New Wave Spelling - Teachers Resource Book: Level B - Ages 6-7

B

New wave

spelling

Teacher resource book

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

RIC6202 2.8/760

NEW WAVE SPELLING – TEACHER RESOURCE BOOK – B Published by R.I.C. Publications® 2006 Copyright© R.I.C. Publications® 2006 ISBN-10 1-74126-484-7 ISBN-13 978-1-74126-484-5 RIC–6202

Copyright Notice

Additional titles available in this series:

NEW WAVE SPELLING – TEACHER RESOURCE BOOK – A 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.

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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. It is a comprehensive whole-year program of 20 units of work. 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.

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How to use the workbook......................................................2–3 Suggested timetable..................................................................4 Blank timetable...........................................................................5 Using the spelling strategy cards.........................................6–7 Overview of unit lists Book B ..................................................................................8 Book A ..................................................................................9 Overview of unit content..........................................................10 Assessment suggestions........................................................11 Unit focus, teaching points, word building examples, dictation and answers for each unit Unit 1...................................................................................12 Unit 2...................................................................................13 Unit 3...................................................................................14 Unit 4...................................................................................15 Unit 5...................................................................................16 Unit 6...................................................................................17 Unit 7...................................................................................18 Unit 8...................................................................................19 Unit 9...................................................................................20 Unit 10.................................................................................21 Unit 11.................................................................................22 Unit 12.................................................................................23 Unit 13.................................................................................24 Unit 14.................................................................................25 Unit 15.................................................................................26 Unit 16.................................................................................27 Unit 17.................................................................................28 Unit 18.................................................................................29 Unit 19.................................................................................30 Unit 20.................................................................................31

Spelling games and activities Individual activities................................................................32–33 Partner and group activities..................................................34–35 Activities for students with special needs.............................36–37

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Teacher information

Photocopiable spelling games and activities New words..................................................................................38 Spelling fold-a-book....................................................................39 Can you guess?..........................................................................40 Matching pairs............................................................................40 Spelling maths............................................................................41 Jumbled words...........................................................................41 Spelling quiz...............................................................................42 Word building..............................................................................42 Let’s go fishing............................................................................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

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Photocopiable poster Look, say, trace, cover, write, check...........................................50 Photocopiable merit certificates.............................................51 Assessment sheets Individual recording sheet...........................................................52 Test checklist..............................................................................53

Support material R.I.C. Publications ® www.ricpublications.com.au

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New wave spelling – Teacher resource book – B

Teacher information

How to use the workbook

The student workbook has 20 units of work, each comprising of four pages. The units contain a list of 10 words to be learned and four or five revision words taken from the previous workbook. Units do not have to be completed in order. Refer to page 10 for an overview of each unit focus and activity types.

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.

Unit number and focus

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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.

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 12–31 of this book for suggested dictation sentences including list and revision words.

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The first page of each unit contains the list words. The majority of the lists are grouped according to the way phonemes (sounds) are represented (graphemes). Other groupings include blends, difficult words, patterns in words and contractions.

Note: Some teachers may decide to pre-test the list words.

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Note: A poster outlining these steps is provided on page 50 of this book.

Students write any list words, revision words, words from dictation or any other words that are causing them difficulty here. Selected words can be transferred to pages 82 and 83 of their workbook. Suggested activities for learning these words can be found on pages 32–43 of this book.

The activities on the first and second 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.

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New wave spelling – Teacher resource book – B

Examples include: • identifying features of the words • guessing words by their shape • filling in missing letters or sounds • sorting words by the number of letters or syllables • finding small words within list words • read and draw activities • completing sentences with list words • identifying incorrectly spelt list words • unjumbling words • identifying rhyming words

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Teacher information

How to use the workbook The third page of each unit features a word search for all the list words. The list of words next to each word search can also be used by students when completing the crossword on the fourth page of the unit.

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The fourth page of each unit features a crossword. It includes every list word and some revision words. Students can refer to the opposite page to choose from the list or revision words for crossword answers.

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Each unit features a selection of revision words from the previous workbook. Students are required to identify the focus of these words and complete activities to help them remember how to spell them. Many of the revision words have been included in the suggested dictation sentences for the unit. Teachers may wish to include the revision words in the final test of the unit.

Results can be recorded on pages 52 and 53.

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C.Publ i cat i ons f o r r e v i ew pur posesonl y• Explanations of• spelling rules, along with examples and activities,

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Practice is provided for students to build on and create a larger bank of words for their use and understanding.

A word building template can be found on page 42 of this book.

Word building examples for every list and revision word can be found on pages 12–31.

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are designed to teach students why words look the way they do and why they are spelt that way.

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Phonics charts: Writing consonant chesounds and Writing vowel sounds e r o t r s super

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 i (five) • Solve silly grapheme puzzles; e.g. mm-ee-u (Mia) • Create silly grapheme puzzles to name animals, colours, fruit, vegetables; e.g. tch-i-ck (chick) • Draw a picture for each sound in his or her name; e.g.

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New wave spelling – Teacher resource book – B

Teacher information

Suggested timetable

A suggested 10-day spelling timetable has been outlined below as a guide. These lessons have been based on 30-minute long lessons each day, 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 of the list words or partner testing.

Day 1

Day 6

• Introduce list words.

• Students follow the instructions to identify and underline

the focus of the unit.

• Revise focus for list and revision words.

• Complete crossword on fourth page.

• Complete one or two dictation sentence(s). Mark and tick

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

D column. Transfer errors to Word watch.

Day 2

Day 7

• Revise focus.

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

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

check.

• Mark and transfer errors to Word watch.

• Complete final activities on fourth page.

to the Spelling strategy cards on pages 44–49 of this book.

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

check.

• Mark and transfer errors to Word watch.

• Spelling game or activity with list words (see pages 32–43).

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C.PDay ub i cat i ons 8 l Revise focus. • Complete ones or e two s dictation Mark and tick f orr evi ew pu r po osentence(s). nl y• D column. Transfer errors to Word watch.

Brainstorm other words with the same focus and discuss

Day 3

•

their meaning. Refer to the Spelling strategy cards.

• Complete activities on second page.

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• Spelling game or activity with Word watch words,

revision words or Words I need to learn (pages 82–83 in workbook). Refer to the Spelling strategy cards for ways to remember how to spell problem words.

Day 9

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• •

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

• Complete Activity 1.

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• Revise focus.

• Complete word search on third page.

• Add any words causing students difficulty from other

• Test revision words. Transfer errors to Word watch.

• Spelling game or activities with list words.

subject areas to Word watch. Refer to the Spelling strategy cards to remember how to spell each word.

• Spelling game or activity with list words.

Day 5

Day 10

• Introduce revision words and discuss focus.

• Complete revision activities.

• Complete one or two dictation sentence(s). Mark and

• Test list words.

• Complete any remaining dictation sentence(s).

• Mark and tick T and D columns.

• Transfer errors to Word watch and choose problem words

tick D column. Transfer errors to Word watch. If a word is already listed, start a tally next to it. Refer to the Spelling strategy cards.

New wave spelling – Teacher resource book – B

to list in Words I need to learn. Refer to the Spelling strategy cards.

• Spelling game or activity.

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Teacher information

Blank timetable

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

Day 1

Day 6

Day 7

Day 8

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Day 5

Day 9

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Day 3

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Day 2

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Day 10

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New wave spelling – Teacher resource book – B

Teacher information

Using the spelling strategy cards

The following spelling strategies are based on a metacognitive approach. This approach teaches students how to think about their thinking in a logical and structured way, in order to become more successful independent spellers.

A set of photocopiable cards, provided on pages 44–49, encourages students to reflect upon their learning.

What does it mean?

• What

I use it in a sentence?

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

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• Can

does the word mean?

A common reason for spelling errors is incorrect pronunciation.

For example: goin (going), fird (third)

Identifying the sounds and syllables in words is an essential © R. I .

C.P ubl i c at i o ns skill. For example: identifying sounds — b-r-ea-d •f orr evi ew p r pparts os sonl y• u identifying —e un-d-er

What can I hear?

• Can

I say the word correctly?

• Can

I break it into parts?

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

identifying syllables — be/low par/ty (Each syllable must have a vowel sound.)

• Is

What can I see?

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Using pronunciation tricks is a useful strategy.

For example: baby said with a short a sound some said with a long o sound

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Many students find it helpful to close their eyes and try to visualise the word and/or its shape.

For example:

i

• Can

e

I see the word in my head?

• What • Is

v

letters make the sounds?

it like another word?

New wave spelling – Teacher resource book – B

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: coat, crow

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Teacher information

How can I remember?

• What

Students need to identify letters within words that may cause them difficulty.

For example: want, path

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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.’

is the difficult part?

• Is

there a spelling rule?

• Is

there a trick I can use?

Students should be encouraged to learn spelling tricks (e.g. mnemonics) and to make up some of their own.

For example: ‘Your has our in it.’

‘I play with my friend on Friday.’

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Using the spelling strategy cards

Students need to be aware of spelling strategies and understand © R. I .

C.Pub l i cat i ons that how they learn is as important as what they learn.

•f orr evi ew pur pos e sevaluating onl y • used is an Reflecting upon and the strategies How well did I do?

• Did

I use good strategies?

essential part of learning.

• How

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

do I feel?

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I have used some other ways of learning?

• Could

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How can I use what I learnt?

• Can

I use the word in dictation?

• Can

I use the word in my writing?

• Can

I now spell other words with similar patterns?

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Students should understand the importance of applying their spelling 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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New wave spelling – Teacher resource book – B

Teacher information

Overview of unit lists – Book B

The following lists contain all the words from Book B.

Book B ship, shop, shut, shin, sheep, wish, dish, fish, brush, smash

Unit 2

chop, chip, chin, chick, chest, rich, such, each, lunch, much

Unit 3

gave, take, make, made, came, like, ride, kite, five, time

Unit 4

home, bone, note, those, woke, use, tube, cute, tune, cube

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Unit 5

drum, drip, grip, grub, trip, try, bring, brave, crab, crib

Unit 6

stop, stand, stone, start, step, nest, must, lost, best, cost

Unit 7

skip, skin, spot, spade, spell, spin, swim, swing, sweep, sweet

Unit 8

tent, spent, ant, hint, plant, camp, lamp, jump, bump, lump

Unit 10

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bang, hang, sang, song, along, sing, thing, being, sung, hung

Unit 12

day, way, play, clay, away, rain, train, sail, tail, wait

Unit 13

bird, girl, first, third, hurt, turn, paper, never, over, under

Unit 14

boat, coat, loaf, float, soap, grow, show, below, own, crow

Unit 15

does, goes, put, why, who, ask, are, here, saw, once

Unit 16

out, about, house, found, around, now, how, brown, down, clown

Unit 17

story, lady, baby, party, only, happy, bunny, funny, silly, very

Unit 18

when, what, where, while, whip, work, well, went, want, wand

Unit 19

them, this, then, that, there, than, tooth, path, bath, both

Unit 20

I’m, I’ll, I’ve, it’s, isn’t, she’s, he’s, can’t, don’t, we’re

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Unit 11

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Unit 9

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Unit 1

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New wave spelling – Teacher resource book – B

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Teacher information

Overview of unit lists – Book A

The following lists contain all the words from Book A, from which four or five revision words were chosen for each unit.

Book A Unit 1

can, man, ran, fan, pan

Unit 2

vet, met, net, wet, pet

Unit 5

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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

Unit 11

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

Unit 12

moon, room, boot, zoo, food, soon, roof, noon

Unit 13

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

win, fin, pin, tin, bin

Unit 3

cot, hot, dot, tot, pot

hug, rug, jug, mug, bug

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Unit 4

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all, call, ball, small, foot, hoof, took, look, book, cook into, the, her, was, one, done, you, with, they, two

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New wave spelling – Teacher resource book – B

Teacher information

Overview of unit content

Activity types and content are outlined below.

Focus

1

sh

word investigation, unjumbling words, finding small words, word chunking, missing vowels, read and draw, completing sentences, adding s and es, rhyming words, brainstorming sh words; Revision: ee – missing grapheme

2

ch

word investigation, word shapes, small words, backwards words, choosing singular or plural, read and draw, completing sentences, building words, rhyming words, brainstorming ch words; Revision: medial e – identifying pattern

3

a–e, i–e

word investigation, adding correct grapheme, unjumbling sentences, missing letters, read and draw, rhyming words, backwards words, completing sentences, brainstorming long i–e and long a–e words; Revision: medial a and i – ‘fairy’ e activities

4

o–e, u–e

word investigation, multiple choice, adding correct grapheme, read and draw, ‘fairy’ e activities, identifying base words, rhyming words, brainstorming long o–e and long u–e words; Revision: medial o and u – ‘fairy’ e activities

5

dr, gr, tr, br, cr

word investigation, missing vowels, word chunking, secret words, read and draw, rule: change y to i and add es, choosing singular or plural, rhyming words, brainstorming initial blend words; Revision: medial vowels – missing vowels

st

word investigation, building words, multiple choice, rule: adding ed and doubling consonant to keep vowel sound short, adding s, missing letters, identifying incorrect spelling, rhyming words, brainstorming st words; Revision: medial vowels – missing vowels

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Activity types/Content

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Unit

word investigation, picture/list word match, missing vowels, word shapes, word chunking, read and draw, rule: adding ing and

sk, sp, sw doubling consonant to keep vowel sound short, backwards words, rhyming words, brainstorming initial blend words; Revision: medial vowels – missing vowels

nt, mp

word investigation, building words; missing vowels; secret words; read and draw; adding s, ed and ing; word shapes; rhyming words; brainstorming nt and mp words; Revision: and, end – missing letters word investigation, word shapes, adding correct grapheme, adding er and es, identifying incorrect spelling, homophones, small words, rhyming words, brainstorming ee and ea words; Revision: ee – missing letters

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C.Publ i cat i ons Difficult words •f orr evi ew pur posesonl y• ea, ee

word investigation, missing letters, word shapes, read and draw, unjumbling words, completing sentences, fill the gaps, rhyming words, brainstorming or words; Revision: oo – missing letters word investigation, adding er, small words, secret words, read and draw, completing sentences, compound words, rhyming words, brainstorming ing words; Revision: long e – completing sentences

12

ay, ai

word investigation, building words, homophones, completing sentences, adding s and ed, rhyming words, brainstorming ay and ai words; Revision: a–e – missing letters

13

ir, ur, er

word investigation, adding correct grapheme, secret words, building words, read and draw, antonyms, completing sentences, identifying syllables, rhyming words, brainstorming ir, ur and er words; Revision: all, ell – multiple choice

14

oa, ow

word investigation, building words, adding correct grapheme, rule: change f to v and add es, antonyms, yes or no, identifying base words, rhyming words, brainstorming oa and ow words; Revision: o makes long o – missing letters

15

Difficult words

word investigation, word shapes, missing letters, homophones, completing sentences, identifying incorrect spelling, rhyming words, brainstorming aw words; Revision: difficult words – missing letters

16

ou, ow

word investigation, adding correct grapheme, word chunking, unjumbling sentences, secret words, small words, identifying syllables, rhyming words, brainstorming ou and ow words; Revision: and, end – missing letters

17

y making long e

word investigation, building words, missing vowels, identifying incorrect spelling, backwards words, rule: plural–change y to i and add es, rhyming words, brainstorming y words with a long e sound; Revision: y makes long i – missing letters

18

wh, w

word investigation, adding correct grapheme, word chunking, small words, secret words, completing sentences, word shapes, rhyming words, brainstorming wh and w words; Revision: difficult words – missing letters

19

th

word investigation, building words, missing vowels, unjumbling sentences, word shapes, multiple choice, secret words, rhyming words, brainstorming th words; Revision: oo – missing letters

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ang, ong, ing, ung

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word investigation, forming contractions, completing sentences, read and draw, identifying where to put the apostrophe in

20

contractions contractions, backwards words, sorting by family groups, indentifying letters to be left out of contractions, brainstorming contractions in family groups; Revision: difficult words – completing sentences

New wave spelling – Teacher resource book – B

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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 for identifying which words they need to focus on throughout the two-week program. Errors can be transferred directly to the Word watch section. A disadvantage of pre-testing is that poor spellers could possibly have many errors, which may affect their self-esteem. Although the activities provided would benefit all students, those who are good spellers with no errors may not be motivated to work on the unit.

• Teachers may decide to incorporate partner testing of a selected number of words each day, with results recorded formally or

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informally and errors transferred to Word watch.

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

progress and record errors.

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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 20 units and can be discussed during parent/teacher conferences and in reports.

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.

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of test(s) in this space (pre-test, post test, revision test etc.).

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Page 53

A record of spelling results for the whole class can be recorded (see page 53).

Results could be colour-coded for ease of reference.

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New wave spelling – Teacher resource book – B

Teacher information

Unit 1

Unit focus

Answers

This unit focuses on the grapheme sh at the beginning or end of each word.

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

• Sort the list words into those that begin with sh and those

2. (a) fish (b) dish (c) shop (d) wish (e) ship (f) shin

that end with sh and brainstorm other words to add to each list.

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List words Word building

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ships, n shipped, n shipping shops, n shopped, n shopping shuts, n shutting shins

3. (a) hip (b) hop (c) hut (d) in (e) she, he

wishes (plural), wished, wishing dishes fishes, fished, fishing s brushes (plural), brushed, brushing smashes, smashed, smashing s s

(c) shut (d) smash

7.

Dictation

. te

1. I wish I was on a ship.

2. The fish shop is shut.

3. The sheep is by the tree.

4. The brush is next to the dish.

5. She has been in a car smash.

6. I need to rub my shin.

7. The shop sells seeds.

m . u

w ww

s

14. Teacher check

6. Teacher check

Rule: Double the consonant to keep the vowel short.

Rule: To make words ending with sh plural, es is added.

n

12. (a) wishes (b) dishes (c) brushes

© R. I .

C.Publ i cat i ons 5. (a) wish •f orr evi ew pu r p o seso nl ycheck • 13. Teacher (b) shop, ship be trees seeds, seeded, seeding needs, needed, needing

(Taken from Unit 11, Book A)

Rules

Down: 1. ship 3. smash 4. dish 5. fish 9. tree 10. seed

11. (a) ships (b) shops (c) shins

4. (a) fish (b) shop (c) brush (d) smash (e) sheep

Revision words Word building been tree seed need

ew i ev Pr

ship shop shut shin sheep wish dish fish brush smash

10. Across: 2. brush 3. sheep 6. shin 7. wish 8. shut 10. shop 11. need 12. been

1. (a) sheep, brush, smash (b) wish ,dish, fish (c) ship, shop (d) sheep

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8. (a) smash (b) sheep (c) fish (d) wish

9. (a) The pattern is ee. (i) seed (ii) been (iii) tree (iv) need New wave spelling – Teacher resource book – B

12

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Teacher information

Unit 2

Unit focus

Answers

This unit focuses on the grapheme ch at the beginning or end of each word.

1.

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

• Sort the list words into those that begin with ch and those

r o e t s Bo r e p ok u S 3. (a) hop (b) hip (c) in

List words Word building

4. (a) much (b) chest (c) chick (d) rich (e) each (f) such

lunches

Down: 1. lunch 3. chin 5. chest 6. met 7. chop 10. each 13. chip, chop

11. (a) chest (b) such (c) each

5. (a) chicks (b) lunches (c) chests

Revision words Word building

10. Across: 2. such 4. chick 6. much 8. vet 9. net 11. pet 12. rich

ew i ev Pr

Teac he r

chops, n chopped, n chopping chips, n chipped, n chipping chins chicks, chicken, chickens chests s riches

s

(b) chick (c) each (d) chip, chin, chick, rich

2. (a) lunch (b) chin

that end with ch and brainstorm other words to add to each list.

chop chip chin chick chest rich such each lunch much

(a) chick, chest, lunch

12. Teacher check 13. Teacher check

© R. I .

C.Pub6. l i cat i ons Teacher check •f orr evi ew pur p sesonl y• 7. o vets, veterinarian, veterinarians meet, meets, meetings nets, n netted, n netting wets, n wetting pets

d

(Taken from Unit 2, Book A)

n s

w ww

Rules

Rule: Double the consonant to keep the vowel short.

Rule: To make words ending with ch plural, es is added.

Dictation 1.

2.

3.

4.

5.

6.

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vet met net wet pet

o c . che e r o t r s super 8. (a) such (b) each (c) much (d) chick (e) chop

I wish to be rich.

The chick will look in the chest for seed.

I met a wet pet at the vet.

We each had fish and chips for lunch.

Dad has such a lot of wood to chop.

How much will the net cost?

R.I.C. Publications ® www.ricpublications.com.au

9. (a) e, short, t (b) Teacher check

13

New wave spelling – Teacher resource book – B

Teacher information

Unit 3

Unit focus

Answers

This unit focuses on the graphemes a–e and i–e to represent the long vowel sounds a and i.

Teaching points

2. (a) five (b) came (c) like (d) gave (e) time (f) made

• Identify the phoneme and how it is represented.

• Discuss how the silent or ‘fairy’ e makes the vowel sounds

long.

• Sort the list words according to the graphemes and brainstorm other words to add to each list.

4. (a) made (b) ride (c) kite (d) time

ew i ev Pr

3. (a) Take the book with you. (b) Can you ride a bike? (c) What is the time? (d) I can make my bed.

give, gives, given, n giving takes, took, taken, n taking makes, made, n making make, makes, n making come, comes, n coming likes, liked, n liking rides, rode, s ridden, n riding, rider kites

times, timed, n timing

Teac he r

10. Across: 1. fin 2. like 4. gave 5. hat 7. time 8. make 9. ride

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

List words Word building gave take make made came like ride kite five time

9. (a) Teacher check (b) (i) mate (ii) hate (iii) hide (iv) fine

1. (a) make, made (b) take, make (c) gave, five

Down: 1. five 3. kite 5. hid 6. came 7. take 8. made

s

n

fin fins (Based on short vowel sounds from Book A)

n s

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Rules

Dictation

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Rule: e goes away when ing comes to stay.

Rule: Double the consonant to keep the vowel short.

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11. (a) made 5. b check Teacher © R .

I .

C .

P u l i c a t i o n s (b) time mat mats (c) ride 6. hid hide, hides, hidden, hiding • f o r r e v i e w p u r p o s e s o nl y• hat hats

Revision words Word building

o c . che e r o t r s super 7. (a) came (b) like (c) gave (d) made (e) five (f) ride

1. I can fly a kite.

2. Mum gave me five chicks in a hat.

3. The sheep is by the tree.

4. I like to ride my bike all the time.

5. We hid the mat we made in the shed.

6. He came to take the cat to the vet.

7. I will make five fins for the fish.

New wave spelling – Teacher resource book – B

12. Teacher check 13. Teacher check

8. (a) came (b) ride (c) make (d) take (e) time (f) five

14

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Teacher information

Unit 4

Unit focus

Answers

This unit focuses on the graphemes o–e and u–e to represent the long vowel sounds o and u.

1. (a) those (b) use (c) tube, cube (d) (i) home (ii) tube

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

• Discuss how the silent or ‘fairy’ e makes the vowel sounds

2. (a) cute (b) woke (c) bone (d) note

long.

• Sort the list words according to the graphemes and brainstorm other words to add to each list.

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

List words Word building

3. (a) tube (b) tune (c) note (d) those (e) use (f) bone

Teac he r

homes bones notes, noted, n noting

wake, wakes, waken, n waking uses, used, n using tubes cuter, cutest tunes, tuned, n tuning cubes

v

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ew i ev Pr

home bone note those woke use tube cute tune cube

8. Across: 2. rod 3. tub 4. cube 5. note 8. bone 9. home 10. use Down: 1. woke 3. tune 4. cute 6. tube 7. those

t

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9. (a) Teacher check (b) (i) tubes (ii) notes (iii) woken (iv) cubes n (v) tuned (vi) used o

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• us hop hops, s hopped, s hopping cod rod rods tub tubs

6. (a) not (b) wok

(Based on short vowel sounds from Book A)

w ww

Rules n s

. te

7. (a) Teacher check (b) (i) code (ii) tube (iii) hope (iv) use (v) rode

Rule: e goes away when ing comes to stay Rule: Double the consonant to keep the vowel short.

Dictation

10. Teacher check

m . u

Revision words Word building

11. Teacher check

o c . che e r o t r s super

1. I gave the dog a bone at home.

2. Those five chicks are cute.

3. We will use those cubes to fill the tube.

4. Mum woke us up with a tune in the room.

5. The note said to hop into the tub.

6. They have two cod on the rod.

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15

New wave spelling – Teacher resource book – B

Teacher information

Unit 5

Unit focus

Answers

This unit focuses on the blends dr, gr, tr, br and cr.

1.

Teaching points • Identify each blend and how it is represented.

• Sort the list words according to the blend and brainstorm

2. (a) drum (b) grip (c) crab, crib (d) grub (e) trip

other words to add to each list.

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

List words Word building

Teac he r

drums, n drummed, n drumming drips, n dripped, n dripping grips, n gripped, n gripping grubs trips, n tripped, n tripping s tries, trying brings, bringing, brought braver, bravest, bravely crabs cribs

3. (a) bring (b) brave (c) drip (d) try (e) crib

have, had tens do, done, doing get, n gotten, n getting l buses

11. Teacher check

12. Teacher check

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(Taken from Units 6 and 7, Book A)

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Dictation

w ww

Rule: Double the consonant to keep the vowel sound short. s Rule: y changes to i when es is added. l Rule: To make words ending with an s plural, es is added.

. te

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check 5. b Teacher © R. I .

C.Pu l i c at i ons 6.

•f orr evi ew pu r posesonl y• d

n

Down: 1. crab 3. bring 4. drip 5. trip 6. ten

10. (a) drum (b) grubs (c) Crabs

4. (a) drip (b) crib (c) bring (d) brave (e) try

Revision words Word building has ten did got bus

ew i ev Pr

drum drip grip grub trip try bring brave crab crib

9. Across: 2. grub 6. try 7. crib 8. brave 9. grip

(a) drip, grip, trip (b) bring, brave (c) try (d) bring

o c . che e r o t r s super 7. (a) Teacher check (b) (i) tries (ii) dries (iii) fries (iv) flies

1. We took a trip in a bus and got a drum.

2. I will try to be brave and not grip on to you.

3. The crab has ten grubs for lunch.

4. Did you bring the crib for us to look at?

5. The tap will drip if it is not stopped.

6. Bring the net to get the ten crabs.

New wave spelling – Teacher resource book – B

8. (a) They are all short vowel sounds. (b) (i) ten (ii) got (iii) did (iv) bus (v) has

16

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R.I.C. Publications ®

Teacher information

Unit 6

Unit focus

Answers

This unit focuses on the blend st at the beginning or end of each word.

1.

Teaching points • Identify the blend and how it is represented.

• Sort the list words into those that begin with st and those

that end with st and brainstorm other words to add to each list.

stops, n stopped, n stopping stands, stood, standing stones starts, started, starting steps, n stepped, n stepping nests, nested, nesting mustn’t lose, loses, s losing good, better costs, costing

2. must, nest ,step, stop, lost, stone 3. (a) stop (b) stopped (c) start (d) started

4. (a) Teacher check (b) (i) jumped, ended, melted, rushed (ii) hopped, skipped, patted, pinned

5.

Revision words Word building

f

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9. Across: 4. nest 6. start 7. lost 8. dog 10. stone 11. stop

Down: 1. yes 2. must 3. stand 4. nut 5. cost 9. best 10. step

ew i ev Pr

Teac he r

stand, stone, start nest, best stop, step step, nest, best

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

List words Word building stop stand stone start step nest must lost best cost

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

10. Teacher check

s

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• had have, s having yes big n bigger, n biggest dog dogs nut nuts, n nutty

(Taken from Units 6 and 7, Book A)

Rules

Rule: Double the consonant to keep the vowel sound short. s Rule: e goes away when ing comes to stay. n

Dictation

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11. Teacher check

m . u

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6. (a) stones (b) nests (c) steps

o m

12. Teacher check

7. (a) start (b) stone (c) stand (d) stop

o c . che e r o t r s super 8. (a) They are all short vowel sounds. (b) (i) had (ii) nut (iii) big (iv) yes (v) dog

1. We will try not to step on the big stone.

2. I lost my best book that was next to the stand.

3. The chick must be in the nest.

4. The race will start at my home and stop at the shop.

5. Dad said it costs a lot to keep a pet dog.

6. The nut had a big grub on it.

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17

New wave spelling – Teacher resource book – B

Teacher information

Unit 7

Unit focus

Answers

This unit focuses on the blends sk, sp and sw.

Teaching points • Identify each blend and how it is represented.

• Sort the list words according to the blend and brainstorm

other words to add to each list.

2. (a) swing (b) sweep (c) spade (d) swim (e) skip (f) spot

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

List words Word building

skip skips, n skipped, n skipping skin skins, n skinned, n skinning spot spots, n spotted, n spotting, n spotty, s n spottier, s n spottiest spade spades spell spells, spelled, spelt, spelling spin spins, spun, n spinning swim swims, swum, n swimming swing swings, swung, swinging sweep sweeps, swept, sweeping sweet sweets, sweetly, sweeter, sweetest

9. (a) They are all short vowel sounds. (b) (i) dig (ii) Mum (iii) Dad (iv) box (v) bed

3. (a) sweet (b) swim (c) spot (d) spell (e) spade (f) skip (g) sweep (h) skin (i) spin (j) swing

Revision words Word building

ew i ev Pr

Teac he r

8. (a) Teacher check (b) (i) sweeping, spelling, swinging (ii) swimming, spinning, skipping

1. (a) skin, spin (b) sweep, sweet (c) spade, spell, swing, sweep, sweet (d) spell

10. Across: 2. box 3. spade 4. Dad 5. sweet 6. sweep 7. swing 8. skip 9. dig

© R. I .

C.Pu bl i cat i ons 4. (a) sweet (b) skin •f orr evi ew pu r poseso l y• n Down: (c) swim

(Taken from Unit 8, Book A)

Rules

w ww

5. (a) swing (b) sweep (c) spell (d) spade

Rule: Double the consonant to keep the vowel sound short. s Rule: y changes to i when er or est is added. l Rule: To make words that end with x plural, es is added. n

Dictation

. te

(d) spade (e) spell (f) spot

1.

2.

5.

6.

7.

8.

spot bed spell skin swim spin

m . u

Dad n Daddy Mum n Mummy dig digs, dug, n digging bed beds box l boxes

11. (a) spade (b) swim (c) sweet (d) spot e (e) skip f (f) spell

o c . che e r o t r s super 6. Teacher check

1. Dad and Mum like sweet food.

2. Her skin has lots of spots on it.

3. I can dig with a spade and sweep with a broom.

4. Can you spin on a swing or skip in a box?

5. My Dad and I can spell very well.

6. I like to go for a swim with Mum and Dad.

7. m

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12. Teacher check 13. Teacher check

New wave spelling – Teacher resource book – B

18

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R.I.C. Publications ®

Teacher information

Unit 8

Unit focus

Answers

This unit focuses on the blends nt and mp at the end of words.

1. (a) plant (b) spent (c) lamp, lump (d) ant

2. (a) ant (b) tent (c) lump (d) lamp

Teaching points • Identify each blend and how it is represented.

• Sort the list words according to the blend and brainstorm

other words to add to each list.

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

List words Word building

Teac he r

tents spend, spends, spending ants hints, hinted, hinting plants, planted, planting camps, camped, camping, camper lamps jumps, jumped, jumping, jumper bumps, bumped, bumping lumps

3. (a) bump (b) hint (c) camp (d) spent (e) jump (f) plant (g) ant (h) lamp, lump

ew i ev Pr

tent spent ant hint plant camp lamp jump bump lump

10. (a) plant (b) jump (c) spent

4. (a) tent (b) hint (c) lamp (d) spent (e) plant

Revision words Word building

9. Across: 2. bend 3. lump 4. camp 5. spent 7. end 9. hint 10. plant

Down: 1. ant 2. bump 3. lamp 6. tent 8. jump 9. hand

11. Teacher check

© R. I .

C.Publ i cat i ons12. Teacher check 5. Teacher check •f orr evi ew pur p osesonl y• and hand end bend lend

hands, handed, handing ends, ended, ending bends, bent, bending lends, lent, lending

6.

(Taken from Unit 13, Book A)

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Dictation

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1. Do you see the ant on the end of the plant?

2. We can camp and sleep in my tent.

3. He held the lamp in his left hand.

4. Mum spent time to get rid of the lump in my bed.

5. If I jump from the tree I may bump my shin.

6. She took the hint and went home.

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o c . che e r o t r s super 7. camps, camped, camping hints, hinted, hinting jumps, jumped, jumping bumps, bumped, bumping plants, planted, planting

8. (a) Each word ends with nd. (b) (i) and (ii) hand (iii) end (iv) bend (v) lend R.I.C. Publications ® www.ricpublications.com.au

19

New wave spelling – Teacher resource book – B

Teacher information

Unit 9

Unit focus

Answers

This unit focuses on choosing the grapheme ea or ee to represent the long e vowel sound.

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

• Sort the list words according to the graphemes and

brainstorm to add to each list.

2. (a) hear (b) fear (c) dear

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

List words Word building

Teac he r

5. (a) leave (b) hear (c) Keep (d) beach (e) teach (f) dear (g) meat

11. Teacher check

w ww

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Rule: To make words ending with ch plural, es is added. s Rule: e goes away when ing comes to stay.

Dictation

me, eat, at, a tea, each, a he, ear, a she, he

© R. I .

C.Publ i cat i on12. Teacher s check •f orr evi ew pur posesonl y• sees, seen, saw, seeing meets, met, meeting feeds, fed, feeding see, sees, saw, seeing weeds, weeded, weeding

(Taken from Unit 11, Book A)

n

Down: 1. see 3. teach 4. weed 6. meat 9. fear 10. sleep

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

4. (a) teacher (b) beaches

Revision words Word building

Rules

3. (a) sheet (b) meat (c) sleep (d) beach (e) keep (f) teach (g) leave

ew i ev Pr

meat meats, meaty teach teaches, taught, teaching, teacher, teachers n beach beaches leave leaves, left, s leaving dear dearly fear fears, feared, fearing hear hears, heard, hearing keep keeps, kept, keeping sleep sleeps, slept, sleeping sheet sheets

see meet feed seen weed

9. Across: 2. meet 5. leave 7. dear 8. beach 10. sheet 11. hear 12. keep

1. (a) teach, beach (b) keep, sleep (c) meat, dear, fear, hear, keep (d) sleep, sheet

o c . che e r o t r s super

1. I went to sleep with just a cool sheet on top of me.

2. Can you help the vet feed the meat to the pet?

3. Did you see and hear that?

4. We had to leave the crab at the beach.

5. He will teach her how to keep the weeds from the garden.

6. I fear that ant will bite me.

New wave spelling – Teacher resource book – B

20

7. (a) Teacher check (b) (i) here (ii) hear 8. (a) (b)

The pattern is ee. (i) see (ii) seen (iii) feed (iv) meet (v) feed

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Teacher information

Unit 10

Unit focus

Answers

This unit focuses on difficult words.

1. (a) for, from (b) come, some; for, your (c) going (d) said

Teaching points • Identify any difficult parts of words.

• Discuss ways to remember how to spell a word.

• pronunciation tricks (c - o – me, instead of cum) • mnemonics (your has our in it)

2. (a) help (b) going (c) from (d) your (e) said (f) give (g) for (h) come (i) some (j) were

Teac he r

was, wasn’t, weren’t go, goes, gone helps, helped, helping comes, came, n coming

yours, yourself, s yourselves say, says, saying gives, given, gave, n giving

3. (a) help (b) said (c) from (d) some, were, come (e) going (f) your, give

Revision words Word building

9. Across: 2. said 3. from 5. your 7. good 8. cook 9. help

ew i ev Pr

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

List words Word building for were going help come some your said give from

8. (a) The pattern is oo. (b) (i) book (ii) cook (iii) took (iv) look (v) good

Down: 1. give 2. some 3. for 4. going 6. look 8. come

© R. I .

C.Pub4. l i cat i ons10. Teacher check Teacher check •f orr evi ew pur p sesonl y• 5. o looks, looked, looking cooks, cooked, cooking take, takes, taken, n taking books, bookmark better, best

h

(Taken from Unit 14, Book A)

w ww

Dictation

1. Is she going to come and help the cook cut up the meat?

2. Dad said he will give him a good book to look at in bed.

3. Some of us were going for a jog to the beach but it got too late.

4. They took the books from your desk and gave them to me.

5. Is he going to help you with your cooking?

6. Come and look at some of the chicks in the nest.

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11. Teacher check 12. Teacher check

7. (a) from (b) were (c) said

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New wave spelling – Teacher resource book – B

Teacher information

Unit 11

Unit focus

Answers

This unit focuses on the endings ang, ong, ing and ung.

Teaching points • Identify each ending and how it is represented.

• Sort the list words according to the endings and

2. (a) singer (b) hanger (c) ringer

brainstorm to add to each list.

3.

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

be, in thin, in son, on, so a, an

10. (a) Teacher check (b) anything, everything, something

4. (a) bring (b) stung (c) string

5. Teacher check 6.

Revision words Word building

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• g

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7. (a) along (b) being (c) song (d) hang

Dictation

w ww

We can all sing along to the song being sung.

He likes to bang on the drum with me.

She sang a sweet song for Mum and Dad. Dad will hang it on the wall by the bed.

Things are going well and I will be home soon.

She hung her hat on the top hook.

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11. Teacher check

m . u

been, being, beings we’re,1.we’d, we’ve, we’ll he’s, he’d, he’ll she’s, she’d, she’ll

(Taken from Unit 9, Book A)

1.

2.

3.

4.

5.

6.

Down: 1. thing 3. sing 4. bang 5. hang 6. song 8. he

ew i ev Pr

Teac he r

bangs, banged, banging hangs, hanged, hung, hanging, hanger sing, sings, sung, singing, singer songs

sings, sang, sung, singing, singer things, nothing, everything, something, anything being be, been, beings sung sing, sings, sang, singing, singer hung hang, hangs, hanged, hanging

be we he she me

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

List words Word building bang hang sang song along sing thing

9. Across: 2. she 4. being 7. along 8. hung

1. (a) along, thing, being (b) sang, song, sing, sung (c) sung, hung

12. Teacher check

o c . che e r o t r s super

New wave spelling – Teacher resource book – B

8. (a) The pattern is e. (b) (i) She (ii) me (iii) be

22

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Teacher information

Unit 12

Unit focus

Answers

This unit focuses on choosing the grapheme ay or ai to represent the long a vowel sound.

1.

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

• Sort the list words according to the graphemes and

2. (a) Across: away

brainstorm to add to each list.

List words

rains, rained, raining, rainy trains, trained, training, trainer sails, sailed, sailing, sailor, sailors tails, tailed, tailing waits, waited, waiting, waiter

Down: wait clay rain

Teac he r

days, n daily ways, away plays, played, playing, player clays

Down: sail day

(b) Across: train

Down: 1. gave 3. clay 4. made 8. wait 9. train

8. (a) trains (b) tails (c) days

3. (a) Teacher check (b) (i) tail (ii) sale (iii) tale (iv) sail

Revision words Word building

7. Across: 2. play 3. came 5. sail 6. day 7. away 9. tail 10. way 11. rain

ew i ev Pr

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

Word building day way play clay away rain train sail tail wait

(a) away, train (b) train (c) train, tail, wait (d) sail, tail,

9. (a) played (b) waited (c) rained (d) sailed

© R. I .

C.Publ i cat i ons •f orr evi ew pur p sesonl y• 4. o take gave make made came

takes, taken, took, s taking give, gives, given, s giving makes, made, s making make, makes, s making come, comes, s coming

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(Taken from Unit 3, Book B)

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Rule: y changes to i when ly is added.

Rule: e goes away when ing comes to stay.

Dictation

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o c . che e r o t r s super 5. (a) away (b) train (c) clay (d) wait (e) tail (f) way

1. I like to play with clay on a rainy day and make things.

2. We had to wait all day for the train to come.

3. We will take all day to sail away on the boat.

4. She gave the dog a pat on its tail.

5. It will take a long time if you make it that way.

6. He came to my home and we made things with clay.

10. Teacher check 11. Teacher check

6. (a) The long a sound is made with a–e. (b) (i) came (ii) made/make (iii) gave (iv) take

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23

New wave spelling – Teacher resource book – B

Teacher information

Unit 13

Unit focus

Answers

This unit focuses on choosing the graphemes ir, ur or er to represent a sound (phoneme).

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

• Sort the list words according to the graphemes and

brainstorm to add to each list.

2. (a) hurt (b) turn (c) girl (d) never (e) first (f) third

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

List words Word building

Teac he r

birds girls firstly thirdly hurts, hurting turns, turned, turning papers

3. (a) never (b) turn (c) under (d) girl

4. bird, girl, third, hurt, over

overhead, overpass underneath, underground, undergrowth

5. Teacher check

Revision words Word building

6.

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

girl – 1 under – 2 paper – 2 bird – 1 over – 2 never – 2

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• balls smaller, smallest fall, falls, fallen, falling sells, sold, selling

(Taken from Unit 14, Book A)

w ww

Dictation

Down: 1. fell 2. ball 4. paper 7. third 9. turn 10. under 11. over

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1. The small bird in the nest is hurt.

2. Did you come first or third in the test?

3. All of us had to turn the paper over on the desk.

4. The girl had never seen such a small ball.

5. The girl fell over under the swing and hurt her hand.

6. We will all help him to sell the papers at the shop.

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all ball small fell sell

ew i ev Pr

bird girl first third hurt turn paper never over under

9. Across: 3. all 5. small 6. first 8. hurt 12. never 13. bird 14. girl

1. (a) paper, never, over, under (b) never, over (c) turn

11. Teacher check

12. Teacher check

o c . che e r o t r s super

New wave spelling – Teacher resource book – B

8. (a) The patterns are all and ell. (b) (i) bell (ii) small, fell (iii) sell (iv) all

24

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Teacher information

Unit 14

Unit focus

Answers

This unit focuses on choosing the grapheme oa or ow to represent a sound (phoneme).

1. (a) own (b) float (c) crow, grow (d) show

2. boat, coat, loaf, float, grow, own, crow

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

• Sort the list words according to the graphemes and

brainstorm to add to each list List words

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

Word building boats, boating coats, coated, coating n loaves floats, floated, floating soaps, soapy, s soapier, s soapiest grows, grew, growing shows, showed, showing

Teac he r

boat coat loaf float soap grow show below own owns, owner, ownership crow crows

ew i ev Pr

3. (a) own (b) loaf (c) below (d) float (e) grow (f) soap (g) coat (h) show (i) crow

4. (a) The f is changed to v and es is added. (b) Teacher check

Revision words Word building

9. Across: 2. below 5. coat 6. float 7. show 9. go 10. soap Down: 1. own 2. boat 3. loaf 4. no 5. crow 8. hello 9. grow 10. (a) show (b) coat (c) own (d) grow (e) float (f) boat

© R. I .

C.Publ i cat i ons 6.

•f orr evi ew pur p osesonl y• 5. (a) below (b) float

(A selection of words using the grapheme o to make the long o–e sound.)

Rules

w ww

Rule: To make words ending with f plural, change the f to v and add es. s Rule: y changes to i when es and est are added. n

Dictation

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no go goes, gone, going so hello

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

1. No, the soap did not float.

2. The two small fish swam below the boat.

3. Will you go and get the loaf so we can cut it up and eat it?

4. I will show you my coat with all the red spots on it.

5. A crow can not grow as tall as a sheep.

6. We said hello to the five crows in the tall tree.

7. Do you own a boat that will not float?

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8. (a) The pattern is o. (b) (i) no (ii) go (iii) so (iv) hello

11. Teacher check 12. Teacher check

New wave spelling – Teacher resource book – B

Teacher information

Unit 15

Unit focus

Answers

This unit focuses on difficult words.

Teaching points • Identify difficult parts of words.

• Discuss ways to remember how to spell the word.

• pronunciation tricks (a – s –k instead of arsk) • mnemonics (does – do old elephants swim?)

2. (a) once (b) put (c) ask (d) saw (e) are (f) goes

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

List words Word building

Teac he r

do, doing go, gone, going puts, putting

3. (a) does (b) here (c) why (d) who (e) saw (f) once (g) goes (h) put (i) are

who’s asks, asked, asking aren’t here’s see, seen, seeing

Revision words Word building

Down: 1. who 2. are 3. once 6. goes 7. they 9. saw

ew i ev Pr

does goes put why who ask are here saw once

9. Across: 4. her 5. into 8. does 10. here 11. put 12. why 13. ask

1. (a) once (b) does, goes (c) why, who (d) are, here

10. (a) Put (b) Who (c) are (d) Once

11. Teacher check

4. ask

(Taken from Unit 15, Book A)

Dictation

w ww

1. Why does she put her bike into that spot?

2. I once saw two chicks in a nest in a tree.

3. Dad goes to the park to eat lunch each day.

4. They will ask the teacher who put the books on that desk.

5. Are you going to the zoo next week?

6. Please put the two plants over here.

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C.Pu bl i cat i on12. Teacher s check 5. Teacher check •f orr evi ew pu posesonl y• 6. r

into two the they they’re, they’ve, they’d her hers, herself

o c . che e r o t r s super 7. (a) Why (b) Put (c) Are (d) Does

8. (a) Teacher check (b) (i) into (ii) two (iii) her (iv) the (v) they

New wave spelling – Teacher resource book – B

26

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R.I.C. Publications ®

Teacher information

Unit 16

Unit focus

Answers

This unit focuses on choosing the grapheme ou or ow to represent a sound (phoneme).

1. (a) around (b) out, now, how (c) around, found

2. (a) house (b) brown (c) about (d) around (e) how (f) out (g) found (h) clown

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

• Sort the list words according to the graphemes and

brainstorm to add to each list.

3. (a) around (b) clown (c) found (d) about (e) shout (f) down

Down: 1. send 2. how 7. around 9. brown 11. down

9. (a) out, a, bout (b) brow, row, own (c) low, own

4. (a) The clown has brown shoes. (b) Climb down the ladder. (c) How do you do it? (d) Run around the tree. (e) We found the lost book.

Revision words Word building

ew i ev Pr

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

Word building out outside about house houses, housed, n housing, houseboat, housework found find, finds, finding around now how brown browns, browned, browning down clown clowns

Teac he r

List words

8. Across: 3. house 4. out 5. now 6. sand 8. about 10. found 12. clown 13. mend

10. about, around

© R. I .

C.Publ i cat i ons11. Teacher check 12. Teacher check •f orr evi ew pur posesonl y• sand land band send mend

sands, sanded, sanding lands, landed, landing bands sends, sent, sending mends, mended, mending

(Taken from Unit 13, Book A)

n

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Rules

Rule: e goes away when ing comes to stay.

Dictation

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1. We saw about five brown cows down at the farm.

2. The clown fell off his bike and landed on the soft sand.

3. Dad found a small brown mouse in the house.

4. I will send him around to your house now to help you to mend the gate.

5. How old are you?

6. The band will not play out in the rain.

n

6. (a) found (b) brown (c) shout (d) now

7. (a) The words end with and or end. (b) (i) mend (ii) band (iii) send, sand (iv) send, sand (v) land R.I.C. Publications ® www.ricpublications.com.au

27

New wave spelling – Teacher resource book – B

Teacher information

Unit 17

Unit focus

Answers

This unit focuses on the grapheme y at the end of words making a long e sound.

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

• Discuss the words that have a double consonant to keep

the vowel sound short.

2. Across: only very

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

List words Word building stories n ladies n babies n parties

Teac he r

n

9. Across: 2. baby 5. party 7. funny 8. fly 10. sky 11. cry

Down: silly

3. (a) baby (b) bunny (c) very (d) only (e) silly (f) lady

happier, s happiest bunnies s funnier, s funniest s sillier, s silliest s n

4. (a) party (b) funny (c) very (d) only (e) lady (f) baby

Revision words Word building

ew i ev Pr

story lady baby party only happy bunny funny silly very

8. (a) The words end with y. The y makes a long i sound. (b) (i) by (ii) fly (iii) my (iv) sky (v) cry

1. (a) story, party, happy, bunny, funny, silly (b) story (c) party, story

Down: 1. very 2. bunny 3. story 4. happy 6. only 9. lady 10. silly

© R. I .

C.Publ i cat i ons •f orr evi ew pu r poseso nl ycheck • 10. Teacher 5. (a) bunny

(Taken from Unit 10, Book A)

w ww

Rules

Rule: To make these words ending with y plural, the y is changed to i and es is added. s Rule: y changes to i when er or est is added.

n

Dictation

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(b) very (c) lady (d) silly (e) only (f) story

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my mine fly n flies (plural), s flies (tense), flew, by flown, flying sky cry n skies s cries, cried, crying

o c . che e r o t r s super

1. The funny clown will come to my party.

2. That silly story is about a bunny that can fly around the sky.

3. If a baby is happy he or she does not cry.

4. The lady in the brown coat looked very happy as she went by the shop.

5. My baby is only five weeks old.

6. It is a very hot day, so who will come to the beach with me?

New wave spelling – Teacher resource book – B

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28

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Teacher information

Unit 18

Unit focus

Answers

This unit focuses on the grapheme wh or w at the beginning of each word.

1. (a) work (b) while (c) went, want, wand

Teaching points

2. (a) where (b) wand (c) what (d) well (e) want

3. (a) when (b) went (c) work (d) whip (e) while

• Identify the phoneme and how it is represented.

• Discuss how the letter a represents the short o sound in

wand, what and want, and identify the sound represented by or in work.

• Sort the list words according to each grapheme and brainstorm other words to add to each list.

List words

Word building

Teac he r

when what where while whip work well went want wand

what’s where’s

4.

whips, n whipped, n whipping works, worked, working wells wants, wanted, wanting wands

Down: 1. went 3. while 5. one 6. well 7. when 8. was

ew i ev Pr

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

9. Across: 1. work 2. done 3. what 4. whip 6. wand 7. where 8. want

(a) here, her, he (b) hen, he (c) hat, at, a (d) ant, an, a, wan (e) or (f) and, an, a, wan

10. (a) well (b) while (c) whip (d) where

11. Teacher check

(a) while © R. I .

C.Pub5. l i cat i ons12. Teacher check (b) when (c) want with without • o rr evi ew pur p osesonl y• (d) well wasf is, were

Revision words Word building

(e) whip (f) wand

6.

w ww

(Taken from Unit 15, Book A)

Rules

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Dictation

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o c . che e r o t r s super

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

n

s

m . u

one done do, doing you

i

t

p

n

t

7. (a) What is your name? (b) Where do you live? (c) When were you born?

1. The chips went well with the fish at lunch.

2. What one was done for you by the teacher?

3. Where is the wand you found at the party?

4. Mum wants her to stay with the baby while she goes to work.

5. The brown whip was found in the sand next to the house.

6. When will one of you come with me to work?

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o

8. (a) Teacher check (b) (i) with (ii) was (iii) you (iv) one (v) done

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New wave spelling – Teacher resource book – B

Teacher information

Unit 19

Unit focus

Answers

This unit focuses on the grapheme th at the beginning or end of each word.

1.

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

• Sort the list words into those that begin with th and those

that end with th and brainstorm other words to add to each list.

Teac he r

teeth paths baths, bathed, bathing n

(d) tooth

Rules

6.

Dictation 1.

2.

3.

4.

5.

6.

w ww

Rule: Irregular plural.

. te

r

o

o

h

b

e

w

s

e

t

h

a

n

a

e

h

a

n

h

s

h

e

t

m

i

p

b

e

o

t

n

t

h

i

s

u

m h

t

o

p

a

t

h

t

c

e

o

t

h

a

t

d

h

h

r

o m p

r

s

e

n

a

e

t

l

f

a

v

e

n

i

t

h

e

n

h

i

e

d

m . u

© R. I .

C.Pu bl i cat i on11. Teacher s check 5. (a) path 12. Teacher check (b) that •f orr evi ew pu r p o s e s o nl y• (c) there moons foods, feed, feeds, fed, feeding rooms spoons

(Taken from Unit 12, Book A)

n

Down: 1. path 2. that 3. bath 5. spoon 7. there 9. than 10. moon

10. (a) that (b) bath (c) there (d) both (e) tooth

4. (a) They took this path. (b) Both of them had a bath. (c) There is the lost tooth.

Revision words Word building moon food room spoon

3. (a) tooth (b) this (c) there (d) path (e) bath, both (f) bath, both (g) that (h) than, then (i) them

ew i ev Pr

that’s there’s

2. them, then, than, bath, both

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

List words Word building them this then that there than tooth path bath both

9. Across: 3. both 4. this 6. tooth 8. then 9. them 11. room

(a) there, tooth (b) tooth (c) then, than (d) path, bath

o c . che e r o t r s super

I lost my tooth when I ate some food.

That girl fell on the path and was hurt.

Both of them said that they will come to the party.

There is more room in that tube than this tube.

Please give the baby the small spoon.

I will go out and look at the moon and then I will have a hot bath.

7. (a) bath (b) path (c) teeth (d) tooth

8. (a) The pattern is oo. (b) (i) room (ii) moon (iii) food (iv) spoon

New wave spelling – Teacher resource book – B

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Teacher information

Unit 20

Unit focus

Answers

This unit focuses on contractions.

1. (a) we’re (b) I’m, I’ll, I’ve (c) she’s

Teaching points • Identify that the apostrophe shows where a letter or letters

2. (a) can’t (b) isn’t (c) we’re (d) she’s (e) I’m (f) don’t (g) he’s (h) it’s (i) I’ve (j) I’ll

have been left out.

• Identify any difficult parts of words.

• Brainstorm other contractions.

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

9.

n’t – don’t, can’t, isn’t ‘s – it’s, he’s, she’s ‘m – I’m ‘ll – I’ll ‘re – we’re ‘ve – I’ve

ew i ev Pr

Word building I’m I’ll, I’ve, I’d (I would, I had) I’ll I’m, I’ve, I’d I’ve I’ll, I’m, I’d it’s isn’t she’s she’ll, she’s (she has), she’d (she would, she had) he’s he’ll, he’s (he has), he’d (he would, he had) can’t don’t we’re we’ve, we’ll, we’d (we would, we have)

Teac he r

List words

8. (a) Teacher check (b) (i) I am not going to have my hair cut. (ii) She is working by herself, but they are working in a group.

3. (a) can’t (b) don’t (c) It’s (d) isn’t (e) We’re (f) We’re, He’s, She’s, I’m

10. (a) I’ve (b) isn’t (c) don’t (d) can’t (e) he’s (f) I’m (g) we’re (h) I’ll h (i) she’s h (j) it’s

4.

Teacher check © R .

I .

C .

P u b l i c a t i ons am 5. are aren’t • f o r r e v i e w p u r p osesonl y• is isn’t

Revision words Word building

w ww

(A selection of words that make up some of the contractions above.)

Dictation

. te

h

e

’s

t

I

m c

h

p

l

g

r

’l

o

w

w

e

’r

e

k

l

o

d

i

a

b

c

a

n

’t

d

o

t ’s

I ’m b

i

m e

p

n

k

b

l

s

s

h

v

’t

c

c

s

c

n

h

s

h

e

’s

f

w

x

’t

s

h

r

u

z

l

i

s

p

j

I

’v

e

r

m . u

not have haven’t

t

o c . che e r o t r s super 6. Teacher check

1. I’m happy I’ve found my lost tooth.

2. She’s going to stay up late but he’s not going to.

3. We can’t help you to sweep the path as we don’t have a broom.

4. I’ll come to the shop with you if it isn’t too late.

5. We’re all going to fly a kite at the park.

6. It’s time to eat your lunch.

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11. Teacher check

7. (a) we’re (b) I’m (c) she’s (d) he’s (e) can’t (f) I’ll

31

New wave spelling – Teacher resource book – B

Support material

Spelling games and activities

The following games and activities on pages 32–43 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 become more familiar with list words.

Strategy

Explanation

Find small words in list words

r o e t s Bo r e p ok u S For example; sheep: she, he below

Make word shapes

o w

Make word snakes

d

a

yw

ay

play

c

la

ya

For example: ch + op = chop

Make word sums

wa

ew i ev Pr

Teac he r

e

y

© R. I .

C.Publ i cat i ons Write the list words• fromf memory orr evi ew pur posesonl y• Write the list words in alphabetical order

Write definitions for list words and use to make ‘What am Definitions can be found in a dictionary or written in the student’s own words and checked.

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

w ww

m . u

Sort words according to different criteria

Write rhyming words for list words

. te

o c . che e r o t r s super

Find antonyms, synonyms or homophones for appropriate list words

For example: rich/poor, start/begin, hear/here

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

For example: sheet – piece of paper

sheet – item of bed linen

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: saw 1

are 2

goes 3

once 4

New wave spelling – Teacher resource book – B

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Support material

Spelling games and activities Individual activities

Purpose: To provide opportunities for students to become more familiar with list words.

Strategy

Explanation

Write list words in sentences or in questions

For example; Can a crab bang on a drum?

Write a paragraph using given list words

For example: Let’s get our coats and go out to play. I will show you how we can float our boats in the puddle under the window.

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

Clap or strum the number of syllables in words and show the syllable breaks

For example: sil/ly Each syllable must have a vowel sound—ly does not have a vowel, but has a vowel sound.

For example: tr_ _n = train

Teac he r

For example: tsrif = first

Complete words with missing vowels, consonants, focus sound etc

ew i ev Pr

Write list words correctly that have been written backwards

Find anagrams for appropriate list words

For example: was is an anagram of saw

Write plurals for list words

Discuss rules for words ending with y, (baby, babies) f, (loaf, loaves) ch, (lunch, lunches) etc.

© R. I .

C.Pub l i ca ns For example: s _t _i _o

sw _ _

swie _ so •f orr evi ew pu r pos nl y•

swim

Complete ‘Fill the gap’ activities

w ww

Change a letter in a word to make a list word

. te

For example: start, started, starting Also discuss how some words change: sing, sings, sung, sang, singing For example: sting, swing

m . u

Change the tense of words by adding ed or ing

Make words from the rearranged letters of a list word

For example: teach – each, chat, eat, hat, tea, a, ate, cat etc

Identify incorrect list words in a sentence and rewrite correctly

For example: She sed she wos going to halp.

Use secret codes to discover list words

For example:

o c . che e r o t r s super n 1

r 2

d 3 a 5

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33

u 4

a 5

l 6

o 7

e 8

r o u n d 2 7 4 1 3

New wave spelling – Teacher resource book – B

Support 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 For example: brown live a I house. in

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

Jumble sentences containing list words and swap with a partner

It should read: I live in a brown house.

These can be made using grid paper with approximately 8 x 8 squares.

Create ‘What am I?’ clues for others with a list word as the answer Create yes/no questions or true/false statements for others to complete using list words

ew i ev Pr

Teac he r

Make word searches or crosspatches and swap with a partner

For example: Does first come after third?

Trace list words on a partner’s back and see if he or she can guess the word

© R. I .

C.Publ i cat i ons Brainstorm banks of words using the same grapheme or For example: grapheme ai –o train, wait, sail, o tail n phoneme •f orr evi ew p ur p s es l y• phoneme long a – train, day, make For example: when When will the hen lay an egg?

Create sentences that show the meaning of a list word, in pairs, and compare, in groups

For example: An ant is a small black insect.

m . u

Create memory helpers (mnemonics) for list words

w ww

Write definitions for list words with a partner and give to another pair for them to guess Hunt for list words in texts

. te

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

o c . che e r o t r s super

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.

New wave spelling – Teacher resource book – B

For example: The beginning of a game using the word clown would look like this:

c

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Support 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; step, steps, stepped, stepping

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

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 ir words and player two a bank of ou words. house

out

mouse

skirt

bird

Hold simple class spelling competitions

first

ew i ev Pr

Teac he r

Play ‘Concentration’ ,’Fish’, ‘Word bingo’ or ‘Tic tac toe’

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

‘Shannon’s game’ differs in that students need to guess the © R. I .

C.Pub l i c a t i o n letters in the correct order ins 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 ptheomystery ses o nl • guess spelling word.

Ay student is then required to Play ‘Hangman’, or a similar game called ‘Shannon’s game’

write the word correctly on the board.

w ww

. te

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 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.

For example: ‘What is a word that rhymes with bunny and also describes a clown?’ (funny)

m . u

Play ‘Celebrity head words’, ‘Picture clue words’ or ‘Charades’ with spelling words

o c . che e r o t r s super

Students write quiz questions for spelling words and give them to another pair to solve. Alternatively, a ‘quiz night’ could be held using multiple lists.

Students write secret word clues for list words. Hold a competition to see who can guess the word first or who can guess it correctly. Clues could be given orally or written.

For example: Take d from deep and add sh. (sheep)

For example: Students are given cards with a letter written on each that have been chosen from a list (some letters will need to be repeated). In pairs, they try to make up as many c k list words as possible.

e

a g

e m

e v

t a

a

gave, take, came R.I.C. Publications ® www.ricpublications.com.au

35

New wave spelling – Teacher resource book – B

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 ‘have a go’ and take risks with approximate spelling

Use ‘have a go ‘ pads or personal dictionaries for students to try out their spelling when constructing written texts.

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

‘Word bingo’ 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 words on the cards are the same!

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

Encourage students to look around the classroom for the spelling of words they may need

ew i ev Pr

Teac he r

Play games like ‘Word bingo’ and ‘Word quizzes’

Display charts of colour names, days of the week, months of the year, sentences about topics of interest, antonyms, synonyms, sayings etc.

Use list words to make spelling ladders, with each word starting with the letter which ended the previous word

d

r

u

m

h

u

c

c

a

a

n

d o

© R. I .

C.Publ i cat i ons •f orr evi ew p ur posesonl y• Students can draw a picture of a list word and another student Decorate or illustrate list words h

a

v

e

e

s

w ww

Create list words using string, wool or pipecleaners

. te

m . u

guesses and writes the word.

Other words can be decorated by outlining in different colours or creating patterns.

Individual letters can be formed or just the word shape.

o c . che e r o t r s super eh s o u u o s h o u se o s u u s o e h

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

Sort each spelling list into shorter lists based on similar spelling patterns

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

New wave spelling – Teacher resource book – B

For example: beach, teach keep, sleep sheet For example: ch–e–st 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.

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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 the problem part(s), close their eyes and visualise it, and then write it

For example; the problem part of said is that the letters ai make a short e sound

a u o d n r r o e t s Bo r e p ok u S

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

Play ‘Snap’ or ‘Concentration’ with word parts, prefixes or suffixes Use magnetic letters to form words on a board

Emphasise and discuss spelling rules and brainstorm to complete lists of words following the rule. Also find exceptions to the rule.

= around

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 for it to be written.

For example: note matches noted while it matches it’s.

ew i ev Pr

Teac he r

Make alphabet books to use as personal dictionaries

Variation: Students ask questions requiring a yes/no response to guess a mystery spelling word. The student is then required to form the word correctly on the board.

For example: e makes the vowel sound long in make, five, like and home, but not in some

Students write words on strips of paper and staple together to © R. I .

C.Pub l i c a t i o n s make paper chains.

For example: lamp •f or r e vi ew pur p os esonl y• Play ‘The spinning wheel game’.

Make words by spinning Make word chains using list words

st

a central circle attached to the outer circle with a split pin.

m cr . u

c

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they

was

Play ‘Word sort rummy’

put

o c . che e r o t r s super

Make bookmark words with difficult words or list words

goes

amp

d

w ww

. te

l

Each player has five word cards and the rest are placed facedown 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 or her cards on the upturned pile. The aim is to collect pairs of cards which are linked in some way; e.g. both begin with gr, both rhyme, both have four letters.

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New wave spelling – Teacher resource book – B

Support material

Photocopiable spelling games and activities

New words My new word is

.

r o e t s Bo r • My word begins e ok with the letter(s) big looks like:up S • My word ends

ew i ev Pr

Teac he r

• My word written

with the letter(s)

• The middle letter(s) is/are

• My word written small © R. I .

C.Pu b l i cat i ons looks like: • Colour a crab every time •f orr evi ew pur posesonl y• you write your new word • Cover your word.

correctly.

m . u

w ww

. te

• My word written in colour looks like:

o c . your word or che • Can you draw e r odoing your word? somebody r st supe r

New wave spelling – Teacher resource book – B

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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.

. te

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

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.

R.I.C. Publications ® www.ricpublications.com.au

‘s

39

New wave spelling – Teacher resource book – B

Support material

Photocopiable spelling games and activities

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 giving your partner the first letter of your word.

• How many clues before your partner guesses your word?

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Matching pairs

. te

m . u

w ww

Choose six of your list words and copy them twice onto the rectangles below. Cut them out and place them face down on the desk. Ask a partner to do the same with another six list words.

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

o c . che e r o t r s super

New wave spelling – Teacher resource book – B

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Support material

Photocopiable spelling games and activities

Spelling maths

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

ew i ev Pr

Teac he r

• Choose five spelling words.

• Write them in the longest boxes.

• Turn them into spelling maths questions; For example: sp + ell = spell

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Jumbled words

m . u

w ww

• Choose five spelling words.

• Jumble each word and write it below.

• Give them to a partner to solve.

What wa s his or her sc ore?

. te o Jumbled Unjumbled c . che e r o t r s super

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New wave spelling – Teacher resource book – B

Support material

Photocopiable spelling games and activities

Spelling quiz • Write five spelling words below.

Write a rhyming word.

What is the tricky part?

Draw a picture of the word.

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

ew i ev Pr

Teac he r

Spelling word

How many letters?

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Word building S

es

ed

er

m . u

w ww

• Choose five spelling words.

• Make new words by adding an ending or one of your own.

ing

. te + o = c . che e r o t r s supe= r + +

=

+

=

+

=

New wave spelling – Teacher resource book – B

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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 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

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 – B

Support material

Spelling strategy cards

does the word mean?

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?

• What

m . u

o c . che e r o t r s super

New wave spelling – Teacher resource book – B

44

• Can

w ww

. te

I use it in a sentence?

© R. I .

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

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Support material

Spelling strategy cards

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

I break it into parts?

• Can

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

I say the word correctly?

• Can

ew i ev Pr

Teac What can I hear?her

What can I hear?

o c . che e r o t r s super

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45

• Is

w ww

. te

. u

© R. I .

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

New wave spelling – Teacher resource book – B

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 – B

46

m . u

• Is

• Can

o c . che e r o t r s super • What

w ww

. te

it like another word?

© R. I .

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

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R.I.C. Publications ®

Support material

Spelling strategy cards

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

ew i ev Pr

Teac he How can I remember? r

How can I remember?

m . u

there a trick I can use?

there a spelling rule?

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47

• Is

• What

o c . che e r o t r s super • Is

w ww

. te

is the difficult part?

© R. I .

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

New wave spelling – Teacher resource book – B

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 – B

48

m . u

do I feel?

• How

• Did

o c . che e r o t r s super • Could

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. te

I use good strategies?

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Support material

Spelling strategy cards

I use the word in my writing?

• Can

I now spell other words with m similar patterns?

I use the word in dictation?

• Can

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

ew i ev Pr

Teac er How can I use what I h learnt?

How can I use what I learnt?

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• Can

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. te

. u

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New wave spelling – Teacher resource book – B

Support material

Photocopiable poster

For every spelling word,

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

ew i ev Pr

Teac he r

Same as book B (with out trace in it

Look

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w ww

m . u

Say

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

Write

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Check

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Spelling merit certificates

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

ew i ev Pr

Teac he r

Congratulations!

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congratulations on your success

you’re a spelling cHamp!

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signed

m . u

date

signed

thank you for your effort

for a

presented to

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

w ww

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date

l Date © R. I .

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New wave spelling – Teacher resource book – B

Support material

Individual recording sheet

Student name:

Year:

Date and Test

Result Comment

Unit 1 Unit 2 Unit 3

Unit 5

ew i ev Pr

Teac he r

Unit 4

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

Unit 6 Unit 7

Unit 8

Unit 9 Unit 10

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Unit 13 Unit 14 Unit 15 Unit 16

w ww

Unit 12

. te

m . u

Unit 11

o c . che e r o t r s super

Unit 17 Unit 18 Unit 19 Unit 20 New wave spelling – Teacher resource book – B

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Test checklist

Unit 20

Unit 19

Unit 18

Unit 17

Unit 16

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

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

ew i ev Pr

Teac he r

Student name

Unit 2

Unit 1

Date

Test

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m . u

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New wave spelling – Teacher resource book – B