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Kindergarten and 2nd Grade Spelling Guided Lessons

Sight words, common words that help kids build reading fluency, are an important part of the kindergarten curriculum.This guided lesson introduces kids to the sight words and, at, he, on, it, like, go, the, to, you, of, and said. Kids are tasked with identifying the words and understanding the sound that each word makes. Check out the accompanying worksheets at the end of the lesson.

Sight Words 1

Learning silent E rules is one of the trickiest concepts for early readers. Words such as cube/cub, robe/rob and tube/tub are particularly confusing to decipher. How can one little letter make so much of a difference? This lesson can help smooth the way with guided exercises and examples that bolster your student's ability to recognize, understand and read the letter E.

Silent E 1

This word play lesson teaches second graders about diphthongs (ow, ou, oi, oy and ew words) and tricky plural nouns (geese, feet, mice). It also introduces kids to the bossy R rule, which states that when the letter r follows a vowel it changes the way the word is pronouced, for example far, car, and fur. These rules can help second graders advance their reading fluency and spelling skills.

Word Play

In kindergarten, kids are piecing together all the words and letters they can decode in order to build stronger reading fluency. This is why their understanding of sight words, or commonly occurring words, is so important. This guided lesson familiarizes first graders with the sight words they will most frequently encounter in texts, boosting their decoding and comprehension skills.

Sight Words 2

This guided lesson builds upon kindergarteners' understanding of consonant-vowel-consonant or CVC words. Exercises teach kids how to spell CVC words, in addition to understanding how to pronounce each segment of the word. As children learn to swap out individual letters within words, they will build important phonemic fluency. Don't forget to check out our CVC word printables for further practice.

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