New Wave Spelling - Teachers Resource Book: Level F - Ages 10-11 by Teacher Superstore

New wave

spelling

Teacher resource book

Published by R.I.C. Publications速 www.ricpublications.com.au

RIC-6206 3.8/764

Additional titles available in this series:

NEW WAVE SPELLING – TEACHER RESOURCE BOOK – A 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 – 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. It is a comprehensive whole-year program of 20 units of work. 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 – Teachers resource book contains detailed program outlines, suggestions for use and support material to enhance the teaching and learning opportunities provided in its corresponding workbook.

Support material

How to use the workbook......................................................2–3 Suggested timetable..................................................................4 Blank timetable...........................................................................5 Using the spelling strategy cards.........................................6–7 Overview of unit lists Book F...................................................................................8 Book E...................................................................................9 Overview of unit content..........................................................10 Assessment suggestions........................................................11 Unit focus, teaching points, word building examples, dictation and answers for each unit Unit 1.............................................................................12–13 Unit 2.............................................................................14–15 Unit 3.............................................................................16–17 Unit 4.............................................................................18–19 Unit 5.............................................................................20–21 Unit 6.............................................................................22–23 Unit 7.............................................................................24–25 Unit 8.............................................................................26–27 Unit 9.............................................................................28–29 Unit 10...........................................................................30–31 Unit 11...........................................................................32–33 Unit 12...........................................................................34–35 Unit 13...........................................................................36–37 Unit 14...........................................................................38–39 Unit 15...........................................................................40–41 Unit 16...........................................................................42–43 Unit 17...........................................................................44–45 Unit 18...........................................................................46–47 Unit 19...........................................................................48–49 Unit 20...........................................................................50–51

Spelling games and activities Individual activities................................................................52–53 Partner and group activities..................................................54–55 Activities for students with special needs.............................56–57

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Teacher information

Photocopiable spelling games and activities New words..................................................................................58 Word search...............................................................................59 Letter sort...................................................................................59 Which category?.........................................................................60 What’s missing?.........................................................................60 Crazy coordinates.......................................................................61 Which word?...............................................................................61 Word building..............................................................................62 Spelling busy bee.......................................................................63

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Spelling strategy cards Meaning......................................................................................64 Hearing.......................................................................................65 Seeing........................................................................................66 Remembering.............................................................................67 Reflecting....................................................................................68 Applying......................................................................................69

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Photocopiable poster Look, say, cover, write, check.....................................................70 Photocopiable merit certificates.............................................71

Assessment sheets Individual recording sheet...........................................................72 Test checklist..............................................................................73

New wave spelling – Teacher resource book – F

Teacher information

How to use the workbook

The student workbook has 20 units of work, each comprising of four pages. Each unit contains a list of 20 words to be learned and 12 revision words taken from the previous workbook. Units do not have to be completed in order. Refer to 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. 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 70 of this book.

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 12–51 of this book for suggested dictation sentences, including list and revision words.

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The first page of each unit contains the list words. The majority of the lists are grouped according to the way phonemes (sounds) are represented (graphemes). Other groupings include difficult words, homophones, prefixes, suffixes, contractions and silent letters. Note: Some teachers may decide to pre-test the list words.

Students write any list words, revision words, words from dictation or any other words that are causing them difficulty here. Selected words can be transferred to pages 82 and 83 of their workbook. Suggested activities for learning these words can be found on pages 52–63 of this book.

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The activities on the first and second 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: • identifying features of the words • filling in missing letters or sounds • finding small words within list words • completing sentences with list words • unjumbling words • word chunking • sorting words by the number of syllables • writing the list words in alphabetical order • identifying incorrectly spelt list words • ranking words in order of difficulty

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How to use the workbook

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Each unit features a selection of revision words from the previous workbook. Students are required to identify the focus of these words and complete activities to help remember how to spell them. Many of the revision words have been included in the suggested dictation sentences for the unit. Teachers may wish to include the revision words in the final test of the unit. Results can be recorded on pages 72 and 73.

The fourth page of each unit features a crossword. It includes every list word and some revision words. Students can refer to the opposite page to choose from the list or revision words for crossword answers.

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The third page of each unit features a word search for all the list words. The list of words next to each word search can also be used by students when completing the crossword on the fourth page of the unit.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• The final activities of the unit generally have a word building focus.Practice Explanations of spelling rules, along with examples and activities, are designed to teach students why words look the way they do, why they are spelt that way and exceptions to the rule(s).

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A word building template can be found on page 62 of this book. Word building examples for every list and revision word can be found on pages 12–51.

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is provided for students to build on and create a larger bank of words for their use and understanding. Dictionaries should be made available to help complete these activities.

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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: • 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. – Find the sound box after or before a particular sound. – Count the graphemes in particular sound boxes; e.g. long i (five) • Solve silly grapheme puzzles; e.g. dge-a-ch (Jack) • Create silly grapheme puzzles to name animals, colours, fruit, vegetables; e.g. mb-u-n-k-ea (monkey) • Draw a picture for each sound in his or her name; e.g.

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Teacher information

Suggested timetable

A suggested 10-day spelling timetable has been outlined below as a guide. These lessons have been based on 30-minute long lessons each day, 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 of the list words or partner testing.

Day 1

Day 6

• Introduce list words. • Students follow the instructions to identify and underline

• Revise focus for list and revision words. • Complete crossword on fourth page. • Dictation sentence(s). Mark and tick D column. Transfer

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the focus of the unit. • Discuss the meaning of each list word and ask students to suggest sentences using each word. Hearing the word in context adds to their understanding of its meaning. • Complete activities on first page.

Day 7

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Day 2

errors to Word watch.

• Revise focus. • Discuss ways to remember how to spell each word. Refer

• Complete second column of Look, say, cover, write,

to the Spelling strategy cards on pages 64–69 of this book. • Complete the first column of Look, say, cover, write, check. • Mark and transfer errors to Word watch. • Spelling game or activity with list words (see pages 52–63).

• Mark and transfer errors to Word watch. • Complete final activities on fourth page.

check.

8 l © R. I . C.PDay ub i cat i ons Revise focus. Dictation sentence(s). Mark and tick D column. Transfer f othersame r e vi e w pu r p os esonl y• Brainstorm other• words with focus and discuss errors to Word watch.

Day 3

•

their meaning. Refer to the Spelling strategy cards.

• Spelling game or activity with Word watch words,

revision words or Words I need to learn (pages 82–83 in workbook). Refer to the Spelling strategy cards for ways to remember how to spell problem words.

• Complete activities on second page.

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• Revise focus. • Complete word search on third page. • Add any words causing students difficulty from other

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• Test revision words. Transfer errors to Word watch. • Spelling game or activities with list words.

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subject areas to Word watch. Refer to the Spelling strategy cards to remember how to spell each word. • Spelling game or activity with list words.

DAY 5

DAY 10

• Introduce revision words and discuss focus. • Complete revision words activity. • Complete dictation sentence(s). Mark and tick D column.

• Test list words. • Dictation sentence(s). • Mark and tick T and D columns. • Transfer errors to Word watch and choose problem words

Transfer errors to Word watch. If a word is already listed, start a tally next to it. Refer to the Spelling strategy cards.

New wave spelling – Teacher resource book – F

to list in Words I need to learn. Refer to the Spelling strategy cards. • Spelling game or activity.

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Teacher information

Blank timetable

Use the blank timetable to plan a spelling program for your class.

Day 1

Day 6

Day 7

Day 8

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Day 3

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Day 2

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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 and structured way, in order to become more successful independent spellers. A set of photocopiable cards, provided on pages 64–69, encourages students to reflect upon their learning.

Meaning

• What does the word mean? • Can I use it in a sentence?

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Identifying parts of a word can help students to understand its meaning. For example: aqua (water) aquarobics (exercises in water)

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• Do I know what parts of the word mean?

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. For example: discribe (describe) ambolance (ambulance)

Hearing

© R. I . C.P ubl i c at i o ns Identifying the sounds and syllables in words is an essential skill. For example: u identifying — d-i-n-o-s-aur •f orr evi ew p r psounds ose sonl y• identifying syllables — mul/ti/pli/ca/tion

• Can I pronounce the word correctly? • Can I break it into parts?

laun/dry (Each syllable must have a vowel sound.)

• Is there a wrong, but helpful way to say it?

Seeing

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Using pronunciation tricks is a useful strategy. For example: bus-i-ness (business) sep-ar-ate (separate)

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Many students find it helpful to close their eyes and try to visualise the word and/or its shape. For example: (pyjamas)

• Can I see the word in my head? • What letters make the sounds? • Is it like another word?

New wave spelling – Teacher resource book – F

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: mushroom, coupon, recruit, withdrew

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Remembering

Using the spelling strategy cards

Students need to identify letters within words that may cause them difficulty. For example: humour, answer

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Although there are exceptions to most spelling rules, they are very helpful and students need to know them. For example: Double the consonant to keep the preceding vowel sound short.

• What is the difﬁcult part? • Is there a spelling rule?

Students should be encouraged to learn spelling tricks (e.g. mnemonics) and to make up some of their own. For example: Would old Uncle Larry die? (would)

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• Is there a trick I can use?

• Did I use good strategies?

Students need to be aware of spelling strategies and understand that how they learn is as important as what they learn.

• How do I feel?

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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part of learning.

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• Could I have used some other ways of learning?

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Applying

Students should understand the importance of applying their spelling knowledge in different contexts.

• Can I use the word in dictation? • Can I use the word in my writing? • Can I now spell other words with similar patterns?

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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.

New wave spelling – Teacher resource book – F

Teacher information

Overview of unit lists – Book F

The following lists contain all the words from Book F.

Book F winner, writer, partner, officer, discover, centre, fibre, theatre, mirror, calculator, actor, tutor, cellar, dollar, popular, particular, humour, labour, harbour, flavour

Unit 2

transport, transfer, transplant, transit, transmit, antidote, antiseptic, antibiotic, anticlockwise, telescope, television, telephone, telecast, telepathy, automatic, automation, autocracy, autobiography, autograph, automobile

Unit 3

pair, pear, pare, sauce, source, past, passed, weather, whether, wether, pause, paws, current, currant, cereal, serial, aloud, allowed, bow, bough

Unit 4

author, authority, dinosaur, cause, caution, astronaut, haunted, launch, applaud, exhaust, laundry, caught, taught, daughter, naughty, ought, nought, thought, fought, sought

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Unit 1

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double, trouble, height, length, parallel, horizontal, vertical, emergency, lettuce, onion, forgotten, separate, business, picture, accept, except, either, neither, occurred, ocean

Unit 6

scissors, pyjamas, spectacles, binoculars, goggles, pliers, species, series, trousers, scales, shears, tongs, salmon, deer, moose, trout, athletics, aircraft, innings, tweezers

Unit 7

indicate, translate, hesitate, celebrate, extreme, delete, scene, arrive, polite, umpire, describe, decide, vote, decode, choke, froze, refuge, perfume, schedule, costume

Unit 8

mushroom, monsoon, cartoon, tablespoon, snooze, brew, corkscrew, withdrew, screwdriver, coupon, wound, youth, group, mousse, chop suey, gruesome, cruise, suitable, recruit, breadfruit

Unit 9

Unit 10

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Unit 5

toothache, worthwhile, eyesight, wavelength, goosebumps, hairstyle, lifestyle, blackboard, skateboard, keyboard, guidelines, spreadsheet, typeset, copyright, nightmare, newspaper, supermarket, afterwards, worldwide, therefore magazine, trampoline, quarantine, engine, imagine, examine, medicine, discipline, promise, service, favourite, definite, opposite, primitive, attractive, positive, negative, explosive, expensive, detective

Unit 12

tomato, mosquito, torpedo, potato, tornado, hero, buffalo, echo, volcano, mango, motto, patio, soprano, piano, banjo, trio, studio, radio, ratio, rodeo

Unit 13

wrote, wreck, wrestle, answer, kneel, yolk, guide, thumb, plumber, tongue, shoulder, boulder, yacht, column, knead, debt, folk, guard, rhythm, wharf

Unit 14

almost, already, although, altogether, welcome, welfare, until, instil, delightful, powerful, awful, useful, careful, fearful, graceful, hopeful, skilful, thankful, watchful, wonderful

Unit 15

fashion, cushion, description, collection, population, multiplication, imagination, information, composition, vaccination, pension, tension, extension, expression, admission, discussion, concussion, permission, social, official

Unit 16

database, floorboard, landslide, newsgroups, handsome, courtroom, forward, handwritten, whirlwind, thoroughbred, heartache, troublesome, earthquake, motionless, extraordinary, guesswork, widespread, threadbare, warehouse, wetsuit

Unit 17

available, enjoyable, comfortable, reasonable, forgivable, flammable, remarkable, advisable, noticeable, valuable, reversible, flexible, horrible, digestible, edible, visible, sensible, audible, legible, divisible

Unit 18

serious, curious, envious, various, ambitious, precious, conscious, suspicious, delicious, anxious, nervous, famous, jealous, dangerous, marvellous, tremendous, fabulous, generous, enormous, numerous

Unit 19

chase, false, sense, dense, verse, release, grease, purchase, increase, expense, surface, bounce, palace, disgrace, pronounce, announce, ambulance, convince, fierce, pierce

Unit 20

computer, program, email, multimedia, paddock, police, megabyte, gigabyte, browser, temperature, Arctic, Antarctic, continent, Equator, latitude, longitude, country, glacier, mountain, coordinates

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barbecue, cue, continue, tissue, rescue, argue, duel, refuel, avenue, subdue, fewer, renew, skewer, mildew, viewed, viewpoint, review, beauty, beautiful, queue

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Overview of unit lists – Book E

The following lists contain all the words from Book E, from which 12 revision words were chosen for each unit.

Book E between, fourteen, forty, among, across, hospital, meant, tear, writing, suppose, surprise, ready, colour, together, fortunate

Unit 2

gather, gutter, goodbye, giant, magic, gentle, germ, energy, oxygen, charge, lounge, strange, arrange, change, damage

Unit 3

handkerchief, guest, guess, guitar, island, climb, limb, doubt, known, knock, cupboard, young, white, wrap, sign

Unit 4

brief, thief, belief, mischief, grief, relief, believe, niece, receipt, receive, deceit, deceive, weird, seize, caffeine

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Unit 1

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display, always, grey, prey, obey, survey, raise, afraid, weight, freight, neighbour, dictation, nature, straight, vein

Unit 6

metal, medal, meddle, breath, breathe, plane, plain, close, clothes, desert, dessert, who’s, whose, bought, brought

Unit 7

interact, intersect, interview, international, dislike, disagree, disappoint, disappear, return, repeat, refund, revise, suburb, submarine, submerge

Unit 8

torch, orchard, channel, achieve, chef, machine, parachute, charade, Christmas, ache, chemist, anchor, stomach, character, school

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Unit 5

© R. I . C.Publ i cat i ons classic, volcanic, mimic, sonic, plastic, tonic, terrific, electric, track, struck, attack, packet, cricket, f o rr evi ew pur posesonl y• Unit 10• pocket, freckle break, brake, great, grate, hire, higher, peek, peak, by, buy, bye, sure, shore, piece, peace

Unit 9

Unit 12

doe, foe, oboe, cargo, zero, domino, dough, though, window, follow, borrow, narrow, shadow, swallow, unknown

Unit 13

shape, whale, mistake, complete, these, athlete, flute, refuse, amuse, size, divide, alive, broke, spoke, globe

Unit 14

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beginning, coming, easy, every, escape, none, eighth, truly, sincerely, sugar, library, biscuit, address, frighten, special

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Unit 11

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noise, moist, hoist, choice, voice, invoice, appoint, asteroid, enjoy, royal, employ, destroy, annoy, voyage, buoy

Unit 15

firmly, thirsty, thirty, early, earth, heard, search, burnt, urgent, further, purpose, modern, perform, quarter, remember

Unit 16

woollen, wooden, lengthen, strengthen, amazement, department, excitement, treatment, prefix, prevent, prepare, predict, microchip, microfilm, microbe

Unit 17

graph, photograph, orphan, nephew, atmosphere, elephant, phrase, paragraph, rough, cough, tough, laugh, enough, trough, draught

Unit 18

threw, through, horse, hoarse, course, coarse, flour, flower, road, rode, rowed, reed, read, knows, nose

Unit 19

lottery, mystery, ability, bravery, cavity, quay, money, honey, monkey, trolley, journey, ski, taxi, spaghetti, khaki

Unit 20

foolish, childish, breakage, wastage, postage, drainage, hardship, friendship, signal, removal, arrival, musical, festival, electrical, personal

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Overview of unit content

Each unit contains a word search and a crossword. Other activity types and content outlined below.

Unit

Focus

er, re, or, ar, our

completing words, sorting words by syllables, word chunking, unjumbling, alphabetical order, writing sentences, identifying base words, suffixes: ed, ing Revision: difficult words – ranking words, word chunking, identifying base words

Prefixes: trans, anti, tele, auto

completing words, sorting words by syllables, syllabification, alphabetical order, matching prefixes to meanings, synonyms, identifying base words, writing sentences, suffixes :tion, sion, ic Revision: g – hard and soft sounds – completing words, alphabetical order

Activity types/Content

completing words, choosing correct homophone, compiling words from letters, homograph ‘bow’, writing sentences Homophones Revision: silent letters – missing silent letters, definitions, alphabetical order

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completing words, changing words, fill the gap, definitions, alphabetical order, completing sentences, unjumbling, adding suffixes to change tense Revision: long e – ie or ei – completing words, antonyms, plurals: change f or fe to v and add es

Difficult words

alphabetical order, identifying double letters, small words, mnemonics, proofreading a paragraph, ranking words, suffixes: s, ed, ing, writing sentences Revision: ay, ey, eigh, a, aigh, ay, ei – identifying long a sound, completing sentences

singular and plural nouns

ranking words, completing words, sorting words by categories, alphabetical order, identifying misspelt words in sentences, investigating plural rules Revision: homophones and confused words – choosing correct list words in sentences

Long vowels

completing words, alphabetical order, syllabification, definitions, synonyms, word investigation, small words, compiling words from letters, suffixes: s, ed, ing Revision: prefixes – inter, dis, re, sub – completing words, definitions

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au, augh, ough

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oo, ew, ou, ue, ui

completing words, unjumbling, compiling words from letters, compound words, homograph ‘wound’, completing sentences, suffixes: s, ed, ing, ist Revision: ch – different pronunciations – alphabetical order, suffixes: es, ery, ry, ed, ment, ing

Compound words

completing words, identifying compound words, word investigation, unjumbling, completing sentences Revision: homophones – alphabetical order, completing sentences

ive, ine, ise, ice, ite

ranking words, missing vowels, word chunking, identifying nouns and verbs, unjumbling, completing sentences, compiling words from letters, suffixes: ed, ing, tion ly Revision: c, ck – syllabification, unjumbling, double letters to keep vowel short

ue, ew, iew, eau, ueue

completing words, unjumbling, alphabetical order, word investigation, unjumbling sentences, suffixes: s, ed, ing Revision: difficult words – ranking words, completing words, compiling words from letters

o endings

completing words, sorting words by categories, unjumbling, changing words, alphabetical order, completing sentences, plurals: s or es to o ending words Revision: oe, o, ough, ow – ranking words, suffixes: s, ed, ing

Silent letters

completing words, ranking words, alphabetical order, syllabification, compiling words from letters, identifying misspelt al–, wel–, –til, words, adding ly to make adverbs, adding ful or less to make antonyms, writing sentences –ful Revision: oi, oy – unjumbling, identifying base words

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completing words, sorting by silent letters, syllabification, identifying vowels, word chunking, proofreading a paragraph, compiling words from letters, adding suffixes and identifying rules Revision: a–e, e–e, i–e, o–e, u–e – missing vowels, identifying base words, alphabetical order

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completing words, sorting by endings, small words, syllabification, alphabetical order, completing sentences, writing sentences, identifying base words Revision: ir, ear, ur, er – word chunking, alphabetical order, rhyming words

sh, ti, si, ssi, ci

Compound words

completing words, identifying compound words, word chunking, word investigation, proofreading a paragraph, compiling words from letters, competing sentences, writing sentences Revision: pre–, micro–, –en, –ment – alphabetical order, syllabification, definitions

–able, –ible

completing words, syllabification, alphabetical order, word chunking, adding prefixes to make antonyms, completing sentences, suffixes: ility (to form nouns from adjectives), identifying base words Revision: ph, gh – completing words, word investigation

ious, ous

se, ce

Difficult words

completing words, unjumbling, alphabetical order, investigating nouns and adjectives, identifying misspelt words, compiling words from letters, suffixes: adding ly to form adverbs, writing sentences Revision: homophones – completing words, completing sentences completing words, small words, rhyming words, unjumbling, proofreading a paragraph, spelling rules with suffixes, suffixes: y, ly, itive, ment, ful, completing sentences Revision: y, ey, i – word chunking, alphabetical order, syllabification, word investigation completing words, ranking words, compiling words from letters, sorting by categories, proofreading a paragraph, suffixes: al, ous, inal, es, ial Revision: suffixes:– al, age, ish, ship – completing words, alphabetical order, syllabification, identifying base words, adding prefixes and suffixes

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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 Word watch 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 formally

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

or informally and errors transferred to Word watch.

• 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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Teac he r

Photocopiable recording sheets are outlined below.

Individual spelling records can be kept (see page 72). 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 20 units and can be discussed during parent/teacher conferences and in reports.

Test checklist

Unit 20

Unit 19

Unit 18

Unit 17

Unit 16

Unit 15

Unit 14

Unit 13

Unit 9

Unit 11

Unit 8

Unit 10

Unit 7

Unit 6

Unit 5

Student name

Unit 4

Date

Result Comment

Unit 3

Date and Test

Support material

Test

Year:

Unit 2

Student name:

Unit 1

Support material

Unit 12

Room for student name and year at school.

Unit 1

Unit 2

type of test(s) in this space (pre-test, post test, revision test, etc.).

Unit 3 Unit 4 Unit 5

Unit 7

w ww

Write anecdotal comments in this space. Comments could include type of spelling errors, effort and attitude, ideas for remediation, or strengths.

m . u

Unit 6

Unit 8 Unit 9 Unit 10

. te

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16 Unit 17 Unit 18 Unit 19

Unit 20

o c . che e r o t r s super

New wave spelling – Teacher resource book – F

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Page 72

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Spelling teacher resource

Page 73 A record of spelling results for the whole class can be recorded (see page 73). Results could be colour-coded for ease of reference.

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New wave spelling – Teacher resource book – F

Teacher information

Unit 1

Unit focus This unit focuses on the graphemes er, re, or, ar and our to represent a sound (phoneme).

Teaching points • Identify the phoneme and how it is represented. • Discuss any difficult parts of words. • Sort the list words according to the graphemes and brainstorm other words to add to each list.

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

List words Word building

hospital meant forty tear writing suppose surprise ready fourteen colour together fortunate

h ospitals, hospitalise, hospitalises, s hospitalised, s hospitalising, s hospitalisation mean, means, meaning, meaningful, meaningfully, meaningless, meaninglessly l forties, l fortieth 1.) tears, tore, torn, tearing 2.) tears, teary, tearless, teardrop write, writes, wrote, n written, s writer, writers supposes, s supposed, s supposing, s supposition, s suppositonal surprises, s surprised, s surprising, surprisingly, surprisingness l readier, l readiest, l readies, l readied, u readying, l readiness fourteenth, fourteenths colours, coloured, colouring, colourful, colourfulness, colourfully, colourless, colourist togetherness fortune, fortunately, fortunateness, fortuneless, unfortunate, unfortunately

Teac he r

winners, win, wins, won, n winning, n winningly, n winningness writers, write, writes, n written, wrote, s writing partners, partnered, partnering, partnership, partnerships, partnerless office, officers discovers, discovered, discovering, discoverable, discoverer, discovery, l discoveries centres, s centred, s centring, s central, centralise, s centralised, s centralising fibres, s fibred, fibreless, s fibrous, fibrously, fibrousness theatres, theatregoer, s theatric, theatrical, theatrically mirrors, mirrored, mirroring calculators, calculate, calculates, s calculated, s calculating, s calculation, s calculative actors tutors, tutored, tutoring, tutorless, tutorship, tutorage, tutorial cellars, cellared, cellaring, cellarage dollars popularise, popularises, s popularised, s popularising, popularity, popularly particularise, particularises, s particularised, s particularising, particularity, particularly humours, humoured, humouring, humourless, Q humorous, humorously labours, laboured, labouring, labourer, Q laborious, laboriously harbours, harboured, harbouring, harbourer, harbourless flavours, flavoured, flavouring, flavourer, flavourless, flavourful, flavoursome

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winner writer partner officer discover centre fibre theatre mirror calculator actor tutor cellar dollar popular particular humour labour harbour flavour

w ww

. te

(Taken from Unit 1, Book E.)

Rules

m . u

o c . che e r o t r s super

Rule: Double the consonant to keep the preceding vowel sound short. Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. l Rule: The y at the end of base words changes to i when a suffix is added. Q Rule: With words ending with our and ous, drop the u before adding the suffixes ous, ious or ity. u Rule: The y is retained when adding ing to avoid ii being written. (Two exceptions are taxiing and skiing.) n

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R.I.C. Publications ®

Teacher information

Unit 1

Dictation 1. The winner was to meet the writer and actor together at the popular theatre near the hospital. 2. The officer and his partner were fortunate to discover the forty dollars belonging to the tutor in the park near the harbour. 3. He was supposed to calculate the size of the particular mirror so it would be ready to fit in the cellar. 4. There was meant to be fourteen different flavours to choose from, but the one in the centre was missing. 5. We were surprised she used so much humour in her writing. 6. It took fourteen hours of labour to colour the forty fibres.

Answers

Teac he r

(a) officer (b) centre (c) tutor (d) writer (e) dollar (f) particular (g) humour (h) labour (i) theatre (j) winner (k) fibre (l) mirror (m) discover (n) harbour (o) flavour (p) popular (q) calculator (r) actor (s) cellar (t) partner

r o e t s Bo r e p ok u S 6.

actor, theatre popular, winner tutor, calculator officer, partner mirror, centre particular, dollar

7. Teacher check 8.

c p a r t i c u l a r h t

u a a r t l a t a o r b u

c r c t o h a r b o u r t

a t e t p r d a o r t c o

l n l h o s o h u m o u r

c e l e t r l i r l x f d

u r a a u m l c w a w l i

l r r t i h a e i r i a s

a e t r e a r n n v n v c

t n r e w r i t e r n o o

o o f f i c e r p t e u v

r s m f i b r e h w r r e

f o r p o p u l a r s h r

13. Across: 4. cellar 6. particular 8. flavour 9. surprise 10. colour 12. fortunate 13. tutor 16. discover 17. tear 18. winner 19. popular 20. actor 21. writer 22. labour

w ww

3. centre, writer, winner, dollar, harbour, mirror (a) actor (b) humour (c) flavour (d) tutor (e) centre (f) partner (g) labour (h) fibre (i) cellar (j) particular (k) officer (l) theatre (m) discover (n) dollar (o) winner (p) mirror (q) popular (r) harbour (s) writer (t) calculator

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9. Teacher check 10. Teacher check 11. fortunate, hospital, together 12. (a) (b) (c) (d) (e) (f)

5. 6. 7. 11. 14. 15. 16.

ready partner theatre officer harbour mirror dollar

m . u

2. dis/cov/er, the/a/tre, cal/cu/la/tor, pop/u/lar, par/ti/cu/lar

(a) (b) (c) (d) (e) (f)

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14. (a) humour, humoured, humouring (b) write, wrote, written, writing (c) centre, centred, centring (d) win, won, winning (e) act, acted, acting (f) labour, laboured, labouring

suppose writing meant tear colour surprise

o c . che e r o t r s super

5. centre, discover, dollar, fibre, flavour, harbour, humour, labour R.I.C. Publications ®

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New wave spelling – Teacher resource book – F

Teacher information

Unit 2

Unit focus This unit focuses on the prefixes trans-, anti-, tele- and auto-.

Teaching points • Discuss the meaning of each prefix. (Refer to Question 4 of the workbook.) • Identify the base word for each list word, where appropriate. • Identify any smaller words that make up each word. • Sort the list words according to the prefixes and brainstorm to add to each list.

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

List words Word building

Teac he r

t ransports, transported, transporting, transportation, transportable, transporter transfers, n transferred, n transferring, transferable, transferability, transferee transplants, transplanted, transplanting, transplantable, transplantation, transplanter transits, s transitted, s transitting, transition, transitional, transitionary transmits, s transmitted, s transmitting, transmission, transmissible, s transmittable antidotes, l antidotal antiseptics, antiseptically, antisepticise, l antisepticised, l antisepticising antibiotics

televisions, televisional, televisionary telescopes, l telescoped, l telescoping, l telescopic, telescopical telephones, l telephoned, l telephoning, l telephoner, l telephonic telecasts, telecasted, telecasting, telecaster u telepathic, telepathically automate, l automated, l automating, automatically, automation automate, l automated, l automating, automatic, automatically Q autocracies, autocrat, autocratic, autocratical, autocratically Q autobiographies, autobiographer, autobiographic, autobiographical autographs, autographic, autographical, autographically automobiles, l automobilist

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transport transfer transplant transit transmit antidote antiseptic antibiotic anticlockwise television telescope telephone telecast telepathy automatic automation autocracy autobiography autograph automobile

Revision words Word building

. te

(Taken from Unit 2, Book E.)

Rules

m . u

gathers, gathered, gathering, gatherer, gatherable gutters, guttered, guttering l stranger, l strangest, strangely, strangeness charges, l charged, l charging, l charger, chargeable oxygenate, l oxygenated, l oxgenating, oxygenise, l oxygenised, l oxygenising giants, giantess, giantism goodbyes germs, germless, germicide, l germicidal, germinal damages, l damaged, l damaging, l damager, damageable, damageability arranges, l arranged, l arranging, arrangement, l arranger, rearrange u energies, energetic, energetically, u energise, l energised, l energising magical, magically, magician

w ww

gather gutter strange charge oxygen giant goodbye germ damage arrange energy magic

o c . che e r o t r s super

Note: In this instance, the r is doubled. Rule: Double the consonant to keep the preceding vowel sound short. l Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. (Note: In chargeable, changeable and damageable the e is retained to keep the soft g sound.) Q Rule: To make the plural of words ending with y after a consonant, change the y to i and add es. u Rule: The y at the end of base words changes to i when a suffix is added. n

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Teacher information

Unit 2

Dictation 1. His autobiography was telecast and transmitted by arrangement to giant television screens around the city. 2. The victim was in transit by automobile transport to the nearest hospital. She automatically received oxygen, an antidote and antibiotics until the organ had been gathered for transplantation. 3. Please transfer the telephone call to my office and charge my account. 4. The ad for the antiseptic that is supposed to kill any germs was on the television last night. 5. We looked through the telescope to watch the strange object moving anticlockwise across the sky. 6. My autograph book was damaged when it slipped out of my hand into the gutter.

Answers

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

(a) transit (b) telepathy (c) transfer (d) anticlockwise (e) television (f) automation (g) antibiotic (h) automatic (i) antidote (j) transmit (k) autobiography (l) telecast (m) automobile (n) autocracy (o) telephone (p) antiseptic (q) telescope (r) transport (s) autograph (t) transplant

7. Teacher check

an/ti/sep/tic, an/ti/bi/o/tic, an/ti/clock/wise, te/le/path/y, te/le/vi/sion, au/to/ma/tic, au/to/ma/tion, au/toc/ra/cy, au/to/bi/og/raph/y, au/to/mo/bile

Teac he r

8. a u t o b i o g r a p h y a n a t u i t c o l m o o c b k i w l i e s s e o t r e t

u t e l e p a t h y c p a r

t e a n t i b i o t i c n a

o l t e l e v i s i o n s n

m e a u t o g r a p h w m s

a s t r a n s f e r i t i p

t c e l t r a n s p o r t l

i o t e l e c a s t s a t a

o p a u t o c r a c y n e n

n e a u t o m a t i c s l t

t e l e p h o n e e c i e b

a n t i s e p t i c a t s t

u t o a n t i d o t e i l e

12. Across: 1. antidote 3. autocracy 5. transfer 6. transit 8. automatic 9. autobiography 12. germ 13. transplant 17. transport 20. antibiotic 22. telescope

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Down: 2. telecast 4. telepathy 7. autograph 9. anticlockwise 10. antiseptic 11. television 14. automation 15. automobile 16. goodbye 17. transmit 18. arrange 19. telephone 21. energy

w ww

3. antidote, telecast, transfer, transit, transmit

. te

4. (a) (i) tele (ii) auto (iii) anti (iv) trans (b) Teacher check (c) Teacher check 5.

(a) (b) (c) (d) (e) (f)

antidote transmit automatic autograph antiseptic/antibiotic automobile

(a) (b) (c) (d) (e) (f)

antiseptic transplant television transport anticlockwise telephone

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10. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

goodbye gather giant charge gutter germ magic damage arrange strange oxygen energy

m . u

13. (a) (b) (c) (d) (e) (f) (g) (h)

transplantation telescopic autocratic transmission transition telepathic transportation autographic

o c . che e r o t r s super 11. arrange, charge, damage, energy, germ, oxygen, strange

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New wave spelling – Teacher resource book – F

Teacher information

Unit 3

Unit focus This unit focuses on words that are homophones.

Teaching points • Revise what is meant by a homophone (words that sound the same but have a different spelling and meaning). • Identify the words that are homophones by circling each set. Underline the part that is different in each set.

List words Word building

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

Teac he r

pairs, paired, pairing pears pares, n pared, n paring sauces, n sauced, n saucing sources, n sourced, n sourcing pass, passes, passed, passing, passable, passably pass, passes, past, passing, passable, passably weathers, weathered, weathering, weatherproof, weathervane, weatherwise wethers pauses, n paused, n pausing, n pausal, n pauser, pausingly paw currents, currently currants, redcurrant, blackcurrant cereals serials, serially, serialise, serialises, n serialised, n serialising, n serialisation allow, allows, allowing, allowable, n allowably, allowableness bows, bowed, bowing boughs, boughless

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pair pear pare sauce source past passed weather whether wether pause paws current currant cereal serial aloud allowed bow bough

© R. I . C.Publ i cat i ons f o rr evi ew pur posesonl y• Revision words • Word building guests, guestless, guestroom, guesthouse guesses, guessed, guessing, guesser, guessable, guesswork guitars, guitarist, guitarlike doubts, doubted, doubting, doubtful, doubtfulness, doubter, doubtable, undoubtable whites, n whiter, n whitest, n whiten, whitens, whitened, whitening, whitener handkerchiefs islands, islander, island-like signs, signed, signing, signage wraps, l wrapped, l wrapping, l wrapper, wraparound know, knows, knew, knowing, knowable, knowingly, knowledge, knowledgeable climbs, climbed, climbing, climber, climbable cupboards

. te

(Taken from Unit 2, Book E.)

Rules

m . u

w ww

guest guess guitar doubt white handkerchief island sign wrap known climb cupboard

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. (The e is retained in knowledgeable to keep the soft g sound.) s Rule: To make words ending with ss plural, es is added. l Rule: Double the consonant to keep the preceding vowel sound short. n

New wave spelling – Teacher resource book – F

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Teacher information

Unit 3

Dictation The current serial on television allowed them to source their past. The guest passed on tasting the currant, pear and cereal sauce. They paused to check whether the current windy weather would cause the bough to break. She used the white handkerchief she found in the cupboard to wrap up the kitten’s sore paws. I doubt the little girl would have known how to pare the fruit. There is a sign saying we are not allowed to talk aloud during silent reading. We guessed that the two wethers had climbed the hill on the island to reach the juicy shoots. After the pair of them had played their guitars, they turned and took a bow.

Answers

r o e t s Bo r e p ok u S 6.

(a) (b) (c) (d) (e) (f)

(f) (g) (h) (i) (j) (k) (l)

known climb cupboard guitar island guess white

(a) (b) (c) (d) (e) (f)

guest cupboard guitar island wrap climb

Teac he r

(a) current (b) currant (c) aloud (d) allowed (e) bow (f) bough (g) past (h) passed (i) sauce (j) source (k) paws (l) pause (m) cereal (n) serial (o) pear/pair (p) pear/pair/pare/paws (q) pare (r) weather/whether (s) whether (t) wether

a l o u c b ow t o u o c u r r o g n s s h u h p a v g p a s s e amq a x i h r c u r mw l v s e r i

d f c e q r s e z y r a a

e b d n n f e d l f a l l

we t h h e v u e p aw t m l t h x a y e s a u r p a s e a c o p r k u a e d r n t g c l owe j p k r

e a s x h c t b g i h d n

r z i w b e d f o t j u h

j c k t c e r e a l i q s

7. Teacher check

11. Across: 1. past 4. pare 5. pause 6. sign 10. pair 13. cereal 15. source 16. paws 18. wether 19. bow 20. weather 21. doubt 22. current

ew i ev Pr

8. (a) . guest © R. I . C Publ i cat i o n1. 2. spear (b) sign sauce (c) doubt 3. passed e (d) 7. guess •f orr evi whandkerchief pur poses o n l y• (e) wrap 8. bough

w ww

serial pause sauce passed allowed current

3. (a) (b) (c)

(i) wether (ii) weather (iii) whether whether, weather, wether Teacher check

4. (a) (b) (c)

(i) pear (ii) pare (iii) pair pare, pear, pair Teacher check

. te

Down:

9. 11. 12. 13. 14. 17.

serial allowed whether currant aloud white

m . u

1. 2. 3. 4. 5. 6. 7. 8.

12. (a) (b) (c) (d)

bend, front arrows, knot, violin Teacher check Teacher check

o c . che e r o t r s super 10. climb, cupboard, doubt, guess, guest, guitar, handkerchief, island, known, sign, white, wrap

5. pair, pear, pare, past, passed, pause

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New wave spelling – Teacher resource book – F

Teacher information

Unit 4

Unit focus This unit focuses on the graphemes au, augh and ough to represent a sound (phoneme).

Teaching points • Identify the phoneme and how it is represented. • Discuss any difficult parts of the words. • Sort the list words according to the graphemes and brainstorm other words to add to each list.

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

List words Word building

authors, authorial, authorless, authoring authorities, authorise, authorises, s authorised, s authorising, s authorisation dinosaurs, dinosaurian causes, s caused, s causing, causeless, s causable cautions, cautioned, cautioning, cautionary, cautious, cautiously, cautiousness astronauts, astronautic, astronautics, astronautical, astronautically haunt, haunts, haunting, haunter, hauntingly launches, launched, launching, launcher applauds, applauded, applauding, applauder, applause, s applaused, s applausing exhausts, exhausted, exhausting, exhaustible, inexhaustible, exhaustive n laundries, laundrette, laundromat, launder, launders, laundered, laundering catch, catches, catching teach, teaches, teaching, teacher, teachable daughters, daughterly, daughter-in-law, daughters-in-law, daughterliness l naughtier, l naughtiest, l naughtily, l naughtiness

Teac he r

ew i ev Pr

author authority dinosaur cause caution astronaut haunted launch applaud exhaust laundry caught taught daughter naughty ought nought thought fought sought

noughts, noughts-and-crosses thoughtless, thoughtlessly, thoughtlessness, think, thinks, thoughts, thinking, thinker fight, fights, fighting, fighter, fightable seek, seeks, seeking, seeker

. te

(Taken from Unit 4, Book E.)

Rules

m . u

beliefs, Q believe, believes, s believed, s believing, s believable nieces briefs, briefed, briefing, briefly, briefness weirdly, weirdness deceives, s deceived, s deceiving, s deceiver, s deceivable, deceit, deceitful, deceitfully receives, s received, s receiving, s receiver, s receivable, receivership Q mischievous, mischievously, mischievousness, mischief-maker Q thieve, thieves, s thieved, s thieving reliefs, Q relieve, relieves, s relieved, s relieving, s relievable seizes, s seized, s seizing receipts

w ww

belief niece brief weird deceive receive mischief thief relief seize receipt caffeine

o c . che e r o t r s super

Rule: To make the plural of words ending with y after a consonant, change the y to i and add es. Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. l Rule: The y at the end of base words changes to i when a suffix is added. Q Rule: Many words ending with f or fe, change the f to v before adding the suffix. n

New wave spelling – Teacher resource book – F

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R.I.C. Publications ®

Teacher information

Unit 4

Dictation 1. We all applauded the astronauts that had been sought for the launch and briefed about the cause of the delay. 2. She thought that both her naughty daughter and niece ought to be taught a lesson about the mischief they had caused. 3. In the movie, the dinosaur fought with all its might but was caught in the laundry of the haunted house. 4. The police officer was given the authority to caution anyone with a loud exhaust and to seize the car if the noise level was too high. 5. The author explained that the word zero means nought. 6. The common belief is that if your body receives too much caffeine it does not give you relief.

Answers

Teac he r

(a) exhaust (b) dinosaur (c) daughter (d) naughty (e) thought (f) applaud (g) haunted (h) nought (i) author (j) cause (k) authority (l) taught (m) sought (n) launch (o) caution (p) ought (q) fought (r) laundry (s) astronaut (t) caught

r o e t s Bo r e p ok u S 7.

(a) (b) (c) (d) (e) (f)

c a u t i o n r h c g s e

cause, caution taught, haunted laundry, launch authority, sought exhaust, ought dinosaur, applaud

l a a u s t t h r o o r n a aw u l t f mk l a x h

u t b j q c u e d n t u a

n h d s n f g m i b a n u

d o a o o o h g n j u c s

r r u u u u t h o u g h t

y i g g g g y c s c h j a

a t h h h h x s a a t t h

d y t t t t o f u u i k z

i g e o u g h t r s g y d

n l r m h a u n t e d h p

a p p l a u d b e p v o t

Down: 1. caught 2. launch 3. ought 5. dinosaur 6. nought 7. fought 10. mischief 11. authority 12. seize 13. naughty 16. exhaust 17. caution 19. pause

10. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

weird receive niece caffeine thief seize belief receipt mischief relief deceive brief

11. (a) (b) (c) (d) (e) (f)

belief brief weird niece receive receipt

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

naughty daughter applaud fought author astronaut exhaust nought dinosaur laundry

. te

author, astronaut daughter, thought naughty, caught exhaust, applaud

R.I.C. Publications ®

14. (a) launch, launches, launching, launched (b) catch, catches, catching, caught (c) fight, fights, fighting, fought (d) teach, teaches, teaching, taught (e) think, thinks, thinking, thought (f) applaud, applauds, applauding, applauded

o c . che e r o t r s super

5. haunted, launch, laundry, naughty, nought, ought, sought (a) (b) (c) (d)

m . u

3. (a) nought, fought, sought, thought (b) caught, taught, daughter, naughty (c) author, authority

w ww

9. The long e sound is made by ie or ei. Exceptions: weird, seize, caffeine

2. (a) taught (b) nought/sought

13. Across: 4. applaud 8. thought 9. taught 12. sought 14. astronaut 15. daughter 17. caffeine 18. laundry 20. brief 21. author 22. haunted 23. thief

ew i ev Pr

15. Teacher check

12. (a) thieves (b) believes (c) relieves

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New wave spelling – Teacher resource book – F

Teacher information

Unit 5

Unit focus This unit focuses on difficult words.

Teaching points

• Identify difficult parts of words. • Discuss ways to remember how to spell the word.

— pronunciation tricks (bus-i-ness, sep-ar-ate) — mnemonics (There are two on’s in onion.)

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

List words Word building

Teac he r

doubles, n doubled, n doubling, doubleness, n doubler, doublecross, double-dip troubles, n troubled, n troubling, n troubler, troublemaker, troublesome, troubleshooter heights, heighten, heightens, heightened, heightening, high, higher, highest, highly lengths, lengthen, lengthens, lengthened, lengthening, lengthy, s lengthier, s lengthiest parallels, paralleled, paralleling, parallelogram, parallelism, parallelist horizon, horizons, horizontally, horizontality, horizontalness vertically, verticalness, verticality l emergencies lettuces onions forget, forgets, forgot, Q forgetting, forgetful, Q forgettable, unforgettable separates, n separated, n separating, separately, separateness, n separation, n separator u businesses, businesslike, businessperson, businesspersons pictures, n pictured, n picturing, n picturesque, picturesquely accepts, accepted, accepting, acceptable, n acceptably, acceptance, acceptant excepting, exception, exceptionable, exceptionableness, exceptional, exceptionally

ew i ev Pr

double trouble height length parallel horizontal vertical emergency lettuce onion forgotten separate business picture accept except either neither occurred ocean

Revision words Word building

. te

(Taken from Unit 5, Book E.)

Rules

m . u

obeys, obeyed, obeying, disobey, obedient, obediently, obedience, disobedient greys, greying, greyer, greyest, greyness, greyish weights, weightless, weightlessness, weigh, weighs, weighed, weighing n natural, naturally, naturalness, naturalist, naturalistic straighter, straightest, straightness, straighten, straightening, straightener displays, displayed, displaying, displayer surveys, surveyed, surveying, surveyor, surveyable unafraid neighbours, neighbouring, neighbourly, neighbourhood dictate, dictates, n dictated, n dictating veins, veined, veining, veinless, veinlike

w ww

always obey grey weight nature straight display survey afraid neighbour dictation vein

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. Rule: The y at the end of base words changes to i when a suffix is added. l Rule: To make the plural of words ending with a y after a consonant, change the y to i and add es. Q Rule: Double the consonant to keep the preceding vowel sound short. u Rule: To make words ending with ss plural, es is added. n

New wave spelling – Teacher resource book – F

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Teacher information

Unit 5

Dictation 1. 2. 3. 4. 5. 6.

The grey double horizontal and vertical lines displayed on the screen caused trouble with the picture. My neighbour always eats his vegetables, except for lettuce and onion. I had forgotten how to spell the words height, length, weight, straight and parallel in my dictation. We were afraid that neither hospital would be able to accept anyone, except if an emergency occurred. Can either of you help me to do a nature survey along the ocean road? Our employer informed us that we needed to sign each business form separately.

Answers

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

Teac he r

2. parallel, lettuce, forgotten, business, accept, occurred 3.

(a) (b) (c) (d) (e) (f)

forgotten separate height occurred emergency neither/either

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

grey weight vein afraid neighbour nature obey survey dictation display always straight

14. (a) separates, pictures, accepts, doubles (b) separated, pictured, accepted, doubled (c) separating, picturing, accepting, doubling

ew i ev Pr

1. accept, business, double, either, emergency, except, forgotten, height, horizontal, length, lettuce, neither, occurred, ocean, onion, parallel, picture, separate, trouble, vertical

15. vertical—standing straight up at right angles to the horizon horizontal—parallel or in line with the horizon

10. (a) (b) (c) (d) (e) (f)

neighbour, grey afraid, vein dictation, obey always, straight survey, weight nature, display

5. 6. 8. 9. 10. 12. 15. 17. 19. 21. 22. 23. 24.

either double vertical afraid trouble separate display forgotten onion horizontal accept height weight

Down: 1. picture 2. business 3. always 4. ocean 7. parallel 11. emergency 13. neither 14. occurred 16. length 18. except 20. lettuce

mathematical terms. I had no trouble drawing a picture to explain the meaning of each word.

w ww

6. Teacher check a p v e em g e b r o g n e i n o c n y wp h o c n

a r f x h u d l c k b r b

r t c c e g j q u n u i f

a i f e i t h e r t s z o

l c e p g k p h r r i o r

l a t t h i i m e o n n g

e l e t t u c e d u e t o

l e n g t h t o l b s a t

a c c e p t u m y l s l t

. te

8. Teacher check

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b p o j x b r o c e a n e

h i d r l n e i t h e r n

o a s e p a r a t e z a o

m . u

o c . che e r o t r s super

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New wave spelling – Teacher resource book – F

Teacher information

Unit 6

Unit focus This unit focuses on words that are both singular and plural nouns.

Teaching points • Revise what is meant by singular and plural nouns and give examples of each. Discuss how the list words remain the same,

whether they are singular or plural.

• Identify difficult parts of words. • Brainstorm to list other singular and plural nouns.

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

List words Word building

scissored, scissoring

Teac he r

spectacled binocularity, binocularly speciesism miniseries trousered

ew i ev Pr

scissors pyjamas spectacles binoculars goggles pliers species series trousers scales shears tongs salmon deer moose trout athletics aircraft innings tweezers

deerlick, deerskin, deergrass, deerhound, deerstalker

deserts, desertification, deserted, deserting, deserter, desertion breaths, breathless, breathalyse, breathalyser, breathtaking buy, buys, buying, buyable, buyback closes, n closed, n closing, n closer, n closest, n closure, closely, closeness plains, plainly, plainness who’s (who is, who has) desserts, dessertspoon, dessertspoons, dessertspoonful, dessertspoonfuls breathes, n breathed, n breathing, n breathable, n breather bring, brings, bringing clothing, clothe, clothes, n clothed planes, n planed, n planing, n planer, planeness

w ww

desert breath bought close plain who’s dessert breathe brought clothes plane whose

. te

(Taken from Unit 6, Book E.)

Rules n

m . u

Revision words Word building

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

New wave spelling – Teacher resource book – F

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Teacher information

Unit 6

Dictation We used scissors, pliers, tongs, shears and even tweezers to try to open the aircraft door. Goggles, binoculars and spectacles are all a series of things that can be bought to help you see better. Moose and deer are a similar species, as are trout and salmon. As a joke, instead of wearing plain clothes to the party, he wore the trousers of his pyjamas. Who’s going to complete the longest cricket innings at the athletics? My shirt was too tight and I could not breathe, so I got on the scales to see how much I weighed after eating the fattening dessert.

Answers 1. Teacher check

Teac he r

(a) spectacles (b) shears (c) salmon (d) species (e) pliers (f) pyjamas (g) trousers (h) aircraft (i) innings (j) athletics (k) tweezers (l) scissors (m) scales (n) series (o) tongs (p) deer (q) moose (r) trout (s) binoculars (t) goggles

s p e c t a c l e s p e c

h e a s we v e a d t r uw j p e a y em j z s a e a m r l a sm s g o b i n

r p t o i n n i n g s j o

s y h u e e t o n g s y c

s s l s e p s c a l e s u

h p e e a i r c r a f t l

e e t r i m l g g e e r a

s c i s s o r s e c u l r

7. Other sets of words are homophones.

r i c n n o z p l i e r s

a e s l n s t r o u t b z

s s m o s e g o g g l e s

Down: 1. 2. 4. 5. 7. 9. 11. 14. 16. 17. 18. 19.

binoculars species bought pliers deer trousers moose aircraft goggles salmon scales dessert

ew i ev Pr

r o e t s Bo r e p ok u S 6.

10. Teacher check

w ww

3. Tool/Implement: scissors, binoculars, pliers, shears, tongs, scales, tweezers Animal: salmon, deer, moose, trout Can be worn: pyjamas, spectacles, goggles, trousers

. te

(e) whose, close (f) close, breath (g) brought/bought, clothes

9. Across: 3. athletics 6. clothes 8. spectacles 10. innings 12. series 13. trout 15. scissors 17. shears 20. pyjamas 21. tongs 22. tweezers 23. breathe

o c . che e r o t r s super

4. aircraft, athletics, innings, series, species

5. (a) The scales showed that the salmon and trout each weighed two kilograms. (b) The ranger used binoculars to locate the herds of deer and moose. (c) I hung up the wet pyjamas on the clothes line next to the pair of trousers. (d) Shears are used for cutting wool, while scissors are used for cutting hair. (e) Pliers pull nails out of wood and tweezers pull out splinters.

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m . u

1. 2. 3. 4. 5. 6.

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New wave spelling – Teacher resource book – F

Teacher information

Unit 7

Unit focus This unit focuses on long vowels.

Teaching points • Discuss how the silent e on the end of each word makes the vowel sound long: a-e, e-e, i-e, o-e and u-e. • Discuss any difficult parts of words. • Sort the list words according to the graphemes and brainstorm other words to add to each list.

List words Word building

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

Teac he r

indicates, n indicated, n indicating, n indicator, n indicative, n indication, n indicatory translates, n translated, n translating, n translator, n translation, n translatable hesitates, n hesitated, n hesitating, n hesitation, n hesitative, hesitant, hesitantly, hesitancy celebrates, n celebrated, n celebrating, n celebration, n celebrator extremely, n extremist, n extremism, n extremer, extremeness deletes, n deleted, n deleting, n deletion scenes, n scenery, n scenic, n scenical, scenically arrives, n arrived, n arriving, n arrival, n arriver politely, politeness umpires, n umpired, n umpiring, umpireship describes, n described, n describing, n describable, indescribable, description, descriptive decides, n decided, n deciding, n decider, n decidedly, decidedness, n decidable, decision votes, n voted, n voting, n voter decodes, n decoded, n decoding, n decoder chokes, n choked, n choking, n choker freeze, freezes, n frozen, n freezing, n freezer, n freezable refuges, refugee, refugees perfumes, n perfumed, n perfuming, n perfumer, perfumery, s perfumeries schedules, n scheduled, n scheduling, n schedular costumes, n costumed, n costuming, n costumier, n costumer

ew i ev Pr

indicate translate hesitate celebrate extreme delete scene arrive polite umpire describe decide vote decode choke froze refuge perfume schedule costume

. te

(Taken from Unit 7, Book E.)

Rules n s

m . u

intersects, intersected, intersecting, intersection, intersectional nation, national, nationally, internationally, nationality, internationality disappoints, disappointed, disappointing, disappointingly, disappointment returns, returned, returning, returnable, returnee repeats, repeated, repeating, repeatable, unrepeatable, repeatedly, repeater n submariner interviews, interviewed, interviewing, interviewee, interviewer agree, disagrees, disagreed, disagreeing, disagreeable, disagreement disappears, disappeared, disappearing, disappearance n revises, n revised, n revising, n revision, revisional, revisionary suburbs, suburban, suburbanise, n suburbanised, n suburbanising, n suburbanisation, suburbanite, suburbia submerge submerges, n submerged, n submerging, n submergence, n submergible, n submergibility

w ww

intersect international disappoint return repeat submarine interview disagree disappear revise suburb

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. Rule: To make the plural of words ending with y after a consonant, change the y to i and add es.

New wave spelling – Teacher resource book – F

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Teacher information

Unit 7

Dictation 1. After the interview with the umpire who described the rules in detail, the coach decided to revise the players’ schedule to include viewing international events. 2. When they arrived at the scene, the old man was finding it hard to breathe. The young girl froze with extreme fear and disappeared, but her mother did not hesitate in preventing him from choking. 3. I politely asked him if he could help me to decode the message, delete any repeated words and then translate it into French. 4. The map indicated that the nearest refuge was in the next suburb at the intersection. 5. Many of us disagreed with the perfume that was voted the best. 6. We were disappointed with the costume, so we decided to return it to the shop.

Answers

Teac he r

(a) delete (b) arrive (c) choke (d) hesitate (e) perfume (f) costume (g) decide/decode (h) vote (i) indicate (j) decide/decode (k) froze (l) translate (m) scene (n) polite (o) celebrate (p) schedule (q) refuge (r) describe (s) umpire (t) extreme

r o e t s Bo r e p ok u S 9.

a s md h e n c c o i d n e d e i m c h a g t r e n

c o s d s k y s s o p a h

h b i e t e a c o k o n o

e c t c u p e r r e l s k

d l a i m n x i q f i l p

u s t d e b t b i p t a d

l r e e n r r e s j e t e

e g r mc e f u g e o qm f l d o p r e x c i o b p p r z r eme e a r v s a t f o p r e u t l r n me o i w e t mv z l e t e t

10. The prefixes are inter, dis, re and sub.

Down: 1. arrive 2. decode 4. froze 5. choke 6. costume 8. repeat 10. describe 12. extreme 15. umpire 16. disappear 17. translate 19. hesitate 20. decide 21. polite 22. scene

ew i ev Pr

2. decide, decode, delete, describe 3. indicate, hesitate, celebrate (a) (b) (c) (d) (e)

celebrate refuge umpire schedule polite

(a) (b) (c) (d) (e)

arrive decide extreme scene decode

w ww

6. (a) (b) (c)

. te

costume, perfume schedule (i) delete (ii) celebrate (iii) hesitate

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(e) (f) (g) (h) (i) (j) (k) (l)

disappear interview disappoint international intersect repeat submerge submarine

12. (a) (b) (c) (d) (e) (f)

submarine repeat international disagree interview submerge

arrives, arrived, arriving umpires, umpired, umpiring chokes, choked, choking decides, decided, deciding hesitates, hesitated, hesitating (h) deletes, deleted, deleting (i) celebrates, celebrated, celebrating

o c . che e r o t r s super

7. Answers may include: she, shed, cede, heed, clue, held, due, dues, led, lees, seed, see, sled 8. (a) froze (b) choke (c) scene

m . u

13. Across: 3. suburb 7. vote 9. schedule 11. delete 13. refuge 14. perfume 18. submarine 23. indicate 24. celebrate

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New wave spelling – Teacher resource book – F

Teacher information

Unit 8

Unit focus This unit focuses on the graphemes oo, ew, ou, ue and ui to represent a sound (phoneme).

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

List words Word building

Teac he r

mushrooms, mushroomed, mushrooming monsoons, monsoonal cartoons, cartoonist, cartoonists tablespoons, tablespoonful, tablespoonfuls snoozes, n snoozed, n snoozing brews, brewed, brewing, brewer, brewage, brewery corkscrews withdraw, withdraws, withdrawn, withdrawing, withdrawer screwdrivers coupons wounds, wounded, wounding, woundwort youths, youthful, youthfully, youthfulness groups, grouped, grouping mousses chop sueys gruesomely, gruesomeness cruises, n cruised, n cruising, n cruiser suit, suits, suited, suiting, suitability, suitableness, s suitably recruits, recruited, recruiting, recruiter, recruitable breadfruits

ew i ev Pr

mushroom monsoon cartoon tablespoon snooze brew corkscrew withdrew screwdriver coupon wound youth group mousse chop suey gruesome cruise suitable recruit breadfruit

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Revision words Word building torches, torched, torching, torchless, torchlight, torchbearer achieves, n achieved, n achieving, n achiever, n achievable, achievement chefs schools, schooled, schooling, schoolbook, schoolteacher, schoolyard, schoolmate aches, n ached, n aching, achingly stomachs channels, Q channelled, Q channelling, Q channeller machines, n machinery, u machineries, n machinist parachutes, n parachuted, n parachuting, n parachutist l Christmases chemists, chemistry, u chemistries anchors, anchored, anchoring, anchorless, anchorage, anchorperson

. te

(Taken from Unit 8, Book E.)

Rules

m . u

w ww

torch achieve chef school ache stomach channel machine parachute Christmas chemist anchor

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. Rule: When adding ly to most words ending with le, change the e to y. l Rule: To make words ending with ch or a single s plural, es is added. Q Rule: When a word ends with a single l, double the l when a suffix beginning with a vowel is added. u Rule: To make the plural of words ending with y after a consonant, change the y to i and add es. n

New wave spelling – Teacher resource book – F

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R.I.C. Publications ®

Teacher information

Unit 8

Dictation 1. Mushrooms, chop suey, mousse and breadfruit are all foods that will give you a stomach ache if you eat too much of them. 2. The chef on Channel 9 used a corkscrew to take the cork out of the bottle and withdrew one tablespoon to put into the brew. 3. The wound that the youth received on the cruise with a group from his school looked gruesome. 4. He could not find a suitable recruit to help pack his parachute. 5. The coupon for the free screwdriver is in the cartoon section of the newspaper, which is on top of the washing machine. 6. None of us achieved more than a five-minute snooze during the height of the monsoon.

Answers

(a) brew (b) youth (c) monsoon (d) screwdriver (e) tablespoon (f) cruise (g) chop suey (h) recruit (i) coupon (j) breadfruit (k) corkscrew (l) snooze (m) gruesome (n) suitable (o) mousse (p) mushroom (q) cartoon (r) withdrew (s) wound (t) group

r o e t s Bo r e p ok u S 5. (a) An injury, such as a cut or burn. (b) Past tense of wind, as in wind up a clock etc.

Teac he r

(a) withdrew (b) wound (c) chop suey (d) breadfruit (e) cruise (f) recruit (g) tablespoon (h) corkscrew (i) youth (j) monsoon (k) brew (l) mousse (m) suitable (n) group (o) gruesome (p) mushroom (q) cartoon (r) screwdriver (s) snooze (t) coupon

(a) (b) (c) (d) (e)

mushroom, chop suey, mousse wound, gruesome group, cruise corkscrew, suitable recruit, snooze

7. w o u c a r t o o n v e r p s n o o z e u p r y o

g r u e c r ew c h o p o y s u r c o u k emu s wd r c r u i r a b l e c r u w i t h t a b l

s d s i p s o s e i d e

ome b s r i v e r u e y c h t a b l e o n yma h r o om r k u u o e s t s n ms h s s t b r e o r ew t o s p o o n

b r e a d f r u i t u i

s u e w o u n d o o n e

12. Across: 2. group 3. suitable 7. snooze 8. chef 9. chop suey 11. mushroom 13. breadfruit 15. achieve 17. withdrew 18. mousse 19. corkscrew 20. wound 21. tablespoon

ew i ev Pr

13. (a) brew, brews, brewed, brewing (b) cruise, cruises, cruised, cruising (c) group, groups, grouped, grouping (d) snooze, snoozes, snoozed, snoozing (e) recruit, recruits, recruited, recruiting (f) wound, wounds, wounded, wounding

o c . che e r o t r s super

3. coupon, cruise, recruit, youth, snooze, group 4. mushroom, tablespoon, corkscrew, withdrew, screwdriver, breadfruit, suitable (Note: able is a suffix in this word)

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Down: 1. monsoon 2. gruesome 4. torch 5. chemist 6. brew 8. cruise 9. cartoon 10. youth 12. screwdriver 14. recruit 16. coupon

m . u

w ww

. te

8. All the words have the letters c and h in them. Same sounds: • torch, achieve, channel • chef, machine, parachute • school, ache, stomach, Christmas, chemist, anchor

9. ache, achieve, anchor, channel, chef, chemist, Christmas, machine, parachute, school, stomach, torch

10. (a) machined/machinery/machining (b) achieved/achievement/ achieving (c) anchored/anchoring (d) chemistry (e) torches/torched/torching (f) ached/aching (g) parachuted/parachuting (h) channelled/channelling (i) schooled/schooling

14. (a) cartoon (b) cartoonist

11. (a) Christmas (b) school

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New wave spelling – Teacher resource book – F

Teacher information

Unit 9

Unit focus This unit focuses on compound words.

Teaching points • Identify the two words that make up the compound word. • Identify any difficult parts of words. • Discuss ways to remember how to spell the word— breaking the word into two words and/or breaking each word into

syllables: i.e. co/py/right (each syllable must contain a vowel sound).

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

List words Word building toothaches

Teac he r

wavelengths goosebump hairstyles, n hairstylist lifestyles blackboards, whiteboard, whiteboards skateboards, skateboarder, skateboarding keyboards, keyboarder, keyboardist guideline spreadsheet typesets, s typesetting, s typesetter copyrightable, copyrighter nightmares, n nightmarish newspapers supermarkets

ew i ev Pr

toothache worthwhile eyesight wavelength goosebumps hairstyle lifestyle blackboard skateboard keyboard guidelines spreadsheets typeset copyright nightmare newspaper supermarket afterwards worldwide therefore

Revision words Word building

. te

(Taken from Unit 9, Book E.)

Rules

m . u

breaks, broke, n broken, breaking, breakable, breakage, breakdown, breakaway brakes,n braked, n braking, brakeless, brakelight high, highest, highly hires, n hired, n hiring, n hirer, hireable, hire-purchase surely, unsure, n surer, n surest shores, shoreline, shoreless, n shored, n shoring pieces, n pieced, n piecing peaceful, peacefully, peacefullness peeks, peeked, peeking peaks, peaked, peaking, peakily, peaky, l peakiness greatly, greater, greatest grates, n grated, n grating, n grater

w ww

break brake higher hire sure shore piece peace peek peak great grate

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. (Note: hireable is an exception) s Rule: Double the consonant to keep the preceding vowel short. l Rule: The y at the end of base words changes to i when a suffix is added. n

New wave spelling – Teacher resource book – F

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R.I.C. Publications ®

Teacher information

Unit 9

Dictation 1. The supermarket has worthwhile specials in Thursday’s newspaper. 2. His eyesight is poor as he can’t be sure what is written on the blackboard or the keyboard when he typesets a piece of work or sets up a spreadsheet. 3. Guidelines are being written worldwide to remind people to take greater control over their lifestyle. 4. My sister had goosebumps, due to a nightmare where she dreamt that she had a toothache and her hairstyle had been messed up by a wild ride on a skateboard along the shore. 5. This work is copyright, therefore it will have to be written again. 6. From the peak of the hill, we could see the wavelength of the surf was higher past the break in the reef.

Answers (a) hairstyle (b) eyesight (c) toothache (d) typeset (e) skateboard (f) afterwards (g) spreadsheet (h) blackboard (i) nightmare (j) goosebumps (k) therefore (l) supermarket (m) worthwhile (n) keyboard (o) newspaper (p) wavelength (q) guidelines (r) worldwide (s) lifestyle (t) copyright

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

Teac he r

6. s k a t e b o a r d w h i l uwa p t y e y e r b t m l h a a e r c r k k e e b f t o o ma r a r e r d v k t w

v p s e l i f e s t y l e o

e l g u i g wa o f r t t e h r ww h a i r l d e s r l

e i h e n g t h b c c f k d

n g d e t n y e pw e s s p e a t p h e k r o b e y w i

t l c o p y r i g h t l b d

h i h a i r s t y l e a o e

s p n e i g g o h o t s me a b r u em y p l s a r e y

r s p r e a d s h e e t d k

Down: 1. worthwhile 2. lifestyle 4. wavelength 8. blackboard 12. spreadsheet 13. typeset 18. sure 19. great

ew i ev Pr

11. (a) (b) (c) (d)

supermarket, newspaper worthwhile, lifestyle nightmare, goosebumps guidelines, blackboard

7. Each pair words homophones, © R. I . C . Pofu barel i cat i ons which means they sound the same but have a different meaning. •f orr evi e w pur posesonl y• 8. brake, break, grate, great, higher,

2. Teacher check

w ww

3. (a) blackboard, keyboard, skateboard (b) afterwards (c) keyboard, spreadsheet, typeset (d) toothache, nightmare, newspaper (e) copyright, newspaper, afterwards (f) guidelines

. te

(a) (b) (c) (d) (e) (f)

nightmare toothache hairstyle keyboard copyright supermarket

(a) (b) (c) (d) (e) (f)

therefore eyesight goosebumps worthwhile typeset skateboard

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hire, peace, peak, peek, piece, shore, sure

(a) (b) (c) (d)

sure, hire peek, shore break, piece great, peak

10. Across: 3. therefore 5. nightmare 6. toothache 7. newspaper 9. eyesight 10. copyright 11. goosebumps 12. supermarket 14. worldwide 15. afterwards 16. peace 17. guidelines 20. brake 21. hairstyle 22. keyboard 23. skateboard

m . u

o c . che e r o t r s super

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New wave spelling – Teacher resource book – F

Teacher information

Unit 10

Unit focus This unit focuses on the graphemes ive, ine, ise, ice and ite making a long or short e sound (phoneme).

Teaching points • Identify the words that have a long e sound (magazine, trampoline, quarantine) and those that have a short e sound

(remainder of list).

• Discuss any difficult parts of words. • Sort the list words according to the graphemes and brainstorm other words to add to each list.

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

List words Word building

Teac he r

magazines trampolines, n trampolined, n trampolining quarantines, n quarantined, n quarantining engines, n engineer, engineering, n enginery, engine-room imagines, n imagined, n imagining, n imagination, n imaginary, n imaginable, n imaginably examines, n examined, n examining, n examiner, n examinable, n examination medicines, n medicined, n medicining, n medicinal, medicinally disciplines, n disciplined, n disciplining, n discipliner, n disciplinable, n disciplinarian promises, n promised, promising, n promisingly, n promisee, n promissory services, n serviced, n servicing, serviceable, serviceability, serviceably, serviceableness favourites, n favouritism definitely, definiteness opposites, oppositely, oppositeness primitives, primitively, primitiveness, n primitivism attractively, attractiveness, attraction, attract, attracts, attracted, attracting positives, positively, positiveness, n positivity, n positivism, n positivist, n positivistic negatives, negatively, negativeness, n negativity, n negativism, n negativist, n negativistic explosives, explosively, explosiveness, explode, n exploded, n exploding, explosion expensively, expensiveness, expense, expenses, detectives, detect, detects, detected, dectecting, detectable, detection

ew i ev Pr

magazine trampoline quarantine engine imagine examine medicine discipline promise service favourite definite opposite primitive attractive positive negative explosive expensive detective

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• volcano, s volcanoes/volcanos terrifically classics, classical, classically strike, strikes, n striking, stricken, n striker packets freckles, n freckled, n freckling, l freckly plastics, plastically electrics, electrical, electrically, electronic, electrify, Q electrifying, Q electrified mimics, u mimicked, u mimicking, mimicry attacks, attacked, attacking, attacker crickets, cricketer pockets, pocketed, pocketing, pocketful, pocketfuls

w ww

volcanic terrific classic struck packet freckle plastic electric mimic attack cricket pocket

. te

(Taken from Unit 10, Book E.)

Rules

m . u

Revision words Word building

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. (The e is retained in serviceable etc. to keep the soft c sound.) s Rule: To make many words ending with o plural, es or s is acceptable. l Rule: When adding ly to most words ending with le, change the e to y. Q Rule: The y at the end of base words changes to i when a suffix is added. The y is retained when adding ing to avoid ii being written (two exceptions are taxiing and skiing). u Rule: Add k to words ending with ic, before adding the suffixes y, ed, er and ing. n

New wave spelling – Teacher resource book – F

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Teacher information

Unit 10

Dictation 1. The expensive medical magazine examined positive results of primitive medicines used by tribes found in the volcanic area to the south. 2. The visiting cricket player who was struck down with the virus was placed in the quarantine building opposite the explosive dump. 3. They promised they would definitely service the engine of the classic car in time for the photo shoot for his favourite motor magazine. 4. The detective imagined that the victim had been attacked with a length of electric cable. 5. Some people think freckles are a negative feature, but I think they are attractive. 6. She had to be disciplined for jumping on the trampoline with a packet of plastic toys in her pocket.

Answers 1. Teacher check

Teac he r

(a) imagine (b) primitive (c) opposite (d) engine (e) promise (f) detective (g) explosive (h) service (i) positive (j) expensive (k) medicine (l) attractive (m) trampoline (n) discipline (o) negative (p) examine (q) definite (r) quarantine (s) magazine (t) favourite

x p e n s i v e p l o q s

e x d e t e c t i v e u i

o s i t i v e p l i t a v

a b s m e n g i n e r r n

f o c a o p i p n e a a e

a d i g p o m r e m m n g

v e p a s p a i x e p t a

o u f i l i z i e r p o g i m i am d i o l i n t i

r n n n v s n t i c i e v

i i e e i i e i n i n t e

t t r a c t i v e n e t i

e e g a e e z e i e n z v

t t p r o m i s e q u a r

12. (a) terrific (b) classic (c) attack 13. Across: 7. trampoline 9. favourite 12. discipline 13. expensive 14. detective 16. positive 18. examine 20. negative 21. struck 22. promise 23. cricket 24. service

ew i ev Pr

© R. I . C.Publ i cat i ons Down: 1. quarantine •f orr evi ew pur poses o n l y• 2. primitive 9. Words with the k sound at the end of the first syllable use ck. Words with the k sound after one or more syllables use k. Attack does not fit this rule

3. quarantine, medicine, favourite, opposite, service, engine

w ww

(a) (b) (c) (d) (e) (f) (g) (h)

trampoline: noun, verb service: noun, verb detective: noun imagine: verb promise: noun, verb examine: verb magazine: noun discipline: noun, verb

(a) (b) (c) (d) (e) (f)

positive definite expensive primitive negative attractive

(a) (b) (c) (d) (e)

detective, examine favourite, expensive magazine, quarantine promise, medicine opposite, positive

. te

10. vol/can/ic, ter/rif/ic, cla/ssic, struck, pack/et, freck/le, plas/tic, e/lec/tric, mim/ic, at/tack, crick/et, pock/et 11. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

mimic attack cricket freckle classic electric terrific volcanic pocket packet struck plastic

3. 4. 5. 6. 8. 10. 11. 15. 17. 19.

medicine magazine explosive attractive definite terrific opposite packet imagine engine

m . u

r o e t s Bo r e p ok u S 8. e x p l o s i v e o u a v a

o c . che e r o t r s super

14. (a) imagined, imagining, imagination (b) postively (c) attractively (d) examined, examining, examination (e) opposition (f) negatively (g) expensively

7. magazine, engine, imagine, examine R.I.C. Publications ®

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New wave spelling – Teacher resource book – F

Teacher information

Unit 11

Unit focus This unit focuses on the graphemes ue, ew, iew, eau and eue to represent a sound (phoneme).

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

List words Word building

Teac he r

barbecues, n barbecued, n barbecuing cues, n cued, n cuing/cueing, cueist continues, n continued, n continuing, n continuably, n continuer, discontinued tissues, n tissued, n tissuing rescues, n rescued, n rescuing, n rescuer argues, n ardued, n arguing, n arguer, n argument, argumentation, argumentative duels, s duelled, s duelling, s dueller, s duellist, s duello, l duellos refuels, s refuelled, s refuelling avenues subdues, n subdued, n subduing, n subduable, n subduer, subduedly, subduedness few, fewest renews, renewed, renewing, renewble, renewal skewers, skewered, skewering mildews, mildewed, mildewing, mildewy view, views, viewing, viewing, viewable, viewless, viewlessly viewpoints reviews, reviewed, reviewing, reviewer, reviewal Q beauties, Q beautify, Q beautifies, Q beautified, beautifying beautifully queues, n queued, n queuing, queuejumper

ew i ev Pr

barbecue cue continue tissue rescue argue duel refuel avenue subdue fewer renew skewer mildew viewed viewpoint review beauty beautiful queue

Revision words Word building

begin, begins, begun, began, beginnings everyone, everything, everywhere, everyday, everybody

. te

(Taken from Unit 11, Book E.)

Rules

m . u

sincere, n sincerer, n sincerest, n sincerity, sincereness 6 libraries, Q librarian, librarians, librarianship biscuits come, comes, came escapes, n escaped, n escaping, n escapee, n escapist, n escapism eight, eighty, Q eightieth, eighteen, eighteenth sugars, sugared, sugaring, sugary, Q sugariness : addresses, addressed, addressing, addressee specials, specially, specialise, n specialised, n specialising, speciality, specialty

w ww

beginning every none sincerely library biscuit coming escape eighth sugar address special

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix (cueist is an exception). s Rule: When a word ends with a single l, double the l when a suffix beginning with a vowel is added. l Rule: To make many words ending with o plural, s is added. Q Rule: The y at the end of base words changes to i when a suffix is added. (The y is retained in beautifying to avoid ii being added.) 6 Rule: To make the plural of words ending with a y after a consonant, change the y to i and add es. : Rule: To make words that end with ss plural, es is added. n

New wave spelling – Teacher resource book – F

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R.I.C. Publications ®

Teacher information

Unit 11

Dictation 1. There were fewer skewers of chicken left on the barbecue because every one was covered in a yummy special sauce. 2. As the queue continued to grow along the avenue, the crowd became subdued as they viewed how long it would take to reach the beginning. 3. The rescue team decided to refuel before they reached the viewpoint where they sincerely hoped the missing campers would see them coming. 4. I used a tissue to wipe the mildew from the vase which was spoiling the beauty of the flowers. 5. None of us was going to argue that the most beautiful model was the eighth in the line. 6. The teacher decided we needed to review the system of renewing books from the library. 7. The duel to decide who was best at playing chess will be held at the same address as last year.

Answers (a) mildew (b) argue (c) fewer (d) tissue (e) barbecue (f) renew (g) viewpoint (h) subdue (i) beautiful (j) refuel (k) cue (l) skewer (m) duel (n) viewed (o) queue (p) rescue (q) review (r) continue (s) avenue (t) beauty

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

Teac he r

b q e u a b u r t r y r a e a v m i b e dw e a u y

c q v y g s d e l a e u e

b u i u f u f n d u l s t

e e e p e e e u e t r k b

v wd u e r wp o l h y we r a um t i s e l e wgw i f u e f u ewe a r b

u e i e v i s q u l e r e

c mw y o e q b n t u l t c d s i v e u n i wb u e k d ew r u f e e e wd s d l mc e e a uw c u e x

7. Teacher check

Down: 1. viewpoint 2. barbecue 3. rescue 5. refuel 6. special 7. skewer 8. duel 9. tissue 10. viewed 12. avenue 13. beginning 16. queue 17. renew 20. cue

(c) refuel, refuels, refuelled, refuelling (d) barbecue, barbecues, barbecued, barbecuing (e) queue, queues, queued, queuing (f) rescue, rescues, rescued, rescuing (g) duel, duels, duelled, duelling (h) renew, renews, renewed, renewing

ew i ev Pr

8. Teacher check continues, © R. I . C .P ubl i cat i o12. (a) nscontinue, continued, 9. (a) none continuing e (b) biscuit o (b) argue, •f orr evi w p u r p o s e s n l yargues, •argued, (c) sincerely arguing

2. (a) rescue, refuel (b) skewer, subdue (c) beauty, tissue

w ww

3. argue, avenue, barbecue, beautiful, beauty, continue, cue, duel, fewer

. te

4. (a) viewpoint (b) barbecue, continue, avenue, beautiful (c) refuel, renew, review (d) viewed, viewpoint, review (e) cue, barbecue, rescue (f) cue, duel, viewed, queue (g) beautiful

(d) (e) (f) (g) (h) (i) (j) (k) (l)

beginning eighth escape special address coming every sugar library

o c . che e r o t r s super

5. (a) There was a long queue to refuel at the petrol station. (b) Dad left one skewer of chicken on the barbecue. (c) The mildew spoilt the picture’s beauty. (d) You will be sent to your room if you continue to argue. (e) The panel will review the emergency rescue service.

R.I.C. Publications ®

m . u

10. escape, library, eighth, address 11. Across: 4. address 7. subdue 11. mildew 13. beautiful 14. fewer 15. continue 18. beauty 19. sincerely 21. argue 22. review

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New wave spelling – Teacher resource book – F

Teacher information

Unit 12

Unit focus This unit focuses on words that end with a single o and how each can be made plural.

Teaching points • Identify difficult parts of words. • Discuss ways to make each word plural (refer to the answers for Question 12). • Brainstorm to list other words that end with a single o and how each word can be made plural.

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

List words Word building

tomatoes mosquitoes/mosquitos n torpedoes, torpedoed, torpedoing n potatoes n tornadoes/tornados n heroes, heroine, heroic n buffaloes/buffalos n echoes, echoed, echoing, echoer, echoless, echolike, echoic n volcanoes/volcanos, volcanic, volcanically, volcanicity, volcanism, volcanologist n mangoes/mangos n mottos/mottoes n patios n sopranos (also soprani), sopranino n pianos, pianism, pianissimo, pianist n banjos, banjoist n trios n studios n radios, radioed, radioing n ratios n rodeos n

Teac he r

ew i ev Pr

tomato mosquito torpedo potato tornado hero buffalo echo volcano mango motto patio soprano piano banjo trio studio radio ratio rodeo

foes n cargoes doughs borrows, borrowed, borrowing, borrower know, knows, knew, knowing, knowledge, s knowledgeable, known narrows, narrowed, narrowing, narrower, narrowest, narrowly, narrowness oboes n zeroes/zeros, zeroed, zeroing

w ww

foe cargo dough borrow unknown narrow oboe zero though follow shadow swallow

. te

Rules

o c . che e r o t r s super

follows, followed, following, follower, follow-the-leader shadows, shadowed, shadowing, shadower, shadowy, shadowless swallows, swallowed, swallowing, swallower, swallowable

(Taken from Unit 12, Book E.)

m . u

Rule: Words ending with o are made plural by adding s or es. Both spellings of some words are now accepted. Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. (The e is retained in knowledgeable to keep the soft g sound.)

New wave spelling – Teacher resource book – F

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R.I.C. Publications ®

Teacher information

Unit 12

Dictation 1. The riding hero swallowed some tomato, mango and potato salad on his patio before heading off to the rodeo. 2. Each of the trio sang soprano in the studio, first with the piano, secondly with the oboe, which was followed by the banjo. 3. The ratio of mosquitoes to flies was quite high, even though the weather was dry and not humid. 4. The echo of the erupting volcano coming from the radio sounded like a torpedo. 5. The tornado caused an unknown amount of damage to the cargo ships in the harbour. 6. The herd of buffalo passed through the narrow canyon under the shadow of the ledge. 7. The trio has to come up with a motto for the team by tomorrow.

Answers (a) tornado (b) mango (c) torpedo (d) rodeo (e) patio (f) trio (g) banjo (h) echo (i) mosquito (j) tomato (k) motto (l) radio (m) studio (n) ratio (o) buffalo (p) potato (q) volcano (r) hero (s) soprano (t) piano

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

Teac he r

c q u i t o r p e d o s r

h u e r o m c h r a d i o

o e j t p a t i o a c s d

e h r o m t s b t n o t e

c i a o o o o q a g l u o

o o t h s r p i a n o d v

s t i e q o r i e s j i o

o p o r u d a o o t t o l

p a t q i u n o t u d c c

r t r o t p o t a t o a a

m a n g o a n o v o l n n

o p a t p i b u f f a l o

8. It can be spelt oe, o, ough or ow.

Down: 1. buffalo 2. torpedo 4. echo 5. radio 6. volcano 7. hero 9. studio 13. soprano 14. tomato 15. mango 17. patio 18. trio 19. oboe

. te

rodeo, echo torpedo, tornado mosquito, potato tomato, mango

4. (a) tomatoes (b) piano (c) radio

11. Across: 1. banjo 3. foe 8. tornado 10. ratio 11. cargo 12. mosquito 16. potato 20. narrow 21. motto 22. piano 23. rodeo

sopranos, pianos, torpedos, banjos, trios, studios, radios, ratios, rodeos, volcanos

m . u

w ww

(a) (b) (c) (d)

12. Note: The following answers WILL vary according to the dictionary used.

9. Teacher check

2. Related to music: soprano, piano, banjo, trio, studio, radio Food: tomato, potato, mango Related to animals: mosquito, buffalo, rodeo Other: torpedo, tornado, hero, echo, volcano, motto, patio, ratio 3.

e s o p a t o r n a d o t

ew i ev Pr

Add es: tomatoes, mosquitoes, torpedoes, tornadoes, potatoes, heroes, buffaloes, echoes, volcanoes, mangoes, mottoes

13. Teacher check

o c . che e r o t r s super

5. mango, mosquito, motto, patio, piano, potato, radio, ratio, rodeo, soprano, studio, tomato, tornado, torpedo, trio 6.

(a) (b) (c) (d) (e)

tornado, patio echo, volcano soprano, piano tomato, potato, mango trio, banjo

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New wave spelling – Teacher resource book – F

Teacher information

Unit 13

Unit focus This unit focuses on words that have silent letters.

Teaching points • Identify the silent letter in each word. • Identify any other difficult parts of each word. • Brainstorm to list other words with silent letters and sort them into groups.

List words Word building

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

mistake whale these flute divide broke shape complete athlete refuse alive globe

mistakes, s mistaken, mistook, unmistaken, s mistaking, s mistakable/mistakeable whales, s whaled, s whaling, s whaler

Teac he r

write, writes, n written, s writing, s writer wrecks, wrecked, wrecking, wrecker, wreckage wrestles, s wrestled, s wrestling, s wrestler answers, answered, answering, answerer, answerless, answerable, answerableness kneels, knelt, kneeled, kneeling, kneeler yolks, yolkless, yolky guides, s guided, s guiding, s guider, s guidable, guideless, guidebook, guidepost thumbs, thumbed, thumbing, thumbless, thumblike, thumbnail, thumbscrew, thumbtack plumbers, plumbing, plumbery, l plumberies tongues, s tongued, s tonguing, tongueless, tongue-tied, tongue-in-cheek, tongue-lash shoulders, shouldered, shouldering, shoulderblade boulders yachts, yachting, yachtsman, yachtswoman columns, columned, columnar, columniation kneads, kneaded, kneading, kneader debts, debtor folks, folktale, folklore guards, guarded, guarding, guarder, guardable rhythms, rhythmic, rhythmics, rhythmical, rhythmically, rhythmist Q wharves

ew i ev Pr

wrote wreck wrestle answer kneel yolk guide thumb plumber tongue shoulder boulder yacht column knead debt folk guard rhythm wharf

w ww

flutes, s fluted, s fluting, s fluter, s flutist divides, s divided, undivided, s dividing, s divider, division, divisor, divisible break, breaks, s broken, unbroken, breaking, breakable, breakage shapes, s shaped, s shaping, s shaper, shapeless, shapelessness, shapely completes, s completed, s completing, completely, incomplete, s completion athletes, athletic, unathletic, athletically, athleticism refuses, s refused, s refusing, s refusal, s refuser aliveness globes, s global, globally, globelike

. te

(Taken from Unit 13, Book E.)

Rules

m . u

o c . che e r o t r s super

Rule: Double the consonant to keep the preceding vowel sound short. Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. (Both mistakeable and mistakable are accepted.) l Rule: To make the plural of words ending with a y after a consonant, change the y to i and add es. Q Rule: Many words ending with f or fe, change the f to v before adding the suffix. n

New wave spelling – Teacher resource book – F

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R.I.C. Publications ®

Teacher information

Unit 13

Dictation 1. The athlete wrote a newspaper column about a wrestler who broke his thumb and shoulder while trying to move a boulder. 2. The folk on the wharf searched for an answer as they helplessly watched the yacht sink slowly with the rhythm of the waves to become another wreck. 3. The plumber refused to do any more work for them until they had completely paid their debts. 4. She added two yolks to the dough, kneaded it for three minutes, divided it into four, then shaped each part into a ball. 5. Which of these words do you think is the hardest to spell; kneel, tongue, guard, mistake or whale?

Answers (a) answer (b) kneel (c) knead (d) rhythm (e) folk (f) boulder (g) wreck (h) debt (i) plumber (j) wrote (k) guide (l) yolk (m) guard (n) column (o) wharf (p) yacht (q) wrestle (r) thumb (s) shoulder (t) tongue

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

Teac he r

w r c r w r a s r n h h s g y wu t e i h r dm s e y q u l umb a k n g u a

k h a e l k b o u l d e r

e y c y c o l b e r u e d

t w r y h u t am o r c k f t k n h wd e r c o ewd s r t t u h l o c e g f

o b t s h o u l d e r k o

t e h e u i m i b p t l e u um t b e e b r e t l k

e p r b d f k n e a d l k

l d t o n g u e d e r h y

12. Across: 5. wharf 7. column 8. boulder 9. yolk 11. knead 13. answer 16. shoulder 18. thumb 19. mistake 20. plumber 21. debt

ew i ev Pr

Down: 1. divide 2. tongue 3. guide 4. kneel 5. wreck 6. folk 8. broke 10. yacht 12. wrestle 13. athlete 14. wrote 15. rhythm 17. guard

w ww

2. Silent u: guide, tongue, shoulder, boulder, guard Silent w: wrote, wreck, wrestle, answer Silent l: yolk, folk Silent b: thumb, plumber, debt Silent h: yacht, rhythm, wharf Silent k: kneel, knead Silent e: tongue Silent c: yacht Silent n: column

. te

3. Teacher check

broke alive globe refuse these athlete mistake complete divide whale

10. (a) (b) (c) (d) (e) (f) (g)

complete broke mistake divide shape global athlete

m . u

13. Teacher check: Refer to word building for suggestions.

o c . che e r o t r s super

4. answer, shoulder, plumber, column, wrestle, rhythm

5. Several yachts have suffered damage or have had their keels wrecked while passing too close to the old wharf. Four boulders, which once formed the basis of a column of the wharf, lie partly submerged. The local folk wrote to the council requesting a type of guard be placed around the area.

11. globe, mistake, refuse, shape, these whale

6. kneel, yolk, guide, knead, folk, guard R.I.C. Publications ®

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New wave spelling – Teacher resource book – F

Teacher information

Unit 14

Unit focus This unit focuses on words that begin with al or wel and words that end with til or ful.

Teaching points • Discuss that instead of the word part all, well, till or full being added to each word, one l has been omitted from the

beginning or ending word part.

• Discuss difficult parts of words. • Identify any smaller words that make up each word and the base word in the words ending with ful.

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

List words Word building

Teac he r

welcomes, n welcomed, n welcoming, welcomeness, welcomely, n welcomer welfarism, n welfarist

ew i ev Pr

almost already although altogether welcome welfare until instil delightful powerful awful useful careful fearful graceful hopeful skilful thankful watchful wonderful

instils, s instilled, s instilling, s instiller, s instillation, instilment delightfully, delight, delights, delighted, delightedly, delighting, delighter, delightedness powerfully, powerfulness, power, powers, powered, powering, powerless, powerlessly awfully, awfulness, awe usefully, usefulness, use, uses, n used, n using, useable, useless, uselessly, uselessness carefully, carefulness, care, cares, n cared, n caring, careless, carelessly, carelessness fearfully, fearfulness, fear, fears, feared, fearing, fearless, fearlessly, fearlessness gracefully, gracefulness, grace, graces, n graced, n gracing, graceless, gracelessly, gracelessness hopefully, hopefulness, hope, hopes, n hoped, n hoping, hopeless, hopelessly, hopelessness skilfully, skilfulness, skill, skills, skilled, unskilled thankfully, thanfulness, thank, thanks, thanked, thanking, thankless, thankless, thanklessness watchfully, watchfulness, watch, watches, watched, watching, watcher, watchtower wonderfully, wonderfulness, wonder, wonders, wondered, wondering, wondrous

Revision words Word building

. te

(Taken from Unit 14, Book E.)

Rules

m . u

noises, n noisy, l noisily, l noisier, l noisiest, l noisiness, noiseless, noiselessly voices, n voiced, n voicing, voiceless, voicelessly appoints, appointed, appointing, appointment, appointments, appointee destroys, destroyed, destroying, destroyer, destroyable, destruct, destruction voyages, n voyaged, n voyaging, n voyager employs, employed, employing, employment, employable, employee, employer choices, n choicer, n choicest, choiceness moistly, moistness, moisten, moistens, moistened, moistening, moisture asteroids, asteroidean annoys, annoyed, annoying, annoyingly, annoyingness, annoyance, annoyances royally, royalty, l royalties, royalist buoys, buoyant, buoyancy

w ww

noise voice appoint destroy voyage employ choice moist asteroid annoy royal buoy

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. (useable is an exception) s Rule: When a word ends with a single l, double the l when a suffix beginning with a vowel is added. l Rule: The y at the end of base words changes to i when a suffix is added. n

New wave spelling – Teacher resource book – F

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R.I.C. Publications ®

Teacher information

Unit 14

Dictation 1. The crowd were watchful as the skilful and powerful highwire artist lost his balance when he heard a sudden noisy voice and fell gracefully to the safety net below. 2. Although they were careful about the new employee they appointed, they were annoyed that it turned out to be an awful choice. 3. The wonderful performers were welcomed by members of the royal family. Their performance was delightful and we are already hopeful that they will give a second concert. 4. They were fearful that much of the city had been destroyed by the flooding, but it wouldn’t be until rescue and welfare groups arrived that the full extent of the damage would be known. 5. We were thankful that we had almost reached the end of our long voyage. 6. Altogether, the class decided that it is useful to instil a love of books into children from a young age.

Answers

r o e t s Bo r e p ok u S 7.

Teac he r

(a) until (b) useful (c) welcome (d) skilful (e) almost (f) fearful (g) already (h) instil (i) delightful (j) wonderful (k) watchful (l) careful (m) graceful (n) altogether (o) powerful (p) although (q) awful (r) hopeful (s) welfare (t) thankful

s k i l f u l l a o h t l

ww f u n s a t l w s e t o t h r e we g r c h mo

a l t h e f g o f r a s s

t w i h l u e u u f c d t

c e l o c l t g l u e t y

h l h p o u h h e l f i u

f f o e m n e f a r u l n

u a p f e a r f u l l g t

l r f u t h a n k f u l i

8. It can be spelt oi, oy or uoy.

l e w l w o n d e r f u l

u d e l i g h t f u l h t

11. Across: 2. watchful 4. until 5. although 6. voyage 10. powerful 13. almost 16. welcome 18. noise 19. fearful 20. delightful 21. skilful 22. careful

Down: 1. awful 3. already 4. useful 5. annoy 7. graceful 8. altogether 9. thankful 11. wonderful 12. hopeful 14. welfare 15. instil 17. moist

w ww

3. careful, delightful, fearful, graceful, hopeful, powerful, skilful, thankful, watchful, welcome, welfare, wonderful 4. al/to/ge/ther

. te

5. although, altogether, welfare, until, delightful, awful, fearful, wonderful (a) (b) (c) (d)

until, welcome wonderful, thankful almost, powerful already, skilful

(f) (g) (h) (i) (j) (k) (l)

10. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

buoy voice royal choice annoy appoint voyage

noisily – noise appointment – appoint voyaging – voyage unemployment – employ moisture – moist annoyance – annoy buoys – buoy destruction – destroy voices – voice choicest – choice

m . u

9. (a) . moist © R. I . C Publ i cat i ons (b) destroy (c) asteroid e (d) •f orr evi wemploy pur posesonl y• (e) noise

2. Teacher check

a a w f u l a a c p t a a

ew i ev Pr

12. (a) (b) (c) (d) (e) (f) (g)

wonderfully awfully delightfully powerfully carefully skilfully watchfully

13. (a) (b) (c) (d) (e) (f) (g)

thankless hopeless powerless fearless useless graceless careless

o c . che e r o t r s super

14. Teacher check

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New wave spelling – Teacher resource book – F

Teacher information

Unit 15

Unit focus This unit focuses on the graphemes sh, ti, si, ssi and ci to represent a sound (phoneme).

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

List words Word building

Teac he r

fashions, fashionable, n fashionably, n fashionability, fashionableness cushions descriptions, describe, describes, s described, s describing, s describable, descriptive collections, collect, collects, collected, collecting, collectable/collectible, collective populations, populate, populates, s populated, s populating, populous, populously multiplicational, multiplicative, multiply, l multiplied, multiplying, l multiplicate imagine, imagines, s imagined, s imagining, s imaginable, s imaginary, s imaginative inform, informs, informed, informing, informative, informer, infomercial, infotainment compositional, compose, composes, s composed, s composing, s composer vaccinations, vaccinationist, vaccine, vaccines, vaccinate, s vaccinated, s vaccinating, s vaccinator pensions, pensionable, pensionary, Q pensionaries, pensioner tensions, tensional, tensionless, tense, tenses, s tensed, s tensing, tensely, tenseness extensions, extensional, extensionally, extend, extends, extended, extending expressions, expressionless, express, expresses, expressed, expressing, expressive admit, admits, u admitted, u admitting, u admittance, u admitter discussions, discuss, discusses, discussed, discussing, discusser, discussible/discussable concuss, concusses, concussed, concussing, concussive permit, permits, u permitted, u permitting, permissive, permissable socials, socially, socialness, sociable, sociableness, n sociably, socialise, s socialisation officially, officialdom, officialese, officialise, officialises, s officialised, s officialising

ew i ev Pr

fashion cushion description collection population multiplication imagination information composition vaccination pension tension extension expression admission discussion concussion permission social official

Revision words Word building

thirst, thirster, thirstless, l thirstier, l thirstiest, l thirstiness, l thirstily thirtieth, thirtieths, Q thirties l earlier, l earliest, l earliness earthly, l earthlier, l earthliest, earthen, earthenware, earthenly, earthiness, earthy hear, hears, hearing searches, searched, searching, searchingly, searcher, searchable, searchlight urgently, urgency, Q urgencies burn, burns, burned, burning, burner, burn-off purposes, s purposed, s purposing, purposely, purposefully, purposeless, purposelessly furthest, furtherer, furtherance, furthermore, furthermost quarters, quartered, quartering, quarterly, Q quarterlies, quarterage, quarterfinal remembers, remembered, remembering, remembrance, s remembrancer, rememberer

. te

(Taken from Unit 15, Book E.)

Rules

m . u

w ww

thirsty thirty early earth heard search urgent burnt purpose further quarter remember

o c . che e r o t r s super

Rule: When adding ly to most words ending with le, change the e to y. Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. l Rule: The y at the end of base words changes to i when a suffix is added. (Multiplying is an exception to avoid the use of ii.) Q Rule: To make the plural of words ending with a y after a consonant, change the y to i and add es. u Rule: Double the consonant to keep the preceding vowel sound short. n

New wave spelling – Teacher resource book – F

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Teacher information

Unit 15

Dictation 1. The town’s population had a discussion about the new information before they would give permission for the extension of the highway. 2. The student’s collection of compositions made use of imagination and expression to give vivid descriptions of our restless earth. 3. As another quarter of an hour passed, the tension rose among the students waiting for their vaccination. 4. The official stated that the cost of admission to the fashion show for pensioners was half price. 5. His coach put a cushion under his head after the boy received a concussion early in the game, then he urgently searched for a doctor. 6. The purpose of a multiplication table is to help you remember the answers.

Answers (a) information (b) population (c) discussion (d) imagination (e) vaccination (f) social (g) cushion (h) extension (i) admission (j) multiplication (k) concussion (l) pension (m) fashion (n) tension (o) composition (p) collection (q) official (r) description (s) expression (t) permission

r o e t s Bo r e p ok u S 6. Teacher check

Teac he r

7. m u l t i p l i c a t i o n v a c c i n a t i o n i p

i s i h n s r u r l p i r

s s c i s i m l m e o n e

c i i o i o i a a c s a s

u o a n o n s t t t i t s

s n l x n v s i i i t i i

s o c i a l i o o o i o o

i c u s h i o n n n o n n

o e e x t e n s i o n l m

n d e s c r i p t i o n u

c o n c u s s i o n c i t

Down: 1. discussion 2. fashion 3. population 4. concussion 6. pension 8. quarter 12. tension 14. multiplication 15. purpose 18. social

13. (a) (b) (c) (d) (e) (f) (g) (h)

extend describe imagine populate permit discuss vaccinate office

. te

10. burnt, earth, heard, purpose, remember, search 11. (a) remember (b) heard 12. Across: 5. expression 7. permission 9. cushion 10. authority 11. extension 13. information 16. collection 17. thirsty 19. imagination 20. official 21. description 22. early 23. composition 24. vaccination

o c . che e r o t r s super

4. com/po/si/tion, i/ma/gin/a/tion, in/for/ma/tion, mul/ti/pli/ca/tion, pop/u/la/tion, vac/ci/na/tion (a) (b) (c) (d)

urgent

m . u

w ww

2. ation: population, multiplication, imagination, information, vaccination tion: description, collection shion: fashion, cushion ition: composition sion: pension, tension, extension ssion: expression, admission, discussion, concussion, permission cial: social, official 3. (a) tension/extension (b) description (c) imagination (d) multiplication (e) expression (f) admission/permission (g) information (h) pension

c c d dm i o f f f a s x p e t e n f p e p o p n f o c o l c om ma g e x p

ew i ev Pr

tension, multiplication cushion, vaccination discussion, information population, pension

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New wave spelling – Teacher resource book – F

Teacher information

Unit 16

Unit focus This unit focuses on compound words.

Teaching points • Identify the two words in each word. • Identify any difficult parts of words. • Discuss ways to remember how to spell the word; e.g. breaking the word into two words and/or breaking each word into

syllables.

List words Word building

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

Teac he r

databases floorboards landslides newsgroup n handsomer, n handsomest, handsomely, handsomeness courtrooms, court, courts forwardly, forwards, forwarded, forwarding handwriting whirlwinds thoroughbreds heartaches troublesomely, troublesomeness earthquakes motionlessly, motionlessness s extraordinarily, s extraordinariness widespreading

ew i ev Pr

database floorboard landslide newsgroups handsome courtroom forward handwritten whirlwind thoroughbred heartache troublesome earthquake motionless extraordinary guesswork widespread threadbare warehouse wetsuit

. te

(Taken from Unit 16, Book E.)

Rules

m . u

wood, woods, wooded, wooden, woodenness, woody, s woodier, s woodiest strength, strengthens, strengthened, strengthening, strengthener departments, departmental, departmentally, departmentalise, departmentalism prefixes predicts, predicted, predicting, prediction, predictor, predictable, n predictability microchips length, lengthens, lengthened, lengthening, lengthy, s lengthier, s lengthiest amaze, amazes, n amazing, n amazed excite, excites, n excited, n exciting, excitingly, n excitable, l excitably prepares, n prepared, n preparing, n preparer, n preparation, preparedness microbes, microbic, microbiology, microbiologist, microbiological microfilms, n microbial

w ww

wooden strengthen department prefix predict microchip lengthen amazement excitement prepare microbe microfilm

warehouses, n warehoused, n warehousing wetsuits

o c . che e r o t r s super

New wave spelling – Teacher resource book – F

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Teacher information

Unit 16

Dictation 1. Everyone in the department building remained motionless when they heard through the newsgroup about the predicted widespread damage the earthquake and following landslides had caused in the north. 2. The handsome thoroughbred has the extraordinary ability to win most of his races. 3. Dad fixed the troublesome wooden floorboard by strengthening the join with extra nails. 4. She typed the handwritten information about the microbe, which was discovered in the warehouse, into the database. 5. The courtroom case could not go forward without further guesswork on the part of the police. 6. There was a lot of excitement in the crowd as he attempted the high jump, then heartache when he failed. 7. We prepared to go for a surf in the cold water by putting on our wetsuits.

Answers

Teac he r

(a) courtroom (b) whirlwind (c) floorboard (d) handwritten (e) earthquake (f) guesswork (g) troublesome (h) widespread (i) extraordinary (j) database (k) forward (l) thoroughbred (m) newsgroups (n) wetsuit (o) threadbare (p) landslide (q) warehouse (r) heartache (s) handsome (t) motionless

r o e t s Bo r e p ok u S 8. h x t r o u b l e s o m e m aw i d e s p r e a d a c h n b a s e l a n d s l i d e d h a n dw r i t t e n t x s y t h r e a d b a r e h t o f l o o r b o a r d t o r mg u e s s w o r k ww r a e e x f o r wa r d h a o o wh i r l w i n d r i r u r o e a r t h q u a k e e g d d a t a b a s ew i n h h i n ew s g r o u p s i o b n t a c o u r t r o omu r a r r mo t i o n l e s s e r a e h e a r t a c h e e d y

Down: 1. warehouse 3. widespread 5. newsgroups 6. motionless 8. troublesome 9. threadbare 11. courtroom 12. handsome 13. thoroughbred 15. strengthen 17. predict 18. landslide 20. forward

ew i ev Pr

2. Teacher check

3. thoroughbred, troublesome, handwritten, motionless, database

w ww

4. (a) 4 or 5 (b) 4 – ex/traor/din/ary (pronounced extrordunry) 5 – ex/tra/or/din/ary (pronounced extraordunry)

. te

13. (a) thoroughbred, motionless (b) handwritten, database

excitement, lengthen, microbe, microchip, microfilm, predict, prefix, prepare, strengthen, wooden

11. (a) (b) (c) (d)

microchip lengthen microbe excitement

12. Across: 2. whirlwind 4. database 7. wetsuit 10. floorboard 14. heartache 16. prepare 19. handwritten 21. guesswork 22. earthquake 23. prefix 24. extraordinary

m . u

o c . che e r o t r s super

5. (a) handsome (b) troublesome, handwritten

6. The severe earthquake caused widespread damage to the centre of town. The courtroom and adjoining warehouse roofs had caved in, resulting in major repairs to the polished jarrah floorboards. Other tall buildings also collapsed, giving the landscape an extraordinary appearance. 7. motionless, thoroughbred

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New wave spelling – Teacher resource book – F

Teacher information

Unit 17

Unit focus This unit focuses on the suffixes able and ible.

Teaching points • Discuss the meaning of each suffix (both mean ‘capable of being’). • Identify the base word for each list word, where appropriate. • Discuss any difficult parts of words. • Sort the list words according to the suffixes and brainstorm to add to each list.

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

List words Word building

Teac he r

avail, avails, availed, availing, availability, n availabilities, availableness, s availably enjoys, enjoyed, enjoying, enjoyableness, s enjoyably, enjoyer s comfortably, uncomfortable, comfortableness, comfort, comforts, comforted, comforting reasonableness, s reasonably, reason, reasons, reasoned, reasoning, unreasonable unforgivable, forgive, forgave, l forgiven, l forgiving, forgiveness, s forgivably flammability, non-flammable, flame, flames, l flamed, l flaming, flameless s remarkably, remarkableness advise, advises, l advised, l advising, advisedly, advisedness, l advisory ,l advisability notice, notices, l noticed, l noticing, noticeably s valuably, valuableness, value, values, l valued, l valuing s reversibly, l reversibility, reversibleness, reverse, reverses, l reversed, l reversing, l reversal n flexibility, s flexibly, flexibleness, flex, flexes, flexed, flexing s horribly, horribleness, horror, horrid, horrify, Q horrifies, Q horrified, horrifying l digestibility, s digestibly, digestibleness, digest, digests, digested, digesting, digestion l edibility, edibleness, eat, eats, eaten, eating, eatable, eater l visibility, n visibilities, s visibly, visibleness s sensibly, sensibleness, sense l audibility, s audibly, audibleness l legibility, s legibly, legibleness l divisibility, s divisibly, divisibleness, divide, divides, l divided, l dividing, division

ew i ev Pr

available enjoyable comfortable reasonable forgivable flammable remarkable advisable noticeable valuable reversible flexible horrible digestible edible visible sensible audible legible divisible

Revision words Word building

. te

photographs, photographed, photographing, photographer, photographic atmospheres, l atmospheric, atmospherical, atmospherically phrases, l phrased, l phrasing, phrasebook, phrasemonger coughs, coughed, coughing, cougher laughs, laughed, laughing, laugher, laughter, laughable, s laughably, laughingly draughts, draughty, Q draughtier, Q draughtiest, Q draughtiness

(Taken from Unit 17, Book E.)

Rules

m . u

g raphs, graphed, graphing nephews paragraphs, paragraphed, paragraphing, paragrapher, paragraphist, paragraphic roughly, roughen, roughens, roughened, roughening, rougher, roughest, roughness toughly, toughen, toughens, toughened, toughening, tougher, toughest, toughness

w ww

graph nephew paragraph rough tough enough photograph atmosphere phrase cough laugh draught

o c . che e r o t r s super

Rule: To make the plural of words ending with a y after a consonant, change the y to i and add es. Rule: When adding ly to most words ending with le change the e to y. l Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. (The e is retained in noticeable etc. to keep the soft c sound.) Q Rule: The y at the end of base words changes to i when a suffix is added. (The y is retained in horrifying to avoid ii being added.) n

New wave spelling – Teacher resource book – F

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Teacher information

Unit 17

Dictation 1. The photograph my nephew took was remarkably valuable. 2. Even though corn is edible, the tough husks are not digestible. 3. As the grass is rough to sit on, it is advisable to bring a comfortable chair to sit on and a rug to keep out the draught to make the concert more enjoyable. 4. She thought the price of the reversible jacket was unreasonable and not cheap enough and less expensive styles should be made available. 5. It was noticeable on the graph that she was not as flexible in her left hip joint. 6. He had developed a horrible cough which was worse when he laughed or got in a draught. 7. The sensible students made their handwriting more legible by writing each paragraph clearly.

Answers

Teac he r

(a) forgivable (b) reversible (c) enjoyable (d) visible (e) horrible (f) flammable (g) edible (h) noticeable (i) available (j) flexible (k) comfortable (l) sensible (m) remarkable (n) legible (o) audible (p) digestible (q) divisible (r) valuable (s) advisable (t) reasonable

r o e t s Bo r e p ok u S 6.

(a) (b) (c) (d) (e) (f) (g) (h)

advisability flammability flexibility reversibility visibility digestibility availability divisibility

7. e n j o y a b l e v e r n s a d c d o r me f m o a r r t k a a b b l l e e l f

v i h o r r i b l e s e o

i v b f e f m a r k e g r

s i a l v l v v l r n c g

a s u e e a a a e e s v i

b l i b d i x i r s mm l u i l g i a s i b i s v a

e l b b i a a a b o l i b

t e l l b b b b l n e b l

i v e e l l l l e a j l e

b a i l e e e e x b o e l

o t i c e a b l e l y a e

d i g e s t i b l e s i g

12. Across: 1. enjoyable 3. rough 5. valuable 6. advisable 13. digestible 15. legible 16. flammable 17. sensible 18. reasonable 19. remarkable 20. horrible 21. reversible 22. divisible

ew i ev Pr

2. audible, edible, flammable, flexible, horrible, legible, sensible, visible

w ww

3. reasonable, digestible, divisible, remarkable 4.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

uncomfortable unreasonable illegible indivisible unavailable invaluable unforgivable irreversible inflexible inedible indigestible inaudible

(a) (b) (c) (d)

flammable, horrible/noticeable enjoyable, comfortable remarkable, flexible advisable, valuable

. te

R.I.C. Publications ®

8. It can be spelt ph or gh. 9.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

nephew draught photograph enough paragraph laugh tough rough cough phrase graph atmosphere

Down: 2. available 4. graph 7. enough 8. forgivable 9. comfortable 10. edible 11. nephew 12. audible 14. noticeable 16. flexible

m . u

13. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

forgive enjoy value digest advise divide reverse flame reason horror notice sense

o c . che e r o t r s super 10. (a) & (b) nephew 11. (a) & (b) rough, tough, enough

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14. (a) forgivable, valuable, advisable, divisible, reversible, flammable, sensible (b) noticeable

New wave spelling – Teacher resource book – F

Teacher information

Unit 18

Unit focus This unit focuses on the suffixes ious or ous.

Teaching points • Discuss the meaning of the suffixes (both mean ‘full of’). • Identify the base word for each list word, where appropriate. • Discuss any difficult parts of words. • Sort the list words according to the endings and brainstorm to add to each list.

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

List words Word building

Teac he r

seriously, seriousness curiously, curiousness, n curiosity, s curiosities enviously, enviousness, envy, l envies, l envied, envying, envyingly variously, variousness, vary, l varies, l varied, varying, varyingly, l varier ambitiously, ambitiousness, ambition, ambitions, ambitionless preciously, preciousness consciously, consciousness, consciousness-raising suspiciously, suspiciousness, suspicion, suspicions deliciously, deliciousness anxiously, anxiousness, anxiety, s anxieties nervously, nervousness, nerve, nerves, nerveless, Q nervy, l nervier ,l nerviest famously, famousness, fame, u famed, u faming, fameless jealously, jealousness, jealousy, s jealousies dangerously, dangerousness, danger, dangers, endanger, endangered, endangering marvellously, marvellousness, marvel, marvels, 6 marvelled, 6 marvelling tremendously, tremendousness fabulously, fabulousness, fab generously, generousness, n generosity, s generosities enormously, enormousness, enormity, s enormities numerously, numerousness, number, numbers, numbered, numbering, numberless

ew i ev Pr

serious curious envious various ambitious precious conscious suspicious delicious anxious nervous famous jealous dangerous marvellous tremendous fabulous generous enormous numerous

Revision words Word building

. te

(Taken from Unit 18, Book E.)

Rules

m . u

throw, throws, thrown, throwing, thrower throughout horses, horseback, horseshoe, horseracing u hoarser, u hoarsest, u hoarsen, hoarseness, hoarsely courses u coarser, u coarsest, u coarsen, coarseness, coarsely flours, floured, flouring, flourless, flourlike, flourbag flowers, flowered, flowering, flowerer, flowerless, flowerbed, flowerbox, flowerpot know, knew, known, knowing, knower, knowable, knowableness, knowledge noses, u nosed, u nosing row, rows, rowing, rower ride, rides, : ridden, u riding, u rider, rideable, u ridable

w ww

threw through horse hoarse course coarse flour flower knows nose rowed rode

o c . che e r o t r s super

Rule: For words ending with our and ous, drop the u before adding the suffixes ous or ity. Rule: To make the plural of words ending with a y after a consonant, change the y to i and add es. l Rule: The y at the end of base words changes to i when a suffix is added. (The y is retained in envying and varying to avoid ii being added.) Q Rule: When adding y to a word ending with e, drop the e before adding y. u Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. (Both rideable and ridable are accepted.) 6 Rule: When a word ends with a single l, double the l when a suffix beginning with a vowel is added. : Rule: Double the consonant to keep the preceding vowel sound short. n

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Teacher information

Unit 18

Dictation 1. The famous actor is quite anxious about the ambitious and dangerous stunts he has to do in the movie. 2. Various customers were curious, yet suspicious, of the car retailer’s generous deal. 3. Everyone knows, of course, that the words jealous and envious have a similar meaning, as do marvellous, fabulous and tremendous. 4. As we rode through the bush on our horses, one of the riders hit her head on an overhanging branch. We nervously raced over to see if she was still conscious, but she had not been seriously hurt. 5. Numerous precious stones were found under the coarse rocks. 6. The clown with the flower in his hat threw the delicious looking dessert and a bag of flour over the clown with the enormous red nose.

Answers

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

Teac he r

(a) various (b) marvellous (c) curious (d) famous (e) fabulous (f) nervous (g) precious (h) enormous (i) conscious (j) serious (k) numerous (l) envious (m) generous (n) jealous (o) delicious (p) dangerous (q) suspicious (r) ambitious (s) tremendous (t) anxious

r o e t s Bo r e p ok u S 5.

(a) (b) (c) (d)

famous, fabulous anxious, conscious various, delicious enormous, dangerous

6. serious, envious, various, ambitious, anxious, nervous, enormous, numerous

7. s v a r i o u s c u r e v e t e r d e a mn e g n e d r o o u u s s s u r i c o

n r n e x f am i j j e o amg u n um s u s p d e l i ma r v amb i v d e n s p f a o u b z n s c i

r o a p e i c e t o b q o

v u l r r c i l i r u r u

o s o e o i o l o m l s s

u g u c u o u o u o o e j

s e s i s u s u s u u v e

n v i o u s o s l s s m a

a r j u g e n e r o u s s

n o s s c u r i o u s s l

11. Across: 2. threw 6. numerous 7. curious 11. dangerous 13. generous 17. famous 20. suspicious 21. serious 22. delicious 23. jealous

ew i ev Pr

Down: 1. various 3. precious 4. enormous 5. fabulous 8. nervous 9. anxious 10. tremendous 12. ambitious 14. marvellous 15. conscious 16. knows 17. flour 18. envious 19. coarse

8. There are six pairs of homophones.

w ww

envious anxious suspicious serious jealous marvellous curious famous nervous tremendous

. te

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

course coarse knows nose rowed road threw through hoarse horse flour flower

12. (a) (b) (c) (d) (e) (f) (g) (h) (i)

jealously anxiously dangerously seriously enviously ambitiously consciously deliciously suspiciously

o c . che e r o t r s super

3. ambitious, conscious, dangerous, delicious, enormous, fabulous, generous, numerous, precious 4. Teacher check. Answers may include: (a) famous/fabulous (b) suspicious/ambitious (c) dangerous/suspicious (d) enormous (e) precious (f) delicious (g) serious (h) tremendous

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m . u

10. (a) rode, horse, coarse (b) course, threw, flour (c) through, flower

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13. Teacher check

New wave spelling – Teacher resource book – F

Teacher information

Unit 19

Unit focus This unit focuses on the graphemes se and ce to represent a sound (phoneme).

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

List words Word building

chases, n chasing, n chaser, chasey falser, n falsest, falsely, falseness, falsehood, n falsify, s falsified, falsifying, s falsifiable senses, n sensed, n sensing, senseless, senselessly, senselessness, n sensible, l sensibly n denser, n densest, densely, denseness, densimeter, n density, l densities verses, n versed, n versing, n versify, s versified, versifiying releases, n released, n releasing greases, n greased, n greasing, n greaser, greaseless, greasy, s greasier, s greasiest purchases, n purchased, n purchasing, n purchaser, n purchasable, purchasability increases, n increased, n increasing, n increaser, n increasable, increasingly expenses, n expensive, expensively, expensiveness surfaces, n surfaced, n surfacing, n surfacer bounces, n bounced, n bouncing, n bouncer, bouncy, s bouncier, s bounciest palaces, palatial, palatially disgraces, n disgraced, n disgracing, n disgracer, disgraceful, disgracefully, disgracefulness pronounces, n pronounced, n pronouncing, n pronouncer, pronouncement, pronounceable announces, n announced, n announcing, n announcer, announcement ambulances convinces, n convinced, n convincing, n convincible, n convincingly, convincement n fiercer, n fiercest, fiercely, fierceness pierces, n pierced, n piercing, n piercer, piercingly n

Teac he r

ew i ev Pr

chase false sense dense verse release grease purchase increase expense surface bounce palace disgrace pronounce announce ambulance convince fierce pierce

Revision words Word building

mysteries, s mysterious, mysteriously, mysteriousness braveries, brave, n braver, n bravest, bravely, braveness moneys/monies, moneybag, moneybox, moneychanger journeys, journeyed, journeying, journeyer, journeywork quays, quayage Q

abilities cavities monkeys trolleys, trolley-less, trolleybus khakis taxis, taxied, taxiing, taxicab Q Q

. te

(Taken from Unit 19, Book E.)

Rules

m . u

w ww

mystery bravery money journey quay spaghetti ability cavity monkey trolley khaki taxi

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. (The e is retained in pronounceable to keep the soft c sound.) s Rule: The y at the end of base words changes to i when a suffix is added. (The y is retained in falsifying and versifying to avoid ii being added.) l Rule: When adding ly to most words ending with le, change the e to y. Q Rule: To make the plural of words ending with a y after a consonant, change the y to i and add es. n

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Teacher information

Unit 19

Dictation The announcer convinced the spectators not to chase the balls that were being bounced over the greasy surface. The taxi drove us past the palace opposite the quay. It was bought at great expense by a mystery buyer. It is a disgrace that the money was not used to purchase a new ambulance. As the denseness of the jungle increased, we lost the ability to make any sense of our direction. If you pronounce the words fierce and pierce correctly, you will hear that they rhyme. The young woman who was falsely accused was released from jail. The dentist made a journey to the zoo because a monkey had a cavity in its tooth.

Answers

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

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)

pierce and fierce dense and sense chase and disgrace announce, pronounce and bounce release, grease and increase

Teac he r

(a) bounce (b) expense (c) chase (d) disgrace (e) false (f) fierce (g) convince (h) announce (i) verse (j) dense (k) grease (l) increase (m) pierce (n) ambulance (o) pronounce (p) surface (q) purchase (r) sense (s) palace (t) release

5. The youngster showed sense beyond his years in calling an ambulance to his grandfather’s house in Glenbar Road. His grandfather had slipped in grease on the surface of the driveway and lay injured. The boy convinced the officers that it wasn’t a false alarm. The elderly man was released from hospital the following day.

6. (a) surface, surfaces, surfaced, surfacing (b) grease, greases, greased, greasing (c) chase, chases, chased, chasing (d) release, releases, released, releasing (e) purchase, purchases, purchased, purchasing (f) bounce, bounces, bounced, bouncing (g) pierce, pierces, pierced, piercing

12. Across: 1. cavity 5. pierce 9. announce 10. disgrace 11. increase 13. surface 14. ambulance 19. purchase 22. grease 23. sense

ew i ev Pr

Down: 2. verse 3. pronounce 4. release 6. khaki 7. false 8. fierce 12. spaghetti 15. convince 16. bounce 17. journey 18. palace 20. chase 21. dense

w ww

surface release disgrace increase purchase expense dense palace pierce ambulance pronounce, announce

. te

4. (a) purchase, disgrace (b) convince, surface

e x p e n s e p u g r n

c a p a l a c e v r c r

i m i f s c h h i e h e

n b e a e v e r a a r l

c u r c n p r l a s p e

r l c e s r e e e e e a

e a e d e o f a l s e s

a n n o u n c e a n n e

s c p c c o n v i n c e

e e r e s u r f a c e o

d f b o u n c e d e n s

e i p u r c h a s e e x

n e x f i e r c e a n n

m . u

1. 2. 3. 4. 5. 6. 7. 8.

13. (a) (b) (c) (d) (e) (f) (g) (h)

bouncy densely sensitive disgraceful announcement greasy expensive fiercely

14. (a) (b) (c) (d) (e) (f)

fiercely announcement sensitive disgraceful expensive densely

o c . che e r o t r s super e v f d i s g r a c e g r

8. It can be spelt y, ey, uay or i.

9. monkey, money, taxi, khaki, journey, trolley 10. a/bil/i/ty, bra/ver/y, ca/vi/ty, mys/ter/y, quay, spa/ghet/ti 11. (a) spaghetti, journey, ability (b) mystery, bravery, spaghetti, ability, trolley

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Teacher information

Unit 20

Unit focus This unit focuses on difficult words.

Teaching points

• Identify difficult parts of words. • Discuss ways to remember how to spell the word.

— pronunciation tricks (tem–per–a–ture) — (count ry)

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

List words Word building

computerise, computerises, n computerised, n computerising, compute, n computability programs, s programmed, s programming, s programmable/programable, s programmer emails

Teac he r

paddocks polices, n policed, n policing megabytes gigabytes browsers temperatures

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computer program email multimedia paddock police megabyte gigabyte browser temperature Arctic Antarctic continent Equator latitude longitude country glacier mountain coordinates

Antarctica continents, continental equatorial n latitudinal, latitudinally n longitudinal, longitudinally l countries, countrywide glaciers, glaciered, glacial, glaciate, glaciates, n glaciated, n glaciating, n glaciation mountains, mountainous, mountaineer, mountaineering coordinate

Revision words Word building

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(Taken from Unit 20, Book E.)

Rules

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remove, removes, n removed, n removing, n removable, removalist, n remover electric, electrically, electricity, electronic, electrify, Q electrified, electrifying fools, fooled, fooling, foolishness, foolishly, foolery, foolproof, foolhardy break, breaks, broke, n broken, breaking, breakable, Q breakability, breakdown waste, wastes, n wasted, n wasting, wasteful, wastefully, wastefulness, wastepaper hardships, hard, harder, hardest, harden arrive, n arrived, n arriving, n arriver person, persons, personable, personality, l personalities, personally child, children, childlike, childless, childlessness, childproof, childbirth, childminder post, posts, posted, posting, postal, postbox drain, drains, drained, draining, drainer, drainable, drainpipe friend, friends, friendly, Q friendlier, Q friendliest, Q friendliness, unfriendly

w ww

removal electrical foolish breakage wastage hardship arrival personal childish postage drainage friendship

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Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. Rule: Double the consonant to keep the preceding vowel sound short. l Rule: To make the plural of words ending with a y after a consonant, change the y to i and add es. Q Rule: The y at the end of base words changes to i when a suffix is added. The y is retained when adding ing to avoid ii being written. n

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Teacher information

Unit 20

Dictation 1. The latitude and longitude coordinate points lead to the glacial mountains in the continent of Antarctica. 2. The Arctic is a region, not a country or a continent like Antarctica. They both have extremely cold temperatures, unlike places near the Equator. 3. The words program, megabyte, gigabyte, email, browser and multimedia are related to computers. 4. The farmer organised the removal of all large rocks from the top paddock. 5. Their years of personal hardship resulted in a friendship that has lasted more than forty years. 6. After the arrival of the police, it was foolish of the youth to try and blame the window breakage on someone else.

Answers

r o e t s Bo r e p ok u S 6.

Teac he r

(a) email (b) Arctic (c) computer (d) browser (e) megabyte (f) multimedia (g) continent (h) paddock (i) Equator (j) police (k) glacier (l) coordinates (m) temperature (n) mountain (o) program (p) latitude (q) longitude (r) country (s) gigabyte (t) Antarctic

x m u l t i m e d i a e m

p o l i c e l a r c t i c

r e q u a t o r c a g g g

o g r am b r ow s c omp u mo u n t n t a r c d c o u n n g i t u d g l a c o n t i n p a d d o i g a b y l l a t i ame g a

e e t a t t d i e c t t b

m r e i i r e e n k e u y

a s r n c y y r t b y d t

i t e m p e r a t u r e e

l r c o o r d i n a t e s

7. The suffixes are al, ish, age and ship.

11. Across: 4. program 6. Arctic 7. drainage 10. gigabyte 12. continent 13. equator 15. computer 16. multimedia 17. police 18. longitude 20. foolish 21. temperature 22. friendship 23. glacier

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2. Teacher check

3. email, Arctic, Antarctic, continent, Equator, mountain, glacier

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4. Computer terminology: computer, program, email, multimedia, megabyte, gigabyte, browser Geography/Atlas: temperature, Arctic, Antarctic, continent, Equator, latitude, longitude, country, glacier, mountain, coordinates, glacier Other: paddock, police

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(e) (f) (g) (h) (i) (j) (k) (l)

childish wastage electrical personal postage friendship hardship foolish

9. arrival, electrical, personal, removal

8. 9. 11. 12. 14. 19.

country Antarctic latitude coordinates arrival email

m . u

12. (a) (b) (c) (d) (e) (f)

latitudinal countries mountainous continental longitudinal Equatorial

o c . che e r o t r s super 10. (a) child (b) remove (c) waste Teacher check new words

5. There are several differences between the Antarctic and Arctic regions. The Antarctic region is located in the southern-most latitudes and includes the icecovered continent of Antarctica. The Arctic region is located in the northernmost latitudes and is largely sea and parts of some countries covered by ice. Both regions have extremely cold temperatures, mountains and glaciers.

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Support material

Spelling games and activities

The following games and activities on pages 52–57 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 become more familiar with list words.

Strategy

Explanation

Find small words in list words

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

For example; reasonable: reason, able, son, on, as, a For example: tablespoon

e s

o o n

Make word snakes

s ou

curio

nvious

Write the list words in alphabetical order or reverse alphatetical order

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Teac he r

Make word shapes

ousp

ous

© R. I . C.Publ i cat i ons or e vi wp ur p obes es nl y Definitions can found in o a dictionary or • written in the Write definitions for• list f words andr use them toe make Write the list words from memory

Sort words according to different criteria

For example: nouns or verbs; syllables; vowels or consonants; initial letters or blends; rhyming/non-rhyming; graphemes; students’ choice

m . u

student’s own words and checked.

w ww

‘What am I?’ clues

Write rhyming words for list words

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Find antonyms, synonyms or homophones for appropriate list words

For example: fewer/more, cushion/pillow, weather/whether

Find homographs (words which are spelt the same but have a different meaning) for appropriate list words

For example: wound – an injury wound – past tense of wind

Add suffixes such as s, ed, ing, er and est

Discuss appropriate spelling rules; e.g. transmit-transmitted, 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: mountain 1 temperature 2 longitude 3 Antarctic 4

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Support material

Spelling games and activities Individual activities

Purpose: To provide opportunities for students to become more familiar with list words.

Strategy

Explanation

Write list words in sentences or in questions

For example: Will the servicing of the car engine be expensive?

Write a paragraph using given list words

For example: Yesterday, I took one minute to run around the oval. Tomorrow, I will try to take 50 to 55 seconds. If I practise for a fortnight, I should continue to improve.

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Complete an alphabet search using a pattern

For example: alive, bright, cry, died, (all have a long i sound)

Teac he r

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Clap or strum the number of syllables in words and show For example: e/mer/gen/cy Each syllable must have a vowel sound – cy the syllable breaks does not have a vowel, but has a vowel sound. Complete words with missing vowels, consonants, focus For example: bi_ _c _l_ _s = binoculars sound etc. For example: pear is an anagram of pare Find anagrams for appropriate list words Write plurals for list words

Discuss rules for words ending with y (berry, berries); f (half, halves); ch (lunch, lunches); words that change (child, children) etc.

Write the base word for list words

w ww

Change a letter in a word to make a list word

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For example: hesitate, hesitated, hesitating Also discuss how some words change: build, builds, built, building For example: write, wrote

m . u

Change the tense of words by adding ed or ing (Note suffix rules.)

Identify incorrect list words in a sentence and rewrite correctly

For example: Horizontil is the opposit of verticil.

Use secret codes to discover list words

For example:

o c . che e c trp s a o t r s super 1 2 3 4 5 r 7

p 3

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v 8

u 9

e 10

b 11

r e c i o u 7 10 1 6 12 9

i 6 o 12 s 4

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Support 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 For example: tweezers Scissors points. and both sharp have

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

Jumble sentences containing list words and swap with a partner

Make word searches or crosspatches and swap with a partner

These can be made using grid paper.

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Teac he r

It should read: Scissors and tweezers both have sharp points.

Create ‘What am I?’ clues for others with a list word as the answer Create yes/no questions or true/false statements for others to complete using list words

For example: Is a fortnight longer than a month?

Make prefix and suffix books

Make separate books for different prefixes and suffixes. Include a definition/illustration/sentence containing the new word. For example: piece A piece of pie

grapheme ue – tissue, rescue, argue, duel phoneme long e – teeth, leaves, receive, mischief

phoneme

m . u

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Create sentences that show the meaning of a list word in For example: An autobiography is a book written about pairs, and compare in groups yourself, by yourself. Write definitions for list words with a partner and give to another pair for them to guess

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Hunt for list words in texts

Create graffiti words

Students can search in magazines, newspapers etc. for list words and record results in a tally. See which word appeared the most at the end of a week.

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New wave spelling – Teacher resource book – F

Decorate an A4 sheet of paper to look like a brick wall. Use graffiti–style writing to add the list words to the ‘wall’.

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Support 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

In pairs, highlight any changes made when adding suffixes or prefixes to list words

For example; decide, decides, decided, deciding, decision

skewer

mushroom

rescue

dangerous

jealous

Hold simple class spelling competitions

generous

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Teac he r

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 words with a long u sound and Player Two, a bank of words ending with ous.

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

Play ‘Concentration’ ,’Fish’, ‘Word bingo’ or ‘Tic tac toe’

For example: a ‘Difficult word(s) day’, where the class try to spell challenging words.

letters in the correct order which they occur in each word. © R. I . C.Pub l i c a t i o nins 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 to guess the mystery spelling Ay student Play ‘Hangman’, or a similar game called ‘Shannon’s game’

‘Shannon’s game’ differs in that students need to guess the

write the word correctly on the board.

w ww

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In ‘Celebrity head words’, a student uses a headband to hold a card with a list word written on it. He or she asks questions of the class which can only be answered by yes or no; e.g. ‘Does the word end with ious?’ Questions can be limited (three only). In each game, the word needs to be written on the board at the end by a student. For example: ‘What word has a silent letter and is similar to jetty?’ (wharf)

m . u

Play ‘Celebrity head words’, ‘Picture clue words’ or ‘Charades’ with spelling words

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Students write quiz questions for spelling words and give them to another pair to solve. Alternatively, a ‘quiz night’ could be held using multiple lists.

Students write secret word clues for list words. Hold a competition to see who can guess the word first or who can guess it correctly. Clues could be given orally or written.

For example: Take p from pause and add bec. (because)

Find the word that comes before and after a list word in a For example: extract, extraordinary, extravagantly dictionary. Write them down.

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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 52–55 will also be suitable and can be modified to suit the needs of the student.

Explanation

Encourage students to ‘have a go’ and take risks with approximate spelling

Use ‘have a go ‘ pads or personal dictionaries for students to try out their spelling when constructing written texts.

Play games like ‘Word bingo’, ‘Word quizzes’ and ‘Spell it’

‘Word bingo’ Students copy words onto bingo cards, checking their spelling, then cover the words with counters if the word is called. First to cover them all wins. Ensure that not all words on the cards are the same!

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 street (delete)’.

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Teac he r

Strategy

‘Spell it’ Collect 20 strips of paper. Write a list word on each piece and put into a container. Students take turns with a partner to take out a strip and spell the word, orally or to write it. Encourage students to look around the classroom for the Display charts of days of the week, months of the year, sentences about topics of interest, antonyms, synonyms, spelling of words they may need homophones, silent letters, difficult words etc.

w ww

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Decorate or illustrate list words

p a s s e d o u b l e n g

u o m r o n n e

e s

e r i e s c e n e

m . u

s p e c

starting with the letter which ended the previous word

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.

o c . che e r o t r s super

Sort each spelling list into shorter lists based on similar spelling patterns

For example:

Longer words can be broken into ‘chunks’ to assist spelling, rather than conventional syllables

For example: Wed/nes/day instead of the conventional syllabification Wednes/day (Wenzday).

beauty, beautiful tablespoon, mushroom

review, viewed avenue, subdue

Students should be encouraged to choose how to chunk the word themselves, to suit their learning style and to help them to remember how to spell the word.

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Support material

Spelling games and activities

Strategy

Explanation

Encourage students to look at difficult words, focus on For example; The problem part of detective is that the e on the problem part(s), close their eyes and visualise it, and the end does not make a long i sound. then write it

u o m r o e t n l c s Bo r e p ok u S

Write list words an small cards or graph paper, cut out the letters and then build the word from the cut out letters

Play ‘Snap’ or ‘Concentration’ with word parts, prefixes or suffixes Use magnetic letters to form words on a board

Emphasise and discuss spelling rules and brainstorm to complete lists of words following the rule. Also find exceptions to the rule.

= column

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 for it to be written. For example: space matches ship or craft, and can also have s, ed or ing added to it. Variation: Students ask questions requiring a yes/no response to guess a mystery spelling word. The student is then required to form the word correctly on the board. For example: When adding a suffix beginning with a vowel to a word ending with e, the e is dropped before adding the suffix. hesitate/hesitating, vote/voted but not in noticeable, (the e is retained to keep the soft c sound)

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Teac he r

Make alphabet books to use as personal dictionaries

w ww

Make new words by writing letters in front of or after some given letters

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Play ‘Word sort rummy’

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For example: Did you ____ hard ____ I was out of the room? (work, while)

m . u

Prepare sentences or questions with missing list words for students to write the correct word in the space

For example: street, strong, strain father, mother, older

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Each player has five word cards and the rest are placed facedown 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 or her cards on the upturned pile. The aim is to collect pairs of cards which are linked in some way; e.g. both begin with gr, both rhyme, both have four letters.

New wave spelling – Teacher resource book – F

Support material

Photocopiable spelling games and activities

New words My new word is

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

2. Write three things about your word. For example; what are the beginning, middle and last letters? Is it a verb, adjective, noun or adverb?

1. (a) Say your word. (b) My word has

syllables.

(a) (b)

3. Write your word in a sentence.

(c)

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Teac he r

w ww

. te

m . u

5. Cover your word. Write it from memory three times. Tick each time you wrote it correctly.

6. Write a definition of your word. Use a dictionary to check your answer.

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7. Write your word using fancy lettering.

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Support material

Photocopiable spelling games and activities

Word search

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

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Teac he r

Make your own word search using some of your list words. Your words can go across, down or diagonally. Pass your word search to a partner to do. Can they find all the words?

w ww 4 Letters

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m . u

Group your list words according to the number of letters they have. 6 Letters

Others

o c . che e r o t r s super 5 Letters

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7 Letters

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Support material

Photocopiable spelling games and activities

Which category? Write each list word onto the correct page. Some words may be written more that once. Use the last page to create your own category for your list words Words that are adjectives. e Words with a Words with thre s. prefix or suffix. or more syllable

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

Words _

______

____

_____

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Teac he r

______

1. 2. 3. 4. 5.

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Write 20 list words with some of the letters missing. Swap with a partner and fill in the missing letters.

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List words with missing letters

m . u

What’s missing?

o c . che e r o t r s super 11. 12. 13. 14. 15.

16.

17.

18.

19.

10.

20.

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Support material

Photocopiable spelling games and activities

Crazy coordinates Choose five list words and write the letters randomly on the grid without repeating any letters. Write the coordinates for the letters for each word, remembering to write the horizontal reference first. For example; (G,3). Can a partner write the letters above each coordinate to work out the words? 10 9

1. 2.

6 5

2 1

Total words correct:

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Teac he r

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

m . u

Which word?

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With a partner, choose 10 list words. Both of you write the words on your own copy of this game. Each person circles one of the list words without showing the other. Take turns asking each other questions about the circled word. The first person to guess his/her partner’s word wins! Hint: Make sure you cross out words that aren’t correct.

. te questions o Suggested c . che e r o t r s super

Does your word start with Does your word have

syllables?

Your 10 list words

Is your word an adjective? Does your word end with Does your word have

? vowels?

Is your word a verb? Think of your own questions! R.I.C. Publications ®

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Support material

ness

ful

sion

tion

iest

men t

ier

Teac he r =

= = = = = = = = = = =

+ + + + + + + + + m+ . +u +

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est

less

able

ing

o c . che e r o t r s super

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Write 12 spelling words. Make a new word by adding one of the endings shown or one of your own.

ew i ev Pr

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

w ww

Word building

Photocopiable spelling games and activities

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Support material

Photocopiable spelling games and activities

Spelling busy bee Write 12 spelling words. 1. 2. 3. 4.

r o e t s Bo r e p ok u S 10. 11.

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Teac he r

12.

Write them in alphabetical order.

Write a synonym and an antonym for each word. Word

Synonym

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2. 3. 4.

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Antonym

10.

11.

12.

6. 7.

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• Create a crosspatch with clues. • Find rhyming words.

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More activities

m . u

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• Put the words into a short story. • Write a concrete (shape) poem using your words. • Create a word search.

New wave spelling – Teacher resource book – F

Support material

Spelling strategy cards

• What does the word mean?

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

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Teac Meaning he r

Meaning

m . u

• Do I know what parts of the word mean?

w ww

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• Can I use it in a sentence?

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Support material

Spelling strategy cards

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

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Teac he Hearing r

Hearing

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. u

• Is there a wrong, but helpful way to say it? m

• Can I break it into parts?

w ww

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• Can I pronounce the word correctly?

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Support material

Spelling strategy cards

• What letters make the sounds?

• Can I see the word in my head?

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

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SeeingTeach er

Seeing

m . u

w ww

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• Is 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

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Teac Remembering her

Remembering

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. u

• Is there a trick m I can use?

• Is there a spelling rule?

w ww

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• What is the difficult part?

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Support material

Spelling strategy cards

• Could I have used some other ways of learning?

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

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Teac Reflecting he r

Reflecting

m . u

• How do I feel?

w ww

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• Did I use good strategies?

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Support material

Spelling strategy cards

• Can I now spell other words with similar patterns?

• Can I use the word in my writing?

• Can I use the word in dictation?

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

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Teac Applying her

Applying

w ww

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m . u

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Support material

Photocopiable poster

For every

r o e t s Bo r e remember to: ok p u S

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Teac he r

spelling word,

Look

m . u

w ww

Say

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

New wave spelling – Teacher resource book – F

Check

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Support material

Spelling merit certificates

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

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Teac he r

Congratulations!

congratulations on your success

you’re a spelling cHamp!

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

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date

Signed

New wave spelling – Teacher resource book – F

Support material

Individual recording sheet

Student name:

Year:

Date and Test

Result Comment

Unit 1 Unit 2 Unit 3

Unit 5

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Teac he r

Unit 4

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Unit 6 Unit 7

Unit 8

Unit 9 Unit 10

Unit 13 Unit 14 Unit 15 Unit 16

w ww

Unit 12

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m . u

Unit 11

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Unit 17 Unit 18 Unit 19 Unit 20 New wave spelling – Teacher resource book – F

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Support material

Test checklist

Unit 20

Unit 19

Unit 18

Unit 17

Unit 16

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

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

ew i ev Pr

Teac he r

Student name

Unit 2

Unit 1

Date

Test

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R.I.C. Publications ®

m . u

o c . che e r o t r s super

www.ricpublications.com.au

New wave spelling – Teacher resource book – F