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Book C


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, dictation, 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

word study;

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

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— — — —

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Books in the My Spelling Workbook series are: • Book A • Book C • Book E • Book G

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• word building; • word puzzles; and

C ontents

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 C) ........................................................16 – 17

Incentives – photocopiable games to encourage better spelling and certificates to reward progress. Spelling Games ................................................................28 – 30 Certificates ................................................................................. 31 Assessment – photocopiable worksheets for recording of results by teachers/children. Teachers Notes ......................................................................... 32 Pre-test/Post-test Template ................................................. 33 Individual Word Checklist ............................................34 – 36 Anecdotal Records .................................................................. 37 Test Checklist ............................................................................. 38 Teachers Notes for each unit – a separate page for each unit, providing list focus, dictation, word building, additional activities and answers. Unit 1–18 ...........................................................................39 – 56 List Words (whole series) .............................................57 – 63

Supplementary resources – extra ideas to support a spelling programme, covering a range of ability levels. Additional Activities ......................................................18 – 23 Children with Special Needs ......................................24 – 25 New Words ................................................................................. 26 Spelling Extension ................................................................... 27 Prim-Ed Publishing

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My Spelling Workbook Book C – 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 18 words to be learned; space for additional words to be added; word building and word study activities; and revision words from the previous workbook. 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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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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Look, Say, Trace, Cover, Write, Check – This represents the basic method recommended for word learning. Children should follow this multisensory process when learning each word. It is a proven method of retaining a word in the memory and should be a procedure that is followed consistently, to assist with the learning of further words.

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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.

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

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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.

Write

Check

Page iv provides a poster which can be displayed in the classroom. My Spelling Workbook Book C – Teachers Guide

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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.

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. 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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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 39 – 56 of this book.

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• • • •

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The second page of each unit includes further word study activities to be done 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.

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My Spelling Workbook Book C – 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 C – Teachers Guide

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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

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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

• words with common prefixes and suffixes: disconnect, wonderful • 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 C – 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 28 – 30) • 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’)

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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)

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

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

DAY NINE • Dictation passages (see pages 39 – 56) • Partner test 9 (‘Difficult Words I Have Found’) • Complete word building

DAY FIVE • Spelling game or activity • Dictation passages (see pages 39 – 56) • Partner test 5 (‘Difficult Words I Have Found’)

DAY TEN • Partner test 10 (3 – 5 words) • Test of list words (see page 33) • Recording of scores and self-evaluation • Revision of list words • Informal activities (see pages 20 – 23)

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DAY THREE • Complete a partner activity (see pages 20 – 23) • Complete Additional Activities • Begin page 3 activities • Partner test 3 (‘Difficult Words I Have Found’)

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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 NINE

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DAY FOUR

DAY TEN

DAY FIVE

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My Spelling Workbook Book C – 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, ‘yesterday’.

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

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Clarifying questions are questions that make words, phrases or concepts clear and understandable. For example: What is the word? yesterday What does this word mean? the day after today Does it have an easily recognisable root? day Can the word be broken into smaller sounds? yes—ter—day

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Literal questions are questions that have a straightforward answer found in the text. For example: What is the tricky part of the word? ter Is there a rule for this word? no

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 three little words: yes, ter, day

Personal questions are questions that are relevant to oneself. For example: Is there a rhythm in the word? yes Is there a familiar sound in this word? ay Is this a word that I need to learn to spell? yes, because I use this word regularly

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M etacognitive A pproach

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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 give another word with a similar spelling? today has the same ending Can I spell this word? yes/no Can I write it from memory and say each letter as I do it? t–o–d–a–y

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Summarising questions are questions that demand a reiteration and understanding of what went before. For example: Can I state the rule for this word? there isn’t a rule Can I make a sentence for this word? yes – Yesterday I went swimming with my friend. Can I write this word in a dictated passage? yes/no

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 Were my choices of strategies effective? yes/no Will learning how to spell this word help me to spell other words? yes/no Was there anybody or anything that could have helped me? I could have used a dictionary or got my family to test me. How do I feel? happy/ reasonably happy/ unhappy

The ‘Reflective Questions’ card should be used as a challenge for every 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. Prim-Ed Publishing

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My Spelling Workbook Book C – Teachers Guide


My Spelling Workbook Book C – Teachers Guide

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Can the word be broken into smaller sounds?

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Does it have an easily recognisable root?

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What does this word mean?

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C larifying Q uestions


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Note to Teachers

After the printing of My Spelling Workbook C, the following errors were identified. These will be corrected in future editions. to play.’

Unit 3:

p. 11: Clue 10 across should read ‘The band will p. 13: 10(c) Future editions will ask for ‘ear’ words only.

Unit 4:

The student workbook contains the word ‘year’, which should be ‘tear’. Teachers can elect to keep the word ‘year’ as part of the list or change the following activities in Unit 4. p. 14: p. 15: p. 16: p. 17:

Unit 6:

Change list word from ‘year’ to ‘tear’. Change clue 16 across to read ‘to rip’. Change list word from ‘year ‘ to ‘tear’. Change ‘year’ in word search to ‘tear’ and letter 12 on row 2 from ‘y’ to ‘t’.

p. 25: 10 (c) ‘begin’ is the answer, but is not found in revision list or unit list. Changed to ‘green’ in future editions with the following clue: _ _ _ _ _ 6 10 4 4 9

My Spelling Workbook Book C – Teachers Guide

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My Spelling Workbook Book C – Teachers Guide

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Is there a rule for this word?

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What is the tricky part of the word?

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L iteral Q uestions

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

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FLASH CARD


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My Spelling Workbook Book C – Teachers Guide

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

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Is there a familiar sound in this word?

Is there a rhythm in the word?

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P ersonal Q uestions

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FLASH CARD


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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 C – 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?

FLASH CARD

Can I give another word with a similar spelling?

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Can I write this word in a dictated passage?

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Can I make a sentence for this word?

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Can I state the rule for this word?

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S ummarising Q uestions

FLASH CARD


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My Spelling Workbook Book C – Teachers Guide

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How do I feel?

Was there anybody or anything that could have helped me?

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Will learning how to spell this word help me to spell other words?

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Were my choices of strategies effective?

How did I do?

R eflective Q uestions

FLASH CARD


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s

es

ed

ing

y

er

=

=

=

=

+ +

=

+

=

=

+

+

=

=

=

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Can you make more words by adding a different ending?

Sa

ful

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ly

+

+

+

+

+

less

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Make a new word by adding an ending.

W ord B uilding


S pelling P artners Name

My partner's name

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

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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!

Total

Name

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6

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

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2 3

Write the date and get ready for your test.

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Date

Give your partner your list words.

My partner's name

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

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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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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 C – Teachers Guide


L ist W ords Below is a list of all words used in Book C. 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. UNIT 5

UNIT 7

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

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

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

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

UNIT 2 text boss lift screen strap pasta catch church club flat plan plant laser slept remote metre gram litre

UNIT 4 face race place made age cage sale tale cave cork fort horse horn wore birthday kept month tear/year*

UNIT 6 ice nice slice wife life hike mile while time fire bite site white water afraid again mail paint

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

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UNIT 3

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UNIT 1

UNIT 8 bigger high fight light might right night please leave around loud blow mow window yellow tomorrow own crow

* See Note to Teachers on inside front cover

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L ist W ords UNIT 12

UNIT 14

UNIT 16

UNIT 18

sister letter better butter dinner child fast last past glass class grass ask bath after afternoon father our

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

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

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

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

UNIT 11 aunt uncle push put find mind kind about across ago along rabbit kitten puppy blue does even evening

UNIT 13 where why what who goes going gone air pair hair chair fair fairy stairs kneel know knew knife

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UNIT 15 over next more present football grandfather grandmother inside outside myself herself himself somebody someone something sometimes holiday bedroom

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UNIT 10

UNIT 17 shoe seven also hook dull upon rung hung wind bear peek cheek asleep most both host forever clever

SUGGESTED EXTENSION WORDS children write force colour eight Internet desktop station

My Spelling Workbook Book C – 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. Six photocopiable spelling games can be found on pages 28 - 30.

Individual Activities Word Study – Useful for developing familiarity with the list words. Strategy • Make word shapes, word snakes or word sums for

Examples

plum =

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grapes =

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Word Shapes:

list words.

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nake efs rak ghatepicnickta gra n laceb tec d

Word Snakes:

hasema

planel grapesplummvsafes comic b

y

p sg

if t

e had case yebraveopants

Word Sums:

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s + end = send; bl + end = blend

• Find small words in list words.

For example, strawberry: straw, berry, raw, be.

reverse alphabetical order.

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• Write the list words in alphabetical order or • Write list words with eyes closed or from

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memory.

• Sort words according to different criteria.

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

• Find antonyms, synonyms or homophones for

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

the list words.

• Make word builders by adding ‘s’, ‘ed’, ‘ing’, ‘er’, ‘est’,

For example, walk: walks, walked, walking.

etc.

• Write list words in sentences or as a question.

For example, Did you hear the announcement to board the plane?

• Write definitions for list words.

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

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A dditional A ctivities Individual Activities Word Study – Useful for developing familiarity with the list words. Strategy

Examples

Write the base words for the list words.

For example, the base word for sensible = sense.

Study and find word origins for list words.

For example, audience comes from a Latin word ‘audire’ which means to hear.

Hidden words – using the letters in a word to make as many new words as possible.

For example, neighbours: house, neigh, nigh, bin, rough, bore etc.

Rank words in level of difficulty in learning to spell.

For example:

Write a paragraph using a set number of list words.

Find words which have homographs (words which look the same, but have different meanings).

For example, bear/bear; rock/rock.

Anagrams of list words or search for any others.

Write plurals for the list words.

Discuss exceptions to the rule of simply adding ‘s’, for example, sheep; children.

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4 2 1 3

For example, use grapes, picnic and shade in a paragraph—When we got to the park, we sat in the shade. We spread out a blanket and ate our picnic. My favourite food was grapes.

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lace plane snake case

For example, nap is an anagram of pan; dance is an anagram of caned.

Discuss adding ‘ed’ and ‘ing’ and how this changes the tense of words.

For example, jumped and jumping: jumped is past tense, jumping is present tense.

Discover common prefixes and suffixes for words.

For example, un-; dis-; -ly; -ment.

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

For example, m ss ng = missing.

Children write their words as a rebus.

For example,

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+ lace = shoelace. My Spelling Workbook Book C – Teachers Guide


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

Make theme booklets and illustrate.

Clap the number of syllables in words.

Make bookmarks with difficult words or list words.

Examples

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Books could be about prefixes, colours, transport, the sea etc.

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lace chase hate mate

Outline words.

Make concept words.

Write list words in the shape of a list word.

Use bright colours to trace list words.

dictionary

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For example,

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For example,

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For example, could be the shape for: when, chin, show etc.

Partner and Group Activities

Partner activities – Develops cooperation and increases knowledge of list words. Strategy Examples Make ‘What am I?’ clues.

For example,

Make memory helpers for list words.

For example, a piece of pie.

Invent mnemonics.

For example: said = Sally Anne is dancing; because = big elephants can always upset small elephants.

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I am a reptile. I have no legs. I shed my skin. My bite can be poisonous. What am I? A snake

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A dditional A ctivities Partner and Group Activities Partner activities – Develops cooperation and increases knowledge of list words. Strategy Examples Children make their own read-and-illustrate activities to swap with a partner.

Jumble words and swap with a partner.

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

Jumble sentences using list words and swap with a partner.

For example, ‘The cat sat on the mat’ becomes ‘Eht tca tas no eht tma’. Children who need a challenge could also jumble the order of the words around!

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

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

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

Word dominoes

For example, ‘Is a frog a reptile?’; ‘Do we see clouds in the sky?’

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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, c h a s e c h i l l

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

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Cut pairs of list words in half and rejoin them. Children then see if their partner can guess the words.

For example, picket blannic = picnic blanket.

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

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

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My Spelling Workbook Book C – Teachers Guide


A dditional A ctivities Partner and Group Activities Shared Group Activities –Encourages the exchange of personal list words, therefore broadening the child’s word base. Strategy Examples 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 ‘ight’: tight, right, flight, might, sight; Words that end with a silent ‘e’: made, same, shake.

Put list words into sentences – individually or as a whole class.

For example, each word could be written on a piece of card. Children can take one card each, and put themselves in a line so the order of words makes sense. Cards with common words like ‘a’, ‘and’, ‘the’, will need to be used also.

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Class or Group Games – Useful for the reinforcement of the list words in a less formal approach. Simple class spelling competitions.

‘Hunter’

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

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

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

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

wall

ball

she

ship

shock

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

My Spelling Workbook Book C – Teachers Guide

In ‘Shannon’s Game’, children need to guess the letters in the correct order in which they occur in each word. 22

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A dditional A ctivities Partner and Group Activities

‘Guess My Word’.

Children ask questions that require a yes/no response to guess the mystery spelling word.

Play ‘Celebrity Head Words’, picture clue words or charades.

‘Celebrity Head Words’:

Magazine hunt for list words.

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.

Play a game similar to ‘Memory’ using the small words within compound words written on cards.

For example, butter + fly; foot + ball.

For example, What can burn us, but also gives us warmth? (fire)

Children write clues to match their list words. Hold a small competition each day to see who can solve the puzzle first.

For example, Add ‘basket’ to ‘ball’ = basketball. Take ‘er’ from ‘mother’ = moth.

e

ew

Class or Group Games – Useful for the reinforcement of the list words in a less formal approach. Strategy Examples

in

g

Sa

m

pl

Child uses a headband to hold a card with a list word on their head. They ask questions of the class which can only be answered yes or no. For example, Does the word end in ‘t’?

Vi

Children write quiz questions for list words, and give them to a friend to solve. A ‘quiz night’ could also be held using multiple lists.

Also refer to pages 28 – 30 for photocopiable spelling games. Books of other photocopiable spelling games are available from Prim-Ed Publishing: 2075 50 Spelling Activities 2077 Early Literacy Games 2078 Literacy Games 2079 Phonic Games Commercial board games involving word formation may also be of benefit to a spelling programme. Prim-Ed Publishing

23

My Spelling Workbook Book C – Teachers Guide


C hildren with S pecial N eeds The spelling activities in My Spelling Workbook can be modified or added to for children with special needs. Some additional suggestions are included below for children with learning difficulties. The worksheet on page 26 is designed for children who fall into this category. Children in need of extension will benefit from many of the suggestions included in the Additional Activities pages of this book. Page 27 also contains an opportunity for spelling extension. Strategies for Children with Learning Difficulties Strategy

Examples

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.

For example, these list words could be broken up as follows: brake, shake, snake; base, case, chase; plate, mate, hate.

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

Emphasise spelling rules.

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.

Sa

m

pl

e

in

g

For example, cent i pede, el ec tric, in vent ing. Children should be encouraged to choose how to chunk the words themselves, so as to suit each child’s preferred learning style.

ew

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

Vi

For example, the problem part of night might be ’igh’.

c

a

t

h

c

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

For example, c

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

For example, goat: note, boat, wrote, float.

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

For example, ‘dinosaurs’ and ‘plants’ might fit into: Many ate .

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

For example: We took plates to the picnic. We took sandwiches to the picnic.

My Spelling Workbook Book C – Teachers Guide

24

m

e

= chimney.

Prim-Ed Publishing


C hildren with S pecial N eeds Strategies for Children with Learning Difficulties 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.

pl

e

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

For example, ‘ine’ could be added to with ‘v’, ‘tw’, ‘f ’, ‘m’, ‘n’, etc.

Make alphabet books to use as personal dictionaries.

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

Play snap with compound word parts, prefixes and suffixes.

For example, ‘foot’ matches with ‘ball’; ‘tele-’ matches with ‘phone’; ‘govern’ matches with ‘ment’.

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

For example:

Decorate or illustrate list words.

Write list words using string or pipecleaners.

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

s n a k e a c h

ew

in

g

Sa

m

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

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

l

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.

Use list words to build other words.

For example, using the word ‘are’: b , c ,

Vi

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

Prim-Ed Publishing

e

t

t

e

r

n’t

Use shapes like circles, triangles and spirals. 25

My Spelling Workbook Book C – Teachers Guide


Vi

ew

in

g

Sa

m

pl

e

N ew W ords

My Spelling Workbook Book C – Teachers Guide

26

Prim-Ed Publishing


S pelling E xtension Name:

Date:

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

pl

1.

12.

Sa g

1.

in

2.

5.

Create a crosspatch with clues. Find rhyming words.

Put the words into a short story. Write a concrete (shape) poem using your words.

Vi

6.

More activities

Write a quiz.

ew

3. 4.

m

My words in alphabetical order

Synonyms of my words

e

My extension spelling words

Create a word search.

7. 8. 9.

10. 11. 12. Prim-Ed Publishing

27

My Spelling Workbook Book C – Teachers Guide


S pelling G ames Which Word? Find a partner with the same spelling list. Choose a word from your list.

e

Start by giving your partner the first letter of your word.

g

Sa

m

pl

How many clues before your partner guesses your word?

in

Choose Two

Vi

ew

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 their eight list words. Add the new cards. Jumble them and try to locate the pairs.

My Spelling Workbook Book C – Teachers Guide

28

Prim-Ed Publishing


S pelling G ames

Word Sorts

Sort your list words and write them on to the correct box. Some words may be written more than once.

Words that beg in with two conso nants like 'sh', 'tr' or 'c h'.

g

Sa

m

pl

Words that end in a vowel.

e

Words that are a noun (name of pe rson, place or thin g).

Words with two syllables.

in

Secret Codes

ew

Choose four list words. Write the letters of each word next to a picture. (Not in order!) Use the pictures to write the words in your new secret code. Give your code to a friend. Can they solve it?

✖ ❑

▼ ◆

Vi

➔ ✹ ★ ✳

✔ ❀

Your code : Solution : Prim-Ed Publishing

29

My Spelling Workbook Book C – Teachers Guide


S pelling G ames

Patterns Choose six list words that look and sound different. Write at least four more words with the same letter pattern. For example: sand; hand, land, band, stand. Words with the same letter pattern

g

Sa

m

pl

e

List word

in

Don't Sink!

ew

Choose one of your partner’s list words. Write a dash for each letter. Your partner must now guess the first letter. If their guess is correct, you will write that letter on the line. An incorrect guess will mean colouring one of the boxes in the grid. Your partner must guess the word before the grid is coloured and the ship sunk!

Vi

Game 1

Game 2

Game 3

Game 4

My Spelling Workbook Book C – Teachers Guide

30

Prim-Ed Publishing


Champ!

Vi

well

ew

done

in

g

Sa

m

pl

e

C ertificates

Prim-Ed Publishing

31

My Spelling Workbook Book C – Teachers Guide


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

in

g

Individual spelling records can be kept using page 37. Pre-test and final test scores are recorded along with anecdotal notes. These notes can come together as an overview of the child’s progress in spelling during the 18 units and can be discussed during parent/teacher conferences and in reports.

Sa

m

Pages 34 – 36 can be used to specifically record each word learned and the time taken to master a unit of words. Recording in this way may be useful for children with special needs, those with English as an additional language or for the whole class.

pl

e

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

Vi

ew

A record of spelling results for the whole class can be recorded on page 38.

My Spelling Workbook Book C – Teachers Guide

32

Prim-Ed Publishing


A ssessment Date

9.

3.

10.

4.

11.

5.

12.

6.

13.

7.

14.

17.

g

ew

1.

16.

in

Name

15.

pl

2.

m

8.

Sa

1.

18.

Total Score

8. 9.

3.

10.

15.

4.

11.

16.

5.

12.

17.

6.

13.

18.

7.

14.

Vi

18

Date

2.

Prim-Ed Publishing

e

Name

Total Score 33

18

My Spelling Workbook Book C – Teachers Guide


A ssessment = can say word

Name:

= can write word = has remembered correct spelling LIST 2

LIST 3

Date begun:

Date begun:

Date begun:

felt

text

flat

there

data

seal

boss

plan

flip

input

real

lift

plant

job

fear

screen

laser

output

bay

strap

slept

disc

euro

pasta

remote

save

today

catch

spray

yesterday

church

belt

away

club

Date begun:

because

song

began

m

flower

format

before

metre

solid

behind

gram

blank

your

litre

bank

hear

Sa

begin

g

Date completed:

LIST 5

Date begun:

ew

face

in

LIST 4

thank

soft

Date completed:

Date completed:

drank

pl

cable

e

LIST 1

LIST 6 Date begun:

cork

held

chose

ice

fire

fort

hunt

close

slice

bite

horse

icon

those

nice

site

made

horn

broke

second

wife

white

age

wore

woke

minute

life

water

cage

birthday

insert

hose

hike

afraid

sale

kept

stone

scroll

mile

again

tale

month

mobile

email

while

mail

cave

tear/year*

delete

house

time

paint

race

Vi

place

Date completed:

Date completed:

Date completed:

* See Note to Teachers on inside front cover My Spelling Workbook Book C – Teachers Guide

34

Prim-Ed Publishing


A ssessment = can say word

Name:

= can write word = has remembered correct spelling LIST 7

LIST 8

Date begun:

LIST 9

Date begun:

Date begun:

skate

bigger

around

four

mother

trip

egg

high

loud

frog

cover

stuck

peanut

fight

blow

cent

front

kick

crisp

light

mow

yell

son

deck

chip

might

window

spring

nothing

skip

table

right

yellow

use

die

skin

little

night

tomorrow

other

lie

done

apple

please

own

another

tie

love

salad

leave

crow

brother

toe

pl

m

Sa

Date completed:

LIST 12

LIST 11 Date begun:

Date begun:

ew

Date begun:

in

LIST 10

Date completed:

g

Date completed:

e

crop

class

aunt

ago

could

party

letter

glass

uncle

along

would

ready

Vi

sister

better

grass

push

rabbit

should

rusty

butter

ask

put

kitten

any

pretty

dinner

bath

find

puppy

many

happy

child

after

mind

blue

baby

funny

fast

afternoon

kind

does

body

carry

last

father

about

even

easy

hello

past

our

across

evening

lady

nose

Date completed:

Prim-Ed Publishing

Date completed:

35

Date completed:

My Spelling Workbook Book C – Teachers Guide


A ssessment = can say word

Name:

= can write word = has remembered correct spelling LIST 13

LIST 15

LIST 14 Date begun:

Date begun:

hair

talk

morning

over

why

chair

walk

new

next

what

fair

two

these

who

fairy

once

their

goes

stairs

paw

stalk

going

kneel

draw

wash

gone

know

school

air

knew

garden

pair

knife

getting

door

somebody

m

present

watch

grandmother

sometimes

buy

inside

holiday

pull

outside

bedroom

Sa

something

Date completed:

LIST 18

LIST 17 Date begun:

summer

shoe

bear

fried

story

winter

seven

peek

cried

doctor

Vi

poor

himself

grandfather

Date begun:

ew

Date begun:

more

someone

Date completed:

in

LIST 16

herself

football

g

Date completed:

myself

pl

where

e

Date begun:

floor

number

also

cheek

cries

only

eye

queen

hook

asleep

visit

open

nearly

quick

dull

most

fence

head

friend

break

upon

both

thorn

bread

says

great

rung

host

too

large

paper

word

hung

forever

care

climb

river

work

wind

clever

port

half

Date completed:

My Spelling Workbook Book C – Teachers Guide

Date completed:

36

Date completed:

Prim-Ed Publishing


Vi

ew

in

g

Sa

m

pl

e

A ssessment

Prim-Ed Publishing

37

My Spelling Workbook Book C – Teachers Guide


Vi

ew

in

g

Sa

m

pl

e

T est C hecklist

My Spelling Workbook Book C – Teachers Guide

38

Prim-Ed Publishing


U nit 1 LIST FOCUS • final blend ‘lt’ • digraphs ‘ea’ and ‘ay’ • initial blend ‘spr’ DICTATION 1. Save your money today for when we go away .

LIST

WORD BUILDING

cable

cables, cabled, cabling

data

database

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

input

2. Plug in the cable and input the data into the computer.

job

jobs

3. My job yesterday was to spray the grass.

disc

discs

save

saves, saved, saving

spray

output

(1)

e

lump

(2)

sand

(3)

sprays, sprayed, spraying, respray

band

(3)

belt

belts

day

(4)

1. List words that end in ‘ble’. For example, table, stumble, stable. Think of other words with a similar pattern. For example: ‘dle’ – cradle, needle, handle; ‘kle’ – ankle, sparkle; ‘ple’ – apple, people, simple.

felt

feel, feels, feeling, feelers

ant

(5)

seal

seals

side

(6)

real

really, realise, reality, unreal

till

(7)

2. Discuss difference between ‘disc’ (a flat, round object) and ‘disk’(as in a computer disk.) 3. Discuss other words with the ‘ea’ sound. For example, heal, steal, dream, heap.

euro

m

fear

fears, feared, fearing, fearful, fearless

thing

(8)

bay

bays

chin

(9)

Europe, European

game

(10)

today

under

(11)

yesterday

car

(12)

away

leaf

(13)

small

(14)

in

g

ADDITIONAL ACTIVITIES

Sa

4. I felt happy to see the seal swim in the bay.

pl

go

4. See also pages 18 – 23.

ew

ANSWERS

Vi

1. belt 2. (a) seal or real (b) save (c) fear (d) cable (e) job 3. 1

6

2

d

c a b

l

3

r

t

a l

7 9

11

j

12

b e

f

e a

v y e

l

l

b a y w

t

13

s

a s

8

t

r

e

d a y 10

o

r

e l

o

e a

5

a

e

a

s

4

p

r

i

d

n

a

p

a y

14

o u

t

p u t

t

(d) under (e) data (f) game 8. (a) save (b) away (c) felt (d) job 9. i n p u t

(c) spray (d) away 6. (a) disc (b) spray (c) felt (d) real (e) bay (f ) today (g) away (h) data 7. (a) job (b) small (c) felt

g

4. away, cable, disc, input, real, seal, spray 5. (a) yesterday (b) today Prim-Ed Publishing

q

l

s

e

l

b

a

c

y

a

b

t

p

m

r

s

w

d

e

l

m

f

e

r

u

o

t

r

b

i

b

a

t

l

a

r

e

o

l

h

f

r

w

h

s

w

n

e

s

u

o

t

b

d

o

r

s

y

y

b

a

a

s

u

u

j

i

d

u

t

r

a d

e

l

v

t

t

d

o

s

a

i

l

o

y

n

e

u

p

p

b

c

y

t

e

c

r

r

p

e

s

u

r

n

s

l

a

f

l

e

a

a

s

a

t

w

u

t

e

u

r

o

t

e

l

t

I

x

o

l

m

c

k

r

b

s

f

a

j

w

r

e

o

p

b

t

l

z

e

d

e

p

r

b

r

s

n

t

a

w

a

y

10. Teacher check 11. spray, euro, data, save, belt, away, disc, seal 39

My Spelling Workbook Book C – Teachers Guide


U nit 2 •

initial blends ‘scr’, ‘str’, ‘gr’ and ‘cl’, ‘fl’, ‘pl’ and ‘sl’ initial and final digraph ‘ch’ words ending in ‘tre’

• •

DICTATION 1. Add one litre of water and ten grams of salt to the pasta. 2. Lift the computer so we can read the text on the screen.

LIST

WORD BUILDING

text

texts, textbook

boss

bosses, bossed, bossing, bossy

lift

lifts, lifted, lifting

screen

screens, screened, screening

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

strap

straps, strapped, strapping

jump

(1)

e

LIST FOCUS

pram

(2)

add

(3)

truck

(3)

pasta catch

catches, catching, caught

church

churches

4. My boss sold his laser printer to the club.

club

clubs, clubbed, clubbing

week

(4)

flat

flatten, flattened, flattening

disk

(5)

plan

plans, planned, planning, planner

nine

(6)

plant

plants, planted, planting, transplant

will

(7)

laser

lasers

swing

(8)

sleep, sleeps, sleeping, sleepy

much

(9)

remote

remotely, remoteness

gave

(10)

metre

metres, millimetre, centimetre kilometre

saw

(11)

star

(12)

sea

(13)

shy

(14)

gram

grams, milligram, kilogram

litre

litres, millilitre, kilolitre

in

ew

ANSWERS

Vi

1. (a) pasta (b) church (c) plant 2. 1

2

g r

l

s

3

c

s

m

e e

8

n

11

c a

s l

i

f

r

4

n t

t

7

c h

x

e m o

e

3. (a) pasta (b) church (c) laser (d) metre (e) screen

r

a p

r

a

e

s

l

14

u b o s

t

t

r

h

t

s

10

u

c

p e

l i

9

h

13

r 17

a n

e

m e t

6

r

12

15

l

l

r

a

p

s

t 16

f

l

a

m

g

slept

Sa

1. Look at the irregular word building of the list words ending in ‘ss’ or ‘ch’. For example: boss – bosses; church – churches; catch – catches. 2. Discuss letter doubling when adding a suffix. 3. Focus on the spelling and use of the ‘unit’ words, metre, gram and litre. 4. See also pages 18 – 23.

pl

3. Plan where we can plant the flowers at the church.

ADDITIONAL ACTIVITIES

5

REVISION

t

4. (a) flat (b) catch (c) strap (d) screen 5. (a) flat – even (b) lift – to raise up (c) church – a place of worship (d) catch –to get hold of 6. (a) catch (b) flat (c) gave (d) shy (e) lift (f ) add 7. (a) see (b) week

My Spelling Workbook Book C – Teachers Guide

40

8. s

c

r

e

e

n

i

p

t

g

r

o

v

x

b

i

b

u

l

c

j

r

l

a

l i

d

n

t

r

l

i

t

r

e

a

a

t

f

w

n

x

r

e

s

a

l

p

m

n

a

t

p

i

e

b

f

t

w

a

r

l

i

p

o

c

f

t

i

t

r

r

e

t

o

m

e

r

h

s

q

m

n

t

a

j

q

r

s

l

t

u

l

f

l

s

e

n

b

h

c

t

a

c

r

e

p

j

p

a

e

a

q

h

e

s

p

c

p

l

a

r

t

d

w

l

n

r

u

s

h

t

a

u

s

m

b

o

n

p

t

v

s

d

w

n

p

r

t

s

l

m

r

e

u

o

f

l

a

t

r

o

a

t

l

e

m

i

b

9. flat, club, plan, plant 10. (a) match (b) cross (c) snap (d) plane (e) pram

Prim-Ed Publishing


U nit 3 LIST FOCUS

1. Her song was too soft to hear. 2. Before you begin, put your bag over there. 3. Flip the solid shape and put it behind the book. 4. The flower by the river bank grew because it drank the water. ADDITIONAL ACTIVITIES

WORD BUILDING

there

therefore

flip

flips, flipped, flipping

flower

flowers, flowered, flowering

song

songs, sing, singing, sung, sang

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

soft

softer, softest, soften, softening

stamp

format

formats, formatted, formatting

from

(2)

solid

solids, solidify

hand

(3)

blank

blanks, blankly, blankness

clock

(3)

bank

banks, banked, banking, banker

year

(4)

drank

drink, drunk

milk

(5)

thank

thanks, thanking, thankful

five

(6)

have

(7)

1. Discuss past and present tense of the word ‘begin’. Write sentences using ‘begin’, ‘began’ and ‘begun’.

because

2. List words with the same initial blend or diagraph. For example: ‘bl’ - blue, blonde, bliss; ‘th’ - thick, three, this; ‘fl’ - flour, floss, flew.

begun

sing

(8)

begin

begins, beginning, beginner

rich

(9)

before

beforehand

came

(10)

ever

(11)

Sa

began

behind

yours, yourself

arm

(12)

hear

hears, heard, hearing

tea

(13)

dry

(14)

in

g

your

3. See also pages 18 – 23.

3. (a) on, son, so

ANSWERS

ew

1. (a) because

(b) You’re, your

(c) began

(d) you, our

(d) before

(e) he, ear (f ) or, for, mat, form, at

h

Vi

4. (a) The paper is blank.

(g) behind (h) drank

1

2.

3

5

s

o

2

b

b e h

i

4

n d

s o

l

i

d

t

h e

e

b e c a u e

e g

i

s

9

y o u

r

a

f

l

i

p 12

o

n 13

h e a

l

r m

14

d

r

a 15

Prim-Ed Publishing

t

b a n

a n n

h a n

k

k

k

k

n

a

l

b

t

r

e

s

u

y

o

u

r

b

j

l

g

o

e

o

n

p

i

l

b

e

g

a

n

t

n

h

i

v

a

g

l

e

u

t

r

y

n

g

t

b

p

o

r

e

m

d

n

i

h

e

b

s

l

e

r

n

d

s

o

l

i

d

e

f

o

n

g

r

i

b

f

k

l

t

r

o

f

j

i

d

a

p

n

m

p

o

r

r

t

u

n

n

d

a

r

t

f

m

r

a

b

o

t

s

k

r

h

p

l

e

a

(c) The shape is solid.

e

s

y

a

c

e

b

n

t

r

o

b

t

g

u

e

l

s

n

o

p

q

r

n

l

p

p

i

l

f

r

l

b

f

l

o

w

e

r

9. Teacher check 10. (a) before, because, behind, began, begin, bank, blank (b) drank, bank, blank, thank

(f ) flip 11

i

t

x

(e) behind

n

l

k

q

(d) began

e

p

r

e

(c) your r

e

a

(b) bank

r

8.

(b) Format the computer disk. 5. (a) song

t

w 7

r 8

f

l o n g

s

f 6

10

(b) an, ban (c) begin, beg, gin, in, be

(f) format

*b

7. (a) their, there

(b) solid

(e) blank

(1)

e

DICTATION

REVISION

LIST

pl

initial blends ‘fl’, ‘bl’ and ‘dr’ words ending in ‘ank’ words beginning with ‘be’ initial digraph ‘th’

m

• • • •

(c)* year, hear

6. (a) flower

(d) flower, format, because behind, before

(b before (c) hear

* See Note to Teachers on inside front cover

(d) soft 41

My Spelling Workbook Book C – Teachers Guide


U nit 4 LIST FOCUS • •

digraphs ‘a-e’ and ‘or’ initial blend ‘pl’

DICTATION 1. When she came first place in the race last year, her father shed a tear* of joy. 2. He made a funny face when riding the horse on his birthday. 3. They kept the bird’s cage for one year* then put it in the sale. 4. He told the tale of the girls who built a fort inside a cave.

LIST

WORD BUILDING

face

faces, faced, facing

race

races, raced, racing

place

places, placed, placing, replace, placement, displace

REVISION

made

end ages, aged, aging

cage

cages, caged, caging

sale

sales, sold, sell

tale

tales

cave

caves, caved, caving

cork

corks, corkscrew, uncork

ADDITIONAL ACTIVITIES

fort

forts, fortress

1. Discuss the sound made in words with the ‘a-e’ pattern. List other words with this pattern. For example, whale, wage, rage and spade. 2. List words with the ‘or’ sound. For example, short, stork, storm, thorn, cork, report, morning, forty, pork, born and form. 3. Discuss the two meanings of the homograph ‘tear’ (to rip) and ‘tear’ (to shed a tear). 4. See also pages 18 – 23. ANSWERS

horse

horses, horsepower

wore

birthday kept

horns

worn

birthdays

c o

r

b

r

i

6

r

8

k e p

9

t

10

p

l

r

7

a c e

g m a c e

12

13

s

t

a

14

h 15 h o

r

s

m o n

e

t

e a

e 16

r 17

l

t

h

3. (a) end (b) drip (c) tale (d) desk

r

g

8.

(d) a chase or competition – race

*

6. age, cave, cork, face, horse, kept, made, wore 7. (a) maid, made (b) tale, tail (c) been (d) war, wore

My Spelling Workbook Book C – Teachers Guide

(6)

been

(7)

bring

(8)

such

(9)

name

(10)

never

(11)

(14)

(c) animals and birds are kept in this – cage

l

ride

try

(b) an animal – horse

v

(5)

years, yearly

5. (a) a type of table – desk

c a g e a

desk

(13)

(e) month

d

(4)

meat

(d) fort

11

wool

tears, torn, tearing

(c) place

c

(3)

tear *

(b) horse

h d a y

t

t

k

black

(12)

in

ew 4

w

Vi

3

5

(3)

farm

4. (a) age

f

and

months, monthly

1

2

(2)

month

year *

1. sale, birthday, age, place, horse, cork, month, cage f 2.

drip

pl

m

Sa

horn

(1)

e

age

o

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

42

m

i

e

r

n

w

l

a

p

l

a

c

e

a

n

g

b

l

o

g

j

r

a

e

t

o

d

e

a

j

o

r

p

z

l

o

e

j

t

e

w

c

r

a

e

d

e

s

r

o

h

n b

j

t

i

n

o

y

a

d

h

t

r

i

h

o

r

n

d

t

a

l

e

f

x

o

c

b

r

a

j

t

l

e

f

h

v

r

a

a

a

p

t

o

r

i

k

o

k

j

u

l

v

b

g

n

i

o

t

r

e

p

r

u

z

e c

e

l

e

m

f

y

x

l

p

b

o

t

c

r

m

o

n

t

h

j

d

t

r

c

l

a

b

e

r

l

i

r

i

p

o

m

u

p

f

i

e

l

a

s

t

o

i

e

c

a

r

9. (a) cage (b) face, horn or tear (c) kept (d) month 10. ‘a-e’ pattern race, cage, cave, tale, name, place, made * See Note to Teachers on inside front cover Prim-Ed Publishing


U nit 5 LIST FOCUS • • •

digraph ‘o-e’ initial blends ‘cl’, ‘st’ and ‘scr’ initial digraphs ‘th’ and ‘ch’

LIST

WORD BUILDING

REVISION

hunt

hunts, hunted, hunting, hunter

icon

icons

broke

broken

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

woke

woken, awoke

pump

insert

inserts, inserted, inserting

3. The window broke and woke the children that were close to it.

stone

4. Close the door so we can begin the second treasure hunt.

2. Can you send email on those computers or should I use my mobile phone?

ADDITIONAL ACTIVITIES

so

(2)

stones, stony, stonier, stoniest

drum

(3)

mobile

mobility, mobilise, immobile

lick

(3)

delete

deletes, deleted, deleting

wood

(4)

chose

chosen

pole

(5)

close

closes, closed, closing

like

(6)

tree

(7)

those second

seconds

long

(8)

minute

minutes

punch

(9)

hose

hoses, hosed, hosing

ate

(10)

scroll

scrolls, scrolled, scrolling

make

(11)

email

emails, emailed, emailing

hard

(12)

house

houses, housed, housing

seat

(13)

fly

(14)

Sa

1. Study the list words and decide which of the vocabulary may be considered to be ‘technical’ or ‘modern’ words. For example, email, mobile, delete and scroll.

g

2. List other words with the ‘o-e’ sound. For example, nose, rose, joke, spoke, cone and bone.

in

3. Discuss the homograph ‘second’.

(1)

pl

1. The hose is resting on the stone by the house.

m

DICTATION

e

held

4. See also pages 18 – 23.

4. (a) stone

ew

ANSWERS

(b) hose

1. (a) minute – min.

(c) house

(b) held

(c) afternoon – p.m.

(d) held

(c) Delete

5. (a) hunt

(d) chose

Vi

(b) held

2. (a) let

o

u

s

e

s

p

l

h

i

w

r

d

o

e

e

o

e

e

d

e

r

e n

e

m

e

l

t

r

p

p

c

s

l

i

m t

(e) house

h

a

l

a

u

i

e

r

n

o

o

j

t

h

e

e

n

e

s

o

h

t

n

h

l

(f ) woke

a

h

t

s

i

g

r

u

m

n

i

d

c

b

o

e

o

m

e

m

a

i

l

f

j

c

(g) mobile

o

s

u

l

k

r

l

l

o

r

c

s

c

w

e

r

c

t

o

p

e

n

t

r

u

b

z

o

l

b

r

e

n

o

t

s

g

n

r

j

u

k

t

i

n

s

e

r

t

n

o

o

5

c

r

c

o

l

l

10

h c h o

11

s

s

e

e

r

b r

2

t

l

k 8 h e

3

e

t

(h) stone 6

a l

e

m 9

d

m o b i

i l

l

s e c

o n e

n

o

t

u

n

t

d

u s

d e

w o k e

u

o

n

h

l

(d) mail

4

i

d

(d) icon

1

13

8.

(c) on, con

3.

12

(e) second

(c) broke

(b) roll

s

7. (a) hose

(b) second – sec.

(d) morning – a.m.

7

(f) delete

t

e

14

h o

s

e

6. (a) woke (b) close (c) like

t

i

k

e

r

o

t

i

l

l

a

c

k

t

n

u

h

e

i

l

b

o

m

r

i

e

9. stone, chose, close, those, hose

(d) long

10. Teacher check

(e) hard Prim-Ed Publishing

43

My Spelling Workbook Book C – Teachers Guide


U nit 6 LIST FOCUS digraphs ‘i-e’ and ‘ai’ initial blends ‘sl’ initial digraph ‘wh’

REVISION

WORD BUILDING

ice

iceberg, iceblock

nice

nicely, nicer, nicest

1. It is time to light the fire.

slice

slices, sliced, slicing

2. The hike through the river made his wife afraid of the water.

wife

wives

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

life

live, lived, living, lifestyle

camp

(1)

3. Can I have a slice of white bread, please?

hike

hikes, hiked, hiking, hiker

flag

(2)

mile

miles

land

(3)

4. While I post the mail can you paint the front door again?

while

awhile, worthwhile

duck

(3)

time

times, timed, timing, timer

good

(4)

fire

fires, fired, firing, firefighter, firelight, fireplace, firewood

hole

(5)

line

(6)

bite

bites, biting, bit, bitten

green

(7)

site

sites, sited

bang

(8)

lunch

(9)

gate

(10)

live

(11)

far

(12)

clean

(13)

each

(14)

1. List compound words that contain ‘ice’ and ‘fire’. 2. Discuss the irregular plural form of the list word ‘wife’. Are there any other words that follow this pattern? For example: life – lives; leaf – leaves.

white water afraid

m

ADDITIONAL ACTIVITIES

Sa

DICTATION

paint

paints, painted, painting

ice

5.

(a) snail

ew

4.

(b) kite

(c) mile

(c) bike (d) twice

(e) afraid

(e) wire

(f ) fire

(f ) against

Vi

(d) nice

2. (a) mail

6. (a) white

(b) time

(b) afraid

(c) fire

(c) good 1

(e) afraid

3

10

f

a i

5

6

r

7

s

w

9

l a

l

i c

p a

t i

m

n

i

r

e

2

f

i t

l

e

s

w h h

i t

i t

e

f

i

c e

c

l i

n

f

e

p

i

r

t

d

e

e

t

i

s

e

e

r

w

h

i

l

e

b

a

o

r

l

k

i

w

i

s

p

a

l

i

a

m

t

t

i

c

a

v

a

a

j

n

i

n

e

r

t

h

k

t

e

i

i

e

r

t

e

m

o

l

i

k

e

t

e

n

p

w

h

i

t

e

l

r

t

r

i

o

t

e

r

g

f

t

o

p

x

i

s

b

h

d

l

o

g

u

i

t

u

c

m

e

o

i

a

i

i

e

b

t

r

e

n

e

l

w

r

s

a

f

u

l

d

e

i

m

e

v

i

e

v

n

r

e

c

i

n

a

a

c

i

f

m

a

k

t

f

e

o

m

g

m

i

l

e

s

l

i

c

e

a

m

t

a

k

9. afraid, bite, ice, paint, site, time, while, wife 10. (a) white

(e) wife

(b) water

(f ) far

(c) green/begin* (d) ice

(b) hike

(e) fire

(c) afraid

(f ) again

k e

e

k

p

7. (a) slice

l

b

13

m

h

12

14

15

11

d

e

16

i

w

e

m

a g a

4

a t

(f ) paint

17

8.

(d) clean

(d) hike

3.

against mails, mailed, mailing, email

(b) hike

8

waterfall, waterway

mail

in

4. See also pages 18 – 23.

1. (a) again

whiter, whitest

g

again

3. List other words that begin with ‘wh’.

ANSWERS

pl

LIST

e

• • •

(d) bite (e) good (f ) land

* See Note to Teachers on inside front cover

e

My Spelling Workbook Book C – Teachers Guide

44

Prim-Ed Publishing


U nit 7 LIST FOCUS

2. On the little table is a crisp, a peanut and a chip. 3. They were stuck with the corn from last year’s crop. 4. On the boat trip you may skip and skate but do not kick. ADDITIONAL ACTIVITIES 1. List other words which end with ‘ck’ and ‘le’ or start with ‘sk’.

ANSWERS

ew

(b) table, apple, little 2. egg

1

l

2

3

d

5

d o n e

Vi

4

c

8

r

9

c h r

o p

i

p

s

k

a

t

v

c

e

k

10

k

s i p e a n u

13

t

14

s

stuck

unstuck

kick

kicks, kicked, kicking

deck

decks, deckchair, deckhand

send

skip

skips, skipped, skipping

skin

skins, skinned, skinning

done

undone

love

(b) on, do, one

k

i

p

t

u c

(2)

rock

(3)

rest

(4)

loves, loved, loving

mole

(7)

skate

skates, skated, skating, skateboard

hide

(6)

egg

eggs, eggshell

sleep

(7)

peanut

peanuts

sang

(8)

crisp

crisps, crispy, crispier, crispiest

chick

(9)

chip

chips, chipped, chipping

take

(10)

table

tables, tablecloth

spoon

(11)

start

(12)

little

apple

apples

eat

(13)

salad

salads

all

(14)

teach

(14)

7. (a) little

l 12

i

t

15

(c) done

(c) trip

(d) egg

(d) table

(e) chip

(e) send

(f ) love

(f ) start 8. crisp, apple, little, love, crop, trip, egg

(g) little (h) skin

t

l

e

6. (a) skateboard

a

p

(b) done

e g g

r

l

(b) salad

p

k

l e

a d

9.

p

i

r

t

t

r

a

w

l

h

e

i

i

s

a

l

a

d

b

a

o

o

l

d

i

(b) tablecloth

r

p

e

a

n

u

t

c

v

m

t

e

c

(c) eggcup

o

t

o

l

i

m

i

r

e

h

t

i

k

a

h

n

n

i

k

s

i

o

r

i

b

t

d

g

e

l

p

p

a

s

l

t

l

y

o

m

d

o

n

e

d

g

p

n

i

g

h

t

s

r

h

i

t

r

g

i

s

t

u

c

k c

b a

(1)

slip

a

c

11

s

(a) rip

s

6

i

16

4.

trips, tripped, tripping

5. (a) kick

1. (a) skip, skin, skate

7

trip

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

in

4. See also pages 18 – 23.

3.

crops, cropped, cropping

g

2. Break words with double letters into their syllables. For example: little – lit tle apple – ap ple rattle – rat tle 3. Brainstorm a food page. Check new words in the dictionary for the correct spelling.

crop

e

1. I love eating egg and apple in a salad.

WORD BUILDING

pl

DICTATION

REVISION

LIST

m

initial blends ‘cr’, ‘tr’, ‘st’ and ‘sk’ initial digraph ‘ch’ final digraphs ‘ck’ and ‘le’

Sa

• • •

(c) at, ate

k

v

h

t

o

n

a

e

m

i

p

i

h

p

l

a

o

e

p

b

l

o

d

a

e

t

(e) in, kin, ski

o

a

m

r

v

i

g

l

r

w

e

s

h

r

o

p

r

e

k

i

a

e

o

t

c

e

(f ) pea, an, nut

c

r

a

w

h

s

l

g

o

n

t

g

k

(d) hip

10. Teacher check 11. Teacher check Prim-Ed Publishing

45

My Spelling Workbook Book C – Teachers Guide


U nit 8 LIST FOCUS digraphs ‘igh’, ‘ea’, ‘ou’ and ‘ow’ initial blends ‘pl’ and ‘bl’

LIST

WORD BUILDING

bigger

biggest

1. The loud crow sits high on the right branch of the tree.

high

higher, highest, highly

fight

fights, fighting, fought

2. Please open the bigger window and let the light in.

light

lighter, lightest, lightly

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

(1)

e

• •

out

(2)

DICTATION

might

mightn’t

right

rights

night

nights, nightly, tonight, midnight

neck

(8)

4. Will our flight leave at night?

please

pleases, pleased, pleasing, pleasant

pest

(8)

leave

leaves, leaving, left

sole

(6)

went

(7)

2. List other words that rhyme with ‘blow’. For example, sorrow, burrow, show, snow, grow, below and throw.

loud

louder, loudest, loudly, aloud

street

(8)

blow

blows, blowing, blew, blown

hang

(8)

mow

mows, mowed, mowing, mower

miss

(9)

window

windows

wake

(10)

yellow

yellowed, yellowing, yellowish

tooth

(11)

bone

(12)

Sa

1. List other words with the ‘igh’ sound. For example, sight, fright, bright, plight, tonight, delight, twilight, lightning, frighten, lighting and fighting.

tomorrow

owning, owned, ownership

read

(13)

crow

crows, crowed, crowing

ball

(14)

beach

(14)

g

own

1. (a) blow

in

3. See also pages 18 – 23.

(b) mow

(c) bigger

4. (a) Tomorrow

ew

ANSWERS

(d) around

(d) own

(e) right

3.

1

y e

l

l

2

o w

4

5

7

c 8

r 10

b

l

12

l

15

h

n i

g h

16

a

l

d

t

o

u

l

t

h

g

i

n

t

o

h

o

p

f

l

o

u

d

f r

g

a

b

l

g

r

w

e

u

i

h

u

n r

g

t

l

l

i

b

i

n

t

h

g

i

e

h

o

a

m

d

n

u

o

r

a

b

l

r

g

w

r

e

t

d

w

l

o

t

i

g

m

c

g

p

l

a

o

p

n

i

g

h

t

(b) high

e

r

h

l

o

r

w

i

l

n

t

r

s

v

o

t

o

r

u

t

m

n

e

l

z

u

(c) light

a

w

r

o

u

h

h

w

o

r

a

b

l

e

a

m

r

o

l

g

u

t

w

o

s

b

l

o

k

r

t

m

i

l

o

d

a

s

e

t

r

e

w

o

l

l

e

y

h

i

g

h

(f ) went

o

f

i

o

w

i

g g e

r

g

h

r

e

o

a

r

e

i

o u d m

m h i g h t g

b

(e) bend

n

h

11

w

r

b

o w

l

t

8.

(d) right

i

3

(b) Hi, high

5. (a) bigger

Vi

2. to, night, hit, got, tight, hot, tin, not, hog, tog, gin, in, on, go, no, tot, thin, thing etc.

7. (a) right, write

(b) blow

(c) crow

6

m

around

pl

3. Tomorrow I will mow the grass and blow away the dead leaves.

ADDITIONAL ACTIVITIES

17

REVISION

9

13

m o w 14 w p

l

v l

e a

s

e

9. (a) bigger

(b) high

(g) out

(c) light

(d) loud

(h) wake

(e) own

(f ) tomorrow

(g) window

(h) yellow

6. (a) fight

o u n d

t

g h t

(b) hang

10. (a) yellow – a colour

(c) loud

(b) leave – to exit

(d) mow

(c) fight – a battle (d) crow – a bird

My Spelling Workbook Book C – Teachers Guide

46

Prim-Ed Publishing


U nit 9 LIST FOCUS • • •

digraphs ‘er’ and ‘ie’ initial blends ‘fr’, ‘br’ and ‘spr’ phoneme ‘o’ as in ‘other’

REVISION

LIST

WORD BUILDING

four

fourth, fourths, fourteen

frog

frogs

1. My brother can tie his shoelaces.

cent

cents

2. There is nothing left to cover the front of my book with.

yell

yells, yelled, yelling

spring

springs, springing, sprung, springy, sprang, springboard

use

uses, used, using, useful

other

others, another, otherwise

4. The mother will yell at her son if he tells another lie. ADDITIONAL ACTIVITIES

another

brothers, brotherly, brotherhood

1. Review adding ‘ing’ rule from workbook. For example: tie – tying; die – dying; lie –lying.

mother

mothers, motherly, motherhood, grandmother

cover

covers, covering, covered, uncover

2. List other words that end in ‘ing’. For example, something.

son

Sa

m

brother

front

3. List other words beginning with ‘ce’. For example, century and centipede.

sons, son-in-law, grandson

nothing die

dies, dying, died, dead lies, lying, lied

tie

ties, tying, tied, untie

g

lie

ANSWERS

in

4. See also pages 18 – 23.

4. (a) cent

(b) four

1. (a) toe

(c) tie

(d) frog

(e) die

(f ) yell

(g) cover

(h) another

ew

toe

(b) brother (c) frog 2

2.

l

3

d i

e

a

m o

n

t

Vi

4

1

6

e

8

9

y e n o t

l

l

11

r

f

h

e

i

n g

14

u s p e

r

c

13

16

b

o

u

5

f

h e

r

t

e

o

o

h e

r

n t

v

o

t

r

r o

10

s

r

n

swim

(2)

nest

(4)

kite

(6)

sweep

(7)

chop

(9)

toes

5. (a) other (b) use or son (c) yell (d) front

zoo

(11)

mean

(13)

coat

(15)

tray

(16)

old

(17)

town

(18)

thin

(10)

shot

(5)

mill

(7)

(b) sent, son 8.

g

t

n

o

r

f

a

e

i

e

s

l

e

o

c

e

n

t

r

a

b

s

s

o

p

i

a

l

d

e

o

t

u

m

n

u

c

n

l

s

o

n

r

v

l

o

p

t

z

q

o

y

b

i

l

d

u

t

e

e

r

e

h

t

o

a

n

o

t

h

e

r

p

l

y

s

h

m

w

e

c

e

t

b

u

r

a

b

l

i

f

s

t

r

y

d

o

b

e

l

r

i

n

o

o

p

t

x

m

i

l

v

g

o

r

g

t

y

o

r

n

t

i

e

o

d

t

o

a

r

e

l

u

i

r

e

n

c

o

h

u

r

u

l

e

o

p

n

t

l

i

b

e

s

g

o

l

t

r

i

g

g

o

r

f

r

t

u

f

(e) lie, die, toe or die

o t

c

o e

12

15

17

i

e

h

(f ) four

i o n

6. (a) son

g

3. (a) tying (b) dying (c) lying If you add ‘ing’ to a word ending in ‘ie’, drop the ‘ie’ and add ‘y’ then ‘ing’. Prim-Ed Publishing

7

(1)

e

3. Use the other four pencils to colour the frog.

grow

pl

DICTATION

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

9. (a) cover, another, brother, mother, other (b) tie, die, lie

(b) yell

(c) mean

(c) cent

10. toe, frog, mother, die, yell, cent

(d) frog (e) die (f ) toe 7. (a) four, for 47

My Spelling Workbook Book C – Teachers Guide


U nit 1 0

Vi 1

2

c

4

a

s

f

3

f

a

l

t

f

s

h

s

e

e

child

children, childhood, grandchild

drop

(2)

fast

faster, fastest

must

(4)

last

lasts, lasted, lasting

drive

(6)

past

pastime

here

(7)

glass

glasses, glassy, glassily

you

(9)

class

classes, classroom

roof

(11)

grass

grasses, grassed, grassy

boy

(13)

ask

asks, asked, asking

boat

(15)

baths, bathed, bathing, bathe, bathed

say

(16)

cold

(17)

afterwards

brown

(18)

afternoons

thick

(10)

sheep

(5)

spell

(8)

g

fathers, fatherly, fatherhood grandfather

ours, ourselves 7. (a) our, hour

(e) past

11

l

12

k

(b) afternoon

b e

t

f

n

a

n

s

e

t

e

14

c h i

s

b a

t

u

e

t

l

t

d

e

(d) grass

e

h

r

a 17

l

a

s

t

t

r

My Spelling Workbook Book C – Teachers Guide

i

s

t

e

r

o

f

r

o

g

a

l

o

l

a

r

u

d

g

e

h

r

i

e

d

e

r

s

s

a

l

g

t

p

a

f

t

n

w

t

r

o

k

p

l

t

u

s

n

t e

n

u

s

t

e

u

t

t

u

n

s

l

o

b

a

d

e

f

r

i

b

n

o

t

r

o

r

p

t

u

r

e

n

n

i

d

s

e

n

r

e

t

f

a

l

h

o

y

t

l

u

r

o

a

f

o

w

l

t

c

h

i

l

d

e

w

n

a

n

a

b

a

r

q

y

e

f

t

r

o

s

s

u

l

b

c

l

a

s

s

f

r

m

t

u

t

f

a

t

h

e

r

o

a

e

l

i

n

d

y

h

i

k

h

g

o

(c) aftershave (b) better

15

p

s b

(b) grandfather

(f ) past 6. (a) sister

8.

9. (a) classroom

(e) fast

r

t 13

(c) bath

d i

s

(b) passed, past

(d) child

r

8

pl

(1)

5. (a) sister

7

o

s

slow

(c) grass or glass

u

9

a e 10 g r a s

16

dinners

(b) ask

o

r

t

n

dinner

(f ) afternoon

3.

o

butters, buttered, buttering

4. (a) fast

2. butter

n

butter

our

(d) in, din, inner

a

best

father

(c) at, the, fat, her

6

better

afternoon

(b) bat, at

l

letters, lettering, letterhead

after

1. (a) as

g

letter

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

bath

ew

ANSWERS

5

sisters, sisterly

in

1. Look at the irregular word building for words ending in ‘ss’. For example: glass – glasses; class – classes; grass – grasses. 2. Use sentences to demonstrate the different meanings of ‘past’ and ‘passed’. 3. See also pages 18 – 23.

sister

e

ADDITIONAL ACTIVITIES

WORD BUILDING

m

DICTATION 1. After the race we will ask the child if his sister is a fast runner. 2. Ask the class to write a better letter than the last one. 3. Yesterday afternoon, our father cut the grass. 4. You may have a glass of milk with your dinner at half past six.

REVISION

LIST

Sa

LIST FOCUS • phoneme ‘a’ as in ‘fast’ • words with double consonants ‘tt’, ‘nn’ and ‘ss’ • initial blends ‘gl’, ‘cl’ and ‘gr’ • digraphs ‘ch’, ‘th’ and ‘er’

(c) child

(d) fast

(e) last

(f ) after

(g) father

(h) thick 48

(d) childhood 10. after, noon, fat, fan, tan, ran, ten, net, eat, of, note, rate, fate, foot, at, raft, oat, are, tea, an, far, tar, one, ton, tonne, rote, ate etc. Prim-Ed Publishing


U nit 1 1 LIST FOCUS • • •

phoneme ‘u’ as in ‘push’ phoneme ‘i’ as in ‘find’ double consonants ‘bb’, ‘tt’ and ‘pp’ words using the prefix ‘a’

REVISION

LIST

WORD BUILDING

aunt

aunts, aunty

uncle

uncles

push

pushes, pushed, pushing

put

puts, putting, input, output

1. The rabbit and the puppy run across the garden in the evening.

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

find

finds, found, finding, finder

show

mind

minder, minding, remind

2. My aunt and uncle are very kind to me.

kind

kinder, kindest, kindly, unkind

3. The kitten can push the wool along the floor.

across

about

4. He does not mind when I can’t find the blue mug.

e

(1)

spot

(2)

lost

(4)

pl

DICTATION

ago

m

dent

(6)

they

(7)

dress

(9)

cool

(11)

toy

(13)

along

alongside

rabbit

rabbits

float

(15)

1. Discuss that nouns are the names of a person, place or thing. Circle the nouns in the list words.

kitten

kittens

may

(16)

puppy

puppies

told

(17)

blue

blues

clown

(18)

2. Write simple sentences containing the words ‘about’, ‘across’, ‘ago’ and ‘along’.

does

doesn’t

moth

(10)

even

uneven

sheep*

evening

evenings

g

Sa

ADDITIONAL ACTIVITIES

in

3. List other words that end in ‘ind’. For example, behind.

(5)

doll (8) * Future editions will replace sheep (5) with main (18)

4. See also pages 18 – 23.

ew

ANSWERS 1. (a) blue

(b) along

(e) kind

(f ) mind

6. (a) rabbit

(g) puppy

(h) rabbit

(b) lost

4. (a) aunt

(c) find

(b) uncle

(d) about

(c) push

7. kind, find, mind, put, push

(d) put

8.

Vi

(c) kind, mind or find

(e) across (f ) ago

(g) rabbit

2.

5

8

10

a 14

a b o u

p

c

n

u

r

c

p

o

17

p u

s

y

s

l

v

u

3

e v e n

6

r a

l

d

k

i

t

(f ) mind

e n

t

7

n

o n g

b

e

b

s

t

k i

9

f

n

(g) kind

f

e

l

a

r

s

m

o

t

u

o

b

i

n

e

g

o

p

g

n

i

n

e

v

e

n

l

w

o

s

i

e

l

c

n

u

k

p

p

u

y

t

d

o

p

p

r

a

u

a

m

e

i

r

s

h

l

l

p

o

r

l

t

n

i

r

n

e

t

t

i

k

b

o

l

i

e

t

n

u

o

n

l

r

o

n

l

i

p

d

t

w

a

v

v

(h) about

l

a

r

i

h

u

p

i

g

e

c

d

y

l

a

b

u

w

i

n

t

a

c

r

o

s

s

l

d

o

b

a

h

t

s

i

m

p

e

d

u

n

i

b

o

s

e

p

l

a

m

f

s

e

i

r

a

t

u

l

p

u

t

b

r

e

o

k

a

r

e

p

a

l

11

m i n d 12 p n u

16

a u n

t

l h

(e) find

e

i

g 13

b

2

n

4

15

1

(d) kind

d

5. (a) float (b) kind

9. (a) aunt–mother or father’s sister

(c) does

(b) blue – a colour

(d) even

(c) evening –the last part of the day

(e) evening

(d) puppy – a young dog

e

3. (a) across (c) blue Prim-Ed Publishing

(b) along (d) find

(f ) cool

10. Teacher check 49

My Spelling Workbook Book C – Teachers Guide


U nit 1 2 LIST FOCUS digraph ‘ou’ as in ‘could’ ‘y’ at the end of words double consonants ‘tt’, ‘pp’, ‘nn’, ‘rr’ and ‘ll’ initial blends ‘sh’ and ‘pr’

DICTATION 1. Could you carry the baby close to your body, please?

WORD BUILDING

could

couldn’t

would

wouldn’t

should

shouldn’t

any

anyone, anything, anybody, anyhow, anymore, anywhere

3. The lady should have her rusty car fixed. 4. Would you read a funny story to the class? ADDITIONAL ACTIVITIES 1. Discuss the plurals of the list words ‘baby’, ‘party’, ‘carry’ and ‘lady.’ For example: baby–babies not babys; party– parties not partys.

baby

babies

body

anybody, everybody, nobody

easy

easily, uneasy, ease

lady

ladies

party

parties

ready

already, readily

rusty

rustier, rustiest, rustily, rustiness

pretty happy funny

nose

ew

Vi

(c) hello

1

r 7

r

u

4

5

s

t

y

6

e 8

a 9

y

r

r e

t

y

u

l

y

y

l

c o u

12

l

13

d

d m a n y

a

16

d

a

s

n

y

p

e

y

h e

l

l

o

p 17

f

u n n

y

3. nose, easy, rusty, could, hello, baby, ready

cost

(4)

bent

(6)

bell

(8)

mess

(9)

snack

(11)

joy

(13)

toast

(15)

stay

(16)

sold

(17)

rain

(18)

cloth

(10)

smash

(5)

hope

(12)

y

r

e

v

a

l

o

u

d

l

u

o

w

(b) babysit

m

i

r

t

o

p

r

e

t

t

y

y

o

s

o

l

l

e

h

s

l

o

m

n

n

t

(c) anymore

b

f

s

h

o

u

l

d

m

n

a

m

o

m

r

u

s

t

y

s

h

u

r

o

n

t

b

a

l

t

p

o

n

f

e

y

d

o

b a

r

e

n

l

o

a

r

e

a

s

y

s

d

y

o

y

u

h

r

t

l

b

v

e

r

y

d

i

l

f

a

d

t

o

n

y

m

o

b

a

h

a

m

p

l

i

y

q

r

t

y

(b) easy

a

e

l

d

e

p

u

s

n

o

r

a

b

n

r

t

y

b

y

o

f

e

n

a

l

a

(c) pretty

y

a

s

t

r

l

c

b

i

v

c

a

b

9. Teacher check

(b) help

10. (a) baby

(c) cloth

(b) toast

(d) funny

(c) pretty

(e) ready

(d) bell

(f ) stay

(e) happy

n

15

(2)

8.

6. (a) cost

d

14

help

(d) happy

r t

a

h o u

b

r

w

s

10

11

p

c a

p

b a b y

nosy

5. (a) many

(f ) carry 3

carried, carrying, carrier

(d) bodyguard

(e) funny

2.

funnier, funniest, funnily

4. (a) ladybird

(b) nose

2

happier, happiest, happiness, happily, unhappy

hello

1. (a) any

(d) baby, lady or body

prettier, prettiest, prettiness

g

carry

in

2. Demonstrate writing the contractions containing the list words ‘would’, could’ and ‘should’. For example: would– would not – wouldn’t; should – should not –shouldn’t; could –could not – couldn’t. 3. See also pages 18 – 23. ANSWERS

(1)

pl

2. There were many happy children at the party.

bump

e

many

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

m

REVISION

LIST

Sa

• • •

7. (a) would, wood

My Spelling Workbook Book C – Teachers Guide

(f ) ready

(b) knows, nose 50

Prim-Ed Publishing


U nit 1 3 LIST FOCUS initial blends ‘wh’, ‘ch’ and ‘st’ words beginning with silent ‘k’ trigraph ‘air’

DICTATION

2. Who has a new pair of shoes for the fair?

3. List other words that contain the ‘air’ sound. For example, hairy, dairy, lair.

whatever

who

whose, who’s

goes

spend

ANSWERS

ew

1. (a) hair (b) fair

e left

(2)

stop

(4)

aired, airing, airline, airport, airtight

tent

(6)

pair

pairs, paired, pairing

sell

(8)

hair

hairs, hairy

loss

(9)

chair

chairs, chairlift

back

(11)

fair

unfair, fairly

than

(13)

fairy

fairies, fairytale

load

(15)

stairs

stairway, upstairs, downstairs

way

(16)

kneel

kneels, kneeled, kneeling, knelt

gold

(17)

know

knowing, known, unknown, knew, knowingly

train

(18)

with

(10)

crush

(5)

note

(12)

knew

know, knowing, known, unknown

knife

knives

(g) stairs

(d) fair

(h) who

(e) stop (f) sell

4. (a) air

7. (a) wear, where

(c) new

(b) chair

(d) pear

(c) fair

(b) pair, hare

(d) pair

(c) fair, fare, new

2.

w h a

2

t

Vi

1

h

3

i

g o

4

5

n g

c h a

i

a

f

o

7

8

p

a

a

a

w h e

r

r

i

e

9

h

s

y

11

r

r

k

i

t

a

k

i

r

n e e

l

n

6

e

r

8.

(e) hair 5. (a) what

s

(b) stairs

n o w

n 13

g o n e w

3. (a) air (b) chair (c) fair (d) kneel (e) know (f) pair Prim-Ed Publishing

(1)

air

in

4. See also pages 18 – 23.

what

g

2. Look at the irregular plural form of the list words ’fairy’ and ‘knife’.

r

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

pl

1. List other words that have the initial blends ‘wh, ‘ch’, and ‘st’. For example, wheel, whip, chip, cheese, start, stare.

i

somewhere, nowhere, anywhere

m

ADDITIONAL ACTIVITIES

a

where

gone

4. Where has the chair gone?

12

REVISION

going

3. Do you know if the fairy is on the stairs?

f

WORD BUILDING

why

1. Where are you going with my knife?

10

LIST

Sa

• • •

(c) goes (d) why (e) where (f ) kneel

s

p

e

n

o

g

o

r

m

o

f

l

t

t

h

a

i

b

i

o

u

t

m

l

g

s

a

w

r

s

t

e

n

g

e

f

i

n

k

i

m

i

l

s

r

a

s

p

t

k

i

t

r

f

a

w

h

e

k

g

a

p

l

o

n

s

w

h

e

k

h

n

a

i

r

n

g

t

w

h

c

n

a

w

e

p

r

l

n

w

o

k

e

b

o

h

k

l

n

f

a

i

r

o

n

a

i

e

w

l

n

e

k

w

o

b

d

h

o

l

y

h

w

h

a

r

g

a

s

t

s

t

a

w

r

a

i

t

l

r

o

b

m

p

s

t

i

n

f

a

i

r

y

l

e

d

w

h

a

t

r

u

l

i

n

p

s

t

s

9. (a) goes

(g) knife

(b) knew

(h) going

(c) Where

6. (a) going

(d) pair

(b) back

10. knife, knit, know, knot, knee, kneel

(c) left 51

My Spelling Workbook Book C – Teachers Guide


U nit 1 4 LIST FOCUS digraphs ‘aw’, ‘ar’, ‘or’ and ‘wa’ trigraphs ‘alk’ initial blend ‘th’

DICTATION 1. Wash their new clothes in the sink.

WORD BUILDING

talk

talks, talked, talking, talker

walk

walks, walked, walking, walker

two

twice

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

once

4. Pull the stalk once to pick the flower from the garden.

paws, pawing

draw

draws, drew, drawing, drawn, drawer

school

schools, schooling

garden

gardens, gardened, gardening

mend

(1)

e

3. These two puppies are getting big.

paw

sick

(3)

stand

(4)

sent

(6)

well

(8)

toss

(9)

tone

(12)

that

(13)

road

(15)

stalks

play

(16)

washes, washed, washing, washer

hold

(17)

watches, watched, watching, watcher

tail

(18)

cake

(10)

brush

(5)

home

(12)

ADDITIONAL ACTIVITIES

morning new

newly, renew

these their stalk wash

theirs

g

watch

m

getting

pl

2. Did you draw in the morning at school today?

buy

buys, bought, buying, buyer

pull

pulls, pulled, pulling

in

1. Look at the irregular plural forms of the words ‘watch’ and ‘wash’. For example: watch– watches not watchs wash –washes not washs 2. List other words that contain the digraph ‘aw’. For example, paw, saw, law, claw, raw. 3. Discuss the homophones ‘their’, ‘there’ and ‘they’re’. Write sentences to show understanding.

REVISION

LIST

Sa

• • •

4. See also pages 18 – 23. ANSWERS

ew

1. (a) getting, morning

(b) school, getting, pull (c) well

(d) paw, draw 2

2.

3

o

s

m c h o o

6

w a

10

t

t

(c) stalk - part of a flower

(f ) stalk

9

t

h e

c

i

s

d

a w

11

n

13

r

n e w

17

t

w

a l

h

l

k

(c) sick

14

p

a l

(b) buy

s

12

s

5. (a) morning

a

g

t w o

t

p

a

r

8

e

15

(d) paw - a dog’s foot

i

7

(c) walk (e) buy

n g

i

r

t

h

h

g e

a

(h) there (b) watch - tells the time

l

Vi c

e

(b) new (d) two

r

4

(g) stalk

4. (a) two - one less than three

1

n

5

7. (a) paw

(f ) school

16

b u y

(d) pull

l l

6. (a) talk

k

3. (a) morning (b) garden (c) watch (d) draw (e) getting My Spelling Workbook Book C – Teachers Guide

(b) walk (c) mend (d) toss (e) brush

8.

e

t

h

r

w

e

n

b

t

w

y

e

g

v

w

h

c

h

c

t

a

w

e

i

n

a

c

o

n

s

e

h

e

w

a

r

d

o

r

p

i

c

w

s

c

h

o

o

l

r

g

d

t

w

t

h

e

s

e

b

a

t

e

r

e

o

n

g

b

i

t

r

i

e

t

u

m

n

g

n

i

u

o

n

e

f

t

s

w

b

k

n

o

c

y

w

c

h

i

h

r

a

i

l

i

s

e

e

r

o

n

t

e

r

p

o

a

n

i

k

o

w

g

n

a

i

p

t

l

t

r

e

l

g

i

a

o

d

r

o

n

i

s

o

n

a

t

a

w

s

o

e

k

l

a

w

m

u

t

p

u

l

l

h

h

e

i

s

e

9. (a) 1

(b) 1

(c) 1

(d) 2

(e) 2

(f ) 2

10. (a) school

(f ) watch

(b) garden 52

Prim-Ed Publishing


U nit 1 5 LIST FOCUS a variety of compound words

DICTATION 1. My grandmother gave my grandfather a present.

over

overalls, overboard, overcast, overdo, overflow, overgrown

4. Somebody told me something funny about football.

more

anymore

present

presents, presented, presenting

football

footballs, footballer

grandfather

grandfathers

grandmother grandmothers

ADDITIONAL ACTIVITIES

insider

1. Break each compound word into two. Use the combination to make new compound words.

outside

outsider

2. Brainstorm compound words that include the word ‘over’.

himself

myself

Sa

herself

somebody

3. What other names do children call their grandmothers and grandfathers? Discuss other cultures. For example, ‘nonna’ means ‘grandmother’ in Greek.

someone

something

g

sometimes holidays, holidaying

bedroom

bedrooms

3. (a) sent

ew

(b) day, lid

8.

(c) bed, room

(c) himself

(d) some, one, me, on, so

Vi

(e) football (f) next

(e) in, side 4. (a) bedroom (b) more

(g) myself

(c) over

(h) someone

(d) himself

1

b e d

r

4

5

6

g r

p

3

2

o o m

e

s

e

r

x

e n

t

s

o

8

s

g

r

o 11

h

d

o

e

l

t

t

i

h 16

14

e

i

d

b

m

a

n

e

o

e

y

g

l

d

s

i

f

s

n

s

f

15

h

h i

d e r

i

m s

h e

r

s

lent

(6)

fell

(8)

cross

(9)

cone

(12)

them

(13)

hay

(16)

which

(17)

bait

(18)

fern

(11)

fill

(7)

just

(12)

loaf

(15)

g

s

t

r

s

e

m

i

t

e

m

o

s

r

e

o

l

l

a

b

t

o

o

f

u

d

a

h

i

m

s

e

l

f

o

m

i

t

r

n

a

t

n

e

s

e

r

p

d

y

s

e h

d

m

f

o

t

b

e

m

t

h

o

i

m

r

i

l

m

o

o

r

d

e

b

d

t

o

e

t

h

e

r

g

d

n

r

e

e

a

t

v

o

l

e

s

s

a

y

s

n

b

f

h

o

l

i

d

a

y

b

e

e

o

n

d

e

d

n

e

x

t

o

m

e

l

e

g

n

r

e

n

i

n

s

i

d

e

f

m

r

a

g

n

d

t

h

n

g

b

o

r

o

e

r

s

o

m

e

t

h

i

n

g

i

s

e

g

(b) ladybird

r

(c) present

(d) nothing

l

l

(d) inside

(e) bedroom

e

l

f

e

l

f

(f) outside

6. (a) present (b) myself

(g) afternoon

(c) holiday

(h) myself

y

10. Teacher check

(d) shut Prim-Ed Publishing

(5)

(c) grandfather

d 17

shut

(b) more

h e

a t

m y

t

u o o t b a

12

m

o m e o n e

m

9

a n d m o

(3)

r

a 7

10

sock

9. (a) football

5. (a) over

n

o v

(1)

7. Teacher check

(b) inside

(d) holiday

s

holiday

in

4. See also pages 18 – 23.

2.

lend

m

inside

1. (a) more

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

e

3. Sometimes he sits inside his bedroom and plays by himself.

13

WORD BUILDING

next

2. When I was skipping outside on holiday, I hurt myself.

ANSWERS

REVISION

LIST

pl

53

My Spelling Workbook Book C – Teachers Guide


U nit 1 6 LIST FOCUS digraphs ‘er’ and ‘qu’ trigraphs ‘oor’, ‘wor’ and ‘ear’ digraph ‘ea’ as in great

DICTATION 1. My friend says that she likes winter better than summer.

REVISION

door

doors, doorway, doorbell, doormat

poor

poorly, poorness, poverty

floor

floors, flooring

eye

eyes, eyebrow, eyelash, eyelid

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

says

ADDITIONAL ACTIVITIES 1. Find other words that end in ‘er’. 2. Discuss the rule that ‘q’ is always followed by ‘u’. Write more examples of ‘qu’ words to support this.

wintry

number

numbers, numbered, numbering

queen

queens

m

w

r

i

v

e

9

l

p

o

d o o

r

10

q u e e n f

i

15

b

her

(11)

word

words, worded, wording

still

(7)

works, worked, working, worker

fall

(14)

g

(c) quick

e a p e

k

(d) paper

(b) flaw, floor

(e) river

(c) grate, great 8.

g

r

e

r

o

c

r

k

l

r

e

d

n

u

e

m

o

t

h

i

b

e

r

k

o

d

w n

t

l

o

a

y

v

i

r

e

b

m

u

n

i

d

e

b

e

d

r

o

w

u

q

t

i

o

o

r

k

r

e

y

i

b

r

u

h

w

e

s

g

h

m

e

a

t

f

e

i

s

r

a

t

u

l

p

r

a

d

l

s

c

e d

r

o

o

p

m

n

e

l

k

o

a

k

e

w

o

r

k

m

e

y

e

o

y

p

n

n

e

a

m

c

u

e

a

h

r

s

l

e

e

p

a

p

e

r

o

r

r

t

s

l

i

f

d

r

i

e

t

w

n

i

l

t

e

r

q

u

e

e

n

b

e

r

n

u

y

r

f

9. (a) paper, river, summer, winter, number

r

e a

(b) hill, tell, call, still, fall (c) door, poor, floor

6. (a) nearly

b 16

(d) glad 7. (a) poor, paw

(d) best

m

p

r

(16)

greatly, greatness

(c) break

u 14

k

lay

12

e n d

w o

o

(15)

great

(b) friend

w r

r

13

i

8

(14)

(18)

5. (a) poor

y

o 11

r

c k

f o

7

t u

r

n e a

r

r

n

3

call

wait

in

ew

Vi 6

5

(12)

(17)

(e) river

y

m 4

rope

whip

(d) word

e

(10)

breaks, broke, broken, breaking, breakable, breakage, breakfast

quicken, quickly, quicksand

(c) nearly

s

three

soak

(b) number

(g) break

2.

(8)

winter

4. (a) summer

(f ) quick

2

tell

summery

(c) eye

(d) eye

u

(7)

summer

break

(c) friend

1

hill

rivers

quick

(b) great

(h) word

(5)

river

(b) great or quick

(e) door, floor or poor

shed

papers, paperback, newspaper

3. (a) word or work

1. (a) queen

(4)

paper

work

ANSWERS

best

m

4. Cover your right eye and read the number and the word on the chart.

(2)

e

friends, friendly, unfriendly, friendship, friendliness

glad

pl

friend

3. Put the paper on the floor and take a quick break from work.

4. See also pages 18 – 23.

WORD BUILDING

nearly

2. During the floods, the river was nearly at their door.

3. Write compound words using the list words.

LIST

Sa

• • •

t

r

(d) queen, quick

(b) break

r

My Spelling Workbook Book C – Teachers Guide

10. friend 54

Prim-Ed Publishing


U nit 1 7 LIST FOCUS • •

digraphs ‘ee’, ‘er’ and ‘ng’ phoneme ‘o’ as in ‘both’

LIST

WORD BUILDING

shoe

shoes, shoelace, shoehorn

seven

seventeen, seventh, seventy

2. That bell has never been rung by a bear before.

hook

hooks, hooked, hooking, unhook

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

dull

dullness, dully

hall

3. The magic shoe hung upon the hook forever.

upon

DICTATION 1. The movie was so dull, I fell asleep by seven o’clock.

1. Look at the irregular past tense forms of words like ‘asleep’ and ‘meet’.

(14)

ink

(15)

sink

(15)

winds, windy, windmill, windbreak

drink

(15)

bear

bears, bore, borne, bearing, bearer

pay

(16)

peek

peeks, peeked, peeking

girl

(16)

cheek

cheeky, cheekily, cheekier, cheekiest, cheekiness

first

(16)

fork

(17)

born

(17)

May

(16)

forgot

(17)

owl

(18)

frown

(18)

sail

(18)

rang

hung

hang

wind

pl

tall

rung

m

ADDITIONAL ACTIVITIES

asleep

sleep, sleeping, slept

3. Find word builders for other numbers using the list word ‘seven’ as an example.

most

almost, mostly

both

Sa

2. Discuss the homophones and homographs of ‘shoe’, ‘wind’, ‘bear’, ‘host’ and ‘meet’.

host

hosts

g

4. See also pages 18 – 23.

forever

ew

2. (a) hook

(b) asleep

w i

Vi

1

2

n

5

7

h o

s

11

k

6

l

8

f

e

o

t

13

h

r

4

k

e

e

h

c

r

i

c

k

d

n

i

w

o

o

c

l

e

v

e

r

e

o

n

u

m

(e) dull

d

w

n

g

n

u

r

v

e

l

o

p

o

h

u

n

g

e

e

p

r

p

o

p

a

s

(f ) upon

e

b

e

r

h

o

s

t

t

r

u

m

t

t

h

o

e

a

l

s

o

t

b

v

e

r

(g) wind

h

a

w

t

r

r

m

o

e

s

t

m

o

s

v

t

e r

(h) hung 6. (a) rung – part of a ladder (b) host –A person who

p e

e v e

e

14

k

entertains

r

(c) hook –used to hang things (d) wind – To turn or twist

15

u p o n

n

c l

m

v

o

b o

l

h o e

s

3

a s

c h e e k

12

d u

t

9

9.

(d) also

1. rung, hung, both, most, host

3.

cleverly, cleverness

in

clever

ANSWERS

b

16

a

g

s

l

something

e e p a r

5. (a) seven (b) shoe

d

u

l

l

h

l

o

a

t

h

b

r

b

o

p

k

u

o

e

r

t

n

e

v

e

s

e

l

d

h

o

w

o

t

e

d

e

r

t

o

l

l

u

k

o

v

e

s

t

u

n

h

h

e

s

f

o

r

e

v

e

r

r

l

d

s

w

t

a

s

l

e

e

p

r

o

e

l

10. (a) cheek (b) clever (c) bear (d) seven (e) upon

7. (a) dull

11. most, also, clever, wind, rung, cheek, asleep, hook

(b) most 4. also, bear, clever, dull, host, most, seven, shoe

(14)

e

also

4. Most of the children stood in the wind .

10

REVISION

(c) asleep (d) clever 8. (a) bear (b) There

(c) hook Prim-Ed Publishing

55

My Spelling Workbook Book C – Teachers Guide


U nit 1 8 LIST FOCUS WORD BUILDING

REVISION

visit

visits, visited, visiting

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

fence

fences, fenced, fencing

wall

(14)

2. Many people cried as the large ship left the port.

thorn

e

digraphs ‘ie’, ‘or’ and ‘ea’ as in ‘head’ initial blends ‘fr’, ‘cr’, ‘st’, ‘br’ and ‘cl’ words with silent ‘b’ and ‘l’

thorns, thorny, thornier, thorniest

goat

(15)

think

(15)

3. If you climb the fence you may hurt your head.

care

cares, cared, caring, uncaring

pink

(15)

port

porthole

wink

(15)

story

stories

third

(16)

doctor

m

doctors

bird

(16)

shirt

(16)

opens, opened, opening, unopened

dirt

(16)

heads

torn

(17)

breads

short

(17)

larger, largest, largely, largeness

fold

(17)

climb

climbs, climbed, climbing

down

(18)

half

halve, halves, halved, halving

nail

(18)

snail

(18)

• •

LIST fried cried

1. You can only open half of your presents tonight.

too

4. In the story , the mouse took great care taking the thorn from the lion’s paw. ADDITIONAL ACTIVITIES 1. Look at silent letters in list words ‘climb’ and ‘half’.

open head

2. Discuss the irregular word building of the list words ‘cry’ and ‘fry’.

g

large

in

3. List other words that contain the ‘or’ sound. For example, short, horse, stork, storm, cork, sport, record.

bread

Sa

only

pl

cries DICTATION

4. See also pages 18 – 23. ANSWERS (a) horn, or

ew

1.

(d) story

(d) pen

(e) visit

Vi

4. (a) Don’t climb the fence!

(f ) limb

(b) Ask your doctor.

(g) read 1

(c) Half is too much.

i

l

c

3

c

7

o

9

p o

r

e

e

s 8

10

c

t

o t

o

i

i

e d

r

y

e

s

d

t

r

l

a

r

e

t

o

y

r

o

t

s

o

c

t

o

r

n

e

o

p

i

v

i

t

s

n

l

n

r

o

h

t

r

e

l

m

o

n

e

b

r

e

a

g

r

e

s

t

b

n

o

f

d

o

g

e

r

a

l

f

h

o

l

f

e

a

k

c

r

i

e

d e

t

o

o

y

m

e

e

h

w

o

b

r

e

n

c

e

f

r

h

t

a

g

p

l

y

l

a

r

g

e

o

p

r

v

l

o

e

m

c

e

h

n

o

m

w

o

h

i

f

e

n

a

d

o

m

b

y

r

p

l

e

s

a

m

r

f

r

i

e

d

o

m

g

e

b

i

l

e

s

i

r

e

a

l

d

a

e

r

b

t

(d) doctor

(b) story

n

e 16

i

d

(c) too

6. (a) port

b

h o

h

l

(b) half

(d) down

12

i 14

c

e

10. (a) fence

(c) large

f r

l r

5

e

o n

l

a

e

t

h a

v

11

13

s

e n

a

n

15

i

r

4

f

r

r

9. Teacher check

(b) open

m b

t o 6

c

5. (a) cried

d o

2

8.

(c) cries

(c) on

(e) he

(b) bred, bread

(b) half

(b) are, car

2.

7. (a) Two, to, too

3. (a) thorn

g e

d

My Spelling Workbook Book C – Teachers Guide

(e) cried

(c) large

(f ) large

(d) short 56

Prim-Ed Publishing


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

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

in

UNIT 10

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 Prim-Ed Publishing

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My Spelling Workbook Book C – Teachers Guide


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, flag, glad, slip, swim, pram, drum, drop, drip, spot, from, help, left, out

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 UNIT 11

in

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

fern, her, under, ever, saw, never, make, live, spoon, tooth, zoo, roof, cool, 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, sky, 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

My Spelling Workbook Book C – Teachers Guide

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L ist W ords BOOK C UNIT 1

UNIT 11 cable, data, input, job, output, 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, kneel, know, knew, knife

m

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

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

UNIT 14

inside front cover.

UNIT 5

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

Sa

face, race, place, made, age, cage, sale, tale, cave, cork, fort, horse, horn, wore, birthday, kept, month, tear * See Note to Teachers on

UNIT 15

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

g

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

in

UNIT 6

ew

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

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

UNIT 7

Vi

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

UNIT 17 shoe, seven, also, hook, dull, upon, rung, hung, wind, bear, peek, cheek, asleep, most, both, host, forever, clever

UNIT 8

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

UNIT 18 fried, cried, cries, visit, fence, thorn, too, care, 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 Prim-Ed Publishing

59

My Spelling Workbook Book C – Teachers Guide


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, force, forty, airport, tractor, mushroom, broom, pool, balloon, password

UNIT 12

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

m

pl

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

UNIT 4

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, basket, basketball, dentist, bottom, blind, being, animal, subtract, divide, multiply, modem

UNIT 5

UNIT 14

in

g

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

UNIT 6

ew

Vi

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

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

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

My Spelling Workbook Book C – Teachers Guide

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

UNIT 15

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

UNIT 7

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

60

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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, loan, coast, roast, trunk, tour, recycle, cinema, millimetre, cursor, 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

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, shelf, reason, lemon, server

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

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 15

UNIT 5

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

g

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

UNIT 6

UNIT 16 famous, dangerous, sign, sigh, burnt, parent, moment, movement, demand, clothing, worth, millilitre, hectare, Christmas, beauty, sixty, tyre, telephone, suit, ocean, plough, fasten

in

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

UNIT 7

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

ew

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

reward, afterwards, towards, search, pearl, chance, balance, distance, ghost, library, ewe, promise, whether, journey, signal, though, couple, unless, ragged, remind, erosion, greenhouse

Vi

UNIT 8

rough, tough, enter, timber, thunder, rather, proper, grocer, offer, helicopter, desert, notice, police, zero, piano, radio, silent, sentence, idea, cruel, pear, vase

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 Prim-Ed Publishing

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My Spelling Workbook Book C – Teachers Guide


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, ashamed, swift, swept

UNIT 11

UNIT 3

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

UNIT 12

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

m

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

UNIT 5

UNIT 14

in

g

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

UNIT 6

ew

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

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

My Spelling Workbook Book C – Teachers Guide

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

UNIT 15

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

UNIT 7

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 18 possible, horrible, article, swarm, wharf, violet, violin, whisper, youth, business, carriage, wreck, concrete, console, imagine, marriage, museum, barrier, yacht, neither, usual, experience 62

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

Sa

UNIT 4

e

rear, grease, eagle, cease, beast, breathe, league, disappear, measles, reasonable, graze, organise, recognise, realise, 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

UNIT 5

UNIT 14

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

g

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

in

UNIT 6

ew

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

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

UNIT 7

Vi

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

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, angler, 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, neighbourhood, suggest, progress, regret, reflect, represent, select, widow, hollow

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UNIT 18 nuclear, politics, fuel, quarrel, poultry, villain, migrant, highway, diamond, traveller, swollen, vacant, valve, society, occurred, onion, opinion, champion, religion, language, persuade, sufficient 63

My Spelling Workbook Book C – Teachers Guide

1123 My Spelling Workbook Teachers Guide C