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Ofces in:
UK and Republic o Ireland:Bosheen
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County Wexord
www.prim-ed.com
Australia:PO Box 332
Greenwood
Western Australia 6924
www.ricpublications.com.au
My Spelling Workbook Teachers Guide (Book E)
Published by Prim-Ed Publishing 2011
2nd edition 2011
Copyright Prim-Ed Publishing 2011
ISBN 978-1-84654-313-5
PR2365UK
Titles available in this series:My Spelling Workbook TeachersGuide Book A (Ages 56 years)My Spelling Workbook Teachers GuideBook B (Ages 67 years)My Spelling Workbook Teachers Guide Book C(Ages 78 years)My Spelling Workbook Teachers Guide Book D (Ages 89years)My Spelling Workbook Teachers Guide Book E (Ages 910 years)MySpelling Workbook Teachers Guide Book F (Ages 1011 years)MySpelling Workbook Teachers Guide Book G (Ages 1112 years)
Copyright NoticeBlackline masters or copy masters are publishedand
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wide range o learning activities without copyright
being breached. This limited copyright allows the
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Foreword
Contents
Phonics and the Common Words
Teaching and learning spelling are progressive processes,
which are structured in this scheme, marrying phonics withcommonwords. Children learn best when spelling istaught systematicallyand in a structured manner over time.Spelling needs explicitinstruction or the majority o children,particularly or those whoail to catch it because o inherentdiculties. The NLS Framework orTeaching (Beard 1998)recommended that successul management o theteachingo spelling should include structured teaching,whichinvolves the ollowing, all o which are an integral part intheMy 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 andprompts
regular testing or progress
immediate eedback
Matching Teaching Methods to Learning Styles
This phonic based, multisensory spelling seriesintroducesstrategies that eature Look, Say, Trace, Cover, WriteandCheck. The series promotes independent learning o spellingincontext and eatures a proven metacognitive approachto spelling. Themetacognitive approach encompasseslogical and systematic thinking,combined with the skillso visualisation, emotion and creativity.Through using allaspects o thinking, children not only learn how tospell butalso learn how to retain and use these words incontext.
Success with this series is achieved through thereinorcementactivities provided in the My SpellingWorkbookseries. Theseworkbooks cover the strategies in aun, creative way ensuring thatboth the child and the teacherenjoy the learning process. TheTeachers Guides provide themetacognitive strategies. These areclearly outlined usingfash cards, assessment sheets, extraactivities, guidelinesor use with children with special needs,extension activitiesor more able children, dictation, word listsand answers.
Each workbook contains 18 lists o phonic based,commonly usedwords to develop a base vocabulary orprimary school children. Thesehelp to develop independentspellers through a variety o activitiesincluding:
word building
memory tests
word study
word puzzles
discovering patterns in words.
Teacher Inormation................................................ iii 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 resourceswhich can beused regularly throughout a spelling
programme.
Word Building............................................................ 14
Spelling Partners......................................................... 15
List Words (Book E).............................................. 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 oresults byteachers/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 or each unit,
providing list ocus, dictation, word building, additional
activities and answers.
Units 118 Answers............................................... 4075
Workbook Pages (Book E).....................................76149
List Words (whole series)....................................150156
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Look, Say, Trace, Cover, Write, Check
Teacher Information
Each workbook contains 18 spelling units. Each unit is made up oour pages, with each unit containing:
a list o 22 words to be learned, ocusing on one or more phonicword 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 orwordlearning. Children should ollow thismultisensory process whenlearningeach word. It is a proven methodo retaining a word in thememoryand should be a procedure that isollowed consistently, toassist withthe learning o urther words.
The frst page o each unit containsthe list words. Beore thechildrensee the list, it is recommended thatthe words arepre-tested. This canbe used as a benchmark or howwell the childrenlearn the list orwhich words they need to ocus onthroughout theunit.
Each word list table has a series ocolumns. Ater learning eachword,the children should hide their wordwith their hand and writeit in therst Practise column. This shouldbe repeated ater a ewdays, butwritten into the second Practisecolumn.
To help evaluate the childrensprogress, i the child spellstheword correctly in their test, a tickshould be placed in the Tcolumn.A tick should be placed in the Dcolumn i the child spellsthe wordcorrectly in their dictation.
Problem words can be recorded inthe Difcult Words I HaveFoundtable on page 74, or additionallearning.
Lookat the word. Look or words within words. Look at the shape othe word.
Say each letter aloud: either as its letter name or sound.
Trace each letter as the sound is said. This will reinorce thekinaestheticmovement and sound pattern and becomes a physical andauditory memory.
Cover the word. (A time actor can be built into this part. Testater oneminute, 10 minutes, one hour, the next day etc.)
Write the spelling word.
Checkthe word with the original.
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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. Thiscanbe used or each unit o words. Word building examples orevery listword are ound on pages 3975 o this book.
The ourth page o each unit includes Additional Activities,whichare urther word study activities to be done in the childsspelling
pad. Their aim is to provide children with severalopportunitiesto write the list words and to use them in variousways. Theseactivities can be used with any o the units in thebook.
The unit list is also repeated orurther reerence on the thirdpageo each unit, along with a revisionlist o words rom thepreviouslevel oMy Spelling Workbook.It is recommended thatrevisiontests are used on a regular basis toensure previous listwords are keptcurrent in the childs memory.
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For every spelling list, remember to:
Look
Say
Trace
Cover
Write
Check
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Curriculum Links
Country Level Subject Objectives
England Year 5 Literacy
Word Structure and Spelling
spell words containing unstressed vowels
know and use less common prexes
group and classiy words according to their spelling patternsandtheir meanings
NorthernIreland
Year 6Language
and Literacy
Writing
use a variety o skills to spell words correctly
Republic oIreland 4th Class English
Competence and Condence in Using Language
use a range o aids and strategies to improve his/her commandospelling; word lists, word searches, anagrams, regularwordpatterns
Scotland Primary 6Literacy and
English
Writing (Second Level)
spell most o the words needed to communicate, usingspellingrules, specialist vocabulary, and a range o resources
Wales Year 5 English
Writing
develop and use a variety o strategies to enable them tospellcorrectly
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Teachers can use the activities in My Spelling Workbookto suittheneeds o their class and the amount o time available orspelling.
A 10-day spelling programme or each list is suggested below, asa wayo using this workbook. It allows or 25 minutes each day, whichcouldbe a combination o class work and homework. Teachers may wishtoadd or delete rom this timetable, according to their needs.
This timetable is based on a metacognitive approach, which isexplainedin detail on the ollowing pages. Daily partner testing isa key eature othe timetable, allowing children to practise 35 listwords at a time. Aworksheet or recording partner test results isprovided on page 15.
Spelling Timetable
DAY ONE Pre-test list and introduce words usingmetacognition
strategies
Use Look, Say, Trace, Cover, Write and Check to practisewritingwords 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
Partner test 4 (35 words)
Complete a partner activity
Continue with page 3 activities
DAY FIVE
Spelling game or activity
Dictation passages (see pages 3975) Partner test 5 (Dicult WordsI Have Found)
DAY SEVEN
Complete word search
Spelling game or activity
Partner test 7 (Dicult Words I Have Found)
DAY EIGHT
Partner 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 (Dicult Words I Have Found)
Complete word building
DAY TEN
Partner test 10 (35 words)
Test o list words (see page 33) Recording o scores andsel-evaluation
Revision o list words
Inormal activities (see pages 2023)
DAY SIX
Partner test 6 (35 words)
Revise the patterns or this list using themetacognitiveapproach
Brainstorm other words that ollow the same patterns
Spelling game or activity Begin word search
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Use the blank timetable below to plan a spelling programme oryour class.
DAY ONE DAY SIX
DAY TWO DAY SEVEN
DAY THREE DAY EIGHT
DAY FOUR DAY NINE
DAY FIVE DAY TEN
Blank Timetable
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Metacognitive Approach
Aim: To encourage children to become successul independentspellers and thinkers.
Introductory Stage
Each category o question (Clariying, Literal, Inerential,Personal, Visualising, Predictive, Summarising and Refective)shouldbe explained to the children. It is important that they understandwhat 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 repeatedunder dierent categories. This is because the context isdierent andthis should be explained to the children.
Preparation Stage
The teacher chooses a suitable spelling word. A word thatencompasses all the categories o questions is better. However,itshould be stressed that not all categories are relevant to everyword; or example, yesterday.
The cards are displayed or all children to see. Teachers mightpreer to enlarge the cards to A3 when photocopying or tolaminatethem. (See pages 613).
Modelling Stage
The teacher models a word; or example, yesterday. The teacherdemonstrates the thinking process involved by applying thequestionssuggested in the relevant categories and talking through his or heranswers.
Allowing children to interact with the teacher using thisprocess can be very productive.
Explanation o Question Types
Clariying questions are questions that make words,phrases orconcepts 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 straightorwardanswer 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 deduceanswers rom the text.
For example: Can I think o some other way to help remember howto spell this word?
break the word into three little words: yes, ter, day
Personal questions are questions that are relevant toonesel.
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
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The Refective Questions card should be used as a challenge orevery child. It is designed to extend the moresuccessul speller. Italso oers the opportunity or individuals to recognise their ownareas o strengths and weaknesses.
This card should be used either at the end o the lesson or aterthe dictation to refect on success and to set new goalsorthemselves.
The ollowing pages contain a set o cards or encouraging this wayo thinking.
Metacognitive Approach
Visualising questions are questions that require you to see theword 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 apossible outcome.
For example: Can I give another word with a similarspelling?
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 reiterationand 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 swimmingwith my riend.
Can I write this word in a dictated passage?
yes/no
Refective questions review the strategies used to learn newwords 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 otherwords?
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
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FLASHCARD
ClariyingQuestio
ns
Whatdoes
thiswordme
an?
Doesithaveaneasilyrecognisable
root?
Canthewordbebroken
intosmalle
rsounds?
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FLASHCARD
Litera
lQuestions
Whatisthe
trickyparto
ftheword?
Istherearu
leforthiswo
rd?
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FLASHCARD
Inere
ntialQuestio
ns
CanIthinkofsomeothe
rwaytohelp
rememberhowtospellthisword?
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FLASHCARD
Perso
nalQuestion
s
Istherearh
ythmi
nthe
word?
Isthereafa
miliarsound
inthisword
?
IsthisawordthatIneedtolearnto
spell?
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FLASHCARD
Visu
alisingQuestions
CanIseeth
ewordinmyhead?
CanIseeth
eshapeoft
heword?
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FLASHCARD
Pred
ictiveQuestions
CanIgivea
notherword
witha
similarmea
ning?
CanIspellthisword?
CanIwriteitfromm
emo
ryand
sayeachle
tterasIdoit?
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FLASHCARD
Sum
marisingQuestions
CanIstatetheruleforth
isword?
CanImake
asentence
forthisword
?
CanIwritethiswordina
dictatedpa
ssage?
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FLASHCARD
RefectiveQuestions
HowdidId
o?
Weremychoicesofstra
tegieseffec
tive?
Willlearnin
ghowtospe
llt
hiswordh
elp
metospellotherwords?
Wastherea
nybodyoranythingtha
t
couldhave
helpedme?
HowdoIfeel?
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Word
Building
Makeane
wwordbyaddinganen
ding.
Canyoumakemorewordsbyadding
adifferentending?
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
e
s
ing
er
ly
s
ed
y
less
ful
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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 itback to you.
6. Good luck!
Date:
Total:
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 ready
or your test.
3. Your partner will slowly readeach word twice.
4. When you are fnished, readthrough your words again thenhandthem to your partner.
5. Your partner will mark yourtest, put on the score and
hand it back to you.
6. Good luck!
Date:
Total:
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List Words
UNIT 4display
stray
relay
always
alley
grey
obey
survey
claim
raise
araid
operation
dictation
nature
weight
reight
neighbour
straight
vein
beigemorning
might
UNIT 5interest
intersect
intercept
interact
interview
international
disability
dislike
disagree
disappoint
disappear
return
repeat
reund
revise
suburb
submarine
submerge
subject
submissioninteresting
modem
UNIT 7wrap
donkey
reunion
Santa Claus
sauce
presents
holly
enchanting
Christmas
mistletoe
airy
sleigh
estival
turkey
goose
sprouts
midnight
delight
pudding
ornamentssugar
special
UNIT 8track
struck
attack
packet
cricket
clock
chuckle
socket
chicken
pocket
reckle
classic
volcanic
mimic
sonic
plastic
tonic
terric
electric
heroicupon
eye
UNIT 6torch
orchard
channel
achieve
machine
che
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charade
approach
coach
school
choir
ache
chemist
anchor
stomach
character
monarch
orchid
anarchyMadrid
Cardi
UNIT 2handkerchie
guest
cupboard
guitarisland
climb
limb
doubt
known
knock
guess
young
white
wraithsign
aisle
tomb
wrinkle
depot
horse
disc
UNIT 3brie
thie
belie
mischiegrie
relie
believe
niece
eld
priest
calorie
cashier
piece
receivereceipt
deceive
deceit
seize
weird
caeine
biscuit
address
UNIT 1gather
gutter
goodbye
gadgetgure
giant
magic
energy
gentle
germ
hydrogen
charge
lounge
strangearrange
change
damage
village
gym
danger
near
between
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List Words
UNIT 14prex
prevent
precise
prepare
predict
microchip
microscope
microphone
microlm
microbe
barren
woollen
wooden
lengthen
strengthen
amazement
treatment
department
excitement
agreementescape
none
UNIT 15rough
cough
tough
laugh
enough
trough
draught
roughcast
paragraph
graph
photograph
orphan
nephew
atmosphere
elephant
phrase
autograph
alphabet
dolphin
phobiaAugust
November
UNIT 17signal
removal
arrival
musical
estival
electrical
personal
abolish
astonish
nourish
oolish
childish
breakage
wastage
postage
drainage
hardship
riendship
championship
membershipninety
hundred
UNIT 18octopus
squid
shark
whale
snorkel
pilot
suitcase
customs
ocean
scuba
shing
pier
depth
lighthouse
smuggler
coastguard
security
sunglasses
oxygen
swimsuitAustralia
Greece
UNIT 16lottery
robbery
mystery
ability
academy
bravery
cavity
monkey
honey
trolley
journey
macaroni
conetti
bikini
ski
taxi
spaghetti
khaki
quayrighten
close
UNIT 9window
ollow
borrow
narrowshadow
swallow
unknown
cargo
zero
domino
bingo
bravado
tiptoe
potatoestomatoes
oe
oboe
although
though
dough
proportion
shuttle
UNIT 10grape
shape
lemonade
mistakecashmere
complete
these
athlete
fute
accuse
reuse
amuse
size
mobilealive
divide
broke
spoke
globe
phone
easy
raction
UNIT 12rmly
thirsty
virus
conrmthirty
urchin
burst
urban
urgent
urther
purpose
burnt
modern
quarterremember
early
earthquake
heard
search
hearse
sincerely
library
UNIT 13prayer
wellingtons
season
umbrellaorgive
seedlings
shower
died
gardener
nurture
shoots
palms
soldier
cruciyprune
weather
religion
celebrate
thunderstorm
lightning
eighth
truly
UNIT 11noise
moist
hoist
choicevoice
invoice
appoint
asteroid
enjoy
decoy
convoy
boycott
deploy
royalemploy
destroy
annoy
voyage
buoy
liebuoy
beginning
coming
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The ollowing activities and games have been provided or your useas additional support to the spelling programme.They are a guideand can be developed to suit any class, programme or teachingstyle.
Choose rom the ollowing activities and games i not alreadycovered 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 listwords.
Strategy Examples
Additional Activities
Find small words in list words.
Write the list words in alphabetical order orreversealphabetical 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 byinitial/nal letters; number o letters;number o syllables; number ovowels;number o consonants; parts o speech;rhyming/non-rhyming orby childrens ownchoice.
Find antonyms, synonyms or hom*ophones 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: Didyou hear the announcement to board theplane?
Write denitions or list words. These can be either looked up ina dictionary, or written inthe childs own words, and thenchecked.
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
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Individual Activities
Word Study Useul or developing amiliarity with the listwords.
Strategy Examples
Additional Activities
Write the base words or the list words. For example: the baseword or sensible = sense
Discuss adding ed and ing and how this changes thetense owords.
For example: jumped and jumping jumped is pasttense, jumping ispresent tense
Study and nd word origins or list words.For example: audiencecomes rom a Latin word audire
which means to hear.
Find words which have hom*ographs (words which lookthe same, buthave 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 newwords as possible.
For example: neighbours house, neigh, nigh, bin,rough, boreetc.
Anagrams o list words or search or any others.For example: napis an anagram o pan;
dance is an anagram o caned
Missing vowels write list words with missing vowels.Childrenguess 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 osimply 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 spreadout a blanketand ate ourpicnic. My avourite ood wasgrapes.
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Additional Activities
Inormal Activities
Useul or the reinorcement o the list words in a less ormalapproach.
Strategy Examples
Partner and Group Activities
Partner activities Develops cooperation and increases knowledgeo 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 aboutprexes,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 opie
Invent mnemonics.For example: said = Sally Anne is dancing;because = bigelephants can always upset small elephants
Outline words.
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:
For example:
Make bookmarks with dicult words or list words.lace
chase
hate
mate
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Additional Activities
Partner and Group Activities
Partner activities Develops cooperation and increases knowledgeo list words.
Strategy Examples
Children make their own read-and-illustrate activitiesto swapwith a partner.
Trace list words on partners backpartner guesseswhich spellingword was traced.
Jumble words and swap with a partner.For example: school becomesoslhco.
As an extra challenge, children can createjumbled words that canbe pronounced.
Jumble sentences using list words and swap with apartner.
For example: The cat sat on the mat becomesEht tca tas no ehttma.
Children who need a challenge could alsojumble the order o thewords around!
Make word searches or crossword puzzles on grid paperand swapwith a partner.
This can be simply done by making a grid, and insertingthe listo spelling words horizontally and vertically. Anygaps are lled withrandom letters in a word search orcoloured black in acrossword.
Make yes/no questions or true/alse statementscontaining listwords and swap with a partner. For example: Is a rog a reptile?Dowe see clouds in the sky?
Cut pairs o list words in hal and rejoin them. Childrenthen seei their partner can guess the words.
For example: picket blannic = picnic blanket
Word dominoesWord dominoes can bemade by breaking listwords inhal (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 romthe spelling list. The partner then has toguess the word beore thewhole word is revealed, one
letter at a time.
For example, the beginningo a game using the wordplane wouldlook like this:
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Additional Activities
Partner and Group Activities
Shared Group Activities Encourages the exchange o personal listwords, thereore broadening the childs word base.
Strategy Examples
Partner and Group Activities
Class or Group Games Useul or the reinorcement o the list wordsin a less ormal approach.
Strategy Examples
Make a word bank ollowing the same sound pattern or ruleasparticular list words. Work as individuals, partners, smallgroupsor a whole class.
Put list words into sentences individually or as awholeclass.
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 competitions.For example: a Difcult Word othe 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 ShannonsGame, children need to guess the letters inthe correct order inwhich 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 theorder 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 tactoe, each player uses a list o words with acommon sound as theirnoughts and crosses.For example, in the game below, player one useda bank osh- words; player two used a bank o -all words.
call wall ship
ball she
shock
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Also reer to pages 2830 or photocopiable spelling games.
Books o other photocopiable spelling games are available romPrim-Ed Publishing:
20752076 Fity Spelling Activities
2077 Early Literacy Games2078 Literacy Games
2079 Phonic Games
Commercial board games involving word ormation may also be obenet to a spelling programme.
Additional Activities
Partner and Group Activities
Class or Group Games Useul or the reinorcement o the list wordsin a less ormal approach.
Strategy Examples
Guess My Word. Children ask questions that require a yes/noresponse 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 ontheirhead. They ask questions o the class, which can onlybeanswered yes or no. For example, Does the word end in t?
Magazine hunt or list words.Choose a number o words to ocus onor a week. Childrencan also search or these in newspapers or anyother readingmaterial in the classroom. Children can circle orunderlinewords they nd. At the end o the week, children cancounttheir score and share the sentences they ound.
Play a game similar to Memory using the smallwords withincompound words written on cards.
For example: butter + fy; oot + ball
Children write quiz questions or list words, and givethem to ariend to solve. A quiz night could also beheld using multiplelists.
For example: What can burn us, but also gives us warmth?(re)
Children write clues to match their list words. Hold asmallcompetition each day to see who can solve thepuzzle rst.
For example: Add basket to ball = basketball.Take er rom mother= moth.
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Children with Special Needs
The spelling activities in My Spelling Workbookcan be modied oradded to or children with specialneeds. Some additional suggestionsare included below or children with learning diculties.Theworksheet on page 26 is designed or children who all into thiscategory. Children in need o extensionwill benet rom many o thesuggestions included in the Additional Activities pages o thisbook. Page 27also contains an opportunity or spellingextension.
Strategies For Children With Learning Difculties
Strategy Examples
Encourage children to have a go and take risks withapproximatespelling.
For example, using have a go pads or spelling journalsorchildren to try out their spelling when writing stories etc.
Encourage as much reading as possible.Include dierent sources oprint around the classroom orchildren to nd correct spelling. Forexample: opposites,colours, avourite sayings, days o the week.
Break each spelling list into shorter lists based onsimilarspelling 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 chunks) toassistspelling, rather than conventional syllables.
For example, cent i pede, electric, inventing. Children shouldbeencouraged to choose how to chunk the words themselves,so as tosuit each childs preerred learning style.
Emphasise spelling rules.For example: magic e, i beore e exceptater c
Encourage children to look at dicult words, ocus on theproblempart, 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. Completethewords the next day.
For example: c m e = chimney
Find words that rhyme with the list words. Underlinethem i theyare spelt the same.
For example: goat note, boat, wrote, foat
Prepare a cloze passage, deleting list words. Childrenselect thecorrect 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 olistwords.
For example: We took plates to the picnic.We took sandwiches tothe picnic.
Write list words on graph paper, cut out the letters, andthenbuild the word rom the cut-out letters.
cc
a t h
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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,thencover words with counters on their cards i the word iscalled.
Word Quizzes
Using a word list, children write the correct word. Forexample,Write the word ending in ade; Write the word with ire inthemiddle.
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 undereachletter.
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 picturesand ask other children to guesswhich word they have drawn; orsimply make words intopatterns.
Write list words using string or pipe cleaners.Children can makeeach letter, or just the word shape.
Use magnetic letters to orm words rom memory on aboard. l e t te r
Write list words in sand or salt.Children could also trace wordson a desk or sandpaper.Discussing whether word shapes are tall orsmall couldollow.
Use list words to build other words.For example, using the wordare:
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 wordstartingwith the letter which ends the word beore.
For example: s n a k ea
ch
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New Words
Name: Date:
My new word is:
1. (a) Say your word.
(b) Clap the syllables.
(c) My word has syllables.
2. (a) My word begins with the letter(s)
.
(b) My word ends with the letter(s)
.
(c) The middle letters are
.
3. Write your word in asentence
4. A word that rhymes with my word is
5. A dictionary defnition o my word is
6. Cover your word. Write three cluesabout it. See i a riend canguess theword.
(a)
(b)
(c)
7. Cover your word.Write it rom memorythree times. Tick the
word each time youwrote it correctly.
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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.
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Spelling Games
Which Word?Choose two o your spelling words. Write threesentence clueswhich match each word.
For example, I am long and thin. Swap with a riend.
Spelling Clues
Write clues or eight o your spelling words.
For example: Add hi to story = history; Take ly rom purely =pure.
Swap with a riend and time how long it takes you to correctlyguessall eight words.
Clue Answer
Name: My name:
1. 1.
2. 2.
3. 3.
Which word am I? Which word am I?
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Spelling Games
Treasure Chest
Use the letters in the treasure chest to make as many o yourspelling words as you
can. You can use each letter more than once in a word.
Number o words:
Match the Meaning
Choose six spelling words and write each below. Write a shortmeaningor each word next to another word. Give to a riend tosolve.
Word Meaning
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Spelling Games
Word SearchMake your own word search using some o your listwords. Your words can go across,down or diagonally. Pass yoursearch to a riend to do. Can they fnd all o your words?
Secret CodeChoose six list words. Write them using the secretcode below.
For example, school =
Give your code words to a riend to solve.
a b c
d e g h i
j k l
m n o
p q r
s t u
v w x
y z
Code Answer
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Certifcates
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There are many dierent ways to assess spelling. The pages thatollow are provided to help support theMy SpellingWorkbookprogramme.
Page 33 can be used or pre-tests at thebeginning o each unit andagain or the nalassessment.
Individual spelling records can be kept usingpage 37. Pre-testand nal test scores arerecorded along with anecdotal notes.Thesenotes can come together as an overview othe childs progress inspelling during the 18units and can be discussed duringparent/teacher conerences and in reports.
Pages 3436 can be used to specicallyrecord each word learned andthe time takento master a unit o words. Recording in thisway may beuseul or children with specialneeds, those with English as anadditionallanguage or or the whole class.
A record o spelling results or the whole classcan be recorded onpage 38.
Assessment
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Assessment
= can say word = can write word = has remembered correctspelling
LIST 1
Date begun:
gather lounge
gutter strange
goodbye arrange
gadget change
giant damage
magic gure
energy village
gentle gym
germ danger
hydrogen near
charge between
Date completed:
LIST 4
Date begun:
display operation
stray dictation
relay nature
always weight
alley reight
grey neighbour
obey straight
survey vein
claim beige
raise morning
araid might
Date completed:
LIST 2
Date begun:
handkerchie young
guest white
cupboard wraith
guitar sign
island aisle
climb tomb
limb science
doubt wrinkle
known depot
knock horse
guess disc
Date completed:
LIST 5
Date begun:
interest return
intersect repeat
intercept reund
interact revise
interview suburb
international submarine
disability submerge
dislike subject
disagree submission
disappoint interesting
disappear modern
Date completed:
LIST 3
Date begun:
brie deceit
thie seize
belie weird
mischie caeine
grie eld
relie priest
believe calorie
niece cashier
receive piece
receipt biscuit
deceive address
Date completed:
LIST 6
Date begun:
torch chemist
orchard anchor
channel stomach
achieve character
machine monarch
che orchid
parachute anarchy
charade approach
school coach
choir Madrid
ache Cardi
Date completed:
Name:
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= can say word = can write word = has remembered correctspelling
Name: Assessment
LIST 10
Date begun:
grape amuse
shape size
lemonade mobile
mistake alive
cashmere divide
complete broke
these spoke
athlete globe
fute phone
accuse easy
reuse raction
Date completed:
LIST 11
Date begun:
noise boycott
moist deploy
hoist royal
choice employ
voice destroy
invoice annoy
appoint voyage
asteroid buoy
enjoy liebuoy
decoy beginning
convoy coming
Date completed:
LIST 9
Date begun:
window bravado
ollow tiptoe
borrow potatoes
narrow tomatoes
shadow oe
swallow oboe
unknown although
cargo though
zero dough
domino proportion
bingo shuttle
Date completed:
LIST 8
Date begun:
track classic
struck volcano
attack mimic
packet sonic
cricket plastic
clock tonic
chuckle terric
socket electric
chicken heroic
pocket upon
reckle eye
Date completed:
LIST 7
Date begun:
wrap sleigh
donkey estival
reunion turkey
Santa Claus goose
sauce sprouts
presents midnight
holly delight
enchanting pudding
Christmas ornaments
mistletoe sugar
airy special
Date completed:
LIST 12
Date begun:
rmly burnt
thirsty modern
virus quarter
conrm remember
thirty early
urchin earthquake
burst heard
urban search
urgent hearse
urther sincerely
purpose library
Date completed:
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= can say word = can write word = has remembered correctspelling
Assessment Name:
LIST 16
Date begun:
lottery journey
robbery macaroni
mystery conetti
ability bikini
academy ski
bravery taxi
cavity spaghetti
monkey khaki
honey quay
money righten
trolley close
Date completed:
LIST 17
Date begun:
signal childish
removal breakage
arrival wastage
musical postage
estival drainage
electrical hardship
personal riendship
championship abolish
astonish membership
nourish ninety
oolish hundred
Date completed:
LIST 15
Date begun:
rough orphan
cough nephew
tough atmosphere
laugh elephant
enough phrase
trough autograph
draught alphabet
roughcast dolphin
paragraph phobia
graph August
photograph November
Date completed:
LIST 14
Date begun:
prex woollen
prevent wooden
precise lengthen
prepare strengthen
predict amazement
microchip treatment
microscope department
microphone excitement
microlm agreement
microbe escape
barren none
Date completed:
LIST 13
Date begun:
prayer palms
wellingtons soldier
season cruciy
umbrella prune
orgive weather
seedlings religion
shower celebrate
died thunderstorm
gardener lightning
nurture eighth
shoots truly
Date completed:
LIST 18
Date begun:
octopus pier
squid depth
shark lighthouse
whale smuggler
snorkel coastguard
pilot security
suitcase sunglasses
customs oxygen
ocean swimsuit
scuba Australia
shing Greece
Date completed:
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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:
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Test Checklist
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
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Answers
CONTENTS
Teachers Notes or each unit two pages or each unit,providinglist ocus, dictation, word building, additionalactivities andanswers.
Unit 1 Hard and Sot g .......................................4041
Unit 2 Silent Letters............................................. 4243
Unit 3 ie, ei........................................................ 4445
Unit 4 ay, ey, ai, a, eigh, aigh, ei .........................4647
Unit 5 inter, dis, re, sub....................................... 4849
Unit 6 Dierent Pronunciations ch .......................5051
Unit 7 Christmas................................................ 5253Unit 8 ck, ic....................................................... 5455
Unit 9 ow, o, oe, ough ........................................5657
Unit 10 a-e, e-e, i-e, o-e, u-e ...............................5859
Unit 11 oi, oy, uoy............................................. 6061
Unit 12 ir, ur, er, ear........................................... 6263
Unit 13 Spring/Easter ..........................................6465
Unit 14 pre, micro, en, ment ................................6667
Unit 15 gh, ph................................................... 6869
Unit 16 y, ey, i, uay............................................ 7071Unit 17 al, ish,age, ship .................................... 7273
Unit 18 Summer Holidays ...................................7475
List Words (whole series) ......................................7682
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Unit 1
List Words Word Building
gathergathers, gathered, gathering, gatherer,gatherable
gutter gutters, guttered, guttering
goodbye goodbyes
gadget gadgets, gadgetry
guregures, guring, gured, gurative,guratively, gurehead,gureheads
giant giants, giantess
magic magical, magically, magician
energy
energies, energetic, energetically,energise/energize,energised/energized, energising/energizing
gentle gentler, gentlest
germ germs, germless, germicide,germicidal
hydrogen
charge charges, charged, charging, charger
lounge lounges, lounged, lounging
strangestranger, strangest, strangely,strangeness
arrangearranges, arranged, arranging,arrangement, arranger,rearrange
changechanges, changed, changing,changer, changeable
damagedamages, damaged, damaging,damager, damageable
village villages, villager, villagers
gym
gyms, gymnasium, gymnasiums,gymnast, gymnasts,gymnastic,gymnastics
danger dangers, dangerous, dangerously
nearnearer, nearest, nears, nearing,neared, nearby, nearly
between
Revision Words Word Buildingdoctor doctors
spectator spectators
water waters, watered, watering, watery
lower lowers, lowered, lowering, low, lowest
suddenly sudden, suddenness
eleven eleventh
reasonreasons, reasoned, reasoning,reasonable, unreasonable
poison
poisons, poisoned, poisoning,
poisonous
read reads, reading, read
goes go, going, went, gone
Hard and Sot g
Unit Focus
This unit ocuses on the graphemesg,ge,giandgyto represent asound (phoneme). Thisunit also includes two common, highrequency
words,nearandbetween.
Teaching Points
Identiy the phoneme and how it is represented.
Discuss how the lettergcan make hard andsot sounds. It usuallymakes a hard sound when
ollowed bya,ooruand usually makes a sotsound when ollowedbye,iory.
Sort the list words to the graphemes and
brainstorm other words to add to each list.
Rules
Theyat the end o base words changes toi
when a sufx is added.
When adding a sufx beginning with a vowel to
most words ending withe, theeis dropped
beore adding the sufx.
(Note: in changeable and damageable theeis
retained to keep the sotgsound.)
Dictation
1. We used to gather in the village square, near our
house, to watch a magic show.
2. The hydrogen lled giant rocket soared upwards,controlled byan electronic gadget.
3. The germ has been passed between the patients,and more werein danger, so the nurse in chargehad to arrange to close theward.
4. Ater the food it was strange to see the damage inthe loungecaused by the water rom the broken
gutter.
5. Ater a gentle walk mum waved goodbye as wehad to go andchange our shoes beore going to
the gym.6. I was ull o energy on the ice rink as I skated a
perect gure o eight.
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Unit 1Hard and Sot g
Answers
1. (a) giant
(b) arrange, strange
(c) damage(d) gather
(e) village
() gadget
(g) near
(h) between
2. (a) gadget
(b) gather
(c) gentle
(d) germ
(e) giant
() goodbye
(g) gutter
(h) gym
3.Across
4. lounge
7. change
8. arrange
10. gentle
12. magic
16. village17. danger
19. gym
20. goodbye
21. strange
22. near
Down
1. gure
2. gutter
3. damage
5. gather
6. energy
8. between11. hydrogen
13. change
14. gadget
15. germ
18. giant
4. (a) genius
(b) hydrooil
(c) villian
(d) budget
(e) ginger
() betray
5. (a) Any our o: gather,
gutter, goodbye,
gadget, gure.(b) Any our o: giant,
magic, energy,
gentle, germ,
hydrogen, charge,
lounge, strange,
arrange, change,
damage, village,
gym, danger.
6. (a) doctor, arrange
(b) damage, lounge
(c) charge, spectator(d) gym, energy
(e) magic, giant
7. (a) (i) read
(ii) suddenly
(iii) goodbye
(b) hydrooil,
hydroelectric,
hydrolysis,
hydropower
8. (a) spectator, gym
(b) giant gutter
(c) eleven, reason
(d) germ, suddenly
(e) poison, gadget
9.n r z h x h w y v n b w m x
e e r o t a t c e p s r y y i
a e g n a r r a h g t v g w g
r g n o s i o p g a i v r s u
r d s t r a n g e t r a e r
o l u n r d a n g e r g n y e
t r d w e l y e y l x i e t r
c e d e w v o h g o o d b y e
o g e r o i e u m a g i c b t
d n n e l l o l n h m g n e t
c a l a p l c x e g a a w t u
b h y d g a d g e t e a d w g
j c x x r g o g h j t o j e x
g e n t l e k e p e y m r e g
w q u n s t r b r e a s o n x
10. (a) changed,
changing
(b) lowered, loweringor lowest
(c) gentler, gentlest
(d) reasoned,
reasoning
(e) arranged,
arranging,
arranger or
arrangement
() poisoned,
poisoning
11. (a) giant
(b) doctor
(c) gure
(d) gadget
(e) between
() hydrogen
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Unit 2
List Words Word Building
handkerchie handkerchies
guestguests, guestless, guestroom,guesthouse
cupboard cupboards
guitarguitars, guitarist, guitarists,guitarlike
island islands, islander, islanders
climbclimbs, climbed, climbing, climber,climbers
limb limbs, limbed, limbless
doubtdoubts, doubted, doubting, doubtul,doubtulness, doubter,doubtable
known
know, knows, knew, knowing,knower, knowable, knowingly,
knowledge, knowledgeable
knockknocks, knocked, knocking,knocker, knockout, knockdown
guessguesses, guessed, guessing,guesser, guessable,guesswork
youngyounger, youngest, youngish,youngster
whitewhites, whiter, whitest, whiten,whitener
wraith wraiths
signsigns, signed, signing, signage,
signatureaisle aisles
tomb tombs
sciencesciences, scientic, scientically,scientist,scientists
wrinklewrinkles, wrinkling, wrinkled,wrinkly
depot depots
horse
horses, horseback, horsepower,horseshoe, horseshoes, horseyorhorsy
disc discs
Revision Words Word Building
lea leaves, leay
bee beey
shel shelves
wol wolves
scar scarves, scars
hal halves, halved, halving
women woman
dice die
large larger, largest
does do, doing, did, done
Silent Letters
Unit Focus
This unit ocuses on words that have silent letters.
This unit also includes two common, highrequencywords,horseanddisc.
Teaching Points
Identiy the silent letter in each word.
Identiy any other dicult parts o each word.
Brainstorm to list the other words with silent lettersand sortthem into groups, along with the list words.
Rules
Note: Theeis retained when the sux beginningwith a vowel isadded to keep the sotgsound.
Rule: To make words ending withssplural, esis
added.
Rule: When adding a sux beginning with a vowelto most wordsending withe, theeis droppedbeore adding the sux.
Rule: To many words ending withore, changethetovbeore adding thesux.
Dictation
1. The tomb was known to be haunted as many peoplehad seen thewraith o a young lady waving a whitehandkerchie.
2. Knock, knock. Whos there? Guess. No doubt it is notme.
3. Each wedding guest had to sign their name thenwalk down theaisle as the musician played a guitar.
4. We arrived at the bus depot on the island only to betold thatthe horse riding had been cancelled so wehad to climb back onboard.
5. For Mums birthday Ive bought a compactdisc and ajar owrinkleree cream.
6. The cupboard in the science room had a skeletonwith a missinglimb.
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Unit 2Silent Letters
Answers
1. (a) cupboard
(b) Any two o: climb,limb, doubt, tomb
(c) handkerchie
(d) Any two o: guest,guitar, guess
(e) sign
() island, aisle
(g) young
(h) wrinkle, wraith
(i) white
(j) known, knock (k) science
(l) depot
2. Across
2. guest 4. horse 5. known 6. sign 10. knock 11. science 12.tomb
14. cupboard 16. wraith 17. island 19. climb
Down
1. aisle 2. guess 3. wrinkle 4. handkerchie 7. guitar 8. doubt9. disc
13. young 15. depot 16. white 18. limb
3. (a) limb, white, horse,disc, know, sign
(b) island
4. (a) white, wraith,aisle, tomb
(b) guess, young,guest, guitar
5. (a) Wrap thishandkerchiearound yourbleeding nger.
(b) Guess which oneo the women lettheir scar on theshel.
6. (a) handkerchies (b) shelves
(c) guesses
(d) wolves
(e) horses
() aisles
7.Teacher check
8.
9. (a) aisle
(b) known
(c) wrinkle (d) tomb
(e) doubt
() depot
10. (a) women
(b) knock
(c) young
(d) hal
(e) large
() limb
(g) island
(h) guitar
(i) shel
(j) cupboard
h a n d k e r c h i e d e m
e l a h o r s e h y l r g e q
n t i r y i q a t o e h b l r
g e r m d d l o a u k o m s d
j u x b r n t n k r o i o
n p e c i d o a g g k t a u
k b q s j w j o i u a m c b
g u i t a r h e b s e o d t
l s c i e n c e w e p l s n e
e d d c l i m b h u b u w s g
h n s e e l k n i r w o c s r
s a i c p m l m t k n o c k a
z l g l o w j e k z a m b l
w s n q o e t r z s r t p e j i w r a i t h a o a h n
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Unit 3
List Words Word Building
briebries, brieng, brieed, brieer,
brieest, briefy, brieness
thie thieves, thieving
belie belies
mischie mischievous, mischievously
grie gries
relie relies
believebelieves, believing, believed,
believable, believer
niece nieces
eldelds, elding, elded, elder,
elders, eldwork
priestpriests, priestly, priestess, priestesses,
priesthoodcalorie calories
cashier cashiers
piece pieces, piecing, pieced, piecemeal
receivereceives, receiving, received, receiver,
receivers
receipt receipts
deceive deceives, deceiving, deceived
deceit deceitul, deceitully, deceitulness
seizeseizes, seizing, seized, seizure,
seizures
weirdweirder, weirdest, weirdly, weirdo,
weirdos
caeine caeinated, decaeinated
biscuit biscuits
addressaddresses, addressing, addressed,
addressable
Revision Words Word Building
psalm psalms
build builds, building, built
listen listens, listened, listening, listener
wrist wrists
rhyme rhymes, rhymed, rhyming
knuckle knuckles
yoghurt yoghurts
autumn autumns, autumnal
pretty prettier, prettiest, pretti ly, prettiness
animal animals
ie, ei
Unit Focus
This unit ocuses on the graphemesie, andei,to represent a sound(phoneme). This unit alsoincludes two common, high requencywords,biscuitand address.
Teaching Points
Identiy the phoneme and how it is represented.
Discuss that when the sound is a longe,iusually comes beoree,except aterc. Identiythe list words seize, weird, and caeine whichdonot ollow this rule.
Sort the list words according to the graphemesand brainstormother words to add to each list.
Rules
To many words ending withore, change thetovbeore adding thesux.
When adding a sux beginning with a vowel tomost words endingwithe, theeis droppedbeore adding the sux.
Double the consonant to keep the precedingvowel sound short.
Theyat the end o base words changes toiwhen a sux is added.
Dictation
1. My niece, who is ull omischie, gave the priestthe wrongaddress but to my relie he did notbelieve her and told her it waswrong to deceivepeople.
2. It is my belie, and Ill make this brie, there isnothing worsethat being a thie.
3. She was a calorie counter so ater eating a biscuitshe was soull ogrie that she ran around theeld twice.
4. Ater drinking the coee I eltweird as caeineaects me.
5. Tomorrow we shall receive the lastpiece ourniture as thecashier has now seen our receipt.
6. He used deceit to order the goods so the policehad to seizeall o his belongings.
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Unit 3ie, ei
Answers
1. (a) niece
(b) disbelie
(c) mischievous
(d) barrier
(e) weir
() debrie
2.Across
2. belie 3. receive 5. weird 6. biscuit
8. piece 9. receipt 11. priest 12. eld 14. calorie 16. mischie17. niece 18. deceive
Down
1. thie 2. believe 4. address
6. brie 7. seize 9. relie 10. caeine 13. grie 14. cashier 15.deceit
3. (a) piece
(b) grie
(c) receive
(d) weird
(e) thie
() receipt
(g) priest
(h) calorie
(i) caeine
(j) seize
4. (a) deceives,deceived,
deceiving (b) receives, received,
receiving
(c) bries, brieed,brieng
(d) seizes, seized,seizing
(e) belies, believed,believing
5. Teacher check
6. (a) address (b) grie
(c) eld
(d) biscuit
7.Teacher check
8.
9. (a) niece
(b) receive
(c) weird (d) deceit
(e) piece
() pretty
10. (a) knuckle
(b) mischie
(c) cashier
(d) biscuit
(e) autumn
() caeine
t c a g l m r s t q w g a t
r a e d a s r s d e c e i t
u i l d e m e d m y c h w
h u g k r i i b e l i e v e
g e s r k r e h n s c a w i to i e i p e a s c a m e s s p
y n i e c e c a s s i i p v
e z a v a c y r i r a v r
n e e e y i l d d e w m u k e
b i p r e o c l q a e t n c
e e r x c r d w i m v u u e
i l e e b e i w x y u h m c i
l i i t h r e z h n k b n k p
e e h t p x e r n e t s i l t
r t y b i s c u i t y e b
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Unit 4 ay, ey, ai, a, eigh, aigh, ei
List Words Word Building
displaydisplays, displaying, displayed,displayer
stray strays, straying, strayed, strayer
relay relays, relaying, relayed
always
alley alleys, alleyway
greygreyer, greyest, greys, greying,greyed, greyly, greyness,greyish
obey obeys, obeying, obeyed, obeyer
surveysurveys, surveying, surveyed,surveyor, surveyors,surveyable
claimclaims, claiming, claimed,claimable, claimer
raise raises, raising, raised, raisable,raiser
araid
operation operations, operational
dictation dictations, dictational
nature natures
weightweights, weighting, weighted,weighter
reight reights, reighting, reighted
neighbour
neighbours, neighbouring,
neighboured, neighbourhood,neighbourhoods
straightstraighter, straightest, straights,straightly,straightness, straightaway
vein veins, veining, veined, veinal, veiny
beige
morning mornings
might
Revision Words Word Building
chair chairs, chaired, chairing
air airer, airest, airs, airly, airness
repair repairs, repaired, repairing
dairy dairies
rare rarer, rarest, rarely
glare glares, glared, glaring
spare spares, spared, sparing, sparingly
beware
Dublin Dubliner, Dubliners
Belast Belastian, Belastians
Unit Focus
This unit ocuses on the graphemesay,ey,ai,a,eigh,aigh, andeitorepresent asound (phoneme).
This unit also includes two common, high
requency words,morningandmight.
Teaching Points
Identiy the phoneme and how it is represented.
Identiy any dicult parts o words.
Sort the list words according to the graphemesand brainstormother words to add to each list.
Rules
Theyat the end o base words changes toi
when a sux is added. To make the plural o words ending withay
ater a consonant, change theytoiand addes.
Theyis retained when addingingto avoidiibeing written. (twoexceptions are taxiingand skiing.)
When adding a sux beginning with a vowel tomost words endingwithe, theeis droppedbeore adding the sux.
Dictation
1. It was a simple operation to remove a vein romher leg, but itis in her nature to always worry, soshe was scared.
2. At the reworks display a stray rocket shotstraight down thealley and hit Dads grey car, sohe had to claim rom the insurancecompany.
3. Our neighbour asked us to ll in a survey toraise the alarmabout the weight o the heavylorries passing down our road.
4. We were araid the teacher would give us anextra dictation sowe started to obey her.
5. I had to relay the message that we might beable to get ournew beige car on Saturday as thereight had arrived at the portthatmorning.
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Unit 4ay, ey, ai, a, eigh, aigh, ei
Answers
1. (a) morning
(b) dictation
(c) always
(d) reight
(e) might
() relay
2. (a) neighbour
(b) raise, display
(c) morning
(d) beige, obey
(e) operation () weight
3.Across
5. survey 7. might 9. relay 12. obey 13. neighbour 14. alley 15.display 17. araid 19. dictation 20. reight
Down
1. claim 2. stray 3. beige 4. nature 5. straight 6. grey 8.morning 10. always 11. weight 12. operation 16. vein 18. raise
4. (a) grey
(b) neighbour
(c) nature
(d) weight
(e) survey
() raise
(g) claim
(h) obey
(i) straight
(j) dictation
(k) vein
(l) always
(m) alley
(n) reight
(o) straight
5. (a) air, are
(b) wait, weight
(c) rays, raise
6. (a) always, Dublin
(b) araid, operation,might
(c) Beware, grey,chair
(d) raise, morning
7. (a) neighbour
(b) chair
(c) weight
(d) air
(e) survey
() nature
(g) rare
(h) obey
8.
9. (a) raise
(b) rare
(c) obey (d) araid
(e) always
() air
(g) straight
(h) display
10. (a) dairy
(b) obey
(c) grey
(d) vein
(e) raise
() beige
a l w a y s r v w e i g h t c
e s i a r t r e i g h t n l
e o n o i t a t c i d s w y a
a r s t r a i g h t n t c r i
t s a l e B e r u t a n i m
g v r u o b h g i e n r a m
l h r y n h b e i g e i t d i
y n a e k z r c c a a j j g g
e e i r y a h g y l h q h
v r d g w a n u r a m l t r t
r a v e i i b w e k l w e r c
u p b r n o i t a r e p o y os s m r z s t r a y a r s b x
q v o i x D u b l i n l e i r
b m j r y a l e r n w y g b d
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Unit 5 inter, dis, re, sub
List Words Word Building
interestinterests, interesting, interested,interestingly
intersectintersects, intersecting, intersected,intersection,intersectional
interceptintercepts, intercepting, intercepted,interception,interceptions, interceptive
interactinteracts, interacting, interacted,interaction,interactive
interviewinterviews, interviewing, interviewed,interviewable,interviewee, interviewer
internationalinternationals,internationality,internationally
disabilitydisabilities, disable, disables, disabling,disabled,disablement
dislike dislikes, disliking, disliked, dislikable
disagreedisagrees, disagreeing, disagreed,disagreement,disagreeable
disappointdisappoints, disappointing,disappointed,disappointment
disappeardisappears, disappearing, disappeared,disappearance
return returns, returning, returned, returnable
repeat repeats, repeating, repeated, repeatedly
reund reunds, reunding, reunded, reundable
reviserevises, revising, revised, revisable,
reviser, revisorysuburb suburbs
submarine submarines, submariner
submergesubmerges, submerging, submerged,submergence
subject subjects, subjecting, subjected, subjective
submissionsubmissions, submissive, submit,submits, submitting,submitted
interesting interest, interests, interested, interestingly
modem modems
Revision Words Word Buildinglead leaden, leadenly
steadysteadies, steadied, steadying, steadier,steadiest,steadily, steadiness
earth earths
threatthreats, threaten, threatened,threatening,threateningly
instead
heavy heavier, heaviest, heavies, heavily
breadth
breakast breakasts, breakasted, breakasting
world worlds, worldly, worldlier, worldliest
cleancleaner, cleanest, cleans, cleaning,cleaned
Unit Focus
This unit ocuses on the prexesinter,dis,reandsub. This unit alsoincludes twocommon, high requency words,interestingandmodem.
Teaching Points
Discuss the meaning o each prex.
Identiy the base word or each list word, whereappropriate.
Identiy any smaller words that make up eachword.
Sort the list words according to the prexes andbrainstorm to addto each list.
Rules
When adding a sux beginning with a vowel tomost words endingwithe, theeis droppedbeore adding the sux.
Theyat the end o base words changes toiwhen a sux is added.
Dictation
1. The subject o the debate was The use o themodem to spy onyou! and it was interestingas anyone could disagree and interactwith thespeaker.
2. My dad had to revise or weeks beore going ora job interviewor an international company.
3. The crash happened in a suburb o Dublin wherethe two roadsintersect and he can no longerdrive due to his disability.
4. We all watched with interest as the submarinebegan tosubmerge and disappear under thewaves on its mission to interceptthe enemy.
5. I had to return the aulty goods, which I dislikedoing, but inorder not to disappoint me I got aull reund.
6. Last night on the television we watched therepeat o the warlm showing the submission othe Russian army.
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Unit 5inter, dis, re, sub
Answers
1. (a) suburb
(b) interact
(c) dislike
(d) subject
(e) review
() revise
(g) disappoint
(h) intersect
(i) repeat
(j) submerge
(k) disability
(l) reund
2. (a) interact
(b) intercept
(c) interest
(d) interesting
(e) international
() intersect
(g) interview
3.Across
1. interview 4. reund 6. disappear 7. interact 8. dislike 10.submerge 11. subject 14. interesting 17. international 18. suburb19. repeat
Down
2. intersect 3. interest 5. revise 6. disability 8. disappoint9. submarine 10. submission 12. intercept 13. disagree 15. return16. modem
4.Teacher check examples.
(a) dis-
(b) re- (c) inter-
(d) sub-
5. (a) dislike, reund
(b) interview, world
(c) repeat, disagree
(d) intercept, threat,Earth
6. modem, clean, world,return, lead
7. interest, intersect,intercept, interact,interview,disagree,disappoint, disappear,submarine, submission
8. (a) submission
(b) steady or instead
(c) reund
(d) breakast
(e) repeat or disappear
() disappear
9.
10. (a) revised, revising,revisable
(b) disagreed,disagreeing,disagreeable,disagreement
(c) cleaned, cleaning,cleanable
(d) disappointed,disappointing,disappointment
s u b m a r i n e a v o b r s h w
n a e l c b e m t h t d a e r b s
t c e j b u s q v a d i e v a t m
i r d g n i t s e r e t n i d c e
n t m j l d u s u b u r b s l a g
s c e i n t e r c e p t h e r r r
t e d i s a p p e a r s n t o e e
e s o s t a e p e r z t h i w t m
a r m y l k i n t e r e s t r n bd e s n i t n i o p p a s i d iu
y t i l i b a s i d r d x c i h s
v n s p d w d b i z e y o h r e w
y i g i i n t e r n a t i o n a l
d s g s u b m i s s i o n x l v q
x x u y c i n t e r v i e w y v
l e e r e t u r n d i s a g r e e
b r e a k a s t v d d p k q l h
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Unit 6 Dierent Pronunciations ch
List Words Word Building
torch torches, torching, torched, torcher
orchard orchards
channel channels, channelling, channelled, channeller
achieve
achieves, achieving, achieved, achievability,achievable,achievably, achievement,achievements
machinemachines, machining, machined, machinery,machinability,machinable, machineless
che ches
parachuteparachutes, parachutist, parachutists,parachuted,parachuting
charade charades
approach
approaches, approaching, approached,approachable, approachably,approachability,approachableness
coach coaches, coaching, coached, coachable
school schools, schooling, schooled
choir choirs
ache aches, aching, ached, achingly
chemist chemists
anchoranchors, anchoring, anchored, anchorman,anchorwoman
stomach stomachs, stomaching, stomached
charactercharacters, charactering, charactered,characteristic,characteristics,characteristically, characterise/characterize
monarch monarchs, monarchal, monarchally
orchid orchids, orchidaceous
anarchy anarchist
Madrid Madrileo, Madrilea, Madrileos, Madrileas
Cardi Cardaan, Cardaans
Revision Words Word Building
stronger strong, strongest, strongly
meaner mean, meanest, meanness
greatest great, greater, greatly, greatness
lightest
light, lighter, lights, lighting, lighted, lit,lightly,lightness, lighten, lightens, lightening,lightened
thinnest thin, thinner, thins, thinning, thinned
tiniest tiny, tinier
bounciest bouncy, bouncier, bounce, bounces, bounced
angriestangry, angrier, angrily, anger, angers,angering,angered
learnlearns, learned, learning, learnt, learner,learning
America American, Americans
Unit Focus
This unit ocuses on the graphemechtorepresent dierent sounds(phonemes).This unit also includes two common, highrequencywords,MadridandCardi.
Teaching Points
Identiy the phonemes and how they arerepresented.
Identiy the three dierent sounds thegraphemechmakes. Colour codethe wordswith the same sound.
Identiy any other dicult parts o words.
Rules
To make words ending withchor a singlesplural, esis added exceptwhench
saysk.
When a words ends with a singlel, doublethelwhen a sux beginningwith a vowelis added.
When adding a sux beginning with avowel to most words endingwithe, theeis dropped beore adding the sux.
Double the consonant to keep the precedingvowel sound short.
Theyat the end o base words changes to
iwhen a sux is ended.
Dictation
1. Channel 5 asked the school i they couldlm our charade calledSnow Fair and I amplaying the leading character.
2. Last night the che sent me to the orchard witha torch to picksome apples and get an orchidrom the greenhouse.
3. The rebels had caused anarchy in the countryater they haddeposed the monarch.
4. As the ship dropped anchor in Madrid therewas a choir singingat the docks to welcomethem.
5. I had to get o the coach but as I began toapproach thechemist shop my stomach achegot worse and I collapsed.
6. Staying at the army camp in Cardi mybrother hopes to achievesome o his goalswhich are jumping rom a plane wearing aparachuteand ring a machine gun.
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Unit 6Dierent Pronunciations ch
Answers
1. (a) Madrid
(b) stomach
(c) anchor
(d) channel
(e) orchid
() monarch
2. (a) coaches
(b) machines
(c) torches
(d) stomachs
(e) approaches () monarchs
3. Across
1. monarch 4. choir 6. anchor 7. orchid 10. character 11.stomach 13. torch 15. achieve 19. ache 20. machine
Down
2. approach 3. Cardi 4. chemist 5. parachute 8. che 9. channel12. orchard 14. charade 15. anarchy
16. Madrid 17. school 18. coach
4. Beginning: channel,che, chemist, charade,choir, character
Middle: orchard,achieve, machine,parachute, school,ache, anchor,orchid,anarchy
End: torch, stomach,monarch, approach,coach
5. (a) character istic
(b) anchor ed
(c) chemist ry (d) America n
(e) machine ry
() monarch y
(g) approach able
(h) anarchy ist
6. (a) channel, chemistor stomach
(b) che
(c) greatest
(d) meaner
7. (a) ache
(b) achieve
(c) achieve,parachute,bounciest, America
(d) Cardi, Madrid
(e) channel,approach, Cardi,thinnest
8.
9. (a) bounciest
(b) anarchy
(c) choir (d) lightest
(e) anchor
() charade
10. (a) machine
(b) character
(c) Cardi
(d) parachute
(e) charade
() monarch
(g) tiniest
(h) learn
(i) stomach
(j) che
t i n i e s t m l i g h t e s t j
b u b q b h d o d e l e n n a h c
s t o m a c h n b s j s c h o o l
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