level 1-7 · 2016. 8. 15. · zips hops hats rot pets hid jobs man sums tins lots rips legs dads...

Level 1-7

Sound/Rule: Spelling Rule 1 (cvc + s)

Sight Word/s: for

© Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au

http://www.lizzyonline.com.au/

Level 1 Contents (CVC and CVC+s words, including consonant digraphs and long vowels oo, ar, ee)

Introduction to Lizzy

Warm-up instructions and letter cards

Sub-level contents:

Level Level 1-1

Sounds/rules [u]

Sight words is the

Level 1-2 [o] in at and

Level 1-3 [i] words with [-ve] his

Level 1-4 [a] Level 1-5 [e] Level 1-5(a) -an, -am/-en, -em Level 1-6 5 short vowels Level 1-6(a) voiced/voiceless initial and final sounds

Level 1-7

Level 1-8(a)

Spelling Rule 1 (cvc + s)

[a] vs [u]

for

Level 1-8(b) [a] vs [u] + s Level 1-9(a) [e] vs [i] to

Level 1-9(b) [e] vs [i] + s said

Level 1-10 Spelling Rule 3 (c- or k-) Level 1-11(a) -ll, -ff Level 1-11(b) -ss, -zz Level 1-11(c) -ck her

Level 1-11(d) Spelling Rule 2 (-ll, -ff, -ss, -zz, -ck) Level 1-11(e) Spelling Rule 1 (cvc + s) and

Spelling Rule 2 (-ll, -ff, -ss, -zz, -ck) + s Level 1-11(f) -cks / -x Level 1-12(a) wh- and Spelling Rule 2 (-ll, -ff, -ss, -zz, -ck) what

Level 1-12(b) wh- + s Spelling Rule 1 (cvc + s) and

Spelling Rule 2 (-ll, -ff, -ss, -zz, -ck) + s Level 1-13(a) [th] was they

Level 1-13(b) [sh] Level 1-13(c) [th] [sh] are

Level 1-13(d) [th] [sh] + s do

Level 1-13(e) [sh] / [s] he

Level 1-14(a) [ch] [qu] Level 1-14(b) [ch] [qu] + s from

Level 1-14(c) -ck / -ch you

Level 1-15 [ch] [sh] [th] [qu] [wh] + s so

Level 1-16 [ng] were

Level 1-17 [oo] (as in food) we

Level 1-18 [ar] (as in park) Level 1-18(a) [ar] vs [u] boy

Level 1-19 [ee] (as in feet) by creek

Level 1-19(a) [ee] / [e] my

Level 1-20 Spelling Rule 2 (-ck or -k), short/long vowel no go

Level 1-20(a) Spelling Rule 2 (-ck or -k) and gone

Level 1-21

Spelling Rule 3 (c- or k-)

Spelling Rule 4 ([ch] vs [tch])



Level 1-7 Notes for Spelling Rule 1 (cvc) + s)

a) Reading Rule

When you see only one 's' letter on the end of a word, cover it up and sound out the word first.

Say the word, eg. cap. Add [s]. Now you know it says ......... caps

b) Spelling Rule

If you hear [s] on the end of the word when you want to write it, say the word without the [s] first.

caps = cap + s Sound the base word as you write it,

then pop the 's' on the end.


Rule:

When ‘s’ is on the end of a word,

say the base word first,

then pop the ‘s’ on the end.


Level 1-7 Warm-up [cvc]+s

Buttons in Boxes (Decoding/Encoding)

Day 1 Day 2 Day 3 Day 4 Day 5

taps

hems

gum

rods

bats

tubs

robs

rid

zips

hops

hats

rot

pets

hid

jobs

man

sums

tins

lots

rips

legs

dads

mugs

taps

jams

bib

hits

cuts

mops

pigs

jabs

pets

den

nuts

rags

rut

pots

gaps

pups

nods

bibs

tags

rams

hot

lips

nods

sits

kits

rims

dens

Sounds on Cards (Sound Processing)

Day 1 Day 2 Day 3 Day 4 Day 5

buns

guns

buns

bun

but

cut

cuts

cats

pats

pat

tugs

tags

tag

bag

bags

bats

hats

hat

mat

mats

gets

bets

pets

pits

pit

pin

pins

bins

bits

sits

bags

rags

rats

rat

cat

cats

cots

cops

hops

hop

cups

cuts

cots

pots

pets

pens

pins

pin

pit

pits

Letters needed for Sounds On Cards for the level:

Initial: b g c p t h m s r

Medial: a e I o u

Final: n t g p

Extra to add on end of base word: s © Copyright 2016 Doorway To Learning Pty Ltd www.lizzyonline.com.au


1. Mum rubs the taps and the tubs.

2. Get rid of the bats!

Level 1-7 Spelling Rule 1 cvc+s

Words and Sentences The aim of using these words and sentences for reading is to encourage the student

to use his sound processing skills in order to be accurate.

Encourage the student to sound out aloud straight away, rather than have a guess,

and then try to sound it out.

If using for homework practice, ask the parent/carer to have the student read all the

words and sentences until they can do a box without mistakes……even if sounding

out any number of words.

Memorizing is not the aim. Rather we want the student to experience success, using

whatever method is necessary to do so.

When the student can experience success, he will use that technique with growing

confidence. There is nothing worse than guessing words and always having to look

for re-assurance. By sounding out a word that one is not sure of and then getting it

correct straight away (rather than after several guesses), one’s confidence will grow

quickly.

Sight Word/s: for

Day 1

begs

rods

runs

hats

lips

nets

fins

hums

for



1. Nan zips up the red bags.

2. The man did lots of jobs.

Tom hid ten tins in the

cots.

The pets sit on lots of

hats.

Day 2

cuts

rugs

for

fins

bets

rips

cubs

buds

beds

Day 3

nuts

rugs

bins

lids

cups

for

taps pegs hits



1. The lads can get the mugs.

2. Don had for the

rags in pups.

the den

Day 4

rags

rats

cubs

for

hips

sets

sips

guns

lets


Day 5

hits

for

cots

bets

rugs

legs

The men had six pots of nuts.

Jed cuts up the figs.


Level 1-7 [cvc] + s

Reference Word Lists

Refer to the lists provided for Levels 1-1 to 1-5

and simply add the sound/letter ‘s’

NOTE:

In these word lists, words containing 2 consonant letters making one

sound have been included.

These words should be used for processing of sounds in words only

when not using letters (i.e. Buttons in Boxes exercise).

This is because we are not discussing spelling rules, when doing this

activity. Rather we are developing the skill of processing sounds

heard in words, irrespective of the spelling.

Sounds on Cards, however, is using any spelling tricks or rules. Therefore, words containing 2 consonant letters making one sound

have not been used until Level 1-11, where these sounds are

introduced.

READING and SPELLING TRICK:

Show the student the concept of a base word + s as detailed in the

Notes for Level 1-7.


level 1-7 · 2016. 8. 15. · zips hops hats rot pets hid jobs man sums tins lots rips legs dads...

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