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Janelle Ho and<br />

Helen Pearson<br />

1<br />

<strong>NSW</strong> Edition


Janelle Ho and<br />

Helen Pearson<br />

STUDENT<br />

BOOK<br />

1<br />

<strong>NSW</strong> Edition<br />

Name:<br />

Class:


Contents<br />

Scope and Sequence.......................................................... 3<br />

Note to Teachers and Parents.......................................... 4<br />

Units 1–35.............................................................................. 6–75<br />

List Words in Unit Order..................................................... 76<br />

List Words in Alphabetical Order..................................... 78<br />

<strong>Spelling</strong> <strong>Rules</strong> and Tips...................................................... 80<br />

SLLURP<br />

SLLURP summarises <strong>the</strong> spelling strategies that you can use to learn new words.<br />

Say<br />

Listen<br />

Look<br />

Understand<br />

Remember<br />

Practise<br />

Say <strong>the</strong> word carefully and slowly to yourself.<br />

Listen to how each part of <strong>the</strong> word sounds in sequence.<br />

Look at <strong>the</strong> patterns of letters in <strong>the</strong> word and <strong>the</strong> shape<br />

of <strong>the</strong> word.<br />

Understand rules, word meanings and word origins.<br />

Remember all <strong>the</strong> similar words you can already spell<br />

and relate this knowledge to any new word.<br />

Practise writing <strong>the</strong> word until it is firmly fixed in your<br />

long-term memory.<br />

2 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia


Scope and Sequence<br />

Skill focus O<strong>the</strong>r Word list<br />

Unit Vowels Consonants<br />

Letter<br />

patterns<br />

<strong>Rules</strong> and tips<br />

1<br />

2<br />

3<br />

short<br />

sounds<br />

4 a, a-e, ea<br />

digraphs<br />

initial 2-consonant<br />

blends<br />

final 2-consonant<br />

blends<br />

add ‘s’, ‘ed’, ‘ing’<br />

impossible<br />

combinations (e.g. tl)<br />

drop silent ‘e’ to add<br />

suffix<br />

CCVCC words<br />

break/brake, steak/stake,<br />

great/grate<br />

5 ai ay sail/sale, plain/plane<br />

6 ey, eigh ate/eight, prey/pray<br />

7<br />

8 ll, ff, ss, zz<br />

9<br />

e, e-e, ee,<br />

ea<br />

comparative -er and<br />

-est<br />

10 ie ey piece/peace<br />

11 short y<br />

12<br />

i, i-e,<br />

long y<br />

13 ie igh<br />

14<br />

15 o, o-e<br />

16 oa ow<br />

17 ch, sh<br />

18 ou ow<br />

19 oi oy<br />

suffix ‘y’: double final<br />

consonant<br />

change ‘y’ to ‘i’ to add<br />

suffix<br />

drop silent ‘e’ to add<br />

suffix<br />

add ‘es’ to to words<br />

that end in ‘ch’ or ‘sh’<br />

Double letters do not start a<br />

word.<br />

been/bean, week/weak,<br />

leek/leak, steel/steal<br />

silent letter: kn<br />

know, knee, knight<br />

20 wh were/we’re/where<br />

21<br />

22<br />

23 thr, shr<br />

24 ng, nk<br />

initial 3-consonant<br />

blends<br />

double final consonant<br />

to add suffix<br />

CCCVC and CCCVCC words<br />

irregular verbs: sing/sang, sink/<br />

sank, spring/sprang, shrink/shrank<br />

25 long oo compound words with ‘room’<br />

26 ew<br />

27 u-e, ue<br />

28<br />

29<br />

30<br />

u, short<br />

oo<br />

drop silent ‘e’ to add<br />

suffix<br />

31 ld oul wood/would<br />

irregular verbs: draw/drew,<br />

know/knew, grow/grew,<br />

throw/threw<br />

numbers 1–10 one/won, to/two/<br />

too, four/for, eight/ate<br />

32 compound words<br />

33 er family words<br />

34 er, or<br />

35<br />

This scope and sequence chart is based on <strong>the</strong> requirements of <strong>the</strong> <strong>NSW</strong> Curriculum.<br />

suffixes -er, -or for<br />

people<br />

REVISION<br />

REVISION<br />

REVISION<br />

REVISION<br />

REVISION<br />

hip, hop, ship, shop, dish, fill, shell, pack,<br />

wish, luck<br />

clap, crab, flag, glad, plot, stop, skin,<br />

trip, crack, smell<br />

fast, chest, desk, wasp, hint, grunt,<br />

stamp, spilt, crust, grand<br />

baby, potato, save, face, blame, shame,<br />

stale, break, great, steak<br />

brain, plain, chain, sail, trail, again, pay,<br />

stay, sway, away<br />

<strong>the</strong>y, grey, prey, obey, eight, weigh,<br />

weight, sleigh, neigh, neighbour<br />

tall, small, dull, stiff, cliff, stuff, bluff,<br />

grass, dress, buzz<br />

equal, even, week, keep, sleep, east,<br />

steal, speak, dream, cheat<br />

chief, thief, field, shield, piece, believe, key,<br />

honey, monkey, turkey<br />

jelly, silly, happy, body, puppy, funny,<br />

sunny, bumpy, sleepy, wobbly<br />

kind, lion, tiger, behind, five, nine, glide,<br />

try, spy, reply<br />

pie, lie, tie, sigh, high, thigh, right, night,<br />

bright, flight<br />

most, post, piano, radio, hope, rose, joke,<br />

woke, broke, quote<br />

coat, goat, soap, loaf, float, toast, show,<br />

flow, know, yellow<br />

beach, teach, speech, bunch, lunch,<br />

flash, crash, crush, blush, swish<br />

shout, about, around, house, pounce,<br />

town, crowd, brown, flower, allow<br />

toy, enjoy, annoy, loyal, coin, noise, oil,<br />

spoil, point, toilet<br />

who, why, when, where, what, which,<br />

wheel, whale, white, wheat<br />

splash, split, spray, sprain, sprint, street,<br />

stripe, screen, scream, scrub<br />

three, throat, thread, throw, throne,<br />

thrill, shrill, shrub, shrug, shriek<br />

fling, spring, angry, hungry, finger, sink,<br />

plank, shrink, ankle, blanket<br />

boo, roof, cool, smooth, choose, balloon,<br />

cartoon, bedroom, bathroom, boomerang<br />

new, few, dew, news, knew, drew, threw,<br />

screw, jewel, view<br />

cute, tune, tube, refuse, true, glue, clue,<br />

argue, value, rescue<br />

one, two, three, four, five, six, seven,<br />

eight, nine, ten<br />

bull, pull, push, put, sugar, <strong>look</strong>, cook,<br />

wood, stood, shook<br />

held, bald, hold, scold, world, build,<br />

could, would, should, shoulder<br />

sunhat, gumboot, bedside, shoelace,<br />

toenail, jellyfish, earring, hairbrush,<br />

newspaper, wheelchair<br />

mo<strong>the</strong>r, fa<strong>the</strong>r, sister, bro<strong>the</strong>r,<br />

grandmo<strong>the</strong>r, grandfa<strong>the</strong>r, elder, aunt,<br />

uncle, family<br />

baker, writer, driver, swimmer, manager,<br />

builder, actor, doctor, sailor, author<br />

3


<strong>Spelling</strong> <strong>Rules</strong>!<br />

Note to teachers and parents<br />

Some students are natural spellers. But <strong>the</strong> vast majority of students need formal, systematic and sequential instruction about<br />

<strong>the</strong> way spelling works and <strong>the</strong> strategies <strong>the</strong>y can use to become independent, confident spellers.<br />

The <strong>Spelling</strong> <strong>Rules</strong>! program is based on sound linguistic and pedagogical <strong>the</strong>ory. It is informed by research into how students<br />

of different ages acquire and apply spelling skills, and how those skills move from <strong>the</strong> working to <strong>the</strong> long-term memory.<br />

The program closely follows <strong>the</strong> <strong>NSW</strong> English Curriculum. <strong>NSW</strong> Curriculum references are provided in <strong>the</strong> two Teacher<br />

Resource Books. The program consists of seven Student Books.<br />

Each student <strong>book</strong> contains units of work, with each unit designed to be used over <strong>the</strong> course of a week. The content of<br />

each unit follows <strong>the</strong> suggested instructional sequence in <strong>the</strong> <strong>NSW</strong> English syllabus. Each unit simultaneously develops new<br />

skills and reinforces skills from previous units. Where appropriate, topic words from o<strong>the</strong>r curriculum areas are included.<br />

When spelling rules and tips are introduced, only known sounds and letter patterns are used so that students focus on<br />

one skill at a time. Regular revision units enable teachers to assess student progress and reinforce key rules and patterns<br />

from previous units. Books 1 to 6 also include a simple reflection activity that encourages students to assess <strong>the</strong>ir own<br />

progress and provides you with a starting point for discussion.<br />

<strong>Spelling</strong> knowledge<br />

Learning to spell involves developing different kinds of spelling knowledge:<br />

T Kinaes<strong>the</strong>tic knowledge – <strong>the</strong> physical feeling when saying different sounds and words, and when writing<br />

<strong>the</strong> shapes of letters and words<br />

T Phonological knowledge – how a word sounds and <strong>the</strong> patterns of sounds in words<br />

T Visual knowledge – how letters and words <strong>look</strong> and <strong>the</strong> visual patterns in words<br />

T Morphemic knowledge – <strong>the</strong> meaning or function of words or parts of words<br />

T Etymological knowledge – <strong>the</strong> origins and history of words and <strong>the</strong> effect this has on spelling patterns.<br />

Icons used in Student Book 1<br />

The following icons identify <strong>the</strong> main spelling strategy that students will use to complete an activity.<br />

Say <strong>the</strong> word. (Kinaes<strong>the</strong>tic knowledge) These activities ask students to experience how sounds feel in <strong>the</strong><br />

mouth and jaw. Changing <strong>the</strong> positions of <strong>the</strong> jaw, lips, and tongue changes <strong>the</strong> sounds we make. Encourage<br />

students to pronounce <strong>the</strong> sounds and words accurately. If <strong>the</strong>y mispronounce a sound or word, <strong>the</strong>y may<br />

misrepresent it in writing.<br />

Listen to <strong>the</strong> word. (Phonological knowledge) These activities focus on discriminating between different<br />

sounds and breaking up words into syllables or individual sound segments (phonemes).<br />

Look at <strong>the</strong> word. (Visual knowledge) These activities help students to see how <strong>the</strong> sound is represented<br />

using combinations of letters, and to associate this visual pattern with what <strong>the</strong>y are hearing. Students will<br />

develop <strong>the</strong> ability to know when a word does or does not ‘<strong>look</strong> right’.<br />

Understand <strong>the</strong> word. (Morphemic and etymological knowledge) These activities focus on word meanings,<br />

word families, prefixes and suffixes, spelling rules, word origins and so on – all of which help embed spelling in <strong>the</strong><br />

long-term memory.<br />

Practise writing <strong>the</strong> word. (Kinaes<strong>the</strong>tic knowledge) These activities develop students’ awareness of <strong>the</strong><br />

physical movement involved in writing <strong>the</strong> word. By practising writing <strong>the</strong> word a number of times and in different<br />

contexts, <strong>the</strong> spelling becomes embedded in <strong>the</strong> long-term memory.<br />

This icon<br />

highlights useful<br />

spelling rules.<br />

This icon tells students that a<br />

special clue or hint is provided<br />

for an activity. It may be a spelling,<br />

grammar or punctuation convention,<br />

or a definition of a useful term.<br />

I can do this.<br />

I am not sure.<br />

I need help.<br />

Encourages<br />

students to assess<br />

<strong>the</strong>ir progress<br />

through each unit.<br />

4 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia


Student Book 1<br />

Units of work<br />

Student Book 1 contains 35 weekly units of work. Groups of units focus on different phonemes that represent <strong>the</strong> same<br />

sound. The suffixes taught in Book K are consolidated using new words. They are also elaborated on by using spelling rules<br />

such as <strong>the</strong> dropping of silent ‘e’ and <strong>the</strong> doubling of <strong>the</strong> final consonant. More suffixes (y, es, er and or) are taught and<br />

homophones are explained and practised. Finally, <strong>the</strong> concepts of irregular verbs and compound words are also presented.<br />

See <strong>the</strong> Scope and Sequence chart on page 3 for more information.<br />

Word lists<br />

In Student Book 1, each unit (except Revision units) has a list of ten spelling words. The words are selected to support<br />

<strong>the</strong> learning focus and spelling strategies in <strong>the</strong> unit. The list also includes words from o<strong>the</strong>r curriculum areas such as<br />

ma<strong>the</strong>matics, science and social sciences. Where appropriate, Aboriginal Australian English words are also included.<br />

SLLURP<br />

Each word list begins with a reminder for students to SLLURP. SLLURP summarises <strong>the</strong> strategies that will help spelling move<br />

from students’ working memory to <strong>the</strong>ir long-term memory. These strategies are provided on page 2, for easy reference.<br />

Unit at a glance<br />

SLLURP reminds students<br />

about strategies <strong>the</strong>y can use<br />

to learn <strong>the</strong> words.<br />

List words support <strong>the</strong><br />

learning of <strong>the</strong> spelling<br />

focus for <strong>the</strong> unit. Words<br />

come from across <strong>the</strong><br />

curriculum.<br />

Space to practise<br />

list words<br />

My own words –<br />

students can write<br />

<strong>the</strong>me words, personal<br />

words or extension<br />

words, or practise o<strong>the</strong>r<br />

words with <strong>the</strong> same<br />

spelling focus. Adapt this<br />

section to suit <strong>the</strong> needs<br />

of your class.<br />

27<br />

Say Listen Look Understand Remember Practise<br />

2<br />

cute<br />

tune<br />

tube<br />

refuse<br />

true<br />

glue<br />

clue<br />

argue<br />

value<br />

rescue<br />

My own words<br />

not ugly<br />

not false<br />

say no<br />

Unit banner<br />

features <strong>the</strong> spelling<br />

focus in a fun<br />

context.<br />

Write a list word to match <strong>the</strong> clue.<br />

l<br />

melody<br />

stick toge<strong>the</strong>r<br />

disagree<br />

You are<br />

cute!<br />

Say each list word. Sort <strong>the</strong><br />

words by <strong>the</strong>ir sound.<br />

sounds like new<br />

sounds like drew<br />

Use <strong>the</strong> clues to write new words.<br />

Write <strong>the</strong> word when <strong>the</strong> silent e is removed.<br />

Add <strong>the</strong> correct suffix.<br />

Add a letter to make a list word. You may need<br />

to rearrange <strong>the</strong> letters.<br />

I can do this.<br />

I am not sure.<br />

I need help.<br />

58 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

<strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

59<br />

3<br />

4<br />

5<br />

Stop<br />

6<br />

Icons identify <strong>the</strong><br />

main spelling strategy<br />

students will use in<br />

an activity.<br />

glue<br />

cute<br />

use this to help<br />

get <strong>the</strong> answer<br />

tube<br />

mix yellow and this<br />

to get green<br />

Words with a silent e drop <strong>the</strong> e before adding ed, ing,<br />

er or est.<br />

tune tuned tuning<br />

cute cuter cutest<br />

argue<br />

I like this colour best. It is <strong>the</strong><br />

The fireman<br />

g c c b<br />

rescue<br />

! You are giving me a headache.<br />

blue<br />

one.<br />

my cat from <strong>the</strong> tree.<br />

nut reuse vale<br />

<strong>Spelling</strong> focus<br />

highlighted in<br />

colour<br />

<strong>Spelling</strong> tips and<br />

rules introduced<br />

when students need<br />

<strong>the</strong>m to complete an<br />

activity<br />

Sequenced<br />

activities – each<br />

activity focuses on<br />

a specific spelling<br />

strategy.<br />

Reflection allows<br />

students to assess<br />

<strong>the</strong>ir progress.<br />

<strong>Spelling</strong> <strong>Rules</strong>! Teacher Resource Book K–2<br />

Full teacher support for Student Book 1 is provided by <strong>Spelling</strong> <strong>Rules</strong>! Teacher Resource Book K–2. Here you will find<br />

valuable background information about spelling development and spelling knowledge, along with practical resources,<br />

such as:<br />

T teaching tips for every unit in Student Book 1<br />

T extra word lists<br />

T strategies for teaching spelling<br />

T guidelines for assessing spelling and diagnosing spelling errors<br />

T activities to support struggling spellers<br />

T worthwhile extension for more able spellers.<br />

<strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

5


l<br />

Good luck!<br />

Say Listen Look Understand Remember Practise<br />

hip<br />

hop<br />

ship<br />

shop<br />

dish<br />

fill<br />

shell<br />

pack<br />

wish<br />

luck<br />

My own words<br />

l<br />

2<br />

hip<br />

hop<br />

is<br />

ill<br />

he<br />

top<br />

bell<br />

back<br />

fish<br />

Write a list word that has <strong>the</strong><br />

small word in it.<br />

Write a list word that rhymes.<br />

3 Write list words.<br />

I will — i — — this bag with rocks.<br />

Look at <strong>the</strong> big — — e — — I found.<br />

You can — a — — your <strong>book</strong>s in this box.<br />

6 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia


4<br />

fill<br />

Write <strong>the</strong> words. Choose one to finish <strong>the</strong> sentence.<br />

s<br />

ed<br />

Mum is<br />

ing<br />

box with grapes.<br />

<strong>the</strong><br />

pack<br />

5<br />

s<br />

ed<br />

ing<br />

Write a, e, i, o or u.<br />

John<br />

lunch box last week.<br />

his own<br />

n — ck t — ck d — ck s — ck s — ck<br />

6<br />

Write <strong>the</strong> plural word.<br />

7<br />

Say both words. Colour <strong>the</strong> correct one.<br />

Ducks quack quick when <strong>the</strong>y want food.<br />

Shut your eyes and make a wash wish .<br />

Jack and Jill fill fell down <strong>the</strong> hill.<br />

<strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

I can do this.<br />

I am not sure.<br />

I need help.<br />

7


2<br />

Say Listen Look Understand Remember Practise<br />

clap<br />

crab<br />

flag<br />

glad<br />

plot<br />

stop<br />

skin<br />

trip<br />

crack<br />

smell<br />

My own words<br />

l<br />

Slap on a<br />

hat when <strong>the</strong> sun<br />

is hot!<br />

Write list words.<br />

— — a —<br />

— — a —<br />

— — a —<br />

— — a —<br />

— — a — —<br />

— — i —<br />

— — i —<br />

— — o —<br />

— — o —<br />

— — e — —<br />

2<br />

Write list words.<br />

8 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia


3<br />

Look for a small word in <strong>the</strong> list word. Write <strong>the</strong> small word.<br />

stop trip glad<br />

skin plot crack<br />

Some letters do not go toge<strong>the</strong>r at <strong>the</strong><br />

beginning of a word.<br />

4<br />

Rearrange <strong>the</strong> letters to make a word. Start with two consonants.<br />

lpan tsem rgab<br />

ltils rtap ccolk<br />

5<br />

Make words with <strong>the</strong>se letters.<br />

b<br />

t<br />

cra<br />

rip<br />

m<br />

g<br />

p<br />

f<br />

s<br />

ell<br />

s<br />

lap<br />

m<br />

c<br />

6<br />

Write list words to complete <strong>the</strong> sentences.<br />

Your<br />

feels hot. You must be sunburnt.<br />

I am so<br />

you are feeling better.<br />

Jan’s family went on a road<br />

during<br />

<strong>the</strong> summer.<br />

<strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

I can do this.<br />

I am not sure.<br />

I need help.<br />

9


3<br />

I jump fast and<br />

still come last!<br />

Say Listen Look Understand Remember Practise<br />

fast<br />

chest<br />

desk<br />

wasp<br />

hint<br />

grunt<br />

stamp<br />

spilt<br />

crust<br />

grand<br />

l<br />

Say each word. Sort <strong>the</strong> box<br />

words by <strong>the</strong>ir vowel sound.<br />

fast wasp stamp grand<br />

a as in cat<br />

a as in ball<br />

a as in pass<br />

My own words<br />

2<br />

Change <strong>the</strong> underlined letter<br />

to make a list word.<br />

3<br />

Write a list word.<br />

hunt<br />

past<br />

wisp<br />

10 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia


4<br />

Draw a line between each sound. The first one has been done for you.<br />

f / a / s / t chest desk wasp hint<br />

grunt stamp spilt crust grand<br />

5<br />

Write a sentence to describe each picture. Use a list word in each sentence.<br />

6<br />

Write ed or ing to finish each sentence.<br />

Stan stamp his feet to get rid of <strong>the</strong> sand.<br />

Emma is hint to her mo<strong>the</strong>r that she wants to go home.<br />

The pig grunt to show that it was full.<br />

Every day during Ramadan, Muslims finish fast at sunset.<br />

7<br />

Some letters do not go toge<strong>the</strong>r.<br />

Circle <strong>the</strong> words that cannot be found in English.<br />

trash srill brick<br />

tsem cling lramp<br />

<strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

I can do this.<br />

I am not sure.<br />

I need help.<br />

11


4<br />

Don’t forget<br />

<strong>the</strong> baby!<br />

Say Listen Look Understand Remember Practise<br />

l Write list words.<br />

baby<br />

potato<br />

save<br />

face<br />

blame<br />

shame<br />

stale<br />

break<br />

great<br />

steak<br />

My own words<br />

2<br />

ham<br />

beak<br />

pot<br />

lame<br />

tale<br />

Write a list word that has <strong>the</strong><br />

small word in it.<br />

3<br />

Write a list word that rhymes.<br />

brave fail shake ate<br />

12 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia


Two words that sound <strong>the</strong> same but are not spelt <strong>the</strong><br />

same are called homophones.<br />

break brake steak stake great grate<br />

4<br />

The left<br />

Write <strong>the</strong> correct homophone.<br />

on your bike is not working.<br />

Dad prefers kebabs to .<br />

I hope to go see <strong>the</strong><br />

Barrier Reef one day.<br />

Words with a silent e drop <strong>the</strong> e before adding ed or ing.<br />

name named name naming<br />

like liked like liking<br />

5<br />

save<br />

face<br />

blame<br />

shame<br />

Write <strong>the</strong> word when you add ed and ing.<br />

hope<br />

time<br />

smile<br />

toe<br />

6<br />

Colour <strong>the</strong> correct word.<br />

Paul drew a poster that said, “ Safe Save<br />

<strong>the</strong> koalas!”<br />

The robber tried to steal stale <strong>the</strong> car.<br />

I can do this.<br />

I am not sure.<br />

I need help.<br />

<strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

13


5<br />

Don’t stay<br />

away all<br />

day!<br />

Say Listen Look Understand Remember Practise<br />

l<br />

Make ai words.<br />

brain<br />

plain<br />

chain<br />

sail<br />

p<br />

s<br />

fr<br />

t<br />

tr<br />

r<br />

j<br />

trail<br />

again<br />

ail<br />

pay<br />

stay<br />

sway<br />

m<br />

p<br />

away<br />

My own words<br />

br<br />

pl<br />

tr<br />

ch<br />

g<br />

ain<br />

2<br />

Draw shapes to match <strong>the</strong> ay words. Circle <strong>the</strong> words that have <strong>the</strong> same shape.<br />

pay stay away sway<br />

14 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia


ay sounds <strong>the</strong> same as ai.<br />

A syllable with ai must always end with a consonant.<br />

say sail ray rain<br />

3<br />

Fill in ay or ai to show <strong>the</strong> vowel sound.<br />

p –– –– r –– –– st –– –– pl –– –– p –– –– d<br />

r –– –– d st –– –– n pl –– –– n p –– –– n r –– –– n<br />

These words are homophones.<br />

sail sale plain plane<br />

4<br />

Write <strong>the</strong> correct homophone.<br />

sail Let’s to <strong>the</strong> island.<br />

sale The red car is for .<br />

plain Did you see <strong>the</strong> take off?<br />

plane Draw on <strong>the</strong> paper.<br />

5<br />

Come<br />

Write ai or ay words to finish <strong>the</strong> rhyme.<br />

, , go !<br />

ano<strong>the</strong>r day.<br />

I can do this.<br />

I am not sure.<br />

I need help.<br />

<strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

15


6<br />

How much do<br />

you weigh?<br />

Neigh!<br />

Say Listen Look Understand Remember Practise<br />

<strong>the</strong>y<br />

grey<br />

prey<br />

obey<br />

eight<br />

weigh<br />

weight<br />

sleigh<br />

neigh<br />

neighbour<br />

My own words<br />

l<br />

2<br />

Draw a line between each sound.<br />

<strong>the</strong>y<br />

grey<br />

prey<br />

obey<br />

eight<br />

weigh<br />

weight<br />

sleigh<br />

neigh<br />

Write ey or eigh.<br />

th<br />

t<br />

gr w t<br />

pr<br />

w<br />

ob<br />

sl<br />

n n bour<br />

3<br />

Write a list word.<br />

16 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia


4<br />

Write <strong>the</strong> answers.<br />

What is <strong>the</strong> dog’s weight?<br />

The dog’s<br />

is 25 kilograms.<br />

How much do you weigh?<br />

I .<br />

These words are homophones.<br />

ate eight prey pray<br />

5<br />

Colour <strong>the</strong> correct homophone.<br />

I ate eight my lunch at recess.<br />

Four plus four is ate eight .<br />

Hindus and Buddhists pray prey in a temple.<br />

In <strong>the</strong> wild, <strong>the</strong> lion has many pray prey .<br />

6<br />

Write a list word.<br />

The sound a horse makes<br />

The number after seven<br />

Not we<br />

To do as your parents say<br />

The person who lives next door<br />

What a predator eats<br />

I can do this.<br />

I am not sure.<br />

I need help.<br />

<strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

17


7<br />

This is<br />

not hard!<br />

l<br />

Vowels can make different sounds. Sort <strong>the</strong> words by listening to <strong>the</strong>ir sound.<br />

gill that weigh tell band sing<br />

pest name ate hen thin slap<br />

sounds like<br />

say<br />

sounds like<br />

fit<br />

sounds like<br />

can<br />

sounds like<br />

pet<br />

2<br />

Change one letter to make a new word.<br />

shop wish lick ball<br />

grey stay name train<br />

away slack steal shell<br />

18 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia


3<br />

Label <strong>the</strong> picture. Use <strong>the</strong> words in <strong>the</strong> wall.<br />

slug wool foot wall<br />

bull step bee boot<br />

nest sheep <strong>book</strong><br />

hoof<br />

4<br />

Add ed or ing to <strong>the</strong> word to finish each sentence.<br />

Jim is<br />

My sister<br />

save<br />

chase<br />

up his birthday money.<br />

our dog to get <strong>the</strong> ball back.<br />

Lou and Jay<br />

The chairs are<br />

blame<br />

face<br />

each o<strong>the</strong>r.<br />

each o<strong>the</strong>r. Turn <strong>the</strong>m around.<br />

I gave <strong>the</strong> <strong>book</strong> a 5-star .<br />

rate<br />

<strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

19


8<br />

Say Listen Look Understand Remember Practise<br />

tall<br />

small<br />

dull<br />

stiff<br />

cliff<br />

stuff<br />

bluff<br />

grass<br />

dress<br />

buzz<br />

My own words<br />

l<br />

llat<br />

ssarg<br />

llams<br />

llud<br />

sserd<br />

ffuts<br />

2<br />

What a fuss!<br />

I only wanted<br />

a kiss.<br />

Double letters do not<br />

start words.<br />

Rearrange <strong>the</strong> letters to make<br />

list words.<br />

ffits<br />

Circle <strong>the</strong> words that rhyme in<br />

<strong>the</strong> same colour.<br />

fall chess small<br />

pull bluff dress<br />

mess dull puff<br />

Which words are left?<br />

3<br />

Use <strong>the</strong> words to make a wall.<br />

a, all, ball I, ill, fill a, all, tall<br />

20 <strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia


4<br />

♥<br />

✔<br />

<br />

✚<br />

<br />

Sometimes signs stand for words.<br />

A heart says love.<br />

A t — — — says you are right.<br />

A cr — — — says you are wrong.<br />

A pl — — sign says add toge<strong>the</strong>r.<br />

A mi — — — sign says take away.<br />

To compare two things, add er to <strong>the</strong> adjective. tall<br />

To compare three or more things, add est. tall<br />

taller<br />

tallest<br />

5<br />

Add er or est.<br />

Comparing two things: tall dull stiff<br />

Comparing three things: tall dull stiff<br />

6<br />

Colour <strong>the</strong> correct word.<br />

The older oldest Aboriginal rock art is in Balangarra Country<br />

in <strong>the</strong> Kimberley.<br />

The mouse lemur is smaller smallest than <strong>the</strong> pygmy rabbit.<br />

Grandad says he feels stiffer stiffest today than yesterday.<br />

What a big dinner! This is <strong>the</strong> fuller fullest I’ve ever felt.<br />

7<br />

Write a sentence that uses <strong>the</strong> word buzz.<br />

I can do this.<br />

I am not sure.<br />

I need help.<br />

<strong>Spelling</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092582) © Janelle Ho, Helen Pearson/Matilda Education Australia<br />

21

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