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A

New wave

spelling

Teacher resource book

Published by R.I.C. Publications速 www.ricpublications.com.au

RIC-6201 2.8/759


NEW WAVE SPELLING – TEACHER RESOURCE BOOK – A Published by R.I.C. Publications® 2006 Copyright© R.I.C. Publications® 2006 ISBN-10 1-74126-483-9 ISBN-13 978-1-74126-483-8 RIC–6201

Copyright Notice

Additional titles available in this series:

NEW WAVE SPELLING – TEACHER RESOURCE BOOK – B NEW WAVE SPELLING – TEACHER RESOURCE BOOK – C NEW WAVE SPELLING – TEACHER RESOURCE BOOK – D NEW WAVE SPELLING – TEACHER RESOURCE BOOK – E NEW WAVE SPELLING – TEACHER RESOURCE BOOK – F NEW WAVE SPELLING – TEACHER RESOURCE BOOK – G

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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.

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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Foreword

New wave spelling — A phonics-based approach is a seven book spelling workbook series providing students with a solid framework for becoming independent spellers. Book A is a comprehensive whole-year program consisting of two sections. The first section focuses on initial, medial and final sounds, while the second section comprises 15 units of work, with a similar format to Workbooks B to G. The spelling lists within each unit are organised with a phonetic emphasis. Words have been selected from proven contemporary Australian lists and are words to which students can relate and use in their writing. The focus at the beginning of each unit encourages students to identify the key features, patterns, rules, similarities and differences of the list words, as well as the phonemes (sounds) within words and the different ways they are represented (graphemes). The variety of activities based on each word list provide students with opportunities to use different strategies and consolidate their understanding of the particular focus.

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New wave spelling – Teacher resource book contains detailed program outlines, suggestions for use and support material to enhance the teaching and learning opportunities provided in its corresponding workbook.

Spelling games and activities

How to use the workbook......................................................2–3 Suggested timetable..................................................................4 Blank timetable...........................................................................5 Using the spelling strategy cards.........................................6–7 Overview of unit lists.............................................................8–9 Overview of unit content..........................................................10 Assessment suggestions........................................................11 Unit focus, teaching points, word building examples, dictation and answers for each unit Using pages 2–21...............................................................12 Unit 1...................................................................................13 Unit 2...................................................................................14 Unit 3...................................................................................15 Unit 4...................................................................................16 Unit 5...................................................................................17 Unit 6...................................................................................18 Unit 7...................................................................................19 Unit 8...................................................................................20 Unit 9...................................................................................21 Unit 10.................................................................................22 Unit 11.................................................................................23 Unit 12.................................................................................24 Unit 13.................................................................................25 Unit 14.................................................................................26 Unit 15.................................................................................27

Individual activities................................................................28–29 Partner and group activities..................................................30–31 Students with special needs.................................................32–33

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Teacher information

Photocopiable spelling games and activities Word strips.................................................................................34 New words..................................................................................35 Spelling fold-a-book....................................................................36 Can you guess?..........................................................................37 Word sorts..................................................................................38 Let’s go fishing!...........................................................................39 Jumbled words...........................................................................40 Spelling maths............................................................................40 Crab concentration.....................................................................41 Word building..............................................................................42 Spelling quiz...............................................................................42 Decorated words........................................................................43 Make a bookmark.......................................................................43

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Spelling strategy cards What does it mean?....................................................................44 What can I hear?........................................................................45 What can I see?..........................................................................46 How can I remember?................................................................47 How well did I do?......................................................................48 How can I use what I learnt?......................................................49 Photocopiable poster Look, say, trace, cover, write, check...........................................50

Support material

Photocopiable merit certificates.............................................51 Assessment sheets Individual recording sheet...........................................................52 Test checklist..............................................................................53

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Teacher information

How to use the workbook

Phonics charts: Writing consonant sounds and Writing vowel sounds Coloured reference charts with a number of graphemes, used to represent vowel and consonant sounds, are included at the front and back of each student workbook. Suggestions for using the charts are: • Locate and point to particular sound boxes. (This is essential if students are to use the charts effectively.) For example: — Find the sound box for the initial sound in your name, school, suburb, friend’s name, pet etc. — Find the sound box after or before a particular sound. — Count the graphemes in particular sound boxes; e.g. long e (three) • Solve silly grapheme puzzles; e.g. mm-ee-u (Mia) • Create silly grapheme puzzles to name animals, colours, fruit, vegetables; e.g. dd-o-gg (dog) • Draw a picture for each sound in his or her name; e.g.

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The first section of the workbook presents the students with opportunities to identify sounds in words and to print the letters. They can be guided through these activities once they are familiar with letter sounds and names and have had opportunities to practise writing the letters. Beginning sounds are introduced first, followed by final and then medial sounds. The activities require students to exercise both auditory and visual discrimination in readiness for introducing simple spelling strategies. Success with these preliminary activities will indicate a student’s readiness for the more formal units that follow.

Pages 2–13 focus on initial sounds and involve: • auditory discrimination • visual discrimination • writing initial letter sounds • investigating letter shapes • completing simple words

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Pages 14–17 focus on final sounds and involve: • auditory discrimination • visual discrimination • writing final letter sounds • completing simple words

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o c . che e r o t r s super Pages 18–21 focus on medial sounds and involve: • auditory discrimination • visual discrimination • writing medial vowel sounds • completing simple consonantvowel-consonant (cvc) words

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Teacher information

How to use the workbook

The second section of the student workbook has 15 units of work, each comprising of four pages. The units contain a list of 5 to 10 words to be learned. The difficulty of the list words and the types of activities increases through the units. Refer to pages 8 and 9 for an overview of list words and page 10 for an overview of each unit focus and activity types. Unit number and focus

Students follow the instructions to identify the focus of the list. It encourages the students to look for patterns, similarities and differences within the list and identify ways to remember how to spell each word.

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Students should follow these steps when learning each word. It is a well-tested and effective method of remembering how to spell words. Look at the word – Look for how the focus sound is spelt. Look for words within words and the shape of the word. Say the word – Sound out the word phonetically. Break the word into syllables if appropriate. Trace the word – This can be done with a finger or pencil in the air, on the page, on a partner’s back etc. Cover each word – A time factor can be built into this part. Write the word – Space has been given for two tries over the course of the unit. Check the word with the original. Note: A poster outlining these steps is provided on page 50.

Students tick the T (Test) column if they spelt the word correctly in their test. They tick the D (Dictation) column if they spelt the word correctly in dictation. If the word was not used in dictation, they leave it blank. See pages 13–27 of this book for suggested dictation sentences using list words.

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The first page of each unit contains the list words. Units 1–8 are cvc words with short medial vowel sounds. Units 9–15 are grouped according to the way phonemes (sounds) are represented (graphemes), blends or difficult words. Note: Some teachers may decide to pre-test the list words.

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Note: Students write any list words, words from dictation, word building based on the list words (see pages 13–27) or any other words that are causing them difficulty on pages 82 and 83 of their workbook. Suggested activities for learning these words can be found on pages 28–33 of this book.

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The activities on the second, third and fourth pages of each unit are designed to provide students with many opportunities to complete or write the list words. A variety of word study and word building activities extend and develop students’ knowledge and understanding. Examples include: • matching words and pictures • unjumbling words • identifying features of words • guessing words by their shape • filling in missing letters or sounds • word ‘chunking’ • fill the gap activities • read and draw activities • completing sentences with list words • identifying rhyming words R.I.C. Publications ®

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Teacher information

Suggested timetable

A suggested two-week spelling timetable has been outlined below as a guide. These lessons have been based on 20 to 30 minute long lessons, four days a week, which can be a combination of class work and homework. Teachers can add or delete from the timetable according to their students’ needs and their personal teaching approach; for example, some teachers may decide to incorporate pre-testing the list or partner testing.

Day 1

Day 5

• Introduce list words. • Students follow the instructions to identify and underline

the focus of the unit.

• Choose and test two or three selected dictation sentence.

Mark and tick D column. • Spelling game or activity.

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• Discuss the meaning of each list word and ask students to

Day 2

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suggest sentences using each word. Hearing the word in context adds to their understanding of its meaning.

Day 6

• Revise focus. • Discuss ways to remember how to spell each word. Refer

• Revise focus. • Complete fourth page. • Choose and test two or three selected dictation

to Spelling strategy cards on pages 44–49. • Complete first column of Look, say, trace, cover, write,

sentences. Mark and tick D column.

check. • Spelling game or activity with list words (see pages 28– 33).

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Day 3

Day 7

their meaning. Refer to Spelling strategy cards. • Complete activities on first and second page of unit.

• Transfer any errors to Words I need to learn (pages

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Day 4

check. 82–83 of the workbook).

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• Complete second column of Look, say, trace, cover, write,

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• Revise focus. • Brainstorm other words with the same focus and discuss

• Spelling game or activity with list words or Words I need

to learn. Refer to Spelling strategy cards for ways to remember how to spell problem words.

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• Revise focus. • Complete activities on third page. • Spelling game or activity with list words.

• Test list words. • Test remaining dictation sentence(s). • Mark and tick T and D columns. • Choose problem words to list in Words I need to learn.

Refer to Spelling strategy cards.

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Teacher information

Blank timetable

Use the blank timetable to plan a spelling program for your class.

Day 1

Day 5

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Day 3

Day 6

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Day 2

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Teacher information

Using the spelling strategy cards

The following spelling strategies are based on the metacognitive approach. This approach teaches students how to think about their thinking in a logical structured way, in order to become more successful independent spellers. A set of photocopiable cards, provided on pages 44–49, encourages students to reflect about their learning.

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It is essential that students know the meaning of the word and can use it in context.

A common reason for spelling errors is incorrect pronunciation, particularly the final sound. For example: hat (had) wif (with)

© R. I . C.Publ i cat i ons Identifying the sounds, parts or syllables in words is an essential skill. •f orr evi ew p ur posesonl y• For example:

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identifying sounds — b–ee–n identifying parts — st–op identifying syllables — be/low par/ty (Each syllable must have a vowel sound.)

Using pronunciation tricks is a useful strategy. For example: was said with a short a sound.

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Many students find it helpful to close their eyes and visualise the word and/or its shape. For example: s

m

a

l

l

Identifying the grapheme used to represent a sound and understanding that different choices are available, is essential. Students should be encouraged to locate the appropriate sound box on the vowel or consonant charts in their workbooks. For example: me, been New wave spelling – Teacher resource book – A

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Teacher information

Using the spelling strategy cards

Students need to identify letters within words that may cause them difficulty. For example: they, ball Although there are exceptions to most spelling rules, they are very helpful and students need to know them. For example: ‘e goes away when ing comes to stay’.

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Students should be encouraged to learn spelling tricks (e.g. mnemonics) and to make up some of their own. For example: ‘done has one in it’.

Students need to be aware of spelling strategies and understand that how they learn is as important as what they learn.

© R. I . C.Publ i cat i ons Reflecting and evaluating the strategies used, is an essential •f orr evi ew pur osesonl y• partp of learning.

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Self-esteem is related to perceived success and it is important that students acknowledge their successes and are motivated to continue learning.

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Students should understand the importance of applying their knowledge in different contexts. Students’ writing should provide evidence of how well they apply the spelling strategies they have learned. Generalising knowledge gained is essential for students to become independent spellers.

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Teacher information

Overview of unit lists – Book A

The following information lists the initial, medial and final sounds covered on pages 2–21 of the workbook, before the formal units. identifying initial sounds through auditory discrimination and visual discrimination, writing initial letter sounds, investigating letter shapes, completing simple words s, t, b,

Page 3

c, f, r

Page 4

e, g, h

Page 5

o, m, n

Page 6

a, l, w

Page 7

i, k, p

Page 8

d, q, u

Page 9

j, v

Page 10

x, y, z

Pages 11–13

Final sounds

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© R. I . C.Publ i cat i ons identifying final r consonants through discrimination visual discrimination, writing • f or evi e wauditory pu r poand se s onl y •final letter sounds, completing simple words Revision of initial sounds.

Page 14

t, f, x, k, s, l, g, t, p, m, d, n

Page 15

z, g, n, t, l, m, x, b, f, d, p, s

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b, m, k, t, g, d, n, p

Page 17

s, f, d, x, t, n, b, l

Medial sounds

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Initial sounds

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identifying medial vowel sounds through auditory discrimination and visual discrimination, writing medial vowel sounds, completing simple consonant–vowel–consonant (cvc) words

Page 18

a, i

Page 19

e, o

Page 20

a, u

Page 21

e, i

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Teacher information

Overview of unit lists – Book A

The following lists contain all the words from Book A.

Book A can, man, ran, fan, pan

Unit 2

vet, met, net, wet, pet

Unit 3

win, fin, pin, tin, bin

Unit 4

cot, hot, dot, tot, pot

Unit 5

hug, rug, jug, mug, bug

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Unit 6

has, ten, big, dog, nut

Unit 7

had, yes, did, got, bus

Unit 8

Dad, bed, dig, box, Mum

Unit 9

we, me, he, she, be

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Unit 1

Unit 11

see, been, tree, seed, meet, need, feed, seen

Unit 13

and, sand, band, hand, land, end, send, bend

Unit 14

all, call, ball, small, foot, hoof, took, look, book, cook

Unit 15

into, the, her, was, one, done, you, with, they, two

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my, by, fly, sky, cry, dry

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© R. I . C.Publ i cat i ons •f o rr evi ew pur posesonl y• moon, room, boot, zoo, food, soon, roof, noon Unit 12 Unit 10

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Teacher information

Overview of unit content

Activity types and content are outlined below.

Focus

1

med.sound a (n)

matching words and pictures, word search, multiple choice, fill the gap, word shapes, identifying word parts to make list words, read and draw, unjumbling words, word chunking, completing sentences, ‘What am I?’, brainstorming an words

2

med.sound e (t)

matching words and pictures, word search, multiple choice, fill the gap, word shapes, identifying word parts to make list words, identifying list words in pictures, unjumbling words, word chunking, completing sentences, ‘What am I?’, brainstorming et words

3

med.sound i (n)

matching words and pictures, word search, multiple choice, fill the gap, word shapes, identifying word parts to make list words, read and draw, unjumbling words, word chunking, completing sentences, ‘What am I?’, brainstorming in words

4

med.sound o (t)

matching words and pictures, word search, multiple choice, fill the gap, word shapes, identifying word parts to make list words, read and draw, unjumbling words, word chunking, completing sentences, ‘What am I?’, brainstorming ot words

med.sound u (g)

matching words and pictures, word search, multiple choice, fill the gap, word shapes, identifying word parts to make list words, identifying list words in pictures, unjumbling words, word chunking, completing sentences, ‘What am I?’, brainstorming ug words

med.sounds a, e, i, o, u

word search, word investigation, multiple choice, fill the gap, word shapes, identifying word parts to make list words, read and draw, unjumbling words, word chunking, completing sentences, ‘What am I?’, rhyming words

7

8

9

11

word search, word investigation, yes or no, fill the gap, word shapes, identifying word parts to make list words, read and draw, unjumbling words, word chunking, completing sentences, ‘What am I?’, rhyming words

long e

word search, word investigation, multiple choice, word shapes, identifying word parts to make list words, read and draw, backwards words, word chunking, completing sentences, identifying rhyming words, homophones

© R. I . C.Publ i cat i ons word search, word investigation, multiple choice, fill the gap, word shapes, identifying word parts med.sounds too make listr words, read and draw,p unjumbling words, chunking, completing • f r ev i e w ur p oword se so nl ysentences, • a, e, i, o, u ‘What am I?’, rhyming words

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med.sounds a, e, i, o, u

y (long i)

ee (tree)

12

oo (moon)

13

and, end

14

15

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Activity types/Content

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Unit

word search, word investigation, yes or no, fill the gap, word shapes, identifying word parts to make list words, read and draw, backwards words, word chunking, completing sentences, ‘What am I?’, adding-ing

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word investigation, word shapes, read and draw, multiple choice, word search, backwards words, matching word to meaning, word chunking, completing sentences, ‘What am I?’, rhyming words word investigation, read and draw, multiple choice, word shapes, word search, backwards words, word chunking, completing sentences, adding ‘s’ to make plurals, matching word to meaning, ‘What am I?’ word investigation, word shapes, read and draw, multiple choice, word search, crosspatch, word chunking, completing sentences, What am I?, backwards words

word investigation, word shapes, read and draw, multiple choice, word search, backwards all, oo (book) words, adding s to make plural, completing sentences, word chunking, matching word to meaning, ‘What am I?’ Difficult words

word investigation, read and draw, rhyming words, backwards words, word shapes, word search, crosspatch, completing sentences, word chunking, antonyms, matching word to meaning

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Teacher information

Assessment suggestions

There are many different ways to assess and record spelling. Below are some suggestions for assessment and recording to help support the New wave spelling workbook program. • Teachers may decide to pre-test the list and/or revision words. The results can be used as a benchmark for how well the

students learn the list or which words they need to focus on throughout the two-week program. Errors can be transferred directly to the Words I need to learn section. A disadvantage of pre-testing is that poor spellers could possibly have many errors, which would affect their self-esteem. Although the activities provided would benefit all students, good spellers with no errors may not be motivated to work on the unit. • Teachers may decide to incorporate partner testing of a selected amount of words each day, with results recorded

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formally or informally and errors transferred to Words I need to learn.

• Teachers may post test the list and revision words at the conclusion of the two-week program to evaluate the students’

progress. Again, errors are recorded and transferred.

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Photocopiable recording sheets are outlined below.

Individual spelling records can be kept. (See page 52.) The BLM can be used to record pre-test, partner test and final revision and list word test scores, along with anecdotal notes. These notes can become an overview of the student’s progress in spelling over the 15 units and can be discussed during parent/teacher conferences and in reports. Page 52

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Room for student name and year at school.

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Write anecdotal comments in this space. Comments could include type of spelling errors, effort and attitude, ideas for remediation or strengths.

Page 53

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Write the date and type of test(s) in this space (pre-test, post test, revision test etc.).

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A record of spelling results for the whole class can be recorded. (See page 53.) Results could be colour-coded for ease of reference. R.I.C. Publications ®

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T eacher information

Using pages 2-21

The first section of the workbook presents the students with opportunities to identify sounds in words and to print the letters. They can be guided through these activities once they are familiar with letter sounds and names and have had opportunities to practise writing the letters. Beginning sounds are introduced first, followed by final then medial sounds. The activities require students to exercise both auditory and visual discrimination in readiness for introducing simple spelling strategies. Success with these preliminary activities will indicate a student’s readiness for the more formal units that follow.

Initial sounds — Pages 2–13

Final sounds — Pages 14–17

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Identifying beginning sounds is very important. Students need to practise listening to the word, identifying the initial sound and remembering how to write it. Pronouncing the word correctly is very important.

Identifying final sounds is more difficult than initial sounds, often because the word is not pronounced correctly. In general speech, we tend to speak quickly and we don’t usually emphasise the final sound.

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Medial sounds — Pages 18–21

• Identifying initial sounds of words called out by the

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The activities outlined above will also assist students to identify final sounds. Substitute the final focus sound in each activity.

Some activities to assist students to complete each activity page include: • Identifying pictures of words beginning with the three focus sounds on pages 2–10 on cards.

Pages 18–21 focus on identifying medial vowel sounds in consonant–vowel–consonant (cvc) words. Again, the activities above can be adapted to suit identifying medial sounds of cvc words.

teacher. Students could have cards with a green tick on one side to indicate yes and a red cross on the other side to indicate no. For example, the teacher calls out a word beginning with s, t or b to tie in with page 2 of the workbook. Students hold up the red or green side accordingly. This could also be done by holding up a picture. The word could be said as a whole group or left to individual students to pronounce it before they make their decision.

© R. I . C.PAnswers ubl i cat i ons — Pages 2–21 •f orr evi ew p r pwillo se s on l yto• Allu answers need to be teacher checked ensure that students have correctly identified and written the initial, medial and final sounds.

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• Games such as ‘I spy’ assist students to identify initial

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sounds. Another game is one in which the teacher holds up a picture of a table, for example. The teacher asks, ‘Do I start with t?’ The students reply ‘I am a table. Do I start with t? Table does start with t’. A bed can then be shown and the wording repeated.

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• Teachers should model writing the initial letter,

emphasising the starting point, before students write it in the space provided. Handwriting activities to emphasise direction and the correct starting position are very important.

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Teacher information Unit focus This unit focuses on the medial short vowel sound (phoneme) – a followed by n.

Teaching points • Identify the phoneme and how it is represented. • Match the words and pictures at the top of the first page

of the unit.

grapheme (an) in the boxes provided. • Brainstorm other words to add to the list.

List words Word building

Note: Answers for the picture/word match and completing the pattern are not included as teachers should check student answers themselves. 1. Teacher check

cans, n canned, n canning men run, runs, n running, n runner fans, n fanned, n fanning pans

Rules

2. Teacher check 3. Teacher check 4. (a) pan (b) fan

5. can, pan, ran, man, fan 6. Teacher check 7.

(a) (b) (c) (d) (e) (f)

pan ran can man fan van

(c) fan (d) pan

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Answers

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• Discuss and identify the pattern, then write the

can man ran fan pan

Unit 1

I can get the pan. He is a man. The man ran to the fan. I can run.

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1. 2. 3. 4.

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9. (a) can (b) man (c) ran 10. pan

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© R. I . C.Publ i cat i ons 8. (a) man • f o r r e v i e w p u r o sesonl y• p (b) can Dictation

Rule: Double the consonant to keep the vowel sound short.

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11. Possible answers: van, ban, Dan, Jan, clan, Nan, tan, bran, Gran, Fran

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Teacher information Unit focus This unit focuses on the medial short vowel sound (phoneme) – e followed by t.

Teaching points • Identify the phoneme and how it is represented. • Match the words and pictures at the top of the first page

of the unit.

grapheme (et) in the boxes provided. • Brainstorm other words to add to the list.

vets, veterinarian, veterinarians meet, meets, meeting, meetings nets, n netted, n netting wets, n wetted, n wetting pets

Rules

2. Teacher check 3. Teacher check 4. (a) pet (b) vet

5. vet, met, wet, pet

6. Students should colour the net, vet and wet pet. 7.

(a) (b) (c) (d) (e) (f)

pet net vet met wet get

(c) net (d) pet (e) wet

. te

m . u

The vet is wet. I met a pet at the vet. The pet ran to the man. I can get the net.

w ww

1. 2. 3. 4.

1. Teacher check

© R. I . C.Publ i cat i ons 8. (a) vet •f orr evi ew p r posesonl y• u (b) met

Rule: Double the consonant to keep the vowel sound short.

Dictation

Note: Answers for the picture/word match and completing the pattern are not included as teachers should check student answers themselves.

ew i ev Pr

Teac he r

List words Word building

n

Answers

r o e t s Bo r e p ok u S

• Discuss and identify the pattern, then write the

vet met net wet pet

Unit 2

9. (a) net (b) wet (c) vet

o c . che e r o t r s super

New wave spelling – Teacher resource book – A

10. pet

11. Possible answers: bet, fret, jet, let, set, yet

14

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Teacher information Unit focus This unit focuses on the medial short vowel sound (phoneme) – i followed by n.

Teaching points • Identify the phoneme and how it is represented. • Match the words and pictures at the top of the first page

List words Word building

Note: Answers for the picture/word match and completing the pattern are not included as teachers should check student answers themselves. 1. Teacher check

wins, won, n winning, n winner fins pins, n pinned, n pinning tins, n tinned bins, n binned

Rules

2. Teacher check 3. Teacher check 4. (a) win (b) pin

ew i ev Pr

Teac he r

Answers

r o e t s Bo r e p ok u S

of the unit. • Discuss and identify the pattern, then write the grapheme (in) in the boxes provided. • Brainstorm other words to add to the list.

win fin pin tin bin

Unit 3

5. win, fin, tin, bin, pin 6. Teacher check 7.

(a) (b) (c) (d) (e) (f)

bin tin win fin pin din

(b) (c) (d) (e)

fin tin pin bin

The man can win. The pin is in the bin. She can get the tin. The pet has a fin.

w ww

1. 2. 3. 4.

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R.I.C. Publications ®

9. (a) fin (b) bin (c) win

m . u

© R. I . C.Publ i cat i ons orr evi ew pur o esonl y• 8. p (a) wins Dictation •f Rule: Double the consonant to keep the vowel sound short.

n

o c . che e r o t r s super

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10. pin

11. Possible answers: chin, din, grin, sin, skin

15

New wave spelling – Teacher resource book – A


Teacher information Unit focus This unit focuses on the medial short vowel sound (phoneme) – o followed by t.

Teaching points • Identify the phoneme and how it is represented. • Match the words and pictures at the top of the first page

cots n hotter, n hottest dots tots pots

The tot is in the cot. The pot is hot. I see a red dot. A fan is not hot.

w ww

1. 2. 3. 4.

2. Teacher check 3. Teacher check 4. (a) cot (b) pot

5. cot, hot, pot, tot, dot 6. Teacher check 7.

(a) (b) (c) (d) (e) (f)

tot cot pot hot dot lot

(c) hot (d) tot (e) cot

. te

m . u

Dictation

1. Teacher check

© R. I . C.Publ i cat i ons 8. (a) pot •f orr evi ew p r posesonl y• u (b) dot

Rule: Double the consonant to keep the vowel sound short.

n

Note: Answers for the picture/word match and completing the pattern are not included as teachers should check student answers themselves.

ew i ev Pr

Teac he r

List words Word Building

Rules

Answers

r o e t s Bo r e p ok u S

of the unit. • Discuss and identify the pattern, then write the grapheme (ot) in the boxes provided. • Brainstorm other words to add to the list.

cot hot dot tot pot

Unit 4

9. (a) hot (b) pot (c) cot

o c . che e r o t r s super

New wave spelling – Teacher resource book – A

10. dot

11. Possible answers: got, jot, lot, not, plot, rot, trot

16

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Teacher information Unit focus This unit focuses on the medial short vowel sound (phoneme) – u followed by g.

Teaching points • Identify the phoneme and how it is represented. • Match the words and pictures at the top of the first page

hugs, n hugged, n hugging rugs jugs mugs bugs, ladybug

I will hug the pet. The bug is on the wet rug. I can get a jug. The vet has a mug.

w ww

1. 2. 3. 4.

2. Teacher check 3. Teacher check 4. (a) jug (b) bug

5. hug, rug, bug, jug, mug

6. Students should colour the family hugging, the rug, the bug, the jug and the mug. 7.

(a) (b) (c) (d) (e) (f)

rug bug mug jug hug dug

(b) (c) (d) (e)

hug bug jug mug

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R.I.C. Publications ®

9. (a) rug (b) hug/mug/jug (c) mug

m . u

Dictation

1. Teacher check

© R. I . C.Publ i cat i ons •f orr evi ew pur o esonl y• 8. p (a) rugs

Rule: Double the consonant to keep the vowel sound short.

n

Note: Answers for the picture/word match and completing the pattern are not included as teachers should check students answer themselves.

ew i ev Pr

Teac he r

List words Word Building

Rules

Answers

r o e t s Bo r e p ok u S

of the unit. • Discuss and identify the pattern, then write the grapheme (ug) in the boxes provided. • Brainstorm other words to add to the list.

hug rug jug mug bug

Unit 5

o c . che e r o t r s super

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10. bug

11. Possible answers: chug, dug, glug, plug, pug, tug, shrug

17

New wave spelling – Teacher resource book – A


Teacher information Unit focus This unit focuses on the medial short vowel sounds (phonemes) – a, e, i, o followed by u.

Teaching points • Identify the phonemes and how they are represented. • Discuss the importance of listening carefully to the

hasn’t tens, tenth n bigger, biggest dogs nuts, n nutty, s nuttier, s nuttiest

3. Teacher check 4. Teacher check 5. (a) big (b) has (c) nut

6. has, big, nut, ten, dog 7. Teacher check 8.

(a) (b) (c) (d) (e)

dog ten has big nut

(c) nut (d) ten (e) bug

w ww

Ten dogs ran to the vet The dog is big. She has ten nuts. He has a jug.

. te

10. (a) ten (b) big (c) has

m . u

Dictation 1. 2. 3. 4.

2. (a) big, dog (b) nut (c) has

© R. I . C.Publ i cat i ons 9. (a) has •f orr evi ew p r posesonl y• u (b) dog

Rule: Double the consonant to keep the vowel sound short. s Rule: The y changes to i when adding -er or -est. n

1. Teacher check

ew i ev Pr

Teac he r

List words Word building

Rules

Answers

r o e t s Bo r e p ok u S

middle and end sound in each word as this makes correct spelling easier. • Brainstorm words that rhyme with each list word.

has ten big dog nut

Unit 6

o c . che e r o t r s super

New wave spelling – Teacher resource book – A

11. nut

12. Possible answers: big – dig, fig, jig, pig, twig, wig dog – bog, fog, frog, hog, log ten – Ben, den, hen, men, pen, ten nut – but, cut, gut, hut, jut, rut

18

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Teacher information Unit focus This unit focuses on the medial short vowel sounds (phonemes) – a, e, i, o followed by u.

Teaching points • Identify the phonemes and how they are represented. • Discuss the importance of listening carefully to the

1. Teacher check 2. (a) had, did (b) yes, bus (c) got

have, has

didn’t, done get, gets, n getting s buses

Rules

3. Teacher check 4. Teacher check 5. (a) yes (b) bus (c) got

6. had, yes, got, bus, did 7. Teacher check 8.

(a) (b) (c) (d) (e)

yes got did had bus

(c) did (d) bus (e) got

ew i ev Pr

Teac he r

List words Word Building

Dictation

w ww

The man got on the bus. We had a pet dog. Did he hug the dog? Yes he did hug the dog.

. te

R.I.C. Publications ®

10. (a) did (b) bus (c) had

m . u

© R. I . C.Publ i cat i ons 9. (a) yes •f orr evi ew pur o sesonl y• p (b) had

Rule: Double the consonant to keep the vowel sound short. s Rule: To make words that end with s plural, -es is added. n

1. 2. 3. 4.

Answers

r o e t s Bo r e p ok u S

middle and end sound in each word as this makes correct spelling easier. • Brainstorm words that rhyme with each list word.

had yes did got bus

Unit 7

o c . che e r o t r s super

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11. bus

12. Possible answers: had – bad, Dad, lad, mad, pad, sad yes – guess, mess, dress, less, press did – bid, hid, kid, lid, rid got – dot, hot, jot, cot, lot, not, pot, tot, trot bus – fuss, pus

19

New wave spelling – Teacher resource book – A


Teacher information Unit focus This unit focuses on the medial short vowel sounds (phonemes) – a, e, i, o followed by u.

Teaching points • Identify the phonemes and how they are represented. • Discuss the importance of listening carefully to the

Dad’s, Daddy beds, bedroom digs, dug, n digging, n digger s boxes Mum’s, Mummy

3. Teacher check 4. Teacher check 5. (a) bed (b) dig (c) box

6. Dad, dig, bed, box, Mum 7. Teacher check 8.

(a) (b) (c) (d) (e)

bed box Dad Mum dig

(c) bed (d) box (e) dig

w ww

Dad is in bed. Mum can dig. The pet dog is in the box. Dad is a man.

. te

10. (a) Dad (b) Mum (c) dig

m . u

Dictation 1. 2. 3. 4.

2. (a) Dad, bed (b) bed, box (c) box

© R. I . C.Publ i cat i ons 9. (a) Dad •f orr evi ew p r posesonl y• u (b) Mum

Rule: Double the consonant to keep the vowel sound short. s Rule: To make words that end with x plural, -es is added. n

1. Teacher check

ew i ev Pr

Teac he r

List words Word building

Rules

Answers

r o e t s Bo r e p ok u S

middle and end sound in each word as this makes correct spelling easier. • Brainstorm words that rhyme with each list word.

Dad bed dig box Mum

Unit 8

o c . che e r o t r s super

New wave spelling – Teacher resource book – A

11. bed

12. Possible answers: Dad – bad, had, lad, mad, pad, sad Mum – thumb, come, gum, hum, drum, sum bed – dead, head, led, red, said, wed box – fox, rocks, socks, shocks, frocks dig – big, fig, jig, pig, rig, twig, wig

20

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Teacher information Unit focus This unit focuses on the long e sound represented by the grapheme e.

Teaching points • Identify the phoneme and how it is represented at the

List words Word building

1. Teacher check 2. (a) she (b) we, me, he, be (c) she

he’s she’s been

3. Teacher check 4.

(a) (b) (c) (d) (e)

she we he me be

5. we, he, she, be, me 6. Teacher check

We can win. She has a big pet. He met the vet on the bus. It will be hot. It is me.

7.

(a) (b) (c) (d) (e)

we be she he me

(c) (d) (e) (f)

she we be he

9.

(a) (b) (c) (d) (e)

me We He She be

ew i ev Pr

Teac he r

we’d, we’re, we’ve

Dictation

© R. I . C.Publ i cat i ons 8. (a) hes •f orr evi ew pur p o esonl y• (b) me

w ww

. te

m . u

1. 2. 3. 4. 5.

Answers

r o e t s Bo r e p ok u S

end of each word. • Underline the grapheme representing this sound in each word.

we me he she be

Unit 9

o c . che e r o t r s super

10. The rhyming words sea, we, bee, see, key and knee should be coloured. 11. Teacher check 12. (a) see (b) sea

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21

New wave spelling – Teacher resource book – A


Teacher information Unit focus This unit focuses on the long i sound represented by the grapheme y.

Teaching points • Identify the phoneme and how it is represented at the

List words Word building

Teac he r

flies, flew, flying skies n cries, n cried n dries, n dried, drying n

3. Teacher check 4. Teacher check 5. (a) sky (b) cry (c) dry

6. my, dry, cry, fly, sky, by 7. Teacher check 8.

(a) (b) (c) (d) (e) (f)

cry by fly dry my sky

(b) (c) (d) (e) (f)

cry fly my by sky

My dog ran by the bus. I had a fly on my mug. The bin is dry. A bug can not cry.

. te

10. (a) (b) (c) (d) (e)

fly, sky by My cry dry

m . u

© R. I . C.Publ i cat i ons •f orr evi ew p ur posesonl y• 9. (a) dry

w ww

1. 2. 3. 4.

2. (a) my, by (b) cry, dry (c) sky

n

Rule: The y changes to i when adding -es or -ed.

Dictation

1. Teacher check

ew i ev Pr

Rules n

mine

Answers

r o e t s Bo r e p ok u S

end of each word. • Underline the grapheme representing this sound in each word.

my by fly sky cry dry

Unit 10

o c . che e r o t r s super 11. fly

12. (a) flying (b) crying (c) drying

New wave spelling – Teacher resource book – A

22

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Teacher information Unit focus This unit focuses on the long e sound represented by the grapheme ee.

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

Teac he r

(a) (b) (c) (d)

been, seen seed, need, feed meet see, seed, seen

2.

(a) (b) (c) (d) (e) (f)

seen see meet feed tree been

11. (a) seen (b) seed, feed (c) tree

sees, seen, saw, seeing be trees seeds, seeded, seeding, seeder meets, met, meeting needs, needed, needing feeds, fed, feeding, feeder see, sees, saw, seeing

3. Teacher check 4. Teacher check

5. m e

e

t

b

p

l

m

t

n

e

o

s

e

e

f

e

d

g

f

p

x

n

v

r

t

s

e

e

n

k

r

u

f

e

o

e

a

b

o

e

g

n

(a) (b) (c) (d)

meet seen been see

a

z

n

w

e

j

e

r

d

h

e

d

u

i

o

c

m

s

e

e

d

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

I can see a big dog. We can meet by the tree. The man has been to feed the pet. I need to get the seed. She has seen the seed.

w ww

6.

. te

m . u

1. 2. 3. 4. 5.

1.

ew i ev Pr

Dictation

Answers

r o e t s Bo r e p ok u S

List words Word building see been tree seed meet need feed seen

Unit 11

7. tree – a large plant feed – to give food to see – to look seed – a new plant grows from this

o c . che e r o t r s super 8.

(a) (b) (c) (d) (e)

see tree meet feed seed

9. (a) seen (b) seed (c) need 10. tree

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New wave spelling – Teacher resource book – A


Teacher information Unit focus This unit focuses on the oo sound, as in moon.

Unit 12 Answers 1. (a) moon, room, soon, noon (b) noon

Teaching points

2. Teacher check

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

r o e t s Bo r e p ok u S

List words Word building

Teac he r

moons, moonlight, moonbeam rooms, roomy, n roomier, n roomiest boots zoos foods sooner, soonest roofs, roofing, rooftop

4. (a) zoo (b) roof (c) food 5.

Rules

o

o

t

a

z

c

e

s

o

o

n

k

o

w

l

f

o

o

d

r

o

i

o

n

s

r

v

f

b

r

y

o

d

o

h

b

m

o

f

o

n

o

p

c

g

o

n

z

f

d

j

x

m

e

u

g

m

o

o

n

h

k

6. (a) food © R. I . C.Pu broom l i cat i ons (b) (c) soon u (d) moon •f orr evi ew p r posesonl y• (e) roof

Rule: The y changes to i when adding -er or -est.

Dictation 1. 2. 3. 4.

t

We can soon fly to the moon. My boot is on the roof. Mum met Dad at the zoo at noon. The food is in the big room.

w ww

. te

(f) boot

7.

(a) (b) (c) (d) (e)

roof food boot room soon

m . u

n

b

ew i ev Pr

moon room boot zoo food soon roof noon

3. Teacher check

o c . che e r o t r s super 8.

(a) (b) (c) (d)

noon moon zoo roof

9.

(a) (b) (c) (d)

zoos moons boots rooms

10. food – something to eat room – a part of a house soon – in a short time boot – like a shoe 11. moon New wave spelling – Teacher resource book – A

24

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Teacher information Unit focus This unit focuses on the -and or -end at the end of words.

• Identify the pattern in each word. • Sort the list words according to their patterns and

List words Word building

sands, sandy, n sandier, n sandiest, sandcastle bands hands, handed, handing, handy lands, landed, landing ends, ended, ending sends, sent, sending, sender bends, bent, bended, bending

3. Teacher check 4. Teacher check 5.

a

k

h

a

n

d

n

u

o

d

w

j

s

g

a

n

d

t

a

y

i

b

a

f

n

o

h

e

n

d

d

c

q

h

l

z

i

c

l

a

n

d

r

s

e

n

d

s

ew i ev Pr

Teac he r

band, bend sand, send land and, end

2. (a) end (b) land (c) send

e

p

b

m

e

b

n

a

d

n

g

d

b

f

v

x

Dictation

I had sand on the end of my boot. My pet can land on my hand. A pot and a pan can not bend. We will see the band at noon. We can send a man to the moon.

w ww

1. 2. 3. 4. 5.

. te

4. hand

Down: 2. end 3. band

7.

(a) (b) (c) (d)

sand send band bend

8.

(a) (b) (c) (d)

and hand bend sand

m . u

© R. I . C.Publ i cat i ons Rule: The y changes to i when adding -er or -est. 6. p Across: •f orr evi ew pur osesonl y• 1. send

Rules n

(a) (b) (c) (d)

r o e t s Bo r e p ok u S

brainstorm other words to add to each list.

band hand land end send bend

Answers 1.

Teaching points

and sand

Unit 13

o c . che e r o t r s super 9. hand 10. (a) (b) (c) (d)

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25

end and land send

New wave spelling – Teacher resource book – A


Teacher information Unit focus This unit focuses on the graphemes all and oo representing the ball all sound and the book oo sound.

Teaching points • Identify the pattern in each word. • Discuss how the grapheme oo, as in book, can also

represent oo, as in moon.

brainstorming other words to add to each list.

calls, called, calling balls smaller, smallest feet n hoof / hooves take, takes, taken, s taking looks, looked, looking books cooks, cooked, cooking

small all call, cook ball, book

10. small – not big look – your eyes do it ball – you can kick it book – you can read it

2. (a) all (b) hoof (c) cook

11. hoof

3. Teacher check 4. Teacher check 5.

f

b

l

o

o

k

d

c

o

b

o

o

k

y

g

o

o

c

a

l

l

s

i

o

t

j

f

l

o

m

r

k

t

o

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k

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a

t

n

p

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o

o

f

l

m

u

b

a

l

l

s

l

k

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h

v

e

w

a

l

l

(c) (d) (e) (f) (g) (h)

small call all book cook foot

w ww

Dictation

It is a small ball. I took all the cook books to look at. A hoof is big. My foot is small. He will call his Mum.

. te

7.

(a) (b) (c) (d)

cooks balls books looks

8.

(a) (b) (c) (d) (e)

cook all took call small

9.

(a) (b) (c) (d) (e)

small took book foot hoof

x

m . u

Note: Both hoofs and hooves are acceptable. Rule: e goes away when -ing comes to stay

1. 2. 3. 4. 5.

(a) (b) (c) (d)

© R. I . C.Publ i cat i ons 6. u (a) look •f orr evi ew p r posesonl y• (b) took

Rules s

1.

ew i ev Pr

Teac he r

List words Word building

n

Answers

r o e t s Bo r e p ok u S

• Sort the list words according to the patterns and

all call ball small foot hoof took look book cook

Unit 14

o c . che e r o t r s super

New wave spelling – Teacher resource book – A

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Teacher information Unit focus This unit focuses on difficult words.

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

was one and done, the and they one, two

9.

List words Word building

you’re, you’ll, you’ve they’ll, they’ve, they’re twos

you with was her they

10. (a) (b) (c) (d) (e)

with they the you with

3.

(a) (b) (c) (d)

done her into/two/you they

4.

(a) (b) (c) (d) (e) (f)

you two with they done her

5.

(a) (b) (c) (d) (e) (f)

they you with into two done

6.

y

a

i

n

t

o

c

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o

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j

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g

k

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t

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b

m

v

p

u

o

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n

a

t

h

e

y

n

w

a

s

f

b

t

d

e

c

h

x

e

o

n

e

11. yes, no fat, thin hot, cold big, small

ew i ev Pr

hers, herself wasn’t, were, weren’t ones

(a) (b) (c) (d) (e)

2. Teacher check

r o e t s Bo r e p ok u S

— pronunciation tricks ( w–a–s, instead of w–o–s) — mnemonics (done has one in it)

Teac he r

Answers 1. (a) (b) (c)

Teaching points

into the her was one done you with they two

Unit 15

12. the number after one – two the opposite of him – her the opposite of I – you

She took the book with her. One of you has done it. They took the two pets to the vet. We all ran into the room. It was her box they took.

w ww

1. 2. 3. 4. 5.

. te

m . u

© R. I . C.Publ i cat i ons Dictation•f orr evi ew pur posesonl y•

o c . che e r o t r s super 7.

Across: with one you

Down: they

8. (a) done (b) they (c) you

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27

New wave spelling – Teacher resource book – A


S upport material

Spelling games and activities

The following games and activities on pages 28–33 have been provided as additional support to the spelling program. They are a guide and can be developed to suit any class, program or teaching style. Choose activities and games which are different from those included in the particular unit.

Individual activities Purpose: To provide opportunities for students to increase their familiarity with the list words.

Strategy

Explanation

r o e t s Bo r e p ok u S

Find small words in list words

For example: been, be, bee

Make word shapes

For example: dog

Make word snakes

m

y

y fl

by

crys

k

y

dr

y

ew i ev Pr

Teac he r

d o a

© R. I . C.Publ i cat i ons Write the list words from memory • f o rr evi ew pur posesonl y• Make word sums

b + e + d = bed

Write the list words in alphabetical order

Sort words according to different criteria

For example: number of letters, vowels or consonants, initial letters or blends, rhyming/non-rhyming, graphemes, students’ choice

. te

Write rhyming words for list words

m . u

Definitions can be found in a dictionary or written in the student’s own words and checked.

w ww

Write definitions for list words and use them to make ‘What am I?’ clues

o c . che e r o t r s super

Find antonyms, synonyms or homophones for appropriate list words

For example: dry/wet big/large be/bee

Find homographs (words which are spelt the same but have a different meaning) for appropriate list words

For example: band – a strip of metal band – a music group

Add suffixes such as s, ed, ing, er and est

Discuss appropriate spelling rules; e.g. stop – stopping, double the consonant to keep the vowel sound short

Rank words from the easiest to the most difficult to spell or vice versa

For example: with 1 two 2 was 3 done 4

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Spelling games and activities Individual activities

Purpose: To provide opportunities for students to increase their familiarity with the list words.

Strategy

Explanation

Write list words in sentences or in questions

For example: The tot is in the cot.

Make sound strips. Use paper strips to practise blending For example: sounds

r o e t s Bo r e p ok u S c

an

r

p

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Teac he r

m

Write list words correctly that have been written backwards

For example: dneb = bend

Complete words with missing vowels, consonants, focus sound etc

For example: f_ _d = feed

Find anagrams for appropriate list words

For example: was is an anagram of saw

Add s to make appropriate list words plural

For example: boats, moons, zoos

Forl example: © R. I . C.Pub i cat i ons b___ ba _ _ •f orr evi ew pur posesonl y• bal _

Complete ‘Fill the gap’ activities

ball

Change a letter in a word to make a list word

For example: cool, cook

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Make words from the rearranged letters of a list word

m . u

For example: call, called, calling

w ww

Change the tense of words by adding ed or ing

For example: done – do, one, on, no, end, nod

o c . che e r o t r sn s d supeor

Identify incorrect list words in a sentence and rewrite For example: Thay will get the bal. correctly Use secret codes to discover list words

For example:

1

2

3 s 3

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4

e 5

h 6

e n d 5 2 4

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S upport material

Spelling games and activities Partner and group activities

Purpose: To provide opportunities for students to work collaboratively and improve their knowledge of list words.

Strategy

Explanation

Jumble list words and swap with a partner Jumble sentences containing list words and swap with For example: big. is The dog a partner

r o e t s Bo r e p ok u S It should read: The dog is big.

Create ‘What am I?’ clues for others with a list word as the answer

For example: Did Dad get the bus?

Create yes/no questions of list words for others to answer Trace list words on a partner’s back and see if he or she can guess the word

For example: done The number one is in done.

Create memory helpers (mnemonics) for list words

ew i ev Pr

Teac he r

Make word searches or crosspatches and swap with a These can be made using grid paper with approximately 6 x 6 squares. partner

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Create sentences that show the meaning of a list word, For example: A dog is a mammal. Brainstorm banks of words using the same grapheme For example: grapheme ee – tree, bee, see, seed, been or phoneme

Make up ‘Read and draw instructions’ using list words and give it to a partner to do

w ww

Students can search in magazines, newspapers etc. for list words and record in a tally. See which word scored the most at the end of a week.

Hunt for list words in texts

. te

m . u

in pairs, and compare, in groups

o c . che e r o t r s super

Guess the word. Give a partner the first letter of a word For example: The beginning of a game using the word land chosen from the spelling list. The partner then has to would look like this: guess the word before the whole word is revealed, one l letter at a time

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S upport material

Spelling games and activities Partner and group activities

Purpose: To provide opportunities for students to work collaboratively and improve their knowledge of list words.

Strategy

Explanation

In pairs, highlight any changes made when adding suffixes or prefixes to list words

For example: cook, cooks, cooked, cooking

Play ‘Concentration’ ,’Fish’, ‘Word bingo’ or ‘Tic tac toe’ In ‘Tic tac toe’, each player uses a list of words with a common grapheme as their ‘Noughts and crosses’. For example, in the game below, Player one used a bank of ee words and Player two a bank of all words.

r o e t s Bo r e p ok u S need ball

Hold simple class spelling competitions

tall

call

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Teac he r

tree

see

For example: a ‘Difficult word(s) day’, where the class try to spell a challenging word(s).

‘Shannon’s game’ differs in that students need to guess the © R. I . C.Pub l i c a t i o nins letters in the correct order which they occur in each word. Students ask questions that require a yes/no response to Play ‘Guess my word’ •f orr evi ew pur po ses oword. nl •is then required guess the mystery spelling Ay student Play ‘Hangman’, or a similar game called ‘Shannon’s game’

to write the word correctly on the board.

. te

m . u

w ww

Play ‘Celebrity head words’, ‘Picture clue words’ or In ‘Celebrity head words’, a student uses a headband to hold a card with a list word on. He or she asks questions of the ‘Charades’ with spelling words class which can only be answered by yes or no; e.g. ‘Does the word begin with br?’ Questions can be limited (three only). In each game, the word needs to be written on the board at the end by a student.

o c . che e r o t r s super

Make funny phrases using the letters in the list words

For example: pot ­– pots on top

Students write secret word clues for list words. Hold a For example: competition to see who can guess the word first or who Take e from bell and add a (ball) can guess it correctly. Clues could be given orally or written. Students are given cards with a letter written on each For example: that have been chosen from a list (some letters will need n b n s to be repeated). In pairs, they try to make up as many list words as possible.

n

d

e

d h

e a

d

send, bend, hand

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New wave spelling – Teacher resource book – A


S upport material

Spelling games and activities

Activities for students with special needs These can be used individually, in pairs or in small groups. Many of the activities on pages 32–35 will also be suitable and can be modified to suit the needs of the student.

Strategy

Explanation

r o e t s Bo r e p ok u S

‘Word quizzes’– Using a word list, students correctly write a word after being given a clue; e.g. ‘Write the word that rhymes with soon’.

ew i ev Pr

Teac he r

Encourage students to ‘have a go’ and take risks with Use ‘have a go ‘ pads or personal dictionaries for students to try out their spelling when constructing written texts. approximate spelling ‘Word bingo’– Play games like ‘Word bingo’ and ‘Word quizzes’ Students copy words onto bingo cards, checking their spelling, then cover words with counters on their cards if the word is called. First to cover them all wins. Ensure that not all the words on the cards are the same!

Encourage students to look around the classroom for Display charts of colour names, days of the week, months of the year, sentences about topics of interest, antonyms, the spelling of words they may need synonyms, sayings etc. Use bright colours to outline list words

room © R. I . C.Publ i cat i ons

Students can draw a picture of a list word and another student guesses and writes the word. Other words can be decorated by outlining in different colours or creating patterns. Either individual letters can be formed or just the word shape.

Decorate or illustrate list words

Create list words using string, wool or pipecleaners

Make concertina words

x box bo

o c . che e r o t r s super x box bo

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x box bo

x box bo

w ww

Write the list word repeatedly so that it forms the shape of the word

m . u

•f orr evi ew pur posesonl y•

Fold strips of paper like a concertina. Write the letters of the words on each section

l o o k Words can be broken into ‘chunks’ to assist spelling, For example: b–e–nd rather than conventional syllables Students should be encouraged to choose how to chunk the word themselves, to suit their learning style and to help remember how to spell the word. New wave spelling – Teacher resource book – A

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Support material

Spelling games and activities

Activities for students with special needs These can be used individually, in pairs or in small groups. Many of the activities on pages 32–35 will also be suitable and can be modified to suit the needs of the student

Strategy

Explanation

Encourage students to look at difficult words, focus on For example; the problem part of they is that the letters ey the problem part(s), close their eyes and visualise it, make a long a sound and then write it

l m l a r o e t s B r e oo p u k S

Write list words n small cards or graph paper, cut out the s letters and then build the word from the cut out letters

= small

Students gradually add to a bank of words they are unsure of how to spell, remembering to check to see if a word is listed before asking it to be written. Suggestion: Play ‘Snap’ or ‘Concentration’ with list words Use ‘moon’ shapes for oo words, of ‘tree’ shapes for ee words. Use magnetic letters to form words on a memory board Variation: Students ask questions that require a yes/no response to guess the mystery spelling word. The student is then required to write the word correctly on the memory board. Students write words on strips of paper and staple together Make word chains using list words to make paper chains.

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Teac he r

Make alphabet books to use as personal dictionaries

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• b

Play ‘The spinning wheel game’. Make words by spinning For example: hand a central circle attached to the outer circle with a split pin.

l

Play ‘Word sort rummy’

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food

moon

zoo

roof

o c . che e r o t r s super

Make bookmark words with difficult words or list words

noon

st

w ww

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m s . u

and

h

Each player has five cards and the rest are placed face-down in a pile. The top card is placed face-up next to the pile. The first player can take a card from the pile or the upturned card. The player must put down one of his cards on the upturned pile. The aim is to collect pairs of cards which are linked in some way; e.g. both begin with s, both rhyme, both have three letters.

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w ww

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Teac he r

Note to teachers: • Write a word family ending on the short strips and initial letters or blends on the long strips before photocopying and laminating. • Cut along the dotted lines. • Side letter strips through the slits to make words.

Word strips

o c . che e r o t r s super

m . u

r o e t s Bo r e p ok u S

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

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New wave spelling – Teacher resource book – A

Example

w

n

p

m

v

et

et

Support material Photocopiable spelling games and activities

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Support material

Photocopiable spelling games and activities

New words My new word is

.

• MyB word begins r o e t s r e oo with the letter(s) big looks like:p u k S • My word ends

Teac he r

• My word written

ew i ev Pr

with the letter(s)

• The middle letter(s) is/are

My word written small © R. I . C.Pub• l i c a t i o n s looks like: • Colour a tree every time f or r e vi e w p r posesonl y• you• write your new word u • Cover your word.

correctly.

. te

R.I.C. Publications ®

m . u

w ww

• My word written in colour looks like:

o c . • Can you draw your word che e r ors somebody o doing your t r super word?

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New wave spelling – Teacher resource book – A


r o e t s Bo r e p ok u S

Write five different spelling Choose your two favourite words. Draw a picture for colours. Write each word in each. one colour. Trace over each word with the other.

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m . u

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

Spelling fold-a-book

Photocopiable spelling games and activities

ew i ev Pr

Teac he r

Support material

‘s

o c . che e r o t r s super book of little

spelling words

List your words from the easiest to spell to the hardiest to spell. New wave spelling – Teacher resource book – A

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Can you guess?

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

• Find a partner. • Choose a word from your list. • Start by telling your partner the first letter of your word. • How many clues do you have to give before your partner guesses your word?

w ww

. te

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m . u

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

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New wave spelling – Teacher resource book – A


Teac he r

Word sorts

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

. te can you can Wordsyou Words draw for picturefor: draw aa picture

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New wave spelling – Teacher resource book – A

m . u

Words with three or more letters:

Words that rhyme:

r o e t s Bo r e p ok u S

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Words with two letters:

• Sort your spelling words and write them in the correct box. • Words may be written more than once.

Support material Photocopiable spelling games and activities

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Support material

Photocopiable spelling games and activities

Let’s go fishing!

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

• Cut out each sea creature. • Write a spelling word on the back of each sea creature. • Attach a paper clip to each creature and put them in a bucket. • Use a ‘fishing rod’ made from a magnet on a string tied to a stick or ruler to ‘catch’ fish in the bucket. • Read and spell the word on the creature you caught.

w ww

. te

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m . u

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

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New wave spelling – Teacher resource book – A


Support material

Photocopiable spelling games and activities

Jumbled words

• Choose five spelling words. • Jumble each word and write it below.

What wa s or her s his core?

• Give them to a partner to solve.

r o e t s B r Unjumbled e oo p u k S

ew i ev Pr

Teac he r

Jumbled

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

• Choose five spelling words. • Write them in the longest boxes. • Make them into spelling maths; For example b + end = bend

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m . u

Spelling maths

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Support material

Photocopiable spelling games and activities

Crab concentration

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Play this game with a partner or in a small group: • Cut out each picture. • Write each spelling word on the back of two cards. • Place all cards face down on the playing surface. • Take turns to turn over two cards, trying to find a match. When a match is found, the player picks up the cards and is allowed another turn. • The winner is the person with the most pairs when no cards are left!

w ww

. te

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m . u

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

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New wave spelling – Teacher resource book – A


Support material

Photocopiable spelling games and activities

Word building

• Choose five spelling words. • Make new words by adding an ending.

es

S

ing

ed

= r o e t s Bo r e p ok = u + S +

=

+

=

ew i ev Pr

Teac he r

+

= ©+R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

• Write five spelling words below.

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Spelling word

How many letters?

m . u

Spelling quiz

Write a Draw a picture rhyming word of the word

o c . che e r o t r s super

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Support material

Photocopiable spelling games and activities

Decorated words

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

• Write five spelling words in pencil in each box. • Draw around each letter. • Rub out the pencil words you started with. • Decorate the remaining shape.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Make a bookmark

. te

R.I.C. Publications ®

m . u

w ww

• Use coloured pencils to write five spelling words on this bookmark. • Colour the border and cut along the dotted lines to finish your bookmark.

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New wave spelling – Teacher resource book – A


Support material

Spelling strategy cards

r o e t s Bo r e p ok u S

ew i ev Pr

eac What does it T mean? he r

What does it mean?

m . u

I use it in a sentence?

• What

o c . che e r o t r s super

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• Can

w ww

. te

does the word mean?

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Support material

Spelling strategy cards

r o e t s Bo r e p ok u S

I say the word correctly?

I break it into parts?

• Can

• Can

ew i ev Pr

Teac h What can I hear? er

What can I hear?

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• Is

w ww

. te

there a wrong, but helpful way to say it? m

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New wave spelling – Teacher resource book – A


Support material

Spelling strategy cards

letters make the sounds?

I see the word in my head?

r o e t s Bo r e p ok u S

ew i ev Pr

eac What can I T see? he r

What can I see?

New wave spelling – Teacher resource book – A

46

m . u

• Is

• Can

o c . che e r o t r s super • What

w ww

. te

it like another word?

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Support material

Spelling strategy cards

r o e t s Bo r e p ok u S

ew i ev Pr

Teac h er How can I remember?

How can I remember?

R.I.C. Publications ®

m . u

there a trick I can use?

there a spelling rule?

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• Is

• What

o c . che e r o t r s super • Is

w ww

. te

is the difficult part?

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New wave spelling – Teacher resource book – A


Support material

Spelling strategy cards

I have used some other ways of learning?

r o e t s Bo r e p ok u S

ew i ev Pr

How well didTe Ia do? ch er

How well did I do?

New wave spelling – Teacher resource book – A

48

m . u

do I feel? • How

• Did

o c . che e r o t r s super • Could

w ww

. te

I use a good strategy?

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S upport material

Spelling strategy cards

I use the word in my writing? • Can

I now spell other words with similar patterns? m

I use the word in dictation? • Can

r o e t s Bo r e p ok u S

ew i ev Pr

Teac h er How can I use what I learnt?

How can I use what I learnt?

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• Can

w ww

. te

. u

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New wave spelling – Teacher resource book – A


Support material

Photocopiable poster

For every

spelling word, or e

t s Bo r e p remember to: ok u S

ew i ev Pr

Teac he r

Same as book B (with out trace in it

Look

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

m . u

Say

. tTrace e o c . che e r o t r s super Cover

Write

New wave spelling – Teacher resource book – A

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Check

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S upport material

Spelling merit certificates

r o e t s Bo r e p ok for u S

ew i ev Pr

Teac he r

Congratulations!

congratulations on your success

you’re a spelling cHamp!

51

signed

m . u

date

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signed

thank you for your effort

for a

presented to R.I.C. Publications ®

o c . che e r o t r s super big improvement in spelling.

w ww

. te

date

Date © R. I . C.Pub l i cat i ons •f orr evi ew pur posesonl y•

Signed

New wave spelling – Teacher resource book – A


Support material

Individual recording sheet

Student name:

Year:

Date and test

Result

Comment

Unit 1 Unit 2

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Teac he r

Unit 3

r o e t s Bo r e p ok u S

Unit 4

Unit 5

Unit 6 Unit 7

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Unit 10 Unit 11 Unit 12

w ww

Unit 9

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m . u

Unit 8

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Unit 13 Unit 14 Unit 15 New wave spelling – Teacher resource book – A

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Support material

Test checklist

Unit 15

Unit 14

Unit 13

Unit 12

Unit 11

Unit 10

Unit 9

Unit 8

Unit 7

Unit 6

Unit 5

Unit 4

Unit 3

Unit 2

r o e t s Bo r e p ok u S

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Teac he r

Student name

Unit 1

Date

Test

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New wave spelling – Teacher resource book – A

New Wave Spelling - Teachers Resource Book: Level A - Ages 5-6  

New Wave Spelling is a whole-school spelling workbook series. Buy now: http://www.teachersuperstore.com.au/product/english/new-wave-spellin...