Rules Rule: Amercian Version (Sample)

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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. Copyright © 2009, Revised 2018 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: 978-1987574562 ISBN-10: 1987574567

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

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

 Exercise 35: Adding suffixes to ‘ir’, ‘ar’, ‘ur’ and ‘er’ …….……... 63 Exercise 36: Adding suffix ‘ity’…………………………………… 64 Exercise 37: Nouns……..………………………………...…..……. 65 Exercise 38: Verbs……..…………………………………...…….... 66 Exercise 39: Adjectives……..…………….…………….…..…..…. 67 Exercise 40: Adverbs………………………………….……..…….. 68 Exercise 41: Pronouns ……………………………………….……. 69 Exercise 42: Revision………………………………………..…….. 70Nonsense Word Challenge Recording Chart….…………..…….….…. 71Answers……………………………..…………………………………. 73  Exercises 1-4………………..…………………………………..…. 74  Exercises 5-8………………..………………………………..….…. 75  Exercises 9-12………………..………….………………...…...…. 76  Exercises 13-14………………..…………………………….….…. 77  Exercises 15-18………………..…………………………….....…. 78  Exercises 19-23……………..……………………………….....…. 79  Exercises 24-27……………..…………………………………..…. 80  Exercises 28-31……………..…………………………………..…. 81  Exercises 32-35……………..……………………………….….…. 82  Exercises 36-39……………..……………………………....….…. 83  Exercises 40-42……………..……………………………….….…. 84Rule Cards…..……………………………………………..………..… 85Rules Rule p. 3

SAMPLE 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. 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 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.Rules Rule p. 4

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 utilize 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 practice 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. Rules Rule p. 5

SAMPLE 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 easily 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.Rules Rule p. 6

SAMPLENONSENSE WORDAPPLICATION Rules Rule p. 7

Rule 1: Every syllable has a vowel – a, e, i, o, u. Sometimes ‘y’ acts as avowel.Level 1 sab fet yim hod zup cam jeb wid rog lun sat fed zip rob hum jam vet win lot mugNote: The first row uses words with blends at the end. The second row uses blends at thebeginning. The third and fourth rows use blends at both ends. If a student finds a particularrow difficult, provide more of this type of example.Level 2 zentSAMPLEyind gact ropt flut drib swog plam fump prunk brilt glamp spond sten spelk frusp smolp grapt slent blust bent wind fact opt flat drip swim plug lump plunk spilt clomp spend stop stump frost smelt grant slant blinkNote: Remind students that every syllable has to have a vowel. If students have difficulty withthis 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 dragonRules Rule p. 8

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 graphemescontaining two vowels are also long vowels (e.g., oi, au).Note: This exercise is designed to ensure students understand the role of split digraphs(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 vowelsound to the long vowel sound (i.e., the name of the letter). Once students have correctlywritten the word, it is also useful to ask how the word would be read if the ‘e’ was included orexcluded (e.g., cobe → cob). tobe SAMPLE rad vete bipe nug prafe stom shen drid flupe strave crote plife glup clepe cham skibe brog greb thude safe bet win rode bug rat Pete dine top cuteconcave bled skid strode scrum stag complete gripe flop flukeRule 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) Rules Rule p. 9

SAMPLEREAL WORDEXERCISES Rules Rule p. 29

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 SAMPLEtrustingsynthetic contain little easy imprison remember construct lyrics unhappy collide system Now read all the words.Rules Rule p. 30

Rule 4: Most words just add an ‘s’ to make a plural (e.g., cup-cups). Sometimes the vowelchanges (e.g., man-men). Some words don’t change (e.g., fish-fish) and some words don’thave a singular form (e.g., scissors). Exercise 3: Write the plural form for each of the following words. scrap __________ candleSAMPLE __________ tooth __________ frame __________ book __________ man __________ sheep __________ rabbit __________ farmer __________ fish __________ child __________ friend __________ rubber __________ kite __________ frog __________ woman __________ bone __________ foot __________ goose __________ deer __________ mouse __________ road __________ whale __________ jeans __________Rules Rule p. 32

Rule 6: ‘q’ is always followed by ‘u’. Note: Most commonly the ‘q’ is pronounced /k/ andthe ‘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________ABCDDEEEEEEIIIIIIIIIIKLLMNNNPQQQQQQQQQQQRR SSSTTTTTTUUUUUUUUUUUZRules Rule p. 34

Rule 11: ‘e’ goes away when ‘ing’ comes to stay or any other suffix beginning with avowel. Note: For suffixes beginning with ‘e’ (e.g., ed, est, er), the ‘e’ goes away andreappears 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 add vowel? on the suffix. No Yes Add suffix.rake (ing)delete (ed) SAMPLEhope (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)Rules Rule p. 40

SAMPLEANSWERS Rules Rule p. 73

SAMPLERules Rule p. 74

SAMPLERULE CARDSA set of colored or black and white rule posters can be purchasedfrom the website: www.crackingtheabccode.com Remove the following pages, laminate, and cut along the lines to make a set of cards. Rules Rule p. 85

Every syllable has a Short vowels are the sounds – vowel (‘a’, ‘e’, ‘i’, ‘o’, ‘u’. /a/, /e/, /i/, /o/, /u/.Sometimes ‘y’ acts as a vowel.)Long vowels are the Most words just add an names of letters – ‘s’to make a plural. /ay/, /ee/, /ie/, Sometimes the vowel /oa/, /you/, or /ue/. changes and some words don’t change.SAMPLE‘c’ is followed by ‘a’, ‘q’ is always‘o’, ‘u’, ‘l’, and ‘r’. ‘ followed by ‘u’. k’ is followed by ‘i’ and ‘e’.No English word ends Double ‘l’, ‘f’, ‘z’,with a ‘v’, ‘j’, or ‘q’, and ‘s’ at the end of and rarely ‘u’ or ‘i’. short words after short(Some exceptions: you, menu, ski, alibi.) vowels. (Some exceptions: if, of, nil, pal.) Rules Rule p. 87

/a/ - apple SAMPLE in/for/ma/tion /e/ - egg me/tic/u/lous /i/ - insect /o/ - orange spry /u/ - umbrella (When ‘y’ is used as a vowel 1 dog - 2 dogs it is pronounced /ie/ or /ee/.) a hat - many hats cat * Some words don’t change: cut fish, sheep, dozen, deer. cot clap * Some words don’t have a crush singular form: trousers, king, kettle tongs, scissors. love give quick large queen glue, lie queue quiet (Usually an ‘e’ is added on the end.) well grass buzz fluffRules Rule p. 88