pr-2364uk my spell wkbk d tg_bw

8/4/2019 Pr-2364uk My Spell Wkbk d Tg_bw

1/148


2/148

Ofces in:

UK and Republic o Ireland:Bosheen

New Ross

County Wexord

www.prim-ed.com

Australia:PO Box 332

Greenwood

Western Australia 6924

www.ricpublications.com.au

My Spelling Workbook Teachers Guide

(Book D)

Published by Prim-Ed Publishing 2011

2nd edition 2011

Copyright Prim-Ed Publishing 2011

ISBN 978-1-84654-312-8

PR2364UK

Titles available in this series:My Spelling Workbook Teachers Guide Book A (Ages 56 years)My Spelling Workbook Teachers Guide Book B (Ages 67 years)My Spelling Workbook Teachers Guide Book C (Ages 78 years)My Spelling Workbook Teachers Guide Book D (Ages 89 years)My Spelling Workbook Teachers Guide Book E (Ages 910 years)My Spelling Workbook Teachers Guide Book F (Ages 1011 years)My Spelling Workbook Teachers Guide Book G (Ages 1112 years)

Copyright NoticeBlackline masters or copy masters are published and

sold with a limited copyright. This copyright allows

publishers to provide teachers and schools with a

wide range o learning activities without copyright

being breached. This limited copyright allows the

purchaser to make sufcient copies or use within

their own education institution. The copyright is not

transerable, nor can it be onsold. Following theseinstructions is not essential but will ensure that you,

as the purchaser, have evidence o legal ownership

to the copyright i inspection occurs.

For your added protection in the case o copyright

inspection, please complete the orm below. Retain

this orm, the complete original document and the

invoice or receipt as proo o purchase.

Name of Purchaser:

Date of Purchase:

Supplier:

School Order# (if applicable):

Signature of Purchaser:

This master may only be reproduced by the

original purchaser or use with their class(es). The

publisher prohibits the loaning or onselling o thismaster or the purposes o reproduction.

Internet websitesIn some cases, websites or specifc URLs may be recommended. While these are checked and rechecked at the time o publication,the publisher has no control over any subsequent changes which may be made to webpages. It is stronglyrecommended that the classteacher checks allURLs beore allowing pupils to access them.


3/148My Spelling Workbook D Teachers GuidePrim-Ed Publishingwww.prim-ed.com iii

Foreword

Contents

Phonics and the Common Words

Teaching and learning spelling are progressive processes,

which are structured in this scheme, marrying phonicswith common words. Children learn best when spellingis taught systematically and in a structured manner overtime. Spelling needs explicit instruction or the majority ochildren, particularly or those who ail to catch it becauseo inherent diculties. The NLS Framework or Teaching(Beard 1998) recommended that successul managemento the teaching o spelling should include structuredteaching, which involves the ollowing, all o which are anintegral part in the My Spelling Workbookseries:

making it clear what has to be learnt

dividing material into manageable chunks

teaching in a well considered sequence

the use o material in which children make use ohunches and prompts

regular testing or progress

immediate eedback

Matching Teaching Methods to Learning Styles

This phonic based, multisensory spelling series introducesstrategies that eature Look, Say, Trace, Cover, Writeand Check. The series promotes independent learning ospelling in context and eatures a proven metacognitiveapproach to spelling. The metacognitive approachencompasses logical and systematic thinking, combinedwith the skills o visualisation, emotion and creativity.Through using all aspects o thinking, children not onlylearn how to spell but also learn how to retain and usethese words in context.

Success with this series is achieved through thereinorcement activities provided in the My SpellingWorkbook series. These workbooks cover the strategiesin a un, creative way ensuring that both the child and theteacher enjoy the learning process. The Teachers Guidesprovide the metacognitive strategies. These are clearlyoutlined using fash cards, assessment sheets, extraactivities, guidelines or use with children with specialneeds, extension activities or more able children, dictation,word lists and answers.

Each workbook contains 18 lists o phonic based,commonly used words to develop a base vocabulary orprimary school children. These help to develop independentspellers through a variety o activities including:

word building

memory tests

word study

word puzzles

discovering patterns in words.

Teacher Inormation ................................................ iv vi

Curriculum Links .............................................................1

Timetable a suggested timetable that can be adapted to

suit dierent class needs.

Spelling Timetable ...........................................................2

Blank Timetable ..............................................................3

Metacognitive approach resources an approach which

encourages children to become successul independent

spellers and thinkers.

Teachers Notes ...........................................................45

Question Type Charts .................................................613

Core photocopiable resources a range o resources

which can be used regularly throughout a spelling

programme.

Word Building ..............................................................14

Spelling Partners ...........................................................15

List Words (Book D) ...............................................1617

Supplementary resources extra ideas to support a

spelling programme, covering a range o ability levels.

Additional Activities .................................................1823

Children with Special Needs .....................................2425

New Words ..................................................................26

Spelling Extension .........................................................27

Incentives photocopiable games to encourage better

spelling and certifcates to reward progress.

Spelling Games ......................................................2830

Certicates ...................................................................31

Assessment photocopiable worksheets or recording o

results by teachers/children.

Teachers Notes .............................................................32

Pre-test/Post-test Template .............................................33

Individual Word Checklist .........................................3436

Anecdotal Records ........................................................37

Test Checklist ................................................................38

Teachers Notes for each unit a separate page or

each unit, providing list ocus, dictation, word building,

additional activities and answers.

Units 118 .............................................................3956

Word Search Answers ..............................................5761

Workbook Pages (Book D) ....................................62135

List Words (whole series) ....................................136142


4/148iv My Spelling Workbook D Teachers GuidePrim-Ed Publishingwww.prim-ed.com

Look, Say, Trace, Cover, Write, Check

Teacher Information

Each workbook contains 18 spelling units. Each unit is made up o our pages, with each unit containing:

a list o 22 words to be learned, ocusing on one or more phonic word patterns and two commonly used words

word building and word study activities

revision words rom the previous workbook.

Look, Say, Trace, Cover, Write,

Check This represents the basicmethod recommended or wordlearning. Children should ollow thismultisensory process when learningeach word. It is a proven methodo retaining a word in the memoryand should be a procedure that isollowed consistently, to assist withthe learning o urther words.

The frst page o each unit containsthe list words. Beore the childrensee the list, it is recommended thatthe words are pre-tested. This canbe used as a benchmark or howwell the children learn the list orwhich words they need to ocus onthroughout the unit.

Each word list table has aseries o columns. Ater learningeach word, the children shouldhide their word with their handand write it in the rst Practisecolumn. This should be repeatedater a ew days, but written intothe second Practise column.

To help evaluate the childrensprogress, i the word is speltcorrectly in the test, a tick shouldbe placed in the T column.A tick should be placed in theD column i the word is speltcorrectly in the dictation.

Problem words can be recordedin the Difcult Words I HaveFound table on page 74, oradditional learning.

Lookat the word. Look or words within words. Look at the shape o the word.

Say each letter aloud: either as its letter name or sound.

Trace each letter as the sound is said. This will reinorce the kinaestheticmovement and sound pattern and becomes a physical and auditory memory.

Cover the word. (A time actor can be built into this part. Test ater oneminute, 10 minutes, one hour, the next day etc.)

Write the spelling word.

Checkthe word with the original.


5/148My Spelling Workbook D Teachers GuidePrim-Ed Publishingwww.prim-ed.com v

Teacher Information

Each unit contains word building and word study activities.

A bank o activities is used throughout the book, including:

unjumbling words

word worms

nding small words

crosswords

word searches

synonyms

antonyms

and many more.

A word building template is ound on page 14 o this book. Thiscan be used or each unit o words. Word building examples orevery list word are ound on pages 3956 o this book.

The unit list is also repeated orurther reerence on the third pageo each unit, along with a revisionlist o words rom the previouslevel oMy Spelling Workbook.It is recommended that revisiontests are used on a regular basisto ensure previous list wordsare kept current in the childs

memory.

The ourth page o each unit includes Additional Activities tobe done in the childs spelling pad. Their aim is to provide

children with several opportunities to write the list words andto use them in various ways. These activities can be used withany o the units in the book.


6/148vi My Spelling Workbook D Teachers GuidePrim-Ed Publishingwww.prim-ed.com

For every spelling list, remember to:

Look

Say

Trace

Cover

Write

Check


7/148My Spelling Workbook D Teachers GuidePrim-Ed Publishingwww.prim-ed.com 1

Curriculum Links

Country Level Subject Objectives

England Year 4 Literacy

Word Structure and Spelling

use knowledge o phonics, morphology and etymology to spellnew and unamiliar words

distinguish the spelling and meaning o common homophones

know and apply common spelling rules

develop a range o personal strategies or learning new andirregular words

NorthernIreland

Year 5Language

and Literacy

Writing

use a variety o skills to spell words correctly

Republic oIreland

3rd Class English

Competence and Condence in Using Language

use a range o aids and strategies to improve his/her commando spelling; word lists, word searches, anagrams, regular wordpatterns

Scotland Primary 5Literacy and

English

Writing (First Level)

spell the most commonly-used words, using knowledge o letterpatterns and spelling rules

use resources to help spell tricky or unamiliar words

Writing (Second Level)

spell most o the words needed to communicate, using spellingrules, specialist vocabulary, and a range o resources

Wales Year 4 English

Writing

develop and use a variety o strategies to enable them to spellcorrectly


8/1482 My Spelling Workbook D Teachers GuidePrim-Ed Publishingwww.prim-ed.com

Teachers can use the activities in My Spelling Workbookto suit the needs o their class and theamount o time available or spelling.

A 10-day spelling programme or each list is suggested below, as a way o using this workbook.It allows or 25 minutes each day, which could be a combination o class work and homework.Teachers may wish to add or delete rom this timetable, according to their needs.

This timetable is based on a metacognitive approach, which is explained in detail on the ollowingpages. Daily partner testing is a key eature o the timetable, allowing children to practise 35 listwords at a time. A worksheet or recording partner test results is provided on page 15.

Spelling Timetable

DAY ONE Pre-test list and introduce words using metacognition

strategies

Use Look, Say, Trace, Cover, Write and Check to practisewriting words rom memory

Transer any words rom the previous list to Dicult

Words I Have Found Begin crossword

Partner test 1 (35 words) (see page 15)

DAY TWO

Partner test 2 (35 words)

Spelling game or activity (see pages 2830)

Revise the patterns or this list

Complete page 2 activities

Begin to make list o Dicult Words I Have Found

DAY THREE

Complete a partner activity (see pages 2023)

Complete Additional Activities

Begin page 3 activities

Partner test 3 (Dicult Words I Have Found)

DAY FOUR


Complete a partner activity

Continue with page 3 activities

DAY FIVE

Spelling game or activity

Dictation passages (see pages 3956) Partner test 5 (Dicult Words I Have Found)

DAY SEVEN

Complete word search



DAY EIGHT



Complete page 4 activities

Begin word building (see page 14)

DAY NINE

Dictation passages (see pages 3956)


Complete word building

DAY TEN


Test o list words (see page 33) Recording o scores and sel-evaluation

Revision o list words

Inormal activities (see pages 2023)

DAY SIX


Revise the patterns or this list using the metacognitiveapproach

Brainstorm other words that ollow the same patterns

Spelling game or activity Begin word search



Use the blank timetable below to plan a spelling programme or your class.

DAY ONE DAY SIX

DAY TWO DAY SEVEN

DAY THREE DAY EIGHT

DAY FOUR DAY NINE

DAY FIVE DAY TEN

Blank Timetable



Aim: To encourage children to become successul independent spellers and thinkers.

Introductory Stage

Each category o question (Clariying, Literal, Inerential, Personal, Visualising, Predictive, Summarising and Refective)should be explained to the children. It is important that they understand what kind o question they are asking.

Not all cards will be relevant in every situation. On occasion, they will be.

Some o the questions may appear to be the same but are repeated under dierent categories. This is because the context isdierent and this should be explained to the children.

Preparation Stage

The teacher chooses a suitable spelling word. A word that encompasses all the categories o questions is better. However, itshould be stressed that not all categories are relevant to every word; or example, yesterday.

The cards are displayed or all children to see. Teachers might preer to enlarge the cards to A3 when photocopying or tolaminate them. (See pages 613).

Modelling Stage

The teacher models a word; or example, yesterday. The teacher demonstrates the thinking process involved by applying thequestions suggested in the relevant categories and talking through his or her answers.

Allowing children to interact with the teacher using this process can be very productive.

Explanation o Question Types

Clariying questions are questions that make words,phrases or concepts clear and understandable.

For example: What is the word?

yesterday

What does this word mean?the day beore today

Does it have an easily recognisable root?

day

Can the word be broken into smaller sounds?

yesterday

Literal questions are questions that have a straightorward answer ound in the text.

For example: What is the tricky part o the word?

ter

Is there a rule or this word?

no

Inerential questions are questions that ask you to deduce answers rom the text.

For example: Can I think o some other way to help remember how to spell this word?

break the word into three little words: yes, ter, day

Personal questions are questions that are relevant to onesel.

For example: Is there a rhythm in the word?

yes

Is there a amiliar sound in this word?ay

Is this a word that I need to learn to spell?

yes, because I use this word regularly

Metacognitive Approach

8

MySpellin

gW

orkb

ookDTe

ach

ers

Guid

ePrim-E

dP

ublishin

gwww.prim-e

d.c

om

FLASH CARD

Inferential Questions

Can I think of some otherway to help remember howto spell this word?



The Refective Questions card should be used as a challenge or every child. It is designed to extend the moresuccessul speller. It also oers the opportunity or individuals to recognise their own areas o strengths and weaknesses.

This card should be used either at the end o the lesson or ater the dictation to refect on success and to set new goalsor themselves.

The ollowing pages contain a set o cards or encouraging this way o thinking.

Visualising questions are questions that require you to see the word or shape inyour mind.

For example: Close your eyes.

Can I see the word inside my head?

yes/no

Can I see the shape o the word?

Predictive questions are questions that require you to orecast a possible outcome.

For example: Can I give another word with a similar spelling?

today has the same endingCan I spell this word?

yes/no

Can I write it rom memory and say each letter as I do it?

today

Summarising questions are questions that demand a reiteration and understandingo what went beore.

For example: Can I state the rule or this word?

there isnt a rule

Can I make a sentence or this word?yes Yesterday I went swimming with my riend.

Can I write this word in a dictated passage?

yes/no

Refective questions review the strategies used to learn new words and how youeel about your progress.

For example: How did I do?

happy/reasonably happy/unhappy

Were my choices o strategies eective?

yes/no

Will learning how to spell this word help me to spell other words?

yes/no

Was there anybody or anything that could have helped me?

I could have used a dictionary or got my amily to test me.

How do I eel?

happy/reasonably happy/unhappy

Metacognitive Approach



FLASHCARD

ClariyingQuestio

ns

Whatdoesth

iswordme

an?

Doe

sithaveaneasily

recognisable

root?

Can

theword

bebroken

into

sma

llersounds?



FLASHCARD

Litera

lQuestions

Whatisthetrickypartof

the

word?

Istherearule

forthiswo

rd?



FLASHCARD

Inere

ntialQuestio

ns

Can

Ithinkof

someothe

r

waytohelpre

memberhow

tospellthiswo

rd?



FLASHCARD

Perso

nalQuestion

s

Istherearhythmi

nthe

word?

Isthereafam

iliarsound

in

this

word?

Isthisaword

thatIneedto

learntospell?



FLASHCARD

Visu

alisingQuestions

Can

Iseethe

wordinmyhead?

Can

Iseethe

shapeoft

he

wor

d?



FLASHCARD

Pred

ictiveQuestions

Can

Igiveanotherword

witha

similarmeanin

g?

Can

Ispellthisword?

Can

Iwriteitf

romm

emo

ryand

say

eachlette

rasIdoit?



FLASHCARD

Sum

marisingQuestions

Can

Istatetheruleforth

isword?

Can

Imakea

sentence

forthisword?

Can

Iwritethisword

ina

dictated

pas

sage?



FLASHCARD

RefectiveQuestions

How

didIdo?

Weremycho

icesofstra

tegies

effe

ctive?

Willlearninghow

tospe

llthis

wor

dhelpme

tospellot

her

wor

ds?

Wastherean

ybodyora

nything

thatcouldhavehelped

me?

How

doIfeel?



es

ing

er

ly

ier

s

ed

y

less

ful

iest

Word

Building

Makeane

wwordbyaddinganen

ding.

Canyoumakemorewordsbyadding

adifferentending?

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=



Name: My partners name:

Remember to ask how many wordsyou will be tested on each day.

1. Give your partner your list words.

2. Write the date and get ready

or your test.

3. Your partner will slowly readeach word twice.

4. When you are fnished, readthrough your words again thenhand them to your partner.

5. Your partner will mark yourtest, put on the score and

hand it back to you.

6. Good luck!

Date:

Total:

Spelling Partners

Name: My partners name:

Remember to ask how many words

you will be tested on each day.

1. Give your partner your list words.

2. Write the date and get readyor your test.

3. Your partner will slowly readeach word twice.

4. When you are fnished, read

through your words again thenhand them to your partner.

5. Your partner will mark yourtest, put on the score andhand it back to you.

6. Good luck!

Date:

Total:



List Words

UNIT 4air

stair

chair

hairy

airy

dairy

pair

repair

despair

pushchair

dare

scare

beware

glare

are

stare

care

rare

spare

mare

Belast

Dublin

UNIT 5head

breakast

dea

steady

bread

deadly

lead

tread

instead

ahead

heavy

thread

threat

breath

earn

breadth

earl

pearl

death

earth

world

clean

UNIT 7snow

git

amily

chimney

tinsel

snowman

party

winter

elves

candles

rost

angel

stable

concert

reindeer

birth

jingle

crowds

holy

jolly

ours

theirs

UNIT 8true

value

argue

cue

avenue

screw

ew

brew

dew

drew

igloo

bamboo

proo

shampoo

kangaroo

ruit

juice

juicy

bruise

suit

millimetre

centilitre

UNIT 6hotter

kinder

colder

stronger

weaker

meaner

taller

greatest

smallest

sotest

darkest

thickest

hardest

lightest

thinnest

cheeriest

bounciest

bossiest

tiniest

angriest

learn

America

UNIT 2hoo

lea

bee

scarel

gol

wol

shel

hal

cal

sae

wie

lie

oxengeese

dice

children

women

teeth

eet

large

does

UNIT 3knuckle

knit

knee

rhymeyoghurt

honour

loch

build

written

wreath

wrist

psalm

palm

calmoten

listen

thistle

whistle

condemn

autumn

pretty

animal

UNIT 1visitor

doctor

error

sailorspectator

water

number

lower

sister

better

eleven

opened

broken

hiddensuddenly

lesson

reason

person

poison

cotton

read

goes


23/148



The ollowing activities and games have been provided or your use as additional support to the spelling programme.They are a guide and can be developed to suit any class, programme or teaching style.

Choose rom the ollowing activities and games i not already covered in the particular list being treated.

Six photocopiable spelling games can be ound on pages 2830.

Individual Activities

Word Study Useul or developing amiliarity with the list words.

Strategy Examples

Additional Activities

Find small words in list words.

Write the list words in alphabetical order or reversealphabetical order.

Write list words with eyes closed or rom memory.

For example: strawberry straw, berry, raw, be

Sort words according to dierent criteria. For example: sort by initial/nal letters; number o letters;number o syllables; number o vowels;number o consonants; parts o speech;rhyming/non-rhyming or by childrens ownchoice.

Find antonyms, synonyms or homophones or the listwords.

For example: hot/coldclose/shutbare/bear

Make word builders by adding s, ed, ing, er, est,etc.

For example: walk walks, walked, walking

Write list words in sentences or as a question. For example: Did you hear the announcement to board theplane?

Write denitions or list words. These can be either looked up in a dictionary, or written inthe childs own words, and then checked.

Make word shapes, word snakes or word sums or listwords.

Word Shapes:

grapes = plum =

Word Snakes:

Word Sums: s + end = send; bl + end = blend

pla

negr

apesplum

vsafescom

ichasematecgha

epicn

ic



Individual Activities

Word Study Useul or developing amiliarity with the list words.

Strategy Examples


Write the base words or the list words. For example: the base word or sensible = sense

Discuss adding ed and ing and how this changes thetense o words.

For example: jumped and jumping jumped is pasttense, jumping is present tense

Study and nd word origins or list words.For example: audience comes rom a Latin word audire

which means to hear.

Find words which have homographs (words which lookthe same, but have dierent meanings).

For example: bear/bearrock/rock

Discover common prexes and suxes or words.For example: un-, dis-, -ly, -ment

Hidden words using the letters in a word to make asmany new words as possible.

For example: neighbours house, neigh, nigh, bin,rough, bore etc.

Anagrams o list words or search or any others.For example: nap is an anagram o pan;

dance is an anagram o caned

Missing vowels write list words with missing vowels.Children guess which words they are.

For example: m ss ng = missing

Rank words in level o diculty in learning to spell. For example: lace 4plane 2snake 1case 3

Write plurals or the list words.Discuss exceptions to the rule o simply adding s; orexample, sheep, children.

Children write their words as a rebus. For example,

+ lace = shoelace

Write a paragraph using a set number o list words.For example: use grapes, picnic and shade in a

paragraphWhen we got to the park, wesat in theshade. We spread out a blanketand ate ourpicnic. My avourite ood wasgrapes.




Inormal Activities

Useul or the reinorcement o the list words in a less ormal approach.

Strategy Examples

Partner and Group Activities

Partner activities Develops cooperation and increases knowledge o list words.

Strategy Examples

Clap the number o syllables in words.

Use bright colours to trace list words.

Make theme booklets and illustrate. Books could be about prexes,colours, transport, the sea etc.

Make What am I? clues. For example: I am a reptile.

I have no legs.

I shed my skin.

My bite can be poisonous.

What am I?

A snake

Make memory helpers or list words. For example: a piece o pie

Invent mnemonics.For example: said = Sally Anne is dancing; because = bigelephants can always upset small elephants

Outline words.For example: dictionary

Write list words in the shape o a list word. For example:

could be the shape or: when, chin, show etc.

Make concept words. For example:

Make bookmarks with dicult words or list words.lace

chasehatemate





Partner activities Develops cooperation and increases knowledge o list words.

Strategy Examples

Children make their own read-and-illustrate activitiesto swap with a partner.

Trace list words on partners backpartner guesseswhich spelling word was traced.

Jumble words and swap with a partner. For example: school becomes oslhco.As an extra challenge, children can createjumbled words that can be pronounced.

Jumble sentences using list words and swap with apartner.

For example: The cat sat on the mat becomesEht tca tas no eht tma.

Children who need a challenge could alsojumble the order o the words!

Make word searches or crossword puzzles on grid paperand swap with a partner.

This can be simply done by making a grid, and insertingthe list o spelling words horizontally and vertically. Anygaps are lled with random letters in a word search orcoloured black in a crossword.

Make yes/no questions or true/alse statementscontaining list words and swap with a partner. For example: Is a rog a reptile?Do we see clouds in the sky?

Cut pairs o list words in hal and rejoin them. Childrenthen see i their partner can guess the words.

For example: picket blannic = picnic blanket

Word dominoesWord dominoes can bemade by breaking listwords in hal (ones thathave a common ending orbeginning).

For example:

ch ase

ch i l l

Guess the word Give a partner the rst letter o a wordchosen rom the spelling list. The partner then has toguess the word beore the whole word is revealed, one

letter at a time.

For example, the beginningo a game using the wordplane would look like this:





Shared Group Activities Encourages the exchange o personal list words, thereby broadening the childs word base.

Strategy Examples


Class or Group Games Useul or the reinorcement o the list words in a less ormal approach.

Strategy Examples

Make a word bank ollowing the same sound pattern or ruleas particular list words. Work as individuals, partners, smallgroups or a whole class.

Put list words into sentences individually or as a wholeclass.

For example: A list o words that end in ight: tight, right,fight, might, sight; Words that end with asilent e: made, same, shake.

Simple class spelling competitionsFor example: a Difcult Word o the Day competition,

where the class try to spell a challengingword.

Hunter Use individual books, charts, shared stories, poems etc. tond a particular spelling pattern or rule being treated.

Play hangman or a similar game, called Shannons Game.In Shannons Game, children need to guess the letters inthe correct order in which they occur in each word.

For example: Each word could be written on a piece ocard. Children can take one card each,and put themselves in a line so the order owords makes sense. Cards with commonwords like a, and, the, will need to beused also.

Play concentration, sh, word bingo or tic tac toe.In tic tac toe, each player uses a list o words with acommon sound as their noughts and crosses.For example, in the game below, player one used a bank osh- words; player two used a bank o -all words.

call wall ship

ball she

shock



Also reer to pages 2830 or photocopiable spelling games.

Books o other photocopiable spelling games are available rom Prim-Ed Publishing:

20752076 Fity Spelling Activities

2077 Early Literacy Games

2078 Literacy Games

2079 Phonic Games

Commercial board games involving word ormation may also be o benet to a spelling programme.



Class or Group Games Useul or the reinorcement o the list words in a less ormal approach.

Strategy Examples

Guess My Word Children ask questions that require a yes/no response to guessthe mystery spelling word.

Play Celebrity Head Words, picture clue words orcharades.

Celebrity Head Words

Child uses a headband to hold a card with a list word on theirhead. They ask questions o the class, which can only beanswered yes or no. For example, Does the word end in t?

Magazine hunt or list wordsChoose a number o words to ocus on or a week. Childrencan also search or these in newspapers or any other readingmaterial in the classroom. Children can circle or underlinewords they nd. At the end o the week, children can counttheir score and share the sentences they ound.

Play a game similar to Memory using the smallwords within compound words written on cards.

For example: butter + fy; oot + ball

Children write quiz questions or list words, and givethem to a riend to solve. A quiz night could also beheld using multiple lists.

For example: What can burn us, but also gives us warmth?(re)

Children write clues to match their list words. Hold asmall competition each day to see who can solve thepuzzle rst.

For example: Add basket to ball = basketball.Take er rom mother = moth.



Children with Special Needs

The spelling activities in My Spelling Workbookcan be modied or added to or children with special needs. Some additionalsuggestions are included below or children with learning diculties. The worksheet on page 26 is designed or children whoall into this category. Children in need o extension will benet rom many o the suggestions included in the Additional Activitiespages o this book. Page 27 also contains an opportunity or spelling extension.

Strategies For Children With Learning Difculties

Strategy Examples

Encourage children to have a go and take risks withapproximate spelling.

For example, using have a go pads or spelling journals orchildren to try out their spelling when writing stories etc.

Encourage as much reading as possible.Include dierent sources o print around the classroom orchildren to nd correct spelling; or example: opposites,colours, avourite sayings, days o the week.

Break each spelling list into shorter lists based on similarspelling patterns.

For example: these list words could be broken up as ollows:brake, shake, snake;base, case, chase;plate, mate, hate.

Longer words can be chunked (broken into chunksrather than conventional syllables) to assist spelling.

For example, cent i pede, el ec tric, in vent ing. Childrenshould be encouraged to choose how to chunk the wordsthemselves, so as to suit each childs preerred learning style.

Emphasise spelling rules.For example: magic e, i beore e except ater c

Encourage children to look at dicult words, ocus on theproblem part, close their eyes, and then write it.

For example: the problem part o night might be igh

Write the list words, leaving out some letters. Completethe words the next day.

For example: c m e = chimney

Find words that rhyme with the list words. Underlinethem i they are spelt the same.

For example: goat note, boat, wrote, foat

Prepare a cloze passage, deleting list words. Childrenselect the correct word to go in the correct space.

For example: dinosaurs and plants might t into:Many ate .

Use sentence rames to develop a spelling vocabulary olist words.

For example: We took plates to the picnic.We took sandwiches to the picnic.

Write list words on graph paper, cut out the letters, andthen build the word rom the cut-out letters.

cc

at h



Children with Special Needs

Make alphabet books to use as personal dictionaries.

Strategies For Children With Learning Difculties

Strategy Examples

Use games like word bingo and word quizzes.Word Bingo

Children copy words on bingo cards, checking their spelling,then cover words with counters on their cards i the word iscalled.

Word Quizzes

Using a word list, children write the correct word; or example,Write the word ending in ade; Write the word with ire in themiddle.

Make new words by writing letters in ront o a sound.For example: ine could be added to with v, tw, , m, n,

etc.

Children write any dicult words they have ound under eachletter.

Play snap with compound word parts, prexes andsuxes.

For example: oot matches with ball; tele- matches withphone; govern matches with ment

Decorate or illustrate list words. Children can draw pictures and ask other children to guesswhich word they have drawn; or simply make words intopatterns.

Write list words using string or pipe cleaners.Children can make each letter, or just the word shape.

Use magnetic letters to orm words rom memory on aboard. l e t t e r

Write list words in sand or salt.Children could also trace words on a desk or sandpaper.Discussing whether word shapes are tall or small couldollow.

Use list words to build other words.For example, using the word are:

b , c , nt

Make simple designs using the list words written end toend.

Use shapes like circles, triangles and spirals.

Use list words to make spelling ladders, with each wordstarting with the letter which ends the word beore.

For example: s n a k e

a

c

h



3. Write your word in a sentence.

1. (a) Say your word.

(b) Clap the syllables.

(c) My word has

syllables.

4. A word that rhymeswith my word is

6. Can you draw your word or somebody doingyour word?

2. (a) My word begins withthe letter(s)

(b) My word ends withthe letter(s)

(c) The middle letters are

5. My word means

7. Cover your word.

Colour a balloon every timeyou write your new wordcorrectly.

New Words

Name: Date:

My new word is:



My Extension

Spelling Words

Spelling Extension

My words in alphabetical order

More activities

Name: Date:

Synonyms of my words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Create a crosspatch with clues.

Find rhyming words.

Write a quiz.

Put the words into a short story.

Write a concrete (shape) poem using your words.

Create a word search.



Spelling Games

For example:hap + = happen + line = beeline

Mystery Words

Write six list words with at least three letters missing.

Swap with a riend and time how long it takes you to correctly write all six words.

1. =

2. =

3. =

4. =

5. =

6. =

Name: My time:

For example: b a as = breakfast

Rebus

Choose fve list or revision words you can make into a rebus or a riend to solve.

They will need to be words that have two or more syllables.

1. + =

2. + =

3. + =

4. + =

5. + =

Give your rebuses to a riend to solve. How many did he/she guess correctly?



Spelling Games

For example: 6, 21, 13, 2 = lace

Noughts and Crosses

Select fve list words with a common sound, and ask a partner to do the same or a

dierent sound. (I there are not enough words with a common sound in your list, thenmake up some more.) The frst person to get three words in a row wins!

In this example, one playerused sh- words, and theother -all words.

call wall ship

ball she

shock

Secret Codes

1. Invent your own secret codeby writing a number rom oneto 26 in the boxes below. Fourhave been done or you.

a 21 j s

b k t

c 13 l 6 u

d m v

e 2 n w

f o x

g p y

h q z

i r

2. Write six list words using your secret code, andgive them to a partner to solve.

Code Word

=

=

=

=

=

=



Spelling Games

Sinking ShipsYou and a partner will need a grid each to play this game.

1. Choose eight list words (ships) each, and write eachone in a square in the grid. Make sure your partner cant see!

2. Take turns to call out a grid coordinate where you think a ship might be.I you are correct, you must spell the word correctly to sink the ship!

3. The winner is the frst to sink his or her partners eight ships.(Hint: the game is easier i you mark your grid when you miss or hit.)

5

4

3

2

1

A B C D E

Words in Disguise

Choose six list words. Disguise each word into a new word by changing one letter,and then rearranging the letters.

Give your words to a partner, and see how many he/she can guess.

Disguised word List word

1. =

2. =

3. =

4. =

5. =

6. =

For example: lead becomes fade



Certifcates



There are many dierent ways to assess spelling. The pages that ollow are provided to help support theMy Spelling Workbookprogramme.

Page 33 can be used or pre-tests at thebeginning o each unit and again or the nalassessment.

Individual spelling records can be kept usingpage 37. Pre-test and nal test scores arerecorded along with anecdotal notes. Thesenotes can come together as an overview othe childs progress in spelling during the 18units and can be discussed during parentteacher conerences and in reports.

Pages 3436 can be used to specicallyrecord each word learned and the time takento master a unit o words. Recording in thisway may be useul or children with specialneeds, those with English as an additionallanguage or or the whole class.

A record o spelling results or the whole classcan be recorded on page 38.

Assessment


39/148



Assessment

= can say word = can write word = has remembered correct spelling

Name:

LIST 1

Date begun:

visitor opened

doctor broken

error hidden

sailor suddenly

spectator lesson

water reason

number person

lower poison

sister cotton

better read

eleven goes

Date completed:

LIST 4

Date begun:

air scare

stair beware

chair glare

hairy are

airy stare

dairy care

pair rare

repair spare

despair mare

pushchair Belast

dare Dublin

Date completed:

LIST 2

Date begun:

hoo wie

lea lie

bee oxen

scar geese

el dice

gol children

wol women

shel teeth

hal eet

cal large

sae does

Date completed:

LIST 5

Date begun:

head thread

breakast threat

dea breath

steady earn

bread breadth

deadly earl

lead pearl

tread death

instead earth

ahead world

heavy clean

Date completed:

LIST 3

Date begun:

knuckle psalm

knit palm

knee calm

rhyme oten

yoghurt listen

honour thistle

loch whistle

build condemn

written autumn

wreath pretty

wrist animal

Date completed:

LIST 6

Date begun:

hotter thickest

kinder hardest

colder lightest

stronger thinnest

weaker cheeriest

meaner bounciest

taller bossiest

greatest tiniest

smallest angriest

sotest learn

darkest America

Date completed:




Name: Assessment

LIST 10

Date begun:

didnt lets

havent whod

couldnt whos

wouldnt brother-in-law

shouldnt passer-by

cant hanger-on

wasnt by-law

arent drive-in

wed take-o

doesnt Europe

theyll great

Date completed:

LIST 11

Date begun:

people angel

angle label

vegetable level

simple towel

terrible tunnel

puzzle novel

agile jewel

axle uel

sprinkle cancel

assemble kilogram

travel kilometre

Date completed:

LIST 9

Date begun:

parcel stencil

since cinema

certain circle

century circumerence

centipede cylinder

prince cycle

acid cyclone

calcium cymbal

cigar agency

circuit ound

pencil study

Date completed:

LIST 8

Date begun:

true bamboo

value proo

argue shampoo

cue kangaroo

avenue ruit

screw juice

few juicy

brew bruise

dew suit

drew millimetre

igloo centilitre

Date completed:

LIST 7

Date begun:

snow angel

git stable

amily concert

chimney reindeer

tinsel birth

snowman jingle

party crowds

winter holy

elves jolly

candles ours

rost theirs

Date completed:

LIST 12

Date begun:

outdoor overcast

outline overhead

outbreak overall

outt overbook

outcry underage

undo underground

untie understand

uneven undercover

unable underneath

unaware Edinburgh

overboard London

Date completed:



Assessment


Name:

LIST 16

Date begun:

happily supplied

merrily dried

busily applied

angrily studies

easily carries

cheerily parties

cratily empties

worried buries

married bullies

dirtied litre

copied busy

Date completed:

LIST 17

Date begun:

explore poor

score uproar

ignore roar

adore boar

shore boarder

chore oar

anymore ourth

store court

door pour

moor Italy

foor Switzerland

Date completed:

LIST 15

Date begun:

crept revolt

swept dicult

wept adult

kept let

except lot

adopt swit

erupt shit

ault crat

built lit

consult Rome

bolt Paris

Date completed:

LIST 14

Date begun:

helpless braveness

harmless cleanliness

careless business

hopeless quietly

needless lonely

breathless wisely

sadness lovely

awareness brightly

sickness quickly

happiness kind

weakness engage

Date completed:

LIST 13

Date begun:

chick tomb

garden puddle

crown oal

rabbit meadow

fowers springtime

fowerbed windy

heaven daodil

daisy splash

hatch worship

rainbow point

raincoat letter

Date completed:

LIST 18

Date begun:

barbecue caravan

steak jeans

sausages jumper

charcoal shorts

lighter sandals

tennis castle

racket postcards

prawns circus

salad umbrella

lakes Moscow

park Berlin

Date completed:



Assessment

Pre-testFinalTest

Notes

List 1 22

22

List 2 22

22

List 3 22

22

List 4 22

22

List 5 22

22

List 6 22 22

List 7 22

22

List 8 22

22

List 9 22

22

List 10 22

22

List 11 22

22

List 12 22

22

List 13 22

22

List 14 22

22

List 15 22

22

List 16 22

22

List 17 22

22

List 18 22

22

NOTES: DATE:

Name: Year:



Test Checklist

Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18



Unit 1or, er, en, on

Unit Focus

Thisunitfocusesonchoosingthegraphemesor,er,enorontorepresentasound(phoneme)attheendofaword.

Thisunitalsoincludestwocommon,highfrequencywords,readandgoes.

Teaching Points

Identifythephonemeandhowitisrepresented.

Breakeachwordintosyllables;i.e.sud/den/ly(eachsyllable

mustcontainavowel[inlythereisnovowel,thereisstillavowelsound]).

Discusshowsomewordshavedoubleconsonantstokeeptheprecedingvowelshort.

Sortthelistwordstothegraphemesandbrainstormotherwordstoaddtoeachlist.

Dictation1. Thespectatorwatchedhissisterlowertheredcottonsailsand

racethebetterboattothenishingline.

2. ThedoctormadeanerrorwhenhereadthereportandmissedthesmallbrokenboneinJimsfoot.

3. Ihopethelessongoeswellwhenthevisitorcomestothe

school.

4. Thesailorsuddenlyfoundwaterrushingintohisboatandgoodreasontogetinthelifeboat.

5. Whennumberelevenwasopenedandsearched,thepolicefoundthatthepersontherehadhiddenthepoisonthatkilledallthelocalcats.

Answers

List Words Word Building

visitor visitors,visit,visits,visited,visiting

doctor doctors

error errors

sailor sailors,sailorly,sail,sails,sailed,sailing

spectator spectators

water waters,watered,watering,watery

number numbers,numbered,numbering

lower lowers,lowered,lowering,low,lowest

sister sisters,sisterly

better best,bettered

eleveneleventh

opened open,opens,opening,openly,opener,openness

broken break,breaks,broke,breaking,breakable,breakage

hidden hid,hide,hides,hiding

suddenly sudden,suddenness

lesson lessons

reason reasons,reasoned,reasoning,reasonable,unreasonable

person persons,personal,personally,

personality,personalities,personable

poison poisons,poisoned,poisoning,poisonous

cotton cottons

read reads,reading,read

goes go,going,gone

Revision Words Word Building

chew chews,chewing,chewed

ew fewer,fewest

due dues

clue clues

spoon spoons,spoonful,spoonfuls

bathroom bathrooms

comic comics,comical

picnic picnics,picnicking,picnicked

should

work works,working,worked

1. (a) goes (b) opened(c) lower (d) better(e) suddenly(f) sister

2. (a) eleven (b) lesson(c) poison (d) better

(e) error (f) reason

3. Across

5. better 7. error

8. broken 12. cotton

13. person 14. visitor 17. lesson 19. read

20. suddenly21. spectator

Down

1. number 2. hidden

3. water 4. eleven 6. lower 9. doctor 10. goes 11. opened

13. poison 15. sailor 16. reason 21. sister

4. (a) sail (b) spectate(c) go (d) low(e) hide (f) break

(g) open (h) good

5. (a) sister,better (b) should,doctor (c) spectator,error

(d) work,lesson

6. (a) terror (b) crew

(c) glue (d) spectacles(e) blister

7. sailor,comic

8. Wordsearchanswerseep.57

9. (a) read (b) bathroom,spoon

(c) eleven (d) due,few

10. (a) work (b) lower(c) clue (d) reason(e) chew (f) water



Unit 2 , l, e, irregular plurals

Unit Focus

Thisunitfocusesonwordsthatendwiththegraphemes,lore,andirregular plurals.

Thisunitalsoincludestwocommon,highfrequencywords,largeanddoes.

Teaching Points

Identifythephonemeandhowitisrepresented.Brainstormtolistotherwordsthatendwith,lore.

Discussthepluralwordsandanypartsthatmaycausethemdifculty.Identifythesingularformofeachword.

Rules

Tomakesomewordsendingwithf,lf,orfeplural,thefischangedtovandesisadded.

Whenasufxbeginningwithavowelisaddedtosomewordsendingwithf,lforfethefischangedtovandthesufxisadded.

Whenaddingasufxbeginningwithavoweltomostwordsendingwithe,theeisdroppedbeforethesufx.

Dictation

1. Women,children,geeseandoxenwerenotsaefromthewol

withsharpteeth.

2. Theelwiththeorangescarandverylargeeetsatontheleaandwasjustmissedbythehooofthecal.

3. Doesgoltakeupmorethanhalofhislie?4. Dicethebeeintocubesandcookitforanhour,thenputiton

thesheltocool,saidhiswie.

Answers


hoo hoovesorhoofs

lea leaves,leafy

bee

scar scarvesorscarfs

el elves

gol golfer,golng

wol wolves

shel shelves

hal halves,halved,halving

cal calves

sae safer,safest,safes

wie wives

lie lives,live,lived,living

oxen ox

geese goose

dice die

children child

women woman

teeth tooth

eet foot

large larger,largest

does do,doing,did,done


love loves,loving,loved

oven ovens

other others,otherwise

Monday

onion onions

ront fronts,fronting,fronted

luck luckless,lucky,luckier,luckiest

shock shocks,shocking,shocked

Ireland Irish,Irishman,Irishmen,Irishwoman,Irishwomen

March

1. (a) foot (b) goose

(c) tooth (d) child(e) ox (f) woman(g) die

2. (a) safe (b) large(c) beef (d) does

(e) dice (f) golf

(g) shelf3. Across

1. wolf 5. children 7. geese 9. shelf

10. leaf 11. half 12. oxen 13. feet 16. women 17. life

18. elf

Down

2. large 3. dice

4. beef 6. does 7. golf 8. safe

9. scarf 11. hoof 14. teeth 15. calf 16. wife

4. (a) wives(b) scarves/scarfs

(c) halves(d) hooves/hoofs

(e) shelves (f) wolves

5. (a) Thechildrenhadashockwhentheysawthewolf.

(b) WhatgoodlucktobeinIrelandonMonday17th

March.

(c) Thefarmerswifetookthe

geesetomarkettosell.

6. (a) golf (b) elf(c) teeth

(d) shelf

7. (a) front (b) wife(c) love(d) safe

(e) life (f) children


9. (a) loft,left,lift,life

(b) hill,hall,halt,half

10. (a) oven (b) wife(c) calf (d) scarf(e) live



Unit Focus

Thisunitfocusesonwordsthathavesilent letters.

Thisunitalsoincludestwocommon,highfrequencywords,prettyandanimal.

Teaching Points

Identifythesilentletterineachword.

Identifyanyotherdifcultpartsofeachword.

Brainstormtolistotherwordswithsilentlettersandsortthemintogroups.

Rules

Doubletheconsonanttokeeptheprecedingvowelsoundshort.

Whenaddingasufxbeginningwithavoweltomost

wordsendingwithe,theeisdroppedbeforethesufx.

Dictation

1. Thistleandwhistle,andcalmandpalmrhyme,butwhat

rhymeswithknuckle?

2. Ihatetolistentomydadwhenhestartstocondemnandtalkaboutanimalcruelty.

3. Intheautumnweotentakeaboatoutonthelochtoseetheprettyswansbuildanest.

4. Shehadwrittenaletterofcomplaintafterslippingonthespiltyoghurt,asshesprainedherwristandcouldntknit.

5. Wesangapsalm,thenIhadthehonouroflayingthewreathonthealtar,whereIhadtobowmyheadandbendoneknee.

Answers

Unit 3Silent Letters

1. (a) often,listen,thistle,whistle

(b) knuckle,knit,knee (c) psalm,palm,calm (d) condemn,autumn (e) rhyme,yoghurt,honour,

loch (f) build

(g) written,wreath,wrist2. Across

1. rhyme 5. build

7. knuckle 9. written 10. thistle 15. listen 16. loch 17. psalm

18. animal 19. honour

Down

2. yoghurt 3. wrist

4. pretty 6. often 7. knee 8. knit 9. whistle 11. autumn

12. condemn 13. wreath 14. calm 17. palm

3. listens,listening,listened builds,building,built knots,knotting,knotted

rhymes,rhyming,rhymed writes,writing,written Rule1:e,i Rule2:t Rule3:built

4. (a) whistle (b) while(c) palm (d) psalm(e) which (f) condemn

(g) loch (h) wreath(i) apply

5. (a) often (b) animal(c) supply (d) right

6. pretty,condemn,tried

7. (a) tried,listen,whistle,while (b) cried,knee,knuckle


9. (a) knit,pretty(b) build,loch

(c) animal,autumn(d) tried,psalm

(e) listen,cried

10. (a) written (b) which

(c) knee (d) rhyme(e) high (f) build(g) right (h) animal


knuckle knuckles

knit knits,knitted,knitting

knee knees

rhyme rhymes,rhymed,rhyming

yoghurt yoghurts

honour honours,honouring,honoured

loch lochs

build builds,building,built,builder

written write,writes,wrote,writing

wreath wreaths

wrist wrists

psalm psalms

palm palms

calm calmer,calmest,calms,calming,calmed

oten

listen listens,listened,listening,listener

thistle thistles

whistle whistles,whistled,whistling

condemn condemns,condemned,condemning,condemnation

autumn autumns,autumnal

pretty prettier,prettiest,prettily,prettiness

animal animals


alive

thank thanks,thanked,thankful,thankfully,thankless

supply supplies,supplied,supplying,supplier,suppliers

apply applies,applied,applying

cried cry,cries,crying

tried try,tries,trying

high higher,highest,highs

right rights,righted,righting,rightly,righteous,rightful

while whiles,whiled,whiling,whilst

which whichever



1. (a) armchair (b) staircase(c) daredevil (d) nightmare(e) scarecrow (f) airfare

(g) carefree

2. (a) hairy (b) glare

(c) repair (d) beware

(e) despair (f) dairy(g) pair

3. Across

2. hairy 6. mare

7. repair 8. dare 10. Dublin 13. scare 15. stair 17. pushchair

18. fair 19. fare

Down

1. spare 3. rare

4 chair 5. care 8. dairy 9. glare

11. beware 12. Belfast 14. despair 16. airy 17. pair

4. (a) stare (b) stair

(c) fare (d) fair

5. (a) rare (b) dizzy(c) dare (d) scare(e) glass (f) care

(g) repair (h) despair

6. (a) glasses (b)mares(c) smells (d)dairies(e) pushchairs (f) stairs

(g) repairs (h)pairs

7. (a) Belfast,Dublin (b) buzz (c) pushchair (d) yesterday,April (e) airy,across,April


9. repairs,repairing,repaired smells,smelling,smelled

scares,scaring,scared dares,daring,dared

10. (a) stall (b) pushchair

(c) beware (d) smell

Unit 4 air, are

Unit Focus

Thisunitfocusesonchoosingthegraphemesairoraretorepresentasound(phoneme).

Thisunitalsoincludestwocommon,highfrequencywords,DublinandBelast.

Teaching Points


Sortthelistwordsaccordingtothegraphemesandbrainstormother

wordstoaddtoeachlist.

Rules

Theyattheendofbasewordschangestoiwhenasufxisadded.

Tomakethepluralofwordsendingwithayafteraconsonant,changetheytoiandaddes.

Whenaddingasufxbeginningwithavoweltomostwordsending

withe,theeisdroppedbeforeaddingthesufx.

Dictation

1. AfterworkinginthedairyshewenttotheairinDublin,asshehadsavedenoughmoneyforthetrainare.

2. Pullingapushchairupastaircanoftendriveyoutodespair.Peoplegiveyousuchaglare,theystand,theylook,theystare.Hasno-one

anytimetospare?Itmakesyouthinkthattheydontcare.

3. IntheBelastauctionhouse,apairofvasessoldfor1000,asthey

wereveryrare.

4. Ghostsdontscaremebutbighairyspidersdo.

5. Myhospitalroomwasairybutthebigoldchairdidneedalotof

repair.

6. Ididntdaregointotheeldasthesignsaidbewareofthemare.

Answers


air fairer,fairest,fairs,fairly,fairness

stair stairs

chair chairs,chaired,chairing

hairy hairier,hairiest,hair,hairs

airy airier,airiest,air,airs,aired,airing

dairy dairies

pair pairs,paired,pairing

repair repairs,repaired,repairing

despair despairs,despaired,despairing

pushchair pushchairs

dare dares,daring,dared

scare scares,scared,scaring

beware

glare glares,glared,glaring

are fares,fared,faring

stare stares,stared,staring

care cares,cared,caring,carefree,careful,carefully,careless,carelessly,carelessness

rare rarer,rarest,rarely

spare spares,spared,sparing,sparingly

mare mares

Dublin Dubliner,Dubliners

Belast Belfastian,Belfastians

RevisionWords

Word Building

smell smells,smelled,smelling,smelt,smelly,smellier,smelliest

stall stalls,stalled,stalling

glass glasses,glassy

across

buzz buzzes,buzzed,buzzing,buzzer,buzzers

dizzy dizzier,dizziest,dizziness

sta staffs,staffed,stafng

stu stuffs,stuffed,stufng

yesterday

April



1. (a) breath (b) ahead(c) breakfast(d) threat

(e) world (f) earn

2. Teachercheck

3. Across

1. bread 5 earn 6. earth 9. tread

10. deaf 12. breadth 15. earl 16. thread

17. deadly 19. clean 20. head

Down

1. breath 2. steady 3. world 4. instead 7. heavy 8. death

11. pearl 12. breakfast 13. ahead 14. threat

18. lead4. (a) pearl (b) earn

(c) instead (d) death(e) steady (f) clean

5. (a) breadth (b) twelve,breakfast (c) death,earl (d) lead,heavy (e) ankle,deadly

6. ankle,bottle,eagle,head,instead,middle,pearl,thread

7. (a) world (b) riddle

(c) lead (d) earn(e) single (f) threat


9. world,rectangle,clean

10. (a) instead (b) bottle

(c) middle (d) breakfast(e) ankle (f) deadly

(g) riddle (h) single

Unit 5Short e sound, ea

Unit Focus

Thisunitfocusesonthegraphemeeatorepresentasound(phoneme).

Thisunitalsoincludestwocommon,highfrequencywords,worldandclean.

Teaching Points

Identifythephonemeandhowitisrepresented.Discusshowitmakesashortesound.

Sortthelistwordsaccordingtothegraphemesandbrainstormotherwordstoaddtoeachlist.

Rules


Theyisretainedwhenaddingingtoavoidiibeingwritten(twoexceptionsaretaxiingandskiing).

Dictation

1. Theheadoftheteamwarnedusofthedeadlysnakesahead,soweswamthebreadthoftheriveruntilwewerealloutofbreath.

2. Insteadofdoingnothingshedecidedtoearnsomemoneybybakingfreshbread.

3. Shehadtosewthepearlbackonusinganeedleandsomethread.

4. Afterbreakast,wewalkedthroughthewetearthwithasteadytread,wearingourheavyboots.

5. Themurderertriedtoclean the lead pipethathadcausedthe

death.

6. Althoughtheearlwasdea,hehadtravelledroundtheworld,lecturingaboutthethreatofglobalwarming.

Answers


head heads,heading,headed,headache

breakast breakfasts,breakfasted,breakfasting

dea deafen,deafened,deafening,deafeningly,deafness

steady steadies,steadied,steadying,steadier,steadiest,steadily,steadiness

bread breads,breadknife,breadcrumb,breadboard

deadly deadlier,deadliest,deadliness

lead leaden,leadenly

tread treads,treading,trod,trodden

instead

ahead

heavy heavier,heaviest,heavies

thread threads,threaded,threading

threat threats

breath breaths

earn earns

breadth

earl earls

pearl pearls

death deaths

earth earths

world worlds,worldly,worldlier,worldliest

clean cleaner,cleanest,cleans,cleaning,cleaned


riddle riddles,riddled

ankle ankles

eagle eagles

bottle bottles,bottling,bottled

little less,lesser,least

middle middles

single singles,singling,singled

rectangle rectangles,rectangular

part parts,parting,parted

twelve twelfth



1. (a) cheery,cheerier (b) kind,kindest

(c) light,lighter (d) bouncy,bouncier (e) strong,strongest (f) tiny,tinier

2. Across

6. greatest 7. hardest

9. learn 10. smallest 13. angriest 15. weaker 17. bounciest18. taller

19. softest 20. hotter 21. thinnest

Down

1. colder 2. America 3. meaner 4. darkest 5. stronger 8. cheeriest

11. lightest 12. tiniest 14. thickest 16. kinder 17. bossiest

3. (a) hot (b) tiny (c) weak (d) boss

(e) light (f) cheer(g) dark (h) mean

4. (a) liveliest (b) colder

(c) bossiest (d) lightest

5. scream,America,learn

6. (a) strap (b) stronger,strap,straw (c) learn (d) angriest,America,usual

7. Teachercheck


9. darkest,hardest,kinder,learn,lightest,screen,spray,usual

10. (a) meaner (b) usual

(c) softest (d) darkest(e) tiniest (f) scream

Unit 6 Sufxes: -er, -est, -iest

Unit Focus

Thisunitfocusesonthesufxeser,estandiest.

Thisunitalsoincludestwocommon,highfrequencywords,learnandAmerica.

Teaching Points

Identifythebasewordforeachlistword.

Discusshowthelistwordshotterandthinnerhavethenalconsonantdoubledbeforeaddingthesufxtokeepthepreceding

vowelsoundshort.Askthechildrenwhytheythinktheotherlistwordsdonotneedtohavethesameruleapplied.

Discusstherulesforcomparativeandsuperlativewordsandaskchilldrenforotherexamplestoaddtoalist.

Rules

Doubletheconsonanttokeeptheprecedingvowelsound

short.

Whenaddingasufxbeginningwithavoweltomostwordsendingwithe,theeisdroppedbeforeaddingthesufx.

Dictation

1. Hewasmeanerthanmostashecutthehamintothethinnestslices.

2. ThethickestandhardesttreesarefoundinAmericaandsomearetallerthan360feet.

3. Hewastheangriestcheftoworkforasthefoodhadtobe

hotter,thecoffeeweaker,thedrinkscolderandtheteastronger,buthebakedthesotestcakes.

4. ThegreatestlmIveseenwasTheCheeriestChimpwhichwaslmedindarkestAfrica.

5. Itwasthelightestandtiniestballbutitwasthebounciest.

6. Iwillhavetolearntobekinder,asIamthebossiestperson,eventhoughIamthesmallest.

Answers


hotter hot,hottest,hotly

kinder kind,kinds,kindest,kindly,kindness

colder cold,coldest,colds,coldly,coldness

stronger strong,strongest,strongly

weaker weak,weakest,weakly,weaken,weakens,weakening,weakened

meaner mean,meanest,means,meaning,meant,meanness

taller tall,tallest

greatest great,greater,greatly,greatness

smallest small,smaller,smalls

sotest soft,softer,softly,soften,softens,softening,softened

darkest dark,darker,darkly,darkness,darken,darkens,darkening,darkened

thickest thick,thicker,thicken,thickens,thickening,thickened

hardest hard,harder,hardness,harden,hardens,hardening,hardened

lightest light,lighter,lights,lighting,lighted,lit,lightly,lightness,lighten,lightens,lightening,lightened

thinnest thin,thinner,thins,thinning,thinned

cheeriest cheery,cheerier,cheer,cheers,cheering,cheered,cheerful,cheerfully,cheerfulness

bounciest bouncy,bouncier,bounce,bounces,bounced

bossiest bossy,bossiest,bossiness,boss,bosses,bossing,bossed

tiniest tiny,tinier

angriest angry,angrier,angrily,anger,angers,angering,angered

learn learns,learned,learning,learnt,learner,learning

America American,Americans

Revision

Words Word Building

strap straps,strapping,strapped

straw straws

spray sprays,spraying,sprayed

sprout sprouts,sprouting,sprouted

sprain sprains,spraining,sprained

screen screens,screening,screened

scream screams,screaming,screamed

scrape scrapes,scraping,scraped

live lives,living,lived,lively,livelihood,livelihoods,liveliness,liven,livens,livening,livened

usual usually



1. (a) crowd (b) elf (c) parties (d) families(e) snowmen(f) candle

2. (a) the,he,their(b) him

(c) con,on(d) if

(e) in,rein,deer(f) no,now(g) am

3. Across

2. birth 4. candles 5. jingle 8. angel

10. winter 11. holy 13. theirs 17. snowman 18. crowds 19. family

20. elves

Down 1. chimney 3. reindeer

4. concert 6. jolly 7. party 9. gift

12. ours 14. stable 15. snow 16. tinsel 19. frost

4. tinsel,elves,frost

5. (a) chimney (b) theirs

(c) party

6. family,angel,stable,reindeer,

snowman,elves,candle

7. (a) jolly (b) stable(c) elves (d) December(e) stocking (f) frost

(g) candles (h) snow

8. (a) jolly (b) holy(c) concert (d) frost(e) angel (f) gift


10. PullacrackeratChristmas.

Unit 7Christmas

Unit Focus

ThisunitfocusesonChristmaswords.

Thisunitalsoincludestwocommon,highfrequencywords,oursandtheirs.

Teaching Points

Identifydifcultpartsofwords.

Discusswaystorememberhowtospellaword.

Brainstormotherwordstoaddtoeachlist.

Dictation

1. JingleBellsisajollysongbutIloveFrostytheSnowmanandWhenSantagotStuckuptheChimney.

2. Lastwintertheconcertwascancelledbecauseofthesnowandrostsocrowdsofpeoplecametothe amilyparty.

3. OnChristmasEveIhangupallthe tinsel,puttheangelonthetree,

andleaveoutacookieforthereindeerandsweetsfortheelves.

4. Weopenedthegitaswethoughtitwasours,butitwastheirs.

5. TocelebratethebirthofJesusinastable,theysingholy songs

inchurchandlightcandles.

Answers


snow snows,snowing,snowed,snowman,snowball,snowake,snowfall,snowshoe,snowstorm

git gifts,gifted

amily families,familial

chimney chimneys

tinsel

snowman snowmen

party parties

winter winters,wintry

elves elf

candles candle,candlestick,candlesticks

rost frosts,frosty,frostier,frostiest,frostbite

angel angels,angelic

stable stables,stability,stabilize

concert concerts

reindeer reindeers

birth births,birthday,birthdays

jingle jingles,jingling,jingled

crowds crowd,crowding,crowded

holy holier,holiest

jolly jollier,jolliest

ours our

theirs their


snowakes snowake

Advent

December

stocking stockings

holiday holidays,holidaying,holidayed,holidaymaker,holidaymakers

cracker crackers

Jesus

Christmas Christmases

month months,monthly,monthlies

minute minutes,minuting,minuted



Unit Focus

Thisunitfocusesonchoosingthegraphemesue,ew,oooruitorepresentasound(phoneme).

Thisunitalsoincludestwocommon,highfrequencywords,millimetreandcentilitre.

Teaching Points


Sortthelistwordsaccordingtothegraphemesandbrainstormotherwords

toaddtoeachlist.

Rules

Whenaddingasufxbeginningwithavoweltomostwordsendingwithe,theeisdroppedbeforeaddingthesufx.(Note:Theeisalsodroppedintruthandtruthful.)


Whenaddingytoawordendingine,droptheebeforeaddingy.

Dictation

1. Onlyonescrewwasout,butthebamboohutcollapsed,soitwasofnovaluetous.

2. Itwasajuicydrink,buttheynowhadtoshowproothatthejuice

containednothingbutruit.

3. Idontknowifthisis trueandIthinkyoucouldargue,butoncetherewasakangaroowholivedhappilyinanigloo.Heplayedsnookerwithacue,whilesippingteahedidbrewandwashedhishairwithshshampoo.

4. Astheyewovertheavenuetheycouldseetheirhouse.5. Youcouldnotseethebruiseasitwasonlyamillimetreinsize.

6. Wearingawarmsuitshewentoutside,whilethedewwasstillontheground,anddrewapicture.

7. Thedoctorneededvecentilitresofbloodfrommyarm.

Answers

1. (a) igloo (b) juice(c) value (d) suit (e) ew (f) proof(g) avenue (h) fruit (i) kangaroo(j) argue

2. (a) juice (b) millimetre(c) proof(d) shampoo,bamboo(e) fruit,centilitre,suit(f) bruise

3. Across

4. brew 5. argue 6. dew 7. shampoo 9. juicy 11. igloo 13. ew 15. avenue 17. true 18. proof 21. centilitre

Down

1. drew 2. bamboo 3. screw 4. bruise 8. millimetre 9. juice 10. kangaroo12. cue 13. fruit 14. value 16. suit

4. (a) centilitre,centimetre,centipede (b) millilitre,millimetre,millipede

5. (a) Thatbottleofshampooisgoodvalue. (b) Amillimetreisathousandthofametre. (c) Thepeachwasjuicybutithada

bruiseonit.

(d) Therewerequitealotofquestionsaboutthemissingkangaroo.

6. (a) draw,draws,drawing (b) y,ies,ying (c) argues,arguing,argued (d) squeaks,squeaking,squeaked (e) squashes,squashing,squashed

7. (a) bamboo (b) during (c) igloo

8. Wordsearchanswersseep.58

9. (a) true (b) value (c) argue(d) suit (e) cue (f) squirm

(g) proof (h) squeak10. (a) true (b) quiet (c) argue

(d) juicy (e) liquid (f) question

Unit 8 ue, ew, oo, ui


true truer,truest,truly,truth,truths,truthful,truthfully

value values,valuing,valued,valuer

argue argues,arguing,argued,arguable,arguably

cue cues

avenue avenues

screw screws,screwing,screwed

ew ies,ying,own,yer

brew brews,brewing,brewed,brewer,brewery,breweries

dew

drew draw,draws,drawing,drawn

igloo igloos

bamboo

proo proofread

shampoo shampoos,shampooing,shampooed

kangaroo kangaroos

ruit fruits,fruitful,fruitless,fruity,fruitier,fruitiest

juice juices

juicy juicier,juiciest

bruise bruises,bruising,bruised

suit suits,suiting,suited,suitable,suitability,suitably

millimetre millimetres

centilitre centilitres

RevisionWords

Word Building

liquid liquids,liquidate,liquidates,liquidating,liquidated,liquidation,liquidator

quiet quieter,quietest,quietly,quieten,quietens,quietening,quietened

quite

question questions,questioning,questioned,questionable

squeak squeaks,squeaking,squeaked,squeaky

squash squashes,squashing,squashed

squirm squirms,squirming,squirmed

square squares,squaring,squared,squarely

oil oils,oiling,oiled,oily

during



1. (a) stencil (b) cycle(c) since (d) cinema(e) cylinder (f) circuit(g) circumference(h) parcel (i) acid

(j) centipede(k) prince(l) pencil

2. (a) centuries (b) cymbals(c) agencies (d) studies(e) cyclones

3. Across

1. cymbal 2. pencil 6. century 8. agency 9. cycle 11. acid 14. circuit 16. stencil 17. cyclone 18. circumference

Down

1. certain 2. parcel 3. cinema 4. study 5. found 7. centipede 10. cigar 12. prince 13. cylinder 14. calcium 15. circle 16. since

4. (a) prince,cigar,cinema (b) certain,centipede,parcel (c) acid,calcium

5. (a) circumference (b) parcel,circle,cycle,circuit,

pencil,stencil,study,name,blind

6. Teachercheck

7. (a) centipede(b) prince

8. (a) parcel (b) scold(c) circle (d) blind(e) study (f) certain(g) folder (h) circuit


10. (a) behind (b) prince(c) folder (d) acid(e) older (f) circuit/circle

(g) circle/circuit(h) remind

11. (a) name (b) found(c) blind (d) prince(e) acid (f) told

Unit 9ce, ci, cy

Unit Focus

Thisunitfocusesonchoosingthegraphemesce,ci,orcytorepresentasound(phoneme)attheendofaword.

Thisunitalsoincludestwocommon,highfrequencywords,oundandstudy.

Teaching Points


Discusshowchasasoftsoundwhenfollowedbyane,iory.

Sortthelistwordsaccordingtothegraphemesandbrainstormother

wordstoaddtoeachlist.

Rules

Whenawordendswithasinglel,doublethelwhenasufxbeginningwithavowelisadded.

Tomakepluralsofwordsendingwithayafteraconsonant,changetheytoiandaddes.

Whenaddingasufxbeginningwithavoweltomostwordsendingwithe,theeisdroppedbeforeaddingthesufx.

Dictation

1. Theprincewascertainthattheparcelhehadoundcontainedacigar.

2. Usingapencil,hedrewtheexactcircumerenceofthecircle,then

handedoutastencilofaskeletontoteachusaboutcalciuminourbones.

3. Thecinemawasclosedasagascylinderhadexplodedandtheykept

havingashortcircuit.4. SincelastMayIhavelearnthowtocycleabikeandplayacymbal.

5. Theagencysentthemtheretostudythelifeofacentipede,asacidrainwasruiningtheforests,andinthelastcenturyacyclonehadhitit

sixtimes.

Answers


parcel parcels,parcelling,parcelled

since

certain certainly,certainty,certainties

century centuries

centipede centipedes

prince princes,princely

acid acids,acidic,acidity

calcium

cigar cigars

circuit circuits

pencil pencils,pencilling,pencilled

stencil stencils,stencilling,stencilled

cinema cinemas,cinemagoer,cinematographer

circle circles,circling,circled

circumerence circumferences

cylinder cylinders,cylindrical

cycle cycles,cycling,cycled,cyclicalorcyclic,cyclist,cyclists,bicycle,tricycle,unicycle

cyclone cyclones

cymbal cymbals

agency agencies

ound nd,nds,nder,ndings

study studies,studying,studied,studious,studiously

RevisionWords

Word Building

told tell,tells,telling

older fold,folds,folded,folding

scold scolds,scolded,scolding

older old,oldest

remind reminds,reminded,reminding,reminder

kindest kind,kinder,kindly

behind behinds

blind blinds,blinded,blinding

again

name names,named,naming,nameless,namely,namesake,namesakes



Unit Focus

Thisunitfocusesoncontractionsandhyphenated words.

Thisunitalsoincludestwocommon,highfrequencywords,Europeandgreat.

Teaching Points

Identifythattheapostropheshowswherealetterorlettershavebeenleftout.

Identifyanydifcultpartsofwords.

Brainstormothercontractions.

Rules

Therearetwomainusesforapostrophes.Oneistoshowwhenaletterorlettershavebeenomitted;e.g.didntdidnot.

Hyphenatedwordsarecompoundwordsthatwouldbeunclear,hardtoreadorexcessivelylongwithoutthehyphen;e.g.no-

smokingsignandblack-cabdriver. Capitallettersareusedforpropernouns;i.e.namesofplacesand

monthsoftheyear;e.g.EuropeandJanuary.

Somecompoundnounsaddstotherstword;othersaddstothesecondword;e.g.chief-of-staff,chiefs-ofstaff;lay-by,lay-bys.

Dictation

1. InEuropetheyhaveadrive-inmovietheatrebuttheyllnothaveoneintheU.K.butwouldntitbegreatiftheydid?

2. Thepasser-bydidntseeanythingashewasntlookingthatway.

3. Icouldnthaveagreedwithmybrother-in-law,whoisahanger-on,as

hebelievedthattheby-lawshouldnthavebeenintroduced.4. Knock,knock.Whosthere?Someonewhocantreachthedoorbell.

5. Itdoesntlookliketake-owillbebeforetwooclocksoletsgoforlunch.Whodsaynotothat?

6. Wednotseenthemfortwomonths,aswehaventgotacar,even

thoughtheyarentfaraway.

Answers

1. (a) whod (b)theyll

(c) lets (d)arent(e) couldnt

2. (a) passer-by(b) brother-in-law

(c) drive-in (d)by-law

3. Across

4. couldnt 8. wed

9. passer-by 10. lets 12. wasnt 15. whod 17. brother-in-law

18. theyll 19. doesnt 20. hanger-on

Down

1. cant 2. Europe

3. great 5. didnt 6. arent 7. by-law 8. whos 11. havent 12. wouldnt 13. take-off

14. shouldnt 16. drive-in

4. (a) wasnt (b)shouldnt

(c) havent (d)whos

5. (a) great (b) wed

(c) Europe6. (a) Lets,ice-cream. (b) advice,by-law. (c) havent,Europe. (d) great,space.

7. (a) price,ice-cream (b) trace,passer-by (c) couldnt,drive-in,because

8. (a) ice-cream (b)take-off(c) drive-in (d)passer-by

(e) hanger-on (f) by-law


10. shouldnt,Europe,because11. (a) drive-ins (b) brothers-in-law (c) ice-creams (d)take-offs (e) passers-by (f) by-laws

Unit 10 Contractions, Hyphenated Words


didnt didnot

havent havenot

couldnt couldnot,couldve

wouldnt wouldnot,wouldve

shouldnt shouldnot,shouldve

cant cannot

wasnt wasnot

arent arenot

wed wewould,weshould,wehad,were,well,weve

doesnt doesnot

theyll theywill,theyve,theyre,theyd

lets letus

whod whohad,whowould

whos whois

brother-in-law brothers-in-law

passer-by passers-by

hanger-on hangers-on

by-law by-laws

drive-in drive-ins

take-o take-offs

Europe European,Europeans

great greater,greatest,greatly,greatness

RevisionWords

Word Building

race races,racing,raced

space spaces,spacing,spaced

trace traces,tracing,traced

disgrace disgraces,disgracing,disgraced

price prices,priced,pricing

ice-cream ice-creams

voice voices,voiced,voicing

advice

January

because



1. (a) travel (b) angle/angel(c) sprinkle (d) simple(e) angel/angle (f) label

2. (a) tunnel (b) assemble

(c) fuel (d) agile

(e) vegetable (f) cancel3. Across

1. travel 5. fuel 7. kilometre 8. terrible 9. angel 11. axle

12. assemble15. agile 16. jewel 18. novel

19. puzzle 20. cancel

Down

1. towel 2. vegetable

3. tunnel 4. kilogram 6. label 10. simple 11. angle 13. sprinkle

14. people 17. level

4. (a) travels,travelling,travelled (b) labels,labelling,labelled (c) cancels,cancelling,cancelled (d) sprinkles,sprinkling,sprinkled

(e) assembles,assembling,assembled

(f) tunnels,tunnelled,tunnelling

5. cancel,crunch,February,fuel,

huge,judge,kilometre,travel

6. (a) Somepeopleprefertotravelthroughthetunneltha

pr-2364uk my spell wkbk d tg_bw

Documents