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I have a questions about irregular words and integrating Scientific Spelling in the classroom.

Question:  Hello! I have a couple of questions regarding Scientific Spelling:
1. Please explain the difference between irregular spellings vs. exceptions. Are they basically one and the same? My understanding is that they are less frequent spellings so that is why they are considered irregular or exceptions. I was also told by someone at Neuhaus the "Rule of 10" which was explained to me that if less than 10 words are spelled with that particular spelling, then it is not formally introduced. Could I explain to my students this "Rule of 10" to also mean irregular/exception spellings?
2. I'm helping some classroom teachers try to implement Scientific Spelling in their curriculum. In looking at Neuhaus' suggested Grade Spelling Curriculum weeks (back of purple section), the leveled Grade Spelling Curriculum seems to "easy" for the specified grade. Would you agree with bumping up each grade, meaning to use Second Grade's Spelling Curriculum for first grade, Third Grade's Spelling Curriculum for second grade, and so on for each grade? I know differentiation is the key, and not all of the students in the regular classroom may need Scientific Spelling. What I've told the teacher is with her higher level students, she could use another spelling curriculum, or let those students choose words they want to learn how to spell, or use content area words. The only problem I see with that, is that those higher level students may not be truly Scientific Spellers because they would not be learning the patterns/rules. Sorry for the long questions, but they've been on my mind for a while. I LOVE Scientific Spelling! I will appreciate your clarification and time with this.
Answer:  Irregular spelling words are exceptions to the expected and recurring patterns and rules of English spelling. Some irregular words have spellings that do not match their pronunciations. For example, the spelling of said does not match the pronunciation of /sĕd/ and enough does not match the pronunciation of /ēnŭf/, so these two words are irregular words for spelling. Some irregular spelling words represent less frequent spellings of sounds with multiple spellings. For example, initial and medial /k/ before a, o, u, or any consonant is most frequently spelled c; therefore, words like kangaroo, skate, and Kleenex are irregular for spelling. Some irregular spelling words contain spellings for sounds that are not frequent at all (10 or fewer words). For example, final /ō/ spelled oe is found in fewer than ten words – no need to teach this spelling. All irregular spelling words need to be memorized.

In terms of the scope and sequence, the order of presentations ensures that students systematically and explicitly are introduced to the reliable patterns and rules of English spelling. The words for the weekly test should not just come from Scientific Spelling. Five words will help reinforce the new pattern or rule. Most of the words on the spelling list are content words that students will be reading and writing. These words are analyzed by the students as regular, rule, or irregular. The words that students analyze can be adjusted according to student needs. The words can be as easy or as challenging as needed, so all students can benefit from Scientific Spelling. Remember, if students find a pattern they have not been introduced to, they can look it up! In this way, they are learning more patterns. Whether or not you move the curriculum up will depend on the needs of the students. What is most important is a systematic way to explicitly introduce the patterns and rules in and across grades.