Spelling Workbook and Interactive CD Teachers Guide: Book C - Ages 7-8

RIC-6346 3.5/706

Copyright Notice Spelling: Workbook and interactive CD teachers guide (Book C)

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

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

Except as allowed under the Copyright Act 1968‚ any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers‚ students or institutions) is prohibited.

If you want a licence to do anything outside the scope of the BLM licence above‚ please contact the Publisher.

ew i ev Pr

Published by R.I.C. Publications® 2011 Copyright© R.I.C. Publications® 2011 ISBN 978-1-92175-018-2 RIC–6346

Teac he r

A number of pages in this book are worksheets.

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

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

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Name of Purchaser:

Date of Purchase:

w ww

. te

m . u

Supplier:

School Order# (if applicable):

o c . che e r o t r s super Signature of Purchaser:

Internet websites

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

View all pages online PO Box 332 Greenwood Western Australia 6924

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

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

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

• 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

ew i ev Pr

Teac he r

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

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

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.

. te

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

o c . che e r o t r s super

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.

m . u

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

iii

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.

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

ew i ev Pr

Teac he r

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.

© R. I .

C.Publ i cat i ons •f orLook, r ev i ew pur posesonl y• Say, Trace, Cover, Write, Check

w ww

. te

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

m . u

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

o c . che e r o t r s super

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.

iv

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.

Teac he r

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.

ew i ev Pr

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

w ww

. te

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

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.

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

v

For every spelling list, remember to:

p u S

ok ew i ev Pr

Teac he r

r o e t s Bo Look r e Say

w ww

. te

Cover

m . u

© R. I .

C.Publ i cat i ons Trace •f orr e vi ew pur posesonl y•

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

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

r DAYB SIX o e t s r e oo p u k S

Teac he r

• 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.

ew i ev Pr

• 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

• • • •

• • • •

w ww

Complete a partner activity. (See pages 20–23.)

Complete additional activities.

Begin page 3 activities.

Partner test 3 (‘Difficult Words I Have Found’)

. te

DAY FOUR

m . u

© 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.)

o c .

DAY NINEe che r o t r s super

• 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.)

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

1

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

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

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

ew i ev Pr

Teac he r

• 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.)

© R. I .

C.Publ i cat i ons orr evi ew pu r pEIGHT osesonl y• DAY THREE•f DAY

w ww

DAY FOUR

. te

• Consolidation and practice using games and activities (See pages 18–23 and 28–30.)

m . u

• Use workbook for short consolidatory activities.

• Practise and test each other. (See page 15.)

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

• 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

2

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

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

DAY ONE

DAY SIX

DAY THREE

DAY EIGHT

ew i ev Pr

Teac he r

DAY TWO

r o e t s Bo r e p o DAY SEVEN k u S

w ww

DAY FOUR

. te

DAY FIVE

DAY NINE

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 DAY TEN

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

3

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

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

Modelling Stage

ew i ev Pr

Teac he r

• 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.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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?

w ww

m . u

day yes­/ter/day

. te

Literal questions are questions that have a straightforward answer found in the text.

o c . che e r o t r s super

For example: What is the tricky part of the word?

8

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.

4

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?

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

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.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

For example: Can I state the rule for this word?

ew i ev Pr

Teac he r

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?

w ww

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

. te

For example: How did I do?

o c . che e r o t r s super

happy/reasonably happy/unhappy

Were my choices of strategies effective?

yes/no

m . u

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

5

FLASHCARD

Can the word be broken into smaller sounds?

Does it have an easily recognisable root?

Teac he r

ew i ev Pr

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

6

m . u

. te

What does this word mean?

w ww

Clarifying Questions

© 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

FLASHCARD

What is the tricky part of the word?

Teac he r

ew i ev Pr

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

Literal Questions

m . u

w ww

. te

Is there a rule for this word?

© 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

7

FLASHCARD

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

Teac he r

ew i ev Pr

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

8

. te

m . u

w ww

Inferential Questions

© 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

FLASHCARD

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

Is there a familiar sound in this word?

Teac he r

ew i ev Pr

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

m . u

. te

Is there a rhythm in the word?

w ww

Personal Questions

© 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

9

FLASHCARD

Can I see the shape of the word?

Can I see the word in my head?

Teac he r

ew i ev Pr

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

10

. te

m . u

w ww

Visualising Questions

© 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

w ww

Predictive Questions

. te

o c . che e r o t r s super

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

m . u

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?

Teac he r

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

ew i ev Pr

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

11

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?

ew i ev Pr

Teac he r

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

12

. te

m . u

w ww

Summarising Questions

© 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

w ww

Reflective Questions

. te

How did I do?

Teac he r

© 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

How do I feel?

. u

ew i ev Pr

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?

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

13

FLASHCARD

Can you make more words by adding a different ending?

=

= +

+

= +

=

= +

=

= +

m+ . +u

=

= +

+

= +

Teac he r

ew i ev Pr

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

ful

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

less y

er

ed

ing

o c . che e r o t r s super

s

es

Make a new word by adding an ending.

Word Building

ly

w ww

14

. te

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

Spelling Partners Name:

My partner’s name:

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

Date:

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.

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

ew i ev Pr

Teac he r

1. Give your partner your list words.

5. Your partner will mark your test, write the score and hand it back to you.

Total:

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

6. Good luck!

My partner’s name:

w ww

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

. te

Date:

1. Give your partner your list words.

m . u

Name:

o c . che e r o t r s super

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!

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

15

16

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

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

© R. I .

C.Publ i cat i ons •f o rr evi ew pur pos esonl yUnit •8 Unit 5 Unit 6 Unit 7

w ww

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

. te

quit quiet quite liquid queen question quack quilt quake squad squash squeak squirt squeal squirm square oil during

m . u

Unit 4

Unit 1

ew i ev Pr

Teac he r

List Words

o c . che e r o t r s super

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

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

ew i ev Pr

Teac he r

Unit 9

w ww

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

. te

m . u

© R. I .

C.Publ i cat i ons •f or r evi ew p ur poseUnit son l y•Unit 18 Unit 14 Unit 15 Unit 16 17

o c . che e r o t r s super

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

17

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.

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

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 =

ew i ev Pr

Teac he r

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.

w ww

. te

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

• 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

o c . che e r o t r s super

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’.

ew i ev Pr

• 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’.

. te

• Write the list words as plurals.

m . u

For example: bear/bear rock/rock

w ww

• 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.

o c . che e r o t r s super

• 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.

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

• Clap the number of syllables in words.

• Outline words.

lace chase hate mate

For example:

• Make concept words.

ew i ev Pr

Teac he r

• 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.

w ww

m . u

• Use bright colours to trace list words.

Partner and Group Activities

. te

Partner activities – Develops cooperation and increases knowledge of list words.

o c . che e r o t r s super

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.

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

• 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.

ew i ev Pr

• 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).

. te

For example:

m . u

w ww

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

o c . che e r o t r s super

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.

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

• 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.

ew i ev Pr

Teac he r

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.

w ww

m . u

• Simple class spelling competitions

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

. te

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.

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

• 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’?’

ew i ev Pr

Teac he r

• 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

w ww

m . u

• 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.

. te

o c . che e r o t r s super

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

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

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.

ew i ev Pr

Teac he r

• 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’.

w ww

. te

• 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

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

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’.

ew i ev Pr

• 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.

w ww

. te

• 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.

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

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.

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

(b) Clap the syllables.

syllables.

2. (a) My word begins with the letter(s)

.

(b) My word ends with the letter(s)

.

ew i ev Pr

Teac he r

(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:

m . u

w ww

. te

7. Can you draw your word or somebody doing your word?

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

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

r o e t s Bo r e p ok u

S

2.

4.

5.

6.

9.

10.

8.

w ww

11.

m . u

© R. I .

C.Publ i cat i ons

•f orr evi e w pur poses onl y•

7.

ew i ev Pr

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.

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

ew i ev Pr

Teac he r

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.

. te

28

m . u

Choose Two

o c . che e r o t r s super

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

Spelling Games Word Sorts Sort your list words and write them in the correct box.

Some words can be written more than once.

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

Words that begin with two consonants: like ‘sh’, ‘tr’ or ‘ch’

Words that are a noun (name of a person, place or thing)

ew i ev Pr

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

w ww

m . u

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.

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

Words With The Same Letter Pattern

ew i ev Pr

Teac he r

List Word

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

m . u

Don’t Sink!

w ww

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

. te

o c . che e r o t r s super

Game 3

Game 4

30

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

Certificates

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

ew i ev Pr

Teac he r

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

w ww

. te

m Spelling Champ .u

Signed

31

Assessment

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

Page 33 can be used for pre-tests at the beginning of each unit and again for the final assessment.

ew i ev Pr

Teac he r

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

Pages 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.

w ww

. te

o c . che e r o t r s super

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

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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.

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

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

. te

8.

15.

m . u

7.

ew i ev Pr

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

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

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:

ew i ev Pr

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

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

ew i ev Pr

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

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

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

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

List 14

⁄18

⁄18

. te ⁄18 ⁄18

List 17

⁄18

List 18

⁄18

⁄18 ⁄18

m . u

List 10

r o e t s Bo r e p ok u S ⁄18

ew i ev Pr

Teac he r

List 1

Notes

o c . che e r o t r s super ⁄18 ⁄18 ⁄18

Notes: Date:

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

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

mail

turn

grow

wave

park

king

stain

burn

show

tent

plant

ring

pain

surf

tow

site

hatch

thing

sail

paper

below

sea

raindrop

being

tail

never

own

seagull

spring

hung

wait

over

crow

seaweed

warm

sung

train

under

slow

sand

thirteen

old

Tuesday

Friday

Saturday

him

Monday

their

Wednesday

Thursday

Sunday

number

Spelling: Workbook Teachers Guide—R.I.C. Publications®—www.ricpublications.com.au

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

. te

m Unit 18 . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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

Spelling: Workbook Teachers Guide—R.I.C. Publications®—www.ricpublications.com.au

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

Spelling: Workbook Teachers Guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 17

o c . che e r o t r s super

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

Unit 16

. te

Unit 15

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

Unit 14

Unit 7 Unit 13

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

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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

. te

m Unit 18 . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Unit 15

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

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

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

Unit 2

Teac Unit 8h er

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

Unit 14

Unit 13

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

w ww

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

Spelling: Workbook Teachers Guide—R.I.C. Publications®—www.ricpublications.com.au