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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

2 www.matildaeducation.com.au

NSW Edition

Janelle Ho and Helen Pearson

STUDENT BOOK

2

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

Skill Focus Unit 1 2 3

Letter patterns

Consonants

split digraphs: a-e, i-e, o-e, e-e, u-e short vowel sounds semi-vowel y

blends and digraphs

-ed, -ing: dropping final ‘e’

place, scrape, time, unite, slope, whole, complete, squeeze, rule, cure

blends and digraphs

-ed, -ing: doubling final consonant -es, -ed: changing ‘y’ to ‘i’ -er, -est

beg, scan, clap, strap, swim, begin, block, throb, thud, scrub lady, pony, busy, ready, sorry, worry, carry, hurry, reply, apply arm, car, park, dark, star, start, hard, barn, smart, farmer letter, little, bottle, rabbit, cuddle, riddle, ripple, tunnel, borrow, pillow

ar

4

Morphology

Homophones/ Homographs

Topic words

medial double letters ck, medial ck

5 6

chicken, bucket, ticket, packet, pocket, jacket, cricket, bracket, backpack, limerick

REVISION

7 8

tch, medial tch

9

dge, medial dge

-es

10

or, ore

11

aw, oor

12

ar, al

13

ough, augh irregular verbs

compound words: fore-

itchy, witch, stitch, catch, hatch, watch, fetch, stretch, hutch, kitchen edge, hedge, badge, fridge, bridge, judge, smudge, dodge, fidget, gadget for, fork, torn, short, sport, more, fore, snore, chore, explore saw, draw, claw, straw, crawl, lawn, prawn, poor, door, floor war, warn, ward, swarm, award, reward, towards, walk, talk, chalk ought, bought, brought, fought, thought, sought, caught, taught, naughty, daughter

for/four/fore

-ward/-wards

14

REVISION silent letters: kn, wr, silent ‘t’ air, are, compound words: ear airear, eer

15 16 17 18

er, ir

19

ear, or, ur

knife, knowledge, wrong, wrist, wriggle, listen, often, castle, bustle, whistle stare/stair, bare/ bear, where/wear tear, wind, bow; hear/here, dear/deer

-er, -est: practising spelling rules

-er, -or: practising spelling rules

20 21

people, occupations

pair, stair, chair, repair, airport, rare, share, square, wear, bear fear, hear, tear, clear, spear, weary, appear, deer, peer, cheer, queer fern, serve, person, perfect, stir, shirt, first, dirty, thirsty, birthday turn, hurt, burst, nurse, curly, work, worth, learn, earth, search farmer, leader, shopper, follower, visitor, collector, editor, author, narrator, illustrator

REVISION re-, un-, dis-

22 23

u, o

24

ou, oo

redo, reread, rejoin, reunite, unkind, unfair, untidy, disagree, disappear, disobey lung, pluck, under, love, done, above, front, month, among, money young, touch, cousin, country, double, rough, tough, enough, flood, blood joyful, useful, playful, cheerful, helpful, careful, painful, awful, colourful, beautiful sadly, loudly, slowly, nicely, rudely, quickly, quietly, crossly, kindly, happily days of the week Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, today, tomorrow, because

-er, -est -ful: changing ‘y’ to ‘i’ -ly: changing ‘y’ to ‘i’

25 26 27 28 29

Word List

Vowels

REVISION o, a, au contractions

30 31

soft c

32

silent letters: mb, mn ch

33

cents/scent, scene/seen

34 35

foggy, along, belong, toffee, homophone, wasp, wand, watch, wander, sausage I’ll, he’s, it’s, isn’t, can’t, don’t, doesn’t, didn’t, won’t, we’re city, cent, scent, scene, once, cancel, cycle, cylinder, science, scissors lamb, limb, dumb, numb, thumb, comb, climb, autumn, column, plumber compound words school, ache, choir, character, chorus, chameleon, with ache stomach, anchor, chef, machine compound words no one, nothing, nowhere, somebody, something, with no, any, anyone, anything, another, everyone, everywhere some, every

REVISION Spelling Rules! Student Book 2 (ISBN 9780655092599) © Janelle Ho, Helen Pearson

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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 longterm 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 2

The following icons identify the main spelling strategy that students will use to complete an activity.

Say the word. (Kinaesthetic knowledge) Practise writing the word. (Kinaesthetic These activities ask students to experience how knowledge) These activities develop students’ sounds feel in the mouth and jaw. Changing the positions awareness of the physical movement involved in writing of the jaw, lips and tongue changes the sounds we make. the word. By practising writing the word a number of Encourage students to pronounce the sounds and words times and in different contexts, the spelling becomes accurately. If they mispronounce a sound or word, they embedded in the long-term memory. may misrepresent it in writing.

Listen to the word. (Phonological knowledge) This icon highlights useful spelling rules.

These activities focus on discriminating between different sounds and breaking up words into syllables or individual sound segments (phonemes).

This icon tells students that a special clue Look at the word. (Visual knowledge) These or hint is provided for an activity. It may activities help students to see how the sound be a spelling, grammar or punctuation is represented using combinations of letters, and to convention, or a definition of a useful term. associate this visual pattern with what they are hearing.

Students will develop the ability to know when a word I can do this.

Encourages students to assess their does or does not ‘look right’.

I am not sure. progress across each unit.

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

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Spelling Rules! Student Book 2 (ISBN 9780655092599) © Janelle Ho, Helen Pearson

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Student Book 2 Units of work

Student Book 2 contains 35 weekly units of work. Groups of units focus on different phonemes that represent the same sound. The suffixes taught in Book 1 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 (ful, ly) and prefixes (re, un, dis) are taught and homophones are explained and practised. Finally, the concepts of irregular verbs, silent letters and contractions are also presented. See the Scope and Sequence chart on page 3 for more information.

Word lists In Student Book 2, each unit (except Revision) 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 Space to practise list words List words support the learning of the spelling focus for the unit. Words come from across the curriculum

SLLURP reminds students about strategies they can use to learn the words What do you call a cheerful flea?

25

Say Listen Look Understand Remember Practise

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

joyful

A hop-timist.

l

play

playful

help

cheerful

3

ful

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

Use the clue to find a list word to fit each sentence.

. (in a good

mood) Our classroom is bright and Did you see the

joy

useful

Unit banner features the spelling focus in the context of a fun joke

My nickname is Smiley as I am always Add ful to these words.

Sequenced activities – each activity focuses on a specific spelling strategy. Some activities refer to content in other curriculum areas

. (has many colours) sunrise this morning? (pretty)

I baked the cake without sugar. It tasted

. (bad)

harm

helpful careful

If a word ends in y, change y to i before adding ful.

use

painful

care

awful

hope

colourful

duty

4

peace

beautiful

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

dutiful

ful Add ful to these words.

beauty

mercy

pity

plenty

My own words z

2

Words for quantities sometimes end in ful. Handful is an example. Use the pictures as clues to write these quantities.

5

A mnemonic is a trick to help us remember something.

Peace and piece are homophones.

The mnemonic I’d like a piece of pie can help you remember the difference.

Make your own mnemonic. You can use the underlined part as a hint.

I can do this.

careful

I am not sure.

colourful 54

Spelling Rules! Student Book 2 (ISBN 9780655092599) © Janelle Ho, Helen Pearson/Matilda Education Australia

I need help.

Spelling Rules! Student Book 2 (ISBN 9780655092599) © Janelle Ho, Helen Pearson/Matilda Education Australia

55

Reflection allows students to assess their progress

Spelling Rules! Teacher Resource Book K-2 Full teacher support for Student Book 2 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 2 T extra word lists T strategies for teaching spelling

T guidelines for assessing and diagnosing errors T activities to support struggling spellers T worthwhile extension for more able spellers.

Spelling Rules! Student Book 2 (ISBN 9780655092599) © Janelle Ho, Helen Pearson

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What snake is good at sums?

l

Say Listen Look Understand Remember Practise

place scrape

An adder.

l

Write list words in the correct tree.

i–e

time e–e

unite slope whole complete

o–e

squeeze rule u–e

cure My own words

2

Write the word. Then write it again, adding e to change the vowel sound.

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3

Write two words that begin with the same sound as the picture.

list word

z

extra word

Homophones are words that sound the same, but are spelt differently. hole = empty space whole = all of

5

list word

4

extra word

Choose the correct homophone.

Shane ate the

cake.

Jane dug a

in the sand.

I tore a

in my pants.

Did you see the

movie?

Look for small words inside the list word. Write the small words.

place

whole

unite Words with a silent e drop the e before adding ed or ing.

Smiling, the monkey waved at me.

6

Follow the pattern.

place + ed = placed

place + ing = placing

unite + ed =

unite + ing =

rule + ed =

rule + ing =

squeeze + ed =

I am not sure.

squeeze + ing =

I need help.

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I can do this.

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2

Why couldn’t the leopard escape from the zoo?

Say Listen Look Understand Remember Practise

beg

Because he was always spotted.

Write the vowels in the first column. Then write words with short and long vowels to fill in the spaces.

l

vowels short sound long sound

scan

a

clap

mad

Pete

strap

slide

swim

hop

begin

huge

block throb thud scrub

If a word has a short vowel sound and ends in a single consonant, double the consonant before adding ed or ing.

My own words

2

Write the word when ing is added.

beg

strap

throb

scan

begin

thud

clap

scrub

block

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3

Circle the pictures that have short vowel sounds.

4

Write the missing letter.

beg ––– ed

rub ––– ed

spot ––– ed

plan ––– ed

pat ––– ed

stop ––– ed

skip ––– ed

hum ––– ed

z

Most words add ed to make the past tense. Some words change. They are called irregular verbs. swim swam

5

Follow the pattern.

swim

sing

stink

begin

swam

s

st

beg

6

ng

drink

Write a sentence for each word.

thudded

began

I can do this.

I am not sure.

I need help.

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3

Jelly beans.

What beans can’t you grow in a garden?

Say Listen Look Understand Remember Practise

Draw a line between each sound. Underline each syllable.

l

lady

lady

busy

ready

pony

sorry

worry

hurry

busy

carry

reply

apply

ready

2

sorry

Say each list word. Sort the words by the sound y makes.

worry

y in puppy

carry hurry reply apply My own words

3

y in cry

Write a list word for each group. Add another word ending in a short y sound.

animals

people

feelings

actions

bunny

aunty

angry

study

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Spelling Rules! Student Book 2 (ISBN 9780655092599) © Janelle Ho, Helen Pearson

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Proofread this story. The story has six words that are incorrect. Circle the mistakes. Then write the correct spelling of the words in the boxes.

4

Tony’s front tooth was wobly. When it fell out, he lost it. He was not heppy as he planned to put it under his pillow for the tooth fairy. Tony felt silly, but he decided to write a not.

Dear Tooth Fary, I am sory I lost my tooth.

Please leave a shiny coin for me.

Tony In the morning Tony rubed his eyes and felt under his pillow. He found two dollars! Wasn’t he lucky?

If a word ends in y, change y to i before adding es or ed.

To make the plural, add es. lady ladies To change the verb, add es or ed. worry worries, worried cry cries, cried

5

Write the word when es or ed is added.

plural pony

carry

baby

reply

apply

past tense

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I can do this.

I am not sure.

I need help.

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Why did the dog get arrested?

4

Say Listen Look Understand Remember Practise

He didn’t pay his barking fee!

l

Make ar words.

arm car

sh

park

p

dark star

ark m

d

start

b

hard barn smart

st

farmer

p

art

My own words d

2

ch m

Find a small word in the big word. Write a different small word for each.

card

start

bark

harm

barn

cart

farmer

heart

father

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3

Finish the letter.

hard

far

farm

dark

barn

yard

Dear Uncle Carl, I loved staying on your so in the

. It was

at night! I liked hunting for eggs and in the

. It was

to find them in the long grass. I wish you did not live so

away.

Love from Mark

z

XXX

Adjectives are describing words. To compare two things, add er to an adjective. To compare three or more things, add est. fast faster fastest

4

There are three adjectives in the list words. Write them down. Add er and est.

list word add er add est

5

Circle two mistakes.

The farmer caried his shepe to the barn.

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I can do this.

I am not sure.

I need help.

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What do you call a nervous insect?

5

A jitterbug.

Say Listen Look Understand Remember Practise

The words in each ladder are missing the same double letters.

Write the missing letters.

l

letter little

ga ––– ––– op

bottle

pi ––– ––– ow

rabbit

ba ––– ––– oon

cuddle

ye ––– ––– ow

riddle

ss tt nn ll ke ––– ––– el

ripple

le ––– ––– er

tunnel borrow pillow

di ––– ––– er

bu ––– ––– er

tu ––– ––– el

ki ––– ––– en

wi ––– ––– er

My own words

le ––– ––– on blo ––– ––– om po ––– ––– um

2

Change one letter to make a new word.

letter + b =

bottle + a =

borrow + u =

muddle + i =

giggle + wr =

juggle + str =

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