New Wave Spelling - Teachers Resource Book: Level D - Ages 8-9

D

New wave

spelling

Teacher resource book

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

RIC-6204 3.8/762

NEW WAVE SPELLING – TEACHER RESOURCE BOOK – D Published by R.I.C. Publications® 2006 Copyright© R.I.C. Publications® 2006 ISBN-10 1-74126-486-3 ISBN-13 978-1-74126-486-9 RIC–6204

Copyright Notice

Additional titles available in this series:

NEW WAVE SPELLING – TEACHER RESOURCE BOOK – A NEW WAVE SPELLING – TEACHER RESOURCE BOOK – B NEW WAVE SPELLING – TEACHER RESOURCE BOOK – C 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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It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Foreword

New wave spelling – A phonics-based approach is a seven-book spelling workbook series providing students with a solid framework for becoming independent spellers. 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 – Teachers resource book contains detailed program outlines, suggestions for use and support material to enhance the teaching and learning opportunities provided in its corresponding workbook.

Support material

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 D...................................................................................8 Book C...................................................................................9 Overview of unit content..........................................................10 Assessment suggestions........................................................11 Unit focus, teaching points, word building examples, dictation and answers for each unit Unit 1.............................................................................12–13 Unit 2.............................................................................14–15 Unit 3.............................................................................16–17 Unit 4.............................................................................18–19 Unit 5.............................................................................20–21 Unit 6.............................................................................22–23 Unit 7.............................................................................24–25 Unit 8.............................................................................26–27 Unit 9.............................................................................28–29 Unit 10...........................................................................30–31 Unit 11...........................................................................32–33 Unit 12...........................................................................34–35 Unit 13...........................................................................36–37 Unit 14...........................................................................38–39 Unit 15...........................................................................40–41 Unit 16...........................................................................42–43 Unit 17...........................................................................44–45 Unit 18...........................................................................46–47 Unit 19...........................................................................48–49 Unit 20...........................................................................50–51

Spelling games and activities Individual activities................................................................52–53 Partner and group activities..................................................54–55 Students with special needs.................................................56–57

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Teacher information

Photocopiable spelling games and activities New words..................................................................................58 Secret words...............................................................................59 Word jumble...............................................................................59 Noughts and crosses..................................................................60 Mystery words............................................................................60 Secret codes...............................................................................61 Sink the ship!..............................................................................61 Word building..............................................................................62 Spelling busy bee.......................................................................63

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Spelling strategy cards Meaning......................................................................................64 Hearing.......................................................................................65 Seeing........................................................................................66 Remembering.............................................................................67 Reflecting....................................................................................68 Applying......................................................................................69

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Photocopiable poster Look, say, cover, write, check.....................................................70 Photocopiable merit certificates.............................................71

Assessment sheets Individual recording sheet...........................................................72 Test checklist..............................................................................73

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New wave spelling – Teacher resource book – D

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 twelve words to be learned and eight 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.

Unit number and focus

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 difficult words, homophones, prefixes, suffixes, contractions and silent letters.

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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 12–51 of this book for suggested dictation sentences, including list and revision words.

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.

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.

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

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.

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 52–63 of this book.

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Note: A poster outlining these steps is provided on page 70 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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Examples include: • identifying features of words • filling in missing letters or sounds • finding small words within list words • completing sentences with list words • unjumbling words • guessing words by their shape • sorting words by the number of syllables • writing the list words in alphabetical order • identifying incorrectly spelt list words • identifying antonyms and synonyms

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Teacher information

How to use the workbook

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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 72 and 73.

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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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 final activities of the unit generally have a word building focus. Practice is provided for students to build on and create a larger bank of words for their use and understanding. Dictionaries should be made available to help complete these activities.

A word building template can be found on page 62 of this book. Word building examples for every list and revision word can be found on pages 12–51.

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Explanations of spelling rules, along with examples and activities, are designed to teach students why words look the way they do, why they are spelt that way and exceptions to the rule.

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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.

– 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. dge-a-ch (Jack) • Create silly grapheme puzzles to name animals, colours, fruit, vegetables; e.g. mb-u-n-k-ea (monkey) • Draw a picture for each sound in his or her name; e.g.

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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 two dictation sentence(s). Mark and tick D

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

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, cover, write,

check.

• Mark and transfer errors to Word watch.

• Complete final activities on fourth page.

to the Spelling strategy cards on pages 64–69 of this book.

• Complete the first column of Look, say, cover, write, check.

• Mark and transfer errors to Word watch.

• Spelling game or activity with list words (see pages 52–63).

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C.PDay ub i cat i ons 8 l Revise focus. • Complete twos or three dictation sentence(s).

Mark and f orr evi ew pu r po es on l y• Brainstorm other words with the same focus and discuss tick D column. Transfer errors to Word watch.

Day 3

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

• Complete the activities on the first page.

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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.

• Dictation sentence(s). Mark and tick D column. Transfer

• Test list words.

• Complete remaining dictation sentence(s).

• Mark and tick T and D columns.

• Transfer errors to Word watch and choose problem words

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 – D

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 2

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New wave spelling – Teacher resource book – D

Teacher information

Using the spelling strategy cards

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

A set of photocopiable cards, provided on pages 64–69, encourages students to reflect upon their learning.

Meaning

• What does the word mean?

• Can I use it in a sentence?

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Identifying parts of a word can help students to understand it’s meaning. For example: aqua (water) aquarobics (exercises in water)

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• Do I know what parts of the word mean?

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

A common reason for spelling errors is incorrect pronunciation.

For example: docta (doctor) opent (opened)

Hearing

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C.P ubl i c at i o ns Identifying the sounds and syllables in words is an essential skill. For example: u identifying — t-ee-th •f orr evi ew p r psounds ose sonl y• identifying syllables — hap/pi/ness

• Can I pronounce the word correctly?

• Can I break it into parts?

bus/y (Each syllable must have a vowel sound.)

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

Seeing

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Using pronunciation tricks is a useful strategy.

For example: wed-nes-day (Wednesday) of-ten (often)

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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: (whistle)

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• Can I see the word in my head?

• What letters make the sounds?

• Is it like another word?

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Identifying the grapheme used to represent a sound, and understanding that different choices are available, are essential.

Students should be encouraged to locate the appropriate sound box on the vowel or consonant charts in their workbooks.

For example: stair stare

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Teacher information

Remembering

Although there are exceptions to most spelling rules, they are very helpful and students need to know them.

For example: Double the consonant to keep the preceding vowel sound short.

• 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: Would old Uncle Larry die? (would)

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

For example: friend their

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• What is the difficult part?

• Is there a spelling rule?

Using the spelling strategy cards

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

• Did I use good strategies?

part of learning.

• Could I have used some other ways of learning?

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

• How do I feel?

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Applying

Students should understand the importance of applying their spelling knowledge in different contexts.

• 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’ writing should provide evidence of how well they have appllied the spelling strategies they have learned.

Generalising knowledge gained is essential for students to become independent spellers.

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Teacher information

Overview of unit lists – Book D

The following lists contain all the words from Book D.

Book D its, ours, yours, theirs, work, world, friend, busy, January, February, Tuesday, Wednesday

Unit 2

visitor, doctor, error, motor, sailor, spectator, water, number, lower, taller, sister, better

Unit 3

leaf, elf, scarf, wolf, half, calf, wife, life, children, women, teeth, feet

Unit 4

knot, knee, rhyme, build, written, wrong, palm, calm, often, listen, whistle, autumn

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Unit 1

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fair, stair, chair, hairy, fairy, dairy, fare, stare, care, rare, spare, mare

Unit 6

our, hour, which, witch, toad, towed, flew, flu, flue, there, their, they’re

Unit 7

eleven, opened, broken, hidden, happen, suddenly, season, reason, person, poison, common, cotton

Unit 8

hotter, kinder, colder, stronger, weaker, meaner, softest, darkest, thickest, hardest, lightest, thinnest

Unit 9 Unit 10

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Unit 5

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C.Publ i cat i ons certain, century, centipede, pencil, stencil, circle,o circumference, cylinder, •parcel, f osince, rr ev i ew pu r p ocinema, ses nl y• cycle true, blue, clue, screw, drew, proof, shampoo, kangaroo, fruit, juice, juicy, bruise

Unit 12

people, angle, vegetable, simple, terrible, puzzle, travel, angel, label, level, towel, tunnel

Unit 13

outdoor, outline, outbreak, undo, unite, unaware, overboard, overcast, overhead, underground, understand, underneath

Unit 14

helpless, harmless, careless, hopeless, sickness, sadness, happiness, weakness, wisely, lovely, quietly, lonely

Unit 15

crept, swept, wept, kept, built, adult, left, gift, swift, shift, craft, lift

Unit 16

week, weak, knew, new, whole, hole, tired, tied, choose, chose, loose, lose

Unit 17

happily, merrily, busily, worried, married, dirtied, copied, studies, carries, parties, empties, buries

Unit 18

score, ignore, store, floor, poor, door, roar, boar, boarder, four, fourth, court

Unit 19

gram, kilogram, metre, millimetre, centimetre, kilometre, hundred, thousand, million, litre, millilitre, tonne

Unit 20

head, lead, bread, spread, instead, ahead, breakfast, heavy, deaf, deadly, steady, thread

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o’clock, didn’t, haven’t, couldn’t, wouldn’t, shouldn’t, we’d, doesn’t, they’ll, we’ll, let’s, who’d

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Teacher information

Overview of unit lists – Book C

The following lists contain all the words from Book C, from which eight revision words were chosen for each unit.

Book C also, have, to, too, two, of, off, could, would, should

Unit 2

car, star, part, harm, garden, last, fast, class, father, basket

Unit 3

blew, chew, grew, crew, glue, due, spoon, balloon, bedroom, broomstick

Unit 4

love, above, oven, cover, mother, brother, another, other, Monday, front

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Unit 1

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think, thank, sunk, blanket, kind, reply, write, tried, high, right

Unit 6

after, again, any, began, before, because, gone, nothing, during, many

Unit 7

still, smell, skull, kiss, grass, dress, buzz, stiff, cliff, stuff

Unit 8

bottle, little, middle, riddle, paddle, buckle, ankle, handle, jungle, kettle

Unit 9

scrap, scrape, scrub, spray, spring, sprain, sprint, street, strong, stream

Unit 11

yesterday, tomorrow, afternoon, fortnight, second, tonight, today, minute, month, year

Unit 12

told, older, folder, golden, coldest, find, mind, wind, blind, grind

Unit 13

twice, price, spice, slice, ice-cream, trace, space, place, race, face

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Unit 5

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C.Publ i cat i ons oquit, rquiet, r e vi ew psquid, ur po se so nl y• Unit • 10 f quite, quick, question, squirt, squeal, squirm, square

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page, huge, bridge, badge, ledge, bench, branch, catch, match, watch

Unit 15

yourself, himself, herself, outside, inside, someone, something, sometimes, everyone, everything

Unit 16

weren’t, I’d, won’t, we’ve, they’ve, what’s, that’s, there’s, you’re, hasn’t

Unit 17

order, sport, draw, straw, soar, board, sore, more, walk, talk

Unit 18

war, wart, warp, warning, ward, wardrobe, warm, warmth, swarm, dwarf

Unit 19

comb, lamb, numb, crumb, wrap, honest, ghost, know, knob, knife

Unit 20

back, trick, brick, shock, luck, panic, comic, topic, picnic, traffic

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New wave spelling – Teacher resource book – D

Teacher information

Overview of unit content

Each unit contains a word search and a crossword. Other activity types and content outlined below.

Unit 1

Focus

Activity types/Content

completing words, word investigation, sorting by syllables, matching words to meanings, small words, identifying misspelt Difficult words words, choosing its or it’s, unjumbling Revision: difficult words – unjumbling, homophones: to, too, two or, er

completing words, compiling words from letters, word investigation, secret words, antonyms, completing sentences, comparative and superlative, alphabetical order Revision: ar, a – completing words, writing sentences

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f, fe, irregular plurals

missing vowels, word shapes, rhyming words, secret words, antonyms, completing sentences, unjumbling, irregular plurals Revision: ew, ue, oo – completing words, homophones

4

Silent letters

completing words, word shapes, sorting by silent letters, small words, rhyming words, unjumbling sentences, rules for adding suffixes: s, ed, ing Revision: o makes an u sound – unjumbling, word investigation

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air, are

completing words, compiling words from letters, alphabetical order, secret words, crosspatch, completing sentences, compound words, plurals: change y to i and add es, suffixes: s, ed, ing Revision: nk, i, igh, ie, y, i-e – unjumbling, completing words, rhyming words

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8

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Homophones

unjumbling, completing sentences, word investigation, changing words, compound words, alphabetical order, writing sentences, plurals: adding es to words ending with ch Revision: difficult words – missing vowels, ranking words

en, on

completing list words, compiling words from letters, sorting by double letters, unjumbling, identifying misspelt words, adding suffixes: s, ing, past tense Revision: ll, ss, zz, ff – alphabetical order, plurals: adding es to words ending with ss

suffixes: er, est

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unjumbling, compiling words from letters, crosspatch, comparative and superlative, writing sentences, completing sentences Revision: le – unjumbling, syllabification

completing words, word shapes, unjumbling, alphabetical order, rhyming words, unjumbling sentences, identifying base words, choosing own suffixes Revision: scr, spr, str – missing letters, small words

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ue, ew, oo, ui

completing words, word shapes, matching words to meanings, soft c rules, identifying misspelt words, sorting by nouns or verbs, unjumbling, plurals: change y to i and add es Revision: qu, squ – completing sentences

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Contractions

writing contractions, unjumbling contractions, forming contractions, adding apostrophe in correct place, apostrophes for ownership Revision: difficult words (time) – missing letters, syllabification

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le, el

completing words, word investigation, matching syllables, alphabetical order, syllable breaks, identifying double letters, completing sentences with correct punctuation, suffixes: s, ed, ing to words ending with single l Revision: old, ind – unjumbling, compiling words from letters

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prefixes: out, un, over, under

completing words, compiling words from letters, matching syllables, compound words, matching prefixes to meanings, unjumbling Revision: ice, ace – suffixes: s, ed, ing

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suffixes: less, ness, ly

completing words, word shapes, ranking words, small words, adding suffixes to words ending with y, compiling words from letters, matching suffixes to meanings, adding ly to form adverbs, making sentences Revision: ge, dge, ch, tch – completing words, homophones

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pt, lt, ft

completing words, word investigation, word sort by vowels, alphabetical order, identifying misspelt words, past tense Revision: compound words –unjumbling, compiling words from letters

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Homophones, conf. words

completing words, alphabetical order, antonyms, rhyming words, choosing correct word, compiling words from letters, unjumbling, identifying homophones Revision: contractions – writing contractions, sorting by family groups

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suffixes: y words

missing vowels, syllabification, crosspatch, small words, identifying base words, rule: change y to i and add suffix (except ing), identifying adverbs, writing sentences Revision: or, oar, aw, ore, a – completing sentences

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ore, oor, oar, our

completing words, syllabification, changing words, compiling words from letters, compound words, completing sentences, alphabetical order, word shapes, homophones Revision: war – completing words, unjumbling

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Difficult words: maths

missing vowels, word investigation, sorting by syllables, identifying numerals and maths abbreviations, unjumbling, completing sentences Revision: silent letters – alphabetical order, secret words

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short e sound: ea

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ce, ci, cy

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completing words, compiling words from letters, changing words, matching words to meanings, completing sentences with correct punctuation, alphabetical order, syllabification, word investigation, investigating words with a short e sound Revision: ck, c– rules for c or ck words

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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 amount of words each day, with results recorded formally

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or 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. Again, errors are recorded and transferred.

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Photocopiable recording sheets are outlined below.

Individual spelling records can be kept (see page 72). 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.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Write the date Individual recording sheet

Test checklist

Unit 20

Unit 19

Unit 18

Unit 17

Unit 16

Unit 15

Unit 14

Unit 12

Unit 9

Unit 11

Unit 8

Unit 10

Unit 7

Unit 6

Student name

Unit 5

Comment

Unit 4

Date

Year:

Result

Unit 3

Date and Test

Unit 2

Student name:

Support material

Test

Unit 1

Support material

Unit 13

Room for student name and year at school.

Unit 1

Unit 2

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

Unit 3 Unit 4 Unit 5 Unit 6

w ww

Write anecdotal comments in this space.

Comments could include type of spelling errors, effort and attitude, ideas for remediation or strengths.

m . u

Unit 7 Unit 8 Unit 9 Unit 10 Unit 11

. te

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16 Unit 17 Unit 18 Unit 19

Unit 20

o c . che e r o t r s super

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73

New wave spelling – Teacher resource Book D

Page 73 A record of spelling results for the whole class can be recorded (see page 73). Results could be colour-coded for ease of reference.

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New wave spelling – Teacher resource book – D

Teacher information

Unit 1

Unit focus This unit focuses on difficult words.

Teaching points • Identify difficult parts of words.

• Discuss ways to remember how to spell the word.

• pronunciation tricks (Wed–nes–day, bus–y) • mnemonics (yours has ours in it)

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

List words Word building

Teac he r

our your their works, worked, working worlds, worldly, worldwide friends, friendly, unfriendly, friendship, befriended n busier, n busiest, n busily

ew i ev Pr

its ours yours theirs work world friend busy January February Tuesday Wednesday

© R. I .

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

Revision words Word building

. te

m . u

couldn’t wouldn’t shouldn’t haven’t, has, hasn’t

w ww

also could would should have

(Taken from Unit 1, Book C.)

Rules n

o c . che e r o t r s super

Rule: The y at the end of base words changes to i when a suffix is added.

Dictation 1.

2.

3.

4.

5.

6.

His friend would be too busy to see him for his birthday in February.

I’m going to work at your place on Tuesday and theirs on Wednesday.

The bird should have flown into its nest by now.

The two friends will start their trip around the world in January next year.

The yellow car parked next to yours could be ours.

They also have to go to the shop before it is too late.

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Teacher information

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

busy January world friend Tuesday work theirs Wednesday yours its February ours

Unit 1

8. Teacher check 9.

should also have would could two

r o e t s Bo r e p ok u S 10. (a)

(b) (c)

Those two students need to return their library books.

It’s too late to go to the park.

The two puppies will cost too much to buy.

11. Across: 2. would 3. 1 syllable – its, ours, yours, theirs, 6. also work, world, friend 7. friend 2 syllables – busy, Tuesday, 9. Wednesday Wednesday 11. January 4 syllables – January, February 13. too 14. ours 4. (a) belongs to it 15. theirs (b) belongs to you 16. busy (c) belongs to us

(d) belongs to them Down: 1. could 5. (a) friend 3. work (b) busy 4. Tuesday (c) work, world 5. world (d) theirs 8. February 10. its 6. (a) I’ll be seeing my friend, Jade, 12. yours on Wednesday.

15. two (b) Is this work on the bench yours or theirs?

12. (a) It’s been a very wet winter. (c) They will be busy travelling (b) The crab went into its shell. the world in February. (c) Our dog buries its bones near the gate.

7. s h r e y o u r s W (d) It’s a long way to walk on a hot day. w o r l d f r s F e

ew i ev Pr

2. (a) work, world (b) January, February (c) Tuesday, Wednesday

Teac he r

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

w ww

. te

t h r o o u e T

u r s f w o y u

w o r r o u o e

t h e i r s x s

l n d e k l i d

R.I.C. Publications ®

d u s n r d t a

a r y d b u s y

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

o J a n u a r y

e b r u a r y v

d n e s d a y e

13. (a) (b) (c) (d)

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January Wednesday Tuesday February

13

New wave spelling – Teacher resource book – D

Teacher information

Unit 2

Unit focus This unit focuses on choosing the grapheme or or er to represent a sound (phoneme) at the end of a word.

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

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

List words Word building

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

Teac he r

v isitors, visit, visits, visited, visiting doctors errors motors, motored, motoring sailors, sails, sailed, sailing spectators waters, watered, watering, watery numbers, numbered, numbering lowers, lowered, lowering, low, lowest tall, tallest sisters, sisterly best

ew i ev Pr

visitor doctor error motor sailor spectator water number lower taller sister better

Revision words Word building

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• s tars, n starred, n starring, n starry parts, parted, parting, partly harms, harmed, harming gardens, gardened, gardening, gardener lasts, lasted, lasting s classes, classed, classing fathers, fatherly baskets, basketful

w ww

m . u

star part harm garden last class father basket

(Taken from Unit 2, Book C.)

Rules n s

. te

o c . che e r o t r s super

Note: The r is doubled before adding ed, ing or y.

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

Dictation 1.

2.

3.

4.

5.

6.

The doctor and his sister were two of the spectators at the motor show.

Each member of the class who didn’t get an error got a star.

The sailor will lower the boat into the water.

The last person who comes into the room had better shut the door.

The visitor holding the basket is taller than my father.

A number of bugs in the garden could have played a part in harming the plant.

New wave spelling – Teacher resource book – D

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Teacher information

Unit 2

Answers (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

motor spectator doctor taller lower number water visitor sailor error better sister

9. It can be made by ar or a.

10. (a) (b) (c) (d) (e) (f) (g) (h)

Teac he r

error, taller, better spectator, visitor lower, motor sailor, spectator

4. better, doctor, error, lower, motor, number, sailor, sister, spectator, taller, visitor, water

Down: 1. number 3. sailor 4. water 5. visitor 7. error 8. harm 12. taller 13. lower 14. father

© R. I .

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

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

error water taller visitor

6.

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

taller sister better lower

w ww

5.

7. (a) sister, better (b) sailor, lower, motor, water

. te

8. l b v e s a i o r o w a e t o r

12. Across: 2. basket 6. sister 9. spectator 10. motor 11. doctor 13. last 15. better

ew i ev Pr

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

r o e t s Bo r e p ok u S 11. Teacher check

2. better, doctor 3.

harm father basket last class part garden star

e r i a i r l d s

i s i t o r o o p

v i s e a o w c e

i s p r b r e t c

R.I.C. Publications ®

l t a l l e r o t

b e t t e r z r a

13. (a) (b) (c) (d)

(e)

(f)

tall, taller, tallest low, lower, lowest old, older, oldest beautiful, more beautiful, most beautiful useful, more useful, most useful good, better, best

m . u

1.

o c . che e r o t r s super

l o r m b a i l m t

o o n u m b e r p o

r m o t o r p f t r

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New wave spelling – Teacher resource book – D

Teacher information

Unit 3

Unit focus This unit has two focuses: • words that end with the grapheme f or fe

• words that are irregular plurals

Teaching points • Identify the phoneme and how it is represented. Brainstorm to list other words that end with f or fe.

• Discuss the plural words and any parts that may cause them difficulty. Identify the singular form of each word.

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

List words Word building

leaves, leafy elves n scarves n wolves n halves, s halved, s halving n calves n wives n lives, live, lives, lived, living child woman tooth foot n

Teac he r

n

ew i ev Pr

leaf elf scarf wolf half calf wife life children women teeth feet

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

Revision words Word building

m . u

b low, blows, blown, blowing chews, chewed, chewing glues, l glued, l gluing

spoons bedrooms balloons broomsticks

w ww

blew chew glue due spoon bedroom balloon broomstick

(Taken from Unit 3, Book C.)

Rules n s

l

. te

o c . che e r o t r s super

Rule: To make some words ending with f or fe plural, the f is changed to v and es is added.

Rule: When a suffix beginning with a vowel is added to some words ending with f or fe, the f is changed to v and the suffix added.

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before the suffix.

Dictation 1.

2.

3.

4.

5.

6.

7.

The wife and children gave the calf with sore teeth half of the fresh grass.

Each of the women had a red scarf with a green leaf on it.

The wind blew away the balloon that the elf had in his hand.

A wolf lives a life of hunting.

My feet were sore so I went into the bedroom to have a rest.

A wolf has sharp teeth so it can chew meat.

The children are due soon to help glue the lids on the boxes.

New wave spelling – Teacher resource book – D

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Teacher information

Answers (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

half feet scarf teeth women wife leaf children calf life wolf elf

9.

Teac he r

14. Across: 2. half 3. chew 7. life 8. leaf 10. children 12. scarf 13. wife 14. women

r o e t s Bo r e p ok u S 10. b l i e g q w o l f e

3. (a) leaf (b) feet (c) elf

4. half, calf, scarf 5. wife, life

feet calf elf life leaf women half children wife teeth wolf scarf

e a f e t d y c l

i k d h c s c a r f

f h i p h b a x n r

e f c g i u l j s m

c e h a l f f n f k

m e b e d i j d w r

a t o z r v l o i q

f g l t e e t h f m

w o m e n a w p e p

Down: 1. glue 4. wolf 5. feet 6. teeth 9. bedroom 10. calf 11. spoon 15. elf

ew i ev Pr

2. (a) women (b) scarf

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

15. (a) (b) (c) (d)

child woman tooth foot

© R. I .

C.Publ i cat i ons 16. (a) wolves 11. It can be made by ew, ue or oo. (b) elves •f orr evi ew pur poses o n l y• 12. (a) due (c) lives

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

calf elf wife life feet

7.

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

children wife half elf

8.

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

teeth scarf wolf children leaf

w ww

6.

. te

R.I.C. Publications ®

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

spoon glue bedroom chew balloon blew broomstick

(d) calves (e) scarves (f) wives

m . u

1.

Unit 3

o c . che e r o t r s super 13. (a) blew (b) due (c) dew, blue

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New wave spelling – Teacher resource book – D

Teacher information

Unit 4

Unit focus This unit focuses on words that have silent letters.

Teaching points • Identify the silent letter in each word.

• Identify any other difficult parts of each word.

• Brainstorm to list other words with silent letters and sort them into groups, along with the list words.

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

List words Word building

Teac he r

k nots, n knotted, n knotting knees rhymes, s rhymed, s rhyming builds, built, building write, writes, wrote, s writing

palms calms, calmed, calming

listens, listened, listening whistles, s whistled, s whistling

ew i ev Pr

knot knee rhyme build written wrong palm calm often listen whistle autumn

© R. I .

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

Revision words Word building

m . u

ovens brothers, brotherly

others covers, covered, covering

w ww

above front Monday oven brother another other cover

(Taken from Unit 4, Book C.)

Rules n s

. te

o c . che e r o t r s super

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

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

Dictation 1.

2.

3.

4.

5.

6.

Have you written any words that rhyme with palm and calm?

Have you written any words that rhyme with brother, other and another?

Often you listen and hear the whistle of an autumn leaf falling.

On Monday, Dad will build a wall in front of the house.

She put the wrong cover above the oven.

Can you tie a knot in the rope while your knees are bent?

New wave spelling – Teacher resource book – D

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Teacher information

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

knee wrong build whistle palm often autumn written rhyme knot calm listen

7.

Unit 4 w r h y p a k n e e

h f w h i s t l e c

i l r h y m e s t a

s b i t c u m r p s

h u t e a i f l a s

l i t n l l o i l c

e l e k m t f s m h

m a u t u m n n r e

12. (a) listens, listening, listened (b) rhymes, rhyming, rhymed (c) builds, building, built (d) knots, knotting, knotted (e) writes, writing, wrote or have written Rule 1: With rhyme and write, e goes away when ing comes to stay.

Rule 2: With knot and write, the letter t is doubled to keep the vowel sound short.

Rule 3: The word build becomes built in the past tense.

3.

Silent t – often, listen, whistle Silent k – knot, knee Silent h – rhyme Silent l – palm, calm Silent u – build Silent w – wrong, written Silent n – autumn

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

9.

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

oven brother front Monday another cover other above

ew i ev Pr

Teac he r

y w r o n g e e h e

r o e t s Bo r e p ok u S 8. The o makes an u sound.

2. (a) rhyme (b) whistle (c) wrong

l d n n g r t t s r

. (b) .

Monday © R. I C Publ i cat i ons 4. written, often, listen 11. Across: •f orr evi ew pur posesonl y• 5. (a) palm/calm 3. build

6. (a)

(b)

(c)

(d)

Listen carefully for the sound of the whistle.

She has written a rhyme about autumn.

The palm was planted in the wrong place.

Bees often build a hive in a tree.

. te

R.I.C. Publications ®

6.

8.

9.

11.

13.

14.

15.

monday listen brother cover written knee often

m . u

w ww

knot rhyme knee build wrong

10. (a) other, brother, another

o c . che e r o t r s super Down: 1. palm 2. autumn 4. knot 5. whistle 7. above 10. rhyme 11. calm 12. wrong

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New wave spelling – Teacher resource book – D

Teacher information

Unit 5

Unit focus This unit focuses on choosing the grapheme air or are 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 other words to add to each list.

List words Word building

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

Teac he r

fairs stairs, staircase chairs hair, hairs, n hairier, n hairiest s fairies s dairies fares stares, l stared, l staring cares, l cared, l caring l rarer, l rarest spares, l spared, l sparing mares

ew i ev Pr

fair stair chair hairy fairy dairy fare stare care rare spare mare

Revision words Word building

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• s ink, sinks, sank, sinking thinks, thought, thinking blankets kinds, kinder, kindest, kindly rights try, n tries, trying n replies, Q replying writes, l ◆ written, wrote, l writing

w ww

m . u

sunk think blanket kind right tried reply write

(Taken from Unit 5, Book C.)

Rules

. te

o c . che e r o t r s super

Rule: The y at the end of base words changes to i when a suffix is added.

Rule: To make the plural of words ending with a y after a consonant, change the y to i and add es. l Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

Q Rule: The y is retained when adding ing to avoid ii being written (two exceptions are taxiing and skiing). ◆ Rule: Double the consonant to keep the preceding vowel sound short. n

s

Dictation 1.

2.

3.

4.

5.

6.

The spare chair was put with care under the stairs.

We could not help but stare when a very hairy fairy took our fare on the bus.

I think it would be rare to find a mare at a fair or a dairy.

We will write a reply and thank her for sending the blanket.

He tried to use his left hand to write with as he had sprained his right hand.

The kind lady put a blanket on the damp ground so we could sit down.

New wave spelling – Teacher resource book – D

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Teacher information

Unit 5

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

rare mare hairy stare/stair fare/fair care fare/fair stare/stair spare dairy chair fairy

8.

h s t r e l m s a f

a s t a i r e h l a

i p t y c i e f n i

r a h x a c h a i r

y r r d r t e r n w

a e e a e h a e k h

r c h i u s t a r e

e m a r e e l l o v

m o o y p r a r e y

13. (a) (b) (c) (d) (e) (f) (g)

stairs fairies fares dairies mares chairs fairs

r o e t s Bo r e p ok u S 9. The top row all have nk.

The bottom row all have a different way of making the long i sound.

3. care, chair, dairy, fair, fare, hairy, mare, rare, spare, stair, stare 4. (a) care (b) chair (c) spare 5. Across: stare rare

Down: stair mare

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

think blanket sunk reply

11. (a) write (b) kind (c) tried (d) reply (e) right Rhyming words – teacher check

14. (a) cares, cared, caring (b) spares, spared, sparing (c) stares, stared, staring

ew i ev Pr

Teac he r

2. spare, hairy

a i r f a i r y e f

© R. I .

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

stare stair fare fair

7.

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

armchair careless staircase fairytale nightmare farewell/stairwell

. te

R.I.C. Publications ®

m . u

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

w ww

6.

12. Across: 1. mare 3. fare 5. chair 7. stair 9. fairy 11. spare 12. dairy 13. write

o c . che e r o t r s super Down: 2. rare 3. fair 4. blanket 5. care 6. hairy 7. stare 8. reply 10. right

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New wave spelling – Teacher resource book – D

Teacher information

Unit 6

Unit focus This unit focuses on words that are homophones. The sets of words have the same sound but a different spelling and meaning.

Teaching points • Identify each set of homophones by circling each group.

• Underline the parts that are different in each set.

List words Word building

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

Teac he r

ours, ourselves hours, hourly

n witches toads tow, tows, towing fly, s flies, flown, l flying influenza flues there’s theirs they’ll, they’d

ew i ev Pr

our hour which witch toad towed flew flu flue there their they’re

Revision words Word building

© R. I .

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

w ww

m . u

after afterwards again nothing during because before many gone go, goes, going

(Taken from Unit 6, Book C.)

Rules

. te

o c . che e r o t r s super

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

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

s

Dictation 1.

2.

3.

4.

5.

6.

They’re going to visit their grandfather because he has gone to hospital.

Our car was towed away an hour ago after it broke down again.

The witch flew for an hour on her broomstick and saw nothing but toads on the road below.

During the holidays, many children in our class had the flu.

There is the man who is going to fix our flue.

Before she could finish packing, she had to work out which pairs of shoes she would take.

New wave spelling – Teacher resource book – D

22

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Teacher information

Unit 6

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

our their witch flu flew there which toad flue towed hour they’re

2.

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

Their/our, towed They’re, flu Their/our, flue Which, toad witch, flew, there, hour

3.

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

there, their, they’re witch/hour they’re towed

4.

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

towed flue toad our hour witch flu

8. Teacher check 9.

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

nothing because many after before gone again

r o e t s Bo r e p ok u S 11. Across: 6. nothing 7. flue 10. witch 11. there 13. hour 15. after

ew i ev Pr

Teac he r

10. Teacher check

Down: 1. flew 2. towed 3. they’re 4. again 5. flu 8. which 9. their 12. many 14. our 16. toad

w ww

5. (a) toadstool (b) ourselves (c) hourglass

12. Teacher check

. te

13. (a) witches (b) Teacher check

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

6. flew, flu, flue, our, which, witch

7. w h t o u r u n k w i h o u r o f s t

w t h r s t l f i

h e r e h o u l n

i f w s q a e k g

c l i p u d c y t

R.I.C. Publications ®

h u t h e i r ’ o

w v c f t e n r w

r t h e y ’ r e e

x g r e l d o m d

f l e w c k o z w

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23

New wave spelling – Teacher resource book – D

Teacher information

Unit 7

Unit focus This unit focuses on the graphemes en and on.

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

• Break each word into syllables, i.e. sud/den/ly (each syllable must contain a vowel sound [in ly, although there is no vowel,

there is still a vowel sound]) • Discuss how some words have double consonants to keep the preceding vowel sound short.

• 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

Teac he r

eleventh open, opens, opening, openly, opener, openness break, breaks, broke, breaking, breakable, breakage hid, hide, hides, n hiding happens, happened, happening sudden, suddenness seasons, seasoned, seasoning, seasonal, seasonable reasons, reasoned, reasoning, reasonable, unreasonable persons, personal, personally, personality, s personalities, personable poisons, poisoned, poisoning, poisonous commonly, uncommon cottons

ew i ev Pr

eleven opened broken hidden happen suddenly season reason person poison common cotton

© R. I .

C.Publ i cat i ons Revision words Word building smell • smells, smelled, smelling, smelly f o rr evi ew pur posesonl y• still grasses, grassy dresses, dressed, dressing l buzzes, buzzed, buzzing stiffer, stiffest cliffs stuffs, stuffed, stuffing l

. te

(Taken from Unit 7, Book C.)

Rules

m . u

l

w ww

grass dress buzz stiff cliff stuff

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

Rule: To make the plural of words ending with y after a consonant, change the y to i and add es. l Rule: To make words ending with ss and zz plural, es is added. n

s

Dictation 1.

2.

3.

4.

5.

6.

It was common for each person in the team to wear cotton shirts in the hottest season.

I don’t have a good reason, but I am still going to buy eleven dresses at the shops.

He opened the cupboard and found a bottle of poison hidden at the back.

The broken gate lay on the grass near the cliff.

Let me know if you happen to suddenly see a buzzing bee.

When that person opened the front door, I could smell the freshly cut grass.

New wave spelling – Teacher resource book – D

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Teacher information

Answers (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

season poison broken opened eleven cotton happen reason suddenly person hidden common

7. They all end with a double letter.

The letters are ll, ss, zz and ff.

8. buzz, cliff, dress, grass, smell, stiff, still, stuff 9.

r o e t s Bo r e p ok u S 10. Across: 3. grass 4. person 7. broken 9. eleven 10. poison 13. hidden 14. cliff 15. reason 16. cotton

mm – common pp – happen tt – cotton dd – hidden, suddenly Teacher check students’ choice of words (b) short

3. (a)

Down: 1. happen 2. smell 5. suddenly 6. common 8. opened 11. stiff 12. season

© R. I .

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

4.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

poison suddenly reason opened hidden cotton eleven season happen broken common person

5.

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

Suddenly, opened eleven, hidden common, reason person, cotton

e l e e l e v e n e

c s s e a s o n p r

11. (a) opens, opening, opened (b) happens, happening, happened

w ww

6.

cliffs dresses grasses smells

ew i ev Pr

Teac he r

2. opened, common

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

o o u d r o o h o c

m n d d e i p a i o

. te

m b d h a s e p s t

R.I.C. Publications ®

o r e a s o n s o t

n o n p e t e o n o

(c)

(d) (e) (f)

(g)

hides, hiding, hid or was hidden reasons, reasoning, reasoned poisons, poisoning, poisoned breaks, breaking, broke or has broken seasons, seasoning, seasoned

m . u

1.

Unit 7

o c . che e r o t r s super

v k l p h i d d e n

e e y e s h r n o t

n n o n p e r s o n

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25

New wave spelling – Teacher resource book – D

Teacher information

Unit 8

Unit focus This unit focuses on the suffixes er and est.

Teaching points • Identify the base word for each list word.

• Discuss how the list words hotter and thinner have the final consonant doubled before adding the suffix to keep the

preceding vowel sound short. Ask the students why they think the other list words do not need to have the same rule applied.

• Discuss the rules for comparative and superlative words on page 31 of the workbook and ask students for other examples to add to a list.

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

List words Word building

Teac he r

hot, n hottest, hotly kind, kindest, kindly, kindness cold, coldest, coldly, coldness strong, strongest, strongly, strength, strengthen weak, weakest, weakly, weaken, weakness mean, meanest, meanly soft, softest, softly, softness, soften, softener dark, darker, darkly, darkness, darken, darkener thick, thicker, thickly, thickness, thicken, thickener hard, harder, hardness, harden, hardener light, lighter, lightness, lightly, lighten, lightener thin, n thinner, thinly, n thinness

ew i ev Pr

hotter kinder colder stronger weaker meaner softest darkest thickest hardest lightest thinnest

© R. I .

C.Publ i cat i ons Revision words • Word building f o rr evi ew pur posesonl y• handles, s handled, s handling, s handler paddles, s paddled, s paddling, s paddler jungles

. te

(Taken from Unit 8, Book C.)

Rules n s

m . u

bottles, s bottled, s bottling kettles s littler, s littlest ankles

w ww

bottle kettle little ankle middle handle paddle jungle

o c . che e r o t r s super

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

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

Dictation 1.

2.

3.

4.

5.

6.

7.

The thickest, darkest pole wasn’t the lightest to carry but it was stronger than the others.

She will buy the softest pillow as it will be kinder to her neck.

We found it the hardest to travel in the middle of the jungle because it was so much hotter.

Take the bottle with the thinnest handle and put it next to the kettle.

I think the big, bad wolf is meaner than the grumpy troll.

The colder the wind became, the weaker he began to paddle.

I tripped over a little bump on the road and hurt my ankle.

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Teacher information

Unit 8

Answers (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

softest colder lightest weaker meaner hotter darkest hardest kinder thickest thinnest stronger

3.

Down: darkest meaner colder

9.

bot/tle lit/tle mid/dle pad/dle ket/tle an/kle han/dle jun/gle

10. Across: 1. lightest 4. kinder 6. hardest 11. stronger 12. thinnest 14. weaker 15. colder

© R. I .

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

light, lighter, lightest strong, stronger, strongest thick, thicker, thickest thin, thinner, thinnest cold, colder, coldest helpful, more helpful, most helpful bad, worse, worst

w ww

5. Teacher check

6. t e r o p m e a k l m t h i c k e s t

little kettle ankle handle paddle middle jungle bottle

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

Across: kinder

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

(g)

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

ew i ev Pr

Teac he r

2. hotter, lightest

8.

k s t h o n s r l

i p h a l d o f i

n w i r d a f t g

. te d e n d e r t h h

e a n e r k e o t

r k e s o e s t e

s e s t l s t t s

h r t c h t r e t

s t r o n g e r x

2. thickest 3. ankle 5. hotter 7. darkest 8. bottle 9. softest 10. middle 13. meaner

m . u

1.

o c . che e r o t r s super 11. (a) (b) (c) (d)

coldest stronger darker lighter

7. They all end with le.

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New wave spelling – Teacher resource book – D

Teacher information

Unit 9

Unit focus This unit focuses on choosing the grapheme ue, ew, oo or ui 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 other words to add to each list.

List words Word building

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

truer, n truest, n truly, truth, truthful bluer, n bluest clues screws, screwed, screwing draw, drawing, drawn proofread shampoos, shampooed, shampooing kangaroos fruits, fruity, s fruitier, s fruitiest juices, s juiced, s juicing, l juicy s juicier, s juiciest bruises, n bruised, n bruising n

Teac he r

n

ew i ev Pr

true blue clue screw drew proof shampoo kangaroo fruit juice juicy bruise

Revision words Word building

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• scrapes, n scraped, n scraping scrubs, Q scrubbed, Q scrubbing sprains, sprained, spraining sprays, sprayed, spraying sprints, sprinted, sprinting, sprinter streets stronger, strongest, strongly streams

w ww

m . u

scrape scrub sprain spray sprint street strong stream

(Taken from Unit 9, Book C.)

Rules

. te

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

(Note: The e is also dropped in truth and truthful.) s Rule: The y at the end of base words changes to i when a suffix is added. l Rule: When adding y to a word ending in e, drop the e before adding y.

Q Rule: Double the consonant to keep the preceding vowel sound short. n

Dictation 1.

2.

3.

4.

5.

6.

7.

We drew the kangaroo shampooing its fur in the stream.

I like to eat juicy fruit without bruises and drink fresh fruit juice.

He needs more proof than just that clue to find out what is true.

Take care not to sprain your ankle when you sprint down the street.

You will need someone strong to scrape off the blue paint and scrub the dirty marks.

Could you fetch another screw from the shed?

I’m going to spray poison on the weeds in the garden.

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Teacher information Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

8. They begin with scr, spr or str.

screw fruit clue shampoo true bruise blue kangaroo proof juicy drew juice

9.

Teac he r (a) (b) (c) (d) (e)

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

stream scrub spray street sprint scrape sprain strong

10. (a) (b) (c) (d) (e) (f) (g) (h)

sprain scrape stream street strong spray scrub sprint

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

clue, proof juicy, kangaroo true, blue, fruit shampoo, bruise juice, drew, screw

ew i ev Pr

2. (a) bruise (b) screw (c) fruit 3.

Unit 9

11. Across: 4. strong 6. true 7. sprain 9. shampoo 11. blue 12. drew 14. fruit 15. juicy

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 5. (a) juice

(b) fruit (c) bruise

w ww

6. (a) The apple was juicy but had a bruise on it. (b) The kangaroo jumped over the blue gate. (c) During art we drew a picture of a bowl of fruit. (d) Screw the lid on the shampoo bottle tightly.

. te

o c . che e r o t r s super

7. t r u e j u o m p t b l j c l u e j u

r j u i c e f c e

s b i f e i l s k

c s c r w c b c a

r c y u e a r r n

R.I.C. Publications ®

r r u i b l u e g

f p o t s u i w a

Down: 1. kangaroo 2. stream 3. bruise 5. screw 7. street 8. clue 10. proof 13. juice

m . u

4. blue, bruise, clue, drew, fruit, juice, juicy, kangaroo, proof, screw, shampoo, true

s w f v m y s u r

r o o f d r e w o

q f s h a m p o o

12. (a) bruised (b) shampooing (c) draw (d) fruitcake (e) prove (f) screws New words – Teacher check

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29

New wave spelling – Teacher resource book – D

Teacher information

Unit 10

Unit focus This unit focuses on choosing the grapheme ce, ci or cy to represent a sound (phoneme).

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

• Discuss how c has a soft sound when followed by an e, i or y.

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

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

List words Word building

parcels, n parcelled, n parcelling

Teac he r

certainly, uncertain s centuries centipedes pencils, n pencilled, n pencilling stencils, n stencilled, n stencilling cinemas, cinemagoer, cinematographer circles, l circled, l circling circumferences cylinders cycles, l cycled, l cycling, l cyclist, bicycle, tricycle, unicycle

© R. I .

C.Publ i cat i ons questions, questioned, questioning • f or r ev i ew pur posesonl y• quickly, quicker, quickest, quickness

Revision words Word building

quietly, quieter, quietest, quietness

m . u

squirts, squirted, squirting squares squeals, squealed, squealing squirms, squirmed, squirming

w ww

quiet quite question quick squirt square squeal squirm

(Taken from Unit 10, Book C.)

Rules

ew i ev Pr

parcel since certain century centipede pencil stencil cinema circle circumference cylinder cycle

. te

o c . che e r o t r s super

Rule: When a word ends with a single l, double the l when a suffix beginning with a vowel is added.

Rule: To make the plural of words ending with a y after a consonant, change the y to i and add es. l Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. n

s

Dictation 1.

2.

3.

4.

5.

6.

7.

8.

We were certain the cinema had been there since the turn of the century.

The centipede quickly went around the circumference of the cylinder.

Use a blue pencil to stencil a circle on the front of the parcel.

The clown is quite funny and can cycle on a bike while squirting water at everyone.

Please be quiet and don’t squeal, as you could wake the baby.

How many sides does a square have?

We were told to sit still and not squirm in our seats.

The questions in the maths test were very hard.

New wave spelling – Teacher resource book – D

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Teacher information

Unit 10

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

pencil since parcel cycle stencil cylinder certain centipede century cinema circumference cycle

7. c i r c u m f e r e n c e e r t a i n p c m

b g v g y k s y o

u x c w e u i l c

e n t u r y n i v

j p s m m o c n s

t e c y c l e d t

d n l e r t w e e

k c i n e m a r n

c i r c l e p l c

h l h i s b r n i

f i x p a r c e l

e n t i p e d e p

j z p q a f q a d

r o e t s Bo r e p ok u S 8. The patterns are qu and squ.

Teac he r 3.

(a) (b) (c) (d) (e) (f) (g) (h) (i)

cinema certain circle pencil centipede parcel cylinder century circumference

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

parcel circumference circle cycle cinema century

9.

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

question quiet squirm squirt quite square quick

ew i ev Pr

2. (a) since (b) certain (c) cinema

10. Across: 2. question 5. century 8. circle 11. parcel 12. squeal 14. centipede 15. quiet 16. cycle

6.

11. (a) (b) (c) (d) (e) (f) (g) (h)

w ww

5. Nouns – centipede, parcel, century, circumference, pencil, cinema, stencil, cylinder, circle, cycle Verbs – parcel, cycle, pencil, stencil, circle

Down: 1. circumference 3. stencil 4. cinema 6. since 7. pencil 9. certain 10. cylinder 13. quick

. te

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

pencil circle parcel cycle cylinder century since stencil

R.I.C. Publications ®

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 4. (a) pencil

o c . che e r o t r s super

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centuries ponies circles cylinders injuries centipedes pencils cinemas

31

New wave spelling – Teacher resource book – D

Teacher information

Unit 11

Unit focus This unit focuses on contractions.

Teaching points • Identify that the apostrophe shows where a letter or letters have been left out.

• Identify any difficult parts of words.

• Brainstorm other contractions.

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

List words Word building

Teac he r

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

ew i ev Pr

o’clock didn’t haven’t couldn’t wouldn’t shouldn’t we’d doesn’t they’ll we’ll let’s who’d

t hey’ve, they’re, they’d we’d, we’ve, we’re

© R. I .

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

Revision words Word building

m . u

months minutes seconds fortnights

w ww

tomorrow tonight afternoon yesterday month minute second fortnight

(Taken from Unit 11, Book C.)

Dictation 1.

2.

3.

4.

5.

6.

7.

8.

. te

o c . che e r o t r s super

They shouldn’t be later than six o’clock tonight.

We’d like to have gone yesterday afternoon, but we couldn’t make it in time.

They’ll need more children to help them tomorrow, so let’s offer to help.

It doesn’t matter if you haven’t got a minute to listen.

Who’d like to come with us to the dairy next month?

We’ll be on holidays for a fortnight.

I didn’t know how many seconds were left before the bell rang.

She wouldn’t be able to visit the doctor until tomorrow.

New wave spelling – Teacher resource book – D

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Teacher information

Unit 11

Answers

we’d let’s haven’t didn’t who’d they’ll shouldn’t couldn’t we’ll doesn’t wouldn’t o’clock

2.

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

let’s we’d wouldn’t they’ll shouldn’t who’d

3.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

couldn’t we’ll we’d who’d didn’t let’s wouldn’t doesn’t o’clock they’ll shouldn’t haven’t

7. Teacher check

Teac he r

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

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

afternoon second tonight tomorrow month fortnight yesterday minute

9.

to/mor/row yes/ter/day min/ute fort/night af/ter/noon to/night month sec/ond

r o e t s Bo r e p ok u S 10. Across: 1. o’clock 3. month 6. afternoon 12. doesn’t 15. they’ll 16. shouldn’t

© R. I .

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

. te

5. (a) the dog’s bone (b) the birds’ nest (c) the horse’s legs

o c . che e r o t r s super

6. b r e w e w l o v w a h i d o e s n ’t

v o w i h w g c s

e ’d h d v e h h h

n c o n c ’l w r o

R.I.C. Publications ®

’t k ’d ’t k l u t u

e t ’s t h e y ’l l

Down: 2. couldn’t 4. haven’t 5. wouldn’t 7. fortnight 8. didn’t 9. minute 10. we’d 11. we’ll 13. let’s 14. who’d

m . u

w ww

4. Teacher check

h s c o u l d n ’t

8.

ew i ev Pr

1.

u g h s c r s s d

o ’c l o c k p s n

o u l d n ’t l c ’t

11. (a) (b) (c) (d)

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the baby’s rattle the girl’s bag the boys’ shoes the rocket’s orbit

33

New wave spelling – Teacher resource book – D

Teacher information

Unit 12

Unit focus This unit focuses on choosing the grapheme le or el to represent a sound (phoneme).

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

• Discuss how some words have a double consonant to keep the preceding vowel sound short. Note: travel is an exception

to this rule.

• 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

Teac he r

peoples angles, n angled, n angling vegetables, vegetarian, vegetarians n simpler, n simplest, s simply s terribly puzzles, n puzzled, n puzzling travels, l travelled, l travelled, l traveller angels labels, l labelled, l labelling levels, l levelled, l levelling towels, l towelled, l towelling tunnels, l tunnelled, l tunnelling

ew i ev Pr

people angle vegetable simple terrible puzzle travel angel label level towel tunnel

© R. I .

C.Publ i cat i ons told tell, tells, telling golden • f orr evi ew pur posesonl y• older old, oldest

Revision words Word building

. te

m . u

cold, colder, coldly minds, minded, minding finds, found, finding grinds, ground, grinding, grinder blinds, blinded, blinding

w ww

coldest mind find grind blind

(Taken from Unit 12, Book C.)

Rules

o c . che e r o t r s super

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

Dictation 1.

2.

3.

4.

5.

6.

7.

It’s best not to travel by the tunnel when you find the traffic is busy.

It would be hard for people to build a house on that hill because of the terrible angle.

The label on the puzzle said that older children would find it simple to do.

Fill the pot with water so it is level with the vegetables.

She put a towel over the blind to help keep out the sun.

We were told to put the golden angel on the top shelf.

In the past, people still had to go outside to grind the flour even if it was the coldest day of the year.

New wave spelling – Teacher resource book – D

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Teacher information

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

terrible vegetable label tunnel people puzzle travel towel level angel/angle angel/angle simple

8.

Teac he r

p e o p l e p l e z

u v e g e t a b l e

z p b t v g e t z v

z e l r e p a s l t

l o e a l u n i e o

e a n v o n g m t w

a n g e l e l p h e

l e v l a b e l r l

s h r t u n n e l w

9. The top row all have old.

The bottom row all have ind.

simple angel/angle label people level angel/angle towel travel

10. (a) (b) (c) (d) (e) (f) (g) (h)

coldest golden told grind find mind blind older

blind coldest angle older terrible label simple

ew i ev Pr

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

t r t e r r i b l e

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

2. (a) vegetable, terrible (b) angle, angel 3.

Unit 12

11. older, © R. I .

C.blind Publ i cat i ons 12. Across: •f orr evi ew pur posesonl y• 3. puzzle

5. vege/ta/ble or veg/e/ta/ble

w ww

6. (a) tunnel, teacher check (b) puzzle, teacher check (c) terrible, teacher check

. te

7. (a) The vegetable soup tasted terrible. (b) Many people like to travel to warm places for holidays. (c) The road became level before it reached the tunnel.

6.

8.

11.

12.

13.

14.

15.

o c . che e r o t r s super Down: 1. tunnel 2. people 4. vegetable 5. find 7. level 9. towel 10. travel 11. angel 13. (a) (b) (c) (d) (e)

R.I.C. Publications ®

m . u

4. angel, angle, label, level, people, puzzle, simple, terrible, towel, travel, tunnel, vegetable

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labels, labelled, labelling travels, travelled, travelling tunnels, tunnelled, tunnelling levels, levelled, levelling towels, towelled, towelling

35

New wave spelling – Teacher resource book – D

Teacher information

Unit 13

Unit focus This unit focuses on the prefixes out, un, over and under.

Teaching points • Identify the base word for each list word where appropriate.

• Identify the one or two smaller words that make up each word.

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

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

List words Word building

Teac he r

outdoors outlines, n outlined, n outlining outbreaks undoes, undid, undone, undoing unties, n untied, s untying unawares, unawareness, aware, awareness overcasting

understands, understood, understanding, understandable

© R. I .

C.Publ i cat i ons slices, sliced, slicing spiced, spicy, spicier, • f ospicing, rr e vi ewspiciest pur posesonl y• prices, priced, pricing

Revision words Word building n

n

n

n

n

l

Q

Q

n

m . u

traces, n traced, n tracing places, n placed, n placing spaces, n spaced, n spacing faces, n faced, n facing

w ww

twice slice spice price trace place space face

(Taken from Unit 13, Book C.)

Rules

ew i ev Pr

outdoor outline outbreak undo untie unaware overboard overcast overhead underground understand underneath

. te

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

Note: The letters ie are replaced with y before ing is added. l Rule: When adding y to a word ending with e, drop the e before.

Q Rule: The y at the end of base words changes to i when a suffix is added. n

s

Dictation 1.

2.

3.

4.

5.

6.

7.

Our teacher was unaware of how black and overcast the clouds overhead were and sent us outdoors to play.

We could not understand how she could fall overboard twice in the same place.

The outbreak of flu on camp sent many children underneath their blankets until they felt better.

Please undo the knot in the lace and then untie your shoelaces before you have a slice of cake.

Can you trace the outline of the plan of the underground tunnel?

The price of the spices was far too much.

We left a space on the page for you to draw your face.

New wave spelling – Teacher resource book – D

36

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R.I.C. Publications ®

Teacher information

Unit 13

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

outbreak understand outdoor unaware undo underground overhead outline overcast underneath overboard untie

8. The words all have ice or ace. In all these words, the ce makes a soft s sound.

9.

slices, sliced, slicing faces, faced, facing traces, traced, tracing prices, priced, pricing places, placed, placing

r o e t s Bo r e p ok u S 10. Across: 2. undo 4. slice 5. outbreak 8. overhead 9. overboard 10. outdoor 12. underneath 13. underground 14. place 15. space

3. Teacher check

4. outdoor, outline, outbreak, overboard, overcast, overhead, underground, understand 5.

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

under, Teacher check un, Teacher check over, Teacher check out, Teacher check

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

outbreak unaware untie underneath overhead overcast outdoor underground

Down: 1. twice 3. overcast 6. understand 7. unaware 11. outline 13. untie

ew i ev Pr

Teac he r

2. unaware, outline

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

w ww

11. outstanding, outback, outgoing, outcry, outboard, outcast, outlaw, outdated, outburst, outside

. te

o c . che e r o t r s super

7. u n d e r s t a n d o u n d o g o a u u

n e o o r v r n n

d a u u o e e m d

e k t t v r u o e

r o b d e h n v r

R.I.C. Publications ®

n u r o r e a p g

e t e o c a w l r

a l a r a d a m o

m . u

© R. I .

C.Publ i cat i ons 6. (a) understand •f orr evi ew pur posesonl y• (b) overboard

t i k h s d r n u

h n u n t i e u n

v e r b o a r d d

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New wave spelling – Teacher resource book – D

Teacher information

Unit 14

Unit focus This unit focuses on the suffixes less, ness and ly.

Teaching points • Identify the base word for each list word.

• Identify any difficult parts of each word.

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

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

List words Word building

Teac he r

help, helps, helped, helping, helplessly, helpful, unhelpful, helper harm, harms, harmed, harming, harmlessly, harmful, harmfully care, cares, n cared, n caring, carelessly, careful, carefully, carer hope, hopes, n hoped, n hoping, hopelessly, hopeful, hopefully sick, sicken, sickening sad, s sadden, s saddens, sadly, s sadder, s saddest happy, unhappy, l happily, l unhappily, l unhappiness weak, weaker, weakest, weaken, weakened, weakly wise, n wiser, n wisest, wisdom, unwise l lovelier, l loveliest, l loveliness quiet, quieter, quietest, quietness, quieten, quietens, quietened, quietening l lonelier, l loneliest, l loneliness, alone

© R. I .

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

Revision words Word building

m . u

pages hugely, hugeness ledges bridges Q benches Q branches, branched, branching Q catches, caught, catching, catcher Q watches, watched, watching

w ww

page huge ledge bridge bench branch catch watch

(Taken from Unit 14, Book C.)

Rules

ew i ev Pr

helpless harmless careless hopeless sickness sadness happiness weakness wisely lovely quietly lonely

. te

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

Rule: Double the consonant to keep the preceding vowel sound short. l Rule: The y at the end of base words changes to i when a suffix is added.

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

s

Dictation 1.

2.

3.

4.

5.

6.

Their happiness turned to sadness as they watched the huge branches of the old tree being cut down.

The weakness he felt from his sickness made him helpless, so he wisely sat on the bench.

The lovely movie star felt very lonely in the big city and kept quietly to herself.

He was very careless and tore the page of a book he was reading.

It was hopeless to try to catch the toy boat as it floated under the bridge.

We put the harmless insect on the ledge next to the plant.

New wave spelling – Teacher resource book – D

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Teacher information

Unit 14

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

sickness harmless wisely happiness lovely hopeless helpless sadness weakness lonely quietly careless

9. In the top row the words end with ge or dge.

In the bottom row, the words end with ch or tch.

Teac he r (a) (b) (c) (d) (e) (f) (g)

11. (a) (b) (c) (d)

branch catch watch bench

r o e t s Bo r e p ok u S 12. (a) watch (b) homophones

3. Teacher check 4.

huge bridge page ledge

careless happiness lonely harmless wisely helpless hopeless

13. Across: 1. lovely 2. weakness 7. careless 9. huge 11. happiness 12. sadness 13. hopeless 14. wisely 15. harmless

ew i ev Pr

2. (a) careless (b) sadness

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

suffix added.

6. weakness, lovely, hopeless

w ww

7. (a) ly, Teacher check (b) less, Teacher check (c) ness, Teacher check

. te

o c . che e r o t r s super

8. a h a r m l e s s c l p c k w e a h h

o p e l e s s a e

v i q o a i o p l

e w u n k c s p p

l i i e n k a i l

R.I.C. Publications ®

y s e l e n d n e

o e t y s e n e s

v l l l s s e s s

Down: 1. lonely 3. sickness 4. catch/watch 5. page 6. helpless 8. quietly 10. bench

14. (a) wisely, lovely, quietly, lonely (i) wisely (ii) lonely

m . u

© R. I .

C.Publ i cat i ons 5. (a) happy •f orr evi ew pur posesonl y• (b) The y is changed to i and the

l y y y p s s s s

a r e l e s s l e

(b) Teacher check

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39

New wave spelling – Teacher resource book – D

Teacher information

Unit 15

Unit focus This unit focuses on the graphemes pt, lt and ft.

Teaching points • Identify each grapheme and how it is represented. Students will need to listen carefully and pronounce the endings clearly.

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

List words Word building

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

Teac he r

creep, creeps, creeping, creeper sweep, sweeps, sweeping, sweeper weep, weeps, weeping keep, keeps, keeping, keeper build, builds, building, builder adults leave, leaves, n leaving gifts swifter, swiftest, swiftly, swiftness shifts, shifted, shifting crafts, crafted, crafting, crafty lifts, lifted, lifting

ew i ev Pr

crept swept wept kept built adult left gift swift shift craft lift

Revision words Word building

© R. I .

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

w ww

m . u

outside inside yourself herself someone sometimes everyone everything

(Taken from Unit 15, Book C.)

Rules n s

. te

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

Rule: To make many words ending with f plural, the f is changed to v and es added.

Dictation 1.

2.

3.

4.

5.

We all wept as the cat we kept as a pet had crept away and we couldn’t find it.

She swept up the sand left outside all by herself.

He built a swift craft as a gift for someone who liked fishing in the river.

You will need an adult to help you shift that inside, as you won’t be able to lift it by yourself.

Sometimes it seems that everything you try to do for everyone does not make them happy.

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Teacher information

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

adult swept lift craft gift wept crept kept swift left shift built

2.

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

swept, swift crept, craft built left

3.

e – crept, swept, kept, left, wept a and u – adult i – gift, swift, shift, lift u and i – built a – craft

Unit 15

7. They are all compound words.

Teacher check of underlined compound words. (a) (b) (c) (d) (e) (f) (g) (h)

everyone someone sometimes yourself outside herself everything inside

r o e t s Bo r e p ok u S 9. everything, sometimes

ew i ev Pr

Teac he r

8.

10. Across: 4. shift 5. adult 8. swept 9. wept 12. everything 15. left

Down:

w ww

fabulous tree house. (b) The black cat crept up on the grey mouse. (c) On Saturday, we helped sweep the driveway. (d) He kept looking for his ruler but he didn’t find it. (e) She wept for a long time when her old dog died.

7.

8.

10.

11.

13.

14.

. te

r

i

f

c

r

a

f

t

f

t

e

e u

l

t

e p

f

t

k

s

s

q u

a w s

l

t

r

b p e

t

a

r

u k

f

h

i

t

w e p

t

b

s

e

f

u

s w

l m m

e p

l

i

t

o

l

d d a d u

l

t

r

p k t

c

a d

a r

s w

i

R.I.C. Publications ®

f

f t

weep, wept lift, lifted keep, kept sweep, swept shift, shifted build, built creep, crept craft, crafted

o c . che e r o t r s super

6. c g e w c a i s h r e

11. (a) (b) (c) (d) (e) (f) (g) (h)

kept/wept sometimes everyone crept inside gift

m . u

.

1. . craft © R. I C Publ i cat i ons 2. swift 3. built •f orr evi ew pur posesonl y• 5. (a) Last February, Dad built us a 6. lift 4. adult, built, craft, crept, gift, kept, left, lift, shift, swept, swift, wept

f

e m p

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41

New wave spelling – Teacher resource book – D

Teacher information

Unit 16

Unit focus This unit has two focuses: homophones and words that are easily confused.

Teaching points • Discuss what is meant by a homophone (words that sound the same but have a different spelling and meaning). Identify

the words that are homophones and underline the part that is different in each pair.

• Identify the words that are similar in spelling and pronunciation and are often confused. Underline the parts that are different

in each pair and practise the correct pronunciation.

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

List words Word building

Teac he r

weeks, weekly, weekend, weekday, weeknight weaker, weakest, weakly, weakness, weaken, weakens, weakened, weakening know, knows, known, knowing, knowledge newer, newest, newly, newness n wholly holes, holey tire, tires, s tiring, tiredly, tiredness tie, ties, l tying, untie chooses, chose, s choosing

ew i ev Pr

week weak knew new whole hole tired tied choose chose loose lose

looser, s loosest, loosely, looseness loses, lost, s loser, loss s

© R. I .

C.Publ i cat i ons they’ve they’ll, they’re, they’d f orr evi ew pur posesonl y• there’s • there’ll won’t

Revision words Word building

I’d (I had), I’m, I’ll

. te

m . u

what’s (what has), what’d, what’ll you’ve, you’ll, you’d we’re, we’ll, we’d

w ww

I’d weren’t what’s you’re we’ve

(Taken from Unit 16, Book C.)

Rules

o c . che e r o t r s super

Note: When adding ly to a word ending with le after a vowel, ly is usually added after the le. The word wholly is an exception to this rule. s Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix. l Note: The letters ie are replaced with y before ing is added. n

Dictation 1.

2.

3.

4.

5.

6.

The whole team chose to go next week as they knew they weren’t quite ready.

We’ve tied the ribbon in a loose bow and glued it on the front of the gift.

If we choose the right track there’s a chance we won’t lose the race.

If you’re feeling tired and weak you’d better not dig the hole until tomorrow.

They’ve built a new house, just like I’d done.

What’s the name they chose for their new baby?

New wave spelling – Teacher resource book – D

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Teacher information

Answers

week/weak weak/week whole hole new knew chose choose tired tied lose loose

8.

4.

5.

7.

f e h j y c h o s e

d w o u g h g s e a

i x l m v o m e d k

t i e d k o x q k r

i w x i v s u o n o

r l o o s e b t e s

e j t e y p o a w z

d u h g h o l e p t

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

© R. I .

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

w ww

6.

h n w e e k n l q w

9. The apostrophe shows where the choose, chose, hole, weak, week, letters have been left out. whole 10. (a) there’s (a) weak (b) weren’t (b) lose (c) I’d (c) new (d) they’ve (d) loose (e) you’re (e) tired (f) what’s (g) won’t (a) chose (h) we’ve (b) tied

(c) loose 11. ‘t – won’t, weren’t (d) tired ‘ve – they’ve, we’ve (e) hole/whole ‘s – there’s, what’s ‘d – I’d (a) Choose ‘re – you’re (b) tired (c) loose 12. Across: Sentences – Teacher check 2. week 5. what’s hole, whole, knew, week 6. choose 9. hole (a) choose 11. loose (b) loose 13. tired (c) whole 14. knew (d) tired (e) knew Down: (f) chose 1. tied (g) lose 2. won’t (h) tied 3. whole (i) new 4. you’re (j) hole 5. weren’t (k) weak 7. chose (l) week 8. weak 10. lose 12. new

Teac he r 3.

a l t k l b s f c r

ew i ev Pr

2.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

. te

m . u

1.

Unit 16

o c . che e r o t r s super

13. Teacher check

R.I.C. Publications ®

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43

New wave spelling – Teacher resource book – D

Teacher information

Unit 17

Unit focus This unit focuses on adding the suffixes ly and ed to base words ending with y.

Teaching points • Identify the base word for each list word.

• Discuss how the y changes to i in each base word when a suffix is added.

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

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

List words Word building

Teac he r

happy, n happier, n happiest, n happiness merry, n merrier, n merriest, n merriment, n merriness busy, n busier, n busiest, busyness worry, n worries, s worrying, n worrier marry, n marries, s marrying dirt, dirty, n dirties, s dirtying, n dirtier, n dirtiest copy, n copies, s copying study, n studied, s studying, n studious, n studiously carry, n carried, s carrying, n carrier party, n partied, s partying empty, n emptied, s emptying, n emptier, n emptiest bury, n buried, s burying

© R. I .

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

Revision words Word building

m . u

orders, ordered, ordering, orderly boards, boarded, boarding, boarder talks, talked, talking, talker sores soars, soared, soaring walks, walked, walking, walker straws

w ww

order board talk sore soar walk straw more

(Taken from Unit 17, Book C.)

Rules

ew i ev Pr

happily merrily busily worried married dirtied copied studies carries parties empties buries

. te

o c . che e r o t r s super

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

Dictation

1. Dad talks merrily as he carries more rubbish to the bin and empties it. He also buries the vegetable scraps and bits of straw in the garden bed.

2. They have been happily married for forty years.

3. To help him with his studies, he busily copied the written papers he had ordered.

4. Mum was worried that the sore on my foot wouldn’t heal if I dirtied it by having bare feet.

5. We saw a plane soar into the sky as we walked along the road to the airport.

6. The boarding school we go to will be holding several parties over the year.

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Teacher information

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

married copied buries happily merrily parties dirtied worried busily studies carries empties

7.

Unit 17 s t u d i e s d c m

e m p t i e s p a e

a h c m b i c a r l

m a o e j h w r r b

a p p r n o o t i u

r p i r b u r i e s

r i e i p w r e s i

i l d l g t i s f l

e y s y q z e k a y

d i r t i e d x v y

r o e t s Bo r e p ok u S 8. Teacher check

Teac he r 3. Across: married

Down: merrily busily

4.

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

worried dirtied busily parties copied merrily carries

5.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

marry study bury dirty merry busy carry happy copy worry

9.

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

talk board soar walk order sore straw more

ew i ev Pr

2. (a) happily, merrily, busily (b) hap/pi/ly, mer/ri/ly, bu/si/ly

.

3. . parties © R. I C Publ i cat i ons 5. buries 7. carries •f orr evi ew pur posesonl y• 9. sore

dirtied happily board married busily

Down: 1. walk 2. order 4. studies 6. merrily 7. copied 8. worried 10. emptied

o c . che e r o t r s super

6. (a) worry, worries, worried, worrying (b) study, studies, studied, studying (c) marry, marries, married, marrying (d) dirty, dirties, dirtied, dirtying (e) copy, copies, copied, copying (f) bury, buries, buried, burying

R.I.C. Publications ®

11.

12.

13.

14.

15.

m . u

w ww

. te

10. Across:

11. (a) (b) (c) (d)

parties worries copies empties

12. (a) happily, merrily, busily (b) Teacher check

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45

New wave spelling – Teacher resource book – D

Teacher information

Unit 18

Unit focus This unit focuses on choosing the grapheme ore, oor, oar or our 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 other words to add to each list.

List words Word building

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

Teac he r

scores, n scored, n scoring, n scorer, n scorers, scorecard ignores, n ignored, n ignoring stores, n stored, n storing doors, doorway floors, floored, flooring, floorboard poorly roars, roared, roaring boars board, boards, boarded, boarding fours, fourth, fourths four, fours, fourths courts

Revision words Word building

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• warm, warms, warmed, warming, warmly warn, warns, warned wars, s warred, s warring warts dwarfs or l dwarves wardrobes swarms, swarmed, swarming warps, warped, warping

w ww

(Taken from Unit 18, Book C.)

Rules

. te

m . u

warmth warning war wart dwarf wardrobe swarm warp

ew i ev Pr

score ignore store door floor poor roar boar boarder four fourth court

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

Rule: Double the consonant to keep the preceding vowel sound short. l Rule: To make some words ending with f plural, the f is changed to v and es is added. n

s

Dictation 1.

2.

3.

4.

5.

6.

7.

The boarder tried to ignore the warning about the swarm of bees near the shed door.

Can you help me to store some more boxes on the fourth shelf in the wardrobe to get them off the floor?

The roar of the wild boar could be heard across the tennis court.

A dwarf is a person of small size.

The team kicked such a poor score that the coach made four extra training runs.

Because the door was warped and would not close, we had to use extra blankets for warmth.

The words war and wart contain three of the same letters.

New wave spelling – Teacher resource book – D

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Teacher information

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

door four roar boar fourth score floor boarder poor ignore store court

9.

Unit 18 a u l g f b m f q x

e i g n o r e o m l

h a t b u k n u w s

c b o a r d e r y f

o o b k t s r x t b

u a p h h o c g f s

r r o a r u j w l c

t z o i d o o r o o

i d r u y t r n o r

j e d p q s t o r e

14. Teacher check 15. paw, pore

r o e t s Bo r e p ok u S 10. They all have war.

3.

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

boar four score floor store roar door poor

11. (a) (b) (c) (d) (f) (g)

dwarf swarm wart warp warmth warning

12. (a) (b) (c) (d) (e) (f) (g) (h)

wardrobe swarm dwarf warning warp wart war warmth

ew i ev Pr

Teac he r

2. ignore, boarder

© R. I .

C.Publ i cat i ons 5. (a) doorknob •f orr evi ew pur posesonl y• (b) storeroom

(c) scoreboard/floorboard (d) courtyard (e) doorway

6

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

w ww

boarder score roar fourth store

. te

o c . che e r o t r s super

7. boar, court, door, floor, four, fourth, poor, roar, score, store 8. (a) boarder (d) ignore

R.I.C. Publications ®

13. Across: 2. boar 3. dwarf 6. four 7. score 10. floor 11. store 12. roar 13. boarder 14. wart

m . u

4. boarder, fourth, poor

Down: 1. poor 4. wardrobe 5. door 8. ignore 9. count 10. fourth 11. swarm

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New wave spelling – Teacher resource book – D

Teacher information

Unit 19

Unit focus This unit focuses on difficult words with a mathematical theme.

Teaching points • Identify the difficult parts of words.

• Break each word into syllables, where appropriate; e.g. mil/li/me/tre.

• Discuss the re ending of some of the words.

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

List words Word building

Teac he r

grams kilograms metres millimetres centimetres kilometres hundreds, hundredth, hundredths thousands, thousandth, thousandths millions, millionth, millionaire, millionaires litres millilitres tonnes

w ww

crumbs, crumble, crumbles, n crumbled, n crumbling, s crumbly combs, combed, combing ghosts, ghostly knows, knew, knowing, knowledge numbs, numbed, numbing, numbly honesty, honestly knobs, l knobby, l knobbly wraps, l wrapped, l wrapping, unwrap

(Taken from Unit 19, Book C.)

Rules

. te

m . u

© R. I .

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

Revision words Word building crumb comb ghost know numb honest knob wrap

ew i ev Pr

gram kilogram metre millimetre centimetre kilometre hundred thousand million litre millilitre tonne

o c . che e r o t r s super

Rule: When adding a suffix beginning with a vowel to most words ending with e, the e is dropped before adding the suffix.

Rule: When adding ly to words ending with le after a consonant, change the e to y. l Rule: Double the consonant to keep the preceding vowel sound short. n

s

Dictation 1.

2.

3.

4.

5.

6.

7.

One thousand grams makes one kilogram.

How many millilitres of water will I need to make one litre?

One hundred centimetres make one metre and one million millimetres make one kilometre.

I will need one thousand kilograms of crumbs to make one tonne!

We felt numb with fear when we saw a ghostly shape at the window.

I was honest and told Mum that I had broken the knob on the wardrobe door.

She knows the best way to gift wrap the brush and comb.

New wave spelling – Teacher resource book – D

48

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Teacher information

Answers 1.

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

hundred million thousand centimetre gram litre kilometre tonne metre millimetre kilogram millilitre

7.

million hundred thousand gram kilogram millilitre tonne centimetre millimetre litre kilometre metre

12. Across: 5. litre 6. tonne 7. thousand 10. comb 14. gram 15. millimetre

1 syllable – gram, tonne 2 syllables – hun/dred, thou/sand, me/tre, li/tre, mil/lion 3 syllables – ki/lo/gram 4 syllables – mil/li/me/tre, cen/ti/ me/tre, ki/lo/me/tre, mil/li/li/tre

8.

t t o n n e m d a m

h k e i l c i k s i

o i g r a m l i h l

u l m m h a l l u l

s o i e l b i o n i

a m l t i f l g d m

n e l r t l i r r e

d t i e r j t a e t

m r o g e k r m d r

c e n t i m e t r e

Down: 1. honest 2. million 3. metre 4. knob 8. numb 9. kilogram 10. centimetre 11. millilitre 12. hundred 13. kilometre

ew i ev Pr

Teac he r

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

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

2. The more common way to spell the sound is er, not re.

3.

Unit 19

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

hundred/thousand/million kilometre litre hundred tonne

© R. I .

C.Publ i cat i ons 9. Teacher check •f orr evi ew pur posesonl y• 5. (a) kilogram 10. comb, crumb, ghost, honest, knob, 4. (a) hundred (b) thousand (c) million

(b) millilitre (c) centimetre (d) tonne

6.

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

w ww

metre kilometre metre kilogram litre tonne hundred thousand

know, numb, wrap

. te

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11. (a) (b) (c) (d)

numb ghost wrap know

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Teacher information

Unit 20

Unit focus This unit focuses on the grapheme ea to represent a sound (phoneme).

Teaching points • Identify the phoneme and how it is represented. Discuss how it makes a short e sound.

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

List words Word building

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

Teac he r

heads, headache leaden, leadenly breads, breadknife, breadcrumb, breadboard spreads, spreading

breakfasts, breakfasted, breakfasting n heavier, n heaviest, n heavily, n heaviness deafen, deafened, deafening, deafeningly, deafness n deadlier, n deadliest, n deadliness n steadies, n steadied, s steadying, n steadier, n steadiest, n steadily, n steadiness threads, threaded, threading

Revision words Word building

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C.Publ i cat i ons •f orr evi ew pur posesonl y• backward, backyard, backstroke, backbone, background lucky, n luckily, n luckier, n luckiest comics, comical picnics, l picnicked, l picnicking tricks, tricked, tricking, tricky, n trickier, n trickiest shocks, shocked, shocking panics, l panicked, l panicking, l panicky traffics, l trafficked, l trafficking

w ww

(Taken from Unit 20, Book C.)

Rules

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back luck comic picnic trick shock panic traffic

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head lead bread spread instead ahead breakfast heavy deaf deadly steady thread

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Rule: The y at the end of base words changes to i when a suffix is added.

Rule: The y is retained when adding ing to avoid ii being written (two exceptions are taxiing and skiing). l Rule: Words that end with ic add k before adding the suffixes ed, ing or y. n

s

Dictation 1.

2.

3.

4.

5.

6.

Do you spread butter and jam on your bread at breakfast?

The traffic was so heavy on the way to the picnic that we had to turn back and go somewhere else instead.

We got a shock and began to panic when we saw the deadly snake ahead of us in the long grass.

The trick to writing a good comic book is to tell funny jokes.

His legs felt like lead and he tried to keep steady as he threaded his way up the winding trail.

They are hoping, that with a bit of luck, the blow to her head will not make her deaf.

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Teacher information

Answers (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

bread head instead lead heavy steady deadly thread deaf spread ahead breakfast

8.

3.

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

deaf/lead head deaf bread thread heavy

4.

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

thread bread breakfast deadly heavy/lead instead heavy

e i b j b r e a d r

a n s p r e a d e e

d e a f e a h e a a

a c h d a h e a d k

f m n b m h c x l f

l s t e a d y m y a

e r r k l t f z a s

a p a t h r e a d t

d a i n s t e a d p

12. The word lead pronounced with a long e can mean to guide someone or a lead on an animal such as a dog.

13. leather, pleasant, weapon, feather, weather, breath, wealth

r o e t s Bo r e p ok u S 9. Each word has the same sound made by c or ck.

10. (a) One syllable – back, trick, luck, shock Two syllables – comic, panic, picnic, traffic (b) The ck sound was used at the end of one-syllable words. (c) The c sound was used at the end of two-syllable words.

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Teac he r

2. instead, deadly

h g w h e a v y j b

11. Across: © R. I .

C.Publ i cat i ons 1. steady 5. head •f orr evi ew pur posesonl y• 7. back

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5. (a) Is the lead pipe too heavy for Mr Jones to carry? (b) Tony, beware of the deadly snake on the road ahead. (c) Did Sam and Tara have bread and butter for breakfast? (d) Zak decided to spread jam on the toast instead of honey.

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8.

10.

13.

14.

15.

deaf comic thread breakfast deadly

Down: 2. trick 3. ahead 4. lead 5. heavy 6. panic 9. bread 11. instead 12. spread

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6. ahead, breakfast, deadly, heavy, instead, steady 7. (a) lead (b) bread, breakfast, spread, thread

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m . u

1.

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Support material

Spelling games and activities

The following games and activities on pages 52–57 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 already 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; softest: soft, test, of For example: whistle

w

i

s

e

Make word snakes

fa

re

st

are care

ra

respar

For example: hard + est = hardest

Make word sums

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Teac he r

Make word shapes

e

m

are

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

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Write rhyming words for list words

For example: initial/final letters, syllables, vowels or consonants, initial blends, graphemes, students’ choice

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Sort words according to different criteria

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Find antonyms, synonyms or homophones for appropriate For example: darkest/lightest, wrong/incorrect, stair/stare list words

Find homographs (words which are spelt the same but For example: puzzle – crossword puzzle etc.

puzzle – to confuse, perplex have a different meaning) for appropriate list words Add suffixes such as s, ed, ing, er and est

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

Rank words from the easiest to the most difficult to spell For example: gram 1

tonne 2 or vice versa

thousand 3

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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; Is the softest pillow also the thickest?

Write a paragraph using given list words

For example: Yesterday, I took one minute to run around the oval. Tomorrow, I will try to take 50 to 55 seconds. If I practise for a fortnight, I should continue to improve.

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

Complete an alphabet search using a pattern or a rule

For example: army, baby, creepy, diary etc.

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

Complete words with missing vowels, consonants, focus For example: m_ll _m_tr_ = millimetre sound etc.

For example: race is an anagram of care Find anagrams for appropriate list words Write plurals for list words

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Teac he r

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

Discuss rules for words ending with y (party, parties), f (leaf, leaves), ch (child, children) etc.

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C.Pub i catravelling t i on s Forl example: – travel •f rbyr e vi pur os es ocycling nl y• Change the tense ofo words adding ede orw ing. Identify Forp example: cycle, cycled, Write the base word for list words

rules for adding suffixes

Make words from the rearranged letters of a list word

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Change a letter in a word to make a list word

Also discuss how some words change: build, builds, built, building For example: stranger, stronger

For example: breakfast – break, fast, star, tar, beak, freak, fear, ear.

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Identify incorrect list words in a sentence and rewrite correctly

For example: Broccoli is a vegitable that tastes terable.

Use secret codes to discover list words

For example:

b 1

m 2

s 3

o 4

i 5

n 6

m i l l i o 2 5 7 7 5 4

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l 7

u 8

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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

Jumble list words and swap with a partner For example: sister the than is My taller doctor.

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: My sister is taller than the doctor.

These can be made using grid paper with approximately 10 x 10 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

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Teac he r

Make word searches or crosspatches and swap with a partner

For example: Is a millimetre longer than a centimetre?

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

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C.Publ i cat i ons Brainstorm banks of words using the same grapheme or For example: grapheme oreo – score, store, before phoneme •f orr evi ew p ur p se so nl y• phoneme long u – juice, shampoo, screw, true

Create memory helpers (mnemonics) for list words

For example: yours ours is in yours

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Create sentences that show the meaning of a list word, in For example: A calf is a young cow. pairs, and compare, in groups

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

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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.

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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 – D

For example: The beginning of a game using the word choose 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.

Explanation

In pairs, use a dictionary to add suffixes and prefixes to list words. Highlight them and discuss any changes to the list word.

For example; spare, spares, spared, sparing

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

In ‘Tic tac toe’, each player uses a list of words with a common grapheme as their ‘noughts and crosses’. For example, in the game below, Player One used a bank of oor words and Player Two a bank of air words.

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

poor

fair

Hold simple class spelling competitions

stair

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Teac he r

Strategy

chair

floor

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

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

C.Pub l i c a t i o n letters in the correct order in which they occur in each word.

Students questions thatn require a yes/no f orr evi ew pur poasks eso l y •response to Play ‘Guess • my word’ guess the mystery spelling word. A student is then required to Play ‘Hangman’, or a similar game called ‘Shannon’s game’

write the word correctly on the board.

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 end with est?’ Questions can be limited (three only).

In each game, the word needs to be written on the board at the end by a student.

Students write quiz questions for spelling words and give For example: ‘What word is a homophone of poor?’ (pour) them to another pair to solve. Alternatively, a ‘quiz night’ could be held using multiple lists.

For example: Students write secret word clues for list words. Hold a Take p from pencil and add st. (stencil) competition to see who can guess the word first or who can guess it correctly. Clues could be given orally or written.

Find the word that comes before and after a list word in a For example: centimetre, centipede, centre dictionary. Write them down.

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w ww

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

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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 52–55 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 teeth’.

ew i ev Pr

Teac he r

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

Encourage students to look around the classroom for the Display charts of colour names, days of the week, months of the year, sentences about topics of interest, antonyms, spelling of words they may need synonyms, homophones, difficult words etc.

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

r

c

r

e

p

t e

o

a

r

e

a

b

r

m

e

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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 Decorate or illustrate list words e t

h

u

i

d

d

e

n

af

l

o c . che e r o t r s super eaf leaf leaf le leaf l af

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f leaf leaf leaf le f lea a a e

f le

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

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student guesses and writes the word. Other words can be decorated by outlining in different colours or creating patterns.

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

For example:

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

For example: Wed/nes/day instead of the conventional syllabification Wednes/day (Wenzday).

soar, board order, sport

raw, straw score, ignore

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 52–55 will also be suitable and can be modified to suit the needs of the student.

Strategy

Explanation

Encourage students to look at difficult words, focus on For example; the problem parts of February are that the r the problem part(s), close their eyes and visualise it, and is often left out and it is a proper noun that needs a capital then write it letter.

r o s e l t i n e t s B r e oo p u k 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.

= listen

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: space matches ship or craft, and can also have s, ed or ing added to it.

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 goes away before ing comes to stay (rhyme/rhyming, circle/circling), but not after tiptoe/ tiptoeing

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Teac he r

Make alphabet books to use as personal dictionaries

© R. I .

C.Pub l i cat i ons For example: h_p _il_ (happily) •f orr evi ew pur posesonl y• For example: Find words that rhyme with the list words. Highlight Write the list words, leaving out some letters. Complete the words the next day.

Prepare sentences or questions with missing list words for students to write the correct word in the space

For example: Did you ____ hard ____ I was out of the room? (work, while)

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glue, true, blew, shampoo, due, crew

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those that are spelt the same.

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Make new words by writing letters in front of or after a grapheme

For example: street, strong, strain

father, mother, older

Play ‘Word sort rummy’

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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Support material

Photocopiable spelling games and activities

New words My new word is

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

1. (a) Say your word.

(b) Clap the syllables.

(c) My word has

(c) The middle letter(s) is/are …

4. A word that rhymes with my word is

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 5. My word means

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7. Can you draw your word or somebody . t acting out your word? o Colour an apple e every time you write c . your new word correctly. che e r o r st super

6. Cover your word.

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(b) My word ends with the letter(s) …

syllables.

3. Write your word in a sentence.

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Teac he r

2. (a) My word begins with the letter(s) …

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Support material

Photocopiable spelling games and activities

Secret words Write clues to match eight spelling words.

For example: take t from stare and add p.

Add less to help.

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

1.

2.

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Teac he r

3.

4.

5.

6.

7.

8.

Guess

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Word jumble

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Select eight spelling words and jumble the letters. Can your partner guess and correctly spell the words you have chosen?

For example: duehrnd = hundred

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Jumbled word

1.

2.

3.

Guess

4.

5.

6.

7.

8.

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Support material

Photocopiable spelling games and activities

Noughts and crosses • Choose five spelling words with a common sound.

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

dairy

chair

floor

door

poor

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Teac he r

• Ask a partner to do the same for a different sound. In this example, one player used air words, and another oor words. The first person to get three in a row wins!

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

w ww

Write six spelling words with at least three letters missing.

For example, v _ g _ _ a _ l _ = vegetable. Swap with a friend and time how long it takes to correctly write all six words.

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Mystery words

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Support material

Photocopiable spelling games and activities

Secret codes • Invent your own secret code by • Write six list words writing a number from one to 26 in using your secret the boxes below. code and give them to a partner to solve.

b = c =

s =

k =

t =

Teac he r

d =

j =

e =

n =

w =

f =

o =

x =

g =

p =

y =

h =

q =

z =

i =

r =

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r o e t s Bo = r e ok= l = pu = u mS = v =

a =

= = = =

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

(Numbers do not have to be in order.)

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Sink the ship!

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You and a partner will need a grid each to play this game.

1. Choose eight spelling words (‘ships’) each and write each one in a square in the grid. Make sure your partner can’t see!

2. Take turns to call out a grid coordinate where you think a ‘ship’ might be.

If you are correct, you must spell the word correctly to sink the ship!

3. The winner is the first to sink his or her partners eight ships.

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(Hint – the game is easier if you mark your grid when you miss or hit)

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ly

+ + + + + + + + m + .u +

less er

Write 10 spelling words. Make a new word by adding an ending.

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

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y

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Word building

Photocopiable spelling games and activities

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Teac h ful est e r

Support material

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Support material

Photocopiable spelling games and activities

Spelling busy bee Write 10 spelling words.

1.

2.

3.

5.

6.

7.

8.

9.

10.

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

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Teac he r

4.

Write them in alphabetical order.

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C.Publ i cat i ons •synonym f orr e vi ew pur peach ose sonl y• Write a and an antonym for word.

Word

Synonym

Antonym

7.

8.

9.

10.

1.

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2.

3.

4.

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5.

6.

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More activities: • create a crosspatch with clues

m . u

• find rhyming words

o c • put the words . c e h

r into a short story er o t s sup r

e • write a concrete

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(shape) poem using your words

• create a word search

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Support material

Spelling strategy cards

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

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Teac Meaning he r

Meaning

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• Do I know what parts of the word mean?

• Can I use it in a sentence?

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• What does the word mean?

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Support material

Spelling strategy cards

• Can I pronounce the word correctly?

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

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Teac he Hearing r

Hearing

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

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• Can I break it into parts?

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Support material

Spelling strategy cards

• What letters make the sounds?

• Can I see the word in my head?

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

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SeeingTeach er

Seeing

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• Is it like another word?

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Support material

Spelling strategy cards

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

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Teac Remembering her

Remembering

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u

mI can use?

• Is there a trick .

• Is there a spelling rule?

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• What is the difficult part?

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Spelling strategy cards

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Teac Reflecting he r

Reflecting

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• Could I have used some other ways of learning?

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• How do I feel?

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• Did I use good strategies?

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Support material

Spelling strategy cards

• Can I use the word in my writing?

• Can I now spell other words with similar patterns?

• Can I use the word in dictation?

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

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Teac Applying her

Applying

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Support material

Photocopiable poster

For every

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

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Teac he r

spelling word,

Look

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Say

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

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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

signed

you’re a spelling cHamp!

o c . che e r o t r s super

signed

m . u

date

thank you for your effort

big improvement in spelling

for a

presented to

w ww

. te

date

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Individual recording sheet

Student name:

Year:

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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 – D

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Unit 20

Unit 19

Unit 18

Unit 17

Unit 16

Unit 15

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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

w ww

. te

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