CONTENTS SpLD Spelling Rules Book 1

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1 CONTENTS SpLD Spelling Rules Book Teacher's Notes 3 Identifying vowels 4-5 Short and long vowel sounds 6 Identifying syllables 7 Initial c with a, o, u 8 Initial k with e, i 9 Revision of 7, 8 10 Initial cl, cr 11 Final ck Revision of 7, 8, Two letters with final k 16 Revision of ch, tch Initial g, j Final ge, dge Medial ei, ie Final el, le Final double ff, ll, ss, zz ir, ur 49 Introduction to suffixes Adding suffixes to silent e 52 Doubling the letter when adding a suffix 53 Suffix ly 54 Suffixes er, est 55 Suffix ed 56 Suffix ful Revision of suffixes Common homophones 61 Checklist for worksheets Checklists for worksheets Checklists for worksheets Checklists for worksheets Checklists for worksheets Checklists for worksheets Checklists for worksheets Checklists for worksheets Checklists for worksheets Checklists for worksheets Kickstart Publications Ltd.

2 TEACHER'S NOTES Pupils with Specific Learning Difficulties Pupils with Specific Learning Difficulties usually experience difficulties in one or more areas of the curriculum, most noticeably, in Reading, Writing, or Spelling. These of pupils are commonly labelled as Dyslexic. These pupils will often perform to their potential where accurate written responses are not required and often indicate sophisticated oral skills and a well developed general knowledge. They often become aware of their difficulties at an early stage and this generates further difficulties relating to the development of a negative self image. A pupil may experience Specific Learning Difficulties with spelling for a number of reasons. These will often relate to the cognitive functions which underpin the learning process and the long term retention of new knowledge facts and skills. Measurable traits may include : Poor short term memory auditory and/or visual Poor sequential memory Difficulties with Visual Discrimination Difficulties with Auditory Discrimination Difficulties with spatial awareness The pupils will often demonstrate several positive traits. These may include : An above average learning potential (IQ) Abroad general knowledge Well established expressive and receptive vocabularies. The capacity to draw on personal life experiences. It is these traits which differentiate between the pupil with Specific Learning Difficulties and the pupil with General Learning Difficulties. And it is these traits which can cause difficulties in the affective domain i.e. the pupil's emotional situation. Because these pupils are of average or above average ability they are quick to become aware of their failings and there is a probability of them developing a negative self image relating to the specific area of difficulty e.g. the pupil will see him/herself as a poor speller. The difference between oracy and spelling skills often results in frustration of being unable to put thoughts onto paper in an acceptable manner. This may result in : Work avoidance strategies - poor organisation of equipment, deliberately dropping equipment on the floor, etc. Poor handwriting to disguise poor spelling skills. A very poor workrate, where written work is concerned, And stilted written work which does not reflect potential. Using the worksheets The checklists at the back of the book are provided for teachers to determine which spelling patterns have not been mastered, or for use as a post test after worksheets have been completed. It is often helpful to record the pupil's attempt at a word rather than record a correct or incorrect response. The nature of the error can help the teacher when providing further activities to help with unresolved difficulties. When using the checklists always place the word to be spelt within the context of a sentence. The letter sound cards can be used for practice with the spelling of words and with spelling patterns without the pupil having to write them repeatedly. The ability to generalise from the specific to the general. The ability to draw on, and integrate, several learning strategies. The capacity for making evaluations and for problem solving. 1

3 TEACHER'S NOTES Many of the worksheets start with a written spelling rule which focuses on the salient feature of the spelling pattern. It is essential that the rules be emphasised by the teacher and that examples be given. Pupils with Specific Learning Difficulties generally find a measure of security in the learning of rules and the mastery of just a few of them will often increase the pupil's confidence and improve the self image. Exceptions to many of the rules are highlighted. Not all exceptions are provided. In the main work is provided for those which pupils are most likely to write. The accommodation of some spelling rules may be helped by the pupil drawing a picture to represent the rule This denotes a sound which may be different to the letter making it. Provide opportunities for practice in the use of the dictionary. Pupils with Specific Learning Difficulties will always need to rely quite heavily on the dictionary and need to become skilled at finding the correct word. Place a strong emphasis on the pupil getting the first two letters of a difficult word correct. This helps when using the dictionary and makes the use of a word processor spell check more effective. Pupils sometimes benefit from encouragement to say the word to be spelt in a strictly phonetically regular way which emphasises each syllable. A good example of this is Wed - nes - day. Encourage pupils to listen carefully when a word is spoken and to say the word properly and with care. This will help them to distinguish individual sounds in each syllable. It is also important to point out differences between the way words are spoken, bearing in mind local variations, and the way in which they are spelt. Supplementary activities The Look, Say, Cover, Write, Check activity for learning spellings works very well with pupils with Specific Learning Difficulties. This activity can be done in an exercise book with vertical lines drawn about 25mm apart so that the pupil can move across the page with each attempt. It is often helpful to encourage a pupil, who is fairly confident at spelling the word being worked on, to make an attempt with eyes shut. This will help the pupil to internalise the kinesthetic qualities of the word. When working on a spelling pattern use lists of rhyming words and increase the complexity, especially when asking a pupil to spell the words from dictation e g. pain, chain, brain, strain, straining. A magnetic board and plastic letters allow pupils to experiment with letter patterns and come to appreciate the nature of common letter strings in an undemanding situation. Where pupils make errors because of 'b - d' confusion address this difficulty first. The bdpq Reading and Writing Book and the Phonic Skills Book 1 both provide a wide variety of activities. Correcting Spellings The correction of all spellings will help to develop the pupil's self image as a poor speller and will discourage creative writing or at best inhibit the use of words that the pupil is not confident with. It may be more helpful to : Explain to the pupil that there several spelling mistakes not corrected because they are not part of the spelling programme. Correct all spelling mistakes involving words previously mastered by the pupil. Give positive praise for a correct spelling where the word has been previously spelt incorrectly When correcting spellings explain the correct spelling and give other examples of the pattern or rule If a word list is used for class based weekly spelling tests use 3 or 4 lists of varying difficulty and usage rates in order to differentiate for pupils' varying attainment levels. 2

4 All about vowels A vowel is needed to make a syllable. Every word has at least one vowel. The vowels are : a e i o u The letter y can also be used as a vowel in words like cry, fly, and hymn. Highlight or circle the vowels in the words below. You should find 20 vowels. when put spend car and my grow ink get shrank try burn this his man strength jump strong big ant Write out the 6 vowels below. Now write them out in capital letters. 3

5 The cute cat in the cot rule. When a word starts with a k sound that is followed by a vowel a, o, u! the first letter is c. Try to remember this spelling rule. Remember the cute cat in the cot and fill in the gaps to make a word starting with a k sound. _ an _ orn _ut _amp _ ost _ ub _url _ all Write in a vowel to make a proper word. c _ p c _ se c _t c_ddle c_ndle c_ld c_sh c_p c_lour c_be c_b c_ming 1. Read the two sets of words you have filled in then see if you can write two sentences with three of these words in each one. 2. 7

6 The kitten in the kettle rule.! When a word starts with a k sound that is followed by a vowel e or i the first letter is k. Try to remember this spelling rule. Remember the kitten in the kettle and fill in the gaps to make a word starting with a k sound. _ eep _ iss _ind _ ept _ ill _ erb _eg _ ipper Write in a vowel to make a proper word. k_nnel k_tchen k_tten k_nd k_ep k_y Tricky words exceptions to the rule. chemist Look at each word, say the spelling to youself, cover the word then write it on the line. Check your spelling and write the word again. chemistry chemical 8

7 ! Remember The cute cat in the cot rule. The kitten in the kettle rule. Write in the missing letter to make a k sound. _ an _u rve _ept _age _ ind _ illed _een _ alled _iss _ool _ase _ite _ipper _ut _ey _eg There are 11 spelling mistakes in these sentences. Find them and highlight or circle them. Write out the words properly underneath. Mum cept the custard in the Kupboard in the kitchen so that the klever citten kould not get it. Bob and Ben went kamping in the country and had a kontest to see who could kut the most wood for the kampfire. Bob won so Ben made him a kup of tea and cooked a cipper on the fire. 9

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