Spelling Rules 5 2e sample/look inside

BESTSELLI LING SERIES
5
Second edition
Helen Pearson
and Janelle Ho
Makes
spelling
stick!

Second edition
Helen Pearson
and Janelle Ho
STUDENT BOOK5
Makes spelling stick!
Name:
Class:

Contents
Scope and Sequence................................................................ 3
Note to Teachers and Parents................................................... 4
Units 1–35............................................................................... 6–75
List Words in Unit Order.......................................................... 76
List Words in Alphabetical Order.............................................. 78
Spelling Rules and Tips.............................................................. 80
SLLURP
SLLURP summarises the spelling strategies that you can use to learn new words.
Say
Listen
Look
Understand
Remember
Practise
Say the word carefully and slowly to yourself.
Listen to how each part of the word sounds in sequence.
Look at the patterns of letters in the word and the shape
of the word.
Understand rules, word meanings and word origins.
Remember all the similar words you can already spell and
relate this knowledge to any new word.
Practise writing the word until it is firmly fixed in your
long-term memory.
2

Scope and Sequence This scope and sequence chart is based on the requirements of the Australian Curriculum.
Skill focus
Unit
Page
Sound-letter
patterns
Prefixes and
suffixes
(morphology)
Other
morphology
Etymology
Homophones/
Confusing words
1 6
plural suffixes:
s, es
2 8 -ful homophones
3 10
-ment, -dom,
-ship, -hood
4 12
-ous
abbreviations,
acronyms
5 14
ous -ous Latin and French
root words
6 16
REVISION
7 18 ch -logy Greek root words
8 20
-al, -ic; -ally
9 22
-able, -ible
word families
Topic
words
adverbs of
frequency
10 24 double consonants current/currant occupations
11 26
acronyms, blends,
eponyms
12 28
REVISION
13 30
aw, or, au
pause/paws/pores/
pours
14 32 mis-, dis-, anti- antonyms
15 34 im-, in-, ir-, il- antonyms
16 36 multiple affixes word families
17 38 non-English words
18 40
REVISION
19 42 qu
20 44
words ending in gue,
que
21 46
ui
sweet/suite, crews/cruise;
suit/suite
our
regional spelling
22 48
differences
(Australian and
American)
23 50
Latin and Greek
root words
24 52
REVISION
25 54 oy, ay, ey
26 56 y as vowel sound
27 58 -ty
28 60
-ant, -ent
current (adj) and
current (noun)
29 62 -ence, -ance conscience/conscious
30 64
REVISION
31 66
32 68
sh sound: s, sh, ch, sch,
si, ci, ti, ss, sci
long oo sound: ew, oo,
ue, u, ous; ow, aw
-tial, -cial,
-tious -cious, -ship
33 70 silent letters Ireland/island
34 72 Christmas
35 74
REVISION OF UNITS 1–34
3

Spelling Rules!
Some students are natural spellers. But the vast majority of students need formal, systematic and sequential
instruction about the way spelling works and the strategies they can use to become independent, confident
spellers and spelling risk-takers.
The Spelling Rules! program is based on sound linguistic and pedagogical theory. It is informed by research
into how students of different ages acquire and apply spelling skills, and how those skills move from the
working to the long-term memory. The program closely follows the Australian English curriculum. Australian
Curriculum: English references are provided in the Teacher Resource Books. The program consists of seven
Student Books, fully supported by two Teacher Resource Books.
Each student book contains units of work, with each unit designed to be used over
the course of a week. The content of each unit simultaneously develops new skills
and reinforces skills from previous units and earlier books. The introduction of new
letter patterns is logically sequenced and takes into account both frequency of use
and complexity. Where appropriate, topic words from other curriculum areas such
as mathematics, science and social sciences are included. When spelling rules are
introduced, only known sounds and letter patterns are used so that students focus
on one skill at a time. Regular revision units enable teachers to assess student
progress and reinforce key rules and patterns from previous units.
Spelling knowledge
Note to teachers and parents
Learning to spell involves developing different kinds of spelling knowledge. In many
cases, particularly in the upper grades, more than one kind of knowledge is called
upon at a time. As they work through the activities in each Spelling Rules! unit,
students will develop:
N Kinaesthetic knowledge – the physical feeling when saying different sounds and
words, and when writing the shapes of letters and words
N Phonological knowledge – how a word sounds and the patterns of sounds in
words
N Visual knowledge – how letters and words look and the visual patterns in words
N Morphemic knowledge – the meaning or function of words or parts of words
N Etymological knowledge – the origins and history of words and the effect this has
on spelling patterns.
Icons used in Student Book 5
Rule!
Tip!
This icon highlights useful spelling rules. The rule is always introduced the first time students
will need it to complete an activity. There is also a handy summary of important rules on
page 80.
This icon tells students that a special clue or hint is provided for an activity. It may be
a spelling, grammar or punctuation convention, or a definition of a useful term.
4

Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia
Student Book 5
Units of work
Student Book 5 contains 35 weekly units of work. See the Scope
and Sequence chart on page 3 for more information.
Word lists
Spelling lists enable a particular rule, letter pattern, sound pattern, etymology or morphemic element to
be focused on, and they provide sufficient examples to consolidate the teaching point. In Student Book 5, each
unit (except Revision) has a list of fifteen spelling words. The core words in the lists have been chosen
to support the learning focus and strategies being taught in the unit. Topic words come from other
curriculum areas, such as mathematics and social sciences. In addition, homophones and words that are
easily confused with each other are explained and practised.
The lists also include words to challenge the best spellers and provide the platform for teachers to
extend their students’ spelling ability and vocabulary.
SLLURP
Each word list begins with a reminder for students to SLLURP. SLLURP summarises the strategies that
will help spelling move from students’ working memory to their long-term memory. These strategies are
provided on page 2, for easy reference.
Unit at a glance
SLLURP reminds students
about strategies they can use
to learn the words
List words support
the learning of the
spelling focus for the
unit. Words come from
across the curriculum
Space to practise list
words; to write theme
words, personal words
or extension words;
or to practise other
words with the same
spelling focus. Adapt
this section to suit the
needs of your class
Unit Augie the world-record-holding dog is capable
of holding how many tennis balls in his mouth?
a three
9
b five
c ninety-two
Say Listen Look Understand Remember Practise I Add ible or able to make a list word.
3
reliable
capable
adorable
available
comfortable
miserable
valuable
horrible
terrible
sensible
flexible
impossible
invisible
eligible
illegible
Complete the table to build word families.
Unit banner features
the spelling focus in the
context of a fun quiz
about sport
2
reli
invis
ador
cap
comfort
sens
flex
terr
miser
valu
Draw a line to match each adjective to its meaning.
Use a dictionary if you need help.
edible
visible
legible
audible
portable
inflatable
intelligible
able to be carried
able to be heard
able to be understood
able to be eaten
able to be seen
able to be read
able to be filled with air
noun adjective adverb
reliability
reliably
valuable
capability
comfortable
suitability
invisible
flexibility
responsibly
Suffixes -able, -ible; word families
22 23
Rule!
If the base word ends in silent e, the e is usually dropped before adding ible or able.
believable, collapsible
Some exceptions: noticeable, changeable, likeable, manageable
4 Change each verb to an adjective by adding able. 5 Change each verb to an adjective by adding ible.
desire
response
admire
sense
forgive
collapse
notice
submerse
consider
reverse
profit
flex
6
Add a suitable adjective that ends in able or ible.
a chair an baby
an journey a shock
a nappy a seatbelt
a friend a organiser
7 Complete each sentence using an antonym of the word in brackets.
The old sofa was very
. (comfortable)
The voice on the other end of the phone was
. (mistakable)
My brother even destroys toys that are guaranteed to be
! (destructible)
The deep snow made the road
. (passable)
Yusef is
of seeing a ball without throwing or kicking it. (capable)
8
illegible
eligible
Answer: b
These words are sometimes confused. Use a dictionary to write a definition for each word.
Write a sentence using each word.
definition
in a sentence
definition
in a sentence
Spelling focus
highlighted in
colour
Spelling tips and
rules introduced
when students need
them to complete
an activity
Sequenced
activities – some
activities refer to
content in other
curriculum areas
Answer to
the quiz in the
unit banner
Footer shows
the spelling focus
for the unit
Spelling Rules! Teacher Resource Book 3-6
Full teacher support for Student Book 5 is provided by Spelling Rules! Teacher Resource Book 3-6. Here you
will find valuable background information about spelling development and spelling knowledge, along with
practical resources, such as:
N teaching tips for every unit in Student Book 5 N guidelines for assessment and diagnosis of errors
N extra word lists
N activities to support struggling spellers
N strategies for teaching spelling
N worthwhile extension for more able spellers.
5

Unit
I
Which of these activities is performed in circuses?
a lawn bowls
b tight-rope walking
c loose-rope waddling
Say Listen Look Understand Remember Practise
circuses
stitches
mattresses
quizzes
viruses
geniuses
sandwiches
scarves
valleys
chimneys
factories
priorities
trousers
handkerchiefs
volcanoes
Rule!
I
If a noun ends in s, ss, ch, sh, x or z,
add es to form the plural.
Exceptions: stomachs (just add s) and
quizzes (double the z before adding es).
Write the plural ending for each noun.
bus witness quiz
ostrich waltz fox
stomach rash match
mattress stitch circus
Rule!
If a noun ends in a vowel + y, add s to
form the plural.
highway highways
If a noun ends in a consonant + y, change
the y to i and add es to form the plural.
copy copies berry berries
2
Write the plural.
donkey valley mystery chimney factory
worry tray trolley priority trophy
3
Write the singular.
kidneys mysteries journeys
Tip!
Some words do not change in the plural.
dozen sheep
Some words change the vowel or vowels to show the plural.
man men tooth teeth crisis crises
6
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia

4
Write the singular for each noun.
women sheep children crises feet
Rule!
Nouns that end in o usually add es to form the plural. mosquitoes
Some exceptions: foreign words (kimonos), abbreviations (rhinos) and words ending in
two vowels (videos).
5
Circle the correct plural form.
radios
radioes
potatos
potatoes
flamingos
flamingoes
banjos
banjoes
photos
photoes
mosquitos
mosquitoes
Rule!
Nouns that end in f usually change the f to v before adding es to form the plural.
half halves
All nouns ending in ff, and some nouns ending in f, just add s to form the plural.
cliffs gulfs chiefs
6
Rewrite these sentences, making the nouns plural if possible. Change other words when necessary.
One puff of wind blew the scarf away.
The wolf knocked the knife off the shelf.
Tip!
Eponyms are words that were originally the name of a person or place.
Braille is a writing system named after its inventor, Louis Braille.
7
Match each words to its origin.
sandwich rugby marathon pavlova
snack named after an earl who was too busy to eat a proper meal
meringue-based dessert named after a Russian ballerina
long race named after a place in ancient Greece
game where you run with a ball, named after a school in England
Answer: b
Plural suffixes s, es
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia
7

Unit
2
Which of these animals can be trained to be skilful surfers?
a pandas
b cows
c dogs
Say Listen Look Understand Remember Practise
useful
scornful
awful
skilful
wilful
grateful
beautiful
peaceful
wonderful
resentful
deceitful
thoughtful
delightful
successful
plentiful
Tip!
I
2
Adding the suffix ful sometimes changes
the spelling of the base word.
pity pitiful
Write the base word for these adjectives.
skilful
beautiful
awful
wilful
plentiful
fanciful
Group the base words of these adjectives.
powerful boastful colourful
forgetful peaceful resentful
base word = noun
base word = verb
3
Write a list word that rhymes.
dutiful
insightful
hateful
mournful
Tip!
Antonyms are words that are opposite in meaning.
Antonyms can be made by:
• adding a prefix helpful unhelpful
• changing the suffix careful careless
4
Write an antonym for each word.
successful grateful thoughtful
joyful harmful useful
8
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia

5
Make an adverb by adding ly to each adjective. Use each adverb in a sentence.
skilful
successful
Tip!
Homophones are words that sound the same but are spelt differently.
heal (recover from injury) and heel (part of a foot) are homophones.
6
Write the homophone. Use the picture as a clue.
peace
ore
great
waste
steel
source
Tip!
Words for quantities sometimes end in ful.
cupful
7
Use a word with the suffix ful to complete each sentence.
Uncle Jim refuses to drink tea unless it has a
of sugar in it.
It should only take one
of water to wash a car.
Che took one
of milk and spat it out. It was sour!
8
Proofread this recount. The recount has five words that are incorrect. Circle the mistakes. Then write
the correct spelling of the words in the boxes.
Mrs Jones, our neighbour, is over 80 but she is still quite energetic. Yesterday she waved cheerfuly
as she walked past on her way to the shops. A few minutes later I heard her call out in pain. She
had triped on a crack in the footpath and was lying on the ground. She had torn her trowsers and
an awful lot of blood was dripping down her leg. Mum took her to the doctor and the cut needed
five stitchs. Mrs Jones was greatful that we were nearby when she needed help.
Answer: c
Adding suffix -ful; homophones
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia
9

Unit
3
What is the greatest depth underwater that a diver
has ever gone without any breathing equipment?
a 40 metres
b 2000 metres
c 200 metres
Say Listen Look Understand Remember Practise
argument
measurement
amazement
excitement
achievement
equipment
instrument
experiment
implement
environment
advertisement
disappointment
boredom
championship
neighbourhood
I
2
Write a list word for each clue.
it tries to sell you something
local area
the world around us
a tool
use this to make music
a persuasive text
Write the list word that contains the smaller word.
strum
sure
item
point
our
rim
red
gum
Tip!
The suffixes ment, dom, ship and hood all form nouns.
The base word does not usually change when ment, dom, ship or hood are added.
3
Add ment, dom, ship or hood to each word to form the noun.
free leader child advertise
champion achieve hard equip
king employ govern adult
4
Write the base word for each noun. Circle the word if the spelling of the base word has changed.
wisdom movement argument boredom
10
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia

5
Each group of words forms a category. Write a list word for each category and add more examples.
Category
Examples
violin, flute, drum, ,
hours, metres, grams, ,
erosion, recycling, pollution, ,
Tip!
Synonyms are words with the same or similar meanings.
grateful and thankful are synonyms.
6
Write a list word that is a synonym.
trial disagreement tools wonder
Tip!
Some words ending in ment can function as both nouns and verbs.
Look at the document. (noun)
You should document the process. (verb)
7
Use each word as a noun and as a verb.
experiment
compliment
(noun)
(verb)
(noun)
(verb)
Tip!
When two or more words start with the same sound, it is called alliteration.
Jack danced a jolly jig when he got the joyful news.
8
Add a descriptive word to complete these alliterations. Write your own alliterative sentence.
Charlie cheerfully challenged the
champion.
Debbie was
disappointed to miss the dance.
Ann accepted the award in
amazement.
Erin
explained her experiment to the visiting expert.
Answer: c
Adding suffixes -ment, -dom, -ship, -hood
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia
11

Unit
4
What sport is Tony Hawk famous for?
a BASE-jumping
b skateboarding
c lion taming
Say Listen Look Understand Remember Practise
famous
dangerous
humorous
enormous
marvellous
anxious
serious
curious
obvious
cautious
adventurous
ridiculous
venomous
mischievous
anonymous
Words that end in ous are adjectives.
Rule!
I
Complete the table.
noun
adjective
religious
caution
mischievous
marvel
hazardous
curiosity
anxious
venom
ambitious
danger
Rule!
If the base word ends in e, drop the
e before adding ous.
fame
famous
Rule!
If the base words ends in our,
drop the u before adding ous.
humour humorous
Exceptions: words ending in ce or ge.
2
Add the suffix ous.
3
Add the suffix ous.
adventure
glamour
nerve
vigour
ridicule
rigour
carnivore
odour
12
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia

4
Write a list word to describe each set of nouns.
: Uluru, brontosaurus, road train
: cartoon, riddle, joke
: funnel-web spider, viper, stonefish
: gun, electricity, bushfire
: Albert Einstein, Mother Teresa, Neil Armstrong
5
Write list words.
Newspapers never print
letters. Each letter must be signed.
Graffiti is a
problem in our community.
“Raising $1000 is a
achievement,” said Mr Lewis.
Mia blushed because she thought her mistake was
to everyone.
I am
to know how Grandpa got a scar on his chin.
6
These pairs of words are synonyms. One word in each pair has a spelling error. Circle the misspelt
word and write it correctly as part of a noun group: a ridiculous costume.
poisonous – venormous
adventurous – darring
anxous – worried
furious – angrey
humourous – amusing
Tip!
Abbreviations are short forms of longer words. St = Street
An acronym is a word formed from the initial letters of other words.
PIN = personal identification number
7
Write the full word or group of words for these abbreviations and acronyms. You can use a dictionary.
anon.
govt
radar
Anzac
UN
STEM
pop.
ICT
ATM
Answer: b
Adding suffix -ous; abbreviations and acronyms
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia
13

Unit
5
What did victorious athletes win in
the Ancient Greek Olympic games?
a a wreath of olive leaves
b a basket of pine cones
c a pie in the face
Say Listen Look Understand Remember Practise
furious
envious
various
victorious
precious
delicious
luxurious
conscious
gorgeous
hideous
courteous
courageous
outrageous
contagious
miscellaneous
I
Group the list words according to the number of
syllables you hear.
2
Circle g and the letter after it if it makes the soft g sound.
outrageous contagious gorgeous courageous
generous gracious religious glorious
Tip!
If the base word ends in ce or y, change the e or y to i before adding ous.
vary various
3
Add the suffix ous.
envy space glory
vice luxury fury
grace mystery victory
4
Write the list word that contains each smaller word.
fur tag hide
lane rage out
14
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia

5
Each word is missing the sound sh, but it can be written in different ways. Write the missing letters.
deli — — ous cau — — ous con — — — ous spa — — ous
vi — — ous pre — — ous ambi — — ous suspi — — ous
an — — ous infec — — ous gra — — ous fero — — ous
Tip!
Etymology is the study of word origins.
Many English words have their origins in words from other languages.
6
Write the list word that has come from each word.
Delicia is the Latin word for delight.
Outre is the old French word meaning beyond.
Furia is the Latin word for rage.
Precios is an old French word meaning costly.
Cor is the Latin word for heart.
7
Write a synonym ending in ous. Choose two to use in a sentence.
angry contagious brave
jealous hazardous successful
Rule!
Comparative adjectives compare two things.
My younger sister is more adventurous than I am.
Superlative adjectives compare three or more things.
The smallest spiders can also be the most venomous.
8
Complete the tables.
adjective
comparative form
adjective
superlative form
heavy
strange
beautiful
dangerous
curious
useful
Answer: a
Adding suffix -ous; words ending in ous; Latin and French root words
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia
15

Revisi0n
Revision
I
Unit
6
Lawnmower motors were once a useful addition
to the equipment used in which sport?
a horse racing
b triathlon
c karting
Add a suffix to each word. Group the new words.
success
argue
wise
humour
champion
luxury
mischief
leader
dom
ous
ful
ship
hood
ment
Nouns
Adjectives
2
Write the plural.
patch fortress factory knife box
quiz sheep wolf stomach volcano
3
Use the clues to make a word.
furious + c
precious + v
humorous + n + e
courteous + a + g
a ment con ious
de ful neighbour
pe ful s ful
g eful ker
16
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia

4
Use the clues to complete the puzzle.
F U L
F U L
F U L
F U L
F U L
F U L
F U L
1. terrible
2. of use
3. causes harm
4. without conflict
5. very sad
6. very pleasant
7. shameful
5 Write a synonym.
6 Write an antonym.
poisonous
careful
worried
valuable
pensive
thoughtless
cowardly
rude
conscious
scarce
7
Write an alliterative word to complete each sentence.
The fire’s
We heard a
David devoured a dozen
flames devoured the forest.
howl coming from the haunted house.
donuts.
8
Replace the phrases with an adverb ending in ly.
Tom
wrote a rhyming poem about his teacher, Ms Cross. The poem
without signing his name
was
worded and praised Ms Cross. Tom left the poem on his teacher’s desk.
with humour
Later he watched as Ms Cross read the poem .
with anxiety
with care
His teacher looked at Tom and smiled .
with mischief
“Tom wrote this fine poem extremely well.
That he is a poet is easy to tell,
For in making jokes does our Tom excel.
It’s such a shame he’s not learnt to spell!”
Answer: c
Revision
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia
17

Unit
7
Modern technology is used to measure
the speed of the serve in which sport?
a figure skating
b tea parties
c tennis
Say Listen Look Understand Remember Practise
echo
ache
choir
chorus
anchor
chemist
stomach
orchid
chronic
orchestra
architect
technology
character
psychology
archaeology
I
2
Colour the circle blue if ch makes the sound in chip.
Colour the circle red if ch sounds like k.
Colour the circle green if ch sounds like sh.
ache
stomach
machine
champion
scheme
zucchini
reach
chemist
anchor
character
charades
parachute
Fill in the missing vowels to make list words.
ch — — r
— rch — str _
— nch — r ps — ch — l — gy
st — m — ch
chr — n — c
ch — m — st
— rch — — — l — gy
— ch — t — chn — l — gy
3 Write a list word for each clue.
4 Write the plural.
a group of singers
a designer of buildings
an internal organ
an exotic flower
personality
a group of instruments
lasting a long time
used to moor a ship
echo
chorus
ache
orchestra
technology
character
stomach
chemist
18
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia

5
Some English words are related to Greek words. Use a dictionary to find English words beginning with
a hard ch (sounds like k) that are related to these Greek words.
1
2
3
4
C
C
C
C
H
H
H
H
R
E
1. choros = song and dance
2. chroma = colour
E 3. chronikos = to do with time
S 4. chrysallis = golden case
5
C
H
M
5. chrysanthemon = golden flower
6
Draw a line to match each logy word to its meaning.
meteorology
archaeology
psychology
geology
biology
zoology
cosmology
toxicology
etymology
the study of the mind and behaviour
the study of poisons
the study of animals
the study of living things
the study of rocks and minerals
the study of the past by digging up buried objects
the study of word origins
the study of the origins of the universe
the study of weather
7
Join these simple sentences into one logical sentence using the word or words indicated.
I had an earache. I went to the chemist to buy some drops. (so)
Rachel is an archaeologist. Rachel spends a lot of time overseas. (who)
The searchers were able to accurately locate the ancient anchor. They used modern technology.
(by using)
Answer: c
Consonant digraph ch; suffix -logy; Greek root words
Spelling Rules! Student Book 5 (ISBN 9781420236538) © Helen Pearson, Janelle Ho/Macmillan Education Australia
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