spelling+rules

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Rule #1: “**//I//** **before** **//E//** **except after** **//C//****”**;
This rule, designed to help us remember how to spell words such as //receive// and //chief//, seems so promising in its simplicity at first. But then things get complicated: it doesn't work with words pronounced "ay" as in //neighbor, freight, beige, sleigh, weight, vein//, and //weigh// and there are many exceptions to the rule: //either, neither, feint, foreign, forfeit, height, leisure, weird, seize,// and //seizure//. Still, the rule is relatively simple and worth remembering.
 * achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve, chief, fiend, patience, pierce, priest
 * cei ling, con cei ve, de cei ve, per cei ve, re cei pt, re cei ve, de cei t, con cei t

Rule #2: “Dropping Final **//E//****”**
When adding an ending to a word that ends with a silent //e//, drop the final //e// if the ending begins with a vowel: However, if the ending begins with a consonant, keep the final //e//: (However, if the silent //e// is preceded by another vowel, drop the e when adding any ending: //argument, argued, truly.//)
 * advancing
 * surprising
 * advancement
 * likeness
 * Exceptions:** to avoid confusion and mispronunciation, the final e is kept in words such as //mileage// and words where the final //e// is preceded by a soft //g// or //c//: changeable, courageous, manageable, management, noticeable. (The word management, for example, without that //e// after the //g//, would be pronounced with a hard //g// sound.)

Rule #3: “Dropping Final **//Y//****”**
When adding an ending to a word that ends with //y//, change the //y// to //i// when it is preceded by a consonant. This does not apply to the ending //-ing//, however. Nor does it apply when the final //y// is preceded by a vowel.
 * supply becomes supplies
 * worry becomes worried
 * merry becomes merrier
 * crying
 * studying
 * obeyed
 * saying

Rule #4: “Doubling Final Consonants”
When adding an ending to a word that ends in a consonant, we double that consonant in many situations. First, we have to determine the number of syllables in the word. Double the final consonant before adding an ending that begins with a vowel when the last syllable of the word is accented and that syllable ends in a single vowel followed by a single consonant.
 * **submit** is accented on the last syllable and the final consonant is preceded by a vowel, so we double the //t// before adding, for instance, an //-ing// or //-ed//: //submitting, submitted.//
 * **flap** contains only one syllable which means that it is always accented. Again, the last consonant is preceded by a vowel, so we double it before adding, for instance, an //-ing// or //-ed//: //flapping, flapped.// This rule does not apply to verbs that end with "x," "w," "v," and "y," consonants that cannot be doubled (such as "box" [boxing] and "snow" [snowing]).
 * **open** contains two syllables and the last syllable is preceded by a single vowel, but the accent falls on the first syllable, not the last syllable, so we don't double the //n// before adding an ending: //opening, opened.//
 * **refer** contains two syllables and the accent falls on the last syllable and a single vowel precedes the final consonant, so we will double the //r// before adding an ending, as in //referring, referral//. The same would apply to //begin//, as in //beginner, beginning//.
 * **relent** contains two syllables, but the final consonant is preceded by another consonant, not a vowel, so we do not double the //t// before adding an ending: //relented, relenting.//
 * **deal** looks like flap (above), but the syllable ends in a consonant preceded not by a single vowel, but by two vowels, so we do not double the final //l// as in //dealer// and //dealing.// The same would apply, then, to //despair//: despairing, despaired.

Rule #5: “Adding Prefixes”
Generally, adding a prefix to a word does not change its spelling. For some reason, the word //misspelling// is one of the most often misspelled words in English. See the material on adding prefixes in the section on [|**Vocabulary**]. See, also, the section on the creation and spelling of [|**Compound Nouns and Modifiers**].
 * unnecessary, dissatisfied, disinterested, misinform

Working on Your Spelling
Improving your spelling skills is largely a matter of personal commitment: looking up a word you're not sure of, keeping the dictionary at hand, keeping a list of words you know you have trouble with. One site on the World Wide Web is particularly helpful in spelling: the [|**Scripps-Howard National Spelling Bee Home-Page**]. A section on that page, called "Carolyn's Corner" is especially helpful in terms of discovering and understanding the rather obscure rules and patterns that govern spelling. ("Carolyn's Corner" takes the summer months off.) Click [|**HERE**] for an extensive list of words that are commonly misspelled. From this list, you should compile your own list of words that look odd to you or aren't spelled the way you would spell them. Look up their definitions and origins and use them in sentences. Carry around the list and review it from time to time until the proper spelling occurs naturally to you.

**Rule 1)** The letter "**q**" is always followed by a "**u**" and together they say /**kw**/ (//queen//). Note: The "**u**" is //not// a vowel here. **Teach the next two rules together because, although quite similar, they require precision in thought and application. Hint: Remember that there is a difference between a //probability// and a //possibility//.  **Rule 2)** The letter "**c**" before **//e//**, **//i//**, or **//y//**---**//__says__//** /**s**/, as in **//cent//**, **//city//**, and **//cycle//**. The letter "**c**" followed by any other letter---says /**//k//**/, as in **//cat//**, **//cot//**, **//cut//**. Note: "Says" suggests the Probability. **Rule 3)** The letter "**g**" before **//e//**, **//i//**, or **//y//**---**//__may say__//** /**j**/ as in **//page//**, **//giant//**, **//gym//**. The letter "**g**" followed by any other letter---says /**g**/ as in **//gate//**, **//go,//** **//gust//**. Note: The letter "**e**" and "**i**" following "**g**" do not always make the "**g**" say /**j**/: **//get//**, **//girl//**, **//give//**. Note: "May say" suggests the Possibility. Quickly read the following words, noting how the vowel that follows the "c" or "g" controls pronunciation, and how pronunciation controls spelling: **//cork, cark, card, cord, cerd, cork, cerm, cal, cill, cell, cull, cim, carf, cab, card, cif, can, cen, cib, cerd, cuff, cop, cob, cub, cib, ced, cud, cid, cow, caw, gab, geb, gib, gob, gub, gan, gen, gin goin gun//** (from the [|Seeing Stars Workbooks] by Nanci Bell of [|Lindamood-Bell] ). **Rule 4)** is an important rule because it can be used to rapidly improve reading skills. Rule 4 says: When a short syllable ends with a vowel, the vowel generally says its name, its long sound. This rule describes Open Syllables and guides us in pronunciation, word decoding, and spelling. An Open Syllable ends (thanks to that last vowel) with the mouth OPEN so a long vowel is usually the result. However, because of the Latin contributions to English, the letter "**i**" does not always comply, so stay flexible and be prepared consider other pronunciations for that vowel. Read these syllables Note: "a" will say its name here because these are only syllables. If "a" comes at the end of words, it says /ah/.): **//g__u__, g__a__, d__a__, d__i__, b__i__, sh__o__, n__u__, n__e__, t__e__, f__e__, d__u__, b__o__, f__o__.//** Read: **//l__a__/ter, m__e__/ter, t__i__/dy, h__o__/tel, t__u__/lip, b__a__/con, d__e__/cide, l__i__/lac, d__o__/nate, c__u__/pid.//** **Rule 5)** The letters **//i//** and **//y//** usually say short i (big, gym), but may say long i **//(si lent, my, type//**). **Rule 6)** The letter **//y//**, not **i,** is used at the end of an English word (**//my, fry, comply//**). **Rule 7)** Involves words ending with a Silent E. Those were explained [|in article # 142.] **Rule 8)** Involves the spellings for the /er/ sound which were also explained [| in the same article]. **The next two rules work in similar ways, so I put them together. Note that the second consonant of the consonant pair is **not** pronounced! **Rule 9)** This is called the "1-1-1 Rule" and is used like this: If a word has **//__1__//** syllable; **//__1__//** vowel; **followed by** **//__1__//** **consonant** (example: **//hop//**), double that final consonant before adding an ending/suffix //that begins with a vowel// (**hop __p__ing).** This rule does not apply to words ending with **//x.//** Study: hop/hop__p__ing; set/set__t__ing; run/run__n__ing; red/red__d__ish; mud/mud__d__y; flat/flat__t__en; writ/writ__t__en; ship/ship__p__ed/ship__p__er; stop/stop__p__ed/stop__p__age. **Rule 10)** This is called the "2-1-1 Rule" and is used like this: When a word has two syllables (**be gin**) in which the second syllable is **//accented//** and **//works like//** a 1-1-1 Rule word (**gin**), double the final consonant before adding an ending/suffix //that begins with a vowel// (be **//gin//** **__n__**ing)**. Beware:** **1)** If that second syllable is not accented (**//prof//** it) then do not double the consonant (**//prof//** it able). **2)** If the suffix begins with a consonant, do not double the last consonant in the 1-1-1 syllable (**//prof//** it +**//s//**). **Rule 11)** This is sometimes called the "Drop E Rule" and is used like this: Words that end with a Silent Final E (de bate) are written **without** the E when adding an ending/suffix //that begins with a vowel// (**//de bat able//**). If adding an ending/suffix that begins with a consonant, retain the e (**//state / statement//**). Note: If you are adding an ending that begins with any letter other than **e, i,** or **y,** to a word with a "c" or "g", retain the "e" to soften the pronunciation**//: manage/managing/manageable//**; **change/changing/changeable** **Rule 12)** After c use **//ei//** (re**__cei__**ve). If we say "long a," we use **//ei//** (v**//ei//**n). In the list of exceptions, we use **//ei//**. In all other words, the phonogram **//ie//** is used. For more information, [|see article #142]. **Rules 13 through 16 are clustered because of separate but similar usages; because of the logic involved in applying these rules to spell accurately. Here there are choices: SH? TI? SI? CI? CE?! It is not as bad as it appears. **Rule 13)** The Phonogram **sh** is used at the **beginning or end** of a **base word** (**__sh__**e, di**__sh__**); at the end of a syllable (fin i**sh**); but //never at the beginning of any syllable **after the first** one except// for the ending **//ship//** (wor **ship**, friend **ship**). To review: Use **sh** to spell the /**sh**/ sound at the beginning of a base word (**__sh__**ade, **__sh__**ape); at the end of a base word (fre**__sh__**, wa**__sh__**); at the beginning of the first syllable (**__sh__**im mer ing) of a word; and the end of a syllable (a**__sh__** en); but **//__never__//** to begin a 2nd, or 3rd, or 4th or subsequent syllable in a word except for the suffix **ship**! **Rule 14)** The phonograms **ti**, **si**, and **ci** are the spellings most frequently used to represent the sound /**sh**/ at the beginning of the…2nd, 3rd, 4th, or subsequent syllable in a base word. (na **ti**on, ses **si**on, fa **ci**al). **Rule 15)** The phonogram **si** is used to represent the /**sh**/ sound when the syllable before it ends with **"s"** (se**s** **si**on) or when the base word has an **s** where the base word changes (ten**s**e, ten **si**on; man**s**e, man **si**on). [|Reading from Scratch - **Spelling Rules**] ||  92k   -   13 sec @ 56k      ||  www.dyslexia.org/**spelling**_**rules**.shtml   www.dyslexia.org/spelling_rules.shtml  ·  [|Cached]  || I use this spelling lesson as an opportunity to refresh / reteach / expand knowledge of root words (and thus of vocabulary) **__When pondering whether to use " ti " or " ci ", consider the root,__** and the spelling of the root. Consider sound, listening for the /**s**/ at the end of the base, so you remember to use "**si**". ‘ti’, ‘ci’, ‘si’, are three spellings most frequently used to say ‘sh’ at the beginning of all syllables except the first. • e.g. nation, patient, torrential, infectious, spacious, ancient, optician, financial, tension, session, admission, pension, division. Deficiency optician Practice: vacate – va ca **__ti__**on; infect – in fec **__ti__**ous; nat – na **__ti__**on; potent – po ten **__ti__**al; impart – im par **__ti__**al; collect – col lec **__ti__**on; pat – pa **__ti__**ent; torrent – tor ren **__ti__**al ********************************************************************* ses – ses **si**on; compress – com pres **si**on; discuss – dis cus **si**on; depress – de pres **si**on tense – ten **si**on; manse – man **si**on ************************************************************************** face – fa **ci**al; space – spa **ci**ous; finance – fi nan **ci**al; music – mu si **ci**an electric – e lec tri **ci**an; physic – phy si **ci**an ************************************************************************** o **ce**an; o **ce** an ic; o **ce** an o graph ic (**ce** is only used in words having to do with---ocean.) I can hear objections already! Yes, there are words that do not follow these generalizations, but that does not mean that they are rule breakers. Yes, you will have to memorize some, but that will be much easier if you first learn about each word. Remember what I said before—always consider the ROOT, whether it be a stem or a base word. One evening another homeschooling mother and I tested many words that //appear// to be rule breakers. We looked each one up, searching for the rationale behind the spellings of the /sh/ sound. We used regular dictionaries, [|a dictionary of etymology], and another of my favorite books, [|Word Stems] , by John Kennedy ("**From School Library Journal**, This handy guide for students, wordsmiths, and language lovers includes a four-page history of the development of English from its Latin, Greek, and other roots."). We looked up "**ti**" words like pala**ti**al, supersti**ti**ous, influen**ti**al; substan**ti**al. We checked out "**ci**" words like so**ci**al, spe**ci**al, espe**ci**ally, an**ci**ent, cru**ci**al, effi**ci**ent, suspi**ci**ous. In every case, we found a root word history to support the spelling of the /sh/ sound. **Rule 16)** The phonogram **//si//** may also say /**zh**/ as in: //vi **si**on, di vi **si**on, oc ca **si**on, ex plo **si**on,// … **Rule 17)** We often double **l**, **f**, and **s**, following a single vowel at the end of a one-syllable word (**//will, off, miss//**). This rule sometimes applies to two-syllable words like **//recess//**. **Rule 18)** We often use **ay** to represent a long "a" at the end of a base word, but never "a" alone. (**//pay, hurray//**) If a word ends with **a**, that represents the sound /**ah**/: **//papa, mama, camera//**. **Rule 19)** Vowels **i** and **o** may say long /i/ and /o/ if followed by two consonants as in words like: **//find, old//**. **Rule 20)** The letter **s** **never** follows an **x**. Never! //Never//! **Never!** The phonogram "**x**" includes the /**s**/ sound (/**ks**/) and does not need another one! (**//excite, exact, exemplary//**) **Rule 21)** **//All//**, written alone, has two **//l//**’s, but when used as a prefix, only one **//l//** is written (**//al so, al most//**). **Rule 22)** **//Till//** and **//full//**, written alone, have two **//l//**’s, but when used as a suffix, only one **//l//** is written (**//un til, beau ti ful//**). **Rule 23)** The phonogram **dge** may be used //only after a single vowel// //that says its short sound//: **//badge, edge, bridge, lodge, budge.//** **Rule 24)** When adding an ending to a word that ends with a **consonant and y**, use **i** instead of **y** unless the ending is **ing**. **Rule 25)** The phonogram **ck** may be used //only after a single vowel that says its short sound//: **//back, neck, lick, rock, duck//**. **Rule 26)** Words that are the names or titles of people, places, books, days, or months are capitalized. **Rule 27)** Words beginning with the sound /**z**/ are always spelled with a **z**, never an **s** (**//zoo, zero, zip//**). **Rule 28)** The phonogram **ed** has three sounds. If a base word ends in the sound /**d**/ or /**t**/, adding **-ed** makes another syllable that says /**ed**/ (**//sid ed, part ed//**). If the base word ends in a voiced consonant sound, the ending **–ed** says /**d**/ (**//lived, loved//**). If the base word ends in an unvoiced consonant sound, the ending -**ed** says /**t**/ (**//jumped, wrecked//**). **Rule 29)** Words are usually divided between double consonants. For speaking and reading, only the consonant in the accented syllable is pronounced. The **//consonant in the unaccented syllable is silent//** (//lit le//). words ending in tion or sion? A quick way of remembering is if the word sounds like 'shun' then it will end in tion, if it sounds more like 'zhun' then it will end in sion.
 * When this sound occurs before a vowel suffix, it is spelled ti, si, or ci **. ... ; No compendium of **spelling rules** would be complete with the most important **rule** of all: WHEN IN DOUBT, ASK (or look it up)
 * Additional Rules (17-29) **
 * AND FINALLY, **