Spelling Rules! 4 Australian Curriculum 3e sample/look inside

Janelle Ho and
Helen Pearson
4
Australian Curriculum Edition

Janelle Ho and
Helen Pearson
STUDENT
BOOK
4
Australian Curriculum Edition
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 Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson

Scope and Sequence
Unit Vowels Consonants
1
2
3
4
5
two-syllable
words with long
sounds, silent e
Letter
patterns
SKILL FOCUS
Morphology and
etymology
-s, -es, -ed, -ing:
dropping silent e
short and long y ay, ey, oy -s, -es, -ed, -ing:
changing y to i
words ending
in lf
words ending
in double
consonants
adding -ed, -ing to twosyllable
words: doubling
final consonant
Homophones/
Confusing
words
pray/prey
Topic
words
Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson
oppose, endure, revise, complete, arrange, escape,
persuade, realise, collide, assume, include, declare
copy, hurry, guilty, mystery, variety, deny, apply, simplify,
qualify, display, prey, annoy
begin, forget, regret, occur, prefer, enter, offer, visit, happen,
target, label, detail
ph, gh phobia engulf, behalf, cough, trough, phase, phobia, phantom,
metaphor, emphasise, biography, amphibian, sophisticated
-er, -est
6 REVISION
7
8
9
10
11
ea
led/lead, weather/
whether
-ion, -ness; claudere
odd, stiff, err, recall, install, swell, thrill, floss, discuss,
possess, witness, embarrass
least, eager, release, dread, ahead, heavy, health, meant,
instead, pleasant, jealous, weather
direction, suggestion, location, separation, confusion,
decision, conclusion, greatness, selfishnesss, stubbornness,
cleanliness, forgetfulness
j ge, dge, dj bandage, sponge, surge, stranger, siege, badger, pledge,
reject, injection, adjust, conjunction, adjective
un-, in-, dis-; videre
confusing pairs
12 REVISION
13
14
15
16
17
unfamiliar, undeveloped, unbroken, unquestioning,
inactive, incomplete, informal, invisible, disease, disqualify,
discontented, discontinue
lose, loose, breath, breathe, desert, dessert, practise,
practice, wonder, wander, stationery, stationary
oa, ou ow fowl/foul narrow, sorrow, tomorrow, loan, poach, coward, foul,
announce, voucher, boundary, council, knowledge
er/ear
verse, superb, alert, convert, deserve, determined, certain,
permanent, earthquake, research, earnest, rehearsal
or, ur, our court- worthy, senior, surprise, further, burden, survive, journal,
flavour, labour, courtesy, honour, nourish
words ending
in ure
thermo-, -meter
18 REVISION
19
20
21
22
23
double
consonants
words ending
in ic
words ending
in al
colours,
similes
-th fourth/forth ordinal
numbers
-ic; -ed, -ing: adding k
-al, il-, un-
nature, future, capture, failure, creature, feature, measure,
pleasure, leisure, adventure, furniture, temperature
ruby, scarlet, lilac, violet, emerald, indigo, crimson, azure,
khaki, ochre, turquoise, sapphire
fourth, fifth, eighth, ninth, twelfth, growth, warmth, length,
strength, width, depth, breadth
panic, picnic, magic, logic, critic, basic, mimic, fantastic,
terrific, energetic, automatic, enthusiastic
capital, hospital, final, logical, magical, national, natural,
digital, criminal, critical, survival, emotional
-th, hyphenation numbers eleven, twelve, thirteen, fourteen, fifteen, twenty, thirty, forty,
fifty, ninety, hundred, thousand
accept/except,
affect/effect
24 REVISION
25
26
27
28
29
soft g
words ending
in ous
-ous; rules for adding
-ous
-en, -ise: rules for
adding -en, ise; memor
-ment
compound words;
abbreviations
30 REVISION
31
32
33
34
computers
accept, accuse, attempt, attitude, pollute, approach, disappoint,
opportunity, necessary, recommend, occasion, aggressive
ginger, gently, general, average, generous, religion,
intelligent, fragile, generation, advantage, emergency,
gymnasium
serious, precious, delicious, famous, nervous, dangerous,
courageous, furious, cautious, envious, spacious, various
lessen, stiffen, toughen, sadden, awaken, straighten, finalise,
memorise, fantasise, energise, sympathise, visualise
movement, statement, argument, amazement,
measurement, government, environment, treatment,
development, attachment, encouragement, disappointment
computer, laptop, email, internet, mobile, keyboard,
program, download, insert, delete, icon, archive
ie, ei rain/rein/reign niece, belief, achieve, alien, receipt, deceive, protein, weird,
reign, seize, beige, feisty
ex
-or, -er, -ant, -ian, -ist;
apostrophes
35 REVISION
occupations;
non-English
words
holidays
WORD LIST
exist, exchange, examination, explosion, expensive,
exaggerate, excursion, exceed, except, extinct, exhausted,
exhibition
author, grocer, carpenter, lawyer, assistant, accountant,
electrician, politician, journalist, pharmacist, chef, pilot
travel, relax, journey, caravan, luggage, budget, museum,
attraction, entertainment, accommodation, sightseeing,
restaurant
3

Note to teachers and parents
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. The introduction of new sounds and
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.
The Spelling Rules! program also incorporates elements of self-assessment. A simple reflection activity allows students
to assess their own progress and provides you with a starting point for discussion.
Spelling knowledge
Learning to spell involves developing different kinds of spelling knowledge:
T Kinaesthetic knowledge – the physical feeling when saying different sounds and words, and when writing
the shapes of letters and words
T Phonological knowledge – how a word sounds and the patterns of sounds in words
T Visual knowledge – how letters and words look and the visual patterns in words
T Morphemic knowledge – the meaning or function of words or parts of words
T Etymological knowledge – the origins and history of words and the effect this has on spelling patterns.
Icons used in Student Book 4
The following icons identify the main spelling strategy that students will use to complete an activity.
Say the word. (Kinaesthetic knowledge)
These activities ask students to experience how
sounds feel in the mouth and jaw. Changing the positions
of the jaw, lips and tongue changes the sounds we make.
Encourage students to pronounce the sounds and words
accurately. If they mispronounce a sound or word, they
may misrepresent it in writing.
Listen to the word. (Phonological knowledge)
These activities focus on discriminating between
different sounds and breaking up words into syllables or
individual sound segments (phonemes).
Look at the word. (Visual knowledge) These
activities help students to see how the sound
is represented using combinations of letters, and to
associate this visual pattern with what they are hearing.
Students will develop the ability to know when a word
does or does not ‘look right’.
Understand the word. (Morphemic and
etymological knowledge) These activities focus on
word meanings, word families, prefixes and suffixes,
4 Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson
spelling rules, word origins and so on, which help embed
spelling in the long-term memory.
Practise writing the word. (Kinaesthetic
knowledge) These activities develop students’
awareness of the physical movement involved in writing
the word. By practising writing the word a number of
times and in different contexts, the spelling becomes
embedded in the long-term memory.
I can do this.
I am not sure.
I need help.
This icon highlights useful spelling rules.
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.
Encourages students to assess their
progress across each unit.

Student Book 4
Units of work
Student Book 4 contains 35 weekly units of work. See the Scope and Sequence chart on page 3 for more
information. Each revision unit gives students an opportunity to self-assess.
Word lists
In Student Book 4, each unit (except Revision) has a list of spelling words. The core words in the lists have been chosen
to support the learning focus and strategies being taught in the unit.
Spelling lists enable a spelling element to be focused on, and provide sufficient examples to consolidate the
teaching point. 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.
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
Unit banner
features the spelling
focus in the context
of an amazing fact
Spelling focus
highlighted in
colour
Sequenced activities
– each activity focuses
on a specific spelling
strategy. Some activities
refer to content in other
curriculum areas
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
19
Say Listen Look Understand Remember Practise
3
fourth
fifth
eighth
ninth
twelfth
growth
warmth
length
strength
width
depth
breadth
Add th to make the noun form.
Write an adjective for each numeral.
1 2
3 4
5 6
7 8
9 10
11 12
Write two number adjectives that drop
letters before adding th. Write the dropped
letter or letters in the box.
warm long wide
true strong broad
young
Ants have a lot of strength
for their size. Some ants
can drag objects that are
25 times their own weight.
Some words add th to make the noun form.
grow growth
The vowel or vowels sometimes change too.
deep depth
Which nouns keep the vowels but sound different?
I
2
Most numbers add th to make the
adjective form.
If Monday is the first day of the week, Thursday is the
August is the
The letter i is the
month of the year.
letter of the alphabet.
I can do this.
I am not sure.
42 Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson
Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson
43
4
On your
Venus is the
Fill in the missing adjectives.
A centenary celebration marks the
5
oval
hexagon
pentagon
6
birthday, you celebrate a decade of life.
planet from the Sun.
year of an event.
Write a sentence about each shape. The first one is done for you.
Half of the oval is shaded.
Write list words.
Use a ruler to measure the
Steel is a strong metal. Its
7
8
Describe a mythical creature with incredible strength.
day.
of wrapping paper you need.
Fourth and forth are homophones. Colour the correct word.
This is the fourth forth time I’ve seen this movie.
The lion was pacing back and fourth forth in his cage.
makes it an ideal building material.
I need help.
Icons identify the
main spelling strategy
students will use in
an activity
Spelling tips and
rules introduced
when students need
them to complete an
activity
Reflection
Allows students to
assess their progress
Spelling Rules! Teacher Resource Book 3-6
Full teacher support for Student Book 4 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:
T teaching tips for every unit in Student Book 4
T extra word lists
T strategies for teaching spelling
T guidelines for assessment and diagnosis of errors
T activities to support struggling spellers
T worthwhile extension for more able spellers.
Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson
5

1
In China in 3000 bce, children had
powdered smallpox scabs stuck up their
noses to make them immune to the
horrible disease smallpox. It worked!
Say Listen Look Understand Remember Practise
oppose
endure
revise
complete
arrange
escape
persuade
realise
collide
assume
include
declare
I
Group list words using the final vowel sound.
a as in day
e as in bead
o as in soap
i as in by
u as in dew
list words left over
2
Write a list word that rhymes.
flows strange maid replied repair
3
Divide these list words into syllables. Underline the stressed syllable. For double consonants
in the middle of a word, the syllable break comes between the double letters. assume
realise suppose declare revise
arrange conclude collide escape
6 Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson

4
Antonyms are words with opposite meanings. Make antonyms by adding missing
letters.
in — — ude e — cl — d — ins — — t del — t —
inc — ea — e d — cr — — s — s — p — — ate c — mb — n —
If a word ends in silent e, drop the e before adding the suffixes ed
or ing.
5
Complete the table.
word add ed add ing
waste wasted wasting
oppose
realise
endure
complete
arrange
collide
6
Add s, ed or ing to the word in brackets.
No one
the student dressed as a clown. (recognise)
‘Stop
me whenever you lose something!’ Vicki yelled. (blame)
Each class is
to perform an item at assembly. (require)
When a chess piece is captured, it is
from the board. (remove)
7
Add vowels to make words that match the clues.
r — sc — — save from danger r — m — v — take away
pr — v — d — supply — ll — str — t — draw
r — t — t — turn
p — r f — m — pleasant fragrance
Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson
I can do this.
I am not sure.
I need help.
7

2
Nobody knows for certain how
the pyramids in Egypt were
built. It remains a mystery!
Say Listen Look Understand Remember Practise
copy
hurry
guilty
mystery
variety
deny
apply
simplify
qualify
display
prey
annoy
I
hair
fur
mess
itch
If the word has a single vowel
followed by a single consonant,
double the consonant before
adding y. mud muddy
Make adjectives by adding y. Remember to
follow the rule you have just learnt.
shine
risk
spot
grub
dirt
guilt
noise
droop
If a word ends in y, change y to i before adding es or ed.
Keep the y when adding ing.
2
Complete the table.
word add es add ed add ing
hurry
deny
reply
simplify
qualify
8 Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson

3
What is the weather like?
4
Rewrite each sentence, replacing the underlined word with a list word.
Troy felt regretful that his ball had broken his neighbour’s window.
Grandma’s patchwork quilts have a range of colours and patterns.
What happened to Sally’s keys is a puzzle.
Of all the animals on show, my favourite is the giraffe.
Don’t bother Amy while she is coding her robot.
5
Rewrite each sentence in the plural.
There is only one variety of apple in the store.
Auntie made a copy of the recipe for Mum.
I have a fantasy about what I want to be when I grow up.
6
prey and pray are homophones. Write the correct homophone.
As the king of the jungle, the lion has many .
You can’t just
. You also have to work hard!
The plural form of prey does not change. Such words are known as
I can do this.
I am not sure.
I need help.
Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson
9

3
The left side of your
body is controlled by the
right side of your brain.
Say Listen Look Understand Remember Practise
3
begin
forget
regret
occur
prefer
enter
offer
answer
visit
happen
target
label
detail
Write three list words that have
a short final vowel sound.
Write three list words that have
a long final vowel sound.
short final vowel long final vowel
I
2
travel
permit
Each word has two syllables. Say each
word and draw a line between the syllables.
Underline the stressed syllable. gallop
begin regret occur
excel forget admit
When adding ed or ing, double
the final consonant if:
1. the stress is on the final syllable
and
2. the final syllable has one vowel.
occur
Complete the table.
add ed
occurred, occurring
expel
regret
add ing
If the final syllable has two
vowels, just add ed or ing.
appeal
appealed, appealing
4
Complete the table.
add ed
add ing
appear
detail
complain
reveal
10 Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson

5
Add a suffix to each list word. Use the rules to decide if the final consonant should be
doubled. The stressed syllable is underlined.
word
add ed
word
add ing
prefer
begin
happen
forget
enter
offer
regret
occur
visit
label
target
detail
Tip!
z
A word family consists of words that share the same base word.
act, actor, action, acting, acted, active, react
6
Complete each sentence using a word from the same word family as the word in brackets.
People sometimes get
as they get older. (forget)
Mum is making a special dessert because we are having
. (visit)
Rani wanted to learn guitar so she joined a class for
. (begin)
Sean said he would meet me at the
to the swimming pool. (enter)
You must wear
goggles for this experiment. (safe)
7
Use list words to answer the questions.
Which word uses the same vowel sound twice?
Which two words have the same meaning?
and
I can do this.
I am not sure.
I need help.
Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson
11

4
The fear of amphibians
is known as
batrachophobia.
Say Listen Look Understand Remember Practise
3
engulf
behalf
cough
trough
phase
phobia
phantom
metaphor
emphasise
biography
amphibian
sophisticated
loaf
self
calf
hoof
sniff
wharf
Use the rules to write the
plural word.
I
2
Say each word aloud. Circle the word if you
do not say the l.
calf wolf self
half gulf shelf
Write f, ff, gh or ph.
roo cli gra
blu rase inish
dwar lau ield
rou brie oto
Which digraph cannot begin a word?
When a word ends in f, lf or fe, the
f or fe usually changes to v before
adding es to make the word plural.
leaf leaves elf elves
half halves
When a word ends in ff, add s to
make the word plural.
cliff cliffs
Add s to make these words plural.
gulf gulfs proof proofs
chief chiefs belief beliefs
reef reefs roof roofs
4
Write the list words that are only nouns.
12 Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson

5
6
Use the clues to find ph words that complete the puzzle. Use a dictionary if you need help.
a stage of development
a group of words
another word for ghost
a wild bird you can eat
a medical doctor
a person who works in a pharmacy
a person who studies philosophy
The word phobia is both a word and a word part. It can be combined with other word
parts to describe different types of fear. Use a dictionary to write the meanings.
arachnophobia
acrophobia
nyctophobia
ophidophobia
7
Proofread this story. The text has five words that are incorrect. Circle the mistakes.
Then write the correct spelling of the words in the boxes.
Mrs Berg’s neffew tragically became an orfan when his parents died while
swimming with dolfins. The dangers had been emfasised but their love of wildlife
meant they took risks as fotografers. Ralph lives with the Bergs now.
8
Colour the correct word.
Our team scored a goal in each of the two halfs half’s halves of the match.
I have so many books I need more shelfs shelf’s shelves .
A wolfs wolf’s wolves eyesight is better than a human’s.
Cliff’s sniffs sniff’s are loud and annoying.
Can we go fishing of off the wharf on Saturday?
Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson
I can do this.
I am not sure.
I need help.
13

5
Levi Spear Parmly
recommended using a
waxen silk thread to floss.
That was in 1819.
Say Listen Look Understand Remember Practise
odd
stiff
err
recall
install
swell
thrill
floss
discuss
possess
witness
embarrass
I
2
Tip!
z
A syllable that has double consonants
at the end has a single vowel.
odd not oodd
Correct the following words.
swell not sweell
stieff flooss stil
discuess witnes poesess
Unscramble the letters to make a word that
ends in a double consonant.
lrhitl slepl slnailt
sarbs fastf darseds
z
The suffixes
er and est are
added to words
to compare two
or more things.
kind kinder
kindest
3
Add the word with the correct suffix.
It’s odd to see Joe with short hair but it’s
to see him wearing a shirt and tie!
There are many dull books on the shelf. Unfortunately
for me, I think I picked the .
z
Some words that
end in double
consonants need
to add y first.
mess messy
messier messiest
4
Write the correct form of the adjective.
Jess says Ben is the
player on the
field. (boss)
Mr Cross is
than Mr Bell about how
we present our work. (fuss)
14 Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson

5
An anagram is a word or phrase in which the letters can be rearranged to form
another word or phrase. Write a list word for each anagram.
nil salt its news caller bears arms
6
Add the suffix.
add s or es
add ed
add ing
chill
add
bluff
witness
discuss
swell
install
stuff
stress
embarrass
7
Use the clues to write list words.
Which word has the antonym of short?
Which word has a donkey in it?
Which word has sickness in it?
Which word has the antonym of sickness?
8
Imagine you have witnessed a robbery. Write your eyewitness account.
9
re + call = recall
Write other words that use the prefix re.
I can do this.
I am not sure.
I need help.
Spelling Rules! Student Book 4 (ISBN 9780655092704) © Janelle Ho, Helen Pearson
15