Spellbound by Teacher Superstore

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

Teac he r

Spellbound ew i ev Pr

Spelling consolidation activities for ©10 Rea yEyear dPubl i cat i ons -d12 olds.

w ww

. te

m . u

•f orr evi ew pur posesonl y• By Sally Murphy

o c . che e r o t r s super

Written by Sally Murphy. Illustrated by Melinda Parker. © Ready-Ed Publications - 1999. Published by Ready-Ed Publications (1999) PO Box 276 Greenwood Perth Australia 6024 E-mail: info@readyed.com.au

Web Site: 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 229 3

Introduction Spellbound is a language programme aimed at 10 to 12 year old students. The book’s aims are twofold: For Teachers To provide a range of activities centred on spelling and vocabulary development.

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

For Students To develop a better understanding of the rules and processes of competent spelling, and a wider working vocabulary.

Teac he r

Rationale

ew i ev Pr

Teachers and parents are increasingly seeing the need to ensure that students have a good grasp of spelling concepts before they leave primary school. The challenge for teachers is to present these concepts in such a way that they will remain with students for a lifetime.

Each unit of work in the first part of Spellbound presents a group of words with a common thread - either a particular spelling rule or a common thread of difficulty. Where possible students are led to ‘discover’ this commonality for themselves and apply it to other words. Throughout the book students are encouraged to see spelling as both challenging and fun, and to actually make use of the words they are learning. These activities are designed to complement, rather than replace, individual spelling programmes.

w ww

. te

m . u

o c . che e r o t r s super

Contents SECTION ONE: SPELLING ACTIVITIES Teachers’ Notes for this Section ....................................... 4 ie or ei? ............................................................................. 5 More ie or ei ...................................................................... 6 Gender ............................................................................. 7 Homonyms ....................................................................... 8 More Homonyms .............................................................. 9 Even More Homonyms ................................................... 10 Special Homonyms ........................................................ 11 Confusing Pairs ............................................................. 12 Silent Letters ................................................................... 13 Contractions................................................................... 14 Apostrophes: Working Out the RULEs .......................... 15 Apostrophes: Work Sheet .............................................. 16 Plurals ............................................................................ 17 More Plurals ................................................................... 18 Even More Plurals .......................................................... 19 Unusual Plurals .............................................................. 20 Prefixes ........................................................................... 21 Using Prefixes to Create Opposites ................................ 22 Suffixes: RULE 1 ............................................................ 23 Suffixes: RULE 2 ............................................................ 24 Suffixes: RULE 3 ............................................................ 25 Suffixes: RULE 4 ............................................................ 26 Worrisome Words .......................................................... 27 Collective Nouns ............................................................ 28

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

ew i ev Pr

Teac he r

Introduction ...................................................................... 2

. te

m . u

w ww

SECTION TWO: WORKING WITH WORDS Teachers’ Notes for this Section ..................................... 29 Working With Words 1 ................................................... 30 Working With Words 2 ................................................... 31 Working With Words 3 ................................................... 32 Working With Words 4 ................................................... 33 Working With Words 5 ................................................... 34 Working With Words 6 ................................................... 35 Working With Words 7 ................................................... 36 Working With Words 8 ................................................... 37

o c . che e r o t r s super

SECTION THREE: WORD GAMES Teachers’ Notes for this Section ..................................... 38 Game Card for Perfect Match ........................................ 39 Alphabet Game .............................................................. 40 SECTION FOUR: WORD LISTS Teachers’ Notes for this Section ..................................... 41 My Word List................................................................... 42 Word List ........................................................................ 44

ANSWERS ............................................................. 45, 47

SECTION ONE: Spelling Activities

r o e t s Bo r e p ok u S Teachers’ Notes

The activities in this section will have the following learning outcomes:

ew i ev Pr

Teac he r

1. Students will have identified a range of spelling strategies.

2. Students will have applied these strategies to build on their working vocabularies.

The activities in this section are self explanatory, however it is not suggested that students be left to complete each worksheet without guidance. Many students will need help to ‘discover’ or formulate the various spelling rules explored, and all activities can be extended by class or oneon-one discussion.

The various word games, challenges and writing activities are designed both to reinforce the spelling of the words covered and to gently add the words to the student’s working vocabulary. Learning to spell particular words is only meaningful if students are able to use the words in their written and spoken vocabularies.

w ww

. te

m . u

The activities need not necessarily be covered sequentially, instead being used to complement other language work being undertaken by the class. However, it is recommended that those activities presented as series (such as Plurals and Suffixes) should be dealt with in reasonable proximity with each other, for the sake of continuity.

o c . che e r o t r s super

Name ...................................................

ie or ei?

Spellbound: Spelling Activities

Finish these words by adding ie or ei to the spaces. You may need to use a dictionary. sh__ __ld

f__ __ld

c__ __ling

rec__ __ve

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

bel__ __ve

s__ __ge

rec__ __pt

dec__ __ve

Make up a rule which tells you how to choose between ie and ei when

ew i ev Pr

Teac he r

Write a number 1 next to all the words which use ie and 2 next to all the ei words. Is there a pattern?

spelling these words. ........................................................................................................................ ......................................................................................................................................................... .........................................................................................................................................................

dec__ __t

fr__ __nd

p__ __ce

w ww

ch__ __f

m . u

Next, use this rule to finish these words with ie or ei..

Now Now,, choose words from either list to complete each of these sentences.

. te

1. The store issued a ............................................................... when I paid my bill.

o c . che e r o t r s super

2. The fire officer tried to .......................................................... the child from danger. 3. The teacher didn’t ............................................................... the student’s excuse. 4. She offered her a ................................................................. of cake.

5. It is always nice to ............................................................... a compliment.

Ready-Ed Publications

Page 5

Spellbound: Spelling Activities

Name ...................................................

More ie and ei

First, write down the rule you learned in the last lesson. ......................................................................................................................................................... ......................................................................................................................................................... ou may need to use your Now Now,, finish these words by adding either ie or ei.. Y You dictionary dictionary..

h__ __r

v__ __l

Teac he r

th__ __ir

n__ __ghbour

l__ __sure

v__ __n

r__ __gn

ew i ev Pr

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

w__ __ght

Do these words obey the rule above? See if you can find a difference between these words and the words in the last lesson. (Hint: Say the words out loud! Discuss this difference with your partner.) Now, can you rewrite the rule to fit the words from both lists?

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

Share your new rule with the class.

w ww

R E C E

E . teC

P T P X

S E H E

E T N

L O E

m . u

Finally Finally,, see how many ie and ei words you can find in this word search.

o c . e Ec GhI E T E S C Er er o t s s r u e p I E O R I Y F E H V

E W E

G H T

E S E V E

L E R

CHALLENGE: Can you think of any ie or ei words which do not follow your new rule? Make a class list of these words. Page 6

Ready-Ed Publications

Name ...................................................

Spellbound: Spelling Activities

Gender

Some animals and people have names which identify whether they are female or male. This is known as gender gender. For example, a male person is a man or a boy, while a female person is a woman, or a girl. Can you complete the following table? Masculine waiter

Feminine .................................

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

.................................. prince groom

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

goose

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

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

hen

stallion

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

ram

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

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

god

ew i ev Pr

Teac he r

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

lion

actress

duck .................................

w ww

. te E

W I D L

m . u

witch © R e a d y EdPubl i cat i ons nephew ................................. .................................. widow • f orr evi ew pur posesonl y• How many words from the list above can you find in this word search? ..................................

o c . che e r o t r s super

CHALLENGE: How many other pairs of masculine/feminine words can you think of? Make up a class list. Ready-Ed Publications

Page 7

Name ...................................................

Homonyms

Spellbound: Spelling Activities

The following sets of words are homonyms. Read the words, and with your partner partner,, see if you can work out what a homonym is. Write your definition below below.. to, too, two here, hear there, their their,, they’re won, one sew sow,, so sew,, sow its, it’s flour flour,, flower great, grate

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

Teac he r

A homonym is: .................................................................................................................................

ew i ev Pr

1. When Mum said she was taking my ................. brothers ............... the zoo I asked her

2. I can’t ........................ you - you’ll have to come ............................. . (here; hear)

m . u

3. .......................... going to put ....................... books over ........................ . (there; their; they’re)

w ww

4. My team hasn’t ...................... even ...................... game this season. (won; one)

Now Now,, write your own sentences to show the difference between each remaining set of homophones.

. te

o c . che e r o t r s super

5. ...................................................................................................................................................... ................................................................................................................................... (sew, sow, so) 6. ...................................................................................................................................................... ............................................................................................................................................. (its, it’s) 7. ...................................................................................................................................................... ..................................................................................................................................... (flower, flour) 8. ...................................................................................................................................................... .....................................................................................................................................(great, grate) Page 8

Ready-Ed Publications

Name ...................................................

Spellbound: Spelling Activities

More Homonyms

We have already looked at some common homonyms. Here are some more you should be familiar with. course/coarse sauce/source alter/altar right/write/rite new/knew no/know

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

Use your dictionary to help you match each set of words with their correct definitions below.

Teac he r

b) a direction to be taken: ..............................................

2. sauce/source a) a topping for food: ..................................................... b) a point of origin: ......................................................... 3. alter/altar a) a religious table: .........................................................

ew i ev Pr

1. course/coarse a) rough, uneven: ...........................................................

a) a solemn procedure: ..................................................

w ww

c) to compose ................................................................ 5. new/knew a) was aware of: ............................................................

. te

m . u

b) correct, proper: ..........................................................

o c . che e r o t r s super

b) not old: .......................................................................

6. no/know a) nothing, negative: ...................................................... b) to be able to recall: .....................................................

Now Now,, choose words from the list above to fill in the spaces in this paragraph. It was a wild and windy night. Josie ...................... it was not ................................................ to be outside, but she went anyway. It was a long way to her destination, with ........................... light to guide her, but she did not ............................. her ........................... . CHALLENGE: Once you have filled in the blanks have another look at the paragraph. It contains five other words which also have homonyms. Can you find them all? Ready-Ed Publications

Page 9

Spellbound: Spelling Activities

Name ...................................................

Even More Homonyms

Complete this list by finding a homonym for each of these words. weather / ...........................................

council /.............................................

cereal / ...............................................

current / ..............................................

principal / ..........................................

profit / .................................................

r o e t s Bo r e p ok u S stationary / .........................................................

In the spaces below put each pair of words into a sentence which shows their meanings.

Teac he r

1. ......................................................................................................................................................

ew i ev Pr

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

2. ...................................................................................................................................................... .........................................................................................................................................................

3. ...................................................................................................................................................... .........................................................................................................................................................

4. ......................................................................................................................................................

© ReadyEdPubl i cat i ons 5. ...................................................................................................................................................... •f orr evi ew pur posesonl y• .........................................................................................................................................................

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

6. ......................................................................................................................................................

w ww

m . u

. te

o c . che e r o t r s super

Finally Finally,, choose from your list of homonyms to complete this crossword. CLUES ACROSS 1. A basic truth. 6. Breakfast food. 7. Small dried fruit. 8 . ..................... or not.

CLUES DOWN 1. T o gain a benefit. To 2. A governing body body.. 3. Sun, rain or wind. 4. Happening now now.. 5. P aper Paper aper,, pencils etc.

Page 10

Ready-Ed Publications

Spellbound: Spelling Activities

Name ...................................................

Special Homonyms

There are three pairs of homonyms which cause difficulty for most people. practice/practise licence/license affect/effect Taking the time to learn the difference between each pair will put you well on the road to being a masterful speller.

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

Firstly Firstly,, use your dictionary to help you complete the following definitions. A. To practi__e is something you do to improve your skills, whilst a practi__e is a habit you might have.

Teac he r

ew i ev Pr

B. A licen__e is something you are given which allows you to do a certain thing whilst to licen__e is to give permission.

C. To __ffect means to influence something, whilst an __ffect is the result of something or to effect means to bring about.

Now ou Now,, practise using these words by using them to complete these sentences. Y You may need to add a prefix (for example un-)) or a suffix (such as -ing)) to make the words fit.

1. practice/practise

© ReadyEdPubl i cat i ons ii) She improved her tennis bye ....................................... often. • f or r e vi w pur pos esonl y• i) It is good .................................. to .................................. the violin every day.

iv) He makes a .......................................... of getting up early.

w ww

2. licence/license i) Do you have your driver’s ............................................. yet?

. te

m . u

iii) Dr Brown’s ............................................. is in Smith Street.

o c . che e r o t r s super

ii) The ranger was asked to ............................................. the dog.

iii) The teacher gave them ................................................ to choose their own topics. iv) She works for the traffic .............................................. division. 3. affect/effect

i) It takes good concentration to .................................... a perfect dive. ii) Your attendance will ........................................... your final grade. iii) My attendance had a good .............................................. on my final grade. iv) Your argument really isn’t....................................... my decision. Ready-Ed Publications

Page 11

Spellbound: Spelling Activities

Name ...................................................

Confusing P airs Pairs

These pairs of words, while not homonyms, are often confused. lie/lay done/did accept/except learn/teach already/all ready desert/dessert advice/advise quiet/quite can/may

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

ew i ev Pr

Teac he r

Discuss the difference between each pair of words with your partner partner.. Use your dictionary to check any you are unsure of. Now Now,, choose the word in brackets which best completes the sentence. Write below.. When you have done so, the letters in the your answers in the grid below shaded blocks will form a word meaning to amuse or occupy occupy.. 1. I am going to (lie/lay) down for a rest. 2. The carpenter has (done/did) a good job of mending the fence. 3. Bring everything (accept/except) your plate over here. 4. Will you (learn/teach) me how to do that please? 5. They are (already/all ready) to go to school. 6. We are having apple pie and ice cream for (desert/dessert). 7. She is sure to give you some good (advice/advise). 8. With the children asleep, the house was strangely (quiet/quite). 9. I (can/may) bake cakes, but I’m not always allowed.

w ww

m . u

. te

o c . che e r o t r s super 4

Page 12

Ready-Ed Publications

Spellbound: Spelling Activities

Name ...................................................

Silent Letters

Many words contain letters which we call silent letters because they are not heard as part of the word when it is said aloud. Complete the following words by adding silent letters to the spaces. __ nom __

__ nock

of __ en

lam __

de __ t

r o e t s Bo r e p ok u S r __ ym __ lis __ en

hom __

__ our

thou __ __

fam __

ew i ev Pr

Teac he r

i __ land

Next, write these words into the table below below,, according to the letter or letters which are silent. T wo of the words belong in two columns. Two Silent e

Silent g

Silent t

Silent b

Silent gh

Silent k

Silent h

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

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

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

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

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

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

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

................ ................ ................ ................ ................ © Rea dyEd Pub l i cat i ons................. ................. ................ ................ ................ ................ ................ ................. •f o rr ev i ew p ur po seso nl y• .................

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

w ww

m . u

Now, with your partner try to complete each column with your own words which have silent letters. Share your list with the class. Finally Finally,, use a word from the list above to complete each definition.

. te

1. An amount owed to someone: ............................................

o c . che e r o t r s super

2. Public reputation: .......................................................

3. To make an effort to hear: ..............................................

4. A piece of land surrounded by water: ................................. 5. Frequently; regularly: .................................................. 6. A place of residence: .................................................. 7. A small legendary character: ......................................... 8. To rap on the door: ....................................................

CHALLENGE: Can you write a paragraph containing five of the words from the list? What about all twelve words? Ready-Ed Publications

Page 13

Name ...................................................

Con tract ions Contract tractions

Spellbound: Spelling Activities

Look at the words in Column 1 below. What do they have in common? Column 1

Column 2

can’t

can not

it’s

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

she’s

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

don’t

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

didn’t

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

haven’t

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

they’re

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

doesn’t

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

weren’t

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

Teac he r

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

ew i ev Pr

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

won’t

Words like this are called CONTRACTIONS.. In the space below write your own definition, thinking about your answer to the question above.

CONTRACTION CONTRACTION: ............................................................................................................................

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

w ww

Compare your definition with your partner’s.

m . u

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

Now Now,, in column 2, write the two words which are used to form the contraction in column 1. (The first one has been done for you.) Then answer these questions.

. te

o c . che e r o t r s super

1. How do you know where to put the apostrophe in a contraction?

......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... 2. How does the word won’t differ from other contractions? ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... Share your answers with the class. Page 14

Ready-Ed Publications

Name ...................................................

Spellbound: Spelling Activities

Apostrophes: Working Out the RULEs

An apostrophe is like a comma in the air. Look at how the apostrophes are used in the following examples. 1. The dog’s bowl. 2. The girl’s ball. 3. Karl’s homework. 4. Dad’s dinner dinner..

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

Write a rule which shows where to put an apostrophe to show that someone or something owns something.

ew i ev Pr

Teac he r

RULE 1 1: .......................................................................................................................................... .........................................................................................................................................................

In the examples above, only one person owns each thing. Look what happens when there is more than one owner. 5. The boys’ football team. 6. The ladies’ meeting. 7. The kittens’ mother mother.. 8. T wo dogs’ bowl. Two

© ReadyEdPubl i cat i ons RULE 2: • ......................................................................................................................................... f orr evi ew pur posesonl y• Does your rule fit these examples? If not, write a new rule.

Now Now,, look at these examples, which don’t fit either rule.

w ww

. te

9. The children’s teacher teacher.. 10. The family’s house. 11. The men’s meeting. 12. James’s book.

m . u

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

o c . che e r o t r s super

Can you write one rule which fits examples 1 to 12?

RULE 3 3: .......................................................................................................................................... ......................................................................................................................................................... Share your rule with your partner. DISCUSS: Why is there no apostrophe in the following examples? 13. This is his toy toy.. 14. This car is ours. 15. Which one is yours?

Ready-Ed Publications

Page 15

Name ...................................................

Spellbound: Spelling Activities

Apostrophes: Work Sheet

Now that you have written a rule for using apostrophes, practise using it by completing these exercises. 1. Complete the underlined word in each sentence by putting an apostrophe in the appropriate place.

The boys laughed when they saw their Dads faces.

The farmer took his sheeps wool to the market.

I had an interview with the schools new principal.

Mrs Jones cake is the best I’ve ever tasted.

Teac he r

Alex was looking forward to Janes birthday party.

ew i ev Pr

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

2. Finish the second sentence in each pair by filling in the blank. Remember, some answers may not require an apostrophe.

© ReadyEdPubl i cat i ons g. The books belonging to several ladies. The ................................. books. •f orr evi ew pur posesonl y• f. The book belonging to a lady. The ................................................. book.

h. The basketball belonging to Lucy. .......................................... basketball.

m . u

i. The dog belong to a family. The ....................................................... dog.

w ww

j. The dogs belonging to two families. The ........................................ dogs. k. The game belonging to us. ........................................................... game.

. te

o c . che e r o t r s super Alex filled the cats bowls with biscuits. Despite not having seen them for l. The toy belonging to more than one child. The .................................. toy.

3. The most common misuse of the apostrophe is to use one where it is isn’t needed. As you read the following paragraph, add apostrophes where necessary. Be careful not to use too many!

two days, she was still hoping they would come home. They were the familys pride and joy. She loved to play games with them. Suddenly, she heard frantic miaows coming from the garage. She struggled with the doors bolts, but finally opened it. Two very frightened cats shot out and soon devoured the bowls contents.

Page 16

Ready-Ed Publications

Name ...................................................

Plurals

Spellbound: Spelling Activities

A singular word refers to one thing; a plural refers to more than one. Have a look at the singular and plural words in this list. PLURAL cats girls foxes schools bushes receipts matches messes

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

ew i ev Pr

Teac he r

SINGULAR cat girl fox school bush receipt match mess

As you can see the most common way to form a plural is by adding s or es es. You can choose which one to use by listening to the end of the singular. If it ends in a hissing sound (such as ss ss, ch ch, sh or x) add es es. This is a useful rule, BUT there are lots of plurals which just won’t obey it. Words ending in o, for example, cause lots of confusion. Write down the plural for these words.

© Read................................................... yEdPubl i cat i ons potato ................................................... • f orr evi ew pur posesonl y• piano ................................................... tomato

tornado

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

m . u

w ww

Sometimes you need to add es and other times just s, and, to add to the confusion, with some words you can add either! Use the table below to make list of as many words as you can which end in o. Then see if you can work out the plural for each word. Compare your list with your partner’s.

. te

o c . che e r o t r s super

Words ending in o

Plural

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

Ready-Ed Publications

Page 17

Name ...................................................

More Plurals

Spellbound: Spelling Activities

Write down the plural for each of these words. hoof

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

roof

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

loaf

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

life

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

dwarf

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

half

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

wife

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

Is there a rule for forming the plural of words ending in an f sound? Discuss.

ew i ev Pr

Teac he r

cuff

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

Now, with your partner, see how many more words you can find ending in an f sound. For each word, write its singular in the first column, and its plural in the second. PLURAL © ReadyEd Publ i cat i ons ............................................... ............................................... • f o r r e v i e w p ur posesonl y• ............................................... ...............................................

SINGULAR

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

w ww

m . u

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

. te

o c . che e r o t r s super

Share your list with the class. CHALLENGE: Can you create a crossword using the words from this activity? Use the back of this page. Remember to provided a numbered clue for each answer, and one space per letter on your grid. Page 18

Ready-Ed Publications

Name ...................................................

Spellbound: Spelling Activities

Even More Plurals

Write down the plural for each of the words below below.. fairy

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

diary

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

country

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

mystery family

lady

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

spy

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

property

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

Write down a rule which explains how to form plurals for words ending in y.

ew i ev Pr

Teac he r

worry

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

RULE 1: ..........................................................................................................................................

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

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

display

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

monkey

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

holiday

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

w ww

boy

. te

key

m . u

Now Now,, write down the plural of each of the following words.

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

Do these words fit your rule? Discuss how these words are different from those above, then write a new rule which covers the words from both lists. RULE 2 2: .......................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... Share your rule with the rest of the class. Ready-Ed Publications

Page 19

Spellbound: Spelling Activities

Name ...................................................

Unusual Plurals

Write down the plural for each of the following words. Y ou may need to use your dictionary You dictionary.. man

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

child

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

fungus

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

mouse

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

tooth ox

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

appendix

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

oasis

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

curriculum

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

ew i ev Pr

Teac he r

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

There is no rule to cover these plurals - that’s why they are referred to as ‘unusual’.

w ww

m . u

Next, look at the words below below.. Are they singular or plural?

These words are also unusual, this time because they have the same form, whether for singular or plural.

. te

As a class, make a list of other unusual plurals.

o c . che e r o t r s super

CHALLENGE CHALLENGE: How many smaller words can you make using the letters of each of the following words? You can use the letters in any order, but you can only use each letter once. appendix children mouse innings

Compare your answers with those of the rest of the class.

Page 20

Ready-Ed Publications

Name ...................................................

Prefixes

Spellbound: Spelling Activities

A prefix is a group of letters added to the beginning of a word to change its meaning. For example, the prefix ‘pre’, meaning before, can be added to the word heat, to make a new word preheat, meaning to heat beforehand. When adding a prefix, it is not necessary to change the spelling of the base word. Here is a list of commonly used prefixes. Can you find out what each one ou may need to use your dictionary You dictionary.. means? Y PREFIX pre ex

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

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

tele

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

pro

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

ew i ev Pr

Teac he r

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

Make new words by adding prefixes from the list above to the following ou may be able to form more than one new word. You words. Y

communicate ...........................................................................................

port

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

face

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

press

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

. te

vision act

fine change

m . u

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

w ww

lay

o c . che e r o t r s super

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

duct

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

claim

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

position

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

Compare your answers with those of your partner. Ready-Ed Publications

Page 21

Spellbound: Spelling Activities

Name ...................................................

Using Prefixes to Create Opposites

A prefix can often be used to create the opposite of a word. The following prefixes, sometimes called negative prefixes all mean not, wrong or against. un non in dis mis im anti

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

Teac he r

Create the opposite of each of these words by adding a prefix from the list above. employed ......................................

social ..............................................

destructible ...................................

respect ...........................................

probable .......................................

honest ............................................

sincere ..........................................

definite ...........................................

patient ...........................................

ew i ev Pr

fortune ...........................................

© ReadyEdPu bl i cat i ons perfect ........................................... • f orr evi ew pur p os esonl y• appear sense ........................................... ............................................. frequent .........................................

septic septic..............................................

comfort ..........................................

w ww

1. Not likely to happen: ......................................................

. te

2. T o vanish: ......................................................................... To

m . u

Now Now,, choose words from your list of opposites to fit each definition.

o c . che e r o t r s super

3. Used to cleanse wound: ............................................... 4. Unbreakable; immortal: ................................................. 5. Not genuine: ....................................................................

6. Meaningless; absurd: .................................................... 7. Not liking company: ....................................................... 8. Uneasiness: ..................................................................... CHALLENGE: You should have found two opposites beginning with the prefix anti anti. How many more anti words do you know? Page 22

Ready-Ed Publications

Spellbound: Spelling Activities

Name ...................................................

Suffixes: RULE 1

A suffix is a group of letters (for example -ing -ing, -er -er, or -ed -ed) added to the end of a word, usually to make another form of the word. When a prefix is added, the spelling of the base word does not usually alter. When adding suffixes, however, there are several rules to remember when deciding whether or not to change the spelling.

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

RULE 1 1: If the base word has only one syllable, double the final consonant, unless it is preceded by a double vowel, or the word ends in a w or in two consonants. running

runner

fool

fooling

fooled

end

ending

ended

brew

brewing

brewed

ew i ev Pr

run

Teac he r

EXAMPLES:

Practise this rule by adding ing,, er and ed to each of the following words. Y ou You will not be able to add all three suffixes to every word. 1. cram

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

©R eadyEdPubl i cat i ons ....................................................................................... •f or r evi ew pur posesonl y• 3. pour ....................................................................................... 2. buzz

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

5. dream

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

w ww 6. hop 7. jar 8. fit

m . u

4. bomb

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

. te

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

o c . che e r o t r s super

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

CHALLENGE: The suffix ed is usually used to form the past tense of a word. Which word in the exercise above has a past tense not ending in ed ed?

Ready-Ed Publications

Page 23

Spellbound: Spelling Activities

Name ...................................................

Suffixes: RULE 2

The second rule for adding suffixes is for longer words which end in a single consonant preceded by a vowel. RULE 2 2: If, when said aloud, the stress is on the first syllable, don’t double the final consonant. If the stress is on the second syllable the final consonant should be doubled. If the word ends in I, it should always be doubled.

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

Look at these examples. The stressed syllable has been underlined. offered

be gin

beginning

beginner

travelling

traveller

Teac he r

offering

tra vel

travelled

ew i ev Pr

off er

Remember, if there are two vowels before the final consonant, then this rule does not apply.

Now Now,, practise this rule by adding suffixes from the list to the following words. If you are having trouble, try saying the words aloud. Suffixes: al, ing, er, ed, ance

................................................................................................ ©R eadyEdPubl i cat i ons digit ................................................................................................ •f or r evi ew pur posesonl y• murder

tower

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

level

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

regret

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

excel

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

appear

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

listen

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

suffer

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

. te

m . u

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

w ww

explain

o c . che e r o t r s super

CHALLENGE: Have another look at the words above. Are there any other suffixes you could add to them? What prefixes could you add to them? Can you add both a prefix and a suffix?

Page 24

Ready-Ed Publications

Spellbound: Spelling Activities

Name ...................................................

Suffixes: RULE 3

The rules for adding suffixes to words ending in consonants do not apply if the consonant is y. Look what happens to the following words when suffixes are added. cry

cried

cries

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

hurry

hurried

hurries

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

occupy

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

occupies

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

Use these examples to write a rule for adding suffixes to words ending in y..

Teac he r

RULE RULE: .............................................................................................................................................

ew i ev Pr

Next, in the final column above, add ing to the above base words. Does your rule work for this column? Rewrite it so that it does.

RULE 3 3: ..........................................................................................................................................

Column 1

. te

m . u

w ww

Each of the suffixes in column 2 can be added to only one word in Column 1. Draw lines to match the words with their appropriate suffixes. In column 3 use your rule to write the five new words. Column 2

Column 3

territory

cation

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

primary

ious

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

multiply

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

rely

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

ance

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

o c . che e r o t r s super

mystery

NOTE: Rule 3 does not apply if there is a vowel before the y, as in ... play enjoy

Ready-Ed Publications

played enjoyed

playing enjoying

Page 25

Spellbound: Spelling Activities

Name ...................................................

Suffixes: RULE 4

So far we have looked at rules for adding suffixes to words which end in consonants. Look what happens if the words ends in a vowel. extra go boo

extraordinary going booing

In these examples the base word remains unchanged and the suffix is added. However, a special rule is needed for words which end in a silent e.

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

RULE 4 4: Drop the final e when the suffix begins with a vowel or a y, unless the word ends in ge ge,, ce or ye ye.. hate separate eye emerge slice

hating separating eyeing emerging slicing

hated separated eyed emerged sliced

ew i ev Pr

Teac he r

Study these examples.

Practise this rule by adding two suffixes from the list to each of the words below. ity ity,, ing, ly ly,, some, ment, y

...................................... © Rea dyEdPub...................................... l i cat i ons ...................................... 2. trouble ...................................... f orr e...................................... vi ew pur po sesonl y• extreme 3.• ......................................

1. scarce

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

5. grave

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

6. live

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

7. advertise

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

8. measure

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

. te

m . u

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

w ww

4. announce

o c . che e r o t r s super

Now Now,, choose from your new words to complete the following sentences. 1. Something annoying is also ....................................................................................................... . 2. A ............................................................................... tape can calculate how long something is. 3. During a milk strike there is a ........................................................................................... of milk. 4. At the south pole it is ............................................................................................................ cold. 5. You might find out about a new product by reading an ............................................................. . 6. An animal is a ............................................................................................................. organism. CHALLENGE: How many words can you find which end in a vowel other than e? Use the back of this page to make a list. Page 26

Ready-Ed Publications

Spellbound: Spelling Activities

Name ...................................................

Worrisome Words

Most people find the following words difficult to spell. The letters which cause the most problems have been left out. extr __ __rdinary rdinary temp __ rature compet __ __ ion su __ prise inte __ __ igence program __ __ parl __ __ ment fav __ __ rite uncon __ __ ious to __ o __ __ ow

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

ew i ev Pr

Teac he r

Use your dictionary to finish each word by filling in the blanks.

Choose a word from the list to match each definition. 1. ................................................ :understanding; wisdom. 2. ................................................ : a contest or game. 3. ................................................ : a decision-making body.

© ReadyEdPubl i cat i ons 5. ................................................ : the level of heat. • f orr evi ew pur posesonl y• 4. ................................................ : the day immediately following today.

6. ................................................ : the most preferred.

w ww

8. ................................................ : unusual; exceptional. 9. ................................................ : senseless; comatose.

. te

m . u

7. ................................................ : something done without warning.

10. .............................................. : an agenda or plan of events.

o c . che e r o t r s super

Now Now,, use the space below to write a paragraph using all of the words from the list. It may be humorous but try to use the words in a way which shows that you know what they mean. ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ Ready-Ed Publications

Page 27

Spellbound: Spelling Activities

Name ...................................................

Collective Nouns

A collective noun is a name for a group of people, animals or objects. For example, a group of fish is known as a school. Do you know the collective nouns for the following: A group of birds: birds:.......................................................................... The workers on a boat or plane: ..............................................

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

A group of bees: ..........................................................................

The members of a sporting group: ..........................................

Teac he r

A family of baby animals: animals:...........................................................

A group of singers: .....................................................................

ew i ev Pr

What would you find in the following groups?

A fleet of of......................................................................................... .

A pack of ....................................................................................... . A gaggle of .................................................................................... . A herd of ........................................................................................ .

© ReadyEdPubl i cat i ons A pride of ....................................................................................... . •f orr evi ew pur posesonl y• A band of ....................................................................................... .

Abbreviations

w ww

m . u

A pod of ......................................................................................... .

An abbreviation is a shortened form a word. The following abbreviations are used more often than their longer forms. Do you know what these abbreviations stand for? The first one has been done for you.

. te

bike

Page 28

o c . che e r o t r s super

plane

aeroplane

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

photo

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

Mrs

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

ute

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

bus

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

a.m.

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

p.m.

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

etc.

................................................ Ready-Ed Publications

SECTION TWO: Working With W ords Words Teachers’ Notes

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

The activities in this section will have the following learning outcomes:

1. Students will have added a range of words to their sight and working vocabularies.

Teac he r

ew i ev Pr

2. Students will have applied strategies to spell both familiar and unfamiliar words.

The activities in this section complement those in the previous section, and are not designed to be undertaken as a sequential unit isolated from other spelling and vocabulary work. Each sheet contains four parts: Word Manipulation, requiring students to spell, build and recognise words; Vocabulary, familiarising students with words and their meanings; a Puzzle which reinforces both spelling and vocabulary; and a Challenge, extending students either mentally or creatively.

w ww

. te

m . u

o c . che e r o t r s super

Spellbound: Working With Words

Name ...................................................

Working With W ords 1 Words

Word Manipulation How many smaller words can you find by rearranging the letters of the word temperature temperature? Compare your list with your partner’s. ............................

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

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

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

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

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

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

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

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

Vocabulary

Teac he r

ew i ev Pr

Match the words in the left hand column with their definitions in the right hand column by drawing a line. Use your dictionary if you need help. perceive insincere deduct scarce yield vast persuade

To subtract or take away Surrender; give up Convince; bring round To see or understand Rare; hard to find Huge; immense Lacking in honesty

. te

CLUES DOWN

m . u

w ww

1. The upper surface of a room. 4. Accept as true. 6. A desert water hole. 8. Transparent head wear. 9. A tube which carries blood. 10. A small tree; shrub. 12. Opposite to lose. 14. A formal account of something. 17. Three plus one. 18. How hot something is. 20. Truthful.

6 7

9 10

o c . che e r o t r s super

1. Is able. 2. To gain knowledge. 3. Person who lives next door. 5. Sight; dream. 7. Free time. 8. Overly proud; boastful. 11. To soothe or reassure someone. 12. Armed conflict. 13. A type of living things. 15. Cooked bread. 16.To put under the ground. 17. Sometimes eaten with chips. 19. Also; too.

17 18

CHALLENGE: Can you find an antonym (opposite) for each word in the vocabulary exercise above? Page 30

Ready-Ed Publications

Spellbound: Working With Words

Name ...................................................

Working With W ords 2 Words

Word Manipulation Form the opposite of each of the following words by adding a prefix. ......... possible

......... adequate

.........fortunate

......... respectful

......... responsible

......... appear

.........probable

......... expensive

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

Vocabulary Each word in the first column has a synonym (word with similar meaning) in the second column and an antonym (opposite in meaning) in the third. Can you match them?

Teac he r

cruel leisure brave depart cover scarce narrow generous

ANTONYMS

wide stay reveal kind work common miserly timid

ew i ev Pr

SYNONYMS fearless rare recreation slender benevolent leave conceal brutal

Puzzle All the words from the vocabulary exercise above can be found hidden in this word search. Y our task is to find them all. They move across, down and diagonally Your diagonally,, as well as forwards and backwards.

m . u

w ww

. L E A V E L U D S O N M te o R E V A R B L E S I E . TcO cW e e A S E h O R R A N o I r M V N t r s s r u e p P S R O I T I U V T E I S E

CHALLENGE:

Ready-Ed Publications

A palindrome is a word which reads the same both backwards and forwards,

such as noon noon. Can you think of five other palindromes?

Page 31

Spellbound: Working With Words

Name ...................................................

Working With W ords 3 Words

Word Manipulation Each of these words has a three letter word concealed within. Find and underline it. appendix

fortune

equipment

description

breathe

automatic

attractive

smuggle

character

athlete

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

Vocabulary The prefix anti means opposed to, or against. Can you find a word starting with anti to go with each of the following definitions:

Teac he r

1. A medicine to destroy micro-organisms: ................................................................

ew i ev Pr

2. A strong dislike: ..............................................................

3. A trivial conclusion to something important: .............................................................. 4. Old fashioned; out of date: ..............................................................

5. A cleaning agent to remove germs:...............................................................

Puzzle Use one of these four letter words to complete each of the words in the grid below. When you have finished the shaded squares reading down will spell out a word meaning shade or hue.

fact

w ww

MANU

cult

cell

URE OP

form

m . u

noun

UNITY

. teEX ENT o c . ch e r ANe o t r s CE super AGRI

URE

ATION

CHALLENGE: How many words can you list which contain the word cat cat? What about rat rat? Compare your lists with the rest of the class. Page 32

Ready-Ed Publications

Spellbound: Working With Words

Name ...................................................

Working With W ords 4 Words

Word Manipulation Change each of these nouns into a verb so that it becomes an action. loss .............................................

friend ..........................................

flower ..........................................

song ...........................................

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

advertisement .............................

occupation .................................

television .....................................

weight .........................................

Vocabulary Use each set of three words to complete the sentences. familiarise

familiarity

ew i ev Pr

Teac he r

f amiliar

a) ........................................................ with your text book will help in your test. b) I am ............................................................ with the rules of golf.

c) You should ..................................................... yourself with the layout of your new school. curious

curiosity

curiously

a) The strange noises aroused our ................................................................. .

© ReadyEdPubl i cat i ons c) I was ..................................................... about the reasons for his absence. orr evi ew pur posesonl y• Puzzle•f b) The kitten sniffed at the mouse hole ............................................................ .

R . te o c Rchersuperstore. O

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

w ww

m . u

Use the letters in the circle below to form an eight letter word for a safe place. Then see how many smaller words you can make from the letters. To make it harder, each new word must contain the centre letter. ................................. ..................................

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CHALLENGE: The word and is probably the most used word in the English language. How long can you write, on a topic of your choice, without using and and? Try to think of replacement words rather than writing lots of really short sentences. Ready-Ed Publications

Page 33

Spellbound: Working With Words

Name ...................................................

Working With W ords 5 Words

Word Manipulation Add both a prefix and a suffix to each of these words, to form a completely new word. charge ........................................

due .............................................

light .............................................

settle ...........................................

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

conscious ...................................

suit..............................................

expect .........................................

fuel..............................................

Teac he r

Vocabulary Unscramble the letters in the brackets to find a word matching each definition.

ew i ev Pr

1. A dry, sandy area of land: ........................................................... (rsetde)

2. Outcome, result: ........................................................................ (ruptocd) 3. Truthful, reliable: ......................................................................... (shento) 4. A stroke of bad luck: ............................................................ (nfitrmsoue)

5. The image in a mirror: ............................................................. (cineerlfot)

Puzzle All of these countries except one are hidden in this word search. Can you work out which one is missing? A

. te

m . u

w ww

Australia Azerbajan Burma Chad Estonia Ethiopia Fiji Guatemala Guyana Indonesia Iran Iraq Italy Laos Libya Malta Nepal New Zealand Portugal Russia Seychelles Syria United Kingdom United States Uruguay Uzbekistan

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

CHALLENGE: Can you write a brief story which contains all of these words? Use the back of the page. surgeon Page 34

butterfly

Canada

microwave

princess

elephant Ready-Ed Publications

Spellbound: Working With Words

Name ...................................................

Working With W ords 6 Words

Word Manipulation For each set of words find a prefix which can be added to every word. 1.

......... locate

.......... place

.......... may

.......... appear

......... take

.......... fortune

.......... lay

.......... print

......... lay

.......... appear

.......... main

.......... sign

......... fix

.......... school

.......... history

.......... side

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

Teac he r uni - one

unicycle

ew i ev Pr

Vocabulary The prefix uni means one, so a unicycle is a cycle with one wheel. Work out which number each of the other prefixes represents, then list three words which start with that prefix. If you get stuck, use your dictionary. .................................

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

bi - ............................

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

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

tri - ............................

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

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

quad - ......................

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

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

................................. ................................. .................................. © Re adyEdP ubl i cat i o ns cent - ....................... ................................. ................................. .................................. •f orr evi ew pur poseson l y• milli - ........................ ................................. ................................. .................................. oct - ..........................

. te

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

I B A I

U L L U

G S T P

E O O N

m . u

w ww

Puzzle How many words can you make using the letters in the grid? You can start at any point you wish, and move from square to square in any direction, but you cannot jump over letters or use a letter more than once in each word.

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

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

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

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

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

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

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

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

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

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

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

CHALLENGE: The military ranks of sergeant and lieutenant come from the French language. Can you find five other words which have French origins? Ready-Ed Publications

Page 35

Spellbound: Working With Words

Name ...................................................

Working With W ords 7 Words

Word Manipulation y, ar y or er y to the beginnings. Finish these words by adding either or ory ary ery diction ...................

territ.......................

jewell ....................

sens ......................

prim .......................

myst ......................

refin ......................

migrat ...................

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

Vocabulary In the list below each word has two synonyms. Find each set of three and join them with a line.

Teac he r

devastate opportunity destroy possibility assess evaluate alter respect abandon

ew i ev Pr

change forsake admire measure amend revere desert chance ruin

Puzzle Can you make a ten letter word meaning ‘pleasant to look at’ from the letters in the triangle below? Now see how many smaller words you can make from the letters. To make it harder, every word must contain the top letter. Ten letter word: ..........................................................

T T

. Ct eE

m . u

w ww

Smaller words: .......................................................... .................................................................................. ..................................................................................

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

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

CHALLENGE: Write a name acrostic about yourself. First, write the letters of your name down the page. Now, write a word or phrase which describes you, beginning with each letter. Study these examples.

Page 36

Merry Ambitious

Makes nice cakes Always happy

Regal Young

Rarely gets angry Yawns a lot Ready-Ed Publications

Spellbound: Working With Words

Name ...................................................

Working With W ords 8 Words

Word Manipulation Complete these words by adding a three letter word to each. es es.................. e

ex ............. sive

im im................ se

im im............. ient

a t h ................ e

inde ........ dent

te ............. ram

back ............. d

com .............. e

t h ................. re

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

Vocabulary Find a word ending in ist to describe each of these people.

1. Someone who fixes teeth: ............................................................................................................

ew i ev Pr

Teac he r

2. Someone one collects stamps: .................................................................................................... 3. A researcher who uses scientific methods: .................................................................................. 4. A person who types for a living: ................................................................................................... 5. Someone who studies insects: .................................................................................................... 6. A person who is good at conversation: .......................................................................................

© ReadyEdPubl i cat i ons 8. A person in charge of keeping archives: ...................................................................................... •f orr evi ew pur posesonl y• 7. Someone who is concerned about the environment: ..................................................................

w ww

m . u

Puzzle When you unjumble the answer to each of these clues, there will be one letter remaining. Write that letter in the box. When you have answered all of the clues, the letters in the boxes reading downwards will spell out a word meaning to pull a face. 1. To become visible: (agrapep agrapep) ..................................................................... agrapep

. te

2. To be sure of: (wrnok wrnok) ................................................................................. wrnok

o c . che e r o t r s super

3. Very good, wonderful: (traeig traeig) .................................................................... traeig

nmosteh 4. Truthful, reliable: (nmosteh nmosteh) ........................................................................ 5. To admire someone: (starpeec starpeec)................................................................. starpeec

6. To change: (lacrte lacrte) ..................................................................................... lacrte 7. Make a start: (egnbie egnbie) ................................................................................ egnbie CHALLENGE: Can you find out what each of the following people collects or does? bibliophile classicist Ready-Ed Publications

conchologist numismatist

deltiologist oologist

lepidopterist virtuoso Page 37

Spellbound: Word Games

SECTION THREE: Word Games Teachers’ Notes

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

The following word games can be played in a whole class or group situation. They encourage vocabulary development, word recognition and, of course, good spelling.

Teac he r

ew i ev Pr

1. SPELL DOWN DOWN. Students begin the game standing behind their chairs, or sitting on desks. Each student is then asked in turn to correctly spell a word - chosen from the word list in this book, or an alternative list. If the student is correct, s/he remains standing and the next student is asked a different word. If the student is incorrect, s/he sits down, and the next student is asked the same word. The last student standing is declared the winner. 2. FIRST LETTER LETTER. This game is best played in pairs or small groups, although it can be played as a whole class game. Firstly, a category is chosen, such as countries, cities or girls’ names. The first player names a word from that category. The second player gives a word which begins with the last letter of the previous word. This continues until a player cannot add a word, or gives a word which has already been used. For example a game may begin with Australia, and proceed through Afghanistan, Nepal, Lebanon and so on.

m . u

3. WORD WISE WISE. Divide the class into groups of four. Using their dictionaries, each group chooses a word, and writes four definitions for it, including the correct definition and three incorrect ones. Each group then writes their word on the board and presents their definitions in random order. Other students are to try to guess the correct answer. This game can also be played as a spelling game where four spellings of the word are written on the board with students trying to guess the correct one.

w ww

TCH 4. PERFECT MA MATCH TCH. This game uses the words and definitions on page 39. Copy them onto thin card, and then cut them up. Make sure there is one word or definition for each student (you will need an even number of students). Mix the cards up and place one face down on each student’s desk. Now, have the students stand up. Give them one minute to find the student with the card which matches theirs - that is, if they have a word, they are looking for the correct definition, and if they have a definition, they must find the word. At the end of the time, ask those who have found their partners to read the word and definition, and confirm correct matches. Match any unmatched players. This is a noisy game, but encourages vocabulary development. If you play this game regularly, you will need to make new cards with alternative words.

. te

o c . che e r o t r s super

5. ALPHABET GAME GAME. Copy this game from page 40. Each column is a separate game and can be used on different occasions. The aim is for the students to find one word from the category for every letter. You can decide how much poetic licence to give in the answers - remember you are encouraging creativity! At the end of the time, go through the alphabet, having different students contribute their answers.

Ready-Ed Publications

Page 38

Spellbound: Word Games

Game Cards for Perfect Match Impress

To affect or influence deeply.

Oodles

A very great amount.

r o e t s B r e operform. Perpetrate p To commit or ok u S Deport To remove to another country. Experimental or provisional.

ew i ev Pr

Teac he r

Tentative

Mimic

To imitate or copy.

Solace

Comfort from distress.

Gratify

To please or delight.

Adorable

Delightful, charming.

Ruin

To wreck or destroy.

Manufacture

To invent or fabricate.

w ww

. te

Furious

Perceive Annual

m . u

o c . che To see or understand. e r o t r s super Happening once a year. Violently angry.

Demonstrate

Describe and explain

Homage

Respect or reverence

Opportunity

A good chance

Page 39

Ready-Ed Publications

Name ...................................................

Alphabet Game

Spellbound: Word Games

Can you think of one word starting with each letter of the alphabet for the following categories? To make it harder, you must do it within three minutes. Your teacher will time you. PLANTS

ANIMALS

SPORT

FOOD

PLACES

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

. te

m . u

©R eadyE dPub....................... l i cat i on s ........................ ........................ .......................... ....................... ........................ ........................ ....................... .......................... • f o r r e v i e w p u r p o s e s o n l y• ....................... ........................ ........................ ....................... ..........................

w ww

ew i ev Pr

Teac he r

o c . che e r o t r s super

CHALLENGE CHALLENGE: Can you write a paragraph in which the words begin in alphabetical order, (e.g. A bold cat digs every fairly good hole ...)? Page 40

Ready-Ed Publications

SECTION FOUR: Word Lists Teachers’ Notes

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

Following is a template for a ten week personal word list for students. It is recommended that the two pages be copied side by side on an A3 sheet. If required, they can then be pasted onto a cardboard folder for durability.

Teac he r

ew i ev Pr

Personal word lists should, as the name suggests, be individual - that is, made up of words from the student’s personal reading and writing, as well as problem words from the activities in this book. Students should not, however, be expected to complete this list without guidance. Asking any individual to ‘list ten words you can’t spell’ is akin to asking ‘tell me ten things you don’t know’. Students can be directed to words which are spelled incorrectly in writing, with preference for those regularly misspelled or those which are likely to recur in class work. In reading activities unusual words can also be highlighted.

w ww

. te

m . u

In this way word lists can be tailored to the individual skill level and interest of the student.

o c . che e r o t r s super

Name ...................................................

Week 4

o c . che e r o t r s super

Week 1

. te

m . u

Week 3

w ww

Week 2

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

ew i ev Pr

Teac he r

Week 5

My W ord List Word

Spellbound: Word Lists

Page 42

Ready-Ed Publications

Name ...................................................

o c . che e r o t r s super

Week 6

. te

m . u

Week 8

w ww

Week 7

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

ew i ev Pr

Week 9 Teac he r

Week 10

My W ord List Word

Spellbound: Word Lists

Ready-Ed Publications

Page 43

Name ...................................................

Teac he r

dream dreamt duct dwarf

beginner beginning believe bomb bury business

cereal cerebral ceiling chief child coarse communicate competition council counsel country course currant current curriculum

effect employ excel except exchange export exposition express extraordinary extreme

loaf manufacture masculine match measure mimic misfortune multiply mystery

respect rhyme right rite ruin sauce scribe sense sensible separate septic serial shield siege sincere social solace source species stationary stationery straight surprise

r o e t s Bo r e p ok u S favourite feminine filed flour flower fortune friend fungus furious

neighbour nonsense

oasis occupy offering often opportunity ox patient perceive perfect perpetrate piece position practice practise preface prescribe primary principal principle probable proclaim product profit programme prophet proposition

ew i ev Pr

accept adorable advertise advice advise affect altar always announce annual answer antiseptic antisocial appear appendix

Word List

Spellbound: Word Lists

w ww

debt deceit deceive deduct deface define definite delay demonstrate deport depress describe desert dessert disappear disrespect

Page 44

half heir homage honest hour imperfect impress improbable indefinite indestructible innings insincere intelligence island

. te

teach temperature territory television there they’re though tomorrow tonight travelling trouble

m . u

gnome grate gratify

unconscious

o c . che e r o t r s super

knew knock know

learn leisure licence license listen

quiet quite

react receipt receive reclaim refine reign relay relieve rely report repress

veil vein vision

weather weight whether which whole wield would write writing yield

Ready-Ed Publications

Answers

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

ew i ev Pr

Teac he r

Page 6 Rule: j before e except after c shield; field; ceiling; believe; siege; receipt; receive yield; wield; relieve; perceive; chief; deceit; friend; piece 1. receipt; 2. shield; 3. believe 4. piece; 5. receive Page 7 weight; their; heir; veil; neighbour; leisure; vein; reign Rule: i before e except after c or where it makes an ai or ay sound 10 words Page 8 waitress; actor; princess; bride; gander; lioness; rooster; mare; ewe; drake; goddess; wizard; niece; widower Page 9 A word which is spelt differently but sounds the same. 1. two/to/too; 2. hear/here 3. they’re/their/there 4. won/one Page 10 1 a. coarse b. course 2 a. sauce b. source 3 a. altar b. alter 4 a. rite b. right c. write 5 a. knew b. new 6 a. no b. know knew; right; to; no; alter; course Page 11 whether; counsel; serial; currant; principle; prophet; stationery ACROSS: 1. principal 6. cereal 7. currant; 8. whether DOWN: 1. profit 2. council 3. weather 4. current 5. stationery Page 12 A. practise; practice B. licence; license C. affect; effect 1. (i) practice; practise (ii) practising (iii) practice (iv) practice 2. (i) licence (ii) license (iii) licence (iv) licensing 3. (i) effect (ii) affect (iii) effect (iv) affecting Page 13 1. lie 2. done 3. except 4. teach 5. all ready 6. dessert 7. advice 8. quiet 9. can ANSWER: ENTERTAIN Page 14 gnome; knock; often; lamb; debt; rhyme; island; listen; home; hour; though; fame 1. debt; 2. fame; 3. listen; 4. island 5. often; 6. home; 7. gnome; 8. knock Page 15 it is; will not; she is; don not; did not; have not; they are; does not; were not Definition: A word formed by shortening two words, with an apostrophe in place of missing letters. 1. In the position where letters from the original word are missing. 2. The spelling of the word ‘will’ has been changed. Page 16 Rule 1. Add an apostrophe and ‘s’. Rule 2. Add an apostrophe and ‘s’ unless there is more than one owner - then put the apostrophe after the ‘s’. Rule 3. Write the name of the owner(s), then add an apostrophe and an ‘s’ if needed. Page 17 1. a. Jane’s; b. Dad’s; c. sheep’s; d. school’s; e. Jones’ 2. f. lady’s; g. ladies’; h. Lucy’s; i. family’s; j. families’; k. Our; l. children’s 3. cats’ family’s door’s bowl’s Page 18 tomatoes; potatoes; pianos; tornadoes Page 19 hoofs/hooves; roofs; loaves; lives; dwarfs; cuffs; halves; wives Page 20 fairies; diaries; mysteries; families; worries; ladies; spies; properties Rule 1: Change the y into i and add es. obeys; displays; monkeys; holidays Rule: Change the y into i and add es unless there is a vowel before the s.

w ww

. te

m . u

o c . che e r o t r s super

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

ew i ev Pr

Teac he r

Page 21 men; children; fungi; mice; teeth; oxen; appendices; oases; curricula Page 22 ex: out; away de: down; below; off re: once more; back tele: at a distance pro: for, before prescribe; describe; proscribe; excommunicate; telecommunicate; delay; relay; export; report; teleport; deport; deface; preface; express; repress; revision; television; exact; react; define; refine; exchange; deduct; product; exclaim; declaim; reclaim; proclaim; preposition; exposition; reposition; proposition Page 23 misfortune; unemployed; antisocial; indestructible; disrespect; improbable; dishonest; insincere; indefinite; impatient; infrequent; imperfect; disappear; nonsense; antiseptic; discomfort 1. improbable; 2. disappear; 3. antiseptic; 4. indestructible; 5. dishonest; 6. nonsense; 7. antisocial; 8. discomfort Page 24 1. cramming crammed; 2. buzzing; buzzer; buzzed 3. pouring; pourer; poured; 4. bombing; bomber; bombed; 5. dreaming; dreamer; dreamed (also dreamt); 6. hopping; hopper; hopped; 7. jarring; jarred; 8. fitting; fitter; fitted Page 25 murdering, murderer, murdered; explaining, explained; towering, towered; levelling, levelled; regretting, regretted; excelling, excelled; appearing, appearance, appeared, listening, listener, listened; suffering, sufferer, suffered, sufferance Page 26 Rule: Change the y into i and add the suffix. crying; hurrying; occupying Rule 3: Change the y into i and add the suffix except when adding ‘ing’ territorial; primarily; multiplication; reliance; mysterious Page 27 1. scarcity, scarcely; 2. troubling, troublesome; 3. extremely, extremity; 4. announcing, announcement; 5. gravely, gravity; 6. lively, living; 7. advertising, advertisement; 8. measuring, measurement 1. troublesome; 2. measuring; 3. scarcity; 4. extremely; 5. advertisement; 6. living Page 28 extraordinary; temperature; competition; surprise; intelligence; programme; parliament; favourite; unconscious; tomorrow 1. intelligence; 2. competition; 3. parliament; 4. tomorrow; 5. temperature; 6. favourite; 7. surprise; 8. extraordinary; 9. unconscious; 10. programme Page 29 flock; crew; swarm; team; letter; choir ships; cards/dogs/wolves; geese; cattle; robbers/gypsies/musicians; lions; whales/peas bicycle; photograph; mistress/missus; mister; utility; omnibus; anti meridiem; post meridiem; etcetera Page 31 Crossword. Across: 1. ceiling; 4. believe 6. oasis; 8. veil; 9. vein; 10. bush; 12. win; 14. report; 17. four; 18 temperature; 20. honest Down: 1. can; 2. learn; 3. neighbour; 5. vision; 7. leisure; 8. vain; 11. comfort; 12. war; 13. species; 15. toast; 16. bury; 17. fish; 19. and Page 32 impossible; inadequate; unfortunate; disrespectful; irresponsible; disappear; improbable; inexpensive cruel/brutal/kind; leisure/recreation/work; brave/fearless/timid; depart/leave/stay; cover/conceal/reveal; scarce/rare/common; narrow/slender/wide/ generous/benevolent/ wise Page 33 Vocabulary; antibiotic; antipathy; anticlimax; antiquated; antiseptic Puzzle: manufacture; opportunity; excellent; announcement; agriculture; information Answer: colour Page 34 Puzzle: fortress; for; fort; tress; rest; forts; frost; rot; rots; fret; frets

w ww

. te

m . u

o c . che e r o t r s super

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

ew i ev Pr

Teac he r

Page 35 Vocabulary: discharged/recharging; unduly; delightful/delighting; unsettled/unsettling/resettled; unconsciously; unsuitable; unexpected; refuelled/refuelling Puzzle: Portugal Page 36 dis; mis; re; pre two; three; four; eight; hundred; thousand bug; bulge; built; bus; soon; son; post; pot; not; nooses; goose; pose; pull pulls; pulse; nose; stop etc Page 37 Vocabulary: change/amend/alter; forsake/desert/abandon; admire/revere/respect; measure/assess/ evaluate; chance/opportunity/possibility; ruin/destroy/devastate Puzzle: attractive; tar; rat; rate; tea; eat; ate; cat; cater; vat; vet; trice; trace; tat Page 38 escape; expensive/extensive; immense; impatient; athlete; independent; telegram; backward; compute; theatre dentist; philatelist; scientist; typist; entomologist; conversationalist; conservationist; archivist appear; know; great; honest; respect; alter; begin WORD: grimace

w ww

. te

m . u

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

o c . che e r o t r s super