Rules Rule Level 3 (Am). Samplepdf

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Rules Rule – Level 3 (American Version) Dr. Lillian Fawcett Ph.D., B.Ed., B.A. Psychology (Honours) This book belongs to____________________________

CONTENTS PAGEInstructions …………...………………………..………………….…………... 2• Rule 1: Every syllable has a vowel ……………..……………..……. 4• Rule 2: Short vowels …………………..…………………………..………. 8• Rule 20: Adding ‘t’ to ‘ch’………………………………………………. 12• Rule 21: Adding ‘d’ to ‘ge’ ……………………………………………... 16• Rule 8: Doubling l, f, s, z………………………..……………………..…. 20• Rule 3: Long vowels ……………………………………………..………... 24• Rule 11: ‘e’ goes away when ‘ing’ comes to stay…………….. 28• Rule 14: Double the next letter to keep the vowel short…. 32• Rule 24: Letters that are never doubled………………………….. 37• Rule 10: /ee/ or /ie/ at the end of words …………………....….. 41• Rule 13: Change ‘y’ to ‘i’………………………………………………….. 45• Rule 22: Using ‘all’ ………………………………………………………….. 49• Rule 16: Use ‘ss’ or ‘se’, not ‘s’………………………………………… 53• Rule 17: Use ‘zz’ or ‘ze’, not ‘z’………………………………………… 57• Rule 19: Change ‘f/fe’ to ‘v’……………………………………………. 61• Rule 25: ‘l’ at the end of words …………………..…………………. 65• Rule 6: ‘q’ is always followed by ‘u’ ……………..………….……… 69• Rule 5: /k/ at the beginning of syllables …………………..……… 73• Rule 9: Use ‘ck’ after short vowels…………………….…….…..…. 77• Rule 23: ‘i’ before ‘e’ except after ‘c’………………………………. 82• Rule 12: Words ending in ‘ch’, ‘sh’, ‘s’, ‘o’, ‘z’, ‘x’…..………… 86• Rule 4: Pluralizing words …………………………………………..……. 90• Rule 26: Using ‘sh’ ………………………………………………………….. 94• Rule 15: Past tense…………………………..……………………………. 98• Rule 27: ‘i’ + vowel ………………………………………………………….. 103• Rule 7: No word ends in ‘v’, ‘j’, or ‘q’………..……….…..……... 107• Rule 18: Using ‘oy’ and ‘ay’ at the end………………………………. 111Rule Overview …..……………………………………………..…………………. 115Scope & Sequence ………………………………………………………………. 121 Rules Rule Level 3 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. Often this involves students following a sequence of steps. It is important that the underlying pattern relevant to the rule being taught is identified and discussed.Rules Rule Level 1 p. 2

Nonsense & Real Word ApplicationThe use of nonsense words is an effective way of having students applythe rule and ensuring a good understanding. If real words are used, thereis a tendency for students to rely on their prior knowledge of how the wordis spelled rather than actually applying the rule.Once students demonstrate a good understanding of the rule usingnonsense words, ask them to write some real words which use the rule sothat they can see the application of the rule to real words.Ask students to write the words either in the section at the end of eachrule or on individual white boards.Practice ExercisesThere is a range of different types of written exercises which providestudents with individual practice in applying the rule. There is anexpectation that students have a sound knowledge of the more commongraphemes. The exception to this is when knowledge of the spelling orreading of the word is not required for the application of the rule. Theunderlying idea is to get students used to identifying errors based on ruleknowledge rather than just relying on the visual appearance of the word.For example, if students know that no word ends in ‘v’, they shouldrecognize that ‘lov’ must be spelled incorrectly.Test UnderstandingThis activity provides students with the opportunity to demonstrate theirunderstanding of the rule in a writing based activity. Similar to the aboveexercise, it is expected that students have a sound knowledge of the morecommon graphemes. Again, the exception to this is when knowledge ofthe rule alone can help students determine the correct or incorrectspelling of a word.Link to Reading and SpellingIn this section, words from the students’ spelling program that fit the ruleshould be written in the appropriate columns. Similarly, students should beencouraged to find words in their reading books that use the rule. It is alsoimportant for students to realize that there are words which ‘break’ therule and a column has been included for these words where relevant.Completing this table could be set as a homework activity. Rules Rule Level 3 p. 3

RULE 1Every syllable has a vowel – a, e, i, o, u. Sometimes ‘y’ acts as a vowel.Find the pattern • Clap the syllables in each word. • Place a line between the syllables. • Circle the vowel(s) in each syllable. • Note: Some syllables have two or more vowels and sometimes the vowel is not pronounced. frantic crumblestopping toothbrush carpet quickly throatempty unspoiled instantly numbering impossibletreatment seventeen explaining entertain investigateNonsense & real word application: Ask students to clap thesyllables before writing the word. hindsem troprat sprendip rantmid smudflydrogliment gamstoder bligpending fremlustant pendontist problem distant splendid absent dentistupstanding husbandly dragonfly intending considerRules Rule Level 1 p. 4

Practice exercise How many different words can you make by changing the vowel(s)? (y)rd mn s ng t fl tpt Rules Rule Level 3 p. 5

Test your understandingThe spelling mistakes in these sentences have been highlighted. Write the rulesthat have been broken in the first box. Write the correct spelling for thehighlighted word in the second box. Rules Correct Spelling1. Shelly went shoppng to get some.2. candls for her sister’s birthday.3. It was only a small presnt,4. but she knew her sister would b happy.5. Shelly wrappd them in some paper6. and made a crd.7. Then she hid everthing in a box.Each sentence has one word that is incorrect. Circle the incorrect word. Writethe rules that have been broken in the first box. Write the correct spelling in thesecond box. Rules Correct Spelling 8. Within a big word, there are oftn 9. lots of littl words.10. To find th small words you need to11. look hrd and use your brain.12. Sometimes it is eas to find the words,13. but sometimes it is very diffclt.14. Hw many small words can you find in potplant?Rules Rule Level 1 p. 6

Link to reading and spellingDivide into syllables and circle the vowels.SPELLING WORDS (from words you are learning to spell)land pon/y sim/pleREADING WORDS (from books you are reading)NONSENSE & REAL WORD APPLICATION Rules Rule Level 3 p. 7

RULE 20Add ‘t’ before ‘ch’ after short vowels (some exceptions: much, rich,such, which, sandwich).Find the pattern 1. Color the circle red if the word has a short vowel sound and green if it has a long vowel sound. 2. Write if the word has ‘tch’ or ‘ch’ in the box. 3. Discuss the pattern.stench starch sketch batch branch ditchscorch teach botch stitch hatch wrenchpinch latch screech etch witch torchparch itch hunch scratch wretch lurch Nonsense & real word application: For the nonsense words, tell students the particular grapheme you would like them to use (e.g., /ee/ for tree).gatch pench dinch brotch smutchfarch stetch spitch weech dinch latch bench inch scotch hutchmarch stretch hitch reach munchRules Rule Level 1 p. 12

Practice exercise • Can you finish these words and not get hung?P••racEBtiaeccechaewrxeeofrurcdl isohefatsheeit‘heexcr e‘tpcthio’ no’r. ‘ch’.bun e ira arpakid en keca luNow read all the words. Rules Rule Level 3 p. 13

Test your understanding The spelling mistakes in these sentences have been highlighted. Write the rules that have been broken in the first box. Write the correct spelling for the highlighted word in the second box. Rules Correct Spelling1. The ants came martchng one by one,2. The little one stopped to scrach in the sun,3. Give them a clap and screetch hurray,4. As all the ants martch away.5. The ants came strechng two by two,6. The little one stopped to dich his shoe,7. Come and look and cach some fun, 8. As the ants strech out in the midday sun. Each sentence has one word that is incorrect. Circle the incorrect word. Write the rules that have been broken in the first box. Write the correct spelling in the second box. Rules Correct Spelling 9. The ants came scrachng three by three,10. The little one stopped to seartch for me,11. Give them a cheer, but not too mutch12. As the ants come out of the rabbit’s huch.13. The ants came lurtchng four by four,14. The little one stopped to scrach the door,15. Come and look it’ll be sutch a hoot,16. Seeing the ants scrach your boot!Rules Rule Level 1 p. 14

Link to reading and spelling tch ch ExceptionsSPELLING WORDS (from words you are learning to spell)READING WORDS (from books you are reading)NONSENSE & REAL WORD APPLICATION Rules Rule Level 3 p. 15