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21 Cards in this Set
- Front
- Back
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***-ck Rule: “Use -ck to say /k/ at the ________ of a ___________ word AFTER a _________ ___________.”
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end
1 syllable short vowel |
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The final /k/ sound can be spelled with a ______, ______, or ______.
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ck
k ke |
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Use ck after _____________________________
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short vowel
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Use k after ____________________________
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consonant or vowel team
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Use ke after ______________________________
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long vowel
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Use c at the end of _______________________________ words to spell /ik/
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2+ syllables
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FSZL Rule: (“fizzle” or “floss” rule) “Double the ___, ___, ___, ___ at the __________ of a
___________ word AFTER a _____________ ________________.” |
f,s,z,l
end 1 syllable short vowel |
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FSZL mnemonic
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Sam Likes Fried Zebras
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-tch Rule: “Use -tch to say /ch/ at the _____________ of a ______________ word AFTER a
_______________________ ______________________________.” |
end
1 syllable short vowel |
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Final /ch/ can be spelled _________ or __________
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ch
tch |
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Use –tch after _____________________________
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short vowel
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Use –ch after _____________________________
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everything else
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There are 4 one-syllable exceptions:
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such, much, rich, which
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There are 4 two-syllable exceptions:
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sandwich, attach, detach, ostrich
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-dge Rule: “Use -dge to say /j/ at the _______ of a _____________word AFTER a
_________________________ ____________________________.” |
end
1 syllable short vowel |
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Final /j/ can be spelled ________ or -_________.
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ge
dge |
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Use –dge _______________________
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short vowel
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Use –ge _______________________
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long vowel, vowel team, consonant
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What is known about effective spelling instruction?
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It must be at the right level of challenge for the child, and it should teach sounds, symbols, syllables, morphemes, memory techniques, information about the history of our language, and self-monitoring strategies.
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Guidelines for Teaching Spelling
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• Teach awareness of sounds and their sequences in words (Phonemic Awareness).
• Integrate spelling and reading instruction (e.g., when reading words with short i, spell words with short i) • Teach “sight words” a few at a time (3 to 5 per week) in addition to the decodable word set(s) that form the major portion of spelling instruction. • Emphasize spelling patterns and correspondences. • Use word sorting, dictation, sentence writing, speed drills, proofreading – to get across how to spell. |
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WORD STUDY APPROACH
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– look for commonalities between types of words
For a taste of a “word study” approach to spelling instruction, try the following: first sort the words in the box into three categories. Second, sort the words in each column into two sub-categories. Third, break each word into its base part and its suffix to show what happened when the ending was added. Fourth describe the ending rules that are demonstrated by this activity. |
