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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 4/Primary 5) Published by Prim-Ed Publishing 2013 CopyrightŠ Prim-Ed Publishing 2013 ISBN 978-1-84654-556-6 PR–9238UK

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 • the use of material in which children make use of hunches and prompts • regular testing for progress • immediate feedback 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. 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. Each workbook contains 18 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: • • • • •

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

Teacher Information ................................................. iv – vi 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. Word Building...............................................................14 Spelling Partners............................................................15 List Words (Book D)................................................16–17

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

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. Units 1–18..............................................................39–56 Word Search Answers...............................................57–61 Workbook Pages (Book D).....................................62–135 List Words (whole series).....................................136–142

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Teacher Information Each workbook contains 18 spelling units. Each unit is made up of four pages, with each unit containing: • a list of 22 words to be learned, focusing on one or more phonic word patterns and two commonly used words • word building and word study activities • 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.

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.

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.

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 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 synonyms antonyms and many more.

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.

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.

The fourth page of each unit includes Additional 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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For every spelling list, remember to:

Look

Say

Trace

Cover

Write

Check vi

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Curriculum Links

Country

Level

Subject

Objectives Word Structure and Spelling

England

Year 4

Literacy

Northern Ireland

Year 5

Language and Literacy

• use knowledge of phonics, morphology and etymology to spell new and unfamiliar words • distinguish the spelling and meaning of common homophones • know and apply common spelling rules • develop a range of personal strategies for learning new and irregular words Writing • use a variety of skills to spell words correctly Competence and Confidence in Using Language

Republic of Ireland

3rd Class

English

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

Scotland

Primary 5

Literacy and English

• spell the most commonly-used words, using knowledge of letter patterns and spelling rules • use resources to help spell tricky or unfamiliar words Writing (Second Level) • spell most of the words needed to communicate, using spelling rules, specialist vocabulary, and a range of resources Writing

Wales

Year 4

English

• develop and use a variety of strategies to enable them to spell correctly

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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 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 ONE

DAY SIX

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

• 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

DAY SEVEN

• • • • •

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

Partner test 2 (3–5 words) 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 THREE

DAY EIGHT

• • • •

• • • •

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

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

DAY FOUR

DAY NINE

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

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

DAY FIVE

DAY TEN

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

• • • • •

2

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

Modelling Stage • 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 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 before today

Does it have an easily recognisable root?

day

Can the word be broken into smaller sounds?

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

8

ter no

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

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

Inferential Questions

Is there a rule for this word? Can I think of some other way to help remember how to spell this word?

FLASH CARD

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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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 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 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.

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6

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Can the word be broken into smaller sounds?

Does it have an easily recognisable root?

What does this word mean?

Clarifying Questions

FLASH CARD


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Is there a rule for this word?

What is the tricky part of the word?

Literal Questions

FLASH CARD


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

Inferential Questions

FLASH CARD


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

Is there a familiar sound in this word?

Is there a rhythm in the word?

Personal Questions

FLASH CARD


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Can I see the shape of the word?

Can I see the word in my head?

Visualising Questions

FLASH CARD


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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 give another word with a similar meaning?

Predictive Questions

FLASH CARD


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Can I write this word in a dictated passage?

Can I make a sentence for this word?

Can I state the rule for this word?

Summarising Questions

FLASH CARD


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How do I feel?

Was there anybody or anything that could have helped me?

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

Were my choices of strategies effective?

How did I do?

Reflective Questions

FLASH CARD


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es

s

ing

ed

er

y

ly

Make a new word by adding an ending.

Word Building

= = = = = = = = = =

+ + + + + + + + +

=

+ +

=

ful

iest

+

less

ier

Can you make more words by adding a different ending?


Spelling Partners Name:

My partner’s name: Date:

Remember to ask how many words you will be tested on each day. 1. Give your partner your list words.

2. Write the date and get ready for your test.

3. Your partner will slowly read each word twice.

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

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

Total:

6. Good luck!

Name:

My partner’s name:

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

Date:

1. Give your partner your list words.

2. Write the date and get ready for your test.

3. Your partner will slowly read each word twice.

4. When you are finished, read through your words again then hand them to your partner. 5. Your partner will mark your test, put on the score and hand it back to you.

Total:

6. Good luck!

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List Words

UNIT 4 fair stair chair hairy airy dairy pair repair despair pushchair dare scare beware glare fare stare care rare spare mare Belfast Dublin

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UNIT 1

UNIT 2

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

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

UNIT 5

UNIT 6

UNIT 7

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

hotter kinder colder stronger weaker meaner taller greatest smallest softest darkest thickest hardest lightest thinnest cheeriest bounciest bossiest tiniest angriest learn America

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

UNIT 3 knuckle knit knee rhyme yoghurt honour loch build written wreath wrist psalm palm calm often listen thistle whistle condemn autumn pretty animal

UNIT 8 true value argue cue avenue screw flew brew dew drew igloo bamboo proof shampoo kangaroo fruit juice juicy bruise suit millimetre centilitre

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List Words UNIT 9

UNIT 10

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

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

UNIT 14

UNIT 15

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

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

UNIT 11 people angle vegetable simple terrible puzzle agile axle sprinkle assemble travel angel label level towel tunnel novel jewel fuel cancel kilogram kilometre

UNIT 16 happily merrily busily angrily easily cheerily craftily worried married dirtied copied supplied dried applied studies carries parties empties buries bullies litre busy

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UNIT 12 outdoor outline outbreak outfit outcry undo untie uneven unable unaware overboard overcast overhead overall overbook underage underground understand undercover underneath Edinburgh London

UNIT 13 chick garden crown rabbit flowers flowerbed heaven daisy hatch rainbow raincoat tomb puddle foal meadow springtime windy daffodil splash worship point letter

UNIT 17

UNIT 18

explore score ignore adore shore chore anymore store door moor floor poor uproar roar boar boarder oar fourth court pour Italy Switzerland

barbecue steak sausages charcoal lighter tennis racket prawns salad lakes park caravan jeans jumper shorts sandals castle postcards circus umbrella Moscow Berlin

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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 28–30.

Individual Activities Word Study – Useful for developing familiarity with the list words. Strategy Examples Word Shapes:

grapes =

pla

n

Word Snakes: splumvs rape afe sc eg o

plum =

ni

c

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

mi

chas

ematec

gh

a

ic ep

Word Sums: s + end = send; bl + end = blend

• 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: strawberry – straw, berry, raw, be

• Sort words according to different criteria.

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 the list words.

For example: hot/cold close/shut bare/bear

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

For example: walk – walks, walked, walking

• Write list words in sentences or as a question.

For example: Did you hear the announcement to board 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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Additional Activities 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.

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.

• 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.

For example: nap is an anagram of pan; dance is an anagram of caned

• Write plurals for the list words.

lace 4 plane 2 snake 1 case 3

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

• 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

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Additional Activities Informal Activities Useful for the reinforcement of the list words in a less formal approach. Strategy Examples • Make theme booklets and illustrate.

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

• Clap the number of syllables in words. • Make bookmarks with difficult words or list words.

• Outline words.

lace chase hate mate

For example:

• Make concept words.

For example:

• Write list words in the shape of a list word.

For example:

dictionar y

could be the shape for: when, chin, show etc. • Use bright colours to trace list words.

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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Additional Activities Partner and Group Activities Partner activities – Develops cooperation and increases knowledge of list words. Strategy Examples • 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.

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

• 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!

• 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 coloured black in a crossword.

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

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

• Word dominoes

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

For example: ch

ase

ch

ill

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

• 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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Additional Activities Partner and Group Activities Shared Group Activities – Encourages the exchange of personal list words, thereby 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.

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

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

• ‘Hunter’

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

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

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

wall

ball

she

ship

shock

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

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

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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 • ‘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’ 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’?

• 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

• 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.

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.

Also refer to pages 28–30 for photocopiable spelling games. Books of other photocopiable spelling games are available from Prim-Ed Publishing:

2075–2076 Fifty 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. The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

23


Children with Special Needs 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 rather than conventional syllables) to assist spelling.

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.

• Emphasise spelling rules.

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

• 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 night might be ‘igh’

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

c

a

t

c

h

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

For example: c

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

For example: 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.

24

m

e

= chimney

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Children with Special Needs Strategies For Children With Learning Difficulties Strategy Examples • Use games like word bingo and word quizzes.

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

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.

• Write list words in sand or salt.

• Use list words to build other words.

l

e

t

t

e

r

Children could also trace words on a desk or sandpaper. Discussing whether word shapes are ‘tall’ or ‘small’ could follow. For example, using the word ‘are’:

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

s n a k e a c h

,

c

,

n’t

Use shapes like circles, triangles and spirals.

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25


New Words Name:

Date: My new word is: 2. (a) My word begins with the letter(s)

1. (a) Say your word. (b) Clap the syllables.

(b) My word ends with the letter(s)

(c) My word has

(c) The middle letters are

syllables.

3. Write your word in a sentence. 4. A word that rhymes with my word is

5. My word means

6. Can you draw your word or somebody doing your word?

7. Cover your word. Colour a balloon every time you write your new word correctly.

26

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Spelling Extension Name:

Date:

My Extension Spelling Words

Synonyms of my words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

My words in alphabetical order

More activities

Create a crosspatch with clues.

Put the words into a short story.

Find rhyming words.

Write a concrete (shape) poem using your words.

Write a quiz.

Create a word search.

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27


Spelling Games Rebus Choose five list or revision words you can make into a rebus for a friend to solve. They will need to be words that have two or more syllables. For example:

hap +

= happen

+ line = beeline

1. + = 2. + = 3. + = 4. + = 5. + = Give your rebuses to a friend to solve. How many did he/she guess correctly?

Mystery Words Write six list words with at least three letters missing. For example: b

a

as

= breakfast

Swap with a friend and time how long it takes you to correctly write all six words.

1.

=

2.

=

3.

=

4.

=

5.

=

6.

=

Name: 28

My time:

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Spelling Games Noughts and Crosses Select five list words with a common sound, and ask a partner to do the same for a different sound. (If there are not enough words with a common sound in your list, then make up some more.) The first person to get three words in a row wins! In this example, one player used ‘sh-’ words, and the other ‘-all’ words. call

wall

ball

she

ship

shock

Secret Codes 1. Invent your own secret code by writing a number from one to 26 in the boxes below. Four have been done for you. a

21

b

j

s

k

t

2. Write six list words using your secret code, and give them to a partner to solve. For example: 6, 21, 13, 2 = lace

Code

u

=

m

v

=

n

w

f

o

x

=

g

p

y

=

h

q

z

=

i

r

=

c

13

d e

2

l

6

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Word

29


Spelling Games Sinking Ships You and a partner will need a grid each to play this game. 1. Choose eight list words (‘ships’) each, and write each one in a square in the grid. Make sure your partner can’t see! 2. Take turns to call out a grid coordinate where you think a ‘ship’ might be. If you are correct, you must spell the word correctly to sink the ship! 3. The winner is the first to sink his or her partner’s eight ships. (Hint: the game is easier if you mark your grid when you miss or hit.) 5 4 3 2 1 A

B

C

D

E

Words in Disguise Choose six list words. Disguise each word into a new word by changing one letter, and then rearranging the letters. For example: ‘lead’ becomes ‘fade’ Give your words to a partner, and see how many he/she can guess.

Disguised word

List word

1.

=

2.

=

3.

=

4.

=

5.

=

6.

=

30

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Certificates

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31


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

32

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

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.

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.

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

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Assessment Name:

Date:

1.

9.

17.

2.

10.

18.

3.

11.

19.

4.

12.

20.

5.

13.

21.

6.

14.

22.

7.

15.

8.

16.

Name:

Total score:

/22

Date:

1.

9.

17.

2.

10.

18.

3.

11.

19.

4.

12.

20.

5.

13.

21.

6.

14.

22.

7.

15.

8.

16.

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

Total score:

/22

33


Assessment = can say word

Name: = can write word

LIST 1 Date begun:

LIST 2 Date begun:

LIST 3 Date begun:

visitor

opened

hoof

wife

knuckle

psalm

doctor

broken

leaf

life

knit

palm

error

hidden

beef

oxen

knee

calm

sailor

suddenly

scarf

geese

rhyme

often

spectator

lesson

elf

dice

yoghurt

listen

water

reason

golf

children

honour

thistle

number

person

wolf

women

loch

whistle

lower

poison

shelf

teeth

build

condemn

sister

cotton

half

feet

written

autumn

better

read

calf

large

wreath

pretty

eleven

goes

safe

does

wrist

animal

Date completed:

Date completed:

LIST 4 Date begun:

Date completed:

LIST 5 Date begun:

LIST 6 Date begun:

fair

scare

head

thread

hotter

thickest

stair

beware

breakfast

threat

kinder

hardest

chair

glare

deaf

breath

colder

lightest

hairy

fare

steady

earn

stronger

thinnest

airy

stare

bread

breadth

weaker

cheeriest

dairy

care

deadly

earl

meaner

bounciest

pair

rare

lead

pearl

taller

bossiest

repair

spare

tread

death

greatest

tiniest

despair

mare

instead

earth

smallest

angriest

pushchair

Belfast

ahead

world

softest

learn

dare

Dublin

heavy

clean

darkest

America

Date completed: 34

= has remembered correct spelling

Date completed:

Date completed:

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Assessment

Name: = can say word

= can write word

LIST 7 Date begun:

= has remembered correct spelling

LIST 8 Date begun:

LIST 9 Date begun:

snow

angel

true

bamboo

parcel

stencil

gift

stable

value

proof

since

cinema

family

concert

argue

shampoo

certain

circle

chimney

reindeer

cue

kangaroo

century

circumference

tinsel

birth

avenue

fruit

centipede

cylinder

snowman

jingle

screw

juice

prince

cycle

party

crowds

flew

juicy

acid

cyclone

winter

holy

brew

bruise

calcium

cymbal

elves

jolly

dew

suit

cigar

agency

candles

ours

drew

millimetre

circuit

found

frost

theirs

igloo

centilitre

pencil

study

Date completed:

Date completed:

LIST 10 Date begun:

Date completed:

LIST 11 Date begun:

LIST 12 Date begun:

didn’t

let’s

people

angel

outdoor

overcast

haven’t

who’d

angle

label

outline

overhead

couldn’t

who’s

vegetable

level

outbreak

overall

wouldn’t

brother-in-law

simple

towel

outfit

overbook

shouldn’t

passer-by

terrible

tunnel

outcry

underage

can’t

hanger-on

puzzle

novel

undo

underground

wasn’t

by-law

agile

jewel

untie

understand

aren’t

drive-in

axle

fuel

uneven

undercover

we’d

take-off

sprinkle

cancel

unable

underneath

doesn’t

Europe

assemble

kilogram

unaware

Edinburgh

they’ll

great

travel

kilometre

overboard

London

Date completed:

Date completed:

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Date completed: 35


Assessment = can say word

LIST 13 Date begun:

= can write word

= has remembered correct spelling

LIST 14 Date begun:

LIST 15 Date begun:

chick

tomb

helpless

braveness

crept

revolt

garden

puddle

harmless

cleanliness

swept

difficult

crown

foal

careless

business

wept

adult

rabbit

meadow

hopeless

quietly

kept

left

flowers

springtime

needless

lonely

except

loft

flowerbed

windy

breathless

wisely

adopt

swift

heaven

daffodil

sadness

lovely

erupt

shift

daisy

splash

awareness

brightly

fault

craft

hatch

worship

sickness

quickly

built

lift

rainbow

point

happiness

kind

consult

Rome

raincoat

letter

weakness

engage

bolt

Paris

Date completed:

Date completed:

LIST 16 Date begun:

Date completed:

LIST 17 Date begun:

LIST 18 Date begun:

happily

supplied

explore

poor

barbecue

caravan

merrily

dried

score

uproar

steak

jeans

busily

applied

ignore

roar

sausages

jumper

angrily

studies

adore

boar

charcoal

shorts

easily

carries

shore

boarder

lighter

sandals

cheerily

parties

chore

oar

tennis

castle

craftily

empties

anymore

fourth

racket

postcards

worried

buries

store

court

prawns

circus

married

bullies

door

pour

salad

umbrella

dirtied

litre

moor

Italy

lakes

Moscow

copied

busy

floor

Switzerland

park

Berlin

Date completed: 36

Name:

Date completed:

Date completed:

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Assessment Name:

Year: Pre-test

Final Test

List 1

⁄22

⁄22

List 2

⁄22

⁄22

List 3

⁄22

⁄22

List 4

⁄22

⁄22

List 5

⁄22

⁄22

List 6

⁄22

⁄22

List 7

⁄22

⁄22

List 8

⁄22

⁄22

List 9

⁄22

⁄22

List 10

⁄22

⁄22

List 11

⁄22

⁄22

List 12

⁄22

⁄22

List 13

⁄22

⁄22

List 14

⁄22

⁄22

List 15

⁄22

⁄22

List 16

⁄22

⁄22

List 17

⁄22

⁄22

List 18

⁄22

⁄22

Notes

NOTES: DATE:

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37


Test Checklist Name

38

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17 18

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Unit 1

or, er, en, on List Words

Word Building

visitor

visitors, visit, visits, visited, visiting

doctor

doctors

error

errors

sailor

sailors, sailorly, sail, sails, sailed, sailing

spectator

spectators

Unit Focus • This unit focuses on choosing the graphemes ‘or’, ‘er’, ‘en’ or ‘on’ to represent a sound (phoneme) at the end of a word. • This unit also includes two common, high frequency words, ‘read’ and ‘goes’.

Teaching Points • Identify the phoneme and how it is represented. • Break each word into syllables; i.e. sud/den/ly (each syllable must contain a vowel [in ly there is no vowel, there is still a vowel sound]). • Discuss how some words have double consonants to keep the preceding vowel short. • Sort the list words to the graphemes and brainstorm other words to add to each list.

water

waters, watered, watering, watery

number

numbers, numbered, numbering

lower

lowers, lowered, lowering, low, lowest

sister

sisters, sisterly

better

best, bettered

eleven

eleventh

Dictation

opened

open, opens, opening, openly, opener, openness

broken

break, breaks, broke, breaking, breakable, breakage

hidden

hid, hide, hides, hiding

1. The spectator watched his sister lower the red cotton sails and race the better boat to the finishing line. 2. The doctor made an error when he read the report and missed the small broken bone in Jim’s foot. 3. I hope the lesson goes well when the visitor comes to the school. 4. The sailor suddenly found water rushing into his boat and good reason to get in the lifeboat. 5. When number eleven was opened and searched, the police found that the person there had hidden the poison that killed all the local cats.

suddenly

sudden, suddenness

lesson

lessons

reason

reasons, reasoned, reasoning, reasonable, unreasonable

person

persons, personal, personally, personality, personalities, personable

poison

poisons, poisoned, poisoning, poisonous

cotton

cottons

read

reads, reading, read

goes

go, going, gone

Revision Words chew

Word Building chews, chewing, chewed

few

fewer, fewest

due

dues

clue

clues

spoon bathroom

spoons, spoonful, spoonfuls bathrooms

comic

comics, comical

picnic

picnics, picnicking, picnicked

should

work

Answers 1. (a) goes (b) opened 4. (a) sail (b) spectate (c) lower (d) better (c) go (d) low (e) suddenly (f) sister (e) hide (f) break (g) open (h) good 2. (a) eleven (b) lesson 5. (a) sister, better (c) poison (d) better (b) should, doctor (e) error (f) reason (c) spectator, error 3. Across (d) work, lesson 5. better 7. error 6. (a) terror (b) crew 8. broken 12. cotton (c) glue (d) spectacles 13. person 14. visitor (e) blister 17. lesson 19. read 20. suddenly 21. spectator 7. sailor, comic Down 8. Word search answer see p. 57 1. number 2. hidden 9. (a) read 3. water 4. eleven (b) bathroom, spoon 6. lower 9. doctor (c) eleven (d) due, few 10. goes 11. opened 10. (a) work (b) lower 13. poison 15. sailor (c) clue (d) reason 16. reason 21. sister (e) chew (f) water

works, working, worked

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39


Unit 2

f, lf, fe, irregular plurals

List Words hoof

hooves or hoofs

leaf

leaves, leafy

beef

scarf

scarves or scarfs

elf

elves

golf

golfer, golfing

wolf

wolves

shelf

shelves

half

halves, halved, halving

calf

calves

safe

safer, safest, safes

wife

wives

life

lives, live, lived, living

oxen

ox

geese

goose

dice

child

women

woman

teeth

tooth

feet

foot

Teaching Points • Identify the phoneme and how it is represented. Brainstorm to list other words that end with ‘f’, ‘lf’ or ‘fe’. • Discuss the plural words and any parts that may cause them difficulty. Identify the singular form of each word.

Rules • •

To make some words ending with ‘f’, ‘lf’, or ‘fe’ plural, the ‘f’ is changed to ‘v’ and ‘es’ is added. When a suffix beginning with a vowel is added to some words ending with ‘f’, ‘lf’ or ‘fe’ the ‘f’ is changed to ‘v’ and the suffix is added. When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before the suffix.

Dictation

large

larger, largest

does

do, doing, did, done

Revision Words

40

• This unit focuses on words that end with the graphemes ‘f’, ‘lf’ or ‘fe’, and irregular plurals. • This unit also includes two common, high frequency words, ‘large’ and ‘does’.

die

children

1. Women, children, geese and oxen were not safe from the wolf with sharp teeth. 2. The elf with the orange scarf and very large feet sat on the leaf and was just missed by the hoof of the calf. 3. Does golf take up more than half of his life? 4. Dice the beef into cubes and cook it for an hour, then put it on the shelf to cool, said his wife.

Word Building

love

loves, loving, loved

oven

ovens

other

others, otherwise

Monday

Unit Focus

Word Building

Answers

onion

onions

front

fronts, fronting, fronted

luck

luckless, lucky, luckier, luckiest

shock

shocks, shocking, shocked

Ireland

Irish, Irishman, Irishmen, Irishwoman, Irishwomen

March

1. (a) foot (b) goose (c) halves (c) tooth (d) child (d) hooves/hoofs (e) ox (f) woman (e) shelves (f) wolves (g) die 5. (a) The children had a shock 2. (a) safe (b) large when they saw the wolf. (c) beef (d) does (b) What good luck to be in (e) dice (f) golf Ireland on Monday 17th (g) shelf March. 3. Across (c) The farmer’s wife took the 1. wolf 5. children geese to market to sell. 7. geese 9. shelf 6. (a) golf (b) elf 10. leaf 11. half (c) teeth (d) shelf 12. oxen 13. feet 7. (a) front (b) wife 16. women 17. life (c) love (d) safe 18. elf (e) life (f) children Down 8. Word search answer see p. 57 2. large 3. dice 9. (a) loft, left, lift, life 4. beef 6. does (b) hill, hall, halt, half 7. golf 8. safe 10. (a) oven (b) wife 9. scarf 11. hoof (c) calf (d) scarf 14. teeth 15. calf (e) live 16. wife 4. (a) wives (b) scarves/scarfs

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Unit 3

Silent Letters List Words knuckle

Word Building knuckles

knit

knits, knitted, knitting

knee

knees

rhyme

rhymes, rhymed, rhyming

yoghurt

yoghurts

honour

honours, honouring, honoured

loch

lochs

build

builds, building, built, builder

written

write, writes, wrote, writing

wreath

wreaths

wrist

wrists

palm

palms

calm

calmer, calmest, calms, calming, calmed

often

listen

listens, listened, listening, listener

thistle

thistles

whistle

whistles, whistled, whistling

condemn

condemns, condemned, condemning, condemnation

animal Revision Words

Teaching Points • Identify the silent letter in each word. • Identify any other difficult parts of each word. • Brainstorm to list other words with silent letters and sort them into groups.

Rules

psalms

pretty

• This unit focuses on words that have silent letters. • This unit also includes two common, high frequency words, ‘pretty’ and ‘animal’.

psalm

autumn

Unit Focus

autumns, autumnal prettier, prettiest, prettily, prettiness animals

Double the consonant to keep the preceding vowel sound short. When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before the suffix.

Dictation 1. Thistle and whistle, and calm and palm rhyme, but what rhymes with knuckle? 2. I hate to listen to my dad when he starts to condemn and talk about animal cruelty. 3. In the autumn we often take a boat out on the loch to see the pretty swans build a nest. 4. She had written a letter of complaint after slipping on the spilt yoghurt, as she sprained her wrist and couldn’t knit. 5. We sang a psalm, then I had the honour of laying the wreath on the altar, where I had to bow my head and bend one knee.

Answers Word Building

alive thank

thanks, thanked, thankful, thankfully, thankless

supply

supplies, supplied, supplying, supplier, suppliers

apply

applies, applied, applying

cried

cry, cries, crying

tried

try, tries, trying

high

higher, highest, highs

right

rights, righted, righting, rightly, righteous, rightful

while

whiles, whiled, whiling, whilst

which

whichever

1. (a) often, listen, thistle, whistle (b) knuckle, knit, knee (c) psalm, palm, calm (d) condemn, autumn (e) rhyme, yoghurt, honour, loch (f) build (g) written, wreath, wrist 2. Across 1. rhyme 5. build 7. knuckle 9. written 10. thistle 15. listen 16. loch 17. psalm 18. animal 19. honour Down 2. yoghurt 3. wrist 4. pretty 6. often 7. knee 8. knit 9. whistle 11. autumn 12. condemn 13. wreath 14. calm 17. palm 3. listens, listening, listened builds, building, built knots, knotting, knotted

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

rhymes, rhyming, rhymed writes, writing, written Rule 1: e, i Rule 2: t Rule 3: built 4. (a) whistle (b) while (c) palm (d) psalm (e) which (f) condemn (g) loch (h) wreath (i) apply 5. (a) often (b) animal (c) supply (d) right 6. pretty, condemn, tried 7. (a) tried, listen, whistle, while (b) cried, knee, knuckle 8. Word search answer see p. 57 9. (a) knit, pretty (b) build, loch (c) animal, autumn (d) tried, psalm (e) listen, cried 10. (a) written (b) which (c) knee (d) rhyme (e) high (f) build (g) right (h) animal 41


Unit 4

air, are

List Words

Word Building

fair

fairer, fairest, fairs, fairly, fairness

stair

stairs

chair

chairs, chaired, chairing

hairy

hairier, hairiest, hair, hairs

airy

airier, airiest, air, airs, aired, airing

dairy

dairies

pair

pairs, paired, pairing

repair despair pushchair

repairs, repaired, repairing despairs, despaired, despairing pushchairs

dare

dares, daring, dared

scare

scares, scared, scaring

beware

glare

glares, glared, glaring

fare

fares, fared, faring

stare

stares, stared, staring

care

cares, cared, caring, carefree, careful, carefully, careless, carelessly, carelessness

rare

rarer, rarest, rarely

spare

spares, spared, sparing, sparingly

mare

mares

Dublin

Dubliner, Dubliners

Belfast

Belfastian, Belfastians

Revision Words

42

Word Building

smell

smells, smelled, smelling, smelt, smelly, smellier, smelliest

stall

stalls, stalled, stalling

glass

glasses, glassy

across

buzz

buzzes, buzzed, buzzing, buzzer, buzzers

dizzy

dizzier, dizziest, dizziness

staff

staffs, staffed, staffing

stuff

stuffs, stuffed, stuffing

yesterday

April

Unit Focus • This unit focuses on choosing the graphemes ‘air’ or ‘are’ to represent a sound (phoneme). • This unit also includes two common, high frequency words, ‘Dublin’ and ‘Belfast’.

Teaching Points • Identify the phoneme and how it is represented. • Sort the list words according to the graphemes and brainstorm other words to add to each list.

Rules • • •

The ‘y’ at the end of base words changes to ‘i’ when a suffix is added. To make the plural of words ending with a ‘y’ after a consonant, change the ‘y’ to ‘i’ and add ‘es’. When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before adding the suffix.

Dictation 1. After working in the dairy she went to the fair in Dublin, as she had saved enough money for the train fare. 2. Pulling a pushchair up a stair can often drive you to despair. People give you such a glare, they stand, they look, they stare. Has no-one any time to spare? It makes you think that they don’t care. 3. In the Belfast auction house, a pair of vases sold for £1000, as they were very rare. 4. Ghosts don’t scare me but big hairy spiders do. 5. My hospital room was airy but the big old chair did need a lot of repair. 6. I didn’t dare go into the field as the sign said beware of the mare.

Answers 1. (a) armchair (b) staircase (c) daredevil (d) nightmare (e) scarecrow (f) airfare (g) carefree 2. (a) hairy (b) glare (c) repair (d) beware (e) despair (f) dairy (g) pair 3. Across 2. hairy 6. mare 7. repair 8. dare 10. Dublin 13. scare 15. stair 17. pushchair 18. fair 19. fare Down 1. spare 3. rare 4 chair 5. care 8. dairy 9. glare 11. beware 12. Belfast 14. despair 16. airy 17. pair

4. (a) stare (b) stair (c) fare (d) fair 5. (a) rare (b) dizzy (c) dare (d) scare (e) glass (f) care (g) repair (h) despair 6. (a) glasses (b) mares (c) smells (d) dairies (e) pushchairs (f) stairs (g) repairs (h) pairs 7. (a) Belfast, Dublin (b) buzz (c) pushchair (d) yesterday, April (e) airy, across, April 8. Word search answer see p. 57 9. repairs, repairing, repaired smells, smelling, smelled scares, scaring, scared dares, daring, dared 10. (a) stall (b) pushchair (c) beware (d) smell

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Unit 5

Short e sound, ea List Words

Word Building

head

heads, heading, headed, headache

breakfast

breakfasts, breakfasted, breakfasting

deaf

deafen, deafened, deafening, deafeningly, deafness

steady

steadies, steadied, steadying, steadier, steadiest, steadily, steadiness

bread

breads, breadknife, breadcrumb, breadboard

deadly

deadlier, deadliest, deadliness

lead

leaden, leadenly

tread

treads, treading, trod, trodden

instead

ahead

heavy

heavier, heaviest, heavies

thread

threads, threaded, threading

threat

threats

breath

breaths

earn breadth

earns — earls

pearl

pearls

death

deaths

earth

earths

world

worlds, worldly, worldlier, worldliest

clean

cleaner, cleanest, cleans, cleaning, cleaned

Revision Words

Word Building

riddle

riddles, riddled

ankle

ankles

eagle

eagles

bottle

bottles, bottling, bottled

little

less, lesser, least

middle

middles

single

singles, singling, singled

part twelve

rectangles, rectangular parts, parting, parted twelfth

• This unit focuses on the grapheme ‘ea’ to represent a sound (phoneme). • This unit also includes two common, high frequency words, ‘world’ and ‘clean’.

Teaching Points • Identify the phoneme and how it is represented. Discuss how it makes a short ‘e’ sound. • Sort the list words according to the graphemes and brainstorm other words to add to each list.

Rules • •

earl

rectangle

Unit Focus

The ‘y’ at the end of base words changes to ‘i’ when a suffix is added. The ‘y’ is retained when adding ‘ing’ to avoid ‘ii’ being written (two exceptions are taxiing and skiing).

Dictation 1. The head of the team warned us of the deadly snakes ahead, so we swam the breadth of the river until we were all out of breath. 2. Instead of doing nothing she decided to earn some money by baking fresh bread. 3. She had to sew the pearl back on using a needle and some thread. 4. After breakfast, we walked through the wet earth with a steady tread, wearing our heavy boots. 5. The murderer tried to clean the lead pipe that had caused the death. 6. Although the earl was deaf, he had travelled round the world, lecturing about the threat of global warming.

Answers 1. (a) breath (b) ahead (c) breakfast (d) threat (e) world (f) earn 2. Teacher check 3. Across 1. bread 5 earn 6. earth 9. tread 10. deaf 12. breadth 15. earl 16. thread 17. deadly 19. clean 20. head Down 1. breath 2. steady 3. world 4. instead 7. heavy 8. death 11. pearl 12. breakfast 13. ahead 14. threat 18. lead 4. (a) pearl (b) earn (c) instead (d) death (e) steady (f) clean

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

5. (a) breadth (b) twelve, breakfast (c) death, earl (d) lead, heavy (e) ankle, deadly 6. ankle, bottle, eagle, head, instead, middle, pearl, thread 7. (a) world (b) riddle (c) lead (d) earn (e) single (f) threat 8. Word search answer see p. 57 9. world, rectangle, clean 10. (a) instead (b) bottle (c) middle (d) breakfast (e) ankle (f) deadly (g) riddle (h) single

43


Unit 6 List Words

Suffixes: -er, -est, -iest Unit Focus

Word Building

hotter

hot, hottest, hotly

kinder

kind, kinds, kindest, kindly, kindness

colder

cold, coldest, colds, coldly, coldness

• This unit focuses on the suffixes ‘er’, ‘est’ and ‘iest’. • This unit also includes two common, high frequency words, ‘learn’ and ‘America’.

Teaching Points

stronger

strong, strongest, strongly

weaker

weak, weakest, weakly, weaken, weakens, weakening, weakened

meaner

mean, meanest, means, meaning, meant, meanness

taller

tall, tallest

greatest

great, greater, greatly, greatness

smallest

small, smaller, smalls

softest

soft, softer, softly, soften, softens, softening, softened

darkest

dark, darker, darkly, darkness, darken, darkens, darkening, darkened

thickest

thick, thicker, thicken, thickens, thickening, thickened

hardest

hard, harder, hardness, harden, hardens, hardening, hardened

lightest

light, lighter, lights, lighting, lighted, lit, lightly, lightness, lighten, lightens, lightening, lightened

thinnest

thin, thinner, thins, thinning, thinned

cheeriest

cheery, cheerier, cheer, cheers, cheering, cheered, cheerful, cheerfully, cheerfulness

bounciest

bouncy, bouncier, bounce, bounces, bounced

bossiest tiniest angriest learn America

Double the consonant to keep the preceding vowel sound short. When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before adding the suffix.

Dictation

angry, angrier, angrily, anger, angers, angering, angered learns, learned, learning, learnt, learner, learning

Answers

tiny, tinier

American, Americans Word Building straps, strapping, strapped

straw

straws

spray

sprays, spraying, sprayed

sprout

sprouts, sprouting, sprouted

sprain

sprains, spraining, sprained

screen

screens, screening, screened

scream

screams, screaming, screamed

scrape

scrapes, scraping, scraped

44

• •

bossy, bossiest, bossiness, boss, bosses, bossing, bossed

strap

usual

Rules

1. He was meaner than most as he cut the ham into the thinnest slices. 2. The thickest and hardest trees are found in America and some are taller than 360 feet. 3. He was the angriest chef to work for as the food had to be hotter, the coffee weaker, the drinks colder and the tea stronger, but he baked the softest cakes. 4. The greatest film I’ve seen was ‘The Cheeriest Chimp’ which was filmed in darkest Africa. 5. It was the lightest and tiniest ball but it was the bounciest. 6. I will have to learn to be kinder, as I am the bossiest person, even though I am the smallest.

Revision Words

live

• Identify the base word for each list word. • Discuss how the list words ‘hotter’ and ‘thinner’ have the final consonant doubled before adding the suffix to keep the preceding vowel sound short. Ask the children why they think the other list words do not need to have the same rule applied. • Discuss the rules for comparative and superlative words and ask chilldren for other examples to add to a list.

lives, living, lived, lively, livelihood, livelihoods, liveliness, liven, livens, livening, livened usually

1. (a) cheery, cheerier (b) kind, kindest (c) light, lighter (d) bouncy, bouncier (e) strong, strongest (f) tiny, tinier 2. Across 6. greatest 7. hardest 9. learn 10. smallest 13. angriest 15. weaker 17. bounciest 18. taller 19. softest 20. hotter 21. thinnest Down 1. colder 2. America 3. meaner 4. darkest 5. stronger 8. cheeriest 11. lightest 12. tiniest 14. thickest 16. kinder 17. bossiest

3. (a) hot (b) tiny (c) weak (d) boss (e) light (f) cheer (g) dark (h) mean 4. (a) liveliest (b) colder (c) bossiest (d) lightest 5. scream, America, learn 6. (a) strap (b) stronger, strap, straw (c) learn (d) angriest, America, usual 7. Teacher check 8. Word search answer see p. 58 9. darkest, hardest, kinder, learn, lightest, screen, spray, usual 10. (a) meaner (b) usual (c) softest (d) darkest (e) tiniest (f) scream

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Unit 7

Christmas List Words snow

gift family chimney tinsel snowman

Word Building snows, snowing, snowed, snowman, snowball, snowflake, snowfall, snowshoe, snowstorm gifts, gifted families, familial chimneys —

winter

winters, wintry

elves

elf candle, candlestick, candlesticks

frost

frosts, frosty, frostier, frostiest, frostbite

angel

angels, angelic

stable

stables, stability, stabilize

concert

concerts

reindeer

reindeers

birth

births, birthday, birthdays

jingle

jingles, jingling, jingled crowd, crowding, crowded

holy

holier, holiest

jolly

jollier, jolliest

ours

our

theirs

their

Revision Words snowflakes

Word Building snowflake

Advent

December

stocking

stockings

holiday

holidays, holidaying, holidayed, holidaymaker, holidaymakers

cracker

crackers

Jesus Christmas

Teaching Points • Identify difficult parts of words. • Discuss ways to remember how to spell a word. • Brainstorm other words to add to each list.

Dictation

parties

crowds

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

snowmen

party

candles

Unit Focus

— Christmases

month

months, monthly, monthlies

minute

minutes, minuting, minuted

1. ‘Jingle Bells’ is a jolly song but I love ‘Frosty the Snowman’ and ‘When Santa got Stuck up the Chimney’. 2. Last winter the concert was cancelled because of the snow and frost so crowds of people came to the family party. 3. On Christmas Eve I hang up all the tinsel, put the angel on the tree, and leave out a cookie for the reindeer and sweets for the elves. 4. We opened the gift as we thought it was ours, but it was theirs. 5. To celebrate the birth of Jesus in a stable, they sing holy songs in church and light candles.

Answers 1. (a) crowd (b) elf (c) parties (d) families (e) snowmen (f) candle 2. (a) the, he, their (b) him (c) con, on (d) if (e) in, rein, deer (f) no, now (g) am 3. Across 2. birth 4. candles 5. jingle 8. angel 10. winter 11. holy 13. theirs 17. snowman 18. crowds 19. family 20. elves Down 1. chimney 3. reindeer 4. concert 6. jolly 7. party 9. gift 12. ours 14. stable 15. snow 16. tinsel 19. frost

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

4. tinsel, elves, frost 5. (a) chimney (b) theirs (c) party 6. family, angel, stable, reindeer, snowman, elves, candle 7. (a) jolly (b) stable (c) elves (d) December (e) stocking (f) frost (g) candles (h) snow 8. (a) jolly (b) holy (c) concert (d) frost (e) angel (f) gift 9. Word search answer see p. 58 10. Pull a cracker at Christmas.

45


Unit 8

ue, ew, oo, ui

List Words

Word Building

true

truer, truest, truly, truth, truths, truthful, truthfully

value

values, valuing, valued, valuer

argue

argues, arguing, argued, arguable, arguably

cue avenue screw

cues avenues screws, screwing, screwed

flew

flies, flying, flown, flyer

brew

brews, brewing, brewed, brewer, brewery, breweries

dew

drew

draw, draws, drawing, drawn

igloo

igloos

bamboo

Unit Focus • This unit focuses on choosing the graphemes ‘ue’, ‘ew’, ‘oo’ or ‘ui’ to represent a sound (phoneme). • This unit also includes two common, high frequency words, ‘millimetre’ and ‘centilitre’.

Teaching Points • Identify the phoneme and how it is represented. • Sort the list words according to the graphemes and brainstorm other words to add to each list.

Rules •

• •

When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before adding the suffix. (Note: The ‘e’ is also dropped in truth and truthful.) The ‘y’ at the end of base words changes to ‘i’ when a suffix is added. When adding ‘y’ to a word ending in ‘e’, drop the ‘e’ before adding ‘y’.

— proofread

Dictation

shampoo

shampoos, shampooing, shampooed

kangaroo

kangaroos

1. Only one screw was out, but the bamboo hut collapsed, so it was of no value to us. 2. It was a juicy drink, but they now had to show proof that the juice contained nothing but fruit. 3. I don’t know if this is true and I think you could argue, but once there was a kangaroo who lived happily in an igloo. He played snooker with a cue, while sipping tea he did brew and washed his hair with fish shampoo. 4. As they flew over the avenue they could see their house. 5. You could not see the bruise as it was only a millimetre in size. 6. Wearing a warm suit she went outside, while the dew was still on the ground, and drew a picture. 7. The doctor needed five centilitres of blood from my arm.

proof

fruit

fruits, fruitful, fruitless, fruity, fruitier, fruitiest

juice

juices

juicy

juicier, juiciest

bruise

bruises, bruising, bruised

suit millimetre centilitre

suits, suiting, suited, suitable, suitability, suitably millimetres centilitres

Revision Words liquid

liquids, liquidate, liquidates, liquidating, liquidated, liquidation, liquidator

quiet

quieter, quietest, quietly, quieten, quietens, quietening, quietened

quite

question

questions, questioning, questioned, questionable

squeak

squeaks, squeaking, squeaked, squeaky

squash

squashes, squashing, squashed

squirm

squirms, squirming, squirmed

square

squares, squaring, squared, squarely

oil during

46

Word Building

oils, oiling, oiled, oily —

Answers 1. (a) igloo (b) juice (c) value (d) suit (e) flew (f) proof (g) avenue (h) fruit (i) kangaroo (j) argue

4. (a) centilitre, centimetre, centipede (b) millilitre, millimetre, millipede

5. (a) (b) (c) 2. (a) juice (b) millimetre (c) proof (d) (d) shampoo, bamboo (e) fruit, centilitre, suit 6. (a) (f) bruise (b)

That bottle of shampoo is good value. A millimetre is a thousandth of a metre. The peach was juicy but it had a bruise on it. There were quite a lot of questions about the missing kangaroo.

draw, draws, drawing fly, flies, flying 3. Across (c) argues, arguing, argued (d) squeaks, squeaking, squeaked 4. brew 5. argue (e) squashes, squashing, squashed 6. dew 7. shampoo 9. juicy 11. igloo 7. (a) bamboo (b) during (c) igloo 13. flew 15. avenue 8. Word search answers see p. 58 17. true 18. proof 9. (a) true (b) value (c) argue 21. centilitre (d) suit (e) cue (f) squirm Down (g) proof (h) squeak 1. drew 2. bamboo 10. (a) true (b) quiet (c) argue 3. screw 4. bruise (d) juicy (e) liquid (f) question 8. millimetre 9. juice 10. kangaroo 12. cue 13. fruit 14. value 16. suit The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Unit 9

ce, ci, cy List Words

Word Building

parcel

parcels, parcelling, parcelled

since

certain

certainly, certainty, certainties

century

centuries

centipede prince acid calcium

centipedes princes, princely acids, acidic, acidity —

Unit Focus • This unit focuses on choosing the graphemes ‘ce’, ‘ci’, or ‘cy’ to represent a sound (phoneme) at the end of a word. • This unit also includes two common, high frequency words, ‘found’ and ‘study’.

Teaching Points • Identify the phoneme and how it is represented. • Discuss how ‘c’ has a soft sound when followed by an ‘e’, ‘i’ or ‘y’. • Sort the list words according to the graphemes and brainstorm other words to add to each list.

cigar

cigars

circuit

circuits

pencil

pencils, pencilling, pencilled

stencil

stencils, stencilling, stencilled

cinema

cinemas, cinemagoer, cinematographer

circle

circles, circling, circled

circumference cylinder cycle

Rules

circumferences cylinders, cylindrical cycles, cycling, cycled, cyclical or cyclic, cyclist, cyclists, bicycle, tricycle, unicycle

cyclone

cyclones

cymbal

cymbals

agency

agencies

found

find, finds, finder, findings

study

studies, studying, studied, studious, studiously

Revision Words told

Word Building tell, tells, telling

folder

fold, folds, folded, folding

scold

scolds, scolded, scolding

older

old, oldest

When a word ends with a single ‘l’, double the ‘l’ when a suffix beginning with a vowel is added. To make plurals of words ending with a ‘y’ after a consonant, change the ‘y’ to ‘i’ and add ‘es’. When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before adding the suffix.

Dictation 1. The prince was certain that the parcel he had found contained a cigar. 2. Using a pencil, he drew the exact circumference of the circle, then handed out a stencil of a skeleton to teach us about calcium in our bones. 3. The cinema was closed as a gas cylinder had exploded and they kept having a short circuit. 4. Since last May I have learnt how to cycle a bike and play a cymbal. 5. The agency sent them there to study the life of a centipede, as acid rain was ruining the forests, and in the last century a cyclone had hit it six times.

Answers 1. (a) stencil (b) cycle (c) since (d) cinema (e) cylinder (f) circuit (g) circumference (h) parcel (i) acid (j) centipede (k) prince (l) pencil

4. (a) prince, cigar, cinema (b) certain, centipede, parcel (c) acid, calcium

6. Teacher check

remind

reminds, reminded, reminding, reminder

kindest

kind, kinder, kindly

2. (a) centuries (b) cymbals (c) agencies (d) studies (e) cyclones

behind

behinds

3. Across

blind

blinds, blinded, blinding

again

name

names, named, naming, nameless, namely, namesake, namesakes

1. cymbal 2. pencil 6. century 8. agency 9. cycle 11. acid 14. circuit 16. stencil 17. cyclone 18. circumference

Down

1. certain 2. parcel 3. cinema 4. study 5. found 7. centipede 10. cigar 12. prince 13. cylinder 14. calcium 15. circle 16. since

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

5. (a) circumference (b) parcel, circle, cycle, circuit, pencil, stencil, study, name, blind 7. (a) centipede (b) prince 8. (a) parcel (c) circle (e) study (g) folder

(b) scold (d) blind (f) certain (h) circuit

9. Word search answer see p. 58 10. (a) behind (b) prince (c) folder (d) acid (e) older (f) circuit/circle (g) circle/circuit (h) remind 11. (a) name (c) blind (e) acid

(b) found (d) prince (f) told

47


Unit 10 List Words didn’t

Contractions, Hyphenated Words Word Building

did not

haven’t

have not

couldn’t

could not, could’ve

wouldn’t

would not, would’ve

shouldn’t

should not, should’ve

• This unit focuses on contractions and hyphenated words. • This unit also includes two common, high frequency words, ‘Europe’ and ‘great’.

Teaching Points • Identify that the apostrophe shows where a letter or letters have been left out. • Identify any difficult parts of words. • Brainstorm other contractions.

can’t

cannot

wasn’t

was not

aren’t

are not

we’d

we would, we should, we had, we’re, we’ll, we’ve

doesn’t

does not

they’ll

they will, they’ve, they’re, they’d

let’s

Rules

let us

who’d

who had, who would

who’s

who is

brother-in-law

brothers-in-law passers-by

hanger-on

hangers-on

by-law

by-laws

drive-in

drive-ins

take-off

take-offs

Europe

European, Europeans

great

greater, greatest, greatly, greatness

Revision Words

Word Building

race

races, racing, raced

space

spaces, spacing, spaced

trace

traces, tracing, traced

disgrace price ice-cream

• •

passer-by

48

Unit Focus

disgraces, disgracing, disgraced prices, priced, pricing ice-creams

voice

voices, voiced, voicing

advice

January

because

There are two main uses for apostrophes. One is to show when a letter or letters have been omitted; e.g. didn’t – did not. Hyphenated words are compound words that would be unclear, hard to read or excessively long without the hyphen; e.g. nosmoking sign and black-cab driver. Capital letters are used for proper nouns; i.e. names of places and months of the year; e.g. Europe and January. Some compound nouns add ‘s’ to the first word; others add ‘s’ to the second word; e.g. chief-of-staff, chiefs-of staff; lay-by, lay-bys.

Dictation 1. In Europe they have a drive-in movie theatre but they’ll not have one in the U.K.—but wouldn’t it be great if they did? 2. The passer-by didn’t see anything as he wasn’t looking that way. 3. I couldn’t have agreed with my brother-in-law, who is a hanger-on, as he believed that the by-law shouldn’t have been introduced. 4. Knock, knock. Who’s there? Someone who can’t reach the doorbell. 5. “It doesn’t look like take-off will be before two o’clock so let’s go for lunch”. Who’d say no to that? 6. We’d not seen them for two months, as we haven’t got a car, even though they aren’t far away.

Answers 1. (a) who’d (b) they’ll (c) let’s (d) aren’t (e) couldn’t 2. (a) passer-by (b) brother-in-law (c) drive-in (d) by-law 3. Across 4. couldn’t 8. we’d 9. passer-by 10. let’s 12. wasn’t 15. who’d 17. brother-in-law 18. they’ll 19. doesn’t 20. hanger-on Down 1. can’t 2. Europe 3. great 5. didn’t 6. aren’t 7. by-law 8. who’s 11. haven’t 12. wouldn’t 13. take-off 14. shouldn’t 16. drive-in

4. (a) wasn’t (b) shouldn’t (c) haven’t (d) who’s 5. (a) great (b) we’d (c) Europe 6. (a) Let’s, ice-cream. (b) advice, by-law. (c) haven’t, Europe. (d) great, space. 7. (a) price, ice-cream (b) trace, passer-by (c) couldn’t, drive-in, because 8. (a) ice-cream (b) take-off (c) drive-in (d) passer-by (e) hanger-on (f) by-law 9. Word search answer see p. 59 10. shouldn’t, Europe, because 11. (a) drive-ins (b) brothers-in-law (c) ice-creams (d) take-offs (e) passers-by (f) by-laws

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Unit 11

le, el List Words

Word Building

people

peoples, peopling, peopled

angle

angles, angling, angled

vegetable

vegetables, vegetarian, vegetarians, vegetarianism, vegetate, vegetates, vegetating, vegetated, vegetation

simple

simpler, simplest, simplicity, simpleton, simplify, simplifying, simplified, simplification, simply

terrible

terribly

puzzle

puzzles, puzzling, puzzled, puzzlement

agile

agilely, agility

axle

axles

sprinkle assemble

sprinkles, sprinkling, sprinkled, sprinkler, sprinklings assembles, assembling, assembled, assembly, assemblies

travel

travels, travelling, travelled, traveller, travellers

angel

angels, angelic

label

labels, labelling, labelled

level

levels, levelling, levelled

towel

towels, towelling

tunnel

tunnels, tunnelling, tunnelled

novel

novels, novelists

jewel

jewels, jewelled, jeweller, jewellers, jewellery

fuel cancel

fuels, fuelling, fuelled cancels, cancelled, cancellation, cancellations

kilogram

kilograms

kilometre

kilometres

Revision Words

Word Building

huge

huger, hugest, hugely

stage

stages, staging, staged

bridge

bridges, bridging, bridged

judge

judges, judging, judged

branch

branches, branching, branched

crunch

crunches, crunching, crunched

match

matches, matching, matched

catch

catches, catching, caught

please

pleases, pleasing, pleased

February

Unit Focus • This unit focuses on choosing the graphemes ‘le’ or ‘el’ to represent a sound (phoneme). • This unit also includes two common, high frequency words, ‘kilogram’ and ‘kilometre’.

Teaching Points • Identify the phoneme and how it is represented. • Discuss how some words have a double consonant to keep the preceding vowel sound short. • Sort the list words by their graphemes and brainstorm other words to add to each list.

Rules • • •

When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before adding the suffix. When adding ‘ly’ to words ending with ‘le’ after a consonant, change the ‘e’ to ‘y’. When a word ends with a single ‘l’, double the ‘l’ when a suffix beginning with a vowel is added.

Dictation 1. He was very agile, as he had to travel a kilometre every day, to sprinkle some water on his vegetable garden. 2. It was terrible news that the car had broken its axle while on the level crossing and was spilling fuel on the track. 3. It is a puzzle why some people had to cancel their bookings to go through the Channel tunnel. 4. Angel is an anagram of angle and towel is an anagram of owlet. 5. I am going to lose a kilogram so I can wear that dress with the designer label. 6. The situation was like a simple crime novel because we had to assemble in the ballroom to discover who had stolen the jewel.

Answers 1. (a) travel (b) angle/angel (c) sprinkle (d) simple (e) angel/angle (f) label 2. (a) tunnel (b) assemble (c) fuel (d) agile (e) vegetable (f) cancel 3. Across 1. travel 5. fuel 7. kilometre 8. terrible 9. angel 11. axle 12. assemble 15. agile 16. jewel 18. novel 19. puzzle 20. cancel Down 1. towel 2. vegetable 3. tunnel 4. kilogram 6. label 10. simple 11. angle 13. sprinkle 14. people 17. level 4. (a) travels, travelling, travelled (b) labels, labelling, labelled (c) cancels, cancelling, cancelled (d) sprinkles, sprinkling, sprinkled

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

(e) assembles, assembling, assembled (f) tunnels, tunnelled, tunnelling 5. cancel, crunch, February, fuel, huge, judge, kilometre, travel 6. (a) Some people prefer to travel through the tunnel than go over the bridge to get to work. (b) It is terrible that due to the credit crunch we have to cancel the order of fresh vegetables to the hospital. 7. (a) judge (b) tunnel (c) sprinkle (d) puzzle (e) simple (f) please (g) label (h) crunch 8. Word search answer see p. 59 9. (a) cancel (b) agile (c) judge (d) jewel (e) level (f) terrible (g) kilogram (h) tunnel 10. (a) axle (b) stage (c) huge (d) jewel 49


Unit 12 List Words

Prefixes: out-, un-, over-, underWord Building

outdoor

outdoors

outline

outlines, outlining, outlined

outbreak

outbreaks

outfit

outfits

outcry

outcries

undo

undoes, undoing, undid, undone

untie

unties, untying, untied

uneven

unevenly

unable

unaware

unawares

overboard

overcast

overhead

overheads

Unit Focus • This unit focuses on the prefixes ‘out’, ‘un’, ‘over’ and ‘under’. • This unit also includes two common, high frequency words, ‘Edinburgh’ and ‘London’.

Teaching Points • Identify the base word for each list word where appropriate. • Identify the one or two smaller words that make up each word. • Sort the list words by their prefixes and brainstorm other words to add to each list.

Rules •

• •

When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before adding the suffix. Note: the letters ‘ie’ are replaced with ‘y’ before ‘ing’ is added. When adding ‘y’ to a word ending with ‘e’, drop the ‘e’ before adding 'y'. The ‘y’ at the end of base words changes to ‘i’ when a suffix is added.

Dictation

understand

understands, understanding, understood, understandable, understandably

undercover

1. The weather was overcast when they started the outdoor search for the boy. He had been seen on the underground in London, but he was unaware that we were looking for him. 2. ‘Man overboard!’ shouted the captain. We saw the outline of someone in the water but we were unable to undo the lifeboat. 3. He couldn’t understand why I didn’t untie the ribbons on the outfit, but they were underneath the collar. 4. It was an overall success as the undercover police caught the thieves in Edinburgh. 5. The uneven number of boys and girls made them overbook the underage disco, which led to an outcry, as many did not get in. 6. I overheard them talking about the outbreak of measles in the school.

underneath

Answers

Edinburgh

Edinburgher, Edinburghers

1. (a) overbook (b) underground (c) overall (d) unaware (e) undercover (f) untie (g) outbreak (h) overcast (i) undo (j) unable 2. (a) uneven (b) Edinburgh (c) understand (d) outdoor (e) London (f) overhead 3. Across 2. London 4. undo 6. unable 7. understand 9. underage 11. overbook 13. outfit 14. overboard 17. underneath 19. overcast 20. Edinburgh Down 1. uneven 3. unaware 5. outbreak 6. underground 8. undercover 10. outcry 11. outline 12. overhead 15. outdoor 16. overall 18. untie 4. (a) under – underage, underground, understand, undercover, underneath

overall

overalls

overbook

overbooks, overbooking, overbooked

underage

underground

London

Londoner, Londoners

Revision Words

Word Building

yourself

myself

offside

seaside

someone

sometimes

everyone

everywhere

oil metre

50

oils, oiling, oiled metres, centimetre(s), millimetre(s), kilometre(s)

(b) un – undo, untie, uneven, unable, unaware (c) over – overboard, overcast, overhead, overall, overbook (d) out – outdoor, outline, outbreak, outfit, outcry 5. (a) sometimes, overbook, undercover, seaside (b) everywhere, underage, myself, offside 6. (a) London, understand, Edinburgh (b) Everyone, seaside, overcast (c) someone, overboard, unable 7. overall, oil, yourself 8. Word search answer see p. 59 9. (a) outbreak (b) overcast (c) undercover (d) oil (e) unaware (f) outcry (g) sometimes (h) uneven 10. (a) untie (b) Edinburgh, London (c) metre (d) underground (e) oil

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Unit 13

Spring/Easter List Words chick

Word Building chicks

garden

gardens, gardening, gardener, gardeners

crown

crowns, crowning, crowned

rabbit

rabbits

flowers

flower, flowering, flowered, flowery

flowerbed heaven

flowerbeds heavens, heavenly

daisy

daisies

hatch

hatches, hatching, hatched

rainbow

rainbows

raincoat

raincoats

tomb puddle foal meadow springtime

tombs, tombstone, entomb puddles foals, foaling, foaled meadows springtimes

windy

windier, windiest, wind, winds

daffodil

daffodils

splash

splashes, splashing, splashed

worship

worships, worshipping, worshipped, worshipper, worshippers

point

points, pointing, pointed, pointedly, pointer, pointers, pointless, pointlessly, point-blank

letter

letters, letter box, letter boxes, lettering

Revision Words

Word Building

bonnet

bonnets

cloud

clouds, cloudy

Christ

crocus

crocuses

Easter

death

dragonfly

dragonflies

bluebird

bluebirds

eighteen

eighteenth

seventeen

seventeenth

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

Teaching Points • Identify difficult parts of words. • Discuss ways to remember how to spell a word. • Brainstorm other words to add to each list.

Dictation 1. I had to post a letter, so I put on my raincoat as it was windy, and my boots, in case I stepped in a puddle and made a splash. 2. The queen wore a crown when she went to the tomb to worship and send a prayer to heaven. 3. We had to point out a daisy and a daffodil from all the other flowers which we had to grow in the garden. 4. I drew a rainbow of many colours, a foal eating grass in a meadow and a rabbit sitting in a flowerbed. 5. In springtime on the farm, you can see a chick hatch from the egg.

Answers 1. (a) he, heave (b) row, own, crow (c) or, hip, ship (d) in (e) we, flow, low, lower (f) me, do, mead 2. daisy, chick, windy 3. Across 2. chick 3. hatch 5. rainbow 6. point 8. daisy 10. meadow 13. springtime 15. daffodil 17. letter 19. heaven Down 1. raincoat 4. crown 5. rabbit 6. puddle 7. windy 9. flowerbed 11. worship 12. flowers 13. splash 14. garden 16. foal 18. tomb 4. (a) raincoat (b) point (c) splash (d) heaven (e) windy (f) letter

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

5. rabbit, flowerbed/garden, crocus/daffodil, daffodil/ crocus, bluebird, puddle, crown, garden/flowerbed 6. cloud 7. (a) rainbow (b) dragonfly (c) raincoat (d) springtime (e) flowerbed 8. Have a happy Easter. 9. Word search answer see p. 59 10. (a) death (b) cloud (c) foal (d) crocus (e) letter (f) splash (g) tomb (h) puddle

51


Unit 14

Suffixes: -less, -ness, -ly Unit Focus

List Words

Word Building

helpless

help, helps, helped, helping, helplessly, helpful, unhelpful, helper, helpers

harmless

harm, harms, harmed, harming, harmlessly, harmful, harmfully

careless

care, cares, cared, caring, carelessly, careful, carefully, carer, carers

hopeless

hope, hopes, hoped, hoping, hopelessly, hopeful, hopefully

needless

need, needs, needing, needed, needlessly, needy, needier, neediest

breathless

breathe, breathes, breathing, breathed, breathlessly, breathlessness, breath, breaths, breathtaking

sadness awareness sickness

sad, sadder, saddest, sadly, sadden, saddens, saddening, saddened aware sick, sicker, sickest, sicken, sickens, sickening, sickened, sickly, sicklier, sickliest

happiness

happy, happier, happiest, happily, happy-golucky

weakness

weaknesses, weak, weaker, weakest, weakly, weaken, weakens, weakening, weakened, weakling, weaklings

braveness

brave, braver, bravest, braves, braving, braved, bravely, bravery

cleanliness

clean, cleaner, cleanest, cleans, cleaning, cleaned, cleanly, cleanse, cleanses, cleansing, cleansed

business

businesses, businessman, businesswoman, businesslike

quietly

quiet, quieter, quietest, quieten, quietens, quietening, quietened

lonely

lonelier, loneliest, loneliness, lone, loner, loners, lonesome

wisely

wise, wiser, wisest, wisecrack, wisecracks

lovely

lovelier, loveliest, loveliness

brightly

bright, brighter, brightest, brightness

quickly

quicker, quickest, quicksand, quicksands

kind engage

kinds, kinder, kindest, kindly, kindness engages, engaging, engaged, engagement, engagements

Revision Words

Teaching Points • Identify the base word for each list word. • Identify any difficult parts of each word. • Sort the list words by their suffixes and brainstorm other words to add to each list.

Rules • • •

When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before adding the suffix. Double the consonant to keep the preceding vowel sound short. The ‘y’ at the end of base words changes to ‘i’ when a suffix is added.

Dictation 1. He showed great braveness in saving one of the children, so there was a lot of sadness, as they thought that a swim in the river was harmless. 2. She felt lonely and hopeless as weakness was quickly overcoming her because of her sickness. 3. The room was lovely as it was brightly lit and she felt a sense of happiness. 4. The high climb made him breathless, so needless to say, he just lay down quietly as he felt totally helpless. 5. The bank robber had no awareness of the camera so he was very careless in not wearing a mask. 6. The health inspector wisely closed down the restaurant business due to a lack of cleanliness. 7. It would be kind to engage the driver in a conversation to keep him awake.

Answers 1. (a) braveness (b) sadness 4. (a) (c) brightly (d) needless (e) lovely (b) 2. (a) engage (b) wisely (c) breathless (d) lonely (e) awareness, careless (c) (f) happiness, cleanliness, business, kind

ly – (2) quietly, lonely, wisely, lovely, brightly, quickly less,- (2) helpless, harmless, careless, hopeless, needless, breathless ness – (2) sadness, awareness, sickness, happiness, weakness, braveness, cleanliness, business

there’s

there is

won’t

will not

3. Across

she’s

she is

you’ll

you will

weren’t

were not

they’ve

they have

Down

7. kind, engage, lovely, lonely

8. Word search answer see p. 60

you’re

you are

hasn’t

has not

Wales

Welsh

Scotland

52

Word Building

• This unit focuses on the suffixes ‘less’, ‘ness’, and ‘ly’. • This unit also includes two common, high frequency words, ‘kind’ and ‘engage’.

Scot, Scots, Scottish

1. careless 7. awareness 9. weakness 11. cleanliness 13. helpless 16. needless 18. sickness 19. business 20. quickly 2. engage 3. hopeless 4. brightly 5. quietly 6. braveness 8. breathless 9. wisely 10. kind 12. harmless 13. happiness 14. lonely 15. sadness 17. lovely

5. (a) happiness, cleanliness, business (b) Wales, Scotland (c) kind, Scotland 6. (a) There’s, business, Scotland (b) They’ve, quietly, quickly (c) She’s, lonely, harmless

9. (a) They’ve, lovely, Scotland (b) careless, business (c) kind, Wales, wisely 10. (a) kind (b) won’t (c) braveness (d) sickness (e) quickly (f) hasn’t

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Unit 15

pt, lt, ft List Words

Word Building

crept

creep, creeps, creeping, creeper

swept

sweep, sweeps, sweeping, sweeper

wept

weep, weeps, weeping

kept

keep, keeps, keeping, keeper

except

exception, exceptions, exceptional, exceptionally

adopt

adopts, adopting, adopted, adoption

erupt

erupts, erupting, erupted, eruption

fault

faults, faulting, faulted

built

build, builds, building, buildings, builder, builders

consult

consults, consulting, consulted, consultancy, consultancies, consultant, consultants, consultation, consultations, consultative

bolt revolt

difficult adult

bolts, bolting, bolted revolts, revolting, revolted, revolution, revolutions, revolutionary, revolutionaries difficulty, difficulties adults, adolescent, adolescents, adulthood

left

leave, leaves, leaving

loft

lofts, lofty, loftier, loftiest

swift

swifter, swiftest, swiftly, swiftness

shift

shifts, shifted, shifting

craft

crafts, crafted, crafting, crafty

lift

lifts, lifted, lifting

Rome

Roman, Romans

Paris

Parisian, Parisians

Revision Words

Word Building

draw

draws, drawing, drew, drawn

claw

claws, clawing, clawed

soar

soars, soaring, soared

board

boards, boarding, boarded

more

score

scores, scoring, scored

stalk

stalks, stalking, stalked

chalk

chalks, chalking, chalked

today

year

years, yearly

Unit Focus • This unit focuses on the graphemes ‘pt’, ‘lt’, and ‘ft’. • This unit also includes two common, high frequency words, ‘Rome’ and ‘Paris’.

Teaching Points • Identify each grapheme and how it is represented. Children will need to listen carefully and pronounce the endings clearly. • Sort the list words by their graphemes and brainstorm other words to add to each list.

Rules When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before adding the suffix.

Dictation 1. In order to shift the craft into the water, we all had to help, except Mum who had quietly crept away. 2. It was difficult for an adult to get up to the loft so I had to go up and see where he kept his pictures. 3. The bolt on the gate was broken, and she wept for her missing dog, as she knew it was her fault. 4. The volcano began to erupt and as the lava swept down the left side of the mountain it just missed the newly built hotel. 5. There was a swift change in the government’s decision as they had to stop a revolt. 6. She got the lift to the top floor to consult her lawyer about the baby she wanted to adopt. 7. Rome and Paris are capital cities.

Answers 1. (a) consult (b) left (c) adult (d) craft (e) difficult (f) except (g) adopt 2. (a) built/fault (b) Rome (c) wept (d) except (e) Paris (f) erupt 3. Across 1. bolt 4. consult 8. adopt 9. difficult 11. except 13. swept 14. adult 16. Paris 17. fault 19. wept 20. kept Down 1. built 2. revolt 3. craft 5. shift 6. left 7. Rome 10. crept 12. erupt 13. swift 15. loft 18. lift

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

4. (a) wept (b) except (c) adopt (d) Rome (e) difficult 5. Teacher check 6. (a) year, built, loft (b) claw, crept (c) draw, board 7. (a) consult (b) soar (c) revolt (d) stalk (e) craft 8. Word search answer see p. 60 9. (a) draw (b) swept (c) crept (d) built (e) kept (f) adopted 10. (a) fault (b) chalk (c) today (d) craft

53


Unit 16

Suffixes: -y words

List Words

Word Building

happily

happy, happier, happiest, happiness

merrily

merry, merrier, merriest, merriment, merriness

busily

busy, busier, busiest, busyness

angrily

angry, angrier, angriest, anger, angers, angering, angered

easily

easy, easier, easiest

cheerily

cheery, cheerier, cheeriest, cheerfully, cheerfulness, cheer, cheers, cheering, cheered

craftily

crafty, craftier, craftiest

worried

worry, worries, worrying

married

marry, marries, marrying, marriage, marriages

dirtied

dirt, dirty, dirtier, dirtiest

copied

copies, copying, copier, copyright, copyrights

supplied dried

supply, supplies, supplying, supplier, suppliers dry, drier, driest, dries, drying, dryness, drily, dryer, dryers

applied

apply, applies, applying, application, applications, applicant, applicants, applicable, appliance, appliances

studies

study, studying, studied, studious, studiously

carries

carry, carrying, carried, carriage, carriages, carriageway, carriageways, carrier, carriers

parties

party

empties

empty, emptier, emptying, emptied, emptiness

buries

bury, burying, buried

bullies

bully, bullying, bullied

litre

litres

busy

busier, busiest, busies, busying, busied, busily

Revision Words

Word Building

reward

rewards, rewarding, rewarded

warden

wardens

award

awards, awarding, awarded

awkward

warrior

warriors

swarm

swarms, swarming, swarmed

wardrobe

wardrobes

warning

warnings

fortnight

fortnights

second

seconds, seconding, seconded

54

Unit Focus • This unit focuses on adding the suffixes ‘ly’ and ‘ed’ to base words ending with ‘y’. • This unit also includes two common, high frequency words, ‘litre’ and ‘busy’.

Teaching Points • Identify the base word for each list word. • Discuss how the ‘y’ changes to ‘i’ in each base word when a suffix is added. • Sort the list words according to the suffixes and brainstorm to add to each list.

Rules •

The ‘y’ at the end of base words changes to ‘i’ when a suffix is added. (The ‘y’ is retained in busyness, as not to confuse with business). The ‘y’ is retained at the end of base words before adding ‘ing’ to avoid ‘ii’ being written. Two exceptions are taxiing and skiing.

Dictation 1. He was so busy as he happily supplied the club with all the wine needed for the parties. 2. The bullies craftily avoided the teacher and this made him react angrily. 3. As the hairdresser dried her hair she sang merrily along to the radio. 4. Every Saturday she busily empties her boot, then carries it all inside and cheerily cleans the car, even the day she got married. 5. Our dog, who buries bones, had dirtied the carpet and we were worried, but when we applied a litre of shampoo it was soon clean. 6 He never studies so he was easily found out as he had copied John’s homework.

Answers 1. (a) litre (b) applied (c) cheerily (d) buries (e) dirtied (f) busy (g) angrily (h) bullies (i) merrily (j) worried (k) supplied (l) craftily 2 (a) carry (b) dry (c) copy (d) easy (e) happy 3. Across 4. angrily 5. easily 7. applied 10. bullies 12. litre 13. worried 14. empties 15. copied 16. busy 17. married 18. craftily 19. parties Down 1. cheerily 2. dried 3. happily 6. studies 8. dirtied 9. merrily 10. buries 11. supplied 15. carries 16. busily 4. (a) worry, worries, worried, worrying

(b) study, studies, studied, studying (c) empty, empties, emptied, emptying (d) marry, marries, married, marrying (e) supply, supplies, supplied, supplying 5. Teacher check 6. (a) applied, studies, award (b) angrily, warning, bullies 7. reward, busy, dried 8. (a) worried (b) empties (c) dirtied (d) busy (e) married (f) reward (g) happily (h) easily 9. Word search answer see p. 60 10. (a) second, fortnight (b) litre (c) swarm (d) busy (e) cheerily (f) warrior, worried, fortnight 11. (a) dried (b) busy (c) studies (d) worried (e) award (f) warden

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Unit 17

ore, oor, oar, our List Words

Word Building

explore

explores, exploring, explored, exploration, exploratory, explorer

score

scores, scoring, scored, scorer

ignore

ignores, ignoring, ignored, ignoramus, ignoramuses, ignorant, ignorantly, ignorance

adore

adores, adoring, adored, adorable, adoration

shore

shores, shoring, shored, shoreline, shorelines

chore

chores

anymore

door

doors, doorway, doorways

moor

moors, mooring, moored, moorings

floor

floors, flooring, floored, floorboard, floorboards

poor

poorer, poorest —

roar

roars, roaring, roared

boar

boars

oar

Teaching Points • Identify the phoneme and how it is represented. • Sort the list words by their graphemes and brainstorm other words to add to each list.

— stores, storing, stored, storage, storeroom, storerooms

boarder

• This unit focuses on choosing the graphemes ‘ore’, ‘oor’, ‘oar’ or ‘our’ to represent a sound (phoneme). • This unit also includes two common, high frequency words, ‘Italy’ and ‘Switzerland’.

Rules

store

uproar

Unit Focus

boarders, board, boards, boarding, boarded oars

• •

When adding a suffix beginning with a vowel to most words ending with ‘e’, the ‘e’ is dropped before adding the suffix. Double the consonant to keep the preceding vowel sound short. To make words ending with ‘f’ plural, the ‘f’ is changed to ‘v’ and ‘es’ is added.

Dictation 1. We had to moor the boat so we could explore the shore where we would find more wild boar. 2. The fourth year boarder had to appear in court as he chose to ignore the litter fine. 3. Mum let out a roar when she saw the scratch on the door. Now the poor dog lies on the floor outside as he won’t go in there anymore. 4. In Switzerland we had to store logs for the winter and chopping them was my daily chore. 5. The cook caused uproar in the kitchen when he spilled the sauce he had begun to pour. 6. I adore rowing, but I broke my oar during the race in Italy so they did not count a score.

fourth

four, fours, fourteen, fourteenth

court

courts, courting, courted, courteous, courtesy

pour

pours, pouring, poured

Answers

Italy

Italian, Italians

1. (a) boar (b) pour (c) court (d) poor (e) store (f) roar (g) oar (h) chore (i) floor (j) door 2. (a) anymore (b) fourth (c) moor (d) explore (e) uproar (f) ignore (g) door (h) boarder (i) adore (j) court 3. Across 4. store 5. fourth 8. Switzerland 13. oar 14. Italy 15. pour 17. explore 19. floor 20. court Down 1. chore 2. adore 3. moor 4. shore 6. boar 7. uproar 8. score 9. ignore 10. roar 11. anymore 12. door 16. boarder 18. poor

Switzerland

Swiss

Revision Words

Word Building

know

knows, knew, knowing, knowledge

knife

knives

honest

honesty, honestly

ghost

ghosts, ghostly

wreck

wrecks, wrecked, wrecking

write

writes, wrote, writing, written

crumb

crumbs, crumble, crumbles, crumbling, crumbled, crumbly

comb

combs, combed, combing

tomorrow

England

English, Englishman, Englishmen, Englishwoman, Englishwomen

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

4. (a) Italy (b) fourth (c) Switzerland (d) uproar (e) ignore 5. (a) know (b) no (c) write (d) right (e) boar (f) bore 6. (a) tomorrow (b) anymore (c) boarder (d) ghost (e) explore (f) Switzerland (g) comb (h) England 7. ghost, ignore, chore 8. (a) shipwreck (b) doorknob (c) seashore (d) scoreboard (e) courtyard (f) storeroom (g) honeycomb (h) breadcrumb 9. Word search answer see p. 60 10. (a) stores, storing, stored (b) wrecks, wrecking, wrecked (c) explores, exploring, explored (d) know, knows, knowing (e) write, writes, writing

55


Unit 18

Summer Holidays Unit Focus

List Words

Word Building

barbecue

barbecues, barbecuing, barbecued

steak

steaks

sausages

sausage

charcoal

Teaching Points • Identify difficult parts of words. • Discuss ways to remember how to spell a word. • Brainstorm other words to add to each list.

lighter

lighters

tennis

racket

or racquet, rackets, racquets

prawns

prawn

Dictation

salad

salads

lakes

lake

park

parks

1. We had eaten a steak and lots of sausages, so off went the barbecue and we left the charcoal to cool down. 2. I was much lighter after a week of eating fresh prawns and salad. 3. The Moscow circus was beside our caravan park, so we put on our shorts and sandals and set off, as I had broken my racket and couldn’t play tennis. 4. We wrote some postcards while sitting under our sun umbrella and then went fishing in the lakes of Berlin. 5. It was so cold in the castle we had to put on jeans and a jumper.

caravan jeans

caravans —

jumper

jumpers

shorts

sandals castle

sandal castles, sandcastle(s)

postcards

postcard

circus

circuses

umbrella

umbrellas

Moscow

Muscovite, Muscovites

Berlin

Answers

Berliner, Berliners

Revision Words

Word Building

plane

planes, planning, planed, deplane

hotel

hotels

passport

passports

ticket

tickets, ticketing, ticketed

beach

beaches, beaching, beached

boat uniform

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

boats, boating, boated uniforms, uniforming, uniformed, uniformity, uniformly

flight

flights, flighting, flighted

said

say, saying

there

there’s

1. (a) castle (b) caravan, postcards (c) shorts (d) sandals (e) sausages (f) prawns 2. Berlin, tennis, lighter 3. Across 3. jeans 5. salad 8. tennis 9. caravan 11. steak 12. Moscow 13. prawns 17. racket 18. jumper 20. castle 21. umbrella Down 1. postcards 2. lakes 4. sausages 6. lighter 7. sandals 10. charcoal 13. park 14. shorts 15. barbecue 16. Berlin 19. circus

4. (a) jumper (b) shorts (c) circus (d) caravan (e) salad (f) lakes 5. In America, we saw the circus, sailed on a boat on the lake, and spent the evening at a barbecue on the beach eating sausages. 6. (a) beach (b) prawns (c) salad (d) boat (e) said (f) jeans (g) flight (h) plane (i) racket (j) steak 7. charcoal, circus, boat 8. Take your passport on the plane. 9. Word search answer see p. 61

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Word Search Answers Unit 1 p u j b w s t j n e e c h e w

i w o r k u j p n u t r l t a

Unit 2 c b s o v d a e o l m f r t t

n e h k m d v m s c s b h o e

i t o e x e t o a n k e e y r

c t u n l n s o e y o x o r m

n e l e n l p r r e w o l g q

x r d a o y e h n a s v p z i

l u p n s c c t s j i d s s s

e c u e i i t a n s s a e c d

s o v d o m a b i v t e h o e

s t r d p o t t w i e r c g n

o t f i g c o w n z r t y f e

n o f h i r r w y n o s r e p

r w n r p h c b d h i f b e h x e

t n r o l i a s d r z d h w o

Unit 3 w y a p p l y p k a u t u m n

h e y d i w h i l e u l o c h

x o r e e d w r h y v x r l x a m

f m r o r h f M u l g c a a k v q

l e l h s d t s a o t r w s c l r

o n e x x h l o h r g n e v o s j

g i v g e u o i c e c f b s m e q

c q o x e n l c h o l h z e u a k

s r l l i f e l k c i f u o s i i

s h a l f y c a l f y s w d u c e

t u t t e e t h g d i c e d f w l

r d d n h x e m g p m m s m o g e

v o n w o y q o w g v x w p o e a

n r d a a r n d t e s e e g h f f

d i e d l i f e e b q e e x p i l

s z n e o e q t e l l f f l o w u

s w p b r e t s r a r e r r l

t a b u i i s d u a m e e e k

e r l z b m a s i p p e r a f

r e l z e r f r i a p s e d o

d y s l e d l e i c s s a l g

a h l t a h e r c A p r i l v

y j d p a t B s t a i r f x v

f f u t s r s m s i d a i r y

r s f a i r e k f f a t s s w

g o b n l j r x f f a o k j j b c

M n c i g u s l u s e k j k t f k

Unit 4 i f g s o r s q e l t s i h w

c k t a s i t h i s t l e g n

h e n n x s r i l d a s g i d

n k o i j t h n z o l t u h z

d y j m t t y p f m h i o l t

n e f a m h m t e g l n u r p

h n i l l a e e i w o a u b w

q f b r a n n r e u r h s r o

s k n u c k l e r v g e i p y

x p y l p p u s b o i t a d p

y t t e r p a n y l t l k t x

u s b d d e i r t e m i a o h

t j j f n m e d n o c h p m b

o r l D d w e k f o h z t k f

e i i i u r h a i r y a l n z

c g z a a b y p a i r h j z c

c z l c h x l a c r o s s s e

y b h a g c u i r i a h c m e

e e c y r t h e n j n w a a i

d k t l a g p d a n k l e l l

d a e f r h s u l d t k l g y

l e a u r a e y e t w k d n m

e r d m g m e a a l i u d i n

g b r e a t h a d u g g i s l

h s x e e l g n a t c e r l o

Unit 5 s d h e a v y a r d u c t m d

h e a d t g y n e h a a b l l

c a d r u d x a t l e e v b r

l f a t a a t d c r t b r o o

e p c e w h a x h m l t j t w

a t t b t e t t x p n v i t d

n s i o r h l r x r e q e l e

m a n b j e r v a r c a j e a

i f s e l g a e e e z x r e d

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Word Search Answers Unit 7

Unit 6 h o u m a e r c s h r f d n w m g

o s k z c k x r w e t i r k a j f

t n z b i w w s k h s a s p r a y

t s e d r a h a i t e p s m t h r

e o y w e x e c s l n g p d s e k

r r a a m w k e c i n w r j d s a

t n t g A e k u r s i z a n z c n

i b s g s r c h s p h l i x o r g

n l e t a i h x c u t k n p w a r

i i l d n s e m s t a v o n j p i

e g l l i v e l s t a l l e r e e

s h a b z a r e n m r s t r a p s

t t m r n m i e z c c o l d e r t

x e s e o s e t s e i c n u o b k

h s r n s r s s p r o u t g o a e

k t l o c y t h q l s o f t e s t

Unit 8 x n s j u i c e r y t w l q p v

q e q v t o c j y l e r a i z u

58

i i b s a p t s e t a e r g o r f

u u e k j p r e e d n i e r j q

r s r e l i k y r h l d v g i o f h

z o f s e p r m y v f f t d e p w n s l o p

c q g c x i a s d l r k e i u e j r

n o p v u i n c p b i y m d e l v e

e l c v r m c d b n e e c t c c a d

o g i

o w s

r c o c d a w o x w o n

a l n y a o l s

c p i c c n k l l y

o i a b c n i a t r e c t f w d n a

e g r i l l x y d u t s q v n y d u

j c t J w i n t e r e n t l s e g a m l A a

e s n o w f l a k e s o s t a b l e e i y d r

w g n i k c o t s m l s r i e h t d n i v t

b i r t h C h r i s t m a s e i a j u c e y

s j D e c e m b e r n y c n t d n a

o c h i m n e y s d l r a e i t

e d a c w v f f d v r h e g n y g n

d e w y i s y e a l w t i e i c e i

e r t c e x s c r y y a o n s x n l

p e s l n t f f v e m y a l d l c y

i l b o k r p p b e n n k l d f y c

t c b n m a e r n e j c b s c o l d

e u g

r j

f

h d q e l x i o m m

o l j f e m w w

c a f d s u o n s

n r u e x g n i i g q s e x a c y v

e i s d w i c z o n j t i u c r i c

c c e f v c i y t d c s t e n c i l

l y y

Unit 9 u i u h y i o k h r i z s r i c

e j a n w e u p d z u b q w c u

s q s a e y s r m s q g u w e e

t q h g x v e i f a n r e d n d

i x r e o u a j u i h l a n t t

o o r a g n a k r r f s k p i g

n w e r c s l u g m b r s m l p

k m a e p i d x r q o o l g i r

e h d m g j k t r u e k b v t o

r s e r j u i c y d v r z t r o

a b t i c l t i x g e u c r e f

u d i u q i l c k w o o b m a b

q s u q u o c p e u l a v w h e

s x q s e r t e m i l l i m x p

u m h d f c y p a r c e l h d g p c

o i u g u p e p f r e d l o f i a s

c z n i a g a n j a l a b m y c c q

h d n u o f l g n j a e r k n a m e

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Word Search Answers Unit 10 t t e i f o d p e t i a l w r i s

h w l e s w y o i c t n s a w t m

e o p t h a i h h a a m m l t n k

Unit 11 y u e o y l g r k w q r w n q d t

l l s b p y s e o d t n d i d l n

l d t v p b o h a v e n t r x u d

v n b h r f a e c a r t m e e o l

e t q c f n e g o z w t s h p h u

t a e r g s m u u d c a n t o s o

y g q e u d i s g r a c e o r x c

f t r a g n g e c i v d a r u f s

d o c z r s n t n e r a h b E t p

n e y r a u n a J e c i r p h m a

b w w k r d p p a s s e r b y r c

t m a e r c e c i f h g f l q k e

t n s e o d g k p e c i o v x y g

b n d c w a a d r i v e i n r k h

i x j o a d e d i s a e s a n n d

t y x d o t o f f s i d e d u d n

e j o u t d o o r l x m e e n e a

m f e u n d e r a g e r t c a r t

o l o v e r h e a d c s x v b g s

s e n o e m o s u o a o y v l r r

f s e o v r o u v n v o n m e o e

l r w u e e y e t e a o u v a u d

l u o t w i r w r b d w c t z n n

a o u l v a t b h n r t a q c d u

r y t i i f o n o e m e s r h r m

e o f n o a a L u o r o a v e o y

v s i e r e r t e m k e b k x i z

o u t d b a o v e r c a s t p l m

Unit 12 s h g a u n d e r n e a t h r q k

e u n e v e n u n e v e r y o n e

m h g r u b n i d E k k k s y u f

f m a r g o l i k e k e c s p t r

e l b m e s s a t l t l r w e k v

f b l e n n u t l i t g u e o r s

b c s j i j s i k g e n n b p d p

Unit 13

c

x

r t

s p e q x m i t g n i r p s m n

a k y s i a d p l t y e d o d m d o w h

w n e d r a g l r e t s a E p m e t i o u

f r a i n b o w o c y g a m m t z d o k e y b a n r l

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

i j o q w c l o u d q h s g p x t h h r s u o j k t s i

l e g n a b i v i a r a c q l u r

s s q m t k m b l y r x h j e h i

y d n i w a c o l x r j u h i a u d e h d p i n o w w v h d

p h n r l r d C h r i s t c c e r y n y n b j r b p i o

k e l z z u p p o v i b e u z b n

e g a t s w l l m a b r i d g e k

r a i n c o a t a w f o h k b y s o e c h e j z t p f

u k k r k o e n e o l z l g q t l

t b r a n c h r t a e w n e t g e

o c j v l u l g r v s o h e l x a

w a z e d e e e e c v e c s j n s

e n u l y l b r v e g e t a b l e

l c j q b h d a l e u f a m u v y

d e l a w j s o l i l a c w d r p

a l t r u l e w e j x w h s v c b

r s y r a u r b e F j p e g u h u

z

c e p u d d l e r d f t e e g w u j i b f

u m o a s e v e n t e e n t p w l b p a

s k v

w f j y e u v h r o b j d

o n m k y v m y g l a b g

l x n h a t c h a i r x l

f l o w e r s p r v e e m

d r a g o n f l y e s y f

t z h e a v e n p f t n

r y r u y k r w j x e x 59


Word Search Answers Unit 14 q s c a r e l e s s s e l m r a h

u s m y f w e r e n t d f q e p e

Unit 15

i e y l e s i w s i c k n e s s l

c l z t s s e n e v a r b i e i p

k h i h v s d t h e y v e h k w l

l t e g t e q s d n a l t o c S e

y a g i x n d w e a k n e s s s s

v e a r q i p d s e r e h t s b s

c r g b l l s s e n i p p a h s w

u b n n s n s h a w a r e n e s s

v l e f e a w o j t f d m x y e w

y v o p d e t p u n f t a W l n n

z l y n j l d e k s m f a l t i r

y o e o e c t l c a x l s l e s w

v s v v u l a e e h e b h u i u o

s d r t o r y s w s q a t o u b n

z u e i q l e s e h s e u y q m t

Unit 16 b h c l k u a w o r r i e d z l w

60

z a r w x l w s e i d u t s y n a

y p a l u c e m p t i e s b u p r

t o t w c e t l u a f o i o t

l g p b o l t f q f o t b y p

u j e p o l a l i s p o v l e

s m w f o f e w e w a e u o w

n h t v s h i f t r s o m q s

o a e z b t t d d l s h a o p

c r s t a l k l c b i z s t R

k e p t i u e x u h r u o i f

o r h f l c c f j d a d b v r

e u t p j i r i t u a l o e z

r p x m i f e a i y d s k x m

o t r q p f p r f r o i p c o

c g b a v i t o a t p r e e r

s u o t e d i o r o t a x p e

c u g u p y d r a w s P z t a

g h l e s v l o k d k u o u o

y p o r a a x y s c r n x y r

t e r o n c o u r t e a i m y

y r e d y u m u h s m r o f l

k o r a m t m e t b u i w b e

b n o h o b x r o o l f c r b

y g o q r p v i f u p r o a r

a i m w e e s r o a r t r z e

u w r i t e r a h r s r o d b

r a o q t o m o r r o w o q o

b m o c b t u u h j v o p f a

s c o r e e o v j s r i s d r

Unit 17 m p f w a g n e d r a w i q z w n

s i t s e i r u b c a r r i e s i

y l i s u b m e r r i l y m c y n

p y l v x m d e i l p p u s f m g

a p y s w a r m t h g i n t r o f

r b k d e i p o c e b o r d r a w

t u u v c u y v d l r o e b d c f

i l m s a k d n b z i d w p e h k

e l a o y e o y c r e e a h i e z

s i w f i c l v r r r i r x r e o

s e a t e i s a t k n r d o d r m

x s r s s h w i a n g r i l y i g

f i d a p p l i e d y a j r l l g

d e e x a w k w a r d m c t i y h

q f e l S w i t z E r l a n d

o d x w t g i r n b r p k f d

l t p a t a h g e z e r o h c

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Word Search Answers Unit 18 d t i c t k j e t z x y c

e f l i g h t v d c

h i g B

b a s

x j e x o e

m p p r a w n s h s t o v o e

q w c a r a v a n e t s a M r

z t u c h a i t p o s q l u a l a k t e q d x s a n s n w

u u a v r j u m p e r t d o l w r h s r k t t m d n h e

s j

n k b t l o e e w s i b a r b e c u e c b s v e l d s

s f a v i x d

q a m c n c c w d w o z n a r a p s t o

b k b o a b k y l c a n n r e u a a s p

f w u s e s u a l c i d l s s n a x

p t a h n k i s s l a s d c

y i c o i e g x a g p a q

e h r f s h g e o l j

t o c t s r s p

c s r s e t z d

x o m m r j

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Workbooks available in full-colour

All pupil workbooks in the series include an interactive CD with additional activities.

The following section in this resource contains a black and white version of the content of a pupil My Spelling Workbook D, for teacher reference and 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.

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The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


Workbook Pages

CONTENTS Teachers Notes for each unit – pupil workbook units are set over a four page spread. Unit 1 – or, er, en, on...............................................64–67

Unit 10 – Contractions, Hyphenated Words.............100–103

Unit 2 – f, lf, fe, Irregular Plurals................................68–71

Unit 11 – le, el.....................................................104–107

Unit 3 – Silent Letters................................................72–75

Unit 12 – Prefixes: out-, un-, over-, under-..............108–111

Unit 4 – air, are........................................................76–79

Unit 13 – Spring/Easter.........................................112–115

Unit 5 – Short e sound, ea........................................80–83

Unit 14 – Suffixes: -less, -ness, -ly........................116–119

Unit 6 – Suffixes: -er, -est, -iest..................................84–87

Unit 15 – pt, lt, ft..................................................120–123

Unit 7 – Christmas...................................................88–91

Unit 16 – Suffixes: -y words..................................124–127

Unit 8 – ue, ew, oo, ui..............................................92–95

Unit 17 – ore, oor, oar, our....................................128–131

Unit 9 – ce, ci, cy.....................................................96–99

Unit 18 – Summer Holidays..................................132–135

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128

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130

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132

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134

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135


136

UNIT 5

and sand band hand end lend send bend from want

UNIT 10

ant bee bud bug dig fog frog sun ask here

cot hot dot pot bit pit sit it that if

leg beg peg hen ten men pen den they no

UNIT 15

UNIT 4

moon room hood zoo all call ball small this have

UNIT 9

we me he she be bed wed fed with his

win fin bin tin sip tip lip zip is you

UNIT 14

UNIT 3

see been weed seed meet need feed seen yes saw

UNIT 8

mix six box fox cut hut but nut are as

bells red star fun cake Santa tag tree did got

UNIT 13

UNIT 2

my by fly sky mop top hop pop for on

UNIT 7

UNIT 6

hug rug bug mug jug bag rag wag put was

pet met set wet am ham jam ram to by

UNIT 12

UNIT 1

can man ran pan sad bad dad had the of

UNIT 11

Book A List Words

cap map car hat fun run ball net also one

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


chant

them then those

out about around house

save gave take make

UNIT 6

chin

than

UNIT 5

shut

chip

UNIT 4

shop

chop

UNIT 3

ship

UNIT 2

shoe

woke home bone note rose

shin

chum

both

now

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

UNIT 11

mouse

UNIT 10

these

UNIT 9

chest

UNIT 8

sheep

teach reach beat seat

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

stone

UNIT 17

start

grim

UNIT 16

grab

toys

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

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

137


plank fine

smell skull stall across

bottle little battle rattle middle

scrap scrape scrub scream screen

brother

alive

dress

riddle

spray

due

another

line

glass

paddle

spread

clue

other

reply

miss

buckle

sprain

blue

Monday

supply

jazz

ankle

sprint

bathroom

front

apply

buzz

eagle

sprout

bedroom

onion

fried

fizz

apple

stripe 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

dizzy

UNIT 11

tried

UNIT 10

back

UNIT 9

broomstick

needle

himself herself myself outside 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

bridge

UNIT 17

rice

UNIT 16

coldest

UNIT 15

question

UNIT 14

UNIT 13

mother

sunk

still

glue

Advent

138

cover

thank

UNIT 6

few

oven

think

UNIT 5

crew

above

UNIT 4

grew

love

UNIT 3

chew

UNIT 2

blew

UNIT 8

UNIT 7

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

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com


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

The Complete Spelling Programme Year 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

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

139


140

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 4/Primary 5—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 4/Primary 5—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

141


142

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 4/Primary 5—Prim-Ed Publishing—www.prim-ed.com

9238 The Complete Spelling Programme Yr4/P5  
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