A
New wave
spelling
Teacher resource book
Published by R.I.C. Publications速 www.ricpublications.com.au
RIC-6201 2.8/759
NEW WAVE SPELLING – TEACHER RESOURCE BOOK – A Published by R.I.C. Publications® 2006 Copyright© R.I.C. Publications® 2006 ISBN-10 1-74126-483-9 ISBN-13 978-1-74126-483-8 RIC–6201
Copyright Notice
Additional titles available in this series:
NEW WAVE SPELLING – TEACHER RESOURCE BOOK – B NEW WAVE SPELLING – TEACHER RESOURCE BOOK – C NEW WAVE SPELLING – TEACHER RESOURCE BOOK – D NEW WAVE SPELLING – TEACHER RESOURCE BOOK – E NEW WAVE SPELLING – TEACHER RESOURCE BOOK – F NEW WAVE SPELLING – TEACHER RESOURCE BOOK – G
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Foreword
New wave spelling — A phonics-based approach is a seven book spelling workbook series providing students with a solid framework for becoming independent spellers. Book A is a comprehensive whole-year program consisting of two sections. The first section focuses on initial, medial and final sounds, while the second section comprises 15 units of work, with a similar format to Workbooks B to G. The spelling lists within each unit are organised with a phonetic emphasis. Words have been selected from proven contemporary Australian lists and are words to which students can relate and use in their writing. The focus at the beginning of each unit encourages students to identify the key features, patterns, rules, similarities and differences of the list words, as well as the phonemes (sounds) within words and the different ways they are represented (graphemes). The variety of activities based on each word list provide students with opportunities to use different strategies and consolidate their understanding of the particular focus.
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New wave spelling – Teacher resource book contains detailed program outlines, suggestions for use and support material to enhance the teaching and learning opportunities provided in its corresponding workbook.
Spelling games and activities
How to use the workbook......................................................2–3 Suggested timetable..................................................................4 Blank timetable...........................................................................5 Using the spelling strategy cards.........................................6–7 Overview of unit lists.............................................................8–9 Overview of unit content..........................................................10 Assessment suggestions........................................................11 Unit focus, teaching points, word building examples, dictation and answers for each unit Using pages 2–21...............................................................12 Unit 1...................................................................................13 Unit 2...................................................................................14 Unit 3...................................................................................15 Unit 4...................................................................................16 Unit 5...................................................................................17 Unit 6...................................................................................18 Unit 7...................................................................................19 Unit 8...................................................................................20 Unit 9...................................................................................21 Unit 10.................................................................................22 Unit 11.................................................................................23 Unit 12.................................................................................24 Unit 13.................................................................................25 Unit 14.................................................................................26 Unit 15.................................................................................27
Individual activities................................................................28–29 Partner and group activities..................................................30–31 Students with special needs.................................................32–33
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Teacher information
Photocopiable spelling games and activities Word strips.................................................................................34 New words..................................................................................35 Spelling fold-a-book....................................................................36 Can you guess?..........................................................................37 Word sorts..................................................................................38 Let’s go fishing!...........................................................................39 Jumbled words...........................................................................40 Spelling maths............................................................................40 Crab concentration.....................................................................41 Word building..............................................................................42 Spelling quiz...............................................................................42 Decorated words........................................................................43 Make a bookmark.......................................................................43
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Spelling strategy cards What does it mean?....................................................................44 What can I hear?........................................................................45 What can I see?..........................................................................46 How can I remember?................................................................47 How well did I do?......................................................................48 How can I use what I learnt?......................................................49 Photocopiable poster Look, say, trace, cover, write, check...........................................50
Support material
Photocopiable merit certificates.............................................51 Assessment sheets Individual recording sheet...........................................................52 Test checklist..............................................................................53
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Teacher information
How to use the workbook
Phonics charts: Writing consonant sounds and Writing vowel sounds Coloured reference charts with a number of graphemes, used to represent vowel and consonant sounds, are included at the front and back of each student workbook. Suggestions for using the charts are: • Locate and point to particular sound boxes. (This is essential if students are to use the charts effectively.) For example: — Find the sound box for the initial sound in your name, school, suburb, friend’s name, pet etc. — Find the sound box after or before a particular sound. — Count the graphemes in particular sound boxes; e.g. long e (three) • Solve silly grapheme puzzles; e.g. mm-ee-u (Mia) • Create silly grapheme puzzles to name animals, colours, fruit, vegetables; e.g. dd-o-gg (dog) • Draw a picture for each sound in his or her name; e.g.
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The first section of the workbook presents the students with opportunities to identify sounds in words and to print the letters. They can be guided through these activities once they are familiar with letter sounds and names and have had opportunities to practise writing the letters. Beginning sounds are introduced first, followed by final and then medial sounds. The activities require students to exercise both auditory and visual discrimination in readiness for introducing simple spelling strategies. Success with these preliminary activities will indicate a student’s readiness for the more formal units that follow.
Pages 2–13 focus on initial sounds and involve: • auditory discrimination • visual discrimination • writing initial letter sounds • investigating letter shapes • completing simple words
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Pages 14–17 focus on final sounds and involve: • auditory discrimination • visual discrimination • writing final letter sounds • completing simple words
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Teacher information
How to use the workbook
The second section of the student workbook has 15 units of work, each comprising of four pages. The units contain a list of 5 to 10 words to be learned. The difficulty of the list words and the types of activities increases through the units. Refer to pages 8 and 9 for an overview of list words and page 10 for an overview of each unit focus and activity types. Unit number and focus
Students follow the instructions to identify the focus of the list. It encourages the students to look for patterns, similarities and differences within the list and identify ways to remember how to spell each word.
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Students should follow these steps when learning each word. It is a well-tested and effective method of remembering how to spell words. Look at the word – Look for how the focus sound is spelt. Look for words within words and the shape of the word. Say the word – Sound out the word phonetically. Break the word into syllables if appropriate. Trace the word – This can be done with a finger or pencil in the air, on the page, on a partner’s back etc. Cover each word – A time factor can be built into this part. Write the word – Space has been given for two tries over the course of the unit. Check the word with the original. Note: A poster outlining these steps is provided on page 50.
Students tick the T (Test) column if they spelt the word correctly in their test. They tick the D (Dictation) column if they spelt the word correctly in dictation. If the word was not used in dictation, they leave it blank. See pages 13–27 of this book for suggested dictation sentences using list words.
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The first page of each unit contains the list words. Units 1–8 are cvc words with short medial vowel sounds. Units 9–15 are grouped according to the way phonemes (sounds) are represented (graphemes), blends or difficult words. Note: Some teachers may decide to pre-test the list words.
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Note: Students write any list words, words from dictation, word building based on the list words (see pages 13–27) or any other words that are causing them difficulty on pages 82 and 83 of their workbook. Suggested activities for learning these words can be found on pages 28–33 of this book.
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The activities on the second, third and fourth pages of each unit are designed to provide students with many opportunities to complete or write the list words. A variety of word study and word building activities extend and develop students’ knowledge and understanding. Examples include: • matching words and pictures • unjumbling words • identifying features of words • guessing words by their shape • filling in missing letters or sounds • word ‘chunking’ • fill the gap activities • read and draw activities • completing sentences with list words • identifying rhyming words R.I.C. Publications ®
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New wave spelling – Teacher resource book – A
Teacher information
Suggested timetable
A suggested two-week spelling timetable has been outlined below as a guide. These lessons have been based on 20 to 30 minute long lessons, four days a week, which can be a combination of class work and homework. Teachers can add or delete from the timetable according to their students’ needs and their personal teaching approach; for example, some teachers may decide to incorporate pre-testing the list or partner testing.
Day 1
Day 5
• Introduce list words. • Students follow the instructions to identify and underline
the focus of the unit.
• Choose and test two or three selected dictation sentence.
Mark and tick D column. • Spelling game or activity.
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• Discuss the meaning of each list word and ask students to
Day 2
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suggest sentences using each word. Hearing the word in context adds to their understanding of its meaning.
Day 6
• Revise focus. • Discuss ways to remember how to spell each word. Refer
• Revise focus. • Complete fourth page. • Choose and test two or three selected dictation
to Spelling strategy cards on pages 44–49. • Complete first column of Look, say, trace, cover, write,
sentences. Mark and tick D column.
check. • Spelling game or activity with list words (see pages 28– 33).
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Day 3
Day 7
their meaning. Refer to Spelling strategy cards. • Complete activities on first and second page of unit.
• Transfer any errors to Words I need to learn (pages
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Day 4
check. 82–83 of the workbook).
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• Complete second column of Look, say, trace, cover, write,
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• Revise focus. • Brainstorm other words with the same focus and discuss
• Spelling game or activity with list words or Words I need
to learn. Refer to Spelling strategy cards for ways to remember how to spell problem words.
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• Revise focus. • Complete activities on third page. • Spelling game or activity with list words.
• Test list words. • Test remaining dictation sentence(s). • Mark and tick T and D columns. • Choose problem words to list in Words I need to learn.
Refer to Spelling strategy cards.
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Teacher information
Blank timetable
Use the blank timetable to plan a spelling program for your class.
Day 1
Day 5
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Day 3
Day 6
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New wave spelling – Teacher resource book – A
Teacher information
Using the spelling strategy cards
The following spelling strategies are based on the metacognitive approach. This approach teaches students how to think about their thinking in a logical structured way, in order to become more successful independent spellers. A set of photocopiable cards, provided on pages 44–49, encourages students to reflect about their learning.
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It is essential that students know the meaning of the word and can use it in context.
A common reason for spelling errors is incorrect pronunciation, particularly the final sound. For example: hat (had) wif (with)
© R. I . C.Publ i cat i ons Identifying the sounds, parts or syllables in words is an essential skill. •f orr evi ew p ur posesonl y• For example:
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identifying sounds — b–ee–n identifying parts — st–op identifying syllables — be/low par/ty (Each syllable must have a vowel sound.)
Using pronunciation tricks is a useful strategy. For example: was said with a short a sound.
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Many students find it helpful to close their eyes and visualise the word and/or its shape. For example: s
m
a
l
l
Identifying the grapheme used to represent a sound and understanding that different choices are available, is essential. Students should be encouraged to locate the appropriate sound box on the vowel or consonant charts in their workbooks. For example: me, been New wave spelling – Teacher resource book – A
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Teacher information
Using the spelling strategy cards
Students need to identify letters within words that may cause them difficulty. For example: they, ball Although there are exceptions to most spelling rules, they are very helpful and students need to know them. For example: ‘e goes away when ing comes to stay’.
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Students should be encouraged to learn spelling tricks (e.g. mnemonics) and to make up some of their own. For example: ‘done has one in it’.
Students need to be aware of spelling strategies and understand that how they learn is as important as what they learn.
© R. I . C.Publ i cat i ons Reflecting and evaluating the strategies used, is an essential •f orr evi ew pur osesonl y• partp of learning.
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Self-esteem is related to perceived success and it is important that students acknowledge their successes and are motivated to continue learning.
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Students should understand the importance of applying their knowledge in different contexts. Students’ writing should provide evidence of how well they apply the spelling strategies they have learned. Generalising knowledge gained is essential for students to become independent spellers.
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New wave spelling – Teacher resource book – A
Teacher information
Overview of unit lists – Book A
The following information lists the initial, medial and final sounds covered on pages 2–21 of the workbook, before the formal units. identifying initial sounds through auditory discrimination and visual discrimination, writing initial letter sounds, investigating letter shapes, completing simple words s, t, b,
Page 3
c, f, r
Page 4
e, g, h
Page 5
o, m, n
Page 6
a, l, w
Page 7
i, k, p
Page 8
d, q, u
Page 9
j, v
Page 10
x, y, z
Pages 11–13
Final sounds
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© R. I . C.Publ i cat i ons identifying final r consonants through discrimination visual discrimination, writing • f or evi e wauditory pu r poand se s onl y •final letter sounds, completing simple words Revision of initial sounds.
Page 14
t, f, x, k, s, l, g, t, p, m, d, n
Page 15
z, g, n, t, l, m, x, b, f, d, p, s
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b, m, k, t, g, d, n, p
Page 17
s, f, d, x, t, n, b, l
Medial sounds
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Initial sounds
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identifying medial vowel sounds through auditory discrimination and visual discrimination, writing medial vowel sounds, completing simple consonant–vowel–consonant (cvc) words
Page 18
a, i
Page 19
e, o
Page 20
a, u
Page 21
e, i
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Teacher information
Overview of unit lists – Book A
The following lists contain all the words from Book A.
Book A can, man, ran, fan, pan
Unit 2
vet, met, net, wet, pet
Unit 3
win, fin, pin, tin, bin
Unit 4
cot, hot, dot, tot, pot
Unit 5
hug, rug, jug, mug, bug
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Unit 6
has, ten, big, dog, nut
Unit 7
had, yes, did, got, bus
Unit 8
Dad, bed, dig, box, Mum
Unit 9
we, me, he, she, be
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Unit 1
Unit 11
see, been, tree, seed, meet, need, feed, seen
Unit 13
and, sand, band, hand, land, end, send, bend
Unit 14
all, call, ball, small, foot, hoof, took, look, book, cook
Unit 15
into, the, her, was, one, done, you, with, they, two
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my, by, fly, sky, cry, dry
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© R. I . C.Publ i cat i ons •f o rr evi ew pur posesonl y• moon, room, boot, zoo, food, soon, roof, noon Unit 12 Unit 10
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New wave spelling – Teacher resource book – A
Teacher information
Overview of unit content
Activity types and content are outlined below.
Focus
1
med.sound a (n)
matching words and pictures, word search, multiple choice, fill the gap, word shapes, identifying word parts to make list words, read and draw, unjumbling words, word chunking, completing sentences, ‘What am I?’, brainstorming an words
2
med.sound e (t)
matching words and pictures, word search, multiple choice, fill the gap, word shapes, identifying word parts to make list words, identifying list words in pictures, unjumbling words, word chunking, completing sentences, ‘What am I?’, brainstorming et words
3
med.sound i (n)
matching words and pictures, word search, multiple choice, fill the gap, word shapes, identifying word parts to make list words, read and draw, unjumbling words, word chunking, completing sentences, ‘What am I?’, brainstorming in words
4
med.sound o (t)
matching words and pictures, word search, multiple choice, fill the gap, word shapes, identifying word parts to make list words, read and draw, unjumbling words, word chunking, completing sentences, ‘What am I?’, brainstorming ot words
med.sound u (g)
matching words and pictures, word search, multiple choice, fill the gap, word shapes, identifying word parts to make list words, identifying list words in pictures, unjumbling words, word chunking, completing sentences, ‘What am I?’, brainstorming ug words
med.sounds a, e, i, o, u
word search, word investigation, multiple choice, fill the gap, word shapes, identifying word parts to make list words, read and draw, unjumbling words, word chunking, completing sentences, ‘What am I?’, rhyming words
7
8
9
11
word search, word investigation, yes or no, fill the gap, word shapes, identifying word parts to make list words, read and draw, unjumbling words, word chunking, completing sentences, ‘What am I?’, rhyming words
long e
word search, word investigation, multiple choice, word shapes, identifying word parts to make list words, read and draw, backwards words, word chunking, completing sentences, identifying rhyming words, homophones
© R. I . C.Publ i cat i ons word search, word investigation, multiple choice, fill the gap, word shapes, identifying word parts med.sounds too make listr words, read and draw,p unjumbling words, chunking, completing • f r ev i e w ur p oword se so nl ysentences, • a, e, i, o, u ‘What am I?’, rhyming words
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med.sounds a, e, i, o, u
y (long i)
ee (tree)
12
oo (moon)
13
and, end
14
15
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Activity types/Content
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word search, word investigation, yes or no, fill the gap, word shapes, identifying word parts to make list words, read and draw, backwards words, word chunking, completing sentences, ‘What am I?’, adding-ing
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word investigation, word shapes, read and draw, multiple choice, word search, backwards words, matching word to meaning, word chunking, completing sentences, ‘What am I?’, rhyming words word investigation, read and draw, multiple choice, word shapes, word search, backwards words, word chunking, completing sentences, adding ‘s’ to make plurals, matching word to meaning, ‘What am I?’ word investigation, word shapes, read and draw, multiple choice, word search, crosspatch, word chunking, completing sentences, What am I?, backwards words
word investigation, word shapes, read and draw, multiple choice, word search, backwards all, oo (book) words, adding s to make plural, completing sentences, word chunking, matching word to meaning, ‘What am I?’ Difficult words
word investigation, read and draw, rhyming words, backwards words, word shapes, word search, crosspatch, completing sentences, word chunking, antonyms, matching word to meaning
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Teacher information
Assessment suggestions
There are many different ways to assess and record spelling. Below are some suggestions for assessment and recording to help support the New wave spelling workbook program. • Teachers may decide to pre-test the list and/or revision words. The results can be used as a benchmark for how well the
students learn the list or which words they need to focus on throughout the two-week program. Errors can be transferred directly to the Words I need to learn section. A disadvantage of pre-testing is that poor spellers could possibly have many errors, which would affect their self-esteem. Although the activities provided would benefit all students, good spellers with no errors may not be motivated to work on the unit. • Teachers may decide to incorporate partner testing of a selected amount of words each day, with results recorded
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formally or informally and errors transferred to Words I need to learn.
• Teachers may post test the list and revision words at the conclusion of the two-week program to evaluate the students’
progress. Again, errors are recorded and transferred.
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Photocopiable recording sheets are outlined below.
Individual spelling records can be kept. (See page 52.) The BLM can be used to record pre-test, partner test and final revision and list word test scores, along with anecdotal notes. These notes can become an overview of the student’s progress in spelling over the 15 units and can be discussed during parent/teacher conferences and in reports. Page 52
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Room for student name and year at school.
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Write anecdotal comments in this space. Comments could include type of spelling errors, effort and attitude, ideas for remediation or strengths.
Page 53
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Write the date and type of test(s) in this space (pre-test, post test, revision test etc.).
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A record of spelling results for the whole class can be recorded. (See page 53.) Results could be colour-coded for ease of reference. R.I.C. Publications ®
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New wave spelling – Teacher resource book – A
T eacher information
Using pages 2-21
The first section of the workbook presents the students with opportunities to identify sounds in words and to print the letters. They can be guided through these activities once they are familiar with letter sounds and names and have had opportunities to practise writing the letters. Beginning sounds are introduced first, followed by final then medial sounds. The activities require students to exercise both auditory and visual discrimination in readiness for introducing simple spelling strategies. Success with these preliminary activities will indicate a student’s readiness for the more formal units that follow.
Initial sounds — Pages 2–13
Final sounds — Pages 14–17
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Identifying beginning sounds is very important. Students need to practise listening to the word, identifying the initial sound and remembering how to write it. Pronouncing the word correctly is very important.
Identifying final sounds is more difficult than initial sounds, often because the word is not pronounced correctly. In general speech, we tend to speak quickly and we don’t usually emphasise the final sound.
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Medial sounds — Pages 18–21
• Identifying initial sounds of words called out by the
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The activities outlined above will also assist students to identify final sounds. Substitute the final focus sound in each activity.
Some activities to assist students to complete each activity page include: • Identifying pictures of words beginning with the three focus sounds on pages 2–10 on cards.
Pages 18–21 focus on identifying medial vowel sounds in consonant–vowel–consonant (cvc) words. Again, the activities above can be adapted to suit identifying medial sounds of cvc words.
teacher. Students could have cards with a green tick on one side to indicate yes and a red cross on the other side to indicate no. For example, the teacher calls out a word beginning with s, t or b to tie in with page 2 of the workbook. Students hold up the red or green side accordingly. This could also be done by holding up a picture. The word could be said as a whole group or left to individual students to pronounce it before they make their decision.
© R. I . C.PAnswers ubl i cat i ons — Pages 2–21 •f orr evi ew p r pwillo se s on l yto• Allu answers need to be teacher checked ensure that students have correctly identified and written the initial, medial and final sounds.
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• Games such as ‘I spy’ assist students to identify initial
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sounds. Another game is one in which the teacher holds up a picture of a table, for example. The teacher asks, ‘Do I start with t?’ The students reply ‘I am a table. Do I start with t? Table does start with t’. A bed can then be shown and the wording repeated.
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• Teachers should model writing the initial letter,
emphasising the starting point, before students write it in the space provided. Handwriting activities to emphasise direction and the correct starting position are very important.
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Teacher information Unit focus This unit focuses on the medial short vowel sound (phoneme) – a followed by n.
Teaching points • Identify the phoneme and how it is represented. • Match the words and pictures at the top of the first page
of the unit.
grapheme (an) in the boxes provided. • Brainstorm other words to add to the list.
List words Word building
Note: Answers for the picture/word match and completing the pattern are not included as teachers should check student answers themselves. 1. Teacher check
cans, n canned, n canning men run, runs, n running, n runner fans, n fanned, n fanning pans
Rules
2. Teacher check 3. Teacher check 4. (a) pan (b) fan
5. can, pan, ran, man, fan 6. Teacher check 7.
(a) (b) (c) (d) (e) (f)
pan ran can man fan van
(c) fan (d) pan
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Answers
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• Discuss and identify the pattern, then write the
can man ran fan pan
Unit 1
I can get the pan. He is a man. The man ran to the fan. I can run.
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9. (a) can (b) man (c) ran 10. pan
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© R. I . C.Publ i cat i ons 8. (a) man • f o r r e v i e w p u r o sesonl y• p (b) can Dictation
Rule: Double the consonant to keep the vowel sound short.
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11. Possible answers: van, ban, Dan, Jan, clan, Nan, tan, bran, Gran, Fran
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New wave spelling – Teacher resource book – A
Teacher information Unit focus This unit focuses on the medial short vowel sound (phoneme) – e followed by t.
Teaching points • Identify the phoneme and how it is represented. • Match the words and pictures at the top of the first page
of the unit.
grapheme (et) in the boxes provided. • Brainstorm other words to add to the list.
vets, veterinarian, veterinarians meet, meets, meeting, meetings nets, n netted, n netting wets, n wetted, n wetting pets
Rules
2. Teacher check 3. Teacher check 4. (a) pet (b) vet
5. vet, met, wet, pet
6. Students should colour the net, vet and wet pet. 7.
(a) (b) (c) (d) (e) (f)
pet net vet met wet get
(c) net (d) pet (e) wet
. te
m . u
The vet is wet. I met a pet at the vet. The pet ran to the man. I can get the net.
w ww
1. 2. 3. 4.
1. Teacher check
© R. I . C.Publ i cat i ons 8. (a) vet •f orr evi ew p r posesonl y• u (b) met
Rule: Double the consonant to keep the vowel sound short.
Dictation
Note: Answers for the picture/word match and completing the pattern are not included as teachers should check student answers themselves.
ew i ev Pr
Teac he r
List words Word building
n
Answers
r o e t s Bo r e p ok u S
• Discuss and identify the pattern, then write the
vet met net wet pet
Unit 2
9. (a) net (b) wet (c) vet
o c . che e r o t r s super
New wave spelling – Teacher resource book – A
10. pet
11. Possible answers: bet, fret, jet, let, set, yet
14
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Teacher information Unit focus This unit focuses on the medial short vowel sound (phoneme) – i followed by n.
Teaching points • Identify the phoneme and how it is represented. • Match the words and pictures at the top of the first page
List words Word building
Note: Answers for the picture/word match and completing the pattern are not included as teachers should check student answers themselves. 1. Teacher check
wins, won, n winning, n winner fins pins, n pinned, n pinning tins, n tinned bins, n binned
Rules
2. Teacher check 3. Teacher check 4. (a) win (b) pin
ew i ev Pr
Teac he r
Answers
r o e t s Bo r e p ok u S
of the unit. • Discuss and identify the pattern, then write the grapheme (in) in the boxes provided. • Brainstorm other words to add to the list.
win fin pin tin bin
Unit 3
5. win, fin, tin, bin, pin 6. Teacher check 7.
(a) (b) (c) (d) (e) (f)
bin tin win fin pin din
(b) (c) (d) (e)
fin tin pin bin
The man can win. The pin is in the bin. She can get the tin. The pet has a fin.
w ww
1. 2. 3. 4.
. te
R.I.C. Publications ®
9. (a) fin (b) bin (c) win
m . u
© R. I . C.Publ i cat i ons orr evi ew pur o esonl y• 8. p (a) wins Dictation •f Rule: Double the consonant to keep the vowel sound short.
n
o c . che e r o t r s super
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10. pin
11. Possible answers: chin, din, grin, sin, skin
15
New wave spelling – Teacher resource book – A
Teacher information Unit focus This unit focuses on the medial short vowel sound (phoneme) – o followed by t.
Teaching points • Identify the phoneme and how it is represented. • Match the words and pictures at the top of the first page
cots n hotter, n hottest dots tots pots
The tot is in the cot. The pot is hot. I see a red dot. A fan is not hot.
w ww
1. 2. 3. 4.
2. Teacher check 3. Teacher check 4. (a) cot (b) pot
5. cot, hot, pot, tot, dot 6. Teacher check 7.
(a) (b) (c) (d) (e) (f)
tot cot pot hot dot lot
(c) hot (d) tot (e) cot
. te
m . u
Dictation
1. Teacher check
© R. I . C.Publ i cat i ons 8. (a) pot •f orr evi ew p r posesonl y• u (b) dot
Rule: Double the consonant to keep the vowel sound short.
n
Note: Answers for the picture/word match and completing the pattern are not included as teachers should check student answers themselves.
ew i ev Pr
Teac he r
List words Word Building
Rules
Answers
r o e t s Bo r e p ok u S
of the unit. • Discuss and identify the pattern, then write the grapheme (ot) in the boxes provided. • Brainstorm other words to add to the list.
cot hot dot tot pot
Unit 4
9. (a) hot (b) pot (c) cot
o c . che e r o t r s super
New wave spelling – Teacher resource book – A
10. dot
11. Possible answers: got, jot, lot, not, plot, rot, trot
16
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Teacher information Unit focus This unit focuses on the medial short vowel sound (phoneme) – u followed by g.
Teaching points • Identify the phoneme and how it is represented. • Match the words and pictures at the top of the first page
hugs, n hugged, n hugging rugs jugs mugs bugs, ladybug
I will hug the pet. The bug is on the wet rug. I can get a jug. The vet has a mug.
w ww
1. 2. 3. 4.
2. Teacher check 3. Teacher check 4. (a) jug (b) bug
5. hug, rug, bug, jug, mug
6. Students should colour the family hugging, the rug, the bug, the jug and the mug. 7.
(a) (b) (c) (d) (e) (f)
rug bug mug jug hug dug
(b) (c) (d) (e)
hug bug jug mug
. te
R.I.C. Publications ®
9. (a) rug (b) hug/mug/jug (c) mug
m . u
Dictation
1. Teacher check
© R. I . C.Publ i cat i ons •f orr evi ew pur o esonl y• 8. p (a) rugs
Rule: Double the consonant to keep the vowel sound short.
n
Note: Answers for the picture/word match and completing the pattern are not included as teachers should check students answer themselves.
ew i ev Pr
Teac he r
List words Word Building
Rules
Answers
r o e t s Bo r e p ok u S
of the unit. • Discuss and identify the pattern, then write the grapheme (ug) in the boxes provided. • Brainstorm other words to add to the list.
hug rug jug mug bug
Unit 5
o c . che e r o t r s super
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10. bug
11. Possible answers: chug, dug, glug, plug, pug, tug, shrug
17
New wave spelling – Teacher resource book – A
Teacher information Unit focus This unit focuses on the medial short vowel sounds (phonemes) – a, e, i, o followed by u.
Teaching points • Identify the phonemes and how they are represented. • Discuss the importance of listening carefully to the
hasn’t tens, tenth n bigger, biggest dogs nuts, n nutty, s nuttier, s nuttiest
3. Teacher check 4. Teacher check 5. (a) big (b) has (c) nut
6. has, big, nut, ten, dog 7. Teacher check 8.
(a) (b) (c) (d) (e)
dog ten has big nut
(c) nut (d) ten (e) bug
w ww
Ten dogs ran to the vet The dog is big. She has ten nuts. He has a jug.
. te
10. (a) ten (b) big (c) has
m . u
Dictation 1. 2. 3. 4.
2. (a) big, dog (b) nut (c) has
© R. I . C.Publ i cat i ons 9. (a) has •f orr evi ew p r posesonl y• u (b) dog
Rule: Double the consonant to keep the vowel sound short. s Rule: The y changes to i when adding -er or -est. n
1. Teacher check
ew i ev Pr
Teac he r
List words Word building
Rules
Answers
r o e t s Bo r e p ok u S
middle and end sound in each word as this makes correct spelling easier. • Brainstorm words that rhyme with each list word.
has ten big dog nut
Unit 6
o c . che e r o t r s super
New wave spelling – Teacher resource book – A
11. nut
12. Possible answers: big – dig, fig, jig, pig, twig, wig dog – bog, fog, frog, hog, log ten – Ben, den, hen, men, pen, ten nut – but, cut, gut, hut, jut, rut
18
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R.I.C. Publications ®
Teacher information Unit focus This unit focuses on the medial short vowel sounds (phonemes) – a, e, i, o followed by u.
Teaching points • Identify the phonemes and how they are represented. • Discuss the importance of listening carefully to the
1. Teacher check 2. (a) had, did (b) yes, bus (c) got
have, has
didn’t, done get, gets, n getting s buses
Rules
3. Teacher check 4. Teacher check 5. (a) yes (b) bus (c) got
6. had, yes, got, bus, did 7. Teacher check 8.
(a) (b) (c) (d) (e)
yes got did had bus
(c) did (d) bus (e) got
ew i ev Pr
Teac he r
List words Word Building
Dictation
w ww
The man got on the bus. We had a pet dog. Did he hug the dog? Yes he did hug the dog.
. te
R.I.C. Publications ®
10. (a) did (b) bus (c) had
m . u
© R. I . C.Publ i cat i ons 9. (a) yes •f orr evi ew pur o sesonl y• p (b) had
Rule: Double the consonant to keep the vowel sound short. s Rule: To make words that end with s plural, -es is added. n
1. 2. 3. 4.
Answers
r o e t s Bo r e p ok u S
middle and end sound in each word as this makes correct spelling easier. • Brainstorm words that rhyme with each list word.
had yes did got bus
Unit 7
o c . che e r o t r s super
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11. bus
12. Possible answers: had – bad, Dad, lad, mad, pad, sad yes – guess, mess, dress, less, press did – bid, hid, kid, lid, rid got – dot, hot, jot, cot, lot, not, pot, tot, trot bus – fuss, pus
19
New wave spelling – Teacher resource book – A
Teacher information Unit focus This unit focuses on the medial short vowel sounds (phonemes) – a, e, i, o followed by u.
Teaching points • Identify the phonemes and how they are represented. • Discuss the importance of listening carefully to the
Dad’s, Daddy beds, bedroom digs, dug, n digging, n digger s boxes Mum’s, Mummy
3. Teacher check 4. Teacher check 5. (a) bed (b) dig (c) box
6. Dad, dig, bed, box, Mum 7. Teacher check 8.
(a) (b) (c) (d) (e)
bed box Dad Mum dig
(c) bed (d) box (e) dig
w ww
Dad is in bed. Mum can dig. The pet dog is in the box. Dad is a man.
. te
10. (a) Dad (b) Mum (c) dig
m . u
Dictation 1. 2. 3. 4.
2. (a) Dad, bed (b) bed, box (c) box
© R. I . C.Publ i cat i ons 9. (a) Dad •f orr evi ew p r posesonl y• u (b) Mum
Rule: Double the consonant to keep the vowel sound short. s Rule: To make words that end with x plural, -es is added. n
1. Teacher check
ew i ev Pr
Teac he r
List words Word building
Rules
Answers
r o e t s Bo r e p ok u S
middle and end sound in each word as this makes correct spelling easier. • Brainstorm words that rhyme with each list word.
Dad bed dig box Mum
Unit 8
o c . che e r o t r s super
New wave spelling – Teacher resource book – A
11. bed
12. Possible answers: Dad – bad, had, lad, mad, pad, sad Mum – thumb, come, gum, hum, drum, sum bed – dead, head, led, red, said, wed box – fox, rocks, socks, shocks, frocks dig – big, fig, jig, pig, rig, twig, wig
20
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Teacher information Unit focus This unit focuses on the long e sound represented by the grapheme e.
Teaching points • Identify the phoneme and how it is represented at the
List words Word building
1. Teacher check 2. (a) she (b) we, me, he, be (c) she
he’s she’s been
3. Teacher check 4.
(a) (b) (c) (d) (e)
she we he me be
5. we, he, she, be, me 6. Teacher check
We can win. She has a big pet. He met the vet on the bus. It will be hot. It is me.
7.
(a) (b) (c) (d) (e)
we be she he me
(c) (d) (e) (f)
she we be he
9.
(a) (b) (c) (d) (e)
me We He She be
ew i ev Pr
Teac he r
we’d, we’re, we’ve
Dictation
© R. I . C.Publ i cat i ons 8. (a) hes •f orr evi ew pur p o esonl y• (b) me
w ww
. te
m . u
1. 2. 3. 4. 5.
Answers
r o e t s Bo r e p ok u S
end of each word. • Underline the grapheme representing this sound in each word.
we me he she be
Unit 9
o c . che e r o t r s super
10. The rhyming words sea, we, bee, see, key and knee should be coloured. 11. Teacher check 12. (a) see (b) sea
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21
New wave spelling – Teacher resource book – A
Teacher information Unit focus This unit focuses on the long i sound represented by the grapheme y.
Teaching points • Identify the phoneme and how it is represented at the
List words Word building
Teac he r
flies, flew, flying skies n cries, n cried n dries, n dried, drying n
3. Teacher check 4. Teacher check 5. (a) sky (b) cry (c) dry
6. my, dry, cry, fly, sky, by 7. Teacher check 8.
(a) (b) (c) (d) (e) (f)
cry by fly dry my sky
(b) (c) (d) (e) (f)
cry fly my by sky
My dog ran by the bus. I had a fly on my mug. The bin is dry. A bug can not cry.
. te
10. (a) (b) (c) (d) (e)
fly, sky by My cry dry
m . u
© R. I . C.Publ i cat i ons •f orr evi ew p ur posesonl y• 9. (a) dry
w ww
1. 2. 3. 4.
2. (a) my, by (b) cry, dry (c) sky
n
Rule: The y changes to i when adding -es or -ed.
Dictation
1. Teacher check
ew i ev Pr
Rules n
mine
Answers
r o e t s Bo r e p ok u S
end of each word. • Underline the grapheme representing this sound in each word.
my by fly sky cry dry
Unit 10
o c . che e r o t r s super 11. fly
12. (a) flying (b) crying (c) drying
New wave spelling – Teacher resource book – A
22
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Teacher information Unit focus This unit focuses on the long e sound represented by the grapheme ee.
Teaching points • Identify the phoneme and how it is represented. • Brainstorm other words to add to the list.
Teac he r
(a) (b) (c) (d)
been, seen seed, need, feed meet see, seed, seen
2.
(a) (b) (c) (d) (e) (f)
seen see meet feed tree been
11. (a) seen (b) seed, feed (c) tree
sees, seen, saw, seeing be trees seeds, seeded, seeding, seeder meets, met, meeting needs, needed, needing feeds, fed, feeding, feeder see, sees, saw, seeing
3. Teacher check 4. Teacher check
5. m e
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(a) (b) (c) (d)
meet seen been see
a
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© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
I can see a big dog. We can meet by the tree. The man has been to feed the pet. I need to get the seed. She has seen the seed.
w ww
6.
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m . u
1. 2. 3. 4. 5.
1.
ew i ev Pr
Dictation
Answers
r o e t s Bo r e p ok u S
List words Word building see been tree seed meet need feed seen
Unit 11
7. tree – a large plant feed – to give food to see – to look seed – a new plant grows from this
o c . che e r o t r s super 8.
(a) (b) (c) (d) (e)
see tree meet feed seed
9. (a) seen (b) seed (c) need 10. tree
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New wave spelling – Teacher resource book – A
Teacher information Unit focus This unit focuses on the oo sound, as in moon.
Unit 12 Answers 1. (a) moon, room, soon, noon (b) noon
Teaching points
2. Teacher check
• Identify the phoneme and how it is represented. • Brainstorm other words to add to the list.
r o e t s Bo r e p ok u S
List words Word building
Teac he r
moons, moonlight, moonbeam rooms, roomy, n roomier, n roomiest boots zoos foods sooner, soonest roofs, roofing, rooftop
4. (a) zoo (b) roof (c) food 5.
Rules
o
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t
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6. (a) food © R. I . C.Pu broom l i cat i ons (b) (c) soon u (d) moon •f orr evi ew p r posesonl y• (e) roof
Rule: The y changes to i when adding -er or -est.
Dictation 1. 2. 3. 4.
t
We can soon fly to the moon. My boot is on the roof. Mum met Dad at the zoo at noon. The food is in the big room.
w ww
. te
(f) boot
7.
(a) (b) (c) (d) (e)
roof food boot room soon
m . u
n
b
ew i ev Pr
moon room boot zoo food soon roof noon
3. Teacher check
o c . che e r o t r s super 8.
(a) (b) (c) (d)
noon moon zoo roof
9.
(a) (b) (c) (d)
zoos moons boots rooms
10. food – something to eat room – a part of a house soon – in a short time boot – like a shoe 11. moon New wave spelling – Teacher resource book – A
24
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Teacher information Unit focus This unit focuses on the -and or -end at the end of words.
• Identify the pattern in each word. • Sort the list words according to their patterns and
List words Word building
sands, sandy, n sandier, n sandiest, sandcastle bands hands, handed, handing, handy lands, landed, landing ends, ended, ending sends, sent, sending, sender bends, bent, bended, bending
3. Teacher check 4. Teacher check 5.
a
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Teac he r
band, bend sand, send land and, end
2. (a) end (b) land (c) send
e
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Dictation
I had sand on the end of my boot. My pet can land on my hand. A pot and a pan can not bend. We will see the band at noon. We can send a man to the moon.
w ww
1. 2. 3. 4. 5.
. te
4. hand
Down: 2. end 3. band
7.
(a) (b) (c) (d)
sand send band bend
8.
(a) (b) (c) (d)
and hand bend sand
m . u
© R. I . C.Publ i cat i ons Rule: The y changes to i when adding -er or -est. 6. p Across: •f orr evi ew pur osesonl y• 1. send
Rules n
(a) (b) (c) (d)
r o e t s Bo r e p ok u S
brainstorm other words to add to each list.
band hand land end send bend
Answers 1.
Teaching points
and sand
Unit 13
o c . che e r o t r s super 9. hand 10. (a) (b) (c) (d)
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25
end and land send
New wave spelling – Teacher resource book – A
Teacher information Unit focus This unit focuses on the graphemes all and oo representing the ball all sound and the book oo sound.
Teaching points • Identify the pattern in each word. • Discuss how the grapheme oo, as in book, can also
represent oo, as in moon.
brainstorming other words to add to each list.
calls, called, calling balls smaller, smallest feet n hoof / hooves take, takes, taken, s taking looks, looked, looking books cooks, cooked, cooking
small all call, cook ball, book
10. small – not big look – your eyes do it ball – you can kick it book – you can read it
2. (a) all (b) hoof (c) cook
11. hoof
3. Teacher check 4. Teacher check 5.
f
b
l
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k
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(c) (d) (e) (f) (g) (h)
small call all book cook foot
w ww
Dictation
It is a small ball. I took all the cook books to look at. A hoof is big. My foot is small. He will call his Mum.
. te
7.
(a) (b) (c) (d)
cooks balls books looks
8.
(a) (b) (c) (d) (e)
cook all took call small
9.
(a) (b) (c) (d) (e)
small took book foot hoof
x
m . u
Note: Both hoofs and hooves are acceptable. Rule: e goes away when -ing comes to stay
1. 2. 3. 4. 5.
(a) (b) (c) (d)
© R. I . C.Publ i cat i ons 6. u (a) look •f orr evi ew p r posesonl y• (b) took
Rules s
1.
ew i ev Pr
Teac he r
List words Word building
n
Answers
r o e t s Bo r e p ok u S
• Sort the list words according to the patterns and
all call ball small foot hoof took look book cook
Unit 14
o c . che e r o t r s super
New wave spelling – Teacher resource book – A
26
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Teacher information Unit focus This unit focuses on difficult words.
• Identify difficult parts of words. • Discuss ways to remember how to spell a word:
was one and done, the and they one, two
9.
List words Word building
you’re, you’ll, you’ve they’ll, they’ve, they’re twos
you with was her they
10. (a) (b) (c) (d) (e)
with they the you with
3.
(a) (b) (c) (d)
done her into/two/you they
4.
(a) (b) (c) (d) (e) (f)
you two with they done her
5.
(a) (b) (c) (d) (e) (f)
they you with into two done
6.
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11. yes, no fat, thin hot, cold big, small
ew i ev Pr
hers, herself wasn’t, were, weren’t ones
(a) (b) (c) (d) (e)
2. Teacher check
r o e t s Bo r e p ok u S
— pronunciation tricks ( w–a–s, instead of w–o–s) — mnemonics (done has one in it)
Teac he r
Answers 1. (a) (b) (c)
Teaching points
into the her was one done you with they two
Unit 15
12. the number after one – two the opposite of him – her the opposite of I – you
She took the book with her. One of you has done it. They took the two pets to the vet. We all ran into the room. It was her box they took.
w ww
1. 2. 3. 4. 5.
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m . u
© R. I . C.Publ i cat i ons Dictation•f orr evi ew pur posesonl y•
o c . che e r o t r s super 7.
Across: with one you
Down: they
8. (a) done (b) they (c) you
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New wave spelling – Teacher resource book – A
S upport material
Spelling games and activities
The following games and activities on pages 28–33 have been provided as additional support to the spelling program. They are a guide and can be developed to suit any class, program or teaching style. Choose activities and games which are different from those included in the particular unit.
Individual activities Purpose: To provide opportunities for students to increase their familiarity with the list words.
Strategy
Explanation
r o e t s Bo r e p ok u S
Find small words in list words
For example: been, be, bee
Make word shapes
For example: dog
Make word snakes
m
y
y fl
by
crys
k
y
dr
y
ew i ev Pr
Teac he r
d o a
© R. I . C.Publ i cat i ons Write the list words from memory • f o rr evi ew pur posesonl y• Make word sums
b + e + d = bed
Write the list words in alphabetical order
Sort words according to different criteria
For example: number of letters, vowels or consonants, initial letters or blends, rhyming/non-rhyming, graphemes, students’ choice
. te
Write rhyming words for list words
m . u
Definitions can be found in a dictionary or written in the student’s own words and checked.
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Write definitions for list words and use them to make ‘What am I?’ clues
o c . che e r o t r s super
Find antonyms, synonyms or homophones for appropriate list words
For example: dry/wet big/large be/bee
Find homographs (words which are spelt the same but have a different meaning) for appropriate list words
For example: band – a strip of metal band – a music group
Add suffixes such as s, ed, ing, er and est
Discuss appropriate spelling rules; e.g. stop – stopping, double the consonant to keep the vowel sound short
Rank words from the easiest to the most difficult to spell or vice versa
For example: with 1 two 2 was 3 done 4
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Spelling games and activities Individual activities
Purpose: To provide opportunities for students to increase their familiarity with the list words.
Strategy
Explanation
Write list words in sentences or in questions
For example: The tot is in the cot.
Make sound strips. Use paper strips to practise blending For example: sounds
r o e t s Bo r e p ok u S c
an
r
p
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Teac he r
m
Write list words correctly that have been written backwards
For example: dneb = bend
Complete words with missing vowels, consonants, focus sound etc
For example: f_ _d = feed
Find anagrams for appropriate list words
For example: was is an anagram of saw
Add s to make appropriate list words plural
For example: boats, moons, zoos
Forl example: © R. I . C.Pub i cat i ons b___ ba _ _ •f orr evi ew pur posesonl y• bal _
Complete ‘Fill the gap’ activities
ball
Change a letter in a word to make a list word
For example: cool, cook
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Make words from the rearranged letters of a list word
m . u
For example: call, called, calling
w ww
Change the tense of words by adding ed or ing
For example: done – do, one, on, no, end, nod
o c . che e r o t r sn s d supeor
Identify incorrect list words in a sentence and rewrite For example: Thay will get the bal. correctly Use secret codes to discover list words
For example:
1
2
3 s 3
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4
e 5
h 6
e n d 5 2 4
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S upport material
Spelling games and activities Partner and group activities
Purpose: To provide opportunities for students to work collaboratively and improve their knowledge of list words.
Strategy
Explanation
Jumble list words and swap with a partner Jumble sentences containing list words and swap with For example: big. is The dog a partner
r o e t s Bo r e p ok u S It should read: The dog is big.
Create ‘What am I?’ clues for others with a list word as the answer
For example: Did Dad get the bus?
Create yes/no questions of list words for others to answer Trace list words on a partner’s back and see if he or she can guess the word
For example: done The number one is in done.
Create memory helpers (mnemonics) for list words
ew i ev Pr
Teac he r
Make word searches or crosspatches and swap with a These can be made using grid paper with approximately 6 x 6 squares. partner
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Create sentences that show the meaning of a list word, For example: A dog is a mammal. Brainstorm banks of words using the same grapheme For example: grapheme ee – tree, bee, see, seed, been or phoneme
Make up ‘Read and draw instructions’ using list words and give it to a partner to do
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Students can search in magazines, newspapers etc. for list words and record in a tally. See which word scored the most at the end of a week.
Hunt for list words in texts
. te
m . u
in pairs, and compare, in groups
o c . che e r o t r s super
Guess the word. Give a partner the first letter of a word For example: The beginning of a game using the word land chosen from the spelling list. The partner then has to would look like this: guess the word before the whole word is revealed, one l letter at a time
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Spelling games and activities Partner and group activities
Purpose: To provide opportunities for students to work collaboratively and improve their knowledge of list words.
Strategy
Explanation
In pairs, highlight any changes made when adding suffixes or prefixes to list words
For example: cook, cooks, cooked, cooking
Play ‘Concentration’ ,’Fish’, ‘Word bingo’ or ‘Tic tac toe’ In ‘Tic tac toe’, each player uses a list of words with a common grapheme as their ‘Noughts and crosses’. For example, in the game below, Player one used a bank of ee words and Player two a bank of all words.
r o e t s Bo r e p ok u S need ball
Hold simple class spelling competitions
tall
call
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Teac he r
tree
see
For example: a ‘Difficult word(s) day’, where the class try to spell a challenging word(s).
‘Shannon’s game’ differs in that students need to guess the © R. I . C.Pub l i c a t i o nins letters in the correct order which they occur in each word. Students ask questions that require a yes/no response to Play ‘Guess my word’ •f orr evi ew pur po ses oword. nl •is then required guess the mystery spelling Ay student Play ‘Hangman’, or a similar game called ‘Shannon’s game’
to write the word correctly on the board.
. te
m . u
w ww
Play ‘Celebrity head words’, ‘Picture clue words’ or In ‘Celebrity head words’, a student uses a headband to hold a card with a list word on. He or she asks questions of the ‘Charades’ with spelling words class which can only be answered by yes or no; e.g. ‘Does the word begin with br?’ Questions can be limited (three only). In each game, the word needs to be written on the board at the end by a student.
o c . che e r o t r s super
Make funny phrases using the letters in the list words
For example: pot – pots on top
Students write secret word clues for list words. Hold a For example: competition to see who can guess the word first or who Take e from bell and add a (ball) can guess it correctly. Clues could be given orally or written. Students are given cards with a letter written on each For example: that have been chosen from a list (some letters will need n b n s to be repeated). In pairs, they try to make up as many list words as possible.
n
d
e
d h
e a
d
send, bend, hand
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New wave spelling – Teacher resource book – A
S upport material
Spelling games and activities
Activities for students with special needs These can be used individually, in pairs or in small groups. Many of the activities on pages 32–35 will also be suitable and can be modified to suit the needs of the student.
Strategy
Explanation
r o e t s Bo r e p ok u S
‘Word quizzes’– Using a word list, students correctly write a word after being given a clue; e.g. ‘Write the word that rhymes with soon’.
ew i ev Pr
Teac he r
Encourage students to ‘have a go’ and take risks with Use ‘have a go ‘ pads or personal dictionaries for students to try out their spelling when constructing written texts. approximate spelling ‘Word bingo’– Play games like ‘Word bingo’ and ‘Word quizzes’ Students copy words onto bingo cards, checking their spelling, then cover words with counters on their cards if the word is called. First to cover them all wins. Ensure that not all the words on the cards are the same!
Encourage students to look around the classroom for Display charts of colour names, days of the week, months of the year, sentences about topics of interest, antonyms, the spelling of words they may need synonyms, sayings etc. Use bright colours to outline list words
room © R. I . C.Publ i cat i ons
Students can draw a picture of a list word and another student guesses and writes the word. Other words can be decorated by outlining in different colours or creating patterns. Either individual letters can be formed or just the word shape.
Decorate or illustrate list words
Create list words using string, wool or pipecleaners
Make concertina words
x box bo
o c . che e r o t r s super x box bo
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x box bo
x box bo
w ww
Write the list word repeatedly so that it forms the shape of the word
m . u
•f orr evi ew pur posesonl y•
Fold strips of paper like a concertina. Write the letters of the words on each section
l o o k Words can be broken into ‘chunks’ to assist spelling, For example: b–e–nd rather than conventional syllables Students should be encouraged to choose how to chunk the word themselves, to suit their learning style and to help remember how to spell the word. New wave spelling – Teacher resource book – A
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Support material
Spelling games and activities
Activities for students with special needs These can be used individually, in pairs or in small groups. Many of the activities on pages 32–35 will also be suitable and can be modified to suit the needs of the student
Strategy
Explanation
Encourage students to look at difficult words, focus on For example; the problem part of they is that the letters ey the problem part(s), close their eyes and visualise it, make a long a sound and then write it
l m l a r o e t s B r e oo p u k S
Write list words n small cards or graph paper, cut out the s letters and then build the word from the cut out letters
= small
Students gradually add to a bank of words they are unsure of how to spell, remembering to check to see if a word is listed before asking it to be written. Suggestion: Play ‘Snap’ or ‘Concentration’ with list words Use ‘moon’ shapes for oo words, of ‘tree’ shapes for ee words. Use magnetic letters to form words on a memory board Variation: Students ask questions that require a yes/no response to guess the mystery spelling word. The student is then required to write the word correctly on the memory board. Students write words on strips of paper and staple together Make word chains using list words to make paper chains.
ew i ev Pr
Teac he r
Make alphabet books to use as personal dictionaries
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Play ‘The spinning wheel game’. Make words by spinning For example: hand a central circle attached to the outer circle with a split pin.
l
Play ‘Word sort rummy’
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food
moon
zoo
roof
o c . che e r o t r s super
Make bookmark words with difficult words or list words
noon
st
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m s . u
and
h
Each player has five cards and the rest are placed face-down in a pile. The top card is placed face-up next to the pile. The first player can take a card from the pile or the upturned card. The player must put down one of his cards on the upturned pile. The aim is to collect pairs of cards which are linked in some way; e.g. both begin with s, both rhyme, both have three letters.
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New wave spelling – Teacher resource book – A
w ww
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Teac he r
Note to teachers: • Write a word family ending on the short strips and initial letters or blends on the long strips before photocopying and laminating. • Cut along the dotted lines. • Side letter strips through the slits to make words.
Word strips
o c . che e r o t r s super
m . u
r o e t s Bo r e p ok u S
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New wave spelling – Teacher resource book – A
Example
w
n
p
m
v
et
et
Support material Photocopiable spelling games and activities
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Support material
Photocopiable spelling games and activities
New words My new word is
.
• MyB word begins r o e t s r e oo with the letter(s) big looks like:p u k S • My word ends
Teac he r
• My word written
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with the letter(s)
• The middle letter(s) is/are
My word written small © R. I . C.Pub• l i c a t i o n s looks like: • Colour a tree every time f or r e vi e w p r posesonl y• you• write your new word u • Cover your word.
correctly.
. te
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m . u
w ww
• My word written in colour looks like:
o c . • Can you draw your word che e r ors somebody o doing your t r super word?
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New wave spelling – Teacher resource book – A
r o e t s Bo r e p ok u S
Write five different spelling Choose your two favourite words. Draw a picture for colours. Write each word in each. one colour. Trace over each word with the other.
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m . u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
w ww
Spelling fold-a-book
Photocopiable spelling games and activities
ew i ev Pr
Teac he r
Support material
‘s
o c . che e r o t r s super book of little
spelling words
List your words from the easiest to spell to the hardiest to spell. New wave spelling – Teacher resource book – A
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Can you guess?
r o e t s Bo r e p ok u S
ew i ev Pr
Teac he r
• Find a partner. • Choose a word from your list. • Start by telling your partner the first letter of your word. • How many clues do you have to give before your partner guesses your word?
w ww
. te
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m . u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
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New wave spelling – Teacher resource book – A
Teac he r
Word sorts
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
w ww
. te can you can Wordsyou Words draw for picturefor: draw aa picture
o c . che e r o t r s super
New wave spelling – Teacher resource book – A
m . u
Words with three or more letters:
Words that rhyme:
r o e t s Bo r e p ok u S
ew i ev Pr
Words with two letters:
• Sort your spelling words and write them in the correct box. • Words may be written more than once.
Support material Photocopiable spelling games and activities
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Support material
Photocopiable spelling games and activities
Let’s go fishing!
r o e t s Bo r e p ok u S
ew i ev Pr
Teac he r
• Cut out each sea creature. • Write a spelling word on the back of each sea creature. • Attach a paper clip to each creature and put them in a bucket. • Use a ‘fishing rod’ made from a magnet on a string tied to a stick or ruler to ‘catch’ fish in the bucket. • Read and spell the word on the creature you caught.
w ww
. te
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m . u
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New wave spelling – Teacher resource book – A
Support material
Photocopiable spelling games and activities
Jumbled words
• Choose five spelling words. • Jumble each word and write it below.
What wa s or her s his core?
• Give them to a partner to solve.
r o e t s B r Unjumbled e oo p u k S
ew i ev Pr
Teac he r
Jumbled
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w ww
• Choose five spelling words. • Write them in the longest boxes. • Make them into spelling maths; For example b + end = bend
. te
m . u
Spelling maths
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Support material
Photocopiable spelling games and activities
Crab concentration
r o e t s Bo r e p ok u S
ew i ev Pr
Teac he r
Play this game with a partner or in a small group: • Cut out each picture. • Write each spelling word on the back of two cards. • Place all cards face down on the playing surface. • Take turns to turn over two cards, trying to find a match. When a match is found, the player picks up the cards and is allowed another turn. • The winner is the person with the most pairs when no cards are left!
w ww
. te
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m . u
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New wave spelling – Teacher resource book – A
Support material
Photocopiable spelling games and activities
Word building
• Choose five spelling words. • Make new words by adding an ending.
es
S
ing
ed
= r o e t s Bo r e p ok = u + S +
=
+
=
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Teac he r
+
= ©+R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
w ww
• Write five spelling words below.
. te
Spelling word
How many letters?
m . u
Spelling quiz
Write a Draw a picture rhyming word of the word
o c . che e r o t r s super
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Support material
Photocopiable spelling games and activities
Decorated words
r o e t s Bo r e p ok u S
ew i ev Pr
Teac he r
• Write five spelling words in pencil in each box. • Draw around each letter. • Rub out the pencil words you started with. • Decorate the remaining shape.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Make a bookmark
. te
R.I.C. Publications ®
m . u
w ww
• Use coloured pencils to write five spelling words on this bookmark. • Colour the border and cut along the dotted lines to finish your bookmark.
o c . che e r o t r s super
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New wave spelling – Teacher resource book – A
Support material
Spelling strategy cards
r o e t s Bo r e p ok u S
ew i ev Pr
eac What does it T mean? he r
What does it mean?
m . u
I use it in a sentence?
• What
o c . che e r o t r s super
New wave spelling – Teacher resource book – A
44
• Can
w ww
. te
does the word mean?
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Support material
Spelling strategy cards
r o e t s Bo r e p ok u S
I say the word correctly?
I break it into parts?
• Can
• Can
ew i ev Pr
Teac h What can I hear? er
What can I hear?
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. u
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• Is
w ww
. te
there a wrong, but helpful way to say it? m
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Support material
Spelling strategy cards
letters make the sounds?
I see the word in my head?
r o e t s Bo r e p ok u S
ew i ev Pr
eac What can I T see? he r
What can I see?
New wave spelling – Teacher resource book – A
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m . u
• Is
• Can
o c . che e r o t r s super • What
w ww
. te
it like another word?
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Support material
Spelling strategy cards
r o e t s Bo r e p ok u S
ew i ev Pr
Teac h er How can I remember?
How can I remember?
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m . u
there a trick I can use?
there a spelling rule?
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• Is
• What
o c . che e r o t r s super • Is
w ww
. te
is the difficult part?
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Support material
Spelling strategy cards
I have used some other ways of learning?
r o e t s Bo r e p ok u S
ew i ev Pr
How well didTe Ia do? ch er
How well did I do?
New wave spelling – Teacher resource book – A
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m . u
do I feel? • How
• Did
o c . che e r o t r s super • Could
w ww
. te
I use a good strategy?
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Spelling strategy cards
I use the word in my writing? • Can
I now spell other words with similar patterns? m
I use the word in dictation? • Can
r o e t s Bo r e p ok u S
ew i ev Pr
Teac h er How can I use what I learnt?
How can I use what I learnt?
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• Can
w ww
. te
. u
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Support material
Photocopiable poster
For every
spelling word, or e
t s Bo r e p remember to: ok u S
ew i ev Pr
Teac he r
Same as book B (with out trace in it
Look
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
w ww
m . u
Say
. tTrace e o c . che e r o t r s super Cover
Write
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Check
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Spelling merit certificates
r o e t s Bo r e p ok for u S
ew i ev Pr
Teac he r
Congratulations!
congratulations on your success
you’re a spelling cHamp!
51
signed
m . u
date
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signed
thank you for your effort
for a
presented to R.I.C. Publications ®
o c . che e r o t r s super big improvement in spelling.
w ww
. te
date
Date © R. I . C.Pub l i cat i ons •f orr evi ew pur posesonl y•
Signed
New wave spelling – Teacher resource book – A
Support material
Individual recording sheet
Student name:
Year:
Date and test
Result
Comment
Unit 1 Unit 2
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Unit 3
r o e t s Bo r e p ok u S
Unit 4
Unit 5
Unit 6 Unit 7
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Unit 10 Unit 11 Unit 12
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Unit 9
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m . u
Unit 8
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Unit 13 Unit 14 Unit 15 New wave spelling – Teacher resource book – A
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Support material
Test checklist
Unit 15
Unit 14
Unit 13
Unit 12
Unit 11
Unit 10
Unit 9
Unit 8
Unit 7
Unit 6
Unit 5
Unit 4
Unit 3
Unit 2
r o e t s Bo r e p ok u S
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Teac he r
Student name
Unit 1
Date
Test
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New wave spelling – Teacher resource book – A