Grade 1

Grade 1

National Reading Vocabulary

Developed by TampaReads - ReadingKey.com/TampaReads.com

 

The 340 reading vocabulary words in this 1st Grade reading list have been carefully selected as words which Grade 1 students need to master by the end of the school year. 

1학년 읽기 목록인 340개의 읽기 어휘 단어는 매우 신중하게 선정되었다.

이 단어들은 학년말에는  1학년 학생이 정복()해야 한다.

Students who achieve this goal will be reading at approximately a 2.0 grade level and typically score in the top 10% on standardized national reading tests such as the Stanford Achievement Test (SAT) or Woodcock-Johnson.  For comparison, our research has shown that students who know approximately 240-260 words on this list typically score at the 50^th percentile on 1^st Grade standardized tests.

 

The 340 words introduced in the 1st Grade List are arranged as follows:

1st nine weeks - 70 words - 2nd nine weeks - 90 words
3rd nine weeks - 90 words - 4th nine weeks - 90 words
TOTAL = 340 words

 

STEP 1 – Insure the Foundation

The first two weeks of the program begin with a review of all consonant sounds.  Consonant sound mastery is essential if reading progress is to achieve maximum efficiency.   Failure to have all consonant sounds memorized will dramatically slow reading progress.  The most difficult consonant sounds for students are – h – w – l – x (at the end of a word) and  y (at the beginning of a word) – as well as the very important consonant digraphs – ch – th – sh – wh.

 

Intelligent Organization of Vocabulary Words

The 340 words in our Grade 1 List have been prioritized to provide the largest benefit for students learning to read.  Words are organized from "most common" in the beginning weeks to the "lesser common" words toward the end of the year. This provides the most logical and efficient order for instruction throughout the year.  Vocabulary words were selected after extensive computer analysis of common Grade 1 reading books (including Scholastic – Houghton Mifflin and Accelerated Reader). To further increase memorization efficiency, we have organized words into small groups of similar vowel sound and reading-rule categories. Our research has clearly shown that teaching words that share similar vowel sounds dramatically increases the rate in which students can permanently master (learn) the new words.

 

Important “Difficult” Vocabulary Words

The last word in each daily list is what we call our “Word of the Day.”  It is in the “grayscale” background to separate it from the other phonics based reading words.  The “Word of the Day” is typically more difficult to learn than the other words in the column.  This difficulty occurs because it is either visually similar to other words (i.e. went/want – who/how) or is not consistent with typical phonics rules (i.e. does-duz – what-wut).  The “Word of the Day” should be given additional practice to insure its memorization (we have several excellent activities for this).

20 Years of Research

After working with hundreds of students over the past 20 years, we have improved and modified our Grade 1 Vocabulary List to make it as relevant and efficient as possible for improving the learning-to-read process.  After observing student test performance upon mastery of the list words, we have confirmed that students who can successfully read the 340 list words will be reading at approximately a 2.0 Grade Level and typically score in the top 10% on any 1^st Grade standardized test  (ie. Woodcock-Johnson or Stanford Achievement).    This same excellent performance carries through with our other vocabulary lists for Grades 2 through 5.   

 

Greatly Improved Rate of Progress

To help students master the vocabulary words in our grade level lists, TampaReads has developed a unique reading improvement program called ReadingKEY. ReadingKEY uses a series of powerful memorization/learning techniques which will enable any child or student to progress at a pace that is 4-7 times faster than achieved with any other popular home or school-based reading programs.   This dramatically improved learning rate is possible because ReadingKEY concentrates specifically in activities designed to build vocabulary and increase fluency (being able to read words quickly - smoothly and easily).  During the 20 years of research in improving the ReadingKEY program, we have identified several key strategies, when implemented simultaneously, result in greatly increased learning/memorization efficiency for any student.  These include:

1)     Limiting words to 5 per list in our Grade 1 Program (within limits of short term memory)

2)    Grouping words along common vowel sound categories (short a – long a – etc)

3)    Color-coding vowel sounds (short vowels red – long vowels blue – other vowels green).  This strategy constantly reminds student of the vowel sound and vowel sound location in the word). 

4)    Teaching a decoding/reading strategy called “STOP AT THE VOWEL SOUND.” We teach students to read only part of each word first (up to the vowel sound – ca/cat – ha/had - etc).  Once this can be done with the 5 list words, only then do we have the child attempt to read the entire word.  ReadingKEY also includes support vocabulary building worksheets that parallel the list words to give practice in sentence writing and word meaning.  If you would like to try these breakthrough techniques with your own child or student(s), we offer the first nine weeks of each grade level absolutely free.  This way you can see for yourself how ReadingKEY can greatly accelerate the progress your child makes in comparison to other popular reading programs.  To get started, simply go to - www.readingkey.com  - click the TRIAL link – and download the “Student Reading Wall” lists for the grade you would like (usually one or two grades below your child’s current reading level).  Specific directions and links to video demonstrations are on each list.   If you have tried ReadingKEY and would like to receive access to all materials for Grades K-5 please go to - www.tampareads.com/order/totalpackage/selectall.htm

 

 

 

 

 

 

Grade 1 National Reading Vocabulary - 1^st Nine Weeks

Week 1 – Review Consonants				Week 2 – Review Consonants			Students who master all 340 words in this list will be reading at approximately a 2.0 Grade Level and typically score in the top 10% on Grade 1 standardized reading tests.
Hard Consonant		Soft Consonants		Soft Consonants	Most Difficult Sounds
			followed by e - i
	followed by a – o - u		followed by e - i				Week 3
						at the beginning of a word	short a
	followed by a – o - u					at the end of a word	am an at as	and can cat had
						at the beginning of a word
							the		said

 

Week 4		Week 5		Week 6
short  e		short i		short o
red let hen get	ten tell wet yes	if in it its	is did him his	got fox dog not	off top stop long
was	from	have	give	saw	there

 

Week 7			Week 8		Week 9
short u		long vowels				“Tricky” Words
up us fun but	bus sun run truck	a so he be		go no we me		I of to why	Oh on do she
what	one	by		my		goes	two

Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

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Grade 1 National Reading Vocabulary - 2^nd Nine Weeks

 

Week 10			Week 11		Week 12
Final-e Rule		ar - or				ay - ai – ee – ie - oa
name home here like	five gave take came	are car far dark		or for more before		day way play say	rain see lie road
some	come	orange		color		says	they

 

 

 

Week 13		Week 14		Week 15
short a		short e		short i
ran hat has flat	back black that fast	jet well left head	when then them went	six big with this	will hill think little
you	your	very	want	pretty	giving

 

 

 

Week 16		Week 17		Week 18
short o – all		short u		oo (2 sounds)
box hot mom lost	all ball call fall	just must jump lunch	cut much such thumb	too soon food moon	foot good look took
walk	small	push	pull	move	put

Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

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Grade 1 National Reading Vocabulary – 3^rd Nine Weeks

 

Week 19		Week 20		Week 21
ir - er		ou - oy		contractions – short a
first girl bird turn	her mother together were	out our house round	boy toy joy coin	isn’t didn’t don’t we’re	ant bat bag can’t
they’re	where	four	does	doesn’t	wasn’t

 

 

 

Week 22		Week 23		Week 24
Final-e Rule (long vowels)		ee – ea (long e)		short a
nine ride bike time	make made blue white	seen keep green three	eat read near year	dad bad last after	ask sat mad than
done	gone	their	because	father	laugh

 

 

 

Week 25		Week 26		Week 27
short e		short i		ow (long o)  -  ow (same as ou)
bed pet leg help	men end less never	sit hit drink inch	bit dish still which	low slow know tomorrow	now down brown how
seven	eight	both	myself	once	who

Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

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Grade 1 National Reading Vocabulary – 4^th  Nine Weeks

 

Week 28		Week 29		Week 30
2 Consonant Rule – short vowel		short a		short a  –  short e
cannot into hello often	basket yellow bottom sister	sad     pat flag drank	man bath sang thank	fat map pan hand	fed best next ready
given	again	cold	could	would	should

 

 

 

Week 31		Week 32		Week 33
ee – long e		Final-e Rule (long vowel)		ea (long e)   ay (long a)
feel feet need meet	week tree sleep street	use same game while	ate cake side write	dear leave clean easy	lay may gray today
been	friend	old	told	try	buy

 

 

 

Week 34		Week 35		Week 36
short i		short o		short i  -  short vowel mix
mix pink pick quick	lip win sick wish	odd frog drop wrong	hot job rock along	dig kick milk fish	neck second hop cup
child	kind	hold	won’t	most	beautiful

Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

COMMENTS: