Word Study concepts for 1st Grade
All students will need to master the following word study concepts by the end of the school year.
Reading: Foundational Skills
- CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- CCSS.ELA-Literacy.RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words.
- CCSS.ELA-Literacy.RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
- CCSS.ELA-Literacy.RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
- CCSS.ELA-Literacy.RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
- CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
- CCSS.ELA-Literacy.RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs.
- CCSS.ELA-Literacy.RF.1.3.b Decode regularly spelled one-syllable words.
- CCSS.ELA-Literacy.RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds.
- CCSS.ELA-Literacy.RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
- CCSS.ELA-Literacy.RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables.
- CCSS.ELA-Literacy.RF.1.3.f Read words with inflectional endings.
- CCSS.ELA-Literacy.RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.
Conventions of Standard English:
- CCSS.ELA-Literacy.L.1.1.a Print all upper- and lowercase letters.
- CCSS.ELA-Literacy.L.1.1.b Use common, proper, and possessive nouns.
- CCSS.ELA-Literacy.L.1.1.c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
- CCSS.ELA-Literacy.L.1.1.d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
- CCSS.ELA-Literacy.L.1.1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
- CCSS.ELA-Literacy.L.1.1.f Use frequently occurring adjectives.
- CCSS.ELA-Literacy.L.1.1.g Use frequently occurring conjunctions (e.g., and, but, or, so, because).
- CCSS.ELA-Literacy.L.1.1.h Use determiners (e.g., articles, demonstratives).
- CCSS.ELA-Literacy.L.1.1.i Use frequently occurring prepositions (e.g., during, beyond, toward).
- CCSS.ELA-Literacy.L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
- CCSS.ELA-Literacy.L.1.2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Vocabulary Acquisition and Use:
- CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
- CCSS.ELA-Literacy.L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
- CCSS.ELA-Literacy.L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
- CCSS.ELA-Literacy.L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
- CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
- CCSS.ELA-Literacy.L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
- CCSS.ELA-Literacy.L.1.5.b 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).
- CCSS.ELA-Literacy.L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
- CCSS.ELA-Literacy.L.1.5.d 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.
- CCSS.ELA-Literacy.L.1.6 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., because).
Please practice the following phonological items:
Capital letter recognition
Lower case letter recognition
Letter sounds – www.starfall.com is a great website for this concept.
Beginning Consonant Sounds
Ending Consonant Sounds
Short Vowels (ex: “a” as in apple)
Long Vowels (ex: “a” as in apron) – these vowels say their name
Consonant Digraphs (ex: ch, th, wh, sh) – a combination of two letters that make one
completely new speech sound.
Blends (ex: bl, gr, sp) at the beginning of words and (ex: mp, sk, nt) at the end of words.
Long vowel patterns ex: o-e, ai, i-e, ea, a-e, oa, igh
Other vowel patterns ex: ew, aw, or, ou, oi, ow, ir
Inflected endings ex: ing, es, ed, ies, pping, ding
Silent “e” (ex: hope)
Rhyming words (ex: bee/tree)
Blending word parts (ex: m / at = mat)
Segmenting word parts (ex: star = st / ar)
Blending sounds into words (ex: d / o / g = dog)
Adding sounds (ex: add “c” to the beginning of “at” = cat)
Deleting sounds (ex: say “car” without the “c” = ar)Syllables in words (ex: tornado = 3…tor / na / do)
Sounds in words (ex: trip = 4…t / r / i / p)
Sight Word Recognition
By the end of the school year, students should recognize, spell and use a minimum of 160 sight words in their daily reading / writing class work correctly.
We will send another flyer soon with sight words we would like the students to practice.
We will be having the students practice nonsense words. These are CVC words that are not real but allows the students to practice saying "words" using their word study strategies.
We will send monthly flyers with nonsense words for the students to practice. Thank you for your help in this matter!