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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 D)
Published by Prim-Ed Publishing 2011
2nd edition 2011
Copyright Prim-Ed Publishing 2011
ISBN 978-1-84654-312-8
PR2364UK
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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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 spellingis taught systematically and in a structured manner overtime. Spelling needs explicit instruction or the majority ochildren, particularly or those who ail to catch it becauseo inherent diculties. The NLS Framework or Teaching(Beard 1998) recommended that successul managemento the teaching o spelling should include structuredteaching, which involves the ollowing, all o which are anintegral part in the My Spelling Workbookseries:
making it clear what has to be learnt
dividing material into manageable chunks
teaching in a well considered sequence
the use o material in which children make use ohunches and prompts
regular testing or progress
immediate eedback
Matching Teaching Methods to Learning Styles
This phonic based, multisensory spelling series introducesstrategies that eature Look, Say, Trace, Cover, Writeand Check. The series promotes independent learning ospelling in context and eatures a proven metacognitiveapproach to spelling. The metacognitive approachencompasses logical and systematic thinking, combinedwith the skills o visualisation, emotion and creativity.Through using all aspects o thinking, children not onlylearn how to spell but also learn how to retain and usethese words in context.
Success with this series is achieved through thereinorcement activities provided in the My SpellingWorkbook series. These workbooks cover the strategiesin a un, creative way ensuring that both the child and theteacher enjoy the learning process. The Teachers Guidesprovide the metacognitive strategies. These are clearlyoutlined using fash cards, assessment sheets, extraactivities, guidelines or use with children with specialneeds, extension activities or more able children, dictation,word lists and answers.
Each workbook contains 18 lists o phonic based,commonly used words to develop a base vocabulary orprimary school children. These help to develop independentspellers through a variety o activities including:
word building
memory tests
word study
word puzzles
discovering patterns in words.
Teacher Inormation ................................................ iv 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 spelling
programme.
Word Building ..............................................................14
Spelling Partners ...........................................................15
List Words (Book D) ...............................................1617
Supplementary resources extra ideas to support a
spelling programme, covering a range o ability levels.
Additional Activities .................................................1823
Children with Special Needs .....................................2425
New Words ..................................................................26
Spelling Extension .........................................................27
Incentives photocopiable games to encourage better
spelling and certifcates to reward progress.
Spelling Games ......................................................2830
Certicates ...................................................................31
Assessment photocopiable worksheets or recording 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 .............................................................3956
Word Search Answers ..............................................5761
Workbook Pages (Book D) ....................................62135
List Words (whole series) ....................................136142
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Look, Say, Trace, Cover, Write, Check
Teacher Information
Each workbook contains 18 spelling units. Each unit is made up o our pages, with each unit containing:
a list o 22 words to be learned, ocusing on one or more phonic word patterns and two commonly used words
word building and word study activities
revision words rom the previous workbook.
Look, Say, Trace, Cover, Write,
Check This represents the basicmethod recommended or wordlearning. Children should ollow thismultisensory process when learningeach word. It is a proven methodo retaining a word in the memoryand should be a procedure that isollowed consistently, to assist withthe learning o urther words.
The frst page o each unit containsthe list words. Beore the childrensee the list, it is recommended thatthe words are pre-tested. This canbe used as a benchmark or howwell the children learn the list orwhich words they need to ocus onthroughout the unit.
Each word list table has aseries o columns. Ater learningeach word, the children shouldhide their word with their handand write it in the rst Practisecolumn. This should be repeatedater a ew days, but written intothe second Practise column.
To help evaluate the childrensprogress, i the word is speltcorrectly in the test, a tick shouldbe placed in the T column.A tick should be placed in theD column i the word is speltcorrectly in the dictation.
Problem words can be recordedin the Difcult Words I HaveFound table on page 74, oradditional learning.
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 3956 o this book.
The unit list is also repeated orurther reerence on the third pageo each unit, along with a revisionlist o words rom the previouslevel oMy Spelling Workbook.It is recommended that revisiontests are used on a regular basisto ensure previous list wordsare kept current in the childs
memory.
The ourth page o each unit includes Additional Activities tobe done in the childs spelling pad. Their aim is to provide
children with several opportunities to write the list words andto use them in various ways. These activities can be used withany o the units in the book.
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For every spelling list, remember to:
Look
Say
Trace
Cover
Write
Check
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Curriculum Links
Country Level Subject Objectives
England Year 4 Literacy
Word Structure and Spelling
use knowledge o phonics, morphology and etymology to spellnew and unamiliar words
distinguish the spelling and meaning o common homophones
know and apply common spelling rules
develop a range o personal strategies or learning new andirregular words
NorthernIreland
Year 5Language
and Literacy
Writing
use a variety o skills to spell words correctly
Republic oIreland
3rd Class English
Competence and Condence in Using Language
use a range o aids and strategies to improve his/her commando spelling; word lists, word searches, anagrams, regular wordpatterns
Scotland Primary 5Literacy 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
Writing (Second Level)
spell most o the words needed to communicate, using spellingrules, specialist vocabulary, and a range o resources
Wales Year 4 English
Writing
develop and use a variety o strategies to enable them to spellcorrectly
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Teachers can use the activities in My Spelling Workbookto suit the needs o their class and theamount o time available or spelling.
A 10-day spelling programme or each list is suggested below, as a way o using this workbook.It allows or 25 minutes each day, which could be a combination o class work and homework.Teachers may wish to add or delete rom this timetable, according to their needs.
This timetable is based on a metacognitive approach, which is explained in detail on the ollowingpages. Daily partner testing is a key eature o the timetable, allowing children to practise 35 listwords at a time. A worksheet or recording partner test results is provided on page 15.
Spelling Timetable
DAY ONE Pre-test list and introduce words using metacognition
strategies
Use Look, Say, Trace, Cover, Write and Check to practisewriting words rom memory
Transer any words rom the previous list to Dicult
Words I Have Found Begin crossword
Partner test 1 (35 words) (see page 15)
DAY TWO
Partner test 2 (35 words)
Spelling game or activity (see pages 2830)
Revise the patterns or this list
Complete page 2 activities
Begin to make list o Dicult Words I Have Found
DAY THREE
Complete a partner activity (see pages 2023)
Complete Additional Activities
Begin page 3 activities
Partner test 3 (Dicult Words I Have Found)
DAY FOUR
Partner test 4 (35 words)
Complete a partner activity
Continue with page 3 activities
DAY FIVE
Spelling game or activity
Dictation passages (see pages 3956) 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 3956)
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; or example, yesterday.
The cards are displayed or all children to see. Teachers might preer to enlarge the cards to A3 when photocopying or tolaminate them. (See pages 613).
Modelling Stage
The teacher models a word; or example, yesterday. The teacher demonstrates the thinking process involved by applying thequestions suggested in the relevant categories and talking through his or her answers.
Allowing children to interact with the teacher using this process can be very productive.
Explanation o Question Types
Clariying questions are questions that make words,phrases or concepts clear and understandable.
For example: What is the word?
yesterday
What does this word mean?the day beore today
Does it have an easily recognisable root?
day
Can the word be broken into smaller sounds?
yesterday
Literal questions are questions that have a straightorward answer ound in the text.
For example: What is the tricky part o the word?
ter
Is there a rule or this word?
no
Inerential questions are questions that ask you to deduce answers rom the text.
For example: Can I think o some other way to help remember how to spell this word?
break the word into three little words: yes, ter, day
Personal questions are questions that are relevant to onesel.
For example: Is there a rhythm in the word?
yes
Is there a amiliar sound in this word?ay
Is this a word that I need to learn to spell?
yes, because I use this word regularly
Metacognitive Approach
8
MySpellin
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orkb
ookDTe
ach
ers
Guid
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dP
ublishin
gwww.prim-e
d.c
om
FLASH CARD
Inferential Questions
Can I think of some otherway to help remember howto 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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FLASHCARD
ClariyingQuestio
ns
Whatdoesth
iswordme
an?
Doe
sithaveaneasily
recognisable
root?
Can
theword
bebroken
into
sma
llersounds?
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FLASHCARD
Litera
lQuestions
Whatisthetrickypartof
the
word?
Istherearule
forthiswo
rd?
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FLASHCARD
Inere
ntialQuestio
ns
Can
Ithinkof
someothe
r
waytohelpre
memberhow
tospellthiswo
rd?
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FLASHCARD
Perso
nalQuestion
s
Istherearhythmi
nthe
word?
Isthereafam
iliarsound
in
this
word?
Isthisaword
thatIneedto
learntospell?
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FLASHCARD
Visu
alisingQuestions
Can
Iseethe
wordinmyhead?
Can
Iseethe
shapeoft
he
wor
d?
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FLASHCARD
Pred
ictiveQuestions
Can
Igiveanotherword
witha
similarmeanin
g?
Can
Ispellthisword?
Can
Iwriteitf
romm
emo
ryand
say
eachlette
rasIdoit?
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FLASHCARD
Sum
marisingQuestions
Can
Istatetheruleforth
isword?
Can
Imakea
sentence
forthisword?
Can
Iwritethisword
ina
dictated
pas
sage?
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FLASHCARD
RefectiveQuestions
How
didIdo?
Weremycho
icesofstra
tegies
effe
ctive?
Willlearninghow
tospe
llthis
wor
dhelpme
tospellot
her
wor
ds?
Wastherean
ybodyora
nything
thatcouldhavehelped
me?
How
doIfeel?
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es
ing
er
ly
ier
s
ed
y
less
ful
iest
Word
Building
Makeane
wwordbyaddinganen
ding.
Canyoumakemorewordsbyadding
adifferentending?
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
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Name: My partners name:
Remember to ask how many wordsyou 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:
Spelling Partners
Name: My partners name:
Remember to ask how many words
you will be tested on each day.
1. Give your partner your list words.
2. Write the date and get readyor your test.
3. Your partner will slowly readeach word twice.
4. When you are fnished, read
through your words again thenhand them to your partner.
5. Your partner will mark yourtest, put on the score andhand it back to you.
6. Good luck!
Date:
Total:
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List Words
UNIT 4air
stair
chair
hairy
airy
dairy
pair
repair
despair
pushchair
dare
scare
beware
glare
are
stare
care
rare
spare
mare
Belast
Dublin
UNIT 5head
breakast
dea
steady
bread
deadly
lead
tread
instead
ahead
heavy
thread
threat
breath
earn
breadth
earl
pearl
death
earth
world
clean
UNIT 7snow
git
amily
chimney
tinsel
snowman
party
winter
elves
candles
rost
angel
stable
concert
reindeer
birth
jingle
crowds
holy
jolly
ours
theirs
UNIT 8true
value
argue
cue
avenue
screw
ew
brew
dew
drew
igloo
bamboo
proo
shampoo
kangaroo
ruit
juice
juicy
bruise
suit
millimetre
centilitre
UNIT 6hotter
kinder
colder
stronger
weaker
meaner
taller
greatest
smallest
sotest
darkest
thickest
hardest
lightest
thinnest
cheeriest
bounciest
bossiest
tiniest
angriest
learn
America
UNIT 2hoo
lea
bee
scarel
gol
wol
shel
hal
cal
sae
wie
lie
oxengeese
dice
children
women
teeth
eet
large
does
UNIT 3knuckle
knit
knee
rhymeyoghurt
honour
loch
build
written
wreath
wrist
psalm
palm
calmoten
listen
thistle
whistle
condemn
autumn
pretty
animal
UNIT 1visitor
doctor
error
sailorspectator
water
number
lower
sister
better
eleven
opened
broken
hiddensuddenly
lesson
reason
person
poison
cotton
read
goes
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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
chasehatemate
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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!
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, thereby 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 competitionsFor 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 Games
2078 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 wordsChoose 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; or 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 chunksrather than conventional syllables) to assist spelling.
For example, cent i pede, el ec tric, in vent ing. Childrenshould be encouraged to choose how to chunk the wordsthemselves, so as to suit each childs preerred learning style.
Emphasise spelling rules.For example: magic e, i beore e except ater c
Encourage children to look at dicult words, ocus on theproblem part, close their eyes, and then write it.
For example: the problem part o night might be igh
Write the list words, leaving out some letters. Completethe words the next day.
For example: c m e = chimney
Find words that rhyme with the list words. Underlinethem i they are spelt the same.
For example: goat note, boat, wrote, foat
Prepare a cloze passage, deleting list words. Childrenselect the correct word to go in the correct space.
For example: dinosaurs and plants might t into:Many ate .
Use sentence rames to develop a spelling vocabulary olist words.
For example: We took plates to the picnic.We took sandwiches to the picnic.
Write list words on graph paper, cut out the letters, andthen build the word rom the cut-out letters.
cc
at h
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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 words with counters on their cards i the word iscalled.
Word Quizzes
Using a word list, children write the correct word; or example,Write the word ending in ade; Write the word with ire in themiddle.
Make new words by writing letters in ront o a sound.For example: ine could be added to with v, tw, , m, n,
etc.
Children write any dicult words they have ound under eachletter.
Play snap with compound word parts, prexes andsuxes.
For example: oot matches with ball; tele- matches withphone; govern matches with ment
Decorate or illustrate list words. Children can draw pictures and ask other children to guesswhich word they have drawn; or simply make words intopatterns.
Write list words using string or pipe cleaners.Children can make each letter, or just the word shape.
Use magnetic letters to orm words rom memory on aboard. l e t t e r
Write list words in sand or salt.Children could also trace words on a desk or sandpaper.Discussing whether word shapes are tall or small couldollow.
Use list words to build other words.For example, using the word are:
b , c , nt
Make simple designs using the list words written end toend.
Use shapes like circles, triangles and spirals.
Use list words to make spelling ladders, with each wordstarting with the letter which ends the word beore.
For example: s n a k e
a
c
h
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3. Write your word in a sentence.
1. (a) Say your word.
(b) Clap the syllables.
(c) My word has
syllables.
4. A word that rhymeswith my word is
6. Can you draw your word or somebody doingyour word?
2. (a) My word begins withthe letter(s)
(b) My word ends withthe letter(s)
(c) The middle letters are
5. My word means
7. Cover your word.
Colour a balloon every timeyou write your new wordcorrectly.
New Words
Name: Date:
My new word is:
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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
For example:hap + = happen + line = beeline
Mystery Words
Write six list words with at least three letters missing.
Swap with a riend and time how long it takes you to correctly write all six words.
1. =
2. =
3. =
4. =
5. =
6. =
Name: My time:
For example: b a as = breakfast
Rebus
Choose fve list or revision words you can make into a rebus or a riend to solve.
They will need to be words that have two or more syllables.
1. + =
2. + =
3. + =
4. + =
5. + =
Give your rebuses to a riend to solve. How many did he/she guess correctly?
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Spelling Games
For example: 6, 21, 13, 2 = lace
Noughts and Crosses
Select fve list words with a common sound, and ask a partner to do the same or a
dierent sound. (I there are not enough words with a common sound in your list, thenmake up some more.) The frst person to get three words in a row wins!
In this example, one playerused sh- words, and theother -all words.
call wall ship
ball she
shock
Secret Codes
1. Invent your own secret codeby writing a number rom oneto 26 in the boxes below. Fourhave been done or you.
a 21 j s
b k t
c 13 l 6 u
d m v
e 2 n w
f o x
g p y
h q z
i r
2. Write six list words using your secret code, andgive them to a partner to solve.
Code Word
=
=
=
=
=
=
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Spelling Games
Sinking ShipsYou and a partner will need a grid each to play this game.
1. Choose eight list words (ships) each, and write eachone in a square in the grid. Make sure your partner cant see!
2. Take turns to call out a grid coordinate where you think a ship might be.I you are correct, you must spell the word correctly to sink the ship!
3. The winner is the frst to sink his or her partners eight ships.(Hint: the game is easier i you mark your grid when you miss or hit.)
5
4
3
2
1
A B C D E
Words in Disguise
Choose six list words. Disguise each word into a new word by changing one letter,and then rearranging the letters.
Give your words to a partner, and see how many he/she can guess.
Disguised word List word
1. =
2. =
3. =
4. =
5. =
6. =
For example: lead becomes fade
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Certifcates
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There are many dierent ways to assess spelling. The pages that ollow are provided to help support theMy Spelling Workbookprogramme.
Page 33 can be used or pre-tests at thebeginning o each unit and again or the nalassessment.
Individual spelling records can be kept usingpage 37. Pre-test and nal test scores arerecorded along with anecdotal notes. Thesenotes can come together as an overview othe childs progress in spelling during the 18units and can be discussed during parentteacher 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
= can say word = can write word = has remembered correct spelling
Name:
LIST 1
Date begun:
visitor opened
doctor broken
error hidden
sailor suddenly
spectator lesson
water reason
number person
lower poison
sister cotton
better read
eleven goes
Date completed:
LIST 4
Date begun:
air scare
stair beware
chair glare
hairy are
airy stare
dairy care
pair rare
repair spare
despair mare
pushchair Belast
dare Dublin
Date completed:
LIST 2
Date begun:
hoo wie
lea lie
bee oxen
scar geese
el dice
gol children
wol women
shel teeth
hal eet
cal large
sae does
Date completed:
LIST 5
Date begun:
head thread
breakast threat
dea breath
steady earn
bread breadth
deadly earl
lead pearl
tread death
instead earth
ahead world
heavy clean
Date completed:
LIST 3
Date begun:
knuckle psalm
knit palm
knee calm
rhyme oten
yoghurt listen
honour thistle
loch whistle
build condemn
written autumn
wreath pretty
wrist animal
Date completed:
LIST 6
Date begun:
hotter thickest
kinder hardest
colder lightest
stronger thinnest
weaker cheeriest
meaner bounciest
taller bossiest
greatest tiniest
smallest angriest
sotest learn
darkest America
Date completed:
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= can say word = can write word = has remembered correct spelling
Name: Assessment
LIST 10
Date begun:
didnt lets
havent whod
couldnt whos
wouldnt brother-in-law
shouldnt passer-by
cant hanger-on
wasnt by-law
arent drive-in
wed take-o
doesnt Europe
theyll great
Date completed:
LIST 11
Date begun:
people angel
angle label
vegetable level
simple towel
terrible tunnel
puzzle novel
agile jewel
axle uel
sprinkle cancel
assemble kilogram
travel kilometre
Date completed:
LIST 9
Date begun:
parcel stencil
since cinema
certain circle
century circumerence
centipede cylinder
prince cycle
acid cyclone
calcium cymbal
cigar agency
circuit ound
pencil study
Date completed:
LIST 8
Date begun:
true bamboo
value proo
argue shampoo
cue kangaroo
avenue ruit
screw juice
few juicy
brew bruise
dew suit
drew millimetre
igloo centilitre
Date completed:
LIST 7
Date begun:
snow angel
git stable
amily concert
chimney reindeer
tinsel birth
snowman jingle
party crowds
winter holy
elves jolly
candles ours
rost theirs
Date completed:
LIST 12
Date begun:
outdoor overcast
outline overhead
outbreak overall
outt overbook
outcry underage
undo underground
untie understand
uneven undercover
unable underneath
unaware Edinburgh
overboard London
Date completed:
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Assessment
= can say word = can write word = has remembered correct spelling
Name:
LIST 16
Date begun:
happily supplied
merrily dried
busily applied
angrily studies
easily carries
cheerily parties
cratily empties
worried buries
married bullies
dirtied litre
copied busy
Date completed:
LIST 17
Date begun:
explore poor
score uproar
ignore roar
adore boar
shore boarder
chore oar
anymore ourth
store court
door pour
moor Italy
foor Switzerland
Date completed:
LIST 15
Date begun:
crept revolt
swept dicult
wept adult
kept let
except lot
adopt swit
erupt shit
ault crat
built lit
consult Rome
bolt Paris
Date completed:
LIST 14
Date begun:
helpless braveness
harmless cleanliness
careless business
hopeless quietly
needless lonely
breathless wisely
sadness lovely
awareness brightly
sickness quickly
happiness kind
weakness engage
Date completed:
LIST 13
Date begun:
chick tomb
garden puddle
crown oal
rabbit meadow
fowers springtime
fowerbed windy
heaven daodil
daisy splash
hatch worship
rainbow point
raincoat letter
Date completed:
LIST 18
Date begun:
barbecue caravan
steak jeans
sausages jumper
charcoal shorts
lighter sandals
tennis castle
racket postcards
prawns circus
salad umbrella
lakes Moscow
park Berlin
Date completed:
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Assessment
Pre-testFinalTest
Notes
List 1 22
22
List 2 22
22
List 3 22
22
List 4 22
22
List 5 22
22
List 6 22 22
List 7 22
22
List 8 22
22
List 9 22
22
List 10 22
22
List 11 22
22
List 12 22
22
List 13 22
22
List 14 22
22
List 15 22
22
List 16 22
22
List 17 22
22
List 18 22
22
NOTES: DATE:
Name: Year:
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Test Checklist
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
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Unit 1or, er, en, on
Unit Focus
Thisunitfocusesonchoosingthegraphemesor,er,enorontorepresentasound(phoneme)attheendofaword.
Thisunitalsoincludestwocommon,highfrequencywords,readandgoes.
Teaching Points
Identifythephonemeandhowitisrepresented.
Breakeachwordintosyllables;i.e.sud/den/ly(eachsyllable
mustcontainavowel[inlythereisnovowel,thereisstillavowelsound]).
Discusshowsomewordshavedoubleconsonantstokeeptheprecedingvowelshort.
Sortthelistwordstothegraphemesandbrainstormotherwordstoaddtoeachlist.
Dictation1. Thespectatorwatchedhissisterlowertheredcottonsailsand
racethebetterboattothenishingline.
2. ThedoctormadeanerrorwhenhereadthereportandmissedthesmallbrokenboneinJimsfoot.
3. Ihopethelessongoeswellwhenthevisitorcomestothe
school.
4. Thesailorsuddenlyfoundwaterrushingintohisboatandgoodreasontogetinthelifeboat.
5. Whennumberelevenwasopenedandsearched,thepolicefoundthatthepersontherehadhiddenthepoisonthatkilledallthelocalcats.
Answers
List Words Word Building
visitor visitors,visit,visits,visited,visiting
doctor doctors
error errors
sailor sailors,sailorly,sail,sails,sailed,sailing
spectator spectators
water waters,watered,watering,watery
number numbers,numbered,numbering
lower lowers,lowered,lowering,low,lowest
sister sisters,sisterly
better best,bettered
eleveneleventh
opened open,opens,opening,openly,opener,openness
broken break,breaks,broke,breaking,breakable,breakage
hidden hid,hide,hides,hiding
suddenly sudden,suddenness
lesson lessons
reason reasons,reasoned,reasoning,reasonable,unreasonable
person persons,personal,personally,
personality,personalities,personable
poison poisons,poisoned,poisoning,poisonous
cotton cottons
read reads,reading,read
goes go,going,gone
Revision Words Word Building
chew chews,chewing,chewed
ew fewer,fewest
due dues
clue clues
spoon spoons,spoonful,spoonfuls
bathroom bathrooms
comic comics,comical
picnic picnics,picnicking,picnicked
should
work works,working,worked
1. (a) goes (b) opened(c) lower (d) better(e) suddenly(f) sister
2. (a) eleven (b) lesson(c) poison (d) better
(e) error (f) reason
3. Across
5. better 7. error
8. broken 12. cotton
13. person 14. visitor 17. lesson 19. read
20. suddenly21. spectator
Down
1. number 2. hidden
3. water 4. eleven 6. lower 9. doctor 10. goes 11. opened
13. poison 15. sailor 16. reason 21. sister
4. (a) sail (b) spectate(c) go (d) low(e) hide (f) break
(g) open (h) good
5. (a) sister,better (b) should,doctor (c) spectator,error
(d) work,lesson
6. (a) terror (b) crew
(c) glue (d) spectacles(e) blister
7. sailor,comic
8. Wordsearchanswerseep.57
9. (a) read (b) bathroom,spoon
(c) eleven (d) due,few
10. (a) work (b) lower(c) clue (d) reason(e) chew (f) water
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Unit 2 , l, e, irregular plurals
Unit Focus
Thisunitfocusesonwordsthatendwiththegraphemes,lore,andirregular plurals.
Thisunitalsoincludestwocommon,highfrequencywords,largeanddoes.
Teaching Points
Identifythephonemeandhowitisrepresented.Brainstormtolistotherwordsthatendwith,lore.
Discussthepluralwordsandanypartsthatmaycausethemdifculty.Identifythesingularformofeachword.
Rules
Tomakesomewordsendingwithf,lf,orfeplural,thefischangedtovandesisadded.
Whenasufxbeginningwithavowelisaddedtosomewordsendingwithf,lforfethefischangedtovandthesufxisadded.
Whenaddingasufxbeginningwithavoweltomostwordsendingwithe,theeisdroppedbeforethesufx.
Dictation
1. Women,children,geeseandoxenwerenotsaefromthewol
withsharpteeth.
2. Theelwiththeorangescarandverylargeeetsatontheleaandwasjustmissedbythehooofthecal.
3. Doesgoltakeupmorethanhalofhislie?4. Dicethebeeintocubesandcookitforanhour,thenputiton
thesheltocool,saidhiswie.
Answers
List Words Word Building
hoo hoovesorhoofs
lea leaves,leafy
bee
scar scarvesorscarfs
el elves
gol golfer,golng
wol wolves
shel shelves
hal halves,halved,halving
cal calves
sae safer,safest,safes
wie wives
lie lives,live,lived,living
oxen ox
geese goose
dice die
children child
women woman
teeth tooth
eet foot
large larger,largest
does do,doing,did,done
Revision Words Word Building
love loves,loving,loved
oven ovens
other others,otherwise
Monday
onion onions
ront fronts,fronting,fronted
luck luckless,lucky,luckier,luckiest
shock shocks,shocking,shocked
Ireland Irish,Irishman,Irishmen,Irishwoman,Irishwomen
March
1. (a) foot (b) goose
(c) tooth (d) child(e) ox (f) woman(g) die
2. (a) safe (b) large(c) beef (d) does
(e) dice (f) golf
(g) shelf3. Across
1. wolf 5. children 7. geese 9. shelf
10. leaf 11. half 12. oxen 13. feet 16. women 17. life
18. elf
Down
2. large 3. dice
4. beef 6. does 7. golf 8. safe
9. scarf 11. hoof 14. teeth 15. calf 16. wife
4. (a) wives(b) scarves/scarfs
(c) halves(d) hooves/hoofs
(e) shelves (f) wolves
5. (a) Thechildrenhadashockwhentheysawthewolf.
(b) WhatgoodlucktobeinIrelandonMonday17th
March.
(c) Thefarmerswifetookthe
geesetomarkettosell.
6. (a) golf (b) elf(c) teeth
(d) shelf
7. (a) front (b) wife(c) love(d) safe
(e) life (f) children
8. Wordsearchanswerseep.57
9. (a) loft,left,lift,life
(b) hill,hall,halt,half
10. (a) oven (b) wife(c) calf (d) scarf(e) live
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Unit Focus
Thisunitfocusesonwordsthathavesilent letters.
Thisunitalsoincludestwocommon,highfrequencywords,prettyandanimal.
Teaching Points
Identifythesilentletterineachword.
Identifyanyotherdifcultpartsofeachword.
Brainstormtolistotherwordswithsilentlettersandsortthemintogroups.
Rules
Doubletheconsonanttokeeptheprecedingvowelsoundshort.
Whenaddingasufxbeginningwithavoweltomost
wordsendingwithe,theeisdroppedbeforethesufx.
Dictation
1. Thistleandwhistle,andcalmandpalmrhyme,butwhat
rhymeswithknuckle?
2. Ihatetolistentomydadwhenhestartstocondemnandtalkaboutanimalcruelty.
3. Intheautumnweotentakeaboatoutonthelochtoseetheprettyswansbuildanest.
4. Shehadwrittenaletterofcomplaintafterslippingonthespiltyoghurt,asshesprainedherwristandcouldntknit.
5. Wesangapsalm,thenIhadthehonouroflayingthewreathonthealtar,whereIhadtobowmyheadandbendoneknee.
Answers
Unit 3Silent Letters
1. (a) often,listen,thistle,whistle
(b) knuckle,knit,knee (c) psalm,palm,calm (d) condemn,autumn (e) rhyme,yoghurt,honour,
loch (f) build
(g) written,wreath,wrist2. Across
1. rhyme 5. build
7. knuckle 9. written 10. thistle 15. listen 16. loch 17. psalm
18. animal 19. honour
Down
2. yoghurt 3. wrist
4. pretty 6. often 7. knee 8. knit 9. whistle 11. autumn
12. condemn 13. wreath 14. calm 17. palm
3. listens,listening,listened builds,building,built knots,knotting,knotted
rhymes,rhyming,rhymed writes,writing,written Rule1:e,i Rule2:t Rule3:built
4. (a) whistle (b) while(c) palm (d) psalm(e) which (f) condemn
(g) loch (h) wreath(i) apply
5. (a) often (b) animal(c) supply (d) right
6. pretty,condemn,tried
7. (a) tried,listen,whistle,while (b) cried,knee,knuckle
8. Wordsearchanswerseep.57
9. (a) knit,pretty(b) build,loch
(c) animal,autumn(d) tried,psalm
(e) listen,cried
10. (a) written (b) which
(c) knee (d) rhyme(e) high (f) build(g) right (h) animal
List Words Word Building
knuckle knuckles
knit knits,knitted,knitting
knee knees
rhyme rhymes,rhymed,rhyming
yoghurt yoghurts
honour honours,honouring,honoured
loch lochs
build builds,building,built,builder
written write,writes,wrote,writing
wreath wreaths
wrist wrists
psalm psalms
palm palms
calm calmer,calmest,calms,calming,calmed
oten
listen listens,listened,listening,listener
thistle thistles
whistle whistles,whistled,whistling
condemn condemns,condemned,condemning,condemnation
autumn autumns,autumnal
pretty prettier,prettiest,prettily,prettiness
animal animals
Revision Words Word Building
alive
thank thanks,thanked,thankful,thankfully,thankless
supply supplies,supplied,supplying,supplier,suppliers
apply applies,applied,applying
cried cry,cries,crying
tried try,tries,trying
high higher,highest,highs
right rights,righted,righting,rightly,righteous,rightful
while whiles,whiled,whiling,whilst
which whichever
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1. (a) armchair (b) staircase(c) daredevil (d) nightmare(e) scarecrow (f) airfare
(g) carefree
2. (a) hairy (b) glare
(c) repair (d) beware
(e) despair (f) dairy(g) pair
3. Across
2. hairy 6. mare
7. repair 8. dare 10. Dublin 13. scare 15. stair 17. pushchair
18. fair 19. fare
Down
1. spare 3. rare
4 chair 5. care 8. dairy 9. glare
11. beware 12. Belfast 14. despair 16. airy 17. pair
4. (a) stare (b) stair
(c) fare (d) fair
5. (a) rare (b) dizzy(c) dare (d) scare(e) glass (f) care
(g) repair (h) despair
6. (a) glasses (b)mares(c) smells (d)dairies(e) pushchairs (f) stairs
(g) repairs (h)pairs
7. (a) Belfast,Dublin (b) buzz (c) pushchair (d) yesterday,April (e) airy,across,April
8. Wordsearchanswerseep.57
9. repairs,repairing,repaired smells,smelling,smelled
scares,scaring,scared dares,daring,dared
10. (a) stall (b) pushchair
(c) beware (d) smell
Unit 4 air, are
Unit Focus
Thisunitfocusesonchoosingthegraphemesairoraretorepresentasound(phoneme).
Thisunitalsoincludestwocommon,highfrequencywords,DublinandBelast.
Teaching Points
Identifythephonemeandhowitisrepresented.
Sortthelistwordsaccordingtothegraphemesandbrainstormother
wordstoaddtoeachlist.
Rules
Theyattheendofbasewordschangestoiwhenasufxisadded.
Tomakethepluralofwordsendingwithayafteraconsonant,changetheytoiandaddes.
Whenaddingasufxbeginningwithavoweltomostwordsending
withe,theeisdroppedbeforeaddingthesufx.
Dictation
1. AfterworkinginthedairyshewenttotheairinDublin,asshehadsavedenoughmoneyforthetrainare.
2. Pullingapushchairupastaircanoftendriveyoutodespair.Peoplegiveyousuchaglare,theystand,theylook,theystare.Hasno-one
anytimetospare?Itmakesyouthinkthattheydontcare.
3. IntheBelastauctionhouse,apairofvasessoldfor1000,asthey
wereveryrare.
4. Ghostsdontscaremebutbighairyspidersdo.
5. Myhospitalroomwasairybutthebigoldchairdidneedalotof
repair.
6. Ididntdaregointotheeldasthesignsaidbewareofthemare.
Answers
List Words Word Building
air fairer,fairest,fairs,fairly,fairness
stair stairs
chair chairs,chaired,chairing
hairy hairier,hairiest,hair,hairs
airy airier,airiest,air,airs,aired,airing
dairy dairies
pair pairs,paired,pairing
repair repairs,repaired,repairing
despair despairs,despaired,despairing
pushchair pushchairs
dare dares,daring,dared
scare scares,scared,scaring
beware
glare glares,glared,glaring
are fares,fared,faring
stare stares,stared,staring
care cares,cared,caring,carefree,careful,carefully,careless,carelessly,carelessness
rare rarer,rarest,rarely
spare spares,spared,sparing,sparingly
mare mares
Dublin Dubliner,Dubliners
Belast Belfastian,Belfastians
RevisionWords
Word Building
smell smells,smelled,smelling,smelt,smelly,smellier,smelliest
stall stalls,stalled,stalling
glass glasses,glassy
across
buzz buzzes,buzzed,buzzing,buzzer,buzzers
dizzy dizzier,dizziest,dizziness
sta staffs,staffed,stafng
stu stuffs,stuffed,stufng
yesterday
April
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1. (a) breath (b) ahead(c) breakfast(d) threat
(e) world (f) earn
2. Teachercheck
3. Across
1. bread 5 earn 6. earth 9. tread
10. deaf 12. breadth 15. earl 16. thread
17. deadly 19. clean 20. head
Down
1. breath 2. steady 3. world 4. instead 7. heavy 8. death
11. pearl 12. breakfast 13. ahead 14. threat
18. lead4. (a) pearl (b) earn
(c) instead (d) death(e) steady (f) clean
5. (a) breadth (b) twelve,breakfast (c) death,earl (d) lead,heavy (e) ankle,deadly
6. ankle,bottle,eagle,head,instead,middle,pearl,thread
7. (a) world (b) riddle
(c) lead (d) earn(e) single (f) threat
8. Wordsearchanswerseep.57
9. world,rectangle,clean
10. (a) instead (b) bottle
(c) middle (d) breakfast(e) ankle (f) deadly
(g) riddle (h) single
Unit 5Short e sound, ea
Unit Focus
Thisunitfocusesonthegraphemeeatorepresentasound(phoneme).
Thisunitalsoincludestwocommon,highfrequencywords,worldandclean.
Teaching Points
Identifythephonemeandhowitisrepresented.Discusshowitmakesashortesound.
Sortthelistwordsaccordingtothegraphemesandbrainstormotherwordstoaddtoeachlist.
Rules
Theyattheendofbasewordschangestoiwhenasufxisadded.
Theyisretainedwhenaddingingtoavoidiibeingwritten(twoexceptionsaretaxiingandskiing).
Dictation
1. Theheadoftheteamwarnedusofthedeadlysnakesahead,soweswamthebreadthoftheriveruntilwewerealloutofbreath.
2. Insteadofdoingnothingshedecidedtoearnsomemoneybybakingfreshbread.
3. Shehadtosewthepearlbackonusinganeedleandsomethread.
4. Afterbreakast,wewalkedthroughthewetearthwithasteadytread,wearingourheavyboots.
5. Themurderertriedtoclean the lead pipethathadcausedthe
death.
6. Althoughtheearlwasdea,hehadtravelledroundtheworld,lecturingaboutthethreatofglobalwarming.
Answers
List Words Word Building
head heads,heading,headed,headache
breakast breakfasts,breakfasted,breakfasting
dea deafen,deafened,deafening,deafeningly,deafness
steady steadies,steadied,steadying,steadier,steadiest,steadily,steadiness
bread breads,breadknife,breadcrumb,breadboard
deadly deadlier,deadliest,deadliness
lead leaden,leadenly
tread treads,treading,trod,trodden
instead
ahead
heavy heavier,heaviest,heavies
thread threads,threaded,threading
threat threats
breath breaths
earn earns
breadth
earl earls
pearl pearls
death deaths
earth earths
world worlds,worldly,worldlier,worldliest
clean cleaner,cleanest,cleans,cleaning,cleaned
Revision Words Word Building
riddle riddles,riddled
ankle ankles
eagle eagles
bottle bottles,bottling,bottled
little less,lesser,least
middle middles
single singles,singling,singled
rectangle rectangles,rectangular
part parts,parting,parted
twelve twelfth
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1. (a) cheery,cheerier (b) kind,kindest
(c) light,lighter (d) bouncy,bouncier (e) strong,strongest (f) tiny,tinier
2. Across
6. greatest 7. hardest
9. learn 10. smallest 13. angriest 15. weaker 17. bounciest18. taller
19. softest 20. hotter 21. thinnest
Down
1. colder 2. America 3. meaner 4. darkest 5. stronger 8. cheeriest
11. lightest 12. tiniest 14. thickest 16. kinder 17. bossiest
3. (a) hot (b) tiny (c) weak (d) boss
(e) light (f) cheer(g) dark (h) mean
4. (a) liveliest (b) colder
(c) bossiest (d) lightest
5. scream,America,learn
6. (a) strap (b) stronger,strap,straw (c) learn (d) angriest,America,usual
7. Teachercheck
8. Wordsearchanswerseep.58
9. darkest,hardest,kinder,learn,lightest,screen,spray,usual
10. (a) meaner (b) usual
(c) softest (d) darkest(e) tiniest (f) scream
Unit 6 Sufxes: -er, -est, -iest
Unit Focus
Thisunitfocusesonthesufxeser,estandiest.
Thisunitalsoincludestwocommon,highfrequencywords,learnandAmerica.
Teaching Points
Identifythebasewordforeachlistword.
Discusshowthelistwordshotterandthinnerhavethenalconsonantdoubledbeforeaddingthesufxtokeepthepreceding
vowelsoundshort.Askthechildrenwhytheythinktheotherlistwordsdonotneedtohavethesameruleapplied.
Discusstherulesforcomparativeandsuperlativewordsandaskchilldrenforotherexamplestoaddtoalist.
Rules
Doubletheconsonanttokeeptheprecedingvowelsound
short.
Whenaddingasufxbeginningwithavoweltomostwordsendingwithe,theeisdroppedbeforeaddingthesufx.
Dictation
1. Hewasmeanerthanmostashecutthehamintothethinnestslices.
2. ThethickestandhardesttreesarefoundinAmericaandsomearetallerthan360feet.
3. Hewastheangriestcheftoworkforasthefoodhadtobe
hotter,thecoffeeweaker,thedrinkscolderandtheteastronger,buthebakedthesotestcakes.
4. ThegreatestlmIveseenwasTheCheeriestChimpwhichwaslmedindarkestAfrica.
5. Itwasthelightestandtiniestballbutitwasthebounciest.
6. Iwillhavetolearntobekinder,asIamthebossiestperson,eventhoughIamthesmallest.
Answers
List Words Word Building
hotter hot,hottest,hotly
kinder kind,kinds,kindest,kindly,kindness
colder cold,coldest,colds,coldly,coldness
stronger strong,strongest,strongly
weaker weak,weakest,weakly,weaken,weakens,weakening,weakened
meaner mean,meanest,means,meaning,meant,meanness
taller tall,tallest
greatest great,greater,greatly,greatness
smallest small,smaller,smalls
sotest soft,softer,softly,soften,softens,softening,softened
darkest dark,darker,darkly,darkness,darken,darkens,darkening,darkened
thickest thick,thicker,thicken,thickens,thickening,thickened
hardest hard,harder,hardness,harden,hardens,hardening,hardened
lightest light,lighter,lights,lighting,lighted,lit,lightly,lightness,lighten,lightens,lightening,lightened
thinnest thin,thinner,thins,thinning,thinned
cheeriest cheery,cheerier,cheer,cheers,cheering,cheered,cheerful,cheerfully,cheerfulness
bounciest bouncy,bouncier,bounce,bounces,bounced
bossiest bossy,bossiest,bossiness,boss,bosses,bossing,bossed
tiniest tiny,tinier
angriest angry,angrier,angrily,anger,angers,angering,angered
learn learns,learned,learning,learnt,learner,learning
America American,Americans
Revision
Words Word Building
strap straps,strapping,strapped
straw straws
spray sprays,spraying,sprayed
sprout sprouts,sprouting,sprouted
sprain sprains,spraining,sprained
screen screens,screening,screened
scream screams,screaming,screamed
scrape scrapes,scraping,scraped
live lives,living,lived,lively,livelihood,livelihoods,liveliness,liven,livens,livening,livened
usual usually
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1. (a) crowd (b) elf (c) parties (d) families(e) snowmen(f) candle
2. (a) the,he,their(b) him
(c) con,on(d) if
(e) in,rein,deer(f) no,now(g) am
3. Across
2. birth 4. candles 5. jingle 8. angel
10. winter 11. holy 13. theirs 17. snowman 18. crowds 19. family
20. elves
Down 1. chimney 3. reindeer
4. concert 6. jolly 7. party 9. gift
12. ours 14. stable 15. snow 16. tinsel 19. frost
4. tinsel,elves,frost
5. (a) chimney (b) theirs
(c) party
6. family,angel,stable,reindeer,
snowman,elves,candle
7. (a) jolly (b) stable(c) elves (d) December(e) stocking (f) frost
(g) candles (h) snow
8. (a) jolly (b) holy(c) concert (d) frost(e) angel (f) gift
9. Wordsearchanswerseep.58
10. PullacrackeratChristmas.
Unit 7Christmas
Unit Focus
ThisunitfocusesonChristmaswords.
Thisunitalsoincludestwocommon,highfrequencywords,oursandtheirs.
Teaching Points
Identifydifcultpartsofwords.
Discusswaystorememberhowtospellaword.
Brainstormotherwordstoaddtoeachlist.
Dictation
1. JingleBellsisajollysongbutIloveFrostytheSnowmanandWhenSantagotStuckuptheChimney.
2. Lastwintertheconcertwascancelledbecauseofthesnowandrostsocrowdsofpeoplecametothe amilyparty.
3. OnChristmasEveIhangupallthe tinsel,puttheangelonthetree,
andleaveoutacookieforthereindeerandsweetsfortheelves.
4. Weopenedthegitaswethoughtitwasours,butitwastheirs.
5. TocelebratethebirthofJesusinastable,theysingholy songs
inchurchandlightcandles.
Answers
List Words Word Building
snow snows,snowing,snowed,snowman,snowball,snowake,snowfall,snowshoe,snowstorm
git gifts,gifted
amily families,familial
chimney chimneys
tinsel
snowman snowmen
party parties
winter winters,wintry
elves elf
candles candle,candlestick,candlesticks
rost frosts,frosty,frostier,frostiest,frostbite
angel angels,angelic
stable stables,stability,stabilize
concert concerts
reindeer reindeers
birth births,birthday,birthdays
jingle jingles,jingling,jingled
crowds crowd,crowding,crowded
holy holier,holiest
jolly jollier,jolliest
ours our
theirs their
Revision Words Word Building
snowakes snowake
Advent
December
stocking stockings
holiday holidays,holidaying,holidayed,holidaymaker,holidaymakers
cracker crackers
Jesus
Christmas Christmases
month months,monthly,monthlies
minute minutes,minuting,minuted
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Unit Focus
Thisunitfocusesonchoosingthegraphemesue,ew,oooruitorepresentasound(phoneme).
Thisunitalsoincludestwocommon,highfrequencywords,millimetreandcentilitre.
Teaching Points
Identifythephonemeandhowitisrepresented.
Sortthelistwordsaccordingtothegraphemesandbrainstormotherwords
toaddtoeachlist.
Rules
Whenaddingasufxbeginningwithavoweltomostwordsendingwithe,theeisdroppedbeforeaddingthesufx.(Note:Theeisalsodroppedintruthandtruthful.)
Theyattheendofbasewordschangestoiwhenasufxisadded.
Whenaddingytoawordendingine,droptheebeforeaddingy.
Dictation
1. Onlyonescrewwasout,butthebamboohutcollapsed,soitwasofnovaluetous.
2. Itwasajuicydrink,buttheynowhadtoshowproothatthejuice
containednothingbutruit.
3. Idontknowifthisis trueandIthinkyoucouldargue,butoncetherewasakangaroowholivedhappilyinanigloo.Heplayedsnookerwithacue,whilesippingteahedidbrewandwashedhishairwithshshampoo.
4. Astheyewovertheavenuetheycouldseetheirhouse.5. Youcouldnotseethebruiseasitwasonlyamillimetreinsize.
6. Wearingawarmsuitshewentoutside,whilethedewwasstillontheground,anddrewapicture.
7. Thedoctorneededvecentilitresofbloodfrommyarm.
Answers
1. (a) igloo (b) juice(c) value (d) suit (e) ew (f) proof(g) avenue (h) fruit (i) kangaroo(j) argue
2. (a) juice (b) millimetre(c) proof(d) shampoo,bamboo(e) fruit,centilitre,suit(f) bruise
3. Across
4. brew 5. argue 6. dew 7. shampoo 9. juicy 11. igloo 13. ew 15. avenue 17. true 18. proof 21. centilitre
Down
1. drew 2. bamboo 3. screw 4. bruise 8. millimetre 9. juice 10. kangaroo12. cue 13. fruit 14. value 16. suit
4. (a) centilitre,centimetre,centipede (b) millilitre,millimetre,millipede
5. (a) Thatbottleofshampooisgoodvalue. (b) Amillimetreisathousandthofametre. (c) Thepeachwasjuicybutithada
bruiseonit.
(d) Therewerequitealotofquestionsaboutthemissingkangaroo.
6. (a) draw,draws,drawing (b) y,ies,ying (c) argues,arguing,argued (d) squeaks,squeaking,squeaked (e) squashes,squashing,squashed
7. (a) bamboo (b) during (c) igloo
8. Wordsearchanswersseep.58
9. (a) true (b) value (c) argue(d) suit (e) cue (f) squirm
(g) proof (h) squeak10. (a) true (b) quiet (c) argue
(d) juicy (e) liquid (f) question
Unit 8 ue, ew, oo, ui
List Words Word Building
true truer,truest,truly,truth,truths,truthful,truthfully
value values,valuing,valued,valuer
argue argues,arguing,argued,arguable,arguably
cue cues
avenue avenues
screw screws,screwing,screwed
ew ies,ying,own,yer
brew brews,brewing,brewed,brewer,brewery,breweries
dew
drew draw,draws,drawing,drawn
igloo igloos
bamboo
proo proofread
shampoo shampoos,shampooing,shampooed
kangaroo kangaroos
ruit fruits,fruitful,fruitless,fruity,fruitier,fruitiest
juice juices
juicy juicier,juiciest
bruise bruises,bruising,bruised
suit suits,suiting,suited,suitable,suitability,suitably
millimetre millimetres
centilitre centilitres
RevisionWords
Word Building
liquid liquids,liquidate,liquidates,liquidating,liquidated,liquidation,liquidator
quiet quieter,quietest,quietly,quieten,quietens,quietening,quietened
quite
question questions,questioning,questioned,questionable
squeak squeaks,squeaking,squeaked,squeaky
squash squashes,squashing,squashed
squirm squirms,squirming,squirmed
square squares,squaring,squared,squarely
oil oils,oiling,oiled,oily
during
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1. (a) stencil (b) cycle(c) since (d) cinema(e) cylinder (f) circuit(g) circumference(h) parcel (i) acid
(j) centipede(k) prince(l) pencil
2. (a) centuries (b) cymbals(c) agencies (d) studies(e) cyclones
3. Across
1. cymbal 2. pencil 6. century 8. agency 9. cycle 11. acid 14. circuit 16. stencil 17. cyclone 18. circumference
Down
1. certain 2. parcel 3. cinema 4. study 5. found 7. centipede 10. cigar 12. prince 13. cylinder 14. calcium 15. circle 16. since
4. (a) prince,cigar,cinema (b) certain,centipede,parcel (c) acid,calcium
5. (a) circumference (b) parcel,circle,cycle,circuit,
pencil,stencil,study,name,blind
6. Teachercheck
7. (a) centipede(b) prince
8. (a) parcel (b) scold(c) circle (d) blind(e) study (f) certain(g) folder (h) circuit
9. Wordsearchanswerseep.58
10. (a) behind (b) prince(c) folder (d) acid(e) older (f) circuit/circle
(g) circle/circuit(h) remind
11. (a) name (b) found(c) blind (d) prince(e) acid (f) told
Unit 9ce, ci, cy
Unit Focus
Thisunitfocusesonchoosingthegraphemesce,ci,orcytorepresentasound(phoneme)attheendofaword.
Thisunitalsoincludestwocommon,highfrequencywords,oundandstudy.
Teaching Points
Identifythephonemeandhowitisrepresented.
Discusshowchasasoftsoundwhenfollowedbyane,iory.
Sortthelistwordsaccordingtothegraphemesandbrainstormother
wordstoaddtoeachlist.
Rules
Whenawordendswithasinglel,doublethelwhenasufxbeginningwithavowelisadded.
Tomakepluralsofwordsendingwithayafteraconsonant,changetheytoiandaddes.
Whenaddingasufxbeginningwithavoweltomostwordsendingwithe,theeisdroppedbeforeaddingthesufx.
Dictation
1. Theprincewascertainthattheparcelhehadoundcontainedacigar.
2. Usingapencil,hedrewtheexactcircumerenceofthecircle,then
handedoutastencilofaskeletontoteachusaboutcalciuminourbones.
3. Thecinemawasclosedasagascylinderhadexplodedandtheykept
havingashortcircuit.4. SincelastMayIhavelearnthowtocycleabikeandplayacymbal.
5. Theagencysentthemtheretostudythelifeofacentipede,asacidrainwasruiningtheforests,andinthelastcenturyacyclonehadhitit
sixtimes.
Answers
List Words Word Building
parcel parcels,parcelling,parcelled
since
certain certainly,certainty,certainties
century centuries
centipede centipedes
prince princes,princely
acid acids,acidic,acidity
calcium
cigar cigars
circuit circuits
pencil pencils,pencilling,pencilled
stencil stencils,stencilling,stencilled
cinema cinemas,cinemagoer,cinematographer
circle circles,circling,circled
circumerence circumferences
cylinder cylinders,cylindrical
cycle cycles,cycling,cycled,cyclicalorcyclic,cyclist,cyclists,bicycle,tricycle,unicycle
cyclone cyclones
cymbal cymbals
agency agencies
ound nd,nds,nder,ndings
study studies,studying,studied,studious,studiously
RevisionWords
Word Building
told tell,tells,telling
older fold,folds,folded,folding
scold scolds,scolded,scolding
older old,oldest
remind reminds,reminded,reminding,reminder
kindest kind,kinder,kindly
behind behinds
blind blinds,blinded,blinding
again
name names,named,naming,nameless,namely,namesake,namesakes
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Unit Focus
Thisunitfocusesoncontractionsandhyphenated words.
Thisunitalsoincludestwocommon,highfrequencywords,Europeandgreat.
Teaching Points
Identifythattheapostropheshowswherealetterorlettershavebeenleftout.
Identifyanydifcultpartsofwords.
Brainstormothercontractions.
Rules
Therearetwomainusesforapostrophes.Oneistoshowwhenaletterorlettershavebeenomitted;e.g.didntdidnot.
Hyphenatedwordsarecompoundwordsthatwouldbeunclear,hardtoreadorexcessivelylongwithoutthehyphen;e.g.no-
smokingsignandblack-cabdriver. Capitallettersareusedforpropernouns;i.e.namesofplacesand
monthsoftheyear;e.g.EuropeandJanuary.
Somecompoundnounsaddstotherstword;othersaddstothesecondword;e.g.chief-of-staff,chiefs-ofstaff;lay-by,lay-bys.
Dictation
1. InEuropetheyhaveadrive-inmovietheatrebuttheyllnothaveoneintheU.K.butwouldntitbegreatiftheydid?
2. Thepasser-bydidntseeanythingashewasntlookingthatway.
3. Icouldnthaveagreedwithmybrother-in-law,whoisahanger-on,as
hebelievedthattheby-lawshouldnthavebeenintroduced.4. Knock,knock.Whosthere?Someonewhocantreachthedoorbell.
5. Itdoesntlookliketake-owillbebeforetwooclocksoletsgoforlunch.Whodsaynotothat?
6. Wednotseenthemfortwomonths,aswehaventgotacar,even
thoughtheyarentfaraway.
Answers
1. (a) whod (b)theyll
(c) lets (d)arent(e) couldnt
2. (a) passer-by(b) brother-in-law
(c) drive-in (d)by-law
3. Across
4. couldnt 8. wed
9. passer-by 10. lets 12. wasnt 15. whod 17. brother-in-law
18. theyll 19. doesnt 20. hanger-on
Down
1. cant 2. Europe
3. great 5. didnt 6. arent 7. by-law 8. whos 11. havent 12. wouldnt 13. take-off
14. shouldnt 16. drive-in
4. (a) wasnt (b)shouldnt
(c) havent (d)whos
5. (a) great (b) wed
(c) Europe6. (a) Lets,ice-cream. (b) advice,by-law. (c) havent,Europe. (d) great,space.
7. (a) price,ice-cream (b) trace,passer-by (c) couldnt,drive-in,because
8. (a) ice-cream (b)take-off(c) drive-in (d)passer-by
(e) hanger-on (f) by-law
9. Wordsearchanswerseep.59
10. shouldnt,Europe,because11. (a) drive-ins (b) brothers-in-law (c) ice-creams (d)take-offs (e) passers-by (f) by-laws
Unit 10 Contractions, Hyphenated Words
List Words Word Building
didnt didnot
havent havenot
couldnt couldnot,couldve
wouldnt wouldnot,wouldve
shouldnt shouldnot,shouldve
cant cannot
wasnt wasnot
arent arenot
wed wewould,weshould,wehad,were,well,weve
doesnt doesnot
theyll theywill,theyve,theyre,theyd
lets letus
whod whohad,whowould
whos whois
brother-in-law brothers-in-law
passer-by passers-by
hanger-on hangers-on
by-law by-laws
drive-in drive-ins
take-o take-offs
Europe European,Europeans
great greater,greatest,greatly,greatness
RevisionWords
Word Building
race races,racing,raced
space spaces,spacing,spaced
trace traces,tracing,traced
disgrace disgraces,disgracing,disgraced
price prices,priced,pricing
ice-cream ice-creams
voice voices,voiced,voicing
advice
January
because
-
8/4/2019 Pr-2364uk My Spell Wkbk d Tg_bw
55/148My Spelling Workbook D Teachers GuidePrim-Ed Publishingwww.prim-ed.com 49
1. (a) travel (b) angle/angel(c) sprinkle (d) simple(e) angel/angle (f) label
2. (a) tunnel (b) assemble
(c) fuel (d) agile
(e) vegetable (f) cancel3. Across
1. travel 5. fuel 7. kilometre 8. terrible 9. angel 11. axle
12. assemble15. agile 16. jewel 18. novel
19. puzzle 20. cancel
Down
1. towel 2. vegetable
3. tunnel 4. kilogram 6. label 10. simple 11. angle 13. sprinkle
14. people 17. level
4. (a) travels,travelling,travelled (b) labels,labelling,labelled (c) cancels,cancelling,cancelled (d) sprinkles,sprinkling,sprinkled
(e) assembles,assembling,assembled
(f) tunnels,tunnelled,tunnelling
5. cancel,crunch,February,fuel,
huge,judge,kilometre,travel
6. (a) Somepeopleprefertotravelthroughthetunneltha