Rules Rule Level 2 (Sample)

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OTHER CRACKING THE ABC CODE RESOURCES Reading and Phonics Multisensory Reading Level 1 – Designed to teach non-readers the basic sound-symbol relationship of the 26 letters of the alphabet. Multisensory Reading Level 2A – Designed to teach beginning readers the 30 most common graphemes one at a time. Multisensory Reading Level 2B – Designed to teach early readers, who have some basic reading vocabulary, the 30 most common graphemes one at a time. Multisensory Reading Level 3A – Comprehensive 25 unit program (commencing reading age of at least 6.06 to 7.00 years) designed as an introductory course for younger students to teach the common graphemes. Multisensory Reading Level 3B – 12 unit program covering the most common graphemes (commencing reading age of at least 7.00 years) for students 8 years and older. Multisensory Reading Level 3C – 12 unit program covering the most common graphemes but using more challenging vocabulary (commencing reading age of at least 7.06 to 8.00 years). Multisensory Reading Level 4 – 15 unit program covering the less common graphemes and incorporating difficult vocabulary (commencing reading age of at least 10.00 years). Suitable for adolescents and adults. Spelling Multisensory Spelling Books 1 to 5 (300 most commonly used words graded according to level of difficulty). Multisensory Spelling Books Levels A-T (Spelling Ages 5.00 – 15.06 years). Sound Hearing – Designed to develop phonological awareness and auditory processing. Rules Rule – Overview of all the common rules – includes rule cards, nonsense word application and real word exercises. Rules Rule Levels 1 to 4 – A series of graded books which systematically introduce 40 rules. 10 new rules are introduced in each book and previously introduced rules are revised and covered at a higher level of complexity. Editing Levels 1-4 - A series of graded books which require students to apply their phonological and spelling rule knowledge to correct errors in passages of varying difficulty. Writing Writing Creatively - A systematic program designed to develop students’ written expression skills. * Check website for availability and for more detailed information. © 2014 Dr L.M. Fawcett www.crackingtheabccode.com [email protected] Cover Design: Hunt for Ideas ([email protected]) All rights reserved. No part of this book may be reproduced without written permission from the author. ISBN-13: 978-1491270455 ISBN-10: 1491270454

CONTENTS PAGE Instructions …………...………………………..………………….……...……..... 2 • Rule 10: /ee/ or /ie/ at the end of words ……………………...….. 4 • Rule 1: Every syllable has a vowel ……………..……………...……. 8 • Rule 2: Short vowels …………………..…………………………..………. 12 • Rule 14: Double the next letter to keep the vowel short……. 16 • Rule 4: Pluralising words …………………………………………...……. 20 • Rule 12: Words ending in ch, sh, s, o, z, x…………………………… 24 • Rule 3: Long vowels ……………………………………………..….……... 28 • Rule 11: ‘e’ goes away when ‘ing’ comes to stay……………….. 32 • Rule 5: /k/ at the beginning of syllables ………………....……… 36 • Rule 9: Use ‘ck’ at the end of short vowels………..……..…..…. 40 • Rule 15: Add ‘ed’ for past tense…………………………………………. 44 • Rule 13: Change ‘y’ to ‘i’………………………………………..………….. 48 • Rule 8: Doubling l, f, s, z………………………..……………………..…. 52 • Rule 16: Use ‘ss’ or ‘se’, not ‘s’…………………………………………… 56 • Rule 17: Use ‘zz’ or ‘ze’, not ‘z’………………………………..………… 60 • Rule 6: ‘q’ is always followed by ‘u’ ……………..………….……… 64 • Rule 18: Use ‘oy’ and ‘ay’ at the end………………………….………. 68 • Rule 7: No word ends in ‘v’, ‘j’ or ‘q’ ………..……………...……... 72 • Rule 19: Change ‘f/fe’ to ‘v’……………………………………….………. 76 • Rule 20: Add ‘t’ to ‘ch’…………………………………………….…………. 80 Rule Overview …..……………………………………………..……..……………. 84 Scope & Sequence ………………………………………………..………………. 89 Rules Rule Level 2 p. 1

Instructions There are five different activities associated with each rule. Each activity is designed to help develop students’ understanding of the rule. It is suggested that one rule is introduced each week. Students’ knowledge and understanding of the rule is consolidated over the course of the week through the completion of a different activity each day. Once a rule has been introduced, teachers should take every opportunity to draw their students’ attention to the rules they have learned. For example: • Use the ‘language’ of the rules when correcting students’ spelling in writing activities and when the student asks for help with a spelling word.  Will is /w/-/i/-/l/. Remember, we have to write double ‘l’ at the end of short words after a short vowel. Which rule is that? (Rule 8)  This word ‘kat’ is not spelled correctly. Have a look at rule 5. What letter do you think you might have to change? • In shared or individual reading activities, draw students’ attention to words which follow or break the rules that have been learned.  Look, this words ends with a ‘y’. Listen, which sound does it make /ie/ or /ee/? Which rule is that? (Rule 10) • Try to understand why students are making a particular mistake. Usually it is because of a lack of rule knowledge (including only knowing a part of the rule) or poor knowledge or retention of exceptions to the rule. Find the Pattern Each rule is introduced by having the students find the underlying pattern. At Level 2, this involves students completing the first activity as a group. Picture cues have been provided where it is not expected that students can independently read the words. Words that students would be expected to read have been selected on the basis that they can be decoded if the student has a good understanding of the basic sounds represented by the letters of the alphabet and a knowledge of the more common digraphs. Rules Rule Level 2 p. 2

Practice exercises There is a range of different types of written exercises which provide students with individual practice in applying the rule. All the words in these exercises are completely decodable if the student has a good understanding of the basic sounds represented by the letters of the alphabet and a knowledge of the more common digraphs. The exception to this is when knowledge of the spelling or reading of the word is not required for the application of the rule. The underlying idea is to get students used to identifying errors based on rule knowledge rather than just relying on the visual appearance of the word. For example, if students know that no word ends in ‘v’, they should recognise that ‘lov’ must be spelled incorrectly. Many of these exercises provide a good opportunity to teach students the strategy of working through the known or easy words first and then going back and working on the more difficult words. Test understanding This activity provides students with the opportunity to demonstrate their understanding of the rule in a writing based activity. Similar to the above exercise, all words are completely decodable if the student has a good understanding of the basic sounds by the letters of the alphabet and a knowledge of the more common digraphs. An important component of this exercise is having students not only identify the error but explain why it is an error according to the spelling rules. Once a rule has been introduced this type of error will be included in future exercises. Link to reading and spelling In this section, words from the students’ spelling program that fit the rule should be written in the appropriate columns. Similarly, students should be encouraged to find words in their reading books that use the rule. It is also important for students to realise that there are words which ‘break’ the rule and a column has been included for these words. Completing this table could be set as a homework activity. Rules Rule Level 2 p. 3

RULE 10 /ee/ or /ie/ on the end of words is often represented by ‘y’. Note: When ‘y’ is read as /ee/ or /ie/ is it ‘acting’ as a vowel. Find the pattern Ask students the name of each picture and to decide if the word ends with /ie/ or /ee/. Colour the circle next to the /ie/ pictures in blue and the circle next to the /ee/ pictures in yellow. carry why family terrify spry spotty shy dolly baby by pigsty messy /ie/ /ee/ Rules Rule Level 2 p. 4

Practice exercise Add ‘y’ to the following words and then match the words to the pictures. mumm fr fift fl dadd sp twent sk loll Now read all the words. Rules Rule Level 2 p. 5

Test your understanding Put a cross (X) on the words that have been spelled incorrectly. Write the correct spelling on the line. jelle my cri happie windy driy sillee fly Rules Rule Level 2 p. 6

Link to reading and spelling /ie/ /ee/ Rule Breakers SPELLING WORDS (from words you are learning to spell) READING WORDS (from books you are reading) clarify satisfactory apostrophe Rules Rule Level 2 p. 7