Spelling Workbook and Interactive CD Teachers Guide: Book B - Ages 6-7 by Teacher Superstore

RIC-6345 3.4/705

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.

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Titles available in this series:

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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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Contents Teacher Information ................................................ iii – vi

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

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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 learning 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 of the Spelling: Workbook and interactive CD series:

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

Core photocopiable resources – a range of resources which can be used regularly throughout a spelling program. Word Building ............................................................ 14 Spelling Partners ......................................................... 15 List Words (Book B) .............................................. 16–17

• immediate feedback

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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 how to retain and use these words in context.

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

Additional Activities ............................................... 18–23 New Words ................................................................ 24 Spelling Extension ....................................................... 25

Incentives – photocopiable games to encourage better spelling and certificates to reward progress.

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Matching Teaching Methods to Learning Styles

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 student 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.

Spelling Games .................................................... 26–29

Each workbook contains 18 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:

Anecdotal Records ...................................................... 36

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• • • • •

Certificates ................................................................. 30

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

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

Teachers Notes ........................................................... 31 Pre-test/Post-test Template ........................................... 32 Individual Word Checklist ....................................... 33–35 Test Checklist .............................................................. 37

Teachers Notes for each unit – a separate page for each unit, providing list focus, dictation, word building, additional activities and answers. Units 1–18 ........................................................... 38–55 List Words (whole series) ...................................... 56–62

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

iii

Teacher Information Each workbook contains 18 spelling units. Each unit is made up of four pages, with each unit containing: • a list of 15 words to be learned, focusing on one or more phonic word patterns and two commonly used words • word building and word study activities • revision words from the previous workbook.

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Each word list table has a series of columns. After learning each word, the 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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The first page of each unit contains the list words. Before the students see the list, it is recommended that the words are pre-tested. 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 unit.

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

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

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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 Each unit contains word building and word study activities. A bank of activities are used throughout the book, including: • • • • • • • •

unjumbling words word worms finding small words crosswords word searches synonyms antonyms and many more.

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A word building template is found 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 38–55 of this book.

The unit list is repeated for further reference on the third page of each unit, along with a revision list of words from the previous level of Spelling: Workbook and interactive CD. Regular revision tests are recommended to ensure previous list words are kept current in the student’s memory.

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

For every spelling list, remember to:

p u S

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r o e t s Bo Look r e Say

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Cover

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Check vi

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 10-day spelling program for each list is suggested as one way of using this workbook. It is based on 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. This timetable features a metacognitive approach, which is explained in detail on the following pages. Daily partner testing is a key feature of the timetable, allowing students to practise three to five list words at a time. A worksheet for recording partner test results is provided on page 15.

DAY ONE

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• Partner test 6 (3–5 words) • Revise the patterns for this list using the metacognitive approach. • Brainstorm other words that follow the same patterns. • Spelling game or activity • Begin word search.

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• Pre-test list and introduce words using metacognition strategies. • Use ‘Look, Say, Trace, Cover, Write and Check’ to practise writing words from memory. • Transfer any words from the previous list to ‘Difficult Words I Have Found’. • Begin crossword. • Partner test 1 (3–5 words) (See page 15.)

DAY TWO

DAY SEVEN

• • • • •

• Complete word search. • Spelling game or activity • Partner test 7 (‘Difficult Words I Have Found’)

Partner test 2 (3–5 words) Spelling game or activity (See pages 26–29.) Revise the patterns for this list. Complete page 2 activities. Begin to make list of ‘Difficult Words I Have Found’.

DAY THREE

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• • • •

DAY EIGHT

Complete a partner activity. (See pages 22–23.) Complete additional activities. Begin page 3 activities. Partner test 3 (‘Difficult Words I Have Found’)

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DAY FOUR

• • • •

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• Partner test 4 (3–5 words) • Complete a partner activity. • Continue with page 3 activities.

• Dictation passages (See pages 38–55.) • Partner test 9 (‘Difficult Words I Have Found’) • Complete word building.

DAY FIVE

DAY TEN

• Spelling game or activity • Dictation passages (See pages 38–55.) • Partner test 5 (‘Difficult Words I Have Found’)

• • • • •

Partner test 10 (3–5 words) Test of list words (See page 32.) Recording of scores and self-evaluation Revision of list words Informal activities (See pages 19–21.)

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

DAY SIX

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• Revision of patterns—reminding students to find the strategy that best suits their learning style—using the metacognitive approach.

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• Pre-test list and introduce words using metacognition strategies. (See pages 4–13.) • Use ‘Look, Say, Trace, Cover, Write and Check’ to practise writing words from memory.

DAY TWO

DAY SEVEN

• Begin workbook activities; use as short consolidatory activities rather than as a complete lesson.

• Consolidation and practice using games and activities (See pages 18–23 and 26–29.)

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DAY FOUR

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• Consolidation and practice using games and activities (See pages 18–23 and 26–29.)

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• Use workbook for short consolidatory activities. • Practise and test each other. (See page 15.)

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• Use workbook for short consolidatory activities. • Play reinforcement games.

• Consolidation and practice using games and activities (See pages 18–23 and 26–29.)

DAY FIVE

DAY TEN

• Dictation passage (See pages 38–55.)

• Dictation and adding 'Difficult Words I Have Found' to next word list • 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

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DAY TWO

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DAY FOUR

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DAY EIGHT

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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• 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: ‘yesterday’. • The cards are displayed for all students to see. Teachers might prefer to enlarge the cards to A3 when photocopying or to laminate them. (See pages 6–13.)

Modelling Stage

• The teacher models a word; for example: ‘yesterday’. 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?

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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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for/got

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Inferential questions are questions that ask a student to deduce answers from the text. For example: Can I think of some other way to help remember how to spell this word?

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

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

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

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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?

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happy/reasonably happy/unhappy

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yes/no

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Which card helped me the most?

Inferential Questions

Will learning how to spell this word help me to spell other words?

yes/no

Was there anybody or anything that could have helped me?

I could have practised writing the word or got my family to test me. How do I feel?

happy/reasonably happy/unhappy

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

FLASHCARD

Can I spell the word the way it sounds?

What does this word mean?

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Clarifying Questions

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FLASHCARD

What is the tricky part of the word?

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FLASHCARD

Can I think of some other way to help me to remember how to spell this word? m

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Inferential Questions

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

FLASHCARD

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

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

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Personal Questions

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FLASHCARD

m Can I see the . shape u of the word?

Can I see the word inside my head?

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Visualising Questions

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Predictive Questions

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

Can I write itmfrom memory and say each.letter as I do it?

Can I spell this word?

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

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FLASHCARD

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

Can I make a sentence for this word?

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Summarising Questions

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

FLASHCARD

Was there anything or anybody that could have helped me?

Which card helped me the most?

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How do I feel? m

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How did I do?

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Reflective Questions

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Can you make more new words by adding a different ending?

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= +

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ly es ing

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Word Building

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Make a new word by adding an ending.

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

Spelling Partners Name:

My partner’s name:

Remember to ask how many words you will be tested on each day.

Date:

1. Give your partner your list words.

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2. Write the date and get ready for your test.

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3. Your partner will slowly read each word twice.

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4. When you are finished, read through your words again then hand them to your partner. 5. Your partner will mark your test, write on the score and hand it back to you.

Total:

6. Good luck!

My partner’s name:

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Remember to ask how many words you will be tested on each day.

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Date:

1. Give your partner your list words.

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Name:

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2. Write the date and get ready for your test. 3. Your partner will slowly read each word twice.

4. When you are finished, read through your words again then hand them to your partner. 5. Your partner will mark your test, write on the score and hand it back to you. 6. Good luck!

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

Total:

UNIT 1

UNIT 2

UNIT 3

shoe ship shop shut sheep shin short ash brush dish fresh wish rash one only

chop chip chin chant chest chum such torch rich lunch arch punch church two three

than them then those these both tooth path bath l’m l’ll l’ve it’s four five

UNIT 6

UNIT 7

woke home bone note rose cone vote June tune use cube tube cute seven eight

sweets gift party game happy toys play invite drink sing cards food paper more any

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List Words

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out about around house mouse now down how brown what when why where May many

save gave take make came made like ride kite time mime crime mine her come

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drum drip drop grip grab grim trip try trim bring brave crab crash back give

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

List Words

UNIT 10

UNIT 11

UNIT 12

UNIT 13

stamp stop stand step start stone stem nest rest best cost must lost nine help

skip skin skid skirt spell spit spin spot spark swim swing sweep swell good who

went spent rent ant pant grant damp lamp ramp camp jump bump lump some has

meat teach reach beat seat dear hear fear heat steep keep sleep sheet would pupil

seed baby born season butterfly blossom flower park plant hatch raindrop spring warm thirteen Monday

UNIT 15

UNIT 16

UNIT 17

UNIT 18

away day stay clay pay ray mail stain pain sail tail wait train Tuesday Wednesday

bird girl first third twirl hurt turn burn surf paper never over under Friday Thursday

moan coat loaf float soap load grow show tow below own crow slow Saturday Sunday

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UNIT 9

UNIT 14

w ww bang hang sang song along belong wing king ring thing being hung sung old their

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

bike fish shells bucket spade camp wave tent site sea seagull seaweed sand him number

Additional Activities The following activities and games 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 from the following activities and games if not already covered in the particular list being treated.

Individual Activities

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Word Study – Useful for developing familiarity with the list words. Strategy

Examples

Word Shapes:

much =

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Word Snakes: sideninefive rid ive r es d p

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• Make word shapes, word snakes or word sums for list words.

ent

wentse

de nthi

lin

Word Sums: ri + ch = rich; ch + op = chop

• Sort words according to different criteria.

For example: sort by initial/final letters; number of letters; rhyming/non-rhyming; or by students’ own choice.

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For example: meat – me, eat, at, a

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

• Make word builders by adding ‘s’, ‘es’, ‘er’, ‘ing’, ‘ed’, ‘y’ or ‘ly’.

For example: hop – hops, hopped, hopping, hopper

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

For example: r_ast = roast

• Find antonyms, synonyms, homophones or homographs for the spelling words.

For example: hot/cold close/shut bare/bear rock/rock

• Write definitions for spelling words.

These can be either looked up in a dictionary, or written in the students’ own words, and then checked.

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

Additional Activities Informal Activities Useful for reinforcement of the list words in a less formal approach. Strategy

Examples

• Make bookmarks with difficult words or list words written on them.

ant plant milk desk

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• Outline words.

For example:

• Make concept words.

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• Clap the number of syllables in words.

thick

For example:

• Write list words in the shape of a list word.

For example:

could be the shape for: cake, made, rate.

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

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For example: ‘sand’

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• Use bright colours to trace list words.

and

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

For example:

d ive h

• Blending cards – Use flashcards of sounds, blends and simple digraphs to mix and match and create new words.

For example:

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

Additional Activities Informal Activities Useful for reinforcement of the list words in a less formal way. Strategy

Examples

• Encourage students to ‘have a go’ and take risks with approximate spelling.

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• Encourage as much reading as possible.

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For example, using ‘Have a go’ pads or spelling journals for students to try out their spelling when writing stories.

Provide different sources of print around the classroom for students to find correct spelling. For example: opposites, colours, favourite sayings, days of the week.

For example these list words could be broken up as follows: he, me, we, be, she; gum, hum, sum; yes, no.

• 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.

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

• Encourage students to look at difficult words, focus on the problem part, close their eyes and then write it.

For example: the problem part of ‘want’ might be ‘an’ rather than ‘on’.

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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

• 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: My went to the

• 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.

= come

For example: using the word ‘am’:

, j

, sw

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Additional Activities Informal Activities Useful for the reinforcement of the list words in a less formal way. Strategy

Examples

• Use games like word bingo and word quizzes.

Word Bingo Students copy words onto bingo cards, checking their spelling. They then cover words with counters if the word is called.

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Using a word list, students follow clues to write the correct word; for example: write the word starting with ‘b’; write the word with ‘oo’ in the middle.

• 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 difficult words they have found under each letter.

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

For example:

• Decorate or illustrate list words.

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

y e s o m e

w ww

• Write list words using string or pipe-cleaners.

. te

m . u

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

o c . che e r o t r s super

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

l e t t e r

• Write list words in sand or salt.

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

• Emphasise spelling rules

For example: magic ‘e’, ‘i’ before ‘e’ except after ‘c’

• Make word chains using list words.

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

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

For example: ‘A fish can swim’.

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

‘Is that a fish?’ 21

Additional Activities Partner and Group Activities Partner activities – Develops cooperation and increases knowledge of list words. Strategy

Examples

• Make ‘What am I?’ clues.

For example: I am round. You can bounce me. What am I? A ball

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

• Students make their own read-and-draw activities to swap with a partner.

• Make yes/no questions or true/false statements containing list words and swap with a partner.

For example: ‘Does a fish swim in the sea?’ ‘Do we drink milk?’

Teac he r

For example: ‘farm’ becomes ‘armf’. As an extra challenge, students can create jumbled words that are able to be pronounced.

• Make word searches or crossword puzzles on grid paper and swap with a partner.

w ww

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For example:

This can be simply done by making a grid and inserting the list of spelling words horizontally and vertically. Any gaps are filled with random letters in a word search or coloured black in a crossword.

m . u

• Word dominoes

ew i ev Pr

• Jumble words and swap with a partner.

• Trace list words on a partner’s back; partner guesses which spelling word is traced.

o c . che e r o t r s super

• Cut pairs of list words in half and rejoin them. Students then see if their partner can guess the words.

For example: r ed b at = bed, rat

• 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 ‘drink’ would look like this:

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

For example: A list of words that end with ‘old’: cold, gold, sold, fold, told; words that end with ‘ss’: mess, dress, loss, cross

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

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

In tic-tac-toe, each player uses a list of words with a common sound as their ‘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.

ew i ev Pr

Teac he r

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

look book took

ship

she

w ww

• ‘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.

m . u

• 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.

o c . che e r o t r s super

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 26–29 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

New Words Name:

Date: My new word is:

r o e t s Bo r BIG pe ok u S

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

My word written

My word written small looks like:

ew i ev Pr

Teac he r

looks like:

w ww

My word begins with the letter(s)

m . u

. . tethe o My word ends with c . letter(s) che. e r o t r s super The middle letter(s) is/are .

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

Spelling Extension Name:

Date: My Extension Spelling Words

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

ew i ev Pr

Teac he r

My words in alphabetical order

4. 5.

w ww

. te

m . u

o c . che e r o t r s super

5. 6. More activities Create a word search. Find rhyming words.

Write a quiz. Put the words into sentences.

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

Teac h er 3. Start by giving your partner the first letter of your word. 4. How many clues before your partner guesses your word?

2. Choose a word from your list.

. te

o c . che e r o t r s super

m . u

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

ew i ev Pr

w ww

1. Find a partner with the same spelling list.

Which Word?

Spelling Games

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

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

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

Choose Two

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3. Ask a friend to do the same with their eight list words.

o c . che e r o t r s super

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

m . u

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

ew i ev Pr

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

Spelling Games

Spelling Games Word Worm w

ststo

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

ew i ev Pr

Teac he r

Can they find all of your words?

ythre

Pass your worm to a friend.

p da

Write your spelling list words as a word worm.

re ol

w ww

1. Write five list words. 2. Write as many rhyming words as you can for each.

. te

m . u

Rhyming Words

o c . che e r o t r s super

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

Spelling Games Word Sorts Sort your list words and write them in the correct box. Some words may be written more than once.

r o e t s Bo r e p ok u S Words that you can draw a picture for. r.

Words with four letters.

Words that rhyme.

ew i ev Pr

Teac he r

Words with five letters.

m . u

Word Search

w ww

Make your own word search using eight list words. Pass your word search to a friend to do.

. tfind all of your words? Can he or shee o c . che e r o t r s super

Use these letters to fill in the left over squares.

bcdfghjkmnpqrstvwxyz

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

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

ew i ev Pr

Teac he r

Certificates

w ww

for a big improvement in spelling

. te

m . u

o c . che e r o t r s super

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 32 can be used for pre-tests at the beginning of each unit and again for the 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 33–35 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 students with special needs, those with English as an additional language or for the whole class.

Test Checklist

w ww

. te

10 11 12 13 14 15 16 17 18

m . u

Name

o c . che e r o t r s super Spelling: Workbook Teachers Guide—R.I.C. Publications®—www.ricpublications.com.au

Individual spelling records can be kept using page 36. Pre-test and final test scores are recorded along with anecdotal notes. These notes can be used as an overview of the student’s progress in spelling during the 18 units and can be discussed during parent– teacher conferences and in reports. 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 37.

Assessment Name:

Date:

Teac he r

11. 12.

. te

13.

o c . che e r o 9. 15. t r s super 8.

14.

10.

Total score:

11.

12.

Date:

w ww

/15

Name:

Total score:

m . u

10.

ew i ev Pr

14. r o e t s Bo r e p ok u 9. 15. S 8.

3. 4.

13.

/15

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

Assessment

Name: = can say word

= can write word

LIST 1

= has remembered correct spelling

LIST 2

Date begun:

LIST 3

Date begun:

shoe

Date begun:

chop

chip

than

shut

chin

chant

then

those

shin

chest

chum

these

both

short

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

them

ash

such

torch

tooth

path

brush

dish

rich

lunch

bath

l’m

fresh

wish

arch

punch

l’ll

l’ve

rash

one

church

two

it’s

four

shop

Teac he r

sheep

three

five

Date completed:

LIST 4

LIST 5

w ww

Date begun:

out

around mouse

Date completed:

LIST 6

Date begun:

about

. te

save

m . u

only

ew i ev Pr

ship

Date begun:

gave

woke

o c . che e r o t r s super

house

take

make

now

came

home

bone

note

made

rose

cone

ride

vote

June

down

how

brown

what

kite

time

tune

use

when

why

mime

crime

cube

tube

where

May

mine

her

cute

seven

many Date completed:

come Date completed:

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

eight Date completed:

Assessment = can say word

Name: = can write word

LIST 7

LIST 8

Date begun:

LIST 9

Date begun:

gift

party

game

happy

toys

Date begun:

drum

drip

stamp

stop

drop

grip

stand

step

grab

grim

start

stone

trip

try

stem

nest

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

play

invite

drink

sing

trim

bring

rest

cards

food

brave

crab

cost

paper

crash

back

lost

nine

help

Date completed:

w ww

Date begun:

skid

must

give

LIST 10

skip

best

skin

. te

skirt

LIST 11 Date begun:

went

LIST 12

m . u

Date completed:

ew i ev Pr

Teac he r

sweets

any

Date begun:

spent

meat

o c . che e r o t r s super

teach

rent

ant

reach

beat

pant

grant

seat

dear

damp

lamp

hear

fear

ramp

camp

heat

steep

spell

spit

spin

spot

spark

swim

swing

sweep

jump

bump

keep

sleep

swell

good

lump

some

sheet

would

who

has

Date completed:

= has remembered correct spelling

pupil Date completed:

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

Assessment

Name: = can say word

= can write word

LIST 13

= has remembered correct spelling

LIST 14

Date begun:

LIST 15

Date begun:

seed

Date begun:

bang

hang

away

season

sang

song

stay

clay

blossom

along

belong

pay

ray

flower

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

day

park

wing

king

mail

stain

plant

hatch

ring

thing

pain

sail

raindrop

spring

being

hung

tail

wait

warm

thirteen

sung

old

train

Tuesday

born

Teac he r

butterfly

Monday

their

ew i ev Pr

baby

Wednesday

Date completed:

LIST 17

w ww

Date begun:

bird first

twirl

Date begun:

girl

. te

third hurt

moan

LIST 18

m . u

LIST 16

Date completed:

Date begun:

coat

bike

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

float

soap

fish

shells

bucket

load

spade

camp

grow

show

wave

tent

turn

burn

surf

paper

tow

below

site

sea

never

over

own

crow

seagull

seaweed

under

Friday

slow

Saturday

sand

him

Thursday Date completed:

Sunday Date completed:

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

number Date completed:

Assessment Name:

Year: Pre-test

Final Test

Notes

⁄15

List 2

⁄15

List 3

⁄15

List 4

⁄15

List 5

⁄15

List 6

⁄15

List 7

⁄15

List 8

⁄15

List 9

⁄15

List 10

⁄15

List 11

⁄15

List 12

⁄15

List 13

⁄15

List 16

⁄15 ⁄15 ⁄15

⁄15

. te ⁄15 ⁄15

List 17

⁄15

List 18

⁄15

NOTES:

m . u

List 15

w ww

List 14

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

ew i ev Pr

Teac he r

List 1

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

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

Test Checklist 1

10 11 12 13 14 15 16 17 18

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

ew i ev Pr

Teac he r

Name

w ww

. te

m . u

o c . che e r o t r s super

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

Unit 1

List Words

Word Building

shoe

shoes

ship

ships, shipped, shipping

shop

shops, shopped, shopper, shopping

shut

shuts, shutting shins, shinned

short

shortie, shorts, shortly, shorten

ash

ashen, ashes

dish

dishes, dished, dishing

fresh

freshly, freshen

wish

wishes, wished, wishing

rash

rashes

Teac he r

brushes, brushed, brushing

• •

only

Word Building

cans

have, having

the of

w ww

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1. (a) shin (b) shoe 2. (a) shoe (b) brush (c) sheep 3. Crossword Across 1. shop 4. shoe 5. rash 7. only 9. fresh 10. wish 12. ship 13. dish Down 2. one 3. brush 4. short 6. sheep 8. ash 11. shin 12. shut 4. (a) one (b) shin (c) short (d) sheep 5. shut, short, shoe, fresh

6. (a) fresh (b) sheep (c) wish (d) rash (e) shop (f) ash 7. (a) Shut (b) had, short (c) only 8. (a) shin (b) sheep (c) rash (d) shoe 9. Teacher check. 10. See word search. 11. (a) short (b) only (c) brush (d) shut (e) ash (f) man 12. only, dad, brush, can, one, wish, dish, shoe, of 13. Teacher check.

m . u

had

I wish I was on a ship at sea. I used a brush to clean the ash from the fire. The shoe shop was shut. There is a rash on my shin. There is only one sheep beside the tree. Wait a short time, then I will bring you a fresh dish of jelly.

dads

dad

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

man

Double the consonant to keep the vowel short. To make words ending with ‘sh’ plural, ‘es’ is added.

Dictation

one

Rules:

ew i ev Pr

brush

can

• Identify the phoneme and how it is represented. • Sort the list words into those that begin with ‘sh’ and those that end with ‘sh’ and brainstorm other words to add to each list.

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

shin

Revision Words

• This unit focuses on the grapheme ‘sh’ at the beginning or end of each word. • This unit also includes two common, high-frequency words, ‘one’ and ‘only’.

Teaching Points

sheepish, sheepishly

sheep

Unit Focus

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

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

Unit 2

ch List Words

Unit Focus

Word Building

chop

chops, chopped, chopper, chopping

chip

chips, chipped, chipping

chin

chins

chant

chants, chanted, chanting

chest

chests

chum

chummy, chums

such

Teaching Points • Identify the phoneme and how it is represented. • Sort the list words into those that begin with ‘ch’ and that end with ‘ch’ and brainstorm other words to add to each list.

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

torch

torched, torches

rich

riches

Rules:

• Double the consonant to keep the vowel short. • To make words ending with ‘ch’ plural, ‘es’ is added.

luncheon, lunches

arch

arches, arched, arching

punch

punches, punched, punching

Dictation

church

churches

1. 2. 3. 4. 5.

two

three

Revision Words

wet am

jam to

sets

w ww

The chest of gold I found under the arch made me rich. He gave me such a hard punch on my chin. I had to use a torch to find my chum. After church, I had a chop and chips for lunch. The chant of the crowd was ‘three, two; three, two’.

. te

1. (a) chant, chest (b) chip (c) two, three (d) lunch 2. Crossword Across 2. chant 4. arch 6. chip 7. church 11. punch 12. two 13. rich Down 1. such 2. chin 3. three 5. chum 7. chest 8. chop 9. lunch 10. torch 3. (a) three (b) lunch, punch (c) chip (d) chin 4. (a) hip (b) rice (c) throw

(d) twin (e) plant (a) three (b) chest (c) church (d) arch (a) set (b) torch (c) jam (d) chin (e) three (f) wet (a) church (b) rich (c) lunch (d) jam (e) by (f) chest See word search. (a) torch (b) chips (c) church (a) he (b) or (c) arc (d) am (e) hop (f) in

m . u

set

Word Building

ew i ev Pr

lunch

Teac he r

• This unit focuses on the grapheme ‘ch’ at the beginning or end of each word. • This unit also includes two common, high-frequency words, ‘two’ and ‘three’.

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

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

8. 9.

10.

Unit 3

List Words

contractions

Unit Focus

Word Building

• This unit focuses on the grapheme ‘th’ at the beginning or end of words and contractions. • This unit also includes two common, high-frequency words, ‘four’ and ‘five’.

than them then those

Teaching Points

these

• Identify the phoneme and how it is represented. • Sort the list words according to the grapheme and brainstorm to add to each list. • Identify that the apostrophe shows where a letter has or letters have been left out. • Identify any difficult parts of words. • Brainstorm other contractions.

teeth

path

paths

bath

baths, bathed, bathing

I’m

I am, I’ll, I’ve, I’d (I had, I would)

Teac he r

tooth

I’ll

I will, I’m, I’ve, I’d

I’ve

I have, I’ll, I’m, I’d

it’s

it is

Rules: • Irregular plural.

four

Dictation

five

Revision Words

1. 2. 3. 4. 5.

Word Building

wins, winning, won

win

I’m happy I’ve been given these presents but not those. It’s only four or five steps to the end of the path. I’ll have a bath then go to bed. He is older than them. Both children had lost a tooth.

fin

sips, sipped, sipping

sip

tip, tipping, tipped

tip

be, being, was

you

w ww

. te

1. than, I’ve, both, these, tooth, four, those, bath 2. path, tooth, then, both, than, those 3. Crossword Across 1. four 3. these 5. tooth 6. bath 7. it’s 8. then 9. both 10. I’m Down 1. five 2. I’ve 3. those 4. path 5. than 8. them 10. I’ll 4. (a) five/four (b) path (c) tooth (d) I’ll

5. (a) a, I’m (b) ha, I’ve (c) i, it’s (d) wi, I’ll 6. (a) I’ll (b) bath (c) path (d) Both, them (e) fin 7. bath, four, is, path, than, you 8. See word search. 9. (a) five (b) path 10. (a) They took this path. (b) I need four more to win. (c) Both of them need a bath.

m . u

ew i ev Pr

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

both

o c . che e r o t r s super

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

Unit 4

ou, ow, wh List Words

Unit Focus

Word Building

• This unit focuses on the graphemes ‘ou’, ‘ow’ and ‘wh’. • This unit also includes two common, high-frequency words, ‘May’ and ‘many’.

outside

out about around house

houses, housed, housing

mouse

mice

• Identify the phoneme and how it is represented. • Sort the list words according to the grapheme and brainstorm to add to each list.

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

now down how

Rules:

browns, browned, browning

what

what’s

when why

Dictation

where’s

where

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

May

many

Revision Words

Word Building

cots

cot

• Double the consonant to keep the vowel sound short. • ‘e’ goes away when ‘ing’ comes to stay.

What did you see? We saw about five brown cows down at the farm. Where in the house did you see the mouse? When and why are you coming to see me? You can see many flowers now that it is May. How will you get out of and around the building?

bit that if

w ww b

. te

1. (a) hat, at (b) he, hen (c) row, own, brow (d) man, an, any (e) us, use (f) he, her, here 2. (a) around (b) down (c) why (d) out (e) house (f) May 3. Crossword Across 1. May 3. what 6. around 10. out 11. when 12. now 13. mouse 14. why Down 2. about 4. house 5. brown 7. down 8. how 9. where 13. many

4. (a) where (b) mouse (c) brown (d) around (e) how (f) why (g) about (h) when (i) now 5. (a) around – on all sides (b) hot – very warm (c) mouse – small furry animal (d) May - month of the year 6. (a) crown (b) shout (c) sit (d) sound (e) shy 7. (a) it or bit (b) May (c) when (d) how or now 8. See word search. 9. Teacher check. 10. (a) cot, hot (b) out (c) many (d) if

m . u

hotter, hottest

ew i ev Pr

Teac he r

brown

hot

Teaching Points

o c . che e r o t r s super

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

Unit 5

a-e, i-e

List Words

Unit Focus

Word Building

• This unit focuses on the graphemes ‘a-e’ and ‘i-e’. • This unit also includes two common, high-frequency words, ‘her’ and ‘come’.

save

saves, saved, saving

gave

give, gives, given, giving

take

takes, took, taken, taking

make

makes, made, making

came

come, comes, coming

made

make, makes, making

likes, liked, liken, liking

ride

rides, rode, ridden, riding, rider

kite

kites

time

times, timed, timing

Teaching Points

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

mimes, mimed, miming

crime

crimes

• ‘e’ goes away when ‘ing’ comes to stay. • Double the consonant to keep the vowel short.

Dictation

mine

hers

comes, came, coming

come

Revision Words

Word Building

Her uncle gave them money to take to the bank to save. That bike is mine. It’s a crime to ride it on the highway. Come on, it’s time to fly your kite. Did you like the mime? It made us smile. My gran came to make us some cakes.

hug

hugs, hugged, hugging

rug

put

was

wasn’t, were, weren’t

bags

rags, ragged

rag

puts, putting

w ww

. te

1. (a) save or gave (b) like (c) ride (d) kite (e) time, mime or crime (f) mine 2. (a) come (b) her (c) made (d) take (e) ride (f) kite 3. Crossword Across 3. save 5. came 7. ride 9. time 10. make 11. like 13. come Down 1. made 2. her 4. gave 6. crime 8. mime 9. take 12. kite 14. mine

4. Teacher check. 5. (a) It is time to come home. (b) I like to save money for toys. 6. (a) ride (b) hug, rug (c) mime (d) mine 7. (a) gave, save, made – red (b) mime, like – blue 8. See word search. 9. (a) came (b) gave (c) crime (d) time (e) made (f) like 10. Teacher check.

m . u

rugs

bag

1. 2. 3. 4. 5.

ew i ev Pr

Teac he r

Rules:

mime

her

• Identify the phoneme and how it is represented. • Discuss how the silent ‘e’ makes the vowel sounds long. • Sort the list words according to the grapheme and brainstorm to add to each list.

o c . che e r o t r s super

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

Unit 6

o-e, u-e List Words

Unit Focus

Word Building

• This unit focuses on the graphemes ‘o-e’ and ‘u-e’. • This unit also includes two common, high-frequency words, ‘seven’ and ‘eight’.

woke

wake, waking

home

homes

bone

bones, bony

note

notes, noted, noting

rose

roses, rise, rising

cone

cones

vote

votes, voted, voting

Teaching Points • Identify the phoneme and how it is represented. • Discuss how the silent ‘e’ makes the vowel sounds long. • Sort the list words according to the grapheme and brainstorm to add to each list.

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

June

tunes

use

uses, used, using

Rules:

cube

cubes

tube

tubes

cute

cuter, cutest

• ‘e’ goes away when ‘ing’ comes to stay. • Double the consonant to keep the vowel short.

Dictation

seven

1. I woke and rose to find eight cute pups chewing on a bone in my home. 2. I will use my vote in June to pick the trip to the zoo. 3. You will need a tube of glue to stick the fir cone to the cube. 4. Only one note in that tune was wrong, the other seven were fine.

eight

Revision Words

Word Building

mixes, mixed, mixing

mix

ew i ev Pr

Teac he r

tune

fox

cuts, cutting

cut

huts

are as

w ww v

. te

1. rose, June, seven, home, cube, vote 2. eight, tune, note, bone, tube 3. Crossword Across 4. tune 5. woke 6. vote 9. note 10. seven 14. bone 15. home Down 1. cute 2. use 3. rose 7. tube 8. cone 11. eight 12. cube 13. June 4. (a) cute (b) wok (c) tube (d) us 5. (a) cut – ting (b) woke – n (c) cute – st (d) vote – s

o c . che e r o t r s super

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

(e) tune – d (f) use – ful (a) are (b) stone (c) even (d) hose (e) eighteen (a) homes (b) huts (c) votes (d) roses See word search. (a) woke (b) fox (c) seven (d) tune (e) cut (f) home (a) rose – flower with thorny stem (b) tune – a pleasing pattern of sound (c) bone – hard white part of the body (d) mix – blend

m . u

hut

8. 9.

10.

Unit 7

Celebrations

List Words

Unit Focus

Word Building sweet, sweeter, sweetest, sweetly, sweetness

sweets

gifts, gifted, giftbox, giftwrap, gift-horse

gift party

parties, partied, partying

game

games, gamer, gamest, gamed, gaming, gamely, gameness

happy

happier, happiest, happily, happiness

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

play

plays, playing, playful, playable, player, playground, playgroup

invite

invites, invited, inviting, invitation

drink

drinks, drinking, drank, drinker, drunk, drunken

sing

sings, singing, sang, sung, singer

cards

card

Teac he r

toy, toying, toyed

more any Revision Words

Word Building funny, funning

fun

than

w ww

did

Answers

1. (a) drink 8. (a) sing (b) food (b) happy (c) sweets (c) got, drink 2. (a) cards 9. The party was fun. (b) gift 10. (a) gift 3. Crossword (b) happy Across (c) sweets 2. more (d) play 4. game (e) cards 5. drink 11. (a) box 8. paper (b) sweets 10. party (c) happy 11. any (d) play 12. sweets (e) sing 14. sing (f) game Down 12. Teacher check. 1. food 3. happy 13. Teacher check. 6. invite 7. cards 9. play 13. toys 15. gift 4. (a) am, me (b) lay (c) sweet, we (d) part, art 5. more, invite, sweets, any, gift, game 6. See word search. 7. (a) more (b) box (c) paper (d) play (e) fun (f) party

get, gave, give, gotten, getting cakes, caking, caked

. te

boxes

o c . che e r o t r s super

do, does, doing, done

m . u

paperback, wallpaper, paperclip, paperweight

paper

box

Do not have any more sweets, food or drink. The gift had red paper. I was happy to invite you to the party. We play with toys and sing. The game had cards.

food

cake

1. 2. 3. 4. 5.

ew i ev Pr

toys

got

• This unit focuses on words relating to celebrations. • This unit also includes two common, high-frequency words, ‘more’ and ‘any’.

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

Unit 8

dr, gr, tr, br, cr List Words

Unit Focus

Word Building

• This unit focuses on the blends, ‘dr’, ‘gr’, ‘tr’, ‘br’ and ‘cr’. • This unit also includes two common, high-frequency words, ‘back’ and ‘give’.

drums, drummed, drumming

drip

drips, dripped, dripping

drop

drops, dropped, dropping

grip

grips, gripped, gripping

grab

grabs, grabbed, grabbing

grim

grimly, grimness

trip

trips, tripped, tripping

try

tries, tried, trying

trim

trims, trimmed, trimming, trimly, trimness

bring

brings, brought, bringing

brave

bravely, braveness

crab

crabs

crash

crashes, crashed, crashing

Dictation

back

backs

give

gave, giving

1. Be brave and grip the crab carefully and bring it to the pool. 2. Give me the drum back or you could trip and crash into the wall. 3. To win you have to try and grab a passing duck with a hoop. 4. Dad wanted to drop into the barber’s shop to get a trim. 5. Dad’s face was grim when he saw the drip from the pipe.

be bed with

Word Building

Rules:

• Double the consonant to keep the vowel short. • ‘y’ changes to ‘i’ when ‘es’ is added. • To make words ending with a ‘sh’ plural, ‘es’ is added.

his

w ww g

. te

1. (a) drip, grip, trip (b) bring, brave, crash (c) back (d) bring 2. (a) bring (b) trim (c) drop (d) give (e) grab (f) crash 3. Crossword Across 1. back 3. grim 5. brave 7. try 9. grip 11. drop 13. trim 14. grab Down 2. crab 3. give 4. crash 6. drip 8. trip

10. drum 12. bring 4. Teacher check. 5. (a) bed (b) drip, grip or trip (c) back (d) bring (e) try (f) trim or grim 6. (a) very serious (b) a journey (c) take a tight hold (d) fetch (e) a sea animal 7. bring, crash, grab, his, trim, we 8. See word search. 9. (a) drum (b) crash (c) with (d) his (e) brave (f) bring 10. Teacher check.

m . u

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

Revision Words we

Teaching Points

ew i ev Pr

Teac he r

drum

o c . che e r o t r s super

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

Unit 9

List Words

Unit Focus

Word Building stamps, stamped, stamping

stamp stop

stops, stopped, stopping

stand

stands, stood, standing

step

steps, stepped, stepping

start

starts, started, starting

stone

stones

stem

stems

nest

nests, nested, nesting

rest

rests, rested, resting

best

good, better

Teaching Points • Identify the blend and how it is represented. • Sort the list words into those that begin with ‘st’ and those that end with ‘st’ and brainstorm other words to add to each list.

Teac he r

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

• Double the consonant to keep the vowel short.

costs, costing

must

mustn’t

Dictation

lost

lose, losing

1. You must stop and put a stone at each step so the rest of us will not get lost on the way back. 2. Stand at the start of the line and wait for the signal. 3. I needed help to work out the cost of the price of a stamp to Africa. 4. The nest had nine chicks in it. 5. The best rose had a long stem.

helps, helped, helping

help

Revision Words

Word Building

ew i ev Pr

cost

nine

leg

legs

beg

ten

man

they no

w ww

. te

1. (a) us (b) in (c) he (d) be (e) top, to 2. stamp, must, best, stone, nest, stem, cost 3. Crossword Across 2. stem 6. stop 8. cost 10. nest 12. best 13. nine 14. stamp 15. rest Down 1. step 3. must 4. stone 5. lost 6. stand 9. help 11. start 4. (a) stand (b) stood (c) lose (d) lost

5. (a) rested, stamped (b) stopped, stepped 6. (a) no (b) band (c) the (d) post (e) helpful 7. (a) steps (b) legs (c) nests (d) stones 8. See word search. 9. (a) stone (b) nest 10. (a) You must stop and rest before starting up the hill. (b) How much does it cost for ten stamps?

m . u

men

• This unit focuses on the blend ‘st’ at the beginning or end of each word. • This unit also includes two common, high-frequency words, ‘nine’ and ‘help’.

o c . che e r o t r s super

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

Unit 10

sk, sp, sw List Words

Unit Focus

Word Building

• This unit focuses on the blends ‘sk’, ‘sp’ and ‘sw’. • This unit also includes two common, high-frequency words, ‘good’ and ‘who’.

skips, skipped, skipping

skin

skins, skinned, skinning

skid

skids, skidded, skidding

skirt

skirts, skirted, skirting

spell

spells, spelled, spelt, spelling

spit

spits, spat, spitting

spin

spins, spinning, spun

spot

spots, spotted, spotting, spotty, spottier, spottiest

spark

sparks, sparked, sparking

swim

swims, swam, swum, swimming

swing

swings, swung, swinging

Dictation

sweep

sweeps, swept, sweeping

swell

swells, swelled, swollen, swelling

good

better, best

1. My knee began to swell after I fell off the swing and my head started to spin when I saw the blood on my skin. 2. Be careful, a camel can spit and leave a dirty spot on your skirt. 3. The playground needs a good sweep after a spell of windy weather. 4. Is there a bright spark in this class who can skip, skid and swim?

Teaching Points

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

who

mop

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

Word Building

mops tops

top for on

w ww b

. te i

1. (a) who (b) spark (c) swim (d) good (e) swell (f) skirt 2. Crossword Across 2. who 4. spell 5. skin 6. sweep 7. skid 8. skirt 9. swim 10. good Down 1. swell 3. spin 5. spark 6. skip 7. spit 8. swing 9. spot 3. (a) sweeping, spelling, swinging (b) spinning, skipping, swimming

4. (a) skid (b) spit (c) swing (d) spin (e) spark 5. (a) mop (b) swim (c) skip (d) skirt 6. (a) my, by (b) spell, swell (c) skin, spin (d) mop, top 7. (a) sparks (b) spots (c) mops (d) skirts 8. See word search. 9. (a) spark (b) swell (c) spin (d) skid 10. (a) swell (b) for (c) skin (d) Who

m . u

Rules:

Revision Words my

• Identify each blend and how it is represented. • Sort the list words according to the blend and brainstorm other words to add to each list.

ew i ev Pr

Teac he r

skip

o c . che e r o t r s super

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

Unit 11

ent, ant, amp, ump

List Words

Unit Focus

Word Building

went

go, going

spent

spend, spends, spending

rent

rents, rented, renting

ant

ants

pant

pants, panted, panting

grant

grants, granted, granting

damp

dampen, dampness

lamp

lamps

ramp

ramps

camp

camps, camped, camping, camper

Teaching Points • Identify each blend and how it is represented. • Sort the list words according to the blend and brainstorm other words to add to each list.

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

jumps, jumped, jumping, jumper

bump

bumps, bumped, bumping, bumper

lump

lumps

some

Answers

have, had, having

1. has, went, ant, some, lump, grant 2. jump, pant, rent, camp, ramp, ant 3. Crossword Across 2. has 4. went 5. grant 8. camp 10. spent 11. lump 13. bump Down 1. pant 3. rent 6. ramp 7. damp 9. ant 10. some 11. lamp 12. jump 4. Teacher check. 5. pants, panted, panting grants, granted, granting needs, needed, needing jumps, jumped, jumping rents, rented, renting

6. (a) some (b) saw (c) bump (d) spent (e) has (f) camp 7. (a) saw (b) lamp 8. See word search. 9. (a) some (b) meet (c) bump 10. (a) ramp – slope joining two levels (b) damp – a bit wet (c) rent – money for use of a house (d) need – an urgent want

need

needs, needing

Word Building

saw, seeing, sight

see

be, being, beings

been

meets, met, meeting

yes see, seeing, sight

saw

w ww

. te

m . u

meet

Revision Words

1. I need a grant for that damp flat before I rent it. 2. The dog will pant after running up that ramp. 3. The light of my lamp shone on the ant hill where some boys went to camp. 4. He has a lump of ice on his bump after falling at the long jump. 5. I spent too much money in the shop.

ew i ev Pr

Teac he r

Dictation

jump

has

• This unit focuses on the blends ‘nt’ and ‘mp’ at the end of words. • This unit also includes two common, high-frequency words, ‘some’ and ‘has’.

o c . che e r o t r s super

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

Unit 12

ea, ee List Words

Unit Focus

Word Building meats, meaty

teach

teaches, taught, teaching, teacher, teachers

reach

reaches, reached, reaching

beat

beats, beating

seat

seats, seated, seating

dear

dearly

hear

hears, heard, hearing

fear

fears, feared, fearing, fearless

heat

heats, heated, heating

steep

steeply

keep

keeps, kept, keeping

sleep

sleeps, slept, sleeping

sheet

sheets

would

wouldn’t

pupil

pupils

all call this

• Identify the phoneme and how it is represented. • Sort the list words according to the grapheme and brainstorm other words to add to each list.

Dictation

1. Would you teach that pupil how to keep the beat from this sheet of music? 2. I hear meat is so dear that I fear many will not be able to buy it. 3. When I reach the top of the steep hill and get a seat, I’m sure this heat will make me sleep.

Answers Word Building

moons

1. (a) sleep (b) hear (c) teach (d) seat (e) keep (f) reach 2. (a) me, at, eat (b) she, he (c) he, ear (d) sea, eat, at (e) tea, each 3. Crossword Across 3. meat 4. pupil 5. dear 7. sheet 9. beat 11. fear 13. sleep 14. heat Down 1. steep 4. would 6. reach 7. seat 8. hear 10. keep 12. teach 4. (a) hear (b) meat (c) teach (d) sheet (e) would

5. (a) dear, hear, fear (b) teach, reach (c) pupil (d) keep 6. (a) steep (b) call (c) reach (d) would (e) this 7. all, beat, fear, keep, room, steep 8. See word search. 9. (a) seat (b) moon (c) beat (d) pupil 10. red – seat, heat, teach blue – sheet, sleep, keep green – would, all, pupil

calls, called, calling has, had, having

have

w ww s

. te

m . u

room

Teaching Points

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

Revision Words moon

• This unit focuses on the graphemes ‘ea’ and ‘ee’ to represent the long ‘e’ vowel sound. • This unit also includes two common, high-frequency words, ‘would’ and ‘pupil’.

ew i ev Pr

Teac he r

meat

o c . che e r o t r s super

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

Unit 13

Spring

List Words

Unit Focus

Word Building

seed

seeds, seeding, seedless, seedling

baby

babies, babied, babying, babysit, babyish

• This unit focuses on spring words. • This unit also includes two common, high-frequency words, ‘thirteen’ and ‘Monday’.

Teaching Points

born season

seasons, seasonal

butterfly

butterflies

blossom

blossoms

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

flowers, flowering, flowered, flowery

flower

Teac he r plant

plants, planting, planted, plantation, plantations

hatch

hatched, hatching, hatches raindrops

spring

springs, springing, sprang, sprung

warm

warmer, warmest, warms, warming, warmed, warmly, warmth

Answers

thirteen

Mondays

Monday Revision Words

Word Building

bees

bee

buds, budding, budded

dig

digs, digging, dug

frog

frogs

w ww

bud

y m p

y M a w

o w e

d m

w e

ask here

asks, asking, asked

. te

o c . che e r o t r s super

m d

m o

1. (a) hat, at 7. (a) blossom, park (b) an, ant, plan (b) warm (c) sea, son, on (c) thirteen, butterflies (d) arm, war 8. dig, frog, here, raindrop, thirteen (e) or 9. Teacher check. 2. (a) raindrops 10. See word search. (b) blossoms 11. (a) seed (c) flowers (b) park (d) parks (c) hatch (e) seeds (d) spring 3. Crossword (e) flower Across (f) season 2. hatch 3. blossom 12. (a) power 6. plant (b) plane 7. seed (c) corn 8. raindrop (d) harm 9. park 10. born 11. baby Down 1. warm 3. butterfly 4. season 5. flower 7. spring 4. park, hatch, plant, warm, born 5. born, plant, seed, warm, hatch, park 6. (a) plant – grows in soil or water. (b) raindrop – a drop of rain (c) seed – the part of a plant placed in the ground (d) flower – the blossom of a plant

p w a

m w u

m . u

raindrop

ew i ev Pr

1. The raindrop fell on the plant in spring when it was warm and it began to flower. 2. Thirteen baby chicks were born on Monday. 3. The butterfly sat on the blossom in the park. 4. It is the season to plant a seed. 5. I saw the baby bird hatch.

parks, parking, parked

park

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

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

Unit 14

ang, ong, ing, ung List Words

Unit Focus

Word Building

bang

bangs, banged, banging

hang

hangs, hanged, hung, hanging, hanger

sang

sing, sings, sung, singing, singer

song

songs

along

• This unit focuses on the endings, ‘ang’, ‘ong’, ‘ing’ and ‘ung’. • This unit also includes two common, high-frequency words, ‘old’ and ‘their’.

Teaching Points • Identify each ending and how it is represented. • 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

belongs, belonged, belonging

belong

wings

Dictation

king

kings

ring

rings, rung, ringing

thing

things

being

be, was

hung

hang, hangs, hanging

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

sung

sing, sings, sang, singing, singer

old

older, oldest

their

theirs

lend

1. sung, being, belong, old, wing, hung 2. bang, sang, song, along, king, old 3. Crossword Across 3. hung 5. ring 6. bang 8. their 10. belong 12. along 14. hang Down 1. wing 2. sung 4. king 6. being 7. thing 9. song 11. sang 13. old 4. something, everything, anything 5. Teacher check. 6. (a) old (b) stand (c) beside (d) rung (e) strong

7. Teacher check. 8. See word search. 9. (a) banging (b) lending (c) ringing 10. (a) thing (b) old (c) belong (d) from (e) hung/bang/hang/king (f) along

Word Building

lends, lent, lending

ends, ended, ending, endings, endless

end from

wants, wanted, wanting

w ww

want

. te

m . u

sand

Answers

Revision Words and

We can all sing along to the song being sung. He hung a picture of the old king on the wall. Their wings were broken so the birds could not fly. I said, ‘Hang, not bang, the picture on the wall!’ That thing does not belong to me!. We sang the song ‘Ring of Fire’.

ew i ev Pr

Teac he r

wing

o c . che e r o t r s super

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

Unit 15

ay, ai

List Words

Unit Focus

Word Building

• This unit focuses on choosing the graphemes ‘ay’ or ‘ai’ to represent the long ‘a’ vowel sound. • This unit also includes two common, high-frequency words, ‘Tuesday’ and ‘Wednesday’.

away day

days, daily

stay

stays, stayed, staying

clay

clays

pay

pays, paid, paying, payment

ray

rays

mail

mailed, mailing

stain

stains, stained, staining

pain

pains, painful

sail

sails, sailed, sailing, sailor, sailors

• Identify the phoneme and how it is represented. • Sort the list words according to the graphemes and brainstorm to add to each list.

Rules:

tails, tailed, tailing

wait

waits, waited, waiting, waiter

train

trains, trained, training, trainer, trainers

Tuesday

Wednesday

Dictation

1. We will wait for a ray of light to show us the way. 2. Mum will have to stay and pay for the clay pot that was broken by the dog’s tail. 3. On Tuesday, we will set sail and go away for the day. 4. The mail van came on Wednesday with my new train set. 5. I will go to the doctor about the pain in my leg. 6. The pen made a large stain on my jumper.

sky

pen

pens

den

dens

hops, hopped, hopping

hop

pops, popped, popping flies, flew, flying

fly

skies

w ww

. te

1. (a) train (b) away (c) Wednesday 2. (a) stain (b) clay (c) mail (d) pain (e) stay (f) wait 3. Crossword Across 1. wait 3. sail 4. away 6. day 7. pain 10. Tuesday 13. pay 14. train Down 2. clay 5. Wednesday 8. ray 9. stain 11. stay 12. mail 4. (a) waited (b) sailed (c) stayed (d) paid

5. (a) den – home of a wild animal (b) ray – a line of light or heat (c) mail – letters sent or delivered by post (d) stain – a mark that is difficult to take away 6. sail, stain, mail, pain, tail, wait 7. (a) days (b) tails (c) flies (d) rays (e) sails (f) pens (g) trains 8. See word search. 9. (a) pain (b) train (c) Tuesday (d) sky (e) clay (f) pen 10. (a) Wednesday (b) pain (c) den (d) clay

m . u

pop

Word Building

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

ew i ev Pr

Teac he r

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

tail

Revision Words

Teaching Points

o c . che e r o t r s super

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

Unit 16

ir, ur, er List Words

Unit Focus

Word Building

• This unit focuses on choosing the graphemes ‘ir’, ‘ur’ or ‘er’ to represent a sound (phoneme). • This unit also includes two common, high-frequency words, ‘Thursday’ and ‘Friday’.

bird

birds

girl

girls

first

firstly

third

thirdly

twirl

twirls, twirled, twirling

hurt

hurts, hurting

turn

turns, turned, turning

burn

burns, burnt, burning

surf

surfs, surfed, surfing

Dictation

papers, papered, papering

1. 2. 3. 4.

never

• Identify the phoneme and how it is represented. • Sort the list words according to the graphemes and brainstorm to add to each list.

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

over

underneath

under

I like to surf but I have never hurt myself. Turn off the grill as the paper will burn. Do you think the girl who did a twirl will be first or third? On Thursday and Friday, a blue bird flew over the house and under the bridge.

Friday

Answers

Thursday

Revision Words

hoods

hood feed seen

weed

feeds, fed, feeding see, saw, seeing

weeds, weeded, weeding seeds, seeded, seeding

seed

w ww

w i r

1. (a) first 5. (a) girls (b) never (b) seen (c) Thursday (c) Thursday (d) paper (ape) (d) feed (e) twirl 6. (a) wonder 2. Crossword (b) zoom Across (c) thirteen 1. bird (d) stood 2. third 7. (a) surf 3. first (b) seen 6. Friday (c) first 7. twirl (d) over 8. paper (e) turn 10. never (f) zoo 12. under 8. See word search. Down 9. (a) bird 1. burn (b) paper 2. Thursday 4. surf (c) surf 5. girl 10. (a) 2 7. turn (b) 2 9. over (c) 1 11. hurt (d) 2 3. (a) red – never, cover (b) yellow – twirl, third (c) green – burn, surf, Thursday (d) blue – Friday 4. (a) The bird had never seen so much seed in its life. (b) You must go over the hill and under the bridge to get to the zoo.

. te

m . u

zoo

Word Building

ew i ev Pr

Teac he r

paper

Teaching Points

o c . che e r o t r s super

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

Unit 17

oa, ow

List Words

Unit Focus

Word Building

• This unit focuses on choosing the graphemes ‘oa’ or ‘ow’ to represent a sound (phoneme). • This unit also includes two common, high-frequency words, ‘Saturday’ and ‘Sunday’.

moans, moaned, moaning

moan coat

coats, coated, coating

loaf

loaves

float

floats, floated, floating

soap

soaps, soapy, soapier, soapiest

load

loads, loaded, loading

grow

grows, grew, growing

show

shows, showed, showing

• Identify the phoneme and how it is represented. • Sort the list words according to the graphemes and brainstorm to add to each list.

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

tows, towed, towing

tow own

owns, owned, owning

crow

crows, crowed, crowing

slow

slows, slowed, slowing

1. 2. 3. 4. 5.

Saturday

Go slow when you tow that load of hay into the barn. Show me your new coat on Sunday. Do not moan, I told you soap will not float! Can you grow your own carrots? On Saturday, the crow sat below the window while hoping to steal the loaf.

Sunday

Revision Words

Answers

Word Building

5. Teacher check. 6. (a) show/slow (b) crow/moan (c) tow (d) ball 7. (a) below (b) small (c) float (d) slow 8. See word search. 9. (a) sending (b) showing (c) moaning (d) slowing 10. Teacher check.

sends, sent, sending

bend

hands, handing, handed

hand

balls

ball small

w ww

. te

m . u

send

band

1. (a) crow (b) coat (c) loaf 2. (a) grow (b) coat (c) load (d) below (e) float (f) show (g) slow (h) moan 3. Crossword Across 1. soap 2. crow 3. loaf 4. Sunday 6. own 7. below 10. Saturday 11. tow Down 1. slow 2. coat 3. load 4. show 5. float 8. moan 9. grow 4. (a) Saturday (b) coat, float (c) below, slow (d) own, tow

ew i ev Pr

Teac he r

below

Teaching Points

o c . che e r o t r s super

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Unit 18

Summer Holidays List Words

Unit Focus

Word Building

bike

bikes, biked, biking

fish

fishes, fishing, fished, fisherman, fishery, fisheries, fishy, fishier, fishiest

• This unit focuses on summer words. • This unit also includes two common, high-frequency words, ‘him’ and ‘number’.

Teaching Points

shells

shell, shelling, shelled

bucket

buckets

spade

spades

camp

camps, camping, camped, camper

wave

waves, waving, waved, wavy

• 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

tents

Teac he r

tent site

sites, siting, sited

sea

seas seagulls

seagull

seaweed sand

sands, sanding, sanded, sandy, sandier, sandiest

him

himself numbers, numbering, numbered

car

Word Building

maps, mapping, mapped cars

fun

funny, funnier, funniest

ball

balls

also

w ww

ones

one

. te

4. 5. 6.

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

i m

a h

x b n

e a w e e d

u a

w e

p a d e h w

p o

8. 9. 10.

s l

a m o e n w

s o t

v s

e a g u

o n o e

c p b u c k e

f y

Down 1. tent 2. site 3. shells 4. spade 5. bucket 8. him camp, site, sea, spade shells, bucket, fish, bike, seagull, spade (a) site (b) number (c) shells (d) camp (e) ball (f) spade (a) A seagull dived down to the sea and got a fish. (b) The girl put her shells in the bucket and walked on. Teacher check. See word search. (a) seaweed (b) also (c) bucket (d) number (e) fish (f) spade (a) fish (b) tent (c) spade (d) wave (e) ball Teacher check.

Revision Words map

1. (a) bike, bucket (b) sand (c) wave 2. (a) him (b) seagull (c) bike (d) spade 3. Crossword Across 2. sand 3. seaweed 4. seagull 5. bike 6. wave 7. fish 9. camp 10. sea 11. number

m . u

number

Answers

ew i ev Pr

1. As the man walked beside the sea, a seagull dropped a fish on him. 2. Dad put up our tent in a great camp site. 3. The bike he rented had a number seven on it. 4. The wave pushed the seaweed up the beach. 5. The little girl used her spade to put sand and shells in her bucket.

a d

a n d

h a m v m o m r

d o b a

e o c

e n

u n

t l

e k

q u k e

l m a p a

11.

g e s

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12.

UNIT 5

moon room hood zoo all call ball small this have

win fin bin tin sip tip lip zip is you

cot hot dot pot bit pit sit it that if

ant bee bud bug dig fog frog sun ask here

UNIT 10

UNIT 4

we me he she be bed wed fed with his

UNIT 9

UNIT 8

see been weed seed meet need feed seen yes saw

big hid cup fun cake game tag rip did got

UNIT 14

UNIT 3

mix six box fox cut hut but nut are as

UNIT 13

UNIT 2

Teac he r7 UNIT

leg beg peg hen ten men pen den they no

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

. te

and sand band hand end lend send bend from want

m . UNIT 15 u

my by fly sky mop top hop pop for on

pet met set wet am ham jam ram to by

UNIT 11

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

cap map car hat fun run ball net also one

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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

only

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

ew i ev Pr

Teac he r UNIT 8

one

kite

what

UNIT 12

rash

brown

l’m

UNIT 11

wish

bath

lunch

UNIT 10

fresh

rich

UNIT 9

dish

gift

drum

king

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

toys

play invite drink sing

stamp stop stand step

skip skin skid skirt spell

went

spent rent ant

pant

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

give

help

who

born season butterfly

bang hang sang song along

some

would

has

pupil

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

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cover

thank sunk plank

still smell skull stall across

UNIT 6

oven

think

bottle little battle rattle middle

scrap scrape scrub scream screen

few

mother

fine

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

which

April

twelve

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

comic

shock

picnic

luck

should

Ireland

work

March

age

quit

lights

quiet

birth

quite

year

liquid

friends

queen

invitation

question

coldest

rice

bridge

quack

boldest

advice

badge

told older folder golden scold

twice price spice slice ice-cream

usual

page 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

. te weren’t l’d

won’t

we’ve they’ve

green

what’s

fresh

that’s

animal

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

straw law

claw soar

war

warrior warp

warning ward

UNIT 17

minute

UNIT 16

wishes

UNIT 15

greetings

UNIT 14

balloon

m UNIT 18 . u

goldfish

w ww

quilt

hedge

surprise

UNIT 13

above

UNIT 5

crew

love

UNIT 4

grew

UNIT 3

chew

music

UNIT 2

blew

ew i ev Pr

UNIT 7

UNIT 1

Book C List Words

comb lamb

dumb numb

crumb

everywhere centimetre metre

plane atlas boat crab

passport

board

wardrobe

wrap

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

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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

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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 soldier 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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