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Sp el l i n gH a n d b o o k

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For information:

Fred W. Duckworth, Jr.c/o Trinitytutors.com1560 East Vernon AvenueLos Angeles, CA 90011-3839

E-mail: [email protected]

Website: www.trinitytutors.com

Copyright 2008 by Fred Duckworth. All rights reserved. This publication iscopyrighted and may not be linked to directly, reproduced, stored in a retrievalsystem, transmitted in any form by any means, electronic, mechanical,

photocopying, recording, or otherwise without written permission from the publisher.

You may print portions of this publication directly from this website, but you mayneither download to your computer nor store any of the pages comprising thiswork. Moreover, you may not place on any other website for others to access, nor distribute to anyone else in any manner any of the pages comprising this work.

This material is to be utilized only for your personal use in a home-school or tutoring environment, and you may print out any or all of the pages herein only onan individual, one-time basis.

Furthermore, all copyright notifications must be included and you may not alter

them in any way. Classroom use and/or use in a public or private school setting areexpressly prohibited. Anyone wishing to use this material must come to thiswebsite to access it. Any use beyond these terms requires the written permission of the author/publisher. This document is being provided at no cost and may not besold under any circumstances.

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I n t r o d u c t i o n

Rather than requiring students to memorize a list of 20 words each week (anactivity that ill prepares them for the 250,000 words they must handle to becomecompetent spellers), TrinityTutors.com offers a more logical approach to spellinginstruction, ensuring that students master the logical, well-structured, alphabeticcode that translates auditory speech into written language.

At TrinityTutors.com, we provide real strategies for encoding words accurately.Our instruction is methodical, using a five step process that requires students to

attend to phonemes (mouth movements) in order to decipher the phonologicalstructure of each word while calling to mind the 29 rules and 70 spellingsgoverning the 44 speech sounds on which the English language is built.

We also teach kids to consider word knowledge, especially the Greek and Latinroots, prefixes, and suffixes, which has the added bonus of improving vocabularyknowledge and usage.

Instead of delivering partial, incidental lessons that narrow, rather than broaden,ones understanding of English (for example, stopping after having given only partof a spelling rule and then calling everything else an exception), we will go

beyond the surface to teach the layers underlying this branch of orthography.

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PRONUNCIATION KEY

as in apple as i n egg as in insect as in octopus as in umbrella

as in day as in bee

as in pie

as in no as in cute

r as in car r as in career as in butter r as in near r as in corer as in bird

as in father as in pawoi as in coil /uh/ as in about (schwa)

ng sang

boot book

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Spel l ing Rule #1

T h e l e t t e r Q

There are 29 spelling rules(identified by RomaldaSpalding) that provide a logical

framework for the presentationof information we need to knowto become good spellers.

We start with the letter Q.

Rule:The letter q is alw aysfollowed by the letter u andtogether they say / k w / .

(The u is not considered avowel here.)

(Note that when you see aletter or letters enclosedbetween two slash marks / / itis an indication that you are topronounce the SOUND of theenclosed letter or letters andNOT their names.)

EXAMPLES:

q u i c k q u a r t e r q u i zq u o t eq u e e nq u i l t q u a r t q u a k eq u i t eq u e s t i o n

s q u i n t s q u a r es q u a s hs q u i r m

s q u e a ls q u e e z e

ALERT!

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Mondays Routine:

Create a list of from 4 to 20 words that illustrate Rule #1, choosing wordsappropriate for your learner's level or ability (or use the ones provided).

Once you have collected the words you intend to use, follow theprocedure outlined below. Say:

Im going to read a list of words and I want you to repeateach word after me.

Have your learner repeat all of the words without allowing him orher to see the list. Then ask:

What sound did you hear or feel in all of those words?"(Wait for a response.) Thats right. Each word had the /kw/ sound.

Now let your child see the list of words and ask:

Okay then, what letter or letter combination do you see inall of these words?

Make explicitly clear exactly which rule youre focusing on thisweek, and if you use keyword pictures (for example, a picture of aqueen) show it at this time. For example, you might say somethinglike:

Yes, this week well be spelling words that contain the/kw/ sound, spelled: cue-yoo as in queen. Ourcorresponding rule states that The letter q is alwaysfollowed by u, and together they say /kw/. Now, what soundare we working on again?

Finally, direct your learner to study this weeks spelling rule until heor she knows it by heart. Then have the pupil spell some randomlychosen words from the list, and as he or she is doing so, be sure toreinforce the link between the target sound and its correspondingletter or letter combination.

Super! Now I want you to practice verbalizing thisweeks spelling rule until you can say it without anyhelp. Then Ill have you use the rule to spell words Ichoose randomly from the list.

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NOTE: The initial spelling activity for each day of the week (with the exception of Friday) is always followed by a more traditional alternative with which someinstructors may feel more comfortable.

Alternative Activities for Mon day:

Administer a spelling pre-test.

(For your convenience, a spelling pre-test form for up to 14 spelling wordshas been provided on the next page. When taking the pretest, studentsshould only write on the lines appearing on the left-hand side of the page.)

After completing the pretest, have your learner read the list of spelling wordsback to you.

Note any words that are read with difficulty (students should be able to readfluently any words that are easy for them to spell mentally) and anyinstances in which your child is unable to read his or her own handwriting. Besure to directly address such difficulties over the course of the next two orthree days.

Have your child read any multi-syllabic words twice, using pauses the secondtime to demonstrate where each word is broken into syllables.

Finally, ask your student to correct and record any words he or shemisspelled on the pre-test (on the right-hand side of the page) using theanswer key that you provide. Your child should also record any words thatwere difficult to read. This record will serve as a study guide.

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PRE-TESTMONDAY Spelling DAY 1

DIRECTIONS:

After completing your pretest, read each spelling word to your teacher.(You should be able to read fluently any words easily spelled mentally.)

Read multi-syllabic words twice. The second time, pause where each wordis broken into syllables.

Record the words you misspelled on the pre-test, along with any words youfound difficult to read. This will serve as your study guide.

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Focus: Apply phonics skills and the conventions of spelling to spell wordscorrectly.

Name: ________________________________________________

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T u e s d a y :

Recite each spelling word for your learner, tapping your finger toemphasize the number of syllables.

(These activities will need to be adapted as you deem appropriate for olderstudents. For example, an advanced student would likely be able to copythe list of words on his or her own, writing the number of syllables next toeach word without any assistance.)

After you say (and tap) all of the words, have the student go over eachword individually, saying something along the lines of:

Now Id like you to read each word individually, pausingbriefly between the syllables and telling me how manysyllables are in each word.

Next, direct your learner to identify the position of specific sounds byasking questions like:

Which syllable in the word ___________ has the /__ /sound?

And Finally, instruct your pupil to identify spelling patterns from thecurrent or past lessons with which he or she should be familiar, askingquestions like:

How do you spell the /__ / sound?

(An alternative activity for Tuesday appears on the next page.)

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LA NGUAGE ARTSTUESDAY Spelling DAY 2

DIRECTIONS:

Write the words missed on the spelling pre-test phonetically using the pronunciation symbols from page four. (Be sure to divide the words intosyllables and use accent marks.)

If there are any silent letters, caret them in (^).

After you finish, compare your spellings with those in a standard dictionaryor with those in dictionary.com .

Focus: Apply phonics skills and the conventions of spelling to spell words

correctly.

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Name: _____________________________________________________ Date: ______/______/______

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W ed n e s d a y :

Make sure that your learner can give this week's spelling rule without anyhelp or prompting from you or any other sources.

Reinforce a correct answer by saying something like: That's right! Theletter q is always followed by

(An alternative activity for Wednesday appears on the next page.)

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LA NGUAGE ARTSWEDNESDAY Spelling DAY 3

DIRECTIONS:Write each of the spelling words correctly, though still in syllables, using thestandard spelling rather than pronunciation symbols. This time, be sure toinclude any silent letters.

Write the number of syllables next to each word.

Verbally identify for your instructor any spelling patterns and/or conventionstaught during the current and/or past lessons.

Focus: Apply phonics skills and the conventions of spelling to spell wordscorrectly.

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T h u r s d a y :

Have the student decode the syllables comprising each word, categorizingthem according to the six groupss listed on the next page.

Ask questions like:

How many vowel sounds are in this word?

Are there any digraphs in this word? If so, what arethey?

Are there any diphthongs in this word? If so, what arethey?

Are there any r-controlled vowels in this word? If so,what are they?

During this activity, make sure that you stress all important sound-symbolcorrespondence.

Also, ask questions like, What type of syllable is the firstsyllable?" or "Which syllable is a____syllable?

You may choose to introduce the six types of syllables as students encounterthem, or you can provide students with the definitions beforehand, possiblyeven providing a less in ahead of time along with examples of each type of syllable.

(Definitions are provided on next page.)

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The Six Types o f Syllables:

1. Closed Syllable: A closed syllable is a syllable that ends withone or more consonants. A vowel sound in a closed syllable is

usually short. Code it with a breve above the vowel. (V-C)

2. Open Syllable: An open syllable is a syllable that ends in avowel. A single vowel at the end of an open, accented syllable islong. Code it with a macron above the vowel. (C-V)

3. Vowel-Consonant-E: A vowel-consonant-e syllable occurs in aone-syllable word (e.g., hide), in the final syllable of a longerword (e.g., concrete), and in a medial syllable before a suffix that

begins with a consonant (e.g., hopeful) when a silent e after oneconsonant causes the preceding vowel to represent its long sound.Code it with a macron above the long vowel and a slash markslanting down from left to right through the silent e. (V-C-e)

4. Vow el Digraph: A vowel digraph syllable occurs when twoadjacent vowels in a single syllable represents a single vowelsound (e.g., book). Code it with a line below the two vowels. (VV)

5. Vowel-R Combination: A vowel-r combination syllable occurswhen a single vowel is followed by a single r in the same syllable(e.g., fern, arm). The sound of the vowel may not be short, asexpected, but may instead represent an unexpected sound. Codeit with an arc beneath the two letters. (V-r)

6. Final Stable Syllable: Final stable syllables are non-phoneticsyllables which occur frequently in final positionin English base words and are consistent in their spelling and

pronunciation (e.g., table, bubble). Code it with a half bracket atthe division line between the rest of the word and the final stablesyllable, which always begins with a consonant.

Whaat is a vowel diphthong?

(An alternative activity for Wednesday appears on the next page.)

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LA NGUAGE ARTSTHURSDAY Spelling DAY 4

DIRECTIONS:

If applicable consider word knowledge and structure, identifying Greek andLatin roots, prefixes, and suffixes, as well as with their correspondingmeanings, on the lines below.

On a separate sheet of paper, use and underline each of the spelling wordsin a sentence.

Focus:Apply phonics skills and the conventions of spelling to spell wordscorrectly.

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F r i d a y :

Administer the final spelling test. (Though 20 lines have beenprovided on the test sheet that follows, the actual number of spelling words assigned any given week is left totally to yourdiscretion. Besides, if you assign 20 words you won't have enoughlines left to follow the suggestion given in the last paragraph of this page.) When administering the test, read each word one-at-a-time.

First, clearly state the word. Then use the word in a sentence.Finally, clearly state the word once more. After that, move on tothe next word.

After the last word is given, read through the entire list just oncemore so that your learner can make any last-minute corrections.Have your learner correct his or her own test using an answer keyand then record any misspelled words in his or her Language ArtsJournal.

Make sure your student knows the definition to each spellingword. Also, encourage any student working at the fourth gradelevel and above write each word in his or her best c u r s i v e handwriting.

And finally, be sure to include extra words that use the currentspelling pattern, but were not covered in the lesson, which is whyyou should not assign 20 spelling words at the beginning of theweek. (For example, students who have studied yield should beable to spell field or shield as well. Students who have studiedfiction should also be able to spell faction or fraction .)

An alternative activity for Wednesday appears on the next page . . .

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S p e l l i n gFRIDAY Spelling DAY 5

DIRECTIONS:In the box provided below right the rule on which you have been focusing this

week.Then listen carefully as your instructor recites this week's spelling words.

Write each word in the corresponding blank.

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Spel l ing Rule #2

T h e l e t t e r C

The letter c before e, i, or ysays /s/, but followed by anyother letter, it says /k/.

EXAMPLES:

c e n t c i tyc y c l eca t cu t c a v ec o o k c e n t e r p e n c i lr e c e i v e

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Monday:

Create a list of words that illustrate Rule #1, or if you prefer,use the examples provided on the previous page.

Use words that you feel would be appropriate for yourlearner's level or ability.

Once you have collected the words you intend to use, followthe procedure outlined on page 6 and below:

Ask your learner to repeat the words after you, withoutallowing him or her to see the words in writing.

Ask "What sound do you hear and feel in all of them?"

Show your child the list of words and ask what letter orletter combination is seen in all of them.

Make explicitly clear exactly which rule you are focusingon this week. (If youre using a keyword picture, showit at this time.)

Have your student repeat the target sound once again.

Make sure that you reinforce the link between thetarget sound and its corresponding letter or lettercombination.

Have your learner practice verbalizing this week'sspelling rule until he or she can say it without anyassistance.

Finally, have the learner use the rule to spell wordschosen from the list.

Alternative A ctivity:

Administer a spelling pretest using the form appearingon page 8.

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Tuesday:














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Wednesday:














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Thursday:














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Friday:

Administer the final spelling test. (Though 20 lines havebeen provided on the test sheet that follows, the actualnumber of spelling words assigned any given week is lefttotally to your discretion. Besides, if you assign 20 wordsyou won't have enough lines left to follow the suggestiongiven in the last paragraph of this page.) Whenadministering the test, read each word one-at-a-time.

First, clearly state the word. Then use the word in asentence. Finally, clearly state the word once more. Afterthat, move on to the next word.

After the last word is given, read through the entire list justonce more so that your learner can make any last-minutecorrections. Have your learner correct his or her own testusing an answer key and then record any misspelled wordsin his or her Language Arts Journal.

Make sure your student knows the definition to each spellingword. Also, encourage any student working at the fourthgrade level and above write each word in his or her bestc u r s i v e handwriting..



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SPELLING RULESFRIDAY Spelling U NIT _____

DIRECTIONS: Apply the same weekly routine to each of the followingrules.

1. The letter q is always followed by u and together theysay /kw/. The u is not considered a vowel here.

2. The letter c before e, i, or y says /s/ (cent, city,cycle), but followed by any other letter says /k/ (cat,cot, cut).

3. The letter g before e, i, or y may say /j/ (page, giant,gym), but followed by any other letters says /g/(gate, go, gust). The letters e and i following g do notalways make the g say /j/ (get, girl, give).

4. Vowels a, e, o, and u usually say their names/longsounds (a, e, o, u) at the end of a syllable (na vy, me,o pen, mu sic). (These are referred to as opensyllables.) This rule helps students know how to divideunfamiliar vowel-consonant-vowel words and thenpronounce the word correctly. (re portrather thanrep ort)

5. The letters i and y usually say /i/ (big, gym), but maysay i (silent, my, type).

6. The letter y, not i, is used at the end of an Englishword (my).

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7. There are five kinds of Silent final e's. (In short wordssuch as me, she, and he, the e says e, but in longerwords where a single e appears at the end, the e issilent.) Silent Final e's should be thought of as "having

a job."

a. Silent e #1: bake gene time/type code cute (The jobof the #1 Silent e is to make the vowel preceding itsay its name.)

b. Silent e #2: love give blue true (The job of the #2Silent final e is to prevent us from ending an Englishword with a v or a u.)

c. Silent e #3: chance bodice charge allege (The job of the #3 Silent final e is to soften a c or g.)

d. Silent e #4: lit tle cas tle bot tle dab ble fid dle (The job of the #4 Silent final e is to prevent us fromhaving a syllable with no vowel.)

e. Silent e # 5: are nurse raise bye ewe owe cause Mrs.

Spalding referred to the #5 Silent final e as the "No job e." Mrs. Sanseri refers to the #5 Silent final e asthe "Odd job E" and explains: "Any reason for a silentE not covered by the first four is lumped into this finalcategory.

i. 1. The E keeps a word that is not plural from ending inan 's' Examples: dense (not dens), purse (not purs),false (not fals)

ii. The E adds length to a short main-idea word. Ex.:awe, ewe, rye

iii. The E gives a distinction in meaning betweenhomonyms. Ex.: or/ore for/fore

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iv. The E is left over from Middle English or a foreignlanguage where the final E was once pronounced.(treatise giraffe)"

8. There are five spellings for the sound /er/. Keep thissentence in mind: Her nurse first works early. In that,the spellings are in the descending order of usage inEnglish. The phonogram or may say /er/ when itfollows w (work, worm, worthy). Also keep in mindthat ar and or say /er/ at the end of some words(dollar, doctor).

9. The 1-1-1 Rule: Words of one syllable (hop), having

one vowel followed by one consonant, need anotherfinal consonant (hop + ped) before adding endingsthat begin with a vowel. This rule does not apply towords with x since x has two sounds /ks/.

10. The 2-1-1 Rule: Words of two syllables (be gin) inwhich the second syllable (gin) is accented and hasone vowel followed by one consonant, need anotherfinal consonant (be gin + ning) before adding an

ending that begins with a vowel. If the last syllable isnot accented (en ter, prof it, bud get) do not doublethe final consonant before adding the ending.

11. The Drop-e Rule: Words ending with a Silent final e(come, hope) are written without the e when addingan ending that begins with a vowel.

12. After c we use ei (receive). If we say a, we use ei

(vein). In the list of exceptions, we use ei. Exceptions:Neither foreign sovereign seized counterfeit forfeitedleisure. Plus: either weird protein heifer In all otherwords, the phonogram ie is used. (In school we weretaught, "I before E, except after C, unless it says A asin neighbor and weigh.")

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13. The phonogram sh is used at the beginning or end of a base word (she, dish), at the end of a syllable (finish), but never at the beginning of a syllable after thefirst one except for the ending ship (wor ship, friend

ship).

14. The phonograms ti, si, and ci are the spellings mostfrequently used to say /sh/ at the beginning of asecond or subsequent syllable in a base word (na tion,ses sion, fa cial). Most often, consider the root or rootword to help you choose the correct /sh/ spelling touse. Examples: infect to in fec tious / collect to col lection / potent to po ten tial music to mu si cian / space

to spa cious / finance to fi nan cial soci (companion)to so cial / ancien (old) to an cient cruc (cross) to crucial / speci (kind) to spe cial

15. The phonogram si is used to say /sh/ when thesyllable before it ends in an s (ses sion) or when thebase word has an s where the base word changes(tense, ten sion). discuss to dis cus sion / compress tocom pres sion / admis to ad mis sion

16. The phonogram si may also say /zh/ as in vi sion, di vision, oc ca sion, ex plo sion.

17. We often double l, f, and s following a single vowel atthe end of a one-syllable word (will, off, miss).Sometimes rule 17 applies to two-syllable words likerecess.

18. We often use ay to say a at the end of a base word,never a alone. (bay, day, decay)

19. Vowels i and o may say long i and long o if followedby two consonants (find, old).

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20. The letter s never follows x. The phonogram xincludes an s sound-/ks/.

21. Dismiss L Rule: All, written alone, has two l's, but

when used as a prefix, only one l is written (al so, almost).

22. Dismiss L Rule (part 2): Till and full, written alone,have two l's, but when used as a suffix, only one l iswritten (un til, beau ti ful).

23. The phonogram dge may be used only after a singlevowel that says its short sound (badge, edge, bridge,

lodge, budge).

24. Change Y to I Rule: When adding an ending to a wordthat ends with a consonant and y, use i instead of yunless the ending is ing or might split a phonogram.city/cit ies beauty/beau ti ful play/player funny/fun niest multiply/mul ti ply ing rely/re li able cry/crieddeny/denied

25. The phonogram ck may be used only after a singlevowel that says its short sound (back, neck, lick, rock,duck).

26. Words that are the names or titles of people, places,books, days, or months are capitalized.

27. Words beginning with the sound z are always spelledwith z, never with s.

28. The phonogram ed has three sounds. If a base wordends in the sound /d/ or /t/, adding ed makes anothersyllable that says /ed/ (sid ed, part ed). If the baseword ends in a voiced consonant sound, the ending edsays /d/ (lived). If the base word ends in an unvoicedconsonant sound, the ending ed says /t/ (jumped).

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29. Words are usually divided between doubleconsonants.

For speaking and reading, only the consonant in theaccented syllable is pronounced; the consonant in theunaccented syllable is silent (lit tle to lit le).

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