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Differentiated Spelling Instruction

Pennington Publishing's Differentiated Spelling Instruction

Differentiated Spelling Instruction

Differentiated Spelling Instruction (eBook) provides all the resources teachers need to truly differentiate spelling instruction. If you’re committed to explicit spelling instruction and individualized instruction to meet the needs of each of your students, this program is for you.

Program Overview

Everything a teacher needs to know about the program components and how to differentiate spelling instruction is found in the Learn How to Teach This Program in 10 Minutes section. It’s that easy. In brief, students take a spelling pattern pretest, then self-correct, and personalize their weekly spelling list. Teachers explain the spelling pattern. Students complete the spelling pattern word sort for homework and self-correct in class. Students study their spelling lists and take the posttest. After seven weeks of instruction, students take a formative assessment. The teacher records the student data and assigns remediation as needed. Remediation consists of 64 sound-spelling worksheets, each with a short formative assessment. Simple and easy to individualize instruction.

Program Components

  • Diagnostic Spelling Assessment: a comprehensive test of each previous grade level spelling pattern to determine what students know and what they don’t know.
  • Diagnostic Spelling Assessment Mastery Matrix
  • 104 Remedial Sound-Spelling Worksheets Corresponding to the Diagnostic Spelling Assessment
  • Weekly Diagnostic Spelling Tests
  • Weekly Spelling Sort Worksheets for Each Spelling Pattern (with answers) formatted for classroom display. Students self-correct to learn from their own mistakes.
  • Syllable Transformers and Syllable Blending formatted for classroom display and interactive instruction
  • Syllable Worksheets (with answers) formatted for classroom display
  • Four Formative Assessments (given after 7 weeks of instruction)
  • Summative Assessment

Spelling Teaching Resources

  • How to Study Spelling Words
  • Spelling Proofreading Strategies for Stories and Essays
  • Syllable Rules
  • Accent Rules
  • Outlaw Words
  • The 450 Most Frequently Used Words
  • The 100 Most Often Misspelled Words
  • The 70 Most Commonly Confused Words
  • Eight Great Spelling Rules, Memory Songs, and Raps (with Mp3 links)
  • Spelling Review Games
  • Formative and Summative Spelling Assessment Mastery Matrices

Why Other Spelling Programs are Ineffective and Why Differentiated Spelling Instruction (DSI) Makes Sense

  • Others use “themed” spelling word lists, grouping words by such themes as animals, months, holidays, or colors.
  • DSI uses developmental spelling patterns for its word lists, providing sequential, research-based orthographic instruction.
  • Others use practice worksheets that focus on rote memorization, such as word searches, fill-in the-blanks, or crossword puzzles.
  • DSI provides spelling sorts/word parts worksheets to help students practice recognition and application of the spelling patterns.
  • Others de-emphasize structural analysis.
  • DSI emphasizes word study: syllables, accents, morphemes, inflections, spelling rules, pronunciation, and derivational influences.
  • Others do not integrate vocabulary instruction.
  • DSI integrates homonyms, common Greek and Latin prefixes, roots, and suffixes, and other linguistic influences.
  • Others minimize the reading-spelling connection.
  • DSI reinforces the decoding-encoding connection with an instructional scope and sequence aligned with systematic explicit phonics instruction. The DSI program includes five years of seamless spelling instruction (Grades 4 through 8)—perfect for grade-level classes, combination classes, and flexible homeschool instruction.
  • Others ignore spelling irregularities.
  • DSI includes “Exceptions” throughout the program, providing problem-solving strategies that build student (and teacher) confidence in the English orthographic spelling system.
  • Others use spelling tests solely as summative assessments.
  • DSI uses spelling tests as diagnostic and formative instruments to help teachers differentiate instruction. Recording matrices enable teachers to keep track of mastered and un-mastered spelling patterns for each student—simple record-keeping and minimal paperwork.
  • Others provide one-size-fits-all instruction.
  • DSI provides the resources for true differentiated instruction from remedial to grade-level to accelerated spellers.
  • Others use visual-only spelling strategies.
  • DSI uses multi-sensory instructional practice, including songs, raps, games and phonological awareness activities—perfect for students with auditory processing deficits and a “must” for effective Response to Intervention (RtI) instruction.
  • Others have no writing-spelling connection.
  • DSI requires students to develop weekly Personal Spelling Lists that include commonly misspelled words from their own writing.
  • Others provide no review activities for unit spelling tests.
  • DSI provides ample review activities, including Word Jumbles for each sound-spelling pattern, web-based songs and raps, and entertaining games.
  • Others take either inordinate teacher preparation or require too much class time.
  • DSI is “teacher-friendly” and requires only minimal prep time. And the flexible DSI resources will not eat up excessive instructional minutes.
  • Others are overly expensive and require consumable workbooks.
  • DSI requires only one worksheet each lesson, per student—truly economical.

Differentiated Spelling Instruction is a “slice” of the comprehensive grades 4-8 Grammar, Mechanics, Spelling, and Vocabulary programs. Please check out the product descriptions here.

Please check out our introductory video.

Differentiated Spelling Instruction Grade 4: Preview This Book

Differentiated Spelling Instruction Grade 5: Preview This Book

Differentiated Spelling Instruction Grade 6: Preview This Book

Differentiated Spelling Instruction Grade 7: Preview This Book

Differentiated Spelling Instruction Grade 8: Preview This Book

Spelling/Vocabulary , , ,

Free Instructional Spelling Resources

Pennington Publishing's Differentiated Spelling Instruction

Differentiated Spelling Instruction Grades 4, 5, 6, 7, and 8

Despite having spelling instruction relegated to a mere editing skill tagged onto the end of the Writing Process by some writing “gurus,” good teachers continue to teach spelling through direct and differentiated instruction. Recent reading and writing research have reinforced the need to teach the structural components of words. Word analysis promotes spelling accuracy, correct pronunciation, and vocabulary development.

Spelling instruction is not solely the responsibility of primary elementary teachers. Intermediate, middle, and high school teachers need to both remediate spelling deficiencies and teach advanced spelling skills to their students. After learning the sound-spelling relationships, advanced spelling skills are acquired by learning and practicing the advanced spelling rules, syllabication and accent rules, and language derivations.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to differentiate spelling instruction in the intermediate, middle, and high school from the Pennington Publishing Blog. Bookmark and visit us often. Also, check out the quality instructional programs and resources offered by Pennington Publishing. Both American English and  Canadian English versions.

Diagnostic Spelling Assessments

The 102 American English and 106 item Canadian English diagnostic assessments include the most common previous grade-level spelling patterns.

The test items are grouped by spelling patterns e.g., the four long /i/ spellings, to make posttest analysis simple. All spelling words are multi-syllabic to prevent students from identifying the words by “sight spellings” and to require recognition of the sound-spelling patterns within the context of syllables.

Assessment Formats

Choose the Diagnostic Spelling Assessment format which best suits your needs:

1. Paper Only: Teacher dictates the number of test items assigned to the grade levels, following the written administrative protocol. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.

Resources: Diagnostic Spelling Assessment teacher administration form; Spelling Patterns Assessment Mastery Matrix.

2. Audio and Paper: Teacher plays the 22:32 “slow speed” Diagnostic Spelling Assessment audio file for grades 4, 5, and 6 students or the 17:26 “fast speed” Diagnostic Spelling Assessment audio file for grades 7 and 8 students. The audio file includes all administrative directions. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.

Resources: Diagnostic Spelling Assessment 22:38 audio file; Diagnostic Spelling Assessment 17:26 audio file; Spelling Patterns Assessment Matrix.

3. Google Forms: Teacher shares either the Diagnostic Spelling Assessment Google Form with the 22:32 “slow speed” for grades 4, 5, and 6 students or the form with the “fast speed” for grades 7 and 8 students. Note that incorrect spellings with be accompanied by the Google red squiggly line indicating a spelling error. Students may be tempted to right click the word and select the correct spelling; however, if the teacher tells the students the purpose of the test and directs them not to self-correct, students will generally follow instructions. Telling students that they will receive the same amount of credit whether the spelling is accurate or not, and using the “fast speed” audio also helps students avoid the temptation of cheating. Teacher uploads the students’ Google Forms into the Spelling Patterns Assessment Mastery Matrix Google Sheets.

Resources: Resources: Diagnostic Spelling Assessment Google Forms with the 22:32 “slow speed” audio file for grades 4, 5, and 6 students or the the 17:26 “fast speed” audio file for grades 7 and 8 students; Spelling Patterns Assessment Mastery Matrix Google Sheets.

Spelling Scope and Sequence

https://blog.penningtonpublishing.com/spelling_vocabulary/spelling-scope-and-sequence/ 

Educators who once thought that spelling word check would solve students’ spelling and writing issues are squarely facing the fact that they do have a responsibility to teach spelling patterns. A spelling program with a comprehensive instructional scope and sequence, aligned to the Common Core Language Standards, College and Career Readiness Anchor Standards, and/or State Standards provides a well-defined instructional order. Check out the Common Core aligned grades 4-8 spelling scope and sequence of spelling patterns instruction.

Research-Based Spelling Worksheets

https://blog.penningtonpublishing.com/grammar_mechanics/research-based-spelling-worksheets/

Of course spelling, grammar, usage, mechanics, and vocabulary scores plummeted during the late 1980s and early 1990s, sparking yet another “Back to Basics” movement. Mom had warned her son about the cyclical nature of educational movements and philosophies. The educational research provides insight as to what makes a spelling worksheet an effective instructional strategy for knowledge and/or skills acquisition.

Spelling Diagnostic Assessment

https://blog.penningtonpublishing.com/reading/how-to-teach-spelling-part-i/

This diagnostic assessment tests all of the important vowel sound-spellings that students should have mastered (but frequently have not) as foundations to conventional English spelling. Included is a convenient recording matrix for the teacher to plan differentiated instruction to remediate unmastered spelling patterns.

Middle School Spelling

https://blog.penningtonpublishing.com/spelling_vocabulary/middle-school-spelling/

Middle school students need advanced spelling instruction. What type? How to Teach?

Six Simple Steps to Teach Spelling

https://blog.penningtonpublishing.com/spelling_vocabulary/six-simple-steps-to-teaching-spelling/

Most veteran grades 4-8 teachers still teach spelling, especially in terms of spelling patterns, conventional spelling rules, derivational and etymological influences, accent placements and vowel shifts because they know how structural word analysis facilitates proper use of our language, better reading comprehension, and improved writing.

30 Spelling Questions, Answers and Resources

https://blog.penningtonpublishing.com/reading/30-spelling-questions-answers-and-resources/

In the midst of the 1980s whole language movement, California State Superintendent of Schools Bill Honig strongly encouraged principals to confiscate spelling workbooks from their teachers. Even today, spelling instruction remains a contentious topic. No other literacy skill seems to run the complete gamut of instructional implementation from emphasis to de-emphasis. The article includes the 30 spelling questions, answers, and resources to help teachers get a handle on what does and what does not work in spelling instruction.

Spelling Assessment Questions and Answers

https://blog.penningtonpublishing.com/spelling_vocabulary/spelling-assessment-questions-and-answers/

That said, as an author of numerous spelling programs and an often-used Diagnostic Spelling Assessment, I get two questions quite frequently: 1. Does a diagnostic spelling assessment make sense? and 2. How can we use the weekly pretest as a diagnostic assessment? But I’ll let teachers ask those questions in their own words…

How to Evaluate Spelling Programs

https://blog.penningtonpublishing.com/spelling_vocabulary/how-to-evaluate-spelling-programs/

With increasing attention on following Response to Intervention (RTI) guidelines, it makes sense to follow the criteria that orthographic research has established for quality spelling programs.

Ten Components of a Successful Spelling Program

https://blog.penningtonpublishing.com/spelling_vocabulary/ten-components-of-a-successful-spelling-program/

Teachers truly want to differentiate spelling instruction, but the materials, testing, instruction, and management can prove overwhelming to even the most conscientious professional. Using this Spelling Program Checklist can help teachers re-focus  to improve their spelling instruction.

How to Differentiate Spelling Instruction

https://blog.penningtonpublishing.com/spelling_vocabulary/how-to-differentiate-spelling-and-vocabulary-instruction/

It makes sense to teach spelling and vocabulary together. Simply put, one affects the other. However, not all of our students are at the same levels of spelling and vocabulary mastery. So, how can an informed teacher (that is you) differentiate spelling and vocabulary instruction in an efficient manner?

Common Core Spelling Standards

https://blog.penningtonpublishing.com/spelling_vocabulary/common-core-spelling-standards/

The Common Core State Standards (CCSS) in English Language Arts provide instructional challenges for all conscientious upper elementary and middle school teachers. In addition to the Reading, Writing, Speaking & Listening Strands, teachers are expected to teach the grammar, mechanics, language application, spelling, and vocabulary Standards of the CCSS Language Strand (Standards L. 1-6). When establishing instructional priorities to address these Standards, many teachers have placed spelling (Standard L. 2) on the back-burner.

The  “able” Spelling Rule

https://blog.penningtonpublishing.com/the-able-or-ible-spelling-rule/

The “able” suffix spelling is often misspelled, even by very accomplished spellers. Here are the applicable spelling rules for the “able” suffix.

The Vulgar “a” Spelling

https://blog.penningtonpublishing.com/spelling_vocabulary/the-vulgar-a-spelling/

This lesson on the vulgar “a” includes definitions, examples, writing hints, practice, a formative assessment, writing application, and related CCSS standards.

Visual Spelling Strategies

https://blog.penningtonpublishing.com/spelling_vocabulary/visual-spelling-strategies/

Spelling is primarily an auditory skill; however, when used as an appropriate instructional component of a comprehensive spelling program, visual spelling strategies, such as these “picture spellings” can make sense.

Why Spelling Is So Difficult

https://blog.penningtonpublishing.com/spelling_vocabulary/why-spelling-is-so-difficult/

This article explains why the English Spelling System is so difficult to master. Seven suggestions give hope to even the most challenged speller to improve his or her spelling.

Top Twelve Spelling Trends and Fads

https://blog.penningtonpublishing.com/spelling_vocabulary/spelling-instructional-trends-and-fads/

A dozen of the most popular instructional spelling trends and fads over the last thirty years are described and rated as “TRUE” or “FALSE,” in terms of recent spelling research. Get ready to be challenged, and perhaps redirected in how you teach spelling.

Diagnostic Spelling Assessments

https://blog.penningtonpublishing.com/wp-admin/post.php?post=885&action=edit

In this series on How to Teach Spelling, this first post discusses and provides teaching resources for diagnostic spelling tests.

English Sound-Spellings

https://blog.penningtonpublishing.com/reading/how-to-teach-spelling-part-ii/

In this series on How to Teach Spelling, this second post discusses and provides teaching resources for teaching the sound-spelling system. The sound-spelling system is the foundation of conventional spelling.

Spelling Rules

https://blog.penningtonpublishing.com/spelling_vocabulary/how-to-teach-spelling-part-iii/

In this series on How to Teach Spelling, this third post discusses and provides teaching resources for teaching the eight conventional spelling rules. These eight rules go beyond the sound-spelling system to lead students to conventional spelling mastery.

The Plurals Spelling Rule

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

The Plurals Spelling Rule Spelling Rule is one of the most consistent and useful spelling rules.

The Ending “ion” Spelling Rule

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

The Ending “ion” Spelling Rule Spelling Rule is one of the most consistent and useful spelling rules.

The Ending “an” or “en” Spelling Rule

https://blog.penningtonpublishing.com/the-ending-an-or-en-spelling-rule/

The Ending “an” or “en” Spelling Rule is one of the most consistent and useful spelling rules.

The Double the Consonant Spelling Rule

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

The Double the Consonant Spelling Rule is one of the most consistent and useful spelling rules.

The Silent e Spelling Rule

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

The Silent Final e Spelling Rule is one of the most consistent and useful spelling rules.

The Final y Spelling Rule

https://blog.penningtonpublishing.com/grammar_mechanics/the-final-y-spelling-rule/

The Final y Spelling Rule is one of the most consistent and useful spelling rules.

The i before e Spelling Rule

https://blog.penningtonpublishing.com/grammar_mechanics/the-i-before-e-spelling-rule/

Although only 50% of English spellings conform to a predictable sound-spelling relationship, applying The i before e Spelling Rule will significantly increase spelling accuracy.

Spelling Lists and Tests

https://blog.penningtonpublishing.com/spelling_vocabulary/how-to-teach-spelling-part-iv/

Teachers who are serious about effective spelling instruction use the spelling pre-test as a diagnostic assessment to differentiate instruction. In this article, teachers will learn how to supplement the spelling pre-test with useful free hyperlinked resources.

Effective Spelling Practice

https://blog.penningtonpublishing.com/spelling_vocabulary/how-to-teach-spelling-part-v/

Effective spelling practice is not exclusively memorization. Good spelling practice connects to language development, vocabulary, structural analysis, auditory processing, and writing. Learn how to practice spelling effectively.

Vowel Team Spelling Games

https://blog.penningtonpublishing.com/spelling_vocabulary/vowel-team-spelling-games/

Spellers often struggle in the “Within Word” stage of spelling development. The key challenge for spellers within this spelling stage involves the vowel sound-spellings. These three spelling games will help your remedial spellers both recognize and practice these vowel team spellings.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-Language Arts and Reading Intervention Articles and Resources 

Bookmark and check back often for new articles and free ELA/reading resources from Pennington Publishing.

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Pennington Publishing’s mission is to provide the finest in assessment-based ELA and reading intervention resources for grades 4‒high school teachers. Mark Pennington is the author of many printable and digital programs. Please check out Pennington Publishing for assessment-based resources created for teachers by a fellow teacher.

Grammar/Mechanics, Literacy Centers, Spelling/Vocabulary, Study Skills, Writing , , , , , , , , , , , , , , ,

The Plurals Spelling Rule

Plural Noun Forms

The Plural Spelling Rule

Changing singular nouns to plural nouns? It’s all about the endings. In English, the last letters or sounds of single common nouns (ideas, persons, places, or things) determine how we change those nouns into plurals.

The Plurals Spelling 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).

Exceptions 

  • Collective nouns are plurals by nature. Examples: people, committee
  • Unchanging nouns are the same in both singular and plural forms. Examples: deer, fish
  • Singular Latin nouns ending in “us” change the “us” to “i” for plurals. Examples: syllabus-syllabi, cactus-cacti
  • Singular Latin nouns ending in “um” change the “um” to “a” for plurals. Examples: curriculum-curricula, datum-data
  • Singular Latin nouns ending in “ix” or “ex” change the “ix” or “ex” to “i” for plurals. Examples: matrix-matrices, index-indices
  • Singular Latin nouns ending in “is” change the “is” to “es” for plurals. Examples: analysis-analyses, crises-crises
  • Plus many commonly used nouns… Examples: man-men, child-children

Check out the song! The Plurals Rule

Plural Lambs

(to the tune of “Mary Had a Little Lamb”)

1. If there is a vowel before the letters o or y,

Mary had a little lamb, little lamb, little lamb.

“Add an s onto the end and to most nouns,” said I.

Mary had a little lamb. Its fleece was white as snow.

2. If there is a consonant before the o or y,

And everywhere that Mary went, Mary went, Mary went.

“Add “e-s” onto the end, but change the y to i.”

Everywhere that Mary went the lamb was sure to go.

3. “Add “e-s” onto an xto /ch/, /sh/, /s/, or z.

It followed her to school one day, school one day, school one day.

Also add onto an f, but change the f to v.”

It followed her to school one day, which was against the rules.

*****

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

I’m Mark Pennington, author of the full-year Differentiated Spelling Instruction programs for grades 4, 5, 6, 7, and 8. The grade-level programs include weekly tests, based upon conventional spelling rules and developmental spelling patterns, weekly spelling sorts, review games, and audio links to catchy spelling songs. Additionally, the comprehensive diagnostic spelling assessment (audio file included) tests spelling patterns from previous grade levels, and the corresponding worksheets allow you to pinpoint instruction according to individual needs. Each worksheet includes a formative assessment to help you determine whether students have mastered the spelling instruction. The program is simple to implement and doesn’t take up too many valuable instructional minutes. You do have other subjects to teach!

A Model Grades 3-8 Spelling Scope and Sequence

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

Get the The Plurals Spelling Rule FREE Resource:

Grammar/Mechanics, Spelling/Vocabulary , , , , , , , , , , ,

The Ending “ion” Spelling Rule

The "ion" Suffix Spelling Rule

The “ion” Ending Spelling Rule

One spelling pattern that drives kids and adults crazy is the “ion” suffix. Specifically, when do you spell “cian,” “sion,” and “tion.” The latter two spellings are especially confusing.

The Ending “ion” Spelling Rule

  1. If the suffix sounds like /shun/ and indicates a person, spell “cian” (musician).
  2. When a suffix sounds like /shun/ and follows an l or s, spell “sion” (expulsion, mission). Also, when the suffix sounds like /zyun/, spell “sion” (explosion).
  3. In all other cases, spell the /ion/ sound as “tion” (motion).

Exceptions to the rule: The “mit” root changes to “mis” and adds on “sion” instead of “tion.” Examples: commit-commission, permit-permission

Check out the song! The Ending “ion” Rule

Ending “ion” Twinkle

(to the tune of “Twinkle Twinkle Little Star”)

1. If the /shun/ sound you do hear

Twinkle, twinkle little star,

And it follows l or s.

How I wonder what you are.

Or if you, hear a /zyun/

Up above the world so high,

For both spell “s-i-o-n”.

Like a diamond in the sky.

Both these rules will serve you well,

Twinkle, twinkle little star,

Learning all the ways to spell.

How I wonder what you are.

2. When a person you describe,

Twinkle, twinkle little star,

You should spell “c-i-a-n.”

How I wonder what you are.

In most every other case,

Up above the world so high,

Simply spell “t-i-o-n”.

Like a diamond in the sky.

Both these rules will serve you well,

Twinkle, twinkle little star,

Learning all the ways to spell.

How I wonder what you are.

*****

A Model Grades 3-8 Spelling Scope and Sequence

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file and recording matrix. It has 102 words (I did say comprehensive) and covers all common spelling patterns and conventional spelling rules. It only takes 22 minutes and includes an audio file with test administration instructions. Once you see the gaps in your students’ spelling patterns, you’re going to want to fill those gaps.

Get the The Ending ‘ion’ Spelling Rule FREE Resource:

Grammar/Mechanics, Spelling/Vocabulary , , , , , , , , , , , , , ,

The “able” or “ible” Spelling Rule

The "able" or "ible" Rule

The “able” or “ible” Spelling Rule

By far, writers struggle over the spelling of suffixes more so than the spelling of prefixes or roots. Of the eight conventional spelling rules, all but one (the before e) covers the spelling of suffixes. Of course, the spelling of the root (either an incomplete root or a base word) determines which suffix spelling to use in most cases.

The “able” and “ible” suffixes give writers fits because both sound similar (if not the same). Both are two syllables and both have the schwa /uh/ sound in each syllable. Abandoning the proper diacritical pronunciation marks, we would provide this approximate pronunciation for both “able” and “ible” suffixes: úh / buhl.

Sometimes the “ible” suffix tends to have more of this pronunciation: í (pronounced /ĭ/) / buhl.

About 80% of these suffixes have the “able” spelling (http://www.spellitright.talktalk.net/ends8.html), so if you must guess, don’t guess “ible.” Additionally, the list of “able” suffix new words is growing; no new “ible” suffix words are being added to our language. However, spelling isn’t solely about educated guessing; it’s about applying the rules and memorizing the few which don’t conform.

The “able” or “ible” Spelling 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).

Note that a complete root word is called a base word.

Exceptions to the rule: collapsible, contemptible, flexible, formidable, indomitable, inevitable, irresistible, memorable, portable, probable

Check out the song! The song focuses on the “able” rule (as “able” is the most frequent spelling of the two and adds “but for all others add “ible.” Like many things in life, if it’s not one thing, it’s the other. 

The “able” or “ible” Rule (to the tune of “John Jacob Jingleheimer Schmidt”

Base words add “able” to the end,

John Jacob Jingleheimer Schmidt,

As do word parts,

That’s my name, too.

That end in silent e

Whenever we go out-

Or with hard c or g

The people always shout,

But for all others add “i-b-l-e”.

Saying, “John Jacob Jingleheimer Schmidt.”

*****

A Model Grades 3-8 Spelling Scope and Sequence

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file and recording matrix. It has 102 words (I did say comprehensive) and covers all common spelling patterns and conventional spelling rules. It only takes 22 minutes and includes an audio file with test administration instructions. Once you see the gaps in your students’ spelling patterns, you’re going to want to fill those gaps.

Get the The able or ible Spelling Rule FREE Resource:

Grammar/Mechanics, Spelling/Vocabulary , , , , , , , , , , , , , , ,

The Ending “an” or “en” Spelling Rule

The "an" and "en" Suffixes

The “Ending an” and “en” Spelling Rule

The suffixes “-ant” and “-ent” are adjectives, meaning the state of, quality, or condition. Both suffixes also take noun forms: “ance-ancy” and “ence-ency.”

However, not every word ending in “ant” or “ent” will also end in both “ance-ancy” or “ence/ency.” If fact, a few words only take one of the “ant-ent,” “ance-ence,” “ancy-ency.”

*****

The Ending “an” or “en” Spelling Rule

End a word with “ance”, “ancy”, or “ant”  if the root before has a hard /c/ or /g/ sound (vacancy, arrogance) 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).

Exceptions to the rule: assistance, different, perseverance, resistance, violence

Check out the song! The Ending “an” or “en” Rule

This Old “an” or “en”

(to the tune of “This Old Man”)

If you see, “e-a-r”, or there is a “u-r-e”,

This old man, he played one, he played nick-nack on my thumb

In the root, or if you hear hard c or g,

With a nick-nack paddy-whack, give a dog a bone,

Then spell “ant”, “ance”, or “ancy”.

This old man came rolling home.

If you see, “id” like “fid”, or there is an “e-r-e”

This old man, he played two, he played nick-nack on my shoe

In the root, or if you hear soft c or g,

With a nick-nack paddy-whack, give a dog a bone,

Then spell “ent”, “ence”, or “ency”.

This old man came rolling home.

*****

A Model Grades 3-8 Spelling Scope and Sequence

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file and recording matrix. It has 102 words (I did say comprehensive) and covers all common spelling patterns and conventional spelling rules. It only takes 22 minutes and includes an audio file with test administration instructions. Once you see the gaps in your students’ spelling patterns, you’re going to want to fill those gaps.

Get the The Ending ‘an’ or ‘en’ Spelling Rule FREE Resource:

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The Double the Consonant Spelling Rule

Double the Last Consonant Rule

Consonant Doubling Rule

The Double the Consonant Spelling Rule

The Double the Consonant Rule

Double the last 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).

Check out the song! The Double the Consonant Rule

Double the last consonant, when adding on an ending (suffix)(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).

Exceptions to the rule:

acquitted, busing, cancellation, crystallize, equipped, excellence, excellent, gases, handicapped, questionnaire, transferable, transference

Consonant Doubling Doodle

"Yankee Doodle" Spelling Rule

“Yankee Doodle”

(to the tune of “Yankee Doodle”)

Double the last consonant

Yankee Doodle went to town

When adding on an ending

‘A riding on a pony

If these three do all agree

Stuck a feather in his cap

On this you’ll be depending.

And called it macaroni.

Is the accent at the end?

Yankee Doodle keep it up!

With a vowel, then consonant?

Yankee Doodle da-an-dy

Does the ending you must add

Mind the music and the step

Begin with a vowel?

And with the girls be handy. Let’s change this line. How about And with all friends be dandy, instead?

The Pennington Publishing Goldmine of Spelling Program FREEBIES

Want a concise list of all eight conventional spelling rules with corresponding songs? Click HERE.

Want a list of the 10 English Accent Rules to help you teach the conventional spelling rules? Click HERE.

Want a list of the 20 Advanced Syllable Rules to help you teach the conventional spelling rules? Click HERE.

Want the 104-word Diagnostic Spelling Assessment with audio file and recording matrix? Click HERE and download at the end of the article.

One great way to practice the rule is with worksheets targeted to the results of the Diagnostic Spelling Assessment. Download the FREE Double the Consonant Spelling Pattern Worksheets at the end of this article to help you check out the quality of Our Pennington Publishing spelling programs. Each worksheet sound-spelling example words, a spelling sort, rhymes or book searches, word jumbles, a short writing application, and a brief formative dictations assessment.

Why waste your time downloading each of these? Buy the grades 3, 4, 5, 6, 7, or 8 Differentiated Spelling Instruction and get everything you need to have the best grade-level and remedial spelling program. Canadian and American English versions.

*****

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

I’m Mark Pennington, author of the full-year Differentiated Spelling Instruction programs for grades 4, 5, 6, 7, and 8. The grade-level programs include weekly tests, based upon conventional spelling rules and developmental spelling patterns, weekly spelling sorts, review games, and audio links to catchy spelling songs. Additionally, the comprehensive diagnostic spelling assessment (audio file included) tests spelling patterns from previous grade levels, and the corresponding worksheets allow you to pinpoint instruction according to individual needs. Each worksheet includes a formative assessment to help you determine whether students have mastered the spelling instruction. The program is simple to implement and doesn’t take up too many valuable instructional minutes. You do have other subjects to teach!

A Model Grades 3-8 Spelling Scope and Sequence

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

Get the Consonant Doubling Rule FREE Resource:

Grammar/Mechanics, Spelling/Vocabulary , , , , , , ,

The Consonant-Final e Spelling Rule

The silent final at the end of a syllable is a holdover from Middle English. It sometimes serves three purposes.

  1. For one, it usually indicates that the preceding vowel will be a long sound if a single consonant, but not a double consonant, is placed between the vowel and the e. Examples: stove, gazelle
  2. It also ends English words ending in and Examples: pave, argue
  3. Lastly, the final softens the preceding /c/ and /g/ sounds. Examples: nice, cage

    Silent Final e Phonics

    Silent Final e Sound-Spellings

Yes, there are plenty of exceptions which must be memorized. Most of the exceptions are high frequency words. In fact the top 100 non-phonetic words, in terms of frequency, include 8 of them: were, where, there, some, come, gone, sure, lose

However, the single syllable silent final words are not the spelling problem for most students. It’s the multi-syllabic words in which as suffix is added on the ending silent final e that creates the spelling challenges, so that’s what the following spelling rule addresses.

Final Silent e Spelling Rule

Final e Spelling Rule

The Final e Spelling 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 “able” or “ous” (peaceable, courageous), or if it ends in “ee”, “oe”, or “ye” (freedom, canoeing, eyeing).

Exceptions to the rule: acknowledgment, acreage, argument, awful, duly, judgment, mileage, ninth, noticeable, outrageous, simply, truly, wisdom

Check out the Chant! The Final e Spelling Rule

Final e Memory Chant

Drop the final e

When adding on an ending

If it starts with a vowel up front.

Keep the final e

When adding on an ending

If it starts with a consonant.

Also keep the e

When you hear soft c or g

Before “able” or “o-u-s”

Mostly keep the e

When the ending is “y-e”,

“e-e”, or even “o-e”. YEO!

The Pennington Publishing Goldmine of Spelling Program FREEBIES

Want a concise list of all eight conventional spelling rules with corresponding songs? Click HERE.

Want a list of the 10 English Accent Rules to help you teach the conventional spelling rules? Click HERE.

Want a list of the 20 Advanced Syllable Rules to help you teach the conventional spelling rules? Click HERE.

Want the 104-word Diagnostic Spelling Assessment with audio file and recording matrix? Click HERE and download at the end of the article.

One great way to practice the rule is with worksheets targeted to the results of the Diagnostic Spelling Assessment. Download the FREE Double the Consonant Spelling Pattern Worksheets at the end of this article to help you check out the quality of Our Pennington Publishing spelling programs. Each worksheet sound-spelling example words, a spelling sort, rhymes or book searches, word jumbles, a short writing application, and a brief formative dictations assessment.

Why waste your time downloading each of these? Buy the grades 4, 5, 6, 7, or 8 Differentiated Spelling Instruction and get everything you need to have the best grade-level and remedial spelling program.

*****

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

A Model Grades 3-8 Spelling Scope and Sequence

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file and recording matrix. It has 102 words (I did say comprehensive) and covers all common spelling patterns and conventional spelling rules. It only takes 22 minutes and includes an audio file with test administration instructions. Once you see the gaps in your students’ spelling patterns, you’re going to want to fill those gaps.

Get the Silent e Spelling Pattern Worksheets FREE Resource:

Grammar/Mechanics, Spelling/Vocabulary , , , , , , , , , , , , ,