Pr-2367uk My Spell Wkbk g Tg_bw

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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 G)

Published by Prim-Ed Publishing 2011

2nd edition 2011

Copyright Prim-Ed Publishing 2011

ISBN 978-1-84654-315-9

PR2367UK

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 G Teachers GuidePrim-Ed Publishingwww.prim-ed.com iii

Foreword

Contents

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 resources

which can be used regularly throughout a spellingprogramme.

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

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

List Words (Book G) ...............................................1617

Supplementary resources extra ideas to support a

spelling programme, covering a range o ability levels.

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

Children with Special Needs .....................................2425New Words ..................................................................26

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

Incentives photocopiable games to encourage better

spelling and certifcates to reward progress.

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

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

Assessment photocopiable worksheets or recording o

results by teachers/children.

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

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

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

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

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

Teachers Notes for each unit two pages or each unit,

providing list ocus, dictation, word building, additional

activities and answers.

Units 118 Answers ................................................3975

Workbook Pages (Book G) ....................................76149

List Words (whole series) ....................................150156

Phonics and the Common Words

Teaching and learning spelling are progressive processes,

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

making it clear what has to be learnt

dividing material into manageable chunks

teaching in a well considered sequence

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

regular testing or progress

immediate eedback

Matching Teaching Methods to Learning Styles

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

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

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

word building

memory tests

word study

word puzzles

discovering patterns in words.


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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 childrens

progress, 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.


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

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

memory.

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

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


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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

EnglandYear 6 Extension(Progression toYear 7)

Literacy

Word Structure and Spelling

revise, consolidate and secure knowledge o correct vowelchoices, pluralisation, prexes, word endings and highrequency words

draw on analogies to known words, roots, derivations,word amilies, morphology and amiliar spelling patterns

NorthernIreland

Year 7 ExtensionLanguage andLiteracy

Writing

use a variety o skills to spell words correctly

Republic oIreland

6th Class English

Competence and Condence in Using Language

observe the conventions o spelling in their writing

use dictionaries and thesauruses to extend and developvocabulary and spelling

ScotlandPrimary 7Extension

Literacy andEnglish

Writing (Third Level)

use a range o strategies and resources independently andensure that spelling, including specialist vocabulary, isaccurate

Wales Year 6 Extension English

Writing

develop and use a variety o strategies to enable them to

spell correctly


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

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

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

Spelling Timetable

DAY ONE Pre-test list and introduce words using metacognition

strategies

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

Transer any words rom the previous list to Dicult

Words I Have Found Begin crossword

Partner test 1 (3 5 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


Begin word search



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

DAY ONE DAY SIX

DAY TWO DAY SEVEN

DAY THREE DAY EIGHT

DAY FOUR DAY NINE

DAY FIVE DAY TEN

Blank Timetable



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

Introductory Stage

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

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

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

Preparation Stage

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

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

Modelling Stage

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

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

Explanation o Question Types

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

For example: What is the word?

yesterday

What does this word mean?the day beore today

Does it have an easily recognisable root?

day

Can the word be broken into smaller sounds?

yesterday

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

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

ter

Is there a rule or this word?

no

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

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

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

Personal questions are questions that are relevant to onesel.

For example: Is there a rhythm in the word?

yes

Is there a amiliar sound in this word?ay

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

yes, because I use this word regularly

Metacognitive Approach



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

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

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

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

For example: Close your eyes.

Can I see the word inside my head?

yes/no

Can I see the shape o the word?

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

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

today has the same endingCan I spell this word?

yes/no

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

today

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

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

there isnt a rule

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

Can I write this word in a dictated passage?

yes/no

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

For example: How did I do?

happy/reasonably happy/unhappy

Were my choices o strategies eective?

yes/no

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

yes/no

Was there anybody or anything that could have helped me?

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

How do I eel?

happy/reasonably happy/unhappy

Metacognitive Approach


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FLASHCARD

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

ClariyingQuestio

ns

Wha

tdoesthisw

ordmean?

Doe

sithavean

easilyrecog

nisableroot?

Can

thewordbe

brokeninto

smallersou

nds?


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FLASHCARD

My Spelling Workbook G Teachers GuidePrim-Ed Publishingwww.prim-ed.com 7

Litera

lQuestions

Wha

tisthetrickypartofthe

word?

Isth

erearulefo

rthisword?


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FLASHCARD


Inere

ntialQuestio

ns

Can

Ithinkofsomeotherwa

ytohelp

rememberhowtospellt

hisw

ord?


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FLASHCARD


Perso

nalQuestion

s

Isth

erearhythm

intheword

?

Isth

ereafamilia

rsoundinthisword?

Isth

isawordtha

tIneedtolearntospell?


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FLASHCARD


Visu

alisingQuestions

Can

Iseethewo

rdinmyhead?

Can

Iseetheshapeofthew

ord?


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FLASHCARD


Pred

ictiveQuestions

Can

Igiveanoth

erwordwith

a

similarmeaning?

Can

Ispellt

hisw

ord?

Can

Iwriteitfrom

memorya

ndsay

eachletterasId

oit?


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FLASHCARD


Sum

marisingQuestions

Can

Istatetheru

leforthiswo

rd?

Can

Imakease

ntenceforth

isword?

Can

Iwritethisw

ordinadictatedpassag

e?


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FLASHCARD


RefectiveQuestions

How

didIdo?

Wer

emychoicesofstrategieseffective?

Willl

earningho

wtospellth

iswordhelp

metospello

therwords?

Was

thereanyb

odyoranyth

ingthat

couldhavehelp

edme?

How

doIfeel?



Word

Building

Makeane

wwordbyaddinganen

ding.

Canyoumakemorewordsbyadding

adifferentending?

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

+

=

es

ing

er

ly

s

ed

y

less

ful

ier

iest

est

able

tion

sion



Spelling Partners

Name: My partners name:

Remember to ask how many words

you will be tested on each day.

1. Give your partner your listwords.

2. Write the date and get readyor 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 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 listwords.

2.Write the date and get readyor 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 4politician

supercial

physician

electrician

mansion

expansion

proession

conession

compassion

session

pressure

ssure

rotation

revolution

extinction

conservation

aection

adaptation

irrigation

invention

happened

practise

UNIT 5bicycle

biceps

bikini

bilingual

triangle

triplet

trilingual

quadrangle

quadrilateral

pentagon

pentathlon

hexapod

heptathlon

September

octopus

October

octagon

nonagon

decade

decagon

questionnaire

alcohol

UNIT 7Dancer

Prancer

anticipating

exhausted

poinsettia

hibernate

resolution

sacred

crackers

myrrh

rankincense

potatoes

elderberry

roast

commercial

advertisements

tradition

decorations

indulging

programmes

technology

citizen

UNIT 8airbrush

airstrip

airlit

airline

airtight

airborne

airmail

airspace

aerial

aerobatics

aeroplane

aerodrome

aerobics

aerosol

supersede

supercial

superhuman

superimpose

superintendent

superior

prioritise

potential

UNIT 6dierence

silence

commence

absence

independence

patience

conscience

audience

convenience

experience

chance

balance

distance

appearance

acceptance

entrance

substance

instance

assistance

nuisance

physical

genius

UNIT 2imperect

impolite

impatient

imbalanceimmature

immobile

immovable

misplace

misortune

mislead

misunderstand

indignity

indirect

inaccurateinvisible

incorrect

incomplete

inadequate

independent

intolerable

consequence

development

UNIT 3Australian

Italian

Argentinian

IranianVietnamese

Portuguese

Japanese

Irish

English

Scottish

jeweller

builder

photographer

engineerauctioneer

mountaineer

scientist

pianist

dentist

pharmacist

material

assessment

UNIT 1persuade

negotiate

appreciate

severepersevere

ortune

consume

reduce

excuse

conuse

provide

combine

organise

meanwhileexcite

erode

provoke

envelope

postpone

explode

continuous

industrial



List Words

UNIT 14anticipate

exaggerate

cooperate

hibernate

concrete

gangrene

obsolete

precede

ozone

chrome

decompose

glucose

advertise

juvenile

apologise

appetite

produce

abuse

solitude

magnitude

association

persuasion

UNIT 15dialogue

rogue

catalogue

atigue

league

intrigue

plague

colleague

vague

disguise

guidance

guardian

guillotine

guerilla

guarantor

guile

ghoul

ghetto

gherkin

ghastly

eud

amateur

UNIT 17sandwich

valentine

marmalade

pavlova

Morse code

spoonerism

arachnid

pasteurise

diesel

hooligan

cardigan

volts

biro

teddy

hygiene

maverick

leotard

Braille

Celsius

python

analysis

permanent

UNIT 18souvenir

abseiling

amusements

catamaran

helicopter

tourism

repellent

navigation

satellite

security

protection

inoculation

route

intercontinental

paragliding

equator

latitude

longitude

continent

casualty

technique

strategy

UNIT 16silent

talent

dierent

evident

intelligent

president

accident

incident

opponent

condent

distant

vacant

important

instant

migrant

tolerant

constant

pleasant

elegant

arrogant

soldier

embarrass

UNIT 9azure

seizure

measure

treasurepleasure

leisure

division

decision

erosion

conusion

conclusion

transusion

explosion

occasionabrasion

euthanasia

illusion

seclusion

collision

exclusion

nuclear

immediately

UNIT 10dictionary

primary

ordinary

secretarytemporary

boundary

imaginary

necessary

military

hereditary

bakery

cemetery

surgery

discoveryarchery

mastery

treachery

slavery

renery

battery

government

parliament

UNIT 12hymn

solemn

design

gnashgnarl

malign

dinghy

honour

rhinoceros

vehicle

honesty

whisper

doubtul

guiltycouple

sword

pneumonia

raspberry

almond

knowledge

ecient

sucient

UNIT 13bouquet

nursery

ecology

migratecrucixion

cultivate

sacrice

environment

resurrection

horticulture

propagate

insect

germinate

ertilizerfourish

oliage

sunshine

survival

luxurious

bountiul

agriculture

ecosystem

UNIT 11quantity

celebrity

allergy

recipecatastrophe

abbreviate

guarantee

absentee

escapee

cappuccino

quiche

amphibian

unique

orientationretrieve

relieve

conceit

conceive

caeine

debris

participation

outrageous



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

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

Six photocopiable spelling games can be ound on pages 2830.

Individual Activities

Word Study Useul or developing amiliarity with the list words.

Strategy Examples

Additional Activities

Find small words in list words.

Write the list words in alphabetical order or reversealphabetical order.

Write list words with eyes closed or rom memory.

For example: strawberry straw, berry, raw, be

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

Find antonyms, synonyms or homophones or the listwords.

For example: hot/coldclose/shutbare/bear

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

For example: walk walks, walked, walking

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

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

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

Word Shapes:

grapes = plum =

Word Snakes:

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

pla

negr

apesplum

vsafescom

ichasematecgha

epicn

ic



Individual Activities

Word Study Useul or developing amiliarity with the list words.

Strategy Examples


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

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

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

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

which means to hear.

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

For example: bear/bearrock/rock

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

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

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

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

dance is an anagram o caned

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

For example: m ss ng = missing

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

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

Children write their words as a rebus. For example,

+ lace = shoelace

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

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




Inormal Activities

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

Strategy Examples

Partner and Group Activities

Partner activities Develops cooperation and increases knowledge o list words.

Strategy Examples

Clap the number o syllables in words.

Use bright colours to trace list words.

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

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

I have no legs.

I shed my skin.

My bite can be poisonous.

What am I?

A snake

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

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

Outline words.For example: dictionary

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

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

Make concept words. For example:

Make bookmarks with dicult words or list words.lace

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

Strategies For Children With Learning Difculties

Strategy Examples

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

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

Encourage as much reading as possible.Include dierent sources o print around the classroom orchildren to nd correct spelling. 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, el ec tric, in vent ing. Childrenshould be encouraged to choose how to chunk the wordsthemselves, so as to suit each childs preerred learning style.

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

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

For example: the problem part o night might be igh

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

For example: c m e = chimney

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

For example: goat note, boat, wrote, foat

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

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

Use sentence rames to develop a spelling vocabulary olist words.

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

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

cc

at h



Children with Special Needs

Make alphabet books to use as personal dictionaries.

Strategies For Children With Learning Difculties

Strategy Examples

Use games like word bingo and word quizzes.Word Bingo

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

Word Quizzes

Using a word list, children write the correct word. 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 e

a

c

h



New Words

Name: Date:

My new word is:

1. (a) Say your word.

(b) My word has syllables.

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

2. Write three things about your word. For example, what are the beginning, middle

and last letters? Is it a verb, adjective, noun or adverb? etc. (a)

(b)

(c)

3. Write your word in a sentence.

4. Write a defnition o your word. Use a dictionary to check your answer.

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

6. Write words that rhyme with your word.

7. Write your word using ancy lettering.



My Extension

Spelling Words

Spelling Extension

My words in alphabetical order

More activities

Create a crosspatch with clues.

Find antonyms or the words.

Put the words into a short story.

Write a concrete (shape) poem using your words.

Design an inormation poster about one o your words.

Write a recount about one o your words.

Make up a tongue twister using as many words as possible.

Name: Date:

Synonyms of my words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.



Spelling Games

Paragraph PuzzleWrite a paragraph using ten o your list words but miss out the ten words you havechosen. Give your paragraph to a riend and see i they can guess the missing words.

For example: They decided to the cake beore

the had even started.Guessed

Words

Spoonerisms

Choose six list words and write them on strips o paper. Cut each

list word in hal and join them with a dierent ending. Give yournew list words to a partner. Can they guess the orginal words?

For example:

spel ramme prog ling = spelling programme

List Words Working-out Column

1.

2.

3.

4.

5.

6.

devour

celebration



Spelling Games

Prexes and Sufxes

Make new words by adding prefxes and sufxes to your list

words. Choose fve root words rom your list. Compete witha riend to see how many new words you can create.

Prefx Root Sufx Completed Word

+ + =

+ + =

+ + =

+ + =

+ + =

-ed

-s

-ful

-ddis- un-re

-

-ing

Quiz Night

With a small group, make up a quiz night question or sixlist words. Swap your questions with another group. Thefrst group to answer the most questions correctly in twominutes is the winner!

Question Answer

1.

2.

3.

4.

5.

6.

Try holding a whole-class quiz night to fnd the class quiz champions!



Spelling Games

Celebrity Words

In a group o six, write twelve list words in the boxes below. Cutthem out and place them ace down on a desk. Three playerschoose a card and hold it on their head. Each player takes turnsto guess the word by asking questions which need a yes or noresponse. The winner is the frst person to guess his or her word.

Patterns

Play this game with a partner.

1. Both o you write a silly sentence using 10 listwords without the other person seeing.

2. Take turns to read out your sentence. The otherperson writes all the list words he or she hears.

3. Score one point or each spelling word he or she writes andone point or correct spelling. Who is the silly sentence star?

List words I heard:

My score:

My sentence:

Partners score:



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:

persuade negotiate

appreciate severe

persevere ortune

consume reduce

excuse conuse

provide combine

organise meanwhile

excite erode

provoke envelope

postpone explode

continuous industrial

Date completed:

LIST 4

Date begun:

politician supercial

physician electrician

mansion expansion

proession conession

compassion session

pressure ssure

rotation revolution

extinction conservation

aection adaptation

irrigation invention

happened practise

Date completed:

LIST 2

Date begun:

imperect impolite

impatient imbalance

immature immobile

immovable misplace

misortune mislead

misunderstand indignity

indirect inaccurate

invisible incorrect

incomplete inadequate

independent intolerable

consequence development

Date completed:

LIST 5

Date begun:

bicycle biceps

bikini bilingual

triangle triplet

trilingual quadrangle

quadrilateral pentagon

pentathlon hexapod

heptathlon September

octopus October

octagon nonagon

decade decagon

questionnaire alcohol

Date completed:

LIST 3

Date begun:

Australian Italian

Argentinian Iranian

Vietnamese Portuguese

Japanese Irish

English Scottish

jeweller builder

photographer engineer

auctioneer mountaineer

scientist pianist

dentist pharmacist

material assessment

Date completed:

LIST 6

Date begun:

dierence silence

commence absence

independence patience

conscience audience

convenience experience

chance balance

distance appearance

acceptance entrance

substance instance

assistance nuisance

physical genius

Date completed:

Name:




Name: Assessment

LIST 10

Date begun:

dictionary primary

ordinary secretary

temporary boundary

imaginary necessary

military hereditary

bakery cemetery

surgery discovery

archery mastery

treachery slavery

renery battery

government parliament

Date completed:

LIST 11

Date begun:

quantity celebrity

allergy recipe

catastrophe abbreviate

guarantee absentee

escapee cappuccino

quiche amphibian

unique orientation

retrieve relieve

conceit conceive

caeine debris

participation outrageous

Date completed:

LIST 9

Date begun:

azure seizure

measure treasure

pleasure leisure

division decision

erosion conusion

conclusion transusion

explosion occasion

abrasion euthanasia

illusion seclusion

collision exclusion

nuclear immediately

Date completed:

LIST 8

Date begun:

airbrush airstrip

airlit airline

airtight airborne

airmail airspace

aerial aerobatics

aeroplane aerodrome

aerobics aerosol

supersede supercial

superhuman superimpose

superintendent superior

prioritise potential

Date completed:

LIST 7

Date begun:

Dancer Prancer

anticipating exhausted

poinsettia hibernate

resolution sacred

crackers myrrh

rankincense potatoes

elderberry roast

commercial advertisements

tradition decorations

indulging programmes

technology citizen

Date completed:

LIST 12

Date begun:

hymn solemn

design gnash

gnarl malign

dinghy honour

rhinoceros vehicle

honesty whisper

doubtul guilty

couple sword

pneumonia raspberry

almond knowledge

ecient sucient

Date completed:




Assessment Name:

LIST 16

Date begun:

silent talent

dierent evident

intelligent president

accident incident

opponent condent

distant vacant

important instant

migrant tolerant

constant pleasant

elegant arrogant

soldier embarrass

Date completed:

LIST 17

Date begun:

sandwich valentine

marmalade pavlova

Morse code spoonerism

arachnid pasteurise

diesel hooligan

cardigan volts

biro teddy

hygiene maverick

leotard Braille

Celsius python

analysis permanent

Date completed:

LIST 15

Date begun:

dialogue rogue

catalogue atigue

league intrigue

plague colleague

vague disguise

guidance guardian

guillotine guerilla

guarantor guile

ghoul ghetto

gherkin ghastly

eud amateur

Date completed:

LIST 14

Date begun:

anticipate exaggerate

cooperate hibernate

concrete gangrene

obsolete precede

ozone chrome

decompose glucose

advertise juvenile

apologise appetite

produce abuse

solitude magnitude

association persuasion

Date completed:

LIST 13

Date begun:

bouquet nursery

ecology migrate

crucixion cultivate

sacrice environment

resurrection horticulture

propagate insect

germinate ertilizer

fourish oliage

sunshine survival

luxurious bountiul

agriculture ecosystem

Date completed:

LIST 18

Date begun:

souvenir abseiling

amusements catamaran

helicopter tourism

repellent navigation

satellite security

protection inoculation

route intercontinental

paragliding equator

latitude longitude

continent casualty

technique strategy

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



Awr

Contents

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

Unit 1 Long Vowels (Silent e) ...............................4041

Unit 2 Prexes: im-, mis-, in- ................................4243

Unit 3 Suxes: -ian, -ese, -ish, -er, -eer, -ist ...........4445

Unit 4 ci, si, ssi, ss, ti ...........................................4647

Unit 5 Number Prexes .........................................4849

Unit 6 -ence, -ance...............................................5051

Unit 7 Christmas ..................................................5253Unit 8 air-, aer-, aero-, super- ................................5455

Unit 9 z, s, si .......................................................5657

Unit 10 -ary, -ery..................................................5859

Unit 11 y, e, ee, i, ie, ei, is ....................................6061

Unit 12 Silent Letters .............................................6263

Unit 13 Spring/Easter ............................................6465

Unit 14 a-e, e-e, i-e, o-e, u-e .................................6667

Unit 15 gue, gu, gh ..............................................6869

Unit 16 -ent, -ant .................................................7071Unit 17 Eponyms .................................................7273

Unit 18 Summer...................................................7475



Ui Fcu

This unit ocuses on long vowels. Thisunit also includes two common, highrequency words, continuous andindustrial.

tachig Pi

Discuss how the silent e on the endo each word makes the vowel soundlong: a-e, e-e, i-e, o-e, and u-e.

Discuss any dicult parts o words.

Sort the list words to the graphemesand brainstorm other words to add toeach list.

Rul

When adding a sufx beginning with

a vowel to most words ending withe, the e is dropped beore addingthe sufx.

To make the plural o words endingwith y ater a consonant, change they to i and add es.

Dicai

1. Sorry, Miss, I slept in.Well I didnt think that you had sleptout! she shouted. This was ollowed bya severe punishment o a 500 wordessay on the industrial revolution.Meanwhile she would not acceptanother excuse or my tardiness as ithas been a continuous disruption to theclass. I thought that she was going toexplode with anger, but I did persuadeher that I wouldnt be late again, as mymum is going to provide me with analarm clock.

2. A lot o the rock ace had started toerode and this was hampering ourclimb, so we decided to reduce theload we were carrying and organise

a dierent route. This decision willprovoke the others as it is a harderascent to negotiate and we will have topostpone it until tomorrow.

3. Come to the buet and consume allyou can. Appreciate good ood, be youwoman or man. Excite your taste budsand drink some wine, combine all thefavours while you sit and dine. It wontcost a ortune to eat so much ood andthere is an envelope or a tip i youthink it was good. The magician at thetables is not there to conuse, he willpersevere with his tricks just to amuse.

Li Wrd Wrd Buildig

persuadepersuades, persuading, persuaded, persuasible, persuadability,persuader, persuasive, persuasiveness, persuasion

negotiatenegotiates, negotiating, negotiated, negotiator, negotiation,negotiable

appreciate appreciates, appreciating, appreciated, appreciation, appreciative

severe severer, severest, severely, severeness, severity, severities

persevereperseveres, persevering, persevered, perseverance, perseverant,perseveringly

ortuneortunes, ortunate, ortunately, ortunateness, unortunate,unortunately

consumeconsumes, consuming, consumed, consumer, consumerism,consumerist

reducereduces, reducing, reduced, reducible, reducibility, reducibly,reduction

excuseexcuses, excusing, excused, excusable, excusably,excusableness, excusal

conuse conuses, conusing, conused, conusedly, conusingly, conusion

provide provides, providing, provided, provider

combinecombines, combining, combined, combinable, combination,combinational

organise/organize

organises/organizes, organised/organized,organising/organizing, organisable/organizable,organisation/organization, organisational/organizational

meanwhile

exciteexcites, exciting, excited, excitedly, excitable, excitably,excitableness

erode erodes, eroding, eroded, erodent, erosion, erosive

provoke provokes, provoking, provoked, provoker, provokingly

envelope envelopes

postponepostpones, postponing, postponed, postponable, postponement,postponer

explodeexplodes, exploding, exploded, explosion, explosive, explosively,explosiveness

continuous continuously, continuousness

industrial industrially

Rvii Wrd Wrd Buildig

theatre theatres, theatergoer, theatric, theatrical, theatrically

popularpopularise, popularises, popularisng, popularised, popularity,popularly

bre bres, bred, breless, brous, brously, brousness

writer writers, write, writes, written, wrote, writing

humourhumours, humouring, humoured, humourless, humorous,humorously

centrecentres, centred, centring, central, centralise/centralize,centralising/centralizing, centralised/centralized

calculatorcalculators, calculate, calculates, calculating, calculated,calculation, calculative

particular

particulars, particularise/particularize,

particularising/particularizing, particularised/particularized,particularity, particularly

diamond diamonds, diamonding, diamonded

denitely denite, deniteness

Ui 1 Lg Vwl (sil )



Ui 1Lg Vwl (sil )

5. (a) writer, humour

(b) severe, postpone

(c) persuade, reduce (d) persevere, denitely

(e) ortune, organise

6. (a) excuse, excite,explode

(b) meanwhile, ortune

(c) writer, centre, theatre

(d) negotiate, appreciate,continuous

7. (a) consumes,consuming,consumed

(b) humours, humouring,humoured

(c) excites, exciting,excited

(d) perseveres,persevering,persevered

(e) consumes,consuming,consumed

() persuades,persuading,persuaded

8. Word Search

Awr

1. (a) explosion,explosiveness,exploder

(b) provision, provider

(c) appreciation,appreciator

(d) persuasion, persuader

(e) organisation,organiser

() reduction

2. (a) continuous

(b) envelope

(c) organise

(d) provoke

(e) postpone

() meanwhile

3. Crossword

Across

5. excite

6. consume

8. conuse

9. persuade

10. erode

13. postpone

17. meanwhile

18. organise

20. appreciate

21. severe

Down

1. reduce

2. persevere

3. combine

4. excuse

7. industrial

9. provoke

11. provide

12. continuous

14. envelope

15. negotiate

16. ortune

19. explode

4. Long o: erode, provoke,envelope, postpone,explode

Long i: provide, combine,organise, meanwhile, excite

Long u: ortune, consume,

reduce, excuse, conuse Long a: persuade,

negotiate, appreciate

Long e: severe, persevere

c o n f u s e r a l u c i t r a p

e l i h w n a e m e e k o v o r p

v d i a m o n d f x m m x e e c r

e r t a e h t u o c u v x x r a i

z t b n i s a c r i s p p m b l n

t e t e u u e e t t n l x x i c d

s p e g w o e g u e o y l e f u u

h o i o r u x r n d c z d p e l s

y l e t i n i f e d s o n r p a t

e e o i t i t a v v r w t o e t r

d v r a e t c d q e e n s p r o i

i n g t r n o l s x e s l o s r a

v e a e b o m e x c u s e p e s l

o q n j k c b h u m o u r u v s x

r e i e t a i c e r p p a l e e h

p o s t p o n e g p d m y a r l x

c n e s m s e v e d a u s r e p r

9. Teacher check

10. (a) appreciate (b) bre

(c) provoke

(d) ortune

(e) negotiate

() severe

(g) combine

(h) organise

(i) envelope

(j) theatre

(k) reduce

(l) erode



Ui Fcu

This unit ocuses on the prexesim, mis, and in. This unitalso includes two common, highrequency words, consequence and

development.

tachig Pi

Discuss the meaning o each prex.

Identiy the base word or each listword.

Identiy any smaller words that makeup each word.

Sort the list words according to theprexes and brainstorm to add toeach list.

Rul When adding a sufx beginning

with a vowel to most wordsending with e, the e is droppedbeore adding the sufx. (The eis retained in balanceable to keepthe sot c sound.) Note: The wordimmoveable with the e retained,generally, has a meaning relatedto law.

To make the plural o words endingwith y ater a consonant, changethe y to i and add es. When

adding y to words ending withle, change the e to y.

Dicai

1. The development o the new estatewas to incorporate ten independentvillas, but they stood incompleteor a year as the oundations wereinadequate to support them. As aconsequence they subsided, so itwas an expensive misortune or thebuilders, as they had to demolish

them.2. Her behaviour was intolerable. She

was so impolite and rude that sherequently had to suer the indignityo standing immobile with her backto the class due to her immaturenature, which led to her nicknamelittle Miss Imperect.

3. The accountant was getting veryimpatient with the imbalance inthe accounts. Ater two days hediscovered that the director didmisunderstand that he had to

include the invisible earnings andindirect payments, as it was theseomissions that had made themincorrect.

Li Wrd Wrd Buildig

imperectimperectly, imperectness, imperection, perect, perectly,perection, perectionist

impolite impolitely, impoliteness, polite, politely, politeness

impatient impatiently, patient, patiently, patience, impatienceimbalance imbalances, balance, balances, balancing, balanced, balanceable

immatureimmaturely, immaturity, immatureness, mature, matures, maturing,matured

immobileimmobility, immobilise, immobile, immobilising, immobilised,immobilisation

immovableimmovability, immovably, immovableness, movable, movably,movability

misplacemisplaces, misplacing, misplaced, misplacement, place, places,placing, placed

misortunemisortunes, ortune, ortunes, ortunate, ortunately, unortunate,unortunately

mislead misleads, misleading, misled, misleader, misleadingly, lead, leads,leading, led

misunderstandmisunderstands, misunderstanding, misunderstood, understand,understands, understanding, understood

indignity indignities, indignant, indignantly, indignation, dignity, dignities

indirectindirectly, indirectness, indirection, direct, directly, directness,direction

inaccurateinaccurately, inaccurateness, inaccuracy, inaccuracies, accurate,accurately

invisibleinvisibly, invisibility, invisibleness, visible, visibly, visibility,visibleness

incorrect incorrectly, incorrectness, correct, correctly, correctness

incomplete incompletely, incompleteness, incompletion, complete, completely,completeness

inadequateinadequately, inadequateness, inadequacy, inadequacies,adequate, adequately

independent independently, independence, dependent, dependently, dependence

intolerable intolerably, intolerability, intolerableness, intolerance, intolerantly

consequenceconsequences, consequential, consequentiality, consequentialness,consequentially, consequently

developmentdevelopmental, developmentally, develop, developing, developed,developable, developer


antibiotic antibiotics

autobiography autobiographies, autobiographer, autobiographic, autobiographical

automaticautomate, automating, automated, automatically, automation,automaticity

transplanttransplants, transplanting, transplanted, transplantable,transplantation, transplanter

telescope telescopes, telescoped, telescoping, telescopic, telescopical

transertranser, transerring, transerred, transerable, transerability,transeree

antisepticantiseptics, antiseptically, antisepticise, antisepticising,antisepticised

telepathy telepathic, telepathically

ull ulls, ullling, ullled, ulllment, ulller

reerence reerences, reerencing, reerenced

Ui 2 Prfx: im-, mi-, i-



Ui 2

4. (a) mis

(b) in/im

(c) in/im

Teacher check examples.

5. (a) I you use thetelescope you cansee that planet that isinvisible to the nakedeye.

(b) It is incorrect tobelieve that only oneantibiotic can cure allillnesses.

(c) The patient had totranser to anotherhospital or histransplant operation.

6. (a) imperect

(b) automatic

(c) inadequate

(d) impolite

(e) intolerable

() immovable

(g) misortune

(h) independent

(i) inaccurate

(j) impatient

1. (a) imbalance

(b) misplace

(c) inaccurate

(d) misunderstand

(e) indignity

() imperect

(g) intolerable

(h) mislead

(i) invisible

(j) immovable

(k) indirect

(l) immobile

(m) inadequate

(n) incomplete

2. (a) impatiently

(b) incorrectly

(c) immaturely

(d) independently

(e) impolitely

() incompletely

3. Crossword

Across

1. immobile

3. indirect

6. misortune

8. inadequate

9. misplace

10. invisible

13. impatient

18. imbalance

19. mislead

20. development

21. intolerable

22. imperect

Down

2. inaccurate

4. incorrect

5. independent

7. misunderstand

11. impolite

12. consequence

14. incomplete

15. immovable

16. indignity

17. immature

7. (a) horoscope

(b) automobile

(c) reeree

(d) plead

(e) indignation

() pneumatic

(g) commonplace

8. (a) indirect

(b) reerence

(c) mislead

(d) invisible

(e) transer

() telepathy

9. See Word Search

10. (a) development

(b) impatient

(c) independent

(d) indignity

(e) autobiography

() misplace

Prfx: im-, mi-, i-

4. On the ascent I happened to misplace my oot, and discoveredthat the rocks were notimmovable, as they were bouncing downthe mountain. We began to look or another way up but as themap was inaccurate this could mislead us up the wrong path!

Awr

m i s u n d e r s t a n d d h t w l w

t n e v n i n c o m p l e t e t s i d

e c g c t n e d n e p e d n i c g f t

t p e y n i n d i g n i t y k i a l u

t i o f h e p k p z m x o a n n c u s

u r n c r p r i m m a t u r e a d f n

h i a v s e a e l i b o m m i c r a d

i n n n i e p r f i s r o u t c q y k

m d t i s s l m g e m p i q t u i a a

m i e n m f i e i o r p l e u r m n u

o r l a d s e b t s i e o a y a p t t

v e e d l b h r l e z b m l c t a i o

a c p e c n e u q e s n o c i e t s m

b t a q t r a n s p l a n t b t i e a

l d t u a i n c o r r e c t u n e p t

e p h a m i s f o r t u n e a a n t i

j r y t u u s j z a n t i b i o t i c

l t n e m p o l e v e d s b n y s c v

i n t o l e r a b l e c n a l a b m i



Ui Fcu

This unit ocuses on the suxes ian, ese,ish, er, eer and ist. This unit alsoincludes two common, high requency words,material and assessment.

tachig Pi

Discuss the meaning o each sux.

Identiy the base word or each list word.

Discuss any dicult parts o the words.

Sort the list words according to the suxesand brainstorm other words to add to eachlist.

Rul

When adding a sufx beginning with a vowel

to most words ending with e, the

e isdropped beore adding the sufx.

To make the plural o words ending with yater a consonant, change the y to i andadd es.

The y at the end o base words changes toi when a sufx is added.

When a word ends with a single i, doublethe l when a sufx beginning with a vowelis added.

When adding y to a word ending with e,drop the e beore adding y.

Dicai

1. I would like to be a pharmacist who gives outpills, rather than a dentist who only drills andlls. Or maybe a mountaineer who climbsloads o hills or making clothes rom materialdown at the mills. No, I want to be a scientistwho nds a cure or all ills.

2. The huge hotel on Bond Street was socosmopolitan. I met Marco, an Italian,who was a cameraman, and the ocialphotographer o the Vatican. The managerwas Irish and called OCallaghan; he ran the

hotel like a politician. The Scottish driver whodrove the minivan always wore a kilt with atartan sporran. The lady was Australian whowas an equestrian, but she smelt o horsesand so did her cardigan. Dan, the engineer,who had married the librarian, then had ababy who looked like an alien. Peter, theauctioneer, always with an action plan; hedsell anything, even an empty coke can. Therewas a Portuguese builder who looked likeTarzan, who hated the Vietnamese cook as hewas a comedian, so in the Japanese gardenhe hit him with a pan. I you wanted to get thejob as a doorman, the assessment would be

done by an Argentinian. The pianist in thebar, who called hersel Joanne, couldnt speakEnglish so sang in Iranian. The jeweller romIndia always wore a katan, and tried to sellme a silver taipan.

Li Wrd Wrd Buildig

AustralianAustralians, Australianism, Australianise, Australianises,Australianised, Australianising

ItalianItalians, Italianise, Italianised, Italianising, Italianisation,Italianism

Argentinian Argentinians

Iranian Iranians

Vietnamese (plural also Vietnamese), Vietnamisation

Portuguese (plural also Portugese)

Japanese (plural also Japanese)

Irish (plural also Irish)

English (plural also English), Englishness

Scottish (plural also Scottish)

jeweller jewellers, jewellery, jewel, jewels, jewelled, jewelling

builder builders, build, building, built

photographerphotographers, photograph, photographs, photographing,photographed, photographic

engineerengineers, engineering, engineered, engine, engines,enginery

auctioneer auctioneers, auction, auctions, auctioning, auctioned

mountaineer mountaineers, mountaineering, mountain, mountains

scientistscientists, science, sciences, scientic, scientically,scientism

pianistpianists, pianistic, piano, pianos, pianism, pianissimo,pianissimos, pianoorte

dentistdentists, dentistry, dental, denticle, dentine, dentition,denture, dentures, dentoid

pharmacistpharmacists, pharmacy, pharmacies, pharmaceutics,pharmaceutical

material

materials, materially, materialism, materialistic,materialise/materialize, materialises/materializes,materialising/materializing, materialised/materialized

assessmentassessments, assess, assesses, assessing, assessed,assessor, assessors


cautioncautions, cautioning, cautioned, cautionary, cautious,cautiously, cautiousness

authorityauthorities, authorise, authorising, authorised,authorisation

exhaustexhausts, exhausting, exhausted, exhaustible,inexhaustible, exhaustive

applaudapplauds, applauding, applauded, applauder, applause,applaused, applausing

taught teach, teaches, teaching, teacher, teachable

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

launch launches, launching, launched, launcher

haunted haunt, haunts, haunting, haunter, hauntingly

preparation preparations, preparative, preparatively, preparatory,preparatorily

accidentally accidental, accidentalness, accident, accidents

Ui 3 sufx: -ia, -, -ih, -r, -r, -i



Ui 3

4. (a) Italian

(b) pharmacist

(c) Scottish (d) scientist

(e) Australian

() Argentinian

(g) mountaineer

(h) dentist

5. (a) Irish

(b) auctioneer,mountaineer

(c) accidentally

(d) Portuguese (e) pharmacist

() assessment

6. (a) (b) Teacher check

7. (a) mountaineer, launch

(b) Japanese, taught

(c) caution, photographer,haunted

8. Word Search

Awr

1. (a) pharmacist

(b) scientist

(c) Italian (d) Portuguese

(e) mountaineer

() Irish

(g) auctioneer

(h) Scottish

(i) Australian

(j) assessment

(k) Iranian

(l) photographer

2. (a) material

(b) pianist

(c) jeweller

(d) dentist

(e) Japanese

() engineer

(g) English

(h) Vietnamese

(i) Italian

(j) builder

(k) Argentinian

3. Crossword

Across

1. dentist

5. mountaineer

6. photographer

8. auctioneer

9. Italian

11. Irish

12. builder

13. engineer

17. pharmacist

18. Australian 19. scientist

20. Japanese

21. assessment

Down

2. Scottish

3. material

4. jeweller

7. Portuguese

10. Argentinian

14. Iranian

15. Vietnamese

16. English 17. pianist

9. (a) engineer, Italian,material, pianist,exhaust, builder

(b) caution

10. (a) applaud

(b) dentist

(c) thought

sufx: -ia, -, -ih, -r, -r, -i

o t j e w e l l e r l y g x e i f f n

n s t n e m s s e s s a h j m d b c q

a u t s i t n e d m n w u y z x r j r

i a p v h I t a l i a n v n l p c s b

l h V i e t n a m e s e p w c s y b m

a x d u a l p p a k k n r e v h l z o

r e n t p n a i n i t n e g r A l e u

t e c a h f i k l y a e p m m u a s n

s s h a i o d s c h u s a v r c t e t

u e j p u n u a t a g c r d e t n u aA n j h a t a g s u h i a e d i e g i

E a m a u r i r h n t e t n l o d u n

n p a r t i g o I t v n i g i n i t e

g a t m h i i o n e f t o i u e c r e

l J e a o w y t t d g i n n b e c o r

i z r c r h b p w o j s k e l r a P c

s k i i i t d x y h h t b e p b o t n

h z a s t j o z g c n p k r b y c g y

v b l t y S c o t t i s h I r i s h o



Ui Fcu

This unit ocuses on the graphemes ci, si, ssi,ss and ti to represent a sound (phoneme). Thisunit also includes two common, high requencywords, happened and practise.

tachig Pi

Identiy the phoneme and how it is represented.

Discuss any dicult parts o words.

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

Rul

The y at the end o base words changes to iwhen a sufx is added.

To make the plural o words ending with a y

ater a consonant, change the y to

i and addes.

The y is retained when adding ing to avoid iibeing written. (Two exceptions are taxiing andskiing.)

When adding a sufx beginning with a vowel tomost words ending with e, the e is droppedbeore adding the sufx.

Dicai

1. The wheel is probably the most importantmechanical invention o all time and during the

industrial revolution the basic principle orotationwas used in most new machinery.

2. Due to the increasing extinction o many animals,along with the shortage o ood, our team hasbuilt a huge conservation village. It has its ownirrigation system or resh water or the cropsgrowing next to the vastexpansion o land, encedo or the animals whose adaptation to the newenvironment has been very successul.

3. There was a late evening session o parliamentso our local politician was not at home when hismansion caught re. It turned out to be the ault othe electrician who then made a conession that

he had used the wrong cables when re-wiring thehouse.

4. Despite the pressure o working long hours shewas happy being a physician as she had alwaysdreamed o a proession in medicine. As sheshowed greatcompassion and aection or herpatients she was respected by everyone.

5. We had gone out to practise climbing with ournew equipment when I happened to slip downand got my oot stuck in a ssure in the rocksurace. Luckily I only had supercial damage tothe skin on my ankle.

Li Wrd Wrd Buildig

politician

politicians, politics, political, politically,politicise/politicize, politicises/politicizes,politicising/politicizing, politicised/politicized

supercial supercially, superciality, supercialness

physician physicians

electrician electricians, electric, electrical, electrically, electricity

mansion mansions

expansion

expansions, expansionary, expansionism,expansionist, expansive, expand, expanded,expanding

proessionproessions, proessional, proessionally,proessionalism, proessionalise/proessionalize

conessionconessions, conessional, coness, conesses,conessing, conessed, conessor

compassion

compassionate, compassionately,

compassionateness

session sessions, sessional

pressure pressures, pressuring, pressured

ssure ssures, ssuring, ssured

rotation rotations, rotational, rotative, rotatory, rotator, rotators

revolutionrevolutions, revolutionary, revoluntionaries,revolutionist, revolutionists, revolutionise/revolutionize

extinction extinct

conservationconservational, conservationist, conserve, conserves,conserving, conserved, conserver

aection aections, aectionate, aectionately, aectionateness

adaptationadaptations, adapt, adapts, adapting, adapted,adaptable, adaptableness

irrigationirrigational, irrigate, irrigates, irrigating, irrigated,irrigator

inventioninventions, invent, invents, inventing, invented,inventor, inventible

happened happen, happens, happening

practisepractises, practising, practised, practitioner,practitioners


pyjamas

binoculars binocularity, binocularly

athletics athlete, athletes, athletic, athleticism, athletically

trousers

species

salmon

moose

tweezers

carry

carries, carrying, carried, carry-on, carry-ons,

carry-out, carry-outs, miscarry, miscarries,miscarrying, miscarried

surprised surprise, surprises, surprising, surprisingly

Ui 4 ci, i, i, , i



Ui 4

4. ation rotation,conservation, adaptation,irrigation

ssion proession,conession, compassion,session

tion aection, extinction,invention

sion mansion, expansion

ution revolution

cian politician, physician,electrician

ssure pressure, ssure

cial supercial

5. (a) electrician, mansion

(b) conservation, salmon,extinction

(c) pressure, politician,athletics

6. Teacher check

7. extinction, expansion,physician, compassion,invention, athletics

8. Word Search

Awr

1. (a) invention

(b) politician

(c) irrigation (d) electrician

(e) adaptation

() session

(g) supercial

(h) proession

(i) extinction

(j) revolution

(k) practise

(l) physician

2. (a) happened

(b) mansion

(c) practise

(d) extinction

(e) politician

() compassion

3. Crossword

Across

2. expansion

5. ssure

6. conession 8. mansion

10. proession

11. happened

13. supercial

16. irrigational

18. extinction

19. practise

20. politician

21. revolution

Down

1. pressure

3. aection

4. session

6. conservation

7. invention

9. compassion

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