Classroom Pages‎ > ‎

102 | Special Ed | Ms. Anderson



 Week at a Glance for the Week of 2/11/19


Below you will find the areas of focus for this week. Do not forget to review your child’s classroom teacher’s website for additional skills to focus on at home.

This week we will also be continuing Wilson Reading System groups. See more information about the program below.


As always, please email me if you have any questions.

Contact Information
Beth Anderson
Main Office: 
(773) 534-0490




Letters: C, O, A, D, G, M, I, H, T, L, J, K, P

Comprehension: Character and setting

Sight Words: a, I, to, like, the, see, go, my, this, is


Writing Our Names


Chapter 4: Counting, Numbers 0-10

Comparing Numbers & Finding 1 More and 1 Less

First Grade


Comprehension: Drawing Conclusions

Grammar Focus: Verbs *Quiz on 2/15

Phonics: Comparative Endings, -er, -est

Sight Words: before, won’t, does, right


Writing Sentences

Second Grade


Comprehension Skill: Theme and Plot

Comprehension Strategy: Nonfiction text features

Phonics: Comparative Endings, -er, -est

Sight Words: clothes, hours, money, neighbor, only, question, taught

See your child’s individual list

Spelling Words: See modified lists in take-home folders


Writing Paragraphs


Chapter 8: Mass

*Test on 2/13

Review Multiplication and Division



Third Grade



*Test 2/13

Multiplication & Division



Learn more about the Wilson Reading System!

Scope and Sequence of Instruction 


Wilson Reading System

Scope & Sequence Chart



STEP 1 -- Closed Syllables (3 sounds)


1.1  -- f, l, m, n, r, s, (initial) d, g, p, t, (final) a, i, o (blending)  

-- tapping and blending 3 sounds

-- what is a vowel, consonant



1.2 -- b, sh,- h, j,- c, k, ck,- v, w, x, y, z,- ch, th, - qu, wh,

        - u,e  

       -- what is a digraph



1.3 -- practice the above  

wish, chop, wet


1.4 -- double consonants (bonus lettersl, s, f and  all  

      -- what is a welded

bill, kiss, call


1.5 -- am, an  (nasal sounds)

ham, fan


1.6 – adding suffix -s  ---s can say /z/

      -- what is a baseword, suffix?

bugs, chills


STEP 2 -- Closed Syllables (4-6 sounds)


2.1 -- ang, ing, ong, ung, ank, ink, onk, unk  

bang, pink


2.2 -- closed syllables with blends

      -- what is a syllable?

      -- What is the difference between blend and digraph?

bled, past, steps


2.3 -- closed syllable exceptions - ild, ind, old, ost, olt  

mold, host


2.4 -- 5 sounds + suffix -s  

blend, trumps


2.5 -- 3 letter blends - 6 sounds  

sprint, scrap


STEP 3 -- Closed Syllables (Multisyllabic Words)



3.1 -- two-syllable words with two closed syllables , ic spelling

catnip, wagon, public


3.2 -- two closed syllables, including blends  

disrupt, fragment


3.3 -- words with two closed syllables ending in ct,

contract, district


3.4 -- multisyllabic words with closed syllables  

Wisconsin, establish


3.5 -- ed, ing suffixes added to basewords

Slashing, blended


STEP 4 -- Vowel - Consonant - E Syllable (VCE)


4.1 -- VCE syllable in one-syllable words, s/z/=vse words  

hope, cave, caves


4.2 -- VCE syllable combined with closed syllables  

combine, reptile


4.3 -- multisyllabic words with two syllable types  



4.4 -- ive exception  

olive, pensive


STEP 5 -- Open Syllable


5.1 -- open syllable in one-syllable words, y as a vowel  

he, hi, shy


5.2 -- open syllables combined with VCE and

          closed syllables in two syllable words  

protect, decline


5.3 -- y as a vowel in two-syllable words  

handy, pony


5.4 -- multisyllabic words with the 3 syllable types  



5.5 -- a and i in unaccented syllables  (exception to open)

Alaska, indicate


STEP 6 -- Suffix Endings and Consonant-l-e Syllable


6.1 -- suffixes -er, -est, -en, -es, -able, -ish, -y, -ive, -ly, -ty,

          -less,   -ness, -ment, -ful added to basewords  

thankful, classy


6.2 -- suffix -ed: sounds d, t  

thrilled, punished


6.3 -- combining 2 suffixes to baseword  

constructively, helpfulness


6.4 -- consonant - le, -stle exception  

dribble, whistle


STEP 7 -- Introduction to Sound Options, Contractions

7.1 -- c or g before e, I, or y  

concentrate, concede, gentle

7.2 -- ge, ce, dge  

lunge, indulgence, fudge

7.3 -- Trigraph and digraph: tch, ph  

fetch, pamphlet

7.4 -- tion, sion  

subtraction, expansion

7.5 -- contractions  

we've, I'll

STEP 8 -- R-Controlled Syllables

8.1 -- ar, er, ir, or, ur - in 1 syllable words  

firm, turn, barn

8.2 -- ar, or - in multisyllabic words  

market, cortex

8.3 -- er, ir, ur - in multisyllabic words  

skirmish, surgery

8.4 -- Exceptions vowel rr   para

hurry, barren

8.5 -- Exceptions ar, or - in final syllable  

beggar, doctor

blizzard, on-ward

STEP 9 -- Vowel Digraph - Dipthong Syllable – “D syllable

9.1 -- ai, ay  

plain, display

9.2 -- ee, ey  

tweezer, valley

9.3 -- oa, oe, ue  

croak, toe, revenue

9.4 -- oi, oy, au, aw  

thyroid, employ, saucer, squawk

9.5 -- ou, ow, oo  

trousers, drowsy, spoon

9.6 -- ea

eat, bread, steak

9.7 --    eu, ew, ui

Europe, few, suit

STEP 10 -- Adding Suffixes to Changing Basewords

10.1 -- VCE exceptions: ice, ace, age, ate, ile, ite, ine


10.2 -- Spelling Rule: baseword ending in e + suffix  


10.3 -- Spelling Rule: 1 syllable, closed or

            r-controlled baseword + suffix  

starred or hopeful

10.4 -- Spelling Rule: double final consonant of

            multisyllabic baseword when adding suffix  

regretting, controlled

10.5 -- Additional suffixes: -ic, -al, -ible, -ous, -ist, -ism, -ity,

            -ize, -ary, -ery


STEP 11 -- Additional I, E, Y Vowel Work

11.1 -- y in open, closed, VCE syllable  

reply, gym, type

11.2 -- The Y Spelling Rule

enjoyable, player

11.3 -- i in an open syllable pronounced as /e/   i as /y/  

Orient, genius, million

11.4 -- ie/ei  

piece, ceiling, vein

11.5 -- igh, eigh  

light, eight

STEP 12 -- Advanced Concepts

12.1 -- Split vowels: vowel team exceptions  

create, violin

12.2 -- Silent letters: rh, gh, mb, mn, kn, gn, wr  

rhyme, ghost

12.3 -- 'w' influencing vowels  

water, worship

12.4 -- ch, que, /k/  

chorus, clique

12.5 -- ti, ci, tu, ture  

patient, official, actual, torture

12.6 -- Chameleon prefixes  

correct, accent




Resource K-3 Information


Instruction will be based on individual education plans.

*Orton-Gillingham: A multi-sensory approach to reading

*Leveled Literacy Intervention

*Reading Streets/My Sidewalks

*Wilson Reading System

 *Singapore Math


Every Monday all first through third grade students will receive new spelling words to practice throughout the week. Spelling words will vary from student to student, so please look in your child’s take home folder or agenda for their word list. Spelling tests will be given every Friday. Please make sure you are studying with your child throughout the week.



I will be entering grades only for students who receive pull-out support during their core subjects. My grading policy for each grade level may vary depending on individual education plans. Please email myself, or your child’s classroom teacher if you have any questions regarding grades.

Classroom Management

Class Rules:

1.     Always do your best work.

2.    Be a caring friend.

3.    Raise your hand to speak.

4.    Follow directions quickly.

5.    Listen when someone is speaking.


Class Dojo will be used to manage behavior in the classroom.  Students will receive Dojo Points for positive behavior, and lose points if they are not following our classroom rules. Every Friday students will choose a reward from the Dojo choice menu if they earn 20 points that week. 

Please contact me with any questions or concerns you may have. I will do my best to make sure your child has a successful school year! :) 

 I will be updating this site regularly throughout the year. Please contact me if you have any questions or concerns.

R & B Anderson,
Sep 25, 2016, 1:14 PM