Frequent words in short stories

Practice the sounds and spellings in is, has, said and have with four short stories for learners ready for grade 1 phonics work. Each word has a full-size mapping sheet and a matching story sheet. The eight student pages separate bold task headings and black reading text from gray directions. Task numbers have periods, and the sound cues name the underlined spelling and its sound. The pages include separate phrases, listening choices, primary writing guides and large drawing spaces.

Learners connect sounds to spelling, read the taught word in phrases, complete a spoken idea and draw it, then read a story and answer an oral meaning question. Each story sheet ends with teacher dictation while the other print is covered. Two letters can share a sound cell, as in ai in said and ve in have. These words have been practiced before dictation.

The separate two-page teacher guide gives prerequisites, the teaching sequence, all 24 task keys and acceptance criteria, exact dictation scripts, specific feedback and practical supports. These are full-size sheets; no cutting or folding is needed.

Readiness

Learners should know short vowels, basic consonants, ck and doubled final consonants, and be able to blend adjacent consonants and segment two to four sounds. Teach a and I beforehand. Before the second story, explicitly read the listed words with final s using the guide. Directions and questions may be read aloud.

How to use it

1. Begin with the Map is sheet and its matching A red lid story sheet. Continue with has, said and have in the printed order. Use the printed sound cue to teach each newly underlined spelling part.
2. Read each phrase as a separate unit. Say the listening target from the guide, then have the learner copy and check the word. Complete the meaning prompt orally and draw a matching idea.
3. Let the learner try the story before you model it. Reread together, then discuss the oral story question. Use the print to identify words; labeled pictures support meaning after reading.
4. Put the map sheet face down and cover the story print as directed. Dictate the word, sentence and word from the guide. Compare the spelling after the attempt.

Support and extend

Read directions aloud, rehearse orally or offer AAC, movable letters, typing or a scribe. Separate spelling feedback from handwriting feedback. After the attempt, compare the final sounds in is and has or invite a new spoken sentence.

The tasks support selected components of CCSS RF.1.2d, RF.1.3b/f/g and RF.1.4b through segmentation, phonics, frequent-word reading and rereading.

Students will

• Connect the sounds in is, has, said and have to their spellings.
• Read the four taught words in phrases and short connected stories.
• Give an oral or drawn response that matches a word or story meaning.
• Spell each rehearsed word from teacher dictation using one sound cell per spelling group.