CLOVER Closed syllables

CLOVER Consonant-le syllables

CLOVER Open syllables

CLOVER Vowel teams

CLOVER Vowel-consonant-e

CLOVER r-controlled syllables

Spelling rule #1 ff, ll, ss, zz

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Teacher: Agustina Date: February 20th, 2020

LESSON: ff, ll, ss, zz

1. VISUAL: Teacher shows the skill/rule/syllable and its explanation. Teacher has index cardswhich have the letter-combination on the front, and on the back is the word association andthe sound. Teacher says the name of the letter combination, the key word, and the sound itmakes. The student repeats the sequence.

Example words (Put words on individual index cards)

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2. AUDITORY/TACTILE DRILL: Students trace the letters of the dictated word in salt or sand or write the letters on paper.

How do you spell_____?

dress, puff, grass, yell, tell, glass, pass, shell, sniff, class

Procedure (Sounds): Teacher says key word. Student traces the letters that make the word in salt or sand or writes the sound on a paper.

For example, write the word “dress” Correction: Repeat the word. Have student repeat each letter and spell the word.

3. SOUND BLENDING: Students tap on alpha chips and read the words. They say the sounds and scoop them, as the word is read. If a student has difficulty reading the word correctly, he/she should tap out each sound and try again.

How do you spell_____?

cuff, mall, jazz, loss, puff, doll, chess, buzz, cliff, swell, grass, fizz

Procedure (Words): Card deck: Teacher builds words from the Reading Deck cards or Alpha chips and the students blend and read them. Teacher creates awareness of the sounds taught. Correction:

1. Deletion/Insertion of Letters: tap out sounds; ask for sound of 1st letter, then 2nd, blend the two, ask for 3rd, blend the three, etc.

2. Letter Confusion: Trace, ask for key word, show key word, isolate sound; trace/sound.

3. Transpositions/Reversals: trace 4. Rule based error: say, “rule.”

4. FLUENCY: Teacher uses a list of words to time each student individually and enters the scores below.

Student Name Kiara Melina Eline Daniel Elliot SCORE (Words Read)

5. SPELLING: Word Dictation: Teacher chooses 10 words from the word list in the workbook or which can be found in the Materials section under MaxWords of the software.

1. tell 2. stuff 3. bless 4. drill 5. staff 6. glass 7. wall 8. shell 9. skull 10. jazz

6. SENTENCE DICTATION: Teacher dictates 5 to 10 full sentences, and students write

them down.

1. The glass is empty. 2. They were having a staff meeting in the conference room. 3. Can you help me hang the picture on the wall? 4. The garage is full of old stuff. 5. I will tell the teacher that I forgot my homework.

7. READING Passage to read from MaxScholar (MaxReading) passage:

https://maxscholar.com/en/maxreading/level-k/prep-3/chapter/hill/

Procedure 1. Student reads passage silently or orally. If student

reads orally, watch for prosody. 2. Student writes an outline and a summary of the

passage before answering the reading comprehension questions.

3. Answer the questions.

Spelling rule #2 ld, nd, st

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Teacher: ________________________ Date: _________

LESSON: ___ld, nd, st_______ 1. VISUAL: Teacher shows the skill/rule/syllable and its explanation. Teacher has index cards

which have the name of the skill/rule/syllable on the front, and the definition in the back. Teacher introduces to the student by reading front and back. Student repeats.

ld, nd, st The vowels i and o in one-

syllable words that end in ld, nd, and st may have a long

sound. That means the vowel says its own name.

Front Back

Example words (Put words on individual index cards)

hold child host find

mild gold behold scold

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2. AUDITORY/TACTILE DRILL: Students trace the letters of the dictated word in salt or sand or write the letters on paper.

How do you spell_____?

Most, grind, find, fold, post, behold, scold

Procedure (Sounds): Teacher says key word. Student traces the letters that make the word in salt or sand or writes the sound on a paper. For example, write the word “___” Correction: Repeat the word. Have student repeat each letter and spell the word.

3. SOUND BLENDING: Students tap on alpha chips and read the words. They say the sounds and scoop them, as the word is read. If a student has difficulty reading the word correctly, he/she should tap out each sound and try again.

How do you spell_____?

Child, hold, host, mild, kind, most,

ghost

Procedure (Words): Card deck: Teacher builds words from the Reading Deck cards or Alpha chips and the students blend and read them. Teacher creates awareness of the sounds/words taught. Correction:

1. Deletion/Insertion of Letters: tap out sounds; ask for sound of 1st letter, then 2nd, blend the two, ask for 3rd, blend the three, etc.

2. Letter Confusion: Trace, ask for key word, show key word, isolate sound; trace/sound.

3. Transpositions/Reversals: trace 4. Rule based error: say, “rule.”

4. FLUENCY: Teacher uses a list of words to time each student individually and enters the scores below.

Student Name Kiara Melina Eline Daniel Elliot SCORE

(words read) 12wpm 17wpm 15wpm 20wpm 10wpm

5. SPELLING: Word Dictation: Teacher chooses 10 words from the word list in the workbook orwhich can be found in the Materials section under MaxWords of the software.

1. child2. bold3. bind4. host5. grind6. wind7. mold8. sold9. mild10. post

6. SENTENCE DICTATION: Teacher dictates 5 to 10 full sentences, and students writethem down.

1. My brother’s loves to read ghost stories2. Do not leave the bread out or it will get mold.3. I like the sound of wind outside my window.4. I would love to host a huge party someday.5. My mom has sold all the books she had.

7. READING

Passage to read:

When I was just a child, on cold nights, I used to be scared of ghosts at night. I would go to my mum’s bed and hold her hand. Most of the time I would fall asleep fast.

Procedure 1. Student reads passage silently or orally. If

student reads orally, watch for prosody.2. Student writes an outline and a summary

of the passage before answering thereading comprehension questions.

3. Answer the questions.

Spelling rule #3 y says /ī/

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Teacher: ________________________ Date: _________

LESSON: ___y says / ī /___ 1. VISUAL: Teacher shows the skill/rule/syllable and its explanation. Teacher has index cards

which have the name of the skill/rule/syllable on the front, and the definition in the back. Teacher introduces to the student by reading front and back. Student repeats.

y says / ī / In some one-syllable words y

says / ī /.

Front Back

Example words (Put words on individual index cards)

ply sly pry spry

fry dry shy fly

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2. AUDITORY/TACTILE DRILL: Students trace the letters of the dictated word in salt or sand or write the letters on paper.

How do you spell_____?

spy, try, sky, why, cry, by, reply, dry,

ply, dye

Procedure (Sounds): Teacher says key word. Student traces the letters that make the word in salt or sand or writes the sound on a paper. For example, write the word “___” Correction: Repeat the word. Have student repeat each letter and spell the word.

3. SOUND BLENDING: Students tap on alpha chips and read the words. They say the sounds and scoop them, as the word is read. If a student has difficulty reading the word correctly, he/she should tap out each sound and try again.

How do you spell_____?

ply, sly, pry, fly,

dry, sky, fry, spry, reply, spy

Procedure (Words): Card deck: Teacher builds words from the Reading Deck cards or Alpha chips and the students blend and read them. Teacher creates awareness of the sounds/words taught. Correction:

1. Deletion/Insertion of Letters: tap out sounds; ask for sound of 1st letter, then 2nd, blend the two, ask for 3rd, blend the three, etc.

2. Letter Confusion: Trace, ask for key word, show key word, isolate sound; trace/sound.

3. Transpositions/Reversals: trace 4. Rule based error: say, “rule.”

4. FLUENCY: Teacher uses a list of words to time each student individually and enters the scores below.

Student Name Kiara Melina Eline Daniel Elliot SCORE

(words read) 12wpm 17wpm 15wpm 20wpm 10wpm

5. SPELLING: Word Dictation: Teacher chooses 10 words from the word list in the workbook or which can be found in the Materials section under MaxWords of the software.

1. my 2. spry

3. try 4. dry

5. shy

6. sly

7. spy

8. sky

9. ply

10. fry

6. SENTENCE DICTATION: Teacher dictates 5 to 10 full sentences, and students write

them down.

1. Do you like to fry vegetables? 2. Put the cap on the marker or it will dry. 3. I would love to fly one day. 4. My best friend and I love watching the sky. 5. Her sister loves to try scaring her.

7. READING Passage to read:

When I was younger, I would always try to jump high to touch the sky. I also loved to pretend I was a spy. I do not know why, but I would never cry.

Procedure 1. Student reads passage silently or orally. If

student reads orally, watch for prosody. 2. Student writes an outline and a summary

of the passage before answering the reading comprehension questions.

3. Answer the questions.

Spelling rule #4 /k/ spelled k and ck

1

Teacher: ________________________ Date: _________

LESSON: ___/k/ spelled k & ck___ 1. VISUAL: Teacher shows the skill/rule/syllable and its explanation. Teacher has index cards

which have the name of the skill/rule/syllable on the front, and the definition in the back. Teacher introduces to the student by reading front and back. Student repeats.

ck

Use ck at the end of a word directly after a single short

vowel.

Front Back

Example words (Put words on individual index cards)

back suck deck track

lack trick rock sock

2

k Use k after a consonant, after a long-vowel

sound, or after two vowels

Front Back

fake spoke lake woke

fork peek meek week

2. AUDITORY/TACTILE DRILL: Students trace the letters of the dictated word in salt or sand or write the letters on paper.

How do you spell_____?

back, sleek, fake, flick, Greek, choke,

deck, tuck, sack, tuck

Procedure (Sounds): Teacher says key word. Student traces the letters that make the word in salt or sand or writes the sound on a paper. For example, write the word “___” Correction: Repeat the word. Have student repeat each letter and spell the word.

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3. SOUND BLENDING: Students tap on alpha chips and read the words. They say the sounds and scoop them, as the word is read. If a student has difficulty reading the word correctly, he/she should tap out each sound and try again.

How do you spell_____?

meek, stroke, suck, track, trick, neck, rock, sink, week, luck, duck

Procedure (Words): Card deck: Teacher builds words from the Reading Deck cards or Alpha chips and the students blend and read them. Teacher creates awareness of the sounds/words taught. Correction:

1. Deletion/Insertion of Letters: tap out sounds; ask for sound of 1st letter, then 2nd, blend the two, ask for 3rd, blend the three, etc.

2. Letter Confusion: Trace, ask for key word, show key word, isolate sound; trace/sound.

3. Transpositions/Reversals: trace 4. Rule based error: say, “rule.”

4. FLUENCY: Teacher uses a list of words to time each student individually and enters the scores below.

Student Name Kiara Melina Eline Daniel Elliot SCORE

(words read) 12wpm 17wpm 15wpm 20wpm 10wpm

5. SPELLING: Word Dictation: Teacher chooses 10 words from the word list in the workbook or which can be found in the Materials section under MaxWords of the software.

1. back 2. suck

3. fake 4. spoke

5. deck

6. track

7. lake

8. woke

9. lack

10. trick 6. SENTENCE DICTATION: Teacher dictates 5 to 10 full sentences, and students write

them down.

1. Can you scratch my back? 2. My dream is to have a duck. 3. Samantha has a tattoo on her neck. 4. Next week I am going on vacations. 5. My sister told me not to tuck in my shirt.

7. READING Passage to read:

Next week we will be going to the park. I want to feed the ducks with the long necks. I also want to buy something from the ice-cream truck.

Procedure 1. Student reads passage silently or orally. If

student reads orally, watch for prosody. 2. Student writes an outline and a summary

of the passage before answering the reading comprehension questions.

3. Answer the questions.

Spelling rule #5 /ch/ spelled ch and tch

1

Teacher: ________________________ Date: _________

LESSON: ___/ch/ spelled ch & tch___ 1. VISUAL: Teacher shows the skill/rule/syllable and its explanation. Teacher has index cards

which have the name of the skill/rule/syllable on the front, and the definition in the back. Teacher introduces to the student by reading front and back. Student repeats.

ch

Use ch at the beginning of a word, or at the end of a

word, after a consonant, or after two vowels.

Front Back

Example words (Put words on individual index cards)

arch inch search beech

bunch gulch lunch channel

2

tch Use tch at the end of a word directly after a single

short vowel.

Front Back

batch catch ditch fetch

hatch latch notch stretch

2. AUDITORY/TACTILE DRILL: Students trace the letters of the dictated word in salt or sand or write the letters on paper.

How do you spell_____?

batch, roach, each, catch, touch, much,

hatch, starch, match, latch

Procedure (Sounds): Teacher says key word. Student traces the letters that make the word in salt or sand or writes the sound on a paper. For example, write the word “___” Correction: Repeat the word. Have student repeat each letter and spell the word.

3

3. SOUND BLENDING: Students tap on alpha chips and read the words. They say the sounds and scoop them, as the word is read. If a student has difficulty reading the word correctly, he/she should tap out each sound and try again.

How do you spell_____?

swatch, grouch, finch, punch, pitch,

stretch, mulch, pooch, patch,

watch

Procedure (Words): Card deck: Teacher builds words from the Reading Deck cards or Alpha chips and the students blend and read them. Teacher creates awareness of the sounds/words taught. Correction:

1. Deletion/Insertion of Letters: tap out sounds; ask for sound of 1st letter, then 2nd, blend the two, ask for 3rd, blend the three, etc.

2. Letter Confusion: Trace, ask for key word, show key word, isolate sound; trace/sound.

3. Transpositions/Reversals: trace 4. Rule based error: say, “rule.”

4. FLUENCY: Teacher uses a list of words to time each student individually and enters the scores below.

Student Name Kiara Melina Eline Daniel Elliot SCORE

(words read) 12wpm 17wpm 15wpm 20wpm 10wpm

5. SPELLING: Word Dictation: Teacher chooses 10 words from the word list in the workbook or which can be found in the Materials section under MaxWords of the software.

1. starch 2. batch

3. watch 4. roach

5. patch

6. each

7. pooch

8. touch

9. mulch

10. much 6. SENTENCE DICTATION: Teacher dictates 5 to 10 full sentences, and students write

them down.

1. How much money did you spend? 2. I need to stretch my legs. 3. The dog knows how to catch balls. 4. My sister cannot match her outfits. 5. The egg is about to hatch.

7. READING Passage to read:

After sitting for too long on church, I need to stretch my legs and arch my back. My family and I then go to search for some place to have lunch.

Procedure 1. Student reads passage silently or orally. If

student reads orally, watch for prosody. 2. Student writes an outline and a summary

of the passage before answering the reading comprehension questions.

3. Answer the questions.

Spelling rule #6 /j/ spelled ge and dge

1

Teacher: ________________________ Date: _________

LESSON: ___/j/ spelled ge & dge___ 1. VISUAL: Teacher shows the skill/rule/syllable and its explanation. Teacher has index cards

which have the name of the skill/rule/syllable on the front, and the definition in the back. Teacher introduces to the student by reading front and back. Student repeats.

ge Use ge after a consonant or

after a long vowel sound

Front Back

Example words (Put words on individual index cards)

hinge rage wage huge

bulge purge cage verge

2

dge Use dge at the end of a word directly after a

single short vowel

Front Back

dodge hedge ledge fudge

ridge edge badge bridge

2. AUDITORY/TACTILE DRILL: Students trace the letters of the dictated word in salt or sand or write the letters on paper.

How do you spell_____?

edge, gorge, badge, verge, bridge, stage, dodge, range, fudge,

purge

Procedure (Sounds): Teacher says key word. Student traces the letters that make the word in salt or sand or writes the sound on a paper. For example, write the word “___” Correction: Repeat the word. Have student repeat each letter and spell the word.

3

3. SOUND BLENDING: Students tap on alpha chips and read the words. They say the sounds and scoop them, as the word is read. If a student has difficulty reading the word correctly, he/she should tap out each sound and try again.

How do you spell_____?

hedge, large, judge, merge, lodge, forge, nudge, bulge, ridge, wage

Procedure (Words): Card deck: Teacher builds words from the Reading Deck cards or Alpha chips and the students blend and read them. Teacher creates awareness of the sounds/words taught. Correction:

1. Deletion/Insertion of Letters: tap out sounds; ask for sound of 1st letter, then 2nd, blend the two, ask for 3rd, blend the three, etc.

2. Letter Confusion: Trace, ask for key word, show key word, isolate sound; trace/sound.

3. Transpositions/Reversals: trace 4. Rule based error: say, “rule.”

4. FLUENCY: Teacher uses a list of words to time each student individually and enters the scores below.

Student Name Kiara Melina Eline Daniel Elliot SCORE

(words read) 12wpm 17wpm 15wpm 20wpm 10wpm

Spelling rule #15 Doubling Rule (1-1-1 Rule)

5. SPELLING: Word Dictation: Teacher chooses 10 words from the word list in the workbook orwhich can be found in the Materials section under MaxWords of the software.

1. wedge2. wage3. ridge4. bulge5. nudge6. forge7. lodge8. merge9. judge10. large

6. SENTENCE DICTATION: Teacher dictates 5 to 10 full sentences, and students writethem down.

1. Would you like to walk to the bridge with me?2. I thought that bulge was my dog on the bed.3. To win the game, you have to dodge the ball.4. Jana does not like being on stage.5. Mat’s mom has a police badge.

7. READING

Passage to read:

Sally had a rage against me because she wanted to be on stage. We were at the edge of a fight at the bridge. She was about to start a huge fight.

Procedure 1. Student reads passage silently or orally. If

student reads orally, watch for prosody.2. Student writes an outline and a summary

of the passage before answering thereading comprehension questions.

3. Answer the questions.

Spelling rule #18 Silent-e

LATIN ROOTSSet 1