Spelling and Encoding

Phoneme-Grapheme Mapping helps us turn the sounds we hear in a word into the letters we write.

A phoneme is a sound in a word. A grapheme is the letter or letters that spell that sound.

When we do phoneme-grapheme mapping, we listen carefully to a word, stretch the word slowly, hear each sound, and write the letter for each sound.

This is a big help for spelling. If you can hear the sounds, you can match them to letters.

How to map a word

• Say the word.
• Stretch the word slowly.
• Count the sounds you hear.
• Write the grapheme for each sound.
• Read the word back to check it.

Let’s remember: sounds are not always the same as letters. Sometimes one sound is spelled with one letter, and sometimes one sound is spelled with two letters.

For example, in the word ship, the first sound is /sh/. We write that sound with the grapheme sh. That is two letters for one sound.

Main things to know

• Every sound in the word should be matched to a letter or letters.
• Say the word slowly so you do not miss a sound.
• Touch one finger for each sound you hear.
• Then write one grapheme for each sound.

Let’s practice hearing sounds

In the word map, we hear three sounds: /m/ /a/ /p/.

• /m/ → m
• /a/ → a
• /p/ → p

So we write map.

In the word fish, we hear three sounds: /f/ /i/ /sh/.

• /f/ → f
• /i/ → i
• /sh/ → sh

So we write fish.

Worked Example 1: sat

Say the word: sat.

Stretch it: /s/ /a/ /t/

We hear 3 sounds.

• /s/ → s
• /a/ → a
• /t/ → t

Put it together: sat

Worked Example 2: shop

Say the word: shop.

Stretch it: /sh/ /o/ /p/

We hear 3 sounds.

• /sh/ → sh
• /o/ → o
• /p/ → p

Put it together: shop

Worked Example 3: chin

Say the word: chin.

Stretch it: /ch/ /i/ /n/

We hear 3 sounds.

• /ch/ → ch
• /i/ → i
• /n/ → n

Put it together: chin

Worked Example 4: best

Say the word: best.

Stretch it: /b/ /e/ /s/ /t/

We hear 4 sounds.

• /b/ → b
• /e/ → e
• /s/ → s
• /t/ → t

Put it together: best

Tips for good spelling

• Listen for the first sound.
• Listen for the middle sound.
• Listen for the last sound.
• If a sound feels stuck together, it may be spelled with two letters, like sh or ch.
• Read the word after you write it.

Try this thinking: “What sound do I hear first? What letter matches that sound?” Then ask the same thing for the next sound, and the next one.

Watch out for this: Do not just count letters. Count the sounds.

For example, ship has 4 letters, but it has 3 sounds: /sh/ /i/ /p/.

That is why phoneme-grapheme mapping is about matching each sound to the correct letter or letters.

Quick review

1. Hear the word.
2. Stretch the word.
3. Say each sound.
4. Write the grapheme for each sound.
5. Read the whole word.

Summary

Phoneme-grapheme mapping means hearing each sound in a word and writing the letter or letters for that sound. When you stretch a word and listen carefully, you can spell it sound by sound. This helps you become a stronger reader and writer.

Spelling CVC Words

Today we will learn how to spell CVC words. A CVC word is a word with 3 sounds and 3 letters.

CVC means:

• C = consonant
• V = vowel
• C = consonant

Some CVC words are cat, dog, pig, sun, and bed.

When we spell a CVC word, we listen for the sounds in order:

1. The first sound
2. The middle vowel sound
3. The last sound

This helps us turn a word we hear into letters we can write.

Step 1: Listen to the whole word.

Say the word slowly. Stretch it out so you can hear each sound. For example, cat can be stretched like this: /c/ /a/ /t/.

Step 2: Write the first sound.

Listen for the sound at the beginning. In cat, the first sound is /c/, so we write c.

Step 3: Write the middle sound.

The middle sound in a CVC word is a short vowel sound. The vowels are a, e, i, o, u.

• a as in cat
• e as in bed
• i as in pig
• o as in dog
• u as in sun

Step 4: Write the last sound.

Listen for the ending sound. In cat, the last sound is /t/, so we write t.

Now we put the letters together: c-a-t.

Why the middle sound matters

Many CVC words have the same first and last letters. The middle vowel changes the word.

• cat
• cot
• cut

The first sound is c. The last sound is t. The middle vowel changes, so the word changes.

Short vowel reminder

Here are the short vowel sounds you will hear in many CVC words:

• /a/ as in map
• /e/ as in pen
• /i/ as in sit
• /o/ as in hop
• /u/ as in bug

Worked Example 1

Let’s spell the word map.

1. Say it slowly: /m/ /a/ /p/
2. First sound: /m/ → write m
3. Middle sound: /a/ → write a
4. Last sound: /p/ → write p

The word is map.

Worked Example 2

Let’s spell the word bed.

1. Say it slowly: /b/ /e/ /d/
2. First sound: /b/ → write b
3. Middle sound: /e/ → write e
4. Last sound: /d/ → write d

The word is bed.

Worked Example 3

Let’s spell the word pig.

1. Say it slowly: /p/ /i/ /g/
2. First sound: /p/ → write p
3. Middle sound: /i/ → write i
4. Last sound: /g/ → write g

The word is pig.

Worked Example 4

Let’s spell the word shop—wait! shop has 4 letters, so it is not a CVC word. A CVC word must have 3 letters.

Let’s try dog instead.

1. Say it slowly: /d/ /o/ /g/
2. First sound: /d/ → write d
3. Middle sound: /o/ → write o
4. Last sound: /g/ → write g

The word is dog.

How to check your spelling

After you write a CVC word, check it.

1. Do I have 3 letters?
2. Is the pattern consonant-vowel-consonant?
3. Did I write the middle vowel I heard?
4. Can I read the word back?

Helpful tips

• Say the word slowly.
• Tap for each sound you hear.
• Listen carefully for the middle vowel.
• Write one letter for each sound.
• Read the word after you spell it.

Let’s look at word families

Word families can help you spell. Words in the same family often have the same ending.

• -at: cat, hat, mat
• -en: pen, hen, ten
• -ig: pig, wig, dig
• -op: hop, mop, top
• -ug: bug, rug, mug

If you know one word, you can use it to help spell another word.

Common mistake to watch for

Sometimes children hear the first and last sounds, but forget the middle vowel.

For example, if you want to spell sun, you need all 3 sounds: /s/ /u/ /n/. If you only write sn, the word is missing the vowel. A CVC word needs the vowel in the middle.

Quick practice words

• cat
• hen
• fin
• log
• cup

Try each one by listening for the first, middle, and last sound.

Summary

CVC words are short words with 3 letters: consonant, vowel, consonant. To spell a CVC word, listen to the word, stretch it out, and write the first sound, the middle short vowel sound, and the last sound. When you finish, read the word back to make sure it looks and sounds right.

Spelling Words with Consonant Digraphs

Today we will learn how to spell words with consonant digraphs.

A digraph is two letters that work together to make one sound. In this lesson, we will practice these digraphs:

• sh as in ship
• ch as in chat
• th as in thin and this
• wh as in whip
• ck as in duck

When you hear one of these special sounds in a word, you can write the matching two letters.

1. Digraphs at the beginning of words

Some digraphs are often at the beginning of words.

• sh: shop, shell, ship
• ch: chin, chop, chat
• th: thin, thank, that
• wh: when, whip, what

Listen to the first sound in a word.

If you hear /sh/, write sh.

If you hear /ch/, write ch.

If you hear /th/, write th.

If you hear /w/ at the start of question words like what or when, it is often spelled wh.

2. Digraphs at the end of words

Some digraphs can come at the end of words too.

• sh: fish, dish
• ch: lunch, much
• th: bath, moth
• ck: duck, sock, neck

The digraph ck is special. We often use ck at the end of a short word after a short vowel sound.

• duck
• rock
• sick
• back

So if you hear /k/ at the end of a short word like duck, the spelling is often ck, not just k.

3. How to spell a word you hear

When you are spelling, go step by step.

1. Say the word slowly.
2. Listen for the digraph sound.
3. Write the two letters for that sound.
4. Finish the rest of the word with the other sounds you hear.
5. Read your word to check it.

For example, if you hear ship:

• First sound: /sh/ → write sh
• Middle sound: /i/ → write i
• Last sound: /p/ → write p

The word is ship.

4. Worked examples

Example 1: Spell “shop”

Say the word slowly: shop.

• Beginning sound: /sh/ → sh
• Middle sound: /o/ → o
• Ending sound: /p/ → p

Write it: shop

Example 2: Spell “chin”

Say the word slowly: chin.

• Beginning sound: /ch/ → ch
• Middle sound: /i/ → i
• Ending sound: /n/ → n

Write it: chin

Example 3: Spell “whip”

Say the word slowly: whip.

• Beginning sound: /wh/ → wh
• Middle sound: /i/ → i
• Ending sound: /p/ → p

Write it: whip

Example 4: Spell “duck”

Say the word slowly: duck.

• First sound: /d/ → d
• Middle sound: /u/ → u
• Ending sound: /k/ at the end of a short word → ck

Write it: duck

5. Watch out for these spelling parts

• sh is two letters, but it makes one sound.
• ch is two letters, but it makes one sound.
• th is two letters, but it makes one sound.
• wh is two letters, but it makes one sound.
• ck is two letters at the end that make the /k/ sound.

Do not forget to write both letters in the digraph.

For example:

• Write ship, not sip
• Write chat, not cat
• Write thin, not tin
• Write when, not wen
• Write sock, not sok

6. Quick word list to practice

Try reading and spelling these words:

• sh: ship, shop, fish, dish
• ch: chat, chop, chin, lunch
• th: thin, that, bath, moth
• wh: what, when, whip
• ck: duck, sock, neck, rock

7. How to check your spelling

After you write a word, ask yourself:

• Did I hear a digraph sound?
• Did I write two letters for that sound?
• If the word ends with /k/, should it be ck?
• Does my word look right when I read it back?

Summary

Consonant digraphs are two letters that work together to make one sound.

The digraphs sh, ch, th, wh, and ck are important spelling patterns.

When you hear one of these sounds in a word, write the matching letters. Remember that ck is often used at the end of a short word with the /k/ sound, like duck and rock.

If you say the word slowly, listen for the digraph, and write both letters, you can become a strong speller.

Spelling Words with Consonant Blends

When we spell, we listen for every sound in a word. Sometimes two consonants are next to each other. This is called a consonant blend.

In a consonant blend, both letters keep their own sound. We can hear the sounds close together. For example, in stop, we hear s and t at the beginning: /s/ /t/.

Good spellers do not leave out a sound in a blend. If a word has a blend, we need to write both consonants.

What is a consonant blend?

A consonant blend is when two consonants are side by side in a word.

• bl in ब्लue is a blend: /b/ /l/
• st in star is a blend: /s/ /t/
• gr in grape is a blend: /g/ /r/
• mp in jump is a blend at the end: /m/ /p/

Blends can come at the beginning of a word or at the end of a word.

• Beginning blends: clap, drum, snow
• Ending blends: last, jump, milk

How to spell a word with a consonant blend

1. Say the word slowly.
2. Listen for each sound.
3. Check for two consonants together.
4. Write both letters in the blend.
5. Read the word again to make sure it looks and sounds right.

Let’s look at some common beginning blends.

• bl: black, block, blue
• cl: clap, clip, clock
• fl: flag, flip, flat
• gl: glad, glass
• pl: plan, plum
• sl: slip, slide

• br: brim, brush
• cr: crab, crib
• dr: drum, drop
• fr: frog, from
• gr: grass, grab
• pr: press, prize
• tr: tree, trip

• sc: scan
• sk: skip, skin
• sm: small, smile
• sn: snap, snow
• sp: spin, spot
• st: step, stop
• sw: swim, swing

Now let’s look at some common ending blends.

• -nd: hand, sand
• -nt: tent, plant
• -mp: jump, lamp
• -st: nest, fast
• -sk: mask
• -lt: belt
• -lk: milk

Worked Example 1

Spell the word flag.

Say it slowly: /f/ /l/ /a/ /g/

The first two sounds, /f/ and /l/, make a blend: fl.

Write the sounds in order: f l a g

The word is flag.

Worked Example 2

Spell the word stop.

Say it slowly: /s/ /t/ /o/ /p/

The first two sounds are a blend: st.

Write every sound: s t o p

The word is stop.

Worked Example 3

Spell the word jump.

Say it slowly: /j/ /u/ /m/ /p/

The last two sounds are a blend: mp.

Write every sound: j u m p

The word is jump.

Worked Example 4

Spell the word plant.

Say it slowly: /p/ /l/ /a/ /n/ /t/

This word has a beginning blend, pl, and an ending blend, nt.

Write all the sounds in order: p l a n t

The word is plant.

Be careful!

Sometimes children leave out one letter in a blend. That makes the word wrong.

• sip is not slip
• top is not stop
• lap is not clap
• jup is not jump

If you are not sure, tap the sounds as you say them. Listen closely for the two consonants together.

Tips for spelling blends

• Stretch the word: sss-ttt-op
• Listen at the start of the word for a beginning blend.
• Listen at the end of the word for an ending blend.
• Write both consonants if you hear both sounds.
• Read your spelling back to check it.

Let’s remember

A consonant blend has two consonants together, and we hear both sounds. When you spell words with blends, listen carefully and do not leave out a letter. Writing every sound helps you become a strong speller.

Spelling Floss Rule Words

Today we will learn a special spelling rule called the Floss Rule. This rule helps us know when to double the last letter in a short word.

The Floss Rule says this: if a one-syllable word has a short vowel right before the last sound, we often double f, l, s, or z at the end.

The letters in this rule are f, l, s, z. A fun way to remember them is the word FLOSS.

• f
• l
• s
• z

When a short word ends with one of these sounds after a short vowel, we usually write the letter two times.

Here are some short vowels:

• a as in cat
• e as in bed
• i as in pig
• o as in hot
• u as in sun

Here are some Floss Rule words:

• off
• bell
• kiss
• buzz
• hill
• mess
• stuff

Let’s think about why these words use double letters.

1. The word is one syllable. That means it is one small beat when we say it.
2. It has a short vowel.
3. It ends with f, l, s, or z.
4. So we double the last letter.

Worked Example 1: if

Say the word: if.

It is one syllable. The vowel sound is short i. The word ends with f.

So we double the f: if → iff.

But wait! if is a small rule-breaker. We spell it if, not iff.

This means the Floss Rule works for many words, but there are a few words we just have to remember.

Worked Example 2: miss

Say the word: miss.

It is one syllable. It has the short vowel i. It ends with s.

We use the Floss Rule and double the last letter: mis → miss.

The correct spelling is miss.

Worked Example 3: bell

Say the word: bell.

It is one syllable. It has the short vowel e. It ends with l.

We double the l: bel → bell.

The correct spelling is bell.

Worked Example 4: buzz

Say the word: buzz.

It is one syllable. It has the short vowel u. It ends with z.

We double the z: buz → buzz.

The correct spelling is buzz.

Now let’s see when we do not use the Floss Rule.

• If the word does not end in f, l, s, or z, do not use it. Example: back
• If the word is not one syllable, do not use it. Example: robot
• If the vowel is not a short vowel, do not use it. Example: seal

Let’s compare:

• hill has one syllable, short i, and ends in l, so we double: ll
• hail has a long vowel sound, so we do not use the Floss Rule

Here is a simple way to check a word:

1. Is it one syllable?
2. Does it have a short vowel?
3. Does it end in f, l, s, or z?
4. If yes, double the last letter.

You can also say this to yourself: Short word, short vowel, FLOSS at the end — double it!

More words to practice:

• class
• gruff
• shell
• dress
• jazz
• sniff

Be careful with rule-breakers. Some short words do not double even though they look like they might. Here are a few to remember:

• if
• gas
• bus
• yes
• pal

Good readers and writers listen to the sounds in a word. Then they think about the rule. The Floss Rule helps us spell many short words the right way.

Summary

The Floss Rule tells us to double f, l, s, or z at the end of a one-syllable word after a short vowel. Words like bell, miss, and buzz follow this rule. A few words are rule-breakers, so we practice and remember them.

Spelling Silent E Words

Today we will learn about silent e words. A silent e word has an e at the end, but we do not say the e out loud.

Even though the e is silent, it does an important job. It can make the vowel in the word say its name, or long sound.

Listen to these two words: cap and cape. In cap, the a says /a/. In cape, the e at the end helps the a say /A/.

This is the pattern:

• a + consonant + e = long a, like cake
• i + consonant + e = long i, like bike
• o + consonant + e = long o, like home
• u + consonant + e = long u, like cube

You may also see long e words with silent e, like these, but for now we will practice easy silent e words such as cake, bike, and home.

A silent e word often follows this shape:

vowel + consonant + e

Here are some examples:

• cake
• name
• bike
• time
• rope
• home
• cube
• mule

How to spell a silent e word

1. Say the word slowly.
2. Listen for the long vowel sound.
3. Write the vowel letter.
4. Write the consonant sound you hear after the vowel.
5. Add a silent e at the end.

Let’s think about the word cake. We hear /k/ /A/ /k/. The word ends with the sound /k/, but to show the long a, we write c-a-k-e.

Worked Example 1

Word to spell: make

• Say it: make
• Listen: /m/ /A/ /k/
• The vowel says its name: long a
• Write m
• Write a
• Write k
• Add silent e

The word is make.

Worked Example 2

Word to spell: bike

• Say it: bike
• Listen: /b/ /I/ /k/
• The vowel says its name: long i
• Write b
• Write i
• Write k
• Add silent e

The word is bike.

Worked Example 3

Word to spell: home

• Say it: home
• Listen: /h/ /O/ /m/
• The vowel says its name: long o
• Write h
• Write o
• Write m
• Add silent e

The word is home.

Worked Example 4

Word to spell: cute

• Say it: cute
• Listen: /c/ /U/ /t/
• The vowel says its name: long u
• Write c
• Write u
• Write t
• Add silent e

The word is cute.

Look at how the silent e changes a word

• cap  cape
• kit  kite
• hop  hope
• cub  cube

When we add the silent e, the vowel can change from a short sound to a long sound.

Helpful tip

If you hear a long vowel in a short word, think: Do I need a silent e at the end?

For example:

• If you hear /n/ /A/ /m/, you can spell name.
• If you hear /r/ /I/ /d/, you can spell ride.
• If you hear /n/ /O/ /t/, you can spell note.

Be careful!

Not every word that ends with e is a silent e word we use this way. But many simple words do follow the silent e pattern. For now, practice the words that have one vowel, one consonant, and a silent e at the end.

Try these words to practice

• cake
• lake
• name
• game
• bike
• time
• line
• home
• rope
• cube
• mule
• cute

Summary

A silent e is an e at the end of a word that we do not say. It helps the vowel in the word say its long sound, or its name.

When you spell a word and hear a long vowel sound, you can try the silent e pattern: vowel + consonant + e. This will help you spell words like cake, bike, home, and cute.

Spelling Vowel Team Words

When we spell, we listen for the sounds in a word and write the letters that match the sounds.

Sometimes two vowels work together to make one sound. These are called vowel teams.

In this lesson, we will learn how to spell words with these common vowel teams:

• ai
• ay
• ee
• ea
• oa

These vowel teams are often used in 1st grade words. When you know them, spelling gets easier.

What is a vowel team?

A vowel team is two vowels next to each other in a word. The two vowels work together to make one vowel sound.

For example, in the word rain, the letters ai work together to make the long a sound.

Let’s learn the vowel teams one by one.

1. ai

The vowel team ai usually makes the long a sound, like in rain.

• rain
• mail
• paint
• tail

You will often see ai in the middle of a word.

2. ay

The vowel team ay also makes the long a sound.

• day
• play
• tray
• stay

You will often see ay at the end of a word.

Helpful idea: If you hear long a at the end of a word, ay is often the right spelling.

3. ee

The vowel team ee makes the long e sound.

• tree
• feet
• seed
• green

You will often see ee in the middle or at the end of a word.

4. ea

The vowel team ea can also make the long e sound in many 1st grade words.

• eat
• team
• leaf
• beach

When you hear long e, the word may use ee or ea. We learn the spelling by reading and practicing the word.

5. oa

The vowel team oa makes the long o sound.

• boat
• coat
• road
• soap

You will often see oa in the middle of a word.

How to spell a vowel team word

1. Say the word.
2. Listen for the vowel sound.
3. Think about the vowel team that matches the sound.
4. Write the word.
5. Check it. Does it look right? Does it have the correct vowel team?

Let’s practice together.

Worked Example 1: day

We want to spell day.

• Say it: day
• Listen for the sounds: /d/ /ā/
• The long a sound is at the end of the word.
• At the end, long a is often spelled ay.

So we write d + ay = day.

Worked Example 2: rain

We want to spell rain.

• Say it: rain
• Listen for the sounds: /r/ /ā/ /n/
• The long a sound is in the middle.
• In the middle of a word, long a is often spelled ai.

So we write r + ai + n = rain.

Worked Example 3: tree

We want to spell tree.

• Say it: tree
• Listen for the sounds: /t/ /r/ /ē/
• We hear the long e sound.
• This word uses the vowel team ee.

So we write t + r + ee = tree.

Worked Example 4: boat

We want to spell boat.

• Say it: boat
• Listen for the sounds: /b/ /ō/ /t/
• We hear the long o sound in the middle.
• Long o in the middle is often spelled oa.

So we write b + oa + t = boat.

Let’s compare some vowel teams

• ai and ay both say long a.
• ee and ea can both say long e.
• oa says long o.

Good readers and spellers ask: Is the vowel team in the middle or at the end?

• Middle long a: often ai as in rain
• End long a: often ay as in play

Try these word ideas as you practice:

• ai: snail, train, wait
• ay: say, gray, may
• ee: see, sleep, sheep
• ea: read, peach, clean
• oa: goat, float, toast

Tips for spelling vowel team words

• Say the word slowly.
• Listen for the long vowel sound.
• Think: Which vowel team do I know?
• Remember: ai is often in the middle, and ay is often at the end.
• Some long e words use ee, and some use ea. Practice helps you remember.

Summary

Vowel teams are two vowels that work together to make one sound.

The vowel teams ai and ay make long a. The vowel teams ee and ea make long e in many words. The vowel team oa makes long o.

When you spell, listen for the vowel sound and think about which vowel team fits the word. With practice, vowel team words will get easier and easier to spell.

Spelling R-Controlled Vowel Words

Today we will learn about r-controlled vowel words. These are words where a vowel is followed by the letter r.

When r comes after a vowel, the vowel sound changes. The r is strong, and it helps make a new sound. That is why we call it r-controlled.

In this lesson, we will practice spelling words with these patterns:

• ar as in car
• or as in corn
• er as in her
• ir as in bird
• ur as in turn

1. What does r-controlled mean?

Usually, vowels can say different sounds. But when a vowel comes right before r, the vowel does not sound the same as it usually does.

Listen to these parts:

• ar says /ar/ like in car
• or says /or/ like in fork
• er, ir, and ur often sound alike, like /er/

This means that when you hear /er/, you have to think carefully. The sound may be spelled er, ir, or ur.

2. The spelling patterns

ar

The letters a and r work together in many words.

• car
• star
• park
• farm

When you hear /ar/, try spelling it with ar.

or

The letters o and r work together too.

• for
• corn
• storm
• fork

When you hear /or/, try spelling it with or.

er, ir, and ur

These three patterns can sound the same in many words. They often sound like /er/.

• er: her, term, fern
• ir: bird, girl, shirt
• ur: turn, hurt, curl

There is not always a simple rule to know which one to use. Good readers and writers practice these words many times.

3. How to spell an r-controlled word

When you want to write a word you hear, follow these steps:

1. Say the word slowly.
2. Listen for the r-controlled sound: /ar/, /or/, or /er/.
3. Choose the spelling pattern: ar, or, er, ir, or ur.
4. Write the other sounds in the word.
5. Read the whole word to check it.

4. Worked examples

Example 1: Spell “car”

First, say the word: car.

Listen for the middle sound: /ar/.

The /ar/ sound is spelled ar.

The word starts with c.

Now put it together: c + ar = car.

Example 2: Spell “fork”

Say the word: fork.

Listen for /or/. That sound is spelled or.

You also hear f at the beginning and k at the end.

Put the parts together: f + or + k = fork.

Example 3: Spell “bird”

Say the word: bird.

Listen for the /er/ sound in the middle.

In this word, the /er/ sound is spelled ir.

The word begins with b and ends with d.

Put it together: b + ir + d = bird.

Example 4: Spell “turn”

Say the word: turn.

Listen for the /er/ sound. In this word, it is spelled ur.

You hear t at the beginning and n at the end.

Put it together: t + ur + n = turn.

5. Tips to help you

• If you hear /ar/, think ar.
• If you hear /or/, think or.
• If you hear /er/, the spelling may be er, ir, or ur.
• Read and write these words often to help your brain remember them.

6. Practice word list

Here are some r-controlled vowel words to read and spell:

• ar: car, star, park, farm, hard
• or: for, horn, corn, fork, storm
• er: her, fern, term, clerk
• ir: bird, girl, dirt, shirt
• ur: turn, hurt, curl, fur

7. What to remember

R-controlled vowels happen when a vowel comes before r. The r changes the vowel sound.

Remember these spelling patterns:

• ar says /ar/
• or says /or/
• er, ir, and ur can say /er/

When you spell, listen carefully for the sound in the middle of the word. Then choose the letter pattern that matches.

Summary

R-controlled vowel words have a vowel followed by r. The patterns ar, or, er, ir, and ur help us spell many words. If you practice reading and writing these words, spelling them will get easier.

Spelling Words with Inflectional Endings

Sometimes we want a word to mean more than one, or we want to tell that something happened in the past, or is happening right now.

We can do that by adding little endings to a base word. These are called inflectional endings.

In this lesson, we will learn how to add -s, -es, -ed, and -ing to words.

What is a base word?

A base word is a word before we add an ending.

• cat
• jump
• wish
• play

Now let’s learn what happens when we add endings.

1. Adding -s

We often add -s to name more than one.

• cat → cats
• dog → dogs
• book → books

We can also add -s to some action words.

• runs
• jumps
• plays

2. Adding -es

Some words need -es instead of just -s.

Words that end with sounds like s, x, z, sh, and ch often take -es.

• bus → buses
• box → boxes
• wish → wishes
• dish → dishes
• bench → benches

The extra e helps us say the word more easily.

3. Adding -ed

We add -ed when something already happened. This means past tense.

• jump → jumped
• play → played
• help → helped

When you spell with -ed, listen for the base word first.

Even if -ed does not sound very strong, we still spell it in the word.

• jumped
• wished
• looked

4. Adding -ing

We add -ing when something is happening now.

• jump → jumping
• sing → singing
• play → playing

A helpful spelling rule: drop the silent e

Some base words end with a silent e. When we add -ing, we often drop the e first.

• make → making
• ride → riding
• bake → baking

We do this because the word already has the long vowel sound it needs.

What about -ed with a silent e word?

If the base word already ends in e, we usually add just -d.

• bake → baked
• like → liked
• hope → hoped

How to choose the right ending

1. Say the base word.
2. Think about what the word needs to mean.
3. Add the ending that fits.

• -s = more than one, or sometimes an action word like runs
• -es = for words ending in s, x, z, sh, or ch
• -ed = already happened
• -ing = happening now

Worked Example 1

Base word: cat

We want to name more than one cat.

Add -s: cat + s = cats

The word is cats.

Worked Example 2

Base word: wish

We want to name more than one wish.

wish ends with sh, so we add -es.

wish + es = wishes

The word is wishes.

Worked Example 3

Base word: jump

We want to tell about something that already happened.

Add -ed: jump + ed = jumped

The word is jumped.

Worked Example 4

Base word: make

We want to tell about something happening now.

make ends with a silent e, so we drop the e before adding -ing.

make → mak + ing = making

The word is making.

Let’s remember

• Add -s to many words for more than one: cats
• Add -es to words ending in s, x, z, sh, or ch: boxes
• Add -ed for something that already happened: played
• Add -ing for something happening now: playing
• Drop the silent e before adding -ing: bake → baking
• If a word already ends in e, add just -d for the past: bake → baked

Try thinking about these:

• dog → dogs
• fox → foxes
• look → looked
• ride → riding

Summary

Inflectional endings are little parts we add to the end of base words. We use -s and -es for more than one, -ed for the past, and -ing for actions happening now.

When a base word ends with silent e, we usually drop the e before adding -ing. If the word already ends with e and we add a past ending, we usually add only -d.

Spelling Compound Words

Today we are going to learn about compound words.

A compound word is a word made by putting two smaller words together. Each small word is a real word. When we join them, they make one new word.

For example, sun and set can join to make sunset.

When we spell a compound word, we can make it easy by doing it one small word at a time.

How to spell a compound word

1. Listen to the whole word.
2. Say the two small words you hear inside it.
3. Spell the first small word.
4. Spell the second small word.
5. Write them together as one word.

This helps because a big word does not feel so big when we break it into parts.

Look at these compound words:

• rain + bow = rainbow
• cup + cake = cupcake
• bed + room = bedroom
• play + ground = playground
• snow + man = snowman
• foot + ball = football

Important idea: A compound word is spelled by writing both small words in order. Do not leave one part out.

For example, if you want to spell sandbox, you need sand and box. If you only write sand or only write box, the compound word is not complete.

Worked Example 1

Word to spell: sunset

Step 1: Listen for the two words: sun + set

Step 2: Spell the first word: sun

Step 3: Spell the second word: set

Step 4: Put them together: sunset

Worked Example 2

Word to spell: cupcake

Step 1: Listen for the two words: cup + cake

Step 2: Write cup

Step 3: Write cake

Step 4: Join them: cupcake

Notice that we do not put a space in the middle. We write it as one word.

Worked Example 3

Word to spell: bedroom

Step 1: Break it into two small words: bed + room

Step 2: Spell bed

Step 3: Spell room

Step 4: Write the whole compound word: bedroom

Worked Example 4

Word to spell: playground

Step 1: Say the two parts: play + ground

Step 2: Write play

Step 3: Write ground

Step 4: Put them together: playground

This word is longer, but the same idea still works. We spell one part, then the next part.

Tips for spelling compound words

• Listen slowly. Say the word out loud.
• Clap the two parts if that helps you hear them.
• Write the first word first.
• Write the second word next.
• Check that both words are there.
• Read the whole word back.

Let’s compare

rainbow is a compound word because it has two smaller words: rain and bow.

dog is not a compound word because it is just one word, not two smaller words joined together.

What to remember when writing

• A compound word has 2 small words.
• Spell the first word.
• Spell the second word.
• Put them together as 1 word.

Try these in your head:

• snowman = snow + man
• football = foot + ball
• bathtub = bath + tub
• backpack = back + pack

If a compound word feels tricky, do not try to spell the whole big word all at once. Break it apart, spell each small word, and then join them.

Summary

A compound word is made from two smaller words. To spell it, listen for the two parts, write the first word, write the second word, and put them together as one word. Breaking a compound word into smaller parts helps you spell it correctly.

Invented Spelling Strategy means trying your best to write a word by using the sounds you hear.

Sometimes you want to write a big or tricky word, but you do not know how to spell it yet. That is okay. You can still write it by listening for the sounds and writing the letters you know.

Invented spelling helps you keep writing. It helps you share your ideas without stopping every time you are unsure of a word.

Good writers do this:

• Say the word slowly.
• Listen for the sounds.
• Write the letters that match the sounds.
• Read what you wrote and see if it makes sense.

You do not have to make the word perfect the first time. You are using what you know about letters and sounds.

How to use invented spelling

1. Think of the word. Say the word you want to write.
2. Stretch the word. Say it slowly: like this: mmmm-aaa-p.
3. Hear the sounds. Listen for the beginning sound, the middle sound, and the ending sound.
4. Write the letters. Put down the letters that match the sounds you hear.
5. Keep going. Do not stop your story or sentence. You can fix spelling later.

What sounds should you listen for?

• Beginning sound: the first sound in the word
• Middle sound: the sound in the middle
• Ending sound: the last sound in the word

For example, in the word cat, you can hear:

• /c/ at the beginning
• /a/ in the middle
• /t/ at the end

So you can write cat.

Sometimes a word is harder. You may hear some sounds clearly and miss some sounds. That is still okay. If your writing helps someone read your idea, your invented spelling is working.

Things to remember

• Write the sounds you hear.
• It is okay if the spelling is not perfect yet.
• Use the letters and letter teams you know.
• Keep writing your idea.

Worked Example 1: easy word

Word to write: dog

Step 1: Say the word slowly: d-o-g.

Step 2: Listen for the sounds: /d/ /o/ /g/.

Step 3: Write the letters for those sounds: d o g.

Invented spelling: dog

This word matches the correct spelling, and that can happen sometimes.

Worked Example 2: tricky word

Word to write: jumping

Step 1: Say it slowly: jump-ing.

Step 2: Listen for sounds you know: /j/ /u/ /m/ /p/ /i/ /ng/.

Step 3: Write the letters you hear: jumping or maybe jumpin.

If you write jumpin, that is a good invented spelling because it shows the sounds you heard.

Worked Example 3: longer word

Word to write: elephant

Step 1: Say it slowly: el-e-phant.

Step 2: Listen for parts: /e/ /l/ /e/ /f/ /a/ /n/ /t/.

Step 3: Write what you hear: elefant.

Elefant is not the grown-up spelling, but it is a strong invented spelling because it matches the sounds in the word.

Worked Example 4: using invented spelling in a sentence

You want to write: I saw a rabbit.

You know how to spell I, saw, and a. But you are not sure about rabbit.

Step 1: Say rabbit slowly: rab-bit.

Step 2: Hear the sounds: /r/ /a/ /b/ /i/ /t/.

Step 3: Write what you hear: rabit.

Your sentence can be: I saw a rabit.

That is a good job because you kept writing and shared your idea.

When invented spelling helps

• When you are writing a story
• When you want to label a picture
• When you know the word but not the correct spelling
• When you want to keep your ideas moving

When to try your best and keep going

If you are taking a spelling test, your teacher may want the correct spelling. But when you are drafting, making stories, or writing your ideas, invented spelling can help you a lot.

Helpful tips

• Tap the sounds on your fingers.
• Say the word more than one time.
• Listen for the first and last sounds first.
• Write the middle sound if you can.
• Read your word back to yourself.

Let’s practice thinking

If you want to write train, you might hear /t/ /r/ /ai/ /n/. You could write train if you know that spelling. If not, you might write tran. That shows you heard many of the sounds.

If you want to write flower, you might write flour or flwer. You are listening and matching sounds to letters. That is what invented spelling is for.

Why this is important

Invented spelling helps you become a brave writer. You do not have to wait until you know every word. You can use what you know now.

As you learn more phonics and more spelling rules, your invented spelling will get closer and closer to the correct spelling.

Summary

Invented spelling is when you write a word the best way you can by using the sounds you hear. You say the word slowly, listen for the sounds, and write the letters that match. This helps you keep writing, share your ideas, and grow as a writer.

Spelling Correction Using Resources

Sometimes we write a word and are not sure if we spelled it the right way. That is okay. Good writers check their spelling and fix mistakes.

We can use helpful tools called resources. Resources help us find the correct spelling of a word.

In this lesson, you will learn how to use a word wall, a dictionary, and an anchor chart to check and correct your spelling.

Why do we check spelling?

Checking spelling helps other people read our writing. It also helps us learn new words and remember how to spell them next time.

Resources we can use

• Word wall: a wall with words your class uses a lot
• Dictionary: a book that helps us find words and spell them correctly
• Anchor chart: a classroom chart that teaches spelling rules and patterns

1. Using a word wall

A word wall has words you see and use often. If you are writing one of those words, look at the wall and match the letters.

Look carefully from the first letter to the last letter. Make sure every letter is in the right place.

For example, if you wrote frend, you can look at the word wall and find friend. Then you can fix your writing.

2. Using a dictionary

A dictionary helps you check words that may not be on the word wall. In a beginner dictionary, words are usually in ABC order.

First, think about the first letter of the word. Then look in the part of the dictionary for that letter. Keep looking until you find the word that matches the sounds and letters.

If you wrote jumpt, you might look for a word that starts with j. In the dictionary, you can find jumped and see the correct spelling.

3. Using an anchor chart

An anchor chart reminds us of spelling patterns we have learned. It can help when a word sounds one way but is spelled with a pattern we already know.

For example, an anchor chart might show:

• -ing words, like playing
• -ed words, like jumped
• ai words, like rain
• sh words, like ship

If you wrote ship as sip, an anchor chart for sh can help you remember that sh makes a special sound.

How to check your spelling

1. Write the word the best you can.
2. Read the word and ask, “Does this look right?”
3. If you are not sure, use a resource.
4. Find the correct spelling.
5. Fix the word neatly.
6. Read the sentence again.

Worked Example 1

You write: I see a kat.

You are not sure about kat. You look at the word wall and find cat.

You compare the words:

• You wrote: kat
• Correct word: cat

You fix the sentence: I see a cat.

Worked Example 2

You write: The fish can swm.

The word swm does not look right. You check a dictionary under the letter s.

You find the word swim.

You compare the words:

• You wrote: swm
• Correct word: swim

You fix the sentence: The fish can swim.

Worked Example 3

You write: I am playng.

You know this word has the -ing ending. You check the anchor chart for -ing words.

You see playing.

You compare the words:

• You wrote: playng
• Correct word: playing

You fix the sentence: I am playing.

Worked Example 4

You write: My frend is here.

You think frend may be wrong. You check the word wall and find friend.

You compare the words:

• You wrote: frend
• Correct word: friend

You fix the sentence: My friend is here.

Tips for young writers

• Say the word slowly.
• Write the sounds you hear first.
• Then check the word with a resource.
• Look at every letter.
• Do not guess if you can check.

When should I use each resource?

• Use the word wall for words you see a lot in class.
• Use the dictionary for other words.
• Use the anchor chart when you need help with a spelling pattern.

Let’s practice thinking

If you write rain as ran, what could help?

An anchor chart with ai words could help you remember that rain has ai.

If you write come and are not sure, what could help?

A word wall might help if your class has that word on the wall. A dictionary can help too.

Summary

Good writers check their spelling. They use resources like a word wall, a dictionary, and an anchor chart to find the correct spelling.

When you are not sure, stop, check, and fix the word. This helps your writing become clear and strong.