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2/144ii My Spelling Workbook C Teachers GuidePrim-Ed Publishingwww.prim-ed.com

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 C)

Published by Prim-Ed Publishing 2011

2nd edition 2011

Copyright Prim-Ed Publishing 2011

ISBN 978-1-84654-311-1

PR2363UK

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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3/144My Spelling Workbook C Teachers GuidePrim-Ed Publishingwww.prim-ed.com iii

Foreword

Contents

Phonics and the Common Words

Teaching and learning spelling are progressive processes,which are structured in this scheme, marrying phonicswith common words. Children learn best when 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, which involvesthe ollowing, all o which are an integral part in the MySpelling 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 approach

to 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, guidelines

or use with children with special needs, extension activitiesor more able children, dictation, word lists and answers.

Each workbook contains 18 lists o phonic based, commonlyused words to develop a base vocabulary or primary schoolchildren. These help to develop independent spellers througha 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 resources

which can be used regularly throughout a spellingprogramme.

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

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

List Words (Book C) ................................................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 a separate page or

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

additional activities and answers.

Units 118 .............................................................4057

Workbook Pages (Book C) ....................................59131

List Words (whole series) ....................................132138


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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 18 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 word is spelt

correctly in the test, a tick shouldbe placed in the T column. A tickshould be placed in the D columni the child spells the word correctlyin 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 4057 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 providechildren 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

England Year 3 Literacy

Word Structure and Spelling

spell high and medium requency words

recognise a range o prexes and suxes, understanding howthey modiy meaning and spelling, and how they assist indecoding long complex words

spell unamiliar words using known conventions includinggrapheme-phoneme correspondences and morphological rules

NorthernIreland Year 4

Languageand Literacy

Writing

understand and use a range o vocabulary by investigating andexperimenting with language

use a variety o skills to spell words in their writing

spell correctly a range o amiliar, important and regularlyoccurring words

Republic oIreland

2nd Class English

Competence and Condence in Using Language

spell words in a recognizable way based on an awareness o themost common spelling strings and patterns

spell correctly a range o amiliar, important and regularlyoccurring words

Scotland Primary 4Literacy and

English

Writing (First Level)

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

use resources to help spell tricky or unamiliar words

Wales Year 3

Language,Literacy and

CommunicationSkills

Writing

develop their ability to spell common and amiliar words in arecognisable way


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Teachers can use the activities in My Spelling Workbookto suit the needs o their classand the amount 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 ollowing pages. Daily partner testing isa key eature o the timetable, allowing children to practise 35 list words at a time. A worksheet or recording partner test resultsis 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 4057) 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 4057)


Complete word building

DAY TEN


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

Revision o list words

Inormal activities (see pages 2023)

DAY SIX


Revise the patterns or this list using the metacognitiveapproach

Brainstorm other words that ollow the same patterns

Spelling game or activity Begin word search



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

DAY ONE DAY SIX

DAY TWO DAY SEVEN

DAY THREE DAY EIGHT

DAY FOUR DAY NINE

DAY FIVE DAY TEN

Blank Timetable



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

Introductory Stage

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

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

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

Preparation Stage

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

8

MySpellin

gW

orkb

ook

CTe

ach

ers

Guid

ePrim-E

dP

ublishin

gwww.prim-e

d.c

om

FLASH CARD

Inferential Questions

Can I think of some other way to help

remember how to spell this word?



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

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

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

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

For example: Close your eyes.

Can I see the word inside my head?

yes/no

Can I see the shape o the word?

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

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

today has the same endingCan I spell this word?

yes/no

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

today

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

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

there isnt a rule

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

Can I write this word in a dictated passage?

yes/no

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

For example: How did I do?

happy/reasonably happy/unhappy

Were my choices o strategies eective?

yes/no

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

yes/no

Was there anybody or anything that could have helped me?

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

How do I eel?

happy/reasonably happy/unhappy

Metacognitive Approach


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FLA

SHCARD

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

Litera

lQuestions

W

hatisthetrickypartofth

eword?

Is

therearule

forthisword

?



FLA

SHCARD

Inere

ntialQuestio

ns

CanIthinkofsomeotherwaytohelp

re

memberhowtospellthi

sword?


15/144

FLA

SHCARD


Perso

nalQuestion

s

Is

therearhyt

hmi

nthewo

rd?

Is

thereafam

iliarsoundin

thisword?

Is

thisaword

thatIneedtolearntosp

ell?



FLA

SHCARD

Visu

alisingQuestions

CanIseethewordinmyh

ead?

CanIseetheshapeofthe

word?


17/144

FLA

SHCARD


Pred

ictiveQuestions

CanIgiveanotherwordw

itha

similarmeaning?

CanIspellt

hisword?

CanIwriteitfromm

emory

and

sa

yeachlette

rasIdoit?



FLA

SHCARD

Sum

marisingQuestions

CanIstatethe

ruleforthis

word?

CanImakea

sentenceforthisword?

CanIwritethiswordinad

ictatedpass

age?


19/144

FLA

SHCARD


RefectiveQuestions

HowdidIdo?

W

eremycho

icesofstrate

gieseffectiv

e?

W

illlearninghowtospellt

hisword

helpmetospello

therwords?

W

asthereanybodyoranything

th

atcouldhavehelpedm

e?

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 ready oryour 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 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 4still

smell

skull

stall

across

dress

glass

missjazz

buzz

zz

dizzy

cu

sta

cli

stu

yesterday

April

UNIT 5bottle

little

battle

rattle

middle

riddle

paddle

buckleankle

eagle

apple

needle

able

rectangle

single

jungle

part

twelve

UNIT 7cracker

lights

birth

stocking

snowfakes

Advent

Dasher

Decemberballoon

greetings

holiday

donkey

Jesus

Christmas

Donner

shopping

minute

month

UNIT 8quit

quiet

quite

liquid

queen

question

quack

quiltquake

squad

squash

squeak

squirt

squeal

squirm

square

oil

during

UNIT 6scrap

scrape

scrub

scream

screen

spray

spread

sprainsprint

sprout

stripe

strap

straw

street

strong

stream

live

usual

UNIT 2love

above

oven

cover

mother

brother

another

other

Monday

ront

onion

backtrick

brick

shock

luck

Ireland

March

UNIT 3think

thank

sunk

plank

ne

alive

line

reply

supply

apply

ried

triedcried

high

sigh

right

while

which

UNIT 1blew

chew

grew

crew

ew

glue

due

clue

blue

bathroom

bedroom

broomstickspoon

trac

comic

picnic

should

work



List Words

UNIT 14werent

ld

wont

weve

theyve

whats

thats

theresyoure

hasnt

youve

were

shes

youll

theyd

theyre

Wales

Scotland

UNIT 15draw

straw

law

claw

soar

board

oar

roarsore

tore

more

score

stalk

walk

talk

chalk

today

year

UNIT 17comb

lamb

dumb

numb

crumb

wrap

wreck

writewrong

honest

ghost

hour

know

knight

knie

knot

tomorrow

England

UNIT 18plane

atlas

boat

crab

passport

rock

fipfops

beachfight

ticket

runway

landing

pool

hotel

salty

uniorm

said

there

UNIT 16war

warrior

warp

warning

ward

wardrobe

warn

warmthswarm

dwar

award

warden

towards

warren

reward

warlock

ortnight

second

UNIT 9told

older

older

golden

scold

coldest

boldest

goldsh

kindest

remind

behind

ndmind

wind

blind

grind

again

name

UNIT 10twice

price

spice

slice

ice-cream

rice

advice

mice

voice

ace

disgrace

tracespace

place

race

ace

January

because

UNIT 12yoursel

himsel

hersel

mysel

outside

inside

oside

seaside

someone

something

sometimes

somebodyeveryone

everything

everybody

everywhere

centimetre

metre

UNIT 13Easter

bonnet

cloud

crocus

grass

green

resh

buttercup

butterfy

digging

dragonfy

Christbluebird

pray

death

ladybird

eighteen

seventeen

UNIT 11page

huge

stage

cage

bandage

bridge

badge

hedge

judge

bench

branch

crunchwrench

match

watch

catch

please

February



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 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 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

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 wordswith counters on their cards i the word is called.

Word Quizzes

Using a word list, children write the correct word. For example,Write the word ending in ade; Write the word with ire in 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. My word written BIG looks like

.

4. My word written small looks like

.

5. My word written in colour looks like

.

6. Cover your word. Colour in a balloonevery time you write your new wordcorrectly.

7. Can you draw your word or somebodydoing your word?



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

Choose Two

1. Choose seven o your spelling words and copythem twice onto the rectangles below.

2. Cut them out and place them ace down on the desk.Ask a riend to do the same with their seven list words.Add the new cards. Jumble them and try to locate the pairs.

Which Word?

1. Find a partner with the same spelling list.

Choose a word rom your list.

2. Start by giving your partner the frstletter o your word.

3. How many clues beore your partnerguesses your word?



Spelling Games

Word Sorts

Sort your list words and write them on to the correct box.

Some words may be written more than once.

Secret Codes

1. Choose our list words. Write the letters o each word next to a picture. (Not in order!)

2. Use the pictures to write the words in your new secret code.

3. Give your code to a riend. Can they solve it?

Your code:

Solution:

Wordswithtwo

syllables.

Wordsthatarea

noun(nameofa

person,placeor

thing).

Wordsthatendinavowel.

Wordsthatbeginwithtwoconsonantslikesh,trorch.



Spelling Games

Patterns

1.Choose six list words that look and sound dierent.

2. Write at least our more words with the same letter pattern.For example: sand; hand, land, band, stand.

List Word Words With The Same Letter Pattern

Dont Sink!

1. Choose one o your partners list words. Write a dash or each letter. Your partnermust now guess the frst letter. I their guess is correct, you will write that letter onthe line. An incorrect guess will mean colouring one o the boxes in the grid. Yourpartner must guess the word beore the grid is coloured and the ship sunk!

Game 1

Game 2

Game 3

Game 4



Certifcates

for

Signed Date

CongratulationsCongratulations

forabig

im

provement

inspelling

Signe

d

Pres

ented

to

Date

Th

ank

you

for

your

effort

Sp

ellingChamp

Signed

Date

Yourea

Congratulations

on

your

success



There are many dierent ways to assess spelling. The pages that ollow areprovided to help support the My 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



Assessment

Name: Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

Total score: /18

Name: Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

Total score: /18



Assessment

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

LIST 1

Date begun:

blew chew

grew crew

ew glue

due clue

blue bathroom

bedroom broomstick

spoon trac

comic picnic

should work

Date completed:

LIST 4

Date begun:

still smell

skull stall

across dress

glass miss

jazz buzz

zz dizzy

cu sta

cli stu

yesterday April

Date completed:

LIST 2

Date begun:

love above

oven cover

mother brother

another other

Monday ront

onion back

trick brick

shock luck

Ireland March

Date completed:

LIST 5

Date begun:

bottle little

battle rattle

middle riddle

paddle buckle

ankle eagle

apple needle

able rectangle

single jungle

part twelve

Date completed:

LIST 3

Date begun:

think thank

sunk plank

ne alive

line reply

supply apply

ried tried

cried high

sigh right

while which

Date completed:

LIST 6

Date begun:

scrap scrape

scrub scream

screen spray

spread sprain

sprint sprout

stripe strap

straw street

strong stream

live usual

Date completed:

Name:




Name: Assessment

LIST 10

Date begun:

twice price

spice slice

ice-cream rice

advice mice

voice ace

disgrace trace

space place

race ace

January because

Date completed:

LIST 11

Date begun:

page huge

stage cage

bandage bridge

badge hedge

judge bench

branch crunch

wrench match

watch catch

please February

Date completed:

LIST 9

Date begun:

told older

older golden

scold coldest

boldest goldsh

kindest remind

behind nd

mind wind

blind grind

again name

Date completed:

LIST 8

Date begun:

quit quiet

quite liquid

queen question

quack quilt

quake squad

squash squeak

squirt squeal

squirm square

oil during

Date completed:

LIST 7

Date begun:

cracker lights

birth stocking

snowfakes Advent

Dasher December

balloon greetings

holiday donkey

Jesus Christmas

Donner shopping

minute month

Date completed:

LIST 12

Date begun:

yoursel himsel

hersel mysel

outside inside

oside seaside

someone something

sometimes somebody

everyone everything

everybody everywhere

centimetre metre

Date completed:




Assessment Name:

LIST 16

Date begun:

war warrior

warp warning

ward wardrobe

warn warmth

swarm dwar

award warden

towards warren

reward warlock

ortnight second

Date completed:

LIST 17

Date begun:

comb lamb

dumb numb

crumb wrap

wreck write

wrong honest

ghost hour

know knight

knie knot

tomorrow England

Date completed:

LIST 15

Date begun:

draw straw

law claw

soar board

oar roar

sore tore

more score

stalk walk

talk chalk

today year

Date completed:

LIST 14

Date begun:

werent ld

wont weve

theyve whats

thats theres

youre hasnt

youve were

shes youll

theyd theyre

Wales Scotland

Date completed:

LIST 13

Date begun:

Easter bonnet

cloud crocus

grass green

resh buttercup

butterfy digging

dragonfy Christ

bluebird pray

death ladybird

eighteen seventeen

Date completed:

LIST 18

Date begun:

plane atlas

boat crab

passport rock

fipfops beach

fight ticket

runway landing

pool hotel

salty uniorm

said there

Date completed:



Assessment

Pre-testFinalTest

Notes

List 1 18

18

List 2 18

18

List 3 18

18

List 4 18

18

List 5 18

18

List 6 18 18

List 7 18

18

List 8 18

18

List 9 18

18

List 10 18

18

List 11 18

18

List 12 18

18

List 13 18

18

List 14 18

18

List 15 18

18

List 16 18

18

List 17 18

18

List 18 18

18

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 a separate page foreach unit, providing list focus, dictation, word building,

additional activities and answers.

Unit 1 ew, ue, oo, ic ...................................................40

Unit 2 o saying u, -ck .................................................41

Unit 3 nk, i-e, y, ie, igh ...............................................42

Unit 4 ll, ss, zz, .......................................................43

Unit 5 le ....................................................................44

Unit 6 scr, spr, str .......................................................45

Unit 7 Christmas ........................................................46Unit 8 qu, squ............................................................47

Unit 9 old, ind............................................................48

Unit 10 ice, ace .........................................................49

Unit 11 ge, dge, ch, tch ..............................................50

Unit 12 Compound Words ...........................................51

Unit 13 Spring/Easter ..................................................52

Unit 14 Contractions ...................................................53

Unit 15 aw, oar, ore, a ................................................54

Unit 16 war ...............................................................55Unit 17 Silent Letters ...................................................56

Unit 18 Summer Holidays ...........................................57

List Words (whole series) ........................................5864



Ui Fcu

This unit ocuses on the graphemes ew, ue, oo or icto represent a sound (phoneme). This unit also includestwo common, high requency words, should and work.

tachig Pi

Identiy the phoneme and how it is represented.

Sort the list words to the graphemes and brainstorm otherwords to add to each list.

Rul

e goes away when ing comes to stay.

Double the consonant to keep the vowel sound short.

Dicai1. The wind grew and blew away the broomstick.

2. We should go to the picnic now as we were due an hourago!

3. The ewcrew let will go to workout the trac jam.

4. I do not have a clue who let the spoon in the bedroom.

5. In my comic the hero always chews gum.

6. A blue brush was stuck with glue to the wall in thebathroom.

Awr

Li Wrd Wrd Buildig

blew blow, blows, blown, blowing

chew chews, chewed, chewing

grew grow, grows, grown, growing

crew crews

ew

glue glues, glued, gluing

due

clue clues

blue bluer, bluest, bluish, blueish

bathroom bathrooms

bedroom bedrooms

broomstick broomsticks

spoonspoons, spoonul, teaspoon,tablespoon, dessertspoon

trac

comic comics

picnic picnics

should shouldnt

workworks, worked, working, workable,workow, workbench

Rvii Wrd Wrd Buildig

shoe shoes

shut shuts, shutting

short shortly, shortest

resh reshly

brush brushes, brushed, brushing

wish wishes, wished, wishing

two twos

three threes

t s h o e l n v g g l u e

w d t b r o o m s t i c k

o u r r g r e w v r t l g

i e a u s h u t h r e e l

r s f s p i c n i c e s j

g p f h c l u e j l q w c

s o i t m z y d b l u e o

h o c n b o b e d r o o m

o n w o r k s h o u l d i

r b a t h r o o m w o c ct p t v u f r e s h a h a

v c r e w g c x l z f e w

q n z w i s h c b l e w q

Ui 1

1. (a) comic

(b) bathroom

(c) trafc

(d) spoon

2. (a) broomstick

(b) trafc

(c) ew

(d) should

(e) spoon

() bathroom

3. Crossword Across 1. ew 3. trafc

5. blew 6. spoon 7. bathroom 8. glue 10. grew 12. chew 13. comic 15. due Down

2. work

4. clue 5. broomstick 6. should 7. bedroom 9. blue 11. picnic

14. crew

4. (a) ew

(b) work

(c) blue

(d) grew

5. Teacher check

6. (a) should, blue, shoes, work

(b) two, crew, picnic

7. (a) due

(b) crew

(c) brush

(d) trafc8. (a) picnic

(b) three

(c) shut

9. (a) bedroom

(b) broomstick

(c) bathroom

(d) shortcut

10. See Word Search

11. (a) comic

(b) shut

(c) work

(d) crew

(e) chew

() should

12. (a) picnic

(b) shoe

w, u, , ic



Ui 2

Ui Fcu

This unit ocuses on the grapheme o to represent thesound (phoneme) u (as in bun) and ck at the end o aword. This unit also includes two common, high requencywords, Ireland and March.

tachig Pi

Identiy the phonemes and how they are represented.

Discuss pronunciation tricks; e.g. saying love with a shorto sound.

Sort the list words according to the grapheme andbrainstorm other words to add to each list.

Rul


Dicai

1. I love it when my mother puts an onion in the stew,covers and cooks it in the oven.

2. On Monday it was a shockto discover another brotherhad the rash on the ront o his legs, as the other one hadjust got better.

3. We keep the key above the brickin the backo the wall,so with luckno one will fnd it!

4. This March my ather is going to trickmy mother to go toIreland.

Awr

Li Wrd Wrd Buildig

love loves, loved, loving, lovable

above

oven ovens

cover covers, covered, covering, uncover

mother mothers, motherly, mother-in-law

brother brothers, brotherly, brother-in-law

another

other others

Monday Mondays

ront ronts, ronting, ronted

onion onions

backbacks, backed, backing, backward,backwards

trick tricks, tricked, tricking, tricky

brick bricks

shock shocks, shocked, shocking

luck lucky

Ireland Irish

March


such chin chins

chip chips, chipped, chipping

lunch lunches, lunched, lunching

punch punches, punched, punching

church churches

our ours, ourth, ourteen, ourteenth

vefves, fth, fths, fteen, fteenth, fth,fths

u l a o n i o n l u c k a

e u o f t x l s h o c k g

a n t g o l o y f r o n t

b c h c M r v u i c h i p

o h e h o e e j t r i c k

v n r u n l b s c o v e r

e w c r d a r k p u n c h

b b c c a n o t h e r y d

b r h h y d t s u c h j a

a i i e r y h i f i v e o

c c n j m i e m o t h e r

k k m f o u r a l t x t d

b g w M a r c h y o v e n

1. (a) mother

(b) above

(c) love

(d) brother

2. shock, trick, brick

3. Crossword Across 2. another

4. onion 5. back 7. love 9. March 11. other 12. Ireland 14. brick 15. mother 16. above Down 1. oven 3. trick

6. cover 8. shock

9. Monday 10. ront 13. luck

14. brother

4. (a) other (b) above

(c) Ireland (d) mother

(e) Monday

5. oven, luck, onion, another,cover, March, brick, ront

6. (a) other, mother, brother,another

(b) Monday, Ireland, March

(c) love7. (a) mothers (b) churches

(c) lunches (d) shocks

(e) onions () tricks

8. back, cover, Ireland, oven,punch

9. See Word Search

10. (a) such (b) brick

(c) onion (d) another

(e) our () brother

11. (a) love, lose, lost, post

(b) back, pack, peck, peak

ayig u, -ck



Ui Fcu

This unit ocuses on the blend nk and selecting thecorrect grapheme i, y, i-e, ie, or igh to representthe long i sound (phoneme).This unit also includes twocommon, high requency words, while and which.

tachig Pi

Identiy the blend and how it is represented.


Sort the list words according to the graphemes andbrainstorm other words to add to each list.

Rul

y changes to i when es or ed is added.



Dicai

1. Which plankrom this line is ne?

2. With a big sigh he said, I thinkthat the boat shouldhave sunkIn the high seas by now and that no-one isalive!

3. I tried to eat the ried onions but I cried while mybrother giggled.

4. Should I apply or that job that will supply a car too?

5. In your reply to that man, thankhim, as he had a rightto be angry with the boys.

Awr

1. (a) ried (b) apply (c) sunk

(d) while (e) sigh () line

2. (a) reply (b) plank (c) alive (d) right (e) supply

Li Wrd Wrd Buildig

think thinks, thinking

thank thanks, thanked, thanking

sunk sink, sinks, sinking, sank

plank planks

ne fner, fnest, fnes, fning, fned

alive

line lines, lining, lined

reply replies, replied, replying

supply supplies, supplied, supplying

apply applies, applied, applying

ried ry, ries, rying

tried try, tries, tryingcried cry, cries, crying

high higher, highest

sigh sighs, sighing, sighed

right rightly, rights, rightul

while meanwhile, whilst

which


these

them

tooth teeth

bath baths

its

Ill Im, Ive, Id

only

one ones

e g o u w h i c h y e x i

t x n a s u p p l y t I i

h c e l w v h i g h h l j

a r i i n w w h i l e l p

n i a v r r e p l y s b l

k e p e i i t s z t e m a

p d p c g h l z k r f a n

u k l x h o n l y i r t k

x m y d t h i n k e i b r

m t o o t h y b o d e a e

t h e m f i n e z s d t a

e s u n k v z t s i g h m

t e g b m l i n e y z p k

Ui 3

3. Crossword Across 1. think 4. right

5. which 8. fne 9. reply 10. alive 12. tried 14. plank 16. supply Down 2. high 3. sigh 5. while 6. cried

7. ried 11. line 12. thank 13. apply 15. sunk

k, i-, y, i, igh

4. Teacher check

5. (a) sigh, tried

(b) fne, while

(c) Which, right6. supplied supply,

cried cry,ried ry

7. (a) cried (b) high

(c) alive (d) fne

(e) right

8. (a) sunk, bunk, bank, band

(b) fne, line, lane, lame

9. See Word Search

10. (a) bath (b) alive

(c) which (d) think

(e) these () right

11. (a) bath (b) alive

(c) apply (d) plank



Ui 4ll, , zz, ff

Ui Fcu

This unit ocuses on the graphemes ll, ss, zz, and .

This unit also includes two common, high requencywords, yesterday and April.

tachig Pi

Identiy the blend and how it is represented.


Sort the list words according to the graphemes andbrainstorm other words to add to each list.

Rul

y changes to i when er or est is added.

To make words ending with ss plural, es is added.

Dicai

1. Standing on the cli looking across the sea makes medizzy.

2. This April I will miss the music at the jazz club.

3. The zz rom the drink in the glass spilled over onto mycu.

4. Yesterday the sta enjoyed the buzz o the dress sale.

5. I can still smell the stu in the horses stall!

6. All that was let o the animal was its skull.

Awr

1. (a) all, tall (b) is (c) till, ill

(d) i (e) me

2. (a) yesterday (b) miss (c) still

(d) dress

Li Wrd Wrd Buildig

still

smell smells, smelled, smelling, smelt

skull skulls

stall stalls, stalled, stalling

across

dress dresses, dressed, dressing

glass glasses

miss misses, missed, missing

jazz jazzes, jazzing, jazzed

buzz buzzes, buzzed, buzzing

zz fzzes, fzzed, fzzing

dizzy dizzier, dizziestcu cus, cued

sta stas, stafng, staed

cli clis

stustus, stued, stufng, stuy, stufer,stufest

yesterday

April


around house houses

now

down

why

where

May

many

3. Crossword Across 3. still 5. cu 7. dizzy

8. jazz 11. yesterday 15. smell 16. miss 17. stall 18. stu Down 1. April 2. sta 4. buzz 6. fzz 9. across

10. dress 12. skull 13. cli 14. glass

4. (a) dizzy (b) fzz

(c) buzz (d) smell

(e) stu

5. Teacher check

6. Teacher check

7. (a) buzz (b) skull

(c) still (d) dress

8. (a) smell, miss, May, many

(b) house

(c) still, stall, sta, stu

9. See Word Search

6. (a) dizzy (b) where

(c) cli (d) glass

11. (a) yesterday (b) cu (c) April (d) May

(e) stall () jazz

12. (a) glass (b) miss

(c) now (d) skull

w h y s t i l l y h d m l

s l s d w g A g e n m e j

t l c v g c p r s t a l l

u d i z z y r s t a f f c

f d o w n h i k e b l n d

f b u z z o l q r i x x r

k m a n y u f d d p v a e

a c r o s s g l a s s r s

j s p w h e r e y q f o s

a k p M a y c u f f i u p

z u s a k u p o k b z n v

z l s m e l l x z m z d u

c l i f f e n o w m i s s



Ui Fcu

This unit ocuses on the grapheme le.

This unit also includes two common, high requencywords, part and twelve.

tachig Pi


Brainstorm to list other words that use the samegrapheme.

Discuss how some words have double consonants tokeep the preceding vowel sound short.

Rul


Dicai

1. The baby is able to hold a little rattle and her bottle.

2. We had to paddle part o the way down the river to thejungle to see the eagle.

3. Its a riddle to know who cut a single buckle o one omy ankle boots.

4. Twelve men were let standing in the middle o thebattle.

5. With your needle sew the logo o an apple on to therectangle on the cap.

Awr

Li Wrd Wrd Buildig

bottle bottles, bottled, bottling

little littler, littlest

battle battles, battled, battling

rattle rattles, rattled, rattling

middle middles

riddle riddles, riddled

paddle paddles, paddled, paddling

buckle buckles, buckled, buckling

ankle ankles, anklet

eagle eagles, eaglet

apple apples

needle needles, needled, needlingable ably, abler, ablest

rectangle rectangles, rectangular

single singles, singled, singling, singular

jungle jungles

part parts, parted, parting, partly

twelve twelth, twelths


make makes, made, making

came come, coming

made make, makes, making

crime crimes, criminal

mine

like likes, liked, liking

her

come comes, came, coming

Ui 5

1. (a) needle (b) eagle

(c) apple (d) bottle

2. (a) twelve (b) riddle

3. Crossword

Across

1. battle

4. riddle

5. paddle

7. rattle

9. part 11. little

13. able

14. bottle

15. apple

17. jungle

18. needle

Down

2. ankle

3. middle

6. single

8. twelve

10. rectangle

12. eagle 16. buckle

4. (a) apple

(b) jungle

(c) needle

5. bottle, battle, rattle,part, able, apple

6. (a) paddling

(b) rattling

(c) battling

(d) buckling

7. (a) buckle

(b) little, middle,jungle

(c) like, make

8. (a) middle

(b) crime

(c) battle

(d) twelve

9. Teacher check

10. See Word Search

11. (a) single

(b) part

(c) came

(d) paddle

(e) able () like

12. like, needle, bottle,make, twelve, buckle

l

x x m a z t o c m a k e m

a k q i v w e r b b t n w

m i d d l e r i u a y s p

x j u n g l e m c t w i a

u h o y l v c e k t b n r

n e e d l e t a l l o g t

r r s m r l a l e e t l y

i c q a a i n i c x t e b

d o a d t k g t a d l a a

d m b e t e l t m l e g n

l e l c l f e l e a n l k

e o e t e t l e m i n e l

p a d d l e z w a p p l e



Ui 6cr, pr, r

Ui Fcu

This unit ocuses on the blends scr, spr and str. Thisunit also includes two common, high requency words,live and usual.

tachig Pi

Identiy each blend and how it is represented.

Sort the list words according to the blend and brainstormother words to add to each list.

Rul



Dicai1. First use the spray then scrape the ice o the screen.

2. I you sprint down the street you could sprain your ankle.

3. As usual the straw was spread across the feld to makethe new plants sprout.

4. I let out a scream when I saw the stripe o paint on mycar.

5. I had to scrub the oors in the new house I live in.

6. Use a strong strap to tie the bike to the back o the car.

7. A scrap opaper oated down the stream.

Awr

1. (a) scrub (b) spray (c) strong

(d) strap (e) scrape () sprain

2. (a) usual (b) sprout (c) scrape

(d) straw (e) street () strong

Li Wrd Wrd Buildig

scrap scraps

scrape scrapes, scraped, scraping, scraper

scrub scrubs, scrubbed, scrubbing

screamscreams, screamed, screaming,screamer

screen screens, screened, screening, screener

spray sprays, sprayed, spraying, sprayer

spread spreads, spreading, spreader

sprain sprains, sprained, spraining

sprint sprints, sprinted, sprinting, sprinter

sprout sprouts, sprouted, sprouting

stripe stripes, stripy

strap straps, strapped, strapping

straw straws

street streets

strong stronger, strongest, strongly

stream streams, streamed, streaming

live lives, lived, living

usual usually


woke wake, wakes, wakingbone bones

note notes, noted, noting

June

cube cubes

use uses, used, using

seven seventeen

eight eighteen

3. Crossword

Across

2. scrape 4. screen 5. strap 6. stream 7. spread 8. strong 9. straw 10. stripe 11. usual Down

1. sprint 2. scream 3. spray 4. sprain 6. street 7. sprout

8. scrap 10. scrub 12. live

4. (a) red scream, scrap

(b) blue spray, sprout

(c) green strong, street

5. (a) lives, lived, living

(b) uses, used, using

(c) sprays, sprayed, spraying (d) scrubs, scrubbed, scrubbing

(e) sprints, sprinted. sprinting

() scrapes, scraped, scraping

6. (a) An elephant can use its trunkto spray water.

(b) You could scrape your handi you scrub too hard.

7. (a) eight, stream

(b) street, note

8. See Word Search

9. (a) cream (b) unusual

(c) eighteen (d) scratch

10. (a) sprain twist

(b) sprint dash

(c) screen monitor

(d) usual normal

l w J c y s c r a p u s e

i o u u s p r e a d n p n

v k n b s t r e a m o r b

e e e e t s p r o u t a f

f p s c r e e n y p e y s

s s p r i n t u s u a l p

c n s x p u s t r a w b r

r b t s e m b t k o l d a

u f r c x s s t r o n g i

b y a r r e a q a m w w n

a e p e r v e u e i g h t

s c r a p e x b o n e n s

r h y m a n s t r e e t x



Ui Fcu

This unit ocuses on Christmas words. This unit alsoincludes two common, high requency words, minuteand month.

tachig Pi

Identiy difcult parts o words.

Discuss ways to remember how to spell a word.

Dicai

1. Every year people mark the birth o the baby Jesus.

2. We pulled the cracker and a balloon ell out.

3. With snowfakes alling, Santa ew away, pulled byDasher and Donner.

4. It only took a minute to open the last window on the

Advent calendar and then hang up my stocking.

5. While on holiday in the month oDecember, we didsome shopping and bought some new lights or the tree.

6. My card had a picture o a donkey on the ront andChristmas greetings inside.

Li Wrd Wrd Buildig

cracker crackers

lightslight, lighting, lighted or lit, lighter,lightest

birth births, birthday

stocking stockings

snowfakes snowake

Advent

Dasher

December

balloon balloons

greetings greeting, greet, greets, greeted

holidayholidays, holidaying, holidayed,

holidaymaker, holidaymakersdonkey donkeys

Jesus

Christmas Christmases

Donner

shoppingshop, shops, shopped, shopper,shopkeeper, shopkeepers

minute minutes, minuting, minuted

month months, monthly, monthlies


tinsel

carrot carrots

Santa Santas

carol carols

sweetssweet, sweeter, sweetest, sweetly,sweetness

sing sings, singing, sang, sung, singer

any

more

Ui 7

Awr

1. birth, month, balloon

2. (a) minute (b) Advent (c) donkey

(d) holiday (e) lights

3. Crossword

Across 2. Dasher 7. greetings 9. minute

10. month 12. Jesus 15. balloon 16. cracker 17. Advent 18. holiday

Chrima

4. Christmas greetings to you.

5. (a) sing, carol, Christmas

(b) donkey, carrot6. (a) Dasher, Donner, Santa

(b) stocking, Christmas

(c) more, balloon

(d) month, December

7. (a) sing (b) Advent

(c) tinsel (d) shopping8. See Word Search

9. Teacher check

10. snowakes

Down 1. December 3. snowakes 4. shopping

5. Christmas 6. lights 8. donkey 11. Donner 13. stocking 14. birth

D

h a v

k e s s g

l i g h t s n

A e o

d d r c s

D o v b k w s

m o n e a i e n o

q o n k n l n e o x s

n e t l g t w

t e y x o b s f h

c a r o l o b r l o m

s h o p p i n g t a l i c

g r e e t i n g s a k i n g j

J c r a c k e r e d u

D e c e m b e r o s a t yp n s S a n t a m k r y e t m

x t j u t i n s e l r z a n y l u

C h r i s t m a s v b b k c a r r o t

m o r e i

s i n g r

u c q c t

m o n t h



Ui 8qu, qu

Ui Fcu

This unit ocuses on qu and squ. This unit also includestwo common, high requency words, oil and during.

tachig Pi

Identiy each blend and how it is represented.

Sort the list words according to the blend and brainstormother words to add to each list.

Rul



Dicai

1. Please dontsquirm when you ask the queen a question.

2. During a rugby match he broke his leg so he had to quitthe squad.

3. Be quiet while I pull the cozy square quilt over gran.

4. Which creatures made the sounds, quack, squeakandsqueal?

5. Squirt quite a lot ooil on that rusty hinge.

6. The quake made the liquid in the tank shake.

7. Would you like some orange squash?

Awr1. (a) quit (b) oil (c) squeal

(d) squeak (e) square () quack

2. (a) quit, it (b) are (c) ring, in (d) quest, ion, on

Li Wrd Wrd Buildig

quit quits, quitted, quitting

quiet quietly, quieter, quietest, quietness

quite

liquid liquids

queen queens

question questions, questioned, questioning

quack quacks, quacking, quacked

quilt quilts, quilting, quilted

quake quakes, quaking, quaked

squad squads

squash squashes, squashed, squashing

squeak squeaks, squeaked, squeakingsquirt squirts, squirting, squirted

squeal squeals, squealing, squealed

squirm squirms, squirming, squirmed

square squares, squaring, squared

oil oils, oiling, oiled, oily

during


drop drops, dropped, dropping

grab grabs, grabbed, grabbing

try tries, tried, trying

trim trims, trimmed, trimming

brave bravery, bravely

crash crashes, crashed, crashing

back backs

give gives, given, giving

3. Crossword Across 2. during 5. squeal 8. squirm 9. square 11. squad

13. quiet 15. quake 16. quilt Down 1. question 3. squash 4. squeak 6. liquid 7. squirt 10. quite 12. quack 14. oil 15. queen 16. quit

4. quiet, square,queen, squash,oil, squeak

5. (a) square (b) queen (c) oil (d) quilt (e) squad () squash

6. (a) During, squeak (b) Squirt, oil (c) try, question

7. (a) brick (b) meal(c) quick (d) quietly

(e) splash

8. quit, quiet, quite, quilt,squeal, oil

9. (a) crashed (b) questioned (c) quacked (d) squashed (e) squirted () squeaked

10. See Word Search

11. (a) give (b) queen(c) quiet (d) question(e) liquid () back

12. (a) orange quake, queen (b) green squad, squirm (c) blue brave, during

q z b r a v e s g s d w f

q s q u a d x l i q u i d

f s q u a k e b v u r j r

b s q u e a l w e i i o o

s q u e a k r q y r n k p

o i l q u i t u w t g c b

q u a c k q x e z j s r x

u c r s q u a s h e q a t

i q g a y d q t g e u s r

t e u t s q u i r m a h y

e t r i m k i o x g r a b

h q u e e n e n s z e o j

c d b a c k t q u i l t z



Ui Fcu

This unit ocuses on the blends old and ind. Thisunit also includes two common, high requency words,again and name.

tachig Pi


Sort the list words according to the blends andbrainstorm other words to add to each list.

Rul



Dicai1. The teacher will again scold the boldest boy in the

class.

2. I must go and nd my older, I let itbehind again.

3. Can you remind me o the name o thatblind man whowent to the coldest part o the planet?

4. I told you to mind and wind your watch up or youd belate.

5. Only the older and kindest pupils will be allowed to takethe goldsh or the holidays.

6. We watched the old mill stone grind the golden grains o

corn.

Awr

1. (a) name (b) told (c) again

(d) coldest

2. (a) wind (b) mind (c) older

(d) told (e) fnd () blind

Li Wrd Wrd Buildig

told tell, tells, telling

older old, oldest

older old, olds, olded, olding, olders

golden gold

scold scolds, scolded, scolding

coldest cold, colder, coldly

boldest bold, bolder, boldly

goldsh goldfshes

kindest kind, kinder, kindly

remindreminds, reminded, reminding,reminder

behind behinds

nd fnds, fnding, ound, fnder

mind minds, minding, minded

wind winds, winded, winding

blind blinds, blinded, blinding

grind grinds, grinding, grounded, ground

again

name names, named, naming


start starts, started, startingstone stones, stoned, stoning

stamp stamps, stamped, stamping

nest nests, nested, nesting

must

lost lose, losing

nine nineteen, nines

help helps, helped, helping, helpul

Ui 9

3. Crossword Across 1. behind

2. wind 4. goldfsh 6. kindest 9. older 11. coldest 15. name 16. golden Down 1. boldest 3. blind 5. mind 7. told 8. remind

10. again 12. older 13. scold 14. grind

4. again, mind, name,older, told

5. (a) wind (b) remind

(c) goldfsh (d) again

6. old, older, oldest

cold, colder, coldest

bold, bolder, boldest

7. (a) behind (b) nine

(c) mine (d) told

8. Teacher check

9. See Word Search

10. (a) ound (b) ground

(c) helped (d) named11. nest, golden, stone,

again, remind, lost

ld, id

b l i n d d y m b a n j k

g r i n d r b u o n s a z

t a d u v e j s l s t y n

o g s u h m f t d g a h a

l a c f u i o b e o r e m

d i o g k n l e s l t l e

s n l o i d d h t d p p o

f i d l n l e i m f a x l

j n e d d o r n i i s f d

w e s e e s v d n s t x e

i t t n s t n c d h o v r

n n e s t a m p f i n d i

d y n s c o l d d p e r h



Ui 10ic, ac

Ui Fcu

This unit ocuses on words with ice or ace. The ce ineach word makes a sot c sound. This unit also includestwo common, high requency words, January andbecause.

tachig Pi

Identiy the sot c sound in each word. (c is sot whenollowed by i, e or y.)

Sort the list words into ice and ace words andbrainstorm other words to add to each list.

Rul


y changes to i when er or est is added.

Dicai

1. Its a disgrace that this spice is twice the price o the oneIn our supermarket!

2. Take my advice, there is no space in this place becauseo the sacks orice.

3. There is no trace o the mice that ate the ace o spades!

4. On the frst oJanuary Dad takes us or an ice-cream anda slice o cake.

5. We could hear the voice o the judge but not see his ace

when he told us who won the race.

Awr

1. twice, price, slice, spice, ice-cream

2. space, place, race, disgrace, trace, ace

Li Wrd Wrd Buildig

twice

price prices, priced, pricing

spice spices, spiced, spicy, spicier, spiciest

slice slices, sliced, slicing

ice-cream ice-creams

rice

advice

mice mouse

voice voices, voiced, voicing

ace aces

disgrace disgraces, disgracing, disgraced

trace traces, tracing, tracedspace spaces, spacing, spaced

place places, placing, placed

race races, racing, raced

ace aces, acing, aced

January

because


skip skips, skipping, skipped

skirt skirts, skirting, skirted

spark sparks, sparking, sparked

spot spots, spotting, spotted

swim swims, swimming, swam, swum

sweep sweeps, sweeping, swept

good better, best

who

3. Crossword Across 2. ace 5. race

7. twice 9. place 12. rice 13. space 14. spice 15. advice 17. disgrace Down 1. trace 3. January 4. mice 6. because 8. ice-cream 9. price 10. ace 11. slice

16. voice

4. spaceship,spacecrat,spaceman,spacesuit

5. (a) ice-cream (b) disgrace

(c) because (d) advice

6. (a) May I have a s

Pr-2363uk My Spell Wkbk c Tg_bw

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