CONTENTS SpLD Spelling Rules Book 2

Transcription

1 CONTENTS SpLD Spelling Rules Book Teacher's Notes 3 Plurals ~ adding s or es 4 Plurals ~ changing y to ies 5 Plurals ~ changing f to ves 6 Irregular s 7 ~ 9 Revision of s 10 ~ 13 ible and able endings 14 cian, sion, ssion, tion endings 15 cian, ssion, tion endings 16 ssion, tion endings 17 ~ 18 Revision of pages 14 ~ Proof reading for pages 14 ~ ic and ick endings 21 ~ 22 Revision of page Verbs with ce and se endings 24 ~ 26 Other words with ce and se endings 27 ~ 28 Revision of pages 23 ~ or and ore 30 fore at the start of words 31 Revision of page Proof reading for pages 20 ~ Using gu 34 ~ 35 Revision of page Proof reading for page wa making the wo sound 38 ~ 39 Revision for page Proof reading for page ov to make the uv sound Kickstart Publications Ltd ~ 43 Revision for page Other sounds made by o 45 Revision for pages 41 ~ Proof reading for page Using wor to say wer 48 Revision for page Using war to say wor 50 ~ 51 Revision for page Proof reading for pages 47 ~ ~ 55 Adding prefixes 56 Prefixes and suffixes 57 ~ 58 Revision for pages 53 ~ Proof reading for pages 53 ~ er endings - er 61 er endings - or 62 er endings - ar 63 ~ 64 Revision for pages 60 ~ Proof reading for pages 60 ~ Checklists for worksheets 3 ~ Checklists for worksheets 16 ~ Checklists for worksheets 25 ~ Checklists for worksheets 37 ~ Checklists for worksheets 53 ~ Flow chart for cian sion ssion tion endings 72 Flow chart for vowels with ce se Endings 73 Flow chart for other words with ce se endings 74 Letters for lamintaing

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) A broad general knowledge Well established expressive and receptive vocabularies. The capacity to draw on personal life experiences. 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. 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. For pupils to use the worksheets with a minimum of help it is necessary for them to have attained the following: Recognition of a syllable and the capacity to count the number of syllables in a word. Knowledge of the terms Vowel, Consonant, Vowel Digraph, Dipthong, Prefix and Suffix. Application of the diacritical marks and. Kickstart Publications Ltd

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 patterns 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 - ne s - 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 Kickstart Publications Ltd. 2001

4 Plurals adding s or es Read these words. Notice the number of syllables in each group. cap pin cab pod mug sum caps pins cabs pods mugs sums colour packet ticket rabbit tunnel tiger colours packets tickets rabbits tunnels tigers one syllable one syllable page bus bush box pages buses bushes boxes cabbage polish garage prefix cabbages polishes garages prefixes one syllable three syllables Spelling Rule When a word ends with tch, ch, s, sh, x, or soft g add es to add a syllable. (Add s if the ends in e ~ e.g. cabbage). Write the s for these words. bench class fox tap tack bush mast badge catch gas lock class Kickstart Publications Ltd

5 Plurals Spelling Rule changing y to ies When a word ends with a y which makes the sound e or i, change the y to ies to make a. Two ladies in wellies with babies eating jellies Read the sentence and copy it. Write the s for these words. spy fly party enemy jelly army berry story lorry This rule also works for when you change a verb ending in y. He went out to fly his kite. He always goes out and flies his kite. Change the verbs below in the same way. cry dry try deny reply supply spy fry comply 4 Kickstart Publications Ltd. 2001

6 Plurals changing f to ves Spelling Rule When a word ends with the sound f and ends with a single letter f, change the f to ves. Three elves making shelves for the loaves Read the sentence and copy it. Write the s for these words. life wife knife calf half hoof thief shelf scarf elf loaf leaf Common exceptions to the rule. safe ~ safes chief ~ chiefs roof ~ roofs Find six s and highlight or underline them. cnsdtroofsghtseleavesdgslloavesxbvchiefspgshelvesfdwlives Kickstart Publications Ltd