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Biblical Intensive Phonics

and Arithmetic

Appendix: Teaching the Spelling Rules Notebook

by

Diane Rodd

June, 1993

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Unless otherwise noted, All Scripture quotations are from the New American Standard Bible, Copyright 1988, The Lockman Foundation. Used by permission.

Families Honoring Christ Earl & Diane Rodd 6044 Pine Creek St. N.W. North Canton, Ohio 44720
Phone: (330) 305-9318
2nd edition - June 1993

Permission is granted to copy this article for personal sharing but not for sale or other commercial purposes.

SPELLING RULES NOTEBOOK

When first reading and using Romalda Spalding's Writing Road to Reading (Blue edition), the dictation of the Spelling Rules Notebook may seem confusing to the PT.

The following is an appendix to the BIP manual which may help the PT understand the order and the content which is to be dictated to the student.

Requirements

1. The PT needs his personal copy of WRTR.
2. The student needs sewn composition notebook or loose-leaf notebook paper with appropriate spacing and dotted half lines.
   1. K-Grade 2 need 5/8 spacing.
   2. Grade 3 and above need 3/8 spacing.
   Addresses and price list can be found on the last page of the Spalding Method Overview.
3. The student needs his regular lead pencil and a red lead pencil. Both pencils should have erasers.

Directions

1. The PT will notice that certain markings are made in red. This is done to reinforce the learning of the spelling rule that is being presented. The PT will notice that certain markings in black. This is done to reinforce the spelling rules that have already been learned and are being practiced.
2. The PT needs to understand that a line has to be drawn so the student knows where to place the initial phonogram that begins a word. If the student is not ready to handle a ruler and can't draw a straight line, then the PT can show the student how to fold his paper to give himself the appropriate margin line. The PT needs to remember that wherever the ruler is mentioned in the directions, the fold of the paper is to be substituted. The folding of the paper is much easier, but some students are ready to learn the skill of using a ruler. The PT needs to be certain the student is not being lazy.
3. The PT needs to understand that the dictation of the Spelling Rules Notebook is not done in numerical order. This is the reason the notebook seems confusing to most PT's.
4. The PT needs to constantly review the order in which each page of the Spelling Rules Notebook is presented to be sure the teaching and practice of the spelling rule is being "taught" and "caught".
5. No matter what the age of the student, NO dictation or proper order should be OMITTED. It is the practice of printing the Spelling Rules Notebook that teaches the logic and reasoning of the spelling rule. The goal of the PT is training the student to think rather than to just use his memory recall.

PAGE ONE (p. 94 of WRTR)

K-Grade 2 - The student does his work on a separate sheet of paper.

Grade 3 and above - The student does his work in his SPELLING RULES NOTEBOOK.

1. The PT reads p. 90-96 of WRTR to be confident of procedure.
2. AYRES LIST p. 136 teach PAGE ONE of Spelling Notebook - FIVE KINDS of SILENT e's.
3. BIP recommends dictating all of PAGE ONE at this point.

1. Line 1 - The PT dictates the word Con so nants in syllables in the order given with directions for appropriate markings and explanation of the markings (p. 90-92 of WRTR). The PT must be certain the student understands there are three syllables. To do so the PT hits his hands on the table so the student can hear the three syllables. The PT teaches, "The capital "C" is necessary because the word is functioning as a title or heading."
2. Line 2 - The PT dictates the sounds of the consonants of the alphabet in the order in which WRTR indicates - horizontal spacing is important (p. 92 of WRTR). The PT must be sure the student knows these are consonants. PT must not use the names of the consonants.
3. Line 3 - The PT dictates the rule for "c" that the student has been hearing for so long.
4. Line 4 - The PT dictates the rule for "g" that the student has been hearing for so long (p. 92 of WRTR). The PT must be sure the student understands that these two consonants fit this rule.
5. Line 5 - The PT dictates the word Vow els in syllables in the order given with directions for appropriate markings and explanation of the markings (p.92-93 of WRTR). The PT must be sure the student understands there are two syllables. To do so the PT hits his hands on the table so the student can hear the two syllables. The PT asks the student why "Vow els" has a capital "V". If the student logically understands the capitalization rule and can discuss it, the PT needs to thank the Lord. If the student does not understand the capitalization rule, he will not be able to answer the question. The PT just repeats the rule quietly and emphatically says, "The capital "V" is necessary because the word is functioning as a title or heading."
6. Line 6-15. The PT now must teach the student how to use a ruler to draw a straight line.
   1. The PT teaches the student how to measure one (1) inch in from the left hand side of the paper and put a dot on each line that will have printing.
   2. The PT then teaches the student how to place his ruler on the dots and draw a line from the top of Line 6 through to the bottom of Line 15.
   3. For some students this is a very difficult motor skill to accomplish, and the PT may want the student to practice this important skill on a separate sheet of paper before attempting it in his notebook.
   4. The PT must diligently resist the effort to do it for the student, and the PT must use much patience and encouragement for some students whose motor skills and eye-hand coordination are being stretched for this procedure.
7. Lines 10,11 and Lines 16-20 have a bracket that looks like this {. The PT should teach how to make this symbol to the student at this time and give the student practice making it before it occurs with words. The PT must remember this symbol may be difficult for some students to learn to make, and the PT needs to display much patience and encouragement. Please take the time to slow down and teach these two skills well at this point. It is foundational and will make later lessons utilizing the same skills much easier and less frustrating.
8. Line 20 has a ( ). The PT should teach this symbol at this time following the instructions for PT's attitude given for Lines 10,11 and Lines 16-20.
9. Line 6 - The PT dictates the phonogram and the corresponding words that demonstrate that sound in the designated columns as WRTR indicates. The PT directs the student to use a red lead pencil to mark the vowels and repeat the rule that the vowel is following.
10. Line 8-15 - The PT follows the above procedure for each vowel and the corresponding words that teach the sound and rules of that vowel. It is very important that the PT direct the student to line up each work exactly under the word that sits above it in the column to form a column of words that has vertically straight left-hand margins. This is a very important skill to learn and maintain.
11. Line 10,11 - The PT must sure be to direct the student where to place the bracket { in its proper place as WRTR indicates.
12. Line 18 - The PT dictates the heading for "Silent final e's" and directs the student to place it on the appropriate place on the line as WRTR indicates.
13. Line 16-20 - The PT now directs the student where to place the bracket { in its proper place as WRTR indicates.
14. Line 16 - The PT dictates the explanation for "time" as indicated on p. 96 of WRTR.
15. Line 17 - The PT dictates the explanation for "have" and "blue" as indicated on p. 96 of WRTR.
16. Line 18 - The PT dictates the explanation for "chance" and "charge" as indicated on p. 96 of WRTR.
17. Line 19 - The PT dictates the explanation for "lit tle" as indicated on p. 96 of WRTR.
18. Line 20 - The PT dictates the explanation for "are (no job e)" as indicated on P. 96 of WRTR

K-Grade 2 - The student does his work on a separate sheet of paper.

Grade 3 and above - The student does his work in his SPELLING RULES NOTEBOOK .

1. The PT reads p. 97 of WRTR to be confident of procedure.
2. The PT needs to see that there are two pages which comprise PAGE TWO of the SPELLING RULES NOTEBOOK.
3. The PT needs to direct the student how to use his ruler to make the first page of PAGE TWO into three (3) columns and the second page of PAGE TWO into two (2) columns.
4. AYRES LIST p. 139 - The PT dictates Her first church wor ships early. , and directs the student where to place these words in the appropriate columns.
   1. The PT must be certain to dictate, "The capital "H" is necessary for "her" because it is the first word in the beginning of a sentence. Because this is a sentence that you are printing across the top of these five columns, can you tell me what must be placed after early?" If the student understands the beginning and end punctuation of a sentence, he will be able to answer, "a period." If the student does not know the answer, the PT must quietly but firmly state the reason and have the student repeat the reason.
   2. The PT directs the student to underline the five spellings of the sound of "er" with the red lead pencil. The black lead pencil is used to mark the spelling rules that have already been learned. The student should be able to explain why phonograms are marked. Maintain this teaching/learning procedure throughout PAGE TWO.

1. As words with these five spellings of "er" occur in the AYRES LIST, the PT must direct the student to place them on his separate piece of paper in the column under the word that has the same spelling of the "er" sound.
2. Whenever this occurs, the PT also directs the student to mark each word with a red pencil indicating the new learning of that spelling with that sound.

1. The PT reads p. 97 of WRTR to be confident of the procedure.
2. The PT will dictate all the words of PAGE TWO to the student for printing in his SPELLING RULES NOTEBOOK.
3. Line 1 - The PT dictates, Her first church wor ships early.
   1. The PT watches to see if the student capitalizes and punctuates the sentence correctly. If so, thank the Lord. If not, gently remind him that it is a sentence and something needs to be done so that the reader knows it is a sentence.
   2. The PT directs the student to underline the different spellings of the sound of "er" with a red lead pencil and all other phonograms with rules with a black lead pencil.
   3. Line 3 - The PT dictates the words across the whole breadth of PAGE TWO.
   4. The student must be directed to underline the corresponding spellings of "er" with a red lead pencil. Wherever other phonogram rules can be applied, these must have black lead pencil marking.
   5. The PT follows the markings as indicated on p. 98-99 of WRTR.
4. Line 4 - PT dictates the same as WRTR indicates.
5. Line 5 - PT substitutes "nurse" in the place of church in column three on p. 98 in WRTR of PAGE TWO of notebook.
6. Line 6 & 7 - PT dictates a bracket connecting "worth" and "worthy" in column four on p. 99 in WRTR of PAGE TWO of notebook.
7. Line 8 & 9 - PT dictates a bracket connecting "worse" and "worst" in column four on p. 99 in WRTR of PAGE TWO of notebook.
8. Line 10 - PT dictates the same as WRTR indicates.
9. Line 11 - PT substitutes "works" for "wor ship" in column four on p. 99 in WRTR of PAGE TWO of notebook.
10. Line 11-18 - PT dictates as WRTR indicates.

1. AYRES LIST p. 146 of WRTR - PT dictates PAGE SEVEN to the student after the phonogram cards 55-70 have been learned and before SECTION I is begun.
2. The PT needs to read p. 113-118 of WRTR to be confident of this procedure.
3. The PT needs to direct the student in the use of a ruler to make each page of PAGE SEVEN have two columns.
4. The PT dictates the four (4) columns exactly as WRTR indicates on p. 114-115.
5. The PT must be certain to dictate down each column before beginning the next column. This is the same order as the student learned the phonograms from the cards.
6. The numbers which occur before some of the phonograms indicate the number of sounds that the spelling of this phonogram has.
7. These phonogram sounds and corresponding spellings are difficult, and it may be wise to have a chart on the wall for easy access of recall for the student.
8. Omit Grade 4 dictation unless student is ready for the harder spellings of these sounds.
9. When student is able to understand the Grade 4 dictation, the PT directs the student to have an extra page for his notebook where he can practice these phonograms as they occur in the AYRES LIST.

K-Grade 2 . The student does his work on a separate sheet of paper. The PT dictates only the simpler words that still teach the rules.

Grade 3 and above . The PT dictates all the words of the page so the student can print them in his SPELLING RULES NOTEBOOK.

1. AYRES LIST p. 165 of WRTR - The PT dictates PAGE FIVE of SPELLING RULES NOTEBOOK as WRTR indicates on p. 108-109.
2. The PT reads p. 107-111 of WRTR to be confident of procedure.
3. The PT directs the student to use his ruler to make each page have two (2) columns. The line on each page will be drawn from the top of line 2 down to the bottom of line 12.
4. Line 1 - The PT dictates the words as shown in the heading line (Line 1) and explains the rule that is being indicated by the red pencil markings. This rule explains how vowels with endings are added to one-syllable base words ending in a consonant or with two-syllable words whose second syllable fit the same spelling pattern.
   1. The PT directs the student in marking phonograms in red and in black and in discussing how the red markings are demonstrating the SPELLING RULE that is being learned.
   2. The PT must know these rules well to be able to discuss each word with the student.
5. Line 3-13 - The PT dictates the base words down the first column - "run" to "writ". The student marks two-letter phonograms as WRTR indicates on p. 108.
6. Line 15-17 - The PT dictates the words at the bottom of column one (1) to the student exactly as WRTR indicates on p. 108 of WRTR.
7. Line 13-19 - The PT directs the student to make a { linking these lines together.
   1. Line 13-19 - The PT dictates the 21 endings (suffixes) beginning with a vowel that are at the bottom of column two. The PT needs to see that there are three columns of endings with seven (7) endings in each column. The PT dictates the vowel endings down each column before going to the next column. PT must be certain to link related endings with { as WRTR indicates.
8. Line 3-11 - The PT dictates the vowel endings (suffixes) that are to be added to the base words as as WRTR indicates at the top of the second column of PAGE FIVE on p.109 - "run ning" to "writ ten".
   1. The PT must be certain the student understands and can discuss the need to double the consonant. This should be discussed while the student is putting the red and black marks under the phonograms that are demonstrating the SPELLING RULE that is being learned.
   2. This is called the one, one, one rule because base words of one syllable with one consonant at the end, double the consonant when endings with one vowel are added to it.
9. Lines 3-11 - PT now dictates the words at the top of column three in the order that WRTR indicates on p. 109.
   1. The PT must be sure the student marks the second syllables with red accent marks because this is the marking that is teaching the rule. Black marks should also be discussed and marked.
   2. The PT needs to review the 21 endings that begin with a vowel that were dictated at the bottom of column two to be sure the student really understands that he is learning a variation of the same concept. WRTR treats this as a different rule to be learned to give the student extra practice, but the student needs to see that the same logic and reasoning is what is being applied to words that fit this pattern.
10. PT now dictates the vowel endings (suffixes) that the student is to attach to these words.
    1. The PT directs the student to print those words at the top of column four as WRTR indicates.
    2. As the PT directs the red marking, the student needs to discuss with the PT how the rule is being demonstrated.
    3. The student should be able to mark all the black markings of other learned phonograms without much assistance from the PT. If the student does need assistance, the PT should do so with patience.
11. The PT now dictates the four (4) words at the bottom of column three on p. 109 of WRTR that give the student practice in seeing two-syllable words with the accent on the first syllable that do not fit the pattern of the spelling rule that is being learned.
    1. As the student marks these accents in black, the PT needs to be certain the student understands why these words do not fit the rule.
12. The PT now dictates the endings (suffixes) that begin with vowels to these words so the student can see that he does not double the final consonant before adding the ending. The student prints these in the fourth column as WRTR indicates.
13. The PT must see that PAGE FIVE of the SPELLING RULES NOTEBOOK requires much logical thinking and reasoning. It is wise to give the student time to think about each word. The PT should not be in a hurry to have PAGE FIVE finished. The purpose is to make sure the student understands how the English language functions and that may take time and some extra practice.

K-Grade 2 . The student does his work on a separate sheet of paper. The PT dictates only the simpler words that still teach the rules.

Grade 3 and above . The PT dictates all the words of the page so the student can print them in his SPELLING RULES NOTEBOOK .

1. AYRES LIST p. 165 of WRTR - The PT dictates PAGE SIX of the SPELLING RULES NOTEBOOK as WRTR indicates on p. 112.
2. The PT reads p. 111 of WRTR to be confident of procedure.
3. The PT directs the student to use his ruler to draw a line from the top of line 2 to the bottom of line 13. This makes the page have two (2) columns.
4. Line 1 - The PT dictates the words as shown in the heading (Line 1) and explains the rule that is being indicated by the red pencil markings. This rule explains how words which end in a silent e drop the e when an ending (suffix) that begins with a vowel is being added to it.
   1. The PT directs the student in marking phonograms in red and in black and in discussing how the red markings are demonstrating the SPELLING RULE that is being learned.
   2. The PT must understand this rule well to be able to direct the markings as WRTR indicates on p.112 and to discuss the spelling pattern that is being taught.
5. Line 3-11 - The PT dictates the base word going down the first column - "desire" to "write". The student marks each necessary red marking for each word before going on to the next as the PT follows the pattern shown on p.112 of WRTR.
6. Line 16-18 - The PT dictates the words at the bottom of column one (1) to the student exactly as WRTR indicates on p. 112 of WRTR.
7. Line 14-20 - The PT directs the student to make a { linking these line together.
   1. Line 14-20 - The PT dictates the 21 endings (suffixes) beginning with a vowel that are at the bottom of column two. The PT needs to see that there are three columns of endings with seven (7) endings in each column. The PT dictates the vowel endings down each column before going to the next column. The PT must be certain to link related endings (suffixes) with { as WRTR indicates on p. 112.
8. Line 3-11 - The PT dictates the vowel endings (suffixes) that are to be added to the base words beginning at the second column of PAGE SIX on P. 112 - "de sired" to "writ er".
   1. The PT must be sure the student understands and can discuss the need to drop the silent e when adding an ending (suffix) that also has a vowel. The student needs to see that the word will have too many vowels. This should be discussed while the student is putting the red and black marks under the phonograms that are demonstrating the SPELLING RULE that is being learned.
9. The PT will see that PAGE SIX is a little easier for the student to understand and discuss. It is very important that the PT is sure the student really has a grasp of the rule and can differentiate it from what he learned on PAGE FIVE.

K-Grade 2 . The student keeps PAGE FOUR on a separate sheet of paper and adds words in the appropriate columns as they are dictated by the PT from the AYRES LIST.

Grade 3 and above . The student does his work in his SPELLING RULES NOTEBOOK.

1. AYRES LIST p. 191 of WRTR - The PT read p 103-106 of WRTR to be confident of procedure. The spelling rule that is being taught are all variable spellings of the same sound that can be used at the beginning of the second syllable.
2. The PT directs the student how to make each page into two (2) columns. The ruler must be placed at the top of Line 2 and draw a straight line down to the bottom of Line 20.
3. Line 1 - The PT dictates the phonograms for ti at the top of the first column as WRTR indicates on p. 104-105 of WRTR. The student underlines the phonogram with the red lead pencil.
4. Line 1 - The PT dictates the phonogram si at the top of the second column as WRTR indicates.
5. Line 14 - The PT must remember to dictate the second sound for the phonogram si in the second column. The student underlines the phonograms for the si after the second sound is dictated.
6. Line 1 - The PT dictates the phonogram ci at the top of the third column as WRTR indicates on p 105.
7. Line 9 - The PT directs the student to Line 9 of the fourth column and dictates the phonogram ce as WRTR indicates on p. 105 of WRTR. The student underline the phonogram with the red lead pencil.
8. Line 3-10 - The PT dictates all the words in column one under ti.
   1. The PT directs the student to underline each ti phonogram as each word is dictated and discusses the spelling rule that is being demonstrated in each word..
   2. The student marks all other markings in black as WRTR indicates on p. 104 of WRTR.
9. Lines 3-7 - The PT dictates the words at the top of the second column under the phonogram si - "ses sion" to "ad mis sion". The PT directs the student to underline each si phonogram as each word is dictated and discusses the spelling rule that is being demonstrated in each word.
10. Lines 9-11 - The PT dictates the words in the middle of the second column under the phonogram si - "ten sion" to "manse". The PT directs the student to underline each si phonogram as each word is dictated and discusses the spelling rule.
    1. The PT explains and discusses root words and derivations as student marks in black as WRTR indicates.
11. Line 16-19 - The PT dictates "vi sion" to "ex plo sion". The PT directs the student to underline the phonogram sound he is learning to spell in red and place it at the beginning of the second syllable which demonstrates the rule.
12. Line 18 - The PT directs the student to print the word "Exception" at the bottom of column one.
13. Line 19 - The PT directs the student to print the word "e qua tion" and underline the ti with two red lead pencil lines to indicate that it is an exception to the rule. The PT must not forget to have the student underline the "e", the "qu", and the "a" in black to indicate other phonograms and spelling rules.
14. Lines 3-17 - The PT rereads p 103, 106 of WRTR to be confident of procedure to use in the 3rd column of PAGE FOUR.
    1. The PT dictates the words in the third column as WRTR indicates. The PT directs the student to mark in red the phonogram ci for each word as WRTR indicates on P. 105 and to discuss the spelling rules that are being demonstrated. The PT must not let the student forget to mark other phonogram rules in black.
    2. The PT needs to direct the student in making a { for related words as WRTR indicates.
    3. The PT also needs to note that the dictation for Line 16 & 17 have a sentence in ( ) which crosses into the 4th column. The PT must be sure the student understands the reasoning of this pronunciation and spelling of these two words.
15. Lines 11-14 - The PT dictates exactly as WRTR indicates on p 105 of WRTR and directs the student to mark as WRTR indicates with {. The ce be mared with a red lead pencil and all other phonograms markings in black lead pencil. The PT needs to be sure the student understands and can discuss the sound of this phonogram and the spelling that it must have.

Grade 2 . The student does his work on a separate sheet of paper and adds words in the appropriate columns as they come up in the AYRES LIST.

Grade 3 and above . The student does his work in his SPELLING RULES NOTEBOOK .

1. AYRES LIST p. 193 of WRTR - the PT dictates PAGE THREE of the SPELLING RULES NOTEBOOK as WRTR indicates on p. 100-101.
2. The PT reads p. 102 of WRTR to be confident of procedure.
3. The PT directs the student to use his ruler to draw a line from the top of line 2 to the bottom of line 20 separating each page into two columns. The PT needs to see that there are four (4) columns for PAGE THREE.
4. Line 1 - The PT dictates the phonograms for each column as WRTR indicates on p. 100-101).
   1. The PT must be certain the student remembers the sound for these phonograms and directs the student to say the sounds for each as the student is marking them with his red lead pencil.
   2. The PT also must dictate the word "Exceptions". The student should be able to tell you why the word has a capital "E". If not, the PT must gently remind the student that this is the pattern we use for titles.
5. Lines 3 - 16 - The PT dictates the words horizontally going across the page of the first three columns. Note that line 3 and 4 should have a { linking them.
   1. The PT must be very sure that he understands and knows what the spelling rule is saying about these words. Usually after "c", the student is learning to print "ei". If the "ei" says "a", the student can still use "ei". There are some exceptions to this which the student learns as nonsense sentences.
   2. The PT needs to follow all other markings as WRTR indicates on p. 100-101.
6. Lines 3-9 - The PT dictates the exceptions exactly as WRTR indicates in column 4 of p. 101. The PT directs the student to mark the red and black markings as WRTR indicates.
   1. The PT must be certain the student knows the sentence from memory and from logic. He has to know why these words are put together in this nonsense sentence.
7. Line 11-14 - The PT needs to note the following changes to WRTR procedure.
   1. Line 11 - PT dictates "ei ther" with a capital "E".
   2. Line 13 - PT dictates "heif er" with an "is" following it in () (is) to make these words into a nonsense sentence for easier memory.
   3. Line 14 - PT dictates a period . after "pro tein".
8. The PT must be sure the student repeats the sound of the phonogram and the rule that he is learning while he underlines the phonogram in red lead pencil which is teaching the concept of this rule.

The PT must realize that PAGE THREE may be difficult for the student to grasp. The PT needs to give the student time to think about each word and how the the spelling rule is operating. The goal is logical reasoning. The PT should not be in a hurry to get PAGE THREE finished. The purpose is to make sure the student understands how the English language functions and that may take time and some extra practice.

Thus the PT needs to direct the student to label an extra page for PAGE THREE of the notebook so the student has a place to put words that fit the rules that are not dictated on the page.

This completes the dictation for PAGE THREE . The student will do this at least once a year as a review of the spelling rules.

Grade 3 and above have all the pages of the SPELLING RULES NOTEBOOK dictated to them at the beginning of each year as a review. When the spelling rules are mentioned in the AYRES LIST, the PT can direct the student to have an extra page for each spelling rule where he can put the word as extra practice.

Grade 4 follows the same directions as above but will have the new phonograms at the bottom of PAGE SEVEN of the fourth column added to his SPELLING NOTEBOOK as the PT directs.