Grade 1 Reading Foundations Unit 9: Practice and Assessment
Unit scope | Student lessons | Daily practice | Teacher guide | ELA crosswalk
Work independently after teaching, with an adult reading instructions as needed. Print this page or save as a standard PDF; it is not a digital fillable workbook.
Day 1: Long-vowel word families: -ild, -old, -ost, -olt and -ind
Read aloud
child / wild / mild / old / cold / gold / most / post / bolt / colt / kind / find
Spelling check
Ask the teacher to dictate 5 target words without showing print. For homophones, the teacher must provide a sentence giving the intended meaning.
Read the passage
A child can find a gold coin. The coin is old. A kind child can help put the coin in a box.
Answer from the story
- 1. What can the child find?
- 2. How is the coin described?
- 3. Where can the coin be put?
Private log: reading __/12, spelling __/5, comprehension __/3, corrected after rereading __, error patterns __, date __.
Day 2: Doubled final f, l, s and z after a short vowel
Read aloud
off / stuff / hill / bell / shell / miss / kiss / glass / buzz / fizz
Spelling check
Ask the teacher to dictate 5 target words without showing print. For homophones, the teacher must provide a sentence giving the intended meaning.
Read the passage
Jill has a bell. The bell can ring. A bee can buzz. Jill will not miss the bell.
Answer from the story
- 1. Who has a bell?
- 2. What can the bell do?
- 3. What can the bee do?
Private log: reading __/10, spelling __/5, comprehension __/3, corrected after rereading __, error patterns __, date __.
Day 3: Why many English words end in -ve
Read aloud
have / give / love / live / glove / above / five / save / wave / dive
Spelling check
Ask the teacher to dictate 5 target words without showing print. For homophones, the teacher must provide a sentence giving the intended meaning.
Read the passage
I have a glove. I give the glove to Ben. Ben can save the glove. We love to help.
Answer from the story
- 1. What does the speaker have?
- 2. Who receives the glove?
- 3. What can Ben do with it?
Private log: reading __/10, spelling __/5, comprehension __/3, corrected after rereading __, error patterns __, date __.
Day 4: Homophones: spell according to meaning
Read aloud
to / two / too / hear / here / for / four / one / won / see / sea
Spelling check
Ask the teacher to dictate 5 target words without showing print. For homophones, the teacher must provide a sentence giving the intended meaning.
Read the passage
I have two books. One is here. I can hear Ben read. Ben has four books. I want to read too.
Answer from the story
- 1. How many books does the speaker have?
- 2. Where is one book?
- 3. What does the speaker hear?
- 4. How many books does Ben have?
Private log: reading __/11, spelling __/5, comprehension __/4, corrected after rereading __, error patterns __, date __.
Day 5: Independent cumulative spelling and reading
Read aloud
mild / post / colt / find / stuff / shell / fizz / glass / give / glove / wave / too / four / here
Spelling check
Ask the teacher to dictate 8 target words without showing print. For homophones, the teacher must provide a sentence giving the intended meaning.
Read the passage
Jill has two old books. She will give one book to Ben. Ben can read here. He is kind and will help Jill find a lost book.
Answer from the story
- 1. How many old books does Jill have?
- 2. What will Jill give Ben?
- 3. Where can Ben read?
- 4. What do Jill and Ben want to find?
Private log: reading __/14, spelling __/8, comprehension __/4, corrected after rereading __, error patterns __, date __.