this book contains...antonyms, suffixes prefix en–, suffix –en prefix ab–, letter team acc...

Also available:

Del M

errick

Targeting Spelling

The ultimate resource for teaching spelling

Del Merrick

Student disk:

10 fun spelling

games for Year 6

students written to

support this program

Teacher disk:

hands-on activity cards,

assessment records,

Word Warm-Ups booklet

and all worksheets

Blake’s

10 fun games suitable for PC & Mac

© 2010 PASCAL PRESS. ALL RIGHTS RESERVED. www.pascalpresss.com.au

disk

6ages11–12

To open PC : will run automatically. MAC : click on disk icon. Installation instructions are on the disk.

SpellingspellingGamesGames

photocopiable

spelling reference

for each student

© 2015 BLAKE EDUCATION. ALL RIGHTS RESERVED. PENALTIES fOR UNAUTHORIzED COPyING IN

CLUDE A

$50,

000

fINE

INSTALLATION WINDOWS 1. Put disk in CD-ROM drive and it should begin automatically.

2. If it does not run then open Windows Explorer, navigate to the CD-ROM and double click the TGT_Spell_Yr_6 icon.

MAC Put disk in CD-ROM drive and double click TGT_Spell_Yr_6 icon.

SOFTWARE REQUIREMENTS WINDOWS & MAC Adobe Acrobat Reader, Microsoft Office Excel,

Microsoft Office Word.

Targeting

YEAR

6TeACher

DISk

★ Acomprehensiveintroductionfromtheauthorexplaininghowtousetheprogramanditsvariouselementstoachieveoutstandingresults

★ 32weeklylesson planswithteachingnotesandphotocopiableworksheets

★ AphotocopiableWord Warm-Ups bookletforusebyeachstudentthroughouttheyear

★ ABlake’s Spelling Games CD-ROMwith10spellinggameswrittentosupporttheprogram

★ ATargeting Spelling CD-ROM–withphotocopiablewordcardsforhands-onactivities,games,assessmentrecordkeeping,PencilWorkandSpellingCornercards.

★ BOARD WORk—developingconceptsthroughexplicitteachinganddemonstration

★ BOOk WORk—usingthewordlistsintheWordWarm-Upsbookletasafocusforlearning

★ WORD WORk —exploringworduse,wordbuildingandassociatedrules

★ MeMORy WORk —providinghelptostudentstomemorisesightwords

★ PenCil WORk —photocopiableworksheetsandSpellingCornercardstoenablestudentstoapplytheskillsandstrategiestheyhavebeenlearning

★ PRACTiCe WORk —usinghands-onmaterialsandspellinggamestoconsolidateandbuildskills

★ ASSeSSMenT —dictationofwordsandsentencesusingtheweek’sfocuslist.

This book contains:

each weekly lesson plan contains the following elements:

includesAustralian Curriculum correlations

is a whole-school spelling program that has been developed and trialled

in classrooms over many years with outstanding results. It can be used equally successfully by individual teachers and will provide students

with a solid foundation in spelling.

Targeting Spelling

Targetingyear 6

yea

r 6

TargetingSpelling

Targeting Spelling

Del Merrick

Year 6

First published 2015 byBlake Education Pty LtdABN 50 074 266 023108 Main RdClayton South VIC 3169www.blake.com.au

Targeting Spelling Year 6Copyright © Blake Education 2015ISBN 9781 921852 992

Author: Del MerrickPublisher: Lynn DickinsonEditor: Kerry Davies AETypesetter: Ruth SchultzDesign and illustration: Janice Bowles

Copying of this book for educational purposesThe purchasing educational institution may only photocopy pages within this book in accordance with The Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act. It is a breach of copyright to scan or in any other way make digital copies of the worksheets.

It is mandatory that ALL photocopies are recorded by the institution for CAL survey purposes.

Copyright Agency LimitedLevel 15, 233 Castlereagh StreetSydney NSW 2000Telephone: (02) 9394 7600

The purchasing educational institution may store this book on a retrieval system only in accordance with the terms of the User Agreement printed on the inside back cover of this title.

© Australian Curriculum, Assessment and Reporting Authority 2010. This is a modified extract from the Australian Curriculum. ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/Home

This modified material is reproduced with the permission of ACARA.

TargetingSpelling

Targeting Spelling

Del Merrick

Year 6

First published 2015 byBlake Education Pty LtdABN 50 074 266 023108 Main RdClayton South VIC 3169www.blake.com.au

Targeting Spelling Year 6Copyright © Blake Education 2015ISBN 9781 921852 992

Author: Del MerrickPublisher: Lynn DickinsonEditor: Kerry Davies AETypesetter: Ruth SchultzDesign and illustration: Janice Bowles

Copying of this book for educational purposesThe purchasing educational institution may only photocopy pages within this book in accordance with The Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act. It is a breach of copyright to scan or in any other way make digital copies of the worksheets.

It is mandatory that ALL photocopies are recorded by the institution for CAL survey purposes.

Copyright Agency LimitedLevel 15, 233 Castlereagh StreetSydney NSW 2000Telephone: (02) 9394 7600

The purchasing educational institution may store this book on a retrieval system only in accordance with the terms of the User Agreement printed on the inside back cover of this title.

© Australian Curriculum, Assessment and Reporting Authority 2010. This is a modified extract from the Australian Curriculum. ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/Home

This modified material is reproduced with the permission of ACARA.

978 1 76020 308 5 978-1-76020-452-5

Contents ContentsTargeting Spelling program overview ivIntroduction viWhat students need to know about spelling viiiHow students learn spelling 1About Targeting Spelling 2Year 6 overview 3Using the Word Warm-ups 4Areas of work 4A word about assessment 8 Weekly overview of teaching and learning procedures 9

Targeting Spelling ideas 10

Assessment 11Start-of-year checkpoints 12Start-of-year student response sheet 13Weekly assessment teacher data sheet 14Term assessment 15Term assessment student response sheets 16–19Term assessment teacher data sheet 20End-of-year checkpoints 21End-of-year student response sheet 22Start-of-year and end-of-year checkpoints teacher data sheet 23Lessons 1–32 24Answers 152

Word Warm-ups book Suffixes Compound Words Compound Words 1 (short vowels) Compound Words 2 (final e words)

Compound Words 3 (letter teams) Contractions Homophones

Assessment Start-of-year checkpoints Start-of-year student response sheet Weekly assessment teacher data sheet Term assessment Term assessment student response sheets Term assessment teacher data sheet End-of-year checkpoints End-of-year student response sheet Start-of-year and end-of-year checkpoints teacher data sheet Auditory discrimination test Pencil Work worksheets Spelling Corner activities Answers

CD Contents

iv v Targeting Spelling Year 6 © 2015 Blake Education

Targeting Spelling program overview Highlighted topics indicate concepts that need to be introduced at these levels.

LeSSon YeAr 1 YeAr 2 YeAr 3 YeAr 4 YeAr 5 YeAr 6

Term one

1 Short vowel a, CVC words

Short vowel a Adding s

Short vowelsPlural endings

Reviewing short vowels

Reviewing short vowels Prefixes in–, im–

2Short vowel e, CVC wordsAdding s

Short vowel eShort vowelsDoubling rule

Reviewing long vowels

Closed syllablesCommon endings, suffixes

Prefix dis–

3 Short vowel i, CVC words

Short vowel iDoubling rule

Short vowels Letter teams for the sound of a

Final e words, prefix a–

The e ruleSilent k, g, w

4 Short vowel o, CVC words Short vowel o Short vowels

SyllablesLetter teams for the sound of e Open syllables Prefixes ob–, per–

5 Short vowel u, CVC words Short vowel u

Long vowelsThe e rule

Letter teams for the sound of o Suffix –ic Prefix de–

6 Final consonant digraph ck

Consonant digraphs sh, ch

Adding ly Long vowels Letter teams for the

sound of i Soft c and g Prefixes inter–, trans–

7Initial or final digraphs sh, ch

Adding s, es

Schwa sound (mother)

Long vowelsopen syllables

Letter teams for the sound of oo (oo, ew)

Words ending in a, ar (schwa) Prefixes com–, con–

8 Initial or final digraph th

Compound words (short vowel elements)

Contractions Letter teams ou, ow Words ending in ymitto or missus (I send)pes or pedis (foot)

Term TWo

9 Initial blends br, grLong vowel a (came)The e rule

Letter teams ai, ay

Common endings Letter teams au, aw, oar, ore Hard and soft ch Verb suffixes –ate,

–ise

10 Initial blends fr, dr Long vowel i (time)Letter teams ee, eer

Compound words Tricky letter a

Words ending in ss

Prefixes and suffixes

Words ending in o

11 Initial blends pr, tr, cr Long vowel o (bone) Letter teams ea, ear More tricky letters Words beginning with e Suffix –fy

12 Initial blends pl, fl Long vowel u (cube) Letter teams oa, ow Letter teams er, ir, ur Words beginning with a, ad Soft g, c

13 Initial blends bl, glCompound words (long vowel elements)

Letter team oo (book)

Letter team er (schwa) Suffixes –ful, –less Suffixes –or, –ar

14 Initial blends sl, cl Nouns ending in yThe y rule

Letter team oo (moon)

Letter team ea (bread) Prefixes ex–, out– Suffix –ive, prefixes

mono–, bi–, micro–

15 Initial blends st, sm Patterns igh (high), y (my)

Letter team oo (moon) Letter teams ge, dge Suffix –al, words

ending in –el Prefixes e–, ex–

16 Initial blends sp, sn Contractions Letter team ar Letter teams ie, ei Compound words Prefix en–

LeSSon YeAr 1 YeAr 2 YeAr 3 YeAr 4 YeAr 5 YeAr 6Term THree

17 Final double letters ss

Letter team ai (rain)Compound words, syllables

Letter team ir (bird)Closed syllables –end syllables et, en, le

Words ending in id, ide Prefix re–

18 Final double letters ll Letter team ai (grain) Letter team er (her) Open syllables Words ending in

ect, ict Suffix –ion

19 Final consonant blend st Letter team ay (day) Letter team ur (turn)

Words ending in yThe y rulePrefixes and suffixes

Words ending in age Prefixes pre–, pro–

20Final consonant digraph ng

Adding s, ing

Letter team ee (see)Homophones

Letter teams or, ore, oar

Homophones Silent k, w Suffixes –er, –or

duco or ductus (I lead)

cedo or cessus (I go)

21 Final consonant digraph ng Letter team ee (steel) Letter team ou

(cloud) Silent b, t Suffix –ly Suffix –al

22 Final consonant digraph nd

Letter team ea (sea)The f to v rule

Letter team ow (cow) Letter teams oi, oy Prefixes pre–, pro–The y soundThe y rule

23 Final consonant digraph nt

Letter team ea (cream) Letter teams ou, ow Letter teams air,

are, ear

Letter pair qu

Common endings, affixes

Letter teams hy, sy

24 Final consonant digraph nk

Words ending in leCommon endings

Letter team aw (saw)Prefixes a–, al–

Antonyms, suffixes Prefix en–, suffix –en Prefix ab–, letter

team acc

Term four

25 Final consonant blend mp Letter team oa (coat) Letter team au

(sauce) Letter teams gu, qu Prefixes mis–, dis– Suffixes –ious, –ous

26 Final consonant blends ft, ff

Letter team oa (croak) Letter teams oy, oi

Endings el, al

Parts of speechSuffix –ion Prefix dia–, suffix –ile

27Final consonant blend tch

Adding s, ing, ed

Letter team ow (snow)Irregular past-tense verbs, antonyms

Letter teams are (care), air

Visual letter pattern ough

Parts of speechPrefixes in–, im–

Suffixes –able, –ible

Antonyms

28 Final consonant blend nch Letter team ar (car)

Words ending in yThe y rule

Letter teams th, wh, ph

Suffixes –ment, –ness

Letter teams –ure, –ude

29 Final consonant blend nd Letter team ar (start) Reviewing

contractions Prefixes up–, down– Words ending in our, suffix –ous Letter teams qu, ph

30 Final consonant blends lf, sp, sk

Letter teams or, ore (for, fore)

Reviewing compound words

Prefixes over–, under– Suffixes –able, –ible Suffixes –ian, –ial

31 Final y (my) Two-syllable words Prefixes un–, dis– Prefixes re–, de– Prefixes re–, de– Suffixes –ent, –ant

32 Visual letter pattern igh Homophones Suffixes –ful, –less Suffix –ion Prefixes con–, com– Suffixes –ence, –ance

ISBN 978 1 76020 452 5




Term one










Prefix dis–
















Adding s, es








Term TWo


Letter teams ai, ay


–ise



Words ending in ss


Words ending in o














ISBN 978 1 76020 452 5




Term one










Prefix dis–
















Adding s, es








Term TWo


Letter teams ai, ay


–ise



Words ending in ss


Words ending in o














LeSSon YeAr 1 YeAr 2 YeAr 3 YeAr 4 YeAr 5 YeAr 6Term THree

17 Final double letters ss

Letter team ai (rain)Compound words, syllables

Letter team ir (bird)Closed syllables –end syllables et, en, le

Words ending in id, ide Prefix re–

18 Final double letters ll Letter team ai (grain) Letter team er (her) Open syllables Words ending in

ect, ict Suffix –ion

19 Final consonant blend st Letter team ay (day) Letter team ur (turn)

Words ending in yThe y rulePrefixes and suffixes

Words ending in age Prefixes pre–, pro–

20Final consonant digraph ng

Adding s, ing

Letter team ee (see)Homophones

Letter teams or, ore, oar

Homophones Silent k, w Suffixes –er, –or

duco or ductus (I lead)

cedo or cessus (I go)

21 Final consonant digraph ng Letter team ee (steel) Letter team ou

(cloud) Silent b, t Suffix –ly Suffix –al

22 Final consonant digraph nd

Letter team ea (sea)The f to v rule

Letter team ow (cow) Letter teams oi, oy Prefixes pre–, pro–The y soundThe y rule

23 Final consonant digraph nt

Letter team ea (cream) Letter teams ou, ow Letter teams air,

are, ear

Letter pair qu

Common endings, affixes

Letter teams hy, sy

24 Final consonant digraph nk

Words ending in leCommon endings

Letter team aw (saw)Prefixes a–, al–

Antonyms, suffixes Prefix en–, suffix –en Prefix ab–, letter

team acc

Term four

25 Final consonant blend mp Letter team oa (coat) Letter team au

(sauce) Letter teams gu, qu Prefixes mis–, dis– Suffixes –ious, –ous

26 Final consonant blends ft, ff

Letter team oa (croak) Letter teams oy, oi

Endings el, al

Parts of speechSuffix –ion Prefix dia–, suffix –ile

27Final consonant blend tch

Adding s, ing, ed

Letter team ow (snow)Irregular past-tense verbs, antonyms

Letter teams are (care), air

Visual letter pattern ough

Parts of speechPrefixes in–, im–

Suffixes –able, –ible

Antonyms

28 Final consonant blend nch Letter team ar (car)

Words ending in yThe y rule

Letter teams th, wh, ph

Suffixes –ment, –ness

Letter teams –ure, –ude

29 Final consonant blend nd Letter team ar (start) Reviewing

contractions Prefixes up–, down– Words ending in our, suffix –ous Letter teams qu, ph

30 Final consonant blends lf, sp, sk

Letter teams or, ore (for, fore)

Reviewing compound words

Prefixes over–, under– Suffixes –able, –ible Suffixes –ian, –ial

31 Final y (my) Two-syllable words Prefixes un–, dis– Prefixes re–, de– Prefixes re–, de– Suffixes –ent, –ant

32 Visual letter pattern igh Homophones Suffixes –ful, –less Suffix –ion Prefixes con–, com– Suffixes –ence, –ance

ISBN 978 1 76020 452 5

vi vii Targeting Spelling Year 6 © 2015 Blake Education

IntroductionInTroDuCTIon

We communicate with each other through our language, both spoken and written.

Spoken language is strongly supported by our facial expressions, gestures and the way we move our bodies. We often replace the need for words with this “body” language. We frown in displeasure, smile our agreement, raise an eyebrow in question; we point, nod our heads, draw “pictures” with our hands, give a thumbs-up or a thumbs-down; we shrug our shoulders, fold our arms, stamp a foot and thrust our hands on our hips. Body language is highly eloquent and conveys much of the meaning behind our words.

In two-way conversation, we frequently omit words because we share contexts and understandings and we can fill in the gaps with our body language. one-way communication requires us to choose our words more carefully and speak in complete sentences. We need to be mindful of our audience, their level of understanding and the degree of formality required.

Written language is far more demanding than spoken language. Writing for an “absent” audience demands that we frame our ideas into complete sentences; we write them down legibly and correctly; and we add punctuation marks to guide the reader through what we want to say. We capitalise the first word of each sentence, as well as the names of people, places, days and special events. We end each sentence with a full stop, a question mark or an exclamation mark. We place speech marks around the spoken words of characters. We use apostrophes to indicate contractions and ownership. And, importantly, we spell each word in a standard and expected way, so that the reader immediately knows what we are writing about.

The spelling of words should never get in the way of writing. Writers who struggle with the spelling of words often lose track of what they are writing. They leave words out or circumvent words they can’t spell. They tend to ramble and omit punctuation marks as the business of encoding words leaves no room in their working memory. They rarely go back to edit or proofread what they have written.

As a writer, we can only draw on the words in our heads. We are constantly expanding this pool of words that we know and, ideally, can spell.

■ So what is spelling? Spelling is the ability to encode the words we choose to write. It is our ability to retrieve, correctly, the words chosen from our mind pool. It requires us to remember a correct sequence of letters and frequently requires us to add to or make changes to these letters to make our writing grammatically correct.

To remember these words, we need to learn the correct order of the letters. This is often very easy. For example, one of the first words children know how to spell is their name. The word is meaningful and the sequence of letters is familiar. Words like it, is, on, at and to are usually very easy for children to learn. But there are many words that writers will need to save on the “memory stick” in their heads, ready for easy retrieval.

ISBN 978 1 76020 452 5

vi vii Targeting Spelling Year 6 © 2015 Blake Education

Hence, writers need an effective and efficient means of learning how to spell the words they need. The methods will vary from writer to writer but, generally, they will employ the use of their senses as learning channels.

Vocal–auditory How a word sounds to the ear when it is spoken. Each lip movement represents a different chunk of sound (syllable). We use this vocal–auditory channel frequently to monitor words as we write them.

“Say the word you want to write and write what you say.”

Visual How a word “looks” – its shape, its length, the pattern of its letters.

Kinesthetic How a word is formed under our fingers as it runs off the end of the pencil. Writing the same word over and over again builds strong muscle memory. Spelling becomes a familiar action of the hand. It’s as if words automatically roll off the pencil onto the page.

These memories all work together to build a spelling “sense”.

Added to these perceptions about words, writers also conceptualise how words change to “fit” the grammar of the text they are writing. For example, different tenses require changes to the verb, most often by the addition of s, ing or ed; plurals require the addition of s or es; and contractions require a collapsed version of two words and the use of an apostrophe. While prefixes change word meaning, suffixes create many nouns, verbs, adjectives and adverbs.

This understanding of how grammar strongly influences the spelling of words is vital for all writers.

Writers also benefit from an understanding of the origin of words. Some come directly from other languages – words like pyjamas, spaghetti, croissant, pagoda and geyser. Some have only just entered our language – words like digital, byte, broadband, online and multimedia. Many of the words we use day to day have Latin or Greek roots. These “roots” generate a cluster of meaning-related words and, as such, provide a useful basis for learning. For example: struo, structus – I build, generates the words construct, construction, constructive, destruct, destruction, destructive, indestructible, structure, structural, structurally, instruct, instruction, instructor …

As teachers, we support our young writers by building

sound knowledge in four main areas:

1 Phonological: how words sound

2 Visual: how words look

3 Morphemic: how words change form for

grammatical reasons

4 Etymological: how words grow from Latin or Greek

roots or other origins.

I just know how to write it AND

I just know it looks right!

ISBN 978 1 76020 452 5

viii 1 Targeting Spelling Year 6 © 2015 Blake Education

What students need to know about spelling

Students need to know:• the names of the letters

of the alphabet • the sounds they

represent• consonants, e.g. b, f, s, l,

m, r, w • consonant blends, e.g.

br, fl, st, pr, sm, tw, gl• consonant digraphs

(buddies), e.g. ch, sh, ph, th

• that short vowels have a short, snappy sound – a, e, i, o, u

• that long vowels say their own name – a, e, i, o, u

• vowel controllers, e.g. final e, the letter r

• vowel teams, e.g. ai, oa, ou

• silent letters, e.g. knit, write, listen.

Students need to apply what they know to:• blend sounds to form a

word, e.g. b-a-t = bat; ch-ie-f = chief

• blend sound “chunks” into words (syllables), e.g. croc-o-dile = crocodile

• understand rhyming patterns, e.g. my, by, try, fly.

Students need to know:• that many English words

are derived from Latin and Greek roots

• that words are related in meaning through their root (e.g. the Latin word medicina gives rise to the words medicine, medical, medicinal, remedy, paramedic)

• that words have their origins in many different languages

• that we use many foreign words in our day-to-day language,

e.g. pizza, pyjamas, spaghetti, tabouli, croissant

• that the spelling of words is constantly evolving, e.g. yoghurt – yogurt, encyclopaedia – encyclopedia

• that new words are constantly being invented, e.g. megabyte, digital, while others have become obsolete or are rarely used, e.g. erstwhile, nickelodeon.

Students need to know:• how compound words

are constructed• that words are often built

from a “base” word

• that the most common endings are s, es, ing, ed, y, ly, er, est

• when to double a letter before adding an ending

PHonoLogICAL knowledgeHow words sound❂1

eTYmoLogICAL knowledgeHow words grow from a “root” word❂4

Students need to:• recall the appearance of

a word• “visualise” a word• remember what letters

look like and know how to write them

• identify little words in big words

• recognise words as compound words

• recognise contractions

• recognise visual rhyme, e.g. heard, beard

• recognise visual patterns, e.g. tough, cough, bough, through

• understand that letters can be grouped in certain ways, e.g. b can be followed by any vowel, but only by the consonants l and r

• recognise when a word “looks right”.

VISuAL knowledgeHow words look❂2

morPHemIC knowledgeHow words change form❂3

• when to change the y on the end of a word before adding an ending

• how to form plurals and apply the associated rules (words ending in y and f)

• how to form past tense, regular and irregular

• how to form verbal adjectives and present participles by adding ing (e.g. dancing, walking) and past participles

• how to make comparative adjectives and adverbs by adding er and est (e.g. bigger, biggest; higher, highest)

• that prefixes and suffixes are constant in their spelling

• that prefixes alter the meaning of the base word

• that suffixes alter the way a word is used, i.e. its grammar

• that suffixes can be noun-forming, e.g. –tion, verb-forming, e.g. –ate, adjective-forming, e.g. –ive, or adverb-forming, e.g. –ly

• when to use capital letters

• when to use apostrophes, for contractions and possessive nouns

• how to analyse and understand contractions, e.g. don’t = do not

• how to understand abbreviations

• how to understand acronyms, e.g. Qantas, Anzac.

ISBN 978 1 76020 452 5

viii 1 Targeting Spelling Year 6 © 2015 Blake Education

How students learn spelling

AuDITorY How it sounds• Listen to the word

– count the chunks (syllables).

• Listen to the different sounds made by letters or letter groups, e.g. voiced or unvoiced; hard or soft; schwa.

• Listen carefully to the correct pronunciation of a word.

VoCAL How you say it• Say it in slow

motion.• Stretch the word

out like chewing gum as you say it, and then snap it back together.

• Clap or tap the chunks (syllables) as you say them.

• Notice the position of the sound in your mouth (teeth, tongue, lips, throat), e.g. girl, giant; three, free.

• Take care with the way you pronounce the word, e.g. library not liberry; pumpkin not punkin.

• Always sound the ends of your words clearly.

VISuAL How it looks• Find and cut out

words from a magazine to paste in your book.

• Close your eyes and “see” the word. (Now write it from your memory.)

• Create a word picture of your word.

• Draw a line around the word to show the shape of the word.

• Count the chunks in the word (syllables). Write each syllable in a box.

• Look for the “hard” part of the word. Perhaps write the “hard” part in capital letters, e.g. hoRse, hoUse, neverTHEless.

KIneSTHeTIC How it feels to write it (muscle memory)• Write it on your

partner’s back for them to guess what it is.

• Write it in the air.• Write it with

different writing tools – nikko, chalk, gel pen, glitter pen.

• Write the word. Write over it in four different colours.

• Write the word in big letters (not capitals) on a blackboard or whiteboard.

• Use a timer. Set the timer for three minutes. See how many words you can write before time runs out.

TACTILe How the letter shapes feel• Do some rainbow

writing (go round the letter shapes of the word in different colours).

• Make the word with letter tiles.

• Write the word on graph paper, one letter per square.

• Create a spellamadoodle – write the words in a list around a shape, e.g. tree, truck, ball, basket.

• Feel the shape of the letters as you write the word in the sand.

• Trace over felt letters or letters written on sandpaper.

• Write the word with a wet brush.

Children receive a lot of information about spelling through their senses – sight, hearing and touch. Many have preferred ways of learning. For example, some may prefer to learn spelling by seeing the words and writing them several times; others may prefer to say the words and

spell them aloud letter by letter. To strengthen learning, spelling activities need to be designed or selected to cater for children’s different learning styles. Here are some ideas for tapping into the various modes of learning:

Good spelling ultimately relies on visual and muscle

memory.

ISBN 978 1 76020 452 5

2 3 Targeting Spelling Year 6 © 2015 Blake Education

About Targeting Spelling Targeting Spelling is a simple but highly effective approach to the teaching of spelling. It is based on the belief that spelling needs to be taught in an explicit and systematic way. It is designed to help students learn the skills and strategies they need to become proficient spellers. The content is carefully structured and sequenced, so that students can build their phonological, visual, morphemic and etymological knowledge. There are many opportunities for students to practise their skills through the manipulative materials provided on the accompanying CD. Spelling is not just about memorising words. It is a feature of writing and, as such, is strongly influenced by grammar. As we construct our sentences, we are constantly making decisions about what words to use and how to alter their spelling to fit the grammar. Verb tenses, plural and proper nouns, ownership, the informality of contractions and subject–verb agreement often require structural changes and therefore spelling changes. Students need to learn how to make these changes in the spelling of words and any rules that govern these changes. It is ideal to teach these grammatical changes to words early in spelling development while the words are still simple and, generally, phonically regular.Targeting Spelling Years 1–5 enabled students to build an effective repertoire of spelling skills and strategies, with teaching focused on building phonological and morphemic knowledge, and on strengthening visual memory.

■ About this bookTargeting Spelling Year 6 continues the spelling journey. It contains 32 core lessons covering four school terms, each lesson providing the basis of a weekly program. This allows time for review and consolidation of previous learning, assessment of student progress and an evaluation of each student’s learning needs. Although phonological knowledge still underlies much of the demands of spelling, Year 6 has a change in emphasis to building knowledge and understanding of prefixes and suffixes. Students need to understand that, in longer words, syllables are “slurred” over (the schwa sound), so they must become more reliant on what words look like, rather than how they sound. They need to apply rules when adding endings and consider the subtle changes in spelling when adding suffixes. Spelling is ultimately a visual skill, so we need to emphasise the importance of asking, “Does this word look right?” Explicit teaching should be part of every lesson, followed by application and practice.Ideally, about 15 minutes a day needs to be devoted specifically to the teaching of spelling but, if scheduling time for specific instruction is difficult, build it into lessons in other curriculum areas. remember, spelling impacts all other subjects throughout school and beyond. While many students quickly and easily develop a spelling “sense”, others will need much instruction and scaffolding. A spelling program needs to unfold slowly to maximise learning for all students. As teachers, we need to pace our instruction thoughtfully and provide many opportunities for student practice and application so that, as much as possible, no-one is left behind.The Year 6 overview opposite details the focus of each of the core lessons throughout the year. The word list for each lesson is also contained in the Word Warm-ups book.The Year 6 weekly overview on page 9 is a suggested guide for teachers to cover the content of each lesson during the week. not every lesson will follow the exact pattern provided in the weekly overview. However, the lessons are based on the principle that teacher instruction and demonstration early in the week leads to student practice and, finally, a demonstration of what students know through assessment. This procedure will vary according to the needs of individual students and the class as a whole. Teachers need to monitor student progress and modify the program as necessary.

ISBN 978 1 76020 452 5


Year 6 overviewTerm one

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Prefixes in–, im– Prefix dis– Silent k, g, w Prefixes ob–, per–

Word Extra: impossible, inaccurate Word Extra: disapprove, disturb Word Extra: knuckles, written Word Extra: symbol, system


Prefix de– Prefixes inter–, trans– Prefixes com–, con– mitto or missus (I send) pes or pedis (foot)

Word Extra: develop, delete Word Extra: outburst, outbreak Word Extra: compare, construct Word Extra: emit, transmit

Term TWo


Verb suffixes –ate, –ise Words ending in o Suffix –fy Soft g, c

Word Extra: energy, chemist Word Extra: search, worst Word Extra: fulfil, seldom Word Extra: centre, general


Suffixes –or, –ar Suffix –ive Prefixes mono–, bi–, micro–

Prefixes e–, ex–Adding prefixes and suffixes Prefix en–

Word Extra: author, dollar Word Extra: active, selective Word Extra: exhibit, examine Word Extra: enforce, enthral

Term THree


Prefix re– Suffix –ion Prefixes pre–, pro– duco or ductus (I lead) cedo or cessus (I go)

Word Extra: recede, refrigerate Word Extra: emotion, exception Word Extra: preserve, propose Word Extra: recess, exceed


Suffix –al The y sound The y rule

Letter teams hy–, sy– Adding prefixes and suffixes Prefix ab–, letter team acc–

Word Extra: rural, casual Word Extra: journey, library Word Extra: liquid, squalid Word Extra: accident, accrue

Term four


Suffixes –ious, –ous Prefix dia–, suffix –ile Suffixes –able, –ible Antonyms Letter teams –ure, –ude

Word Extra: dangerous, generous Word Extra: diary, profile Word Extra: probable, possible Word Extra: exclude, sure


Letter teams qu, ph Adding common endings; Affixes Suffixes –ian, –ial Suffixes –ent, –ant Suffixes –ence, –ance

Word Extra: equator, elephant Word Extra: social, racial Word Extra: recent, decent Word Extra: fence, chance

ISBN 978 1 76020 452 5


Year 6 overviewTerm one


Prefixes in–, im– Prefix dis– Silent k, g, w Prefixes ob–, per–

Word Extra: impossible, inaccurate Word Extra: disapprove, disturb Word Extra: knuckles, written Word Extra: symbol, system


Prefix de– Prefixes inter–, trans– Prefixes com–, con– mitto or missus (I send) pes or pedis (foot)

Word Extra: develop, delete Word Extra: outburst, outbreak Word Extra: compare, construct Word Extra: emit, transmit

Term TWo


Verb suffixes –ate, –ise Words ending in o Suffix –fy Soft g, c

Word Extra: energy, chemist Word Extra: search, worst Word Extra: fulfil, seldom Word Extra: centre, general


Suffixes –or, –ar Suffix –ive Prefixes mono–, bi–, micro–

Prefixes e–, ex–Adding prefixes and suffixes Prefix en–

Word Extra: author, dollar Word Extra: active, selective Word Extra: exhibit, examine Word Extra: enforce, enthral

Term THree


Prefix re– Suffix –ion Prefixes pre–, pro– duco or ductus (I lead) cedo or cessus (I go)

Word Extra: recede, refrigerate Word Extra: emotion, exception Word Extra: preserve, propose Word Extra: recess, exceed


Suffix –al The y sound The y rule

Letter teams hy–, sy– Adding prefixes and suffixes Prefix ab–, letter team acc–

Word Extra: rural, casual Word Extra: journey, library Word Extra: liquid, squalid Word Extra: accident, accrue

Term four


Suffixes –ious, –ous Prefix dia–, suffix –ile Suffixes –able, –ible Antonyms Letter teams –ure, –ude

Word Extra: dangerous, generous Word Extra: diary, profile Word Extra: probable, possible Word Extra: exclude, sure


Letter teams qu, ph Adding common endings; Affixes Suffixes –ian, –ial Suffixes –ent, –ant Suffixes –ence, –ance

Word Extra: equator, elephant Word Extra: social, racial Word Extra: recent, decent Word Extra: fence, chance


using the Word Warm-upsThe Word Warm-ups book is the starting point and focus of each lesson. Each student will need their own copy. The Word Warm-ups text is provided at the back of the book and on the CD with layout that can be photocopied as a book and stapled. Students will use this book throughout the year.

Through the Word Warm-ups, students will be introduced to a number of important phonic and structural elements with an emphasis on prefixes and suffixes. The word lists provide the springboard for teaching students how to apply rules and how to make the subtle adjustments needed in spelling (and often pronunciation), particularly when adding suffixes. The book lists “international” words – words that have come from other languages that are now absorbed into English – which can be used to add to the Word Extra lists. It also contains a sight word checker that can be used to gather valuable diagnostic information on incoming or graduating students.

It also lists the basic spelling rules as a reference for students. Some rules have more variations than are listed, such as the doubling rule. For example, in Australian English, if a two-syllable word ends with a vowel plus a consonant and the stress is not at the end of the word, the final consonant is not doubled when adding ing or ed, as in targeting and focusing. But note that, if the word ends in l, it is doubled, as in travelling and labelling.

For more information about spelling rules, go to http://oxforddictionaries.com. under the tab, Better Writing, choose Spelling and scroll down the list to Spelling rules and Tips.

Each teaching session of the week should begin with a Word Warm-up, where the students “chant” the words in a selected list, either as a class or in pairs. By chanting the words, the students are tapping into the visual, vocal and auditory channels of learning. By pronouncing the ends of the words clearly, they will develop an auditory memory for the whole word.

For the first teaching session of the week, begin with a Warm-up using a list of words previously studied. For the rest of the week, do a Warm-up using that week’s list of words.

Areas of workTargeting Spelling sets out the content under a number of work areas that support the teaching and learning process. These are:

❥ Board Work❥ Book Work❥ Word Work❥ Word Extra❥ Pencil Work❥ Assessment

During the week, teachers can focus on different aspects of the spelling process, moving from explicit teaching and learning early in the week, to practice, to a final assessment at the end of the week.

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■ Board WorkBoard Work is the workface of spelling. This work will provide you with the language of spelling and ideas for the explicit teaching and demonstration of spelling concepts, patterns and rules. Board Work provides a focus for all students and is part of every spelling lesson.

■ Book WorkThe Word Warm-ups book contains lists of words that are the focus of your daily spelling sessions. After starting each session with a Word Warm-up, use open or Closed Book Work to strengthen the learning of the current list of words.

During open Book Work, the Word Warm-ups book is open in front of the students and selected students are asked to spell words orally from the list with an ending added. This allows them to concentrate on selecting correct endings and applying any rules, without having to also memorise the word.

During Closed Book Work, the Word Warm-ups book is closed and students are asked to write dictated words, with or without endings. (no erasers allowed.) This gives students the chance to think about and show what they know about spelling. It is practice time, not test time. As teachers, we need to closely observe what the students are doing, so we can provide scaffolding if necessary. Their responses will guide our further teaching.

■ Word WorkWord Work is part of the weekly plan. This is a session devoted to exploring word use – common endings and rules – and making discoveries about compound words, homophones, antonyms, syllables, prefixes and suffixes.

Hands-on materials are invaluable for enabling students to show what they think they know. The CD contains ready-made cards for the preparation of Compound Word and Homophone baggies. Students reassemble the cards working in pairs or small groups. You could also prepare Prefix and Suffix baggies to consolidate knowledge and understanding.

Demonstrate how to learn multi-syllable words by boxing the syllables, colouring each syllable or drawing a Syllable Slide.

Prepare a Suffixes chart for display (see the CD). use it during spelling lessons and as a reference for students when writing during other curriculum activities.

pros per ouspros per ousprosperous or pros per ous

Suffixesnoun Adjective Verb–ness–ment–or, –er, –ar–ion (–sion, –tion)–ian–ier–ist–ism–ory, –ary–ance, –ence–ship

–ful–less–able, –ible–al–ial–ile–ous, –ious–some–ish–ive–ic–ent

–ise–fy–ate–en

Common endings s, esing, edy, lyer, est

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■ Word ExtraAll good spellers have a good visual memory for words – they remember what words “look like”. We need to show our students ways of remembering words, especially those that do not follow a “sound” pattern. High-frequency words, or sight words, very often fall into this category. A sight word checker is included in the Word Warm-ups book for the discretionary use of the teacher. Two words for review are included in each weekly list. Teachers may substitute or add extra words, either from the international word list in the Warm-ups book or from the class curriculum, that best suit the needs of the class or individual students. At this stage, it is expected that most students are able to spell basic sight words. However, for some students, Word Extra may consist of sight words not yet mastered.

■ Pencil WorkPhotocopiable worksheets accompany each lesson to give students the opportunity to apply the skills and strategies they have been learning. Set your students up for success by ensuring you have covered any teaching points before the students engage in the work. A set of these worksheets is also provided on the CD. Answers are provided at the back of this book and on the CD.

A Word Workout is provided in each lesson as a stimulus for uninterrupted silent writing. This gives students an opportunity to apply and display growing spelling knowledge. You may extend the time as students become more fluent and proficient.

The Spelling Corner activities enable individual student practice. The 64 cards in the set comprehensively cover the year’s spelling content. They can be used as part of the spelling lessons and/or copied onto card (from the CD) and laminated for use throughout the year. Students can write their answers in their spelling notebooks, on the photocopied Spelling Corner sheets or on the laminated cards (using erasable markers). Answers are provided at the back of this book and on the CD.

Practice WorkIn addition to the worksheets, students need to engage in word play, through games, puzzles and other word-based activities, to build skills and strategies. The Targeting Spelling ideas on page 10 offer a wide range of practical activities to help students make discoveries about words. The CD also includes additional resources, including a list of common suffixes and cards for work with compound words, contractions and homophones.

Word WorkoutWrite for five minutes.

Do not stop. Do not speak.

Sketch and describe a bicycle.

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■ Digital spelling gamesSeveral spelling games support this program and they can be found on the Spectacular Spelling Games Year 6 CD sold by Blake Education. These games are also available for iPads and are called Eggy Spelling 6.

■ AssessmentAssessment of student progress is an important part of the weekly lesson. Dictate the words and sentences derived from the weekly list to check students’ progress and to diagnose any areas of difficulty or confusion. use the results to address any issues with the class or with individual students.

Start-of-year checkpoints are provided to ascertain student readiness to engage in the program (see Assessment page 12). They also provide a benchmark against which to measure future progress.

At the end of each term, check students’ progress through the assessment items on page 15. use the results to review any areas of uncertainty and to direct further teaching and learning. The proofreading corrections are given in the Answers at the back of this book and on the CD.

End-of-year checkpoints offer a quick snapshot of the skills covered throughout the year (see Assessment page 21). The results will pinpoint the strengths and weaknesses of individual students and the class as a whole.


A word about assessmentBefore commencing any program in spelling, it is important to ascertain what knowledge and skills your students already have. Spelling is the encoding of spoken words into written language; therefore, at the very minimum, students will need to have a basic knowledge of the alphabet and the different ways we can use its letters to represent the spoken sounds of our language.

Check their short-term and visual sequential memory (remembering what a sequence of letters looks like). Show a sight word flashcard for five seconds. Ask the students to write the word from their memory. Start with short words and build to longer ones. Evaluate the results. For incorrect words, check whether the student has written the correct number of letters and whether the sequence of the letters is correct. Spelling is ultimately a visual skill, so students need to develop a good visual memory.

Check their ability to discriminate between sounds. often students confuse sounds such as d and b, m and n, dr and tr. If you suspect a student has problems, use the auditory discrimination test provided on the CD to pinpoint areas of concern. Further check that students are correctly forming and pronouncing sounds.

Check what students already know about spelling. Ask them to write some words they know. They should try to write at least ten words. Alternatively, dictate some words from a sight word list from the simple to the more difficult, such as he, is, go, they, was, have, want, they, done, said, what, could. Evaluate the results.

observe the way students pronounce words. often, mispronounced and poorly pronounced words lead to spelling errors. Students need to clearly sound the end of every word. By linking what is heard with what is said, they develop a strong auditory memory of the whole word. The vocal, visual and auditory channels all work together to help them spell efficiently. While they may write a word by matching it to an auditory or visual memory, they will often need to monitor its correctness by saying the word.

observe how students hold their pencils and form the letters of words. Poorly formed letters can lead to perceived mistakes in spelling. Some students may need some exercises or activities to correct the way they form letters. Some may need a pencil grip to correct their pencil hold or to give better pencil control.

■ Diagnostic assessmentLearning to spell is a developmental process and your students will need time to master the many skills and strategies involved. Practice and application is vital to their success. Weekly assessment should be diagnostic in nature. observe students closely and intervene to help any students who may be struggling. Assessment pieces are provided with each lesson.

■ Sight Wordsuse the sight word checker in the Word Warm-ups book to diagnose errors in sight word spelling. remember, many of these words never change their spelling, so once learned they should always be spelled correctly.

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Weekly overview of teaching and learning proceduresThe lessons provide weekly plans for the teaching and learning of spelling. They contain blocks of work that teachers can dip into throughout the week. Teachers can go backwards and forwards, sometimes doing Board Work or Book Work, sometimes games or Pencil Work. Sometimes the emphasis will be on learning and practising words; at other times, on word building and extension activities. Below is a guide as to how teaching and learning could take place over a week, with teaching and learning passing through five phases.

1. Introduce the words of the week and explore their meaning.2. Learn the words through open and/or Closed Book Work

and learning strategies.3. Extend word knowledge through word building, applying

spelling rules and manipulative materials such as Prefix or Compound Word baggies.

4. Practise new learning through Pencil Work, the Word Workout, Spelling Corner, games, word play and so on. See page 10 for more ideas.

5. Assess progress through word and dictation tests and observations.

monDAYINTRODUCE the words

Board Work • Introduce the focus

element.• Students explore and

discuss the element.Book Work • Introduce the word list

in the Word Warm-ups book.

• Analyse the words and discuss meanings of unfamiliar words.

• Note pattern/s.• Students “chant” the

words together, taking care to say the ends of their words.

Word Extra• Introduce the Word

Extra words.• Options: – Add other words from

class units of work.– Add words from the

international word list in the Word Warm-ups book.

– Add troublesome words identified in students’ writing

• Demonstrate ways of remembering through:

– letter patterns– syllables– visual or rhyming

patterns.

WeDneSDAYEXTEND

word knowledge

Word Work • Explore with students

how and why words change form, such as for:

– plural nouns– adverbs (ly)– present or past tense,

past participles– comparing (bigger,

biggest)– word building with

prefixes and suffixes– subject–verb agreement.• Review and demonstrate

word + ending. (Display common endings on right-hand side of board.)

• Review any rules that apply, e.g. the doubling rule, the e rule, the y rule.

open Book Work • Give individual students

a word to spell orally from the list + common ending, prefix or suffix. (Remind students of any rules.)

Closed Book Work • Ask students to write

some words – say the word first, then add an ending. (Remind students of any rules.)

THurSDAYPRACTISE

new learning

Pencil Work• Instruct students to

complete the worksheet, including the Word Workout. They can use the Spelling Corner as individual practice.

Practice Work• Engage students in

a range of activities to build skills and strategies, such as:

– interactive whiteboard– word puzzles, crosswords– word sorts – Suffix baggies– Prefix baggies– cutting up words and

gluing back together– synonyms and antonyms– word chains, steps,

snakes– compound words– software: Spectacular

Spelling Games, Eggy Spelling 6

– creating word lists with a certain element (rhyming words, word building, visual patterns)

– spelling board games– locating and

highlighting words of 2, 3, 4 syllables in junk mail or magazines.

frIDAYASSESS

progress

Assessment• Assess students’ ability

to spell:– words containing the

“focus” for the week– variations of these words – sight words and Word

Extra words– compound words– contractions– words with prefixes or

suffixes added.• Use different forms of

assessment, such as:– list words– dictation– proofreading– student-generated

dictation – personal writing– observation.• Use the checklists in the

Word Warm-ups book to check individual sight-word knowledge.

note: Students should maintain a spelling notebook for all written spelling-related activities, for assessment and for the diagnosis of spelling problems.

Start each day

with a Word

Warm-up

TueSDAYLEARN

to spell the words

Board Work • Review the focus

element.open Book Work • Students “chant”

the words together. Pause between the top and bottom sets.

Closed Book Work• Students review the

list for two minutes. Close books. Students write as many words as they can remember.

• Students write words given orally, with or without common endings. Scaffold if necessary (refer to Suffixes chart).

Word Extra• Review extra words. • Discuss any

structural patterns.• Explore word

building.note: We need to develop children’s ability to “see” whether a word looks right or wrong. This is essential to proofreading.

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10 TARGETING SPELLING YEAR 6

Don’t underestimate the power of rhyming words to help students develop strong links between the vocal, visual and auditory channels. Make lists of rhyming words that students can be directed to read aloud, in groups or as a whole class. Direct students to create rhyming lists of their own or with a spelling buddy.

• PlayBeat the Clock. use a timer and tell the students they have three minutes, or until the sand runs through an egg timer, to write as many three-letter words as they can. (use other criteria as appropriate.)

• PlacestudentsinpairstomakeWord Snakes or Word Steps. Words are stepped down and begin with the last letter of the word before.Direct students to work in pairs, using

supermarket or department store catalogues. • List three items under each letter

of the alphabet (excluding x).• List words of one, two

and three syllables.

Play word games, such as ‘I Spy’ or ‘I Went

Shopping’.

Give students simple crossword puzzles and word

searches to complete.

Draw a circle on the board. In the centre, write a short vowel or vowel team.

Around the outside write suitable letters for the beginnings and

endings of words containing the phonic element. Ask students to

write as many words as they can. Ask students to read their lists

to a buddy.

Ask students to gather words and make lists from the books they are reading, e.g. words with doubled letters in them, words ending in y, words containing ee or sight words such as pronouns.

Ask students to sit in a circle in groups. One

begins by saying the name of a person (or an animal or fruit). The next person has to say a name beginning with

the last letter (or sound). No repeats.

Write a long word on the board

and ask students to write as

many words as they can from

its letters, e.g. department,

investigation, computerised.

Prepare some short texts with a given number of spelling errors. Ask students to find and fix the

mistakes. Introduce them to editing marks.

Have a Spelling Bee.

All students stand to start

and, in turn, spell a word

dictated from a list. Students

sit if they misspell a word.

Continue until you have the

‘Last Person Standing’.

Prepare a memory game using homophones or antonyms

(ten pairs of words).

Prepare two-syllable word cards, cut jigsaw fashion. Place a starting dot on the cards containing the first syllable. Students reassemble the words and say them to a buddy.

Tell students to write words on 1 cm quad-

ruled paper, one letter per square, and then

draw around the shape of the word with a coloured pencil.

Targeting Spelling ideasIn these early years, students are quickly building a speaking and reading vocabulary. This is followed more slowly by their writing vocabulary – the words they know and can spell. We need to give students high exposure

to words. We need to offer them many opportunities to “play” with words and make discoveries about how they look, how they sound and how they are used. Here are some ideas:

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11 TARGETING SPELLING YEAR 6

AssessmentASSESSMEnT

■ using the assessment toolsTargeting Spelling provides not only a weekly teaching plan, but also a methodology for assessing student progress and diagnosing potential problems. Here you’ll find a number of tools to assist that task, including checkpoints, term assessments, student response sheets and teacher data sheets, all also provided on the CD for photocopying.

At the start of the yearuse the start-of-year checkpoints on page 12 before commencing the program. The results will provide you with baseline data and a benchmark against which to measure future progress.

Give students a start-of-year response sheet each (page 13, also included on the CD) and ask them to record their name and the date. using the start-of-year checkpoints, dictate each of the five word lists in turn and ask the students to write each set of five words.

These items will test the students in several different areas. Collect and analyse the results of each student and the class as a whole. The results can be recorded on each student’s response sheet, below the test and on the Year 6 teacher data sheet on page 23 (also provided on the CD).

Weeklyuse the weekly assessment items in the lessons to check spelling progress. Students write their answers in their spelling notebooks. Students score a mark out of 20 – 10 for the Focus Words and Word Extra and 10 for the dictated sentences. (Deduct 1 mark for each spelling error.) The results can be recorded in the Year 6 teacher data sheet on page 14 (also provided on the CD).

At the end of each termuse the term assessment tasks on page 15 to evaluate student progress for the term. Give students a response sheet each (pages 16–19, also included on the CD) and ask them to record their name and the date.

Dictate the ten Word Extra and ten Focus Words, which have been selected from the lessons throughout the term, and the sentence, which contains five more Focus Words. For the proofreading task, ask the students to circle the ten mistakes (Focus Words) and write them correctly below each sentence. Students score a mark out of 35. Collect and analyse the results of each student and the class as a whole. The results can be recorded on each student’s response sheet and on the Year 6 teacher data sheet on page 20 (also provided on the CD).

At the end of the yearTo administer the end-of-year checkpoints on page 21, follow the same procedure as for the start-of-year checkpoints, dictating the five groups of five words. The results can be recorded on each student’s response sheet (page 22), below the test and on the Year 6 teacher data sheet on page 23 (also provided on the CD).


Start-of-year checkpoints Year 6, teacher data sheet

1 2345

Closed syllablesOpen syllablesCommon endings (rules)Compound wordsPrefixes and suffixes

1 2 3 4 5

correctvillagegingersuccesscancel

vacantmobilevitalmajorsolar

cyclingtravellerenemiescertainlychallenged

halfwaydatabasechessboardstorehouseoutskirts

adventurousinaccurateexceptiondisadvantagepreventable

STuDenT nAme 1 2 3 4 5

S = Sound D = Developing ✓ = Trouble spot

ISBN 978 1 76020 452 5



Start-of-year checkpoints Year 6STuDEnT rESPonSE SHEET

Name: _____________________________________________________________________ Date: ________ /________ /___________

1 2 3

Score Score Score

4 5

Score Score

Comments

ISBN 978 1 76020 452 5

14

STuD

enT n

Ame

12

34

56

78

910

1112

1314

1516

1718

1920

2122

2324

2526

2728

2930

3132

Wee

kly as

sessm

ent Y

ear 6

, teac

her d

ata sh

eet

Targeting Spelling Year 6 © 2015 Blake EducationISBN 978 1 76020 452 5

Targeting Spelling Year 6 © 2015 Blake Education

Term assessment Year 6

15

Term one

1 Word Extrainaccurate disapproval written system delete construct disturb knuckles symbols outbreak2 focus Wordsdissolve knowledge wretched obstacles descend decade interview communicate pedestrian conscious3 DictationEvery individual will be immunised to impede the spread of disease and avoid disaster.

4 ProofreadingStudents find and fix the ten spelling mistakes. You are not permited to leave until you are dismist. After a brief intavil, the compare announced the final

concert item. The people were left desolate and desprate after the

devistating floods. Jessica was warmly congratuled on the compleeshun

of her solo voyage around the world. The men grew impashent to complete their expadition.

Term TWo

1 Word Extraenergy chemist worst fulfil general exhibits author select examining enthralled2 focus Wordsseparately criticise potatoes magnifying horrified extinguish digital successful governor biennial 3 DictationElaborate celebrations and magnificent displays were organised to greet the new century.

4 ProofreadingStudents find and fix the ten spelling mistakes. Car advertisments appear regully on television. He has several photoes of the train acksident. Many animals are endangerd by the polluted

envirament. Many different ceral crops are grown in this rejun. The government will introduce new policys to simplefy

the tax laws.

Term THree

1 Word Extrarecede recess preserve proposal casual journey liquid refrigerator accident exception 2 focus Wordsactual system proficient succeed abruptly individual caution process punctual pyramid 3 DictationAs a remedy, the doctor prescribed pills and recommended strict personal hygiene.

4 ProofreadingStudents find and fix the ten spelling mistakes. The library was closed temprally while renivashuns

were carried out. The cars were excessavly damaged in the colison. Council regalations require all dogs to be registed. He is the conducter of the Sydney Symfony Orchestra. As the floodwaters reseeded, there was nothing left to

retreeve.

Term four

1 Word Extragenerous diary probably sure equator social possible decent chance dangerous2 focus Wordsmosquito partial invisible delicious musician specially reliance assistant diameter mobile3 DictationThe people were dependent on their politicians for crucial assistance in the wake of the typhoon.

4 ProofreadingStudents find and fix the ten spelling mistakes. He waited patently to cross the pidestran crossing. The maintainence of electrical appliances is essenshal. As the temprature rose, the humidity became

intollerable. The auction concluded with the sale of an anteek

dimond necklace. The enormus bear was barely visable in the dark cave.

ISBN 978 1 76020 452 5


Term 1 assessment Year 6STuDEnT rESPonSE SHEET

Name: _____________________________________________________________________ Date: ________ /________ /___________

Results

1 2 3 4

1 Sight Words 2 Focus Words 4 Proofreading: Find and fix the ten mistakes.

You are not permited to leave until you are dismist.

After a brief intavil, the compare announced the final concert item.

The people were left desolate and desprate after the devistating floods.

Jessica was warmly congratuled on the compleeshun of her solo voyage around the world.

The men grew impashent to complete their expadition.

Name: _____________________________________________________________________ Date: ________ /________ /___________

3 Dictation

ISBN 978 1 76020 452 5



Name: _____________________________________________________________________ Date: ________ /________ /___________

Results

1 2 3 4


Car advertisments appear regully on television.

He has several photoes of the train acksident.

Many animals are endangerd by the polluted envirament.

Many different ceral crops are grown in this rejun.

The government will introduce new policys to simplefy the tax laws.

3 Dictation

ISBN 978 1 76020 452 5



Name: _____________________________________________________________________ Date: ________ /________ /___________

Results

1 2 3 4


The library was closed temprally while renivashuns were carried out.

The cars were exessavly damaged in the colison.

Council regalations require all dogs to be registed.

He is the conducter of the Sydney Symfony Orchestra.

As the floodwaters reseeded, there was nothing left to retreeve.

3 Dictation

ISBN 978 1 76020 452 5



Name: _____________________________________________________________________ Date: ________ /________ /___________

Results

1 2 3 4


He waited patently to cross the pidestran crossing.

The maintainence of electrical appliances is essenshal.

As the temprature rose, the humidity became intollerable.

The auction concluded with the sale of an anteek dimond necklace.

An enormus bear was barely visable in the dark cave.

3 Dictation

ISBN 978 1 76020 452 5

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21

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ng End-of-year checkpoints Year 6, teacher data sheet

1 2345

Latin and Greek rootsLetter teams ph, qu, silent letters Common endings (rules)Prefixes Suffixes

1 2 3 4 5

educationintermittentpedestrianmissionproductive

antiqueorphanknowledgewretchedgnome

endangeredurgencyterrifiedcompletingindustries

accompanyimpatientmicrophonepermissiondiameter

separationgradualattractivecriticiseelectrician


S = Sound D = Developing ✓ = Trouble spot


22

End-of-year checkpoints Year 6STuDEnT rESPonSE SHEET

Name: _____________________________________________________________________ Date: ________ /________ /___________


1 2 3

Score Score Score

4 5

Score Score

Comments

ISBN 978 1 76020 452 5

23

Clos

ed sy

llabl

es

Open

sylla

bles

Com

mon

end

ings

(ru

les)

Com

poun

d wo

rds

Prefi

xes a

nd su

ffixe

s

Latin

and

Gre

ek ro

ots

Lette

r tea

ms p

h, q

u,

silen

t let

ters

Com

mon

end

ings

(ru

les)

Prefi

xes

Suffi

xes

Year 6 checkpoints, teacher data sheetStart-of-year checkpoints

End-of-year checkpoints

STUDENT NAmE


24 25 TargeTing Spelling Year 6 © blake educaTion 2015

Teaching notes Focus: Prefixes in–, im– (not, within)

Begin by revising the concept of prefixes. A prefix is a word part added to the beginning of a word to change its meaning, e.g. replay, dislike, unhappy.

■ Board WorkToday, we will look at words that begin with the prefixes, in– and im–. Remember, prefixes affect the meaning of words.

• in– and im– loosely mean not or within, e.g. inaccurate = not accurate (Your calculations are inaccurate.), impolite = not polite (He was rude and impolite to his brother.)

• Prefixes are always spelled in the same way.

• Explain that prefixes are attached to base words or words that have their roots in the early languages of Latin or Greek.

■ Word Work• Split the students into an A Team and a B

Team.

• List the following words on the board and ask the A Team to write them down, adding the prefix in–: flame, direct, valid, vest, different, capable, flammable, cite, action, expensive.

• List the following words on the board and ask the B Team to write them down, adding the prefix im–: prove, mortal, migrate, polite, port, plant, personal, paired, pact, print.

• As a class, read and discuss the new words.

• Discuss some words that can be built by adding suffixes, e.g. indicate: indicator, indication, indicative;

invade: invasion, invasive (note how the d becomes an s); individual: individuality; inferior: inferiority; inhale: inhalant, inhalation, inhaler; indulge: indulgent, indulgence; inhabit: inhabitable; impulse: impulsive, impulsively, impulsiveness; impress: impressive, impression, impressionable; impatient: impatience; immense: immensity; impose: imposition; immunise: immunisation; imitate: imitator, imitation, imitable.

lesson 1 term 1

incurindicateindividualinferiorinflictinhaleinhabitindulgeinvade

imploreimpulseimpressimpatientimposeimitateimmaculateimmenseimmunise

Word Warm-ups

Word extra

impossible inaccurate

■ Book WorkTell the students to open their Word Warm-ups book to page 2, List 1.• Point out that all their words this week begin

with in– or im–.

• Work through the words in the list. Explain unfamiliar words.

• Chant the words together, keeping a steady pace.

Open Book Work• Remind students of the e rule.

• Ask selected students to spell some words from the list with common endings added, e.g. inhaling, invading, indicating, individually, immensely, implored, imitating, impatiently.

ISBN 978 1 76020 452 5


Word Work, continued• Write this list of base words on the board: perfect,

ability, correct, passable, visible, press, voice, competent, convenient, adequate, pact, dependent. Ask students, individually, to add the correct prefix, in– or im–, to make another word.

• As a class, discuss the results.• Discuss antonyms: inhale, exhale; inferior, superior.

term 1

lesson 1

■ Word ExtraAdd two to five words to the weekly Warm-ups list. These words may be selected from curriculum content, from the sight word or international word lists in the Word Warm-ups book or revisionary words from previous spelling programs. Two revisionary words are offered here.

■ Pencil WorkThe worksheet focuses on understanding the function and the application of prefixes, suffixes and common endings, on applying rules when adding common endings and suffixes, and proofreading.Word WorkoutAsk the students to write about the set topic for five minutes. Writing should be uninterrupted. Students must not ask for advice or help. Thinking needs to be spontaneous. They need to get “into the flow”. Share only at the end. This is a time for students to show what they know about spelling.

Spelling CornerLearning is reinforced by Spelling Corner activities 1 and 2.

Practice WorkUse word games and other activities to build skills and strategies (see Introduction, pages 6, 7, 9 and 10 for ideas).

■ Assessment Use the assessment items to check the progress of your students. Dictate the

words and sentences, and use the results to diagnose problems, intervening if necessary. Choose all items or make a selection to suit the needs of your class.

Focus Words• impatience • indulgent• imitation • inhaling• impulsive • inferior• imposing • indication

Dictation❥ Great hardship was inflicted on the people during the invasion.❥ We were impressed by his good manners and immaculate dress.❥ The country’s inhabitants live on the edge of an immense desert.❥ He waited impatiently for their decision to include him in the team.

Word extra• impossible • inaccuracy

To words ending in ade, ide, ode or ude add sion to form nouns.

invade provide explode includeinvasion provision explosion inclusion

ISBN 978 1 76020 452 5


2 Add endings to complete the words correctly. Heincur____________________manydebtsduetohisimpuls(e)____________________spending. Alltheinhabit____________________havebeenimmunise____________________againstmalaria. Themeterindicate____________________theyhavebeeninhal(e)____________________impureair. Theinvad(e)_________________soldiersimpose____________anight-timecurfewonallcitizens.

3 Nouns are often built from verbs. Join the nouns and verbs that belong together.

inhabit indicator imagine impairment indicate inhalation impress immunisation invade indulgence impair imposition indulge inhabitant immunise imagination inhale invasion impose impression

4 Circle the spelling error in each sentence and write the correct word on the line.

Acurfewwasimposedonalltheinhabitentsofthecity. ______________________________________

Youareallindividualyresponsibleforbuyingyourtickets. ______________________________________

Hewavedhishand,indicateingwhichwayweshouldgo. ______________________________________

MrJacobswasimmenslyproudofhisson’sachievements. ______________________________________

Thecountryisdry,barrenanduninhabittedbypeople. ______________________________________

term 1 lesson 1 Pencil Work 1Name:________________________________________________________________________________

❂

❂

❂

1 Add prefixes to build some new words. Use your dictionary to check meaning.

❂

Add in–

direct

correct

different

capable

sane

Add im–

patient

pure

possible

perfect

mobile

Word WorkoutWrite for five minutes. Do not stop. Do not speak.

Draw, describe and name an imaginary bird or animal.

ISBN 978 1 76020 452 5


term 1 lesson 1 Spelling Corner 2

term 1 lesson 1

Write antonyms for these words. Words will begin with the prefixes im– or in–.

im+pulse+ive+ity ______________________________________________________

immunise+a+tion ______________________________________________________

inferior+ity ______________________________________________________

im+prove+ment ______________________________________________________

un+inhabit+able ______________________________________________________

un+import+ant ______________________________________________________

indulge+ence ______________________________________________________

im+mortal+ity ______________________________________________________

imitate+ion ______________________________________________________

impress+ion+able ______________________________________________________

patient ______________________________________________________

valid ______________________________________________________

formal ______________________________________________________

perfect ______________________________________________________

correct ______________________________________________________

personal ______________________________________________________

proper ______________________________________________________

capable ______________________________________________________

passable ______________________________________________________

significant ______________________________________________________

Spelling Corner 1

Build new words by joining the word parts. Apply your spelling rules.

ISBN 978 1 76020 452 5


Teaching notes Focus: Prefix dis– (not, opposite)

■ Book Work Tell the students to open their Word Warm-ups book to page 2, List 2.• Point out that all their words this week begin

with dis–.




• Ask selected students to spell some words from the list with common endings added, e.g. diseases, discharged, disguising, dispatches, dispenser, dissolving.

Closed Book Work• Divide the class into two groups. Group A

should study the top set of words and Group B the bottom set.

• Allow two to three minutes.

• Ask the students to close their books and write as many words as they can remember.

• Share and evaluate the results.

ConsolidationAsk the students to use their dictionary to list ten words beginning with dis- .

Ask them to share their lists in groups of four. The students should be able to explain the meanings of all their words.

lesson 2 term 1

diseasedisasterdiscussdiscreditdischargediscountdisembarkdisfiguredisguise

disgustdisposedispatchdispensedispersedisputedismissdislocatedissolve

Word Warm-ups

Start the first teaching session of the week with a Word Warm-up

using a previous list. For the rest of the week, use the current list.

Word extra

disapprovedisturb

■ Board WorkToday, we will look at words that begin with the prefix dis–. Remember, prefixes affect the meaning of words.

• dis– loosely means not or opposite to, e.g. dishonest = not honest (He was being dishonest.), disobey = opposite of obey (A soldier must not disobey an order.)


• Explain that prefixes are attached to base words or words that have their roots in the early languages of Latin or Greek.

• Write these two lists of words on the board.

Divide the class into groups A and B. Ask each group to write the words in their list to include the prefix dis-. Discuss the results.

Group A Group Benchantedabledadvantageinfectappoint

assemblecouragebelieveentangleconnect

ISBN 978 1 76020 452 5


■ Word Work• List the following words on the board: qualify, honour,

cover, mantle, comfort, connect, coloured, cord, able, band. Ask the students to write them down, adding the prefix dis–.

• Discuss words that can be built by adding suffixes, e.g. disastrous (note the e is dropped when adding –ous), discussion, disfigurement, disembarkation, disposal, dispersal, dismissal, dislocation.

• Explain that dis– added to many words will form an antonym.

• List the following words on the board: prove, credit, believe, embark, honour, agree, like, approve, organised, advantaged. Ask the students to write them down, adding the prefix dis–. Discuss their list of antonyms.

■ Word ExtraAdd two to five words to the weekly list. These words may be selected from curriculum content, from the sight word or international word lists in the Word Warm-ups book or revisionary words from previous spelling programs. Two revisionary words are offered here.

■ Pencil WorkThe worksheet focuses on understanding the function and the application of prefixes and suffixes.

Word WorkoutAsk the students to write about the set topic for five minutes. Writing should be uninterrupted. Students must not ask for advice or help. Thinking needs to be spontaneous. Share only at the end. This is a time for students to show what they know about spelling.



term 1

lesson 2



Focus Words• disfigured • dissolved• disgusting • dislocated • dispatches • discusses • dispenser • disputing

Dictation❥ Disease spread quickly following the flood disaster.❥ He disembarked from the ship, disguised as a sailor.❥ The discredited worker was dismissed from his job.❥ There has been much discussion about the disposal of e-waste.

Word extra• disapproving • disturbed

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1 Build these words with prefixes.

2 Now use some of those words to complete these sentences. You may need to add endings.

YoumaythinkhewillwinbutI______________________________________withyou. Thecrowdreactedangrilywhenthegoalwas______________________________________. Theelectrician______________________________________thepowersupplybeforeinstallingourTV. Icannothelpbut______________________________________yourfancifulstory! He______________________________________theusedbatteriesfromhisdigitalcamera.

3 Add a suffix to the word in the box to complete each sentence correctly. dispose The______________________________________ofe-wasteisanurgentproblem. discuss Wehadabrief_________________________________aboutwhowouldbuythetickets. disappoint Itwasagreat______________________________________whenourteamlostthegame. disgrace Hisunsportingbehaviourisquite______________________________________. dismiss Herconstantlatenessforworkledtoher______________________________________.

4 Complete this table of verbs by adding the endings. Think about your spelling rules.

Add s Add ing Add ed

dispense

discharge

disperse

dislocate

dissolve

Pencil Work 2Name:________________________________________________________________________________

term 1 lesson 2

❂

❂

❂

❂


Describe a disastrous event, such as an oil spill.

graceconnectloyalcardallowplease

dis

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

obedientqualifybelieveagreeadvantageorganised

dis

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

ISBN 978 1 76020 452 5


term 1 lesson 2

Add suffixes to build new words.Apply your spelling rules. Read your list to a friend.

Be a word sleuth. Use your dictionary to make a list of ten words beginning with dis– and their meanings.Share your words and meanings with a friend.

dispose+al ______________________________________________________

disast(e)r+ous ______________________________________________________

discuss+ion ______________________________________________________

dislocate+ion ______________________________________________________

disembark+ation ______________________________________________________

disagree+able ______________________________________________________

disperse+al ______________________________________________________

dismiss+al ______________________________________________________

disfigure+ment ______________________________________________________

discourage+ment ______________________________________________________

Spelling Corner 3


___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

ISBN 978 1 76020 452 5


■ Book WorkTell the students to open their Word Warm-ups book to page 2, List 3.• Work through each set of words. Ensure the

students understand the meanings of all words.


• Ask students at random to close their eyes and try to spell words from each set. Remind them to think about what the words look like.

Open Book Work• Ask the students to refer to their list and spell

some words with any common endings that apply, e.g. kneading, knapsacks, gnawed, gnomes, writhing, wretchedly, wrestler.

Consolidation• Divide the class into three groups. Ask each

group to study one set of words from the list. Allow two minutes. At the end of this time, ask the students to close their books and write down as many words as they can remember. Evaluate their learning.

• Ask the students, working in pairs, to prepare a list of ten words beginning with wr, gn or kn. They should use a dictionary. When they have finished, pairs meet and share their words with each other.

rule: You must be able to read your words and know what they mean.

knackkneadknobblyknapsackknick-knackknowledge

gnawgnashgnomegnatgnarled

writhewreathwretchedwranglewrestle

Word Warm-ups

Word extra

knuckleswritten

lesson 3

term 1



■ Board Work• Write these words on the board: know, knife,

knee.

• Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter k is silent in each word.

• List some more words on the board, asking the students to say the words and notice the silent k, e.g. knit, knob, knot, kneel, knew.

• Remind the students that, when they write these words, they will not hear the k sound. They will need to remember what the words look like.

• Write these words on the board: write, wrote, wrong, wriggle.

• Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter w is silent in each word.

• List some more words on the board, asking the students to say the words and notice the silent w, e.g. wring, wreck, wrist, wretch. Explain any unfamiliar words.

• Remind the students that, when they write these words, they will not hear the w sound. They will need to remember what the words look like.

• Write these words on the board: gnome, gnat, gnaw.

• Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter g is silent in each word.

• Remind the students that, when they write these words, they will not hear the g sound. They will need to remember what the words look like.

• Reiterate that the k in kn, the g in gn and the w in wr are silent letters.

Teaching notes Focus: Silent letters k (knee), g (gnaw), w (write)

To spell words with silent letters,

you need to remember what the words LOOK LIKE.

ISBN 978 1 76020 452 5


■ Word Work• Explore compound words containing words with

silent letters, e.g. doorknob, doorknocker, swordfish, swordfight, shipwreck, kneepads, kneecap, topknot, wrongdoing, penknife, wristwatch, wristband.

• Review homophones. Discuss the differences in meaning between knead, need; no, know; new, knew; night, knight; nit, knit; not, knot; ring, wring; rung, wrung.

• Discuss the difference between wrist and wrest, knock and knack, wreath and wreathe.

• Explore words that can be built by adding suffixes, e.g. knowledgeable, wretchedness.

term 1

lesson 3

■ Pencil WorkThe worksheet focuses on present-tense and past-tense verbs, word meanings, compound words and completing words to match sentence grammar.






Focus Words• knobbly • wrangling• gnats • knick-knacks• gnawed • knowledge • knapsack • writhing

Dictation❥ Three gnomes appeared, their faces wreathed in smiles.❥ The old woman kneaded the dough with rough, gnarled hands.❥ The wrestler felt wretched when he lost the match.❥ The wounded dragon gnashed its teeth and writhed in pain.

Word extra• knuckles • written


ISBN 978 1 76020 452 5


Pencil Work 3Name:________________________________________________________________________________

term 1 lesson 3

❂

❂

❂

1 Add a suffix to the word in the box to complete each sentence correctly. wrestle Dadlikestowatch______________________________________onthesportschannel. gnat ______________________________________aresmallinsectswithonepairofwings. writhe Helay______________________________________inpain,holdinghishurtwrist. knowledgeHeisavery______________________________________researchscientist. gnaw Theexplorersoftenexperienced______________________________________hunger.

2 Write sentences to clearly show the difference in meaning between: wreathewreathknockknack _______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

3 Join two words to make a compound word. wrist knife top wreck wrong knob knock knot knee doing door pads pen watch ship band door fight knee knock sword cap wrist out

4 Add the endings to complete this table of verbs. Think about your spelling rules.


wrestle

knead

writhe

gnaw

wrangle

❂


Write about the extraordinary life of Gilbert Grimsby, garden gnome.

ISBN 978 1 76020 452 5



term 1 lesson 3

Join the word parts. Write the new words. Use your spelling rules. Check the dictionary for meanings.

Find and fix the eight spelling mistakes.Writethecorrectspellingsonthelinesbelow.

Spelling Corner 5

wrap+er ______________________________________________________

knot+y ______________________________________________________

knowledge+able ______________________________________________________

knight+hood ______________________________________________________

answer+able ______________________________________________________

wretched+ness ______________________________________________________

wrong+ful+ly ______________________________________________________

wreck+age ______________________________________________________

knife+s ______________________________________________________

knit+ing ______________________________________________________

Here is an experiment to explain how a potato loses weight.

1Washanddryalargepotato.Placeitonakitchinscaleandweighitcarefly.Recorditsweightinyoursiencenotebook.

2Placethepotatoinadryplaceforabowt20days.

3Weighthepotatoagain.Eventhroughthepotatomaylookthesamesize,itwillweighlessthanwhenyoufirstweighedit.

Why?Thishappenedbecasealargepartofthepotatoismadeupofwater.

Inthedryair,someofthewaterevapouratedandthepotato“lostweight”.

Ifleftforalongtime,thepotatowouldshrivvelupandbecomemuchlighter.

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

ISBN 978 1 76020 452 5


■ Board Work• List the verbs from the table below.

• Show how we can change these verbs to nouns by adding the suffix –ion.

verb noun

perfectperceiveobstructobjectobserveperspirepermitpersuade

perfectionperceptionobstructionobjectionobservationperspirationpermissionpersuasion

Note that when words end in ade, ide, ode or ude, the d is often changed to an s when adding a suffix, e.g. invade, invasion; collide, collision; erode, erosion; conclude, conclusion.

■ Book WorkTell the students to open their Word Warm-ups book to page 3, List 4.

• Today the words in our list begin with the prefixes ob– and per–.



Open Book WorkList the common endings on the board. Remind the students about the e rule. Ask selected students to spell some of the words with common endings added, e.g. observing, obstacles, perspiring, persuaded, perceived.

Closed Book Work• Write three to five words on the board.

• Tell the students they have one minute to view the words.

• Rub the words off the board and ask the students to write what they can remember.

• Evaluate the results.

• Repeat with different words.

objectobstructobtainobscureobsoleteobserveobstacleobnoxiousobvious

perfectperformperfumepermitpersuadepersistperspireperceivepersonnel

Word Warm-ups

Word extra

symbolsystem

Many verbs can be changed to their noun form

by adding the suffix –ion.

lesson 4 term 1



Teaching notes Focus: Prefixes ob– (against, in the way of), per– (through); Adding suffixes

ISBN 978 1 76020 452 5


term 1

lesson 4

■ Word Work• Place the students in pairs and set the following task. • Using your dictionary, make a list of ten words

beginning with ob– or per–. The words should be different from those in your list. When you share your words with the class, you need to know how to say the word and give its meaning.

• Do some further word building, e.g. performance, performer; perfumery; persuasion, persuasive, persuasiveness; perspiration, antiperspirant; persistence; objection, objective; obstruction, obstructive; observant, observance, observation, observatory; obscurity, symbolic, symbolism; systematic.

■ Pencil WorkThe worksheet focuses on word building, spelling words to match sentence grammar, and word meaning through synonyms.

Word WorkoutAsk the students to write about the set topic for five minutes. Writing should be uninterrupted. Students must not ask for advice or help. Thinking needs to be spontaneous. They need to get “into the flow”. Share only at the end. This is a time for students to show what they know about spelling.





Focus Words• obstacles • obnoxious• objective • observer• perspiring • perfection• obviously • obsolete

Dictation❥ He obtained a free ticket to the final performance.❥ I tried to persuade her to persist with her studies.❥ The smell of perfume permeated the room.❥ All personnel objected to using obsolete equipment.

Word extra• symbol • system


ISBN 978 1 76020 452 5


1 Add a suffix to the word in the box to complete the sentences correctly. perspire Therewerebeadsof______________________________________onhisforehead.

obtain Mysisterhasfinally______________________________________herdriver’slicence. perform The______________________________________willbeginateighto’clockthisevening. observe An______________________________________personnoticesmanysmalldetails. persist Wewererewardedforour_________________________________whenwewonthegame.

2 Build some great new words! Note any spelling rules. perfume+ery __________________________________ object+ion+able __________________________________

perform+ance __________________________________ observe+ant __________________________________

perspire+ation __________________________________ obscure+ity __________________________________

person+al+ity __________________________________ obtain+able __________________________________

persuasive+ness__________________________________ observe+at+ory __________________________________

3 Join these words with their synonyms. persuade cover,screen,hide,shade persist block,bar,resist,barricade,hinder obvious barrier,hitch,drawback,handicap obscure coax,convince,induce,talkinto obstruct continuesteadily,endure obstacle apparent,plain,evident,visible

4 Add letters to these words to complete the sentences.

P E R

P E R

O B

O B

P E R

P E R

Pencil Work 4Name:________________________________________________________________________________

term 1 lesson 4

❂

❂

❂

❂

Wetriedto__________Dadtotakeustothebeach.

All__________mustparkinthestaffcarpark.

Duringtheeclipse,themoonwas__________bytheearth.

Iwasableto__________apunnetoffreshstrawberries.

Ifyou__________,youwillsoonsolvethepuzzle.

Thesmellofher__________lingeredintheair.


Are you observant? List twenty things in the school playground.

ISBN 978 1 76020 452 5



term 1 lesson 4

Change these verbs to nouns by adding the suffix –ion.You may need to change or add some letters.

Change the prefixes to make new words.Check word meanings in your dictionary.

Spelling Corner 7

object ______________________________________________________

obstruct ______________________________________________________

perfect ______________________________________________________

perspire ______________________________________________________

observe ______________________________________________________

persuade ______________________________________________________

__________________________________________

__________________________________________

__________________________________________

perdein

fect

__________________________________________

__________________________________________

__________________________________________

obrecon

tain

__________________________________________

__________________________________________

__________________________________________

perrecon

ceive

__________________________________________

__________________________________________

__________________________________________

obincon

struct

__________________________________________

__________________________________________

__________________________________________

perinre

sist

__________________________________________

__________________________________________

__________________________________________

obrepre

serve



• Point out that all their words this week begin with de–.

• Point out that the prefix de– is pronounced with a schwa sound in the top set of words and a short e sound in the bottom set. Give illustrations.




• Ask selected students to spell some words from the list with common endings added, e.g. describing, despising, devoured, decades, delicately, desperately.






despisedevisedevicedestroydeprivedescribedescenddevourdetergent

decadedelegatedetonatedevastatedelicatedefinitedesperatedesolatedestitute

Word Warm-ups

Word extra

developdelete

lesson 5 term 1

■ Board Work• Today, we will look at words that begin with

the prefix de–. Remember, prefixes affect the meaning of words.

• de– loosely means down or away from, e.g. depart = leave, part from. (We depart at noon.)


• Explain that prefixes are attached to base words or words that have their roots in the early languages of Latin and Greek.

Teaching notes Focus: Prefix de– (down, away from)



ISBN 978 1 76020 452 5


■ Word Work• List the following words on the board: tour, liver, tail,

lay, rail, press, sire, serve, void, value. Ask the students to write them down, adding the prefix de–. Share their understandings.

• Discuss words that can be built by adding suffixes. Note the subtle spelling changes required, e.g. destroy: destroyer, destruction, destructive; despise: despicable; describe: description, descriptive, descriptor;

deprive: deprivation; delegate: delegation; detonate: detonation, detonator; devastate: devastation; delicate: delicateness, delicacy; desperate: desperation; desolate: desolation; destitute: destitution; definite: indefinite.

• Explain the difference between devise (verb) and device (noun), and delegate used as a noun and as a verb.

term 1

lesson 5

■ Pencil WorkThe worksheet focuses on word building, spelling words to match sentence grammar, and word meaning.






Focus Words• descending • devoured• desperately • description• desolation • depriving• definitely • despised

Dictation❥ In this decade, the island has been twice devastated by floods.❥ A timing device was used to detonate the bomb.❥ The family were left destitute after fire destroyed their home.❥ Use detergent in warm water to wash the delicate china plates.

Word extra• development • deleted


ISBN 978 1 76020 452 5


1 Add the noun maker –ion to the following words. Make any necessary spelling adjustments.

demonstrate_____________________________________________ desolate _____________________________________________

devastate _____________________________________________ detonate_____________________________________________

desperate _____________________________________________ delegate _____________________________________________

deprive _____________________________________________ definite _____________________________________________

2 Add the correct endings to the bold words. deprive:Theconvictwas_____________________________________ofhisfreedomforsixyears. definite:Iwill_____________________________________betherebysixo’clock. devise:Scientistsare_____________________________________newwaysofproducingenergy. demonstrate:Hundredsof_____________________________________gatheredinthesquare. devastate:Allhermementosweredestroyedina_____________________________________fire.

3 Choose from the words in the box to complete the sentences correctly.

_____________________________________windsanddamaginghailareexpected. Youcanselectfrommanydifferentcheesesata_____________________________________. Shegavethepolicea_____________________________________ofthepersonwhofledtheaccident. Thequeenworeagownoffinecottonedgedwith_____________________________________lace. Thetsunamicausedthe_____________________________________ofmanyseasidevillages.

4 Fill in the missing letters to match the synonym. de____________________ hate,detest,dislike de________________________ sure,certain,positive de________________ gadget,machine,contraption de________________________portray,show,represent de________________________ lonely,sad,empty,hopeless

Pencil Work 5Name:________________________________________________________________________________

term 1 lesson 5

❂

❂

❂

❂

describedescriptivedescriptiondelicatedelicacydelicatessendestroydestructivedestructiondestruction



Describe your best friend.

ISBN 978 1 76020 452 5



term 1 lesson 5

Join endings to the base words.

Add the prefix de–. Check any unfamiliar words in a dictionary.

vote ______________________________________________ part ______________________________________________

tour ______________________________________________ code ______________________________________________

pressed ______________________________________________ cent ______________________________________________

port ______________________________________________ crease______________________________________________

formed ______________________________________________ feat ______________________________________________

face ______________________________________________ frost ______________________________________________

void ______________________________________________ liver ______________________________________________

lay ______________________________________________ light ______________________________________________

value ______________________________________________ brief ______________________________________________

serve ______________________________________________ rail ______________________________________________

Spelling Corner 9

descend delegate detonate demonstrate

–s –s –ing –s

–ing –ing –ed –ing

–ed –ed –or –ed

–ant –ion –ion –ion

–ive

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■ Board WorkToday, we will look at words that begin with the prefixes inter– and trans–. Remember, prefixes affect the meaning of words.

• inter– means between or together, e.g. interact = act together (We interacted comfortably with each other.), intervene = come between (She quickly intervened to stop the argument.)

• trans– means across, e.g. transport = to carry across. (I use public transport to get to work.) You can translate books from one language to another.


• Explain that prefixes are attached to base words or words that have their roots in the early languages of Latin and Greek


• Point out that all their words this week begin with inter– or trans–.



Open Book Work• Remind students of the e rule and the

doubling rule.

• Ask selected students to spell some verbs from the list with common endings added, e.g. interfering, intercepted, interviewer, intervening, translating, transmitted, transferring.






interactinterfereinterceptinterruptinterjectintersectinterveneinterviewinterval

transacttransfertransformtransporttranslatetransittransmittransmissiontransparent

Word Warm-ups

Word extra

outburstoutbreak

lesson 6 term 1



Teaching notes Focus: Prefixes inter– (between, together), trans– (across)

ISBN 978 1 76020 452 5


■ Word Work• Discuss words that can be built by adding suffixes, e.g.

interact: interaction, interactive; interfere: interference; intercept: interception; interrupt: interruption; interject: interjection, interjector; intersect: intersection; intervene: intervention; interview: interviewer, interviewee; transact: transactor, transaction; transfer: transference, transferrable, transferee; transform: transformer, transformation; transport: transportation, transportable; translate: translator, translation, translatable; transit: transition; transmit: transmitter, transmittable, transmission; transparent: transparency.

• Discuss the difference in meaning between interact and transact.

• Prepare some Prefix baggies. Write up to 20 words on strips of card. Cut jigsaw fashion between the prefix and the rest of the word. Make several sets. Store in zip-lock bags. Students work in pairs to reassemble and say the words. Words could include: interact, interfere, intercept, interrupt, interject, intersect, intervene, interview, intercede, interface, intersperse, intermittent, intermediate, interlude, interchange, transfer, transact, transport, transform, translate, transfix, transfigure, transparent, transmit, transmitter, transmission, transfuse, transpose, transcribe, transplant, translucent, transgress, transistor.

term 1

lesson 6

■ Pencil WorkThe worksheet focuses on understanding the function and the application of prefixes and suffixes while building vocabulary.

Word WorkoutAsk the students to write about the set topic for five minutes. Writing should be uninterrupted. Students must not ask for advice or help. Thinking needs to be spontaneous. They need to get “into the flow”. Share only

at the end. This is a time for students to show what they know about spelling.





Focus Words• intercepted • transparent • transferred • interactive• interjection • translator• interval • transmitter

Dictation❥ The interview was interrupted by an important phone call.❥ To transact business in France, he required a translator.❥ Static sometimes interferes with radio transmission.❥ New tunnels and bridges have transformed public transport.

Word extra• outburst • outbreak


ISBN 978 1 76020 452 5


■ Word Work• Discuss words that can be built by adding suffixes, e.g.

interact: interaction, interactive; interfere: interference; intercept: interception; interrupt: interruption; interject: interjection, interjector; intersect: intersection; intervene: intervention; interview: interviewer, interviewee; transact: transactor, transaction; transfer: transference, transferrable, transferee; transform: transformer, transformation; transport: transportation, transportable; translate: translator, translation, translatable; transit: transition; transmit: transmitter, transmittable, transmission; transparent: transparency.

• Discuss the difference in meaning between interact and transact.

• Prepare some Prefix baggies. Write up to 20 words on strips of card. Cut jigsaw fashion between the prefix and the rest of the word. Make several sets. Store in zip-lock bags. Students work in pairs to reassemble and say the words. Words could include: interact, interfere, intercept, interrupt, interject, intersect, intervene, interview, intercede, interface, intersperse, intermittent, intermediate, interlude, interchange, transfer, transact, transport, transform, translate, transfix, transfigure, transparent, transmit, transmitter, transmission, transfuse, transpose, transcribe, transplant, translucent, transgress, transistor.

term 1

lesson 6

■ Pencil WorkThe worksheet focuses on understanding the function and the application of prefixes and suffixes while building vocabulary.

Word WorkoutAsk the students to write about the set topic for five minutes. Writing should be uninterrupted. Students must not ask for advice or help. Thinking needs to be spontaneous. They need to get “into the flow”. Share only

at the end. This is a time for students to show what they know about spelling.





Focus Words• intercepted • transparent • transferred • interactive• interjection • translator• interval • transmitter

Dictation❥ The interview was interrupted by an important phone call.❥ To transact business in France, he required a translator.❥ Static sometimes interferes with radio transmission.❥ New tunnels and bridges have transformed public transport.

Word extra• outburst • outbreak



Pencil Work 6Name:________________________________________________________________________________

term 1 lesson 6

❂

❂

❂

1 Build these words with prefixes. Check meanings in a dictionary.

2 Now use some of those words to complete these sentences. You may need to add endings. Thedirectors_____________________________________anoffertobuythecompany. Everyonewasincludedintheteam_____________________________________me! Ididalotofresearchformy_____________________________________onearlytransport. Hewasabouttostartanargument,buttheteacher_____________________________________. Thenursegavemean_____________________________________againstswineflu.

3 Complete this table of nouns by adding –ion. Obey the spelling rules.

interrupt_______________________________________________ intervene _______________________________________________

interject _______________________________________________ transit _______________________________________________

intersect _______________________________________________ translate _______________________________________________

transact _______________________________________________ interact _______________________________________________

4 Choose the correct prefix: trans– or inter–. Ienjoyplaying______________________activevideogames. Thesouthbankoftheriverwas______________________formedintoaparkland. Thisbookhasbeen______________________latedfromItalianintoEnglish. Unfortunately,thetennismatchhasbeen______________________ruptedbyrain. Thegreatsportingeventwas______________________mittedtocountriesacrosstheglobe.

❂

interconexpre

cept

__________________________________________

__________________________________________

__________________________________________

__________________________________________

interproinre

ject

__________________________________________

__________________________________________

__________________________________________

__________________________________________


Write ten questions you would ask if you were to interview

the Prime Minister.

ISBN 978 1 76020 452 5


translate+or ______________________________________________transfer+ence ______________________________________________transfuse+ion ______________________________________________transfer+able ______________________________________________

transmit+er ______________________________________________transform+ation ______________________________________________intermit+ent ______________________________________________interview+ee ______________________________________________internal+ly ______________________________________________

interchange+able ______________________________________________

interfere+ence ______________________________________________

interact+ive ______________________________________________


term 1 lesson 6

Build new words by adding suffixes.Apply your spelling rules.

Add endings to complete these tables.Read your words to a friend.

Don’t forget the rules.

Spelling Corner 11


intervene

transmit

interrupt

translate

transfer

interfere

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■ Board WorkToday, we will look at words that begin with the prefixes, com– and con–. Remember, prefixes affect the meaning of words.

• com– and con– mean with or together, e.g. combine = mix together (Combine the flour and milk.), converse = to talk with (He is conversing with his friends.)

• Prefixes are always spelled in the same way.• Explain that prefixes are attached to base

words or words that have their roots in the early languages of Latin and Greek.

complycomplexcompletecomputecomperecommendcommunicatecomplicatecompulsory

conferconfirmconserveconsiderconditionconsciousconfiscatecongratulateconvalesce

Word Warm-ups

Word extra

compareconstruct

lesson 7 term 1




• Point out that all of their words this week begin with con– or com–.



Open Book Work• Remind students of the e rule and the y rule.

• Ask selected students to spell some words from the list with common endings added, e.g. completing, complied, computer, complicated, conferring (note we double the r), congratulating, convalesced.

Closed Book Work• Ask the students to silently read through the

list twice.

• With books closed, ask them to write three words beginning with com– and three words beginning with con–.


Teaching notes Focus: Prefixes com–, con– (with, together)

ISBN 978 1 76020 452 5

48 49 TARGETING SPELLING YEAR 6 © BLAKE EDUCATION 2015

■ Word Work• Discusswordsthatcanbebuiltbyaddingsuffixes,e.g.

comply: compliance, compliant; complex: complexity, complexion; complete: completeness, completion; compute: computer, computation; commend: commendable, commendation, recommend, recommendation; communicate: communication, communicative, non-communicative; complicate: complication, uncomplicated; confer: conference; confirm: confirmation, unconfirmed; conserve: conservation, conservationist, conservative;

consider: considerable, consideration, considerate, inconsiderate, reconsider; condition: conditional, unconditional; conscious: consciousness, unconscious, unconsciousness; confiscate: confiscation; congratulate: congratulations, congratulatory; convalesce: convalescence.

• Write this list of base words on the board: plain, fuse, descend, pose, sequence, pare, fine, pact, cave, current, bat, front, pile, tour, trite.Askstudents,individually,toaddthecorrectprefix, con– or com–,tomakeanotherword.Asaclass,discusstheresults.

TERM 1

LESSON 7

■ Pencil WorkThe worksheetfocusesonwordbuilding,spellingwordstomatchsentencegrammar,andwordmeaning.

WordWorkoutAskthestudentstowriteaboutthesettopicforfiveminutes.Writingshouldbeuninterrupted.Studentsmust notaskforadviceorhelp.Thinkingneedstobespontaneous.Theyneedtoget“intotheflow”.Shareonlyattheend.Thisisatimeforstudentstoshowwhattheyknowaboutspelling.

SpellingCornerLearningisreinforcedbySpellingCorneractivities13 and14.

PracticeWorkUsewordgamesandotheractivitiestobuildskillsandstrategies(seeIntroduction,pages6,7,9and10forideas).

■ Assessment Usetheassessmentitemstochecktheprogressofyourstudents. Dictate the

wordsandsentences,andusetheresultstodiagnoseproblems,interveningifnecessary.Chooseallitemsormakeaselectiontosuittheneedsofyourclass.

Focus Words• complicated • communication• confiscate • convalescing• compliance • unconfirmed• conserving • commendable

Dictation❥ Sheisconsciousandherconditionisstable.❥ Icongratulateyouoncompletingthiscomplexcomputergame.❥ Votingisnotcompulsorybutitisrecommended.❥ Would you consider being the compere of our school concert?

Word Extra• comparison • construction

■ Word ExtraAddtwotofivewordstotheweeklyWarm-upslist.Thesewordsmaybeselectedfromcurriculumcontent,fromthesightwordorinternationalwordlistsintheWordWarm-upsbookorrevisionarywordsfrompreviousspellingprograms.Tworevisionarywordsareofferedhere.

Y6-TS-Lessons.indd 49 16/02/2017 11:58 AM

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Pencil Work 7Name:________________________________________________________________________________

term 1 lesson 7

❂

❂

❂

1 Highlight the correct prefix.

Theteachercomcon fiscatedthecom

con icIhadundermydesk!

Hewenttotheseasidetocomcon pletehiscom

con valescence.

Jordanisacomcon pliantstudentandisalwayscom

con siderate.

Weattendedacomcon ferencetodiscussthelatestcom

con puterhardware.

Ihavetocomcon cedethatthisgameisfartoocom

con plicatedforme!

2 Complete this table.Add s Add ed Add –ation

confirm

consider

combine

conserve

3 Join the word parts to build new words. Remember the spelling rules. confer+ence ________________________________ comply+ance ________________________________

commune+ity ________________________________ in+complete ________________________________

complex+ity ________________________________ in+consider+ate ________________________________

recommend+ation ________________________________ un+condition+al ________________________________

conserve+ation ________________________________ re+conditioned ________________________________

4 Complete the words using the sentences as a clue. com________e____________ Yourassignmentmustbe_____________byFriday. comp____________ Heisthe_____________ofapopularTVquizshow. com________________r Granthasabrandnewlaptop_____________. con____________v____ Itisimportantto_____________water,notwasteit. uncon____________o________ Hewasknocked_____________byafallingbeam.


Write about something you have constructed, such as a Lego house.

❂

ISBN 978 1 76020 452 5



term 1 lesson 7

Add the suffix –ation or –ion.

Write the base word in each of these words (e.g. concealment, conceal).

Spelling Corner 13

computer ______________________________________________ inconsiderate ______________________________________________

complexity ______________________________________________ unconditional ______________________________________________

compliance ______________________________________________ unconsciously ______________________________________________

completion ______________________________________________ recommendation______________________________________________

committee ______________________________________________ discontinued ______________________________________________

congratulations______________________________________________ inconsistent ______________________________________________

continuous ______________________________________________ incomplete ______________________________________________

Add –ation Add –ion

consider complete

confront confiscate

commend construct

confirm communicate

converse congregate

consult company

conserve complicate

continue contemplate

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Teaching notes Focus: Greek and Latin roots mito or missus (I send), pes or pedis (foot)

■ Board Work• Explain that many words used in English

today have their roots or origins in the early languages of Greek and Latin.

• Today we will study two groups of words with Greek and Latin roots.

• Write mito and missus – I send on the board and explain how this is the root of a number of words we use today in English. Write the words emit, permit, dismiss, missile and circle the mit or miss in each word. Discuss meaning.

• Write pes and pedis – the foot on the board and explain how this is the root of a number of words we use today in English. Write the words pedal, pedlar, expedition, centipede and circle the ped in each word. Discuss meaning.

commitpermitremitremissdismissmissilemissionintermissionintermittent

pedalpedestalpedlarpedestrianexpeditionimpedecentipedemillipedestampede

Word Warm-ups

Word extra

emittransmit

lesson 8 term 1


• Point out that all of their words this week have Greek or Latin roots.


• It is important to use both your eyes and your ears to learn to spell these words correctly.


Open Book WorkAsk selected students to spell words from the list with endings added, e.g. committed, permitting, dismisses, pedals.

Many English words have their origins, or roots, in the early

languages of Latin and Greek.e.g. age: postage village cottage



On some days, ask the students to work in pairs and choose a list to

read softly together or to each other.

ISBN 978 1 76020 452 5


■ Word WorkExplore word building, e.g. mitto or missus: commitment, committee, uncommitted; permission, permissible; remittance; remission; dismissal, dismissive; pes or pedis: expeditionary; impediment, unimpeded.

term 1

lesson 8

■ Pencil WorkThe worksheet focuses on word meaning, correct grammatical use, spelling and etymological knowledge.






Focus Words• stampede • intermittent• missile • committee• impediment • admitted • permission • mission

Dictation❥ Both centipedes and millipedes have many legs.❥ Pedlars are not permitted to sell their wares in the inner-city streets.❥ Wet weather impeded the expedition through the rainforest.❥ He pedalled his bike across the pedestrian crossing.

Word extra• emit • transmit


ISBN 978 1 76020 452 5


Pencil Work 8Name:________________________________________________________________________________

term 1 lesson 8

❂

❂

❂

1 Add the correct endings to the incomplete words. Rainfellintermittent_____________allday. Whenclasswasdismiss_____________,Jaypedal_____________homequickly. Youarenotpermit_____________tothrowpapermissile_____________. Thisticketwillgainyouadmit_____________tothenextfourmatches. Acommit_____________hasbeenformedtoplanthenewsportsstadium.

2 Write sentences to show the difference in meaning between the words. pedalpeddle pedestalpedestrian

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

3 Put in the missing vowels using the sentences as clues. A_____________isacreaturewithmanylegs. c____nt____p____d____

Wemetourfriendsinthefoyerat_____________. ____nt____rm____ss________n Spookedbyahelicopter,thebrumbies_____________. st____mp____d____d Scottledan_____________totheSouthPole. ____xp____d____t________n Crossthestreetatthe_____________crossing. p____d____str________n

4 Sort these words into the four word families. admitcommitteemissiondismisscommittalmissionarydismissal admittanceintermissionadmissioncommitmentdismissive

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

❂


Write a report under the headline Football Fans Stampede.

ISBN 978 1 76020 452 5



term 1 lesson 8

Build these words.

Add endings to complete this table of verbs.

Spelling Corner 15

Obey your spelling rules!

Add s or es Add ing Add ed

admit

commit

permit

emit

transmit

stampede

dismiss

adreperetrans

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

mit

adreperetrans

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

mission

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■ Board Work• Write the words operate, demonstrate,

elevate, irrigate on the board, asking the students to note they all end in –ate. Ask a student to read the words.

• Notice that these words are verbs.

• Notice how we stress (or emphasise) the last syllable and “slur” over the middle part of the word.

• Remind them that this slurring over the sound is called a schwa sound, and is very common in English.

• Write the words advertise, sympathise, emphasise, authorise on the board, asking the students to note they all end in –ise. Ask a student to read the words.

• Notice that these words are also verbs.

• Notice that again we stress (or emphasise) the last syllable.


Word Warm-ups

Word extra

energychemist

lesson 9 term 2




• Point out that all their words this week end in –ate or –ise. These are usually verb-forming suffixes. Point this out on the suffixes chart (see CD).



Open Book WorkRemind students of the e rule. Ask the students to spell selected words from the list with endings added, e.g. operating, irritating, separating, advertisers, recognised, analysing.






operateinvestigateirritateestimateexcavatenavigateseparatepopulatenominate

advertiseapologisecriticiseorganiserecogniseminimiseexerciseterroriseanalyse

Teaching notes Focus: Verb suffixes –ate, –ise

Use your eyes especially to spell the middle part of

words correctly.

ISBN 978 1 76020 452 5


■ Word WorkExplore word building, e.g. operate: operation, operative, cooperate; investigate: investigation, investigative, investigator; irritate: irritable, irritability, irritation; estimate: estimation; excavate: excavation, excavator; navigate: navigation, navigator, navigable; separate: separation, separator, separatist; populate: population, popular; nominate: nomination, nominee, denomination, denominator; advertise: advertiser, advertisement; apologise: apology, apologetic, apologetically; criticise: critical, uncritical, critically, critic, criticism; organise: organisation, organisational, organiser, disorganised; recognise: recognition, recognisable, unrecognisable; minimise: minimal, minimum; terrorise: terrorist, terrorism; analyse: analysis, analyst.

TERM 2

LESSON 9

■ Pencil WorkThe worksheet focuses on word meaning, word building and correct grammatical use.






Focus Words• excavate • navigator• apologies • estimates• exercising • separated• criticised • minimise

Dictation❥ The police are investigating the terrorist organisation.❥ He was irritated by all the criticism he received.❥ I must apologise for not recognising you when you arrived.❥ TV advertising reaches much of the population.

Word Extra• energy • chemist


It’s easy to change verbs ending in –ate to nouns, e.g. operate, operation; populate, population.


ISBN 978 1 76020 452 5


1 Add the endings to complete this table.Add ing Add –ion

investigate

excavate

irritate

separate

2 Complete these sentences. Build on the words in the box. apologise Heofferedasincere________________________________________forhispoorbehaviour. advertise Ireadan________________________________________fortheholidayinthismagazine. operate Thesurgeonperformedafive-hour________________________________________. criticise Dandoesnotlike________________________________________ofanykind! terrorise Severalpeoplewereinjuredinthe________________________________________attack.

3 Choose from the words in the box to complete the sentences correctly.

Scientistswill________________________________________thestrange,luminousrocksfromspace. Myteacherisnever________________________________________ofmyeffortsasanartist. The________________________________________ofthatcountryexceeds20million. Ireallymust________________________________________forbeinglate. Socceristhemost________________________________________gameintheworld.

4 Write these words. Check the meaning of any unfamiliar words.

Pencil Work 9Name:________________________________________________________________________________

term 2 lesson 9

❂

❂

❂

❂

criticisecriticalcriticismapologiseapologeticapologypopulatepopularpopulationanalyseanalystanalysis

__________________________________________

__________________________________________

__________________________________________

iseistism

organ

__________________________________________

__________________________________________

__________________________________________

iseistism

terror

__________________________________________

__________________________________________

__________________________________________

isealum

minim

__________________________________________

__________________________________________

__________________________________________

isealism

critic


Write about a sport that is popular at your school.

ISBN 978 1 76020 452 5



Add the noun maker –ion. Use a dictionary to check the meaning of any unfamiliar words.

Join endings to the base words.


nominate______________________________________________ irrigate ______________________________________________

operate ______________________________________________ interrogate ______________________________________________

generate ______________________________________________ populate ______________________________________________

elevate ______________________________________________ separate ______________________________________________

excavate ______________________________________________ renovate ______________________________________________

regulate ______________________________________________ innovate ______________________________________________

filtrate ______________________________________________ demonstrate ______________________________________________

illustrate ______________________________________________ educate ______________________________________________

operate terror advertise organ

–s –ist –ment –ist

–ed –ism –ing –ism

–ing –ise –er –ic

–ion –ise+–ing –ed –ise

–ion+–al –ise+–ation

ISBN 978 1 76020 452 5


■ Board Work• Write the words solo, polo, hero, zero, pesto,

asking the students to note they all end in o. Ask a student to read the words.

• Notice that the o at the end of the word is pronounced as a long vowel.


Word Warm-ups

Word extra

searchworst

lesson 10 term 2


• Point out that all their words this week end in o. These endings are usually found on the end of nouns.


• To help students learn to spell cappuccino correctly, point out that there is a cup (the u) in the middle to hold the coffee. To assist memory, tell them cappuccino has 1 Cup with 2 Ps and 2 Cs on either side.


• Point out that these words have different plural forms. Some add s and some add es.

• Tell the students that the plural of words in the top set is formed by adding s. give examples.

• Tell the students that the plural of words in the bottom set are usually formed by adding es. Give examples.

• Point out, however, that some of these words can be spelled either way, namely, cargoes (cargos), tornadoes (tornados), avocadoes (avocados), volcanoes (volcanos).

Open Book WorkAsk the students to spell selected words from the list in their plural form, e.g. solos, pianos, photos, studios, echoes, cargoes, potatoes, tomatoes, volcanoes.

solosilocellophotopianoradiostudiostereocappuccino

heroechopotatotomatoembargocargotornadoavocadovolcano

Words ending in ohave different plural forms. Some add s and some add es.

You will need to remember what these words LOOK LIKE.

Teaching notes Focus: Words ending in o



ISBN 978 1 76020 452 5


■ Word WorkExplore some word building, e.g. soloist, pianist, cellist, photograph, photography, photographer, radiography, radiographer, studious, student, stereophonic, stereotype, heroine, heroic, volcanic.

term 2

lesson 10

■ Pencil WorkThe worksheet focuses on the spelling of words ending in o and their plural forms, and word building.






Focus Words• soloist • echoing• cargoes (cargos)• embargo • stereo• tornadoes (tornados)• photos • heroes

Dictation❥ She played a solo on her cello in the recording studio.❥ I bought tomatoes and avocadoes (avocados) at the market.❥ I listened to beautiful piano music on the radio.❥ The volcanic eruption destroyed their potato crops.

Word extra• search • worst


ISBN 978 1 76020 452 5



❂

❂

❂

1 Write the plural form of these words. photo ________________________________________ potato ________________________________________

volcano ________________________________________ hero ________________________________________

cargo ________________________________________ cello ________________________________________

studio ________________________________________ tomato ________________________________________

echo ________________________________________ silo ________________________________________

2 Add suffixes to build new words. hero+ism ________________________________________ hero+ine ________________________________________

piano+ist ________________________________________ solo+ist ________________________________________

cello+ist ________________________________________ stereo+phonic________________________________________

3 Name the following items.

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

4 Spell the missing words. All words end in o. Aloneunderthespotlight,shegaveafines______________________performance. Thegovernmentplacedane_____________________________ontheexportofnativewildlife. Ihadfish,p____________________________chipsandalettuceandt____________________________salad. Iheardonther_________________________thatav_____________________________haderupted. At__________________________________sweptacrossthecountry,rippinghousesandshedsapart.

❂


Write about a musical instrument you play or would like to play.

ISBN 978 1 76020 452 5



Find and fix the eight spelling mistakes.Write the correct spelling on the lines.

Write two or three sentences about one of the following topics.


The Piano

Thepianoisakeybordinstrumentinwhichsoundsaremadebystringsbeingstrukbysmall,paddedhammers.Thepianiststrikesthekeys,whichoperateleversthatmoovthepaddedhammers.

Themettlestringsaremountedonaframe.Thesestringsvibrateandprodusediffrentmusicalnotes.Theloudnessoftonedependsonhowhardthepianiststrikesthekeys.

Apianistcanplayamelodyandaharmonyatthesametime.Thepianocanproduceagraterangeofmusicalsoundsandiswellsuitedtotheconcertpianist,whousualyperformssoloatapianorecital.

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

■InsideaTVstudio ■Fleeingthevolcano■Goingsolo ■Survivingatornado

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

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Teaching notes Focus: Suffix –fy (to make or cause to be)

■ Board Work Today, we will look at words that end with the suffix –fy. Remember, suffixes change the grammar of words. The suffix –fy usually signals a verb. Point this out on the suffix chart (see CD).

• Explain that the suffix –fy means to make or cause to be. Give examples: clarify = to make clear; simplify = to make simple; terrify = to cause terror.

• Explain that suffixes are attached to base words or words that have their roots in the early languages of Latin and Greek.

• Discuss the rule for adding endings to verbs ending in y.

(i.e. Change y to i before adding -es or –ed. Do NOT change the y to add –ing)• Complete the following table with the

students:

Word Warm-ups

Word extra

fulfilseldom

lesson 11 term 2


• Point out that all of their words this week end in –fy.



Open Book WorkReview the y rule. Ask selected students to spell some verbs from the list with common endings added, e.g. signifying, simplifies, modified, qualifier, terrifying, testifies, classified.






signifysimplifymagnifymodifynotifyqualifyjustifyidentifyterrify

defyintensifyhorrifymystifyverifypacifytestifyclarifyclassify



Verb Add –ing Add –es Add -ed

magnify qualify terrify notify

classify

ISBN 978 1 76020 452 5


■ Word Work• Discuss how we can change verbs to nouns by adding

a suffix. For verbs ending in –fy, we most often change the y to i and add c-a-t-i-o-n.

Work through some examples on the board.

verb noun

simplifymagnifymodifyidentify

simplificationmagnificationmodificationidentification

• Now ask the students to change these verbs to nouns in the same way: justify, notify, classify, clarify, qualify. Check their understanding.

• Explore word families, e.g. terrify: terrific; horrify: horrific; pacify: pacific, pacifier; justify: justifiable, unjustified; identify: identifiable, unidentified, identity, identification; intensify: intensity; signify: significant, insignificant, significance, insignificance; magnify: magnification, magnificent, magnificence; qualify: disqualify; defy: defiant, defiance; verify: verifiable, verification.

term 2

lesson 11

■ Pencil WorkThe worksheet focuses on understanding and applying the y rule, word meaning (synonyms) and word building.




Remember the y rulewhen adding to verbs

ending in –fy. dignify dignified

defy defiant

■ Assessment Use the assessment items to check the progress of your students. Dictate the words

and sentences, and use the results to diagnose problems, intervening if necessary. Choose all items or make a selection to suit the needs of your class.

Focus Words• pacify • testifying• justified • mystified• classification • defiant• simplify • modifies

Dictation❥ He used a magnifying glass to identify the tiny insect.❥ He raised a hand to signify that I had been disqualified.❥ People were terrified as the cyclone intensified.❥ Stan was notified of the horrifying events by phone.

Word extra• fulfil • seldom


Verb Add –ing Add –es Add -ed

magnify qualify terrify notify

classify

ISBN 978 1 76020 452 5



❂

❂

❂

❂

1 Use the y rule to complete this table by adding the endings.Add ing Add ed Add –cation

simplify simplifying simplified simplification

identify

modify

qualify

verify

2 Match these words to their meanings. modify boost,enlarge,exaggerate,amplify mystify tell,advise,instruct,inform classify alter,adjust,vary,adapt magnify sort,order,list,arrange,file notify baffle,confuse,perplex,confound

3 Build new words by adding prefixes and suffixes. Remember to use the y rule.

dis+qualify ____________________________________ un+justify+ed ____________________________________

defy+ant ____________________________________ defy+ance ____________________________________

signify+ic+ant ____________________________________ signify+ic+ance____________________________________

de+classify ____________________________________ magnify+ic+ent____________________________________

4 Here are three different word families: sign, just, identify. Using three different colours, highlight the words that belong in each family.

signature unidentified injustice unjustly

justifiable signal identity significant

identifiable justification signatory identification


Write a terrible tale about a toothless tiger.

ISBN 978 1 76020 452 5



Be a word builder.Write the words. Use the y rule.

Change these verbs to nouns.

Spelling Corner 21

simplify simplification

clarify ______________________________________________

verify ______________________________________________

identify ______________________________________________

notify ______________________________________________

qualify ______________________________________________

modify ______________________________________________

magnify ______________________________________________

defyant ____________________________________________

ance____________________________________________

verifyable ____________________________________________

ed ____________________________________________

terrifyic ____________________________________________

ing ____________________________________________

justifyed ____________________________________________

able ____________________________________________

horrifyic ____________________________________________

ed ____________________________________________

magnifycent ____________________________________________

cence____________________________________________

pacifyic ____________________________________________

er ____________________________________________

term 2 lesson 11

ISBN 978 1 76020 452 5


■ Board Work• Review the hard and soft sounds of g and c.

Write g and c on the board. • Here are two consonants that each have two

different sounds – a hard sound and a soft sound.

• Write girl, goat, gate, bag on the board and ask a student to read the words while the other students listen for the sound of the g in each word. Establish that this is the hard g sound.

• Write gel, cage, strange, gypsy, giant on the board and ask a student to read the words while the other students listen for the sound of the g in each word. Establish that this is the soft g sound. The g is soft when followed by e, i or y.

• Write these words on the board: garbage, guest, judge, organise, arrangement. Ask which words have a soft g sound.

• Write coat, candle, caught, picnic on the board and ask a student to read the words while the other students listen for the sound of the c in each word. Establish that this is the hard c sound.

• Write city, cell, cycle, cent, face on the board and ask a student to read the words while the other students listen for the sound of the c in each word. Establish that this is the soft c sound. The c is soft if it is followed by an e, i or y.

• Write these words on the board: carrots, cyclone, captain, comb, rice, collect. Ask which words have a soft c sound.

Word Warm-ups

Word extra

centregeneral

lesson 12 term 2



■ Book WorkTell the students to open their Word Warm-ups book to page 5, List 12. • Work through the top set. Remind the

students that a soft g is followed by an i, e or y.

• Work through the bottom set. Remind the students that a soft c is followed by an i, e or y.

• Explain any unfamiliar words.

Open Book WorkAsk the students to refer to their list and spell some words with common endings added. Remind them of any rules that might apply, e.g. urgently, obliging, emerging, policies, celebrating, successes.

Closed Book Work• Divide the class in half. Ask one half to study

the soft c words, and the other the soft g words. Allow three minutes for silent study.

• Ask the students to write down as many words as they can remember from the list. Evaluate their learning.

arrangeagendadigitalurgentengineregionobligeemergelegend

accidentincidentpolicepolicyfacilityterracecerealcelebratecentury

Teaching notes Focus: Soft g (page), soft c (race)

ISBN 978 1 76020 452 5


■ Word Work• Discuss the idea of words being grouped together in a “family” – the base or stem

of the word remains the same but different prefixes or suffixes can be added to change the way we use the word, e.g. arrange: arrangement; urgent: urgency; engine: engineer, engineering; oblige: obligation, obligatory; emerge: emergency, emergent; legend: legendary; accident: accidental; incident: incidental; success: successful, successive, succession; celebrate: celebration, celebratory.

• Point out the difference between cereal and serial.

term 2

lesson 12

■ Pencil WorkThe worksheet focuses on plural forms, word building and the spelling of words in context.



Practice Work Use word games and other activities to build skills and strategies (see Introduction, pages 6, 7, 9 and 10 for ideas).

When c or g is followed by an e, i or y,

they have soft sounds. city, centre, cycle

germs, ginger, gym



Focus Words• obliging • legends• cereal • century• digital • policies • celebrating • arrangement

Dictation❥ There are several items of urgent business on the agenda.❥ The police dealt with the incident at the terrace house.❥ A state of emergency was declared after fire swept the region.❥ Rice is grown in terraces in many regions of Asia.

Word extra• centre • general


ISBN 978 1 76020 452 5


1 Add a suffix to the words in the box to complete the sentences correctly. success Thepolicemanretiredafteralongand____________________________________career. policy Thegovernmentintroducedseveralnew____________________________________. engine Mydadisan_________________________________intheBridge-across-the-Bayproject. region Ourhockeyteamiscompetinginthe____________________________________finals. arrange Thelibrarianis____________________________________thebooksinalphabeticalorder.

2 Put in the missing letters using the sentences as clues. Fortunately,no-onewasinjuredinthecar____________. a____________d________t Craigwasbornatthebeginningofthis____________. c________t________y Jo____________thechairsinrowsoften. a________________g________

Theambulancetookthemantothe____________ward. em________________n____y Manybreakfast____________aremadefromrice,wheatandcorn. c____r____________s

3 Write these words in plural form. success ____________________________________ century ____________________________________

cereal ____________________________________ incident____________________________________

policy ____________________________________ terrace ____________________________________

accident ____________________________________ legend ____________________________________

emergency ____________________________________ region ____________________________________

4 Build new words by adding suffixes. Spelling alert!


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❂

❂

❂



Write the story behind one family photo.

celebrate_____________________________________________

_____________________________________________

ionory

_____________________________________________

_____________________________________________

menter

arrange

_____________________________________________

_____________________________________________

ationatory

oblige

_____________________________________________

_____________________________________________

sary

legend

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Spell the missing words.

Add the endings to complete this table.


LastSaturday,therewasana____________________________________involvingtwocarsandatruck.Onewitnessmadeanu____________________________________calltothep____________________________________.Anothercalledanambulance.

Theambulancetookthethreev____________________________________tothee____________________________________wardatthelocalh____________________________________.

Onecarburstintoflamesandafiree____________________________________wascalledtothescene.Thefirewassoonextinguished.

Thepolicequestionedeyewitnessesaboutthei____________________________________.

Onewitnesshadrecordedthemomentofthecrashonhisd____________________________________camera.

Add s or es Add ing Add ly

terrace arrange digital

facility incite regional

engine oblige accidental

policy police incidental

ISBN 978 1 76020 452 5


■ Board Work• Write the words conductor, director, editor,

instructor on the board, asking the students to note they all end in or. Ask a student to read the words.

• Point out that the –or used here is a noun-forming suffix and means one who. So one who conducts is a conductor, one who edits is an editor and so on. Refer students to the suffixes chart (see CD).

• Notice how we stress (or emphasise) the first syllable and “slur” over the end of the word.

• Remind them that this slurring over the sound is called a schwa sound, and is very common in English.

• Because we often slur over the endings of these words, we can easily confuse them with words ending in –ar.

• Write the words dollar, cellar, beggar, mortar and ask the students to note that they all end in –ar.

• Again we stress the first sound and “slur” over the end.

• Because the end of both groups of words sound the same, it is important to use both your eyes and your ears to learn to spell these words correctly.

Word Warm-ups

Word extra

authordollar

lesson 13

term 2


• Point out that all their words this week end in –or or –ar.

• Work through the words in the list. Explain unfamiliar words. Tell the students to especially note the difference in the homophones sensor and censor.


Open Book WorkAsk the students to spell the plural form of selected words ending in –or and –ar and some with other endings, e.g. regularly, similarly.

Closed Book Work• Write two words from each set on the board.• Allow one minute to view the words.• Rub the words off the board and ask students

to write what they can remember.• Evaluate the results.

tenorvendorsensorcensorsculptorsolicitorsurvivorgovernorcommentator

liarscholarnectarregularsingularsimilarspectacularperpendicularbinoculars

Teaching notes Focus: Suffixes –or, –ar

Use your eyes especially to spell the end part of

words correctly.





ISBN 978 1 76020 452 5


■ Word WorkIdentify the base of selected words and explore word building, e.g. govern: governor, government, governmental; sculpt: sculptor, sculpture; solicit: solicitor, solicitous, unsolicited; survive: survivor, survival; censor: censorship; sense: sensor, sensitive, sensitivity; comment: commentator, commentary; similar: similarity, dissimilar; regular: regularity, irregular, irregularity; scholar: scholarship, scholarly; spectacle: spectacles, spectacular.

TERM 2

LESSON 13

■ Pencil WorkThe worksheet focuses on words and word meanings and spelling of words ending in –or and –ar.






Focus Words• solicitor • similar • spectacular • liars • nectar • government • censorship • singular

Dictation❥ The sculptor carved a statue of the governor in white marble.❥ The tenor won a scholarship to study singing at the university.❥ There were no survivors of the plane crash over the Atlantic Ocean.❥ The sports commentator gave regular updates of the state of play.

Word Extra• author • dollar



ISBN 978 1 76020 452 5


1 Name the following: amalesingerwithahighvoice _______________________________________

apersonwhoadvisesclientsinlegalmatters _______________________________________

apersonwhorepresentstheQueeninastateofAustralia _______________________________________

apersonwhotellslies _______________________________________

sweetliquidfromaflower _______________________________________

2 Add the correct suffix, –or or –ar. Regul___________exercisewillkeepyoufitandhealthy. Onesurviv___________oftheplanecrashtoldoftheterrifyingevents. Mynewsneakersaresimil___________totheonesyouarewearing. Iboughtthisleatherwalletfromastreetvend___________. Thecommentat___________keptusuptodatewithalltheactioninthecyclerace.

3 Join the word parts. Write the meaning of each new word. Use your dictionary.

nectar+ine ____________________________________________________________________________________________________________________

dis+similar ____________________________________________________________________________________________________________________

ir+regular ____________________________________________________________________________________________________________________

govern+ess ____________________________________________________________________________________________________________________

scholar+ship ____________________________________________________________________________________________________________________

censor+ship ____________________________________________________________________________________________________________________

4 Add the endings to complete this table of words.

Add ing Add ed Add –or

survive

sculpt

govern

sense

commentate


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❂

❂

❂


Write about a place you visit regularly.

ISBN 978 1 76020 452 5



Spot the 13 spelling mistakes.Write the correct words on the lines below.

Write as many words as you can, using the letters in the word below.Letters can only be used once in any one word.

Sleepandregularexercizeareessenshalforgoodhealth.Thesenatersvotedagainsttheproposednewtaxes.Allthesurvivorshavebeentakentohospatilsthroughoutthecity.Wehadaspectacularveewofthevalleyfromthemountainlookout.Abirdwatcherusuallycarrysapairofbinoculers.Ihavejustbortashirtthatissimilatoyours.Wemeetregulyattheparktorideourskatebords.Theguvernorwasaskedtoofficilyopenthenewbridge.


commentator

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

The record is 140!

ISBN 978 1 76020 452 5


■ Word Work• Discuss how we can often change adjectives

to adverbs by adding –ly. • Work through some examples on the board.

• Now ask the students to change these adjectives to adverbs in the same way: impulsive, impressive, expensive, productive, pensive. Check their understanding.

Teaching notes Focus: Adjective suffix –ive; Prefixes mono–, bi–, micro–

■ Board Work Today, we will look at words that end with the suffix –ive. Remember, suffixes change the grammar of words. The suffix –ive usually signals an adjective. Refer students to the suffixes chart (see CD).

• Explain that the suffix –ive means having to do with. Give examples: active = having to do with action; responsive = having to do with responding.

• Explain that the suffixes are attached to base words or words that have their roots in the early languages of Latin and Greek.

• Today, we will also look at words that begin with the prefixes mono– (meaning one), bi– (meaning two) and micro– (meaning small).

Remember, prefixes change the meanings of words.

Word Warm-ups

Word extra

activeselective

lesson 14

term 2






Open Book WorkReview the e rule. Remind the students that we only drop the e before adding ing and y. Ask selected students to spell some words with common endings added, e.g. attractively, expressively, productively, monologues, microscopes.

attractivesensitiveintensiveimpressiveimperativeexpressivepensiveexpensiveproductive

monopolymonotonemonologue

bicyclebiennialbilingual

microscopemicrophonemicrowave

Remember the e rule when adding suffixes.

productively productivity

verb noun

activeattractivesensitiveintensive

activelyattractivelysensitivelyintensively

ISBN 978 1 76020 452 5


Word Work Continued• Explore some word families, e.g. attraction,

attractiveness, unattractive; sensitivity, sensitiveness, insensitive, sensation, sensational; intensive, intensity; impression, impressiveness, unimpressive; expression, expressiveness; product, production, unproductive; monopoly, monopolise; microscope, microscopic.

• Explain the difference between monologue and dialogue, bisect and dissect, biennial and biannual, bilingual and multilingual.

term 2

lesson 14

■ Pencil WorkThe worksheet focuses on antonyms, word meaning, word building and the use of more and most to show comparative adjectives.






Focus Words• microscope • productive• sensitive • unattractive• bilingual • intensively• microphone • expression

Dictation❥ The monologue was long and tedious, and he spoke in a monotone.❥ It is imperative that your bicycle brakes are in good working order.❥ Her attractive red sports car was very expensive.❥ The skating championships are impressive biennial events.

Word extra• actively • selective


ISBN 978 1 76020 452 5


1 Write the correct prefix, in– or un–, to complete the antonyms. Whenwefinallysawthehouse,itlookeddraband____________attractive. Atthistimeoftheyear,grapesareplentifuland____________expensive. TheirperformanceintheWorldCupgamewas____________impressive. Poorsoilandlowrainfallmakethisareaquite____________productive. Onlyan____________sensitivepersonwouldnotfeelsorryfortheirplight.

2 Add suffixes to build new words. Spelling alert! monotone+ous _____________________________________ sensitive+ity _____________________________________

microscope+ic _____________________________________ bisect+ion _____________________________________

productive+ity _____________________________________ attractive+ness _____________________________________

expressive+ness_____________________________________ active+ity _____________________________________

3 Match the words to their meanings. biennial alongtalkbyoneperson biannual cutintotwoequalparts monologue twiceayear dialogue cutintopiecestoexaminetheparts bisect conversationbetweenpeople dissect onceeverytwoyears

4 Add more or most to show comparison. Sarahisthe__________________________attractivegirlinourclass. Theseredapplesare__________________________expensivethanthesegreenones. Fertilisersareusedtomakethesoil__________________________productive. Yourperformanceonsportsdaywas__________________________impressive. Jack’sreadingofthepoemwas__________________________expressivethanmine.


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❂

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❂



Sketch and describe a bicycle.

ISBN 978 1 76020 452 5



Find and fix the eight spelling mistakes.Write the correct spelling on the lines below.

Change these adjectives to adverbs by adding –ly.


attractive ______________________________________________

sensitive ______________________________________________

pensive ______________________________________________

productive ______________________________________________

impulsive ______________________________________________

impressive ______________________________________________

intensive ______________________________________________

expressive ______________________________________________

The Mighty Cylinder

Followthissimpleproceeduretodiscuverthestrengthofacylinder.

1 Rollasinglesheetofcopypaperintoatubeandsliparubberbandaroundit.

2 Standthetubeonitsendonaflatsurfis.Careflyplaceabookontop.Youwillseehowthetubecaneasylysupporttheweightofthebook.

Thetubeisacylinder.Thisshapeismuchstrongerthanaflatobject.

Thereforyoucanplacethebookontopofthepaperwithoutcrushingit.

Pillorsandcolumnsaretypesofcylindersandareusedinbuildingsbecosetheyareabletosupportgreatweight.

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

ISBN 978 1 76020 452 5


■ Board Work 1• Write the words export, expand, explain and

explode on the board and review the prefix ex–, meaning out of. Export = to carry out of the country (root – porto, I carry).


• Remind students that prefixes are attached to base words or words that have their roots in the early languages of Latin and Greek.

■ Board Work 2• List these verbs: expel, exhale, exclaim,

exclude, interrupt, intercept, intervene.

• Show how we can change these verbs to nouns by adding noun suffixes. Note the subtle changes in spelling needed.

Word Warm-ups

Word extra

exhibitexamine

lesson 15

term 2


• Today the words in our list begin with ex– or e–.



Open Book WorkAsk selected students to spell some of the words with common endings added, e.g. expelled, explicitly, extinguisher, elapsed, elaborately, elevating.






expelexpireexplicitexhaleextinctexcludeexperienceextinguishextravagant

electelapseelasticelaborateeliminateelongateelevateelementeligible

Teaching notes Focus: Prefixes e–, ex–; Adding prefixes and suffixes

Verb noun

expelexcludeextinct exclaimelaborateeliminateelevate

expulsionexclusionextinctionexclamationelaborationeliminationelevation

Many verbs can be changed to nouns

by adding the suffix –ion.



ISBN 978 1 76020 452 5


■ Word Work• Place the students in pairs and set the following task. • Using your dictionary, make a list of ten words

beginning with –ex. The words should be different from those in the Warm-ups list. When you share your words with the class, you need to know how to say the word and give its meaning.

• Do some further word building, e.g. expel: expulsion (note change); expire: expiry; exclaim: exclamation, exclamatory; exclude: exclusion, exclusive, exclusivity, exclusiveness (note how the d is changed to an s); explicit: explicitly, explicitness; extravagant: extravagance; elect: election, elector, electorate, electoral; elastic: elasticity; elaborate: elaborately, elaboration; elevate: elevation, elevator; eliminate: elimination; eligible: eligibility, ineligible; element: elementary, elemental.

TERM 2

LESSON 15







Focus Words• elastic • extravagant • elements • excluding • elongated • expiry • elaborate • exclaimed

Dictation❥ He is not eligible for re-election.❥ The experienced firefighters quickly extinguished the blaze.❥ His elimination in round one excluded him from any further games.❥ Two hours have elapsed since the elevator stopped between floors.

Word Extra• exhibit • examine



ISBN 978 1 76020 452 5



❂

❂

❂

❂

1 Add a noun suffix to the word in bold to complete the sentence correctly. elect:Hundredsofpeoplewillvoteintheupcoming__________________________. expire:Thiscontainerofmilkispastits__________________________date. eliminate:Four____________________________roundswilldecidewhowillcompete. exclude:The__________________________ofthewingerfromtheteamcausedanoutcry. elevate:Werodetothetopflooroftheskyscraperinan__________________________.

2 Match these words with their meanings. elevate stretchouttoagreaterlength explicit cometoanend elongate removeorgetridof expire liftorraiseup eliminate veryclearlyandfullysetout

3 Write these words. All begin with the prefix ex–.

4 Be a word finder.

poseampleportchangeit

ex

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

elasticexplodeelementextinct

elapseexpiryelevationexperience

exitelection

D E X P I R Y T N V

E X T I N C T H E G

Y P C S L E B H L M

R E U N Z D E P E W

J R K E D O L R C E

C I T S A L E O T X

F E B P I P M L I I

T N E A N X E G O T

I C W L P E N Q N V

S E L E V A T I O N

actpertplaincitedterminate

ex

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________


Write about an international sporting event.

ISBN 978 1 76020 452 5



Change the prefixes to make new words.Check word meanings in your dictionary.

Add suffixes to build new words.


elect+or+ate ______________________________________________

expire+y ______________________________________________

elastic+ity ______________________________________________

element+ary ______________________________________________

elevate+or ______________________________________________

eliminate+ion ______________________________________________

extinct+ion ______________________________________________

extinguish+er ______________________________________________

explicit+ness ______________________________________________

expose+ure ______________________________________________

Think about the e rule.

__________________________________________

__________________________________________

__________________________________________

exdisins

tinct

__________________________________________

__________________________________________

__________________________________________

exprein

clude

__________________________________________

__________________________________________

__________________________________________

exredis

pel

__________________________________________

__________________________________________

__________________________________________

expredis

tend

__________________________________________

__________________________________________

__________________________________________

exumtrans

pire

__________________________________________

__________________________________________

__________________________________________

exredis

claim

ISBN 978 1 76020 452 5


■ Board Work• Today, we will look at words that begin with

the prefix en–. Remember, prefixes affect the meaning of words.

• en– means in or into, e.g. enclose = close in (I have enclosed a photo of my sister.)


• Explain that prefixes are attached to base words or words that have their roots in the early languages of Latin and Greek.

Word Warm-ups

Word extra

enforceenthral

lesson 16

term 2




• Point out that all their words this week begin with en–.




• Ask selected students to spell some verbs from the list with common endings added, e.g. enduring, enticing, endorsed, enlarging, entertainer, entreaty, envisaged.

Closed Book Work• Write five words on the board.

• Allow one to two minutes for students to study them.

• Rub the words off the board.

• Dictate the words, with endings added, for the students to write, e.g. enduring, enchantment, enlargement, entertainment, enticing.


endureendangerenticeenchantendorseengrossedenlargeenquireenslave

entireentitleensueentreatentangleentertainendeavourenvisageenvironment

Teaching notes Focus: Prefix en– (in, into)

ISBN 978 1 76020 452 5


■ Word Work• List the following words on the board: able, close, act,

counter, courage, joy, rolled, danger, grave, core. Ask the students to write them down, adding the prefix en–.

• Discuss their findings. • List the following words on the board; endanger, entice,

enchant, endorse, enlarge, enslave, entangle, entitle, entertain, enforce. Ask the students to build nouns by adding the suffix –ment.

• Discuss their findings. • Discuss other word building, e.g. enduring (adjective),

endangered (adjective), enchantress, enquiry, entirety, environmental, disentangle.

• Prepare Prefix baggies. In each zip-lock bag, place 10 to 12 words cut between the prefix and the base word. Use the above words.

term 2

lesson 16

■ Pencil WorkThe worksheet focuses on spelling, word meaning and morphology.






Focus Words• envisage • enquiry • entertainment • enticing • endeavour • enduring• ensuing • entirely

Dictation❥ He endorsed our plan to save the endangered turtles.❥ He was engrossed in his book, entitled Tales of Enchantment.❥ He had to endure ten years of enslavement.❥ The enlarged photo clearly shows damage to the environment.

Word extra• enforce • enthralled


ISBN 978 1 76020 452 5


1 Complete this table by adding the endings.Add s Add ing Add –ment

enlarge

enforce

entertain

endorse

enchant

2 Match these words and meanings. envisage supportorapproveof endorse tryorattemptsomething enchant whole,complete,unbroken endeavour picturesomethinginyourmind entire delight,charm,castaspellover

3 Fill in the missing letters to complete the words correctly. en____________g________d Theturtlebecame_______________inthefishingline. enf____r________m____________ Thepoliceareresponsibleforlaw_______________. en________r________ Amagnifyingglasswill_______________theprint. en____________g____________d Wemustfighttopreserveour_______________wildlife. end____________d Ourcountryhas_______________droughtfortenlongyears.

4 Add prefixes to build some new words. Use your dictionary to check meaning.


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__________________________________________

__________________________________________

__________________________________________

enmisre

treat

__________________________________________

__________________________________________

__________________________________________

enrede

tail

__________________________________________

__________________________________________

__________________________________________

enreac

quire


Write about an enchanted forest.

ISBN 978 1 76020 452 5



Add the suffix –ment to build nouns.Read your list to a friend.


entangle ______________________________________________ encourage______________________________________________

entitle ______________________________________________ endorse ______________________________________________

entertain ______________________________________________ enforce ______________________________________________

enlarge ______________________________________________ enrich ______________________________________________

enchant ______________________________________________ enjoy ______________________________________________

entice ______________________________________________ enhance ______________________________________________

Be a word sleuth. Use your dictionary to make a list of ten words beginning with en– and their meanings.Share your words and meanings with a friend.

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

___________________________________________________ ______________________________________________________________________________________________________________

ISBN 978 1 76020 452 5


■ Board Work• Write the words repay, rely, return, restore on

the board, asking the students to note they all begin with re. Ask a student to read the words.

• Notice that these words are verbs.• Notice that when the prefix re– is pronounced

with a schwa sound, we stress (or emphasise) the second syllable.

• Write the words refuge, regular, renovate on the board, asking the students to note they also begin with re. Ask a student to read the words.

• Notice how the prefix re– in these words is pronounced with a short e sound and the stress moves to the first syllable.


Word Warm-ups

Word extra

recederefrigerate

lesson 17

term 3




• Point out that all their words this week begin with re–.



Open Book WorkRemind students of the e rule. Ask the students to spell selected words from the list with endings added, e.g. retriever, recuperating, resembling, reluctantly, relatively, reminiscing, renovated.



• Allow two to three minutes. • Ask the students to close their books and

write as many words as they can remember. • Share and evaluate the results.

retrievereprievereplenishreligionresemblerestrictreluctantrecuperateremunerate

recollectrecommendregulateregisterrelativereminisceremedyrenovateresonate

Teaching notes Focus: Prefix re–


words correctly.

ISBN 978 1 76020 452 5


■ Word Work• Write these words on the board: veal, lay, fresh, fine,

call, place, main, join, move, pair, possess, sent. Ask students to write them down, adding the prefix re–.

• Discuss the findings.• Ask the students to compose sentences, oral or written,

with some of the words.

• Explore word building: retrieval, replenishment, religious, resemblance, restriction, restrictive, unrestricted, reluctance, recuperation, recuperative, remuneration, remunerative, recollection, recommendation, regulation, regulatory, deregulate, registry, registration, unregistered, reminiscent, reminiscence, remedial, renovation, resonance, resonant.

term 3

lesson 17

■ Pencil WorkThe worksheet focuses on word meaning and on understanding that prefixes change the meanings of words.






Focus Words• resemblance • reprieve• recommended • remedies • resonating • remuneration • recollection • replenish

Dictation❥ When my relatives visit, we like to reminisce about our childhood.❥ It is a council regulation that all dogs be registered.❥ After major renovations, the house resembled a small palace.❥ I was reluctant to retrieve my ball from the murky water.

Word extra• recede • refrigerate


ISBN 978 1 76020 452 5



1 Write these words. Check the meaning of any unfamiliar words.

2 Now choose some of those words to complete these sentences correctly. You may have to add endings.

WhenI______________________________myhomework,I’llplaygamesonmy_______________________________. Domesticoveruseandirrigationhavequickly_______________________________ourwatersupply. Hewassentoffthefieldaftera_______________________________withthereferee. Theathletes_______________________________ontheovaltoreceivetheirsportingtrophies.

3 Complete these nouns by adding the suffix –ion. refrigerate ____________________________________________________

remunerate ____________________________________________________

renovate ____________________________________________________

regulate ____________________________________________________

recollect ____________________________________________________

restrict ____________________________________________________

4 Fill in the missing letters. Thecathedralres________________edtothesoundofringingbells. Milk,butterandcheeseneedtobestoredinar________r____________r____________r. Mytwocousinsaretheonlyre________________v________IhaveinAustralia. Carsmustbere________st____________dtobedrivenonpublicroads. Recentheavyrainshavere____________n________________dourmajordams.

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__________________________________________

__________________________________________

__________________________________________

recomde

plete

__________________________________________

__________________________________________

__________________________________________

reasdis

semble

__________________________________________

__________________________________________

__________________________________________

redecon

fuse

__________________________________________

__________________________________________

__________________________________________

rediscom

pute


Write about your recollections of childhood.

ISBN 978 1 76020 452 5


Spelling Corner 34

reduce+tion ______________________________________________

respect+ful ______________________________________________

reverse+al ______________________________________________

resist+ance ______________________________________________

require+ment ______________________________________________

refer+ence ______________________________________________

represent+at+ive ______________________________________________

remark+able ______________________________________________

reject+ion ______________________________________________

refuge+ee ______________________________________________

Be a word builder. Remember your spelling rules.

Join endings or suffixes to the base words.

Spelling Corner 33

resemble reminisce retrieve restrict

–s –ed –s –s

–ed –ing –ed –ed

–ing –ent –er –ive

–ance –ence –al –ion

term 3 lesson 17

term 3 lesson 17

ISBN 978 1 76020 452 5


Teaching notes Focus: Suffix –ion

■ Board Work• List the words act, collect, predict, express on

the board. Ask a student to read the words. Point out that these words are verbs.

• Add the suffix –ion to the end of each word and ask a student to read the new words. Note the sound of the suffix. Point out that many students spell this suffix wrongly because they write what they hear, shun or shin. They must remember what the suffix looks like.

• –ion is a noun suffix. Words with this suffix usually end in –ion, –tion or –sion. refer students to the suffixes chart.

• Point out that not all words ending in –ion are nouns built from verbs. Some are nouns only, e.g. caption, occasion, or are both nouns and verbs, e.g. caution, fashion.

Word Warm-ups

Word extra

emotionexception

lesson 18

term 3



■ Book WorkTell the students to open their Word Warm-ups book to page 7, List 18.• Point out that all their words this week end in

–ion. These endings are usually found on the end of nouns.




Open Book WorkWith the students, explore orally the base words of some of the words in the list, e.g. pollute, decorate, demolish, decide, collide, impress.

cautioncaptioncommotionpollutiondecorationdemolitioninstructionreductionresolution

inclusionexclusionexplosionoccasiondecisiondivisioncollisionimpressionconclusion

Use your eyes and your ears

to spell words correctly.

ISBN 978 1 76020 452 5


■ Word Work• Explore word building, e.g. cautionary, instructional,

occasional, exceptional, decorative, inclusive, exclusive, explosive, decisive, divisive, impressive, conclusive, pollutant, fashionable.

• Working with old magazines, newspapers and junk mail catalogues, students work in pairs to list as many words ending in –ion as they can. The words should be listed on A4 sheets and pinned on the wall for sharing and as a spelling resource.

term 3

lesson 18

■ Pencil WorkThe worksheet focuses on application of the noun suffix –ion and word building.






Focus Words• division • occasionally• explosions • resolution• collision • construction • instructional • captions

Dictation❥ Workers must use caution when entering a demolition site.❥ Christmas is an occasion for colourful decorations.❥ We must aim for the reduction of air and water pollution.❥ His decision to exclude James caused a flood of emotion.

Word extra• emotion • exceptional


ISBN 978 1 76020 452 5



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❂

1 Match these nouns with their base verbs. reduction decorate demolition collide inclusion explode collision divide decision include pollution demolish explosion decide conclusion pollute decoration reduce division conclude

2 Add –ive to these base words to build adjectives. Spelling alert! decorate__________________________________________ explode __________________________________________

include __________________________________________ conclude__________________________________________

decide __________________________________________ divide __________________________________________

impress __________________________________________ express __________________________________________

3 Spell the missing words. All words end in –ion. Followthein_________________________________________sformakingaglovepuppet.

Oc___________________________ally,wevisitthemuseumandtheartgallery.

Readthec___________________________belowthenewspaperphoto.

WehangupChristmasd_________________________________________severyyear.

Afterthedem_________________________________________oftheoldtheatre,constructionwillbeginonanother.

4 Add prefixes and suffixes to build new words. un+emotion+al _______________________________________________

caution+ary _______________________________________________

impression+able _______________________________________________

occasion+al _______________________________________________

instruction+al _______________________________________________

pre+caution _______________________________________________


Write about your New Year’s resolution.

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______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

Spelling Corner 36

Choose one topic to write about.

Write the base word from which these nouns have been built.

Spelling Corner 35

instruction ______________________________________________

resolution ______________________________________________

construction ______________________________________________

impression ______________________________________________

decoration ______________________________________________

inclusion ______________________________________________

reduction ______________________________________________

conclusion ______________________________________________

expression ______________________________________________

demolition ______________________________________________

■Anoccasiontocelebrate ■Instructionsformakingakite■Anexplosionoffireworks ■ThebestdecisionIevermade■OurChristmastreedecorations ■Theproblemofpollution

term 3 lesson 18

term 3 lesson 18

ISBN 978 1 76020 452 5


■ Board WorkToday, we will look at words that begin with two different prefixes, pre– and pro–. Remember, prefixes affect the meaning of words. Prefixes are always spelled in the same way.

• Explain that the prefix pre– often means before. Give examples: pretest, preview, prepaid, prejudge, prehistoric.

• Explain that the prefix pro– often means forward or in favour of. Give examples: progress, project, promote.

• Explain that the prefixes are attached to base words or words that have their roots in the early languages of Latin and Greek.

Word Warm-ups

Word extra

preservepropose

lesson 19

term 3


• Point out that all their words this week begin with pre– or pro–.



Open Book WorkReview the e rule. Ask selected students to spell some verbs from the list with common endings added, e.g. precluding, precisely, preceding, previously, protected, propeller, processed.

Closed Book Work• Divide the class into Group A and Group B. Ask

Group A to study the pre– words and Group B the pro– words. Allow a few minutes.

• Ask the students to close their books and write as many words as they remember.


• In a different session, repeat the task with roles reversed.

precedepreciseprecludepredictprescribeprecariouspredicamentpreliminaryprevious

protectprocessprogressprovokeprovidepropelproclaimprohibitproficient

Teaching notes Focus: Prefixes pre–, pro–





When pre- is added to a word beginning with e, it is separated by a hyphen.pre-empt pre-eminent

ISBN 978 1 76020 452 5


■ Word Work• Write these words on the board: tend, vent, long, pare,

view, test, fuse, serve, fix, gram. Ask the students to write the words, adding the correct prefix, pre– or pro–. Discuss their findings. Note: pretest and protest are both words.

• Explore the addition of suffixes, e.g. preclusion, prediction, predictable, unpredictable, precedent, precedence, imprecise, prescriptive, prescription, protective, protection, unprotected, procession, processor, progression, provocation (note the spelling change), propulsion (note the spelling change), provision (note that d becomes s), proclamation (note to drop the i), prohibitive, prohibition, proficiency.

• Discuss words whose spelling or meaning can be confused with that of other words, e.g. proceed, precede; proficient, efficient; presume, assume; profess, confess.

term 3

lesson 19

■ Pencil WorkThe worksheet focuses on exploring prefixes, studying the spelling and pronunciation changes when adding suffixes, and vocabulary building.

Word WorkoutAsk the students to write about the set topic for five minutes. Writing should be uninterrupted. Students must not ask for advice or help. Thinking needs to be

spontaneous. Share only at the end. This is a time for students to show what they know about spelling.





Focus Words• precluded • previously• prohibit • unprovoked • predictable • predicament • prescribed • protection

Dictation❥ She was proclaimed the winner as the wind propelled her boat over the

finishing line.❥ Preliminary time trials commence at precisely nine o’clock.❥ Flag bearers preceded the carnival procession.❥ He is proficient at maths and continues to make good progress in English.

Word extra• preserve • propose


To words ending in ade, ide, ode or ude add sion to form nouns.

invade provide explode includeinvasion provision explosion inclusion

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❂

❂

1 Write these words.

2 Complete these words. Hewasproclaim_____________kingofthenorthlands. Thedoctorprescribe_____________bedrestandplentyoffluids. Theylinedthestreetstowatchthecarnivalprocess_____________. Seaweedbecameentangledintheboat’spropel_____________. Ourmakeshiftsheltergaveusprotect_____________fromthefierce,icywinds.

3 Match the verbs with their nouns and meanings. provoke prescription orderforuseastreatment precise propeller skilled,expert,accomplished proficient provocation exact,correct,specific prescribe precision driveforward,push,shove propel proficiency makeangry,irritate,goad,annoy

4 Build new words. Note pronunciation. un+predict+able___________________________________ preced(e)+ent ___________________________________

previous+ly ___________________________________ prohibit+ive ___________________________________

proficien(t)+cy ___________________________________ protect+ive ___________________________________

im+precise ___________________________________ procla(i)m+ation___________________________________

progress+ive ___________________________________ process+ion ___________________________________

__________________________________________

__________________________________________

__________________________________________

preende

vious

__________________________________________

__________________________________________

__________________________________________

proacre

cess

__________________________________________

__________________________________________

__________________________________________

proredis

claim

__________________________________________

__________________________________________

__________________________________________

predein

scribe


List the provisions you would need for a camping trip.

ISBN 978 1 76020 452 5


Spelling Corner 38

Be a word builder.

Add the word parts to build new words.Use your spelling rules.

Spelling Corner 37

provision+al ______________________________________________

propel+er ______________________________________________

im+precise ______________________________________________

un+provoked ______________________________________________

protect+ive ______________________________________________

precarious+ly ______________________________________________

precise+ion ______________________________________________

previous+ly ______________________________________________

progressive ____________________________________________

ion ____________________________________________

processor ____________________________________________

ion ____________________________________________

prohibition ____________________________________________

ive ____________________________________________

prediction ____________________________________________

able ____________________________________________

protection ____________________________________________

or ____________________________________________

precedeent ____________________________________________

ence____________________________________________

production ____________________________________________

ive ____________________________________________

term 3 lesson 19

term 3 lesson 19

ISBN 978 1 76020 452 5


■ Board Work• Explain that many words used in English

today have their roots or origins in the early languages of Latin and Greek.

• Today we will study two groups of words with Latin and Greek roots.

• Write duco, ductus (I lead) on the board and explain how this is the root of a number of words we use today in English. Write the words reduce, produce, product, educate and circle the duc part of each word. Discuss meaning.

• Write cedo, cessus (I go) on the board and explain how this is the root of a number of words we use today in English. Write the words success, process, procede, recede and circle the cess or ced part of each word. Discuss meaning.

Word Warm-ups

Word extra

recess exceed

lesson 20

term 3


• Point out that all their words this week have Latin and Greek roots.




Open Book WorkAsk selected students to spell words from the list with endings added, e.g. conducted, producing, successful, incessantly.

conductdeductinductproductproducereduceinduceintroduceeducate

accessexcesssuccessprocessproceedsucceedrecedeprecedeincessant

Teaching notes Focus: Greek and Latin roots duco or ductus (I lead), cedo or cessus (I go)

Many English words have their origins, or roots, in the early

languages of Latin and Greek.e.g. fin (end): final finish finite



ISBN 978 1 76020 452 5


■ Word Work• Explore word building, e.g.: duco or ductus

conduct: conductor; deduct: deduction, deductible; induct: induction; produce: product, production, productive, unproductive, productivity; reduce: reduction; induce: inducement; introduce: introduction, introductive; educate: education, educational, educable; abduct: abduction.

cedo or cessus access: accessible, accession, accessory; exceed: excess, excessive; succeed: success, successful, successive, successor; precede: precedent, precedence; recess: recession.

TERM 3

LESSON 20

■ Pencil WorkThe worksheet focuses on correct word use and word building, and explores a range of prefixes used to build different words.






Focus Words• succeeded • excessive• receding • deduction• producing • inducement• conductor • proceeded

Dictation❥ The company is introducing new health products all the time.❥ The four successful students will be inducted as school leaders.❥ Many children do not have access to education.❥ The procession was preceded by the flag bearers.

Word Extra• recess • exceeding


Y6-TS-Lessons.indd 101 16/02/2017 12:16 PM

ISBN 978 1 76020 452 5


1 Add endings to complete the words correctly. incessantRainfell___________________________________fordays,causingmajorflooding. reduce A___________________________________inthepriceoffuelwaswelcomedbydrivers. conduct The___________________________________raisedhisbatonandthesymphonybegan. recede Floodwatersare___________________________________,butdamsarestillrising. excess ___________________________________forcewasusedtosubduetheprisoners.

2 Form nouns by adding the suffix –ion or –tion. produce _____________________________________________ reduce _____________________________________________

introduce_____________________________________________ educate_____________________________________________

process _____________________________________________ success _____________________________________________

deduct _____________________________________________ induct _____________________________________________

access _____________________________________________ recess _____________________________________________

3 Highlight the correct prefix. Thecarreachedspeedsinex

ac cessof150kph.

Theopeningofthebridgewasreprecededbyashortspeech.

Farmersprore ducefoodforthetablesofthenation.

Therewasanattempttoabin ducttheyoungprince.

Itwilltakesometimetosucprocessallofthedata.

4 Use the prefixes to write some different words.


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Design a poster advertising a street procession.

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

deproinabcon

duct

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

reinprodeintro

duce

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

proreacsucex

cess

ISBN 978 1 76020 452 5



Find the eight spelling errors in this text.Write the correct spelling on the lines below.

Join the word parts to build new words.


intro+duct+or+y ___________________________________________________

ex+cess+ive ___________________________________________________

pro+ceed+ings ___________________________________________________

pre+cede+ent ___________________________________________________

in+duce+ment ___________________________________________________

de+duct+ible ___________________________________________________

product+ive+ity ___________________________________________________

success+ful ___________________________________________________

success+ive ___________________________________________________

educate+ion+al ___________________________________________________

ab+duct+ion ___________________________________________________

ac+cess+ible ___________________________________________________

The Power of Music

Resentstudiesintomusichaveshownthatlerningtoplayamusicalinstramentimprovesnotonlyourabilitytolistenbutalsoourmotorskillsandourabilitytofocis,reasonandremember.Ithasbeennamedthemusicadvantage.

Themusicalexperientsstrengthenstheabilitytoknowwhatisimportanttolistentoandpayattenshintoinanynoisyenvirament,incloodingtheclassroom.

Listeningtomusicdoesn’thavethesameimpactonthebrainasmakingmusic,butcanstillbebeneficial.

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

Obey your spelling rules!

ISBN 978 1 76020 452 5


■ Board WorkToday our words end in the suffix –al.

• Remember, suffixes indicate the grammatical function of a word, e.g. noun, verb, adjective, adverb. Suffixes ensure that we use words correctly, so that what we say and write sounds right. The suffix –al most often forms an adjective.

• It is easy to confuse words ending in al, el or le because they all sound the same. When you learn these words, you need to remember what the words look like.

Word Warm-ups

Word extra

ruralcasual

lesson 21

term 3




• Point out that all their words this week end in –al and are all adjectives.



Open Book WorkRemind students that many adverbs are formed by adding –ly to an adjective. Ask the students to spell selected adverbs, e.g. centrally, nationally, personally, medically, originally.






centralnaturalnationalfrugalpersonalpunctualmedicalintegralactual

federalferaltrivialmanualgradualseveraloriginalAboriginalindividual

It is easy to confuse words

ending in al, el or le. Use your eyes to remember

the ends of these words.

Teaching notes Focus: Suffix –al

ISBN 978 1 76020 452 5


■ Word Work• Prepare some Suffix baggies. Each set could contain 10

to 12 words comprising base words and suffixes that change the words from adjectives to nouns by adding –ity, e.g. original-ity, personal-ity, punctual-ity, frugal-ity, actual-ity, trivial-ity, individual-ity. Other words could include: normal-ity, vital-ity, legal-ity, local-ity, brutal-ity, fatal-ity, banal-ity, mental-ity, cordial-ity, formal-ity, final-ity, real-ity.

• Students work in pairs to assemble words and write them in their notebooks. Words should be read aloud.

• Students should read their finished words to each other or to the class.

• Alternatively, write the base words on the board. Ask students to write them down and build nouns by adding –ity. Discuss the results.

• Explain how words are changed from one part of speech to another so that the things we say and write make grammatical sense.

• Remind them that many adjectives ending in –al can be changed to nouns by adding the suffix –ity, as in the examples provided, and that many adjectives ending in –al can be changed to adverbs by adding –ly.

• Write these words on the board: normal, oral, vital, visual, legal, brutal, casual, formal, fatal, mental, local, final. Ask the students to write them down, adding –ly to form adverbs. Check their understanding.

term 3

lesson 21

■ Pencil WorkThe worksheet focuses on vocabulary and on changing the function of words by changing the suffix.






Focus Words• trivial • manually• feral • centrally • integral • frugal • personality • individuality

Dictation❥ I don’t know his actual name or his nationality.❥ There was a gradual improvement in his medical condition.❥ The federal government has a policy on the mining of our natural resources.❥ Several Aboriginal paintings hang in the National Gallery of Australia.

Word extra• rural • casual

■ Word ExtraAdd two to five words to the Warm-ups list. These words may be selected from curriculum content, from the sight word or international word lists in the Word Warm-ups book or revisionary words from previous spelling programs. Two revisionary words are offered here.

ISBN 978 1 76020 452 5


1 Add –ly to form adverbs from these adjectives. gradual ___________________________________________ original ___________________________________________

personal ___________________________________________ medical ___________________________________________

central ___________________________________________ actual ___________________________________________

manual ___________________________________________ individual___________________________________________

natural ___________________________________________ national ___________________________________________

2 Form nouns by adding the suffix –ity. personal ___________________________________________ punctual ___________________________________________

original ___________________________________________ trivial ___________________________________________

individual ___________________________________________ national ___________________________________________

local ___________________________________________ final ___________________________________________

3 Build verbs and nouns by changing the suffix –al to –ate and –ation.

–ate –ation

punctual

medical

integral

gradual

federal

4 Fill in the missing letters. plain,simple,unaffected n________________al domesticanimalgonewild f________al minor,petty,unimportant t________________al donebyhand(notmachine) m____________al slowlychangingalittleatatime g________________al


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Describe your personality.

ISBN 978 1 76020 452 5



Be a word builder.

Match these adjectives to a suitable noun.Write the pairs.


federal animal

natural decline

terminal person

manual achievement

medical character

frugal resources

gradual government

central illness

feral doctor

personal labour

originally ____________________________________________

ity____________________________________________

naturally ____________________________________________

ist____________________________________________

personally ____________________________________________

ity____________________________________________

fatally ____________________________________________

ity____________________________________________

nationally ____________________________________________

ist____________________________________________

casually ____________________________________________

ty ____________________________________________

individually ____________________________________________

ity____________________________________________

ISBN 978 1 76020 452 5


■ Board WorkToday we are going to review the different sounds of y and revisit the rules for writing the plural form of nouns ending in y.

• Write these words on the board: happy, lazy, gypsy, cylinder, cyclone, terrify. Ask a student to read the words, while the others note the different sounds made by y. Establish that the letter y can represent three different sounds: ē as in happy, ĭ as in cylinder and ī as in cyclone.

• Write these nouns on the board: baby, lady, country, gully, party. Remind the students that, to write the plural form, we must first change the y to i. With the students, write the plural form of the words on the board: babies, ladies, countries, gullies, parties.

• Write these nouns on the board: key, monkey, day, boy, trolley. Remind the students that we do not change y to i to write them in plural form because the letter before the y is a vowel. Ask selected students to spell the words keys, monkeys, days, boys, trolleys

• Make the generalisation that we change the y to i before adding an ending most of the time. (Refer them to the spelling rules in the Word Warm-ups book.)

Word Warm-ups

Word extra

journeylibrary

lesson 22

term 3




• Work through each list, explaining any unfamiliar words. Ask the students to read the list together at a steady pace.

Open Book WorkThinking about the rules, how do you spell these words: mutinies, industries, ferries, canaries, lullabies?






mutinymotleygaudyindustryordinarytemporaryferryfallacycanary

cymbalcylinderhysteriamysterypyramidpyjamasphysicalgymnasiumlullaby

Teaching notes Focus: The different sounds of y; Applying the y rule

ISBN 978 1 76020 452 5


■ Word Work• To consolidate the rules for forming the plurals of

nouns ending in y, write this list of words on the board: enemy, valley, gully, jockey, fairy, key, country, story, family, journey. Ask the students to write them in plural form. They will need to think about the rules.

• Check their understanding.

• Explore word building, e.g. mutiny: mutinous; industry: industrial, industrialist, industrious; temporary: temporarily; ordinary: ordinarily, extraordinary; fallacy: fallacious; cylinder: cylindrical; mystery: mysterious; hysteria: hysterical.

term 3

lesson 22

■ Pencil WorkThe worksheet focuses on application of the y rule, word building and proofreading.






Focus Words• ferries • gaudy • industries • cylinders • temporary • cymbals • fallacy • hysterical

Dictation❥ Many people go to a gymnasium to maintain their physical fitness.❥ It was a motley band of ordinary people who led the mutiny.❥ Great mysteries still surround the pyramids.❥ She dressed the baby in warm pyjamas and sang her a lullaby.

Word extra• journey • library


ISBN 978 1 76020 452 5


1 Add endings to the bold words to complete the sentences correctly. mystery Asoft,___________________________________soundcamefrombehindthelockeddoor. hysteria Peoplebecame______________________________asbuildingscollapsedaroundthem. temporaryHeisoutofwork,butonly_____________________________________________. physical Bensongoestoagymtokeephimself___________________________________fit. cymbal Withaclashof___________________________________thesymphonycametoa

stunningend.

2 Find and fix the mistake in each sentence. Asconditionsworsened,thesailorsbecamemutinus. _________________________________

OrdinrypeoplewereaffectedbytheIndustrialRevolution. _________________________________

Manyhavetriedtouncoverthemysterysofthepyramids. _________________________________

Theywereamotlygroupofpeoplewearingstripedpyjamas. _________________________________

Thereportofmasshysteriaisjustafalacy. _________________________________

3 Write the plural form of these words. Think about the yrule. industry ______________________________________ mystery ______________________________________

lullaby ______________________________________ canary ______________________________________

fallacy ______________________________________ mutiny ______________________________________

journey ______________________________________ library ______________________________________

4 Add the word endings. Think about the y rule. temporary+ly ______________________________________________ mutiny+ous ______________________________________________

ordinary+ly ______________________________________________ industry+al ______________________________________________

fallacy+ous ______________________________________________ industry+ous ______________________________________________

hysteri(a)+cal ______________________________________________ cylind(e)r+ic+al ______________________________________________


❂

❂

❂

❂


List ten ways to keep physically fit.

ISBN 978 1 76020 452 5



Write these words in plural form.

Describe one of the following.


industry ____________________________________________ donkey ____________________________________________

lullaby ____________________________________________ canary ____________________________________________

mystery ____________________________________________ hobby ____________________________________________

monkey ____________________________________________ pony ____________________________________________

valley ____________________________________________ enemy ____________________________________________

trolley ____________________________________________ duty ____________________________________________

fallacy ____________________________________________ jockey ____________________________________________

city ____________________________________________ library ____________________________________________

key ____________________________________________ journey____________________________________________

■Ariverferry ■Yourpyjamas ■AnEgyptianpyramid■Agymnasium ■Anextraordinaryevent ■Cymbalsinabrassband

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

Think about the y rule.

ISBN 978 1 76020 452 5


■ Word Work• Explore other words that can be built

from these words, e.g. hygiene: hygienic, hygienically; hybrid: hybridise; hyphen: hyphenate, hyphenated; hydroponic: hydroponically; system: systematic, systematically, systematise; symptom: symptomatic, symptomatically; sympathy: sympathise, sympathetic, sympathetically; symphony: symphonic; synthetic: synthetically.

• Discuss ways of learning multisyllabic words.

• Draw a box for each syllable. Write one syllable in each box. Run your finger under the boxes, saying the word and looking at what is in each box. Do this several times. Close your eyes and try to picture what is in each box. Check by looking at the word again. Then write the word from your memory and check for accuracy.

■ Board WorkToday we will look at words that begin with hy and sy. • Write these words on the board: hyena, hype,

hydrant, hydroelectric. Read them aloud, asking the students to note that the y here is pronounced as a long i sound.

• Explain that there are words beginning with hy where the y is pronounced as a short i sound, e.g. hypnotise, hysterical, hymn.

• Write these words on the board: syrup, syllable, symbol, system. Read them aloud, asking the students to note that the y here is pronounced as a short i sound.

Word Warm-ups

Word extra

liquidsqualid

lesson 23

term 3



■ Book WorkTell the students to open their Word Warm-ups book to page 9, List 23. • Today the words in our list begin with hy

(high) and sy (sip).• Work through the words in the list. Explain

unfamiliar words. • Chant the words together, keeping a steady

pace.

Open Book WorkAsk selected students to spell the plural form of some words, e.g. hyenas, hydrants, symptoms, symphonies, synopses.



• Allow two to three minutes. • Ask the students to close their books and

write as many words as they can remember. • Share and evaluate the results.

hyenahygienehypehybridhyphenhydrogenhydranthydroponichypodermic

syrupsyringesystemsymbolsymptomsympathysymphonysynopsissynthetic

Teaching notes Focus: Letter teams hy–, sy–; Adding prefixes and suffixes

hy dro pon ic

hy po derm ic

ISBN 978 1 76020 452 5


Word Work Continued• Another method is to colour each syllable a different

colour.• Another method of learning multisyllabic words is to

write them as Syllable Slides. Run your finger past each syllable, saying the word and looking at the letters.

• Point out that the word sympathy has its origin in the Latin word pathos meaning feeling. Other words with this origin are: empathy, pathetic, pathos, pathology.

• Symphony has its origin in the Latin word phono meaning voice or sound. Other words include: phone, phonic, gramophone, megaphone, earphones, cacophony.

term 3

lesson 23







Focus Words• hybrid • hydrant• hygienic • symbols • sympathy • syrup • symphonies • systematic

Dictation❥ The farmer installed a hydroponic system for growing lettuce.❥ Synthetic materials have largely replaced natural ones.❥ The nurse gave me an injection with a hypodermic syringe.❥ Before studying our class novel, the teacher gave us a synopsis of the story.

Word extra• liquid • squalid


hy dro gen

sys tem at ic

hy po derm ic

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❂

❂

❂

1 Match these words to their meanings. symptom outline,plan,summary syrup musicalcompositionforanorchestra symbol indicatorofillnessordisease synopsis compassion,tendernessoffeeling symphony emblem,token,sign sympathy thick,sweetliquid

2 Build the following words by adding the endings. Spelling alert! hygiene+ic ______________________________________ hyphen+ated ______________________________________

system+at+ic______________________________________ sympathy+ised ______________________________________

symphony+ic ______________________________________ system+at+ise______________________________________

symbol+ic ______________________________________ symbol+ise ______________________________________

3 Choose from the words above to complete these sentences. “Up-to-date”and“well-known”are______________________________________wordswhentheyare

usedasadjectives.

Thewhitedoveontheflagis______________________________________ofpeace.

Itisnot______________________________________todrinkuntreatedriverwater.

Thepolicecarriedouta______________________________________investigationintothecrime.

He______________________________________withmewhenheheardIhadlostmypetdog.

4 Be a word finder.

Y N O H P M Y S N S

G S Y R U P T H E Y

H Y P H E N I B G M

R M S Y M B O L O P

J P U G D F Z T R A

C T T I A L E O D T

F O B E L N E P Y H

S M Y N C X R D H Y

I S R E P E N Q N V

H Y P O D E R M I C

❂hyphensymbolhypehypodermicsymptoms

hydrogensyruphygienesympathysymphony


Write a synopsis of a well-known fairy story.

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Spot the six spelling mistakes.Write the correct words on the lines below.

Write as many words as you can, using the letters in the word below (no plurals or verbs ending in s). Letters can only be used once in any one word.


The record is 167!

The HyphenHyphensoffenlinkthetwopartsofacompoundadjective,asinastar-studdedskyoracandle-litroom.Hyphensareallsousedwhenwedevideawordattheendofalineifthewholewordwo’ntfitin.Thehyphenshowsthattherestofthewordisonthenextline.Manyexampelsofthesewordbreakscanbefoundinanewspapper.

sympathetic

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

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■ Word Work• Explore other words that can be built from

these words, e.g. abduct: abduction, abductor; abrupt: abruptness; absolute: absolution; abundant: abundance; absurd: absurdity, absurdness; absent: absentee, absenteeism; abbreviate: abbreviation; accept: acceptable, unacceptable, acceptance; account: accountant, accountancy, accountable, unaccountable, accounted (for); accurate: accuracy, accurateness; accomplish: accomplishment; accompany: accompaniment; accommodate: accommodation;

accumulate: accumulation, accumulative; accelerate: acceleration, accelerator.

• Again discuss ways of learning multisyllabic words.

• Draw a box for each syllable. Write one syllable in each box. Run your finger under the boxes, saying the word and looking at what is in each box. Do this several times. Close your eyes and try to picture what is in each box. Check by looking at the word again. Then write the word from your memory and check for accuracy.

• Another method is to colour each syllable a different colour.

Teaching notes Focus: Prefix ab–, letter team acc–

■ Board WorkToday we will look at words that begin with ab and acc. Ab– is a prefix meaning away or from. The word abduct is derived from its root word duco or ductus = I lead and the prefix ab–.

Therefore, abduct means to lead away from.We will also study words with the beginning letter team acc.

Word Warm-ups

Word Extra

accidentaccrue

LESSON 24

TERM 3




• Today the words in our list begin with ab or acc.

• Point out that when the second c is followed by e or i, the c is a soft c and therefore pronounced as an s. Give other examples: accent, accelerate, accident.



Open Book WorkAsk selected students to spell some words with endings added, e.g. abducted, absorbing, abruptly, absolutely, accurately, accelerating.

abductabsurdabsorbabsentabsoluteabdomenabruptabundantabbreviate

acceptaccentaccelerateaccountaccurateaccomplishaccompanyaccommodateaccumulate

ac cel er ate

ab bre vi ate


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Word Work Continued • Another method of learning multisyllabic words is to

write them as Syllable Slides. Run your finger past each syllable, saying the word and looking at the letters.

• Point out that the word abbreviate has its origin in the Latin word brevis, meaning short. Other words with this origin are: brief, briefly, brevity.

• Access has its origin in the Latin root cedo or cessus, meaning I go. Other words include: accede, antecedent, concede, concession, intercede, intercession, recede, precede, precedence, proceed, process, procession, succeed, success, succession, incessant, recess, recession, excess.

term 3

lesson 24

■ Pencil WorkThe worksheet focuses on word building, word meaning and sentence construction.






Focus Words• abduction • abundantly• absentee • accommodation• abdomen • accompaniment• accent • acceptable

Dictation❥ I cannot accept such an absurd excuse for your absence.❥ She gave an accurate account of the explorer’s journey.❥ Joan is absolutely absorbed in her latest spy novel.❥ The car accelerated abruptly and disappeared from sight.

Word extra• accidents • accrue


ab do men

ac com mo date

ac com plish ment

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❂

❂

❂

❂

1 Change these adjectives to adverbs by adding –ly. accurate _____________________________________________ absolute _____________________________________________

absent _____________________________________________ absurd _____________________________________________

abrupt _____________________________________________ abundant _____________________________________________

2 Add the endings to complete this table. Spelling alert!

Add ed Add ing Add –ion

abbreviate

accelerate

accommodate

access

abduct

accumulate

3 Write sentences to clearly show the difference in meaning of these words.acceptexceptexpect

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

4 Add suffixes to build some new words. Use your dictionary to check meaning.


Write about an accomplished player you know.

accept

_____________________________________________

_____________________________________________

anceable

account

_____________________________________________

_____________________________________________

antable

abundant

_____________________________________________

_____________________________________________

lycy

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Add the missing letters to complete the words.

Build new words.


account+ant ______________________________________________________

accomplish+ment ______________________________________________________

absent+ee+ism ______________________________________________________

accelerate+or ______________________________________________________

accept+able ______________________________________________________

accurate+cy ______________________________________________________

abrupt+ness ______________________________________________________

abduct+or ______________________________________________________

account+able ______________________________________________________

absurd+ity ______________________________________________________

accompany+ment ______________________________________________________

accompany+ist ______________________________________________________

ab________________ Johnwas____________fromschooltoday.

abb____________________________ Whenyou____________aword,youmakeitshorter.

acc____________ Iwill____________yourofferofaridehome.

acc________________________________ Dadpressedthe____________andthecarsurgedforward.

ab____________________ Aninsecthasthreeparts:head,thoraxand____________.

ab________________________ Iwasso____________inmybook,Ididn’thearthephone.

acc________________ Ihavefivehundreddollarsinmybank____________.

ab________________________ Heistellingyouthe____________truth.

Spelling rules!

ISBN 978 1 76020 452 5


Teaching notes Focus: Suffixes –ious, –ous (the adjective makers)

■ Board Work• Write the words fame, danger, glory, venom

on the board. Ask a student to read the words. Add the suffix –ous, to each word and reread. Refer students to the suffixes chart (see CD).

• Note that –ous is a suffix, an adjective maker. Point out that –ious is a variant of –ous.

• Explain that the suffix –ous (and –ious) means full of. Thus, famous means full of

fame; dangerous means full of danger; spacious means full of space.

• Remind students that comparative adjectives are usually formed by adding –er and –est. (e.g. big, bigger, biggest). However, adjectives that end in a suffix are compared by placing more and most in front of the adjective. e.g. delicious, more delicious, most delicious.

• Complete this table of comparative adjectives with the students.

Word Warm-ups

Word extra

dangerousgenerous

lesson 25

term 4


• Point out that all their words this week end in –ous or –ious and are all adjectives.



Open Book WorkRemind students that many adverbs are formed by adding –ly to an adjective. Ask the students to spell selected adverbs, e.g. curiously, furiously, obviously, enormously, ravenously, graciously.

Closed Book Work• Write five words on the board.

• Allow one to two minutes for students to study them.

• Rub the words off the board.

• Dictate the words, with endings added, for the students to write, e.g. curiously, furiously, graciously, enormously, ravenously.


curiousfuriousdeviousobviousvariousdeliciouspreciousspaciousgracious

courteousglamorousgorgeousporouspompousprosperousarduousenormousravenous



curious more curious most curious precious generous enormous glamorous

Adverbs are often formed by adding –ly to an adjective.

curious curiously courteous courteously

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■ Word Work• Write these words on the board: adventure, venom,

danger, poison, fame, peril, ridicule, nerve, humour, labour. (note: drop the u in humour and labour when adding –ous.) Ask the students to write them down, adding –ous to each one. Tell them to be on the lookout for any changes of spelling needed. Share their findings.

• Explain that nouns are formed by adding different suffixes. Demonstrate by drawing a table. Note where letters are changed or dropped.

• Demonstrate how to learn multisyllable words by boxing the syllables, drawing a Syllable Slide or colouring each syllable.

term 4

lesson 25

■ Pencil WorkThe worksheet focuses on vocabulary, on changing adjectives ending in –ous or –ious to nouns and adverbs, on word meaning and word use.






Focus Words• obviously • spacious• furious • enormously• glamorous • devious • pompous • porous

Dictation❥ He has become very prosperous by mining precious gemstones.❥ There were various delicious desserts to choose from.❥ We were ravenous after the long and arduous journey.❥ He bowed courteously to his gracious queen.

Word extra• dangerous • generous


–ness –ity –ty –cy –y

deviousnessobviousnessarduousnessspaciousnessgraciousness

curiosityenormityprosperitypompositygenerosity

delicacyvariety

furycourtesy

pros per ous

pros per ous

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❂

❂

❂

❂

1 Add –ly to form adverbs from these adjectives. furious ______________________________________ courteous______________________________________

gracious______________________________________ enormous ______________________________________

obvious ______________________________________ ravenous ______________________________________

curious ______________________________________ pompous ______________________________________

2 Match these adjectives with their noun forms. delicious space furious courtesy spacious curiosity enormous pomposity prosperous glamour various fury curious delicacy courteous enormity glamorous prosperity pompous variety

3 Use more or most to show comparison. Yourloungeroomis________________________spaciousthanours. Diamondsarethe________________________preciousofallgemstones. Herlifestyleseemsmuch________________________glamorousthanmine. Igrew________________________and________________________curiousaboutthestrangegreenlight. Youmustsurelybethe________________________courteouspersonIknow!

4 Fill in the missing letters. luscious,mouth-watering,scrumptious d____l____________ous huge,massive,immense,vast e________________ous demanding,tough,strenuous a____d____ous lovely,stunning,exquisite g____r________ous apparent,visible,evident,plain o____v________________


Make a list of ten delicious desserts.

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Spot the mistake in each sentence.Write the correct words on the lines.

Match these adjectives to a suitable noun.Write the pairs.


enormous day

precious climb

arduous people

spacious jewels

delicious answer

curious elephant

previous dessert

obvious grounds

Whenhediscoveredgold,hebecameaprosprusman. ____________________________________________

Wehadsteakandsalad,followedbyadeliciousdesert. ____________________________________________

Sheworeagoldnecklacesetwithprecousstones. ____________________________________________

Heissuchakindandcurteousboy. ____________________________________________

Sheisafamousfilmstar,livingaglamourouslifeinHollywood. ____________________________________________

Wecouldhearsomeoneshoutingfurioslyoutsidethewindow. ____________________________________________

Thehikersarivedbackfromtheirbushwalkfeelingravenous. ____________________________________________

Wepeepedcurioslythroughtheenormousirongates. ____________________________________________

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■ Board WorkToday we will look at the prefix dia– and the suffix –ile. The prefix dia– means through or across.

• Give an example: diagonal (across, from corner to corner); diameter (across a circle).

• –ile is a suffix meaning of and often forms adjectives.

• Give an example: juvenile (of or about youth).

• Remind students that comparative adjectives are usually formed by adding –er and –est. (e.g. big, bigger, biggest). However, adjectives that end in a suffix are compared by placing more and most in front of the adjective. e.g. hostile, more hostile, most hostile.

• With the students complete this table of comparative adjectives.

Teaching notes Focus: Prefix dia– (through, across), suffix –ile (of)

Word Warm-ups

Word extra

diaryprofile

lesson 26

term 4




• Point out that some words begin with dia– and some end in –ile. Words ending in –ile are usually nouns or adjectives.



Open Book WorkAsk the students to spell selected words with common endings added, e.g. dialling, dialled (note doubling), diagnosing, diagonally, diagrams, diamonds.

Closed Book Work• Ask students to study the dia– words for two

minutes and then write as many as they can remember.

• Repeat the process with the –ile words.

dialdialectdialoguediagnosediagramdiagonaldiameterdiaphragmdiamond

fertilefutileagiledocilehostilemobilesterilecrocodilejuvenile

docile more docile most docile futile agile

fertile fragile

We learn to spell

with our eyes and ears.

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■ Word Work• Direct the students to the Warm-ups list of adjectives

ending in –ile. Explain that, for some of these words, nouns are formed by adding the suffix –ity. Demonstrate by drawing a table. Note the e rule. Ask different students to spell the noun form of each word.

• Do some further word building, e.g. diagnose: diagnostic, diagnosis, diagnoses (pl); diameter: diametrical, diametrically; diagram: diagrammatic, diagrammatical; fertile: infertile, fertilise, fertiliser; mobile: mobilise, immobile; sterile: sterilise, sterility.

• Explain the difference in meaning between diagnosis and prognosis.

• Compare these words: diameter and perimeter; diagonal, hexagonal and octagonal.

term 4

lesson 26

■ Pencil WorkThe worksheet focuses on vocabulary and on changing the adjectives ending in –ile to nouns, word meaning and word use.






Focus Words• diaphragm • docile • sterilise • juveniles • facility • diagnosis • dialled • fertiliser

Dictation❥ It was futile to continue our search for the lost diamond mine.❥ Understanding the tribesmen’s dialect, he had an interesting dialogue with them. ❥ He drew a diagram of a truck with diagonal stripes along the side.❥ She glanced at the dial on her watch and reached for her mobile phone.

Word extra• diary • profile


–ity

fertilefutileagile hostilemobile

futility

ISBN 978 1 76020 452 5


1 Add –ity to form nouns from these adjectives. Note the e rule. Note how the sound of the i vowel changes from long to short.

mobile ______________________________________ sterile ______________________________________

docile ______________________________________ fertile ______________________________________

agile ______________________________________ hostile ______________________________________

futile ______________________________________ senile ______________________________________

2 Add the correct ending to the bold words. diagonalDrawaline______________________________________fromcornertocorner. diamondWhenthesuncaughtthedew,itsparkledlike______________________________________. diagnoseThedoctor______________________________________theillnessandprescribedmedicine. dialect Wehearddifferent______________________________________spokenacrossthecountry. dial I______________________________________hisnumberonmymobilephone.

3 Complete these words by adding the endings. Check your pronunciation. diagnos(e)+is _______________________________________________

diagnos(e)+tic _______________________________________________

diamet(e)r+ic+al _______________________________________________

diagram+mat+ic _______________________________________________

in+fertile _______________________________________________

im+mobile _______________________________________________

4 Fill in the missing letters. musclebetweenchestandabdomen dia________________________

slopingline,cornertocorner dia____________________

conversationbetweentwoormorepeople dia____________________

useless ____________ile large,lizard-likereptile ________________________ile freefromlivinggerms ________________ile


❂

❂

❂

❂


Draw a labelled diagram of a sporting facility.

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Write about one of the following topics.

Join the word parts. Note any rules.


agile+ity ________________________________________________

fertile+ity ________________________________________________

futile+ity ________________________________________________

mobile+ity ________________________________________________

hostile+ity ________________________________________________

diagnose+is ________________________________________________

diagnose+tic ________________________________________________

diagram+mat+ic ________________________________________________

diagonal+ly ________________________________________________

diamet(e)r+ic+al ________________________________________________

■Amobilephone ■Adocileanimal■Alostdiamond ■Anentertainmentfacility

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

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■ Word Work• Explain the difference between

probable and possible (also improbable and impossible).

Teaching notes Focus: Suffixes –able, –ible (the adjective makers); Antonyms

■ Board Work• List the words inflate, adjust, excite, depend

on the board. Ask a student to read the words. Point out that these words are verbs.

• Add the suffix –able to the end of each word (noting the e rule) and ask a student to read the new words. Note the spelling of the suffix.

• –able is a suffix, an adjective maker. • Explain that the suffix –able means able to

be. Thus, inflatable means able to be inflated; adjustable, able to be adjusted.

• List some further words and ask the students to read the words, e.g. considerable, achievable, comparable. Also knowledgeable, manageable (note that here we keep the e to keep the g soft).

• Discuss word meaning.• List the words permissible, visible, horrible,

sensible on the board. Ask a student to read the words.

• Point out that these words end in the suffix –ible, also an adjective maker and also meaning able to be, e.g. visible means able to be seen; permissible, able to be permitted.

• Note carefully the spelling of these two suffixes. Students can easily mistake which one to use. Explain that, as a general rule, you add –able to “whole” or “proper” words (e.g. likeable, agreeable, remarkable) and –ible to words that are not whole words and cannot stand on their own (e.g. possible, edible, visible, sensible).

• List some further adjectives and ask the students to read the words and look carefully at how the two suffixes are used, e.g. invaluable, treatable, eligible, collapsible, moveable, sensible, tangible, divisible, inhabitable, advisable.

Word Warm-ups

Word extra

probablepossible

lesson 27

term 4



■ Book WorkTell the students to open their Word Warm-ups book to page 10, List 27. • Point out that all their words this week end in

the adjective makers –able and –ible.




collectabledurablefashionabledesirablereasonablevaluablehospitabletolerablemanageable

invisibleinvincibleinfallibleintelligiblelegibleaudiblecombustibleadmissibleplausible

As a general rule,

add –able to a “whole” word e.g. likeable, agreeable, remarkable.

Add –ible to words that are NOT whole e.g. possible, edible, visible.

When adding the noun maker –ity

change –able to –abil, e.g. durable, durability; reliable, reliability.

Change –ible to –ibil, e.g. possible, possibility; visible, visibility.

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Word Work Continued• Explain that nouns can often be formed from adjectives

ending in –able and –ible by adding the noun maker –ity. List the following words on the board: durable, legible, plausible, audible, manageable, visible, infallible. Ask the students to add –ity. Demonstrate how the able and ible become abil and ibil before adding –ity, e.g. reliable, reliability; responsible, responsibility. Share their understandings.

• Explore antonyms through the use of the prefixes in– or im– and their variants ir– (in front of most words beginning with r) and il– (in front of a word beginning

with l), e.g. probable, improbable; possible, impossible; plausible, implausible; manageable, unmanageable; hospitable, inhospitable; audible, inaudible; admissible, inadmissible; legible, illegible; tolerable, intolerable; intelligible, unintelligible; valuable, invaluable; reasonable, unreasonable; visible, invisible; responsible, irresponsible.

• Explore base words and word families, e.g. non-durable, durability, enduring, endurance; fashion, fashionably; collect, collection, collector; desire, desirous; reason, reasonable, unreasonable; value, valuation; tolerate, tolerance; manage, manager, management; intelligent, intelligence; combustion, non-combustible.

term 4

lesson 27

■ Pencil WorkThe worksheet focuses on antonyms, comparative adjectives and word building.






Focus Words• durable • legible• valuable • manageable • collectable • admissible • combustible • invincible

Dictation❥ His voice was barely audible nor his words intelligible.❥ She thought the fashionable clothes displayed were most desirable.❥ Have you a plausible reason for your late arrival?❥ The desert was inhospitable and the heat intolerable.

Word extra• possible • probable


ISBN 978 1 76020 452 5



❂

❂

❂

❂

1 Write the antonyms by adding a prefix. Choose from un–, in–, il– and im–.

desirable ______________________________________ intelligible ______________________________________

legible ______________________________________ admissible ______________________________________

reasonable ______________________________________ valuable ______________________________________

audible ______________________________________ plausible ______________________________________

hospitable ______________________________________ manageable______________________________________

2 Use an antonym from the list above to complete these sentences correctly.

Herwritingisalmost__________________________________________________. Hisevidencewas__________________________________________________incourt. Thestolenpaintingwas__________________________________________________andcannotbereplaced. Theislanddwellerswerehostileand__________________________________________________. Shrinkingbeforethecoach’sangryquestion,hisanswerwasalmost

__________________________________________________.

3 Add more or most to show comparison. Thediamondisthe______________________valuablegemstoneofall. Thehumidityhereis______________________tolerablethaninDarwin. Theropewouldbe______________________manageableifyoutiedknotsatintervals. Youwillbuythe______________________fashionableclothesinParis. Yourwritingwouldbe______________________legibleifyouformedyourletters

______________________carefully.

4 Match these nouns and adjectives. collection desirable value tolerable fashion reasonable combustion manageable desire collectable tolerance valuable reason fashionable management combustible


Are you a collector? Write about the things you collect.

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Fill in the gaps. Use the synonym clues.

Change these adjectives to nouns.Follow the pattern.


pl________________ble believable,possible,likely,credible

i____t____l________________ble clear,understandable,comprehensible

h________p____________ble friendly,welcoming,kind

de________r____ble wanted,longedfor,fancied

v____l________ble expensive,pricey,helpful,useful

f____sh________________ble stylish,trendy,modern,invogue

invisible ________________________________________________

audible ________________________________________________

plausible ________________________________________________

legible ________________________________________________

durable ________________________________________________

possible ________________________________________________

probable ________________________________________________

invisibility

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■ Word Work• Prepare a table of verb tenses. With the

students, complete the words in each column.• Explore word building, e.g. endure:

endurance, endurable, unendurable; mature: maturity, immature; pressure: pressurise, impression, expression; assure: assurance, self-assured; obscure: obscurity; intrude: intruder, intrusion, intrusive (change d to s); conclude: conclusion, conclusive (change d to s); attitude: attitudinal.

• Explain the differences in meaning between assure, insure, ensure; altitude, aptitude, attitude.

Teaching notes Focus: Letter teams –ure, –ude

■ Board WorkToday’s words end in ure or ude. In most words, the stress is on the last syllable. Demonstrate. The words are a mixture of verbs, nouns and adjectives.

Word Warm-ups

Word extra

excludesure

lesson 28

term 4



■ Book WorkTell the students to open their Word Warm-ups book to page 11, list 28.



Open Book WorkAsk selected students to spell some of the words from the list with common endings added, e.g. pastures, enduring, matured, demurely, intruder, concluding.

endurematureposturepasturepressureassuredemureobscuretemperature

exudeintrudeconcludepreludealtitudeaptitudeattitudegratitudefortitude


endureintrudeconcludeobscurematureexude

endures enduring endured

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Word Work Continued• Explain that fortitude is derived from the Latin root fortis

= strong. Other words in the family include: comfort, discomfort, fort, fortify, fortification, enforce, forceful, reinforce.

• Explain that conclude is derived from the Latin root cludo = I shut. Other words in the family include: include, inclusive, inclusion, exclude, exclusive, exclusion, preclude, preclusion, conclusive, conclusion, reclusive.

• Note that, when words end in ude, the d is changed to an s when adding suffixes, e.g. conclude, conclusion, conclusive; intrude, intrusion, intrusive.

term 4

lesson 28

■ Pencil WorkThe worksheet focuses on vocabulary and on word endings, word meaning and word building.




To words ending inade, ide, ode, ude

add sion to form nounsinvade provide explode includeinvasion provision explosion inclusion



Focus Words• assurance • pastures • prelude • exuded • demure • enduring • aptitude • fortitude

Dictation❥ He endured the many hardships with fortitude and courage.❥ At this altitude, the mountain peaks are obscured by cloud.❥ Face each day with an attitude of gratitude.❥ Banana crops mature quickly in high temperatures.

Word extra• exclusive • surely


ISBN 978 1 76020 452 5


1 Add an ending to the word in the box to complete the sentences correctly. exude Shesailedintotheroom,______________________________________warmthandcharm. intrude The______________________________________waslatercapturedbythepolice. prelude Composersoftenwrite______________________________________,shortpiecesofmusic. concludeThemysterywasnotsolveduntilthe______________________________________chapter. assure Thecoach______________________________________methatIwouldplayinthefinal.

2 Write sentences to show the differences in meaning.assureinsureaptitudeattitude

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

3 Build new words using prefixes.

4 Be a word builder. Note: (de) = s. Note the e rule. endure+ance ________________________________________________

assure+ance ________________________________________________

conclu(de)+ive ________________________________________________

conclu(de)+ion ________________________________________________

intru(de)+ive ________________________________________________

intru(de)+ion ________________________________________________

im+mature+ity ________________________________________________

obscure+ity ________________________________________________


❂

❂

❂

❂

__________________________________________

__________________________________________

im

premature

__________________________________________

__________________________________________

__________________________________________

conexin

clude

__________________________________________

__________________________________________

__________________________________________

inexpro

trude



Write about your own special aptitude.

ISBN 978 1 76020 452 5


A Narrow Escape

•Selectsevralbottlesandjarsofvariousshapes.Encludesomewithwidenecksandsomewithnarrownecks.

•Usingamesuringcup,poorexactlythesameamountofwaterintoeachofyourcontainers.

•Placeyourcontainersinaworm,dryplace.

•Aftertwodayscheckthewaterineachcontainer.

Youwillfindthatthecontainerswillallhavediffrentamountsofwater.Why?

Becauseeachcontainerlostwaterduetoevaporashun.

Bottleswithwideneckswillhavelostmorethanoneswithnarrownecksbecausemorewaterwasexpozedtotheair.


Find and fix the eight spelling mistakes. Write the correct words.

Add the word parts to build new words.Note (de) = s. Note the e rule.


mature+ation ________________________________________________

conclu(de)+ion ________________________________________________

intru(de)+ion ________________________________________________

conclu(de)+ive ________________________________________________

intru(de)+ive ________________________________________________

mature+ity ________________________________________________

obscure+ity ________________________________________________

attitude+in+al ________________________________________________

im+mature ________________________________________________

assure+ance ________________________________________________

ISBN 978 1 76020 452 5


Teaching notes Focus: Letter teams qu, ph; Adding common endings; Affixes

■ Board Work• Write qu on the board, reminding students

that q is always followed by u. Give some examples: queen, quick, quiet, quit.

• The letter team qu has two different sounds: the kwa sound in queen, quick and quiet, and the k sound in queue, quay and mosquito.

• Write ph on the board, reminding students that these two letters have one sound, f. Give some examples: phone, phrase, phase, elephant.

Word Warm-ups

Word extra

equatorelephant

lesson 29

term 4


• Work through the list. Remind the students that q is always followed by u and that ph sounds like f.

• Explain any unfamiliar words.

• Chant the words aloud together.

Open Book WorkAsk the students to refer to their list and spell some words with common endings added. Remind them of any rules that might apply, e.g. bouquets, mosquitoes, conquering, tranquilly, sequencing, sapphires.

Consolidation• Ask the students, working in pairs (A and B),

to prepare a list of ten words beginning with qu (student A) and ten words beginning with ph (student B) They should use a dictionary. When they have finished, the pairs share their words with each other, then with other pairs of students.

rule: You must be able to read your words and know what they mean.

• Have a Spelling Bee. Ask the students to stand in a circle. Give them a word. The first student gives the first letter, the next the second letter and so on until the word is spelled. A student sits down when he or she offers an incorrect letter. The person remaining wins. Use the words from the list with or without endings added.

bouquetbanquetantiquemosquemosquitophysiqueconquertranquilsequence

dolphingraphphoneypharmacyphenomenalpharaohsapphireorphantyphoon



When you need a q, you will also need a u.

e.g. quick, quaint, quite, queue, quay, mosquito.

ISBN 978 1 76020 452 5


■ Word WorkExplore word families. Note any changes to spelling when adding suffixes, e.g. conquer: conqueror; sequence: sequential, sequel; tranquil: tranquillity, tranquillise, tranquiliser; graph: graphic, graphics, photograph, telegraph, autograph, monograph, biography, biographical, autobiography, autobiographical; pharmacy: pharmacist, pharmaceutical; phenomenal: phenomenon; orphan: orphanage.

term 4

lesson 29

■ Pencil WorkThe worksheet focuses on adding endings to make words grammatically correct, on word building and composing sentences.






Focus Words• orphans • tranquil• conqueror • mosquitoes• dolphins • physique• bouquet • antiques

Dictation❥ The pharaoh held a banquet to celebrate his great victory.❥ I bought a can of mosquito repellent at the pharmacy.❥ Upon examination, he found the sapphires to be phoney.❥ His photographs of the typhoon are quite phenomenal.

Word extra• equator • elephant


ISBN 978 1 76020 452 5



❂

❂

❂

❂

1 Add the correct endings to the words to complete them correctly. Iaminterestedinstudyingphotograph_____________atTAFE. Theriverflowstranquil_____________throughtheScottishglen. Thereportergaveagraph_____________accountofthehelicopterrescue. KingWilliamwasconquer_____________ofallthelandssouthoftheborder. Mosquito_____________arestinginginsectsthatleaveitchybites.

2 Write sentences around each of these key words. mosquito______________________________________________________________________________________________________________________________

bouquet________________________________________________________________________________________________________________________________

dolphins_______________________________________________________________________________________________________________________________

typhoon_______________________________________________________________________________________________________________________________

3 These words are built from the same root, grapho (I write). Check meanings in a dictionary.

photo+graph______________________________________ auto+graph ______________________________________

tele+graph ______________________________________ auto+bio+graph+y______________________________________

bio+graph+y______________________________________ mono+graph ______________________________________

graph+ic ______________________________________ demo+graph+ic ______________________________________

4 Build new words by adding endings.

tranquilise conquer orphan

–s –s –s

–ed –ed –ed

–ing –ing –age

–er –or


List the foods you might serve at a banquet.

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Slide down the word slides. Write the words and read them to a friend.



■AnEgyptianpharaoh ■Diggingforsapphires■Themosquitomenace ■Dolphins

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

ban

quet

________________________________________________

tran

quil

________________________________________________

jon

quil

________________________________________________

an

tique

________________________________________________

phys

ique

________________________________________________

tele

phone

________________________________________________

mega

phone

________________________________________________

auto

graph

________________________________________________

photo

graph

________________________________________________

mono

graph

________________________________________________

tele

graph

________________________________________________

bou

quet

________________________________________________

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Slide down the word slides. Write the words and read them to a friend.



■AnEgyptianpharaoh ■Diggingforsapphires■Themosquitomenace ■Dolphins

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

ban

quet

________________________________________________

tran

quil

________________________________________________

jon

quil

________________________________________________

an

tique

________________________________________________

phys

ique

________________________________________________

tele

phone

________________________________________________

mega

phone

________________________________________________

auto

graph

________________________________________________

photo

graph

________________________________________________

mono

graph

________________________________________________

tele

graph

________________________________________________

bou

quet

________________________________________________


■ Board Work• Write the words, music, electric, politics, on

the board. Ask a student to read the words. Add the suffix –ian, to each word and reread.

• –ian is a suffix, meaning one who. One who plays music is a musician, one who does electrical work is an electrician, one who engages in politics is a politician.

• We will also look at the suffix –ial. Words ending in this suffix are usually adjectives used to describe nouns, e.g. crucial information, martial law, special friends.

Teaching notes Focus: Suffixes –ian, –ial

Word Warm-ups

Word extra

socialracial

lesson 30

term 4


• Point out that the words ending in –ian are nouns and the words ending in –ial are adjectives.

• Point out that both ti and ci represent the sh sound in the second list of words.



Open Book Work• Ask selected students to spell the plural form

of words in the top set of words.

• Remind students that many adverbs are formed by adding –ly to an adjective. Ask the students to spell selected adverbs, e.g. partially, commercially, essentially, initially, officially.

• Orally spell the base form of the words in the top set, e.g. musician (music), politician (politic), beautician (beauty).

Closed Book Work• Focus on the bottom set of words. Allow

students to view the words for two minutes and then close their books and write as many as they can remember.


musiciantechnicianelectricianopticianpoliticianbeauticianguardiancomedianlibrarian

martialpartialofficialinitialessentialspatialspecialcrucialcommercial





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■ Word WorkMake the links between nouns and/or verbs and adjectives, e.g. musician, musical; technician, technical; electrician, electrical; optician, optical; politician, political, policy; beautician, beautiful, beauty; guard, guardian, guardianship; office, official, officiate; essential, essence; social, society; partial, part; commercial, commerce.

term 4

lesson 30

■ Pencil WorkThe worksheet focuses on exploring different word forms and on word completion.






Focus Words• essential • partially • official • librarian• crucial • technician• martial • comedian

Dictation❥ The musicians played a special song for the opening ceremony.❥ The politician wrote his initials on the policy document.❥ It is essential to have an electrician carry out electrical work.❥ The optician advertised inexpensive eyewear on commercial TV.

Word extra• social • racial


ISBN 978 1 76020 452 5


1 Complete this table.

Adjective Noun

musical musician

electrical

optical

political

technical

comical

2 Add –ly to form adverbs from these adjectives. essential ________________________________________ partial ________________________________________

commercial________________________________________ official ________________________________________

initial ________________________________________ social ________________________________________

special ________________________________________ crucial ________________________________________

3 Choose some of those adjectives and adverbs to complete these sentences.

Thenewbridgewas________________________________________openedbythepremier. Thediscoisthebiggest________________________________________eventonourschoolcalendar. Thedoorwas________________________________________open. His________________________________________attemptfailed,sohemusttryagain. Warmclothingis________________________________________forvisitingthesnowfields.

4 Fill in the missing vowels. Advertisementsareseenon___________TV. c____mm____r____________l Wateris___________forlife. ____ss____nt________l Youcanpurchasethisfurnitureata___________price. sp____c________l Judoisoneofthe___________arts. m____rt________l TheRedKnightwasappointed___________ofthetreasure. g________rd________n


❂

❂

❂

❂


Write an imaginative tale. Begin with: As I was walking down Canterbury Lane …

ISBN 978 1 76020 452 5


Spot the mistake in each sentence.Write the correct words.

List the words that belong in the same family.


official beauty impartial political societyantisocial officer social partiality beauticianpartial policy beautiful politician officiate


Waterandelectricityareconsideredtobeessenshalservices. ________________________________________________

Itiscrucialthatyoutakewaterwithyouintothedessert. ________________________________________________

Thebuildingwasoffishlyopenedin2001. ________________________________________________

Thepolliticiansgatheredforasummitonclimatechange. ________________________________________________

Marshallawwasimposedtoquelltherebelliouscitizens. ________________________________________________

Youwillseeadvertismentsoncommercialtelevision. ________________________________________________

Thetrainwillleaveatthespeshultimeof6.00am. ________________________________________________

Hesignedhisinitalsatthebottomofthepage. ________________________________________________

ISBN 978 1 76020 452 5


Teaching notes Focus: Suffixes –ent, –ant

■ Board Work• Explain that the words this week end in the

suffixes –ent or –ant. Many words that end in –ent are adjectives, e.g. a patient person, an obedient dog, an efficient worker. Many words that end in –ant are nouns, e.g. one who assists is an assistant; one who serves is a servant; one who depends on another is a dependant.

• Explain that: Words ending in -ent and –ant are adjectives or nouns. Some words, however, have both endings and are both an adjective and a noun.

Write these words on the board: dependent and dependant; confident and confidant; descendent and descendant and discuss the differences in their meaning.

• With the students complete this table by adding the correct ending to the words.

Word Warm-ups

Word extra

recentdecent

lesson 31

term 4


• Point out that all their words this week end in –ent or –ant.

• Work through the words in the list. Explain unfamiliar words. Note the difference in meaning between dependent and dependant.


Open Book Work• Remind students that many adverbs are

formed by adding –ly to adjectives. Ask the students to spell selected adverbs, e.g. confidently, efficiently, insolently, magnificently.

• Focus on the second set of words. Explore base words orally, e.g. assist(ant), attend(ant), depend(ant), serve(ant).

Closed Book WorkWrite two words from each list on the board. Allow a minute for the students to study the words. Rub the words off the board and ask them to write the four words. Evaluate the results. Repeat with four more words.

dependentdespondentconfidentefficientdifferentinsolentevidentobedientmagnificent

assistantattendantdependantdefendantconsonantconfidantservantdominantrelevant



-ent or -antcontestpersistimportservediffer

consultconsist

We learn to spell

with our eyes and ears.

ISBN 978 1 76020 452 5


■ Word Work• Explain that nouns are formed by adding different

suffixes. Demonstrate by drawing a table. With the students, complete the table.

• Explore antonyms, e.g. decent, indecent; dependent, independent; confident, unconfident; efficient, inefficient; obedient, disobedient; relevant, irrelevant.

term 4

lesson 31

■ Pencil WorkThe worksheet focuses on different word forms, antonyms, base words and word meaning.






Focus Words• magnificent • relevant• difference • consonants• insolent • assistant • despondent • dominant

Dictation❥ The obedient dog sat patiently waiting for his master.❥ The doctor dealt with her patients confidently and efficiently.❥ She was not just a servant, but a friend and confidant.❥ Before judging the defendant, they heard all the evidence against him.

Word extra• recent • decent


–ce –cy

decentdependentdespondentconfidentefficientpatientinsolentevidentobedientmagnificentdifferent

dependence

confidence

patienceinsolenceevidenceobedience magnificence difference

decencydependency despondency

efficiency

ISBN 978 1 76020 452 5



❂

❂

❂

❂

1 Complete this table by adding the correct suffix.Adverb Noun

patient

obedient

different

insolent

magnificent

evident

2 Use prefixes to write antonyms. Choose from dis–, in–, im– and un–. patient ________________________________________ obedient ________________________________________

efficient ________________________________________ dependent ________________________________________

confident ________________________________________ decent ________________________________________

3 Write the base word of each word listed. From the base word build another word.

Base word New word

informant inform information

servant

defendant

assistant

attendant

confident

4 Write sentences to clearly show the difference in meaning between each pair of words. dependentdependant,confidentconfidant

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________



Write about a magnificent fireworks

display.

ISBN 978 1 76020 452 5


Add suffixes to these words.

Write these words in noun form.



confident ________________________________________________

patient ________________________________________________

obedient ________________________________________________

magnificent ________________________________________________

evident ________________________________________________

insolent ________________________________________________

decent ________________________________________________

despondent ________________________________________________

dependent ________________________________________________

proficient ________________________________________________

sufficient ________________________________________________

efficient ________________________________________________

Add –ent Add –ence

reside reside

provide confer

preside confide

differ occur

ISBN 978 1 76020 452 5


Teaching notes Focus: Suffixes –ence, –ance (the noun makers)

■ Board WorkExplain that the words this week end in the suffixes –ence or –ance. These suffixes are nouns makers, e.g. patient (adjective) becomes patience (noun); prominent (adjective) becomes prominence (noun); occur (verb) becomes occurrence (noun).

Word Warm-ups

Word Extra

fencechance

LESSON 32

TERM 4

■ Book Work• Tell the students to open their Word Warm-

ups book to page 12, list 32.

• Point out that all their words this week end in –ence or –ance.



Open Book Work• Explain that some words have a plural form,

e.g. occurrences, conferences, experiences, and some don’t, e.g. reliance, radiance, prominence.

• Select some words and ask students if they have a plural form.






defenceinfluenceincidenceimpudenceconferencereferenceoccurrenceprominenceexperience

balanceambulanceapplianceradiancerelianceeleganceextravagancecompliancemaintenance




words correctly.


ISBN 978 1 76020 452 5


■ Word Work• Explore the differences in spelling between nouns

and adjectives, e.g. defence, defensive; influence, influential; incidence, incidental; influence, influential; prominence, prominent; experience, experiential; radiance, radiant; reliance, reliant, reliable; elegance, elegant; extravagance, extravagant; compliance, compliant.

• Explore words that can be used as both nouns and verbs, e.g. influence, experience, balance.

• Explore antonyms, e.g. balance, imbalance; compliance, non-compliance.

term 4

lesson 32

■ Pencil WorkThe worksheet focuses on different word forms, word building, word use and discriminating between suffixes.






Focus Words• extravagance • prominence• compliance • occurrence• elegance • references• reliance • impudence

Dictation❥ An experienced climber knows how to maintain her balance.❥ Many ambulance officers attended the conference.❥ Regular maintenance of household appliances is important.❥ The captain of the defence force has been a strong influence on his men.

Word extra• fence • chance


ISBN 978 1 76020 452 5


1 Write the adjective form of these nouns. impudence ________________________________________ reliance ________________________________________

extravagance ________________________________________ compliance ________________________________________

prominence ________________________________________ negligence ________________________________________

elegance ________________________________________ radiance ________________________________________

2 Write sentences using each word, first as a noun and then as a verb. experiencebalanceinfluence _______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

3 Build these words. relycomplyrefer

4 Add the correct suffix, –ence or –ance. Sheenteredtheroomwithpoiseandeleg_____________________.

Theirneglig_____________________tocarryoutmainten_____________________resultedinbrokenmachinery.

Borrowrefer_____________________booksfromthelibrarytohelpyouwithyourresearch.

Hewaspunishedforhisimpud_____________________andnon-compli_____________________.

Theincid_____________________ofcholerarosesteeplyaftertheflood.

__________________________________________

__________________________________________

enceee

__________________________________________

__________________________________________

anceable

__________________________________________

__________________________________________

anceant


❂

❂

❂

❂


Write about a frightening experience in a hot-air balloon.

impudent

ISBN 978 1 76020 452 5


Write the verb form of the following words.

Collect the words that belong in the same family.


application compliance defence refer incidental appliance

comply referee compliant incidence defendant incident

reliance reliable defend apply reference rely


maintenance ________________________________________________

reference ________________________________________________

negligence ________________________________________________

occurrence ________________________________________________

reliance ________________________________________________

compliance ________________________________________________

appliance ________________________________________________

conference ________________________________________________

defence ________________________________________________

radiance ________________________________________________

maintain

ISBN 978 1 76020 452 5

152 153 TargeTing Spelling Year 6 © 2015 blake educaTion

Lesson 11 indirect, incorrect, indifferent, incapable, insane

impatient, impure, impossible, imperfect, immobile

2 incurred, impulsive; inhabitants, immunised; indicates, inhaling; invading, imposed

3 inhabit, inhabitant; indicate, indicator; invade, invasion; indulge, indulgence; inhale, inhalation; imagine, imagination; impress, impression; impair, impairment; immunise, immunisation; impose, imposition

4 inhabitants, individually, indicating, immensely, uninhabited

spelling Corner 1impulsivity, immunisation, inferiority, improvement, uninhabitable, unimportant, indulgence, immortality, imitation, impressionablespelling Corner 2impatient, invalid, informal, imperfect, incorrect, impersonal, improper, incapable, impassable, insignificantLesson 21 disgrace, disconnect, disloyal, discard, disallow,

displease, disobedient, disqualify, disbelieve, disagree, disadvantage, disorganised

2 disagree, disallowed, disconnected, disbelieve, discarded

3 disposal, discussion, disappointment, disgraceful, dismissal

4 dispenses, dispensing, dispensed; discharges, discharging, discharged; disperses, dispersing, dispersed; dislocates, dislocating, dislocated; dissolves, dissolving, dissolved

spelling Corner 3disposal, disastrous, discussion, dislocation, disembarkation, disagreeable, dispersal, dismissal, disfigurement, discouragementspelling Corner 4answers will vary.Lesson 31 wrestling, gnats, writhing, knowledgeable,

gnawing2 answers will vary.3 wristwatch, wrongdoing, kneecap, penknife,

doorknob, swordfight, topknot, knockout, doorknock, shipwreck, kneepads, wristband

4 wrestles, wrestling, wrestled; kneads, kneading, kneaded; writhes, writhing, writhed; gnaws, gnawing, gnawed; wrangles, wrangling, wrangled

spelling Corner 5wrapper, knotty, knowledgeable, knighthood, answerable, wretchedness, wrongfully, wreckage, knives, knittingspelling Corner 6kitchen, carefully, science, about, though, because, evaporated, shrivel

Lesson 41 perspiration, obtained, performance, observant,

persistence2 perfumery, performance, perspiration,

personality, persuasiveness, objectionable, observant, obscurity, obtainable, observatory

3 persuade – coax, convince, induce, talk into persist – continue steadily, endure obvious – apparent, plain, evident, visible obscure – cover, screen, hide obstruct – block, bar, resist, barricade, hinder obstacle – barrier, hitch

4 persuade, personnel, obscured, obtain, persist, perfume

spelling Corner 7objection, obstruction, perfection, perspiration, observation, persuasionspelling Corner 8perfect, defect, infect; obtain, retain, contain; perceive, receive, conceive; obstruct, instruct, construct; persist, insist, resist; observe, reserve, preserveLesson 51 demonstration, devastation, desperation,

deprivation, desolation, detonation, delegation, definition

2 deprived, definitely, devising, demonstrators, devastating

3 destructive, delicatessen, description, delicate, destruction

4 despise, definite, device, describe, desolate spelling Corner 9descends, descending, descended, descendant; delegates, delegating, delegated, delegation; detonating, detonated, detonator, detonation; demonstrates, demonstrating, demonstrated, demonstration, demonstrativespelling Corner 10devote, detour, depressed, deport, deformed, deface, devoid, delay, devalue, deserve, depart, decode, decent, decrease, defeat, defrost, deliver, delight, debrief, derailLesson 61 intercept, concept, except, precept;

interject, project, inject, reject2 rejected, except, project, intercepted, injection3 interruption, interjection, intersection,

transaction, intervention, transition, translation, interaction

4 interactive, transformed, translated, interrupted, transmitted

spelling Corner 11translator, transference, transfusion, transferable, transmitter, transformation, intermittent, interviewee, internally, interchangeable, interference, interactivespelling Corner 12intervenes, intervening, intervened; transmits, transmitting, transmitted; interrupts, interrupting, interrupted; translates, translating, translated; transfers, transferring, transferred; interferes, interfering, interfered

Lesson 71 confiscated, comic; complete, convalescence;

compliant, considerate; conference, computer; concede, complicated

2 confirms, confirmed, confirmation; considers, considered, consideration; combines, combined, combination; conserves, conserved, conservation

3 conference, community, complexity, recommendation, conservation, compliance, incomplete, inconsiderate, unconditional, reconditioned

4 completed, compere, computer, conserve, unconscious

spelling Corner 13compute, complex, comply, complete, commit, congratulate, continue, consider, condition, conscious, commend, continue, consist, completespelling Corner 14consideration, confrontation, commendation, confirmation, conversation, consultation, conservation, continuation, completion, confiscation, construction, communication, congregation, companion, complication, contemplationLesson 81 intermittently, dismissed, pedalled, permitted,

missiles, admittance, committee 2 answers will vary.3 centipede, intermission, stampeded, expedition,

pedestrian4 admit, admittance, admission;

committee, committal, commitment; mission, missionary, intermission; dismiss, dismissal, dismissive

spelling Corner 15admits, admitting, admitted; commits, committing, committed; permits, permitting, permitted; emits, emitting, emitted; transmits, transmitting, transmitted; stampedes, stampeding, stampeded; dismisses, dismissing, dismissedspelling Corner 16admit, remit, permit, emit, transmit; admission, remission, permission, emission, transmissionLesson 91 investigating, investigation;

excavating, excavation; irritating, irritation; separating, separation

2 apology, advertisement, operation, criticism, terrorist

3 analyse, critical, population, apologise, popular4 organise, organist, organism;

minimise, minimal, minimum; terrorise, terrorist, terrorism; criticise, critical, criticism

Answers

ISBN 978 1 76020 452 5


spelling Corner 17operates, operated, operating, operation, operational; terrorist, terrorism, terrorise, terrorising; advertisement, advertising, advertiser, advertised; organist, organism, organic, organise, organisationspelling Corner 18nomination, operation, generation, elevation, excavation, regulation, filtration, illustration, irrigation, interrogation, population, separation, renovation, innovation, demonstration, educationLesson 101 photos, volcanoes (volcanos), cargoes (cargos),

studios, echoes, potatoes, heroes, cellos, tomatoes, silos

2 heroism, pianist, cellist, heroine, soloist, stereophonic

3 cello, silo, avocado, volcano, radio, tornado, piano, tomato

4 solo, embargo, potato, tomato, radio, volcano, tornado

spelling Corner 19answers will vary.spelling Corner 20keyboard, struck, move, metal, produce, different, great, usually Lesson 111 identifying, identified, identification;

modifying, modified, modification; qualifying, qualified, qualification; verifying, verified, verification

2 modify: alter, adjust, vary, adapt mystify: baffle, confuse, perplex, confound classify: sort, order, list, arrange, file magnify: boost, enlarge, exaggerate, amplify notify: tell, advise, instruct, inform

3 disqualify, defiant, significant, declassify, unjustified, defiance, significance, magnificent

4 signature, signal, sigificant, signatory; unidentified, identity, identifiable, identification; injustice, unjustly, justifiable, justification

spelling Corner 21clarification, verification, identification, notification, qualification, modification, magnificationspelling Corner 22defiant, defiance; verifiable, verified; terrific, terrifying; justified, justifiable; horrific, horrified; magnificent, magnificence; pacific, pacifierLesson 121 successful, policies, engineer, regional,

arranging2 accident, century, arranged, emergency, cereals3 successes, cereals, policies, accidents,

emergencies, centuries, incidents, terraces, legends, regions

4 celebration, celebratory; arrangement, arranger; obligation, obligatory; legends, legendary

spelling Corner 23terraces, facilities, engines, policies; arranging, inciting, obliging, policing; digitally, regionally, accidentally, incidentally

spelling Corner 24accident, urgent, police, victims, emergency, hospital, engine, incident, digitalLesson 131 tenor, solicitor, governor, liar, nectar2 regular, survivor, similar, vendor, commentator3 nectarine – type of peach

dissimilar – not alike irregular – outside of a pattern governess – woman who directs in-home education of children scholarship – financial assistance with education censorship – restriction on a form of communication

4 surviving, survived, survivor; sculpting, sculpted, sculptor; governing, governed, governor; sensing, sensed, sensor; commentating, commentated, commentator

spelling Corner 25ace, acorn, acre, actor, amen, an, ant, ante, arc, arm, art, at, ate, atom, came, can, cane, cant, canter, car, care, caret, cart, carton, cat, cater, cent, coat, coma, come, comet, comma, comment, cone, core, corn, cot, cotton, cram, crane, crate, cream, creator, crone, ear, earn, eat, mace, man, mane, manor, mar, maroon, mare, mart, mate, mat, matt, matter, me, mean, meant, meat, memo, men, mentor, met, moan, moat, moe, moment, moon, moot, moor, more, morn, moron, mote, motor, name, near, neat, nett, norm, not, note, oat, oaten, omen, on, once, onto, or, orate, orca, ornate, race, ran, rant, rat, rate, react, ream, recant, rent, roam, roan, rot, rote, room, root, rot, rota, tame, tan, tar, tart, tea, team, tear, teat, ten, tent, to, toe, tomato, tome, ton, tone, toner, too, toot, tore, torment, torn, tote, trace, tram, treat, trotspelling Corner 26exercise, essential, senators, hospitals, view, carries, binoculars, bought, similar, regularly, skateboards, governor, officiallyLesson 141 unattractive, inexpensive, unimpressive,

unproductive, insensitive2 monotonous, microscopic, productivity,

expressiveness, sensitivity, bisection, attractiveness, activity

3 biennial – once every two years biannual – twice a year monologue – a long talk by one person dialogue – conversation between people bisect – cut into two equal parts dissect – cut into pieces to examine the parts

4 most, more, more, most, morespelling Corner 27attractively, sensitively, pensively, productively, impulsively, impressively, intensively, expressivelyspelling Corner 28procedure, discover, surface, carefully, easily, therefore, pillars, becauseLesson 151 election, expiry, elimination, exclusion, elevator2 elevate – lift or raise up

explicit – very clearly and fully set out elongate – stretch out to a greater length expire – come to an end eliminate – remove or get rid of

3 exact, expert, explain, excited, exterminate, expose, example, export, exchange, exit

4

spelling Corner 29electorate, expiry, elasticity, elementary, elevator, elimination, extinction, extinguisher, explicitness, exposurespelling Corner 30extinct, distinct, instinct; exclude, preclude, include; expel, repel, dispel; extend, pretend, distend; expire, umpire, transpire; exclaim, reclaim, disclaimLesson 161 enlarges, enlarging, enlargement;

enforces, enforcing, enforcement; entertains, entertaining, entertainment; endorses, endorsing, endorsement; enchants, enchanting, enchantment

2 envisage – picture something in your mind endorse – support or approve of enchant – delight, charm, cast a spell over endeavour – try or attempt something entire – whole, complete, unbroken

3 entangled, enforcement, enlarge, endangered, endured

4 entreat, mistreat, retreat; entail, retail, detail; enquire, require, acquire

spelling Corner 31entanglement, entitlement, entertainment, enlargement, enchantment, enticement, encouragement, endorsement, enforcement, enrichment, enjoyment, enhancementspelling Corner 32answers will vary.Lesson 171 replete, complete, deplete;

refuse, defuse, confuse; resemble, assemble, dissemble; repute, dispute, compute

2 complete, computer, depleted, dispute, assembled

3 refrigeration, remuneration, renovation, regulation, recollection, restriction

4 resonated (or resounded), refrigerator, relatives, registered, replenished

spelling Corner 33resembles, resembled, resembling, resemblance; reminisced, reminiscing, reminiscent, reminiscence; retrieves, retrieved, retriever, retrieval; restricts, restricted, restrictive, restriction

Answers

d e X p i r Y T n Ve X T i n c T H e gY p c S l e b H l Mr e u n Z d e p e WJ r k e d o l r c ec i T S a l e o T XF e b p i p M l i iT n e a n X e g o Ti c W l p e n Q n VS e l e V a T i o n

ISBN 978 1 76020 452 5


spelling Corner 34reduction, respectful, reversal, resistance, requirement, reference, representative, remarkable, rejection, refugeeLesson 181 reduction – reduce; inclusion – include;

decision – decide; explosion – explode; decoration – decorate; demolition – demolish; collision – collide; pollution – pollute; conclusion – conclude; division – divide

2 decorative, inclusive, decisive, impressive, explosive, conclusive, divisive, expressive

3 instructions, occasionally, caption, decorations, demolition

4 unemotional, cautionary, impressionable, occasional, instructional, precaution

spelling Corner 35instruct, resolve, construct, impress, decorate, include, reduce, conclude, express, demolishspelling Corner 36answers will vary.Lesson 191 previous, envious, devious;

proclaim, reclaim, disclaim; process, access, recess; prescribe, describe, inscribe

2 proclaimed, prescribed, procession, propeller, protection

3 provoke, provocation – make angry, irritate, goad, annoy precise, precision – exact, correct, specific proficient, proficiency – skilled, expert, accomplished prescribe, prescription – order for use as treatment propel, propeller – drive forward, push, shove

4 unpredictable, previously, proficiency, imprecise, progressive, precedent, prohibitive, protective, proclamation, procession

spelling Corner 37provisional, propeller, imprecise, unprovoked, protective, precariously, precision, previouslyspelling Corner 38progressive, progression; processor, procession; prohibition, prohibitive; prediction, predictable; protection, protector; precedent, precedence; production, productiveLesson 201 incessantly, reduction, conductor, receding,

excessive2 production, introduction, procession, deduction,

accession, reduction, education, succession, induction, recession

3 excess, preceded, produce, abduct, process4 deduct, product, induct, abduct, conduct;

process, recess, access, success, excess; reduce, induce, produce, deduce, introduce

spelling Corner 39introductory, excessive, proceedings, precedent, inducement, deductible, productivity, successful, successive, educational, abduction, accessiblespelling Corner 40recent, learning, instrument, focus, experience, attention, environment, including

Lesson 211 gradually, personally, centrally, manually,

naturally, originally, medically, actually, individually, nationally

2 personality, originality, individuality, locality, punctuality, triviality, nationality, finality

3 punctuate, punctuation; medicate, medication; integrate, integration; graduate, graduation; federate, federation

4 natural, feral, trivial, manual, gradualspelling Corner 41federal government, natural resources, terminal illness, manual labour, medical doctor, frugal person, gradual decline, central character, feral animal, personal achievementspelling Corner 42originally, originality; naturally, naturalist; personally, personality; fatally, fatality; nationally, nationalist; casually, casualty; individually, individualityLesson 221 mysterious, hysterical, temporarily, physically,

cymbals2 mutinous, ordinary, mysteries, motley, fallacy3 industries, lullabies, fallacies, journeys,

mysteries, canaries, mutinies, libraries4 temporarily, mutinous, ordinarily, industrial,

fallacious, industrious, hysterical, cylindricalspelling Corner 43answers will vary.spelling Corner 44industries, lullabies, mysteries, monkeys, valleys, trolleys, fallacies, cities, keys, donkeys, canaries, hobbies, ponies, enemies, duties, jockeys, libraries, journeysLesson 231 symptom – indicator of illness or disease

syrup – thick, sweet liquid symbol – emblem, token, sign synopsis – outline, plan, summary symphony – musical composition for an orchestra sympathy – compassion, tenderness of feeling

2 hygienic, systematic, symphonic, symbolic, hyphenated, sympathised, systematise, symbolise

3 hyphenated, symbolic, hygienic, systematic, sympathised

4

spelling Corner 45ache, act, aim, aitch, am, ape, as, ash, asp, at, ate, came, camp, cap, cape, cast, caste, cat, catty, chai, chat, champ, chap, chase, chasm, chaste, cheap, cheat, chimp, chip, chit, cite, each, easy, eat, empathic, empathy, epic, ethics, etch, ham, hasp, hat, hate, he, heap, heat, hemp, him, hype, ice, icy, imp, it, itch, item, its, mace, map, mash, mast, mat, matt, match, mate, maths, may, me, meat, mesh, met, mica, mice, mist, mite, mitt, my, myth, mythic, pace, past, paste, pat, patch, patchy, pate, path, pathetic, pay, pea, peach, peat, pet, pica, pie, pit, pita, pitch, pith, pithy, same, sat, sate, say, scam, scamp, scape, scat, scythe, seam, seat, septic, set, sham, shame, shape, she, ship, shy, sit, site, space, spam, spat, spate, spice, spit, spite, spy, stamp, static, stay, steam, step, sty, stye, tame, tamp, tap, tape, taste, tasty, tat, tea, teach, team, teat, test, testy, that, the, them, they, this, thy, thyme, tic, tie, time, type, tythe, yam, yap, yeast, yes, yet, yetispelling Corner 46often, also, divide, won’t, examples, newspaperLesson 241 accurately, absently, abruptly,

absolutely, absurdly, abundantly2 abbreviated, abbreviating, abbreviation;

accelerated, accelerating, acceleration; accommodated, accommodating, accommodation; accessed, accessing, accession; abducted, abducting, abduction; accumulated, accumulating, accumulation

3 answers will vary.4 acceptance, acceptable; accountant,

accountable; abundantly, abundancy spelling Corner 47accountant, accomplishment, absenteeism, accelerator, acceptable, accuracy, abruptness, abductor, accountable, absurdity, accompaniment, accompanist spelling Corner 48absent, abbreviate, accept, accelerator, abdomen, absorbed, account, absoluteLesson 251 furiously, graciously, obviously, curiously,

courteously, enormously, ravenously, pompously2 delicious, delicacy; spacious, space; prosperous,

prosperity; curious, curiosity; glamorous glamour; furious, fury; enormous, enormity; various, variety; courteous, courtesy; pompous, pomposity

3 more, most, more, more, more, most4 delicious, enormous, arduous, gorgeous,

obviousspelling Corner 49enormous elephant, precious jewels, arduous climb, spacious grounds, delicious dessert, curious people, previous day, obvious answerspelling Corner 50prosperous, dessert, precious, courteous, glamorous, furiously, arrived, curiously

Answers

Y n o H p M Y S n Sg S Y r u p T H e YH Y p H e n i b g Mr M S Y M b o l o pJ p u g d F Z T r ac T T i a l e o d TF o b e l n e p Y HS M Y n c X r d H Yi S r e p e n Q n VH Y p o d e r M i c

ISBN 978 1 76020 452 5


Lesson 261 mobility, docility, agility, futility,

sterility, fertility, hostility, senility2 diagonally, diamonds, diagnosed, dialects,

dialled3 diagnosis, diagnostic, diametrical,

diagrammatic, infertile, immobile4 diaphragm, diagonal, dialogue, futile, crocodile,

sterilespelling Corner 51agility, fertility, futility, mobility, hostility, diagnosis, diagnostic, diagrammatic, diagonally, diametricalspelling Corner 52answers will vary.Lesson 271 undesirable, illegible, unreasonable, inaudible,

inhospitable, unintelligible, inadmissible, invaluable, implausible, unmanageable

2 illegible, inadmissible, invaluable, inhospitable, inaudible

3 most, more, more, most, more, more4 collection, collectable; fashion, fashionable;

desire, desirable; reason, reasonable; value, valuable; combustion, combustible; tolerance, tolerable; management, manageable

spelling Corner 53audibility, plausibility, legibility, durability, possibility, probabilityspelling Corner 54plausible, intelligible, hospitable, desirable, valuable, fashionableLesson 281 exuding, intruder, preludes, concluding, assured2 answers will vary.3 immature, premature;

conclude, exclude, include; intrude, extrude, protrude

4 endurance, assurance, conclusive, conclusion, intrusive, intrusion, immaturity, obscurity

spelling Corner 55maturation, conclusion, intrusion, conclusive, intrusive, maturity, obscurity, attitudinal, immature, assurancespelling Corner 56several, include, measuring, pour, warm, different, evaporation, exposedLesson 291 photography, tranquilly, graphic, conqueror,

mosquitoes2 answers will vary.3 photograph, telegraph, biography, graphic,

autograph, autobiography, monograph, demographic

4 tranquillises, tranquillised, tranquillising, tranquilliser; conquers, conquered, conquering, conqueror; orphans, orphaned, orphanage

spelling Corner 57bouquet, banquet, tranquil, jonquil, antique, physique, telephone, megaphone, autograph, photograph, monograph, telegraphspelling Corner 58answers will vary.

Lesson 301 electrician, optician, politician, technician,

comedian2 essentially, commercially, initially, specially,

partially, officially, socially, crucially3 officially, social, partially, initial, essential4 commercial, essential, special, martial, guardianspelling Corner 59official, officer, officiate; beauty, beautician, beautiful; impartial, partiality, partial; society, antisocial, social; political, politician, policy spelling Corner 60essential, desert, officially, politicians, Martial, advertisements, special, initialsLesson 311 patiently, patience; obediently, obedience;

differently, difference; insolently, insolence; magnificently, magnificence; evidently, evidence

2 impatient, inefficient, unconfident, disobedient, independent, indecent

3 serve (service, disservice, servile); defend (defender, defence, defensive); assist (assistance, assisting); attend (attendance, attention, attentive); confide (confidence, confidential, confidant)

4 answers will vary.spelling Corner 61confidence, patience, obedience, magnificence, evidence, insolence, decency, despondency, dependency, proficiency, sufficiency, efficiencyspelling Corner 62resident, provident, president, different, residence, conference, confidence, occurrenceLesson 321 extravagant, prominent, elegant,

reliant (reliable), compliant, negligent, radiant2 answers will vary.3 reliance, reliable; compliance, compliant;

reference, referee4 elegance, negligence, maintenance, reference,

impudence, non-compliance, incidencespelling Corner 63application, apply, appliance; compliance, compliant, comply; defence, defendant, defend; refer, referee, reference; incidental, incidence, incidentspelling Corner 64refer, neglect, occur, rely, comply, apply, confer, defend, radiate

Year 6 term assessment (Proofreading)term 1permitted, dismissed interval, compere desperate, devastating congratulated, completion impatient, expeditionterm 2advertisements, regularly photos, accident endangered, environment cereal, region policies, simplifyterm 3temporarily, renovations excessively, collision regulations, registered conductor, Symphony receded, retrieveterm 4patiently, pedestrian maintenance, essential temperature, intolerable antique, diamond enormous, visible

Answerst

ISBN 978 1 76020 452 5

156 PB TargeTing Spelling Year 6 © 2015 blake educaTion

The Word Warm-ups book is the starting point and focus of each spelling lesson and all students will need their own copy. The following pages can be photocopied to create the 16-page Year 6 Word Warm-ups book or you can use the file on the CD. Students will use this book throughout the year as you use the Targeting Spelling program.Through the Word Warm-ups, students will be introduced to a number of important phonic and structural elements with an emphasis on prefixes and suffixes, and Latin and Greek roots. The lists provide the springboard for teaching students how to apply rules and make generalisations

about spelling. They will also learn how to make the subtle adjustments needed in spelling (and often in pronunciation), particularly when adding suffixes. Students will soon be able to spell a wide range of words within the context of their writing and within the limits of their speaking and reading vocabulary. The Warm-ups book also includes a list of international words and a sight word checker that can be used to gather valuable diagnostic information on incoming or graduating students. it also lists the basic spelling rules as a reference for students.

Word Warm-ups book

Creating the Word Warm-ups books

The following pages can be photocopied (double-sided) to create the 16-page

Word Warm-ups book. These pages are also supplied on the cd if you prefer to print from there. There is an optional

colour cover on the cd. otherwise students should be encouraged to colour their own covers

to create their own unique booklet. To print a single copy from the cd do the following:1 Select and open the Word Warm-ups PDF file.

2 load at least four clean a4 pages on your printer.

3 Select odd pages only.

4 Set page Scaling to none.

5 collect the printed pages, noting which edge is the top of the page.

6 load the printed pages, without changing their order, and with the blank sides to be printed next and the top at the correct edge.

7 Select even pages only.

8 Fold in half and staple in the centre.

ISBN 978 1 76020 452 5

Spelling RulesThe doubling rule

When a one-syllable word has a short vowel followed by one consonant, double that consonant before adding –ing, –ed, –er, –est, –y, e.g. run, running; hop, hopped; mud, muddy; big, bigger; tall, tallest.Do not double if there are two consonants after the short vowel, e.g. jump, jumping; send, sender; milk, milked; mist, misty; fond, fondest.

❂The e ruleWhen a word ends in e, drop the e before adding an ending that begins with a vowel or y, e.g. ride, riding; hope, hoped; shine, shiny; fame, famous; safe, safer.When a word ends in e, do not drop the e before adding an ending that begins with a consonant, e.g. use, useful; price, priceless; close, closely; safe, safety; like, likeness.

❂The y ruleWhen a word ends in y, change the y to i before adding an ending, e.g. baby, babies; busy, busily; dry, drier; lazy, laziest.Do not change the y before adding ing, e.g. dry, drying; carry, carrying. Do not change the y if the letter before the y is a vowel, e.g. boy, boys; day, days; employ, employed; play, player.

16


❂The f ruleWhen a word ends in f,

change the f to v and add es to form the plural (you will hear the sound you need to

write), e.g. leaf, leaves; wolf, wolves; half, halves. Two exceptions are:

roofs, chiefs.

The c rule❂ Write ei after c when c sounds like s, e.g. ceiling, receipt, conceit, deceive. Write ei when those letters sound like a, e.g. weigh, vein, reign, beige.

Most of the time, write i before e except after c, e.g. piece, field, chief, shield (some exceptions are seize, their, weird).

Targeting Spelling


Year 6

Name: ________________________________________________________________

Word Warm ups

Word Warm ups

ISBN 978 1 76020 452 5

2 15Word Warm-upsours

ourselves

out

over

past

quite

ready

said

saw

shall

she’s

she’d

she’ll

should

should’ve

since

some

somebody

someone

somehow

something

sometimes

somewhat

somewhere

still

than

that’ll

that’s

that’d

their

theirs

themselves

then

there

there’d

there’ll

there’s

therefore

these

they

they’d

they’ll

they’re

they’ve

those

though

thorough

through

till

too

took

towards

two

under

unless

until

upon

upwards

very

was

wasn’t

we’d

we’ll

we’re

we’ve

well

went

were

weren’t

what

what’s

whatever

when

whenever

where

where’d

where’ll

where’s

wherever

whether

which

while

who

who’d

who’ll

who’s

whom

whose

why

why’s

with

without

won’t

would

would’ve

wrong

yes

yet

you

you’d

you’ll

your

you’re

yours

Sight word checker 1 in– 2 dis– 3 Silent k

incur

indicate

individual

inferior

inflict

inhale

inhabit

indulge

invade

im–

implore

impulse

impress

impatient

impose

imitate

immaculate

immense

immunise

disease

disaster

discuss

discredit

discharge

discount

disembark

disfigure

disguise

disgust

dispose

dispatch

dispense

disperse

dispute

dismiss

dislocate

dissolve

knack

knead

knobbly

knapsack

knick–knack

knowledge

Silent g

gnaw

gnash

gnome

gnat

gnarled

Silent w

writhe

wreath

wretched

wrangle

wrestle

Word Extraimpossible inaccurate

disapprove disturb

knuckles written

Targeting Spelling Year 6 © 2015 Blake Education Targeting Spelling Year 6 © 2015 Blake Education

ISBN 978 1 76020 452 5

14 3

aboard

about

above

across

after

afterwards

again

against

ago

almost

along

alright

also

although

always

among

another

any

aren’t

around

away

because

been

before

behind

below

beneath

beside

between

beyond

both

busy

came

can’t

could

couldn’t

despite

didn’t

done

don’t

does

doesn’t

down

during

each

either

else

ever

every

everybody

everyone

everything

everywhere

for

forever

forthwith

forward

from

gave

goes

gone

good

great

hasn’t

hadn’t

haven’t

he’s

he’d

he’ll

herself

here

himself

how

I’d

I’ll

I’m

I’ve

made

many

maybe

meanwhile

might

mine

more

moreover

much

must

myself

neither

never

nevertheless

next

none

nothing

nowhere

off

often

once

one

only

other

otherwise

ought

our

Sight word checker Word Warm-ups4 ob– 5 de– 6 inter–

object

obstruct

obtain

obscure

obsolete

observe

obstacle

obnoxious

obvious

per–

perfect

perform

perfume

persevere

persuade

persist

perspire

perceive

personnel

despise

devise

device

destroy

deprive

describe

descend

devour

detergent

decade

delegate

detonate

devastate

delicate

definite

desperate

desolate

destitute

interact

interfere

intercept

interrupt

interject

intersect

intervene

interview

interval

trans–

transact

transfer

transform

transport

translate

transit

transmit

transmission

transparent

Word Extra

symbol system develop delete outburst outbreak


ISBN 978 1 76020 452 5

4 13International words

abacus

alias

alibi

average

ballet

bazaar

bizarre

bistro

bolero

bonsai

boulevard

broccoli

canyon

colonel

coupon

croissant

dachshund

debris

dollop

futon

galore

gherkin

glacier

hooligan

jamboree

javelin

karate

kebab

kimono

knapsack

lasagne

leisure

maestro

magazine

margarine

marmalade

marriage

matinee

memoirs

monarch

mortgage

mosque

museum

mystery

omelette

origami

pagoda

panorama

parachute

parliament

pedigree

pretzel

pyjamas

question

quiche

rodeo

rucksack

sachet

salvage

sari

spaghetti

sporran

stimulus

sushi

syllable

tarantula

tornado

tycoon

typhoon

unique

vacuum

veneer

Word Warm-ups7 com– 8 mito, missus, I send 9 –ate

comply

complex

complete

compute

compere

commend

communicate

complicate

compulsory

con–

confer

confirm

conserve

consider

condition

conscious

confiscate

congratulate

convalesce

commit

permit

remit

remiss

dismiss

missile

mission

intermission

intermittent

pes, pedis, foot

pedal

pedestal

pedlar

pedestrian

expedition

impede

centipede

millipede

stampede

operate

investigate

irritate

estimate

excavate

navigate

separate

populate

nominate

–ise

advertise

apologise

criticise

organise

recognise

minimise

exercise

terrorise

analyse

Word Extra

compare construct emit transmit energy chemist


ISBN 978 1 76020 452 5

12 5Word Warm-ups31 –ent 32 –ence Troublesome words

dependent

despondent

confident

efficient

different

insolent

evident

obedient

magnificent

–ant

assistant

attendant

dependant

defendant

consonant

confidant

servant

dominant

relevant

defence

influence

incidence

impudence

conference

reference

occurrence

prominence

experience

–ance

balance

ambulance

appliance

radiance

reliance

elegance

extravagance

compliance

maintenance

Word Extrarecent decent fence chance

Word Warm-ups10 –o 11 –fy 12 Soft g

solo

silo

cello

photo

piano

radio

studio

stereo

cappuccino

hero

echo

potato

tomato

embargo

cargo

tornado

avocado

volcano

signify

simplify

magnify

modify

notify

qualify

justify

identify

terrify

defy

intensify

horrify

mystify

verify

pacify

testify

clarify

classify

arrange

agenda

digital

urgent

engine

region

oblige

emerge

legend

Soft c

accident

incident

police

policy

facility

terrace

cereal

celebrate

century

Word Extra

search worst fulfil seldom centre general


ISBN 978 1 76020 452 5

6 11Word Warm-ups Word Warm-ups28 –ure 29 qu 30 –ian

endure

mature

posture

pasture

pressure

assure

demure

obscure

temperature

–ude

exude

intrude

conclude

prelude

altitude

aptitude

attitude

gratitude

fortitude

bouquet

banquet

antique

mosque

mosquito

physique

conquer

tranquil

sequence

ph

dolphin

graph

phoney

pharmacy

phenomenal

pharaoh

sapphire

orphan

typhoon

musician

technician

electrician

optician

politician

beautician

guardian

comedian

librarian

–ial

martial

partial

official

initial

essential

spatial

special

crucial

commercial

Word Extra

exclude sure equator elephant social racial

13 –or 14 –ive 15 ex–tenorvendorsensorcensorsculptorsolicitorsurvivorgovernorcommentator

–ar

liar

scholar

nectar

regular

singular

similar

spectacular

perpendicular

binoculars

attractivesensitiveintensiveimpressiveimperativeexpressivepensiveexpensiveproductive

mono–

monopolymonotonemonologue

bi–

bicyclebiennialbilingual

micro–

microscopemicrophonemicrowave

expelexpireexplicitexhaleextinctexcludeexperienceextinguishextravagant

e–

elect

elapse

elastic

elaborate

eliminate

elongate

elevate

element

eligible

Word Extra

author dollar active selective exhibit examine


ISBN 978 1 76020 452 5

10 7Word Warm-ups16 en– 17 re– 18 –ion

endure

endanger

entice

enchant

endorse

engrossed

enlarge

enquire

enslave

entire

entitle

ensue

entreat

entangle

entertain

endeavour

envisage

environment

retrieve

reprieve

replenish

religion

resemble

restrict

reluctant

recuperate

remunerate

recollect

recommend

regulate

register

relative

reminisce

remedy

renovate

resonate

caution

caption

commotion

pollution

decoration

demolition

instruction

reduction

resolution

inclusion

exclusion

explosion

occasion

decision

division

collision

impression

conclusion

Word Extra

enforce enthral recede refrigerate emotion exception

25 –ious 26 dia– 27 –able

curious

furious

devious

obvious

various

delicious

precious

spacious

gracious

–ous

courteous

glamorous

gorgeous

porous

pompous

prosperous

arduous

enormous

ravenous

dial

dialect

dialogue

diagnose

diagram

diagonal

diameter

diaphragm

diamond

–ile

fertile

futile

agile

docile

hostile

mobile

sterile

crocodile

juvenile

collectable

durable

fashionable

desirable

reasonable

valuable

hospitable

tolerable

manageable

–ible

invisible

invincible

infallible

intelligible

legible

audible

combustible

admissible

plausible

Word Extra

dangerous generous diary profile probable possible

Word Warm-ups


ISBN 978 1 76020 452 5

8 9Word Warm-ups19 pre– 20 duco, ductus, I lead 21 –al

precede

precise

preclude

predict

prescribe

precarious

predicament

preliminary

previous

pro–

protect

process

progress

provoke

provide

propel

proclaim

prohibit

proficient

conduct

deduct

induct

product

produce

reduce

induce

introduce

educate

cedo, cessus, I go

access

excess

success

process

proceed

succeed

recede

concede

incessant

central

natural

national

frugal

personal

punctual

medical

integral

actual

federal

feral

trivial

manual

gradual

several

original

Aboriginal

individual

Word Extra

preserve propose recess exceed rural casual

Word Warm-ups22 y 23 hy– 24 ab–

mutiny

motley

gaudy

industry

ordinary

temporary

ferry

fallacy

canary

cymbal

cylinder

hysteria

mystery

pyramid

pyjamas

physical

gymnasium

lullaby

hyena

hygiene

hype

hybrid

hyphen

hydrogen

hydrant

hydroponic

hypodermic

sy–

syrup

syringe

system

symbol

symptom

sympathy

symphony

synopsis

synthetic

abduct

absurd

absorb

absent

absolute

abdomen

abrupt

abundant

abbreviate

acc–

accept

accent

accelerate

account

accurate

accomplish

accompany

accommodate

accumulate

Word Extra

journey library liquid squalid accident accrue


ISBN 978 1 76020 452 5

Also available:

Del M

errickTargeting Spelling

The ultimate resource for teaching spelling

Del Merrick

Student disk:

10 fun spelling

games for Year 6

students written to

support this program

Teacher disk:

hands-on activity cards,

assessment records,

Word Warm-Ups booklet

and all worksheets

Blake’s

10 fun games suitable for PC & Mac

© 2010 PASCAL PRESS. ALL RIGHTS RESERVED. www.pascalpresss.com.au

disk

6ages11–12

To open PC : will run automatically. MAC : click on disk icon. Installation instructions are on the disk.

SpellingspellingGamesGames

photocopiable

spelling reference

for each student

© 2015 BLAKE EDUCATION. ALL RIGHTS RESERVED. PENALTIES fOR UNAUTHORIzED COPyING IN

CLUDE A

$50,

000

fINE

INSTALLATION WINDOWS 1. Put disk in CD-ROM drive and it should begin automatically.

2. If it does not run then open Windows Explorer, navigate to the CD-ROM and double click the TGT_Spell_Yr_6 icon.

MAC Put disk in CD-ROM drive and double click TGT_Spell_Yr_6 icon.

SOFTWARE REQUIREMENTS WINDOWS & MAC Adobe Acrobat Reader, Microsoft Office Excel,

Microsoft Office Word.

Targeting

YEAR

6TeACher

DISk

★ Acomprehensiveintroductionfromtheauthorexplaininghowtousetheprogramanditsvariouselementstoachieveoutstandingresults

★ 32weeklylesson planswithteachingnotesandphotocopiableworksheets

★ AphotocopiableWord Warm-Ups bookletforusebyeachstudentthroughouttheyear

★ ABlake’s Spelling Games CD-ROMwith10spellinggameswrittentosupporttheprogram

★ ATargeting Spelling CD-ROM–withphotocopiablewordcardsforhands-onactivities,games,assessmentrecordkeeping,PencilWorkandSpellingCornercards.

★ BOARD WORk—developingconceptsthroughexplicitteachinganddemonstration

★ BOOk WORk—usingthewordlistsintheWordWarm-Upsbookletasafocusforlearning

★ WORD WORk —exploringworduse,wordbuildingandassociatedrules

★ MeMORy WORk —providinghelptostudentstomemorisesightwords

★ PenCil WORk —photocopiableworksheetsandSpellingCornercardstoenablestudentstoapplytheskillsandstrategiestheyhavebeenlearning

★ PRACTiCe WORk —usinghands-onmaterialsandspellinggamestoconsolidateandbuildskills

★ ASSeSSMenT —dictationofwordsandsentencesusingtheweek’sfocuslist.

This book contains:

each weekly lesson plan contains the following elements:

includesAustralian Curriculum correlations

is a whole-school spelling program that has been developed and trialled

in classrooms over many years with outstanding results. It can be used equally successfully by individual teachers and will provide students

with a solid foundation in spelling.

Targeting Spelling

Targetingyear 6

yea

r 6

ISBN 978-1-76020-452-5

9 7 8 1 7 6 0 2 0 4 5 2 5

this book contains...antonyms, suffixes prefix en–, suffix –en prefix ab–, letter team acc...

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