Phonic and Sight Word Sequence - PLD Literacy Edition 2015 Phonic and Sight Word Sequence. ... Stage 1 Sight Words List 31 ... The games provide a fun way to accommodate this over-learning’

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Written by Diana Rigg, Illustrated by Deborah WalterEdited by Diana Rigg and Vanessa Van Ballegooyen

Revised Edition 2015 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling.ISBN 978-1-921560-16-3

First Edition Orthographic Hurdle 1999 Second Edition 2008 Phonic and Sight Word Sequence.

Third Edition 2009 Phonic and Sight Word Sequence. Revised Edition 2010 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling. Revised Edition 2011 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling. Revised Edition 2012 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling. Revised Edition 2013 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling. Revised Edition 2014 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling.

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Phonic and Sight Word Sequence

Cracking the print-basis of reading and spelling.

Phonics and spelling word attack skills require explicit instruction.

Designed by a Speech Pathologist and educator the PLD developmental sequence provides seven stages of graded phonic word lists on which to base explicit word attack instruction.

The Phonics Sight Word Sequence is essentially a planning document for scheduling graded spelling lists within a classroom setting.

The instructions at the front of the book outlines:

How to explicitly instruct spelling; through attention to the sound, phonic and linguistic basis of the graded list words.

Potential spelling group planning sheets, in which the sound structure and the phonic structure is highlighted.

Processes and schedules to review skill acquisition at the end of each term and school year.

A Learning Resource for Key Area: Spelling and Decoding

2 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Contents

Overview Of ContentsNote from the Author 3Overview of Scheduling, Instructing and Reviewing Spelling Lists (3 Steps) 4

Step 1 - Scheduling Spelling Lists 5 Phonic Sight Word Sequence Placement Test 5 - 6 Analysis Of Test Results 7 - 8 A Suggested Process When Investigating Spelling Levels Across A School 9

Step 2 - Establish A Weekly Spelling Routine 10 An example of a 5 day spelling program 10 - 13 Phonic Sight Word Sequence Spelling Planning Sheets 14 - 16 Main Sound-Based Spelling Strategies That Require Attention 17 Tasks which instruct the phonic and sound structure of words. 18 Tasks which instruct the linguistic basis of spelling. 18 A Word Of Caution 19 Phonemic-Phonic (Sound-Symbol) Code 19 - 21 Suggestions For Use In The Classroom 22

Foundation Stage (Contents and Targets) 23 Foundation Spelling List Words and Vocab Focus Words 24 - 27 Foundation Reading, Spelling And Writing Review With Recommended Resources 28 Foundation Sight Words List 29

Stage 1 (Contents and Checklist) 30 Stage 1 Sight Words List 31 Stage 1 Spelling List Words and Vocab Focus Words 32 - 43 Stage 1 Reading, Spelling And Writing Review With Recommended Resources 35, 37, 41, 43

Stage 2 (Contents and Checklist) 44 Stage 2 Sight Words List 45 Optional Word Lists: Stage 1 and 2 Phonic Concepts Applied to Complex Words 46 Stage 2 Spelling List Words and Vocab Focus Words 47 - 55 Stage 2 Reading, Spelling And Writing Review With Recommended Resources 56

Stage 3 (Contents and Checklist) 57 Stage 3 Sight Words List 58 Optional Word Lists: Stage 1 Phonic Concepts Applied to Complex Words 59 Stage 3 Spelling List Words and Vocab Focus Words 60 - 67 Stage 3 Reading, Spelling And Writing Review With Recommended Resources 68

Stage 4 (Contents and Checklist) 69 Stage 4 Spelling List Words and Vocab Focus Words 70 - 80 Stage 4 Reading, Spelling And Writing Review With Recommended Resources 81



Supplementary Word Lists 104 Commonly Misspelt Words/General Root Words/Latin Root Words/Greek Roots 105 - 109

Appendix 110 Examples For Worksheet Tasks 111 Phonemic Spelling Worksheets for Foundation Stage to Stage 3 112 - 124 Syllabic Spelling Worksheets for Stages 3 to 6 125 - 128 Adding Endings - Poster 129 Look, Cover, Say, Write, Check - Poster Back Inside Cover

Authors Note Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 3

Note From The Author...Single word decoding involves two primary skills:

1st Visual Skills

The recognition of alphabetic symbols and letter or phonic combinations and conversion of these symbols into sounds (ie: Not letter names).

2nd Auditory Skills

The phonemic awareness skill of blending either at an indi-vidual sound level, a letter cluster level or a syllable level.

The following example illustrates the establishment of early decoding ability. To read the word teeth a student must: 1. Visually recognize the symbol t convert the symbol to a sound. 2. Visually recognize the letter pattern ee, convert the symbols to the eee sound. 3. Finally visually identify the letter pattern th, convert the letter cluster to a sound. 4. Finally the t, ee and th phonemic sounds being held in the working memory need to be

blended together to form the word.

Over time children become more efficient in a visual and an auditory sense. For example rather than decoding the word teeth in three parts the word may be decoded in two parts (e.g. t-eeth or tee-th). After further decoding practice students establish automatic word recognition.

Single word spelling involves three primary skills:

1st Auditory Skills

The phonemic awareness skill of segmentation, either at a phonemic (ie: individual sound) level or a syllabic sound level.

2nd Visual Skills

The recall of alphabetic letter sounds and phonic combi-nations from the visual memory.

3rd Fine Motor Skills

The formation or handwriting of the symbols.

Students will typically read better than they will spell. This is because the recognition of the words (i.e. reading) is typically much easier than the reproduction of the letter sound correspondences to formulate the words. The nature of dyslexia and print, word or code-based learning difficulties is that over-learning and over-repetition is required before students arrive at the automatic Stage of operation outlined above. The games provide a fun way to accommodate this over-learning and over-repetition

The key to maximising spelling and decoding skill development is the presentation of an appropri-ately levelled phonics program in conjunction with explicit attention to the phonemic and syllabic structure of words. Phonemic awareness is imperative in order for phonics instruction to be effective.

Remember that decoding and spelling also provides the opportunity to develop vocabulary and this supports the application of spelling words to a childs writing. A helpful tip rather than asking students to place the word into a sentence ask students to create their own dictionary definition of the unfamiliar words!

4 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Overview of Scheduling, Instructing and Reviewing Spelling Lists

Step1

Scheduling Spelling Lists At the beginning of Term 1 administer: - The Phonic Sight Word Sequence Placement Test (located on

page 5 and 6) to determine the starting point of the spelling program.

- A standardized spelling test which will give students a spelling age. Although the Phonic Sight Word and Sequence will provide a process to instruct spelling, the standardized age will also rate de-velopment. All students should make a minimum of a 12 month increase in their spelling ability over the period of a school year.

On the basis of the test results, students are clustered into a minimum of three phonic-based spelling groups. It is likely that teachers will iden-tify an advanced group, an age appropriate group and a delayed group. A template for whole school planning is included on page 9.

Step2

Instructing Spelling ListsWhen instructing the spelling list words it is essential to focus on the phonic structure in conjunction with the phonemic or sound structure.The planning sheet on page 14 to 16 requires both the phonic and the phonemic awareness spelling strategies being taught to be identified.Remember phonemic awareness instruction or the sound out as you spell strategy is imperative in order for phonics instruction to be effective.Teachers to select a range of synthetic phonics spelling activities which are completed on a five day rotation. To ease classroom organisation, it is possible for all students to complete the same spelling activities but apply their specifically levelled list words. (See PLDs Spelling Activities for the Junior Primary and Spelling Activities for the Middle and Up-per Primary for more activities and worksheets to use with any spelling list.) Alternatively the activities outlined on page 18 can be used to devise activities designed for rehearsal of spelling skills.

Step3Reviewing Spelling Lists

After a term of focusing upon the levelled spelling list words test stu-dents at a single word level, a sentence level or at a passage level (using a dictation passage). If students score 80% to 100% then they progress onto subsequent word lists. If a number of errors are made, students need further spelling instruction with these concepts.

Scheduling, Instructing and Reviewing Spelling Lists

Overview of...

Overview of Scheduling, Instructing and Reviewing Spelling Lists Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 5

STEP 1: Scheduling Spelling Lists

Phonic Sight Word Sequence Placement TestThe following non standardized spelling test can also be used to establish a general starting point for the indi-vidual or small group program targeting single word decoding and spelling skills.

TESTING INSTRUCTIONS Present the screen below to each

classroom. Progress through the screen until students start mak-ing errors. At this point the rel-evant students can be asked to cease the screen as their earliest point of difficulty has been identified and hence instruction ef-fort to follow need to be targeted at this level.

The sentence writing section is op-tional. While the presentation of dictated sentences is ideal, as it will highlight how well students transfer their spelling knowledge into written work, the single word spelling assess-ment will be sufficient to determine spelling levels.

Teachers need to direct students to rule up their page in columns. Stage 1 words in column 1, stage 2 words in column 2 and so on. This set-up will assist the process of analysing the results.

Year 1 students are required to com-plete the Stage 1 section of the screen; the Year 2 students Stage 1 and 2; the Year 3 students Stage 1, 2 and 3; the Year 4 students Stage 1, 2,3 and 4; the Year 5 students Stages 1, 2, 3, 4, and 5 and the Year 6 students Stages 1, 2, 3, 4, 5 and 6. As stated above, remember that stu-dents need to cease the spelling test once errors start to emerge.

STAGE ONE READING, SPELLING AND WRITING PHONIC CONCEPTS

Reading Test

Words

Spelling Test

Words

Writing: Dictation Sentences

Targ

et 1 R

eview

CV

C

1 rod run I fed my pet rat.

2 jet pet I had a red cap.

3 lip had A man ran to a log.

4 but mop A ram got wet in a dam.Ta

rget

2 Rev

iewsh

, ch,

th 1 shut rush Trish has six fish.

2 that thin This moth is red.

3 rich chin Lets have chops and chips.

oo

, ee

, ck 4 room moon Look in the cook book.

5 feet weed I need to see the jeep.

6 pick luck The duck had such bad luck.

Targ

et 3 R

eview

CC

VC 1 snip trip Do not drop the drum in the tub.

2 pram drum The green frog was glum.

CV

CC 3 send lump Sand went in the pond.

4 wind sold I held my gift in my hand.

Targ

et 4 R

eview

ay,

ing

, or,

ar

1 tray clay Stay and play with the clay.

2 bring swing We can sing as we sing.

3 north sport The storm will be short.

4 chart start At the arch start to march.

all,

ai,

oy,

oi,

er 5 call small I am tall and she is small.

6 snail chain A snail went up a chain in the rain.

7 number silver Never ever run away.

8 coin point Point to the joint that needs oil.

9 enjoy joy Roy played with a boys toy.

Recommended resources order on line at

www.pld-literacy.org

6 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Step 1: Scheduling Spelling Lists

STAGE 2 PHONIC CONCEPTSSingle Word Spelling Test Words Writing: Dictation Test Sentences (Select 4)1 splash 11 window 1 I ate ice-cream at the beach.2 spring 12 toast 2 Red flowers grew in the garden.3 strict 13 drew 3 The mouse house was underground.4 shrink 14 beach 4 The hawks claws are quite sharp.5 dress 15 count 5 It was the girls third birthday.6 press 16 yawn 6 I ate a bunch of grapes7 shape 17 skirt 7 My sunburn hurt.8 mine 18 clue 8 The splash sprayed out of the pool.9 smoke 19 hurt 9 A gang of strong males did the wrong thing.

10 third 20 windy 10 I stayed home alone.

STAGE 3 PHONIC CONCEPTSSingle Word Spelling Test Words Writing: Dictation Test Sentences (Select 4)1 edge 11 anyone 1 Lucy scratched herself on a nasty latch.2 frighten 12 walk 2 My breakfast was rather pleasant.3 kitchen 13 before 3 I was delighted to see a rare animal.4 orphan 14 grumble 4 Peter nudged the raft away from the bridge.5 instead 15 orange 5 Huddle together to prevent the drizzle dampening your clothing.6 plumber 16 doctor 6 My thumb became numb after a hammer landed on it.7 shuffle 17 roar 7 Would you please walk with me to school?8 chimney 18 liquid 8 An actor entered the room with a doctor.9 disgrace 19 dont 9 My nephew took such a wonderful photograph.

10 repair 20 trophy 10 The baby quail began to quiver in fear.

STAGE 4 PHONIC CONCEPTSSingle Word Spelling Test Words Writing: Dictation Test Sentences (Select 4)1 basket 11 often 1 What quantity and quality is required?2 squabble 12 squadron 2 We consumed our vegetable and celery soup in silence.3 mechanic 13 bicycle 3 I suggest you refrain from exaggerating the extent of your knowledge.4 gentleman 14 tremendous 4 A worthy competitor will surely volunteer.5 research 15 syllable 5 The pyramids reside in the nation of Egypt.6 luggage 16 refuse 6 The accused male refused to admit his guilt.7 naughty 17 laughter 7 I received the impression that the erosion had expanded.8 excursion 18 certain 8 Those living in urban areas battle congestion and pollution.9 reception 19 neighbour 9 Great Britain has no range of mountains.

10 pedestrian 20 furniture 10 A marvellous amount of treasure was discovered inside the wreckage.

STAGE 5 PHONIC CONCEPTSSingle Word Spelling Test Words Writing: Dictation Test Sentences (Select 4)1 accelerate 11 fascinate 1 Acceleration and speed is frequently the cause of accidents.2 essential 12 hysterical 2 It is my recommendation that you immediately communicate the truth to me. 3 accommodation 13 relationship 3 The satellite was illuminated.4 embarrassed 14 obedient 4 The spacious and luxurious apartment was owned by an ambitious businessman. 5 competition 15 circumference 5 What is the circumference of the extinguisher cylinder?6 influence 16 nourish 6 A freight train acted as the transportation for the transcontinental crossing.7 biscuit 17 extinguisher 7 An immigrant was the inhabitant of an extravagant but vacant mansion.8 intelligible 18 precious 8 I commenced a technical apprenticeship.9 irritable 19 exceptional 9 A valuable reversible item of jewellery was mismanaged and hence mislaid.

10 anxious 20 measurement 10 An exceptional professional lodged his industrial proposal.

STAGE 6 PHONIC CONCEPTSSingle Word Spelling Test Words Writing: Dictation Test Sentences (Select 4)1 parachute 11 deciduous 1 I apologise in advance if I am unable to recognize you due to your disguise.2 temporary 12 miscellaneous 2 A scoundrel dropped from a parachute to analyse the surrounding area.3 consequence 13 supplementary 3 In tertiary education, supplementary science exams are conducted inside a laboratory.4 scholarship 14 stationery 4 Preparation is a precaution against making unnecessary errors.5 cubicle 15 dinghy 5 Intermission is an interval that occurs in theatre productions.6 carnivorous 16 rhythm 6 The foliage on coniferous trees is not deciduous.7 paralyse 17 reciprocal 7 The action was simultaneously courteous and courageous.8 champagne 18 solemn 8 As a consequence of the maintenance the entrance was blocked.9 satchel 19 convenience 9 A prolific academic authored an immense number of journals.

10 banquet 20 aviary 10 The column naval officer was condemned for his action.

EXAMPLE 1

Step 1: Scheduling Spelling Lists Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 7

STEP 1: Scheduling Spelling Lists continuedANALYSIS OF THE TEST RESULTS When marking the test, only mark to the point that multiple errors are being made. The goal of the scoring/analysis process is to establish at which stage students require targeted instruction.

For the students with delays the process will establish which gaps require filling. For the age appropriate or advanced students at what stage are they operating at and what concepts they require exposure to that will progress their skills.

The scores of each stage are then to be converted into a percentage. When a student scores under 80% it is recommended that phonic-based spelling efforts need to be targeted at this specific level, until such time that they then perform at over 80% and hence are ready for the next stage of operation.

Place on a Stage 3 list

Remember! It is necessary to go back to go forward.

For example: 1 error at a Stage 1 level. 1 error at a Stage 2 level. Multiple errors at a

Stage 3 and a score below 80% indicates the need for Stage 3 phonic-based spelling concepts.

Convert scores into a percentage 5/8 = 62.5%

5/8 = 62.5%

EXAMPLE 2

8 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Step 1: Scheduling Spelling Lists

STEP 1: Scheduling Spelling Lists continued 33% correct at a Target 1(ie: CVC) level. 50% correct at a Target 2 (ie: sh, ch, th, oo, ee, ck) level. 50% correct at a Target 3 level (ie: CCVC and CVCC). 55% correct at a Target 4 level. Initially focus on medial vowels a/u and i/e at a Target 1 CVC level, but quickly move the student onto

Target 2 giving particular attention to th, ch, ck and again medial vowels.

Step 1: Scheduling Spelling Lists Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 9

A Suggested Process When Investigating Spelling Levels Across A School

Step 1 Test students using the screen outlined on pages 5 and 6.

Step 2 Follow the marking instructions outlined on pages 7 and 8.

Step 3 Group students according to which stage the explicit synthetic phonics instruction is required.

Step 4 In a staff meeting write up the results.

Step 5 Discuss the trends evident in the school.

For example:Year 2 Room 4

Year 2/3 Room 5

Year 3 Room 6

Year 4 Room 7

Year 4/5 Room 8

Year 5/6 Room 9

Year 6/7 Room 10

Year 6/7 Room 11

Stage 1Target 1: CVC

Early Stage PhonicsTarget 2: sh, ch, th, oo,

ee, ck

Stage 1Target 3: Blends

CCVC & CVCC14 5

Late Stage 1 PhonicsTarget 4: ar, or, er, ing, ai,

ay, oi2 10 7

Stage 2 8 9 5 1

Stage 3 1 10 7 4 3 2

Stage 4 8 15 6 4 4

Stage 5 6 7 5 8

Stage 6 5 13 12

Using the data gathered from the testing process decide upon three spelling groups. Selecting the 3 groups is never an easy process. Eg Room 11 Year 6/7 Stage 3/4 - 6 students, Stage 5 - 8 students, Stage 6, 12 students.

STEP 1: Scheduling Spelling Lists continued

STEP 2: ESTABLISH A WEEKLY SPELLING ROUTINEAn example of a 5 day spelling program:

DAY 1: This is the teaching day when new sound-spelling patterns are taught.

TASK ACTIVITY ~ TIME

Task 1 Get ready 2-3 minutes

Task 2 Explicit Teaching A. Review previous spelling concepts.B. Introduce new spelling patterns.C. Demonstrate spelling activities with examples

from each group.

3-10 minutes

Task 3 Set the timer Students return to seats and teacher sets the tim-er for the assigned spelling period.

10-15 minutes

Task 4 Phonic and Sound Structure of Words activities

Students complete at least one full rotation for their assigned spelling words.

DAY 2-4: Consolidation of sound-spelling patterns, word meanings and structure.TASK ACTIVITY ~ TIME

Step 1 Get ready 2-5 minutes

Step 2 Explicit Teaching Demonstrate spelling activities with examples from each group.

3-5 minutes

Step 3 Set the timer Students return to seats and teacher sets the timer for the assigned spelling period.

10-15 minutes

Step 4 Day 2-3: Phonic and Sound Structure of Words activitiesDay 3-4: Linguistic based activities

Students complete at least one full rotation for their assigned spelling words.

DAY 5: Test day.TASK ACTIVITY ~ TIME

Step 1 Get ready 5 minutes

Step 2 Explicit Teaching Demonstrate spelling activities with examples from each group.

3-5 minutes

Step 3 Set the timer Students return to seats and teacher sets the tim-er for the assigned spelling period.

10-20 minutes

Step 4 Linguistic based activi-ties

Choose activities for today that require more time such as story writing, this allows time to test spelling groups while other groups are working.

Step 5 Weekly Test Testing needs to be done in spelling groups. While teacher is testing one group, the other 2 groups can be completing their assigned activ-ity for the day.

A NOTE ON TESTING & REVIEW:Although a weekly test of spelling words is common practice, it does not always reflect a students learning or spelling ability. Review the spelling words of the week (i.e. the words the students are most familiar with), plus 4-6 words from previous lists (i.e. a selection of words presented over the previous week, fortnight and month). The final 4-6 words tested reflect longer-term ability and are a better reflection of a students retention of spell-ing concepts covered.

10 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Step 2: Establish a Weekly Spelling Routine

Step 2: Establish a Weekly Spelling Routine Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 11

STEP 2: ESTABLISH A WEEKLY SPELLING ROUTINE continuedTask 1: Get Ready

To ensure the spelling lesson runs smoothly and children have sufficient time to complete activities, taking the time to get children ready before the commencement of the lesson is imperative. It also enables students to transfer directly from an experience of explicit teaching to leaping immediately into the task. For many students, the longer the delay between the teacher led explicit teaching and the task, the more of the teach-ing points are lost or less clear in the students mind.Children need to put their spelling books, 2 coloured pens (or pencils) and any other equipment they may require for the activity (e.g. scissors, glue etc) on their desks before the lesson starts. This ensures that students do not waste activity time looking for resources. In addition it is teaching important organisational skills.At the commencement of a spelling cycle, the teacher will need to provide each student with a spelling list (based on Planning sheet on pages 14 to 16). As a classroom may have 3-4 spelling groups working at different stages, it is advisable to print each different stage spelling list on different coloured paper.

Task 2: Explicit TeachingDirect teacher instruction is essential and should involve review of previously taught concepts, explicit teach-ing of new concepts, providing worked examples at all spelling group levels and demonstration of how to complete activities. This may be done as a whole class activity with children on the floor to maximise their at-tention or in small spelling groups.

A: Revise Previously Taught Graphemes (Day 1)Review of previously taught sounds and their spellings is important. Repetition helps to consolidate learning and ensure students do not forget things previously learnt. Review also allows the teacher to build on previ-ous knowledge when introducing a new concept. For example when introducing the u_e spelling of the oo sound at stage 2, the teacher may start with a review of the stage 1 spelling of oo. This allows students to build onto their understanding of the English alphabet code and link spellings of the same sound to allow for easier retrieval when spelling in context, which is the ultimate goal. Hence review may be a weekly review of the last weeks work, or it may be a longer term review of related concepts.Review can be undertaken as part of day 1 whole group teaching session, and should only take 2-5minutes. It is a whole group activity; however it is important that the teacher uses examples from all spelling group levels. Review activities may include making words or phonic cloze activities and can incorporate individual whiteboard or whole class whiteboard worked examples. Examples are listed below.

Making Words ActivityTeacher says target word and students are required to make the word. This activity requires teacher-student interaction, all students need to participate and learning is concrete.

Teacher: Do you remember which sound we were working on last week?

Student: double ee.Teacher: Thats right. We learnt the long ee sound spelt

with two es (write on board). Lets see if we can remember some of the words we learnt that have this long ee sound. Tree. Does that have the long ee sound?

Student: Yes.Teacher: Excellent, can you write tree on the board for us.Student: (writes word on the board).Teacher: Well done. Who can think of another word that

has the long ee sound?Student: bed.Teacher: Bed, lets sound it out. Use you fingers with me

as we say the sound. B-e-d. What sound did you hear in the middle?

Student: e.Teacher: Y es, bed has a short e sound. Can you think of a

word that has a long ee sound?Student: feet.Teacher: Excellent, can you write feet on the board.Student: (writes feet on the board).Teacher: Great work, both of these words have the long

ee sound.

Phonic Cloze ActivityStudents are given a word with a particular sound left blank and they are required to select the correct letter/letter sequence to represent the sound.

Teacher: We now know three ways to write the oa sound. We can write oa like this (write oa on the board), we can also write the oa sound like this (write ow on the board) and we can also write the oa sound using our silent e, like this (write o_e on the board). I want you to look at these words and decide which oa we need to use to finish the word. (Write h_m_; b_ _ t; sn _ _ on the board). I need three people to help (select three stu-dents). I want you to write the correct spelling for the oa sound into one of the words.

Student: (each of the three students completes one of the words)

Teacher: Ok class, are the oa sounds spelt correctly in each word?

Student: yesTeacher: Great work everyone. (Can repeat with several

more example words and other students asked to complete the cloze activity).

12 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Step 2: Establish a Weekly Spelling Routine

STEP 2: ESTABLISH A WEEKLY SPELLING ROUTINE continuedB: Introduce New Sound-Spelling Patterns (Day 1)At the commencement of a spelling cycle, teachers need to explicitly teach the new spelling pattern to be learnt with at least one example from each spelling group. Explicit teaching in the early primary years should always include models of how to sound out using an appropriate sound-based spelling strategy as listed on page 17 and how to write words in alternating colours. Appropriate activities for whole group explicit teach-ing may include prompted spelling, word sorts, making words and phonic cloze activities.

NOTE: It is imperative to check that students can decode the spelling list words. An easy way to support this is for teachers to type out the spelling list words using alternating colours (e.g. coach).

Sound with Fingers & Write in Alternating ColoursStudents are taught to sound all through the word using fingers (one for each sound) and to write their spelling words in alternating colours, with a new colour for each sound in the word. This activity focuses childs attention on the relationship between the letters (or written structure) and the phonic structure (or sounds) of the words.Teacher: I am going to say a word

and I want you to sound it out with one finger for each sound. Dress. (Demonstrate putting up one finger for each sound) d-r-e-ss. What sounds do you hear?

Student: d-r-e-s.Teacher: Yes there are four sounds,

d-r-e-ss. Now lets write the word using alternating col-ours for each sound (Dem-onstrate on board d r e ss). See the s sound at the end is spelt with two s.

Teacher: Now lets try another word. Bell. Use your fingers to sound out the word. B e ll. (Demonstrate with fingers).

Student: (Sound out with fingers).Teacher: (Select a student to write on

class whiteboard) Ok, now I want you to write the word in alternating colours, one colour for each new sound. Remember some sounds may be spelt with more than one letter.

Student: (Write word).Teacher: Great, there are three

sounds, b e ll and the l sound is spelt with two ls.

Prompted Spelling Teacher directs students attention to the structure of the word, length of vowels, position of consonants and vowels and helps children discover and apply spelling rules. Students then are asked to spell this word and oth-ers with similar patterns on class white-board/magnetic board.Teacher: (Writes the following words

on the board: dress, bell, skill, off, buzz) Look at these words. Lets read them to-gether. (Demonstrate sound-ing all through the word by pointing to each sound and raising a finger for each sound {diagram}, then say-ing the whole word). D-r-e-ss, dress. (Continue with all words).

What can you tell me about all these words?

Student: There is two letters the same at the end. (Also they are all one syllable; they all have short vowel sounds)

Teacher: Thats right, can you see there are two s at the end of dress, but we only say one s sound. (Repeat for each of the words on the board)

We have found a spelling rule! The consonants f,l,s and z are doubled at the end of most single syllable words.

Now lets see if we can make some other words. (Selecting students to write on the class whiteboard.)

Teacher: Lets make the word hiss. First we need to sound it out. (Demonstrate using fingers to sound) H-i-ss. Now see if you can write the word.

NOTE: If strong spellers, explain spelling rules, if weaker apply phonemic spelling.

Word SortsStudents are asked to sort words based on phonemic structure and patterns. For example, students are given a list of words and asked to sort into words which have long vowel sounds and those which have short vowel sounds. This requires children to focus on the structure of words and sound patterns and make observations about rules and patterns.Teacher: Today we are going to learn

how to write the k sound at the end of words. There are 2 ways we can write the k sound at the end of words, k or ck (write on board).

Look at these words (write on board, or attach paper words with magnet or blu-tack: tick, duck, pink, tack, sink, look, croak). I want you to help me sort them. Lets find all the words that have a ck at the end.

Student: (tick, duck, tack) Teacher: Lets put them in this list

(write or attach under the ck). Now the words we have left all have what k at the end?

Student: kicking k (or name Kay)Teacher: Excellent. Now lets look at

our first list. Look at all the words that have a ck at the end. What can you tell me about the sound before the k sound?

Student: It is a short vowel sound.Teacher: Excellent. c and k go

together when they follow a short vowel sound in a single syllable word.

Teacher: What about our other words? What can you tell me about the sound before the k sound in these words?

Student: It is a consonant. It is a long vowel. It has two vowels.

Teacher: Well done. k is found on its own when it follows a con-sonant, or after a long two letter vowel sound.

C: Demonstrate Activities (Every day)At the commencement of every spelling lesson, the teacher needs to provide explicit demonstration of how to complete the assigned spelling activity for the day. The teacher explains the task that EVERY student will be completing with their own specific word lists and (if there are 3 or 4 spelling groups) the teacher demonstrates 1-2 words from each list and applies (and models) appropriate phonic, phonological awareness and linguistic skills. Detailed instruction for these activities are provided on page 18. As students will commonly initiate short cuts when completing spelling tasks, central to this step is the need for teachers to also explain what NOT to do.

Step 2: Establish a Weekly Spelling Routine Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 13

STEP 2: ESTABLISH A WEEKLY SPELLING ROUTINE continuedTASK 3 & 4: Activities to Consolidate Learning (Everyday)

Students then have a set period of time (10, 15 or 20 minutes) to complete at least one single rotation cycle of the task applying their specific list words to the task. (Please note that the students who finish early will need to continue with a second cycle).

Day 1 Phonic and Sound Structure of Words

Day 2-3 Phonic and Sound Structure of Words (NOTE: Younger and weaker students may require ad-ditional days focusing on phonic and sound based activities; more advanced and older students can move more quickly to linguistic based activities)

Day 3-4 Linguistic based activities including vocabulary, phonemic & morphemic activities.

Day 5 Linguistic activity PLUS weekly test.

Implementation Recommendations:At the commencement of a new term, select new activities within each area to be completed weekly over that term. It is important that students repeat the same activities weekly for the term, as it allows consolidation of learning. During the Junior Primary grades it is ideal to repeat an activity over a 2 or 3 day period initially. This will provide multiple regular opportunities to rehearse & automate the completion of the activity.Each term select one activity for each and repeat each week. It is important to introduce activities slowly and give students time to learn how to complete the activities. The above list is an example of a spread of activities for students in over a five day spelling program.

Explicit teaching activities are the preferred method of teaching spelling. Games can be used on occasion and as rewards for students who complete spelling activities quickly. However games should only be used by students who have demonstrated they can work independently, are completing their LSCWC correctly and are writing words in alternating colours effectively.Each term the activities completed in the five day rotation should remain the same. At the commencement of a new term the activities should be altered, however the same types of activities can be included.

STEP

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PLD

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14

Ste

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15

STEP

2: IN

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G SP

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Phon

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PLD

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16

STEP

2: IN

STRU

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G SP

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Phon

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Plan

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Spe

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11

11

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22

22

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33

33

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44

44

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55

55

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66

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77

77

88

88

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99

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1515

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1515

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be

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ts w

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ific

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.

Main Sound-Based Spelling Strategies That Require AttentionRe

gular

Spell

ing W

ords

Phonological Awareness Spelling Strategy 1: Phonemic SpellingSpell the word while verbalizing each of the individual sounds/phonemes (initially aloud when the skill is being developed and then silently within the students head when the skill is being consolidated).

For example: Stage 1: fish Answer: f i sh Stage 2: cloud Answer: c l ou d Stage 3: bridge Answer: b r i dge

Phonological Awareness Spelling Strategy 2: Onset and Rime SpellingSpell the word while verbalizing the initial sound (or the onset) followed by the rime/or the rhyme.

For example: Stage 3: twice Answer: tw ice Stage 4: calf Answer: c alf

Phonological Awareness Spelling Strategy 3: Syllabic SpellingSpell the word while verbalizing each of the individual syllables.

For example: Stage 3: grumble Answer: grum ble Stage 4: advantage Answer ad van tage Stage 5: poisonous Answer poi son ous

Irreg

ular S

pellin

g Wor

ds

Visual Spelling StrategyThrough the games and repeated exposure of the words children can also develop a visual sense of the structure of the word.

Say The Word In A Funny Way And Then Sound Out And Spell.The phonological awareness sounding out strategy can still be applied to irregular or uncommon spelling words if they are verbalized in a form that supports the sounding strategy.

For example: both is read bowth but is spelt both orange is read orinj but is spelt orange was is read woz but is spelt was

STEP 2: INSTRUCTING SPELLING LISTS continued

Step 2: Instructing Spelling Lists Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 17

18 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Step 2: Instructing Spelling Lists

Tasks which instruct the... Phonic and Sound Structure of Words

Task 1: Students are provided with spelling lists already written out. Students then rewrite the spelling words in alternating colours.

Examples of:

Single Sound Spelling

Onset and Rime Spelling

Syllabic Spelling

first twice fractionskirt spice directionthird mice mentionshirt rice suspension

Task 2: Rewrite the spelling list words with alternat-ing colours on the sound out and spell sheets located in the appendix.

Task 3: Students use a combination of big and small rectangles with spaces to represent the phonic and sound structure of their list words. The words first and fraction from the example lists above are used to demon-strate the task:

STEP 1: Big and small rectangles with spaces are created

OR

STEP 2: The spelling words are written

inside the spaces

f ti r s OR

f r ac t i o nTask 4: Apply the LCSWC (Look Cover Say Write

Check) process to list words. Pay particular attention to the say (or say and sound the spelling words).

Task 5: Students are paired. One student reads out the spelling list words and the other student rewrites the spelling list words in alternating colours representing the phonic and sound-ing-out strategy.

Task 6: Create word pyramids on the basis of the phonic and sound structure.

For example: th di thir direc third direction

Tasks which instruct the... Linguistic Basis of Spelling

(Apply to spelling list words contained in Stages 2 to 6.)

REMEMBER!Spelling mastery is about getting words correct in spelling tests and developing such an affinity with the list words that they transfer across to written class work.

Task 7: Create dictionary definitions for list words ideally without reference to a dictionary. This forces students to use their own lan-guage rather than copy or paraphrase the dictionary text. The teacher needs to ex-plain work meanings prior to commence-ment of task 7.

Task 8: Students generate a basic sentence that contains the target spelling words, and then in contrast students generate a sophisticat-ed sentence containing the spelling word.

Task 9: Add prefixes and suffixes to list words.

Task 10: Students create a list of words that will rarely be used in the future now that more complex spelling words have now been mastered.

Spelling List Words

Words which will now rarely be used

tumble fell/fall over

ample lots of

able can do

Task 11: Students write a 30 - 40 word story contain-ing as many list words as possible. Select one passage to use as a dictation passage with the entire spelling group.

Additional recommended resources

STEP 2: INSTRUCTING SPELLING LISTS continued

Phonemic-Phonic (Sound-Symbol) Code Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 19

Phonemic-Phonic (Sound-Symbol) Code(Foundation to Stage 6)

NOTE: This chart outlines the stages at which the different spellings are first introduced for each of the phonemes (sounds) which make up the English language. While phonemic-individual sound spelling is evident in stages 4, 5 and 6, the later spelling stages focus at a syllabic or morpho-logical level (e.g. eous, cian, cle, contra etc.) and build on the previously learnt phonemic-phonic code in more complex vocabulary.

The chart can be utilised in several ways:1. As a reference for teachers of the overview of when different spelling patterns are introduced.2. As a reference for students of the various ways the sounds (phonemes) can be spelt. a. Student could be issued with a blank chart and add the various spelling patterns as they are learnt. b. Students could be issued with a complete chart, but asked to refer only to the spelling patterns

they already know (i.e. those up to the stage they are currently working at).

The spelling chart can be incorporated into teaching of spelling in several ways:1. To introduce a new sound. For example, (Stage 2) Today we are going to learn a new sound oo.

This is a short sound like in book. (Point to the entry on the chart.) The students can then enter the new sound on their personal charts (if blank charts have been issued).

2. To introduce a new spelling for a known sound. For example (Stage 3) Today we are going to learn a new way to spell er. What ways to spell er do we already know? Thats right er spelled e-r. Today we are going to learn some words that have er spelled as i-r. (Point to the entry on the chart.) The students can then enter the new sound on their personal charts (if blank charts have been issued).

3. To remind of a spelling pattern when starting a more complex list from a higher spelling stage. For example (Stage 6) We already know that an s followed by an e often makes a z sound. The words on todays list all include this spelling pattern. (Point to the entry on the chart for z spelt as se.)

4. When writing and editing written work. Remind students to refer to their Phonemic-Phonic Code Chart when considering how to spell a new and unfamiliar word, and to see if they can work out how the sound would be spelt using the information on the Code Chart. For example if they wanted to use the word bystander encourage them to consider which of the known spelling patterns for the er sound is most likely to be used at the end of a word.

A Word Of Caution

Students require MANY opportunities

to rehearse their spelling skills in

contexts that increase in complexity.

Level 1 Of PerformanceThe ability to sound out the words (Eg: t-r-ai-n or in-vi-ta-tion).

Level 2 Of PerformanceSingle word spelling tasks.

Level 3 Of PerformanceSentence level spelling tasks.

Level 4 Of PerformanceSpelling tasks in the context of extended writing.

It is incorrect to assume that because students can spell at a single word level that their skills will automatically transfer to their writing.Much repetition is required to develop an efficient sound out as you spell strategy along with opportunities to rehearse skills in contexts that increase in complexity.

Level 5 Of Performance

A deep and detailed understanding of the meaning of the spelling word to ensure their transference into written tasks.

20 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Phonemic-Phonic (Sound-Symbol) Code

CONSONANT SOUNDS

SOUNDPLD Stage of Introduction

Foundation Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6

s ssun ssdress ceface sehouse ccitysc

(silent c) scissors

t ttap ttlittlep ppinn nnet knkneek ccat kkid ckduck chschool qu (quet)bouqueth hhenr rrat rrbarrel

m mmug mmsummerd ddogg ggunl lleg llhill

ul (schwa) lebubble ialinitial alhospital eltravelf ffox ffcliff phphone (gh)-indirectlaughb bbatw wweb whwhip

x (ks) xj jjet dgebridge georange ggiraffez zzig-zag zesize serisev vvan veactivey yyes

q (kw) ququeen

sh shshipti

(tion) lotion

ssugar

si(sion) vision c

oceanch

parachutetipatient

ci(ician)

musician

ch chchin tchwitch tu(re)pictureth ththinng (i)ngkingzh sivision sutreasure

Library of Silent Letters blambl

chalkt

castle cscissorsu

biscuitw

sword

Phonemic-Phonic (Sound-Symbol) Code Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 21

VOWEL SOUNDS

SOUNDPLD Stage of Introduction

Foundation Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6

a aapplei itin ubusy ypyramide ebed amany eabread ai(ain)curtaino ohot aswan oucough

u ubugoson ou

famous rougha

alone

ee eetreee_ePete

ealeaf e

(be-)below

eymonkey

iepiece

eiceiling e

(re, de) returny

happyi_e(ine)

curtain

long oo oomoonu-eflute

ueblue u

superoughthroughew

screw

short oo oobook oulshould upullai ayhay airain a_ecake a (indirect)table ei (eigh, eig)eight

or allball orfork awdraw

a(lk)walk

oordoor au

boardoughthought

oarboard

orecore

aughcaught

ourneighbourour

pour

ar arsharka

bathaulaugh

al (alf)calf

er erletter irbird urcurl ordoctor (w)orworm earearth relitreoi oyboy oicoin

ighi_esmile

iepie igh

light

i(bi)

bicycleycry

oao_erope

oaboat ough

dough

o(pro)

protectoetoe

owbow

ow owcow oucloud oughplough

airairchair

arestare

earpear

ear earear eerdeer iercashierStage 3 Stage 4 Stage 6

Silent Letterssilent

blamb

silent

lcalm

silent

tlisten

silent

uguide

silent

wwrong

silent

ggnome

silent

nautumn

silent

hhour

silent

preceipt

22 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Suggestions For Use In The Classroom

Suggestions For Use In The ClassroomBelow are some further suggestions for how the Phonemic-Phonic (Sound-Symbol) Code chart could be used within the classroom.

Sound Town Wall DisplayThis display is best suited to the lower primary years and can be built over time as students learn new sound-symbol spelling patterns.

Short Vowel Lane a street of houses of various stories which show the various ways to write short vowel sounds. Each level of the house could be blank (except a coloured roof which lists the common short vowel sound a,e,I,o,u) and as students learn the other ways to make the sound, they can be recorded in the blank squares.

Consonant Close a street of houses of various stories as for short vowels. Consonant diagraphs (sh, th, ch, ng) could also be included but with different colouring.

STREET could be a freeze with street sign and blank outlines of where houses are to be attached, and houses can be added as new sounds are learnt.

Long Vowels Each long vowel diagraph could have its own street. As new spelling patterns are learnt for the vow-el sounds, houses can be added which have the spelling pattern in the roof and example words in the body of the house. For example, ai lane would include the houses: ay and ai at stage 1; then add a_e at stage 2, a at stage 3 and finally ei/eigh/eig at stage 4. Cards from PLDs Phonic Charts Range could be used as the houses added to the appropriate street as they are learnt.ee street long oo loop short oo road ai laneor court ar path igh heights ow towner circle oa close oi avenue air terraceear pier

STREET could be a freeze with street sign and blank outlines of where houses are to be attached, and houses can be added as new sounds are learnt.

Library of Silent Letters cards in the shape of a stack of books can be added to shelves in a library of silent letters for each silent letter pattern learnt.

Sight Word Jail this is a fun way for students to display and remember those words which break the rules, the sight words. This could be a class-room display, or an individual list that has space for 10 sight words at a time and once they are learnt they can be added to the students ring of sight words. PLDs First Sight Words resource includes word cards which could be used for this display. TIPS & TRICKS: laminate a template of a jail and write the students individual sight words directly onto the sheet. Once words have been mastered, they can be rubbed off using a magic eraser sponge. Alternatively, blue tack on sight word cards for easy re-moval once they are mastered.

a iy

cymbals

eea

ai

a

head

said

any

oa

watchwa, qua, alt

u

ou

o

touch

son

thoroughough

short vowel Lane

ay ai a_e eigh

ai Lane

Library of Silent Letters

silent

blamb

silent

wwrong

silent

nautumn

silent

lcalm

silent

uguide

silent

hhour

silent

tlisten

silent

ggnome

silent

preceipt

Sight Word Jail

Contents Foundation Spelling List Words and Vocab Focus Words i) Regular VC Words ii) Regular CVC Words iii) Additional Regular CVC Words iv) Onset And Rime Applied To CVC Words Foundation Sight Word ListSee the Appendix for Foundation phonemic spelling tasks.

Foundation Stage Learning TargetsFoundation Decoding and Spelling Targets

The Foundation Word Lists are comprised of: Single syllable words that can be decoded phonetically. These words are most typically

VC and CVC alphabet- based words. Words which are comprised of mostly familiar vocabulary In addition a proportion of high frequency irregular sight words are also outlined

Foundation Stage Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 23

Foundation

Blending (a prerequisite for decoding)

Combining of 3 phonemes/sounds to form a word.

Segmentation (a prerequisite for spelling)

The ability to identify the initial, medial and final sound

in a target word.

Alphabet Sound KnowledgeThe conversion of the

alphabet symbols into their corresponding sounds.

Phonics Prerequisite Skill Phonemic Awareness Prerequisite Skill

A Word Of Caution Before introducing the foundation word lists it is necessary that the pre-literacy prerequisite skills have been acquired.

What are the sounds in the word tap?

Explicit teaching instruction on each card...

Guess the picture: Squeeze the sounds together

and guess the picture: b (pause) u (pause) s?

Over 100 colour cards included in the pack to rehearse this skill.

View video demonstrations and order resources at www.pld-literacy.org

Ava

ilab

le in

fou

nd

atio

n

or c

urs

ive

fon

t.

Cards are presented in 4 letter sound groups:Grp 1: s, a, t, p, i, n Grp 2: m, r, h, e, d, cGrp 3: f, l, g, o, u, b Grp 4: w, j, v, k, z, y, q, xFocus on one group at a time.

Double sided A5 flash card set with action on the reverse side.

24 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Foundation Stage

Foundation Spelling List Words and Vocab Focus Words

Regular VC Words

Regular CVC Words

Word lists based upon the alphabet letters: s, a, t, p, i, n (Group 1 of alphabet sounds only.)

sat sap sin sip sit tip tin tap tan pat pit pin pan pip nip nit nap

am at an if in is

it ox on up us

Word lists based upon the alphabet letters: s, a, t, p, i, n and c, k, h, e, r, m, d (Group 1 and 2 of alphabet sounds.)

red met set pet net rim hen him his hid hit dam hat men man mit mat ram kit kip kin had mad hem cap cat den sad rid pad ham rat dip

Word lists based upon the alphabet letters: s, a, t, p, i, n and c, k, e, h, r, m, d and g, o, u, l, f, b (Group 1, 2 and 3 of alphabet sounds.)

get let bet mug fit bag fad fit fat fed fun fog bun gun run not pot mud tot lot dot hot cot but bug hum bad lad got dug gum hug rug big get dog log lip cup sun bat hog rag

Word lists based upon all of the alphabet letters

win wiz jam vet jig wit yes yet yum zig-zag wet wax jet jug jog van wig vat



b bat bet bit box but bad bed bib bob bud bag beg big bog bug bin bus

c cat cot cut cap cup cap can cab cob cod

d dig dog dug dad did dam dim dab dip dot den din

f fat fit fan fin fun fed fig fog fix fox

g gap get got gut gas gun god gag gig gum

h hat hit hot hut ham hem him hum had hid hub has his hog hug hop hip hen

j jam jig jog jug jut jot jet job jab

k kit kid keg

l lad led lid lap lip lop lag leg lug let lit lot

m man men mat mad map met mob mop mix mum mud mug

n nap net nip nag nib not nod nut nun

p pat pan pit pot pan pen pin peg pig pad pal pip pod pop pug pup

r ran red rat rag rap rid rim rig rip rib rot rod rob rut rug rum rub

s sat sad sap sag set sit six sod sob sun suds sum

t tan tap ten tip tin top tag tax tig tot tug tub

v van vet

w wag wax web wet wig win

y yak yam yes yet yap

z zip zig-zag



Remember: Focus on a/u and i/e in medial positions. Students acquiring early reading and spelling skills will frequently confuse medial sounds (particularly a/u and i/e).

Phonic Concept: medial a Sounding Out Strategy: phonemic spelling (or single sound spelling)

bad bag bat cab cap can cat dad dam fan fat dab gap gas ham hat jam nab lab lad mad man map pan mat nag nap pat ran tan rat sad sag sap sat tab tag tap van vat

Phonic Concept: medial e Sounding Out Strategy: phonemic spelling (or single sound spelling)

bed beg bet den fed get hem hen jet keg led leg let men met net peg pen pet red set ten vet web wed yes yet rev

Phonic Concept: medial i Sounding Out Strategy: phonemic spelling (or single sound spelling)

bib bid big bit did dig dim dip fib fig fin fit hid him hip hit kid kit lid lip lit nip pig pin pit rib rid sip tin tip wig win wit yip zip

Phonic Concept: medial o Sounding Out Strategy: phonemic spelling (or single sound spelling)

cob cop dog dot fog got hog hop hot job jog lot mop nod not pop pot rob rot sob top

Phonic Concept: medial u Sounding Out Strategy: phonemic spelling (or single sound spelling)

bud bug bun cub cup cut dug fun gum gun hug hum hut jug mud mug nut rug run sub sun tub tug



Onset And Rime Applied To CVC Words

Phonic Concept: at Sounding Out Strategy: onset and rime spelling (e.g. c-at)

cat fat bat hat mat pat sat rat

Phonic Concept: an Sounding Out Strategy: onset and rime spelling (e.g. c-an)

can fan man nan pan ran tan van

Phonic Concept: et Sounding Out Strategy: onset and rime spelling (e.g. m-et)

met wet get jet let net pet set yet vet

Phonic Concept: en Sounding Out Strategy: onset and rime spelling (e.g. p-en)

pen ten hen

Phonic Concept: eg Sounding Out Strategy: onset and rime spelling (e.g. p-eg)

peg leg beg

Phonic Concept: ed Sounding Out Strategy: onset and rime spelling (e.g. r-ed)

red fed bed

Phonic Concept: it Sounding Out Strategy: onset and rime spelling (e.g. f-it)

fit hit kit sit lit pit bit

Phonic Concept: ip Sounding Out Strategy: onset and rime spelling (e.g. z-ip)

zip pip lip hip dip rip sip tip

Phonic Concept: ot Sounding Out Strategy: onset and rime spelling (e.g. c-ot)

cot rot hot got dot lot not pot

Phonic Concept: og Sounding Out Strategy: onset and rime spelling (e.g. l-og)

log dog hog fog bog jog

Phonic Concept: op Sounding Out Strategy: onset and rime spelling (e.g. p-op)

pop mop top hop cop

Phonic Concept: un Sounding Out Strategy: onset and rime spelling (e.g. g-un)

gun run sun fun bun

Phonic Concept: ut Sounding Out Strategy: onset and rime spelling (e.g. b-ut)

but hut nut cut

Phonic Concept: ug Sounding Out Strategy: onset and rime spelling (e.g. j-ug)

jug mug hug dug bug rug tug


Recommended Resources

Order on line at www.pld-literacy.org

Foundation Reading, Spelling and Writing Review

Student Name:_______________________________________________ Date:_________________

Words incorporating alphabet sounds: Group 1 - s, a, t, p, i, n

READING SPELLING WRITING: Dictation Test Sentences

pat: p/a/t p/at pat tap: It is a pan.

sit: s/i/t s/it sit pin: A pip in a pan.

tan: t/a/n t/an tan sip: _____ /3

Words incorporating alphabet sounds: Group 1 plus - m, h, r, e, d, c


him: h/i/m h/im him red: A ram is in a pen.

pet: p/e/t p/et pet cap: Hot ham is in a pan.

mad: m/a/d m/ad mad hit: _____ /5

Words incorporating alphabet sounds: Group 1 and 2 plus - f. l, g, o, u, b


mud: m/u/d m/ud mud sun: A big dog sat in the mud.

fog: f/o/g f/og fog lot: A man had a red bag.

cup: c/u/p c/up cup get: _____ /8

Words incorporating all of the alphabet.


wig: w/i/g w/ig wig jug: A man ran to a big red van.

van: v/a/n v/an van yes: A wet pet sat in the hot sun.

jog: j/o/g j/og jog win: _____ /10

Soon to be released...

First Writing Tasks


Foundation Sight Words List

Name of student: __________________________________________________ Year: _________

Class Teacher: _____________________________________________________ Date: _________

Sight Word Reading Spelling Sight Word Reading Spelling

at his

in as

it was

on to

and be

a he

I of

from have

with are

this the

that they

for you

is

What are the origins of the sight word lists?

In 1948 Dolch developed the theory that children who memorise (or recognise) a key group of core words learn to read more easily and with improved comprehension. As an extension of this research, in the 1990s Fry compiled a list of 1000 commonly used words and arranged the words according to their frequency of occurrence. Frys (1999) extensive research uncovered that:

The first 25 words on his list word list make up approximately a third of all published works.

The first 100 words on his list word list comprise approximately a half of all published works.

The first 300 words on his list word list make approximately 65% of all published works.

Presentation order of the words.

Words 1 - 100 to be learned within the first year of literacy instruction.

Words 101 - 200 to be learned within the second year of literacy instruction.

Words 201 - 300 to be learned within the third year of literacy instruction.

ReferencesDolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36(6), 456460.

Fry, E. (1980). The new instant word list. The Reading Teacher, 34(3), pp. 284289.

Fry, E. (1999) 1000 Instant Words, Teacher Created Resources Inc. Laguna Beach Educational Books, USA

Stage 1 Contents Stage 1 Phonic Concepts Stage 1 Sight Word List Stage 1 Spelling List Words and Vocab Focus Words i) CVC Words With Alphabetic Letter Sounds ii) CVC Words Grouped According To Medial Vowels iii) Onset And Rime Applied To CVC Words iv) CVC Words With Early Stage 1 Digraphs v) Consonant Blends: CCVC Words With Alphabetic Sounds vi) Consonant Blends: CVCC Words With Alphabetic Sounds vii) Late Stage 1 Digraph Phonic Concepts

See the Appendix for Stage 1 phonemic spelling tasks.

Stage 1 Phonic Concepts ChecklistAlphabet Sounds

In Simple CVC Words

Medial Vowels

Initial Consonant

Clusters

Final Consonant

Clusters

Phonic Sounds

s g a tr gr -ft sh ai

a o e dr pr -ld ch all

t u i bl sc -nd th ing

p l o cl sk -nk wh or

i f u fl sm -st ck ar

n b gl sn -sk ee er

c w pl sp -nt oo oy

h x sl st -mp qu oi

e j br sw ay

r z cr tw

m v fr

d y

k

30 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. Stage 1

Stage 1

Stage 1 Phonic and Sight Word Sequence PLD Organisation Pty. Ltd. 31

Stage 1 Sight Words List

Name of student: __________________________________________________ Year: _________

Class Teacher: _____________________________________________________ Date: _________

Sight Word

Reading Spelling Sight Word



Reading Spelling

at up will downin if day outit had way about

on but may partand not her has

a him over findI did number one

from get long saidwith can all yourthis an call twothat then each dofor them first manyis than oil other

his look when whatas see which word

was been make wereto by made therebe my like theirhe no time useof go write more

have so these waterare we come whothe she some people

they into how couldyou or now would

What are the origins of the sight word lists?

In 1948 Dolch developed the theory that children who memorise (or recognise) a key group of core words learn to read more easily and with improved comprehension. As an extension of this research, in the 1990s Fry com-piled a list of 1000 commonly used words and arranged the words according to their frequency of occurrence. Frys (1999) extensive research uncovered that:

The first 25 words on his list word list make up approximately a third of all published works. The first 100 words on his list word list comprise approximately a half of all published works. The first 300 words on his list word list make approximately 65% of all published works.

Presentation order of the words. Words 1 - 100 to be learned within the first year of literacy instruction. Words 101 - 200 to be learned within the second year of literacy instruction. Words 201 - 300 to be learned within the third year of literacy instruction.

ReferencesDolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36(6), 456460.Fry, E. (1980). The new instant word list. The Reading Teacher, 34(3), pp. 284289.Fry, E. (1999) 1000 Instant Words, Teacher Created Resources Inc. Laguna Beach Educational Books, USA


Stage 1 Spelling List Words and Vocab Focus Words

TARGET 1: CVC Words With Alphabetic Letter Sounds

Phonic Concept: s, a, t, p, i, n (Group 1 of alphabet sounds only.) Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. s-a-t

sat sap sin sip sit

tip tin tap tan pat

pit pin pan pip nip

nit nap nan

Phonic Concept: s, a, t, p, i, n, c, k, h, e, r, m, d (Group 1 and 2 of alphabet sounds.) Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. r-e-d

red met set pet net rim hen him

his hid hit dam hat men man mit

mat ram kit kip kin had mad hem

cap cat den sad rid pad ham rat

dip can map hip kid did rip dad

ran din ten pen dim

Phonic Concept: s, a, t, p, i, n, c, k, e, h, r, m, d, g, o, u, l, f, b (Group 1, 2 and 3 of alphabet sounds.)

Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. g-e-t

get let bet mug bag fad fit fat fed fun

fog bun gun run not pot mud tot lot dot

hot cot but bug hum bad lad got dug gum

hug rug big dog log lip cup sun bat hog

rag fig pig dig fib bib rib nag gas fin

leg beg peg hut pup sum tab nab dab cab

bin top pop hop mop cod rod bog sob cob

rob mob bus sud nut cut bud lid rot lab

keg sag cop nod bud sub lit bit gap lap

fan ban led bed tug bub tub cub rub tag

Phonic Concept: (spelling CVC words with) s, a, t, p, i, n, c, k, e, h, r, m, d, g, o, u, l, f, b, w, x, j, z, v, q, y (Group 1, 2, 3 and 4 of alphabet sounds.)

Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. w-i-n

win yip wiz rev jam vet jig wit

yes zip yet web yum zig-zag wet wax

jet job jug fax sax jog van wig

jab vat wag wog zap yap wed



Phonic Concept: medial a Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. b-a-d

bad bag bat cab cap can cat dad dam fan fat dab gap gas ham hat jam nab lab lad mad man map pan mat nag nap pat ran tan rat sad sag sap sat tab tag tap van vat fax sax ram jab rag wag zag wax lap zap yap ban van pad had fad

Phonic Concept: medial e Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. b-e-d

bed beg bet den fed get hem hen jet keg led leg let men met net peg pen pet red set ten vet web wed yes yet rev wet

Phonic Concept: medial i Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. b-i-b

bib bid big bit did dig dim dip fib fig fin fit hid him hip hit kid kit lid lip lit nip pig pin pit rib rid sip tin tip wig win wit yip zip zig jig wiz kip nit sit mit sin kin din bin his rim pip

Phonic Concept: medial o Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. c-o-b

cob cop dog dot fog got hog hop hot job jog lot mop nod not pop pot rob rot sob top wog cod rod mob cot bog log

Phonic Concept: medial u Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. b-u-d

bud bug bun cub cup cut dug fun gum gun hug hum hut jug mud mug nut rug run sub sun tub tug rub but pup sum yum bus sud but bub

Remember: Focus on a/u and i/e in medial positions. Students acquiring early reading and spelling skills will frequently confuse medial sounds (particularly a/u and i/e).



Phonic Concept: at Sounding Out Strategy: onset and rime spelling (e.g. c-at)

cat fat bat hat mat pat sat rat vat

Phonic Concept: an Sounding Out Strategy: onset and rime spelling (e.g. c-an)

can fan man nan pan ran tan van ban

Phonic Concept: et Sounding Out Strategy: onset and rime spelling (e.g. m-et)

met wet get jet let net pet set yet vet bet

Phonic Concept: en Sounding Out Strategy: onset and rime spelling (e.g. p-en)

pen ten hen men den

Phonic Concept: eg Sounding Out Strategy: onset and rime spelling (e.g. p-eg)

peg leg beg keg

Phonic Concept: ed Sounding Out Strategy: onset and rime spelling (e.g. r-ed)

red fed bed led wed

Phonic Concept: it Sounding Out Strategy: onset and rime spelling (e.g. f-it)

fit hit kit sit lit pit bit nit mit wit

Phonic Concept: ip Sounding Out Strategy: onset and rime spelling (e.g. z-ip)

zip pip lip hip dip rip sip tip nip kip yip

Phonic Concept: ot Sounding Out Strategy: onset and rime spelling (e.g. c-ot)

cot rot hot got dot lot not pot tot

Phonic Concept: og Sounding Out Strategy: onset and rime spelling (e.g. l-og)

log dog hog fog bog jog wog

Phonic Concept: op Sounding Out Strategy: onset and rime spelling (e.g. p-op)

pop mop top hop cop

Phonic Concept: un Sounding Out Strategy: onset and rime spelling (e.g. g-un)

gun run sun fun bun

Phonic Concept: ut Sounding Out Strategy: onset and rime spelling (e.g. b-ut)

but hut nut cut



Phonic Concept: ug Sounding Out Strategy: onset and rime spelling (e.g. j-ug)

jug mug hug dug bug rug tug

REMEMBER: Focus on b and d CVC words in initial only position

b bat bet bit box but bad bed bib bob bud bag beg big bog bug bin bus

d dig dog dug dad did dam dim dab dip dot den din

REVIEW: Stage 1, Target 1 - Reading, Spelling and Writing Phonic ConceptsPresent this review to determine if students are ready to progress to next spelling target.

READING Test Words

SPELLING Test Words WRITING: Dictation Sentences

CV

C

1 rod run I fed my pet rat.

2 jet pet I had a red cap.

3 lip had A man ran to a log.

4 but mop A ram got wet in a dam.

SCORE___ /4

___ %

___ /4

___ % _____ /13 _____ %

Phonic Concepts: b, d in initial and final position Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. r-e-d

NOTE: as students at this stage often struggle with b/d confusion, this list provides addi-tional practice.

red mad big nab lid lab rid sad dig bet sob nod kid dip bib dot cob bud pad dam rib dog rob sub did din bug bat mob bag had dim dug dab bus mud den dad job fad bun but jab bin beg tab rub bog cab fed bad cub sud bud lad bid tub bit ban led bed bub wed

Phonic Concepts: c, k in initial position Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. k-i-t

NOTE: as students at this stage often struggle with when to use c or k, this list provides additional practice.

kit kid kip cap kin cat can cup cog cab cob cut cot keg cop

CVC Apps available at the Apple Store

PLD 2 Player Read 1a: CVC Words

PLD Spell Star 1a: CVC Words



TARGET 2: CVC Words With Early Stage 1 Digraphs

Phonic Concept: sh Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. sh-a-m

sh (initial) sham shed ship shot shut shin shop shun

sh (final) cash fish rush gash wish hush sash dish bash rash dash mash lash gush

Phonic Concept: ch Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. ch-a-t

ch (initial) chat chip chop chug chap chin chum

ch (final) rich such much

Phonic Concept: initial th Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. th-a-t

th (initial) that them this thus then thin thug thud

th (final) with moth

Phonic Concept: wh Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. wh-e-n

when whip which wham whim whiz

Spelling Rule: Only used at the beginning of a base word.

Phonic Concept: ck Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. t-i-ck

tick duck luck back muck tock shack suck sack kick pick lick buck tuck deck dock hack lack lock mock neck pack peck rack rock sick tack thick wick chick yuck chock sock chuck

Spelling Rule: c and k go together when they follow a short vowel (a, e, i, o, u) in a single syllable word.

Spelling Rule: k is always found on its own when it follows a consonant. desk dusk musk husk pink think bank silk milk junk sank thank risk tusk conk link sunk honk sulk sink yank chink shank bulk disk bunk wink


Phonic Concept: ee Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. m-ee-t

meet keep peep beef seek seen bee see feet keen been feed reed seed week meek jeep feel eel tee seem reef weed heel peel reel

Documents

Phonic and Sight Word Sequence - PLD Literacy Edition 2015 Phonic and Sight Word Sequence. ... Stage 1 Sight Words List 31 ... The games provide a fun way to accommodate this over-learning’