50 Super Spelling Ideas

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Written by David J. Cohen. Illustrated by Terry Allen. © Ready-Ed Publications - 2003. Revised edition published 2008.

Published by Ready-Ed Publications (2003) P.O. Box 276 Greenwood W.A. 6024 COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 978 1 86397 553 7

U1090

Introduction Learning to spell is not a skill learnt over night. It is a developmental process, taking many years of practice and application.

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different letters, for example: tough and stuff, and see and sea.

Many common words have irregular sound patterns that are not spelt the way they sound, such as they, two, does and station.

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Some considerations when teaching spelling are: • There is no simple way to teach • Writing has a purpose.

Although it is OK to make mistakes spelling. when learning, words have to be Exposing learners to a variety of spelt correctly for effective strategies will promote selfcommunication to take place. confidence and independence. Good spellers have many strategies they • Sounding words out will not mean reply upon to help learn to spell. the spelling is correct.

• Spelling should be part of a total Sounds are represented by

language program where the learner is given opportunities to speak, read and write.

Seeing a word in context gives it real meaning. Reading and self-correction in writing are both effective tools to promote better spellers.

© ReadyEdPubl i cat i ons • Spelling lists are a useful way to •f orr evi ew pu r posesonl y• practise spelling.

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Good spellers know the sequence of letters and know what a word should look like. They look for patterns and are able to predict correct patterns.

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These lists should be grouped according to interest, learner needs, relevance and the visual appearance of each word.

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• Letters do not have one sound.

Learners must understand that words are made from sounds and different combinations of letters represent sounds.

• Spelling is a visual process.

• Understanding the way in which a word is constructed is helpful.

Children should examine what the root, prefix and suffixes are in each word. Being able to identify the root word’s relationship with other words lessens reliance on sounding to spell.

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There are many activities in this book that help to consolidate spelling strategies. To get the most of out of this book, it is suggested that children complete the sample activities and use your spelling list to reinforce the concept by incorporating the activities into a weekly English program.

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Contents Introduction .................................................... 2

28 Dictionary Skills....................................... 31 29 Homophones ............................................. 32

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Teaching Ideas: 200 Common Words .................................. 4

31 Suffixes .................................................... 34

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Teaching Ideas: Flashcards .................................................. 5

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Word Search .............................................. 6

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Teaching Ideas: Have-a-Go Journal ................................... 7

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Have-a-Go Journal ................................... 8

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Teaching Ideas: Word Web .................................................. 9

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Word Web ................................................. 10

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Singular and Plural Words ..................... 11

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Create a Nonsense Sentence ................ 12

32 Short and Long Vowels - 1 .................... 35 33 Short and Long Vowels - 2 .................... 36 34 Calligrams .................................................. 37 35 Acronyms .................................................. 38 36 Anagrams .................................................. 39

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30 Homographs .............................................. 33

37 Mnemonics ................................................ 40

38 Activity Page: Palindromes .................... 41 39 Activity Page: Idioms ............................. 42 40 Proofreading ............................................ 43

41 Teaching Ideas: Spelling Fun .............................................. 44

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11 Final Blends - 1 .......................................... 14 12 Final Blends - 2 .........................................15

13 Animal Topic Words ................................ 16 14 Topic Words Template ........................... 17

15 Words That Go Together ....................... 18

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16 Word Chain Game ..................................... 19 17 Captain Cook &the Brave New Words .. 20 18 Grid Words ................................................ 21

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19 Look, Cover, Write, Check, ................... 22

42 Spelling Champ ......................................... 45

43 Teaching Ideas: More Spelling Fun ................................... 46 44 Template: Dice Net ................................ 47 45 Teaching Ideas: Even More Spelling Fun! ........................ 48

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10 Initial Consonant Blends ........................ 13

46 10 Strategies To Help Me Spell .......... 49 47 Teaching Ideas: 40 More Spelling Activities - 1 ............ 50

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20 Prefixes ..................................................... 23 21 Silent Letters .......................................... 24 22 Contractions ............................................. 25

23 Compound Bug .......................................... 26 24 Antonyms .................................................. 27 25 Synonyms .................................................. 28

26 Syllables .................................................... 29 27 Smaller Words ......................................... 30

48 Teaching Ideas: 40 More Spelling Activities - 2 ............. 51 49 Spelling Rules to Learn - 1 ..................... 52 50 Spelling Rules to Learn - 2 .................... 53 51 Spelling Rules to Learn - 3 .................... 54 52 Spelling Rules to Learn - 4 .................... 55 53 Spelling Rules to Learn - 5 .................... 56 54 Spelling Rules to Learn - 6 .................... 57 Glossary .................................. 58 Answers .............................. 59 - 63

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Teaching Ideas

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200 Common Words

Here are 200 commonly used words in the English language. Use them for the activities in this book or make them part of your weekly spelling lists.

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r o e t s Bo r e p ok u S earth end even every farm father few find first follow food for form found four from get give good great grow had hand hard have help her here high him his home hot house how just keep kind know land

last late learn left let life light like line little live long look low made make man many may mean men might most mother move much must name near need never new night north now number off old one only

other our out over own page part people picture place plant play put read real right round run said same saw say sea see self sentence set she should show side small some sound stand start still story such sun

take tell than that their them then there these they thing this thought three through time try turn two under use very want was water way well went were what when where which while who why will with word your

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about act add after again air also and animal answer any are ask back been before between big boy build call came can cause change city close come could country cover cross day did differ does don’t down draw each

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2 Flash Cards-Teaching Points Teaching Ideas

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Create a set of flash cards using the words on Sheet 1. Here are some activities to use with flash cards:

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5. Category. Put the words into different groupings. For example, verbs, nouns, sounds, number of syllables, number of letters, shape, silent letters, origin and so on.

6. Word Bank. Glue flash cards to a chart to make a word bank. Word banks are a great strategy for children to refer to when wanting to check the spelling of a word. It lessens the reliance on the teacher.

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1. Memory One. To play this game students will need at least one partner and two flash cards of each word. Turn all the cards upside down in a random order. One player goes first and turns one card. Students then try to find the matching card to make a pair. If successfully matched, student removes the cards from the game and keeps them to earn a point. If a student fails to find the correct pair, then both cards go back face down and student waits for the next turn. The winner is the person with the most correctly matched cards.

7. Alphabetical Order. Place the words in alphabetical order.

8. Go Fish. Students play this activity with © ReadyEdP u bl i c at i on s both sets a partner.

One player collects of flash cards and shuffles. Each student randomly selects 6 cards, not• revealing •f orr evi ew pur p o s e s o n l y to their partners what they have.

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Remaining cards are kept in a pile. In turn, students ask their partner if they have a matching word, e.g. “Have you got the word function?” If not, the student answers “Fish” and the person who asked picks up a card from the pile. If the partner does have a matching card, the person who asked the question must correctly spell the word out aloud before they can collect it to make a pair.

The object of the game is for students to get rid of all their cards.

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2. Look Away. This game can be played in pairs. Lay a selected number of cards in a random order face up. One partner attempts to memorise the words for 30 seconds before turning away. The other partner secretly removes one or two flash cards. The first partner looks back and guesses which cards have been removed and then spells the word out aloud. A point can be awarded for selecting the correct word/s removed and another point for correctly spelling them.

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3. Make a Sentence. Students place the flash cards in a logical order to create a sentence. Joining words such as ‘and’ and ‘the’ can be added orally. Write and/or draw each sentence created. Try to make up sentences that are both serious and nonsensical.

4. Flash card Flash card. Students work in pairs. One partner flashes the cards one at a time saying each word quickly.

Students time themselves to try for the best time.

9. Hideaway. Hide the words around the room. Groups find as many words as they can. Students can then make sentences and/or trade words with other groups to help complete the sentences.

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Word Search

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Create your own word search by placing each word in the grid.

Words may go in any direction. Write the words you use in the box below. Give your word search to a partner to complete.

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Words To Find: _________________________________________ _____________________________________________________

Words Found: __________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

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The Have-a-Go Journal Children often ask the teacher to correct their spelling for them - it’s quicker and easier than checking in a dictionary. However, by automatically correcting words an opportunity is missed to teach children strategies that will give them spelling independence. The Have-a-Go Journal is an invaluable tool to show children alternative ways to find correct spelling.

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Photocopy the journal template on Page 8 to create a booklet for students.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Children have either one or two attempts at the word first.

2.

Students then bring their journal to the teacher who discusses their attempt, and highlights the parts of the word spelt correctly.

3.

The teacher may then: • Look the word up in the dictionary with the child; • Spell the word correctly on the spot, using the CORRECT SPELLING column; • Encourage the child to find the word if it’s written elsewhere, e.g. worksheet, on the board, or on a chart.

4.

The students spells the word in the final column using the ‘LOOKCOVER-WRITE-CHECK’ strategy.

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Word Web: Teaching Points Word webs are a great way to expand the application of a word and obtain a better understanding of its depth and relationship with other words.

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How to use the word web:

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1. Select a word and write it in the central box in the page. You can use any word from your topic or spelling list. Word webs are also a fantastic way to introduce topic words such as ‘Pollution’ or ‘Rainforest’ for example.

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2. Using the word web template on Page 10 complete each box:

• What does it mean? Look up the dictionary meaning and write it down.

• Synonyms and/or antonyms. Write down words that are opposite and similar. Some words don’t necessarily have a synonym or antonym, e.g. is, so simply leave out this task if this is the case.

• Combinations. Write down common combination of words often seen with the word. For example, if the word is friend, word combinations could include: long lost friend, great friend, loyal friend, best friend, life long friend, friend or foe?

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• Rhyming words. Make a list of all words that rhyme with the initial word.

Note the different letters used to make the rhyming sound.

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• Word building. Adding prefixes and suffixes, e.g. happy – happier, happiest, happiness, unhappy.

• Things to do with this word. For example, if the word is animal, some of the things to do with an animal include: eat as food, ride, keep as a pet, keep in the zoo, use in medicines, help with physically challenged (such as guide dogs).

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o c . e Draw a picture. c Draw a picture related to the word. her r o t s to explain the meaning. su r Make a sentence. Put the word into a sentence pe

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Name:

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Singular and Plural Words

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Some nouns have the same singular form as their plural form, e.g. “one sheep, two sheep” and “one cod, many cod”.

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Complete this table. The first one has been done for you.

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Select two irregular plural forms and write a sentence using each.

1. _______________________________________________________________ _______________________________________________________________ 2. _______________________________________________________________ _______________________________________________________________ 11

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Create a Nonsense Sentence

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Use your list words (or any collection of words) to make nonsense sentences. Underline the words you use.

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The creature hiding in the castle tried to make a long distance telephone call before his aunt caught him eating an orange.

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Initial Consonant Blends

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Find words that begin with these letter blends. Write them in the space and then complete the activities below.

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Initial blends: Activities • Put the initial blend words you find in a sentence. Underline each word you have used.

• Place each list in alphabetical order.

• Write the initial blend you have found on flash cards and play flash card activity games with a partner (see Sheet 2 for more activities).

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Final Blends - 1

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Find words that end with these blends and write them in the correct box. Complete the activities that follow.

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Final blends: Activities

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• Put the final blend words you find in a sentence. Underline each word you have used.

• Place each list in alphabetical order.

• Write the final blend you have found on flash cards and play flash card activity games with a partner (see Sheet 2 for more activities).

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Final Blends - 2

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Build up lists of words containing the same word endings, e.g. friend, bend, trend, lend.

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Animal Topic Words

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List as many words as you can fit under each topic heading.

Pet Animals

Jungle Animals

Useful Animals

Dangerous Animals

Baby Animals

Omnivorous Animals

Carnivorous Animals

Herbivorous Animals

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Zoo Animals

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Small Animals

Land Animals

Flight Animals

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Animal Movements

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Collective Nouns for Animals

Unusual Animals

My Favourite Animals

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Topic Words

TEMPLATE

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This template can be used for any topic. List as many words as you can under each topic heading after you have decided on your topic.

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Words That Go Together

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Some words are often seen together, e.g. best friend. They remain as two separate words and are not to be confused with compound words (compound words are two words joined together to make a new word).

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See how many combinations you can make using the words below. You may add suffixes to the base word.

movie

story

mountain

words

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friend

love

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Word Chain Game

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r o e t s Bo r e ok hunt p tree early u trap S puddle

ew i ev Pr

Teac he r

Play this game with a partner. Begin in the first box and use the last letter of the previous word to start a new word in each box below. Use the final words to help make a sentence. Some have been done for you.

© ReadyEdPubl i cat i ons Sentence •:f orr evi ew pur posesonl y•

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w ww

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Sentence : ...................................................................................................................................................... ......................................................................................................................................................

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Captain Cook and the Brave New Words

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r o e t s Bo r e p ok u S

New words are constantly added to our language while others become used less frequently. For example, the word “gruel” is not often spoken today, while words such as Internet, satellite, astronaut, laptop, mobile phone, television and microwave are all relatively new words.

Teac he r

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Imagine if Captain Cook were alive today. List as many words as you can that you think Cook would never have heard of. After you have made your list, role-play with a friend explaining the meanings to someone from the old days, like Captain Cook himself. .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... ....................................................................................................................................................................

© ReadyEdPubl i cat i ons ....................................................................................................................................................................

•f orr evi ew pur posesonl y• .................................................................................................................................................................... ....................................................................................................................................................................

....................................................................................................................................................................

m . u

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w ww

Do you know any olden-day words no longer used?

Write them down and explain what you think they might mean.

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...................................................

.................................................................................................

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Why do you think some words stop being used?

........................................................................................................................................................... ...........................................................................................................................................................

Why do you think new words are invented? ........................................................................................................................................................... ...........................................................................................................................................................

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Grid Words

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Teac he r

For this activity you will need a grid. The teacher will call out one letter at a time, which you may place anywhere inside the grid. The object of the game is to make as many words as you can. When you have finished count how many words you have made and remember, the boxes must touch to make a word. You can also score points for longer words.

r o e t s Bo r e p ok u S

ew i ev Pr

E.g. two letter words = 1 point, three letter words = 2 points, four letter words = 3 points.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

m . u

Words found: ...........................................................................................................................................

w ww

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Words found: ........................................................................................................................................... .................................................................................................................................................................... ....................................................................................................................................................................

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Look, Cover, Write, Check

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Look, Cover, Write, Check is an effective and widely used technique to learn how to spell words. You can even try this at home when relevant, new or interesting words appear on television or in newspapers or magazines.

r o e t s Bo r e p ok u S

1. Look at the word you want to spell. Say the word in your head as you break it down into smaller parts. Clap the syllables.

Teac he r

3. Write the word as you remember it.

ew i ev Pr

2. Cover the word with your hand or a piece of paper. Resist the temptation to look back if you are having trouble.

4. Check to see if you have spelt the word correctly. If it is spelt correctly and you are confident about the word, go on to the next word. If the word is not spelt correctly, repeat the steps again and rewrite the word correctly in this column.

w ww

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m . u

© Re adyEd Publ i cat i o ns Cover Write Check •f orr evi ewescentual pur poseso nl y• essential e.g. essential Look

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Prefixes

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Prefixes are letters added to the front of a word to give it new meaning. We can use the meaning of prefixes to help us understand the meaning of words, e.g. bi is a prefix and it means two. So if we add the prefix bi to the word cycle, you make the word bicycle. A bicycle is a two-wheeled vehicle whose wheels go around and around, like a cycle.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Here are some common prefixes. Can you work out what they might mean? Sometimes prefixes can have more than one meaning. Fill in the missing spaces.

w ww

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

There are many more prefixes in the English language, e.g. im, un, in, co, inter, dis, trans, tele, auto. Have a look through a dictionary to find some more. Write down what you find:

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o c . che e r o t r s super

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Silent Letters

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A silent letter is a letter that is not pronounced. However, the letter is used when writing the word. Silent letters can appear anywhere in a word. There are no rules to learn when using silent letters so you just have to put them to memory!

Teac he r

Put them into their correct columns.

ew i ev Pr

Here are some words with silent letters.

r o e t s Bo r e p ok u S

w ww

when, hymn, building, column, two, fasten, sign, guitar, knee, design, walk, numb, salmon, knowledge, Wednesday, science, castle, handsome, wrote, why, thumb, yacht, wreck, kneel, yolk, guide, debt, scissors.

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Here are more words with silent letters. Put them into their correct columns. If you know any others from your list words, add them in as well.

o c . che e r o t r s super

Extension: Rewrite words with silent letters on flash cards, using a different colour to highlight the silent letter.

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Contractions

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A contraction is a shortened word made by joining other words together. An apostrophe is used to replace missing letters, e.g. have not = haven’t.

Contractions are often used in fictional stories, especially when people are speaking. If you listen carefully, you will notice using contracted words is a quicker way to speak. Contractions are not often used in more formal letter writing.

r o e t s Bo r e p ok u S

Rewrite these sentences using contractions:

ew i ev Pr

Teac he r

Complete these:

“Let us go to the park after school,” suggested Jane. ....................................... .......................................

“I can not make it,” replied Byron. “I have too much homework.”

© ReadyEdPu bl i cat i ons ....................................... .......................................

•f orr evi ew pur posesonl y•

w ww

. te

m . u

“You will have to meet us there when you have finished,” said Jane. “You can not miss it, we will have so much fun.” ....................................... ....................................... .......................................

o c . che e r o t r s super ............................................

.......................................

............................................ ............................................ ............................................ ......................................................................... .........................................................................

25

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o c . che e r o t r s super

m . u

eac he r

. Cut out and colour in the Contraction Bug. In each segment of the bug write a contraction. In each leg, write the two words that make the contraction. Alternatively, turn it into a Compound Bug and write the two words that make up a compound in the legs and the compound word in the body segment. Draw a picture to match the words. Add or draw on additional segments to have the bug stretch right around the room!

Contraction/Compound T Bug © ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

ew i ev Pr

w ww

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r o e t s Bo r e p ok u S

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Antonyms

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Antonyms are words that are opposite in meaning, e.g. the antonym to happy is sad. Finding the exact antonym is sometimes not as easy as it sounds. For example, the correct antonym for high is low, not small or tiny. Although these words are similar to low, they are not the exact opposite in meaning of high.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

What is the antonym for each of these? Tick the correct word:

Often prefixes placed at the front of a word make the meaning opposite, e.g. un original. Use these prefixes to create opposites: dis, un, non, mis, anti.

w ww

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Not all words have opposites. List 10 words that don’t have an opposite.

----------------------------------------------------------------------------------------------------------------------------------------------------------------------Rewrite these sentences so that the underlined words are opposite in meaning.

Our puppy dog is very obedient.

-----------------------------------------------------------------------------------------I forgot to bring my homework to school.

-----------------------------------------------------------------------------------------My baby brother ran over the bridge.

-----------------------------------------------------------------------------------------My grandfather is very unkind to me.

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Synonyms

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Synonyms are words with a similar meaning, e.g. a synonym for happy is glad. These two words are similar in meaning, but still not entirely the same. Complete the activities below and then use your spelling list words to find as many synonyms as you can for each word.

r o e t s Bo r e p ok u S

Think of as many synonyms as you can for these words:

Teac he r

ew i ev Pr

What are some synonyms for big? ..........................................................................................

What are some synonyms for joy? .........................................................................................

What are some synonyms for exit?........................................................................................

What are some synonyms for help? .......................................................................................

What are some synonyms for sick? ........................................................................................

Look at these newspaper headlines. Change the underlined word with a synonym.

The Socceroos Thrash England

© R.......................................................................................................................... eadyEdPubl i cat i ons Lost Girl Happy To Be Home •f or.......................................................................................................................... r evi ew pur posesonl y• Mountain Too Hard To Climb for Explorers

w ww

Government Concerned About Unemployment

. te Look through the text in a story book. Select 10 words and write them on the left hand side of this table.

Find synonyms for each word you have chosen.

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.......................................................................................................................... ..........................................................................................................................

Dogs Hurt in House Fire

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Syllables

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One of the tricks for becoming a better speller, is learning how to look at words.

Good spellers tend to look at words in chunks, called syllables, rather than as individual letters. Breaking words into smaller parts is a useful spelling strategy.

r o e t s Bo r e p ok u S

1. Each syllable contains a vowel.

Words can have more than one syllable.

2. Syllables form at the most natural break in a word. Say the word out aloud to hear the breaks, e.g. cor ner.

Look at these words and practise breaking them into syllables.

ew i ev Pr

Teac he r

Here are some important things to remember when breaking words into syllables:

w ww

4. Prefixes and suffixes usually form one or more separate syllables, e.g. ship ment, trans port ing.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

3. When breaking a word into syllables, underline and say each syllable as you write it. This highlights each part of the word, e.g. doz en.

o c . che e r o t r s super

5. Syllables are usually formed between a double letter, e.g. let ter, to mor row, hot ter,

6. If a consonant is followed by le, they form a separate syllable, e.g. ta ble, ap ple.

7. Words without a natural break will have only one syllable, e.g. horse, cake, which.

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Smaller Words

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r o e t s Bo r e p ok u S

Make some more smaller words from the word ‘weather’.

ew i ev Pr

Teac he r

This activity focuses on the smaller parts of words. Look inside each of these words to find smaller words and write down what you find. Do not change the order of the letters.

S h ee t

w ww

You can do this activity using your own spelling list words.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Name:

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Dictionary Skills

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The dictionary is a great spelling tool. If you can use a dictionary confidently you will always be able to spell words correctly. Dictionaries contain thousands of words so to make it easier to find the word you want, words are listed in alphabetical order. For example, if you are looking for the word believe, you will find it towards the front of a dictionary because b is towards the start of the alphabet.

Teac he r

Write these words in alphabetical order. Look them up in a dictionary and write down the page number of where you find each word. friend eight piece would holiday

again zebra said should circus

ew i ev Pr

r o e t s Bo r e p ok u S

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

m . u

But what happens when two words start with the same letter? For example, eyelash and ear which one comes first? When two words start with the same letter, look at the next letter to decide which comes first. The next letter in eyelash is y and the next letter in ear is a. A comes before y and so ear would appear before eyelash in any dictionary. If the second letters are both the same (like holiday and hold), look at the third letter. If they are the same, look at the fourth letter and so on, until you are able to place one word before the other.

w ww

Put these words in alphabetical order: would, what, when, where, while, went, wheel, warm, want, whale, wear, whip, was, watched.

. te

.............................................................................................................................................

o c . che e r o t r s r u Look at these words. Tick the s word which e p would come first in the dictionary.

............................................................................................................................................. .............................................................................................................................................

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Homophones

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Homophones are words pronounced the same way but with different spelling and different meanings. There are many homophones in the English language and this can sometimes cause confusion. Learn what each word means so you know which word to use.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

1. Write a homophone for these words:

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

.

. te

m . u

2. Correct the signs below by writing the correct words in box

o c . che e r o t r s super

Think of as many homophones as you can. Write them down here: .........................................................................................................................................................

Look through a selected piece of text and find words that can be homophones.

Write them down and include a homophone of each word you find: ......................................................................................................................................................... .........................................................................................................................................................

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Homographs

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r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Homographs are words that are spelt the same but have more than one meaning. For example, cricket is a popular game played around the world. A cricket is also a small flying insect you can find in your garden. Most homographs sound the same although some homographs are pronounced differently, e.g. minute, as in “tiny”, and minute as in “sixty seconds in a minute”.

Look at the words in each table below. Think of two different meanings for each word and put them into a sentence. Underline the homograph in each sentence.

w ww

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . c e her r Complete these activities.

The first one has t been o s done for you. super

• You can shed a tear and build a shed to store your garden equipment in.

• You can get stuck in a traffic jam and spread ___________ on your toast.

• You can light a match to start a fire or go to the game and watch a ___________ .

• A duck can swim on the lake and you can ___________ to miss a ball thrown at you.

• Squash is a great game to play. You can also ___________ a can before you recycle it.

• The capital of New Zealand is Wellington. Always use a ___________ to start a sentence.

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Suffixes

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A suffix is letters or a syllable added to the end of a word to make a new word. For example, in decided - ed is the suffix. Think of suffixes like word building - letters added to a root word to make it bigger.

r o e t s Bo r e p ok u S

Here are some common suffixes. Use them to make new words. You may need to apply spelling rules when you add each suffix. s, es, ed, ing, er, est, ly, ful, able, ible, ment, ive, ance, ence, ous, ious, less, al, ness.

Teac he r wash

laugh

Add suffixes to make a new word

ew i ev Pr

Word

e.g. washed, washing, washer, washes, washable

teach

bright

bottle

entertain

© ReadyEdPubl i cat i ons pack •f orr evi ew pur posesonl y• understand look

stress

w ww

believe faint

excite

serious

. te

m . u

love

o c . c e herFor example,s r Words can have two suffixes. int additionally , o s er al and ly are both suffixes. Looku atp these words. hope fax

Write the two suffixes in each.

Respectfully ......................... and ..................

Understandingly ................... and ..................

Think of two others ___________ ..................... and .................. ___________ ..................... and ..................

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Name:

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Short and Long Vowels-1

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There are two ways to say vowels: 1. Short sound vowel: Vowels can be said as a short sound, e.g. a as in at.

• Short vowel words can be spelt with one or two vowels.

• One word vowels include block (short o) and band (short a).

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It is important for you to hear and recognise the short and long vowel words because it can make a difference to the way words are spelt. You will notice this in some spelling rules as well, e.g. sometimes the letter c is doubled to cc to keep the vowel sound short, such as in occupy and hiccups.

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2. Long sound vowel: Vowels can also have a long sound such as a as in made.

• Long vowel words can be made up of two vowels.

• You will notice that in the word made, two vowels are used. The second vowel is separated from the first by a consonant.

• In other long vowel words, the first vowel can be next to the second, such as float.

• Long vowel words can also be made from one vowel, such as bacon and wild.

© ReadyEdPubl i cat i ons Here are some cards for you to cut and leave on your •f orr evi ew pur posesonl y• desk as a reminder. Every time you hear a word, listen to

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it carefully and try to identify the longs and shorts.

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Short and Long Vowels-2

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Look at the words below and decide if they are long or short sounding vowels. Place them in the correct columns.

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Complete the following: Write 3 words with a short a sound.

........................

......................

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r o e t s Bo r e p ok u S

at, red, it, hot, up, dine, direct, elephant, small, holiday, although, east, simple, find, easy, grace, duck, deck, river, cash, backpack, tough, hide, broke, whole, lion.

........................

........................ ...................... ........................ © R e a d y E dPubl i cat i ons Write 3 words with a short i sound. ........................ ...................... ........................

•f or r ev ew ........................ pur pos esonl y• Write 3 words with a short oi sound. ...................... ........................

Write 3 words with a short e sound.

......................

........................

Write 3 words with a long a sound.

........................

......................

........................

Write 3 words with a long e sound.

........................

......................

........................

Write 3 words with a long i sound.

........................

......................

........................

Write 3 words with a long o sound.

........................

......................

........................

Write 3 words with a long u sound.

........................

......................

........................

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Write 3 words with a short u sound.

o c .that contain che e Look through a passage of selected text. Identifyr words o long vowels and words thatr contain short vowels. st sup er .................................................................................................................................................... ....................................................................................................................................................

Look through your list words. Identify words that have long vowel sounds and words that have short vowel sounds. .................................................................................................................................................... ....................................................................................................................................................

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Calligrams

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Calligrams are words made to look like their meaning.

They can be a lot of fun to work with.

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e.g.

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Look at these words below and make them into a shape that reflects their meaning. An example has been done for you.

Rainbow, thin, grow, bubble, chocolate, tiny, eating, shrinking, growing, shadow, tears, balloon, water.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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You can also make calligram poems. Make a 5-line poem about diamonds in the diamond shape. Make calligram poems with other words.

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Acronyms

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Acronyms are words made up of the initial letters of other words. For example, QANTAS is an acronym for Queensland And Northern Territory Air Service. As you can see, acronyms are shorter and easier to say than the entire title. Sometimes an acronym becomes a recognised word with a dictionary meaning, such as laser and radar. Acronyms are an excellent memory strategy to help remember things.

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ASAP

WHO

AIDS

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Below is a list of some common acronyms. See how many you can work out.

Light Amplification by Stimulated Emission of Radiation

National Aeronautics and Space Administration

Self Contained Underwater Breathing Apparatus Radio Detection and Ranging

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

m . u

Think and write: Initial letters can be used to remember such things as names, places, main points, dates, events, ideas and numbers. For example, to help remember the solar system in order, use the initial letters of each planet to make a nonsense sentence. The planets are: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. Taking the first letter of each word, you would have m, v, e, m, j, s, u, n and p. Can you make up a nonsense sentence using these letters?

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......................................................................................................................................................... .........................................................................................................................................................

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o c . che e r o t r s super Think of an acronym for your own name: Think of as many other acronyms as you can:

......................................................................................................................................................... ......................................................................................................................................................... .........................................................................................................................................................

Check out the Acronym Finder on the Internet: www.acronymfinder.com Find out what these acronyms stand for: JANE: .............................................................................

JOHN: ............................................................................

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Anagrams

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An anagram is a new word made by reordering all the letters from another word. For example, an anagram of pea is ape. Anagrams can be a lot of fun and help you think on your feet.

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Teac he r

Try making anagrams from these words:

Word bat cat rat flow low

looped arm

Anagram

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There are also more advanced forms of anagrams. For example, an anagram can be formed from a phrase and even whole sentences and paragraphs.

You can make an anagram from people’s names, or places. For example, Elvis to Lives. There really is no limit to what words, phrases and sentences you can rearrange.

The most important thing you need to know is you must use all the letters.

ate © ReadyEdP ubl i cat i ons weir •f orr evi ew pufelt r posesonl y• satin

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listen

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Have a go at making your own anagrams. Start with one-word anagrams and then see if you can make anagrams using two or more words.

Anagram Word . te o c . che e r o t r s super

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Mnemonics

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Mnemonics are memory tricks used to help remember how to spell words.

People often use mnemonics on words they have most trouble with. You can make up your own mnemonic or use ones that other people have created. It does not really matter what mnemonic you use, as long as it helps you spell.

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Here are some for you to try:

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Write mnemonics for the words below:

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Think of some other difficult words and make up mnemonics of your own:

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Palindromes

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A palindrome is a word spelt the same forwards and backwards, e.g. noon, eve and madam. The word palindrome comes from the Greek word palindromos meaning ‘running back again’.

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Circle the palindromes:

Can you think of any others? ..................................................

© ReadyEdPubl i cat i ons Palindromes can also be phrases or sentences reading the same in both •f orr ev i e wp ur p ose sbeoignored nl ywhen • directions.

Apostrophes and spaces between letterns can

................................................................................

trying to make the sequence of letters make sense. For example: “Madam, I’m Adam” and “dumb mud” read the same in both directions.

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Can you think of any others? ..................................................

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Palindromes can also be made with numbers. For example, 121 and 484 are palindromic numbers because they read the same forwards and backwards.

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Can you think of any numbers that are palindromic? ......................... ................................................................................

These words are not palindromes because they form a different word when reversed, e.g. taps becomes spat. Reverse these words:

spit makes ..........................................

pat makes .......................................................

top makes ...........................................

dog makes ......................................................

map makes ..........................................

maps makes ....................................................

Do you know of any others? ............................................................................................... .....................................................................................................................................................

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An idiom is a figure of speech that uses words or phrases to establish an understanding other than the exact words written or spoken. For example, the idiom “it’s like trying to find a needle in the haystack” means something is very hard to find. Of course, it does not really mean someone has lost a needle in a haystack! Idioms are used to make a point and they do it by using an exaggeration or a figure of speech. People use them all the time in everyday language.

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Idioms

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Match up these idioms with their true meaning. One has been done for you.

Idiom

Meaning

At the eleventh hour Piece of cake All ears Fed up Break a leg Blow my top The bottome line Break my heart Burn the midnight oil By the skin of one’s teeth Catch my eye Catching up on some Zs Far-fetched Get on my nerves Get your wires crossed Hit the hay Jumping to conclusions Don’t beat about the bush

At the last minute Become extremely angry Difficult to accept or believe Gain close interest or attention Become annoyed with someone Get some sleep Confused, not fully understanding Go to sleep/bed Good luck Greatly disappointed with someone Have had enough Premature judgement before knowing all the facts The most important information Get straight to the point Very close call, to only just succeed Very easy Work very late or long on something You have my complete attention

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Select three idioms and put them into one sentence:

......................................................................................................................................................

Fill in the missing details:

Idiom Jump the ____________

Meaning Start too early, before anyone else.

Call it a day Couch ____________

Watching too much TV while doing little else.

Drop me a line Take longer than necessary due to a lack of effort.

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Proofreading Proofreading your work is absolutely essential. Complete the following activities

Circle the 10 errors in these passages and write the correct spelling underneath.

Last sumer, our familee travelled to the Sunshine Coast for a holiday. We staid at the caravan park near the beech. It was a grate place to stay. Thay had a swiming pool, adventa playground and games room. I met a new freind, Jayne. Jayne lives in the country but we promised to right to each other eveyday.

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Underline the correct spelling.

• ........................................ • ..........................................

• ........................................ • ..........................................

• ........................................ • ..........................................

© ReadyE•d Publ i ca i ons ........................................

•t ..........................................

• .......................................... ........................................

•f orr evi ew •p ur poses onl y•

What letter has been missed out in these? Rewrite the word correctly.

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William Stewart lived in a three up, two down council house on the Bacusmarsh Estate. He lived prety much an average life for an aveage nineyear old boy. And that would have remaned so, excpt for three very unusal days in May. It stated when he wok up to the sound of Harrison, his pet dog, seeking refuge under the covers of his bed.

Harrison is bred not to be scared of too meny things. But, he was most definitely sacred of somethink that morning.

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• ........................................ • ..........................................

• ........................................ • ..........................................

• ........................................ • ..........................................

• ........................................ • ..........................................

• ........................................ • ..........................................

Remember! Always check your work carefully for errors. Use a dictionary, or ask someone to help you spell your words correctly.

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Spelling Fun

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Spelling Train Whole class or smaller group activity.

• Predetermine by nominating the order at which each child will participate, e.g. who is first, second, third and so on for all the participants.

• Call out a word. In their predetermined order, the first child calls out the first letter.

• The second child calls out the second letter, and so on until the word is finished.

• If the word is correctly spelt, each child who called out a letter in the word, receives a point.

• The train then starts from the next person.

Continue playing until time is up. The winner is the person who has received the most points.

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Air Spelling This activity can be played with a partner or as a whole class activity.

• Partners should sit side-by-side.

• One partner spells a selected word in the air. He/she must slowly and clearly spell each letter as deliberately and clearly as possibly.

• His/her partner then guesses what they think the word is by writing it down.

• One point is awarded for each correct word.

• Variation on this game is to spell the words on the partner’s back instead of in the air.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Spelling Champ This activity can be played as an individual contest or with teams.

• Select two children to compete against each other.

They stand next to the white/black board.

• Call out a word, e.g. ”Your word is_____________.”

The winner is the first person to correctly spell the word on the board.

• In a knockout competition, the winner moves into the next round until the last person remaining can be declared the “Spelling Champ”.

If playing this as a team competition, one point can be awarded for each win. On the next page is a photocopiable Spelling Champ record sheet.

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r o e t Semi-Final s Bo r e p ok u S

Quarter-Final

Final

Semi-Final

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More Spelling Ideas

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Bloodhound Spelling Children try to find spelling list words in as many places as they can.

• Break the class into groups.

• Issue each group with a selection of newspapers, magazines, reading books and any other reading materials.

• Children cut out, or reference what words they find and where.

• Keep a tally of the total they find. Place a strict time limit on this activity so they are working with purpose and a sense of team spirit • The group with the most words is declared the winner.

• Extension activities: Make a collage or write a newspaper headline using the words that have been cut out.

Heads Up, Spell Up (Similar to ‘Heads Down, Thumbs Up’) • Select a number of children to be IT (usually around 5). Children not IT remain in their seats and bury their heads while leaving thumbs up.

• IT children select one child by lightly tapping their thumb. Once all the IT children have finished, they make their way to the front of theroom.

• Teacher says “Heads up, stand up if you were touched.”

• Those children then select someone who they think touched them. If they guess the right person, and if they can then correctly spell a selected word, they become IT and replace the previous IT. • Variation on this game: Initially write all the spelling words on the board. IT rubs a word off and then touches someone on the thumb.

The selected person guesses what word was rubbed off.

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Make a Board Game • In partners, create a board game that incorporates current list words.

• Suggest that students base their game on ‘Snakes and Ladders’ or another popular game (keep it simple).

• Write down the rules.

• Sheet 44 contains a net that can be used either as a die for the game, or to write selected words on each face, as part of the game.

• Play the game when finished. Encourage groups to swap games with each other.

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Jigsaw Puzzle Make • Write each spelling word on a card.

• Cut the cards so that the letters are separated.

• Place the pieces into an envelope (one envelope per word).

• Pass out the envelopes to players at random.

• On the word ‘GO’, the players take out the pieces and attempt to put the letters together to create the spelling word.

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Even More Spelling Ideas!

No Words

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This game can be played in small groups. The first player thinks of a word and calls out the initial letter of the word and the word itself. For example, “m – million”.

The next player thinks of another word that begins with m. The player calls out the second letter in the word. For example, “o – mouth”. The game continues around the group until a word has been made. The player to make a word is out.

For example, “p – mop”.

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Scrambled Breakfast On the board, write down a ‘scrambled egg’ version of the spelling list by randomly re-ordering the letters for each word.

• Children unscramble each word by writing on to a flash card, or simply in their pads.

• Place the flash card into a container.

• When finished, pull out each flash card to check for errors.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

• You can make this activity competitive by giving groups a reward if correct.

• This activity can be done in pairs or small groups.

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• Encourage the use of words that rhyme with the list words.

• Children perform the rap in front of the class when finished.

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Last Person Standing

o c . che e r o t r s super

• All children stand up.

• Teacher calls a name and a word. If the child correctly spells the nominated word, he/she remains standing.

• The last person standing is declared the winner.

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Make up a Rap Song Write a song or rap that incorporates current list words.

Name:

Date:

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10 Strategies To Help Me Spell

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1. Write every day - This helps you become better at spelling.

r o e t s Bo r e p ok u S

2. Proofread your words – Which words don’t look right?

Teac he r

4. Use your “Have-a-Go Journal” – Have one or two guesses at the word first, then ask for help.

5. Check the dictionary – Start with the first three letters of the word you want to spell.

ew i ev Pr

3. Say and look at the whole word – Try not to say the word letter by letter. It’s better to break the word into smaller parts.

© ReadyEdPubl i cat i ons •f oword rr e vi ew pur posesonl y• 6. Look for the written

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7. Read, read and read!! - Reading every day helps improve your spelling.

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somewhere else - Look in topic books, word banks, charts, worksheets and so on.

o c . che e r o t r s super

8. Learn the spelling rules – Nearly all words follow spelling rules although you need to learn the exceptions as well!

9. Look, Cover, Write, Check – This is a great method, especially when learning how to spell a new word.

10.Practise your spelling words every night - Practising will help you with your confidence in spelling.

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Teaching Ideas

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40 More Spelling Activities - 1 Another 40 simple spelling activities …

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3.

Put list words into a sentence or paragraph. Colour the list words used.

Create a classification chart showing how words from the list can be divided into groups. Possible groupings include -ing endings, words with prefixes, science related words, long words, short words, words beginning with vowels, words with three syllables and so on.

Write everyday in a “Daily Diary”. Select words from student writing to be used in a spelling list.

Children classify list words, e.g. cut out letters from the newspaper to make each word.

Write each word in an interesting or funny sentence or paragraph.

Have a race to see who is the first to write all list words correctly.

Write the words with glitter and glue.

Make a jigsaw puzzle out of the words.

Cover the blackboard/whiteboard with all the words from the spelling list.

Write the words using DOT-TO-DOT, then trace.

Type the words in different fonts on the computer and print out.

Spell the words onto a tape recorder cassette.

Write the words using four different colours Rewrite the words in one colour and use another colour to write the vowels.

Write the words forwards and then backwards.

Write a short story or paragraph using all the words.

Media words: Use pasta, paint, macaroni, popsticks, matchsticks, shaving cream, sand, flour, sugar, seashells or any other medium to write each word.

Write your words on graph paper and outline in colours to create a ‘surround sound’.

Write the words with your non-preferred writing hand.

Make a train. Write all your words end to end without any spaces as one long word. Give to a partner to identify the words, e.g. hopefulenoughballoonhospital Cut out or draw pictures related to your words. Use the spelling list to write a caption under each picture.

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Teaching Ideas

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40 More Spelling Activities - 2

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

22. Draw the word on a partner’s back with a finger. The partner tries to guess the word.

23. Write your spelling words scrambled. Partner then unscrambles each word.

24. Write each spelling word in fancy or different writing, such as bubble writing.

25. Draw a matching picture and hide all the spelling words within the picture (as in ‘Where’s Wally?’).

26. Create a tongue twister with the spelling words, e.g.

Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, how many pickled peppers did Peter Piper pick?

27. Make a word bank display of word groups such as homophones, silent letters, compound words, topic words and so on.

28. Make up a song with list words and then try putting the words to a popular tune.

29. Play commercial games such as Boggle and Scrabble.

30. Students draw a picture relating to each word. Their partner writes the word under the caption after correctly guessing what the picture represents.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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31. Highlight or make bigger the hardest part of the word, e.g. what 32. Turn words into 3-D models, using Plasticine or matchsticks.

33. Cheerlead the words. Make giant cards for the letters and create a dance routine spelling the letters of the word.

34. Give a partner a pre-test. Call the words out, mark them and then give the student a score.

35. Make a mobile from a coat hanger using the spelling words.

36. Play Hangman with your list words.

37. Letter cloze. Students write down list words with letter missing. Their partner then rewrites the word correctly.

E.g. _ _ pand (expand) 38. Make a glossary of spelling list words.

39. Play ‘Word of the Day’. Select one person to introduce and explain the meaning of a nominated word. Use the headings from Word Web (Sheet 7).

40. Use the words to create new nonsense words by mixing the letters. Give them a meaning and put into a sentence.

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Date:

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Spelling Rules to Learn - 1

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Some people say English spelling is hard to learn because there are always exceptions to spelling rules. Although this is true, it’s also true that, most of the time, spelling sticks to the rules. If you learn and remember your spelling rules it will help you become a better speller.

If you ever get too bogged down in the rules, simply memorise how the words are spelt.

Can you use the clues to work out what the spelling rules are? For each task card below and on the following pages, write your answers on a separate piece of paper.

r o e t s Bo r e p ok u S

Teac he r

Task Card 1:

Adding a suffix to final y (1)

Step 1 Look at these words:

buy, sway, relay, array, boy, pray

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What do you notice about the letters that are immediately before the final y?

Step 2 Now look at these words:

buy and buyer, sway and swayed, replay and replays, array and arrayed, boy and boys, pray and praying What do you notice about the final y when adding a suffix?

© ReadyEdPubl i cat i ons Step 3 Now write down what you have learnt to make a spelling rule.

•f orr evi ew pur posesonl y• Don’t forget to include an example.

Note: There are some exceptions to this rule, e.g. daily, laid, paid.

w ww

Task Card 2:

Adding a suffix to final y (2)

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Step 1 Look at these words: beauty, hurry, busy, marry, army What do you notice about the second last and last letter of each word?

Step 2 Now look at these words: beauty and beautiful, hurry and hurried, deny and denied, marry and married, army and armies What has happened when adding a suffix?

Step 3 Now look at these words: hurry and hurrying, marry and marrying, deny and denying What happened this time when the suffix -ing was added?

. te

o c . che e r o t r s super

Step 4 Now write down what you have learnt to make a spelling rule. Don’t forget to include an example.

Note: There are some exceptions to this rule, e.g. essayist, studying.

52

Name:

Date:

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Spelling Rules To Learn - 2

S h ee t

50

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Task Card 3:

Adding all-, well- and –full to words

r o e t s Bo r e p ok u S

Step 1 Look at these words:

also, already, almost, always, although, welcome, welfare

Teac he r

ew i ev Pr

What do you notice about what happens when prefixes -all and –well are added to the word?

Step 2 Look at these words:

joyful, watchful, awful, wonderful, dreadful, thoughtful, careful, spoonful

What do you notice about what happens when -full is added to the word?

Step 3

Now write down what you have learnt to make a spelling rule.

Don’t forget to include an example.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Task Card 4:

Adding ‘es’ to make plurals

Step 1 Look at these words:

m . u

w ww

calf and calves, shelf andshelves, half and halves

What do you notice about the last letter of each root word when adding ‘es’ to form the plural?

. te

o c . che e r o t r s super

Step 2 Look at these words:

knife and knives, wife and wives, life and lives

What do you notice about the last letter of each root word and adding ‘es’ this time?

Step 3 Now write down what you have learnt to make a spelling rule.

Don’t forget to include an example.

Note: There are exceptions to this rule, e.g. reefs, cliffs, roofs, chiefs.

53

Name:

Date:

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Spelling Rules To Learn - 3

S h ee t

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Task Card 5:

r o e t s Bo r e p ok u S Keeping the vowel short

Teac he r

ew i ev Pr

Step 1 Listen to the vowel sound in these words: plan, hop, stop, step, sit Are they a long or short sound, e.g. a as in after (long) or a is in at (short)?

Step 2 Now look at these words with added suffixes: plan and planning, hop and hopping, stop and stopped, step and stepping, sit and sitting What do you notice about what has happened to the last consonant in each case?

Step 3 Now write down what you have learnt to make a spelling rule.

Don’t forget to include an example.

Note: There are some exceptions to this rule, e.g. bus, gas, focus.

© ReadyEdPubl i cat i ons •f orr evi ewi before pur posesonl y• Task Card 6: e except after c

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Step 1 Look at these words:

. te

54

m . u

w ww

believe, field, grief What do you notice about the i and e?

Step 2 Look at these words: ceiling, conceit, receive What do you notice about the i and e this time? What letter is immediately before the e each time?

Step 3 Look at these words: veil, reign, vein, sleigh What do you notice about the i and e? Now say them out aloud.

What sound does the ei make?

Step 4 Now write down what you have learnt to make a spelling rule.

Don’t forget to include an example.

Note: There are some exceptions to this rule, e.g. either, neither, leisure, seize, counterfeit, foreign, forfeit, sleight, weird, weir and seizure.

o c . che e r o t r s super

Name:

Date:

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Spelling Rules To Learn – 4

S h ee t

52

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Task Card 7:

Suffixes and fairy ‘e’

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Step 1 Say these words aloud: hope, glue, like, write, fame, style What do you notice about the final ‘e’?

Step 2 Now look at these words with added suffixes: hope and hoping, glue and gluing, like and likable, fame and famous, style and stylish What do you notice about what has happened to the root word when a suffix is added?

Step 3 Now write down what you have learnt to make a spelling rule.

Don’t forget to include an example.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Note: There are some exceptions to this rule, e.g. manageable, courageous, peaceable, noticeable, outrageous.

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Task Card 8:

Making plurals

m . u

w ww

Step 1 A plural is more than one. Look at the plurals below. Keep in mind these words are all nouns:

birds, elephants, years, telephones, events, dolphins

. te

What do you notice?

o c . che e r o t r s super

Step 2 Now look at these words. These words are also nouns and they all have something in common with each other. Take note of the last two letters of the root words:

dishes and brushes, churches and torches, taxes and foxes, kisses and bosses, quizzes and fizzes

What do you notice?

Step 3 Now write down what you have learnt to make a spelling rule.

Don’t forget to include an example.

55

Name:

Date:

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Spelling Rules To Learn – 5

S h ee t

53

r o e t s Bo r e p ok u S

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Task Card 9:

Making plurals with a final -o

Step 1 Say these words out aloud:

What sound does the final ‘o’ make?

ew i ev Pr

Teac he r

tomato, potato, embargo, volcano, torpedo, echo, hero

Step 2 Now look at the words below. What is added when turning them into plural form?

tomatoes, potatoes, embargoes, volcanoes, torpedoes, echoes, heroes

Step 3 Now write down what you have learnt to make a spelling rule.

Don’t forget to include an example.

Note: There are some exceptions to this rule, e.g. pianos, solos, Eskimos, studios, zoos, kangaroos.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Making plurals by changing letters

Step 1 Look at the nouns below and then say them aloud.

w ww

m . u

Task Card 10:

one child and two childs, one foot and two foots, one mouse andtwo mouses, one man and two mans, one woman and two womans

. te

o c . che e r o t r s super

These words are trying to be plurals (more than one), but do they sound right?

Step 2 Now look at these words. Do they sound better?

one child and two children, one foot and two feet, one mouse and two mice, one man and two men, one woman and two women.

What do you notice? What has changed each time?

Step 3 Now write down what you have learnt to make a spelling rule.

Don’t forget to include an example.

56

Name:

Date:

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Spelling Rules To Learn – 6

S h ee t

54

r o e t s Bo r e p ok u S

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Task Card 11:

Making plurals from singular words

Step 1 Look at these words. These words are trying to be singular, but do they sound right?

“Use the tong.”

”Pass the scissor please.”

Teac he r

“Bring a pair of bather.“

Step 2 Now look at these words. Do they sound better?

trousers, bathers, tongs, scissors

What do you notice?

ew i ev Pr

“One pair of trouser.“

Step 3 Now write down what you have learnt to make a spelling rule.

Don’t forget to include an example.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Adding a suffix

m . u

Task Card 12:

w ww

Step 1 Look at these words. What do you notice about the last two letters in each word below?

. te

see, shoe, canoe, movie, pie, flee

o c . che e r o t r s super

Step 2 Now look at these words:

seeing, shoeing, canoeing, movies, pies, fleeing

What do you notice when a suffix is added?

Step 3 Now write down what you have learnt to make a spelling rule.

Don’t forget to include an example.

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Teaching Ideas

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Glossary Compound Word - A compound word is two small words joined together to make a new word, e.g. football, newspaper. Compound words also include hyphenated words, such as sister-in-law and maid-of-honour.

r o e t s Bo r e p ok u S

Teac he r

Vowels and Consonants - Words are made up of vowels and consonants. Every word should contain at least one vowel. The vowels are a,e,i,o and u. Sometimes the letter y takes the place of a vowel, e.g. sky and my. Consonants are the remainder letters of the alphabet, i.e. every letter except a,e,i,o and u.

ew i ev Pr

Root Word - The root word is the original word from which prefixes and suffixes can be added, e.g. pack is the root word of packing and care is the root word of caring.

Synonym - Synonyms are words having a similar meaning with each other, e.g. tired and exhausted are synonyms.

Antonym - An antonym is a word having the opposite meaning to another word, e.g. good and bad are antonyms. However, high and short are not because the opposite to high is low.

Homophones - Homophones are words that sound the same but have different spelling and different meanings, e.g. week and weak are homophones.

© ReadyEdPubl i cat i ons Homographs - Homographs are words that sound and are spelt the same, but have more than one meaning, e.g.r cricket thei insect cricket theo game.

•f o r ev ewandp ur p sesonl y•

Homonyms - Homonyms are words that are alike in form. Both homographs and homophones are homonyms.

. te

m . u

w ww

Suffix - A suffix is letters or a syllable added to the end of a word to make a new word.

For example, in the word undecided, ed is the suffix (decide is the root word). There are two types of suffixes – those that begin with a vowel and those that begin with a consonant.

Prefix - A prefix is letters or a syllable added to the beginning of a word to make a new word. For example, in the word undecided, un is the prefix.

o c . che e r o t r s super

Acronyms - Acronyms are words made up the initial letters of other words. For example, QANTAS is an acronym for Queensland And Northern Territory Air Service.

Contraction - A contraction is a shortened word made by joining other words together. An apostrophe is used to replace missing letters, e.g. have not = haven’t.

Palindrome - A palindrome is a word spelt the same forwards and backwards, e.g. noon.

Morphemes - The smallest meaningful part of a word is called a morpheme.

Morphemes can combine with other morphemes to form words. For example, undo is made up of the prefix un (one morpheme) and do (another morpheme).

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Silent Letters (Sheet 21) Knife; climb; autumn; palm; gnome; guest; what; witch; lamb; while; guess; handkerchief; knot; sword.

r o e t s Bo r e p ok u S

Contractions (Sheet 22)

ew i ev Pr

Teac he r

Silent n : hymn, column, Silent d : Wednesday, handsome Silent g : sign, design Silent u : guitar, building, guide Silent t : fasten, castle Silent k : knee, knowledge, kneel Silent b : thumb, numb, debt Silent l : salmon, walk, yolk Silent h : when, why Silent w : wrote two, wreck Silent ch : yacht Silent c : scissors, science

Words - Contraction Have not - haven’t; would have - would’ve; we would - we’d; there is - there’s; you would - you’d; would not - wouldn’t; who is - who’s; they are - they’re; let us - let’s; you would - you’d; you will - you’ll; you are - you’re; will not - won’t; is not - isn’t; I would or I should - I’d; could have - could’ve; can not - can’t.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Dictionary Skills (Sheet 28)

m . u

w ww

Again, circus, eight, friend, holiday, piece, said, should, would, zebra. want, warm, was, watched, wear, went, whale, what, wheel, when, where, while, whip, would.

These words come first: safari, harass, grave, display, camp, hazel, list, slug.

. te

Homophones (Sheet 29)

o c . che e r o t r s super

1. Check Ö cheque hear Ö here principal Ö principle know Ö no mare Ö mayor weak Ö week meat Ö meet knew Ö new piece Ö peace steel Ö steal stationary Ö stationery deer Ö dear waste Ö waist

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r o e t s Bo r e p ok u S

Homographs (Sheet 30) Jam; duck; match; squash; capital.

ew i ev Pr

Teac he r

to Ö too, two throne Ö thrown whether Ö weather right Ö rite, write through Ö threw seen Ö scene aloud Ö allowed road Ö rode key Ö quay you’re Ö your fort Ö fought rain Ö reign, rein hole Ö whole 2. No Dogs Allowed; Principal’s Office; Deer Crossing; No War! Peace Now.

© ReadyEdPubl i cat i ons Short: up, • at, f red, it, hot, up, river, with, cash, backpack, tough, simple, duck, deck o r r e v i e w p u r p o s e s o n l y • trough.

Short and Long Vowel Sounds (Sheet 32)

w ww

Acronyms (Sheet 35)

Acronym ASAP LASER WHO NASA SCUBA AIDS Radar

What it stands for As Soon As Possible Light Amplification by Stimulated Emission of Radiation World Health Organisation National Aeronautics and Space Administration Self Contained Underwater Breathing Apparatus Acquired Immune Deficiency Syndrome Radio Detection and Ranging

. te

o c . che e r o t r s super

JANE: Joint Airforce Navy Experiment JOHN: Joint Operations Handling Network

60

m . u

Long: lion, dine, direct, elephant, holiday, small, although, whole, east, find, easy, grace, hide, broke.

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Anagrams (Sheet 36) Bat – tab; cat – act; rat – tar; flow – wolf; low – owl; looped – pooled or poodle; arm – ram; ate – tea; weir – wire; felt – left; satin – stain; listen – silent.

Palindromes (sheet 38)

r o e t s Bo r e p ok u S

Pip level deed racecar madam pop civic rotor toot radar nun eye bob dad refer sexes civic solos pup.

Teac he r

ew i ev Pr

Idioms (Sheet 39) At the eleventh hour - At the last minute Piece of cake - Very easy All ears - You have my complete attention Fed up - Have had enough Break a leg! - Good luck Blow my top - Become extremely angry The bottom line - The most important information Break my heart - Greatly disappoint someone Burn the midnight oil - Work very late or long on something By the skin of one’s teeth - Very close call, to only just succeed Catch my eye - Gain close interest or attention Catching up with some Zs - Get some sleep Far-fetched - Difficult to accept or believe Get on my nerves - Become annoyed with someone Get your wires crossed - Getting confused, not fully understanding Hit the hay - Go to bed/sleep Don’t beat around the bush - Get straight to the point Idiom - Meaning Jump the gun - Start too early, before anyone else.

Call it a day - Stop work for the rest of the day.

Couch potato - Watching too much TV while doing little else.

Drop me a line - Keep in contact.

Drag your feet - Take longer than necessary due to a lack of effort.

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Proofreading (Sheet 40)

1. They, because, use, something, what, stick, when, black, balloon, many.

2. School, library, welcome, guard, leather, homework, Wednesday, every, address, beginning.

3. Last summer, our family travelled to the Sunshine Coast for a holiday. We stayed at the caravan park near the beach. It was a great place to stay. They had a swimming pool, adventure playground and games room. I met a new friend, Jayne.

Jayne lives in the country but we promised to write to each other everyday.

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Proofreading (Sheet 40) - cont.

William Stewart lived in a three up, two down council house on the Bacusmarsh Estate. He lived pretty much an average life for an average nine-year old boy. And that would have remained so, except for three very unusual days in May. It started when he woke up to the sound of Harrison, his pet dog, seeking refuge under the covers of his bed. Harrison is bred not to be scared of too many things.

But, he was most definitely scared of something that morning.

r o e t s Bo r e p ok u S

Spelling Rules to Learn - 1 (Sheet 49)

Teac he r

ew i ev Pr

Adding a suffix to final y (1) (Task Card 1) 1. There is a vowel immediately before the final y.

2. The y stays and the suffix is added.

3. When adding a suffix to a word ending in -y, keep the y if it follows a vowel.

Adding a suffix to final y (2) (Task Card 2) 1. The second last letter is a consonant.

2. The y is changed to an i when adding the suffixes –ful, ed, s.

3. When adding the suffix – ing, you leave the y alone.

4. When adding a suffix to a word ending in -y, change the y to i if it follows a consonant. If you are adding the suffix –ing, leave the y alone.

© ReadyEdPubl i cat i ons • f o r–full r etovi ew(Task pu r p sesonl y• Adding all-, welland words Card 3) o Spelling Rules to Learn - 2 (Sheet 50)

. te

m . u

w ww

1. When adding the prefix all- and well- to a word, drop one l.

2. When adding the suffix –full to a word, drop one l.

3. When adding all-, well- and –full to a word, drop one l.

Adding ‘es’ to make plurals (Task Card 4) 1. Each word ends with f. The f is changed to a v before adding –es.

2. The final e in words ending in –fe is dropped to add –ves to make the plural.

3. When a word ends in f or fe, change the f to v before adding –es to make a plural.

o c . che e r o t r s super

Spelling Rules to Learn - 3 (Sheet 51)

Keeping the vowel short (Task Card 5) 1. The words are all short vowel words.

2. The final consonant is doubled.

3. To keep the vowel short, double the final letter when adding a suffix. i before e except after c (Task Card 6) 1. In these examples, the i is before the e.

2. This time the e is before the i. The letter immediately before the e is c.

3. The e is before the i. The ie’s in the example do not have the sound same as the previous examples (ee), but ay as in neighbour.

4. i before e except after c and when ei sounds like ay as in neighbour.

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r o e t s Bo r e p ok u S

Spelling Rules to Learn - 5 (Sheet 53)

ew i ev Pr

Teac he r

Spelling Rules to Learn - 4 (Sheet 52) Suffixes and fairy ‘e’ (Task Card 7) 1. They all end in a silent e.

2. The suffixes all begin with a vowel and the silent e has been dropped.

3. Drop the silent e when adding a suffix.

Making plurals (Task Card 8) 1. Add s to the nouns.

2. When the final letters are –sh, -ch, -x, -ss, -zz or x, add es to make plural.

3. Add an s to most nouns. Add –es to words ending in sh, -ch, -x, -ss, -zz or x, to make plurals.

Making plurals with a final –o (Task Card 9) 1. The final –o is a long vowel.

2. –es is added to the word to create plural form.

3. Add –es to nouns ending in long vowel to form a plural.

Making plurals by changing letters (Task Card 10) 1. The examples do not sound right.

2. These examples sound correct. To make plural form the vowels have changed in each case.

3. Some nouns change their vowels to form plurals.

© ReadyEdPubl i cat i ons f o r e-v ew 54) pur posesonl y• Spelling • Rules tor Learn 6i (Sheet

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m . u

w ww

Making plurals from singular words (Task Card 11) 1. These nouns do not sound right.

2. These words sound correct. In each example, to remain singular the word needs a final –s.

3. Some nouns have no singular form.

Adding a suffix (Task Card 12) 1. The final two letters are vowels.

2. When adding a suffix, the vowels are retained.

3. Words ending in two vowels retain the final vowel when adding a suffix.

o c . che e r o t r s super

63

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

w ww

. te

64

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super