sr_ac_f_sb_92667_look_inside

SPELLING RULES! is a bestselling series that takes

a phonemic approach that is systematic, purposeful and sequential.

This edition has been produced to meet the latest Australian Curriculum English requirements. It focuses on known sounds and letter patterns when introducing spelling rules, so that students can learn one skill at a time. With this approach, students will develop spelling knowledge so that they learn to spell while also increasing their vocabulary.

Janelle Ho and Helen Pearson

F www.matildaeducation.com.au

sr_ac_f_sb_92667_cvr_final.indd 1

Australian Curriculum Edition 7/7/2023 3:59 pm

List words in alphabetical order

Scope and Sequence Skill focus Unit Initial Initial Final Medial Digraphs Rules and consonant vowel consonant vowel tips 1 2 3 4 5 6 7

s, t p

8

n

c, g m

p, s, t

short a

g, m

short i short a, i

i

d, l

plural suffix no, as, on s short o REVISION

b, r

12

h

e

an, he, she, me b

13

short e

him, my, by

14

his, her, new

REVISION

f j, k

u

f, ff

17

us, or, one be, we, the, to, go, are of, if put

short u

18

REVISION

for, our, out q, v, w, y, z

21

not, got, so tin, not, got, pot, log, nod, dot, pod, so I pin, lid, dad, can, man, sad, tan, pop, I bat, big, bin, rag, rip, rod, rat, bag, bit has, had, an, hat, hot, egg, he she, me red, bed, ten, get, pet, mob, him, my, by bad, net, top, his, hid, hit, her, men, new fat, fan, fin, fit, up, us, or, one, fog jam, jog, job, be, we, the, to, go, are

CVC words

was, will x

went, very, school

why, this, that, boy

long y as vowel sound

plural suffix any, many, see, two, s how

24 25 26

initial sh

show, now

27

final sh

want, have, your

28

ck

29

ll, ss

fry, fly, why, try, cry, sky, this, that, boy lots, any, many, see, two, how

REVISION

qu always go together

were, does, what

30 31

initial th

four, here, when

32

final th

good, some, where

shy, ship, shop, shut, shed, shoe, now, sell, shoes wish, wash, push, fish, cash, rush, want, have, your back, duck, neck, sick, shock, quick, were, does, what hill, shall, doll, bell, fell, yell, all, call, well

REVISION

Contents Note to Teachers and Parents................................. 2 Units 1–32..................................................................... 4–67 List Words in Unit Order............................................ 68 List Words in Alphabetical Order............................ Inside back cover

sr_ac_f_sb_92667_ifc_final.indd 1

of, if, mum, sun, run, bus, fun, hug, put jug, fed, mad, but, mug, leg, and, said, you pan, jet, hip, cob, bug, beg, for, our, out van, wet, web, yes, zip, zoo, yet, was, will six, fix, mix, box, fox, wax, went, very, school

Capital and lowercase letters

22

23

no, nap, nip, as, on, pal, cats, dogs

and, said, you

19 20

Word List

pat, sat, tap cat, cap, gap mat, map, it, is, sip, pit, in, a sit, pig, tip, tag, am, at dig, lip, lap, dip, do, did

it, is, a am, at do, did

o, a d, l, n

11

Other

a

9 10

15 16

High-frequency and sight words

then, them, they, thin, thick, three, four, here, when with, bath, both, moth, path, tooth, good, some, where

a Unit 5 all Unit 29 am Unit 6 an Unit 12 and Unit 18 any Unit 24 are Unit 16 as Unit 8 at Unit 6 back Unit 28 bad Unit 14 bag Unit 11 bat Unit 11 bath Unit 32 be Unit 16 bed Unit 13 beg Unit 19 bell Unit 29 big Unit 11 bin Unit 11 bit Unit 11 both Unit 32 box Unit 21 boy Unit 23 bug Unit 19 bus Unit 17 but Unit 18

by Unit 13 call Unit 29 can Unit 10 cap Unit 4 cash Unit 27 cat Unit 4 cats Unit 8 cob Unit 19 cry Unit 23 dad Unit 10 did Unit 7 dig Unit 7 dip Unit 7 do Unit 7 does Unit 28 dogs Unit 8 doll Unit 29 dot Unit 9 duck Unit 28

egg Unit 12 fan Unit 15 fat Unit 15 fed Unit 18 fell Unit 29 fin Unit 15 fish Unit 27 fit Unit 15 fix Unit 21 fly Unit 23 fog Unit 15 for Unit 19 four Unit 31 fox Unit 21 fry Unit 23 fun Unit 17 gap Unit 4 get Unit 13 go Unit 16 good Unit 32 got Unit 9 had Unit 12 has Unit 12 hat Unit 12 have Unit 27 he Unit 12 her Unit 14 here Unit 31 hid Unit 14 hill Unit 29 him Unit 13 hip Unit 19 his Unit 14 hit Unit 14 hot Unit 12 how Unit 24 hut Unit 18 I Unit 10 if Unit 17 in Unit 5 is Unit 5 it Unit 5 jam Unit 16 jet Unit 19

job Unit 16 jog Unit 16 jug Unit 18 lap Unit 7 leg Unit 18 lid Unit 10 lip Unit 7 log Unit 9 lots Unit 24 mad Unit 18 man Unit 10 many Unit 24 map Unit 5 mat Unit 5 me Unit 12 men Unit 14 mix Unit 21 moth Unit 32 mob Unit 13 mug Unit 18 mum Unit 17 my Unit 13

pit Unit 5 pod Unit 9 pop Unit 10 pot Unit 9 push Unit 27 put Unit 17 quick Unit 28 rag Unit 11 rat Unit 11 red Unit 13 rip Unit 11 rod Unit 11 run Unit 17 rush Unit 27

of Unit 17 on Unit 8 one Unit 15 or Unit 15 our Unit 19 out Unit 19

sad Unit 10 said Unit 18 sat Unit 3 school Unit 21 see Unit 24 sell Unit 26 shall Unit 29 she Unit 12 shed Unit 26 ship Unit 26 shock Unit 28 shoe Unit 26 shoes Unit 26 shop Unit 26 shut Unit 26 shy Unit 26 sick Unit 28 sip Unit 5 sit Unit 6 six Unit 21 sky Unit 23 so Unit 9 some Unit 32 sun Unit 17

pal Unit 8 pan Unit 19 pat Unit 3 path Unit 32 pet Unit 13 pig Unit 6 pin Unit 10

tag Unit 6 tan Unit 10 tap Unit 3 ten Unit 13 that Unit 23 the Unit 16 them Unit 31

nap Unit 8 neck Unit 28 net Unit 14 new Unit 14 nip Unit 8 no Unit 8 nod Unit 9 not Unit 9 now Unit 26

then Unit 31 they Unit 31 thick Unit 31 thin Unit 31 this Unit 23 three Unit 31 tin Unit 9 tip Unit 6 to Unit 16 tooth Unit 32 top Unit 14 try Unit 23 two Unit 24 up Unit 15 us Unit 15 van Unit 20 very Unit 21 want Unit 27 was Unit 20 wash Unit 27 wax Unit 21 we Unit 16 web Unit 20 well Unit 29 went Unit 21 were Unit 28 wet Unit 20 what Unit 28 when Unit 31 where Unit 32 why Unit 23 will Unit 20 wish Unit 27 with Unit 32 yell Unit 29 yes Unit 20 yet Unit 20 you Unit 18 your Unit 27 zip Unit 20 zoo Unit 20

7/7/2023 3:59 pm

Janelle Ho and Helen Pearson STUDENT BOOK

F

Australian Curriculum Edition Name: Class: First edition published in 2006 by Macmillan Science and Education Australia Pty Ltd Copyright © Janelle Ho, Helen Pearson 2006, 2016, 2024 Spelling Rules! Student Book F Australian Curriculum Edition ISBN: 978 0 6550 9266 7 Designer and typesetter: Trish Hayes Illustrator: Stephen Michael King Series editor: Marie James Indigenous consultant: Al Fricker This edition published in 2024 by Matilda Education Australia, an imprint of Meanwhile Education Pty Ltd PO Box 118, Burwood, Victoria, Australia 3125 T: 1300 277 235 E: customersupport@matildaed.com.au W: www.matildaeducation.com.au

sr_ac_f_sb_92667_txt_final.indd 1

The moral rights of the authors have been asserted.

All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia (the Act) and subsequent amendments, no part of this publication may be reproduced, in any form or by any means, without the prior written permission of the copyright owner.

Educational institutions copying any part of this book for educational purposes under the Act must be covered by a Copyright Agency Limited (CAL) licence for educational institutions and must have given a remuneration notice to CAL. These limitations include: restricting the copying to a maximum of one chapter or 10% of this book, whichever is greater. For details of the CAL licence for educational institutions, please contact: Copyright Agency Limited, Level 12, 66 Goulburn Street, Sydney, NSW 2000, Toll-free phone number (landlines only): 1800066844, Telephone: (02) 9394 7600, Fax: (02) 9394 7601.

Email: memberservices@copyright.com.au Website: https://www.copyright.com.au Printed in China by Central Sep-2023

7/7/2023 3:57 pm

Note to teachers and parents Spelling Rules!

Some students are natural spellers. But the vast majority of students need formal, systematic and sequential instruction about the way spelling works and the strategies they can use to become independent, confident spellers and spelling risk-takers.

The Spelling Rules! program is based on sound linguistic and pedagogical theory. It is informed by research into how students of different ages acquire and apply spelling skills, and how those skills move from the working to the long-term memory.

The program closely follows the Australian English curriculum. Australian Curriculum: English references are provided in the Teacher Resource Books. The program consists of seven student books, fully supported by two Teacher Resource Books.

Each student book contains units of work, with each unit designed to be used over the course of a week. The content of each unit simultaneously develops new skills and reinforces skills from previous units. The introduction of new sounds and letter patterns is logically sequenced and takes into account both frequency of use and complexity. Where appropriate, topic words from other curriculum areas such as mathematics, science and social sciences are included. When spelling rules are introduced, only known sounds and letter patterns are used so that students focus on one skill at a time. Regular revision units enable teachers to assess student progress and reinforce key rules and patterns from previous units.

Spelling knowledge Learning to spell involves developing different kinds of spelling knowledge:

T Kinaesthetic knowledge – the physical feeling when saying different sounds and words, and when writing the shapes of letters and words T Phonological knowledge – how a word sounds and the patterns of sounds in words T Visual knowledge – how letters and words look and the visual patterns in words T Morphemic knowledge – the meaning or function of words or parts of words T Etymological knowledge – the origins and history of words and the effect this has on spelling patterns.

Icons used in Student Book F The following icons identify the main spelling strategy that students will use to complete an activity.

Say the word. (Kinaesthetic knowledge) These activities ask students to experience how sounds feel in the mouth and jaw. Changing the positions of the jaw, lips, and tongue changes the sounds we make.

Encourage students to pronounce the sounds and words accurately. If they mispronounce a sound or word, they may misrepresent it in writing.

Listen to the word. (Phonological knowledge) These activities focus on discriminating between different sounds and breaking up words into syllables or individual sound segments (phonemes).

Look at the word. (Visual knowledge) These activities help students to see how the sound is represented using combinations of letters, and to associate this visual pattern with what they are hearing. Students will develop the ability to know when a word does or does not ‘look right’.

Understand the word. (Morphemic and etymological knowledge) These activities focus on word meanings, word families, prefixes and suffixes, spelling rules, word origins and so on – all of which help embed spelling in the long-term memory.

Practise writing the word. (Kinaesthetic knowledge) These activities develop students’ awareness of the physical movement involved in writing the word. By practising writing the word a number of times and in different contexts, the spelling becomes embedded in the long-term memory.

This icon

highlights useful spelling rules.

2

sr_ac_f_sb_92667_txt_final.indd 2

This icon tells students that a special clue or hint is provided for an activity. It may be a spelling, grammar or punctuation convention, or a definition of a useful term.

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

7/7/2023 3:57 pm

Student Book F Units of work

The third edition of Student Book F contains 32 weekly units of work. You would probably start using the workbook towards the end of term 1 of the first year at school, once other routines are settled. Each unit focuses on one or more consonants or vowels. These letters are grouped according to how easily students are able to distinguish them by sight and by sound. In this revised edition, high-frequency sight words are introduced at an earlier stage, from Unit 5.

Common digraphs and the simple suffix s are taught. See the Scope and Sequence chart on the inside front cover for more information.

Word lists From Unit 3 onwards, there is a short word list for each unit. These core words have been chosen to support the learning focus and strategies being taught in the unit. The words contain the focus letter, letter pattern or morphological element.

In addition, high-frequency words are introduced.

Spelling lists enable a particular rule, letter pattern, sound pattern, etymology or morphemic element to be focused on.

There are sufficient examples to consolidate the teaching point. Additional words are provided in traceable letters. These words allow students to begin practising high-frequency sight words. By the end of Student Book F students will have been introduced to almost all the high-frequency sight words they need for reading and writing.

Unit at a glance List words support the learning of a specific letter, letter pattern or rule. Words come from across the curriculum.

Unit banner features a hidden focus letter or letter pattern

Space to practise list words

17

Spelling focus highlighted in colour

F in

da

hidde

Icons identify the main spelling strategy students will use in an activity.

4

n f.

Change the vowel to u to make a new word.

fan

of

if

mum

sun

run

bus

5

Sequenced activities – each activity focuses on a specific spelling strategy.

pot

beg

bin

Write of.

a cup — — nuts a jar — — jam

fun

High-frequency words also introduced

l

hug

put

6

My own words – students can write theme words, personal words or extension words, or practise other words with the same spelling focus.

Adapt this section to suit the needs of your class.

Write if and a list word.

I will — — — on my

Write the letter that makes the last sound.

cap — — it is hot.

The — — — will stop

Traceable words allow students to practise high-frequency sight words.

2 pit net bat 36

3

Colour the shapes with u.

bun nut sun

rod jog

hut

Draw the picture.

for me — — I wave.

leg

My own words

cup

map

sip

mud jug jam

I give my mum a hug.

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

37

Spelling Rules! Teacher Resource Book F-2 Full teacher support for Student Book F is provided by Spelling Rules! Teacher Resource Book F–2. Here you will find valuable background information about spelling development and spelling knowledge, along with practical resources, such as:

T teaching tips for every unit in Student Book F T extra word lists T strategies for teaching spelling T guidelines for assessing spelling and diagnosing spelling errors T activities to support struggling spellers T worthwhile extension for more able spellers.

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

sr_ac_f_sb_92667_txt_final.indd 3

3

7/7/2023 3:57 pm

1

F in

d

dde a hi

n s.

l

What letter can you see in the pictures? Write the letter.

2

Colour the shapes with s.

What do you see?

t

f c

p

o

a t

l o

s

o

p

sr_ac_f_sb_92667_txt_final.indd 4

s

f

t p

t t

s s

c p s

f s

t

c o f

Colour the shapes with t.

What do you see?

l

s

t

t

a 4

t

s c

t a o

s

a l

o

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

7/7/2023 3:57 pm

3

Write the letter that makes the first sound.

4

Draw a line to join the first sound to the picture.

s

t

My own words

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

sr_ac_f_sb_92667_txt_final.indd 5

5

7/7/2023 3:57 pm

2

F in

d

dde a hi

n a.

l

What letter can you see in the pictures? Write the letter.

2

Circle the letter that makes the first sound.

6

sr_ac_f_sb_92667_txt_final.indd 6

a

a

p

p

a

a

p

p

a

a

p

p

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

7/7/2023 3:57 pm

3

Write the letter that makes the first sound.

4

Write the letter a in each section of the shape.

Write the letter p in each section of the shape.

My own words

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

sr_ac_f_sb_92667_txt_final.indd 7

7

7/7/2023 3:57 pm

3

F in

pat

I

d

dde a hi

n t.

sat

tap

Say each word. Write the last sound you hear.

s t p 2

Draw a line from the picture to the letter that makes the last sound.

p s t 8

sr_ac_f_sb_92667_txt_final.indd 8

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

7/7/2023 3:57 pm

3

Colour p in blue. Colour t in red. Colour a in yellow. Colour s in green.

pat

sat

4

Colour the picture if you hear a in the middle.

5

Write the missing letter.

tap

r—t

h—t

c—t

m—t

My own words

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

sr_ac_f_sb_92667_txt_final.indd 9

9

7/7/2023 3:57 pm

4

F in

cat

d

dde a hi

n c.

cap

l

What letter can you see in the picture? Write the letter.

2

Say each word. Write the letter that makes the first sound.

gap

c

g 10

sr_ac_f_sb_92667_txt_final.indd 10

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

7/7/2023 3:57 pm

3

Make words with different first sounds.

c t

p ap

s

g

4

at

c

Write list words.

I see a

in a ­ — — —

. ­— — —

Sam’s smile has a

. ­ — — —

My own words

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

sr_ac_f_sb_92667_txt_final.indd 11

11

7/7/2023 3:57 pm

5

F in

d

dde a hi

n m.

mat

map

it

is

sip

pit

in

a

I

Say the words. Write i or m for the first sound.

2

Colour the shapes with i.

What do you see?

a

p

i

f

m j

a l

i

sr_ac_f_sb_92667_txt_final.indd 12

t i

p

l

i

t 12

t

j

a

m

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

7/7/2023 3:57 pm

3

Write list words.

4

Write list words.

What is it?

It is a ­­— ­­ — — — .

What is it?

It is a ­­—— — — .

My own words

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

sr_ac_f_sb_92667_txt_final.indd 13

13

7/7/2023 3:57 pm

6

l

2

F in

d

dde a hi

n i.

sit

pig

tip

tag

am

at

Colour the

if you hear the sound at the beginning of the word.

Colour the

if you hear the sound at the end.

m

m

m

m

g

g

g

g

Write the letter that makes the last sound.

14

sr_ac_f_sb_92667_txt_final.indd 14

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

7/7/2023 3:57 pm

3

Say each word. Write a or i.

d—g

c—p

4

s—t

r— t

Write the missing letters.

I — m Tim. A p — — s — ts on a m — — .

Do not s — — on the t — — of a pin.

My own words

Spelling Rules! Student Book F (ISBN 9780655092667) © Janelle Ho, Helen Pearson

sr_ac_f_sb_92667_txt_final.indd 15

15

7/7/2023 3:57 pm