Spelling

Example

Example Lesson for a Reminder of How to do the Lessons

  1. We’re going to work on spelling patterns. For instance, if you can spell bed, then you can spell red. They follow the same spelling pattern.
  2. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern.
  3. Example:
    • I will give you the spelling pattern -ed. The line means that’s where the other letter or letters go. This spelling pattern comes at the end of the word.
    • Then I will give you letters such as b and r.
    • Then you would put them together. You would write bed and red.
  4. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  5. Write the words with the spelling pattern of
    • -ed
    • b, r, T, l, w, f, N
    • Always write with lowercase letters unless I give you a capital letter. What words start with an uppercase letter? Names!
  6. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  7. The second part of our spelling lesson is to work on sight words. These don’t necessarily follow our patterns, so we need to practice them special.
  8. Your first sight word is THE, the.
  9. Practice.
    • Look at the word for the day.
    • Say it out loud.
    • Read the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “the.”  The letters t and h are tall letters. The letter e is a short letter.
  10. Read your words after you write them. It’s a good spelling practice to read your words after you write them to make sure they say what you intended!
  11. Go to our spelling word website.
  12. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Section 1
Lesson 1  (Material: index card)

  1. You are going to work on your spelling to be more confident in expressing yourself. We want to know what you have to say! Above are the directions for each lesson in bold. You can always go to the top of the page to have a reminder of how to do the lessons.
  2. You are going to need a spelling notebook. Write neatly. Space out your words. Label your pages.
  3. Let’s start with the short sound E. That’s the sound in the middle of words such as bed, leg, pet, web. It’s the sound that starts the word egg. Can you hear the sound? Say it.
  4. We’re going to work on spelling patterns. For instance, if you can spell bed, then you can spell red. They follow the same spelling pattern.
  5. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern.
  6. Example:
    • I will give you the spelling pattern -ed. The line means that’s where the other letter or letters go. This spelling pattern comes at the end of the word.
    • Then I will give you letters such as b and r.
    • Then you would put them together. You would write bed and red.
  7. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  8. Got it? Why don’t we start there.
  9. Write the words with the spelling pattern of
    • -ed
    • b, r, T, l, w, f, N
    • Hint: The first word you will write is bed.
    • Always write with lowercase letters unless I give you a capital letter. What words start with an uppercase letter? Names!
  10. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  11. The second part of our spelling lesson is to work on sight words. These don’t necessarily follow our patterns, so we need to practice them special.
  12. Your first sight word is THE, the.
  13. Practice.
    • Look at the word for the day.
    • Say it out loud.
    • Read the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “the.”  The letters t and h are tall letters. The letter e is a short letter.
  14. Read your words after you write them. It’s a good spelling practice to read your words after you write them to make sure they say what you intended!
  15. Go to our spelling word website.
  16. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat. This might be a good time to have an index card and use it to cover the word. 
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.
  17. You will follow these basic directions each day. I will show them to you again from time to time.

Lesson 2

  1. We are going to continue with the short sound E. That’s the sound in the middle of words such as bed, leg, pet, web. It’s the sound that starts the word egg. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the parts given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -et
    • b, g, j, l, m, n, p, s, w, y
  4. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  5. Read your words after you write them.
  6. Your next sight word is ONE, one. This is the number 1.
  7. Practice.
    • Look at the word, one.
    • Say it out loud.
    • Read the letters out loud.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “one.”  The letters are all short letters.
  8. Go to our spelling word website.
  9. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 3

  1. We are going to use the short sound I. That’s the sound that starts the little words if, in, it, and is. It’s the sound that is in the middle of the words hit, pin, dip, and Tim. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the parts given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -in
    • w, t, p, s, f, sp
    • SP is what we call a blend, two sound that we say together. We are making the word spin, twirling around. Say S. Say P. Say SP.
  4. Read your words after you write them.
  5. Your next sight word is ARE, are. This is, “We are friends. These are my things.”
  6. Practice.
    • Look at the word, are.
    • Say it out loud.
    • Read the letters out loud.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “are.”  The letters are all short letters.
  7. Go to our spelling word website.
  8. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 4

  1. We are going to use the short sound I. That’s the sound that starts the little words if, in, it, and is. It’s the sound that is in the middle of the words hit, pin, dip, and Tim. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the words given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -it
    • b, w, p, s, f, h, l, z
  4. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  5. Read your words after you write them.
  6. Your next sight word is MORE, more. “I would like some more, please.”
  7. Practice.
    • Look at the word, more.
    • Say it out loud.
    • Read the letters out loud.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “more.”  The letters are all short letters.
  8. Go to our spelling word website.
  9. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 5

  1. We are going to use the short sound I. That’s the sound that starts the little words if, in, it, and is. It’s the sound that is in the middle of the words hit, pin, dip, and Tim. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the words given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -ill  (This is a double L.)
    • b, w, p, h, g, f, d, s, m, st
    • ST is a blend. Say S. Say T. Say ST. You will write still.
  4. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  5. Read your words after you write them.
  6. Your next sight word is OF, of. “Which piece of the cake do you want?”
  7. Practice.
    • Look at the word, of.
    • Say it out loud.
    • Read the letters out loud.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “of.”  The letters are all short letters.
  8. Go to our spelling word website.
  9. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 6

  1. Let’s get back to the short sound E. That’s the sound in the middle of words such as bed, leg, pet, web. It’s the sound that starts the word egg. Can you hear the sound? Say it.
  2. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  4. Write the words with the spelling pattern of
    • -en
    • B, t, p, m, th, wh
    • TH is one sound. WH is one sound, the W sound.
    • Always write with lowercase letters unless I give you a capital letter. What words start with an uppercase letter? Names!
    • P is a letter that hang down under the line. T and H are tall letters.
  5. Your special word to practice today is NEED, need. “I need a tissue.”
  6. Practice.
    • Look at the word, need.
    • Say it out loud.
    • Read the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “need.”  The letter d is a tall letter. The other letters are short letters.
  7. Read your words after you write them.
  8. Go to our spelling word website. Skip a line or two on your paper.
  9. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 7

  1. We are going to continue with the short sound E. That’s the sound in the middle of words such as bed, leg, pet, web. It’s the sound that starts the word egg. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the parts given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -ell (That is a double L.)
    • b, w, t, y, s, f, h
  4. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  5. The letter Y sits on the line but its tail hangs down under the line. The letters B, T, F, and H are all tall letters. The lowercase letters W and S are short letters.
  6. Read your words after you write them.
  7. Your next sight word is HAVE, have. “Do you have an extra one for me?”
  8. Practice.
    • Look at the word, have. Say it out loud. Read the letters out loud.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger. Write the word with your finger on the table.
  9. Go to our spelling word website. Skip a line or two on your paper.
  10. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 8

  1. We are going to use the short sound I. That’s the sound that starts the little words if, in, it, and is. It’s the sound that is in the middle of the words hit, pin, dip, and Tim. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the parts given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -in
    • w, t, p, s, f, sp
    • SP is what we call a blend, two sound that we say together. We are making the word spin, twirling around. Say S. Say P. Say SP.
  4. Read your words after you write them.
  5. Your next sight word is COME, come. This is, “Can you come over to play?”
  6. Practice.
    • Look at the word, come.
    • Say it out loud.
    • Read the letters out loud.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “come.”  The letters are all short letters.
  7. Go to our spelling word website.
  8. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 9

  1. We are going to continue to use the short sound I. That’s the sound that starts the little words if, in, it, and is. It’s the sound that is in the middle of the words hit, pin, dip, and Tim. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the words given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -ip
    • t, r, s, d, h, l, z, n, fl
  4. FL is a blend. Say F. Say L. Say FL. You will write flip.
  5. Read your words after you write them.
  6. Your next sight word is DAY, day. “I love a sunny day.”
  7. Practice.
    • Look at the word, day.
    • Say it out loud.
    • Read the letters out loud.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “day.” Which letters are tall, short, and hang down?
  8. Go to our spelling word website.
  9. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 10

  1. We are going to use the short sound A. That’s the sound that starts the little words at, and and as. It’s the sound that is in the middle of the words hat, ran, map, and bag. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the words given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -at
    • b, r, p, s, f, h, m, c, v
  4. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  5. Read your words after you write them.
  6. Your next sight word is MANY, many. “How many pieces do you want?”
  7. Practice.
    • Look at the word, many.
    • Say it out loud.
    • Read the letters out loud.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “many.”  The letters are all short letters and one hangs down.
  8. Go to our spelling word website.
  9. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 11

  1. Let’s introduce the short sound O. That’s the sound in the middle of words such as hot, mop, log, and job. It’s the sound that starts the word October. Can you hear the sound? Say it.
  2. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  4. Write the words with the spelling pattern of
    • -ot
    • r, t, p, d, g, h, l, c, n
    • Always write with lowercase letters unless I give you a capital letter.
    • G and P are letters that hang down under the line. T, D, L and H are tall letters.
  5. Read your words after you write them. That’s always a good spelling practice. Make sure they say what you expect them to say!
  6. Your special word to practice today is EAT, eat. “That looks delicious. I can’t wait to eat it!”
  7. Practice.
    • Look at the word, eat.
    • Say it out loud.
    • Read the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  8. Go to our spelling word website. Skip a line or two on your paper.
  9. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 12

  1. We are going to continue with the short sound O. That’s the sound in the middle of words such as pot, top, fog, and rob. It’s the sound that starts the word octopus. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the parts given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -op
    • b, t, p, s, h, c, m, st
  4. ST is a blend. Say S. Say T. Say ST.
  5. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  6. The letter P sits on the line but its tail hangs down under the line. The letters B, T, and H are all tall letters. The lowercase letters C, M, and S are short letters.
  7. Read your words after you write them.
  8. Your next sight word is FILL, fill. “Can you fill the dog’s water bowl, please?”
  9. Practice.
    • Look at the word, fill. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  10. Go to our spelling word website. Skip a line or two on your paper.
  11. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 13

  1. We are going to use the short sound I. That’s the sound that starts the little words if, in, it, and is. It’s the sound that is in the middle of the words pit, sin, tip, and him. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the parts given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -id
    • r, S, h, l, b, k, sl
    • SL is a blend. Say S. Say L. Say SL.
  4. Notice! I included a capital letter. You are writing a name. These all have tall letters except for the R and the S in “sl.”
  5. Read your words after you write them.
  6. Your next sight word is LITTLE, little. This is, “I have a new little brother.”
  7. Practice.
    • Look at the word, little.
    • Say it out loud.
    • Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
    • Look at “little.”  There are many tall letters.
  8. Go to our spelling word website.
  9. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 14

  1. We are going to continue to use the short sound E. It’s the sound that is in the middle of the words red, pet, den, and bell. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the words given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -est
    • b, r, w, t, p, n
  4. ST is a blend. Say S. Say T. Say ST. This is an ending blend. It comes at the end of the word.
  5. Read your words after you write them.
  6. Your next sight word is FIND, find. “Can you find my hairbrush?”
  7. Practice.
  8. Go to our spelling word website.
  9. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 15

  1. We are going to use the short sound A. That’s the sound that starts the little words at, and and as. It’s the sound that is in the middle of the words bat, man, rap, and tag. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the words given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -an
    • b, r, pl, f, t, D, c, b, m
    • PL is a blend. Say P. Say L. Say PL.
    • Pay attention to the B and the D. Write them the correct way.
  4. Read your words after you write them.
  5. Your next sight word is CAME, came. “Jesus came to earth to show us who God is.”
  6. Practice.
    • Look at the word, came.
    • Say it out loud.
    • Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
    • Look at “came.”  The letters are all short letters.
  7. Go to our spelling word website.
  8. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 16

  1. Let’s get back to the short sound A. That’s the sound in the middle of words such as bad, lap, pat, wag. It’s the sound that starts the word apple. Can you hear the sound? Say it.
  2. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  4. Write the words with the spelling pattern of
    • -ag
    • w, r, t, s, l, br, n
    • BR is a blend. Say B. Say R. Say BR.
  5. Your special word to practice today is ALL, all. “Love the Lord with all your heart.”
  6. Practice.
    • Look at the word, all.
    • Say it out loud.
    • Read the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  7. Go to our spelling word website. Skip a line or two on your paper.
  8. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 17

  1. We are going to continue with the short sound A. That’s the sound in the middle of words such as pad, rag, pal, and hat. It’s the sound that starts the word apricot. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the parts given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -ap  (The P sits on the line and hangs down under the the line.)
    • r, t, s, l, c, n, m
  4. Your next sight word is AS, as. “Love your neighbor as yourself.”
  5. Practice.
    • Look at the word, as. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 18

  1. We are going to get back to the short sound O. It’s the sound that is in the middle of the words pop, rot, and dog. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the parts given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -og
    • d, f, h, l, bl
    • BL is a blend. Say B. Say L. Say BL.
  4. Your next sight word is BOY, boy. This is, “It’s hard to imagine my dad as a little boy.”
  5. Practice.
    • Look at the word, boy.
    • Say it out loud.
    • Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
    • Pay attention to the fact that boy starts with a tall letter and ends with a letter that hangs down. All letters sit on the line.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 19

  1. We are going to continue to use the short sound A.
  2. You will write the spelling pattern with the words given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -and  (The ND is a blend. Say N. Say D. Say ND.)
    • h, l, s, b, br, bl
  4. We are blending BR and BL with “and.”
  5. Your next sight word is GIRL, girl. “It’s hard to imagine my mom as a little girl.”
  6. Practice.
    • Look at the word, girl.
    • Say it out loud.
    • Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  7. Go to our spelling word website.
  8. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 20

  1. We are going to use the short sound U. That’s the sound that starts the little word up. It’s the sound that is in the middle of the words hut, run, mud, and bug. Can you hear the sound? Say it.
  2. You will write the spelling pattern with the words given using lowercase letters. Write neatly using tall (t h l f b d) and short letters and making sure that the letters y, p, g, and j sit on the line but hang down under it. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -ut
    • b, c, n, g, r, str
    • STR is a blend. Say the sounds. Say them together. You are going to write “strut.” You can ask your parents how to strut if you don’t know what it means.
  4. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  5. Your next sight word is BIKE, bike. “Can you ride a bike?”
  6. Practice.
    • Look at the word, bike.
    • Say it out loud.
    • Read the letters out loud.
    • Picture the word.
    • Write the word with your finger
  7. Go to our spelling word website.
  8. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 21

  1. Let’s continue the short sound U. That’s the sound in the middle of words such as nut, mug, run, and tub. It’s the sound that starts the word umbrella. Can you hear the sound? Say it.
  2. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  4. Write the words with the spelling pattern of
    • -ut
    • r, g, h, j, c, n, b, sh
    • Always write with lowercase letters unless I give you a capital letter.
    • G and J are letters that hang down under the line. B and H are tall letters.
    • Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
    • All letters should sit on the line.
  5. Read your words after you write them. That’s always a good spelling practice. Make sure they say what you expect them to say!
  6. Your special word to practice today is WERE, were. “Were we supposed to clean this up?”
  7. Practice.
    • Look at the word, were.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  8. Go to our spelling word website. Skip a line or two on your paper.
  9. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 22

  1. We are going to continue with the short sound U. That’s the sound in the middle of words such as cut, tug, rub, and fun. It’s the sound that starts the word under. Can you hear the sound? Say it.
  2. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -ug
    • r, t, h, j, b, m, shr, pl, dr
  4. We have three blends. Say them.
  5. Read your words after you write them.
  6. Your next sight word is PLAY, play. “Can we play a board game today?”
  7. Practice.
    • Look at the word, play. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  8. Go to our spelling word website. Skip a line or two on your paper.
  9. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 23

  1. We are going to use the short sound I. That’s the sound that starts the little words if, in, it, and is. It’s the sound that is in the middle of the words pit, sin, tip, and him. Can you hear the sound? Say it.
  2. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -ig
    • r, w, p, d, f, z, b
  4. Read your words after you write them.
  5. Your next sight word is GREEN, green. “My favorite color is green.”
  6. Practice.
    • Look at the word, green.
    • Picture the word.
    • Write the word with your finger.
  7. Go to our spelling word website.
  8. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 24

  1. We are going to continue to use the short sound A. It’s the sound that is in the middle of the words rat, pat, ran, and bag. It’s the first sound in accident. Can you hear the sound? Say it.
  2. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -ad
    • b, p, s, h, l, m, Br
  4. Br is a blend. It is capitalized because it starts a name.
  5. Read your words after you write them.
  6. Your next sight word is SAW, when. “I saw a woodpecker today.”
  7. Practice.
    • Look at the word, saw.
    • Picture the word.
    • Write the word with your finger.
  8. Go to our spelling word website.
  9. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 25

  1. We are going to use the short sound O. It’s the sound that is in the middle of the words hot, mop, rob. Can you hear the sound? Say it.
  2. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -ob
    • r, s, m, j, thr, sl
    • TH makes one sound and THR is a blend. Say it.
    • SL is a blend.
  4. Read your words after you write them.
  5. Your next sight word is WHAT, what. “What time is it?”
  6. Practice.
    • Look at the word, what.
    • Picture the word.
    • Write the word with your finger.
  7. Go to our spelling word website.
  8. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 26

  1. Let’s continue with the short sound U. That’s the sound that starts up, under, umbrella, uncle, unless. Can you hear the sound? Say it.
  2. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  4. Write the words with the spelling pattern of
    • -ub
    • t, r, c, s, shr, cl
    • CL is a blend. Say C. Say L. Say CL.
    • SH is one sound. SH and R is a blend. Say it, SHR.
  5. Your special word to practice today is DO, do. “Do good to everyone.”
  6. Practice.
    • Look at the word, do.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  7. Go to our spelling word website. Skip a line or two on your paper.
  8. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 27

  1. Let’s continue with the short sound U. That’s the sound that starts up, under, umbrella, uncle, unless. Say it.
  2. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • -un
    • r, p, s, f, g, b
  4. Your next sight word is FOR, for. “This is a gift for you.”
  5. Practice.
    • Look at the word, for. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 28

  1. We are going to use some of those blends now. We will start with the blends and add on the endings this time.
  2. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  3. Write the words with the spelling pattern of
    • dr-  (This is the letter D.)
    • ag, op, ip, ed, ill, ug
    • The first word you will write is drag.
    • Read each word out loud after you write it. Make sure it says what you expect it to say.
  4. Your next sight word is WAS, was. This is, “That was the best part.”
  5. Practice.
    • Look at the word, was.
    • Picture the word.
    • Write the word with your finger.
    • Look at “was.”  The letters are all short letters.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 29

  1. We are going to continue to use our beginning blends.
  2. Write the blend and then add on the endings. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • bl-
    • and, ip, iss, ot, og
  4. Your next sight word is DOWN, down. “Please sit down.”
  5. Practice.
    • Look at the word, down.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 30

  1. We are going to continue to use our beginning blends.
  2. Write the blend and then add on the endings. Check out Lesson 1 if you need a reminder of how to do these lessons.
  3. Write the words with the spelling pattern of
    • str-
    • ip, ap, um, ess
    • STR is a blend. Say the sounds. Say them together. You are going to write “strut.” You can ask your parents how to strut if you don’t know what it means.
  4. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  5. Your next sight word is BLUE, blue. “Blue is my favorite color.”
  6. Practice.
    • Look at the word, blue.
    • Read it out loud.
    • Say the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  7. Go to our spelling word website.
  8. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 31

  1. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -ay  (This says “A.” It is the long sound A. The long sound is when the letter says it’s name.)
    • w, p, s, d, m
    • Say the blends. Hear the two sounds in each of them. It will tell you which letters you need to write!
    • P hangs down under the line. D is a tall letter.
    • All letters should sit on the line.
  4. Read your words after you write them. That’s always a good spelling practice. Make sure they say what you expect them to say!
  5. Your special word to practice today is SLEEP, sleep. “I go to sleep at eight thirty.”
  6. Practice.
    • Look at the word, sleep.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  7. Go to our spelling word website. Skip a line or two on your paper.
  8. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 32

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ate  (This is the long vowel sound A, where A says its name, “A.”)
    • r, l, h, g, f, d, m, pl
  3. Read your words after you write them.
  4. Your next sight word is SAY, say. “What do you have to say about this?”
  5. Practice.
    • Look at the word, say. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 33

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ake  (This is the long vowel sound A, where A says its name, “A.”)
    • w, r, t, l, f, m, b, c, br, st
  3. Read your words after you write them. The word “brake” is the brake on your car. Brake means to slow and stop.
  4. Your next sight word is TWO, two. This is, “We have two dogs.”
  5. Practice.
    • Look at the word, two.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 34

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ave  (This is the long vowel sound A, where A says its name, “A.”)
    • s, g, c, p, r, w, sl, br, D
  3. D is capitalized because it starts a name.
  4. Read your words after you write them.
  5. Your next sight word is BLACK, black. “Our dog is a black lab; he is so sweet.”
  6. Practice.
    • Look at the word, black.
    • Picture the word.
    • Write the word with your finger.
  7. Go to our spelling word website.
  8. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 35

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ame  (This is the long vowel sound A, where A says its name, “A.”)
    • n, bl, c, s, f, l, t, fr
    • Make sure to say each sound in the blend. If you can hear them, you can write them. You know what letter makes the F sound and what letter makes the R sound.
  3. Read your words after you write them.
  4. Your next sight word is FUNNY, funny. “That joke is so funny.”
  5. Practice.
    • Look at the word, funny.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 36

  1. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -e  (This is the long vowel sound E, where E says its name, “E.”)
    • m, w, h, sh
    • Even though this E is all by itself, it has the long vowel sound. When it is alone in the word and at the end like that, it has the long vowel sound.
  4. Your special word to practice today is HOW, how. “How are you doing?”
  5. Practice.
    • Look at the word, how.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 37

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ee  (This is the long vowel sound E, where E says its name, “E.”)
    • b, s, fr, tr, thr, kn
    • TH makes one sound. It is not a blend. TH and R are two sounds that blend together.
    • That last one is knee, where your leg bends. This is not a blend. The K does not make a sound. It is a silent letter.
  3. Practice.
    • Look at the word, by. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  4. Go to our spelling word website. Skip a line or two on your paper.
  5. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 38

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -eet    (This is the long vowel sound E, where E says its name, “E.”)
    • f, m, sh, b
    • Here are some new blends we haven’t used before. SH is its own one sound.
    • Read each word out loud after you write it. Make sure it says what you expect it to say. This is meet as in seeing someone. This is beet as in the vegetable.
  3. Your next sight word is WATER, water. This is, “I hope that the package comes today.”
  4. Practice.
    • Look at the word, water.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 39

  1. Write the blend and then add on the endings. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -eed  (This is the long vowel sound E, where E says its name, “E.”)
    • f, w, s, d
  3. Your next sight word is HER, her. “I already have given it to her.”
  4. Practice.
    • Look at the word, her.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 40

  1. Write the blend and then add on the endings. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -y    (This is the long vowel sound E, where E says its name, “E.”) A letter “Y” at the end of a word has the long E sound when it is a longer word, when the word has more than one syllable.
    • A syllable is each part of a word. Fun has one syllable. Clap and say “fun.” Now say funny. Clap fun-ny. It has two syllables. There are five syllables in the word “unbelievable,” un-be-liev-a-ble.
    • Did you notice that each syllable has a vowel sound? Every syllable always has a vowel sound. That knowledge will help your spelling.
    • Put the long vowel sound of “E” onto the end of these words by writing a Y after these word parts.
    • -y
    • happ, funn, sill, reall, read  (This last word will become ready, as in, Are you ready to go?)
    • Read each of the words you just wrote: happy, funny, silly, ready.
    • Say each one again with clapping. Hap-py  Fun-ny  Sil-ly  Rea-dy
  3. We’re going to stop there today. On your page today, write ten words from your spelling notebook.

Lesson 41

  1. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -ube  (This says “U.” It is the long sound U. The long sound is when the letter says it’s name. This pattern of vowel-consonant-vowel makes the first vowel say its name. The silent E at the end is a specific pattern you will be seeing and practicing a lot. Vowel-Consonant-E is something to look for at the end of the word. It’s a clue that the vowel says its name.)
    • c, t
  4. Read your words after you write them. That’s always a good spelling practice. Make sure they say what you expect them to say!
  5. Your special word to practice today is FROM, from. “He is from China.”
  6. Practice.
    • Look at the word, from.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  7. Go to our spelling word website. Skip a line or two on your paper.
  8. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 42

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ule  (This is the long vowel sound U, where U says its name, “U.”)
    • r, m
    • Notice the vowel-consonant-E.
  3. Read your words after you write them.
  4. Your next sight word is TO, to. “We’re going to go to the park.”
  5. Practice.
    • Look at the word, to. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 43

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ose  (This is the long vowel sound O, where O says its name, “O.” The “S” is saying “Z.” This sounds like -oze.)
    • r, p, h, th
    • Notice the vowel-consonant-E.
  3. Read your words after you write them.
  4. Your next sight word is FEET, feet. This is, “I need socks; my feet are cold.”
  5. Practice.
    • Look at the word, feet.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 44

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ope  (This is the long vowel sound O, where O says its name, “O.”)
    • h, r, m, n, c
    • Notice the vowel-consonant-E.
  3. Read your words after you write them.
  4. Your next sight word is FIRST, first. “First, come over here, and then I’ll tell you.”
  5. Practice.
    • Look at the word, first.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 45

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -one  (This is the long vowel sound O, where O says its name, “O.”)
    • b, c, t, st, cl, l, z
    • Notice the vowel-consonant-E.
  3. Read your words after you write them.
  4. Your next sight word is HIS, his. “His hair is bright red.”
  5. Practice.
    • Look at the word, his.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 46

  1. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -o  (This is the long vowel sound O, where O says its name, “O.”)
    • Just like E, when a vowel is alone, usually it has it’s short vowel sound. However, when it is at the end of a word, it has its long vowel sound.
    • n, s, g, br, pr
    • Say the blends. Here each sound: P and R say their sounds apart and together.
  4. Your special word to practice today is FOUR, four. “We have four dogs.”
  5. Practice.
    • Look at the word, four.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 47

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ive  (This is the long vowel sound I, where I says its name, “I.”)
    • d, h, l, f, dr
    • Notice the vowel-consonant-E.
    • Make sure to read the words. Say “live” with the long vowel sound.
  3. Your next sight word is THEY, they. This is, “They are my friends.”
  4. Practice.
    • Look at the word, they. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 48

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -ike    (This is the long vowel sound I, where I says its name, “I.”)
    • b, l, h, M, sp
    • Notice the vowel-consonant-E.
    • Read each word out loud after you write it. Make sure it says what you expect it to say.
  3. Your next sight word is OVER, over. This is, “We climbed over the fence.”
  4. Practice.
    • Look at the word, over.
    • Picture the word.
    • Write the word with your finger.
    • Look at “over.”  The letters are all short letters.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 49

  1. Write the blend and then add on the endings. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ide  (This is the long vowel sound I, where I says its name, “I.”)
    • h, w, r, s, sl, pr, br
    • Notice the vowel-consonant-E.
    • We have a few blends here. Hear the sounds, so you can write the sounds.
  3. Your next sight word is NOSE, nose. “We have two eyes and one nose.”
  4. Practice.
    • Look at the word, nose.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 50

  1. Write the blend and then add on the endings. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -y    (This is the long vowel sound I, where I says its name, “I.”) A letter “Y” at the end of a word has the long I sound when it is a one-syllable word.
    • Do you remember that a syllable is each part of a word. Try has one syllable. Clap and say “try.” Now say happy. Clap hap-py. It has two syllables.
    • How many syllables are in protected?
    • Notice that every syllable has a vowel sound. It has three syllables.
    • Put the long vowel sound of “I” onto the end of these words by writing a Y after the the word parts.
    • -y
    • b, m, tr, fr, dr, sk, wh
    • WH together make one sound. It is not a blend. It just says the W sound.
    • Read each of the words you just wrote.
    • These words each have one syllable.
  3. We’re going to stop there today. On your page today, write ten words from your spelling notebook.

Lesson 51

  1. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -ile  (This says “I.” It is the long sound I. The long sound is when the letter says it’s name.)
    • t, p, f, m, N, wh
    • Notice the vowel-consonant-E.
  4. Read your words after you write them. Why is there a capital N? It’s a name, the name of a river. WH is one sound, just the sound of “W.”
  5. Your special word to practice today is EVERY, every. “Every good thing is from God.”
  6. Practice.
    • Look at the word, every.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  7. Go to our spelling word website. Skip a line or two on your paper.
  8. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 52

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -une  (This is the long vowel sound U, where U says its name, “U.”)
    • t, d
    • Notice the vowel-consonant-E.
  3. Read your words after you write them.
  4. Your next sight word is PUT, out. “Put that down carefully.”
  5. Practice.
    • Look at the word, put. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 53

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ole  (This is the long vowel sound O, where O says its name, “O.”)
    • r, p, s, m, h
  3. Read your words after you write them.
  4. Your next sight word is THINK, think. This is, “Do you think this is a good drawing?”
  5. Practice.
    • Look at the word, think.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 54

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ote  (This is the long vowel sound O, where O says its name, “O.”)
    • r, wr, n
  3. Read your words after you write them. ROTE means repeating something without thinking. You should know your math facts by rote memory. You shouldn’t have to think about it; the answers just come out. WROTE means that you were writing something earlier. Jefferson wrote the Declaration of Independence.
  4. Your next sight word is SOME, some. “I’ll share some of them with you.”
  5. Practice.
    • Look at the word, some.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 55

  1. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ite  (This is the long vowel sound I, where I says its name, “I.”)
    • b, k, l, s
  3. Read your words after you write them. LITE with this spelling means something diet; it has less sugar. SITE with this spelling is a place. It could be a website, or it could be the site where you are going to set up your tent.
  4. Your next sight word is AGAIN, again. “Could you say that again?”
  5. Practice.
    • Look at the word, again.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 56

  1. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -oke  (This is the long vowel sound O, where O says its name, “O.”)
    • j, w, p, C, br, str
    • Are you noticing the silent E at the end? It makes the vowel say its name.
    • Say the blends. Here each sound.
  4. Your special word to practice today is COULD, could. “I’m sure you could do it too.”
  5. Practice.
    • Look at the word, could.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 57

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ise  (This is the long vowel sound I, where I says its name, “I.” Just like with -ose, this S says “Z.” Rose and rise both have the Z sound.)
    • r, w
    • Make sure to read the words.
  3. Your next sight word is AFTER, after. This is, “After lunch we will go on a walk.”
  4. Practice.
    • Look at the word, after. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 58

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -ale    (This is the long vowel sound A, where A says its name, “A.”)
    • m, k, p, t, wh
    • Read each word out loud after you write it. MALE means a man or a boy. PALE means you don’t have a lot of color in your face. TALE means a story.
  3. Your next sight word is UNDER, under. This is, “We ducked under the fence.”
  4. Practice.
    • Look at the word, under.
    • Picture the word.
    • Write the word with your finger.
    • Look at “under.”  The letters are all short letters except the D.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 59

  1. Write the blend and then add on the endings. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ane  (This is the long vowel sound A, where A says its name, “A.”)
    • c, m, l, cr, pl
    • We have a few blends here. Hear the sounds, so you can write the sounds.
    • Read the words. MANE means hair. PLANE is an airplane.
  3. Your next sight word is WHERE, where. “Where are my shoes?”
  4. Practice.
    • Look at the word, where.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 60

  1. Write the blend and then add on the endings. Check out Lesson 1 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ine  (This is the long vowel sound I, where I says its name, “I.”)
    • m, p, sh, v, d, w
  3. Read your words after you write them.
  4. Your next sight word is SAID, said. “She said she would do it.”
  5. Practice.
    • Look at the word, said. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Section 2

Lesson 61  (Materials: index card)

  1. I’ll give you the vowel-sound pattern and beginning and/or end parts to put with it. You will write them together, following the pattern. The lines show the spot where you put the pattern letters.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -oan  (This is the long vowel sound O, where O says its name, “O.”)
    • l, gr, m
    • Say the blend, G-R, GR.
    • Say the words that you wrote today.
  4. Your special word to practice today is ALWAYS, always. “I will always love you.”
  5. Practice.
    • Look at the word, always.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
    • Look at “always.”  The letter L is a tall letter. The letter Y hangs down under the line. The other letters are short letters.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat. This might be a good time to have an index card and use it to cover the words. 
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 62

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    1. -oat (This is the long vowel sound O, where O says its name, “O.”)
    2. b, thr, m, c
    3. Say the blend, TH-R THR.
    4. Say the words that you wrote today.
  3. Your next sight word is BECAUSE, because. “I will be late because of all the traffic.”
  4. Practice.
    • Look at the word, because. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 63

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -oak (This is the long vowel sound O, where O says its name, “O.”)
    • s, cr, cl
    • Make sure to read the words. C-R CR, C-L CL
  3. Your next sight word is UPON, upon. “Once upon a time is how many stories begin.”
  4. Practice.
    • Look at the word, upon.
    • Picture the word.
    • Write the word with your finger.
    • Look at “upon.”  The letter are all short letters, except P hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 64

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -oal (This is the long vowel sound O, where O says its name, “O.”)
    • c, g, f
    • Read the words. FOAL means a baby horse.
  3. Your next sight word is BEEN, been. “Where are my shoes?”
  4. Practice.
    • Look at the word, been.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 65

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -oap (This is the long vowel sound O, where O says its name, “O.”)
    • s
  3. Read your words after you write them.
  4. Your next sight word is WRITE, write. “Write these words carefully to practice their spelling.”
  5. Practice.
    • Look at the word, write. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 66

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    1. -eat (This is the long vowel sound E, where E says its name, “E.”)
    2. b, tr, m, h, s, wh
    3. Say the blend, T-R TR.  WH makes one sound, W.
    4. Say the words that you wrote today. A beat is part of a rhythm.
  3. Your next sight word is BEFORE, before. “Finish your school work before lunch.”
  4. Practice.
    • Look at the word, before. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 67

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ean (This is the long vowel sound E, where E says its name, “E.”)
    • cl, m, b, l
  3. Your next sight word is ANY, any. “Do we have any more syrup?”
  4. Practice.
    • Look at the word, any.
    • Picture the word.
    • Write the word with your finger.
    • Look at “any.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 68

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -eam (This is the long vowel sound E, where E says its name, “E.”)
    • cr, gl, dr, b, s, t
  3. Your next sight word is OR, or. “Do you want pancakes or waffles?”
  4. Practice.
    • Look at the word, or.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 69

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -eal (This is the long vowel sound E, where E says its name, “E.”)
    • s, r, d, m, h
  3. Read your words after you write them. This is heal as in getting better.
  4. Your next sight word is READ, read. “I learned how to read.”
  5. Practice.
    • Look at the word, read. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 70

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ead (This is the long vowel sound E, where E says its name, “E.”)
    • b, r, l
  3. Read your words after you write them.
  4. Your next sight word is VERY, very. “We are very thankful for everything we’ve been given.”
  5. Practice.
    • Look at the word, very. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 71

  1. I’ll give you the vowel-sound pattern and beginning and/or end parts to put with it. You will write them together, following the pattern. The lines show the spot where you put the pattern letters.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -ain  (This is the long vowel sound A, where A says its name, “A.”)
    • g, m, r, p, str, pl, br, dr
    • Say the blends, S-T-R, STR.
    • Say the words that you wrote today. The word plain means ordinary.
  4. Your special word to practice today is THESE, these. “These apples are the best sort.”
  5. Practice.
    • Look at the word, these.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 72

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    1. -ait (This is the long vowel sound A, where A says its name, “A.”)
    2. b, w
    3. Say the words that you wrote today.
  3. Your next sight word is OFF, off. “Turn off the lights when you come upstairs.”
  4. Practice.
    • Look at the word, off. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 73

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ail (This is the long vowel sound A, where A says its name, “A.”)
    • p, m, s, h, f, t
    • Make sure to read the words. Pail is a bucket. Mail is the letters you get. Tail is on the back of a dog.
  3. Your next sight word is WASH, wash. “You need to wash your hands after digging in the mud.”
  4. Practice.
    • Look at the word, wash.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 74

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -air (This is the long vowel sound A, where A says its name, “A.”)
    • f, p, h, l
    • Read the words. Pair means two that go together.
  3. Your next sight word is PULL, pull. “The horse pulls the sleigh.”
  4. Practice.
    • Look at the word, pull.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 75

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -aid (This is the long vowel sound A, where A says its name, “A.”)
    • p, l, m, br, r
  3. Read your words after you write them. This is maid as in a person who is paid to clean.
  4. Your next sight word is WHICH, which. “Which of these do you want?”
  5. Practice.
    • Look at the word, which. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 76

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    1. -eep (This is the long vowel sound E, where E says its name, “E.”)
    2. b, w, p, sl, k, d
    3. Say the words that you wrote today.
  3. Your next sight word is SLEEP, sleep. “Sleep is important.”
  4. Practice.
    • Look at the word, sleep. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 77

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -eel (This is the long vowel sound E, where E says its name, “E.”)
    • h, p, wh
    • Read the words. This is heel as on the back of your foot. This is peel as in what’s on a banana.
  3. Your next sight word is YOUR, your. “Do we have any more syrup?”
  4. Practice.
    • Look at the word, your.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 78

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -eet  (This is the long vowel sound E, where E says its name, “E.”)
    • tw, gr, sw, str, fl, sl
    • Here are some new blends we haven’t used before. T and W each have a sound that get blended into TW. G and R are blended into GR. F and L are blended into FL. Hear each sound, so you know to write each sound.
    • Read each word out loud after you write it. Make sure it says what you expect it to say.
  3. Your next sight word is US, us. “Do you want to come with us?”
  4. Practice.
    • Look at the word, us.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 79

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -eed  (This is the long vowel sound E, where E says its name, “E.”)
    • bl, fr, gr, sp
  3. Say each blend. Read your words after you write them.
  4. Your next sight word is RIGHT, right. “I write with my right hand.”
  5. Practice.
    • Look at the word, right. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 80

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -een (This is the long vowel sound E, where E says its name, “E.”)
    • t, scr, gr, s
  3. SCR says S-C-R, three sounds blended together. Hear them all so that you write them all.
  4. Read your words after you write them.
  5. Your next sight word is GREEN, green. “Evergreen trees keep their green needles all year.”
  6. Practice.
    • Look at the word, green. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  7. Go to our spelling word website. Skip a line or two on your paper.
  8. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 81

  1. I’ll give you the vowel-sound pattern and beginning and/or end parts to put with it. You will write them together, following the pattern. The lines show the spot where you put the pattern letters.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -oe  (This is the long vowel sound O, where O says its name, “O.”)
    • t, M, f, w, h
    • What is the capital letter for? A name!
  4. Your special word to practice today is USE, use. “These use AA batteries.”
  5. Practice.
    • Look at the word, use.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 82

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    1. -ow (This is the long vowel sound O, where O says its name, “O.”)
    2. b, r, m, l
    3. Say the words that you wrote today.
  3. Your next sight word is ITS, its. “Its fur is so soft.”
  4. Practice.
    • Look at the word, its. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 83

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ow (This is the long vowel sound O, where O says its name, “O.”)
    • thr, cr, sl
    • Say the words that you wrote today.
  3. Your next sight word is MANY, many. “We have many trees in our yard.”
  4. Practice.
    • Look at the word, many. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 84

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ue (This is the long vowel sound U, where U says its name, “U.”)
    • bl, tr, s, S
    • Read the words. Sue is a name and something people do to try to force someone in court to make up for something they did wrong.
  3. Your next sight word is PULL, pull. “The horse pulls the sleigh.”
  4. Practice.
    • Look at the word, made.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 85

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ie (This is the long vowel sound I, where I says its name, “I.”)
    • p, l , t, d
  3. Your next sight word is CALL, call. “Call me when you are ready to come home.”
  4. Practice.
    • Look at the word, call. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 86

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -ay  (This says “A.” It is the long sound A. The long sound is when the letter says it’s name.)
    • pl, pr, st, str, cl
    • Say the blends. Hear the two sounds in each of them. It will tell you which letters you need to write!
    • P hangs down under the line. L and T are tall letters.
    • All letters should sit on the line.
  3. Your next sight word is GAVE, gave. “He gave me his favorite ball.”
  4. Practice.
    • Look at the word, gave. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 87

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ool (This is the long vowel sound U, where U says its name without the Y sound in front.)
    • t, p, f, c
  3. Your next sight word is FOUND, found. “Have you found your shoes?”
  4. Practice.
    • Look at the word, found.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 88

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ool (This is the long vowel sound U, where U says its name without the Y sound in front.) We’ll continue with this and use some blends.
    • sch, dr, w
    • Read the words. CH is the K sound when it follows the S. SCH is S-K as a blend.
    • The other blend is D-R, DR.
    • Read each word out loud after you write it. Make sure it says what you expect it to say.
  3. Your next sight word is FAST, fast. “How fast can you skate?”
  4. Practice.
    • Look at the word, fast. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 89

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -oon (This is the long vowel sound U, where U says its name without the Y sound in front.)
    • m, s
  3. Your next sight word is COLD, cold. “It was so cold out yesterday. I could see my breathe.”
  4. Practice.
    • Look at the word, cold. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 90

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -oop (This is the long vowel sound U, where U says its name without the Y sound in front.)
    • sc, h, l, c, st, tr
  3. Read your words after you write them.
  4. Your next sight word is WHO, who. “Who keeps turning out the lights?”
  5. Practice.
    • Look at the word, who. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 91

  1. I’ll give you the vowel-sound pattern and beginning and/or end parts to put with it. You will write them together, following the pattern. The lines show the spot where you put the pattern letters.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -ould
    • w, c, sh
  4. Your special word to practice today is DOES, does. “He does all the work by himself.”
  5. Practice.
    • Look at the word, does.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 92

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    1. -ew (This is the long vowel sound U, where U says its name without the beginning Y sound.)
    2. n, Dr, gr, cr
    3. Say the words that you wrote today. The D is a capital letter because it’s a name.
  3. Your next sight word is AROUND, around. “Look around for my pencil. I dropped it around here somewhere.”
  4. Practice.
    • Look at the word, around. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 93

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ow (This is the long vowel sound O, where O says its name, “O.”)
    • thr, cr, sl
    • Say the words that you wrote today.
  3. Your next sight word is BUY, buy. “Did you buy some more milk?”
  4. Practice.
    • Look at the word, buy. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 94

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -oom (This is the long vowel sound U, where U says its name without the beginning Y sound.)
    • r, bl, b, l, vr
    • A lowercase B is like a uppercase B with the top erased.
  3. Your next sight word is CHILD, child. “Jesus told us to be like a little child.”
  4. Practice.
    • Look at the word, child.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 95

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ar (This is one sound.)
    • c, f, b, t
    • Read the words. They all rhyme.
  3. Your next sight word is THOSE, those. “Those are my favorite.”
  4. Practice.
    • Look at the word, those. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 96

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -arn  (This is AR-N blended together.)
    • b, y, d
    • Y hangs down under the line. D and B are tall letters.
    • All letters should sit on the line.
  3. Your next sight word is WISH, wish. “My wish is for a pony.”
  4. Practice.
    • Look at the word, wish. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 97

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -arm (This is AR-M blended together.)
    • h, f
  3. Your next sight word is WOULD, would. “Would you please help?”
  4. Practice.
    • Look at the word, would.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 98

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -or (This is one sound.)
    • f
  3. Your next sight word is THEIR, their. “Their dog is very friendly.”
  4. Practice.
    • Look at the word, their. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 99

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -oor (This is the same sound as OR.)
    • fl, d, p
  3. Your next sight word is WHY, why. “Why are you sleeping still?”
  4. Practice.
    • Look at the word, why. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 100

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ore (This is the same sound as OR.)
    • m, st
  3. Read your words after you write them.
  4. Your next sight word is DON’T, don’t. “Don’t come in! I’m working on a surprise.”
  5. Practice.
    • Look at the word, don’t. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 101

  1. I’ll give you the vowel-sound pattern and beginning and/or end parts to put with it. You will write them together, following the pattern. The lines show the spot where you put the pattern letters.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -n’t  (This is a contraction for the word not.)
    • wo, ca, do, could
    • Read the words. Won’t means will not. Couldn’t means could not. Don’t means do not.
  4. Your special word to practice today is KIND, kind. “He is a kind man, always nice and helpful.”
  5. Practice.
    • Look at the word, kind.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 102

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    1. -‘s  (This is a contraction for the word is.)
    2. it, she, he
    3. Say the words that you wrote today. The D is a capital letter because it’s a name.
  3. Your next sight word is BOTH, both. “I can’t choose; I want them both.”
  4. Practice.
    • Look at the word, both. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 103

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -‘ll (This is a contraction for the word will.)
    • I, we, you
    • Say the words that you wrote today.
  3. Your next sight word is EIGHT, eight. “When I turned eight, we made a pinata for my birthday.”
  4. Practice.
    • Look at the word, eight. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 104

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -‘re  (This is a contraction for the word are.)
    • they, you, we
    • A lowercase B is like a uppercase B with the top erased.
  3. Your next sight word is WINTER, winter. “Winter is my favorite season because of the snow.”
  4. Practice.
    • Look at the word, winter.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 105

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ve  (This is a contraction for the word have.)
    • we, you, I, should
    • Read the words. Should’ve means should have. We’ve means we have.
  3. Your next sight word is ANOTHER, another. “Do you want to play another game?”
  4. Practice.
    • Look at the word, another. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 106

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -ash (This is the short A sound as in hat.)
    • b, d, g, m, r, c
    • G hangs down under the line. D and B are tall letters.
    • All letters should sit on the line.
    • The SH is one sound.
  3. Your next sight word is SOUND, sound. “He laughs so hard the sound practically shakes the walls.”
  4. Practice.
    • Look at the word, sound. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 107

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ash  (This is the short O sound as in hog.)
    • w, squ
    • -atch  (This is the same sound, like the short O sound as in hog.)
    • w
  3. Your next sight word is ANIMAL, animal. “We sometimes have wild animals in our yard.”
  4. Practice.
    • Look at the word, animal.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 108

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ish
    • w, f
  3. Your next sight word is BETTER, better. “I want to try again. I know I can do better.”
  4. Practice.
    • Look at the word, better. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 109

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ich (This is the short I sound and CH is one sound.)
    • wh, r
  3. Your next sight word is LIGHT, light. “Turn the light on so we can see what we’re doing.”
  4. Practice.
    • Look at the word, light. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 110

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -itch (This is the short I sound and TCH is one sound, the CH sound.)
    • p, d, h, st
  3. Read your words after you write them.
  4. Your next sight word is CAN’T, can’t. “I can’t figure this riddle out.”
  5. Practice.
    • Look at the word, can’t. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 111

  1. I’ll give you the vowel-sound pattern and beginning and/or end parts to put with it. You will write them together, following the pattern. The lines show the spot where you put the pattern letters.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -ing
    • w, r, s, str
  4. Your special word to practice today is YEAR, year. “We celebrate the new year on January first.”
  5. Practice.
    • Look at the word, year.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 112

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    1. -ing
    2. st, br, fl, cl, sl
    3. Say the words that you wrote today. The D is a capital letter because it’s a name.
  3. Your next sight word is EVEN, even. “Give one to everyone so it’s even.”
  4. Practice.
    • Look at the word, even. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 113

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ang
    • b, f, s, g, r
    • Say the words that you wrote today.
  3. Your next sight word is FAMILY, family. “We get together with all the family for Thanksgiving.”
  4. Practice.
    • Look at the word, family. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 114

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ung
    • s, r, l, st
    • A lowercase B is like a uppercase B with the top erased.
  3. Your next sight word is LOUD, loud. “That siren is so loud!”
  4. Practice.
    • Look at the word, loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 115

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ong
    • p, l, g, str
    • Read the words. They all rhyme.
  3. Your next sight word is NEW, new. “My new shoes are stiff and need to be broken in.”
  4. Practice.
    • Look at the word, new. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 116

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -igh
    • h, s
    • All letters should sit on the line.
  3. Your next sight word is ONLY, only. “Only two people showed up to help.”
  4. Practice.
    • Look at the word, only. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 117

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ight
    • l, n, s, br, m
  3. Your next sight word is PLACE, place. “Is this the place where we should meet?”
  4. Practice.
    • Look at the word, place.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 118

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ink
    • w, bl, s, r, p
  3. Your next sight word is TWELVE, twelve. “There were twelve disciples.”
  4. Practice.
    • Look at the word, twelve. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 119

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ank
    • bl, s, r, pl, t
  3. Your next sight word is SAYS, says. “He says this is the best one.”
  4. Practice.
    • Look at the word, says. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 120

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -onk
    • h, b
    • -unk
    • h, b
  3. Read your words after you write them.
  4. Your next sight word is LARGE, large. “We get the large size and then share it.”
  5. Practice.
    • Look at the word, large. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Section 3

Lesson 121  (Materials: Index card)

  1. I’ll give you the vowel-sound pattern and beginning and/or end parts to put with it. You will write them together, following the pattern. The lines show the spot where you put the pattern letters.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -ook  (This is NOT the U sound. This has its own sound as in the word look.)
    • l, b, n, h
  4. Your special word to practice today is EVERYTHING, everything. “I can’t decide which one I want. I want everything!”
  5. Practice.
    • Look at the word, everything.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat. This might be a good time to have an index card and use it to cover the word. 
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 122

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ick
    • s, l, p, k, t
    • Say the words that you wrote today.
  3. Your next sight word is ABOUT, about. “What is this story about?”
  4. Practice.
    • Look at the word, about. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 123

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    1. -ock
    2. cl, d, bl, s, r
    3. Say the words that you wrote today.
  3. Your next sight word is FULL, full. “I’m done dinner; I feel full.”
  4. Practice.
    • Look at the word, full. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 124

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -uck
    • d, cl, y, t
  3. Your next sight word is SEVEN, seven. “There are seven of us all together.”
  4. Practice.
    • Look at the word, seven.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 125

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ack
    • b, p, t, r, tr
    • Read the words. They all rhyme.
  3. Your next sight word is MYSELF, myself. “I am going to do it myself.”
  4. Practice.
    • Look at the word, myself. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 126

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -ome (This is the short U sound like in sum.)
    • c, s
    • All letters should sit on the line.
  3. Your next sight word is CARRY, carry. “I will help you carry the bags.”
  4. Practice.
    • Look at the word, carry. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 127

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -one (This is the short U sound as in bun.)
    • d, n
  3. Your next sight word is LAUGH, laugh. “He is so funny; he always makes me laugh.”
  4. Practice.
    • Look at the word, laugh.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 128

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -art
    • c, st, d, p
  3. Your next sight word is NEVER, never. “I would never do that.”
  4. Practice.
    • Look at the word, never. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 129

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -aw
    • dr, l, p, s
  3. Your next sight word is AWFUL, awful. “I think it tastes awful!”
  4. Practice.
    • Look at the word, awful. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 130

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ey (This is the long sound A.)
    • h, th
  3. Read your words after you write them.
  4. Your next sight word is LARGE, large. “We get the large size and then share it.”
  5. Practice.
    • Look at the word, large. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 131

  1. I’ll give you the vowel-sound pattern and beginning and/or end parts to put with it. You will write them together, following the pattern. The lines show the spot where you put the pattern letters.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -atch  (This is the short A sound as in hat. TCH is one sound.)
    • m, c, h, l, p
  4. Your special word to practice today is SIX, six. “I ate six rasberries.”
  5. Practice.
    • Look at the word, six.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 132

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ind  (This is the long I sound as in hi.)
    • k, m, f, gr, bl
    • Say the words that you wrote today.
  3. Your next sight word is HALF, half. “Let’s divide it in half and share.”
  4. Practice.
    • Look at the word, half. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 133

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ild  (This is the long I sound as in hi.)
    • w, ch, m
    • Say the words that you wrote today.
  3. Your next sight word is OWN, own. “I own the whole collection.”
  4. Practice.
    • Look at the word, own. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 134

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -old  (This is the long O sound as in boat.)
    • c, b, m, t
  3. Your next sight word is HURT, hurt. “My new shoes hurt my feet.”
  4. Practice.
    • Look at the word, hurt.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 135

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -mb  (This is just the M sound, the B is silent.)
    • co, la, du, bo
  3. Your next sight word is DONE, done. “I have worked for so long, but I am done.”
  4. Practice.
    • Look at the word, done. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 136

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -tion (This is the sound “shun.” It’s one syllable.)
    • ac, mo, po, lo
    • All letters should sit on the line.
  3. Your next sight word is HAPPEN, happen. “If you follow the directions in the experiment, a color change should happen.”
  4. Practice.
    • Look at the word, happen. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 137

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -double the letter and add Y  (These are words that are longer than one syllable. If the word is more than one syllable, the Y at the end of the word says E.)
      • Reminder on syllable: A syllable is each part of a word. Fun has one syllable. Clap and say “fun.” Now say funny. Clap fun-ny. It has two syllables. There are five syllables in the word “unbelievable,” un-be-liev-a-ble.
      • Did you notice that each syllable has a vowel sound? Every syllable always has a vowel sound. That knowledge will help your spelling.
    • fun (becomes funny), hap (becomes happy), sil, real, pup
  3. Your next sight word is EVERYONE, everyone. “Everyone needs to come in here to listen to this.”
  4. Practice.
    • Look at the word, everyone.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 138

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ly
    • part, bold, clean, neat
  3. Your next sight word is CHANGE, change. “You need to change your socks; they are soaking wet.”
  4. Practice.
    • Look at the word, change. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 139

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -less
    • fear, care, end, help
  3. Your next sight word is KEPT, kept. “I have kept this shell since our trip to the beach.”
  4. Practice.
    • Look at the word, kept. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 140

  1. Write the blend and then add on the endings. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -er  (This is always its own syllable. When you hear “er” as its own syllable, you know that the R has to come with a vowel. Every syllable has a vowel.)
    • help, bold, great, und, low
  3. Read your words after you write them.
  4. Your next sight word is MONDAY, Monday. “Monday is the day we start school for each week.”
  5. Practice.
    • Look at the word, Monday. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 141

  1. Put the word parts together.
  2. When you write the words, write one on each line. At the very top of the page write the spelling pattern. Under that write a word on each line. Write neatly. The letters should sit on the line. Some letters are “tall” letters, such as h and t. They reach all the way up. All capital letters are tall letters. Some letters are short letters. They just go halfway up. Some letters hang down. The long line hangs down under your writing line, but the rest of the letter sits on the line. Here’s a picture of how the letters are form.
  3. Write the words with the spelling pattern of
    • -ook  (This is NOT the long U sound. This is the sound in book and look.)
    • l, b, t, r, c, h
  4. Your special word to practice today is WORK, work. “I will join you when I finish my work.”
  5. Practice.
    • Look at the word, work.
    • Read it out loud.
    • Say the letters out loud.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word. Picture what letter it starts with. Picture what letter it ends with. Picture the word.
    • Write the word in the air with your finger.
    • Write the word with your finger on the table.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 142

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ow  (This is the sound when you hurt yourself, ow!)
    • c, n, b
    • Say the words that you wrote today. The last one is bow as in bow down before the King.
  3. Your next sight word is MOST, most. “I love it the most!”
  4. Practice.
    • Look at the word, most. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 143

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -own  (This is the sound of hurting yourself.)
    • cr, fr, g
    • Say the words that you wrote today.
  3. Your next sight word is HOUSE, house. “Our house is at the end of the street.”
  4. Practice.
    • Look at the word, house. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 144

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -er  (This is always its own syllable. When you hear “er” as its own syllable, you know that the R has to come with a vowel. Every syllable has a vowel.)
    • This time double the last letter and then add on the ER. Why? So the E doesn’t make the vowel say it’s name.
      • Hopper is a bunny hopping along. A hoper is someone who has hope.
      • The first one should be hotter.
    • hot, thin, big, swim, run, fat
    • Read the words. Hear the two syllables. When you hear that syllable on the end, you know that there is a vowel there. You know you aren’t just writing an R.
  3. Your next sight word is SUMMER, summer. “I like summer because I like to go swimming.”
  4. Practice.
    • Look at the word, summer.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 145

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ing
    • play, throw, kick, read, spell, jump
  3. Your next sight word is CANNOT, cannot. “I cannot figure this out.”
  4. Practice.
    • Look at the word, cannot. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 146

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -ing
    • Double the last letter. The a_vowel pattern makes the vowel say its name. We need to keep the vowels apart!
    • run, swim, hit, beg, chat, chop, dig, drag, get
  3. Your next sight word is ELEVEN, eleven. “We have eleven pets!”
  4. Practice.
    • Look at the word, eleven. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 147

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -s  (Make the words plural by adding an S. Plural means more than one. One book-Two books)
    • book, tool, run, win, part, cow, door, hall, tree, clock
  3. Your next sight word is FRIEND, friend. “Can I have a friend over this afternoon?”
  4. Practice.
    • Look at the word, friend.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 148

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -es  (Make the words plural by adding -ES. Hear the extra syllable this adds onto the end of the word. That’s how you know it is ES and not just S. Every syllable has a vowel.)
    • peach, pitch, box, miss, fix, dress, wish
  3. Your next sight word is THERE, there. “Put them down over there.”
  4. Practice.
    • Look at the word, there. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 149

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ead  (This is the short E sound as in bed.)
    • h, l, d, br, spr
  3. Your next sight word is I’ve. “I’ve always wondered about that!”
  4. Practice.
    • Look at the word, I’ve. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 150

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -th
    • ba, wi
  3. Read your words after you write them.
  4. Your next sight word is GIVE, give. “Would you please give me one to try?”
  5. Practice.
    • Look at the word, give. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 151

  1. Put the word parts together.
  2. Write the words with the spelling pattern of
    • -uy  (This is the long I sound. This is the sound in hi and sigh.)
    • b, g
  3. Your special word to practice today is SHOE, shoe. “I can’t find my other shoe.”
  4. Practice.
    • Look at the word, shoe.
    • Read it. Say it.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 152

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ice  (This is the long I sound and the C has its soft S sound.)
    • n, m, l, r, d
  3. Your next sight word is SECOND, second. “I came in second place!”
  4. Practice.
    • Look at the word, second. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 153

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ace  (This is the long A sound and the C has its soft sound S.)
    • r, m, p, l, f
    • Say the words that you wrote today.
  3. Your next sight word is OUR, our. “Our house is at the end of the street.”
  4. Practice.
    • Look at the word, our. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 154

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -age  (This is the long A sound and the letter G has its sound sound as in George.)
    • c, p, r, w, s
  3. Your next sight word is SISTER, sister. “I have two brothers and one sister.”
  4. Practice.
    • Look at the word, sister.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 155

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ied  (This is the long I sound.)
    • l, cr, tr, d
  3. Your next sight word is COUNT, count. “I can count to a million!”
  4. Practice.
    • Look at the word, count. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 156

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -ied
    • This time take off the Y and then add the ending.
    • try, cry
  3. Your next sight word is ALWAYS, always. “We have eleven pets!”
  4. Practice.
    • Look at the word, always. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 157

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ies  (Make the words plural by taking away the Y and adding an S. Plural means more than one. One book-Two books)
    • baby, lady, city, party, fly
    • Read the words. The I has the same sound as whatever sound the Y made.
  3. Your next sight word is CLIMB, climb. “That looks like a good tree to climb.”
  4. Practice.
    • Look at the word, climb.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 158

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ing  (Take the E off the end of the word and add ING. These words have their long vowel sound. We are NOT adding a double letter. We don’t need to keep the vowels apart.)
    • ride, hide, come, smile, drive
  3. Your next sight word is CAUGHT, caught. “The mouse got caught in the trap.”
  4. Practice.
    • Look at the word, caught. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 159

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ound  (The first word below is hound, as in a hound dog.)
    • h, f, p, m, s
  3. Your next sight word is MOUTH, too. “A bug flew into my mouth!”
  4. Practice.
    • Look at the word, mouth. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 160

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ound  (The last word below will make “around.”)
    • b, gr, ar
    • Which of these words has two syllables?
  3. Read your words after you write them.
  4. Your next sight word is BREAKFAST, breakfast. “Did you eat breakfast yet?”
  5. Practice.
    • Look at the word, breakfast. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 161

  1. Put the word parts together.
  2. Write the words with the spelling pattern of
    • -oil  (This is the word oil. This vowel sound is the vowel sound in joy and boy.)
    • b, c, f
  3. Your special word to practice today is PICNIC, picnic. “Pack up for the picnic.”
  4. Practice.
    • Look at the word, picnic.
    • Read it. Say it.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 162

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -oin  (This is the same vowel sound as in oil.)
    • c, j
  3. Your next sight word is QUEEN, queen. “The queen is married to the king.”
  4. Practice.
    • Look at the word, queen. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 163

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ouse  (This is the “ow” sound when you hurt yourself.)
    • h, m
    • Say the words that you wrote today.
  3. Your next sight word is QUICKLY, quickly. “I want to quickly finish this, so I can do something else.”
  4. Practice.
    • Look at the word, quickly. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 164

    1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
    2. Write the words with the spelling pattern of
      • -outh  (This is the same vowel sound as house.)
      • m, s
    3. Your next sight word is PIECE, piece. “Can I have another piece, please?”
    4. Practice.
      • Look at the word, piece.
      • Picture the word.
      • Write the word with your finger.
    5. Go to our spelling word website.
  1. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 165

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -out  (This is the same vowel sound as in mouth and house.)
    • ab, p, st, tr
  3. Your next sight word is MOVE, move. “Our family is going to move to a new house.”
  4. Practice.
    • Look at the word, move. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 166

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -ount  (This is the same vowel sound as in the word out.)
    • m, c, am, acc
    • Which of these words have two syllables?
  3. Your next sight word is NONE, none. “There are none left.”
  4. Practice.
    • Look at the word, none. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 167

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ck  (This just makes one sound. It comes in the middle or end of a word, never at the beginning.)
    • tri, bri, clo, atta
  3. Your next sight word is CRAZY, crazy. “This is going to sound crazy.”
  4. Practice.
    • Look at the word, crazy.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 168

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • kn-  (This is one sound. The K is silent. This is just the N sound.)
    • ow, ew, ee
  3. Your next sight word is BASKET, basket. “I made ten baskets at practice today.”
  4. Practice.
    • Look at the word, basket. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 169

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • wr-  (This is just the R sound. The W is silent.)
    • ite, ong, ote, ing (as in wring the water out of your sock)
  3. Your next sight word is COLOR, color. “My favorite color is blue.”
  4. Practice.
    • Look at the word, color. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 170

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ign  (This is the long I sound and the G is silent. It could be written INE.)
    • s, ass, res, des, al
    • The word campaign is another one with the silent G.
  3. Read your words after you write them.
  4. Your next sight word is EYES, eyes. “I spy with my two eyes something red!”
  5. Practice.
    • Look at the word, eyes. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  6. Go to our spelling word website. Skip a line or two on your paper.
  7. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 171

  1. Put the word parts together.
  2. Write the words with the spelling pattern of
    • -le  (This is the L sound, but it gets its own syllable.)
    • tab, ab, Bib, padd, unc, eag
    • Read these words out loud. They are all two-syllable words.
  3. Your special word to practice today is AFRAID, afraid. “We were afraid for a minute when the lights went out.”
  4. Practice.
    • Look at the word, afraid.
    • Read it. Say it.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 172

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -al  (This is the L sound. It has its own syllable.)
    • tot, fin, met, tri, loc
    • Read the words. They are each two syllables.
  3. Your next sight word is LOSE, lose. “I knew they would lose the game after they missed that shot.”
  4. Practice.
    • Look at the word, lose. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 173

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ouse  (This is the “ow” sound when you hurt yourself.)
    • h, m
    • Say the words that you wrote today.
  3. Your next sight word is QUICKLY, quickly. “I want to quickly finish this, so I can do something else.”
  4. Practice.
    • Look at the word, quickly. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 174

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • g-  (The G followed by an E or an I sometimes has its soft sound, as in George.)
    • entle, iraffe, erm, iant
    • The G in these words has its soft sound.
  3. Your next sight word is HEART, heart. “I cut out a heart to make a card for my mom.”
  4. Practice.
    • Look at the word, heart.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 175

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • c-  (C followed by an E or an I will usually have its soft sound.)
    • ell, ent, ity, ider
    • Read the words.
  3. Your next sight word is EASY, easy. “This will be easy for me. I got this.”
  4. Practice.
    • Look at the word, easy. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 176

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • -ent
    • w, s, b, Tr
    • g-ent-le-man  Put all those parts together! That uses the soft G followed by an E and the LE that is its own syllable. How many syllables is this word? Three syllables
    • Which of these words have two syllables?
  3. Your next sight word is SLEPT, slept. “We slept through the storm and never heard the thunder.”
  4. Practice.
    • Look at the word, slept. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 177

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -cle  (This is one syllable just like LE is.)
    • cy, bicy, tricy, ici, mira
    • The CY has the soft C sound and the Y is like an I in these words. The second word there is another way to say bike.
  3. Your next sight word is FRONT, front. “This is going to sound crazy.”
  4. Practice.
    • Look at the word, front.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 178

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ea-  (This is the short E sound sometimes. Put it in the middle of the words.)
    • h-d, d-d, d-f, h-vy, br-d
    • Read the words.
  3. Your next sight word is LEAVE, leave. “I will leave the book here so you can read it.”
  4. Practice.
    • Look at the word, leave. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 179

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ie  (This is the long E sound even though it looks like it should say something else!)
    • bel-ve, th-f, p-ce, br-f, cash-r
    • Read the words.
  3. Your next sight word is BEAR, bear. “We saw a bear in the woods.”
  4. Practice.
    • Look at the word, bear. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 180

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -ei  (This is the long E sound just like it looks like it should say. We have a rhyme that says, “I before E except after C.” That’s not always true, but it can help you figure out if you should spell a word IE or EI.)
    • c-ling, rec-ve, w-rd, -ther
    • Read the words out loud. One of these words just has one syllable. Which one?
  3. Your next sight word is TOUCH, touch. “Don’t touch that! It’s hot.”
  4. Practice.
    • Look at the word, touch. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Section 4

Lesson 181

  1. Put the word parts together. The dash shows where to put the word part.
  2. Write the words with the spelling pattern of
    • au  (This is the aw sound, like something is super cute.)
    • -to, c-ght, t-ght
  3. Your special word to practice today is TUESDAY, Tuesday. “I have piano lessons on Tuesdays.”
  4. Practice.
    • Look at the word, Tuesday.
    • Read it. Say it.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 182

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • ou  (This is the aw sound, like you are looking at something adorable.)
      • -ght, b-ght, c-gh
    • Read the words. The last one has a sound we haven’t practiced. The last word is cough, like when you have something in your throat and you make a noise pushing out air to get it out. What sound is that GH making?
    • Did you notice which two letters always follow OU when it’s making this sound?
  3. Your next sight word is WEDNESDAY, Wednesday. “We meet every Wednesday.”
  4. Practice.
    • Look at the word, Wednesday. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 183

  • You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  • Write the words with the spelling pattern of
    • -our  (This is the “or” sound.)
    • y, f, t, p, f-th
    • All of these starting letters are either tall letters or letters that hang down.
    • Say the words that you wrote today. They all rhyme.
  • Your next sight word is VOICE, voice. “You have a beautiful singing voice.”
  • Practice.
    • Look at the word, voice. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  • Go to our spelling word website. Skip a line or two on your paper.
  • Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 184

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • ou  (This is the “ow” sound like when you hurt yourself.)
    • h-r, s-r, l-d, -ch, n-n, c-ch
    • Read the words. They all have the “ow” vowel sound.
  3. Your next sight word is YOUNG, young. “When I was young, we didn’t have all the gadgets that kids have today.”
  4. Practice.
    • Look at the word, young.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 185

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • ou  (This is the “ow” sound like when you hurt yourself.)
    • c-nt, pr-d, sh-t, cl-d, ar-nd, gr-nd
    • Read the words. They all have the “ow” vowel sound.
  3. Your next sight word is TOWN, town. “I live in a small town.”
  4. Practice.
    • Look at the word, town Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 186

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • ou  (This is the long U sound, where U says its name.)
    • y-, s-p, y-th, c-gar, gr-p
    • Read the words.
  3. Your next sight word is YOU’RE, you’re. “You’re the first one to arrive.”
  4. Practice.
    • Look at the word, you’re. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 187

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • ou  (This is the long O sound, where it says its name.)
    • th-gh, alth-gh, thor-gh, d-gh
    • What two letters always follow O-U when it makes this sound?
  3. Your next sight word is MERRY, merry. “Merry Christmas!”
  4. Practice.
    • Look at the word, merry.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 188

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • ou  (This is the short U sound this time. That’s the sound in the middle of words like bug and run.)
    • t-ch, t-gh, r-gh, d-ble, c-sin
    • Read the words. Here we see the G-H making the F sound again.
  3. Your next sight word is TROUBLE, trouble. “I don’t want to get into trouble.”
  4. Practice.
    • Look at the word, trouble. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 189

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • -dge  (This is one sound, the soft G sound as in George.)
    • ju, fu, ri, e, we
    • Read the words.
  3. Your next sight word is SUIT, suit. “I need to iron my suit before the show.”
  4. Practice.
    • Look at the word, suit. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 190

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • dge (This is the same sound.)
    • do-s, bu-t, nu-d, ba-r, ga-t
    • Read the words out loud. One of these words just has one syllable. Which one?
  3. Your next sight word is I’LL, I’ll. “I’ll be the first in line. I can’t wait!”
  4. Practice.
    • Look at the word, I’ll. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 191

  1. Put the word parts together. The dash shows where to put the word part.
  2. Write the words with the spelling pattern of
    • ir  (This is the “er” sound.)
    • b-d, ch-p, f-m, g-l, sh-t
  3. Your special word to practice today is DIRTY, dirty. “Your clothes are so dirty. What have you been doing?”
  4. Practice.
    • Look at the word, dirty.
    • Read it. Say it.
      • Did you do it?
      • Make sure to say the letters out loud with your voice.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down.
    • Write the words on a line towards the bottom of the page.
    • Cover it over with your hand or a piece of paper. Click “Again” and when it disappears, write it.  Repeat.
    • Leave a big space between each word. Tap your paper two times with a jump to help you leave a space.
    • When it says Next, get ready to start on a new line for a new word. Click “Next” and get started following the same process.

Lesson 192

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • ir  (This is the “er” sound.)
      • c-cus, st-r, f-st, squ-t, tw-l
    • The first word is a C followed by an I, so it has it’s soft S sound. The second C has the hard K sound. The S-Q-U is one sound. T-W is also one sound. It’s a blend we haven’t seen yet.
    • Did you notice which two letters always follow OU when it’s making this sound?
  3. Your next sight word is THROUGH, through. “We need to drive through the tunnel to get to the other side of the mountain.”
  4. Practice.
    • Look at the word, through. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 193

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • ur  (This is the “er” sound.)
    • c-b, b-p, bl-t, h-l, c-l, t-n
    • Say the words that you wrote today.
  3. Your next sight word is BUILDING, building. “I made a lego building.”
  4. Practice.
    • Look at the word, building. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 194

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • ur  (This is the “er” sound.)
    • sp-t, sl-p, b-nt, b-st, c-ve, f-rther
    • Say the words that you wrote today.
  3. Your next sight word is SURE, sure. “I am sure that this is the right direction.”
  4. Practice.
    • Look at the word, sure.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 195

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • ur  (This is the “er” sound.)
    • hamb-ger, t-tle, st-dy, ret-n, dist-b, p-pose
    • Say the words that you wrote today.
  3. Your next sight word is SUPPOSE, suppose. “I suppose he’ll want some too.”
  4. Practice.
    • Look at the word, suppose. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 196

  1. You will write the spelling pattern with the parts given using lowercase letters. Use the beginning blend given. Then add on the endings provided.
  2. Write the words with the spelling pattern of
    • er
    • h-, v-b, ov-, socc-, G-man, s-v-
    • There are tons of words that end in E-R. An “er” at the end of the word is like E-R.
  3. Your next sight word is THOUGHT, thought. “I thought this was the best way to do it.”
  4. Practice.
    • Look at the word, thought. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 197

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • er
    • p-son, obs-ve, s-vice, v-sion, av-age, c-tain
    • Read the words. How many syllables do they each have?  (Answer: two)
  3. Your next sight word is PEOPLE, people. “There are so many people here for the concert.”
  4. Practice.
    • Look at the word, people.
    • Picture the word.
    • Write the word with your finger.
    • Look at “your.”  The letter are all short letters, except Y hangs below the line.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 198

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • air  (This is the long A sound this time. That’s where A says it’s name. This follows the rule that when two vowels are together, the first one says it’s name.)
    • re-, ch-, d-y, p-ing, gl-ing, desp-
    • Read the words. Here we see the G-H making the F sound again.
  3. Your next sight word is QUESTION, question. “May I ask you a question?”
  4. Practice.
    • Look at the word, question. Picture the word. Write the word with your finger.
  5. Go to our spelling word website.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 199

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • ph  (This is the F sound.)
    • -one, -oto, gra-, Ral-, or-an, ne-ew
    • Read the words. Why is there a capital R in the one word? (Answer: It is a name.)
  3. Your next sight word is COUNTRY, country. “We live out in the country on a farm.”
  4. Practice.
    • Look at the word, country. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Lesson 200

  1. You will write the spelling pattern with the parts given using lowercase letters. Check out Lesson 61 if you need a reminder of how to do these lessons.
  2. Write the words with the spelling pattern of
    • gh (We saw this in some other words, but today we’ll give it attention.)
    • tou-, cou-, enou-, photogra-, rou-ly, lau-ter
    • Read the words.
    • How many syllables is in photography? Note that’s a little different than the word you wrote.  (Answer: four)
  3. Your next sight word is HUNDRED, hundred. “On the hundredth day of school we jumped rope a hundred times.”
  4. Practice.
    • Look at the word, hundred. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  5. Go to our spelling word website. Skip a line or two on your paper.
  6. Each time it shows you the word, wait until it disappears and then write it down, leaving a space between each word. When you get a new word, start a new line on your paper.

Note: add r to bake, time, etc. judge, judging