Pathways to Literacy: Level A - Ages 8-9

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PATHWAYS eadyEdPExcellence ubl i cat i ons to© RLiteracy

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Level A Ages 8 - 9

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Written by Jude Scott. © Ready-Ed Publications - 2005.

Published by Ready-Ed Publications (2005) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au 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 1 86397 625 6

Curriculum Links Relevant Outcomes: Grammar and Punctuation

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• Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type; • Identifies spelling patterns and aberrations; • Builds word families in preparation for writing; • Identifies nouns, adjectives, verbs and adverbs; • Uses accurate tense for quantities; • Uses present and past tense in appropriate contexts; • Uses correct punctuation in published version of own writing, e.g. capital letters, quotation marks, full stops, apostrophes and commas; • Uses apostrophes for contractions in written dialogue; • Uses a dictionary/thesaurus to find synonyms; • Understands the function of suffixes and prefixes; • Uses and understands the meaning of a range of verbs.

Spelling Outcomes

• • • • •

Segments words into individual sounds and forms letters that relate to that sound; Builds word families; Writes words using blends, letter combinations and vowel sounds; Draws on knowledge of sight words and high frequency words when writing texts; Understands common letter patterns and letter-sound correspondences.

New South Wales - English Stage 3 Strand: Writing; Learning to Write - Skills and Strategies

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WS2.10, WS3.10 - Grammar and Punctuation; WS3.11 - Spelling.

Strand: Reading; Learning to Read - Skills and Strategies

RS2.6 - Grammatical information; Graphological and Phonological Information.

Victoria

- English Level 3 Strand: Writing: Aspects of Language - Linguistic Structures and Features

3.11 - Identifies and uses basic linguistic structures and features of written language.

Queensland

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- English Level 3 Strand: Reading and Viewing - OP3.2 Students draw on generic structure, textural resources used to organise and link

ideas, elements of visual resources and sound, visual and meaning patterns in words.

Strand: Writing and Shaping - OP3.3 Students draw on sound and visual patterns to spell unfamiliar words.

South Australia

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- English Level 3

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Strand: Strategies - 3.12 Selects and uses a variety of strategies for consistently spelling most common words accurately.

Strand: Texts and Contexts - 3.3 Reads and views a range of texts containing familiar topics and language, and predictable

text structures.

Western Australia - English Level 3 Strand: Reading: Use of Texts - R3.1 Interprets and discusses relationships in texts between unfamiliar words or linguistic structures and features; R3.3 Identifies and uses the linguistic structures and features characteristic of a range of text types to construct meaning.

Strand: Writing: Contextural Understanding - W3.1 Interprets and discusses relationships in texts between unfamiliar words or linguistic structures and features; R3.3 Recognises that certain text types are associated with particular audiences and purposes.

National Curriculum (ACT, Northern Territory and Tasmania)

- English Level 3

Strand: Reading and Viewing: Strategies 3.8a Integrates a variety of strategies for interpreting written and visual texts.

Strand: Writing: Strategies - 3.12b Consistently makes informed attempts at spelling.

Linguistic Structures and Features - 3.11Controls most basic features of written language and experiments with some

organisational and linguistic features of different text types.

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CONTENTS Curriculum Links ........................................................................... page 2 Teachers’ Notes ............................................................................. page 4 Student Reference List .................................................................... page 6 Sounds and letter blends for Level A ............................................. page 11

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1 ........................................................................................ page 12 2 ........................................................................................ page 13 3 ........................................................................................ page 14 4 ........................................................................................ page 15 5 ........................................................................................ page 16 6 ........................................................................................ page 17 7 ........................................................................................ page 18 8 ........................................................................................ page 19 9 ........................................................................................ page 20 10 ...................................................................................... page 21 11 ...................................................................................... page 22 12 ...................................................................................... page 23 13 ...................................................................................... page 24 14 ...................................................................................... page 25 15 ...................................................................................... page 26 16 ...................................................................................... page 27 17 ...................................................................................... page 28 18 ...................................................................................... page 29 19 ...................................................................................... page 30 20 ...................................................................................... page 31 21 ...................................................................................... page 32 22 ...................................................................................... page 33 23 ...................................................................................... page 34 24 ...................................................................................... page 35 25 ...................................................................................... page 36 26 ...................................................................................... page 37 27 ...................................................................................... page 38 28 ...................................................................................... page 39 29 ...................................................................................... page 40 30 ...................................................................................... page 41 31 ...................................................................................... page 42 32 ...................................................................................... page 43 33 ...................................................................................... page 44 34 ...................................................................................... page 45 35 ...................................................................................... page 46 36 ...................................................................................... page 47 37 ...................................................................................... page 48 38 ...................................................................................... page 49 39 ...................................................................................... page 50 40 ...................................................................................... page 51

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Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit

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Answers for Level A Units 1-40 ............................................... pages 52-58 Complete list of all Level A List Words (Units 1-40) .................. pages 59-64 Ready-Ed Publications

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Teachers’ Notes The Pathways to Literacy Excellence series covers over 35 different sounds and well over 100 blends many of which are absent from most other spelling books. letter blends, The series is divided into three books for three ability levels: Level A is for students with a spelling age of around 8 and 9 years.

Level B is for students with a spelling age of around 10 and 11 years.

Level C is for students with a spelling age of 12 years and above.

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This series was born from the frustration of trying to explain to students the weird and wonderful spelling of words in our complicated English language. For example, in the word “enough”, ough sounds as uff uff, in “though” it sounds as oa oa, in “bought” it sounds as or and in “cough” it sounds as off off! Very few words are spelt as they sound so it is extremely beneficial for students to be exposed to the many possibilities of phonetics, for increasing both their spelling and reading expertise. There are many discrepancies within this area that are rarely addressed in the conventional curriculum. For instance there are at least 15 letter combinations that make the “ee” sound and very few of these are actually explored. In the more advanced Level C book, exposure to many of the less common letter blends occurs as well as the inclusion of interesting, stimulating words that inspire more eloquent and articulate verbal and written expression.

It is advised that the spelling age guidelines above are used simply as a guide, where teachers can try the students who are borderline to get a better idea of their ability levels. Students who have a love of words and using them, will try harder and learn more readily, even if it they find the level of the words slightly above their reading/spelling age. Sometimes the exercises include words that may be harder than the list words, but this is because the exercises often have more of a reading than a spelling emphasis. Importantly, it is the list words that are to be tested on at the end of each week.

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i-e I am a great believer in teaching common sounds at the same time, e.g. a list of “i-e i-e” words, a list of ch “ch ch” words and so on, as long as they sound the same. (For example, some i-e words are pronounced i-e e and some pronounced “ee ee “i-e i-e” as in slii ce ee” as in polii ce.) It is so much easier for the student to remember a group of words when presented this way, than as many diverse sounds all clumped together.

It is also a good idea to display the words for all levels in the classroom so that students can see them and attention can then be brought to the spelling if they come up in other lessons. Much incidental learning occurs this way. Over 2500 words are included with repeats kept to a minimum.

Each book in this series contains 40 units at a particular level. Each unit follows the same format. Three sounds are introduced at the beginning, with one or more letter blends explored. This sound continues until the letter blends run out for that level. More complicated (and rarer) letter blends are discussed in the Level C book than in Levels A and B where the theme is more toward practicality. Similarly, the Level C exercises are considerably harder as the already extensive word knowledge that is needed at this level is asked to be put to written application.

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At the end of each unit is an Our Loopy Language section which considers a spelling aberration to which attention should be drawn. This section also highlights examples of common spelling procedures that are confusing and often misused.

Rather than take up space in lots of units explaining the “how to’s” and the “definitions of” certain language terms and exercises, there is an extensive Student Reference List (starting on page 5) for students to consult when they need help or guidance. This section also contains typical examples of writing tasks that students may be asked to complete.

As the pronunciation of words can vary from location to location, I leave it to the discretion of the reader to decide the validity of many of the list words and their sound categories. It is also envisaged that the exercises be completed in the student’s spelling pad and not on the activity page.

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Student Reference List This list in alphabetical order should be kept by the student as a reference for the explanation of some of the exercises of this book, to save the constant repetition it would take to go through the rules for every exercise.

Remember: Y our dictionary can help you out with most things!

Your

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ADJECTIVE: Describes or tells about a noun, e.g. beautiful, blue, smelly, complicated and so on.

ADVERB: Adds to the meaning of a verb, e.g. sang (v) loudly (adv), finished (v) completely (adv), never (adv) relaxes (v), disappeared (v) outside (adv).

Nouns abcdefghi - iink jklm-

A-Z nopq - queen rstu - uncle vwx - boxx yz-

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A-Z LISTS: To find a list of words with some named quality beginning with each letter of the alphabet. Rule up a grid of 14 lines, with the name of what you are finding at the top of the left column (e.g. Nouns). For the harder letters (x, z, u, v, q, y) you might only be able to find a word with that letter in it, rather than beginning with it. See the box at right.

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Adverbs are used to tell you: how how how: loudly, quickly, quietly, fast, etc. how much: much completely, nearly, almost, etc. how when when when: suddenly, tomorrow, soon, now, etc. where where where: outside, inside, there, etc.

ANTONYMS: Are words that are opposite in meaning, e.g. happy and sad sad.

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• Contractions all need apostrophes (‘) to show where letters have been left out: ’t (the “o” has been left out of “not” and an apostrophe is put in E.g. Have not = Haven Haven’t instead).

E.g. It is Sunday = It’ It’s Sunday (the “i” has been left out of “it is” and an apostrophe put in instead).

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• Some words need apostrophes (‘) to show when something belongs to something or someone, that is, to show ownership, e.g. Jenna’s shoes (the shoes belong to Jenna).

The exception to this ownership rule is with the word “it”. An apostrophe is never needed when “it” owns something, e.g. its paws, its shape, its colour.

• Do not get apostrophes of ownership confused with plurals (more than one thing).

E.g. “They are Sam’s cats” is correct while “They are Sam’s cat’s” is incorrect.

• When the noun that owns the thing is plural and ends in an ““ss”, the apostrophe goes AFTER the “s”, e.g. The girls’ school (the school belonging to the girls); the two kittens’ litter tray. “s” e.g. the family ’s car, the children ’s doesn’t family’s children’s • When the noun is plural but doesn ’t end in an “s”, playground, then the apostrophe goes BEFORE the s.

• When a single noun ends in an “s”, the apostrophe goes AFTER the “s”, e.g. Jess’ book; the cactus’ flowers.

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Student Reference List

Dear Sir or Madam

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I am interested in joining a tennis club next summer and several people have recommended yours.

Could you please send a membership form to the above address with details about fees, starting times and any other relevant information.

Yours Sincerely Jamie Johnson

CONVERSATION: When authors write about what people are saying to each other, it is usually called a dialogue dialogue. To show the parts of speech, they add quotation marks, e.g. ” “ around the words that are actually said. For example, “Hello,” said Shannon.

“How are you today?”

There should be a comma, full stop, exclamation mark or question mark after each block of speech and before the end quotation marks. Each new speaker must begin on a new line and each new block of speech must begin with a capital letter.

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BUSINESS LETTER: This is an example of a business letter: CATEGORY: A category is a list or group of 45 Rainbow Avenue the same sort of thing.

ANGEL FALLS SA 1341 E.g. apples are in the category of fruit, potatoes are in the category of vegetables.

BallworthyTennis Club 40 Green Court COMPOUND WORD: This is formed when PINE RIVER SA 1212 two complete words are combined to make a new word.

26th March, 2005 E.g. foot + ball = football

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Words to use instead of “said”: groaned, muttered, stammered, replied, sighed, added, began, begged, breathed, called, commanded, corrected, cried, declared, encouraged, exclaimed, gasped, hissed, interrupted, mused, objected, soothed, pleaded, queried, remarked, responded, smiled, snapped, suggested, ventured, whispered, wondered, yelled.

Remember to make sure the word is appropriate to the conversation. For instance, you wouldn’t write, “You are so annoying, sometimes I could just scream!” Sarah wondered.

CROSSWORD: To make a crossword, rule up the grid using a line for the length and one centimetre for the width of each cell. Place any list words in first that you are asked to include.

Then work around those words with other smaller words, putting the shaded areas at the end of each word or wherever it suits you. When you have filled it all in (and ONLY then) add in the numbers, remembering that you won’t have every number represented in both Across and Down lists. Make up the clues for your words and set it out as shown on Page 7. Be careful where you put the numbers as it can get confusing.

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If you are using a computer with a word processing program (e.g. MS Word), use the Table option to create your crossword and play around with the Borders and Shading section to create the shaded squares. The clues can be set out alongside each other using either a table for guidance or dividing the area into two columns.

DIALOGUE: See under CONVERSATION.

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Student Reference List

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Crossword cont’..

ACROSS 1. A furry pet.

2. We are going ____ the park.

4. Opposite to out.

5. Not this one, the _________ one.

7. Abbreviation for “For example”.

9. A homophone of “sew”.

DOWN 1. Black birds.

2. Exhausts.

3. Opposite to “off”.

6. A garden implement.

8. You do this when the traffic light is green.

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HOMONYMS: are words that have two meanings, e.g. train. a) The coach will train the team. b) The train came noisily around the corner.

HOMOPHONES: are words that sound the same yet have different spellings and meanings.

E.g. here and hear: Put it over here here; I can hear you.

LETTERS: See under Business Letters and Personal Letters.

© RPrawn ea dyEdPubl i cat i ons cocktail with lettuce strips pumpkin soup with sour cream •f ororr e vi ew pur posesonl y• Main Course: Sweet and sour chicken with rice and salad

MENU: This is an example of a menu for a dinner party: Entree:

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Dessert:

or roast beef and vegetables Chocolate mousse or apple pie with cream or icecream Assorted cheeses, dry biscuits and fruit pieces Iced milk drinks, fruit juices, smoothies or soft drinks

NOUN: Is the name of a person, place, thing, quality, emotion or event.

E.g. garden, sadness, country, wombat, hesitation, excellence.

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POEM: Here are two examples of poems. In the examples given below, only one is a rhyming poem.

The independent cat I like cats who is on the prowl That don’t wear hats, for mischief or a mousie I don’t like dogs sees a dog That play soccer with frogs. and stops still, Mice are neat, staring, challenging, with Especially with slippers on their feet! unblinking green eyes.

But my favourite are bunnies The cheerful dog Sporting cool sunnies! pauses a moment, eying the cat then moves on.

Disinterested.

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Student Reference List PERSONAL LETTER: This is an example of a personal letter to a friend.

P.O. Box 485 Green Meadows SA 1338 17 Fountain Avenue Crystal Lake SA 1559

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Dear Jodie, How are things with you? I’ve missed you since you came to stay with us through the last holidays. I hope your teachers haven’t been too hard on you at school!

Mum asked me to write to you to invite you to come and stay with us at the farm again during the next holidays. We had so much fun last time, we thought you might like to come again. Midnight has just had her kittens and Dad says I can keep two of them! We have to give the others away as soon as they can be weaned. I have named one Misty, but I’ll let you name the other one when you come to visit.

Please let me know A.S.A.P. (as soon as possible) whether you’re coming. I would love it if you could. I hope your Sports Day goes well and your team wins the trophy!

Yours faithfully, Jamie

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PLAY or MOVIE SCRIPT WRITING: This is an example of the setting out of the beginning of Act 1 of a play or a movie script.

WINDY PURPLE AND THE SEVEN GIANTS

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Characters Windy Purple; Giants: Hiccuppy, Rhymey, Teary, Cranky, Smiley, Clumsy and Scary.

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Act 1 Production Notes The play opens with the characters Windy, Rhymey, Teary, Cranky and Smiley sitting in their living room discussing how to get some more money to build onto their house.

TEARY: RHYMEY: WIND Y: WINDY

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But ... (sniffs) ... we need more space ... (sobs) ... Clumsy keeps banging his q head all the time! (Dabs his eyes with a huge red hanky).

I know we do Teary, but it all costs money, and the size of our bank account just isn’t funny.

I’m sure I could get a job picking apples. I hear they’re paying well up in Witchy Orchard.

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Student Reference List A play cont’.

S M I L E Y : (Smiling) Now Windy, none of that talk of witches and apples thank you. We’re the ones who go out to work. You look after the house for us. Now, we’re going to have to find another job that pays better than mining so that we can afford to build onto our house.

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CRANK Y : (Rolling his eyes as Teary bursts into fresh sobs) Good grief Teary, do you think CRANKY Windy has nothing better to do than wash your hankies all day?

R H Y M E Y : Now, now Cranky, don’t be mean. You know about laughing, Teary just isn’t keen.

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Crystal Lake Football Oval

POSTER: This is an example of a poster advertising a local fete.

There should be colourful pictures/design in between the words.

Games! Races!

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to be continued ...

CRYSTAL LAKE FETE Sausage Sizzle! Icecream!

Everyone Welcome!!!!!

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E.g. ape = pea, trap = part, gear = rage and so on.

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REARRANGE: Move the letters around in a word to make a new word.

RECIPE: A recipe provides instructions on how to prepare food. It lists all of the things that are needed to make the dish. This is an example of a recipe for scones.

Ingredients Ingredients:

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2 cups of flour

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1 teaspoon of sugar 30g butter

3/4 cup of milk

Sift the flour into a basin and add the sugar. Rub in the butter with your fingers. Add the milk, and mix it to a soft dough. Cut into rounds with a scone cutter. Place on a greased tray and bake in a hot oven for 10 minutes or until golden brown.

PRESENT TENSE: When you describe what you are doing in the present (i.e. now) you use present tense. E.g. I am running running; She is crying crying; He is jumping jumping; It is cold cold.

When you describe what has already happened you are speaking in the past tense.

E.g. I ran ran; She was crying crying; He jumped jumped; It was cold cold.

SINGLE / PLURAL: One is single single, more than one is plural plural.

E.g. one library, eight libraries.

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Student Reference List SMALLER: You can make smaller words using the letters of a larger word. For example, using the word ceremony you can make money, mere, come, more and so on. In these exercises, you can use a letter more than once if it is in the long word, e.g. you can make “merry” from ceremony because each letter in “merry” is found in ceremony – even though there is only one “r” in ceremony.

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SYNONYMS: Are words that are similar in meaning, e.g. happy is a synonym for glad.

VERB: Is a doing or action word, e.g. smiling, kick, left, worried.

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WORD SEARCH: This is an example of a small word search. It has the words to the nursery rhyme “Mary Had a Little Lamb” hidden in it. The words can go up, down, across, diagonally and backwards.

© ARe d E u l ca i o s Ta Hy A d TP Y b Li R t T n S A W A W H I T E •YRf or r e v i e w p u r p o s e s o nl y• D P H C D A T T Y

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Mary had a little lamb, its fleece was white as snow, and everywhere that Mary went, that lamb was sure to go.

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Sounds and Letter Blends for Level A letter blends

sound

letter blends

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ee ee k k ee ea k c ee ey k ck ee i k qu (kw) ee ie k lk ee e n n ee y n nn ee ei n kn ee e–e I i f f I y f ff e e a a e ea ‘l ending el z z ‘l ending le z zz ‘l ending al z ze ‘l ending il z s m m z se m mm g g m mb g gg m lm / m g gu ay ay ch ch ay ai ch tch ay a–e ch t ay a / ei eer eer ay ay / ea eer ear eer er j j g s s j dge s ss j ‘r ending er s ce ‘r ending or s c ‘r ending ar s st ‘r ending ure s se ‘r ending re / our oa oa ‘nt ending ent oa ow ‘nt ending ant oa o–e ire ire oa o ire ir / iar oa oe ar ar et ‘t ending ar a / ear ‘t ending it ar er / au / ah ‘t ending ot / ate / ite

sound er er er er oo oo oo oo oo oo oo oo oo i-e i-e i-e sh sh sh sh o o o ending ending ending ending w w w v v d d or or or or or or

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

letter blends er ir ur or oo ew ue u (oo) ou o u–e u (yoo) oe / o–e i-e igh i sh t s / ss c / ch o a au / ou en on in ion w wh u v ve d dd or aw ore our ar au

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

sound

1-40

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‘n ‘n ‘n ‘n

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Unit

UNITS

o c . che e r o t r s super

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Unit 1

Level A

ee

sound “ee” ee e.g. tree

swee eet ee ee snee eeze ee stee eel ee blee eed ee aslee eep

k

sound “k” e.g. king

k ept k ipped sk k ill sk k oala k angaroo

er

sound “er” er e.g. her

per erson er er ver erb er wer ere er after ernoon er erful wonder

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

c)

Write the list words that fit these clues:

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b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

- An explosion of air.

- The part of speech (noun, verb, adjective, adverb) that means something you can do.

- An individual.

- Another word for fantastic.

d) Plural: There are five people; Single: There is one ___________.

© ReadyEdPubl i cat i ons morning, awake, sour, awful.

• f o r r e v i ew pur posesonl y• Rearrange the letters of “skill” to make another word, e.g. reed = deer.

e) Copy these words and write their opposite (antonym) from the list: f)

g) Write the k list words in alphabetical order.

m . u

ee h) Write another two letters that, when put together, make an “ee ee” sound.

What word that rhymes with the list word “were” and covers the bodies of marsupials?

j)

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

w ww

i)

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o c . che e r o t r s super

k) Murfee and Cerphi (pronounced Surfee) are aliens from the planet Arixion who have lost their way on their journey through space in their rocket ship. Each week they will visit you while exploring our planet, Earth. They are still learning our language and will need help with the list words that you will need to fill in. l)

Copy these sentences out exactly and fill appropriate list words into the spaces.

Their ship landed in Australia first. As they walked down the ramp they saw a _____ grazing in a field and a _____ up in a gum tree fast _____.

Our Loopy Language: Were is pronounced “wer” but if you add an “h” to make it where it is pronounced “wair”. Wonderful is pronounced “wunderful” but in wander, the “o” sound is made with an “a”.

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Ready-Ed Publications

Unit 2

Level A

ea

sound “ee” ee e.g. tree

bea each ea ea tea ease ea rea eason ea spea eak ea snea eak

c

sound “k” e.g. king

docctor scc ary recc ord picc nicc secc ond

ir

sound “er” er e.g. her

bir ird ir ir fir irst ir thir irteen ir thir irsty ir bir irthday

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

Teac he r

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

c)

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b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

Which two list words rhyme with each other? Write any word that you can think of that rhymes with first, scary, speak and beach.

ea ee ee d) Some “ea ea” words do not make the sound “ee ee”, e.g. head. Write out the “ee ee” words only from this list: dream, dreamt, bread, stream, creak, beneath, dead, beam, least, sweat, squeak. e) Put an appropriate list word in front of, or after, these words e.g. friendly doctor:

© ReadyEdPubl i cat i ons •f orr evi e wp ur pos esonl y• sandy, movie, eighth, bird.

f)

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

w ww

Murfee and Cerphi tried to _____ to a _____ in a tree but it just chirped at them. “I think we’ll have to learn bird language too,” said Murfee.

They walked on and came to a sandy _____ , so they had a _____ with sandwiches and a cake that had _____ candles on it.

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g) Copy this paragraph out exactly and fill appropriate list words into the spaces.

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

O

h) Fill in the list words that fit this puzzle.

R

B

D T

Our Loopy Language: In the word circle the first c is an “s” sound and the second c is a “k” sound.

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13

Unit 3

Level A

ey

sound “ee” ee e.g. tree

key ey ey money ey monkey ey chimney ey barley

ck

sound “k” e.g. king

ur

tick cket ck ck pack cket ck luck cky ck attack ck wreck

sound “er” er e.g. her

fur ur ur hur urt ur retur urn ur sur urprise ur ursday Thur

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

c)

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b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

Which list word has a silent first letter?

Copy these words and underline the silent letter in each: hour, comb, sign, island, science, knew, listen, write.

d) Which list words are similar in meaning to hair, ape, wheat, destroy and cash? ey e) Which “ey ey” words can be nouns? f)

tt Write three other words with a double “tt tt” like attack.

© ReadyEdPubl i cat i ons ur Using the last letter of each word in the “ur ur” list, write five new words with any sound • f o r r e v i e w p ur posesonl y• at all.

g) Which list words rhyme with squirt squirt, cheque cheque, free and thicket thicket?

i)

ur Write other “ur ur” words that fit these clues:

j)

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- A trained person who assists a doctor.

- An animal which looks a lot like a tortoise.

- To destroy something by fire.

- The top of something.

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h)

Imagine you are creating a crossword. Choose two list words and write clues for them.

o c . che e r o t r s super

k) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

Copy this paragraph out exactly and fill appropriate list words into the spaces.

On _____ Murfee and Cerphi saw a _____ with brown _____ sitting on a _____.To their ______ it tried to ______ them, but luckily it didn’t _____ them.

m) Write a paragraph explaining what you think Murfee and Cerphi look like.

Draw a picture of them.

Our Loopy Language: In fur the “ur” is an “er” sound, in furious it is “yoor”, in jury it is “oor”, in bury it is “e”.

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Ready-Ed Publications

Unit 4

Level A

i

sound “ee” ee e.g. tree

piizza skii alii en radii o taxii

qu

kw) sound “k” (k kward e.g. awk

qu quiet qu quickly qu equ qual qu quilt qu question

or

sound “er” er e.g. her

wor ork or or wor orld or wor ords or wor orm or orst wor

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r c)

Rearrange the letters of quiet to make another word.

d) Add one letter to ski to make another word.

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b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

e) Write out these phrases and underline the adjective in each: the worst storm, a quiet afternoon, his ski equipment, the alien spaceship, the taxi rank. f)

© ReadyEdPubl i cat i ons best, slowly, noisy •f orr evi e wanswer, pur pos esonl y•

Add “ss” to all the list words you can to make them plurals.

g) Which list words are opposites (antonyms) to these:

h) Using as many of the list words as you can, write a sentence that makes sense. (Keep a record of how many you use and try to beat it next time!)

w ww

j)

er Fill in the correct “er er” sound for these words. (Choose from er er, or or, ur ur, ir ir.)

Sat___day, th __ ty, p___fect, n___se, w___se, w___th, s___f, squ __ t, st___n, p___form, c __ cle.

m . u

i)

Design your own pizza, putting all your favourite toppings on it and naming it.

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k) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

Copy this paragraph out exactly and fill appropriate list words into the spaces.

As the _____s were hungry, they decided to order a _____. Murfee said he wanted _____ on his. Cerphi said that would be the _____ _____ in the ______.

Our Loopy Language: Spelling differences around the world world:: Words with an “er” sound that are spelt “our” in Australia and the United Kingdom, are usually spelt with the letters “or” in the United States. E.g. colour / color color. Others include favourite / favorite, neighbour / neighbor neighbor,, harbour / harbor harbor,, glamour / glamor glamor,, savour / savor savor,, flavour / flavor flavor,, labour / labor labor,, splendour / splendor splendor,, behaviour / behavior behavior,, humour / humor humor,, saviour / savior savior,, vigour / vigor vigor.

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Unit 5

Level A

ie

sound “ee” ee e.g. tree

pie iece ie ie nie iece ie brie ief ie movie ie belie ieve

lk

sound “k” e.g. king

walk lk lk stalk lk talk lk chalk lk yolk

oo

sound “oo” oo e.g. moo oon

scoo oop oo oo spoo ooky oo choo oose oo schoo ool oo afternoo oon

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

c)

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

To convert a verb to an adjective sometimes we add “able able”, e.g. refund / able e”, the “e e” is dropped and the suffix “able able refundable. If the verb ends in an “e able” is able added, e.g. advise / advisable. Add “able able” to these words: believe, employ, laugh, imagine, admire, wash, achieve, spread.

d) Which list words fit these clues? Write the words out in full.

- My sister’s daughter is my _____ .

- The part of the celery plant that we eat.

- The yellow part of an egg.

- A part of something.

- Not very long.

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

e) Fill in the correct “k qu, kk, lk lk, ch ch, cc.) k” sound for these words. (Choose from k, cc, qu

m . u

f)

w ww

__itchen, s __ ool, so __er, cri __et, sti __ y, s __ in, fantasti __ , __ emist, mathemati __ s, re __ ord, a __ use.

To make the past tense of many verbs ending in “yy”, the “yy” is changed to “ii” and ed “ed ed” is added, e.g. carry / carried. Write the past tense of these verbs:

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o c . che e r o t r s super

tidy, worry, empty, study, busy, cry, dry, reply.

g) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. h) Copy this paragraph out exactly and fill appropriate list words into the spaces.

After _____ Murfee and Cerphi saw a ______ _____ in a theatre. Then they went for a _____ and had a ______ while eating a _____ of icecream in a bowl. Murfee couldn’t _____ between chocolate and strawberry, so he had both. i)

Draw a cartoon character (either one that already exists or from your imagination), name it and write a sentence that it is saying.

Our Loopy Language: The “ie” in friend is pronounced “e”.

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Ready-Ed Publications

Unit 6

Level A

e

sound “ee” ee e.g. tree

we e e ven e ing be e main re e ward re

n

sound “n” e.g. never

on n ly n gle an n stant in n ger dan n efit ben

ew

sound “oo” oo e.g. moo oon

flew ew ew stew ew grew ew drew ew view

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r c)

What word is a homophone of knew knew?

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b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. d) Place the apostrophe where letters are missing in the following contractions, e.g. could’ve (could have). Write one of the words in a sentence. weve (we have), were (we are), well, (we will), wed (we would).

e) To make the past tense of some verbs, the suffix “ed ed” can be added, e.g. play / ed played. In some cases, the word ending is changed other ways, e.g. draw / drew.

Write the past tense of these words and then write each word in a sentence:

f)

© Rgrow, ead yEdPubl i cat i ons fly, spin, tell, say, spend, sell, sit, catch.

Write• these words out circle one that doesn’t fit. a reason. f o rr eand vi e wthep u r p os eGive so nl y• biscuit, stew, pancake, grass.

h) Write one more word for each list above. j)

Gr grew gr “Gr Gr” is a blend in “grew grew”. Write three other words with the “gr gr” blend.

Add “ing ing” to all the list words for which this is possible. ing

w ww

i)

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g) Rearrange the letters of angle to make another word.

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k) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

o c . che e r o t r s super

Copy this paragraph out exactly and fill appropriate list words into the spaces.

“_____ should have known we were in ______ when we walked through the traffic,” gasped Murfee breathlessly.

“Yes, we will _____ do that again,” agreed Cerphi.

m) Rule up a grid 10 cms across and 10 lines down and make a word search including at least five list words. (Check the Student Reference List for guidance.)

Our Loopy Language: The “eo” in “people” is pronounced “ee”, but the “eo” in leopard is pronounced “e”.

The “oe” in foetus is pronounced “ee” but the “oe” in does is said as “u”.

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Unit 7

Level A

y

sound “ee” ee e.g. tree

easyy babyy manyy reallyy busyy

nn

sound “n” e.g. n never

tunn nnel nn nn funn nny nn tenn nnis nn mann nners nn beginn nning

ue

sound “oo” oo e.g. moo oon

blue ue ue clue ue true ue glue ue uel crue

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

fairy es To make the plural of “fairy fairy”, the “yy” is changed to “ii” and “es es” is add, e.g. fairy / fairies. Write the plural of baby, diary, worry, jelly, gravy and canary.

c)

easiness d) “Easy Easy” is an adjective. When comparing the “easiness easiness” of different things they are Easy called comparative adjectives, e.g. easier, easiest. (If the word ends in “yy”, change it to an “ii“.) Write the two comparative adjectives of: busy, sleepy, windy, thin, noisy, pretty, dirty, curly, sad, funny.

© ReadyEdPubl i cat i ons run, skip, hop, step, get, bat, hit, travel, label, model.

• f orr evi ew pur posesonl y• ly Adverbs add to the meaning of a verb and are often adjectives with “ly ly” added to

ing e) When adding “ing ing” to some verbs, the last letter is doubled, e.g. begin / beginning. ing Add “ing ing” to these verbs: f)

them, e.g. safe / safely. Write the adverbs of these adjectives and then write two of the adverbs in a sentence:

m . u

w ww

quick, gentle, quiet, sharp, bright, loud, sudden.

ing e”, the “e g) When adding “ing ing” to most words ending in “e e” is dropped first, e.g. make ing / making. Add “ing ing” to these words:

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glue, argue, pursue, rescue, value, continue.

o c . che e r o t r s super

h) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. i)

Copy this paragraph out exactly and fill appropriate list words into the spaces.

Murfee and Cerphi were _____ to learn to play _____, but _____ of their shots were _____ _____. It was _____ to laugh at them but the people watching couldn’t help it.

Our Loopy Language: Spelling differences around the world world:: In Australia and the United Kingdom the last letter of a word is usually doubled when “ed” or “ing” is added. In the United States the end consonant is not doubled, e.g. travelled / traveled, modelled / modeled, cancelled / canceled, chiselled / chiseled, chanelled / channeled.

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Ready-Ed Publications

Unit 8

Level A

ei

sound “ee” ee e.g. tree

wei eird ei ei protei ein ei recei eive ei either ei nei either

kn

u

sound “n” e.g. never

kn knee kn kneel kn know kn knew kn knot

sound “oo” oo e.g. moo oon

tru u th u ly Ju u in ru u ary Febru u ment instru

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

Teac he r

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

Write the homophones of knot and know know.

c)

ed d”. d) Put as many list word verbs into the past tense as you can by adding “ed ed” or “d tr e) “T truth. Write three other words that begin with “tr tr”.

Tr” is a phonic blend, e.g. tr ei What sound does “ei ei” make in weigh and sleigh sleigh?

f)

g) Using as many of the list words as you can, write a sentence that makes sense. (Keep a record of how many you use and try to beat it next time!) h) i)

© ReadyEdPubl i cat i ons Write any word that rhymes with knew, truth, knot and weird. (Note: The spelling can be •different.) f orr evi ew pur posesonl y• Which list words look like they should rhyme with these words but don’t? truly, how, entree, vein.

w ww

Imagine you are creating a crossword. Choose any five list words and write a clue for each.

m . u

j)

k) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

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o c . che e r o t r s super

Copy this paragraph out exactly and fill appropriate list words into the spaces.

We all _____ aliens are _____, but in _____ when it is hot in Australia, they _____ sit by the fire or _____ in a hot bath to keep warm. m) Using the code below, write the code numbers for February, know, protein and truth. a =1 j = 10 s = 19

b=2 k = 11 t = 20

c=3 d=4 e=5 l = 12 m = 13 n = 14 u = 21 v = 22 w = 23

f=6 o = 15 x = 24

g=7 p = 16 y = 25

h=8 q = 17 z = 26

I=9 r = 18

Our Loopy Language: In weird the “ei” is an “ee” sound, in weigh it is “ay”, in height it is “i-e”, in leisure it is “e”, in forfeit it is an “i”, and in either and neither it can be “ee” or “i-e”.

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19

Unit 9

Level A

e-e

sound “ee” ee e.g. tree

e the e se e te e dele e me e the e te e compe e te e comple

i

sound “i” e.g. hiim

ou

whii ch untii l plastii c i nsect sii mple

sound “oo” oo e.g. moo oon

you ou ou sou oup ou grou oup ou cou oupon ou tou ourist

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

Teac he r

ew i ev Pr

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. ewe ewe”? c) Which list word is a homophone of “ewe delete d) Is “delete delete” a noun, verb or adjective? e) Write the plurals of as many list words that you can. f) Write these words out and circle the one that doesn’t fit. Give a reason. cauliflower, soup, insect, cabbage. g) Rewrite these contractions and place apostrophes where letters are missing: youve, youre, youll, youd. ee h) Write out all the words with any “ee ee” sound from this list: trio, triangle, living, media, people, friend, chief, scheme, sweat. i) Fill in the correct “ee” sound for these words. (Choose from ee ee, ea ea, yy, ee, ii, ei ei, ey ey, ie , ee-- e , ie i-e ie.) r ___ ch, pol __ c __ , gr ___ n, worr __ , rec ___ ve, r ___ p ___ t, f ___ ld, th ___ s ___ , d ___ gr ___ .

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

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m . u

w ww

e” is dropped (if there is one) and then the To turn certain verbs into nouns, the final “e tion tion suffix “tion tion” is added, e.g. delete / deletion. Add “tion tion” to these: complete, instruct, irritate, decorate, subtract. ou oo ou k) Not all “ou ou” words make an “oo oo” sound. Write these words and the sound “ou ou” ou makes in each one, e.g. trou ough (o): ground, shoulder, without, cough, soul, young, touch. l) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. m) Copy this paragraph out exactly and fill appropriate list words into the spaces.

Murfee and Cerphi, _____ aliens who _____ now know, are _____s on our planet They like to eat _____ _____ which they think is delicious! n) Using at least three list words write a short story for 4 or 5 year old children. It must have at least ten sentences. j)

o c . che e r o t r s super Our Loopy Language:

Underline the letter that makes the “i” sound in pretty, busy, English, language and women.

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Ready-Ed Publications

Unit 10

Level A

f

sound “f” e.g. fix

lefft f iff ty f iff teen off ten soff ten

y

o

sound “i” e.g. hiim

Syydney syy stem syy rup phyy sical Olyy mpic

sound “oo” oo e.g. moo oon

to o o who o ing do o night to o morrow to

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r c)

to Write the two other spellings of “to to” and put them into sentences to show their meaning.

left d) Write sentences showing the two meanings of “left left”. e) Sydney is the capital of which state of Australia? f)

Port and starboard mean left and right on a ship. Look them up in a dictionary to see which means which and write out the definitions.

© ReadyEdPubl i cat i ons Put the ”o listr words into alphabetical •“yyf r e vi ew porder. ur posesonl y•

g) How many do you have to add to fifteen (15) to make fifty (50)? i)

w ww

j)

soften What letter is silent in the word “soften soften”? Some letter blends are pronounced as if g one letter is silent, e.g. in gnome – the g is silent. Write out the words below and circle the letter that isn’t pronounced:

m . u

h)

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b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

tread, young, school, scissors, shoulder, hour.

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

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k) Copy this paragraph out exactly and fill appropriate list words into the spaces.

o c . che e r o t r s super

Murfee and Cerphi have _____ brothers and sisters _____ they miss since they’ve been here on Earth. They _____ wonder what they have been _____ since they _____ their home.

l)

This is a skeleton crossword. Using any list word (except “to” and “who”) make one of your own.

S

Y

R

U

P

P

O

O

S

T

O

A

S

T

Our Loopy Language: Although of is spelt with an “f”, it has a “v” sound.

Ready-Ed Publications

21

Unit 11

Level A

ff

sound “f” e.g. fix

off ff ff coff ffee ff ruff ffle ff traff ffic ff diff fferent

e

sound “e” e.g. egg

u-e

whe en e pt cre e lf itse e lpful he e lly je

sound “oo” oo e.g. moo oon

e ru u de u le e ru u ne e Ju u de e inclu u te e pollu

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

c)

rule Put the word “rule rule” into sentences showing its two meanings.

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. ness ness d) Which list word can you add “ness ness” to, making it a noun? Add “ness ness” to these adjectives: great, thick, hollow, bitter, sweet, loud, ill, bright, sad, sick.

e) From the list words write the antonyms of same, exclude and polite.

h)

© R e a d y E d P u b l i c a t i o n s Which list words rhyme with cough, pool, route and strewn? owords rr e v i ew pur p os esonl y• Choose• twof list and write their meanings using a dictionary.

i)

crept cr “Cr Cr” is a phonic blend in “crept crept”. Write three other words with the “cr cr” blend.

Cr

j)

ed d” to the list words that are verbs, putting them into the past tense.

Add “ed ed” or “d creep What is the past tense of “creep creep”?

g)

Which letters make the “ff” sound in dolphin and telephone telephone?

w ww

m . u

f)

k) Think of an adjective to describe each of these list words: coffee, traffic, jelly. l)

ing e”, the “e e” is dropped, Usually, when the suffix “ing ing” is added to words ending in “e ing e.g. make / making. Add “ing ing” to these words:

. te

o c . che e r o t r s super

include, pollute, rule, scrape, love, capture, escape, invite, write.

m) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. n) Copy this paragraph out exactly and fill appropriate list words into the spaces.

The first time Murfee tasted _____ he said a _____ word because he didn’t like it at all. But _____ he had some _____ he said it tasted _____ to what he was used to on Arixion.

Our Loopy Language: Underline the letter(s) that make the “e” sound in said, any, bury, friend, leopard and certain.

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Unit 12

Level A

a

ea

sound “a” and e.g. ha

bra a nd a la ad sa a ppen ha a sh spla a pter cha

sound “e” e.g. egg

u

brea ead ea ea rea eady ea instea ead ea wea eather ea brea eakfast

sound “oo” oo e.g. moo oon?

du u ring u sic mu u et du u menu u niform

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

Teac he r

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

c)

ea What letter is actually silent in all the “ea ea” words?

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

d) Sometimes when converting a word into a person who practises that thing, the suffix “ian” is added, e.g. optic / optician. Convert these: music music, magic magic, electric electric, comedy (drop the y), veterinary (drop the y), library (drop the y).

oo e) Write these words out and underline the letters that make the “oo oo” sound in them:

© ReadyEdPubl i cat i ons weather What word is a homophone of “weather weather”?

•f orr evi ew pur posesonl y• Write a list word to fit each of these clues:

beautiful, suitable, blue, Europe, juicy, fruit, who, Tuesday, muesli, February.

f) g)

- A part of a book.

w ww

- The morning meal.

- It is made from a grain.

. te

m . u

- The condition of the atmosphere.

- The same set of clothes that people wear who are all doing the same task.

o c . che e r o t r s super

plait h) Which letter is silent in the word “plait plait”? “She wore her hair in plaits.” i)

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

j)

Copy this paragraph out exactly and fill appropriate list words into the spaces.

One morning in a restaurant, Murfee and Cerphi looked at the _____ _____. _____ of toasted _____ they ate _____ while listening to _____.

k) Create a menu for your favourite meal, including main course, dessert and drinks.

See the Student Reference List for guidance on menus.

Our Loopy Language: The “u” in union is pronounced “yoo” not “u”, however, the “o” in onion is pronounced “u” not “o”.

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Unit 13

Level A

el

sound “l” (ending) e.g. tunn’ll

travel el el label el novel el towel el tinsel

z

sound “z” e.g. zoo

o-e oe

lazzy quizz z ero mazz e blazz ing

sound “oo” oo e.g. moo oon

shoe oe o ve e mo o se e lo o se e who o ve e pro

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

c)

Write all the list words that can be nouns.

ing d) Add “ing ing” to these words: blaze, move, lose, prove, amaze.

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

ment e) Sometimes when we convert a verb to a noun, we add the suffix “ment ment”, ment e.g. announce / announcement. Add “ment ment” to these words:

move, amaze, agree, judge, encourage, amuse, entertain, achieve, manage.

f)

g)

Using as many of the list words as you can, write a sentence that makes sense. (Keep a record of how many you use and try to beat it next time!)

© ReadyEdPubl i cat i ons Rearrange the letters of shoe, tinsel, below and lose to make another word, e.g. reed =• deer. f orr evi ew pur posesonl y•

whose who’s h) Put “whose whose” and its homophone “who’s who’s” (who is) into sentences to show their meanings.

w ww

j)

oo e.)

Fill in the correct “oo oo” sound for these words. (Choose from oo oo, uu, ui ui, ew ew, ue ue, ou ou, o, uu-e gr ___ p, l ___se , m ___sic, arg ___ , ren ___ , m ___ d, d ___ , fr ___ t, c __ t __ , exc __ s __ Find a list word similar in meaning to roaring, sandal, idle, nothing, story, test.

. te

m . u

i)

o c . che e r o t r s super

j)

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

l)

Copy this paragraph out exactly and fill appropriate list words into the spaces.

On Arixion, Murfee and Cerphi don’t wear _____s because they can’t _____ as well. Their toes are large and tough, and to _____ how tough they are, they can walk through a _____ fire and not get burnt.

m) Design a travel poster advertising the advantages of visiting any place you choose. It can be anywhere – even your favourite shopping mall. Use colour, pictures and good adjectives to attract people’s attention. See the Student Reference List for guidance.

Our Loopy Language: Sometimes “ss” makes a “z” sound as in scissors, possess, dissolve and dessert.

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Ready-Ed Publications

Unit 14

Level A sound “l” (ending) e.g. tunn’ll

le

zz

le table le double le people le bubble le couple

i-e

sound “z” e.g. zoo

zz buzz zz fizz zzy zz dizz zzy zz sizz zzle zz puzz zzle

sound “i-e” e.g. whiite

e quii te e invii te e wrii te e divii de es sometii me

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r c)

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. write Put the homophone of “write write” in a sentence.

people d) What word is the singular of “people people”? Write the singular of these plurals:

women, feet, children, cities, halves, memories, tuna, rhinoceroses.

e) How many people in a couple? f)

If you doubled something how much would you have?

h)

© ReadyEdPubl i cat i ons divide, conclude, televise, explode, collide, erode. or r e vi ew p ur po s es o nl y •of the Write• fivef new words with any sounds that begin with the same letter as each

i)

Write these words out and circle the one that doesn’t fit. Give a reason.

sion g) To turn verbs into nouns, we sometimes add the suffix “sion sion”, e.g. corrode / sion corrosion. Add “sion sion” to these:

sometimes, never, often, please.

w ww

j)

m . u

“le le” list. le

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

. te

k) Copy this paragraph out exactly and fill appropriate list words into the spaces.

o c . che e r o t r s super

_____ Murfee and Cerphi are _____ _____d about the things _____ here on Earth do. Yesterday they were _____d to sit at a table and _____ a story and they didn’t know why.

l)

le Using the code below, write the code numbers for a 5-letter fruit ending in “le le”, a zz 5-letter food that most people like with a “zz zz” in it and a fruit flavour with an i-e sound.

a =1

b=2

c=3

d=4

e=5

f=6

g=7

h=8

I=9

j = 10 k = 11

l = 12

m = 13

n = 14

o = 15

p = 16

q = 17

r = 18

s = 19 t = 20

u = 21

v = 22

w = 23

x = 24

y = 25

z = 26

Our Loopy Language: Variations on the word “write” include right, rite, playwright and copyright.

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Unit 15

Level A

al

sound “l” (ending) e.g. tunn’ll

pedal al al petal al medal al animal al hospital

ze

sound “z” e.g. zoo

size ze ze prize ze freeze ze froze ze breeze

igh

sound “i-e” e.g. whiite

righ ight igh igh nigh ight igh migh ight igh tigh ight igh figh ight

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

c)

k” to “night” to spell its homophone.

Add a “k

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. peddle d) Are “peddle peddle” and “meddle meddle” real words, and if so what do they mean? Use a meddle dictionary to find out. buy e) Which sound column would the word “buy buy” fit into? f)

g)

Sometimes there are two ways of expressing the past tense of a word. One way will need the word to have one of the helpers has has, have or had at the front it, e.g. freeze / froze / had frozen. Write the past tense of these words that need a helper and put the correct word in front of each:

© ReadyEdPubl i cat i ons take, beat, blow, choose, bite, see, speak.

• f o r r ev i ew pur poseson l y• Pr” is a phonic blend in “prize prize pr “P prize”. Write three other words with the “pr pr” blend.

w ww

- Happiness.

- One of the five senses.

- Not heavy.

- Not dull.

- A scare.

. te

- The upper leg .

m . u

igh h) Here are some clues for other “igh igh” words not included in the above list. Write out the words with their clues.

o c . che e r o t r s super

i)

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

j)

Copy this paragraph out exactly and fill appropriate list words into the spaces.

Cerphi thought it _____ be quicker to _____ a bicycle to the _____ where Murfee had spent the _____ after having a _____ with an _____.

Our Loopy Language: In night, bough and brought the “gh” is silent, in cough and tough it is pronounced as “f”, in ghost and yoghurt it is “g”.

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Ready-Ed Publications

Unit 16

Level A

il

sound “l” (ending) e.g. tunn’ll

pencil il il April evil il pupil il stencil

s

sound “z” e.g. zoo

hass wass sayss doess eyess

sound “i-e” e.g. whiite

l

tiiny wii ld lii on clii mb i dea

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

Teac he r

ew i ev Pr

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Write the homophone of “II” (as in “II am here”). pupil d) Write two sentences to show the two meanings of the word “pupil pupil”. does e) There are two ways to pronounce “does does”. Write both of them in sentences to show their meanings. f) Fill in the correct ’l ending sound for these words. (Choose from el el, le le, al al, ilil, ol ol.) penc ___ , petr ___ , cam ___ , parc ___ , cast ___ , cubic ___ , ov ___ g) When using contractions, an apostrophe (‘) is placed where letters are missing, e.g. can’t (can not). Write these contractions placing the apostrophe where the letters are missing: hasnt, wasnt, doesnt, isnt.

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

. te

m . u

w ww

h) Write any word that rhymes with: does, eyes, climb. (Note: The spelling can be different.) i) Which list words look like they should rhyme with these words, but don’t? gas, limb, degree, devil. j) Write four other words you can think of that that have a “yy” sound in them. k) Sometimes “ss” is pronounced as an s sound and sometimes it is a z sound. Divide these words into two columns under “ss” or “zz” headings: cousin, busy, most, grows, writes, west, easily, casual, asked, swirl. l) Imagine what it would be like to be a lion cub. Write four sentences about a lion cub. m) Write these words out and circle the one that doesn’t fit. Give a reason. feet, eyes, nose, tongue. n) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. o) Copy this paragraph out exactly and fill appropriate list words into the spaces.

Cerphi _____ to Murfee, “_____ that _____ have yellow or green _____ do you think?”

“I don’t know,” replied Murfee, “But he looks very _____ to me.”

o c . che e r o t r s super Our Loopy Language:

Idea sounds like “idear” and yet there is no “r” on the end of it.

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Unit 17

Level A

m

sound “m” e.g. milk

dream m m ber num mp dam m ic com m om m ent

se

sound “z” e.g. zoo

wise se se because se please se noise se cheese

sh

sound “sh” e.g. sh shop

wash sh sh crush sh push sh shark sh shadow

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

Teac he r

ew i ev Pr

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) What do you need for a shadow to be made? d) Which list words are synonyms of: shove, squash, moist and clean. se e) Write the “se se” words in alphabetical order. f) Fill in the correct “zz” sound for these words. (Choose from z, ss, se se, ze ze, zz zz.) bu ___ , pri ___ , fro ___ en, pri ___ on, televi __ ion, ri ___ . g) Which list word do you think of when reading this sentence? ”The dark shadow slipped through the water under the jetty, its dorsal fin just breaking the surface.”

Now, write out your own dramatic sentence about the same word. h) When authors write the words people are saying to each other, it is generally known List To show that as a dialogue (see CONVERSATION in the Student Reference List). the words are spoken dialogue, quotation marks are used (” “ or ‘ ’) around the words that are actually said. e.g. “Hello,” said Shannon. “How are you today?”

A comma, full stop, question mark or exclamation mark is needed at the end of each set of spoken words. When someone else is speaking, the words should start on a new line.

With these rules in mind, think of a cartoon character and write out a conversation you had with it. You must each say at least three things. i) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. j) Copy this paragraph out exactly and fill appropriate list words into the spaces. ”Do you _____ _____ before you eat it?” asked a puzzled Murfee. ”No,” answered Cerphi. “Then it would be too _____.”

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 Our Loopy Language:

In lucky the “u” is an “u” sound, in push it is “oo”, in busy it is “i”, in music it is “yoo”, in language it is “w”, in busy it is “i”, in bury it is “e”, and in boulder and guess it is silent!

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Ready-Ed Publications

Unit 18

Level A

mm

sound “m” e.g. milk

comm mmon mm mm summ mmer mm imm mmense mm swimm mming mm comm mment

g

sound “g” e.g. frog

g as g string g litter g oanna g one

sound “?” e.g. ?

t

acttion fictt ion statt ion fractt ion additt ion

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r c)

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

Write any word that rhymes with gas, immense, swimming and string. (Note: The spelling can be different.)

d) Which list words look like they should rhyme with has, among and done, but don’t? e) Which list words are antonyms of: subtraction, right, winter, non-fiction and rare?

f)

g)

se Some words that end in an “ss” sound end in the letters “se se”, e.g. immense, while ce some words end in “ce ce”, e.g. evidence. Write out the correct ending to these words: chan __ , senten __ , ten __ , entran __ , inten __ , promi __ , expen __ , rever __ , advi __ , announ __ , pul __.

© ReadyEdPubl i cat i ons rr ev i ew u r p os esonl y• Find• the f listo words that fit these cluesp and write them out:

m . u

w ww

- Thin rope.

- A part of a whole.

- A remark.

- An Olympic event.

h) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. i)

. te

Copy this paragraph out exactly and fill appropriate list words into the spaces.

o c . che e r o t r s super

“Cerphi!” exclaimed Murfee. “It is _____ to eat _____ before you go _____ in _____. It will make you sick!”

j)

Using the code below, write out the code numbers for the Australian capital city that g” word meaning to talk about someone behind their back, and starts with M, a “g another word for contest, ending in “tion”. a =1 b = 2 c=3 d=4 e=5 f=6 g=7 h=8 I=9 j = 10 k = 11 l = 12 m = 13 n = 14 o = 15 p = 16 q = 17 r = 18 s = 19 t = 20 u = 21 v = 22 w = 23 x = 24 y = 25 z = 26

Our Loopy Language: The “g” in gone is a “g” sound, in large is “j”, in cough is “f”, and in sign, gnome and high it is silent.

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Unit 19

Level A

mb

gg

sound “m” e.g. milk

lamb mb mb comb mb crumb mb thumb mb numb

sound “g” g e.g. frog

gigg ggle gg gg wrigg ggle gg gogg ggles gg bigg gger gg dragg gged

s ss

sound “sh” e.g. sh shop

s ure s ugar ss tiss ssue ss press ssure ss permiss ssion

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

c)

Write one more word for each list above.

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

d) Change one letter of these words to make another word: lamb, comb, sure, giggle. ss sh e) Write three “ss ss” words that have an “ss” sound and not a “sh sh” sound, e.g. kissed. f)

sure Write the homophone of “sure sure”.

w”? Write another word that has this sound. g) Which list word has a silent “w

h) Sometimes words need apostrophes (‘) to show when something belongs to something or someone, that is, to show ownership, e.g. Murfee’s jacket (the jacket belongs to Murfee). Be careful not to confuse ownership with plurals, e.g. his thumbs.

Copy these phrases out and place apostrophes where necessary: the lambs wool, the toadstools, the crumbs, the dogs toys, the boys goggles, the girls tissues. i) Imagine you are creating a crossword puzzle. Choose four list words and write clues for each. gg Write a word that has any double letter in it, e.g. b - bigg gger, beginning with each of the following letters:

w ww

j)

m . u

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

. te

a, b, d, g, h, l, m, p, s, t, w

o c . che e r o t r s super

j)

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

l)

Copy this paragraph out exactly and fill appropriate list words into the spaces.

“Are you _____ we eat _____?” asked Cerphi, making a face as he tried some.

Murfee _____d at his friend’s face as he licked some off his _____. “No I’m not,” he responded as his tongue went _____.

m) Write a conversation between Murfee and Cerphi and yourself where you all say at least three things each. Check the Student Reference List for the conversation punctuation rules and try to use different words instead of “said”.

Our Loopy Language: In absent the “s” is an “s” sound, in sugar it is “sh”, in Brisbane it is “z” and in island, isle and aisle it is silent.

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Ready-Ed Publications

Unit 20

Level A

lm m

sound “m” e.g. milk

lm calm lm palm lm alm lmond m orrow tom m ble scram

gu

sound “g” e.g. frog

gu guess gu guilty gu guard gu guide gu guinea pig

c ch

sound “sh” e.g. sh shop

occ ean specc ial delicc ious ch mach chine ch parach chute

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

Teac he r

ew i ev Pr

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. palm c) Show the two meanings of the word “palm palm” by writing out two sentences. d) Unjumble these list words: trauphace, dolman, lipsace. gu u” is silent. Write out these words and underline the silent e) In the “gu gu” list above, the “u letter in each: muscle, gherkin, knuckle, autumn, rustle, doubt, breath, scene, wrist, biscuit. f) From the list words find a word to suit each of the clues below: - An animal.

- A nut.

- A large area of water.

- The antonyms of ordinary, yesterday and frenzied.

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

m . u

g) Write out some words that rhyme with palm, guess, guard and guide. (Note: The spelling can be different.)

w ww

m” sound for these words. (Choose from m, mm h) Fill in the correct “m mm, mb mb.)

sta ___ er, cli ___ , co ___ edy, welco ___ e, le ___ on, nu ___

i) j)

. te

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

o c . che e r o t r s super

Copy this paragraph out exactly and fill appropriate list words into the spaces.

“Mmmm this _____ is _____!” cried Murfee. “Can we go to the _____ _____ to see some seagulls Cerphi?’

“I _____ it would be pretty _____,” mused his friend.

k) Write a poem with a minimum of six lines using at least one list word. See the Student Reference List for notes about poems.

Our Loopy Language: Sometimes one wonders about the sense of putting seemingly “unnecessary” silent letters in words such as Wednesday (wenzday), raspberry (rarzberry), cupboard (cubbid), column (collum), young (yung), receipt (reseet) and scissors (sizzors).

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Unit 21

Level A

ay

sound “ay” ay e.g. day

alway ays ay ay today ay may aybe ay anyway ay holiday

c

sound “ch” ch e.g. rich

sandwich ch ch which ch ench chanted ch chicken ch children

o

sound “o” op e.g. sto

of o range o ng stro o pped sto O ctober

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

c)

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

Using as many of the list words as you can, write a sentence that makes sense.

(Keep a record of how many you use and try to beat it next time!)

ch sh k” (chemist). Sort d) “Ch Ch” can be pronounced “ch ch” (champion), “sh sh” (machine) and “k Ch ch these “ch ch” words into three columns according to their sound:

school, chlorine, attach, parachute, brochure, clench, chocolate, voucher, character, moustache, challenge, echidna, chute.

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

ed e) When adding “ed ed” to certain verbs, the last letter is doubled, e.g. stop / stopped. ed Add “ed ed” to these verbs: hop, clap, shop, travel, control, drag, jog, rot, shrug.

A noun is a word that refers to a person, place or thing. Write out all the list words that can be classified as nouns.

w ww

m . u

f)

g) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

. te

h) By now, the friends of Murfee and Cerphi from their home planet Arixion have realised they were stranded on Earth and have sent Firffy to let them know their rescue was being organised. So she accompanies them from now on in their travels.

o c . che e r o t r s super

Copy these sentences out exactly and fill appropriate list words into the spaces.

Murfee, Cerphi and Firffy _____ at the first _____ resort they came to on our planet. They tasted a _____ _____ and _____ cordial for the first time, but said they preferred seaweed and toadstools in their _____es.

Our Loopy Language: Sometimes the past tense of words ending in “ay” is made by changing the “y” to “i” and adding “d“, e.g. pay / paid, lay / laid, say / said.

In other instances, the suffix “ed” is added, e.g. stay / stayed, stray / strayed, pray / prayed, decay / decayed, delay / delayed, portray / portrayed.

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Ready-Ed Publications

Unit 22

Level A

ai

sound “ay” ay e.g. day

tch

strai ain ai ai obtai ain ai Adelai aide ai contai ain ai pai ainful

sound “ch” ch e.g. rich

catch ch ch witch ch kitch chen ch stretch ch watch

a

sound “o” op e.g. sto

wha at a nt wa a llet wa ap swa a llow swa

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r c)

Write one more word for each list.

d) Which list word could fit into another column by sound?

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

e) Show the two meanings of swallow and watch by including them in sentences.

f)

Change one or two letters in the words strain, catch and want to make other words.

g) A verb is an action word and refers to something you can do, e.g. jump. Write out all the list words that can be verbs.

© ReadyEdPubl i cat i ons A” can be “a a” (splat), “o o” (what), “ay ay ar a” words “A ay” (ladies) and “ar ar” (after). Put these “a • f o r r e v i e w p u r p o s e s o n l y • into three columns according to their sound:

h) Rearrange the letters of what, swap and strain to make another word each.

j)

w ww

hazy, tomato, balance, catastrophe, basic, wallow, scald, waft, chant, cask, attempt, occasion, craving, contract.

To turn a present tense word into past tense, it is sometimes necessary to change the word, as in light / lit. E.g. I light the candle (present tense); I lit the candle (past tense).

Write these words and their past tense version:

. te

m . u

i)

say, catch, spin, tell, meet, come, did, sell, send, run, fall.

o c . che e r o t r s super

k) Headache is a compound word composed of two complete words; head+ache.

Make six compound words from the following 12 single words: ball, any, fire, thing, foot, some, man, rain, glasses, sun, where, drop. l)

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

m) Copy these sentences out exactly and fill appropriate list words into the spaces.

Murfee and Cerphi _____ed a fisherman from _____ _____ a huge fish and cook it in his _____ on the boat and offer them some. It was a _____ for them to _____ a piece as they didn’t really like eating animals.

Our Loopy Language: Sometimes the letter “c” can make a “ch” sound as in cello, ancient and cappucino.

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Unit 23

Level A “ay” a-e sound ay e.g. day

e ty sa a fe a ste e wa a ste e pa a pe e esca a che e heada

t

sound “ch” ch e.g. rich

futture mixtt ure pictt ure creatt ure natt ural

au ou

sound “o” op e.g. sto

becau ause au au sau ausage Au Australia ou cou ough ou shou oulder

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

Teac he r

ew i ev Pr

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. ks cs cks c) The “xx” sound can be made with “xx” (mixture), “ks ks” (tanks), “cs cs” (lyrics), “cks cks” cc xc (attacks), “cc cc” (accent) and “xc xc” (excess). Fill in the correct one in these words: wre __ , he __ agon, picni __ , a__ ept, a __ ident, a __ le, stin __ , kno __ , e __ itement.

d) Write an exciting four sentence paragraph using the phrase “the treacherous sea”.

This phrase can be used anywhere in your paragraph. e) Australia is the name of a country. Write the names of four other countries that you know of. f) Which list words rhyme with off, older, teacher, fake and chased?

(Note: The spelling can be different.) o” sound (off) for these words. (Choose from o, a, au, ou.) g) Fill in the correct “o sw __ n, qu __ rrel, m __ ral, p __ ltry, c __ nversation, f __ lt, squ __ sh. h) Make two smaller words each from the letters in Australia, creature, shoulder and headache. ly i) Adverbs add to the meaning of a verb and are often adjectives with “ly ly” added to them, e.g. safe / safely. Write the adverbs of these adjectives: natural, odd, painful, strange, strong, wasteful, wild, intelligent, modest, forlorn, furious, usual, glad. Use two of these adverbs in written sentences. j) Imagine you are creating a crossword. Choose any three list words and write clues for them. j) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l) Copy these sentences out exactly and fill appropriate list words into the spaces.

When giving a _____ in _____ Cerphi thought it _____ to talk about some of the dangerous _____ that live there, because _____ is important in the bush and the water.

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 Our Loopy Language:

The letter blend “ch” has a “ch” sound in challenge, in machine it is “sh”, in scheme it is “k” and in yacht (yot) it is silent.

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Unit 24

Level A

ei a

sound “ay” ay e.g. day

“eer” eer sound eer e.g. cheer

slei eigh ei a bies ba a nge arra a to pota a pricot

stee eer ee ee pee eer ee eerie ee quee eer ee chee eerful

en

sound “n” (ending) n e.g. list’n

kitten en en stolen en listen en written en token

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

Teac he r

d) Complete this series: first, second, ... twentieth.

ew i ev Pr

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) An adjective describes something, e.g. the happy girl. Write out all the list words that can be classified as adjectives.

e) Which list words are similar in meaning to hear, strange, sledge, merry, spooky? f)

Pier, slay and eyrie are the homophones of three of the list words above. Write them.

© ReadyEdPubl i cat i ons Copy• these sentences exactly fill appropriate list words the f o rr eout vi ewandp u r pos es ointo nl yspaces.

•

g) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. h)

Firffy thought human _____ were very _____ considering they had to eat mashed _____ and pureed _____ so much of the time.

w ww

j)

Write a paragraph explaining what you think Murfee, Cerphi and Firffy might look like, and add something about their personalities. Draw a picture of them.

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i)

Copy the following word family table and the examples given, leaving room for more rows. Add the words listed below (in bold) to the appropriate column. Check the Student Reference List or a dictionary for definitions of nouns, verbs and so on.

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o c . che e r o t r s super

NOUN

VERB

ADJECTIVE

ADVERB

cheer

cheer

cheerful

cheerfully

love

love

loving

lovingly

Thick, thickly, thicken, thickness, tightly, tightness, tight, tighten, amuse, amusement, amusingly, amusing, forgetfulness, touch, amazing, forget, touchingly, amazement, forgetfully, touch, touching, forgetful, amazingly, amaze.

Our Loopy Language: In weigh the “eigh” makes an “ay” sound while in height, it makes an “i-e” sound.

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Unit 25

Level A

ey ea

sound “ay” ay e.g. day

ey they ey grey ey obey ea brea eak ea grea eat

ear

sound “eer” eer e.g. cheer

ear gear ear tear ears ear near early ear wear eary ear appear

on

sound “n” (ending) n e.g. list’n

on lesson on bacon on reason on lemon on poison

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

Teac he r

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

w ww

Which list words rhyme with peer, spray, taken, bait and lake?

(Note: The spelling can be different.) g) Which list words look like they should rhyme with these words but don’t? pear, key, freak, cheat ine an h) The ‘n ending can sometimes be spelt “ine ine” (genuine), or “an an” (cardigan). Write the correct endings on the end of these words: hum __ , discipl __ , oce __ , imag __ , eng __ , exam __ , org __. ous i) To turn a noun into an adjective, it is sometimes necessary to add the suffix “ous ous”, e”, then drop the “e e” and add “ous ous e.g. humour / humorous. If the noun ends in “e ous”, e.g. ridicule / ridiculous. If the noun ends in “yy”, it is changed to “ii” as in victory / ous victorious. Add “ous ous” to these: poison, venom, fury, fame, nerve, danger, adventure, glory, continue, ridicule, hazard, mystery, industry, nerve, poison. j) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. k) Copy these sentences out exactly and fill appropriate list words into the spaces.

When they had to _____ on television _____ every night for a while, Murfee became very _____ of the _____ade they were given to drink every time.

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f)

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in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Using as many of the list words as you can, write a sentence that makes sense.

(Keep a record of how many you use and try to beat it next time!) d) Put the homophones of great, break and lesson in sentences. e, ea e) Fill in the correct “ay” sound (day) for these words. (Choose from ay ay, ai ai, aa-e ea, a, ey ey, ei ei.) cont __ n, pr __ , surv __ , n __ ghbour, st __ k, qu __ nt, vac __ tion, b__ sic, s __ voury, __viary, __ ghth.

o c . che e r o t r s super Our Loopy Language:

Sometimes the “ay” sound can be made with just an “e“: resume, rodeo, fete, latte, debut, macrame.

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Unit 26

Level A

j

sound “j” e.g. june

injury jeans juicy project J anuary

er

sound “eer” eer e.g. cheer

h ere e’re we’re er sincer ere er her ero er cer ereal

in

sound “n” (ending) n e.g. list’n

cabin in in cousin in muffin in dolphin in vitamin

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

Teac he r

ew i ev Pr

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which list words are similar in meaning to porpoise, grain, wound, shack and relative? h” sound can be made with “h h” (as in hero) and “wh wh d) The “h wh” (as in who). Add the correct one to these: __ eave, __ ermit, __ ose, in __ erit, __ o’s, __ olesome, __ oever

e) Which three list words are the homophones of genes, weir and serial? Put them in sentences. n ending can sometimes be spelt as “ain ain ian f) The ‘n ain” as in fountain, or “ian ian” as in Russian.

Add the correct ending to each of these words. comed __ , mount __ , Brit __ , music __ , capt __ , veterinar __ , curt __ , magic __ .

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

m . u

w ww

ry ending can be made using “ary g) The ‘ry ary” (January), “ery ery” (delivery), “ory ory” ary ery ory ury ry (satisfactory), “ury ury” (Mercury) or “ry ry” (chemistry). Add the correct ending to these words: cent __ , myst __ , ordin __ , Febru __ , mem __ , hung __ , hist __ , discov __ , secret __ , libr __ . h) Write a three-sentence paragraph using the phrase “the malevolent glare of a pitbull terrier” somewhere in your writing. i) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. j) Copy these sentences out exactly and fill appropriate list words into the spaces.

Murfee, Cerphi and Firffy were _____ in their efforts to fit into Earth life, so they wore _____, took their _____, ate blueberry _____, _____ oranges and had sliced banana on their _____ every morning. k) Rule up 14 lines in your book and write all the letters of the alphabet (e.g. A-Z listing.

See the Student Reference List for instructions). Find a verb beginning with each letter, e.g. a - act, b - barrack, c - clap and so on. For the harder letters like x, z, q and v, just choose words with that letter in them, e.g. x - exxert.

. te

o c . che e r o t r s super Our Loopy Language:

Here is pronounced heer, but if you were to add a “t” (there) or a “w” (where) in front of here, it would then be pronounced wair or thair.

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Unit 27

Level A

g

sound “j” e.g. june

larg ge ge hug g iant g ic mag g ine eng

s

sound “s” e.g. thiss

ion

gass fass t ass ked moss tly s aid

sound “n” (ending) n e.g. list’n

action ion ion session ion mention ion cushion ion television

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

f)

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Write any word that rhymes with large, fast and said said. (Note: The spelling can be different.) d) Which list words look like they should rhyme with these words but don’t? costly, was, paid. g” is pronounced “g g” (egg), and sometimes “j” (magic). Sort the e) Sometimes “g following words into two lists according to their sound: wrong, figure, rage, gossip, genius, tragic, Egypt, recognise, lagoon, generic.

© ReadyEdPubl i cat i ons n ending for these words (Choose from en Fill in the correct ‘n en, on on, in in, an an, ion ion, ine ine.)

•f or r e v i e w p u r p o s e s o n l y • coff __ , mitt __ , medic __ , sir __ , bat __ , poll __ , quest __ , aspir __ , nectar __ .

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w ww

g) Copy these words and write their opposite (antonym) from the list: replied, small, slow, midget. h) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. i) Copy these sentences out exactly and fill appropriate list words into the spaces.

“Are we allowed to do any _____ here?” queried Murfee.

C A T S Cerphi _____, “I wasn’t going to _____ it, but perhaps we could put some _____ crystals into H L the polluted oceans to help clean them.”

O O j) This is a skeleton crossword. Using any list word make one of your own. Use the same number of P O R T squares down as across.

o c . che e r o t r s super Our Loopy Language:

Here are some words with a different ‘n ending letter blend: Saturn, stubborn, human, dungeon, engine, pattern.

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Unit 28

Level A

dge

sound “j” e.g. june

edge dge dge bridge dge badge dge dodge dge smudge

ss

sound “s” e.g. thiss

across ss ss pass ssed ss address ss dismiss ss poss ssible

w

sound “w” e.g. with

w ere w ild w ater w ander W ednesday

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

Teac he r

there, gassed, build, gander.

ew i ev Pr

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which list words rhyme with daughter, mast, fur, fonder and smiled?

(Note: The spelling can be different.) d) Which list words look like they should rhyme with these words but don’t? e) Using as many of the list words as you can, write a sentence that makes sense.

(Keep a record of how many you use and try to beat it next time!) f)

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

Put passed and past into a sentence to show their meanings.

im un g) To make the opposite of a word the prefix “im im” (mobile / immobile) or “un un” (imaginative / unimaginative) can be added in front of it. Write the correct prefix in front of each of these words: __ possible, __ happy, __ common, __ important, __ mature, __ patient, __ certain, __ easy.

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w ww

h) Imagine you are creating a crossword. Choose any three list words and write clues for them. i) Some words can be nouns as well as verbs, e.g. reason: I can reason (verb) with him and Give me a good reason (noun). Which six list words also fit this category?

Write three other words of your own. j) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. k) Copy these sentences out exactly and fill appropriate list words into the spaces.

On _____ the three friends _____ed _____ a _____ over a large river. They stood on the _____ and watched the _____ _____ swirling dangerously beneath it. l) Using a list word as your theme, design a poster advertising an event, place, activity or exhibition. (For example, The Water Wonderland, Wild Animals on Show, etc.) Use plenty of colour, pictures and exciting words to attract people’s attention. (Refer to the Student Reference List as a guide for creating posters.)

o c . che e r o t r s super Our Loopy Language:

The “o” sound in wander is made with an “a”, but if you spell it with an “o” as in wonder, it is pronounced wunder.

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Unit 29

Level A

er

sound “r” (ending) e.g. wat’rr

paper er er brother er spider er proper er remember

ce

sound “s” e.g. thiss

price ce ce piece ce chance ce mince ce pounce

wh

sound “w” e.g. with

wh where wh anywh where wh whale wh whisper wh while meanwh

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

c)

Write the homophones of piece, where, whale and mince.

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

w” list? Write these words out and circle the silent letter in d) Which letter is silent in the “w each: gnome, yoghurt, knuckle, autumn, glisten, dread, scissors, crumb. u” sound (as in “but“) can be made with “u u” (shrub), “o o” (brother), “a a” (yoga), e) The “u ou or “ou ou” (southern). Add the correct letters to these words: y __ ng, gl __ m, th __ mbs, d __ ble, am __ ng, n __ thing, Afric __ , l__ ggage, __ mpire, __ nion, c __ ntry, fr __ nt. f) Here are some clues for other “ce ce” words not in the list. Write the words that match ce these clues.

w ww

- The opposite of exit.

- You need this to drive a car.

- A piece of cake is usually called this.

- We need these people when a crime has been committed.

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

g) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

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o c . che e r o t r s super

h) Copy these sentences out exactly and fill appropriate list words into the spaces.

“Did you see that cat _____ on that _____ of _____?” _____ed Firffy in surprise.

“It wasn’t as if it was going _____ it’s true. Now that _____ on the other hand ...”

Cerphi squeaked as he leapt out of the way of the eight legged arachnid. i)

Write a conversation between Murfee, Cerphi, Firffy and yourself where you each say at least two things. Check the Student Reference List for the speech and punctuation rules and check out some words to use instead of “said”.

Our Loopy Language: Sometimes “wh” is pronounced with a silent “h” as in whiff, wheat and overwhelmed; and sometimes it’s pronounced with a silent “w”, as in who, whole and wholemeal.

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Unit 30

Level A

or

sound “r” (ending) e.g. wat’rr

error or or monitor or equator or author or corridor

c

sound “s” e.g. thiss

u

c ity c ent c entre c entimetre decc ide

sound “w” e.g. with

qu u iet u ite qu u are squ u al equ u in pengu

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

Teac he r f)

ew i ev Pr

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which two list words have exactly the same letters? d) Which list words are similar in meaning to choose, mistake, middle, writer, peaceful? air air are ar e) The “air air” sound can be made from “air air” (millionaire), “are are” (square), “ar ar” (parent), ear ere eir “ear ear” (bear), “ere ere” (there), “eir eir” (heir). Put the correct one into these words: sw __ , wh __ , nightm __ , b __ ly, sc __ y, __ ea , desp __ , tempor __ y, th __ , decl __ , questionn __ e, p __ ent.

© ReadyEdPubl i cat i ons ocean, scent, special, decimal, concrete, scientist, muscle, security, cellar, •f o rr evi e w p u r p o s e s o n l y • delicious, gastric, cellophane.

k” (picnic), “sh sh “C sh” (vicious) or silent (scissors). Sort C” can be heard as “ss” (cities), “k these words into columns according to the sound the letter “cc” makes:

g) Write out all the words in the “ss” column into alphabetical order.

w ww

i)

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h) Write an adjective to describe each of the following nouns, e.g. hot equator. penguin, city, error, corridor, monitor, author.

Write a paragraph (at least ten lines in length) beginning with:

“I dared not look down as I desperately tried to locate a foothold on the almost sheer cliff face I had foolishly decided to climb. To fall would mean certain death.

My only choice was to keep going.” j) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. k) Copy these sentences out exactly and fill appropriate list words into the spaces.

Murfee, Cerphi and Firffy stood _____ly on the equator at the _____ of the earth and _____d that _____s could not _____ live there as it was too hot. l) Referring to the Student Reference List for guidance, write a letter to a friend. It can be fictitious or real.

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o c . che e r o t r s super Our Loopy Language:

Words with the “aer” sound (pronounced “air“) often have something to do with air: aeroplane, aerosol, aerial and aerobics.

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Unit 31

Level A

ar

sound “r” (ending) e.g. wat’rr

sugar ar ar dollar ar peculiar ar calendar ar popular

st

sound “s” e.g. thiss

cast stle st st thist stle st whist stle st rust stle st Christ stmas

v

sound “v” e.g. very

covv er v oice v elvv et heavv y sevv enty

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

Teac he r

© R e a d y E d P u b l i c a t i o n s Here are some clues for some “ss” ending words ending in ose, uce, as, oise, ise.

Write them ino your book.

• f r r evi ew pur posesonl y• - A pledge to someone.

w ww

- An intention, an aim, a point.

- A leafy green vegetable used in salads.

- A cousin of the dolphin.

- 25th December.

- A cousin of the turtle.

- The material tarpaulins are often made from.

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f)

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in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Make two smaller words from the letters in each of these list words: calendar, peculiar, Christmas, seventy. d) Write these words out and circle the silent letter in each: raspberry, kneel, shone, why, climb, sign, half, wrist. oy oi e) Put the correct letters (“oy oy” or “oi oi“) into these words: destr __ , r __ al, m __ st, enj __ able, av __ d, aster __ d, __ ster, m __ sture, ann __ , n __ sy, v __ ce, disl __ al.

g) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

o c . che e r o t r s super

h) Copy these sentences out exactly and fill appropriate list words into the spaces.

Murfee thought it was _____ that people ate a lot of _____ and spent a lot of _____s on the date on the _____ that they called _____. i)

Design an advertisement for a show bag that you have created yourself to sell at the Royal Show. List the contents, the price and the name of it. At least one list word must be included somewhere. Use plenty of colour, pictures and exciting words to attract people’s attention and to convince them to buy it.

Our Loopy Language: In sparkle the “ar” is an “ar” sound, in warm it is “or” and in scary it is “air”.

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Unit 32

Level A

ure

sound “r” (ending) e.g. wat’rr

nature ure ure picture ure future ure treasure ure adventure

se

sound “s” e.g. thiss

rinse se se sense se nonsense se reverse se eclipse

ve

sound “v” e.g. very

solve ve ve alive ve believe ve leave ve receive

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

Teac he r

ew i ev Pr

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Write one more word for each list above. d) Here are some words with more than one “ss” sound, e.g. essence. Fill in the correct ss, cc, ce ce, se se, cc cc.) one. (Choose from s, ss __ ati __ fy, di __ mi __ , su __ pen __ , di __ tre __ , __ enten __ , __ y __ tem, __ ucce __ , non __ en __.

ing e”, the final “e e” is dropped, e) When adding “ing ing” to most words ending in “e ing e.g. make / making. Add “ing ing” to these words: picture, treasure, eclipse, rinse, sense, reverse, receive, solve, believe, leave.

Now, write three of your own. f) Imagine you are creating a crossword. Choose any three list words and write a crossword clue for each one. g) Turn these nouns into adjectives by adding a suffix (word ending). Remember, sometimes you may need to add, delete or change letters, e.g. craze / crazy.

(Choose from ly ly, ible ible, ed ed, yy.) greed, horror, terror, love, bleach, cover, sense, friend, month, guilt, juice, concern, hunger, mess, health.

w ww

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

ous us is h) The ‘ss ending of words can be made with “ous ous” (adventurous), “us us” (walrus), “is is” ice as os (analysis), “ice ice” (Alice), “as as” (menace) and “os os” (asbestos). Add the correct ending to each of these words: oas __ , pal __ , fam __ , thesaur __ , marvell __ , nerv __ , circ __ , off __ , rhinocer __ , serv __ , gener __ . i) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. j) Copy these sentences out exactly and fill appropriate list words into the spaces.

“I _____ we should _____ _____ alone if it is to have a _____, and _____ our energy problems some other way,” a member of Greenpeace told his three guests.

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o c . che e r o t r s super Our Loopy Language:

“Ure” makes an “or” sound in sure, but can make a “ewer” sound in other words such as in pure, lure, cure, injure, secure, insecure, manure, mature and endure.

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Unit 33

Level A

re our

sound “r” (ending) e.g. wat’rr

oa

colour our our flavour re theatre re millimetre re kilometre

sound “oa” oa e.g. coa oast

coa oastline oa oa foa oam oa toa oast oa coa oach oa toa oadstool

d

sound “d” oing e.g. do

d ead d d one d oes dy stud d ile crocod

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

in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r

ew i ev Pr

b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. ful less Some words that we add “ful ful” to as a suffix, can also have “less less” added to them, ful less e.g. hope / hopeful / hopeless. Add “ful ful” and / or “less less” to these words where appropriate:

c)

peace, rest, wonder, dread, help, sense, cloud.

d) Fill in the correct “rr ending” for these words. (Choose from er er, or or, ar ar, ure ure, re re, our our.) harb __ , diamet __ , surrend __ , cent __ , tut __ , regul __ , neighb __ , fig __ , prop __ , vineg __

© ReadyEdPubl i cat i ons ow ow ou Sometimes the “ow ow” sound can be made with “ow ow” (frown) or “ou ou” (round). Add the correct • letters in r these words: f o r e vi ew pur posesonl y• playgr __ nd, p __ ch, all __ , m __ ntain, cr __ d,

e)

sn __ t, c __ nt, b__ ndary, fl __ r, fl __ er.

w ww

m . u

llll” (millimetre), Some words have a single “ll” (kilometre) and some have a double “ll yet they both produce the same sound. Complete the following words:

f)

unti __ , leve __ , e __ evator, ho __ ow, usua __ y, norma __ y,

steadi __ y,

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ta __ ent, a __ oud, a __ owed, wonderfu __ , eager __ y

g) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

o c . che e r o t r s super

h) Copy these sentences out exactly and fill appropriate list words into the spaces.

‘You see,” explained Murfee to Cerphi, “_____s are more than a _____ and less than a _____ in length, they sometimes live near the _____ of northern Australia, they don’t eat _____s on _____ and they are shot _____ if they eat a human.’

“Fancy that,” murmured Cerphi.

Our Loopy Language: Spelling differences around the world world:: Many words that end with “re” In Australia and the United Kingdom, are spelt with “er” in the United States. For example, centre / center, theatre / theater, metre / meter, millimetre / millimeter, centimetre / centimeter, kilometre / kilometer, litre / liter.

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Unit 34

Level A

ent

sound “nt” (ending) nt e.g. differ’nt

parent ent ent silent ent current ent talent ent different

ow

sound “oa” oa e.g. coa oast

marrow ow ow throw own ow pillow ow window ow tomorrow

dd

sound “d” e.g. doing

odd dd dd shudd dder dd hidd dden dd mudd ddle dd sudd ddenly

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in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Using as many of the list words as you can, write a sentence that makes sense.

(Keep a record of how many you use and try to beat it next time!) d” sound can be made with a double letter (“dd dd d” (as d) The “d dd” as in hidden) or single “d in bridle). Add the appropriate letters to these words and write them out: pu __ le, sa __ le, la __ le, ri __ en, ri _ er, cra __ le, me __ le, do __ ering, plo __ ing, forbi __ en, si __ le, o __ , shu __ er, anybo __ y, me __ al, stan __ ard, tro __ en. e) To turn an adjective (which describes a noun) into an adverb (which describes a ly verb), the suffix “ly ly” can be added to the end of the word, e.g. There was a sudden (adjective) movement. He moved suddenly (adverb).

Convert these adjectives to adverbs: silent, current, different, odd, safe, polite, quiet, tight, strong, patient, nervous, ridiculous, tolerant, surprising, tasteful, jovial, skilful, resourceful, careful, mournful, punctual. ly Where an adjective ends in “yy”, the “yy” is changed to an “ii” and then “ly ly” is added.

E.g. ordinary / ordinarily. Convert these words to adverbs: messy, tidy, cosy, heavy, noisy, weary, happy. j) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. g) Copy these sentences out exactly and fill appropriate list words into the spaces.

Cerphi felt a _____ go through his body as he saw a _____ bomb _____ from a _____ into the street. “Why can’t humans be nicer to each other?” he murmured. h) Referring to the Student Reference List as a guide, design a travel poster advertising all

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the interesting things about Earth for Murfee, Cerphi and Firffy to take back to Arixion with them. The aim is to encourage their friends to come and visit as well. Use plenty of colour, pictures and exciting words to make Earth sound appealing.

Our Loopy Language: Some words with an “oa” sound are made with the letters “ot” where the “t” is silent: depot, tarot, escargot and potpourri.

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Unit 35

Level A sound “nt” ant e.g. nt differ’nt

distant ant ant currant ant elephant ant vacant ant important

o-e

sound “oa” oa e.g. coa oast

e tho o se o se e clo o te e wro o ne e alo o se e suppo

or

sound “or” or e.g. for

for orget or or for orty or for orce or nor ormal or ordinary

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in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which list word can be pronounced two different ways, meaning two different things? ph d) Write three other words that you can think of where the blend “ph ph” is used to make ph the “ff” sound as in eleph phant. ful full e) When “ful ful” is added to a word to make it an adjective, even though it means “full of ful of” it is only spelt with one “ll”. Add “ful ful” to these words: forget, wonder, joy, fruit, help, power, doubt, faith. f) Make three smaller words each from the letters in these words: ordinary, forget, important, elephant. tt g) Put the correct “tt” or “tt tt” for the “tt” sound into these words and write them out in full: pe __ al, wa __ er, se __ led, ma __ erial, a __ ract, wri __ en, coconu __ , en __ er. h) A noun can be converted to a verb in all sorts of ways, (e.g. closure / close, supposition / suppose, vacancy / vacate), yet sometimes the word is the same in both noun and verb form, (e.g. force). Write these nouns and their verbs: greeting, use, choice, creation, achievement, entertainment, work, panic, guard, warning, weight, combination. i) Sometimes there are two words that can be used to show the past tense of a word.

One way needs one of the helpers: has has, have or had in front of it, e.g. write / wrote / had written. Write the words below, showing two past tense versions, adding a helper word where needed: draw, see, ride, swim, throw, hide, ring, fly. j) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. k) Copy these sentences out exactly and fill appropriate list words into the spaces. “_____ people told me _____s never _____. Do you _____ that’s true?” Firffy asked Cerphi.

“Let’s ask them,” suggested Cerphi.

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o c . che e r o t r s super Our Loopy Language:

Some words with an “or” sound are made with “a” as in all, water, almost, alter, walrus, walnuts and altar.

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Unit 36

Level A

ire

sound “ire” ire e.g. wire

tire ire ire retire ire umpire ire admire ire inspire

o

sound “oa” e.g. coast

o ver o ing go o n’t do o n’t wo o video

aw

sound “or” or e.g. for

law awn aw aw craw awl aw awful aw jigsaw aw awkward

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in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) An apostrophe is used when letters are left out of words to make contractions, e.g. would not = wouldn’t. Write these words out and the words they are short for: don’t, won’t, shouldn’t, it’s, we’re, you’re, they’re, they’ll.

O” can be sounded as “o o” (stopped), “oa oa oo u” (son). Put these d) “O oa” (don’t), “oo oo” (to) and “u o” words into columns according to the sound the “o o” makes in them: “o two, month, control, product, construct, towards, recover, government, slogan, total, company, model, doing, who’s. d ending” on a word can be made with “ard ard id ad e) The “d ard” (awkward), “id id” (acid), “ad ad” ed (ballad) or “ed ed” (deposited). Put the correct one at the end of these words: sol __ , sal __ , stup __ , tim __ , tempt __ , horr __ , forw __ , rap __ , want __ , pelt __ , melt __ , ar __ , liz __ , wiz __ . f) To convert certain nouns to their adjectives, the word may be changed at the end either by removing or changing letters, e.g. awkwardness / awkward. Write the following nouns and their adjectives: business, dampness, friendliness, vacancy, wisdom, cruelty, easiness, emptiness, honesty, popularity. g) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces.

“I _____ tell you again Murf,” Cerphi stated crossly. “_____ keep _____ _____ to that _____ asking him to explain his decision!“ i) Rule up 14 lines in your book and list all the letters of the alphabet. E.g. A-Z listing.

See the Student Reference List for instructions. Now, find an adjective beginning with each letter, e.g. a - amazing, b - blind, and so on. For the harder letters like x, z, q and v, just choose words with that letter in them, e.g. z - crazzy.

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o c . che e r o t r s super Our Loopy Language:

These words begin with “no” and “co” but look like “noo” and “coo“: noone (nowun), cooperate (ko - operate), cooperation, cooperative.

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Unit 37

Level A

ir iar

sound “ire” ire e.g. wire

ir iron ir iris Ir Irish iar diar iary iar liar

oe

sound “oa” oa e.g. coa oast

toe oe oe goe oes oe echoe oes oe potatoe oes oe tomatoe oes

ore

sound “or” or e.g. for

sore ore ore shore ore before ore explore ore bore ored

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in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

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b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

Write a sentence for both iris and iron to show meanings.

c)

d) Soar Soar, tow tow, sure and board are homophones of four list words above. Write them. e) Rearrange the letters of diary diary, sore and liar to make three new words.

Which list words rhyme with sure, fire, soared and row row? (Note: The spelling can be different.)

f)

© ReadyEdPubl i cat i ons oa Fill in the correct “oa oa” sound for these words. (Choose from oa oa, ow ow, o o--e, o o, oe oe, ough ough.)

• f o r r e v i e w p u r p o s e s o n l y • shad __ , pr __ cess, sl __ gan, bell __ , m __ p __ , cl __ th __ s, c __ c __ ,

g) Which list words look like they should rhyme with these words but don’t? does, shoe. h)

gl __ t, d __ nut, p __ etry, pr __ gress, alth __.

j)

Irish The adjective for describing things about Ireland is “Irish Irish”. Write adjectives for: Australia, America, Britain, England, Italy, Greece, Asia, India, Canada, Poland.

j)

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

l)

Copy these sentences out exactly and fill appropriate list words into the spaces.

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ore Find all the letters of the alphabet that can be put in front of “ore ore” to create a word.

E.g. bore, core, and so on.

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i)

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“_____ we _____ the _____, can I get my _____ _____ fixed please because it’s hurting?” pleaded Murfee.

Our Loopy Language: When converting the singular form of a word ending in “o” to its plural form, the suffix “es” may be added, e.g. potato / potatoes, tomato / tomatoes, hero / heroes, echo / echoes. Sometimes just adding an “s” is required as in piano / pianos, radio / radios, patio / patios; and sometimes it can be either, as in tornado / tornadoes / tornados, volcano / volcanoes / volcanos and mosquito / mosquitoes / mosquitos.

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Unit 38

Level A

ar

sound “ar” ar e.g. gar arden

apar art ar ar depar art ar Dar arwin ar car artoon ar Hobar art

et

sound “t” ’t e.g. trump’t

cricket et et crumpet et planet et toilet et helmet

our

sound “or” or e.g. for

four our our four ourteen our pour our your ou ’r ’re you ou’r

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in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Write one more word for each list above.

d) Proper nouns are names of people or places that require capital letters, e.g. Darwin, Prince Charles. Write three other places and three other names that are proper nouns.

yoo u” (use) and e) The “yy” or “yoo yoo” sound can be made with a “yy” (your), “ii” (soldier), “u ue “ue ue” (continue). Put the correct letter blend into each of these words: aven __ , la __ er, cra __ on, __ niverse, sen __ or, jun __ or, be __ ond, em __ , t __ lip, d __ ty, m __ sic, d __ ring. f) Imagine you are creating a crossword. Choose any three list words and write a clue for each word.

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et ead g) The past tense of certain words ending in “et et” or “ead ead” is often the same word, ed e.g. I will let him do that. He let me do that. For other words, the suffix “ed ed” is added, e.g. fret / fretted. Write out the words below and their past tense versions – careful, there are two exceptions! pet, bet, set, get, net, wet, spread, tread, thread, dread.

h) Write a paragraph of at least 10 lines beginning with “The little fairy spun around my head once, then sprinkled fairy dust on me and said, ... “ and so on. i) j)

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In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

Copy these sentences out exactly and fill appropriate list words into the spaces. “_____ from the ones in _____, _____ and _____ other cities, how many more _____ games do we have to go to on this _____?” groaned Cerphi.

k) Design a card that Murfee, Cerphi and Firffy can take home to Arixion with them.

Show the four pages (front, back and the middle two) with any message or pictures that you like.

Our Loopy Language: The “our” ending of some words becomes “or” when letters are added: four / forty, humour / humorous, glamour / glamorous, vigour / vigorous, labour / laborious.

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Unit 39

Level A sound “ar” a ear e.g. ar gar arden

cla a ss a lf ha a n’t ca a sta pa ear hear eart

it

sound “t” (ending) e.g. trump’tt

visit it it habit it limit it profit it unit

ar

sound “or” or e.g. for

war ar ar war arm ar war arn ar rewar ard ar quar arter

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in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which list words rhyme with form, chart, daughter daughter,, born, sore, farce, chaff and aren ’t aren’t ’t? (Note: The spelling can be different.) d) Which list words look like they should rhyme with these words but don’t? far, barn, mass, pant, barter. e) Using the Student Reference List as a guide, create a word search using at least ten of the list words above. j) In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language. g) Copy these sentences out exactly and fill appropriate list words into the spaces.

Even though they would have to leave soon, as there had been no time _____, the cosmic visitors had managed to _____ _____ the countries on the third planet from the sun, to observe the _____s of the inhabitants. h) Copy the following word family table and the examples given. Add the words listed below to the appropriate column the list of words given. Check the Student Reference List or a dictionary for definitions of nouns, verbs and so on.

w ww NOUN profit warmth safety

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sadness

VERB profit warm

ADJECTIVE profitable warm

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ADVERB profitably warmly

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colourful

hurtfully

harm

toughen tightness

toughly tight

Our Loopy Language: Even though most words beginning with “al” often mean “all”, they rarely have the double “ll“ spelling: already, alright, almost, always, altogether, although..

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Unit 40

Level A

er au ah

sound “ar” ar e.g. gar arden

cler erk er au aunt au lau augh ah galah ah cheetah

ot ate ite

sound “t” (ending) e.g. trump’tt

carrot ot ot pilot ate private ate chocolate ite favourite

au

sound “or” or e.g. for

cau ause au au pau ause au sau auce Au August au aundry lau

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in bold a) Copy the list words out into three columns as above. Write the sound (in bold) in a different colour, or underline it.

Teac he r c)

or Fill in the correct “or or” sound for each of the words below. our, ar ar, au au, ou ou, a a.)

(Choose from or or, aw aw, ore ore, oor oor, our

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b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence.

b __ dom, ch __ , pr __ n, imp __ tant, tow __ ds, c __ se, sn __ kel, __ lready, sw __ d, ch __ lk, n __ ghty.

wr rh d) The “rr” sound can be made with “rr” (favourite), “rr rr” (carrot), “wr wr” (wrestle) or “rh rh” rr (rhombus). Add the correct one to these words:

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j)

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fo __ est, Ame __ ica, __ ong, co __ ect, __ yme, i __ igate, ma __ ied, __ inoceros, Februa __ y, ga __ age, me __ it, __ iggle. a” as in “ar ar ass) words. Copy out each clue. e) Here are the clues for some “a ar” (e.g. cla - Another name for a movie theatre.

- These grow in the ground.

- Every question deserves one.

- The inside of your hand.

- Creating artistic things with your hands is often called this.

- The opposite of “future”.

In your pads, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

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g) Copy these sentences out exactly and fill appropriate list words into the spaces.

As they roared away from Earth in their aircraft, Firffy declared to the _____, “I think _____ _____ was my _____ thing to have on icecream, tomato _____ on pasta and _____ cake and coffee to finish off!” The others laughed happily at her and knew they would all remember their trip fondly to the lovely planet Earth. h) Referring to the example given in the Student Reference List, create a full crossword about 5 centimetres across and 6 lines down, using at least one of the list words.

Our Loopy Language: In favourite the “ite” is a ’t ending”, in appetite it is “ite”, and in elite it is “eet”.

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Answers

Level A

There may be more than one correct answer to many of the exercises, so it is up to the teacher’s discretion when marking each individual effort. sneeze, verb, person, wonderful. person afternoon, asleep, sweet, wonderful. kills kangaroo, kept, koala, skill, skipped. fur Their ship landed in Australia first. As they walked down the ramp they saw a kangaroo grazing in a field and a koala up in a gum tree fast asleep asleep.

c ) quite e ) worst, quiet, ski, alien, taxi. f ) pizzas, skis, aliens, radios, taxis, quilts, questions, works, worlds, worms. g ) worst, question, quickly, quiet. i ) Saturday, thirty, perfect, nurse, worse, worth, surf, squirt, stern, perform, circle. l ) As the alien aliens were hungry, they decided to order a pizza pizza. Murfee said he wanted worms on his. Cerphi said that would be the worst pizza in the world world.

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Unit 2

c ) speak / sneak. d ) dream, stream, creak, beneath, beam, least, squeak. g) Murfee and Cerphi tried to speak to a bird in a tree but it just chirped at them.

“I think we’ll have to learn bird language too,” said Murfee. They walked on and came to a sandy beach beach, so they had a picnic with sandwiches and a cake that had thirteen candles on it.

B h)

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c) d) e) f) g) i) k)

Unit 4

Unit 1

Unit 5

c ) believable, employable, laughable, admirable, washable, achievable, spreadable. d ) niece, stalk, yolk, piece, brief. e ) kitchen, school, soccer, cricket, sticky, skin, fantastic, chemist, mathematics, record, accuse. f ) tidied, worried, emptied, studied, busied, cried, dried, replied. h ) After school Murfee and Cerphi saw a spooky movie in a theatre. Then they went for a walk and had a talk while eating a scoop of icecream in a bowl.

Murfee couldn’t choose between chocolate and strawberry, so he had both.

S O

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c) d) e) g) i) l)

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o c . che e r o Unit 3 t r s super T

wreck, h, b, g, s, c, k, t, w. fur, monkey, barley, wreck, money.

All of them. hurt, wreck, key, ticket. nurse, turtle, burn, surface.

On Thursday Murfee and Cerphi saw a monkey with brown fur sitting on a chimney chimney. To their surprise it tried to attack them, but luckily it didn’t hurt them.

Unit 6

c ) new d ) we’ve, we’re, we’ll, we’d. e ) grew, flew, spun, told, said, spent, sold, sat, caught. f ) grass (we don’t eat it). g ) angel, glean. j ) evening, remaining, rewarding, angling, benefiting, stewing, viewing. l ) “W We should have known we were in danger when we walked through the traffic,” gasped Murfee breathlessly.

“Yes, we will never do that again,” agreed Cerphi.

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Level A

Unit 7

Answers

Unit 10

too, two. turn left; he left the room.

New South Wales. port = left, starboard = right.

35 Olympic, physical, Sydney, syrup, system. i ) t, a, o, h, c, u, h. k ) Murfee and Cerphi have fifteen brothers and sisters who they miss since they’ve been here on Earth. They often wonder what they have been doing since they left their home.

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Unit 8

Unit 11

c ) rule a line, follow the rules, rule a country. d ) greatness, thickness, hollowness, bitterness, sweetness, loudness, illness, brightness, sadness, sickness. e)) different, include, rude. f ) ph g) off, rule, pollute, June. j ) ruffled, ruled, included, polluted; crept. l ) including, polluting, ruling, scraping, loving, capturing, escaping, inviting, writing. n) The first time Murfee tasted coffee he said a rude word because he didn’t like it at all. But when he had some jelly he said it tasted different to what he was used to on Arixion.

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not, no. received, kneed, knotted, ruined. ay July, know, knee, protein.

We all know aliens are weird weird, but in February when it is hot in Australia, they either sit by the fire or kneel in a hot bath to keep warm. m) February: 6,5,2,18,21,1,18,25; know: 11,14,15,23; protein: 16,18,15,20,5,9,14; truth: 20,18,21,20,8.

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c) d) e) f) g) h)

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c ) babies, diaries, worries, jellies, gravies, canaries. d ) busier / busiest, sleepier / sleepiest, windier/windiest, thinner / thinnest, noisier / noisiest, prettier / prettiest, dirtier / dirtiest, curlier / curliest, sadder / saddest, funnier / funniest. e ) running, skipping, hopping, stepping, getting, batting, hitting, travelling, labelling, modelling. f ) quickly, gently, quietly, angrily, brightly, loudly, suddenly. g ) gluing, arguing, pursuing, rescuing, valuing, continuing. i ) Murfee and Cerphi were beginning to learn to play tennis tennis, but many of their shots were really funny funny. It was cruel to laugh at them but the people watching couldn’t help it.

m ) Murfee and Cerphi, these aliens who you now know, are tourist tourists on our planet. They like to eat insect soup which they think is delicious!

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Unit 9 te o c . che e Unit 12 r o t r s super

c ) you d) verb e) themes, plastics, insects, soups, groups, coupons, tourists. f ) insect (we don’t eat insects). g) you’ve, you’re, you’ll, you’d. h) trio, media, people, chief, scheme. i ) reach, police, green, worry, receive, repeat, field, these, degree. j ) completion, competition, information, instruction, irritation, decoration, subtraction. k ) ground (ow), shoulder (o), without (ow), cough (o), soul (oa), young (u), touch (u).

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c) a d ) musician, magician, electrician, comedian, veterinarian, librarian. e ) eau, ui, ue, Eu, ui, ui, o, ue, ue, u. f ) whether (or not) and wether ( a castrated sheep). g ) weather, chapter, breakfast, bread, uniform. h) I k ) One morning in a restaurant Murfee and Cerphi looked at the breakfast 53

Answers

Level A

menu menu. Instead of toasted bread they ate salad while listening to music music.

Unit 13

Unit 16 r o e t s Bo r e p ok u S c) d) e) f) g) i) k)

m) o)

eye Student; The dark spot in the eye.

She does it well; Does are female deer. pencil, petrol, camel, parcel, castle, cubicle, oval. hasn’t, wasn’t, doesn’t, isn’t. has, climb, idea, evil. s: most, writes, west, asked, swirl. z: cousin, busy, grows, easily, casual. feet (the others are sense organs).

Does that lion Cerphi says to Murfee, “Does have yellow or green eyes do you think?’

“I don’t know,” replied Murfee, “But he looks very wild to me.”

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c ) label, novel, towel, tinsel, quiz, zero, maze, shoe, move. d ) blazing, moving, losing, proving, amazing. e ) movement, amazement, agreement, judgement or judgment, encouragement, amusement, entertainment, achievement, management. g ) hose or hoes, listen or silent, elbow or bowel, sole. i ) group, lose or loose, music, argue, renew, mood, dew or do, fruit, cute, excuse. j ) blazing, shoe, lazy, zero, novel, quiz. l ) On Arixion, Murfee and Cerphi don’t wear shoe shoes because they can’t move as well. Their toes are large and tough, and to prove how tough they are, they can walk through a blazing fire and not get burnt.

has spoken. h ) delight, sight, light, bright, fright, thigh. j ) Cerphi thought it might be quicker to pedal a bicycle to the hospital where Murfee had spent the night after having a fight with an animal animal.

© ReadyEdPubl i cat i ons Unit 17 cu ) light •f orr evi ew p r posesonl y• d ) push, crush, damp, wash.

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Unit 15

c ) knight d ) peddle: to trade or sell; meddle: to interfere. e ) igh f ) had taken, have beaten, has blown, has chosen, have bitten, had seen, 54

e ) because, cheese, noise, please, wise. f ) busy, prize, frozen, prison, television, rise. g ) shark j) “Do you wash cheese before you eat it?” asked a puzzled Murfee.

“No,” answered Cerphi. “Then it would be too damp damp.”

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Unit 14

c ) right or rite. d) person, woman, foot, child, city, half, memory, tuna, rhinoceros. e) 2 f ) twice as much. g ) division, conclusion, television, explosion, collision, erosion. i ) please (the others are adverbs meaning when). k ) Sometimes Murfee and Cerphi are quite puzzle puzzled about the things people here on Earth do. Yesterday they were invite invited to sit at a table and write a story and they didn’t know why. l ) apple: 1,16,16,12,5; pizza: 16,9,26,26,1; lime: 12,9,13,5.

Unit 18

d ) gas, wrong, gone. e ) addition, summer, fiction, common. f ) chance, sentence, tense, entrance, intense, promise, expense, reverse, advice, announce, pulse. g ) string, fraction, comment, swimming i ) “Cerphi!” exclaimed Murfee. “It is wrong to eat glitter before you go swimming in summer summer. It will make you sick!” j ) Melbourne: 13,5,12,2,15,21,18,14,5; gossip: 7,15,19,19,9,16; competition: 3,15,13,16,5,20,9,20,9,15,14.

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Answers

Level A

Unit 19

Unit 20

The palm of your hand; A palm tree. parachute, almond, special. c, h, k, n, t, b, a, c, w, u. guinea pig, almond, ocean, special, tomorrow, calm. h ) stammer, climb, comedy, welcome, lemon, numb. j ) “Mmmm this almond is delicious delicious!” cried Murfee. “Can we go to the ocean tomorrow to see some seagulls Cerphi?’

“I guess it would be pretty special special,” mused his friend.

Unit 23 © ReadyEdP bl i ca t i onaccept, s c) u wrecks, hexagon, picnics, accident, axle, stinks, knocks, excitement.

•f orr evi ew pu r p osesonl y• f ) cough, shoulder, creature, headache,

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Unit 21

d) ch (attach, clench, chocolate, voucher, challenge); sh (parachute, brochure, moustache, chute); k (school, chlorine, character, echidna). e) hopped, clapped, shopped, travelled, controlled, dragged, jogged, rotted, shrugged. f ) today, holiday, sandwich, chicken, children, orange, October. h) Murfee, Cerphi and Firffy stopped at the first holiday resort they came to on our planet. They tasted a chicken sandwich and orange cordial for the first time, but said they preferred seaweed and toadstools in their sandwiches sandwiches.

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waste and paste. g ) swan, quarrel, moral, poultry, conversation, fault, squash. i ) naturally, oddly, painfully, strangely, strongly, wastefully, wildly, intelligently, modestly, forlornly, furiously, usually, gladly. l ) When giving a lecture in Australia Cerphi thought it natural to talk about some of the dangerous creatures that live there, because safety is important in the bush and the water.

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d ) Suggestion: limb, womb, sore, goggle. f ) shore g ) wriggle, wrong, wreck, wrangle, wrote, etc. h ) the lamb’s wool, the toadstools, the crumbs, the dog’s toys, the boy’s goggles, the girl’s tissues. l ) “Are you sure we eat sugar sugar?” asked Cerphi, making a face as he tried some. Murfee giggle d at his friend’s face as he licked some off his thumb thumb.

“No I’m not,” he responded as his tongue went numb numb.

Unit 22

d ) watch could fit into the “a“=o column. e ) swallow / bird / food; watch / look / timing device. g ) strain, obtain, contain, catch, stretch, watch, want, swap, swallow. i ) a (balance, catastrophe, attempt, contract); o (wallow, scald, waft); ay (hazy, basic, occasion, craving); ar (tomato, chant, cask). j ) say / said, catch / caught, spin / spun, tell / told, meet / met, come / came, did / done, sell / sold, send / sent, run / ran, fall / fell. k ) football, anywhere, fireman, raindrop, something, sunglasses. m ) Murfee and Cerphi watched a fisherman from Adelaide catch a huge fish and cook it in his kitchen on the boat and offer them some. It was a strain for them to swallow a piece as they didn’t really like eating animals.

o c . che e r o t r Unit 24 s super

c ) sleigh (sleigh bells), potato, apricot, eerie, queer, cheerful, stolen (the stolen wallet). d ) first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, fourteenth, fifteenth, sixteenth, seventeenth, eighteenth, nineteenth, twentieth. e ) listen, queer, sleigh, cheerful, eerie.

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Level A

h ) Firffy thought human babies were very cheerful considering they had to eat mashed potato and pureed apricot so much of the time. j ) NOUN VERB ADJECTIVE ADVERB cheer love thicken tighten amuse forget touch amaze

cheerful loving,lovely thick tight amusing forgetful touching amazing

cheerfully lovingly thickly tightly amusingly forgetfully touchingly amazingly

d ) grate, brake, lessen. e ) contain, prey or pray, survey, neighbour, steak, quaint, basic, savoury, vacation, aviary, eighth. f ) gear and appear, the “ey” words, bacon, great, break. g ) gear and appear, the “ey” words, break, great. h ) human, discipline, ocean, imagine, engine, examine, organ. i ) poisonous, venomous, furious, famous, nervous, dangerous, adventurous, glorious, continuous, ridiculous, hazardous, mysterious, industrious, nervous, poisonous. k ) When they had to appear on television nearly every night for a while, Murfee became very weary of the lemonade they were given to drink every time.

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cheer love thickness tightness amusement forgetfulness touch amazement

Unit 27

d ) mostly, gas, said. e ) g (wrong, figure, gossip, recognise, lagoon); j (rage, genius, tragic, Egypt, generic). f ) coffin, mitten, medicine, siren, baton, pollen, question, aspirin, nectarine. g ) replied / asked, small / huge or large, slow / fast, midget / giant. i ) “Are we allowed to do any magic here?” queried Murfee.

Cerphi said said, “I wasn’t going to mention it, but perhaps we could put some large crystals into the polluted oceans to help clean them.”

Unit 28

c ) water, passed, were, wander, wild. d ) were, passed, wild, wander. f ) passed is the past tense of the verb pass; past is an adverb. g ) impossible, unhappy, uncommon, unimportant, immature, impatient, uncertain, uneasy. i ) edge, bridge, smudge, address, water, wander. k ) On Wednesday the three friends wandered across a bridge over a large river. They stood on the edge and watched the wild water swirling dangerously beneath it.

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Unit 26

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c ) dolphin, cereal, injury, cabin, cousin. d ) heave, hermit, whose or hose, inherit, who’s, wholesome, whoever. e ) jeans, we’re, cereal. f ) comedian, mountain, Britain, musician, captain, veterinarian, curtain, magician. g ) century, mystery, ordinary, February, memory, hungry, history, discovery, secretary, library. j ) Murfee, Cerphi and Firffy were sincere in their efforts to fit into Earth life, so they wore jeans jeans, took their vitamins vitamins, ate blueberry muffins muffins, juicy oranges and had sliced banana on their cereal every morning.

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Unit 29

c ) peace, wear and ware, wail, mints. d ) The “h” is silent. gnome, yoghurt, knuckle, autumn, glisten, dread, scissors, crumb. e ) young, glum, thumbs, double, among, nothing, Africa, luggage, umpire, onion, country, front. f ) entrance, licence, slice, police. h ) “Did you see that cat pounce on that piece of mince mince?” whispered Firffy in surprise.

“It wasn’t as if it was going anywhere it’s true. Now that spider on the other hand ...” Cerphi squeaked as he leapt out of the way of the eight legged arachnid.

o c . che e r o t r s super

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Answers

Level A

Unit 30

d) e)

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Unit 31

d ) raspberry, kneel, shone, why, climb, sign, half, wrist. e ) destroy, royal, moist, enjoyable, avoid, asteroid, oyster, moisture, annoy, noisy, voice, disloyal. f ) promise, purpose, lettuce, porpoise, Christmas, tortoise, canvas. h ) Murfee thought it was peculiar that people ate a lot of sugar and spent a lot of dollars on the date on the calendar that they called Christmas Christmas.

f)

h)

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c ) quiet and quite. d ) decide, error, centre, author, quiet. e ) swear, where, nightmare, barely, scary, area, despair, their, declare, temporary, questionnaire, parent. f ) s (decimal, cellar, cellophane); k (concrete, security, gastric); sh (ocean, special, delicious); silent (scent, scientist, muscle). g ) cent, centimetre, centre, city, decide. k ) Murfee, Cerphi and Firffy stood quietly on the Equator at the centre of the Earth and decided that penguins could not quite live there as it was too hot.

dreadful, helpful, helpless, senseless, cloudless. harbour, diameter, surrender, centre, tutor, regular, neighbour, figure, proper, vinegar. playground, pouch, allow, mountain, crowd, snout, count, boundary, flour, flower. until, level, elevator, hollow, usually, normally, steadily, talent, aloud, allowed, wonderful, eagerly.

“You see,” explained Murfee to Cerphi, Crocodiles are more than a “Crocodiles millimetre and less than a kilometre in length, they sometimes live near the coastline of northern Australia, they don’t eat toadstools on toast and they are shot dead if they eat a human.”

“Fancy that,” murmured Cerphi.

Unit 34

d ) puddle, saddle, ladle, ridden, rider, cradle, meddle, doddering, plodding, forbidden, sidle, odd, shudder, anybody, medal, standard, trodden. e ) silently, currently, differently, oddly, safely, politely, quietly, tightly, strongly, patiently, nervously, ridiculously, tolerantly, surprisingly, tastefully, jovially, skilfully, resourcefully, carefully, mournfully, punctually, messily, tidily, cosily, heavily, noisily, wearily, happily. g ) Cerphi felt a shudder go through his body as he saw a silent bomb thrown from a window into the street. “Why can’t humans be nicer to each other?” he murmured.

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Unit 32

d ) satisfy, dismiss, suspense, distress, sentence, system, success, nonsense. e ) picturing, treasuring, eclipsing, rinsing, sensing, reversing, receiving, solving, believing, leaving. g ) greedy, horrible, terrible, lovely, bleached, covered, sensible, friendly, monthly, guilty, juicy, concerned, hungry, messy, healthy. h ) oasis, palace, famous, thesaurus, marvellous, nervous, circus, office, rhinoceros, service, generous. j ) “I believe we should leave nature alone if it is to have a future future, and solve our energy problems some other way,” a member of Greenpeace told his three guests.

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o c . che e Unit 35 r o r st super

Unit 33

c ) peaceful, restful, restless, wonderful, Ready-Ed Publications

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c ) I will close the door. He is too close to me. e ) forgetful, wonderful, joyful, fruitful, helpful, powerful, doubtful, faithful. g ) petal, water, settled, material, attract, written, coconut, enter. h ) greeting / greet, use / use, choice / choose, creation / create, achievement / achieve, entertainment / entertain, work / work, panic / panic, guard / guard, warning / warn, weight / weigh, combination / combine.

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Answers

Level A

i ) draw / drew / had drawn, see / saw / have seen, ride / rode / has ridden, swim / swam / had swum, throw / threw / have thrown, hide / hid / has hidden, ring / rang / have rung, fly / flew / has flown. k ) “Those Those people told me elephants never forget forget. Do you suppose that’s true?” Firffy asked Cerphi.

“Let’s ask them,” suggested Cerphi.

Unit 38

e ) avenue, layer, crayon, universe, senior, junior, beyond, emu, tulip, duty, music, during. g ) pet / petted, bet / bet, set / set, get / got, net / netted, wet / wet, spread / spread, tread / trod, thread / threaded, dread / dreaded. j ) “Apart Apart from the ones in Darwin, Hobart and four other cities, how many more cricket games do we have to go to on this planet planet?” groaned Cerphi.

Teac he r

c ) don’t / do not, won’t / will not, shouldn’t / should not, it’s / it is, we’re / we are, you’re / you are, they’re / they are, they’ll / they will. d ) o (control, product, construct, model); oa (slogan, total); oo (two, towards, doing, who’s); u (month, recover, government, company). e ) solid, salad, stupid, timid, tempted, horrid, forward, rapid, wanted, pelted, melted, arid, lizard, wizard. f ) business / busy, dampness / damp, friendliness / friendly, vacancy / vacant, wisdom / wise, cruelty / cruel, easiness / easy, emptiness / empty, honesty / honest, popularity / popular. h ) “II won ’t tell you again Murf,” Cerphi won’t Don ’t keep going over stated crossly. “Don Don’t to that umpire asking him to explain his decision!”

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r o e t s Bo r e ok Unit 36p u S Unit 39

c ) warm, heart, quarter, warn, war, class, half, can’t. d ) war, warn, class, can’t, quarter. g ) Even though they would have to leave soon, as there had been no time limit limit, the cosmic visitors had managed to visit half the countries on the third planet from the sun, to observe the habit habits of the inhabitants. h ) NOUN VERB ADJECTIVE ADVERB

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profit warm save neaten sadden colour hurt harm toughen tighten

profitable warm safe neat sad colourful hurt harmful tough tight

profitably warmly safely neatly sadly colourfully hurtfully harmfully toughly tightly

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Unit 37

c ) The iris in your eye ; A flower; Iron the shirt ; Iron ore. d ) sore, toe, shore, bored. e ) dairy, rose, rail. f ) the “ore” words except bored, liar, bored, toe. g ) goes, toe. h ) shadow, process, slogan, bellow, mope, clothes, cocoa, gloat, doughnut, poetry, progress, although. i ) bore, core, fore, gore, lore, more, pore, sore, tore, wore, yore. j ) Australian, American, British, English, Italian, Greek, Asian, Indian, Canadian, Polish. l ) “Before Before we explore the shore shore, can I get my sore toe fixed please because it’s hurting?” pleaded Murfee.

profit warmth safety neatness sadness colour hurt harm toughness tightness

Unit 40

o c . che e r o t r s super

c ) boredom, chore, prawn, important, towards, course or cause, snorkel, already, sword, chalk, naughty. d ) forest, America, wrong, correct, rhyme, irrigate, married, rhinoceros, February, garage, merit, wriggle. e ) cinema, plants, answer, palm, craft, past g ) As they roared away from Earth in their aircraft, Firffy declared to the pilot pilot, “I think chocolate sauce was my favourite thing to have on icecream, tomato sauce on pasta and carrot cake and coffee to finish off!” The others laughed happily at her and knew they would all remember their trip fondly to the lovely planet Earth.

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List Words

Level A swee eet ee ee snee eeze ee stee eel ee blee eed ee aslee eep

k ept k ipped sk k ill sk k oala k angaroo

per erson er er ver erb er wer ere er after ernoon er erful wonder

Unit 2

bea each ea ea tea ease ea rea eason ea spea eak ea snea eak

docctor scc ary recc ord picc nicc secc ond

bir ird ir irst fir ir ir thir irteen ir thir irsty ir bir irthday

Unit 3

key ey ey money ey monkey ey chimney ey barley

tick cket ck ck pack cket ck luck cky ck attack ck wreck

Unit 4

piizza skii alii en radii o taxii

qu quiet qu quickly qu equ qual qu quilt qu question

pie iece ie ie nie iece ie ief brie ie movie ie belie ieve

walk lk lk stalk lk talk lk chalk lk yolk

easyy babyy manyy reallyy busyy

tunn nnel nn nn funn nny nn tenn nnis nn mann nners nn beginn nning

fur ur ur hur urt ur urn retur ur sur urprise ur Thur ursday wor ork or or wor orld or ords wor or wor orm or wor orst

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scoo oop oo oo spoo ooky oo choo oose oo schoo ool oo afternoo oon

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Unit 5

Unit 6

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Unit 1

. ew n ly on flew teewevene o n gle ew an stew c . e ing n stant ew be in grew c e h r e main e n ger t ew re dan drew o r s s r u e p n efit ew e ward re ben view

Unit 7

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blue ue ue clue ue true ue glue ue crue uel

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List Words

Level A wei eird ei ei protei ein ei recei eive ei either ei nei either

kn knee kn kneel kn know kn knew kn knot

tru u th u ly Ju u in ru u ary Febru u ment instru

Unit 9

e the e se e te e dele e me e the e te e compe e te e comple

whii ch untii l plastii c i nsect sii mple

you ou ou sou oup ou grou oup ou cou oupon ou tou ourist

lefft f iff ty f iff teen off ten soff ten

Syydney syystem syy rup phyy sical Olyy mpic

Unit 11

ff en u de e ru ©coffoffffffee R eadyEdwhe P u b l i c a t i o n s u le e e pt cre ru ff e lf u ne e ruff ffle itse Ju •f o r r e v i e w p u r p o s e s o n l y ff e lpful u de e• traff ffic he inclu diff fferent ff

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bra a nd a la ad sa a ppen ha a sh spla a pter cha

ead brea ea ea eady rea ea instea ead ea wea eather ea brea eakfast

du u ring u sic mu u et du u menu u niform

table le le double le people le bubble le couple

buzz zz zz fizz zzy zz dizz zzy zz sizz zzle zz puzz zzle

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Unit 13

Unit 14

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to o o who o ing do o night to o morrow to

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Unit 8

. ttravel el oe lazz y shoe e o cmoo vee el label quizz . c e el h z ero o se e novel lo r e o t el o se e towel mazz e r who r s s u e p el o ve e tinsel blazz ing pro

e quii te e invii te e wrii te dii vii de es sometii me

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List Words

Level A pedal al al petal al medal al animal al hospital

size ze ze prize ze freeze ze froze ze breeze

righ ight igh igh nigh ight igh migh ight igh tigh ight igh figh ight

Unit 16

pencil il il April il evil il pupil il stencil

hass wass sayss doess eyess

tiiny wii ld lii on clii mb i dea

Unit 17

dream m m ber num mp dam m ic com m om m ent

wise se se because se please se noise se cheese

Unit 18

comm mmon mm mm summ mmer mm mmense imm mm swimm mming mm comm mment

g as g string g litter g beg g one

lamb mb mb comb mb crumb mb thumb mb numb

gigg ggle gg gg wrigg ggle gg gogg ggles gg bigg gger gg dragg gged

alway ays ay ay today ay may aybe ay anywa ay holiday

sandwich ch ch which ch chanted ench ch chicken ch children

wash sh sh crush sh push sh shark sh shadow

acttion fictt ion statt ion fractt ion additt ion

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s ure s ugar ss tiss ssue ss press ssure ss permiss ssion

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Unit 19

Unit 20

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Teac he r

Unit 15

. tecalmlm gu guess occ ean o lm gu palm guilty specc ial c . lm gu c alm lmond guard delicc ious e h r m orrow e gu ch tom guide t mach chine o r s s r u e p m ble gu ch scram guinea pig parach chute

Unit 21

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of o range o ng stro o pped sto O ctober

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List Words

Level A ai strai ain ai obtai ain ai Adelai aide ai contai ain ai pai ainful

ch catch ch witch ch kitch chen ch stretch ch watch

at wha a nt wa a llet wa ap swa a llow swa

Unit 23

e ty sa a fe e a ste wa a ste e pa a pe e esca a che e heada

futture mixtt ure pictt ure creatt ure natt ural

becau ause au au sau ausage Au Australia ou cou ough ou shou oulder

slei eigh ei a bies ba a nge arra a to pota a pricot

stee eer ee ee pee eer ee eerie ee quee eer ee chee eerful

kitten en en stolen en listen en written en token

Unit 25

grea eat ea

appear ear

poison on

injury jeans juicy project J anuary

h ere e’re we’re er sincer ere er her ero er cer ereal

cabin in in cousin in muffin in dolphin in vitamin

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Unit 26

ey ear on gear lesson they ©grey R e a d y E d P u b l i c a t i o n s ey ear on ears bacon tear on ey reason obey near early ear •f o r r e v i e w p u r p o s e s o n l y ea ear on• brea eak wear eary lemon

Unit 27

Unit 28

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Unit 22

o c . ce e g iant h r o t r g ic mag s s r u e p g ine eng

edge dge dge bridge dge badge dge dodge dge smudge

gass fass t ass ked moss tly s aid

across ss ss ssed pass ss address ss dismiss ss ssible poss

action ion ion session ion mention ion cushion ion television

w ere w ild w ater w ander W ednesday

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List Words

Level A paper er er brother er spider er proper er remember

price ce ce piece ce chance ce mince ce pounce

wh where wh anywh where wh whale wh whisper wh meanwh while

Unit 30

error or or monitor or equator or author or corridor

c ity c ent c entre c entimetre decc ide

qu u iet qu u ite u are squ u al equ u in pengu

Unit 31

sugar ar ar dollar ar peculiar calendar ar ar popular

cast stle st st thist stle st stle whist st rust stle st Christ stmas

Unit 32

ure nature ure picture ure future ure treasure ure adventure

se rinse senss e se nonsense se reverse eclipse se

colour our our flavour re theatre re millimetre re kilometre

coa oastline oa oa foa oam oa toa oast oa oach coa oa toa oadstool

distant ant ant currant ant elephant ant vacant ant important

e tho o se o se e clo o te e wro o ne e alo o se e suppo

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

covv er v oice v elvv et heavv y sevv enty

ve solve ve alive ve believe ve leave ve receive

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Unit 34

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Unit 29

. teparent ent ow dd marrow odd o ent ow dd silent throw own shudd dder c . ent ow dd c current pillow hidd dden e h r ent ow t dd talent window mudd ddle e o r s s r u e p ent ow dd different tomorrow sudd ddenly

Unit 35

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for orget or or for orty or for orce or nor ormal or ordinary

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List Words

Level A

tire ire ire retire ire umpire ire admire ire inspire

o ver o ing go o n’t do o n’t wo o video

law awn aw aw craw awl aw awful aw jigsaw aw awkward

Unit 37

ir iron ir iris Ir Irish iar diar iary iar liar

toe oe oe goe oes oe echoe oes oe potatoe oes oe tomatoe oes

sore ore ore shore ore before ore explore ore bore ored

apar art ar ar depar art ar arwin Dar ar car artoon ar Hobar art

cricket et et crumpet et planet et toilet et helmet

Unit 39

it ar a ss visit war ©cla R e a d y E d P u b l i c a t i o n s ar a lf it arm ha habit war a n’t it ar limit war arn ca •f o r r e v i e w p u r p o s e s o n l y a sta a it pa profit rewar ard• ar hear eart ear

unit it

quar arter ar

cler erk er au aunt au lau augh ah galah ah cheetah

carrot ot ot pilot ate private ate chocolate ite favourite

cau ause au au pau ause au sau auce Au August au lau aundry

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Unit 40

Unit 34

four our our four ourteen our pour our your ou ’r you ou’r ’re

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Unit 38

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

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Teac he r

Unit 36

o c . che e r o t r s super

Unit 35

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