22/23 First Grade Phonics First Scope and Sequence

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1	1st Grade Scope and Sequence with Assessments Listed Grade 1 ELA Standards BAS Assessments in Correlation to Grade Level Foundational Standards

2	Month	Week of	Lesson	Letter Sound	Assessment	Words	Blending Board Syllable Types	Card Pack Tips	Story	Syllabication Lesson / Syllabicate 2 words a day T-F	Helpful Hints
3	August	15	Layer 1 Phonetic Spelling and Red Word Spelling Diagnostic Assessments to look for skills that need to be addressed in layer 1. After assessing, ask: Can the skill be addressed in a skill intensive because the students need more practice with it? Or, does the skill need to be retaught because most of the students are missing it.
4		22	Review 1-20, 1-25	ch, sh		For 3 part drill use: o,a,d,g,c,t,m,l,h,n,i,r,p,u,j,s,f,b,k,w,v,x,z,qu	closed		Shall She Shop
5		29	Review 1-27, 1-32	th,wh		For 3 part drill use: o,a,d,g,c,t,m,l,h,n,i,r,p,u,j,s,f,b,k,w,v,x,z,qu,i	closed		Will and the Whip
6	September	5	Review 1-35	ck		For 3 part drill use: o,a,d,g,c,t,m,l,h,n,i,r,p,u,j,s,f,b,k,w,v,x,z,qu,i	closed		Chuck the Duck
7		12	1-6 Plus		Spelling (Week #4 Asssessment) Required	Spelling: kid, with, wax, shut, quick, yet, vat, zag, of, see, has, is	closed	Divide your card pack into two card packs and switch card packs each day. All vowels each day.	No new story
8		19	2-2	floss rule	Reading (Week #5 Assessment) Optional	Reading: thin, hack, fox, shed, quiz, pass, whiff, shell, yum, jog, buzz, chill, vet, shock, of, is, see the, has, for	closed	Divide the floss cards between two decks.	A Big Mess		Create a class chart for reference
9		26	2-3A	ng	Spelling (Week #6 Assessment) Required	Spelling: zz, well, ring, long, rang, puff, mess, lung, see, was, has, to	closed	Divide -ng cards between two decks.	The King of Zing and His Dog		Have students feel the back of their tongue touching the roof of their mouth to make the /ng/ sound.
10	October	3	2-3B	nk			closed	Divide -nk cards between two decks.	Hank's Van
11		10	2-1,2-5	suffix s	Spelling (Week #8 Assessment) Required	Spelling: cups, bugs, sink, bank, junk, naps, shops, honk, by, how, do, his	closed, suffix s		Ships at the Docks		Refer to dictation verbiage in your curriculum guide for verbaige for words with affixes on page 127.. You are systematically supporting students to recognize the base word in words with affixes.
12		17	2-4	open syllables	Text Reading Assessment: Fun With a Pal Digital Data Sheet		closed, suffix s, open	As you are doing your visual drill, put vowels on the back of your board for easy retrieval.	Fun with a Pal		Put hi on a sticky note on the door of your classroom and m on the door frame to support the introduction of open syllables. Refer to activiy on page 123. Put a video here to demonstrate.
13		24	2-6	two syllable compound words	Spelling and Reading (Week #10 Assessment) Spelling requried, reading optional	Spelling: she, hi, upset, zigzag, he, bathtub, so, suntan, from, how, was, put Reading: thing, sunfish, chunk, we, quill, thinks, whim, bells, cashbox, fuzz, Hank, wink, rung, sunset, for his, from, was, how, put	closed, suffix s, open	The only way a word will have two syllables on a blending boards is with the use of the affixes.	The Bobcat on the Hilltop		Refer to dictation verbiage in your curriculum guide on page 129. This is where students begin to hear the division of syllables which will support reading and writing of multisyllable words.
14		31	2-8	two syllable words			closed, suffix s, open		The Quintet	2-9 Syllable lessons were chosen based on syllable types that need to be taught in a sequential order. If your students need more time with syllable patterns that were skipped, this is just a guide. Your students' needs dictate next lesson taught in syllable practice.	Refer to dictation verbiage in your curriculum guide on page 129. This is where students begin to hear the division of syllables which will support reading and writing of multisyllable words.
15	November	7	2-10A	l blends			closed, suffix s, open	Divide the blends between the two card decks and remove overlearned consonants. You will need some of these consonants for lesson 3-1.	Mick's Jobs	2-10 A	When teaching blends, when students struggle, segment each sound in the word by attending to each phoneme. For example, in the word, thrill (/th/ /r/ /il/ /l/). To promote fluency, bring it back to 3 fingers when appropriate.
16		14	2-10B	r blends			closed, suffix s, open	Divide the blends between the two decks.	On the Grill	2-10 B	When teaching blends, when students struggle, segment each sound in the word by attending to each phoneme. For example, in the word, thrill (/th/ /r/ /il/ /l/). To promote fluency, bring it back to 3 fingers when appropriate.
17		21	Thanksgiving
18		28	2-10C	s blends	Spelling (Week #12 Assessment) Required	bled, plug, skill, hobnob, smog, smash, napkin, wombat, how, of, from, put		Divide the blends between the two decks.	Skill Hill	2-10 C	When teaching blends, when students struggle, segment each sound in the word by attending to each phoneme. For example, in the word, thrill (/th/ /r/ /il/ /l/). To promote fluency, bring it back to 3 fingers when appropriate.
19	December	5	2-11	Practice with beginning blends	Text Reading Assessment The Pets Have a Problem		closed, suffix s, open		No new story	2-10 D	For weeks that have 2 skills in a week, you could potentially do a 3 day lesson plan for each. Another suggestion is to teach both skills on day 1 and combine the skills in your multisensory sand tray practice. Dictation could be divided with half and half of each skill.
20		12	2-12, 2-25	y=/i/ (fly), a=/o/ (ball)	Spelling (Week #14 Assessment) Required	trip, press, drop, fry, small, shy, fall, spy, you, saw, come, what	closed, suffix s, open		Lesson 2-12 "A Spring Picnic"	2-12	Ending blends can be tricky, so make sure your students are articulating each sound. If this is hard, connect Kilpatrick skills at the onset of the lesson and take to all fingers.
21		19,20	2-13 A	ending l blends				Divide the blends between the two decks.	The Elf and Mel	2-13 A	Introduce on Monday and practice Tuesday
22		12/21-1/3	Christmas
23	January	5,6	2-13 A	ending l blends					The Elf and Mel	2-13 A	Review on Thursday, and continue practice on Friday
24		9	2-13 B	ending t blends			closed, suffix s, open	Divide the blends between the two decks.	The Text	2-13 B	Ending blends can be tricky, so make sure your students are articulating each sound. If this is hard, connect Kilpatrick skills at the onset of the lesson and take to all fingers.
25		16	2-13 C	misc. ending blends				Divide the blends between the two decks.	Band Camp	2-13 C	Ending blends can be tricky, so make sure your students are articulating each sound. If this is hard, connect Kilpatrick skills at the onset of the lesson and take to all fingers.
26		23	2-14,2-15	practice with ending blends	Spelling and Reading (Week #16 Assessment) Spelling Required, reading optional	Spelling: rent, pond, went, test, send, crisp, lift, crust, come, what, want, does Reading: snob, fresh, spy, fact, dry, lisp, tall, blot, clip, stall, slept, convex, publish, napkin, they, come, what, have, who, does			The Big Test	2-14	Ending blends can be tricky, so make sure your students are articulating each sound. If this is hard, connect Kilpatrick skills at the onset of the lesson and take to all fingers.
27		30	2-19,2-20	tch,dge			closed, suffix s, open	divide -tch and -dge between two decks	The Egg	2-18	Explain the rule to students: When the /ch/ or /j/ sound is heard immediately after a short vowel at the end of a word, it is spelled with the trigraph tch/dge. You could do a skill intensive for students to identify these sounds at the beginning and end of words: jump/budge, chip/lunch/church/ditch
28	February	6	2-22	suffix -ing	Spelling (Week #18 Assessment) Required	Spelling: ditch, hutch, wedge, lasting, badge, switch, brushing, shocking, have, who, they, are	closed, suffix -s,-ing, open,		No	2-19	Refer to the pounding/tapping with suffixes in Lesson 2-1.
29		13	3-1	magic-e	Spelling (Week #20 Assessment) Required	Spelling: bone, wave, hide, shine, kite, chase, quite, joke, as, all, or, any	closed, suffix -s,-ing,-es open, magic-e	Put the magic-e on the back of your board and paper clip 5 good consonants to it that will make good CVe words (d,k,m,n,p,t,v,z). These live on the back of your board from here on. Theoretically, you can take out all overlearned consonants. As you do your visual drill, put vowels on the back of your board for easy retrieval. As you build your syllables on your board think: closed, open, magic-e, suffix, closed, open, magic-e, suffix. When you build a magic-e return vowels and consonants to the back of your board.	The Game	2-20	Magic-e introduction video After introducing the magic-e in this video, have 4 students line up with one student being the magic e. 3 students will make a cvc word like cap then the magic e will hold a magic wand, dance over, move the magic wand over the consonant to tap the vowel on the head to turn the vowel from short to long. During dictation, students will always draw an arrow from the magic-e to the vowel.
30		20	3-2	magic-e (u_e, ire)	Reading (Week #21 Assessment) Instead of word reading assessment, you can do the text reading assessment	Reading: cute, fire,ending, crutch, wedge, tucking, notch, June, these, chase, bone, bridge, white, spelling, your, there, why, they, any where Grade 1 Reading Assessment Lesson 3-2 First Grade Reading Assessment Data	closed, suffix -s,-ing,-es open, magic-e		Do the reading Assessment before students read "Spring Hills Camp"	2-21
31		27	3-3	magic-e with blends, se=/z/	Spelling (Week #22 Assessment) Required	Spelling: cube, tune, stove, mule, wire, brave, smile, tire, glide, chose, rise, your, why, here, there	closed, suffix -s,-ing,-es open, magic-e		The Plan Trip	2-22
32	March	6	3-4	magic-e/no magic-e and -s suffix with magic-e					My Class	2-23
33		13	3-8	C-le with closed	Spelling	Create a spelling assessment from week's spelling words	closed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble)	Divide the C-le cards between the two decks. If your decks are getting thicker than a finger width, take out overlearned blends. 3 letter blends and ending blends should probably stay in your decks. As you do the visual drill, put the c-le cards on the back of your board for easy retrieval.	Rumble in the Jungle	2-24	In first grade, teacher is introducing C-le with closed. Mastery is not expected as this will be revisited in 2nd grade scope and sequence. In dictation, students pound each syllable, but only segment the first syllable. C-le is not segmented. Students must also circle the C-le and label the first syllable "cl" for closed.
34		20	Spring Break
35		27	3-9	C-le with open			closed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble)		The Noble Man	2-25	In first grade, teacher is introducing C-le with open. Mastery is not expected as this will be revisited in 2nd grade scope and sequence. In dictation, students pound each syllable, but only segment the first syllable. C-le is not segmented. Students must also circle the C-le and label the first syllable "cl" for closed.
36	April	3	3-13	contractions	Spelling (Week #24 Assessment) Required	Spelling: cakes, he's, you've, plan, we'll, you're, games, isn't, didn't, sip, it's, where, her, been, say	closed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble)		The Shack	3-1	Focus on a strong, engaging multisensory, activity to build long term memory.
37		10	3-14/3-15/3-16	ai,ea,oa	Spelling and Reading (Week #25 Assessment) Spelling required, Reading optional	Spelling: team, aim, leaf, soap, chain, goal, rain, teach, coat, soap, oatmeal, says, goes, been, one Reading: dune, broke, spin, didn't, soap, mule, you've, plate, isn't, sail, cute, dream, Steve, you're, goes, been, says, look, one, her	closed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble), VT	Divide the vowel team cards between your two decks.	The Snail in the Mail	3-2	ai, ea, oa usually come at the beginning or in the middle of a word or syllable.
38		17	3-17/3-18/3-19	ay,ee,oe	Spelling (Week #26 Assessment) Required	Spelling: clay, doe, stay, tree, keep, tray, toe, steep, Joe, feel, sheet, some, says, goes, done Reading Assessment: A Jeep for the Twins	closed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble), VT	Divide the vowel team cards between your two decks.	Jay Wants to Play	3-3	ay,oe is found at the end of a word or syllable. ee can come in the middle or end of a word or syllable.
39		24	3-25, 4-8	er, ou	Spelling (Week #27 Assessment) Required	Spelling: fern, loud, found, verb, proud, number, shout, enter, cloud, master, counter, done, some, look, goes	closed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR		Thunder	3-4
40	May	1	3-26/4-3	ir,ar	Spelling (Week #28) Required	Spelling: arm, tart, dirt, sharp, first, shirt, park, third, girl, smart, shark, goes, again, very, many (Remind students: "Words with the bossy-r sound /er/ use the boss-r spelling we practiced this week - ir)	closed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR	Divide the vowel-r cards between two decks. Card decks should not be thicker than your finger. Take out any overlearned blends.	A Birthday	3-7
41		8	3-27/4-4	ur,or	Text Reading Assessment		closed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR		Kay Goes to Church	3-9
42		15	4-10,4-11	oi,oy	Spelling and Reading (Week #29 Reading Assessment and Week #30 Spelling ) Spelling optional, reading words optional	Spelling: burn, lurk, torn, form, join, torch, point, ploy, spoil, orbit, enjoy, again, live, which, every Reading: storm, weed, tray, foe, dark, fern, scout, ouch, birch, starter, burst, beehive, corner, maypole, again, many, which, our, very, every	closed, suffix -s,-ing,-es open, magic-e, closed c-le (rumble), open c-le (moble), VT, VR, diphthong		No new story because students have not learned all of the skills prior to 4-10,4-11 so it is not a controlled text	3-16	These are not in 1st grade level standards, but a good introduction for 2nd grade
43	Last Week of School	22
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