istation Teacher Resource Lessons
ISIP—Spelling
Lesson Design
Teacher Resource lessons help students reach mastery level in a particular skill.
Included in each lesson is the following instructional cycle: Teach, Guided Practice,
Independent Practice, and Reteach. The lessons suggest an instructional sequence to
master targeted and prerequisite skills needed to improve reading.
Grouping for Differentiated Instruction
The lessons were written for small groups of students. Students who have difficulty
with specific skills should receive explicit instruction in small groups. However, if 2/3
(66%) of the students in one class are struggling with a specific skill, the Teach and
Guided Practice may be presented in whole group. Continue practicing the skill with
small groups while closely monitoring student responses. Modify lessons according to
student needs. Use data to plan and regroup students for additional instruction as
needed.
Assessment Overview
The objective of the Spelling assessment is to determine if students are developing
fully specified orthographic representation of words. For each item, an array of
letters appears on the screen and the student is asked to spell a specific word using
those letters. The student then spells the word by clicking on each letter. As each
letter is selected, the word is formed on a line that appears directly above the letter
array.
Procedure for Managing Teacher Resource Lessons
Step 1
Step 2
Step 3
•Review student data using ISIP Reports, and establish small groups. For Tier 1 students, use
Lesson 1 to ensure mastery of the skill.
•From the group of lessons, select the lesson which will best meet the needs of each small group.
The chart below offers suggestions for where students in Tier 1, Tier 2, or Tier 3 should start
with the identified assessment.
•After teaching the lesson, chart the progress of each student. If a student has difficulty with the
lesson that was chosen, deliver the Reteach or deliver the next appropriate lesson based on the
chart. If a student demonstrates mastery at that particular level of instruction, then deliver the
next appropriate lesson, advancing toward Lesson 1.
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Page 1
ISIP—Spelling
Tier 1
Tier 2
Tier 3
Lesson 1: Spelling
words with ou, ow
Lesson 3: Spelling
two-syllable words
ending in -y and -le
Lesson 6: Spelling
words with CVCe and
CCVCe
Lesson 2: Spelling
words with au, aw
Lesson 4: Spelling
words with inflected
endings
Lesson 7: Spelling
three-phoneme
short-vowel words
Lesson 5: Spelling
words with a
phonogram pattern
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Page 2
ISIP, Spelling—Lesson 1
Skills
Resource
Phonics: Diphthongs ow and ou
Print the lowercase letter cards and the ou and ow Practice Page for each student.
Note: Words in bold are said aloud by the teacher.
Teach: Decoding Words with Diphthongs ow and ou as in cow
Note: The objective of this lesson is not that students know which pattern to use, but that they hear
the sound and are able to spell the sound with ou or ow. They are told which pattern to use.
 When the letters o and u are side by side, sometimes they make the sound /ou/.
 Listen for the /ou/ sound in mouth. Say mouth.
 I will spell mouth using the letter cards. Watch. The first sound I hear in the word mouth is
/m/. I spell that sound with the letter m. Place the letter m on the table or pocket chart.
Mouth. The next sound I hear is /ou/. I will spell /ou/ with the letters ou. Place the letters
ou next to m. The last sound I hear is /th/. I will spell that sound with the letters th. Place
the letters th at the end. Mouth.
 Run your fingers under the letters as you say the word. Read this word with me.
 When the letters o and w are side by side, sometimes they make the sound /ow/.
 Listen for the /ou/ sound in cow. Say cow.
 I will spell cow using the letter cards. Spell cow using the procedure above.
 Both ou and ow sometimes make the sound /ou/.
Guided Practice
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Now we will spell words with the /ou/ sound.
The first words have the ou spelling for /ou/.
Say ground. Help me spell the word ground. Spell the word ground using the spelling
procedure in Teach. Repeat the procedure with the words found and mount.
These next words have the ow spelling for /ou/.
Say frown. Help me spell the word frown. Spell the word frown using the spelling procedure
in Teach. Repeat with the words crowd and town.
Monitor Progress through Independent Practice
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Now, you will write words that have the sound /ou/. Distribute the ou and ow Practice Page.
Write ou in the top box on the left of your paper. What do the letters ou say?
The sound /ou/ in these words is spelled ou.
Listen to the word I say, then you repeat the word. Now spell the word. We will check how
you did on each one. Remember, the /ou/ sound in these words is spelled ou.
Follow the same procedure used in the Teach section.
After each word, have students check their spelling.
Use the following words: ou- sour, loud, pouch, cloud, ground.
The sound /ou/ in these words is spelled ow. Write ow in the top box on the right of your
paper. What do the letters ow say? Affirm: Yes, /ou/. Continue the spelling activity.
Use the following words: ow- brow, crown, owl, fowl, flower.
Now, I want you to go on a word hunt. Find words spelled with ou and ow that have these
sounds. You may use any books, charts, or other materials in the room. See how many you
can find by the end of the day.
Observe and chart progress for each student. Use data to plan and group for instruction.
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Page 3
ISIP, Spelling—Lesson 1
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
 We can spell and read these words. Use these words: cow, bow, sow, loud, out, count.
 Have students stretch the words to hear each sound. Bring attention to what their mouths are
doing as they produce each sound.
 Have students match letter(s) to the sounds they are making.
 Provide guidance and modeling.
 Once words are made, guide the fingers of struggling students to read the word.
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Page 4
ISIP, Spelling—Lesson 1
Lowercase Letter Cards
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Page 5
ISIP, Spelling—Lesson 1
Lowercase Letter Cards
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Page 6
ISIP, Spelling—Lesson 1
Lowercase Letter Cards
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Page 7
ISIP, Spelling—Lesson 1
Lowercase Letter Cards
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Page 8
ISIP, Spelling—Lesson 1
Lowercase Letter Cards
ou and ow Practice Page
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Page 9
ISIP, Spelling—Lesson 2
Skills
Resource
Spelling Words with the Vowel Digraphs au and aw
Print the Lowercase letter cards and the au and aw Practice Page for each student.
Note: Words in bold are said aloud by the teacher.
Teach: Spelling Words with the Vowel Digraphs aw and au
Note: The objective of this lesson is not that students know which pattern to use, but that they hear
the sound /au/ and are able to spell the sound with au or aw. They are told which spelling pattern to
use.
 When the letters a and u are side by side, they make the sound /au/.
 Listen for the /au/ sound in vault. Say vault.
 I will spell vault using the letter cards. Watch. The first sound I hear in vault is /v/. I spell
that sound with the letter v. Place the letter v on the table or pocket chart. Vault. The next
sound I hear is /au/. I will spell /au/ with the letters au. Place the letters au next to v. Vault.
The next sound is /l/. I spell /l/ with the letter l. Vault. The last sound I hear is /t/. I will
spell /t/ the letter t. Place the letter t at the end. Vault.
 Run your fingers under the letters as you say the word. Read this word with me.
 When the letters a and w are side by side, they also make the sound /au/.
 Listen for the /au/ sound in jaw. Say jaw.
 I will spell jaw using the letter cards. Spell jaw using the procedure above.
 Both au and aw make the sound /au/.
Guided Practice
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Now we will spell words with the /au/ sound together. The first words have the au spelling
for /au/.
Say haul. Help me spell the word haul. Spell the word haul using the spelling procedure in
Teach. Repeat with the words haunt and Paul.
These next words have the aw spelling for /au/.
Say lawn. Help me spell the word lawn. Spell the word lawn using the spelling procedure in
Teach. Repeat with the words crawl and fawn.
Monitor Progress through Independent Practice
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Now, we will write words that have the sound /au/. Distribute the au and aw Practice Page.
Write au in the top box on the left of your paper. What sound do the letters au make?
Affirm: Yes, /au/.
 The sound /au/ in these words is spelled au.
 Listen to the word I say. Then you repeat the word. Say it so you hear each sound. Then,
write it. We will check how you did on each one.
 Use the following words and follow the procedure used in Teach: au- haul, vault, fraud, launch,
fault; aw-law, yawn, dawn, shawl, thaw.
Note: Write the word correctly so students may check their work.
 The sound /au/ in the next words is spelled aw. Write aw in the top box on the right of your
paper. What do the letters aw say? Affirm: Yes, /au/. Continue the spelling activity.
 Now, I want you to go on a word hunt. Find words spelled with au and aw that have these
sounds. You may use any books, charts, or other materials in the room. See how many you
can find by the end of the day.
 Observe and chart progress for each student. Use data to plan and group for instruction.
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Page 10
ISIP, Spelling—Lesson 2
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
 We can spell and read these words. Use these words: caw, saw, law, fawn, haul.
 Have students stretch the words to hear each sound. Bring attention to what their mouths are
doing as they produce each sound.
 Have students match letter(s) to the sounds they are making.
 Provide guidance and modeling.
 Once words are made, guide the fingers of struggling students to read the word.
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Page 11
ISIP, Spelling—Lesson 2
au and aw Practice Page
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Page 12
ISIP, Spelling—Lesson 3
Skill
Resources
Note:
Spelling Two-Syllable Words Ending with y and le
Gather paper and pencils for students and teacher; for Reteach only- print and cut out
two sets of Lowercase Letter Cards per student.
Words in bold are said aloud by the teacher
Teach: Spelling Two-Syllable Words Ending with y, and le
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Write the words candy, party, and happy on the board.
Read these words with me. Point to each word as you read.
What do these words have in common? Affirm. Yes, these words end with the same
sound.
Reread the words underlining the last syllable in each word as you read: candy, party,
happy.
The sound /E/ is heard at the end of these words. It is spelled with the letter y.
Remember that y sometimes acts as a vowel. If a word has two syllables and the last
syllable ends with a consonant sound and the sound /E/, try spelling the sound /E/ with
the letter y.
Remember, when you are spelling a word that has more than one syllable, say the word
in parts or syllables and spell each part. Each part will have a vowel sound.
Help me spell army.
Let’s say each syllable. /ar/ /mE/.
Now help me spell the first part. Great job. The sound /ar/ is spelled ar.
Now let’s spell the last part, /mE/. Yes /mE/ is spelled my. If a word has two syllables
and the last syllable ends with a consonant sound and the sound /E/, try spelling the /E/
sound with the letter y.
Teach
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Write the words bottle, tumble, and circle on the board.
Read the words with me. Point to each word as you read.
What do these words have in common? Affirm. Yes, these words end with the /l/ sound.
Reread the words underlining the last syllable in each word as you read: bottle, tumble,
circle.
The sound /l/ is heard at the end of these words. It is spelled with the letters le.
Every syllable has to have a vowel sound. The vowel sound in the last syllable of these
words is /u/.
Listen to the last syllable of each of these words again. /bo/ /təl/, /tum/ /bəl/, /cir/
/cəl/. Now you read the words with me.
The syllable is spelled with the consonant and the letters le.
Help me spell bundle.
Let’s say each syllable. /bun/ /dəl/
Now help me spell the first syllable. Yes, /bun/ is spelled bun.
Now let’s spell the last syllable. Great job! The last syllable /dəl/ is spelled dle.
Guided Practice
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We will play a game to help us practice spelling. This game is called Beetle. (Beetle is
played just like Hangman.) I will think of a word, draw a blank line for every letter in
the word, and you try to guess what letters are in it. If you guess a correct letter, I will
write the letter on the line. If you guess incorrectly, I will draw part of a beetle. As you
guess more and more correct letters, you will soon be able to figure out what the word
spells. If you figure out the word before I have drawn a beetle, you win!
 Let’s start playing. If you have any questions, please ask.
 On a sheet of paper, draw six blank lines for the word candle. This word has six letters in
it. You will take turns guessing the letters you think might spell this word. You may
choose from these letter cards. (Place twelve letters for students to choose from. Make
sure the letters in the word are in the group.) Allow students to guess letters. If correct,
write the letter on the line. If incorrect, draw one part of a beetle (choose from three body
segments, six legs, two antenna, two eyes, and a mouth) and place the appropriate letter
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Page 13
ISIP, Spelling—Lesson 3
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card off to the side so no other student will guess that letter. When it’s your turn and you
think you know what the word is, you can make a guess. Continue play as described
above until a student correctly guesses the word or until the whole beetle has been drawn.
Super! You figured out that the word we were trying to spell was candle and it is
spelled c-a-n-d-l-e. This is fun. Let’s spell another word.
Continue play using the following words: marble, crumble, dirty, fifty, rocky, tumble
Monitor Progress through Independent Practice
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Now let’s see how well you have learned to spell words with the letter combinations
and word endings we learned today.
I will read a sentence, and you will write down what you hear. Some of the words will
have the new letter combinations, and some will review skills you’ve already learned.
Let’s begin.
Read the following sentences and have students write them on their paper.
1. The little marble fell down forty stairs.
2. I picked up the dirty baseball.
3. I like to take apart the jigsaw puzzle.
4. When can Billy study for his test?
5. The turtle went across the rocky road.
Now, look at your sentences. I want you to underline the ending of a word if it has one
of the new endings we practiced today (y, le).
Observe and chart progress. Use data to plan and group for instruction.
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups. It is important to
speak (enunciate) clearly.
 Provide letter cards for each student. [a, b, c, d, e, f, i, l, m, n, p, p, r, t, u, w, y] Note
that there are two p’s.
 Say a word. Have students repeat the word. Then, have them say each syllable in the word.
 Spell each syllable sound by sound.
 After spelling the entire word, have students write the word on paper.
 Use the words apple, tumble, windy, uncle, dirty, fifty.
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Page 14
ISIP, Spelling—Lesson 3
Lowercase Letter Cards (small)
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Page 15
ISIP, Spelling—Lesson 4
Skill
Resources
Note:
Spelling with the Inflected Ending -ing
Print and cut out one set of the Word Cards for each pair of students,print one Adding –
ing page per student, and gather pencils
Words in bold are said aloud by the teacher. Teach the lesson by introducing other
inflected endings and rules, such as when to add ed or d, s or es, s or change y to i and
add es, etc.
Teach: Adding ing
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Today we will spell words with –ing at the end.
Write the word shop on the board and point to the word. Read this word.
To change the word to shopping, I will double the p and add ing. Write the word
shopping on the board beside the word shop.
If a word has one syllable and that syllable has a short vowel sound, double the
consonant at the end and add ing.
Write the word bake and point to it. Read this word.
To change bake to baking, I will drop the e and add ing. Write the word baking on the
board beside the word bake.
If a word has one syllable and that syllable has a long vowel sound spelled with a silent
e, drop the e and add ing.
Guided Practice
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Group students in pairs. Give each group a set of word cards. Now you and a partner will
look closely at these words. Read each word. Study the word. To add ing what do you
have to do? Make two groups. Together decide if you must double the consonant or
drop the e to add ing.
Give students time to sort the words into two groups.
While students are working, observe closely and assist when needed.
After partners have made their two groups, give each student an Adding –ing page and a
pencil. Now, work with your partner and write each word adding –ing on a line in the
correct box. If you double the consonant to add –ing, write the word in the top box. If
you drop the e and add –ing, write the word in the bottom box.
When students have finished, check the spellings together.
Monitor Progress through Independent Practice
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Now let’s try spelling words on your own.
I will say a word and then say the word in a sentence. At the bottom of your Adding –ing
page, write the words I say.
Number 1: Biting- I saw my dog biting the neighbor. Biting.
Number 2. Making- My grandmother is making quilts. Making.
Number 3. Begging- The dog was begging to go for a ride in the car. Begging.
Number 4. Stopping- Is Jessica stopping by to pick up her books? Stopping.
Observe and chart progress. Use data to plan and group for instruction.
Reteach (for students requiring more instruction and practice)
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Teach the spelling patterns separately.
Have students stretch the word to hear the sounds.
Model writing the letters that represent each sound in the word. But when writing the
ending –ing, write it as a chunk.
After students master spelling one pattern, introduce the next pattern.
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Page 16
ISIP, Spelling—Lesson 4
Word Cards
jog
swim
hike
scrub
shine
stare
skip
brag
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Page 17
ISIP, Spelling—Lesson 4
Word Cards
vote
shop
bat
wave
bake
glide
hope
hop
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Page 18
ISIP, Spelling—Lesson 4
Adding -ing
Name ___________________________________
Double the consonant and add -ing
________________________________ _________________________________
________________________________ _________________________________
________________________________ _________________________________
________________________________ _________________________________
Drop the e and add -ing
________________________________ _________________________________
________________________________ _________________________________
________________________________ _________________________________
________________________________ _________________________________
On My Own
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
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Page 19
ISIP, Spelling—Lesson 5
Skill
Resources
Note:
Spelling Words with Phonograms all, alm, alt, alk, ald
Print one set of the -al Picture Cards for the teacher and two sets of the Lowercase
Letter Cards (small) per Reteach student, and gather paper and pencils.
Words in bold are said aloud by the teacher. This lesson should be repeated several
times with other phonograms or variant vowel patterns, such as old, oll, olk, olt; oi
and oy; ow, ou, igh, etc.
Teach: Spelling words with –al.
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Write these words on the board: ball, calm, halt, talk, bald.
Listen to me as I read these words. As you read each word underline the phonogram in
each one.
The letter a makes a different sound in these words. It makes the sound /o/.
Read the words with me: ball, calm, halt, talk, bald.
It is important to know these patterns when you read and spell words.
There are many words that have these patterns. We will practice spelling some of them
together.
Guided Practice
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You and a partner will practice spelling words with these patterns.
I will show you a picture card, and without talking, you each will attempt to spell the
word on your paper. Then you will compare spellings and decide upon a final correct
spelling to show the group. Each partnership that correctly spells the word earns one
point.
Show students the fall picture card. Allow time for each student to spell the word on his or
her paper. Have students compare their spellings and decide upon a final correct spelling.
Partners show their final choice to the whole group. Confirm or correct as needed. Award
one point for each partnership that spelled the word correctly.
Suggested words: wall, salt, chalk, bald, small, walk (picture cards)
Challenging words: walkway, sidewalk, wallet, meatball (These should be read aloud to
students.)
Monitor Progress through Independent Practice
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Give students paper and pencil.
Now you will show how well you can spell words with these patterns on your own.
Number your paper 1 to 8.
Call out the following words, providing a sentence for each one: tall, scald, malt, calm,
call, beanstalk, softball, recall.
Students spell the words. After all the words have been spelled, collect the papers.
Observe and chart progress. Use data to plan and group for instruction.
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups. It is important to
speak (enunciate) clearly.
 Give students the letter cards. Introduce one phonogram pattern at a time.
 Have students spell each word by building it with their letter cards: all, hall, call, tall;
calm, palm; salt, malt; talk, walk, bald, scald.
 Observe each student and give affirmation or corrective feedback.
 Provide multiple opportunities for students to demonstrate skill mastery.
 Observe and chart progress. Use data to plan and group for instruction.
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Page 20
ISIP, Spelling—Lesson 5
-al Picture Cards
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Page 21
ISIP, Spelling—Lesson 5
Lowercase Letter Cards (small)
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Page 22
ISIP, Spelling—Lesson 6
Skill
Resources
Note:
Spelling Words with CVCe and CCVCe Patterns
Print and cut apart one set of Header Cards and Word Cards, print one I Can Spell page
per student, and gather plastic letters or letter cards if needed.
Words in bold are said aloud by the teacher. This lesson assumes that students know
all letters and sounds. Choose only words from lesson that consist of letter sounds
students have mastered. This lesson should be repeated several times for other vowel
patterns, such as ai, oa, ea, etc.
Teach: Spelling Words with CVCe and CCVCe Patterns
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Today we read some words and think about the sounds we hear.
Do not show the word. Listen to this word, cave. What sound do you hear in the middle of
cave? (long /a/) Show the word. This is how you spell cave. Spell the word. Now read this
word with me. (Read with students.) A cave is a large hollowed out space in earth on a
hillside or cliff.
Do not show the word. Listen to this word, flute. What sound do you hear in the middle of
flute? (long /u/) Show the word. This is how you spell flute. Spell the word. Now read this
word with me. (Read with students.) A flute is an instrument.
Do not show the word. Listen to this word, stone. What sound do you hear in the middle of
stone? (long /o/) Show the word. This is how you spell stone. Spell the word. Now read this
word with me. (Read with students.) A stone is a rock.
Do not show the word. Listen to this word, bike. What sound do you hear in the middle of
bike? (long /i/) Show the word. This is how you spell bike. Spell the word. Now read this
word with me. (Read with students.) A bike is a vehicle with two wheels steered by
handlebars at the front wheel.
Guided Practice
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Show the Word Cards. Here are some more word cards. You will take turns picking a card.
We’ll use the words you just read to sort the words in this stack. Place the Header Cards at
the top of the chart or table as headings. Have each student select a card.
Do not let the others see your card. Read your word aloud. If you need help, I will help
you. After you read the word, everyone will repeat the word. Next, we will say the sound
that is heard in the middle. Then we will decide in which group the word goes.
Have students read and sort all the cards by placing them under the header cards according to
their vowel sound. When the card is placed in a group, spell the word and read it together.
After all cards are sorted, point to the first column and ask, What do you notice about all the
words in this column?
Allow time for students to study the list. Some possible responses are: All of the words end
with the letter e. All the words have the long vowel sound /_/.
Help students recognize the spelling pattern in each word: consonant, vowel, consonant, silent
e (CVCe) or consonant, consonant, vowel, consonant, silent e (CCVCe). This is one way to spell
the long vowel sound in words.
Monitor Progress through Independent Practice
 Now that we know one way to spell the long vowel sound by using silent e at the end, we
will practice spelling some more words that use this same pattern.
 Give each student the I Can Spell page.
 Call out the following words one at a time: brake, froze, kite, and cube. Have students repeat
the word and write it under the correct column. If a student has difficulty writing, allow him or
her to build the word using plastic letters or letter cards.
 Chart progress of students.
 Tell them that they will learn other spellings for long vowels.
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Page 23
ISIP, Spelling—Lesson 6
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
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Choose one long vowel pattern to work with at a time.
Stretch each word by saying it slowly.
Have students tell the first sound they hear. Then write the letter that represents that sound.
When students write the letter for the long vowel, have them write the vowel, followed by a
blank, then e. Example: ro_e.
Say the word one more time to hear the last sound. Have students write the last sound on the
blank. rope
When students show mastery in spelling with one long vowel sound, then move to another
vowel.
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Page 24
ISIP, Spelling—Lesson 6
Header Cards
cave
flute
stone
bike
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Page 25
ISIP, Spelling—Lesson 6
Word Cards
bake
made
cage
safe
cone
nose
smoke
globe
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Page 26
ISIP, Spelling—Lesson 6
Word Cards
dime
smile
line
drive
mule
cube
prune
dune
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Page 27
ISIP, Spelling—Lesson 6
Name ___________________________
A
bake
O
nose
I
dime
U
mule
made
cone
smile
cube
cage
smoke
line
prune
safe
globe
drive
dune
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Page 28
ISIP, Spelling—Lesson 6
Lowercase Letter Cards (small)
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Page 29
ISIP, Spelling—Lesson 7
Skill
Resources
Note:
Spelling Three-Phoneme Words with Short Vowels
Print and cut apart one set of the Lowercase Letter Cards (small and large). Gather
sets of the small letter cards a, b, d, e, g, h, I, m, o, p, s, t, u, w for each student.
Gather sets of the large letter cards a, b, d, e, g, i, m, o, p, s, t, u for each student.
Print one Sound Game with Tab mat per student and gather tape.
Words in bold are said aloud by the teacher.
This lesson assumes students know the following letters and sounds of the alphabet: a,
b, d, e, g, h, I, m, o, p, r, s, t, u, and w. Only choose words from the lesson that
contain letters and sounds student(s) have mastered.
Teach : Spelling Words with Short Vowels
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Today we will practice spelling words with short vowels. Tape the large lowercase vowel
cards on a chart or place them in a pocket chart side by side on a line. Let’s review the short
vowels. Short a says /a/. Repeat the short a sound. (Students repeat.) Short e says /e/.
Repeat the short e sound. (Students repeat.) Short i says /i/. Repeat the short i sound.
(Students repeat.) Short o says /o/. Repeat the short o sound. (Students repeat.) Short u says
/u/. Repeat the short u sound. (Students repeat.)
Listen very carefully to this word, rat. Say the word rat. So that I can hear each sound, I
am going to stretch the word rat, /rrrraaaaaat/. Now you stretch the word and listen for
how many sounds are in the word rat. (Pause while students stretch the word.) How many
sounds are in the word rat? (three) Great job! If students respond incorrectly, stretch the
word again leaving space between each sound. /rrr aaaaaa t/ Have students repeat the word
the way you did.
Model: Since I hear three sounds in the word, I will draw three lines for those sounds. Draw
three lines on the board or on a chart in front of students as follows:____ _____ ____.
Now, watch as I spell the word rat. I will stretch the word again and listen for the first
sound, /rraaaaat/ The first sound I hear is /r/. The letter that makes this sound is the letter
r. So I will write the letter r on the first line. Write the letter r on the first line.
Next, I will say it again. This time I will listen for the second sound, /rraaaaat/. The second
sound is /a/. This is a vowel sound. It is the letter a, so I will write the letter a on the
second line. Write the letter a on the second line.
Now, I will say it again and listen for the third and last sound, /rraaaat/. The last sound is
/t/. The letter that makes that sound is t. I will write the letter t on the last line. Write the
letter t on the last line. Point to the letters as you say them. The letters r, a, t spell the word
rat. Read this word. (rat) Spell rat. (r-a-t)
Guided Practice
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Now let’s spell more words. This time you will help me.
Distribute the sets of small Letter Cards to each student. Have students line the letters above
their Sound Game mats.
Listen to this word, sad. Say the word. (sad)
Now, let’s stretch the word together to listen for the sounds, /sssaaaad/.
How many sounds are in the word sad? (three) Affirm or provide corrective feedback as
recommended in the Teach section.
Stretch the sounds in sad and listen for the first sound. /sssaaaad/
What is the first sound in sad? (/s/) Great listening. What letter makes that sound? (s) Good
job. Now get the letter s and place it in the first box.
Stretch the sounds in sad again and listen for the next sound. /sssaaaad/
What is the next sound you hear? (/a/) Affirm or provide corrective feedback. What vowel
makes that sound? (a) Good. The vowel a makes the sound /a/. Get the letter a and place it
in the second box.
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Page 30
ISIP, Spelling—Lesson 7
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Now, let’s stretch sad again to listen for the last sound.
What is the last sound? (/d/) What letter makes that sound? (d) Wonderful! It’s the letter d.
D makes the sound /d/. Get the letter d and place it in the last box.
How do you spell sad? (s-a-d) Fantastic! We are ready to spell more words.
Repeat the steps above to spell each of the following words: hop, wet, pig, tub and map.
Monitor Progress through Independent Practice
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Distribute the large Letter Card sets to students. Now you will spell some words without my
help. I will say the word, then listen to and watch you stretch the sounds in the word. Then
I want you to choose the letters to spell the word. Are you ready for the first word? Let’s
spell. . .mop.
Watch and chart progress of students as they individually stretch the sounds and spell the
words you say.
Have students spell these words: bed, sit, gum, bag.
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
 Teach the lesson several times using only one vowel per lesson. Some three-phoneme words for
each vowel are in the chart below.
 Limit the number of consonants in the lesson. Use one vowel and three or four consonants to
spell words. For example, mat, tam, Pam, pat, map, tap.
 Have students spell words in one word family. For example, bad, dad, had; or hop, top, mop
Using word families allows students to listen carefully for the beginning sound in the word and
change it to make new words.
a
map
hat
fan
cab
bag
e
vet
leg
net
ten
bed
Three-Phoneme Words
i
sit
log
lid
sob
wig
hog
tip
dot
lid
top
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o
u
run
sun
hug
cut
hum
Page 31
ISIP, Spelling—Lesson 7
Lowercase Letter Cards (large)
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Page 32
ISIP, Spelling—Lesson 7
Lowercase Letter Cards (large)
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Page 33
ISIP, Spelling—Lesson 7
Lowercase Letter Cards (large)
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Page 34
ISIP, Spelling—Lesson 7
Lowercase Letter Cards (large)
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Page 35
ISIP, Spelling—Lesson 7
Lowercase Letter Cards (small)
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Page 36
ISIP, Spelling—Lesson 7
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Page 37