickly review the "tricky" part - the "ou" and the silent e. Although the students are memorizing the word, it is not memorization by writing the word over and over again (an ineffective practice) but memorization combined with scaffolded investigation and later, follow-up practice in connected reading and writing.
Self-Correction Techniques
Spelling research validates the practice of having students correct their own spelling test, particularly on pre-tests and trial tests. More learning occurs when students correct their own errors than when a teacher or peer marks a work as incorrect.
Letter-by-Letter Proofing
Teachers provide students with a five-column paper.
The first column contains stimulus words written by the teacher (Word List column).
The other four columns are blank, providing spaces for students to write words from
dictation.
Before dictation, students fold the Word List column under so the stimulus words cannot
be seen.
Words can be dictated by the teacher, a peer, or an audiotape.
Students write dictated words in the second column.
To check their work, students unfold the Word List column.
Whole-Word Proofing
This strategy is similar to the one above, except that students do not use proof-reading
marks.
The same five-column format is used, but each cell in columns 2-5 is divided in half
horizontally. Students use one column for reading and proofing rather than two.
Students write the dictated word in the bottom half of the cell in column two.
When they unfold the Word List column to check words, they place a checkmark in the
top half of the cell for words spelled correctly.
For misspelled words, they write the entire word in the top half of the cell, above the
misspelled one.
Goddard, Y.L. & Heron, T.E. (1998). Please, teacher, help me learn to spell better: Teach me self-correction. Teaching Exceptional
Children, 6, 38-43.
Circle-Dot: self-correction on spelling tests
Gentry, R. (2004). The Science of Spelling. Heinemann: Portsmouth, N.H.
Word Study Approach
Look-Say-Cover-Write The following is a well-accepted approach. Be sure to model the sequence first and engage kids in conversation so that this strategy is rich and interactive, not a dry and
boring lockstep process.
• Look- Notice shape, patterns, visual features, and tricky or surprising parts of the word. Try to visualize the word. Ask, "what do you notice" about this word?" "Does anything surprise you?" Why?" Get discussions going. Investigate.
• Say - Say the word to yourself. Say the word slowly. Break it into syllables.
• Cover - Visualize the word.
• Write- Say the sounds as you write the word.
• Check - If your spelling is incorrect, note confusion. Repeat the word study sequence until the word is learned.
Word Sorts
A word sort is an activity that requires students to group words into different categories. It involves sorting words written on individual cards into piles based on some criterion or
contrast. Typical word sorts foster thinking and discussion about how words are alike or
different and can be used to help students make generalization about how words work.
Word sorts also focus students' visual attention on words. (Students have to be able to
read the words in order to sort them. As students sort, they have to look deeply at the
word.
Sorts can be open or closed: that is, students can decide how to categorize and sort the
words (open sort) or teachers can determine how the words are to be categorized and
sorted (closed sort).
Create sorts for rimes, patterns, and generalizations you want kids to know. Take words from familiar stories the students are reading or from published lists.
Word Hunts
Word hunts are a good activity for reinforcing phonics and spelling patterns. Select a
pattern from a shared reading or writing you have done with students or from a guided
reading group lesson. Working individually or with a partner, students record words that
fit a pattern that has been studied, and notice how words are alike and different. Some
teachers have students record their finding on sticky notes to add to a class chart or in a
Word Study Notebook. To extend this word study activity, sort the words that have been
recorded.
Word Work with Tiles
Use one-by-one inch white glazed ceramic tiles to involve students in "Making Words"
activities a couple of time a month. These activities take approximately ten minutes in a
large group or may be used in small guided reading groups. Each group is supplied with
a small tub of tiles, and each student is given a dry erase marker and a wiper. First ask
students to take a few minutes to do some exploratory writing on the tiles and to be come
accustomed to manipulating them.
Then choose a pattern or rule that the class has been working on and ask students to spell
a word with that pattern. (All members of the group have to come to agreement on the
spelling). Walk between groups guiding and prompting. Ex: for a focus on "ar" begin
with the word "part" and move to "party", then "parting", then "partner" and
"apartment". Students also like to work on challenge words such as "varnish" or
"sardine", and perhaps super challenges such as "tarpaulin". When groups disagree
about spelling they should use resources necessary to determine the correct spelling.
The tiles also work well with struggling readers. Having to write letters as well as
manipulate them seems to facilitate word learning.
Word Lists
When constructing word lists for study, choose:
• 3-5 anchor words that follow a pattern or generalization that is appropriate with respect to the child's developmental spelling level
• 3-5 High frequency word (no excuse words)
• a couple of individual words Make sure students can read all of the words before including them on the list.
There is no research supporting the traditional one week timeframe to study a set of
words. Students may only need a few days with some lists of words, but may need 10-12
days for other lists.
Word Work in Guided Reading
At the end of guided reading, the teacher may plan a few minutes of word work, choosing
words from the text that focus on a sound (Es: ea in creak and squeak). For
reinforcement, students may do word hunts and sorts for the identified sound. Students
may also locate high frequency words in guided reading text.
Once students have read and understand a text, use sentence strips for helping them look closely at words and their meaningful sequence. Sentence strips are made by copying onto a paper a sentence (from a story or the child's own writing) and cutting it up, first in phrases and later in words and/or word parts depending on your purpose and the student's needs. Word can be done at the sentence, phrase, word or letter level.
Word Work during Writing Conferences -In the Margin
During a writing conference the teacher may notice that a child is ready to spell a
particular word, in which case, she will work through the spelling with the child in the
margin or on a sticky note. The teacher may say, "I think you're ready to spell this word.
I'll write it for you here so that next time you'll know where to find it."
Partner Work and Peer Editing
When students interact and talk with each other about words, they think harder about
their points of view than when they talk only with the teacher. Peers at comparable
developmental levels, as well as older students paired with younger students, can help
each other while at the same time reinforcing important concepts.
Spelling Strategy Poster
As students discover different strategies good spellers use when they want to spell a word
correctly, record these on a poster. Strategies may include:
• Circle the misspelled word and come back to it.
• Try writing the word another way until it looks right. (First note which parts of
the word are correct by putting a check mark over those letters.)
• Use what you already know (spelling pattern or rule, small word within a bigger
word, or word meaning).
• Stretch out the word slowly and listen for all the sounds.
• Picture the word in your mind and think about the order of the letters.
• Ask a friend.
• Look around the room - in a book or on a chart or word wall - or anywhere you
remember seeing the word.
• Check the dictionary (if you are sure about the first few letters).
Proofreading Strategies
• Start at the end of a piece of writing and read backward toward the beginning.
Circle words that do not "look right".
• Teachers may make a dot or a small check mark in the margin of a piece of student writing if a child has misspelled a word wall word, indicating that the student needs to go proof read that line of text to locate the misspelled word and "fix it up".
• MODEL, MODEL, MODEL how to reread for different purposes. One purpose is to make sure words are spelled correctly for the reader.
• Have-A-Go Sheet - Choose misspelled words from writing. Write the misspelled
word two or more different ways. If student is still not sure check with another
person or a classroom resource to determine the conventional spelling.
High Frequency Word {No Excuse Words) List
Students need to have a core of words that they can read and write automatically.
Typically, many of these high-frequency words do not follow a pattern. The first one
hundred most common words in English make up about half of all written material.
Students must learn to recognize these words instantly and be able to spell them
correctly.
For developing readers and writers, it's a good idea to spend several minutes doing daily
fast writes of several high-frequency words. Have students work together in small
groups. Make sure all in the group agree on a word's spelling. If not, discuss the reasons for disagreement. Then, have kids repeatedly write the word and check themselves on
proper spelling. Tell students, "Write it and say it. Erase it. Write it and say it again. Do
it quickly." Always connect word work to reading and writing, so kids know that this is not an isolated task.
No Excuse words should be spelled correctly when writing across all content areas.
Important Note:
Guard against encouraging students to invent spelling of common words such as went, come, and like. It's not efficient for students to unlearn misspellings of words that they've been using over and over again. Keep expectations for spelling highfrequency words high, through emphasizing practice and use of word walls and other resources.
Each grade level has a list of high frequency words that most students should have mastered by the end of the school year.
1
HIGHLAND PARK
"NO EXCUSE"
Word Lists
and
Spelling Patterns
2
PHONOGRAMS
A phonogram, or rime, is a cluster of letters, a word part, or a spelling pattern. It is
usually a vowel sound plus a consonant sound. The phonograrns or word families can
also be parts of multisyllable words (e.g., cab-in). Note the rime at the beginning of the
line and words that share the pattern following.
KINDERGARTEN
-an an, ban, can, fan, man, pan, ran, tan, van, bran, clan, flan, plan, scan, span,
than
-ap cap, gap, lap, map, nap, rap, sap, tap, yap, chap, clap, flap, scrap, slap,
snap, strap, trap, wrap
-at at, bat, cat, fat, gnat, hat, mat, pat, rat, sat, tat, vat, brat, chat, flat, that
-111 bin, din, fin, gin, kin, pin, sin, tin, win, chin, grin, shin, skin, spin, thin,
twin
-ing bing, ding, king, ping, ring, sing, wing, zing, bring, cling, fling, sling,
spring, sting, string, swing, thing, wring
-it bit, fit, hit, kit, knit, lit, pit, quit, sit, wit, flit, grit, skit, slit, spit, split, twit
-op bop, cop, hop, mop, pop, sop, top, chop, crop, drop, flop, plop, prop, shop,
slop, stop
-ot cot, dot, got, hot, jot, knot, lot, not, pot, rot, tot, blot, clot, plot, shot, slot,
spot, trot
-ug bug, dug, hug, jug, lug, mug, pug, rug, tug, chug, drug, plug, shrug, slug,
smug, snug, thug
3
FIRST GRADE
-ack back, hack, lack, pack, quack, rack, sack, tack, black, clack, crack, knack,
shack, slack, smack, snack, stack, track, whack
-ake bake, cake, fake, lake, make, quake, rake, take wake, brake, drake, flake,
shake, snake, stake, sake
-ate ate, date, fate, gate, hate, late, mate, rate, crate, grate, plate, skate, state
-ell bell, cell, dell, dwell, fell, jell, knell, sell, tell, well, yell, quell, shell, smell,
spell, swell
-ice dice, ice, lice, mice, nice, rice, vice, price, slice, spice, splice, twice, thrice
-ick kick, lick, pick, quick, sick, tick, wick, brick, chick, click, flick, slick, stick,
thick, trick
-ill bill, dill, fill, gill, hill, ill, Jill, kill, mill, pill, quill, rill, sill, till, will, chill,
drill, frill, grill, skill, spill, still, swill, thrill, trill, twill
-me dine, fine, line, mine, nine, pine, tine, vine, wine, brine, shine, shrine,
spine, swine, whine
-lp dip, hip, lip, nip, quip, rip, sip, tip, zip, blip, chip, clip, drip, flip, grip, ship,
skip, slip, snip, strip, trip, whip
-ock dock, hock, knock, lock, mock, rock, sock, tock, block, clock, crock, flock,
frock, shock, smock, stock
-oke joke, poke, woke, yoke, broke, choke, smoke, spoke, stoke, stroke
-uck buck, duck, luck, muck, puck, suck, tuck, cluck, pluck, shuck, stuck,
struck, truck
4
Second Grade
-ail ail, bail, fail, hail, jail, mail, nail, pail, quail, rail, sail, tail, wail, flail, frail,
snail, trail
-am Lain, main, pain, rain, vain, wain, brain, chain, drain, gain, grain, plain,
slain, Spain, sprain, stain, strain, train
-ale bale, dale, gale, hale, male, pale, sale, tale, scale, shale, stale, whale
-ame came, dame, fame, game, lame, name, same, tame, blame, flame, frame,
shame
-ank bank, dank, hank, lank, rank, sank, tank, yank, blank, clank, crank, drank,
flank, plank, prank, shrank, spank, thank
-ash ash, bash, cash, crash, dash, gash, hash, lash, mash, rash, sash, brash, clash,
flash, slash, smash, stash, thrash, trash
-aw caw, gnaw, jaw, law, paw, raw, saw, claw, draw, flaw, slaw, squaw, straw
-ay bay, day, gay, hay, jay, lay, may, nay, quay, ray, say, way, bray, clay, cray,
ray, gray, play, pray, slay, spray, stay, stray, sway, tray
-eat beat, feat, heat, meat, neat, peat, seat, bleat, cheat, cleat, pleat, treat, wheat
-est best, guest, jest, lest, nest, pest, rest, test, vest, west, zest, blest, chest, crest,
quest, wrest
-ide bide, hide, ride, side, tide, wide, bride, chide, glide, pride, slide, snide,
stride
-ight knight, light, might, night, right, sight, tight, blight, bright, flight, fright,
plight, slight
-ink kink, link, mink, pink, rink, sink, wink, blink, brink, chink, clink, drink,
shrink, slink, stink, think
-ore bore, core, fore, gore, more, pore, sore, tore, wore, chore, score, shore,
snore, spore, swore
-ump bump, dump, hump, jump, lump, pump, chump, clump, frump, grump,
plump, slump, stump, thump, trump
-unk bunk, dunk, funk, hunk, junk, punk, sunk, chunk, flunk, plunk, shrunk,
skunk, slunk, spunk, stunk, trunk
5
THIRD GRADE
-ad bad, dad, fad, had, lad, mad, pad, sad, tad, clad, glad
-air fair, hair, lair, pair, chair, flair, stair, air
-alk balk, calk, talk, walk, chalk, stalk
-all all, ball, call, fall, gall, hall, mall, pall, tall, wall, small, squall, stall
-amp camp, damp, lamp, ramp, tamp, vamp, champ, clamp, cramp, scamp,
stamp, tramp
-are bare, care, dare, fare, hare, mare, pare, rare, ware, blare, flare, glare, scare,
share, snare, spare, square, stare
-ark bark, dark, hark, lark, mark, park, shark, spark, stark
-arm arm, farm, harm, charm
-ath bath, lath, math, path, wrath
-eet beet, feet, meet, fleet, greet, sheet, skeet, sleet, street, sweet, tweet
-eld held, meld, weld
-elt belt, felt, knelt, melt, pelt, welt, dwelt smelt
-ent bent, cent, dent, gent, Kent, lent, rent, sent, tent, vent, went, scent. Spent
-esh mesh, flesh, fresh
-ew dew, few, hew, knew, new, pew, blew, brew, chew, crew, drew, flew,
screw, stew, threw
-ies dies, lies, pies, ties, cries, dries, flies, fries, skies, tries
-inch cinch, inch, finch, pinch, winch, clinch, flinch
-ind bind, find, hind, kind, mind, rind wind, blind, grind
-ish dish, fish, wish, swish
-itch ditch, hitch, ditch, witch, switch
6
-oil boil, coil, foil, oil, soil, toil, spoil, broil
-on son, ton, won
-ub cub, dub, hub, nub, pub, rub, sub, tub, club, drub, flub, grub, scrub, shrub,
snub, stub
-up cup,pup,sup
-ut but, cut, gut, hut, jut, nut, rut, glut, shut, smut, strut
7
Fourth Grade
-aise raise, braise, chaise, praise
-aste baste, haste, paste, taste, waste, chaste
-atch batch, catch, hatch, latch, match, patch, scratch, thatch
aught caught, naught, taught, fraught
-aunt daunt, gaunt, haunt, jaunt, taunt, flaunt
-ear dear, ear, fear, gear, hear, near, rear, sear, tear, year, clear, shear, smear,
spear
-eath breath, death, feather, heather
-edge hedge, ledge, wedge, dredge, pledge, sledge
-eigh neigh, weigh, sleigh
-ence fence,hence, whence
-ense dense, sense, tense
-erve nerve, serve, verve, swerve
-ield field, yield, shield
-igh high, nigh, sigh, thigh
-oin coin, join, loin, groin
-oint joint, ointment, point
-oist foist, hoist, joist, moist
-ough rough, tough, slough
-ound bound, found, hound, mound, pound, round, sound, wound, ground
-ouse douse, house, mouse, rouse, souse, blouse, grouse, spouse
udge budge, fudge.judge, nudge, drudge, grudge, sludge, smudge, trudge
-ue cue, due, hue, blue, clue, flue, glue, true
-urse curse, nurse, purse
8
FIFTH GRADE
-anch ranch, blanch, branch, stanch
-ance dance, lance, chance, France, glance, prance, stance, trance
-arge barge, large, charge
-asm chasm, plasm, spasm
-aze daze, faze, gaze, haze, maze, raze, blaze, craze, glaze, graze
-each beach,each,leach,peach,reach, teach, bleach, breach,preach
-eak beak, leak, peak, teak, weak, bleak, creak, freak, sneak, speak, squeak,
streak, tweak
-eath breath, death, feather, heather
-ench bench, wench, clench, drench, French, quench, stench, trench, wrench
-erve nerve, serve, verve,swerve
-une dime, lime, mime, time, chime, clime, crime, grime, prime, slime
-oach coach,poach,roach, broach
-ouch couch, ouch, pouch, vouch, crouch, grouch, slouch
-own down, gown, town, brown, clown, crown, drown, frown
-umb dumb, numb, plumb, thumb
-ush gush, hush, lush, mush, rush, blush, brush, crush, flush, plush, slush, thrush
-utch hutch, clutch, crutch
Kindergarten
The TEKS requires recognition of 25 or more high frequency words for mastery.
List A is the required list for Highland Park for recognition.
Once List A is mastered, the Optional Word List can be used.
LIST A Optional Word List
no about here run
is all him said
can any his sat
me are how saw
you as if say
and ball into she
he be jump sit
at been last some
a boy look that
so by make them
on come man then
in could many they
up day mom this
am did next too
we eat not us
like find now want
see first of was
I for only way
go from or went
it get other were
do girl out when
an got play will
the had put with
my has ran would
to her read yes
Kindergarten Spelling Patterns
The TEKS require students to use letter-sound correspondences to spell CVC words. The
following CVC patterns should be taught in kindergarten. Examples are included.
-an an, ban, can, fan, man, pan, ran, tan, van, bran, clan, plan, scan, span, Dan, than
-ap cap, gap, lap, map, nap, rap, sap, tap, yap, chap, clap, flap, scrap, slap, snap, strap, trap, wrap
-at at, bat, cat, fat, gnat, hat, mat, pat, rat, sat, tat, vat, brat, chat, flat, that, scat
-ack back, hack, Jack, pack, rack, sack, tack, shack, knack, track, black, snack, whack, stack, crack, clack, flack, slack, smack
-ed Ed, bed, fed, led, Ned, red, Ted, wed, sled, Fred, fled, bled, sped, shed
-en Ben, den, hen, Ken, men, pen, ten, zen, Glen, wren, when -et bet, get, jet, let, met, net, pet, set, vet, wet, yet, fret
-eck Beck, deck, peck, neck, check, wreck, fleck, peck, -in bin, fin, kin, pin, sin, tin, win, chin, grin, shin, skin, spin, thin, twin
-ip dip, hip, Kip, lip, nip, Pip, quip, rip, sip, tip, whip, chip, ship, grip, flip, blip, clip, slip, drip, trip, skip, snip
-it bit, fit, hit, kit, lit, quit, sit, pit, wit, flit, grit, skit, slit, spit, split, twit, knit, Whit,
-ick Dick, lick, pick, Nick, quick, Rick, sick, tick, wick, chick, thick, brick, click, flick, prick, slick, stick, trick
-ob Bob, bob, cob, job, lob, mob, Rob, rob, sob, knob, blob, glob, slot, snob
-op bop, cop, hop, mop, pop, top, chop, crop, drop, flop, plop, prop, shop, slop, stop, clop
-ot cot, dot, got, hot, jot, lot, not, pot, rot, tot, blot, clot, plot, shot, slot, spot, trot, knot, snot
-ock dock, jock, lock, mock, rock, sock, tock, block, shock, knock, clock, frock, flock, stock, smock
-ub cub, dub, hub, nub, pub, rub, sub, tub, glub, blub, snub, stub, grub -ug bug, dug, hug, jug, lug, pug, mug, rug, tug, chug, drug, plug, shrug, slug,
snug, thug, smug, -ut but, cut, gut, hut, jut, nut, rut, shut,
-uck duck, puck, muck, suck, tuck, yuck, truck, chuck, shuck, cluck, pluck, stuck, snuck
Digraphs: th, ch, sh, wh, kn, ph, wr
Blends: bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, sc, sk, sl, sm, sn, sp, st, tr, tw
First Grade Non-Negotiable High Frequency Words for Reading and
Spelling
a all am an and
are at be but came
can do for from get
got had have he her
him his I if in
is it like me my
no one out said saw
see she so that the
their then there they this
to up was we went
were with you on your
go
First Grade Words to be introduced for Reading
as or by what when
which will come each of
about how many/any some these
would could should other has
more than too two first
who been now people over
only find use long after
buy little also does give
done very here know new
once our says where why
friend into them did because
First Grade Spelling Patterns
First grade is responsible for teaching cvc, cvce, blends, phonograms, dipthongs,
digraphs, trighaphs, and complex consonants for spelling. The patterns below
are found in the first grade phonics TEKS.
Pattern Examples
Short a bat, can, tap Short e get, hen, Ted
Short o top, mom, flop Short u tub, bug, run
Short i fin, sip, hit
/ck/ & Short Vowels kick, duck, black H Brothers (sh, ch, th, wh, ph) ship, chat, thick, when, graph
/tch/ & /dge/ fetch, match, bridge, dodge FLoSS rule will, pass, puff
Long Vowels /a_e/ safe, bake, snake /i_e/ pine, bike, slide
/o_e/ home, cone, phone
/e_e/ these, theme, Eve /u_e/ long u & oo sounds cute, use, flute, tube
Hard and Soft c & g face, cage, rice, huge /ai/ & /ay/ rain, paint, play, day
/ea/ long e and short e sounds eat, cheat, head, read
/oa/ boat, coat, float /y/ long i and long e sounds my, by, candy, baby
R controlled Vowels (ar, er, ir, or, ur) star, her, bird, corn, burn /oi/ & /oy/ oil, soil, boy. toy
/ow/ long o & /ou/ sounds snow, show, cow, how /oo/ book, look, moon, soon
/aw/ & /ew/ saw, paw, new, few
/ou/ ouch, out, mouth, proud ink, ank think, pink, thank, bank
/ie/ long i and long e sounds pie, tie, chief, /kn/ & /wr/ know, knot, wreath, write
/igh/ night, sight, fright *Patterns can be combined when teaching. For example CVCE and soft g/c.
Second Grade Non-Negotiable High Frequency Words
First grade non-negotiable spelling list as well as the list that follows: as or by what when
which will come each of
about how many/any some these
would could should other has
more than too two first
who been now people over
only find use long after
buy little also does give
done very here know new
once our says where why
friend into them did because
Second Grade Non-Negotiable High Frequency Words to Identify and Read
a car food hurt must saw three
about carry for I my say through
after clean found if myself school Thursday
again close four I’m name second to
all coat Friday in near see today
along cold friend into never seem together
also color from is new set too
always come full it next seven took
am could funny its night she try
an cut gave jump no should Tuesday
and dad get just not sing turn
another day girl keep now sister two
any dear give kind of sit under
anything did giving know off six until
are didn’t go last old slow up
around do goes laugh on small upon
as does going leave once so us
asked done got let only soon very
at don’t green letter open start walk
ate door grow light or stop want
away down had like other such was
back draw hand little hour Sunday we
be dress happy live out sure Wednesday
because drink hard long over take went
been each has look own tell were
before ear hat looked part ten what
best early have love people think when
better eat he made pick than where
big end head make play that which
black every hear man please the while
blue eyes help many pull their white
both face her may put them who
boy fall here me ran then why
bring far high men read there will
brother fast him might red these with
brown fat his mom right they would
but find hold Monday round thing write
buy fine home more run think yellow
by fire hope morning said third yes
call first hot most same this you
came five house mother sat those your
can fly how much Saturday though
Second Grade Spelling Patterns Second grade is responsible for teaching closed syllable cvc, open syllable (CV), r-controlled
vowels, vowel digraphs, common prefixes, abbreviations, contractions, and multisyllabic
words The patterns below are found in the second grade phonics TEKS.
Pattern Example Short Vowel Review as, get, will, long, much, came, live, like, more, use
Long A Vowel (VCe) blade, flake, made, came, game, wave, date, game
Long I Vowel (VCe) slide, smile, prize, time, ride, hide, life, strike
Long O Vowel (VCe) drove, broke, froze, those, stove, home, more
Long U Vowel (VCe) true, fluke, mute, mule, cube, use, duke, rule
-ay, -ai bay, clay, ray, play, spray, trail, mail, rain, train
-au, -aw law, flaw, hawk, saw, because, caught
-oo, -ew bloom, food, food, spoon, too, drew, grew, few, new
-ow, -ou down, how, around, know, now, about, out, house, our
-oi, -oy coil, coin, spoil, foil, toy, joy, cowboy
Soft/Hard C face, brace, space, once, could, called, place
Soft/Hard G long, give, along, going, get, age, giant, germ, digit
r-controlled (ar, are, air) arm, care, fair, part, share, fairy, party, chair
r-controlled (or, ore, oar) corn, porch, more, roar, or
r-controlled (er, ir, ur) Burn, dirt, flower, after, first, other, another
-est, -eat Cheat, treat, best, next, chest, neat
-ight, -ink Think, right, pink, light, fright, drink
Closed & Open Syllable pic-nic, mon-ster, ti-ger
Final stable syllable sta-tion, tum-ble, a-ble, nation, motion, lotion, buble
-ing (silent e, consonant double) Care-caring, snore-snoring, run-running, snip-snipping
-ed (silent e, consonant double, y to i) Mute-muted, smile-smiled, dry-dried
-s, -es Rabbit-rabbits, wish-wishes
Plurals- change y to i, irregular plurals Dry- dries, party-parties, baby-babies, self-shelves, tooth-teeth
-er, -est Rich-richer/richest, smaller-smaller/smallest
Compound Rainbow, barnyard, backpack
Prefixes: un-, re-, pre-, dis- Undone, reword, rework, preview, premade, disagree
Suffixes: -ly, -ful, -er Shortly, mostly, wonderful, rightful, longer, thinker
Contractions Haven’t, it’s, won’t, she’s
Silent consonants (mb, kn, gn, wr) Climb, knight, sign, wrinkle
Third Grade Non-Negotiable High Frequency Words Reading and Spelling *First 300 K-2 High Frequency List
a car food hurt must saw three
about carry for I my say through
after clean found if myself school Thursday
again close four I’m name second to
all coat Friday in near see today
along cold friend into never seem together
also color from is new set too
always come full it next seven took
am could funny its night she try
an cut gave jump no should Tuesday
and dad get just not sing turn
another day girl keep now sister two
any dear give kind of sit under
anything did giving know off six until
are didn’t go last old slow up
around do goes laugh on small upon
as does going leave once so us
asked done got let only soon very
at don’t green letter open start walk
ate door grow light or stop want
away down had like other such was
back draw hand little hour Sunday we
be dress happy live out sure Wednesday
because drink hard long over take went
been each has look own tell were
before ear hat looked part ten what
best early have love people think when
better eat he made pick than where
big end head make play that which
black every hear man please the while
blue eyes help many pull their white
both face her may put them who
boy fall here me ran then why
bring far high men read there will
brother fast him might red these with
brown fat his mom right they would
but find hold Monday round thing write
buy fine home more run think yellow
by fire hope morning said third yes
call first hot most same this you
came five house mother sat those your
can fly how much Saturday though December
June July August September January February November
October April
Third Grade Non-Negotiable High Frequency Words Reading
place well different number great between mane
line sound below something thought show large
often world important form children feet side
without animal life enough above began almost
page earth year country father night picture
being study second since ever sentence across
during however knew it’s young sun whole
example heard several change answer a lot seen
they’re haven’t wouldn’t making children happen thousand
minute second similar different count predict measure
Third Grade Spelling Rules Thirds grade spelling shifts from learning phonograms and phonics patterns to the application
of that knowledge to read and spell words proficiently. Attention is placed on using common
syllabication patterns to decode and to spell and to help monitor accuracy in reading. The
application of patterns below are found in the third grade phonics TEKS.
Rule Example(s)
Consonant doubling when adding an ending e.g. hop to hopping
Dropping final “e” when endings are added e.g. –ing, -ed (hav-ing, sav-ed)
Changing “y” to “I” before adding an ending e.g. families, parties, cherries
Double consonants in middle of words e.g. bubble, puzzle
Complex Consonants e.g scr-, dge, -tch
Abstract vowels e.g. ou as in could, touch, through, bought
Other Spelling Expectations
Single syllable homophones e.g. bear/bare; week/weak; road/rode
Complex contractions e.g. should’ve , won’t
Fourth Grade Non-Negotiable High Frequency Words First 300 K-2 Words and the following:
place well different number great between mane
line sound below something thought show large
often world important form children feet side
without animal life enough above began almost
page earth year country father night picture
being study second since ever sentence across
during however knew it’s young sun whole
example heard several change answer a lot seen
they’re haven’t wouldn’t making children happen thousand
minute second similar special count predict measure
method bought spent office attention hundred Million
thousand return woman opposite region result amount
action setting attention forward backward complete difference
walked least can’t you’ve we’ve I’d won’t
she’ll we’ll they’d night whole notice probably
perhaps common group mother finally American United
States
Fourth Grade Spelling Rules In fourth grade, the goal of spelling instruction is to spell words with more advanced
orthographic patterns and rules. Attention is placed on using knowledge of letter and sounds,
word parts, segmentation and syllabication to spell words correctly. The application of
patterns below are found in the third grade phonics TEKS.
Rule Example
Plural rule words ending in f as in leaf, leaves; adding –es
Irregular plural man/men, foot/feet, child/children
Ways to spell sh -sion, -tion, -cian
Silent letters knee, wring
Consonant doubling when adding an ending stopped, skipped
Other Spelling Expectations
Commonly used homophones e.g. there, they’re, their; two, too, to
Base words and root words with affixes i.e. –ing, -es, -s, -ed, -er, -al/ial,-ful, -less,-ish, -hood, -or, -y,-ible/-able,-ist –ion, -ment, -ly, dis-, pre-, re-,un-,semi-, pre-, over-, under-, super-, anti-, mid-, in/im-, il-, ir-, non-, mis-, inter-, and ex-.