Pathways to Literacy: Level B - Ages 10-11 by Teacher Superstore

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PATHWAYS

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Level B Ages 10 - 11

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©R eadyEdPu bl i cat i ons to Literacy Excellence •f orr evi ew pur posesonl y•

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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 626 4

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

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

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

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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

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

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South Australia

- 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 B ............................................. 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 B Units 1-40 .............................................. pages 52-58 Complete list of all Level B list words (Units 1-40) ................... pages 59-64 Ready-Ed Publications

Teachers’ Notes The Pathways to Literacy Excellence series covers over 35 different sounds and well over 100 letter blends, blends many of which are absent from most other spelling books. 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 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 i-e 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 poliice.) 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.

Jude Scott 4

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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.

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 • When the noun is plural but doesn doesn’t family’s children’s ’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. Ready-Ed Publications

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.

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. Ready-Ed Publications

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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26th March, 2005

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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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by (Author)

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

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. SMILEY SMILEY:

(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.

CRANK Y: CRANKY

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

RHYMEY RHYMEY:

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. jumped; It was cold cold. E.g. I ran ran; She was crying crying; He jumped SINGLE / PLURAL: One is single single, more than one is plural plural. E.g. one library, eight libraries. Ready-Ed Publications

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.

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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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Ready-Ed Publications

Sounds and Letter Blends for Level B letter blends

sound

letter blends

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ee ee k k ee ea k ch ee i-e k ck qu (kw) ee i k ee ie k c ee e N n / gn ee y N nn ee ei N kn ee e–e I i f f I y f ff e e f ph 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 gh / gu ay ay ch ch ay ai ch tch ay a–e ch t ay a eer eer ay ey / ea / ei eer ear j j eer ere / er j g s s j dge s ss ‘r ending er s ce ‘r ending or s c ‘r ending ar s st / sc ‘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 / ier oa oe ar ar et ‘tending ar a ‘tending it ar er / au / oir ‘tending ate/ort/ute/ert

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

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letter blends er ear / ir ur or / our oo ew ue (yoo) u (oo) ou ui u–e u (yoo) y i-e igh i sh t c / ch ss / s 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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Unit

UNITS

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Unit 1

Level B

ee ey

sound “ee” ee e.g. tree

ee splee een ee chee eese ee degree ey money ey kidney ey valley

sound “k” e.g. king

k ask k talk k iing sk k ilful sk k eleton sk k ilometre

sound “er” er e.g. her

er rever erse er concer ern er prefer er ner ervous er danger erous er ver ertical

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b) Put any ten list words into sentences. c)

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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. ible To turn verbs into adjectives, the suffixes “able able” or “ible ible” can be added, e.g. cure / able able ible curable able; convert / convertible ible. Add the correct suffix to these words: prefer prefer,, profit, access, response, sense, remark, enjoy enjoy,, resist.

prefer d) "P prefer”. Write five other words that have this blend. Pr” is a letter blend in “prefer e) Copy these words and write their opposite (antonym) using a list word: f)

hill, forward, reply reply,, confident.

Write six words from the list that are action words (verbs).

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kidney kidney,, spleen, pancreas, gills.

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ful less g) Some words that have the suffix “ful ful” added to them, can also have “less less” added to give the word an opposite meaning, e.g. hope / hopeful / hopeless. Note some ful less words are exceptions to the rule, e.g. skill / skilful. Add “ful ful” and/or “less less” to these words where appropriate: hope, heart, success, love, colour colour,, cheer cheer,, cloud, rest, taste, beauty beauty,, grace. h) Write these words out and circle the one that doesn’t fit. Give a reason. er Write another two letters that make an “er er” sound when put together.

o c . che e r o t r s super

j) Write out the word(s) in bold in this week’s Our Loopy Language. 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. Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi walked a _____ from their spaceship and came to a lovely green _____. At the bottom of it there was a scary _____ that made Murfee very _____.

Our Loopy Language: Clerk, sergeant and derby are spelt with an “er” but are pronounced as “clark”, “sarjent” and “darby”. 12

Ready-Ed Publications

Unit 2

Level B

sound “ee” ee e.g. tree

ea easily ea lea eaves ea plea ead ea defea eat ea relea ease ea pea eaceful

sound “k” e.g. king

ear ir

ch sch chool ch character ch ach che ch chemist ch chlorine ch stomach

sound “er” er e.g. her

ear early ear hear eard Ear Earth ir squir irt ir stir irred ir cir ircumstances

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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. c)

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b) Put any ten list words into sentences.

Write the two list words that rhyme with each other.

d) Write a word that rhymes with school, ache, heard, squirt and plead plead. (Note: The spelling can be different.)

ea ee e) Some “ea ea” words do not make the sound “ee ee”, e.g. head. From the list below, write ee out the “ee ee” sounding words. healthy healthy,, season, grease, weapon, weather weather,, bleach, disease, reasonable, threat, appeal, feature.

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

heard g) Put the homophone of “heard heard” in a sentence.

leaves h) Write two sentences to show the two meanings of the word “leaves leaves”. j)

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

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Write out the word(s) in bold in this week’s Our Loopy Language.

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Murfee and Cerphi thought _____ was a _____ planet before they arrived. But when they visited a _____ they each got a _____ _____ watching the children fight with each other other..

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k) This is a skeleton crossword (see Student Reference Guide). Using any list word make one of your own. E A R L Y A

Our Loopy Language: The past tense of read is the same word but pronounced “red”. Ready-Ed Publications

Unit 3

Level B

i-e

sound “ee” ee e.g. tree

e polii ce e marii ne e machii ne e sardii ne e routii ne e submarii ne

sound “k” e.g. king

ck brack cket ck speck ckled ck pack ckage ck trick ckle ck buck ckle ck crack cked

sound “er” er e.g. her

ur Satur urday ur distur urb ur sur urface ur pur urchase ur bur urden ur fur urther

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) Put any ten list words into sentences.

Choose any two words and write their meanings from the dictionary.

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

trickle, buckle, purchase, crackle, surface, ache, leave, release, surprise, choose, delete.

e) Which list words rhyme with serene, cactus, author and adverb adverb?

Which list words look like they should rhyme with these words, but don’t?

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ce some of the words end in “ce ce”, e.g. surface. Add the correct ending to these words: commen __ , residen __ , glimp __ , immen __ , experien __ , nonsen __ , suspen __ , impul __ , substan __ , annoyan __ , expan __.

h) Write a paragraph explaining what you think Murfee and Cerphi look like. Draw a picture of them.

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Write out the word(s) in bold in this week’s Our Loopy Language.

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

o c . che e r o t r s super

On _____ Murfee and Cerphi saw the _____ checking out a _____ window in a house wondering if someone had broken into it. Then they sat down and ate a _____ sandwich before investigating _____. k) Using the code below, write the code numbers for: package, submarine submarine,, speckled speckled.. a =1

b=2

c=3

j = 10

k = 11

l = 12

s = 19

t = 20

u = 21

d=4

e=5

f=6

g=7

h=8

I=9

m = 13 n = 14

o = 15

p = 16

q = 17

r = 18

v = 22

x = 24

y = 25

z = 26

w = 23

Our Loopy Language: “Police” is pronounced “polees", but “polite” is pronounced “polite”. 14

Ready-Ed Publications

Unit 4

Level B

sound “ee” ee e.g. tree

medii um trii o lonelii ness bacterii a spaghettii premii ership

sound “k”?? e.g. king

our or

qu squ quash qu aqu quatic qu query qu sequ quel qu consequ quences qu equ quipment

sound “er” er e.g. her

or wor ork or wor orse or wor orthwhile our jour ourney our jour ournal our favour ourite

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b) Put any ten list words into sentences. c)

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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. h”? Here are some clues for other words with a silent Which list word has a silent “h h”. Write the clues out along with the matching words. “h

- Y ou are this if you don don’t You ’t tell lies.

- A small rowing boat. - The spectre of a person who has died.

er d) Write out the words with any “er er” sound in them from this list:

© ReadyEdPubl i cat i ons • orr e v i e wp ur os esiso nplural. l y• bacteria Using af dictionary, find the singular word ofp which the Also find very very,, conserve, hero, refer refer,, squirm, pier pier,, worst, foremost, premiership, yearn, world, mysterious.

the singular words of millennia and phenomena phenomena.

To make the adjective “lonely” into the noun “loneliness”, the “yy” is changed to “ii” ness and the suffix “ness ness” is added. Using this rule convert these adjectives into nouns:

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tidy,, lazy lazy.. happy,, friendly friendly,, busy busy,, empty empty,, clumsy clumsy,, lively lively,, tidy happy

g) Write out the word(s) in bold in this week’s Our Loopy Language.

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

o c . che e r o t r s super

“Do we eat _____? _____?” queried Murfee.

Cerphi replied, “While we’re on this _____, I guess we’re likely to eat food _____ than that. that.”

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, favourite / favorite, neighbour / neighbor neighbor,, harbour / harbor harbor,, flavour / flavor flavor,, glamour / glamor glamor,, savour / savor savor,, labour / labor labor,, splendour / splendor splendor,, behaviour / behavior behavior,, humour / humor humor,, saviour / savior savior,, vigour / vigor vigor..

Ready-Ed Publications

Unit 5

Level B

sound “ee” ee e.g. tree

worrie ied ie ie belie ieve ie achie ieve ie shie ield ie relie ief ie shrie iek

sound “k”?? e.g. king

bacc on exacc t rescc ue customer secc ret elecc tricc

sound “oo” oo e.g. moo oon

groo oom oo oo choo oose oo noo oodles oo swoo oop oo oose loo oo typhoo oon

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b) Put any ten list words into sentences. c)

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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. ie ee ie Not all “ie ie” words have an “ee ee” sound. Write the sound that “ie ie” makes in these words: friend, magpie, sieve.

noun d) Write the nouns of these verbs, e.g. create (verb verb) = creation (noun noun): verb choose, believe, achieve.

noun e) Write the verbs of these nouns, e.g. believe (verb verb) = belief (noun noun): verb f)

shield, relief relief,, rescue, secret.

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

k” sound from this list: g) Write out the words that have any “k

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accuse, accurate, city choir,, chef chef,, knife, client, occasion, chrome, city,, choir celery celery,, acknowledge, conquest, mystique, politician. ness h) Which two list words can you make nouns by adding the suffix “ness ness”? To turn some adjectives into nouns, you may need to change the word, e.g. electric / electricity. Write the nouns of these:

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o c . che e r o t r s super

long long,, wise, warm, free, strong strong,, secret, ready ready,, weak, proud, satisfying, active, absent.

Write out the word(s) in bold in this week’s Our Loopy Language.

Copy these sentences out exactly and fill appropriate list words into the spaces. Quick! Get me a _____! “Quick! _____!” _____ed Murfee. “II _____ that magpie will _____ to _____ at me all day unless someone _____s me immediately! immediately!”

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

Our Loopy Language: “Loose” is the opposite of tight. Take out an “o” and it becomes “lose” (looz) meaning to misplace something. 16

Ready-Ed Publications

Unit 6

Level B

sound “ee” ee e.g. tree

re e fuse e peat re e pair re e vent pre e ply re e ate cre

n gn

sound “n” e.g. never

clon ne n ado torn n men nt environ gn sign gn gnome gn design

sound “oo” oo e.g. moo oon

crew ew ew threw ew jew ewel ew cashew ew preview ew review

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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) Put any ten list words into sentences.

clone Write the meaning of “clone clone” from a dictionary.

threw d) Put the homophone of “threw threw” in a sentence.

e) “Refuse Refuse” can be pronounced in two different ways. Write sentences to show the two Refuse meanings. f)

threw thr “Thr Thr” is a phonic blend in “threw threw”. Write three other words with the “thr thr” blend. Thr

pre g) Write three other words that begin with “pre pre” as in prevent.

h) Write these contractions and place the apostrophe where letters are missing:

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ed To use the past tense of a word, the suffix “ed ed” is often added, e.g. play / played. In some cases, the letters are changed in other ways, e.g. draw / drew. Write the past tense of these words: throw throw,, bring bring,, feed, fight, kneel, leave, tread, catch, flee, light, spin, feel. Which list words rhyme with who, spine, prepare, athlete and shown shown?

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o c . che e r o t r s super

er k) Fill in the correct “er er” sound for these words. (Choose from er er, or or, ur ur, ear ear, our our, or or, ir ir.) v __ tical, abs __ d, w __ ship, __ gent, c __ teous, reh __ se, __ n, et __ nity nity,, c __ cumf __ ence, s__ g __ yy,, glam __ ous.

Write out the word(s) in bold in this week’s Our Loopy Language.

m) Copy these sentences out exactly and fill appropriate list words into the spaces. You “II _____ to keep _____ing myself Cerphi, Cerphi,” stated Murfee crossly crossly.. “Y purposely _____ that _____ nut at that _____, and that wasn ’t nice! wasn’t nice!”

Our Loopy Language: In “sign” the “g” is silent, but in signify signify, signal signal, signature and significant it is pronounced “g”.

Ready-Ed Publications

Unit 7

Level B

sound “ee” ee e.g. tree

plentyy lonelyy quicklyy energyy varietyy usuallyy

sound “n” e.g. n never

nn bann nner nn mann nnerism nn tonn nne nn inn nnocent nn conn nnect nn millenn nnium

sound “oo” oo e.g. moo oon

ue argue ue statue ue continue ue pursue ue cue ue value

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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) Put any ten list words into sentences.

cue que cue” beginning with “que que” in the dictionary. Find the homophone of “cue

d) Sometimes “yy” can be pronounced as a vowel sound, e.g. in plentyy it sounds like an ee “ee ee”. In most words it sounds like a consonant, e.g. yesterday. Write three other words (not list words) where the “yy” sounds like a vowel and three words where it sounds like a consonant. Remember, vowels = a, e, i, o and u; consonants are the remaining letters of the alphabet.

© ReadyEdPubl i cat i ons glue, argue, pursue, rescue, value, continue, queue, intrigue, cue. •f orr evi ew pur posesonl y• lyly” Adverbs add description to the meaning of a verb and are often adjectives with “ly

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: f)

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added to them, e.g. happy / happily. Remember, where the word ends in “yy”, the e” is changed into an “ii” before adding “ly ly ly”. Write the adverbs of these adjectives: “e brave, usual, angry angry,, foolish, immediate, anxious. continuous, innocent, desperate. Put two of the adverbs into sentences. g) “Easy Easy” is an adjective. When comparing the “easiness easiness” of different things they are Easy easiness called comparative adjectives, e.g. easier, easiest. Write the two comparative adjectives of:

o c . che e r o t r s super

lonely lonely,, friendly friendly,, chilly chilly,, furry furry,, pretty pretty,, juicy juicy,, stealthy stealthy..

h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. Cerphi declared wearily wearily,, “If you _____ to _____ with me about the _____ of that gold _____ in the museum, Murfee, I will scream! scream!” Murfee looked sulky . sulky.

Our Loopy Language: To “energise” means to add energy, e.g. The music was very energising to everybody. To “enervate” means to take energy from, e.g. We found the extreme heat in the room to be very enervating. 18

Ready-Ed Publications

Unit 8

Level B

sound “ee” ee e.g. tree

cei eiling ei ei wei eird ei sei eize ei decei eit ei recei eive ei concei eited

sound “n” e.g. never

kn knew kn known kn knuckle kn knack kn knowledge kn ackn knowledge

sound “oo” oo e.g. moo oon

flu u id u ba scu u pial marsu u piter Ju u ence influ u siastic enthu

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b) Put any ten list words into sentences. c)

Put the homophones of knew knew, seize and ceiling in sentences.

d) Write all the list words from above that could be nouns. know e) “Knew Knew” is the past tense of “know know”. Write the past tense of: Knew

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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.

annoy annoy,, agree, bury bury,, cut, spin, shrug shrug,, trip, spend, hit, light, electrify electrify,, lie, expel, travel. ing Add “ing ing” to as many list words as you can. (Remember the rules.)

g) Imagine you are creating a crossword puzzle. Choose six words and write clues for each.

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h) Write these phrases out and put the apostrophe before the ‘s where it shows ownership: the ceilings paint, the door knobs shine, many influences, the marsupials pouch, he seizes the cats tail. i) Write out the word(s) in bold in this week’s Our Loopy Language.

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

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Murfee asked, “Cerphi, Cerphi, when we went _____ diving on the planet _____, did we see any _____ swimming with us? us?” Cerphi made a _____ face of concentration. “II can ’t remember exactly can’t exactly,, but I think we ran into an _____ wombat once. once.”

o c . che e r o t r s super

k) Using a list word as a theme, design a poster advertising a business, a shop or a service. (For instance, scuba diving, rocket trips to Jupiter, etc.) Use plenty of colour and exciting words to attract people’s attention. Check the Student Reference List for guidance on creating posters.

Our Loopy Language: In fluid the “u” makes an “oo” sound, in argue it is “yoo”, in umpire it is “u”, in iguana, penguin and suede it is “w”, in bury it is “e”, in busy it is “i” and in guilt it is silent. Ready-Ed Publications

Unit 9

Level B

e-e

sound “ee” ee e.g. tree

e de e stampe e te e athle e me e sche e de e centipe e me e supre e me e ly extre

sound “i” e.g. hiim

assii st fii gure wii lling tii mii d relatii ve sii ncere

sound “oo” oo e.g. moo oon

ou throu ough ou wou ound ou tou our ou you outh ou ougar cou ou ghou oul

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

Teac he 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) Put any ten list words into sentences. wound c) We can say “wound wound” two ways. Write sentences to show the two different meanings. ee ee” sound from this list: d) Write all the words with any “ee mystery mystery,, symbol, sinister sinister,, gypsy gypsy,, kerosene, deafen, seldom, enamel, retrieve. ex e) Write four other words that begin with “ex ex”, e.g. extremely. oo f) Should Should, would and could have a short “oo oo” sound. Write these contractions placing the apostrophe where letters are missing: wouldve, shouldnt, couldnt, couldve, shouldve, wouldnt. d” or “ed ed g) Add “d ed” to all of the list words that you can (verbs), putting them in the past tense. h) Make as many smaller words from the letters in relative relative, centipede and supreme as you can. Ou oo i) “Ou Ou” isn’t always pronounced with an “oo oo” sound. Write these words and the sound ou ou the “ou ou” makes in them, e.g. grou ound (ow):

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ing Add “ing ing” to these words: figure, pursue, stampede, scheme, release, believe, achieve, refuse, receive, argue, glue, acknowledge. k) Write out the word(s) in bold in this week’s Our Loopy Language. l) Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi knew that _____ were _____ venomous and were very _____ around them. They were _____ to peer _____ a glass case at them, but were afraid of getting a nasty _____ if they were stung. j)

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

In through the “ough” is an “oo” sound, in cough and trough it is “off”, in enough, rough and tough it is “uff”, in bough and drought it is “ow”, in bought and brought it is “or” and in doughnut and although it is “oa”. 20

Ready-Ed Publications

Unit 10

Level B

sound “f” e.g. fix

perfform prooff reff und magniff icent justiff y deff inite

sound “i” e.g. hiim

myystery syy mbol Egyy pt syy mpathetic cryy stal gyy mnasium

sound “oo” oo e.g. moo oon

sui uit ui ui frui uit ui jui uicy ui brui uise ui nui uisance ui sui uitable

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b) Put any ten list words into sentences. c)

bruise Put the homophone of “bruise bruise” in a sentence.

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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.

suit d) Show the two meanings of the word “suit suit” by writing two sentences.

e) Write the list words that can be both nouns and verbs, e.g. “I can act act” (verb); “This is not an act act” (noun). f)

To make the plurals of some words that end in “ff”, the f is changed to a v before es adding “es es”, e.g. half / halves. In other cases, just an “ss” is needed, e.g. roofs. Write the plurals of proof proof,, leaf leaf,, knife, wharf wharf,, life, belief belief,, wolf wolf,, cliff cliff,, chief chief,, hoof hoof,, elf handkerchief and handkerchief. (Use a dictionary if you’re not sure.)

Queen Elizabeth. Write three other places and three other names that are proper nouns.

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h) The shortened word for gymnasium is “gym”. Write the full words that the following are shortened versions or abbreviations of: fridge, phone, plane, bike, TV VD TM. TV,, VCR, D DVD VD,, CD CD,, A ATM.

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Write the list words that are synonyms (similar in meaning) for these words:

o c . che e r o t r s super

empathetic, appropriate, act, representation, pest, evidence, vindicate.

Write out the word(s) in bold in this week’s Our Loopy Language.

k) Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi enjoy eating _____ _____ although they find it a _____ to spit grape seeds out all the time. But it is a _____ to them why we humans don ’t eat the skins of bananas and water melons. don’t

Our Loopy Language: If you add an “e” to “suit” it becomes suite (pronounced sweet), meaning “some things to be used together”, e.g. lounge suite, hotel suite, ensuite. Ready-Ed Publications

Unit 11

Level B

sound “f” e.g. fix

off ffice ff ff suff ffer ff eff ffort ff aff fford ff diff fficult ff aff ffection

sound “e” e.g. egg

el le e ve e ve e nt e xpe e ct e ne e my e dit cre e fere e nce re

u-e

sound “oo” oo e.g. moo oon

e lu u re u pe er su u de e intru u de e conclu u de e delu u de e interlu

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b) Put any ten list words into sentences.

easy.. From the list words find the antonyms of begin begin, friend and easy

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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.

d) From the list words find the synonyms of endure endure, episode and anticipate.

e) Which list word is spelt the same forward as backwards? These words are known as palindromes. Here are the clues for some other words like this: - A part of the body body..

- An action.

- Allude.

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conclude, delude delude, intrude intrude, The noun for explode is explosion. Write the nouns for conclude allude and erode.

g) Put an appropriate list word in front of, or after, these words, e.g. happy event event:

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super super,, office, difficult, enemy enemy,, reference.

o c . che e r o t r s super

h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi did not want to _____ on the lives of humans or make their lives _____ in any way way,, but they did _____ a certain _____ of cooperation in their _____ to understand how life on Earth really works.

Using at least three of the list words, write a short story suitable for 5 or 6 year old children.

Our Loopy Language: In the following words the first “e” is pronounced “ee” and the second “e” is pronounced “e": event, eject, reject, electric, secret, enamel, remember. 22

Ready-Ed Publications

Unit 12

Level B

sound “f” e.g. fi fix

graph ph ph dolph phin ph phrase ph physical ph troph phy ph pamph phlet

sound “e” e.g. egg

hea ealthy ea ea plea easant ea mea easure ea drea ead ea lea eapt ea hea eavy

sound “oo” oo e.g. moo oon?

du u ty u nion u rious fu u al annu u ment argu u niversity

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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.

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b) Put any ten list words into sentences.

Sleep is the present tense of slept slept. Write the present tense of leapt leapt, dreamt dreamt, spelt spelt, spilt spilt, spoilt and smelt smelt. fear? d) Which list words are synonyms of angry angry, porpoise and fear

un e) Sometimes we add “un un” to the beginning of a word to make an antonym, e.g. able / un unable. Write the antonyms of these words: healthy healthy,, pleasant, happy happy,, interesting interesting,, fit, worthy worthy,, recognisable, employed. f)

Write only the words with any “oo oo” sound (as in “too") from this list: oo

ment ment” is added to a verb to make it a noun, e.g. announce / g) Sometimes the suffix “ment announcement. Write the nouns of these verbs:

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measure, amuse, treat, argue, harass, establish, commit, advertise. i)

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h) Write out the word(s) in bold in this week’s Our Loopy Language.

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

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Murfee and Cerphi had a big _____ about who would swim with the _____. Murfee was _____ because Cerphi _____ into the pool first without asking him if he could.

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Find the four list words that fit into these squares.

S O

Our Loopy Language: “Annual” means it happens every year (e.g. The Annual Royal Show). If it happens twice a year it is “biannual". If it happens every two years it is “biennial”. Ready-Ed Publications

Unit 13

Level B

sound “l” (ending) e.g. tunn’ll

cancel el el quarrel el vessel el channel el parcel el angel

sound “z” e.g. zoo

lizzard frozz en amazz ing z ebra wizz ard magazz ine

sound “i-e” e e.g. whiite

styyle tyy pe rhyy me bicyy cle denyy magnifyy

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Teac he 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) Put any ten list words into sentences. e” (as in “e egg") sound for these words. c) Fill in the correct “e eo, uu.) (Choose from e, ea ea, ie ie, ai ai, a a, eo b __ ried, l __ d, t __ l __ scope, __ nyone, effic __ nt, st __ lth, sw __ t, m __ dicine, fr __ nd, cert __ n, l __ pard. d) Considering the spelling rules for changing the tense of a word, write the past tense of deny deny, magnify magnify, cancel cancel, quarrel quarrel, channel channel, type type, rhyme and style. type style style” into sentences. e) Put the two meanings of “type type” and the homophone of “style f)

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. choose / chose / had chosen. Write the past tense of these words that need a helper and put the correct word in front of each: fall, freeze, ring, drink, sing, rise, speak, drive, write, forget.

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motorcycle, train, car car,, truck.

m . u

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

h) Imagine you are creating a crossword. Choose five list words and write clues for each.

. te

o c . che e r o t r s super

tion To write the noun of some verbs the suffix “tion tion” can be added, e.g. dictate / dictation. Change these verbs to nouns: add, compete, subtract, multiply multiply,, act, vibrate, immigrate, beautify beautify,, magnify magnify..

Write out the word(s) in bold in this week’s Our Loopy Language.

k) Copy these sentences out exactly and fill appropriate list words into the spaces. Cerphi thought it was _____ when an _____ handed him a _____ with a picture of a _____ eating a _____ on the front page.

Our Loopy Language: In magazine, sardine and routine the “ine” is an “een” sound, in divine and decline it is “ine” and in examine, imagine and discipline it is “in”. 24

Ready-Ed Publications

Unit 14

Level B

sound “l” (ending) e.g. tunn’ll

possible le le scribble le cuddle le trouble le muscle le obstacle

sound “z” e.g. zoo

sizz zzle zz zz fizz zzle zz nozz zzle zz grizz zzle zz muzz zzle whizz zzed zz

i-e

sound “i-e” e.g. whiite

e spii ne e polii te e websii te e ful spii te e stalactii te e stalagmii te

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

b) Put any ten list words into sentences. c)

ew i ev Pr

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. Challenge: Write a paragraph that makes sense containing all of the list words.

d) Which of the stalactites and stalagmites grow from the ceiling and which rise from the floor of a cave? Write sentences to explain.

e) Add two letters to the beginning of polite and possible to make their opposites. f)

sc Here are some clues for other “sc sc” words like muscle. Write out the clues and the matching words:

- A view view..

- TTo o go down.

m . u

- Behaviour management.

w ww

- Smell.

g) Write out the word(s) in bold in this week’s Our Loopy Language.

. te

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

o c . che e r o t r s super

Murfee started to _____ as he put a pork chop in the frying pan and it began to _____. “This cooking stuff is just so much _____ Cerphi! Why can ’t we just eat everything raw!” can’t

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 word beginning with each le zz e and letter that contains one of this week’s sounds, e.g. a - ankle le, b - buzz zz, c - criime so on. For the harder letters like x, z, q and v, just choose words with that letter in them, e.g. x - axxle.

Our Loopy Language: Recite, like polite, is pronounced “reesite”. If you replace the “t” with a “p” it becomes recipe, which is pronounced “ressippee”. Ready-Ed Publications

Unit 15

Level B

sound “l” (ending) e.g. tunn’ll

oval al al fatal al musical al criminal al lethal al dorsal

sound “z” e.g. zoo

doze ze ze blaze ze ooze ze seize squeezz e ze capsize

igh

sound “i-e” e.g. whiite

sigh igh igh migh ighty igh deligh ight igh thigh igh ight midnigh igh ightning ligh

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

b) Put any ten list words into sentences.

Put the homophones of seize seize, doze doze, and lightning into sentences.

ew i ev Pr

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.

ful d) Turn the following nouns into adjectives by adding “ful ful” where appropriate: delight, wonder wonder,, hurt, care, expression, peace, war war,, plenty plenty,, life, speed, tear tear..

e) Sometimes to turn a noun into an adjective, the word ending must be changed, e.g. repetition / repetitive. Write the adjectives of these nouns:

belief belief,, music, creation, talk, secret, nerves, argument, value, trouble.

- TTwo wo weeks. - Horrible to look at.

w ww

- On fire.

- Another word for dusk.

. te

m . u

- The Great Australian _____.

g) Write out the word(s) 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.

During the storm, Murfee and Cerphi saw a boat _____ in the huge seas when a _____ wave struck it. _____ lit up the sky and the _____ fins of sharks circling the boat would have been a _____ sign for any people struggling in the water water..

Our Loopy Language: Spelling differences around the world world:: Many “s” words that are pronounced “z” are spelt with an s in Australia and the United Kingdom, but with a z in the United States. E.g. cosy / cozy, apologise / apologize, advertise / advertize, analyse / analyze, specialise / specialize, civilisation / civilization.

Ready-Ed Publications

Unit 16

Level B

sound “l” (ending) e.g. tunn’ll

council il il weevil il fossil il daffodil il gerbil il peril

sound “z” e.g. zoo

wassn’t clothess ress erve amuss ed buss iness Briss bane

sound “i-e” e.g. whiite

piilot i ron dii et fii nal crii sis rewii nd

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

b) Put any ten list words into sentences. c)

ew i ev Pr

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. iron reserve The words “iron iron” and “reserve reserve” each have two meanings. Write sentences to show each meaning.

d) Write out these contractions, placing an apostrophe where letters are missing: wasnt, hasnt, isnt, wont, theyre, shes, its, theyd, youve.

e) Fill in the correct ‘l ending for these words. (Choose from el el, ilil, al al, ol ol, le le, ial ial.)

per __ , squirr __ , tentac __ , spec __ , vehic __ , icic __ , magic __ , symb __ , tranqu __ , artific __.

ss g) Here are clues to four words where “ss ss” makes a “zz” sound. Write the words: - Sweet food usually eaten after a meal.

w ww - TTo o own.

- Sugar will do this when you put it in hot liquid.

. te

m . u

- It is used to cut things.

h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

o c . che e r o t r s super

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

After eating a steady _____ of _____ in the city of _____, Murfee was _____ that Cerphi’s _____ didn ’t fit him any more. didn’t j)

Write a conversation (dialogue) between Murfee, Cerphi and yourself where you all say at least four things each. Check the Student Reference List for the conversation punctuation rules and a list of words to use instead of “said”.

Our Loopy Language: The plural of most nouns that end in “is” is “es”. E.g. crisis / crises, oasis / oases, thesis / theses, hypothesis / hypotheses, analysis / analyses, synopsis / synopses..

Ready-Ed Publications

Unit 17

Level B

sound “m” e.g. milk

m obile m el enam me welcom m pete com m plete com m agine im

sound “z” e.g. zoo

those se se advertise se praise se suppose se surprise se exercise

sound “sh” e.g. sh shop

wash shing sh sh should sh shiver sh fash shion sh shred sh cush shion

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) Put any ten list words into sentences.

sc sc In crescent the “zz” sound is made with “sc sc”. Usually “sc sc” makes an “ss” sound, e.g. muscle. Fill in the correct “ss” sound in these words. (Choose from sc sc, ss, cc, ss ss.)

ta __ el, __ ience, bu __ es, a __ be __ to __ , pa __ enger enger,, fa __ inated, di __ mi __ ,addre __ , a __ ertain, __ ientist, de __ imal, __ ertificate.

d) Write a conversation (dialogue) between Murfee and Cerphi where they say at least three things each. Remember to include all the speech punctuation rules. See the Student Reference Guide for help. e) Write out the word(s) in bold in this week’s Our Loopy Language. f)

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

out.” “Y es,” replied Cerphi. “That That _____ get the message out. Yes,

. te

m . u

w ww

“II _____ I will just have to _____ that my _____ phone is for sale if I want someone to buy it, it,” Murfee told Cerphi.

o c . che e r o t r s super

g) Using the code below, write the code numbers for: the Australian capital city with a “zz” sound; the Australian state or territory with a “zz” sound; and the tallest marsupial in Australia. a =1

b=2

c=3

j = 10

k = 11

l = 12

s = 19

t = 20

u = 21

d=4

e=5

f=6

g=7

h=8

I=9

m = 13 n = 14

o = 15

p = 16

q = 17

r = 18

v = 22

x = 24

y = 25

z = 26

w = 23

Our Loopy Language: In comedy the o is an “o” sound, in welcome it is “u”, in suppose it is “oa”, in towards it is “oo”, in wolf it is a short “oo”, in one it is “wu”, in women it is “i” and in young it is silent. 28

Ready-Ed Publications

Unit 18

Level B

sound “m” e.g. milk

mm glimm mmer mm gramm mmar mm imm mmoral mm imm mmediate mm comm mmunicate mm comm mmercial

sound “g” e.g. frog

g shrug g ree ag g oanna g inning beg g ular reg g oon lag

sound “sh” e.g. sh shop

directt ion mentt ion sectt ion creatt ion patt ient competitt ion

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

b) Put any ten list words into sentences. c)

patient Put the word “patient patient” into sentences to show its two meanings.

ew i ev Pr

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.

d) From the list words write the words that are similar to contest contest, start start, lizard and piece.

competition e) “Compete Compete” is the verb of “competition competition”. Write the verbs of creation creation, direction direction, Compete situation situation, translation translation, opposition opposition, detention and negotiation.

mm g” column could also go in the “tt” (as in “sh”) column Which words in the “mm mm” and “g by SOUND not letters?

h) Make four smaller words from the letters in communicate communicate, patient and beginning. shun tion shun” sound can be spelt with “tion tion” like direction, and Some words ending in a “shun sion sion” like pension. Put the correct ending to these words: with “sion

w ww

m . u

ten ___ , man ___ , condi ___ , expul ___ , deten ___ , opposi ___ , transla ___ , suspen ___ , vibra ___ , exten ___.

. te

Write out the word(s) in bold in this week’s Our Loopy Language.

o c . che e r o t r s super

k) Copy these sentences out exactly and fill appropriate list words into the spaces. “Is think?” Is that _____ coming in our _____ or going into the _____ do you think? gasped Murfee. Cerphi _____. “II don ’t think we’re in _____ danger Murfee. don’t Murfee.”

Our Loopy Language: Some adjectives (and occasionally nouns) that end in “ant” and “ent”, have their endings changed to “ance” and “ence” when changed to a noun. E.g. distant / distance, assistant / assistance, reluctant / reluctance, attendant / attendance, resistant / resistance, competent / competence, magnificent / magnificence, resilient / resilience, absent / absence, evident / evidence.. Ready-Ed Publications

Unit 19

Level B

sound “m” e.g. milk

climb mb mb limb mb bomb mb plumb mber mb womb mb tomb mbstone

sound “g” e.g. frog

stagg gger gg gg shagg ggy gg wrigg ggle gg snugg ggle gg smugg ggle gg agg ggravate

c ch

sound “sh” e.g. shop

ch chef ch quich che ch broch chure musicc ian vicc ious financc ial

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)

ew i ev Pr

b) Put any ten list words into sentences.

gravestone, cook cook, Write the list words that are synonyms (similar in meaning) for gravestone annoy annoy, scale scale, cuddle and pamphlet.

C” can be “sh sh sh ch k” (school). “C sh” d) “Ch Ch” can be pronounced as “sh sh” (chef), “ch ch” (chicken), “k Ch ch k” (security), “ss” (cent), “xx” or “ks ks (musician), “ch ch” (ancient), “k ks” (accept) or silent ch (scent). Write these words out and then write the sound the “cc” or “ch ch” makes, e.g. chef (sh):

© ReadyEdPubl i cat i ons Using as many of the list words as you can, write a sentence that makes sense. f oofr r e vi ew pu oits es onl y• (Keep a• record how many you use and try r top beat next time!)

concrete, chemicals, vaccine, celery celery,, decent, machete, associate, charity charity,, ascending ascending,, launch, discipline, frantic, cello.

e) f)

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

m . u

g) Write words that rhyme with: climb, limb, stagger and wriggle. (Note: The spelling can be different.) i)

w ww

h) Write out the word(s) in bold in this week’s Our Loopy Language.

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

. te

A _____ fixes the “So Cerphi,” ventured Murfee. “A So let me get this straight, Cerphi, pipes, a _____ cooks food, they put a _____ on a grave, a _____ plays music and an accountant handles _____ matters. matters.”

o c . che e r o t r s super

“Y it,” confirmed Cerphi. You got it, j)

Using at least two list words write a poem with a minimum of six lines about anything you like. Here are some suggestions: The Chef That Made Everyone Sick, The Spooky Tombstone, The Vicious Butterfly. tudent Reference List for guidance on poems.) (Refer to the Student

Our Loopy Language: Sometimes one wonders about the sense of putting seemingly “unnecessary” silent letters in words such as plaid (plad), dinghy (dingy), yacht (yot), honest (onest), bouquet (boakay), rapport (rappor), blanche (blanch) and debt (det). 30

Ready-Ed Publications

Unit 20

Level B

lm m

sound “m” e.g. milk

lm balm lm balm lmy lm salm lmon m bine com m capsicum m bulance am

gh gu

sound “g” e.g. frog

gh ghost gh gherkin gh yogh ghurt gu guest gu guitar gu disgu guise

s sh

sound “sh” e.g. sh shop

s ugar manss ion suspenss ion ss miss ssion ss obsess ssion ss confess ssion

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

b) Put any ten list words into sentences. c)

guest Write the homophone of “guest guest” in a sentence.

ew i ev Pr

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.

d) The plural and singular of salmon is the same word, e.g. 1 salmon, 20 salmon. Here are clues for other words where the plural is the same as the singular word. - Santa has these.

- Some farmers have lots of them.

© ReadyEdPubl i cat i ons - V ery dangerous fish found in South America. Very •f o rr evi ew pur posesonl y• ss sh Sometimes “ss ss” makes a “sh sh” sound (pressure) and sometimes it makes an “ss” sound - Another fish very similar to salmon.

sh (confess). Divide these words into two columns using “sh sh” and “ss” as headings:

m . u

w ww

assess, missile, session, stressful, recession, recess, concession, possess, assurance, pressure, classic, procession.

Write out the word(s) in bold in this week’s Our Loopy Language.

. te

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

o c . che e r o t r s super

“II just had a _____ with _____ on it and it tasted great, great,” Murfee told Cerphi.

Sounds horrible. Y ou should’ve had _____ with “Ugh! Ugh!” responded Cerphi, “Sounds You Ugh! slices of _____ and that would’ve been better better.. " h) Make up a recipe for a main course for Cerphi and Murfee and try using at least one of the food items in the list words. Write all of the ingredients and explain how to prepare the food. (Refer to the Student Reference List for guidance on recipes.)

Our Loopy Language: Most words that end in “gue” are pronounced “g”, e.g. epilogue, vague, morgue, league, prologue. Argue is an exception. Ready-Ed Publications

Unit 21

Level B

sound “ay” ay e.g. day

ay delay ay decay ay display ay cray ayon ay essay ay pay ayment

sound “ch” ch e.g. rich

ch chance ch choice ch attach ch vouch cher ch wrench ch chocolate

sound “o” op e.g. sto

o ff o dy bo o ntro ol co o duct pro o ntinue co o llection co

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)

ew i ev Pr

b) Put any ten list words into sentences.

A verb is an action word, i.e. it refers to something you can do. Write all the list words that can be verbs.

d) Put of and off into sentences to show their meanings. e) Write one more word for each list above. f)

ay Write another two letters that when put together make an “ay ay” sound. Write three words containing that sound.

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)

oy oi Put the correct letters “oy oy” or “oi oi” into these words:

w ww

m . u

continue, attach, hope, wrench, delay delay,, believe, display display,, decay decay,, please, delete. app __ nt, p __ sonous, r __ alty alty,, turm __ l, dec __ , av __ d, h __ st, empl __ ment, v __ age, l __ ter ter,, embr __ l, pl __ , savel __.

. te

Write out the word(s) in bold in this week’s Our Loopy Language.

o c . che e r o t r s super

k) By now, the friends of Murfee and Cerphi from their home planet Arixion have realised they are 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. Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee, Cerphi and Firffy thought it was obvious that if humans _____d to eat _____ _____s there’s a _____ that their teeth will _____.

Our Loopy Language: The “ch” is a “ch” sound in anchovy, in Porsche it is “sh”, in charismatic it is “k” and in yacht (yot) the “ch” is silent.

Ready-Ed Publications

Unit 22

Level B

sound “ay” ay e.g. day

tch

afrai aid ai ai fai ailure ai complai ain ai strai aight ai Adelai aide ai entertai ain

sound “ch” ch e.g. rich

sound “o” op e.g. sto

fetch tch tch stitch tch hatch tch switch tch scratch tch stretch

wa a sp a sh squa a by walla a rrel qua a lity qua a ntity qua

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

b) Put any ten list words into sentences. c)

ew i ev Pr

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. A noun is the name of a place, thing or person. Write all the list words that can be classified as nouns.

d) Proper nouns are names of people or places that require capital letters, e.g. Adelaide, Prince William. Write three other places and three other names that you can think of that are proper nouns.

e) Which list words rhyme with moral moral, spade spade, slosh slosh, debate and suede suede? (Note: The spelling can be different.) f)

Which list words look like they should rhyme with these but don’t?

m . u

g) Some words can be nouns as well as verbs, e.g. reason: I can reason (verb) with him; Give me a good reason (noun). Which seven list words also fit this category? Write three others of your own and use them in short sentences.

w ww

a as in swa ap” words not in the list. Write the words. h) Here are some clues for other “a - There is lots of this in the sea.

. te

- This is used to keep money in.

o c . che e r o t r s super

- W e need to do this every day We day..

- TTo o crouch. i)

Write out the word(s) in bold in this week’s Our Loopy Language.

Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee he was weren ’t weren’t

didn ’t like to _____ about the _____ of _____s he saw in _____, but didn’t _____ he would have to, or go _____ off to Brisbane where there as many many..

Our Loopy Language: Sometimes words can have two correct spellings and can mean the same thing. Examples include: jail / gaol, sewerage / sewage, program / programme, racquet / racket, judgment / judgement, enquire / inquire. Ready-Ed Publications

Unit 23

Level B “ay” a-e sound ay e.g. day

e ful gra a te a nge e stra a te e dona a se e phra a te e tolera a te e indica

sound “ch” ch e.g. rich

au ou

matture natt urally signatt ure furnitt ure featt ure literatt ure

sound “o” op e.g. sto

becau ause au au fau ault au cau auliflower ou mou ould ou oultry pou ou trou ough

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

ew i ev Pr

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. b) Put any ten list words into sentences. e” can be changed to nouns by adding “tion tion ation tion” or “ation ation”. Some verbs that end in “e e” is dropped before the suffix is added, e.g. accuse / accusation. Change The “e these verbs to nouns:

donate, indicate, aggravate, authorise, calculate, declare, investigate, irrigate, lacerate, pollute, separate, vibrate, medicate.

ow ow ou d) The “ow ow” sound can be made with “ow ow” (cauliflower) or “ou ou” (voucher). Add the correct letters to these words:

w ww

au the clues and the “au au” word. - A safe where people keep valuable things. - An attack. - These are good on the barbecue. - A sale where you bid on the thing you want to buy buy..

. te

m . u

p __ erful, t __ er er,, r __ ndab __ t, acc __ nt, all __ ance, disc __ nt, with __ t, dr __ sy sy,, c__ er er,, surr __ nd.

Write out the word(s) in bold in this week’s Our Loopy Language.

o c . che e r o t r s super

g) Write three sentences that each contain the phrase “sheer jagged cliffs”.

h) Copy these sentences out exactly and fill appropriate list words into the spaces. The aliens _____d most of the _____ things they encountered on our interesting planet, but they _____ avoided _____ farms because they had feathered relatives at home on Arixion. i)

Write a paragraph explaining what you think Murfee, Cerphi and Firffy might do each day on their home planet of Arixion. Describe their homes and methods of transportation. Draw a picture to illustrate your paragraph.

Our Loopy Language: Sometimes a single “c” can make a “ch” sound as in cello and ancient. 34

Ready-Ed Publications

Unit 24

Level B

sound “ay” ay e.g. day

a con ba a nge cha a mous fa a zing ama a sion occa a vourite fa

eer

sound “eer” eer e.g. cheer

eer cheer eerful eer beer eer sheer eer career eer pioneer eer volunteer

sound “n” (ending) n e.g. list’n

en golden en siren en rotten en frighten en forgotten en specimen

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

b) Put any ten list words into sentences. c)

ew i ev Pr

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. An adjective is a word that describes something. Write all the list words that can be adjectives.

ous us is is” d) The ’ss ending sound can be made with “ous ous” (famous), “us us” (terminus), “is ice ace os (proboscis), “ice ice” (precipice), “ace ace” (furnace) and “os os” (asbestos). Fill the correct one into these words:

platyp __ , tetan __ , monoton __ , ridicul __ , anonym __ , cens __ , therm __ , prejud __ , diagnos __ , ir __.

e) To turn a present tense verb into past tense, it is often necessary to change the word, e.g. spin / spun. Write out these words and their past tense version: light, weep, fight, seek, speed, tread, leave, kneel, is, bleed, say say,, lie, buy buy,, bring bring..

w ww

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 of it, e.g. forget / forgot / had forgotten. Write the past tense of these words that need a helper and put the correct word in front of each:

. te

m . u

swim, lie, sew sew,, shake, take, go, do, eat, write.

o c . che e r o t r s super

g) Using as many of the list words as you can, write a sentence that makes sense. h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. A _____ man who thought it was _____ to have extra terrestrials visit his hotel made his _____ _____ omelette for the _____.

Referring to the Student Reference List for guidance, write a letter to a friend. It can be fictitious or real.

Our Loopy Language: with “e”: with “ee”: with “ae”: Ready-Ed Publications

The “ay” sound can also be made: suede, creche, fiance, cliche, resume, spontaneity; entree, toupee, puree, Beethoven; vertebrae, nut sundae, reggae. 35

Unit 25

Level B

ey ea e i

sound “ay” ay e.g. day

ey they ey prey ea stea eak ea grea eat ei eight ei wei eight

ear

sound “eer” eer e.g. cheer

ear rear ear smear ear fear earless ear disappear ear endear earing ear nuclear

sound “n” (ending) n e.g. list’n

on cotton on dragon on talon on prison on horizon on abandon

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) Put any ten list words into sentences. Write one more word for each list.

d) Copy these words and write their opposite (antonym) from the list: predator predator,, front, scared, appear appear..

e, a e) Fill in the correct “ay ay” sound for these words. (Choose from ay ay, ai ai, aa-e a, ey ey, ea ea, ei ei.) ay av __ lable, r __ dius, concentr __ t __ , disarr __ , c __ pable, v __ n, n __ ghbour ghbour,, unbr __ kable, ob __ , v __ gue. f)

© ReadyEdPubl i cat i ons ain ian The ‘n • ending can sometimes be spelt as “ain ain” as s ine mountain, or “ian ian” as in f o r r e v i e w p u r p o s o n l y • magician. Add the correct ending to each of these words. Imagine you are creating a crossword. Choose any three list words and write clues for them.

m . u

w ww

barg __ , cert __ , amphib __ , venet __ , Russ __ , fount __ , porcel __ , mortic __. h) Make two smaller words out of each of these words: disappear disappear, endearing endearing, abandon and nuclear nuclear. (You can use the letters more than once and in any order.) i)

Write out the word(s) in bold in this week’s Our Loopy Language.

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

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o c . che e r o t r s super

As _____ knew the consequences of a _____ war would be bad for the Universe, the three friends felt a _____ _____ had _____ed from their hearts when _____ were told that most humans had _____ed their _____ weapons. k) 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 a word beginning with ay each letter that contains any “ay ay” sound, e.g. a - amazing, b - baby, 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.

Our Loopy Language: The “ay” sound can sometimes be made with “et” as in ballet, buffet, beret, bouquet, ricochet and tourniquet. 36

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Unit 26

Level B

sound “j” e.g. june

jungle junior jewels journal Jupiter junction

ere er

sound “n” (ending) n e.g. list’n

sound “eer” eer e.g. cheer

interfere ere ere severe er ser erious er exter erior er bacter eria er myster erious

satin in in raisin in coffin in margin in penguin in mannequin

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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) Put any ten list words into sentences.

eer Write the words in the “eer eer” sound list in alphabetical order.

ks cs cks ks” (tanks), “cs cs” (lyrics), “cks cks” d) The “xx” sound can be made with “xx” (mixture), “ks cc xc (attacks), “cc cc” (accent) and “xc xc” (excess). Add the correct letters to these words:

gala __ yy,, barra __ , athleti __ , gymnasti __ , e __ pose, e __ el, su __ eed, hammo __ , itali __ , specifi __ , e __ perience, e __ pect.

e) To convert a noun to an adjective, extra letters may be added, e.g. bacteria / bacterial or the end may be changed altogether, e.g. circle / circular. Match the following nouns with their correct adjective:

law law,,

Write out the word(s) in bold in this week’s Our Loopy Language.

w ww

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ADJECTIVES: severe, legal, mysterious, squalid, vocal, marginal, suburban, fortunate, brave, triumphant.

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

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irffy Humans are buried in a _____, “So straight,” said FFirffy irffy,, “Humans So let me get this straight, they put _____ clothes on a fake human called a _____, wear _____ around their necks, read _____s and their next stop in space is _____? _____?”

o c . che e r o t r s super

“II believe so, so,” confirmed Murfee.

h) This is a skeleton crossword. Using any list word, make one of your own.

Our Loopy Language: The “eer” sound can also be spelt “ier” as in pier, tier, cashier and fierce; or “eir” as in weir and weird, and “ir” as in delirious and souvenir. Ready-Ed Publications

Unit 27

Level B

sound “j” e.g. june

g enius g end leg g etable veg g ital dig gy apolog g eography

sound “s” e.g. thiss

nassty ross ter buss es promiss e s atiss fy contrass t

ion

sound “n” (ending) n e.g. list’n

caution ion ion relation ion expression ion invitation ion diction ionary ion destruction

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

b) Put any ten list words into sentences. c)

Write one more word for each list.

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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.

air are ar d) The “air air” sound can be made from “air air” (millionaire), “are are” (square), “ar ar” (parent), air ear ere eir ear” (bear), “ere ere” (there), “eir eir” (heir). Put the correct one into these words: “ear comp __ , questionn __ e, can __ yy,, __ oplane, hect __ , premi __ , gl __ , l __ , imp __ , terr __ ium, __ obics.

n ending for these words. (Choose from en e) Fill in the correct ’n en, on on, in in, an an, ion ion, eon eon, ine ine.)

© ReadyEdPubl i cat i ons Turn these into adjectives by adding ar suffix or s ane ending. (Choose ious, •nouns f or r e vi ew pu po so nl yfrom •ious dem __ , salm __ , threat __ , pig __ , ambit __ , relat __ , capt __ , orig __ , rais __ , determ __ , dung __ , medic __.

able ent, ive ive, ed ed, d.) Remember, sometimes letters need to be added or able, yy, ant ant, ent deleted, e.g. authority / authoritative.

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w ww

competition, hunger hunger,, question, change, mystery mystery,, fur fur,, reason, fury fury,, frenzy frenzy,, hilarity hilarity,, luxury luxury,, confidence, brilliance, juice, talk, change, bruise, importance, persistence.

g) Imagine you are creating a crossword. Choose any three list words and write clues for them.

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h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. “Y _____!” congratulated Cerphi. You are a _____ and a _____!

“W Well thanks Cerph, but I only got us an _____ to the film of the _____ of the planet Earth, Earth,” replied Murfee modestly modestly.. j)

Write a story using any list word as the theme of your story. You may also choose to use the list word in the title instead. Make your story at least one page in length.

Our Loopy Language: The “s” in the nouns use, excuse and abuse is pronounced with an “s” sound. When these words are spoken as verbs, the “s” is pronounced as a “z” sound. 38

Ready-Ed Publications

Unit 28

Level B

dge

sound “j” e.g. june

judge dge dge ledge dge trudge dge gadge dget dge badge dger dge hedge dgehog

sound “s” e.g. thiss

guess ss ss possess ss success ss class ssic ss distress ss pass ssenger

sound “w” e.g. with

w oman w omen w onder w onderful w ither w arm sw

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

Teac he 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) Put any ten list words into sentences. c) Write the list words that are similar in meaning to: echidna, fantastic, upset, plod, victory victory,, muse, own. ly ly” added to d) Adverbs add to the meaning of a verb and are often adjectives with “ly them, e.g. safe / safely. Write the adverbs of these adjectives: judgmental, possessive, successful, wonderful, graceful, precarious, strict, precise, obstinate, menacing, profound, solemn. Put two of the adverbs into sentences. h” sound can be made with “h h” (hero) and “wh wh e) The “h wh” (who). Add the correct letters to these: ex __ ale, __ om, __ olesale, __ olemeal, __ avoc, pro __ ibit, re __ earsal, __ o’s, __ ereditary ereditary,, in __ ale. f) Sometimes words have alternative past tense versions, e.g. spoil / spoiled / spoilt. Write these words and their different past tense versions: spill, smell, spell, leap, learn, dream, plead, burn. dis g) Suffixes: “dis dis” (e.g. distress) and “des des” (e.g. despite) are two similar suffixes. Choose des the correct suffix for each of the words below: __ perate, __ troy troy,, __ pise, __ agree, __ gust, __ erve, __ cribe, __ appoint, __ dain. w” list words, write six different words. h) Using the last letter of each of the “w

w ww

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Write a paragraph of at least six sentences beginning with “Safety lay on the other side of the river. But we knew, in its depths, it concealed ... ". j) Write out the word(s) in bold in this week’s Our Loopy Language. k) Copy these sentences out exactly and fill appropriate list words into the spaces. Those _____ are _____ the way they care for all the sick and injured “Those _____s and _____ s! irffy admiringly s!” exclaimed FFirffy admiringly.. l) Referring to the Student Reference List for guidance, write a business letter to any business (either real or fictional) about any issue at all.

Our Loopy Language: The “jj” sound can sometimes be made with a “gg” as in suggest and exaggerate. Ready-Ed Publications

Unit 29

Level B

sound “r” (ending) e.g. wat’rr

offer er er performer er discover er surrender er viper er traveller

sound “s” e.g. thiss

practice ce ce service ce distance ce sentence ce entrance ce announce

sound “w” e.g. with

wh which wh wherever wh somewh where wh whisker wh whimper wh wharf

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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) Put any ten list words into sentences.

Some words can be nouns as well as verbs, e.g. service: You need to service (verb) your car regularly; The hotel offers their customers a service (noun). Write out the following words that also fit this category: offer offer,, traveller traveller,, performer performer,, whimper whimper,, sentence, entrance, reason, regret, wound, torture, force, whisker whisker,, disturb, disappear disappear,, ignore.

Write three other examples of your own.

k” (discover), “sh sh d) The letter “cc” can be sounded as “ss” (announce), “k sh” (vicious) or silent (scissors). Sort these words into columns according to the sound the “cc” makes: financial, musician, seclusion, glacier glacier,, scent, science.

m . u

w ww

ou u” (interrupt), “o o” (discover), “a a” (nausea), or “ou u” sound can be spelt with “u ou” e) The “u u” sound: (country). Write the words below, adding the correct “u w __ nder nder,, c __ lour lour,, __ nhealthy nhealthy,, h __ rricane, d __ ble, sod __ , camer __ , tr __ stworthy stworthy,, c __ mpass, c __ rage, c __ sin, c __ pboard, __ ven, s __ spicious. f)

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Write out the word(s) in bold in this week’s Our Loopy Language.

g) Copy these sentences out exactly and fill appropriate list words into the spaces. The _____s _____ed they needed plenty of _____ in handling a _____ when a circus _____ _____ed to train them. But Murfee insisted he only wanted to observe them _____ from a _____. h) Design an advertisement for any product you like, that you can buy from a shop. List the advantages, the price and the name of your product. At least one list word must be included somewhere in your advertisement. Use plenty of colour and exciting words and pictures to attract people’s attention.

Our Loopy Language: Sometimes “wh” is pronounced with a silent “h” as in whorl, whirlwind and overwhelming; and sometimes with a silent “w” as in whole, wholesale and wholemeal. 40

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Unit 30

Level B

sound “r” (ending) e.g. wat’rr

or major or minor or survivor or competitor or radiator or spectator

sound “s” e.g. thiss

c ircle c entury c ertain c elebrate c eiling c emetery

sound “w” e.g. with

u ator Equ u age langu u atic aqu u ade persu u estion qu u ana igu

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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) Put any ten list words into sentences.

ery The ’ry ending of words can be made with “ary ary” (January), “ery ery” (cemetery), ary ory ury ry “ory ory” (satisfactory), “ury ury” (century) or “ry ry” (chemistry). Add the correct ending to these words:

mis __ , inj __ , territ __ , scen __ , sal __ , vocabul __ , lux __ , ancest __ , rival __ , vict __ , the __ , imagin __.

d) Write a paragraph beginning with “Desert! As far as the eye could see!“ Make your paragraph at least ten lines in length.

© ReadyEdPubl i cat i ons Copy these sentences out exactly and fill appropriate list words into the spaces. •f orr evi ew pur posesonl y• Firffy was certain she saw an _____ in the _____ and tried to _____ Cerphi

e) Write out the word(s) in bold in this week’s Our Loopy Language. f)

to teach her lizard _____ so that she could communicate with it.

NOUN

VERB

ADJECTIVE

persuasion competitor

persuade compete

persuasive competitive talkative

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g) Copy the following word family table and the examples given. Fill the missing members of each word family into the correct spaces. Check the Student Reference List or a dictionary for definitions of nouns, verbs and so on. ADVERB

persuasively competitively

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entertainingly

embarrass

collective

creation

triumphant consider imaginative

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

Unit 31

Level B

sound “r” (ending) e.g. wat’rr

sugar ar ar collar ar similar ar regular ar caterpillar ar familiar

st sc

sound “s” e.g. thiss

glist sten st st fast sten st jost stle sc scene sc musc scle sc scissors

sound “v” e.g. very

levv el v olume fevv er savv age advv ance univv erse

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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) Put any ten list words into sentences.

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

d) What are the two silent letters in the “ss” sound list words? Write the following words out and circle the silent letter in each: answer answer,, receipt, psychology psychology,, young young,, knowledge, autumn, doubt, effervescent, discipline.

e) Which list words rhyme with fossil fossil, mussel mussel, bean bean, beaver and porridge porridge? (Note: The spelling can be different.) f)

© ReadyEdPubl i cat i ons hasten, ever ever,, rage. •f orr evi ew pur posesonl yllll”• Some words are spelt with a single “ll” (similar) and some have a double “ll (collar). Which list words look like they should rhyme with these but don’t?

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w ww

Write these words, adding the correct letter/s to each: signa __ , scro __ , a __ ergy ergy,, me __ ow ow,, labe __ , sate __ ite, mi __ ennium, ba __ ance, gi __ s, wa __ aby aby,, co __ apse, hi __ arious, co __ ide.

yoo u” (use) and yoo”) sound can be made with a “yy” (your), “ii” (soldier), “u h) The “yy” (or “yoo ue “ue ue” (continue). Write the correct letter blend for these words: can __ on, __ oghurt, mill __ on, __ nion, d __ ty ty,, disp __ te, tiss __ , on __ on.

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Write out the word(s) in bold in this week’s Our Loopy Language.

Copy these sentences out exactly and fill appropriate list words into the spaces. “II really believe the _____s on Earth are the most _____d in the _____, _____,” Murfee observed. “They They aren ’t _____, they have well developed _____s aren’t and their metamorphosis into butterflies is _____ to that of humans turning into angels when they die. die.”

Our Loopy Language: The “s” sound is sometimes seen as “ps” where the “p” is silent: as in psyche, psychology, psychic, psychiatrist and psychopath. 42

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Unit 32

Level B

ure

sound “r” (ending) e.g. wat’rr

capture ure ure failure ure pleasure ure fracture ure closure ure departure

sound “s” e.g. thiss

practise se se dense se response se glimpse se expense se corpse

sound “v” e.g. very

sensitive ve ve forgive ve involve ve achieve ve attractive ve defensive

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b) Put any ten list words into sentences. c)

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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. ing e”, the final “e e” is dropped, ing” to most words ending in “e When adding “ing in g” to these words and then write three words of your own e.g. make / making. Add “in ing with this suffix. fracture, capture, glimpse, practise, forgive, involve.

ss ce d) Here are some words with more than one “ss” sound, e.g. ess ssence ce. Fill in the correct letters. (Choose from s, ss ss, cc, ce ce, se se, cc cc.) ne __ e __ ary ary,, a __ be __ to __ , pe __ imi __ tic, ab __ en __ , __ o __ iety iety,, ac __ e __ ible, li __ en __ , __ ub __ tan __. e)

© ReadyEdPubl i cat i ons To convert a noun to an adjective sometimes involves reducing the word or deleting •f orr evi ew pur posesonl y• some end letters, e.g. attractiveness / attractive, density / dense. Write the following

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w ww

nouns and their adjectives: invisibility invisibility,, legality legality,, desolation, eeriness, devastation, cleanliness, fatality fatality,, wisdom, justice, durability durability,, peculiarity peculiarity,, ineptitude, loneliness, business. Write out the word(s) 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.

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“II hope they _____ me for having such a _____ _____ to a _____ of a three week old _____, _____,” murmured Murfee sheepishly sheepishly.. “It _____,” It is not exactly an _____ sight that would bring one any sort of _____, Cerphi reassured his friend grimly grimly..

h) Using a list word as your theme, design a poster advertising an event, place, activity or exhibition. (For example, The Pleasure Palace, Corpses 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 on posters.)

Our Loopy Language: The “ise” makes an “iss” sound in practise, in compromise it is “ize”, in expertise it is “eez” and in paradise it is “ice”. Ready-Ed Publications

Unit 33

Level B

re our

sound “r” (ending) e.g. wat’rr

our odour our harbour re fibre re spectre re litre re millilitre

sound “oa” oa e.g. coa oast

oa boa oast oa hoa oax oa cocoa oa bloa oated oa poa oach oa approa oach

sound “d” oing e.g. do

d el mod d al ped d al med d en wood d er consid dy anybod

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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) Put any ten list words into sentences. Write two more words for each list.

ar, ure ure, re re, our our.) d) Fill in the correct ’r ending for these words. (Choose from er er, or or, ar conqu __ , li __ , pol __ , diamet __ , glam __ , rum __ , vult __ , medioc __ , og __ , govern __.

e) The past tense of some words are pronounced “boast boast--ed ed” and others are boast e”, e.g. pedalled pronounced without saying the “e pedalled. Sort the following words into two groups according to their pronunciation:

controlled, modelled, impelled, attempted, dotted, considered, bloated, wretched, rotted, indebted, travelled, sagged, jogged, alluded alluded.. Anybody is a compound word made from two complete words joined together to make a new word (any+body). Create nine compound words from this assortment:

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w ww

snow snow,, quake, pea, tree, play play,, room, barrow barrow,, where, every every,, ground, house, cup, earth, egg, wheel, one, class, some.

g) Write out the word(s) in bold in this week’s Our Loopy Language.

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

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It is no _____ that every _____ of water in that _____ has a bad _____ “It due to the pollution, Would _____ here _____ not pollution,” whispered Cerphi. “W emptying their effluent into it I wonder? wonder?” i)

Write a conversation between Murfee, Cerphi, Firffy where they discuss their impressions of Earth life. Each alien should say at least three things each. Check the Student Reference List for conversation punctuation rules.

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: millimetre / millimeter, centimetre / centimeter, kilometre / kilometer, litre / liter, lustre / luster, sombre / somber, fibre / fiber, meagre / meager, spectre / specter.

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Unit 34

Level B sound “nt” ent (ending) nt e.g. differ’nt

sound “oa” oa e.g. coa oast

recent ent ent confident ent argument ent continent ent experiment ent intelligent

ow owe ow elbow ow below ow borrow ow grow owth ow own

sound “d” e.g. doing

ridd ddle dd dd trodd dden dd add ddict dd add ddition dd dditive add dd ddock padd

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b) Put any ten list words into sentences. c)

Which two list words have exactly the same letters in them?

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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.

d) Copy these words and write their opposite (antonym) from the list: subtraction, above, nervous, lend.

tt e) Rewrite these words, adding “tt” or “tt tt” for the missing sound:

slep __ , exi __ , co __ age, a __ emp __ , a __ i __ ude, bri __ le, liber __ yy,, in __ en __ , ba __ ery ery,, ma __ ress.

© ReadyEdPubl i cat i ons debt, subtle, receipt, ptarmigan, pterodactyl, Thames, Thomas. •f orr evi ew pur poses onl y• - W ritten acknowledgement that you have received something Written something.. Match the meanings below with these unusual “tt” sound words:

- A dinosaur dinosaur..

w ww

- The name of a river in London. - A boy ’s name. boy’s

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- Hardly noticeable.

m . u

- A bird.

o c . che e r o t r s super

- When you owe somebody something.

g) Write a paragraph beginning with “The witch narrowed her eyes, raised a crooked finger menacingly at us and began reciting an evil spell”. Make your paragraph at least 10 lines in length. h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. The three visitors discovered that on most _____s there have been _____ _____s that there are far too many _____s in processed food these days.

Our Loopy Language: Some words with an “oa” sound are made with “ot” where the “t” is silent. E.g. depot, tarot, escargot, potpourri. Ready-Ed Publications

Unit 35

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

tolerant ant ant hesitant ant observant ant reluctant ant pageant ant brilliant

o-e

sound “oa” oa e.g. coa oast

es clo o the o ne e dro o se e oppo o se e suppo o pe e envelo o ne e telepho

sound “or” or e.g. for

repor ort or or flor ora or for orever or for orward or ortunate for or for orlorn

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) Put any ten list words into sentences.

fauna? What are the meanings of flora and fauna

or d) Put all the “or or” words into alphabetical order.

clothes e) The word “clothes clothes” is plural and has no singular version. Here are some clues for other words like this: - PPeople eople wear these to see better better..

- Y ou put these on by putting your legs through two holes. You

© ReadyEdPubl i cat i ons - Y ou wear these to protect your eyes under water You water.. •f orr evi ew pur posesonl y• To turn an adjective (which describes a noun) into an adverb (which describes a - Y ou need this to purchase things. You

adjective) verb), the suffix “ly ly” can be added, e.g. There was a sudden (adjective adjective ly adverb movement;He moved suddenly (adverb adverb). Convert these adjectives to adverbs:

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w ww

reluctant, brilliant, fortunate, forlorn, jealous, profound, vigorous, supportive, solemn, unique, wasteful, watchful, vehement, unbelievable, slow slow,, worried, absurd, curious, firm, humorous.

ly Where an adjective ends in “yy”, the “yy” is changed to an “i” and then “ly ly” is added. e.g. ordinary / ordinarily. Convert these words to adverbs: steady steady,, wary wary,, dreary dreary,, sturdy sturdy,, temporary temporary,, happy happy,, greedy greedy,, easy easy,, hungry hungry,, temporary temporary.

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g) Write out the word(s) in bold in this week’s Our Loopy Language.

h) Copy these sentences out exactly and fill appropriate list words into the spaces. “II _____ we have to wear _____ all the time we’re here, here,” complained Firffy irffy,, _____ ly pulling on her jeans. ’re not keen on being “If They’re If you want humans to be _____ of you, yes. They naked here for some strange reason that we haven ’t worked out yet, haven’t yet,” explained Murfee.

Our Loopy Language: Words that end in “iant” include radiant, deviant, valiant and luxuriant.. 46

Ready-Ed Publications

Unit 36

Level B

ire

sound “ire” ire e.g. wire

inquire ire ire entire ire require ire perspire ire attire ire empire

sound “oa” e.g. coast

o val o cal lo o tal to o st gho o bile mo o hello

sound “or” or e.g. for

praw awn aw aw spraw awl aw law awyer aw straw awberry aw draw awer aw awesome

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b) Put any ten list words into sentences. c)

Write one more word for each list.

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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.

im un d) To make the opposite of a word the prefix “im im” (possible / impossible), “un un” in (imaginative / unimaginative) or “in in” (justice / injustice) can be added in front of it. Write the correct prefix in front of each of these words: __ flexible, __ human, __ possible, __ sane, __ deniable, __ controllable, __ secure, __ mortal, __ moral, __ pure, __ proper proper,, __ imaginative, __ easy easy,, __ offensive.

© ReadyEdPubl i cat i ons o” sound can be spelt as “o o” (stopped), “oa oa oo u” (son). The “o oa” (don’t), “oo oo” (to) and “u • f o r r e v i e w p u r p o s e s o n l y • o” words into columns according to the sound the “o o” makes in them: Sort these “o Write all the list words that are verbs in the past tense, e.g. sprawl / sprawled.

w ww

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emotion, London, woman, cargo, prominent, continue, constant, affront, wolf wolf,, encompass, profile, gross, offend, accompany accompany.. g) Write three sentences or more that include the phrase “crashing thunder and splintering lightning bolts”.

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h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. _____ "Why _____” Why do you suppose it is _____d that the _____ population says “_____ when they answer a _____ phone?” _____d Cerphi.

Referring to the example given in the Student Reference List, List create a full crossword that fits into a 5 centimetre square grid, using at least two of the list words.

Our Loopy Language: The letter blend “eau” can be pronounced “oa” as in chateau and bureau or "oo” as in beautiful, beautify and beauty.

Ready-Ed Publications

Unit 37

Level B

ir ie r

sound “ire” ire e.g. wire

expir iry ir ir spir iral ir envir ironment ier drier ier plier iers ier fier iery

sound “oa” oa e.g. coa oast

toe oes oe oe woe oe foe oe hoe oed oe heroe oes oe floe

ore

sound “or” or e.g. for

implore ore ore fore oresight ore adore ore carnivore ore herbivore ore omnivore

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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) Put any ten list words into sentences. oa o, oe oe, c) Fill in the correct “oa oa” sound for these words. (Choose from oa oa, ow ow, o o-- e, o ough ough.) l __ cust, intr __ duction, d __ , st __ t, l __ the, lawnm __ er er,, bill __ , expl _ d _ , impl _ d _ , tornad __ s. d) Add the correct suffix “able able” (adorable) or “ible ible” (eligible) to these words: able ible

horr __ , terr __ , avail __ , invis __ , amic __ , ed __ , irrevers __ , inevit __ , inexplic __ , compat __ __.

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wr e) The “rr” sound can be made with “rr” (heroes), “rr rr” (erratic), “wr wr” (awry) or rr rh “rh rh” (rhinestone). Write these words with the correct letters: utte __ ed, ba __ el, a __ ival, emba __ ass, __ apped, __ ist, autho __ ity ity,, manda __ in, __ ythm, a__ id, __ yme, co __ espond. o” into a plural, “ss” (pianos), or “es es es” (heroes) is f) When turning a word ending in “o added. In some cases (halo / halos / haloes) both endings are acceptable. Use the dictionary to find the plurals of: mosquito, volcano, tomato, potato, tornado, domino. Irish g) The adjective for describing things about Ireland is “Irish Irish”. Write the adjectives for: Japan, China, Mexico, Sweden, Indonesia, Germany oland, South Africa, Spain. Germany,, PPoland, h) Write out the word(s) in bold in this week’s Our Loopy Language. i) Copy these sentences out exactly and fill appropriate list words into the spaces. irffy “II just adore the _____s in this _____, _____,” enthused FFirffy irffy.. Oh don ’t be too hard on the _____, They ’re just being “Oh don’t _____,” _____d Murfee. “They They’re themselves. themselves.” j) Design a poster about our planet that Murfee, Cerphi and Firffy can take home to Arixion. Include plenty of different things about Earth life in pictures and words.

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

“Ure” makes an “or” sound in sure, but in other words it can make a “ewer” sound as in pure, failure, mixture, caricature, manicure and immature. 48

Ready-Ed Publications

Unit 38

Level B

sound “ar” ar e.g. gar arden

ar artist ar star arve ar article ar har armful ar phar armacy ar Antar arctica

sound “t” ’t e.g. trump’t

magnet et et secret et wallet et bracket et racquet et pamphlet

our

sound “or” or e.g. for

cour ourt our our cour ourse our sour ource our four ourth our mour ournful our Melbour ourne

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b) Put any ten list words into sentences. c)

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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. fourth, source source, course course, court and racquet. Write the homophones of fourth

d) Write a paragraph beginning with “The dungeon door clanged with dreadful finality behind me. As my eyes grew accustomed to the dimness, to my horror I saw my cellmates”. Make your paragraph at least ten lines long.

ph e) Here are some clues for words that contain the “ph ph” blend ("ff” sound), e.g. words ph like ph pharmacy and pamph phlet. Write the words out along with their clue.

- The story of a person ’s life. person’s Write out the word(s) in bold in this week’s Our Loopy Language.

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

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“Most Most Earth creatures would _____ in _____ due to the lack of many _____s of food and of _____ the intense cold would be very _____ as well, well,” Murfee mused.

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h) Rule up a grid 10 centimetres across and 10 centimetres down and make a word search including at least 10 list words. (See the Student Reference List for guidance on word searches.) i)

Melbourne is a proper noun and needs a capital letter as it is the name of a place. Write the names of eight other places in Australia that are all proper nouns requiring capital letters.

Our Loopy Language: The “et” is pronounced ‘t in billet, “ay” in ballet and “et” in minuet. Ready-Ed Publications

Unit 39

Level B

sound “ar” ar e.g. gar arden

a nswer a mple exa aff sta a na a bana a to toma a cinema

sound “t” (ending) e.g. trump’tt

it merit it deposit it credit it orbit it permit it biscuit

ar a

sound “or” or e.g. for

ar awar ard ar awkwar ard ar war art ar swar arm a lmost a lnut wa

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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) Put any ten list words into sentences. hoard, laugh laugh, fort fort, storm storm, dancer and ferret ferret? c) Which list words rhyme with hoard (Note: The spelling can be different.) d) Which list words look like they should rhyme with these but don’t? guard, start, farm, pursuit. e) Turn these nouns into adjectives by adding the correct suffix. (Choose from al al, ic ic, ng ng, ous ous, ial ial.) Remember, sometimes extra letters need to be added, left off or changed: comic, danger danger,, adventure, romance, symbol, energy energy,, amazement, universe, benefit, critic, intrigue, scene, system, menace, maniac, disaster disaster,, centre, origin, distress, essence.

© ReadyEdPubl i cat i ons d• ard id ad The ’d ending on ar word can bew made with “ard ard” (awkward), id”n (sordid), “ad ad” f o r ev i e p ur po ses“id o l y• ed ed” (deposited). Add the correct ending to these words: (ballad) or “ed

doubt __ , tim __ , wretch __ , orch __ , orch __ , cow __ , want __ ,

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sal __ , attempt __ , leop __ , haz __ , sol __ , hum __ , val __ , frett __ __..

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g) Write out the word(s) in bold in this week’s Our Loopy Language.

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

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“ Well this is a classic _____ of food here I’d say ,” remarked Cerphi, say,” looking at the meal set out for them. “_____ _____ s, _____ milkshakes and _____ sandwiches.’

o c . che e r o t r s super

“ Yes,” _____ed FFirffy irffy ’s _____ edible, if you close your eyes and hold irffy.. “It “It’s your breath.” As it was _____ time for them to leave forever ’t forever,, they didn didn’t really mind eating it. i)

Using one of the list words as a theme or in the title, write and illustrate a short story suitable for 5 or 6 year old children. (You can borrow a theme from a book you once read if you are stuck for ideas.)

Our Loopy Language: Even though some words beginning with “al” often mean “all”, they hardly ever have a double “ll” spelling: already, alright, almost, always, altogether, although, albeit. 50

Ready-Ed Publications

Unit 40

Level B

ear ah au oir ear hear earth ah verandah ah rajah au lau aughter au drau aught oir reservoir

sound “ar” e.g. ar gar arden

ate ort ute

sound “t” (ending) e.g. trump’tt

ate adequate ate certificate ate fortunate ute minute ert concert ort effort

sound “or” or e.g. for

au autumn au author au autograph au astronau aut au audience au dinosau aur

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b) Put any ten list words into sentences. c)

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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. ar, Fill in the correct “or” sound for these words. (Choose from or or, aw aw, ore ore, our our, oa oa, ar a, oor oor, au au.) colesl __ , t __ ment, ch __ tle, m __ n, wh __ ff,, __ dition, d __ , b __ ld, squ __ ll, l __ ndry ndry,, rest __ , r __ rr..

d) Here are some clues for other “au” as in “or” words like au autumn.

- Another word for tease.

- A test where a performer is asked to demonstrate his or her ability ability.. - Someone who has written a book.

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e) Write out the word(s) in bold in this week’s Our Loopy Language.

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

As they roared away from Earth in their spaceship, Firffy wondered aloud, Why did everyone in the _____ want the _____ of that _____ and that “Why _____? _____?”

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"II think it must be some kind of _____ that they can use, use,” speculated Murfee. The others nodded as they watched with some sadness as the lovely blue planet became smaller and smaller in the vast wilderness of space. g) Write a poem with a minimum of eight lines using at least one list word. See the Student Reference List for notes about poems.

Our Loopy Language: The letter blend “ute” has a ’t sound in minute, in chute it is “oot", in cute it is “yoot”, and the “ut” in debut is “yoo”. Ready-Ed Publications

Answers

Level B

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.

Unit 1

someone had broken into it. Then they sat down and ate a sardine sandwich before investigating further further. k ) 16,1,3,11,1,7,5; 19,21,2,13,1,18,9,14,5; 19,16,5,3,11,12,5,4.

r o e t s Bo r Unit 4 e p ok u S

Unit 2

c ) spaghetti; honest, dinghy, ghost. d ) conserve, refer, squirm, worst, premiership, yearn, world. e ) bacterium, millennium, phenomenon. f ) happiness, friendliness, business, emptiness, clumsiness, liveliness, tidiness, laziness. h ) “Do we eat spaghetti spaghetti?” queried Murfee. Cerphi replied, “While we’re on this journey journey, I guess we’re likely to eat food worse than that.”

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c ) preferable, profitable, accessible, responsible, sensible, remarkable, enjoyable, resistible. e ) valley, reverse, ask, nervous. f ) ask, talk, skiing, reverse, concern, prefer. g ) hopeless, hopeful, heartless, successful, loveless, colourful, colourless, cheerful, cheerless, cloudless, restful, restless, tasteful, tasteless, beautiful, graceful, graceless. h ) gills: they aren’t found on the human body. k ) Murfee and Cerphi walked a kilometre from their spaceship and came to a lovely green valley valley. At the bottom of it there was a scary skeleton that made Murfee very nervous nervous.

Unit 5n © ReadyEdc ) P ubl i c at i o s e, i-e, i. ) choice, belief, achievement. •f orr evi ew pedu r posesonl y• ) shield, relieve, rescue, secrete.

f ) replied, applied, denied, pacified, rectified, quarried, accompanied. g ) accuse, accurate, choir, client, occasion, chrome, acknowledge, conquest, mystique. h ) exactness, looseness; length, wisdom, warmth, freedom, strength, secrecy, readiness, weakness, pride, satisfaction, activity, absence. j ) “Quick! Get me a shield shield!” shrieked Murfee. “I believe that magpie will choose to swoop at me all day unless someone rescues me immediately!”

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c ) stirred / heard. e ) season, grease, bleach, disease, reasonable, appeal, feature. f ) early, release, peaceful. g ) herd h) The leaves on a tree; She leaves the room. j ) Murfee and Cerphi thought Earth was a peaceful planet before they arrived. But when they visited a school they each got a stomach ache watching the children fight with each other.

. Unit 3 t e o c . che e r o t r s Unit 6 super

d ) trickling, buckling, purchasing, crackling, surfacing, aching, leaving, releasing, surprising, choosing, deleting. e ) all the “ine” words, surface, further, disturb. f ) police, all the “ine” words, surface, purchase. g ) commence, residence, glimpse, immense, experience, nonsense, suspense, impulse, substance, annoyance, expanse. j ) On Saturday Murfee and Cerphi saw the police checking out a cracked window in a house wondering if 52

d ) through e ) I refuse to go; The refuse was thrown away. h ) he’s, she’ll, he’d, they’ve, you’re, won’t, aren’t. i ) threw, brought, fed, fought, knelt, left, trod, caught, fled, lit, spun, felt. j ) all the words ending in “ew”, sign and design, repair, repeat, clone. Ready-Ed Publications

Answers

Level B

k ) vertical, absurd, worship, urgent, courteous, rehearse, earn or urn, eternity, circumference, surgery, glamorous. m ) "I refuse to keep repeat repeating myself Cerphi,” stated Murfee crossly. “You purposely threw that cashew nut at that gnome gnome, and that wasn’t nice!"

c ) A nasty wound; He wound up the toy. d ) mystery, gypsy, kerosene, enamel, retrieve. f ) would’ve, shouldn’t, couldn’t, could’ve, should’ve, wouldn’t. g ) stampeded, schemed, assisted, figured, wounded, toured. i ) touch (u), smoulder (o), soul (oa), doubt (ow), astounded (ow), enough (u), poultry (o), country (u), meticulous (u), bouquet (oa). j ) figuring, pursuing, stampeding, scheming, releasing, believing, achieving, refusing, receiving, arguing, gluing, acknowledging. l ) Murfee and Cerphi knew that centipedes were extremely venomous and were very timid around them. They were willing to peer through a glass case at them, but were afraid of getting a nasty wound if they were stung.

c ) queue e ) gluing, arguing, pursuing, rescuing, valuing, continuing, queuing, intriguing, cuing. f ) bravely, usually, angrily, foolishly, immediately, anxiously, continuously, innocently, desperately. g ) lonelier / loneliest, friendlier / friendliest, chillier / chilliest, furrier / furriest, prettier / prettiest, juicier / juiciest, stealthier / stealthiest. i ) Cerphi declared wearily, “If you continue to argue with me about the value of that gold statue in the museum, Murfee, I will scream!” Murfee looked sulky.

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Unit 7

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Unit 9

Unit © ReadyEdcP bl i ca t i o10ns ) u brews d ) He wore a suit; That doesn’t suit me. e )r refund, suit, bruise. •f orr evi ew pu p o s e sonl y• f ) proofs, leaves, knives, wharfs or

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c ) new, seas, sealing. d ) ceiling, deceit, knuckle, knack, knowledge, fluid, marsupial, Jupiter, influence. e ) annoyed, agreed, buried, cut, spun, shrugged, tripped, spent, hit, was, electrified, lay or lied, expelled, travelled. f ) seizing, receiving, knuckling, acknowledging, influencing. h ) the ceiling’s paint, the door knob’s shine, many influences, the marsupial’s pouch, he seizes the cat’s tail. j ) Murfee asked, “Cerphi, when we went scuba diving on the planet Jupiter Jupiter, did we see any marsupials swimming with us?” Cerphi made a weird face of concentration. “I can’t remember exactly, but I think we ran into an enthusiastic wombat once.”

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Ready-Ed Publications

wharves, lives, beliefs, wolves, cliffs, chiefs, hoofs or hooves, elves, handkerchiefs. h ) refrigerator, telephone, aeroplane, bicycle, video cassette recorder, digital video disc, compact disc, automated teller machine. i ) sympathetic, suitable, perform, symbol, nuisance, proof, justify. k ) Murfee and Cerphi enjoy eating juicy fruit although they find it a nuisance to spit grape seeds out all the time. But it is a mystery to them why we humans don’t eat the skins of bananas and water melons.

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Unit 8

o c . che e r o t r s super c) d) e) f)

Unit 11

conclude, enemy, difficult. suffer, event, expect. eye, noon, radar, deed, refer. conclusion, delusion, intrusion, allusion, erosion. i ) Murfee and Cerphi did not want to intrude on the lives of humans or make 53

Answers

Level B

their lives difficult in any way, but they did expect a certain level of cooperation in their effort to understand how life on Earth really works.

Unit 12

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R O P

Unit 13

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c ) buried, lead or led, telescope, anyone, efficient, stealth, sweat, medicine, friend, certain, leopard. d ) denied, magnified, cancelled, quarrelled, channelled, typed, rhymed, styled. e ) Type a letter; What type of insect is that? stile: a set of steps or rungs set in a fence or wall that allows people to pass through. f ) fallen, frozen, rung, drunk, sung, risen, spoken, driven, written, forgotten. g ) train: the others all run on roads. i ) addition, competition, subtraction, multiplication, action, vibration, immigration, beautification, magnification. k) Cerphi thought it was amazing when an angel handed him a magazine with a picture of a zebra eating a lizard on the front page.

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Unit 16

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Unit 15

c ) seas, does, lightening. d ) delightful, wonderful, hurtful, careful, peaceful, plentiful, tearful. e ) believable, musical, creative, talkative, secretive, nervous, argumentative, valuable, troublesome. f ) fortnight, Bight, frightful, alight, twilight. h ) During the storm, Murfee and Cerphi saw a boat capsize in the huge seas when a mighty wave struck it. Lightning lit up the sky and the dorsal fins of sharks circling the boat would have been a fatal sign for any people struggling in the water.

d ) Stalactites grow from the roof and have to cling tight to it. Stalagmites grow from the cave floor and might one day reach the roof! e ) impolite, impossible. f ) scene, ascend, descend, discipline, scent. h ) Murfee started to grizzle as he put a pork chop in the frying pan and it began to sizzle sizzle. “This cooking stuff is just so much trouble Cerphi! Why can’t we just eat everything raw!”

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c ) leap, dream, spell, spill, spoil, smell. d ) furious, dolphin, dread. e ) unhealthy, unpleasant, unhappy, uninteresting, unfit, unworthy, unrecognisable, unemployed. f ) pursuit, contribute, conclusion, beautiful, lieutenant, boulevard, souvenir. g ) measurement, amusement, treatment, argument, harassment, establishment, commitment, advertisement. i ) Murfee and Cerphi had a big argument about who would swim with the dolphin dolphin. Murfee was furious because Cerphi leapt into the pool first without asking him if he could. j)

Unit 14

c) It is made of iron / to iron the clothes; we must reserve that seat / a tract of land set aside for special flora or fauna. d) wasn’t, hasn’t, isn’t, won’t, they’re, she’s, it’s, they’d, you’ve. e) peril, squirrel, tentacle, special, vehicle, icicle, magical, symbol, tranquil, artificial. f ) (council), weevil, daffodil, gerbil, pilot. g) scissors, dessert, possess, dissolve. i ) After eating a steady diet of weevils in the city of Brisbane Brisbane, Murfee was amused that Cerphi’s clothes didn’t fit him any more.

o c . che e r o t r s super Unit 17

c ) tassel, science, buses, asbestos, passenger, fascinated, dismiss, address, ascertain, scientist, decimal, Ready-Ed Publications

Answers

Level B

certificate. f ) “I suppose I will just have to advertise that my mobile phone is for sale if I want someone to buy it,” Murfee told Cerphi. “Yes,” replied Cerphi. “That should get the message out." g ) Brisbane: 2,18,9,19,2,1,14,5; Tasmania: 20,1,19,13,1,14,9,1; kangaroo: 11,1,14,7,1,18,15,15.

Unit 21

r o e t s Bo r e p ok Unit 18 u S

c ) delay, decay, display, attach, wrench, control, continue. h ) continued, attached, hoped, wrenched, delayed, believed, displayed, decayed, pleased, deleted. i ) appoint, poisonous, royalty, turmoil, decoy, avoid, hoist, employment, voyage, loiter, embroil, ploy, saveloy. k ) Murfee, Cerphi and Firffy thought it was obvious that if humans continue continued to eat chocolate products there’s a chance that their teeth will decay decay.

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c ) Be patient; A patient in a hospital. d) competition, beginning, goanna, section. e) create, direct, situate, translate, oppose, detain, negotiate. f ) commercial, shrug. g ) the “t” (sh) list. i ) tension, mansion, condition, expulsion, detention, opposition, translation, suspension, vibration, extension. k ) “Is that goanna coming in our direction or going into the lagoon do you think?” gasped Murfee. Cerphi shrugged shrugged. “I don’t think we’re in immediate danger Murfee.”

Teac he r

and it tasted great,” Murfee told Cerphi. “Ugh!” responded Cerphi, “Sounds horrible. You should’ve had gherkin with slices of capsicum and that would’ve been better.”

Unit 22

c ) failure, Adelaide, stitch, hatch, switch, scratch, stretch, wasp, squash, wallaby, quarrel, quality, quantity. e ) quarrel, afraid and Adelaide, squash, straight, afraid and Adelaide. f ) wasp, squash, afraid, complain, hatch. g ) stitch, hatch, switch, scratch, stretch, squash, quarrel. h ) salt, wallet, wash, squat. j ) Murfee didn’t like to complain about the quantity of wasp wasps he saw in Adelaide Adelaide, but he was afraid he would have to, or go straight off to Brisbane where there weren’t as many.

Unit 19

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c ) tombstone, chef, aggravate, climb, snuggle, brochure. d ) concrete (k), chemicals (k), vaccine (ks), celery (s), decent (s), machete (sh), associate (sh), charity (ch), ascending (s), launch (ch), discipline (s), frantic (k), cello (ch). i ) “So let me get this straight, Cerphi,” ventured Murfee. “A plumber fixes the pipes, a chef cooks food, they put a tombstone on a grave, a musician plays music and an accountant handles financial matters.” “You got it,” confirmed Cerphi.

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Unit 23

o c . che e r o t r s super

Unit 20

c ) guessed d ) reindeer, sheep, trout, piranha. e ) sh: session, recession, concession, assurance, pressure, obsession; s: assess, missile, stressful, recess, possess, classic. g ) “I just had a salmon with sugar on it Ready-Ed Publications

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c ) donation, indication, aggravation, authorisation, calculation, declaration, investigation, irrigation, laceration, pollution, separation, vibration, medication. d ) powerful, tower, roundabout, account, allowance, discount, without, drowsy, cower, surround. e ) vault, assault, sausages, auction. h ) The aliens tolerate tolerated most of the strange things they encountered on our interesting planet, but they naturally avoided poultry farms because they had feathered relatives at home on Arixion. 55

Answers

Level B

around their necks, read journal journals and their next stop in space is Jupiter Jupiter.” “I believe so,” confirmed Murfee.

Unit 24

Unit 27

d ) compare, questionnaire, canary, aeroplane, hectare, premiere, glare, lair, impair, terrarium, aerobics. e ) demon, salmon, threaten, pigeon, ambition, relation, caption, origin, raisin, determine, dungeon, medicine. f ) competitive, hungry, questionable, changeable, mysterious, furry, reasonable, furious, frenzied, hilarious, luxurious, confident, brilliant, juicy, talkative, changeable, bruised, important, persistent. i ) “You are a genius and a legend legend!” congratulated Cerphi. “Well thanks Cerph, but I only got us an invitation to the film of the geography of the planet Earth,” replied Murfee modestly.

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

Unit 25

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Teac he r

c ) famous, amazing, favourite, cheerful, sheer, golden, rotten, forgotten. d ) platypus, tetanus, monotonous, ridiculous, anonymous, census, thermos, prejudice, diagnosis, iris. e ) light / lit, weep / wept, fight / fought, seek / sought, speed / sped, tread / trod, leave / left, kneel / knelt, is / was, bleed / bled, say / said, lie / lay, buy / bought, bring / brought. f ) swim / swam / had swum, lie / lay / have lain, sew / sewed / has sewn, shake / shook / had shaken, take / took / has taken, go / went / had gone, do / did / have done, eat / ate / has eaten, write / wrote / have written. i ) A cheerful man who thought it was amazing to have extra terrestrials visit his hotel made his favourite bacon omelette for the occasion occasion.

Unit 28n © ReadyEdc ) P u b l i c a t i o s hedgehog, wonderful, distress, trudge, success, wonder, possess. d ) judgmentally, possessively, successfully, •f orr evi ew puwonderfully, r pose sonl y• gracefully, precariously, e) f)

strictly, precisely, obstinately, menacingly, profoundly, solemnly. exhale, whom, wholesale, wholemeal, havoc, prohibit, rehearsal, who’s, hereditary, inhale. spill / spilled / spilt, smell / smelled / smelt, spell / spelled / spelt, leap / leaped / leapt, learn / learned / learnt, dream / dreamed / dreamt, plead / pleaded / pled, burn / burned / burnt. desperate, destroy, despise, disagree, disgust, deserve, describe, disappoint, disdain. “Those women are wonderful the way they care for all the sick and injured badgers and hedgehogs hedgehogs!” exclaimed Firffy admiringly.

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d ) predator / prey, front / rear, scared / fearless, appear / disappear. e ) available, radius, concentrate, disarray, capable, vein or vain, neighbour, unbreakable, obey, vague. g ) bargain, certain, amphibian, venetian, Russian, fountain, porcelain, mortician. j ) As they knew the consequences of a nuclear war would be bad for the Universe, the three friends felt a great weight had disappeared from their hearts when they were told that most humans had abandoned their nuclear weapons.

. te 26 Unit o c . che e r o t r s super

c ) bacteria, exterior, interfere, mysterious, serious, severe. d ) galaxy, barracks, athletics, gymnastics, expose, excel, succeed, hammocks, italics, specifics, experience, expect. e ) mystery / mysterious, margin / marginal, severity / severe, fortune / fortunate, suburb / suburban, triumph / triumphant, bravado / brave, law / legal, voice / vocal, squalor / squalid. g ) “So let me get this straight,” said Firffy, “Humans are buried in a coffin coffin, they put satin clothes on a fake human called a mannequin mannequin, wear jewels 56

Unit 29

c ) offer, whimper, sentence, entrance (e.g. I was entranced with the sight.), reason, regret, wound, torture, force. d ) s (receptionist, herbicide, glacier), k (predict, inexplicable, seclusion), sh (especially, financial, musician), Ready-Ed Publications

Answers

Level B

silent (abscess, scent, science). e ) wonder, colour, unhealthy, hurricane, double, soda, camera, trustworthy, compass, courage, cousin, cupboard, oven, suspicious. g ) The traveller travellers discover discovered they needed plenty of practice in handling a viper when a circus performer offer offered to train them. But Murfee insisted he only wanted to observe them somewhere from a distance distance.

persuasion persuade persuasive competition compete competitive talk talk talkative entertainment entertain entertaining embarrassment embarrass embarrassing collection collect collective creation create creative triumph triumph triumphant consideration consider considerate imagination imagine imaginative

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r o e t s Bo r e p o u k Unit 30 S Unit 33

c ) misery, injury, territory, scenery, salary, vocabulary, luxury, ancestry, rivalry, victory, theory, imaginary. f ) Firffy was certain she saw an iguana in the cemetery and tried to persuade Cerphi to teach her lizard language so that she could communicate with it. g ) NOUN VERB ADJECTIVE ADVERB

Teac he r

d) necessary, asbestos, pessimistic, absence, society, accessible, licence or license, substance. e ) invisible, legal, desolate, eerie, devastated, clean, fatal, wise, just, durable, peculiar, inept, lonely, busy. g) “I hope they forgive me for having such a sensitive response to a glimpse of a three week old corpse corpse,” murmured Murfee sheepishly. “It is not exactly an attractive sight that would bring one any sort of pleasure pleasure,” Cerphi reassured his friend grimly.

d ) conquer, liar, polar, diameter, glamour, rumour, vulture, mediocre, ogre, governor. e ) (ed) attempted, dotted, bloated, wretched, rotted, indebted, alluded; (d) controlled, modelled, impelled, considered, travelled, sagged, jogged. persuasively f ) snowpea, earthquake, treehouse, competitively playground, classroom, wheelbarrow, talkatively everywhere, eggcup, someone. entertainingly embarrassingly h ) “It is no hoax that every millilitre of water in that harbour has a bad collectively odour due to the pollution,” whispered creatively Cerphi. “Would anybody here triumphantly consider not emptying their effluent considerately into it I wonder?” imaginatively

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c ) elbow and below. d ) subtraction / addition, above / below, nervous / confident, lend / borrow. e ) slept, exit, cottage, attempt, attitude, brittle, liberty, intent, battery, mattress. f ) receipt, pterodactyl, ptarmigan, Thames, Thomas, subtle, debt. i ) The three visitors discovered that on most continent continents there have been recent argument arguments that there are far too many additive additives in processed food these days.

o c . che e r o t r s super

Unit 32

c ) fracturing, capturing, glimpsing, practising, forgiving, involving. Ready-Ed Publications

Unit 34

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Unit 31

d ) t and c. answ wer, receip pt, psychology, bt, oung, kknowledge, autumn n, doub yo effervesccent, disccipline. e ) jostle, muscle, scene, fever, savage. f ) fasten, fever, savage. g ) signal, scroll, allergy, mellow, label, satellite, millennium, balance, gills, wallaby, collapse, hilarious, collide. h ) canyon, yoghurt, million, union, duty, dispute, tissue, onion. j ) “I really believe the caterpillars on Earth are the most advanced in the Universe Universe,” Murfee observed. “They aren’t savage savage, they have well developed muscles and their metamorphosis into butterflies is similar to that of humans turning into angels when they die.”

Unit 35

c ) Flora is plantlife; fauna is animal life. d ) flora, forever, forlorn, fortunate, forward, report. e ) glasses, pants, trousers, jeans or slacks, money, goggles. f ) reluctantly, brilliantly, fortunately, forlornly, jealously, profoundly, 57

Answers

Level B

Unit 38

c ) forth, sauce, coarse, caught, racket. e ) trophy, phobia, catastrophe, biography or autobiography, prophecy. g) “Most Earth creatures would starve in Antarctica due to the lack of many source sources of food and of course the intense cold would be very harmful as well,” Murfee mused.

r o e t s BUnit r e oo39 p u k S

Unit 36

d ) inflexible, inhuman, impossible, insane, undeniable, uncontrollable, insecure, immortal, immoral, impure, improper, unimaginative, uneasy, inoffensive. e ) o (prominent, continue, constant, offend); oa (emotion, cargo, profile, gross); oo (woman, wolf); u (London, affront, encompass, accompany). f ) inquired, required, perspired, attired, totalled, sprawled. i ) “Why do you suppose it is require required hello that the entire population says “hello hello” when they answer a mobile phone?” enquire enquired Cerphi.

c ) award, staff, wart, swarm, answer, merit. d ) award and awkward , wart, swarm, biscuit. e ) comical, dangerous, adventurous, romantic, symbolic, energetic, amazing, universal, beneficial, critical, intriguing, scenic, systematic, menacing, maniacal, disastrous, central, original, distressing, essential. f ) doubted, timid, wretched, orchard, orchid, coward, wanted, salad, attempted, leopard, hazard, solid, humid, valid, fretted. h ) “Well this is a classic example of food here I’d say,” remarked Cerphi, looking Walnut at the meal set out for them. “W biscuit biscuits, banana milkshakes and tomato sandwiches.” “Yes,” answer answered Firffy. “It’s almost edible, if you close your eyes and hold your breath.” As it was almost time for them to leave forever, they didn’t really mind eating it.

ew i ev Pr

Teac he r

vigorously, supportively, solemnly, uniquely, wastefully, watchfully, vehemently, unbelievably, slowly, worriedly, absurdly, curiously, firmly, humorously, steadily, warily, drearily, sturdily, temporarily, happily, greedily, easily, hungrily, temporarily. h ) “I suppose we have to wear clothes all the time we’re here,” complained Firffy, reluctant reluctantly pulling on her jeans. “If you want humans to be tolerant of you, yes. They’re not keen on being naked here for some strange reason that we haven’t worked out yet,” explained Murfee.

Unit 37

w ww

c ) locust, introduction, dough or doe, stoat, loathe, lawnmower, billow, explode, implode, tornadoes or tornados. d ) horrible, terrible, available, invisible, amicable, edible, irreversible, inevitable, inexplicable, compatible. e ) uttered, barrel, arrival, embarrass, wrapped, wrist, authority, mandarin, rhythm, arid, rhyme, correspond. f ) mosquitoes or mosquitos, volcanoes or volcanos, tomatoes, potatoes, tornadoes or tornados, dominoes or dominos. g ) Japanese, Chinese, Mexican, Swedish, Indonesian, German, Polish, South African, Spanish. i ) I just adore the herbivore herbivores in this environment environment,” enthused Firffy. “Oh don’t be too hard on the carnivores carnivores,” implore implored Murfee. “They’re just being themselves.”

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Unit 40

o c . che e r o t r s super

c ) coleslaw, torment, chortle, mourn or morn, wharf, audition, door, bald, squall, laundry, restore, roar. d) saucer, taunt, autopsy, audition, author. f ) As they roared away from Earth in their spaceship, Firffy wondered aloud, “Why did everyone in the audience want the autograph of that author and that astronaut astronaut?” “I think it must be some kind of certificate that they can use,” speculated Murfee. The others nodded as they watched with some sadness as the lovely blue planet became smaller and smaller in the vast wilderness of space. Ready-Ed Publications

List Words

Level B splee een ee ee chee eese ee degree ey money ey kidney ey valley

ask k k talk k skiing k ilful sk keleton sk k ilometre

rever erse er er concer ern er prefer er ner ervous er danger erous er ver ertical

Unit 2

ea easily ea lea eaves ea plea ead ea defea eat ea relea ease ea pea eaceful

sch chool ch ch character ch ach che ch chemist ch chlorine ch stomach

ear early ear hear eard Ear Earth ir squir irt ir stir irred ir cir ircumstances

Unit 3

e polii ce e mariine e machii ne e sardii ne e routii ne e submarii ne

ck brack cket speck ckled ck ck pack ckage ck trick ckle ck buck ckle crack cked ck

Unit 4

mediium trii o lonelii ness bacteriia spaghettii premiiership

squ quash qu qu aqu quatic qu query qu sequ quel qu consequ quences qu equ quipment

worrie ied ie ie belie ieve ie achie ieve ie shie ield ie relie ief ie shrie iek

baccon exacct rescc ue customer seccret elecc tricc

e fuse re re epeat e pair re event pre e ply re e ate cre

ne clon torn nado n men nt environ gn sign gn gnome gn design

plentyy lonelyy quicklyy energyy varietyy usuallyy

bann nner nn nn mann nnerism nn tonn nne nn inn nnocent nn conn nnect nn millenn nnium

Satur urday ur ur distur urb ur sur urface ur pur urchase ur urden bur ur fur urther

wor ork or or wor orse or wor orthwhile our jour ourney our jour ournal our favour ourite

w ww

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Unit 7

Ready-Ed Publications

oo groo oom choo oose oo oo noo oodles oo swoo oop oo loo oose oo typhoo oon

m . u

Unit 5

Unit 6

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

ew i ev Pr

Teac he r

Unit 1

o c . che e r o t r s super

ew crew threw ew ew jew ewel ew cashew ew preview ew review

argue ue ue statue ue continue ue pursue ue cue ue value

List Words

Level B

cei eiling ei ei wei eird ei sei eize ei decei eit ei recei eive ei concei eited

kn knew known kn kn knuckle kn knack kn knowledge kn knowledge ackn

u id flu scu u ba upial marsu upiter Ju uence influ usiastic enthu

Unit 9

e stampe e de e te e athle e me e sche ede e centipe e me e supre e me e ly extre

assiist fii gure wiilling tii mii d relatii ve siincere

throu ough ou ou wou ound ou tou our ou you outh ou ougar cou ou ghou oul

perfform prooff reff und magniff icent justiff y deffinite

myystery syy mbol Egyypt syympathetic cryy stal gyy mnasium

Unit 11

ff e ve el u re e off ffice lu ©suff R adyEdeleP ubl i cat i on e nt us er ff ffere ve su pe e e xpe e ct u de ff eff ffort intru ff e ne er ude e aff fford my conclu •f o r r e v i e w p u p o s e s o n l y • ff e dit u de e diff fficult cre delu aff ffection ff

e nce re efere

e interlu u de

ph graph ph dolph phin ph phrase ph physical ph troph phy ph pamph phlet

ea hea ealthy ea easant plea ea mea easure ea drea ead ea lea eapt ea hea eavy

u ty du u nion u rious fu ual annu u argument university

el cancel quarrel el el vessel el channel el parcel el angel

lizz ard frozzen amazzing z ebra wizzard magazzine

possible le le scribble le cuddle le trouble le muscle le obstacle

sizz zzle zz zz fizz zzle nozz zzle zz zz grizz zzle zz muzz zzle zz whizz zzed

w ww

Unit 12

Unit 13

Unit 14

sui uit ui ui frui uit ui jui uicy ui brui uise ui uisance nui ui sui uitable

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Unit 10

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

ew i ev Pr

Teac he r

Unit 8

o c . che e r o t r s super

styyle tyy pe rhyy me bicyy cle denyy magnifyy

e spii ne e poliite e websii te e ful spii te e stalactii te e stalagmii te

Ready-Ed Publications

List Words

Level B al oval al fatal al musical al criminal al lethal al dorsal

ze doze ze blaze ze ooze ze seize squeezz e ze capsize

igh sigh igh migh ighty igh deligh ight igh thigh igh midnigh ight igh ightning ligh

Unit 16

council il il weevil il fossil il daffodil il gerbil il peril

wass n’t clothess ress erve amuss ed buss iness Briss bane

piilot i ron dii et fii nal crii sis rewii nd

Unit 17

m obile m el enam me welcom mpete com mplete com m agine im

those se se advertise se praise se suppose se surprise se exercise

Unit 18

glimm mmer mm mm gramm mmar mm imm mmoral mm imm mmediate mm comm mmunicate mm comm mmercial

shrug g g ree ag goanna ginning beg g ular reg goon lag

climb mb mb limb mb bomb mb plumb mber mb womb mb tomb mbstone

stagg gger gg gg ggy shagg gg ggle wrigg gg snugg ggle gg smugg ggle gg agg ggravate

lm balm balm lmy lm lm salm lmon mbine com m capsicum mbulance am

gh ghost gherkin gh gh yogh ghurt gu guest gu guitar gu disgu guise

ay delay decay ay ay display ay cray ayon ay essay ay ayment pay

ch chance ch choice attach ch ch vouch cher ch wrench ch chocolate

wash shing sh sh should sh shiver sh fash shion sh shred sh cush shion

directtion mentt ion secttion creattion pattient competittion

w ww

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Unit 21

Ready-Ed Publications

ch chef quich che ch ch broch chure musicc ian vicc ious financcial

m . u

Unit 19

Unit 20

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

ew i ev Pr

Teac he r

Unit 15

o c . che e r o t r s super

s ugar manssion suspenss ion ss miss ssion ss obsess ssion ss confess ssion o ff bo ody o ntro ol co oduct pro ontinue co ollection co

List Words

Level B

afrai aid ai ai fai ailure ai complai ain ai strai aight ai Adelai aide ai entertai ain

fetch tch tch stitch tch hatch tch switch tch scratch tch stretch

wa a sp a sh squa a by walla a rrel qua a lity qua antity qua

Unit 23

e ful gra a te a nge e stra a te e dona a se e phra a te e tolera a te e indica

matt ure natturally signatture furnitt ure featt ure literatture

becau ause au au fau ault au cau auliflower ou mou ould ou pou oultry ou trou ough

acon ba cha ange a mous fa azing ama asion occa avourite fa

cheer eerful eer eer beer eer sheer eer career eer pioneer eer volunteer

golden en en siren en rotten en frighten en forgotten en specimen

Unit 25

wei eight ei

nuclear ear

abandon on

jungle junior jewels journal Jupiter junction

interfere ere ere severe er ser erious er exter erior er bacter eria er myster erious

in satin raisin in in coffin in margin in penguin in mannequin

g enius g end leg getable veg g ital dig gy apolog geography

nassty ross ter buss es promiss e s atiss fy contrass t

dge judge ledge dge dge trudge dge gadge dget dge badge dger dge hedge dgehog

ss guess possess ss ss success ss class ssic ss distress ss pass ssenger

w ww

Unit 26

ey ear on they rear cotton ©prey R e a d y E d P u b l i c a t i o n s ey ear on smear dragon ea ear on eak fear earless talon stea ea ear on • prison grea eatr disappear •f o r evi ew p u r poseson l y ear on ei eight endear earing horizon

Unit 27

Unit 28

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Unit 24

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

ew i ev Pr

Teac he r

Unit 22

o c . che e r o t r s super

caution ion ion relation ion expression ion invitation ion diction ionary ion destruction w oman women w onder w onderful wither w arm sw

Ready-Ed Publications

List Words

Level B er offer performer er er discover er surrender er viper er traveller

practice ce ce service ce distance ce sentence ce entrance ce announce

wh which wherever wh wh somewh where wh whisker wh whimper wh wharf

Unit 30

major or or minor or survivor or competitor or radiator or spectator

c ircle c entury certain celebrate ceiling cemetery

uator Equ langu uage uatic aqu uade persu uestion qu uana igu

Unit 31

sugar ar ar collar ar similar ar regular ar caterpillar ar familiar

glist sten st st fast sten st jost stle sc scene sc musc scle sc scissors

Unit 32

ure capture ure failure ure pleasure ure fracture ure closure ure departure

se practise se dense se response se glimpse se expense se corpse

our odour harbour our re fibre re spectre re litre re millilitre

boa oast oa oa oax hoa oa cocoa oa bloa oated oa poa oach oa approa oach

ent recent confident ent ent argument ent continent ent experiment ent intelligent

ow owe elbow ow ow below ow borrow ow grow owth ow own

ant tolerant hesitant ant ant observant ant reluctant ant pageant ant brilliant

es clo o the o ne e dro o se e oppo o se e suppo ope e envelo one e telepho

levvel v olume fevv er savvage advvance univv erse

ve sensitive ve forgive ve involve ve achieve ve attractive ve defensive

. te

Unit 35

Ready-Ed Publications

mod d el dal ped d al med d en wood der consid dy anybod

m . u

w ww

Unit 33

Unit 34

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

ew i ev Pr

Teac he r

Unit 29

o c . che e r o t r s super

dd ridd ddle dd trodd dden dd add ddict dd add ddition dd add dditive dd padd ddock

repor ort or flor ora or or for orever or for orward or for ortunate or for orlorn

List Words

Level B

inquire ire ire entire ire require ire perspire ire attire ire empire

o val o cal lo o tal to o st gho obile mo o hello

praw awn aw aw spraw awl aw law awyer aw straw awberry aw draw awer aw awesome

Unit 37

expir iry ir ir spir iral ir envir ironment ier drier ier plier iers ier fier iery

toe oes oe oe woe oe foe oe hoe oed oe oes heroe oe floe

implore ore ore fore oresight ore adore ore carnivore ore herbivore ore omnivore

ar artist ar star arve ar article ar har armful ar phar armacy ar Antar arctica

magnet et et secret et wallet et bracket et racquet et pamphlet

Unit 39

a nswer it ar ard merit awar © R e a d y E d P u b l i c a t i o n s a mple ar exa deposit awkwar ard it a ff it ar sta credit war art a na a itp ar bana orbit swar arm• •f o r r evi ew pu r oseson l y a to it a lmost toma permit cinema a

biscuit it

wa a lnut

ear earth hear ah verandah ah rajah au lau aughter au drau aught oir reservoir

ate adequate certificate ate ate fortunate ute minute ert concert ort effort

au autumn au author au autograph au astronau aut au audience au dinosau aur

w ww

Unit 40

Unit 34

cour ourt our our cour ourse our sour ource our four ourth our mour ournful our Melbour ourne

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Unit 38

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

ew i ev Pr

Teac he r

Unit 36

o c . che e r o t r s super

Unit 35

Ready-Ed Publications