PR-2365UK My Spell WkbkE TG_BW Copy

8/4/2019 PR-2365UK My Spell WkbkE TG_BW Copy

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Ofces in:

UK and Republic o Ireland:Bosheen

New Ross

County Wexord

www.prim-ed.com

Australia:PO Box 332

Greenwood

Western Australia 6924

www.ricpublications.com.au

My Spelling Workbook Teachers Guide (Book 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 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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3/162My Spelling Workbook E Teachers GuidePrim-Ed Publishingwww.prim-ed.com iii

Foreword

Contents

Phonics and the Common Words

Teaching and learning spelling are progressive processes,

which are structured in this scheme, marrying phonics withcommon words. Children learn best when spelling istaught systematically and in a structured manner over time.Spelling needs explicit instruction or the majority o children,particularly or those who ail to catch it because o inherentdiculties. The NLS Framework or Teaching (Beard 1998)recommended that successul management o the teachingo spelling should include structured teaching, whichinvolves the ollowing, all o which are an integral part in theMy Spelling Workbookseries:

making it clear what has to be learnt

dividing material into manageable chunks

teaching in a well considered sequence

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

regular testing or progress

immediate eedback

Matching Teaching Methods to Learning Styles

This phonic based, multisensory spelling series introducesstrategies that eature Look, Say, Trace, Cover, Write andCheck. The series promotes independent learning o spellingin context and eatures a proven metacognitive approachto spelling. The metacognitive approach encompasseslogical and systematic thinking, combined with the skillso visualisation, emotion and creativity. Through using allaspects o thinking, children not only learn how to spell butalso learn how to retain and use these words in context.

Success with this series is achieved through thereinorcement activities provided in the My SpellingWorkbookseries. These workbooks cover the strategies in aun, creative way ensuring that both the child and the teacherenjoy the learning process. The Teachers Guides provide themetacognitive strategies. These are clearly outlined usingfash cards, assessment sheets, extra activities, guidelinesor use with children with special needs, extension activitiesor more able children, dictation, word lists and answers.

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

word building

memory tests

word study

word puzzles

discovering patterns in words.

Teacher Inormation ................................................ 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 be used 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 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 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


4/162iv My Spelling Workbook E Teachers GuidePrim-Ed Publishingwww.prim-ed.com

Look, Say, Trace, Cover, Write, Check

Teacher Information

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

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

word building and word study activities

revision words rom the previous workbook.

Look, Say, Trace, Cover, Write,

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

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

Each word list table has a series ocolumns. Ater learning each word,the children should hide their wordwith their hand and write it in therst Practise column. This shouldbe repeated ater a ew days, butwritten into the second Practisecolumn.

To help evaluate the childrensprogress, i the child spells theword correctly in their test, a tickshould be placed in the T column.A tick should be placed in the Dcolumn i the child spells the wordcorrectly in their dictation.

Problem words can be recorded inthe Difcult Words I Have Foundtable on page 74, or additionallearning.

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

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

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

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

Write the spelling word.

Checkthe word with the original.


5/162My Spelling Workbook E Teachers GuidePrim-Ed Publishingwww.prim-ed.com v

Teacher Information

Each unit contains word building and word study activities.

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

unjumbling words

word worms

nding small words

crosswords

word searches

synonyms

antonyms

and many more.

A word building template is ound on page 14 o this book. Thiscan be used or each unit o words. Word building examples orevery list word are ound on pages 3975 o this book.

The ourth page o each unit includes Additional Activities, whichare urther word study activities to be done in the childs spelling

pad. Their aim is to provide children with several opportunitiesto write the list words and to use them in various ways. Theseactivities can be used with any o the units in the book.

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


6/162vi My Spelling Workbook E Teachers GuidePrim-Ed Publishingwww.prim-ed.com

For every spelling list, remember to:

Look

Say

Trace

Cover

Write

Check


7/162My Spelling Workbook E Teachers GuidePrim-Ed Publishingwww.prim-ed.com 1

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 patterns andtheir 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 commando spelling; word lists, word searches, anagrams, regular wordpatterns

Scotland Primary 6Literacy and

English

Writing (Second Level)

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

Wales Year 5 English

Writing

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


8/1622 My Spelling Workbook E Teachers GuidePrim-Ed Publishingwww.prim-ed.com

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

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

This timetable is based on a metacognitive approach, which is explainedin detail on the ollowing pages. Daily partner testing is a key eature othe timetable, allowing children to practise 35 list words at a time. Aworksheet or recording partner test results is provided on page 15.

Spelling Timetable

DAY ONE Pre-test list and introduce words using metacognition

strategies

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

Transer any words rom the previous list to Dicult

Words I Have Found Begin crossword

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

DAY TWO

Partner test 2 (35 words)

Spelling game or activity (see pages 2830)

Revise the patterns or this list

Complete page 2 activities

Begin to make list o Dicult Words I Have Found

DAY THREE

Complete a partner activity (see pages 2023)

Complete Additional Activities

Begin page 3 activities

Partner test 3 (Dicult Words I Have Found)

DAY FOUR


Complete a partner activity

Continue with page 3 activities

DAY FIVE

Spelling game or activity

Dictation passages (see pages 3975) Partner test 5 (Dicult Words I Have Found)

DAY SEVEN

Complete word search



DAY EIGHT



Complete page 4 activities

Begin word building (see page 14)

DAY NINE

Dictation passages (see pages 3975)


Complete word building

DAY TEN


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

Revision o list words

Inormal activities (see pages 2023)

DAY SIX


Revise the patterns or this list using the metacognitiveapproach

Brainstorm other words that ollow the same patterns

Spelling game or activity Begin word search



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

DAY ONE DAY SIX

DAY TWO DAY SEVEN

DAY THREE DAY EIGHT

DAY FOUR DAY NINE

DAY FIVE DAY TEN

Blank Timetable



Metacognitive Approach

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

Introductory Stage

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

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

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

Preparation Stage

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

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

Modelling Stage

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

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

Explanation o Question Types

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

For example: What is the word?

yesterday

What does this word mean?the day beore today

Does it have an easily recognisable root?

day

Can the word be broken into smaller sounds?

yesterday

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

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

ter

Is there a rule or this word?

no

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

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

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

Personal questions are questions that are relevant to onesel.

For example: Is there a rhythm in the word?

yes

Is there a amiliar sound in this word?ay

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

yes, because I use this word regularly



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

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

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

Metacognitive Approach

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

For example: Close your eyes.

Can I see the word inside my head?

yes/no

Can I see the shape o the word?

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

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

today has the same endingCan I spell this word?

yes/no

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

today

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

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

there isnt a rule

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

Can I write this word in a dictated passage?

yes/no

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

For example: How did I do?

happy/reasonably happy/unhappy

Were my choices o strategies eective?

yes/no

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

yes/no

Was there anybody or anything that could have helped me?

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

How do I eel?

happy/reasonably happy/unhappy



FLASHCARD

ClariyingQuestio

ns

Whatdoes

thiswordme

an?

Doesithaveaneasilyrecognisable

root?

Canthewordbebroken

intosmalle

rsounds?



FLASHCARD

Litera

lQuestions

Whatisthe

trickyparto

ftheword?

Istherearu

leforthiswo

rd?



FLASHCARD

Inere

ntialQuestio

ns

CanIthinkofsomeothe

rwaytohelp

rememberhowtospellthisword?



FLASHCARD

Perso

nalQuestion

s

Istherearh

ythmi

nthe

word?

Isthereafa

miliarsound

inthisword

?

IsthisawordthatIneedtolearnto

spell?



FLASHCARD

Visu

alisingQuestions

CanIseeth

ewordinmyhead?

CanIseeth

eshapeoft

heword?



FLASHCARD

Pred

ictiveQuestions

CanIgivea

notherword

witha

similarmea

ning?

CanIspellthisword?

CanIwriteitfromm

emo

ryand

sayeachle

tterasIdoit?



FLASHCARD

Sum

marisingQuestions

CanIstatetheruleforth

isword?

CanImake

asentence

forthisword

?

CanIwritethiswordina

dictatedpa

ssage?



FLASHCARD

RefectiveQuestions

HowdidId

o?

Weremychoicesofstra

tegieseffec

tive?

Willlearnin

ghowtospe

llt

hiswordh

elp

metospellotherwords?

Wastherea

nybodyoranythingtha

t

couldhave

helpedme?

HowdoIfeel?



Word

Building

Makeane

wwordbyaddinganen

ding.

Canyoumakemorewordsbyadding

adifferentending?

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

e

s

ing

er

ly

s

ed

y

less

ful



Spelling Partners

Name: My partners name:

Remember to ask how many words

you will be tested on each day.

1. Give your partner your list words.

2. Write the date and get readyor your test.

3. Your partner will slowly readeach word twice.

4. When you are fnished, read

through your words again thenhand them to your partner.

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

6. Good luck!

Date:

Total:

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 thenhand them to your partner.

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

hand it back to you.

6. Good luck!

Date:

Total:



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

parachute

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

science

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



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

money

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



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

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

Six photocopiable spelling games can be ound on pages 2830.

Individual Activities

Word Study Useul or developing amiliarity with the list words.

Strategy Examples

Additional Activities

Find small words in list words.

Write the list words in alphabetical order or reversealphabetical order.

Write list words with eyes closed or rom memory.

For example: strawberry straw, berry, raw, be

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

Find antonyms, synonyms or homophones or the listwords.

For example: hot/coldclose/shutbare/bear

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

For example: walk walks, walked, walking

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

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

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

Word Shapes:

grapes = plum =

Word Snakes:

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

pla

negr

apesplum

vsafescom

ichasematecgha

epicn

ic



Individual Activities

Word Study Useul or developing amiliarity with the list words.

Strategy Examples


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

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

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

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

which means to hear.

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

For example: bear/bearrock/rock

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

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

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

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

dance is an anagram o caned

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

For example: m ss ng = missing

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

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

Children write their words as a rebus. For example,

+ lace = shoelace

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

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




Inormal Activities

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

Strategy Examples

Partner and Group Activities

Partner activities Develops cooperation and increases knowledge o list words.

Strategy Examples

Clap the number o syllables in words.

Use bright colours to trace list words.

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

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

I have no legs.

I shed my skin.

My bite can be poisonous.

What am I?

A snake

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

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

Outline words.

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





Partner activities Develops cooperation and increases knowledge o list words.

Strategy Examples

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

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

Jumble words and swap with a partner.For example: school becomes oslhco.

As an extra challenge, children can createjumbled words that can be pronounced.

Jumble sentences using list words and swap with apartner.

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

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

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

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

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

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

For example: picket blannic = picnic blanket

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

For example:

ch ase

ch i l l

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

letter at a time.

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





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

Strategy Examples


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

Strategy Examples

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

Put list words into sentences individually or as a wholeclass.

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

Simple class spelling competitions.For example: a Difcult Word o the Day competition,

where the class try to spell a challengingword.

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

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

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

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

call wall ship

ball she

shock



Also reer to pages 2830 or photocopiable spelling games.

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

20752076 Fity Spelling Activities

2077 Early Literacy Games2078 Literacy Games

2079 Phonic Games

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



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

Strategy Examples

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

Play Celebrity Head Words, picture clue words orcharades.

Celebrity Head Words

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

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

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

For example: butter + fy; oot + ball

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

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

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

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



Children with Special Needs

The spelling activities in My Spelling Workbookcan be modied or added to or children with specialneeds. Some additional suggestions are included below or children with learning diculties. Theworksheet on page 26 is designed or children who all into this category. Children in need o extensionwill benet rom many o the suggestions included in the Additional Activities pages o this book. Page 27also contains an opportunity or spelling extension.

Strategies For Children With Learning Difculties

Strategy Examples

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

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

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

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

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

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

For example, cent i pede, electric, inventing. Children shouldbe encouraged to choose how to chunk the words themselves,so as to suit each childs preerred learning style.

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

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

For example: the problem part o night might be igh

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

For example: c m e = chimney

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

For example: goat note, boat, wrote, foat

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

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

Use sentence rames to develop a spelling vocabulary olist words.

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

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

cc

a t h



Children with Special Needs

Make alphabet books to use as personal dictionaries.

Strategies For Children With Learning Difculties

Strategy Examples

Use games like word bingo and word quizzes.Word Bingo

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

Word Quizzes

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

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

etc.

Children write any dicult words they have ound under eachletter.

Play snap with compound word parts, prexes andsuxes.

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

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

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

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

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

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

b , c , nt

Make simple designs using the list words written end toend.

Use shapes like circles, triangles and spirals.

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

For example: s n a k ea

ch



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 can guess theword.

(a)

(b)

(c)

7. Cover your word.Write it rom memorythree times. Tick the

word each time youwrote it correctly.



My Extension

Spelling Words

Spelling Extension

My words in alphabetical order

More activities

Name: Date:

Synonyms of my words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Create a crosspatch with clues.

Find rhyming words.

Write a quiz.

Put the words into a short story.

Write a concrete (shape) poem using your words.

Create a word search.



Spelling Games

Which Word?Choose two o your spelling words. Write three sentence 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 correctly guessall eight words.

Clue Answer

Name: My name:

1. 1.

2. 2.

3. 3.

Which word am I? Which word am I?



Spelling Games

Treasure Chest

Use the letters in the treasure chest to make as many o your spelling 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 short meaningor each word next to another word. Give to a riend to solve.

Word Meaning



Spelling Games

Word SearchMake your own word search using some o your list words. Your words can go across,down or diagonally. Pass your search to a riend to do. Can they fnd all o your words?

Secret CodeChoose six list words. Write them using the secret code 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



Certifcates



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

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

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

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

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

Assessment


39/162



Assessment

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

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:




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:




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:



Assessment

Pre-testFinalTest

Notes

List 1 22

22

List 2 22

22

List 3 22

22

List 4 22

22

List 5 22

22

List 6 22 22

List 7 22

22

List 8 22

22

List 9 22

22

List 10 22

22

List 11 22

22

List 12 22

22

List 13 22

22

List 14 22

22

List 15 22

22

List 16 22

22

List 17 22

22

List 18 22

22

NOTES: DATE:

Name: Year:



Test Checklist

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



Answers

CONTENTS

Teachers Notes or each unit two pages or each unit,providing list ocus, dictation, word building, additionalactivities and answers.

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



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 a sound (phoneme). Thisunit also includes two common, high requency

words,nearandbetween.

Teaching Points

Identiy the phoneme and how it is represented.

Discuss how the lettergcan make hard andsot sounds. It usually makes a hard sound when

ollowed bya,ooruand usually makes a sotsound when ollowed bye,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 by an electronic gadget.

3. The germ has been passed between the patients,and more were in danger, so the nurse in chargehad to arrange to close the ward.

4. Ater the food it was strange to see the damage inthe lounge caused by the water rom the broken

gutter.

5. Ater a gentle walk mum waved goodbye as wehad to go and change 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.



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



Unit 2


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, horsey orhorsy

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, high requencywords,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 sort them into groups, along with the list words.

Rules

Note: Theeis retained when the sux beginningwith a vowel is added to keep the sotgsound.

Rule: To make words ending withssplural, esis

added.

Rule: When adding a sux beginning with a vowelto most words ending withe, theeis droppedbeore adding the sux.

Rule: To many words ending withore, changethetovbeore adding the sux.

Dictation

1. The tomb was known to be haunted as many peoplehad seen the wraith 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 the aisle as the musician played a guitar.

4. We arrived at the bus depot on the island only to betold that the horse riding had been cancelled so wehad to climb back on board.

5. For Mums birthday Ive bought a compactdisc and ajar owrinkle ree cream.

6. The cupboard in the science room had a skeletonwith a missing limb.



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. doubt 9. 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



Unit 3


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


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 requency words,biscuitand address.

Teaching Points


Discuss that when the sound is a longe,iusually comes beoree, except aterc. Identiythe list words seize, weird, and caeine which donot ollow this rule.

Sort the list words according to the graphemesand brainstorm other words to add to each list.

Rules

To many words ending withore, change thetovbeore adding the sux.

When adding a sux beginning with a vowel tomost words ending withe, 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 wrong address but to my relie he did notbelieve her and told her it was wrong to deceivepeople.

2. It is my belie, and Ill make this brie, there isnothing worse that being a thie.

3. She was a calorie counter so ater eating a biscuitshe was so ull 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 the cashier has now seen our receipt.

6. He used deceit to order the goods so the policehad to seize all o his belongings.



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. mischie 17. 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



Unit 4 ay, ey, ai, a, eigh, aigh, ei


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


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, andeito represent asound (phoneme).

This unit also includes two common, high

requency words,morningandmight.

Teaching Points


Identiy any dicult parts o words.

Sort the list words according to the graphemesand brainstorm other 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 with ay

ater a consonant, change theytoiand addes.

Theyis retained when addingingto avoidiibeing written. (two exceptions are taxiingand skiing.)


Dictation

1. It was a simple operation to remove a vein romher leg, but it is in her nature to always worry, soshe was scared.

2. At the reworks display a stray rocket shotstraight down the alley and hit Dads grey car, sohe had to claim rom the insurance company.

3. Our neighbour asked us to ll in a survey toraise the alarm about the weight o the heavylorries passing down our road.

4. We were araid the teacher would give us anextra dictation so we started to obey her.

5. I had to relay the message that we might beable to get our new beige car on Saturday as thereight had arrived at the port thatmorning.



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



Unit 5 inter, dis, re, sub


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 also includes 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 add to each list.

Rules


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 on you! and it was interestingas anyone could disagree and interact with thespeaker.

2. My dad had to revise or weeks beore going ora job interview or an international company.

3. The crash happened in a suburb o Dublin wherethe two roads intersect and he can no longerdrive due to his disability.

4. We all watched with interest as the submarinebegan to submerge and disappear under thewaves on its mission to intercept the enemy.

5. I had to return the aulty goods, which I dislikedoing, but in order not to disappoint me I got aull reund.

6. Last night on the television we watched therepeat o the war lm showing the submission othe Russian army.



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. suburb 19. repeat

Down

2. intersect 3. interest 5. revise 6. disability 8. disappoint 9. submarine 10. submission 12. intercept 13. disagree 15. return 16. 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 i u

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



Unit 6 Dierent Pronunciations ch


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


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, highrequency words,MadridandCardi.

Teaching Points

Identiy the phonemes and how they arerepresented.

Identiy the three dierent sounds thegraphemechmakes. Colour code the wordswith the same sound.

Identiy any other dicult parts o words.

Rules

To make words ending withchor a singlesplural, esis added except whench

saysk.

When a words ends with a singlel, doublethelwhen a sux beginning with a vowelis added.

When adding a sux beginning with avowel to most words ending withe, 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 called Snow Fair and I amplaying the leading character.

2. Last night the che sent me to the orchard witha torch to pick some apples and get an orchidrom the greenhouse.

3. The rebels had caused anarchy in the countryater they had deposed the monarch.

4. As the ship dropped anchor in Madrid therewas a choir singing at the docks to welcomethem.

5. I had to get o the coach but as I began toapproach the chemist shop my stomach achegot worse and I collapsed.

6. Staying at the army camp in Cardi mybrother hopes to achieve some o his goalswhich are jumping rom a plane wearing aparachute and ring a machine gun.



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. channel 12. 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

o n d c h a r a c t e r l v k z p

t d i h

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