RIC-6346 3.5/706
Copyright Notice Spelling: Workbook and interactive CD teachers guide (Book C)
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Titles available in this series:
Spelling: Workbook and interactive CD teachers guide Book A Spelling: Workbook and interactive CD teachers guide Book B Spelling: Workbook and interactive CD teachers guide Book C Spelling: Workbook and interactive CD teachers guide Book D Spelling: Workbook and interactive CD teachers guide Book E Spelling: Workbook and interactive CD teachers guide Book F Spelling: Workbook and interactive CD teachers guide Book G
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Published by R.I.C. Publications® 2011 Copyright© R.I.C. Publications® 2011 ISBN 978-1-92175-018-2 RIC–6346
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A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.
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Contents Foreword
Teacher Information ................................................. iii – vi
Phonics and the Common Words 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:
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
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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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.
• regular testing for progress
Word Building ............................................................. 14
• immediate feedback
Spelling Partners .......................................................... 15
Matching Teaching Methods to Learning Styles
List Words (Book C) ............................................... 16–17
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Success with this series is achieved through the reinforcement activities provided in the Spelling: Workbook and interactive CD series. These workbooks cover the strategies in a fun, creative way, ensuring that both the 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.
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Additional Activities ................................................ 18–23
Children with Special Needs .................................... 24–25 New Words ................................................................. 26 Spelling Extension ........................................................ 27
Incentives – photocopiable games to encourage better spelling and certificates to reward progress. Spelling Games ..................................................... 28–30 Certificates .................................................................. 31
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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: • • • • •
Supplementary resources – extra ideas to support a spelling program, covering a range of ability levels.
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This phonic-based, multisensory spelling series introduces strategies that feature Look, Say, Trace, Cover, Write and Check. The series promotes independent learning of spelling in context and features a proven metacognitive approach. This metacognitive approach encompasses logical and systematic thinking, combined with the skills of visualisation, emotion and creativity. By using all aspects of thinking, students not only learn how to spell but also learn how to retain and use these words in context.
word building memory tests word study word puzzles discovering patterns in words.
Assessment – photocopiable worksheets for recording of results by teachers/students.
Teachers Notes ............................................................ 32 Pre-test/Post-test Template ............................................ 33
Individual Word Checklist ........................................ 34–36 Anecdotal Records ....................................................... 37 Test Checklist ............................................................... 38
Teachers Notes for each unit – a separate page for each unit, providing list focus, dictation, word building, additional activities and answers. Units 1–18 ............................................................ 40–57 List Words (whole series) ....................................... 58–64
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
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Teacher Information Each workbook contains 18 spelling units. Each unit is made up of four pages, with each unit containing: • a list of 18 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.
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.
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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 40–57 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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The fourth page of each unit includes Additional Activities to be done by the students. Their aim is to provide them with several opportunities to write the list words and to use them in various ways. These activities can be used with any of the units in the book.
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For every spelling list, remember to:
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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 teachers guide 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 a 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 or delete from this timetable, according to their needs. This timetable is based on 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 28–30.) Revise the patterns for this list. Complete page 2 activities. Begin to make list of ‘Difficult Words I Have Found’.
DAY THREE
DAY EIGHT
• • • •
• • • •
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Complete a partner activity. (See pages 20–23.) 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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© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Partner test 8 (3–5 words) Spelling game or activity Complete page 4 activities. Begin word building. (See page 14.)
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• Partner test 4 (3–5 words) • Complete a partner activity. • Continue with page 3 activities.
• Dictation passages (See pages 40–57.) • Partner test 9 (‘Difficult Words I Have Found’) • Complete word building.
DAY FIVE
DAY TEN
• Spelling game or activity • Dictation passages (See pages 40–57.) • Partner test 5 (‘Difficult Words I Have Found’)
• • • • •
Partner test 10 (3–5 words) Test of list words (See page 33.) Recording of scores and self-evaluation Revision of list words Informal activities (See page 20.)
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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 28–30.)
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• Consolidation and practice using games and activities (See pages 18–23 and 28–30.)
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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 28–30.)
DAY FIVE
DAY TEN
• Dictation passage (See pages 40–57.)
• Dictation and adding 'Difficult Words I Have Found' to next word list • Recording of scores and self-evaluation
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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
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DAY EIGHT
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Metacognitive Approach Aim: To encourage students to become successful independent spellers and thinkers. Introductory Stage • Each category of questioning (clarifying, literal, inferential, personal, visualising, predictive, summarising and reflective) should be explained to the students. It is important that they understand what kind of question they are asking. • Not all cards will be relevant to every situation; on occasion, they will be. • Some of the questions may appear to be the same but are repeated under different categories. This is because the context is different and this should be explained to the students.
Preparation Stage
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Modelling Stage
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• The teacher chooses a suitable spelling word. A word that encompasses all the categories of questions is better. However, it should be stressed that not all categories are relevant to every word. For example: ‘yesterday’. • The cards are displayed for all students to see. Teachers might prefer to enlarge the cards to A3 when photocopying or laminate them. (See pages 6–13.)
• The teacher models a word, for example: ‘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.
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For example: What is the word?
yesterday
What does this word mean?
the day before today
Does it have an easily recognisable root?
Can the word be broken into smaller sounds?
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day yes/ter/day
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Literal questions are questions that have a straightforward answer found in the text.
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For example: What is the tricky part of the word?
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ter
Is there a rule for this word?
no
For example: Can I think of some other way to help remember how to spell this word?
Break the word into three little ‘words’: yes, ter, day.
My Spelling Workbook C Teachers Guide—Prim-Ed Publishing—www.prim-ed.com
Inferential questions are questions that ask a student to deduce answers from the text.
Inferential Questions
Can I think of some other way to help remember how to spell this word?
FLASH CARD
Personal questions are questions that are relevant to oneself. For example: Is there a rhythm in the word?
yes
Is there a familiar sound in this word?
ay
Is this a word that I need to learn to spell?
Yes, because I use this word regularly.
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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 give another word with a similar spelling?
‘Today’ has the same ending. Can I spell this word?
yes/no
Can I write it from memory and say each letter as I do it?
t–o–d–a–y Summarising questions are questions that demand a reiteration and understanding of what went before.
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For example: Can I state the rule for this word?
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Predictive questions are questions that require you to forecast a possible outcome.
There isn’t a rule.
Can I make a sentence for this word?
Yes; yesterday, I went swimming with my friend. Can I write this word in a dictated passage?
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Reflective questions review the strategies used to learn new words and how you feel about your progress.
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For example: How did I do?
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happy/reasonably happy/unhappy
Were my choices of strategies effective?
yes/no
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yes/no
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 used a dictionary 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
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FLASHCARD
Can the word be broken into smaller sounds?
Does it have an easily recognisable root?
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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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Literal Questions
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Is there a rule for this word?
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FLASHCARD
Can I think of some other way to help remember how to spell this word?
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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?
Is there a familiar sound in this word?
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Is there a rhythm in the word?
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Personal Questions
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FLASHCARD
Can I see the shape of the word?
Can I see the word in my head?
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Visualising Questions
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Predictive Questions
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Can I write it from memory and say each letter as I do it?
Can I spell this word?
Can I give another word with a similar meaning?
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FLASHCARD
FLASHCARD
Can I write this word in a dictated passage?
Can I make a sentence for this word?
Can I state the rule for this word?
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Summarising Questions
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Reflective Questions
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How did I do?
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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
How do I feel?
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Was there anybody or anything that could havemhelped me?
Will learning how to spell this word help me to spell other words?
Were my choices of strategies effective?
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FLASHCARD
Can you make more words by adding a different ending?
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Make a new word by adding an ending.
Word Building
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Spelling Partners Name:
My partner’s name:
Remember to ask how many words you will be tested on each day.
Date:
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.
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1. Give your partner your list words.
5. Your partner will mark your test, write the score and hand it back to you.
Total:
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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 the score and hand it back to you.
Total:
6. Good luck!
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Unit 3
blew chew grew crew few glue due clue blue bathroom bedroom broomstick spoon traffic comic picnic should work
love above oven cover mother brother another other Monday front onion back trick brick shock luck Ireland March
think thank sunk plank fine alive line reply supply apply fried tried cried high sigh right while which
scrap scrape scrub scream screen spray spread sprain sprint sprout stripe strap straw street strong stream live usual
age lights birth year friends invitation music surprise balloon greetings wishes presents chocolate cupcake icing shopping minute month
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still smell skull stall across dress glass miss jazz buzz fizz dizzy cuff staff cliff stuff yesterday April
Unit 2
bottle little battle rattle middle riddle paddle buckle ankle eagle apple needle able rectangle single jungle part twelve
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quit quiet quite liquid queen question quack quilt quake squad squash squeak squirt squeal squirm square oil during
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Unit 4
Unit 1
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List Words
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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
List Words Unit 10
Unit 11
Unit 12
Unit 13
told older folder golden scold coldest boldest goldfish kindest remind behind find mind wind blind grind again name
twice price spice slice ice-cream rice advice mice voice ace disgrace trace space place race face January because
page huge stage cage bandage bridge badge hedge judge bench branch crunch wrench match watch catch please February
yourself himself herself myself outside inside offside seaside someone something sometimes somebody everyone everything everybody everywhere centimetre metre
bloom sunshine cloud bulbs grass green fresh animal butterfly digging dragonfly grow bluebird young tulip ladybird eighteen seventeen
draw straw law claw soar board oar roar sore tore more score stalk walk talk chalk today year
war warrior warp warning ward wardrobe warn warmth swarm dwarf award warden towards warren reward warlock fortnight second
comb lamb dumb numb crumb wrap wreck write wrong honest ghost hour know knight knife knot tomorrow before
plane atlas boat crab passport rock sandals beach flight ticket runway landing pool hotel salty uniform said there
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Unit 9
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weren’t l’d won’t we’ve they’ve what’s that’s there’s you’re hasn’t you’ve we’re she’s you’ll they’d they’re Africa Australia
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Additional Activities The following activities and games have been provided for your use as additional support to the spelling program. They are a guide and can be developed to suit any class, program or teaching style. Choose from the following activities and games if not already covered in the particular list being treated. Six photocopiable spelling games can be found on pages 28–30.
Individual Activities Word Study – Useful for developing familiarity with the list words.
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Strategy Examples • Make word shapes, word snakes or word sums for list words.
Word Shapes:
pla
n
Word Snakes: sp rape lumsafec eg om
plum =
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grapes =
ich
asmateshutp
icn
ic
Word Sums: s + end = send; bl + end = blend
• Find small words in list words. • Write the list words in alphabetical order or reverse alphabetical order. • Write list words with eyes closed or from memory.
For example: strawberry – straw, berry, raw, be
• Sort words according to different criteria.
For example: sort by initial/final letters; number of letters; number of syllables; number of vowels; number of consonants; parts of speech; rhyming/non-rhyming or by students’ own choice.
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• Find antonyms, synonyms or homophones for the list words.
For example: hot/cold close/shut bare/bear
• Make word builders by adding ‘s’, ‘ed’, ‘ing’, ‘er’, ‘est’ etc.
For example: walk – walks, walked, walker, walking
• Write list words in sentences or as a question.
For example: Did you hear the announcement to board the plane?
• Write definitions for list words.
These can be either looked up in a dictionary, or written in the student’s own words and then checked.
18
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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Additional Activities Individual Activities Word Study – Useful for developing familiarity with the list words. Strategy Examples • Write the base words for the list words.
For example: the base word for ‘sensible’ is ‘sense’.
r o e t s Bo r e p ok u S
• Hidden words – using the letters in a word to make as many new words as possible.
For example: neighbours – house, neigh, nigh, bin, rough, bore.
• Rank words in level of difficulty in learning to spell.
For example:
• Write a paragraph using a set number of list words.
For example: use ‘grapes’, ‘picnic’ and ‘shade’ in a paragraph; When we got to the park, we sat in the shade. We spread out a blanket and ate our picnic. My favourite food was grapes.
Teac he r
For example: ‘audience’ comes from a Latin word, ‘audire’, which means ‘to hear’.
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• Study and find word origins for list words.
lace 4 plane 2 snake 1 case 3
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
• Write anagrams of list words or search for any others.
For example: ‘nap’ is an anagram of ‘pan’; ‘dance’ is an anagram of ‘caned’.
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• Write the list words as plurals.
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For example: bear/bear rock/rock
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• Find words which have homographs (words which look the same, but have different meanings).
Discuss exceptions to the rule of simply adding ‘s’; for example: sheep, children.
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• Discuss adding ‘ed’ and ‘ing’ and how this changes the tense of words.
For example: ‘jumped’ and ‘jumping’ – ‘jumped’ is past tense, ‘jumping’ is present tense
• Discover common prefixes and suffixes for words.
For example: un-, dis-, -ly, -ment
• Missing vowels – write list words with missing vowels. Students guess which words they are.
For example: m ss ng = missing
• Students write their words as a rebus.
For example,
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
+ lace = shoelace
19
Additional Activities Informal Activities Useful for reinforcement of the list words in a less formal approach. Strategy Examples • Make theme booklets and illustrate.
Books could be about prefixes, colours, transport, the sea etc.
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• Clap the number of syllables in words.
• Outline words.
lace chase hate mate
For example:
• Make concept words.
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• Make bookmarks with difficult words or list words written on them.
dictionar y
For example:
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
• Write list words in the shape of a list word.
For example:
could be the shape for: when, chin, show.
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• Use bright colours to trace list words.
Partner and Group Activities
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Partner activities – Develops cooperation and increases knowledge of list words.
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Strategy Examples • Make ‘What am I?’ clues.
For example:
I am a reptile. I have no legs. I shed my skin. My bite can be poisonous. What am I? A snake
• Make memory helpers for list words.
For example: a piece of pie
• Invent mnemonics.
For example: said = Sally Anne is dancing; because = big elephants can always upset small elephants.
20
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Additional Activities Partner and Group Activities Partner activities – Develops cooperation and increases knowledge of list words. Strategy Examples • Students make their own read-and-illustrate activities to swap with a partner.
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• Jumble sentences using list words and swap with a partner.
For example: ‘The cat sat on the mat’ becomes ‘Eht tca tas no eht tma’. Students who want a challenge could also jumble the order of the words!
• Make word searches or crossword puzzles on grid paper and swap with a partner.
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.
Teac he r
For example: ‘school’ becomes ‘oslhco’. As an extra challenge, students can create jumbled words that are able to be pronounced.
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• Jumble words and swap with a partner.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
For example: ‘Is a frog a reptile?’ ‘Can we see clouds in the sky?’
• Word dominoes
Word dominoes can be made by breaking list words in half (ones that have a common ending or beginning).
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For example:
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• Make yes/no questions or true/false statements containing list words and swap with a partner.
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ch
as e
ch
ill
• Trace list words on a partner’s back; partner guesses which spelling word is traced.
• Cut pairs of list words in half and rejoin them. Students then see if their partner can guess the words.
For example: picket blannic = picnic blanket
• 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 ‘plane’ would look like this:
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
21
Additional Activities Partner and Group Activities Shared Group Activities – Encourages the exchange of personal list words, thereby broadening the students’ word base. Strategy Examples • Make a word bank following the same sound pattern or rule as particular list words. Work as individuals or partners, in small groups or as a whole class.
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• Put list words into sentences—work individually or as a whole class.
For example: each word could be written on a piece of card. Students can take one card each and put themselves in a line so the order of words makes sense. Cards with common words like ‘a’, ‘and’ and ‘the’ will need to be made, too.
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For example: A list of words that end in ‘ight’: tight, right, flight, might, sight; words that end with a silent ‘e’: made, same, shake.
Partner and Group Activities Class or Group Games – Useful for reinforcement of the list words in a less formal approach. Strategy Examples
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
For example: a ‘Difficult Word of the Day’ competition, during which the students try to spell a challenging word
• ‘Hunter’
Use individual books, charts, shared stories, poems etc. to find a particular spelling pattern or rule being treated.
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• Simple class spelling competitions
• Play concentration, fish, word bingo or tic-tac-toe.
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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 ‘-all’ words.
o c . che e r o t r s super call
wall
ball
she
ship
shock
• Play hangman or a similar game called ‘Shannon’s Game’.
22
In ‘Shannon’s Game’, students need to guess the letters in the correct order in which they occur in each word.
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Additional Activities Partner and Group Activities Class or Group Games – Useful for the reinforcement of the list words in a less formal approach. Strategy Examples • ‘Guess My Word’.
Students ask questions that require a yes/no response to guess the mystery spelling word.
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• Magazine hunt for list words.
‘Celebrity Head Words’
The student uses a headband to hold a card with a list word written on it to his/her head. He/She asks questions of the class which can only be answered as yes or no; for example: ‘Does the word end in ‘t’?’
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• Play celebrity head words, picture clue words or charades.
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.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• For example: butter + fly; foot + ball
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• Play a game similar to ‘memory’, using the small words within compound words written on cards.
• Students write quiz questions for list words, and give them to a friend to solve. A ‘quiz night’ could also be held using multiple lists.
For example: What can burn us, but also give us warmth? (fire)
• Students write clues to match their list words. Hold a small competition each day to see who can solve the puzzle first.
For example: Add ‘basket’ to ‘ball’ = basketball. Take ‘er’ from ‘mother’ = moth.
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Also refer to pages 28–30 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
23
Children with Special Needs The spelling activities in Spelling: Workbook and interactive CD can be modified or added to for children with special needs. Some additional suggestions are included below for students with learning difficulties. The worksheet on page 26 is designed for students who fall into this category. Students in need of extension will benefit from many of the suggestions included in the additional activities pages of this book. Page 27 also contains an opportunity for spelling extension.
Strategies For Children With Learning Difficulties Strategy Examples
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For example, using ‘Have a go’ pads or spelling journals for students to try out their spelling when writing stories.
• Encourage as much reading as possible.
Provide different sources of print around the classroom for students to find correct spelling; for example: opposites, colours, favourite sayings, days of the week.
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• Encourage children to ‘have a go’ and take risks with approximate spelling.
• Break each spelling list into shorter lists based on similar spelling patterns.
For example these list words could be broken up as follows: brake, shake, snake; base, case, chase; plate, mate, hate.
• Longer words can be ‘chunked’ (broken into chunks) to assist spelling, rather than conventional syllables.
For example, cent-i-pede, el-ec-tric, in-vent-ing. Students should be encouraged to choose how to chunk the words themselves, so as to suit each child’s preferred learning style.
• Emphasise spelling rules.
For example: magic ‘e’; ‘i’ before ‘e’ except after ‘c’
• 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 ‘night’ might be ‘igh’.
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• Write list words on graph paper, cut out the letters, and then build the word from the cut-out letters.
m . u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
o c . che e r o t r s super c
a
t
c
h
• Write the list words, leaving out some letters. Complete the words the next day.
For example: c
• Find words that rhyme with the list words. Underline them if they are spelt the same.
For example: goat – note, boat, wrote, float
• Prepare a cloze passage, deleting list words. Students select the correct word to go in the correct space.
For example: ‘dinosaurs’ and ‘plants’ might fit into: Many ate .
• Use sentence frames to develop a spelling vocabulary of list words.
For example: We took plates to the picnic. We took sandwiches to the picnic.
24
m
e
= chimney
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Children with Special Needs Strategies For Students With Learning Difficulties Strategy Examples • Use games like word bingo and word quizzes.
Word Bingo Students copy words onto bingo cards (checking their spelling), then cover the words with counters if the word is called. Word Quizzes
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Using a word list, students write the correct word; for example: Write the word ending in ‘ade’; Write the word with ‘ire’ in the middle.
• Make alphabet books to use as personal dictionaries.
Students write any difficult words they have found under each letter.
• Play snap with compound word parts, prefixes and suffixes.
For example: ‘foot’ matches with ‘ball’; ‘tele-’ matches with ‘phone’; ‘govern’ matches with ‘ment’.
Teac he r
For example: ‘ine’ could be added to ‘v’, ‘tw’, ‘f’, ‘m’, ‘n’.
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• Make new words by writing letters in front of a sound.
© R. I . C.Publ i cat i ons s n a k e •f orr evi ew pur posesonacl y•
• 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.
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• Write list words using string or pipe-cleaners.
m . u
h
Students can draw pictures and ask other students to guess which word they have drawn; or simply make words into patterns.
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Students can make each letter, or just the word shape.
• Use magnetic letters to form words from memory on a board.
• 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.
• Use list words to build other words.
For example, using the word ‘are’:
b • Make simple designs using the list words written end to end.
,
c
,
n’t
Use shapes like circles, triangles and spirals.
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
25
New Words Name:
Date: My new word is:
1. (a) Say your word.
6. Cover your word. Colour in a balloon every time you write your new word correctly.
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(b) Clap the syllables.
syllables.
2. (a) My word begins with the letter(s)
.
(b) My word ends with the letter(s)
.
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(c) My word has
© R. I . C.Publ i cat i ons •f or evi ew pur posesonl y• . r
(c) The middle letters are
3. My word written BIG looks like:
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7. Can you draw your word or somebody doing your word?
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4. My word written small looks like:
. 5. My word written in colour looks like:
. 26
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Spelling Extension Name:
Date:
My Extension Spelling Words 1.
Synonyms of my Words
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2.
4.
5.
6.
9.
10.
8.
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11.
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7.
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Teac he r
3.
. te o c My words in alphabetical order . che e r o t r s super 12.
More activities
Create a crosspatch with clues.
Put the words into a short story.
Find rhyming words.
Write a concrete (shape) poem using your words.
Write a quiz.
Create a word search.
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
27
Spelling Games Which Word? 1. Find a partner with the same spelling list. Choose a word from your list. 2. Start by giving your partner the first letter of your word.
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3. How many clues before your partner guesses your word?
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
w ww
1. Choose seven of your spelling words and copy them twice onto the rectangles below. 2. Cut them out and place them face down on the desk. Ask a friend to do the same with their seven list words. Add the new cards. Jumble them and try to locate the pairs.
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28
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Choose Two
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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 can be written more than once.
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Words that begin with two consonants: like ‘sh’, ‘tr’ or ‘ch’
Words that are a noun (name of a person, place or thing)
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Teac he r
Words with two syllables
Words that end in a vowel
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Secret Codes
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1. Choose four list words. Write the letters of each word next to a picture. (Not in order!) 2. Use the pictures to write the words in your new secret code.
❚
. te o ✖ ❏ ◗ ▼ ◆ ✽ ● . c che e r o r st super
➔
✹
3. Give your code to a friend. Can they solve it?
★
✳
✏
✔
❀
✛
Your code: Solution:
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
29
Spelling Games Patterns 1. Choose six list words that look and sound different. 2. For each list word, write at least four more words with the same letter pattern; for example: sand – hand, land, band, stand.
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Words With The Same Letter Pattern
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List Word
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
m . u
Don’t Sink!
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Choose one of your partner’s list words. Write a dash for each letter. Your partner must now guess the first letter. If their guess is correct, you write that letter on its line. For an incorrect guess, you colour one of the boxes in the grid. Your partner must guess the word before the grid is coloured and the ship sunk! Game 1
Game 2
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Game 3
Game 4
30
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Certificates
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u t l a a t r i g o n ns o C for
Date © R. I . C.Publ i c at i ons •f orr evi ew pur posesonl y•
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Date Signed
You’re a
Congratulations on your success
Date Signed
for a big improvement in spelling
Presented to
o c . che e r o t r s super Thank you for your effort
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m Spelling Champ .u
Signed
31
Assessment
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Page 33 can be used for pre-tests at the beginning of each unit and again for the final assessment.
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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 34–36 can be used to specifically record each word learned and the time taken to master a unit of words. Recording in this way may be useful for children with special needs, those with English as an additional language or for the whole class.
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Individual spelling records can be kept using page 37. 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. 32
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A record of spelling results for the whole class can be recorded on page 38.
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Assessment Name:
Date:
1.
8.
2.
4.
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16.
10.
17.
11.
18.
5.
12.
6.
13.
Total score: 14. © R. I . C.Publ i cat i o ns •f orr evi ew pur posesonl y•
Name:
Date:
w ww
1. 2. 3. 4.
/18
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8.
15.
m . u
7.
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Teac he r
3.
15.
o c . che e r o t r s super 9.
16.
10.
17.
11.
18.
5.
12.
6.
13.
7.
14.
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Total score:
/18
33
Assessment = can say word
Name: = can write word
List 1
List 2
Date begun:
Date begun: chew
grew
crew
few
glue
due
clue
Teac he r
blew
List 3 Date begun:
love
above
think
thank
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cover
sunk
plank
mother
brother
fine
alive
another
other
line
reply
bathroom
Monday
front
supply
apply
bedroom
broomstick
onion
back
fried
tried
spoon
traffic
trick
brick
cried
high
comic
picnic
shock
luck
sigh
right
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• work
Ireland
Date completed:
List 4
while
Date begun:
w ww
smell
. te
which
Date completed:
List 5
Date begun: still
March
List 6 Date begun:
m . u
Date completed:
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blue
should
bottle
little
scrap
scrape
battle
rattle
scrub
scream
middle
riddle
screen
spray
paddle
buckle
spread
sprain
ankle
eagle
sprint
sprout
skull
stall
across
dress
glass
miss
jazz
buzz
fizz
dizzy
apple
needle
stripe
strap
cuff
staff
able
rectangle
straw
street
cliff
stuff
single
jungle
strong
stream
yesterday
April
part
twelve
live
usual
Date completed:
34
= has remembered correct spelling
o c . che e r o t r s super
Date completed:
Date completed:
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Assessment
Name: = can say word
= can write word
List 7
= has remembered correct spelling
List 8
Date begun:
Date begun:
Date begun:
age
lights
birth
year
quite
liquid
folder
golden
friends
invitation
queen
question
scold
coldest
music
surprise
quack
quilt
boldest
goldfish
balloon
greetings
quake
squad
kindest
remind
wishes
presents
squash
squeak
behind
find
chocolate
cupcake
squirt
squeal
mind
wind
icing
shopping
squirm
square
blind
grind
quiet
told
older
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Teac he r
quit
List 9
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• month
Date completed:
Date begun:
w ww ice-cream
price
. te
slice rice
again
name
Date completed:
List 11
Date begun:
spice
during
Date completed:
List 10 twice
oil
List 12 Date begun:
page
huge
stage
cage
bandage
bridge
badge
m . u
minute
yourself
himself
herself
myself
outside
inside
hedge
offside
seaside
judge
bench
someone
something
o c . che e r o t r s super
advice
mice
voice
ace
disgrace
trace
branch
crunch
sometimes
somebody
space
place
wrench
match
everyone
everything
race
face
watch
catch
everybody
everywhere
January
because
please
February
centimetre
metre
Date completed:
Date completed:
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Date completed:
35
Assessment = can say word
= can write word
List 13
= has remembered correct spelling
List 14
Date begun:
Date begun: sunshine
cloud
bulbs
grass
green
fresh
animal
Teac he r
bloom
weren’t
List 15 Date begun:
l’d
draw
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straw
won’t
we’ve
law
claw
they’ve
what’s
soar
board
that’s
there’s
oar
roar
digging
you’re
hasn’t
sore
tore
dragonfly
grow
you’ve
we’re
more
score
bluebird
young
she’s
you’ll
stalk
walk
tulip
ladybird
they’d
they’re
talk
chalk
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• seventeen
Australia
Date completed:
List 16 Date begun: warrior
. te
today
year
Date completed:
List 17 Date begun:
w ww
war
Africa
List 18 Date begun:
m . u
Date completed:
ew i ev Pr
butterfly
eighteen
comb
lamb
plane
atlas
dumb
numb
boat
crab
crumb
wrap
passport
rock
wreck
write
sandals
beach
wrong
honest
flight
ticket
warp
warning
ward
wardrobe
warn
warmth
swarm
dwarf
award
warden
ghost
hour
runway
landing
towards
warren
know
knight
pool
hotel
reward
warlock
knife
knot
salty
uniform
fortnight
second
tomorrow
before
said
there
Date completed:
36
Name:
o c . che e r o t r s super
Date completed:
Date completed:
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Assessment Name:
Year: Pre-test
Final Test
⁄18
⁄18
List 2
⁄18
⁄18
List 3
⁄18
List 4
⁄18
List 5
⁄18
List 6
⁄18
⁄18
List 7
⁄18
⁄18
List 8
⁄18
⁄18
List 9
⁄18
⁄18
⁄18
⁄18
⁄18
⁄18
List 12
⁄18
⁄18
List 13
⁄18
⁄18
List 11
List 15 List 16
⁄18
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List 14
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⁄18
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List 17
⁄18
List 18
⁄18
⁄18 ⁄18
m . u
List 10
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List 1
Notes
o c . che e r o t r s super ⁄18 ⁄18 ⁄18
Notes: Date:
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37
Test Checklist 1
2
3
4
5
6
7
8
9
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
38
m . u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
o c . che e r o t r s super
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Answers
Contents Teachers notes for each unit – a separate page for each unit, providing list focus, dictation, word building, additional activities and answers.
r o e t s Bo r e p ok u S
Unit 1 – ew, ue, oo, ic .................................................. 40
Unit 2 – o saying u, -ck ................................................ 41
Unit 3 – nk, i-e, y, ie, igh .............................................. 42
Unit 5 – le ................................................................... 44 Unit 6 – scr, spr, str ..................................................... 45
ew i ev Pr
Teac he r
Unit 4 – ll, ss, zz, ff ...................................................... 43
Unit 7 – Birthdays ........................................................ 46 Unit 8 – qu, squ ........................................................... 47 Unit 9 – old, ind ........................................................... 48 Unit 10 – ice, ace ........................................................ 49 Unit 11 – ge, dge, ch, tch ............................................. 50 Unit 12 – Compound Words .......................................... 51
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
Unit 13 – Spring .......................................................... 52 Unit 14 – Contractions .................................................. 53 Unit 15 – aw, oar, ore, a .............................................. 54 Unit 16 – war .............................................................. 55 Unit 17 – Silent Letters .................................................. 56
Unit 18 – Summer Holidays .......................................... 57
w ww
. te
m . u
List Words (whole series) ....................................... 58–64
o c . che e r o t r s super
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
39
Unit 1
ew, ue, oo, ic
List Words blew
blow, blows, blown, blowing
chew
chews, chewed, chewing
grew
grow, grows, grown, growing
crew
crews
few
—
glue
glues, glued, gluing
due
—
clue
clues
blue
bluer, bluest, bluish, blueness
• Identify the phoneme and how it is represented. • Sort the list words to the graphemes and brainstorm other words to add to each list.
r o e t s Bo r e p ok u S Rules
Teac he r
• ‘e’ goes away when ‘ing’ comes to stay. • Double the consonant to keep the vowel sound short.
ew i ev Pr
bedrooms
bedroom
• This unit focuses on the graphemes ‘ew’, ‘ue’, ‘oo’ and ‘ic’ to represent a sound (phoneme). This unit also includes two common, high-frequency words, ‘should’ and ‘work’.
Teaching Points
bathrooms
bathroom
broomsticks
Dictation
spoon
spoons, spoonful, teaspoon, tablespoon, dessertspoon
traffic
—
comic
comics, comical
picnic
picnics
should
shouldn’t
1. The wind grew and blew away the broomstick. 2. We should go to the picnic now as we were due an hour ago! 3. The few crew left will go to work out the traffic problem. 4. I do not have a clue who left the spoon in the bedroom. 5. In my comic the hero always chews gum. 6. Glue was used to stick a blue brush to the wall in the bathroom.
© R. I . C.Publ i cat i ons Answers •f orr evi ew pur posesonl y• works, worked, working, workable, workflow, workbench
work
Revision Words
Word Building
shut
shuts, shutting
short
shortly, shortest
fresh
freshly
w ww
brush
brushes, brushed, brushing
wish
wishes, wished, wishing
two three
t w o i r g s h o r t v q
s d u e s p o o n b p c n
1. (a) comic (b) bathroom (c) traffic (d) spoon 2. (a) broomstick (b) traffic (c) few (d) should (e) spoon (f) bathroom 3. Crossword
shoes
shoe
twos
. te
threes
h t r a f f i c w a t r z
o b r u s h t n o t v e w
e r g s p c m b r h u w i
l o r h i l z o k r f g s
n o e u c u y b s o r c h
v m w t n e d e h o e x c
g s v h i j b d o m s l b
4. (a) few (b) work (c) blue (d) grew 5. Teacher check 6. (a) should, blue, shoes, work (b) two, crew, picnic 7. (a) due (b) crew (c) brush (d) traffic 8. (a) picnic (b) three (c) shut 9. (a) bedroom (b) broomstick (c) bathroom (d) shortcut 10. See word search 11. (a) comic (b) shut (c) work (d) crew (e) chew (f) should 12. (a) picnic (b) shoe
m . u
broomstick
40
Unit Focus
Word Building
o c . che e r o t r s super g t r r c l l r u w h z l
l i t e e q u o l o a f e
u c l e s w e o d c h e w
e k g l j c o m i c a w q
Across 1. few 3. traffic 5. blew 6. spoon 7. bathroom 8. glue 10. grew 12. chew 13. comic 15. due Down 2. work 4. clue 5. broomstick 6. should 7. bedroom 9. blue 11. picnic 14. crew
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 2
o saying u, -ck List Words
Unit Focus
Word Building
• This unit focuses on the grapheme ‘o’ to represent the sound (phoneme) ‘u’ (as in ‘bun’) and ‘ck’ at the end of a word. This unit also includes two common, highfrequency words, ‘Ireland’ and ‘March’.
loves, loved, loving, lovable
love above
—
oven
ovens
cover
covers, covered, covering, uncover
mother
mothers, motherly, mother-in-law
brother
brothers, brotherly, brother-in-law
another
—
Mondays
Monday
fronts, fronting, fronted
Teac he r
front
• Identify the phonemes and how they are represented. • Discuss pronunciation tricks; e.g. saying ‘love’ with a short ‘o’ sound. • Sort the list words according to the grapheme and brainstorm other words to add to each list.
r o e t s Bo r e p ok u S
others
other
Teaching Points
Rules
onion
onions
back
backs, backed, backing, backward, backwards
trick
tricks, tricked, tricking, tricky
Dictation
brick
bricks
shock
shocks, shocked, shocking
1. I love it when my mother puts an onion in the stew, and covers and cooks it in the oven. 2. On Monday, it was a shock to discover another brother had the rash on the front of his legs, as the other one had just got better. 3. We keep the key above the brick in the back of the wall, so with luck no-one will find it! 4. This March, my father is going to trick my mother to go to Ireland.
lucky
Ireland
Irish
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• —
Revision Words such chin
Word Building
—
chins
Answers
chips, chipped, chipping
lunch
lunches, lunched, lunching
punch
punches, punched, punching
church
churches
w ww
chip
fours, fourth, fourteen, fourteenth
four
u e a b o v e b b a c k b
l u n c h n w b r i c k g
. te
fives, fifth, fifths, fifteen, fifteenth, fifth, fifths
five
a o t h e r c c h i n m w
o f g c h u r c h e j f M
n t o M o n d a y r m o a
i x l r e l a n d y i u r
o l o v e b r o t h e r c
1. (a) mother (b) above (c) love (d) brother 2. shock, trick, brick 3. Crossword
4. (a) other (b) above (c) Ireland (d) mother (e) Monday 5. oven, luck, onion, another, cover, March, brick, front 6. (a) other, mother, brother, another (b) Monday, Ireland, March (c) love 7. (a) mothers (b) churches (c) lunches (d) shocks (e) onions (f) tricks 8. back, cover, Ireland, oven, punch 9. See word search 10. (a) such (b) brick (c) onion (d) another (e) four (f) brother 11. (a) love, lose, lost, post (b) back, pack, peck, peak
m . u
March
ew i ev Pr
luck
• ‘e’ goes away when ‘ing’ comes to stay.
o c . che e r o t r s super
n s y u j s k t s i m a h
l h f i t c p h u f o l y
u o r c r o u e c i t t o
c c o h i v n r h v h x v
k k n i c e c y j e e t e
a g t p k r h d a o r d n
Across 2. another 4. onion 5. back 7. love 9. March 11. other 12. Ireland 14. brick 15. mother 16. above Down 1. oven 3. trick 6. cover 8. shock 9. Monday 10. front 13. luck 14. brother
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
41
Unit 3
nk, i-e, y, ie, igh
List Words think
thinks, thinking
thank
thanks, thanked, thanking
sunk
sink, sinks, sinking, sank
plank
planks
• This unit focuses on the blend ‘nk’ and selecting the correct grapheme—‘i’, ‘y’, ‘i-e’, ‘ie’ or ‘igh’—to represent the long ‘i’ sound (phoneme).This unit also includes two common, high-frequency words, ‘while’ and ‘which’.
fine
finer, finest, fines, fining, fined, fineable
alive
—
line
lines, lining, lined
reply
replies, replied, replying
supplies, supplied, supplying
apply
applies, applied, applying
Teac he r
Teaching Points • Identify the blend and how it is represented. • Identify the phoneme and how it is represented. • Sort the list words according to the graphemes and brainstorm other words to add to each list.
r o e t s Bo r e p ok u S
supply
Rules
• ‘y’ changes to ‘i’ when ‘es’ or ‘ed’ is added. • Double the consonant to keep the vowel sound short. • ‘e’ goes away when ‘ing’ comes to stay.
fry, fries, frying
tried
try, tries, trying
cried
cry, cries, crying
high
higher, highest
Dictation
sigh
sighs, sighing, sighed
right
rightly, rights, rightful
while
meanwhile, whilst
1. Which plank from this line is fine? 2. With a big sigh he said, ‘I think that the boat would have sunk In the high seas by now and that no-one is alive’. 3. I tried to eat the fried onions but I cried while my brother giggled. 4. Should I apply for the job that will supply a car too? 5. In your reply to that man, thank him as he had a right to be angry with the boys.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• —
Revision Words
Word Building
—
these
—
them
ew i ev Pr
fried
which
tooth
teeth
Answers
bath
baths
1. (a) fried (d) while 2. (a) reply (d) right
(b) apply (e) sigh (b) plank (e) supply
3. Crossword Across 1. think 4. right 5. which 8. fine 9. reply 10. alive 12. tried 14. plank 16. supply Down 2. high 3. sigh 5. while 6. cried 7. fried 11. line 12. thank 13. apply 15. sunk 4. Teacher check
5. (a) sigh, tried (b) fine, while (c) Which, right 6. supplied – supply cried – cry fried – fry 7. (a) cried (b) high (c) alive (d) fine (e) right 8. (a) sunk, sank/bunk, sand/bank, band (b) fine, line, lime/lane, lame 9. See word search
only one
e t h a n k p u x m t e t
g x c r i e d k m t h s e
w ww
I’ll
I’m, I’ve, I’d —
ones
o n e i a p p l y o e u g
u a l i v e c x d o m n b
w s w n r i g h t t f k m
. te
h u v w r i h o h h i v l
i p h w e t’ l n i y n z i
c p i h p s z l n b e t n
h l g i l z k y k o z s e
(c) sunk (f) line (c) alive
m . u
—
it’s
42
Unit Focus
Word Building
o c . che e r o t r s super y y h l y t r i e d s i y
e t h e s e f r i e d g z
x I’ l l b m a t b a t h p
i i j p l a n k r e a m k
10. (a) bath (c) which (e) these 11. (a) bath (c) apply
(b) alive (d) think (f) right (b) alive (d) plank
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 4
ll, ss, zz, ff List Words
Unit Focus
Word Building —
still smell
smells, smelled, smelling, smelt
skull
skulls
stall
stalls, stalled, stalling
Teaching Points
—
dress
dresses, dressed, dressing
glass
glasses
miss
misses, missed, missing
jazz
jazzes, jazzing, jazzed, jazzy
buzz
buzzes, buzzed, buzzing
• Identify the blend and how it is represented. • Identify the phoneme and how it is represented. • Sort the list words according to the graphemes and brainstorm other words to add to each list.
r o e t s Bo r e p ok u S Rules
• ‘y’ changes to ‘i’ when ‘er’ or ‘est’ is added. • To make words ending with ‘ss’ plural, ‘es’ is added.
fizzes, fizzed, fizzing dizzier, dizziest
dizzy
ew i ev Pr
Teac he r
across
fizz
• This unit focuses on the graphemes ‘ll’, ‘ss’, ‘zz’ and ‘ff’. • This unit also includes two common, high-frequency words, ‘yesterday’ and ‘April’.
cuff
cuffs, cuffed
Dictation
staff
staffs, staffing, staffed
cliff
cliffs
stuff
stuffs, stuffed, stuffing, stuffy, stuffier, stuffiest
1. Standing on a cliff while looking across the sea makes me dizzy. 2. This April, I will miss the music at the jazz club. 3. The fizz from the drink in the glass spilled over onto my cuff. 4. Yesterday, the staff enjoyed the buzz of the dress sale. 5. I can still smell the stuff in the horse’s stall! 6. All that was left of the animal was its skull.
yesterday
—
April
—
© R. I . C.Publ i cat i ons •f orr evi ew pur p osesonl y• Answers
Revision Words house
—
houses —
down
—
why
—
where
—
May
—
w ww
now
w s t u f f k a j a z z c
h l l d d b m c s k u l l
. te —
many
y s c i o u a r p p s s i
s d v z w z n o w M a m f
t w g z n z y s h a k e f
i g c y h o u s e y u l e
l A p r i l f g r c p l n
1. (a) all, tall (d) if
(b) is (e) me
(c) till, ill
2. (a) yesterday (d) dress
(b) miss
(c) still
3. Crossword Across 3. still 5. cuff 7. dizzy 8. jazz 11. yesterday 15. smell 16. miss 17. stall 18. stuff Down 1. April 2. staff 4. buzz 6. fizz 9. across 10. dress 12. skull 13. cliff 14. glass
m . u
around
Word Building
4. (a) dizzy (c) buzz (e) stuff
o c . che e r o t r s super l g r s k q d l e u o x o
y e s t e r d a y f k z w
h n t a b i p s q f b m m
d m a f l x v s f i z z i
m e l f n x a r o u n d s
l j l c d r e s s p v u s
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
(b) fizz (d) smell
5. Teacher check 6. Teacher check 7. (a) buzz (c) still
(b) skull (d) dress
8. (a) smell, miss, May, many (b) house (c) still, stall, staff, stuff 9. See word search 10. (a) dizzy (c) cliff
(b) where (d) glass
11. (a) yesterday (b) cuff (c) April (d) May (e) stall (f) jazz 12. (a) glass (c) now
(b) miss (d) skull 43
Unit 5
le
List Words bottle
bottles, bottled, bottling
little
littler, littlest
battle
battles, battled, battling
rattle
rattles, rattled, rattling
• This unit focuses on the grapheme ‘le’. • This unit also includes two common, high-frequency words, ‘part’ and ‘twelve’.
Teaching Points
middles
riddle
riddles, riddled
paddle
paddles, paddled, paddling
buckle
buckles, buckled, buckling
ankle
ankles, anklet
eagle
eagles, eaglet
r o e t s Bo r e p ok u S Rules
• ‘e’ goes away when ‘ing’ comes to stay.
apple
apples
needle
needles, needled, needling ably, abler, ablest
Dictation
rectangles, rectangular
1. The baby is able to hold a little rattle and her bottle. 2. We had to paddle part of the way down the river to the jungle to see the eagle. 3. It’s a riddle to know who cut a single buckle off one of my ankle boots. 4. Twelve men were left standing in the middle of the battle. 5. With your needle, sew the logo of an apple onto the rectangle on the cap.
single
singles, singled, singling, singular
jungle
jungles
parts, parted, parting, partly
part
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• twelfth, twelfths
twelve
Revision Words
Word Building
makes, made, making
make
come, coming
came made
make, makes, making
crime
crimes, criminal
mine
—
her
w ww
like
likes, liked, liking —
x k i j h e r c o m e o a
. te
comes, came, coming
come
x a m x u n r i d d l e p
Answers
m q d u o e s q a b l e d
a i d n y d m a d e c t d
z v l g l l r a t t l e l
t w e l v e l i k e f t e
o e r e c t a n g l e l z
c r i m e a l i t t l e w
m b u c k l e c a m e m a
1. (a) needle (b) eagle (c) apple (d) bottle 2. (a) twelve (b) riddle 3. Crossword Across 1. battle 4. riddle 5. paddle 7. rattle 9. part 11. little 13. able 14. bottle 15. apple 17. jungle 18. needle Down 2. ankle 3. middle 6. single 8. twelve 10. rectangle 12. eagle 16. buckle 4. (a) apple (b) jungle (c) needle
5. bottle, battle, rattle, part, able, apple 6. (a) paddling (b) rattling (c) battling (d) buckling 7. (a) buckle (b) little, middle, jungle (c) like, make 8. (a) middle (b) crime (c) battle (d) twelve 9. Teacher check 1 0. See Word Search 1 1. (a) single (b) part (c) came (d) paddle (e) able (f) like 1 2. like, needle, bottle, make, twelve, buckle
m . u
rectangle
• Identify the phoneme and how it is represented. • Brainstorm to list other words that use the same grapheme. • Discuss how some words have double consonants to keep the preceding vowel sound short.
ew i ev Pr
Teac he r
middle
able
44
Unit Focus
Word Building
o c . che e r o t r s super a b a t t l e x d l a i p
k t y w b o t t l e n n p
e n s i n g l e a g l e l
m w p a r t y b a n k l e
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 6
scr, spr, str List Words
Unit Focus
Word Building
scrap
scraps
scrape
scrapes, scraped, scraping, scraper
scrub
scrubs, scrubbed, scrubbing screams, screamed, screaming, screamer
screen
screens, screened, screening, screener
spray
sprays, sprayed, spraying, sprayer
spread
spreads, spreading, spreader
sprain
sprains, sprained, spraining
sprint
sprints, sprinted, sprinting, sprinter
sprout
sprouts, sprouted, sprouting
stripe
stripes, stripy
strap
straps, strapped, strapping
straw
straws
street
streets
strong
stronger, strongest, strongly
stream
streams, streamed, streaming
usual
r o e t s Bo r e p ok u S
bone
Word Building
1. First use the spray then scrape the ice off the screen. 2. If you sprint down the street, you could sprain your ankle. 3. As usual, the straw was spread across the field to make the new plants sprout. 4. I let out a scream when I saw the stripe of paint on my car. 5. I had to scrub the floors in the new house I live in. 6. Use a strong strap to tie the bike to the back of the car. 7. A scrap of paper floated down the stream.
wake, wakes, waking bones
June
—
cube
cubes
use
uses, used, using
w ww
notes, noted, noting
seventeen
seven
. te
eighteen
eight
w o k e p s n b f y e c h
• ‘e’ goes away when ‘ing’ comes to stay. • Double the consonant to keep the vowel sound short.
© R. I . C.Publ i cat i ons •f orr evi ew pur p osesonl y• Answers usually
note
l i v e f s c r u b a s r
Rules
Dictation
lives, lived, living
Revision Words woke
• 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.
J u n e s p s t r a p r y
c u b e c r x s c r e a m
y s s t r i p e x r r p a
s p t s e n u m s e v e n
c r r p e t s b s a e x s
1. (a) scrub (d) strap 2. (a) usual (d) straw 3. Crossword Across 2. scrape 4. screen 5. strap 6. stream 7. spread 8. strong 9. straw 10. stripe 11. usual Down 1. sprint 2. scream 3. spray 4. sprain 6. street 7. sprout 8. scrap 10. scrub 12. live
(b) spray (c) strong (e) scrape (f) sprain (b) sprout (c) scrape (e) street (f) strong 4. (a) red – scream, scrap (b) blue – spray, sprout (c) green – strong, street 5. (a) lives, lived, living (b) uses, used, using (c) sprays, sprayed, spraying (d) scrubs, scrubbed, scrubbing (e) sprints, sprinted. sprinting (f) scrapes, scraped, scraping 6. (a) An elephant can use its trunk to spray water. (b) You could scrape your hand if you scrub too hard. 7. (a) eight, stream (b) street, note 8. See word search 9. (a) cream (b) unusual (c) eighteen (d) scratch 10. (a) sprain – twist (b) sprint – dash (c) screen – monitor (d) usual – normal
m . u
live
Teaching Points
ew i ev Pr
Teac he r
scream
• This unit focuses on the blends ‘scr’, ‘spr’ and ‘str’. This unit also includes two common, high-frequency words, ‘live’ and ‘usual’.
o c . che e r o t r s super r e e r n u t t t q u b t
a a a o y s r k r a e o r
p d m u p u a o o m i n e
u n o t e a w l n w g e e
s p r a y l b d g w h n t
e n b f s p r a i n t s x
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
45
Unit 7
Birthdays
List Words
Unit Focus
Word Building
• This unit focuses on Birthday-related words. This unit also includes two common, high-frequency words, ‘minute’ and ‘month’.
ages, aged, aging, ageing
lights
light, lighting, lighted or lit, lighter, lightest
birth
births, birthday
year friends invitation music
• 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
musical, musician, musically, musicality, musicalness surprises, surprised, surprising, surprisingly
1. This year, I will send an invitation to all my friends. 2. We went shopping for lights and presents. 3. It was a surprise to see chocolate icing on my cupcake. 4. I am the same age as my twin because we had our birth on the same day, month and year. 5. The minute the greetings were over, the music started. 6. The balloon popped while we were giving birthday wishes.
balloon
balloons
greetings
greeting, greet, greets, greeted
wishes
wish, wished, wishing, wishbone, wishful
presents
present
chocolate
chocolates, chocoholic
cupcake
cupcakes
shopping minute month
shop, shops, shopped, shopper, shopkeeper, shopkeepers minutes, minuting, minuted
months, monthly, monthlies
Revision Words
Word Building
gift
gifts, giftbox, gifted, gift-horse, giftwrap
game play
sweets
games, gamer, gamest, gamed, gaming, gamely plays, played, playing, playground, playgroup sweet, sweeter, sweetest, sweetly, sweetness
. te
s g r t z e i h r d r i g p
u i s c h o c o l a t e i c
r u g h l b t j a b y n f a
p p r e s e n t s e f d t k
r j e v c l c m k p w s o e
i m e k b i r t h g a n y c
s o t d a g z x w i s h e s
e r i v l h a e p c l p d w
y e n x l t m u s i c l b e
e e g u o s y o f n g a m e
a w s h o p p i n g m y n t
r e m i n u t e n s i n g s
o c . che e r o t r s super
sing
sings, singing, sang, sung, singer
any
—
more
—
3. Crossword Across 3. chocolate 5. shopping 7. invitation 9. wishes 12. year 13. age 14. friends 16. lights 17. presents 18. music 46
parties, partied, partying
w ww
party
m o n t h g s q y g a r q u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• ice, iced
icing
i n v i t a t i o n p f a c
ew i ev Pr
invite, invited, inviting, inviter
Teac he r
surprise
Teaching Points
years, yearly, yearling, yearbook, yearlong friend, friendly, friendship, friendlier, friendliest
m . u
age
Down 1. birth 2. balloon 4. month 6. minute 8. icing 10. surprise 11. greetings 15. cupcake 4. Happy birthday to you.
Answers
1. year, age, friends 2. (a) minute (b) birth (c) music (d) icing (e) lights
5. (a) any, friends, surprise (b) party, invitation, lights 6. (a) play, music, party (b) icing, cupcake, chocolate (c) shopping, presents, minute (d) greetings
7. (a) month (b) gift (c) balloon (d) year 8. See word search 9. Teacher check 1 0. balloon
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 8
qu, squ List Words
Unit Focus
Word Building
quit
quits, quitted, quitting
quiet
quietly, quieter, quietest, quietness, quieten
quite
—
liquid
liquids
queen
queens
quacks, quacking, quacked
quack
• 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.
Rules
• ‘e’ goes away when ‘ing’ comes to stay. • Double the consonant to keep the vowel sound short.
quilts, quilting, quilted
quilt
Teaching Points
r o e t s Bo r e p ok u S
questions, questioned, questioning, questionable
question
• This unit focuses on ‘qu’ and ‘squ’. This unit also includes two common, high-frequency words, ‘oil’ and ‘during’.
quakes, quaking, quaked
Teac he r
quake
squads
Dictation
squash
squashes, squashed, squashing
squeak
squeaks, squeaked, squeaking
1. Please don’t squirm when you ask the queen a question. 2. During a rugby match he broke his leg, so he had to quit the squad. 3. Be quiet while I pull the cozy square quilt over Gran. 4. Which creatures made the sounds: quack, squeak and squeal? 5. Squirt quite a lot of oil on that rusty hinge. 6. The quake made the liquid in the tank shake. 7. Would you like some squash?
squirt
squirts, squirting, squirted
squeal
squeals, squealing, squealed
squirm
squirms, squirming, squirmed
square
squares, squaring, squared
during
© R. I . C.Publ i cat i ons Answers •f orr evi ew pur p osesonl y• oils, oiling, oiled, oily —
Revision Words drop
Word Building
drops, dropped, dropping grabs, grabbed, grabbing
grab try
tries, tried, trying
trim
trims, trimmed, trimming
w ww brave
bravery, bravely, braved, braving
crash
crashes, crashed, crashing
. te backs
back
q q f b s o q u i t e h c
z s s s q i u c q e t q d
o c . che e r o t r s super
gives, given, giving
give
b q q q u l a r g u r u b
r u u u e q c s a t i e a
a a a e a u k q y s m e c
v d k a k i q u d q k n k
e x e l r t x a q u i e t
1. (a) quit (b) oil (c) squeal (d) squeak (e) square (f) quack 2. (a) quit, it (b) are (c) ring, in (d) quest, on, ion 3. Crossword 5. (a) square (b) queen Across (c) oil (d) quilt 2. during (e) squad (f) squash 5. squeal 6. (a) During, squeak 8. squirm (b) Squirt, oil 9. square (c) try, question 11. squad 7. (a) brick (b) meal 13. quiet (c) quick (d) quietly 15. quake (e) splash 16. quilt 8. quit, quiet, quite, quilt, Down squeal, oil 1. question 9. (a) crashed 3. squash (b) questioned 4. squeak (c) quacked 6. liquid (d) squashed 7. squirt (e) squirted 10. quite (f) squeaked 12. quack 14. oil 10. See word search 15. queen 11. (a) give (b) queen 16. quit (c) quiet (d) question 4. quiet, square, (e) liquid (f) back queen, squash, 12. (a) orange – quake, queen oil, squeak (b) green – squad, squirm (c) blue – brave, during
m . u
oil
ew i ev Pr
squad
s l b w q u e s t i o n q
g i v e y w z h g r x s u
s q u i r t j e e m g z i
d u r i n g s q u a r e l
w i j o k c r a s h a o t
f d r o p b x t r y b j z
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
47
Unit 9
old, ind
List Words
• This unit focuses on the blends ‘old’ and ‘ind’. This unit also includes two common, high-frequency words, ‘again’ and ‘name’.
told
tell, tells, telling
older
old, oldest
folder
fold, folds, folded, folding, folders
golden
gold
Teaching Points • Identify the phoneme and how it is represented. • Sort the list words according to the blends and brainstorm other words to add to each list.
scolds, scolded, scolding
scold
r o e t s Bo r e p ok u S
cold, colder, coldly
boldest
bold, bolder, boldly
goldfish
goldfishes
kindest
kind, kinder, kindly
remind
reminds, reminded, reminding, reminder
behind
behinds
Rules
• ‘e’ goes away when ‘ing’ comes to stay. • Double the consonant to keep the vowel sound short.
Dictation
find
finds, finding, found, finder
mind
minds, minding, minded
wind
winds, winded, winding
blind
blinds, blinded, blinding
grind
grinds, grinding, grounded, ground
again
—
Word Building
starts, started, starting
start
1. The teacher will again scold the boldest boy in the class. 2. I must go and find my folder, I left it behind again. 3. Can you remind me of the name of that blind man who went to the coldest part of the planet? 4. I told you to mind yourself and wind your watch up or you’d be late. 5. Only the kindest students will be allowed to take home the older goldfish for the holidays. 6. We watched the old mill stone grind the golden grains of corn.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• names, named, naming
Revision Words
ew i ev Pr
Teac he r
coldest
name
stones, stoned, stoning
stone
Answers
nest
nests, nested, nesting
(b) told
must
—
1. (a) name (d) coldest 2. (a) wind (d) told
(b) mind (e) find
nine help
b g t o l d s f j w i n d
l r a g a i n i n e t n y
w ww
lost
lose, losing nineteen, nines
. te
helps, helped, helping, helpful
i i d v c o l d e s t e n
n n u u f g o l d e n s s
d d v h u k i n d e s t c
d r e m i n d l o s t a o
y b j f o l d e r v n m l
m u s t b e h i n d c p d
b o l d e s t m i n d f d
3. Crossword Across 1. behind 2. wind 4. goldfish 6. kindest 9. folder 11. coldest 15. name 16. golden Down 1. boldest 3. blind 5. mind 7. told 8. remind 10. again 12. older 13. scold 14. grind
(c) again
m . u
stamps, stamped, stamping
stamp
48
Unit Focus
Word Building
(c) folder (f) blind
4. again, mind, name, older, told
o c . che e r o t r s super a n s g o l d f i s h i p
n s t a r t p a s t o n e
j a y h e l p x f x v d r
k z n a m e o l d e r i h
5. (a) wind (c) goldfish
(b) remind/folder (d) again
6. old, older, oldest cold, colder, coldest bold, bolder, boldest 7. (a) behind (c) mine
(b) nine (d) told
8. Teacher check 9. See word search 10. (a) found (c) helped
(b) ground (d) named
11. nest, golden, stone, again, remind, lost
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 10
ice, ace List Words
Unit Focus
Word Building
twice
—
price
prices, priced, pricing
spice
spices, spiced, spicy, spicier, spiciest
slice
slices, sliced, slicing
Teaching Points
ice-creams
ice-cream rice
—
advice
—
• Identify the soft ‘c’ sound in each word. (‘c’ is soft when followed by ‘i’, ‘e’ or ‘y’.) • Sort the list words into ‘ice’ and ‘ace’ words and brainstorm other words to add to each list.
r o e t s Bo r e p ok u S
mice
mouse
voice
voices, voiced, voicing
Teac he r trace
traces, tracing, traced
space
spaces, spacing, spaced
place
places, placing, placed
race
races, racing, raced
face
faces, facing, faced
1. It’s a disgrace that this spice is twice the price of the one in our supermarket! 2. Take my advice, there is no space in this place because of the sacks of rice. 3. There is no trace of the mice that ate the ace of spades! 4. On the first day of January, Dad takes us for an icecream and a slice of cake. 5. We could hear the voice of the judge but not see his face when he told us who won the race.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• —
because
Revision Words skirt
Dictation
—
January
• ‘e’ goes away when ‘ing’ comes to stay. • ‘y’ changes to ‘i’ when ‘er’ or ‘est’ is added.
ew i ev Pr
disgraces, disgracing, disgraced
disgrace
skip
Rules
aces
ace
• This unit focuses on words with ‘ice’ or ‘ace’. The ‘ce’ in each word makes a soft ‘c’ sound. This unit also includes two common, high-frequency words, ‘January’ and ‘because’.
Word Building
skips, skipping, skipped skirts, skirting, skirted
spark
sparks, sparking, sparked
Answers
spot
spots, spotting, spotted
1. twice, price, slice, spice, ice-cream
swim
swims, swimming, swam, swum sweeps, sweeping, swept
good
better, best
y y s k i p s u s p o t w
e s l i c e p s g o o d h
. te —
who
p a w u z g a w s e t J o
r p c t w i c e w m o a p
i d s r f r e e i c a n l
c i p i f a w p m u s u y
e s a q s c l m a a p a v
2. space, place, race, disgrace, trace, face 3. Crossword
Across 2. ace 5. race 7. twice 9. place 12. rice 13. space 14. spice 15. advice 17. disgrace Down 1. trace 3. January 4. mice 6. because 8. ice-cream 9. price 10. face 11. slice 16. voice
m . u
w ww sweep
5. (a) ice-cream (c) because
6. (a) May I have a slice of cake and some ice-cream? (b) The best prices are in the January sales.
o c . che e r o t r s super k g r i c e g i c d i r o
b r k e t r a c e v c y i
p a s k i r t e i i e a c
q c m z n g p l a c e x e
b e c a u s e j h e n f b
i c e c r e a m w f a c e
4. spaceship, spacecraft, spaceman, spacesuit
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
(b) disgrace (d) advice
7. (a) twice (c) because (e) spot
(b) price (d) face (f) who
8. (a) became (c) spare
(b) dismay
9. Teacher check 10. See word search 11. (a) because (c) trace (e) mice
(b) sweep (d) place (f) spark
12. (a) yellow – trace, disgrace (b) blue – voice, advice (c) red – who, January 49
Unit 11
ge, dge, ch, tch
List Words page
pages
huge
huger, hugest, hugely, hugeness
stage
stages, staging, staged
cage
cages, caging, caged
• This unit focuses on choosing the grapheme ‘ge’, or ‘dge’ and ‘ch’ or ‘tch’ to represent a sound (phoneme). This unit also includes two common, high-frequency words, ‘please’ and ‘February’.
bandages, bandaging, bandaged
bandage
bridges, bridging, bridged
badge
badges
hedge
hedges, hedging, hedged
judge
judges, judging, judged
bench
benches
Teac he r
Teaching Points • Identify the phoneme and how it is represented. • Sort the list words according to the graphemes and brainstorm other words to add to each list.
r o e t s Bo r e p ok u S
bridge
Rules
• To make words ending with ‘ch’ plural, ‘es’ is added.
branches, branching, branched
crunch
crunches, crunching, crunched
Dictation
wrench
wrenches, wrenching, wrenched
match
matches, matching, matched
watch
watches, watching, watched, watcher
catch
catches, catching, catcher, caught
please
pleases, pleasing, pleased
1. I could hear the crunch of the huge branch as it hit the ground. 2. The judge sat on the bench looking at a page in one of his law books. 3. I used a wrench to tighten the catch on the door of the lion’s cage. 4. Can you please watch me play in the football match in February? 5. The Scout was given his badge when he learned how to bandage the girl’s arm. 6. At one stage there was a hedge beside the bridge.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Word Building
spend, spends, spending
spent
rents, renting, rented
rent
go, goes, going
Answers
grant
grants, granting, granted
camp
camps, camping, camped, camper
1. (a) bridge (d) badge 2. (a) bench (d) crunch
w ww
went
bump
bumps, bumping, bumped, bumper
some
something, someone, somebody, somehow
their
o a k w y e s t a g e p s
w b b m d d j y t x p l o
. te
their’s
a u r a b e n c h z c e m
t m a t a F r z e r a a e
c p n c n e w x i s t s d
h u c h d b e c r h c e c
q r h e a r n a b u h g r
s i p d g u t g r g o r u
p j a g e a i e i e o a n
3. Crossword
Across 4. hedge 5. wrench 8. please 11. bandage 12. match 14. page 15. judge 16. huge Down 1. bridge 2. cage 3. bench 5. watch 6. crunch 7. branch 9. stage 10. February 11. badge 13. catch
(b) huge (e) hedge (b) catch (e) wrench
(c) page (f) bandage (c) watch (f) branch
m . u
—
Revision Words
ew i ev Pr
branch
February
50
Unit Focus
Word Building
4. (a) pages (b) matches (c) badges (d) branches (e) bridges (f) bandages 5. bench, cage, huge, stage, watch 6. (a) watchdog (b) campsite (c) benchmark (d) birdcage (e) somewhere (f) catchphrase 7. (a) ran, an, ranch, bran (b) edge (c) bad (d) rid, ridge (e) run (f) at, mat 8. (a) huge (b) rent (c) judge (d) bump (e) wrench (f) grant 9. Teacher check 10. See word search 11. (a) their (b) please (c) bench, watch, match (d) February (e) spent, huge
o c . che e r o t r s super e u g e l r b a d g e n c
n d e d i y h r g c v t h
t g x f s a w r e n c h m
r e n t c a m p f w x e f
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 12
Compound Words List Words
yourselves
himself
—
herself
—
myself
—
outside
—
inside
—
offside
—
seaside
—
someone
—
something
—
• This unit focuses on compound words. This unit also includes two common, high-frequency words, ‘centimetre’ and ‘metre’.
Teaching Points • Identify the two words in each word. • Identify any difficult parts of words. • Discuss ways to remember how to spell the word: Breaking the word into two words and/or breaking word into syllables; i.e. eve/ry/thing (each syllable must contain a vowel sound, ‘y’ is not a vowel but has a vowel sound).
r o e t s Bo r e p ok u S Rules
sometimes
—
somebody
—
everyone
—
everything
—
everybody
—
everywhere
—
centimetre
centimetres
• To make some words ending with ‘f’ plural, the ‘f’ is changed to ‘v’ and ‘es’ is added. • Double the consonant to keep the vowel sound short. Discuss ‘put – putting’ and ‘putt – putting’ to determine which one follows the rule.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Word Building
meats
teaches, teaching, taught, teacher
dear
dears, dearer, dearest
hear
hears, hearing, heard
keep
keeps, keeping, kept
w ww sleep
sleeps, sleeping, slept
would
—
f s e e e m e a t s e o c p i
e o v v h e p o x o y d e a r
. te pupils
pupil
u e w q b s o m e t h i n g f
1. Sometimes, someone finds something very old at the seaside. 2. How many metre sticks can fit along the outside of the pitch? 3. Use a centimetre tape to measure yourself and somebody will record the results. 4. Everybody agreed that he was offside apart from yourself! 5. He wanted to play inside by himself. 6. She went everywhere and did everything by herself. 7. I wanted to go by myself, but everyone in the group followed me.
s m e e e p u g a u o b n s s
o e r r r o p y m t u e t o o
m t y y s w i i y s r v i m f
e i w t e o l n s i s e m e f
b m h h l u s s e d e r e o s
Answers
m . u
teach
Dictation
metres
Revision Words meat
ew i ev Pr
Teac he r
yourself
metre
Unit Focus
Word Building
o c . che e r o t r s super o e e i f l e i l e l y t n i
d s r n i d a d f t f b r e d
y l e g a v s e o b r o e g e
p m e t r e i h e a r d f d r
r o t u e d d k e e p y n w t
l r h i m s e l f i t e a c h
t w e v e r y o n e s l e e p
(b) seaside (d) sometimes
2. inside, seaside, offside
4. (a) seaside (b) yourself (c) centimetre (d) offside (e) everywhere
7. (a) Sometimes (b) teach (c) inside (d) sleep
1. (a) everybody (c) himself
3. Crossword Across 1. somebody 6. someone 7. metre 10. yourself 12. everything 14. inside 17. sometimes 18. herself Down 2. outside 3. everyone 4. centimetre 5. something 8. everybody 9. offside 11. everywhere 13. himself 15. myself 16. seaside
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
5. (a) something, everything (b) pupil (c) offside (d) offside, keep, sleep 6. (a) inside (b) dear (c) yourself (d) would (e) seaside (f) metre
8. Teacher check 9. See word search 10. (a) myself (b) everyone (c) keep 11. hear, everywhere, yourself, meat, myself, herself
51
Unit 13
Spring
List Words sunshine
sunshiny
cloud
clouds, cloudy, cloudier
bulbs
bulb, bulbaceous, bulblike, bulbous
grass
grasses
green
—
fresh
fresher, freshest, freshen
r o e t s Bo r e p ok u S
butterfly
butterflies
digging
dig, digs, dug dragonflies
Dictation
grown, growing, grew, growth, grownup, grower
bluebird young
bluebirds
youngish, youngster tulips, tulip-like
tulip
ladybird
eighteen
seventeen Revision Words flower
ladybirds seventh
Word Building
flowers, flowering, flowered, flowery
born
birth, birthday
warm
warmer, warmest, warms, warming, warmed, warmly, warmth
w ww
babies, babied, babying, babyhood
raindrops
spring
springs, springing, sprang, sprung
thirteen
thirteenth
Monday
Mondays
Answers
. te
1. (a) sunshine (b) butterfly (c) dragonfly (d) bluebird (e) grass 3. Crossword Across 2. bluebird 3. young 7. animal 8. bulbs 10. sunshine 11. green 15. cloud 16. eighteen
b e s e v e n t e e n s a b h g r o w
u t o f r e s h l u w u f o q s a b c
t u d k z m r k r a i n d r o p p g c
t l n t a u b a b y v s h n b z c r t
e i g h t e e n b m i h r d u h k e i
r p r b q a s f t y k i c f l o w e r
f s g n c n p n u b t n w g b m a n s
l a d y b i r d l l l e e x s u r b o
y p i p e m i o x u a k v j c f m M d
h q g j m a n s j e v i y l b l o o m
a g g p d l g w x b c l o u d i n n y
t h i r t e e n g i w s u r y n e d n
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• eighteenth
baby
raindrop
1. The bulbs grow and bloom in the sunshine. 2. When spring comes along we go to the park to run on the fresh green grass. 3. As I was digging the earth to plant the new seeds, a ladybird landed on my hand. 4. The young animal was born in spring. 5. It was a sunny day with not a cloud in the sky—only a dragonfly and a bluebird. 6. The butterfly landed on about seventeen or eighteen flowers.
ew i ev Pr
Teac he r
animal
grow
Teaching Points • Identify difficult parts of words. • Discuss ways to remember how to spell a word.
animals, animality, animalism, animalistic
dragonfly
52
• This unit focuses on spring words. This unit also includes two common, high-frequency words, ‘eighteen’ and ‘seventeen’.
blooms, blooming, bloomless
m . u
bloom
Unit Focus
Word Building
o c . che e r o t r s super
2. (a) fresh (b) grass (c) cloud (d) ladybird (e) seventeen (f) bluebird
Down 1. grow 2. bloom 4. grass 5. tulip 6. digging 8. butterfly 9. fresh 12. ladybird 13. seventeen 14. dragonfly
z o n c y l v y h r z b n e f j l a d
i q g r a s s f x d r a g o n f l y b
4. (a) pass (c) seventh
(b) bluebell (d) proud
7. (a) warm (c) grass
5. (a) dragonfly (c) bluebird
(b) raindrop
8. digging, baby, Monday, fresh, bulbs, grow
6. (a) The ladybird sipped the raindrop on the tulip. (b) On Monday we saw thirteen ladybirds.
(b) bloom (d) fresh
9. See word search 10. (a) butterfly, dragonfly, ladybird (b) thirteen, seventeen, eighteen (c) cloud
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 14
Contractions List Words
Unit Focus
Word Building weren’t (were not)
weren’t
I’d (I would), (I had), I’m, I’ll, I’ve
I’d
won’t (will not)
we’ve
we’ve (we have), we’re, we’ll, we’d
they’ve
they’ve (they have), they’ll, they’d, they’re
what’s
what’s (what is/has), what’d, what’ll
that’s
that’s (that is/has), that’ll, that’d
there’s
there’s (there is)
you’re
you’re (you are), you’ll, you’d
hasn’t
hasn’t (has not)
you’ve
you’ve (you have), you’ll, you’d
we’re
we’re (we are), we’ll, we’d
she’s
she’s (she is), she’ll, she’d
you’ll
you’ll (you will), you’ve, you’d
they’d
they’d (they would/could), they’ll, they’ve
they’re
they’re (they are), they’ll, they’d
r o e t s Bo r e p ok u S
Australian, Australiana, Australasia
Revision Words
Word Building
bangs, banging, banged
along
—
belong
belongs, belonging, belonged things
thing
w ww being
be, am, is, are, was, were, been
hung
hang, hangs, hanging
• ‘e’ goes away when ‘ing’ comes to stay.
Dictation
I. She’s not in, so you’ll have to come back later. 2. We’re going to Africa, while they’re going to Australia. 3. You’re going to be surprised about what’s going on and what they’ve been doing. 4. I’d rather you weren’t here when I do the test. 5. They won’t know there’s a surprise waiting for them; you’ve to be careful not to tell them! 6. They’d be in danger if they’re careless. 7. We’ve all passed but he hasn’t. That’s a shame!
e w e’ v e e’ u’ r k u e o f
y o g f y s r t z n l h b
’v n’ c m o b e i n g o a q
e t l k u’ g b j u n n s x
w e’ r e l d p b a n g n’ t
1. (a) hasn’t (b) we’ve, they’ve, you’ve (c) weren’t, won’t, hasn’t (d) Africa, Australia (e) I’d 2. Crossword Across 2. what’s 5. they’d 6. Africa 8. she’s 9. won’t 10. you’re 13. they’re 14. you’ve Down 1. hasn’t 2. we’ve 3. I’d 4. we’re 5. that’s 6. Australia 7. weren’t 10. you’ll 11. there’s 12. they’ve
3. (a) they’re (b) she’s (c) you’ve (d) I’d 4. they’ve, there’s, she’s, they’d, they’re 5. (a) you’ll (b) she’s (c) what’s (d) I’d (e) they’re (f) won’t (g) we’re (h) there’s
o c . che e r o t r s super
have, having
has
h a l’ d f h o q a h b y c
. te
older, oldest
old
t h e r e’ s y o u’ v e a p
Rules
© R. I . C.Publ i cat i ons Answers •f orr evi ew pur p osesonl y• African
Australia
bang
• Identify that the apostrophe shows where a letter has, or letters have, been left out. • Identify any difficult parts of words. • Brainstorm other contractions.
m . u
Africa
Teaching Points
ew i ev Pr
Teac he r
won’t
• This unit focuses on contractions. This unit also includes one common, high-frequency word, ‘Australia’, and an interest word, ‘Africa’.
e i e d l n l v A w z t h
r h w h a t’ s s f y a r e
e b j e t h e y’ r e l v y’
n’ t h i n g o w i m o l d
t h a t’ s h c l c x n s e
A u s t r a l i a u g d t
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
6. (a) along (b) she’s (c) they’re (d) That’s 7. Africa, old, that’s, what’s, you’re 8. (a) you’re (b) hung (c) we’ve (d) that’s (e) they’d (f) belong 9. See word search 10. (a) weren’t (b) being (c) I’d (d) Africa 11. bang, we’re, I’d, Australia, they’re, along
53
Unit 15
aw, oar, ore, a
List Words draw
draws, drawing, drew, drawn
straw
straws
law
laws
claw
claws, clawing, clawed
soar
soars, soaring, soared
• This unit focuses on the graphemes ‘aw’, ‘oar’, ‘ore’ and ‘a’ to represent a sound (phoneme). This unit also includes two common, high-frequency words, ‘today’ and ‘year’.
Teaching Points
oar
oars
roar
roars, roaring, roared
sore
sores, sorer, sorest
tore
tear, tears, tearing, torn
Teac he r
• Identify the phoneme and how it is represented. • Sort the list words according to the graphemes and brainstorm other words to add to each list.
r o e t s Bo r e p ok u S
boards, boarding, boarded, boarder
board
Rules
• ‘e’ goes away when ‘ing’ comes to stay.
—
score
scores, scoring, scored
Dictation
stalk
stalks, stalking, stalked, stalker
walk
walks, walking, walked, walker
talk
talks, talking, talked, talker
chalk
chalks, chalking, chalked
today
—
1. Use chalk to draw the footballers and their score on the board. 2. Today we will talk about the roar of the lion and the claw marks it makes on the deer that it stalks. 3. This year it will be a rare sight to see an eagle soar into the sky as you walk through the bush. 4. We need one more oar to row the boat. 5. It was sore on my hands as I tore straw from the stack. 6. The law says you must go to school until you are seventeen.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• yearly, years
Word Building
—
away
days
day
Answers
stay
stays, staying, stayed
tail
tails, tailing, tailed
wait
waits, waiting, waited, waiter
w ww
train
trains, training, trained, trainer Tuesdays
Tuesday
s c o r e c g s t a y w m
j b q h g q k r o r o a r
t o r e o a r a d i q i W
. te
Wednesdays
Wednesday
w a t T u e s d a y x t e
a r c v w o c r y a a l d
l d l a w d r a w w d m n
k t a m q t a i l a a s e
z m w c h a l k i y y t s
f p n v r m s t s s r r d
1. Teacher check 4. (a) red – claw (b) blue – board, roar 2. (a) law (c) green – score, more (b) chalk 3. Crossword Across 2. more 3. claw 4. law 7. talk 9. board 10. tore 12. score 13. year 14. soar Down 1. draw 3. chalk 5. walk 6. sore 7. today 8. roar 11. oar 12. straw 14. stalk
m . u
Revision Words
ew i ev Pr
more
year
54
Unit Focus
Word Building
5. (a) year (c) straw (e) score (g) wait
(b) talk (d) more (f) train (h) stalk
o c . che e r o t r s super l a j t r a i n o y l a a
u m o r e o n o a e q w y
z t a l k t w y r a g b y
s t a l k s o r e r f y m
6. (a) (b) (c) (d)
walked, walking, walker boarded, boarding, boarder talked, talking, talker waited, waiting, waiter
7. (a) day (c) talk/draw (e) walk
(b) straw (d) board (f) draw
8. (a) soar (c) Stay, train
(b) score (d) more
9. See word search 10. (a) draw (c) tail (e) today (g) talk
(b) stay (d) oar (f) Wednesday (h) wait
11. (a) tore – ripped (c) stalk – stem
(b) stay – stop (d) board – get on
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 16
war List Words
Unit Focus
Word Building
• This unit focuses on the grapheme ‘war’ to represent a sound (phoneme). This unit also includes two common, high-frequency words, ‘fortnight’ and ‘second’.
wars, warring, warred
war
warriors
warrior
warps, warped, warping
warp
Teaching Points
warnings
warning
• Identify the phoneme and how it is represented after the letter ‘w’. Point out that other ways of representing this phoneme include ‘or’, ‘oar’, ‘ore’ and ‘a’. • Brainstorm other war words.
wards, warding, warded
ward
r o e t s Bo r e p ok u S
wardrobes
wardrobe
warns, warning, warned
warn
warm, warms, warming, warmed
swarm
swarms, swarming, swarmed
dwarf
dwarfs/dwarves, dwarfing, dwarfed
award
awards, awarding, awarded
warden
wardens
towards
toward
warren
warrens
reward
rewards, rewarding, rewarded
warlock
warlocks
fortnight
fortnights
second
• To make some words ending with ‘f’ plural, the ‘f’ is changed to ‘v’ and ‘es’ is added.
Dictation
1. The swarm of bees flew towards the warmth in the north. 2. The warlock seemed to dwarf the warrior, which amazed me. 3. Can I warn you that it’s dampness that makes the wardrobe door warp like that? 4. Every fortnight the warden was given an award for the highest number of parking tickets. 5. During the Second World War, a siren was used as a warning. 6. The farmer is giving a reward for finding rabbit warrens. 7. The hospital ward was very clean.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• seconds, seconding, seconded
Revision Words
Word Building
girl
girls, girlish, girlhood, girly, girlfriend
first
Rules
ew i ev Pr
Teac he r
warmth
firstly
hurts, hurting, hurtful
turn
turns, turning, turned
Answers
nevertheless
1. (a) warrior, fortnight (b) warmth, swarm (c) wardrobe (d) second (e) warden (f) warning 2. (a) warlock (b) warrior
never
w ww
overs
over
Thursday
w p w p r e w a r d w k w
. te Fridays
Friday
a w a r d w w a r n i n g
Thursdays
a w a t o w a r d s a o a
r f r f w a r r i o r v r
d o r i w d w a r f l e w
e r e r a y T v x j o r w
n t n s r s h h a f c o a
3. Crossword
Across 1. warren 3. warrior 4. warlock 6. fortnight 8. warn 9. ward 10. warning 11. second 13. swarm 15. warp
m . u
hurt
4. (a) fortnight (b) wardrobe (c) warlock 5. war, warp, ward, warn, dwarf, award 6. (a) The girl had never seen a swarm of bees before. (b) He was given an award for the second time in a fortnight. 7. (a) reward (b) dwarf (c) warmth (d) never (e) war (f) girl 8. Teacher check 9. See word search 10. (a) Thursday (b) fortnight (c) never (d) second 11. (a) wardrobe (b) Friday (c) reward (d) warrior (e) first (f) warmth 12. (a) warrior (b) warp (c) hurt (d) warren (e) reward/award
o c . che e r o t r s super i n n t p w u x y b k s r
f i e w w a r d r o b e m
w g v a t r s g q h t c t
a h e r t m d i p u u o h
r t r n v p a r u r r n s
d F r i d a y l y t n d n
Down 2. reward 3. wardrobe 5. warden 7. towards 10. warmth 12. dwarf 14. award 15. War
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
55
Unit 17
Silent Letters
List Words comb
combs, combed, combing
lamb
lambs, lambing
dumb
dumber, dumbest
numb
number, numbest, numbing
crumb
crumbs, crumble, crumbly
wrap
wraps, wrapped, wrapping
wreck
wrecks, wrecked, wrecking
write
writes, wrote, writing, written
• This unit focuses on words with silent letters. This unit also includes two common, high-frequency words, ‘tomorrow’ and ‘before’.
Teaching Points • Identify the silent letters in each word. • Identify any other difficult parts of each word. • Brainstorm to list other words with silent letters and sort them into groups. Include the list words.
r o e t s Bo r e p ok u S
wrongs, wronging, wronged, wrongly
honest
honesty, honestly
Teac he r
wrong
Rules
• Double the consonant to keep the vowel sound short. • To make words ending with ‘fe’ plural, the ‘f’ is changed to ‘v’ and ‘es’ is added. • Some words change altogether when made plural.
ghosts, ghostly
hour
hours, hourly
know
knows, knew, knowing, knowledge
knight
knights, knighted
Dictation
knife
knives, knifed
knot
knots, knotted, knotting
1. The man cut the knot with a knife to free the wreck of the ship. 2. The little girl was numb with fear when the ghost appeared before her. 3. Tomorrow, the students will be given an hour to write a story about a knight on horseback. 4. Mum tried to wrap up the present with the wrong kind of paper. 5. The judge wanted to know if the man was honest. 6. The small boy was struck dumb when he saw the lamb run towards him. 7. She cleaned up the cake crumbs with a comb!
—
Revision Words
Word Building
loaves, loafs, loafed, loafing
loaf
floats, floating, floated
float soap
soaps, soaped, soaping
below
— owns, owning, owned, owner
own
m . u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• —
before
ew i ev Pr
ghost
tomorrow
Answers
Saturday
Saturdays
Sunday
Sundays
1. (a) comb, lamb, dumb, numb, crumb (b) wrap, wreck, write, wrong (c) honest, ghost, hour (d) know, knight, knife, knot 2. Crossword 3. (a) hour (b) comb Across 4. (a) crumb (b) Saturday 2. wrap (c) Wrap (d) honest 4. dumb (e) soap (f) know 6. before 5. (a) crow (b) own 7. ghost 10. tomorrow (c) Saturday, Sunday 12. lamb (d) dumb (e) ghost 13. knife 6. (a) wrap (b) soap 15. know 16. wrong (c) comb (d) lamb 17. knot (e) own (f) wrong Down (g) crow (h) hour 1. crumb 7. See Word Search 3. numb 5. write 8. (a) float (b) ghost 8. hour (c) wrap (d) wrong 9. comb (e) knife (f) own 11. wreck 13. knight 9. (a) knight (b) knot 14. honest (c) write (d) know
g a u n S u n d a y r g k
h o u r a i b d n f h x n
w ww
crows, crowed, crowing
crow
56
Unit Focus
Word Building
o v d m t b e f o r e j i
s l o h u h l j e y s k g
t o m o r r o w l o i c h
. te
b a p n d l w r n k n o t
c f w e a f k e m p o m v
r r q s y l e c l a m b p
u c y t g o j k r z q t w
o c . che e r o t r s super m x c e i a k m k n i f e
b s w r i t e c n c r o w
o t d b h a l s o a p w r
w r o n g z f s w q v u a
n u m b f g d u m b b x p
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 18
Summer Holidays List Words
Word Building
plane
planes, aeroplane, aeroplanes
atlas
atlases
boat
boats, boating, boated
crab
crabs
sandalled, sandalling
sandals
beaches, beaching, beached
flight
flights, flighting, flighted
ticket
tickets, ticketing, ticketed
runway
runways
landing
landings
pool
pools, pooling, pooled
hotel
hotels salt, salts, salting, salted, saltier, saltiest, saltiness uniforms, uniforming, uniformed, uniformity, uniformly
uniform
there
c s a l t y n e l g u o m f l e v x
r f g s b g p a a q n r b w m t d l
a l u a m k g w n l w m e c a e z y
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• say, saying, says there’s
Revision Words bucket
1. We followed the flight of the geese on the atlas. 2. The landing on the runway was very smooth so I am glad we took the plane and not the boat. 3. We wear sandals when we go to the beach or the pool. 4. He caught a crab under a rock and filled the bucket with salty water. 5. I had to show my ticket and passport to the lady in uniform. 6. My friend said the hotel was over there.
Word Building
buckets
spade
spades
wave
waves, waving, waved
site
sites, siting, sited
w ww seagull
seaweed number him
Answers
seagulls
x s i z w s
j b j e r e y i
e g e z q t f b d
—
. te
numbers, numbering, numbered himself
x s w q e p a t l a s r i o o k
p o o l a b u w c h b c f a
o l a n d i n g h o u k a t
o c . che e r o t r s super
1. (a) report (c) teach
(b) highway (d) perform
2. (a) passport (d) runway
(b) pool (e) beach
3. Crossword Across 1. said 3. flight 6. there 8. pool 9. uniform 10. sandals 11. landing 13. beach 15. ticket 16. boat
w p a v e s v r
s q v r o c k e s i n r t c e v
v e v t t i s p h r f u r e k t k
m . u
said
Dictation
ew i ev Pr
Teac he r
beach
salty
• 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
rocks, rocking, rocked, rocky
rock
• This unit focuses on summer words. This unit also includes two common, high-frequency words, ‘said’ and ‘there’.
Teaching Points
passports
passport
Unit Focus
t h m n s x
(c) boat (f) rock
b e r i f s
w t r w t k a
4. Wear sandals on the beach. Down 2. atlas 4. hotel 5. passport 7. runway 8. plane 10. salty 12. rock 14. crab
5. (a) plane, beach (b) There, crab, pool 6. Teacher check 7. (a) there (c) crab (e) said
(b) plane (d) rock (f) landing
Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au
8. (a) runway (c) passport
b i l n d z z e e k a m r b h h t
g l d z j j e p y y k d r t
h j a m m j d
t r l h h i m
s w h v
(b) seagull (d) seaweed
9. See word search 1 0. (a) beaches (c) atlases (e) waves
(b) numbers (d) planes (f) sites
57
we me he she be bed wed fed with his
Unit 9
mix six box fox cut hut but nut are as
ant bee bud bug dig fog frog sun ask here
Unit 5
win fin bin tin sip tip lip zip is you
cot hot dot pot bit pit sit it that if
Unit 10
Unit 4
Unit 3
big hid cup fun cake game tag rip did got
r o e t s Bo r e p ok u S Unit 8
Unit 2
Teac he r7 Unit
leg beg peg hen ten men pen den they no
and sand band hand end lend send bend from want
cap map car hat fun run ball net also one
m . Unit 15 u
. te
moon room hood zoo all call ball small this have
Unit 14
see been weed seed meet need feed seen yes saw
Unit 13
my by fly sky mop top hop pop for on
pet met set wet am ham jam ram to by
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Unit 12
Unit 11
hug rug bug mug jug bag rag wag put was
w ww
58
can man ran pan sad bad dad had the of
ew i ev Pr
Unit 6
Unit 1
Book A List Words
o c . che e r o t r s super
Spelling: Workbook Teachers Guide—R.I.C. Publications®—www.ricpublications.com.au
then those
out about around house
save gave take make
woke home bone note
chest
these
mouse
came
rose
shin
chum
both
now
made
cone
short
such
tooth
down
like
vote
ash
torch
path
how
ride
June
r o e t s Bo r e p ok u S
tune
time
use
arch
l’ll
when
mime
cube
punch
l’ve
why
crime
tube
church
it’s
where
mine
cute
two
four
May
her
seven
three
five
many
come
eight
gift
drum
stamp
skip
went
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
wish rash
Teac he r Unit 8
one only
toys
play
invite drink sing
stop stand step
skin skid skirt spell
spent rent ant
pant
Unit 12
fresh
Unit 11
kite
what
Unit 10
brown
l’m
Unit 9
bath
lunch
ew i ev Pr
rich
dish
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
meat teach reach beat seat
swim
camp
steep
cost
swing
jump
keep
food
crab
must
sweep
bump
sleep
paper
crash
lost
swell
lump
sheet
more
back
nine
good
some
would
give
help
who
has
pupil
born season butterfly
bang hang sang song along
o c . che e r o t r s super away day
stay clay pay
bird girl
first
third twirl
Unit 17
baby
. te Unit 14
seed
Unit 16
any
m . u Unit 18
best
brave
w ww
bring
cards
Unit 15
Unit 7
chant
them
sheep
brush
Unit 13
chin
than
Unit 6
shut
chip
Unit 5
shop
chop
Unit 4
ship
Unit 3
shoe
Unit 2
Unit 1
Book B List Words
moan
bike
coat
fish
loaf
shells
float
bucket
soap
spade
blossom
belong
ray
hurt
load
camp
flower
wing
turn
grow
wave
park
king
stain
burn
show
tent
plant
ring
pain
surf
tow
site
hatch
thing
sail
paper
below
sea
raindrop
being
tail
never
own
seagull
spring
hung
wait
over
crow
seaweed
warm
sung
train
under
slow
sand
thirteen
old
Tuesday
Friday
Saturday
him
Monday
their
Wednesday
Thursday
Sunday
number
Spelling: Workbook Teachers Guide—R.I.C. Publications®—www.ricpublications.com.au
59
mother
sunk plank fine
still smell skull stall across
bottle little battle rattle middle
scrap scrape scrub scream screen
glue
brother
alive
dress
riddle
spray
due
another
line
glass
paddle
spread
clue
other
reply
miss
buckle
sprain
blue
Monday
supply
jazz
ankle
sprint
bathroom
front
apply
buzz
eagle
sprout
bedroom
onion
fried
fizz
apple
stripe
tried
dizzy
needle
strap
cried
cuff
able
straw
high
staff
rectangle
street
sigh
cliff
single
strong
right
stuff
jungle
stream
while
yesterday
part
live
r o e t s Bo r e p ok u S
comic
shock
picnic
luck
should
Ireland
work
March
which
April
twelve
age
quit
told
twice
page
lights
quiet
birth
quite
year
liquid
friends
queen
invitation
question
coldest
rice
bridge
quack
boldest
advice
badge
older folder golden scold
price spice slice ice-cream
usual
huge stage cage bandage
Unit 12
brick
Unit 11
trick
traffic
Unit 10
spoon
Unit 9
back
Teac Unit 8h er
broomstick
yourself himself herself myself
outside inside
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
offside
seaside
mice
quake
kindest
voice
judge
someone
squad
remind
ace
bench
something
squash
behind
disgrace
branch
sometimes
presents
squeak
find
trace
crunch
somebody
chocolate
squirt
mind
space
wrench
everyone
cupcake
squeal
wind
place
match
everything
icing
squirm
blind
race
watch
everybody
shopping
square
grind
face
catch
oil
again
January
please
during
name
because
February
month
bloom sunshine cloud bulbs grass green
. te weren’t l’d
won’t
we’ve they’ve what’s
o c . che e r o t r s super draw
straw law
claw soar
board
war
warrior warp
warning ward
wardrobe
Unit 17
minute
Unit 16
wishes
Unit 15
greetings
Unit 14
balloon
m Unit 18 . u
goldfish
w ww
quilt
hedge
surprise
Unit 13
cover
thank
Unit 6
few
oven
think
Unit 5
crew
above
Unit 4
grew
love
Unit 3
chew
music
60
Unit 2
blew
ew i ev Pr
Unit 7
Unit 1
Book C List Words
comb lamb
dumb numb
crumb wrap
everywhere centimetre metre
plane atlas boat crab
passport rock
oar
warn
wreck
sandals
there’s
roar
warmth
write
beach
butterfly
you’re
sore
swarm
wrong
flight
digging
hasn’t
tore
dwarf
honest
ticket
dragonfly
you’ve
more
award
ghost
runway
grow
we’re
score
warden
hour
landing
bluebird
she’s
stalk
towards
know
pool
young
you’ll
walk
warren
knight
hotel
tulip
they’d
talk
reward
knife
salty
ladybird
they’re
chalk
warlock
knot
uniform
eighteen
Africa
today
fortnight
tomorrow
said
seventeen
Australia
year
second
before
there
fresh
that’s
animal
Spelling: Workbook Teachers Guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 6
Unit 5
Unit 4
Unit 3
head breakfast deaf steady bread deadly lead tread instead ahead heavy thread threat breath death breadth earl pearl earn earth world clean
people angle vegetable simple terrible puzzle agile axle sprinkle assemble travel angel label level towel tunnel novel jewel fuel cancel kilogram kilometre
Unit 12
didn’t haven’t couldn’t wouldn’t shouldn’t can’t wasn’t aren’t we’d doesn’t they’ll let’s who’d who’s brother-in-law passer-by hanger-on by-law drive-in take-off Europe great
Unit 11
parcel since certain century centipede prince acid calcium cigar circuit pencil stencil cinema circle circumference cylinder cycle cyclone cymbal agency found study
Unit 10
true value argue cue avenue screw flew brew dew drew igloo bamboo proof shampoo kangaroo fruit juice juicy bruise suit millimetre centilitre
Unit 9
Unit 2
fair stair chair hairy airy dairy pair repair despair highchair dare scare beware glare fare stare care rare spare mare Belfast Dublin
r o e t s Bo r e p ok u S
m . u Unit 18
happily merrily busily angrily easily cheerily craftily worried married dirtied copied supplied dried applied studies carries parties empties buries bullies litre busy
Spelling: Workbook Teachers Guide—R.I.C. Publications®—www.ricpublications.com.au
Unit 17
crept swept wept kept except adopt erupt fault built consult bolt revolt difficult adult left loft swift shift craft lift Rome Paris
Unit 16
o c . che e r o t r s super
helpless harmless careless hopeless needless breathless sadness awareness sickness happiness weakness braveness cleanliness business quietly lonely wisely lovely brightly quickly kind engage
Unit 15
. te Unit 14
Unit 7 Unit 13
chick garden lamb rabbit flowers flowerbed breeze daisy hatch rainbow raincoat thaw puddle foal meadow springtime windy daffodil splash leaves point letter
knuckle knit knee rhyme yoghurt honour loch build written wreath wrist psalm palm calm often listen thistle whistle condemn autumn pretty animal
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
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
61
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
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m Unit 18 . u
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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
62
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
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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
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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
63
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
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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
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64
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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