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Covers diagnostic assessment and successive teaching units, moving through core phonics and spelling patterns such as short vowels (CVC), initial blends, final blends, diphthongs, contractions, and long-vowel patterns using silent e, common vowel groups, and digraphs. Includes units on homophones, plurals (adding s/es), past tense with -ed, noun formation, verb -ing, days of the week and seasons, homophone and spelling consolidations, and dictionary skills with word games.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/weekly-suggested-spelling-list-year-1/492782/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/weekly-suggested-spelling-list-year-1/492782.png","ImageObject",300,407,{"name":92,"@type":93},"BAd apple","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How is the Year 1 spelling program structured across the weeks?","Question",{"text":113,"@type":114},"It presents a five-week overview, with Units 1 through 6 covering specific spelling/phonics targets. Each unit is placed into weekly segments and includes consolidation periods.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What phonics topics are included in Unit 1?",{"text":118,"@type":114},"Unit 1 focuses on diagnostic assessment, short vowels (CVC) revision, initial blends, initial l blends, initial s blends, final blends, and diphthongs, plus example word lists for each target.",{"name":120,"@type":111,"acceptedAnswer":121},"Does the list include grammar and word-building rules beyond spelling patterns?",{"text":122,"@type":114},"Yes. It includes contractions, plural formation by adding -s or -es, past tense by adding -ed to regular verbs, adding -er to make nouns, adding -ing to verbs, and includes dictionary skills and word games.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},492782,1791819211,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":24,"preview_page_count":4},19241458193282,"https://us-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Weekly suggested spelling list Year 1  \nAdjust the weekly program in this overview to suit consolidated sequences of teaching and learning.  \n\n|  | Week 1 |  | Week 2 |  | Week 3 |  | Week 4 |  | Week 5 |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Unit 1 | Diagnostic assessment |  | Short vowels CVC* revision\u003Cbr>*Consonant Vowel Consonant |  | Initial ‘r’ blends—br, cr, dr, fr, gr, tr |  | Initial ‘l’ blends — bl, cl, fl, gl, pl, sl |  | Initial ‘s’ blends — sc, sk, sm, sn, sp, st |  |\n|  |  |  | bat\u003Cbr>sad\u003Cbr>sit\u003Cbr>lid\u003Cbr>but | bud\u003Cbr>red\u003Cbr>pet\u003Cbr>rod\u003Cbr>hot | brim\u003Cbr>crab\u003Cbr>crop\u003Cbr>drag\u003Cbr>drip | frog\u003Cbr>from\u003Cbr>grub\u003Cbr>grin\u003Cbr>trip | blot\u003Cbr>clap\u003Cbr>club\u003Cbr>flag\u003Cbr>flat | glad\u003Cbr>plug\u003Cbr>plus\u003Cbr>slip\u003Cbr>slow | scabskip skin smog\u003Cbr>small | snap\u003Cbr>spill\u003Cbr>spot\u003Cbr>stop\u003Cbr>step |\n|  | Final blends—nt, nd, nk, mp and st |  | Diphthongs—‘oi’and ‘oy’ |  | Contractions—word + ‘is’and word + ‘not’ |  | Short /e/ spelled ‘e’ and‘ea’ |  | Consolidation |  |\n|  | ant went\u003Cbr>and\u003Cbr>send\u003Cbr>bank | sink camp\u003Cbr>bump\u003Cbr>best\u003Cbr>must | boy\u003Cbr>joy\u003Cbr>toy\u003Cbr>soy\u003Cbr>toys | coin\u003Cbr>boil oil join\u003Cbr>foil | it’sthat’she’s she’s\u003Cbr>here’s | can’t didn’t\u003Cbr>wasn’t isn’tdon’t | web\u003Cbr>them yes egg\u003Cbr>next | head bread\u003Cbr>thread\u003Cbr>spread\u003Cbr>breath |  |  |\n| Unit 2 | Silent ‘e’—long vowel patterns |  | Common long vowel patterns—ā (ai, ay),ē (e, ea, ee), ī (y) |  | Common long vowel patterns—ō (o, oa),ū (ew, ue) |  | Initial digraphs—ch, ph, sh, th, wh |  | Final digraphs—ff, ll, ss, zz |  |\n|  | name late\u003Cbr>eve\u003Cbr>like mine | size home\u003Cbr>note\u003Cbr>huge\u003Cbr>cute | rain\u003Cbr>sail\u003Cbr>day\u003Cbr>play be | me team week my\u003Cbr>by | go\u003Cbr>no oat\u003Cbr>road\u003Cbr>boat | new\u003Cbr>few\u003Cbr>grew\u003Cbr>due\u003Cbr>blue | chin chat phone\u003Cbr>photo\u003Cbr>shop | shut this they\u003Cbr>what\u003Cbr>when | off cuff\u003Cbr>staff\u003Cbr>bell\u003Cbr>call | hill glass\u003Cbr>dress jazz buzz |\n| Unit 3 | Diagnostic assessment Final digraphs—‘ck’,‘sh’,‘ch’ |  | Plurals—more than one adding ‘s’ |  | Ambiguous vowels—‘oo’long sound |  | Ambiguous vowels—‘oo’short sound |  | Consolidation |  |\n|  | back\u003Cbr>kick\u003Cbr>lock\u003Cbr>sock\u003Cbr>fish | cash\u003Cbr>dish\u003Cbr>each\u003Cbr>much\u003Cbr>lunch | bags girls\u003Cbr>games\u003Cbr>cakesnails | boys\u003Cbr>toys\u003Cbr>trays\u003Cbr>days\u003Cbr>keys | too\u003Cbr>boot\u003Cbr>tool\u003Cbr>food\u003Cbr>pool | roof soon room tooth school | book\u003Cbr>look\u003Cbr>good\u003Cbr>took\u003Cbr>foot | hood cook wood hook stood |  |  |\n\n|  | Week 1 |  |  | Week 2 |  | Week 3 |  |  | Week 4 |  | Week 5 |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Unit 4 | Common homophones |  |  | Silent ‘e’ revision Exceptions to silent ‘e’pattern |  | ‘r’ influenced vowels in single syllable words—‘ar’,‘er’ and ‘ir’ |  |  | ‘r’ influenced vowels in single syllable words—‘or’and ‘ur’ |  | Past tense—adding ‘ed’ to regular verbs |  |\n|  | to too\u003Cbr>two\u003Cbr>sea\u003Cbr>see\u003Cbr>one | won be bee\u003Cbr>for\u003Cbr>four |  | give\u003Cbr>love\u003Cbr>have live move | some\u003Cbr>none\u003Cbr>gone\u003Cbr>done\u003Cbr>come | far\u003Cbr>car\u003Cbr>star\u003Cbr>art\u003Cbr>her | were\u003Cbr>term sir bird girl |  | for born\u003Cbr>cord\u003Cbr>fork\u003Cbr>pork | horn fur hurt\u003Cbr>turn\u003Cbr>burn | helped \u003Cbr>walked jumped played picked ended asked packed missed crossed |  |\n| Unit 5 | Days of the week Seasons |  |  | Blends—‘qu’ and ‘tw’ |  | Ambiguous sounds of ‘o’ |  |  | Diphthongs—‘ou’ and ‘ow’ |  | Consolidation |  |\n|  | Sunday Monday Tuesday Wednesday Thursday Friday Saturday |  | summer\u003Cbr>autumn winter spring | quit quiz queen\u003Cbr>quail\u003Cbr>quack\u003Cbr>quick | twig twin twit two*\u003Cbr>*the letters ‘t’ and ‘w’\u003Cbr>in this example only\u003Cbr>makes the single ‘t’sound | on off doll of cold | front for golf son won |  | out our foul sour loud | cow now how downtown |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |\n| Unit 6 | Plurals—adding ‘es’ to words ending in ‘ch’and ‘sh’ |  |  | Plurals—adding ‘es’ to words ending in ‘ss’,‘s’and ‘x’ |  | Making nouns—adding ‘er’ |  |  | Adding ‘ing’ to verbs |  | Contractions |  |\n|  | lunches\u003Cbr>beaches\u003Cbr>bunches\u003Cbr>matches\u003Cbr>patches | dishes\u003Cbr>brushes\u003Cbr>wishes\u003Cbr>bushes","cbCailzUAlphyPam","https://ap.wps.com/l/cbCailzUAlphyPam","pdf",411054,"English","# Weekly program\n## Unit 1: Phonics and blends\n## Unit 2: Silent e and long vowel patterns\n## Unit 3: Digraphs and vowel sounds\n## Unit 4: Homophones and tense changes\n## Unit 5: Days, seasons, and blends\n## Unit 6: Plurals and word-building\n## Diagnostic and consolidation","[{\"question\":\"How is the Year 1 spelling program structured across the weeks?\",\"answer\":\"It presents a five-week overview, with Units 1 through 6 covering specific spelling/phonics targets. Each unit is placed into weekly segments and includes consolidation periods.\"},{\"question\":\"What phonics topics are included in Unit 1?\",\"answer\":\"Unit 1 focuses on diagnostic assessment, short vowels (CVC) revision, initial blends, initial l blends, initial s blends, final blends, and diphthongs, plus example word lists for each target.\"},{\"question\":\"Does the list include grammar and word-building rules beyond spelling patterns?\",\"answer\":\"Yes. It includes contractions, plural formation by adding -s or -es, past tense by adding -ed to regular verbs, adding -er to make nouns, adding -ing to verbs, and includes dictionary skills and word games.\"}]","Weekly suggested spelling list Year 1 | PDF",1790869916]