Pr-2362uk My Spell Wkbk b Tg_bw

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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 B)

Published by Prim-Ed Publishing 2011

2nd edition 2011

Copyright Prim-Ed Publishing 2011

ISBN 978-1-84654-310-4

PR2362UK

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

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3/142My Spelling Workbook B Teachers GuidePrim-Ed Publishingwww.prim-ed.com iii

Foreword

Phonics and the Common Words

Teaching and learning spelling are progressive processes,

which are structured in this scheme, marrying phonicswith 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 ohunches 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 SpellingWorkbook series. 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.

Each workbook contains 18 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.

Contents

Teacher Inormation ................................................ iii vi

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

Timetable a suggested timetable that can be adapted to

suit dierent class needs.

Spelling Timetable ...........................................................2

Blank Timetable ..............................................................3

Metacognitive approach resources an approach which

encourages children to become successul independent

spellers 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

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

List Words (Book B) ................................................1617

Supplementary resources extra ideas to support a

spelling programme, covering a range o ability levels.

Additional Activities .................................................1823

New Words ..................................................................24

Spelling Extension .........................................................25

Incentives photocopiable games to encourage better

spelling and certifcates to reward progress.

Spelling Games ......................................................2629

Certicates ...................................................................30

Assessment photocopiable worksheets or recording o

results by teachers/children.

Teachers Notes .............................................................31

Pre-test/Post-test Template .............................................32

Individual Word Checklist .........................................3335

Anecdotal Records ........................................................36

Test Checklist ................................................................37

Teachers Notes for each unit a separate page or

each unit, providing list ocus, dictation, word building,

additional activities and answers.

Units 118 .............................................................3855

Workbook Pages (Book B) ....................................57129

List Words (whole series) ....................................130136


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5/142My Spelling Workbook B Teachers GuidePrim-Ed Publishingwww.prim-ed.com v

Teacher Information

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

synonyms

antonyms

and many more.

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 pages

3855 o this book.

The unit list is also repeated orurther reerence on the third pageo each unit, along with a revisionlist o words rom the previouslevel oMy Spelling Workbook.

It is recommended that revisiontests are used on a regular basis toensure previous list words are keptcurrent in the childs memory.


6/142vi My Spelling Workbook B Teachers GuidePrim-Ed Publishingwww.prim-ed.com

For every spelling list, remember to:

Look

Say

Trace

Cover

Write

Check


7/142My Spelling Workbook B Teachers GuidePrim-Ed Publishingwww.prim-ed.com 1

Curriculum Links

Country Level Subject Objectives

England Year 2 Literacy

Word Recognition

spell with increasing accuracy and condence, drawing on wordrecognition and knowledge o word structure, and spelling patterns

read and spell less common alternative graphemes includingtrigraphs

Word Structure and Spelling

spell with increasing accuracy and condence, drawing on wordrecognition and knowledge o word structure, and spelling patternsincluding common infections and use o double letters

read and spell less common alternative graphemes including

trigraphs

NorthernIreland

Year 3Language and

Literacy

Writing

understand and use a range o vocabulary by investigating andexperimenting with language

use a variety o skills to spell words in their writing

spell correctly a range o amiliar, important and regularlyoccurring words

Republic o

Ireland1rd Class English

Competence and Condence in Using Language

spell words in a recognizable way based on an awareness o the

most common spelling strings and patterns spell correctly a range o amiliar, important and regularly

occurring words

Scotland Primary 3Literacy and

English

Writing (First Level)

spell the most commonly-used words, using knowledge o letterpatterns and spelling rules

use resources to help spell tricky or unamiliar words

Wales Year 2

Language,Literacy and

Communication

Skills

Writing

develop their ability to spell common and amiliar words in a

recognisable way


8/1422 My Spelling Workbook B Teachers GuidePrim-Ed Publishingwww.prim-ed.com

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

A 10-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.

This timetable is based on a metacognitive approach, which is explained in detail on the ollowingpages. Daily partner testing is a key eature o the timetable, allowing children to practise 35 listwords at a time. A worksheet or recording partner test results is provided on page 15.

Spelling Timetable

DAY ONE Pre-test list and introduce words using metacognition

strategies

Use Look, Say, Trace, Cover, Write and Check to practisewriting words rom memory

Transer any words rom the previous list to Dicult

Words I Have Found Begin crossword

Partner test 1 (35 words) (see page 15)

DAY TWO

Partner test 2 (35 words)

Spelling game or activity (see pages 2629)

Revise the patterns or this list

Complete page 2 activities

Begin to make list o Dicult Words I Have Found

DAY THREE

Complete a partner activity (see pages 2223)

Complete Additional Activities

Begin page 3 activities

Partner test 3 (Dicult Words I Have Found)

DAY FOUR


Complete a partner activity

Continue with page 3 activities

DAY FIVE

Spelling game or activity

Dictation passages (see pages 3855) Partner test 5 (Dicult Words I Have Found)

DAY SEVEN

Complete word search



DAY EIGHT



Complete page 4 activities

Begin word building (see page 14)

DAY NINE

Dictation passages (see pages 3855)


Complete word building

DAY TEN


Test o list words (see page 32) Recording o scores and sel-evaluation

Revision o list words

Inormal activities (see pages 1921)

DAY SIX


Revise the patterns or this list using the metacognitiveapproach

Brainstorm other words that ollow the same patterns

Spelling game or activity Begin word search



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

DAY ONE DAY SIX

DAY TWO DAY SEVEN

DAY THREE DAY EIGHT

DAY FOUR DAY NINE

DAY FIVE DAY TEN

Blank Timetable



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

Introductory Stage

Each category o question (Clariying, Literal, Inerential, Personal, Visualising, Predictive, Summarising and Refective)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; or example, yesterday.

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

Modelling Stage

The teacher models a word; or example, yesterday. 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?

or

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 two 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



The Refective 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 refect 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 I 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/unhappy

Which card helped me the most?

Inerential Questions

Will learning how to spell this word help me to spell other words?yes/no

Was there anybody or anything that could have helped me?

I could have practised writing the word or got my amily to test me.

How do I eel?

happy/reasonably happy/unhappy

Metacognitive Approach



FLASHCARD

ClariyingQuestio

ns

Whatdoesth

iswordme

an?

Can

Ispellthe

wordthe

wayitsou

nds?

?


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FLASHCARD

Inere

ntialQuestio

ns

Can

Ithinkof

someothe

rwaytoh

elp

me

toremem

berhowto

spellt

hisword?


15/142

FLASHCARD

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

Perso

nalQuestion

s

Do

Iknowhowtospella

nypartof

this

word?

Isthisaword

thatIneedtolearn

tospell?



FLASHCARD

Visu

alisingQuestions

Can

Iseethe

wordinsid

emyhead?

Can

Iseethe

shapeoft

heword?


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FLASHCARD


Pred

ictiveQuestions

Can

Isayano

therword

thatisspe

lled

alm

ostthesame?

Can

Ispellthi

sword?

Can

Iwriteitfromm

emory

and

sayeach

letterasI

doit?



FLASHCARD

Sum

marisingQuestions

Can

Imakea

sentence

forthiswo

rd?

Can

Iwriteastorythete

acherhas

givenme

with

the

spellingw

ordorwor

dsinit?


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FLASHCARD


RefectiveQuestions

How

didIdo?

Whichcardh

elpedme

themost?

Wastherean

ythingora

nybody

thatcouldhavehelped

me?

How

doIfeel?



Word

Building

Makean

ew

wordbyaddinga

nending.

+

=

+

=

+

=

+

=

+

=

+

=

e

s

ing

er

ly

s

ed

y

Canyoum

akemorenewwordsbyaddinga

differenten

ding?



Spelling Partners

Name: My partners name:

Remember to ask how many words

you will be tested on each day.

Name: My partners name:

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

1. Give your partner your listwords.

2. Write the date and get readyor your test.

3. Your partner will slowly readeach word twice.

4. When you are fnished, read

through your words againthen hand them to yourpartner.

5. Your partner will mark yourtest, put on the score andhand it back to you.

6. Good luck!

1. Give your partner your listwords.

2. Write the date and get ready

or your test.

3. Your partner will slowly readeach word twice.

4. When you are fnished, readthrough your words againthen hand them to yourpartner.

5. Your partner will mark yourtest, put on the score and

hand it back to you.

6. Good luck!

Date:

Total:

Date:

Total:


22/142



List Words

UNIT 14

bang

hang

sang

song

along

belong

wing

king

ring

thing

being

hung

sung

oldtheir

UNIT 15

away

day

stay

clay

pay

ray

mail

stain

pain

sail

tail

wait

train

TuesdayWednesday

UNIT 17

moan

coat

loa

foat

soap

load

grow

show

tow

below

own

crow

slow

SaturdaySunday

UNIT 18

bike

sh

shells

bucket

spade

camp

wave

tent

site

sea

seagull

seaweed

sand

himnumber

UNIT 16

bird

girl

rst

third

twirl

hurt

turn

burn

sur

paper

never

over

under

FridayThursday

UNIT 9

stampstop

stand

step

start

stone

stem

nest

rest

best

cost

must

lost

nine

help

UNIT 10

skipskin

skid

skirt

spell

spit

spin

spot

spark

swim

swing

sweep

swell

good

who

UNIT 12

meatteach

reach

beat

seat

dear

hear

ear

heat

steep

keep

sleep

sheet

would

pupil

UNIT 13

hunteggs

born

thorn

bunny

basket

fower

park

plant

cross

raindrop

spring

warm

thirteen

Monday

UNIT 11

wentspent

rent

ant

pant

grant

damp

lamp

ramp

camp

jump

bump

lump

some

has



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.

The two worksheets on pages 24 and 25 provide an opportunity or spelling extension and consolidation.

Six photocopiable spelling games can be ound on pages 2629. These extra copymasters can be

used to support learning spelling, as activities or ast nishers or small group extension work, inindividual or special needs programmes, as homework or as structured whole-class activities.

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.

Write list words with eyes closed or rom memory.

For example: meat me, eat, at, a

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

choice.

Find antonyms, synonyms, homophones or homographsor the spelling words.

For example: hot/coldclose/shut

bare/bear

rock/rock

Make word builders by adding s, es, er, ing, ed, y,or ly.

For example: hop hops, hopped, hopping, hopper

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

For example: r_ast = roast

Write denitions or spelling words. These can be either looked up in a dictionary, or written inthe childs own words, and then checked.

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

Word Shapes:

much = then =

Word Snakes:

Word Sums: ri + ch = rich; ch + op = chop

kit

edr

ivesi

deninefiveridespentwentsenthide

line




Inormal Activities

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

Strategy Examples

Clap the number o syllables in words.

Use bright colours to trace list words.

Outline words.For example:

thick

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

could be the shape or: cake, made, rate, etc.

Make concept words. For example:

Make bookmarks with dicult words or list words.ant

plantmilkdesk

Blending cards Use fashcards o sounds, blends and

simple digraphs to mix and match and create new words.For example:

h

jen

n e st m

pop

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

For example:

ive

f

d

h

Spinning wheel game Make words by spinning thecircle and blending the selected sound with the sound inthe middle.

For example: sand

and

stb

sgr

brbl

hl




Inormal Activities


Strategy Examples

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

For example, using have a go pads or spelling journals orchildren 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 nd correct spelling. For example: opposites,colours, avourite sayings, days o the week.

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

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

gum, hum, sum;

yes, no.

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

For example into in to. Children should be encouraged tochoose how to chunk the words themselves, so

as to suit each childs preerred learning style.

Encourage children to look at dicult words, ocus onthe problem part, close their eyes, then write it.

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

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 .

Make simple designs using the list words written endto end.

Use shapes like circles, triangles and spirals.

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.

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

cc a t h

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

For example: c m = come

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

h , j , sw




Inormal Activities


Strategy Examples

Use games like word bingo and word quizzes.Word Bingo

Children copy words on bingo cards, checking their spelling,then cover words with counters on their cards i the word iscalled.

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 themiddle.

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

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

Make alphabet books to use as personal dictionaries. Children write any dicult words they have ound under eachletter.

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

Write list words using string or pipe cleaners. Children can make each letter, or just the word shape.

Use magnetic letters to orm words rom memory on aboard. l e t t e r

Write list words in sand or salt. Children could also trace words on a desk or sandpaper.Discussing whether word shapes are tall or small couldollow.

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

For example: y e some

Emphasise spelling rulesFor example: magic e, i beore e except ater c

Make word chains using list words. Children write spelling words on paper strips and stapletogether to make paper chains.

Write list words in sentences to show the meaning.

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

Is that a fsh?




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

For example: A list o words that end in old: cold, gold,sold, old, told; Words that end with ss:

mess, dress, loss, cross.

Partner and Group Activities

Partner activities Develops cooperation and increases knowledge o list words.

Strategy Examples

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

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

Jumble words and swap with a partner. For example: arm becomes arm.As an extra challenge, children can create

jumbled words that can be pronounced.

Make What am I? clues. For example: I am round.

You can bounce me.

What am I?

A ball

Make word searches or crossword puzzles on grid paperand swap with a partner.

This can be simply done by making a grid, and insertingthe list o spelling words horizontally and vertically. Anygaps are lled with random letters in a word search orcoloured black in a crossword.

Make yes/no questions or true/alse statementscontaining list words and swap with a partner.

For example: Does a fsh swim in the sea?Do we drink milk?

Cut pairs o list words in hal and rejoin them. Childrenthen see i their partner can guess the words.

For example: r ed b at = bed, rat

Word dominoes Word dominoes can bemade by breaking listwords in hal (ones thathave a common ending or

beginning).

For example:

wh ip

sp ent

Guess the word Give a partner the rst 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 beginningo a game using the worddrink would look like this:



Also reer to pages 2629 or photocopiable spelling games.

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

20752076 Fity Spelling Activities

2077 Early Literacy Games2078 Literacy Games

2079 Phonic Games

Commercial board games involving word ormation may also be o benet to a spelling programme.


Partner and Group Activities

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

Strategy Examples

Guess My Word.Children ask questions that require a yes/no response to guessthe mystery spelling 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 other readingmaterial in the classroom. Children can circle or underlinewords they nd. At the end o the week, children can counttheir score and share the sentences they ound.

Simple class spelling competitions. For example: a Difcult Word o the Day competition, wherethe class try to spell a challenging word.

HunterUse individual books, charts, shared stories, poems etc. to nda particular spelling pattern or rule being treated.

Play hangman or a similar game, called ShannonsGame.

In Shannons Game, children need to guess the letters in thecorrect order in which they occur in each word.

Play concentration, sh, word bingo or tic tac toe. In tic tac toe, each player uses a list o words with a commonsound as their noughts and crosses.

For example, in the game below, player one used a bank osh- words; player two used a bank o -ook words.

look book ship

took she

shock



New Words

Name: Date:

My new word is:

My word written

BIGlooks like:

My word written smalllooks like:

My word written in colour looks

like:

My word begins with theletter(s)

My word ends with theletter(s)

The middle letter is

Can you draw your word orsomebody doing your word?

Cover your word. Colour in aballoon every time you write yournew word correctly.



My Extension

Spelling Words

Spelling Extension

Name: Date:

My words in alphabetical order

1.

2.

3.

4.

5.

6.

Denitions of my words

1.

2.

3.

4.

5.

6.

More activities

Create a word search.

Find rhyming words.

Write a quiz.

Put the words into sentences.



Spelling Games

Which

Word?

1.

Fin

dapartnerwiththesamespellinglist.

2.

Ch

ooseawordromy

ou

rlist.

3.

Sta

rtbygivingyourpartnerthefrstletteroyourword.

4.

Ho

w

manycluesbeoreyourpartnerguessesy

ourword?



Spelling Games

ChooseTwo

1.

Chooseeightoyourspellingwordsandcopyt

hemtwiceontothe

rec

tanglesbelow.

2.

Cutthemoutandplace

them

acedownonth

edesk.

3.

Ask

ariendtodothesam

ewiththeireightlistw

ords.

4.

Addthenew

cards.Jumb

lethema

ndtrytofndthepairs.



Spelling Games

Word Worm

Write your spelling list words as a word worm.

Pass your worm to a riend.

Can they fnd all o your words?

Rhyming Words

1. Write fve list words.

2. Write as many rhyming words as you can.

wo

ol r

e s ts top

d

ay

t

h

r

ee



Spelling Games

Word Sorts

Sort your list words and write them on to the correct box.

Some words may be written more than once.

Word Search

Make your own word search usingeight list words.

Pass your word search to a riendto do.

Can he or she fnd all o your words?

Wordswithourletters.

Wordswithfve

letters.

Wordsthatyoucandrawapicturefor.

Use these letters to ll in the let over squares.

b c d g h j k m n p q r s t v w x y z

Wordsthatrhyme.



Certifcates

forabig

improvement

inspelling



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

Page 32 can be used or pre-tests at thebeginning o each unit and again or the nalassessment.

Individual spelling records can be kept usingpage 36. Pre-test and nal test scores arerecorded along with anecdotal notes. Thesenotes can come together as an overview othe childs progress in spelling during the 18units and can be discussed during parent/teacher conerences and in reports.

Pages 3335 can be used to specicallyrecord 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 37.

Assessment



Name: Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Total score: /15

Assessment

Name: Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Total score: /15



Assessment

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

LIST 1

Date begun:

shoe ship

shop shut

sheep shin

short ash

brush dish

resh wish

rash one

only

Date completed:

LIST 4

Date begun:

out about

around house

mouse now

down how

brown what

when why

where May

many

Date completed:

LIST 2

Date begun:

chop chip

chin chant

chest chum

such torch

rich lunch

arch punch

church two

three

Date completed:

LIST 5

Date begun:

save gave

take make

came made

like ride

kite time

mime crime

mine her

come

Date completed:

LIST 3

Date begun:

than them

then those

these both

tooth path

bath lm

lll lve

its our

ve

Date completed:

LIST 6

Date begun:

woke home

bone note

rose cone

vote June

tune use

cube tube

cute seven

eight

Date completed:

Name:




LIST 10

Date begun:

skip skin

skid skirt

spell spit

spin spot

spark swim

swing sweep

swell good

who

Date completed:

LIST 11

Date begun:

went spent

rent ant

pant grant

damp lamp

ramp camp

jump bump

lump some

has

Date completed:

LIST 9

Date begun:

stamp stop

stand step

start stone

stem nest

rest best

cost must

lost nine

help

Date completed:

LIST 8

Date begun:

drum drip

drop grip

grab grim

trip try

trim bring

brave crab

crash back

give

Date completed:

LIST 7

Date begun:

sweets king

Santa carrot

happy toys

tinsel baby

carol sing

cards ood

gold more

any

Date completed:

LIST 12

Date begun:

meat teach

reach beat

seat dear

hear ear

heat steep

keep sleep

sheet would

pupil

Date completed:

Assessment Name:




LIST 16

Date begun:

bird girl

rst third

twirl hurt

turn burn

sur paper

never over

under Friday

Thursday

Date completed:

LIST 17

Date begun:

moan coat

loa foat

soap load

grow show

tow below

own crow

slow Saturday

Sunday

Date completed:

LIST 15

Date begun:

away day

stay clay

pay ray

mail stain

pain sail

tail wait

train Tuesday

Wednesday

Date completed:

LIST 14

Date begun:

bang hang

sang song

along belong

wing king

ring thing

being hung

sung old

their

Date completed:

LIST 13

Date begun:

hunt eggs

born thorn

bunny basket

fower park

plant cross

raindrop spring

warm thirteen

Monday

Date completed:

LIST 18

Date begun:

bike sh

shells bucket

spade camp

wave tent

site sea

seagull seaweed

sand him

number

Date completed:

Name: Assessment



Assessment

Pre-testFinalTest

Notes

List 1 15

15

List 2 15

15

List 3 15

15

List 4 15

15

List 5 15

15

List 6 15 15

List 7 15

15

List 8 15

15

List 9 15

15

List 10 15

15

List 11 15

15

List 12 15

15

List 13 15

15

List 14 15

15

List 15 15

15

List 16 15

15

List 17 15

15

List 18 15

15

NOTES: DATE:

Name: Year:



Test Checklist

Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18



Unit 1 sh

Unit Focus

Thisunitfocusesonthegraphemeshatthebeginningorendofeachword.

Thisunitalsoincludestwocommon,highfrequencywords,oneandonly.

Teaching Points

Identifythephonemeandhowitisrepresented.

Sortthelistwordsintothosethatbeginwithshandthosethatendwithshandbrainstormotherwordstoaddtoeachlist.

Rules:

Doubletheconsonanttokeepthevowelshort.

Tomakewordsendingwithshplural,esisadded.

Dictation

1. IwishIwasonashipatsea.

2. Iusedabrushtocleantheashfromthere.

3. Theshoeshopwasshut.

4. Thereisarashonmyshin.

5. Thereisonlyonesheepbesidethetree.

6. WaitashorttimethenIwillbringyouareshdishofjelly.

Answers

1. (a) shin

(b) shoe

2. (a) shoe

(b) brush

(c) sheep

3. Crossword

Across

1. shop 4. shoe 5. rash 7. only

9. fresh 10. wish 12. ship 13. dish Down

2. one 3. brush 4. short 6. sheep 8. ash 11. shin 12. shut

4. (a) one (b) shin (c) short (d) sheep5. shut,short,shoe,fresh

List Words Word Building

shoe shoes

ship ships,shipped,shipping

shop shops,shopped,shopping

shut shuts,shutting

sheep

shin shins

short shorts,shortly,shorten

ash ashes

brush brushes,brushed,brushing

dish dishes,dished,dishing

resh freshly,freshen

wish wishes,wished,wishingrash rashes

one

only

Revision Words Word Building

can cans

man men

dad dads

had have,having

the

o6. (a) fresh

(b) sheep

(c) wish

(d) rash

(e) shop

(f) ash

7. (a) Shut

(b) had,short

(c) only

8. (a) shin

(b) sheep

(c) rash

(d) shoe

9. Teachercheck.

10. Seewordsearch.

11. (a) short

(b) only

(c) brush

(d) shut

(e) ash

(f) man

12. only,dad,brush,can,one,wish,dish,shoe,of

13. Teachercheck.

c a n s h u t c s

w i s h b r u s h

t v w o n e q h o

h s o r a s h i e

e h n t e o f p s

a i l k t s h o p

s n y f r e s h m

h v e d i s h a a

s h e e p d a d n



Unit 2ch

Unit Focus

Thisunitfocusesonthegraphemechatthebeginningorendofeachword.

Thisunitalsoincludestwocommon,highfrequencywords,twoandthree.

Teaching Points


Sortthelistwordsintothosethatbeginwithchandthatendwithchandbrainstormotherwordstoaddtoeachlist.

Rules:


Tomakewordsendingwithchplural,esisadded.

Dictation

1. ThechestofgoldIfoundunderthearchmademerich.

2. Hegavemesuchahardpunchonmychin.

3. Ihadtouseatorchtondmychum.

4. AfterchurchIhadachopandchipsforlunch.

5. Thechantofthecrowdwasthree,two;three,two.

Answers

1. (a) chant,chest

(b) chip (c) two,three

(d) lunch

2. Crossword

Across

2. chant 4. arch 6. chip 7. church 11. punch 12. two 13. rich

Down 1. such 2. chin 3. three 5. chum 7. chest 8. chop 9. lunch 10. torch3. (a) three

(b) lunch,punch

(c) chip

(d) chin4. (a) hip

(b) rice

(c) throw

(d) twin

(e) plant5. (a) three

(b) chest

(c) church

(d) arch

6. (a) set

(b) torch

(c) jam

(d) chin

(e) three

(f) wet

7. (a) church (b) rich

(c) lunch

(d) jam

(e) by

(f) chest

8. Seewordsearch.

9. (a) torch

(b) chips

(c) church

10. (a) he

(b) or

(c) arc

(d) am

(e) hop

(f) in


chop chops,chopped,chopping

chip chips,chipped,chipping

chin chins

chant chants,chanted,chanting

chest chests

chum chums

such

torch torches

rich riches

church churches

lunch lunches

arch arches,arched,archingpunch punches,punched,punching

two

three


set sets

wet

am

jam

to

by

b t w o t h r e e s

c h o p t o x p w e

r e c w c h e s t t

i c h i n c g w e t

c g u c t c l b a b

h s r h g h u y c a

x f c i p u n c h r

d m h p v m c i a c

a m t o r c h m n h

j a m s u c h q t e



Unit 3 th contractions

Unit Focus

Thisunitfocusesonthegraphemethatthebeginningorendofwordsandcontractions.

Thisunitalsoincludestwocommon,highfrequencywords,ourandve.

Teaching Points


Sortthelistwordsaccordingtothegraphemeandbrainstormtoaddtoeachlist.

Identifythattheapostropheshowswherealetterorlettershavebeenleftout.

Identifyanydifcultpartsofwords.

Brainstormothercontractions.

Rules: Irregularplural.

Dictation

1. ImhappyIvebeengiventhesepresentsbutnotthose.

2. Itsonlyour or vestepstotheendofthepath.

3. Illhaveabaththengotobed.

4. Heisolderthanthem.

5. Bothchildrenhadlostatooth.

Answers

1. than,Ive,both,these,tooth,four,those,bath

2. path,tooth,then,both,than,those

3. Crossword

Across

1. four 3. these 5. tooth 6. bath

7. its 8. then 9. both 10. Im Down

1. ve 2. Ive 3. those 4. path 5. than 8. them 10. Ill

4. (a) ve/four (b) path

(c) tooth

(d) Ill

5. (a) a,Im

(b) ha,Ive

(c) i,its

(d) wi,Ill

6. (a) Ill

(b) bath

(c) path

(d) Both,them

(e) n

7. bath,four,is,path,than,you

8. Seewordsearch.

9. (a) ve

(b) path

10. (a) Theytookthispath.

(b) Ineedfourmoretowin.

(c) Bothofthemneedabath.


than

them

then

those

these

both

tooth teeth

path paths

bath baths,bathed,bathing

Im Iam,Ill,Ive,Id(Ihad,Iwould)

Ill Iwill,Im,Ive,Id

Ive Ihave,Ill,Im,Id

its itis

our

ve


win wins,winning,won

n ns

sip sips,sipped,sipping

tip tip,tipping,tipped

is be,being,was

you

p a t h a f y o u

i f i v e o c t l

a i b n I u t h 'v

t n a p 'l r h e eo i t 's l o e m t

o t h o s e n l h

t t h e s e z l a

h t i p s i p 'm n

w i n b o t h i s



Unit 4ou, ow, wh

Unit Focus

Thisunitfocusesonthegraphemesou,owandwh.

Thisunitalsoincludestwocommon,highfrequencywords,Mayandmany.

Teaching Points



Rules:

Doubletheconsonanttokeepthevowelsoundshort.

egoesawaywheningcomestostay.

Dictation1. Whatdidyousee?

2. Wesawaboutvebrowncowsdownatthefarm.

3. Whereinthehousedidyouseethemouse?

4. Whenandwhyareyoucomingtoseeme?

5. YoucanseemanyowersnowthatitisMay.

6. Howwillyougetoutandaroundtheood?

Answers

1. (a) hat,at

(b) he,hen (c) row,own,brow

(d) man,an,any

(e) us,use

(f) he,her,here

2. (a) around

(b) down

(c) why

(d) out

(e) house

(f) May

3. Crossword Across

1. May 3. what 6. around 10. out 11. when 12. now 13. mouse 14. why Down

2. about

4. house 5. brown 7. down 8. how 9. where 13. many

4. (a) where

(b) mouse (c) brown

(d) around

(e) how

(f) why

(g) about

(h) when

(i) now

5. (a) aroundonallsides

(b) hotverywarm

(c) mousesmallfurryanimal

(d) May-monthoftheyear6. (a) crown

(b) shout

(c) sit

(d) sound

(e) shy

7. (a) itorbit

(b) May

(c) when

(d) howornow

8. Seewordsearch.

9. Teachercheck.10. (a) cot,hot

(b) out

(c) many

(d) if


out outside

around

about

house houses,housed,housing

mouse mice

now

down

how

brown browns,browned,browning

what whats

when

whywhere wheres

May

many


cot cots

hot hotter,hottest

it Its,itis

bit bits

that

i

b o u t d o w n w

i c a w h a t h h

t g r a h o w o e

b r o w n l y u n

i t u h m o u s e

t a n y c o t e n

h M d w h e r e o

a a b o u t i f w

t y m a n y h o t



Unit 5 a-e, i-e

Unit Focus

Thisunitfocusesonthegraphemesa-e,andi-e.

Thisunitalsoincludestwocommon,highfrequencywords,herandcome.

Teaching Points


Discusshowsilentemakesthevowelsoundslong.


Rules:



Dictation

1. Herunclegavethemmoneytotaketothebanktosave.

2. Thatbikeismine,itsacrimetorideitonthemotorway.

3. Comeon,itstimetoyyourkite.

4. Didyoulikethemime?Itmadeussmile.

5. Mygrancametomakeussomecakes.

Answers

1. (a) saveorgave

(b) like (c) ride

(d) kite

(e) time,mimeorcrime

(f) mine

2. (a) come

(b) her

(c) made

(d) take

(e) ride

(f) kite

3. Crossword Across

3. save 5. came 7. ride 9. time 10. make 11. like 13. come Down

1. made 2. her

4. gave 6. crime 8. mime 9. take 12. kite 14. mine

4. Teachercheck.

5. (a) Itistimetocomehome.

(b) Iliketosavemoneyfortoys.

6. (a) ride

(b) hug,rug

(c) mime

(d) mine

7. (a) gave,save,madered

(b) mime,like,crimeblue

8. Seewordsearch.

9. (a) came

(b) gave

(c) crime

(d) time

(e) made

(f) like

10. Teachercheck.


save saved,saving

gave give,gives,given,giving

take takes,took,taken,taking

make makes,made,making

came come,comes,coming

made make,makes,making

like likes,liked,liking

ride rides,rode,ridden,riding,rider

kite kites

time times,timed,timing

mime mimes,mimed,miming

crime crimesmine

her hers

come comes,came,coming


hug hugs,hugged,hugging

rug rugs

bag bags

rag rags,ragged

put puts,putting

was wasnt,were,werent

h t c o m e r m a

u a g a v e a i m

g k z t b a g m a

a e m i n e h e d

c r i m e j e l e

a i s e g z r i p

m d a r w a s k u

e e v u m a k e t

n t e g j k i t e



Unit 6o-e, u-e

Unit Focus

Thisunitfocusesonthegraphemeso-e,andu-e.

Thisunitalsoincludestwocommon,highfrequencywords,sevenandeight.

Teaching Points




Rules:



Dictation

1. Iwokeandrosetondeightcutepupschewingonaboneinmyhome.

2. IwillusemyvoteinJunetopickthetriptothezoo.

3. Youwillneedatubeofgluetosticktherconetothecube.

4. Onlyonenoteinthattunewaswrong,theothersevenwerene.

Answers

1. rose,June,seven,home,cube,vote

2. eight,tune,note,bone,tube

3. Crossword

Across

4. tune 5. woke 6. vote 9. note 10. seven 14. bone 15. home

Down 1. cute 2. use 3. rose 7. tube 8. cone 11. eight 12. cube 13. June4. (a) cute

(b) wok

(c) tube

(d) us5. (a) cutting

(b) woken

(c) cutest

(d) votes

(e) tuned

(f) useful

6. (a) are

(b) stone

(c) even

(d) hose

(e) eighteen

7. (a) homes

(b) huts

(c) votes

(d) roses

8. Seewordsearch.

9. (a) woke

(b) fox

(c) seven

(d) tune

(e) cut

(f) home

10. (a) roseowerwiththornystem

(b) tuneapleasingpatternofsound

(c) bonehardwhite

partofthebody (d) mixblend


woke wake,waking

home homes

bone bones,bony

note notes,noted,noting

rose roses,rise,rising

cone cones

vote votes,voted,voting

June

tune tunes

use used,using

cube cubes

tube tubescute cuter,cutest

seven

eight


mix mixes,mixed,mixing

ox foxes

cut cuts,cutting

hut huts

are

as

v x t s h o m e c

o n u e c u t b u

t w n v m i x o b

e o e e g c k n e

c k i n J u n e r

o e g h u t m n o

n f h a r e w o s

e o t g u s e t e

w x a s t u b e n



Unit 7 Christmas

Unit Focus

ThisunitfocusesonChristmaswords.

Thisunitalsoincludestwocommon,highfrequencywords,moreandany.

Teaching Points

Identifydifcultpartsofwords.

Discusswaystorememberhowtospellaword.

Dictation

1. Haveyoumoregoldtinselforthetree?

2. Thekinggaveouttoysandcardstohappychildren.

3. Putacarrotintheoodfortherabbit.

4. Themotherlikedtosingcarolstoherbaby.

5. SantaateanysweetshewasgivenatChristmas.

Answers

1. (a) king

(b) baby

(c) sweets

2. (a) cards

(b) gold

3. Crossword

Across

2. king

3. carol 4. cards 6. more 7. tinsel 9. any 10. sing 12. baby 13. food Down

1. Santa 3. carrot 5. sweets

7. toys 8. happy 11. gold4. (a) car,rot

(b) we,wee

(c) tin,tins,in

(d) old,go

5. tinsel,than,gold,king,more,toys

6. Seewordsearch.

7. (a) more

(b) tree

(c) gold (d) tinsel

(e) bells

(f) Santa

8. (a) star

(b) happy

(c) sing,carol

9. Santaishappy.

10. (a) king

(b) happy

(c) sweets

(d) gold

(e) cards11. (a) tree

(b) sweets

(c) happy

(d) gold

(e) cake

(f) carrot

12. Teachercheck.

13. Teachercheck.


sweets sweet,sweeter,sweetest,sweetly,sweetness

king kings,kingdom,kingdoms

Santa Santas,Santas

carrot carrots

happy happier,happiest,happily,happiness

toys toy,toying,toyed

tinsel

baby babies,babyhood,babyish

carol carols

sing sings,singing,sang,sung,singer

cards card

ood foods

gold golden

more

any


bells bell

star stars,starring,starred

cake cakes,caking,cakedtree trees

did do,does,doing,done

than

x

d i d

h a p p y

a n y f o o d

s g t

t i o o a

b i n l y c b

k i n g d s t a r

d f j s m o r e b i h

b e l l s t y

g m l o u r h q y

s w e e t S c a k e t

k v s p t c a l n z s w n

c a r o l e a n t c a r r o t

r t r

d a e

s x e



Unit 8dr, gr, tr, br, cr

Unit Focus

Thisunitfocusesontheblends,dr,gr,trbrandcr.

Thisunitalsoincludestwocommon,highfrequencywords,backandgive.

Teaching Points




Rules:


ychangestoiwhenesisadded.

Tomakewordsendingwithashplural,esisadded.

Dictation

1. Bebraveandgripthecrabcarefullyandbringittothepool.

2. Givemethedrumbackoryoucouldtripandcrashintothewall.

3. Towinyouhavetotryandgrabapassingduckwithahoop.

4. Dadwantedtodropintothebarbersshoptogetatrim.

5. Dadsfacewasgrimwhenhesawthedripfromthepipe.

Answers1. (a) drip,grip,trip

(b) bring,brave,crash

(c) back

(d) bring

2. (a) bring

(b) trim

(c) drop

(d) give

(e) grab

(f) crash

3. Crossword Across

1. back 3. grim 5. brave 7. try 9. grip 11. drop 13. trim 14. grabDown

2. crab

3. give 4. crash 6. drip 8. trip

10. drum 12. bring4. Teachercheck.

5. (a) bed

(b) drip,griportrip

(c) back

(d) bring

(e) try

(f) trimorgrim

6. (a) veryserious

(b) ajourney

(c) takeatighthold

(d) fetch

(e) aseaanimal

7. bring,crash,grab,his,trim,we

8. Seewordsearch.

9. (a) drum

(b) crash

(c) with

(d) his

(e) brave

(f) bring

10. Teachercheck.


drum drums,drummed,drumming

drip drips,dripped,dripping

drop drops,dropped,dropping

grip grips,gripped,gripping

grab grabs,grabbed,grabbing

grim grimly,grimness

trip trips,tripped,tripping

try tries,tried,trying

trim trims,trimmed,trimming,trimly,trimness

bring brings,brought,bringing

brave bravely,braveness

crab crabs

crash crashes,crashed,crashing

back backs

give gave,giving


we

me

be

bed beds

with

his

g r i p b e b e d

g c t r i m g b g

b r g i v e r r r

a a z t r y a a i

c b r i n g b v m

k w t d r i p e h

z i r c r a s h i

w t i m d r o p s

e h p e p d r u m



Unit 9 st

Unit Focus

Thisunitfocusesontheblend,statthebeginningorendofeachword.

Thisunitalsoincludestwocommon,highfrequencywords,nineandhelp.

Teaching Points

Identifytheblendandhowitisrepresented.

Sortthelistwordsintothosethatbeginwithstandthosethatendwithstandbrainstormotherwordstoaddtoeachlist.

Rules:


Dictation

1. Youmuststopandputastoneateachstepsotherestofuswillnotgetlostonthewayback.

2. Standatthestartofthelineandwaitforthesignal.

3. IneededhelptoworkoutthecostofthepriceofastamptoAfrica.

4. Thenesthadninechicksinit.

5. Thebestrosehadalongstem.

Answers

1. (a) us

(b) in

(c) he

(d) be

(e) top,to

2. stamp,must,best,stone,nest,stem,cost

3. Crossword

Across

2. stem 6. stop 8. cost

10. nest 12. best 13. nine 14. stamp 15. rest Down

1. step 3. must 4. stone 5. lost 6. stand 9. help

11. start4. (a) stand

(b) stood

(c) lose

(d) lost

5. (a) rested,stamped

(b) stopped,stepped

6. (a) no

(b) band

(c) the

(d) post

(e) helpful

7. (a) steps

(b) legs

(c) nests

(d) stones

8. Seewordsearch.

9. (a) stone

(b) nest

10. (a) Youmuststopandrestbeforestartingupthehill.

(b) Howmuchdoesitcostfortenstamps?


stamp stamps,stamped,stamping

stop stops,stopped,stopping

stand stands,stood,standing

step steps,stepped,stepping

start starts,started,starting

stone stones

stem stems

nest nests,nested,nesting

rest rests,rested,resting

best good,better

cost costs,costing

must mustntlost lose,losing

nine

help helps,helped,helping


leg legs

beg begs,begged,begging

ten

men man

they

no

s t a n d v s s m

n o r e s t t t e

h e l p t h o o n

l e g l a e n p i

t e n o r y e s n

s m u s t c m t e

b e s t c o u e h

b e g n e s t p e

s t e m s t a m p



Unit 10sk, sp, sw

Unit Focus

Thisunitfocusesontheblends,sk,sp,andsw.

Thisunitalsoincludestwocommon,highfrequencywords,goodandwho.

Teaching Points

Identifyeachblendandhowitisrepresented.

Sortthelistwordsaccordingtotheblendandbrainstormotherwordstoaddtoeachlist.

Rules:


ychangestoiwhenesisadded.

Dictation1. MykneebegantoswellafterIfellofftheswingandmyheadstartedtospinwhenIsawthebloodonmyskin.

2. Becareful,acamelcanspitandleaveadirtyspotonyourskirt.

3. Theplaygroundneedsagoodsweepafteraspellofwindyweather.

4. Isthereabrightsparkinthisclasswhocanskip,skidandswim?

Answers

1. (a) who

(b) spark

(c) swim

(d) good

(e) swell

(f) skirt

2. Crossword

Across

2. who 4. spell 5. skin

6. sweep 7. skid 8. skirt 9. swim 10. good Down

1. swell 3. spin 5. spark 6. skip 7. spit 8. swing

9. spot3. (a) sweeping,spelling,swinging

(b) spinning,skipping,swimming

4. (a) skid (b) spit

(c) swing

(d) spin

(e) spark

5. (a) mop

(b) swim

(c) skip

(d) skirt

6. (a) my,by

(b) spell,swell

(c) skin,spin (d) mop,top

7. (a) sparks

(b) spots

(c) mops

(d) skirts

8. Seewordsearch.

9. (a) spark

(b) swell

(c) spin

(d) skid

10. (a) swell (b) for

(c) skin

(d) Who


skip skips,skipped,skipping

skin skins,skinned,skinning

skid skids,skidded,skidding

skirt skirts,skirted,skirting

spell spells,spelled,spelt,spelling

spit spits,spat,spitting

spin spins,spinning,spun

spot spots,spotted,spotting,spotty,spottier,spottiest

spark sparks,sparked,sparking

swim swims,swam,swum,swimming

swing swings,swung,swinging

sweep sweeps,swept,sweeping

swell swells,swelled,swollen,swelling

good better,best

who


my

by

mop mopstop tops

or

on

b s k i d k s s w

s p i n o n w p h

a a t o p s e i oj r s k i p e t s

s k i n f o p g k

w b y t o t s o i

e n m y r b w o r

l s w i n g i d t

l s p e l l m o p



Unit 11 ent, ant, amp, ump

Unit Focus

Thisunitfocusesontheblends,nt,andmpattheendofwords.

Thisunitalsoincludestwocommon,highfrequencywords,someandhas.

Teaching Points

Identifyeachblendandhowitisrepresented.

Sortthelistwordsaccordingtotheblendandbrainstormotherwordstoaddtoeachlist.

Dictation

1. IneedagrantforthatdampatbeforeIrentit.

2. Thedogwillpantafterrunningupthatramp.

3. Thelightofmylampshoneontheanthillwheresomeboys

wenttocamp.

4. Hehasalumpoficeonhisbumpafterfallingatthelongjump.

5. Ispenttoomuchmoneyintheshop.

Answers

1. has,went,ant,some,lump,grant

2. jump,pant,rent,camp,ramp,ant

3. Crossword

Across

2. has 4. went 5. grant 8. camp 10. spent 11. lump 13. bump Down

1. pant 3. rent 6. ramp

7. damp 9. ant 10. some 11. lamp 12. jump4. Teachercheck.

5. pants,panted,panting

grants,granted,granting

needs,needed,needing

jumps,jumped,jumping

rents,rented,renting

6. (a) some

(b) saw

(c) bump

(d) spent

(e) has

(f) camp

7. (a) saw

(b) lamp

8. Seewordsearch.

9. (a) some

(b) meet

(c) bump

10. (a) rampslopejoiningtwolevels

(b) dampabitwet

(c) rentmoneyforuse

ofahouse

(d) needanurgentwant


went go,going

spent spend,spends,spending

rent rents,rented,renting

ant ants

pant pants,panted,panting

grant grants,granted,granting

damp dampen,dampness

lamp lamps

ramp ramps

camp camps,camped,camping,camper

jump jumps,jumped,jumping,

jumper

bump bumps,bumped,bumping,bumper

lump lumps

some

has have,had,having


see saw,seeing,sight

been be,being,beings

meet meets,met,meetingneed needs,needing

yes

saw see,seeing,sight

s p e n t c a m p

o b s r l y e s a

m e e t u m r t ne e e u m w e n t

a n t s p d n e a

g r a n t a t e j

h i s l a m p d u

a e r a m p b e m

s a w o n b u m p



Unit 12ea, ee

Unit Focus

Thisunitfocusesonthegraphemeseaandeetorepresentthelongevowelsound.

Thisunitalsoincludestwocommon,highfrequencywords,wouldandpupil.

Teaching Points


Sortthelistwordsaccordingtothegraphemeandbrainstormotherwordstoaddtoeachlist.

Dictation

1. Wouldyouteachthatpupilhowtokeepthebeatfromthissheetofmusic?

2. IhearmeatissodearthatIearmanywillnotbeableto

buyit.3. WhenIreachthetopofthesteephillandgetaseat,Imsurethisheatwillmakemesleep.

Answers

1. (a) sleep

(b) hear

(c) teach

(d) seat

(e) keep

(f) reach

2. (a) me,at,eat

(b) she,he

(c) he,ear

(d) sea,eat,at

(e) tea,each

3. Crossword

Across

3. meat 4. pupil 5. dear 7. sheet

9. beat 11. fear 13. sleep 14. heat Down

1. steep 4. would 6. reach 7. seat 8. hear 10. keep 12. teach4. (a) hear

(b) meat

(c) teach

(d) sheet

(e) would

5. (a) dear,hear,fear

(b) teach,reach

(c) pupil

(d) keep

6. (a) steep

(b) call

(c) reach

(d) would

(e) this

7. all,beat,fear,keep,room,steep

8. Seewordsearch.

9. (a) seat

(b) moon

(c) beat

(d) pupil

10. redseat,heat,teach

bluesheet,sleep,keep greenwould,all,pupil


meat meats,meaty

teach teaches,taught,teaching,teacher,teachers

reach reaches,reached,reaching

beat beats,beating

seat seats,seated,seating

dear dearly

hear hears,heard,hearing

ear fears,feared,fearing,fearless

heat heats,heated,heating

steep steeply

keep keeps,kept,keeping

sleep sleeps,slept,sleeping

sheet sheets

would wouldnt

pupil pupils


moon moons

room rooms

all

call calls,called,calling

this

have has,had,having

s h e e t m o o n

t a o k e e p s w

e v z r e a c h o

e e s e a t a e u

p u p i l r l a l

t e a c h a l t d

h e a r o o m x e

i b e a t a l l a

s l e e p f e a r



Unit 13 Spring/Easter

Unit Focus

Thisunitfocusesonspringwords.

Thisunitalsoincludestwocommon,highfrequencywords,thirteenandMonday.

Teaching Points



Dictation

1. Raindropsfallonplantsinspringwhenitiswarmandtheybegintofower.

2. ThirteenbabychickswerebornonMonday.

3. TheEasterbunnylikestohideeggsintheparksothatwecanhuntforthem.

4. Hotcrossbunsareinabasketintheshop.

5. Theboyhurthisngeronathornintherosebush.

Answers

1. (a) on,day

(b) an,ant,plan

(c) as,ask,bask

(d) arm,war

(e) or

2. (a) raindrops

(b) baskets (c) owers

(d) thorns

(e) crosses

3. Crossword

Across

2. Monday 3. born 4. basket 6. hunt 7. warm 9. cross

11. plant 12. raindrop 13. eggs Down

1. park 3. bunny 5. thirteen 8. ower 10. spring 12. thorn4. cross,born,park,basket,plant

5. born,plant,cross,warm,bunny,park

6. (a) plantgrowsinsoilorwater.

(b) basketcontainermadeofthinstripsofcane.

(c) crossangry.

(d) bunnychildswordforarabbit.

7. (a) hunt,eggs

(b) thorns

(c) thirteen,frogs

8. dig,frog,here,raindrop,thirteen

9. Teachercheck.

10. Seewordsearch.

11. (a) bunny

(b) park

(c) cross

(d) spring (e) ower

(f) eggs

12. (a) oss

(b) plane

(c) corn

(d) harm


hunt hunts,hunting,hunted

eggs egg

born

thorn thorns,thorny,thornier,thorniest

bunny bunnies

basket baskets

fower owers,owering,owered,owery

park parks,parking,parked

plant plants,planting,planted,plantation,plantations

cross crosses,crossing,crossed,crosser,crossest,crossly

raindrop raindrops

spring springs,springing,sprang,sprung

warm warmer,warmest,warms,warming,warmed,warmly,warmth

thirteen thirteenth

Monday Mondays


bee beesbud buds,budding,budded

dig digs,digging,dug

rog frogs

ask asks,asking,asked

here

y a b t s

i r k x a p n

y l t h o r n d z

s r a i n d r o p p c

i b o r n w p l a n t

e g g s b u n n y M t

i s f l o w e r v o h

f p b h u n t l h n ir r g t r o r n f d r

o i j g p a r k s a t

g n c r o s s n a y e

d g b b a s k e t p e

e r e t h e r e s j n

g v a w a r m n d i g

h t a s k d n p o

v b e e s p k

w b u d t



Unit 14ang, ong, ing, ung

Unit Focus

Thisunitfocusesontheendings,ang,ong,ingandung.

Thisunitalsoincludestwocommon,highfrequencywords,oldandtheir.

Teaching Points

Identifyeachendingandhowitisrepresented.

Sortthelistwordsaccordingtotheendingsandbrainstormtoaddtoeachlist.

Dictation

1. Wecanallsingalongtothesongbeingsung.

2. Hehungapictureoftheoldkingonthewall.

3. Theirwingswerebrokensothebirdscouldnoty.

4. Isaid,Hangnotbangthepictureonthewall!.

5. Thatthingdoesnotbelongtome!.

6. WesangthesongRingofFire.

Answers

1. sung,being,belong,old,wing,hung

2. bang,sang,song,along,king,old

3. Crossword

Across

3. hung 5. sing 6. bang 8. their 10. belong 12. along 14. hang Down

1. wing 2. sung 4. king 6. being 7. thing 9. song 11. sang 13. old4. something,everything,anything

5. Teachercheck.

6. (a) old

(b) stand

(c) beside

(d) rung

(e) strong

7. Teachercheck.

8. Seewordsearch.

9. (a) banging

(b) lending

(c) ringing

10. (a) thing

(b) old (c) belong

(d) from

(e) hung/bang/hang/king

(f) along


bang bangs,banged,banging

hang hangs,hanged,hung,hanging,hanger

sang sing,sings,sung,singing,singer

song songs

along

belong belongs,belonged,belonging

wing wings

king kings

ring rings,rung,ringing

thing things

being be,was

hung hang,hangs,hanging

sung sing,sings,sang,singing,singer

old older,oldest

their theirs


and

sand

lend lends,lent,lendingend ends,ended,ending,endings,

endless

rom

want wants,wanted,wanting

t s o n g w a n t

h a n d o i r b h

e n d s l n a e i

i d k t d g l i n

r s i b e l o n g

h u n g b a n g h

e n g r i n g u a

o g a f r o m p n

l e n d i s a n g



Unit 15 ay, ai

Unit Focus

Thisunitfocusesonchoosingthegraphemesayoraitorepresentthelongavowelsound.

Thisunitalsoincludestwocommon,highfrequencywords,TuesdayandWednesday.

Teaching Points


Sortthelistwordsaccordingtothegraphemesandbrainstormtoaddtoeachlist.

Rules:

ychangestoiwhenlyisadded.


Dictation

1. Wewillwaitforarayoflighttoshowustheway.

2. Mumwillhavetostay,andpayfortheclaypotthatwasbrokenbythedogstail.

3. OnTuesdaywewillsetsailandgoawayfortheday.

4. ThemailvancameonWednesdaywithmynewtrainset.

5. Iwillgotothedoctoraboutthepaininmyleg.

6. Thepenmadealargestainonmyjumper.

Answers

1. (a) train

(b) away

(c) Wednesday

2. (a) stain

(b) clay

(c) mail

(d) pain

(e) stay

(f) wait

3. Crossword

Across 1. wait

3. sail 4. away 6. day 7. pain 10. Tuesday 13. pay 14. train Down

2. clay 5. Wednesday 8. ray 9. stain 11. stay 12. mail4. (a) waited

(b) sailed

(c) stayed

(d) paid

5. (a) denhomeofawildanimal

(b) rayalineoflightorheat

(c) mailletterssentordeliveredbypost

(d) stainamarkthatisdifculttotakeaway

6. sail,stain,mail,pain,tail,wait

7. (a) days

(b) tails

(c) ies

(d) rays

8. Seewordsearch.

9. (a) pain

(b) train

(c) Tuesday

(d) sky

(e) clay

(f) pen

10. (a) Wednesday

(b) pain (c) den

(d) clay


away

day days,daily

stay stays,stayed,staying

clay clays

pay pays,paid,paying,payment

ray rays

mail mailed,mailing

stain stains,stained,staining

pain pains,painful

sail sails,sailed,sailing,sailor,sailors

tail tails,tailed,tailing

wait waits,waited,waiting,waiter

train trains,trained,training,trainer,trainers

Tuesday

Wednesday


hop hops,hopped,hopping

pop pops,popped,popping

fy ies,ew,ying

sky skies

pen pens

den dens

W a i t a s k y m

e p o p i t p t a

d e n c t a a r i

n n s l a i y a l

e t r a i n u y e

s t a y l f l y p

d a y h o p o r a

a w a y s a i l i

y T u e s d a y n



Unit 16ir, ur, er

Unit Focus

Thisunitfocusesonchoosingthegraphemes,ir,urorertorepresentasound(phoneme).

Thisunitalsoincludestwocommon,highfrequencywords,ThursdayandFriday.

Teaching Points



Dictation

1. IliketosurbutIhaveneverhurtmyself.

2. Turnoffthegrillasthepaperwillburn.

3. Doyouthinkthegirlwhodidatwirlwillberstorthird?

4. OnThursdayandFridayabluebirdewoverthehouseandunderthebridge.

Answers

1. (a) rst

(b) never

(c) Thursday

(d) paper(ape)

(e) twirl

2. Crossword

Across

1. bird 2. third 3. rst 6. Friday 7. twirl 8. paper 10. never 12. under Down

1. burn 2. Thursday 4. surf 5. girl 7. turn 9. over 11. hurt3. (a) rednever,cover

(b) yellowtwirl,third

(c) greenburn,surf,Thursday

(d) blueFriday

4. (a) Thebirdhadneverseensomuchseedinitslife.

(b) Youmustgooverthehillandunderthebridgetogettothezoo.

5. (a) girls

(b) seen

(c) Thursday

(d) feed

6. (a) wonder

(b) zoom

(c) thirteen

(d) stood

7. (a) surf

(b) seen

(c) rst

(d) over

(e) turn

(f) zoo

8. Seewordsearch.

9. (a) bird

(b) paper

(c) surf

10. (a) 2

(b) 2

(c) 1

(d) 2


bird birds

girl girls

rst rstly

third thirdly

twirl twirls,twirled,twirling

hurt hurts,hurting

turn turns,turned,turning

burn burns,burnt,burning

sur surfs,surfed,surng

paper papers,papered,papering

never

overunder underneath

Friday

Thursday


hood hoods

zoo zoos

eed feeds,fed,feeding

seen see,saw,seeing

weed weeds,weeded,weeding

seed seeds,seeded,seeding

t h i r d e h u r T

w o n p a p e r w h

i o e s b t n g e u

r d v e c u n d e r

l f e e d r m u d s

f d r n f n b i r d

i g i r l z o o r a

r o p t F r i d a y

s e e d i b u r n s

t a s u r f o v e r



Unit 17 oa, ow

Unit Focus

Thisunitfocusesonchoosingthegraphemesoaorowtorepresentasound(phoneme).

Thisunitalsoincludestwocommon,highfrequencywords,SaturdayandSunday.

Teaching Points



Dictation

1. Goslowwhenyoutowthatloadofhayintothebarn.

2. ShowmeyournewcoatonSunday.

3. Donotmoan,Itoldyousoapwillnotfoat!

4. Canyougrowyourowncarrots?

5. OnSaturdaythecrowsatbelowthewindowhopingtostealtheloa.

Answers

1. (a) crow

(b) coat

(c) loaf

2. (a) grow

(b) coat

(c) load (d) below

(e) oat

(f) show

(g) slow

(h) moan

3. Crossword

Across

1. soap 2. crow 3. loaf 4. Sunday

6. own 7. below 10. Saturday 11. tow Down

1. slow 2. coat 3. load 4. show 5. oat 8. moan 9. grow

4. (a) Saturday (b) coat,oat

(c) below,slow

(d) own,tow

5. Teachercheck.

6. (a) show/slow

(b) crow/moan

(c) tow

(d) ball

7. (a) below (b) small

(c) oat

(d) slow

8. Seewordsearch.

9. (a) sending

(b) showing

(c) moaning

(d) slowing

10. Teachercheck.


moan moans,moaned,moaning

coat coats,coated,coating

loa loaves

foat oats,oated,oating

soap soaps,soapy,soapier,soapiest

load loads,loaded,loading

grow grows,grew,growing

show shows,showed,showing

tow tows,towed,towing

below

own owns,owned,owning

crow crows,crowed,crowingslow slows,slowed,slowing

Saturday

Sunday


send sends,sent,sending

bend bends,bent,bending

band bands

hand hands,handing,handed

ball balls

small

b e l o w l o a f i

a S m a l l w e l l

b a n d b e n d o o

m t o w m o a n a a

s u n d a y c b t d

c r o w s l o w b t

r d k c s o a p a l

h a n d j n t g l h

u y s h o w f z l s

g r o w d o s e n d



Unit 18Summer Holidays

Unit Focus

Thisunitfocusesonsummerwords.

Thisunitalsoincludestwocommon,highfrequencywords,himandnumber.

Teaching Points



Dictation

1. Asthemanwalkedbesidethesea,aseagulldroppedashonhim.

2. Dadputupourtentinagreatcampsite.

3. Thebikeherentedhadanumbersevenonit.

4. Thewavepushedtheseaweedupthebeach.

5. Thelittlegirlusedherspadetoputsandandshellsinherbucket.

Answers

1. (a) bike,bucket

(b) sand

(c) wave

2. (a) him

(b) seagull

(c) bike

(d) spade3. Crossword

Across

2. sand 3. seaweed 4. seagull 5. bike 6. wave 7. sh 9. camp 10. sea 11. number

Down

1. tent 2. site 3. shells 4. spade 5. bucket 6. him

4. camp,site,sea,spade5. shells,bucket,sh,bike,seagull,spade

6. (a) site

(b) number

(c) shells

(d) camp

(e) ball

(f) spade

7. (a) Aseagulldiveddowntotheseaandgotash.

(b) Thegirlputhershellsinthebucketandwalkedon.

8. Teachercheck.

9. Seewordsearch.

10. (a) seaweed

(b) also

(c) bucket

(d) number

(e) sh

(f) spade

11. (a) sh

(b) tent

(c) spade

(d) wave

(e) ball

12. Teachercheck.


bike bikes,biked,biking

sh shes,shing,shed,sherman,shery,sheries,

shy,shier,shiestshells shell,shelling,shelled

bucket buckets

spade spades

camp camps,camping,camped,camper

wave waves,waving,waved,wavy

tent tents

site sites,siting,sited

sea seas

seagull seagulls

seaweed

sand sands,sanding,sanded,sandy,sandier,sandiest

him himself

number numbers,numbering,numbered


map maps,mapping,mapped

car cars

un funny,funnier,funniest

ball balls

also

one ones

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