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Ofces in:
UK and Republic o Ireland:Bosheen
New Ross
County Wexord
www.prim-ed.com
Australia:PO Box 332
Greenwood
Western Australia 6924
www.ricpublications.com.au
My Spelling Workbook Teachers Guide (Book G)
Published by Prim-Ed Publishing 2011
2nd edition 2011
Copyright Prim-Ed Publishing 2011
ISBN 978-1-84654-315-9
PR2367UK
Titles available in this series:My Spelling Workbook Teachers Guide Book A (Ages 56 years)My Spelling Workbook Teachers Guide Book B (Ages 67 years)My Spelling Workbook Teachers Guide Book C (Ages 78 years)My Spelling Workbook Teachers Guide Book D (Ages 89 years)My Spelling Workbook Teachers Guide Book E (Ages 910 years)My Spelling Workbook Teachers Guide Book F (Ages 1011 years)My Spelling Workbook Teachers Guide Book G (Ages 1112 years)
Copyright NoticeBlackline masters or copy masters are published and
sold with a limited copyright. This copyright allows
publishers to provide teachers and schools with a
wide range o learning activities without copyright
being breached. This limited copyright allows the
purchaser to make sufcient copies or use within
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as the purchaser, have evidence o legal ownership
to the copyright i inspection occurs.
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original purchaser or use with their class(es). The
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Foreword
Contents
Teacher Inormation ................................................ iii vi
Curriculum Links .............................................................1
Timetable a suggested timetable that can be adapted to
suit dierent class needs.
Spelling Timetable ...........................................................2
Blank Timetable ..............................................................3
Metacognitive approach resources an approach which
encourages children to become successul independent
spellers and thinkers.
Teachers Notes ...........................................................45
Question Type Charts .................................................613
Core photocopiable resources a range o resources
which can be used regularly throughout a spellingprogramme.
Word Building ..............................................................14
Spelling Partners ...........................................................15
List Words (Book G) ...............................................1617
Supplementary resources extra ideas to support a
spelling programme, covering a range o ability levels.
Additional Activities .................................................1823
Children with Special Needs .....................................2425New Words ..................................................................26
Spelling Extension .........................................................27
Incentives photocopiable games to encourage better
spelling and certifcates to reward progress.
Spelling Games ......................................................2830
Certicates ...................................................................31
Assessment photocopiable worksheets or recording o
results by teachers/children.
Teachers Notes .............................................................32
Pre-test/Post-test Template .............................................33
Individual Word Checklist .........................................3436
Anecdotal Records ........................................................37
Test Checklist ................................................................38
Teachers Notes for each unit two pages or each unit,
providing list ocus, dictation, word building, additional
activities and answers.
Units 118 Answers ................................................3975
Workbook Pages (Book G) ....................................76149
List Words (whole series) ....................................150156
Phonics and the Common Words
Teaching and learning spelling are progressive processes,
which are structured in this scheme, marrying phonicswith common words. Children learn best when spellingis taught systematically and in a structured manner overtime. Spelling needs explicit instruction or the majority ochildren, particularly or those who ail to catch it becauseo inherent diculties. The NLS Framework or Teaching(Beard 1998) recommended that successul managemento the teaching o spelling should include structuredteaching, which involves the ollowing, all o which are anintegral part in the My Spelling Workbookseries:
making it clear what has to be learnt
dividing material into manageable chunks
teaching in a well considered sequence
the use o material in which children make use ohunches and prompts
regular testing or progress
immediate eedback
Matching Teaching Methods to Learning Styles
This phonic based, multisensory spelling series introducesstrategies that eature Look, Say, Trace, Cover, Writeand Check. The series promotes independent learning ospelling in context and eatures a proven metacognitiveapproach to spelling. The metacognitive approachencompasses logical and systematic thinking, combinedwith the skills o visualisation, emotion and creativity.Through using all aspects o thinking, children not onlylearn how to spell but also learn how to retain and usethese words in context.
Success with this series is achieved through thereinorcement activities provided in the My SpellingWorkbook series. These workbooks cover the strategiesin a un, creative way ensuring that both the child and theteacher enjoy the learning process. The Teachers Guidesprovide the metacognitive strategies. These are clearlyoutlined using fash cards, assessment sheets, extraactivities, guidelines or use with children with specialneeds, extension activities or more able children, dictation,word lists and answers.
Each workbook contains 18 lists o phonic based,commonly used words to develop a base vocabulary orprimary school children. These help to develop independentspellers through a variety o activities including:
word building
memory tests
word study
word puzzles
discovering patterns in words.
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Look, Say, Trace, Cover, Write, Check
Teacher Information
Each workbook contains 18 spelling units. Each unit is made up o our pages, with each unit containing:
a list o 22 words to be learned, ocusing on one or more phonic word patterns and two commonly used words
word building and word study activities
revision words rom the previous workbook.
Look, Say, Trace, Cover, Write,
Check This represents the basicmethod recommended or wordlearning. Children should ollow thismultisensory process when learningeach word. It is a proven methodo retaining a word in the memoryand should be a procedure that isollowed consistently, to assist withthe learning o urther words.
The frst page o each unit containsthe list words. Beore the childrensee the list, it is recommended thatthe words are pre-tested. This canbe used as a benchmark or howwell the children learn the list orwhich words they need to ocus onthroughout the unit.
Each word list table has a series ocolumns. Ater learning each word,the children should hide their wordwith their hand and write it in therst Practise column. This shouldbe repeated ater a ew days, butwritten into the second Practisecolumn.
To help evaluate the childrens
progress, i the child spells theword correctly in their test, a tickshould be placed in the T column.A tick should be placed in the Dcolumn i the child spells the wordcorrectly in their dictation.
Problem words can be recorded inthe Difcult Words I Have Foundtable on page 74, or additionallearning.
Lookat the word. Look or words within words. Look at the shape o the word.
Say each letter aloud: either as its letter name or sound.
Trace each letter as the sound is said. This will reinorce the kinaestheticmovement and sound pattern and becomes a physical and auditory memory.
Cover the word. (A time actor can be built into this part. Test ater oneminute, 10 minutes, one hour, the next day etc.)
Write the spelling word.
Checkthe word with the original.
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Teacher Information
Each unit contains word building and word study activities.
A bank o activities is used throughout the book, including:
unjumbling words
word worms
nding small words
crosswords
word searches
synonyms
antonyms
and many more.
A word building template is ound on page 14 o this book. Thiscan be used or each unit o words. Word building examples orevery list word are ound on pages 3975 o this book.
The unit list is also repeated orurther reerence on the third pageo each unit, along with a revisionlist o words rom the previouslevel oMy Spelling Workbook.It is recommended that revisiontests are used on a regular basisto ensure previous list wordsare kept current in the childs
memory.
The ourth page o each unit includes Additional Activities tobe done in the childs spelling pad. Their aim is to provide
children with several opportunities to write the list words andto use them in various ways. These activities can be used withany o the units in the book.
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For every spelling list, remember to:
Look
Say
Trace
Cover
Write
Check
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Curriculum Links
Country Level Subject Objectives
EnglandYear 6 Extension(Progression toYear 7)
Literacy
Word Structure and Spelling
revise, consolidate and secure knowledge o correct vowelchoices, pluralisation, prexes, word endings and highrequency words
draw on analogies to known words, roots, derivations,word amilies, morphology and amiliar spelling patterns
NorthernIreland
Year 7 ExtensionLanguage andLiteracy
Writing
use a variety o skills to spell words correctly
Republic oIreland
6th Class English
Competence and Condence in Using Language
observe the conventions o spelling in their writing
use dictionaries and thesauruses to extend and developvocabulary and spelling
ScotlandPrimary 7Extension
Literacy andEnglish
Writing (Third Level)
use a range o strategies and resources independently andensure that spelling, including specialist vocabulary, isaccurate
Wales Year 6 Extension English
Writing
develop and use a variety o strategies to enable them to
spell correctly
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Teachers can use the activities in My Spelling Workbookto suit the needs o their class and theamount o time available or spelling.
A 10-day spelling programme or each list is suggested below, as a way o using this workbook.It allows or 25 minutes each day, which could be a combination o class work and homework.Teachers may wish to add or delete rom this timetable, according to their needs.
This timetable is based on a metacognitive approach, which is explained in detail on the ollowingpages. Daily partner testing is a key eature o the timetable, allowing children to practise 35 listwords at a time. A worksheet or recording partner test results is provided on page 15.
Spelling Timetable
DAY ONE Pre-test list and introduce words using metacognition
strategies
Use Look, Say, Trace, Cover, Write and Check to practisewriting words rom memory
Transer any words rom the previous list to Dicult
Words I Have Found Begin crossword
Partner test 1 (3 5 words) (see page 15)
DAY TWO
Partner test 2 (35 words)
Spelling game or activity (see pages 2830)
Revise the patterns or this list
Complete page 2 activities
Begin to make list o Dicult Words I Have Found
DAY THREE
Complete a partner activity (see pages 2023)
Complete Additional Activities
Begin page 3 activities
Partner test 3 (Dicult Words I Have Found)
DAY FOUR
Partner test 4 (35 words)
Complete a partner activity
Continue with page 3 activities
DAY FIVE
Spelling game or activity
Dictation passages (see pages 3975) Partner test 5 (Dicult Words I Have Found)
DAY SEVEN
Complete word search
Spelling game or activity
Partner test 7 (Dicult Words I Have Found)
DAY EIGHT
Partner test 8 (35 words)
Spelling game or activity
Complete page 4 activities
Begin word building (see page 14)
DAY NINE
Dictation passages (see pages 3975)
Partner test 9 (Dicult Words I Have Found)
Complete word building
DAY TEN
Partner test 10 (35 words)
Test o list words (see page 33) Recording o scores and sel-evaluation
Revision o list words
Inormal activities (see pages 2023)
DAY SIX
Partner test 6 (35 words)
Revise the patterns or this list using the metacognitiveapproach
Brainstorm other words that ollow the same patterns
Spelling game or activity
Begin word search
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Use the blank timetable below to plan a spelling programme or your class.
DAY ONE DAY SIX
DAY TWO DAY SEVEN
DAY THREE DAY EIGHT
DAY FOUR DAY NINE
DAY FIVE DAY TEN
Blank Timetable
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Aim: To encourage children to become successul independent spellers and thinkers.
Introductory Stage
Each category o question (Clariying, Literal, Inerential, Personal, Visualising, Predictive, Summarising and Refective)should be explained to the children. It is important that they understand what kind o question they are asking.
Not all cards will be relevant in every situation. On occasion, they will be.
Some o the questions may appear to be the same but are repeated under dierent categories. This is because the context isdierent and this should be explained to the children.
Preparation Stage
The teacher chooses a suitable spelling word. A word that encompasses all the categories o questions is better. However, itshould be stressed that not all categories are relevant to every word. For example, yesterday.
The cards are displayed or all children to see. Teachers might preer to enlarge the cards to A3 when photocopying orlaminate them. (See pages 613).
Modelling Stage
The teacher models a word, or example, yesterday. The teacher demonstrates the thinking process involved by applying thequestions suggested in the relevant categories and talking through his or her answers.
Allowing children to interact with the teacher using this process can be very productive.
Explanation o Question Types
Clariying questions are questions that make words,phrases or concepts clear and understandable.
For example: What is the word?
yesterday
What does this word mean?the day beore today
Does it have an easily recognisable root?
day
Can the word be broken into smaller sounds?
yesterday
Literal questions are questions that have a straightorward answer ound in the text.
For example: What is the tricky part o the word?
ter
Is there a rule or this word?
no
Inerential questions are questions that ask you to deduce answers rom the text.
For example: Can I think o some other way to help remember how to spell this word?
break the word into three little words: yes, ter, day
Personal questions are questions that are relevant to onesel.
For example: Is there a rhythm in the word?
yes
Is there a amiliar sound in this word?ay
Is this a word that I need to learn to spell?
yes, because I use this word regularly
Metacognitive Approach
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The Refective Questions card should be used as a challenge or every child. It is designed to extend the moresuccessul speller. It also oers the opportunity or individuals to recognise their own areas o strengths and weaknesses.
This card should be used either at the end o the lesson or ater the dictation to refect on success and to set new goalsor themselves.
The ollowing pages contain a set o cards or encouraging this way o thinking.
Visualising questions are questions that require you to see the word or shape inyour mind.
For example: Close your eyes.
Can I see the word inside my head?
yes/no
Can I see the shape o the word?
Predictive questions are questions that require you to orecast a possible outcome.
For example: Can I give another word with a similar spelling?
today has the same endingCan I spell this word?
yes/no
Can I write it rom memory and say each letter as I do it?
today
Summarising questions are questions that demand a reiteration and understandingo what went beore.
For example: Can I state the rule or this word?
there isnt a rule
Can I make a sentence or this word?yes Yesterday I went swimming with my riend.
Can I write this word in a dictated passage?
yes/no
Refective questions review the strategies used to learn new words and how youeel about your progress.
For example: How did I do?
happy/reasonably happy/unhappy
Were my choices o strategies eective?
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 amily to test me.
How do I eel?
happy/reasonably happy/unhappy
Metacognitive Approach
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FLASHCARD
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ClariyingQuestio
ns
Wha
tdoesthisw
ordmean?
Doe
sithavean
easilyrecog
nisableroot?
Can
thewordbe
brokeninto
smallersou
nds?
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FLASHCARD
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Litera
lQuestions
Wha
tisthetrickypartofthe
word?
Isth
erearulefo
rthisword?
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FLASHCARD
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Inere
ntialQuestio
ns
Can
Ithinkofsomeotherwa
ytohelp
rememberhowtospellt
hisw
ord?
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FLASHCARD
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Perso
nalQuestion
s
Isth
erearhythm
intheword
?
Isth
ereafamilia
rsoundinthisword?
Isth
isawordtha
tIneedtolearntospell?
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FLASHCARD
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Visu
alisingQuestions
Can
Iseethewo
rdinmyhead?
Can
Iseetheshapeofthew
ord?
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FLASHCARD
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Pred
ictiveQuestions
Can
Igiveanoth
erwordwith
a
similarmeaning?
Can
Ispellt
hisw
ord?
Can
Iwriteitfrom
memorya
ndsay
eachletterasId
oit?
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FLASHCARD
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Sum
marisingQuestions
Can
Istatetheru
leforthiswo
rd?
Can
Imakease
ntenceforth
isword?
Can
Iwritethisw
ordinadictatedpassag
e?
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FLASHCARD
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RefectiveQuestions
How
didIdo?
Wer
emychoicesofstrategieseffective?
Willl
earningho
wtospellth
iswordhelp
metospello
therwords?
Was
thereanyb
odyoranyth
ingthat
couldhavehelp
edme?
How
doIfeel?
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Word
Building
Makeane
wwordbyaddinganen
ding.
Canyoumakemorewordsbyadding
adifferentending?
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
es
ing
er
ly
s
ed
y
less
ful
ier
iest
est
able
tion
sion
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Spelling Partners
Name: My partners name:
Remember to ask how many words
you will be tested on each day.
1. Give your partner your listwords.
2. Write the date and get readyor your test.
3. Your partner will slowly readeach word twice.
4.When you are fnished, readthrough your words again thenhand them to your partner.
5. Your partner will mark yourtest, put on the score andhand it back to you.
6. Good luck!
Date:
Total:
Name: My partners name:
Remember to ask how many words
you will be tested on each day.
1. Give your partner your listwords.
2.Write the date and get readyor your test.
3. Your partner will slowly readeach word twice.
4. When you are fnished, readthrough your words again thenhand them to your partner.
5. Your partner will mark yourtest, put on the score and
hand it back to you.
6. Good luck!
Date:
Total:
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List Words
UNIT 4politician
supercial
physician
electrician
mansion
expansion
proession
conession
compassion
session
pressure
ssure
rotation
revolution
extinction
conservation
aection
adaptation
irrigation
invention
happened
practise
UNIT 5bicycle
biceps
bikini
bilingual
triangle
triplet
trilingual
quadrangle
quadrilateral
pentagon
pentathlon
hexapod
heptathlon
September
octopus
October
octagon
nonagon
decade
decagon
questionnaire
alcohol
UNIT 7Dancer
Prancer
anticipating
exhausted
poinsettia
hibernate
resolution
sacred
crackers
myrrh
rankincense
potatoes
elderberry
roast
commercial
advertisements
tradition
decorations
indulging
programmes
technology
citizen
UNIT 8airbrush
airstrip
airlit
airline
airtight
airborne
airmail
airspace
aerial
aerobatics
aeroplane
aerodrome
aerobics
aerosol
supersede
supercial
superhuman
superimpose
superintendent
superior
prioritise
potential
UNIT 6dierence
silence
commence
absence
independence
patience
conscience
audience
convenience
experience
chance
balance
distance
appearance
acceptance
entrance
substance
instance
assistance
nuisance
physical
genius
UNIT 2imperect
impolite
impatient
imbalanceimmature
immobile
immovable
misplace
misortune
mislead
misunderstand
indignity
indirect
inaccurateinvisible
incorrect
incomplete
inadequate
independent
intolerable
consequence
development
UNIT 3Australian
Italian
Argentinian
IranianVietnamese
Portuguese
Japanese
Irish
English
Scottish
jeweller
builder
photographer
engineerauctioneer
mountaineer
scientist
pianist
dentist
pharmacist
material
assessment
UNIT 1persuade
negotiate
appreciate
severepersevere
ortune
consume
reduce
excuse
conuse
provide
combine
organise
meanwhileexcite
erode
provoke
envelope
postpone
explode
continuous
industrial
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List Words
UNIT 14anticipate
exaggerate
cooperate
hibernate
concrete
gangrene
obsolete
precede
ozone
chrome
decompose
glucose
advertise
juvenile
apologise
appetite
produce
abuse
solitude
magnitude
association
persuasion
UNIT 15dialogue
rogue
catalogue
atigue
league
intrigue
plague
colleague
vague
disguise
guidance
guardian
guillotine
guerilla
guarantor
guile
ghoul
ghetto
gherkin
ghastly
eud
amateur
UNIT 17sandwich
valentine
marmalade
pavlova
Morse code
spoonerism
arachnid
pasteurise
diesel
hooligan
cardigan
volts
biro
teddy
hygiene
maverick
leotard
Braille
Celsius
python
analysis
permanent
UNIT 18souvenir
abseiling
amusements
catamaran
helicopter
tourism
repellent
navigation
satellite
security
protection
inoculation
route
intercontinental
paragliding
equator
latitude
longitude
continent
casualty
technique
strategy
UNIT 16silent
talent
dierent
evident
intelligent
president
accident
incident
opponent
condent
distant
vacant
important
instant
migrant
tolerant
constant
pleasant
elegant
arrogant
soldier
embarrass
UNIT 9azure
seizure
measure
treasurepleasure
leisure
division
decision
erosion
conusion
conclusion
transusion
explosion
occasionabrasion
euthanasia
illusion
seclusion
collision
exclusion
nuclear
immediately
UNIT 10dictionary
primary
ordinary
secretarytemporary
boundary
imaginary
necessary
military
hereditary
bakery
cemetery
surgery
discoveryarchery
mastery
treachery
slavery
renery
battery
government
parliament
UNIT 12hymn
solemn
design
gnashgnarl
malign
dinghy
honour
rhinoceros
vehicle
honesty
whisper
doubtul
guiltycouple
sword
pneumonia
raspberry
almond
knowledge
ecient
sucient
UNIT 13bouquet
nursery
ecology
migratecrucixion
cultivate
sacrice
environment
resurrection
horticulture
propagate
insect
germinate
ertilizerfourish
oliage
sunshine
survival
luxurious
bountiul
agriculture
ecosystem
UNIT 11quantity
celebrity
allergy
recipecatastrophe
abbreviate
guarantee
absentee
escapee
cappuccino
quiche
amphibian
unique
orientationretrieve
relieve
conceit
conceive
caeine
debris
participation
outrageous
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The ollowing activities and games have been provided or your use as additional support to the spelling programme.They are a guide and can be developed to suit any class, programme or teaching style.
Choose rom the ollowing activities and games i not already covered in the particular list being treated.
Six photocopiable spelling games can be ound on pages 2830.
Individual Activities
Word Study Useul or developing amiliarity with the list words.
Strategy Examples
Additional Activities
Find small words in list words.
Write the list words in alphabetical order or reversealphabetical order.
Write list words with eyes closed or rom memory.
For example: strawberry straw, berry, raw, be
Sort words according to dierent criteria. For example: sort by initial/nal letters; number o letters;number o syllables; number o vowels;number o consonants; parts o speech;rhyming/non-rhyming or by childrens ownchoice.
Find antonyms, synonyms or homophones or the listwords.
For example: hot/coldclose/shutbare/bear
Make word builders by adding s, ed, ing, er, est,etc.
For example: walk walks, walked, walking
Write list words in sentences or as a question. For example: Did you hear the announcement to board theplane?
Write denitions or list words. These can be either looked up in a dictionary, or written inthe childs own words, and then checked.
Make word shapes, word snakes or word sums or listwords.
Word Shapes:
grapes = plum =
Word Snakes:
Word Sums: s + end = send; bl + end = blend
pla
negr
apesplum
vsafescom
ichasematecgha
epicn
ic
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Individual Activities
Word Study Useul or developing amiliarity with the list words.
Strategy Examples
Additional Activities
Write the base words or the list words. For example: the base word or sensible = sense
Discuss adding ed and ing and how this changes thetense o words.
For example: jumped and jumping jumped is pasttense, jumping is present tense
Study and nd word origins or list words.For example: audience comes rom a Latin word audire
which means to hear.
Find words which have homographs (words which lookthe same, but have dierent meanings).
For example: bear/bearrock/rock
Discover common prexes and suxes or words.For example: un-, dis-, -ly, -ment
Hidden words using the letters in a word to make asmany new words as possible.
For example: neighbours house, neigh, nigh, bin,rough, bore etc.
Anagrams o list words or search or any others.For example: nap is an anagram o pan;
dance is an anagram o caned
Missing vowels write list words with missing vowels.Children guess which words they are.
For example: m ss ng = missing
Rank words in level o diculty in learning to spell. For example: lace 4plane 2snake 1case 3
Write plurals or the list words.Discuss exceptions to the rule o simply adding s; orexample, sheep, children.
Children write their words as a rebus. For example,
+ lace = shoelace
Write a paragraph using a set number o list words.For example: use grapes, picnic and shade in a
paragraphWhen we got to the park, wesat in theshade. We spread out a blanketand ate ourpicnic. My avourite ood wasgrapes.
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Additional Activities
Inormal Activities
Useul or the reinorcement o the list words in a less ormal approach.
Strategy Examples
Partner and Group Activities
Partner activities Develops cooperation and increases knowledge o list words.
Strategy Examples
Clap the number o syllables in words.
Use bright colours to trace list words.
Make theme booklets and illustrate. Books could be about prexes,colours, transport, the sea etc.
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 or list words. For example: a piece o pie
Invent mnemonics.For example: said = Sally Anne is dancing; because = bigelephants can always upset small elephants
Outline words.For example: dictionary
Write list words in the shape o a list word. For example:
could be the shape or: when, chin, show etc.
Make concept words. For example:
Make bookmarks with dicult words or list words.lace
chase
hate
mate
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Additional Activities
Partner and Group Activities
Partner activities Develops cooperation and increases knowledge o list words.
Strategy Examples
Children make their own read-and-illustrate activitiesto swap with a partner.
Trace list words on partners backpartner guesseswhich spelling word was traced.
Jumble words and swap with a partner.For example: school becomes oslhco.
As an extra challenge, children can createjumbled words that can be pronounced.
Jumble sentences using list words and swap with apartner.
For example: The cat sat on the mat becomesEht tca tas no eht tma.
Children who need a challenge could alsojumble the order o the words around!
Make word searches or crossword puzzles on grid paperand swap with a partner.
This can be simply done by making a grid, and insertingthe list o spelling words horizontally and vertically. Anygaps are lled with random letters in a word search orcoloured black in a crossword.
Make yes/no questions or true/alse statementscontaining list words and swap with a partner. For example: Is a rog a reptile?Do we see clouds in the sky?
Cut pairs o list words in hal and rejoin them. Childrenthen see i their partner can guess the words.
For example: picket blannic = picnic blanket
Word dominoesWord dominoes can bemade by breaking listwords in hal (ones thathave a common ending orbeginning).
For example:
ch ase
ch il l
Guess the word Give a partner the rst letter o a wordchosen rom the spelling list. The partner then has toguess the word beore the whole word is revealed, one
letter at a time.
For example, the beginningo a game using the wordplane would look like this:
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Additional Activities
Partner and Group Activities
Shared Group Activities Encourages the exchange o personal list words, thereore broadening the childs word base.
Strategy Examples
Partner and Group Activities
Class or Group Games Useul or the reinorcement o the list words in a less ormal approach.
Strategy Examples
Make a word bank ollowing the same sound pattern or ruleas particular list words. Work as individuals, partners, smallgroups or a whole class.
Put list words into sentences individually or as a wholeclass.
For example: A list o words that end in ight: tight, right,fight, might, sight; Words that end with asilent e: made, same, shake.
Simple class spelling competitions.For example: a Difcult Word o the Day competition,
where the class try to spell a challengingword.
Hunter Use individual books, charts, shared stories, poems etc. tond a particular spelling pattern or rule being treated.
Play hangman or a similar game, called Shannons Game.In Shannons Game, children need to guess the letters inthe correct order in which they occur in each word.
For example: each word could be written on a piece ocard. Children can take one card each,and put themselves in a line so the order owords makes sense. Cards with commonwords like a, and, the, will need to beused also.
Play concentration, sh, word bingo or tic tac toe.In tic tac toe, each player uses a list o words with acommon sound as their noughts and crosses.For example, in the game below, player one used a bank osh- words; player two used a bank o -all words.
call wall ship
ball she
shock
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Also reer to pages 2830 or photocopiable spelling games.
Books o other photocopiable spelling games are available rom Prim-Ed Publishing:
20752076 Fity Spelling Activities
2077 Early Literacy Games2078 Literacy Games
2079 Phonic Games
Commercial board games involving word ormation may also be o benet to a spelling programme.
Additional Activities
Partner and Group Activities
Class or Group Games Useul or the reinorcement o the list words in a less ormal approach.
Strategy Examples
Guess My Word. Children ask questions that require a yes/no response to guessthe mystery spelling word.
Play Celebrity Head Words, picture clue words orcharades.
Celebrity Head Words
Child uses a headband to hold a card with a list word on theirhead. They ask questions o the class, which can only beanswered yes or no. For example, Does the word end in t?
Magazine hunt or list words.Choose a number o words to ocus on or a week. Childrencan also search or these in newspapers or any other readingmaterial in the classroom. Children can circle or underlinewords they nd. At the end o the week, children can counttheir score and share the sentences they ound.
Play a game similar to Memory using the smallwords within compound words written on cards.
For example: butter + fy; oot + ball
Children write quiz questions or list words, and givethem to a riend to solve. A quiz night could also beheld using multiple lists.
For example: What can burn us, but also gives us warmth?(re)
Children write clues to match their list words. Hold asmall competition each day to see who can solve thepuzzle rst.
For example: Add basket to ball = basketball.Take er rom mother = moth.
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Children with Special Needs
The spelling activities in My Spelling Workbookcan be modied or added to or children with special needs. Some additionalsuggestions are included below or children with learning diculties. The worksheet on page 26 is designed or children whoall into this category. Children in need o extension will benet rom many o the suggestions included in the Additional Activitiespages o this book. Page 27 also contains an opportunity or spelling extension.
Strategies For Children With Learning Difculties
Strategy Examples
Encourage children to have a go and take risks withapproximate spelling.
For example, using have a go pads or spelling journals orchildren to try out their spelling when writing stories etc.
Encourage as much reading as possible.Include dierent sources o print around the classroom orchildren to nd correct spelling. For example: opposites,colours, avourite sayings, days o the week.
Break each spelling list into shorter lists based on similarspelling patterns.
For example these list words could be broken up as ollows:brake, shake, snake;base, case, chase;plate, mate, hate.
Longer words can be chunked (broken into chunks) toassist spelling, rather than conventional syllables.
For example, cent i pede, el ec tric, in vent ing. Childrenshould be encouraged to choose how to chunk the wordsthemselves, so as to suit each childs preerred learning style.
Emphasise spelling rules.For example: magic e, i beore e except ater c
Encourage children to look at dicult words, ocus on theproblem part, close their eyes, and then write it.
For example: the problem part o night might be igh
Write the list words, leaving out some letters. Completethe words the next day.
For example: c m e = chimney
Find words that rhyme with the list words. Underlinethem i they are spelt the same.
For example: goat note, boat, wrote, foat
Prepare a cloze passage, deleting list words. Childrenselect the correct word to go in the correct space.
For example: dinosaurs and plants might t into:Many ate .
Use sentence rames to develop a spelling vocabulary olist words.
For example: We took plates to the picnic.We took sandwiches to the picnic.
Write list words on graph paper, cut out the letters, andthen build the word rom the cut-out letters.
cc
at h
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Children with Special Needs
Make alphabet books to use as personal dictionaries.
Strategies For Children With Learning Difculties
Strategy Examples
Use games like word bingo and word quizzes.Word Bingo
Children copy words on bingo cards, checking their spelling,then cover words with counters on their cards i the word iscalled.
Word Quizzes
Using a word list, children write the correct word. For example,Write the word ending in ade; Write the word with ire in themiddle.
Make new words by writing letters in ront o a sound.For example: ine could be added to with v, tw, , m, n,
etc.
Children write any dicult words they have ound under eachletter.
Play snap with compound word parts, prexes andsuxes.
For example: oot matches with ball; tele matches withphone; govern matches with ment
Decorate or illustrate list words. Children can draw pictures and ask other children to guesswhich word they have drawn; or simply make words intopatterns.
Write list words using string or pipe cleaners.Children can make each letter, or just the word shape.
Use magnetic letters to orm words rom memory on aboard. l e t t e r
Write list words in sand or salt.Children could also trace words on a desk or sandpaper.Discussing whether word shapes are tall or small couldollow.
Use list words to build other words.For example, using the word are:
b , c , nt
Make simple designs using the list words written end toend.
Use shapes like circles, triangles and spirals.
Use list words to make spelling ladders, with each wordstarting with the letter which ends the word beore.
For example: s n a k e
a
c
h
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New Words
Name: Date:
My new word is:
1. (a) Say your word.
(b) My word has syllables.
(c) Write any small words that are in your word.
2. Write three things about your word. For example, what are the beginning, middle
and last letters? Is it a verb, adjective, noun or adverb? etc. (a)
(b)
(c)
3. Write your word in a sentence.
4. Write a defnition o your word. Use a dictionary to check your answer.
5. Cover your word. Write it rom memory three times.Tick each time you wrote the word correctly.
6. Write words that rhyme with your word.
7. Write your word using ancy lettering.
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My Extension
Spelling Words
Spelling Extension
My words in alphabetical order
More activities
Create a crosspatch with clues.
Find antonyms or the words.
Put the words into a short story.
Write a concrete (shape) poem using your words.
Design an inormation poster about one o your words.
Write a recount about one o your words.
Make up a tongue twister using as many words as possible.
Name: Date:
Synonyms of my words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
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Spelling Games
Paragraph PuzzleWrite a paragraph using ten o your list words but miss out the ten words you havechosen. Give your paragraph to a riend and see i they can guess the missing words.
For example: They decided to the cake beore
the had even started.Guessed
Words
Spoonerisms
Choose six list words and write them on strips o paper. Cut each
list word in hal and join them with a dierent ending. Give yournew list words to a partner. Can they guess the orginal words?
For example:
spel ramme prog ling = spelling programme
List Words Working-out Column
1.
2.
3.
4.
5.
6.
devour
celebration
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Spelling Games
Prexes and Sufxes
Make new words by adding prefxes and sufxes to your list
words. Choose fve root words rom your list. Compete witha riend to see how many new words you can create.
Prefx Root Sufx Completed Word
+ + =
+ + =
+ + =
+ + =
+ + =
-ed
-s
-ful
-ddis- un-re
-
-ing
Quiz Night
With a small group, make up a quiz night question or sixlist words. Swap your questions with another group. Thefrst group to answer the most questions correctly in twominutes is the winner!
Question Answer
1.
2.
3.
4.
5.
6.
Try holding a whole-class quiz night to fnd the class quiz champions!
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Spelling Games
Celebrity Words
In a group o six, write twelve list words in the boxes below. Cutthem out and place them ace down on a desk. Three playerschoose a card and hold it on their head. Each player takes turnsto guess the word by asking questions which need a yes or noresponse. The winner is the frst person to guess his or her word.
Patterns
Play this game with a partner.
1. Both o you write a silly sentence using 10 listwords without the other person seeing.
2. Take turns to read out your sentence. The otherperson writes all the list words he or she hears.
3. Score one point or each spelling word he or she writes andone point or correct spelling. Who is the silly sentence star?
List words I heard:
My score:
My sentence:
Partners score:
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Certifcates
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There are many dierent ways to assess spelling. The pages that ollow are provided to help support theMy Spelling Workbookprogramme.
Page 33 can be used or pre-tests at thebeginning o each unit and again or the nalassessment.
Individual spelling records can be kept usingpage 37. Pre-test and nal test scores arerecorded along with anecdotal notes. Thesenotes can come together as an overview othe childs progress in spelling during the 18units and can be discussed during parent/teacher conerences and in reports.
Pages 3436 can be used to specicallyrecord each word learned and the time takento master a unit o words. Recording in thisway may be useul or children with specialneeds, those with English as an additionallanguage or or the whole class.
A record o spelling results or the whole classcan be recorded on page 38.
Assessment
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Assessment
= can say word = can write word = has remembered correct spelling
LIST 1
Date begun:
persuade negotiate
appreciate severe
persevere ortune
consume reduce
excuse conuse
provide combine
organise meanwhile
excite erode
provoke envelope
postpone explode
continuous industrial
Date completed:
LIST 4
Date begun:
politician supercial
physician electrician
mansion expansion
proession conession
compassion session
pressure ssure
rotation revolution
extinction conservation
aection adaptation
irrigation invention
happened practise
Date completed:
LIST 2
Date begun:
imperect impolite
impatient imbalance
immature immobile
immovable misplace
misortune mislead
misunderstand indignity
indirect inaccurate
invisible incorrect
incomplete inadequate
independent intolerable
consequence development
Date completed:
LIST 5
Date begun:
bicycle biceps
bikini bilingual
triangle triplet
trilingual quadrangle
quadrilateral pentagon
pentathlon hexapod
heptathlon September
octopus October
octagon nonagon
decade decagon
questionnaire alcohol
Date completed:
LIST 3
Date begun:
Australian Italian
Argentinian Iranian
Vietnamese Portuguese
Japanese Irish
English Scottish
jeweller builder
photographer engineer
auctioneer mountaineer
scientist pianist
dentist pharmacist
material assessment
Date completed:
LIST 6
Date begun:
dierence silence
commence absence
independence patience
conscience audience
convenience experience
chance balance
distance appearance
acceptance entrance
substance instance
assistance nuisance
physical genius
Date completed:
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= can say word = can write word = has remembered correct spelling
Name: Assessment
LIST 10
Date begun:
dictionary primary
ordinary secretary
temporary boundary
imaginary necessary
military hereditary
bakery cemetery
surgery discovery
archery mastery
treachery slavery
renery battery
government parliament
Date completed:
LIST 11
Date begun:
quantity celebrity
allergy recipe
catastrophe abbreviate
guarantee absentee
escapee cappuccino
quiche amphibian
unique orientation
retrieve relieve
conceit conceive
caeine debris
participation outrageous
Date completed:
LIST 9
Date begun:
azure seizure
measure treasure
pleasure leisure
division decision
erosion conusion
conclusion transusion
explosion occasion
abrasion euthanasia
illusion seclusion
collision exclusion
nuclear immediately
Date completed:
LIST 8
Date begun:
airbrush airstrip
airlit airline
airtight airborne
airmail airspace
aerial aerobatics
aeroplane aerodrome
aerobics aerosol
supersede supercial
superhuman superimpose
superintendent superior
prioritise potential
Date completed:
LIST 7
Date begun:
Dancer Prancer
anticipating exhausted
poinsettia hibernate
resolution sacred
crackers myrrh
rankincense potatoes
elderberry roast
commercial advertisements
tradition decorations
indulging programmes
technology citizen
Date completed:
LIST 12
Date begun:
hymn solemn
design gnash
gnarl malign
dinghy honour
rhinoceros vehicle
honesty whisper
doubtul guilty
couple sword
pneumonia raspberry
almond knowledge
ecient sucient
Date completed:
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= can say word = can write word = has remembered correct spelling
Assessment Name:
LIST 16
Date begun:
silent talent
dierent evident
intelligent president
accident incident
opponent condent
distant vacant
important instant
migrant tolerant
constant pleasant
elegant arrogant
soldier embarrass
Date completed:
LIST 17
Date begun:
sandwich valentine
marmalade pavlova
Morse code spoonerism
arachnid pasteurise
diesel hooligan
cardigan volts
biro teddy
hygiene maverick
leotard Braille
Celsius python
analysis permanent
Date completed:
LIST 15
Date begun:
dialogue rogue
catalogue atigue
league intrigue
plague colleague
vague disguise
guidance guardian
guillotine guerilla
guarantor guile
ghoul ghetto
gherkin ghastly
eud amateur
Date completed:
LIST 14
Date begun:
anticipate exaggerate
cooperate hibernate
concrete gangrene
obsolete precede
ozone chrome
decompose glucose
advertise juvenile
apologise appetite
produce abuse
solitude magnitude
association persuasion
Date completed:
LIST 13
Date begun:
bouquet nursery
ecology migrate
crucixion cultivate
sacrice environment
resurrection horticulture
propagate insect
germinate ertilizer
fourish oliage
sunshine survival
luxurious bountiul
agriculture ecosystem
Date completed:
LIST 18
Date begun:
souvenir abseiling
amusements catamaran
helicopter tourism
repellent navigation
satellite security
protection inoculation
route intercontinental
paragliding equator
latitude longitude
continent casualty
technique strategy
Date completed:
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Assessment
Pre-testFinalTest
Notes
List 1 22
22
List 2 22
22
List 3 22
22
List 4 22
22
List 5 22
22
List 6 22 22
List 7 22
22
List 8 22
22
List 9 22
22
List 10 22
22
List 11 22
22
List 12 22
22
List 13 22
22
List 14 22
22
List 15 22
22
List 16 22
22
List 17 22
22
List 18 22
22
NOTES: DATE:
Name: Year:
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Test Checklist
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
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Awr
Contents
Teachers Notes or each unit two pages or each unit,providing list ocus, dictation, word building, additionalactivities and answers.
Unit 1 Long Vowels (Silent e) ...............................4041
Unit 2 Prexes: im-, mis-, in- ................................4243
Unit 3 Suxes: -ian, -ese, -ish, -er, -eer, -ist ...........4445
Unit 4 ci, si, ssi, ss, ti ...........................................4647
Unit 5 Number Prexes .........................................4849
Unit 6 -ence, -ance...............................................5051
Unit 7 Christmas ..................................................5253Unit 8 air-, aer-, aero-, super- ................................5455
Unit 9 z, s, si .......................................................5657
Unit 10 -ary, -ery..................................................5859
Unit 11 y, e, ee, i, ie, ei, is ....................................6061
Unit 12 Silent Letters .............................................6263
Unit 13 Spring/Easter ............................................6465
Unit 14 a-e, e-e, i-e, o-e, u-e .................................6667
Unit 15 gue, gu, gh ..............................................6869
Unit 16 -ent, -ant .................................................7071Unit 17 Eponyms .................................................7273
Unit 18 Summer...................................................7475
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Ui Fcu
This unit ocuses on long vowels. Thisunit also includes two common, highrequency words, continuous andindustrial.
tachig Pi
Discuss how the silent e on the endo each word makes the vowel soundlong: a-e, e-e, i-e, o-e, and u-e.
Discuss any dicult parts o words.
Sort the list words to the graphemesand brainstorm other words to add toeach list.
Rul
When adding a sufx beginning with
a vowel to most words ending withe, the e is dropped beore addingthe sufx.
To make the plural o words endingwith y ater a consonant, change they to i and add es.
Dicai
1. Sorry, Miss, I slept in.Well I didnt think that you had sleptout! she shouted. This was ollowed bya severe punishment o a 500 wordessay on the industrial revolution.Meanwhile she would not acceptanother excuse or my tardiness as ithas been a continuous disruption to theclass. I thought that she was going toexplode with anger, but I did persuadeher that I wouldnt be late again, as mymum is going to provide me with analarm clock.
2. A lot o the rock ace had started toerode and this was hampering ourclimb, so we decided to reduce theload we were carrying and organise
a dierent route. This decision willprovoke the others as it is a harderascent to negotiate and we will have topostpone it until tomorrow.
3. Come to the buet and consume allyou can. Appreciate good ood, be youwoman or man. Excite your taste budsand drink some wine, combine all thefavours while you sit and dine. It wontcost a ortune to eat so much ood andthere is an envelope or a tip i youthink it was good. The magician at thetables is not there to conuse, he willpersevere with his tricks just to amuse.
Li Wrd Wrd Buildig
persuadepersuades, persuading, persuaded, persuasible, persuadability,persuader, persuasive, persuasiveness, persuasion
negotiatenegotiates, negotiating, negotiated, negotiator, negotiation,negotiable
appreciate appreciates, appreciating, appreciated, appreciation, appreciative
severe severer, severest, severely, severeness, severity, severities
persevereperseveres, persevering, persevered, perseverance, perseverant,perseveringly
ortuneortunes, ortunate, ortunately, ortunateness, unortunate,unortunately
consumeconsumes, consuming, consumed, consumer, consumerism,consumerist
reducereduces, reducing, reduced, reducible, reducibility, reducibly,reduction
excuseexcuses, excusing, excused, excusable, excusably,excusableness, excusal
conuse conuses, conusing, conused, conusedly, conusingly, conusion
provide provides, providing, provided, provider
combinecombines, combining, combined, combinable, combination,combinational
organise/organize
organises/organizes, organised/organized,organising/organizing, organisable/organizable,organisation/organization, organisational/organizational
meanwhile
exciteexcites, exciting, excited, excitedly, excitable, excitably,excitableness
erode erodes, eroding, eroded, erodent, erosion, erosive
provoke provokes, provoking, provoked, provoker, provokingly
envelope envelopes
postponepostpones, postponing, postponed, postponable, postponement,postponer
explodeexplodes, exploding, exploded, explosion, explosive, explosively,explosiveness
continuous continuously, continuousness
industrial industrially
Rvii Wrd Wrd Buildig
theatre theatres, theatergoer, theatric, theatrical, theatrically
popularpopularise, popularises, popularisng, popularised, popularity,popularly
bre bres, bred, breless, brous, brously, brousness
writer writers, write, writes, written, wrote, writing
humourhumours, humouring, humoured, humourless, humorous,humorously
centrecentres, centred, centring, central, centralise/centralize,centralising/centralizing, centralised/centralized
calculatorcalculators, calculate, calculates, calculating, calculated,calculation, calculative
particular
particulars, particularise/particularize,
particularising/particularizing, particularised/particularized,particularity, particularly
diamond diamonds, diamonding, diamonded
denitely denite, deniteness
Ui 1 Lg Vwl (sil )
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Ui 1Lg Vwl (sil )
5. (a) writer, humour
(b) severe, postpone
(c) persuade, reduce (d) persevere, denitely
(e) ortune, organise
6. (a) excuse, excite,explode
(b) meanwhile, ortune
(c) writer, centre, theatre
(d) negotiate, appreciate,continuous
7. (a) consumes,consuming,consumed
(b) humours, humouring,humoured
(c) excites, exciting,excited
(d) perseveres,persevering,persevered
(e) consumes,consuming,consumed
() persuades,persuading,persuaded
8. Word Search
Awr
1. (a) explosion,explosiveness,exploder
(b) provision, provider
(c) appreciation,appreciator
(d) persuasion, persuader
(e) organisation,organiser
() reduction
2. (a) continuous
(b) envelope
(c) organise
(d) provoke
(e) postpone
() meanwhile
3. Crossword
Across
5. excite
6. consume
8. conuse
9. persuade
10. erode
13. postpone
17. meanwhile
18. organise
20. appreciate
21. severe
Down
1. reduce
2. persevere
3. combine
4. excuse
7. industrial
9. provoke
11. provide
12. continuous
14. envelope
15. negotiate
16. ortune
19. explode
4. Long o: erode, provoke,envelope, postpone,explode
Long i: provide, combine,organise, meanwhile, excite
Long u: ortune, consume,
reduce, excuse, conuse Long a: persuade,
negotiate, appreciate
Long e: severe, persevere
c o n f u s e r a l u c i t r a p
e l i h w n a e m e e k o v o r p
v d i a m o n d f x m m x e e c r
e r t a e h t u o c u v x x r a i
z t b n i s a c r i s p p m b l n
t e t e u u e e t t n l x x i c d
s p e g w o e g u e o y l e f u u
h o i o r u x r n d c z d p e l s
y l e t i n i f e d s o n r p a t
e e o i t i t a v v r w t o e t r
d v r a e t c d q e e n s p r o i
i n g t r n o l s x e s l o s r a
v e a e b o m e x c u s e p e s l
o q n j k c b h u m o u r u v s x
r e i e t a i c e r p p a l e e h
p o s t p o n e g p d m y a r l x
c n e s m s e v e d a u s r e p r
9. Teacher check
10. (a) appreciate (b) bre
(c) provoke
(d) ortune
(e) negotiate
() severe
(g) combine
(h) organise
(i) envelope
(j) theatre
(k) reduce
(l) erode
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Ui Fcu
This unit ocuses on the prexesim, mis, and in. This unitalso includes two common, highrequency words, consequence and
development.
tachig Pi
Discuss the meaning o each prex.
Identiy the base word or each listword.
Identiy any smaller words that makeup each word.
Sort the list words according to theprexes and brainstorm to add toeach list.
Rul When adding a sufx beginning
with a vowel to most wordsending with e, the e is droppedbeore adding the sufx. (The eis retained in balanceable to keepthe sot c sound.) Note: The wordimmoveable with the e retained,generally, has a meaning relatedto law.
To make the plural o words endingwith y ater a consonant, changethe y to i and add es. When
adding y to words ending withle, change the e to y.
Dicai
1. The development o the new estatewas to incorporate ten independentvillas, but they stood incompleteor a year as the oundations wereinadequate to support them. As aconsequence they subsided, so itwas an expensive misortune or thebuilders, as they had to demolish
them.2. Her behaviour was intolerable. She
was so impolite and rude that sherequently had to suer the indignityo standing immobile with her backto the class due to her immaturenature, which led to her nicknamelittle Miss Imperect.
3. The accountant was getting veryimpatient with the imbalance inthe accounts. Ater two days hediscovered that the director didmisunderstand that he had to
include the invisible earnings andindirect payments, as it was theseomissions that had made themincorrect.
Li Wrd Wrd Buildig
imperectimperectly, imperectness, imperection, perect, perectly,perection, perectionist
impolite impolitely, impoliteness, polite, politely, politeness
impatient impatiently, patient, patiently, patience, impatienceimbalance imbalances, balance, balances, balancing, balanced, balanceable
immatureimmaturely, immaturity, immatureness, mature, matures, maturing,matured
immobileimmobility, immobilise, immobile, immobilising, immobilised,immobilisation
immovableimmovability, immovably, immovableness, movable, movably,movability
misplacemisplaces, misplacing, misplaced, misplacement, place, places,placing, placed
misortunemisortunes, ortune, ortunes, ortunate, ortunately, unortunate,unortunately
mislead misleads, misleading, misled, misleader, misleadingly, lead, leads,leading, led
misunderstandmisunderstands, misunderstanding, misunderstood, understand,understands, understanding, understood
indignity indignities, indignant, indignantly, indignation, dignity, dignities
indirectindirectly, indirectness, indirection, direct, directly, directness,direction
inaccurateinaccurately, inaccurateness, inaccuracy, inaccuracies, accurate,accurately
invisibleinvisibly, invisibility, invisibleness, visible, visibly, visibility,visibleness
incorrect incorrectly, incorrectness, correct, correctly, correctness
incomplete incompletely, incompleteness, incompletion, complete, completely,completeness
inadequateinadequately, inadequateness, inadequacy, inadequacies,adequate, adequately
independent independently, independence, dependent, dependently, dependence
intolerable intolerably, intolerability, intolerableness, intolerance, intolerantly
consequenceconsequences, consequential, consequentiality, consequentialness,consequentially, consequently
developmentdevelopmental, developmentally, develop, developing, developed,developable, developer
Rvii Wrd Wrd Buildig
antibiotic antibiotics
autobiography autobiographies, autobiographer, autobiographic, autobiographical
automaticautomate, automating, automated, automatically, automation,automaticity
transplanttransplants, transplanting, transplanted, transplantable,transplantation, transplanter
telescope telescopes, telescoped, telescoping, telescopic, telescopical
transertranser, transerring, transerred, transerable, transerability,transeree
antisepticantiseptics, antiseptically, antisepticise, antisepticising,antisepticised
telepathy telepathic, telepathically
ull ulls, ullling, ullled, ulllment, ulller
reerence reerences, reerencing, reerenced
Ui 2 Prfx: im-, mi-, i-
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Ui 2
4. (a) mis
(b) in/im
(c) in/im
Teacher check examples.
5. (a) I you use thetelescope you cansee that planet that isinvisible to the nakedeye.
(b) It is incorrect tobelieve that only oneantibiotic can cure allillnesses.
(c) The patient had totranser to anotherhospital or histransplant operation.
6. (a) imperect
(b) automatic
(c) inadequate
(d) impolite
(e) intolerable
() immovable
(g) misortune
(h) independent
(i) inaccurate
(j) impatient
1. (a) imbalance
(b) misplace
(c) inaccurate
(d) misunderstand
(e) indignity
() imperect
(g) intolerable
(h) mislead
(i) invisible
(j) immovable
(k) indirect
(l) immobile
(m) inadequate
(n) incomplete
2. (a) impatiently
(b) incorrectly
(c) immaturely
(d) independently
(e) impolitely
() incompletely
3. Crossword
Across
1. immobile
3. indirect
6. misortune
8. inadequate
9. misplace
10. invisible
13. impatient
18. imbalance
19. mislead
20. development
21. intolerable
22. imperect
Down
2. inaccurate
4. incorrect
5. independent
7. misunderstand
11. impolite
12. consequence
14. incomplete
15. immovable
16. indignity
17. immature
7. (a) horoscope
(b) automobile
(c) reeree
(d) plead
(e) indignation
() pneumatic
(g) commonplace
8. (a) indirect
(b) reerence
(c) mislead
(d) invisible
(e) transer
() telepathy
9. See Word Search
10. (a) development
(b) impatient
(c) independent
(d) indignity
(e) autobiography
() misplace
Prfx: im-, mi-, i-
4. On the ascent I happened to misplace my oot, and discoveredthat the rocks were notimmovable, as they were bouncing downthe mountain. We began to look or another way up but as themap was inaccurate this could mislead us up the wrong path!
Awr
m i s u n d e r s t a n d d h t w l w
t n e v n i n c o m p l e t e t s i d
e c g c t n e d n e p e d n i c g f t
t p e y n i n d i g n i t y k i a l u
t i o f h e p k p z m x o a n n c u s
u r n c r p r i m m a t u r e a d f n
h i a v s e a e l i b o m m i c r a d
i n n n i e p r f i s r o u t c q y k
m d t i s s l m g e m p i q t u i a a
m i e n m f i e i o r p l e u r m n u
o r l a d s e b t s i e o a y a p t t
v e e d l b h r l e z b m l c t a i o
a c p e c n e u q e s n o c i e t s m
b t a q t r a n s p l a n t b t i e a
l d t u a i n c o r r e c t u n e p t
e p h a m i s f o r t u n e a a n t i
j r y t u u s j z a n t i b i o t i c
l t n e m p o l e v e d s b n y s c v
i n t o l e r a b l e c n a l a b m i
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Ui Fcu
This unit ocuses on the suxes ian, ese,ish, er, eer and ist. This unit alsoincludes two common, high requency words,material and assessment.
tachig Pi
Discuss the meaning o each sux.
Identiy the base word or each list word.
Discuss any dicult parts o the words.
Sort the list words according to the suxesand brainstorm other words to add to eachlist.
Rul
When adding a sufx beginning with a vowel
to most words ending with e, the
e isdropped beore adding the sufx.
To make the plural o words ending with yater a consonant, change the y to i andadd es.
The y at the end o base words changes toi when a sufx is added.
When a word ends with a single i, doublethe l when a sufx beginning with a vowelis added.
When adding y to a word ending with e,drop the e beore adding y.
Dicai
1. I would like to be a pharmacist who gives outpills, rather than a dentist who only drills andlls. Or maybe a mountaineer who climbsloads o hills or making clothes rom materialdown at the mills. No, I want to be a scientistwho nds a cure or all ills.
2. The huge hotel on Bond Street was socosmopolitan. I met Marco, an Italian,who was a cameraman, and the ocialphotographer o the Vatican. The managerwas Irish and called OCallaghan; he ran the
hotel like a politician. The Scottish driver whodrove the minivan always wore a kilt with atartan sporran. The lady was Australian whowas an equestrian, but she smelt o horsesand so did her cardigan. Dan, the engineer,who had married the librarian, then had ababy who looked like an alien. Peter, theauctioneer, always with an action plan; hedsell anything, even an empty coke can. Therewas a Portuguese builder who looked likeTarzan, who hated the Vietnamese cook as hewas a comedian, so in the Japanese gardenhe hit him with a pan. I you wanted to get thejob as a doorman, the assessment would be
done by an Argentinian. The pianist in thebar, who called hersel Joanne, couldnt speakEnglish so sang in Iranian. The jeweller romIndia always wore a katan, and tried to sellme a silver taipan.
Li Wrd Wrd Buildig
AustralianAustralians, Australianism, Australianise, Australianises,Australianised, Australianising
ItalianItalians, Italianise, Italianised, Italianising, Italianisation,Italianism
Argentinian Argentinians
Iranian Iranians
Vietnamese (plural also Vietnamese), Vietnamisation
Portuguese (plural also Portugese)
Japanese (plural also Japanese)
Irish (plural also Irish)
English (plural also English), Englishness
Scottish (plural also Scottish)
jeweller jewellers, jewellery, jewel, jewels, jewelled, jewelling
builder builders, build, building, built
photographerphotographers, photograph, photographs, photographing,photographed, photographic
engineerengineers, engineering, engineered, engine, engines,enginery
auctioneer auctioneers, auction, auctions, auctioning, auctioned
mountaineer mountaineers, mountaineering, mountain, mountains
scientistscientists, science, sciences, scientic, scientically,scientism
pianistpianists, pianistic, piano, pianos, pianism, pianissimo,pianissimos, pianoorte
dentistdentists, dentistry, dental, denticle, dentine, dentition,denture, dentures, dentoid
pharmacistpharmacists, pharmacy, pharmacies, pharmaceutics,pharmaceutical
material
materials, materially, materialism, materialistic,materialise/materialize, materialises/materializes,materialising/materializing, materialised/materialized
assessmentassessments, assess, assesses, assessing, assessed,assessor, assessors
Rvii Wrd Wrd Buildig
cautioncautions, cautioning, cautioned, cautionary, cautious,cautiously, cautiousness
authorityauthorities, authorise, authorising, authorised,authorisation
exhaustexhausts, exhausting, exhausted, exhaustible,inexhaustible, exhaustive
applaudapplauds, applauding, applauded, applauder, applause,applaused, applausing
taught teach, teaches, teaching, teacher, teachable
thoughtthoughtless, thoughtlessly, thoughtlessness, think, thinks,thoughts, thinking, thinker
launch launches, launching, launched, launcher
haunted haunt, haunts, haunting, haunter, hauntingly
preparation preparations, preparative, preparatively, preparatory,preparatorily
accidentally accidental, accidentalness, accident, accidents
Ui 3 sufx: -ia, -, -ih, -r, -r, -i
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Ui 3
4. (a) Italian
(b) pharmacist
(c) Scottish (d) scientist
(e) Australian
() Argentinian
(g) mountaineer
(h) dentist
5. (a) Irish
(b) auctioneer,mountaineer
(c) accidentally
(d) Portuguese (e) pharmacist
() assessment
6. (a) (b) Teacher check
7. (a) mountaineer, launch
(b) Japanese, taught
(c) caution, photographer,haunted
8. Word Search
Awr
1. (a) pharmacist
(b) scientist
(c) Italian (d) Portuguese
(e) mountaineer
() Irish
(g) auctioneer
(h) Scottish
(i) Australian
(j) assessment
(k) Iranian
(l) photographer
2. (a) material
(b) pianist
(c) jeweller
(d) dentist
(e) Japanese
() engineer
(g) English
(h) Vietnamese
(i) Italian
(j) builder
(k) Argentinian
3. Crossword
Across
1. dentist
5. mountaineer
6. photographer
8. auctioneer
9. Italian
11. Irish
12. builder
13. engineer
17. pharmacist
18. Australian 19. scientist
20. Japanese
21. assessment
Down
2. Scottish
3. material
4. jeweller
7. Portuguese
10. Argentinian
14. Iranian
15. Vietnamese
16. English 17. pianist
9. (a) engineer, Italian,material, pianist,exhaust, builder
(b) caution
10. (a) applaud
(b) dentist
(c) thought
sufx: -ia, -, -ih, -r, -r, -i
o t j e w e l l e r l y g x e i f f n
n s t n e m s s e s s a h j m d b c q
a u t s i t n e d m n w u y z x r j r
i a p v h I t a l i a n v n l p c s b
l h V i e t n a m e s e p w c s y b m
a x d u a l p p a k k n r e v h l z o
r e n t p n a i n i t n e g r A l e u
t e c a h f i k l y a e p m m u a s n
s s h a i o d s c h u s a v r c t e t
u e j p u n u a t a g c r d e t n u aA n j h a t a g s u h i a e d i e g i
E a m a u r i r h n t e t n l o d u n
n p a r t i g o I t v n i g i n i t e
g a t m h i i o n e f t o i u e c r e
l J e a o w y t t d g i n n b e c o r
i z r c r h b p w o j s k e l r a P c
s k i i i t d x y h h t b e p b o t n
h z a s t j o z g c n p k r b y c g y
v b l t y S c o t t i s h I r i s h o
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Ui Fcu
This unit ocuses on the graphemes ci, si, ssi,ss and ti to represent a sound (phoneme). Thisunit also includes two common, high requencywords, happened and practise.
tachig Pi
Identiy the phoneme and how it is represented.
Discuss any dicult parts o words.
Sort the list words according to the graphemesand brainstorm other words to add to each list.
Rul
The y at the end o base words changes to iwhen a sufx is added.
To make the plural o words ending with a y
ater a consonant, change the y to
i and addes.
The y is retained when adding ing to avoid iibeing written. (Two exceptions are taxiing andskiing.)
When adding a sufx beginning with a vowel tomost words ending with e, the e is droppedbeore adding the sufx.
Dicai
1. The wheel is probably the most importantmechanical invention o all time and during the
industrial revolution the basic principle orotationwas used in most new machinery.
2. Due to the increasing extinction o many animals,along with the shortage o ood, our team hasbuilt a huge conservation village. It has its ownirrigation system or resh water or the cropsgrowing next to the vastexpansion o land, encedo or the animals whose adaptation to the newenvironment has been very successul.
3. There was a late evening session o parliamentso our local politician was not at home when hismansion caught re. It turned out to be the ault othe electrician who then made a conession that
he had used the wrong cables when re-wiring thehouse.
4. Despite the pressure o working long hours shewas happy being a physician as she had alwaysdreamed o a proession in medicine. As sheshowed greatcompassion and aection or herpatients she was respected by everyone.
5. We had gone out to practise climbing with ournew equipment when I happened to slip downand got my oot stuck in a ssure in the rocksurace. Luckily I only had supercial damage tothe skin on my ankle.
Li Wrd Wrd Buildig
politician
politicians, politics, political, politically,politicise/politicize, politicises/politicizes,politicising/politicizing, politicised/politicized
supercial supercially, superciality, supercialness
physician physicians
electrician electricians, electric, electrical, electrically, electricity
mansion mansions
expansion
expansions, expansionary, expansionism,expansionist, expansive, expand, expanded,expanding
proessionproessions, proessional, proessionally,proessionalism, proessionalise/proessionalize
conessionconessions, conessional, coness, conesses,conessing, conessed, conessor
compassion
compassionate, compassionately,
compassionateness
session sessions, sessional
pressure pressures, pressuring, pressured
ssure ssures, ssuring, ssured
rotation rotations, rotational, rotative, rotatory, rotator, rotators
revolutionrevolutions, revolutionary, revoluntionaries,revolutionist, revolutionists, revolutionise/revolutionize
extinction extinct
conservationconservational, conservationist, conserve, conserves,conserving, conserved, conserver
aection aections, aectionate, aectionately, aectionateness
adaptationadaptations, adapt, adapts, adapting, adapted,adaptable, adaptableness
irrigationirrigational, irrigate, irrigates, irrigating, irrigated,irrigator
inventioninventions, invent, invents, inventing, invented,inventor, inventible
happened happen, happens, happening
practisepractises, practising, practised, practitioner,practitioners
Rvii Wrd Wrd Buildig
pyjamas
binoculars binocularity, binocularly
athletics athlete, athletes, athletic, athleticism, athletically
trousers
species
salmon
moose
tweezers
carry
carries, carrying, carried, carry-on, carry-ons,
carry-out, carry-outs, miscarry, miscarries,miscarrying, miscarried
surprised surprise, surprises, surprising, surprisingly
Ui 4 ci, i, i, , i
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Ui 4
4. ation rotation,conservation, adaptation,irrigation
ssion proession,conession, compassion,session
tion aection, extinction,invention
sion mansion, expansion
ution revolution
cian politician, physician,electrician
ssure pressure, ssure
cial supercial
5. (a) electrician, mansion
(b) conservation, salmon,extinction
(c) pressure, politician,athletics
6. Teacher check
7. extinction, expansion,physician, compassion,invention, athletics
8. Word Search
Awr
1. (a) invention
(b) politician
(c) irrigation (d) electrician
(e) adaptation
() session
(g) supercial
(h) proession
(i) extinction
(j) revolution
(k) practise
(l) physician
2. (a) happened
(b) mansion
(c) practise
(d) extinction
(e) politician
() compassion
3. Crossword
Across
2. expansion
5. ssure
6. conession 8. mansion
10. proession
11. happened
13. supercial
16. irrigational
18. extinction
19. practise
20. politician
21. revolution
Down
1. pressure
3. aection
4. session
6. conservation
7. invention
9. compassion