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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 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)
Copyright NoticeBlackline masters or copy masters are published and
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Foreword
Contents
Phonics and the Common Words
Teaching and learning spelling are progressive processes,which are structured in this scheme, marrying 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
Partner test 4 (35 words)
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
Spelling game or activity
Partner test 7 (Dicult Words I Have Found)
DAY EIGHT
Partner test 8 (35 words)
Spelling game or activity
Complete page 4 activities
Begin word building (see page 14)
DAY NINE
Dictation passages (see pages 4057)
Partner test 9 (Dicult Words I Have Found)
Complete word building
DAY TEN
Partner test 10 (35 words)
Test o list words (see page 33) Recording o scores and sel-evaluation
Revision o list words
Inormal activities (see pages 2023)
DAY SIX
Partner test 6 (35 words)
Revise the patterns or this list using the metacognitiveapproach
Brainstorm other words that ollow the same patterns
Spelling game or activity Begin word search
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Use the blank timetable below to plan a spelling programme 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
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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?
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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
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Litera
lQuestions
W
hatisthetrickypartofth
eword?
Is
therearule
forthisword
?
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FLA
SHCARD
Inere
ntialQuestio
ns
CanIthinkofsomeotherwaytohelp
re
memberhowtospellthi
sword?
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FLA
SHCARD
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Perso
nalQuestion
s
Is
therearhyt
hmi
nthewo
rd?
Is
thereafam
iliarsoundin
thisword?
Is
thisaword
thatIneedtolearntosp
ell?
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FLA
SHCARD
Visu
alisingQuestions
CanIseethewordinmyh
ead?
CanIseetheshapeofthe
word?
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FLA
SHCARD
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Pred
ictiveQuestions
CanIgiveanotherwordw
itha
similarmeaning?
CanIspellt
hisword?
CanIwriteitfromm
emory
and
sa
yeachlette
rasIdoit?
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FLA
SHCARD
Sum
marisingQuestions
CanIstatethe
ruleforthis
word?
CanImakea
sentenceforthisword?
CanIwritethiswordinad
ictatedpass
age?
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FLA
SHCARD
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RefectiveQuestions
HowdidIdo?
W
eremycho
icesofstrate
gieseffectiv
e?
W
illlearninghowtospellt
hisword
helpmetospello
therwords?
W
asthereanybodyoranything
th
atcouldhavehelpedm
e?
HowdoIfeel?
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Word
Building
Makeane
wwordbyaddinganen
ding.
Canyoumakemorewordsbyadding
adifferentending?
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
e
s
ing
er
ly
s
ed
y
less
ful
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Spelling Partners
Name: My partners name:
Remember to ask how many words
you will be tested on each day.
1. Give your partner your list words.
2. Write the date and get 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:
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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
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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
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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
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Individual Activities
Word Study Useul or developing amiliarity with the list words.
Strategy Examples
Additional Activities
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.
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Additional Activities
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
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Additional Activities
Partner and Group Activities
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:
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Additional Activities
Partner and Group Activities
Shared Group Activities Encourages the exchange o personal list words, thereore broadening the childs word base.
Strategy Examples
Partner and Group Activities
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
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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.
Additional Activities
Partner and Group Activities
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.
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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
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Children with Special Needs
Make alphabet books to use as personal dictionaries.
Strategies For Children With Learning Difculties
Strategy Examples
Use games like word bingo and word quizzes.Word Bingo
Children copy words on bingo cards,checking their spelling, 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
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New Words
Name: Date:
My new word is:
1. (a) Say your word.
(b) Clap the syllables.
(c) My word has syllables.
2. (a) My word begins with the letter(s)
.
(b) My word ends with the letter(s)
.
(c) The middle letters are
.
3. 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?
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My Extension
Spelling Words
Spelling Extension
My words in alphabetical order
More activities
Name: Date:
Synonyms of my Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Create a crosspatch with clues.
Find rhyming words.
Write a quiz.
Put the words into a short story.
Write a concrete (shape) poem using your words.
Create a word search.
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Spelling Games
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?
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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.
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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
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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
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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
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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
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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:
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= can say word = can write word = has remembered correct spelling
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:
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= can say word = can write word = has remembered correct spelling
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:
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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:
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Test Checklist
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
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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
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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
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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
e goes away when ing comes to stay.
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
Rvii Wrd Wrd Buildig
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
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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.
Identiy the phoneme 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.
Double the consonant to keep the vowel sound short.
e goes away when ing comes to stay.
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
Rvii Wrd Wrd Buildig
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
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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.
Identiy the phoneme 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
Rvii Wrd Wrd Buildig
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
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Ui Fcu
This unit ocuses on the grapheme le.
This unit also includes two common, high requencywords, part and twelve.
tachig Pi
Identiy the phoneme and how it is represented.
Brainstorm to list other words that use the samegrapheme.
Discuss how some words have double consonants tokeep the preceding vowel sound short.
Rul
e goes away when ing comes to stay.
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
Rvii Wrd Wrd Buildig
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
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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
e goes away when ing comes to stay.
Double the consonant to keep the vowel sound short.
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
Rvii Wrd Wrd Buildig
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
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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
Rvii Wrd Wrd Buildig
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
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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
e goes away when ing comes to stay.
Double the consonant to keep the vowel sound short.
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
Rvii Wrd Wrd Buildig
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
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Ui Fcu
This unit ocuses on the blends old and ind. Thisunit also includes two common, high requency words,again and name.
tachig Pi
Identiy the phoneme and how it is represented.
Sort the list words according to the blends andbrainstorm other words 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 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
Rvii Wrd Wrd Buildig
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
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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
e goes away when ing comes to stay.
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
Rvii Wrd Wrd Buildig
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