Spelling

Spelling Placement Test

Jump to  Section 2   Section 3   Section 4   Section 5   Section 6

Course Description:

This course is not intended for everyone, just for those who are struggling with spelling. There are six levels corresponding roughly to grade levels. Each level has sixty lessons. Doing three levels is a full 180-day course. You can use the placement test to see where your child might need to start. Each day works on a phonics pattern, so it might be very helpful to a child really struggling to just start on a simple level. Each day they are given a phonics pattern to practice and a sight word. They will practice some past sight words as well. Here is the full list of the spelling words.

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 formed.
  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  (Material: index card)
Lesson 1  

  1. Parents: There is a placement test if you are interested.
  2. 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.
  3. You are going to need a spelling notebook. Write neatly. Space out your words. Label your pages.
  4. 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.
  5. 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.
  6. I’ll give you the pattern and the first letter to use it with and you write them together, following the pattern.
  7. 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.
  8. 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 formed.
  9. Got it? Why don’t we start there.
  10. 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!
  11. Hint: A lowercase b faces the same way as a capital B. It’s like a capital B with the top part erased.
  12. 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.
  13. Your first sight word is THE, the.
  14. 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.
  15. 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!
  16. Go to our spelling word website.
  17. 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.
  18. 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. Write S-P-I-N, but use lowercase letters!
  4. Your next sight word is ARE, are. This is, “We are friends. These are my things.”
  5. 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.
  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 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
  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 formed.
  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
    • -ill  (You’ve done this before. But there are lots that we could write!)
    • f, d, s, m, st
    • ST is a blend. Say S. Say T. Say ST. You will write still.
  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 formed.
  4. Write the words with the spelling pattern of
    • -ot
    • r, c, p, d, g, h, l, 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, h, c, m, st, dr
  4. ST is a blend. Say S. Say T. Say ST.
  5. DR is a blend. Say D. Say R. Say DR.
  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 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.
  8. Read your words after you write them.
  9. Your next sight word is FILL, fill. “Can you fill the dog’s water bowl, please?”
  10. Practice.
    • Look at the word, fill. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  11. Go to our spelling word website. Skip a line or two on your paper.
  12. 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, p, 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 formed.
  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 and rot. 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
  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 formed.
  4. Write the words with the spelling pattern of
    • -ut
    • h, j, sh, str
    • J is a letter that hangs down under the line. H is a tall letter.
    • 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.
    • 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, gl, 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, saw. “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 formed.
  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.
  4. Your next sight word is BLUE, blue. “Blue is my favorite color.”
  5. Practice.
    • Look at the word, blue.
    • Read it out loud.
    • Say the letters out loud.
    • 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 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 formed.
  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
    • 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 formed.
  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. Your special word to practice today is BY, by. “Come and sit by me.”
  4. Practice.
    • Look at the word, by. 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 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 makes 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, n
  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. Your next sight word is READY, ready. “I am ready to go.”
  4. Practice.
    • Look at the word, ready.
    • 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 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 formed.
  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, sc
    • 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 formed.
  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 its 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. Your next sight word is SKY, sky. “The sky is so blue today with no clouds.”
  4. Practice.
    • Look at the word, sky.
    • 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 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 formed.
  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, put. “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 formed.
  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 formed.
  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 have you been?”
  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 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 formed.
  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
    • -eep (This is the long vowel sound E, where E says its name, “E.”)
    • b, w, p, sl, k, d
    • 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 formed.
  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.
  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 breath.”
  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 formed.
  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.
  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 still sleeping?”
  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 formed.
  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.
  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 formed.
  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.
  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.
  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 formed.
  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.
  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 formed.
  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.
    • 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.
  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, old, low
    • Read your words after you write them. These are all adjectives. When we add the E-R, we are making them comparative adjectives. They are comparing two things, such as I am older than you.
  3. Your next sight word is MONDAY, Monday. “Monday is the day we start school for each week.”
  4. Practice.
    • Look at the word, Monday. 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 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 formed.
  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.
    • 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, all
    • 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, d, cl
    • 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 word below should be hotter.
    • hot, thin, big, fat, slim
    • Read the words; they are all comparative adjectives. 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.
  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.
    • Then say the letters out loud.
    • 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.
    • 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 always eat our broccoli.”
  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.
  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. The O-U says “ow” like you hurt yourself.)
    • h, f, p, m, s
  3. Your next sight word is MOUTH, mouth. “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.” The O-U makes the “ow” sound like you hurt yourself.)
    • 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.
    • Then say the letters out loud.
    • 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.
    • 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, the “ow” sound.)
      • 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. This is the “ow” sound like you hurt yourself.)
    • ab, p, st, tr, sh
  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.
  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.
    • Then say the letters out loud.
    • 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.
    • Click “Again” and when it disappears, write it.  Repeat.
    • Are you leaving a nice space between the words?
    • 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
    • -ouch  (This is the “ow” sound when you hurt yourself.)
    • ouch is it’s own word, c, p, gr-y, sl, cr
    • Say the words that you wrote today.
  3. Your next sight word is DRAW, draw. “I wish I could draw as well as her. It looks so real!”
  4. Practice.
    • Look at the word, draw. 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. “I like playing in the front yard.”
  4. Practice.
    • Look at the word, front.
    • 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 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  (Materials: Index Card)

  1. Put the word parts together. The dash shows where to put the word part. Check out Lesson 61 if you need a reminder of how to do these lessons.
  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.
    • Then say the letters out loud.
    • 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.
    • Click “Again” and when it disappears, write it.  Repeat.
    • Leave a space between each word.
    • 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.
    • You can use the index card to cover up the words you’ve already written, so you aren’t just copying.

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.
  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.
    • Then say the letters out loud.
    • 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.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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 its 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.
  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-, rou-ly, lau-ter
    • Read the words.
  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.

Lesson 201

  1. Put the word parts together. The dash shows where to put the word part.
  2. Write the words with the spelling pattern of
    • qu  (This U does NOT make one of its vowel sounds. Q and U almost always go together. If you write Q, write U after it. It gives the Q its “qw” sound.)
    • -ite, -it, -ickly, -ake, -iz, -iver
    • Read your words after you’ve written them. The last one is pronounced with a short I sound even though it has that E there. It rhymes with “river.” Two of the words have two syllables. Which ones?
  3. Your special word to practice today is WHISPER, whisper. “Please whisper. Your sister is sleeping.”
  4. Practice.
    • Look at the word, whisper.
    • Read it. Say it.
    • Then say the letters out loud.
    • 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.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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 202

  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
    • qu  (This U does NOT make one of its vowel sounds. Q and U almost always go together. If you write Q, write U after it. It gives the Q its “qw” sound.)
    • -est, -aint, -arter, -ality, -arrel, -irky
  3. Your next sight word is WHILE, while. “While I finish clearing the table, would you please put the dishes in the dishwasher?”
  4. Practice.
    • Look at the word, while. 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 203

  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
    • gu  (This is also a silent U.)
      • -ard, -ilty, -itar, -inea pig, -ess
    • Say the words that you wrote today.
  3. Your next sight word is STRAIGHT, straight. “You are almost there, just keep heading straight.”
  4. Practice.
    • Look at the word, straight. 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 204

  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
    • gu  (This is also a silent U.)
      •  idance, -arantee, -ide, -est, -y
    • Say the words that you wrote today.
  3. Your next sight word is REMEMBER, remember. “I remember that day like it was yesterday.”
  4. Practice.
    • Look at the word, remember.
    • 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 205

  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
    • -uy  (This is the long I sound.)
    • b, g
    • Say the words that you wrote today.
  3. Your next sight word is ELSE, else. “What else can I get for you?”
  4. Practice.
    • Look at the word, else. 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 206

  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
    • -ye  (This is also the long I sound.)
    • e, b, g, d, r
    • These words all rhyme! And they all rhyme with the words from Day 205.
  3. Your next sight word is EDGE, edge. “Please be careful and stay back from the edge.”
  4. Practice.
    • Look at the word, edge. 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 207

  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
    • ui  (This is the long U sound, which is what it should be! When it is with the G or the Q, then the U is silent. But here, it is doing its job as the first vowel in a pair and saying its name.)
    • j-ce, s-t, fr-t, fr-tcake, spaces-t
    • Read the words. How many syllables do they each have?  (Answers: one, one, one, two, two)
  3. Your next sight word is EARLY, early. “We are going to be leaving very early tomorrow morning.”
  4. Practice.
    • Look at the word, early.
    • 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 208

  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
    • ui  (This is the long U sound again. This time the I is not going to be silent. It will have its short-vowel sound.)
    • fl-d, r-ns, gen-ne
    • Read the words. The last one has its short I sound even though there is a silent E.
  3. Your next sight word is BROUGHT, brought. “I brought some cookies to share.”
  4. Practice.
    • Look at the word, brought. 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 209

  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
    • -ine  (This is the short I sound like at the end of genuine, as if the silent E wasn’t there.)
    • adrenal-, genu-, hero-, femin-, mascul-
  3. Your next sight word is KNIFE, knife. “Can you bring a knife over to cut the bread?”
  4. Practice.
    • Look at the word, knife. 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 210

  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
    • un- (This is what we call a prefix. Something we fix onto a word at the beginning. This prefix means NOT, or the opposite. We can do something or undo something and take it back. Since it is a prefix, it will go onto the front of the word.)
    • -tie, -cut, -bend, -seal, -mask, -stoppable
    • Read the words.
    • How many syllables is in the last word? (Answer: un-stop-pa-ble, 4)
  3. Your next sight word is ENOUGH, enough. “I think we have more than enough for everyone.”
  4. Practice.
    • Look at the word, enough. 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 211

  1. Put the word parts together. The dash shows where to put the word part.
  2. Write the words with the spelling pattern of
    • ea  (This is the long A sound.)
    • b-r, gr-t, br-k, st-k, p-r, w-r, t-r
    • Read your words after you’ve written them.
  3. Your special word to practice today is STATION, station. “The train pulled into the station.”
  4. Practice.
    • Look at the word, station.
    • Read it. Say it.
    • Then say the letters out loud.
    • 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.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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 212

  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
    • -oy  (This is the sound at the end of boy.)
    • b, t, R, s, all, depl
  3. Your next sight word is WORLD, world. “God has the whole world in His hands.”
  4. Practice.
    • Look at the word, world. 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 213

  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
    • a  (This is the short O sound.)
      • w-nt, w-sh, w-ater, w-llet, sw-mp, w-tch
    • Say the words that you wrote today. What letter does the A always come after when it makes this sound?
  3. Your next sight word is NOTHING, nothing. “I brought nothing with me.”
  4. Practice.
    • Look at the word, nothing. 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 214

  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
    • or   (This time we’ll put it not just at the end of a word.)
    •  st-y, -bit, gl-y, aff-d, h-se, -phan, f-mat
    • Say the words that you wrote today.
  3. Your next sight word is SOUP, soup. “My family loves to eat lentil soup.”
  4. Practice.
    • Look at the word, soup.
    • 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 215

  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
    • -ity  (This is the short I sound followed by the long E sound for the letter Y.)
    • grav-, clar-, ident-, san-, qual-, simplic-
    • Say the words that you wrote today. The last one has a soft C sound (“S”) because it is followed by an I.
  3. Your next sight word is FIELD, field. “Let’s go over to the field to play soccer.”
  4. Practice.
    • Look at the word, field. 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 216

  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
    • -ous  (This sound like the word “us.”)
    • fam-, delici-, spaci-, danger-, anxi-, cauti-
    • Apart from some exceptions, the ones that have the letter I there are words with a C. The letter I gives it its soft sound, “SH.”
  3. Your next sight word is AIRPLANE, airplane. “I have never flown in an airplane.”
  4. Practice.
    • Look at the word, airplane. 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 217

  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
    • -ious  (This is two sounds, long E and the word “us.”)
    • obv-, cur-, fur-, nefar-, var-, ser-
    • Read the words. How many syllables do they each have?  (Answers: three, except for nefarious, which has four)
  3. Your next sight word is ADDRESS, address. “Give me your address so I can send you a card.”
  4. Practice.
    • Look at the word, address.
    • 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 218

  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 the long A sound, as in the word “very.”)
    • m-ry, v-y, inh-it, st-eo, sh-iff
    • Read the words.
  3. Your next sight word is AGAINST, against. “I am against this. I think it’s a horrible idea.”
  4. Practice.
    • Look at the word, against. 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 219

  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 the long A sound, as in the word “very.”)
    • v-ify, t-ritory, gen-ic, t-rible, ch-ry
    • Read the words.
  3. Your next sight word is GROCERIES, groceries. “Could you please help me bring in the groceries and put them away?”
  4. Practice.
    • Look at the word, groceries. 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 220

  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
    • -d (Let’s add D onto the end of verbs to make them past tense. When a word has the vowel-consonant-silent E pattern, we just need to add a D.)
    • bake, care, share, dare, hire
    • Read the words.
    • Did adding the D add a syllable? (Answer: No, because we didn’t add a vowel. Every syllable must have a vowel.)
  3. Your next sight word is EITHER, either. “We want to play either Monopoly or Clue.”
  4. Practice.
    • Look at the word, either. 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 221

  1. Put the word parts together. The dash shows where to put the word part.
  2. Write the words with the spelling pattern of
    • -d (Let’s add D onto the end of verbs to make them past tense. When a word has the vowel-consonant-silent E pattern, we just need to add a D.)
    • require, scare, inspire, cure, stare
    • Read your words after you’ve written them.
  3. Your special word to practice today is DELIVER, deliver. “Help me deliver this present.”
  4. Practice.
    • Look at the word, deliver.
    • Read it. Say it.
    • Then say the letters out loud.
    • 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.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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 222

  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
    • -r  (We’re going to put this onto the end of complete words, turning words like time into timer. It turns a word into someone or something that does something such as dive becoming diver.)
    • time, dive, lone, game, use, move
  3. Your next sight word is EXCEPT, except. “I like all of these flavors except for coffee.”
  4. Practice.
    • Look at the word, except. 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 223

  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 used to turn a word into a person or thing that does something, such as box into boxer and dry into dryer. These words don’t have E on the end already, so we add the E.)
    • box, sing, farm, sell, work, hunt
    • Read the words. They are all people. These words are all nouns.
  3. Your next sight word is GENTLE, gentle. “He is so gentle with the animals.”
  4. Practice.
    • Look at the word, gentle. 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 224

  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 time we’ll put a double letter before the E-R. Why? We need to keep the vowels apart to keep the first vowel from saying its name. We’ve done this before. This time we’ll focus just on words that describe what someone or something does.)
    •  drum, run, swim
    • Say the words that you wrote today. These are all nouns. They are people.
  3. Your next sight word is FRUIT, fruit. “Bananas, apples, and oranges are my favorite fruits.”
  4. Practice.
    • Look at the word, fruit.
    • 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 225

  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
    • -ive  (This is the short I sound.)
    • g, act, detect, defens, posit, l
    • Say the words that you wrote today. The last one can be read two ways. It can be the short I sound or the long I sound. What are the words? However, give only has the short I sound.
  3. Your next sight word is DANGER, danger. “There’s a sign warning of danger ahead!”
  4. Practice.
    • Look at the word, danger. 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 226

  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
    • -ance  (The Letter E is silent, but it gives the C its soft S sound.)
    • d, gl, ch, import, dist, bal
    • Apart from some exceptions, the ones that have the letter I there are words with a C. The letter I gives it its soft sound, “S.”
  3. Your next sight word is COVER, cover. “Cover the food so the ants don’t get in.”
  4. Practice.
    • Look at the word, cover. 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 227

  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
    • -ed  (Let’s make words past tense by adding E-D. These words don’t already have E at the end.)
    • fix, mark, fail, sign, smash, guard
    • Read the words. Only the last one gets an extra syllable when it is pronounced.
  3. Your next sight word is DAMAGE, damage. “The storm didn’t really cause any damage.”
  4. Practice.
    • Look at the word, damage.
    • 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 228

  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
    • -dent
    • stu, ro, acci, presi, confi
    • Read the words. How many syllables do they have? Each syllable chunk must have a vowel. (Answer: two, two, three, three, three)
  3. Your next sight word is HONEY, honey. “Bears like to eat honey.”
  4. Practice.
    • Look at the word, honey. 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 229

  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
    • -ure (This is pronounced with an ER/OR sound.)
    • s, p, nat, fig, fail, feat
    • Read the words.
  3. Your next sight word is COUPLE, couple. “I have a couple of suggestions for you.”
  4. Practice.
    • Look at the word, couple. 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 230

  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
    • -sure (This is the same ER sound.)
    • trea, clo, mea, plea
    • Read the words. Do you hear that the S has a different sound?
  3. Your next sight word is HOUR, hour. “We still have another hour to drive before we get there.”
  4. Practice.
    • Look at the word, hour. 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 231

  1. Put the word parts together. The dash shows where to put the word part.
  2. Write the words with the spelling pattern of
    • y  (This Y has the short I sound.)
    • m-th, g-m, c-linder, m-stery, Eg-pt, ph-sical
  3. Your special word to practice today is MEANT, meant. “I had meant to tell you, but I kept forgetting.”
  4. Practice.
    • Look at the word, meant.
    • Read it. Say it.
    • Then say the letters out loud.
    • 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.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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 232

  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
    • -ify (This is the short I sound and the letter Y has the long I sound. This breaks the rule that a Y at the end of a word with more than one syllable has the E sound.)
    • not, ver, un, mod, qual, glor
  3. This vowel spelling patterns you just use in forms of the word beauty.
  4. Your special word to practice today is WHETHER, whether. “I don’t know whether or not I’ll be able to go.”
  5. Practice.
    • Look at the word, whether. 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 233

  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
    • beau- (These vowels together say the long U sound. This is pronounced as B-You blended.)
    • -ty, -tiful, -tify, -tification
    • Say the words that you wrote today. This vowel spelling pattern of “eau” that says the long U sound is just used in forms of the word beauty.
  3. Your next sight word is POLICE, police. “The police catch people who break the law.”
  4. Practice.
    • Look at the word, police. 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 234

  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
    • -eau  (This time it has the long O sound. These are words English got from the French and they kept their spelling.)
    •  plat, bur, chat
    • Say the words that you wrote today. Do you know what they mean? You could search up pictures if you don’t. Or ask someone!
  3. Your next sight word is WRIST, wrist. “I wear a watch on my wrist.”
  4. Practice.
    • Look at the word, wrist.
    • 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 235

  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
    • ch  (This says “K.”)
    • te-, me-anic, -emistry, s-ool, s-olarship, s-eme
    • Say the words that you wrote today. The last one has a CH that says “K.”
  3. Your next sight word is SPECIAL, special. “I am trying to think of something special to do for my mom.”
  4. Practice.
    • Look at the word, special. 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 236

  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
    • -cian  (This says “shun.”)
    • magi, musi, physi, politi, techni
    • Say the words that you wrote today. The last one has a CH that says “K.
  3. Your next sight word is MACHINE, machine. “The invention of the sewing machine changed the world.”
  4. Practice.
    • Look at the word, machine. 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 237

  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
    • -sion  (This is the “shun” sound. Some have the soft G sound in place of the SH. Can you hear the different sound of the ending between mansion and version?)
    • fu, vi, ver, mis, man, ero
    • Read the words. How many syllables do they each have?  (Answers: two and the last three)
  3. Your next sight word is WEIGHT, weight. “My suitcase was over the weight limit, so I had to pay a fine.”
  4. Practice.
    • Look at the word, weight.
    • 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 238

  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
    • -ant  (When we say this ending, sometimes we pronounce it so that it sounds like “ent.” Say these words exaggerating the “ant” sound, like the insect, to help you remember how they are spelled.)
    • pend, abund, inf, vac, mut
    • Read the words.
  3. Your next sight word is NEIGHBOR, neighbor. “We have a very friendly neighbor.”
  4. Practice.
    • Look at the word, neighbor. 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 239

  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
    • -t (This is added onto words sometimes to make them past tense.)
    • dream, burn, deal, leap
    • Read the words. The last two change vowel sounds. The long E sound turns into a short E sound even though the letters stay the same.
  3. Your next sight word is KNEEL, kneel. “The front row needs to kneel down so we can see those in the back.”
  4. Practice.
    • Look at the word, kneel. 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 240

  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
    • -t (This replaces the last letter to make the verb past tense. Example: bend, bent)
    • NOTE: If there is a double E, take one out. Sleep becomes slept.
    • sleep, bend, creep, feel, build, lend, spend
    • Read the words.
    • Did adding the T add a syllable? (Answer: No, because we didn’t add a vowel. Every syllable must have a vowel.)
  3. Your next sight word is WRITTEN, written. “I have written you a long letter by hand.”
  4. Practice.
    • Look at the word, written. 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 5  (Material: index card)

Lesson 241

  1. Your special word to practice today is FAVORITE, favorite. “This is my favorite color.”
  2.  Practice.
    • Look at the word, favorite.
    • Read it. Say it.
    • Then say the letters out loud.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  6. -or-
    • coral/moral
    • northern
    • worth
    • border
  7. -ite  (This is a short I sound in these words like in favorite.)
    • opposite
    • definite
    • exquisite

Lesson 242

  1. Your special word to practice today is NECESSARY, necessary. “I think it is still necessary to hold onto these. I think we will need them.”
  2. Practice.
    • Look at the word, necessary. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -ary  (This sounds like “air”y in necessary. That’s how it will be in these words too.)
    • scary
    • library
    • ordinary
    • military
  6. -cess-
    • excesses
    • processed
    • recess

Lesson 243

  1. Your next sight word is IDEA, idea. “I have a great idea.”
  2. Practice.
    • Look at the word, idea. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -ea (This is two sounds.)
    • area
    • nausea
    • cornea  (science word – the part of your eyeball people put a contact on)

Lesson 244

  1. Your next sight word is EQUAL, equal. “Two plus two is equal to four.”
  2. Practice.
    • Look at the word, equal. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -al
    • journal
    • mural
    • vocal
    • pedal
    • final
    • total
    • sandal

Lesson 245

  1. Your next sight word is LENGTH, length. “The length is the measurement along the long side.”
  2. Practice.
    • Look at the word, length. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -ngth
    • strength
    • wavelength

Lesson 246

  1. Your next sight word is JOURNEY, journey. “They embarked on a long journey.”
  2. Practice.
    • Look at the word, journey. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -ney
    • honey
    • money
    • attorney
    • chimney
    • kidney

Lesson 247

  1. Your next sight word is COUNTRY, country. “Have you ever traveled outside of the country?”
  2. Practice.
    • Look at the word, country. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ou-  (This is the short U sound.)
    • touch
    • double
    • mucous
    • couple
    • famous

Lesson 248

  1. Your next sight word is ENERGY, energy. “I don’t have any more energy left.”
  2. Practice.
    • Look at the word, energy. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -gy  (This sounds like saying the name of the letter G.)
    • edgy
    • spongy
    • biology
    • apology
  6. -er-
    • person
    • mystery
    • poverty
    • battery
    • nervous

Lesson 249

  1. Your next sight word is DETERMINE, determine. “The wise men determined when the star appeared in the sky.”
  2. Practice.
    • Look at the word, determine. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ine  (This is the short I sound, “in.”)
    • engine
    • machine
    • vaccine
    • imagine
  6. -de
    • decay
    • deduce
    • delete
    • depart

Lesson 250

  1. Your next sight word is EXCEPT, except. “I like every kind of animal except snakes.”
  2. Practice.
    • Look at the word, except. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -cept  (This is the soft C sound, “S.”)
    • accept
    • concept
    • intercept
    • reception

Lesson 251

  1. Your special word to practice today is FOUGHT, fought. “They fought like cats and dogs.”
  2.  Practice.
    • Look at the word, fought.
    • Read it. Say it.
    • Then say the letters out loud.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write these other words with the same spelling pattern as fought.
  6. -ought  (The O-U is sounding like “aw” like something is cute.)
    • bought
    • thought
    • ought

Lesson 252

  1. Your special word to practice today is MOUNTAIN, mountain. “God can move mountains.”
  2. Practice.
    • Look at the word, mountain. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -ain  (This is the short I sound.)
    • curtain
    • captain
    • uncertain
    • bargain
    • villain
  6. -oun-
    • founder
    • announce

Lesson 253

  1. Your next sight word is NEITHER, neither. “I will neither confirm nor deny that.”
  2. Practice.
    • Look at the word, neither. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ei (This is the long E sound.)
    • perceive
    • deceive
    • receive
    • receipt
    • conceit

Lesson 254

  1. Your next sight word is MILLION, million. “I have a million questions!”
  2. Practice.
    • Look at the word, million. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ion  (These all have the same ending sound as million.)
    • onion
    • minion
    • division
    • reunion
    • version
    • decision

Lesson 255

  1. Your next sight word is DISAPPOINT, disappoint. “I don’t want to disappoint my mom.”
  2. Practice.
    • Look at the word, disappoint. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write these other words with the same spelling patterns.
  5. -oint  (This is the same sound as in disappoint, “oy.”)
    • point
    • joint
  6. -oi-
    • moist
    • choice
    • voice
    • noise
    • spoiled

Lesson 256

  1. Your next sight word is USUALLY, usually. “We are usually on time, but we ran into traffic today.”
  2. Practice.
    • Look at the word, usually. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -ual   (This is two syllables. Something like “equal” has U-A-L as one syllable. The words I list in each of these lessons always has the same sound as in the sight word for the day.)
    • visual
    • actually
    • manual
    • casual
    • virtual
    • factual

Lesson 257

  1. Your next sight word is RISING, rising. “The sun is rising over the horizon.”
  2. Practice.
    • Look at the word, rising. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ing  (The E drops from rise, and the I takes the place making the vowel say its name.)
    • give – giving
    • hide – hiding
    • come – coming
    • love – loving
    • spy – spied

Lesson 258

  1. Your next sight word is STOMACH, stomach. “My stomach is so full.”
  2. Practice.
    • Look at the word, stomach. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ch  (This is the K sound.)
    • echo
    • chorus
    • ache
    • architect
    • chemistry
    • chaos
    • character

Lesson 259

  1. Your next sight word is SINCERELY, sincerely. “She really was sincerely sorry.”
  2. Practice.
    • Look at the word, sincerely. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -cer-  (This sounds like “sear.”)
    • insincere
    • cereal

Lesson 260

  1. Your next sight word is SCHEDULE, schedule. “I like to keep on schedule.”
  2. Practice.
    • Look at the word, schedule. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ule  (Schedule has the ch “K” sound like we just practiced on Lesson 258. We’re practicing a different part this time.)
    • ridicule
    • molecule
    • overrule
    • minuscule

Lesson 261

  1. Your special word to practice today is POISON, poison. “Breakfast is the most important meal of the day. Unless it was poison. Then the antidote is the most important.” (From AGT)
  2.  Practice.
    • Look at the word, poison.
    • Read it. Say it.
    • Then say the letters out loud.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write these other words with the same spelling pattern. Think about what you are writing and why it is spelled that way.
  6. -oi  (This is the same sound we practiced in disappoint.)
    • pointy
    • toilet
    • rejoice
    • moisture
    • void
  7. -son
    • person
    • reason
    • lesson

Lesson 262

  1. Your special word to practice today is SECTION, section. “We sat in the nose-bleed section.”
  2. Practice.
    • Look at the word, section. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -tion  (This says “shun.”)
    • option
    • emotional
    • auction
    • elevation
    • demolition
    • adoption
    • reflection
    • dedication

Lesson 263

  1. Your next sight word is RHYTHM, rhythm. “He has great rhythm. He really feels the music.”
  2. Practice.
    • Look at the word, rhythm. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -thm
    • algorithm
  6. rh-
    • rhinestones
    • rhinoceros
    • rhyme  (This Y has the long I sound. That E acts as a silent E giving it its long-vowel sound.)
  7. -y-  (This is the short I sound as it is used in rhythm.)
    • system
    • oxygen
    • symbol
    • syrup

Lesson 264

  1. Your next sight word is LANGUAGE, language. “I am able to speak several languages.”
  2. Practice.
    • Look at the word, language. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -age (This does not sound like the word “age.” Listen to it. It has a short I sound.)
    • marriage
    • carriage
    • manage
    • savage
    • image
    • voyage
    • damage
    • bandage

Lesson 265

  1. Your next sight word is DAUGHTER, daughter. “I have one daughter and two sons.”
  2. Practice.
    • Look at the word, daughter. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write these other words with the same spelling patterns.
  5. -augh  (This is the “aw” sound.)
    • caught
    • slaughter
    • distraught
    • fraught (fraught with danger)
    • taught
  6. -au-  (This is the same “aw” sound.)
    • fault
    • launch
    • laundry

Lesson 266

  1. Your next sight word is PHRASE, phrase. “I hear that phrase all the time, but I don’t know what it means.”
  2. Practice.
    • Look at the word, phrase. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -ph-  (The P-H is the F sound.)
    • phony
    • photograph
    • telegraphic
    • phase
    • physics
    • Joseph
    • sphere
    • trophy

Lesson 267

  1. Your next sight word is PRODUCE, produce. “This factory will produce a million units this year.”
  2. Practice.
    • Look at the word, produce. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -uce  (This C, followed by an E, will produce its soft S sound. The U has a long-vowel sound. This is the sound “ooss.”)
    • introduce
    • spruce
    • reduce
  6. pro-  (This has the long-O sound in produce. So these words will have the same.)
    • provision
    • provide
    • professor
    • prolong
    • prologue

Lesson 268

  1. Your next sight word is SURROUND, surround. “We’ll surround the castle and then we’ll attack.”
  2. Practice.
    • Look at the word, surround. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -sur  (This is “sir.”)
    • surprisingly
    • surveillance
    • surrender
    • survive
    • surgeon
    • surfboard
    • surface
    • survey

Lesson 269

  1. Your next sight word is CIRCLE, circle. “She can draw a perfectly round circle.”
  2. Practice.
    • Look at the word, circle. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -cle  (This is the hard C sound.)
    • motorcycle
    • chronicle
    • uncle
    • obstacle
    • tentacle
    • particle
    • article
    • vehicle

Lesson 270

  1. Your next sight word is SOLVE, solve. “I like to solve puzzles.”
  2. Practice.
    • Look at the word, solve. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -olve (That is a silent E that does nothing really.)
    • dissolve
    • involvement
    • resolved
    • revolver
    • evolve

Lesson 271

  1. Your special word to practice today is UNKNOWN, unknown. “It is unknown what’s in a large part of the ocean. It has never been explored.”
  2.  Practice.
    • Look at the word, unknown.
    • Read it. Say it.
      • Did you do it?
      • 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.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write these other words with the same spelling pattern. Think about what you are writing and why it is spelled that way.
  6. -kn  (This is a silent k.)
    • knock
    • knot
    • knight
    • knuckle
    • knit
    • knob
    • knives
    • knead

Lesson 272

  1. Your special word to practice today is SOAR, soar. “We watched an eagle soaring way above our heads.”
  2. Practice.
    • Look at the word, soar. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -oar (This is “or.”)
    • keyboard
    • scoreboard
    • hoarding
    • coarse
    • roaring
    • boar
    • oars

Lesson 273

  1. Your next sight word is DELICIOUS, delicious. “That dessert was delicious.”
  2. Practice.
    • Look at the word, delicious. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -cious
    • precious
    • spacious
    • gracious
    • vicious
    • malicious
    • ferocious
    • conscious
    • suspicious

Lesson 274

  1. Your next sight word is ARRANGE, arrange. “Arrange all these pieces in order.”
  2. Practice.
    • Look at the word, arrange. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ange
    • angel
    • dangerous
    • exchange
    • changing  (The E drops on any of these verbs to add ING.)
    • unchangeable
    • tangerine
    • stranger
    • rearrangement

Lesson 275

  1. Your next sight word is MAYOR, mayor. “He was elected mayor of the town.”
  2. Practice.
    • Look at the word, mayor. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write these other words with the same spelling patterns.
  5. -or
    • flavor
    • honor
    • vapor
    • labor
    • color
    • odor
    • factor
    • editor

Lesson 276

  1. Your next sight word is TREASURE, treasure. “My son likes to dig in the yard for buried treasure.”
  2. Practice.
    • Look at the word, treasure. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -sure  (These words all have this same sound. Ensure, for example, has the S saying “SH,” which is not the same as it is used in treasure.)
    • measure
    • leisure
    • closure
    • composure
  6. -rea  (This is the short E sound.)
    • bread
    • read
    • threat
    • spread

Lesson 277

  1. Your next sight word is BRUISE, bruise. “I have a bad bruise from when I slid down the stairs.”
  2. Practice.
    • Look at the word, bruise. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -uise   (This is the long U sound and a Z sound for the letter S.)
    • cruise
  6. -ui  (This is the long U sound.)
    • swimsuit
    • fruit
    • alleluia
    • juices
    • nuisance

Lesson 278

  1. Your next sight word is WEIRD, weird. “Something really weird happened to me today.”
  2. Practice.
    • Look at the word, weird. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ei  (This is the long E sound.)
    • seize
    • either
    • leisure
    • conceit  (The above are exceptions. Usually, we say “I before E except after C.” Here are “C” words.)
    • ceiling
    • deceive
    • perceive
    • receipt
    • receive

Lesson 279

  1. Your next sight word is CONTINUED, continued. “The rain continued all night long.”
  2. Practice.
    • Look at the word, continued. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ue  (This says “you.”)
    • value  (becomes valuable)
    • issue
    • venue  (revenue)
    • rescue
    • barbeque
  6. -con
    • constant
    • construct
    • contact

Lesson 280

  1. Your next sight word is TUNNEL, tunnel. “I like driving through tunnels.”
  2. Practice.
    • Look at the word, tunnel. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -el
    • novelty
    • channel
    • counsel
    • label
    • pretzel
    • caramel
    • cancel
    • barrel

Lesson 281

  1. Your special word to practice today is REGION, region. “This region is mostly known for its farmland.”
  2.  Practice.
    • Look at the word, region.
    • Read it. Say it.
      • Did you do it?
      • 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.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write these other words with the same spelling pattern. Think about what you are writing and why it is spelled that way.
  6. -gion  (This is one syllable. The G followed by the I usually has its soft sound like it does here.)
    • legion
    • religion
    • contagion
    • regionals
  7. -re
    • reflect
    • repellent
    • retrieve
    • resemble

Lesson 282

  1. Your special word to practice today is VARIOUS, various. “We have various stations set up for people to learn about all the different things we do here at our ministry.”
  2. Practice.
    • Look at the word, various. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ious
    • hilarious
    • delirious
    • precious
    • furiously
    • gracious
    • anxious
    • envious
  6. var-
    • varied

Lesson 283

  1. Your next sight word is CLIMBED, climbed. “We climbed to the peak yesterday.”
  2. Practice.
    • Look at the word, climbed. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -mb
    • combed
    • lamb
    • dumb
    • limbs
    • tomb
    • numb
    • bombed
    • womb

Lesson 284

  1. Your next sight word is DESSERT, dessert. “They always want seconds of dessert.”
  2. Practice.
    • Look at the word, dessert. Picture the word. Write the word with your finger.
    • The clue to know that dessert has two SS is that you want more dessert. Desert, that dry place, just has one S. You don’t want more of that.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -sert  (The S has a Z sound.)
    • desertion
    • deserting
  6. -ert
    • exert
    • advertise
    • expert
    • alerted
  7. -de
    • decision
    • determined

Lesson 285

  1. Your next sight word is AMENDMENT, amendment. “We have amendments to our Constitution, changes we’ve made.”
  2. Practice.
    • Look at the word, amendment. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write these other words with the same spelling patterns.
  5. -ment
    • moment
    • mental
    • momentum
    • monumental
    • ornamental
    • payment
    • argument
    • segment

Lesson 286

  1. Your next sight word is TYPE, type. “I learned to type when I had chicken pox and needed to keep my fingers busy.”
  2. Practice.
    • Look at the word, type. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -y-  (This is the long I sound.)
    • by, my
    • defy
    • hype
    • rely
    • deny
    • dying
    • occupy
    • hybrid

Lesson 287

  1. Your next sight word is PROCESS, process. “The process of making silk was a secret for a long time.”
  2. Practice.
    • Look at the word, process. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -cess   (This is C followed by E giving it the soft S sound.)
    • successor
    • excess
    • princess
    • accessed
    • necessary
    • recession
    • accessible
    • recess

Lesson 288

  1. Your next sight word is WARN, warn. “I need to warn you that it’s going to be really loud.”
  2. Practice.
    • Look at the word, warn. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ar  (This doesn’t sound like “barn.” This is the “or” sound.)
    • warm
    • war
    • wardrobe
    • warning

Lesson 289

  1. Your next sight word is FUTURE, future. “The future begins in just a second.”
  2. Practice.
    • Look at the word, future. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ture  (This says “cher.”)
    • nature
    • capture
    • gesture
    • posture
    • adventure
    • mature
    • fixture
    • culture

Lesson 290

  1. Your next sight word is SOUTHERN, southern. “She has a southern accent.”
  2. Practice.
    • Look at the word, southern. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ou (This is the short U sound.)
    • young
    • rough
    • country
  6. -ern
    • modern
    • government
    • internal
    • cavernous
    • eternal

Lesson 291

  1. Your special word to practice today is HEIGHT, height. “Its height is impressive, the tallest tree I’ve ever seen in person.”
  2.  Practice.
    • Look at the word, height.
    • Read it. Say it.
      • Did you do it?
      • 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.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write these other words with the same spelling pattern. Think about what you are writing and why it is spelled that way.
  6. -eight  (This is a long I sound.)
    • sleight
    • heighten
    • (This can have the long A sound as in the number 8 and the words weight and freight.)
  7. -ight  (This is the long I sound.)
    • frightened
    • tighten
    • delight
    • slightly

Lesson 292

  1. Your special word to practice today is IMAGINE, imagine. “I want you to imagine that you are sitting on the beach right now.”
  2. Practice.
    • Look at the word, imagine. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ine (This word ends with the “in” sound, the short I sound.)
    • urine
    • routine
    • examine
    • cuisine
  6. -im
    • improve
    • impact
    • impose
    • imply

Lesson 293

  1. Your next sight word is CALVES, calves. “The baby calves are so sweet.”
  2. Practice.
    • Look at the word, calves. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ves
    • wife, wives
    • thief, thieves
    • wolf, wolves
    • shelf, shelves
    • knife, knives
    • calf, calves
    • leaf, leaves

Lesson 294

  1. Your next sight word is SIGNAL, signal. “They forgot to signal before they turned.”
  2. Practice.
    • Look at the word, signal. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -nal
    • personal
    • original
    • national
    • external
    • optional
    • terminal
    • finalist
    • seasonal

Lesson 295

  1. Your next sight word is WOUND, wound. “He got a deep wound when he fell from his bike.”
  2. Practice.
    • Look at the word, wound. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write these other words with the same spelling patterns.
  5. -ou  (This is the long U sound.)
    • acoustics
    • group
    • coupon
    • cougar
    • youth
    • soup
    • you

Lesson 296

  1. Your next sight word is PARAGRAPH, paragraph. “Make sure the paragraph you write starts with an introduction.”
  2. Practice.
    • Look at the word, paragraph. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -ph (This is the F sound.)
    • geography
    • triumph
    • nephew
    • orphan
    • graphic
  6. -para
    • parable
    • parallel
    • paranoid

Lesson 297

  1. Your next sight word is OBSERVE, observe. “I am watching the plant each day. I want to observe its growth.”
  2. Practice.
    • Look at the word, observe. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -serve  (This is “zerve.”)
    • deserve
    • reserve
    • preserve
  6. -ser (This is “zer.”)
    • composer
    • users
    • pleaser
    • miserable
    • cleanser

Lesson 298

  1. Your next sight word is WONDERFUL, wonderful. “What a wonderful day it is for a picnic.”
  2. Practice.
    • Look at the word, wonderful. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -on  (This sounds like “un.”)
    • lion
    • done
    • wagon
    • money
    • confusion
    • condemn
    • control
    • frontier

Lesson 299

  1. Your next sight word is SYLLABLE, syllable. “There is only one syllable in the word hi.”
  2. Practice.
    • Look at the word, syllable. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -y  (This is the short I sound.)
    • mystery
    • lyric
    • typical
    • crystal
  6. -ble
    • noble
    • cable
    • tumble
    • lovable

Lesson 300

  1. Your next sight word is PLEASANT, pleasant. “I had a pleasant walk this afternoon in the cool air.”
  2. Practice.
    • Look at the word, pleasant. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -sant  (“This sounds like “zint.”)
    • peasant
    • pheasant
  6. -ant
    • distant
    • servant
    • vacant
    • occupant
    • vigilant

Section 6

Lesson 301  (Materials: Index Card)

  1. Your special word to practice today is AUDIENCE, audience. “We were in the audience the last night of the show.”
  2.  Practice.
    • Look at the word, audience.
    • Read it. Say it.
    • Then say the letters out loud.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  6. -au  (This is an “aw” sound for the A-U.)
    • faucet
    • vault
    • caution
    • autumn
  7. -ience
    • obedience
    • experience
    • convenience
    • inexperience

Lesson 302

  1. Your special word to practice today is ECHOES, echoes. “This canyon echoes.”
  2. Practice.
    • Look at the word, echoes. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -oes  (Echo is the singular. Echoes is the plural.)
    • potato/potatoes
    • tomato/tomatoes
    • hero/heroes
    • domino/dominoes

Lesson 303

  1. Your next sight word is IGNORE, ignore. “I have to ignore everything else and just focus to get my work done.”
  2. Practice.
    • Look at the word, ignore. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ore (This is the “or” sound.)
    • before
    • shoreline
    • drugstore
    • therefore
    • explore
    • restore
    • boredom
    • adore

Lesson 304

  1. Your next sight word is BELIEF, belief. “I have a belief in God’s word that keeps me from fear.”
  2. Practice.
    • Look at the word, belief. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ie  (This is the long E sound.)
    • relieved
    • grief
    • yield
    • fierce
    • niece
    • thief
    • piece
    • field
    • plurals (cities, babies)
    • endings (cutie, oldie)

Lesson 305

  1. Your next sight word is SCISSORS, scissors. “I need to cut this out. Can you find me a pair of scissors?”
  2. Practice.
    • Look at the word, scissors. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write some other words with the same spelling patterns.
  5. -sc  (This just makes one sound, “S.”)
    • science
    • scenery
    • muscle
    • visceral
    • disciple
  6. -sors (This sounds like “zers.”)
    • visors
    • advisor
    • supervisor

Lesson 306

  1. Your next sight word is WHO’S, who’s. “Who’s going to come along?”
  2. Practice.
    • Look at the word, who’s. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -Homophones
    • who’s, whose (who is, I don’t know whose this is.)
    • then, than (next, comparing)
    • idle, idol (not doing anything, a false god)
    • weather, whether (rain and sun and such, don’t know whether we should go this way or that)
    • accept, except (I can’t accept your offer, I like them all except this one)
    • affect, effect (verb, noun)
    • you’re, your (you are, belongs to you)
    • compliment, complement (say something nice, goes nicely with something)

Lesson 307

  1. Your next sight word is PERSUADE, persuade. “Can I persuade you to change your mind?”
  2. Practice.
    • Look at the word, persuade. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -su  (This sounds like “sw.”)
    • suite
    • persuasion
    • suave
  6. -per
    • perseverance
    • perspiration
    • perfection
    • personality
    • performance

Lesson 308

  1. Your next sight word is SEPARATELY, separately. “They should work together instead of separately.”
  2. Practice.
    • Look at the word, separately. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -par  (When you write separate, say it “par” not “per” so you know how to spell it.)
    • inseparable
    • incomparable
    • particular
    • separation
    • leopard
    • preparation
    • parole

Lesson 309

  1. Your next sight word is CRISIS, crisis. “There was a minor crisis when the pipe burst, but we got it fixed and everything cleaned up.”
  2. Practice.
    • Look at the word, crisis. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -is  (This is the short I sound, but not the word “is.” It has the S sound, not Z.)
    • basis
    • metropolis
    • paralysis
    • tennis
    • thesis
    • analysis
    • emphasis
    • diagnosis

Lesson 310

  1. Your next sight word is RESCUE, rescue. “God rescues us out of this world.”
  2. Practice.
    • Look at the word, rescue. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ue  (This is the long U sound.)
    • true
    • argue
    • value
    • issue
    • virtue
    • statue
    • avenue
    • revenue

Lesson 311

  1. Your special word to practice today is MIXTURE, mixture. “A mixture is when two substances are combined but each maintains its chemical identity.”
  2.  Practice.
    • Look at the word, mixture.
    • Read it. Say it.
    • Then say the letters out loud.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  6. -ure  (This sounds like “er.”)
    • scripture
    • measure
    • exposure
    • pressure
    • picture
    • texture
    • feature
    • pleasure

Lesson 312

  1. Your special word to practice today is INJURY, injury. “His injury wasn’t severe, just a little cut.”
  2. Practice.
    • Look at the word, injury. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ury
    • luxury
    • century
    • mercury
    • treasury
    • perjury
  6. -in
    • independence
    • interested
    • inspection

Lesson 313

  1. Your next sight word is FREIGHT, freight. “The freight truck takes cargo clear across the country.”
  2. Practice.
    • Look at the word, freight. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -eight (This is the long A sound.)
    • weight
    • eighteenth
    • eightieth
  6. -ei  (This is the long A sound.)
    • veil
    • reign
    • vein
    • beige
    • weigh

Lesson 314

  1. Your next sight word is CANYON, canyon. “The river runs through the length of the canyon floor.”
  2. Practice.
    • Look at the word, canyon. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -yon
    • crayon
    • rayon
    • bayonet
    • beyond
    • mayonnaise
    • Yonkers

Lesson 315

  1. Your next sight word is VISION, vision. “I have a vision of how I want to rearrange the room to make it better.”
  2. Practice.
    • Look at the word, vision. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write some other words with the same spelling patterns.
  5. -sion
    • session
    • compression
    • illusionist
    • discussion
    • cohesion
    • provision
    • invasion
    • decision

Lesson 316

  1. Your next sight word is REDUCE, reduce. “I want to reduce the amount of sugar I eat.”
  2. Practice.
    • Look at the word, reduce. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -uce  (The C followed by an E is the soft S sound. This is -oos.)
    • introduce
    • reproduce
    • producer
    • truce
    • deduce
    • reduce
  6. -uc (same sound with ING replacing E)
    • introducing
    • producing

Lesson 317

  1. Your next sight word is HYPHEN, hyphen. “You put a hyphen in the middle of a word when you break it up over two lines.”
  2. Practice.
    • Look at the word, hyphen. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -yph  (This is the long I and F sounds.)
    • cypher
    • typhoon
  6. -y  (This is the long I sound.)
    • identify
    • multiply
    • magnify
    • imply
  7. -phen
    • phenomenal
    • phenomenon

Lesson 318

  1. Your next sight word is MUSICIAN, musician. “He is a very talented musician, playing many sorts of instruments.”
  2. Practice.
    • Look at the word, musician. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -cian
    • pediatrician
    • statistician
    • beautician
  6. -musi
    • musicality (lots of music words)
  7. -si (This has a Z sound.)
    • business
    • resident
    • imposing
    • feasible

Lesson 319

  1. Your next sight word is DISASTROUS, disastrous. “The show was disastrous. Once the set crashed to the stage, it was all downhill from there.”
  2. Practice.
    • Look at the word, disastrous. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -trous  (This is the short I sound, “in.”)
    • monstrous
    • idolatrous
    • ambidextrous
  6. -rous
    • generous
    • wondrous
    • rigorous
    • humorous
    • ambidextrous

Lesson 320

  1. Your next sight word is REHEARSE, rehearse. “We rehearse every day for the show.”
  2. Practice.
    • Look at the word, rehearse. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -hear  (This is short E sound, sounding like her.)
    • unheard, overheard
    • rehearsal
    • rehearsing
  6. -se (This is just the S sound. It is a silent E. The E makes S says S instead of Z. Think cars, ears, with a Z sound at the end. This has an S sound at the end.)
    • else
    • remorse
    • expanse
    • horse
    • suspense

Lesson 321  

  1. Your special word to practice today is DESCENDANT, descendant. “I am a descendant of my grandfather.”
  2.  Practice.
    • Look at the word, descendant.
    • Read it. Say it.
    • Then say the letters out loud.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  6. -scen  (This says “sen.”)
    • condescend
    • transcend
    • effervescent
    • adolescent
    • reminiscent
    • ascend
    • scent
    • descending

Lesson 322

  1. Your special word to practice today is PRINCIPAL, principal. “The principal of a school is the person in charge.”
  2. Practice.
    • Look at the word, principal. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -pal  (Echo is the singular. Echoes is the plural.)
    • municipal
  6. -al
    • personal
    • rural
    • nautical
    • minimal
  7. -cip
    • anticipation
    • participate
    • unprincipled
  8. principal/principle  – Your school “principal” is your “pal,” ends in P-A-L. The other type of principle is a rule or belief you live by. These are homophones, words that sound alike but are spelled differently. Homo means same, and phone means sound.

Lesson 323

  1. Your next sight word is SPONGE, sponge. “Rinse the sponge after you use it and wring it out.”
  2. Practice.
    • Look at the word, sponge. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -nge (This has the soft G sound. That’s the role the E plays. Without the E, this word would rhyme with pong.)
    • angel
    • ginger
    • lounge
    • range
    • singe
    • orange
    • arrange
    • revenge

Lesson 324

  1. Your next sight word is ENCYLOPEDIA, encyclopedia. “We used to have two sets of encyclopedias. If someone has encyclopedic knowledge, they seem to know a lot about things.”
  2. Practice.
    • Look at the word, encyclopedia. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -cy (This is the long I sound.)
    • cycle
    • cyborg
    • recycle
    • cyberspace
  6. -ia (This is “EE – uh.”)
    • media
    • trivia
    • amnesia
    • hysteria

Lesson 325

  1. Your next sight word is LEAGUE, league. “I joined a bowling league.”
  2. Practice.
    • Look at the word, league. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write some other words with the same spelling patterns.
  5. -gue
    • vague
    • guest
    • plague
    • fatigue
    • dialogue
    • intrigue
    • epilogue
    • colleague

Lesson 326

  1. Your next sight word is SPAGHETTI, spaghetti. “Kids love to eat spaghetti.”
  2. Practice.
    • Look at the word, spaghetti. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -gh (This is not the F sound. It has the hard G sound.)
    • ghostwriter
    • Afghanistan
  6. -ti
    • yeti
    • graffiti
    • confetti
    • biscotti
    • manicotti
  7. -sp
    • spectacular

Lesson 327

  1. Your next sight word is COOPERATION, cooperation. “We worked together with a lot of cooperation from everyone.”
  2. Practice.
    • Look at the word, cooperation. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -oop  (This sounds like “coh-op.” It is two syllables. The first O has a long O sound and the second has the short O sound. You won’t find this in any other word as far as I know, just versions of this one.)
    • cooperate
    • uncooperative
  6. -peration
    • operational
    • desperation
    • recuperation
    • exasperation
  7. -ation
    • communication
    • documentation

Lesson 328

  1. Your next sight word is NOVEL, novel. “His novel was based on a really novel idea.”
  2. Practice.
    • Look at the word, novel. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -el
    • squirrel
    • multilevel
    • personnel  (employees)
    • pixel
    • apparel
    • quarrel
    • flannel
    • shrivel

Lesson 329

  1. Your next sight word is THOUSAND, thousand. “It seemed like there were a thousand questions after the meeting.”
  2. Practice.
    • Look at the word, thousand. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ou  (This is the “ow” sound.)
    • scrounge
    • slouch
    • trounce
    • spouse
    • ounce
    • bounce
    • shroud
    • council

Lesson 330

  1. Your next sight word is GAZE, gaze. “It is easy to gaze at the falling snow.”
  2. Practice.
    • Look at the word, gaze. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -aze
    • emblaze
    • brazen
    • glaze
    • hazel
    • amazed
    • razer
  6. E replaced by I
    • amazing
    • craziest

Lesson 331

  1. Your special word to practice today is RESOURCES, resources. “Our country is rich in natural resources.”
  2.  Practice.
    • Look at the word, resources.
    • Read it. Say it.
    • Then say the letters out loud.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  6. -rce
    • coerce
    • enforce
    • fiercely
    • pierced
    • commerce
    • mercenary
  7. -our  (This says the “or” sound.)
    • court
    • course

Lesson 332

  1. Your special word to practice today is WRINKLE, wrinkle. “There is a wrinkle in my shirt that I can’t get out.”
  2. Practice.
    • Look at the word, wrinkle. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -wr
    • written
    • wrongful
    • wristband
    • wrestling
    • wriggled
    • wreath
    • wreck
  6. -kle
    • buckle
    • sprinkle

Lesson 333

  1. Your next sight word is ELECTRICITY, electricity. “The electricity was out for ten hours.”
  2. Practice.
    • Look at the word, electricity. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -city
    • capacity
    • velocity
    • toxicity
    • tenacity
    • veracity
    • scarcity
    • atrocity
    • ferocity

Lesson 334

  1. Your next sight word is REQUIREMENT, requirement. “There is a height requirement for this ride.”
  2. Practice.
    • Look at the word, requirement. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -quire
    • squire
    • acquire
    • inquire
  6. -ire
    • inspire
    • retirement
    • conspire
    • tiresome
  7. -requi
    • requisition

Lesson 335

  1. Your next sight word is VAIN, vain. “He’s so vain that he has to look in the mirror every time he walks past.”
  2. Practice.
    • Look at the word, vain. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write some other words with the same spelling patterns.
  5. -ain
    • brainpower
    • remaining
    • detain
    • drained
    • faintly
    • domain
    • attain
    • distain

Lesson 336

  1. Your next sight word is ESPECIALLY, especially. “I especially want to thank my mom for her advice.”
  2. Practice.
    • Look at the word, especially. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -cial  (This is how it sounds like in especially, or special.)
    • socialism
    • commercial
    • specialism
    • financial
    • racial
    • officially
    • glacial
    • sacrificial

Lesson 337

  1. Your next sight word is INVOLVE, involve. “You put a hyphen in the middle of a word when you break it up over two lines.”
  2. Practice.
    • Look at the word, involve. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -lve
    • halve
    • salve
    • delve
    • devolve
    • resolve
    • twelve
    • revolver
    • dissolve

Lesson 338

  1. Your next sight word is SHAMPOO, shampoo. “People used to oil their hair, now they shampoo their hair to get out the oil.”
  2. Practice.
    • Look at the word, shampoo. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -oo  (These all have the same sound as in shampoo.)
    • restroom
    • teaspoon
    • kangaroo
    • smoothie
    • rootless
    • proof
    • loosen
    • reboot

Lesson 339

  1. Your next sight word is JUDGMENT, judgment. “He used good judgment.” Practice.
    • Look at the word, judgment. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  2. Go to our spelling word website. Continue until it says all done.
  3. Write some other words with the same spelling patterns.
  4. -gment (Judge has an E. It loses it to become judgment. More and more people spell it with the E and over time it’s becoming more accepted. Languages grow and change!)
    • judge
    • argue
    • argument
    • segment
    • fragmented
    • pigmentation
    • acknowledgment

Lesson 340

  1. Your next sight word is CALENDAR, calendar. “Write the time of the meeting on the calendar so we don’t forget.”
  2. Practice.
    • Look at the word, calendar. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -dar  (Pronounce it “dar” rhymes with car instead of “der,” at least when you are writing it, so that you spell it correctly. While you’re at it, make sure to say “len” and not “lin.”)
    • cedar
    • cheddar
  6. -len
    • excellent
    • prevalent
    • violent
    • virulent
    • opulence
    • silence

Lesson 341

  1. Your special word to practice today is ANCIENT, ancient. “The ancient ruins show us a hint of what used to be.”
  2.  Practice.
    • Look at the word, ancient.
    • Read it. Say it.
    • Then say the letters out loud.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  6. -cient  (I can’t find another word where this says “chent.” These words say “shent.”)
    • efficient
    • coefficient
    • deficient
    • sufficient
    • insufficient
    • omniscient
  7. -anc  (Even thought the A is alone, it says its name, A.)
    • anchor
    • Anchorage (most populous city in Alaska)

Lesson 342

  1. Your special word to practice today is PENGUIN, penguin. “The penguin is a popular animal because of TV and movies.”
  2. Practice.
    • Look at the word, penguin. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -gui  (This says “gwi.”)
    • linguistics
    • extinguish
    • distinguish
    • anguish
    • languish
    • linguine (The I says “e” here. The I in foreign words sounds like E.)
    • languid

Lesson 343

  1. Your next sight word is VACUUM, vacuum. “We are always getting things stuck in the vacuum after they get sucked up while we’re cleaning.”
  2. Practice.
    • Look at the word, vacuum. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -uum (This is one syllable.)
    • continuum  (This is two syllables.)
  6. I can’t find other similar words. Words starting with “vac” don’t typically have the same sound. Words ending with “um” say “um” instead of “oom” like this one.
  7. So here are words with an unusual double vowel. OO and EE are normal double vowels. Let’s look at II and AA.
    • skiing
    • graffitiing
    • safariing
    • taxiing
    • aardvark
    • bazaar
    • salaam

Lesson 344

  1. Your next sight word is IMPROVEMENT, improvement. “We saw a great improvement in her playing after she dedicated the summer to practicing.”
  2. Practice.
    • Look at the word, improvement. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ment
    • appointment
    • nourishment
    • entertainment
    • compartment
    • contentment
    • discernment
    • management
    • investment

Lesson 345-

  1. Your next sight word is LIQUID, liquid. “Ice turns into a liquid once its temperature is over zero degrees Celsius.”
  2. Practice.
    • Look at the word, liquid. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write some other words with the same spelling patterns.
  5. -quid
    • squid
  6. -qui
    • tranquil
    • quizzical
    • vanquish
    • equilibrium
    • equivalent
    • exquisite
    • inequity

Lesson 346

  1. Your next sight word is SUCCESS, success. “Our bake sale was a great success.”
  2. Practice.
    • Look at the word, success. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -ccess
    • accessibility
    • accessorizing
    • unsuccessfully
    • access
  6. -cc (These don’t have the same hard C, soft C as success.)
    • accurate
    • occur
    • soccer
    • occupy
    • accusingly

Lesson 347

  1. Your next sight word is KNOWLEDGE, knowledge. “We have knowledge of God’s word.”
  2. Practice.
    • Look at the word, knowledge. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -edge
    • acknowledgement
    • straitedge
    • pledge
    • hedge
    • wedged
    • ledge
  6. -kno
    • unknowable
    • knockoff

Lesson 348

  1. Your next sight word is STRENGTH, strength. “Strength in weakness is God’s gift to His people.”
  2. Practice.
    • Look at the word, strength. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ngth
    • lengthen
    • strengthen
  6. -eng (These don’t have the same sound. The G is not silent.)
    • engineering
    • English
    • challenging
    • vengeful
    • disengage
    • scavengers

Lesson 349

  1. Your next sight word is CURIOUS, curious. “I am curious to learn more.”
  2. Practice.
    • Look at the word, curious. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ious  (In the word curious, this is two syllables.)
    • devious
    • envious
    • previous
    • spurious
    • glorious
    • furious
    • dubious
    • serious

Lesson 350

  1. Your next sight word is SAILOR, sailor. “I wanted to be a sailor when I grow up because I love boats.”
  2. Practice.
    • Look at the word, sailor. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -lor
    • tailoring
    • watercolor
    • explore
    • floral
    • counselor
    • deplorable
    • valor
    • settlor

Lesson 351

  1. Your special word to practice today is SKETCH, sketch. “I can quickly sketch out my idea for you.”
  2.  Practice.
    • Look at the word, sketch.
    • Read it. Say it.
    • Then say the letters out loud.
    • Close your eyes and picture the word.
    • Write the word in the air  and on the table with your finger.
  3. Go to our spelling word website. Skip a line or two on your paper.
  4. Each time it shows you the word, wait until it disappears and then write it down.
    • Click “Again” and when it disappears, write it.  Repeat.
    • 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.
  5. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  6. -etch
    • wretchedness
    • stretch
    • fetching
    • ketchup
    • etchings
    • farfetched
    • homestretch

Lesson 352

  1. Your special word to practice today is VEIN, vein. “I can see a blue vein under my skin.”
  2. Practice.
    • Look at the word, vein. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. Vein and vain are homophones, words that sound the same but are spelled differently. Here are some homophones to practice.
    • intents/intense (intentions, strong focus)
    • cymbal/symbol  (crashing instrument, something that represents)
    • dew/due  (water on the grass in the morning/owed)
    • chute/shoot  (slide, with guns or sports)
    • censor/sensor  (to cut out parts, used in detection)
    • ascent/assent  (approval, go up)
    • cached/cashed  (stored on a computer browser, exchanged for money)
    • they’re/their/there  (they are, their house, over there)
    • it’s/its  (it is, its fur)

Lesson 353

  1. Your next sight word is NOISY, noisy. “It is so noisy in here.”
  2. Practice.
    • Look at the word, noisy. Say it out loud. Read the letters out loud.
    • Picture the word and write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -sy  (This says “zee.”)
    • uneasy
    • cheesy
    • daisy
    • busy
    • nosy
  6. -oi
    • standpoint
    • disjointed
    • poignant

Lesson 354

  1. Your next sight word is THREATENED, threatened. “The mama bear reacted because she thought her cubs were being threatened.”
  2. Practice.
    • Look at the word, threatened. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ea  (This is the short E sound.)
    • weatherproof
    • feather
    • leathery
    • death
    • sweater
    • breathtaking
  6. -en
    • driven
    • brighten

Lesson 355

  1. Your next sight word is DISGUISE, disguise. “He wore a disguise so no one could recognize him.”
  2. Practice.
    • Look at the word, disguise. Say it out loud. Read the letters out loud. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says you are all done.
  4. Write some other words with the same spelling patterns.
  5. -gui  (This is the long I sound.)
    • guise
    • guide  (many versions of this word, such as the two below)
    • guidance
    • misguided
  6. -se  (This is the Z sound.)
    • moonrise
    • because
    • despise
    • revise

Lesson 356

  1. Your next sight word is RADIUS, radius. “A one-mile radius is a circle drawn one-mile out in all directions from a given point.”
  2. Practice.
    • Look at the word, radius. Say it out loud. Read the letters out loud.
    • Picture the word.
    • Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done. Start each word on a new line and make sure to leave a space between the words.
  4. Write some other words with the same spelling patterns. Think about what you are writing and why it is spelled that way.
  5. -us (This usually follows an O, as in continuous.)
    • genius
    • status
    • versus
    • campus  (campuses is the plural)
    • cactus (cacti or cactuses is the plural)
    • circus
    • chorus
    • walrus

Lesson 357

  1. Your next sight word is VISIBLE, visible. “Make sure the sign is visible.”
  2. Practice.
    • Look at the word, visible. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -sible  (This S has the Z sound.)
    • plausible
    • feasible
    • indivisible
  6. -ible
    • incomprehensible
    • unsusceptible
    • irresistible
    • inconceivable
    • indiscernible

Lesson 358

  1. Your next sight word is VIOLENCE, violence. “There was violence at the protest.”
  2. Practice.
    • Look at the word, violence. Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -ence
    • inconvenience
    • consequence
    • persistence
    • convergence
    • omnipotence
    • occurrence
    • excellence
    • confidence

Lesson 359

  1. Your next sight word is RECENTLY, recently. “I have just recently come to really understand what this is saying.”
  2. Practice.
    • Look at the word, recently. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -cent  (The C followed by an E has its soft S sound. Some of these words have the T in the next syllable. They all have the same “sen” sound.)
    • century
    • concentrate
    • eccentric
    • accentuate
    • incentive
    • complacent
    • adolescent
    • innocent

Lesson 360

  1. Your next sight word is SQUAWK, squawk. “The bird let out a loud squawk.”
  2. Practice.
    • Look at the word, squawk. Say it out loud. Read the letters out loud.
    • Picture the word. Write the word with your finger.
  3. Go to our spelling word website. Write each word after it disappears. Continue until it says all done.
  4. Write some other words with the same spelling patterns.
  5. -awk
    • mohawk
    • gawk
    • awkward
  6. -squa
    • squander
    • squalor
    • squatting
    • squall
    • squash

Resource Room Word List Samples