Grade by Grade
B. Foundations of Language · Spelling, Printing and Sentences

Spelling Words Sound by Sound

B2.3 B2.4About 35 minutes
Learning goals
  • I can say a word slowly and hear each sound.
  • I can write a letter or letter team for each sound.
  • I can spell CVC words, and words with digraphs, blends and magic e.
  • I can check my spelling by reading it back.

Words to know

spell
To write the letters of a word in the right order.
sound boxes
A row of boxes with one box for each sound. You write the letters for that sound in its box.
letter team
Two or more letters that spell one sound, like sh, ck or ee.

Spelling is reading backwards

When you read, you see letters and turn them into sounds.

When you spell, you hear sounds and turn them into letters!

You already know how to break a word into sounds (segmenting). Now you'll write a letter for each sound.

The 5 spelling steps

  1. Say the word.
  2. Stretch it slowly.
  3. Tap one finger for each sound.
  4. Write a letter (or letter team) for each sound.
  5. Read it back. Does it say the word?
Worked example

Let's spell "jet"

Spell the word jet. ✈️

  1. Say it: jet.
  2. Stretch it: j-eee-t.
  3. Tap the sounds: /j/ (1), /e/ (2), /t/ (3). Three sounds, so three boxes.
  4. Write: /j/ is j, /e/ is e, /t/ is t.
  5. Read it back: j-e-t, jet. Yes!

jet

chipchip: 3 sounds. ch goes in one box.
When a letter team makes one sound, both letters go in the same box.
Worked example

Let's spell "chip"

Spell chip.

  1. Tap the sounds: /ch/ /i/ /p/. Three sounds.
  2. /ch/ is spelled with a letter team: ch. Both letters go in the first box.
  3. /i/ is i. /p/ is p.
  4. Read it back: ch-i-p, chip!

chip

Don't forget the blends

In a blend, you hear every sound. So you write every letter.

frog: /f/ /r/ /o/ /g/ → f-r-o-g (4 sounds, 4 letters)

hand: /h/ /a/ /n/ /d/ → h-a-n-d

Tip: Stretch the word slowly. Many kids miss the second sound in a blend and write "fog" for frog or "had" for hand.

Funny but true

Some words are spelled the same backwards and forwards: mom, dad, pop and wow! Try spelling them backwards and see. 🔁

Long vowels: magic e

If a vowel says its name, it may need a magic e at the end.

kite: /k/ /ī/ /t/. Write k-i-t, then add e at the end to make the i say its name: kite. 🪁

The e is silent, so it doesn't get its own sound box. It goes at the end.

kitkite: 3 sounds, then a silent e at the end
k + i + t, then add a silent e: kite.
Hands-on activity

Magnetic letter spelling

You need: magnetic letters (or letters written on small paper squares) and a grown-up.

  1. The grown-up says a word.
  2. You tap the sounds on your fingers.
  3. Build the word with letters.
  4. Touch each letter and read it back.
  5. Now write it on paper.

Words to try: cat, bed, sun, fish, ship, chop, frog, nest, jump, cake, bike, rope.

Tip: keep letter teams (sh, ch, th, ck) stuck together as one piece.

Your turn

1

Spell the word map.

2

Spell the word bed.

3

Spell fish. How many sound boxes do you need?

4

Spell stop.

5

Spell thin.

6

Spell cake 🎂.

7

Read back what you wrote: s-u-n. What word is it?

More practice: warm-up

1

Spell pig.

2

Spell hat.

3

Spell mud.

4

What letter spells the /o/ sound in hot?

5

Spell ten.

More practice: on your own

1

Spell jump.

2

Spell shop.

3

Spell bike.

4

Sam spelled frog as fog. What sound did he miss?

5

Spell much.

Challenge

1

Spell stamp.

2

Spell chest.

3

Spell this sentence: I can jump.

Check your understanding

Quiz

1.

Which is the right spelling for 🐸?

2.

Which letters spell the first sound in ship?

3.

How many sound boxes do you need for jump?

4.

Spell the sounds /b/ /e/ /d/.

5.

Which is the right spelling for 🪁?

6.

What is the last spelling step?

For parents and teachers

Big idea: Grade 1 students use phonemic segmentation to spell phonetically regular words (B2.4), using the common letter-sound correspondences they are learning (B2.3). Spelling and reading strengthen each other.

How to help at home:

  • When your child asks "How do you spell...?", say "Let's stretch it together" and tap the sounds before giving letters.
  • Use "sound boxes": draw a box for each sound and let your child fill them in.
  • Accept spellings that show every sound (like "kit" for kite) as progress, then teach the next pattern ("This i says its name. What do we add?").

Common difficulties:

  • Leaving out sounds in blends ("fog" for frog, "jup" for jump). Slow stretching and finger-tapping help.
  • Writing s-h as separate sounds or using only one letter ("sip" for ship). Remind them some sounds need a letter team.
  • Confusing short e and short i. Exaggerate the mouth shape: /e/ is a little smile, /i/ is a bigger smile.
  • Forgetting magic e. Ask "Does the vowel say its name?"