P0055772 LR AWTWTG101 Ed2

LEARNER RESOURCE
AWTWTG101
Spell familiar English words
P0055772, Learner Resource, AWTWTG101, Ed 2 1

© New South Wales Technical and Further Education Commission, 2018 (TAFE NSW), Archive version 2, March 2018
Version: 1.0
Next review date: 30/03/2019
Date created: 12 March 2018
Date validated: TBA
Date modified: 05/07/2023
For queries, please contact:

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Cover image: © Getty Image. Used by permission.
© 2017 TAFE NSW, Sydney

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of the TAFE NSW. Information contained in this document is correct at time of printing: 5 July 2023. For current
information please refer to our website or your teacher as appropriate.

CONTENTS
SECTION 1: GETTING STARTED.......................................................................5
What you'll work on.............................................................................................................5
Glossary - some words you will find in this unit..................................................................6
SECTION 2: FOUR STEPS TO SPELLING............................................................8
Introduction.....................................................................................................................8
Asking, copying or looking the word up..............................................................................9
Writing tasks......................................................................................................................11
Look for surprising spelling around you............................................................................12
Words in signs and advertising..........................................................................................13
Four steps to spelling.........................................................................................................14
Step 1: Hear....................................................................................................................15
Say a word the way it is spelled.....................................................................................17
Step 2: Look.......................................................................................................................19
Using your visual memory..............................................................................................20
Using memory exercises................................................................................................22
Step 3: Think......................................................................................................................23
Using colour...................................................................................................................23
Using a hook...................................................................................................................24
Phonemes..........................................................................................................................25
The 44 Sounds in English Language...............................................................................26
Breaking words into parts..................................................................................................28
Review the third spelling step........................................................................................29
Step 4: Write......................................................................................................................30
Using spelling practice sheets........................................................................................30
Using a personal dictionary............................................................................................31
Playing with words.........................................................................................................32
Review the fourth spelling step.....................................................................................32
Which spelling strategies work best for you?...................................................................33
SECTION 3: USING SPELLING STRATEGIES....................................................37
Four steps to spelling.........................................................................................................38
Step 1: Hear....................................................................................................................39
Step 2: Look....................................................................................................................41
Step 3: Think...................................................................................................................43
Step 4: Write..................................................................................................................53
SECTION 4: SPELLING PATTERNS..................................................................58
Step 3: Think...................................................................................................................60
Putting it all together.....................................................................................................66

SECTION 1
GETTING STARTED

SECTION 1: GETTING STARTED
WHAT YOU'LL WORK ON
In this unit you will:
 learn four basic spelling steps
 learn a lot of different spelling strategies
 practise new spelling strategies
 find out which spelling strategies are best for you
© TAFE

GLOSSARY - SOME WORDS YOU WILL FIND IN THIS
UNIT
Word Meaning
copy write exactly the same thing
look up find out something
memory what you remember
practise do something many times
review look and check again
strategy a way or method of doing something
task a job or assignment
tricky something difficult
type write with a keyboard

SECTION 2
FOUR STEPS TO SPELLING

SECTION 2: FOUR STEPS TO
SPELLING
Introduction
In Section 2 of this unit, you will:
 learn about asking, copying and looking the word up
 learn to look for surprising spelling around you
 learn the four spelling steps
© Image courtesy of [Stuart Miles] / FreeDigitalPhotos.net (with permission)
Remember to work through all the activities.

ASKING, COPYING OR LOOKING THE WORD UP
Asking, copying or looking the word up
These spelling strategies will help you spell better:
 asking someone
 copying words
 looking the word up in a dictionary
© TAFE

Activity 1
How do you find the correct spelling of words?
Write your answer here.
I look it up in a dictionary.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Check your answers at the end of Section 2

WRITING TASKS
Activity 2
Here is a list of writing tasks. Think about why you want to improve your spelling.
filling in forms
writing cards
writing at work
writing notes to family or friends
writing letters
other

LOOK FOR SURPRISING SPELLING AROUND YOU
© TAFE
Look for surprising spelling around you
The words that are underlined and highlighted show spelling that is interesting or surprising.
Practise this strategy in the next activity.

WORDS IN SIGNS AND ADVERTISING
Activity 3
Look at the way words are spelled in signs and advertising.
Find three words with spelling that you find interesting or surprising and write them here.
Word 1: psychology
Word 2: phoebe
Word 3: hour
Check your answers at the end of Section 2.

Taking spelling steps
© TAFE

Step 1: Hear
Hear one syllable words
© TAFE
Activity 4
Many words have only one syllable. Say these words out loud:
 words
 spell
 one
They have only one syllable, or one beat.

Hear multi-syllable words
© TAFE
Activity 5
Say these words aloud and write your answer next to them
How many syllables do these words have?
Write the number of syllables next to each word by choosing from the numbers on the right.
Possible responses:
sen - tence 2, 3, 4 or 5 syllables
syl - la - ble
Aus - tra - li - an
representative
before
credit
3
telephone

Say a word the way it is spelled
Another way of hearing spelling is to say words the way they are spelled. This is because many
words are not spelled the way you say them.
Wed-nes-day
Feb-ru-a-ry
parl-i-a-ment
Other words have letters you don’t hear. Notice the underlined letters you don't hear in this word.
knit
You don't hear the letter k.

Activity 6
Notice the letters you don't hear in these words. Write your answers like this:
knit k
Crumb b
Lamb b
When h
Written w
Bomb b
Kneel k
Thumb b
School ch
Which h
Knot k
Review the first spelling step

© TAFE
STEP 2: LOOK
Look at word shapes

© TAFE

Look at the shape of the words in this example. See how they fit in the boxes
Using your visual memory
© TAFE

Activity 7

Using memory exercises
How to use your memory to remember spelling
This is called look, cover, write.
Here is an example of how to use look, cover, write. Try to use it now!
Review the second spelling step
© TAFE

STEP 3: THINK
Using colour
© TAFE
Activity 8
On your own paper, copy your three interesting words with the surprising bit in red.
Write the rest of the word in blue or black.
Think about the tricky parts of your words.
Practise writing them a few times on a piece of paper.

Using a hook
© TAFE

PHONEMES
There are 26 letters in the English alphabet (A, B, C, D .....).
Did you know there are 44 sounds in English, also called phonemes? Some of these are vowel
sounds (a, e, i, o, u) and some are consonant sounds (b, c, d, f, g .....)
There are also blends which are made up of 2 or 3 letters (pl, tr, cl, str).

The 44 Sounds in English Language
From Sue Watson, former About.com Guide
The following list provides a sample of words to teach the sounds in the English language.
The 5 Short Vowel Sounds • -v- in van
• short -a- and, as, after • -w- in went
• short -e- pen, hen, lend • -y- in yellow
• short -i- it, in • -z- in zipper
• short -o- top, hop The Blends

• short –u- under, cup Blends are 2 or 3 letters combined to form a
distinct spelling sound. The blends sounds:
• -bl- in blue and black
The 6 Long Vowel Sounds • -cl- in clap and close
• long -a- make, take
• -fl- in fly and flip
• long -e- beet, feet
• -gl- in glue and glove
• long -i- tie, lie
• -pl- in play and please
• long -o- coat, toe
• -br- in brown and break
• long -u- (yoo) rule
• -cr- in cry and crust
• long -oo- few, blue
• -dr- in dry and drag
• -fr- in fry and freeze
The R-Controlled Vowel Sounds • -gr- in great and grand
• -ur- her, bird, and hurt • -pr- in prize and prank
• -ar- bark, dark • -tr- in tree and try
• -or- fork, pork, stork • -sk- in skate and sky
• -sl- in slip and slap
The 18 Consonant Sounds • -sp- in spot and speed
• -st- in street and stop
c, q and x are missing as they are found
• -sw- in sweet and sweater
in other sounds. (The C sound is found in the k
• -spr- in spray and spring
sounds and in the s sound in words like cereal,
• -str- in stripe and strap
city and cent. The Q sound is found in 'kw'
words like backwards and Kwanza. The X The 7 Digraph Sounds
• -chin chin and ouch
sound is also found in ks words like kicks.)
• -sh- in ship and push
• -b- in bed, bad
• -th- in thing
• -k- in cat and kick
• -th- in this
• -d- in dog
• -wh- in when
• -f- in fat
• -ng- in ring
• -g- in got
• -nk- in rink
• -h- in has
• -j- in job
The Other Special Sounds Including Dipthongs

• -oi- in foil and toy
• -l- in lid
• -ow- in owl and ouch
• -m- in mop
• short -oo- in took and pull
• -n- in not
• -aw- in raw and haul
• -p- in pan
• -zh- in vision
• -r- in ran
• -s- in sit
• -t- in to
Activity 9
In these words, the letters ight are said the same way.
bright light sight right might flight
Type the correct ight word in the blank spaces.
I turned on the light .
What a sight that is!
He might be home late.
There's a storm so the flight is late.
I spelled it right the first time.
The light was too bright .

BREAKING WORDS INTO PARTS

Unworkable
beginning main part ending
© TAFE
Breaking words into parts:
Look at these beginnings:
 dis means not/without
 agree disagree
 sub means under
 conscious subconscious
 un means not
 true untrue

 re means again
 view review
© TAFE
Review the third spelling step
© TAFE
STEP 4: WRITE

Using spelling practice sheets
© TAFE

Using a personal dictionary
© TAFE
Activity 10
 Get a personal dictionary this week and start to use it.
 Copy the words from your spelling practice that you want to remember.
 Write words that you use often like family names, address details and words that sometimes
trick you.

Playing with words
© TAFE
Review the fourth spelling step
© TAFE

WHICH SPELLING STRATEGIES WORK BEST FOR
YOU?
How do you learn best?
© TAFE
Activity 11
Tick the spelling strategies which help you
 Asking, copying or looking the word up 
 Looking for surprising spelling around you
 Breaking a word into syllables
 Saying a word the way it is spelled 
 Noticing word shapes
 Using your visual memory 
 Using memory exercises 
 Using colour
 Using a hook
 Breaking words into parts 
 Getting the feel of a word 
 Using spelling practice sheets
 Using a personal dictionary 
 Playing with words
Check your answers – Section 2
Activity 1: Your answer might be to ask other people, copy, use a dictionary or something else.
Activity 3: You might have written words such as graph, comfortable or knee. Try to think of some
others too!
Activity 5:
sen - tence 2
syl - la - ble 3
Aus - tra - li - an 4
rep - re - sen - ta - tive 5
be - fore 2
cre - dit 2
te – le - phone 3

Activity 6:
crumb b lamb b when h written w
bomb b kneel k thumb b school h
which h knot k
Activity 9:
I turned on the light.
What a sight that is!
He might be home late.
There's a storm so the flight is late.
I spelled it right the first time.
The light was too bright.

SECTION 3
USING SPELLING STRATEGIES

SECTION 3: USING SPELLING
STRATEGIES
Get ready for more spelling activities

© TAFE
In this unit you will continue to:
 learn more about the four basic spelling steps
 learn more about spelling rules
 learn more about spelling patterns
 say words slowly to yourself to hear them
 look at words carefully
 think about the spelling of the words
 write the words a few times
 study the spelling rules

Remember these spelling steps
© TAFE
Practise these four spelling steps in the next few activities.

Step 1: Hear
Breaking a word into syllables
© TAFE
Activity 1
The English alphabet has 26 letters. Five of them are called vowels and the other 21 are called
consonants
Vowels:
a e i o u (and sometimes y)
Consonants:
b c d f g h j k l m n p q r s t v w x y z
Read the vowels and consonants aloud to yourself

Activity 2
Break the words into syllables
Review the first spelling step

© TAFE

Step 2: Look
Visual memory
© TAFE
Use your visual memory

© TAFE

Activity 3
Review the second spelling step
Do you remember the name of the strategy you learned in Section 2? It was a 3 step process to use
your memory to remember spelling.......
Write your answer on the line provided. The strategy is called:
__________________________________________________
© TAFE

Step 3: Think
© TAFE
Tricks and spelling rules
In this step, you will look at a lot of spelling rules. You will learn how to:
 spell plurals
 add es to words
 change f to v in words
 add different endings in words
 change the silent e ending in words
 double the last letter
 spell words that have ie and ei

 spell words that end in ful

Using picture tricks to remember spelling
Can you see the words in these pictures?
© TAFE
Spelling rule: plurals
© TAFE

Spelling rule: Adding es
Remember this rule
© TAFE

Activity 4
Is this the correct way to make a plural for these words?
Question 1
Add 'es' to box
a. True 
b. False
Question 2
Add 's' to church
a. True
b. False 
Question 3
Add 'es' to push
a. True 
b. False

© TAFE
Spelling rule: f to v
Remember this rule
© TAFE
Activity 5
Write 2 words that finish with ' f ' that can be made into a plural using ' -ves '
_shelf - shelves______________________________________________________________
__scarf - scarves___________________________________________________________________

Spelling rule: adding endings
Remember this rule
© TAFE
Spelling rule: silent e
Remember this rule
© TAFE

Activity 6
Write the word using ~ing in the space provided
I am (bake) baking bread.
She is (take) taking her friend.
He is (shape) shaping the clay.
Spelling rule: double the last letter

© TAFE

Remember these rules for words which end in vowel + consonant
© TAFE

Spelling rule: ie and ei words
ie words ei words after c ei words when it sounds like ay as in eight
relief ceiling eight

pie receive reign
believe receipt weigh
niece deceived neighbour
Remember these rules
Activity 7
Finish these sentences
' ' comes before ' ' in words like believe and niece.
' ' comes before ' ' in words like receipt and ceiling.
ei makes the sounds of ' ay ' in words like eight and weigh.
Spelling rule: ful words
The 'full' sound at the end of a word is spelled with only one ' l '

Add ful to words with one l Add ly to words that end in ful
handful thoughtfully
colourful peacefully
painful gracefully
thoughtful faithfully
Remember these rules
Review
© TAFE

Step 4: Write
Test yourself
© TAFE
Activity 8
Here are 25 common words that you should try to memorise. On your own paper, practise writing
the words many times. Then test yourself or ask a friend to test you.

ideas for spelling when you write

Review the fourth spelling step
© TAFE
Activity 2:
Activity 3: The strategy is called: look, cover, write
Activity 4:
(1) True – box becomes boxes
(2) False – church becomes churches
(3) True – push becomes pushes
Activity 5: You could write words such as:
loaf – loaves calf – calves thief – thieves

shelf – shelves wolf – wolves
Activity 6:
Bake – baking Take – taking Shape – shaping
Activity 7:
' i ' comes before ' e ' in words like believe and niece.
' e ' comes before ' i ' in words like receipt and ceiling.
‘ ei ’ makes the sounds of ' ay ' in words like eight and weigh.

SECTION 4
SPELLING PATTERNS

SECTION 4: SPELLING PATTERNS
In this section you will continue to:
 practise more spelling steps
 learn more spelling rules

Four steps to spelling
Remember these spelling steps
© TAFE

Step 3: Think
We're going to look at Step 3: Think
Here are a few more spelling rules
Think about word endings (suffixes)
© TAFE
© TAFE

Activity 1
Underline the ending in each of the words below. Once you’ve done that, practise writing, copying
and checking the word on your own paper.
 labourer
 farmer
 cleaner
 teacher
 receptionist
 assistant
Spelling rule: qu
Activity 2
Write the qu word in the blank spaces below:
( iet) She is asleep so be .
( ite) I am tired after the trip.
( ick) We are in a hurry so be .

Spelling rule: ending -y
© TAFE
Activity 3
Add y to make describing words. Type the word in the blank box below.
(jump) I get a feeling in the dark!
(sneak)It was a thing to do.
(stick) My kids always seem to have fingers.

Spelling rule: drop the e and add y
© TAFE
Activity 4
Complete these examples, using the spelling rule: drop the e and add y
ice -
haste -
stone -

Spelling rule: double the final consonant and add y
© TAFE
Activity 5
Complete these examples, using the spelling rule: double the final consonant and add y
(fat) My meat is very .
(fog) Outside it is very .
(sun) I wish it was .

Spelling rule: adding an ending to words that ending a vowel + y
© TAFE
Spelling rule: change y to i
© TAFE
Activity 6
Match the words
Possible answers:
busy a. busier
pretty b. foggiest
sunny c. prettiest
foggy d. sunnier

Putting it all together
Why is spelling important?
Spelling is an important part of your daily life. You need to know how to spell words correctly to
write emails, letters and note.
© TAFE

Making sentences
Activity 7
Use the jumbled words to make a sentence:
1. shopping / will / go / she / work / after
_____________________________________________________________________
2. work / she / seeing / mother / her / is / after
_____________________________________________________________________
3. telling / mother / is / she / her / where / she / going / is
_____________________________________________________________________

© TAFE
Which spelling strategies work best for you?
How do you learn best?
Activity 8
Tick the spelling strategies which helped you.
 Looking for surprising spelling around you
 Finding the main part of words
 Taking spelling steps
 Saying the words aloud
 Looking at word shapes
 Practising word shapes
 Photographing the word in our mind
 Thinking about endings

 Thinking about spelling rules
 Testing your own writing
 Playing written word games
Activity 1: labour – er farm – er clean – er
teach – er reception – ist assist – ant
Activity 2: She is asleep so be quiet. I am quite tired after the trip.
We are in a hurry so be quick.
Activity 3: (jump) I get a jumpy feeling in the dark!
(sneak) It was a sneaky thing to do.
(stick) My kids always seem to have sticky fingers.
Activity 4: ice – icy haste – hasty stone – stony
Activity 5: (fat) My meat is very fatty. (fog) Outside it is very foggy.
(sun) I wish it was sunny.

Activity 6: busy – busier pretty – prettiest
sunny – sunnier foggy – foggier
Activity 7:
After work, she will go shopping (or She will go shopping after work)
She is seeing her mother after work (or After work, she is seeing her mother)
She is telling her mother where she is going

You have finished the Learner Resource
for AWTWTG101, Spell familiar English
words
Now go to the OLS and download and complete
your Assessment Portfolio.


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LEARNER RESOURCE

P0055772, Learner Resource, AWTWTG101, Ed 2 1

For queries, please contact:

Cover image: © Getty Image. Used by permission.

© 2017 TAFE NSW, Sydney

P0055772, Learner Resource, AWTWTG101, Ed 2 2

P0055772, Learner Resource, AWTWTG101, Ed 2 3

P0055772, Learner Resource, AWTWTG101, Ed 2 4

 learn a lot of different spelling strategies

 practise new spelling strategies

 find out which spelling strategies are best for you

P0055772, Learner Resource, AWTWTG101, Ed 2 5

P0055772, Learner Resource, AWTWTG101, Ed 2 6

FOUR STEPS TO SPELLING

P0055772, Learner Resource, AWTWTG101, Ed 2 7

 learn about asking, copying and looking the word up

 learn to look for surprising spelling around you

 learn the four spelling steps

© Image courtesy of [Stuart Miles] / FreeDigitalPhotos.net (with permission)

Remember to work through all the activities.

P0055772, Learner Resource, AWTWTG101, Ed 2 8

Asking, copying or looking the word up

These spelling strategies will help you spell better:

 looking the word up in a dictionary

P0055772, Learner Resource, AWTWTG101, Ed 2 9

How do you find the correct spelling of words?

Write your answer here.

Check your answers at the end of Section 2

P0055772, Learner Resource, AWTWTG101, Ed 2 10

writing notes to family or friends

P0055772, Learner Resource, AWTWTG101, Ed 2 11

Look for surprising spelling around you

Practise this strategy in the next activity.

P0055772, Learner Resource, AWTWTG101, Ed 2 12

Look at the way words are spelled in signs and advertising.

Check your answers at the end of Section 2.

P0055772, Learner Resource, AWTWTG101, Ed 2 13

P0055772, Learner Resource, AWTWTG101, Ed 2 14

Hear one syllable words

They have only one syllable, or one beat.

P0055772, Learner Resource, AWTWTG101, Ed 2 16

How many syllables do these words have?

P0055772, Learner Resource, AWTWTG101, Ed 2 17

You don't hear the letter k.

P0055772, Learner Resource, AWTWTG101, Ed 2 18

Check your answers at the end of Section 2.

Review the first spelling step

P0055772, Learner Resource, AWTWTG101, Ed 2 19

P0055772, Learner Resource, AWTWTG101, Ed 2 20

P0055772, Learner Resource, AWTWTG101, Ed 2 21

Using your visual memory

P0055772, Learner Resource, AWTWTG101, Ed 2 22

P0055772, Learner Resource, AWTWTG101, Ed 2 23

How to use your memory to remember spelling

This is called look, cover, write.

Review the second spelling step

P0055772, Learner Resource, AWTWTG101, Ed 2 24

Write the rest of the word in blue or black.

Think about the tricky parts of your words.

Practise writing them a few times on a piece of paper.

P0055772, Learner Resource, AWTWTG101, Ed 2 25

P0055772, Learner Resource, AWTWTG101, Ed 2 26

P0055772, Learner Resource, AWTWTG101, Ed 2 27