Rules Rule Photocopiable (Sample)

RulesRule Photocopiable Dr Lillian Fawcett CRACKING THE

OTHER CRACKING THE ABC CODE RESOURCES Reading and Phonics Learn to Read Series – 20 decodable reading books designed to teach non-readers to read. 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 – A 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). Multisensory Reading Level 3C – 12 unit program covering the most common graphemes but using more challenging vocabulary (commencing reading age of at least 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. Reading for Comprehension – A series of 10 books focusing specifically on developing comprehension skills. Spelling Multisensory Spelling Book High Frequency Words (300 most commonly used words graded according to level of difficulty). Multisensory Spelling Books Levels A-T (spelling ages 5.00 to 15.06 years). Sound Hearing – Designed to develop phonological awareness and auditory processing. Rules Rule – 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 & Persuasively - Systematic writing programs designed to develop students’ written expression skills. * Check website for availability and for more detailed information. © 2009, 2016 (Revised), 2017. Dr L.M. Fawcett www.crackingtheabccode.com [email protected] Cover Design: Hunt for Ideas ([email protected]) All rights reserved. The pages in this book can be reproduced by the purchasing school or teacher for use by students attending the school or working with the teacher. ISBN-13: 978-1480281707 ISBN-10: 1480281700

CONTENTS PAGE Using the Rule Cards …………...…………………….….………….. 7 Applying Rules to Words ………………………………………….… 9 Double the next letter Nonsense Word Application……………………………………….…. 10 • Rule 1: Every syllable has a vowel………………………...…..…. 11 • Rule 2: Short vowels………………………………….................... 12 • Rule 3: Long vowels …………………………………………..…. 12 • Rule 4: Plurals ……………………………………………….…… 12 • Rule 5: /k/ at the beginning of syllables ..……………………...…. 14 • Rule 6: ‘q’ is always followed by ‘u’…………………………...… 14 • Rule 7: No English word ends in ‘v’, ‘j’ or ‘q’.…………………... 14 • Rule 8: Doubling ‘l’, ‘f’, ‘s’, ‘z’…….………………………….…. 15 • Rule 9: /k/ at the end of syllables…………………………………... 16 • Rule 10: ‘y’ at the end of words………………………………..….. 18 • Rule 11: ‘e’ goes away…………...……………………………..…. 18 • Rule 12: Words ending in ‘o’, ‘s’, ‘z’, ‘x’, ‘ch’, ‘sh’…..……….…. 19 • Rule 13: Change ‘y’ to ‘i’……………..…………….………..….... 19 • Rule 14: Double the next letter…………………….…………...…. 20 • Rule 15: Past tense……..………………………….…………....…. 22 • Rule 16: ‘ss’ or ‘se’………………...…………….…………..……. 23 • Rule 17: ‘zz’ or ‘ze’…………………...………….…………….…. 23 • Rule 18: ‘ay’ and ‘oy’ at the end of words………….…………..…. 24 • Rule 19: Change ‘f’ or ‘fe’ to ‘v’………………….…………….… 24 • Rule 20: ‘Add ‘t’ to ‘ch’ after a short vowel.…….……………..…. 24 • Rule 21: Add ‘d’ to ‘ge’ after a short vowel ……….…………..…. 25 • Rule 22: Using ‘all’……………………………….………….…..... 25 • Rule 23: ‘i’ before ‘e’ except after ‘c’ for /ee/...….……………….. 25 • Rule 24: Letters that are never doubled……..….…………………. 26 • Rule 25: ‘l’ at the end of multisyllabic words…….………………. 26 • Rule 26: Words ending in ‘or’………………….…………………. 26 • Rule 27: Words ending in ‘ou’…………….….………………...…. 27 • Rule 28: Using ‘sh’ …………….………..…….…………….……. 27 • Rule 29: /sh/ in the middle of words ……………………….…...… 27 • Rule 30: ‘i’ + vowel ……………………………………..…….….. 27 • Rule 31: Double consonant in ‘le’ pattern……………………..….. 28 • Rule 32: ‘le’ and ‘al’……………………………………………..... 28 • Rule 33: Adding suffixes to ‘ge’ and ‘ce’……………………….… 28

• Rule 34: Prefixes meaning ‘not’……………………………………. 29 • Rule 35: Letter combinations not used in English………………….. 29 • Rule 36: Letter combinations not used at the end ………………….. 30 • Rule 37: Adding suffixes to ‘ir’, ‘ar’, ‘ur’ and ‘er’ ………………… 30 • Rule 38: Using ‘ise’, ‘ize’ and ‘yse’………………………………... 30 • Rule 39: ‘ice’ or ‘ise’ ………………………………………………. 30 • Rule 40: Adding suffixes ‘ous’ and ‘ity’…………………………… 30 Real Word Exercises………………………………………………..…. 32 • Exercise 1: Every syllable has a vowel………………………...…. 33 • Exercise 2: Long and short vowels………………………............... 34 • Exercise 3: Plurals ………………………………………………... 35 • Exercise 4: /k/ at the beginning of syllables ..…………………..…. 36 • Exercise 5: ‘q’ is always followed by ‘u’……………………......… 37 • Exercise 6: No English word ends in ‘v’, ‘j’ or ‘q’.……………..... 38 • Exercise 7: Doubling ‘l’, ‘f’, ‘s’, ‘z’…….……..……………….…. 39 • Exercise 8: /k/ at the end of syllables (simple)..…………………... 40 • Exercise 9: /k/ at the end of syllables (complex)..…………….…... 41 • Exercise 10: ‘y’ at the end of words…………………………....….. 42 • Exercise 11: ‘e’ goes away…………..………………………….…. 43 • Exercise 12: Words ending in ‘o’, ‘s’, ‘z’, ‘x’, ‘ch’, ‘sh’….………. 44 • Exercise 13: Change ‘y’ to ‘i’……………..……………………...... 45 • Exercise 14: Double the next letter……………………………...…. 46 • Exercise 15: Past tense……..…………………………………...…. 47 • Exercise 16: ‘ss’ or ‘se’………………...…………………….……. 48 • Exercise 17: ‘zz’ or ‘ze’…………………...…………………….…. 49 • Exercise 18: ‘ay’ and ‘oy’ at the end of words…………………….. 50 • Exercise 19: Change ‘f’ or ‘fe’ to ‘v’……………………...……..… 51 • Exercise 20: Add ‘t’ to ‘ch’ after a short vowel.…………….......…. 52 • Exercise 21: Add ‘d’ to ‘ge’ after a short vowel ……………….…. 53 • Exercise 22: Using ‘all’…………………………………………..... 54 • Exercise 23: Using ‘all’ …………………………………………… 54 • Exercise 24: ‘i’ before ‘e’ except after ‘c’ for /ee/...………..….….. 55 • Exercise 25: Letters that are never doubled……..…………………. 56 • Exercise 26: ‘l’ at the end of multisyllabic words…………………. 57 • Exercise 27: Words ending in ‘or’…………………………………. 58 • Exercise 28: Words ending in ‘ou’…………….………………..…. 59 • Exercise 29: Using /sh/ …………….………..………………….…. 60 • Exercise 30: ‘i’ + vowel …………………………………….….….. 61 • Exercise 31: Double consonant in ‘le’ pattern……………….....….. 62 • Exercise 32: ‘le’ and ‘al’………………………………………….... 63 • Exercise 33: Adding suffixes to ‘ge’ and ‘ce’……………………… 64

• Exercise 34: Prefixes meaning ‘not’………………………………. 65 • Exercise 35: Letter combinations not used in English…………..... 66 • Exercise 36: Letter combinations not used at the end …………..... 67 • Exercise 37: Adding suffixes to ‘ir’, ‘ar’, ‘ur’ and ‘er’ …………... 68 • Exercise 38: Using ‘ise’, ‘ize’ and ‘yse’………………………...... 69 • Exercise 39: ‘ice’ or ‘ise’ ………………………………………… 70 • Exercise 40: Adding suffixes ‘ous’ and ‘ity’……………………… 71 • Exercise 41: Nouns……..………………………………...………. 72 • Exercise 42: Verbs……..………………………………….…….... 73 • Exercise 43: Adjectives……..…………….………………..…..…. 74 • Exercise 44: Adverbs………………………………………..…….. 75 • Exercise 45: Pronouns ……………………………………………. 76 • Exercise 46: Revision……………………………………….…….. 77 Nonsense Word Challenge Recording Chart….…………..………….…. 78 Answers……………………………..…………………………………. 79 • Exercises 1-4………………..………………………………..….…. 80 • Exercises 5-8………………..………………………………..….…. 81 • Exercises 9-12………………..………….………………...…….…. 82 • Exercises 13-14………………..……………………………..….…. 83 • Exercises 15-18………………..………………………………...…. 84 • Exercises 19-23……………..…………………………………...…. 85 • Exercises 24-27……………..…………………………………...…. 86 • Exercises 28-31……………..…………………………………...…. 87 • Exercises 32-35……………..………………………………..….…. 88 • Exercises 36-39……………..………………………………..….…. 99 • Exercises 40-43……………..………………………………..….…. 90 • Exercise 44-46..…………………………………………..………... 91 Rule Cards…..……………………………………………..……………. 93

Using the Rule Cards Remove the rule cards from the book, laminate and cut into cards. The most efficient way to use the Rule Cards is to take one set of cards and ask the student to read the set of cards three times each day for a week. The following week, use the matching cards which have key words missing from the rules. Ask the student to read the card saying the missing words. A student, who is able to correctly say the missing words, is given the card. If the student makes an error, the student is shown the reverse side of the card (on which the answers are written) and then the card is placed on the bottom of the pack. Keep working through the set of cards in this manner until the student has all the cards. Repeat this exercise each day for a week. Follow this process for each set of cards. SAMPLE GAMES: These games can be played with all the cards or a select number of cards. Choose games that are appropriate to the student’s age and modify to ensure optimum learning. • Fish: Shuffle the cards. Deal out 5 cards to each player. Put the remaining cards in a pile on the table with the answers or examples showing. Players take it in turns to ask a nominated player for the matching rule card that they hold (e.g., Ben, do you have ‘q’ is always followed by ‘u’?). If the nominated player has the card it is handed over and the asking player has another turn. If the nominated player does not have the card, he/she says, “Fish,” and the asking player picks up a card from the deck on the table. The game finishes when there are no cards left on the table. The winner is the player with the most cards. • Concentration 1: All the cards are placed with the answers or examples face down on the table. Players take it in turns to turn over two cards. If both cards have the same rule, then the player picks up and keeps the cards. If the cards have different rules, the player can either turn the cards back over or for a quicker, easier game, leave the cards face up. The game finishes when there are no cards left on the table. The winner is the player with the most cards. • Concentration 2: Place all the ‘missing words’ rule cards down on the table with the answers showing. Place the other rule cards in one pile, with the examples showing. The first player picks up the top example card from the pile and then chooses a turned over missing words rule card. If the rule matches the example, the player keeps both cards. If the turned over card does not match the example, the example is placed in a ‘discard line’. Subsequent players can choose to either pick up a card from the example pile card or the discard line before trying to find the matching turned over rule card. Unmatched rule cards can either be left face up or turned back over. The game finishes when there are no cards left on the table. The winner is the player with the most cards. (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.7

SAMPLEGAMES: • Hide and Seek: Hide the ‘missing words’ rule cards around the room. As the student finds the cards, he/she reads the rule adding in the missing words. • Snakes and Ladders: Play games like snakes and ladders. However, before players can go up a ladder, they must take a ‘missing words’ rule card from the pile and complete it correctly. Players can also prevent themselves sliding down a snake by correctly completing a rule card. To make the game quicker, allow players to go up the snakes as well. • Sixty Second Challenge: Choose one rule card. Players have 60 seconds to write down as many words as possible which utilise that rule. Example: Double the next letter to keep the vowel short……. running, runner, shopping, shopper, saddest, funny, etc. The winner is the person with the largest number of correct examples. Adults can give students a handicap by including incorrect examples in their list. In this case, the student would then be required to mark the adult’s work. This provides additional practise for the student in identifying words that require application of the rule. • Hangman: Draw the hangman frame. Think of a word that requires the application of a rule (e.g., running, kept, quick, etc.). Under the hangman frame, draw a box for each letter in the word. Students take a ‘missing words’ rule card from the pile. If they correctly fill in the missing word, they choose a letter. If the letter is in the chosen word, it is written in the correct box(es). If students are not able to correctly fill in the missing word a body part is added to the hangman frame. The game finishes when either all the boxes are filled in to make the word or all the body parts of the hanging man have been drawn. If the student obtains all the letters for the word, discuss the rule which needs to be applied (e.g., running – double the next letter….., kept – ‘k’ is followed by ‘i’ and ‘e’, etc.). • Coin Toss: Lay out all the ‘missing words’ rule cards on a table. Players take turns to throw a coin. If players can correctly fill in the missing words on the rule card on which the coin landed, they keep the card. The game finishes when there are no cards left on the table. The winner is the player with the most cards. • Bingo: Deal out all the ‘missing words’ rule cards. Ensure each player has an equal number of cards. Players arrange the cards on the table in front of them so they can read the rules. The caller uses the reverse side of the complete rule cards (i.e., the cards which do not have missing words) to provide examples of the rule. The player that has the rule card that exemplifies that rule reads out the rule and then either places a counter on the rule card or removes the rule card from the table. The winner is the first person to read out all of his/her cards. (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.8

Applying Rules to Words The use of nonsense words is an effective way of applying the rules. If real words are used, there is a tendency for students to rely on prior knowledge of how the word is spelled rather than actually applying the rule. This strategy has been developed over many years and successfully used to increase students’ understanding and application of the most common spelling rules. It has been particularly effective for students with dyslexia and those experiencing difficulty with reading and spelling. It is recommended that students work on a whiteboard so that errors can be easilySAMPLE corrected • Prior to each exercise, discuss the associated rule and provide examples. • Begin with the nonsense words. However, for very young students or those with particularly weak literacy skills, it maybe more appropriate to only use the real words. • Encourage students to listen to the sounds in the word. • It is often helpful to have the student write the base word first and then add on the suffix, applying the appropriate rule as necessary. • Continue the exercise until the student has achieved 10 correct responses. This can be tracked by drawing 10 objects at the top of the board (stars, smiling faces, dots, flowers, etc.) and rubbing off an object each time the student writes the correct response. Alternatively, laminate the chart at the end of this book and use a marker that can be wiped off to keep track of the student’s correct responses. • If necessary repeat the exercise in the following session(s) until the student is able to spell at least 8 out of 10 words correctly. • It is often useful (but not necessary) to repeat the exercise applying the rules to real words. The third section of this book comprises a series of worksheets, using real words, to provide further consolidation of each of the rules. These worksheets are most effective when used after the student has mastered the rule using nonsense words. (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.9

NONSENSE WORD APPLICATION SAMPLE (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.10

Rule 1: Every syllable has a vowel – a, e, i, o, u. Sometimes ‘y’ acts as a vowel. Level 1 sab fet yim hod zup cam jeb wid rog lun sat fed zip rob hum jam vet win lot mug Note: The first row uses words with blends at the end. The second row uses blends at the beginning. The third and fourth rows use blends at both ends. If a student finds a particular row difficult, provide more of this type of example. Level 2 SAMPLEzentyind gact ropt flut drib swog plam fump prunk brilt glamp spond sten spelk frusp smolp grapt slent blust lump bent wind fact opt stop flat drip swim plug slant plunk spilt clomp spend blink stump frost smelt grant Note: Remind students that every syllable has to have a vowel. If students have difficulty with this exercise, have them clap the syllables first. Level 3 hindbem stendib rabmin musdant duspent obsint isbont femlut troplat gamstod spigped bintost amdeg atmid namfet glampid ruprom pendon droglim bladsen handbag standing batman husband second absent intend lemon triplet distant splendid dentist often admit magnet grandad gumdrop dustman problem dragon (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.11

Rule 2: Short vowels are the sounds of the letters - /a/, /e/, /i/, /o/, /u/. Rule 3: Long vowels are the names of the letters - /ay/, /ee/, /ie/, /oa/, /ue/ or /you/. Note: ‘r’ controlled vowels (e.g., ar, er) and other graphemes containing two vowels are also long vowels (e.g., oi, au). Note: This exercise is designed to ensure students understand the role of the mute ‘e’ (commonly referred to as fairy, magic or bossy ‘e’). Revise the sound of each vowel – /a/, /e/, /i/, /o/, /u/, - and discuss how placing an ‘e’ at the end of the word changes the short vowel sound to the long vowel sound (i.e., the name of the letter). Once students have correctly written the word, it is also useful to ask how the word would be read if the ‘e’ was included or excluded (e.g., cobe → cob). tobe SAMPLE rad vete bipe nug prafe stom shen drid flupe strame crote plife glup clepe cham skibe brog greb thude safe bet win rode bug rat Pete dine top cute concave bled skid strode scrum stag complete gripe flog flute Rule 4: Most words just add an ‘s’ to make a plural (e.g., cup-cups). Sometimes the vowel changes (e.g., man-men). Some words don’t change (e.g., fish-fish) and some words don’t have a singular form (e.g., scissors). Note: Ask student to write the singular and then change to the plural form for each word. dog plug foot deer tree (dogs) (plugs) (feet) (deer) (trees) plant tooth chin book squid (plants) (teeth) (chins) (books) (squid) offspring mouse sheep chin frog (offspring) (mice) (sheep) (chins) (frogs) dragon moth means trout subway (dragons) (moths) (means) (trout) (subways) (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.12

REAL WORD EXERCISES SAMPLE (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.32

Rule 1: Every syllable has a vowel – a, e, i, o, u. Sometimes ‘y’ acts as a vowel. Note: ‘y’ acts as a vowel when it sounds like a vowel. Exercise 1: Break the following words into syllables and then circle the vowels. Make sure there is at least one vowel in each syllable. candle cardigan imply complain trusting synthetic SAMPLE contain little easy imprison remember construct lyrics unhappy collide system Now read all the words. (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.33

Rule 4: Most words just add an ‘s’ to make a plural (e.g., cup-cups). Sometimes the vowel changes (e.g., man-men). Some words don’t change (e.g., fish-fish) and some words don’t have a singular form (e.g., scissors). Exercise 3: Write the plural form for each of the following words. scrap SAMPLE_________ candle __________ tooth _________ frame __________ book _________ man __________ sheep _________ rabbit __________ farmer _________ fish __________ child _________ friend __________ rubber _________ kite __________ frog _________ woman __________ bone _________ foot __________ goose _________ deer __________ mouse _________ road __________ whale _________ jeans __________ (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.35

Rule 6: ‘q’ is always followed by ‘u’. Note: Most commonly the ‘q’ is pronounced /k/ and the ‘u’ is pronounced /w/. Exercise 5: • Match the answer to each question with a word on the right. • Cross out the letters of each word in the grid below. • Rearrange the remaining letters (those that have not been crossed out) to make another word. • Remember rules 6 and 7. 1. Very strange. SAMPLE• q____ 2. Shoot with water • s_____ 3. Fast. • q____ 4. Half close your eyes. • s_____ 5. Puzzle. • q___ 6. No noise. • q____ 7. Like water. • l_____ 8. Sea creature. • s____ 9. Feast. • b______ 10. Tools, instruments. • e________ A cover for a bed: _ _ _ _ _ ABCDDEEEEEEIIIIIIIIIIKLLM NNNPQQQQQQQQQQQRR SSSTTTTTTUUUUUUUUUUUZ (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.37

Rule 11: ‘e’ goes away when ‘ing’ comes to stay or any other suffix beginning with a vowel. Note: For suffixes beginning with ‘e’ (e.g., ed, est, er), the ‘e’ goes away and reappears as part of the suffix. Exercise 11: Use the questions in the table to decide if the ‘e’ stays or goes. Does the suffix begin with a ‘e’ goes away, then vowel? add on the suffix. No Yes Add suffix. rake (ing) delete (ed) SAMPLE hope (less) shine (y) tune (er) shape (ly) complete (s) stroke (ing) dine (er) fuse (ed) state (ment) compete (ing) time (less) close (ness) include (ing) safe (ty) extreme (ly) time (less) stone (y) flute (s) (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.43

Rule 18: ‘ay’ and ‘oy’ are used at the end of base words (some exceptions: bayonet, oyster). Exercise 18: Can you finish these words and not get hung? • Each word contains ‘oy’ or ‘ay’. Put a circle around the exceptions. ep ej hld s er SAMPLE nn cr o ts ryl pa en ds r pl e R m nd Now read all the words. Rules Rule p.50 (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com

A noun is a naming word – you can put ‘the’ in front of it, except proper nouns. Exercise 41: Write ‘N’ in the circle if the word is a noun. Then write ‘a’ or ‘an’ in the diamond. (Use ‘an’ if the word begins with a vowel.) friend octopus jump spotty orange itchy SAMPLEdrum finger old stove apple eye happy kitchen heating acting Circle the nouns. Hint: If the word is a noun you can put it into the following sentence and it will make sense. Here is a ________. The little red hen lived happily on a farm with her three yellow chicks, an old duck, a dirty pig and a frisky dog. Every day the little red hen sensibly looked for food for them all. “The duck can help me hunt for it around our large pond,” she clucked noisily. She made the pig search carefully for some in his filthy pen. They expertly placed all the food in the metal bowl belonging to the dog. “Now we can all quickly eat our food,” said the hen. (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.72

ANSWERS SAMPLE (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.79

SAMPLE (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.80

RULE CARDS SAMPLE A set of coloured or black and white rule posters can be purchased from the website: http://crackingtheabccode.com/product/rules-posters-coloured/ The following pages should be copied so that the second of each set of pages is copied onto the back of the first page to make a set of cards. Copy onto cardboard or otherwise copy onto paper and laminate. (c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Rules Rule p.92

(c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com Every syllable has a Most words just add an No English word ends ‘s’to make a plural. with a ‘v’, ‘j’, or ‘q’ and vowel Sometimes the vowel rarely ‘u’ or ‘i’. (‘a’, ‘e’, ‘i’, ‘o’, ‘u’. changes and some words Sometimes ‘y’ acts as (Some exceptions: you, menu, ski, alibi.) don’t change a vowel.) Double ‘l’, ‘f’, ‘z’ SAMShort vowels are and ‘s’ at the end of the sounds – short words after short PLE/a/, /e/, /i/, /o/, /u/. vowels. ‘c’is followed by ‘a’, ‘o’, ‘u’, ‘l’ and ‘r’. ‘ (Some exceptions: if, of, nil, pal.) k’ is followed by ‘i’and Use ‘ck’ after a short ‘e’. vowel, but drop the ‘k’ when the next letter is a Long vowels are the consonant or ‘a’, ‘o’ or Rules Rule p.94 names of letters – ‘q’ is always ‘u’, or at the end of /ay/, /ee/, /ie/, followed by ‘u’. multisyllabic words. /oa/, /you/ or /ue/.

(c) 2009, 2017 Dr Lillian Fawcettwww.crackingtheabccode.com love 1 dog - 2 dogs in/for/ma/tion give a hat - many hats me/tic/u/lous large * Some words don’t change: spry glue, lie fish, sheep, dozen, deer. (When ‘y’ is used as a vowel (Usually an ‘e’ is added on the end.)* Some words don’t have a it is pronounced /ie/ or /ee/.) singular form: trousers, SAwell /a/ - apple Mgrass tongs, scissors. /e/ - egg /i/ - insect buzz cat /o/ - orange cut /u/ - umbrella PLEfluff cot clap crush king, kettle duck quick ticket act, electric Rules Rule p.95 queen beak queue bake bank quiet