Pennington Publishing Blog

My last post, “How to Teach Spelling Part II,” discussed why teachers should teach the sound-spelling system as part of a balanced spelling program. I provided links for free downloadable Animal Sound-Spelling Cards that teach the vowel sound-spellings and some got-to-have Spelling Games. I also linked a wonderful resource: the comprehensive TSV Spelling Assessment that will help you diagnose your students, according to their knowledge of the sound-spelling system.

As I previously mentioned, each of the six posts will begin with a brief reflection about the instructional spelling component, follow with a rationale for teaching that component, and finish with some free instructional spelling resources. The components of each of the six posts are as follows:
1. Diagnostic Assessment 2. Sound-Spellings 3. Spelling Rules
4. Spelling Lists and Tests 5. Spelling Practice 6. Integrated Spelling and Vocabulary.

This week we explore how to teach the spelling rules.

Reflection

□ I know the key eight conventional spelling rules that work most all of the times.

□ I have an instructional plan in place to teach these spelling rules.

□ I have formative assessments in place to analyze their progress.

Rationale

Just because the English sound-spelling system works in only about 50% of spellings does not mean that there are not predictable spelling patterns to increase that percentage of spelling predictability and accuracy. Although the sound-spelling patterns are the first line of defense, the conventional spelling rules that work most all of the time are a necessary back-up.

Spelling Resources

Here are the Eight Great Spelling Rules with links to memorable MP3 songs and raps to help your students (and you) remember them.

1. The i before e Rule

Usually spell i before e (believe), but spell e before i after a c (receive) and when the letters are pronounced as a long /a/ sound (neighbor).

http://penningtonpublishing.com/blog/spelling_vocabulary/the-i-before-e-spelling-rule/

2. The Final y Rule

Keep the y when adding an ending if the word ends in a vowel, then a y (delay-delayed), or if the ending begins with an i (copy-copying). Change the y to i when adding an ending if the word ends in a consonant, then a y (pretty-prettiest).

http://penningtonpublishing.com/blog/grammar_mechanics/the-final-y-spelling-rule/“>

3. The Silent e Rule

Drop the e (have-having) at the end of a syllable if the ending begins with a vowel. Keep the e (close-closely) when the ending begins with a consonant, has a soft /c/ or /g/ sound, then an “ous” or “able” (peaceable, gorgeous), or if it ends in “ee”, “oe”, or “ye” (freedom, shoeing, eyeing).

http://penningtonpublishing.com/blog/grammar_mechanics/the-silent-e-spelling-rule/

4. The Double the Consonant Rule

Double the consonant, when adding on an ending (permitted), if all three of these conditions are met: 1. the last syllable has the accent (per / mit)  2. the last syllable ends in a vowel, then a consonant (permit). 3. the ending you add begins with a vowel (ed).

http://penningtonpublishing.com/blog/grammar_mechanics/the-double-the-consonant-spelling-rule/

5. The Ending “an” or “en” Rule

End a word with “ance”, “ancy”, or “ant” (vacancy, arrogance) if the root before has a hard /c/ or /g/ sound or if the root ends with “ear” or “ure” (clearance, insurance). End a word with “ence”, “ency”, or “ent” if the root before has a soft /c/ or /g/ sound (magnificent, emergency), after “id” (residence), or if the root ends with “ere” (reverence).

http://penningtonpublishing.com/blog/grammar_mechanics/the-ending-“an”-or-“en”-spelling-rule/

6. The “able” or “ible” Rule

End a word with “able” if the root before has a hard /c/ or /g/ sound (despicable, navigable), after a complete root word (teachable), or after a silent e (likeable). End a word with “ible” if the root has a soft /c/ or /g/ sound (reducible, legible), after an “ss” (admissible), or after an incomplete root word (audible).

http://penningtonpublishing.com/blog/grammar_mechanics/the-“able”-or-“ible”-spelling-rule/

7. The Ending “ion” Rule

Spell “sion” (illusion) for the final zyun sound or the final shun sound (expulsion, compassion) if after an l or s. Spell “cian” (musician) for a person and “tion” (condition) in most all other cases.

http://penningtonpublishing.com/blog/grammar_mechanics/the-ending-“ion”-spelling-rule/

8. The Plurals Rule

Spell plural nouns with an s (dog-dogs), even those that end in y (day-days) or those that end in a vowel, then an o (stereo-stereos). Spell “es” after the sounds of /s/, /x/, /z/, /ch/, or /sh/ (box-boxes) or after a consonant, then an o (potato-potatoes). Change the y to i and add “es” when the word ends in a consonant, then a y (ferry-ferries). Change the “fe” or “lf” ending to “ves” (knife-knives, shelf-shelves).

http://penningtonpublishing.com/blog/grammar_mechanics/the-plurals-spelling-rule/

Cheers! Until next week’s How to Teach Spelling Part IV,

Mark Pennington

For individual sound-spelling worksheets that correspond with the TSV Spelling Assessment, spelling rules with memorable raps and songs on CD, spelling tests, Greek and Latin affixes/roots worksheets, syllable practice,spelling games, vocabulary games, and more to differentiate spelling and vocabulary instruction, please check out Mark’s Teaching Spelling and Vocabulary.

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