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SPELLING RULES! is a bestselling series that takes

a phonemic approach that is systematic, purposeful and sequential.

This NSW edition has been produced to meet the latest NSW English syllabus 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

1 www.matildaeducation.com.au

NSW Edition

Janelle Ho and Helen Pearson

STUDENT BOOK

1

NSW Edition Name: Class:

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Contents Scope and Sequence.......................................................... 3 Note to Teachers and Parents.......................................... 4 Units 1–35.............................................................................. 6–75 List Words in Unit Order..................................................... 76 List Words in Alphabetical Order..................................... 78 Spelling Rules and Tips...................................................... 80

SLLURP S L LU R P summarises the spelling strategies that you can use to learn new words.

Say

Say the word carefully and slowly to yourself.

Listen

Listen to how each part of the word sounds in sequence.

Look

Look at the patterns of letters in the word and the shape of the word.

Understand Understand rules, word meanings and word origins.

Remember

Remember all the similar words you can already spell and relate this knowledge to any new word.

Practise

Practise writing the word until it is firmly fixed in your long-term memory.

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Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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Scope and Sequence This scope and sequence chart is based on the requirements of the NSW Curriculum.

Unit

Vowels

1

short sounds

2 3 4

a, a-e, ea

5

ai

Skill focus Letter Consonants patterns

add ‘s’, ‘ed’, ‘ing’

initial 2-consonant blends final 2-consonant blends

impossible combinations (e.g. tl) CCVCC words drop silent ‘e’ to add suffix

sail/sale, plain/plane

ey, eigh

ate/eight, prey/pray

REVISION comparative -er and -est

ll, ff, ss, zz

8 9

e, e-e, ee, ea

10

ie

11

short y

12

i, i-e, long y

13

ie

ey

piece/peace

silent letter: kn know, knee, knight

igh

REVISION

15

o, o-e

16

oa

drop silent ‘e’ to add suffix ow add ‘es’ to to words that end in ‘ch’ or ‘sh’

ch, sh

17 18

ou

ow

19

oi

oy wh

20

were/we’re/where

REVISION

21 22

initial 3-consonant blends

23

thr, shr

24

ng, nk

double final consonant to add suffix

CCCVC and CCCVCC words

irregular verbs: sing/sang, sink/ sank, spring/sprang, shrink/shrank

long oo

compound words with ‘room’ irregular verbs: draw/drew, know/knew, grow/grew, throw/threw

ew

26

drop silent ‘e’ to add suffix

u-e, ue

REVISION

28

numbers 1–10 one/won, to/two/ too, four/for, eight/ate

29 30

Double letters do not start a word. been/bean, week/weak, leek/leak, steel/steal

suffix ‘y’: double final consonant change ‘y’ to ‘i’ to add suffix

14

27

break/brake, steak/stake, great/grate

ay

7

u, short oo

31

ld

oul

wood/would compound words

32 33

er

34

er, or

35

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Word list

Rules and tips

digraphs

6

25

Other

family words suffixes -er, -or for people

REVISION

hip, hop, ship, shop, dish, fill, shell, pack, wish, luck clap, crab, flag, glad, plot, stop, skin, trip, crack, smell fast, chest, desk, wasp, hint, grunt, stamp, spilt, crust, grand baby, potato, save, face, blame, shame, stale, break, great, steak brain, plain, chain, sail, trail, again, pay, stay, sway, away they, grey, prey, obey, eight, weigh, weight, sleigh, neigh, neighbour tall, small, dull, stiff, cliff, stuff, bluff, grass, dress, buzz equal, even, week, keep, sleep, east, steal, speak, dream, cheat chief, thief, field, shield, piece, believe, key, honey, monkey, turkey jelly, silly, happy, body, puppy, funny, sunny, bumpy, sleepy, wobbly kind, lion, tiger, behind, five, nine, glide, try, spy, reply pie, lie, tie, sigh, high, thigh, right, night, bright, flight most, post, piano, radio, hope, rose, joke, woke, broke, quote coat, goat, soap, loaf, float, toast, show, flow, know, yellow beach, teach, speech, bunch, lunch, flash, crash, crush, blush, swish shout, about, around, house, pounce, town, crowd, brown, flower, allow toy, enjoy, annoy, loyal, coin, noise, oil, spoil, point, toilet who, why, when, where, what, which, wheel, whale, white, wheat splash, split, spray, sprain, sprint, street, stripe, screen, scream, scrub three, throat, thread, throw, throne, thrill, shrill, shrub, shrug, shriek fling, spring, angry, hungry, finger, sink, plank, shrink, ankle, blanket boo, roof, cool, smooth, choose, balloon, cartoon, bedroom, bathroom, boomerang new, few, dew, news, knew, drew, threw, screw, jewel, view cute, tune, tube, refuse, true, glue, clue, argue, value, rescue one, two, three, four, five, six, seven, eight, nine, ten bull, pull, push, put, sugar, look, cook, wood, stood, shook held, bald, hold, scold, world, build, could, would, should, shoulder sunhat, gumboot, bedside, shoelace, toenail, jellyfish, earring, hairbrush, newspaper, wheelchair mother, father, sister, brother, grandmother, grandfather, elder, aunt, uncle, family baker, writer, driver, swimmer, manager, builder, actor, doctor, sailor, author

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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.

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 NSW English Curriculum. NSW Curriculum references are provided in the two Teacher Resource Books. The program consists of seven Student 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 follows the suggested instructional sequence in the NSW English syllabus. Each unit simultaneously develops new skills and reinforces skills from previous units. Where appropriate, topic words from other curriculum areas are included.

When spelling rules and tips 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. Books 1 to 6 also include a simple reflection activity that encourages students to assess their own progress and provides you with a starting point for discussion.

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 1 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.

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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.

Encourages students to assess I can do this. their progress I am not sure. through each unit.

I need help.

Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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Student Book 1 Units of work

Student Book 1 contains 35 weekly units of work. Groups of units focus on different phonemes that represent the same sound. The suffixes taught in Book K are consolidated using new words. They are also elaborated on by using spelling rules such as the dropping of silent ‘e’ and the doubling of the final consonant. More suffixes (y, es, er and or) are taught and homophones are explained and practised. Finally, the concepts of irregular verbs and compound words are also presented.

See the Scope and Sequence chart on page 3 for more information.

Word lists In Student Book 1, each unit (except Revision units) has a list of ten spelling words. The words are selected to support the learning focus and spelling strategies in the unit. The list also includes words from other curriculum areas such as mathematics, science and social sciences. Where appropriate, Aboriginal Australian English words are also included.

SLLURP Each word list begins with a reminder for students to SLLURP. SLLURP summarises the strategies that will help spelling move from students’ working memory to their long-term memory. These strategies are provided on page 2, for easy reference.

Unit at a glance SLLURP reminds students about strategies they can use to learn the words.

List words support the learning of the spelling focus for the unit. Words come from across the curriculum.

Unit banner features the spelling focus in a fun context.

27

You are cute!

Say Listen Look Understand Remember Practise

l

cute

3

Spelling tips and rules introduced when students need them to complete an activity

Use the clues to write new words.

g

c

c

b

mix yellow and this to get green

use this to help get the answer

4

tube

Write the word when the silent e is removed.

cute

tube

refuse Words with a silent e drop the e before adding ed, ing, er or est. tune tuned tuning cute cuter cutest

true glue clue

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.

Spelling focus highlighted in colour

glue

Say each list word. Sort the words by their sound.

sounds like new

tune

Space to practise list words

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

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

argue value

5

rescue

Stop

Add the correct suffix.

sounds like drew

My own words

! You are giving me a headache.

argue

I like this colour best. It is the

one. blue

The fireman

2

Write a list word to match the clue.

not ugly

58

melody

not false

stick together

say no

disagree

rescue

my cat from the tree.

Add a letter to make a list word. You may need to rearrange the letters.

6 nut

Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia

reuse

vale

I can do this.

I am not sure.

I need help.

Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia

59

Reflection allows students to assess their progress.

Spelling Rules! Teacher Resource Book K–2 Full teacher support for Student Book 1 is provided by Spelling Rules! Teacher Resource Book K–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 1 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 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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l

Good luck!

Say Listen Look Understand Remember Practise

Write a list word that has the small word in it.

l

hip

hip

hop

hop

ship

is

shop

ill

dish

he

fill

2

shell pack

top

wish

bell

luck

back

My own words

3

Write a list word that rhymes.

fish

Write list words.

I will — i — —

this bag with rocks.

Look at the big — — e — —

I found.

You can — a — — your books in this box.

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Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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4

Write the words. Choose one to finish the sentence.

s fill

ed

Mum is

ing

box with grapes.

s pack

John

ed

his own

lunch box last week.

ing

5

the

Write a, e, i, o or u.

n — ck

t — ck

d — ck

6

Write the plural word.

7

Say both words. Colour the correct one.

Ducks

quack quick

when they want food.

Shut your eyes and make a Jack and Jill

fill fell

s — ck

wash wish .

down the hill.

Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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s — ck

I can do this.

I am not sure.

I need help.

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Slap on a hat when the sun is hot!

2 Say Listen Look Understand Remember Practise

clap

l

Write list words.

— —a—

crab

— —a—

flag

— —a—

glad

— —a—

plot

— —a——

stop

— —o—

skin trip crack smell

— —i— — —i—

My own words

2

— —o—

— —e— —

Write list words.

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Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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3

Look for a small word in the list word. Write the small word.

stop

trip

glad

skin

plot

crack

Some letters do not go together at the beginning of a word.

4

Rearrange the letters to make a word. Start with two consonants.

lpan

tsem

rgab

ltils

rtap

ccolk

5

Make words with these letters.

t

b

rip

cra g

m p

f

s

ell

s

m

6

lap

c Write list words to complete the sentences.

Your I am so

feels hot. You must be sunburnt. you are feeling better.

Jan’s family went on a road

during

the summer.

Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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I can do this.

I am not sure.

I need help.

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I jump fast and still come last!

3 Say Listen Look Understand Remember Practise

fast chest

l

Say each word. Sort the box words by their vowel sound.

fast

wasp

stamp

grand

a as in cat

desk wasp hint grunt

a as in ball

stamp spilt

a as in pass

crust grand My own words

Change the underlined letter to make a list word.

2 hunt past wisp

3

Write a list word.

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Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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4

Draw a line between each sound. The first one has been done for you.

f/a/s/t

chest

grunt

stamp

desk

wasp

hint

spilt

crust

grand

5

Write a sentence to describe each picture. Use a list word in each sentence.

6

Write ed or ing to finish each sentence.

Stan stamp

his feet to get rid of the sand.

Emma is hint

to her mother that she wants to go home.

The pig grunt

to show that it was full.

Every day during Ramadan, Muslims finish fast Some letters do not go together.

Circle the words that cannot be found in English.

7 trash

srill

brick

tsem

cling

lramp Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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at sunset.

I can do this.

I am not sure.

I need help.

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Don’t forget the baby!

4 Say Listen Look Understand Remember Practise

l

Write list words.

2

Write a list word that has the small word in it.

baby potato save face blame shame stale break great steak

ham

My own words

beak pot lame tale

3

Write a list word that rhymes.

brave

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fail

shake

ate

Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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Two words that sound the same but are not spelt the same are called homophones. break brake steak stake great grate

4

Write the correct homophone.

The left

on your bike is not working.

Dad prefers kebabs to

.

I hope to go see the

Barrier Reef one day.

Words with a silent e drop the e before adding ed or ing. name named name naming like liked like liking

5

Write the word when you add ed and ing.

save

hope

face

time

blame

smile

shame

toe

6

Colour the correct word.

Paul drew a poster that said, “ Safe Save the koalas!”

I can do this.

The robber tried to steal stale the car.

I need help.

I am not sure.

Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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Don’t stay away all day!

5 Say Listen Look Understand Remember Practise

l

Make ai words.

brain

s

plain

fr t p tr

chain sail trail

r j

ail

again pay stay sway away

br

m

p

pl

ch

My own words

g

tr ain

2

Draw shapes to match the ay words. Circle the words that have the same shape.

pay

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stay

away

sway

Spelling Rules! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson

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