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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

My Spelling Workbook Teachers Guide (Book F)Published by Prim-Ed Publishing 2011 2nd edition 2011 Copyright Prim-Ed Publishing 2011 ISBN 978-1-84654-314-2 PR2366UK

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in g ewOffices in: UK and Republic of Ireland: Bosheen New Ross County Wexford www.prim-ed.com

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Australia: PO Box 332 Greenwood Western Australia 6924 www.ricpublications.com.au

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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing pupils to access them.

Sa mSupplier:

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)

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Titles available in this series:

Contents ForewordPhonics and the Common Words Teaching and learning spelling are progressive processes, which are structured in this scheme, marrying phonics with common words. Children learn best when spelling is taught systematically and in a structured manner over time. Spelling needs explicit instruction for the majority of children, particularly for those who fail to catch it because of inherent difficulties. The NLS Framework for Teaching (Beard 1998) recommended that successful management of the teaching of spelling should include structured teaching, which involves the following, all of which are an integral part in the My Spelling Workbook series: making it clear what has to be learnt dividing material into manageable chunks teaching in a well considered sequence the use of material in which children make use of hunches and prompts regular testing for progress immediate feedback Matching Teaching Methods to Learning Styles Teacher Information ................................................ iii vi Curriculum Links .............................................................1

Timetable a suggested timetable that can be adapted to suit different class needs.Spelling Timetable ...........................................................2 Blank Timetable ..............................................................3

Metacognitive approach resources an approach which encourages children to become successful independent spellers and thinkers.Teachers Notes ...........................................................45 Question Type Charts .................................................613

Word Building ..............................................................14 Spelling Partners ...........................................................15 List Words (Book F) ................................................1617

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This phonic based, multisensory spelling series introduces strategies that feature Look, Say, Trace, Cover, Write and Check. The series promotes independent learning of spelling in context and features a proven metacognitive approach to spelling. The metacognitive approach encompasses logical and systematic thinking, combined with the skills of visualisation, emotion and creativity. Through using all aspects of thinking, children not only learn how to spell but also learn how to retain and use these words in context.

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Success with this series is achieved through the reinforcement activities provided in the My Spelling Workbook series. These workbooks cover the strategies in a fun, creative way ensuring that both the child and the teacher enjoy the learning process. The Teachers Guides provide the metacognitive strategies. These are clearly outlined using flash cards, assessment sheets, extra activities, guidelines for use with children with special needs, extension activities for more able children, dictation, word lists and answers.

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Each workbook contains 18 lists of phonic based, commonly used words to develop a base vocabulary for primary school children. These help to develop independent spellers through a variety of activities including: word building memory tests word study word puzzles discovering patterns in words.

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Supplementary resources extra ideas to support a spelling programme, covering a range of ability levels.

Additional Activities .................................................1823 New Words ..................................................................26 Spelling Extension .........................................................27

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

Incentives photocopiable games to encourage better spelling and certificates to reward progress.Spelling Games ......................................................2830 Certificates ...................................................................31

Assessment photocopiable worksheets for recording of 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 two pages for each unit, providing list focus, dictation, word building, additional activities and answers.Units 118 Answers ................................................3975 Workbook Pages (Book F) .....................................76149 List Words (whole series) ....................................150156

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Core photocopiable resources a range of resources which can be used regularly throughout a spelling programme.

My Spelling Workbook F Teachers GuidePrim-Ed Publishingwww.prim-ed.com

iii

Teacher InformationEach workbook contains 18 spelling units. Each unit is made up of four pages, with each unit containing: a list of 22 words to be learned, focusing on one or more phonic word patterns and two commonly used words word building and word study activities revision words from the previous workbook.

The first page of each unit contains the list words. Before the children see the list, it is recommended that the words are pre-tested. This can be used as a benchmark for how well the children learn the list or which words they need to focus on throughout the unit.

Look, Say, Trace, Cover, Write, Check

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Look at the word. Look for words within words. Look at the shape of the word.

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

Trace each letter as the sound is said. This will reinforce the kinaesthetic movement and sound pattern and becomes a physical and auditory memory.

Cover the word. (A time factor can be built into this part. Test after one minute, 10 minutes, one hour, the next day etc.)

Write the spelling word.

Check the word with the original.

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Look, Say, Trace, Cover, Write, Check This represents the basic method recommended for word learning. Children should follow this multisensory process when learning each word. It is a proven method of retaining a word in the memory and should be a procedure that is followed consistently, to assist with the learning of further words.

Each word list table has a series of columns. After learning each word, the children should hide their word with their hand and write it in the first Practise column. This should be repeated after a few days, but written into the second Practise column. To help evaluate the childrens progress, if the child spells the word correctly in their test, a tick should be placed in the T column. A tick should be placed in the D column if the child spells the word correctly in their dictation. Problem words can be recorded in the Difficult Words I Have Found table on page 74, for additional learning.


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Teacher InformationEach unit contains word building and word study activities. A bank of activities is used throughout the book, including: unjumbling words word worms finding small words crosswords word searches synonyms antonyms and many more.

A word building template is found on page 14 of this book. This can be used for each unit of words. Word building examples for every list word are found on pages 3975 of this book.

The fourth page of each unit includes Additional Activities to be done in the childs spelling pad. Their aim is to provide children with several opportunities to write the list words and to use them in various ways. These activities can be used with any of the units in the book.

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The unit list is also repeated for further reference on the third page of each unit, along with a revision list of words from the previous level of My Spelling Workbook. It is recommended that revision tests are used on a regular basis to ensure previous list words are kept current in the childs memory.

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For every spelling list, remember to:

Look

Say

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Cover

Write

CheckMy Spelling Workbook F Teachers GuidePrim-Ed Publishingwww.prim-ed.com

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Trace

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Curriculum Links

Country

Level

Subject

Objectives Word Structure and Spelling

England

Year 6

Literacy

spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words Writing use a variety of skills to spell words correctly Competence and Confidence in Using Language

Northern Ireland

Year 7

Language and Literacy

Republic of Ireland

5th Class

English

observe the conventions of spelling in their writing use dictionaries and thesauruses to extend and develop vocabulary and spelling Writing (Third Level)

Scotland

Primary 7

Literacy and English

Wales

Year 6

English

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use a range of strategies and resources independently and ensure that spelling, including specialist vocabulary, is accurate

develop and use a variety of strategies to enable them to spell correctly

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Spelling TimetableTeachers can use the activities in My Spelling Workbook to suit the needs of their class and the amount of time available for spelling. A 10-day spelling programme for each list is suggested below, as a way of using this workbook. It allows for 25 minutes each day, which could be a combination of class work and homework. Teachers may wish to add or delete from this timetable, according to their needs. This timetable is based on a metacognitive approach, which is explained in detail on the following pages. Daily partner testing is a key feature of the timetable, allowing children to practise 35 list words at a time. A worksheet for recording partner test results is provided on page 15.

DAY ONE Pre-test list and introduce words using metacognition strategies Use Look, Say, Trace, Cover, Write and Check to practise writing words from memory Transfer any words from the previous list to Difficult Words I Have Found Begin crossword Partner test 1 (3 5 words) (see page 15)

DAY SIX Partner test 6 (35 words) Revise the patterns for this list using the metacognitive approach Brainstorm other words that follow the same patterns Spelling game or activity Begin word search

DAY TWO Partner test 2 (35 words) Spelling game or activity (see pages 2830) Revise the patterns for this list Complete page 2 activities Begin to make list of Difficult Words I Have Found

Complete a partner activity (see pages 2023) Complete Additional Activities Begin page 3 activities Partner test 3 (Difficult Words I Have Found)

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DAY THREE

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DAY FOUR Partner test 4 (35 words) Complete a partner activity Continue with page 3 activities

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DAY FIVE Spelling game or activity Dictation passages (see pages 3975) Partner test 5 (Difficult Words I Have Found)

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DAY SEVEN Complete word search Spelling game or activity Partner test 7 (Difficult Words I Have Found)

DAY EIGHTPartner test 8 (35 words) Spelling game or activity Complete page 4 activities Begin word building (see page 14)

DAY NINE Dictation passages (see pages 3975) Partner test 9 (Difficult Words I Have Found) Complete word building

DAY TEN Partner test 10 (35 words) Test of list words (see page 33) Recording of scores and self-evaluation Revision of list words Informal activities (see pages 2023)


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Blank TimetableUse the blank timetable below to plan a spelling programme for your class.

DAY ONE

DAY SIX

DAY TWO

DAY SEVEN

DAY THREE

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DAY FOUR

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DAY EIGHT

DAY NINE

DAY TEN

pl eMy Spelling Workbook F Teachers GuidePrim-Ed Publishingwww.prim-ed.com

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Metacognitive ApproachAim: To encourage children to become successful independent spellers and thinkers. Introductory Stage Each category of question (Clarifying, Literal, Inferential, Personal, Visualising, Predictive, Summarising and Reflective) should be explained to the children. It is important that they understand what kind of question they are asking. Not all cards will be relevant in every situation. On occasion, they will be. Some of the questions may appear to be the same but are repeated under different categories. This is because the context is different and this should be explained to the children.

Preparation Stage The teacher chooses a suitable spelling word. A word that encompasses all the categories of questions is better. However, it should be stressed that not all categories are relevant to every word. For example, yesterday. The cards are displayed for all children to see. Teachers might prefer to enlarge the cards to A3 when photocopying or laminate them. (See pages 613).

Modelling Stage

Explanation of Question TypesClarifying questions are questions that make words, phrases or concepts clear and understandable. For example: What is the word?

yesterdayWhat does this word mean?

the day before today day yesterday

Does it have an easily recognisable root?

Can the word be broken into smaller sounds?

Literal questions are questions that have a straightforward answer found in the text. For example: What is the tricky part of the word?

terIs there a rule for this word?

noInferential questions are questions that ask you to deduce answers from the text. For example: Can I think of some other way to help remember how to spell this word?

break the word into three little words: yes, ter, dayPersonal questions are questions that are relevant to oneself. For example: Is there a rhythm in the word?

yesIs there a familiar sound in this word?

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

yes, because I use this word regularly4My Spelling Workbook F Teachers GuidePrim-Ed Publishingwww.prim-ed.com

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The teacher models a word, for example, yesterday. The teacher demonstrates the thinking process involved by applying the questions 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.

Metacognitive ApproachVisualising questions are questions that require you to see the word or shape in your mind. For example: Close your eyes. Can I see the word inside my head?

yes/noCan I see the shape of the word?

Predictive questions are questions that require you to forecast a possible outcome. For example: Can I give another word with a similar spelling?

today has the same ending yes/noCan I write it from memory and say each letter as I do it?

Summarising questions are questions that demand a reiteration and understanding of what went before. For example: Can I state the rule for this word?

there isnt a ruleCan I make a sentence for this word?

yes Yesterday I went swimming with my friend.Can I write this word in a dictated passage?

yes/no

For example: How did I do?

happy/reasonably happy/unhappyWere my choices of strategies effective?

yes/noWill learning how to spell this word help me to spell other words?

yes/noWas there anybody or anything that could have helped me?

I could have used a dictionary or got my family to test me.How do I feel?

happy/reasonably happy/unhappyThe Reflective Questions card should be used as a challenge for every child. It is designed to extend the more successful speller. It also offers the opportunity for individuals to recognise their own areas of strengths and weaknesses. This card should be used either at the end of the lesson or after the dictation to reflect on success and to set new goals for themselves. The following pages contain a set of cards for encouraging this way of thinking.

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Reflective questions review the strategies used to learn new words and how you feel about your progress.

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today

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Can I spell this word?


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Clarifying Questions

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What does this word mean?

Sa root? Does it have an easily recognisable m pl e Can the word be broken into smaller sounds?FLASH CARD


Literal Questions

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What is the tricky part of the word?

Is there a rule for this word?

FLASH CARD

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Inferential Questions

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Can I think of some other way to help remember how to spell this word?

FLASH CARD

Personal Questions


in Is there a rhythm in the word? g Sa Is there a familiar sound in this word? m pl e Is this a word that I need to learn to spell?FLASH CARD

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Visualising Questions

in g Can I see the word in my head? Sa m Can I see the shape of the word? pl e

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FLASH CARD

Predictive Questions


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pl e Can I write it from memory and sayFLASH CARD

each letter as I do it?

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Summarising Questions

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Can I state the rule for this word?

Sword? Can I make a sentence for this a m pl


Can I write this word in a dictated passage?

FLASH CARD

Reflective Questions


How did I do?

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could have helped me?

How do I feel?

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Word Buildingly ful est able ier iest tion sion

Make a new word by adding an ending.

es

ing

er

s

ed

y

less

Can you make more words by adding a different ending?

+ = = = =

=

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+ + + + + + + + + = = = = = =

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Spelling PartnersName: My partners name: Date:

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 ready for your test. 3. Your partner will slowly read each word twice.

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4. When you are finished, read through your words again then hand them to your partner. 5. Your partner will mark your test, put on the score and hand it back to you. 6. Good luck!

Total:

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 ready for your test. 3. Your partner will slowly read each word twice. 4. When you are finished, read through your words again then hand them to your partner. 5. Your partner will mark your test, put on the score and hand it back to you. 6. Good luck!

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List WordsUNIT 1winner writer partner officer discover centre fibre theatre mirror calculator actor tutor cellar dollar popular particular humour labour harbour flavour diamond definitely

UNIT 2transport transfer transplant transit transmit telescope telephone teletext telepathy telegraph automatic automation autopsy autobiography autograph automobile antiseptic antidote antibiotic anticlockwise fulfil reference

UNIT 3author authority dinosaur cause caution astronaut haunted launch applaud exhaust laundry caught taught daughter naughty ought nought thought fought sought preparation accidentally

UNIT 4scissors pyjamas spectacles binoculars goggles pliers species series trousers scales shears tongs salmon deer moose trout athletics aircraft innings tweezers carry surprised

UNIT 5indicate translate hesitate accurate extreme delete scene arrive polite umpire describe decide demote decode choke froze refuge perfume schedule costume scan circulate

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UNIT 6mushroom monsoon cartoon tablespoon snooze curfew corkscrew withdrew screwdriver coupon wound youth group mousse chop suey gruesome cruise suitable recruit pursuit sixty Africa

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pl eUNIT 7bauble ceremony merry artificial celebration cranberry exciting shepherd fireplace television pantomime seasonal chestnuts invitation ribbon skiing skating snowboard sledging Nativity without idea

UNIT 8toothache worthwhile eyesight wavelength goosebumps hairstyle lifestyle whiteboard skateboard keyboard guidelines spreadsheet typeset copyright nightmare newspaper supermarket afterwards worldwide therefore computer program

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List WordsUNIT 9magazine trampoline quarantine engine imagine examine medicine advise promise crevice service favourite definite opposite attractive positive negative explosive expensive detective monitor parallel

UNIT 10barbecue fondue continue tissue rescue analogue duel refuel issue subdue fewer renew skewer mildew viewed viewpoint review beauty beautiful queue body eighty

UNIT 11wrote wretch wrestle answer kneel yolk guide thumb plumber tongue shoulder boulder yacht column knead debt folk guard rhythm wharf emergency accept

UNIT 12almost already almighty altogether welcome welfare until instil delightful powerful awful useful careful fearful graceful hopeful skilful thankful watchful wonderful either neither

UNIT 13chocolate colourful climate annual calories aroma dying decorate variety temperature yellow buffet confectionery disciples indulge irresistible tempting symbol gorge ritual lettuce onion

UNIT 14fashion cushion description collection population multiplication imagination information composition vaccination pension tension extension expression admission discussion concussion permission social official country trouble

UNIT 15available enjoyable comfortable reasonable forgivable flammable remarkable advisable noticeable valuable reversible flexible horrible digestible edible visible sensible audible legible divisible forgotten separate

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Sa mUNIT 16serious curious envious various ambitious precious conscious suspicious delicious anxious nervous famous jealous dangerous marvellous tremendous fabulous generous enormous numerous picture occurred

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UNIT 17chase sense release grease purchase increase surface bounce announce ambulance convince fierce tomato fiasco potato piano echo volcano patio ratio multimedia email

UNIT 18traveller cheque exchange luggage carousel foreign hurricane tsunami typhoon abroad heatwave humidity sultry malaria terminal sweat centigrade thermometer degree mosquito thousand double

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Additional ActivitiesThe following activities and games have been provided for 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 from the following activities and games if not already covered in the particular list being treated. Six photocopiable spelling games can be found on pages 2830.

Individual ActivitiesWord Study Useful for developing familiarity with the list words. Strategy Make word shapes, word snakes or word sums for list words. Examples Word Shapes:

grapes =Word Snakes: splumvs rape afe sc eg o

plum =

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pla

mi

chas

ematec

gh

a

ic ep

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

Find small words in list words. Write the list words in alphabetical order or reverse alphabetical order. Write list words with eyes closed or from memory.

Sort words according to different criteria.

Find antonyms, synonyms or homophones for the list words.

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

Write list words in sentences or as a question.

Write definitions for list words.

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For example: strawberry straw, berry, raw, be

For example: sort by initial/final letters; number of letters; number of syllables; number of vowels; number of consonants; parts of speech; rhyming/non-rhyming or by childrens own choice.

For example: hot/cold close/shut bare/bear

For example: walk walks, walked, walking

For example: Did you hear the announcement to board the plane?

These can be either looked up in a dictionary, or written in the childs own words, and then checked.


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Additional ActivitiesIndividual ActivitiesWord Study Useful for developing familiarity with the list words. Strategy Write the base words for the list words. Examples For example: the base word for sensible = sense

Study and find word origins for list words.

For example: audience comes from a Latin word audire which means to hear.

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

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

Write a paragraph using a set number of list words.

Find words which have homographs (words which look the same, but have different meanings).

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Anagrams of list words or search for any others.

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Write plurals for the list words.

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Discuss adding ed and ing and how this changes the tense of words.

Discover common prefixes and suffixes for words.

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

Children write their words as a rebus.

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For example: use grapes, picnic and shade in a paragraphWhen we got to the park, we sat in the shade. We spread out a blanket and ate our picnic. My favourite food was grapes. For example: bear/bear rock/rock

For example: nap is an anagram of pan; dance is an anagram of caned

Discuss exceptions to the rule of simply adding s; for example, sheep, children.

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

For example: un-, dis-, -ly, -ment

For example: m ss ng = missing

For example,

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Rank words in level of difficulty in learning to spell.

For example: lace plane snake case

4 2 1 3

+ lace = shoelace


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Additional ActivitiesInformal ActivitiesUseful for the reinforcement of the list words in a less formal approach. Strategy Make theme booklets and illustrate. Examples Books could be about prefixes, colours, transport, the sea etc.

Clap the number of syllables in words. Make bookmarks with difficult words or list words.

lace chase hate mate

Outline words.

For example:

Make concept words.

Write list words in the shape of a list word.

Use bright colours to trace list words.

Partner activities Develops cooperation and increases knowledge of list words. Strategy Make What am I? clues. Examples 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 for list words.

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Partner and Group Activities

ewFor example: a piece of pie For example: said = Sally Anne is dancing; because = big elephants can always upset small elephantsMy Spelling Workbook F Teachers GuidePrim-Ed Publishingwww.prim-ed.com

Invent mnemonics.

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

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dictionar y

Additional ActivitiesPartner and Group ActivitiesPartner activities Develops cooperation and increases knowledge of list words. Strategy Children make their own read-and-illustrate activities to swap with a partner. Examples

Jumble words and swap with a partner.

For example: school becomes oslhco. As an extra challenge, children can create jumbled words that can be pronounced.

Jumble sentences using list words and swap with a partner.

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Make yes/no questions or true/false statements containing list words and swap with a partner.

Word dominoes

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

This can be simply done by making a grid, and inserting the list of spelling words horizontally and vertically. Any gaps are filled with random letters in a word search or coloured black in a crossword.

For example: Is a frog a reptile? Do we see clouds in the sky?

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Word dominoes can be made by breaking list words in half (ones that have a common ending or beginning).

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For example: The cat sat on the mat becomes Eht tca tas no eht tma. Children who need a challenge could also jumble the order of the words around!

For example: ch ch ase ill

Trace list words on partners backpartner guesses which spelling word was traced.

Cut pairs of list words in half and rejoin them. Children then see if their partner can guess the words.

For example: picket blannic = picnic blanket

Guess the word Give a partner the first letter of a word chosen from the spelling list. The partner then has to guess the word before the whole word is revealed, one letter at a time.

For example, the beginning of a game using the word plane would look like this:


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Additional ActivitiesPartner and Group ActivitiesShared Group Activities Encourages the exchange of personal list words, therefore broadening the childs word base. Strategy Make a word bank following the same sound pattern or rule as particular list words. Work as individuals, partners, small groups or a whole class. Examples For example: A list of words that end in ight: tight, right, flight, might, sight; Words that end with a silent e: made, same, shake.

Put list words into sentences individually or as a whole class.

For example: each word could be written on a piece of card. Children can take one card each, and put themselves in a line so the order of words makes sense. Cards with common words like a, and, the, will need to be used also.

Partner and Group Activities

Strategy Simple class spelling competitions.

Hunter

Play concentration, fish, word bingo or tic tac toe.

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Class or Group Games Useful for the reinforcement of the list words in a less formal approach.

For example: a Difficult Word of the Day competition, where the class try to spell a challenging word.

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

In tic tac toe, each player uses a list of words with a common sound as their noughts and crosses. For example, in the game below, player one used a bank of sh- words; player two used a bank of -all words. call wall ship

Play hangman or a similar game, called Shannons Game.

In Shannons Game, children need to guess the letters in the correct order in which they occur in each word.

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pl eball she shock

Additional ActivitiesPartner and Group ActivitiesClass or Group Games Useful for the reinforcement of the list words in a less formal approach. Strategy Guess My Word. Examples Children ask questions that require a yes/no response to guess the mystery spelling word.

Play Celebrity Head Words, picture clue words or charades.

Celebrity Head Words Child uses a headband to hold a card with a list word on their head. They ask questions of the class, which can only be answered yes or no. For example, Does the word end in t?

Magazine hunt for list words.

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

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Children write clues to match their list words. Hold a small competition each day to see who can solve the puzzle first.

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Children write quiz questions for list words, and give them to a friend to solve. A quiz night could also be held using multiple lists.

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Also refer to pages 2830 for photocopiable spelling games. Books of other photocopiable spelling games are available from Prim-Ed Publishing:

20752076 Fifty Spelling Activities 2077 Early Literacy Games 2078 Literacy Games 2079 Phonic GamesCommercial board games involving word formation may also be of benefit to a spelling programme.My Spelling Workbook F Teachers GuidePrim-Ed Publishingwww.prim-ed.com

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Choose a number of words to focus on for a week. Children can also search for these in newspapers or any other reading material in the classroom. Children can circle or underline words they find. At the end of the week, children can count their score and share the sentences they found.

For example: butter + fly; foot + ball

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

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

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Children with Special NeedsThe spelling activities in My Spelling Workbook can be modified or added to for children with special needs. Some additional suggestions are included below for children with learning difficulties. The worksheet on page 26 is designed for children who fall into this category. Children in need of extension will benefit from many of the suggestions included in the Additional Activities pages of this book. Page 27 also contains an opportunity for spelling extension.

Strategies For Children With Learning DifficultiesStrategy Encourage children to have a go and take risks with approximate spelling. Examples For example, using have a go pads or spelling journals for children to try out their spelling when writing stories etc.

Encourage as much reading as possible.

Include different sources of print around the classroom for children to find correct spelling. For example: opposites, colours, favourite sayings, days of the week.

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

Emphasise spelling rules.

Encourage children to look at difficult words, focus on the problem part, close their eyes, and then write it.

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Write list words on graph paper, cut out the letters, and then build the word from the cut-out letters.

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

For example, cent i pede, el ec tric, in vent ing. Children should be encouraged to choose how to chunk the words themselves, so as to suit each childs preferred learning style.

For example: magic e, i before e except after c

For example: the problem part of night might be igh

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

c

h

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

m

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= chimney

Find words that rhyme with the list words. Underline them if they are spelt the same.

For example: goat note, boat, wrote, float

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

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

Use sentence frames to develop a spelling vocabulary of list words.

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

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Children with Special NeedsStrategies For Children With Learning DifficultiesStrategy Use games like word bingo and word quizzes. Examples Word Bingo Children copy words on bingo cards, checking their spelling, then cover words with counters on their cards if the word is called. Word Quizzes Using a word list, children write the correct word. For example, Write the word ending in ade; Write the word with ire in the middle. Make new words by writing letters in front of a sound.

For example: ine could be added to with v, tw, f, m, n, etc.

Make alphabet books to use as personal dictionaries.

Children write any difficult words they have found under each letter.

Play snap with compound word parts, prefixes and suffixes.

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

Sa mFor example:

For example: foot matches with ball; tele matches with phone; govern matches with ment

Decorate or illustrate list words.

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Children can draw pictures and ask other children to guess which word they have drawn; or simply make words into patterns. Children can make each letter, or just the word shape.

Use magnetic letters to form words from memory on a board.

pl el e t, c

s n a k e a c h

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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 could follow. For example, using the word are:

Use list words to build other words.

b Make simple designs using the list words written end to end.

,

nt

Use shapes like circles, triangles and spirals.


25

New WordsName: My new word is:1. (a) Say your word. (b) My word has syllables.

Date:

(c) Write any small words that are in your word.

2. Write three things about your word. For example, what are the beginning, middle and last letters? Is it a verb, adjective, noun or adverb? etc. (a)

(b)

(c)

3. Write your word in a sentence.

4. Write a definition of your word. Use a dictionary to check your answer.

5. Cover your word. Write it from memory three times. Tick each time you wrote the word correctly.

6. Write words that rhyme with your word.

7. Write your word using fancy lettering.

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Spelling ExtensionName: My Extension Spelling Words1. 2. 3. 4.

Date:

Synonyms of my words

6. 7. 8. 9. 10. 11. 12.

More activitiesCreate a crosspatch with clues. Find antonyms for the words. Put the words into a short story. Write a concrete (shape) poem using your words. Use the words to write a recount. Design an information poster researching some of your words.

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My words in alphabetical order

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5.


Spelling GamesSecret MessagesWrite clues for eight of your spelling words. For example: Take tr off treasure and add m = measure. Take e from open, add d and rearrange = pond. Can your partner guess the new words? Clue

Answer

Write each list word in the correct box. Some words may be written more than once. Use the last page to write your own category for your list words. Words that are adjectives. s with three or Word more syllables. Words with a prefix or suffix.

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Categories

Sa mWordsMy Spelling Workbook F Teachers GuidePrim-Ed Publishingwww.prim-ed.com

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Spelling GamesSecret CodeChoose five list words and write the letters on the grid without repeating any letters. Write the coordinates for each word, remembering to write the horizontal reference first. For example; (G,3). Can a friend work out all five words? 10 9 8 7 6 5 4 3 2 1 A B C D E F G H 1. 2.

With a partner, choose 10 list words. Both of you write the words on your own copy of this game. Each person circles one of the list words. Take turns asking each other questions in any order about the circled word. Tick each question as you ask it. The first person to guess their partners word wins! Hint: Make sure you cross out words as you ask each question. Questions

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Which Word?

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3.

Does your word start with Does your word have Is your word an adjective? Does your word end with Does your word have Is your word a verb? Think of your own questions!

? syllables?

VOWEL

Your 10 list words

? vowels?


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Spelling GamesPicture CluesWith a partner, take turns using picture clues to try and guess list words. For example: + = laptop

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Write the alphabet on individual cards. In pairs, select twelve cards at random. You have five minutes to create as many words as possible from those cards. The person with the most real words wins.

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Letter Lottery

Sa mLetters chosen Number of words:My Spelling Workbook F Teachers GuidePrim-Ed Publishingwww.prim-ed.com

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Certificates

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AssessmentThere are many different ways to assess spelling. The pages that follow are provided to help support the My Spelling Workbook programme.

Page 33 can be used for pre-tests at the beginning of each unit and again for the final assessment.

Individual spelling records can be kept using page 37. Pretest and final test scores are recorded along with anecdotal notes. These notes can come together as an overview of the childs progress in spelling during the 18 units and can be discussed during parent/teacher conferences and in reports.32

ViA record of spelling results for the whole class can be recorded on page 38.My Spelling Workbook F Teachers GuidePrim-Ed Publishingwww.prim-ed.com

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Pages 3436 can be used to specifically record each word learned and the time taken to master a unit of words. Recording in this way may be useful for children with special needs, those with English as an additional language or for the whole class.

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AssessmentName:1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Date:17. 18. 19. 20. 21.

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Name:1. 2. 3. 4. 5. 6. 7. 8.

Date:17. 18. 19. 20. 21. 22.

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Total score:

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Assessment= can say word = can write word

Name:= has remembered correct spelling

LIST 1Date begun: winner partner discover fibre mirror actor cellar popular humour harbour diamond Date completed: writer officer centre theatre calculator tutor dollar particular labour flavour definitely Date begun: transport

LIST 2Date begun: transfer transit telescope teletext telegraph automation autobiography automobile antidote author dinosaur caution haunted applaud laundry taught

LIST 3authority cause astronaut launch exhaust caught daughter ought thought sought accidentally

transplant transmit telephone telepathyautomatic

autopsy autograph antiseptic antibiotic fulfil

Sa manticlockwise reference translate accurate delete arrive umpire decide decode froze perfume costume circulate

Date completed:

LIST 4Date begun: scissors spectacles goggles species trousers shears salmon moose athletics innings carry Date completed: pyjamas

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LIST 5Date begun:

pl enaughty nought fought preparation Date completed: mushroom cartoon snooze corkscrew screwdriver wound group chop suey cruise recruit sixty Date completed:

LIST 6monsoon tablespoon curfew withdrew coupon youth mousse gruesome suitable pursuit Africa

Vibinoculars pliers series scales tongs deer trout aircraft tweezers surprised

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Date begun: indicate hesitate extreme scene polite describe demote choke refuge schedule

Date completed:


Name:= can say word = can write word

Assessment= has remembered correct spelling

LIST 7Date begun: bauble merry celebration exciting fireplace pantomime chestnuts ribbon skating sledging without Date completed: ceremony artificial cranberry shepherd television seasonal invitation skiing snowboard Nativity idea Date begun:

LIST 8Date begun: worthwhile wavelength hairstyle whiteboard keyboard spreadsheet copyright toothache eyesight goosebumps lifestyle skateboard guidelines typeset nightmare supermarket worldwide computer

LIST 9magazine quarantine imagine medicine promise service definite attractive negative expensive monitor Date completed: trampoline engine examine advise crevice favourite opposite positive explosive detective parallel

newspaper afterwards therefore

Date completed:

LIST 10Date begun: barbecue continue rescue duel issue fewer skewer viewed review beautiful body Date completed: fondue tissue

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LIST 11Date begun: wretch answer yolk thumb tongue boulder column debt guard wharf accept almost

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LIST 12already altogether welfare instil powerful useful fearful hopeful thankful wonderful neither

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Date begun: wrote wrestle kneel guide plumber shoulder yacht knead folk rhythm emergency Date completed:

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almighty welcome until delightful awful careful graceful skilful watchful either Date completed:

analogue refuel subdue renew mildew

viewpoint beauty queue eighty


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Assessment= can say word = can write word

Name:= has remembered correct spelling

LIST 13Date begun: chocolate climate calories dying variety yellow confectionery indulge tempting gorge lettuce Date completed: colourful annual aroma decorate temperature buffet disciples irresistible symbol ritual onion Date begun: fashion

LIST 14Date begun: cushion collection multiplication information vaccination tension expression discussion

LIST 15available comfortable forgivable remarkable noticeable reversible enjoyable reasonable flammable advisable valuable flexible digestible visible audible divisible separate

description population imagination composition pension extension admission concussion social country

Sa mpermission official trouble sense grease increase bounce ambulance fierce fiasco piano volcano ratio email

Date completed:

LIST 16Date begun: serious envious ambitious conscious delicious nervous jealous marvellous fabulous enormous picture Date completed: curious various

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LIST 17Date begun:

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Date begun: chase release purchase surface announce convince tomato potato echo patio multimedia Date completed:

pl ehorrible edible sensible legible forgotten Date completed: traveller exchange carousel hurricane typhoon heatwave sultry terminal centigrade degree thousand Date completed:

LIST 18cheque luggage foreign tsunami abroad humidity malaria sweat thermometer mosquito double

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Viprecious suspicious anxious famous dangerous tremendous generous numerous occurred


AssessmentName:Pre-test List 1 List 2 List 3 List 4 List 5 List 6 List 7 List 8 List 9 List 10 List 11 List 12 List 13 List 14 List 15 List 16 List 17 List 18 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 Final Test 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22

Year:Notes

NOTES:

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

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Answers

ContentsTeachers Notes for each unit two pages for each unit, providing list focus, dictation, word building, additional activities and answers. Unit 1 er, re, or, ar, our..........................................4041 Unit 2 trans-, tele-, auto-, anti- ..............................4243 Unit 3 au, augh, ough ..........................................4445 Unit 4 Singular and Plural Nouns ...........................4647 Unit 5 Long Vowels ..............................................4849 Unit 6 oo, ew, ou, ue, ui .......................................5051 Unit 7 Christmas ..................................................5253 Unit 8 Compound Words.......................................5455 Unit 9 -ine, -ise, -ice, -ite, -ive ...............................5657 Unit 10 ue, ew, iew, eau, eue ................................5859

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Unit 11 Silent Letters .............................................6061 Unit 12 al-, wel-, -til, -ful ......................................6263 Unit 13 Spring/Easter ............................................6465 Unit 14 sh, ti, si, ssi, ci.........................................6667 Unit 15 -able, -ible ...............................................6869 Unit 16 -ious, -ous ...............................................7071 Unit 17 -se, -ce, -o...............................................7273 Unit 18 Summer...................................................7475 List Words (whole series) ........................................7682

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Unit 1List Wordswinner writer partner officer discover centre fibre theatre mirror calculator actor tutor cellar dollar popular

er re or ar ourWord Buildingwinners, win, wins, won, winning, winningly, winningness writers, write, writes, written, wrote, writing partners, partnered, partnering, partnership, partnerships, partnerless officers discovers, discovering, discovered, discoverable, discoverer, discovery, discoveries centres, centred, centring, central, centralise/centralize, centralising/centralizing, centralised/centralized fibres, fibred, fibreless, fibrous, fibrously, fibrousness theatres, theatregoer, theatric, theatrical, theatrically mirrors, mirroring, mirrored calculators, calculate, calculates, calculating, calculated, calculation, calculative actors tutors, tutoring, tutored, tutorless, tutorship, tutorage, tutorial cellars, cellaring, cellared, cellarage dollars

Unit Focus This unit focuses on the graphemes er, re, or ar and our to represent a sound (phoneme). This unit also includes two common, high frequency words, diamond and definitely.

teaching Points Identify the phoneme and how it is represented. Discuss any difficult parts of words. Sort the list words to the graphemes and brainstorm other words to add to each list.

Rules

particular humour labour harbour flavour diamond definitely

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popularise/popularize, popularises/popularizes, popularising/popularizing, popularised/popularized, popularity, popularly particulars, particularise/particularize, particularising/ particularizing, particularised/particularized, particularity, particularly humours, humouring, humoured, humourless, humorous, humorously labours, labouring, laboured, labourer, laborious, laboriously

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harbours, harbouring, harboured, harbourer, harbourless

diamonds, diamonding, diamonded definite, definiteness giants, giantess energies, energetic, energetically, energise/energize, energised/energized, energising/energizing lounges, lounged, lounging figures, figuring, figured, figurative, figuratively, figurehead, figureheads arranges, arranged, arranging, arrangement, arranger, rearrange gyms, gymnasium, gymnasiums, gymnast, gymnasts, gymnastic, gymnastics changes, changed, changing, changer, changeable nearer, nearest; nears, nearing, neared; nearby, nearly

Revision Wordsgiant energy lounge figure arrange hydrogen gym change near between

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flavours, flavouring, flavoured, flavourer, flavourless, flavoursome

Word Building

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Double the consonant to keep the preceding vowel sound short. The y at the end of base words changes to i when a suffix is added. When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. With words ending in our and ous, drop the u before adding the suffixes ous, ious or ity.

1. The cafe at the harbour, with the huge mirror hanging on the back wall, serves the best ice-cream. My favourite flavour is definitely chocolate. 2. I still use a calculator to add up, even though I had a maths tutor all year. However I was the winner of the English prize so, as I love humour, I would love to become a comedy writer. 3. It was very hard labour for the workers, who spent all day down in the diamond mine and were only paid a dollar an hour. 4. How did they discover who had murdered the woman found in the cellar? asked the officer. Our police department found a particular fibre of material which matched the jacket worn by the accused man, said his partner. 5. He is such a popular actor that the play was quickly sold out, but we managed to book great seats right in the centre of the theatre.

er re or ar ourAnswers1. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) 2. (a) (b) (c) (d) (e) (f) (g) (h) (j) (j) officer flavour tutor diamond popular partner definitely fibre theatre particular centre definitely diamond discover dollar fibre flavour harbour humour labour 4. (a) win, won, winning (b) calculate, calculated, calculating (c) act, acted, acting (d) part, parted, parting (e) write, wrote/written, writing 5. (a) definitely, arrange, theatre (b) partner, between, harbour (c) tutor, calculator, figure (d) actor, humour, giant 6. (a) Any form of: humour, labour, harbour, flavour, tutor, centre, mirror, partner, lounge, figure, change (b) definitely (c) gym (d) energy 7. centre, writer, winner, dollar, harbour, mirror, figure, giant, between 8. 9. (a) (b) (c) (d) (e) 10. (a) (b) (c) (d) (e) 11. (a) (b) (c) (d) (e) (f) (g) centre giant particular popular change lounge flavour figure energy arrange calibre scrounge human dollop owner apology spectre

Unit 1

3. Across 3. labour 4. dollar 8. diamond 10. winner 11. officer 12. partner 18. tutor 19. particular 20. cellar 21. fibre Down 1. humour 2. flavour 5. centre 6. actor 7. calculator 8. definitely 9. discover 13. theatre 14. harbour 15. mirror 16. popular 17. writer

Vio b r u o b r a h r r e n n i w g e f h j l m i r r o r h u m o u r

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Unit 2List Words transport transfer transplant transit transmit telescope telephone teletext telepathy telegraph automatic automation autopsy autobiography autograph automobile antiseptic antidote antibiotic anticlockwise fulfil reference Revision Words guest island climb young white aisle science depot horse disc telepathic, telepathically telegraphs, telegraphing, telegraphed, telegrapher, telegraphist automate, automating, automated, automatically, automation, automaticity automate, automating, automated, automatically, automation, automaticity autopsies, autopsied Word Building transports, transporting, transported, transportation, transportable, transporter transfers, transferring, transferred, transferable, transferability, transferee transplants, transplanting, transplanted, transplantable, transplantation, transplanter transits, transiting, transited, transition, transitional, transitionary transmits, transmitting, transmitted, transmission, transmissible, transmittable telescopes, telescoped, telescoping, telescopic, telescopical telephones, telephoning, telephoned, telephoner, telephonic

trans-, tele-, auto-, antiUnit Focus This unit focuses on the prefixes trans-, anti-, tele- and auto-. This unit also includes two common, high frequency words, fulfil and reference.

teaching Points Discuss the meaning of each prefix. Identify the base word for each list word, where appropriate. Identify any smaller words that make up each word. Sort the list words according to the prefixes and brainstorm to add to each list.

Rules Double the consonant to keep the preceding vowel sound short. When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. To make the plural of words ending with y after a consonant, change the y to i and add es. The y at the end of base words changes to i when a suffix is added.

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autobiographies, autobiographer, autobiographic, autobiographical autographs, autographic, autographical, autographically automobiles, automobilist antiseptics, antiseptically, antisepticise, antisepticising, antisepticised antidotes antibiotics

fulfils, fulfilling, fulfilled, fulfillment, fulfiller references, referencing, referenced Word Building guests, guestless, guestroom, guesthouse islands, islander, islanders climbs, climbed, climbing, climber, climbers younger, youngest, youngish, youngster whites, whiter, whitest, whiten, whitener aisles sciences, scientific, scientifically, scientist, scientists depots horses, horseback, horsepower, horseshoe, horseshoes, horsey or horsy discs, disk, disks

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1. He was on the donor list for a heart transplant and today he received a telephone call to say they had a heart, so a transfer was arranged to the Royal hospital for his surgery. 2. During the war my granddad needed a reference from the automobile company he worked for, so they had to transmit a telegraph, in order that he could fulfil his dream. He wanted to drive army tanks, and be in charge of the transit of the soldiers and the transport of the automatic weapons. 3. The autopsy report said he died from the poison from the snake bite as there was no antidote to cure him. No antibiotic nor antiseptic had worked so the venom had caused the infection which killed him. 4. Reading the teletext service on the television we found out that Mystic Michael would be signing his autograph on his new autobiography. He claims he has the gift of telepathy as he can read minds, but his hobby is star-gazing through his giant telescope. 5. The machinery in the biscuit factory works on automation but one day there was a mechanical fault and it all went anticlockwise, so the wrappers ended up in the centre of the biscuits.


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trans-, tele-, auto-, antiAnswers1. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) 2. (a) (b) (c) (d) (e) (f) telegraph transmit telescope autobiography autopsy antidote transport automation antiseptic transit telephone antibiotic telepathy anticlockwise telepathic transmission autographic telescopic transportation transplantation 4. (a) (i) tele(ii) auto(iii) anti(iv) trans(b) Teacher check (c) Teacher check 5. (a) There is a reference to our famous guest in the local newspaper. (b) I hope to fulfil my ambition soon and climb that high mountain; or: I hope to climb that high mountain soon and fulfil my ambition. 6. (a) (b) (c) (d) 7. (a) (b) (c) (d) (e) (f) (g) antibiotic telegraph young automation empathy mile periscope anecdote guide gypsy depart 8. u a v e p n d c v k t r a n s m i t a e u b l e e s i w k c o l c i t n a u s t v i k a w e a l t r a n s p o r t v o z b t u p p f k e l t s e u g c o i b h o i t z o q j s o z c a f g r p t i w m s o a c c z p h j i u i g t s e o a o n g n s s e b w a e t a s l y l g t t a r t e d i t e n n o u z l d e r v u r a i l i j d d t c m t r t e p a v a t p b e t i n l i e a o t r c a p g a c h i t e a p i s w t m x a n t h a l n o o u l e u f e t i a e n e h y i w f t t s e l c l p r o t t s r y m e y h k i l p q y u t a n i e p e

Unit 2

3. Across 1. automation 3. antiseptic 5. antibiotic 7. reference 8. autobiography 10. teletext 14. transmit 16. autopsy 17. telescope 18. transport 19. fulfil Down 2. anticlockwise 3. autograph 4. telegraph 5. antidote 6. telephone 9. automatic 10. transfer 11. transplant 12. transit 13. automobile 15. telepathy

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b o f c o i c d h a g f i n g c l l f

h r x i t u t t o k g n c s f v e a e

s g c v x l n e n t n g z f c s t n r

z h o r s e e g e j e s k e d f i t o

y r z q t e l e g r a p h r q n l d x

9. Teacher check telegraph antidote automobile depot transit island

10. (a) (b) (c) (d) (e) (f)

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Unit 3List Words author authority dinosaur cause caution astronaut haunted launch applaud exhaust laundry caught taught daughter naughty ought nought thought fought sought preparation accidentally Revision Words brief believe niece receipt receive calorie cashier piece biscuit address noughts Word Building authors, authorial, authorless, authoring, authored, authoress authorities, authorise/authorize, authorising/ authorizing, authorised/authorized, authorisation/ authorization dinosaurs, dinosaurian, dinosauric causes, caused, causing, causeless, causable cautions, cautioning, cautioned, cautionary, cautious, cautiously, cautiousness astronauts, astronautic, astronautics, astronautical, astronautically haunt, haunts, haunting, haunter, hauntingly launches, launching, launched, launcher applauds, applauding, applauded, applauder, applause exhausts, exhausting, exhausted, exhaustible, inexhaustible, exhaustive laundries, launder, laundress, laundrette, laundromat catch, catches, catching teach, teaches, teaching, teacher, teachable daughters, daughterly, daughter-in-law, daughters-in-law, daughterliness

au, augh, oughUnit Focus This unit focuses on the graphemes au, augh and ough to represent a sound (phoneme). This unit also includes two common, high frequency words, preparation and accidently.

teaching Points Identify the phoneme and how it is represented. Discuss any difficult parts of the words. Sort the list words according to the graphemes and brainstorm other words to add to each list.

Rules To many words ending with f or fe, change the f to v before adding the suffix. When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. To make the plural of words ending with y after a consonant, change the y to i and add es. The y at the end of base words changes to i when a suffix is added.

naughtier, naughtiest, naughtily, naughtiness

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fight, fights, fighting, fighter, fightable seek, seeks, seeking, seeker

accidental, accidentalness, accident, accidents Word Building briefs, briefing, briefed, briefer, briefest, briefly, briefness believes, believing, believed, believable, believer nieces receipts receives, receiving, received, receiver, receivers calories cashiers pieces, piecing, pieced, piecemeal biscuits addresses, addressing, addressed, addressable

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thoughtless, thoughtlessly, thoughtlessness, think, thinks, thoughts, thinking, thinker

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1. Being taught every day for two months, and having three parts to play, did exhaust my daughter and I. I had lots of laundry to wash each night, but we had to applaud the effort and hard work with the success of the play. 2. I approached, with caution, as the two naughty ghosts fought with each other. To try and stop them I shouted loudly with a voice of authority but suddenly I woke up. So dont read The haunted castle by the author Jill Duffy before falling asleep, and just count sheep from nought to 50 instead. 3. The rocket launch had taken five years of preparation so it was a cause of concern when, with only one week to go, the astronaut caught the flu. 4. I had accidentally broken my brothers toy dinosaur. Mum thought that I ought to buy him another, so on Saturday, I sought a similar one from a toy shop and he was happy.

au, augh, oughAnswers1. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) 2. (a) (b) (c) (d) (e) (f) nought laundry naughty astronaut authority taught thought caution sought ought haunted cause ought daughter accidentally laundry naughty applaud 4. (a) launches, launching, launched (b) catch, catching, caught (c) fight, fights, fought (d) teaches, teaching, taught (e) think, thinks, thinking (f) applauds, applauding, applauded (g) seek, seeks, seeking (h) cause, causing, caused 5. (a) dinosaur (b) biscuit Teacher check drawings. 6. (a) (b) (c) (d) exhaust piece believe applaud 8. d b y a y g f z b t h g u o s s h e e d t s s g f o u g h t r o c x h l t s h t t h g u o n u c n u h s i t n s g r u o m h a g u e z p h e t h u e u o a e s u a c v c y y v s y g a r a n o j l r g w n l r e u c s u h d n a x a u h h o l d u a l p p a i d f u t g n z i a n k h b n h d c v a e t o n t t t u r x i c a s h i e r i c k h a n a e e s t h g u o h t a r g g r e l c x c r e t h g u a d u b u a d

Unit 3

3. Across 1. launch 4. applaud 8. daughter 10. exhaust 11. naughty 12. accidentally 15. astronaut 18. thought 20. caution 21. sought 22. fought Down 2. cause 3. nought 5. preparation 6. haunted 7. dinosaur 9. author 13. caught 14. laundry 16. ought 17. authority 19. taught

7. (a) author, authority, dinosaur (b) caught, naughty, biscuit (c) receive, receipt, laundry (d) applaud, astronaut, launch

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e e y u k a n u a j j o d o a p i

v i k i g u u c j e c e i p t e c

q p b t t y l t n r o h t u a r c

e t r e c e i v e i r o l a c p a

k v d b y t i r o h t u a p p g l

9. (a) (b) (c) (d) (e) (f)

10. (a) (b) (c) (d) (e)

pl ethought brief exhaust accidentally launch caution dinosaur, piece haunted, address niece, brief calorie, caution laundry, author


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Unit 4List Words scissors pyjamas spectacles binoculars goggles pliers species series trousers scales shears tongs salmon deer moose trout athletics aircraft innings tweezers carry surprised Revision Words relay survey raise operation nature weight neighbour vein morning might athlete, athletes, athletic, athleticism, athletically deerskin, deerskins, deerstalker, deerstalkers, reindeer miniseries spectacled binocularity, binocularly Word Building scissored, scissoring

singular and Plural nounsUnit Focus This unit focuses on words that are both singular and plural nouns. This unit also includes two common, high frequency words, carry and surprised.

teaching Points Revise what is meant by singular and plural nouns and give examples of each. Discuss how the list words remain the same whether they are singular or plural. Identify any difficult parts of words. Brainstorm to list other singular and plural nouns.

Rules The y at the end of base words changes to i when a suffix is added. To make the plural of words ending with a y after a consonant, change the y to i and add es. The y is retained when adding ing to avoid ii being written. (Two exceptions are taxiing and skiing.) When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

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carries, carrying, carried, carryall, carryon, carry-over, carry-out

relays, relaying, relayed

surveys, surveying, surveyed, surveyor, surveyors, surveyable raises, raising, raised, raisable, raiser operations natures weights, weighting, weighted, weighter neighbours, neighbouring, neighboured, neighbourhood, neighbourhoods veins, veining, veined, veinal, veiny mornings

46

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ewWord Building

surprise, surprises, surprising, surprisingly

Sa mDictation

1. There was a series of accidents in our house this week, starting with Mum, who burnt her ear while using the curling tongs. Dad cut through the telephone cable while cutting the hedge with the garden shears, Tom twisted his ankle when he was doing athletics, Bob sat down on top of his spectacles, I cut my hand with scissors while opening a parcel and Sandy had to get tweezers to extract a splinter from her hand. 2. I was not surprised that we hadnt caught any fish so we just went for a swim in the river. As I was wearing goggles I could see plenty of trout and salmon, and lots of different species of frogs. Next time we will carry the right bait to catch them and a set of scales to weigh our catch. 3. At 5 a.m. there was a loud howling noise and, looking through the binoculars, I could see a deer or a moose in a field with its leg caught in the fence. I quickly pulled on a pair of trousers over my pyjamas and ran out with the pliers so I could cut the wire and set it free. 4. The cricket team was about to bat for their second innings when the batsman had to stop. He had lost concentration due to the loud noise of the low flying aircraft overhead.


pl e

singular and Plural nounsAnswers1. (a) Tool/Implement scissors binoculars pliers shears tongs scales tweezers Animal salmon deer moose trout Can Be Worn pyjamas spectacles goggles trousers (b) aircraft athletics carry innings series species surprised 2. Across 1. pliers 2. aircraft 5. athletics 7. trout 8. moose 9. scales 11. innings 13. shears 14. tongs 15. spectacles 17. surprised 19. salmon 20. series Down 1. pyjamas 3. trousers 4. binoculars 6. species 10. tweezers 12. goggles 13. scissors 16. carry 18. deer 3. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) 4. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) shears trout scissors aircraft carry pyjamas goggles binoculars pliers trousers tweezers surprised tongs shears moose spectacles innings athletics pliers salmon 8. s r e s u o r t a t n o m l a s b l d i t m i k i t t f i z d i n s j g y z h i d v u e h a v g e e g n o n e i g h b o u r l r m l e i f g g m o e i y r p s v e c j f r s g n o t p a e t x m h a t r h y r l s r h x e i w e k t e z i i l a e p n g e c r g d c r g a n c a l s e i i g a v a e u y s n r d s u r c n m i d l p t a c i b s s p c e i g s y l s a l i n l s u w y o i e e r x l n e s g o e o r g j

Unit 4

6. (a) (b) (c) (d) (e) (f) (g) (h)

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ew

7. (a) scissors, goggles, innings, carry (b) salmon (c) moose, raise, nature (d) aircraft

in g

5. (a) dear, deer (b) mousse, moose (c) vain, vein trouble pliable convey tongue mislay special raisin scuffles

Sa m

n l s r e l g r s s c r n c v y a

i p a r s a c o s l i a t p e v m

b c y q o e r m g e a e l u y j a

n i e v o s a n s r e z e e w t s

y s e q m r f e s u r p r i s e d

9. Teacher check

!0. series, weight, raise, might, shears

pl e


47

Unit 5List Words indicate translate hesitate accurate extreme delete scene arrive polite umpire describe decide demote decode choke froze refuge perfume schedule costume scan circulate Revision Words intercept international disappoint disability repeat revise submarine subject interesting modem Word Building indicates, indicating, indicated, indicator, indicative, indication, indicatory translates, translating, translated, translator, translation, translatable hesitates, hesitated, hesitation, hesitative, hesitant, hesitantly, hesitancy accurately, accurateness extremely, extremist, extremists, extremism, extremer, extremeness deletes, deleting, deleted, deletion scenes, scenery, scenic, scenical, scenically arrives, arriving, arrived, arrival, arriver politely, politeness umpires, umpiring, umpired, umpireship describes, describing, described, describable, indescribable, description, descriptive decides, deciding, decided, decider, decidedly, decidedness, decidable, decision demotes, demoting, demoted, demotion decodes, decoding, decoded, decoder chokes, choking, choked, choker refuges, refugee, refugees

Long VowelsUnit Focus This unit focuses on long vowels. This unit also includes two common, high frequency words, scan and circulate.

teaching Points Discuss how the silent e on the end of each word makes the vowel sound long: a-e, e-e, i-e, o-e and u-e. Discuss any difficult parts of words. Sort the list words according to the graphemes and brainstorm to add to each list.

Rules When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. To make plurals of words ending with y after a consonant, change the y to i and add es.

freeze, freezes, freezing, frozen, freezer, freezable perfumes, perfuming, perfumed, perfumer, perfumery, perfumeries

schedules, scheduling, scheduled, schedular

scans, scanning, scanned, scanner, scannable

intercepts, intercepting, intercepted, interception, interceptions, interceptive internationals, internationality, internationally disappoints, disappointing, disappointed, disappointment disabilities, disable, disables, disabling, disabled, disablement repeats, repeating, repeated, repeatedly revises, revising, revised, revisable, reviser, revisory submarines, submariner subjects, subjecting, subjected, subjective interest, interests, interested, interestingly modems

48

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circulates, circulating, circulated, circulatable, circulator Word Building

ew

costumes, costuming, costumed, costumier, costumer

in g

Sa m


pl eDictation

1. I got the most extreme punishment exercise for spraying perfume in class. I had to translate five pages of Latin into English and describe the costume worn by a Roman emperor. 2. THE EGOIST I had to indicate that I was keen but parties just arent my scene. I walk in the room and hesitate, I hate that I have to circulate. I scan the people who are there Then decide to sit in an empty chair and all the time I want to delete any awful people I have to meet. Its very hard to be sweet and polite when you really want them out of sight. I often feign an illness or choke just to get away from boring folk and once I just stood still and froze and moved only once to scratch my nose. Id like to be an umpire or referee and send them off as I only want me. 3. Due to his injury he had to demote Tom, whose job now was to decode the Morse signals into accurate words, so his major could draw up a schedule of events for the soldiers to follow. In this way they could arrive safely and find refuge in the war zone.

Long VowelsAnswers1. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) 2. (a) (b) (c) (d) (e) (f) accurate arrive choke circulate costume decide decode delete demote describe arrive polite demote accurate froze extreme 4. (a) hesitates, hesitating, hesitated (b) circulates, circulating, circulated (c) decodes, decoding, decoded (d) chokes, choking, choked (e) describes, describing, described (f) demotes, demoting, demoted 5. (a) accurate, schedule (b) intercept, submarine, refuge (c) decide, perfume (d) describe, scene 6. (a) (b) (c) (d) (e) scan Delete indicate polite disappoint 8. n z u h d i s a p p o i n t k q c h s g m q n e t o m e d n i f m i l o n e p d a x u v y n m a o h r d x i k b i e t e l e d e d c e c f e t o g c r d r i i p e c o s u d l s h h a p e o a w m r e s i l i u e c w t b d e c n s p n t t a s d r q r e g a p p e s o i u a t a e e e e i t a y e y d l r m t e b h t x v r b a s r d d i a e e r i c n t i r t e r f e g t m t e o l s i r r n a h a u u v e b f e j

Unit 5

3. Across 1. refuge 4. choke 6. decide 8. hesitate 12. circulate 13. indicate 15. scene 16. perfume 18. scan 19. arrive 20. decode Down 2. froze 3. delete 4. costume 5. extreme 7. describe 9. translate 10. demote 11. schedule 14. accurate 16. polite 17. umpire

in g

Vi

7. accurate, circulate, disability, disappoint, hesitate, indicate, intercept, interesting, international, submarine

ew

Sa m

i n t e r c e p t m c m i u f w m

t w n m a x p v c e r c g s q o v

y n o e t c e j b u s e a c e c p

p q i n t e r n a t i o n a l c m

o c b s e z o r f d e c i d e j d

9. (a) international, hesitate, revise, translate (b) Teacher check polite arrive choke froze scene

10. (a) (b) (c) (d) (e)

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49

Unit 6List Words mushroom monsoon cartoon tablespoon snooze curfew corkscrew withdrew screwdriver coupon wound youth group mousse chop suey gruesome cruise suitable recruit pursuit sixty Africa Revision Words achieve chef ache character chemist choir orchid coach Madrid Cardiff Word Building mushrooms, mushroomed, mushrooming monsoons, monsoonal cartoons, cartoonist, cartoonists tablespoons, tablespoonful, tablespoonfuls snoozes, snoozing, snoozed curfews corkscrews, corkscrewing, corkscrewed withdraw, withdraws, withdrawing, withdrawn, withdrawer screwdrivers coupons wounds, wounding, wounded, woundable youths, youthfully, youthtulness groups, grouping, grouped mousses chop sueys gruesomely, gruesomeness cruises, cruising, cruised, cruiser suit, suits, suiting, suited, suitability, suitableness, suitably recruits, recruiting, recruited, recruiter, recruitable

oo, ew, ou, ue, uiUnit Focus This unit focuses on the graphemes oo ew, ou, ue and ui to represent a sound (phoneme). This unit also includes two common, high frequency words, sixty and Africa.

teaching Points Identify the phoneme and how it is represented. Identify any difficult parts of words. Sort the list words according to the graphemes and brainstorm other words to add to each list.

Rules When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. When adding ly to most words ending with le, change the e to y. To make words ending with ch or a single s plural, es is added. When a words ends with a single l, double the l when a suffix beginning with a vowel is added.

sixties, six, sixes, sixteen, sixth, sixths, sixtieth, sixtieths African, Africans, Africana

achieves, achieving, achieved, achievability, achievable, achievement, achievements chefs aches, aching, ached, achingly characters, charactered, characteristic, characteristics, characteristically, characterise/characterize, characterised/characterized chemists choirs orchids, ochidaceous coaches, coaching, coached, coachable Madrileo, Madrilea, Madrileos, Madrileas Cardiffian, Cardiffians

50

Vi

Word Building

ew

pursuits

in g

Sa mDictation

1. My young brother often goes for a snooze on the couch while watching his favourite cartoon film with Mr Mushroom with the big white hat, the soft and creamy Mr Mousse, Mr Corkscrew with arms of twisted wire and Mr Screwdriver with the flat head. 2. Things to do before you are sixty: (a) Go on a cruise around the Med. (b) Belong to a group but dont be led. (c) Find a suitable partner before you wed. (d) Eat a tablespoon of honey before going to bed. (e) If you see anything gruesome just turn your head. 3. As I had a discount coupon for the new shop I withdrew a lot of money so I could buy new clothes for my safari trip to Africa. 4. After a youth had suffered a knife wound in a gang fight there was a curfew, so no young person could be outdoors after 10 p.m., but they had to recruit volunteers who could enforce the rule. 5. It was so wet during the monsoon that we went in pursuit of a restaurant where we could have a big bowl of chop suey and shelter from the rain.


pl e

oo, ew, ou, ue, uiAnswers1. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) (o) (p) gruesome youth tablespoon snooze corkscrew Africa cruise cartoon wound recruit sixty mushroom group mousse monsoon suitable 4. (a) snooze, snoozes, snoozed (b) withdraws, withdrawing, withdrew (c) groups grouping, grouped (d) cruise, cruising, cruised (e) recruit, recruits, recruiting (f) wound, wounding, wounded 5. (a) (b) (c) (d) (e) (f) (g) (h) 6. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) orchid snooze tablespoon, suitable coupon, group Madrid chop suey character curfew gruesome achieve cartoon coach snooze recruit withdrew suitable choir chemist coupon pursuit 8. m t m a y y b g q z y f i w e c w y a j k c h o d r c n o e h i h f m b r t n h g u t u o q c h t a p b l s i c o i a t d e a f u c r u w e c u u r p e x h M s c n c a r l s r r r c u u v A w a o h y c s C p e c f h y o o e f o d m j t u a o w e e i j m r c t r d r e e i r o d r w d r d o r x s i s i r t d n r h y m h i a n e a i c p d x i c i p w t m c o t s g f m a g o f r v k i o x r v h k o r h e c k

Unit 6

3. Across 4. monsoon 6. pursuit 7. withdrew 8. sixty 9. corkscrew 11. Africa 13. recruit 15. coupon 16. gruesome 17. screwdriver 18. snooze 19. wound Down 1. youth 2. mushroom 3. cruise 4. mousse 5. suitable 10. cartoon 12. chop suey 14. tablespoon 15. curfew 16. group

Vi

ew

7. (a) The coach is going to Cardiff to recruit new players for the team. (b) The chef is going to make chop suey for the youth group. (c) The wound caused by the jagged knife looked gruesome.

in g

Sa m

2. mushroom, tablespoon, corkscrew, withdrew, screwdriver, suitable

f u e w u v u i u f c s o z o h o

y i r s n n i n s g s o p n u m c

f s s n o o z e d m o o r h s u m

y e u s p o h c c o r k s c r e w

j p u o r g q s u i t a b l e v z

9. Teacher check choir monsoon cruise ache achieve youth wound recruit/pursuit snooze group

10. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

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51

Unit 7List Words bauble ceremony merry artificial celebration cranberry exciting shepherd fireplace television pantomime seasonal chestnuts invitation ribbon skiing skating snowboard sledging Nativity without idea Revision Words sauce fairy Santa Claus reunion ornaments sleigh delight Christmas sugar special reunions ornament, ornamenting, ornamented, ornamental sleighs, sleighing, sleighed delights, delighting, delighted, delightedly, delighter Christmases sugars, sugaring, sugared, sugarless, sugary specials, specialness baubles ceremonies, ceremonial merrier, merriest, merrily, merriness artificially celebrate, celebrates, celebrating, celebrated, celebrator, celebratory cranberries excitingly, excite, excites, excited, excitedly shepherds, shepherding, sherherded fireplaces televisions, televise, televises, televised, televising, telecast pantomimes, pantomimic, pantomimist seasonally, season, seasons, seasoning, seasoned, seasoner chestnut invitations, invite, invites, inviting, invited, invitingly, invitee, inviter ribbons, ribboning, ribboned ski, skis, skiing, skied, skiable, skier, skiers skate, skates, skated, skater, skaters Word Building

ChristmasUnit Focus This unit focuses on Christmas words. This unit also includes two common, high frequency words, without and idea.

teaching Points Identify difficult parts of words. Discuss ways to remember how to spell a word. Brainstorm other words to add to each list.

Dictation1. We have an exciting seasonal ceremony in our house every Christmas when, once we have returned from the pantomime and are all seated around the fireplace, eating roasted chestnuts and drinking hot cranberry juice, Dad switches on the lights on the artificial tree. We then hang up every bauble we can find and wrap up the presents using red ribbon. 2. My family love to make it a celebration and hand out to everyone an invitation but Ive always hated that particular day when I had to appear in the Nativity play. Ive been a wise man, a shepherd and a king and once they had a bad idea to make me sing. Without any fuss I smile and act merry while wishing I was back home in Derry. 3. We were watching the travel

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