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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

The Complete Spelling Programme (Year 1/ Primary 2) Published by Prim-Ed Publishing 2013 Copyright© Prim-Ed Publishing 2013 ISBN 978-1-84654-553-5 PR–9235UK

Titles available in this series:

The Complete Spelling Programme Year 1/Primary 2 The Complete Spelling Programme Year 2/Primary 3 The Complete Spelling Programme Year 3/Primary 4 The Complete Spelling Programme Year 4/Primary 5 The Complete Spelling Programme Year 5/Primary 6 The Complete Spelling Programme Year 6/Primary 7 The Complete Spelling Programme Year 6/Primary 7 EXT

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Contents Foreword Phonics and the Common Words Teaching and learning spelling are progressive processes, which are structured in this scheme, marrying phonics with ‘common words’. Children learn best when spelling is taught systematically and in a structured manner over time. Spelling needs explicit instruction for the majority of children, particularly for those who fail to ‘catch it’ because of inherent difficulties. The NLS Framework for Teaching (Beard 1998) recommended that successful management of the teaching of spelling should include structured teaching, which involves the following, all of which are an integral part in the My Spelling Workbook series: • making it clear what has to be learnt • dividing material into manageable chunks • teaching in a well considered sequence

Teacher Information ............................................... iv – viii Curriculum Links..............................................................1

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

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.

• the use of material in which children make use of hunches and prompts

Word Building...............................................................14

• regular testing for progress

New Words...................................................................15

• immediate feedback

List Words ....................................................................16

Matching Teaching Methods to Learning Styles This phonic based, multisensory spelling series introduces strategies that feature Look, Say, Trace, Cover, Write and Check. The series promotes independent learning of spelling in context and features a proven metacognitive approach 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.

Supplementary resources – extra ideas to support a spelling programme, covering a range of ability levels. Additional Individual Activities..........................................17 Additional Informal Activities......................................18–20 Additional Partner and Group Activities.......................21–22

Incentives – photocopiable games to encourage better spelling and certificates to reward progress. Spelling Games.......................................................23–28

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. 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.

Certificates....................................................................29

This workbook contains 15 lists of phonic based, commonly used words to develop a base vocabulary for primary school children. These help to develop independent spellers through a variety of activities including:

Test Checklist.................................................................36

• • • • •

word building memory tests word study word puzzles discovering patterns in words.

Assessment – photocopiable worksheets for recording of results by teachers/children. Teachers Notes..............................................................30 Pre-test/Post-test Template..............................................31 Individual Word Checklist..........................................32–34 Anecdotal Records.........................................................35

Assessment – photocopiable word strips to assist beginning spellers. Word building strips (Units 1–6)...............................37–42

Teachers Notes for each unit – a separate page for each unit, providing list focus, dictation, word building, additional activities and answers. Units 1–15..............................................................43–57 Workbook Pages (Book A)......................................59–131 List Words (whole series).....................................132–138

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Teacher Information My Spelling Workbook Book A is broken into three developmental levels to cater for the changing needs of children moving into formal schooling. The first section of the book has been designed to consolidate initial, medial and final sounds. Activities require children to exercise both auditory and visual discrimination in readiness for introducing simple spelling strategies.

Pages 2–13 focus on initial sounds through: • • • • •

auditory discrimination visual discrimination writing initial letter sounds investigating letter shapes completing simple words

Pages 14–17 focus on final consonants through: • • • •

auditory discrimination visual discrimination writing final letter sounds completing simple words

Pages 18–21 focus on medial vowel sounds through: • • • •

auditory discrimination visual discrimination writing medial vowel sounds completing simple consonant vowel–consonant (cvc) words

It is anticipated that teachers will use the activities in this first section of the book to monitor children’s progress. Success with these preliminary activities using initial, medial and final sounds will indicate a child’s readiness for the more formal spelling units which follow. To give children the best chance for success in this preliminary stage, a variety of strategies can be used to enhance the learning of initial, medial and final sounds. These strategies include:

making class lists of words with the same initial sound; using alphabet books, charts and mobiles; using flashcards; playing ‘mystery letter’ sound and identification games; labelling familiar classroom objects with initial or final sounds; • visual discrimination tasks such as ‘spot the difference’; • handwriting activities which promote directionality; • • • • •

• activities which promote one-to-one correspondence; • singing simple rhymes and songs; • magazine hunts for individual letters or objects beginning or ending with a given sound; • tracing letters over textured surfaces such as sandpaper or felt; • writing letters using a variety of media such as paint, crayon or chalk; and • writing a letter on sand or on a partner’s back to be guessed.

Note: Answers for pages 2–21 have not been provided. Teacher check required.

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Teacher Information Four two-page units of work have been included as a transition into the formal spelling units which can be found throughout the remainder of the My Spelling Workbook series. These two-page units introduce spelling systematically and use activities in keeping with familiar reading strategies such as sounding out words, looking at words shapes, breaking words into chunks and using picture cues. The first page of each unit contains the list words. It is recommended that these words are introduced by the teacher and displayed for the children prior to completing workbook activities. Each list focuses on one or more phonic word patterns and two commonly used words. The children should be encouraged to identify the rhyming list words and attempt to spell other words which rhyme with these word families in their own writing. To assist in the development of the concept of rhyme, word building strips for Units 1–8 have been included as an additional introductory activity and can be found on pages 43–57 of this teachers guide. 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.

Look, Say, Trace, Cover, Write, Check Look at the word. Look for words within words. Look at the shape of the word.

Each word list table has a series of columns. After learning each word, the children should hide their word with their hand and write it in the first ‘Practise’ column. This should be repeated after a few days, but written into the second ‘Practise’ column. To help evaluate the children’s progress, if the word is spelt correctly in the test, a tick should be placed in the ‘T’ column. A tick should be placed in the ‘D’ column if the word is spelt correctly in the dictation. Problem words can be recorded in the ‘Difficult Words I Have Found’ table on page 74, for additional learning. The second page of each unit includes further word study activities. The activities on both pages follow a format which is used consistently throughout these units.

Say each letter aloud: either as its letter name or sound. Trace each letter as the sound is said. This will reinforce the kinaesthetic movement and sound pattern and becomes a physical and auditory memory. Cover the word. (A time factor can be built into this part. Test after one minute, 10 minutes, one hour, the next day etc.) Write the spelling word.

Check the word with the original.

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Teacher Information In the third section of the workbook, there are four pages to each unit in keeping with the format of workbooks B–G. Each unit contains word building and word study activities. A bank of activities is used throughout the book, including: • • • • •

unjumbling words word worms finding small words crosswords word searches

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 43–57 of this book.

The unit list words are repeated for further reference on the third page of each unit.

The addition of a word search encourages children to identify spelling patterns and consolidate their knowledge of the order of the letters in list words.

vi

The introduction of a word maker formalises patterns found in rhyming words and encourages children to extend their pool of list words to other known words with the same digraph or blend.

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For every spelling list, remember to:

Look

Say

Trace

Cover

Write

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Curriculum Links

Country England

Level Year 1

Subject Literacy

Objectives Word Recognition •

recognise automatically an increasing number of familiar high frequency words

apply phonic knowledge and skills as the prime approach to spelling

Word Structure and Spelling

Northern Ireland

Year 2

Language and Literacy

spell new words using phonics as the prime approach

segment sounds into their constituent phonemes in order to spell them correctly

use knowledge of common inflections in spelling, such as plurals, -ly, -er

Writing •

Republic of Ireland

Scotland

Senior Infant Class

Primary 2

English

Literacy and English

Competence and Confidence in Using Language •

write letters and words from memory

begin to develop conventional spelling of simple words

Writing (Early Level) •

Wales

Year 1

Language, Literacy and Communication Skills

write using sound-symbol correspondence

explore sounds, letters and words, discovering how they work together, and use this to help with writing

Writing •

develop their ability to spell common and familiar words in a recognisable way

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Spelling Timetable 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 five-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. The timetables on this page are based on the activities in Units 1–4 and Units 5–15 respectively. They are based on a metacognitive approach, which is explained in detail on the following pages.

DAY ONE

DAY ONE

• Encourage children to find patterns in the list • Underline the key features • Construct word building strip for first word family (see pages 37–42)

• • • •

Encourage children to find patterns in the list Underline the key features Complete page 1 activities Complete a partner activity (see pages 21–22)

DAY TWO

DAY TWO

• • • •

• • • •

Spelling game or activity (see pages 23–28) Revise the patterns for this list Dictation (see pages 43–57) Complete activity 1 in workbook

Spelling game or activity (see pages 23–28) Revise the patterns for this list Dictation (see pages 43–57) Complete page 2 activities

DAY THREE

DAY THREE

• Revise the patterns for the list using an additional activity (see pages 17–22) • Construct word building strip for second word family • Complete page 1 activities • Complete a partner activity (see pages 21–22)

• Revise the patterns for this list using an additional activity (see pages 17–22) • Begin page 3 activities • Complete an individual or informal activity (see pages 17–20)

DAY FOUR

DAY FOUR

• • • •

• • • •

Complete additional activity Dictation Begin page 2 activities Complete an individual or informal activity (see pages 17–20)

Revision of list words Dictation Complete page 3 activities Complete a partner activity

DAY FIVE

DAY FIVE

• Spelling game or activity • Test of list words (see page 32–34) • Complete page 2 activities

• Informal activities (see pages 18–20) • Test of list words (see pages 32–34) • Complete page 4 activities

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

DAY ONE

DAY SIX

DAY TWO

DAY SEVEN

DAY THREE

DAY EIGHT

DAY FOUR

DAY NINE

DAY FIVE

DAY TEN

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Metacognitive Approach 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 • The teacher chooses a suitable spelling word. A word that encompasses all the categories of questions is better. However, it should be stressed that not all categories are relevant to every word. For example, ‘forgot’. • 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 • The teacher models a word, for example, ‘forgot’. The teacher demonstrates the thinking process involved by applying the questions suggested in the relevant categories and ‘talking’ through his or her answers. • Allowing children to interact with the teacher using this process can be very productive.

Explanation of Question Types Clarifying questions are questions that make words, phrases or concepts clear and understandable. For example: What is the word?

forgot

What does this word mean?

didn’t remember

Can the word be broken into smaller sounds?

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

8

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

Inferential questions are questions that ask you to deduce answers from the text.

break the word into three little words: for, got

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

Personal questions are questions that are relevant to oneself.

yes

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

yes, because I sometimes use this word in my writing

Personal Questions

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For example: Do I know how to spell any part of this word?

Inferential Questions

Do I know how to spell any part of this word? Is this a word that I need to learn to spell?

9

4

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Metacognitive Approach 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?

Predictive questions are questions that require you to forecast a possible outcome. For example: Can I say another word that is spelled almost the same?

forget has the same beginning

Can I spell this word?

yes/no

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

f–o–r–g–e–t

Summarising questions are questions that demand a reiteration and understanding of what went before. For example: Can I make a sentence for this word?

yes – I forgot my lunch

Can I write a story the teacher has given me with the spelling word or words in it?

yes/no

Reflective questions review the strategies used to learn new words and how you feel about your progress. For example: How did I do?

happy/reasonably happy/unhappy

Which card helped me the most?

Inferential Questions

Was there anybody or anything that could have helped me?

I could have looked for the word around my classroom or got my family to test me.

How do I feel?

happy/reasonably happy/unhappy

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

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Can I spell the word the way it sounds?

What does this word mean?

Clarifying Questions 6

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Literal Questions

What is the tricky part of the word? The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com

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8

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

Inferential Questions


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

Do I know how to spell any part of this word?

Personal Questions


Can I see the shape of the word?

Can I see the word inside my head?

Visualising Questions 10

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

Can I spell this word?

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

Predictive Questions


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Can I write a story the teacher has given me with the spelling word or words in it?

Can I make a sentence for this word?

Summarising Questions


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How did I feel?

Was there anything or anybody that could have helped me?

Which card helped me the most?

How did I do?

Reflective Questions


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= = = =

+

+

+

+

= =

s

+

+

Make a new word by adding the ending.

Word Building

Make more new words by adding the ending:

Word Building


New Words Name My new word is

My word written

big

looks like

My word begins with the letters(s) My word ends with the letter(s) The middle letter is

My word written small looks like Cover your word. Colour a balloon every time you write your new word correctly.

My word written in colour looks like

Can you draw your word or somebody doing your word?

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List Words Below is a list of all words used in Book A.

UNIT 1

UNIT 2

UNIT 3

UNIT 4

UNIT 5

can man ran pan sad bad dad had the of

pet met set wet am ham jam ram to by

bells red star fun cake Santa tag tree did got

win fin bin tin sip tip lip zip is you

cot hot dot pot bit pit sit it that if

UNIT 6

UNIT 7

UNIT 8

UNIT 9

UNIT 10

hug rug bug mug jug bag rag wag put was

mix six box fox cut hut but nut are as

we me he she be bed wed fed with his

ant bee bud bug dig fog frog sun ask here

leg beg peg hen ten men pen den they no

UNIT 11

UNIT 12

UNIT 13

UNIT 14

UNIT 15

my by fly sky mop top hop pop for on

see been weed seed meet need feed seen yes saw

moon room hood zoo all call ball small this have

and sand band hand end lend send bend from want

cap map car hat fun run ball net also one

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Additional Activities 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 23–28.

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

Word Shapes:

mop =

w

Word Snakes:

then =

etmopl v t et e

net

Word Sums: g + et = get; sh + ip = ship

• Find small words in list words. • Write the list words in alphabetical order or reverse alphabetical order. • Write list words with eyes closed or from memory.

For example: want: a, an, ant.

• Sort words according to different criteria.

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

• Make word builders by adding ‘s’.

For example: hop, hops pet, pets

• Write list words in sentences to show the meaning. • Write list words in questions.

For example: A fish can swim.

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

For example, i _ to = into.

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Is that a fish?

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Additional Activities Informal activities Word Study – Useful for the reinforcement of the list words in a less formal approach. Strategy Examples

• Clap the number of syllables in words.

• Use bright colours to trace list words.

one when the

• Make bookmarks with difficult words or list words.

into

• Outline words.

For example:

• Make concept words.

For example:

• Write words in the shape of a list word.

For example:

could be the shape for: his, tin, fan etc.

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

For example: ‘sat’

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

For example,

b c r s at p f m h b k it s

• Blending cards. Use flashcards of sounds, blends and simple digraphs to mix and match and create new words.

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For example:

n e t en op j

m sh p h

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

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

• Encourage as much reading as possible.

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

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

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

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

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

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

Use shapes like circles, triangles and spirals.

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

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

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

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, bed: head, red, said, fed.

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

For example, ‘dog’ and ‘vet’ might fit into:

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

For example: We took our cat to the vet.

• Use list words to build other words.

For example, using the word ‘am’:

My

h

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a

t c

m

h

= come.

went to the

.

We took our pup to the vet.

, j

, sw

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Additional Activities Informal Activities Useful for the reinforcement of the list words in a less formal approach. Strategy Examples ‘Word Bingo’ • Use games like word bingo and word quizzes.

Children copy words on bingo cards, checking their spelling, then cover words with counters on their cards if the word is called. ‘Word Quizzes’ Using a word list, children write the correct word. For example, Write the word starting with ‘b’; Write the word with ‘oo’ in the middle.

• Make new words by writing letters in front of a sound.

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

• Make alphabet books to use as personal dictionaries.

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

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

For example: y e s o m e

• Decorate or illustrate list words.

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

• Write list words using string or pipe cleaners.

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

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

l

e

t

t

e

r

• Write list words in the sand or salt.

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

• Make word chains using list words.

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

Additional photocopiable games have been included on pages 23–28. These games can be used to support a spelling programme as activities for fast finishers or small group extension work, in individual or special needs programmes, as homework or as structured whole-class activities. 20

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

For example,

You sleep in me. I have sheets. What am I? A bed

• Jumble words and swap with a partner.

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

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

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

• Word dominoes

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

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

• 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.

• 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, r ed

sh

ip

c

ook

b at

= b ed

r at

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

s

For example, A list of words that end in ‘ook’: cook, look, book, hook. Words that end with ‘e’: me, be, he, she, the.

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

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

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

• Simple class spelling competitions.

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

• ‘Hunter’

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

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

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

look book ship took

she

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

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

• ‘Guess My Word’

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

• 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.

Also refer to pages 23–28 for photocopiable spelling games. Books of other photocopiable spelling games are available from Prim-Ed Publishing: • • • • 22

2075–2076 Fifty Spelling Activities 2077 Early Literacy Games 2078 Literacy Games 2079 Phonic Games The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com


4. How many clues before your partner guesses your word?

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

2. Choose a word from your list.

1. Find a partner with the same spelling list.

Which Word?

Spelling Games

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com

23


24

4. Add the new cards. Jumble them and try to find the pairs.

3. Ask a friend to do the same with eight list words he or she chooses.

2. Cut them out and place them face down on the desk.

1. Choose eight of your spelling words and copy them twice onto the rectangles below.

Choose Two

Spelling Games

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Words with two letters.

Words that you can draw a picture for. Words with three or more letters.

Words may be written more than once.

Words that rhyme.

Sort your list words and write them into the correct box.

Word Sorts

Spelling Games

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25


26

Can he or she find all of your words?

b c d f g h j k m n p q r s t v w x y z

Use these letters to fill in the leftover squares.

Pass your word search to a friend to do.

Make your own word search using eight list words.

Word Search

Spelling Games

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2. Write as many rhyming words as you can.

1. Write six list words.

Rhyming Words

Spelling Games

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27


28

Can he or she read all of the words in your worm?

3. Pass your word worm to a friend.

2. Cut them out and glue them onto the page as a word worm.

1. Write some of your spelling list words in the boxes below.

Word Worm

Spelling Games

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Certificates

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29


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

30

Page 31 can be used at the conclusion of each unit for final assessment.

Pages 32–34 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.

Individual spelling records can be kept using page 35. Two assessments of each word list can be recorded along with anecdotal notes. These notes can come together as an overview of the child’s progress in spelling during the 15 units and can be discussed during parent/ teacher conferences and in reports.

A record of spelling results for the whole class can be recorded on page 36.

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com


Assessment Name:

Date:

1.

6.

2.

7.

3.

8.

4.

9.

5.

10.

Name:

Total score:

/10

Date:

1.

6.

2.

7.

3.

8.

4.

9.

5.

10.

Total score:

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com

/10

31


Assessment = can say word

Name: = can write word

LIST 1 Date begun:

LIST 2 Date begun:

Date begun: pet

bells

man

met

red

ran

set

star

pan

wet

fun

sad

am

cake

bad

ham

Santa

dad

jam

tag

had

ram

tree

the

to

did

of

by

got

Date completed:

LIST 4 Date begun:

32

LIST 3

can

Date completed:

Date completed:

= has remembered correct spelling

Date completed:

LIST 5 Date begun:

LIST 6 Date begun:

win

cot

hug

fin

hot

rug

bin

dot

bug

tin

pot

mug

sip

bit

jug

tip

pit

bag

lip

sit

rag

zip

it

wag

is

that

put

you

if

was

Date completed:

Date completed:

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Assessment

Name: = can say word

= can write word

LIST 7 Date begun:

LIST 8 Date begun:

LIST 9 Date begun:

mix

we

ant

six

me

bee

box

he

bud

fox

she

bug

cut

be

dig

hut

bed

fog

but

wed

frog

nut

fed

sun

are

with

ask

as

his

here

Date completed:

Date completed:

LIST 10 Date begun:

Date completed:

= has remembered correct spelling

Date completed:

LIST 11 Date begun:

LIST 12 Date begun:

leg

my

see

beg

by

been

peg

fly

weed

hen

sky

seed

ten

mop

meet

men

top

need

pen

hop

feed

den

pop

seen

they

for

yes

no

on

saw

Date completed:

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Date completed:

33


Assessment = can say word

LIST 13 Date begun:

Date completed:

34

Name: = can write word

LIST 14 Date begun:

= has remembered correct spelling

LIST 15 Date begun:

moon

and

cap

room

sand

map

hood

band

car

zoo

hand

hat

all

end

fun

call

lend

run

ball

send

ball

small

bend

net

this

from

also

have

want

one

Date completed:

Date completed:

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Assessment Name:

Year: Pre-test

Final Test

List 1

⁄10

⁄10

List 2

⁄10

⁄10

List 3

⁄10

⁄10

List 4

⁄10

⁄10

List 5

⁄10

⁄10

List 6

⁄10

⁄10

List 7

⁄10

⁄10

List 8

⁄10

⁄10

List 9

⁄10

⁄10

List 10

⁄10

⁄10

List 11

⁄10

⁄10

List 12

⁄10

⁄10

List 13

⁄10

⁄10

List 14

⁄10

⁄10

List 15

⁄10

⁄10

Notes

NOTES: DATE:

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35


Test Checklist Name

36

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15

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an

ad

2. Slide letter strips through slits to make words from the word families used in Unit 1.

1. Cut along the dotted lines.

Word Building

j h

f

d

ll og

an

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com

ad

p m

m d

f b

r s

c

h

37


38

et

am

2. Slide letter strips through slits to make words from the word families used in Unit 2.

1. Cut along the dotted lines.

Word Building

j h

f

d

ll og

et am

p h

s j

g r

w d

m

y

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in

ip

2. Slide letter strips through slits to make words from the word families used in Unit 4.

1. Cut along the dotted lines.

Word Building

j h

f

d

ll og

in ip

b s

t

w

p

f

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l

p s

z

t

39


40

ot

it

2. Slide letter strips through slits to make words from the word families used in Unit 5.

1. Cut along the dotted lines.

Word Building

j h

f

d

ll og

ot it

c f

l h

d

h p

r b

p

s

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ug

ag

2. Slide letter strips through slits to make words from the word families used in Unit 6.

1. Cut along the dotted lines.

Word Building

j h

f

d

ll og

ug ag

b t

j r

t

h

m

r

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com

b

w

n

41


42

ut

ed

2. Slide letter strips through slits to make words from the word families used in Units 7–8.

1. Cut along the dotted lines.

Word Building

j h

f

d

ll og

ut ed

b b

p f

h r

c

n

r w

l

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Unit 1

an, ad List Words

Word Building

Unit Focus • This unit focuses on the rimes ‘an’ and ‘ad’ at the end of each word. This unit also includes two common, high frequency words, ‘the’ and ‘of’.

can

cans

man

men

ran

run, runs, running

pan

pans

sad

sadness, sadder, saddest

bad

badly, badness

dad

daddy, daddies, dads

had

have, has, having

the

Dictation

of

1. The man can run fast. 2. His dad looks sad. 3. The pan is hot. 4. My mum had a cup of tea. 5. The bad dog ran away.

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘an’ and those that end with ‘ad’ and brainstorm other words to add to each list.

Rules • Double the consonant to keep the vowel sound short.

Answers 1. Teacher check 2. can, sad, dad, ran, the, man 3. (a) can (b) ran (c) sad (d) bad (e) pan 4. Teacher check 5. (a) sad (b) of (c) the (d) pan 6. red: can, pan, man. blue: sad, dad, had.

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43


Unit 2

et, am

List Words

Word Building

pet

pets

met

meet, meets, meeting, meetings

set

sets, setting

wet

wets, wetted, wetting

am

is, are

ham

hams

jam

jams, jamming, jammed

ram

rams, ramming, rammed

Unit Focus • This unit focuses on the rimes ‘et’ and ‘am’ at the end of each word. This unit also includes two common, highfrequency words, ‘to’ and ‘by’.

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘et’ and those that end with ‘am’ and brainstorm other words to add to each list.

Rules • Double the consonant to keep the vowel sound short.

to

Dictation

by

1. The wet ram was by the gate. 2. I am going to set the table. 3. The vet met my pet. 4. Carry the ham and jam to the table.

Answers 1. Teacher check 2. to, wet, jam, by, pet, ram 3. (a) ram (b) wet (c) jam (d) ham (e) met 4. Teacher check 5. (a) pet (b) by (c) ham (d) jam 6. (a) red: pet, met, set (b) blue: ram, jam, ham

44

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Unit 3

Christmas List Words

Word Building

bells

bell

red

red, redder, reddest, reds

star

stars, starring, starred

fun

funny, funnier, funniest

cake

cakes, caking, caked

Santa

Santas

tree

trees

did

do, does, doing, done

got

get, gets, getting

S g

f

u

n

o

p

t

a

t

t

r

r

c

a

k

e

e

r

s

c

d

e

e

t

d

e

e

a

i

l

d

r

d

k

b

e

l

l

s

Teaching Points • Identify difficult parts of words. • Discuss ways to remember how to spell a word.

1. Did Santa have a red hat? 2. Have you got a tag for this box? 3. The bells are on the tree. 4. It was fun to put a star on the cake.

tags, tagging, tagged

a

• This unit focuses on Christmas words. This unit also includes two common high frequency words, ‘did’ and ‘got’.

Dictation

tag

t

Unit Focus

s

Answers 1. (a) star (b) cake (c) fun (d) tree (e) tag Grid word: Santa 2. red, tag, fun, cake, got, Santa 3. Teacher check 4. See Word Search 5. (a) cake (b) did (c) bells (d) tag 6. (a) red (b) tree (c) fun (d) star (e) tag (f) bells

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45


Unit 4

in, ip

List Words

Word Building

win

wins, winning, won

fin

fins

pin

pins, pinned, pinning

tin

tins, tinned

sip

sips, sipped, sipping

tip

tips, tipping, tipped

lip

lips

zip

zips, zipping, zipped

is

be, am, are, being, was, were, been

you

Unit Focus • This unit focuses on the rimes ‘in’ and ‘ip’ at the end of each word. This unit also includes two common highfrequency words, ‘is’ and ‘you’.

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘in’ and those that end with ‘ip’ and brainstorm other words to add to each list.

Rules • Double the consonant to keep the vowel sound short.

Dictation 1. The tin can has one pin in it. 2. You can see the tip of a fin above the water. 3. My pencil case has a zip. 4. You can win the race! 5. Is that a mark on your lip? 6. Mum had a sip of tea.

Answers 1. Teacher check 2. (a) red: win, tin, fin (b) blue: sip, zip, tip 3. (a) fin (b) bin (c) sip (d) zip (e) win 4. Teacher check 5. (a) zip (b) you (c) tin (d) lip 6. tin, tip, bin, is, sip, you, zip

46

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Unit 5

ot, it List Words

Word Building

Unit Focus • This unit focuses on the rimes ‘ot’ and ‘it’ at the end of each word. This unit also includes two common, highfrequency words, ‘that’ and ‘if’.

cot

cots

hot

hotter, hottest

dot

dots, dotted, dotting

pot

pots, potted, potting

bit

bits

pit

pits, pitted, pitting

sit

sits, sat, sitting

it

its, it’s

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘ot’ and those that end with ‘it’ and brainstorm other words to add to each list.

Rules • Double the consonant to keep the vowel sound short.

that

Dictation

if

1. That pot is very hot. 2. If you sit still you will see the fish. 3. Dig a big pit for the pond. 4. You need one more bit to make the cot. 5. It is a very big dot.

d

i

p

m

f

f

m

d

f

d

e

h

t

z

o

i

p

f

x

h

t

t

r

o

w

h

a

r

u

b

t

c

o

t

k

p

i

t

q

t

b

i

b

t

s

i

t

f

t

Answers 1. Teacher check 2. if, hot, pot, that, bit, dot 3. (a) if (b) sit (c) pot (d) that 4. Teacher check 5. (a) hot (b) bit (c) pot (d) cot (e) sit 6. (a) green – hot, cot, dot (b) red - sit, bit, pit 7. See Word Search 8. (a) bit (b) sit (c) cot (d) dot 9. (a) hot (b) bit (c) If 10. cot, hot, pot, dot 11. dot 12. Teacher check

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47


Unit 6

ug, ag

List Words

48

Word Building

Unit Focus • This unit focuses on the rimes ‘ug’ and ‘ag’ at the end of each word. This unit also includes two common,highfrequency words, ‘put’ and ‘was’.

hug

hugs, hugged, hugging

rug

rugs

bug

bugs

mug

mugs

jug

jugs

bag

bags

rag

rags

wag

wags, wagging, wagged

put

puts, putting

Dictation

was

wasn't, were, weren't

1. Put that rag in a bag. 2. There is a bug on the rug. 3. He was happy after a hug. 4. Fill the mug from the jug. 5. The dog can wag its tail.

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘ug’and those that end with ‘ag’ and brainstorm other words to add to each list.

Rules • Double the consonant to keep the vowel sound short.

b

j

z

j

m

h

e

u

w

a

g

u

u

p

g

d

j

z

g

g

u

s

r

u

b

c

c

t

b

a

g

q

r

k

w

y

f

a

v

u

l

a

g

t

r

a

g

u

s

Answers 1. Teacher check 2. (a) green: rag, wag (b) red: rug, bug, mug, hug 3. (a) jug (b) bag (c) mug (d) bug (e) wag 4. Teacher check 5. (a) wag (b) put (c) was (d) rug 6. hug, bug, was, put, rug, rag 7. See Word Search 8. (a) mugs (b) bags (c) hugs (d) bugs 9. (a) cut (b) big (c) has (d) tug 10. (a) bug

(b) mug (c) jug (d) rag (e) bag 11. (a) put (b) mug (c) jug (d) was (e) hug 12. (a) wag, was (b) hug (c) bug

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Unit 7

ix, ox, ut List Words

Word Building

mix

mixes, mixing, mixed

six

sixes

box

boxes, boxing, boxed

fox

foxes

cut

cuts, cutting

hut

huts

but

nut

nuts

are

am, is

as

Unit Focus • This unit focuses on the rimes ‘ix’, ‘ox’ and ‘ut’ at the end of each word. This unit also includes two common, high-frequency words, ‘are’ and ‘as’.

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘ix’ or ‘ox’ and those that end with ‘ut’ and brainstorm other words to add to each list.

Rules • Double the consonant to keep the vowel sound short. • To make words that end with ‘x’ plural, ‘es’ is added.

Dictation

n

b

b

s

q

f

y

a

s

o

i

r

k

n

f

o

x

x

t

g

u

h

u

t

t

b

u

t

m

i

x

b

z

a

h

g

o

i

h

l

r

r

c

u

t

g

y

e

r

1. They are as good as gold. 2. She has six nuts but he only has one. 3. The fox was in the hut. 4. The boy cut the box open. 5. Mix the paint in the tray.

Answers 1. Teacher check 2. (a) green – fox, mix (b) red – but, cut, hut, nut 3. (a) mix (b) fox (c) hut (d) six (e) cut 4. Teacher check 5. (a) nut (b) as (c) are (d) box 6. cut, six, are, mix, box 7. See Word Search 8. nut

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9. (a) as, as (b) six (c) fox (d) are 10. (a) nut (b) hut (c) box (d) fox 11. Teacher check 12. (a) art (b) at (c) not (d) bat

49


Unit 8

Long e, ed

List Words

50

Word Building

Unit Focus • This unit focuses on the long ‘e’ sound represented by the grapheme ‘e’ and the rime ‘ed’ at the end of each word. This unit also includes two common, high-frequency words, ‘with’ and ‘his’.

we

we'd, we're, we've

me

he

he's

she

she's

be

been

bed

beds, bedroom

wed

weds, wedded, wedding, weddings

fed

feed, feeding

with

Dictation

his

1. She will be wed soon. 2. Come with me to be fed. 3. His bed is blue. 4. We got lost when he ran away.

Teaching Points • Underline the grapheme representing the sound ‘e’ at the end of words. • Identify the rime ‘ed’ and how it is represented.

Rules • Double the consonant to keep the vowel sound short.

v

h

b

e

d

o

n

Answers

h

i

c

g

b

e

f

y

s

r

r

s

h

e

z

s

w

l

w

h

d

i

f

e

z

i

m

m

b

r

d

p

t

h

e

w

e

s

f

h

i

z

1. Teacher check 2. (a) orange: he, we, me (b) green: fed, wed, bed 3. (a) bed (b) with (c) fed (d) wed (e) she 4. Teacher check 5. be, with, his, bed, we, fed 6. wed fed bed 7. See Word Search 8. (a) fed (b) she (c) with (d) bed 9. (a) she (b) with (c) his (d) wed 10. (a) She (b) me (c) be (d) with 11. Teacher check 12. (a) we, me, be, he (b) with (c) she The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com


Unit 9

Spring/Easter List Words

Word Building

Unit Focus • This unit focuses on spring words. This unit also includes two common high frequency words, ‘ask’ and ‘here’.

ant

ants

bee

bees

bud

buds, budding, budded

bug

bugs, bugging, bugged

dig

digs, digging, dug

Dictation

fog

fogs, fogging, fogged

frog

frogs

sun

suns

1. Ask mum to bring the bug here. 2. An ant can dig big holes. 3. A bud will open in the sun. 4. Can the frog or bee find the way in the fog?

ask

asks, asking, asked

here

Teaching Points • Identify difficult parts of words. • Discuss ways to remember how to spell a word.

Answers

h b

e

e

a

l

r

u

d

p

h

e

r

x

f

r

o

g

b

m

o

f

b

b

u

d

e

g

o

d

i

g

t

o

l

a

s

a

n

t

z

s

u

n

e

k

a

p

1. (a) bug (b) bud (c) bee (d) sun (e) ant (f) dig 2. (a) bee (b) sun (c) fog 3. Teacher check 4. (a) dig (b) ask (c) here (d) bud 5. (a) here (b) sun (c) bud (d) frog 6. dig, fog, bee, ask, here, ant 7. See Word search 8. (a) Ask (b) fog (c) bee (d) Dig 9. sun, ant, bug 10. (a) bee (b) frog (c) ant (d) bud 11. (a) bee, bud, bug (b) frog, here (c) ant 12. Teacher check

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51


Unit 10

eg, en

List Words

52

Word Building

leg

legs, leggings

beg

begs, begged, begging

peg

pegs, pegged, pegging

hen

hens

ten

tens, tenth

men

man

pen

pens

den

dens

they

no

Unit Focus • This unit focuses on the rimes ‘eg’ and ‘en’ at the end of each word. • This unit also includes two common, high-frequency words, ‘they’ and ‘no’.

Teaching Points • Identify the rimes and how they are represented. • Sort the list words into those that end with ‘eg’ and those that end with ‘en’ and brainstorm other words to add to each list.

Rules • Double the consonant to keep the vowel sound short.

Dictation

m

b

e

g

n

n

o

1. Ten men hid in the den. 2. They had to beg for more food. 3. There is no hen in that hut. 4. Use the pen to write leg. 5. Hang this up with a peg.

y

o

k

d

e

n

r

Answers

h

e

n

l

e

g

u

t

r

a

b

p

e

n

l

p

e

g

v

w

o

t

e

n

t

h

e

y

r

o

x

m

e

n

k

1. Teacher check 2. they, beg, no, ten, men, peg 3. (a) beg (b) ten (c) leg (d) hen (e) pen 4. pen 5. (a) blue: leg, beg, peg (b) yellow: hen, den, men 6. (a) no (b) men (c) they (d) peg 7. See Word Search 8. hen, men, den pen, ten 9. (a) leg (b) ten (c) they (d) men 10. (a) hen (b) they (c) peg (d) den

11. (a) hen (b) pen (c) leg (d) peg 12. Teacher check

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Unit 11

y, op List Words

Word Building

Unit Focus • This unit focuses on the long ‘i’ sound represented by the grapheme ‘y’, and the rime ‘op’. This unit also includes two common, high-frequency words, ‘for’ and ‘on’.

my

mine

by

fly

flies, flew, flying

sky

skies

mop

mops, mopped, mopping

top

tops, topped, topping

hop

hops, hopped, hopping

pop

pops, popped, popping

for

on

Teaching Points • Underline the grapheme representing the sound ‘i’ at the end of words • Identify the rime and how it is represented. • Sort the list words into those that end with ‘y’ and those that end with ‘op’ and brainstorm other words to add to each list.

Rules • Double the consonant to keep the vowel sound short. • ‘y’ changes to ‘i’ when ‘es’ is added.

Dictation

k

o

m

o

p

l

s

f

l

y

p

o

r

q

u

y

t

o

p

g

h

l

k

y

e

d

j

o

p

h

l

f

o

r

r

l

o

n

p

l

w

b

a

p

f

e

s

k

y

1. The balloon went pop up in the sky. 2. I use my mop for washing the floor. 3. The plane will fly over the top of the hill. 4. Hop on one foot by the door.

Answers 1. Teacher check 11. (a) for 2. my, by, fly, sky (b) fly 3. (a) mop (c) mop (b) sky (d) by (c) on 12. Teacher check (d) pop 4. (a) fly (b) mop (c) hop (d) sky (e) pop 5. sky 6. (a) orange: my, fly, by (b) blue: hop, top, mop 7. See Word search 8. top, mop, hop, pop 9. (a) hop (b) top (c) sky (d) by, on, my 10. (a) mop – used for washing floors (b) hop – jump on one foot (c) fly – move through the air (d) sky – the space above earth

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com

53


Unit 12

ee

List Words

sees, seen, saw, seeing

see

54

Word Building

Unit Focus • This unit focuses on the long ‘e’ sound represented by the grapheme ‘ee’. This unit also includes two common, highfrequency words, ‘yes’ and ‘saw’.

been

am, be, is, are, was, were

weed

weeds, weeding, weeded

seed

seeds, seeded, seedless

meet

meets, met, meeting

need

needs, needing, needed

feed

feeds, fed, feeding

seen

see, sees, saw, seeing

yes

1. Have you been to the park and seen that swan before? 2. ‘Yes, I saw that film’, said the boy. 3. I can see I need to feed her. 4. Mum will meet me at the shops. 5. That seed will grow into a tall weed.

saw

see, sees, seeing

Answers

p

s

e

e

x

s

m

b

e

e

n

o

e

e

k

e

r

e

l

e

e

d

c

s

e

y

n

t

w

e

e

d

e

f

a

e

d

e

s

s

a

w

g

u

d

f

e

e

d

Teaching Points • Identify the phoneme and how it is represented. • Brainstorm other words to add to the list.

Dictation

1. yes, meet, weed, saw, see, been 2. Teacher check 3. seed 4. (a) seen (b) yes (c) feed (d) been 5. (a) bee, be (b) me (c) we 6. (a) red: feed, weed, need, seed (b) yellow: seen, been 7. See Word search 8. need, feed, weed, seed 9. (a) saw (b) meet (c) see (d) feed (e) been 10. Teacher check 11. (a) seen (b) saw (c) meet (d) yes 12. Teacher check

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com


Unit 13

oo, all List Words

Word Building

moon

moons, moonlight, moonbeam

room

rooms, roomy, roomier, roomiest

hood

hoods

zoo

zoos

all

call

calls, called, calling

ball

balls

Unit Focus • This unit focuses on the graphemes ‘oo’ as in moon and ‘all’ as in ball. This unit also includes two common,highfrequency words, ‘this’ and ‘have’.

Teaching Points • Identify the patterns in the list. • Discuss how the grapheme ‘oo’ as in moon, can also represent ‘oo’ as in book. • Brainstorm other words to add to the list.

Rule • The ‘y’ changes to ‘i’ when adding –’er’ or -’est’.

smaller, smallest

small this

Dictation

have

has, having, had

1. The moon looks small in the sky. 2. All of us have been to the zoo. 3. Put this ball in my room. 4. Call me if you find my hood.

s

m

a

l

l

b

f

r

o

o

m

a

a

n

c

o

y

z

h

l

t

a

n

a

p

o

l

h

l

z

l

a

o

o

i

l

o

l

a

d

r

s

v

o

r

h

a

v

e

Answers 1. Teacher check 2. (a) balls (b) rooms (c) moons (d) zoos 3. (a) moon (b) call (c) small (d) room (e) this 4. (a) zoo (b) room (c) have (d) small 5. (a) zoo (b) this (c) hood (d) have 6. small, zoo, have, this, all, ball 7. See Word Search 8. hood 9. (a) zoo (b) ball (c) small (d) have

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com

10. (a) all, call, ball, small (b) moon, room, hood, zoo, this, have 11. (a) room (b) small (c) hood (d) zoo (e) call (f) moon 12. (a) soon (b) tall (c) good (d) thin

55


Unit 14

and, end

List Words

Word Building

and

sand

sands, sandy, sandier, sandiest, sandcastle

band

bands

hand

hands, handed, handing, handy

end

ends, ended, ending

lend

lends, lent, lending, lender

send

sends, sent, sending, sender

bend

bends, bent, bending

from

want

wants, wanting, wanted

Unit Focus • This unit focuses on the rimes ‘and’ and ‘end’ at the end of words. This unit also includes two common, highfrequency words, ‘from’ and ‘want’.

Teaching Points • Identify the phoneme and how it is represented. • Brainstorm other words to add to the list.

Rules • The ‘y’ changes to ‘I’ when adding –’er’ or -’est’.

Dictation 1. Send a card to Ali and Tim from both of us. 2. Mum will want us to lend a hand to move this. 3. Can you bend that end of the pipe? 4. The band played on the sand.

Answers

56

q

e

e

f

s

p

s

h

b

a

r

a

o

e

a

a

n

o

n

g

n

n

n

d

m

d

o

d

d

d

f

w

a

n

t

e

n

d

b

e

n

d

f

l

e

n

d

o

k

1. Teacher check 2. (a) want (b) sand (c) and, end (d) band, bend 3. hand 4. (a) want (b) sand (c) hand (d) bend (e) from 5. (a) end (b) hand (c) and (d) send 6. Teacher check 7. See Word Search 8. (a) from (b) lend (c) hand (d) bend (e) want (f) and 9. (a) and (b) send (c) from (d) sand

10. Teacher check 11. (a) frost (b) wasp (c) sent (d) land 12. (a) red - band, hand (b) green - bend, end (c) blue – want, from

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com


Unit 15

Summer Holidays List Words

Unit Focus

Word Building

cap

caps, capping, capped

map

maps, mapping, mapped

car

cars

hat

hats

fun

funny, funnier, funniest

run

runs, running, ran

ball

balls

net

nets, netting, netted

also

one

ones

• This unit focuses on summer holiday words. This unit also includes two common high frequency words, ‘also’ and ‘one’.

Teaching Points • Identify difficult parts of words. • Discuss ways to remember how to spell a word.

Dictation 1. It is fun to put the ball in the net. 2. Can you bring one net and also a hat? 3. We need the map in the car to find the way. 4. Run fast and get his cap.

Answers

s

c

e

a

c

b

a

l

l

g

t

a

m

p

o

s

e

r

p

r

u

n

r

o

n

e

x

n

f

u

z

m

e

g

a

u

s

h

a

t

n

e

o

p

1. (a) car (b) ball (c) fun or run (d) net (e) hat (f) cap or map 2. one, ball, also, hat, cap, fun 3. (a) one (b) ball (c) also (d) net 4. (a) also (b) fun (c) hat (d) ball 5. Teacher check 6. (a) car (b) hat (c) map 7. See Word Search 8. (a) fun, net, run 9. (a) car (b) map (c) one (d) hat 10. (a) cap (b) run (c) net (d) one 11. (a) fun, run (b) also, ball (c) hat 12. Teacher check

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57


The following section in this resource contains a black and white version of the content of a pupil My Spelling Workbook A for teacher reference to photocopy activities from. Full colour copies of this same workbook are available to purchase as a single full-colour workbook and in multiples of 5 or 30 workbooks from www.prim-ed.com. 58

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com


My

Spelling t p x

a r

n a

f

p

o

z

a l

s o

m a

p

e l

r

h o

c a

n u

s e

b

m u

u n

s

g e

n e

t

fox

r e

g

A

Book

Workbook c

rim r 1/P ary ea

2

D Activities’ s Celling e d p Incl u e S ‘I n t e ra c t i v

Y

Workbook Pages

leg beg hen peg hen

ten menpeg

mix six box

pen

fox cut hut but nut

den they no

hut

are as

Look

Say

Trace

Cover

Write

Check 2nd edition

CONTENTS Teachers Notes for each unit – pupil workbook units are set over a two or four page spread. Beginning Sounds....................................................60–71

Unit 7 ix, ox, ut........................................................96–99

Final Sounds...........................................................72–75

Unit 8 Long e, ed.................................................100–103

Medial Sounds.........................................................76–79

Unit 9 Spring/Easter..............................................104–107

Unit 1 an, ad...........................................................80–81

Unit 10 eg, en.....................................................108–111

Unit 2 et, am...........................................................82–83

Unit 11 y, op.......................................................112–115

Unit 3 Christmas......................................................84–85

Unit 12 ee...........................................................116–119

Unit 4 in, ip.............................................................86–87

Unit 13 oo, all.....................................................120–123

Unit 5 ot, it..............................................................88–91

Unit 14 and, end..................................................124–127

Unit 6 ug, ag...........................................................92–95

Unit 15 Summer Holidays.....................................128–131

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132

UNIT 5

ant bee bud bug dig fog frog sun ask here

cot hot dot pot bit pit sit it that if

UNIT 10

moon room hood zoo all call ball small this have

UNIT 4

we me he she be bed wed fed with his

win fin bin tin sip tip lip zip is you

UNIT 9

UNIT 3

cap map car hat fun run ball net also one

UNIT 8

see been weed seed meet need feed seen yes saw

bells red star fun cake Santa tag tree did got

UNIT 13

UNIT 2

and sand band hand end lend send bend from want

UNIT 7

UNIT 11

my by fly sky mop top hop pop for on

mix six box fox cut hut but nut are as

UNIT 12

UNIT 6

hug rug bug mug jug bag rag wag put was

pet met set wet am ham jam ram to by

UNIT 15

UNIT 1

can man ran pan sad bad dad had the of

UNIT 14

Book A List Words

leg beg peg hen ten men pen den they no

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com


chant

them then those

about around house

save gave take make

UNIT 6

chin

out

UNIT 5

shut

chip

than

UNIT 4

shop

chop

UNIT 3

ship

UNIT 2

shoe

woke home bone note rose

made

cone

short

such

tooth

down

like

vote

ash

torch

path

how

ride

June

brush

rich

bath

brown

kite

tune

dish

lunch

l’m

what

time

use

fresh

arch

l’ll

when

mime

cube

wish

punch

l’ve

why

crime

tube

rash

church

it’s

where

mine

cute

one

two

four

May

her

seven

only

three

five

many

come

eight

sweets

drum

stamp

skip

went

meat

king Santa carrot

drip drop grip

stop stand step

skin skid skirt spell

spent rent ant pant

UNIT 12

came

now

UNIT 11

mouse

both

UNIT 10

these

chum

UNIT 9

chest

shin

UNIT 8

sheep

teach reach beat seat

grim

stone

spit

grant

dear

tinsel

trip

stem

spin

damp

hear

baby

try

nest

spot

lamp

fear

carol

trim

rest

spark

ramp

heat

sing

bring

best

swim

camp

steep

cards

brave

cost

swing

jump

keep

food

crab

must

sweep

bump

sleep

gold

crash

lost

swell

lump

sheet

more

back

nine

good

some

would

any

give

help

who

has

pupil

hunt

bang

away

bird

moan

bike

eggs born thorn bunny

hang sang song along

day stay clay pay

girl first third twirl

coat loaf float soap

UNIT 18

toys

UNIT 17

start

UNIT 16

grab

UNIT 15

happy

UNIT 14

UNIT 13

UNIT 7

UNIT 1

Book B List Words

fish shells bucket spade

basket

belong

ray

hurt

load

camp

flower

wing

mail

turn

grow

wave

park

king

stain

burn

show

tent

plant

ring

pain

surf

tow

site

cross

thing

sail

paper

below

sea

raindrop

being

tail

never

own

seagull

spring

hung

wait

over

crow

seaweed

warm

sung

train

under

slow

sand

thirteen

old

Tuesday

Friday

Saturday

him

Monday

their

Wednesday

Thursday

Sunday

number

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few

mother

thank sunk plank fine alive

still smell skull stall across

bottle little battle rattle middle

scrap scrape scrub scream screen

dress

riddle

spray spread

other

reply

miss

buckle

sprain

blue

Monday

supply

jazz

ankle

sprint

bathroom

front

apply

buzz

eagle

sprout

bedroom

onion

fried

fizz

apple

stripe

broomstick

back

tried

dizzy

needle

strap

spoon

trick

cried

cuff

able

straw

traffic

brick

high

staff

rectangle

street

comic

shock

sigh

cliff

single

strong

picnic

luck

right

stuff

jungle

stream

should

Ireland

while

yesterday

part

live

work

March

which

April

twelve

usual

cracker

quit

told

twice

page

yourself

lights birth stocking snowflakes

quiet quite liquid queen

older folder golden scold

price spice slice ice-cream

huge stage cage bandage

UNIT 12

clue

UNIT 11

glass

UNIT 10

line

UNIT 9

another

UNIT 8

due

paddle

himself herself myself outside

bridge

inside

Dasher

quack

boldest

advice

badge

offside

December

quilt

goldfish

mice

hedge

seaside

balloon

quake

kindest

voice

judge

someone

greetings

squad

remind

ace

bench

something

holiday

squash

behind

disgrace

branch

sometimes

donkey

squeak

find

trace

crunch

somebody

Jesus

squirt

mind

space

wrench

everyone

Christmas

squeal

wind

place

match

everything

Donner

squirm

blind

race

watch

everybody

shopping

square

grind

face

catch

everywhere

minute

oil

again

January

please

centimetre

month

during

name

because

February

metre

Easter

weren’t

draw

war

comb

plane

bonnet cloud crocus grass green

l’d won’t we’ve they’ve what’s

straw law claw soar board

warrior warp warning ward

lamb dumb numb crumb

UNIT 18

rice

UNIT 17

coldest

UNIT 16

question

UNIT 15

Advent

UNIT 14

UNIT 7 UNIT 13

cover brother

glue

134

oven

think

UNIT 6

crew

above

UNIT 5

grew

love

UNIT 4

chew

UNIT 3

blew

UNIT 2

UNIT 1

Book C List Words

atlas boat crab passport

wardrobe

wrap

rock

fresh

that’s

oar

warn

wreck

flipflops

buttercup

there’s

roar

warmth

write

beach

butterfly

you’re

sore

swarm

wrong

flight

digging

hasn’t

tore

dwarf

honest

ticket

dragonfly

you’ve

more

award

ghost

runway

Christ

we’re

score

warden

hour

landing

bluebird

she’s

stalk

towards

know

pool

pray

you’ll

walk

warren

knight

hotel

death

they’d

talk

reward

knife

salty

ladybird

they’re

chalk

warlock

knot

uniform

eighteen

Wales

today

fortnight

tomorrow

said

seventeen

Scotland

year

second

England

there

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happily merrily busily angrily easily cheerily craftily worried married dirtied copied supplied dried applied studies carries parties empties buries bullies litre busy

people angle vegetable simple terrible puzzle agile axle sprinkle assemble travel angel label level towel tunnel novel jewel fuel cancel kilogram kilometre explore score ignore adore shore chore anymore store door moor floor poor uproar roar boar boarder oar fourth court pour Italy Switzerland

UNIT 6 UNIT 12

UNIT 5

UNIT 4

UNIT 3

UNIT 2

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UNIT 11

didn’t haven’t couldn’t wouldn’t shouldn’t can’t wasn’t aren’t we’d doesn’t they’ll let’s who’d who’s brother-in-law passer-by hanger-on by-law drive-in take-off Europe great

head breakfast deaf steady bread deadly lead tread instead ahead heavy thread threat breath earn breadth earl pearl death earth world clean

UNIT 18

crept swept wept kept except adopt erupt fault built consult bolt revolt difficult adult left loft swift shift craft lift Rome Paris

UNIT 10

parcel since certain century centipede prince acid calcium cigar circuit pencil stencil cinema circle circumference cylinder cycle cyclone cymbal agency found study

fair stair chair hairy airy dairy pair repair despair pushchair dare scare beware glare fare stare care rare spare mare Belfast Dublin

UNIT 17

helpless harmless careless hopeless needless breathless sadness awareness sickness happiness weakness braveness cleanliness business quietly lonely wisely lovely brightly quickly kind engage

UNIT 9

true value argue cue avenue screw flew brew dew drew igloo bamboo proof shampoo kangaroo fruit juice juicy bruise suit millimetre centilitre

knuckle knit knee rhyme yoghurt honour loch build written wreath wrist psalm palm calm often listen thistle whistle condemn autumn pretty animal

UNIT 16

chick garden crown rabbit flowers flowerbed heaven daisy hatch rainbow raincoat tomb puddle foal meadow springtime windy daffodil splash worship point letter

hoof leaf beef scarf elf golf wolf shelf half calf safe wife life oxen geese dice children women teeth feet large does

UNIT 15

snow gift family chimney tinsel snowman party winter elves candles frost angel stable concert reindeer birth jingle crowds holy jolly ours theirs

UNIT 8

visitor doctor error sailor spectator water number lower sister better eleven opened broken hidden suddenly lesson reason person poison cotton read goes

UNIT 14

UNIT 13

UNIT 7

UNIT 1

Book D List Words hotter kinder colder stronger weaker meaner taller greatest smallest softest darkest thickest hardest lightest thinnest cheeriest bounciest bossiest tiniest angriest learn America outdoor outline outbreak outfit outcry undo untie uneven unable unaware overboard overcast overhead overall overbook underage underground understand undercover underneath Edinburgh London barbecue steak sausages charcoal lighter tennis racket prawns salad lakes park caravan jeans jumper shorts sandals castle postcards circus umbrella Moscow Berlin

135


136

lottery robbery mystery ability academy bravery cavity monkey honey money trolley journey macaroni confetti bikini ski taxi spaghetti khaki quay frighten close

noise moist hoist choice voice invoice appoint asteroid enjoy decoy convoy boycott deploy royal employ destroy annoy voyage buoy lifebuoy beginning coming signal removal arrival musical festival electrical personal abolish astonish nourish foolish childish breakage wastage postage drainage hardship friendship championship membership ninety hundred

UNIT 6 UNIT 12

UNIT 4

UNIT 3

UNIT 2

UNIT 5 UNIT 11

grape shape lemonade mistake cashmere complete these athlete flute accuse refuse amuse size mobile alive divide broke spoke globe phone easy fraction

interest intersect intercept interact interview international disability dislike disagree disappoint disappear return repeat refund revise suburb submarine submerge subject submission interesting modem

UNIT 18

rough cough tough laugh enough trough draught roughcast paragraph graph photograph orphan nephew atmosphere elephant phrase autograph alphabet dolphin phobia August November

UNIT 10

window follow borrow narrow shadow swallow unknown cargo zero domino bingo bravado tiptoe potatoes tomatoes foe oboe although though dough proportion shuttle

display stray relay always alley grey obey survey claim raise afraid operation dictation nature weight freight neighbour straight vein beige morning might

UNIT 17

prefix prevent precise prepare predict microchip microscope microphone microfilm microbe barren woollen wooden lengthen strengthen amazement treatment department excitement agreement escape none

UNIT 9

track struck attack packet cricket clock chuckle socket chicken pocket freckle classic volcanic mimic sonic plastic tonic terrific electric heroic upon eye

brief thief belief mischief grief relief believe niece field priest calorie cashier piece receive receipt deceive deceit seize weird caffeine biscuit address

UNIT 16

prayer wellingtons season umbrella forgive seedlings shower died gardener nurture shoots palms soldier crucify prune weather religion celebrate thunderstorm lightning eighth truly

handkerchief guest cupboard guitar island climb limb doubt known knock guess young white wraith sign aisle tomb science wrinkle depot horse disc

UNIT 15

wrap donkey reunion Santa Claus sauce presents holly enchanting Christmas mistletoe fairy sleigh festival turkey goose sprouts midnight delight pudding ornaments sugar special

UNIT 8

gather gutter goodbye gadget figure giant magic energy gentle germ hydrogen charge lounge strange arrange change damage village gym danger near between

UNIT 14

UNIT 13

UNIT 7

UNIT 1

Book E List Words torch orchard channel achieve machine chef parachute charade approach coach school choir ache chemist anchor stomach character monarch orchid anarchy Madrid Cardiff firmly thirsty virus confirm thirty urchin burst urban urgent further purpose burnt modern quarter remember early earthquake heard search hearse sincerely library octopus squid shark whale snorkel pilot suitcase customs ocean scuba fishing pier depth lighthouse smuggler coastguard security sunglasses oxygen swimsuit Australia Greece

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com


serious curious envious various ambitious precious conscious suspicious delicious anxious nervous famous jealous dangerous marvellous tremendous fabulous generous enormous numerous picture occurred

wrote wretch wrestle answer kneel yolk guide thumb plumber tongue shoulder boulder yacht column knead debt folk guard rhythm wharf emergency accept chase sense release grease purchase increase surface bounce announce ambulance convince fierce tomato fiasco potato piano echo volcano patio ratio multimedia email

UNIT 6 UNIT 12

UNIT 5

UNIT 4

UNIT 3

UNIT 2

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com

UNIT 11

barbecue fondue continue tissue rescue analogue duel refuel issue subdue fewer renew skewer mildew viewed viewpoint review beauty beautiful queue body eighty

indicate translate hesitate accurate extreme delete scene arrive polite umpire describe decide demote decode choke froze refuge perfume schedule costume scan circulate

UNIT 18

available enjoyable comfortable reasonable forgivable flammable remarkable advisable noticeable valuable reversible flexible horrible digestible edible visible sensible audible legible divisible forgotten separate

UNIT 10

magazine trampoline quarantine engine imagine examine medicine advise promise crevice service favourite definite opposite attractive positive negative explosive expensive detective monitor parallel

scissors pyjamas spectacles binoculars goggles pliers species series trousers scales shears tongs salmon deer moose trout athletics aircraft innings tweezers carry surprised

UNIT 17

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

UNIT 9

toothache worthwhile eyesight wavelength goosebumps hairstyle lifestyle whiteboard skateboard keyboard guidelines spreadsheet typeset copyright nightmare newspaper supermarket afterwards worldwide therefore computer program

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

UNIT 16

chocolate colourful climate annual calories aroma dying decorate variety temperature yellow buffet confectionery disciples indulge irresistible tempting symbol gorge ritual lettuce onion

transport transfer transplant transit transmit telescope telephone teletext telepathy telegraph automatic automation autopsy autobiography autograph automobile antiseptic antidote antibiotic anticlockwise fulfil reference

UNIT 15

bauble ceremony merry artificial celebration cranberry exciting shepherd fireplace television pantomime seasonal chestnuts invitation ribbon skiing skating snowboard sledging Nativity without idea

UNIT 8

winner writer partner officer discover centre fibre theatre mirror calculator actor tutor cellar dollar popular particular humour labour harbour flavour diamond definitely

UNIT 14

UNIT 13

UNIT 7

UNIT 1

Book F List Words mushroom monsoon cartoon tablespoon snooze curfew corkscrew withdrew screwdriver coupon wound youth group mousse chop suey gruesome cruise suitable recruit pursuit sixty Africa almost already almighty altogether welcome welfare until instil delightful powerful awful useful careful fearful graceful hopeful skilful thankful watchful wonderful either neither traveller cheque exchange luggage carousel foreign hurricane tsunami typhoon abroad heatwave humidity sultry malaria terminal sweat centigrade thermometer degree mosquito thousand double

137


138

silent talent different evident intelligent president accident incident opponent confident distant vacant important instant migrant tolerant constant pleasant elegant arrogant soldier embarrass

quantity celebrity allergy recipe catastrophe abbreviate guarantee absentee escapee cappuccino quiche amphibian unique orientation retrieve relieve conceit conceive caffeine debris participation outrageous sandwich valentine marmalade pavlova Morse code spoonerism arachnid pasteurise diesel hooligan cardigan volts biro teddy hygiene maverick leotard Braille Celsius python analysis permanent

UNIT 6 UNIT 12

UNIT 4

UNIT 3

UNIT 2

UNIT 5 UNIT 11

dictionary primary ordinary secretary temporary boundary imaginary necessary military hereditary bakery cemetery surgery discovery archery mastery treachery slavery refinery battery government parliament

bicycle biceps bikini bilingual triangle triplet trilingual quadrangle quadrilateral pentagon pentathlon hexapod heptathlon September octopus October octagon nonagon decade decagon questionnaire alcohol

UNIT 18

dialogue rogue catalogue fatigue league intrigue plague colleague vague disguise guidance guardian guillotine guerilla guarantor guile ghoul ghetto gherkin ghastly feud amateur

UNIT 10

azure seizure measure treasure pleasure leisure division decision erosion confusion conclusion transfusion explosion occasion abrasion euthanasia illusion seclusion collision exclusion nuclear immediately

politician superficial physician electrician mansion expansion profession confession compassion session pressure fissure rotation revolution extinction conservation affection adaptation irrigation invention happened practise

UNIT 17

anticipate exaggerate cooperate hibernate concrete gangrene obsolete precede ozone chrome decompose glucose advertise juvenile apologise appetite produce abuse solitude magnitude association persuasion

UNIT 9

airbrush airstrip airlift airline airtight airborne airmail airspace aerial aerobatics aeroplane aerodrome aerobics aerosol supersede superficial superhuman superimpose superintendent superior prioritise potential

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

UNIT 16

bouquet nursery ecology migrate crucifixion cultivate sacrifice environment resurrection horticulture propagate insect germinate fertilizer flourish foliage sunshine survival luxurious bountiful agriculture ecosystem

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

UNIT 15

Dancer Prancer anticipating exhausted poinsettia hibernate resolution sacred crackers myrrh frankincense potatoes elderberry roast commercial advertisements tradition decorations indulging programmes technology citizen

UNIT 8

persuade negotiate appreciate severe persevere fortune consume reduce excuse confuse provide combine organise meanwhile excite erode provoke envelope postpone explode continuous industrial

UNIT 14

UNIT 13

UNIT 7

UNIT 1

Book G List Words difference silence commence absence independence patience conscience audience convenience experience chance balance distance appearance acceptance entrance substance instance assistance nuisance physical genius hymn solemn design gnash gnarl malign dinghy honour rhinoceros vehicle honesty whisper doubtful guilty couple sword pneumonia raspberry almond knowledge efficient sufficient souvenir abseiling amusements catamaran helicopter tourism repellent navigation satellite security protection inoculation route intercontinental paragliding equator latitude longitude continent casualty technique strategy

The Complete Spelling Programme Year 1/Primary 2—Prim-Ed Publishing—www.prim-ed.com

9235 The Complete Spelling Programme Yr1/P2  
9235 The Complete Spelling Programme Yr1/P2