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Book B


e pl m Sa g in ew Vi My Spelling Workbook Book B – Teachers Guide

Prim-Ed Publishing


F oreword This multisensory spelling series introduces strategies that feature Look, Say, Trace, Cover, Write and Check which promote independent learning of spelling in context. The series features a proven metacognitive approach to spelling. The metacognitive approach encompasses logical and systematic thinking, combined with the skills of visualisation, emotion and creativity. Through using all aspects of thinking, children not only learn how to spell but also learn how to retain and use these words in context. Success with this series is achieved through the reinforcement activities provided in the My Spelling Workbook series. These workbooks cover the strategies in a fun, creative way ensuring that both the child and the teacher enjoy the learning process.

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The teachers guides provide the metacognitive strategies. These are clearly outlined using flash cards, assessment sheets, extra activities, guidelines for use with children with special needs, extension activities for more able children, guided writing, word lists and answers. Each workbook contains 18 lists of commonly used words to develop a base vocabulary for primary school children. These help to develop independent spellers through a variety of activites including: • •

memory tests; discovering patterns in words.

— — — —

Senior Infant Class 2nd Class 4th Class 6th Class

• • •

Teacher Information .......................................................... ii – iv

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Curriculum Links .........................................................................1

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Timetable – a suggested timetable that can be adapted to suit different class needs. Spelling Timetable .....................................................................2 Blank Timetable ...........................................................................3

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Metacognitive approach resources – an approach which encourages children to become successful independent spellers and thinkers. Teachers Notes .....................................................................4 – 5 Question Type Charts ...................................................... 6 – 13 Core photocopiable resources – a range of resources which can be used regularly throughout a spelling programme. Word Building ........................................................................... 14 Spelling Partners ...................................................................... 15 List Words (Book B).........................................................16 – 17 Supplementary resources – extra ideas to support a spelling programme, covering a range of ability levels. Additional Individual Activities .......................................... 18 Additional Informal Activities ....................................19 – 21 Additional Partner and Group Activities ................22 – 23 New Words ................................................................................. 24 Prim-Ed Publishing

word study;

Book B — 1st Class Book D — 3rd Class Book F — 5th Class

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Book A Book C Book E Book G

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Books in the My Spelling Workbook series are: • • • •

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• word building; • word puzzles; and

C ontents

Spelling Extension ................................................................... 25 Incentives – photocopiable games to encourage better spelling and certificates to reward progress. Spelling Games ................................................................26 – 29 Certificates ................................................................................. 30 Assessment – photocopiable worksheets for recording of results by teachers/children. Teachers Notes ......................................................................... 31 Pre-test/Post-test Template ................................................. 32 Individual Word Checklist ............................................33 – 35 Anecdotal Records .................................................................. 36 Test Checklist ............................................................................. 37 Teachers Notes for each unit – a separate page for each unit, providing list focus, dictation, word building, additional activities and answers Unit 1–18 ...........................................................................38 – 55 List Words (whole series) .............................................56 – 62

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My Spelling Workbook Book B – Teachers Guide


T eacher I nformation Each workbook contains 18 spelling units. Each unit is made up of four pages, with each unit containing: • a list of 15 – 22 words to be learned; • space for additional words to be added; • word building and word study activities; and • revision words from previous workbook.

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Each list has a series of test columns. Three ticks in a row indicate that the word has been learned. If three successive ticks are not achieved, a ‘T’ is placed in the transfer box and the word is written in ‘Difficult Words I Have Found’ in the next unit.

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The first page of each unit contains the list words. Before the children see the list, it is recommended that the words are pre-tested. This can be used as a benchmark for how well the children learn the list or which words they need to focus on throughout the unit.

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A post-test is then required at the conclusion of the two-week programme to evaluate the children’s progress. Problem words are recorded and transferred, ready for their personal list in the next unit.

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Look, Say, Trace, Cover, Write, Check – This represents the basic method recommended for word learning. Children should follow this process when learning each word. It is a proven method of retaining a word in the memory and should be a procedure that is followed consistently, to assist with the learning of further words.

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As well as for transferring difficult words from a previous unit, ‘Difficult Words I Have Found’ can also be used to list other words of interest. These words can be partner-tested during the spelling programme. Look, Say, Trace, Cover, Write, Check Look at the word. Look for words within words. Look at the shape of the word.

Trace each letter as the sound is said. This will reinforce the kinaesthetic movement and sound pattern and becomes a physical and auditory memory.

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

Say

Trace

Cover

Cover the word. (A time factor can be built into this part. Test after one minute, 10 minutes, one hour, the next day etc.)

Check the word with the original. Write the spelling word.

My Spelling Workbook Book B – Teachers Guide

Write

Check

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Prim-Ed Publishing


T eacher I nformation Each unit contains word building and word study activities. A bank of activities is used throughout the book, including: unjumbling words; finding small words; word searches; antonyms;

• word worms; • crosswords; • synonyms; and many more.

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• • • •

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A word building template is found on page 14 of this book. This can be used for each unit of words. Word building examples for every list word are found on pages 38 – 55 of this book.

The unit list is also repeated for further reference on the third page of each unit, along with a revision list of words from the previous level of My Spelling Workbook.

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It is recommended that revision tests are used on a regular basis to ensure previous list words are kept current in the child’s memory.

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In some units ‘Additional Activities’ have been included as further word study to be completed in the child’s spelling pad. Their aim is to provide children with several opportunities to write the list words and to use them in various ways. These activities can be used with any of the units in the book.

N.B. In future editions of My Spelling Workbook, Book B, ‘Additional Activities’ will be titled ‘Spelling Challenges’. Prim-Ed Publishing

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My Spelling Workbook Book B – Teachers Guide


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For every spelling list, remember to:

Look

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Say

Cover

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Trace

Write My Spelling Workbook Book B – Teachers Guide

Check iv

Prim-Ed Publishing


C urriculum L inks All children need to attain, progressively, mastery of conventional spelling. The revised English Language curriculum states that this mastery is most likely to be achieved if spelling is taught systematically, using a whole-school multi-dimensional approach, used consistently in each class. The popular My Spelling Workbook series has been revised and provides the ideal multi-dimensional approach to spelling for infant through to sixth class pupils. The revised English Language curriculum for Ireland states that pupils should have opportunities to develop the ability to: Class

Strand

Strand Unit

Content Objectives

A

Infants

Competence and confidence in using language

Writing

• copy letters and words informally as part of class activities

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Spelling Workbook Book

• write letters and words from memory

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• develop the confidence to use approximate spelling

1st and 2nd

Competence and confidence in using language

Writing

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B and C

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• begin to develop conventional spelling of simple words

F and G

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3rd and 4th

5th and 6th

• simple words with regular patterns: street, came, afloat • two-syllable words with regular patterns: robber, happen • words with common prefixes and suffixes: disconnect, wonderful

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• spell words in a recognisable way based on an awareness of the most common spelling strings and patterns; • simple words with short vowel rimes: dog, mill, rock

• spell correctly a range of familiar, important and regularly occurring words.

Competence and confidence in using language

Writing

Competence and confidence in using language

Writing

• use a range of aids and strategies to improve his/her command of spelling; • word lists, word searches, anagrams, regular word patterns

• observe the conventions of spelling • use dictionaries to extend and develop vocabulary and spelling

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My Spelling Workbook Book B – Teachers Guide


S pelling T imetable Teachers can use the activities in My Spelling Workbook to suit the needs of their class and the amount of time available for spelling. A 10-day spelling programme for each list is suggested below, as a way of using this workbook. It allows for 25 minutes each day, which could be a combination of class work and homework. Teachers may wish to add or delete from this timetable, according to their needs. This timetable is based on a metacognitive approach, which is explained in detail on the following pages. Daily partner testing is a key feature of the timetable, allowing children to practise 3 – 5 list words at a time. A worksheet for recording partner test results is provided on page 15. DAY SIX • Partner test 6 (3 – 5 words) • Revise the patterns for this list using the metacognitive approach • Brainstorm other words that follow the same patterns • Spelling game or activity • Begin word search

DAY TWO • Partner test 2 (3 – 5 words) (see page 15) • Spelling game or activity (see pages 26 – 29) • Revise the patterns for this list • Complete page 2 activities • Begin to make list of ‘Difficult Words I Have Found’

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

DAY THREE • Complete a partner activity (see pages 22 – 23) • Complete Additional Activities • Begin page 3 activities • Partner test 3 (‘Difficult Words I Have Found’)

DAY EIGHT • Partner test 8 (3 – 5 words) • Spelling game or activity • Complete page 4 activities • Begin word building (see page 14)

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

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

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

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

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

My Spelling Workbook Book B – Teachers Guide

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Prim-Ed Publishing


B lank T imetable Use the blank timetable below to plan a spelling programme for your class.

DAY SIX

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DAY ONE

DAY TWO

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DAY SEVEN

DAY EIGHT

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DAY THREE

DAY FOUR

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DAY NINE

DAY TEN

DAY FIVE

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My Spelling Workbook Book B – Teachers Guide


M etacognitive A pproach Aim:

To encourage children to become successful independent spellers and thinkers.

Introductory Stage: • Each category of question (Clarifying, Literal, Inferential, Personal, Visualising, Predictive, Summarising and Reflective) should be explained to the children. It is important that they understand what kind of question they are asking. • Not all cards will be relevant in every situation. On occasion, they will be. • Some of the questions may appear to be the same but are repeated under different categories. This is because the context is different and this should be explained to the children. Preparation Stage:

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• The teacher chooses a suitable spelling word. A word that encompasses all the categories of questions is better. However, it should be stressed that not all categories are relevant to every word. For example, ‘forgot’.

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

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• The teacher models a word, for example, ‘forgot’. The teacher demonstrates the thinking process involved by applying the questions suggested in the relevant categories and ‘talking’ through his or her answers. • Allowing children to interact with the teacher using this process can be very productive. Explanation of Question Types:

Literal questions are questions that have a straightforward answer found in the text. For example: What is the tricky part of the word? or

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Clarifying questions are questions that make words, phrases or concepts clear and understandable. For example: What is the word? forgot What does this word mean? didn’t remember Can the word be broken into smaller sounds? for—got

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Inferential questions are questions that ask you to deduce answers from the text. For example: Can I think of some other way to help remember how to spell this word? break the word into two little words: for, got

Personal questions are questions that are relevant to oneself. For example: Do I know how to spell any part of this word? yes Is this a word that I need to learn to spell? yes, because I sometimes use this word in my writing

My Spelling Workbook Book B – Teachers Guide

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Prim-Ed Publishing


M etacognitive A pproach Visualising questions are questions that require you to ‘see’ the word or shape in your mind. For example: Close your eyes. Can I see the word inside my head? yes/no Can I see the shape of the word?

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Predictive questions are questions that require you to forecast a possible outcome. For example: Can I say another word that is spelled almost the same? forget has the same beginning Can I spell this word? yes/no Can I write it from memory and say each letter as I do it? f–o–r–g–e–t

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Summarising questions are questions that demand a reiteration and understanding of what went before. For example: Can I make a sentence for this word? yes – I forgot my lunch. Can I write a story the teacher has given me with the spelling word or words in it? yes/no

or

Wa

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ould have

Reflective questions review the strategies used to learn new words and how you feel about your progress. For example: How did I do? happy/ reasonably happy/ unhappy Which card helped me most? Inferential Questions Will learning how to spell this word help me to spell other words? yes/no Was there anybody or anything that could have helped me? I could have practised writing the word or got my family to test me. How do I feel? happy/ reasonably happy/ unhappy

The ‘Reflective Questions’ card should be used as a challenge for every child. It is designed to extend the more successful speller. It also offers the opportunity for individuals to recognise their own areas of strengths and weaknesses. This card should be used either at the end of the lesson or after the dictation to reflect on success and to set new goals for themselves. The following pages contain a set of cards for encouraging this way of thinking.

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My Spelling Workbook Book B – Teachers Guide


My Spelling Workbook Book B – Teachers Guide

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Can I spell the word the way it sounds?

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What does this word mean?

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C larifying Q uestions

FLASH CARD


FLASH CARD

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My Spelling Workbook Book B – Teachers Guide


My Spelling Workbook Book B – Teachers Guide

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Prim-Ed Publishing

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

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Vi I nferential Q uestions

FLASH CARD


FLASH CARD

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My Spelling Workbook Book B – Teachers Guide


My Spelling Workbook Book B – Teachers Guide

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Can I see the shape of the word?

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Can I see the word inside my head?

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V isualising Q uestions

FLASH CARD


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My Spelling Workbook Book B – Teachers Guide

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

Can I spell this word?

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

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P redictive Q uestions

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FLASH CARD


FLASH CARD

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FLASH CARD

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ould have or

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My Spelling Workbook Book B – Teachers Guide


e pl m Sa g in ew Vi My Spelling Workbook Book B – Teachers Guide

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Prim-Ed Publishing


S pelling P artners Name

4

5

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When you are finished, read through your words again then hand them to your partner.

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Your partner will slowly read each word twice (two times).

Your partner will mark your test, put on the score and hand it back to you. Good luck!

Total

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Write the date and get ready for your test.

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2 3

Date

Give your partner your list words.

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My partner's name

My partner's name Date

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Name

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Write the date and get ready for your test.

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2 3

Give your partner your list words.

4

5 6

Your partner will slowly read each word twice (two times). When you are finished, read through your words again then hand them to your partner. Your partner will mark your test, put on the score and hand it back to you. Good luck!

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My Spelling Workbook Book B – Teachers Guide


L ist W ords UNIT 3

UNIT 5

UNIT 7

end

add

ant

hill

send

and

disk

fill

bend

land

milk

still

mend

sand

desk

mill

lend

hand

pole

till

spend

band

hole

will

grow

duck

mole

been

slow

truck

sole

tree

show

rock

shut

green

bump

clock

shed

jump

neck

shot

lump

black

sheep

pump

sick

smash

here

camp

lick

crush

they

stamp

sock

brush

have

UNIT 2

UNIT 4

UNIT 6

UNIT 8

UNIT 9

go

pest

kite

bell

chop

so

rest

drive

sell

chin

flag

best

side

well

much

glad

must

nine

fell

rich

slip

lost

five

tell

such

cost

ride

spell

punch

nest

like

doll

lunch

stop

line

thing

chick

swim pram

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m sweep sleep

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street

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UNIT 1

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Below is a list of all words used in Book B. Also included is a list of suggested extension words, which reflect the changing vocabulary of the English language. Teachers may wish to add to this list as more words enter our vocabulary, particularly technology words.

drop

stand

hide

swing

miss

drip

wool

went

sing

dress

spot

wood

dent

bring

mess

from

good

bent

long

loss

help

day

tent

bang

toss

left

week

sent

sang

cross

out

year

lent

hang

you

My Spelling Workbook Book B – Teachers Guide

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Prim-Ed Publishing


L ist W ords UNIT 12

UNIT 14

UNIT 16

UNIT 18

three

car

all

tray

owl

thin

star

ball

say

frown

thick

arm

call

may

down

moth

farm

fall

stay

town

cloth

hard

hall

way

with

far

wall

play

cake

start

tall

hay

wake

bone

small

lay

take

tone

sky

pay

gate

home

dry

ate

rope

try

name

hope

fly

came

note

gave

e

UNIT 10

brown

pl

clown rain

m

train tail

bait

first

wait

third

sail

each

bird

nail

cone

teach

shirt

snail

game

just

beach

dirt

main

UNIT 11

UNIT 13

UNIT 15

UNIT 17

fern

leaf

coat

fork

SUGGESTED EXTENSION WORDS

her

sea

boat

born

under

tea

float

for

ever

meat

wink

forgot

seat

toast

torn

clean

load

short

eat

road

whip

read

loaf

which

never make

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live

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saw

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girl

spoon

mean

soak

hold

tooth

boy

goat

gold

zoo

toy

ink

sold

roof

joy

sink

told

cool

than

drink

fold

snack

that

think

cold

back

them

pink

old

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animals garden father birthday mother money sister today brother

My Spelling Workbook Book B – Teachers Guide


A dditional A ctivities The following activities and games have been provided for your use as additional support to the spelling programme. They are a guide and can be developed to suit any class, programme or teaching style. Choose from the following activities and games if not already covered in the particular list being treated. The two worksheets on pages 24 and 25 provide an opportunity for spelling extension and consolidation. Six photocopiable spelling games can be found on pages 26 – 29. These extra copymasters can be used to support learning spelling as activities for fast finishers or small group extension work, in individual or special needs programmes, as homework, or as structured whole-class activities.

Word Shapes:

spentw de

n i ne f

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edriv kit

d esi

Word Snakes:

then =

Word Sums:

s ent enth

m

much =

ive ri

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

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Examples

line ide

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

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Individual Activities

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ri + ch = rich; ch + op = chop.

Find small words in list words.

Write the list words in alphabetical order.

Write list words with eyes closed or from memory.

Sort words according to different criteria.

For example, meat: me, eat, at, a.

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For example, sort by initial/final letters; number of letters; rhyming/non-rhyming or by children’s own choice.

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

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

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

For example, r_ast = roast.

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

For example, hot/cold; close/shut; bare/bear; rock/rock.

Write definitions for spelling words.

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

My Spelling Workbook Book B – Teachers Guide

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Prim-Ed Publishing


A dditional A ctivities Informal Activities

Make bookmarks with difficult words or list words.

ant plant milk desk

Outline words.

Make concept words.

Write list words in the shape of a list word.

Use bright colours to trace list words.

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

thick

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For example,

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For example,

For example, could be the shape for: cake, made, rate etc.

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For example, ‘sand’.

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Clap the number of syllables in words.

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Word Study - Useful for the reinforcement of the list words in a less formal approach. Strategy Examples

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

For example,

b st gr s and br bl l h

f d ive h

• Blending cards. Use flashcards of sounds, blends

For example,

and simple digraphs to mix and match and create new words.

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n e st en op j

sh

m p

h

My Spelling Workbook Book B – Teachers Guide


A dditional A ctivities Informal Activities Word Study – Useful for the reinforcement of the list words in a less formal approach. Strategy Examples Encourage children to ‘have a go’ and take risks with approximate spelling.

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

Encourage as much reading as possible.

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

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

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

Longer words can be ‘chunked’ (broken into chunks) to assist spelling, rather than conventional syllables.

Make simple designs using the list words written end to end.

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

Write list words on graph paper, cut out the letters, and then build the word from the cut-out letters.

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For example, into – in to. Children should be encouraged to choose how to chunk the words themselves, so as to suit each child’s preferred learning style.

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Use shapes like circles, triangles and spirals.

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

c

a

t

c

h

Write the list words, leaving out some letters. Complete the words the next day.

For example, c

Find words that rhyme with the list words. Underline them if they are spelt the same.

For example, bed: head, red, said, fed.

Prepare a cloze passage, deleting list words. Children select the correct word to go in the correct space.

For example, ‘dog’ and ‘vet’ might fit into: went to the . My

Use sentence frames to develop a spelling vocabulary of list words.

For example: We took our cat to the vet. We took our pup to the vet.

Use list words to build other words.

For example, using the word ‘am’: h , j , sw

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m

= come.

Prim-Ed Publishing


A dditional A ctivities Informal Activities Useful for the reinforcement of the list words in a less formal approach. Strategy •

Examples

‘Word Bingo’ Children copy words on bingo cards, checking their spelling, then cover words with counters on their cards if the word is called.

Use games like word bingo and word quizzes.

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‘Word Quizzes’ Using a word list, children write the correct word. For example, Write the word starting with ‘b’; Write the word with ‘oo’ in the middle. Make new words by writing letters in front of a sound.

For example, ‘og’ could be added to with ‘d’, ‘fr’, ‘l’, ‘h’, ‘j’, etc.

Make alphabet books to use as personal dictionaries.

Children write any difficult words they have found under each letter.

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

Decorate or illustrate list words.

Write list words using string or pipecleaners.

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

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

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Write list words in sand or salt.

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

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For example:

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y e s o m e

Children can draw pictures and ask other children to guess which word they have drawn, or simply make words into patterns.

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Emphasise spelling rules.

Make word chains using list words.

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

Write list words in sentences to show the meaning.

For example, ‘A fish can swim.’

Write list words in questions.

Prim-Ed Publishing

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

‘Is that a fish?’ 21

My Spelling Workbook Book B – Teachers Guide


A dditional A ctivities Partner and Group Activities Partner activities – Develops cooperation and increases knowledge of list words. Strategy Examples

For example,

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

Make ‘What am I?’ clues.

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

Jumble words and swap with a partner.

For example, ‘farm’ becomes ‘armf ’. As an extra challenge, children can create jumbled words that can be pronounced.

Make yes/no questions containing list words and swap with a partner.

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

Word dominoes

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Word dominoes can be made by breaking list words in half (ones that have a common ending or beginning). For example, w h i p s p ent

This can be simply done by making a grid, and inserting the list of spelling words horizontally and vertically. Any gaps are filled in with random letters.

Make word searches on grid paper and swap with a partner.

Trace list words on partner’s back—partner guesses which list word was traced.

Cut pairs of list words in parts and rejoin them. Each child then sees if his or her partner can guess the words.

For example, r ed

b at = b ed

Guess the word – Give a partner the first letter of a word chosen from the spelling list. The partner then has to guess the word before the whole word is revealed, one letter at a time.

For example, the beginning of a game using the word ‘drink’ would look like this:

d

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

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

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A dditional A ctivities Partner and Group Activities Class or Group Games – Useful for the reinforcement of the list words in a less formal approach. Strategy Examples Simple class spelling competitions.

For example, a ‘Difficult Word of the Day’ competition, where the class try to spell a challenging word.

‘Hunter’

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

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

In tic tac toe each player uses a list of words with a common sound as their ‘noughts and crosses’. For example, in the game below, player one used a bank of ‘sh-’ words; player two used a bank of ‘-ook’ words.

‘Guess My Word’.

look

book

took

she

ship

shop

In ‘Shannon’s Game’, children need to guess the letters in the correct order in which they occur in each word. Children ask questions that require a yes/no response to guess the mystery spelling word.

Vi

Play hangman or a similar game, called ‘Shannon’s Game’.

ew

in

g

Sa

m

pl

e

Choose a number of words to focus on for a week. Children can also search for these in newspapers or any other reading material in the classroom. Children can circle or underline words they find. At the end of the week, children can count their score and share the sentences they found.

Magazine hunt for list words.

Also refer to pages 26 - 29 for photocopiable spelling games. Books of other photocopiable spelling games are available from Prim-Ed Publishing: • 2075 50 Spelling Activities • 2079 Phonic Games •

2077 Early Literacy Games

2078 Literacy Games

My Spelling Workbook Book B – Teachers Guide

23

Commercial board games involving word formation may also be of benefit to a spelling programme. Prim-Ed Publishing


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N ew W ords

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S pelling E xtension

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My Spelling Workbook Book B – Teachers Guide


1. 2. 3. 4.

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in

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Vi pl

m

Sa

Find a partner with the same spelling list. Choose a word from your list. Start by giving your partner the first letter of your word. How many clues before your partner guesses your word?

Which Word?

e

S pelling G ames

My Spelling Workbook Book B – Teachers Guide

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1. 2. 3. 4.

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Choose Two

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m

Sa

e

Choose eight of your spelling words and copy them twice onto the rectangles below. Cut them out and place them face down on the desk. Ask a friend to do the same with eight list words he or she chooses. Add the new cards. Jumble them and try to find the pairs.

Vi S pelling G ames

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My Spelling Workbook Book B – Teachers Guide


S pelling G ames

Word Worm Write your spelling list words as a word worm. Pass your word worm to a friend. Can they find all of your words?

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l re s topd

g

Sa

m

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ay

woo

in

Rhyming Words

1. Write five list words.

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2. Write as many rhyming words as you can.

My Spelling Workbook Book B – Teachers Guide

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S pelling G ames

Word Sorts

Sort your list words and write them into the correct box. Words may be written more than once.

Words that rhyme.

g

Sa

m

pl

Words that you can draw a picture for.

e

Words with five letters.

Words with four letters.

in

Word Search

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Make your own word search using eight list words. Pass your word search to a friend to do. Can he or she find all of your words?

Use these letters to fill in the leftover squares. bcdfghjkmnpqrstvwxyz Prim-Ed Publishing

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My Spelling Workbook Book B – Teachers Guide


My Spelling Workbook Book B – Teachers Guide

Signed

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C ertificates

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A ssessment There are many different ways to assess spelling. The pages that follow are provided to help support the My Spelling Workbook programme.

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e

Page 32 can be used for pre-tests at the beginning of each unit and again for the final assessment.

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

Sa

m

Pages 33 – 35 can be used to specifically record each word learned and the time taken to master a unit of words. Recording in this way may be useful for children with special needs, those with English as an additional language or for the whole class.

A record of spelling results for the whole class can be recorded on page 37.

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Name

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My Spelling Workbook Book B – Teachers Guide


A ssessment Date

8.

3.

9.

4.

10.

5.

11.

6.

12.

pl

2.

13. 14.

m

7.

15.

Sa

1.

e

Name

15

1.

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2.

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Name

in

g

Total Score

Date

7. 8.

3.

9.

13.

4.

10.

14.

5.

11.

15.

6.

12. Total Score

My Spelling Workbook Book B – Teachers Guide

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A ssessment = can say word

Name:

= can write word = has remembered correct spelling LIST 1

LIST 2 Date begun:

show

go

drop

send

bump

so

drip

bend

jump

flag

spot

mend

lump

glad

lend

pump

slip

spend

camp

swim

grow

stamp

pram

add

rock

and

clock

land

neck

m

end

e

Date begun:

pl

Date begun:

LIST 3

sand

black

help

hand

sick

left

band

lick

out

duck

sock

Sa

from

drum

truck

Date completed:

Date completed:

Date completed:

LIST 4

LIST 5

Date begun:

ew

Date begun:

in

g

slow

LIST 6 Date begun:

stand

ant

shut

kite

hide

rest

wool

disk

shed

drive

went

best

wood

milk

shot

side

dent

must

good

desk

sheep

nine

bent

lost

day

pole

smash

five

tent

cost

week

hole

crush

ride

sent

nest

year

mole

brush

like

lent

Vi

pest

stop

sole

line

Date completed:

Date completed:

Date completed:

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My Spelling Workbook Book B – Teachers Guide


A ssessment = can say word

Name:

= can write word = has remembered correct spelling LIST 8

Date begun:

LIST 9

Date begun:

Date begun:

hill

green

bell

swing

miss

fill

sweep

sell

sing

still

sleep

well

bring

mill

street

fell

long

rich

loss

till

here

tell

bang

such

toss

will

they

spell

sang

punch

cross

been

have

doll

hang

lunch

you

pl

chop

e

LIST 7

dress

much

mess

Sa

m

chin

thing

Date completed:

Date completed:

chick Date completed:

LIST 10

three

LIST 11

Date begun:

ew

Date begun:

in

g

tree

LIST 12 Date begun:

take

fern

spoon

car

tone

gate

her

tooth

star

home

thick

ate

under

zoo

arm

rope

moth

name

ever

roof

farm

hope

cloth

came

saw

cool

hard

note

with

gave

never

snack

far

cone

cake

game

make

back

start

just

Vi

thin

wake

live

bone

Date completed:

Date completed:

Date completed:

My Spelling Workbook Book B – Teachers Guide

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Prim-Ed Publishing


A ssessment = can say word

Name:

= can write word = has remembered correct spelling LIST 13

LIST 14

Date begun:

mean

all

sky

sea

boy

ball

dry

tea

toy

call

try

meat

joy

fall

seat

than

hall

clean

that

wall

eat

them

tall

coat

soak

boat

goat

float

ink

m

leaf

e

Date begun:

pl

Date begun:

LIST 15

wink

sink

each

toast

drink

teach

load

think

beach

road

pink

Sa

fly

small

loaf

Date completed:

Date completed:

Date completed:

LIST 16

tray

LIST 17

Date begun:

ew

Date begun:

in

g

read

LIST 18 Date begun:

pay

fork

hold

owl

tail

girl

born

gold

frown

bait

may

first

for

sold

down

wait

stay

third

forgot

told

town

sail

way

bird

torn

fold

brown

nail

play

shirt

short

cold

clown

snail

hay

dirt

whip

old

rain

main

Vi

say

lay

which

train

Date completed:

Date completed:

Date completed:

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My Spelling Workbook Book B – Teachers Guide


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A ssessment

My Spelling Workbook Book B – Teachers Guide

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T est C hecklist

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My Spelling Workbook Book B – Teachers Guide


U nit 1 LIST FOCUS

2. Send it with a stamp. 3. The tree is slow to grow. 4. Mend the pump. ADDITIONAL ACTIVITIES 1. Demonstrate exceptions to word building rules. For example: send – sent;

REVISION

end

ends, ended, ending

send

sends, sent, sending

bend

bends, bent, bending

mend

mends, mended, mending

lend

lends, lent, lending

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

spend

spends, spent, spending

grow

grows, grew, growing

slow

slows, slowed, slowing, slowly

show

shows, showed, showing

bump

bumps, bumped, bumping

jump

jumps, jumped, jumping

lump

lumps, lumped, lumping

pump

pumps, pumped, pumping

camp

camps, camped, camping

stamp

stamps, stamped, stamping

Sa

lend – lent;

WORD BUILDING

bend – bent; spend – spent; grow – grew;

(8)

his

(9)

cup

(5)

can

(1)

bad

(3)

the

(11)

my

(13)

deep

(14)

moon

(15)

one

(16)

in

2. Discuss other words with the same endings. For example, ramp, clamp, bow.

fox

g

slow—not slew but slowed.

e

1. It is the end of the show.

LIST

pl

DICTATION

m

• final consonant blends ‘nd’ and ‘mp’ • initial blends ‘sp’, ‘gr’, ‘sl’ and ‘st’ • digraphs ‘ow’ and ‘sh’

3. See also pages 18 – 23.

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ANSWERS

1. (a) jump (b) camp (c) stamp 2. pump 3.

1

b

2

c

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3

4

m

l

a

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j

m

6

m

5

7

m

10

b

13

l

e n

s

n

e n

d

e n

(b) jump

7. (a) spend (c) mend

(b) pump (d) bend

d

9.

n d g

6. (a) grow (c) spend

8. Teacher check

9

12

(b) slow (d) lump (f ) spend

a m p

p u m p 8

11

t

s

5. (a) bump (c) stamp (e) end

r

10. (a) bump (b) look (c) jump (d) spend (e) send (f ) show 11. slow, end, jump, pump, show, camp, mend, bend 12. Teacher check

j

s

l

s

b

u m p

a

h

u

t

u

e

s

k

b u

s

o w

m a m t

l

c

a m p

w

p m p

o

l

s

s

l

o w

b

p

e

n

o

p

s

e w e

h

x

n

d

w

l

f

n

t

n

o

u

d

m e

n

d

i

d w

r

t

s

h

s

e

n

d

r

r

y

g

r

o w m a

e

n

d

4. spend, end, show, send My Spelling Workbook Book B – Teachers Guide

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U nit 2 LIST FOCUS

2. Swim to the left. 3. Go to the pram. 4. Help her out.

REVISION

go

goes, going, gone

so

also

flag

flags

glad

gladder, gladdest, gladly

slip

slips, slipped, slipping

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

swim

swims, swam, swum, swimming, swimmer

pram

prams

drum

ran

(1)

hot

(2)

dad

(2)

drums, drummed, drumming, drummer

am

(4)

bag

(6)

drop

drops, dropped, dropping

get

(7)

drip

drips, dripped, dripping

mix

(8)

spot

spots, spotted, spotting

is

(9)

ADDITIONAL ACTIVITIES

Sa

1. Discuss words that do not have a suffix added to them in word building such as ‘from’ and ‘left’. 2. Demonstrate exceptions to word building rules; for example: go - goes; swim – swam, swum.

from help

g

3. Discuss letter doubling when adding a suffix. For example:

e

1. He was glad to get help.

WORD BUILDING

pl

DICTATION

LIST

m

• phoneme ‘o’ as in ‘go’ • initial blends ‘fl’, ‘gl’, ‘sl’, ‘sw’, ‘pr’, ‘dr’, ‘fr’ and ‘sp’ • final blends ‘lp’ and ‘ft’

helps, helped, helping, helper

sun

(10)

jug

(11)

left

in

out

outside

drum – drummed, drumming; swim – swimming, swimmer.

ew

4. See also pages 18 – 23. ANSWERS

1. (a) spot, left, out (b) pram (c) out (d) glad

s

Vi

1

3

2.

g

l

9

10

a d

s

r

w

o

i

12

p

r

l

a m

3. (a) glad (b) drop (c) spot (d) swim

i

l

4

p

5

e

6

8

h

2

o

e

7

f

o t

l

p

a

11

g

o

u

t

d

f

r o m

u m

8.

5. (a) from (b) go (c) left (d) out 6. (a) pram (b) swim (c) no (d) drum (e) glad (f ) go

z

t

t

g

l

d

z

f

d

r

o

p w y

s

j

r

w x

k

s

x

f

p

s

o

p

l

w z

g

o

n d

t

h

v m r

e w

d

e

l

r

a

i

a

k m z

r

f

e m p

u

u

l

i

l

e

f

p

f

s

l

v

o

t

v

u m a

i

p

t

q

g

9. (a) drums (b) pram (c) spots

7. (a) slip or drip (b) left (c) help (d) spot

10. (a) go (b) spot (c) left (d) pram (e) drop (f) swim

4. (a) pot (b) bag (c) so (d) lad (e) win Prim-Ed Publishing

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39

My Spelling Workbook Book B – Teachers Guide


U nit 3 LIST FOCUS final consonant blend ‘nd’ double consonant ‘dd’ initial blends ‘tr’, ‘cl’ and ‘bl’ final digraph ‘ck’

DICTATION 1. Sand is on my hand.

LIST

WORD BUILDING

REVISION

add

adds, added, adding

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

ADDITIONAL ACTIVITIES 1. Discuss other words with the same endings. For example, tick, kick, stick, dock. 2. Think of other words with the same initial blend. For example: ‘cl’ - click, clap, cliff; ‘ tr’ - tree, trick, try; ‘bl’ - block, blow, blob.

lands, landed, landing

sand

sands, sandy

hand

hands, handed, handing

band

bands, banded, banding

duck

ducks, ducked, ducking

truck

trucks

rock

rocks, rocked, rocking

clock

clocks

neck

necks

black

blacker, blackest

sick

sickness

lick

3. See also pages 18 – 23.

pl

4. The sock is black.

land

m

3. The clock and the duck sit on the rock.

e

and

2. The band is on the truck.

Sa

• • • •

socks

(1)

tin

(2)

pig

(3)

lip

(4)

sat

(5)

hit

(6)

met

(7)

gap

(8)

of

(10)

hen

(11)

in

g

sock

licks, licked, licking

an

ew

ANSWERS

1. sick, and, duck, sock, band, truck, rock, land

2. sand, and, land, hand, band 3.

Vi

1

2

4

5

6

7

8

b

a

l a 9

t

10

r

o 11

12

13

s

o

c

l

s

i c

c

k

c

k

u

c k

k

u

3

l

s

a n

a

n d

h

n

a n

d d

n d

c

d

o

c k

k

4. (a) neck (b) sock (c) black (d) band

8.

5. (a) clock (b) black (c) add (d) duck (e) rock (f ) and (g) land (h) lick (i) sick (j) neck

p

l

a

d

u

c

l

f

s

t

v

a

r

q

u

n

d

z

k

r

g

b

v

n

y

c

s*

u

x

o

c

k

t

y

q

j

a

l

h

s

l

d

f

a

a

s

i

d

d

j

c

n

e

c

k

l

o

c

k

d

k

k

h

k

a

n

d

a

s

o

c

k

s

i

c

k

b

a

n d

h

9. (a) hand (b) sand

6. (a) and (b) clock (c) duck (d) truck (e) sick (f ) rock 7. and, black, hand, lick, rock

10. Teacher check

*2001 edition of My Spelling Workbook B includes the word ‘stand’ in the word search list and word search. Future editions will replace ‘stand’ with ‘add’. My Spelling Workbook Book B – Teachers Guide

40

Prim-Ed Publishing


U nit 4 LIST FOCUS • final consonant blends ‘st’ and ‘nd’ • digraphs ‘oo’, ‘ay’ and ‘ee’ • trigraph ‘ear’ • initial blend ‘st’ DICTATION 1. She lost the nest.

2. List other words that begin with ‘st’. For example, stem, still, stick, stamp.

ew

ANSWERS

1. stop, cost, rest, pest 2. wool

1

3

m u

g

w o

Vi

2

b

s

t

r

e

7

s

s

t

d

8

a n

t

s

e

o

13

p e

s

o

4

o

s

12

e pl

cost

costs, costing, costly

nest

nests, nested, nesting

stop

stops, stopped, stopping

stand

stands, stood, standing

wool

woolly, woollen

wood

woody, wooden

good

goodness

day

days, daily, daydream, daylight

week

weeks, weekend, weekly

year

years, yearly

dog

(1)

in

(2)

pad

(3)

jam

(4)

it

(6)

mop

(7)

bus

(14)

on

(15)

mug

(11)

dish

(16)

in

4. See also pages 18 – 23.

o

rests, rested, resting

g

3. List other words containing the digraphs ‘ay’ and ‘ee’. For example, today, crayon, cheek, creep.

c

rest

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

m

1. Discuss how the ‘oo’ words ‘wool’ and ‘wood’ have a different digraph sound. List words that rhyme with ‘wood’ and ‘wool’.

9

pests

Sa

ADDITIONAL ACTIVITIES

11

pest

lost

4. Stop and stand up!

l

REVISION

must

3. The cost of the wool is a lot.

6

WORD BUILDING

best

2. He must rest this week.

3.

LIST

s

d

a 5

y

e

e

k

d

10

w e

s

o

t

o l

t

4. (a) It cost a lot of money. (b) She made the box from wood.

a

r

9.

6. (a) day (b) week (c) year 7. (a) nest (b) stand (c) best (d) week (e) wood (f ) cost 8. (a) stop (b) day (c) stand (d) week (e) pest, rest, best or nest (f ) must

5. day, lost, pest, rest, stop, year

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d

r

w m c w

i

s

w

a

e

o

u

o

a

n

t

o

y

s

o

s

s

s

t

a

o

g

t

d

t

t

y

o

n

l

o

o

y

e

a

r

z

d

o

o

r

n

o

o

s

t

o

p

d

z

e

r

b

e

s

t

l

l

o

s

t m p

e

s

t

b

e

t m k w e

e

k

10. Teacher check 11. (a) dog, mop, on (b) rest, nest, best or pest (c) cost (d) good

My Spelling Workbook Book B – Teachers Guide


U nit 5 LIST FOCUS • final consonant blends ‘sk’ and ‘lk’ • words ending with ‘ole’ • initial blends ‘sm’, ‘cr’ and ‘br’ • words that begin or end with the digraph ‘sh’

WORD BUILDING

REVISION

ant

ants

disk

disks, diskette

1. The sheep is in the shed.

milk

milks, milked, milking, milky

2. The milk is on the desk.

desk

desks, desktop

3. In the hole is a mole.

pole

poles

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

4. Brush his hair.

hole

holes, holey

5. The ant is on the pole.

mole

moles

sole

soles

shut

shuts, shutting, shutdown

shed

sheds

shot

shots, shoot

1. List other words with ‘ee’. For example, sheep, keep, weep, seek.

pl

sheep

sheepskin, sheepdog

smash

smashes, smashed, smashing

crush

crushes, crushed, crushing

brush

brushes, brushed, brushing

he

(2)

fan

(1)

pot

(2)

big

(3)

pip

(4)

hat

(5)

rag

(6)

vet

(7)

six

(8)

red

(9)

g

2. Discuss how words ending with ‘sh’ have ‘es’ and not ‘s’ added to make them plural. For example, brush – brushes. List other words.

m

ADDITIONAL ACTIVITIES

Sa

DICTATION

e

LIST

in

3. Look at the plurals of different types of animals. For example, dog-dogs, sheep-sheep. 4. See also pages 18 – 23.

ew

ANSWERS

1. (a) shot, ant, shut (b) shot (c) ant

Vi

2. milk 3.

2

1

c r

b

u

s

h

3

5

s

h e

6

h 7

9

m

8

d i

l

s

d

e

o

l

t

e

s

h

u

h

o

10

s

k 11

s

h

m

12

p o

k

4. (a) pole (c) shut (e) crush

4

s m a h

u

(b) milk (d) hole

l

e

l

e

e

p

10.

5. (a) brush (b) pole (c) desk (d) shut (e) smash 6. (a) desk (b) mole (c) smash (d) pole 7. (a) ant (b) brush (c) sole or mole (d) desk 8. (a) sheep (b) shot (c) brush (d) shed 9. Teacher check

My Spelling Workbook Book B – Teachers Guide

d

p

z

z

s

o

l

e

p

i

o

s

j

h

s

w m

l

s

l

h

l

e

h

b o

a

m e

u

g

d

o

r

l

n

a

n

t m p

t

u

e

t

s

g w

i

s

h

s

s

d

h

h

o

l

e

g

h h

k

d

e

s

k

c

r

u

s

h

s

h

e

e

p

u

o

e

o

11. (a) rush or us (b) hot (c) hut (d) mash, ash or as (e) an or a (f ) she or he 12. ship, shot, shell, shed, shut, shop

42

Prim-Ed Publishing


U nit 6 LIST FOCUS • digraph ‘i–e’ • initial blend ‘dr’ • final blend ‘nt’

3. Hide the line by the side of the shed. 4. I went to my tent. ADDITIONAL ACTIVITIES 1. Demonstrate exceptions to word building. For example: hide-hid, hidden not hided; ride-rode, ridden not rided.

ANSWERS

1

Vi 4

6

7

r

n

h i

f i

n

e

l

e

n

9

w

n 10

l

i

11

12

k

e

e

i

s 13

i r

s

i

e

d

e

8

d

14

5

v

d

i

side

sides

nine

nines, ninth, ninths

five

fives, fifth, fifths

ride

rides, rode, riding, ridden, rider

like

likes, liked, liking, unlike, dislike

line

lines, lined

hide

hides, hid, hidden, hiding

dent

dents, dented

bent

bend, bends, bending

tent

tents

sent

send, sends, sending, sender

lent

lend, lends, lending, lender, loan

Sa

2. kite

2

drives, drove,driving, driver

g

ew

1. (a) tent (b) ride (c) five

3.

drive

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

in

4. See also pages 18 – 23.

kites

went

2. Discuss present tense of the words ‘sent’, ‘lend’, ‘bent’ from Unit 1. For example, lend, bend, send. 3. List rhyming words for ‘nine’, ‘kite’, ‘drive’ and ‘like’.

kite

t

n e

n

t

b e

3

n

d e n t

n

t

4. nine, went, line, five, dent, like, sent, tent, hide 5. (a) rid (b) in (c) den (d) ten 6. (a) hide – to not be seen (b) tent – something you take camping (c) five – a number (d) kite – it flies in the sky 7. (a) five (b) kite (c) drive (d) dent (e) tent

not

(2)

mop

(8)

cut

(9)

shut

(16)

if

(17)

gum

(12)

as

(13)

feet

(14)

cow

(18)

no

(12)

8. (a) five or drive (b) kite (c) side, ride or hide (d) bent, tent, lent, sent, went or dent (e) nine or line (f) like 9.

n

i

n

e

q

u

z

k

q

c

h

s

d

e

n

t

i

b

x

i

g

c

x

l

i

t

e

q

n

u

d

l

f

i

v

e

d

e

e w p

k

j

s

t

r

z

n

e

s

e

u

e

p

i

g

t

n

i

t

e

n

t

v

x

q

t

d

i

c

t

j

e

r

i

d

e

l

i

n

e

10. (a) lent, like, line (b) nine, five (c) hide, ride, side (d) five, drive 11. Teacher check

v e

e

Prim-Ed Publishing

e

2. Will we ride or drive?

REVISION

pl

1. I like my kite.

WORD BUILDING

m

DICTATION

LIST

43

My Spelling Workbook Book B – Teachers Guide


U nit 7 LIST FOCUS • words ending with ‘ill’ • digraph ‘ee’ • initial blends ‘gr’, ‘tr’, ‘sl’, ‘sw’ and ‘str’

2. I have been to the zoo. 3. Will they have green frogs? 4. Please sweep the floor. ADDITIONAL ACTIVITIES

hills, hilly, hillside

fill

fills, filled, filling, full

still

stillness

mill

mills, milled, milling, miller

till

tills, tilled, tilling

bin

(2)

will

willing

wig

(3)

bat

(5)

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

been tree

trees, treetop

sit

(6)

2. Model writing sentences with the word ’been’ in them. Explain how the word ‘have’ must come before ‘been’.

green

greener, greenest, greenery

let

(7)

sweep

sweeps, swept, sweeping

but

(7)

sleep

sleeps, slept, sleeping, asleep

rug

(11)

streets

has

(13)

feed

(14)

food

(15)

g

they

have

5. (a) will (b) street (c) tree (d) sleep (e) still (f ) fill (g) green

ew

ANSWERS

1. tree, sleep, here, sweep or street

Vi

2. (a) bee or be (b) her or he (c) the 2

3.

8

12

s

t

i

l

t

l

i

l

i

6.

e

4

s

5

t

r

r

l

11

l

h

s

w

w l

m

b

l

e

e

e

e

p

n

e

6

t

9

h a

7

v

h e

e

r

y

e

g r

l 15

s

l

e

e

p

e

(b) been (d) mill (f ) they (h) tree

7.

been, fill, green, mill, they, tree

8.

(a) sweep (b) sleep (c) will (d) street (e) hill (f ) green

n

4.

(a) till (c) here (e) still (g) green

10.

d

g w

i

l

l

s

h

t

o

r

k

s

s

e

p

i

i

h

e

r

e

t

n

t

l

l

a

e

g

p

r m

i

l

l

v

n

t

g

e

b q

s

e

h

h

e

e w e

f

l

t

r

e

e

t

e

e

i

e

y

x

y

q

c

e

n

l

e

s

t

i

l

l

p

e

l

p

s

13

l f

1

i

10

having

in

4. See also pages 18 – 23.

3

Sa

street here

m

1. List other words that end in ‘ll’. For example, doll, roll, bell, gull, grill.

3. Discuss past tense of ‘sleep’ and ‘sweep’: sleep – slept; sweep – swept.

14

hill

e

1. The tree was still.

WORD BUILDING

pl

DICTATION

REVISION

LIST

(a) been or green (b) sleep (c) have (d) still

My Spelling Workbook Book B – Teachers Guide

9. (a) Run up the hill. (b) Here is the street! 44

11. (a) There is one tree. (b) The hill is very high. (c) I have two feet. 12. (a) hill, mill, will, fill, still, till deep, sleep, sweep see, tree been, green feet, street (b) here, they, have Prim-Ed Publishing


U nit 8 LIST FOCUS • final digraph ‘ng’ • words ending in ‘ell’ and ‘oll’ • initial blends ‘sp’, ‘sw’, and ‘br’ • initial digraph ‘th’

WORD BUILDING

REVISION

bell

bells, doorbell

1. Bring the bell here.

sell

sells, sold, selling, seller

2. She likes to sing on the swing.

well

unwell

3. The doll has long legs.

fell

fall, falls, falling

4. It fell in the well.

tell

tells, told, telling

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

spell

spells, spelled or spelt, spelling

doll

dolls, dolly, dollhouse

thing

things, something, anything

1. Discuss other words with the same endings. For example, shell, pill, yell, king, song, ring.

swing

2. Think of other words with the same intial blends or digraphs. For example:

sing

brings, brought, bringing

Sa

bring

‘th’- thin, thrill, thick;

bang

bangs, banged, banging

‘sw’- swim, swift, swell;

sang

sung, song

‘br’- brown, brick, brother.

hang

hangs, hanged, hung, hanging

g

longer, longest

Vi

2.

5

s

8

him

(16)

we

(12)

hid

(13)

come

(17)

see

(14)

big

(11)

beg

(10)

hum

(12)

t

h

s w i a g

g

Prim-Ed Publishing

4

w e l

e

l

t

l

e l

b l

l

l

l

10. (a) swing (b) bring, long, bang, swing (c) fell, spell, tell

6. Teacher check 7. c

k

s

w e

l

l

s

t

l

j

e

s

s

i

n

g

d

o

l

l

p

b

a

n

g

y

n

z

l

e

h

a

n

g

s

g b

t

h a

l

r

j

f

y

a

t

r

h

n

l

q w e

x

n

e

i

i

t

b

e

l

l

g

l

n

n

i

n

g

l

a

d

l

g

g

l d o

l l

l

s

n n g

n g

n

3

f

5. (a) sing (b) long (c) bring (d) fell

x

s i

g

1

2

9. (a) bang (b) tell (c) fell

g

n

n

(9)

4. sing, bang, swing, hang, long

n

6

i

rut

8. Teacher check

i

7

10

(1)

3. Teacher check

w

p e

9

jog

in

ew

1. (a) bell (b) well (c) swing

r

sings, sung, singing, singer

long

ANSWERS

b a

swings, swung, swinging

‘sp’- sped, spin, spill;

3. See also pages 18 – 23.

12

pl

ADDITIONAL ACTIVITIES

m

DICTATION

e

LIST

11

g

45

My Spelling Workbook Book B – Teachers Guide


U nit 9 LIST FOCUS • initial and final digraph ‘ch’ • trigraph ‘nch’ • words ending in ‘iss’, ‘ess’ and ‘oss’ • initial blends ‘dr’ and ‘cr’

WORD BUILDING

REVISION

chop

chops, chopped, chopping

1. We miss you.

chin

chins

2. He is such a rich man.

much

3. Her dress is a mess!

rich

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

4. I had a chop for lunch.

such

2. List words that rhyme with chop. For example, stop, hop, top, chop, flop. 3. Discuss compound words that can be made from list words. For example, lunchtime, dressmaker, crosspatch.

3

5

7

s

6

m u

c

4

p

l

u

u

n

n

c

h

h

i

c h

1

c

r

r

12

d r

e

s

9

m i

chicks, chicken, chickens

miss

misses, missed, missing

dress

dresses, dressed, dressing

mess

messes, messed, messing, messy

loss

losses, lost, lose

tosses, tossed, tossing crosses, crossed, crossing

o

s

s

s o

s

c

c

h

i

s

k

n

h

s

o

s

p

(17)

some

(17)

look

(17)

said

(18)

how

(18)

be

(12)

need

(14)

off

(15)

fish

(16)

very

(18)

g

t

c

m

chick

in

Vi

2

11

lunches, lunched, luncheon

this

you

1. (a) lunch (b) chin (c) dress (d) cross

8

lunch

cross

ew

ANSWERS

10

punches, punched, punching

toss

4. See also pages 18 – 23.

2.

pl

1. Discuss plurals of the words ‘rich’ and ‘dress’. (Word building rule is add ‘es’, not ‘s’.) What other list words follow this rule?

punch

m

ADDITIONAL ACTIVITIES

riches, richer, richest, richly

Sa

DICTATION

e

LIST

s s

3. (a) chop (b) punch (c) chick

7. (a) rich – to have lots of money (b) chin – found on your face (c) lunch – eaten at midday

4. (a) miss (b) lunch (c) chick (d) chop (e) chin (f ) you (g) cross (h) such

8.

5. (a) rich (b) chop (c) dress (d) punch (e) cross (f ) loss

r

p

u

n

c

h m p

t

i

d

t

o

s

s

z

c

c

c

r

l

e m u

c

h

h

h

e

l

y

i

y m

i

o

c

s

l

o

s

k

e

n

p

r

s

s

u

s

j

s

s

g

o

l

u

n

c

h

s

e

r

s

d

c

l

o

s

s

e

e

s

c

h

i

c

k

x

d

9. chop, punch, such, lunch, rich

6. (a) punch, chin, chick, chop (b) dress, loss, miss (c) you My Spelling Workbook Book B – Teachers Guide

s

46

10. rich, dress, chick, loss, you, such, chop 11. Teacher check

Prim-Ed Publishing


U nit 1 0 LIST FOCUS

DICTATION 1. Shut the gate! 2. I ate my cake. 3. Wake up and play the game. 4. I came with three books.

LIST

WORD BUILDING

REVISION

three

threes

thin

thinner, thinnest, thinly, thinned

thick

thicker, thickest, thickly, thicken, thickening

moth

moths, mothball, mothballs

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

cloth

cloths

with

e

initial and final digraph ‘th’ trigraph ‘thr’ digraph ‘a–e’ initial blend ‘cl’

pl

• • • •

(12)

without, within

cry

(13)

cake

cakes, caked, cheesecake

meet

(14)

1. Model writing simple sentences with the list words.

wake

waking, woken, awake, awoke, woke

(15)

book

(17)

2. Discuss word building patterns. For example, thin, thinner, thinnest. Think of more examples of words that follow this pattern.

take

takes, taken, took, taking

mum

(18)

5. What is his name?

to

gate

gates, gatepost, gateway

are

(16)

ate

eat, eats, eaten, eating

was

(18)

name

names, named, naming

ship

(16)

came

come, comes, coming

did

(13)

Sa

ADDITIONAL ACTIVITIES

m

sum

g

3. List compound words that can be created using the list words. See word building.

give, gives, given

game

games

in

gave

4. See also pages 18 – 23.

ew

ANSWERS

Vi

1. (a) in (b) bake (c) fin (d) same (e) late (f ) at

g a

7

n

4

w a

11

c

g

10

m o

t

a m e 12

v e

13

c

6

t

h

h 8

a 9

o h

i c

r

k

a

n

k e

e

(b) take (d) cloth (f ) thin

4. (a) a or at (b) in 5. (a) you (b) three (c) ate (d) game (e) cake 6. (a) thin (c) ate (e) cake

(b) thick (d) gate (f ) game

7. Teacher check

k

e

m e Prim-Ed Publishing

8. j

b

c w

i

t

h

k

c

a

n

t

c

g

a

t

e

l

t

a

h

a

x

k

j

c

o

e m r

k

c

e

k

a

t

m e

e

e

y

s

l

m h

t

g

e m g

a

v

e

v

h

a

p

o

o

z

b

y

q

i

m z

t

w a

k

e

u

n

e

h

i

k

u

r

t

c

9. ate, came, game, moth, thick 10. (a) moth (b) cake (c) three (d) gate

e

g a

t h

t k

i l

3

a

t c

1

t 2

2.

5

3. (a) moth (c) gave (e) name

47

My Spelling Workbook Book B – Teachers Guide


U nit 1 1 LIST FOCUS • digraphs ‘er’, ‘aw’, ‘oo’, ‘a–e’, ‘i–e’, ‘th’ and ‘ck’ • initial blends ‘sp’ and ‘sn’

2. Never go on the roof! 3. Take a snack to the zoo. 4. The spoon hit his tooth. 5. The dog will live out the back. ADDITIONAL ACTIVITIES

ew

ANSWERS

1. (a) spoons (b) fern (c) snacks

Vi

2. tooth

1

t

z

o

o

t

3

h e

o

4

f

5

e

r

n

v s

a w

u

7

n e

p

v

o

e

o n

her

hers, herself

under

underneath, underground

ever

every, everyone, everything, forever, whenever

This list is taken from Units 1–18 of My Spelling Workbook A, and covers a range of spelling patterns.

saw

see, sees, seen

peg

(10)

men

(11)

makes, made, making, maker

sky

(13)

live

lives, lived, living, alive, lively

(15)

spoon

spoons, spoonful, teaspoon, tablespoon

were

(18)

for

(10) (14)

m

make

do

tooth

toothpaste, toothbrush, teeth

us

zoo

zoos

bed

(9)

roof

roofs, roofed, roofing, rooftop

bit

(6)

cool

cools, cooled, cooling, cooler

top

(7)

snack

snacks, snacked, snacking

back

backs, backed, backing

in

4. See also pages 18 – 23.

9

ferns, fernery

g

3. Discuss another meaning for the homograph ‘saw’.

6

fern

Sa

2. Look at ‘oo’ words in the list. Do they rhyme? List words that do rhyme. For example: spoon – moon; cool – school; zoo – too.

2

REVISION

never

1. List compound words that can be made from list words. See word building.

3.

WORD BUILDING

e

1. He saw her under the fern.

LIST

pl

DICTATION

13

r

d

e

8

r 10

s

r

b

n

a

m a

k

c

k

c 11

o

o o 14

12

c

l

e

f i

v

4. (a) roof (b) zoo (c) snack (d) cool

8.

b

a

c

k

h

e

r

x

s

q

u

s

t

n

l

s

z

p

u

n

d

e

r

i

n

o

o

r

e

y

v

p

v

a

o

o

5. (a) her (c) live (e) spoon

(b) ever (d) back (f ) never

o

n

o

e

q

e

c

y

n

o

d

u

r

z

r

k

t m

f

e

r

n

c

o

o

l

a

6. (a) saw (c) fern, spoon 7. (a) saw (b) her (c) spoon (d) ever or never (e) make (f ) cool

(b) bit, bed (d) top

t

o

o

t

h

p

t

k

k

n

e

v

e

r

s

a w e

e

9. Teacher check 10. (a) toothbrush (b) bedroom (c) underground (d) herself (e) backbone 11. (a) cool (b) under (c) snack

My Spelling Workbook Book B – Teachers Guide

48

Prim-Ed Publishing


U nit 1 2 LIST FOCUS • digraphs ‘ar’ and ‘o–e’ • initial and final blend ‘st’ WORD BUILDING

REVISION

1. They went to the farm in the car.

car

cars

star

stars, starry

2. The rope hit her arm hard.

arm

arms, armpit

3. I hope to see a star in the sky.

farm

farms, farmed, farming, farmer

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

hard

harder, hardest

ADDITIONAL ACTIVITIES

far

farther, farthest or further

1. Focus on the digraph ‘ar’ in the list words. Discuss how letters are added before and after the digraph to create a word.

start

starts, started, starting, starter

bone

bones, bony, bonier, boniest

tone

tones, toned

2. Find rhyming words for ‘hope’, ‘note’ and ‘cone’.

home

homes, homework

rope

ropes, roped, roping

3. Model writing simple sentences that include the word ‘just’.

hope

hopes, hoped, hoping, hopeful, hopeless

note

cone

pl

e

LIST

(15)

want

(16)

cook

(17)

now

(18)

give

(18)

man

(1)

sad

(3)

tip

(4)

notes, noted, noting, notebook

wag

(6)

cones

hop

(7)

m

soon

Sa

DICTATION

g

4. See also pages 18 – 23.

in

just

ANSWERS

ew

1. rope, star, tone, far, arm, just, bone, note 2. star 3.

1

j

s

u

2

t

Vi

3

4

6

s

t

t

a

10

12

13

f

c

11

a

h

r

a

r m

r

f

a

r

7

8

t

h

o

r

9

n

o

e

r d

4. (a) a, tar (b) a, far, arm (c) a, tar, tart, star, art (d) hop

Prim-Ed Publishing

5

b

o p e

p

o m e n

t

h

r

e

9.

5. (a) star (b) home (c) cone (d) start (e) far (f ) bone 6. (a) start (b) bone (c) far (d) hard (e) arm 7. (a) far, car or star (b) arm or farm (c) hard (d) note (e) bone, tone or cone (f ) start 8. hop, now, man, sad, wag

49

p

s

h

t

h

n

c

a

r

s

t

a

r

w n

r

z

f

q

a

r

t

b

o

o

u

a

f

r

d

h

o

t

p

z

r

a

t

z

e

n

e

e

q m

r

t

h

y

e

c

o

n

e

a

t

o

n

e

h

o p

e

e

y m y

j

u

s

t

j

s

i

r m

i

e

x m a

10. (a) far (b) hard (c) note (d) tone, home, farm or bone (e) rope (f) star 11. (a) stone (b) ripe (c) some (d) harp My Spelling Workbook Book B – Teachers Guide


U nit 1 3 LIST FOCUS • digraphs ‘ea’, ‘oy’ and ‘th’ • initial blend ‘cl’

4. Read the book, then eat your tea. ADDITIONAL ACTIVITIES 1. List other words that have the intial blend ‘cl’. For example, clown, close, clever, clock. 2. Discuss the word ‘read’. Model writing simple sentences using past and present tense. For example: I can read; I have read that book.

m e e

9

r

e

a d n

c

l e e

a

teacake, teacup, teapot, teatime

meat

meats, meaty, meatball, meatballs

seat

seats, seated, seating

pan

(1)

clean

cleans, cleaned, cleaning, cleaner

had

(3)

eat

eats, eaten, eating, ate

mat

(5)

read

reads, reading, reader

net

(7)

mean

means, meant, meaning

tap

(8)

boy

boys, boyish, boyhood, boyfriend

fed

(9)

toys

run

(10)

joyful, joyous, joyfully, overjoyed

by

(13)

than

room

(15)

that

when

(18)

themselves

in

Vi 1

7

tea

joy

1. (a) boy (b) read (c) eat (d) toy

5

seas, seafood, seasick, seashell

toy

ew

ANSWERS

3

sea

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

them

4. See also pages 18 – 23.

2.

leaves, leafy

g

3. List homophones for the words ‘sea’, ‘tea’, ‘meat’ and ‘read’.

leaf

e

3. It gave her joy to play with that toy.

REVISION

pl

2. The seat is clean.

WORD BUILDING

m

1. The boy swam in the sea.

LIST

Sa

DICTATION

s e

a

e

a

2

4

f

t

6

8

n j

t

t

h e m

h

t

10

a

e a

11

b o

t o

h a n t

y

o y

3. (a) meat (b) sea, tea (c) sea (d) tea

My Spelling Workbook Book B – Teachers Guide

7.

4. (a) read (b) tea (c) boy (d) that (e) them (f ) toy (g) leaf (h) mean 5. (a) leaf (b) boy (c) That (d) clean (e) mean (f ) eat

b

n

j

s

j

o

y

g

o

s

t

e

h

t

h

e m

y

e

o

a

j

z

x

t

e

l

a

y

t

h

a

t

h

a

e

z

x

e

a

t

w a

t

a

p

r

t

a

i

s

n

h

f

m c

l

e

a

n g

i

n

r

a

d

b

b m t

k m m e

a

n

t

e

e

e

a

8. boy, clean, eat, sea, tea

6. (a) them, that, than (b) toy, joy, boy (c) mean, sea, seat

50

9. (a) team (b) at (c) bean (d) meal (e) see (f ) fan (g) sit (h) meet Prim-Ed Publishing


U nit 1 4 LIST FOCUS • • • •

trigraph ‘all’ words ending in ‘y’ digraphs ‘ea’ and ‘ch’ initial blends ‘sm’ and ‘sk’

LIST

DICTATION 1. The wall is tall.

WORD BUILDING

REVISION

all balls, football, baseball, netball

call

calls, called, calling, caller

3. Teach her to fly.

fall

falls, fell, fallen, falling

4. Try to eat it all.

hall

halls, hallway

wall

walls, walled

tall

taller, tallest

1. Discuss plurals of the words ‘try’, ‘sky’ and ‘fly’. For example: try-tries not trys; fly-flies not flys.

small

smaller, smallest

sky

skies, skydive, skyscraper

dry

dries, dried, drying, drier, driest

2. Discuss past tense of words that do not fit any pattern. For example: flies – flew; fall – fell.

try

tries, trying, tried, trier

fly

flies, flying, flew, flown

teach

See also pages 18 – 23.

ew

ANSWERS

1. hall, wall, sky, small 2. ball

1

s k m

y

a

h

Vi 3

4

6

8

9

a l l

t

b a

h

l

c

l

a l

l

l

7

l

f l

10

l

l

e

w

l

c

11

d r

2

5

(1)

pin

(2)

rip

(4)

pup

(5)

pet

(7)

fix

(8)

fun

(10)

pen

(11)

bee

(14)

wish

(16)

beaches, beached, beaching

t e

r

y

a

l

l

5. (a) ball (b) fall (c) tall (d) beach (e) sky (f ) fly

8.

6. (a) ball (b) fly (c) beach (d) try (e) teach (f ) sky

b e

a

c

h

h

n

j

s

j

m y

z

e

b

a

l

l

w y m

j

a

x

b

u

h

a

l

l

q

c

c

e

d

s

l

f

t

r

h

a

a

r

h

l

l

a

c

s

l

c

y

y

b

y

l

y m

l

h

v

g

a

l

l

u

a

t

e

a

c

h

r

y

b

l

w

f

a

l

l

t

r

y

l

10. (a) ball, tall, wall, fall (b) beach, teach (c) cry, sky

4. Teacher check Prim-Ed Publishing

b

9. (a) fly – an insect (b) small – little (c) dry – opposite of wet (d) fall – to drop (e) beach – a place to swim

7. Teacher check

a 12

pl

teaches, taught, teaching, teacher

log

in

beach

3.

m

each

g

3.

Sa

ADDITIONAL ACTIVITIES

e

ball

2. Each boy on the beach had a ball.

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

51

My Spelling Workbook Book B – Teachers Guide


U nit 1 5 LIST FOCUS

DICTATION 1. That boat can float. 2. The ink went on the pink coat.

LIST

WORD BUILDING

REVISION*

coat

coats, coated, coating

boat

boats, boating, speedboat

float

floats, floated, floating

toast

toasts, toasted, toasting, toaster

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

load

loads, loaded, loading

fog

(1)

road

roads

win

(2)

loaf

loaves

cat

(5)

soak

soaks, soaked, soaking

pit

(6)

goat

goats

wet

(7)

ink

inks, inky, inkwell

hut

(9)

sank, sunk, sunken

me

(12)

drink

drinks, drank, drunk, drinking

lid

(13)

think

thinks, thought, thinking, thinker

seed

(14)

pink

pinks, pinkish

shop

(16)

ADDITIONAL ACTIVITIES 1. List other words that contain the digraph ‘oa’. For example, boat, roast, soak, oats. 2. List rhyming words for ‘goat’ and ‘ink’.

sink

3. Discuss words that begin with the blend ‘fl’.

g

4. See also pages 18 – 23.

Sa

4. Cut the loaf to make toast.

m

3. The goat stood on the road.

e

digraph ‘oa’ words ending with ‘ink’ initial digraph ‘th’ initial blends ‘dr’ and ‘fl’

pl

• • • •

winks, winked, winking

in

wink

* Revision List 15 in the 2001 edition of My Spelling Workbook B is incorrect. The correct list is above.

ew

ANSWERS

1. (a) goats (b) boat (c) coats

Vi

2. loaf, float, road, sink, boat, ink, coat, think 3. 1

2

l

4

a

9

c

3

o

o

5

l

f

l

o

a

a

b

o

a

6

7

t

a

o

t

a t

8

r

i

10

g o

11

i

k

t

5. (a) boat (b) toast (c) road 6. (a) think (b) goat (c) toast (d) pink (e) float 7. drink, pink, sink, wink, think, link

d

p

h

a

i n k

o

s 12

d

w

4. Teacher check

n

s

14

i

n

k

n 15

s o

a

a

u

r

d

r

i

n

k

i

n

k w

i

n

k

t

w

l

o

a

d

a

i

l

b

r

p

i

n

k

t

s

o

o

g

c

s

i

n

k

x

a

a

t

o

t

h

i

n

k

f

t

o

a

i

n

q

s

o

a

k

a

t

r

o

a

d

z

p

y

s

g

o

a

t

f

l

o

a

t

9. (a) My coat is pink. (b) Put your drink on the sink. (c) I can float on the sea.

k

n 13

8. y

10. sink

k

11. (a) toast (b) road My Spelling Workbook Book B – Teachers Guide

52

Prim-Ed Publishing


U nit 1 6 LIST FOCUS • • • •

digraphs ‘ay’ and ‘ir’ initial digraphs ‘th’ and ‘sh’ initial blends ‘tr’, ‘st’ and ‘pl’ final blend ‘st’

DICTATION

LIST

WORD BUILDING

REVISION

tray

trays

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

says, said, saying

may

might

2. Stay away little bird.

stay

stays, stayed, staying

3. She came first and he came third in the race.

way

ways

play

plays, played, playing, player

hay

hayloft, haystack

lay

lays, laid, laying

1. Demonstrate order of first, second, third, fourth and fifth. Use words that are not in the list as extension words.

pay

pays, paid, paying, payment

girl

girls, girlish, girlhood, girlfriend

2. Model writing simple sentences using words that end in ‘ay’.

first

pl

e

say

1. You may pay the girl now.

(2)

mad

(3)

hip

(4)

fat

(5)

pit

(6)

cap

(8)

firstly

nut

(9)

third

thirds, thirdly

bun

(10)

3. Write compound words using the list words. See word building.

bird

birds, birdcage

ten

(11)

shirt

shirts

sip

(4)

4. See also pages 18 – 23.

dirt

Vi

(a) may (b) play (c) tray (d) hay (e) bird (f ) dirt

3. (a) girls (b) trays (c) shirt 4.

1

2

4

6

b

10

t

s h

i

i

r

r

d

i

r

i

f

g i

i

r

r

7

d

s 9

p

l

r

a

11

h a

12

s

t

a

l a

a

y w a

y

t

3

8

a

t

5. (a) ray (b) dirty (c) sway or ways (d) skirt (e) hay 6. (a) way (b) lay (c) third (d) tray (e) say (f ) dirt 7. bird, girl, may, say, way

2. bird

5

dirty, dirtier, dirtiest

in

ew

ANSWERS 1.

g

ADDITIONAL ACTIVITIES

Sa

4. The shirt lay on the bed.

m

lot

y

8. (a) stay (b) dirt (c) pay (d) third (e) way (f ) girl 9. Teacher check

y

10. x

z w h

t

t

j

d

h

i

n

a

b

i

r

d

i

a

s

a

y

u

g

a m r

y

g

p

l

a

y

y

t

s

i

p

a

u

t

w m a

y

r

a

t

h

i

r

d

s

q

l

y

t

h

s

l

a

y

z

s

f

i

r

s

t

p m

j

s

t

a

y

s

h

i

t

o

r

11. (a) shirt – something to wear (b) dirt – found on the ground (c) tray – used to carry things (d) third – comes after second 12. tray, play, way, say, hay, lay, stay, pay

a 13

m a

Prim-Ed Publishing

y

53

My Spelling Workbook Book B – Teachers Guide


U nit 1 7 LIST FOCUS digraph ‘or’ words ending with ‘old’ initial digraphs ‘sh’ and ‘wh’ final digraph ‘ch’

DICTATION 1. She told him to run.

REVISION

fork

forks, forked, pitchfork

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

forgot

4. The old man forgot when he was born.

torn

Vi

g 2 o

4

b

5

o

7

k

8

n

t

f

l

o

d

h

o

l

o

l

d

9

11

r

n

d

f

o

r

d

o o

l

l

l

l

g t

c

s

r 10

holds, held, holding, holder

gold

golden, goldfish

sold

sell, sells, selling

cold old

older, oldest

tell, tells, telling

folds, folded, folding, folder colder, coldest

(5)

up

(5)

tag

(6)

rap

(8)

box

(8)

leg

(10)

or

(10)

hug

(11)

she

(12)

rid

(13)

g

1

r

hold

rat

in

1. fork, gold, sold, fold, old

o

whips, whipped, whipping

fold

ew

ANSWERS

f o

whip

told

3. See also pages 18 – 23.

3

shorter, shortest

Sa

2. Write sentences using the adjectives ‘old’ and ‘cold.’ For example: The old man ate alone; The cold puppy found the fire.

3.

short

which

1. Model writing simple sentences using the word ‘which’.

2. gold

forget, forgetting, forgotten

pl

3. Which fork is mine?

e

for

ADDITIONAL ACTIVITIES

13

WORD BUILDING

born

2. His torn coat made him feel cold.

6

LIST

m

• • • •

12

s

14

w h

w

i

c

h

o

i

r

p

t

8.

5. (a) old (b) born (c) short (d) cold (e) fork 6. (a) gold, sold, told, cold, fold, hold or old (b) short (c) born (d) whip (e) for (f ) fork 7. (a) whip, which (b) torn, born, forgot (c) sold, old, gold

f

o

r

y

b

j

u

o

z

f

o

r

g

o

t

f

l

c

o

l

d

i

r

w

r

d

t

s

o

l

d

n h

r

j

o

q

n

o

n

g

i

t

x

r

g

o

l

d

q p

o

a

n w h

i

c

h

o

l

f

o

r

k

g

f

o

l

d

o

s

h

o

r

t

o d w

9. Teacher check 10. (a) old (b) forgot (c) which (d) short

4. (a) fork (b) torn (c) leg My Spelling Workbook Book B – Teachers Guide

h w

54

Prim-Ed Publishing


U nit 1 8 LIST FOCUS • digraphs ‘ai’ and ‘ow’ • initial blends ‘fr’, ‘br’, ‘cl’, ‘tr’ and ‘sn’ WORD BUILDING

REVISION

owl

owls, owlet

frown

frowns, frowned, frowning

down

downstairs, downpour

town

township, downtown

brown

brownish

This list is taken from Units 1 – 18 of My Spelling Workbook A, and covers a range of spelling patterns.

clown

clowns, clowned, clowning

rain

rains, rainbow, rainforest

train

trains, trained, training, trainer

tail

tails

2. List words beginning with the blend ‘sn’. For example, snap, sneeze, snake, snow, snack.

bait

baits, baited, baiting

wait

waits, waited, waiting, waiter

3, Model writing simple sentences using the list words.

sail

sails, sailed, sailing, sailor, sailboard, sailboat

4. See also pages 18 – 23.

nail

snail

3. The brown owl can fly in the rain. 4. The clown came into town. ADDITIONAL ACTIVITIES

g ew

ANSWERS

(a) snail (b) sail (c) train (d) owls

Vi

2.

1

2

3

4

i 6 t

b

r

a

5

t

l

o

o

w

a

n

n

i

7

n

8

m

d

a 10

s

n

13

i

o w n

n

12

a

c

r

b a

(12)

boot

(15)

into

(15)

foot

(17)

then

(17)

got

(2)

ham

(4)

took

(17)

nails, nailed, nailing

dig

(3)

snails

zip

(4)

mainly, mainland, mainstream

in

main

1.

yes

Sa

1. Make compound words using the list words. For example, rainforest, sailboard, township.

pl

2. Wait for the train.

m

1. The main sail is down.

e

LIST DICTATION

f

a

r

i

o w

l

w

a

i n

o l

w 11

n a

9

w a i

l

3.

sail, nail, wail, wait, bail, bait

4.

(a) wait (b) clown (c) down (d) owl (e) rain (f ) snail

5. (a) snail, tail, sail or nail (b) owl (c) clown, brown, frown, down or town (d) wait or bait (e) rain, train or main (f ) wait or bait

t

6. Teacher check 7. bait, clown, frown, main, sail, wait

n

Prim-Ed Publishing

55

8. e w a

i

t

r

t

f

s

n

a

i

l

a m o

d

r

c

c

d

d

u

i

l

b

r

o w n

o

a

e w g

w

i

u

n

n

t

j

t

a

e

t

s w o a

n w

q

i

y

n

q

g

l

f

d

n

a

i

l

e

o

i

l

m a

i

n w

r

a

i

g

y

n

l

9. (a) town– a small city (b) nail – holds wood together (c) tail – found at the end of animals (d) bait – used to catch fish 10. (a) owl (b) snail (c) rain My Spelling Workbook Book B – Teachers Guide


L ist W ords Following are lists of all words used in the My Spelling Workbook series.

BOOK A UNIT 1 an, ran, man, fan, pan, can, log, dog, fog, jog

UNIT 2 in, pin, tin, bin, win, hot, not, lot, pot, got

UNIT 3

e

bad, dad, sad, had, pad, mad, big, pig, dig, wig

UNIT 4

pl

sip, lip, tip, hip, rip, pip, zip, am, jam, ham

UNIT 5

m

bat, cat, sat, fat, mat, rat, hat, up, cup, pup

UNIT 6 it, bit, pit, hit, fit, sit, bag, tag, rag, wag

Sa

UNIT 7

met, net, pet, get, wet, vet, let, mop, hop, top

UNIT 8

cap, gap, rap, map, tap, mix, fix, six, box, fox

g

UNIT 9 UNIT 10

in

cut, hut, but, nut, rut, bed, red, fed, is, his

bun, fun, sun, run, of, leg, beg, peg, or, for

UNIT 11

ew

jug, rug, mug, hug, bug, hen, pen, men, ten, the

UNIT 12

he, me, we, be, she, gum, hum, sum, yes, no

UNIT 13

Vi

as, has, my, sky, by, cry, lid, hid, rid, did

UNIT 14

meet, feed, seed, deep, bee, feet, need, see, us, bus

UNIT 15

food, room, moon, soon, boot, to, do, into, on, off

UNIT 16 fish, wish, dish, shin, ship, shop, are, one, him, want

UNIT 17 cook, look, foot, book, took, come, some, if, then, this

UNIT 18 cow, how, now, said, were, was, when, very, give, mum My Spelling Workbook Book B – Teachers Guide

56

Prim-Ed Publishing


L ist W ords BOOK B UNIT 1 end, send, bend, mend, lend, spend, grow, slow, show, bump, jump, lump, pump, camp, stamp

UNIT 2 go, so, glad, flag, pram, swim, slip, out, from, drop, drip, spot, drum, help, left

UNIT 3 add, and, land, sand, hand, band, duck, truck, rock, clock, neck, black, sick, lick, sock

e

UNIT 4

pl

pest, rest, best, must, lost, cost, nest, stop, stand, wool, wood, good, day, week, year

UNIT 5

ant, disk, milk, desk, pole, hole, mole, sole, shut, shed, shot, sheep, smash, crush, brush

m

UNIT 6

kite, drive, side, nine, five, ride, like, line, hide, went, dent, bent, tent, sent, lent

UNIT 7

Sa

hill, fill, still, mill, till, will, been, tree, green, sweep, sleep, street, here, they, have

UNIT 8

bell, sell, well, fell, tell, spell, doll, thing, swing, sing, bring, long, bang, sang, hang

UNIT 9

g

chop, chin, much, rich, such, punch, lunch, chick, miss, dress, mess, loss, toss, cross, you

UNIT 10

in

three, thin, thick, moth, cloth, with, cake, wake, take, gate, ate, name, came, gave, game

UNIT 11

fern, her, under, ever, saw, ever, make, live, spoon, tooth, zoo, roof, cool, boot, snack, back

ew

UNIT 12

car, star, arm, farm, hard, far, start, bone, tone, home, rope, hope, note, cone, just

UNIT 13

Vi

leaf, sea, tea, meat, seat, clean, eat, read, mean, boy, toy, joy, than, that, them

UNIT 14

all, ball, call, fall, hall, wall, tall, small, shy, dry, try, fly, each, teach, beach

UNIT 15

coat, boat, float, toast, load, road, loaf, soak, goat, ink, sink, drink, think, pink, wink

UNIT 16 tray, say, may, stay, way, play, hay, lay, pay, girl, first, third, bird, shirt, dirt

UNIT 17 fork, born, for, forgot, torn, short, whip, which, hold, gold, sold, told, fold, cold, old

UNIT 18 owl, frown, down, town, brown, clown, rain, train, tail, bait, wait, sail, nail, snail, main

Prim-Ed Publishing

57

My Spelling Workbook Book B – Teachers Guide


L ist W ords BOOK C UNIT 1

UNIT 11 cable, data, input, output, job, disc, save, spray, belt, felt, seal, real, fear, bay, euro, today, yesterday, away

UNIT 12

UNIT 3

could, would, should, any, many, baby, body, easy, lady, party, ready, rusty, pretty, happy, funny, carry, hello, nose

UNIT 13

UNIT 4

where, why, what, who, goes, going, gone, air, pair, hair, chair, fair, fairy, stairs, said, know, knew, knife

m

there, flip, flower, song, soft, format, solid, blank, bank, drank, thank, because, began, begin, before, behind, your, hear

UNIT 14

talk, walk, stalk, two, once, paw, draw, school, garden, getting, morning, new, these, their, wash, watch, buy, pull

Sa

face, race, place, made, age, cage, sale, tale, cave, cork, fort, horse, horn, wore, birthday, kept, month, tear

UNIT 5

UNIT 15

g

held, hunt, icon, broke, woke, delete, insert, stone, mobile, chose, close, those, second, minute, hose, scroll, email, house

in

UNIT 6

ew

ice, nice, slice, wife, life, hike, mile, while, time, fire, bite, kite, white, water, afraid, again, mail, paint

UNIT 7

e

text, boss, lift, screen, strap, pasta, catch, church, club, flat, plan, plant, laser, slept, remote, metre, gram, litre

pl

UNIT 2

aunt, uncle, push, put, find, mind, kind, about, across, ago, along, rabbit, kitten, puppy, blue, does, even, evening

Vi

crop, trip, stuck, kick, deck, skip, skin, skate, done, love, egg, peanut, crisp, chip, table, little, apple, salad

UNIT 16 door, poor, floor, eye, nearly, friend, says, paper, river, summer, winter, number, queen, quick, break, great, word, work

UNIT 17 shoe, seven, also, hook, dull, upon, rung, hung, wind, bear, peek, cheek, asleep, most, both, host, never, clever

UNIT 8

bigger, high, fight, light, might, right, night, please, leave, loud, around, blow, mow, window, yellow, tomorrow, own, crow

over, next, more, present, football, grandfather, grandmother, inside, outside, myself, herself, himself, somebody, someone, something, sometimes, holiday, bedroom

UNIT 18 fried, cried, cries, visit, fence, too, care, thorn, port, story, doctor, only, open, head, bread, large, climb, half

UNIT 9 four, frog, cent, yell, spring, use, other, another, brother, mother, cover, front, son, nothing, die, lie, tie, toe

UNIT 10 sister, letter, better, butter, dinner, child, fast, last, past, glass, class, grass, ask, bath, after, afternoon, father, our My Spelling Workbook Book B – Teachers Guide

58

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L ist W ords BOOK D UNIT 1

UNIT 10 lace, shade, safe, page, shake, snake, plane, base, case, chase, hate, mate, plate, brave, grapes, picnic, plum, comic, gift, grand, pants, pollute

UNIT 11 mice, rice, twice, shine, pipe, wire, rise, wise, quite, invite, dive, prize, arrive, thirty, thirteen, circus, pint, petrol, magic, lamp, weekend, fortnight

UNIT 3

form, storm, corn, corner, sort, sport, torch, north, sore, shore, store, order, forget, forty, airport, tractor, mushroom, force, broom, pool, balloon, password

e

UNIT 2

oil, boil, soil, point, noise, voice, salt, insect, kennel, June, July, during, music, shell, bush, fresh, finish, crash, Tuesday, Wednesday, Friday, Sunday

UNIT 12

UNIT 13

bright, sight, eight, naughty, caught, path, gather, through, dance, since, prince, princess, heart, move, young, triangle, travel, tried, flies, slipped, sudden, keyboard

Sa

soap, loaves, count, hour, south, sound, shout, proud, mouse, thousand, mountain, divide, basket, basketball, dentist, bottom, blind, being, animal, subtract, divide, multiply, modem

m

UNIT 4

won, wonder, among, monkey, money, honey, none, above, Monday, govern, become, belong, castle, cattle, fiddle, middle, needle, bottle, terrible, aeroplane, island, download

pl

rode, joke, smoke, kilogram, poke, alone, wrote, write, wheel, steep, steel, sheet, creek, cheese, between, fourteen, fifteen, clay, often, act, April, kilometre

UNIT 5

UNIT 14

g

few, threw, grew, flew, drew, blew, grown, follow, bow, bowl, below, begun, beside, bunch, branch, change, chimney, fetch, kitchen, lamb, thumb, monitor

in

UNIT 6

able, people, dust, post, listen, forest, August, station, giant, strange, strong, string, learn, heard, early, earth, desktop, world, worm, colour, camera, Internet

UNIT 15

ew

crack, track, brick, trick, ticket, cricket, chicken, packet, pocket, rocket, lock, block, flock, knock, luck, o’clock, pass, kiss, less, lesson, happen, film

war, warm, thought, bought, brought, barcode, clothes, together, themselves, build, file, fifth, fifty, eleven, twelve, hundred, enjoy, November, wear, bridge, hospital, tired

UNIT 7

Vi

beak, heat, lead, meal, team, east, Easter, beans, beads, dream, cream, stream, speak, wheat, reach, really, leaves, season, blood, flood, until, lion

UNIT 16 September, answer, danger, finger, master, quarter, silver, ladder, matter, robber, rubber, supper, slippers, quiet, dried, fruit, orange, banana, vegetable, carrot, pudding, person

UNIT 8

family, nobody, busy, city, pony, tiny, angry, hungry, plenty, twenty, every, everyone, merry, hurry, sorry, jelly, silly, sunny, roll, smell, sure, menu

UNIT 17 touch, trouble, country, cousin, enough, piece, field, chief, whole, whose, wild, swan, grey, wolf, steak, iron, engine, soldier, different, board, sew, beautiful

UNIT 9 software, hardware, laid, grain, chain, captain, against, harm, mark, sharp, shark, carpet, army, purse, nurse, return, curve, surprise, Saturday, Thursday, true, computer

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UNIT 18 almost, always, already, breakfast, dead, instead, weather, else, goal, elephant, geography, lawn, scared, goodbye, picture, pencil, office, minutes, laugh, television, upstairs, sugar

59

My Spelling Workbook Book B – Teachers Guide


L ist W ords BOOK E UNIT 1

UNIT 11 space, spade, blade, blaze, stage, state, escape, shape, shave, slave, behave, damage, manage, message, village, voyage, bale, whale, tame, flame, taste, waste

UNIT 12 deal, steal, steam, scream, tease, neat, weak,cheap, peach, least, eager, eastern, cinema, recycle, loan, tour, cursor, coast, roast, trunk, rent, millimetre, centimetre

UNIT 13 tribe, tide, smile, pile, price, vine, size, tore, score, choke, spoke, globe, dose, vote, stole, cloud, flour, scout, amount, found, drill, network

UNIT 14

m

UNIT 4

marble, purple, simple, candle, handle, jungle, bubble, paddle, battle, kettle, settle, whistle, stir, skirt, thirsty, autumn, cause, saucer, taught, daughter, straight, husband tow, pillow, narrow, fellow, borrow, arrow, except, excuse, expect, seventeen, seventy, glove, discover, oven, dozen, soup, group, either, receive, native, occur, succeed

Sa

beef, cheer, agree, keen, sixteen, sneeze, join, noisy, spoil, list, melt, stuff, stiff, sniff, patch, prey, press, print, server, shelf, reason, lemon, server

UNIT 15

UNIT 5

g

herd, perhaps, interest, western, general, capital, stem, silk, public, flash, frost, worn, fortune, forgotten, history, report, important, error, motor, visitor, sailor, decide

pour, fourth, nineteen, ninety, January, February, October, December, vowel, downstairs, plaster, key, valley, woollen, tonne, crept, secret, safety, reply, ourselves, poem, gang

UNIT 16

UNIT 6

in

deaf, ahead, thread, spread, pleasant, pleasure, treasure, heavy, video, leather, health, tool, bloom, smooth, choose, tight, fright, midnight, cabin, basin, comb, crumb

aim, aid, paid, pain, plain, remain, stain, hail, trail, fail, faint, certain, raise, railway, smart, market, march, charge, cargo, parcel, artist, collar

UNIT 17

allow, growl, drown, crown, crowd, powder, power, fare, stare, square, prison, bacon, apron, stock, bucket, beginning, rule, microwave, microchip, March, scan, calculator

UNIT 18

famous, dangerous, sign, sigh, burnt, parent, moment, movement, demand, clothing, worth, millilitre, hectare, Christmas, beauty, sixty, tyre, telephone, suit, ocean, plough, fasten rough, tough, enter, timber, thunder, rather, proper, grocer, offer, helicopter, desert, notice, police, zero, piano, radio, silent, sentence, idea, cruel, pear, vase reward, afterwards, towards, search, pearl, chance, balance, distance, ghost, library, ewe, promise, whether, journey, signal, though, couple, unless, ragged, remind, erosion, greenhouse

Vi

ew

UNIT 7

UNIT 8

pl

UNIT 3

calf, calm, grasp, believe, thief, tomato, potato, weigh, eighteen, eighty, welcome, witch, ditch, match, butcher, newspaper, raw, straw, crawl, lying, swam, decade

e

UNIT 2

knit, knee, ugly, copy, study, lazy, dairy, empty, worry, marry, company, careful, useful, ought, fought, woman, women, lately, lonely, chest, chew, bench

UNIT 9

pure, figure, capture, nature, adventure, postage, cabbage, ribbon, address, paddock, gallop, hammer, common, suppose, correct, button, mutton, tunnel, camel, towel, hotel, axe

UNIT 10 wrap, written, wrong, edge, hedge, porridge, electric, subject, wage, hopped, fancy, hiding, shining, miner, spider, broken, blanket, punish, protect, absent, lose, loose My Spelling Workbook Book B – Teachers Guide

60

Prim-Ed Publishing


L ist W ords BOOK F UNIT 1

UNIT 10 climate, chocolate, pirate, separate, celebrate, bandage, luggage, passage, brigade, trade, parade, paste, mistake, scale, arrange, exchange, phrase, disgrace, amaze, swift, swept

UNIT 11

UNIT 12 missile, umpire, excite, polite, unite, alive, advise, exercise, roam, throat, limb, scratch, snatch, hatch, pitch, switch, project, product, tropics, donkey, machine, rubbish

UNIT 4

UNIT 13

aboard, cupboard, flight, virtual, lightning, prove, remove, sincere, global, millennium, channel, frozen, extra, cocoa, area,quality, relative, period, obey, musical, judge, cough

Sa

treat, repeat, beneath, seam, spear, appear, shear, weary, weave, disease, increase, peace, plastic, elastic, contest, construct, district, stomach, instant, cliff, bury, facsimile

tube, huge, future, puncture, measure, furniture, failure, amuse, refuse, poison, disappoint, value, rescue, continue, argue, avenue, reduce, produce, entrance, court, course, virus

m

UNIT 3

(to) practise, governor, government, understood, crew, screw, nephew, view, bathe, electronic, electricity, fool, stoop, goose, coconut, currant, current, although, altogether, shoulder, connect

e

aloud, account, sour, surround, bound, boundary, lounge, trousers, wound, splendid, seldom, seek, speech, freedom, freeze, breeze, queer, indeed, coffee, geese, skill, sandwich

pl

UNIT 2

verb, verse, serve, environment, perform, perfect, merchant, mineral, several, concert, ambulance, modern, northern, remember, copper, customer, gardener, hunger, wander, national, member, passenger

UNIT 5

UNIT 14

g

cherry, berry, hobby, navy, enemy, holy, immediately, industry, admit, splash, shelter, waist, obtain, contain, complain, explain, brain, jail, daily, tailor, tadpole, supply

in

UNIT 6

circle, rifle, stable, valuable, comfortable, bundle, ankle, wrestle, gentle, single, saddle, example, squash, shower, wonderful, canoe, cement, caravan, chalk, union, region, million

UNIT 15

ew

death, breath, heaven, meant, feather, wealth, palace, adult, adopt, pupil, tennis, linen, limit, wedding, truth, honest, practice, intend, inspect, digital, final, vessel

material, special, harbour, neighbour, honour, favour, margarine, juice, ruin, umbrella, collect, scene, laptop, scent, anxious, accident, bicycle, biscuit, senior, junior, annoy, faithfully

UNIT 7

UNIT 16

bare, share, prepare, flow, growth, unknown, shadow, swallow, bullet, bomb, beyond, surf, surface, burst, turkey, attend, atom, atmosphere, angel, shovel, model, object

UNIT 17

Vi

dawn, awful, law, synthetic, prevent, problem, attack, traffic, result, length, fact, orchard, starch, harvest, partner, pardon, alarm, bargain, carpenter, standard, regular, sense

niece, handkerchief, centre, CD-ROM, tongue, truly, pilot, bough, graphic, document, garage, halves, cardigan, careless, knot, lettuce, bother, palm, equal, type, byte, repair

UNIT 8

sauce, communicate, sausage, question, composition, addition, attention, condition, direction, examination, position, population, nation, international, dictionary, guard, guess, guest, guide, southern, double, whom

UNIT 9 orphan, organ, ordinary, sword, afford, record, support, transport, enormous, uniform, factory, decorate, therefore, explore, forward, author, metal, technology, cotton, dye, hero, worse

Prim-Ed Publishing

UNIT 18 possible, horrible, article, swarm, wharf, violet, violin, whisper, youth, business, carriage, wreck, concrete, console, imagine, marriage, museum, barrier, yacht, neither, usual, experience 61

My Spelling Workbook Book B – Teachers Guide


L ist W ords BOOK G UNIT 1

UNIT 10 advantage, average, cottage, courage, package, savage, hesitate, private, unfortunate, operate, ecology, frame, purchase, advertise, habit, inhabit, level, gravel, sketch, stretch, display, expand

UNIT 11 ornament, anchor, editor, mirror, inform, sensor, forehead, import, export, memory, territory, scissors, fierce, shield, mischief, achieve, meanwhile, theatre, pigeon, ache, spreadsheet, opposite

UNIT 3 envelope, purpose, explode, cartridge, detail, curtain, employ, destroy, request, possess, poet, liquid, oxygen, knob, invent, exhibit, express, citizen, brass, blossom, content, respect

UNIT 12

haul, launch, laundry, exhaust, examine, excellent, depart, argument, parliament, popular, particle, complete, improve, vanish, false, discuss, deliver, control, continent, command, accept, goodness

UNIT 13

m

develop, accommodation, statement, settlement, instrument, equipment, delighted, drought, depth, strength, method, freight, wrist, due, pursue, statue, oasis, science, embarrass, scone, social, siren

UNIT 4

UNIT 14

in

g

urgent, murder, further, furnish, disturb, burglar, pursuit, horrify, satisfy, occupy, terrify, terrific,steer, pioneer, engineer, squeeze, degree, success, stationary, agent, human, nylon

ew

interactive, rapid, exact, assembly, majority, quantity, utility, duty, interface, refinery, steady, jealous, weapon, blast, tarmac, attempt, hawk, coach, index, justice, natural, optical

UNIT 7

elect, paraplegic, action, section, motion, plantation, recreation, occupation, invitation, irrigation, education, destination, conversation, association, production, competition, affectionate, nuisance, instance, substance, assistance, cereal

Sa

UNIT 5

UNIT 6

e

rear, grease, eagle, cease, beast, breathe, league, disappear, measles, reasonable, graze, organize, recognize, realize, advice, provide, strike, fertile, crime, require, describe, habitat

pl

UNIT 2

cure, agriculture, creature, departure, manufacture, moisture, pasture, temperature, pressure, costume, perfume, tune, audience, automatic, event, eventually, severe, design, jewel, chorus, worst, clerk

Vi

coarse, hoarse, paraffin, extreme, blouse, mount, doubt, foul, council, bounce, announce, incident, chemist, criminal, frequent, folk, horizon, probable, remarkable, constable, suitable, height

UNIT 15 wardrobe, backward, quadriplegic, physical, photograph, paragraph, absence, silence, commence, committee, independent, injure, disability, emotion, source, refreshment, athlete, student, racism, earn, skilful

UNIT 16 delicious, unconscious, sponge, college, military, primary, necessary, secretary, stationary, vast, choir, volcano, mosquito, foreign, variety, veranda, century, scarce, discipline, knowledge, appreciate, intelligent

UNIT 8

fowl, tower, servant, property, liberty, clover, elder, fever, minister, character, chapter, processor, difference, entertain, fisherman, binary, mystery, observe, prayer, process, pretend, multimedia

UNIT 17 dense, immense, gradual, annual, stereotype, punctual, serial, principal, expense, prejudice, attractive, patient, nutrition, magazine, medicine, system, difficult, behaviour, hymn, president, thorough, consider

UNIT 9 nervous, generous, marvellous, tremendous, visible, sensible, scramble, struggle, rattle, puzzle, badge, humour, labour, neighbour, suggest, progress, regret, reflect, represent, select, widow, hollow

My Spelling Workbook Book B – Teachers Guide

curious, serious, various, victory, fashion, cushion, occasion, provision, division, decision, permission, seize, ceiling, receipt, route, tourist, dare, rare, spare, declare, pyjamas, smuggler

UNIT 18 nuclear, politics, fuel, quarrel, poultry, villain, migrant, highway, diamond, traveller, swollen, vacant, valve, society, occurred, onion, opinion, champion, religion, language, persuade, sufficient 62

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1122 My Spelling Workbook Teachers Guide B