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

Language

Conventions of Standard English:

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.

Nonsense words

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.

Example: mif

We will send monthly flyers with nonsense words for the students to practice. Thank you for your help in this matter!