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SWR Spelling Rules – Part Three

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In case you missed them, you can read Part One and Part Two here.

We’ve already mentioned that the SWR Spelling Rules are learned as you work your way through the Wise Lists. Let’s explore a bit more how that is accomplished.
The marking system in SWR helps to reinforce the rules and phonograms. At first the teacher guides the student through the process of marking the spelling words, but soon the student takes off and tells the teacher how to mark each word. This process allows the rules and phonograms to be reviewed regularly in the context of common words. Can you tell what phonograms and rules the markings are representing in these three examples?

The rules are coded for you in the Wise Guide. Look at the far right of each two-page spread. Look for the brackets like this: [R4, 5, 7]. Those are indicating which rules are being used by that word. You can see a list of all the rules on WG p. 239 SWR p. 222, and on the 8 1/2 x 11″ card that is in your rule cards packet. You’ll want to be able to quickly turn to these since only part of the rule may be listed in the teacher notes on the right side of the two-page spread. For those that have yet to purchase the book, you can see an example on this sample from the book.

The rule numbers are there to help you—the teacher—identify them in the rules list. The numbers are not something the student learns. It’s important that the student know: “AEOU usually say AEOU at the end of a syllable.” The student should  NOT explain to you that the word station uses rule #4.

When you’ve finished dictating a word, the student has taught it back to you, and you’re now ready to mark the word together, be sure to repeat any of the rules that are being used EVERY time they come up. This repetition and review is how the process sinks into the student’s mind, making it available at the automatic level for both reading and writing.

Watch how this is modeled for you in this “Sample Word Saturday” video.

You can read Part 4 here.

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