Rules Rule Level 1 (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: 978-1490970509 ISBN-10: 1490970509

CONTENTS PAGE Instructions …………...………………………..………………….…………... 2 • Rule 1: Every syllable has a vowel ……………..…………...……. 4 • Rule 2: Short vowels …………………..…………………………………. 10 • Rule 3: Long vowels ……………………………………………………... 16 • Rule 4: Pluralising words ………………………………………………. 22 • Rule 5: /k/ at the beginning of syllables ………………………… 28 • Rule 6: ‘q’ is always followed by ‘u’ ……………………….……… 34 • Rule 7: No word ends in ‘v’, ‘j’ or ‘qu’ …………………..……... 40 • Rule 8: Doubling l, f, s, z……………………………………………..…. 46 • Rule 9: Use ‘ck’ at the end of short vowels…………….…..…. 52 • Rule 10: /ee/ or /ie/ at the end of words ……………………….. 58 Rule Overview …..……………………………………………..……….………. 64 Scope and Sequence …………………………………………………………. 67 Rules Rule Level 1 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. Picture Sorting Activity Each rule is introduced by having the students find the underlying pattern. At Level 1, this involves children cutting out 20 pictures and categorising them according to the provided instructions. The key focus of this activity should be on phonological awareness and auditory processing. Consolidation Activity The students’ understanding of the rule is then consolidated through involvement in a group activity. Most of these activities involve movement as the research shows that memory retention is enhanced when movement is included in the learning process. Rules Rule Level 1 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. 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. 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 students have a good understanding of the basic sounds represented by the letters of the alphabet. Again, the exception to this is when knowledge of the rule alone can help students determine the correct or incorrect spelling of a word. 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 where relevant. Completing this table could be set as a homework activity. Rules Rule Level 1 p. 3

RULE 1 Every syllable has a vowel – a, e, i, o, u. Sometimes ‘y’ acts as a vowel. a e i o u Give students small post-it-notes with one vowel written on each page. Students stick their post-it-notes onto objects or pictures in the room that contain that vowel sound. Note: The focus should be on the sound so the student could correctly place ‘o’ on a picture of a ‘watch’. Rules Rule Level 1 p. 4

Ask students the name of each picture. Together, say the sounds in the word. Put up one finger for each sound. Identify the vowel sound and write it in the circle. Picture sorting activity Students cut out the pictures and glue them into the correct column on the previous page. Pictures: pig, cut, pen, cat, dog, mug, fan, fish, frog, bed, drum, bell, clock, king, crab. Rules Rule Level 1 p. 5



Practice exercise Write the missing vowel in the following words. Note: Some words have more than one correct answer. lt mn bn cp dt st pg nt ht vn sn bt Now read all the words. Rules Rule Level 1 p. 7

Test your understanding Write the name of each picture. Remember the vowel. Rules Rule Level 1 p. 8

Link to reading and spelling e i mess skip a plan o u y cost rub dry Rules Rule Level 1 p. 9