Download Spelling Rules

READ 651, Dr. Schneider, 2010
1
SPELLING RULES WITH DR. SCHNEIDER’S STORIES:
…so that ‘ language detectives’, ‘language construction workers’, ‘language surgeons’ or ‘ ‘ ‘language
potters or ‘language painters’ can be successful…
FLOSS RULE
CLOVERS
CHANGE Y to I
FINAL E- NURSE
1-2-3-DOUBLING RULE
SILENT E RULE
FLOSS RULE
Final f, l, s (sometimes z) are doubled at
the end of a one-syllabic word when preceded by a short vowel. ( = short vowel signal)
Suggested working steps:
1. Divide your class in small groups and provide each group with the following cards.
2. Let the students find what all these words have in common (double letters)
(e.g., bill, cliff, pill, bull, chill, kiss, mess, loss, well)
3. Let students write in rule box which letters are doubled. (only f, l, s)
4. Let students underline the vowels in these words. What do they
have in common? (one per word; they are short vowels)
5. Let students repeat FLOSS orally
RULE: final -ff, -ll, -ss are short vowel signals.
6. Give a spelling exercise to the entire class using finger spelling.
7.Provide reading practice with FLOSS words.
For older students this lesson can be modified by using 2-syllabic words with FLOSS: e.g., confess,
regress, express, impress.
You may want to link these FLOSS words with the {–ssion} word rule: Verbs ending in {–ss} will take the
{–ssion} spelling for [shun] when turned into a noun (e.g., discussion, regression, concussion)
Floss-word ending in a “y “”(e.g., fluffy, messy, glossy) or {-ing/
-ed} (fussing, missing, discussed,
regressed) may be used as well.
The SEVEN SYLLABLE PATTERNS of the English Language
READ 651, Dr. Schneider, 2010
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Once a student can recognize in sound and print these 7 patterns, reading and spelling difficulties
can be reduced greatly. The student owns self-correction strategies to identify initially confusing
language information.
C
Closed syllable
This syllable contains a single vowel "closed in" by one consonant or more.
This vowel consists of one letter only.
It is short.
Example:
that, is, flip, cliff, dis.con.tent, fan.tas.tic
L
Consonant-le = Barfables you can never break!
This syllable contains a consonant followed by -le. It cannot be broken. It is
often the last syllable.
Example:
ca.ble, tic.kle, poo.dle, re.cy.cle, dis.man.tle
O
Open syllable
This syllable contains a single "open" vowel.
No consonant closes it in. This vowel consists of one letter
only . It is long and says its name. Often it is part of a multisyllabic word.
Example:
hi, me, ta.ble, she, ro.ta.tion, sen.sa.tion
V
Vowel team
This syllable contains two letters [2 vowels or a vowel and a consonant (y
or w)]. These two letters make one particular vowelish sound. This sound
does not change whether the vowel team isclosed in by a consonant or not.
Example:
boo, low, new, out, feet, re.tain, pre.heat, sea.son
E
Silent -e = The Nurse
This syllable contains a final "e." This final "e" is silent and makes the
preceding single vowel long (say its name). Magic "e" can only "jump” one
consonant.
Example:
name, kite, cute, cone, de.plete, de.lete,
R
R-controlled = Bossy R
(er, ir, ur, -er,-or, -ar, ear)
The vowel sound changes when a, e, i, o, u and "ea" are
READ 651, Dr. Schneider, 2010
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followed by an "r". All r-controlled syllables sound the same.
Example: fur, helper, tractor, heard, per.turb.ed, burn.ers
S
SCHWA = insulted single vowels
(single vowels a, e, i, o, u)
When any of these single vowels appear in a syllable that does not carry the accent
(has the “power”), then its sound deteriorates to an ‘insulted’ unidentifiable one
that represents neither the clear long vowel sound nor the clear short vowel sound.
Rather, it sounds like a sound someone makes when having to vomit. The single
vowel has gone “sick” with jealousy over not being able to be in a syllable with the
accent. This phenomenon can occur in any word with more than one syllable,
because only one syllable in a word can carry the full accent. Some are lucky and
carry a half accent (e.g., compounds: sunset, upset, some prefix-root words: indent)



Examples:
“a” at the beginning of words: ago, away, awake, attend, addition, alone,
in suffixes because they often do not carry accent:
admir.able, tang.ible, mo.tion, ver.sion, musi.cian, flex.ibil.ity, offi.cial,
pa.tient, bi.ol.ogy, gold.en, hyph.en
prefixes: con-, com-, col-, because mostly the following root carries the
accent: col.lect, con.duct,
NOTE: All 7 syllable patterns can occur as prefixes, roots or suffixes. There are two exceptions:
a) C-le. This one can only be a suffix.
b) magic E. This can only be a root.
C-LE: “the Barfables”
The members of the “Barfable family are:
-ble
They carry the characteristics of:
-ckle
1) always appearing at the end of a word that
-dle
has at least 2 syllables and sounding like b..
-fle
2) they can never be separated (Never break a
-zle
BARF rule!- makes too much a mess!)
-gle
3) always consist of –le at the very end with 1
-dle
one consonant in front of –le. In the case of
-ple
-ckle, one K goes in previous syllable and
-tle
the other remains with –le.
4) the C-le family can accept the following
syllables in front of them:
open syllable: ca.ble, ri.fle,
closed syllable: tum.ble, tem.ple, truf.fle
vowel team: nee.dle, noo.dle
R-control: hur.dle, pur.ple, mar.ble
READ 651, Dr. Schneider, 2010
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Reading “Barfables”
When teaching the Barfables, it is best to start introducing them in reading first. They improve reading
skills quickly as students learn easily to identify visually the C-le pattern at the end of many high frequency
words.
“Spelling Barfables”
When students are to gain control over spelling C-le patterned words, it is best to follow the following
sequence. Keep in mind that the most difficult C-le words to spell are those that require 2 of the same
consonants with a closed syllable in front of the C-le. That is when the students might start feeling like….
1. Open syllable & C-le: Use common words and for fast progressing students invent non-sense words
with the pattern (fa.dle, cu.fle)
Common words are: table, bible, ladle, title, cradle, stifle, stable, staple, fable, bugle, bagle, sable,
noble, cycle,
2. Vowel team syllable & C-le: Use only those vowel teams that the students know already. Do not
teach any new ones with C-le pattern.
Common words are: poodle, noodle, google, needle, foible, doodle,
3. Closed syllable & C-le BUT ONLY with 2 different consonants meeting in the middle
This assures that the students hear 2 different consonants, one in the first syllable and one in the C-le
syllable. That way, when they finger spell, they can write a letter representation down for each sound
they hear.
Common words are: tumble, temple, handle, ramble, jumble, pimple, dimple, simple, sample, bundle,
fumble, gruntle, candle, dwindle, gamble, assemble,
4. R- Control & C-le: Use only those R-control words that the students know already. Do not teach
any new ones with C-le pattern.
Common words are: purple, hurdle, marble, gargle, circle, snorkel, sparkle,
5. Closed syllable words & C-LE with the same consonants meeting in the words, one coming from the
syllable in front of C-le and the other coming from C-le syllable.
This is where the teacher has to pay special effort on teaching explicit self-correction steps to help students
1) avoid spelling errors and 2) catch and correct them if they happen.
Common words are: niffle, puzzle, muffle, snuggle, cuddle, fiddle, hopple, juggle, bubble, bottle, nibble,
nuzzle, drizzle, pebble, rubble, baffle, raffle, middle, battle, apple, rubble, sizzle
Special closed syllable words with –ckle; teach later once other patterns are secure
Pickle, tickle, tackle, trickle, crackle, hackle, chuckle, prickle, freckle, knuckle,
Special closed syllable words with –nkle (teach like -ttle words)
Here the n-sound is more blurred than a regular N; all Anglican words
sprinkle, ankle, tinkle, twinkle, wrinkle,
TEACHING IDEA: Model what the words says when the student forgets to write the second consonant
because s/he only hears one (and therefore only writes one). Make the student follow the rule of never
breaking a barf. Then, s/he quickly realizes that the syllable in front of C-le is open and needs a letter to
close it off as the word is otherwise pronounced incorrectly.
Example: Instead of apple, the student spelled aple. When reading back what the words says by having
placed the required breaking point in front of the letter p, s/he realizes that the first sound is not short but
long. To make it short, s/he just adds a second p and thus has the correct spelling ap.ple.
WATCH ALSO THE WORDS THAT ARE SPELLED –TTLE but are pronounced /dl/: cattle, kettle,
bottle, battle, rattle, little, nettle;
READ 651, Dr. Schneider, 2010
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TEACHING IDEA: group up to 5 in a goofy story and let students illustrate this story, lable the story with
the words and while telling the story many times to each other, writing the word each time it appears in the
retelling on a sheet of paper. This leads to automaticity of these difficult words in American English.
Y-RULE
(the story of the friendship of "I" and" Y")
Under certain circumstances, at the end of a word Y changes to I:
1. Keep Y:
&
when the suffix added to a one-syllabic word begins with a consonant
(-ly, -ful)
shy
+ ly
= shyly
• when Y is part of a vowel team (ay, oy, ey). Never break a "team" apart!
enjoy
+ ing
= enjoying
pray
+ er
= prayer
• when the suffix added begins with an "I"
Explanation for children: "y" and "i" are friends and stay close.
cry
+ ing
= crying
fly
+ ing
= flying
2. Change Y to I
• when the suffix added begins with a vowel other than "I": (a, e, o, u)
Explanation for children:
When "Y" sees a vowel other than "I" as the first letter of the suffix
added, "Y" runs away. His friend the "I" steps in for "y".
•

+ est
= happiest
+ er
= happier
when the root word has 2 syllables and the last syllable ends in y (sounding like long E) Y changes to I
even if a suffix beginning with a consonant is added.
happy + ness = happiness
lucky
+ ly
= luckily
Explanation for children:
When Y in sits in a second syllable in the base word, it feels "squeezed in" by all the consonants
around it, screams, E (long e) and his friend the I comes and steps in for Y.
happy
•
READ 651, Dr. Schneider, 2010
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SILENT E RULE : the polite Nurse
1. Silent e in monosyllabic words
can
cane
fum
fume
jok
joke
Pet
Pete
kit
kite
Rule:
• final silent "e" makes preceding single vowel long; "magic e" gives power to the vowel in front of it.
• "final e" can only jump over one consonant.
(1) “final e” can only work its “magic” on single vowels, not vowel teams.
2. Silent e in multisyllabic words
insane
frame
fume
lame
inflate
safe
+ ly
+ ing
+ ed
+ est
+ ing
+ er
manage + ment
trace
+ able
=
=
=
=
=
=
insanely
framing
fumed
lamest
inflating
safer
= management
= traceable
Rules:
•
•

Keep final silent e when followed by a consonant.
Drop final silent e when it is followed by a syllable that begins with a vowel.
Keep final silent e when it is needed to protect the soft sound of “g” or “c”.
READ 651, Dr. Schneider, 2010
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Jobs of Final E: The Nurse in the English Alphabet
1.
Keep single vowel long (Silent E)
Silent E can reach over one consonant only to give a single vowel (but not a vowel team) its power
to say its name.
fame
fume
tile
a.lone
com. plete
de.bate
dif.fuse
a.muse
2.
Protect soft C
Without final E, the letter C would not be able to keep its soft sound. The nurse stays even though in
some occasions 2 vowels might have to “tolerate” each other.
price
(2 jobs) face
(2 jobs) choice
price & ing = pricing
+ age
3.
Protect soft G
Without final E, the letter C would not be able to keep its soft sound. The nurse stays even though in
some occasions 2 vowels might have to “tolerate” each other.
page
(2 jobs) huge
edge
bridge
manage + ment = management
engage + ment = engagement (not engagment)
gorge +ous
Exception = red word: judge + ment = judgment
4.
Protect S in the root of a word
purse
please
horse
house
cheese
arouse
cruise
bruise
Protects final V
1 job: Have
give
leave
move
re.ceive
love
2 jobs: save
stove
gave
Protect z in root of word (spelled as a z and not an s)
sneeze
breeze seize
5.
6.
mouse
blouse
be.lieve
prove
drive
Doubling Rule
1. Doubling Rule in words with one syllable
•
In theory the rule is called the "1-1-1 rule" since you need
1: a one-syllable word with
1: one short vowel (a one-letter vowel)
1: doubling one letter after the short vowel
• In practice the rule is called the 1-2-3 rule since you do the following:
First:
•
Check if you suffix begins with a vowel (-ing, -ed, -est, -er, -y)
•
Check if you have a short vowel
remorse
please
re.trieve
glove
de.prive
READ 651, Dr. Schneider, 2010
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(only if both conditions apply can you double)
Then:
1:
2:
3:
Put a 1 under the short vowel
Put a 2 under the following consonant
Put a 3 under the next letter if it is a consonant. If it is
not a consonant, double the preceding consonant
(which you marked as number 2) and label it as 3.
EXAMPLE A: map + ing = mapping
m
a
p
+ ing = m a
1
2
3
Example B:
th
thin + er = thinner
i
n
+
1
2
3
p
er = th i
p+
1
ing
2
3
n
1
n+
2
er
3
n
2
g + ing
3
-> double consonant because position three is empty
EXAMPLE C: sing + ing = singing
s
i
n
g + ing = s
1
2
3
i
1
-> No doubling needed because position 3 has a
consonant.
EXAMPLE D: weep + ed = weeping
w
ee
p
1
2
3
+ ed
=w
ee
1
p
2
+ ed
3
-> No doubling needed because the vowel is long
(never with vowel teams).
EXAMPLE E: sad + ly = sadly
s
a
d
1
2
+ ly
3
=
s
a
1
d
2
+ ly
3
-> No doubling needed because the suffix begins with a
consonant.
ATTENTION:
Doubling Rule applies only when a SUFFIX is added
•
the suffix to add must begin with a vowel and in the root of the word, the vowel must be
single and short.
READ 651, Dr. Schneider, 2010
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WHEN TO USE –CH and when to use -TCH
When LONG VOWEL SOUND before => spell -CH
each
beach
teach
couch
leech
bleach
pooch
reach
pouch
be.seech
with R: starch march March search church parchment
purchase
when you her an N-sound before => spell -CH
lunch
bench
inch
crunch
bunch
finch
pinch
quench
grouchy
touch
re.search
leech
torch
porch
punch
drench(ed)
when SHORT VOWEL SOUND => spell -TCH (3 cops for 1 vowel)
itch
glitch
pitch
ditch
crutch
stretch
fetch
etching
Dutch
hitch-hike
witch
kitchen
Exceptions: much, rich, which, such
WHEN TO USE –dge and when to use –ge
When you hear a SHORT VOWEL SOUND before => spell
-DGE
edge
wedge ledge
bridge
badge
smudge judge lodge hedge
pledge
fridge
en.large.ment knowledge
be.grudge
ridge
When you hear a LONG VOWEL SOUND before => spell -GE
With single vowel:
wage
cage
rage
stage
strange
range
age
huge
image
voltage
baggage
message
luggage
With a vowel team:
gauge
beige
With R:
large
forge
gorge
Red italicized words indicate non-phonetic words
badger
budget
page
engage
sausage
village
grudge fudge
hedgehog dodge
sage
ob.lige
mileage
cabbage
READ 651, Dr. Schneider, 2010
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WHEN NURSE E HAS A COLD
Words with –age
image
voltage
sausage
and a double consonant:
message
cabbage
Words with –ine
machine
medicine
garage
village
bandage
baggage
chlorine
luggage
intestine
routine
MODELING THE 3 MOST COMMON SYLLABLE PATTERNS using single vowels
SINGLE VOWELS
ARE VIVACIOUS VULNERABLE TROUBLE MAKERS in English. They change their
pronunciation depending on whether they are in a syllable that is blocked by consonants or not.
CONSONANTS = COPS
who protect single vivacious vowels
from getting into trouble by blocking them
from walking “out the door.” The consonant
cops “close the door” and cause the single
vowels to make a short, “shut”sound.
(1)
OPEN SYLLABLE (= open door)
One person represents a single vowel and stretches out his/her left arm (facing the class)
into open space because nothing is blocking “it” from saying its long vowel sound (= the
alphabet sound). The consonant to the vowel’s right (from vowel’s perspective) does not
interfere with the pronunciation of the vowel because we read from left to right. (e.g., me, n-o, m-a, r-e)
READ 651, Dr. Schneider, 2010
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(2)
CLOSED SYLLABLE (= shut door)
One person representing a consonant cop blocks the single vowel person by standing to
his/her left. The vowel person has to fold in her stretched out arm that signaled a long
vowel sound to signal a short vowel sound. E.g. make words ME-T, MA-T, NO-T, R-ED)
(3)
MAGIC E (= NURSE)
A person with nurse E and nurse signals (in white, red cross, injection needle) moves to
the left of the last letter of the word (a consonant), elongates her/his arm and injects
power using the needle into the vowel leaning over the one consonant. This makes the
vowel stretch his/her arm out UP in the air to signal that he/she got the power to say its
name in spite of being blocked in by the single consonant (cop).