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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)
Copyright NoticeBlackline masters or copy masters are published and
sold with a limited copyright. This copyright allows
publishers to provide teachers and schools with a
wide range o learning activities without copyright
being breached. This limited copyright allows the
purchaser to make sufcient copies or use within
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as the purchaser, have evidence o legal ownership
to the copyright i inspection occurs.
For your added protection in the case o copyright
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original purchaser or use with their class(es). The
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Internet websitesIn some cases, websites or specifc URLs may be recommended. While these are checked and rechecked at the time o publication,the publisher has no control over any subsequent changes which may be made to webpages. It is stronglyrecommended that the classteacher checks allURLs beore allowing pupils to access them.
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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:
auditory discrimination
visual discrimination
writing nal letter sounds
completing simple words
Pages 1821 ocus on medial vowelsounds through:
auditory discrimination
visual discrimination
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)
Complete page 2 activities
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 page 3 activities
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 page 1 activities
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.
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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
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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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orkb
ookATe
ach
ers
Guid
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ublishin
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om
Inferential Questions8
MySpellin
gW
orkb
ookATe
ach
ers
Guid
ePrim-EdP
ublishin
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Can I think of some other
way to help remember
how to spell this word?
MySpellin
gW
orkb
ookATe
ach
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
om
9
Do I know how to spell
any part of this word?
Is this a word that I need
to learn to spell?
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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
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Perso
nalQuestion
s
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Do
Iknowhowtosp
ell
an
ypartof
thisword
?
Is
thisawo
rdthatIneed
to
learntospell?
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VisualisingQuestions
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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?
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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?
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RefectiveQuestio
ns
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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
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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?
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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
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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
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Inormal activities
Word Study Useul or the reinorcement o the list words in a less ormal approach.
Strategy Examples
Additional Activities
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
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Inormal activities
Word Study Useul or the reinorcement o the list words in a less ormal approach.
Strategy Examples
Additional Activities
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
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Additional Activities
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
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Additional Activities
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
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Additional Activities
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
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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?
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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
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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
.
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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
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Spelling Games
RhymingWords
1.
Writesix
listw
ords.
2.
Writeasmany
rhy
min
gw
ordsasy
ou
ca
n.
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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?
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Certifcates
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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
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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
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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:
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= can say word = can write word = has remembered correct spelling
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:
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= can say word = can write word = has remembered correct spelling
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:
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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:
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Test Checklist
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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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
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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
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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
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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
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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
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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
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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
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Unit 2
Unit Focus
Thisunitfocusesontherimesetandamattheendofeachword.Thisunitalsoincludestwocommon,high-frequencywords,toandby.
Teaching Points
Identifytherimesandhowtheyarerepresented.
Sortthelistwordsintothosethatendwithetandthosethatendwithamandbrainstormotherwordstoaddtoeachlist.
Rules
Doubletheconsonanttokeepthevowelsoundshort.
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
List Words Word Building
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
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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
List Words Word Building
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
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Unit Focus
Thisunitfocusesontherimesinandipattheendofeachword.Thisunitalsoincludestwocommonhigh-frequencywords,isandyou.
Teaching Points Identifytherimesandhowtheyarerepresented.
Sortthelistwordsintothosethatendwithinandthosethatendwithipandbrainstormotherwordstoaddtoeachlist.
Rules
Doubletheconsonanttokeepthevowelsoundshort.
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
List Words Word Building
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
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List Words Word Building
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
Identifytherimesandhowtheyarerepresented.
Sortthelistwordsintothosethatendwithotandthosethatendwithitandbrainstormotherwordstoaddtoeachlist
Rules
Doubletheconsonanttokeepthevowelsoundshort.
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
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Unit 6 ug, ag
List Words Word Building
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
Identifytherimesandhowtheyarerepresented.
Sortthelistwordsintothosethatendwithugandthosethatendwithagandbrainstormotherwordstoaddtoeachlist.
Rules
Doubletheconsonanttokeepthevowelsoundshort.
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
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List Words Word Building
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
Identifytherimesandhowtheyarerepresented.
Sortthelistwordsintothosethatendwithixoroxandthosethatendwithutandbrainstormotherwordstoaddtoeachlist.
Rules
Doubletheconsonanttokeepthevowelsoundshort.
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
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Unit 8 Long e, ed
List Words Word Building
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
Doubletheconsonanttokeepthevowelsoundshort.
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
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List Words Word Building
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.
Discusswaystorememberhowtospellaword.
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
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Unit 10 eg, en
List Words Word Building
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
Identifytherimesandhowtheyarerepresented.
Sortthelistwordsintothosethatendwithegandthosethatendwithenandbrainstormotherwordstoaddtoeachlist.
Rules
Doubletheconsonanttokeepthevowelsoundshort.
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
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List Words Word Building
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
Doubletheconsonanttokeepthevowelsoundshort.
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
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Unit 12 ee
List Words Word Building
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
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List Words Word Building
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.
Brainstormotherwordstoaddtothelist.
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
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Unit 14 and, end
List Words Word Building
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.
Brainstormotherwordstoaddtothelist.
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
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List Words Word Building
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.
Discusswaystorememberhowtospellaword.
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
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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
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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