There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs revealed that contextualized spelling is not a consistent feature of reading lesson components, but there is some integration between spelling and reading in all programs evaluated, most frequently in word level practice of decodable words. We discuss the possible merits of integrating the encoding and decoding processes and the need for additional research to evaluate which spelling activities are particularly salient for strengthening the acquisition of beginning reading skills.