Spelling Words for the week of November 9th (City Cycle)

1.  city                    6.  cyclone
2.  cycle                 7.  core
3.  race                  8.  cry
4.  circus                9.  cable
5. crazy                 10.  celery

BONUS WORDS ARE -

1.  head
2.  give
3.  many
4.  find
5.  bread

Information about SMART and tentative SMART schedule:

August - early October:
Consonants (poppers and leakers): p, b, t, d, ch, j, k, g, (Leakers) f, v, s, z, sh,
zh, th,
(Nosey Neighbors) m, n, h, w, wh, (Liars) l, r

Vowel Valley:
/ee/ as in cheese
/i/ as in igloo
/e/ as in egg
/a/ as in apple
/u/ sound as in umbrella
/o/ as in octupus
/au/ as in August and /aw/ as in paw
/oe/ as in toe
/oo/ as in foot
/oo/ as in boot
/ie/ as in tie
/ue/ as in blue
/oi/ as in coin
/oy/ as in boy
/ou/ as in ouch
/ow/ as in cow


Consonant blends: 2 or more consonants with no vowel between them that keep
their own sound. Blends can come at the beginning and at the end of words.
i.e. st as in stop or fl as in flip


Borrowers: They are called borrowers because the letters y, x, c, and qu do
not have their own sound, but have to borrow sounds from other letters. For
example, when you hear the /k/ sound, it is usually spelled with a c before
the letters a, o, or u and with a k before the letters e or i.

R controlled vowels growling r's: The combination 'er', 'ur', and 'ir' all
make the same sound. The r controls the vowel, altering its sound. 'er' is
the most common spelling (40%), 'ur' is the second most commom spelling
(26%), and 'ir' is the least common spelling (13%). This will help your
child make an educated spelling guess. We are also learning about 'or'as in
stork and 'ar' as in armadillo.


REVLOC
Closed Syllables: Syllables containing one vowel and at least one
consonant to the right of the vowel. Examples: it, hat, fish, branch.
Closed syllables are the most frequent syllable type. Words like how, boy,
and arm are not closed syllables because the 'w' and 'y' are a part of the
vowel team and the 'r' is a part of an r controlled vowel.

Open Syllables: Syllables containing one vowel with nothing to the right of
the vowel. The vowel will say its name. Open syllables are the 2nd most
frequent syllable type. Examples: we, try, no

Consonant 'le' Syllables: Syllables containing a consonant + le. Students
count back 3 from the 'e' and divide the syllable. Consonant le takes
precedence over Closed and Open syllables so try it first when reading a
word. Examples: lit/tle, ta/ble

Vowel Team: A syllable containing 2 vowels that make 1 sound. A vowel team
takes precedence over consonant le, open, and closed syllables so try it
first. examples: re/main, poo/dle, cof/fee

Bridge 'e' Syllable: contains a single vowel followed by a consonant + e and
the e makes the vowel say its name.
Examples: make, bike, handmade

Growling r Syllables: Syllables containing a vowel followed by an r. The r
controlls the vowel and does not let it say it's name or sound.

Hard and Soft 'c': When 'c' is before an 'i', 'y', 'e', it makes the /s/
sound, as in city. When 'c' is before any other letter, it makes the /k/
sound as in cat.


Hard and Soft G: When 'g' is before 'i', 'y', or 'e', it makes the /j/ sound
as in genie. When 'g' is in front of any other letter, it makes the /g/
sound as in go.

Clockface:
1:00 c or k spelling rule: At the beginning or middle of a word, when you
hear the /k/ sound, it is usually spelled with a 'c' and you use 'k' if it
is followed by an 'i', 'e', or 'y'.

2:00 ge or dge Rule: To spell /j/ at the end of a one syllable word
use 'dge' so the 'd' blocks the 'e' from making one vowel say its name.
(example: fudge) se 'ge' everywhere else. (example: huge, barge)

3:00 u, v, or j rule
Words in English do not end in u, v, or j.
At the end of the word, if you hear:
/ue/ add an 'e' (Ex. venue, cue)
/u/ it is most likely spelled with an 'a' (Ex. panda, agenda)
/v/ add an 'e' (Ex. active, give)
/j/ apply the ge/dge rule

4:00 Floss Rule
Double the final consonant if the word:
1. is one syllable (Ex. fluff, miss)
2. has one vowel (Ex. less, fill)
3. ends in f, l, s (or z)

5:00 ck Rule
To spell /k/ at the end of a one syllable word use:
1. 'ck' after one vowel (Ex. stack, sick)
2. 'k' everywhere else (Ex. sneak, hawk, stork, milk)
To spell /k/ at the end of a multisyllable word, use 'c' (Ex. fantastic,
plastic)

6:00 rules - using ck or k at the end of a word. If the word has two vowel together,
use "k"
(ex. peak) if there is one vowel, use "ck" (ex. back). If the vowel is multisyllable,
the word
will end with a "c" (ex. fantastic)

7:00 rules - 1-1-1, if the word has ONE vowel and ONE consonant, you add ONE more
letter to the
word before adding the suffix (ex. put becomes putting). We also call this "Crazy Ed".

8:00 rules - more "Crazy Ed". When adding "ed" to the end of a word, "ed" can sound
like
a "d", "t", or "ed" (ex. huggeD, picked(T), startED)

9:00 rules - when a word ends in a final "e" from the "e" before adding a vowel suffix
(ex. noise + y = noisy, dance + er = dancer, mistake + ing = mistaking)
However, if the word ends in "ce" or "ge" you must keep the "e" if the suffix begins
with "a", "o", or "u" (ex. noticeable, outrageous)

10:00 rules - when a word ends in a consonant + "y" change the "y" to an "i" before
adding the
suffix (ex. happy + ness = happiness, body + ly = bodily)

11:00 rules - "i" before "c" except after "c" to spell the sound /ee/ or the /ae?
sound as in
neighbor or weigh. Exceptions: "NEWS" = Neither, Either, Weird, Seize

12:00 rules - to spell /ou/ use: "ou" at the beginning or middle of the word, "ow" at
the end
of the word if it ends in "l", "n", "er" or "el" (ex. town, tower, owl), and "ow" at
the end of
the word

Red words: a, I, the, do, to, of, was, you, be, he, me,
she, we, as, has, his, is, been, have, said, were, what, come, from, some,
word, your, one, two, all, into, who, and, find, could, should, would, give,
water, their, there, go, no, so, are, many, they, my, by, want, work, four,
eight, pull, gone, thought, put, both, brought, done, friend, does, know,
world, new, please, few, once, where, buy, sure, clothes, wash, poor, wear,
door, early, pretty, ready, very, enough, something, because, cause, any,
anything, carry, half, warm, though, eyes, course, built, more, front, before
country, today, sometimes, people, mother, father, brother, together,
another, head, learn, suit, woman, questions, national, condition, labor,
doctor,wonder, certain, company, love, move, office, service, above, across,
against, again, among

Extended SMART activities: Here are some suggestions for reinforcing the phonics
skills we are
learning in school each week. Our phonics time is limited everyday but very important
for the
child to become a fluent reader. These are fun ways to review phonics with your child
outside
of school.

*Discuss the sound of the week. Have your child tell you the story and the rule at
the dinner
table.
*Brainstorm words that have the sound of the week in the beginning, middle, or end.
Dictate
words to them and them tell you if it is in the beginning, middle, or end of the
word.
*Dictate real or nonsense words for your child to write in sand, shaving cream,
paper/pencil,
chalk/chalkboard, whiteboard/expo marker, etc.
*When your child is reading or you are reading with the, have them identify words with
the
sound of the week in the story as well as red words.
*Write the consonants all over a beachball or any other ball. Toll the ball and say
the sound
of each letter your thumb lands on. Then have your child put the vowel sound in
between each
consonant and make a word. i.e. my thumbs land on /p/ and /f/. I make the individual
sounds

of each letter and then put the /ee/ sound in between to make 'peef' and 'feep'.
*Do a mad lib asking for words with specific sounds. i.e. give me a noun with
the /ee/ sound
in it.
*Play CVC (consonant-vowel-consonant) war with card decks.