NSW Edition
Name:
Class:
SLLURP summarises the spelling strategies that you can use to learn new words.
S ay Say the word carefully and slowly to yourself.
L isten Listen to how each part of the word sounds in sequence.
Look
Understand
Remember
This scope and sequence chart is based on the requirements of the NSW Curriculum.
Skill focus Other Word list
1 short sounds digraphs add ‘s’, ‘ed’, ‘ing’
2 initial 2-consonant blends impossible combinations (e.g. tl)
3 final 2-consonant blends
4 a, a-e, ea
5 ai ay
6 ey, eigh
7
8 ll, ff, ss, zz
hip, hop, ship, shop, dish, fill, shell, pack, wish, luck
clap, crab, flag, glad, plot, stop, skin, trip, crack, smell
CCVCC words fast, chest, desk, wasp, hint, grunt, stamp, spilt, crust, grand
drop silent ‘e’ to add suffix break/brake, steak/stake, great/grate baby, potato, save, face, blame, shame, stale, break, great, steak
sail/sale, plain/plane brain, plain, chain, sail, trail, again, pay, stay, sway, away
ate/eight, prey/pray they, grey, prey, obey, eight, weigh, weight, sleigh, neigh, neighbour
REVISION
comparative -er and -est
Double letters do not start a word. tall, small, dull, stiff, cliff, stuff, bluff, grass, dress, buzz
9 e, e-e, ee, ea been/bean, week/weak, leek/leak, steel/steal equal, even, week, keep, sleep, east, steal, speak, dream, cheat
10 ie ey piece/peace chief, thief, field, shield, piece, believe, key, honey, monkey, turkey
11 short y suffix ‘y’: double final consonant jelly, silly, happy, body, puppy, funny, sunny, bumpy, sleepy, wobbly
12 i, i-e, long y change ‘y’ to ‘i’ to add suffix kind, lion, tiger, behind, five, nine, glide, try, spy, reply
13 ie igh silent letter: kn know, knee, knight pie, lie, tie, sigh, high, thigh, right, night, bright, flight
14
15 o, o-e
REVISION
drop silent ‘e’ to add suffix
most, post, piano, radio, hope, rose, joke, woke, broke, quote
16 oa ow coat, goat, soap, loaf, float, toast, show, flow, know, yellow
17 ch, sh add ‘es’ to to words that end in ‘ch’ or ‘sh’ beach, teach, speech, bunch, lunch, flash, crash, crush, blush, swish
18 ou ow shout, about, around, house, pounce, town, crowd, brown, flower, allow
19 oi oy toy, enjoy, annoy, loyal, coin, noise, oil, spoil, point, toilet
20 wh were/we’re/where who, why, when, where, what, which, wheel, whale, white, wheat
21
22 initial 3-consonant blends
REVISION
double final consonant to add suffix CCCVC and CCCVCC words splash, split, spray, sprain, sprint, street, stripe, screen, scream, scrub
23 thr, shr three, throat, thread, throw, throne, thrill, shrill, shrub, shrug, shriek
24 ng, nk irregular verbs: sing/sang, sink/ sank, spring/sprang, shrink/shrank fling, spring, angry, hungry, finger, sink, plank, shrink, ankle, blanket
25 long oo compound words with ‘room’ boo, roof, cool, smooth, choose, balloon, cartoon, bedroom, bathroom, boomerang
26 ew irregular verbs: draw/drew, know/knew, grow/grew, throw/threw new, few, dew, news, knew, drew, threw, screw, jewel, view
27 u-e, ue
28
drop silent ‘e’ to add suffix cute, tune, tube, refuse, true, glue, clue, argue, value, rescue
REVISION
29 numbers 1–10 one/won, to/two/ too, four/for, eight/ate one, two, three, four, five, six, seven, eight, nine, ten
30 u, short oo bull, pull, push, put, sugar, look, cook, wood, stood, shook
31 ld oul wood/would held, bald, hold, scold, world, build, could, would, should, shoulder
32 compound words sunhat, gumboot, bedside, shoelace, toenail, jellyfish, earring, hairbrush, newspaper, wheelchair
33 er family words mother, father, sister, brother, grandmother, grandfather, elder, aunt, uncle, family
34 er, or suffixes -er, -or for people baker, writer, driver, swimmer, manager, builder, actor, doctor, sailor, author
35
REVISION
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.
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.
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.
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.
I can do this.
I am not sure.
I need help.
Encourages students to assess their progress through each unit.
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.
w ord 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.
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.
U nit 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.
Space to practise list words
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.
Unit banner features the spelling focus in a fun context.
Icons identify the main spelling strategy students will use in an activity.
Spelling focus highlighted in colour
Spelling tips and rules introduced when students need them to complete an activity
Sequenced activities – each activity focuses on a specific spelling strategy.
Reflection allows students to assess their progress.
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.
Say Listen Look Understand Remember Practise
h i p
h o p
sh i p
sh o p
d i sh
f i ll
sh e ll
p a ck
w i sh
l u ck
My own words
Good l u ck!
2
hip hop is ill he top bell back fish
I will i this bag with rocks. Look at the big — — e — — I found. You can — a — — your books in this box. l
Write a list word that has the small word in it.
Write a list word that rhymes.
3 Write list words.
4
Write the words. Choose one to finish the sentence.
7 s fill ed ing s pack ed ing John his own lunch box last week. Mum is the box with grapes.
5
Write a , e , i , o or u .
6
Write the plural word.
Say both words. Colour the correct one.
Ducks quack quick when they want food.
Shut your eyes and make a wash wish .
Jack and Jill fill fell down the hill.
I can do this. I am not sure. I need help.
Say Listen Look Understand Remember Practise
cl ap cr ab fl ag gl ad pl ot st op sk in tr ip cr ack
sm ell
My own words
Write list words.
Sl ap on a hat when the sun is hot!
Write list words.
3 stop trip glad skin plot crack
Look for a small word in the list word. Write the small word.
4
Some letters do not go together at the beginning of a word.
Rearrange the letters to make a word. Start with two consonants.
5 lpan tsem rgab ltils rtap ccolk
Make words with these letters.
Write list words to complete the sentences.
6 Your feels hot. You must be sunburnt.
I am so you are feeling better. Jan’s family went on a road during the summer.
I can do this. I am not sure. I need help.
Say Listen Look Understand Remember Practise
fa st che st de sk wa sp hi nt gru nt sta mp spi lt
cru st gra nd
My own words
Say each word. Sort the box words by their vowel sound.
2 h u nt p ast w i sp fast wasp stamp grand a as in c a t a as in b a ll a as in p a ss
Change the underlined letter to make a list word.
Write a list word. 3
Draw a line between each sound. The first one has been done for you.
4 f / a / s / t chest desk wasp hint grunt stamp 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.
7 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.
Some letters do not go together. Circle the words that cannot be found in English.
Every day during Ramadan, Muslims finish fast at sunset. trash srill brick tsem cling lramp
I can do this. I am not sure. I need help.
Don’t forget the b a by!
Say Listen Look Understand Remember Practise l Write list words.
b a by
pot a to
s a v e
f a c e
bl a m e
sh a m e
st a l e
br ea k
gr ea t
st ea k
My own words
2 ham beak pot lame tale
Write a list word that has the small word in it.
Write a list word that rhymes.
3 brave fail shake ate
4
Two words that sound the same but are not spelt the same are called homophones . break brake steak stake great grate
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 save hope face time blame smile shame toe
5
6
Write the word when you add ed and ing . Colour the correct word.
Paul drew a poster that said, “ Safe Save the koalas!”
The robber tried to steal stale the car.
I can do this. I am not sure. I need help.
Say Listen Look Understand Remember Practise
Make ai words.
My own words
Draw shapes to match the ay words. Circle the words that have the same shape.