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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.

*****

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

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Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)

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The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

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