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RIC-6347 3.7/707


Copyright Notice Spelling: Workbook and interactive CD teachers guide (Book D)

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Titles available in this series:

Spelling: Workbook and interactive CD teachers guide Book A Spelling: Workbook and interactive CD teachers guide Book B Spelling: Workbook and interactive CD teachers guide Book C Spelling: Workbook and interactive CD teachers guide Book D Spelling: Workbook and interactive CD teachers guide Book E Spelling: Workbook and interactive CD teachers guide Book F Spelling: Workbook and interactive CD teachers guide Book G

Except as allowed under the Copyright Act 1968‚ any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers‚ students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above‚ please contact the Publisher.

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Published by R.I.C. Publications® 2011 Copyright© R.I.C. Publications® 2011 ISBN 978-1-921750-19-9 RIC–6347

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A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

This information is provided to clarify the limits of this licence and its interacti‚m‚on with the Copyright Act. For your added protection in the case of copyright inspection‚ please complete the form below. Retain this form‚ the complete original document and the invoice or receipt as proof of purchase.

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

Date of Purchase:

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Supplier:

School Order# (if applicable):

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Internet websites

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

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au


Contents Teacher Information ................................................. iv – vi

Foreword Phonics and the Common Words

Spelling Timetable............................................................1 Alternative Timetable.........................................................2 Blank Timetable...............................................................3

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• making it clear what has to be learnt

• dividing material into manageable chunks • teaching in a well-considered sequence

Metacognitive approach resources – an approach which encourages students to become successful independent spellers and thinkers.

Teachers Notes............................................................4–5 Question Type Charts..................................................6–13

Core photocopiable resources – a range of resources which can be used regularly throughout a spelling program.

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Teaching and learning spelling are progressive processes, which are structured in this scheme by marrying phonics with ‘common words’. Students learn best when spelling is taught systematically and in a structured manner over time. Spelling needs explicit instruction for the majority of students, particularly for those who fail to ‘catch it’ because of inherent difficulties. The NLS framework for teaching (Beard 1998) recommended that successful management of the teaching of spelling should include structured teaching, which involves the following, all of which are an integral part in the Spelling: Workbook and interactive CD series:

Timetable – a suggested timetable that can be adapted to suit different class needs.

• using material in which students make use of hunches and prompts

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

• regular testing for progress

List Words (Book D)................................................16–17

• immediate feedback

Spelling Partners............................................................15

Supplementary resources – extra ideas to support a spelling program, covering a range of ability levels.

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This phonic-based, multisensory spelling series introduces strategies that feature Look, Say, Trace, Cover, Write and Check. The series promotes independent learning of spelling in context and features a proven metacognitive approach. This metacognitive approach encompasses logical and systematic thinking, combined with the skills of visualisation, emotion and creativity. By using all aspects of thinking, students not only learn how to spell but also learn how to retain and use these words in context.

Success with this series is achieved through the reinforcement activities provided in the Spelling: Workbook and interactive CD series. These workbooks cover the strategies in a fun, creative way, ensuring that both the child and the teacher enjoy the learning process. The teachers guides provide the metacognitive strategies. These are clearly outlined using flashcards, assessment sheets, extra activities, guidelines for use with children with special needs, extension activities for more able students, dictation, word lists and answers.

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Children with Special Needs......................................24–25 New Words...................................................................26 Spelling Extension..........................................................27

Incentives – photocopiable games to encourage better spelling and certificates to reward progress. Spelling Games.......................................................28–30 Certificates....................................................................31

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Each workbook contains 18 lists of phonic-based, commonly used words to develop a base vocabulary for primary school students. These help to develop independent spellers through a variety of activities, including: • • • • •

Additional Activities..................................................18–23

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Matching Teaching Methods to Learning Styles

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

Assessment – photocopiable worksheets for recording of results by teachers/students.

Teachers Notes..............................................................32 Pre-test/Post-test Template..............................................33 Individual Word Checklist..........................................34–36

Anecdotal Records.........................................................37 Test Checklist.................................................................38

Teachers Notes for each unit – two pages for each unit, providing list focus, dictation, word building, additional activities and answers. Units 1–18..............................................................39–56 Word Search Answers...............................................57–61 List Words (whole series).........................................62–68

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

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Each word list table has a series of columns. After learning each word, students should hide their word with their hand and write it in the first ‘Practise’ column. This should be repeated after a few days, but written into the second ‘Practise’ column. To help evaluate his/her progress, if the student spells the word correctly in the test, a tick should be placed in the ‘T’ column. A tick should be placed in the ‘D’ column if the word is spelt correctly in the dictation. Problem words can be recorded in the ‘Difficult Words I Have Found’ table on page 74, for revision.

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The first page of each unit contains the list words. Before the students see the list, it is recommended that the words are pre-tested. This can be used as a benchmark for how well the students learn the list or which words they need to focus on throughout the unit.

Look, Say, Trace, Cover, Write, Check – This represents the basic method recommended for word learning. Students should follow this multisensory process when learning each word. It is a proven method of retaining a word in the memory and should be a procedure that is followed consistently, to assist with the learning of further words.

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Say each letter aloud: either as its letter name or its sound.

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Look at the word. Look for words within words. Look at the shape of the word.

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Trace each letter as the sound is said. This will reinforce the kinaesthetic movement and sound pattern and become a physical and auditory memory.

Cover the word. (A time factor can be built into this part. Test after one minute, 10 minutes, one hour, the next day etc.)

Write the spelling word.

Check the word with the original.

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Teacher Information Each unit contains word building and word study activities. A bank of activities are used throughout the book, including: • unjumbling words • word worms • finding small words • crosswords • word searches • synonyms • antonyms and many more.

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The unit list is repeated for further reference on the third page of each unit, along with a revision list of words from the previous level of Spelling: Workbook and interactive CD. Regular revision tests are recommended to ensure previous list words are kept current in the student’s memory.

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A word building template is found on page 14 of this book. This can be used for each unit of words. Word building examples for every list word are found on pages 39–56 of this book.

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The fourth page of each unit includes Additional Activities, to be done by the students. Their aim is to provide students with several opportunities to write the list words and to use them in various ways. These activities can be used with any of the units in the book.

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For every spelling list, remember to:

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Cover

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Spelling Timetable Teachers can use the activities in Spelling: Workbook and interactive CD to suit the needs of their class and the amount of time available for spelling. A 10-day spelling program for each list is suggested as one way of using this workbook. It is based on 25 minutes being set aside each day, which could be a combination of class work and homework. Teachers can add to or delete from this timetable, according to their needs. This timetable features a metacognitive approach, which is explained in detail on the following pages. Daily partner testing is a key feature of the timetable, allowing students to practise three to five list words at a time. A worksheet for recording partner test results is provided on page 15.

DAY ONE

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• Partner test 6 (3–5 words) • Revise the patterns for this list using the metacognitive approach. • Brainstorm other words that follow the same patterns. • Spelling game or activity • Begin word search.

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

DAY TWO

DAY SEVEN

• • • • •

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

Partner test 2 (3–5 words) Spelling game or activity (See pages 28–30.) Revise the patterns for this list. Complete page 2 activities. Begin to make list of ‘Difficult Words I Have Found’.

DAY THREE

DAY EIGHT

• • • •

• • • •

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Complete a partner activity. (See pages 20–23.) Complete additional activities. Begin page 3 activities. Partner test 3 (‘Difficult Words I Have Found’)

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

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

DAY FIVE

DAY TEN

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

• • • • •

Partner test 10 (3–5 words) Test of list words (See page 33.) Recording of scores and self-evaluation Revision of list words Informal activities (See pages 20–23.)

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Alternative Timetable This alternative timetable is suggested for teachers who prefer to follow a less formal schedule of activities. It uses a metacognitive approach to learning spelling. Further information about this method and resources is provided on pages 4–13. Teachers can modify this timetable to suit their students’ level of ability. Self-testing or partner testing and recording should be integrated throughout the program at the teacher's discretion.

DAY ONE

DAY SIX

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• Revision of patterns—reminding students to find the strategy that best suits their learning style—using the metacognitive approach.

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• Pre-test list and introduce words using metacognition strategies. (See pages 4–13.) • Use ‘Look, Say, Trace, Cover, Write and Check’ to practise writing words from memory.

DAY TWO

DAY SEVEN

• Begin workbook activities; use as short consolidatory activities rather than as a complete lesson.

• Consolidation and practice using games or activities (See pages 18–23 and 28–30.)

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• Consolidation and practice using games or activities (See pages 18–23 and 28–30.)

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• Use workbook for short consolidatory activities. • Practise and test each other. (See page 15.)

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• Use workbook for short consolidatory activities. • Play reinforcement games.

• Consolidation and practice using games or activities (See pages 18–23 and 28–30.)

DAY FIVE

DAY TEN

• Dictation passage (See pages 39–56.)

• Dictation and adding 'Difficult Words I Have Found' to next word list • Recording of scores and self-evaluation

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

DAY ONE

DAY SIX

DAY THREE

DAY EIGHT

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Metacognitive Approach Aim: To encourage students to become successful independent spellers and thinkers. Introductory Stage • Each category of questioning (clarifying, literal, inferential, personal, visualising, predictive, summarising and reflective) should be explained to the students. It is important that they understand what kind of question they are asking. • Not all cards will be relevant to every situation. On occasion, they will be. • Some of the questions may appear to be the same but are repeated under different categories. This is because the context is different and this should be explained to the students.

Preparation Stage

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Modelling Stage

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• The teacher chooses a suitable spelling word. A word that encompasses all the categories of questions is better. However, it should be stressed that not all categories are relevant to every word; for example: ‘yesterday’. • The cards are displayed for all students to see. Teachers might prefer to enlarge the cards to A3 when photocopying or to laminate them. (See pages 6–13.)

• The teacher models a word; for example: ‘yesterday’. The teacher demonstrates the thinking process involved by applying the questions suggested in the relevant categories and ‘talking’ through his or her answers. • Allowing students to interact with the teacher using this process can be very productive.

Explanation of Question Types Clarifying questions are questions that make words, phrases or concepts clear and understandable.

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For example: What is the word?

yesterday

What does this word mean?

the day before today

Does it have an easily recognisable root?

Can the word be broken into smaller sounds?

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yes­/ter/day

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Literal questions are questions that have a straightforward answer found in the text.

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For example: What is the tricky part of the word?

ter

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day

Is there a rule for this word?

no

Inferential questions are questions that ask a student to deduce answers from the text. For example: Can I think of some other way to help remember how to spell this word?

Break the word into three little words: yes, ter, day.

Personal questions are questions that are relevant to oneself. For example: Is there a rhythm in the word?

yes

Is there a familiar sound in this word?

ay

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

Yes, because I use this word regularly.

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Metacognitive Approach Visualising questions are questions that require you to ‘see’ the word or its shape in your mind. For example: Close your eyes.

Can I see the word inside my head?

yes/no

Can I see the shape of the word?

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For example: Can I give another word with a similar spelling?

‘Today’ has the same ending. Can I spell this word?

yes/no

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

t–o–d–a–y Summarising questions are questions that demand a reiteration and understanding of what went before.

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For example: Can I state the rule for this word?

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Predictive questions are questions that require you to forecast a possible outcome.

There isn’t a rule.

Can I make a sentence for this word?

Yes; yesterday, I went swimming with my friend. Can I write this word in a dictated passage?

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Reflective questions review the strategies used to learn new words and how you feel about your progress.

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For example: How did I do?

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happy/reasonably happy/unhappy

Were my choices of strategies effective?

yes/no

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yes/no

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

yes/no

Was there anybody or anything that could have helped me?

I could have used a dictionary or got my family to test me.

How do I feel?

happy/reasonably happy/unhappy

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

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Flashcard

Can the word be broken into smaller sounds?

What does this word mean?

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Does it have an easily recognisable root?

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Clarifying Questions

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Flashcard

Is there a rule for this word?

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Literal Questions

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What is the tricky part of the word?

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Flashcard

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

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Inferential Questions

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Flashcard

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

Is there a rhythm in the word?

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Is there a familiar sound in this word?

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Personal Questions

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Flashcard

Can I see the word in my head?

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Can I see the shape of the word?

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Visualising Questions

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Predictive Questions

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Can I give another word with a similar meaning?

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

Can I spell this word?

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Flashcard


Flashcard

Can I state the rule for this word?

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Can I write this word in a dictated passage?

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Can I make a sentence for this word?

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Summarising Questions

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How did I do?

Reflective Questions

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How do I feel?

Was there anybody or anything m that could have. helped me? u

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

Were my choices of strategies effective?

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Flashcard


14

es

s

ing

ed

er

y

ly

Make a new word by adding an ending.

less

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Word Building

=

=

=

=

=

=

=

= =

=

=

+ + + + + + +

m+ .+ u + +

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ier

Can you make more words by adding a different ending?

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Spelling Partners Name:

My partner’s name: Date:

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

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

3. Your partner will slowly read each word twice.

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1. Give your partner your list words.

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

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

Total:

6. Good luck!

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

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1. Give your partner your list words.

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Name:

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2. Write the date and get ready for your test. 3. Your partner will slowly read each word twice.

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

Total:

6. Good luck!

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16

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

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

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

cast actor acting stage curtains backstage stalls circle ticket concert dancing singing audience audition orchestra rehearsal interval costume wardrobe stagehand ours theirs

Unit 3

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

© R. I . C.Publ i cat i ons •f o rr evi ew pur pos esonl yUnit •8 Unit 5 Unit 6 Unit 7 head breakfast deaf steady bread deadly lead tread instead ahead heavy thread threat breath death breadth earl pearl earn earth world clean

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

Unit 2

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

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Unit 4

Unit 1

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List Words

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List Words Unit 9

Unit 10

Teac he r

Unit 12

Unit 13

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

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

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

chick garden lamb rabbit flowers flowerbed breeze daisy hatch rainbow raincoat thaw puddle foal meadow springtime windy daffodil splash leaves point letter

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

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

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

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

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

Unit 11

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

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Additional Activities The following activities and games 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 from the following activities and games if the terms are not already covered in the particular list being treated. Six photocopiable spelling games can be found on pages 28–30.

Individual Activities Word Study – Useful for developing familiarity with the list words.

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

Word Shapes:

pla

n

Word Snakes: sp rape lumsafec eg om

plum =

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grapes =

ich

asmatesh

ic utp

nic

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

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

For example: strawberry – straw, berry, raw, be

• Sort words according to different criteria.

For example: sort by initial/final letter(s); number of letters; number of syllables; number of vowels; number of consonants; parts of speech; if rhyming/non-rhyming; or by student’s own choice

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• Find antonyms, synonyms or homophones for the list words.

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

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

For example: walk – walks, walked, walking

• Write list words in sentences or as a question.

For example: Did you hear the announcement to board the plane?

• Write definitions for list words.

These can be either looked up in a dictionary, or written in the student’s own words and then checked.

18

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Additional Activities Individual Activities Word Study – Useful for developing familiarity with the list words. Strategy Examples • Write the base words for the list words.

For example: the base word for ‘sensible’ is ‘sense’.

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

• Hidden words – using the letters in a word to make as many new words as possible.

For example: neighbours – house, neigh, nigh, bin, rough, bore.

• Rank words in level of difficulty in learning to spell.

For example:

• Write a paragraph using a set number of list words.

For example: use ‘grapes’, ‘picnic’ and ‘shade’ in a paragraph; When we got to the park, we sat in the shade. We spread out a blanket and ate our picnic. The grapes were my favourite food.

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For example: ‘audience’ comes from a Latin word ‘audire’, which means ‘to hear’.

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• Study and find word origins for list words.

lace 4 plane 2 snake 1 case 3

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• Write anagrams of list words or search for any others.

For example: ‘nap’ is an anagram of ‘pan’ ‘dance’ is an anagram of ‘caned’.

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• Write the list words as plurals.

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For example: bear/bear rock/rock

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• Find words which have homographs (words which look the same, but have different meanings).

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

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• Discuss adding ‘ed’ and ‘ing’ and how this changes the tense of words.

For example: ‘jumped’ and ‘jumping’ – ‘jumped’ is past tense, ‘jumping’ is present tense

• Discover common prefixes and suffixes for words.

For example: un-, dis-, -ly, -ment

• Missing vowels – write list words with missing vowels. Students guess which words they are.

For example: m_ss_ng = missing

• Students write their words as a rebus.

For example,

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

+ lace = shoelace

19


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

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

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• Clap the number of syllables in words.

• Outline words.

lace chase hate mate

For example:

• Make concept words.

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• Make bookmarks with difficult words or list words written on them.

dictionar y

For example:

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

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

For example:

could be the shape for: when, chin, show.

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m . u

• Use bright colours to trace list words.

Partner and Group Activities

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Partner activities – Develops cooperation and increases knowledge of list words.

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Strategy Examples • Make ‘What am I?’ clues.

For example:

I am a reptile. I have no legs. I shed my skin. My bite can be poisonous. What am I? A snake

• Make memory helpers for list words.

For example: a piece of pie

• Invent mnemonics.

For example: said = Sally Anne is dancing; because = big elephants can always upset small elephants.

20

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Additional Activities Partner and Group Activities Partner activities – Develops cooperation and increases knowledge of list words. Strategy Examples • Jumble words and swap with a partner.

For example: ‘school’ becomes ‘oslhco’. As an extra challenge, students can create jumbled words that are able to be pronounced.

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

• Make word searches or crossword puzzles on grid paper and swap with a partner.

This can be simply done by making a grid and inserting the list of spelling words horizontally and vertically. Any gaps are filled with random letters in a word search or coloured black in a crossword.

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For example: ‘The cat sat on the mat’ becomes ‘Eht tca tas no eht tma’. Students who want a challenge could also jumble the order of the words!

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• Jumble sentences using list words and swap with a partner.

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

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

• Word dominoes

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

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For example:

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

ch

ase

ch

ill

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

• Cut pairs of list words in half and rejoin them. Students then see if their partner can guess the words.

For example: picket blannic = picnic blanket

• Guess the word: Give a partner the first letter of a word chosen from the spelling list. The partner then has to guess the word before the whole word is revealed, one letter at a time.

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

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

21


Additional Activities Partner and Group Activities Shared Group Activities – Encourages the exchange of personal list words, thereby broadening the students’ word base. Strategy Examples • Make a word bank following the same sound pattern or rule as particular list words. Work as individuals or partners, in small groups or as a whole class.

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

• Put list words into sentences—work individually or as a whole class.

For example: Each word could be written on a piece of card. Students can take one card each and put themselves in a line so the order of words makes sense. Cards with common words like ‘a’, ‘and’ and ‘the’ will need to be made, too.

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For example: A list of words that end in ‘ight’: tight, right, flight, might, sight; words that end with a silent ‘e’: made, same, shake.

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

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

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

• ‘Hunter’

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

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• Simple class spelling competitions

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

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

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

wall

ball

she

ship

shock

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

22

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

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


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

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

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• Magazine hunt for list words

‘Celebrity Head Words’

The student uses a headband to hold a card with a list word written on it to his/her head. He/She asks questions of the class, which can only be answered as yes or no; for example: ‘Does the word end in ‘t’?’

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• Play ‘Celebrity Head Words’, picture clue words or charades.

Choose a selection of words to focus on for a week. Students can also search for these in newspapers or any other reading material in the classroom. Students can circle or underline words they find. At the end of the week, students can count their score and share the sentences they found.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• For example: butter + fly; foot + ball

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m . u

• Play a game similar to ‘Memory’ using the small words within compound words written on cards.

• Students write quiz questions for list words, and give them to a friend to solve. A ‘quiz night’ could also be held using multiple lists.

For example: What can burn us, but also gives us warmth? (fire)

• Students write clues to match their list words. Hold a small competition each day to see who can solve the puzzle first.

For example: Add ‘basket’ to ‘ball’ = basketball. Take ‘er’ from ‘mother’ = moth.

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Also refer to pages 28–30 for photocopiable spelling games. Commercial board games involving word formation can also be of benefit to a spelling program.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

23


Children with Special Needs The spelling activities in Spelling: Workbook and interactive CD can be modified or added to for children with special needs. Some additional suggestions are included below for students with learning difficulties. The worksheet on page 26 is designed for students who fall into this category. Students in need of extension will benefit from many of the suggestions included in the Additional Activities pages of this book. Page 27 also contains an opportunity for spelling extension.

Strategies For Students with Learning Difficulties Strategy Examples For example, using ‘Have a go’ pads or spelling journals for students to try out their spelling when writing stories.

• Encourage as much reading as possible.

Provide different sources of print around the classroom for students to find correct spelling; for example: opposites, colours, favourite sayings, days of the week.

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

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Teac he r

• Encourage students to ‘have a go’ and take risks with approximate spelling.

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

For example: these list words could be broken up as follows: brake, shake, snake; base, case, chase; plate, mate, hate.

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

For example, cent-i-pede, el-ec-tric, in-vent-ing. Students should be encouraged to choose how to chunk the words themselves, so as to suit each student’s preferred learning style.

• Emphasise spelling rules.

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

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

For example: the problem part of ‘night’ might be ‘igh’.

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

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 c

a

t

c

h

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

For example: c

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

For example: goat – note, boat, wrote, float

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

For example: ‘dinosaurs’ and ‘plants’ might fit into: Many ate .

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

For example: We took plates to the picnic. We took sandwiches to the picnic.

24

m

e

= chimney

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


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

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

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

Using a word list, students write the correct word; for example, ‘Write the word ending in “ade”’; ‘Write the word with “ire” in the middle’.

• Make alphabet books to use as personal dictionaries.

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

• Play snap with compound word parts, prefixes and suffixes.

For example: ‘foot’ matches with ‘ball’; ‘tele-’ matches with ‘phone’; ‘govern’ matches with ‘ment’.

Teac he r

For example: ‘ine’ could be added to ‘v’, ‘tw’, ‘f’, ‘m’, ‘n’.

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

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

• Decorate or illustrate list words.

Students can draw pictures and ask other students to guess which word they have drawn; or simply make words into patterns.

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• Write list words using string or pipe-cleaners.

s n a k e a c h

m . u

w ww

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

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

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

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

• Write list words in sand or salt.

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

• Use list words to build other words.

For example, using the word ‘are’:

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

,c

,

n’t

Use shapes like circles, triangles and spirals.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

25


New Words Name:

Date: My new word is:

1. (a) Say your word.

syllables.

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

.

(c) The middle letters are

.

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.

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(b) Clap the syllables. (c) My word has

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

3. Write your word in a sentence.

4. A word that rhymes with my word is

5. My word means

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

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

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26

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Spelling Extension Name:

Date:

My Extension Spelling Words 1.

Synonyms of my words

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2.

4.

5.

6.

8. 9.

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10.

w ww

11. 12.

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m . u

7.

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3.

o c . che e r o t r s super My words in alphabetical order

More activities

Create a crosspatch with clues.

Put the words into a short story.

Find rhyming words.

Write a concrete (shape) poem using your words.

Write a quiz.

Create a word search.

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

27


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

hap +

= happen

+ line = beeline

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Teac he r

r o e t s Bo r 1. + = e p ok u 2. + = S 3. + = 4. + = 5. + =

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

Give your rebuses to a friend to solve. How many did he/she correctly guess?

Write six list words with at least three letters missing.

w ww

For example: b

. te

a

as

= breakfast

m . u

Mystery Words

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

1. 2. 3.

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

=

4.

=

5.

=

6.

=

Name: 28

My time:

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


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

ball

she

ship

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call

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shock

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

a

21

b c

j

k

13

d e

. te l m

2

m . u

w ww

1. Invent your own secret code by 2. Write six list words using your secret code and give them to a partner to solve. writing a number from 1 to 26 in the boxes below. Four have For example: 6, 21, 13, 2 = lace been done for you.

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

6

Code

Word

u v

n

w

f

o

x

g

p

y

h

q

z

i

r

=

=

=

=

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

29


Spelling Games Sinking Ships You and a partner will need a grid each to play this game. 1. Choose eight list words (‘ships’) each, and write each 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!

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5

3 2 1

A

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4

Teac he r

3. The winner is the first to sink his or her partner’s eight ships. (Hint: The game is easier if you mark your grid when you miss or hit.)

©R I . C.PCubl i cat i ns E B . Do •f orr evi ew pur posesonl y• Words in Disguise

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For example: ‘lead’ becomes ‘fade’

m . u

w ww

Choose six list words. Disguise each word into a new word by changing one letter, and then rearranging the letters.

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

Give your words to a partner and see how many he/she can guess.

1. 2.

Disguised word

List word

3.

=

4.

=

5.

=

6.

=

30

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


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

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Teac he r

Certificates

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m . u

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o c . che e r o t r s super

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31


Assessment

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

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There are many different ways to assess spelling. The pages that follow are provided to help support the Spelling: Workbook and interactive CD program.

Pages 34–36 can be used to specifically record each word learned and the time taken to master a unit of words. Recording in this way may be useful for children with special needs, those with English as an additional language or for the whole class.

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Individual spelling records can be kept using page 37. Pre-test and final test scores are recorded along with anecdotal notes. These notes can be used as an overview of the student’s progress in spelling during the 18 units and can be discussed during parent– teacher conferences and in reports. 32

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

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

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Assessment Name:

Date:

1.

9.

17.

2.

10.

18.

11.

19.

12.

20.

13.

21.

6.

14.

22.

7.

15.

3.

5.

Total score:

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 16.

Name:

Date: 9.

17.

10.

18.

11.

19.

12.

20.

5.

13.

21.

6.

14.

22.

7.

15.

8.

16.

w ww

1. 2. 3. 4.

/22

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m . u

8.

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4.

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Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Total score:

/22

33


Assessment = can say word

Name: = can write word

List 1

List 2

Date begun:

Date begun:

List 3 Date begun:

opened

doctor

broken

leaf

life

knit

palm

error

hidden

beef

oxen

knee

calm

sailor

suddenly

scarf

geese

rhyme

often

spectator

lesson

elf

dice

yoghurt

listen

water

reason

golf

children

honour

thistle

number

person

wolf

women

loch

whistle

lower

poison

shelf

teeth

build

condemn

sister

cotton

half

feet

written

autumn

better

read

calf

large

wreath

pretty

goes

safe

does

wrist

animal

knuckle

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psalm

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

List 4

Date completed:

List 5

Date begun:

Date begun:

w ww

fair

wife

scare

. te

stair

beware

chair

glare

hairy

fare

airy

stare

dairy

care

pair

List 6 Date begun:

m . u

Date completed:

hoof

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visitor

eleven

head

thread

hotter

thickest

breakfast

threat

kinder

hardest

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

breath

colder

lightest

steady

death

stronger

thinnest

bread

breadth

weaker

cheeriest

deadly

earl

meaner

bounciest

rare

lead

pearl

taller

bossiest

repair

spare

tread

earn

greatest

tiniest

despair

mare

instead

earth

smallest

angriest

highchair

Belfast

ahead

world

softest

learn

dare

Dublin

heavy

clean

darkest

America

Date completed: 34

= has remembered correct spelling

Date completed:

Date completed:

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Assessment

Name: = can say word

= can write word

List 7

= has remembered correct spelling

List 8

Date begun:

Date begun:

Date begun:

singing

actor

audience

value

proof

since

cinema

acting

audition

argue

shampoo

certain

circle

stage

orchestra

cue

kangaroo

century

circumference

curtains

rehearsal

avenue

fruit

centipede

cylinder

backstage

interval

screw

juice

stalls

costume

flew

juicy

circle

wardrobe

brew

bruise

ticket

stagehand

dew

suit

concert

ours

drew

millimetre

dancing

theirs

igloo

centilitre

Teac he r

cast

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true

List 9

bamboo

parcel

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prince

cycle

acid

cyclone

calcium

cymbal

cigar

agency

circuit

found

pencil

study

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

List 10

List 11

Date begun:

Date begun:

w ww didn’t

haven’t

couldn’t

Date completed:

let’s

. te

who’d

Date begun:

people

angel

angle

label

outdoor

overcast

outline

overhead

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

level

outbreak

overall

brother-in-law

simple

towel

outfit

overbook

shouldn’t

passer-by

terrible

tunnel

outcry

underage

can’t

hanger-on

puzzle

novel

undo

underground

wasn’t

by-law

agile

jewel

untie

understand

aren’t

drive-in

axle

fuel

uneven

undercover

we’d

take-off

sprinkle

cancel

unable

underneath

doesn’t

Europe

assemble

kilogram

unaware

Edinburgh

they’ll

great

travel

kilometre

overboard

London

wouldn’t

Date completed:

who’s

List 12

m . u

Date completed:

stencil

Date completed:

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Date completed: 35


Assessment = can say word

= can write word

List 13

= has remembered correct spelling

List 14

Date begun:

Date begun:

chick

thaw

garden

puddle

lamb

foal

rabbit

helpless

List 15 Date begun:

braveness

crept

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revolt

swept

difficult

careless

business

wept

adult

meadow

hopeless

quietly

kept

left

flowers

springtime

needless

lonely

except

loft

flowerbed

windy

breathless

wisely

adopt

swift

breeze

daffodil

sadness

lovely

erupt

shift

daisy

splash

awareness

brightly

fault

craft

hatch

leaves

sickness

quickly

built

lift

rainbow

point

happiness

kind

consult

Rome

letter

weakness

engage

bolt

Paris

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cleanliness

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

List 16 Date begun:

Date completed:

List 17 Date begun:

w ww

happily

supplied

merrily

dried

busily

applied

angrily

studies

easily

carries

cheerily

parties

craftily

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List 18 Date begun:

m . u

Date completed:

ew i ev Pr

harmless

raincoat

explore

poor

barbecue

caravan

score

uproar

steak

jeans

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

roar

sausages

breaker

adore

boar

charcoal

shorts

shore

boarder

lighter

sandals

chore

oar

tennis

castle

empties

anymore

fourth

racket

postcards

worried

buries

store

court

prawns

surf

married

bullies

door

pour

salad

umbrella

dirtied

litre

moor

Italy

lakes

Moscow

copied

busy

floor

Switzerland

park

Berlin

Date completed: 36

Name:

Date completed:

Date completed:

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Assessment Name:

Year: Pre-test

Final Test

⁄22

⁄22

List 2

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List 3

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List 4

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List 5

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List 6

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List 7

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List 8

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List 9

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List 12

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List 13

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List 11

List 15 List 16

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

w ww

List 14

⁄22

⁄22

. te ⁄22 ⁄22

List 17

⁄22

List 18

⁄22

⁄22 ⁄22

m . u

List 10

r o e t s Bo r e p ok u S ⁄22

ew i ev Pr

Teac he r

List 1

Notes

o c . che e r o t r s super ⁄22 ⁄22 ⁄22

Notes: Date:

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

37


Test Checklist 1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17 18

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

ew i ev Pr

Teac he r

Name

w ww

. te

38

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

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Unit 1

or, er, en, on List Words

Word Building

visitor

visitors, visit, visits, visited, visiting

doctor

doctors

error

errors

sailor

sailors, sailorly, sail, sails, sailed, sailing

spectator

spectators

• This unit focuses on choosing the graphemes ‘or’ or ‘er’ and ‘en’ or ‘on’ to represent the sounds (phonemes). • This unit also includes two common, high-frequency words, ‘read’ and ‘goes’.

Teaching Points • Identify the phoneme and how it is represented. • Break each word into syllables; e.g. sud/den/ly (each syllable must contain a vowel; in ‘ly’ there is no vowel, but there is 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

water

waters, watered, watering, watery

number

numbers, numbered, numbering

lower

lowers, lowered, lowering, low, lowest

sister

sisters, sisterly, sisterhood

Teac he r

Unit Focus

best, bettered, betterment

eleven

eleventh

Dictation

opened

open, opens, opening, openly, opener, openness

broken

break, breaks, broke, breaking, breakable, breakage

hidden

hid, hide, hides, hiding

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

suddenly

reason person

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

reasons, reasoned, reasoning, reasonable, unreasonable persons, personal, personally, personality, personalities, personable

poison

poisons, poisoned, poisoning, poisonous

cotton

cottons

w ww read

reads, reading, read

goes

go, going, gone

Revision Words chew few

due clue spoon bathroom

. te

Word Building

fewer, fewest

clues

spoons, spoonful, spoonfuls bathrooms

comic

comics, comical

picnic

picnics, picnicking, picnicked

should

work

4. (a) sail (b) spectate (c) go (d) low (e) hide (f) break (g) open (h) good 2. (a) eleven (b) lesson 5. (a) sister, better (c) poison (d) better (b) should, doctor (e) error (f) reason (c) spectator, error 3. Across (d) work, lesson 5. better 7. error (b) crew 6. (a) terror 8. broken 12. cotton (c) glue (d) spectacles 13. person 14. visitor (e) blister 17. lesson 19. read 20. suddenly 21. spectator 7. sailor, comic 8. Word search (See p. 57.) Down 1. number 2. hidden 9. (a) read (b) bathroom, spoon 3. water 4. eleven (c) eleven (d) due, few 6. lower 9. doctor 10. goes 11. opened 1 0. (a) work (b) lower 13. poison 15. sailor (c) clue (d) reason 16. reason 21. sister (e) chew (f) water

1. (a) goes (b) opened (c) lower (d) better (e) suddenly (f) sister

o c . che e r o t r s super

chews, chewing, chewed

dues

Answers

m . u

lesson

sudden, suddenness

ew i ev Pr

better

works, working, worked

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

39


Unit 2

f, lf, fe, irregular plurals

List Words

Word Building hooves or hoofs

leaf

leaves, leafy, leafless

beef

beeves (animal), beefy, beefier

scarf

scarves or scarfs

elf

elves, elfin, elflike

golf

golfer, golfing

wolf

wolves

shelf

shelves

half

halves, halved, halving

calf

calves

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

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

safer, safest, safes

wife

wives

life

lives, live, lived, living ox

geese

goose

die (dice now generally singular and plural)

children women

child

foot

feet

larger, largest

large

do, doing, did, done

does Revision Words love

other

Monday onion

Word Building loves, loving, loved, lovely, loveless

w ww

oven

ovens

. te

others, otherwise

onions

Dictation

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

fronts, fronting, fronted

luck

luckless, lucky, luckier, luckiest shocks, shocking, shocked

another

March

Answers 1. (a) foot (c) tooth (e) ox (g) die 2. (a) safe (c) beef (e) dice (g) shelf 3. Across 1. wolf 7. geese 10. leaf 12. oxen 16. women 18. elf Down 2. large 4. beef 7. golf 9. scarf 14. teeth 16. wife

4. (a) (b) (c) (d) (e) (f) 5. (a)

wives scarves/scarfs halves hooves/hoofs shelves (b) large wolves (d) does The children had a shock (f) golf when they saw the wolf. (b) The cat chased the mouse along the shelf. 5. children (c) The farmer’s wife took 9. shelf the geese to market to 11. half sell. 13. feet 17. life 6. (a) golf (b) elf (c) teeth (d) shock 7. (a) front (b) wife (c) love (d) safe 3. dice (e) life (f) children 6. does 8. safe 8. Word search (See p. 57.) 11. hoof 9. (a) loft, left, lift, life 15. calf (b) hill, hall, halt, half 10. (a) oven (b) wife (c) calf (d) scarf (e) live (b) goose (d) child (f) woman

o c . che e r o t r s super

front

shock

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

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

teeth

Rules

m . u

dice

40

Teaching Points

safe

oxen

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

ew i ev Pr

Teac he r

hoof

Unit Focus

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Unit 3

Silent Letters List Words

Word Building knuckles

knuckle knit

knits, knitted, knitting

knee

knees

rhyme

rhymes, rhymed, rhyming

yoghurt

yoghurts

honour

honours, honouring, honoured lochs

build

builds, building, built, builder write, writes, wrote, writing

wreath

wreaths wrists

psalm

psalms

palm

palms

calm

calmer, calmest, calms, calming, calmed, calmness

often

listen

listens, listened, listening, listener

autumn pretty

whistles, whistled, whistling

condemns, condemned, condemning, condemnation autumns, autumnal

1. ‘Thistle’ and ‘whistle’, ‘knee’ and ‘free’, and ‘calm’ and ‘palm’ rhyme, but what rhymes with ‘knuckle’? 2. I love to listen to my dad when he starts to talk about and condemn animal cruelty. 3. In the autumn, we often take a boat out on the loch to see the pretty swans build a nest. 4. She had written a letter of complaint after slipping on the spilt yoghurt, as she had sprained her wrist and couldn’t knit. 5. The psalm was sung to the music from the harp. 6. I had the honour of playing the Roman emperor in the school play. I felt silly when wearing the laurel wreath.

prettier, prettiest, prettily, prettiness

Answers

animals

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

Revision Words

supply

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

Dictation

thistles

w ww

animal

thank

Rules

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

condemn

alive

• 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.

Word Building

. te

thanks, thanked, thankful, thankfully, thankless

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

m . u

whistle

Teaching Points

ew i ev Pr

Teac he r

written

thistle

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

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

loch

wrist

Unit Focus

o c . che e r o t r s super

supplies, supplied, supplying, supplier, suppliers

apply

applies, applied, applying

cried

cry, cries, crying

tried

try, tries, trying

high

higher, highest, highs

right

rights, righted, righting, rightly, righteous, rightful

while

whiles, whiled, whiling, whilst

which

whichever

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

41


Unit 4

air, are

List Words

Word Building

fair

fairer, fairest, fairs, fairly, fairness

stair

stairs

chair

chairs, chaired, chairing

hairy

hairier, hairiest, hair, hairs

airy

airier, airiest, air, airs, aired, airing

dairy

dairies

pair

pairs, paired, pairing

dare

dares, daring, dared

scare

scares, scared, scaring

glare

glares, glared, glaring

fare

fares, fared, faring

stare

stares, stared, staring

care

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

rare

rarer, rarest, rarely

mares

Belfast

Belfastian, Belfastians

Dublin

Dubliner, Dubliners

Revision Words

42

Answers

Word Building

. te

smells, smelled, smelling, smelt, smelly, smellier, smelliest stalls, stalled, stalling

glass

glasses, glassy

across

buzzes, buzzed, buzzing, buzzer, buzzers

dizzy

dizzier, dizziest, dizziness

staff

staffs, staffed, staffing

stuff

stuffs, stuffed, stuffing —

April

(b) staircase (d) nightmare (f) airfare

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

o c . che e r o t r s super

buzz

yesterday

1. (a) armchair (c) daredevil (e) scarecrow (g) carefree 2. (a) hairy (c) repair (e) despair (g) pair 3. Across 2. pair 5. hairy 12. fare 15. fair 18. despair 20. scare Down 1. care 5. highchair 7. dare 9. Dublin 14. stare 21. chair

m . u

mare

w ww

spares, spared, sparing, sparingly

stall

1. After working in the dairy she went to the fair in Dublin, as she had saved enough money for the train fare. 2. The baby in the highchair threw his food at the waiter on the stair. The mother felt such despair when the waiter gave her a nasty glare. All that the other diners could do was stare. The waiter put on his spare shirt. The baby smiled. He didn't care! 3. In the Belfast auction house, a pair of vases sold for much money, as they were very rare. 4. Ghosts don’t scare me but big hairy spiders do. 5. My hospital room was airy but the big old chair did need a lot of repair. 6. I didn’t dare go into the field as the sign said to beware the mare living there.

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

spare

smell

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

Dictation

beware

• 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.

ew i ev Pr

Teac he r highchairs

highchair

Teaching Points

Rules

despairs, despaired, despairing

despair

• This unit focuses on choosing the graphemes ‘air’ or ‘are’ to represent sounds (phonemes). • This unit also includes two words of interest, ‘Dublin’ and ‘Belfast’.

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

repairs, repaired, repairing

repair

Unit Focus

(b) glare (d) beware (f) dairy

4. 10. 13. 16. 19.

mare airy beware rare stair

3. 6. 8. 11. 17.

dairy glare spare Belfast repair

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Unit 5

ea (short ‘e’ sound), ear List Words

Word Building

head

heads, heading, headed, headache

breakfast

breakfasts, breakfasted, breakfasting

deaf

deafen, deafened, deafening, deafeningly, deafness

steady

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

bread

breads, breadknife, breadcrumb, breadboard

deadly

deadlier, deadliest, deadliness

• This unit focuses on the graphemes ‘ea’ and ‘ear’ to represent sounds (phonemes). • This unit also includes two common, high-frequency words, ‘world’ and ‘clean’.

Teaching Points • Identify the phonemes and how they are represented. • 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

lead

leaden, leadenly

tread

treads, treading, trod, trodden

Rules

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

ew i ev Pr

Teac he r

Unit Focus

instead

ahead

heavy

heavier, heaviest, heavies

Dictation

thread

threads, threaded, threading

threat

threats

breath

breaths

death

deaths

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

earl pearl earn

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

earls

pearls, pearly earns, earnt

earth

earths, earthly

world

worlds, worldly, worldlier, worldliest

w ww clean

cleaner, cleanest, cleans, cleaning, cleaned

Revision Words

Word Building

riddle ankle eagle

. te

riddles, riddled ankles eagles

bottles, bottling, bottled

little

less, lesser, least

middle

middles

single

singles, singling, singled

part twelve

rectangles, rectangular parts, parting, parted twelfth

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

5. (a) breadth (b) twelve, breakfast (c) death, earl (d) lead, heavy (e) ankle, deadly 6. ankle, bottle, eagle, head, earn instead, middle, pearl, thread tread 7. (a) world (b) riddle breadth (c) lead (d) earn thread (e) single (f) threat clean 8. Word search (See p. 58.) 9. world, rectangle, clean 10. (a) instead (b) bottle steady (c) middle (d) breakfast instead (e) ankle (f) deadly death (g) riddle (h) single breakfast threat

ahead threat earn

o c . che e r o t r s super

bottle

rectangle

Answers

m . u

breadth

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

earn death clean

43


Unit 6

Suffixes: -er, -est, -iest

List Words

Word Building

hotter

hot, hottest, hotly

kinder

kind, kinds, kindest, kindly, kindness

colder

cold, coldest, colds, coldly, coldness strong, strongest, strongly

weaker

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

meaner

mean, meanest, means, meaning, meant, meanness tall, tallest

smallest

small, smaller, smalls

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

darkest

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

thickest

thick, thicker, thicken, thickens, thickening, thickened

hardest

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

lightest

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

thinnest

thin, thinner, thins, thinning, thinned

cheeriest

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

bounciest

bouncy, bouncier, bounce, bounces, bounced

learn America Revision Words

bossy, bossiest, bossiness, boss, bosses, bossing, bossed tiny, tinier angry, angrier, angrily, anger, angers, angering, angered learns, learned, learning, learnt, learner, learning

. te

American, Americans

straps, strapping, strapped

straw

straws

spray

sprays, spraying, sprayed

sprout

sprouts, sprouting, sprouted

sprain

sprains, spraining, sprained

screen

screens, screening, screened

scream

screams, screaming, screamed

scrape

scrapes, scraping, scraped, scraper

live

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

44

Dictation

1. He was meaner than most as he cut the ham into the thinnest slices possible. 2. The thickest and hardest trees are found in America and some are taller than 100 metres. 3. He was the angriest chef to work for as the food had to be hotter, the coffee weaker, the drinks colder and the tea stronger. But he baked the softest cakes you’ve ever eaten. 4. The greatest film I’ve seen was ‘The cheeriest chimp’, which was filmed in darkest Africa. 5. It was the lightest and tiniest ball, but it was the bounciest. 6. I will have to learn to be kinder, as even though I am the smallest person in the class, I am also the bossiest.

usually

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

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

o c . che e r o t r s super

Word Building

strap

usual

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

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

w ww

angriest

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

m . u

tiniest

Rules

ew i ev Pr

Teac he r

great, greater, greatly, greatness

bossiest

• 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 and ask students for other examples to add to a list.

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

greatest

softest

• This unit focuses on the suffixes ‘er’, ‘est’ and ‘iest’. • This unit also includes one common, high-frequency word, ‘learn’, and one word of interest, ‘America’.

Teaching Points

stronger

taller

Unit Focus

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Unit 7

The Theatre List Words

Word Building

cast

casting

actor

actors, actress, actresses

acting

act, acted

stage

stages

curtains

curtain

backstage

— stall

circle

ticket

tickets

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

Dictation

concerts

Teac he r

dance, danced

singing

sing, sang, sung, song

audience

audiences

audition

auditions, auditioned, auditioning

orchestra

orchestras, orchestral

rehearsal

rehearsed, rehearsals, rehearsing

Answers

intervals

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

wardrobe

wardrobes

stagehand

stagehands

ours theirs

our

their

Revision Words wishes

Word Building

w ww

wish, wished, wishing, wisher, wishful, wishbone

friends

greetings music

presents

friend, friendly, friendless, friendliness, friendlier

. te

greeting, greet, greets, greeted

actor stage costume audience cast

backstage audience stage ticket theirs interval

o c . che e r o t r s super

musical, musician, musically, musicality, musicalness present

1. (a) audition (b) (c) concert (d) (e) interval (f) (g) stagehand (h) (i) stalls (j) 2. (a) it, on (b) he, hear, ear (c) tag, age (d) all, tall (e) cost (f) an, in (g) chest, or 3. Across 2. actor 5. 7. curtains 9. 11. acting 13. 14. rehearsal 15. 17. audition 18. 19. ours 21. Down 1. orchestra 3. 4. dancing 6. 7. concert 8. 10. cast 12. 16. circle 20. 4. (a) curtains (b) costume (c) concert

surprise

surprises, surprised, surprising, surprisingly, surprisingness

invitation

invitation, invite, invites, invited, inviting, inviter

year

years, yearly, yearlies, yearlong

month

months, monthly, monthlies

minute

minutes, minuting, minuted

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

5. backstage, wardrobe, stagehand 6. surprise, friends, invitation, concert, stalls, orchestra, music, interval, curtains, stagehand 7. (a) acting (b) ticket (c) curtains (d) costume (e) circle (f) cast (g) interval (h) stalls 8. (a) acting, dancing, singing (b) actor, acting, audience, audition (c) stagehand 9. Word search (See p. 58.) 10. The lights go down and the curtains open.

m . u

costume

1. The students who loved acting, dancing and singing, all wanted to audition for the concert. 2. At the rehearsal, the actor walked onto the stage and showed us how to perform in front of an audience. 3. After the interval, the cast were all backstage when the orchestra began and the stagehand opened the curtains. 4. The actor who tore his costume took it to the woman in charge of the wardrobe department. 5. Look at the ticket to see where we are sitting. My family says theirs are for the stalls, but I think ours are for the circle.

ew i ev Pr

dancing

interval

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

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

stalls

concert

Unit Focus

costume stalls stagehand wardrobe singing

45


Unit 8

ue, ew, oo, ui

List Words

Unit Focus

Word Building

true

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

value

values, valuing, valued, valuer

argue

argues, arguing, argued, arguable, arguably

cue avenue screw

Teaching Points

cues avenues

brew

brews, brewing, brewed, brewer, brewery, breweries

dew

dewier, dewiest, dewily

drew

draw, draws, drawing, drawn

igloo

igloos

Rules

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

ew i ev Pr

flies, flying, flown, flyer

Teac he r

• Identify the phonemes and how they are represented. • 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

screws, screwing, screwed

flew

bamboo

• This unit focuses on using the graphemes ‘ue’, ‘ew’, ‘oo’ and ‘ui’ to represent sounds (phonemes). • This unit also includes two common, high-frequency words, ‘millimetre’ and ‘centilitre’.

proofread, proofreader

Dictation

shampoo

shampoos, shampooing, shampooed

kangaroo

kangaroos

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

fruits, fruitful, fruitless, fruity, fruitier, fruitiest

juice

juices, juicer

juicy

juicier, juiciest

bruise

bruises, bruising, bruised

suit millimetre

Revision Words liquid

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

w ww

centilitre

Answers

Word Building

. te

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

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

quite

question

questions, questioning, questioned, questionable

squeak

squeaks, squeaking, squeaked, squeaky, squeakier, squeakiest, squeakily

squash

squashes, squashing, squashed

squirm

squirms, squirming, squirmed

square

squares, squaring, squared, squarely

during

oils, oiling, oiled, oily —

1. (a) (c) (e) (g) (i)

igloo (b) value (d) flew (f) avenue (h) kangaroo (j)

juice suit proof fruit argue

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

o c . che e r o t r s super

quiet

oil

46

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

fruit

m . u

proof

2. (a) (c) (d) (e) (f)

5. (a) That bottle of shampoo is good value. (b) A millimetre is a thousandth of a metre. (c) The peach was juicy but it had a juice (b) millimetre bruise on it. proof (d) There were quite a lot of questions shampoo, bamboo about the missing kangaroo. fruit, centilitre, suit 6. (a) draw, draws, drawing bruise (b) fly, flies, flying

3. Across

(c) argues, arguing, argued (d) squeaks, squeaking, squeaked 4. brew 5. argue (e) squashes, squashing, squashed 6. dew 7. shampoo 9. juicy 11. igloo 7. (a) bamboo (b) during (c) igloo 13. flew 15. avenue 8. Word search (See p. 58.) 17. true 18. proof 9. (a) true (b) value (c) argue 21. centilitre (d) suit (e) cue (f) squirm Down (g) proof (h) squeak 1. drew 2. bamboo 10. (a) true (b) quiet (c) argue 3. screw 4. bruise (d) juicy (e) liquid (f) question 8. millimetre 9. juice 10. kangaroo 12. cue 13. fruit 14. value 16. suit Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Unit 9

ce, ci, cy List Words

Word Building

parcel

parcels, parcelling, parcelled

since

certain

certainly, certainty, certainties

century

centuries, centurion

prince acid calcium

centipedes

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

circuits, circuitry

Rules

pencil

pencils, pencilling, pencilled

stencil

stencils, stencilling, stencilled

cinema

cinemas, cinemagoer, cinematographer, cinematic

cycle

cyclone cymbal agency

circles, circling, circled, circular

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

Dictation

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

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

agencies

found

find, finds, finder, findings

study

studies, studying, studied, studious, studiously

w ww

Revision Words told

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

ew i ev Pr

Teac he r

circuit

cylinder

• Identify the phonemes and how they are 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.

acids, acidic, acidity

cigars

circumference

Teaching Points

princes, princely

cigar

circle

• This unit focuses on using the graphemes ‘ce’, ‘ci’ and ‘cy’ to represent sounds (phonemes). • This unit also includes two common, high-frequency words, ‘found’ and ‘study’.

Word Building

tell, tells, telling

. te

folder

fold, folds, folded, folding

scold

scolds, scolded, scolding

older

old, oldest

Answers 1. (a) (c) (e) (g) (h) (j) (l)

stencil (b) since (d) cylinder (f) circumference parcel (i) centipede (k) pencil

cycle cinema circuit

m . u

centipede

Unit Focus

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

o c . che e r o t r s super acid prince

remind

reminds, reminded, reminding, reminder

kindest

kind, kinder, kindly

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

behind

behinds

3. Across

blind

blinds, blinded, blinding

again

name

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

1. 6. 9. 14. 17. 18.

cymbal 2. century 8. cycle 11. circuit 16. cyclone circumference

pencil agency acid stencil

Down

1. 3. 5. 10. 13. 15.

certain 2. parcel cinema 4. study found 7. centipede cigar 12. prince cylinder 14. calcium circle 16. since

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

5. (a) circumference (b) parcel, circle, cycle, circuit, pencil, stencil, study, name, blind 6. Teacher check 7. (a) centipede (b) prince 8. (a) (c) (e) (g)

parcel circle study folder

(b) (d) (f) (h)

scold blind certain circuit

9. Word search (See p. 59.) 10. (a) (c) (e) (g) (h)

behind (b) prince folder (d) acid older (f) circuit/circle circle/circuit remind

11. (a) name (c) blind (e) acid

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

47


Unit 10 List Words

Unit Focus

Word Building

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

did not

haven’t

have not

couldn’t

could not, could’ve

wouldn’t

would not, would’ve

shouldn’t

should not, should’ve

Teaching Points • Identify that the apostrophe shows where a letter (or letters) has (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

can’t

cannot

wasn’t

was not

aren’t

are not

we’d

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

they’ll

they will, they’ve, they’re, they’d

let’s

Teac he r

does not

let us

who’d

who had, who would

who’s

who is

brother-in-law

brothers-in-law

passer-by

passers-by

hanger-on

hangers-on by-laws

drive-in

drive-ins

take-off

take-offs

Europe

European, Europeans

race space trace

Word Building

races, racing, raced, racer

. te

spaces, spacing, spaced, spacer

disgraces, disgracing, disgraced, disgraceful

price

prices, priced, pricing, priceless ice-creams

voice

voices, voiced, voicing

advice

January

because

48

Answers

o c . che e r o t r s super

traces, tracing, traced, tracer

disgrace

ice-cream

1. There are some great drive-in cinemas in Europe. But here, our government said they’ll not have any because they wouldn’t be profitable. 2. The passer-by didn’t see anything as he wasn’t looking that way. 3. I couldn’t have agreed with my brother-in-law, who is a hanger-on, as he believed that the by-law shouldn’t have been introduced. 4. ‘Knock, knock.’ ‘Who’s there?’ ‘Someone who can’t reach the doorbell.’ 5. ‘It doesn’t look like take-off will be before two o’clock, so let’s go for lunch.’ ‘Who’d say no to that?’ 6. We’d not seen them for two months—even though they aren’t far away—as we haven’t got a car.

greater, greatest, greatly, greatness

w ww

Revision Words

Dictation

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

by-law

great

• There are two main uses for apostrophes. One is to show when a letter(s) has/have been omitted; e.g. didn’t – did not. • Hyphenated words are compound words that would be unclear, hard to read or excessively long without the hyphen; e.g. no-smoking sign and black-cab driver. • Capital letters are used for proper nouns such as names of places and months of the year; e.g. Europe and January. • When pluralised, some compound nouns add ‘s’ to the first word; others add ‘s’ to the second word; e.g. chief-of-staff, chiefs-of staff; lay-by, lay-bys.

ew i ev Pr

doesn’t

Rules

m . u

didn’t

Contractions, Hyphenated Words

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

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

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Unit 11

le, el List Words

Word Building

people

peoples, peopling, peopled

angle

angles, angling, angled vegetables, vegetarian, vegetarians, vegetarianism, vegetate, vegetates, vegetating, vegetated, vegetation

simple

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

terrible

terribly

puzzle

puzzles, puzzling, puzzled, puzzlement axles

Teac he r axle

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

travel

travels, travelling, travelled, traveller, travellers

angel

angels, angelic

label level

towel tunnel

levels, levelling, levelled

towels, towelling, towelled

tunnels, tunnelling, tunnelled

novels, novelists, novella

jewel

jewels, jewelled, jeweller, jewellers, jewellery fuels, fuelling, fuelled

w ww

cancel

cancels, cancelled, cancellation, cancellations

. te

kilogram

kilograms

kilometre

kilometres

Revision Words

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

Dictation

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

huger, hugest, hugely

stage

stages, staging, staged

bridge

bridges, bridging, bridged

judge

judges, judging, judged

branch

branches, branching, branched

crunch

crunches, crunching, crunched

match

matches, matching, matched

catch

catches, catching, caught

please

pleases, pleasing, pleased —

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

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

o c . che e r o t r s super

Word Building

huge

February

Rules

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

novel

fuel

• Identify the phonemes and how they are represented. • Discuss how some words have a double consonant to keep the preceding vowel sound short. • Sort the list words according to the graphemes and brainstorm other words to add to each list.

ew i ev Pr

agilely, agility

assemble

Teaching Points

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

agile

sprinkle

• This unit focuses on choosing the graphemes ‘le’ or ‘el’ to represent sounds (phonemes). • This unit also includes two common, high-frequency words, ‘kilogram’ and ‘kilometre’.

m . u

vegetable

Unit Focus

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

49


Unit 12 Word Building

outdoor

outdoors

outline

outlines, outlining, outlined

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

outfit

outfits

outcry

outcries

undo

undoes, undoing, undid, undone

untie

unties, untying, untied unevenly

unable

— unawares

overboard

overcast

overhead

overheads

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

overalls

overall

overbook

overbooks, overbooking, overbooked

underage

underaged

underground

understands, understanding, understood, understandable, understandably

undercover

underneath

Edinburgh

Edinburgher, Edinburghers

yourself

Londoner, Londoners

yourselves —

offside

seaside

someone

sometimes

everyone

everywhere

oil metre

. te

Word Building

myself

Dictation

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

Answers

w ww

Revision Words

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

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

understand

London

Rules

ew i ev Pr

Teac he r

uneven

unaware

50

• This unit focuses on the prefixes ‘out’, ‘un’, ‘over’ and ‘under’. • This unit also includes two words of interest, ‘Edinburgh’ and ‘London’.

outbreaks

outbreak

Unit Focus

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

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

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

m . u

List Words

Prefixes: out-, un-, over-, under-

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Unit 13

Spring List Words

Word Building chicks, chicken

chick

gardens, gardening, gardener, gardeners

garden lamb

lambs, lambing

rabbit

rabbits

flowers

flower, flowering, flowered, flowery

flowerbed

daisy

daisies

hatch

hatches, hatching, hatched, hatchery

rainbow

rainbows

raincoat

raincoats thawing, thawed puddles, puddled, puddling foals, foaling, foaled

foal

meadow

springtime

daffodil splash leaves

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

meadows springtimes

Dictation

1. I had to post a letter, so I put on my raincoat as it was windy, and then my boots, in case I stepped in a puddle and made a splash. 2. When the breeze blows, the frost begins to thaw and the lamb jumps in the meadow. 3. We had to point out a daisy and a daffodil from all the other flowers which we had grown in the garden. 4. I drew a rainbow of many colours, a foal eating grass, a rabbit sitting in a flowerbed and new leaves on a tree. 5. In springtime on the farm, you can see a chick hatch from an egg.

Answers

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• windier, windiest, wind, winds daffodils

splashes, splashing, splashed leaf, leafy, leafless

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

letter

letters, letterbox, letterboxes, lettering

w ww

point

Revision Words sunshine cloud grow

bulbs spring tulip

Word Building

sunshiny

. te

clouds, cloudy, cloudier, cloudless

1. (a) it, bit, rat, tar, bib, bar, air (b) lash, ash (c) win, in (d) in (e) we, flow, low, lower (f) me, do, mead 2. daisy, chick, windy 3. Across 1. splash 3. daffodil 4. breeze 7. springtime 12. meadow 15. rabbit 16. chick 17. flowers 20. flowerbed Down 2. puddle 4. raincoat 6. leaves 8. point 9. thaw 10. lamb 11. hatch 13. daisy 14. windy 15. rainbow 17. foal 18. garden 19. letter

4. (a) raincoat (b) point (c) splash (d) breeze (e) windy (f) letter 5. rabbit, flowerbed/garden, daisy/daffodil, daffodil/ daisy, bluebird, puddle, garden, meadow 6. cloud 7. (a) rainbow/raincoat (b) dragonfly (c) raincoat/rainbow (d) springtime (e) flowerbed 8. Spring is the season of new life. 9. Word search (See p. 60.) 10. (a) spring (b) cloud (c) foal (d) breeze (e) letter (f) splash (g) lamb (h) puddle

m . u

windy

Teaching Points

ew i ev Pr

Teac he r

breezes, breezy, breezeway

puddle

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

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

flowerbeds

breeze

thaw

Unit Focus

o c . che e r o t r s super

growing, growth, grown, grown-up, grower, grew bulb, bulbous, bulblike

springs, springing, sprang, sprung tulips, tulip-like, tulipwood

dragonfly

dragonflies

bluebird

bluebirds

eighteen

eighteenth

seventeen

seventeenth

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

51


Unit 14

Suffixes: -less, -ly, -ness

List Words

Word Building

helpless

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

harmless

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

careless

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

hopeless

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

needless

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

breathless

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

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

aware

happy, happier, happiest, happily, happy-golucky

weakness

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

braveness

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

cleanliness

clean, cleaner, cleanest, cleans, cleaning, cleaned, cleanly, cleanse, cleanses, cleansing, cleansed businesses, businessman, businesswoman, businesslike, businessperson

lonely

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

wisely

wise, wiser, wisest, wisecrack, wisecracks

quickly kind engage

w ww

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

brightly

lovelier, loveliest, loveliness

Dictation

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

bright, brighter, brightest, brightness

. te

quicker, quickest, quicksand, quicksands

Answers

o c . che e r o t r s super

kinds, kinder, kindest, kindly, kindness

engages, engaging, engaged, engagement, engagements

Revision Words

Word Building

1. (a) braveness (c) brightly (e) lovely 2. (a) (c) (e) (f)

there is

won’t

will not

3. Across

she’s

she is

you’ll

you will

weren’t

were not

they’ve

they have

Down

you’re

you are

hasn’t

has not

Wales

Welsh Scot, Scots, Scottish

1. 9. 13. 18. 20. 2. 4. 6. 9. 12. 14. 17.

(b) sadness 4. (a) ly – (2) quietly, lonely, wisely, (d) needless lovely, brightly, quickly

engage (b) wisely breathless (d) lonely awareness, careless happiness, cleanliness, business, kind

there’s

Scotland

52

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

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

quietly

lovely

Rules

sick, sicker, sickest, sicken, sickens, sickening, sickened, sickly, sicklier, sickliest

happiness

business

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

m . u

sickness

Teaching Points

ew i ev Pr

awareness

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

sad, sadder, saddest, sadly, sadden, saddens, saddening, saddened

Teac he r

sadness

Unit Focus

careless 7. awareness weakness 11. cleanliness helpless 16. needless sickness 19. business quickly engage brightly braveness wisely harmless lonely lovely

(b) less – (2) helpless, harmless, careless, hopeless, needless, breathless (c) ness – (2) sadness, awareness, sickness, happiness, weakness, braveness, cleanliness, business 5. (a) happiness, cleanliness, business (b) Wales, Scotland (c) kind, Scotland 6. (a) There’s, business, Scotland (b) They’ve, quietly, quickly (c) She’s, lonely, harmless 7. kind, engage, lovely, lonely

3. 5. 8. 10. 13. 15.

hopeless quietly breathless kind happiness sadness

8. Word search (See p. 60.) 9. (a) They’ve, lovely, Scotland (b) careless, business (c) kind, Wales, wisely 10. (a) kind (b) won’t (c) braveness (d) sickness (e) quickly (f) hasn’t

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Unit 15

pt, lt, ft List Words

Word Building

crept

creep, creeps, creeping, creeper

swept

sweep, sweeps, sweeping, sweeper

wept

weep, weeps, weeping, weepy

kept

keep, keeps, keeping, keeper exception, exceptions, exceptional, exceptionally

adopt

adopts, adopting, adopted, adoption, adoptee

erupt

erupts, erupting, erupted, eruption

fault

faults, faulting, faulted

built

build, builds, building, buildings, builder, builders

consult

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

revolt

adult left

revolts, revolting, revolted, revolution, revolutions, revolutionary, revolutionaries

Rules

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

Dictation

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

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

adults, adolescent, adolescents, adulthood leave, leaves, leaving lofts

swift

swifter, swiftest, swiftly, swiftness

shift

shifts, shifted, shifting

craft

crafts, crafted, crafting, crafty

w ww

loft

lift

Rome Paris

Revision Words draw

• Identify the graphemes and how they are 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.

lifts, lifted, lifting

. te

Roman, Romans

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

left craft except Rome except erupt

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

m . u

difficult

Teaching Points

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

bolts, bolting, bolted

bolt

• This unit focuses on the graphemes ‘pt’, ‘lt’, and ‘ft’. • This unit also includes two words of interest, ‘Rome’ and ‘Paris’.

ew i ev Pr

Teac he r

except

Unit Focus

o c . che e r o t r s super

Parisian, Parisians

Word Building

draws, drawing, drew, drawn

claw

claws, clawing, clawed

soar

soars, soaring, soared

board

boards, boarding, boarded

more

most

score

scores, scoring, scored

stalk

stalks, stalking, stalked

chalk

chalks, chalking, chalked

today

year

years, yearly, yearlong, yearling

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

consult difficult swept Paris wept

revolt shift Rome erupt loft

53


Unit 16

Suffixes: -y words

List Words

Word Building

happily

happy, happier, happiest, happiness

merrily

merry, merrier, merriest, merriment, merriness

busily

busy, busier, busiest, busyness

angrily

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

easily

easy, easier, easiest

craftily

crafty, craftier, craftiest

worried

worry, worries, worrying

married

marry, marries, marrying, marriage, marriages dirt, dirty, dirtier, dirtiest

copied

copies, copying, copier, copyright, copyrights supply, supplies, supplying, supplier, suppliers dry, drier, driest, dries, drying, dryness, drily, dryer, dryers

study, studying, studied, studious, studiously

carries

carry, carrying, carried, carrier, carriers

parties

party

empties

empty, emptier, emptying, emptied, emptiness

busy

bury, burying, buried

. te

bully, bullying, bullied litres

Word Building

reward

rewards, rewarding, rewarded

warden

wardens

award

awards, awarding, awarded —

warrior

warriors

swarm

swarms, swarming, swarmed

wardrobe

wardrobes

warning

warnings

fortnight

fortnights

second

seconds, seconding, seconded

54

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

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

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

o c . che e r o t r s super

busier, busiest, busies, busying, busied, busily

Revision Words

awkward

Dictation

m . u

studies

w ww

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

litre

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

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

applied

bullies

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

Rules

dirtied

buries

Teaching Points

ew i ev Pr

Teac he r

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

dried

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

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

cheerily

supplied

Unit Focus

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Unit 17

ore, oor, oar, our List Words

Word Building

explore

explores, exploring, explored, exploration, exploratory, explorer

score

scores, scoring, scored, scorer

ignore

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

adore

adores, adoring, adored, adorable, adoration

shore

shores, shoring, shored, shoreline, shorelines

chore

chores —

doors, doorway, doorways

moor

moors, mooring, moored, moorings

floor

floors, flooring, floored, floorboard, floorboards

poor

poorer, poorest

Teac he r door

boar boarder oar

Rules

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

Dictation

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

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• roars, roaring, roared boars

boarders, board, boards, boarding, boarded oars

fourth

four, fours, fourteen, fourteenth

court

courts, courting, courted, courteous, courtesy

w ww

pour

pours, pouring, poured

Italy

Italian, Italians

Switzerland

• 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.

ew i ev Pr

stores, storing, stored, storage, storeroom, storerooms

roar

Teaching Points

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

store

uproar

• This unit focuses on choosing the graphemes ‘ore’, ‘oor’, ‘oar’ or ‘our’ to represent sounds (phonemes). • This unit also includes two words of interest, ‘Italy’ and ‘Switzerland’.

. te

Swiss

Revision Words

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

m . u

anymore

Unit Focus

4. (a) Italy (b) fourth (c) Switzerland (d) uproar (e) ignore 5. (a) know (b) no (c) write (d) right (e) boar (f) bore 6. (a) tomorrow (b) anymore (c) boarder (d) ghost (e) explore (f) Switzerland (g) comb (h) England 7. ghost, ignore, chore 8. (a) shipwreck (b) doorknob (c) seashore (d) scoreboard (e) courtyard (f) storeroom (g) honeycomb (h) breadcrumb 9. Word search (See p. 61.) 10. (a) stores, storing, stored (b) wrecks, wrecking, wrecked (c) explores, exploring, explored (d) know, knows, knowing (e) write, writes, writing

o c . che e r o t r s super

Word Building

know

knows, knew, knowing, knowledge

knife

knives

honest

honesty, honestly

ghost

ghosts, ghostly

wreck

wrecks, wrecked, wrecking

write

writes, wrote, writing, written

crumb

crumbs, crumble, crumbles, crumbling, crumbled, crumbly

comb

combs, combed, combing

tomorrow

England

English, Englishman, Englishmen, Englishwoman, Englishwomen

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

55


Unit 18

Summer Holidays

List Words

Word Building

barbecue

barbecues, barbecuing, barbecued steaks

sausages

sausage

charcoal

Teaching Points

lighters

tennis

racket

rackets

prawns

prawn

salad

salads

lakes

lake

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

parks

caravans, caravanning —

jeans

breaker

breakers —

shorts

sandals

sandal

castles, sandcastle(s)

castle

postcards

umbrella Moscow

umbrellas

Muscovite, Muscovites Berliner, Berliners

Berlin

Word Building

plane

planes, planning, planed, deplane

hotel

hotels

w ww

Revision Words

passport ticket beach boat

uniform

56

Answers

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

surfing, surfed, surfer

surf

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

ew i ev Pr

caravan

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

Teac he r

lighter

park

• This unit focuses on ‘summer’ words. • This unit also includes two words of interest, ‘Moscow’ and ‘Berlin’.

passports

. te

tickets, ticketing, ticketed

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

4. (a) breaker (b) shorts (c) surf (d) caravan (e) salad (f) lakes 5. caravan, boat, lakes, barbecue, beach, sausages. 6. (a) beach (b) prawns (c) salad (d) boat (e) said (f) tennis (g) flight (h) plane (i) racket (j) steak 7. charcoal, breaker, boat 8. Take your passport on the plane. 9. Word search (See p. 61.)

m . u

steak

Unit Focus

o c . che e r o t r s super

beaches, beaching, beached

boats, boating, boated

uniforms, uniforming, uniformed, uniformity, uniformly

flight

flights, flighting, flighted

said

say, saying

there

there’s

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Word Search Answers

Unit 1 c b s o v d a e o l m f r t t

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

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

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

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

Teac he r

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

r d a n o t h e r p m m s m o g e

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

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

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

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

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

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

ew i ev Pr

p u j b w s t j n e e c h e w

Unit 2 g o b n l j r x f f a o k j j b c

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

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

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

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

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

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

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

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

w ww

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

Unit 4 n e f a m h m t e g l n u r p

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

. te

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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

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

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

m . u

Unit 3

57


Word Search Answers

Unit 5 c a d r u d x a t l e e v b r

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

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

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

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

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

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

Teac he r

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ew i ev Pr

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

Unit 6 i i b s a p t s e t a e r g o r f

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

Unit 7

58

n b c g t c o r c i w m c k v m n i l g

i y k l n d h i x i u o p i y a n c t n

t s s s y i s e s t s j t r h t r n e i

e r t t r u g h s t b a l e e i g j k c

e q a a m i e n u t t p g r c s m y c n

r v g e g s e m i i r a v w q k e h i a

g b e n c e e h o s t a f a h a l n t d

b a o l i n k n t s l i r r c c n s t b

t o s r e h e a r s a l i d s t a l l s

. te

e t u n i m y i v o y t e r s o i d g r

n o i t i d u a d c q s n o r r k n r k

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

i r s n i a t r u c a c s e j f x o l z

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

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

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

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

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

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

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

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

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

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

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

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

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

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

m . u

g s a z r o d t r e c n o c g n i d j e

w ww

s s b o l r r a e y g m o n t h i n q s

Unit 8

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Word Search Answers

Unit 10

Unit 9 o i a b c n i a t r e c t f w d n a

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Unit 12

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

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

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

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

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

w ww

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

t t e i f o d p e t i a l w r i s

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

Unit 11 f m a r g o l i k e k e c s p t r

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

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

. te

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

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

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

m . u

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

Teac he r

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

ew i ev Pr

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

59


Word Search Answers

Unit 13

60

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

n o a o i g d e g r t u m c e c g e h o w d s p c

w i w l n a e y a o t e q l y w r o d s o e i h u

q h u i p t r y r h u b r u l b o i e r d e a s d

o r r w h s s k d e n i k d f h l l q e a e d s g

s p a g y i a q e x k r w u n a c c f w e u o t o

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

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

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

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

s r i i k a p o n l o d t z o t o h p o m d r c b

n e e t n e v e s m t f e l g c b n g l p a h o u

h v g z q c s u n s h i n e a h e f j f b i i w l

v w q r p b o l e a v e s p r d f b c b c t t p b

u t c t g i r a w o r g w o d j o s i k a l l m s

s c e l d d u p t n o r k t j x d t c r m i i o w

q s c a r e l e s s s e l m r a h

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

w ww

Unit 15 t o t w c e t l u a f o i o t

s s b n l n t p n t z l l r k b a s e e f d y l s

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

. te

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

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

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

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

Unit 16 o t r q p f p r f r o i p c o

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

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

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

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

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

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

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

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

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

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

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

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

m . u

h o b v i a r i e v u b b i m i i r o z h f o m k

Teac he r

h o j w m s o l m k n e q a p t t h a w e u a h i

ew i ev Pr

w g n i r p s f s e d u l q k p o i n t d a t d e

Unit 14

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

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

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

o c . che e r o t r s super

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

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

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

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Word Search Answers

Unit 17 l t p a t a h g e z e r o h c

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

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

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

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

Teac he r

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

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

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

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

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

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

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

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

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

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

b w c r t z l u y i s f e z y g a u u l o r c a w v u f x e

u q r r e k t d s f g g t h v l h n h g a x u s B o x k z l

c h o l n m s c x e j o h j a o i c t w o s c s e w c e p b

t h g v a o a h z j a d g s q f s l n j a m j p r s i s o q

s h a w l w c l d l l s i s o w x s f g s e h o l x g h o y

z t e r p v a q l u c k l r a p n s e f d q o r i t l o t M

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

w w i r c k x e d u r p m k a e t s a k n o t t n v a t v o

s l c c e o r r a c k e t t x a j w k n d r e k a e r b v s

v c a s k b a e m q u s i n n e t t o x d b l q y f d k s c

t r r t m e h l q m n s p c g i f u p v w a i p v r o f n q

w ww

m . u

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

. te

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

y a a u d i t c c y v e u c e b r a b r d e l j p u o b a j

l n v i r y c a a b o h g c g q v f l i g h t s b s u s e u

ew i ev Pr

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

Unit 18 d n a c x g m n o e w a i t t i p a r k j t e c l x o n j b

w s n j e p y u n b b x n o w a l l q p p o s t c a r d p y

61


we me he she be bed wed fed with his

Unit 9

mix six box fox cut hut but nut are as

ant bee bud bug dig fog frog sun ask here

Unit 5

win fin bin tin sip tip lip zip is you

cot hot dot pot bit pit sit it that if

Unit 10

Unit 4

Unit 3

big hid cup fun cake game tag rip did got

r o e t s Bo r e p ok u S Unit 8

Unit 2

Teac he r7 Unit

leg beg peg hen ten men pen den they no

and sand band hand end lend send bend from want

cap map car hat fun run ball net also one

m . Unit 15 u

. te

moon room hood zoo all call ball small this have

Unit 14

see been weed seed meet need feed seen yes saw

Unit 13

my by fly sky mop top hop pop for on

pet met set wet am ham jam ram to by

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Unit 12

Unit 11

hug rug bug mug jug bag rag wag put was

w ww

62

can man ran pan sad bad dad had the of

ew i ev Pr

Unit 6

Unit 1

Book A List Words

o c . che e r o t r s super

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


then those

out about around house

save gave take make

woke home bone note

chest

these

mouse

came

rose

shin

chum

both

now

made

cone

short

such

tooth

down

like

vote

ash

torch

path

how

ride

June

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

tune

time

use

arch

l’ll

when

mime

cube

punch

l’ve

why

crime

tube

church

it’s

where

mine

cute

two

four

May

her

seven

three

five

many

come

eight

sweets

drum

stamp

skip

went

gift

drip

party

drop

game

grip

happy

grab

start

grim

stone

spit

grant

dear

trip

stem

spin

damp

hear

try

nest

spot

lamp

fear

trim

rest

spark

ramp

heat

wish rash

Teac he r Unit 8

one only

toys

play

invite drink sing

stop stand step

skin skid skirt spell

spent rent ant

pant

Unit 12

fresh

Unit 11

kite

what

Unit 10

brown

l’m

Unit 9

bath

lunch

ew i ev Pr

rich

dish

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

meat teach reach beat seat

swim

camp

steep

cost

swing

jump

keep

food

crab

must

sweep

bump

sleep

paper

crash

lost

swell

lump

sheet

more

back

nine

good

some

would

give

help

who

has

pupil

born season butterfly

bang hang sang song along

o c . che e r o t r s super away day

stay clay pay

bird girl

first

third twirl

Unit 17

baby

. te Unit 14

seed

Unit 16

any

m . u Unit 18

best

brave

w ww

bring

cards

Unit 15

Unit 7

chant

them

sheep

brush

Unit 13

chin

than

Unit 6

shut

chip

Unit 5

shop

chop

Unit 4

ship

Unit 3

shoe

Unit 2

Unit 1

Book B List Words

moan

bike

coat

fish

loaf

shells

float

bucket

soap

spade

blossom

belong

ray

hurt

load

camp

flower

wing

mail

turn

grow

wave

park

king

stain

burn

show

tent

plant

ring

pain

surf

tow

site

hatch

thing

sail

paper

below

sea

raindrop

being

tail

never

own

seagull

spring

hung

wait

over

crow

seaweed

warm

sung

train

under

slow

sand

thirteen

old

Tuesday

Friday

Saturday

him

Monday

their

Wednesday

Thursday

Sunday

number

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

63


mother

sunk plank fine

still smell skull stall across

bottle little battle rattle middle

scrap scrape scrub scream screen

glue

brother

alive

dress

riddle

spray

due

another

line

glass

paddle

spread

clue

other

reply

miss

buckle

sprain

blue

Monday

supply

jazz

ankle

sprint

bathroom

front

apply

buzz

eagle

sprout

bedroom

onion

fried

fizz

apple

stripe

tried

dizzy

needle

strap

cried

cuff

able

straw

high

staff

rectangle

street

sigh

cliff

single

strong

right

stuff

jungle

stream

while

yesterday

part

live

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

comic

shock

picnic

luck

should

Ireland

work

March

which

April

twelve

age

quit

told

twice

page

lights

quiet

birth

quite

year

liquid

friends

queen

invitation

question

coldest

rice

bridge

quack

boldest

advice

badge

older folder golden scold

price spice slice ice-cream

usual

huge stage cage bandage

Unit 12

brick

Unit 11

trick

traffic

Unit 10

spoon

Unit 9

back

Teac Unit 8h er

broomstick

yourself himself herself myself

outside inside

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

offside

seaside

mice

quake

kindest

voice

judge

someone

squad

remind

ace

bench

something

squash

behind

disgrace

branch

sometimes

presents

squeak

find

trace

crunch

somebody

chocolate

squirt

mind

space

wrench

everyone

cupcake

squeal

wind

place

match

everything

icing

squirm

blind

race

watch

everybody

shopping

square

grind

face

catch

oil

again

January

please

during

name

because

February

month

bloom sunshine cloud bulbs grass green

. te weren’t l’d

won’t

we’ve they’ve what’s

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

straw law

claw soar

board

war

warrior warp

warning ward

wardrobe

Unit 17

minute

Unit 16

wishes

Unit 15

greetings

Unit 14

balloon

m Unit 18 . u

goldfish

w ww

quilt

hedge

surprise

Unit 13

cover

thank

Unit 6

few

oven

think

Unit 5

crew

above

Unit 4

grew

love

Unit 3

chew

music

64

Unit 2

blew

ew i ev Pr

Unit 7

Unit 1

Book C List Words

comb lamb

dumb numb

crumb wrap

everywhere centimetre metre

plane atlas boat crab

passport rock

oar

warn

wreck

sandals

there’s

roar

warmth

write

beach

butterfly

you’re

sore

swarm

wrong

flight

digging

hasn’t

tore

dwarf

honest

ticket

dragonfly

you’ve

more

award

ghost

runway

grow

we’re

score

warden

hour

landing

bluebird

she’s

stalk

towards

know

pool

young

you’ll

walk

warren

knight

hotel

tulip

they’d

talk

reward

knife

salty

ladybird

they’re

chalk

warlock

knot

uniform

eighteen

Africa

today

fortnight

tomorrow

said

seventeen

Australia

year

second

before

there

fresh

that’s

animal

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


Unit 6

Unit 5

Unit 4

Unit 3

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

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

Unit 12

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

Unit 11

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

Unit 10

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

Unit 9

Unit 2

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

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

m . u Unit 18

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

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 17

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

Unit 16

o c . che e r o t r s super

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

Unit 15

. te Unit 14

Unit 7 Unit 13

chick garden lamb rabbit flowers flowerbed breeze daisy hatch rainbow raincoat thaw puddle foal meadow springtime windy daffodil splash leaves point letter

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

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

w ww

cast actor acting stage curtains backstage stalls circle ticket concert dancing singing audience audition orchestra rehearsal interval costume wardrobe stagehand ours theirs

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

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

ew i ev Pr

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

Teac he r Unit 8

Unit 1

Book D List Words

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

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

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

65


interfere intersect intercept interact interview international disability dislike disagree disappoint disappear return repeat refund revise suburb submarine submerge subheading subway interesting modem

Unit 6

Unit 5

Unit 4

Unit 3

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

noise moist hoist choice voice invoice appoint asteroid enjoy decoy convoy boycott deploy royal employ destroy annoy voyage buoy lifebuoy beginning coming

Unit 12

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

Unit 11

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

Unit 10

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

torch orchard channel achieve machine chef parachute charade approach coach school choir ache chemist anchor stomach character monarch orchid anarchy Madrid Cardiff

firmly thirsty virtual confirm thirty urchin burst urban urgent further purpose burnt modern quarter remember early earthquake heard search hearse sincerely library

o c . che e r o t r s super rough cough tough laugh enough trough draught roughcast paragraph graph photograph orphan nephew atmosphere elephant phrase autograph alphabet dolphin phobia August November

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

Unit 17

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

Unit 16

. te

m Unit 18 . u

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

Unit 15

colour gumboots season warmth punnets seedlings shower brilliant gardener nurture shoots sprouting soldier enrich prune weather flowering fruitful thunderstorm lightning eighth truly

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

r o e t s Bo r e p ok u S Unit 9

Unit 2

Teac Unit 8h er

gathering assembly reunion award wrap presents ornaments bought surprise occasion enjoyment sauce banquet turkey goose dessert feast delight pudding celebrate sugar special

Unit 14

Unit 13

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

w ww

66

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

ew i ev Pr

Unit 7

Unit 1

Book E List Words

signal removal arrival musical festival electrical personal selfish amateurish sheepish foolish childish breakage wastage postage drainage hardship friendship championship membership ninety hundred

octopus squid shark whale snorkel pilot suitcase customs ocean scuba fishing pier depth marina wetsuit coastal lifesaver sunglasses oxygen swimsuit Australia Greece

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au


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

Unit 6

Unit 5

Unit 4

Unit 3

scissors pyjamas spectacles binoculars goggles pliers species series trousers scales shears tongs salmon deer moose trout athletics aircraft innings tweezers carry surprised barbecue fondue continue tissue rescue pursue duel refuel issue subdue fewer renew skewer mildew viewed viewpoint review beauty beautiful queue body eighty

wrote wretch wrestle answer kneel yolk guide thumb plumber tongue shoulder boulder yacht column knead debt folk guard rhythm wharf emergency accept

Unit 12

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

Unit 11

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

Unit 10

r o e t s Bo r e p ok u S Unit 9

Unit 2

m . u Unit 18

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

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

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Unit 17

o c . che e r o t r s super

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

Unit 16

. te

Unit 15

magnificent colourful climate annual perennial perfumed abundance decorate variety temperature yellow blossom hayfever profusion indulge irresistible tempting symbol fragrant ritual lettuce onion

Unit 14

Unit 7 Unit 13

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

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

w ww

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

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

mushroom monsoon cartoon tablespoon snooze curfew corkscrew withdrew screwdriver coupon wound youth group mousse chop suey gruesome cruise suitable recruit pursuit sixty Africa

ew i ev Pr

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

Teac he r Unit 8

Unit 1

Book F List Words

chase sense release grease purchase increase surface bounce announce ambulance convince fierce tomato fiasco potato piano echo volcano patio ratio multimedia email

almost already almighty altogether welcome welfare until instil delightful powerful awful useful careful fearful graceful hopeful skilful thankful watchful wonderful either neither

sweltering stifling perspiration equatorial oppressive medication hurricane tsunami typhoon cyclone heatwave humidity sultry malaria destructive sweat centigrade thermometer degree mosquito thousand double

67


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

Unit 6

Unit 5

Unit 4

Unit 3

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

quantity celebrity allergy recipe catastrophe abbreviate guarantee absentee escapee cappuccino quiche amphibian unique orientation retrieve relieve conceit conceive caffeine debris participation outrageous

Unit 12

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

Unit 11

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

Unit 10

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

difference silence commence absence independence patience conscience audience convenience experience chance balance distance appearance acceptance entrance substance instance assistance nuisance physical genius hymn solemn design gnash gnarl malign dinghy honour rhinoceros vehicle honesty whisper doubtful guilty couple sword pneumonia raspberry almond knowledge efficient sufficient

o c . che e r o t r s super dialogue rogue catalogue fatigue league intrigue plague colleague vague disguise guidance guardian guillotine guerilla guarantor guile ghoul ghetto gherkin ghastly feud amateur

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

Unit 17

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

Unit 16

. te

m Unit 18 . u

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

Unit 15

bouquet nursery ecology migrate agriculture cultivate reproduce environment ecosystem horticulture propagate insect germinate fertiliser flourish foliage sunshine survival luxuriant bountiful unfortunate encourage

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

r o e t s Bo r e p ok u S Unit 9

Unit 2

Teac Unit 8h er

advice advise anticipating exhausted excellent hibernate resolution sacred cheque experiment private potatoes research roast commercial advertisements tradition decorations indulging sausage technology citizen

Unit 14

Unit 13

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

w ww

68

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

ew i ev Pr

Unit 7

Unit 1

Book G List Words

sandwich valentine marmalade pavlova Morse code spoonerism arachnid pasteurise diesel hooligan cardigan volts biro teddy hygiene maverick leotard Braille Celsius python analysis permanent

souvenir foreign accommodation catamaran helicopter tourism currency navigation itinerary security protection inoculation route luggage traveller equator latitude longitude continent exchange technique strategy

Spelling: Workbook teachers guide—R.I.C. Publications®—www.ricpublications.com.au

Spelling Workbook and Interactive CD Teachers Guide: Book D - Ages 8-9  

Designed to be used alongside the Spelling: Workbook and interactive CD series, these teachers guides will help provide context for and exte...

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