SE

CO
ND
ED
ITI
ON

TM

A Word Study Curriculum

Volume
1
Curriculum Overview

Consonants
Lessons 1–11

Consonant Digraphs &

Trigraphs
Lessons 12–19

Short Vowels
Lessons 20–24

Jan Wasowicz, PhD • Kenn Apel, PhD • Julie J. Masterson, PhD • Anne Whitney, EdD
© 2004, 2012, 2015, 2017 by Learning By Design, Inc.
All rights reserved. No part of this publication may be reproduced in whole or
in part without the express written permission of Learning By Design, Inc.
SPELL-Links to Reading & Writing, Learning By Design, Inc., and Making A
Difference in K-12 Education are trademarks and registered trademarks of
Learning By Design, Inc.
ISBN 0-9715133-1-7 ISBN 13:978-0-9715133-3-3
Printed in the United States of America

P.O. Box 5448

Evanston, IL 60204-5448
www.learningbydesign.com

Information and Customer Services

For answers to frequently asked questions about SPELL-Links to Reading &
Writing, visit the Learning By Design website at www.learningbydesign.com or
email us at customerservice@learningbydesign.com.

We’d love to hear from you!

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@SPELLSpellLinks

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SPELL-Links
TM

to Reading and Writing

This is your brain. Biologically Wired
Language for Oral Language
There are no genes and no neurological
or biological structures specific to written
Executive
Function
Language/Visual
language. Each brain, in each and every
Integration one of us, must “re-purpose” regions
of the brain – biologically designed for
other purposes – and create new circuits,
new connections within the brain to be
able to successfully read and write.
Visual
Speech

Auditory
Cerebellum

This is your brain on SPELL-Links. Rewired for

Written Language
primary motor
Broca‘s area cortex Language
primary As we learn how to read and write,
somatosensory
cortex
we develop specialization of neurons
Executive within the innate structures of the
Language/
Function Visual
Integration
brain, create new connections between
exectutive
functioning regions of the brain, and develop
primary

PA MK
visual
cortex efficient connections among these
SEM
structures to achieve automaticity.
PA With Spell-Links, learning to read and
primary
auditory
cortex
MOI
OK write is not just about acquiring knowl-
Visual edge and skills – it’s about establishing
Speech

Auditory functional connectivity and automaticity

Wernicke’s
area
among regions of the brain involved in
Cerebellum
effective reading and writing.
© Learning By Design 2015

www.learningbydesign.com
SPELL-Links
TM

to Reading and Writing

Reading, writing, spelling - it’s about leveraging
oral language and building the brain for literacy.
So is SPELL-Links. SPELL-Links
Unlike traditional phonics and word study programs Five Block Model
which begin with the written letter and teach the
student to match the letter to a sound, SPELL-Links
to Reading & Writing puts spoken language first.
SPELL-Links uses a speech-to-print word study
approach to leverage the brain’s innate, biological
wiring and organization for oral language. With
SPELL-Links, students first learn how to attend to
the sound structure of spoken English words and
then how to connect and combine sounds, letter
patterns, and meanings to read and spell words.
This is exactly how the brain works in good readers © Learning By Design 2014

and writers!

The multi-linguistic word study instruction Phonological Awareness (PA) Sounds

featured in SPELL-Links to Reading & Writing
Orthographic Knowledge (OK)
uses the connectionist word study approach – Letters
Mental Orthographic Images of Words (MOI)
based on current research including brain-imaging
Semantic and Vocabulary Knowledge (SEM) Meanings
studies – to teach reading and writing. This Morphological Awareness and Knowledge (MK)
approach “builds” the reading and writing brain
with instructional methods and activities that “Across all written languages, reading development
involves: a re-arrangement of older structures to make
leverage the biological wiring of the brain for oral new learning circuits; a capacity for specialization in
language, integrate the different processes and working groups of neurons within these structures
regions of the brain involved in effective reading for representing information; and automaticity –
and writing, and strengthen functional connectivity the capacity of these neuronal groups and learning
circuits to retrieve and connect this information at
within the brain for automaticity.
nearly automatic rates.”
We don’t stop there. If we expect students to apply ~ Dr. Maryanne Wolf, Proust and the Squid
their understanding of the sounds, letters, and
meanings of words to everyday reading and writing, Visit our website to learn more!
then we must show them how to make this happen.
With SPELL-Links, students learn meta-linguistic
strategies and develop the executive functioning
skills that empower students to become
successful, independent readers and writers.
www.learningbydesign.com
About the Authors

Dr. Jan Wasowicz, founder, president/CEO, and chief learning officer of Learning
By Design, Inc., has more than 30 years’ experience as a language, literacy, and
learning specialist. She has worked extensively with students with dyslexia and
other language-based reading, writing, and spelling problems in a variety of edu-
cational settings, including public and private schools as well as private practice. Dr.
Wasowicz is frequently invited to speak about best practices in literacy assess-
ment and instruction at national, state, and local conferences and has taught
numerous undergraduate and graduate level courses, holding faculty positions at
Northwestern University, Elmhurst College, Rush-Presbyterian-St. Luke’s Medical
Center, and Governors State University. She has authored several publications
appearing in scholarly journals, including The Journal of the Acoustical Society of
America, Perception and Psychophysics, Journal of Phonetics, and Journal of
Speech and Hearing Research. Dr. Wasowicz invented the Earobics® Step 1 and
Earobics® Step 2 software products (Cognitive Concepts/Houghton Mifflin) and
authored, designed, and developed SPELL: Spelling Performance Evaluation for
Language and Literacy®, a software assessment program (Learning By Design,
Inc.). Dr. Wasowicz is certified by the American Speech-Language-Hearing
Association (AHSA), is a member of the Language Learning & Education Special
Interest Division of AHSA, and is licensed to practice clinical and educational
speech-language pathology in the state of Illinois. She also holds both elementary
(grades K–9) and secondary (grades 6–12) classroom teaching certificates from
the Illinois State Board of Education.

Dr. Kenn Apel, professor and Chair of the Department of Communication

Sciences and Disorders at the University of South Carolina, Columbia, South
Carolina, has more than 25 years of experience conducting research and teaching
classes on language learning and working with children, adolescents, and adults
with language problems and language-based learning deficits. Currently, his
research focuses on the underlying linguistic components that support the devel-
opment of word-level reading and spelling. Dr. Apel has published extensively in
peer-reviewed journals and is frequently invited to speak at national, state, and
local conferences about spoken language disabilities and assessment and reme-
diation of reading, writing, and spelling disabilities. Dr. Apel is the former Editor-
in-Chief of Language, Speech, and Hearing Services in Schools (2007-2009). He
is a Fellow and certified member of ASHA. Dr. Apel is co-author of Spelling
Performance Evaluation for Language and Literacy-2 (Learning by Design, Inc.)
and numerous chapters and books in the field of language and literacy.

SPELL--Links to Reading & Writing iii

 About the Authors (continued)

Dr. Julie J. Masterson is Professor of Communication Sciences and Disorders at

Missouri State University, where she teaches courses in language-learning dis-
abilities, phonology, and research design. Dr. Masterson served as Vice President
for Research and Technology for ASHA and President of the Council of Academic
Programs in Communication Sciences and Disorders. She has delivered over 150
presentations and publications in the areas of language and literacy. Dr.
Masterson is co-author of Spelling Performance Evaluation for Language and
Literacy-2 (Learning by Design, Inc.), Beyond Baby Talk 2: From Speech to
Spelling: A Guide to Language and Literacy Development for Parents and
Caregivers (Random House) and Clinical Decision Making in Developmental
Language Disorders (Brooks). She has been an Associate Editor for the American
Journal of Speech-Language Pathology and has served as a Guest Associate
Editor for Journal of Speech and Hearing Research, Language, Speech, and
Hearing Services in Schools, Topics in Language Disorders, and Seminars in
Speech and Language. Dr. Masterson is a Fellow and certified member of ASHA.
She holds degrees in both speech-language pathology and elementary education
and has worked as a classroom teacher.

Dr. Anne Whitney is a clinical professor in the Speech, Language, Hearing

Sciences Department at the University of Colorado, Boulder. She has extensive
clinical and teaching expertise in language learning disabilities, with particular
expertise in dyslexia. She has taught numerous university courses and has clini-
cally trained graduate students in methods for assessment and intervention of
dyslexia and other language learning disabilities. Her background includes work-
ing extensively in public school settings, teaching in regular classrooms and special
education classes. Dr. Whitney is a former executive director of LANGUAGE !®, a lit-
eracy intervention curriculum published by Sopris West Educational Services,
and a current member of the National Council of LANGUAGE ! Trainers. She is also
a certified national trainer for Louisa Moats’ Language Essentials for Teachers of
Reading and Spelling (LETRS) and is a frequent presenter at local, state, and
national conferences. Dr. Whitney is coauthor of Games and Activities for
Readers and Spellers, and the Instructional Resource Guide for Teachers (Sopris
West). She has also co-authored A Coach’s Guide to Teaching Reading Essentials
with Linda Farrell and Louisa Moats. Dr. Whitney serves on several state literacy
committees and is a member of the board of directors of the Rocky Mountain
Branch of the International Dyslexia Association.

iv SPELL--Links to Reading & Writing

 Getting Started and Using Your
SPELL-Links Prescriptive
Intervention Program

START

Use your SPELL-2 software. Complete a prescriptive assessment

of student’s spelling to determine which patterns require word
study instruction and the type of instruction that is needed.

Transfer the results of the SPELL-2 prescriptive assessment

to the Performance-Based Instruction Plan & Progress
Monitoring Chart (Appendix E) located in the SPELL-Links
to Reading & Writing Companion Cloud.

SECO SECO SECO

ND ND ND
EDIT EDIT EDIT
ION ION ION

Use your SPELL-Links 3-Volume set

TM TM TM

A Word Study Curriculum A Word Study Curriculum A Word Study Curriculum

Volume
1 Volume
2 Volume
3
Curriculum Overview Long Vowels ‘l, r’ Clusters
Lessons 25–39 Lessons 50–55
Consonants
Lessons 1–11 Other Vowel Sounds & ‘m, n, ng’ Clusters
Diphthongs Lessons 56–58
Consonant Digraphs & Lessons 40–43
Trigraphs Silent Consonants
Lessons 12–19 Within-Word Lesson 59
Consonant Doubling
Short Vowels Lessons 44–47 Syllabic-r, Syllabic-l
Lessons 20–24 Vowel Sounds
‘s’ Clusters Lessons 60–61
Lessons 48–49
Unstressed Vowels
Lesson 62
Inflected Words
Lessons 63–64
Derived Words
Lessons 65–68

Other Spelling Patterns

Lessons 69–73
Writing Activities

Reading Activities
Worksheets & Appendices

Jan Wasowicz, PhD • Kenn Apel, PhD • Julie J. Masterson, PhD • Anne Whitney, EdD Jan Wasowicz, PhD • Kenn Apel, PhD • Julie J. Masterson, PhD • Anne Whitney, EdD Jan Wasowicz, PhD • Kenn Apel, PhD • Julie J. Masterson, PhD • Anne Whitney, EdD

SPELLCover_08.02.17.indd 1 10/26/17 6:19 PM SPELLCover_08.02.17.indd 2 10/26/17 6:20 PM SPELLCover_08.02.17.indd 3 10/26/17 6:21 PM

Locate the first prescribed Use the results of the student’s Administer the prescribed
SPELL-Links lesson (in the prescriptive assessment to determine word-level instructional activity.
order listed on Appendix E). on which activity to begin word-level [Some required material is
instruction within the lesson. located in the cloud.]

Use the student’s Performance- Repeat activity until student

Based Instruction Plan & Progress achieves performance criterion. If
YES Monitoring Chart (Appendix E, the student is unable to complete
Has student achieved performance created in 2nd step after Start) the starting point activity and the
criteria for mastery measurements? to select the next SPELL-Links activity is not the first activity in
lesson.* the lesson, back up and administer
NO the preceding word-level activity.

Administer mastery measurements

for the target pattern.
SE SE
CO CO
ND ND
ED ED
ITI ITI
ON ON

TM TM Proceeding sequentially from

Administer Reading activities Administer Writing activities the prescribed word-level activity,
(Section 17) using the pattern-loaded (Section 16) using the pattern-loaded administer all remaining word-level
materials for the target Aspelling pattern.
Word Study Curriculum materials for the target Aspelling pattern.
Word Study Curriculum activities in the lesson. Repeat
each activity as needed for the
Volume
3 +
Volume
3 + student to achieve performance
criterion.
‘l, r’ Clusters ‘l, r’ Clusters
Lessons 50–55 Lessons 50–55

‘m, n, ng’ Clusters ‘m, n, ng’ Clusters

Lessons 56–58 Lessons 56–58
*
Once aSilent
student
Consonants
completes three SPELL-Links Silent Consonants
lessons,Lesson
we59recommend review and practice Lesson 59

across multiple
Vowel Sounds patterns (see p. xxvii). You may
Syllabic-r, Syllabic-l Syllabic-r, Syllabic-l
Vowel Sounds

also wish to administer SPELL-Links eStickers

Lessons 60–61

Unstressed Vowels
Lessons 60–61

Unstressed Vowels
and use Lesson
Appendix
62 P located in the cloud to mea- Lesson 62

sure andInfl
document
ected Words
Lessons 63–64
reading fluency at this time. Inflected Words
Lessons 63–64
www.spell-links.com
Derived Words Derived Words
Lessons 65–68 Lessons 65–68

Other Spelling Patterns Other Spelling Patterns

Lessons 69–73 Lessons 69–73

Writing Activities Writing Activities

 Appendix E
Performance-Based Instruction Plan & Progress Monitoring Chart—Worksheet A
Student Name Date

Directions
1. Write the student’s name in the space provided.
2. Circle all SPELL-Links lessons in the second column to be completed by this student. (If using SPELL–2, these lessons are listed in the
SPELL–2 Recommendations Report).
3. Highlight the checkbox for the activity with which you will begin each lesson for this student. (If using SPELL–2, the starting point activity
is the first bullet point listed for the prescribed lesson on the SPELL–2 Recommendations Report).
4. As each activity is completed, use a checkmark to indicate that the student did not struggle with the activity or an X to indicate that stu-

A–14 SPELL--Links to Reading & Writing

dent struggled with the activity.
5. Upon completion of each lesson and its corresponding writing and reading activites, administer the mastery measures (MM) and enter the date
completed and scores received.
6. Teach the prescribed lessons in the order listed. Enter spelling and reading fluency data collected by independent progress monitoring (IPM)
tools when available.

Section Lesson Spelling Pattern PA Phonics VOC Word Parts & Related Words MIW Writing Reading Spelling Decoding Spelling Fluency
#
SEG DIS LSR LP & VOC LMR RULES SEM BASE/ MIW WRITE READ MM MM IPM IPM
SR ROOT

Consonants 1 ‘b, p, t, d, v, z, k, j’ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Consonants 2 ‘f, s, m, n, x’ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Short Vowels 20 Short Vowel a Sound as in cat, laugh ❑ ❑ ❑ ❑ ❑ ❑ ❑

Short Vowels 21 Short Vowel e Sound as in bed, head ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Short Vowels 22 Short Vowel i Sound as in fish, gym ❑ ❑ ❑ ❑ ❑ ❑ ❑

Short Vowels 23 Short Vowel o Sound as in pot, ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

father
Short Vowels 24 Short Vowel u Sound as in cup, ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
some
Consonants 3 ‘r, l’ before a vowel ❑ ❑ ❑ ❑ ❑

Consonants 4 ‘g, h, w, y, qu’ ❑ ❑ ❑ ❑ ❑ ❑

SEG (Segmenting Sounds), DIS (Discriminating Sounds), LSR (Letter-Sound Relationships), LP&SR (Letter Patterns & Spelling Rules), VOC (Vocabulary), LMR (Letter-Meaning
Relationships), RULES (Rules for Modifying Words), SEM (Semantic Relationships), BASE/ROOT (Base Word/Word Root Spelling), MIW (Mental Images of Words)
 Appendix E (continued)
Performance-Based Instruction Plan & Progress Monitoring Chart—Worksheet A
Student Name Date

Section Lesson Spelling Pattern PA Phonics VOC Word Parts & Related Words MIW Writing Reading Spelling Decoding Spelling Fluency
#
SEG DIS LSR LP & VOC LMR RULES SEM BASE/ MIW WRITE READ MM MM IPM IPM
SR ROOT

Consonants 5 ‘k’ and Hard ‘c’ ❑ ❑ ❑ ❑ ❑ ❑

Consonants 6 ‘r, l’ after a vowel ❑ ❑ ❑ ❑ ❑

Consonants 7 / z / sound spelled with ‘s’ as in rose, ❑ ❑ ❑ ❑ ❑

music

Consonant 12 Consonant Digraph ‘ng’ ❑ ❑ ❑ ❑ ❑ ❑

Digraphs &
Trigraphs
Consonant 13 Consonant Digraph ‘th’ ❑ ❑ ❑ ❑ ❑
Digraphs &
Trigraphs
Consonant 14 Consonant Diagraph ‘wh’ ❑ ❑ ❑ ❑ ❑ ❑
Digraphs &
Trigraphs
Consonant 15 Consonant Digraph ‘sh’ ❑ ❑ ❑ ❑ ❑ ❑ ❑
Digraphs &
Trigraphs
Consonant 16 Consonant Digraph ‘ck’ ❑ ❑ ❑ ❑ ❑ ❑
Digraphs &
Trigraphs
Within-Word 44 ‘ff, ss, zz, ll’ ❑ ❑ ❑ ❑ ❑ ❑
Consonant
Doubling
Long Vowels 25 Long Vowel a Sound spelled ‘a_e’ as ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
in ape, paste

Long Vowels 27 Long Vowel i Sound spelled ‘i_e’ as ❑ ❑ ❑ ❑ ❑ ❑ ❑

in bike, spice

SPELL--Links to Reading & Writing

SEG (Segmenting Sounds), DIS (Discriminating Sounds), LSR (Letter-Sound Relationships), LP&SR (Letter Patterns & Spelling Rules), VOC (Vocabulary), LMR (Letter-Meaning

A–15
Relationships), RULES (Rules for Modifying Words), SEM (Semantic Relationships), BASE/ROOT (Base Word/Word Root Spelling), MIW (Mental Images of Words)
 Appendix E (continued)
Performance-Based Instruction Plan & Progress Monitoring Chart—Worksheet A
Student Name Date

Section Lesson Spelling Pattern PA Phonics VOC Word Parts & Related Words MIW Writing Reading Spelling Decoding Spelling Fluency
#
SEG DIS LSR LP & VOC LMR RULES SEM BASE/ MIW WRITE READ MM MM IPM IPM
SR ROOT

Long Vowels 28 Long Vowel o Sound spelled ‘o_e’ as ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

in rope, clothe

A–16 SPELL--Links to Reading & Writing

Long Vowels 29 Long Vowel u sound spelled ‘u_e’ as ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
in tube, cube

Long Vowels 26 Long Vowel e Sound spelled as ‘e_e’ as ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

in scene, delete

Consonants 8 Flapped ‘t, d’ as in city, pedal ❑ ❑ ❑ ❑ ❑ ❑ ❑

Consonants 9 ‘s’ and Soft ‘c’ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Consonants 10 ‘j’ and Soft ‘g’ ❑ ❑ ❑ ❑ ❑ ❑

Long Vowels 30 Long Vowel a Sound: Vowel Digraphs ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

& Other Spellings

Long Vowels 31 Long Vowel e Sound: Vowel Digraphs ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

& Other Spellings

Long Vowels 32 Long Vowel i Sound: Vowel Digraphs ❑ ❑ ❑ ❑ ❑ ❑

& Other Spellings

Long Vowels 33 Long Vowel o Sound: Vowel Digraphs ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

& Other Spellings

Long Vowels 34 Long Vowel u Sound: Vowel Digraphs ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

& Other Spelings

SEG (Segmenting Sounds), DIS (Discriminating Sounds), LSR (Letter-Sound Relationships), LP&SR (Letter Patterns & Spelling Rules), VOC (Vocabulary), LMR (Letter-Meaning
Relationships), RULES (Rules for Modifying Words), SEM (Semantic Relationships), BASE/ROOT (Base Word/Word Root Spelling), MIW (Mental Images of Words)
 Appendix E (continued)
Performance-Based Instruction Plan & Progress Monitoring Chart—Worksheet A
Student Name Date

Section Lesson Spelling Pattern PA Phonics VOC Word Parts & Related Words MIW Writing Reading Spelling Decoding Spelling Fluency
#
SEG DIS LSR LP & VOC LMR RULES SEM BASE/ MIW WRITE READ MM MM IPM IPM
SR ROOT

Within-Word 45 ‘pp, bb, cc, gg, tt, dd’ ❑ ❑ ❑ ❑ ❑ ❑

Consonant
Doubling
Within-Word 46 ‘mm, nn, rr’ ❑ ❑ ❑ ❑ ❑ ❑
Consonant
Doubling
Within-Word 47 Flapped ‘tt, dd’ as in kitty, ladder ❑ ❑ ❑ ❑ ❑ ❑ ❑
Consonant
Doubling
Inflected 63 Suffixes -s, -es ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
Words

Long Vowels 35 Long Vowel a Sound spelled ‘a’ as in ❑ ❑ ❑ ❑ ❑ ❑ ❑

table, acorn

Long Vowels 36 Long Vowel e Sound spelled ‘e’ as in ❑ ❑ ❑ ❑ ❑ ❑ ❑

meter, even

Long Vowels 37 Long Vowel i Sound spelled ‘i’ as in ❑ ❑ ❑ ❑ ❑ ❑

spider, island

Long Vowels 38 Long Vowel o Sound spelled ‘o’ as in ❑ ❑ ❑ ❑ ❑ ❑ ❑

pony, open

Long Vowels 39 Long Vowel u Sounds spelled ‘u’ as ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

in tulip, music

Other Vowel 40 / U / Vowel Sound as in book, push ❑ ❑ ❑ ❑ ❑ ❑ ❑

Sounds &
Diphthongs
Other Vowel 41 / ɔ / Vowel Sound as in saw, thought ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
Sounds &

SPELL--Links to Reading & Writing

Diphthongs

SEG (Segmenting Sounds), DIS (Discriminating Sounds), LSR (Letter-Sound Relationships), LP&SR (Letter Patterns & Spelling Rules), VOC (Vocabulary), LMR (Letter-Meaning

A–17
Relationships), RULES (Rules for Modifying Words), SEM (Semantic Relationships), BASE/ROOT (Base Word/Word Root Spelling), MIW (Mental Images of Words)
 Appendix E (continued)
Performance-Based Instruction Plan & Progress Monitoring Chart—Worksheet A
Student Name Date

Section Lesson Spelling Pattern PA Phonics VOC Word Parts & Related Words MIW Writing Reading Spelling Decoding Spelling Fluency
#
SEG DIS LSR LP & VOC LMR RULES SEM BASE/ MIW WRITE READ MM MM IPM IPM
SR ROOT

Other Vowel 42 / ɔl / Diphthong as in boy, join ❑ ❑ ❑ ❑ ❑ ❑

Sounds &

A–18 SPELL--Links to Reading & Writing

Diphthongs
Other Vowel 43 / aU / Diphthong as in cow, mouth ❑ ❑ ❑ ❑ ❑ ❑ ❑
Sounds &
Diphthongs
Consonant 17 Consonant Digraph ‘ch’ & Trigraph ‘tch’ ❑ ❑ ❑ ❑ ❑ ❑ ❑
Digraphs &
Trigraphs
Consonant 18 Consonant Digraph ‘dg’ & Trigraph ❑ ❑ ❑ ❑ ❑ ❑
Digraphs & ‘dge’
Trigraphs
Consonants 11 / ʃ ʃ   / sounds spelled ‘s, ss, sc, ❑ ❑ ❑ ❑ ❑ ❑
c, z, t, d, g, gg’ followed by ‘e, i, u’

‘s’ Clusters 48 ‘st, sw, su, sm, sn, sp, pse, squ, sph’ ❑ ❑ ❑ ❑ ❑

‘s’ Clusters 49 ‘sc, sk, sch, sque, squ’ ❑ ❑ ❑ ❑ ❑ ❑

‘l, r’ Clusters 50 ‘bl, fl, phl, gl, cl, chl, pl, sl, spl’ ❑ ❑ ❑ ❑ ❑ ❑

‘l, r’ Clusters 51 ‘br, dr, fr, phr, gr, pr, tr, shr, thr, scr, ❑ ❑ ❑ ❑ ❑
spr, str’

‘l, r’ Clusters 52 ‘cr, chr, rk, rc, rch’ ❑ ❑ ❑ ❑ ❑ ❑

‘l, r’ Clusters 53 ‘lb, ld, lf, lk, lm, lp, lt, lth, lve, lse’ ❑ ❑ ❑ ❑

SEG (Segmenting Sounds), DIS (Discriminating Sounds), LSR (Letter-Sound Relationships), LP&SR (Letter Patterns & Spelling Rules), VOC (Vocabulary), LMR (Letter-Meaning
Relationships), RULES (Rules for Modifying Words), SEM (Semantic Relationships), BASE/ROOT (Base Word/Word Root Spelling), MIW (Mental Images of Words)
 Appendix E (continued)
Performance-Based Instruction Plan & Progress Monitoring Chart—Worksheet A
Student Name Date

Section Lesson Spelling Pattern PA Phonics VOC Word Parts & Related Words MIW Writing Reading Spelling Decoding Spelling Fluency
#
SEG DIS LSR LP & VOC LMR RULES SEM BASE/ MIW WRITE READ MM MM IPM IPM
SR ROOT

‘l, r’ Clusters 54 ‘rd, rf, rm, rn, rp, rt, rsh, rch, rth, ❑ ❑ ❑ ❑
rve, rge’

‘l, r’ Clusters 55 ‘rse, rce’ ❑ ❑ ❑ ❑ ❑

‘m, n, ng’ 56 ‘nd, nt, mp, mph, nth, nch, ngth, nge’ ❑ ❑ ❑ ❑
Clusters

‘m, n, ng’ 57 ‘nk, nc’ ❑ ❑ ❑ ❑ ❑ ❑

Clusters

‘m, n, ng’ 58 ‘nce, nse’ ❑ ❑ ❑ ❑ ❑ ❑

Clusters

Syllabic-r & 60 Syllabic-r Vowel Sound as in bird, ❑ ❑ ❑ ❑ ❑ ❑ ❑

Syllabic-l father
Vowel Sounds
Unstressed 62 Unstressed Vowels ❑ ❑ ❑ ❑ ❑ ❑
Vowels

Syllabic-r & 61 Syllabic-l Vowel Sound as in bottle, ❑ ❑ ❑ ❑ ❑ ❑ ❑

Syllabic-l pencil
Vowel Sounds
Inflected 64 Sufixes -ed, -ing ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
Words

Other 69 Contractions ❑ ❑ ❑ ❑ ❑
Spelling
Patterns
Other 70 Possessive Nouns ❑ ❑ ❑ ❑
Spelling

SPELL--Links to Reading & Writing

Patterns

SEG (Segmenting Sounds), DIS (Discriminating Sounds), LSR (Letter-Sound Relationships), LP&SR (Letter Patterns & Spelling Rules), VOC (Vocabulary), LMR (Letter-Meaning

A–19
Relationships), RULES (Rules for Modifying Words), SEM (Semantic Relationships), BASE/ROOT (Base Word/Word Root Spelling), MIW (Mental Images of Words)
 Appendix E (continued)
Performance-Based Instruction Plan & Progress Monitoring Chart—Worksheet A
Student Name Date

Section Lesson Spelling Pattern PA Phonics VOC Word Parts & Related Words MIW Writing Reading Spelling Decoding Spelling Fluency
#
SEG DIS LSR LP & VOC LMR RULES SEM BASE/ MIW WRITE READ MM MM IPM IPM
SR ROOT

Other 71 Irregular Plural Nouns ❑ ❑ ❑

Spelling

A–20 SPELL--Links to Reading & Writing

Patterns
Other 72 Irregular Past-Tense Verbs ❑ ❑ ❑
Spelling
Patterns
Silent 59 Silent consonants ❑ ❑ ❑ ❑ ❑
Consonants

Consonant 19 Consonant Digraphs ‘ph, gh’ ❑ ❑ ❑ ❑ ❑ ❑

Digraphs &
Trigraphs
Other 73 Homophones ❑ ❑ ❑ ❑ ❑
Spelling
Patterns
Derived 65 Prefix + Word ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
Words

Derived 66 Word + Suffix ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Words

Derived 67 Word Roots ❑ ❑ ❑ ❑ ❑ ❑

Words

Derived 68 Word Relatives ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Words

SEG (Segmenting Sounds), DIS (Discriminating Sounds), LSR (Letter-Sound Relationships), LP&SR (Letter Patterns & Spelling Rules), VOC (Vocabulary), LMR (Letter-Meaning
Relationships), RULES (Rules for Modifying Words), SEM (Semantic Relationships), BASE/ROOT (Base Word/Word Root Spelling), MIW (Mental Images of Words)
 Introduction to
SPELL-Links to Reading & Writing

Using a Supplemental Instruction Plan

When using SPELL-Links to Reading & Writing as a supplemental curriculum, the
order in which the lessons are taught is determined by the classroom curriculum.
Each specific SPELL-Links to Reading & Writing lesson is administered in con-
junction with, or as a follow-up to, classroom instruction of a particular spelling
pattern. The teacher locates the corresponding SPELL-Links lesson and begins
with the first phonological awareness instructional activity (if included in that
particular lesson), proceeding sequentially through each area of word study
instruction in the lesson, and wrapping up learning of the target spelling pattern
by completing the writing and reading activities.

Using a Supplemental Instruction Plan

START

Use the classroom curriculum sequence

of instruction to determine the spelling
pattern to be taught.

Locate the SPELL- Begin word-level

Links lesson for this instruction with the
spelling pattern. first activity.

YES

If time allows, repeat Proceed sequentially

Writing and Reading through all word-level activi-
Has student achieved performance ties for the lesson. Repeat
NO activities; otherwise
criteria for mastery measurements? each activity as needed for
proceed to the next
spelling pattern. the student to achieve per-
formance criterion.

Administer mastery mea-

surements for the target
spelling pattern.

Administer Reading Administer Writing

activities (Section 17) activities (Section 16)
for the target spelling for the target spelling
pattern. pattern.

SPELL--Links to Reading & Writing xli

 Introduction to
SPELL-Links to Reading & Writing

Using a Curriculum Instruction Plan

When using SPELL-Links to Reading & Writing as a stand-alone word study
curriculum, all students progress through the lessons according to the
Recommended Sequence of Instruction Chart (Appendix G). Use this chart to
identify the sequence of lessons for each grade. At the beginning of the school
year, the classroom teacher locates the first SPELL-Links lesson for the classroom
grade level and begins with the first phonological awareness instructional activity
(if included in that particular lesson), proceeding sequentially through each area
of word study instruction in the lesson, and wrapping up target spelling pattern
learning by completing the writing and reading activities.

Using a Curriculum Instruction Plan

START

Use the Recommended Locate the SPELL-Links

Sequence of Instruction lesson for the first
Begin word-level
Chart (Appendix G) to spelling pattern in the
instruction with the
determine the spelling sequence of instruc-
lesson's first activity.
patterns to teach to a tion for a specific
specific grade level. grade.

Proceed sequentially through

all word-level activities for
Periodically review Mastery Administer mastery Use the Recommended the lesson. Repeat activites
Measurement data along measurements for Sequence of Instruction as needed for the group;
with data recorded on the the target spelling Chart to select the next use the Activity Performance
Activity Performance pattern. SPELL-Links lesson.n Tracking Chart for the target
Tracking Charts to identify
spelling pattern to note indi-
students who require pre-
vidual students who may
scriptive assessment and
require additional instruction
data-driven instruction and
and practice.
intervention.

Administer Reading Administer Writing

activities (Section 17) activities (Section 16)
for the target spelling for the target spelling
pattern. pattern.

n We recommend review and practice once a student completes three SPELL-Links lessons
(see Review & Practice Across Multiple Spelling Patterns, p. xxvii).

xlii SPELL--Links to Reading & Writing

Appendix G
Recommended Sequence of Instruction Chart

If you are using the curriculum model to progress through SPELL-Links to Reading & Writing (see Curriculum
Instruction Plan, p. xxxv, and Using a Curriculum Teaching Plan, p. xlii), you should follow the recommended
sequence of instruction.1 The curriculum instruction model provides a single, integrated word study solution
through all grade levels. All students benefit from receiving explicit, systematic, and comprehensive word study
instruction, developing and strengthening cognitive connections with all five linguistic properties of words. As
students progress through SPELL-Links to Reading & Writing from year to year, they build upon previously learned
word study knowledge, skills, and strategies, applying these to ever more challenging, grade-appropriate words.
This approach provides carefully scaffolded instruction and continuity for students and teachers across grades.

Sequence of Instruction Chart

Instruction Section Section Description Lesson Lesson Description Grade
Order Level2

1 1 Consonants 1 ‘b, p, t, d, v, z, k, j’
2 1 Consonants 2 ‘f, s, m, n, x’
3 3 Short Vowels 20 Short Vowel a Sound as in cat, laugh
4 3 Short Vowels 21 Short Vowel e Sound as in bed, head
5 3 Short Vowels 22 Short Vowel i Sound as in fish, gym K/1
6 3 Short Vowels 23 Short Vowel o Sound as in pot, father
7 3 Short Vowels 24 Short Vowel u Sound as in cup, some
8 1 Consonants 3 ‘r, l’ before a vowel
9 1 Consonants 4 ‘g, h, w, y, qu’
10 1 Consonants 5 ‘k’ and Hard ‘c’
11 1 Consonants 6 ‘r, l’ after a vowel
12 1 Consonants 7 / z / sound spelled with ‘s’ as in rose, music
13 2 Consonant Digraphs 12 Consonant Digraph ‘ng’
& Trigraphs
14 2 Consonant Digraphs 13 Consonant Digraph ‘th’
& Trigraphs 1
15 2 Consonant Digraphs 14 Consonant Digraph ‘wh’
& Trigraphs
16 2 Consonant Digraphs 15 Consonant Digraph ‘sh’
& Trigraphs
17 2 Consonant Digraphs 16 Consonant Digraph ‘ck’
& Trigraphs

1 The recommended sequence of instruction for SPELL-Links to Reading & Writing is based upon an extensive body of research across multiple
disciplines regarding the development of spelling skills, including the acquisition of speech, speech perception abilities, orthographic and
morphological knowledge, and other linguistic underpinnings of spoken and written language. This sequence of instruction also reflects
common teaching practices and gradually progresses from the spelling of sounds and patterns that are perceptually, linguistically, and ortho-
graphically most simple to those that are most complex.
2 These are general guidelines; the sequence of instruction is more important than specific grade-level break points.

A–24 SPELL--Links to Reading & Writing

Appendix G (continued)
Instruction Section Section Description Lesson Lesson Description Grade
Order Level

18 6 Within-Word 44 ‘ff, ss, zz, ll’

Consonant Doubling
19 13 Inflected Words 63 Suffixes –s, –es
20 4 Long Vowels 25 Long Vowel a Sound spelled ‘a_e’ as in ape, paste
1
21 4 Long Vowels 27 Long Vowel i Sound spelled ‘i_e’ as in bike, spice
22 4 Long Vowels 28 Long Vowel o Sound spelled ‘o_e’ as in rope, clothe
23 4 Long Vowels 29 Long Vowel u Sounds spelled ‘u_e’ as in tube, cube
24 4 Long Vowels 26 Long Vowel e Sound spelled ‘e_e’ as in scene, delete
25 1 Consonants 8 Flapped ‘t, d’ as in city, pedal
26 15 Other Spelling 73 Homophones
Patterns
27 1 Consonants 9 ‘s’ and Soft ‘c’
28 1 Consonants 10 ‘j’ and Soft ‘g’
29 4 Long Vowels 30 Long Vowel a Sound: Vowel Digraphs & Other Spellings
30 4 Long Vowels 31 Long Vowel e Sound: Vowel Digraphs & Other Spellings
31 4 Long Vowels 32 Long Vowel i Sound: Vowel Digraphs & Other Spellings
32 4 Long Vowels 33 Long Vowel o Sound: Vowel Digraphs & Other Spellings
33 4 Long Vowels 34 Long Vowel u Sounds: Vowel Digraphs & Other
Spellings
34 2 Consonant Digraphs 17 Consonant Digraph ‘ch’ & Trigraph ‘tch’ 2
& Trigraphs
35 13 Inflected Words 64 Suffixes –ed, –ing
36 6 Within-Word 45 ‘pp, bb, cc, gg, tt, dd’
Consonant Doubling
37 6 Within-Word 46 ‘mm, nn, rr’
Consonant Doubling
38 6 Within-Word 47 Flapped ‘tt, dd’ as in kitty, ladder
Consonant Doubling
39 15 Other Spelling 73 Homophones
Patterns
40 14 Derived Words 65 Prefix + Word
41 4 Long Vowels 35 Long Vowel a Sound spelled ‘a’ as in table, acorn
42 4 Long Vowels 36 Long Vowel e Sound spelled ‘e’ as in meter, even
43 4 Long Vowels 37 Long Vowel i Sound spelled ‘i’ as in spider, island
44 4 Long Vowels 38 Long Vowel o Sound spelled ‘o’ as in pony, open
45 4 Long Vowels 39 Long Vowel u Sounds spelled ‘u’ as in tulip, music
46 5 Other Vowel Sounds 40 / υ / Vowel Sound as in book, push 3
& Diphthongs
47 5 Other Vowel Sounds 41 / ɔ / Vowel Sound as in saw, thought
& Diphthongs
48 5 Other Vowel Sounds 42 / ɔ / Diphthong as in boy, join
& Diphthongs

SPELL--Links to Reading & Writing A–25

Appendix G (continued)
Instruction Section Section Description Lesson Lesson Description Grade
Order Level

49 5 Other Vowel Sounds 43 / ɑυ / Diphthong as in cow, mouth

& Diphthongs
50 2 Consonant Digraphs 18 Consonant Digraph ‘dg’ & Trigraph ‘dge’
& Trigraphs
51 1 Consonants 11 / ʃ, , ,  / sounds spelled with ‘s, ss, sc, c, z,
t, d, g, gg’ followed by ‘e, i, u’ 3
52 15 Other Spelling 73 Homophones
Patterns
53 7 ‘s’ Clusters 48 ‘st, sw, su, sm, sn, sp, pse, squ, sph’
54 7 ‘s’ Clusters 49 ‘sc, sk, sch, sque, squ’
55 8 ‘l, r’ Clusters 50 ‘bl, fl, phl, gl, cl, chl, pl, sl, spl’
56 8 ‘l, r’ Clusters 51 ‘br, dr, fr, phr, gr, pr, tr, shr, thr, scr, spr, str’
57 8 ‘l, r’ Clusters 52 ‘cr, chr, rk, rc, rch’
58 8 ‘l, r’ Clusters 53 ‘lb, ld, lf, lk, lm, lp, lt, lth, lve, lse’
59 8 ‘l, r’ Clusters 54 ‘rd, rf, rm, rn, rp, rt, rsh, rch, rth, rve, rge’
60 8 ‘l, r’ Clusters 55 ‘rse, rce’
61 9 ‘m, n, ng’ Clusters 56 ‘nd, nt, mp, mph, nth, nch, ngth, nge’
62 9 ‘m, n, ng’ Clusters 57 ‘nk, nc’ 4
63 9 ‘m, n, ng’ Clusters 58 ‘nce, nse’
64 11 Syllabic-r, Syllabic-l 60 Syllabic-r Vowel Sound as in bird, father
Vowel Sounds
65 12 Unstressed Vowels 62 Unstressed Vowels
66 11 Syllabic-r, Syllabic-l 61 Syllabic-l Vowel Sound as in bottle, pencil
Vowel Sounds
67 15 Other Spelling 69 Contractions
Patterns
68 15 Other Spelling 70 Possessive Nouns
Patterns
69 15 Other Spelling 71 Irregular Plural Nouns
Patterns
70 15 Other Spelling 72 Irregular Past-Tense Verbs
Patterns
71 10 Silent Consonants 59 Silent Consonants
72 2 Consonant Digraphs 19 Consonant Digraphs ‘ph, gh’ 5+
& Trigraphs
73 15 Other Spelling 73 Homophones
Patterns
74 14 Derived Words 65 Prefix + Word
75 14 Derived Words 66 Word + Suffix
76 14 Derived Words 67 Word Roots
77 14 Derived Words 68 Word Relatives

A–26 SPELL--Links to Reading & Writing

 Introduction to
SPELL-Links to Reading & Writing

Table 1: Types and Goals of Instruction

Type of Instruction Goal of Instruction

Phonological Awareness (PA)
• Segmenting Sounds • develop the ability to segment words into phonemes and
syllables, sequence phonemes, and map letters to sounds
• Discriminating Sounds • develop the ability to discriminate between phonemes,
distinguish between stressed and unstressed syllables,
and map letters to sounds
Orthographic Knowledge (OK)
(Phonics) • develop knowledge of letter-sound relationships
• Letter-Sound Relationships • develop knowledge of conventional letter patterns and
• Letter Patterns & Spelling Rules spelling rules

Semantic and Vocabulary Knowledge (SEM)

learn to use word meaning to help spell words
(Vocabulary)
Morphological Knowledge and Awareness (MK)
(Word Parts & Related Words)
• Letter-Meaning Relationships • learn the meanings and spellings of prefixes, suffixes, and
word roots
• Rules for Modifying Words • learn rules for modifying words when forming contractions
and possessive nouns and when adding a prefix or suffix to
spell a related word
• Semantic Relationships
• develop knowledge of semantic relationships and
word relatives and learn to use that knowledge to help
• Base Word and Word Root Spelling
spell words
• learn to use knowledge of base words and word roots to
help spell related words

Mental Orthographic Images (MOI) develop clear and complete mental images of words and word
(Mental Images of Words) parts in long-term memory and learn to use these mental images
to spell words
Writing learn to apply newly acquired word-level knowledge and skills
to writing
Reading reinforce the link between reading and spelling and develop
reading fluency
PA OK

MOI SEM

MK

xxiv SPELL--Links to Reading & Writing

Section
3 Short Vowels
Section 3 teaches spelling of short vowel sounds in stressed
syllables (e.g., apple, button).

Important to Know
Segmenting Sounds
Lesson Crossovers
The misspelling of short vowel sounds may occur because the student is unable
Unstressed vowels (e.g.,
to separate vowel sounds from adjacent consonant sounds. To successfully spell
about, lesson) are covered in
Section 12, Lesson 62. short vowel sounds, a student needs adequate segmentation skills to divide a
word into its component sounds. The student also needs to understand that
every sound must be represented by at least one letter and that every syllable
contains one vowel sound represented by one or more vowel letters.
Lesson Crossovers Short vowel segmentation errors most often occur when any short vowel sound
Homophones (e.g., red – read,
is followed by the consonant sounds / r, l, m, n, ŋ / and when the short vowel u
sun – son) are included in this sound is preceded by the consonant sounds / b, p, t, d, g, k, ,  /. To facilitate
section and covered more learning, begin with words in which the short vowel sound is not followed by
extensively in Section 15, the letters ‘r, l, m, n, ng, nk’ and the short vowel u sound is not preceded by the
Lesson 73. letters ‘b, p, t, d, g, j, hard c, k, ch’.

ae
A student may also struggle with segmenting sounds if she is familiar with the
spelling of a particular word and thinks about letters instead of sounds during
the segmentation task. In this case, it may be helpful to begin with nonsense
words until the student fully understands the concept of segmenting a word into
sounds and not into letters.

Discriminating Sounds
Spelling errors of short vowel sounds are common and may occur because
the student cannot distinguish between similar vowel sounds. Provide ample
practice to firmly establish a student’s ability to discriminate between vowel
sounds. The most common perceptual confusions among short vowel sounds
are listed below.
• Short vowel a sound vs. short vowel e sound (bat vs. bet)
• Short vowel i sound vs. short vowel e sound (bit vs. bet)
• Short vowel a sound vs. short vowel o sound (cap vs. cop)
• Short vowel o sound vs. short vowel u sound (cop vs. cup)
The particular consonant sound that follows a vowel sound also affects a student’s
ability to perceive differences between vowel sounds. Vowel discrimination is
most difficult when the vowel sound is followed by the consonant sounds / m, n /
and is generally not possible when the vowel sound is followed by the consonant
sounds / r, l, ŋ /. To facilitate learning, begin with words in which the vowel
sound is not followed by the letters ‘m, n’ and exclude all words in which the
vowel sound is followed by the letters ‘r, l, ng, nk’ when working on discrimina-
tion of vowel sounds.

SPELL--Links to Reading & Writing 3–1

 Section
3 Short Vowels
Section 3 teaches spelling of short vowel sounds in stressed
syllables (e.g., apple, button).

Letter-Sound Relationships
Short vowel spelling errors may occur due to a reliance on a letter-name strategy.
With this strategy, the student correctly hears the vowel sound but relates it to
the name of a vowel that most closely resembles that sound. For example, a stu-
dent correctly hears the short vowel e sound in a word like “pet” but spells the
vowel sound with the letter ‘a’ as in “pat.” A student using a letter-name strategy
will benefit from explicit instruction in correct letter-sound relationships. Two
common letter-name misspellings for short vowels are listed below.
• ‘a’ for the short vowel e sound (‘pet’ as ‘pat’)
• ‘e’ for the short vowel i sound (‘bit’ as ‘bet’)

iu
There are several allowable spellings for each short vowel sound, though some
occur more frequently than others. For example, the short vowel e sound is most
commonly spelled with the letter ‘e’ (net), but can also be spelled with the letter
‘a’ (many) or the letters ‘ea’ (head), ‘ai’ (said), ‘ie’ (friend), ‘ee’ (been), ‘ei’ (heifer),
or ‘eo’ (leopard).

Letter Patterns & Spelling Rules

The short vowel sounds in stressed syllables are usually spelled with their corre-
sponding letters (e.g., cat, net, sit, pot, cup). Discovering and applying this
knowledge about spelling patterns can be an effective spelling strategy, especial-
ly for the beginning speller.

Vocabulary
Some words containing short vowel sounds are homophone words (e.g., red –
read; sun – son). To successfully spell homophone words, a student needs explicit
instruction in word meaning coupled with development of mental images of words.

o
Misspellings of homophone words may occur because the student does not
understand the effect of a word’s spelling on its meaning or because he has not
established a solid link between the meaning of a word and its printed form. As a
result, the student may choose a spelling that does not fit the intended meaning
(e.g., “red” for “read”—I red two books last week.).

Mental Images of Words

The student must rely upon clear and complete mental images of words to
correctly spell the short vowel sound if the sound is not spelled with its corre-
sponding vowel letter (e.g., head not hed); if the word contains a word ending
that is pronounced the same but spelled differently from another word ending
(e.g., bed and head); and if the short vowel sound is followed by ‘r, l, ng, nk’
because pronunciation of the corresponding consonant sounds distorts the short
vowel sound, leaving the student unable to rely on a spell-by-sound strategy.

3–2 SPELL--Links to Reading & Writing

Section
3 Contents

Short Vowels
Lesson Component Page
Lesson 20 1. Tap & Map 3–5 PA
Segmenting Sounds
Short Vowel a Sound 2. Smack Jack 3–7 PA
as in cat, laugh Discriminating Sounds
3. Sort It Out 3–9 OK
Letter-Sound Relationships
4. What’s the Pattern? 3–11 OK
Letter Patterns & Spelling Rules
5. Take Time to Inspect the Rime 3–13 MOI
Mental Images of Words
6. Picture This! 3–15 MOI
Mental Images of Words
Annotated Journal Page 3–17
Writing Activities 16–1
Reading Activities 17–1

Lesson 21 1. Lines & Letters 3–18 PA

Segmenting Sounds
Short Vowel e Sound 2. Hear Here 3–20 PA

as in bed, head Discriminating Sounds

3. Sort It Out 3–22 OK
Letter-Sound Relationships
4. What’s the Pattern? 3–24 OK
Letter Patterns & Spelling Rules
5. Take Time to Inspect the Rime 3–26 SEM MOI
Vocabulary; Mental Images of Words
6. Picture This! 3–28 MOI
Mental Images of Words
Annotated Journal Page 3–30
Writing Activities 16–1
Reading Activities 17–1

Lesson 22 1. Tap & Map 3–31 PA

Segmenting Sounds
Short Vowel i Sound 2. Hear Here 3–33 PA

as in fish, gym Discriminating Sounds

3. Sort It Out 3–35 OK
Letter-Sound Relationships
4. What’s the Pattern? 3–37 OK
Letter Patterns & Spelling Rules
5. Take Time to Inspect the Rime 3–39 MOI
Mental Images of Words
6. Picture This! 3–41 MOI
Mental Images of Words
Annotated Journal Page 3–43
Writing Activities 16–1
Reading Activities 17–1

SPELL--Links to Reading & Writing 3–3

 Section
3 Contents

Short Vowels
Lesson Component Page
Lesson 23 1. Sound Strings 3–44 PA
Segmenting Sounds
Short Vowel o Sound 2. Hidden Treasure 3–46 PA
as in pot, father Discriminating Sounds
3. Sort It Out 3–48 OK
Letter-Sound Relationships
4. What’s the Pattern? 3–50 OK
Letter Patterns & Spelling Rules
5. Take Time to Inspect the Rime 3–52 SEM MOI
Vocabulary; Mental Images of Words
6. Picture This! 3–54 MOI
Mental Images of Words
Annotated Journal Page 3–56
Writing Activities 16–1
Reading Activities 17–1

Lesson 24 1. Cut Ups 3–57 PA

Segmenting Sounds
Short Vowel u Sound as 2. Slug a Bug 3–59 PA
in cup, some Discriminating Sounds
3. Sort It Out 3–61 OK
Letter-Sound Relationships
4. What’s the Pattern? 3–63 OK
Letter Patterns & Spelling Rules
5. Take Time to Inspect the Rime 3–65 SEM MOI
Vocabulary; Mental Images of Words
6. Picture This! 3–67 MOI
Mental Images of Words
Annotated Journal Page 3–69
Writing Activities 16–1
Reading Activities 17–1

3–4 SPELL--Links to Reading & Writing

 3
Segmenting Sounds
Section

Short Vowels 1. Lines & Letters

Learning Objective: Develop the ability to segment phonemes
Lesson 21
and map letters to the short vowel e – / ε / – sound.
Short Vowel e Sound
as in bed, head Performance Objectives: The student will segment spoken
words into individual sounds and will write the letter or letters
that represent the / ε / vowel sound in the words with 100%
accuracy. The student will explain two strategies for spelling the
/ ε / sound.

Starter Word List DID YOU KNOW?

Materials Needed Segmentation of short vowel
1 syllable 2 syllables
• Word list sounds is most difficult when the
bed penny
vowel sound is followed by the con-
• Index cards set exit
sonant sounds / r, l, m, n, ŋ /. To
• Pencil and eraser head any
facilitate learning, begin with words
• Highlighter pen said many
in which the vowel sound is not
• Writing paper tell
followed by the letters ‘r, l, m, n,
well
• SPELL-Links 14 Strategies ng, nk’.
then
for Spelling Success
mouse pad when To correctly spell vowel sounds, the
been student must understand that every
• Student’s Word Study
syllable contains one vowel sound
Journal
represented by one or more vowel
Teacher Preparation
letters.
1. Gather the materials.
2. Print each word from the Starter Word
List or another word list on an index card. (Remember to use the Starter Word
List the first time you present this activity to a student.)
3. Arrange the cards so that words in which the / ε / sound is followed by the
letters ‘r, l, m, n, ng, nk’ will be presented last.
4. Review the directions for the activity.

Directions for the Activity

1. Explain that this activity involves counting the number of sounds the student
hears in a word, writing down the letter or letters that spell each sound, and
checking the spelling of the word when finished.
2. Read aloud a word from a word card and place it, printed side down, at the
top of the student’s writing paper.
3. Instruct the student to repeat the word and then sound it out aloud, drawing
one horizontal line on her writing paper as she says each sound. For example,
she draws three lines ( ___ ___ ___ ) for the word “head”. Make sure the
student correctly pronounces each sound as she sounds out the word.
4. Direct the student to flip over the card and sound out the word again, writing
the corresponding letter(s) on each line as she says each sound ( h ea d ).
Make sure she says the sounds as she copies the corresponding letters from
the word card.

3–18 SPELL--Links to Reading & Writing

 1. Lines & Letters (continued)

Group Adaptation 5. Repeat steps 2–4 until each word has been segmented and spelled.
For each word in the word list, the 6. For each word, ask the student to verify that each syllable has one vowel
teacher prints the word on the sound represented by at least one vowel letter. If necessary, direct her to complete
board after the students have the following steps: clap out the syllables in the word; draw lines between the
drawn lines to segment the word letters to divide the word into syllables as spoken; write the number of sylla-
into sounds. The students copy the
bles next to the word; and highlight the letter or letters that spell the vowel
word’s letters onto the appropriate
sound in each syllable.
lines of their writing papers and
then compare their responses with 7. Repeat the entire activity until the student achieves performance criterion
the correct response displayed on without assistance.
the board. Students earn one point
for each word correctly segmented 8. Ask the student to answer the following question. Facilitate the correct
and spelled. Once the students responses if necessary, pointing to strategies 1 and 3 on the mouse pad as
have segmented sounds in each they are identified.
word they then take turns coming
to the board to mark the syllables
? How do the Sound It Out and Catch the Beat strategies help us to cor-
rectly spell words?
in each word and the vowel
letter(s) in each syllable.
I can say a word out loud, one sound at a time, and write the
letters as I say the sounds. I must remember to pronounce the
sounds correctly as I sound out the word and write at least one
letter for each sound that I hear.
Cross-Curriculum Extension
I can sound out the syllables in a word, one syllable or beat at a
The student and the teacher time. I need to make sure that I write at least one vowel letter for
search content-area reading mate-
each syllable in a word.
rial for words containing the / ε /
sound, keeping a list of each word 9. Direct the student to affix the #1 and #3 strategy stickers in her Word Study Journal.
found. They may choose to race
against the clock or each other.
When finished, the student reads
aloud the words, taps out each
sound in the words, and sorts the
words according to the number of
sounds in each word.

SPELL--Links to Reading & Writing 3–19

 3
Discriminating Sounds
Section

Short Vowels 2. Hear Here

Learning Objective: Develop the ability to discriminate between
Lesson 21
different vowel sounds and to map letters to the short vowel
Short Vowel e Sound e – / ε / – sound.
as in bed, head
Performance Objectives: The student will recognize the / ε / vowel
sound in spoken words and will identify the letter or letters that
represent the / ε / sound in the words with 100% accuracy. The stu-
dent will explain one strategy for spelling the / ε / sound.

Starter Word List

Materials Needed
Short vowel Short vowel Short vowel
• Word list
e – / ε / – sound a – / æ / – sound i – /  / – sound
• Index cards bed pat sit
• Pencil and eraser set bad bit
• Writing paper head sat pin
• SPELL-Links 14 Strategies said am
for Spelling Success then
mouse pad when
• Student’s Word Study them
Journal DID YOU KNOW?
Teacher Preparation The short vowel e sound is com-
monly confused with the short
1. Gather the materials.
vowel a sound and the short
2. Print each word from the Starter Word vowel i sound.
List or another word list on an index
The consonant sound that follows
card. (Remember to use the Starter a vowel sound affects the ability to
Word List the first time you present this perceive differences between vowel
activity to a student. If you are using sounds. To facilitate learning, begin
another word list, remember to exclude with words in which the vowel
words in which the vowel sound is sound is not followed by the letters
followed by the letters ‘r, l, nk, ng’.) ‘m, n’ and exclude words in which
the vowel sound is followed by the
3. Shuffle the cards and then arrange letters ‘r, l, nk, ng’ when working
them so that words in which the vowel on discrimination of vowel sounds.
sound is followed by the letters ‘m, n’
will be presented last.
4. Review the directions for the activity.

Directions for the Activity

1. Explain that this activity involves listening for words that contain the / ε /
vowel sound and then underlining the letter or letters that spell this vowel
sound in each word.
2. Model the / ε / sound, then direct the student to repeat the sound.
3. Tell the student to draw a vertical line down his writing paper to divide it into
two columns. Then instruct him to draw a picture of a word containing the / ε /
sound at the top of the left column of his writing paper. (The student may refer
to this picture during the activity to help him remember the target sound.)

3–20 SPELL--Links to Reading & Writing

 2. Hear Here (continued)

Group Adaptation 4. Read aloud a word from one of the cards. Then give the card, printed side
down, to the student.
The teacher divides the students
into teams and draws a picture of 5. Ask the student if he hears the / ε / sound in the word. If he answers Yes,
a word containing the / ε / sound direct him to place the word card, printed side down, in the left column of
on the board. The teacher then his writing paper. If he answers No, direct him to place the card in the right
reads aloud each word from the
column. (Do not facilitate responses or provide feedback during this part of
word cards and directs students
the activity.)
to raise their hands if they hear
the / ε / sound in the words. If a 6. Repeat steps 4–5 until all of the word cards have been sorted.
word contains the / ε / sound, the
teacher writes the word on the 7. Direct the student to listen carefully to make sure he hears the / ε / sound in
board underneath the keyword each word as you read aloud the words from the left column. Then direct him
picture. When the teacher has fin- to listen carefully to make sure he does not hear the / ε / sound in each word
ished going through all of the as you read aloud the words from the right column. (Provide feedback but do
word cards, representatives from not show the printed words to the student during this step of the activity.)
each team take turns underlining
the letter or letters that spell the
8. Repeat steps 4–7 until the student achieves performance criterion without
/ ε / sound in each word on the assistance. Then set aside the words that do not contain the short vowel
board. Teams earn one point for e sound.
each word correctly underlined. 9. Instruct the student to copy the words from the cards in the left column onto
his writing paper. Then direct him to read aloud the words and underline the
letter or letters that spell the / ε / sound in each word.
Cross-Curriculum Extension 10. Repeat step 9 until the student achieves performance criterion without
assistance.
The teacher searches content-area
reading material for sentences 11. Ask the student to answer the following question. Facilitate the correct response
containing words with the / ε / if necessary, pointing to strategy 4 on the mouse pad as it is identified.
sound. The teacher then reads the
sentences aloud, substituting ? How does the Listen Up strategy help us to correctly spell words?
another vowel sound for the / ε / I need to listen very carefully to correctly identify the sounds
sound in the target words. The I hear in a word.
student raises his hand when he
hears a word that doesn’t make 12. Direct the student to affix the #4 strategy sticker in his Word Study Journal.
sense. The student then repeats
the sentence, substituting the cor-
rect vowel sound so that the word
and the sentence make sense.

SPELL--Links to Reading & Writing 3–21

 Section
3
Short Vowels Word Study Journal Page
Sound: Short vowel e sound as in bed, head
Lesson 21
Short Vowel e Sound There are many ways to spell the short vowel e sound.
as in bed, head
e ea a ai ee ie eo ei

Strategies and Rules Covered in This Lesson

Sound It Out! Use Rhyme This Time!

Check the Order! Spell What You Mean and

Mean What You Spell!

Catch the Beat!

Be Smart About Word Parts!

Listen Up!
Build on the Base!

A Little Stress Will Help

This Mess! Invite the Relatives!

No Fouls! Fix the Funny Stuff!

(see allowable spellings above)

Look It Up!
Play by the Rules!
The short vowel e sound is
usually spelled with the letter ‘e’.

My Word Gallery

again head dead fell

bell friend many very

any been

3–30 SPELL--Links to Reading & Writing

 SE
CO
ND
ED
ITI
ON

TM

A Word Study Curriculum

Volume
2
Long Vowels
Lessons 25–39

Other Vowel Sounds &

Diphthongs
Lessons 40–43

Within-Word
Consonant Doubling
Lessons 44–47

‘s’ Clusters
Lessons 48–49

Jan Wasowicz, PhD • Kenn Apel, PhD • Julie J. Masterson, PhD • Anne Whitney, EdD
 Section
6 Within-Word Consonant Doubling
‘ff, ss, zz, ll, pp, bb, cc, gg, tt, dd, mm, nn, rr’
Section 6 teaches spelling of double consonant letter patterns
within base words.

Important to Know
Segmenting Sounds
Lesson Crossovers The misspelling of a double consonant letter pattern within a base word may
Consonant doubling when occur because the student is unable to separate a consonant sound from an
adding a suffix to a base word adjacent sound in a word. To successfully spell double consonant letter patterns,
(e.g., stopped, muddy) is cov- a student needs adequate segmentation skills to divide a word into its compo-
ered in Section 13, Lesson 64 nent sounds; needs to understand that every sound must be represented by at
and Section 14, Lesson 66. least one letter; and needs to understand that a single consonant sound can be
represented by more than one letter, including double consonant letters.
To successfully spell double consonant letter patterns, a student must correctly
Lesson Crossovers pronounce the corresponding consonant sounds and must not insert a vowel
sound when segmenting consonant sounds. For example, the letters ‘mm’ are
Consonants, consonant
digraphs & trigraphs, pronounced / m / not / mə / and the letters ‘zz’ are pronounced / z / not / zə /.
and silent consonants A student may struggle with segmenting sounds if she is familiar with the spell-
(e.g., sofa, laugh, half ) are
ing of a particular word and thinks about letters instead of sounds during the
covered in Sections 1, 2, and
10, respectively. segmentation task. In this case, it may be helpful to begin with nonsense words
until the student fully understands the concept of segmenting a word into
sounds and not into letters.

Lesson Crossovers
Letter-Sound Relationships
Consonant sounds associated with double consonant letter patterns can be
Flapped ‘t, d’ (e.g., city,
medal) are covered in Section
spelled several ways. For example, the / s / sound can be spelled with the letters
1, Lesson 8. ‘ss’ (class), ‘s’ (sun), ‘c’ (cent), ‘se’ (geese), ‘ce’ (peace), ‘sc’ (scene), ‘st’ (listen),
‘ps’ (psychic), ‘sw’ (sword), or ‘z’ (waltz).

ffzz
The pronunciation of the double consonant letters ‘tt’ and ‘dd’ in the middle of a
word is usually flapped. The flapped consonant sound is very similar to the / d /
sound, except it is shorter in duration. In this phonetic context, the / d / sound1
can be spelled with the letters ‘tt’ (pretty), ‘dd’ (paddle), ‘t’ (later), or ‘d’ (lady).
The pronunciation of the letters ‘tt’ and ‘dd’ in the middle of a word is flapped
1 The flapped consonant sound when these letters immediately follow a stressed vowel sound and immediately
and the consonant / d / sound are precede an unstressed vowel sound (e.g., kitty, peddle). The pronunciation of the
indistinguishable to the untrained letters ‘tt, dd’ is not flapped, however, in the following scenarios: when these let-
ear; the ability to distinguish ters follow an unstressed syllable (e.g., attack) or when they precede an
between these two sounds is not unstressed syllable containing the / n / sound (e.g., kitten, sudden).
necessary for correct spelling.

SPELL--Links to Reading & Writing 6–1

 Section
6 Within-Word Consonant Doubling
‘ff, ss, zz, ll, pp, bb, cc, gg, tt, dd, mm, nn, rr’
Section 6 teaches spelling of double consonant letter patterns
within base words.

Letter Patterns & Spelling Rules

Lesson Crossovers Double consonant letter patterns almost never occur after a long vowel sound
Homophones (e.g., matter –
(exceptions: braille, bass drum, gross). Double consonant letter patterns don’t
madder) are covered in this occur at the beginning of words with one exception: llama. At the end of a one-
section and more extensively syllable word following a short vowel sound, the / f, l, s, z / sounds are almost
in Section 15, Lesson 73. always spelled with their corresponding double letters. However, vowel sounds
may be distorted, or hard to hear, when followed by / l /, making application of
this spelling rule unreliable for the double consonant letter pattern ‘ll’.

Vocabulary
Many words pronounced with the flapped ‘tt’ or ‘dd’ are homophone words
(e.g., utter – udder; peddle – petal – pedal). To successfully spell base word
homophones, a student needs explicit instruction in word meanings coupled with
development of mental images of words.

sspp
Misspellings of homophone words may occur because the student does not
understand the effect of a word’s spelling on its meaning or because he has not
established a solid link between the meaning of a word and its printed form. As a
result, the student may choose a spelling that does not fit the intended meaning
(e.g., “madder” for “matter” – The earth is formed from organic madder.).

Mental Images of Words

The student must rely upon clear and complete mental images of words to
correctly spell double consonant letter patterns in the middle of base words and
the end of base words in which the correct spelling is not predicted by letter pat-
terns and spelling rules or words in which the preceding vowel sound may be dis-
torted, making application of a spelling rule unreliable.

6–2 SPELL--Links to Reading & Writing

Section
6 Contents

Within-Word
Consonant Doubling
Lesson Component Page
Lesson 44 1. Double Play 6–5 PA
Segmenting Sounds
‘ff, ss, zz, ll’ 2. Sort It Out 6–7 OK
Letter-Sound Relationships
3. What’s the Pattern? 6–9 OK
Letter Patterns & Spelling Rules
4. Playing by the Rules 6–11 OK
Letter Patterns & Spelling Rules
5. Take Time to Inspect the Rime 6–13 MOI
Mental Images of Words
6. Goof Proof 6–15 MOI
Mental Images of Words
Annotated Journal Page 6–17
Writing Activities 16–1
Reading Activities 17–1

Lesson 45 1. Double Play 6–18 PA

Segmenting Sounds
‘pp, bb, cc, gg, tt, dd’ 2. Sort It Out 6–20 OK
Letter-Sound Relationships
3. What’s the Pattern? 6–23 OK
Letter Patterns & Spelling Rules
4. Goof Proof 6–25 MOI
Mental Images of Words
Annotated Journal Page 6–27
Writing Activities 16–1
Reading Activities 17–1

Lesson 46 1. Double Play 6–28 PA

Segmenting Sounds
‘mm, nn, rr’ 2. Sort It Out 6–30 OK
Letter-Sound Relationships
3. What’s the Pattern? 6–32 OK
Letter Patterns & Spelling Rules
4. Goof Proof 6–34 MOI
Mental Images of Words
Annotated Journal Page 6–36
Writing Activities 16–1
Reading Activities 17–1

SPELL--Links to Reading & Writing 6–3

 Section
6 Contents

Within-Word
Consonant Doubling
Lesson Component Page
Lesson 47 1. Double Play 6–37 PA
Segmenting Sounds
Flapped ‘tt, dd’ as in 2. What’s All the Flap About? 6–39 OK
kitty, ladder Letter-Sound RelationshipsA
3. The Long & the Short of It 6–41 OK
Letter Patterns & Spelling Rules
4. See What I Mean 6–44 SEM MOI
Vocabulary; Mental Images of Words
5. Missing Letters 6–46 SEM MOI
Vocabulary; Mental Images of Words
Annotated Journal Page 6–48
Writing Activities 16–1
Reading Activities 17–1

6–4 SPELL--Links to Reading & Writing

 6
Letter-Sound Relationships
Section

Within-Word
Consonant Doubling
2. Sort It Out
Lesson 44 Learning Objective: Develop knowledge of letter-sound relationships
for the consonant / f, s, z, l / sounds.
‘ff, ss, zz, ll’
Performance Objectives: The student will identify letters that
represent the consonant / f, s, z, l / sounds in words and will
sort the words according to different spellings of these conso-
nant sounds with 100% accuracy. The student will identify letter-
sound relationships for the / f, s, z, l / sounds and explain a
related spelling strategy.

Materials Needed Starter Word List

• Word list
/f/ ‘ff’ ‘f’ ‘ph’ ‘gh’ ‘lf’ ‘ft’
• Index cards off if graph tough calf often
• Pencil and eraser
• Writing paper / s / ‘ss’ ‘s’ ‘c’ ‘se’ ‘ce’ ‘sc’ ‘st’
kiss bus decide house juice muscle listen
• SPELL-Links 14 Strategies
for Spelling Success ‘sw’ ‘ps’ ‘z’
mouse pad sword psych waltz
• Student’s Word Study DID YOU KNOW?
Journal / z / ‘zz’ ‘z’ ‘s’ ‘ze’ ‘se’
dizzy crazy music sneeze choose The / f / sound is spelled with the letter
‘f’ in 78% of words and with the letters
‘ss’ ‘cz’ ‘x’ ‘sth’ ‘ph’ in 12% of words.
dessert czar xylophone asthma Less common spellings:
‘ff’ (off )
/l/ ‘ll’ ‘l’ ‘sl’
‘gh’ (tough)
pillow alone island
‘lf ’ (calf )
‘ft’ (often)1
Teacher Preparation The / s / sound is spelled with the letter
1. Gather the materials. ‘s’ in 73% of words and with the letter ‘c’
in 17% of words.
2. Print each word from the Starter Word Less common spellings:
List or another word list on an index ‘ss’ (class) ‘sw’ (sword)
card, then shuffle the cards. ‘se’ (nurse) ‘ce’ (voice)
(Remember to use the Starter Word List ‘sc’ (scene) ‘ps’ (psych)
the first time you present this activity ‘st’ (listen) ‘z’ (waltz)
to a student.)
The / z / sound is spelled with the letter
3. Review the directions for the activity. ‘s’ in 64% of words and with the letter ‘z’
in 23% of words.
Directions for the Activity Less common spellings:
1. Explain that this activity involves ‘zz’ (puzzle) ‘cz’ (czar)
discovering different ways to spell the ‘ss’ (scissors) ‘x’ (xylophone)
‘ze’ (wheeze) ‘sth’ (asthma)
consonant / f, s, z, l / sounds.
‘se’ (noise)

The / l / sound is spelled with

the letter ‘l’ in 91% of words.
Less common spellings:
‘ll’ (allow)
1This word is pronounced with a
‘sl’ (island)
silent ‘t’ in most American dialects.

SPELL--Links to Reading & Writing 6–7

 2. Sort It Out (continued)

Group Adaptation 2. Divide the student’s writing paper into four columns. One by one, say the tar-
get consonant sounds aloud and draw a keyword picture for each sound at
The teacher divides the students
into teams and draws a keyword the top of a column. (If possible, use pictures of words containing a double
picture for each of the target consonant letter pattern.)
sounds on the board. The teacher 3. Tell the student to listen carefully as you read aloud a list of words to deter-
then reads aloud each word and
mine which of the four target consonant sounds she hears in each word.
asks students which target conso-
nant sound they hear in each 4. For each word card, read aloud the word and give the card, printed side
word. The teacher writes the down, to the student. Direct her to match each word with a picture, placing
words on the board underneath the cards in the appropriate columns on her writing paper. (When necessary,
the corresponding keyword pic- direct the student’s attention to the position of a target sound in a word.)
tures. When the teacher has fin-
ished going through all of the 5. Direct the student to flip over the cards. One by one, read aloud each word
word cards, representatives from and tell her to underline the letter or letters that spell the target sound in
each team take turns underlining each word. (Keep the word cards for each target sound in separate piles.)
the letter or letters that spell the
target sound in each word on the
6. Instruct the student to pick up each pile of word cards, read aloud the words, and
board. Team members consult one sort the cards into piles, one pile for each different spelling of the target sound.
another before a spokesperson 7. Repeat the activity until the student achieves performance criterion without
gives the team’s answers to each assistance.
question. The teams earn one
point for each question correctly 8. Ask the student to examine the marked and sorted word cards and to respond
answered. to the following questions, facilitating the correct answers if necessary.
? What letters can be used to spell the / f / sound?
This consonant sound can be spelled with the letters ‘ff, f, ph, gh, lf, ft’.
Cross-Curriculum Extension ? What letters can be used to spell the / s / sound?
The student searches content-area This consonant sound can be spelled with the letters ‘ss, s, c, se, ce,
reading material and tries to find sc, st, sw, ps, z’.
one base word for each spelling of
the / f, s, z, l / sounds, keeping a
? What letters can be used to spell the / z / sound?
list of each word found. When fin-
This consonant sound can be spelled with the letters ‘zz, z, s, ze,
ished, the student underlines the se, ss, cz, x, sth’.
letter or letters that spell the / f, s, ? What letters can be used to spell the / l / sound?
z, l / sound in each word.
This consonant sound can be spelled with the letters ‘ll, l, sl ’.
? What do the consonant / f, s, z, l / sounds have in common?
Each of these consonant sounds can be spelled with double conso-
nant letters.
9. Direct the student to write the allowable spellings for the consonant / f, s, z, l /
sounds in her Word Study Journal.
10. Ask the student to answer the following question. Facilitate the correct response
if necessary, pointing to strategy 6 on the mouse pad as it is identified.
? How does the No Fouls strategy help us to correctly spell words?
I must use an allowable spelling when spelling the / f, s, z, l /
sounds in words.
11. Direct the student to affix the #6 strategy sticker in her Word Study Journal.

6–8 SPELL--Links to Reading & Writing

 6
Letter Patterns & Spelling Rules
Section

Within-Word
Consonant Doubling
3. What’s the Pattern?
Learning Objective: Develop knowledge of letter patterns and
Lesson 44
spelling rules for the double consonant letters ‘ff, ss, zz, ll’.
‘ff, ss, zz, ll’
Performance Objectives: The student will identify the letters that rep-
resent the consonant / f, s, z, l / sounds, will sort words according to
the position of the double consonant letter pattern in each word, will
identify the phonetic context of the double consonant letter pattern in
each word, and will spell these consonant sounds in words with 100%
accuracy. The student will identify two rules and explain a related
strategy for spelling the / f, s, z, l / sounds.
Materials Needed
• Word list Starter Word List
• Index cards
‘ff, ss, zz, ll’ ‘ff, ss, zz, ll’
• Pencil and eraser
in middle of word at end of word
• Highlighter pen muffin puff
• Writing paper lesson kiss
• SPELL-Links 14 Strategies dizzy buzz
for Spelling Success follow will
mouse pad
• Student’s Word Study
Journal Teacher Preparation
DID YOU KNOW?
• Content-area reading 1. Gather the materials.
Double consonant letter patterns
material
2. Print each word from the Starter Word List almost never follow long vowel
or another word list on an index card, sounds (exceptions: braille, gross,
then shuffle the cards. (Remember to use bass drum).
the Starter Word List the first time you Double consonant letter patterns
present this activity to a student.) don’t occur at the beginning of
words with one exception: llama.
3. Review the directions for the activity.

Directions for the Activity

1. Remind the student that there are many ways to spell the consonant / f, s, z, l /
sounds. Explain that this activity involves investigating words to discover two
rules and a related spelling strategy to help spell these sounds correctly.
2. One by one, place the word cards face up in front of the student and read
aloud the words. For each word, instruct the student to underline the double
consonant letters that represent the / f, s, z, l / sound; to highlight the letter
or letters that represent the vowel sound preceding the / f, s, z, l / sound; and
to mark the preceding vowel sound as short or long. (If he has difficulty dis-
criminating between short vowel and long vowel sounds when the vowel
sound is followed by the / l / sound, you may assist him with marking the
preceding vowel sound.)
3. Instruct the student to divide his writing paper into three columns, labeling
them as follows: beginning, middle, end. Then tell him to shuffle the cards.

SPELL--Links to Reading & Writing 6–9

 3. What’s the Pattern? (continued)

Group Adaptation 4. Inform the student that he should focus on the position of the double
consonant letter pattern in each word. Then direct him to read aloud each
The teacher divides the students
into teams, each with its own set of word and to copy the words from the cards into the appropriate columns on
word cards. For each word, stu- his writing paper. For each word, instruct the student to underline the double
dents take turns underlining the consonant letters ‘ff, ss, zz, ll’; to highlight the letter or letters that represent
double consonant letters; high- the vowel sound preceding the / f, s, z, l / sound; and to mark the preceding
lighting the letter or letters that vowel sound as short or long.
represent the vowel sound preced-
ing the double consonant letters;
5. Instruct the student to search content-area reading material for several more
and marking the preceding vowel words that contain the double consonant letters ‘ff, ss, zz, ll’, writing each
sound as short or long. The teacher word he finds in the appropriate column on his writing paper. For each word,
then writes “beginning”, “middle”, tell him to underline the double consonant letters ‘ff, ss, zz, ll’; to highlight the
“end” on the board and students letter or letters that represent the vowel sound preceding the / f, s, z, l /
take turns copying the words from sound; and to mark the preceding vowel sound as short or long. Challenge the
the word cards underneath the student to think of a word that contains the double consonant letters ‘ff, ss,
appropriate headings on the zz, ll’ at the beginning of a word or after a long vowel sound.
board. Teams are challenged to
find words containing the double 6. Ask the student to examine the marked word lists and to answer the following
consonant letters ‘ff, ss, zz, ll’ in questions, facilitating the correct responses if necessary.
content-area reading material;
teams earn one point for each new
? Do the double consonant letters ‘ff, ss, zz, ll’ occur at the beginning
of words?
word correctly added to the lists on
No, these double consonant letters don’t occur at the beginning of
the board. A spokesperson from
each team gives the team’s answer words, with one exception: llama.
to each question; teams earn one ? Does a double consonant letter pattern follow a long vowel sound?
point for each question correctly No, double consonant letter patterns almost never follow long
answered and for each nonsense
vowel sounds.
word correctly spelled.
7. Direct the student to highlight these spelling rules in his Word Study Journal.
8. Prepare a list of three nonsense words containing the / f, s, z, l / sounds at
Cross-Curriculum Extension the beginning or following a long vowel sound (e.g., _eem, ma_il, pi_e).

The teacher and the student 9. One word at a time, dictate a nonsense word and instruct the student to
search content-area reading mate- write this word in the appropriate column on his writing paper. Encourage
rial for words containing the dou- him to use a “think-aloud” strategy as he writes each word (e.g., pise –
ble consonant letters ‘ff, ss, zz, ll’, I hear the / s / sound at the end of the word following a long vowel sound.
keeping a list of each word found. The / s / sound is almost never spelled with double consonant letters when it
They may choose to race against follows a long vowel sound.).
the clock or each other to see who
can be the first to find six words. 10. Repeat steps 2–9 until the student achieves performance criterion.*
When finished, the student under- 11. Ask the student to answer the following question. Facilitate the correct response
lines the double consonant letters
if necessary, pointing to strategy 7 on the mouse pad as it is identified.
‘ff, ss, zz, ll’ in each word and con-
firms the strategies discovered in ? How does the Play by the Rules strategy help us to correctly spell the
this activity. / f, s, z, l / sounds?
If I’m not sure how to spell the / f, s, z, l / sounds, I can use
spelling rules to help me correctly spell these consonant sounds.
12. Direct the student to affix the #7 strategy sticker in his Word Study Journal.
*without assistance

6–10 SPELL--Links to Reading & Writing

 6
Letter Patterns & Spelling Rules
Section

Within-Word
Consonant Doubling
4. Playing by the Rules
Learning Objective: Develop knowledge of letter patterns and
Lesson 44
spelling rules for the double consonant letters ff, ss, zz, ll’.
‘ff, ss, zz, ll’
Performance Objective: The student will identify the letter or
letters that represent the consonant / f, s, z, l / sounds, will sort
words according to position and phonetic context of the / f, s, z, l /
sounds in each word, and will spell the / f, s, z, l / sounds in
words with 100% accuracy. The student will identify one rule and
explain a related strategy for spelling the / f, s, z, l / sounds.

Materials Needed
• Word list Starter Word List
• Index cards
/f/ /s/ /z/ /l/ Foil Words
• Pencil and eraser
puff mess buzz fill knife
• Highlighter pen sniff dress fuzz shell rose
• Writing paper chaff pass fizz tell
• SPELL-Links 14 Strategies huff kiss jazz doll
for Spelling Success if gas wiz pal
mouse pad
• Student’s Word Study
Teacher Preparation
Journal
1. Gather the materials. DID YOU KNOW?
At the end of a one-syllable word,
2. Print each word from the Starter Word List
the / f, s, z, l / sounds are usually
or another word list on an index card, spelled with their corresponding
then shuffle the cards. (Remember to use double letters after a short vowel
the Starter Word List the first time you sound.
present this activity to a student.)
3. Review the directions for the activity.

Directions for the Activity

1. Remind the student that there are several ways to spell the consonant / f, s, z, l /
sounds. Then explain that this activity involves investigating words to discover
one spelling rule and a related strategy to help spell the / f, s, z, l / consonant
sounds correctly.
2. One by one, read aloud the words from the word cards and instruct the stu-
dent to indicate if he hears a short or a long vowel sound before the last con-
sonant sound in each word. (Do not show him the printed words during this
step of the activity.) Once the student has correctly identified the words that
do not contain a short vowel sound (i.e., the foil words), set aside these foil
word cards. (If he has difficulty discriminating between short vowel and long
vowel sounds when the vowel sound is followed by the / l / sound, you may
assist him with identifying the preceding vowel sound.)
3. One by one, place each of the remaining word cards face up in front of the stu-
dent and read aloud each word. Direct him to underline the letter or letters that
spell the / f, s, z, l / sound at the end of each word, to count the number of syl-
lables in the word, and to write the number next to the word.

SPELL--Links to Reading & Writing 6–11

 4. Playing by the Rules (continued)

Group Adaptation 4. Tell the student to pick up the word cards. Instruct him to read aloud the
words and to sort the cards into two piles: one pile for words in which the
Students take turns indicating
whether they hear a short or long / f, s, z, l / sound at the end of the word is spelled with double consonant
vowel sound in words read aloud letters and one pile for words in which the / f, s, z, l / sound at the end of the
by the teacher. The teacher then word is spelled with a single consonant letter.
writes non-foil words on the board
5. Challenge the student to think of three or four words that contain the / f, s, z, l /
and students take turns underlin-
sounds following a short vowel sound at the end of a one-syllable word.
ing letters and counting the num-
When he gives a response, write the word on his writing paper. Tell the student
ber of syllables. Students are chal-
lenged think of one-syllable words to underline the letter or letters that spell the / f, s, z, l / sound at the end of
containing the / f, s, z, l / sound at each word.
the end of a word after a short 6. Ask the student to examine the marked and sorted words and to respond to
vowel sound and to spell nonsense
the following question, facilitating the correct answer if necessary.
words dictated by the teacher.
Students earn one point for each ? How do you spell the / f, s, z, l / sound when it is the last sound in a
word correctly spelled and for each one-syllable word after a short vowel sound?
question correctly answered. At the end of a one-syllable word after a short vowel sound, the
/ f, s, z, l /sounds are usually spelled with the double consonant
letters ‘ff, ss, zz, ll’.
Cross-Curriculum Extension 7. Direct the student to highlight this spelling rule in his Word Study Journal.
The teacher and the student 8. Next, prepare a list of three one-syllable nonsense words with the / f, s, z, l /
search content-area reading mate- sounds at the end of each word following a short vowel sound (e.g., niff, jass,
rial for one-syllable words contain- wuzz, zell).
ing a short vowel sound followed
by the / f, s, z, l / sound, keeping a 9. One word at a time, dictate a nonsense word and instruct the student to write
list of each word found. They may this word on his writing paper. Encourage him to use a “think-aloud” strategy
choose to race against the clock or as he writes each word (e.g., niff – I hear the / f / sound after a short vowel
each other. When finished, the stu- sound at the end of a one-syllable word. At the end of a one-syllable word, this
dent underlines the letters that consonant sound is usually spelled with double consonant letters when it fol-
spell the / f, s, z, l / sound in each lows a short vowel sound.).
word and confirms the rule discov-
ered in this activity. 10. Repeat the entire activity until the student achieves performance criterion
without assistance.
11. Ask the student to answer the following question. Facilitate the correct response
if necessary, pointing to strategy 7 on the mouse pad as it is identified.
? How does the Play by the Rules strategy help us to correctly spell the
/ f, s, z, l / sounds?
At the end of a one-syllable word after a short vowel sound,
the / f, s, z, l /sounds are usually spelled with the double con-
sonant letters ‘ff, ss, zz, ll’. If I’m not sure how to spell the conso-
nant / f, s, z, l / sound in a word, I can use this spelling rule to
help me correctly spell the sounds.
12. Direct the student to affix the #7 strategy sticker in his Word Study Journal.

6–12 SPELL--Links to Reading & Writing

 6
Mental Images of Words
Section

Within-Word
Consonant Doubling
5. Take Time to Inspect the Rime
Learning Objective: Develop clear and complete mental images
Lesson 44
of words containing the double consonant letters ‘ff, ss, zz, ll’.
‘ff, ss, zz, ll’
Performance Objective: The student will sort words according to
word ending and will correctly spell the consonant / f, s, z, l / sounds
in the words with 100% accuracy. The student will explain one strate-
gy for spelling the double consonant letters ‘ff, ss, zz, ll’.

Starter Word List

-ell -all -ill -ull -oss
Materials Needed bell ball pill pull loss
• Word list tell call will full toss
• Index cards yell fall fill bull moss
• Pencil and eraser
• Writing paper Teacher Preparation DID YOU KNOW?
• SPELL-Links 14 Strategies 1. Gather the materials. The student must rely upon clear and
for Spelling Success
complete mental images to correctly
mouse pad 2. Print each word from the Starter Word List
spell words that contain double con-
• Student’s Word Study or another word list on an index card, then
sonant letters in the phonograms list-
Journal shuffle the cards. (Remember to use the ed below.
• Content-area reading Starter Word List the first time you pres- -ull (pull, full, cull)
material ent this activity to a student.) -ell (bell, tell, yell)
-all (ball, call, fall)
3. Review the directions for the activity.
-ill (pill, will, fill
-oll (doll, loll)
Directions for the Activity -oss (loss, toss, moss)
1. Remind the student that the / f, s, z, l /
sounds are usually spelled with their
corresponding double letters at the end of a one-syllable word
following a short vowel sound. Explain that in some words the double consonant
letters may follow a different vowel sound. Then explain that in words ending with
the / l / sound, the short vowel sound may be distorted, or hard to hear.
2. Advise the student that he must learn to use a strategy that will help to correctly
spell these words. Then explain that the first part of this activity involves looking
closely at the spellings of words and grouping words according to word endings.
3. As you give each word card to the student, read aloud the word and use it in
a sentence that clearly communicates the meaning of the word (e.g. ball –
Baseball is played with a bat and a ball.). Tell him to underline the vowel letter
and all the letters that follow the vowel letter in each word (e.g., bell, will, loss).
4. Instruct the student to examine the set of marked word cards and to sort the
words into piles according to common word ending (i.e., phonogram), one pile
for each different word ending.
5. Direct the student to divide his writing paper into columns. Tell him to write
one different word ending at the top of each column. (The student may refer
to this list of word endings during the remaining part of the activity.) Then
take back the word cards and shuffle them.

SPELL--Links to Reading & Writing 6–13

 5. Take Time to Inspect the Rime (continued)

Group Adaptation 6. Select a card and read aloud the word. Then use the word in a sentence that
The teacher divides the students clearly communicates the meaning of the word and place the card, printed
into teams, each with its own set of side down, in front of the student.
word cards. Students take turns 7. Instruct the student to spell the word, writing it in the appropriate column on
underlining the word ending in each
his paper. Once he has finished writing the word, direct him to flip over the
word. The teacher sets a time limit
word card to verify the correct spelling.
for the teams to complete the sort-
ing task. When completed, the 8. Repeat steps 6–7 for each of the remaining word cards.
teacher collects the cards and shuf-
fles them and then writes each of 9. Challenge the student to think of several familiar rhyming words (real words)
the different word endings on the and to add these words to the list, using the spellings of the listed words to
board. The teacher reads aloud correctly spell the new words.
each word and uses it in a sentence
10. Repeat the entire activity until the student achieves performance criterion
and the students write each word
without assistance.
on their papers. The teacher then
writes each word on the board and 11. Prepare a list of nonsense words, one word for each word ending (e.g., vall, yill,
the students check their spellings, goss). Dictate a nonsense word and instruct the student to write this word next
correcting mistakes when neces- to a rhyming word (e.g., ball – vall) in the appropriate column on his writing
sary. Each team earns one point for paper. Repeat with each word from your list.
each word correctly spelled by all
members of the team. 12. Ask the student to answer the following question. Facilitate the correct response
if necessary, pointing to strategy 8 on the mouse pad as it is identified.
? How does the Use Rhyme This Time strategy help us to correctly spell words?
Cross-Curriculum Extension
If I don't know how to spell a word, I can think of a rhyming
word. I can use the spelling of the rhyming word to help me
The student searches content-area
spell the word I don't know how to spell.
reading material to find one word
for each word ending studied in 13. Direct the student to affix the #8 strategy sticker in his Word Study Journal
this activity. Alternatively, the stu- and to write each word in the Word Gallery, grouping words with the same
dent may think of one word for phonogram and underlining the letters that spell the rime in each word.
each word ending. The student
adds each word to the appropriate
column on his writing paper. Next,
the student uses each word in a
spoken sentence. Then the student
writes each word in the Word
Gallery of his Word Study Journal.

6–14 SPELL--Links to Reading & Writing

Section
6
Within-Word
Consonant Doubling
Word Study Journal Page
Sounds: / f / muffin, / s / kiss, / z / buzz, / l / pillow
Lesson 44
‘ff, ss, zz, ll’ There are many ways to spell each of these consonant sounds.
/f/
ff f ph gh lf ft

/s/
ss s c se ce sc st sw ps z

/z/
zz z s ze se ss cz x sth

/l/
ll l sl

Strategies and Rules Covered in This Lesson

Sound It Out! Use Rhyme This Time!

Check the Order! Spell What You Mean and

Mean What You Spell!
Catch the Beat!
Be Smart About Word Parts!
Listen Up!
Build on the Base!
A Little Stress Will Help
This Mess! Invite the Relatives!

No Fouls Fix the Funny Stuff!

(See allowable spellings above)
Look It Up!
Play by the Rules!
These double consonant letters don’t occur at the beginning of words, with
one exception: llama.
Double consonant letter patterns almost never follow long vowel sounds.
At the end of a one-syllable word after a short vowel sound, the / f, s, z, l /
sounds are usually spelled with the double consonant letters ‘ff, ss, zz, ll’.

My Word Gallery

off lesson pillow follow

SPELL--Links to Reading & Writing 6–17

 SE
CO
ND
ED
ITI
ON

TM

A Word Study Curriculum

Volume
3
‘l, r’ Clusters
Lessons 50–55

‘m, n, ng’ Clusters

Lessons 56–58

Silent Consonants
Lesson 59

Syllabic-r, Syllabic-l
Vowel Sounds
Lessons 60–61

Unstressed Vowels
Lesson 62

Inflected Words
Lessons 63–64

Derived Words
Lessons 65–68

Other Spelling Patterns

Lessons 69–73

Writing Activities

Reading Activities
Worksheets & Appendices

Jan Wasowicz, PhD • Kenn Apel, PhD • Julie J. Masterson, PhD • Anne Whitney, EdD
Section
14 Derived Words
Section 14 teaches spelling of words containing prefixes and
suffixes that change the meaning and sometimes the class of words
(e.g., untie, teacher, motion).

Important to Know
Segmenting Sounds
Lesson Crossovers
Derivational prefixes and suffixes (i.e., affixes) consist of one or more syllables;
Suffixes that provide infor-
mation about time or quantity most one-syllable affixes are unstressed syllables and all multisyllabic affixes
without changing the mean- contain at least one unstressed syllable. The omission of one or more syllables
ing or class of words (e.g., of derivational prefixes and suffixes is not common, but omissions may occur
walked, cats) are covered in because the student does not attend to low saliency unstressed syllables.
Section 13.
More commonly, a student may misspell a derivational prefix or suffix because
she is unable to segment adjacent sounds within the affix or because she is not
attending to the sequence of phonemes within the affix and, consequently,
reverses the order of the letters.
To successfully spell derived words, a student needs adequate segmentation
skills to divide a word into its component sounds and syllables; must habitually
map each sound to the corresponding letter(s) as she sounds out a word; and

un-
must understand that every syllable contains one vowel sound represented by
one or more vowel letters.

Discriminating Sounds
The misspelling of derivational prefixes and suffixes commonly occurs due to a
reliance on a spell-by-sound strategy. With this strategy, the student attempts to
use knowledge of letter-sound relationships to spell unstressed vowel sounds in
the derivational affixes. This strategy results in misspellings because vowel
sounds usually lose their true identity and take on the schwa vowel – / ə / –
sound in an unstressed syllable.
The student must be able to distinguish between stressed and unstressed sylla-
bles and understand that most prefixes and suffixes contain unstressed vowel

-er
sounds; this knowledge will help her to understand that it is not possible to rely
solely on a spell-by-sound strategy to spell affixes and that she will need to use
other strategies to spell derived words.

Letter-Meaning Relationships
A base word is a free morpheme (it can stand alone as a word). A word root is a
bound morpheme, or group of letters that has meaning but cannot stand alone
as a word (e.g., spect, cred, ject). Affixes are bound morphemes that attach to
base words and word roots.
To successfully spell multi-morphemic words, the student must develop and learn
to use knowledge of letter-meaning relationships. Letter-meaning relationships
remain constant even when pronounciation of a morpheme changes (e.g., visible,
vision, vista). The student also can use knowledge of letter-meaning relationships
to identify the meanings of words.
SPELL--Links to Reading & Writing 14–1
 Section
14 Derived Words
Section 14 teaches spelling of words containing prefixes and
suffixes that change the meaning and sometimes the class of words
(e.g., untie, teacher, motion).

Derivational affixes change the meaning and sometimes the class of words to
which they are attached. For example, the prefix un– indicates “not” and changes
the meaning of a word (happy ➝ unhappy); the suffix –er can indicate a person
who does something and changes the meaning and class of a word (teach – verb
➝ teacher – noun). Derivational affixes can also attach to word roots to form a
word. For example, the prefix in– indicates “in, into” can attach to the word root
“spect” and form the word “inspect”.
The student cannot rely solely on letter-sound relationships to spell prefixes and
suffixes because most affixes contain unstressed vowel sounds. Correct spelling
of the prefix or suffix in a derived word requires knowledge of letter-meaning
relationships (e.g., ‘ous’ is an adjective suffix that indicates “full of, characterized
by, being, or having”). The student must think about the meaning of a word to
correctly spell a prefix or suffix. For example, the suffix –ist indicates “a person
who practices or specializes in a skill” (e.g., journalist) and –est indicates “the
superlative degree” (e.g., fastest).
When teaching letter-meaning relationships for affixes, it is helpful to teach
affixes that have the same meaning or affixes that have contrasting meanings at
the same time. For example, learning can be facilitated by teaching the suffixes
that mean “a person or thing that does or is associated with something” (–er, –ar,
and –or) and by teaching the prefixes that mean “before” (pre–) and “after”
(post–) at the same time.
When teaching letter-meaning relationships for word roots, it is helpful to begin
with the most common word roots and later introduce less common word roots.
However, learning can be facilitated by teaching a specific word root or set of
word roots at the same time these word roots are introduced in content-area
vocabulary. For example, teach the word root “cycl”, if it has not already been

spect
taught, if the student is learning about cyclones in science or about recycling in
social studies.

Rules for Modifying Words

Correct spelling of derived words requires knowledge and application of rules for
modifying base words when adding prefixes and suffixes to indicate a change in
the meaning and sometimes the class of a word. There are several rules that
govern the modification of base words when adding suffixes. The spelling of a
base word is never modified when adding a prefix.

14–2 SPELL--Links to Reading & Writing

Section
14 Derived Words
Section 14 teaches spelling of words containing prefixes and
suffixes that change the meaning and sometimes the class of words
(e.g., untie, teacher, motion).

Semantic Relationships & Base Word or Word Root Spelling

Correct spelling of the base or root part of a derived word is facilitated when the
student understands the semantic relationship between a base word or word
root and the corresponding derived word. The student also needs to understand
that all or part of a base word is used and all of a word root is used to spell the
derived word. The student then must use his knowledge of the base word or
word root spelling to correctly spell the base or root part of a derived word.
Some students will automatically discover this strategy as they study letter-
meaning relationships and rules for modifying base words. Many students, how-
ever, will require explicit instruction and practice to learn and use this strategy.
Transparency, or the degree to which a base word or word root remains intact
when a prefix or suffix is added, affects the ease or difficulty of spelling a derived
word. Transparent words are words in which all of the letters and sounds of a
base word or word root remain the same when an affix is added (e.g., step –
misstep; spect – inspect). Semi-transparent words are words in which either one
or more sounds or one or more letters of a base word or word root change when
an affix is added (e.g., advantage – advantageous; inspect – inspection; grime –
grimy). Opaque words are words in which one or more sounds and one or more
letters of a base word or word root change when an affix is added (e.g., mischief

pro-
– mischievous; claim – exclamation).

Mental Images of Words

The student must rely upon clear and complete mental images of words to
correctly spell suffixes that have the same pronunciation and the same meaning
(teacher, actor, beggar); to correctly spell words containing suffixes for which
there is more than one possible modification to the base word (e.g., attention,
extension); and to correctly spell words containing suffixes that do not follow
expected spelling rules. On very rare occasions, the student will need to rely upon
mental images of words to correctly spell a word root (e.g., claim – exclamation).

SPELL--Links to Reading & Writing 14–3

 Section
14 Contents

Derived Words
Lesson Component Page
Lesson 65 1. Break It Down 14–6 PA
Segmenting Sounds
Prefix + Word 2. A Little Stress Will Help This Mess 14–9 PA

mis-
Discriminating Sounds
3. It’s Like This 14–12 SEM MK

il-
Vocabulary; Semantic Relationships;
Letter-Meaning Relationships

co-
4. Smart About Word Parts 14–15 SEM MK
Vocabulary; Semantic Relationships;
Letter-Meaning Relationships
5. What’s the Rule? 14–17 SEM MK
Vocabulary; Semantic Relationships;
Rules for Modifying Words
6. Got a Sturdy Base? 14–19 MK
Semantic Relationships & Base Word Spelling
Annotated Journal Page 14–21
Writing Activities 16–1
Reading Activities 17–1

Lesson 66 1. Break It Down 14–22 PA

Segmenting Sounds

-ous
Word + Suffix 2. A Little Stress Will Help This Mess 14–25 PA
Discriminating Sounds
3. It’s Like This 14–28 SEM MK

-ion
Vocabulary; Semantic Relationships;
Letter-Meaning Relationships
4. Smart About Word Parts 14–31

-able
SEM MK
Vocabulary; Semantic Relationships;
Letter-Meaning Relationships
5. What’s the Rule? 14–33 SEM MK
Vocabulary; Semantic Relationships;
Rules for Modifying Words
6. Use It or Lose It 14–36 MK
Semantic Relationships & Base Word Spelling
7. Missing Letters: Make Them Stick! 14–39 MOI
Mental Images of Words
8. In Focus 14–42 MOI
Mental Images of Words
Annotated Journal Page 14–44
Writing Activities 16–1
Reading Activities 17–1

14–4 SPELL--Links to Reading & Writing

Section
14 Contents

Derived Words
Lesson Component Page
Lesson 67 1. Letter Lineup 14–46 MK
Letter-Meaning Relationships; Semantic
Word Roots Relationships & Word Root Spelling

spect
2. Getting to the Root of It 14–49 MK
Letter-Meaning Relationships; Semantic
Relationships & Word Root Spelling

ject
cred
3. Super Smart About the Parts
Vocabulary; Letter-Meaning Relationships
4. Mix & Match: Make It Your Own
14–51

14–53
SEM

SEM
MK

MK
Vocabulary; Letter-Meaning Relationships
Annotated Journal Page 14–55
Writing Activities 16–1
Reading Activities 17–1

Lesson 68 1. It’s Like That – I 14–56 MK

Word Relatives Semantic Relationships & Base Word Spelling

2. Invite the Relatives: What’s Their Story? – I 14–59

Word
MK
Semantic Relationships & Base Word Spelling
3. It’s Like That – II 14–62 MK
Semantic Relationships & Word Root Spelling

Relatives
4. Invite the Relatives: What’s Their Story? – II 14–65 MK
Semantic Relationships & Word Root Spelling
5. Relatives & More 14–68 PA OK SEM

Segmenting and Discriminating Sounds; MK MOI

Letter-Sound and Letter-Meaning Relationships;
Rules; Semantic Relationships & Word Root Spelling;
Mental Images of Words
Annotated Journal Page 14–75
Writing Activities 16–1
Reading Activities 17–1

SPELL--Links to Reading & Writing 14–5

 14
Vocabulary; Semantic Relationships;
Letter-Meaning Relationships
Section

Derived Words 3. It’s Like This

Learning Objective: Develop vocabulary and semantic relation-
Lesson 66
ship knowledge and understanding of letter-meaning relation-

-ous
Word + Suffix ships for suffixes.
Performance Objectives: The student will identify the letter

-ion
or letters that are added to the end of words to change the
meaning and often the class of the words with 100% accuracy.

-able The student will describe the letter-meaning relationships for the
target suffixes and explain a related strategy for spelling words
containing suffixes.
Materials Needed
• Word list Starter Word List DID YOU KNOW?
• Index cards Derivational suffixes are added to
Target suffixes –ful, –ous, –y
• Pencil and eraser the end of words to change the
• Highlighter pen Set A Set B meaning of words (e.g., tall ➝ tall-
play playful er) and often the class of words
• SPELL-Links 14 Strategies
for Spelling Success care careful (e.g., play ➝ playful; depend ➝
mouse pad help helpful dependence).
rain rainy
• Student’s Word Study To correctly spell suffixes, the stu-
Journal dirt dirty
dent must pay attention to the indi-
cheer cheery
vidual phonemes that comprise a
color colorful
suffix and think about the meaning
danger dangerous
of a word.
humor humorous
mountain mountainous Correct spelling of the suffix in a
derived word requires knowledge
of letter-meaning relationships.
Teacher Preparation
1. Gather the materials.
2. Print each word from the Starter Word List or another word list on an index
card, keeping the cards from each list separate. (Remember to use the Starter
Word List the first time you present this activity to a student; refer to
Appendix M to select other target suffixes and corresponding word lists. If
you are using a word list of your own creation, exclude words that involve a
modification to the spelling of the base word when adding a suffix if possi-
ble.) When you have finished, shuffle each set of cards.
3. Review the directions for the activity.

Directions for the Activity

1. Remind the student that a suffix consists of one or more letters added to
the end of a word and that suffixes contain one or more unstressed vowel
sounds. Inform him that he cannot rely on a spell-by-sound strategy to cor-
rectly spell unstressed vowel sounds in suffixes.
2. Tell the student that this activity involves discovering the meaning of one or
more suffixes, the way in which these suffixes change the meaning and often
the class of the words to which they are attached, and one strategy for
correctly spelling suffixes.

14–28 SPELL--Links to Reading & Writing

3. It’s Like This (continued)

3. One by one, read aloud the words from Set B and use them in sentences that
clearly communicate the meaning of the words (e.g., mountainous—The land
in the western part of Colorado is very mountainous.). Ask the student to think
about the meaning of each sentence and to tell you the meaning of each target
word. Facilitate responses, as needed (e.g., The land in the western part of
Colorado has many mountains; “mountainous” means full of mountains.).
4. Shuffle the word cards from Set B with the word cards from Set A.
5. Lay out all of the word cards, printed side up, in front of the student. As you
place each word card on the table, read aloud the word.
6. Instruct the student to pick up two cards that match based on meaning
(e.g., mountain – mountainous), to read aloud the words, and to use both in
the same spoken sentence (e.g., We set up our camp at the bottom of one
mountain in a very mountainous area.).
7. Direct the student to position one card below the other, to examine the spell-
ing of each word, to highlight the extra letter or letters that appear in one of
the words, and to underline the word that precedes the extra letters.
8. Use the marked (i.e., derived) word in a sentence and ask the student to
identify the class of the word (i.e., noun, verb, adjective, or adverb) by writing
‘N’, ‘V’, ‘Adj.’, or ‘Adv.’ above the word.
9. Use the unmarked word in a sentence. Ask the student to identify the word
class by writing ‘N’, ‘V’, ‘Adj.’, or ‘Adv.’ above the word. Then ask him to
explain how the addition of the suffix changed the class of the base word, the
meaning of the base word, or both (e.g., A mountain is a thing and mountain-
ous describes a characteristic of a place. Adding the suffix -ous changed the
noun “mountain” into the adjective “mountainous”.).
10. Repeat steps 6–9 for each of the remaining word card matches.
11. Shuffle the remaining word cards and give them to the student. Ask him to read
aloud the words and to sort the cards into piles, one pile for each different suffix.
12. Repeat steps 3–11 until the student achieves performance criterion without
assistance.
13. Ask the student to examine the marked and sorted word cards and to respond
to the following questions, facilitating the correct answers if necessary.
? What is a suffix?
A suffix consists of one or more letters added to the end of a
word; suffixes are letters that have meaning and change the mean-
ing and often the class of a base word.
? What suffixes did you discover in this activity?
I discovered the suffixes -ful, -ous, -y.

SPELL--Links to Reading & Writing 14–29

 3. It’s Like This (continued)

Group Adaptation ? What is the type and meaning of this group of suffixes?
Together, all students complete The suffixes -ful, -ous, -y are adjective suffixes that mean “full of,
step 3. The students then take turns characterized by, being, or having ”.
matching word cards, using the
words in sentences, marking the 14. Direct the student to write the suffixes studied in this activity in his Word
words on the cards, and sorting the Study Journal.
word cards. The teacher monitors
15. Ask the student to answer the following question. Facilitate the correct response if
and facilitates the students’
necessary, pointing to strategy 10 on the mouse pad as it is identified.
responses. Students earn one point
for each word pair correctly marked ? How does the Be Smart About Word Parts strategy help us to correctly
and sorted and one point for each spell words?
question correctly answered. To correctly spell a word with a suffix, I need to think about the
meaning of each word part. The meaning of the suffix will determine
its spelling.
Cross-Curriculum Extension 16. Direct the student to affix the #10 strategy sticker in his Word Study Journal.
The student searches content-area
reading material for sentences
containing words spelled with the
target suffixes. The student writes
down each sentence and under-
lines the target suffixes. The stu-
dent then rewrites each sentence,
replacing each word containing a
suffix with the word or words that

10
represent the meaning of the suffix
plus the word to which the suffix is
attached. The student then under-
lines the word or words that repre-
sent the meaning of the suffix. For
example, the student rewrites
“The lake is dangerous,” as “The
lake is full of danger.”

14–30 SPELL--Links to Reading & Writing

 Section
14
Derived Words Word Study Journal Page
Suffixes: -ful, -ous, -y
Lesson 66

-ous
Word + Suffix These adjective suffixes are added to the end of a word to mean “full of,
characterized by, being, or having”.

-ion
-ful -ous -y

-able Strategies and Rules Covered in This Lesson

Sound It Out! Use Rhyme This Time!

Check the Order! Spell What You Mean and

Mean What You Spell!

Catch the Beat!

Be Smart About Word Parts!

Listen Up!
Build on the Base!

A Little Stress Will Help

This Mess! Invite the Relatives!

No Fouls! Fix the Funny Stuff!

(see allowable spellings above)

Look It Up!
Play by the Rules!

1-1-1 Doubling (Rule 1): If a one-syllable base word contains a single vowel
letter followed by a single consonant letter, double the final consonant let-
ter before adding a suffix that begins with a vowel letter.
2-1-1 Doubling (Rule 2): If a two-syllable base word ends with a stressed syl-
lable containing a single vowel letter followed by a single consonant letter,
double the final consonant letter before adding a suffix that begins with a
vowel letter if the stressed syllable remains stressed in the related word.
Drop the Final ‘e’ (Rule 3): If a base word ends with the letter ‘e’, drop the
final ‘e’ before adding a suffix that begins with a vowel letter unless the ‘e’
is needed to soften the pronunciation of the consonant sound at the end
of the base part of the word.

14–44 SPELL--Links to Reading & Writing

Word Study Journal Page (continued)

Change ‘y’ to ‘i ’ for Consonant + ‘y’ (Rule 4): If a base word ends with the
letter ‘y’ following a consonant letter, change ‘y’ to ‘i ’ when adding a suffix
(except -ing).
Change ‘c’ to ‘ck ’ for ‘e, i, y ’ (Rule 5): If a base word ends with a / k /
sound spelled with the letter ‘c’, change ‘c’ to ‘ck ’ before adding a suffix
that begins with ‘e, i, y’.
No Change (Rule 6): If no other rule applies, simply add the suffix to the
end of the base word.

Suffix-Specific Patterns & Rules

Suffix-Specific Rule: If a base word ends with the letter ‘f’, change ‘f’ to ‘v’
before adding -ous.
Suffix-Specific Pattern: When a base word ends with the letter ‘y’ following
a consonant letter, the ‘y’ frequently changes to ‘e’ instead of ‘i ’ when
adding -ous.

My Word Gallery

mysterious furious piteous beauteous

disastrous gaseous wondrous rebellious

SPELL--Links to Reading & Writing 14–45

 14
Vocabulary; Letter-Meaning Relationships
Section

Derived Words 3. Super Smart About the Parts

Learning Objective: Develop vocabulary knowledge and knowl-
Lesson 67
edge of letter-meaning relationships for word roots.
Word Roots

spect
Performance Objectives: The student will identify the letters that
form a word root with 100% accuracy. The student will describe
the letter-meaning relationships for the target word roots, define

ject
cred
words, and explain a related strategy for spelling words contain-
ing word roots and affixes.

Starter Word List DID YOU KNOW?

Materials Needed A word root is a bound morpheme, or
Target roots: dict, spect, aud
• Word list group of letters that has meaning but can-
auditory
• Index cards not stand alone as a word (e.g., spect,
auditorium
• Pencil and eraser cred, ject).
audibly
• Highlighter pen dictator The student must understand the letter-
• Writing paper dictionary meaning relationships of word roots, must
• SPELL-Links 14 Strategies verdict think about the meanings of words, and
for Spelling Success respect must use knowledge of word root spelling
mouse pad spectacular to correctly spell the root part of a derived
• Student’s Word Study aspect word.1 The student also can use knowl-
Journal edge of letter-meaning relationships to
• Dictionary Teacher Preparation identify the meanings of words.
1. Gather the materials.
2. Print each word from the Starter Word List or another word list on the top half
of an index card and draw six rectangular boxes—two short, one long, three
short—on the bottom half, then shuffle the cards.
Example:
dictator

(Remember to use the Starter Word List the first time you present this activity
to a student; refer to Appendix N to select other target word roots and corre-
sponding word lists, adjusting the numbers of boxes drawn for prefixes and
suffixes as needed.)
3. Review the directions for the activity.

Directions for the Activity

1. Write the target word roots at the top of the student’s writing paper. Point to
the word roots as you remind him that a word root is a group of letters that has
meaning and combines with a prefix, suffix, or both to form a word. Inform
the student that this activity involves taking apart words and identifying the
meaning of each word part.
2. Place a word card in front of the student and direct him to highlight the word root.
Tell him to copy the word root letters into the large middle box and to copy the
1 The student will rarely need to letter(s) of the prefixes, suffixes, or both into the adjacent boxes. Discuss the
rely upon mental images of words meaning of the word root and challenge the student to define the meaning of the
to correctly spell word roots. word root using one word. Once he correctly defines the word root, tell him to
write the definition above the middle box (see Figure 67-1).

SPELL--Links to Reading & Writing 14–51

 3. Super Smart About the Parts (continued)

Group Adaptation 3. Discuss the possible meanings of the prefix(es), suffix(es), or both. Tell
the student to write the meaning of each above the corresponding boxes
The teacher writes the words on
the board and students take turns (see Figure 67-2).
marking the words and drawing 4. Ask the student to examine the definitions of each word part and to define the
boxes around the word root and target word using the definition words (e.g., A dictator is a person who per-
the prefix(es), suffix(es), or both.
forms the action of saying what to do.). Then ask him to restate the definition
Teams then compete to be the first
in a less structured way (e.g., A dictator is a person who commands how a
to correctly define each word part
country should operate.). Use a dictionary when needed and discuss how the
and to correctly define the target
word. Team members consult one meaning of each word part relates to the definition.
another before a spokesperson 5. Repeat steps 2–4 for each of the remaining word cards.
gives the team’s responses. The
teams earn one point for each 6. Repeat the entire activity until the student achieves performance criterion
word part and word correctly without assistance.
defined.
7. Ask the student to answer the following questions, facilitating the correct
responses if necessary.
? What are the meanings of the word roots dict, spect, and aud?
Cross-Curriculum Extension The root dict means “speak .”
The teacher searches the Internet for The root spect means “see, look.”
an article related to a topic the stu-
dent is currently studying and prints The root aud means “hear.”
a copy of the text. The student
searches the article to find all the
8. Ask the student to answer the following question. Facilitate the correct response
words containing the target word if necessary, pointing to strategy 10 on the mouse pad as it is identified.
root. The student then identifies the ? How does the Be Smart About Word Parts strategy help us to correctly
meaning of each word part and spell and determine the meaning of words with word roots?
writes a definition for the words. A word’s meaning determines the spelling of its word parts and
the word parts help me identify the meaning of a word.
9. Direct the student to affix the #10 strategy sticker in his Word Study Journal.
Figure 67-1 Figure 67-2
ion son
say say act per
dict ate or dict ate or

10
14–52 SPELL--Links to Reading & Writing
Section
14
Derived Words Word Study Journal Page
Roots: dict, spect, aud
Lesson 67
Word Roots dict This word root means “speak .”

spect
ject
spect This word root means “see, look .”

cred aud This word root means “hear.”

Strategies and Rules Covered in This Lesson

Sound It Out! Use Rhyme This Time!

Check the Order! Spell What You Mean and

Mean What You Spell!

Catch the Beat!

Be Smart About Word Parts!

Listen Up!
Build on the Base!

A Little Stress Will Help

This Mess! Invite the Relatives!

No Fouls! Fix the Funny Stuff!

(see allowable spellings above)

Look It Up!
Play by the Rules!

SPELL--Links to Reading & Writing 14–55

 Getting Started and Using Your
SPELL-Links Prescriptive
Intervention Program

START

Use your SPELL-2 software. Complete a prescriptive assessment

of student’s spelling to determine which patterns require word
study instruction and the type of instruction that is needed.

Transfer the results of the SPELL-2 prescriptive assessment

to the Performance-Based Instruction Plan & Progress
Monitoring Chart (Appendix E) located in the SPELL-Links
to Reading & Writing Companion Cloud.

SECO SECO SECO

ND ND ND
EDIT EDIT EDIT
ION ION ION

Use your SPELL-Links 3-Volume set

TM TM TM

A Word Study Curriculum A Word Study Curriculum A Word Study Curriculum

Volume
1 Volume
2 Volume
3
Curriculum Overview Long Vowels ‘l, r’ Clusters
Lessons 25–39 Lessons 50–55
Consonants
Lessons 1–11 Other Vowel Sounds & ‘m, n, ng’ Clusters
Diphthongs Lessons 56–58
Consonant Digraphs & Lessons 40–43
Trigraphs Silent Consonants
Lessons 12–19 Within-Word Lesson 59
Consonant Doubling
Short Vowels Lessons 44–47 Syllabic-r, Syllabic-l
Lessons 20–24 Vowel Sounds
‘s’ Clusters Lessons 60–61
Lessons 48–49
Unstressed Vowels
Lesson 62
Inflected Words
Lessons 63–64
Derived Words
Lessons 65–68

Other Spelling Patterns

Lessons 69–73
Writing Activities

Reading Activities
Worksheets & Appendices

Jan Wasowicz, PhD • Kenn Apel, PhD • Julie J. Masterson, PhD • Anne Whitney, EdD Jan Wasowicz, PhD • Kenn Apel, PhD • Julie J. Masterson, PhD • Anne Whitney, EdD Jan Wasowicz, PhD • Kenn Apel, PhD • Julie J. Masterson, PhD • Anne Whitney, EdD

SPELLCover_08.02.17.indd 1 10/26/17 6:19 PM SPELLCover_08.02.17.indd 2 10/26/17 6:20 PM SPELLCover_08.02.17.indd 3 10/26/17 6:21 PM

Extension Materials

Locate the first prescribed Use the results of the Administer the prescribed SPELL-Links Word
SPELL-Links lesson (in the student’s prescriptive assess- word-level instructional List Maker
order listed on Appendix E). ment to determine on which activity. [Some required
activity to begin word-level material is located
instruction within the lesson. in the cloud.]

Has student achieved YES Use the student’s Repeat activity until student • SPELL-Links Keyword
performance criteria for Performance-Based achieves performance Picture Cards
mastery measurements? Instruction Plan & Progress criterion. If the student is • SPELL-Links WordUP!
NO
Monitoring Chart (Appendix E, unable to complete the • SPELL-Links Word
created in 2nd step after starting point activity and Study Resource
Start) to select the next the activity is not the first • SPELL-Links Word List
Administer mastery SPELL-Links lesson.* activity in the lesson, back Maker
measurements for the up and administer the pre-
target pattern. ceding word-level activity.
SE SE
CO CO
ND ND
ED ED
ITI ITI
ON ON

Administer Reading activ- Administer

TM
Writing activi- Proceeding TM
sequentially from • Home Links
ities (Section 17) using the ties (Section 16) using the the prescribed word-level • Student
pattern-loaded materials for pattern-loaded materials for activity, administer all Assignment Sheets
A Word Study Curriculum
the target spelling pattern. the target spelling pattern. A Word Study Curriculum
remaining word-level activi- – SPELL-Links WordUP!
Volume
3 +
Volume
+ 3
ties in the lesson. Repeat
each activity as needed for
the student to achieve
– SPELL-Links Keyword
Picture Cards
‘l, r’ Clusters ‘l, r’ Clusters
Lessons 50–55

‘m, n, ng’ Clusters

Lessons 50–55

‘m, n, ng’ Clusters

performance criterion.
*
Once a student completes three SPELL-Links
Lessons 56–58 Lessons 56–58

Silent Consonants Silent Consonants

lessons,
Lesson 59 we recommend review and practice Lesson 59

across multiple
Syllabic-r,
Vowel Sounds
Syllabic-l patterns (see p. xxvii). You may • SPELL-Links Word List Maker
Syllabic-r, Syllabic-l
Vowel Sounds
alsoLessons
wish to administer SPELL-Links eStickers
60–61 Lessons 60–61
• SPELL-Links Reading Library
and Unstressed
use62Appendix
Lesson
Vowels
P located in the cloud to mea- Unstressed
Lesson 62
Vowels

sureInfland document reading fluency at this time.

ected Words
• SQWrite
Inflected Words www.spell-links.com
Lessons 63–64 Lessons 63–64

Derived Words Derived Words

Lessons 65–68 Lessons 65–68

Other Spelling Patterns Other Spelling Patterns

Lessons 69–73 Lessons 69–73