Spelling Workbook and Interactive CD Teachers Guide: Book A - Ages 5-6 by Teacher Superstore

RIC-6344 3.6/704

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Titles available in this series:

Spelling: Workbook and interactive CD teachers guide Book A Spelling: Workbook and interactive CD teachers guide Book B Spelling: Workbook and interactive CD teachers guide Book C Spelling: Workbook and interactive CD teachers guide Book D Spelling: Workbook and interactive CD teachers guide Book E Spelling: Workbook and interactive CD teachers guide Book F Spelling: Workbook and interactive CD teachers guide Book G

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A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

This information is provided to clarify the limits of this licence and its interacti‚m‚on with the Copyright Act. For your added protection in the case of copyright inspection‚ please complete the form below. Retain this form‚ the complete original document and the invoice or receipt as proof of purchase.

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In some cases‚ websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication‚ the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Contents Teacher Information ................................................ iv – vii

Foreword Phonics and the Common Words

Spelling Timetable............................................................1 Alternative Timetable.........................................................2 Blank Timetable...............................................................3

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• making it clear what has to be learnt

• dividing material into manageable chunks • teaching in a well-considered sequence

• using material in which students make use of hunches and prompts • regular testing for progress

Metacognitive approach resources – an approach which encourages students to become successful independent spellers and thinkers.

Teachers Notes............................................................4–5 Question Type Charts..................................................6–13

Core photocopiable resources – a range of resources which can be used regularly throughout a spelling program.

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Teaching and learning spelling are progressive processes, which are structured in this scheme by marrying phonics with ‘common words’. Students learn best when spelling is taught systematically and in a structured manner over time. Spelling needs explicit instruction for the majority of students, particularly for those who fail to ‘catch it’ because of inherent difficulties. The NLS framework for teaching (Beard 1998) recommended that successful management of the teaching of spelling should include structured teaching, which involves the following, all of which are an integral part in the Spelling: Workbook and interactive CD series:

Timetable – a suggested timetable that can be adapted to suit different class needs.

Word Building...............................................................14 New Words...................................................................15 List Words (Book A).......................................................16

• immediate feedback

Matching Teaching Methods to Learning Styles

Supplementary resources – extra ideas to support a spelling program, covering a range of ability levels.

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Success with this series is achieved through the reinforcement activities provided in the Spelling: Workbook and interactive CD series. These workbooks cover the strategies in a fun, creative way, ensuring that both the child and the teacher enjoy the learning process. The teachers guides provide the metacognitive strategies. These are clearly outlined using flashcards, assessment sheets, extra activities, guidelines for use with children with special needs, extension activities for more able students, dictation, word lists and answers.

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Additional Informal Activities......................................18–20 Additional Partner and Group Activities.......................21–22

Incentives – photocopiable games to encourage better spelling and certificates to reward progress. Spelling Games.......................................................23–28 Certificates....................................................................29

Assessment – photocopiable worksheets for recording of results by teachers/students.

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Each workbook contains 15 lists of phonic-based, commonly used words to develop a base vocabulary for primary school students. These help to develop independent spellers through a variety of activities, including: • • • • •

Additional Individual Activities..........................................17

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This phonic-based, multisensory spelling series introduces strategies that feature Look, Say, Trace, Cover, Write and Check. The series promotes independent learning of spelling in context and features a proven metacognitive approach. This metacognitive approach encompasses logical and systematic thinking, combined with the skills of visualisation, emotion and creativity. By using all aspects of thinking, students not only learn how to spell but also learn how to retain and use these words in context.

word building memory tests word study word puzzles discovering patterns in words.

Teachers Notes..............................................................30 Pre-test/Post-test Template..............................................31 Individual Word Checklist..........................................32–34

Anecdotal Records.........................................................35 Test Checklist.................................................................36

Assessment – photocopiable word strips to assist beginning spellers. Word Building Strips (Units 1–6)...............................37–42

Teachers notes for each unit – a separate page for each unit‚ providing a list focus‚ dictation‚ a word building list‚ additional activities and answers. Units 1–15..............................................................43–57 List Words (whole series).........................................58–64

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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Teacher Information Spelling: Workbook and interactive CD Book A is broken into three developmental levels to cater for the changing needs of children moving into formal schooling.

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auditory discrimination visual discrimination writing initial letter sounds investigating letter shapes completing simple words.

Pages 14–17 focus on final consonants through: • • • •

auditory discrimination visual discrimination writing final letter sounds completing simple words.

Pages 18–21 focus on medial vowel sounds through: • • • •

auditory discrimination visual discrimination writing medial vowel sounds completing simple consonant– vowel–consonant (cvc) words.

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Pages 2–13 focus on initial sounds through: • • • • •

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The first section of the book has been designed to consolidate initial‚ medial and final sounds. Activities require students to exercise both auditory and visual discrimination in readiness for introducing simple spelling strategies.

It is anticipated that teachers will use the activities in this first section of the book to monitor students’ progress. Success with these preliminary activities using initial‚ medial and final sounds will indicate a student’s readiness for the more formal spelling units which follow.

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To give students the best chance for success in this preliminary stage‚ a variety of strategies can be used to enhance the learning of initial‚ medial and final sounds. These strategies include:

making class lists of words with the same initial sound using alphabet books‚ charts and mobiles using flashcards playing ‘mystery letter’ sound and identification games labelling familiar classroom objects with initial or final sounds • visual discrimination tasks such as ‘spot the difference’ • handwriting activities which promote directionality • • • • •

• activities which promote one-to-one correspondence • singing simple rhymes and songs • magazine hunts for individual letters or objects beginning or ending with a given sound • tracing letters over textured surfaces such as sandpaper or felt • writing letters using a variety of media such as paint‚ crayon or chalk • writing a letter on sand or on a partner’s back to be guessed.

Note: Answers for pages 2–21 have not been provided; teacher check is required.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Teacher Information Four two-page units of work have been included as a transition into the formal spelling units which can be found throughout the remainder of the Spelling: Workbook and interactive CD series. These two-page units introduce spelling systematically and use activities in keeping with familiar reading strategies‚ such as sounding out words‚ looking at word shapes‚ breaking words into ‘chunks’ and using picture cues. The first page of each unit contains the list words. It is recommended that these words are introduced by the teacher and displayed for the students prior to completing workbook activities.

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To assist in the development of the concept of rhyme‚ word building strips for Units 1–8 have been included as an additional introductory activity and can be found on pages 37–42 of this teachers guide. Look, Say, Trace, Cover, Write, Check – This represents the basic method recommended for word learning. Students should follow this multisensory process when learning each word. It is a proven method of retaining a word in the memory and should be a procedure that is followed consistently, to assist with the learning of further words.

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Each list focuses on one or more phonic word patterns and two commonly used words. The students should be encouraged to identify the rhyming list words and to attempt to spell other words which rhyme with these word families.

Each word list table has a series of columns. After learning each word, students should hide their word with their hand and write it in the first ‘Practise’ column. This should be repeated after a few days, but written into the second ‘Practise’ column. To help evaluate his/her progress, if the student spells the word correctly in the test, a tick should be placed in the ‘T’ column. A tick should be placed in the ‘D’ column if the word is spelt correctly in the dictation. Problem words can be recorded in the ‘Difficult Words I Have Found’ table on page 74, for revision.

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Look at the word. Look for words within words. Look at the shape of the word.

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Look‚ Say‚ Trace‚ Cover‚ Write‚ Check

The second page of each unit includes further word study activities. The activities on both pages follow a format which is used consistently throughout these units.

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Say each letter aloud: either as its letter name or its sound.

Trace each letter as the sound is said. This will reinforce the kinaesthetic movement and sound pattern and become a physical and auditory memory. Cover the word. (A time factor can be built into this part. Test after one minute‚ 10 minutes‚ one hour‚ the next day etc.) Write the spelling word.

Check the word with the original.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Teacher Information In the third section of the workbook‚ there are four pages to each unit (in keeping with the format of workbooks B–G). Each unit contains word building and word study activities. Activities are often repeated throughout the book‚ including: • • • • •

unjumbling words word worms finding small words crosswords word searches.

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A word building template is on page 14 of this book. This can be used for each unit of words. Word building examples for every list word are found on pages 43–57.

The unit list is repeated for further reference on the third page of each unit.

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o c . che e r o t r s super The addition of a word search encourages students to identify spelling patterns and consolidate their knowledge of the order of the letters in list words.

The introduction of a word maker formalises patterns found in rhyming words and encourages students to extend their pool of list words to other known words with the same digraph or blend.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

For every spelling list‚ remember to:

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Say

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r o e t s Bo Look r e

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Cover

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Spelling Timetable Teachers can use the activities in Spelling: Workbook and interactive CD to suit the needs of their class and the amount of time available for spelling. A five-day spelling program for each list is suggested as a way of using this workbook. It allows for 25 minutes being set aside each day‚ which could be a combination of class work and homework. Teachers can add to or delete from this timetable‚ according to their needs. The timetables on this page are based on the activities in Units 1–4 and Units 5–15 respectively. They are based on a metacognitive approach‚ which is explained in detail on the following pages.

DAY ONE

DAY ONE r o e t s Bo r e p ok u S • • • •

Encourage children to find patterns in the list. Underline the key features. Complete page 1 activities. Complete a partner activity. (See pages 21–22.)

DAY TWO

• • • •

Spelling game or activity. (See pages 23–28.) Revise the patterns for this list. Dictation. (See pages 43–57.) Complete Activity 1 in workbook.

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• Encourage children to find patterns in the list. • Underline the key features. • Construct word building strip for first word family. (See pages 37–42.)

Spelling game or activity (See pages 23–28.) Revise the patterns for this list. Dictation (See pages 43–57.) Complete page 2 activities.

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DAY FOUR • • • •

• Revise the patterns for this list using an additional activity. (See pages 17–22.) • Begin page 3 activities. • Complete an individual or informal activity. (See pages 17–20.)

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• Revise the patterns for the list using an additional activity. (See pages 17–22.) • Construct word building strip for second word family. • Complete page 1 activities. • Complete a partner activity. (See pages 21–22.)

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Complete additional activity. Dictation Begin page 2 activities. Complete an individual or informal activity. (See pages 17–20.)

DAY FOUR • • • •

Revise list words. Dictation Complete page 3 activities. Complete a partner activity.

DAY FIVE

• Spelling game or activity • Test of list words (See pages 32–34.) • Complete page 2 activities.

• Informal activities (See pages 18–20.) • Test of list words (See pages 32–34.) • Complete page 4 activities.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Alternative Timetable This alternative timetable is suggested for teachers who prefer to follow a less formal schedule of activities. It uses a metacognitive approach to learning spelling. Further information about this method and resources is provided on pages 4–13. Teachers can modify this timetable to suit their students' level of ability. Self-testing or partner testing and recording should be integrated throughout the program at the teacher's discretion.

DAY ONE

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DAY TWO

• Begin workbook activities. Use as short revisionary activities.

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• Introduce words using metacognition strategies. (See pages 4–13.)

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DAY FOUR

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• Revise patterns‚ reminding each student to find the strategy that best suits his or her learning style using the metacognitive approach. • Use workbook for short revisionary activities.

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• Consolidation and practice using games and activities • Use workbook for short revisionary activities.

DAY FIVE • Consolidation and practice using games and activities • Test of list words (See page 32.) • Recording of scores and self-evaluation

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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

DAY ONE

DAY SIX

DAY THREE

DAY EIGHT

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DAY TWO

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DAY FOUR

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DAY NINE

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Metacognitive Approach Aim: To encourage students to become successful independent spellers and thinkers. Introductory Stage • Each category of questioning (clarifying‚ literal‚ inferential‚ personal‚ visualising‚ predictive‚ summarising and reflective) should be explained to the students. It is important that they understand what kind of question they are asking. • Not all cards will be relevant to every situation; on occasion‚ they will be. • Some of the questions may appear to be the same but are repeated under different categories. This is because the context is different and this should be explained to the students.

Preparation Stage

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Modelling Stage

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• The teacher chooses a suitable spelling word. A word that encompasses all the categories of questions is better. However‚ it should be stressed that not all categories are relevant to every word; for example: ‘forgot’. • The cards are displayed for all students to see. Teachers might prefer to enlarge the cards to A3 when photocopying or laminate them. (See pages 6–13.)

• The teacher models a word; for example: ‘forgot’. The teacher demonstrates the thinking process involved by applying the questions suggested in the relevant categories and ‘talking’ through his or her answers. • Allowing students to interact with the teacher using this process can be very productive.

Explanation of Question Types Clarifying questions are questions that make words‚ phrases or concepts clear and understandable.

For example: What is the word? forgot What does this word mean? didn’t remember Can the word be broken into smaller sounds? for/got

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Literal questions are questions that have a straightforward answer found in the text. For example: What is the tricky part of the word?

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Inferential questions are questions that ask a student to deduce answers from the text.

Break the word into two little words: for‚ got.

Inferential Questions

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

For example: Can I think of some other way to help remember how to spell this word?

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Personal questions are questions that are relevant to oneself. For example: Do I know how to spell any part of this word? Yes Is this a word that I need to learn to spell? Yes‚ because I sometimes use this word in my writing.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Metacognitive Approach Visualising questions are questions that require you to ‘see’ the word or its shape in your mind. For example: Close your eyes. Can I see the word inside my head? yes/no Can I see the shape of the word?

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Predictive questions are questions that require you to forecast a possible outcome.

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Summarising questions are questions that demand a reiteration and understanding of what went before.

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For example: Can I say another word that is spelled almost the same? ‘Forget’ has the same beginning. Can I spell this word? yes/no Can I write it from memory and say each letter as I do it? f–o–r–g–e–t

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Reflective questions review the strategies used to learn new words and how you feel about your progress. For example:

How did I do? happy/reasonably happy/unhappy Which card helped me the most? Inferential Questions Was there anybody or anything that could have helped me? I could have looked for the word around my classroom or got my family to test me. How do I feel? happy/reasonably happy/unhappy

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For example: Can I make a sentence for this word? Yes: I forgot my lunch. Can I write a story the teacher has given me with the spelling word or words in it? yes/no

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The ‘Reflective Questions’ card should be used as a challenge for every student. It is designed to extend the more successful speller. It also offers the opportunity for individuals to recognise their own areas of strength and weakness. This card should be used at the end of the lesson or after the dictation for students to reflect on their success and to set new goals for themselves. The following pages contain a set of cards for encouraging this way of thinking. Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Can I spell the word the way it sounds?

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What does this word mean?

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Clarifiying Questions

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Teac he r What is the tricky part of the word?

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Literal Questions

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Inferential Questions

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Is this a word that I need to learn to spell?

Teac he r Do I know how to spell any part of this word?

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Personal Questions

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Can I see the shape of the word?

Teac he r Can I see the word inside my head?

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Visualising Questions

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Can I write m it from memory . letter and say each u as I do it?

Teac he r Can I say another word that is spelled almost the same?

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Can I spell this word?

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Predictive Questions

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Teac he r Can I make a sentence for this word?

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Can I write a story the teacher has given me with the spelling word or words in mit?

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Summarising Questions

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Was there anything or anybody that could have helped m me?

Which card helped me the most?

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

How did I feel?

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How did I do?

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Reflective Questions

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Teac he Make more new words by adding the ending. r

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= +

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= +

s Make a new word by adding the ending.

Word Building 14

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

New Words Name My new word is

r o e t s Bo r e p ok u My word written My word begins S

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big

with the letter(s)

My word ends with the letter(s)

The middle letter(s) is/are

Cover your word.

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My word written in colour looks like

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Colour a balloon every time you write your new word correctly.

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

List Words Below is a list of all words used in Book A.

Unit 2

Unit 3

Unit 4

Unit 5

can man ran pan sad bad dad had the of

pet met set wet am ham jam ram to by

big hid cup fun cake game tag rip did got

win fin bin tin sip tip lip zip is you

cot hot dot pot bit pit sit it that if

Unit 6

Unit 7

Unit 8

Unit 9

hug rug bug mug jug bag rag wag put was

mix six box fox cut hut but nut are as

we me he she be bed wed fed with his

ant bee bud bug dig fog frog sun ask here

see been weed seed meet need feed seen yes saw

moon room hood zoo all call ball small this have

and sand band hand end lend send bend from want

leg beg peg hen ten men pen den they no

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Unit 10

Unit 11 my by fly sky mop top hop pop for on

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Unit 1

. te o c Unit c 12 Unit 13 Unit 14 . Unit 15 e her r o st super cap map car hat fun run ball net also one

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Additional Activities The following activities and games have been provided for your use as additional support to the spelling program. They are a guide and can be developed to suit any class‚ program or teaching style. Choose from the following activities and games if the tasks are not already covered in the particular list being treated. Six photocopiable spelling games can be found on pages 23–28.

Individual Activities Word Study – Useful for developing familiarity with the list words

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Strategy Examples • Make word shapes‚ word snakes or word sums for list words.

Word Shapes:

Word Snakes:

then =

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ple

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mop =

tne

Word Sums: g + et = get; sh + ip = ship

• Find small words in list words. • Write the list words in alphabetical order or reverse alphabetical order. • Write list words with eyes closed or from memory.

For example: want: a‚ an‚ ant

• Sort words according to different criteria.

For example: sort by initial/final letter(s); number of letters; if rhyming/non-rhyming or by student’s own choice

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• Make word builders by adding ‘s’.

For example: hop‚ hops pet‚ pets

• Write list words in sentences to show the meaning. • Write list words in questions.

For example: A fish can swim. Is that a fish?

• Missing letters – write list words with missing letters. Students guess which words they are.

For example: i _ to = into.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Additional Activities Informal Activities Word Study – Useful for reinforcement of the list words while using a less formal approach Strategy Examples

• Clap the number of syllables in words.

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• Use bright colours to trace list words.

when the

into

• Outline words.

For example:

• Make concept words.

For example:

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• Make bookmarks with difficult words or list words.

• Write words in the shape of a list word.

For example:

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• Spinning wheel game: Make words by spinning the circle and blending the selected sound with the digraph in the middle.

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For example: ‘sat’

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could be the shape for: his‚ tin‚ fan.

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• Sounds strips. Use paper strips to practise blending sounds with a variety of digraphs.

For example:

k it s • Blending cards. Use flashcards of sounds‚ blends and simple digraphs to mix and match and create new words.

For example:

n e t en op j

m sh p h

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Additional Activities Informal Activities Word Study – Useful for reinforcement of the list words in a less formal approach. Strategy Examples • Encourage students to ‘have a go’ and take risks with approximate spelling.

For example: Using ‘have a go’ pads or spelling journals for students to try out their spelling with when writing stories.

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Include different sources of print around the classroom for students to find correct spelling; for example: opposites‚ colours‚ favourite sayings‚ days of the week.

• Break each spelling list into shorter lists based on similar spelling patterns or themes.

For example:

• Longer words can be ‘chunked’ (broken into chunks) to assist spelling‚ rather than conventional syllables.

For example: into – in – to Students should be encouraged to choose how to chunk the words themselves‚ so as to suit each student’s preferred learning style.

list words could be broken up as follows: he‚ me‚ we‚ be‚ she gum‚ hum‚ sum yes‚ no

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• Encourage as much reading as possible.

Use shapes like circles‚ triangles and spirals.

• Encourage students to look at a difficult word‚ focus on the problem part of it‚ close their eyes‚ and then write it.

For example: The problem part of ‘want’ might be ‘an’ rather than ‘wa’.

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• Write list words on graph paper‚ cut out the letters‚ and then build the word from the cut-out letters.

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• Make simple designs using the list words written end to end.

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• Write the list words‚ leaving out some letters. Complete the words the next day.

For example: c

• Find words that rhyme with the list words. Underline them if they are spelt the same.

For example: bed: head‚ red‚ said‚ fed

• Prepare a cloze passage‚ deleting list words. Students select the correct word to go in the correct space.

For example: ‘dog’ and ‘vet’ might fit into:

• Use sentence frames to develop a spelling vocabulary of list words.

For example: We took our cat to the vet. We took our pup to the vet.

• Use list words to build other words.

For example: using the word ‘am’

= come

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

went to the

‚ j

‚ sw

Additional Activities Informal Activities Useful for reinforcement of the list words while using a less formal approach. Strategy Examples Word Bingo Students copy words onto bingo cards‚ checking their spelling‚ then cover the words with counters if the word is called.

• Use games like word bingo and word quizzes.

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Using a word list‚ students write a question with the word as its answer. For example: Write the word starting with ‘b’; Write the word with ‘oo’ in the middle.

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Word Quizzes

• Make new words by writing letters in front of a sound.

For example: ‘og’ could be added to ‘d’‚ ‘fr’‚ ‘l’‚ ‘h’‚ ‘j’

• Make alphabet books to use as personal dictionaries.

Students write any words they have difficulty with under each letter.

• Use list words to make spelling ladders‚ with each word starting with the letter which ends the word before.

For example: y e s o m

• Decorate or illustrate list words.

• Write list words using string or pipe-cleaners.

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Students can draw pictures and ask other students to guess which word they have drawn‚ or simply make words into patterns.

Students can make each letter‚ or just the word shape.

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• Use magnetic letters to form words from memory on a board.

• Write list words in the sand or salt.

• Make word chains using list words.

Students could also trace words on a desk or sandpaper. Discussing whether letter shapes are ‘tall’ or ‘small’ could follow.

Students write list words on paper strips and staple together to make paper chains.

Additional photocopiable games have been included on pages 23–28. These games can be used to support a spelling program as activities for fast finishers‚ or as small-group extension work‚ for individual or special needs programs‚ for homework‚ or as structured whole-class activities. 20

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Additional Activities Partner and Group Activities Partner Activities – Develops cooperation and increases knowledge of list words. Strategy Examples For example:

• Make ‘What am I?’ clues.

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

• Jumble words and swap with a partner.

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You sleep in me. I have sheets. What am I? A bed

For example: ‘hen’ becomes ‘nhe’ As an extra challenge‚ students can create jumbled words that can be pronounced.

For example: ‘Does a fish swim in the sea?’‚ ‘Do we sleep in a bed?’

• Word dominoes

Word dominoes can be made by breaking list words in half (ones that have a common ending or beginning).

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• Make yes–no questions containing list words and swap with a partner.

For example:

c ook © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• For example: r ed

b at

= b ed

r at

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• Cut pairs of list words in parts and rejoin them. Each student then sees if his or her partner can guess the words.

• Guess the word: Give a partner the first letter of a word chosen from the spelling list. The partner then has to guess the word before the whole word is revealed‚ one letter at a time.

For example: The beginning of a game using the word ‘soon’ would look like this:

• Make a word bank containing the same sound pattern or rule as a particular list word. Work as individuals‚ partners‚ small groups or a whole class.

For example:

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a list of words that end in ‘ook’: cook‚ look‚ book‚ hook words that end with ‘e’: me‚ be‚ he‚ she‚ the

• Trace list words on a partner’s back. The partner guesses which list word was traced. • Students make their own read-and-draw activities to swap with a partner.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Additional Activities Partner and Group Activities Class or Group Games – Useful for reinforcement of the list words in a less formal approach. Strategy Examples • Simple class spelling competitions

• ‘Hunter’

For example: A ‘Difficult Word of the Day’ competition during which the students try to spell a challenging word.

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

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Teac he r

Use individual books‚ charts‚ shared stories‚ poems etc. to find a particular spelling pattern or rule being treated.

• Play concentration‚ fish‚ word bingo‚ or tic-tac-toe.

In tic-tac-toe‚ each player uses a list of words with a common sound as his or her ‘noughts’ and ‘crosses’. For example‚ in the game below‚ Player One used a bank of ‘sh-’ words; Player Two used a bank of ‘-ook’ words.

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• ‘Guess My Word’

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• Magazine hunt for list words

In ‘Shannon’s Game’‚ students need to guess the letters in the correct order in which they occur in each word.

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• Play hangman or a similar game called ‘Shannon’s Game’.

Students ask questions that require a yes–no response to guess the mystery spelling word.

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Choose a selection of words to focus on for a week. Students can also search for these in newspapers or any other reading material in the classroom. Students can circle or underline words they find. At the end of the week‚ students can count their score and share the sentences they found.

Also refer to pages 23–28 for photocopiable spelling games. Commercial board games involving word formation can also be of benefit to a spelling program.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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3. Start by giving your partner the first letter of your word.

2. Choose a word from your list.

Teac he r

1. Find a partner with the same spelling list.

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Which Word?

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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4. How many clues before your partner guesses your word?

Spelling Games

Teac he 2. Cut them out and place them face down on the desk. r w ww

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3. Ask a friend to do the same with eight list words he or she chooses.

o c . che e r o t r s super

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4. Add the new cards. Jumble them and try to find the pairs.

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

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1. Choose eight of your spelling words and copy them twice onto the rectangles below.

Choose Two

Spelling Games

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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Words with two letters

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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Words that you can draw a picture for

Words that rhyme

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Teac hebox. Sort your list words and write them into the correct r Words can be written more than once. Word Sorts

Spelling Games

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Teac he r

Can he or she find all of your words?

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o c . che e r o t r s super

m . u

b c d f g h j k m n p q r s t v w x y z

Use these letters to fill in the leftover squares.

Pass your word search to a friend to do.

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Make your own word search using eight list words.

Word Search

Spelling Games

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

1. Write six list words.

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2. Write as many rhyming words as you can.

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Rhyming Words

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Teac he r

Spelling Games

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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Can he or she read all of the words in your worm?

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

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3. Pass your word worm to a friend.

worm.

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Teac 1. Write some of your spelling list words in the boxesh below. er 2. Cut them out and glue them onto the page as a word

Word Worm

Spelling Games

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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

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Teac he r

Certificates

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Assessment

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

Page 31 can be used at the conclusion of each unit for final assessment.

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Teac he r

There are many different ways to assess spelling. The pages that follow are provided to help support the Spelling: Workbook and interactive CD program.

Pages 32–34 can be used to specifically record each word learned and the time taken to master a unit of words. Recording in this way may be useful for children with special needs‚ those with English as an additional language or for the whole class.

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10 11 12 13 14 15

o c . che e r o t r s super 36

Individual spelling records can be kept using page 35. Two assessments of each word list can be recorded along with anecdotal notes. These notes can be used as an overview of the student’s progress in spelling during the 15 units and can be discussed during parent– teacher conferences and in reports. 30

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Name

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

A record of spelling results for the whole class can be recorded on page 36.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Assessment Name:

Date: 6.

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

10.

Total score:

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Teac he r

/10

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Name: 6.

o c . che e r o t r s super 7.

10.

Total score:

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

/10

Assessment = can say word

Name: = can write word

List 1

List 2

Date begun:

man ran pan

pet

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

hid

set

cup

wet

fun

cake

ham

dad

jam

had

ram

the

game tag rip

did got

Date completed:

List 5 Date begun:

w ww win fin

bin tin

. te

List 6 Date begun:

cot hot

m . u

Date begun:

hug rug

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

bug

pot

mug

bit

jug

pit

bag

lip

sit

rag

zip

wag

that

put

you

was

sip tip

met

bad

List 4

Date completed:

big

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Teac he r

sad

List 3 Date begun:

can

Date completed:

= has remembered correct spelling

Date completed:

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Assessment

Name: = can say word

= can write word

List 7

List 8

Date begun:

Date begun: mix six

= has remembered correct spelling

List 9 Date begun:

ant

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

bee

box

bud

fox

she

bug

dig

hut

bed

but

wed

nut

fed

are

with

his

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Teac he r

cut

fog

frog sun ask

here

List 10 Date begun:

List 11 Date begun:

w ww

leg

. te beg

List 12 Date begun:

my by

see been

men

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

need

pen

hop

feed

den

pop

seen

they

for

yes

saw

peg hen ten

Date completed:

m . u

Date completed:

fly

weed

sky

seed

mop

meet

Date completed:

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Date completed:

Assessment = can say word

Name: = can write word

List 13

List 14

Date begun:

Date begun: moon room hood zoo

and

cap

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

map

band

car

hand

hat

end

fun

call

lend

ball

send

small

bend

this

from

have

want

run

ball net

also one

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Date begun:

Date completed:

m . u

Date completed:

List 15

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all

= has remembered correct spelling

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Assessment Name:

Year: Pre-test

Final Test

⁄10

List 2

⁄10

List 3

⁄10

List 4

⁄10

List 5

⁄10

List 6

⁄10

List 7

⁄10

List 8

⁄10

List 10 List 11

List 13 List 14 List 15

⁄10 ⁄10

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List 12

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⁄10

. te ⁄10 ⁄10 ⁄10

⁄10 ⁄10

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List 9

⁄10

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Teac he r

List 1

Notes

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Notes: Date:

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Test Checklist 1

10 11 12 13 14 15

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

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Teac he r

Name

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

p or eB st r

e p u S

oo k

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Teac 2. Slide letter strips through slits to make words from the word families used in Unit 1. he r

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o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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1. Cut along the dotted lines.

Word Building

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h 37

Teac he r

e p u S

s g

oo k

h j

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1. Cut along the dotted lines.

Word Building

p or eB st r

w ww

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2. Slide letter strips through slits to make words from the word families used in Unit 2.

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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

s t

l p

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Teac 2. Slide letter strips through slits to make words from the word families used in Unit 4. he r

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pore.co

che r st super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

m . u

1. Cut along the dotted lines.

w ww

Word Building

s t

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

Teac he r

. te

m . u

1. Cut along the dotted lines.

Word Building

w ww

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2. Slide letter strips through slits to make words from the word families used in Unit 5.

o c . che e r o t r s super

b s

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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

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Teac 2. Slide letter strips through slits to make words from the word families used in Unit 6. he r

t © R. I . C.Publ i cat i ons

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m . u

1. Cut along the dotted lines.

Word Building

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•f orr evi ew pur posesonl y•

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

w n 41

Teac he r

e p u S

p h

oo k

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m . u

1. Cut along the dotted lines.

Word Building

b or eB st r

w ww

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2. Slide letter strips through slits to make words from the word families used in Units 7–8.

o c . che e r o t r s super

n r

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 1

an‚ ad List Words

Word Building

• This unit focuses on the rimes ‘an’ and ‘ad’ at the end of each word. This unit also includes two common‚ high frequency words‚ ‘the’ and ‘of’.

can

cans

man

men

ran

run‚ runs‚ running

pan

pans

sad

sadness‚ sadder‚ saddest

bad

badly‚ badness

dad

daddy‚ daddies‚ dads

had

have‚ has‚ having

the

—

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘an’ and those that end with ‘ad’ and brainstorm other words to add to each list.

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

• Double the consonant to keep the vowel sound short.

Dictation

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Teac he r

Unit Focus

1. The man can run fast. 2. His dad looks sad. 3. The pan is hot. 4. My mum had a cup of tea. 5. The bad dog ran away.

Answers © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

m . u

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1. Teacher check 2. can‚ sad‚ dad‚ ran‚ the‚ man 3. (a) can (b) ran (c) sad (d) bad (e) pan 4. Teacher check 5. (a) sad (b) of (c) the (d) pan 6. red: can‚ pan‚ man. blue: sad‚ dad‚ had.

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 2

et‚ am

List Words

Unit Focus

Word Building pets

met

meet‚ meets‚ meeting‚ meetings

set

sets‚ setting

wet

wets‚ wetted‚ wetting

is‚ are

ham

hams

jam

jam‚ jamming‚ jammed

ram

rams‚ ramming‚ rammed

—

• This unit focuses on the rimes ‘et’ and ‘am’ at the end of each word. This unit also includes two common‚ highfrequency words‚ ‘to’ and ‘by’.

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘et’ and those that end with ‘am’ and brainstorm other words to add to each list.

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

• Double the consonant to keep the vowel sound short.

Dictation

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Teac he r

pet

1. The wet ram was by the gate. 2. I am going to set the table. 3. The vet met my pet. 4. Carry the ham and jam to the table.

Answers

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1. Teacher check 2. to‚ wet‚ jam‚ by‚ pet‚ ram 3. (a) ram (b) wet (c) jam (d) ham (e) met 4. Teacher check 5. (a) pet (b) by (c) ham (d) jam 6. (a) red: pet‚ met‚ set (b) blue: ram‚ jam‚ ham

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o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 3

Parties List Words

Word Building

big

big‚ bigger‚ biggest

hid

hide‚ hidden‚ hiding

cup

cups

fun

funny‚ funnier‚ funniest

game

games

tags‚ tagging‚ tagged

rip

rips‚ ripped‚ ripping

did

do‚ does‚ doing‚ done

got

get‚ gets‚ getting

Dictation

1. Did you rip the tag? 2. That game was fun. 3. She got a big cake. 4. Who hid my cup?

Answers

1. (a) cup (b) cake (c) game (d) rip (e) tag 2. rip‚ tag‚ fun‚ cake‚ got‚ game 3. Teacher check 4. See word search. 5. (a) cake (b) did (c) game (d) tag 6. (a) rip (b) big (c) fun (d) cake (e) tag (f) game

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tag

Teac he r

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

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

cakes‚ caking‚ caked

• This unit focuses on party-related words. This unit also includes two common‚ high-frequency words‚ ‘did’ and ‘got’.

Teaching Points

cake

Unit Focus

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 4

in‚ ip

List Words

Unit Focus

Word Building

• This unit focuses on the rimes ‘in’ and ‘ip’ at the end of each word. This unit also includes two common‚ highfrequency words‚ ‘is’ and ‘you’.

wins‚ winning‚ won

fin

fins

pins‚ pinned‚ pinning

tin

tins‚ tinned

sip

sips‚ sipped‚ sipping

tip

tips‚ tipping‚ tipped

lip

lips

zip

zips‚ zipping‚ zipped

be‚ am‚ are‚ being‚ was‚ were‚ been

you

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘in’ and those that end with ‘ip’ and brainstorm other words to add to each list.

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

—

Rules

• Double the consonant to keep the vowel sound short.

Dictation

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Teac he r

win

1. The tin can has one pin in it. 2. You can see the tip of a fin above the water. 3. My pencil case has a zip. 4. You can win the race! 5. Is that a mark on your lip? 6. Mum had a sip of tea.

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1. Teacher check 2. (a) red: win‚ tin‚ fin (b) blue: sip‚ zip‚ tip 3. (a) fin (b) bin (c) sip (d) zip (e) win 4. Teacher check 5. (a) zip (b) you (c) tin (d) lip 6. tin‚ tip‚ bin‚ is‚ sip‚ you‚ zip

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Answers © R. I . C.Pu bl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 5

ot‚ it List Words

Word Building

• This unit focuses on the rimes ‘ot’ and ‘it’ at the end of each word. This unit also includes two common‚ highfrequency words‚ ‘that’ and ‘if’.

cots

hot

hotter‚ hottest

dot

dotted‚ dotting

pot

pots‚ potted‚ potting

bit

bits

pit

pits‚ pitted‚ pitting

sit

sits‚ sat‚ sitting

its‚ it’s —

—

• Identify the rimes and how they are represented. • Sort the list words into those that end with ‘ot’ and those that end with ‘it’ and brainstorm other words to add to each list

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

• Double the consonant to keep the vowel sound short.

Dictation

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d o t

1. That pot is very hot. 2. If you sit still‚ you will see the fish. 3. Dig a big pit for the pond. 4. You need one more bit to make the cot. 5. It is a very big dot.

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Answers

1. Teacher check 2. if‚ hot‚ pot‚ that‚ bit‚ dot 3. (a) if (b) sit (c) pot (d) that 4. Teacher check 5. (a) hot (b) bit (c) pot (d) cot (e) sit 6. (a) green – hot‚ cot‚ dot (b) red – sit‚ bit‚ pit 7. See word search. 8. (a) bit (b) sit (c) cot (d) dot 9. (a) hot (b) bit (c) If 10. cot‚ hot‚ pot‚ dot 11. dot 12. Teacher check

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Teaching Points

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Teac he r

cot

that

Unit Focus

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 6

ug‚ ag

List Words

Word Building

• This unit focuses on the rimes ‘ug’ and ‘ag’ at the end of each word. This unit also includes two common‚ highfrequency words‚ ‘put’ and ‘was’.

hug

hugs‚ hugged‚ hugging

rug

rugs

bug

bugs

mug

mugs

jug

jugs

bag

bags

rag

rags

wag

wags‚ wagging‚ wagged

put

puts‚ putting

Dictation

was

wasn't‚ were‚ weren't

1. Put that rag in a bag. 2. There is a bug on the rug. 3. He was happy after a hug. 4. Fill the mug from the jug. 5. The dog can wag its tail.

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘ug’ and those that end with ‘ag’ and brainstorm other words to add to each list.

Rules

Teac he r u

• Double the consonant to keep the vowel sound short.

Answers © R. I . C.Pu bl i cat i ons •f orr evi ew pur posesonl y•

w ww t

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1. Teacher check 2. (a) green: rag‚ wag (b) red: rug‚ bug‚ mug‚ hug 3. (a) jug (b) bag (c) mug (d) bug (e) wag 4. Teacher check 5. (a) wag (b) put (c) was (d) rug 6. hug‚ bug‚ was‚ put‚ rug‚ rag 7. See word search. 8. (a) mugs (b) bags (c) hugs (d) bugs 9. (a) cut (b) big (c) has (d) tug

0. (a) 1 (b) (c) (d) (e) 1 1. (a) (b) (c) (d) (e) 1 2. (a) (b) (c)

bug mug jug rag bag put mug jug was hug wag‚ was hug bug

m . u

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

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Unit Focus

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 7

ix‚ ox‚ ut List Words

Word Building mixes‚ mixing‚ mixed

six

sixes

box

boxes‚ boxing‚ boxed

fox

foxes

cut

cuts‚ cutting

hut

huts

but

—

nut

nuts

are

am‚ is

—

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘ix’ or ‘ox’ and those that end with ‘ut’ and brainstorm other words to add to each list.

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

• Double the consonant to keep the vowel sound short. • To make words that end with ‘x’ plural‚ ‘es’ is added.

Dictation

Answers © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww c

1. They are as good as gold. 2. She has six nuts but he only has one. 3. The fox was in the hut. 4. The boy cut the box open. 5. Mix the paint in the tray.

. te

1. Teacher check 2. (a) green – fox‚ mix (b) red – but‚ cut‚ hut‚ nut 3. (a) mix (b) fox (c) hut (d) six (e) cut 4. Teacher check 5. (a) nut (b) as (c) are (d) box 6. cut‚ six‚ are‚ mix‚ box 7. See word search. 8. nut

9. (a) as‚ as (b) six (c) fox (d) are 1 0. (a) nut (b) hut (c) box (d) fox 1 1. Teacher check 12. (a) art (b) at (c) not (d) bat

m . u

• This unit focuses on the rimes ‘ix’‚ ‘ox’ and ‘ut’ at the end of each word. This unit also includes two common‚ high-frequency words‚ ‘are’ and ‘as’.

ew i ev Pr

Teac he r

mix

Unit Focus

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 8

Long e‚ ed

List Words

• This unit focuses on the ‘long e’ sound represented by the grapheme ‘e’ and the rime ‘ed’ at the end of each word. This unit also includes two common‚ high-frequency words‚ ‘with’ and ‘his’.

we'd‚ we're‚ we've

—

he's

she

she's

been

bed

beds‚ bedroom

wed

weds‚ wedded‚ wedding‚ weddings

fed

feed‚ feeding

with

—

his

—

Teac he r

Teaching Points

i b

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

• Double the consonant to keep the vowel sound short.

Dictation

1. She will be wed soon. 2. Come with me to be fed. 3. His bed is blue. 4. We got lost when he ran away.

Answers

1. Teacher check 2. (a) orange: he‚ we‚ me (b) green: fed‚ wed‚ bed 3. (a) bed (b) with (c) fed (d) wed (e) she 4. Teacher check 5. be‚ with‚ his‚ bed‚ we‚ fed 6. wed fed bed 7. See word search. 8. (a) fed (b) she (c) with (d) bed 9. (a) she (b) with (c) his (d) wed 10. (a) She (b) me (c) be (d) with 11. Teacher check 12. (a) we‚ me‚ be‚ he (b) with (c) she

w ww e

. te

m . u

• Underline the grapheme representing the sound ‘e’ at the end of words. • Identify the rime ‘ed’ and how it is represented.

ew i ev Pr

Unit Focus

Word Building

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 9

Spring List Words

Word Building

• This unit focuses on spring-related words. This unit also includes two common‚ high-frequency words‚ ‘ask’ and ‘here’.

ant

ants

bee

bees

bud

buds‚ budding‚ budded

bug

bugs‚ bugging‚ bugged

dig

digs‚ digging‚ dug

fog

fogs‚ fogging‚ fogged

frog

frogs

sun

suns

ask

asks‚ asking‚ asked

here

—

Teaching Points • Identify difficult parts of words. • Discuss ways to remember how to spell a word.

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

1. Ask Mum to bring the bug here. 2. An ant can dig big holes. 3. A bud will open in the sun. 4. Can the frog or bee find their way in the fog?

Answers

ew i ev Pr

Teac he r

Unit Focus

1. (a) bug (b) bud (c) bee (d) sun (e) ant (f) dig 2. (a) bee (b) sun (c) fog 3. Teacher check 4. (a) dig (b) ask (c) here (d) bud 5. (a) here (b) sun (c) bud (d) frog 6. dig‚ fog‚ bee‚ ask‚ here‚ ant 7. See word search. 8. (a) Ask (b) fog (c) bee (d) Dig 9. sun‚ ant‚ bug 10. (a) bee (b) frog (c) ant (d) bud 11. (a) bee‚ bud‚ bug (b) frog‚ here (c) ant 12. Teacher check

w ww

. te a

m . u

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

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 10

eg‚ en

List Words

Word Building

leg

legs‚ leggings

beg

begs‚ begged‚ begging

peg

pegs‚ pegged‚ pegging

hen

hens

ten

tens‚ tenth

men

man

pen

pens

den

dens

they

—

l t

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

• Double the consonant to keep the vowel sound short.

Dictation

1. Ten men hid in the den. 2. They had to beg for more food. 3. There is no hen in that hut. 4. Use the pen to draw a leg. 5. Hang this up with a peg.

. te

Answers

w ww

• Identify the rimes and how they are represented. • Sort the list words into those that end with ‘eg’ and those that end with ‘en’ and brainstorm other words to add to each list.

1. Teacher check 2. they‚ beg‚ no‚ ten‚ men‚ peg 3. (a) beg (b) ten (c) leg (d) hen (e) pen 4. pen 5. (a) blue: leg‚ beg‚ peg (b) yellow: hen‚ den‚ men 6. (a) no (b) men (c) they (d) peg 7. See word search. 8. hen‚ men‚ den pen‚ ten 9. (a) leg (b) ten (c) they (d) men 10. (a) hen (b) they (c) peg (d) den

1. (a) hen 1 (b) pen (c) leg (d) peg 1 2. Teacher check

m . u

Teaching Points

Rules

Teac he r b

• This unit focuses on the rimes ‘eg’ and ‘en’ at the end of each word. This unit also includes two common‚ highfrequency words‚ ‘they’ and ‘no’.

ew i ev Pr

Unit Focus

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 11

y‚ op List Words

Word Building

• This unit focuses on the ‘long i’ sound represented by the grapheme ‘y’‚ and the rime ‘op’. This unit also includes two common‚ high-frequency words‚ ‘for’ and ‘on’.

mine

—

fly

flies‚ flew‚ flying

sky

skies

mop

mops‚ mopped‚ mopping

top

tops‚ topped‚ topping

hop

hops‚ hopped‚ hopping

pop

pops‚ popped‚ popping

for

—

Teaching Points

Rules

Dictation

1. The balloon went pop up in the sky. 2. I use my mop for washing the floor. 3. The plane will fly over the top of the hill. 4. Hop on one foot by the door.

. te

1. Teacher check 11. (a) for 2. my‚ by‚ fly‚ sky (b) fly 3. (a) mop (c) mop (b) sky (d) by (c) on 12. Teacher check (d) pop 4. (a) fly (b) mop (c) hop (d) sky (e) pop 5. sky 6. (a) orange: my‚ fly‚ by (b) blue: hop‚ top‚ mop 7. See word search. 8. top‚ mop‚ hop‚ pop 9. (a) hop (b) top (c) sky (d) by‚ on‚ my 10. (a) mop – used for washing floors (b) hop – jump on one foot (c) fly – move through the air (d) sky – the space above earth

m . u

ew i ev Pr

• Double the consonant to keep the vowel sound short. • ‘y’ changes to ‘i’ when ‘es’ is added.

• Underline the grapheme representing the sound ‘i’ at the end of words • Identify the rime and how it is represented. • Sort the list words into those that end with ‘y’ and those that end with ‘op’ and brainstorm other words to add to each list.

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

w ww

Teac he r

Unit Focus

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 12

List Words

Word Building sees‚ seen‚ saw‚ seeing am‚ be‚ is‚ are‚ was‚ were

weed

weeds‚ weeding‚ weeded

seed

seeds‚ seeded‚ seedless

meet

meets‚ met‚ meeting

need

needs‚ needing‚ needed

feed

feeds‚ fed‚ feeding

seen

see‚ sees‚ saw‚ seeing

yes

—

saw

see‚ sees‚ seeing‚ seen

w e

1. Have you been to the park and seen that swan before? 2. ‘Yes‚ I saw that film’‚ said the boy. 3. I can see I need to feed her. 4. Mum will meet me at the shops. 5. That seed will grow into a tall weed.

Answers

1. yes‚ meet‚ weed‚ saw‚ see‚ been 2. Teacher check 3. seed 4. (a) seen (b) yes (c) feed (d) been 5. (a) bee‚ be (b) me (c) we 6. (a) red: feed‚ weed‚ need‚ seed (b) yellow: seen‚ been 7. See word search. 8. need‚ feed‚ weed‚ seed 9. (a) saw (b) meet (c) see (d) feed (e) been 10. Teacher check 11. (a) seen (b) saw (c) meet (d) yes 12. Teacher check

. te

Dictation

• Identify the phoneme and how it is represented. • Brainstorm other words to add to the list.

ew i ev Pr

Teaching Points

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

w ww

Teac he r

been

• This unit focuses on the ‘long e’ sound represented by the grapheme ‘ee’. This unit also includes two common‚ highfrequency words‚ ‘yes’ and ‘saw’.

m . u

see

Unit Focus

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 13

oo‚ all List Words

Word Building

moon

moons‚ moonlight‚ moonbeam

room

rooms‚ roomy‚ roomier‚ roomiest

hood

hoods

zoo

zoos

all

—

call

calls‚ called‚ calling

ball

balls

Teaching Points • Identify the patterns in the list. • Discuss how the grapheme ‘oo’ as in ‘moon’‚ can also represent ‘oo’ as in ‘book’. • Brainstorm other words to add to the list.

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

• The ‘y’ changes to ‘i’ when adding ‘–er’ or ‘–est’.

Teac he r

—

have

has‚ having‚ had

Dictation

1. The moon looks small in the sky. 2. All of us have been to the zoo. 3. Put this ball in my room. 4. Call me if you find my hood.

w ww

Answers

. te

1. Teacher check 2. (a) balls (b) rooms (c) moons (d) zoos 3. (a) moon (b) call (c) small (d) room (e) this 4. (a) zoo (b) room (c) have (d) small 5. (a) zoo (b) this (c) hood (d) have 6. small‚ zoo‚ have‚ this‚ all‚ ball 7. See word search. 8. hood 9. (a) zoo (b) ball (c) small (d) have

10. (a) all‚ call‚ ball‚ small (b) moon‚ room‚ hood‚ zoo‚ this‚ have 11. (a) room (b) small (c) hood (d) zoo (e) call (f) moon 12. (a) soon (b) tall (c) good (d) thin

m . u

ew i ev Pr

this

• This unit focuses on the graphemes ‘oo’ as in ‘moon’ and ‘all’ as in ‘ball’. This unit also includes two common‚ high-frequency words‚ ‘this’ and ‘have’.

smaller‚ smallest

small

Unit Focus

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 14

and‚ end

List Words and

—

sand

sands‚ sandy‚ sandier‚ sandiest‚ sandcastle

band

bands

hand

hands‚ handed‚ handing‚ handy

end

ends‚ ended‚ ending

lend

lends‚ lent‚ lending‚ lender

send

sends‚ sent‚ sending‚ sender

bend

bends‚ bent‚ bending

from

—

want

wants‚ wanting‚ wanted

• This unit focuses on the rimes ‘and’ and ‘end’ at the end of words. This unit also includes two common‚ highfrequency words‚ ‘from’ and ‘want’.

• Identify the phoneme and how it is represented. • Brainstorm other words to add to the list.

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

• The ‘y’ changes to ‘I’ when adding ‘–er’ or ‘–est’.

Dictation

1. Send a card to Ali and Tim from both of us. 2. Mum will want us to lend a hand to move this. 3. Can you bend that end of the pipe? 4. The band played on the sand.

Answers

1. Teacher check 2. (a) want (b) sand (c) and‚ end (d) band‚ bend 3. hand 4. (a) want (b) sand (c) hand (d) bend (e) from 5. (a) end (b) hand (c) and (d) send 6. Teacher check 7. See word search. 8. (a) from (b) lend (c) hand (d) bend (e) want (f) and 9. (a) and (b) send (c) from (d) sand

ew i ev Pr

Teac he r

Teaching Points

10. Teacher check 11. (a) frost (b) wasp (c) sent (d) land 12. (a) red - band‚ hand (b) green - bend. end (c) blue – want‚ from

w ww

m . u

. te

Unit Focus

Word Building

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 15

Summer Holidays List Words

caps‚ capping‚ capped

map

maps‚ mapping‚ mapped

car

cars

hat

hats

fun

funny‚ funnier‚ funniest

run

runs‚ running‚ ran

ball

balls

net

nets‚ netting‚ netted

also

—

one

ones

Teaching Points • Identify difficult parts of words. • Discuss ways to remember how to spell a word.

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

1. It is fun to put the ball in the net. 2. Can you bring one net and also a hat? 3. We need the map in the car to find the way. 4. Run fast and get his cap.

Answers

1. (a) car (b) ball (c) fun or run (d) net (e) hat (f) cap or map 2. one‚ ball‚ also‚ hat‚ cap‚ fun 3. (a) also (b) fun (c) hat (d) ball 4. Teacher check 5. (a) one (b) ball (c) also (d) net 6. (a) car (b) hat (c) map 7. See word search. 8. fun‚ net‚ run 9. (a) car (b) map (c) one (d) hat 1 0. (a) cap (b) run (c) net (d) one 1 1. (a) fun‚ run (b) also‚ ball (c) hat 1 2. Teacher check

w ww n

. te

m . u

• This unit focuses on summer holiday words. This unit also includes two common‚ high-frequency words‚ ‘also’ and ‘one’.

ew i ev Pr

Teac he r

cap

Unit Focus

Word Building

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

and sand band hand end lend send bend from want

we me he she be bed wed fed with his

Unit 9

mix six box fox cut hut but nut are as

ant bee bud bug dig fog frog sun ask here

Unit 5

win fin bin tin sip tip lip zip is you

cot hot dot pot bit pit sit it that if

Unit 10

Unit 4

Unit 3

big hid cup fun cake game tag rip did got

r o e t s Bo r e p ok u S Unit 8

Unit 2

Teac he r7 Unit

leg beg peg hen ten men pen den they no

. te cap map car hat fun run ball net also one

moon room hood zoo all call ball small this have

m . u

see been weed seed meet need feed seen yes saw

Unit 13

Unit 12

my by fly sky mop top hop pop for on

pet met set wet am ham jam ram to by

Unit 15

Unit 11 Unit 14

hug rug bug mug jug bag rag wag put was

w ww

can man ran pan sad bad dad had the of

ew i ev Pr

Unit 6

Unit 1

Book A List Words

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

then those

out about around house

save gave take make

woke home bone note

chest

these

mouse

came

rose

shin

chum

both

now

made

cone

short

such

tooth

down

vote

ash

torch

path

how

ride

June

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

tune

time

use

arch

l’ll

when

mime

cube

punch

l’ve

why

crime

tube

church

it’s

where

mine

cute

two

four

May

her

seven

three

five

many

come

eight

sweets

drum

stamp

skip

went

gift

drip

party

drop

game

grip

happy

grab

start

grim

stone

spit

grant

dear

trip

stem

spin

damp

hear

try

nest

spot

lamp

fear

trim

rest

spark

ramp

heat

wish rash

Teac he r Unit 8

one only

toys

play

invite drink sing

stop stand step

skin skid skirt spell

spent rent ant

pant

Unit 12

fresh

Unit 11

kite

what

Unit 10

brown

l’m

Unit 9

bath

lunch

ew i ev Pr

rich

dish

meat teach reach beat seat

swim

camp

steep

cost

swing

jump

keep

food

crab

must

sweep

bump

sleep

paper

crash

lost

swell

lump

sheet

back

nine

good

some

would

give

help

who

has

pupil

born season butterfly

bang hang sang song along

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

stay clay pay

bird girl

first

third twirl

Unit 17

baby

. te Unit 14

seed

Unit 16

any

m . u Unit 18

best

brave

w ww

bring

cards

Unit 15

Unit 7

chant

them

sheep

brush

Unit 13

chin

than

Unit 6

shut

chip

Unit 5

shop

chop

Unit 4

ship

Unit 3

shoe

Unit 2

Unit 1

Book B List Words

moan

bike

coat

fish

loaf

shells

float

bucket

soap

spade

blossom

belong

ray

hurt

load

camp

flower

wing

mail

turn

grow

wave

park

king

stain

burn

show

tent

plant

ring

pain

surf

tow

site

hatch

thing

sail

paper

below

sea

raindrop

being

tail

never

own

seagull

spring

hung

wait

over

crow

seaweed

warm

sung

train

under

slow

sand

thirteen

old

Tuesday

Friday

Saturday

him

Monday

their

Wednesday

Thursday

Sunday

number

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

mother

sunk plank fine

still smell skull stall across

bottle little battle rattle middle

scrap scrape scrub scream screen

glue

brother

alive

dress

riddle

spray

due

another

line

glass

paddle

spread

clue

other

miss

buckle

sprain

blue

Monday

supply

jazz

ankle

sprint

bathroom

front

apply

buzz

eagle

sprout

bedroom

onion

fried

fizz

apple

stripe

tried

dizzy

needle

strap

cried

cuff

able

straw

high

staff

rectangle

street

sigh

cliff

single

strong

right

stuff

jungle

stream

while

yesterday

part

live

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

comic

shock

picnic

luck

should

Ireland

work

March

which

April

twelve

age

quit

told

twice

page

lights

quiet

birth

quite

year

liquid

friends

queen

invitation

question

coldest

rice

bridge

quack

boldest

advice

badge

older folder golden scold

price spice slice ice-cream

usual

huge stage cage bandage

Unit 12

brick

Unit 11

trick

traffic

Unit 10

spoon

Unit 9

back

Teac Unit 8h er

broomstick

yourself himself herself myself

outside inside

offside

seaside

mice

quake

kindest

voice

judge

someone

squad

remind

ace

bench

something

squash

behind

disgrace

branch

sometimes

presents

squeak

find

trace

crunch

somebody

chocolate

squirt

mind

space

wrench

everyone

cupcake

squeal

wind

place

match

everything

icing

squirm

blind

race

watch

everybody

shopping

square

grind

face

catch

oil

again

January

please

during

name

because

February

month

bloom sunshine cloud bulbs grass green

. te weren’t l’d

won’t

we’ve they’ve what’s

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

straw law

claw soar

board

war

warrior warp

warning ward

wardrobe

Unit 17

minute

Unit 16

wishes

Unit 15

greetings

Unit 14

balloon

m Unit 18 . u

goldfish

w ww

quilt

hedge

surprise

Unit 13

cover

thank

Unit 6

few

oven

think

Unit 5

crew

above

Unit 4

grew

love

Unit 3

chew

music

Unit 2

blew

ew i ev Pr

Unit 7

Unit 1

Book C List Words

comb lamb

dumb numb

crumb wrap

everywhere centimetre metre

plane atlas boat crab

passport rock

oar

warn

wreck

sandals

there’s

roar

warmth

write

beach

butterfly

you’re

sore

swarm

wrong

flight

digging

hasn’t

tore

dwarf

honest

ticket

dragonfly

you’ve

award

ghost

runway

grow

we’re

score

warden

hour

landing

bluebird

she’s

stalk

towards

know

pool

young

you’ll

walk

warren

knight

hotel

tulip

they’d

talk

reward

knife

salty

ladybird

they’re

chalk

warlock

knot

uniform

eighteen

Africa

today

fortnight

tomorrow

said

seventeen

Australia

year

second

before

there

fresh

that’s

animal

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 6

Unit 5

Unit 4

Unit 3

head breakfast deaf steady bread deadly lead tread instead ahead heavy thread threat breath death breadth earl pearl earn earth world clean

people angle vegetable simple terrible puzzle agile axle sprinkle assemble travel angel label level towel tunnel novel jewel fuel cancel kilogram kilometre

Unit 12

didn’t haven’t couldn’t wouldn’t shouldn’t can’t wasn’t aren’t we’d doesn’t they’ll let’s who’d who’s brother-in-law passer-by hanger-on by-law drive-in take-off Europe great

Unit 11

parcel since certain century centipede prince acid calcium cigar circuit pencil stencil cinema circle circumference cylinder cycle cyclone cymbal agency found study

Unit 10

true value argue cue avenue screw flew brew dew drew igloo bamboo proof shampoo kangaroo fruit juice juicy bruise suit millimetre centilitre

Unit 9

Unit 2

fair stair chair hairy airy dairy pair repair despair highchair dare scare beware glare fare stare care rare spare mare Belfast Dublin

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

m . u Unit 18

happily merrily busily angrily easily cheerily craftily worried married dirtied copied supplied dried applied studies carries parties empties buries bullies litre busy

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 17

crept swept wept kept except adopt erupt fault built consult bolt revolt difficult adult left loft swift shift craft lift Rome Paris

Unit 16

o c . che e r o t r s super

helpless harmless careless hopeless needless breathless sadness awareness sickness happiness weakness braveness cleanliness business quietly lonely wisely lovely brightly quickly kind engage

Unit 15

. te Unit 14

Unit 7 Unit 13

chick garden lamb rabbit flowers flowerbed breeze daisy hatch rainbow raincoat thaw puddle foal meadow springtime windy daffodil splash leaves point letter

knuckle knit knee rhyme yoghurt honour loch build written wreath wrist psalm palm calm often listen thistle whistle condemn autumn pretty animal

w ww

cast actor acting stage curtains backstage stalls circle ticket concert dancing singing audience audition orchestra rehearsal interval costume wardrobe stagehand ours theirs

hoof leaf beef scarf elf golf wolf shelf half calf safe wife life oxen geese dice children women teeth feet large does

hotter kinder colder stronger weaker meaner taller greatest smallest softest darkest thickest hardest lightest thinnest cheeriest bounciest bossiest tiniest angriest learn America

ew i ev Pr

visitor doctor error sailor spectator water number lower sister better eleven opened broken hidden suddenly lesson reason person poison cotton read goes

Teac he r Unit 8

Unit 1

Book D List Words

explore score ignore adore shore chore anymore store door moor floor poor uproar roar boar boarder oar fourth court pour Italy Switzerland

outdoor outline outbreak outfit outcry undo untie uneven unable unaware overboard overcast overhead overall overbook underage underground understand undercover underneath Edinburgh London

barbecue steak sausages charcoal lighter tennis racket prawns salad lakes park caravan jeans breaker shorts sandals castle postcards surf umbrella Moscow Berlin

interfere intersect intercept interact interview international disability dislike disagree disappoint disappear return repeat refund revise suburb submarine submerge subheading subway interesting modem

Unit 6

Unit 5

Unit 4

Unit 3

display stray relay always prey grey obey survey claim raise afraid operation dictation nature weight freight neighbour straight vein beige morning might

noise moist hoist choice voice invoice appoint asteroid enjoy decoy convoy boycott deploy royal employ destroy annoy voyage buoy lifebuoy beginning coming

Unit 12

grape shape lemonade mistake cashmere complete these athlete flute accuse refuse amuse size mobile alive divide broke spoke globe phone easy fraction

Unit 11

window follow borrow narrow shadow swallow unknown cargo zero domino bingo bravado tiptoe potatoes tomatoes foe oboe although though dough proportion shuttle

Unit 10

track struck attack packet cricket clock chuckle socket chicken pocket freckle classic volcanic mimic sonic plastic tonic terrific electric heroic upon eye

torch orchard channel achieve machine chef parachute charade approach coach school choir ache chemist anchor stomach character monarch orchid anarchy Madrid Cardiff

firmly thirsty virtual confirm thirty urchin burst urban urgent further purpose burnt modern quarter remember early earthquake heard search hearse sincerely library

o c . che e r o t r s super rough cough tough laugh enough trough draught roughcast paragraph graph photograph orphan nephew atmosphere elephant phrase autograph alphabet dolphin phobia August November

lottery robbery mystery ability academy bravery cavity monkey honey money trolley journey macaroni confetti bikini ski taxi spaghetti khaki quay frighten close

Unit 17

prefix prevent prehistoric prepare predict microchip microscope microphone microfilm microbe barren woollen wooden lengthen strengthen amazement treatment department excitement agreement escape none

Unit 16

. te

m Unit 18 . u

Unit 15

colour gumboots season warmth punnets seedlings shower brilliant gardener nurture shoots sprouting compost enrich prune weather flowering fruitful thunderstorm lightning eighth truly

brief thief belief mischief grief relief believe niece field priest calorie cashier piece receive receipt deceive deceit seize weird caffeine biscuit address

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

Unit 2

Teac Unit 8h er

gathering assembly reunion award wrap presents ornaments bought surprise occasion enjoyment sauce banquet turkey goose dessert feast delight pudding celebrate sugar special

Unit 14

Unit 13

handkerchief guest cupboard guitar island climb limb doubt known knock guess young white wraith sign aisle tomb science wrinkle depot horse disc

w ww

gather gutter goodbye gadget figure giant magic energy gentle germ hydrogen charge lounge strange arrange change damage village gym danger near between

ew i ev Pr

Unit 7

Unit 1

Book E List Words

signal removal arrival musical festival electrical personal selfish amateurish sheepish foolish childish breakage wastage postage drainage hardship friendship championship membership ninety hundred

octopus squid shark whale snorkel pilot suitcase customs ocean scuba fishing pier depth marina wetsuit coastal lifesaver sunglasses oxygen swimsuit Australia Greece

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indicate translate hesitate circulate extreme delete scene arrive polite umpire describe decide demote decode choke froze refuge perfume schedule costume scan accurate

Unit 6

Unit 5

Unit 4

Unit 3

scissors pyjamas spectacles binoculars goggles pliers species series trousers scales shears tongs salmon deer moose trout athletics aircraft innings tweezers carry surprised barbecue fondue continue tissue rescue pursue duel refuel issue subdue fewer renew skewer mildew viewed viewpoint review beauty beautiful queue body eighty

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

Unit 12

magazine trampoline quarantine engine imagine examine medicine advise promise crevice service favourite definite opposite attractive positive negative explosive expensive detective monitor parallel

Unit 11

toothache worthwhile eyesight wavelength goosebumps hairstyle lifestyle whiteboard skateboard keyboard guidelines spreadsheet typeset copyright nightmare newspaper supermarket afterwards worldwide therefore computer program

Unit 10

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

Unit 2

m . u Unit 18

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

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

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Unit 17

o c . che e r o t r s super

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

Unit 16

. te

Unit 15

magnificent colourful climate annual perennial perfumed abundance decorate variety temperature yellow blossom hayfever profusion indulge irresistible tempting symbol fragrant ritual lettuce onion

Unit 14

Unit 7 Unit 13

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

w ww

bauble ceremony merry artificial celebration cranberry exciting shepherd fireplace television pantomime seasonal chestnuts invitation ribbon skiing skating snowboard sledge leisure without idea

transport transfer transplant transit transmit telescope telephone teletext telepathy telegraph automatic automation autonomy autobiography autograph automobile antiseptic antidote antibiotic anticlockwise fulfil reference

mushroom monsoon cartoon tablespoon snooze curfew corkscrew withdrew screwdriver coupon wound youth group mousse chop suey gruesome cruise suitable recruit pursuit sixty Africa

ew i ev Pr

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

Teac he r Unit 8

Unit 1

Book F List Words

chase sense release grease purchase increase surface bounce announce ambulance convince fierce tomato fiasco potato piano echo volcano patio ratio multimedia email

almost already almighty altogether welcome welfare until instil delightful powerful awful useful careful fearful graceful hopeful skilful thankful watchful wonderful either neither

sweltering stifling perspiration equatorial oppressive medication hurricane tsunami typhoon cyclone heatwave humidity sultry malaria destructive sweat centigrade thermometer degree mosquito thousand double

bicycle biceps bikini bilingual triangle triplet trilingual quadrangle quadrilateral pentagon pentathlon hexapod heptathlon September octopus October octagon nonagon decade decagon questionnaire alcohol

Unit 6

Unit 5

Unit 4

Unit 3

politician superficial physician electrician mansion expansion profession confession compassion session pressure fissure rotation revolution extinction conservation affection adaptation irrigation invention happened practise

quantity celebrity allergy recipe catastrophe abbreviate guarantee absentee escapee cappuccino quiche amphibian unique orientation retrieve relieve conceit conceive caffeine debris participation outrageous

Unit 12

dictionary primary ordinary secretary temporary boundary imaginary necessary military hereditary bakery cemetery surgery discovery archery mastery treachery slavery refinery battery government parliament

Unit 11

azure seizure measure treasure pleasure leisure division decision erosion confusion conclusion transfusion explosion occasion abrasion euthanasia illusion seclusion collision exclusion nuclear immediately

Unit 10

airbrush airstrip airlift airline airtight airborne airmail airspace aerial aerobatics aeroplane aerodrome aerobics aerosol supersede superficial superhuman superimpose superintendent superior prioritise potential

difference silence commence absence independence patience conscience audience convenience experience chance balance distance appearance acceptance entrance substance instance assistance nuisance physical genius hymn solemn design gnash gnarl malign dinghy honour rhinoceros vehicle honesty whisper doubtful guilty couple sword pneumonia raspberry almond knowledge efficient sufficient

o c . che e r o t r s super dialogue rogue catalogue fatigue league intrigue plague colleague vague disguise guidance guardian guillotine guerilla guarantor guile ghoul ghetto gherkin ghastly feud amateur

silent talent different evident intelligent president accident incident opponent confident distant vacant important instant migrant tolerant constant pleasant elegant arrogant soldier embarrass

Unit 17

anticipate exaggerate cooperate hibernate concrete gangrene obsolete precede ozone chrome decompose glucose advertise juvenile apologise appetite produce abuse solitude magnitude association persuasion

Unit 16

. te

m Unit 18 . u

Unit 15

bouquet nursery ecology migrate agriculture cultivate reproduce environment ecosystem horticulture propagate insect germinate fertiliser flourish foliage sunshine survival luxuriant bountiful unfortunate encourage

Australian Italian Argentinian Iranian Vietnamese Portuguese Japanese Irish English Scottish jeweller builder photographer engineer auctioneer mountaineer scientist pianist dentist pharmacist material assessment

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

Unit 2

Teac Unit 8h er

advice advise anticipating exhausted excellent hibernate resolution sacred cheque experiment private potatoes research roast commercial advertisements tradition decorations indulging sausage technology citizen

Unit 14

Unit 13

imperfect impolite impatient imbalance immature immobile immovable misplace misfortune mislead misunderstand indignity indirect inaccurate invisible incorrect incomplete inadequate independent intolerable consequence development

w ww

persuade negotiate appreciate severe persevere fortune consume reduce excuse confuse provide combine organise meanwhile excite erode provoke envelope postpone explode continuous industrial

ew i ev Pr

Unit 7

Unit 1

Book G List Words

sandwich valentine marmalade pavlova Morse code spoonerism arachnid pasteurise diesel hooligan cardigan volts biro teddy hygiene maverick leotard Braille Celsius python analysis permanent

souvenir foreign accommodation catamaran helicopter tourism currency navigation itinerary security protection inoculation route luggage traveller equator latitude longitude continent exchange technique strategy

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