PR-2361UK My Spell Workbook a TG_ BW

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2/146ii My Spelling Workbook A Teachers GuidePrim-Ed Publishingwww.prim-ed.com

Ofces in:

UK and Republic o Ireland:Bosheen

New Ross

County Wexord

www.prim-ed.com

Australia:PO Box 332

Greenwood

Western Australia 6924

www.ricpublications.com.au

My Spelling Workbook Teachers Guide (Book A)

Published by Prim-Ed Publishing 2011

2nd edition 2011

Copyright Prim-Ed Publishing 2011

ISBN 978-1-84654-309-8

PR2361UK

Titles available in this series:My Spelling Workbook Teachers Guide Book A (Ages 56 years)My Spelling Workbook Teachers Guide Book B (Ages 67 years)My Spelling Workbook Teachers Guide Book C (Ages 78 years)My Spelling Workbook Teachers Guide Book D (Ages 89 years)My Spelling Workbook Teachers Guide Book E (Ages 910 years)My Spelling Workbook Teachers Guide Book F (Ages 1011 years)My Spelling Workbook Teachers Guide Book G (Ages 1112 years)

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Foreword

Contents

Phonics and the Common Words

Teaching and learning spelling are progressive processes,which are structured in this scheme, marrying phonics

with common words. Children learn best when spellingis taught systematically and in a structured manner overtime. Spelling needs explicit instruction or the majority ochildren, particularly or those who ail to catch it becauseo inherent diculties. The NLS Framework or Teaching(Beard 1998) recommended that successul managemento the teaching o spelling should include structuredteaching, which involves the ollowing, all o which are anintegral part in the My Spelling Workbookseries:

making it clear what has to be learnt

dividing material into manageable chunks

teaching in a well considered sequence the use o material in which children make use o

hunches and prompts

regular testing or progress

immediate eedback

Matching Teaching Methods to Learning Styles

This phonic based, multisensory spelling series introducesstrategies that eature Look, Say, Trace, Cover, Writeand Check. The series promotes independent learning ospelling in context and eatures a proven metacognitiveapproach to spelling. The metacognitive approachencompasses logical and systematic thinking, combinedwith the skills o visualisation, emotion and creativity.Through using all aspects o thinking, children not onlylearn how to spell but also learn how to retain and usethese words in context.

Success with this series is achieved through thereinorcement activities provided in the My SpellingWorkbookseries. These workbooks cover the strategiesin a un, creative way ensuring that both the child and theteacher enjoy the learning process. The Teachers Guidesprovide the metacognitive strategies. These are clearlyoutlined using fash cards, assessment sheets, extraactivities, guidelines or use with children with specialneeds, extension activities or more able children, dictation,word lists and answers.

This workbook contains 15 lists o phonic based,commonly used words to develop a base vocabulary orprimary school children. These help to develop independentspellers through a variety o activities including:

word building

memory tests

word study

word puzzles

discovering patterns in words.

Teacher Inormation .............................................. iv viii

Curriculum Links .............................................................1

Timetable a suggested timetable that can be adapted tosuit dierent class needs.

Spelling Timetable ...........................................................2Blank Timetable ..............................................................3

Metacognitive approach resources an approach whichencourages children to become successul independentspellers and thinkers.

Teachers Notes ...........................................................45

Question Type Charts .................................................613

Core photocopiable resources a range o resourceswhich can be used regularly throughout a spelling

programme.

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

New Words ..................................................................15

List Words ...................................................................16

Supplementary resources extra ideas to support aspelling programme, covering a range o ability levels.

Additional Individual Activities .........................................17

Additional Inormal Activities .....................................1820

Additional Partner and Group Activities ......................2122

Incentives photocopiable games to encourage betterspelling and certicates to reward progress.

Spelling Games ......................................................2328

Certicates ...................................................................29

Assessment photocopiable worksheets or recording oresults by teachers/children.

Teachers Notes .............................................................30

Pre-test/Post-test Template .............................................31Individual Word Checklist .........................................3234

Anecdotal Records ........................................................35

Test Checklist ................................................................36

Assessment photocopiable word strips to assistbeginning spellers.

Word building strips (Units 16) ..............................3742

Teachers Notes for each unit a separate page oreach unit, providing list ocus, dictation, word building,

additional activities and answers.

Units 115 .............................................................4357

Workbook Pages (Book A) .....................................59131

List Words (whole series) ....................................132138


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Teacher Information

Pages 213 ocus on initial soundsthrough:

auditory discrimination

visual discrimination

writing initial letter sounds

investigating letter shapes

completing simple words

Pages 1417 ocus on nalconsonants through:



writing nal letter sounds

completing simple words

Pages 1821 ocus on medial vowelsounds through:



writing medial vowel sounds

completing simple consonantvowelconsonant (cvc) words

It is anticipated that teachers will use the activities in this rst section o the book to monitor childrens progress. Success withthese preliminary activities using initial, medial and nal sounds will indicate a childs readiness or the more ormal spellingunits which ollow.

To give children the best chance or success in this preliminary stage, a variety o strategies can be used to enhance the learning

o inital, medial and nal sounds. These strategies include:

making class lists o words with the same initial sound;

using alphabet books, charts and mobiles;

using fashcards;

playing mystery letter sound and identication games;

labelling amiliar classroom objects with initial or nalsounds;

visual discrimination tasks such as spot the dierence;

handwriting activities which promote directionality;

activities which promote one-to-one correspondence;

singing simple rhymes and songs;

magazine hunts or individual letters or objectsbeginning or ending with a given sound;

tracing letters over textured suraces such as sandpaperor elt;

writing letters using a variety o media such as paint,crayon or chalk; and

writing a letter on sand or on a partners back to be

guessed.

Note: Answers or pages 221 have not been provided. Teacher check required.

My Spelling Workbook Book A is broken into three developmental levels to cater or thechanging needs o children moving into ormal schooling.

The rst section o the book has been designed to consolidate initial, medial and nalsounds. Activities require children to exercise both auditory and visual discrimination inreadiness or introducing simple spelling strategies.


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Look, Say, Trace, Cover, Write, Check

Teacher InformationFour two-page units o work have been included as a transition into the ormal spelling units which can be ound throughout theremainder o the My Spelling Workbook series.

These two-page units introduce spelling systematically and use activities in keeping with amiliar reading strategies such assounding out words, looking at words shapes, breaking words into chunks and using picture cues.

Look, Say, Trace, Cover, Write, CheckThis represents the basic methodrecommended or word learning. Childrenshould ollow this multisensory processwhen learning each word. It is a provenmethod o retaining a word in the memory

and should be a procedure that is ollowedconsistently, to assist with the learning ourther words.

Lookat the word. Look or words within words. Look at theshape o the word.

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

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

Cover the word. (A time actor can be built into this part.Test ater one minute, 10 minutes, one hour, the nextday etc.)

Write the spelling word.

Checkthe word with the original.

Each word list table has aseries o columns. Ater learningeach word, the children shouldhide their word with their handand write it in the rst Practisecolumn. This should berepeated ater a ew days, butwritten into the second Practisecolumn.

To help evaluate the childrensprogress, i the word is speltcorrectly in the test, a tickshould be placed in the Tcolumn. A tick should be placedin the D column i the word isspelt correctly in the dictation.

Problem words can be recordedin the Difcult Words I HaveFound table on page 74, oradditional learning.

The second page o each unitincludes urther word studyactivities. The activities on bothpages ollow a ormat which isused consistently throughoutthese units.

The frst page o each unit contains the list

words. It is recommended that these wordsare introduced by the teacher and displayedor the children prior to completingworkbook activities.

Each list ocuses on one or more phonicword patterns and two commonly usedwords. The children should be encouragedto identiy the rhyming list words andattempt to spell other words which rhymewith these word amilies in their ownwriting.

To assist in the development o the concepto rhyme, word building strips or Units18 have been included as an additionalintroductory activity and can be ound onpages 4357 o this teachers guide.


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Teacher Information

In the third section o the workbook, there are our pages to eachunit in keeping with the ormat o workbooks BG.

Each unit contains word building and word study activities.

A bank o activities is used throughout the book, including:

unjumbling words

word worms

nding small words

crosswords

word searches

A word building template is oundon page 14 o this book. This canbe used or each unit o words.Word building examples or everylist word are ound on pages4357 o this book.

The unit list words are repeated orurther reerence on the third pageo each unit.

The addition o a word searchencourages children toidentiy spelling patterns andconsolidate their knowledge

o the order o the letters in listwords.

The introduction o a word makerormalises patterns ound in rhyming

words and encourages children toextend their pool o list words to otherknown words with the same digraphor blend.


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For every spelling list, remember to:

Look

Say

Trace

Cover

Write

Check


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Curriculum Links

Country Level Subject Objectives

England Year 1 Literacy Word Recognition

recognise automatically an increasing number oamiliar high requency words

apply phonic knowledge and skills as the primeapproach to spelling

Word Structure and Spelling

spell new words using phonics as the primeapproach

segment sounds into their constituent phonemes inorder to spell them correctly

use knowledge o common inections in spelling,such as plurals, -ly, -er

Northern Ireland Year 2 Language and Literacy Writing write using sound-symbol correspondence

Republic oIreland

Senior InantClass

English Competence and Condence in Using Language

write letters and words rom memory

begin to develop conventional spelling o simplewords

Scotland Primary 2 Literacy and English Writing (Early Level)

explore sounds, letters and words, discovering howthey work together, and use this to help with writing

Wales Year 1 Language, Literacy andCommunication Skills

Writing

develop their ability to spell common and amiliarwords in a recognisable way


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Teachers can use the activities in My Spelling Workbookto suit the needs o their class and theamount o time available or spelling.

A fve-day spelling programme or each list is suggested below, as a way o using this workbook.It allows or 25 minutes each day, which could be a combination o class work and homework.Teachers may wish to add or delete rom this timetable, according to their needs.

Spelling Timetable

DAY ONE Encourage children to fnd patterns in the list

Underline the key eatures

Construct word building strip or frst word amily (seepages 3742)

DAY TWO

Spelling game or activity (see pages 2328)

Revise the patterns or this list

Dictation (see pages 4357)

Complete activity 1 in workbook

DAY THREE

Revise the patterns or the list using an additional activity(see pages 1722)

Construct word building strip or second word amily

Complete page 1 activities

Complete a partner activity (see pages 2122)

DAY FOUR

Complete additional activity

Dictation

Begin page 2 activities

Complete an individual or inormal activity (see pages1720)

DAY FIVE

Spelling game or activity

Test o list words (see page 3234) Complete page 2 activities

DAY TWO

Spelling game or activity (see pages 2328)

Revise the patterns or this list

Dictation (see pages 4357)


DAY THREE

Revise the patterns or this list using an additionalactivity (see pages 1722)

Begin page 3 activities

Complete an individual or inormal activity (see pages1720)

DAY FOUR

Revision o list words

Dictation


Complete a partner activity

DAY FIVE

Inormal activities (see pages 1820)

Test o list words (see pages 3234) Complete page 4 activities

DAY ONE

Encourage children to fnd patterns in the list

Underline the key eatures


Complete a partner activity (see pages 2122)

The timetables on this page are based on the activities in Units 14 and Units 515 respectively. They are based on ametacognitive approach, which is explained in detail on the ollowing pages.



Use the blank timetable below to plan a spelling programme or your class.

DAY ONE DAY SIX

DAY TWO DAY SEVEN

DAY THREE DAY EIGHT

DAY FOUR DAY NINE

DAY FIVE DAY TEN

Blank Timetable



Aim: To encourage children to become successul independent spellers and thinkers.

Introductory Stage

Each category o question (Clariying, Literal, Inerential, Personal, Visualising, Predictive, Summarising and Reective)should be explained to the children. It is important that they understand what kind o question they are asking.

Not all cards will be relevant in every situation. On occasion, they will be.

Some o the questions may appear to be the same but are repeated under dierent categories. This is because the context isdierent and this should be explained to the children.

Preparation Stage

The teacher chooses a suitable spelling word. A word that encompasses all the categories o questions is better. However, itshould be stressed that not all categories are relevant to every word. For example, orgot.

The cards are displayed or all children to see. Teachers might preer to enlarge the cards to A3 when photocopying orlaminate them. (See pages 613).

Modelling Stage

The teacher models a word, or example, orgot. The teacher demonstrates the thinking process involved by applying thequestions suggested in the relevant categories and talking through his or her answers.

Allowing children to interact with the teacher using this process can be very productive.

Explanation o Question Types

Clariying questions are questions that make words,phrases or concepts clear and understandable.

For example: What is the word?

orgot

What does this word mean?didnt remember

Can the word be broken into smaller sounds?

orgot

Literal questions are questions that have a straightorward answer ound in the text.

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

Inerential questions are questions that ask you to deduce answers rom the text.

For example: Can I think o some other way to help remember how to spell this word?

break the word into three little words: or, got

Personal questions are questions that are relevant to onesel.

For example: Do I know how to spell any part o this word?

yes

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

yes, because I sometimes use this word in my writing

Metacognitive Approach

8

MySpellin

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ookATe

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ublishin

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Inferential Questions8

MySpellin

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orkb

ookATe

ach

ers

Guid

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ublishin

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Can I think of some other

way to help remember

how to spell this word?

MySpellin

gW

orkb

ookATe

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ers

GuidePrim-EdP

ublishin

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9

Personal Questions

MySpellin

gW

orkb

ookATe

ach

ers

GuidePrim-EdP

ublishin

gwww.prim-e

d.c

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9

Do I know how to spell

any part of this word?

Is this a word that I need

to learn to spell?



The Reective Questions card should be used as a challenge or every child. It is designed to extend the moresuccessul speller. It also oers the opportunity or individuals to recognise their own areas o strengths and weaknesses.

This card should be used either at the end o the lesson or ater the dictation to reect on success and to set new goalsor themselves.

The ollowing pages contain a set o cards or encouraging this way o thinking.

Visualising questions are questions that require you to see the word or shape inyour mind.

For example: Close your eyes.

Can I see the word inside my head?

yes/no

Can I see the shape o the word?

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

For example: Can I say another word that is spelled almost the same?

orget has the same beginningCan I spell this word?

yes/no

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

orget

Summarising questions are questions that demand a reiteration and understandingo what went beore.

For example: Can I make a sentence or this word?

yes I orgot my lunch

Can I write a story the teacher has given me with the spelling wordor words in it?

yes/no

Refective questions review the strategies used to learn new words and how youeel about your progress.

For example: How did I do?

happy/reasonably happy/unhappyWhich card helped me the most?

Inerential Questions

Was there anybody or anything that could have helped me?

I could have looked or the word around my classroom or got my

amily to test me.

How do I eel?

happy/reasonably happy/unhappy

Metacognitive Approach


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ClariyingQuestio

ns

Whatdoes

thisword

mean?

Ca

nIspellt

heword

the

wa

yitsoun

ds?


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Litera

lQuestions

W

hatisthe

trickypartof

theword?


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CanIthink

ofsome

other

waytohelpremem

ber

ho

wtospe

llt

hisword?

Inere

ntialQuestio

ns



Perso

nalQuestion

s

My Spelling Workbook A Teachers GuidePrim-Ed Publishingwww.prim-ed.com 9

Do

Iknowhowtosp

ell

an

ypartof

thisword

?

Is

thisawo

rdthatIneed

to

learntospell?



VisualisingQuestions

10 My Spelling Workbook A Teachers GuidePrim-Ed Publishingwww.prim-ed.com

CanIseet

heword

inside

m

yhead?

CanIseet

heshapeof

th

eword?


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PredictiveQuestio

ns

CanIsaya

notherw

ord

th

atisspelledalmo

stthe

sa

me?

CanIspellthisword

?

CanIwrite

itfromm

emory

andsayea

chletter

asIdoit?



Sum

marisingQuestions

12 My Spelling Workbook A Teachers GuidePrim-Ed Publishingwww.prim-ed.com

CanImak

easente

nce

fo

rthisword?

CanIwrite

astorythe

te

acherha

sgivenme

w

iththesp

ellingwo

rd

orwordsin

it?



RefectiveQuestio

ns

My Spelling Workbook A Teachers GuidePrim-Ed Publishingwww.prim-ed.com 13

HowdidIdo?

W

hichcardhelped

me

th

emost?

W

asthere

anything

or

anybodyt

hatcould

havehelpedme?

HowdidIfeel?


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WordBuilding

+

=

+

=

+

=

+

=

+

=

+

=

s

Makea

newwordby

adding

theending.

Make

morenewwordsb

y

addin

gtheending:

Word

Building



New Words

Name

My new word is

big

My word written

looks like

Cover your word.

Colour a balloon every timeyou write your new wordcorrectly.

My word beginswith the letters(s)

My word ends withthe letter(s)

The middle letter is

My word written small looks like

My word written in colour lookslike

Can you draw your word orsomebody doing your word?



Below is a list o all words used in Book A.

List Words

UNIT 14

and

sand

band

hand

end

lend

send

bendrom

want

UNIT 15

cap

map

car

hat

un

run

ball

netalso

one

UNIT 9

ant

bee

bud

bugdig

og

rog

sun

ask

here

UNIT 10

leg

beg

peg

henten

men

pen

den

they

no

UNIT 12

see

been

weed

seed

meet

need

eed

seenyes

saw

UNIT 13

moon

room

hood

zoo

all

call

ball

smallthis

have

UNIT 11

my

by

y

sky

mop

top

hop

popor

on

UNIT 4

win

fn

bin

tin

sip

tip

lip

zip

isyou

UNIT 5

cot

hot

dot

pot

bit

pit

sit

it

thati

UNIT 7

mix

six

box

oxcut

hut

but

nut

are

as

UNIT 8

we

me

he

shebe

bed

wed

ed

with

his

UNIT 6

hug

rug

bug

mugjug

bag

rag

wag

put

was

UNIT 2

pet

met

set

wet

am

ham

jam

ram

toby

UNIT 3

bells

red

star

un

cake

Santa

tag

tree

didgot

UNIT 1

can

man

ran

pan

sad

bad

dad

had

theo



The ollowing activities and games have been provided or your use as additional support to the spelling programme.They are a guide and can be developed to suit any class, programme or teaching style.

Choose rom the ollowing activities and games i not already covered in the particular list being treated.

Six photocopiable spelling games can be ound on pages 2328.

Individual Activities

Word Study Useul or developing amiliarity with the list words.

Strategy Examples

Additional Activities

Find small words in list words.

Write the list words in alphabetical order or reversealphabetical order.

Write list words with eyes closed or rom memory.

For example: want: a, an, ant.

Sort words according to dierent criteria. For example: sort by initial/fnal letters; number o letters;rhyming/non-rhyming or by childrens own

choice.

Make word builders by adding s.For example: hop, hops

pet, pets

Write list words in sentences to show the meaning.

Write list words in questions.For example: A fsh can swim.

Is that a fsh?

Missing letters write list words with missing letters.Children guess which words they are.

For example, i _ to = into.

Make word shapes, word snakes or word sums or listwords.

Word Shapes:

mop = then =

Word Snakes:

Word Sums: g + et = get; sh + ip = ship

wetve

tmopletnet



Inormal activities

Word Study Useul or the reinorcement o the list words in a less ormal approach.

Strategy Examples


Clap the number o syllables in words.

Make bookmarks with difcult words or list words.

Use bright colours to trace list words.

Blending cards. Use ashcards o sounds, blends andsimple digraphs to mix and match and create newwords.

For example:

Outline words.For example:

Spinning wheel game. Make words by spinning the circleand blending the selected sound with the digraph in themiddle.

For example: sat

Make concept words.For example:

Sounds strips. Use paper strips to practise blendingsounds with a variety o digraphs.

For example,

Write words in the shape o a list word.For example:

could be the shape or: his, tin, an etc.

at

mp

rb c

s

fh

e

p

n t

op jenm

h

sh

itk

s

b

one

when

the

into



Inormal activities

Word Study Useul or the reinorcement o the list words in a less ormal approach.

Strategy Examples


Encourage children to have a go and take risks withapproximate spelling.

For example, using have a go pads or spelling journalsor children to try out their spelling when writing stories etc.

Encourage as much reading as possible.Include dierent sources o print around the classroom orchildren to fnd correct spelling. For example, opposites,colours, avourite sayings, days o the week.

Make simple designs using the list words written end toend.

Break each spelling list into shorter lists based on similarspelling patterns or themes.

For example, list words could be broken up as ollows:he, me, we, be, she

gum, hum, sumyes, no

Encourage children to look at difcult words, ocus on theproblem part, close their eyes, and then write it.

For example, the problem part o want might be an ratherthan on.

Longer words can be chunked (broken into chunks) toassist spelling, rather than conventional syllables.

For example, into in to. Children should be encouragedto choose how to chunk the words themselves, so as tosuit each childs preerred learning style.

Write list words on graph paper, cut out the letters, andthen build the word rom the cut-out letters.

Use shapes like circles, triangles and spirals.

cca t h

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

For example, c m = come.

Find words that rhyme with the list words. Underline themi they are spelt the same.

For example, bed: head, red, said, ed.

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

For example, dog and vet might ft into:

My went to the .

Use sentence rames to develop a spelling vocabulary olist words.

For example: We took our cat to the vet.

We took our pup to the vet.

Use list words to build other words. For example, using the word am:

h , j , sw




Inormal Activities

Useul or the reinorcement o the list words in a less ormal approach.

Strategy Examples

Make new words by writing letters in ront o a sound.

Use magnetic letters to orm words rom memory on aboard.

Use games like word bingo and word quizzes.

Word Bingo

Children copy words on bingo cards, checking theirspelling, then cover words with counters on their cards ithe word is called.

Word Quizzes

Using a word list, children write the correct word. Forexample, Write the word starting with b; Write the wordwith oo in the middle.

Write list words using string or pipe cleaners.

Decorate or illustrate list words.

Make alphabet books to use as personal dictionaries.

For example, og could be added to d, r, l, h, j; etc.

Additional photocopiable games have been included on pages 2328. These games can be used to support a spelling programmeas activities or ast fnishers or small group extension work, in individual or special needs programmes, as homework or asstructured whole-class activities.

Children write any difcult words they have ound undereach letter.

Use list words to make spelling ladders, with each wordstarting with the letter which ends the word beore.

For example: y e s

Children can draw pictures and ask other children to guesswhich word they have drawn, or simply make words intopatterns.

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

l e t t e r

Write list words in the sand or salt.

Make word chains using list words.

Children could also trace words on a desk or sandpaper.Discussing whether word shapes are tall or small couldollow.

Children write list words on paper strips and staple togetherto make paper chains.

o

e

m




Partner and Group Activities

Partner activities Develops cooperation and increasesknowledge o list words.

Strategy Examples

Make What am I? clues.

Children make their own read-and draw activities toswap with a partner.

Jumble words and swap with a partner. For example, hen becomes nhe. As an extra challenge,children can create jumbled words that can be pronounced.

Make yes/no questions containing list words and swapwith a partner.

For example, Does a fsh swim in the sea?; Do we sleepin a bed?

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

Make a word bank ollowing the same sound patternor rule as particular list words. Work as individuals,partners, small groups or a whole class.

Trace list words on partners backpartner guesseswhich list word was traced.

s h ip

c oo k

Guess the word Give a partner the frst letter o a wordchosen rom the spelling list. The partner then has toguess the word beore the whole word is revealed, oneletter at a time.

For example, the beginning o a game using the wordsoon would look like this:

s

For example, You sleep in me.I have sheets.What am I?A bed

For example, A list o words that end in ook: cook, look,book, hook.Words that end with e: me, be, he, she, the.

Cut pairs o list words in parts and rejoin them. Each

child then sees i his or her partner can guess the words.For example, r ed b at = b ed r at




Partner and Group Activities

Class or Group Games Useul or the reinorcement o the list words in a less ormal approach.

Strategy Examples

Simple class spelling competitions.

Hunter

For example, a Difcult Word o the Day competition,where the class try to spell a challenging word.

Play concentration, fsh, word bingo, or tic tac toe.In tic tac toe each player uses a list o words with acommon sound as his or her noughts and crosses. Forexample, in the game below, player one used a bank osh- words; player two used a bank o -ook words.

Play hangman or a similar game, called Shannons Game.In Shannons Game, children need to guess the letters inthe correct order in which they occur in each word.

Magazine hunt or list words.Choose a number o words to ocus on or a week. Childrencan also search or these in newspapers or any otherreading material in the classroom. Children can circle orunderline words they fnd. At the end o the week, childrencan count their score and share the sentences they ound.

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

Guess My WordChildren ask questions that require a yes/no response toguess the mystery spelling word.

Also reer to pages 2328 or photocopiable spelling games.

Books o other photocopiable spelling games are available rom Prim-Ed Publishing:

20752076 Fity Spelling Activities

2077 Early Literacy Games

2078 Literacy Games

2079 Phonic Games

ship

she

shop

look book

took



Spelling Games

1.F

indapartnerw

iththesamespellinglist.

2.C

hooseaw

ordrom

you

rlist.

3.S

tartby

givingy

our

partnerthefrstletteroy

ou

rw

ord

.

4.H

ow

many

cluesbe

orey

ou

rpartnerg

uessesy

ou

rw

ord?

WhichWord?



Spelling Games

1.

Ch

ooseeightoy

our

spellingw

ordsandcopy

them

tw

ice

ontotherectanglesb

elow.

2.

Cu

tthem

ou

tandpla

cethem

acedow

nonthedesk

.

3.

Ask

ariendtodothe

samew

itheightlistw

ordsheorshe

chooses.

4.

Ad

dthenew

cards.J

umblethem

andtry

tofndthepairs

.

Choos

eTwo



Spelling Games

Word

Sorts

Sorty

ou

rlistw

ordsandw

ritethe

min

tothecorrectbox.

Wordsmayb

ew

rittenmoretha

nonce

.

Wordswithtwo

letters.

Wo

rdsthatyoucan

dra

wapicturefor.

Wordsw

ithth

reeor

more

lett

ers

.

Words

tha

trhyme

.



Spelling Games

WordSearch

Make

you

row

nw

ordse

archu

singeightlistw

ords.

Passy

ou

rw

ordsearchtoariendtodo

.

Canheorshefndalloy

ou

rw

ords?

Use

theseletterstofllintheletov

ersqu

ares.

bc

d

g

hjkm

np

q

rstvw

xyz



Spelling Games

RhymingWords

1.

Writesix

listw

ords.

2.

Writeasmany

rhy

min

gw

ordsasy

ou

ca

n.



Spelling Games

WordWorm

1.

Writesomeoyo

urspellinglistw

ord

sintheboxe

sbelow.

2.

Cu

tthem

ou

tan

dgluethem

onto

thepageasawo

rd

worm

.

3.

Passy

ou

rw

ordw

orm

toariend

.

Canheorshere

adallothew

ord

siny

ou

rw

orm?



Certifcates



There are many dierent ways to assess spelling. The pages that ollow are provided to help support theMy Spelling Workbookprogramme.

Page 31 can be used at the conclusion oeach unit or fnal assessment.

Individual spelling records can be kept usingpage 35. Two assessments o each word listcan be recorded along with anecdotal notes.These notes can come together as an overviewo the childs progress in spelling during the15 units and can be discussed during parent/teacher conerences and in reports.

Pages 3234 can be used to specifcallyrecord each word learned and the time takento master a unit o words. Recording in thisway may be useul or children with specialneeds, those with English as an additionallanguage or or the whole class.

A record o spelling results or the whole classcan be recorded on page 36.

Assessment



Assessment

Name: Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Total score:/10

Name: Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Total score: /10



Assessment

= can say word = can write word = has remembered correct spelling

LIST 1

Date begun:

can

man

ran

pan

sad

bad

dad

had

the

o

Date completed:

Name:

LIST 3

Date begun:

bells

red

star

un

cake

Santa

tag

tree

did

got

Date completed:

LIST 2

Date begun:

pet

met

set

wet

am

ham

jam

ram

to

by

Date completed:

LIST 4

Date begun:

win

fn

bin

tin

sip

tip

lip

zip

is

you

Date completed:

LIST 6

Date begun:

hug

rug

bug

mug

jug

bag

rag

wag

put

was

Date completed:

LIST 5

Date begun:

cot

hot

dot

pot

bit

pit

sit

it

that

i

Date completed:




Name: Assessment

LIST 7

Date begun:

mix

six

box

ox

cut

hut

but

nut

are

as

Date completed:

LIST 9

Date begun:

ant

bee

bud

bug

dig

og

rog

sun

ask

here

Date completed:

LIST 8

Date begun:

we

me

he

she

be

bed

wed

ed

with

his

Date completed:

LIST 10

Date begun:

leg

beg

peg

hen

ten

men

pen

den

they

no

Date completed:

LIST 12

Date begun:

see

been

weed

seed

meet

need

eed

seen

yes

saw

Date completed:

LIST 11

Date begun:

my

by

y

sky

mop

top

hop

pop

or

on

Date completed:




Assessment Name:

LIST 13

Date begun:

moon

room

hood

zoo

all

call

ball

small

this

have

Date completed:

LIST 15

Date begun:

cap

map

car

hat

un

run

ball

net

also

one

Date completed:

LIST 14

Date begun:

and

sand

band

hand

end

lend

send

bend

rom

want

Date completed:



Assessment

Pre-testFinalTest

Notes

List 1 10

10

List 2 10

10

List 3 10

10

List 4 10

10

List 5 10 10

List 6 10

10

List 7 10

10

List 8 10

10

List 9 10

10

List 10 10

10

List 11 10

10

List 12 10

10

List 13 10

10

List 14 10

10

List 15 10

10

NOTES: DATE:

Name: Year:



Test Checklist

Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15



1.

Cuta

longthedottedlines.

2.

Slide

letterstripsthroug

hslitstomakew

ordsrom

thew

ordamiliesu

sedinUnit

1.

m

d

bs

h

jd hl fj

d hl

og

f

Word

Building

an

ad

m

fr

c

p

an ad



1.

Cuta

longthedottedlines.

2.

Slide

letterstripsthroug

hslitstomakew

ordsrom

thew

ordamiliesu

sedinUnit

2.

h

j

rd

y

jd hl fj

d hl

og

f

Word

Building

et

am

s

gw

m

p

et am



1.

Cuta

longthedottedlines.

2.

Slide

letterstripsthroug

hslitstomakew

ordsrom

thew

ordamiliesu

sedinUnit

4.

l

p

z

t

jd hl fj

d hl

og

f

Word

Building

in

ips

t

w

p

b

f

s

in ip



1.

Cuta

longthedottedlines.

2.

Slide

letterstripsthroug

hslitstomakew

ordsrom

thew

ordamiliesu

sedinUnit

5.

f

h

p

b

s

jd hl fj

d hl

og

f

Word

Building

ot

itl

d

h

r

c

p

ot it



1.

Cuta

longthedottedlines.

2.

Slide

letterstripsthroug

hslitstomakew

ordsrom

thew

ordamiliesu

sedinUnit

6.

r

b

jd hl fj

d hl

og

f

Word

Building

ug

ag

jt

h

m

b

r

ug ag

t

w

n



1.

Cuta

longthedottedlines.

2.

Slide

letterstripsthroug

hslitstomakew

ordsrom

thew

ordamiliesu

sedinUnit

s7

8.

b

f

rw

jd hl fj

d hl

og

f

Word

Building

ut

ed

ph

c

n

b

ut ed

r

l



Unit Focus

Thisunitfocusesontherimesanandadattheendofeachword.Thisunitalsoincludestwocommon,highfrequencywords,theando.

Teaching Points

Identifytherimesandhowtheyarerepresented.

Sortthelistwordsintothosethatendwithanandthosethatendwithadandbrainstormotherwordstoaddtoeachlist.

Rules

Doubletheconsonanttokeepthevowelsoundshort.

Dictation1. Theman canrunfast.

2. Hisdadlookssad.

3. The panishot.

4. Mymumhadacupotea.

5. Thebaddogranaway.

Answers

1. Teachercheck

2. can,sad,dad,ran,the,man

3. (a) can (b) ran

(c) sad

(d) bad

(e) pan

4. Teachercheck

5. (a) sad

(b) of

(c) the

(d) pan

6. red:can,pan,man.

blue:sad,dad,had.

List Words Word Building

can cans

man men

ran run,runs,running

pan pans

sad sadness,sadder,saddest

bad badly,badness

dad daddy,daddies,dads

had have,has,having

the

o

Unit 1an, ad



Unit 2

Unit Focus

Thisunitfocusesontherimesetandamattheendofeachword.Thisunitalsoincludestwocommon,high-frequencywords,toandby.

Teaching Points


Sortthelistwordsintothosethatendwithetandthosethatendwithamandbrainstormotherwordstoaddtoeachlist.

Rules


Dictation1. Thewet ramwasbythegate.

2. Iamgoingtoset thetable.

3. Thevetmet mypet.

4. Carrythehamandjamtothetable.

Answers

1. Teachercheck

2. to,wet,jam,by,pet,ram

3. (a) ram

(b) wet (c) jam

(d) ham

(e) met

4. Teachercheck

5. (a) pet

(b) by

(c) ham

(d) jam

6. (a) red:pet,met,set

(b) blue:ram,jam,ham

et, am


pet pets

met meet,meets,meeting,meetings

set sets,setting

wet wets,wetted,wetting

am is,are

ham hams

jam jam,jamming,jammed

ram rams,ramming,rammed

to

by



Unit Focus

ThisunitfocusesonChristmaswords.Thisunitalsoincludestwocommonhighfrequencywords,didandgot.

Teaching Points Identifydifcultpartsofwords.

Discusswaystorememberhowtospellaword.

Dictation

1. DidSantahavearedhat?

2. Haveyougot atagforthisbox?

3. Thebellsareonthetree.

4. Itwasuntoputastaronthecake.

Answers1. (a) star

(b) cake

(c) fun

(d) tree

(e) tag

Gridword:Santa

2. red,tag,fun,cake,got,Santa

3. Teachercheck

4. SeeWordSearch

5. (a) cake

(b) did

(c) bells

(d) tag

6. (a) red

(b) tree

(c) fun

(d) star

(e) tag

(f) bells


bells bell

red red,redder,reddest,reds

star stars,starring,starred

un funny,funnier,funniest

cake cakes,caking,caked

Santa Santas

tag tags,tagging,tagged

tree trees

did do,does,doing,done

got get,gets,getting

Unit 3Christmas

S

t a g

f u n o p

t a t t r

r c a k e

e r s c d

e e t d e s

e a i

l d r d k

b e l l s



Unit Focus

Thisunitfocusesontherimesinandipattheendofeachword.Thisunitalsoincludestwocommonhigh-frequencywords,isandyou.

Teaching Points Identifytherimesandhowtheyarerepresented.

Sortthelistwordsintothosethatendwithinandthosethatendwithipandbrainstormotherwordstoaddtoeachlist.

Rules


Dictation

1. Thetincanhasonepininit.

2. Youcanseethetipofanabovethewater.

3. Mypencilcasehasazip.

4. Youcanwintherace!

5. Isthatamarkonyourlip?

6. Mumhadasipoftea.

Answers

1. Teachercheck

2. (a) red:win,tin,n

(b) blue:sip,zip,tip

3. (a) n

(b) bin

(c) sip

(d) zip

(e) win

4. Teachercheck

5. (a) zip

(b) you

(c) tin

(d) lip

6. tin,tip,bin,is,sip,you,zip

Unit 4


win wins,winning,won

n ns

pin pins,pinned,pinning

tin tins,tinned

sip sips,sipped,sipping

tip tips,tipping,tipped

lip lips

zip zips,zipping,zipped

is be,am,are,being,was,were,been

you

in, ip




cot cots

hot hotter,hottest

dot dotted,dotting

pot pots,potted,potting

bit bits

pit pits,pitted,pitting

sit sits,sat,sitting

it its,its

that

i

Unit 5ot, it

Unit Focus

Thisunitfocusesontherimesotanditattheendofeachword.Thisunitalsoincludestwocommon,high-frequencywords,thatandi.

Teaching Points


Sortthelistwordsintothosethatendwithotandthosethatendwithitandbrainstormotherwordstoaddtoeachlist

Rules


Dictation1. That potisveryhot.

2. Iyousitstillyouwillseethesh.

3. Digabigpitforthepond.

4. Youneedonemorebittomakethecot.

5. Itisaverybigdot.

Answers

1. Teachercheck

2. if,hot,pot,that,bit,dot

3. (a) if (b) sit

(c) pot

(d) that

4. Teachercheck

5. (a) hot

(b) bit

(c) pot

(d) cot

(e) sit

6. (a) greenhot,cot,dot

(b) red-sit,bit,pit7. SeeWordSearch

8. (a) bit

(b) sit

(c) cot

(d) dot

9. (a) hot

(b) bit

(c) If

10. cot,hot,pot,dot

11. dot

12. Teachercheck

d i p m f f m

d f d e h t z

o i p f x h t

t r o w h a r

u b t c o t k

p i t q t b i

b t s i t f t



Unit 6 ug, ag


hug hugs,hugged,hugging

rug rugs

bug bugs

mug mugs

jug jugs

bag bags

rag rags

wag wags,wagging,wagged

put puts,putting

was wasn't,were,weren't

Unit Focus

Thisunitfocusesontherimesugandagattheendofeachword.Thisunitalsoincludestwocommon,high-frequencywords,putandwas.

Teaching Points


Sortthelistwordsintothosethatendwithugandthosethatendwithagandbrainstormotherwordstoaddtoeachlist.

Rules


Dictation1. Putthatrag inabag.

2. Thereisabugontherug.

3. Hewashappyafterahug.

4. Fillthemug fromthejug.

5. Thedogcanwagitstail.

Answers

1. Teachercheck

2. (a) green:rag,wag

(b) red:rug,bug,mug,hug3. (a) jug

(b) bag

(c) mug

(d) bug

(e) wag

4. Teachercheck

5. (a) wag

(b) put

(c) was

(d) rug6. hug,bug,was,put,rug,rag

7. SeeWordSearch

8. (a) mugs

(b) bags

(c) hugs

(d) bugs

9. (a) cut

(b) big

(c) has

(d) tug10. (a) bug

(b) mug

(c) jug (d) rag

(e) bag

11. (a) put

(b) mug

(c) jug

(d) was

(e) hug

12. (a) wag,was

(b) hug

(c) bug

b j z j m h e

u w a g u u p

g d j z g g u

s r u b c c t

b a g q r k w

y f a v u l a

g t r a g u s




mix mixes,mixing,mixed

six sixes

box boxes,boxing,boxed

ox foxes

cut cuts,cutting

hut huts

but

nut nuts

are am,is

as

Unit 7ix, ox, ut

Unit Focus

Thisunitfocusesontherimesix,oxandutattheendofeachword.Thisunitalsoincludestwocommon,high-frequencywords,areandas.

Teaching Points


Sortthelistwordsintothosethatendwithixoroxandthosethatendwithutandbrainstormotherwordstoaddtoeachlist.

Rules


Tomakewordsthatendwithxplural,esisadded.

Dictation1. Theyare asgoodasgold.

2. Shehassix nuts butheonlyhasone.

3. Theoxwasinthehut.

4. Theboycuttheboxopen.

5. Mixthepaintinthetray.

Answers

1. Teachercheck

2. (a) greenfox,mix

(b) redbut,cut,hut,nut

3. (a) mix

(b) fox

(c) hut

(d) six

(e) cut

4. Teachercheck

5. (a) nut

(b) as

(c) are

(d) box

6. cut,six,are,mix,box

7. SeeWordSearch

8. nut

9. (a) as,as

(b) six

(c) fox

(d) are

10. (a) nut

(b) hut

(c) box

(d) fox

11. Teachercheck

12. (a) art

(b) at

(c) not

(d) bat

n b b s q f y

a s o i r k n

f o x x t g u

h u t t b u t

m i x b z a h

g o i h l r r

c u t g y e r



Unit 8 Long e, ed


we we'd,we're,we've

me

he he's

she she's

be been

bed beds,bedroom

wed weds,wedded,wedding,weddings

ed feed,feeding

with

his

Unit Focus

Thisunitfocusesonthelongesoundrepresentedbythegraphemeeandtherimeedattheendofeachword.Thisunitalsoincludestwocommon,high-frequencywords,withandhis.

Teaching Points

Underlinethegraphemerepresentingthesoundeattheendofwords.

Identifytherimeedandhowitisrepresented.

Rules


Dictation1. Shewillbe wedsoon.

2. Comewith metobeed.

3. His bedisblue.

4. Wegotlostwhenheranaway.

Answers

1. Teachercheck

2. (a) orange:he,we,me

(b) green:fed,wed,bed

3. (a) bed (b) with

(c) fed

(d) wed

(e) she

4. Teachercheck

5. be,with,his,bed,we,fed

6. wed

fed

bed

7. SeeWordSearch

8.(a) fed (b) she

(c) with

(d) bed

9. (a) she

(b) with

(c) his

(d) wed

10. (a) She

(b) me

(c) be

(d) with

11. Teachercheck

12. (a) we,me,be,he

(b) with

(c) she

v h b e d o n

h i c g b e f

y s r r s h e

z s w l w h d

i f e z i m m

b r d p t h e

w e s f h i z




ant ants

bee bees

bud buds,budding,budded

bug bugs,bugging,bugged

dig digs,digging,dug

og fogs,fogging,fogged

rog frogs

sun suns

ask asks,asking,asked

here

Unit 9Spring/Easter

Unit Focus

Thisunitfocusesonspringwords.Thisunitalsoincludestwocommonhighfrequencywords,askandhere.

Teaching Points

Identifydifcultpartsofwords.


Dictation

1. Askmumtobringthebug here.

2. Anant candigbigholes.

3. Abudwillopeninthesun.

4. Cantherogorbeendthewayintheog?

Answers

1. (a) bug

(b) bud

(c) bee

(d) sun

(e) ant

(f) dig

2. (a) bee

(b) sun

(c) fog

3. Teachercheck

4. (a) dig

(b) ask

(c) here

(d) bud

5. (a) here

(b) sun

(c) bud

(d) frog

6. dig,fog,bee,ask,here,ant

7. SeeWordsearch

8. (a) Ask

(b) fog

(c) bee

(d) Dig

9. sun,ant,bug

10. (a) bee

(b) frog

(c) ant

(d) bud

11. (a) bee,bud,bug

(b) frog,here

(c) ant

12. Teachercheck

h

b e e

a l r u d

p h e r x

f r o g b

m o f b b u d

e g o d i g t

o l a s a n t

z s u n e

k a p



Unit 10 eg, en


leg legs,leggings

beg begs,begged,begging

peg pegs,pegged,pegging

hen hens

ten tens,tenth

men man

pen pens

den dens

they

no

Unit Focus

Thisunitfocusesontherimesegandenattheendofeachword.

Thisunitalsoincludestwocommon,high-frequencywords,theyandno.

Teaching Points


Sortthelistwordsintothosethatendwithegandthosethatendwithenandbrainstormotherwordstoaddtoeachlist.

Rules


Dictation

1. Ten menhidintheden.

2. Theyhadtobegformorefood.

3. Thereisno heninthathut.

4. Usethepentowriteleg.

5. Hangthisupwithapeg.

Answers

1. Teachercheck

2. they,beg,no,ten,men,peg

3. (a) beg (b) ten

(c) leg

(d) hen

(e) pen

4. pen

5. (a) blue:leg,beg,peg

(b) yellow:hen,den,men

6. (a) no

(b) men

(c) they

(d) peg7. SeeWordSearch

8. hen,men,den

pen,ten

9. (a) leg

(b) ten

(c) they

(d) men

10. (a) hen

(b) they

(c) peg

(d) den

11. (a) hen

(b) pen

(c) leg (d) peg

12. Teachercheck

m b e g n n o

y o k d e n r

h e n l e g u

t r a b p e n

l p e g v w o

t e n t h e y

r o x m e n k




my mine

by

fy ies,ew,ying

sky skies

mop mops,mopped,mopping

top tops,topped,topping

hop hops,hopped,hopping

pop pops,popped,popping

or

on

Unit 11y, op

Unit Focus

Thisunitfocusesonthelongisoundrepresentedbythegraphemey,andtherimeop.Thisunitalsoincludestwocommon,high-frequencywords,orandon.

Teaching Points

Underlinethegraphemerepresentingthesoundiattheendofwords

Identifytherimeandhowitisrepresented.

Sortthelistwordsintothosethatendwithyandthosethatendwithopandbrainstormotherwordstoaddtoeachlist.

Rules


ychangestoiwhenesisadded.

Dictation

1. Theballoonwentpopupinthesky.

2. Iusemy mop orwashingtheoor.

3. Theplanewillfyoverthetop ofthehill.

4. Hop ononefootbythedoor.

Answers

1. Teachercheck

2. my,by,y,sky3. (a) mop

(b) sky

(c) on

(d) pop

4. (a) y

(b) mop

(c) hop

(d) sky

(e) pop

5. sky

6. (a) orange:my,y,by (b) blue:hop,top,mop

7. SeeWordsearch

8. top,mop,hop,pop

9. (a) hop

(b) top

(c) sky

(d) by,on,my

10. (a) mopusedforwashingoors

(b) hopjumpononefoot

(c) ymovethroughtheair

(d) skythespaceaboveearth

k o m o p l s

f l y p o r q

u y t o p g h

l k y e d j o

p h l f o r r

l o n p l w b

a p f e s k y

11. (a) for

(b) y (c) mop

(d) by

12. Teachercheck



Unit 12 ee


see sees,seen,saw,seeing

been am,be,is,are,was,were

weed weeds,weeding,weeded

seed seeds,seeded,seedless

meet meets,met,meeting

need needs,needing,needed

eed feeds,fed,feeding

seen see,sees,saw,seeing

yes

saw see,sees,seeing

Unit Focus

Thisunitfocusesonthelongesoundrepresentedbythegraphemeee.Thisunitalsoincludestwocommon,high-frequencywords,yesandsaw.

Teaching Points

Identifythephonemeandhowitisrepresented.

Brainstormotherwordstoaddtothelist.

Dictation

1. Haveyoubeentotheparkandseenthatswanbefore?

2. Yes,Isawthatlm,saidtheboy.

3. IcanseeIneedtoeedher.

4. Mumwillmeetmeattheshops.

5. Thatseedwillgrowintoatallweed.

Answers

1. yes,meet,weed,

saw,see,been

2. Teachercheck

3. seed

4. (a) seen

(b) yes

(c) feed

(d) been

5. (a) bee,be

(b) me

(c) we

6. (a) red:feed,weed,need,seed

(b) yellow:seen,been

7. SeeWordsearch

8. need,feed,weed,seed

9. (a) saw

(b) meet

(c) see

(d) feed

(e) been

10. Teachercheck

11. (a) seen

(b) saw

(c) meet

(d) yes

12. Teachercheck

p s e e x s m

b e e n o e e

k e r e l e e

d c s e y n t

w e e d e f a

e d e s s a w

g u d f e e d




moon moons,moonlight,moonbeam

room rooms,roomy,roomier,roomiest

hood hoods

zoo zoos

all

call calls,called,calling

ball balls

small smaller,smallest

this

have has,having,had

Unit 13oo, all

Unit Focus

Thisunitfocusesonthegraphemesooasinmoonandallasinball.Thisunitalsoincludestwocommon,high-frequencywords,thisandhave.

Teaching Points

Identifythepatternsinthelist.

Discusshowthegraphemeooasinmoon,canalsorepresentooasinbook.


Rule

Theychangestoiwhenaddingeror-est.

Dictation1. Themoonlookssmallinthesky.

2. Allofushavebeentothezoo.

3. Putthis ballinmyroom.

4. Callmeifyoundmyhood.

Answers

1. Teachercheck

2. (a) balls

(b) rooms

(c) moons

(d) zoos

3. (a) moon

(b) call

(c) small

(d) room

(e) this

4. (a) zoo

(b) room

(c) have

(d) small

5. (a) zoo

(b) this (c) hood

(d) have

6. small,zoo,have,

this,all,ball

7. SeeWordSearch

8. hood

9. (a) zoo

(b) ball

(c) small

(d) have

10. (a) all,call,ball,small

(b) moon,room,hood,zoo,this,

have11. (a) room

(b) small

(c) hood

(d) zoo

(e) call

(f) moon

12. (a) soon

(b) tall

(c) good

(d) thin

s m a l l b f

r o o m a a n

c o y z h l t

a n a p o l h

l z l a o o i

l o l a d r s

v o r h a v e



Unit 14 and, end


and

sandsands,sandy,sandier,sandiest,sandcastle

band bands

hand hands,handed,handing,handy

end ends,ended,ending

lend lends,lent,lending,lender

send sends,sent,sending,sender

bend bends,bent,bending

rom

want wants,wanting,wanted

Unit Focus

Thisunitfocusesontherimesandandendattheendofwords.Thisunitalsoincludestwocommon,high-frequencywords,romandwant.

Teaching Points

Identifythephonemeandhowitisrepresented.


Rules

TheychangestoIwhenaddingeror-est.

Dictation

1. SendacardtoAliandTimrombothofus.

2. Mumwillwantustolendahandtomovethis.

3. Canyoubendthatendofthepipe?

4. Thebandplayedonthesand.

Answers

1. Teachercheck

2. (a) want

(b) sand

(c) and,end

(d) band,bend

3.hand4. (a) want

(b) sand

(c) hand

(d) bend

(e) from

5. (a) end

(b) hand

(c) and

(d) send

6. Teachercheck

7. SeeWordSearch

8. (a) from

(b) lend

(c) hand

(d) bend

(e) want

(f) and

9. (a) and

(b) send

(c) from

(d) sand

10. Teachercheck

11. (a) frost

(b) wasp

(c) sent

(d) land

12. (a) red-band,hand (b) green-bend.end

(c) bluewant,from

q e e f s p s

h b a r a o e

a a n o n g n

n n d m d o d

d d f w a n t

e n d b e n d

f l e n d o k




cap caps,capping,capped

map maps,mapping,mapped

car cars

hat hats

un funny,funnier,funniest

run runs,running,ran

ball balls

net nets,netting,netted

also

one ones

Unit 15Summer Holidays

Unit Focus

Thisunitfocusesonsummer holidaywords.Thisunitalsoincludestwocommonhighfrequencywords,alsoandone.

Teaching Points

Identifydifcultpartsofwords.


Dictation

1. Itisuntoputtheballinthenet.

2. Canyoubringone netandalsoahat?

3. Weneedthemapinthecartondtheway.

4. Runfastandgethiscap.

Answers1. (a) car

(b) ball

(c) funorrun

(d) net

(e) hat

(f) capormap

2. one,ball,also,hat,cap,fun

3. (a) one

(b) ball

(c) also

(d) net

4. (a) also

(b) fun

(c) hat

(d) ball

5. Teachercheck

6. (a) car

(b) hat

(c) map

7. SeeWordSearch

8. (a) fun,net,run

9. (a) car

(b) map

(c) one

(d) hat

10. (a) cap

(b) run

(c) net

(d) one

11. (a) fun,run

(b) also,ball

(c) hat

12. Teachercheck

s c e a

c b a l l g

t a m p o s e r

p r u n r o n e

x n f u z m e g

a u s h a t

n e o p



Wrkbk Pag

Contents

Teachers Notes for each unit student workbook unitsare set over a two or four page spread.

Beginning Sounds ...................................................6071

Final Sounds ..........................................................7275

Medial Sounds ........................................................7679

Unit 1 an, ad ..........................................................8081

Unit 2 et, am ..........................................................8223

Unit 3 Christmas .....................................................8485

Unit 4 in, ip ............................................................8687

Unit 5 ot, it .............................................................8891

Unit 6 ug, ag ..........................................................9295

Unit 7 ix, ox, ut .......................................................9699

Unit 8 Long e, ed ................................................100103

Unit 9 Spring/Easter.............................................104107

Unit 10 eg, en ....................................................108111

Unit 11 y, op ......................................................112115

Unit 12 ee ..........................................................116119

Unit 13 oo, all ....................................................120123

Unit 14 and, end.................................................124127

Unit 15 Summer Holidays ....................................128131


121/146



Book A List Words

Unit

1 can

man

ran

pan

sad

bad

dad

had

the

o

Unit

2 pet

met

set

wet

am

ham

jam

ram

to

by

Unit

3bells

red

star

un

cake

Santa

tag

tree

did

got

Unit

4win

n

bin

tin

sip

tip

lip

zip

is

you

Unit

5cot

hot

dot

pot

bit

pit

sit

it

that

i

Unit

6hug

rug

bugmug

jug

bag

rag

wag

put

was

Un

it

7 mix

six

boxox

cut

hut

but

nut

are

as

Un

it

8we

me

heshe

be

bed

wed

ed

with

his

Un

it

9ant

bee

budbug

dig

og

rog

sun

ask

here

Unit

10 leg

beg

peghen

ten

men

pen

den

they

no

Unit

11myby

fy

sky

mop

top

hop

pop

or

on

Unit

12seebeen

weed

seed

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