PR-2361UK My Spell Workbook A TG - BW

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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.
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
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My Spelling Workbook A Teachers GuidePrim-Ed Publishingwww.prim-ed.com
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Supplier:
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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School Order# (if applicable):
Signature of Purchaser:
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Titles available in this series:
Contents Foreword
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 spelling is taught systematically and in a structured manner over time. Spelling needs explicit instruction for the majority of children, particularly for those who fail to catch it because of inherent difficulties. The NLS Framework for Teaching (Beard 1998) recommended that successful management of the teaching of spelling should include structured teaching, which involves the following, all of which are an integral part in the My Spelling Workbook series: making it clear what has to be learnt dividing material into manageable chunks teaching in a well considered sequence the use of material in which children make use of hunches and prompts regular testing for progress immediate feedback Matching Teaching Methods to Learning Styles Teacher Information .............................................. iv viii Curriculum Links .............................................................1
Timetable a suggested timetable that can be adapted to suit different class needs.
Spelling Timetable ...........................................................2 Blank Timetable ..............................................................3
Metacognitive approach resources an approach which encourages children to become successful independent spellers and thinkers.
Teachers Notes ...........................................................45 Question Type Charts .................................................613
Core photocopiable resources a range of resources which can be used regularly throughout a spelling programme.
Word Building ..............................................................14 New Words ..................................................................15 List Words ...................................................................16
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This phonic based, multisensory spelling series introduces strategies that feature Look, Say, Trace, Cover, Write and Check. The series promotes independent learning of spelling in context and features a proven metacognitive approach to spelling. The metacognitive approach encompasses logical and systematic thinking, combined with the skills of visualisation, emotion and creativity. Through using all aspects of thinking, children not only learn how to spell but also learn how to retain and use these words in context.
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Success with this series is achieved through the reinforcement activities provided in the My Spelling Workbook series. These workbooks cover the strategies in a fun, creative way ensuring that both the child and the teacher enjoy the learning process. The Teachers Guides provide the metacognitive strategies. These are clearly outlined using flash cards, assessment sheets, extra activities, guidelines for use with children with special needs, extension activities for more able children, dictation, word lists and answers.
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This workbook contains 15 lists of phonic based, commonly used words to develop a base vocabulary for primary school children. These help to develop independent spellers through a variety of activities including: word building memory tests word study word puzzles discovering patterns in words.
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Supplementary resources extra ideas to support a spelling programme, covering a range of ability levels.
Additional Individual Activities.........................................17 Additional Partner and Group Activities ......................2122
Additional Informal Activities .....................................1820
Incentives photocopiable games to encourage better spelling and certificates to reward progress.
Spelling Games ......................................................2328 Certificates ...................................................................29
Assessment photocopiable worksheets for recording of results by teachers/children.

Teachers Notes .............................................................30 Pre-test/Post-test Template .............................................31 Individual Word Checklist.........................................3234 Anecdotal Records ........................................................35 Test Checklist................................................................36
Assessment photocopiable word strips to assist beginning spellers.

Word building strips (Units 16) ..............................3742
Teachers Notes for each unit a separate page for each unit, providing list focus, 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
My Spelling Workbook Book A is broken into three developmental levels to cater for the changing needs of children moving into formal schooling.
The first section of the book has been designed to consolidate initial, medial and final sounds. Activities require children to exercise both auditory and visual discrimination in readiness for introducing simple spelling strategies.
It is anticipated that teachers will use the activities in this first section of the book to monitor childrens progress. Success with these preliminary activities using initial, medial and final sounds will indicate a childs readiness for the more formal spelling units which follow. To give children the best chance for success in this preliminary stage, a variety of strategies can be used to enhance the learning of inital, medial and final sounds. These strategies include:
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auditory discrimination visual discrimination writing initial letter sounds investigating letter shapes completing simple words
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Pages 213 focus on initial sounds through:
Pages 1417 focus on final consonants through:
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auditory discrimination visual discrimination writing final letter sounds completing simple words
making class lists of words with the same initial sound; using alphabet books, charts and mobiles; using flashcards; playing mystery letter sound and identification games; labelling familiar classroom objects with initial or final sounds; visual discrimination tasks such as spot the difference; handwriting activities which promote directionality;

activities which promote one-to-one correspondence; singing simple rhymes and songs; magazine hunts for individual letters or objects beginning or ending with a given sound; tracing letters over textured surfaces such as sandpaper or felt; writing letters using a variety of media such as paint, crayon or chalk; and writing a letter on sand or on a partners back to be guessed.
Note: Answers for pages 221 have not been provided. Teacher check required.
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Pages 1821 focus on medial vowel sounds through:
auditory discrimination visual discrimination writing medial vowel sounds completing simple consonant vowelconsonant (cvc) words
Teacher Information
Four two-page units of work have been included as a transition into the formal spelling units which can be found throughout the remainder of the My Spelling Workbook series. These two-page units introduce spelling systematically and use activities in keeping with familiar reading strategies such as sounding out words, looking at words shapes, breaking words into chunks and using picture cues. The first page of each unit contains the list words. It is recommended that these words are introduced by the teacher and displayed for the children prior to completing workbook activities. Each list focuses on one or more phonic word patterns and two commonly used words. The children should be encouraged to identify the rhyming list words and attempt to spell other words which rhyme with these word families in their own writing.
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Look, Say, Trace, Cover, Write, Check This represents the basic method recommended for word learning. Children should follow this multisensory process when learning each word. It is a proven method of retaining a word in the memory and should be a procedure that is followed consistently, to assist with the learning of further words.
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Look, Say, Trace, Cover, Write, Check
Say each letter aloud: either as its letter name or sound. Trace each letter as the sound is said. This will reinforce the kinaesthetic movement and sound pattern and becomes a physical and auditory memory. Cover the word. (A time factor can be built into this part. Test after one minute, 10 minutes, one hour, the next day etc.) Write the spelling word.
Check the word with the original.
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Look at the word. Look for words within words. Look at the shape of the word.
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To assist in the development of the concept of rhyme, word building strips for Units 18 have been included as an additional introductory activity and can be found on pages 4357 of this teachers guide.
Each word list table has a series of columns. After learning each word, the children should hide their word with their hand and write it in the first Practise column. This should be repeated after a few days, but written into the second Practise column. To help evaluate the childrens progress, if the word is spelt correctly in the test, a tick should be placed in the T column. A tick should be placed in the D column if the word is spelt correctly in the dictation. Problem words can be recorded in the Difficult Words I Have Found table on page 74, for additional learning.
The second page of each unit includes further word study activities. The activities on both pages follow a format which is used consistently throughout these units.
Teacher Information
In the third section of the workbook, there are four pages to each unit in keeping with the format of workbooks BG. Each unit contains word building and word study activities. A bank of activities is used throughout the book, including: unjumbling words word worms finding small words crosswords word searches
A word building template is found on page 14 of this book. This can be used for each unit of words. Word building examples for every list word are found on pages 4357 of this book.
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The addition of a word search encourages children to identify spelling patterns and consolidate their knowledge of the order of the letters in list words.
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The introduction of a word maker formalises patterns found in rhyming words and encourages children to extend their pool of list words to other known words with the same digraph or blend.
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The unit list words are repeated for further reference on the third page of each unit.
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For every spelling list, remember to:
Look
Say
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Cover Write Check
Trace
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Curriculum Links
Country England
Level Year 1
Subject Literacy Word Recognition
Objectives
recognise automatically an increasing number of familiar high frequency words
Word Structure and Spelling
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English Literacy and English
Northern Ireland
Year 2
Language and Literacy
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Language, Literacy and Communication Skills
Republic of Ireland
Senior Infant Class
Scotland
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Primary 2 Year 1
Wales
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Writing Writing
Competence and Confidence in Using Language write letters and words from memory begin to develop conventional spelling of simple words
Writing (Early Level) explore sounds, letters and words, discovering how they work together, and use this to help with writing
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apply phonic knowledge and skills as the prime approach to spelling spell new words using phonics as the prime approach segment sounds into their constituent phonemes in order to spell them correctly use knowledge of common inflections in spelling, such as plurals, -ly, -er
write using sound-symbol correspondence
develop their ability to spell common and familiar words in a recognisable way
Spelling Timetable
Teachers can use the activities in My Spelling Workbook to suit the needs of their class and the amount of time available for spelling. A five-day spelling programme for each list is suggested below, as a way of using this workbook. It allows for 25 minutes each day, which could be a combination of class work and homework. Teachers may wish to add or delete from this timetable, according to their needs. The timetables on this page are based on the activities in Units 14 and Units 515 respectively. They are based on a metacognitive approach, which is explained in detail on the following pages.
DAY ONE
Encourage children to find patterns in the list Underline the key features Construct word building strip for first word family (see pages 3742)
DAY ONE
Encourage children to find patterns in the list Underline the key features Complete page 1 activities Complete a partner activity (see pages 2122)
DAY TWO
Spelling game or activity (see pages 2328) Revise the patterns for this list Dictation (see pages 4357) Complete activity 1 in workbook
DAY TWO

DAY THREE
DAY FOUR
Complete additional activity Dictation Begin page 2 activities Complete an individual or informal activity (see pages 1720)
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Revise the patterns for the list using an additional activity (see pages 1722) Construct word building strip for second word family Complete page 1 activities Complete a partner activity (see pages 2122)
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DAY FIVE
Spelling game or activity Test of list words (see page 3234) Complete page 2 activities
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Spelling game or activity (see pages 2328) Revise the patterns for this list Dictation (see pages 4357) Complete page 2 activities
DAY THREE
Revise the patterns for this list using an additional activity (see pages 1722) Begin page 3 activities Complete an individual or informal activity (see pages 1720)
DAY FOUR
Revision of list words Dictation Complete page 3 activities Complete a partner activity
DAY FIVE
Informal activities (see pages 1820) Test of list words (see pages 3234) Complete page 4 activities
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Blank Timetable
Use the blank timetable below to plan a spelling programme for your class.
DAY ONE
DAY SIX
DAY TWO
DAY SEVEN
DAY THREE
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DAY FIVE
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DAY FOUR
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DAY EIGHT
DAY NINE
DAY TEN
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Metacognitive Approach
Aim: To encourage children to become successful independent spellers and thinkers. Introductory Stage
Each category of question (Clarifying, Literal, Inferential, Personal, Visualising, Predictive, Summarising and Reflective) should be explained to the children. It is important that they understand what kind of question they are asking. Not all cards will be relevant in every situation. On occasion, they will be. Some of the questions may appear to be the same but are repeated under different categories. This is because the context is different and this should be explained to the children.
Preparation Stage
The teacher chooses a suitable spelling word. A word that encompasses all the categories of questions is better. However, it should be stressed that not all categories are relevant to every word. For example, forgot. The cards are displayed for all children to see. Teachers might prefer to enlarge the cards to A3 when photocopying or laminate them. (See pages 613).
Modelling Stage
Explanation of Question Types

Clarifying questions are questions that make words, phrases or concepts clear and understandable. For example: What is the word?
forgot
What does this word mean?
didnt remember forgot
Can the word be broken into smaller sounds?
Literal questions are questions that have a straightforward answer found in the text.
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For example: What is the tricky part of the word?
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Inferential Questions
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Can I think of some other way to help remember how to spell this word?
Inferential questions are questions that ask you to deduce answers from the text. For example: Can I think of some other way to help remember how to spell this word?
break the word into three little words: for, got
Personal questions are questions that are relevant to oneself. For example: Do I know how to spell any part of this word?
yes
Is this a word that I need to learn to spell?
yes, because I sometimes use this word in my writing
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Personal Questions
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The teacher models a word, for example, forgot. The teacher demonstrates the thinking process involved by applying the questions 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.
Do I know how to spell any part of this word? Is this a word that I need to learn to spell?
Metacognitive Approach
Visualising questions are questions that require you to see the word or shape in your mind. For example: Close your eyes. Can I see the word inside my head?
yes/no
Can I see the shape of the word?
Predictive questions are questions that require you to forecast a possible outcome. For example: Can I say another word that is spelled almost the same?
forget has the same beginning

Can I spell this word?
yes/no forget
Can I write it from memory and say each letter as you do it?
Summarising questions are questions that demand a reiteration and understanding of what went before.
yes I forgot my lunch
yes/no
Reflective questions review the strategies used to learn new words and how you feel about your progress. For example: How did I do?
happy/reasonably happy/unhappy
Which card helped me the most?
Was there anybody or anything that could have helped me?
I could have looked for the word around my classroom or got my family to test me.
How do I feel?
happy/reasonably happy/unhappy
The Reflective Questions card should be used as a challenge for every child. It is designed to extend the more successful speller. It also offers the opportunity for individuals to recognise their own areas of strengths and weaknesses. This card should be used either at the end of the lesson or after the dictation to reflect on success and to set new goals for themselves. The following pages contain a set of cards for encouraging this way of thinking.
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Can I write a story the teacher has given me with the spelling word or words in it?
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For example: Can I make a sentence for this word?
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Clarifying Questions
What does this word Vi ew mean?
Can I spell the word S the am way it sounds?
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Vi What is the tricky part of ew the word?
Literal Questions
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Can I think of some other Vi ew way to help remember how to spell this word? in
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Personal Questions
Do I know how to spell Vi e any part of this word?
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Visualising Questions
Can I see the word inside Vi my head? e
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Predictive Questions
Can I say another word Vi that is spelled e almost the w same? in
Sa Can I spell this word? m pl e
Can I write it from memory and say each letter as I do it?
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Summarising Questions
Can I make a sentence Vi for this word? e
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or words in it?
Reflective Questions
How did I do? V
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anybody that could have helped me?
How did I feel?
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Word Building
= =
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Word Building
Make a new word by adding the ending.
s
Make more new words by adding the ending:
+ = = =
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My Spelling Workbook C Teachers GuidePrim-Ed Publishingwww.prim-ed.com
New Words
Name My new word is
My word written
looks like
My word ends with the letter(s)
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Cover your word.
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Colour a balloon every time you write your new word correctly.
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The middle letter is
My word written small looks like
My word written in colour looks like
Can you draw your word or somebody doing your word?
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big
My word begins with the letters(s)
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List Words
Below is a list of all words used in Book A.
UNIT 1
can man ran pan sad bad dad had the of
UNIT 2
pet met set wet am ham jam ram to by
UNIT 3
bells red star fun cake Santa tag tree did got
UNIT 4
win fin bin tin sip tip lip zip is you
UNIT 5
cot hot dot pot bit pit sit it that if
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we me he she be bed wed fed with his moon room hood zoo all call ball small this have
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UNIT 9
ant bee bud bug dig fog frog sun ask here
UNIT 6
hug rug bug mug jug bag rag wag put was
UNIT 7
mix six box fox cut hut but nut are as
UNIT 8
UNIT 10
leg beg peg hen ten men pen den they no
UNIT 11
my by fly sky mop top hop pop for on
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UNIT 12
see been weed seed meet need feed seen yes saw
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UNIT 13
UNIT 14
and sand band hand end lend send bend from want
UNIT 15
cap map car hat fun run ball net also one
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Additional Activities
The following activities and games have been provided for 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 from the following activities and games if not already covered in the particular list being treated. Six photocopiable spelling games can be found on pages 2328.
Individual Activities
Word Study Useful for developing familiarity with the list words. Strategy Make word shapes, word snakes or word sums for list words. Examples Word Shapes:
mop =
Word Snakes:
then =
Word Sums: g + et = get; sh + ip = ship
Make word builders by adding s.
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Sort words according to different criteria.
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Find small words in list words. Write the list words in alphabetical order or reverse alphabetical order. Write list words with eyes closed or from memory.
Write list words in sentences to show the meaning. Write list words in questions.
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For example: want: a, an, ant.
For example: sort by initial/final letters; number of letters; rhyming/non-rhyming or by childrens own choice.
For example: hop, hops pet, pets
For example: A fish can swim.
Missing letters write list words with missing letters. Children guess which words they are.
For example, i _ to = into.
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Is that a fish?
t v e t m o p l et e
net
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Informal activities
Word Study Useful for the reinforcement of the list words in a less formal approach. Strategy Examples
Clap the number of syllables in words.
Use bright colours to trace list words.
one when the
Make bookmarks with difficult words or list words.
into
Outline words.
For example:
Make concept words.
Sounds strips. Use paper strips to practise blending sounds with a variety of digraphs.
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Spinning wheel game. Make words by spinning the circle and blending the selected sound with the digraph in the middle.
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Write words in the shape of a list word.
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For example: For example:
could be the shape for: his, tin, fan etc.
For example: sat
For example,
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b c r s at p f m h b k it s n e t en op j
Blending cards. Use flashcards of sounds, blends and simple digraphs to mix and match and create new words.
For example:
m sh p h
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Informal activities
Word Study Useful for the reinforcement of the list words in a less formal approach. Strategy Encourage children to have a go and take risks with approximate spelling. Examples For example, using have a go pads or spelling journals for children to try out their spelling when writing stories etc.
Encourage as much reading as possible.
Include different sources of print around the classroom for children to find correct spelling. For example, opposites, colours, favourite sayings, days of the week.
Break each spelling list into shorter lists based on similar spelling patterns or themes.
Make simple designs using the list words written end to end.
Encourage children to look at difficult words, focus on the problem part, close their eyes, and then write it.
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Write list words on graph paper, cut out the letters, and then build the word from the cut-out letters.
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My h
Longer words can be chunked (broken into chunks) to assist spelling, rather than conventional syllables.
For example, into in to. Children should be encouraged to choose how to chunk the words themselves, so as to suit each childs preferred learning style.
Use shapes like circles, triangles and spirals.
For example, the problem part of want might be an rather than on.
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c a
m , j
For example, list words could be broken up as follows: he, me, we, be, she gum, hum, sum yes, no
t c
= come.
Write the list words, leaving out some letters. Complete the words the next day.
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For example, c
Find words that rhyme with the list words. Underline them if they are spelt the same. Prepare a cloze passage, deleting list words. Children select the correct word to go in the correct space.
For example, bed: head, red, said, fed.
For example, dog and vet might fit into: went to the .
Use sentence frames to develop a spelling vocabulary of list 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: , sw
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Informal Activities
Useful for the reinforcement of the list words in a less formal approach. Strategy Examples Word Bingo Use games like word bingo and word quizzes. Children copy words on bingo cards, checking their spelling, then cover words with counters on their cards if the word is called. Word Quizzes Using a word list, children write the correct word. For example, Write the word starting with b; Write the word with oo in the middle.
Make new words by writing letters in front of a sound. Make alphabet books to use as personal dictionaries.
For example, og could be added to d, fr, l, h, j; etc.
Children write any difficult words they have found under each letter.
Use list words to make spelling ladders, with each word starting with the letter which ends the word before.
Decorate or illustrate list words.
Write list words using string or pipe cleaners.
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Use magnetic letters to form words from memory on a board.
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For example: y e s o m e
Children can draw pictures and ask other children to guess which word they have drawn, or simply make words into patterns.
Children can make each letter, or just the word shape.
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t
Write list words in the sand or salt.
Children could also trace words on a desk or sandpaper. Discussing whether word shapes are tall or small could follow.
Make word chains using list words.
Children write list words on paper strips and staple together to make paper chains.
Additional photocopiable games have been included on pages 2328. These games can be used to support a spelling programme as activities for fast finishers or small group extension work, in individual or special needs programmes, as homework or as structured whole-class activities.
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Partner and Group Activities
Partner activities Develops cooperation and increases knowledge of list words. Strategy Make What am I? clues. Examples For example, You sleep in me. I have sheets. What am I? A bed
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. For example, Does a fish swim in the sea?; Do we sleep in a bed?
Make yes/no questions containing list words and swap with a partner.
Word dominoes
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Guess the word Give a partner the first letter of a word chosen from the spelling list. The partner then has to guess the word before the whole word is revealed, one letter at a time.
Word dominoes can be made by breaking list words in half (ones that have a common ending or beginning). For example,
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sh c
ip
ook
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Cut pairs of list words in parts and rejoin them. Each child then sees if his or her partner can guess the words.
For example, r ed
b at
= b ed
r at
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For example, the beginning of a game using the word soon would look like this:
Make a word bank following the same sound pattern or rule as particular list words. Work as individuals, partners, small groups or a whole class.
For example, A list of words that end in ook: cook, look, book, hook. Words that end with e: me, be, he, she, the.
Trace list words on partners backpartner guesses which list word was traced.
Children make their own read-and draw activities to swap with a partner.
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Partner and Group Activities
Class or Group Games Useful for the reinforcement of the list words in a less formal approach. Strategy Examples
Simple class spelling competitions.
For example, a Difficult Word of the Day competition, where the class try to spell a challenging word.
Hunter
Use individual books, charts, shared stories, poems etc. to find a particular spelling pattern or rule being treated.
Play concentration, fish, word bingo, or tic tac toe.
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Play hangman or a similar game, called Shannons Game.
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Guess My Word
In tic tac toe each player uses a list of words with a common sound as his or her noughts and crosses. For example, in the game below, player one used a bank of sh- words; player two used a bank of -ook words.
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In Shannons Game, children need to guess the letters in the correct order in which they occur in each word.
Children ask questions that require a yes/no response to guess the mystery spelling word.
Magazine hunt for list words.
Choose a number of words to focus on for a week. Children can also search for these in newspapers or any other reading material in the classroom. Children can circle or underline words they find. At the end of the week, children can count their score and share the sentences they found.
Also refer to pages 2328 for photocopiable spelling games. Books of other photocopiable spelling games are available from Prim-Ed Publishing:
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20752076 Fifty Spelling Activities 2077 Early Literacy Games 2078 Literacy Games 2079 Phonic Games
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took shop she
look book ship
Which Word?
1. Find a partner with the same spelling list.
2. Choose a word from your list.
3. Start by giving your partner the first letter of your word.
4. How many clues before your partner guesses your word?
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Spelling Games
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Choose Two
1. Choose eight of your spelling words and copy them twice onto the rectangles below.
2. Cut them out and place them face down on the desk.
3. Ask a friend to do the same with eight list words he or she chooses.
Spelling Games
4. Add the new cards. Jumble them and try to find the pairs.
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Word Sorts
Sort your list words and write them into the correct box.
Words may be written more than once.
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Words with two letters.

Words with three or more letters.
Words that you can draw a picture for.
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Words that rhyme.
Spelling Games
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Word Search
Make your own word search using eight list words.
Pass your word search to a friend to do.
Spelling Games
Can he or she find all of your words?
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Use these letters to fill in the leftover squares. b c d f g h j k m n p q r s t v w x y z
Rhyming Words
1. Write six list words.
2. Write as many rhyming words as you can.
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Spelling Games
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Spelling Games
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Word Worm
1. Write some of your spelling list words in the boxes below.
2. Cut them out and glue them onto the page as a word worm.
3. Pass your word worm to a friend.
Can he or she read all of the words in your worm?
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Certificates
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Assessment
There are many different ways to assess spelling. The pages that follow are provided to help support the My Spelling Workbook programme.
Page 31 can be used at the conclusion of each unit for final assessment.
Individual spelling records can be kept using page 35. Two assessments of each word list can be recorded along with anecdotal notes. These notes can come together as an overview of the childs progress in spelling during the 15 units and can be discussed during parent/ teacher conferences and in reports.
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A record of spelling results for the whole class can be recorded on page 36.
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Pages 3234 can be used to specifically record each word learned and the time taken to master a unit of words. Recording in this way may be useful for children with special needs, those with English as an additional language or for the whole class.
pl e
Assessment
Name: Date:
1.
6.
2.
7.
3.
8.
pl e Sa m
Total score: Date: Total score:
4.
9.
5.
10.
/10
Name:
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2.
3.
4.
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5.
10.
/10
31
Assessment
= can say word = can write word
Name:
= has remembered correct spelling
LIST 1
Date begun: can man ran pan sad bad dad had the of Date completed: Date begun:
LIST 2
Date begun: pet met set wet am ham jam ram to
LIST 3
bells red star fun cake Santa
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Date completed: Date begun: Date completed:
tag tree did got
Date completed:
LIST 4
Date begun: win fin
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LIST 5
Sa m
by cot hot dot pot bit pit sit it that if
LIST 6
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Date begun:
Vi
bin tin sip tip lip zip is you Date completed: Date completed:
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Name:
Assessment
LIST 7
Date begun: mix six box fox cut hut but nut are as Date completed: Date begun:
LIST 8
Date begun: we me he she be bed wed fed with his
LIST 9
ant bee bud bug dig fog
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Date completed: Date begun: Date completed:
frog sun ask here
Date completed:
LIST 10
Date begun:
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LIST 11
LIST 12
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Date begun:
beg peg hen ten
men pen den they no Date completed: Date completed:
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Assessment
Name:
LIST 13
Date begun: moon room hood zoo all call ball small this have Date completed:
LIST 14
Date begun: and sand band hand end lend send bend from
LIST 15
Date begun: cap map car hat fun run
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Date completed:
ball net also one
Date completed:
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want
Assessment
Name:
Pre-test List 1 List 2 List 3 List 4 List 5 List 6 List 7 List 8 List 9 List 10 List 11 List 12 List 13 List 14 List 15 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 Final Test 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
Year:
Notes
NOTES:
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DATE:
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35
Test Checklist
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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Word Building
1. Cut along the dotted lines.

ll d f j h og
2. Slide letter strips through slits to make words from the word families used in Unit 1.
e anw in g
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an
r s b
p d
ad
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Word Building

ll d f j h og
Vi etew in g
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et
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Word Building

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Word Building

ll d f j h og
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ot
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it
Word Building

ll d f j h og
e ugw in g
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ug
h b
m w
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Word Building

ll d f j h og
2. Slide letter strips through slits to make words from the word families used in Units 78.
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Sa m pl e
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c r
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an, ad
List Words can man ran pan sad bad dad had the of cans men run, runs, running pans sadness, sadder, saddest badly, badness daddy, daddies, dads have, has, having Word Building
Unit 1
Unit Focus
This unit focuses on the rimes an and ad at the end of each word. This unit also includes two common, high frequency words, the and of.
Teaching Points
Identify the rimes and how they are represented. Sort the list words into those that end with an and those that end with ad and brainstorm other words to add to each list.
Rules
Double the consonant to keep the vowel sound short.
Dictation
1. The man can run fast. 2. His dad looks sad. 3. The pan is hot. 4. My mum had a cup of tea. 5. The bad dog ran away.
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Answers
1. Teacher check 2. can, sad, dad, ran, the, man 3. (a) can (b) ran (c) sad (d) bad (e) pan 4. Teacher check 5. (a) sad (b) of (c) the (d) pan 6. red: can, pan, man. blue: sad, dad, had.
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Unit 2
List Words pet met set wet am ham jam ram to by pets meet, meets, meeting, meetings sets, setting wets, wetted, wetting is, are hams jam, jamming, jammed rams, ramming, rammed Word Building
et, am
Unit Focus
This unit focuses on the rimes et and am at the end of each word. This unit also includes two common, highfrequency words, to and by.
Teaching Points
Identify the rimes and how they are represented. Sort the list words into those that end with et and those that end with am and brainstorm other words to add to each list.
Rules
Dictation
1. 2. 3. 4. The wet ram was by the gate. I am going to set the table. The vet met my pet. Carry the ham and jam to the table.
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Answers
1. Teacher check 2. to, wet, jam, by, pet, ram 3. (a) ram (b) wet (c) jam (d) ham (e) met 4. Teacher check 5. (a) pet (b) by (c) ham (d) jam 6. (a) red: pet, met, set (b) blue: ram, jam, ham
pl e
Christmas
List Words bells red star fun cake Santa tag tree did got bell red, redder, reddest, reds stars, starring, starred funny, funnier, funniest cakes, caking, caked Santas tags, tagging, tagged trees do, does, doing, done get, gets, getting Word Building
Unit 3
Unit Focus
This unit focuses on Christmas words. This unit also includes two common high frequency words, did and got.
Teaching Points
Identify difficult parts of words. Discuss ways to remember how to spell a word.
Dictation
1. 2. 3. 4. Did Santa have a red hat? Have you got a tag for this box? The bells are on the tree. It was fun to put a star on the cake.
Answers
1. (a) star (b) cake (c) fun (d) tree (e) tag Grid word: Santa 2. red, tag, fun, cake, got, Santa 3. Teacher check 4. See Word Search 5. (a) cake (b) did (c) bells (d) tag 6. (a) red (b) tree (c) fun (d) star (e) tag (f) bells
S t f t r e e u a c r e e a n t a s t g o t k c p r
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Unit 4
List Words win fin pin tin sip tip lip zip is you Word Building wins, winning, won fins pins, pinned, pinning tins, tinned sips, sipped, sipping tips, tipping, tipped lips zips, zipping, zipped be, am, are, being, was, were, been
in, ip
Unit Focus
This unit focuses on the rimes in and ip at the end of each word. This unit also includes two common highfrequency words, is and you.
Teaching Points
Identify the rimes and how they are represented. Sort the list words into those that end with in and those that end with ip and brainstorm other words to add to each list.
Rules
Dictation
1. 2. 3. 4. 5. 6. The tin can has one pin in it. You can see the tip of a fin above the water. My pencil case has a zip. You can win the race! Is that a mark on your lip? Mum had a sip of tea.
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Answers
1. Teacher check 2. (a) red: win, tin, fin (b) blue: sip, zip, tip 3. (a) fin (b) bin (c) sip (d) zip (e) win 4. Teacher check 5. (a) zip (b) you (c) tin (d) lip 6. tin, tip, bin, is, sip, you, zip
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ot, it
List Words cot hot dot pot bit pit sit it that if cots hotter, hottest dotted, dotting pots, potted, potting bits pits, pitted, pitting sits, sat, sitting its, its Word Building
Unit 5
Unit Focus
This unit focuses on the rimes ot and it at the end of each word. This unit also includes two common, highfrequency words, that and if.
Teaching Points
Identify the rimes and how they are represented. Sort the list words into those that end with ot and those that end with it and brainstorm other words to add to each list
Rules
Dictation
1. 2. 3. 4. 5.
d d o t u p b
i f i r b i t
p d p o t t s
m e f w c q i
f h x h o t
f t h a t
m z t r
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Answers
1. Teacher check 2. if, hot, pot, that, bit, dot 3. (a) if (b) sit (c) pot (d) that 4. Teacher check 5. (a) hot (b) bit (c) pot (d) cot (e) sit 6. (a) green hot, cot, dot (b) red - sit, bit, pit 7. See Word Search 8. (a) bit (b) sit (c) cot (d) dot 9. (a) hot (b) bit (c) If 10. cot, hot, pot, dot 11. dot 12. Teacher check
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That pot is very hot. If you sit still you will see the fish. Dig a big pit for the pond. You need one more bit to make the cot. It is a very big dot.
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Unit 6
List Words hug rug bug mug jug bag rag wag put was Word Building hugs, hugged, hugging rugs bugs mugs jugs bags rags wags, wagging, wagged puts, putting wasn't, were, weren't
ug, ag
Unit Focus
This unit focuses on the rimes ug and ag at the end of each word. This unit also includes two common,highfrequency words, put and was.
Teaching Points
Identify the rimes and how they are represented. Sort the list words into those that end with ugand those that end with ag and brainstorm other words to add to each list.
Rules
Dictation
1. 2. 3. 4. 5. Put that rag in a bag. There is a bug on the rug. He was happy after a hug. Fill the mug from the jug. The dog can wag its tail.
b u g s b y g
j w d r a f t
z a j u g a r
j g z b q v a
m u g c r u
h u g c k l
e p u t
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Answers
w a s
1. Teacher check 2. (a) green: rag, wag (b) red: rug, bug, mug, hug 3. (a) jug (b) bag (c) mug (d) bug (e) wag 4. Teacher check 5. (a) wag (b) put (c) was (d) rug 6. hug, bug, was, put, rug, rag 7. See Word Search 8. (a) mugs (b) bags (c) hugs (d) bugs 9. (a) cut (b) big (c) has (d) tug 10. (a) bug
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(b) (c) (d) (e) 11. (a) (b) (c) (d) (e) 12. (a) (b) (c) mug jug rag bag put mug jug was hug wag, was hug bug
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ix, ox, ut
List Words mix six box fox cut hut but nut are as Word Building mixes, mixing, mixed sixes boxes, boxing, boxed foxes cuts, cutting huts nuts am, is
Unit 7
Unit Focus
This unit focuses on the rimes ix, ox and ut at the end of each word. This unit also includes two common, high-frequency words, are and as.
Teaching Points
Identify the rimes and how they are represented. Sort the list words into those that end with ix or ox and those that end with ut and brainstorm other words to add to each list.
Rules
Double the consonant to keep the vowel sound short. To make words that end with x plural, es is added.
Dictation
1. 2. 3. 4. 5.
n a f h m g c
b s o u i o u
b o x t x i t
s i x t b h
q r t b z l
f k g u
y n u t
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Answers
a r
h r
1. Teacher check 2. (a) green fox, mix (b) red but, cut, hut, nut 3. (a) mix (b) fox (c) hut (d) six (e) cut 4. Teacher check 5. (a) nut (b) as (c) are (d) box 6. cut, six, are, mix, box 7. See Word Search 8. nut
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They are as good as gold. She has six nuts but he only has one. The fox was in the hut. The boy cut the box open. Mix the paint in the tray.
9. (a) as, as (b) six (c) fox (d) are 10. (a) nut (b) hut (c) box (d) fox 11. Teacher check 12. (a) art (b) at (c) not (d) bat
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Unit 8
List Words we me he she be bed wed fed with his Word Building we'd, we're, we've he's she's been beds, bedroom weds, wedded, wedding, weddings feed, feeding
Long e, ed
Unit Focus
This unit focuses on the long e sound represented by the grapheme e and the rime ed at the end of each word. This unit also includes two common, high-frequency words, with and his.
Teaching Points
Underline the grapheme representing the sound e at the end of words. Identify the rime ed and how it is represented.
Rules
Dictation
1. 2. 3. 4. She will be wed soon. Come with me to be fed. His bed is blue. We got lost when he ran away.
v h y z i b w
h i s s f r e
b c r w e d s
e g r l z p f
d b s w i t
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Answers
1. Teacher check 2. (a) orange: he, we, me (b) green: fed, wed, bed 3. (a) bed (b) with (c) fed (d) wed (e) she 4. Teacher check 5. be, with, his, bed, we, fed 6. wed fed bed 7. See Word Search 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. Teacher check 12. (a) we, me, be, he (b) with (c) she
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Spring/Easter
List Words ant bee bud bug dig fog frog sun ask here ants bees buds, budding, budded bugs, bugging, bugged digs, digging, dug fogs, fogging, fogged frogs suns asks, asking, asked Word Building
Unit 9
Unit Focus
This unit focuses on spring words. This unit also includes two common high frequency words, ask and here.
Teaching Points
Dictation
1. 2. 3. 4. Ask mum to bring the bug here. An ant can dig big holes. A bud will open in the sun. Can the frog or bee find the way in the fog?
Answers
1. (a) bug (b) bud (c) bee (d) sun (e) ant (f) dig 2. (a) bee (b) sun (c) fog 3. Teacher check 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. See Word search 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. Teacher check
h b a p f m e o o g l l h r f o e r e o e u r g b i d x
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Unit 10
List Words leg beg peg hen ten men pen den they no Word Building legs, leggings begs, begged, begging pegs, pegged, pegging hens tens, tenth man pens dens 1. 2. 3. 4. 5. Ten men hid in the den. They had to beg for more food. There is no hen in that hut. Use the pen to write leg. Hang this up with a peg.
eg, en
Unit Focus
This unit focuses on the rimes eg and en at the end of each word. This unit also includes two common, high-frequency words, they and no.
Teaching Points
Identify the rimes and how they are represented. Sort the list words into those that end with eg and those that end with en and brainstorm other words to add to each list.
Rules
m y h t l t r
b o e r p e o
e k n a e n x
g d l b g t m
n e e p v h
n n g e w e n
o r u n
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Answers
o y k
1. Teacher check 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) peg 7. See Word Search 8. hen, men, den pen, ten 9. (a) leg (b) ten (c) they (d) men 10. (a) hen (b) they (c) peg (d) den
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Dictation
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11. (a) hen (b) pen (c) leg (d) peg 12. Teacher check
y, op
List Words my by fly sky mop top hop pop for on mine flies, flew, flying skies mops, mopped, mopping tops, topped, topping hops, hopped, hopping pops, popped, popping 1. 2. 3. 4. Word Building
Unit 11
Unit Focus
This unit focuses on the long i sound represented by the grapheme y, and the rime op. This unit also includes two common, high-frequency words, for and on.
Teaching Points
Underline the grapheme representing the sound i at the end of words Identify the rime and how it is represented. Sort the list words into those that end with y and those that end with op and brainstorm other words to add to each list.
Rules
Double the consonant to keep the vowel sound short. y changes to i when es is added.
Dictation
k f u l p l a
o l y k h o p
m y t y l n f
o p o e f p e
p o p d o l
l r g j
s q h o r
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Answers
w k
b y
1. Teacher check 11. 2. my, by, fly, sky 3. (a) mop (b) sky (c) on 12. (d) pop 4. (a) fly (b) mop (c) hop (d) sky (e) pop 5. sky 6. (a) orange: my, fly, by (b) blue: hop, top, mop 7. See Word search 8. top, mop, hop, pop 9. (a) hop (b) top (c) sky (d) by, on, my 10. (a) mop used for washing floors (b) hop jump on one foot (c) fly move through the air (d) sky the space above earth
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The balloon went pop up in the sky. I use my mop for washing the floor. The plane will fly over the top of the hill. Hop on one foot by the door.
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Unit 12
List Words see been weed seed meet need feed seen yes saw Word Building sees, seen, saw, seeing am, be, is, are, was, were weeds, weeding, weeded seeds, seeded, seedless meets, met, meeting needs, needing, needed feeds, fed, feeding see, sees, saw, seeing see, sees, seeing
ee
Unit Focus
This unit focuses on the long e sound represented by the grapheme ee. This unit also includes two common, highfrequency words, yes and saw.
Teaching Points
Identify the phoneme and how it is represented. Brainstorm other words to add to the list.
Dictation
1. 2. 3. 4. 5. Have you been to the park and seen that swan before? Yes, I saw that film, said the boy. I can see I need to feed her. Mum will meet me at the shops. That seed will grow into a tall weed.
p b k d w e g
s e e c e d u
e e r s e e d
e n e e d s f
x o l y e s
s e e n f a e
m e e t
w d
1. yes, meet, weed, saw, see, been 2. Teacher check 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. See Word search 8. need, feed, weed, seed 9. (a) saw (b) meet (c) see (d) feed (e) been 10. Teacher check 11. (a) seen (b) saw (c) meet (d) yes 12. Teacher check
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Answers
oo, all
List Words moon room hood zoo all call ball small this have Word Building moons, moonlight, moonbeam rooms, roomy, roomier, roomiest hoods zoos calls, called, calling balls smaller, smallest has, having, had
Unit 13
Unit Focus
This unit focuses on the graphemes oo as in moon and all as in ball. This unit also includes two common,highfrequency words, this and have.
Teaching Points
Identify the patterns in the list. Discuss how the grapheme oo as in moon, can also represent oo as in book. Brainstorm other words to add to the list.
Rule
The y changes to i when adding er or -est.
Dictation
1. 2. 3. 4. The moon looks small in the sky. All of us have been to the zoo. Put this ball in my room. Call me if you find my hood.
s r c a l l v
m o o n z o o
a o y a l l r
l m z p a a h
l a h o o d
b a l l
f n t h i
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Answers
o r
1. Teacher check 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. See Word Search 8. hood 9. (a) zoo (b) ball (c) small (d) have
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10. (a) all, call, ball, small (b) moon, room, hood, zoo, this, have 11. (a) room (b) small (c) hood (d) zoo (e) call (f) moon 12. (a) soon (b) tall (c) good (d) thin
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Unit 14
List Words and sand band hand end lend send bend from want sands, sandy, sandier, sandiest, sandcastle bands hands, handed, handing, handy ends, ended, ending lends, lent, lending, lender sends, sent, sending, sender bends, bent, bending wants, wanting, wanted Word Building
and, end
Unit Focus
This unit focuses on the rimes and and end at the end of words. This unit also includes two common, highfrequency words, from and want.
Teaching Points
Identify the phoneme and how it is represented. Brainstorm other words to add to the list.
Rules
The y changes to I when adding er or -est.
Dictation
1. 2. 3. 4. Send a card to Ali and Tim from both of us. Mum will want us to lend a hand to move this. Can you bend that end of the pipe? The band played on the sand.
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Answers
q h a n d e f
e b a n d n l
e a n d f d e
f r o m w b n
s a n d a e
p o g o n n
s e n d t
d k
1. Teacher check 2. (a) want (b) sand (c) and, end (d) band, bend 3. hand 4. (a) want (b) sand (c) hand (d) bend (e) from 5. (a) end (b) hand (c) and (d) send 6. Teacher check 7. See Word Search 8. (a) from (b) lend (c) hand (d) bend (e) want (f) and 9. (a) and (b) send (c) from (d) sand
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10. Teacher check 11. (a) frost (b) wasp (c) sent (d) land 12. (a) red - band, hand (b) green - bend. end (c) blue want, from
Summer Holidays
List Words cap map car hat fun run ball net also one Word Building caps, capping, capped maps, mapping, mapped cars hats funny, funnier, funniest runs, running, ran balls nets, netting, netted ones
Unit 15
Unit Focus
This unit focuses on summer holiday words. This unit also includes two common high frequency words, also and one.
Teaching Points
Dictation
1. 2. 3. 4. It is fun to put the ball in the net. Can you bring one net and also a hat? We need the map in the car to find the way. Run fast and get his cap.
s c t p x a r n a b m u f u n
c a p n u s
e l o r z h
a l s o g e n r e
m a p
e t
1. (a) car (b) ball (c) fun or run (d) net (e) hat (f) cap or map 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. Teacher check 6. (a) car (b) hat (c) map 7. See Word Search 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. Teacher check
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Workbook Pages
Contents
Teachers Notes for each unit student workbook units are 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 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 Unit 5 ot, it .............................................................8891
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pl e
79
80
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
81
82
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
83
84
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
85
86
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
87
88
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
89
90
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
91
92
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
93
94
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
95
96
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
97
98
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
99
100
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
101
102
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
103
104
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
105
106
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
107
108
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
109
110
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
111
112
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
113
114
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
115
116
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
117
118
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
119
120
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
121
122
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
123
124
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
125
126
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
127
128
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
129
130
Vi
ew
in g
Sa m
pl e
Vi
ew
in g
Sa m
pl e
131
Book A List Words

can man ran pan sad bad dad had the of pet met set wet am ham jam ram to by bells red star fun cake Santa tag tree did got win fin bin tin sip tip lip zip is you cot hot dot pot bit pit sit it that if
Unit 1
Unit 2
Unit 3
Unit 4
Unit 11
Unit 12
and sand band hand end lend send bend from want
Unit 14
132
Unit 15
Vi
cap map car hat fun run ball net also one
ew
Unit 13
in g
Sa m
moon room hood zoo all call ball small this have
mix six box fox cut hut but nut are as
we me he she be bed wed fed with his
ant bee bud bug dig fog frog sun ask here
Unit 5 Unit 10
leg beg peg hen ten men pen den they no
Unit 6
Unit 7
Unit 8
pl e
Unit 9
Book B List Words

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
ship shop shut sheep shin short ash brush dish fresh wish rash one only chip chin chant chest chum such torch rich lunch arch punch church two three them then those these both tooth path bath lm lll lve its four five about around house mouse now down how brown what when why where May many gave take make came made like ride kite time mime crime mine her come
Unit 6 Unit 12 Unit 18
shoe
chop
than
out
save
woke home bone note rose cone vote June tune use cube tube cute seven eight
Unit 7
Unit 8
Unit 9
Unit 10
king Santa carrot happy toys tinsel baby carol sing cards food gold more any
drip drop grip grab grim trip try trim bring brave crab crash back give
stop stand step start
skin skid skirt spit
Unit 11
sweets
drum
stamp
pl e
skip spell spin spot spark swim swing sweep swell good who girl first third twirl hurt turn burn surf paper never over under Friday Thursday
went spent rent ant pant grant damp lamp ramp camp jump bump lump some has
meat teach reach beat seat dear hear fear heat steep keep sleep sheet would pupil
stone stem nest rest best cost lost nine help
Unit 13
Unit 14
Unit 15
Unit 16
eggs born thorn bunny basket flower park plant cross raindrop spring warm thirteen Monday
hang sang song along belong wing king ring thing being hung sung old their
day stay clay pay ray mail stain pain sail tail wait train Tuesday Wednesday
Unit 17
hunt
Vi
bang away bird
ew
in g
must
Sa m
moan coat loaf float soap load grow show tow below own crow slow Saturday Sunday
bike fish shells bucket spade camp wave tent site sea seagull seaweed sand him number
133
Book C List Words

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 12 Unit 18
blew chew grew crew few glue due clue blue bathroom bedroom broomstick spoon traffic comic picnic should work love above oven cover mother brother another other Monday front onion back trick brick shock luck Ireland March think thank sunk plank fine alive line reply supply apply fried tried cried high sigh right while which still smell skull stall across dress glass miss jazz buzz fizz dizzy cuff staff cliff stuff yesterday April bottle little battle rattle middle riddle paddle buckle ankle eagle apple needle able rectangle single jungle part twelve scrap scrape scrub scream screen spray spread sprain sprint sprout stripe strap straw street strong stream live usual
pl e
Unit 11
page huge cage bandage bridge badge hedge judge bench branch crunch wrench match watch catch please February stage
Unit 7
Unit 8
Unit 9
Unit 10
cracker lights birth stocking snowflakes Advent Dasher December balloon greetings holiday donkey Jesus Christmas Donner shopping minute month
quit quiet quite liquid queen question quack quilt quake squad squash squeak squirt squeal squirm square oil during
told older folder golden scold coldest boldest goldfish kindest remind behind find mind wind blind
twice price spice slice rice
yourself himself herself myself outside inside offside seaside someone something sometimes somebody everyone everything everybody everywhere centimetre metre
in g ew
grind again name
Vi
Sa m
ice-cream advice mice ace disgrace trace space place race face January because voice
Unit 13
Unit 14
Unit 15
Unit 16
Unit 17
Easter bonnet cloud crocus grass green fresh buttercup butterfly digging dragonfly Christ bluebird pray death ladybird eighteen seventeen
werent ld wont weve theyve whats thats theres youre hasnt youve were shes youll theyd theyre Wales Scotland
draw straw law claw soar board oar roar sore tore more score stalk walk talk chalk today year
war warrior warp warning ward wardrobe warn warmth swarm dwarf award warden towards warren reward warlock fortnight second
comb lamb dumb numb crumb wrap wreck write wrong honest ghost hour know knight knife knot tomorrow England
plane atlas boat crab passport rock flipflops beach flight ticket runway landing pool hotel salty uniform said there
134
Book D List Words

visitor doctor error sailor spectator water number lower sister better eleven opened broken hidden suddenly lesson reason person poison cotton read goes snow gift family chimney tinsel snowman party winter elves candles frost angel stable concert reindeer birth jingle crowds holy jolly ours theirs chick garden crown rabbit flowers flowerbed heaven daisy hatch rainbow raincoat tomb puddle foal meadow springtime windy daffodil splash worship point letter hoof leaf beef scarf elf golf wolf shelf half calf safe wife life oxen geese dice children women teeth feet large does true value argue cue avenue screw flew brew dew drew igloo bamboo proof shampoo kangaroo fruit juice juicy bruise suit millimetre centilitre knuckle knit knee rhyme yoghurt honour loch build written wreath wrist psalm palm calm often listen thistle whistle condemn autumn pretty animal parcel since certain century centipede prince acid calcium cigar circuit pencil stencil cinema circle circumference cylinder cycle cyclone cymbal agency found study crept swept wept kept except adopt erupt fault built consult bolt revolt difficult adult left loft swift shift craft lift Rome Paris fair stair chair hairy airy dairy pair repair despair pushchair dare scare beware glare fare stare care rare spare mare Belfast Dublin didnt havent couldnt wouldnt shouldnt cant wasnt arent wed doesnt theyll lets whod whos brother-in-law passer-by hanger-on by-law drive-in take-off Europe great happily merrily busily angrily easily cheerily craftily worried married dirtied copied supplied dried applied studies carries parties empties buries bullies litre busy head breakfast deaf steady bread deadly lead tread instead ahead heavy thread threat breath earn breadth earl pearl death earth world clean people angle vegetable simple terrible puzzle agile axle sprinkle assemble travel angel label level towel tunnel novel jewel fuel cancel kilogram kilometre explore score ignore adore shore chore anymore store door moor floor poor uproar roar boar boarder oar fourth court pour Italy Switzerland hotter kinder colder stronger weaker meaner taller greatest smallest softest darkest thickest hardest lightest thinnest cheeriest bounciest bossiest tiniest angriest learn America outdoor outline outbreak outfit outcry undo untie uneven unable unaware overboard overcast overhead overall overbook underage underground understand undercover underneath Edinburgh London barbecue steak sausages charcoal lighter tennis racket prawns salad lakes park caravan jeans jumper shorts sandals castle postcards circus umbrella Moscow Berlin
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
pl e
Unit 17
Unit 13
Unit 14
Vi
Unit 15
ew
helpless harmless careless hopeless needless breathless sadness awareness sickness happiness weakness braveness cleanliness business quietly lonely wisely lovely brightly quickly kind engage
in g
Unit 16
Sa m
Unit 18
Unit 12
Unit 6
135
Book E List Words

gather gutter goodbye gadget figure giant magic energy gentle germ hydrogen charge lounge strange arrange change damage village gym danger near between wrap donkey reunion Santa Claus sauce presents holly enchanting Christmas mistletoe fairy sleigh festival turkey goose sprouts midnight delight pudding ornaments sugar special prayer wellingtons season umbrella forgive seedlings shower died gardener nurture shoots palms soldier crucify prune weather religion celebrate thunderstorm lightning eighth truly handkerchief guest cupboard guitar island climb limb doubt known knock guess young white wraith sign aisle tomb science wrinkle depot horse disc track struck attack packet cricket clock chuckle socket chicken pocket freckle classic volcanic mimic sonic plastic tonic terrific electric heroic upon eye brief thief belief mischief grief relief believe niece field priest calorie cashier piece receive receipt deceive deceit seize weird caffeine biscuit address window follow borrow narrow shadow swallow unknown cargo zero domino bingo bravado tiptoe potatoes tomatoes foe oboe although though dough proportion shuttle display stray relay always alley grey obey survey claim raise afraid operation dictation nature weight freight neighbour straight vein beige morning might grape shape lemonade mistake cashmere complete these athlete flute accuse refuse amuse size mobile alive divide broke spoke globe phone easy fraction lottery robbery mystery ability academy bravery cavity monkey honey money trolley journey macaroni confetti bikini ski taxi spaghetti khaki quay frighten close interest intersect intercept interact interview international disability dislike disagree disappoint disappear return repeat refund revise suburb submarine submerge subject submission interesting modem noise moist hoist choice voice invoice appoint asteroid enjoy decoy convoy boycott deploy royal employ destroy annoy voyage buoy lifebuoy beginning coming torch orchard channel achieve machine chef parachute charade approach coach school choir ache chemist anchor stomach character monarch orchid anarchy Madrid Cardiff firmly thirsty virus confirm thirty urchin burst urban urgent further purpose burnt modern quarter remember early earthquake heard search hearse sincerely library octopus squid shark whale snorkel pilot suitcase customs ocean scuba fishing pier depth lighthouse smuggler coastguard security sunglasses oxygen swimsuit Australia Greece
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
pl e
signal removal arrival musical festival electrical personal abolish astonish nourish foolish childish breakage wastage postage drainage hardship friendship championship membership ninety hundred
Vi
prefix prevent precise prepare predict microchip microscope microphone microfilm microbe barren woollen wooden lengthen strengthen amazement treatment department excitement agreement escape none
Unit 13
Unit 14
Unit 15
ew
Unit 16
in g
rough cough tough laugh enough trough draught roughcast paragraph graph photograph orphan nephew atmosphere elephant phrase autograph alphabet dolphin phobia August November
Unit 17
Sa m
136
Unit 18
Unit 12
Unit 6
Book F List Words

winner writer partner officer discover centre fibre theatre mirror calculator actor tutor cellar dollar popular particular humour labour harbour flavour diamond definitely bauble ceremony merry artificial celebration cranberry exciting shepherd fireplace television pantomime seasonal chestnuts invitation ribbon skiing skating snowboard sledging Nativity without idea chocolate colourful climate annual calories aroma dying decorate variety temperature yellow buffet confectionery disciples indulge irresistible tempting symbol gorge ritual lettuce onion transport transfer transplant transit transmit telescope telephone teletext telepathy telegraph automatic automation autopsy autobiography autograph automobile antiseptic antidote antibiotic anticlockwise fulfil reference toothache worthwhile eyesight wavelength goosebumps hairstyle lifestyle whiteboard skateboard keyboard guidelines spreadsheet typeset copyright nightmare newspaper supermarket afterwards worldwide therefore computer program author authority dinosaur cause caution astronaut haunted launch applaud exhaust laundry caught taught daughter naughty ought nought thought fought sought preparation accidentally magazine trampoline quarantine engine imagine examine medicine advise promise crevice service favourite definite opposite attractive positive negative explosive expensive detective monitor parallel scissors pyjamas spectacles binoculars goggles pliers species series trousers scales shears tongs salmon deer moose trout athletics aircraft innings tweezers carry surprised barbecue fondue continue tissue rescue analogue duel refuel issue subdue fewer renew skewer mildew viewed viewpoint review beauty beautiful queue body eighty indicate translate hesitate accurate extreme delete scene arrive polite umpire describe decide demote decode choke froze refuge perfume schedule costume scan circulate wrote wretch wrestle answer kneel yolk guide thumb plumber tongue shoulder boulder yacht column knead debt folk guard rhythm wharf emergency accept chase sense release grease purchase increase surface bounce announce ambulance convince fierce tomato fiasco potato piano echo volcano patio ratio multimedia email mushroom monsoon cartoon tablespoon snooze curfew corkscrew withdrew screwdriver coupon wound youth group mousse chop suey gruesome cruise suitable recruit pursuit sixty Africa almost already almighty altogether welcome welfare until instil delightful powerful awful useful careful fearful graceful hopeful skilful thankful watchful wonderful either neither traveller cheque exchange luggage carousel foreign hurricane tsunami typhoon abroad heatwave humidity sultry malaria terminal sweat centigrade thermometer degree mosquito thousand double
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
pl e
serious curious envious various ambitious precious conscious suspicious delicious anxious nervous famous jealous dangerous marvellous tremendous fabulous generous enormous numerous picture occurred
Vi
ew
fashion cushion description collection population multiplication imagination information composition vaccination pension tension extension expression admission discussion concussion permission social official country trouble
Unit 13
Unit 14
Unit 15
in g
available enjoyable comfortable reasonable forgivable flammable remarkable advisable noticeable valuable reversible flexible horrible digestible edible visible sensible audible legible divisible forgotten separate
Unit 16
Sa m
Unit 17
Unit 18
Unit 12
Unit 6
137
Book G List Words

persuade negotiate appreciate severe persevere fortune consume reduce excuse confuse provide combine organise meanwhile excite erode provoke envelope postpone explode continuous industrial Dancer Prancer anticipating exhausted poinsettia hibernate resolution sacred crackers myrrh frankincense potatoes elderberry roast commercial advertisements tradition decorations indulging programmes technology citizen bouquet nursery ecology migrate crucifixion cultivate sacrifice environment resurrection horticulture propagate insect germinate fertilizer flourish foliage sunshine survival luxurious bountiful agriculture ecosystem imperfect impolite impatient imbalance immature immobile immovable misplace misfortune mislead misunderstand indignity indirect inaccurate invisible incorrect incomplete inadequate independent intolerable consequence development airbrush airstrip airlift airline airtight airborne airmail airspace aerial aerobatics aeroplane aerodrome aerobics aerosol supersede superficial superhuman superimpose superintendent superior prioritise potential anticipate exaggerate cooperate hibernate concrete gangrene obsolete precede ozone chrome decompose glucose advertise juvenile apologise appetite produce abuse solitude magnitude association persuasion Australian Italian Argentinian Iranian Vietnamese Portuguese Japanese Irish English Scottish jeweller builder photographer engineer auctioneer mountaineer scientist pianist dentist pharmacist material assessment azure seizure measure treasure pleasure leisure division decision erosion confusion conclusion transfusion explosion occasion abrasion euthanasia illusion seclusion collision exclusion nuclear immediately dialogue rogue catalogue fatigue league intrigue plague colleague vague disguise guidance guardian guillotine guerilla guarantor guile ghoul ghetto gherkin ghastly feud amateur politician superficial physician electrician mansion expansion profession confession compassion session pressure fissure rotation revolution extinction conservation affection adaptation irrigation invention happened practise dictionary primary ordinary secretary temporary boundary imaginary necessary military hereditary bakery cemetery surgery discovery archery mastery treachery slavery refinery battery government parliament silent talent different evident intelligent president accident incident opponent confident distant vacant important instant migrant tolerant constant pleasant elegant arrogant soldier embarrass bicycle biceps bikini bilingual triangle triplet trilingual quadrangle quadrilateral pentagon pentathlon hexapod heptathlon September octopus October octagon nonagon decade decagon questionnaire alcohol quantity celebrity allergy recipe catastrophe abbreviate guarantee absentee escapee cappuccino quiche amphibian unique orientation retrieve relieve conceit conceive caffeine debris participation outrageous sandwich valentine marmalade pavlova Morse code spoonerism arachnid pasteurise diesel hooligan cardigan volts biro teddy hygiene maverick leotard Braille Celsius python analysis permanent difference silence commence absence independence patience conscience audience convenience experience chance balance distance appearance acceptance entrance substance instance assistance nuisance physical genius hymn solemn design gnash gnarl malign dinghy honour rhinoceros vehicle honesty whisper doubtful guilty couple sword pneumonia raspberry almond knowledge efficient sufficient souvenir abseiling amusements catamaran helicopter tourism repellent navigation satellite security protection inoculation route intercontinental paragliding equator latitude longitude continent casualty technique strategy
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
pl e
Unit 17
Unit 13
Unit 14
Unit 15
Vi
ew
Unit 16
in g
Sa m
138
Unit 18
Unit 12
Unit 6

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Vi ew in g Sa m pl e

My Spelling Workbook Teachers Guide (Book A)

Australia: PO Box 332 Greenwood Western Australia 6924 www.ricpublications.com.au

School Order# (if applicable):

Titles available in this series:

Additional Individual Activities.........................................17 Additional Partner and Group Activities ......................2122

Additional Informal Activities .....................................1820

Assessment photocopiable worksheets for recording of results by teachers/children.

Assessment photocopiable word strips to assist beginning spellers.

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

Pages 213 focus on initial sounds through:

Pages 1417 focus on final consonants through:

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

Look, Say, Trace, Cover, Write, Check

Check the word with the original.

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

For every spelling list, remember to:

Subject Literacy Word Recognition

recognise automatically an increasing number of familiar high frequency words

Word Structure and Spelling

Language and Literacy

Senior Infant Class

write using sound-symbol correspondence

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

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

Explanation of Question Types

didnt remember forgot

Can the word be broken into smaller sounds?

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

break the word into three little words: for, got

yes, because I sometimes use this word in my writing

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

forget has the same beginning

yes I forgot my lunch

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

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

What does this word Vi ew mean?

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

Can I spell the word S the am way it sounds?

Vi What is the tricky part of ew the word?

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

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

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

Do I know how to spell Vi e any part of this word?

in gneed Is this a word that I S am to learn to spell? pl e

Can I see the word inside Vi my head? e

in g Can I see the shape of Sa the word? m pl e

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

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

Can I say another word Vi that is spelled e almost the w same? in

Sa Can I spell this word? m pl e

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

Can I make a sentence Vi for this word? e

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

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

How did I do? V

ie w me Which card helped in g the most? Sa Was there anything orm pl e

anybody that could have helped me?

How did I feel?

Make a new word by adding the ending.

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

My word ends with the letter(s)