1.WF.3

Know and apply phonics and word analysis skills when encoding words. a. Spell common, regular, single-syllable words using: 1. Short vowels and single consonants. 2. Consonant graphemes including qu, x, and -ck; digraphs (e.g., thin, shop, when, much, sing); and doubled letters (e.g., off, will, mess). 3. Initial and final consonant blends (e.g., must, slab, plump). 4. Long vowel patterns spelled correctly, including VCe (Vowel-Consonant-silent e) (e.g., came, like), common vowel teams (e.g., boat, play, wait, see, team, right), and open syllables (e.g., go, cry). 5. Vowel-r combinations, including er, ar, or (e.g., car, her, stir, for, burn). b. With prompting and support, spell on-level words with inflectional endings: 1. Verbs with -ing, -ed, -s, and no change in the base word (e.g., snowed, playing, jumps). 2. Nouns with -s, -es, and no change to the base word (e.g., rugs, kisses). 3. Adjectives with -er, -est, and no change to the base word (e.g. slower, slowest). c. With prompting and support, spell on-level two-syllable words, including: 1. Words that end in -y or -ly (e.g., smelly, gladly). 2. Common compound words (e.g., hotdog, mailbox). 3. Words with two closed syllables (e.g., rabbit, wagon). d. Spell grade-level appropriate words in English as found in a research-based list (*See guidelines under Word Lists in the ELA Glossary), including: 1. Irregular words (e.g., said, what, are, they, was). 2. Pattern based words (e.g., he, him, for, in, by, like). e. Spell unfamiliar words phonetically, applying phonemic awareness and spelling conventions.