Spelling activities 1st graders
50 Hands-On Spelling Activities {for Phonics and Sight Words}
Has your spelling practice become dry or boring? Well, brush off the dust and try some of these hands-on spelling activities!
Since readers need to have BOTH phonics and sight words understanding to become good readers, focusing on both phonics AND sight words during spelling instruction is a great way to help words “stick” in a child’s memory.
When words are taken out of the context of a book and their patterns, letters, and parts are studied, it forces readers to slow down and really take it all the word has to offer them. This, in turn, helps them become better readers.
So today, I’d like to share 50 of my favorite hands-on spelling activities for phonics and sight words. Many of these are included in the back of my ebook, Teaching Kids to Spell.
Did you know you can find 700+ pages of printable spelling activities and games in my ebook? Yes! That’s enough to cover an entire year of spelling fun!
50 Hands-on Spelling Activities
Most all of these activities can be adapted for either phonics OR sight words. You can also insert your child’s spelling list into the activity instead of using the specific words shown in the post.
1. Scoop & Spell {This Reading Mama}
2. Sidewalk Chalk Spelling Hop {Relentlessly Fun, Deceptively Educational}
3. Stamp Your Words {Lessons Learnt Journal}
4. Go on a Word Treasure Hunt {Hands On: As we Grow}
5. Make a Spelling Word Search Puzzle {This Reading Mama}
6. Use a Spelling Dictionary {The Measured Mom}
7. Dot Sticker Spelling {School Time Snippets}
8. Post-a-Word {This Reading Mama}
9. Make a Giant Crossword Puzzle {A Mom with a Lesson Plan}
10. Phonics Jumping Game {Learners in Bloom}
11. Play Word Rocket {Playdough to Plato}
12. Spell with Beads {Frugal Fun 4 Boys}
13. Spell with LEGO Letters {This Reading Mama}
14. Spell the Most Words Game {No Time for Flashcards}
15. Spinning Straw Spellers {Still Playing School}
16.
Build Words with Rocks {Sugar Ants}
17. Glitter Spelling {Here Come the Girls}
18. Play Word Bump! {This Reading Mama}
19. Roll a Sight Word {I Can Teach My Child}
20. Making Words {Buggy and Buddy}
21. Paint your Words {Childhood 101}
22. Oversized Letter Cards for Spelling {This Reading Mama}
23. Seek and Find Spelling Game {What Do We Do All Day?}
24. Rainbow Write Your Words {Nurture Store}
25. Words 3 Ways {Teach Mama}
26. Use Crayon Resist {This Reading Mama}
27. Spell with Pipe Cleaners {Make and Takes}
28. Spell with Your Fingers {Home School Innovation}
29. Use Word Sorts {This Reading Mama}
30. Spell with Cereal {A Mom with a Lesson Plan}
31. Finger Tap Spelling {This Reading Mama}
32. Car Track Delivery Spelling Game {Stay at Home Educator}
33. Make a Chalkboard Refrigerator Game {Enchanted Homeschooling Mom}
34. Visual Spelling Practice {Home Literacy Blueprint}
Roll & Cover Game
35.
Roll & Cover Spelling Words {This Reading Mama}
36. Make a Spelling Garage {123 Homeschool 4 Me}
37. Roll and Spell {Well-Nurtured Plants and Pillars}
38. Letter Lacing {Mama Miss}
39. Roll & Write Words {This Reading Mama}
40. Spelling Hangman {Mom to 2 Posh Lil Divas}
41. Waffle Words Spelling Game {The Homeschool Post}
42. Use a Board Game {Teach Beside Me}
43. Spell with a Word Family Dictionary {guest post on The Measured Mom}
44. Play a Word Stretching Game {The Pleasantest Thing}
45. DIY Spelling Word Puzzles {This Reading Mama}
45. Allow Invented Spelling {1+1+1=1}
46. Spelling Puzzles {No Time for Flash Cards}
47. Missing Letter Spelling Game {Imagination Soup}
48. Ride to Spell {This Reading Mama}
49. Spelling Battleship {Relentlessly Fun, Deceptively Educational}
50. Clip a Word {Sugar Ants}
51. Bottle Cap Spelling {This Reading Mama}
More Spelling Activities and Resources:
- Short Vowel Word Study
Go digital with spelling! Read all about my educational apps or purchase them on iTunes or Google Play!
All About Spelling is a fantastic spelling program using the Orton-Gillingham methods.
Hands-on work is a big part of All About Spelling!
Using Words Their Way to Teach Spelling
5 Things Struggling Spellers Need
Enjoy teaching!
~Becky
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1st Grade Spelling Words, Lists, Games and Activities
1st Grade Spelling Lists, Games & Activities
Subscribe to Home Spelling Words!
We are pleased to provide free 1st grade spelling lists that can also be practiced online by registering with us.
Members can also create their own custom lists. 1st grade is an important time for children to learn and grow.
Help your student ace their weekly spelling tests by practicing spelling words for 1st grade at Home Spelling Words.
You simply create a family account, add your student's name, then import our 1st grade spelling words or use your own from school
by typing them in once each week.
Your child can practice as much as he or she likes in order to improve their test scores.
There are many ways to help your child learn to spell. Take time to read with your child and make frequent visits to the library.
Also, there are many board games that can be modified to suit a younger child. Don't forget that practice is really the key to success.
Make Your Own 1st Grade Spelling Lists
Create your own 1st grade spelling lists by registering with Home Spelling Words. Simply enter your list name, then each spelling word and a practice sentence if you like. Once you are done, publish the list and start practicing right away. You can also take spelling tests or play spelling games with your customized lists. Our website is perfect for homeschools with their own curriculum or students who receive a weekly spelling list from school.
1st Grade Spelling Worksheets
These are printable 1st grade spelling worksheets.
Students are able to practice handwriting and spelling by completing these 1st grade worksheets and they can be done anytime.
Worksheet 1 goes with List 1 and so forth.
1st Grade Spelling Bee Words
Home Spelling Words is the perfect website for to use for spelling bee practice. Create lists of ten or twenty first grade spelling words and practice as much as you like. You can also play games with your spelling bee words and take tests as well.
1st Grade Spelling Activities
Make Your Own Books: Does your child have a big imagination? Put it to use by helping your child create their very own book! You can have them write words on a paper and then create illustrations to go with them. You can also use a word processing program like Microsoft Word. This is a great way for children to learn how to use computers and write a book at the same time. Bind your book with yarn or staples. Sample Title Ideas: Fun with Grandma, Fun with Grandpa (make great gifts), My First Day at School, My Teacher, I Love My Pet and When I Grow Up.
Sticky Words: Put sticky notes with words on common objects in the student’s room or elsewhere in the house. Then, the students will practice reading those words daily until he or she becomes familiar with the spelling. Later you can have a “sticky test” by giving your student sticky notes with words and they have to run around the house placing the notes on the right objects.
Do you have advice for parents of 1st Grade students? Do you have a game you’d like to share? If so, email us at [email protected] today!
Speech "Speech-thinking activity of younger schoolchildren"
The problem of speech development of younger schoolchildren is relevant at all times. Teaching children to master coherent speech, which is the most difficult side of speech-thinking activity, is not an easy task, requiring high skill and a wide philological culture from the teacher. An obligatory part of the Russian language program in elementary school is the development of speech culture, as a component of the formation of communicative skills of a person who is able to correctly perceive and comprehend information in interpersonal communication.
The language enriches and develops the spiritual world of the child both before school and at school, introduces them to moral standards.
One of the urgent problems in teaching the Russian language to primary school students is the development of new methods and means of developing speech and thinking activity, which is taught at every lesson and in extracurricular activities. The connection between the lessons of literary reading and the Russian language, their mutual integration - allow the teacher to increase the level of spelling literacy and speech culture of students.
The speech culture of a junior schoolchild begins with the ability to listen, to perceive speech. The effectiveness of acquired knowledge depends on the level of formation of this skill.
An important role is played by the development of the pronunciation and auditory culture of a younger student, on which spelling and punctuation skills depend. The quality of spelling and punctuation skills, sensitivity and attentiveness to the artistic word largely depends on the ability to listen to speech.
The upbringing of the child's personality and the development of the ability to communicate with adults and with their peers is the most important task of education in elementary school. At the lessons of speech development, there are endless opportunities for raising children and developing a respectful and careful attitude to their native language, word.
Why does a person need a word?
So that the heart is ready for goodness,
To create, not to get up,
To give, love, create!
Before we speak again
Let's think: why do we need a word?!
The most important condition for the development of speech in elementary school students is the need to express, increase speech motivation, the desire to express their feelings, emotions, thoughts. This requires the organization of a communicative-activity approach to learning. Teachers, as a rule, face in their work with insufficient emotional development of children, a poor vocabulary for expressing various emotional states.
Cards with the names of feelings and moods or special mood dictionaries will help here.
The correct selection of didactic material - speech samples - affects the result of speech development, the formation of the student's individual style. The didactic material for school exercises in the presentation can be, first of all, the texts of works of art. The teacher must remember that the analysis of the text from the side of linguistic features, the explanation of difficult-to-understand words, writing them on the blackboard does not contribute to the formation of the skill of verbal-thinking activity. The consequence is the limited vocabulary, its poverty, and this makes it difficult to understand the studied works, the assimilation of spelling.
At the lessons of the Russian language and literary reading, the teacher, paying sufficient attention to the spelling and grammatical analysis of the word, should not forget about the work on the semantics, style of words, etymological analysis of literary works.
The semantics of the word, its presentation by origin will enliven the lesson, revealing the historical aspect of the material being studied. It is important that students realize that the language is the keeper of the centuries-old history of the people, with its joys and sorrows, creativity and originality.
The main types of work aimed at the development of coherent writing, ie. Contributing to the formation of a comprehensive ability to create a text in writing are presentations and essays.
The beginning of a speech development lesson should be unusual, beautiful, so that an emotional mood arises. The use of new forms and methods significantly activates the work of students.
Developing speech is the most important aspect of learning the mother tongue. The course of speech classes will help children in the practice of mastering all school subjects, which include the Russian language and literary reading.
Language analysis of the text is of great importance in the lessons of speech development.
Without language analysis, work on the development of coherent speech will lose all meaning. Language analysis of the text is the pearl of the author's text.
The teacher's task in teaching speech is not, writes N.A. to the original, assimilating other people's words, the culture of their use, since the original is just the best version, created by the labor and talent of an experienced author.
In elementary school, a teacher is given 45 minutes for a speech development lesson, whether it is an essay or presentation. Therefore, I consider the lesson Working on mistakes (or editing) to be an important stage in the formation and organization of speech-cogitative activity in elementary school.
For lessons of editing the words of Leo Tolstoy are appropriate: “We must forever discard the idea of writing without blots. Three, four times is still not enough.
Only by giving the opportunity to copy, children will not be afraid of essays and presentations.
They know that the teacher will guide them, help them write the text, since a draft version is written first.
The development of the speech of elementary school students is a step towards preparing students for writing VPR, passing state exams in the 9th grade, the Unified State Examination in the 11th grade .
When preparing for speech development lessons, it should be remembered that a lesson is a mutual process of cooperation and empathy between the teacher and the student.
The philosopher Astrogorus wrote:
Collect drops of knowledge,
Strengthen yourself with drops of patience,
Give drops of love,
Seek wisdom drops,
Catch races of joy,
Keep Hope drops,
Let the rivers and the seas be collected from these drops
of your melodious good luck 9,0002,000 9,0002
.ru/text/78/478/27273.php
Development of spelling vigilance of students in the 1st grade
Level of spelling training of students does not suit teachers, parents, or society as a whole.
After analyzing the mistakes of students, as well as the complex proposed by the modern technique spelling work, I came to the conclusion that difficulties arise in students on as follows reasons:
But the main reason according to the moderator psychologist P.S. Jedek lies in imperfection the method of teaching spelling.
With all this, everyone agrees that the level of literacy of schoolchildren must be raised.
The object of my article is the learning process first graders literate writing.
Solving the problem of spelling literacy has its roots in elementary school, but in the first grade in the learning process literacy and subsequent lessons of the Russian language the foundations of all linguistic knowledge and skills.
The relevance of the problem under study determined by the need for further improving the teacher's work to improve good writing for first graders.
The subject of my research are such methods and techniques of the teacher's work on spelling vigilance of students who would allowed first graders to easily and effortlessly, with interest and enthusiasm to master basic spelling skills and abilities, as an integral part of language development in general.
Therefore, the main goal of my work is selection and systematization of effective methods and techniques for developing spelling efficiency at the first stage of education.
According to this I tried to find new non-traditional methods, techniques and exercises for the development of literate letters, as well as establish links with already known methodical methods, to describe their place in system of literacy lessons and lessons Russian language in the first grade.
Peculiarities of mastering literate writing in first class.
To achieve results in the formation other literate writing skills needed permanent work in a certain system.
I stage. Preparatory - starts at literacy period.
Stage II. Working with the spelling rule (the teacher must teach the student to see and learn spelling).
Stage III. Repetition of the rule - but not mechanical. At the time of repetition, further expansion of ideas about the element under study, its relationship with other linguistic phenomena.
Stage IV. Memorization of unchecked spellings. The difficulty lies in the fact that this work needs do not proceed in stages, but simultaneously.
Back in the period literacy, when we talk about sounds, we teach children to recognize them, designate a certain letter, the first orthograms appear, which means it is already necessary to form a spelling vigilance.
In the process of learning to read and write the child needs to make a sound speech not in the word, but separately, and in its pure form, i.e. literacy puts the child before a new task - to distinguish from the general speech flow, individual words and phonemes, their components.
Literacy is a complex process, successful the course of which depends on many conditions. However, the most important among them is undoubtedly readiness to analyze the sound composition of speech. Literacy, in essence, presupposes the ability to isolate speech sounds and combine them into syllables and words, recognize them in words and combinations.
Transition from speaking to reading and writing represents a transition to new forms language development.
Psychology is well aware that writing process - any, whether this letter will be under dictation, free written presentation or copying from the text is difficult psychological act in which the 4th analyzer: motor speech, visual, speech-auditory, kinesthetic. Those. mastery written language is establishing new connections between the word audible and spoken, the word visible and written. IN in the process of teaching literacy, persistent automated links between these analyzers, on the basis of which a skill is created competent writing.
Let's repeat that the process formation of phonetic analysis skills builds on previously formed skills isolating the first and last sounds, determining the place of sounds in a word, and then not only the complication of forms is supposed analysis, but also the gradual complication of speech material, increasing phonetic difficulty words.
The specifics of the teacher's work in the classroom literacy and in Russian language lessons with students first class.
When studying a double consonant.
consonants". From the very first lessons we start practice with children the ability to hear sound in word and highlight it in the position in which it heard clearly.
In Appendix 1,2 I propose possible options phonetic exercises, games and exercises. The described techniques and exercises help improve phonemic awareness is one of the main factors in prevention of writing errors.
To differentiate paired sounds by voicing and deafness children first by applying palms to the throat learned in the pronunciation of which sounds involve the vocal cords.
Appendix 3 shows the sequence work on the differentiation of sounds. With the development complex forms of phonemic analysis are necessary keep in mind that any mental action goes through certain stages of formation: drawing up a preliminary presentation of tasks, mastering actions with objects, mastering the action in terms of loud speech, transfer actions into a mental plan, the final the formation of mental action (P. Ya. Galperin, D.B. Elkonin).
Therefore, when performing a sound analysis, each child lays out a diagram with geometry set (red circle - vowel sound, blue square - consonant hard, green square - soft consonant), with this uses the technique of choral pronunciation. When teaching literacy widely tape is used. If on the same principle build a tape of sounds to get a holistic set: from the sound we go to the letter.
The tape of sounds will make up the "Phonetic loto". This game contains four sound cards with chip and can be used on initial stages of teaching phonetics, and further work on this section of the Russian language.
The purpose of the Phonetic Lotto is to form phonetic knowledge and skills of students in the process visual based games. psychological the basis for the methodology of work, this work serves as a theory of systematic - phased formation of mental actions and concepts, which was developed by a prominent Soviet psychologist P.
Ya. Galperin. First, it must be clarified what phonetic knowledge and skills are needed for. Then "to reveal to the child an objective the structure of the material and actions, highlight in material guidelines, but in action - the sequence of its individual links, so that together they allowed the child from the first to the last step to do everything correctly task" (P.Ya. Galperin).
In further lessons, it is necessary to gradually draw students' attention to differences voiced and voiceless, hard and soft consonants, which forms the basis of many orthographic rules. Work on the differentiation of solid and soft consonants are built on the basis of comparison. The initial comparison is on isolated sounds, the next - on syllables and words.
On some methodical methods and exercises we stopped in detail in Appendix 4.
After the children have learned differentiate voiced and deaf pairs consonants we begin work on the rule: "In order to correctly write a consonant letter on at the end of the word, you need to change the word so that after consonant sound, a vowel appeared".
Children see a stunned consonant in words, but the difficulty is the selection and change of words.
Appendix 5 provides exercises some for spelling voiced and deaf consonants at the end of a word from 1 to 4 grade.
When studying an unstressed vowel.
Work on the differentiation of vowels and consonants begins with a clarification of ideas about these sounds, about the difference between their acoustic and pronunciation signs. It is clarified that when pronunciation of vowels, the air stream is not meets obstacles, passes freely. At the pronunciation of consonant sounds is airy the jet encounters an obstacle in its path in the form loops or gaps. Vowels and consonants are different not only by the way of articulation, but also by the way sound. Vowels are made up of voice only consonants either only from noise or from noise and vote.
In the process of working on exercises in analysis and synthesis of syllables (words), we introduce children to the concept of "accent, shock".
Coming to the study of this topic, we got to the first stage developing the spelling of unstressed vowels (not feeling stresses, students will not be able to detect unstressed vowel and will not be able to see spelling in a word). To make it easier for children define a syllable, we suggested using intonation, for example, "call" the word affectionately, shout the word and clap, the fan on stadium.
Suggested exercises see Appendix 6.
After the skills are well practiced: put stresses and perform sound analysis words can introduce first graders to rule for checking an unstressed vowel in the root words. Annex 7 describes some of the techniques games that can be used in the classroom first class.
At this stage, it is important that work on unstressed vowel at the root of the word was not reduced to formal verification, without recourse to semantics word and root, without establishing semantic connections between the test word and the test word.
IN as a result of such "preparation" children mechanically remember the graphic appearance of words and test to them, very often remain unverified or falsely tested words with unclear semantics: tight - paper clip, shady - mud, hung - weight , etc. I believe that the purpose of propaedeutic work in first class should be the formation representations in students representations that the word matters. There are words in Russian - relatives. They are close in meaning and have common part, written with the same vowel in the common parts, regardless of pronunciation. Define this vowel is helped by "relative with index finger". To achieve this goal as a required component conduct lexico-semantic work. This work should be aimed at the development in children of the ability to establish the relationship of words based on the definition of their commonality values. Children are given additional information about the "families" of related words: words relatives there is a head of the family - "a relative with index finger" (with a stressed vowel in common parts).
The general part of the words of relatives is necessary write the same way. The head of the family indicates how her write.
In the following lessons, children develop skills: highlight the chapter, determine what it points to; establish common spelling related words.
For this purpose, children may be offered exercises in Appendix 8.
Lexico - semantic work desirable to be carried out at every lesson of the Russian language beginning. Starting from the first grade assignments to working with groups of related words can join in 5-minute warm-ups at the beginning of the lesson, and also supplement the exercises on the topic of the lesson.
When literacy ends, I distribute each student "magic square" (with side 5 cm, decorated with appliqué). I explain that the square would have magical powers if children learn how to use it correctly.
To do this, place a square on the first word offers. Gradually, moving it to the right, the student opens the first syllable of the word, then the second etc.
So it will easily detect the pass letters. The square seems to slow down the movement eyes, does not let him slide along the line, makes you be more careful. This simple trick gives good results. Children are learning self-control and, as a rule, almost no make mistakes for missing letters.
When working on vocabulary words.
Traditional words with unchecked spellings, or the so-called dictionary words are acquired by younger students through mechanical memorization of their graphic shape. This is primarily due to the fact that the spelling of such words is based on the historical principle of spelling, in according to which morphemes of related words are spelled the same way, but check them through modern literary pronunciation is impossible, and therefore their spelling recommended to remember. Interestingly, younger schoolchildren, trying to make it easier for themselves to remember unchecked spellings try intuitively find a support for memorization either in language or in extralinguistic reality: "At or stock it is written from about, because there the sun comes down at about ".
One of the means of making sense and thereby increasing the correctness and strength remembering unchecked spellings is etymological note. It contains information about the origin of the word original meaning, helps to "clarify" historical composition of the word. Often referral to the history of the word allows you to motivate him modern spelling.
Accordingly, it is advisable from the first class to keep etymological dictionaries, selecting they contain words with traditional spellings. IN Appendix 9 gives etymological references some vocabulary words for class 1.
The process of memorizing vocabulary words is in progress faster and the information is assimilated by students stronger if they themselves participate in it. I I invite children to compose rhymes, short poems and stories, using words in them, that need to be remembered. Children's samples creativity: tricks, pests are given in Appendix 10.
We have elaborated on propaedeutic work in the first grade on spelling "unstressed vowel", "paired consonants", "spelling of unchecked spellings", tk.
it is these spellings that require complex phonemic analysis.
The purpose of learning activities is difficult in fulfilling the requirements of the teacher, and in acquisition of knowledge, skills, abilities, development of own abilities, opportunities.
The disciple must experience the joy of mental tension, overcoming intellectual difficulties that the solution of educational tasks.
Methods, techniques and exercises presented in this work and used by me in practice, give students the opportunity to do so.
Systematic and purposeful work on spelling vigilance of students from the first class gave its positive results.
In conclusion, I would like to note that on based on personal experience of use from the first class of various methods, techniques, spelling exercises vigilance activates the activity of children, increased interest in acquiring wealth native language, attention to the word is brought up, vocabulary is enriched.
