Spelling and reading are closely related. Therefore, the spelling course is tied in with the reading course (when it is written). In Parts 1 and 2 I have not divided the levels into ages. I believe that pupils should be able to spell the words they use and suggest that an adult goes through each level with the pupil and underlines the relevant words. This can be repeated regularly as the pupil's vocabulary increases. 

Part 1 deals with root words. Level 1 introduces the basic alphabet sounds.  Level 2 introduces words that are spelt as they sound. Subsequent levels introduce new sounds.

Part 2 deals with changes to root words.

In Parts 1 and 2 each level is divided into
     a) Words that follow the rules.
     b) Words that sound the same but have more than one spelling (homophones).
A brief note in italics is written next to these words to indicate the   meaning. Where there is more than one meaning "&" is put between the various definitions. These notes are not intended to be full definitions but just a hint to indicate the meaning. 
i.e.) sail  boat : sale  to sell:   row   boat & line:   roe    fish eggs.
      c) Words that are spelt the same but pronounced differently. i.e.)  bow   bend & front of boat;  bow   knot & arrow. 
Some words appear in more than one section. It is important to learn these irregular words.
    d) Enthusiast's table. Vocabulary varies greatly between pupils depending on the amount of reading they do and the vocabulary of friends and family. The enthusiast's table is for pupils with a greater than average vocabulary to help them spell the words they understand.

Some words have two correct spellings. Where this occurs both spellings are written or extra letters are put in brackets ie. caviar(e)  

Part 3 contains all the homophones in this course with exercises.