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Spelling with Phonics Curriculum Map

Click the buttons below to download our Grade 4/5 - Spelling with Phonics Curriculum Map. There are two versions of the map. The outline and map are also both viewable on this page.

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Spelling lessons based on phonics which many teachers feel is the most effective way for children to learn to spell.

This book was written primarily for students in grades four and five, but in certain instances, its use would prove to be very beneficial for students in grades six and seven.

Students of above average ability, in mid to late grade four will benefit from the approach used in this book, which is based upon sound theories of spelling, used by experienced teachers for many years.

For students of average ability, in grade five, this book will serve as a very good review of some of the important principles of spelling.

Students in grades six or seven, who need to review basic fundamentals in spelling, or are just learning to read, write, and speak English, and who have already completed the first and/or second spelling book in this series, will find this book helpful in their quest to become good spellers.

Eighteen lessons covering these topics: 
  • short vowels
  • long vowels
  • rhyming words
  • plurals
  • rules of syllabication
  • blends
  • digraphs
  • prefixes
  • suffixes
  • word meanings
  • alphabetization
 
Schedule
The schedule below is recommended for use with this book, with sessions lasting approximately fifteen to twenty minutes.
 
Day One
Have your child read over each of the words in the word list, paying close attention to the focus of each lesson, (long a, short a, consonant blends etc.) which is found directly below each word list. Provide your child with a spelling notebook, and have them write out the words in the word list two times each. Check their work for accuracy when they have finished and have them write out any misspelled words.
 
Day Two
Have your child complete all of the questions in Exercise A, writing the answers in the spaces provided in the book, and then mark their work. Have them correct any mistakes which they have made.
 
Day Three
Have your child complete all of the questions in Exercise B, following the procedure outlined in day two.
 
Day Four
Give your child a dictation in the notebook which you have provided, making sure to start on a fresh page, where no other words are visible. To give a dictation, take the words from the word list, in random order, and do it like this:
Parent says - "The first word is dog. The dog ran down the street - dog. Now carefully write the word dog." The child now writes the word dog in his/her notebook. After all of the words have been written, the parent corrects them and the score is placed in the space provided. The same procedure should be followed for all of the lessons in the book.

Lessons cover:

Lesson 1 - Short 'a' and ‘e’

Lesson 2 - Short 'i', ‘o’ and ‘u’

Lesson 3 – Long ‘a’

Lesson 4 – Long ‘e’

Lesson 5 – Long ‘i’ and ‘u’

Lessons 6 - Reviews short ‘a,e,i,o,u’ and long ‘a,e,i,u’ words and consonant blends covered from lessons 1 to 5

Lesson 7 – Long 'o' words

Lesson 8 – Consonant ‘l’ blend words and root words

Lesson 9 and 10 – Consonant ‘r’ blend words

Lesson 11 – Consonant ‘s’ blend words and compound words

Lesson 12 - Reviews the s blends, r blends and long o words covered from lessons 7 to 11

Lesson 13 – ‘r’ controlled vowels

Lesson 14 – Soft ‘g’ and Hard ‘g’

Lesson 15 – Soft ‘c’ and Hard ‘c’

Lesson 16 - Hard ‘c’

Lesson 17 – The ‘i’ before ‘e’ rule

Lesson 18 – Reviews the ‘r’ controlled vowels, hard and soft ‘g’ and ‘c’ words ‘ck’ and ‘ic’ words and the ‘i’ before ‘e’ rule

 

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