this book contains · 2019-10-08 · ★ board work — developing ... how students learn...

Also available:

Del M

errickTargeting Spelling

The ultimate resource for teaching spelling

Targeting

Del Merrick

Student disk:

10 fun spelling

games for Year 4

students written to

support this program

Teacher disk:

hands-on activity cards,

assessment records,

Word Warm-Ups booklet

and all worksheets

Blake’s

10 fun games suitable for PC & Mac

© 2010 PASCAL PRESS. ALL RIGHTS RESERVED. www.pascalpresss.com.au

disk

4ages9–10

To open PC : will run automatically. MAC : click on disk icon. Installation instructions are on the disk.

SpellingspellingGamesGames

photocopiable

spelling reference

for each student

© 2015 BLAKE EDUCATION. ALL RIGHTS RESERVED. PENALTIES fOR UNAUTHORIzED COPyING IN

CLUDE A

$50,

000

fINE

INSTALLATION WINDOWS 1. Put disk in CD-ROM drive and it should begin automatically.

2. If it does not run then open Windows Explorer, navigate to the CD-ROM and double click the TGT_Spell_Yr_4 icon.

MAC Put disk in CD-ROM drive and double click TGT_Spell_Yr_4 icon.

SOFTWARE REQUIREMENTS WINDOWS & MAC Adobe Acrobat Reader, Microsoft Office Excel,

Microsoft Office Word.

Targeting

YEAR

4TeACher

DISk

★ Acomprehensiveintroductionfromtheauthorexplaininghowtousetheprogramanditsvariouselementstoachieveoutstandingresults

★ 32weeklylesson planswithteachingnotesandphotocopiableworksheets

★ AphotocopiableWord Warm-Ups bookletforusebyeachstudentthroughouttheyear

★ ABlake’s Spelling Games CD-ROMwith10spellinggameswrittentosupporttheprogram

★ ATargeting Spelling CD-ROM–withphotocopiablewordcardsforhands-onactivities,games,assessmentrecordkeeping,PencilWorkandSpellingCornercards.

★ BOARD WORk—developingconceptsthroughexplicitteachinganddemonstration

★ BOOk WORk—usingthewordlistsintheWordWarm-Upsbookletasafocusforlearning

★ WORD WORk —exploringworduse,wordbuildingandassociatedrules

★ MeMORy WORk —providinghelptostudentstomemorisesightwords

★ PenCil WORk —photocopiableworksheetsandSpellingCornercardstoenablestudentstoapplytheskillsandstrategiestheyhavebeenlearning

★ PRACTiCe WORk —usinghands-onmaterialsandspellinggamestoconsolidateandbuildskills

★ ASSeSSMenT —dictationofwordsandsentencesusingtheweek’sfocuslist.

This book contains:

each weekly lesson plan contains the following elements:

includesAustralian Curriculum correlations

is a whole-school spelling program that has been developed and trialled

in classrooms over many years with outstanding results. It can be used equally successfully by individual teachers and will provide students

with a solid foundation in spelling.

Targeting Spelling

yea

r 4

year 4

TargetingSpelling

Targeting Spelling

Del Merrick

Year 4

First published 2015 byBlake Education Pty LtdABN 50 074 266 023108 Main RdClayton South VIC 3169www.blake.com.au

Targeting Spelling Year 4Copyright © Blake Education 2015ISBN 9781 921852 978

Author: Del MerrickPublisher: Lynn DickinsonEditor: Kerry Davies AETypesetter: Ruth SchultzDesign and illustration: Janice Bowles

Copying of this book for educational purposesThe purchasing educational institution may only photocopy pages within this book in accordance with The Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act. It is a breach of copyright to scan or in any other way make digital copies of the worksheets.

It is mandatory that ALL photocopies are recorded by the institution for CAL survey purposes.

Copyright Agency LimitedLevel 15, 233 Castlereagh StreetSydney NSW 2000Telephone: (02) 9394 7600

The purchasing educational institution may store this book on a retrieval system only in accordance with the terms of the User Agreement printed on the inside back cover of this title.

© Australian Curriculum, Assessment and Reporting Authority 2010. This is a modified extract from the Australian Curriculum. ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/Home

This modified material is reproduced with the permission of ACARA.

TargetingSpelling

Targeting Spelling

Del Merrick

Year 4

First published 2015 byBlake Education Pty LtdABN 50 074 266 023108 Main RdClayton South VIC 3169www.blake.com.au

Targeting Spelling Year 4Copyright © Blake Education 2015ISBN 9781 921852 978

Author: Del MerrickPublisher: Lynn DickinsonEditor: Kerry Davies AETypesetter: Ruth SchultzDesign and illustration: Janice Bowles

Copying of this book for educational purposesThe purchasing educational institution may only photocopy pages within this book in accordance with The Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act. It is a breach of copyright to scan or in any other way make digital copies of the worksheets.

It is mandatory that ALL photocopies are recorded by the institution for CAL survey purposes.

Copyright Agency LimitedLevel 15, 233 Castlereagh StreetSydney NSW 2000Telephone: (02) 9394 7600

The purchasing educational institution may store this book on a retrieval system only in accordance with the terms of the User Agreement printed on the inside back cover of this title.

© Australian Curriculum, Assessment and Reporting Authority 2010. This is a modified extract from the Australian Curriculum. ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/Home

This modified material is reproduced with the permission of ACARA.

978 1 92570 956 8

Contents ContentsTargeting Spelling program overview ivIntroduction viWhat students need to know about spelling viiiHow students learn spelling 1About Targeting Spelling 2Year 4 overview 3Using the Word Warm-ups 4Areas of work 4A word about assessment 8 Weekly overview of teaching and learning procedures 9

Targeting Spelling ideas 10

Assessment 11Start-of-year checkpoints 12Start-of-year student response sheet 13Weekly assessment teacher data sheet 14Term assessment 15Term assessment student response sheets 16–19Term assessment teacher data sheet 20End-of-year checkpoints 21End-of-year student response sheet 22Start-of-year and end-of-year checkpoints teacher data sheet 23Lessons 1–32 24Answers 152Word Warm-ups book 156

Word Warm-ups book Peg Work Peg Work 1 (consonant blends) Peg Work 2 (doubling) Peg Work 3 (long vowels, bossy e)

Peg Work 4 (y words) Disc Work Compound Words Compound Words 1 (short vowels) Compound Words 2 (final e words)

Compound Words 3 (letter teams) Contractions Homophones

Assessment Start-of-year checkpoints Start-of-year student response sheet Weekly assessment teacher data sheet Term assessment Term assessment student response sheets Term assessment teacher data sheet End-of-year checkpoints End-of-year student response sheet Start-of-year and end-of-year checkpoints teacher data sheet Auditory discrimination test Pencil Work worksheets Spelling Corner activities Answers

CD Contents

iv v Targeting Spelling Year 4 © 2015 Blake Education

Targeting Spelling program overview Highlighted topics indicate concepts that need to be introduced at these levels.

LeSSon YeAr 1 YeAr 2 YeAr 3 YeAr 4 YeAr 5 YeAr 6

Term one

1 Short vowel a, CVC words

Short vowel a Adding s

Short vowelsPlural endings

Reviewing short vowels

Reviewing short vowels Prefixes in–, im–

2Short vowel e, CVC wordsAdding s

Short vowel eShort vowelsDoubling rule

Reviewing long vowels

Closed syllablesCommon endings, suffixes

Prefix dis–

3 Short vowel i, CVC words

Short vowel iDoubling rule

Short vowels Letter teams for the sound of a

Final e words, prefix a–

The e ruleSilent k, g, w

4 Short vowel o, CVC words Short vowel o Short vowels

SyllablesLetter teams for the sound of e Open syllables Prefixes ob–, per–

5 Short vowel u, CVC words Short vowel u

Long vowelsThe e rule

Letter teams for the sound of o Suffix –ic Prefix de–

6 Final consonant digraph ck

Consonant digraphs sh, ch

Adding ly Long vowels Letter teams for the

sound of i Soft c and g Prefixes inter–, trans–

7Initial or final digraphs sh, ch

Adding s, es

Schwa sound (mother)

Long vowelsopen syllables

Letter teams for the sound of oo (oo, ew)

Words ending in a, ar (schwa) Prefixes com–, con–

8 Initial or final digraph th

Compound words (short vowel elements)

Contractions Letter teams ou, ow Words ending in ymitto or missus (I send)pes or pedis (foot)

Term TWo

9 Initial blends br, grLong vowel a (came)The e rule

Letter teams ai, ay

Common endings Letter teams au, aw, oar, ore Hard and soft ch Verb suffixes –ate,

–ise

10 Initial blends fr, dr Long vowel i (time)Letter teams ee, eer

Compound words Tricky letter a

Words ending in ss

Prefixes and suffixes

Words ending in o

11 Initial blends pr, tr, cr Long vowel o (bone) Letter teams ea, ear More tricky letters Words beginning with e Suffix –fy

12 Initial blends pl, fl Long vowel u (cube) Letter teams oa, ow Letter teams er, ir, ur Words beginning with a, ad Soft g, c

13 Initial blends bl, glCompound words (long vowel elements)

Letter team oo (book)

Letter team er (schwa) Suffixes –ful, –less Suffixes –or, –ar

14 Initial blends sl, cl Nouns ending in yThe y rule

Letter team oo (moon)

Letter team ea (bread) Prefixes ex–, out– Suffix –ive, prefixes

mono–, bi–, micro–

15 Initial blends st, sm Patterns igh (high), y (my)

Letter team oo (moon) Letter teams ge, dge Suffix –al, words

ending in –el Prefixes e–, ex–

16 Initial blends sp, sn Contractions Letter team ar Letter teams ie, ei Compound words Prefix en–




Term one










Prefix dis–
















Adding s, es








Term TWo


Letter teams ai, ay


–ise



Words ending in ss


Words ending in o














LeSSon YeAr 1 YeAr 2 YeAr 3 YeAr 4 YeAr 5 YeAr 6Term THree

17 Final double letters ss

Letter team ai (rain)Compound words, syllables

Letter team ir (bird)Closed syllables –end syllables et, en, le

Words ending in id, ide Prefix re–

18 Final double letters ll Letter team ai (grain) Letter team er (her) Open syllables Words ending in

ect, ict Suffix –ion

19 Final consonant blend st Letter team ay (day) Letter team ur (turn)

Words ending in yThe y rulePrefixes and suffixes

Words ending in age Prefixes pre–, pro–

20Final consonant digraph ng

Adding s, ing

Letter team ee (see)Homophones

Letter teams or, ore, oar

Homophones Silent k, w Suffixes –er, –or

duco or ductus (I lead)

cedo or cessus (I go)

21 Final consonant digraph ng Letter team ee (steel) Letter team ou

(cloud) Silent b, t Suffix –ly Suffix –al

22 Final consonant digraph nd

Letter team ea (sea)The f to v rule

Letter team ow (cow) Letter teams oi, oy Prefixes pre–, pro–The y soundThe y rule

23 Final consonant digraph nt

Letter team ea (cream) Letter teams ou, ow Letter teams air,

are, ear

Letter pair qu

Common endings, affixes

Letter teams hy, sy

24 Final consonant digraph nk

Words ending in leCommon endings

Letter team aw (saw)Prefixes a–, al–

Antonyms, suffixes Prefix en–, suffix –en Prefix ab–, letter

team acc

Term four

25 Final consonant blend mp Letter team oa (coat) Letter team au

(sauce) Letter teams gu, qu Prefixes mis–, dis– Suffixes –ious, –ous

26 Final consonant blends ft, ff

Letter team oa (croak) Letter teams oy, oi

Endings el, al

Parts of speechSuffix –ion Prefix dia–, suffix –ile

27Final consonant blend tch

Adding s, ing, ed

Letter team ow (snow)Irregular past-tense verbs, antonyms

Letter teams are (care), air

Visual letter pattern ough

Parts of speechPrefixes in–, im–

Suffixes –able, –ible

Antonyms

28 Final consonant blend nch Letter team ar (car)

Words ending in yThe y rule

Letter teams th, wh, ph

Suffixes –ment, –ness

Letter teams –ure, –ude

29 Final consonant blend nd Letter team ar (start) Reviewing

contractions Prefixes up–, down– Words ending in our, suffix –ous Letter teams qu, ph

30 Final consonant blends lf, sp, sk

Letter teams or, ore (for, fore)

Reviewing compound words

Prefixes over–, under– Suffixes –able, –ible Suffixes –ian, –ial

31 Final y (my) Two-syllable words Prefixes un–, dis– Prefixes re–, de– Prefixes re–, de– Suffixes –ent, –ant

32 Visual letter pattern igh Homophones Suffixes –ful, –less Suffix –ion Prefixes con–, com– Suffixes –ence, –ance

ISBN 978 1 92570 956 8

Contents ContentsTargeting Spelling program overview ivIntroduction viWhat students need to know about spelling viiiHow students learn spelling 1About Targeting Spelling 2Year 4 overview 3Using the Word Warm-ups 4Areas of work 4A word about assessment 8 Weekly overview of teaching and learning procedures 9

Targeting Spelling ideas 10

Assessment 11Start-of-year checkpoints 12Start-of-year student response sheet 13Weekly assessment teacher data sheet 14Term assessment 15Term assessment student response sheets 16–19Term assessment teacher data sheet 20End-of-year checkpoints 21End-of-year student response sheet 22Start-of-year and end-of-year checkpoints teacher data sheet 23Lessons 1–32 24Answers 152Word Warm-ups book 156

Word Warm-ups book Peg Work Peg Work 1 (consonant blends) Peg Work 2 (doubling) Peg Work 3 (long vowels, bossy e)

Peg Work 4 (y words) Disc Work Compound Words Compound Words 1 (short vowels) Compound Words 2 (final e words)

Compound Words 3 (letter teams) Contractions Homophones

Assessment Start-of-year checkpoints Start-of-year student response sheet Weekly assessment teacher data sheet Term assessment Term assessment student response sheets Term assessment teacher data sheet End-of-year checkpoints End-of-year student response sheet Start-of-year and end-of-year checkpoints teacher data sheet Auditory discrimination test Pencil Work worksheets Spelling Corner activities Answers

CD Contents




Term one










Prefix dis–
















Adding s, es








Term TWo


Letter teams ai, ay


–ise



Words ending in ss


Words ending in o














ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8




Term one










Prefix dis–
















Adding s, es








Term TWo


Letter teams ai, ay


–ise



Words ending in ss


Words ending in o

























Adding s, ing













are, ear

Letter pair qu


Letter teams hy, sy





team acc

Term four





Endings el, al



Adding s, ing, ed






Antonyms














vi vii Targeting Spelling Year 4 © 2015 Blake Education

IntroductionInTroDuCTIon

We communicate with each other through our language, both spoken and written.

Spoken language is strongly supported by our facial expressions, gestures and the way we move our bodies. We often replace the need for words with this “body” language. We frown in displeasure, smile our agreement, raise an eyebrow in question; we point, nod our heads, draw “pictures” with our hands, give a thumbs-up or a thumbs-down; we shrug our shoulders, fold our arms, stamp a foot and thrust our hands on our hips. Body language is highly eloquent and conveys much of the meaning behind our words.

In two-way conversation, we frequently omit words because we share contexts and understandings and we can fill in the gaps with our body language. one-way communication requires us to choose our words more carefully and speak in complete sentences. We need to be mindful of our audience, their level of understanding and the degree of formality required.

Written language is far more demanding than spoken language. Writing for an “absent” audience demands that we frame our ideas into complete sentences; we write them down legibly and correctly; and we add punctuation marks to guide the reader through what we want to say. We capitalise the first word of each sentence, as well as the names of people, places, days and special events. We end each sentence with a full stop, a question mark or an exclamation mark. We place speech marks around the spoken words of characters. We use apostrophes to indicate contractions and ownership. And, importantly, we spell each word in a standard and expected way, so that the reader immediately knows what we are writing about.

The spelling of words should never get in the way of writing. Writers who struggle with the spelling of words often lose track of what they are writing. They leave words out or circumvent words they can’t spell. They tend to ramble and omit punctuation marks as the business of encoding words leaves no room in their working memory. They rarely go back to edit or proofread what they have written.

As a writer, we can only draw on the words in our heads. We are constantly expanding this pool of words that we know and, ideally, can spell.

■ So what is spelling? Spelling is the ability to encode the words we choose to write. It is our ability to retrieve, correctly, the words chosen from our mind pool. It requires us to remember a correct sequence of letters and frequently requires us to add to or make changes to these letters to make our writing grammatically correct.

To remember these words, we need to learn the correct order of the letters. This is often very easy. For example, one of the first words children know how to spell is their name. The word is meaningful and the sequence of letters is familiar. Words like it, is, on, at and to are usually very easy for children to learn. But there are many words that writers will need to save on the “memory stick” in their heads, ready for easy retrieval.

ISBN 978 1 92570 956 8




Term one










Prefix dis–
















Adding s, es








Term TWo


Letter teams ai, ay


–ise



Words ending in ss


Words ending in o

























Adding s, ing













are, ear

Letter pair qu


Letter teams hy, sy





team acc

Term four





Endings el, al



Adding s, ing, ed






Antonyms















IntroductionInTroDuCTIon

We communicate with each other through our language, both spoken and written.

Spoken language is strongly supported by our facial expressions, gestures and the way we move our bodies. We often replace the need for words with this “body” language. We frown in displeasure, smile our agreement, raise an eyebrow in question; we point, nod our heads, draw “pictures” with our hands, give a thumbs-up or a thumbs-down; we shrug our shoulders, fold our arms, stamp a foot and thrust our hands on our hips. Body language is highly eloquent and conveys much of the meaning behind our words.

In two-way conversation, we frequently omit words because we share contexts and understandings and we can fill in the gaps with our body language. one-way communication requires us to choose our words more carefully and speak in complete sentences. We need to be mindful of our audience, their level of understanding and the degree of formality required.

Written language is far more demanding than spoken language. Writing for an “absent” audience demands that we frame our ideas into complete sentences; we write them down legibly and correctly; and we add punctuation marks to guide the reader through what we want to say. We capitalise the first word of each sentence, as well as the names of people, places, days and special events. We end each sentence with a full stop, a question mark or an exclamation mark. We place speech marks around the spoken words of characters. We use apostrophes to indicate contractions and ownership. And, importantly, we spell each word in a standard and expected way, so that the reader immediately knows what we are writing about.

The spelling of words should never get in the way of writing. Writers who struggle with the spelling of words often lose track of what they are writing. They leave words out or circumvent words they can’t spell. They tend to ramble and omit punctuation marks as the business of encoding words leaves no room in their working memory. They rarely go back to edit or proofread what they have written.

As a writer, we can only draw on the words in our heads. We are constantly expanding this pool of words that we know and, ideally, can spell.

■ So what is spelling? Spelling is the ability to encode the words we choose to write. It is our ability to retrieve, correctly, the words chosen from our mind pool. It requires us to remember a correct sequence of letters and frequently requires us to add to or make changes to these letters to make our writing grammatically correct.

To remember these words, we need to learn the correct order of the letters. This is often very easy. For example, one of the first words children know how to spell is their name. The word is meaningful and the sequence of letters is familiar. Words like it, is, on, at and to are usually very easy for children to learn. But there are many words that writers will need to save on the “memory stick” in their heads, ready for easy retrieval.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


Hence, writers need an effective and efficient means of learning how to spell the words they need. The methods will vary from writer to writer but, generally, they will employ the use of their senses as learning channels.

Vocal–auditory How a word sounds to the ear when it is spoken. Each lip movement represents a different chunk of sound (syllable). We use this vocal–auditory channel frequently to monitor words as we write them.

“Say the word you want to write and write what you say.”

Visual How a word “looks” – its shape, its length, the pattern of its letters.

Kinesthetic How a word is formed under our fingers as it runs off the end of the pencil. Writing the same word over and over again builds strong muscle memory. Spelling becomes a familiar action of the hand. It’s as if words automatically roll off the pencil onto the page.

These memories all work together to build a spelling “sense”.

Added to these perceptions about words, writers also conceptualise how words change to “fit” the grammar of the text they are writing. For example, different tenses require changes to the verb, most often by the addition of s, ing or ed; plurals require the addition of s or es; and contractions require a collapsed version of two words and the use of an apostrophe. While prefixes change word meaning, suffixes create many nouns, verbs, adjectives and adverbs.

This understanding of how grammar strongly influences the spelling of words is vital for all writers.

Writers also benefit from an understanding of the origin of words. Some come directly from other languages – words like pyjamas, spaghetti, croissant, pagoda and geyser. Some have only just entered our language – words like digital, byte, broadband, online and multimedia. Many of the words we use day to day have Latin or Greek roots. These “roots” generate a cluster of meaning-related words and, as such, provide a useful basis for learning. For example: struo, structus – I build, generates the words construct, construction, constructive, destruct, destruction, destructive, indestructible, structure, structural, structurally, instruct, instruction, instructor …

As teachers, we support our young writers by building

sound knowledge in four main areas:

1 Phonological: how words sound

2 Visual: how words look

3 Morphemic: how words change form for

grammatical reasons

4 Etymological: how words grow from Latin or Greek

roots or other origins.

I just know how to write it AND

I just know it looks right!

viii 1 Targeting Spelling Year 4 © 2015 Blake Education

What students need to know about spelling

Students need to know:• the names of the letters

of the alphabet • the sounds they

represent• consonants, e.g. b, f, s, l,

m, r, w • consonant blends, e.g.

br, fl, st, pr, sm, tw, gl• consonant digraphs

(buddies), e.g. ch, sh, ph, th

• that short vowels have a short, snappy sound – a, e, i, o, u

• that long vowels say their own name – a, e, i, o, u

• vowel controllers, e.g. final e, the letter r

• vowel teams, e.g. ai, oa, ou

• silent letters, e.g. knit, write, listen.

Students need to apply what they know to:• blend sounds to form a

word, e.g. b-a-t = bat; ch-ie-f = chief

• blend sound “chunks” into words (syllables), e.g. croc-o-dile = crocodile

• understand rhyming patterns, e.g. my, by, try, fly.

Students need to know:• that many English words

are derived from Latin and Greek roots

• that words are related in meaning through their root (e.g. the Latin word medicina gives rise to the words medicine, medical, medicinal, remedy, paramedic)

• that words have their origins in many different languages

• that we use many foreign words in our day-to-day language,

e.g. pizza, pyjamas, spaghetti, tabouli, croissant

• that the spelling of words is constantly evolving, e.g. yoghurt – yogurt, encyclopaedia – encyclopedia

• that new words are constantly being invented, e.g. megabyte, digital, while others have become obsolete or are rarely used, e.g. erstwhile, nickelodeon.

Students need to know:• how compound words

are constructed• that words are often built

from a “base” word

• that the most common endings are s, es, ing, ed, y, ly, er, est

• when to double a letter before adding an ending

PHonoLogICAL knowledgeHow words sound❂1

eTYmoLogICAL knowledgeHow words grow from a “root” word❂4

Students need to:• recall the appearance of

a word• “visualise” a word• remember what letters

look like and know how to write them

• identify little words in big words

• recognise words as compound words

• recognise contractions

• recognise visual rhyme, e.g. heard, beard

• recognise visual patterns, e.g. tough, cough, bough, through

• understand that letters can be grouped in certain ways, e.g. b can be followed by any vowel, but only by the consonants l and r

• recognise when a word “looks right”.

VISuAL knowledgeHow words look❂2

morPHemIC knowledgeHow words change form❂3

• when to change the y on the end of a word before adding an ending

• how to form plurals and apply the associated rules (words ending in y and f)

• how to form past tense, regular and irregular

• how to form verbal adjectives and present participles by adding ing (e.g. dancing, walking) and past participles

• how to make comparative adjectives and adverbs by adding er and est (e.g. bigger, biggest; higher, highest)

• that prefixes and suffixes are constant in their spelling

• that prefixes alter the meaning of the base word

• that suffixes alter the way a word is used, i.e. its grammar

• that suffixes can be noun-forming, e.g. –tion, verb-forming, e.g. –ate, adjective-forming, e.g. –ive, or adverb-forming, e.g. –ly

• when to use capital letters

• when to use apostrophes, for contractions and possessive nouns

• how to analyse and understand contractions, e.g. don’t = do not

• how to understand abbreviations

• how to understand acronyms, e.g. Qantas, Anzac.

ISBN 978 1 92570 956 8


Hence, writers need an effective and efficient means of learning how to spell the words they need. The methods will vary from writer to writer but, generally, they will employ the use of their senses as learning channels.

Vocal–auditory How a word sounds to the ear when it is spoken. Each lip movement represents a different chunk of sound (syllable). We use this vocal–auditory channel frequently to monitor words as we write them.

“Say the word you want to write and write what you say.”

Visual How a word “looks” – its shape, its length, the pattern of its letters.

Kinesthetic How a word is formed under our fingers as it runs off the end of the pencil. Writing the same word over and over again builds strong muscle memory. Spelling becomes a familiar action of the hand. It’s as if words automatically roll off the pencil onto the page.

These memories all work together to build a spelling “sense”.

Added to these perceptions about words, writers also conceptualise how words change to “fit” the grammar of the text they are writing. For example, different tenses require changes to the verb, most often by the addition of s, ing or ed; plurals require the addition of s or es; and contractions require a collapsed version of two words and the use of an apostrophe. While prefixes change word meaning, suffixes create many nouns, verbs, adjectives and adverbs.

This understanding of how grammar strongly influences the spelling of words is vital for all writers.

Writers also benefit from an understanding of the origin of words. Some come directly from other languages – words like pyjamas, spaghetti, croissant, pagoda and geyser. Some have only just entered our language – words like digital, byte, broadband, online and multimedia. Many of the words we use day to day have Latin or Greek roots. These “roots” generate a cluster of meaning-related words and, as such, provide a useful basis for learning. For example: struo, structus – I build, generates the words construct, construction, constructive, destruct, destruction, destructive, indestructible, structure, structural, structurally, instruct, instruction, instructor …

As teachers, we support our young writers by building

sound knowledge in four main areas:

1 Phonological: how words sound

2 Visual: how words look

3 Morphemic: how words change form for

grammatical reasons

4 Etymological: how words grow from Latin or Greek

roots or other origins.

I just know how to write it AND

I just know it looks right!


What students need to know about spelling

Students need to know:• the names of the letters

of the alphabet • the sounds they

represent• consonants, e.g. b, f, s, l,

m, r, w • consonant blends, e.g.

br, fl, st, pr, sm, tw, gl• consonant digraphs

(buddies), e.g. ch, sh, ph, th

• that short vowels have a short, snappy sound – a, e, i, o, u

• that long vowels say their own name – a, e, i, o, u

• vowel controllers, e.g. final e, the letter r

• vowel teams, e.g. ai, oa, ou

• silent letters, e.g. knit, write, listen.

Students need to apply what they know to:• blend sounds to form a

word, e.g. b-a-t = bat; ch-ie-f = chief

• blend sound “chunks” into words (syllables), e.g. croc-o-dile = crocodile

• understand rhyming patterns, e.g. my, by, try, fly.

Students need to know:• that many English words

are derived from Latin and Greek roots

• that words are related in meaning through their root (e.g. the Latin word medicina gives rise to the words medicine, medical, medicinal, remedy, paramedic)

• that words have their origins in many different languages

• that we use many foreign words in our day-to-day language,

e.g. pizza, pyjamas, spaghetti, tabouli, croissant

• that the spelling of words is constantly evolving, e.g. yoghurt – yogurt, encyclopaedia – encyclopedia

• that new words are constantly being invented, e.g. megabyte, digital, while others have become obsolete or are rarely used, e.g. erstwhile, nickelodeon.

Students need to know:• how compound words

are constructed• that words are often built

from a “base” word

• that the most common endings are s, es, ing, ed, y, ly, er, est

• when to double a letter before adding an ending

PHonoLogICAL knowledgeHow words sound❂1

eTYmoLogICAL knowledgeHow words grow from a “root” word❂4

Students need to:• recall the appearance of

a word• “visualise” a word• remember what letters

look like and know how to write them

• identify little words in big words

• recognise words as compound words

• recognise contractions

• recognise visual rhyme, e.g. heard, beard

• recognise visual patterns, e.g. tough, cough, bough, through

• understand that letters can be grouped in certain ways, e.g. b can be followed by any vowel, but only by the consonants l and r

• recognise when a word “looks right”.

VISuAL knowledgeHow words look❂2

morPHemIC knowledgeHow words change form❂3

• when to change the y on the end of a word before adding an ending

• how to form plurals and apply the associated rules (words ending in y and f)

• how to form past tense, regular and irregular

• how to form verbal adjectives and present participles by adding ing (e.g. dancing, walking) and past participles

• how to make comparative adjectives and adverbs by adding er and est (e.g. bigger, biggest; higher, highest)

• that prefixes and suffixes are constant in their spelling

• that prefixes alter the meaning of the base word

• that suffixes alter the way a word is used, i.e. its grammar

• that suffixes can be noun-forming, e.g. –tion, verb-forming, e.g. –ate, adjective-forming, e.g. –ive, or adverb-forming, e.g. –ly

• when to use capital letters

• when to use apostrophes, for contractions and possessive nouns

• how to analyse and understand contractions, e.g. don’t = do not

• how to understand abbreviations

• how to understand acronyms, e.g. Qantas, Anzac.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


How students learn spelling

AuDITorY How it sounds• Listen to the word

– count the chunks (syllables).

• Listen to the different sounds made by letters or letter groups, e.g. voiced or unvoiced; hard or soft; schwa.

• Listen carefully to the correct pronunciation of a word.

VoCAL How you say it• Say it in slow

motion.• Stretch the word

out like chewing gum as you say it, and then snap it back together.

• Clap or tap the chunks (syllables) as you say them.

• Notice the position of the sound in your mouth (teeth, tongue, lips, throat), e.g. girl, giant; three, free.

• Take care with the way you pronounce the word, e.g. library not liberry; pumpkin not punkin.

• Always sound the ends of your words clearly.

VISuAL How it looks• Find and cut out

words from a magazine to paste in your book.

• Close your eyes and “see” the word. (Now write it from your memory.)

• Create a word picture of your word.

• Draw a line around the word to show the shape of the word.

• Count the chunks in the word (syllables). Write each syllable in a box.

• Look for the “hard” part of the word. Perhaps write the “hard” part in capital letters, e.g. hoRse, hoUse, neverTHEless.

KIneSTHeTIC How it feels to write it (muscle memory)• Write it on your

partner’s back for them to guess what it is.

• Write it in the air.• Write it with

different writing tools – nikko, chalk, gel pen, glitter pen.

• Write the word. Write over it in four different colours.

• Write the word in big letters (not capitals) on a blackboard or whiteboard.

• Use a timer. Set the timer for three minutes. See how many words you can write before time runs out.

TACTILe How the letter shapes feel• Do some rainbow

writing (go round the letter shapes of the word in different colours).

• Make the word with letter tiles.

• Write the word on graph paper, one letter per square.

• Create a spellamadoodle – write the words in a list around a shape, e.g. tree, truck, ball, basket.

• Feel the shape of the letters as you write the word in the sand.

• Trace over felt letters or letters written on sandpaper.

• Write the word with a wet brush.

Children receive a lot of information about spelling through their senses – sight, hearing and touch. Many have preferred ways of learning. For example, some may prefer to learn spelling by seeing the words and writing them several times; others may prefer to say the words and

spell them aloud letter by letter. To strengthen learning, spelling activities need to be designed or selected to cater for children’s different learning styles. Here are some ideas for tapping into the various modes of learning:

Good spelling ultimately relies on visual and muscle

memory.

2 3 Targeting Spelling Year 4 © 2015 Blake Education

About Targeting Spelling Targeting Spelling is a simple but highly effective approach to the teaching of spelling. It is based on the belief that spelling needs to be taught in an explicit and systematic way. It is designed to help students learn the skills and strategies they need to become proficient spellers. The content is carefully structured and sequenced, so that students can build their phonological, visual, morphemic and etymological knowledge. There are many opportunities for students to practise their skills through the manipulative materials provided on the accompanying CD. Spelling is not just about memorising words. It is a feature of writing and, as such, is strongly influenced by grammar. As we construct our sentences, we are constantly making decisions about what words to use and how to alter their spelling to fit the grammar. Verb tenses, plural and proper nouns, ownership, the informality of contractions and subject–verb agreement often require structural changes and therefore spelling changes. Students need to learn how to make these changes in the spelling of words and any rules that govern these changes. It is ideal to teach these grammatical changes to words early in spelling development while the words are still simple and, generally, phonically regular.Targeting Spelling Years 1, 2 and 3 lay the foundation on which students build an effective repertoire of spelling skills and strategies. Teaching focused on building phonic and morphemic knowledge, and on strengthening visual memory.

■ About this bookTargeting Spelling Year 4 continues the spelling journey. It contains 32 core lessons covering four school terms, each lesson providing the basis of a weekly program. This allows time for review and consolidation of previous learning, assessment of student progress and an evaluation of each student’s learning needs. Important phonological elements and morphemic understandings are revisited. Spelling is ultimately a visual skill, so we need to emphasise the importance of asking, “Does this word look right?” Explicit teaching should be part of every lesson followed by application and practice. Ideally, about 15 minutes a day needs to be devoted specifically to the teaching of spelling but, if scheduling time for specific instruction is difficult, build it into lessons in other curriculum areas. remember, spelling impacts all other subjects throughout school and beyond. While many students quickly and easily develop a spelling “sense”, others will need much instruction and scaffolding. A spelling program needs to unfold slowly to maximise learning for all students. As teachers, we need to pace our instruction thoughtfully and provide many opportunities for student practice and application so that, as much as possible, no-one is left behind.The Year 4 overview opposite details the focus of each of the core lessons throughout the year. The word list for each lesson is also contained in the Word Warm-ups book.The Year 4 weekly overview on page 9 is a suggested guide for teachers to cover the content of each lesson during the week. not every lesson will follow the exact pattern provided in the weekly overview. However, the lessons are based on the principle that teacher instruction and demonstration early in the week leads to student practice and, finally, a demonstration of what students know through assessment. This procedure will vary according to the needs of individual students and the class as a whole. Teachers need to monitor student progress and modify the program as necessary.

ISBN 978 1 92570 956 8


Year 4 overviewTerm one

Lesson 1 Lesson 2 Lesson 3 Lesson 4Reviewing short vowels Adding common endings; Applying rules

Reviewing long vowels Common endings; Applying the e rule

Letter teams for the sound of aCommon endings; Homophones; Compound words

Letter teams for the sound of eCommon endings; Compound words; Syllables

Sight Words: children, often, want, their Sight Words: push, put, sort, strange Sight Words: does, done, odd, even Sight Words: early, full, pull, around

Lesson 5 Lesson 6 Lesson 7 Lesson 8

Letter teams for the sound of oCommon endings; Homophones; Compound words

Letter teams for the sound of iCommon endings; Applying the y rule and the e rule

Letter teams for the sound of oo (oo, ew)Common endings; Compound words; Syllables

Letter teams ou, owAdding common endings

Sight Words: lose, find, poor, only Sight Words: who, when, why, what, where Sight Words: can’t, isn’t, don’t, won’t Sight Words: somehow, someone,

kept, against

Term TWoLesson 9 Lesson 10 Lesson 11 Lesson 12Letter teams au, aw, oar, oreCommon endings, Compound words; Homophones; Rhyming words (aw, ore)

Tricky letter aApplying rules when adding endings

More tricky letters (worm, earth, warm)Reviewing rules

Letter teams er, ir, urCommon endings; Compound words; Homophones; Syllables

Sight Words: before, beside, begin, because Sight Words: girl, hair, horse, gym Sight Words: since, fence, once,

danceSight Words: edit, format, check, quit


Letter team er (schwa)Suffixes

Letter team ea (bread)Common endings; Compound words; Syllables; Reviewing the e rule, the y rule

Letter teams ge (page), dge (judge) Common endings, affixes; Compound words; Syllables

Letter teams ie, eiSpelling rules; Compound words; Syllables

Sight Words: interesting, idea, extra, great

Sight Words: sugar, shoe, else, rather Sight Words: low, high, small, which Sight Words: fall, hall, wall, by, buy

Term THreeLesson 17 Lesson 18 Lesson 19 Lesson 20Closed syllables – short vowels, end syllables et, en, leAdding common endings; The final e rule

Open syllablesWords ending in y Applying the y rule; Prefixes and suffixes

Silent k, wAdding common endings; Compound words; Syllables

Sight Words: how, during, evening, caught Sight Words: sure, post, front, kind Sight Words: saw, ask, orange,

lemonSight Words: clothes, wash, meant, mighty


Silent b, tAdding common endings; Compound words; Syllables

Letter teams oi, oyAdding common endings; Compound words; Syllables

Letter teams air, are, earAdding common endings; Compound words; Syllables; Homophones

Prefixes a–, al–Antonyms; Suffixes

Sight Words: through, against, true, false

Sight Words: animal, money, almost, among

Sight Words: pizza, pasta, steak, salad

Sight Words: another, whether, either, neither

Term fourLesson 25 Lesson 26 Lesson 27 Lesson 28Letter teams gu, quAdding common endings; Compound words; Syllables

Endings el, alExploring parts of speech

Visual letter pattern oughMoving between parts of speech

Letter teams th, wh, phWord building

Sight Words: daily, monthly, minute, second

Sight Words: first, third, nowhere, anywhere

Sight Words: really, lately, finish, until

Sight Words: hello, goodbye, usually, youth


Prefixes up–, down– Prefixes over–, under–Word building

Prefixes re–, de–Word building Suffix –ion

Sight Words: happen, suddenly, move, prove

Sight Words: empty, hungry, they’re, couldn’t

Sight Words: type, past, wasn’t, weren’t Sight Words: loose, tie, fasten, tight


using the Word Warm-upsThe Word Warm-ups book is the starting point and focus of each lesson. Each student will need their own copy. The Word Warm-ups text is provided at the back of the book and on the CD with layout that can be photocopied as a book and stapled. Students will use this book throughout the year.

Through the Word Warm-ups, students will be introduced to a number of important phonic elements and a range of core sight words. The lists are also the springboard for teaching students how to apply rules and make generalisations about spelling. These two platforms will give students a solid foundation for future work in spelling. Students will soon be able to spell a wide range of words within the context of their writing and within the limits of their speaking and reading vocabulary. The Warm-ups book also includes lists of homophones and a sight word checker that can be used to gather valuable diagnostic information on incoming or graduating students.

It also lists the basic spelling rules as a reference for students. Some rules have more variations than are listed, such as the doubling rule. For example, in Australian English, if a two-syllable word ends with a vowel plus a consonant and the stress is not at the end of the word, the final consonant is not doubled when adding ing or ed, as in targeting and focusing. But note that, if the word ends in l, it is doubled, as in travelling and labelling.

For more information about spelling rules, go to http://oxforddictionaries.com. under the tab, Better Writing, choose Spelling and scroll down the list to Spelling rules and Tips.

Each teaching session of the week should begin with a Word Warm-up, where the students “chant” the words in a selected list, either as a class or in pairs. By chanting the words, the students are tapping into the visual, vocal and auditory channels of learning. By pronouncing the ends of the words clearly, they will develop an auditory memory for the whole word.

For the first teaching session of the week, begin with a Warm-up using a list of words previously studied. For the rest of the week, do a Warm-up using that week’s list of words.

Areas of workTargeting Spelling sets out the content under a number of work areas that support the teaching and learning process. These are:

❥ Board Work❥ Book Work❥ Word Work❥ Memory Work❥ Pencil Work❥ Assessment

During the week, teachers can focus on different aspects of the spelling process, moving from explicit teaching and learning early in the week, to practice, to a final assessment at the end of the week.

ISBN 978 1 92570 956 8


Year 4 overviewTerm one

Lesson 1 Lesson 2 Lesson 3 Lesson 4Reviewing short vowels Adding common endings; Applying rules

Reviewing long vowels Common endings; Applying the e rule

Letter teams for the sound of aCommon endings; Homophones; Compound words

Letter teams for the sound of eCommon endings; Compound words; Syllables

Sight Words: children, often, want, their Sight Words: push, put, sort, strange Sight Words: does, done, odd, even Sight Words: early, full, pull, around


Letter teams for the sound of oCommon endings; Homophones; Compound words

Letter teams for the sound of iCommon endings; Applying the y rule and the e rule

Letter teams for the sound of oo (oo, ew)Common endings; Compound words; Syllables

Letter teams ou, owAdding common endings

Sight Words: lose, find, poor, only Sight Words: who, when, why, what, where Sight Words: can’t, isn’t, don’t, won’t Sight Words: somehow, someone,

kept, against

Term TWoLesson 9 Lesson 10 Lesson 11 Lesson 12Letter teams au, aw, oar, oreCommon endings, Compound words; Homophones; Rhyming words (aw, ore)

Tricky letter aApplying rules when adding endings

More tricky letters (worm, earth, warm)Reviewing rules

Letter teams er, ir, urCommon endings; Compound words; Homophones; Syllables

Sight Words: before, beside, begin, because Sight Words: girl, hair, horse, gym Sight Words: since, fence, once,

danceSight Words: edit, format, check, quit


Letter team er (schwa)Suffixes

Letter team ea (bread)Common endings; Compound words; Syllables; Reviewing the e rule, the y rule

Letter teams ge (page), dge (judge) Common endings, affixes; Compound words; Syllables

Letter teams ie, eiSpelling rules; Compound words; Syllables

Sight Words: interesting, idea, extra, great

Sight Words: sugar, shoe, else, rather Sight Words: low, high, small, which Sight Words: fall, hall, wall, by, buy

Term THreeLesson 17 Lesson 18 Lesson 19 Lesson 20Closed syllables – short vowels, end syllables et, en, leAdding common endings; The final e rule

Open syllablesWords ending in y Applying the y rule; Prefixes and suffixes

Silent k, wAdding common endings; Compound words; Syllables

Sight Words: how, during, evening, caught Sight Words: sure, post, front, kind Sight Words: saw, ask, orange,

lemonSight Words: clothes, wash, meant, mighty


Silent b, tAdding common endings; Compound words; Syllables

Letter teams oi, oyAdding common endings; Compound words; Syllables

Letter teams air, are, earAdding common endings; Compound words; Syllables; Homophones

Prefixes a–, al–Antonyms; Suffixes

Sight Words: through, against, true, false

Sight Words: animal, money, almost, among

Sight Words: pizza, pasta, steak, salad

Sight Words: another, whether, either, neither

Term fourLesson 25 Lesson 26 Lesson 27 Lesson 28Letter teams gu, quAdding common endings; Compound words; Syllables

Endings el, alExploring parts of speech

Visual letter pattern oughMoving between parts of speech

Letter teams th, wh, phWord building

Sight Words: daily, monthly, minute, second

Sight Words: first, third, nowhere, anywhere

Sight Words: really, lately, finish, until

Sight Words: hello, goodbye, usually, youth


Prefixes up–, down– Prefixes over–, under–Word building

Prefixes re–, de–Word building Suffix –ion

Sight Words: happen, suddenly, move, prove

Sight Words: empty, hungry, they’re, couldn’t

Sight Words: type, past, wasn’t, weren’t Sight Words: loose, tie, fasten, tight


using the Word Warm-upsThe Word Warm-ups book is the starting point and focus of each lesson. Each student will need their own copy. The Word Warm-ups text is provided at the back of the book and on the CD with layout that can be photocopied as a book and stapled. Students will use this book throughout the year.

Through the Word Warm-ups, students will be introduced to a number of important phonic elements and a range of core sight words. The lists are also the springboard for teaching students how to apply rules and make generalisations about spelling. These two platforms will give students a solid foundation for future work in spelling. Students will soon be able to spell a wide range of words within the context of their writing and within the limits of their speaking and reading vocabulary. The Warm-ups book also includes lists of homophones and a sight word checker that can be used to gather valuable diagnostic information on incoming or graduating students.

It also lists the basic spelling rules as a reference for students. Some rules have more variations than are listed, such as the doubling rule. For example, in Australian English, if a two-syllable word ends with a vowel plus a consonant and the stress is not at the end of the word, the final consonant is not doubled when adding ing or ed, as in targeting and focusing. But note that, if the word ends in l, it is doubled, as in travelling and labelling.

For more information about spelling rules, go to http://oxforddictionaries.com. under the tab, Better Writing, choose Spelling and scroll down the list to Spelling rules and Tips.

Each teaching session of the week should begin with a Word Warm-up, where the students “chant” the words in a selected list, either as a class or in pairs. By chanting the words, the students are tapping into the visual, vocal and auditory channels of learning. By pronouncing the ends of the words clearly, they will develop an auditory memory for the whole word.

For the first teaching session of the week, begin with a Warm-up using a list of words previously studied. For the rest of the week, do a Warm-up using that week’s list of words.

Areas of workTargeting Spelling sets out the content under a number of work areas that support the teaching and learning process. These are:

❥ Board Work❥ Book Work❥ Word Work❥ Memory Work❥ Pencil Work❥ Assessment

During the week, teachers can focus on different aspects of the spelling process, moving from explicit teaching and learning early in the week, to practice, to a final assessment at the end of the week.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Board WorkBoard Work is the workface of spelling. This work will provide you with the language of spelling and ideas for the explicit teaching and demonstration of spelling concepts, patterns and rules. Board Work provides a focus for all students and is part of every spelling lesson.

Set up the board for each lesson in this way:

At the start of the lesson, check that students can say the “short” and the “long” sounds of the vowels. use the board space for the explicit teaching of visual and sound patterns, syllables, compound words, prefixes, suffixes and the rules related to word building. The endings provide a scaffold to support students while learning specific rules such as doubling, the e rule and the y rule.

use the board to demonstrate strategies for learning spelling.

■ Book WorkThe Word Warm-ups book contains lists of words that are the focus of your daily spelling sessions. After starting each session with a Word Warm-up, use open or Closed Book Work to strengthen the learning of the current list of words.

During open Book Work, the Word Warm-ups book is open in front of the students and selected students are asked to spell words orally from the list with an ending added, e.g. serve, serving. open Book Work allows the students to concentrate on selecting correct endings and applying any rules, without having to also memorise the word.

The endings should be the most frequently used, or common, endings. These endings should always be on the board for student reference.

During Closed Book Work, the Word Warm-ups book is closed and students are asked to write dictated words, with or without endings. (no erasers allowed.) This gives students the chance to think about and show what they know about spelling. It is practice time, not test time. As teachers, we need to closely observe what the students are doing, so we can provide scaffolding if necessary. Their responses will guide our further teaching.

■ Word WorkWord Work is part of the weekly plan. This is a session devoted to exploring word use – common endings and rules – and making discoveries about compound words, homophones, antonyms and syllables.

Vowels aeiou

Endings s es

ing ed y

er est

ly

Double after short vowels before adding

these endings.

Drop the ‘e’ before adding these endings.


■ Memory WorkAll good spellers have a good visual memory for words – they remember what words “look like”. We need to show our students ways of remembering words, especially those that do not follow a “sound” pattern. High-frequency words, or sight words, very often fall into this category.

Like their own names, students only have to learn these words once, because they are always spelled in the same way. Memory Work will provide you with ideas for helping students memorise these sight words.

■ Pencil WorkPhotocopiable worksheets accompany each lesson to give students the opportunity to apply the skills and strategies they have been learning. Set your students up for success by ensuring you have covered any teaching points before the students engage in the work. A set of these worksheets is also provided on the CD. Answers are provided at the back of this book and on the CD.

A WOW word (Word of the Week) is provided in each lesson as a stimulus for uninterrupted silent writing. This gives students an opportunity to apply and display their skills. Extend the time as students become more fluent and proficient.

The Spelling Corner activities enable individual student practice. The 64 cards in the set comprehensively cover the year’s spelling content. They can be used as part of the spelling lessons and/or copied onto card (from the CD) and laminated for use throughout the year. Students can write their answers in their spelling notebooks, on the photocopied Spelling Corner sheets or on the laminated cards (using erasable markers). Answers are provided at the back of this book and on the CD.

Practice WorkIn addition to the worksheets, students need to engage in word play, through games, puzzles and other word-based activities, to build skills and strategies. The Targeting Spelling ideas on page 10 offer a wide range of practical activities to help students make discoveries about words.

Hands-on materialsDuring Board Work, Book Work and Word Work, hands-on materials can greatly enhance the teaching and learning process. This program offers two interactive activities, also used in Practice Work, that will help students take charge of their own learning and lead to positive learning outcomes:

❥ Peg Work

❥ Disc Work

These materials are provided on the CD, as well as word cards to help students to consolidate their knowledge of compound words, contractions and homophones.

WOW WOW Word of the Week

Write about your WOW word for three minutes. Do not

stop. Do not speak.

chopsticks

ISBN 978 1 92570 956 8


■ Board WorkBoard Work is the workface of spelling. This work will provide you with the language of spelling and ideas for the explicit teaching and demonstration of spelling concepts, patterns and rules. Board Work provides a focus for all students and is part of every spelling lesson.

Set up the board for each lesson in this way:

At the start of the lesson, check that students can say the “short” and the “long” sounds of the vowels. use the board space for the explicit teaching of visual and sound patterns, syllables, compound words, prefixes, suffixes and the rules related to word building. The endings provide a scaffold to support students while learning specific rules such as doubling, the e rule and the y rule.

use the board to demonstrate strategies for learning spelling.

■ Book WorkThe Word Warm-ups book contains lists of words that are the focus of your daily spelling sessions. After starting each session with a Word Warm-up, use open or Closed Book Work to strengthen the learning of the current list of words.

During open Book Work, the Word Warm-ups book is open in front of the students and selected students are asked to spell words orally from the list with an ending added, e.g. serve, serving. open Book Work allows the students to concentrate on selecting correct endings and applying any rules, without having to also memorise the word.

The endings should be the most frequently used, or common, endings. These endings should always be on the board for student reference.

During Closed Book Work, the Word Warm-ups book is closed and students are asked to write dictated words, with or without endings. (no erasers allowed.) This gives students the chance to think about and show what they know about spelling. It is practice time, not test time. As teachers, we need to closely observe what the students are doing, so we can provide scaffolding if necessary. Their responses will guide our further teaching.

■ Word WorkWord Work is part of the weekly plan. This is a session devoted to exploring word use – common endings and rules – and making discoveries about compound words, homophones, antonyms and syllables.

Vowels aeiou

Endings s es

ing ed y

er est

ly

Double after short vowels before adding

these endings.

Drop the ‘e’ before adding these endings.


■ Memory WorkAll good spellers have a good visual memory for words – they remember what words “look like”. We need to show our students ways of remembering words, especially those that do not follow a “sound” pattern. High-frequency words, or sight words, very often fall into this category.

Like their own names, students only have to learn these words once, because they are always spelled in the same way. Memory Work will provide you with ideas for helping students memorise these sight words.

■ Pencil WorkPhotocopiable worksheets accompany each lesson to give students the opportunity to apply the skills and strategies they have been learning. Set your students up for success by ensuring you have covered any teaching points before the students engage in the work. A set of these worksheets is also provided on the CD. Answers are provided at the back of this book and on the CD.

A WOW word (Word of the Week) is provided in each lesson as a stimulus for uninterrupted silent writing. This gives students an opportunity to apply and display their skills. Extend the time as students become more fluent and proficient.

The Spelling Corner activities enable individual student practice. The 64 cards in the set comprehensively cover the year’s spelling content. They can be used as part of the spelling lessons and/or copied onto card (from the CD) and laminated for use throughout the year. Students can write their answers in their spelling notebooks, on the photocopied Spelling Corner sheets or on the laminated cards (using erasable markers). Answers are provided at the back of this book and on the CD.

Practice WorkIn addition to the worksheets, students need to engage in word play, through games, puzzles and other word-based activities, to build skills and strategies. The Targeting Spelling ideas on page 10 offer a wide range of practical activities to help students make discoveries about words.

Hands-on materialsDuring Board Work, Book Work and Word Work, hands-on materials can greatly enhance the teaching and learning process. This program offers two interactive activities, also used in Practice Work, that will help students take charge of their own learning and lead to positive learning outcomes:

❥ Peg Work

❥ Disc Work

These materials are provided on the CD, as well as word cards to help students to consolidate their knowledge of compound words, contractions and homophones.


Write about your WOW word for three minutes. Do not

stop. Do not speak.

chopsticks

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


Peg Work

Peg Work gives students the opportunity to “play” with words, to explore concepts at their own pace. These are manipulative materials that engage all students, particularly those who best learn through hands-on materials. See the CD for instructions on how to prepare and use the pegs, and for word cards to use with the pegs.

Peg Work offers practice in making and saying words with consonant blends and long vowels. It also helps students in applying spelling rules – the doubling rule, the e rule and the y rule.

■ Digital spelling gamesSeveral spelling games support this program and they can be found on the Spectacular Spelling Games Year 4 CD sold by Blake Education. These games are also available for iPads and are called Eggy Spelling 4.

■ AssessmentAssessment of student progress is an important part of the weekly lesson. Dictate the words and sentences derived from the weekly list to check students’ progress and to diagnose any areas of difficulty or confusion. use the results to address any issues with the class or with individual students.

Start-of-year checkpoints are provided to ascertain student readiness to engage in the program (see Assessment page 12). They also provide a benchmark against which to measure future progress.

At the end of each term, check students’ progress through the assessment items on page 15. use the results to review any areas of uncertainty and to direct further teaching and learning. The proofreading corrections are given in the Answers at the back of this book and on the CD.

End-of-year checkpoints offer a quick snapshot of the skills covered throughout the year (see Assessment page 21). The results will pinpoint the strengths and weaknesses of individual students and the class as a whole. They will enable you to pass on valuable diagnostic information to future teachers.

Disc Work

Disc Work also provides manipulative materials to practise making and saying words with letter teams and in adding common endings. See the CD for instructions and word cards.


A word about assessmentBefore commencing any program in spelling, it is important to ascertain what knowledge and skills your students already have. Spelling is the encoding of spoken words into written language; therefore, at the very minimum, students will need to have a basic knowledge of the alphabet and the different ways we can use its letters to represent the spoken sounds of our language.

Check their short-term and visual sequential memory (remembering what a sequence of letters looks like). Show a sight word flashcard for five seconds. Ask the students to write the word from their memory. Start with short words and build to longer ones. Evaluate the results. For incorrect words, check whether the student has written the correct number of letters and whether the sequence of the letters is correct. Spelling is ultimately a visual skill, so students need to develop a good visual memory.

Check their ability to discriminate between sounds. often students confuse sounds such as d and b, m and n, dr and tr. If you suspect a student has problems, use the auditory discrimination test provided on the CD to pinpoint areas of concern. Further check that students are correctly forming and pronouncing sounds.

Check what students already know about spelling. Ask them to write some words they know. They should try to write at least ten words. Alternatively, dictate some words from a sight word list from the simple to the more difficult, such as he, is, go, they, was, have, want, they, done, said, what, could. Evaluate the results.

observe the way students pronounce words. often, mispronounced and poorly pronounced words lead to spelling errors. Students need to clearly sound the end of every word. By linking what is heard with what is said, they develop a strong auditory memory of the whole word. The vocal, visual and auditory channels all work together to help them spell efficiently. While they may write a word by matching it to an auditory or visual memory, they will often need to monitor its correctness by saying the word.

observe how students hold their pencils and form the letters of words. Poorly formed letters can lead to perceived mistakes in spelling. Some students may need some exercises or activities to correct the way they form letters. Some may need a pencil grip to correct their pencil hold or to give better pencil control.

■ Diagnostic assessmentLearning to spell is a developmental process and your students will need time to master the many skills and strategies involved. Practice and application is vital to their success. Weekly assessment should be diagnostic in nature. observe students closely and intervene to help any students who may be struggling. Assessment pieces are provided with each lesson.

■ Sight Wordsuse the sight word checker in the Word Warm-ups book to diagnose errors in sight word spelling. remember, many of these words never change their spelling, so once learned they should always be spelled correctly.

ISBN 978 1 92570 956 8


Peg Work

Peg Work gives students the opportunity to “play” with words, to explore concepts at their own pace. These are manipulative materials that engage all students, particularly those who best learn through hands-on materials. See the CD for instructions on how to prepare and use the pegs, and for word cards to use with the pegs.

Peg Work offers practice in making and saying words with consonant blends and long vowels. It also helps students in applying spelling rules – the doubling rule, the e rule and the y rule.

■ Digital spelling gamesSeveral spelling games support this program and they can be found on the Spectacular Spelling Games Year 4 CD sold by Blake Education. These games are also available for iPads and are called Eggy Spelling 4.

■ AssessmentAssessment of student progress is an important part of the weekly lesson. Dictate the words and sentences derived from the weekly list to check students’ progress and to diagnose any areas of difficulty or confusion. use the results to address any issues with the class or with individual students.

Start-of-year checkpoints are provided to ascertain student readiness to engage in the program (see Assessment page 12). They also provide a benchmark against which to measure future progress.

At the end of each term, check students’ progress through the assessment items on page 15. use the results to review any areas of uncertainty and to direct further teaching and learning. The proofreading corrections are given in the Answers at the back of this book and on the CD.

End-of-year checkpoints offer a quick snapshot of the skills covered throughout the year (see Assessment page 21). The results will pinpoint the strengths and weaknesses of individual students and the class as a whole. They will enable you to pass on valuable diagnostic information to future teachers.

Disc Work

Disc Work also provides manipulative materials to practise making and saying words with letter teams and in adding common endings. See the CD for instructions and word cards.


A word about assessmentBefore commencing any program in spelling, it is important to ascertain what knowledge and skills your students already have. Spelling is the encoding of spoken words into written language; therefore, at the very minimum, students will need to have a basic knowledge of the alphabet and the different ways we can use its letters to represent the spoken sounds of our language.

Check their short-term and visual sequential memory (remembering what a sequence of letters looks like). Show a sight word flashcard for five seconds. Ask the students to write the word from their memory. Start with short words and build to longer ones. Evaluate the results. For incorrect words, check whether the student has written the correct number of letters and whether the sequence of the letters is correct. Spelling is ultimately a visual skill, so students need to develop a good visual memory.

Check their ability to discriminate between sounds. often students confuse sounds such as d and b, m and n, dr and tr. If you suspect a student has problems, use the auditory discrimination test provided on the CD to pinpoint areas of concern. Further check that students are correctly forming and pronouncing sounds.

Check what students already know about spelling. Ask them to write some words they know. They should try to write at least ten words. Alternatively, dictate some words from a sight word list from the simple to the more difficult, such as he, is, go, they, was, have, want, they, done, said, what, could. Evaluate the results.

observe the way students pronounce words. often, mispronounced and poorly pronounced words lead to spelling errors. Students need to clearly sound the end of every word. By linking what is heard with what is said, they develop a strong auditory memory of the whole word. The vocal, visual and auditory channels all work together to help them spell efficiently. While they may write a word by matching it to an auditory or visual memory, they will often need to monitor its correctness by saying the word.

observe how students hold their pencils and form the letters of words. Poorly formed letters can lead to perceived mistakes in spelling. Some students may need some exercises or activities to correct the way they form letters. Some may need a pencil grip to correct their pencil hold or to give better pencil control.

■ Diagnostic assessmentLearning to spell is a developmental process and your students will need time to master the many skills and strategies involved. Practice and application is vital to their success. Weekly assessment should be diagnostic in nature. observe students closely and intervene to help any students who may be struggling. Assessment pieces are provided with each lesson.

■ Sight Wordsuse the sight word checker in the Word Warm-ups book to diagnose errors in sight word spelling. remember, many of these words never change their spelling, so once learned they should always be spelled correctly.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


Weekly overview of teaching and learning proceduresThe lessons provide weekly plans for the teaching and learning of spelling. They contain blocks of work that teachers can dip into throughout the week. Teachers can go backwards and forwards, sometimes doing Board Work or Book Work, sometimes games or Pencil Work. Sometimes the emphasis will be on learning and practising words; at other times, on word building and extension activities. Below is a guide as to how teaching and learning could take place over a week, with teaching and learning passing through five phases.

1. Introduce the words of the week and explore their meaning.2. Learn the words through open and/or Closed Book Work

and learning strategies.3. Extend word knowledge through word building, applying

spelling rules and manipulative materials such as Prefix or Compound Word baggies.

4. Practise new learning through Pencil Work, the WoW Word, Spelling Corner, games, word play and so on. See page 10 for more ideas.

5. Assess progress through word and dictation tests and observations.

monDAYINTRODUCE the words

foCuS WorDSBoard Work • Introduce the focus

element.Book Work • Introduce the word list

in the Word Warm-ups book.

• Analyse the words and discuss meanings of unfamiliar words.

• Note patterns. • Students “chant” the

words together, taking care to say the ends of the words. Pause between the two sets.

SIgHT WorDS• Introduce the Sight

Words.memory Work Demonstrate ways of remembering through– configuration (word

shape)– letter patterns– word structures– writing in the air, eyes

closed– writing on another’s back– rainbow writing– rhyming words.

WeDneSDAYEXTEND

word knowledge

foCuS WorDSWord Work • Explore with students

how and why words change form, such as for:

– plural nouns– possessive nouns– present and past tense– comparing (bigger,

biggest)– building adjectives and

adverbs– subject–verb agreement– changing parts of

speech.• Teach and demonstrate

word + ending (display endings on the right-hand side of the board).

• Teach any rules that apply, such as doubling, dropping e, changing y to i.

open Book Work • Give individual

students a word to spell orally from the list + a given ending. (Remind students of any rules they need to apply.)

Closed Book WorkAsk students to write some words – say the word first and then add an ending. (Remind students of any rules.)

THurSDAYPRACTISE

new learning

Pencil Work• Instruct students to

complete the worksheet, including the WOW Word. The Spelling Corner provides extra practice for the whole class or for individual practice.

Practice Work• Engage students in

a range of activities to build skills and strategies, such as:

– interactive whiteboard– Peg Work– Disc Work– word puzzles, crosswords– word sorts – making words with

plastic letters– cutting up words and

gluing back together– synonyms and antonyms– word chains, steps,

snakes– compound words– creating word lists

with a certain element (rhyming words, word building, visual patterns)

– Spectacular Spelling Games, Eggy Spelling 4

– locating and highlighting words of two, three and four syllables in junk mail or magazines.

frIDAYASSESS

progress

Assessment• Assess students’ ability

to spell:– words containing the

focus for the week– variations of these

words – Sight Words– compound words– contractions– words with prefixes or

suffixes added.• Use different forms of

assessment, such as:– list words– dictation – proofreading– student-generated

dictation – personal writing– observation.

note: Students should maintain a spelling notebook for all written spelling-related activities, for assessment and for the diagnosis of spelling problems.

Start each day with

a Word Warm-up

TueSDAYLEARN

to spell the words

foCuS WorDSBoard Work • Review the focus

element.open Book Work • Students spell words

orally, with endings added.

Closed Book Work• Students write words

given orally, with or without endings. Scaffold if necessary.

SIgHT WorDSBoard Work • Review the Sight

Words. • Discuss any similarities

or differences.• Build any possible

rhyming words together.

memory Work • Demonstrate ways of

remembering.Closed Book Work • Students write the

Sight Words from memory.

• Add some variations.note: We need to develop children’s ability to “see” whether a word looks right or wrong. This is essential to proofreading.

10 TARGETING SPELLING YEAR 4

Don’t underestimate the power of rhyming words to help students develop strong links between the vocal, visual and auditory channels. Make lists of rhyming words that students can be directed to read aloud, in groups or as a whole class. Direct students to create rhyming lists of their own or with a spelling buddy.

• PlayBeat the Clock. use a timer and tell the students they have three minutes, or until the sand runs through an egg timer, to write as many three-letter words as they can. (use other criteria as appropriate.)

• PlacestudentsinpairstomakeWord Snakes or Word Steps. Words are stepped down and begin with the last letter of the word before.Direct students to work in pairs, using

supermarket or department store catalogues. • List three items under each letter

of the alphabet (excluding x).• List words of one, two

and three syllables.

Play word games, such as ‘I Spy’ or ‘I Went

Shopping’.

Give students simple crossword puzzles and word

searches to complete.

Draw a circle on the board. In the centre, write a short vowel or vowel team.

Around the outside write suitable letters for the beginnings and

endings of words containing the phonic element. Ask students to

write as many words as they can. Ask students to read their lists

to a buddy.

Ask students to gather words and make lists from the books they are reading, e.g. words with doubled letters in them, words ending in y, words containing ee or sight words such as pronouns.

Ask students to sit in a circle in groups. One

begins by saying the name of a person (or an animal or fruit). The next person has to say a name beginning with

the last letter (or sound). No repeats.

Write a long word on the board

and ask students to write as

many words as they can from

its letters, e.g. department,

investigation, computerised.

Prepare some short texts with a given number of spelling errors. Ask students to find and fix the

mistakes. Introduce them to editing marks.

Have a Spelling Bee.

All students stand to start

and, in turn, spell a word

dictated from a list. Students

sit if they misspell a word.

Continue until you have the

‘Last Person Standing’.

Prepare a memory game using homophones or antonyms

(ten pairs of words).

Prepare two-syllable word cards, cut jigsaw fashion. Place a starting dot on the cards containing the first syllable. Students reassemble the words and say them to a buddy.

Tell students to write words on 1 cm quad-

ruled paper, one letter per square, and then

draw around the shape of the word with a coloured pencil.

Targeting Spelling ideasIn these early years, students are quickly building a speaking and reading vocabulary. This is followed more slowly by their writing vocabulary – the words they know and can spell. We need to give students high exposure

to words. We need to offer them many opportunities to “play” with words and make discoveries about how they look, how they sound and how they are used. Here are some ideas:

ISBN 978 1 92570 956 8


Weekly overview of teaching and learning proceduresThe lessons provide weekly plans for the teaching and learning of spelling. They contain blocks of work that teachers can dip into throughout the week. Teachers can go backwards and forwards, sometimes doing Board Work or Book Work, sometimes games or Pencil Work. Sometimes the emphasis will be on learning and practising words; at other times, on word building and extension activities. Below is a guide as to how teaching and learning could take place over a week, with teaching and learning passing through five phases.

1. Introduce the words of the week and explore their meaning.2. Learn the words through open and/or Closed Book Work

and learning strategies.3. Extend word knowledge through word building, applying

spelling rules and manipulative materials such as Prefix or Compound Word baggies.

4. Practise new learning through Pencil Work, the WoW Word, Spelling Corner, games, word play and so on. See page 10 for more ideas.

5. Assess progress through word and dictation tests and observations.

monDAYINTRODUCE the words

foCuS WorDSBoard Work • Introduce the focus

element.Book Work • Introduce the word list

in the Word Warm-ups book.

• Analyse the words and discuss meanings of unfamiliar words.

• Note patterns. • Students “chant” the

words together, taking care to say the ends of the words. Pause between the two sets.

SIgHT WorDS• Introduce the Sight

Words.memory Work Demonstrate ways of remembering through– configuration (word

shape)– letter patterns– word structures– writing in the air, eyes

closed– writing on another’s back– rainbow writing– rhyming words.

WeDneSDAYEXTEND

word knowledge

foCuS WorDSWord Work • Explore with students

how and why words change form, such as for:

– plural nouns– possessive nouns– present and past tense– comparing (bigger,

biggest)– building adjectives and

adverbs– subject–verb agreement– changing parts of

speech.• Teach and demonstrate

word + ending (display endings on the right-hand side of the board).

• Teach any rules that apply, such as doubling, dropping e, changing y to i.

open Book Work • Give individual

students a word to spell orally from the list + a given ending. (Remind students of any rules they need to apply.)

Closed Book WorkAsk students to write some words – say the word first and then add an ending. (Remind students of any rules.)

THurSDAYPRACTISE

new learning

Pencil Work• Instruct students to

complete the worksheet, including the WOW Word. The Spelling Corner provides extra practice for the whole class or for individual practice.

Practice Work• Engage students in

a range of activities to build skills and strategies, such as:

– interactive whiteboard– Peg Work– Disc Work– word puzzles, crosswords– word sorts – making words with

plastic letters– cutting up words and

gluing back together– synonyms and antonyms– word chains, steps,

snakes– compound words– creating word lists

with a certain element (rhyming words, word building, visual patterns)

– Spectacular Spelling Games, Eggy Spelling 4

– locating and highlighting words of two, three and four syllables in junk mail or magazines.

frIDAYASSESS

progress

Assessment• Assess students’ ability

to spell:– words containing the

focus for the week– variations of these

words – Sight Words– compound words– contractions– words with prefixes or

suffixes added.• Use different forms of

assessment, such as:– list words– dictation – proofreading– student-generated

dictation – personal writing– observation.

note: Students should maintain a spelling notebook for all written spelling-related activities, for assessment and for the diagnosis of spelling problems.

Start each day with

a Word Warm-up

TueSDAYLEARN

to spell the words

foCuS WorDSBoard Work • Review the focus

element.open Book Work • Students spell words

orally, with endings added.

Closed Book Work• Students write words

given orally, with or without endings. Scaffold if necessary.

SIgHT WorDSBoard Work • Review the Sight

Words. • Discuss any similarities

or differences.• Build any possible

rhyming words together.

memory Work • Demonstrate ways of

remembering.Closed Book Work • Students write the

Sight Words from memory.

• Add some variations.note: We need to develop children’s ability to “see” whether a word looks right or wrong. This is essential to proofreading.


Don’t underestimate the power of rhyming words to help students develop strong links between the vocal, visual and auditory channels. Make lists of rhyming words that students can be directed to read aloud, in groups or as a whole class. Direct students to create rhyming lists of their own or with a spelling buddy.

• PlayBeat the Clock. use a timer and tell the students they have three minutes, or until the sand runs through an egg timer, to write as many three-letter words as they can. (use other criteria as appropriate.)

• PlacestudentsinpairstomakeWord Snakes or Word Steps. Words are stepped down and begin with the last letter of the word before.Direct students to work in pairs, using

supermarket or department store catalogues. • List three items under each letter

of the alphabet (excluding x).• List words of one, two

and three syllables.

Play word games, such as ‘I Spy’ or ‘I Went

Shopping’.

Give students simple crossword puzzles and word

searches to complete.

Draw a circle on the board. In the centre, write a short vowel or vowel team.

Around the outside write suitable letters for the beginnings and

endings of words containing the phonic element. Ask students to

write as many words as they can. Ask students to read their lists

to a buddy.

Ask students to gather words and make lists from the books they are reading, e.g. words with doubled letters in them, words ending in y, words containing ee or sight words such as pronouns.

Ask students to sit in a circle in groups. One

begins by saying the name of a person (or an animal or fruit). The next person has to say a name beginning with

the last letter (or sound). No repeats.

Write a long word on the board

and ask students to write as

many words as they can from

its letters, e.g. department,

investigation, computerised.

Prepare some short texts with a given number of spelling errors. Ask students to find and fix the

mistakes. Introduce them to editing marks.

Have a Spelling Bee.

All students stand to start

and, in turn, spell a word

dictated from a list. Students

sit if they misspell a word.

Continue until you have the

‘Last Person Standing’.

Prepare a memory game using homophones or antonyms

(ten pairs of words).

Prepare two-syllable word cards, cut jigsaw fashion. Place a starting dot on the cards containing the first syllable. Students reassemble the words and say them to a buddy.

Tell students to write words on 1 cm quad-

ruled paper, one letter per square, and then

draw around the shape of the word with a coloured pencil.

Targeting Spelling ideasIn these early years, students are quickly building a speaking and reading vocabulary. This is followed more slowly by their writing vocabulary – the words they know and can spell. We need to give students high exposure

to words. We need to offer them many opportunities to “play” with words and make discoveries about how they look, how they sound and how they are used. Here are some ideas:

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


AssessmentASSESSMEnT

■ using the assessment toolsTargeting Spelling provides not only a weekly teaching plan, but also a methodology for assessing student progress and diagnosing potential problems. Here you’ll find a number of tools to assist that task, including checkpoints, term assessments, student response sheets and teacher data sheets, all also provided on the CD for photocopying.

At the start of the yearuse the start-of-year checkpoints on page 12 before commencing the program. The results will provide you with baseline data and a benchmark against which to measure future progress.

Give students a start-of-year response sheet each (page 13, also included on the CD) and ask them to record their name and the date. using the start-of-year checkpoints, dictate each of the five word lists in turn and ask the students to write each set of five words.

These items will test the students in several different areas. Collect and analyse the results of each student and the class as a whole. The results can be recorded on each student’s response sheet, below the test and on the Year 4 teacher data sheet on page 23 (also provided on the CD).

Weeklyuse the weekly assessment items in the lessons to check spelling progress. Students write their answers in their spelling notebooks. Students score a mark out of 20 – 10 for the Sight and Focus Words and 10 for the dictated sentences. (Deduct 1 mark for each spelling error.) The results can be recorded in the Year 4 teacher data sheet on page 14 (also provided on the CD).

At the end of each termuse the term assessment tasks on page 15 to evaluate student progress for the term. Give students a response sheet each (pages 16–19, also included on the CD) and ask them to record their name and the date.

Dictate the ten Sight Words and ten Focus Words, which have been selected from the lessons throughout the term, and the sentence, which contains five more Focus Words. For the proofreading task, ask the students to circle the ten mistakes (Focus Words) and write them correctly below each sentence. Students score a mark out of 35. Collect and analyse the results of each student and the class as a whole. The results can be recorded on each student’s response sheet and on the Year 4 teacher data sheet on page 20 (also provided on the CD).

At the end of the yearTo administer the end-of-year checkpoints on page 21, follow the same procedure as for the start-of-year checkpoints, dictating the five groups of five words. The results can be recorded on each student’s response sheet (page 22), below the test and on the Year 4 teacher data sheet on page 23 (also provided on the CD).


Start-of-year checkpoints Year 4, teacher data sheet

1

2345

Short and long vowels, word endingsTwo-syllable wordsLetter teams, word endingsCompound wordsSilent letters

1 2 3 4 5

bodieswidelyflutesdrummingstriped

soccerrumbleshattertigersecret

snailscreamytoasterservingcloudy

footsorelawnmowerroundaboutbookmarktimetable

kneelswriteknifeguideknow

STuDenT nAme 1 2 3 4 5

S = Sound D = Developing ✓ = Trouble spot

ISBN 978 1 92570 956 8


AssessmentASSESSMEnT

■ using the assessment toolsTargeting Spelling provides not only a weekly teaching plan, but also a methodology for assessing student progress and diagnosing potential problems. Here you’ll find a number of tools to assist that task, including checkpoints, term assessments, student response sheets and teacher data sheets, all also provided on the CD for photocopying.

At the start of the yearuse the start-of-year checkpoints on page 12 before commencing the program. The results will provide you with baseline data and a benchmark against which to measure future progress.

Give students a start-of-year response sheet each (page 13, also included on the CD) and ask them to record their name and the date. using the start-of-year checkpoints, dictate each of the five word lists in turn and ask the students to write each set of five words.

These items will test the students in several different areas. Collect and analyse the results of each student and the class as a whole. The results can be recorded on each student’s response sheet, below the test and on the Year 4 teacher data sheet on page 23 (also provided on the CD).

Weeklyuse the weekly assessment items in the lessons to check spelling progress. Students write their answers in their spelling notebooks. Students score a mark out of 20 – 10 for the Sight and Focus Words and 10 for the dictated sentences. (Deduct 1 mark for each spelling error.) The results can be recorded in the Year 4 teacher data sheet on page 14 (also provided on the CD).

At the end of each termuse the term assessment tasks on page 15 to evaluate student progress for the term. Give students a response sheet each (pages 16–19, also included on the CD) and ask them to record their name and the date.

Dictate the ten Sight Words and ten Focus Words, which have been selected from the lessons throughout the term, and the sentence, which contains five more Focus Words. For the proofreading task, ask the students to circle the ten mistakes (Focus Words) and write them correctly below each sentence. Students score a mark out of 35. Collect and analyse the results of each student and the class as a whole. The results can be recorded on each student’s response sheet and on the Year 4 teacher data sheet on page 20 (also provided on the CD).

At the end of the yearTo administer the end-of-year checkpoints on page 21, follow the same procedure as for the start-of-year checkpoints, dictating the five groups of five words. The results can be recorded on each student’s response sheet (page 22), below the test and on the Year 4 teacher data sheet on page 23 (also provided on the CD).


Start-of-year checkpoints Year 4, teacher data sheet

1

2345

Short and long vowels, word endingsTwo-syllable wordsLetter teams, word endingsCompound wordsSilent letters

1 2 3 4 5

bodieswidelyflutesdrummingstriped

soccerrumbleshattertigersecret

snailscreamytoasterservingcloudy

footsorelawnmowerroundaboutbookmarktimetable

kneelswriteknifeguideknow



ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Start-of-year checkpoints Year 4STuDEnT rESPonSE SHEET

Name: _____________________________________________________________________ Date: ________ /________ /___________

1 2 3

Score Score Score

4 5

Score Score

Comments

14

STuD

enT n

Ame

12

34

56

78

910

1112

1314

1516

1718

1920

2122

2324

2526

2728

2930

3132

Wee

kly as

sessm

ent Y

ear 4

, teac

her d

ata sh

eet

Targeting Spelling Year 4 © 2015 Blake EducationISBN 978 1 92570 956 8



Start-of-year checkpoints Year 4STuDEnT rESPonSE SHEET

Name: _____________________________________________________________________ Date: ________ /________ /___________

1 2 3

Score Score Score

4 5

Score Score

Comments

14

STuD

enT n

Ame

12

34

56

78

910

1112

1314

1516

1718

1920

2122

2324

2526

2728

2930

3132

Wee

kly as

sessm

ent Y

ear 4

, teac

her d

ata sh

eet

Targeting Spelling Year 4 © 2015 Blake EducationISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8

Targeting Spelling Year 4 © 2015 Blake Education

Term assessment Year 4

15

Term one

1 Sight Wordsoften does lose who early don’t somehow where pull their2 focus Wordscrusty scraping weight container clearly loaves tomorrow right clouds chewing3 DictationOne group of children found some wood and built a fire near the creek.

4 ProofreadingStudents find and fix the ten spelling mistakes. It was amazing to see whiled creaches running across

the plains. They loded dryed coffee beans into large crates. She bought two loafs of bread and four bunchs of

grapes. The train has been delaid for ate hours. Soon we could here the sond of a powerful waterfall.

Term TWo

1 Sight Wordsbecause since horse quit idea rather buy else high once2 focus Wordspause board half worst warmly personal circles climber feathers gently3 Dictation I heard that wild weather caused all bus and train services to be halted.

4 ProofreadingStudents find and fix the ten spelling mistakes. Larst Thursday, we saw clowns performing at the

curcus. We heared the roar of waves pounding on the shor. He saw straing and wonderful sights on his jurney

around the world. We wanded slowly across the brige towards home. The new calfs are looking strong and helthy.

Term THree

1 Sight Wordsduring sure asks false clothes money through whether either meant2 focus Wordscountries alright choice ahead knotted title applied beautiful lambs buried3 DictationSuddenly, we were dazzled by clowns juggling, and monkeys and bears on bikes.

4 ProofreadingStudents find and fix the ten spelling mistakes. I read about some famus explorers in a book from the

liberry. I know you feel afrad, but there is nothing to be scard about. We filled backets with sand to make a sandcasle. Shane often reads ferry storys to his two children. He kept nocking until he receeved an answer.

Term four

1 Sight Wordsmonthly first really empty loose anywhere finish couldn’t minutes daily2 focus Wordsguide quite rivals rough whiskers deserve cruelty downpour upstream competition3 DictationMy nephew is not well enough to accept your invitation to the national theatre.

4 ProofreadingStudents find and fix the ten spelling mistakes. I took a photograf of the guess artist who had come

from overseas. Jack returned from his expidition with a collection of

unusul rocks. We swam underwater taking photoes of the beautiful

corel reefs. He bort his tickets at the train stashun. Jack thort he had finlly reached the end of the tunnel.


Term 1 assessment Year 4STuDEnT rESPonSE SHEET

Name: _____________________________________________________________________ Date: ________ /________ /___________

Results

1 2 3 4

1 Sight Words 2 Focus Words 4 Proofreading: Find and fix the ten mistakes.

It was amazing to see whiled creaches running across the plains.

They loded dryed coffee beans into large crates.

She bought two loafs of bread and four bunchs of grapes.

The train has been delaid for ate hours.

Soon we could here the sond of a powerful waterfall.

Name: _____________________________________________________________________ Date: ________ /________ /___________

3 Dictation

ISBN 978 1 92570 956 8


Term assessment Year 4

15

Term one

1 Sight Wordsoften does lose who early don’t somehow where pull their2 focus Wordscrusty scraping weight container clearly loaves tomorrow right clouds chewing3 DictationOne group of children found some wood and built a fire near the creek.

4 ProofreadingStudents find and fix the ten spelling mistakes. It was amazing to see whiled creaches running across

the plains. They loded dryed coffee beans into large crates. She bought two loafs of bread and four bunchs of

grapes. The train has been delaid for ate hours. Soon we could here the sond of a powerful waterfall.

Term TWo

1 Sight Wordsbecause since horse quit idea rather buy else high once2 focus Wordspause board half worst warmly personal circles climber feathers gently3 Dictation I heard that wild weather caused all bus and train services to be halted.

4 ProofreadingStudents find and fix the ten spelling mistakes. Larst Thursday, we saw clowns performing at the

curcus. We heared the roar of waves pounding on the shor. He saw straing and wonderful sights on his jurney

around the world. We wanded slowly across the brige towards home. The new calfs are looking strong and helthy.

Term THree

1 Sight Wordsduring sure asks false clothes money through whether either meant2 focus Wordscountries alright choice ahead knotted title applied beautiful lambs buried3 DictationSuddenly, we were dazzled by clowns juggling, and monkeys and bears on bikes.

4 ProofreadingStudents find and fix the ten spelling mistakes. I read about some famus explorers in a book from the

liberry. I know you feel afrad, but there is nothing to be scard about. We filled backets with sand to make a sandcasle. Shane often reads ferry storys to his two children. He kept nocking until he receeved an answer.

Term four

1 Sight Wordsmonthly first really empty loose anywhere finish couldn’t minutes daily2 focus Wordsguide quite rivals rough whiskers deserve cruelty downpour upstream competition3 DictationMy nephew is not well enough to accept your invitation to the national theatre.

4 ProofreadingStudents find and fix the ten spelling mistakes. I took a photograf of the guess artist who had come

from overseas. Jack returned from his expidition with a collection of

unusul rocks. We swam underwater taking photoes of the beautiful

corel reefs. He bort his tickets at the train stashun. Jack thort he had finlly reached the end of the tunnel.



Name: _____________________________________________________________________ Date: ________ /________ /___________

Results

1 2 3 4


It was amazing to see whiled creaches running across the plains.

They loded dryed coffee beans into large crates.

She bought two loafs of bread and four bunchs of grapes.

The train has been delaid for ate hours.

Soon we could here the sond of a powerful waterfall.

Name: _____________________________________________________________________ Date: ________ /________ /___________

3 Dictation

ISBN 978 1 92570 956 8ISBN 978 1 92570 956 8



Name: _____________________________________________________________________ Date: ________ /________ /___________

Results

1 2 3 4


Larst Thursday, we saw clowns performing at the curcus.

We heared the roar of waves pounding on the shor.

He saw straing and wonderful sights on his jurney around the world.

We wanded slowly across the brige towards home.

The new calfs are looking strong and helthy.

3 Dictation



Name: _____________________________________________________________________ Date: ________ /________ /___________

Results

1 2 3 4


I read about some famus explorers in a book from the liberry.

I know you feel afrad, but there is nothing to be scard about.

We filled backets with sand to make a sandcasle.

Shane often reads ferry storys to his two children.

He kept nocking until he receeved an answer.

3 Dictation

ISBN 978 1 92570 956 8



Name: _____________________________________________________________________ Date: ________ /________ /___________

Results

1 2 3 4


I took a photograf of the guess artist who had come from overseas.

Jack returned from his expidition with a collection of unusul rocks.

We swam underwater taking photoes of the beautiful corel reefs.

He bort his tickets at the train stashun.

Jack thort he had finlly reached the end of the tunnel.

3 Dictation

20

TERm

1TE

Rm 2

TERm

3TE

Rm 4

STu

DenT

nAm

eSig

ht

Word

sFo

cus

Word

sDi

ctatio

nProofing

Sight

W

ords

Focu

s W

ords

Dicta

tionProofing

Sight

W

ords

Focu

s W

ords

Dicta

tionProofing

Sight

W

ords

Focu

s W

ords

Dicta

tionProofing

Term

asses

smen

t Yea

r 4, te

ache

r data

shee

t

Targeting Spelling Year 4 © 2015 Blake EducationISBN 978 1 92570 956 8



Name: _____________________________________________________________________ Date: ________ /________ /___________

Results

1 2 3 4


I took a photograf of the guess artist who had come from overseas.

Jack returned from his expidition with a collection of unusul rocks.

We swam underwater taking photoes of the beautiful corel reefs.

He bort his tickets at the train stashun.

Jack thort he had finlly reached the end of the tunnel.

3 Dictation

20

TERm

1TE

Rm 2

TERm

3TE

Rm 4

STu

DenT

nAm

eSig

ht

Word

sFo

cus

Word

sDi

ctatio

nProofing

Sight

W

ords

Focu

s W

ords

Dicta

tionProofing

Sight

W

ords

Focu

s W

ords

Dicta

tionProofing

Sight

W

ords

Focu

s W

ords

Dicta

tionProofing

Term

asses

smen

t Yea

r 4, te

ache

r data

shee

t

Targeting Spelling Year 4 © 2015 Blake Education ISBN 978 1 92570 956 8

21

TERm

1TE

Rm 2

TERm

3TE

Rm 4

STu

DenT

nAm

eSig

ht

Word

sFo

cus

Word

sDi

ctatio

nPro

ofing

Sight

W

ords

Focu

s W

ords

Dicta

tion

Proofi

ngSig

ht

Word

sFo

cus

Wor

dsDi

ctatio

nPro

ofing

Sight

W

ords

Focu

s W

ords

Dicta

tion

Proofi

ng End-of-year checkpoints Year 4, teacher data sheet

1

2345

Short and long vowels, word endingsTwo-syllable wordsLetter teams, word endingsCompound words, affixesSilent letters

1 2 3 4 5

centsflippedstretchescloselyfacing

cornerfamousnephewlevelcircus

broughtburiedstirringbarelywarmer

bushrangerearthquakedeserveremovecollection

calmguiltyfastenanswerdebt



Targeting Spelling Year 4 © 2015 Blake Education 22

End-of-year checkpoints Year 4STuDEnT rESPonSE SHEET

Name: _____________________________________________________________________ Date: ________ /________ /___________


1 2 3

Score Score Score

4 5

Score Score

Comments

ISBN 978 1 92570 956 8

21

TERm

1TE

Rm 2

TERm

3TE

Rm 4

STu

DenT

nAm

eSig

ht

Word

sFo

cus

Word

sDi

ctatio

nPro

ofing

Sight

W

ords

Focu

s W

ords

Dicta

tion

Proofi

ngSig

ht

Word

sFo

cus

Wor

dsDi

ctatio

nPro

ofing

Sight

W

ords

Focu

s W

ords

Dicta

tion

Proofi

ng End-of-year checkpoints Year 4, teacher data sheet

1

2345

Short and long vowels, word endingsTwo-syllable wordsLetter teams, word endingsCompound words, affixesSilent letters

1 2 3 4 5

centsflippedstretchescloselyfacing

cornerfamousnephewlevelcircus

broughtburiedstirringbarelywarmer

bushrangerearthquakedeserveremovecollection

calmguiltyfastenanswerdebt



Targeting Spelling Year 4 © 2015 Blake Education 22

End-of-year checkpoints Year 4STuDEnT rESPonSE SHEET

Name: _____________________________________________________________________ Date: ________ /________ /___________


1 2 3

Score Score Score

4 5

Score Score

Comments

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8

23

Shor

t and

long

vowe

ls,

word

end

ings

Two-

sylla

ble

word

s

Lette

r tea

ms,

wo

rd e

ndin

gs

Com

poun

d wo

rds

Sile

nt Le

tters

Shor

t and

long

vowe

ls,

word

end

ings

Two-

sylla

ble

word

s

Lette

r tea

ms,

wo

rd e

ndin

gs

Com

poun

d wo

rds,

affix

es

Sile

nt le

tters

Year 4 checkpoints, teacher data sheetStart-of-year checkpoints

End-of-year checkpoints

STUDENT NAmE

Targeting Spelling Year 4 © 2015 Blake Education 24 25 TargeTing Spelling Year 4 © blake educaTion 2015

Teaching notes Focus: Short vowels; Adding common endings; Applying rules

■ Board Work• With the students, identify and write the

alphabet on the board. Discuss the purpose of the letters of the

alphabet – how they represent the sounds we make when we speak.

Using these letters, we can write down what we say, and what we write, people can read.

• Explain that we can write many words because we can hear the sounds and can use letters to write them down.

Demonstrate by saying the sounds of some simple, three-letter words, e.g. p-i-g, g-o-t, f-a-t, h-o-p, and ask selected students to spell them.

When we learn to spell words by listening to the sounds and writing them down, we are learning with our ears.

• Remind the students that almost every word we write will have one of these letters – a, e, i, o, u. On the left side of the board write the word Vowels with the five letters underneath.

Review the short vowel sounds. Remember these vowels have a short, snappy

sound.

• List some words on the board and ask selected students to read them. Observe whether the students know how to produce these sounds.

Remediate if necessary, noting how the mouth changes shape for each sound.

• It may help to show students how you can represent the sounds in a word with buttons. Ask selected students to spell some short vowel words (e.g. cat, tub, hen, did, shop).

■ Book WorkTell the students to open their Word Warm-ups book to page 2, list 1.• Ask a student to read the four words in the

top group.• Ask the students to read this group together.

Remind students to say the ends of their words clearly. (This will help them develop strong auditory memory of the whole word.)

• Repeat this process with each group of words.• Clarify word meanings if necessary.• Tell the students to place a finger on the first

word and read the list with you. Chant the words together, keeping a steady pace.

lesson 1 term 1

draggrabcracksplash

smellstepmendstretch

skipthickpinchblink

droprockfroststrong

crustplumpjunkbunch

Word Warm-ups

sight Words

childrenoften wanttheir

Try some Letter Slides if students find sound-blending difficult. Write the words like this:

Slide your finger down the line, saying the sounds as you pass them. Some letters “explode” out of the mouth, e.g. b, t, d. Get your mouth ready and say the sound as you pass by the vowel.

s

a

d

t

a

p

b

a

ck

ISBN 978 1 92570 956 8

23

Shor

t and

long

vowe

ls,

word

end

ings

Two-

sylla

ble

word

s

Lette

r tea

ms,

wo

rd e

ndin

gs

Com

poun

d wo

rds

Sile

nt Le

tters

Shor

t and

long

vowe

ls,

word

end

ings

Two-

sylla

ble

word

s

Lette

r tea

ms,

wo

rd e

ndin

gs

Com

poun

d wo

rds,

affix

es

Sile

nt le

tters

Year 4 checkpoints, teacher data sheetStart-of-year checkpoints

End-of-year checkpoints

STUDENT NAmE

Targeting Spelling Year 4 © 2015 Blake Education 24 25 TargeTing Spelling Year 4 © blake educaTion 2015

Teaching notes Focus: Short vowels; Adding common endings; Applying rules

■ Board Work• With the students, identify and write the

alphabet on the board. Discuss the purpose of the letters of the

alphabet – how they represent the sounds we make when we speak.

Using these letters, we can write down what we say, and what we write, people can read.

• Explain that we can write many words because we can hear the sounds and can use letters to write them down.

Demonstrate by saying the sounds of some simple, three-letter words, e.g. p-i-g, g-o-t, f-a-t, h-o-p, and ask selected students to spell them.

When we learn to spell words by listening to the sounds and writing them down, we are learning with our ears.

• Remind the students that almost every word we write will have one of these letters – a, e, i, o, u. On the left side of the board write the word Vowels with the five letters underneath.

Review the short vowel sounds. Remember these vowels have a short, snappy

sound.

• List some words on the board and ask selected students to read them. Observe whether the students know how to produce these sounds.

Remediate if necessary, noting how the mouth changes shape for each sound.

• It may help to show students how you can represent the sounds in a word with buttons. Ask selected students to spell some short vowel words (e.g. cat, tub, hen, did, shop).

■ Book WorkTell the students to open their Word Warm-ups book to page 2, list 1.• Ask a student to read the four words in the

top group.• Ask the students to read this group together.

Remind students to say the ends of their words clearly. (This will help them develop strong auditory memory of the whole word.)

• Repeat this process with each group of words.• Clarify word meanings if necessary.• Tell the students to place a finger on the first

word and read the list with you. Chant the words together, keeping a steady pace.

lesson 1 term 1

draggrabcracksplash


skipthickpinchblink

droprockfroststrong

crustplumpjunkbunch

Word Warm-ups

sight Words

childrenoften wanttheir

Try some Letter Slides if students find sound-blending difficult. Write the words like this:

Slide your finger down the line, saying the sounds as you pass them. Some letters “explode” out of the mouth, e.g. b, t, d. Get your mouth ready and say the sound as you pass by the vowel.

s

a

d

t

a

p

b

a

ck

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8

24 25 TargeTing Spelling Year 4 © blake educaTion 2015

■ Word Work Tell students that, when we communicate, we often add endings to words. Here are the most common endings

we add to words: s, ing, ed, y, er, est. List these on the right side of the

board under the heading, Endings.• Discuss the importance of word + ending.• Remind students how to form plural nouns. We add s most of the time. We add es to words ending

in ch and sh.• With their Word Warm-ups book open, ask students to

spell the plural form of selected nouns in the list.

• Review the doubling rule from the Word Warm-ups book. With books open, ask students to spell words with endings added.

• Introduce Peg Work 2 from the CD for students who need further practice with doubling.

term 1

lesson 1

■ Memory Work• Tell the students that there are many words we need to

learn with our eyes. We cannot say the sounds and write what we hear. We must remember what they look like.

• Demonstrate how to learn sight words: Look Say Cover Write Check; write it in the air, eyes closed; write it on

your partner’s back; write the word and draw around its shape.

• Note the difference between went and want.• Say and spell all the Sight Words from the Warm-ups

list aloud.

■ Pencil WorkThe worksheet focuses on the application of short vowels, on forming plurals and compound words. Continue with rhyming words. They are very powerful in helping students remember the look and sound of words.

Word of the WeekA Word of the Week (WOW word) is provided for students to “show what they know” about spelling by composing a short, uninterrupted piece of writing.

Spelling CornerLearning is reinforced by Spelling Corner activities 1 and 2.

Practice Work Use word games, hands-on materials and other activities to build skills and strategies (see Introduction, pages 6, 7, 9 and 10).

■ AssessmentUse the assessment items to check the progress of your students. Dictate the words and sentences, and use the results to diagnose problems, intervening if necessary. Choose all items or make a selection to suit the needs of your class.

Write slip on the board. What is the vowel in this word? (i)How many letters are after it? (1)We need two “guards” to protect our short vowel sound so we need to double the p before we add ing or ed.Demonstrate: slip, slipping, slipped.

Endingss es

ing edy

er est

sight Wordstheir want children often now

Focus Words, short vowels

• stopping • frosty • dropped • butter • biggest

Dictation❥ I jumped from one stepping stone to another.❥ She often buys two bunches of flowers.❥ Dan is a very strong swimmer.❥ I grabbed the ball and dropped it over the line.


1 Fill in the missing short vowels: a e i o u. Shew____nttob____dtor____st. J____mr____ntothet____poftheh____ll. Ic____n____ddn____mbers. M____mwashesthed____shesinthes____nk. Youm____stst____patther____dtr____fficlight.

2 Add an ending. Choose from: s ing ed y. Do you need to double before adding?

Hedrop_______________hisschoolbagonthestep_______________. Hecrack_______________hiswhipandhishorsebuck_______________. Thesunisset_______________inthewest. Weallgotmud_______________playingfootballintherain. Mummend_______________thehole_______________inmysock_______________.

3 Add er to these words and use them in sentences. camp________crack________stretch________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

4 Join these words to make compound words.

pan hopper

fire cake

grass set

sun over

stop place

term 1 lesson 1 Pencil Work 1Name:________________________________________________________________________________

Spell & Say

ringk___s___st___w___sw___th___cl___spr___lampc___d___r___st___sc___cl___cr___ch___tr___

hop shake

sand mill

wrist scotch

wind bag

hand watch

❂

❂

❂

❂


Write about your WOW word for three minutes. Do not stop.

Do not speak.

chopsticks

ISBN 978 1 92570 956 8


■ Word Work Tell students that, when we communicate, we often add endings to words. Here are the most common endings

we add to words: s, ing, ed, y, er, est. List these on the right side of the

board under the heading, Endings.• Discuss the importance of word + ending.• Remind students how to form plural nouns. We add s most of the time. We add es to words ending

in ch and sh.• With their Word Warm-ups book open, ask students to

spell the plural form of selected nouns in the list.

• Review the doubling rule from the Word Warm-ups book. With books open, ask students to spell words with endings added.

• Introduce Peg Work 2 from the CD for students who need further practice with doubling.

term 1

lesson 1

■ Memory Work• Tell the students that there are many words we need to

learn with our eyes. We cannot say the sounds and write what we hear. We must remember what they look like.

• Demonstrate how to learn sight words: Look Say Cover Write Check; write it in the air, eyes closed; write it on

your partner’s back; write the word and draw around its shape.

• Note the difference between went and want.• Say and spell all the Sight Words from the Warm-ups

list aloud.

■ Pencil WorkThe worksheet focuses on the application of short vowels, on forming plurals and compound words. Continue with rhyming words. They are very powerful in helping students remember the look and sound of words.





Write slip on the board. What is the vowel in this word? (i)How many letters are after it? (1)We need two “guards” to protect our short vowel sound so we need to double the p before we add ing or ed.Demonstrate: slip, slipping, slipped.

Endingss es

ing edy

er est

sight Wordstheir want children often now

Focus Words, short vowels

• stopping • frosty • dropped • butter • biggest

Dictation❥ I jumped from one stepping stone to another.❥ She often buys two bunches of flowers.❥ Dan is a very strong swimmer.❥ I grabbed the ball and dropped it over the line.


1 Fill in the missing short vowels: a e i o u. Shew____nttob____dtor____st. J____mr____ntothet____poftheh____ll. Ic____n____ddn____mbers. M____mwashesthed____shesinthes____nk. Youm____stst____patther____dtr____fficlight.

2 Add an ending. Choose from: s ing ed y. Do you need to double before adding?

Hedrop_______________hisschoolbagonthestep_______________. Hecrack_______________hiswhipandhishorsebuck_______________. Thesunisset_______________inthewest. Weallgotmud_______________playingfootballintherain. Mummend_______________thehole_______________inmysock_______________.

3 Add er to these words and use them in sentences. camp________crack________stretch________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

4 Join these words to make compound words.

pan hopper

fire cake

grass set

sun over

stop place


Spell & Say

ringk___s___st___w___sw___th___cl___spr___lampc___d___r___st___sc___cl___cr___ch___tr___

hop shake

sand mill

wrist scotch

wind bag

hand watch

❂

❂

❂

❂



Do not speak.

chopsticks

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


term 1 lesson 1 Spelling Corner 2

term 1 lesson 1

Make lists of rhyming words.

s or es ing ed er y

crab________ spend____________ blink____________ flat____________ wind________

brush________ wed____________ stamp____________ slim____________ sun________

plant________ test____________ grip____________ crack____________ mist________

shell________ stop____________ trot____________ sum____________ fog________

branch________ bring____________ shrug____________ stop____________ chill________

bend not dust dash sink

l______________ h______________ m______________ m______________ l______________

s______________ d______________ r______________ l______________ w______________

m______________ g______________ b______________ r______________ r______________

f______________ sp______________ j______________ b______________ p______________

t______________ sh______________ g______________ g______________ bl______________

tr______________ tr______________ cr______________ cr______________ st______________

sp______________ sl______________ tr______________ tr______________ dr______________

fr(i)______________ pl______________ thr______________ spl______________ th______________

Spelling Corner 1

Do you need to double before adding your ending?

Add endings to these words.


Teaching notes Focus: Long vowels; Applying the ‘e’ rule

■ Board Work• Write the five vowels on the board.

Review their short, snappy sounds.• Remind students how a short vowel is

made long by placing an e on the end of the word. The e keeps its mouth shut, but the vowel says its own name, e.g. hat becomes hate; cut becomes cute; rod becomes rode; bit becomes bite.

■ Book Work Tell the students to open their Word Warm-ups book to page 2, List 2.• Work through the list. • Chant the words together, keeping a steady

pace.

Open Book WorkCheck student understanding of when to drop the e before adding endings. • We drop the e before ing or y. Because ed, er

and est already have an e, just add the d, r or st, e.g. like, liked; late, later; wide, widest.

• Ask selected students to spell some words from the list with endings added, e.g. exploding, spicy, refused, scraper.

• Remind them that we do not drop the e before endings beginning with a consonant.

• Ask selected students to spell some words from the list with endings added, e.g. brakes, safely, safety, amusement.

Closed Book WorkDictate several words containing the “bossy e” pattern. Add endings. • Remind them it is word + ending.• Evaluate their understanding.

lesson 2 term 1

■ Peg Work 3Students can practise making and writing long-vowel words using Peg Work 3 (word cards and instructions for use are on the CD).

Extension• Give each student some or all of the common

endings.

• Ask them to add an appropriate ending or endings to the words they make before writing them down.

• Students write a minimum of ten words and read them to a partner.

brakescrapesafewhaletrade

firetidespicewhineshine

choseglobestrokeerodeexplode

amuseaccuserefuseconfuseexcuse

Word Warm-ups

sight Words

pushputsortstrange

Start the first teaching session of the week with a Word Warm-up

using a previous list. For the rest of the week, use the current list.

Vowels endings

aeiou

ā

īōū

bit bitehop hope

s

ing edy

er est

ly

ISBN 978 1 92570 956 8



term 1 lesson 1

Make lists of rhyming words.

s or es ing ed er y

crab________ spend____________ blink____________ flat____________ wind________

brush________ wed____________ stamp____________ slim____________ sun________

plant________ test____________ grip____________ crack____________ mist________

shell________ stop____________ trot____________ sum____________ fog________

branch________ bring____________ shrug____________ stop____________ chill________

bend not dust dash sink

l______________ h______________ m______________ m______________ l______________

s______________ d______________ r______________ l______________ w______________

m______________ g______________ b______________ r______________ r______________

f______________ sp______________ j______________ b______________ p______________

t______________ sh______________ g______________ g______________ bl______________

tr______________ tr______________ cr______________ cr______________ st______________

sp______________ sl______________ tr______________ tr______________ dr______________

fr(i)______________ pl______________ thr______________ spl______________ th______________

Spelling Corner 1

Do you need to double before adding your ending?

Add endings to these words.


Teaching notes Focus: Long vowels; Applying the ‘e’ rule

■ Board Work• Write the five vowels on the board.

Review their short, snappy sounds.• Remind students how a short vowel is

made long by placing an e on the end of the word. The e keeps its mouth shut, but the vowel says its own name, e.g. hat becomes hate; cut becomes cute; rod becomes rode; bit becomes bite.

■ Book Work Tell the students to open their Word Warm-ups book to page 2, List 2.• Work through the list. • Chant the words together, keeping a steady

pace.

Open Book WorkCheck student understanding of when to drop the e before adding endings. • We drop the e before ing or y. Because ed, er

and est already have an e, just add the d, r or st, e.g. like, liked; late, later; wide, widest.

• Ask selected students to spell some words from the list with endings added, e.g. exploding, spicy, refused, scraper.

• Remind them that we do not drop the e before endings beginning with a consonant.

• Ask selected students to spell some words from the list with endings added, e.g. brakes, safely, safety, amusement.

Closed Book WorkDictate several words containing the “bossy e” pattern. Add endings. • Remind them it is word + ending.• Evaluate their understanding.

lesson 2 term 1

■ Peg Work 3Students can practise making and writing long-vowel words using Peg Work 3 (word cards and instructions for use are on the CD).

Extension• Give each student some or all of the common

endings.

• Ask them to add an appropriate ending or endings to the words they make before writing them down.

• Students write a minimum of ten words and read them to a partner.


firetidespicewhineshine

choseglobestrokeerodeexplode


Word Warm-ups

sight Words

pushputsortstrange



Vowels endings

aeiou

ā

īōū

bit bitehop hope

s

ing edy

er est

ly

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Review adding s to form plurals. Remind students that

for words ending in f they need to change f to v and add an s to the end, e.g. knife, knives; life, lives; wife, wives.

• Do some Open Book Work, asking students to spell the plural of some of the list words. Use the language word + ending, e.g. roses, excuses, tunes, pages.

• Review the rule to drop the e before adding ing and y. Do some examples together.

• Do some further Open Book Work, asking students to spell some of the list words with endings. Use the language word + ending, e.g. accused, whaling, spicy, safest.

• Introduce students to other endings such as al, ous, ious and ive, where they will need to drop the e before adding their ending. Give examples, such as fame, famous; grace, gracious; space, spacious; tide, tidal; tribe, tribal; globe, global.

• Review adding the ending ed for past tense. • Bring to their attention that for some verbs we do not

add ed for past tense, e.g. ride becomes rode; shine becomes shone; make becomes made. These are irregular past-tense verbs.

■ Memory Work• Use the same procedure for teaching the Sight Words as before.• Explain the difference between sort and sought.• Say and spell all the Sight Words aloud together.

■ Pencil WorkThe worksheet focuses on long vowels, on adding endings and applying the e rule, on antonyms and proofreading. Continue to offer practice in rhyming words.




se is often sounded as z,

e.g. nose, rise, rose, wise.

Regular past-tense verbs are formed by adding ed to the base verb, e.g.

jump, jumped; pack, packed; smile smiled, race raced.

term 1

lesson 2


sight Wordspush put sort strangecome

Focus Words, long vowels, word + ending

• spicy • amusement • safety • scraping • confused

Dictation❥ My horse refused to pass the white gate.❥ A huge tidal wave eroded the sand dunes.❥ I heard a lonely dog whining.❥ He has a smiling face and shiny shoes!


Pencil Work 2Name:________________________________________________________________________________

term 1 lesson 2

❂

❂

❂

❂

1 Spell the missing words. J________________________________isthesixthmonthoftheyear. Becareful!Snakescanb_______________________. S_______________________iscomingfromthetallbrickchimney. Dadwilld_______________________ustothebeachinourcampervan. Thecupfelltothefloorandb_______________________.

2 Complete the sentences by adding words opposite in meaning to the underlined word.

_______________________thedoorandopenthewindows. Hewavedtheblackand_______________________checkedflag. Let’splay_______________________andSeek. Themalesstoodinonelineandthe_______________________intheother. Somecatsarewildandsomeare_______________________.

3 Write the new words. Do you need to drop the e before adding?

live+ly _________________________________ spite+ful _________________________________

amuse+ment_________________________________ safe+ly _________________________________

tide+al _________________________________ name+less_________________________________

hope+ful _________________________________ taste+y _________________________________

price+less _________________________________ close+ly _________________________________

fame+ous _________________________________ globe+al _________________________________

4 Spot the mistake in each sentence and then fix it. Hishairisshortandspikey. ___________________________________

Thecatchastthemousedownahole. ___________________________________

Jennyisgrateingcheeseforsandwiches. ___________________________________

Thecatstretchedoutlazylyinthewarmsun.___________________________________

Jackdrivedhiscaracrosstheshakybridge. ___________________________________

Spell & Say

racetr___gr___l___pl___f___p___sp___

linem___v___w___d___n___f___sh___sp___sw___tw___



Do not speak.

f ingerprints

ISBN 978 1 92570 956 8


■ Word Work• Review adding s to form plurals. Remind students that

for words ending in f they need to change f to v and add an s to the end, e.g. knife, knives; life, lives; wife, wives.

• Do some Open Book Work, asking students to spell the plural of some of the list words. Use the language word + ending, e.g. roses, excuses, tunes, pages.

• Review the rule to drop the e before adding ing and y. Do some examples together.

• Do some further Open Book Work, asking students to spell some of the list words with endings. Use the language word + ending, e.g. accused, whaling, spicy, safest.

• Introduce students to other endings such as al, ous, ious and ive, where they will need to drop the e before adding their ending. Give examples, such as fame, famous; grace, gracious; space, spacious; tide, tidal; tribe, tribal; globe, global.

• Review adding the ending ed for past tense. • Bring to their attention that for some verbs we do not

add ed for past tense, e.g. ride becomes rode; shine becomes shone; make becomes made. These are irregular past-tense verbs.

■ Memory Work• Use the same procedure for teaching the Sight Words as before.• Explain the difference between sort and sought.• Say and spell all the Sight Words aloud together.

■ Pencil WorkThe worksheet focuses on long vowels, on adding endings and applying the e rule, on antonyms and proofreading. Continue to offer practice in rhyming words.




se is often sounded as z,

e.g. nose, rise, rose, wise.

Regular past-tense verbs are formed by adding ed to the base verb, e.g.

jump, jumped; pack, packed; smile smiled, race raced.

term 1

lesson 2


sight Wordspush put sort strangecome

Focus Words, long vowels, word + ending

• spicy • amusement • safety • scraping • confused

Dictation❥ My horse refused to pass the white gate.❥ A huge tidal wave eroded the sand dunes.❥ I heard a lonely dog whining.❥ He has a smiling face and shiny shoes!


Pencil Work 2Name:________________________________________________________________________________

term 1 lesson 2

❂

❂

❂

❂

1 Spell the missing words. J________________________________isthesixthmonthoftheyear. Becareful!Snakescanb_______________________. S_______________________iscomingfromthetallbrickchimney. Dadwilld_______________________ustothebeachinourcampervan. Thecupfelltothefloorandb_______________________.

2 Complete the sentences by adding words opposite in meaning to the underlined word.

_______________________thedoorandopenthewindows. Hewavedtheblackand_______________________checkedflag. Let’splay_______________________andSeek. Themalesstoodinonelineandthe_______________________intheother. Somecatsarewildandsomeare_______________________.

3 Write the new words. Do you need to drop the e before adding?

live+ly _________________________________ spite+ful _________________________________

amuse+ment_________________________________ safe+ly _________________________________

tide+al _________________________________ name+less_________________________________

hope+ful _________________________________ taste+y _________________________________

price+less _________________________________ close+ly _________________________________

fame+ous _________________________________ globe+al _________________________________

4 Spot the mistake in each sentence and then fix it. Hishairisshortandspikey. ___________________________________

Thecatchastthemousedownahole. ___________________________________

Jennyisgrateingcheeseforsandwiches. ___________________________________

Thecatstretchedoutlazylyinthewarmsun.___________________________________

Jackdrivedhiscaracrosstheshakybridge. ___________________________________

Spell & Say

racetr___gr___l___pl___f___p___sp___

linem___v___w___d___n___f___sh___sp___sw___tw___



Do not speak.

f ingerprints

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


term 1 lesson 2

Add endings to complete this table.

Complete these criss-cross words. All words end in a silent e.

+ ing + er + y

chase ___________________________________ bake _______________________________ ice __________________________

graze ___________________________________ wise _______________________________ rose __________________________

slide ___________________________________ brave _______________________________ nose __________________________

write ___________________________________ trade _______________________________ shine __________________________

chime ___________________________________ vote _______________________________ haze __________________________

o

a

i

a

u

fl

te

p r n e

Make some more criss-cross words of your own.

Your words must be real words.

Spelling Corner 3


e

e

e

e

e

ee

e


■ Book WorkTell the students to open their Word Warm-ups book to page 2, List 3.• Work through the list. For some students, it

may be helpful to highlight or circle the letter teams.

• Chant the words together, keeping a steady pace.

Open Book Work• Write the Endings list on the right side of the

board to scaffold learning. • Point out that we just add endings when a

word contains the letter teams ai, ay or ei. There are no special rules. Give examples.

Remind students that, if a word ends in e, we drop the e before adding ing or y.

• Ask the students to refer to their Warm-ups lists. Work through the lists, and ask selected students to spell some words with any common endings that apply, e.g. explaining, relays, container, delayed, complaints, reins, reigned, grater, wading.

Closed Book WorkDictate words containing the letter teams ai and ay with endings added. Use the language word + ending, e.g. trainer, players, raising, raining, plainly.

planemanetalewadegrate

raiseexplaincomplaincontainobtain

displayrelaydelaydecaybetray

weighsleighreinreigneight

Word Warm-ups

sight Words

doesdoneoddeven

We usually see ai in the middle of a word, e.g. rain, tail, paint,

and ay at the end, e.g. play, stay, spray.

Teaching notes Focus: Letter teams for the sound of a; Adding common endings; Homophones; Compound words

lesson 3

term 1



■ Board WorkToday we are going to focus on the letter teams that make the sound of a.• On the board, begin a table that lists the four

sounds of ā.

• Review all the long vowel sounds. Long vowels say their own name.

In particular focus on the long a vowel and add words to the table.

• Review letter teams. A letter team has two letters that work

together to make one sound.

Insomeletterteams,thefirstletter“doesthetalking”. The letters ai make the long ā sound. Remember, long vowels say their own name.The letters ai make the sound ā.

Add examples to the table on the board.• Write some words containing the ai team on

the board. Say the words, doing a loop-the-loop over the vowel team to tie the vowels together.

Ask selected students to come forward to demonstrate this with other words, such as stain, faint, plain, mail.

• Point out that ai is usually found in the middle of a word, but changes to ay when the sound is on the end. The letters ay make the sound ā. Add examples to the table on the board.

• Point out that ei is a far less common letter pattern that represents the sound ā. Explain any word meanings.

p ai nt w ai t tr ai la—e ai ay ei

gateflamefacepageshape

sailtrainpaintpaidexplain

daypaystaystrayaway

eightweightreinreignsleigh

ISBN 978 1 92570 956 8


term 1 lesson 2

Add endings to complete this table.

Complete these criss-cross words. All words end in a silent e.

+ ing + er + y

chase ___________________________________ bake _______________________________ ice __________________________

graze ___________________________________ wise _______________________________ rose __________________________

slide ___________________________________ brave _______________________________ nose __________________________

write ___________________________________ trade _______________________________ shine __________________________

chime ___________________________________ vote _______________________________ haze __________________________

o

a

i

a

u

fl

te

p r n e

Make some more criss-cross words of your own.

Your words must be real words.

Spelling Corner 3


e

e

e

e

e

ee

e


■ Book WorkTell the students to open their Word Warm-ups book to page 2, List 3.• Work through the list. For some students, it

may be helpful to highlight or circle the letter teams.



board to scaffold learning. • Point out that we just add endings when a

word contains the letter teams ai, ay or ei. There are no special rules. Give examples.

Remind students that, if a word ends in e, we drop the e before adding ing or y.

• Ask the students to refer to their Warm-ups lists. Work through the lists, and ask selected students to spell some words with any common endings that apply, e.g. explaining, relays, container, delayed, complaints, reins, reigned, grater, wading.

Closed Book WorkDictate words containing the letter teams ai and ay with endings added. Use the language word + ending, e.g. trainer, players, raising, raining, plainly.





Word Warm-ups

sight Words

doesdoneoddeven

We usually see ai in the middle of a word, e.g. rain, tail, paint,

and ay at the end, e.g. play, stay, spray.

Teaching notes Focus: Letter teams for the sound of a; Adding common endings; Homophones; Compound words

lesson 3

term 1



■ Board WorkToday we are going to focus on the letter teams that make the sound of a.• On the board, begin a table that lists the four

sounds of ā.


In particular focus on the long a vowel and add words to the table.

• Review letter teams. A letter team has two letters that work

together to make one sound.

Insomeletterteams,thefirstletter“doesthetalking”. The letters ai make the long ā sound. Remember, long vowels say their own name.The letters ai make the sound ā.

Add examples to the table on the board.• Write some words containing the ai team on


Ask selected students to come forward to demonstrate this with other words, such as stain, faint, plain, mail.

• Point out that ai is usually found in the middle of a word, but changes to ay when the sound is on the end. The letters ay make the sound ā. Add examples to the table on the board.

• Point out that ei is a far less common letter pattern that represents the sound ā. Explain any word meanings.

p ai nt w ai t tr ai la—e ai ay ei

gateflamefacepageshape

sailtrainpaintpaidexplain

daypaystaystrayaway

eightweightreinreignsleigh

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: railroad, raincoat, rainbow,

rainfall, reindeer, mailbox, mailman, nailbrush, paintbrush, paintbox, maybe, daytime, daylight, sleighbells, heavyweight, lightweight, featherweight.

• Prepare Compound Word baggies 2 and 3 for use (see the CD for word cards). Ask students, in pairs, to reassemble some compound words, write them in their notebooks and read them to each other.

• Discuss homophones: mail, male; bail, bale; sail, sale; plain, plane; main, mane; rain, rein; raise, rays; grate, great; tale, tail; wade, weighed. Prepare the Homophone baggies for use (see the CD for word cards).

• Review syllables. Write these words in syllables and ask students to say what they are: ex plain, com plain, con tain, con tain er, dai ly, straight en, weight less, weight less ness.

Disc Work• Allow time for students to practise making and writing

words containing letter teams using Disc Work. (Word cards and instructions for use are on the CD.) Different groups could work on different sounds.

• Ask the students to make and write a minimum of ten words in their notebooks.

• Ask them to read their list to a partner.

term 1

lesson 3

■ Memory Work• Use the same procedure for teaching Sight Words as

before.• Remind students how we use the words do, doing, does

and done.

■ Pencil WorkThe worksheet focuses on encoding words containing vowel teams, adding endings, homophones and rhyming words.



Practice WorkUse word games, hands-on materials and other activities to build skills and strategies (see Introduction, pages 6, 7, 9 and 10).

Focus: Letter teams for the sound of a; Adding common endings; Homophones; Compound words


sight Wordsdoesdoneodd evendown

Focus Words, letter teams for long a + endings

• complaint • raising • grater • eighty • decaying

Dictation❥ He jerked the reins and the horse tossed its mane.❥ He fell in the relay and grazed his elbows.❥ I put the plain biscuits in an airtight container.❥ The children displayed the model planes they had made.


Pencil Work 3Name:________________________________________________________________________________

term 1 lesson 3

❂

❂

❂

❂

1 Use these words in sentences. weightlifterpaintbrushreindeerstraighten

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

2 Complete the words by adding the correct endings. Wedisplay______________ourartworkintheschoolfoyer. Ibrokemyarmanditwasverypain________________. Theydelay______________thestartofthebobsleighrace. Theteacherisexplain______________howtodrawahexagon. Oursportsgeariskeptinalargecontain______________.

3 Highlight the correct homophone in brackets. Heclungdesperatelytothehorse’s(mainmane). Ihavejustfinishedreadingalongandexciting(tailtale). Weallhada(greatgrate)timeonsportsday. Thefarmerstoreshishay(bailsbales)inthebarn. Wholegrainbreadison(sailsale)thisweekinthesupermarket.

4 Complete these words using the sentence clues.

Spell & Say

mainp___r___br___st___str___dr___gr___tr___

waysw__pl__tr__st__cl__pr__spr__str__

a WeflewtoMelbourneby__________.b Thehorseswishedits__________.c Thequeen__________overher

subjects.d Anemu__________35–40kilograms!e Canyou__________tomehowto

makeakite?

N

T

S

W

X

abcde



Do not speak.

exercise

ISBN 978 1 92570 956 8



rainfall, reindeer, mailbox, mailman, nailbrush, paintbrush, paintbox, maybe, daytime, daylight, sleighbells, heavyweight, lightweight, featherweight.

• Prepare Compound Word baggies 2 and 3 for use (see the CD for word cards). Ask students, in pairs, to reassemble some compound words, write them in their notebooks and read them to each other.

• Discuss homophones: mail, male; bail, bale; sail, sale; plain, plane; main, mane; rain, rein; raise, rays; grate, great; tale, tail; wade, weighed. Prepare the Homophone baggies for use (see the CD for word cards).

• Review syllables. Write these words in syllables and ask students to say what they are: ex plain, com plain, con tain, con tain er, dai ly, straight en, weight less, weight less ness.


words containing letter teams using Disc Work. (Word cards and instructions for use are on the CD.) Different groups could work on different sounds.



term 1

lesson 3


before.• Remind students how we use the words do, doing, does

and done.

■ Pencil WorkThe worksheet focuses on encoding words containing vowel teams, adding endings, homophones and rhyming words.



Practice WorkUse word games, hands-on materials and other activities to build skills and strategies (see Introduction, pages 6, 7, 9 and 10).

Focus: Letter teams for the sound of a; Adding common endings; Homophones; Compound words


sight Wordsdoesdoneodd evendown

Focus Words, letter teams for long a + endings

• complaint • raising • grater • eighty • decaying

Dictation❥ He jerked the reins and the horse tossed its mane.❥ He fell in the relay and grazed his elbows.❥ I put the plain biscuits in an airtight container.❥ The children displayed the model planes they had made.


Pencil Work 3Name:________________________________________________________________________________

term 1 lesson 3

❂

❂

❂

❂

1 Use these words in sentences. weightlifterpaintbrushreindeerstraighten

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

2 Complete the words by adding the correct endings. Wedisplay______________ourartworkintheschoolfoyer. Ibrokemyarmanditwasverypain________________. Theydelay______________thestartofthebobsleighrace. Theteacherisexplain______________howtodrawahexagon. Oursportsgeariskeptinalargecontain______________.

3 Highlight the correct homophone in brackets. Heclungdesperatelytothehorse’s(mainmane). Ihavejustfinishedreadingalongandexciting(tailtale). Weallhada(greatgrate)timeonsportsday. Thefarmerstoreshishay(bailsbales)inthebarn. Wholegrainbreadison(sailsale)thisweekinthesupermarket.

4 Complete these words using the sentence clues.

Spell & Say

mainp___r___br___st___str___dr___gr___tr___

waysw__pl__tr__st__cl__pr__spr__str__

a WeflewtoMelbourneby__________.b Thehorseswishedits__________.c Thequeen__________overher

subjects.d Anemu__________35–40kilograms!e Canyou__________tomehowto

makeakite?

N

T

S

W

X

abcde



Do not speak.

exercise

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

term 1 lesson 3

Use these letters to make as many words as you can. Each word must contain the letter team ai or ay. Letters can only be used once in a word.

Be a word builder.Build some new words by adding the endings.

raise+ing contain+er strain+ed

___________________________________________________________________________________________________________________________

trail+er drain+age retail+er

___________________________________________________________________________________________________________________________

sail+or delay+ed faint+ly

___________________________________________________________________________________________________________________________

main+ly pray+er exclaim+ed

___________________________________________________________________________________________________________________________

straight+en faith+ful explain+ing

___________________________________________________________________________________________________________________________

ai t l b

m r s f

d p g n

ay p m t

s c r l

w d b h

Spelling Corner 5


■ Book WorkTell the students to open their Word Warm-ups book to page 3, List 4.• Work through each section of the list. For

some students, it may be helpful to highlight or circle the letter teams.



board to scaffold learning.• Point out that we just add endings when a

word contains the letter teams ee, ea, eer or ear. There are no special rules. Give examples.

• Ask the students to refer to their list of Warm-up words. Ask selected students to spell some words with endings added, e.g. agreeing, sneezed, ceased, clearly, steered, cheerful.

Closed Book Work• Dictate words containing ee and ea with

endings added. Use the language word + ending, e.g. feelers, greasy, greenest, sneezing, weaker, creamy, reasons.

• Dictate words containing eer and ear with endings added. Use the language word + ending, e.g. hearing, nearly, tearful, cheerful, steering.

agreedegreesneezesqueezecoffee

ceasegreaseseasonreasoncreature

nearfeargearclearbeard

cheerjeerdeerpeersteer

Word Warm-ups

sight Words

earlyaroundfullpull

Teaching notes Focus: Letter teams for the sound of e; Adding common endings; Compound words; Syllables

lesson 4 term 1



■ Board WorkToday we are going to focus on the letter teams that make the sound of e.• On the board, prepare a table that will list the

ee, ea, eer and ear teams.

• Today we will review another letter team. A letter team has two or three letters that work together to make one sound. Our two-letter teams today are ee and ea.

Write these two-letter teams above the first two columns of the table.

In these teams, we tie the vowels together and only the letter e“doesthetalking”.Itmakesthe long ē sound. Remember, long vowels say their own name. The letter team ee makes the sound ē.

With the students, list some ee and ea words. • Write eer and ear above the last two columns.

Point out that when we add r to these two patterns, we get a slightly different sound, ear.

With the students, list some eer and ear words.

ee ea eer ear

sheepfeelseedsleepkeen

beachsealneatleadwheat

cheerjeerpeerdeersteer

hearfeargearrearspear

ISBN 978 1 92570 956 8



__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

term 1 lesson 3

Use these letters to make as many words as you can. Each word must contain the letter team ai or ay. Letters can only be used once in a word.

Be a word builder.Build some new words by adding the endings.

raise+ing contain+er strain+ed

___________________________________________________________________________________________________________________________

trail+er drain+age retail+er

___________________________________________________________________________________________________________________________

sail+or delay+ed faint+ly

___________________________________________________________________________________________________________________________

main+ly pray+er exclaim+ed

___________________________________________________________________________________________________________________________

straight+en faith+ful explain+ing

___________________________________________________________________________________________________________________________

ai t l b

m r s f

d p g n

ay p m t

s c r l

w d b h

Spelling Corner 5






board to scaffold learning.• Point out that we just add endings when a

word contains the letter teams ee, ea, eer or ear. There are no special rules. Give examples.

• Ask the students to refer to their list of Warm-up words. Ask selected students to spell some words with endings added, e.g. agreeing, sneezed, ceased, clearly, steered, cheerful.

Closed Book Work• Dictate words containing ee and ea with

endings added. Use the language word + ending, e.g. feelers, greasy, greenest, sneezing, weaker, creamy, reasons.

• Dictate words containing eer and ear with endings added. Use the language word + ending, e.g. hearing, nearly, tearful, cheerful, steering.





Word Warm-ups

sight Words

earlyaroundfullpull

Teaching notes Focus: Letter teams for the sound of e; Adding common endings; Compound words; Syllables

lesson 4 term 1



■ Board WorkToday we are going to focus on the letter teams that make the sound of e.• On the board, prepare a table that will list the

ee, ea, eer and ear teams.

• Today we will review another letter team. A letter team has two or three letters that work together to make one sound. Our two-letter teams today are ee and ea.

Write these two-letter teams above the first two columns of the table.

In these teams, we tie the vowels together and only the letter e“doesthetalking”.Itmakesthe long ē sound. Remember, long vowels say their own name. The letter team ee makes the sound ē.

With the students, list some ee and ea words. • Write eer and ear above the last two columns.

Point out that when we add r to these two patterns, we get a slightly different sound, ear.

With the students, list some eer and ear words.

ee ea eer ear

sheepfeelseedsleepkeen

beachsealneatleadwheat

cheerjeerpeerdeersteer

hearfeargearrearspear

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


term 1

lesson 4

■ Word Work• Discuss compound words: greenhouse, greenkeeper,

goalkeeper, feedlot, wheelbarrow, sleepwalk, cheesecake, speedway, deerskin, weekend, beehive, teaspoon, tealeaves, teapot, seashore, seashell, seaside, seahorse, sunbeam, peacock, peanut, heatwave, mealtime, daydream, earphones, earache, earmuffs, teardrops, reindeer, spearmint, greasespot.

• Continue to use the Compound Word baggies. Ask pairs of students to make compound words, write them in their notebooks and read their finished lists to each other.

• Discuss homophones: beach, beech; been, bean; steal, steel; week, weak; teem, team; cheap, cheep; need, knead; be, bee; meet, meat; real, reel; peek, peak; peel, peal; peace, piece; seem, seam; reed, read; deer, dear; peer, pier; tear, tier.

• Use the Homophone baggies as required.• Review syllables. Write these words in syllables and ask

students to read them: sleep less, sweet ness, peace ful, rea son able, treat ment, a gree ment, dis a gree ment, cheer ful ly, tear ful ly.

Disc Work• Give students an ee or ea disc and ask them to use it

with the cards to make and write a minimum of ten words in their notebooks.



before.

• Explore other words that begin with a, e.g. about, along, away, alert, among, adore.

• Say and spell all the Sight Words aloud together.

■ Pencil WorkThe worksheet focuses on grammatical usage, homophones, word building (and applying rules) and rhyming words.




To remember the sound made by a vowel team, ask:

Who does the talking? (The first letter.)

What does it say? (Its name.)


sight Wordsearlyfull pullaroundclimb

Focus Words, letter teams ee, ea, eer, ear

• ceasing • reasonable• deer • degrees• clearly

Dictation❥ May I have two toffee apples please? ❥ Cricket is played during the summer season.❥ He was released from hospital after treatment.❥ A bearded dragon is a strange and wonderful creature.




Do not speak.

honey

Pencil Work 4Name:________________________________________________________________________________

term 1 lesson 4

❂

❂

❂

❂

1 Use these words in sentences, first as a noun and then as a verb. sneezecheerscream _______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

2 Circle the correct word in the brackets. Heremains(weekweak)afteralongillness. Hisbrokenankletookalongtimeto(heelheal). Beetrootis(cheepcheap)thisweek. Whatisthe(reelreal)reasonforyourlateness? Willyou(peelpeal)myorangeplease?

3 Complete this table of rhyming words.

hear seen need each weep feel

f________________

d_______________

n_______________

g_______________

r________________

y_______________

sp_____________

b________________

gr______________

k________________

w_______________

pr______________

sh______________

scr_____________

s________________

f________________

w______________

d______________

br_____________

bl_____________

sp_____________

t______________

r______________

p______________

b______________

l______________

br_____________

pr_____________

sh_____________

k______________

d______________

j______________

sl_____________

st_____________

sw_____________

h______________

r_______________

k_______________

wh____________

p_______________

kn_____________

st______________

4 Add endings. Watch the rules.

y treat________ sleep________ greed________ grease________

ly sweet__________ easy__________ clear__________ eager__________

er speak__________ sleep__________ stream__________ heat__________

ful peace____________ cheer____________ fear____________ glee____________

ISBN 978 1 92570 956 8


term 1

lesson 4

■ Word Work• Discuss compound words: greenhouse, greenkeeper,

goalkeeper, feedlot, wheelbarrow, sleepwalk, cheesecake, speedway, deerskin, weekend, beehive, teaspoon, tealeaves, teapot, seashore, seashell, seaside, seahorse, sunbeam, peacock, peanut, heatwave, mealtime, daydream, earphones, earache, earmuffs, teardrops, reindeer, spearmint, greasespot.

• Continue to use the Compound Word baggies. Ask pairs of students to make compound words, write them in their notebooks and read their finished lists to each other.

• Discuss homophones: beach, beech; been, bean; steal, steel; week, weak; teem, team; cheap, cheep; need, knead; be, bee; meet, meat; real, reel; peek, peak; peel, peal; peace, piece; seem, seam; reed, read; deer, dear; peer, pier; tear, tier.

• Use the Homophone baggies as required.• Review syllables. Write these words in syllables and ask

students to read them: sleep less, sweet ness, peace ful, rea son able, treat ment, a gree ment, dis a gree ment, cheer ful ly, tear ful ly.

Disc Work• Give students an ee or ea disc and ask them to use it

with the cards to make and write a minimum of ten words in their notebooks.



before.

• Explore other words that begin with a, e.g. about, along, away, alert, among, adore.


■ Pencil WorkThe worksheet focuses on grammatical usage, homophones, word building (and applying rules) and rhyming words.




To remember the sound made by a vowel team, ask:

Who does the talking? (The first letter.)

What does it say? (Its name.)


sight Wordsearlyfull pullaroundclimb

Focus Words, letter teams ee, ea, eer, ear

• ceasing • reasonable• deer • degrees• clearly

Dictation❥ May I have two toffee apples please? ❥ Cricket is played during the summer season.❥ He was released from hospital after treatment.❥ A bearded dragon is a strange and wonderful creature.




Do not speak.

honey

Pencil Work 4Name:________________________________________________________________________________

term 1 lesson 4

❂

❂

❂

❂

1 Use these words in sentences, first as a noun and then as a verb. sneezecheerscream _______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

2 Circle the correct word in the brackets. Heremains(weekweak)afteralongillness. Hisbrokenankletookalongtimeto(heelheal). Beetrootis(cheepcheap)thisweek. Whatisthe(reelreal)reasonforyourlateness? Willyou(peelpeal)myorangeplease?

3 Complete this table of rhyming words.

hear seen need each weep feel

f________________

d_______________

n_______________

g_______________

r________________

y_______________

sp_____________

b________________

gr______________

k________________

w_______________

pr______________

sh______________

scr_____________

s________________

f________________

w______________

d______________

br_____________

bl_____________

sp_____________

t______________

r______________

p______________

b______________

l______________

br_____________

pr_____________

sh_____________

k______________

d______________

j______________

sl_____________

st_____________

sw_____________

h______________

r_______________

k_______________

wh____________

p_______________

kn_____________

st______________

4 Add endings. Watch the rules.

y treat________ sleep________ greed________ grease________

ly sweet__________ easy__________ clear__________ eager__________

er speak__________ sleep__________ stream__________ heat__________

ful peace____________ cheer____________ fear____________ glee____________

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



1 Wedr________mwhenweareasl________p.

2 Ik________pb________nsandp________sinthefr________zer.

3 Sharksandwhalesarecr________turesofthes________.

4 Wehadcoff________andch________secakeforafternoont________.

5 Iwearahatandsunscr________nattheb________ch.

6 Astrongbr________zeblewthel________vesdownthestr________t.

7 Wewere________gertob________ttheothert________m.

8 Cl________nupyourroom,pl________se.

9 Iamm________tingJackatthecr________ktogofishing.

10 Putyourdogonal________shwhenyouwalkinthepark.

term 1 lesson 4

Complete the words correctly by placing ee or ea in the spaces.

Make a list of compound words by joining two words together. The record is 19!

sea heat tea keeper pea bee

time shore free hive weed barrow

wheel nuts chair shell side pot

steel goal spoon way wave works

Spelling Corner 7

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________



some students, it may be helpful to highlight or circle the vowel teams.



board to scaffold learning.• Point out that we just add endings when the

word contains the letter teams oa and ow.• Remind students that, if a word ends in e, we

drop the e before adding ing or y.

• Ask the students to refer to their lists. Work through the lists and ask selected students to spell some words with any common endings that apply, e.g. closing, closely, loaded, approaching, elbows, shadowy.

Closed Book WorkDictate words containing the ō patterns with endings added. Use the language word + ending, e.g. frozen, nosy, approaches, coasted, meadows, throaty, lower.

noseclosefrozerodewrotewhole

loafloadcoaxcoastthroatapproach

borrowwindowshadowelbowmeadowtomorrow

Word Warm-ups

sight Words

losefindpooronly

Teaching notes Focus: Letter teams for the sound of o; Adding common endings; Homophones; Compound words

lesson 5 term 1



■ Board WorkToday we are going to focus on letter teams that make the sound of o.• On the board, begin a table that will list three

sounds of ō.

• Review all the long vowel sounds. Long vowels say their own name. In particular, focus on the long o vowel and add words to the table.

• Review letter teams.

A letter team has two letters that work together to make one sound. In some letter teams, the firstletter“doesthetalking”.Thevowelteamoamakesthelongōsound.Remember,longvowels say their own name.The letters oa are sounded as ō.

Add examples to the table on the board.• Write some words containing the oa team on


Ask selected students to come forward to demonstrate this with other words, such as roast, throat, toad, coach.

• Point out that oa is usually found in the middle of a word. However, when this sound is on the end of the word, the letter pattern changes to ow. Add examples to the table on the board.

o—e oa ow

hosejokeroseboneprobe

soaploanfloatsoakroad

blowgrowflowarrowpillow

We usually see oa in the middle of the word, e.g. coat,

roast, soap, and ow at the end, e.g. grow, slow, shallow,

borrow.

c oa t c oa st gr oa n

ISBN 978 1 92570 956 8



1 Wedr________mwhenweareasl________p.

2 Ik________pb________nsandp________sinthefr________zer.

3 Sharksandwhalesarecr________turesofthes________.

4 Wehadcoff________andch________secakeforafternoont________.

5 Iwearahatandsunscr________nattheb________ch.

6 Astrongbr________zeblewthel________vesdownthestr________t.

7 Wewere________gertob________ttheothert________m.

8 Cl________nupyourroom,pl________se.

9 Iamm________tingJackatthecr________ktogofishing.

10 Putyourdogonal________shwhenyouwalkinthepark.

term 1 lesson 4

Complete the words correctly by placing ee or ea in the spaces.

Make a list of compound words by joining two words together. The record is 19!

sea heat tea keeper pea bee

time shore free hive weed barrow

wheel nuts chair shell side pot

steel goal spoon way wave works

Spelling Corner 7

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________



some students, it may be helpful to highlight or circle the vowel teams.



board to scaffold learning.• Point out that we just add endings when the

word contains the letter teams oa and ow.• Remind students that, if a word ends in e, we

drop the e before adding ing or y.

• Ask the students to refer to their lists. Work through the lists and ask selected students to spell some words with any common endings that apply, e.g. closing, closely, loaded, approaching, elbows, shadowy.

Closed Book WorkDictate words containing the ō patterns with endings added. Use the language word + ending, e.g. frozen, nosy, approaches, coasted, meadows, throaty, lower.




Word Warm-ups

sight Words

losefindpooronly

Teaching notes Focus: Letter teams for the sound of o; Adding common endings; Homophones; Compound words

lesson 5 term 1



■ Board WorkToday we are going to focus on letter teams that make the sound of o.• On the board, begin a table that will list three

sounds of ō.

• Review all the long vowel sounds. Long vowels say their own name. In particular, focus on the long o vowel and add words to the table.

• Review letter teams.

A letter team has two letters that work together to make one sound. In some letter teams, the firstletter“doesthetalking”.Thevowelteamoamakesthelongōsound.Remember,longvowels say their own name.The letters oa are sounded as ō.

Add examples to the table on the board.• Write some words containing the oa team on


Ask selected students to come forward to demonstrate this with other words, such as roast, throat, toad, coach.

• Point out that oa is usually found in the middle of a word. However, when this sound is on the end of the word, the letter pattern changes to ow. Add examples to the table on the board.

o—e oa ow

hosejokeroseboneprobe

soaploanfloatsoakroad

blowgrowflowarrowpillow

We usually see oa in the middle of the word, e.g. coat,

roast, soap, and ow at the end, e.g. grow, slow, shallow,

borrow.

c oa t c oa st gr oa n

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



overloaded, overcoat, undercoat, coastline, coastguard, goalposts, goalkeeper, boatshed, toadstool, coalmine, coaldust, roadway, rowboat, rollercoaster, scarecrow, wheelbarrow, blowpipe.

• Continue to use the Compound Word baggies. Ask students, in pairs, to reassemble the compound words, write them in their notebooks and read their finished lists to each other.

• Review homophones: rode, road; whole, hole; nose, knows;groan,grown;moan,mown;tow,toe;flow,floe;brooch, broach.

• Use the Homophone baggies as required.• Review the plural form of words ending in f, e.g. leaf,

leaves; wolf, wolves; loaf, loaves.


words containing letter teams using Disc Work. Different groups could work on different sounds.



term 1

lesson 5

■ Memory Work• Use the same procedure for teaching Sight Words

as before.• Examine the use of lose and loose.

■ Pencil WorkThe worksheet focuses on regular and irregular past-tense verbs, discriminating differences in letter patterns, discriminating between look-alike and sound-alike words, and sentence making.





sight Wordslosefindonlypoor goes

Focus Words, letter teams for long vowel o

• shallow • loaves • tomorrow • drove• approaches

Dictation❥ He rowed his boat slowly along the coast.❥ My coach told me I would make a great goalkeeper.❥ I closed all the windows in the boatshed.❥ He dumped his whole load of coal by the roadside.


Pencil Work 5Name:________________________________________________________________________________

term 1 lesson 5

❂

❂

❂

❂

1 Complete this table. Some verbs are irregular.

Today he blows throws rows

Yesterday he

Today he grows knows shows

Yesterday he

2 Complete the words correctly by placing oa or ow in the spaces. Terryhasgr___nintoatallandhandsomeyoungfell___. Wesawleavesandlogsfl___tingintherushingfloodwater. Theb___tmovedsl___lyuptheeastc___st. Hel___dedthemossyrocksintohiswheelbarr___. Is___kedmydirtysocksinhot,s___pywater.

3 Be a sentence maker! Use each pair of words in a sentence. Add any endings you need.

goat,roadsnow,throwboat,rowhope,goal

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________



Do not speak.

tomorrow

4 Circle the correct word in brackets. He(roadrode)toschoolonhissister’sbike. Theminersarecoveredinblack(coalcold)dust. There’sa(holewhole)inthebottomofmyshoe. Weboughta(loafloath)ofbreadandadozenbuns. Mixalltheingredientstogetherinamixing(blowbowl).

ISBN 978 1 92570 956 8



overloaded, overcoat, undercoat, coastline, coastguard, goalposts, goalkeeper, boatshed, toadstool, coalmine, coaldust, roadway, rowboat, rollercoaster, scarecrow, wheelbarrow, blowpipe.

• Continue to use the Compound Word baggies. Ask students, in pairs, to reassemble the compound words, write them in their notebooks and read their finished lists to each other.

• Review homophones: rode, road; whole, hole; nose, knows;groan,grown;moan,mown;tow,toe;flow,floe;brooch, broach.

• Use the Homophone baggies as required.• Review the plural form of words ending in f, e.g. leaf,

leaves; wolf, wolves; loaf, loaves.


words containing letter teams using Disc Work. Different groups could work on different sounds.



term 1

lesson 5

■ Memory Work• Use the same procedure for teaching Sight Words

as before.• Examine the use of lose and loose.

■ Pencil WorkThe worksheet focuses on regular and irregular past-tense verbs, discriminating differences in letter patterns, discriminating between look-alike and sound-alike words, and sentence making.





sight Wordslosefindonlypoor goes

Focus Words, letter teams for long vowel o

• shallow • loaves • tomorrow • drove• approaches

Dictation❥ He rowed his boat slowly along the coast.❥ My coach told me I would make a great goalkeeper.❥ I closed all the windows in the boatshed.❥ He dumped his whole load of coal by the roadside.


Pencil Work 5Name:________________________________________________________________________________

term 1 lesson 5

❂

❂

❂

❂

1 Complete this table. Some verbs are irregular.

Today he blows throws rows

Yesterday he

Today he grows knows shows

Yesterday he

2 Complete the words correctly by placing oa or ow in the spaces. Terryhasgr___nintoatallandhandsomeyoungfell___. Wesawleavesandlogsfl___tingintherushingfloodwater. Theb___tmovedsl___lyuptheeastc___st. Hel___dedthemossyrocksintohiswheelbarr___. Is___kedmydirtysocksinhot,s___pywater.

3 Be a sentence maker! Use each pair of words in a sentence. Add any endings you need.

goat,roadsnow,throwboat,rowhope,goal

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________



Do not speak.

tomorrow

4 Circle the correct word in brackets. He(roadrode)toschoolonhissister’sbike. Theminersarecoveredinblack(coalcold)dust. There’sa(holewhole)inthebottomofmyshoe. Weboughta(loafloath)ofbreadandadozenbuns. Mixalltheingredientstogetherinamixing(blowbowl).

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



term 1 lesson 5

Use these letters to make as many words as you can. Each word must contain the letter team ow or oa.Letters can only be used once in a word.

Write words with two, three, four and five letters beginning with each letter from the top word.

ow b f r

sh n g l

th s m t

oa c p n

b d s l

t ch r g

g o a t

2

3

4

5

s h o w

2

3

4

5

b a i t

2 be

3 ant

4 itch

5 trees

Spelling Corner 9

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________


■ Board WorkToday we are going to focus on the letter teams that make the sound of i.• On the board, begin a table to list five sounds

of ī.


In particular, focus on the long i vowel and add words to the table.

Many words that end in y also have this same ī sound.

With the students, make a list of words ending in y. Notice that they are rhyming words.

• Point out that some words contain the letter team ie. Add examples to the table on the board. Explain that we most often see this pattern when we change the y to i before adding es or ed. Add some further examples as shown.

• Youwillalsofindthissoundrepresentedbythe letter i in one-syllable words.

Add examples to the table on the board. Point out that we also find this sound in the first syllable of two-syllable words. Add some further examples. This is for student interest at this stage. Open syllables are explored further in Lesson 18.

• Sometimes the i is followed by a silent ghost sound.

Draw a “ghost” on the board. Point out that ghost begins with gh. We think of a ghost as being silent, so think of gh in a word as being silent, or a ghost sound.

Write the word night on the board. Say the word and tell the students that we can only hear three sounds: n–i–t. So we have to remember the ghost letters in the middle. Add some examples to the table on the board as shown.

• Briefly review all the sounds of i, asking the students to read each list of words in the table.

■ Book WorkTell the students to open their Word Warm-ups book to page 3, List 6.• Work through each section of the list. • Chant the words together, keeping a steady

pace.


board to scaffold learning.• Ask the students to refer to their Warm-ups

list. Work through the list, and ask selected students to spell a word + an ending, e.g. shiny,flying,pies,kindest,slightly.

bitehikeshinelife

crydryflyfry

pietieliedie

kindwindblindwild

fightrightslightmight

Word Warm-ups

sight Words

whowhenwhywhatwhere

Teaching notes pFocus: Letter teams for the sound of ī; Visual and sound pattern igh (high); Common endings; The y rule, the e rule

lesson 6 term 1



i—e y ie ī igh

sidetimericemineshine

myshyskyflycry

piedietieliefliesskiescriedtried

findkindwindblindwildchildtigerriflefinalrival

sighsighttightnightlight

ISBN 978 1 92570 956 8



term 1 lesson 5

Use these letters to make as many words as you can. Each word must contain the letter team ow or oa.Letters can only be used once in a word.

Write words with two, three, four and five letters beginning with each letter from the top word.

ow b f r

sh n g l

th s m t

oa c p n

b d s l

t ch r g

g o a t

2

3

4

5

s h o w

2

3

4

5

b a i t

2 be

3 ant

4 itch

5 trees

Spelling Corner 9

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________


■ Board WorkToday we are going to focus on the letter teams that make the sound of i.• On the board, begin a table to list five sounds

of ī.


In particular, focus on the long i vowel and add words to the table.

Many words that end in y also have this same ī sound.

With the students, make a list of words ending in y. Notice that they are rhyming words.

• Point out that some words contain the letter team ie. Add examples to the table on the board. Explain that we most often see this pattern when we change the y to i before adding es or ed. Add some further examples as shown.

• Youwillalsofindthissoundrepresentedbythe letter i in one-syllable words.

Add examples to the table on the board. Point out that we also find this sound in the first syllable of two-syllable words. Add some further examples. This is for student interest at this stage. Open syllables are explored further in Lesson 18.

• Sometimes the i is followed by a silent ghost sound.

Draw a “ghost” on the board. Point out that ghost begins with gh. We think of a ghost as being silent, so think of gh in a word as being silent, or a ghost sound.

Write the word night on the board. Say the word and tell the students that we can only hear three sounds: n–i–t. So we have to remember the ghost letters in the middle. Add some examples to the table on the board as shown.

• Briefly review all the sounds of i, asking the students to read each list of words in the table.

■ Book WorkTell the students to open their Word Warm-ups book to page 3, List 6.• Work through each section of the list. • Chant the words together, keeping a steady

pace.


board to scaffold learning.• Ask the students to refer to their Warm-ups

list. Work through the list, and ask selected students to spell a word + an ending, e.g. shiny,flying,pies,kindest,slightly.

bitehikeshinelife

crydryflyfry

pietieliedie

kindwindblindwild


Word Warm-ups

sight Words

whowhenwhywhatwhere

Teaching notes pFocus: Letter teams for the sound of ī; Visual and sound pattern igh (high); Common endings; The y rule, the e rule

lesson 6 term 1



i—e y ie ī igh

sidetimericemineshine

myshyskyflycry

piedietieliefliesskiescriedtried

findkindwindblindwildchildtigerriflefinalrival

sighsighttightnightlight

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• List these words on the board – cry, try, dry – and ask

the students to spell: crying, trying and drying. Remind them that we do not change y to i when we add ing.

• Demonstrate how we do need to change the y to i before we can add es or ed. Build up the list: cry crying cries cried fry frying fries fried try trying tries tried spy spying spies spied dry drying dries dried pry prying pries pried fly flying flies flew

Note that the past tense of fly is flew. This is an irregular past-tense form.

• Do some Open Book Work and note if there are any students having difficulty.

term 1

lesson 6

■ Memory Work• Use the same procedure for teaching the Sight Words

as before.• Say and spell all the Sight Words aloud together.

• Note these wh words are used to ask questions. Point out that they are good questions to use when researching a topic of study.

• Place the students in pairs and take turns to spell the words to each other.

■ Pencil Work• The worksheet focuses students on the visual pattern

igh and on forming the present and past tense of verbs ending in y; on compound words and the correct use of questions.

• Ask the students to “step” down the word ladders, saying the words all together. Rhyming words are valuable in learning spelling.




gh is the ghost in the middle of a word and does

not make a sound.


sight Wordswhowhenwhywhat where

Focus Words, letter teams for long vowel i

• flying • cried• drier • tightly• wildly

Dictation❥ We tried to find some wildflowers during our hike.❥ She spoke kindly to the child who was crying.❥ Jean tied her hair back with a shiny, yellow ribbon.❥ I had to wind up the grandfather clock last night.


Pencil Work 6Name:________________________________________________________________________________

term 1 lesson 6

❂

❂

❂

❂

1 Fill in the gaps. All words have igh in them. Ab________________________streetl________________________isshiningoutside

mywindow. Wearegoingforarideinarollercoaster.Holdon t________________________. Isyouranswerr________________________orwrong? Wewentonaplanef________________________acrossthedrydesert.

2 Add the endings to complete the table.

Add cry try dry fry spy

ing

es

ed

3 Join the word parts to make compound words.

tight light sign shine

street over spot kind

spy house snake post

light rope sun bite

fly glass man light

4 Correctly place these “question” words: who, when, where, what, why.

_______________________wouldyouusetodrythedishes?

_______________________wouldyoufindwildmushrooms?

_______________________didtheearthquakehitthecityofYung?

_______________________watchedthenewsonTVlastnight?

_______________________isthischildcrying?

Step down the word ladderS

night

light

tight

fight

fright

flight

bright

sight

slight

might

my

by

try

cry

dry

fly

fry

pry

sky

shy



Do not speak.

lightning

ISBN 978 1 92570 956 8


■ Word Work• List these words on the board – cry, try, dry – and ask

the students to spell: crying, trying and drying. Remind them that we do not change y to i when we add ing.

• Demonstrate how we do need to change the y to i before we can add es or ed. Build up the list: cry crying cries cried fry frying fries fried try trying tries tried spy spying spies spied dry drying dries dried pry prying pries pried fly flying flies flew

Note that the past tense of fly is flew. This is an irregular past-tense form.

• Do some Open Book Work and note if there are any students having difficulty.

term 1

lesson 6


as before.• Say and spell all the Sight Words aloud together.

• Note these wh words are used to ask questions. Point out that they are good questions to use when researching a topic of study.

• Place the students in pairs and take turns to spell the words to each other.

■ Pencil Work• The worksheet focuses students on the visual pattern

igh and on forming the present and past tense of verbs ending in y; on compound words and the correct use of questions.

• Ask the students to “step” down the word ladders, saying the words all together. Rhyming words are valuable in learning spelling.




gh is the ghost in the middle of a word and does

not make a sound.



Focus Words, letter teams for long vowel i

• flying • cried• drier • tightly• wildly

Dictation❥ We tried to find some wildflowers during our hike.❥ She spoke kindly to the child who was crying.❥ Jean tied her hair back with a shiny, yellow ribbon.❥ I had to wind up the grandfather clock last night.


Pencil Work 6Name:________________________________________________________________________________

term 1 lesson 6

❂

❂

❂

❂

1 Fill in the gaps. All words have igh in them. Ab________________________streetl________________________isshiningoutside

mywindow. Wearegoingforarideinarollercoaster.Holdon t________________________. Isyouranswerr________________________orwrong? Wewentonaplanef________________________acrossthedrydesert.

2 Add the endings to complete the table.

Add cry try dry fry spy

ing

es

ed

3 Join the word parts to make compound words.

tight light sign shine

street over spot kind

spy house snake post

light rope sun bite

fly glass man light

4 Correctly place these “question” words: who, when, where, what, why.

_______________________wouldyouusetodrythedishes?

_______________________wouldyoufindwildmushrooms?

_______________________didtheearthquakehitthecityofYung?

_______________________watchedthenewsonTVlastnight?

_______________________isthischildcrying?


night

light

tight

fight

fright

flight

bright

sight

slight

might

my

by

try

cry

dry

fly

fry

pry

sky

shy



Do not speak.

lightning

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

term 1 lesson 6

Make a list of compound words by joining each word to light.

Complete this table.

cry crying cries cried

dry

try

fry

spy

pry

fly

This is an irregular past-tense form.

sun

moon

sky head

flood

tail

flash

spot

light

Spelling Corner 11


■ Board WorkToday we are going to focus on some interesting letter teams.

• On the board, draw a table with three columns.

• Review the short sound of oo as in book. With the students, build a list of words containing this sound in the first column.

Point out that oo also represents the long sound oo in room. With the students, build a list of words containing this sound in the second column.

• There is another letter team we use to represent oo.

Write ew above the third column. In the column, write some words containing this letter pattern. Ask the students to read the words in this column and then to read the long oo words. Note that, while the words do not look alike, they sound alike. Remind them that these words have the same sound.

• Emphasise the importance in spelling of remembering what words look like.

• Now discuss some Odd Bods, words that either look the same or sound the same. Study words like group,soup,poor,door,floor,flood,blood,would,could,should.

woodgoodhookshookfoot

noonsoonroofprooftooth

chewcrewscrewknewjewel

Word Warm-ups

sight Words

can’tdon’tisn’twon’t

Teaching notes Focus: Letter teams that make the sounds of oo; Adding common endings; Compound words; Syllables

lesson 7 term 1



oo (book) oo (room) ew (crew)

tooklookcookstoodgood

moonsoonschoolfoolbroom

newfewstewgrewblewknew

odd Bods

floodblooddoorpoorgroupsoup


some students, it may be helpful to highlight or circle oo and ew.



board to scaffold learning.• Point out that when a word contains a two-

letter team, we just add endings. Ask the students to refer to their list and spell

some words with any endings that apply, e.g. wooden, chewed, screwing, poorest.

• Note that the plural of foot is feet and tooth is teeth. Note that the plural of roof is roofs. In some words we do not change the f to v.

Compound Word List

afternoon broomstick footpath moonbeam tablespoon toothbrushbeetroot classroom footprint moonlight teaspoon toothpastebootlaces foodstuff footsore newspaper toolbox toothpickbootstraps footfall footstool schoolroom toolkit viewpointbridegroom footloose goodbye screwdriver toothache waterproof

ISBN 978 1 92570 956 8



_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

term 1 lesson 6

Make a list of compound words by joining each word to light.

Complete this table.

cry crying cries cried

dry

try

fry

spy

pry

fly

This is an irregular past-tense form.

sun

moon

sky head

flood

tail

flash

spot

light

Spelling Corner 11



• On the board, draw a table with three columns.

• Review the short sound of oo as in book. With the students, build a list of words containing this sound in the first column.

Point out that oo also represents the long sound oo in room. With the students, build a list of words containing this sound in the second column.

• There is another letter team we use to represent oo.

Write ew above the third column. In the column, write some words containing this letter pattern. Ask the students to read the words in this column and then to read the long oo words. Note that, while the words do not look alike, they sound alike. Remind them that these words have the same sound.

• Emphasise the importance in spelling of remembering what words look like.

• Now discuss some Odd Bods, words that either look the same or sound the same. Study words like group,soup,poor,door,floor,flood,blood,would,could,should.




Word Warm-ups

sight Words

can’tdon’tisn’twon’t

Teaching notes Focus: Letter teams that make the sounds of oo; Adding common endings; Compound words; Syllables

lesson 7 term 1



oo (book) oo (room) ew (crew)

tooklookcookstoodgood

moonsoonschoolfoolbroom

newfewstewgrewblewknew

odd Bods

floodblooddoorpoorgroupsoup


some students, it may be helpful to highlight or circle oo and ew.



board to scaffold learning.• Point out that when a word contains a two-

letter team, we just add endings. Ask the students to refer to their list and spell

some words with any endings that apply, e.g. wooden, chewed, screwing, poorest.

• Note that the plural of foot is feet and tooth is teeth. Note that the plural of roof is roofs. In some words we do not change the f to v.

Compound Word List

afternoon broomstick footpath moonbeam tablespoon toothbrushbeetroot classroom footprint moonlight teaspoon toothpastebootlaces foodstuff footsore newspaper toolbox toothpickbootstraps footfall footstool schoolroom toolkit viewpointbridegroom footloose goodbye screwdriver toothache waterproof

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Together build some lists of rhyming words, e.g. hoop,

loop, snoop, coop, troop; boot, scoot, shoot, loot; moon, noon, soon, spoon, balloon; new, knew, few, drew, crew, blew. Ask students to spell, orally, some of the words with endings added.

• Discuss compound words: moonlight, afternoon, toothache, toothbrush, waterproof.

• Continue to use the Compound Word and Homophone baggies.

• Review syllables. Write these syllables on the board and ask students to say what the words are: scoot er, kang a roo, wall a roo, cock a too, cuck oo, roost er, fool ish ly, sham poo, crook ed.

• Remind students that we usually form the past tense of verbs by adding ed. Give examples, such as jumped, cheered, sailed, displayed. These are regular past-tense verbs.

• Explore some ew words. Many of these are the past-tense forms of other verbs. Give examples, such as flyflew,drawdrew,knowknew,blowblew. These are irregular past-tense verbs.

Disc Work• Divide the students into groups. Give an oo disc to

each student in some groups and an ew disc to each student in other groups. Ask them to use the discs with the cards to make and write a minimum of ten words in their notebooks.


Extension• Give each student some or all of the common endings. • Ask them to add an appropriate ending or endings to

the words they make before writing them.

term 1

lesson 7

■ Memory Work• Review contractions. Evaluate student understanding. • Make a list with the students of some everyday

contractions.

■ Pencil WorkThe worksheet focuses on antonyms, word building, sentence completion and proofreading.






Focus Words, letter teams for the sound of oo

• wooden • jewels• unscrew • roofs• chewing

Dictation❥ Sooner or later, they will find the proof they need.❥ The crew looked up at the sun and knew it was noon.❥ We shook hands with each other and said goodbye.❥ Floodwaters soon reached the roof tops.


Pencil Work 7Name:________________________________________________________________________________

term 1 lesson 7

❂

❂

❂

❂

1 Write words of opposite meaning, such as hot, cold; little, big.

old ________________________________ long ________________________________

bad ________________________________ over ________________________________

tight ________________________________ far ________________________________

cool ________________________________ slow ________________________________

morning ________________________________ wide ________________________________

2 Find and fix the spelling mistakes. Underline each mistake in red and write the correct word above it.

Hedrawedapictureofhisredscoota.

MytoothisloseandIcan’nteatthehotstew.

Thestrongwindblowedthebaloonaway.

Theknewboywillplayfootballthisaftanoon.

Hewalkedupthefootparfandknockedonmydore.

3 Be a word builder. Make new words by adding endings. fool+ish ____________________________ wood+en ____________________________

loose+en ____________________________ jewel+ler+y ____________________________

un+hook+ed ____________________________ scoot+er ____________________________

up+root+ed ____________________________ loose+ly ____________________________

wool+ly ____________________________ mood+y ____________________________

4 Now use some of those words to complete these sentences correctly.

Treeswere____________________________duringtheviolentthunderstorm.

Sheboughtanotherpieceofgold____________________________.

Wesatona____________________________benchinthepark.

Hecouldn’t____________________________theknotinhisshoelaces.

Sheiswearingthe____________________________jumperhermotherknitted.

Spell & Say

newf___d___p___fl___st___br___gr___kn___dr___bl___cr___ch___scr___

bookt__l__h__n__c__cr__sh__



Do not speak.

fleas

ISBN 978 1 92570 956 8


■ Word Work• Together build some lists of rhyming words, e.g. hoop,

loop, snoop, coop, troop; boot, scoot, shoot, loot; moon, noon, soon, spoon, balloon; new, knew, few, drew, crew, blew. Ask students to spell, orally, some of the words with endings added.

• Discuss compound words: moonlight, afternoon, toothache, toothbrush, waterproof.


• Review syllables. Write these syllables on the board and ask students to say what the words are: scoot er, kang a roo, wall a roo, cock a too, cuck oo, roost er, fool ish ly, sham poo, crook ed.

• Remind students that we usually form the past tense of verbs by adding ed. Give examples, such as jumped, cheered, sailed, displayed. These are regular past-tense verbs.

• Explore some ew words. Many of these are the past-tense forms of other verbs. Give examples, such as flyflew,drawdrew,knowknew,blowblew. These are irregular past-tense verbs.

Disc Work• Divide the students into groups. Give an oo disc to

each student in some groups and an ew disc to each student in other groups. Ask them to use the discs with the cards to make and write a minimum of ten words in their notebooks.




term 1

lesson 7

■ Memory Work• Review contractions. Evaluate student understanding. • Make a list with the students of some everyday

contractions.

■ Pencil WorkThe worksheet focuses on antonyms, word building, sentence completion and proofreading.






Focus Words, letter teams for the sound of oo

• wooden • jewels• unscrew • roofs• chewing

Dictation❥ Sooner or later, they will find the proof they need.❥ The crew looked up at the sun and knew it was noon.❥ We shook hands with each other and said goodbye.❥ Floodwaters soon reached the roof tops.


Pencil Work 7Name:________________________________________________________________________________

term 1 lesson 7

❂

❂

❂

❂

1 Write words of opposite meaning, such as hot, cold; little, big.

old ________________________________ long ________________________________

bad ________________________________ over ________________________________

tight ________________________________ far ________________________________

cool ________________________________ slow ________________________________

morning ________________________________ wide ________________________________

2 Find and fix the spelling mistakes. Underline each mistake in red and write the correct word above it.

Hedrawedapictureofhisredscoota.

MytoothisloseandIcan’nteatthehotstew.

Thestrongwindblowedthebaloonaway.

Theknewboywillplayfootballthisaftanoon.

Hewalkedupthefootparfandknockedonmydore.

3 Be a word builder. Make new words by adding endings. fool+ish ____________________________ wood+en ____________________________

loose+en ____________________________ jewel+ler+y ____________________________

un+hook+ed ____________________________ scoot+er ____________________________

up+root+ed ____________________________ loose+ly ____________________________

wool+ly ____________________________ mood+y ____________________________

4 Now use some of those words to complete these sentences correctly.

Treeswere____________________________duringtheviolentthunderstorm.

Sheboughtanotherpieceofgold____________________________.

Wesatona____________________________benchinthepark.

Hecouldn’t____________________________theknotinhisshoelaces.

Sheiswearingthe____________________________jumperhermotherknitted.

Spell & Say

newf___d___p___fl___st___br___gr___kn___dr___bl___cr___ch___scr___

bookt__l__h__n__c__cr__sh__



Do not speak.

fleas

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



term 1 lesson 7

Write the missing words. ALL words have oo in them.

Join the word parts to make compound words.

tooth stick news shelf

broom knob tool laces

water work book point

door ache food paper

wood straps boot stuffs

boot proof view box

1 Thedentistputafillinginaback_________________________________________.

2 Iamreadinga_________________________________________aboutdinosaurs.

3 Amother________________________________________________________carriesherjoeyinapouch.

4 Istirredthesoupwitha_________________________________________.

5 The_________________________________________fromsheepismadeintowarmclothes.

6 Rainisfallingonthe_________________________________________ofthehouses.

7 Someoneisknockingonmy_________________________________________.

8 Heputhorseshoesonhispony’s_________________________________________.

9 Lastnighttherewasafull_________________________________________inthesky.

10 Weswamupanddownintheswimming_________________________________________.

Spelling Corner 13


Teaching notes Focus: Letter teams ou, ow; Adding common endings

■ Board WorkToday we are going to focus on the sound ou as in cloud.

• On the board, begin a table to list two letter teams, ou and ow.

• Remember that, when we tie two letters together, they have one sound.

• Write ou above the first column. These two letters, tied together, make the

sound ou as in house and mouse. Write these two words in the column.

• Another two letters, tied together, that make this sound is ow as in down and town.

Write ow above the second column and down and town underneath. Ask the students to think of other words with this sound. As each word is given, decide whether to place it in the first or second column. Build a list of ou and ow words.

proudcloudhourflourfoundsoundmountainfountain

bowbrowsedowntowngrowlhowleyebrowanyhow

Word Warm-ups

sight Words

somehowsomeonekeptagainst

lesson 8 term 1



ou ow

housemouseloudcloudround

downtowncowgrowlbrown

tough stuff

an noun cerpro nouncesound less sur round





board to scaffold learning.• Point out again that we just add endings to

words that have the letter teams ou and ow. Give examples.

• Remind students that we drop the e before adding ing or y.

• Ask the students to refer to their Warm-ups list. Work through the list, and ask selected students to spell some words with any common endings that apply, e.g. proudly, browsing, howled, cloudy, bows.

Closed Book WorkDictate words containing these letter teams with endings added. Use the language word + ending, e.g. browser, mountains, founded, growling, eyebrows.

ISBN 978 1 92570 956 8



term 1 lesson 7

Write the missing words. ALL words have oo in them.


tooth stick news shelf

broom knob tool laces

water work book point

door ache food paper

wood straps boot stuffs

boot proof view box

1 Thedentistputafillinginaback_________________________________________.

2 Iamreadinga_________________________________________aboutdinosaurs.

3 Amother________________________________________________________carriesherjoeyinapouch.

4 Istirredthesoupwitha_________________________________________.

5 The_________________________________________fromsheepismadeintowarmclothes.

6 Rainisfallingonthe_________________________________________ofthehouses.

7 Someoneisknockingonmy_________________________________________.

8 Heputhorseshoesonhispony’s_________________________________________.

9 Lastnighttherewasafull_________________________________________inthesky.

10 Weswamupanddownintheswimming_________________________________________.

Spelling Corner 13


Teaching notes Focus: Letter teams ou, ow; Adding common endings

■ Board WorkToday we are going to focus on the sound ou as in cloud.

• On the board, begin a table to list two letter teams, ou and ow.

• Remember that, when we tie two letters together, they have one sound.

• Write ou above the first column. These two letters, tied together, make the

sound ou as in house and mouse. Write these two words in the column.

• Another two letters, tied together, that make this sound is ow as in down and town.

Write ow above the second column and down and town underneath. Ask the students to think of other words with this sound. As each word is given, decide whether to place it in the first or second column. Build a list of ou and ow words.



Word Warm-ups

sight Words

somehowsomeonekeptagainst

lesson 8 term 1



ou ow

housemouseloudcloudround

downtowncowgrowlbrown

tough stuff

an noun cerpro nouncesound less sur round





board to scaffold learning.• Point out again that we just add endings to

words that have the letter teams ou and ow. Give examples.

• Remind students that we drop the e before adding ing or y.

• Ask the students to refer to their Warm-ups list. Work through the list, and ask selected students to spell some words with any common endings that apply, e.g. proudly, browsing, howled, cloudy, bows.

Closed Book WorkDictate words containing these letter teams with endings added. Use the language word + ending, e.g. browser, mountains, founded, growling, eyebrows.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: roundabout, townhouse,

townsfolk, townspeople, eyebrow, cloudburst, outside, outdoors,outfit,outboard,outbound,playground,cowboy, downtown, downstream, downstairs, downstage, warehouse, hourglass.

• Review homophones: flour,flower;our,hour;fowl,foul.• Continue to use the Compound Word and Homophone

baggies.• Explore some multisyllable words, e.g. sur round ings,

pro nounce, an noun cer, an nounce ment, brow ser, found ar y, bound ar y, mount ain ous, mount ain eer, down ward, south er ly.


words containing ou and ow using Disc Work. Different groups could work on different sounds.

• Ask the students to make at least ten words, write them in their notebooks and read them to a partner.

ConsolidationHave a Spelling Bee. Ask the students to stand in a circle. Give them a word. The first student gives the first letter, the next the second letter and so on until the word is spelled. A student sits down when he or she offers an incorrect letter. The person remaining wins. Use the words from the list with or without endings added.

term 1

lesson 8


as before.

• Build a list of words beginning with some, e.g. somehow, something, somewhere, sometimes, somebody, someone, and words beginning with a, e.g. again, against, ago, away, along, about, above, across, afraid, among.

■ Pencil Work• The worksheet focuses on compound words, differences

in letter teams and encoding words.• Ask the students to ‘step’ down the word ladders, saying

the words together.





sight Wordssomehowkeptsomeoneagainstboth

Focus Words, letter teams for the sound ou

• bowed • hours• proudly • howling• showery

Dictation❥ We could hear the sound of a powerful waterfall.❥ Thick clouds surrounded the mountain tops.❥ They went downtown to browse through the shops.❥ How much flour will I add to the cake mix?


Pencil Work 8Name:________________________________________________________________________________

term 1 lesson 8

❂

❂

❂

❂

1 Colour a word in the top line and one in the bottom to make compound words.

cow round down eye count mouse loud play

brow hole ground about stream speaker boy down

2 Complete the words correctly by placing ou or ow in the spaces.

Wewentd________nthehillandar________ndthecorner. Therearecl________dsoverthem________ntainsinthes________th. Everyoneinthecr________dwassh________tingl________dly. Hecanc________nttoath________sand. Wewanderedab________tforh________rs,lookingforwildfl________ers.

3 Write the words from the word wheels.

4 Spell the missing words. Washyourhandsanddrythemonthist____________________________.

Rosesaremyfavouritef____________________________.

Shelostanearring,butIf____________________________it.

Don’tb____________________________yourballinthehouse!

Icanhearthes____________________________ofrushingwater.


cow

down

town

gown

brown

crown

clown

drown

frown

round

ground

hound

mound

pound

sound

found

bound

wound

sh

p

tr sp

l

gr

b sn

out

d

fr

g t

br

dr

cl cr

own



Do not speak.

pirate

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: roundabout, townhouse,

townsfolk, townspeople, eyebrow, cloudburst, outside, outdoors,outfit,outboard,outbound,playground,cowboy, downtown, downstream, downstairs, downstage, warehouse, hourglass.

• Review homophones: flour,flower;our,hour;fowl,foul.• Continue to use the Compound Word and Homophone

baggies.• Explore some multisyllable words, e.g. sur round ings,

pro nounce, an noun cer, an nounce ment, brow ser, found ar y, bound ar y, mount ain ous, mount ain eer, down ward, south er ly.


words containing ou and ow using Disc Work. Different groups could work on different sounds.

• Ask the students to make at least ten words, write them in their notebooks and read them to a partner.


term 1

lesson 8


as before.

• Build a list of words beginning with some, e.g. somehow, something, somewhere, sometimes, somebody, someone, and words beginning with a, e.g. again, against, ago, away, along, about, above, across, afraid, among.

■ Pencil Work• The worksheet focuses on compound words, differences

in letter teams and encoding words.• Ask the students to ‘step’ down the word ladders, saying

the words together.





sight Wordssomehowkeptsomeoneagainstboth

Focus Words, letter teams for the sound ou

• bowed • hours• proudly • howling• showery

Dictation❥ We could hear the sound of a powerful waterfall.❥ Thick clouds surrounded the mountain tops.❥ They went downtown to browse through the shops.❥ How much flour will I add to the cake mix?


Pencil Work 8Name:________________________________________________________________________________

term 1 lesson 8

❂

❂

❂

❂

1 Colour a word in the top line and one in the bottom to make compound words.

cow round down eye count mouse loud play

brow hole ground about stream speaker boy down

2 Complete the words correctly by placing ou or ow in the spaces.

Wewentd________nthehillandar________ndthecorner. Therearecl________dsoverthem________ntainsinthes________th. Everyoneinthecr________dwassh________tingl________dly. Hecanc________nttoath________sand. Wewanderedab________tforh________rs,lookingforwildfl________ers.

3 Write the words from the word wheels.

4 Spell the missing words. Washyourhandsanddrythemonthist____________________________.

Rosesaremyfavouritef____________________________.

Shelostanearring,butIf____________________________it.

Don’tb____________________________yourballinthehouse!

Icanhearthes____________________________ofrushingwater.


cow

down

town

gown

brown

crown

clown

drown

frown

round

ground

hound

mound

pound

sound

found

bound

wound

sh

p

tr sp

l

gr

b sn

out

d

fr

g t

br

dr

cl cr

own



Do not speak.

pirate

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



term 1 lesson 8

Join the syllables.Write them and read them to a friend.

All these compound words begin with out.Write them and read them to a friend.

boardlawburstlastskirtsfield

out

surroundings ■ mountaineer

_______________________________________________ _______________________________________________

announcement ■ powdery

_______________________________________________ _______________________________________________

astounding ■ cowardly

_______________________________________________ _______________________________________________

doubtfully ■ rebound

_______________________________________________ _______________________________________________

mountainous ■ browser

_______________________________________________ _______________________________________________

Spelling Corner 15

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

sidedoorslinebreakfitbound

out

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________



• On the board, draw a table with four columns.

• Remember that when we tie two letters together, they have one sound.

• Write au above the first column. These two letters, tied together, make the

sound au as in sauce and saucer. With the students, build a list of words

containing this sound in the first column.• Another two letters tied together make the

same sound. These are aw as in saw and paw.

Write aw above the second column. With the students, build a list of words containing this sound in the second column.

• There is another letter team we use to represent the aw sound.

Write oar above the third column. In the column write some words containing this letter pattern. Ask the students to read the words in this column then to read the aw words. Note that, while the words do not look alike, they sound alike. Remind them that these words have the same sound pattern.

• Another letter pattern that has this same sound is or. If this sound is on the end of the word we add a silent e.

Write ore above the final column. With the students, add words to this column.

• Again remind the students that these words all have the same sound. Emphasise the importance in spelling of remembering what words look like.

• Now discuss some Odd Bods, words that either look the same or sound the same. Study words like talk, walk, stalk, chalk, war, warm, wart.

Word Warm-ups

sight Words

beforebesidebeginbecause

Teaching notes Focus: Letter teams au, aw, oar, ore; Adding common endings; Compound words; Homophones; Rhyming words

lesson 9 term 2



au aw oar ore

saucesaucercausepausehaul

sawclawpawrawjawlawstraw

oarsroarsoarboardcoarsehoarse

moreshorecoresorestore

odd Bods

talkwalkstalk


some students, it may be helpful to highlight the different sounds of ow.



board to scaffold learning.• Remind students to drop the e before adding

ing and y. For other letter teams, we just add endings.

• Ask the students to refer to their Warm-ups list and spell some words with any endings that apply, e.g. pausing, caused, applauded, prawns, awfully, hoarsely, ignoring.

pause causecaughttaughtapplaud

drawdraweryawnprawnawful

roarsoarcoarsehoarseboard

shorescoreboreadoreignore

ISBN 978 1 92570 956 8



term 1 lesson 8

Join the syllables.Write them and read them to a friend.

All these compound words begin with out.Write them and read them to a friend.

boardlawburstlastskirtsfield

out

surroundings ■ mountaineer

_______________________________________________ _______________________________________________

announcement ■ powdery

_______________________________________________ _______________________________________________

astounding ■ cowardly

_______________________________________________ _______________________________________________

doubtfully ■ rebound

_______________________________________________ _______________________________________________

mountainous ■ browser

_______________________________________________ _______________________________________________

Spelling Corner 15

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

sidedoorslinebreakfitbound

out

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________



• On the board, draw a table with four columns.

• Remember that when we tie two letters together, they have one sound.

• Write au above the first column. These two letters, tied together, make the

sound au as in sauce and saucer. With the students, build a list of words

containing this sound in the first column.• Another two letters tied together make the

same sound. These are aw as in saw and paw.

Write aw above the second column. With the students, build a list of words containing this sound in the second column.

• There is another letter team we use to represent the aw sound.

Write oar above the third column. In the column write some words containing this letter pattern. Ask the students to read the words in this column then to read the aw words. Note that, while the words do not look alike, they sound alike. Remind them that these words have the same sound pattern.

• Another letter pattern that has this same sound is or. If this sound is on the end of the word we add a silent e.

Write ore above the final column. With the students, add words to this column.

• Again remind the students that these words all have the same sound. Emphasise the importance in spelling of remembering what words look like.

• Now discuss some Odd Bods, words that either look the same or sound the same. Study words like talk, walk, stalk, chalk, war, warm, wart.

Word Warm-ups

sight Words

beforebesidebeginbecause

Teaching notes Focus: Letter teams au, aw, oar, ore; Adding common endings; Compound words; Homophones; Rhyming words

lesson 9 term 2



au aw oar ore

saucesaucercausepausehaul

sawclawpawrawjawlawstraw

oarsroarsoarboardcoarsehoarse

moreshorecoresorestore

odd Bods

talkwalkstalk


some students, it may be helpful to highlight the different sounds of ow.



board to scaffold learning.• Remind students to drop the e before adding

ing and y. For other letter teams, we just add endings.

• Ask the students to refer to their Warm-ups list and spell some words with any endings that apply, e.g. pausing, caused, applauded, prawns, awfully, hoarsely, ignoring.

pause causecaughttaughtapplaud




ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Together build some lists of rhyming words for aw, e.g. saw,jaw,paw,raw,claw,flaw,straw.

• Ask students to spell, orally, some of the words with endings added.

• Discuss compound words: seashore, overboard, whiteboard, blackboard, cardboard, outboard, causeway, jawbone, strawberry, lawnmower, saucepan.

• Explain the differences between these homophones: taut, taught; caught, court; claws, clause; haul, hall; bawl,ball;flaw,floor;saw,sore,soar;border,boarder;boar, bore; course, coarse; horse, hoarse; stalk, stork; raw, roar.


• Review syllables. Write these syllables on the board and ask students to say what the words are: jaun ty, haun ted, naut ic al, ig nor ant, stor age.

Disc WorkDivide the students into groups. Give an au disc to each student in some groups and an aw disc to each student in other groups. Ask them to use the discs with the cards to make and write a minimum of ten words in their notebooks, and read them to a partner.



term 2

lesson 9


as before.• Build a list of words that begin with be, e.g. before,

beside, begin, because, between, become, behave.

■ Pencil WorkThe worksheet focuses on compound words, adding word endings for grammatical correctness, discriminating between the different letter patterns for the sound or (au, aw, oar, or, ore).





sight Wordsbeforebeginbesidebecausebeneath

Focus Words, letter teams for the sound or

• applaud • hoarse• stalks • awful• seashore

Dictation❥ The fishermen caught many prawns in their nets.❥ She wore a yellow straw hat and a blue shawl.❥ My friend taught me how to draw a horseshoe.❥ I saw green ants crawling across the lawn.




Do not speak.

drum

Pencil Work 9Name:________________________________________________________________________________

term 2 lesson 9

❂

❂

❂

❂

1 Add the correct ending. Choose from: s, ing, ed, er, ly. Williamisdraw_____________apictureofared,sportscar. PutyourT-shirtsawayinthetopdraw_____________. Onemanorder_____________aChinesetakeawaymeal. Hecreptcautious_____________upthewindingstairs. Theteacherpause_____________besidemetocheckmywork.

2 Fill in the letters for these words to complete the sentences.

3 Join a word in column A to a word in column B to make compound words.

A B A B

sauce back see flakes

lawn shore straw light

horse mower corn berry

jaw pan horse saw

sea bone torch shoe

c

c

l

h

c

a

She___________theballintwohands.

Thebaby___________onhandsandknees.

Theywill___________therocketintospacetoday.

Six,white___________pulledthequeen’scarriage.

Doyouknowwhat___________theaccident?

Leavesfallfromtreesin___________.

4 Spell the missing words. All words contain au, aw or oar. Thefishermenwentonb________dtheirpr________ntr________ler. Acathassoftp________sandsharpcl________s. Ican’tgooutsidebec________seitisraining. Ah________kswoopeddownonamousehidinginthestr________. Thelionr________edandIsawits________fulteeth.

ISBN 978 1 92570 956 8


■ Word Work• Together build some lists of rhyming words for aw, e.g. saw,jaw,paw,raw,claw,flaw,straw.

• Ask students to spell, orally, some of the words with endings added.

• Discuss compound words: seashore, overboard, whiteboard, blackboard, cardboard, outboard, causeway, jawbone, strawberry, lawnmower, saucepan.

• Explain the differences between these homophones: taut, taught; caught, court; claws, clause; haul, hall; bawl,ball;flaw,floor;saw,sore,soar;border,boarder;boar, bore; course, coarse; horse, hoarse; stalk, stork; raw, roar.


• Review syllables. Write these syllables on the board and ask students to say what the words are: jaun ty, haun ted, naut ic al, ig nor ant, stor age.

Disc WorkDivide the students into groups. Give an au disc to each student in some groups and an aw disc to each student in other groups. Ask them to use the discs with the cards to make and write a minimum of ten words in their notebooks, and read them to a partner.



term 2

lesson 9


as before.• Build a list of words that begin with be, e.g. before,

beside, begin, because, between, become, behave.

■ Pencil WorkThe worksheet focuses on compound words, adding word endings for grammatical correctness, discriminating between the different letter patterns for the sound or (au, aw, oar, or, ore).





sight Wordsbeforebeginbesidebecausebeneath

Focus Words, letter teams for the sound or

• applaud • hoarse• stalks • awful• seashore

Dictation❥ The fishermen caught many prawns in their nets.❥ She wore a yellow straw hat and a blue shawl.❥ My friend taught me how to draw a horseshoe.❥ I saw green ants crawling across the lawn.




Do not speak.

drum

Pencil Work 9Name:________________________________________________________________________________

term 2 lesson 9

❂

❂

❂

❂

1 Add the correct ending. Choose from: s, ing, ed, er, ly. Williamisdraw_____________apictureofared,sportscar. PutyourT-shirtsawayinthetopdraw_____________. Onemanorder_____________aChinesetakeawaymeal. Hecreptcautious_____________upthewindingstairs. Theteacherpause_____________besidemetocheckmywork.

2 Fill in the letters for these words to complete the sentences.

3 Join a word in column A to a word in column B to make compound words.

A B A B

sauce back see flakes

lawn shore straw light

horse mower corn berry

jaw pan horse saw

sea bone torch shoe

c

c

l

h

c

a

She___________theballintwohands.

Thebaby___________onhandsandknees.

Theywill___________therocketintospacetoday.

Six,white___________pulledthequeen’scarriage.

Doyouknowwhat___________theaccident?

Leavesfallfromtreesin___________.

4 Spell the missing words. All words contain au, aw or oar. Thefishermenwentonb________dtheirpr________ntr________ler. Acathassoftp________sandsharpcl________s. Ican’tgooutsidebec________seitisraining. Ah________kswoopeddownonamousehidinginthestr________. Thelionr________edandIsawits________fulteeth.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Complete the words in the list. Use the sentences as a clue.

How many compound words can you make?The record is 21 words.

t________ght Ourteacher____________ushowtomultiply.

s________ce Iliketomato____________onmysausages.

________tumn In____________leavesturnred,yellowandgold.

sc________ed Jackson____________thewinninggoal.

w_____lk Wewentforalong____________alongtheriver.

bec________se Wecan’tplayoutside____________itissnowing.

cr________l Babiesandbeetlesboth____________.

c________sed Thecyclone____________widespreaddamage.

l________nched Afterthecountdown,therocketwas____________.

cl________s Theeaglesnatchedthemouseinpowerful____________.

horseoverpantorch

boardstrawshorebone

lightsealawnscore

berryoutbackcard

lawsurfmouthsauce

shoejaworganmower


__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________


■ Board WorkWe have looked at two sounds of a. The short sound a in apple, bag, can; and the long a sound in game, table, famous.

Today we are going to look at two different sounds for the letter a. We’re going to call this “trickylettera”.

• Write the word fast on the board. Circle the a. In this word, the a sounds like ah. Give further examples, asking selected students to read the words that you write, e.g. last, past, class, grass.

• Write the word wash on the board. Circle the a. In this word, the a sounds like o (top). Give further examples, asking selected students to read the words that you write, e.g. squash, salt, halt, wand, wander.

Word Warm-ups

sight Words

girlhairhorsegym

Teaching notes Focus: Tricky letter a, as in fast, last, wash, squash; Applying rules when adding common endings

lesson 10 term 2



■ Book WorkTell the students to open their Word Warm-ups book to page 5, List 10.• Work through the top part of the list. Note the

silent l in calm and palm.• Chant the words together, keeping a steady

pace.• Ask the students to read the first list two more

times. • Tell them to close their books.• Ask them to write down as many words as

they can remember. There will be two results: – the number of words individual students remembered – the number of words they were able to spell correctly.

• Carry out a simular procedure for the second half of the list.

Open Book Work• Review the ending s. We add s to form

plural words (bath, baths) most of the time. However, we add es after sh, ch, z, s and ss. Give examples: dish, dishes; pinch, pinches; bus, buses; dress, dresses; quiz, quizzes.

• Ask selected students to spell the plural form of some words from the list, e.g. masks, wasps, wands, glasses, classes, waltzes.

• Remind students of the f rule. We change f to v and add es, e.g. leaf, leaves; loaf, loaves. Ask selected students to spell calves, halves.

• We also add s to form a verb (present-tense singular, third person), e.g. crash, crashes; catch, catches. Ask selected students to spell washes, squashes.

Closed Book Work• Dictate words from the list with various

endings added, e.g. masked, calmly, wandering, plaster, lasting, palms, waltzing.

• Let the students try some compound words, e.g. washboard, taskmaster, glasshouse, glassworks, classmates, halftime.

lastpasthalfcalfclassglasstaskmaskcalmpalm

haltsaltscaldwashsquashwandwander waspwaltzwallet

ISBN 978 1 92570 956 8



Complete the words in the list. Use the sentences as a clue.

How many compound words can you make?The record is 21 words.

t________ght Ourteacher____________ushowtomultiply.

s________ce Iliketomato____________onmysausages.

________tumn In____________leavesturnred,yellowandgold.

sc________ed Jackson____________thewinninggoal.

w_____lk Wewentforalong____________alongtheriver.

bec________se Wecan’tplayoutside____________itissnowing.

cr________l Babiesandbeetlesboth____________.

c________sed Thecyclone____________widespreaddamage.

l________nched Afterthecountdown,therocketwas____________.

cl________s Theeaglesnatchedthemouseinpowerful____________.

horseoverpantorch

boardstrawshorebone

lightsealawnscore

berryoutbackcard

lawsurfmouthsauce

shoejaworganmower


__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________


■ Board WorkWe have looked at two sounds of a. The short sound a in apple, bag, can; and the long a sound in game, table, famous.

Today we are going to look at two different sounds for the letter a. We’re going to call this “trickylettera”.

• Write the word fast on the board. Circle the a. In this word, the a sounds like ah. Give further examples, asking selected students to read the words that you write, e.g. last, past, class, grass.

• Write the word wash on the board. Circle the a. In this word, the a sounds like o (top). Give further examples, asking selected students to read the words that you write, e.g. squash, salt, halt, wand, wander.

Word Warm-ups

sight Words

girlhairhorsegym

Teaching notes Focus: Tricky letter a, as in fast, last, wash, squash; Applying rules when adding common endings

lesson 10 term 2



■ Book WorkTell the students to open their Word Warm-ups book to page 5, List 10.• Work through the top part of the list. Note the

silent l in calm and palm.• Chant the words together, keeping a steady

pace.• Ask the students to read the first list two more

times. • Tell them to close their books.• Ask them to write down as many words as

they can remember. There will be two results: – the number of words individual students remembered – the number of words they were able to spell correctly.

• Carry out a simular procedure for the second half of the list.

Open Book Work• Review the ending s. We add s to form

plural words (bath, baths) most of the time. However, we add es after sh, ch, z, s and ss. Give examples: dish, dishes; pinch, pinches; bus, buses; dress, dresses; quiz, quizzes.

• Ask selected students to spell the plural form of some words from the list, e.g. masks, wasps, wands, glasses, classes, waltzes.

• Remind students of the f rule. We change f to v and add es, e.g. leaf, leaves; loaf, loaves. Ask selected students to spell calves, halves.

• We also add s to form a verb (present-tense singular, third person), e.g. crash, crashes; catch, catches. Ask selected students to spell washes, squashes.

Closed Book Work• Dictate words from the list with various

endings added, e.g. masked, calmly, wandering, plaster, lasting, palms, waltzing.

• Let the students try some compound words, e.g. washboard, taskmaster, glasshouse, glassworks, classmates, halftime.


haltsaltscaldwashsquashwandwander waspwaltzwallet

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Make a list of other “tricky letter a” words, e.g. fast, vast,

nasty, pasta, raft, craft, path, bath, clasp, gasp, grasp, grass, staff.

• Discuss the grammatical differences between past and passed. – A fire engine raced past our school at three o’clock. (preposition) – We have had 40 millimetres of rain in the past week. (adjective) – The old woman sat thinking about the past. (noun) – We passed the time quietly, playing cards. (past-tense verb)

• Explore other words through word building, e.g. wasp + ish, wander + er, palm + ist, palm + ist + ry Note calf, calving, calved; half, halving, halved.

• Discuss compound words: washtub, washboard, taskmaster, masterpiece, masterwork, sunglasses, glasshouse, glassworks, glassblower, classmates, classroom, grasshopper, halftime, pastime, bathtub, bathroom, bathhouse, bathrobe, craftsman, craftwork, aircraft, pathway, footpath, castaway, basketball, draftsman.

• Continue to use the Compound Word baggies.

term 2

lesson 10


as before.• For students having difficulty discriminating between

horse and house, point out that horse has a rider in the middle, house has an underground room.

• Explore the word gym with its associated words: gymnast, gymnasium, gymnastics, gymkhana.

■ Pencil WorkThe worksheet focuses on “tricky letter a”, on adding endings and on compound words.





sight Wordsgirlhairhorsegymthese

Focus Words, “tricky letter a”

• master • drafted• calves • calmly• salty

Dictation❥ We found a wasps’ nest outside our classroom.❥ We wandered past an old aircraft.❥ A masked bandit stole my wallet.❥ We are playing squash at half past four.



❂

❂

❂

❂

1 Complete the missing words by adding the correct endings. half Shecuttheappleinto_________________________. salt Thepotatochipswerehotand_________________________. fast Mumtoldusto_________________________ourseatbelts. calm Shespoke_________________________totheangrychild. mask Dadboughtarollof_________________________tape.

2 Sketch the following.

awashingbasket twopeoplewaltzing

acalfonapath aflagathalfmast

3 Join the words to make compound words. path glasses class house bath way pass mates sun time half piece half ball glass way basket tub master word

4 Be a word finder. The words can be in any direction.

O B A S K E T

W L J D I N S

N A F B Q R A

P S S L M A C

A T Z P A L W

S Q U A S H T

S Y X U T C P


HALFSQUASHMASTPASS

CASTBASKETWASPBLAST

fast

last

vast

cast

mast

past

aghast

ask

task

mask

bask

cask

flask

raft

daft

draft

craft

shaft



Do not speak.

ski-ing

ISBN 978 1 92570 956 8


■ Word Work• Make a list of other “tricky letter a” words, e.g. fast, vast,

nasty, pasta, raft, craft, path, bath, clasp, gasp, grasp, grass, staff.

• Discuss the grammatical differences between past and passed. – A fire engine raced past our school at three o’clock. (preposition) – We have had 40 millimetres of rain in the past week. (adjective) – The old woman sat thinking about the past. (noun) – We passed the time quietly, playing cards. (past-tense verb)

• Explore other words through word building, e.g. wasp + ish, wander + er, palm + ist, palm + ist + ry Note calf, calving, calved; half, halving, halved.

• Discuss compound words: washtub, washboard, taskmaster, masterpiece, masterwork, sunglasses, glasshouse, glassworks, glassblower, classmates, classroom, grasshopper, halftime, pastime, bathtub, bathroom, bathhouse, bathrobe, craftsman, craftwork, aircraft, pathway, footpath, castaway, basketball, draftsman.


term 2

lesson 10


as before.• For students having difficulty discriminating between

horse and house, point out that horse has a rider in the middle, house has an underground room.

• Explore the word gym with its associated words: gymnast, gymnasium, gymnastics, gymkhana.

■ Pencil WorkThe worksheet focuses on “tricky letter a”, on adding endings and on compound words.





sight Wordsgirlhairhorsegymthese

Focus Words, “tricky letter a”

• master • drafted• calves • calmly• salty

Dictation❥ We found a wasps’ nest outside our classroom.❥ We wandered past an old aircraft.❥ A masked bandit stole my wallet.❥ We are playing squash at half past four.



❂

❂

❂

❂

1 Complete the missing words by adding the correct endings. half Shecuttheappleinto_________________________. salt Thepotatochipswerehotand_________________________. fast Mumtoldusto_________________________ourseatbelts. calm Shespoke_________________________totheangrychild. mask Dadboughtarollof_________________________tape.

2 Sketch the following.

awashingbasket twopeoplewaltzing

acalfonapath aflagathalfmast

3 Join the words to make compound words. path glasses class house bath way pass mates sun time half piece half ball glass way basket tub master word

4 Be a word finder. The words can be in any direction.

O B A S K E T

W L J D I N S

N A F B Q R A

P S S L M A C

A T Z P A L W

S Q U A S H T

S Y X U T C P


HALFSQUASHMASTPASS

CASTBASKETWASPBLAST

fast

last

vast

cast

mast

past

aghast

ask

task

mask

bask

cask

flask

raft

daft

draft

craft

shaft



Do not speak.

ski-ing

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Use these letters to make as many words as you can. Each word must contain the “tricky letter a”, as in either fast (ah) or wasp (o). Letters can only be used once in a word.


master word cast master

half tub air hopper

glass path grass way

wash piece basket away

pass time task craft

foot works path ball

a t l h b

m k s p f

c p g w sThe record is

28 words.


__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________


Teaching notes Focus: More tricky letter patterns (or as in worm, ear as in earth, ar as in warm)

Alternatively, if you have sight word flashcards, hold them up, one at a time, and ask the students to say them aloud together. Watch for any students having difficulty recognising these words.

■ Board WorkHerearesomemore“tricky”letterpatterns.

• Write work, word and world on the board. Ask the students to close their eyes and listen for the sounds that are the same.

Circle the or and explain that this part of the word sounds like the er in her.

Write worth and worst on the board and ask the students to read all the words.

• Write earn, learn and earth on the board. Ask the students to close their eyes and listen for the sounds that are the same.

Circle the ear and explain that this part of the word sounds like the er in her.

Write yearn, early and heard on the board and ask the students to read all the words.

• Write war, warm and wart on the board. Ask the students to close their eyes and listen for the sounds that are the same.

Circle the ar and explain that this part of the word sounds like the or in for.

Write warble, wharf and dwarf on the board and ask the students to read all the words.

Word Warm-ups

sight Words

sincefenceoncedance

lesson 11 term 2

■ Book WorkTell the students to open their Word Warm-ups book to page 5, List 11.

• Ask the students to read each section of the list. Tell them to pay attention to what the words look like.

We must remember what these words look like, because they are different from other words with the same sound patterns.



board to scaffold learning.

• Review spelling rules. – Drop the e to add ing or y, e.g. skate, skating. – Change y to i before adding an ending

(not before ing), e.g. lady, ladies; cry, cried; shady, shadier, shadiest.

• Ask selected students to spell some list words with endings added, e.g. warning, worker, warmest, earned, dwarfs, earliest, warbling.

or = erwormwordworldworkworthworst

ear = erearlyearthearnlearnyearnheard

ar = orwarwartwarmwarnwarblewharfdwarf



ISBN 978 1 92570 956 8



Use these letters to make as many words as you can. Each word must contain the “tricky letter a”, as in either fast (ah) or wasp (o). Letters can only be used once in a word.


master word cast master

half tub air hopper

glass path grass way

wash piece basket away

pass time task craft

foot works path ball

a t l h b

m k s p f

c p g w sThe record is

28 words.


__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________


Teaching notes Focus: More tricky letter patterns (or as in worm, ear as in earth, ar as in warm)

Alternatively, if you have sight word flashcards, hold them up, one at a time, and ask the students to say them aloud together. Watch for any students having difficulty recognising these words.

■ Board WorkHerearesomemore“tricky”letterpatterns.

• Write work, word and world on the board. Ask the students to close their eyes and listen for the sounds that are the same.

Circle the or and explain that this part of the word sounds like the er in her.

Write worth and worst on the board and ask the students to read all the words.

• Write earn, learn and earth on the board. Ask the students to close their eyes and listen for the sounds that are the same.

Circle the ear and explain that this part of the word sounds like the er in her.

Write yearn, early and heard on the board and ask the students to read all the words.

• Write war, warm and wart on the board. Ask the students to close their eyes and listen for the sounds that are the same.

Circle the ar and explain that this part of the word sounds like the or in for.

Write warble, wharf and dwarf on the board and ask the students to read all the words.

Word Warm-ups

sight Words

sincefenceoncedance

lesson 11 term 2


• Ask the students to read each section of the list. Tell them to pay attention to what the words look like.

We must remember what these words look like, because they are different from other words with the same sound patterns.



board to scaffold learning.

• Review spelling rules. – Drop the e to add ing or y, e.g. skate, skating. – Change y to i before adding an ending

(not before ing), e.g. lady, ladies; cry, cried; shady, shadier, shadiest.

• Ask selected students to spell some list words with endings added, e.g. warning, worker, warmest, earned, dwarfs, earliest, warbling.

or = erwormwordworldworkworthworst

ear = erearlyearthearnlearnyearnheard

ar = orwarwartwarmwarnwarblewharfdwarf



ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: earthworm, earthquake,

password, crossword, homework, schoolwork, housework, workday, steelworks, gasworks, glassworks

• Continue to use the Compound Word baggies.• Do some oral word-building activities, e.g. earth,

earthly, unearthly, earthling, earthenware; war, warring, warlike, warfare; wardrobe; warn, warning; warm, warmth, warmly; worth, worthless, worthy; work, workman, workmanship.

• Note that worst is the superlative of bad (bad, worse, worst).

• Note that the plural of dwarf is dwarfs; the plural of wharf is wharfs or wharves.

• Note that the past-tense form of learn is learned or learnt. In another use of learned, we pronounce the ed, for example, a learned person.

Consolidation• Many of the words in the Warm-ups list begin with w.

Ask the students to write a funny sentence where all the main words begin with w and then illustrate it, e.g. Why do worms walk on the wharf in wet weather?

• Have a Spelling Bee. Ask the students to stand in a circle. Give them a word. The first student gives the first letter, the next the second letter and so on until the word is spelled. A student sits down when he or she offers an incorrect letter. The person remaining wins. Use the words from the list with endings added.

• Ask the students, working in pairs, to prepare a list of up to 20 words beginning with wh. Start the list with the Sight Words. They should use a dictionary. When they have finished, pairs can share their words with each other. Rule: You must be able to read your words and know what they mean.

term 2

lesson 11


as before.

• Review the soft c sound. With the students list other words, e.g. race, face, mince.


■ Pencil WorkThe worksheet focuses on compound words, discriminating between like words and adding correct word endings.





sight Wordssince fence once dance whose

Focus Words, tricky letters

• worst • earliest • heard • warts • learned

Dictation❥ I can learn to spell all these words.❥ Global warming is a problem for the Earth.❥ The workers arrived early at the wharf today.❥ The seven dwarfs liked to work for Snow White.



❂

❂

❂

❂

1 Join the word parts correctly to make compound words.

art word home word

earth day world man

pass worms work wide

earth work cross time

work quake war work

2 Now use some of those compound words to complete these sentences.

Youwillneedtoenteryour___________________________________tousethiscomputer. Everyhouseinthevillagewasdamagedbythe___________________________________. Idomy___________________________________afterschooleveryday. Ilikedoing___________________________________puzzles. His___________________________________wassogoodhismumhungitonthekitchenwall.

3 Highlight the correct word in the pair. Hetriedto(warnwarm)hisfriendsaboutthestorm. Wetravelledalloverthe(wordworld)lastyear. Itwasthe(worseworst)floodingwehadeverseen. Iliketositinthe(wormwarm)sunshineinwinter. Lookathowmybikewheels(warblewobble)!

4 Add an ending to the word on the left to complete each sentence correctly.



Do not speak.

balloons

warm Hesmiled___________________________________andshookmyhand. early Jenarrivedatschool_______________________________thanIdidtoday. warn Iheardthecyclone___________________________________ontheradio. work Thosepeopleareall_________________________________atthecoalmine. warble Weheardmagpies___________________________________inourgarden.

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: earthworm, earthquake,

password, crossword, homework, schoolwork, housework, workday, steelworks, gasworks, glassworks

• Continue to use the Compound Word baggies.• Do some oral word-building activities, e.g. earth,

earthly, unearthly, earthling, earthenware; war, warring, warlike, warfare; wardrobe; warn, warning; warm, warmth, warmly; worth, worthless, worthy; work, workman, workmanship.

• Note that worst is the superlative of bad (bad, worse, worst).

• Note that the plural of dwarf is dwarfs; the plural of wharf is wharfs or wharves.

• Note that the past-tense form of learn is learned or learnt. In another use of learned, we pronounce the ed, for example, a learned person.

Consolidation• Many of the words in the Warm-ups list begin with w.

Ask the students to write a funny sentence where all the main words begin with w and then illustrate it, e.g. Why do worms walk on the wharf in wet weather?

• Have a Spelling Bee. Ask the students to stand in a circle. Give them a word. The first student gives the first letter, the next the second letter and so on until the word is spelled. A student sits down when he or she offers an incorrect letter. The person remaining wins. Use the words from the list with endings added.

• Ask the students, working in pairs, to prepare a list of up to 20 words beginning with wh. Start the list with the Sight Words. They should use a dictionary. When they have finished, pairs can share their words with each other. Rule: You must be able to read your words and know what they mean.

term 2

lesson 11


as before.

• Review the soft c sound. With the students list other words, e.g. race, face, mince.


■ Pencil WorkThe worksheet focuses on compound words, discriminating between like words and adding correct word endings.





sight Wordssince fence once dance whose

Focus Words, tricky letters

• worst • earliest • heard • warts • learned

Dictation❥ I can learn to spell all these words.❥ Global warming is a problem for the Earth.❥ The workers arrived early at the wharf today.❥ The seven dwarfs liked to work for Snow White.



❂

❂

❂

❂

1 Join the word parts correctly to make compound words.

art word home word

earth day world man

pass worms work wide

earth work cross time

work quake war work

2 Now use some of those compound words to complete these sentences.

Youwillneedtoenteryour___________________________________tousethiscomputer. Everyhouseinthevillagewasdamagedbythe___________________________________. Idomy___________________________________afterschooleveryday. Ilikedoing___________________________________puzzles. His___________________________________wassogoodhismumhungitonthekitchenwall.

3 Highlight the correct word in the pair. Hetriedto(warnwarm)hisfriendsaboutthestorm. Wetravelledalloverthe(wordworld)lastyear. Itwasthe(worseworst)floodingwehadeverseen. Iliketositinthe(wormwarm)sunshineinwinter. Lookathowmybikewheels(warblewobble)!

4 Add an ending to the word on the left to complete each sentence correctly.



Do not speak.

balloons


ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Find the eight spelling mistakes in this fact file about eggs. Underline each mistake in red and write the correct word above it.

Join the word parts to make compound words. Write the words on the lines below.

earth word pass man

early time world water

war fall work word

cross bird over wide

water worm under work

Whenyouplaceanegginhottapwater,youwillnotiseatinystreem

ofbubblesrisingformtheegg.Thisisbecaseaneggcontainsair.

Whentheeggisworm,airescapesfromtheegg.

Youmightwanderhowthishappenswhentheshellisnotbroken!

Anegghas7000tinyopeningsinit’sshell.Theseopenings,orpores,

aretinybutbigenufftolettheairout.


___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________



■ Board Work• Review the letter patterns that represent the

sound er in the previous lesson and write the sound elements on the board: or (word), ear (earth), ar (warn).

• Add the letter patterns er, ir, ur.

• Underneath all these letter teams, list some words containing each element.

• Notice how all these sounds are controlled by the r.

Word Warm-ups

sight Words

editformatcheckquit

Teaching notes Focus: Letter teams er (her), ir (bird), ur (hurt); Adding common endings; Compound words; Syllables

lesson 12 term 2



■ Book WorkTell the students to open their Word Warm-ups book to page 5, List 12. Ensure that the students understand the words and their meanings.• Work through each section of the list. For

some students, it may be helpful to highlight the er, ir, ur in each word.


• Sometimes we see words where the letters our make the same sound as er.

Write journey and journal on the board. Say the words and point out the our making an er sound. Let’s call these the Odd Bods.

Tell the students that we best learn these words with our eyes.


board to scaffold learning.• Ask the students to refer to their list and spell

some words with any common endings that apply. Remind students about the e rule, e.g. pursued, circling, purchasing.

Closed Book WorkDictate words containing ir, er, ur with endings added. Use the language word + ending, e.g. furled, services, whirred, purchaser, circuses.

alertperson performcertainserviceservant

circuscirclecircuitcirculatewhirrwhirl

curbcursorfurlfurnishpursuepurchase

If a word ends in ar, ir, ur, double the r before adding ing or ed, e.g. star, starring, starred; stir, stirring, stirred;

spur, spurring, spurred.

odd Bods

journeyjournal

or ear ar er ir ur

workwordworse

earthearlylearn

warnwharfwarble

herdsternfern

birdshirtthirst

curlhurtturn

ISBN 978 1 92570 956 8



Find the eight spelling mistakes in this fact file about eggs. Underline each mistake in red and write the correct word above it.

Join the word parts to make compound words. Write the words on the lines below.

earth word pass man

early time world water

war fall work word

cross bird over wide

water worm under work

Whenyouplaceanegginhottapwater,youwillnotiseatinystreem

ofbubblesrisingformtheegg.Thisisbecaseaneggcontainsair.

Whentheeggisworm,airescapesfromtheegg.

Youmightwanderhowthishappenswhentheshellisnotbroken!

Anegghas7000tinyopeningsinit’sshell.Theseopenings,orpores,

aretinybutbigenufftolettheairout.


___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________



■ Board Work• Review the letter patterns that represent the

sound er in the previous lesson and write the sound elements on the board: or (word), ear (earth), ar (warn).

• Add the letter patterns er, ir, ur.

• Underneath all these letter teams, list some words containing each element.

• Notice how all these sounds are controlled by the r.

Word Warm-ups

sight Words

editformatcheckquit

Teaching notes Focus: Letter teams er (her), ir (bird), ur (hurt); Adding common endings; Compound words; Syllables

lesson 12 term 2



■ Book WorkTell the students to open their Word Warm-ups book to page 5, List 12. Ensure that the students understand the words and their meanings.• Work through each section of the list. For

some students, it may be helpful to highlight the er, ir, ur in each word.


• Sometimes we see words where the letters our make the same sound as er.

Write journey and journal on the board. Say the words and point out the our making an er sound. Let’s call these the Odd Bods.

Tell the students that we best learn these words with our eyes.


board to scaffold learning.• Ask the students to refer to their list and spell

some words with any common endings that apply. Remind students about the e rule, e.g. pursued, circling, purchasing.

Closed Book WorkDictate words containing ir, er, ur with endings added. Use the language word + ending, e.g. furled, services, whirred, purchaser, circuses.

alertperson performcertainserviceservant



If a word ends in ar, ir, ur, double the r before adding ing or ed, e.g. star, starring, starred; stir, stirring, stirred;

spur, spurring, spurred.

odd Bods

journeyjournal

or ear ar er ir ur

workwordworse

earthearlylearn

warnwharfwarble

herdsternfern

birdshirtthirst

curlhurtturn

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: surfboard,sunburnt,first-aid,

whirlwind, churchyard, nursemaid, turnstile.• Discuss expressions such as: room service, service

station, a circle of friends, going around in circles, hire purchase, tennis circuit, like a whirlwind, a turning point, a blood-curdling sound.

• Review homophones. Discuss fir (type of tree) and fur (of a cat).


• Review syllables. With the students, prepare a word web around the word circle. This would include words like circular, circulate, circulation, circuit, circuitous, semicircle, encircle, circa. For interest, introduce the prefix circum–, meaning around. Write and say the words circumference, circumstances, circumnavigate.

• Prepare some Syllable baggies. Prepare word cards for words of two or three syllables (maximum ten words per set). Place a dot on the first syllable so students know what each word begins with. Cut the words into their syllables and store in a zip-lock bag. Students, working in pairs, rearrange the syllables into words, e.g. furnish, surgeon, journal, journey, purchase, pursue, certain, person, disturb, furnace.

Disc WorkStudents practise making and writing words containing ir, ur, er using Disc Work.



term 2

lesson 12


as before.• Remind them that all becomes al in words like almost,

alright, always.

■ Pencil WorkThe worksheet focuses on word meanings, syllables and word building. There are some rhyming words for students to say, focusing on the sounds and what the words look like.





sight Wordsedit format quit check right

Focus Words, letter teams ir, er, ur

• certainly • whirring • journal • circling • personal

Dictation❥ The servants stood in a circle around their master.❥ I whirled around to face my angry pursuer.❥ The circus clown gave a wonderful performance.❥ Mum purchases petrol at a service station.



❂

❂

❂

❂

1 Match the words and meanings by putting a number in the box. Use a dictionary to help you.

1 furl 2 pursue 3 alert

4 certain 5 curb 6 circuit

watchful holdback circularpath

rollup verysure chaseafter

2 Put the syllables together and read the words.furniture serviette circular

___________________________________ ___________________________________ ___________________________________

personal urgently allergic

___________________________________ ___________________________________ ___________________________________

perfection performance

___________________________________ ___________________________________

3 Now place some of those words correctly in these sentences.

Weboughtnew___________________________________forourloungeroom. Theyracedtheirbikesaroundthe___________________________________track. Adiaryisabookaboutyour___________________________________life. Hecannoteatnutsbecauseheis___________________________________tothem. Shewipedhergreasyfingersonapaper___________________________________.

4 Add the endings below to build some new words. Remember your spelling rules.

Add s Add ing Add ed

purchase

pursue

circle

service

journey


bird

third

herd

heard

word

curl

hurl

girl

swirl

twirl

whirl

pearl

turn

burn

churn

spurn

earn

learn

fern



Do not speak.

scissors

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: surfboard,sunburnt,first-aid,

whirlwind, churchyard, nursemaid, turnstile.• Discuss expressions such as: room service, service

station, a circle of friends, going around in circles, hire purchase, tennis circuit, like a whirlwind, a turning point, a blood-curdling sound.

• Review homophones. Discuss fir (type of tree) and fur (of a cat).


• Review syllables. With the students, prepare a word web around the word circle. This would include words like circular, circulate, circulation, circuit, circuitous, semicircle, encircle, circa. For interest, introduce the prefix circum–, meaning around. Write and say the words circumference, circumstances, circumnavigate.

• Prepare some Syllable baggies. Prepare word cards for words of two or three syllables (maximum ten words per set). Place a dot on the first syllable so students know what each word begins with. Cut the words into their syllables and store in a zip-lock bag. Students, working in pairs, rearrange the syllables into words, e.g. furnish, surgeon, journal, journey, purchase, pursue, certain, person, disturb, furnace.

Disc WorkStudents practise making and writing words containing ir, ur, er using Disc Work.



term 2

lesson 12


as before.• Remind them that all becomes al in words like almost,

alright, always.

■ Pencil WorkThe worksheet focuses on word meanings, syllables and word building. There are some rhyming words for students to say, focusing on the sounds and what the words look like.





sight Wordsedit format quit check right

Focus Words, letter teams ir, er, ur

• certainly • whirring • journal • circling • personal

Dictation❥ The servants stood in a circle around their master.❥ I whirled around to face my angry pursuer.❥ The circus clown gave a wonderful performance.❥ Mum purchases petrol at a service station.



❂

❂

❂

❂


1 furl 2 pursue 3 alert

4 certain 5 curb 6 circuit

watchful holdback circularpath

rollup verysure chaseafter

2 Put the syllables together and read the words.furniture serviette circular

___________________________________ ___________________________________ ___________________________________

personal urgently allergic

___________________________________ ___________________________________ ___________________________________

perfection performance

___________________________________ ___________________________________

3 Now place some of those words correctly in these sentences.

Weboughtnew___________________________________forourloungeroom. Theyracedtheirbikesaroundthe___________________________________track. Adiaryisabookaboutyour___________________________________life. Hecannoteatnutsbecauseheis___________________________________tothem. Shewipedhergreasyfingersonapaper___________________________________.

4 Add the endings below to build some new words. Remember your spelling rules.


purchase

pursue

circle

service

journey


bird

third

herd

heard

word

curl

hurl

girl

swirl

twirl

whirl

pearl

turn

burn

churn

spurn

earn

learn

fern



Do not speak.

scissors

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Join the syllables and write the words. Read the words to a friend.

Make compound words by joining two words together.

girl maid

nurse stile

church turn

first friend

goat wind

sun yard

surf born

turn herd

whirl board

over burnt

certificate turbulence Germany

___________________________________________________________________________________________________________________________

personality terminal terminus

___________________________________________________________________________________________________________________________

hamburger circumstance disturbance

___________________________________________________________________________________________________________________________

fervently thermometer permanent

___________________________________________________________________________________________________________________________


____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________


■ Board Work• Quickly review all the short and long vowel

sounds. Short vowels have a short, snappy sound. Long vowels say their own name.

• Today we will study words with two sound chunks, or syllables. All these words end like this one.

Write swimmer on the board. Circle the er.

Listen to the end of the word swimmer. This is the sound that rolls off the end of the word.

Demonstrate by stretching the er downwards on the board. Also demonstrate with a downward hand movement:

• Make two lists of words ending in er, one with closed syllables (short vowels) and one with open syllables (long vowels), e.g. winter, dancer, summer, whisker; rider, laser, diver, poker.

Ask selected students to read the words with a downward movement of the hand as they do so.

Tell the students that this sound is used very often in our language.

Word Warm-ups

sight Words

interestingideaextragreat

Teaching notes Focus: Letter team er (schwa); Suffixes for comparison; Suffixes to show ‘one who’

lesson 13

term 2




• Work through the two lists.

• Watch for any students who need help with understanding the sound that rolls off the end of the word.

• Chant the words together with a downward movement of the hand.

Closed Book Work• Dictate several words containing short vowels

in the first syllable and with the schwa ending, e.g. enter, roster, splinter, jester, damper. Note any words that may require the doubling rule to be applied, e.g. swimmer, hopper, butter, bitter.

• Dictate several words containing long vowels in the first syllable and with the schwa ending, e.g. later, climber, tuber, driver.

• Evaluate the learning.

angergatherentercleverblisterfingergingerpantherwhimperwhisper

superspiderlevercoverplasterpostercornerclimberordershiver

swimmer

er is the sound that rolls off the

end of a word.

ISBN 978 1 92570 956 8



Join the syllables and write the words. Read the words to a friend.

Make compound words by joining two words together.

girl maid

nurse stile

church turn

first friend

goat wind

sun yard

surf born

turn herd

whirl board

over burnt

certificate turbulence Germany

___________________________________________________________________________________________________________________________

personality terminal terminus

___________________________________________________________________________________________________________________________

hamburger circumstance disturbance

___________________________________________________________________________________________________________________________

fervently thermometer permanent

___________________________________________________________________________________________________________________________


____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________


■ Board Work• Quickly review all the short and long vowel

sounds. Short vowels have a short, snappy sound. Long vowels say their own name.

• Today we will study words with two sound chunks, or syllables. All these words end like this one.

Write swimmer on the board. Circle the er.

Listen to the end of the word swimmer. This is the sound that rolls off the end of the word.

Demonstrate by stretching the er downwards on the board. Also demonstrate with a downward hand movement:

• Make two lists of words ending in er, one with closed syllables (short vowels) and one with open syllables (long vowels), e.g. winter, dancer, summer, whisker; rider, laser, diver, poker.

Ask selected students to read the words with a downward movement of the hand as they do so.

Tell the students that this sound is used very often in our language.

Word Warm-ups

sight Words

interestingideaextragreat

Teaching notes Focus: Letter team er (schwa); Suffixes for comparison; Suffixes to show ‘one who’

lesson 13

term 2




• Work through the two lists.

• Watch for any students who need help with understanding the sound that rolls off the end of the word.

• Chant the words together with a downward movement of the hand.

Closed Book Work• Dictate several words containing short vowels

in the first syllable and with the schwa ending, e.g. enter, roster, splinter, jester, damper. Note any words that may require the doubling rule to be applied, e.g. swimmer, hopper, butter, bitter.

• Dictate several words containing long vowels in the first syllable and with the schwa ending, e.g. later, climber, tuber, driver.



superspiderlevercoverplasterpostercornerclimberordershiver

swimmer

er is the sound that rolls off the

end of a word.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss the use of the suffixes er and est for making

comparisons. We use er when comparing one thing with another or one person with another.

Quickly sketch three trees, each one bigger than the last. Write This tree is big, under the first picture. Underline big.

Under the second tree write, This tree is ……., and ask the students to complete the sentence (bigger). Under the third tree write, This tree is the……, and ask students to complete the sentence (biggest).

• Ask students to orally make these sorts of comparisons. Give them words like long, old, strange, tall, fat, sweet.

• Review changing y to i before adding the ending er or est, e.g. dusty, dustier, dustiest; bossy, bossier, bossiest; smelly, smellier, smelliest.

Point out that we sometimes drop the e when adding y, e.g. anger, angry; enter, entry; hunger, hungry.

Peg Work 2• Use the Double Trouble Peg Work (word cards and

instructions for use are on the CD). Focus especially on adding er to words.

• Ask the students to write their words in their notebooks. Ask them to write a minimum of ten words. At the end of the session, tell the students to read their lists to a partner. This will help reinforce that the schwa sound rolls off the end of the word.

note: Sometimes students can “make” the words, but are not always able to read what they have written.

term 2

lesson 13


as before.• Say and spell all the

Sight Words aloud together.

■ Pencil WorkThe worksheet focuses students on practice of er as a schwa sound, the sound that rolls off the end of a word. Students explore er as used to show comparison between two things and to show the special jobs people do, e.g. one who bakes is a baker; one who plays is a player.




In reading, doubled letters signal short vowel sounds. This helps students decode

many words, e.g. rubber, slipper, better, banner.


sight Wordsinteresting idea extra great pretty

Focus Words, schwa

• angry • ordered • cleverly • panthers • entry

Dictation❥ The shivering climbers entered the warm cave.❥ The girls gathered in a corner and spoke in whispers.❥ We bought some gingerbread at the supermarket.❥ I put sticking plaster over the blister on my finger.




Do not speak.

soap


❂

❂

❂

❂

1 The letter team er is used to compare two things, e.g. This tree is big, but that one is bigger. Add the missing words to show these comparisons.

Jackarrivedlate,butBillwasmuch___________________________________. Sallyistwoyears___________________________________thanhersister. Yourpieceofribbonismuch___________________________________thanmine. Stanhasnotbeenwell,butnowheismuch___________________________________. Ihadabusyday,butIwillbemuch_______________________________tomorrow.

2 The letter team er is also used to name a person’s work, e.g. a person who bakes is a baker. Name the following. Remember your spelling rules.

apersonwhodrivesacar___________________________________

apersonwhodances ___________________________________

apersonwhoswims ___________________________________

apersonwhoruns ___________________________________

apersonwhowins ___________________________________

apersonwhoteaches ___________________________________

3 Add the endings to complete this table.


gather

enter

whimper

plaster

cover

4 Write two sentences using the word cover, first as a noun and then as a verb.

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

ISBN 978 1 92570 956 8


■ Word Work• Discuss the use of the suffixes er and est for making

comparisons. We use er when comparing one thing with another or one person with another.

Quickly sketch three trees, each one bigger than the last. Write This tree is big, under the first picture. Underline big.

Under the second tree write, This tree is ……., and ask the students to complete the sentence (bigger). Under the third tree write, This tree is the……, and ask students to complete the sentence (biggest).

• Ask students to orally make these sorts of comparisons. Give them words like long, old, strange, tall, fat, sweet.

• Review changing y to i before adding the ending er or est, e.g. dusty, dustier, dustiest; bossy, bossier, bossiest; smelly, smellier, smelliest.

Point out that we sometimes drop the e when adding y, e.g. anger, angry; enter, entry; hunger, hungry.

Peg Work 2• Use the Double Trouble Peg Work (word cards and

instructions for use are on the CD). Focus especially on adding er to words.

• Ask the students to write their words in their notebooks. Ask them to write a minimum of ten words. At the end of the session, tell the students to read their lists to a partner. This will help reinforce that the schwa sound rolls off the end of the word.

note: Sometimes students can “make” the words, but are not always able to read what they have written.

term 2

lesson 13


as before.• Say and spell all the

Sight Words aloud together.

■ Pencil WorkThe worksheet focuses students on practice of er as a schwa sound, the sound that rolls off the end of a word. Students explore er as used to show comparison between two things and to show the special jobs people do, e.g. one who bakes is a baker; one who plays is a player.




In reading, doubled letters signal short vowel sounds. This helps students decode

many words, e.g. rubber, slipper, better, banner.


sight Wordsinteresting idea extra great pretty

Focus Words, schwa

• angry • ordered • cleverly • panthers • entry

Dictation❥ The shivering climbers entered the warm cave.❥ The girls gathered in a corner and spoke in whispers.❥ We bought some gingerbread at the supermarket.❥ I put sticking plaster over the blister on my finger.




Do not speak.

soap


❂

❂

❂

❂

1 The letter team er is used to compare two things, e.g. This tree is big, but that one is bigger. Add the missing words to show these comparisons.

Jackarrivedlate,butBillwasmuch___________________________________. Sallyistwoyears___________________________________thanhersister. Yourpieceofribbonismuch___________________________________thanmine. Stanhasnotbeenwell,butnowheismuch___________________________________. Ihadabusyday,butIwillbemuch_______________________________tomorrow.

2 The letter team er is also used to name a person’s work, e.g. a person who bakes is a baker. Name the following. Remember your spelling rules.

apersonwhodrivesacar___________________________________

apersonwhodances ___________________________________

apersonwhoswims ___________________________________

apersonwhoruns ___________________________________

apersonwhowins ___________________________________

apersonwhoteaches ___________________________________

3 Add the endings to complete this table.


gather

enter

whimper

plaster

cover

4 Write two sentences using the word cover, first as a noun and then as a verb.

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



angry,blackpanther_______________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

gingerbreadman______________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

dangerousspiders____________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

mountainclimbers___________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

colourfulposter________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

Add er to these words. Read them to a friend.

Build sentences around these ideas.

contain+er shake+er slip+er

___________________________________________________________________________________________________________________________

dust+er chop+er begin+er

___________________________________________________________________________________________________________________________

lock+er crack+er race+er

___________________________________________________________________________________________________________________________

juggle+er ban+er stick+er

___________________________________________________________________________________________________________________________


Watch out for spelling rules.


Teaching notes Focus: ea (bread); Adding endings; Compound words; Syllables

■ Board Work• Write this sentence: I can read a book. Circle

the ea.

Remember, when we tie two vowels together they have one sound. This ea makes a long e sound, as in read (ē).

• Now write this sentence: I read a book last night. Circle the ea.

This time the ea makes the short e sound, as in read(ĕ).So,ea can make a short ĕ sound or a long ē sound.

• Write bread on the board. With the students, make a list of rhyming words, e.g. bread, lead, spread, thread, dead, head, instead.

• Write other short ea words on the board, e.g. deaf, feather, weather, measure, treasure. Ask students to say the words as you write them.

Word Warm-ups

sight Words

sugarshoeelserather

lesson 14

term 2




• Work through the list. For some students, it may be helpful to highlight or circle ea.

• Ensure the students understand the meanings of all words.


• Tell the students that we best learn these words with our eyes.


board to scaffold learning. • Ask the students to refer to their list and

spell some words with any common endings that apply, e.g. deathly, measured, feathers, spreading, heavily, threaded.

Closed Book Work• Review the e rule and the y rule.

• Dictate words containing ea with endings added. Use the language word + ending, e.g. measuring, treasury, steadily, sweaty, deadly, weathered.

breadbreadthspreadthreadaheaddeathbreathreadysteadyheavy

featherweatherleatherhealthywealthysweatthreatmeasurepleasuretreasure

ISBN 978 1 92570 956 8



angry,blackpanther_______________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

gingerbreadman______________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

dangerousspiders____________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

mountainclimbers___________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

colourfulposter________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

Add er to these words. Read them to a friend.

Build sentences around these ideas.

contain+er shake+er slip+er

___________________________________________________________________________________________________________________________

dust+er chop+er begin+er

___________________________________________________________________________________________________________________________

lock+er crack+er race+er

___________________________________________________________________________________________________________________________

juggle+er ban+er stick+er

___________________________________________________________________________________________________________________________


Watch out for spelling rules.


Teaching notes Focus: ea (bread); Adding endings; Compound words; Syllables

■ Board Work• Write this sentence: I can read a book. Circle

the ea.

Remember, when we tie two vowels together they have one sound. This ea makes a long e sound, as in read (ē).

• Now write this sentence: I read a book last night. Circle the ea.

This time the ea makes the short e sound, as in read(ĕ).So,ea can make a short ĕ sound or a long ē sound.

• Write bread on the board. With the students, make a list of rhyming words, e.g. bread, lead, spread, thread, dead, head, instead.

• Write other short ea words on the board, e.g. deaf, feather, weather, measure, treasure. Ask students to say the words as you write them.

Word Warm-ups

sight Words

sugarshoeelserather

lesson 14

term 2




• Work through the list. For some students, it may be helpful to highlight or circle ea.

• Ensure the students understand the meanings of all words.


• Tell the students that we best learn these words with our eyes.


board to scaffold learning. • Ask the students to refer to their list and

spell some words with any common endings that apply, e.g. deathly, measured, feathers, spreading, heavily, threaded.

Closed Book Work• Review the e rule and the y rule.

• Dictate words containing ea with endings added. Use the language word + ending, e.g. measuring, treasury, steadily, sweaty, deadly, weathered.



ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Review compound words. Discuss headstrong,

headlong, headache, headlights, headboard, breastbone, bedspread, widespread, weathercock, weathervane, overhead, breakfast, sweatbox, heavyhearted, shoebox, shoestring, shoelaces, sugar-coated.


• Review syllables. Discuss the different prefixes and suffixes that can be added to some words, e.g. threat en, deaf en, dread ful, weapon ry, measure ment, over head, un lead ed, a breast, pleasure able, un pleasant, breath less.

Disc WorkStudents practise making and writing words containing ea using Disc Work.



term 2

lesson 14

■ Memory Work• Use the same procedure for teaching the Sight Words as before.

■ Pencil WorkThe worksheet focuses on strengthening vocabulary through compound words, word meanings and word building. Students practise changing words to make sentences grammatically correct.




How do I know whether to use

e or ea?The word will LOOK RIGHT.

˘


sight Wordssugar shoe else rather always

Focus Words, vowel team ea, word + ending

• unpleasant • wealthy • instead • heavily • headlong

Dictation❥ He wore a red sweater and black leather shoes.❥ Measure the length and breadth of the room.❥ She spread butter and peanut butter on her bread.❥ Get ready for more wet weather ahead.




Do not speak.

machines


1 breakfast 2 deaf 3 stealth

4 tread 5 headstrong 6 realm

placeruledbyakingorqueen firstmealoftheday

determinedtohaveyourownway unabletohear

secretorslybehaviour walkorstepon

2 Join the syllables to build new words. death+ly___________________________________________________ lead+en__________________________________________________

un+pleas+ant_______________________________________ deaf+en+ing______________________________________

dread+ful+ly_________________________________________ breath+less+ly__________________________________

meas+ure+ments_________________________________ threat+en+ing___________________________________

un+lead+ed___________________________________________ treas+ure+er______________________________________

3 Add an ending to the first word to complete each sentence correctly. wear Sheis_______________________________________red,leathershoes. health Heisstrongand_______________________________________,andexerciseseveryday. measure Haveyou__________________________________thelengthandbreadthoftheroom? breath Amessengerrushedin,_______________________________________afterhislongrun. sweat Weweresoonhotand_____________________________________exercisinginthegym.

4 Write these compound words.


❂

❂

❂

❂lights

strong

long

ache

board

head

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

ISBN 978 1 92570 956 8


■ Word Work• Review compound words. Discuss headstrong,

headlong, headache, headlights, headboard, breastbone, bedspread, widespread, weathercock, weathervane, overhead, breakfast, sweatbox, heavyhearted, shoebox, shoestring, shoelaces, sugar-coated.


• Review syllables. Discuss the different prefixes and suffixes that can be added to some words, e.g. threat en, deaf en, dread ful, weapon ry, measure ment, over head, un lead ed, a breast, pleasure able, un pleasant, breath less.

Disc WorkStudents practise making and writing words containing ea using Disc Work.



term 2

lesson 14

■ Memory Work• Use the same procedure for teaching the Sight Words as before.

■ Pencil WorkThe worksheet focuses on strengthening vocabulary through compound words, word meanings and word building. Students practise changing words to make sentences grammatically correct.




How do I know whether to use

e or ea?The word will LOOK RIGHT.

˘


sight Wordssugar shoe else rather always

Focus Words, vowel team ea, word + ending

• unpleasant • wealthy • instead • heavily • headlong

Dictation❥ He wore a red sweater and black leather shoes.❥ Measure the length and breadth of the room.❥ She spread butter and peanut butter on her bread.❥ Get ready for more wet weather ahead.




Do not speak.

machines


1 breakfast 2 deaf 3 stealth

4 tread 5 headstrong 6 realm

placeruledbyakingorqueen firstmealoftheday

determinedtohaveyourownway unabletohear

secretorslybehaviour walkorstepon

2 Join the syllables to build new words. death+ly___________________________________________________ lead+en__________________________________________________

un+pleas+ant_______________________________________ deaf+en+ing______________________________________

dread+ful+ly_________________________________________ breath+less+ly__________________________________

meas+ure+ments_________________________________ threat+en+ing___________________________________

un+lead+ed___________________________________________ treas+ure+er______________________________________

3 Add an ending to the first word to complete each sentence correctly. wear Sheis_______________________________________red,leathershoes. health Heisstrongand_______________________________________,andexerciseseveryday. measure Haveyou__________________________________thelengthandbreadthoftheroom? breath Amessengerrushedin,_______________________________________afterhislongrun. sweat Weweresoonhotand_____________________________________exercisinginthegym.

4 Write these compound words.


❂

❂

❂

❂lights

strong

long

ache

board

head

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



blackleatherboots__________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

colourfulfeathers_____________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

healthylifestyle________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

treasurechest____________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

wetweather_______________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

eaasinhead(shorte)

ea h r d

l th b f

er w s t

Write sentences around each group of words.

Use these letters to make as many words as you can. Each word must contain the letter teamea. Letters can only be used once in a word.


eaasinmeat(longe)

ea t l r

s d m k

ch p h b

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________


■ Board Work• Review the consonants. Remind the students

that most consonants represent only one sound. This means that when you hear a beh, you will write b or bb. When you hear a ssss, you will write s or ss.

• Write c and g on the board.

Here are two consonants that each have two different sounds, a hard sound and a soft sound. Today we will look at g.

• Write go, girl, game, get in a list on the board and ask a student to read the words while the other students listen for the sound of the g at the beginning of each word. Establish that this is the hard g sound.

Add some more words, e.g. goat, give, gap, goose. Ask the students to read all the words, placing their fingers on their throats to feel the g sound.

• Write gel, gentle, cage, stage, strange on the board and ask a student to read the words while the other students listen for the sound of the g at the beginning of each word. Establish that this is the soft g sound. It is like the j in jump, jog and Jane. Especially point out that, when a g is followed by an e, it very often has a soft sound, j. So, ge is sounded as j.

Add some more words to the list, e.g. germs, age, range, fringe, and ask the students to read all the words.

• Mention that g can also have a soft sound when followed by an i or y, e.g. giant, gym, gypsy.

• List words containing the letter string dge on the board, e.g. edge, hedge, ledge, ridge, dodge, judge. Underline the dge in each word as you say them. Tell the students that this is a letter string they will see in many words. Ask the students to read all the words in the list.

Word Warm-ups

sight Words

lowhighsmallwhich

Teaching notes Focus: soft g, ge (page), dge (judge); Adding common endings, affixes; Compound words; Syllables

lesson 15

term 2




• Work through the top list. Ask the students to circle the ge in each word. Remember, ge says j.

• Work through the bottom list. Ask the students to circle the dge in each word. Remind students that this is a common letter string.


board to scaffold learning. • Ask the students to refer to their list and spell

some words with common endings added, e.g. gently, pages, caged, judging, dodged. Remind them of any rules that might apply.

Closed Book WorkDictate words containing the soft g sound, with endings added. Use the language word + ending, e.g. gems, staging, badger, trudging.

gelgemgentlecagepagestagehingefringerangestrange

edgeledgehedgejudgebudgetrudgebadgebridgeridgedodge

ISBN 978 1 92570 956 8



blackleatherboots__________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

colourfulfeathers_____________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

healthylifestyle________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

treasurechest____________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

wetweather_______________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

eaasinhead(shorte)

ea h r d

l th b f

er w s t

Write sentences around each group of words.

Use these letters to make as many words as you can. Each word must contain the letter teamea. Letters can only be used once in a word.


eaasinmeat(longe)

ea t l r

s d m k

ch p h b

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________


■ Board Work• Review the consonants. Remind the students

that most consonants represent only one sound. This means that when you hear a beh, you will write b or bb. When you hear a ssss, you will write s or ss.

• Write c and g on the board.

Here are two consonants that each have two different sounds, a hard sound and a soft sound. Today we will look at g.

• Write go, girl, game, get in a list on the board and ask a student to read the words while the other students listen for the sound of the g at the beginning of each word. Establish that this is the hard g sound.

Add some more words, e.g. goat, give, gap, goose. Ask the students to read all the words, placing their fingers on their throats to feel the g sound.

• Write gel, gentle, cage, stage, strange on the board and ask a student to read the words while the other students listen for the sound of the g at the beginning of each word. Establish that this is the soft g sound. It is like the j in jump, jog and Jane. Especially point out that, when a g is followed by an e, it very often has a soft sound, j. So, ge is sounded as j.

Add some more words to the list, e.g. germs, age, range, fringe, and ask the students to read all the words.

• Mention that g can also have a soft sound when followed by an i or y, e.g. giant, gym, gypsy.

• List words containing the letter string dge on the board, e.g. edge, hedge, ledge, ridge, dodge, judge. Underline the dge in each word as you say them. Tell the students that this is a letter string they will see in many words. Ask the students to read all the words in the list.

Word Warm-ups

sight Words

lowhighsmallwhich

Teaching notes Focus: soft g, ge (page), dge (judge); Adding common endings, affixes; Compound words; Syllables

lesson 15

term 2




• Work through the top list. Ask the students to circle the ge in each word. Remember, ge says j.

• Work through the bottom list. Ask the students to circle the dge in each word. Remind students that this is a common letter string.


board to scaffold learning. • Ask the students to refer to their list and spell

some words with common endings added, e.g. gently, pages, caged, judging, dodged. Remind them of any rules that might apply.

Closed Book WorkDictate words containing the soft g sound, with endings added. Use the language word + ending, e.g. gems, staging, badger, trudging.



ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words, e.g. gemstone, hedgehog,

hedgerows, stagehand, stagecoach, backstage, downstage, upstage, birdcage, pageboy, bushranger, bridgework.


• Write these syllables on the board and ask students to say what the words are: gen er al, gen er al ly, gen er ate, gen er a tor, gen er ous, bad ger, strange ly, bud get, germ in ate.

• Discuss the different prefixes and suffixes that can be added to some of these words, e.g. gentle ness, judge ment (or judg ment), page ant, a gent, a gen cy, strange ness.

term 2

lesson 15

■ Memory Work• Review the wh question words: who, what, when,

where, why, whose, which.

• Study the comparatives low, lower, lowest; high, higher, highest; small, smaller, smallest.

• Study their antonyms: high, low; small, big.

• Use the same procedure for teaching the Sight Words as before.

■ Pencil WorkThe worksheet focuses on word building, cloze, rhyming words and creative writing.




When g is followed by an e, i or y

it has a soft sound like the j in jump, jog and Jane.


sight Wordslower highest smallest which watch

Focus Words, soft g

• hinges • trudges • ranging • edgy • hedgehog

Dictation❥ The strangers trudged slowly across the bridge.❥ Bushrangers robbed the stagecoach.❥ I lost my school badge near this hedge.❥ She sat on the edge of the bed and spoke gently to me.




Do not speak.

desert


❂

❂

❂

❂

1 Build new words by adding endings.

trudge dodge hinge cage

Add s

Add ed

judge edge nudge smudge

Add s

Add ed

2 Use some of those new words to complete these sentences correctly. Lostanimalsarekeptin_____________________________________untilclaimedbytheirowners. I______________________________________mydrawingandhadtothrowitaway. Ourgardengateswingsonshinynew______________________________________. They______________________________________throughdeepsnowtoreachthechairlift. Allthe______________________________________agreedthatChelseawasthewinningskater.

3 Write rhyming words.page edge nudge

c________________________________

r________________________________

w________________________________

st________________________________

h________________________________

l________________________________

w________________________________

pl________________________________

f________________________________

b________________________________

sm________________________________

tr________________________________

4 Complete this story about Harry Hedgehog. Harrywasalonelyoldhedgehog.Helivedunderaprickly

hedgeneartheriver’sedge.No-onephonedandno-onecametovisit.Hefeltsadandlonely.Onewetandfoggyday,helookedoutfromunderhishedgeandwassurprisedtosee

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words, e.g. gemstone, hedgehog,

hedgerows, stagehand, stagecoach, backstage, downstage, upstage, birdcage, pageboy, bushranger, bridgework.


• Write these syllables on the board and ask students to say what the words are: gen er al, gen er al ly, gen er ate, gen er a tor, gen er ous, bad ger, strange ly, bud get, germ in ate.

• Discuss the different prefixes and suffixes that can be added to some of these words, e.g. gentle ness, judge ment (or judg ment), page ant, a gent, a gen cy, strange ness.

term 2

lesson 15

■ Memory Work• Review the wh question words: who, what, when,

where, why, whose, which.

• Study the comparatives low, lower, lowest; high, higher, highest; small, smaller, smallest.

• Study their antonyms: high, low; small, big.


■ Pencil WorkThe worksheet focuses on word building, cloze, rhyming words and creative writing.




When g is followed by an e, i or y

it has a soft sound like the j in jump, jog and Jane.


sight Wordslower highest smallest which watch

Focus Words, soft g

• hinges • trudges • ranging • edgy • hedgehog

Dictation❥ The strangers trudged slowly across the bridge.❥ Bushrangers robbed the stagecoach.❥ I lost my school badge near this hedge.❥ She sat on the edge of the bed and spoke gently to me.




Do not speak.

desert


❂

❂

❂

❂

1 Build new words by adding endings.

trudge dodge hinge cage

Add s

Add ed

judge edge nudge smudge

Add s

Add ed

2 Use some of those new words to complete these sentences correctly. Lostanimalsarekeptin_____________________________________untilclaimedbytheirowners. I______________________________________mydrawingandhadtothrowitaway. Ourgardengateswingsonshinynew______________________________________. They______________________________________throughdeepsnowtoreachthechairlift. Allthe______________________________________agreedthatChelseawasthewinningskater.

3 Write rhyming words.page edge nudge

c________________________________

r________________________________

w________________________________

st________________________________

h________________________________

l________________________________

w________________________________

pl________________________________

f________________________________

b________________________________

sm________________________________

tr________________________________

4 Complete this story about Harry Hedgehog. Harrywasalonelyoldhedgehog.Helivedunderaprickly

hedgeneartheriver’sedge.No-onephonedandno-onecametovisit.Hefeltsadandlonely.Onewetandfoggyday,helookedoutfromunderhishedgeandwassurprisedtosee

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Join the word parts. Read them to a friend.

Find the eight spelling mistakes in this fact file about eyes. Write both the incorrect and the correct word in the table.


Lightentersyoureyesthrothepupil–theblackspotinthesenterofyoureye.

Whenitisdark,thepupilsinyoureyesgetbigertoallowmorlighttoenter,soyoucanseebeter.

Insunlight,thepupilsbecumsmallertotrytoshutoutsumofthebrightlight.

Thepupilsinyoureyesareallwaysadjustingtochangesinlight.

age+less gen+er+ous gen+er+al

___________________________________________________________________________________________________________________________

strange+er fidget+y strange+ly

___________________________________________________________________________________________________________________________

judge+ment age+ent gentle+y

___________________________________________________________________________________________________________________________

Don’t forget the rules.

Correct Incorrect


■ Board Work• Write pie, tie, cried, dried on the board.

Remind the students of the sound that the ie made in these words in Lesson 6.

Today we will revisit this letter team.

• Write the words field,piece,chiefon the board and ask a student to read them while the others listen to the sound made by the ie team.

So, in some words, ie makes the sound ī and, in others, ie makes the sound ē.

• Here are some more words where ie makes the ē sound.

List examples: thief, chief, shield, believe. Ask the students to read them aloud together.

• We generally write the i before the e. However, when this sound follows the letter c, we change the order to ei. This gives the c a soft sound.

Write these examples on the board. Say each word and each time point out the soft c followed by ei, e.g. ceiling, receive, deceive, conceive, perceive.

• Write this statement on the board: i before e, except after c.

This is the c rule. This will help you to remember when to write ie and when to write ei.

Ask the students to read the rule together. • There are some words, however, that are

exceptions to this rule.

Write some examples on the board: weir, weird, seize, vein, foreign, protein.

Word Warm-ups

sight Words

fallhallwallbybuy

Teaching notes Focus: Letter teams ie (piece), ei (ceiling); Spelling rules i before e except after c, f to v; Compound words; Syllables

lesson 16

term 2



■ Book WorkTell the students to open their Word Warm-ups book to page 7, List 16. • Work through the top part of the list. Tell the

students to note that these words all have i before e. It may be helpful for students to highlight the ie in each word.

• Work through the bottom part of the list. Tell the students to note that the pattern is now ei because the sound follows a soft c. Repeat the rule i before e, except after c.


Open Book Work• Remind the students that we add s to form

the plural, most of the time. Ask selected students to refer to their list and spell words such as fields,shields,nieces,pieces,ceilings.

• Remind them that we need to drop the e before adding ing. Ask selected students to spell words such as believing, piercing, achieving. Also remind them that we don’t drop the e before a consonant. Together on the board, work through these examples: achievement, fiercely, fierceness.

• Remind them that, to form the plural, we usually change f to v and add es. Thief becomes thieves. However, chief becomes chiefs not chieves. Belief becomes beliefs (as a noun), but believes (as a verb).

chiefthiefgriefreliefbelieveachieveshieldfieldniecepiecepiercefierce

ceilingdeceivedeceitreceivereceipt

Exceptions

theirweirdseizevein

ISBN 978 1 92570 956 8



Join the word parts. Read them to a friend.

Find the eight spelling mistakes in this fact file about eyes. Write both the incorrect and the correct word in the table.


Lightentersyoureyesthrothepupil–theblackspotinthesenterofyoureye.

Whenitisdark,thepupilsinyoureyesgetbigertoallowmorlighttoenter,soyoucanseebeter.

Insunlight,thepupilsbecumsmallertotrytoshutoutsumofthebrightlight.

Thepupilsinyoureyesareallwaysadjustingtochangesinlight.

age+less gen+er+ous gen+er+al

___________________________________________________________________________________________________________________________

strange+er fidget+y strange+ly

___________________________________________________________________________________________________________________________

judge+ment age+ent gentle+y

___________________________________________________________________________________________________________________________

Don’t forget the rules.

Correct Incorrect


■ Board Work• Write pie, tie, cried, dried on the board.

Remind the students of the sound that the ie made in these words in Lesson 6.

Today we will revisit this letter team.

• Write the words field,piece,chiefon the board and ask a student to read them while the others listen to the sound made by the ie team.

So, in some words, ie makes the sound ī and, in others, ie makes the sound ē.

• Here are some more words where ie makes the ē sound.

List examples: thief, chief, shield, believe. Ask the students to read them aloud together.

• We generally write the i before the e. However, when this sound follows the letter c, we change the order to ei. This gives the c a soft sound.

Write these examples on the board. Say each word and each time point out the soft c followed by ei, e.g. ceiling, receive, deceive, conceive, perceive.

• Write this statement on the board: i before e, except after c.

This is the c rule. This will help you to remember when to write ie and when to write ei.

Ask the students to read the rule together. • There are some words, however, that are

exceptions to this rule.

Write some examples on the board: weir, weird, seize, vein, foreign, protein.

Word Warm-ups

sight Words

fallhallwallbybuy

Teaching notes Focus: Letter teams ie (piece), ei (ceiling); Spelling rules i before e except after c, f to v; Compound words; Syllables

lesson 16

term 2



■ Book WorkTell the students to open their Word Warm-ups book to page 7, List 16. • Work through the top part of the list. Tell the

students to note that these words all have i before e. It may be helpful for students to highlight the ie in each word.

• Work through the bottom part of the list. Tell the students to note that the pattern is now ei because the sound follows a soft c. Repeat the rule i before e, except after c.


Open Book Work• Remind the students that we add s to form

the plural, most of the time. Ask selected students to refer to their list and spell words such as fields,shields,nieces,pieces,ceilings.

• Remind them that we need to drop the e before adding ing. Ask selected students to spell words such as believing, piercing, achieving. Also remind them that we don’t drop the e before a consonant. Together on the board, work through these examples: achievement, fiercely, fierceness.

• Remind them that, to form the plural, we usually change f to v and add es. Thief becomes thieves. However, chief becomes chiefs not chieves. Belief becomes beliefs (as a noun), but believes (as a verb).



Exceptions

theirweirdseizevein

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: piecemeal, masterpiece, hairpiece,centrepiece,outfield,infield, fieldwork,fieldmouse.Add these to your Compound Word baggies.

• Note the homophone piece, peace. • Continue to use the Compound Word and Homophone

baggies.• Discuss the different prefixes and suffixes that can

be added to some of these words, e.g. griev ous, griev ance, chief tain, believ able, un believ able, achieve ment, chief ly, and explain any unknown words.

• Discuss with the students how some of these words change form, e.g. from noun to verb: thief to thieve, belief to believe, grief to grieve, relief to relieve; and

from verb to noun: receive to receipt and reception, deceive to deceit and deception.

Disc WorkStudents practise making and writing words containing ie (or ei) using Disc Work.

Extension• Give each student some or all of the common endings.

Remind them of any rules. • Ask them to add an appropriate ending or endings to


term 2

lesson 16

■ Memory Work• Make a list of all words: all, ball, tall, wall, fall, call, mall,

pall, stall, small. • Use the same procedure for teaching the Sight Words

as before.

■ Pencil WorkThe worksheet focuses on understanding and applying the c rule, the e rule and the f rule. It gives further practise in word building, sentence writing and changing word forms.




Remember: i before e, except after c. e.g. piece, niece, field, shield

BUT receive, deceive, conceive.


sight Wordsfalling halls wall by buy every

Focus Words, vowel team ie (c rule)

• relieved • pieces • believing • deceitful • achievement

Dictation❥ She stared at the chief in disbelief.❥ Our team received the winning shield.❥ Thieves stole most of the money.❥ My niece is painting the ceiling white.




Do not speak.

jobs

1 Write the missing words, using the correct endings. shield He_______________________________________hiseyesfromthebrightsunlight. chief Allthe_______________________________________gatheredtodiscussatreaty. fierce Wolves_______________________________________attackedhissheepthatnight. receive Thewinningteam_______________________________________asilvershield. thief Thepolicecapturedthe_____________________________________whostolethemoney.

2 Join the syllables to build some new words. un+be+lieve+able___________________________________ chief+tain______________________________________

de+ceit+ful__________________________________________________ dis+be+lief__________________________________

a+chieve+ment___________________________________________ pierce+ing______________________________________

3 Select three of those words. Use them in sentences. • ___________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

• ___________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

• ___________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

4 Write the verb form of these words. thief ______________________________________ relief ______________________________________ belief ______________________________________ grief ______________________________________

5 Be a word finder.


❂

❂

❂

❂

W A N C H I E F

G R I E F P V I

L E N I E C E E

D C S L W G I R

R E H L Y O H C

I I J N U X T E

E P R G F T P L

W T I A K B R Y

NIECECHIEFCEILINGFIERCELYGRIEFRECEIPTWEIRD

❂

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: piecemeal, masterpiece, hairpiece,centrepiece,outfield,infield, fieldwork,fieldmouse.Add these to your Compound Word baggies.

• Note the homophone piece, peace. • Continue to use the Compound Word and Homophone

baggies.• Discuss the different prefixes and suffixes that can

be added to some of these words, e.g. griev ous, griev ance, chief tain, believ able, un believ able, achieve ment, chief ly, and explain any unknown words.

• Discuss with the students how some of these words change form, e.g. from noun to verb: thief to thieve, belief to believe, grief to grieve, relief to relieve; and

from verb to noun: receive to receipt and reception, deceive to deceit and deception.

Disc WorkStudents practise making and writing words containing ie (or ei) using Disc Work.


Remind them of any rules. • Ask them to add an appropriate ending or endings to


term 2

lesson 16

■ Memory Work• Make a list of all words: all, ball, tall, wall, fall, call, mall,

pall, stall, small. • Use the same procedure for teaching the Sight Words

as before.

■ Pencil WorkThe worksheet focuses on understanding and applying the c rule, the e rule and the f rule. It gives further practise in word building, sentence writing and changing word forms.




Remember: i before e, except after c. e.g. piece, niece, field, shield

BUT receive, deceive, conceive.


sight Wordsfalling halls wall by buy every

Focus Words, vowel team ie (c rule)

• relieved • pieces • believing • deceitful • achievement

Dictation❥ She stared at the chief in disbelief.❥ Our team received the winning shield.❥ Thieves stole most of the money.❥ My niece is painting the ceiling white.




Do not speak.

jobs

1 Write the missing words, using the correct endings. shield He_______________________________________hiseyesfromthebrightsunlight. chief Allthe_______________________________________gatheredtodiscussatreaty. fierce Wolves_______________________________________attackedhissheepthatnight. receive Thewinningteam_______________________________________asilvershield. thief Thepolicecapturedthe_____________________________________whostolethemoney.

2 Join the syllables to build some new words. un+be+lieve+able___________________________________ chief+tain______________________________________

de+ceit+ful__________________________________________________ dis+be+lief__________________________________

a+chieve+ment___________________________________________ pierce+ing______________________________________

3 Select three of those words. Use them in sentences. • ___________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

• ___________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

• ___________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

4 Write the verb form of these words. thief ______________________________________ relief ______________________________________ belief ______________________________________ grief ______________________________________

5 Be a word finder.


❂

❂

❂

❂

W A N C H I E F

G R I E F P V I

L E N I E C E E

D C S L W G I R

R E H L Y O H C

I I J N U X T E

E P R G F T P L

W T I A K B R Y

NIECECHIEFCEILINGFIERCELYGRIEFRECEIPTWEIRD

❂

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



In your notebook draw pictures of the things listed.

Fill in the missing words correctly.Choose between ie and ei.


1 Therewaspaintonthefloorandonthec_________ling.

2 Hehasach_________vedveryhighmarksinthemathstest.

3 Sharnarec_________vedanemailfromhercousintoday.

4 Ihadseveralp_________cesofpizza.

5 Theteamsranoutontothefootballf_________ld.

6 Wepaidforourgoodsandrec_________vedarec_________pt.

7 Th_________vesbrokeintothebankvault.

8 Thenailp_________rcedtheheavywoodenbeam.

9 Iamsorel_________vedthatthestormhaspassed.

10 Thisisthech_________frouteoutofthecity.

■ teamsplayingonasoccerfield

■ acaptainwiththewinningshield

■ apieceofapplepie

■ thechiefpersoninyourlife

■ amaskedthief


■ Board Work• Select several students (whose names have

multisyllables) and write their names on the board. Say each name and clap the beats in the various words.

These beats or chunks are called syllables. Syllables are chunks of sounds in words. We can tell how many chunks there are in a word by clapping the beats, e.g. basket television aeroplane .

• Name several objects in the room and ask the students to count the number of syllables in each word.

• Write the word rock on the board and add et in a different colour. Ask students to look at the two syllables and say the word. Repeat with the word wicket, chicken and thicken.

• Tell the students that many words end in the syllable le.

Write some examples and ask selected students to read them, e.g. little, bubble, saddle, stumble, handle.

• Today we are going to look at some words with two syllables. We can learn to spell these words in their syllable chunks, like this: lit tle, bub ble, stum ble.

Word Warm-ups

sight Words

howduringeveningcaught

Teaching notes Focus: Closed syllables – short vowels, end syllables et, en, le; Adding common endings; The final e rule

lesson 17

term 3




• Ask selected students to read each set of words.

• Tell the students to place a finger on the first word and read the list with you.

• Chant the words together, keeping a steady pace. Take a breath between each set of words.

Open Book Work• Write juggle on the board. Draw two boxes on the board (to represent

the syllable chunks). Demonstrate how you can learn to spell a two-syllable word by writing the first syllable in the first box and the second syllable in the second box.

• Choose a word from the list. Ask the students to draw two boxes and write a syllable in each box. Do some more examples.

Closed Book Work• Dictate some more words from the list

and ask the students to write them in their notebooks. Try some other words outside the list, e.g. bottle, handle, locket, socket, happen.

• Evaluate their learning.

ticketcricketrocketpocketbucket

chickenthickenwrittensuddenkitchen

jugglewriggleshufflehuddledazzle

rumbletremblegentleangleankle

jug gle

ISBN 978 1 92570 956 8



In your notebook draw pictures of the things listed.

Fill in the missing words correctly.Choose between ie and ei.


1 Therewaspaintonthefloorandonthec_________ling.

2 Hehasach_________vedveryhighmarksinthemathstest.

3 Sharnarec_________vedanemailfromhercousintoday.

4 Ihadseveralp_________cesofpizza.

5 Theteamsranoutontothefootballf_________ld.

6 Wepaidforourgoodsandrec_________vedarec_________pt.

7 Th_________vesbrokeintothebankvault.

8 Thenailp_________rcedtheheavywoodenbeam.

9 Iamsorel_________vedthatthestormhaspassed.

10 Thisisthech_________frouteoutofthecity.

■ teamsplayingonasoccerfield

■ acaptainwiththewinningshield

■ apieceofapplepie

■ thechiefpersoninyourlife

■ amaskedthief


■ Board Work• Select several students (whose names have

multisyllables) and write their names on the board. Say each name and clap the beats in the various words.

These beats or chunks are called syllables. Syllables are chunks of sounds in words. We can tell how many chunks there are in a word by clapping the beats, e.g. basket television aeroplane .

• Name several objects in the room and ask the students to count the number of syllables in each word.

• Write the word rock on the board and add et in a different colour. Ask students to look at the two syllables and say the word. Repeat with the word wicket, chicken and thicken.

• Tell the students that many words end in the syllable le.

Write some examples and ask selected students to read them, e.g. little, bubble, saddle, stumble, handle.

• Today we are going to look at some words with two syllables. We can learn to spell these words in their syllable chunks, like this: lit tle, bub ble, stum ble.

Word Warm-ups

sight Words

howduringeveningcaught

Teaching notes Focus: Closed syllables – short vowels, end syllables et, en, le; Adding common endings; The final e rule

lesson 17

term 3




• Ask selected students to read each set of words.

• Tell the students to place a finger on the first word and read the list with you.

• Chant the words together, keeping a steady pace. Take a breath between each set of words.

Open Book Work• Write juggle on the board. Draw two boxes on the board (to represent

the syllable chunks). Demonstrate how you can learn to spell a two-syllable word by writing the first syllable in the first box and the second syllable in the second box.

• Choose a word from the list. Ask the students to draw two boxes and write a syllable in each box. Do some more examples.

Closed Book Work• Dictate some more words from the list

and ask the students to write them in their notebooks. Try some other words outside the list, e.g. bottle, handle, locket, socket, happen.

• Evaluate their learning.





jug gle

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Revisit the final e rule. (We drop the e before adding

ing or y.)• Write juggle on the board and ask selected students

to spell juggling, juggled, juggler. Repeat with other words, e.g. dazzle, dazzling, dazzled; cuddle, cuddling, cuddled.

Consolidation• Point out that there are many words that have double

letters in the middle and le on the end. Give examples: middle, saddle, puddle, riddle, kettle.

• Ask students, working in small groups, to make a list of words ending in le. (Where possible, put the marking pen in the hands of a good speller.) Share the results.

• Prepare some baggies of two-syllable words (ending in le, et, en), cut jigsaw fashion.

• Allow the students to work in pairs to reassemble the words.

term 3

lesson 17

■ Memory Work• Examine the Sight Words. Show students how to learn

these words with their eyes.• Say and spell all the Sight Words aloud together.• Explain the homophone sort, sought.

■ Pencil Work• The worksheet allows the students to expand their

knowledge of two-syllable words (ending in en, et, le) and apply the e rule.

• The word ladders provide further practice in words ending in le.




ck are the kissing cousins. They are always together after a short vowel.

We never double after ck.

cat tle


sight Wordshow during evening caught already

Focus Words, two syllables

• written • saddles • wriggling • gently • dazzled

Dictation❥ Suddenly, we heard the rumble of thunder.❥ The children huddled together, trembling.❥ I will empty the bucket in the kitchen sink.❥ We have tickets to the cricket match.


1 Fill in the missing letters. Ilikedoingjigsawp____zz________s. Theclowncanj____gg________threeballsatatime. Sethhastendollarsinthep____ck________ofhisjeans. Emptytheb____ck________ofwaterdownthesink. Shehaseightc____nd________sonherbirthdaycake.

2 Use the words on the top word ladder to complete the sentences. You will need to add endings to these words.

Sausagesare_____________________________________inthehotpan. He_____________________________________hishorseandrodeofftothetop

paddock. Weboughttwo_____________________________________oflemonade. MysisterandIlike_____________________________________inthewaves. Amouse_____________________________________atthecheeseinthetrap.

3 Answer these questions. Whereisthestoveinyourhouse? k___________________________________

Whatisababyhen? ch_________________________________

Whatdoyouusetohitaballintennis? r____________________________________

Wheredotigerslive? j____________________________________

Whatdoyouboilwaterin? k___________________________________

4 Choose a word from the box to complete the sentences.

Dadtoldusto_____________________________________ourseatbelts. Whohas_____________________________________onmybananaandsquashedit? Wewentcampingandgot_____________________________________bymosquitoes. Thesunwas_____________________________________bydarkstormclouds. _____________________________________tothewindmoaninginthetrees.


❂

❂

❂

❂


bubble

saddle

giggle

paddle

settle

nibble

bottle

sizzle

grapple

sniffle

tumble

handle

pimple

crumble

bangle

simple

sample

fondle

strangle

wrinkle kittenlistenfastenhappenbittentroddenhidden



Do not speak.

trophy

ISBN 978 1 92570 956 8


■ Word Work• Revisit the final e rule. (We drop the e before adding

ing or y.)• Write juggle on the board and ask selected students

to spell juggling, juggled, juggler. Repeat with other words, e.g. dazzle, dazzling, dazzled; cuddle, cuddling, cuddled.

Consolidation• Point out that there are many words that have double

letters in the middle and le on the end. Give examples: middle, saddle, puddle, riddle, kettle.

• Ask students, working in small groups, to make a list of words ending in le. (Where possible, put the marking pen in the hands of a good speller.) Share the results.

• Prepare some baggies of two-syllable words (ending in le, et, en), cut jigsaw fashion.

• Allow the students to work in pairs to reassemble the words.

term 3

lesson 17

■ Memory Work• Examine the Sight Words. Show students how to learn

these words with their eyes.• Say and spell all the Sight Words aloud together.• Explain the homophone sort, sought.

■ Pencil Work• The worksheet allows the students to expand their

knowledge of two-syllable words (ending in en, et, le) and apply the e rule.

• The word ladders provide further practice in words ending in le.




ck are the kissing cousins. They are always together after a short vowel.

We never double after ck.

cat tle


sight Wordshow during evening caught already

Focus Words, two syllables

• written • saddles • wriggling • gently • dazzled

Dictation❥ Suddenly, we heard the rumble of thunder.❥ The children huddled together, trembling.❥ I will empty the bucket in the kitchen sink.❥ We have tickets to the cricket match.


1 Fill in the missing letters. Ilikedoingjigsawp____zz________s. Theclowncanj____gg________threeballsatatime. Sethhastendollarsinthep____ck________ofhisjeans. Emptytheb____ck________ofwaterdownthesink. Shehaseightc____nd________sonherbirthdaycake.

2 Use the words on the top word ladder to complete the sentences. You will need to add endings to these words.

Sausagesare_____________________________________inthehotpan. He_____________________________________hishorseandrodeofftothetop

paddock. Weboughttwo_____________________________________oflemonade. MysisterandIlike_____________________________________inthewaves. Amouse_____________________________________atthecheeseinthetrap.

3 Answer these questions. Whereisthestoveinyourhouse? k___________________________________

Whatisababyhen? ch_________________________________

Whatdoyouusetohitaballintennis? r____________________________________

Wheredotigerslive? j____________________________________

Whatdoyouboilwaterin? k___________________________________

4 Choose a word from the box to complete the sentences.

Dadtoldusto_____________________________________ourseatbelts. Whohas_____________________________________onmybananaandsquashedit? Wewentcampingandgot_____________________________________bymosquitoes. Thesunwas_____________________________________bydarkstormclouds. _____________________________________tothewindmoaninginthetrees.


❂

❂

❂

❂


bubble

saddle

giggle

paddle

settle

nibble

bottle

sizzle

grapple

sniffle

tumble

handle

pimple

crumble

bangle

simple

sample

fondle

strangle

wrinkle kittenlistenfastenhappenbittentroddenhidden



Do not speak.

trophy

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



s ing ed er

blanket

________________________________

tremble

________________________________

pocket

________________________________

juggle

________________________________

candle

________________________________

fasten

________________________________

thicken

________________________________

cricket

________________________________

kitten

________________________________

bucket

________________________________

listen

________________________________

bubble

________________________________

whistle

________________________________

happen

________________________________

pickle

________________________________

toddle

________________________________

bundle

________________________________

dazzle

________________________________

blanket

________________________________

smuggle

________________________________

Add the endings and write the new words.

Choose the right word in the brackets. Write the words on the lines.


1 Ifellandhurtmy(angleankle). _____________________________________

2 Idon’tknowhowto(jugglejungle)threeballs. _____________________________________

3 A(racketrocket)waslaunchedintospace. _____________________________________

4 Thepaperlay(crumbledcrumpled)onthefloor. _____________________________________

5 Heboughta(packetpocket)ofbubblegum. _____________________________________

6 Therewasa(saddensudden)flashoflightning. _____________________________________

7 Somewordsarehardandsomeare(singlesimple)._____________________________________

8 Maryboughta(bottlebattle)ofgreenolives. _____________________________________

9 Worms(wrinklewriggle)throughthesoil. _____________________________________

10 Afootballplayerwashurtinthe(tackletangle). _____________________________________


Teaching notes Focus: Open syllables (first syllable ends in a vowel)

■ Board Work• Write the five vowels on the board. Review

their long sounds. Long vowels say their own name.

• Review syllables. Syllables are chunks of sounds in words. We

can tell how many chunks there are in a word by clapping the beats.

Give examples: coffee computer seventy .

• Ask the students to clap and say how many syllables, or chunks of sound, there are in these words: corner, elephant, basketball, pencil, room.

• Today we are going to look at some words that have just two syllables.

Write these syllables on the board: ho tel.

Lookatthefirstsyllable(ho). It ends in o, so it will say o. h-o spells ho. The word is hotel.

• Give other examples: – fa mous. Thefirstsyllableendsina, so it will say a. f-a spells fa. The word is famous. – cli mate.Thefirstsyllableendsini, so it will say i. c-l-i spells cli. The word is climate. – la bour. l-a spells la. The word is labour.

• Write these words and ask selected students to tell you what the words are: ta ble, ba con, ba sin, fla vour, de cent.

• Here are the beginnings of some words. What two letters will you write to spell those sounds? ta, mo, se, pi, tu, ra.

• Remember, long vowels say their own name.

Word Warm-ups

sight Words

surepostfrontkind

lesson 18

term 3



■ Book WorkTell the students to open their Word Warm-ups book to page 7, List 18.• Work through the list, e.g. b-e spells be. The

word is begin; m-o spells mo. The word is moment; r-u spells ru. The word is ruby.

• Ask selected students to continue. Note that all words in the bottom list end in le.

• Check that students understand the meanings of the words.


Open Book Work• Check students’ understanding of forming

plurals. Ask selected students to spell the plural form of some words, e.g. moments, rubies, programs, bridles, sirens.

• Check students’ understanding of the e rule. Ask selected students to spell some words with endings added, e.g. bugler, stabled, rifling.

Closed Book Work• Give students practice in “hearing” an open

syllable sound, and writing what they hear. Here are the beginnings of some words: fa, ti,

ro, bu, va, so. What two letters will you write to spell these sounds (e.g. fa says fay)?

Here are the beginnings of some words: shi, stu, tra, gli, pla. What three letters will you write to spell these sounds?

Now try writing these words: baby, sofa, soda, cradle, ladle.

• Evaluate their understanding.

beginmomentrubybaconradarstationsirenfamousfinalprogram

abletablecablestablefablerifletrifletitlebridlebugle

When the first syllable ends in a long vowel sound, write what you hear:

t-a spells ta in table; t-i spells ti in tiger

ISBN 978 1 92570 956 8



s ing ed er

blanket

________________________________

tremble

________________________________

pocket

________________________________

juggle

________________________________

candle

________________________________

fasten

________________________________

thicken

________________________________

cricket

________________________________

kitten

________________________________

bucket

________________________________

listen

________________________________

bubble

________________________________

whistle

________________________________

happen

________________________________

pickle

________________________________

toddle

________________________________

bundle

________________________________

dazzle

________________________________

blanket

________________________________

smuggle

________________________________

Add the endings and write the new words.

Choose the right word in the brackets. Write the words on the lines.


1 Ifellandhurtmy(angleankle). _____________________________________

2 Idon’tknowhowto(jugglejungle)threeballs. _____________________________________

3 A(racketrocket)waslaunchedintospace. _____________________________________

4 Thepaperlay(crumbledcrumpled)onthefloor. _____________________________________

5 Heboughta(packetpocket)ofbubblegum. _____________________________________

6 Therewasa(saddensudden)flashoflightning. _____________________________________

7 Somewordsarehardandsomeare(singlesimple)._____________________________________

8 Maryboughta(bottlebattle)ofgreenolives. _____________________________________

9 Worms(wrinklewriggle)throughthesoil. _____________________________________

10 Afootballplayerwashurtinthe(tackletangle). _____________________________________


Teaching notes Focus: Open syllables (first syllable ends in a vowel)

■ Board Work• Write the five vowels on the board. Review

their long sounds. Long vowels say their own name.

• Review syllables. Syllables are chunks of sounds in words. We

can tell how many chunks there are in a word by clapping the beats.

Give examples: coffee computer seventy .

• Ask the students to clap and say how many syllables, or chunks of sound, there are in these words: corner, elephant, basketball, pencil, room.

• Today we are going to look at some words that have just two syllables.

Write these syllables on the board: ho tel.

Lookatthefirstsyllable(ho). It ends in o, so it will say o. h-o spells ho. The word is hotel.

• Give other examples: – fa mous. Thefirstsyllableendsina, so it will say a. f-a spells fa. The word is famous. – cli mate.Thefirstsyllableendsini, so it will say i. c-l-i spells cli. The word is climate. – la bour. l-a spells la. The word is labour.

• Write these words and ask selected students to tell you what the words are: ta ble, ba con, ba sin, fla vour, de cent.

• Here are the beginnings of some words. What two letters will you write to spell those sounds? ta, mo, se, pi, tu, ra.

• Remember, long vowels say their own name.

Word Warm-ups

sight Words

surepostfrontkind

lesson 18

term 3



■ Book WorkTell the students to open their Word Warm-ups book to page 7, List 18.• Work through the list, e.g. b-e spells be. The

word is begin; m-o spells mo. The word is moment; r-u spells ru. The word is ruby.

• Ask selected students to continue. Note that all words in the bottom list end in le.

• Check that students understand the meanings of the words.


Open Book Work• Check students’ understanding of forming

plurals. Ask selected students to spell the plural form of some words, e.g. moments, rubies, programs, bridles, sirens.

• Check students’ understanding of the e rule. Ask selected students to spell some words with endings added, e.g. bugler, stabled, rifling.

Closed Book Work• Give students practice in “hearing” an open

syllable sound, and writing what they hear. Here are the beginnings of some words: fa, ti,

ro, bu, va, so. What two letters will you write to spell these sounds (e.g. fa says fay)?

Here are the beginnings of some words: shi, stu, tra, gli, pla. What three letters will you write to spell these sounds?

Now try writing these words: baby, sofa, soda, cradle, ladle.

• Evaluate their understanding.



When the first syllable ends in a long vowel sound, write what you hear:

t-a spells ta in table; t-i spells ti in tiger

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Prepare some sets of two-syllable word cards where the

first syllable ends in a vowel. Cut the words between the two syllables. Ask students, working in pairs, to reorder the words and list them in their notebooks. Use words from the lists and lesson examples. Here are some other words: flavour,radar,solar,rodent,motor, mo tel, gro cer, ma jor, stu dent, ru ler, tri pod, bi plane, re cent, de cent, gi ant, pho to, fo cus, bo nus, po lar, ro bot, ti ger, ba gel, chi na.

• These words can be stored in zip-lock bags. Prepare different sets of word cards, so that the task can be rotated through the students.

term 3

lesson 18


as before.• Mention the homophones, sure and shore.


■ Pencil WorkThe worksheet focuses on open syllables as an aid to spelling (first syllable ends in a vowel and says its own name), on word meanings, on endings and on sentence construction.





sight Wordssure post front kind walk

Focus Words, open syllable words

• rifles • bugler • timetable • trifle • titles

Dictation❥ I heard a police siren a few moments ago.❥ She is wearing a gold ring with rubies and pearls.❥ The jockey put a saddle and bridle on his horse.❥ Finally, we visited the famous Wall of China.



❂

❂

❂

❂

1 Complete the words by adding the correct endings. Choose from s, ing, ed, ly. Don’t forget the rules.

Ireadabookoffable____frombegin____________toend. Afterwalkingformanyhours,wefinal________reachedthewaterfall. Shecradle____thebabyinherarmsandsangalullaby. Thefoxpaddedsilent________aroundthehenhouse. Theteacherisstaple____________thepagesofmyworktogether.

2 Match these words and meanings. Use your dictionary to help you.basin verb movetoandfroveryquicklylethal noun windinstrumentwithadeepsoundwafer adj. havingasalty,notsweet,tastetuba noun containertoholdwaterforwashingsavoury adj. causingdeathvibrate noun thin,crispbiscuit

3 What am I? Awindinstrumentusedinthearmy. bu____________________________

Apreciousredstone,usedinjewellery. ru_____________________________

Thenameonabook. ti______________________________

Adevicefortrackingplanesacrossthesky. ra_____________________________

Theplacewheretrainsstopforpassengers. sta___________________________

4 Write sentences about: •apolicesiren•afirestation•afamousperson. ________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________



Do not speak.

yesterday

ISBN 978 1 92570 956 8


■ Word Work• Prepare some sets of two-syllable word cards where the

first syllable ends in a vowel. Cut the words between the two syllables. Ask students, working in pairs, to reorder the words and list them in their notebooks. Use words from the lists and lesson examples. Here are some other words: flavour,radar,solar,rodent,motor, mo tel, gro cer, ma jor, stu dent, ru ler, tri pod, bi plane, re cent, de cent, gi ant, pho to, fo cus, bo nus, po lar, ro bot, ti ger, ba gel, chi na.

• These words can be stored in zip-lock bags. Prepare different sets of word cards, so that the task can be rotated through the students.

term 3

lesson 18


as before.• Mention the homophones, sure and shore.


■ Pencil WorkThe worksheet focuses on open syllables as an aid to spelling (first syllable ends in a vowel and says its own name), on word meanings, on endings and on sentence construction.





sight Wordssure post front kind walk

Focus Words, open syllable words

• rifles • bugler • timetable • trifle • titles

Dictation❥ I heard a police siren a few moments ago.❥ She is wearing a gold ring with rubies and pearls.❥ The jockey put a saddle and bridle on his horse.❥ Finally, we visited the famous Wall of China.



❂

❂

❂

❂

1 Complete the words by adding the correct endings. Choose from s, ing, ed, ly. Don’t forget the rules.

Ireadabookoffable____frombegin____________toend. Afterwalkingformanyhours,wefinal________reachedthewaterfall. Shecradle____thebabyinherarmsandsangalullaby. Thefoxpaddedsilent________aroundthehenhouse. Theteacherisstaple____________thepagesofmyworktogether.

2 Match these words and meanings. Use your dictionary to help you.basin verb movetoandfroveryquicklylethal noun windinstrumentwithadeepsoundwafer adj. havingasalty,notsweet,tastetuba noun containertoholdwaterforwashingsavoury adj. causingdeathvibrate noun thin,crispbiscuit

3 What am I? Awindinstrumentusedinthearmy. bu____________________________

Apreciousredstone,usedinjewellery. ru_____________________________

Thenameonabook. ti______________________________

Adevicefortrackingplanesacrossthesky. ra_____________________________

Theplacewheretrainsstopforpassengers. sta___________________________

4 Write sentences about: •apolicesiren•afirestation•afamousperson. ________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________



Do not speak.

yesterday

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Build words by adding endings.

Put the syllables together to make words. Write the words and then read them to a friend.



staple

flavour

vibrate

program

motor

savour

basic____________________________________ clover____________________________________

photo____________________________________ secret____________________________________

robot____________________________________ haven____________________________________

flavour____________________________________ rodent____________________________________

totem____________________________________ vibrant____________________________________

solar____________________________________ polar____________________________________

stupid____________________________________ total____________________________________

woven____________________________________ giant____________________________________

juvenile____________________________________ radio____________________________________


■ Board WorkToday we are going to revisit the rules around words that end in y.

• Write these words on the board: baby, lady, country, gully, party. Remind the students that, when we add an ending, we must first change the y to i. With the students, write the plural form of the words on the board: babies, ladies, countries, parties.

• Write these words on the board: beauty, busy, dirty, ugly. Remind them again that we change the y to i before we add endings. Establish how you would spell the words, beautiful, busily, dirtier, ugliest.

• Write these words on the board: carry, hurry, apply, annoy. Now point out the first exception to the rule: we do not change the y to i when we add ing. With the students, establish the spelling of carrying, hurrying, applying, annoying.

• Write these words on the board: key, monkey, day, boy, obey. Now point out the second exception to the rule: we do not change y to i before adding an ending because the letter before the y is a vowel. Ask selected students to spell the words keys, monkeys, days, boys, obeyed.

• Make the generalisation that we change the y to i before adding an ending most of the time (see the spelling rules in the Word Warm-ups book).

Word Warm-ups

sight Words

sawaskorangelemon

Teaching notes Focus: Nouns, verbs and adjectives ending in y; The y rule; Prefixes and suffixes

lesson 19

term 3




• Work through each list.

• Ask the students to read the list together at a steady pace.

Open Book Work• Thinking about the rules, how do you spell

these nouns: countries, cities, monkeys, stories.

• Thinking about the rules, how do you spell these adjectives: busier, dirtiest, beautiful.

• Thinking about the rules, how do you spell these verbs: relying, replied, hurried, carrying, annoyed.

Closed Book WorkDictate several words ending in y, with endings added. Evaluate student learning.

countryfamilybeautycitymonkeystorylibrarysturdybusydirty

applyreplyrelydenyburyhurrycarrystudyobeyannoy

When a word ends in y:• changethey to i before adding

an ending.• doNOTCHANGEthey to i

before ing• doNOTCHANGEthey to i

when the letter before the y is a vowel.

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: storyline, storybook,

countryside, bodyguard, anybody, somebody, everybody, nobody, busybody, daylight, daytime, daybed, jellybeans, ladybird.

• Note homophones: story, storey; bury, berry.


Peg Work 4• Students can practise the rule around y using the

y-words peg work. (Word cards and instructions for use are on the CD.) Students should decide whether to change the y to i before adding endings.

• Ask the students to write their words in their notebooks. Ask them to write a minimum of ten words. At the end of the session, tell the students to read their list to a partner.

term 3

lesson 19

■ Memory WorkUse the same procedure for teaching the Sight Words as before.

■ Pencil WorkThe worksheet focuses on the understanding and application of the y rule through word-building activities and proofreading.





sight Wordssaw ask lemon orange fruit

Focus Words, y + ending

• dirtiest • hurrying • denied • reliable • carries

Dictation❥ Bodies are buried here in this country churchyard.❥ He is studying in the library.❥ There are many families living in our busy cities.❥ She applied for a job, but she has had no reply.



❂

❂

❂

❂

1 Add endings to the bold words to complete the sentences correctly. busy Youwillbe______________________________tomorrowthanyouweretoday! hurry Izakis_____________________________________tocatchtheschoolbus. bury Mydog____________________________________hisbonesinthegarden. country ___________________________________allovertheworldcompeteinthegames. beauty Theprincessworea____________________________________gownandapearl

necklace. enjoy Weall________________________________thebirthdayparty.

2 Find and fix the mistake in each sentence. Thereareskyscrapersinalllargecitys. ____________________________________________

Samcarryshisbookstoschoolinabackpack. ____________________________________________

IthinkIamtheluckyestpersonintheworld! ____________________________________________

Allcityzensvotedforanewtownmayor. ____________________________________________

Iheardthebaby’scrysandhurriedtopickherup. ____________________________________________

3 Complete the table by adding these endings. Think about the y rule.

Add crazy happy dirty silly sturdy

er

est

4 Add the endings.Think about the y rule.



Do not speak.

watermelon

beauty+ful enjoy+able ___________________________________________________ ___________________________________________________

study+ous family+ar ___________________________________________________ ___________________________________________________

joyful+ly annoy+ance ___________________________________________________ ___________________________________________________

apply+ance rely+ance ___________________________________________________ ___________________________________________________

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: storyline, storybook,

countryside, bodyguard, anybody, somebody, everybody, nobody, busybody, daylight, daytime, daybed, jellybeans, ladybird.

• Note homophones: story, storey; bury, berry.


Peg Work 4• Students can practise the rule around y using the

y-words peg work. (Word cards and instructions for use are on the CD.) Students should decide whether to change the y to i before adding endings.

• Ask the students to write their words in their notebooks. Ask them to write a minimum of ten words. At the end of the session, tell the students to read their list to a partner.

term 3

lesson 19


■ Pencil WorkThe worksheet focuses on the understanding and application of the y rule through word-building activities and proofreading.





sight Wordssaw ask lemon orange fruit

Focus Words, y + ending

• dirtiest • hurrying • denied • reliable • carries

Dictation❥ Bodies are buried here in this country churchyard.❥ He is studying in the library.❥ There are many families living in our busy cities.❥ She applied for a job, but she has had no reply.



❂

❂

❂

❂

1 Add endings to the bold words to complete the sentences correctly. busy Youwillbe______________________________tomorrowthanyouweretoday! hurry Izakis_____________________________________tocatchtheschoolbus. bury Mydog____________________________________hisbonesinthegarden. country ___________________________________allovertheworldcompeteinthegames. beauty Theprincessworea____________________________________gownandapearl

necklace. enjoy Weall________________________________thebirthdayparty.

2 Find and fix the mistake in each sentence. Thereareskyscrapersinalllargecitys. ____________________________________________

Samcarryshisbookstoschoolinabackpack. ____________________________________________

IthinkIamtheluckyestpersonintheworld! ____________________________________________

Allcityzensvotedforanewtownmayor. ____________________________________________

Iheardthebaby’scrysandhurriedtopickherup. ____________________________________________

3 Complete the table by adding these endings. Think about the y rule.

Add crazy happy dirty silly sturdy

er

est

4 Add the endings.Think about the y rule.



Do not speak.

watermelon

beauty+ful enjoy+able ___________________________________________________ ___________________________________________________

study+ous family+ar ___________________________________________________ ___________________________________________________

joyful+ly annoy+ance ___________________________________________________ ___________________________________________________

apply+ance rely+ance ___________________________________________________ ___________________________________________________

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


library ___________________________________________ valley ___________________________________________

gully ___________________________________________ party ___________________________________________

monkey ___________________________________________ country ___________________________________________

story ___________________________________________ jockey ___________________________________________

hobby ___________________________________________ family ___________________________________________

city ___________________________________________ pony ___________________________________________


Write these words in plural form.Think about the y rule.

Complete this table by adding the endings.Think about the y rule.


Add er Add est Add ly

happy

pretty

tidy

busy

lazy

shady


■ Board Work• Write these words on the board: know, knife,

knee.

Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter k is silent in each word.

List some more words on the board, asking the students to say the words and notice the silent k: knit, knob, knot, kneel.

Remind the students that, when they write these words, they will not hear the k sound. They will need to remember what these words look like.

• Write these words on the board: write, wrote, wrong, wriggle.

Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter w is silent in each word.

List some more words on the board, asking the students to say the words and notice the silent w: wring, wreck, wrist, wretch (explain any unfamiliar words).

Remind the students that, when they write these words, they will not hear the w sound. They will need to remember what these words look like.

• Reiterate that the k in kn and the w in wr are silent letters.

Word Warm-ups

sight Words

clotheswashmeantmighty

Teaching notes Focus: Silent letters k (know), w (write); Adding common endings; Compound words; Syllables

lesson 20

term 3




• Work through each list. Ensure the students understand the meanings of all words.


• Ask students at random to close their eyes and try to spell words from each list. Remind them to think about what the words look like.

Open Book Work• Ask the students to refer to their list and

spell some words with any common endings that apply, e.g. knotted, knocking, knuckles, wrongly, wriggling, writer.

• Point out that the plural of knife is knives.

Closed Book WorkDictate words from the list in base form only.

knobknotknitknockknuckleknowknifeknightkneelknelt

wringwrongwristwreckwritewrotewrittenanswersword

To spell words with silent letters,

you need to remember what the words LOOK LIKE.

ISBN 978 1 92570 956 8


library ___________________________________________ valley ___________________________________________

gully ___________________________________________ party ___________________________________________

monkey ___________________________________________ country ___________________________________________

story ___________________________________________ jockey ___________________________________________

hobby ___________________________________________ family ___________________________________________

city ___________________________________________ pony ___________________________________________


Write these words in plural form.Think about the y rule.

Complete this table by adding the endings.Think about the y rule.


Add er Add est Add ly

happy

pretty

tidy

busy

lazy

shady


■ Board Work• Write these words on the board: know, knife,

knee.

Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter k is silent in each word.

List some more words on the board, asking the students to say the words and notice the silent k: knit, knob, knot, kneel.

Remind the students that, when they write these words, they will not hear the k sound. They will need to remember what these words look like.

• Write these words on the board: write, wrote, wrong, wriggle.

Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter w is silent in each word.

List some more words on the board, asking the students to say the words and notice the silent w: wring, wreck, wrist, wretch (explain any unfamiliar words).

Remind the students that, when they write these words, they will not hear the w sound. They will need to remember what these words look like.

• Reiterate that the k in kn and the w in wr are silent letters.

Word Warm-ups

sight Words

clotheswashmeantmighty

Teaching notes Focus: Silent letters k (know), w (write); Adding common endings; Compound words; Syllables

lesson 20

term 3




• Work through each list. Ensure the students understand the meanings of all words.




spell some words with any common endings that apply, e.g. knotted, knocking, knuckles, wrongly, wriggling, writer.

• Point out that the plural of knife is knives.



wringwrongwristwreckwritewrotewrittenanswersword



ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: doorknob, doorknocker, swordfish,shipwreck,kneepads,kneecap,topknot,knighthood, wrongdoing, penknife, wristwatch, wristband.

• Review homophones. Discuss the differences in meaning between no, know; new, knew; night, knight; nit, knit; not, knot; ring, wring; rung, wrung.


• Write these syllables on the board and ask students to say what the words are: wrong ly, wreck age, wrap per, a wry, knot ted, knight hood, knob bly (note the doubling rule).

Consolidation• Ask the students to write a funny sentence where all the

main words begin with wr or kn and then illustrate it, e.g. The knight in knitted knickerbockers knocked on my door with his knobbly knuckles.

• Have a Spelling Bee. Ask the students to stand in a circle. Give them a word. The first student gives the first letter, the next the second letter and so on until the word is spelled. A student sits down when he or she offers an incorrect letter. The person remaining wins. Use the words from the list with or without endings added.

• Ask the students, working in pairs, to prepare a list of up to 15 words beginning with wr or kn. They should use a dictionary. When they have finished, pairs meet and share their words with each other.

Rule: You must be able to read your words and know what they mean.

term 3

lesson 20


as before.

• Point out that many people confuse clothes with close because they don’t say the word correctly. Ensure they pronounce the th.

■ Pencil WorkThe worksheet focuses on present and past tense and past participles, word meanings, compound words and sentence writing.





sight Wordsclothes wash meant mighty together

Focus Words, silent letters k and w

• knotty • wrung • knew • wrong • knives

Dictation❥ The knight knelt before his queen, his sword by his side.❥ He knocked on the door twice and turned the knob.❥ Do you know who knitted this striped scarf?❥ I wrote to Bob, but he hasn’t answered yet.




Do not speak.

guitar


❂

❂

❂

❂

1 Complete this table by adding the endings.She is … Yesterday, she … She has …

knit knitting knitted knitted

know

kneel

write

wring

answer

2 Use these word pairs in sentences. wronganswerknittedscarfknobblyknees _______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

3 Match these words to their meanings. Use a dictionary to help you. knowledge smallornament knick-knack flowerstiedtogetherinaring knuckle argueorquarrel wrap factsthatareknown wrangle fingerjoint wreath foldpaperormaterialaround

4 Join words from each of the columns to make compound words.door sack wrist outship knot pen knockersword pads wrong lineknee wreck knock watchknap fish clothes knifetop knob door doing

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: doorknob, doorknocker, swordfish,shipwreck,kneepads,kneecap,topknot,knighthood, wrongdoing, penknife, wristwatch, wristband.

• Review homophones. Discuss the differences in meaning between no, know; new, knew; night, knight; nit, knit; not, knot; ring, wring; rung, wrung.


• Write these syllables on the board and ask students to say what the words are: wrong ly, wreck age, wrap per, a wry, knot ted, knight hood, knob bly (note the doubling rule).

Consolidation• Ask the students to write a funny sentence where all the

main words begin with wr or kn and then illustrate it, e.g. The knight in knitted knickerbockers knocked on my door with his knobbly knuckles.

• Have a Spelling Bee. Ask the students to stand in a circle. Give them a word. The first student gives the first letter, the next the second letter and so on until the word is spelled. A student sits down when he or she offers an incorrect letter. The person remaining wins. Use the words from the list with or without endings added.

• Ask the students, working in pairs, to prepare a list of up to 15 words beginning with wr or kn. They should use a dictionary. When they have finished, pairs meet and share their words with each other.


term 3

lesson 20


as before.

• Point out that many people confuse clothes with close because they don’t say the word correctly. Ensure they pronounce the th.

■ Pencil WorkThe worksheet focuses on present and past tense and past participles, word meanings, compound words and sentence writing.





sight Wordsclothes wash meant mighty together

Focus Words, silent letters k and w

• knotty • wrung • knew • wrong • knives

Dictation❥ The knight knelt before his queen, his sword by his side.❥ He knocked on the door twice and turned the knob.❥ Do you know who knitted this striped scarf?❥ I wrote to Bob, but he hasn’t answered yet.




Do not speak.

guitar


❂

❂

❂

❂

1 Complete this table by adding the endings.She is … Yesterday, she … She has …

knit knitting knitted knitted

know

kneel

write

wring

answer

2 Use these word pairs in sentences. wronganswerknittedscarfknobblyknees _______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

3 Match these words to their meanings. Use a dictionary to help you. knowledge smallornament knick-knack flowerstiedtogetherinaring knuckle argueorquarrel wrap factsthatareknown wrangle fingerjoint wreath foldpaperormaterialaround

4 Join words from each of the columns to make compound words.door sack wrist outship knot pen knockersword pads wrong lineknee wreck knock watchknap fish clothes knifetop knob door doing

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Continue this story about a brave knight who has forgotten who he is.

Join the word parts. Check the dictionary for meanings. Share your knowledge with a friend.


The Knight with No Name

Farawayandlongago,theking’shuntershappeneduponanunfortunateknight.Helayunconsciousandbleedingonarockyledgeatthefootofaragingwaterfall.Thehuntersrousedtheknight.Theygavehimwaterandboundhisbleedingwounds.

“Whatisyourname,goodknight?”oneasked.

Therewasalongpause.Finallytheknightloweredhisheadandwhispered,“Idon’tknow.Ican’tremember!”…

Use your spelling rules.

know+ledge ■ wrong+ly ■ wreck+age

_________________________________________ _________________________________________ _________________________________________

un+answer+ed ■ wriggle+er ■ knob+ly

_________________________________________ _________________________________________ _________________________________________

a+wry ■ knock+ing ■ wrap+er

_________________________________________ _________________________________________ _________________________________________

knight+hood ■ wretch+ed ■ knot+ed

_________________________________________ _________________________________________ _________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________


■ Board Work• Write these words on the board: lamb, bomb,

crumb.

Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter b is silent in each word.

List some more words on the board, asking the students to say the words and notice the silent b, e.g. numb, dumb, climb, debt, doubt.

Remind the students that, when they write these words, they will not hear the b sound. They will need to remember what these words look like.

• Write these words on the board: listen, castle, whistle, fasten.

Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter t is silent in each word.

List some more words on the board, asking the students to say the words and notice the silent t, e.g. nestle, wrestle, hasten, glisten (explain any unfamiliar words).

• Remind the students that, when they write these words, they will not hear the t sound. They will need to remember what these words look like.

• Reiterate that the b in mb and the t in st are silent letters.

• Note that doubt and debt are different examples of where the b is silent.

Word Warm-ups

sight Words

throughagainsttruefalse

Teaching notes Focus: Silent letters b (lamb), t (listen); Adding common endings; Compound words; Syllables

lesson 21

term 3




• Work through both parts of the list. Ensure the students understand the meanings of all words.



Open Book WorkAsk the students to refer to their list and spell some words with any common endings that apply, e.g. lambs, climber, whistling (note the e rule), fastener, crumbly, listened.


lamblimbcombnumbdumbthumbcrumbclimbdebtdoubt

listenglistenfastenhastenwhistlethistlenestlewrestlecastlerustle



ISBN 978 1 92570 956 8



Continue this story about a brave knight who has forgotten who he is.

Join the word parts. Check the dictionary for meanings. Share your knowledge with a friend.


The Knight with No Name

Farawayandlongago,theking’shuntershappeneduponanunfortunateknight.Helayunconsciousandbleedingonarockyledgeatthefootofaragingwaterfall.Thehuntersrousedtheknight.Theygavehimwaterandboundhisbleedingwounds.

“Whatisyourname,goodknight?”oneasked.

Therewasalongpause.Finallytheknightloweredhisheadandwhispered,“Idon’tknow.Ican’tremember!”…

Use your spelling rules.

know+ledge ■ wrong+ly ■ wreck+age

_________________________________________ _________________________________________ _________________________________________

un+answer+ed ■ wriggle+er ■ knob+ly

_________________________________________ _________________________________________ _________________________________________

a+wry ■ knock+ing ■ wrap+er

_________________________________________ _________________________________________ _________________________________________

knight+hood ■ wretch+ed ■ knot+ed

_________________________________________ _________________________________________ _________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________


■ Board Work• Write these words on the board: lamb, bomb,

crumb.

Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter b is silent in each word.

List some more words on the board, asking the students to say the words and notice the silent b, e.g. numb, dumb, climb, debt, doubt.

Remind the students that, when they write these words, they will not hear the b sound. They will need to remember what these words look like.

• Write these words on the board: listen, castle, whistle, fasten.

Ask a student to read the words. Ask the class what they notice about these words. Establish that the letter t is silent in each word.

List some more words on the board, asking the students to say the words and notice the silent t, e.g. nestle, wrestle, hasten, glisten (explain any unfamiliar words).

• Remind the students that, when they write these words, they will not hear the t sound. They will need to remember what these words look like.

• Reiterate that the b in mb and the t in st are silent letters.

• Note that doubt and debt are different examples of where the b is silent.

Word Warm-ups

sight Words

throughagainsttruefalse

Teaching notes Focus: Silent letters b (lamb), t (listen); Adding common endings; Compound words; Syllables

lesson 21

term 3




• Work through both parts of the list. Ensure the students understand the meanings of all words.



Open Book WorkAsk the students to refer to their list and spell some words with any common endings that apply, e.g. lambs, climber, whistling (note the e rule), fastener, crumbly, listened.






ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: sandcastle, bombshell,

dumbfounded, cockscomb, breadcrumbs, thumbnail, lambskin.

• Continue to use the Compound Word baggies.• Write these syllables on the board and ask students to

say what the words are: limb er, limb o, dumb ly, climb er, crumb le, doubt ful, wrest ler, fast en er.


term 3

lesson 21


as before. • Explain that through and true sound alike but have

different letter patterns. Compare words such as glue, grew, threw, new, shoe.

■ Pencil WorkThe worksheet focuses on present and past tense, adding endings to make grammatical sense, the suffix –er and applied word meanings.





sight Wordsthrough true false against nothing

Focus Words, silent letters b and t

• limbs • fastener • hastened • dumbly • wrestlers

Dictation❥ The climbers combed the hillsides looking for caves.❥ Listen to the wind whistling through the old castle.❥ I doubt that Big Jim will win the wrestling match.❥ We fastened our seat belts ready for take-off.




Do not speak.

sadness


❂

❂

❂

❂

1 Add the word endings to complete this table.Add ing Add ed Add er

listen

climb

wrestle

fasten

rustle

2 Add endings to the bold words to complete the sentences correctly. glisten Wecouldseethedistantriver____________________________________inthesun. climb The____________________________________struggleduptheslopeswiththeirgear. fasten Thepassengers____________________________________theirseatbeltsfortake-off. crumble Thecentury-oldstonewallis___________________________________away. doubt Itis____________________________________thatDancanplayfootballonSaturday.

3 Joke time. What do you call a male owl? To find out, place the letter of the answer on the lines at the bottom.

She________________________________backherhairandtieditwitharibbon. Asoftwindis________________________________thegoldenleaves. Therefereeblewhis________________________________tostopthegame. He________________________________hisboatsecurelytotheseawall. We________________________________tothetopoftheEiffelTower. Herfingersgrew________________________________withcold. Wewatch________________________________onthesportschannel.

E fastenedG climbed

I rustling

S whistle

U numb

W combed

Y wrestlingA_________________________________________________

4 Spell the missing words. Weliketobuildc_______________________________inthesandatthebeach. Ababysheepisal______________________________. Ihitmyth_________________________withahammer. Dadl____________________________________tothenewsontheradio. Hecouldnotrepayhisd_________________________.

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: sandcastle, bombshell,

dumbfounded, cockscomb, breadcrumbs, thumbnail, lambskin.

• Continue to use the Compound Word baggies.• Write these syllables on the board and ask students to

say what the words are: limb er, limb o, dumb ly, climb er, crumb le, doubt ful, wrest ler, fast en er.


term 3

lesson 21


as before. • Explain that through and true sound alike but have

different letter patterns. Compare words such as glue, grew, threw, new, shoe.

■ Pencil WorkThe worksheet focuses on present and past tense, adding endings to make grammatical sense, the suffix –er and applied word meanings.





sight Wordsthrough true false against nothing

Focus Words, silent letters b and t

• limbs • fastener • hastened • dumbly • wrestlers

Dictation❥ The climbers combed the hillsides looking for caves.❥ Listen to the wind whistling through the old castle.❥ I doubt that Big Jim will win the wrestling match.❥ We fastened our seat belts ready for take-off.




Do not speak.

sadness


❂

❂

❂

❂

1 Add the word endings to complete this table.Add ing Add ed Add er

listen

climb

wrestle

fasten

rustle

2 Add endings to the bold words to complete the sentences correctly. glisten Wecouldseethedistantriver____________________________________inthesun. climb The____________________________________struggleduptheslopeswiththeirgear. fasten Thepassengers____________________________________theirseatbeltsfortake-off. crumble Thecentury-oldstonewallis___________________________________away. doubt Itis____________________________________thatDancanplayfootballonSaturday.

3 Joke time. What do you call a male owl? To find out, place the letter of the answer on the lines at the bottom.

She________________________________backherhairandtieditwitharibbon. Asoftwindis________________________________thegoldenleaves. Therefereeblewhis________________________________tostopthegame. He________________________________hisboatsecurelytotheseawall. We________________________________tothetopoftheEiffelTower. Herfingersgrew________________________________withcold. Wewatch________________________________onthesportschannel.

E fastenedG climbed

I rustling

S whistle

U numb

W combed

Y wrestlingA_________________________________________________

4 Spell the missing words. Weliketobuildc_______________________________inthesandatthebeach. Ababysheepisal______________________________. Ihitmyth_________________________withahammer. Dadl____________________________________tothenewsontheradio. Hecouldnotrepayhisd_________________________.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Build some new words by adding endings.

Join the word parts to make compound words. Write the words.


sand skin

bomb tack

dumb castle

thumb comb

cocks founded

lamb shell

bread crumbs

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Add er

wrestle

climb

bomb

fasten

listen

Add s

limb

castle

debt

comb

thistle


■ Board Work• Write boil and boy on the board. Say the

words, circle the two teams, the oi in boil and the oy in boy. Tell the students to listen to the sound the teams make. These two teams have the same sound.

• Under the word boil, build some rhyming words with the students: boil, soil, spoil, toil, coil.

• Under the word boy, build some rhyming words with the students: boy, toy, joy, soy, enjoy, ahoy.

• Point out that we often use oi in the middle of a word and oy at the end.

• Remind them we did a similar thing with ai and ay.

• Add some more two-syllable words, e.g. avoid, appoint, employ, destroy, loyal, royal.

• Draw an arc under each syllable, and ask selected students to say the words.

• Explain the meanings of any unfamiliar words.

Word Warm-ups

sight Words

animalmoneyalmostamong

Teaching notes Focus: Letter teams oi, oy (boil, boy); Adding common endings; Compound words; Syllables

lesson 22

term 3




• Work through the list. It may be helpful for students to highlight the oi and the oy in each word.


• Direct the students to the Tough Stuff and ask selected students to read these words. Ask the students to say the words together and clap the syllables.


spell some words with an ending added, e.g. spoiled, hoisted, pointer, avoiding, enjoying, annoying, destroyer.

• Explain that choice is a noun derived from the verb choose.

• Explain the use of spoilt and spoiled (both spellings are acceptable).

Closed Book WorkDictate words containing oi and oy with or without endings added. Use the language word + ending, e.g. royal, choices, oysters, employer, avoided.

spoilhoistmoistvoicechoiceavoidpointappoint

enjoyemployannoydestroyloyalroyaloyster

tough stuff

oint mentbois ter ouspoi son ous

ISBN 978 1 92570 956 8



Build some new words by adding endings.

Join the word parts to make compound words. Write the words.


sand skin

bomb tack

dumb castle

thumb comb

cocks founded

lamb shell

bread crumbs

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Add er

wrestle

climb

bomb

fasten

listen

Add s

limb

castle

debt

comb

thistle


■ Board Work• Write boil and boy on the board. Say the

words, circle the two teams, the oi in boil and the oy in boy. Tell the students to listen to the sound the teams make. These two teams have the same sound.

• Under the word boil, build some rhyming words with the students: boil, soil, spoil, toil, coil.

• Under the word boy, build some rhyming words with the students: boy, toy, joy, soy, enjoy, ahoy.

• Point out that we often use oi in the middle of a word and oy at the end.

• Remind them we did a similar thing with ai and ay.

• Add some more two-syllable words, e.g. avoid, appoint, employ, destroy, loyal, royal.

• Draw an arc under each syllable, and ask selected students to say the words.


Word Warm-ups

sight Words

animalmoneyalmostamong

Teaching notes Focus: Letter teams oi, oy (boil, boy); Adding common endings; Compound words; Syllables

lesson 22

term 3




• Work through the list. It may be helpful for students to highlight the oi and the oy in each word.


• Direct the students to the Tough Stuff and ask selected students to read these words. Ask the students to say the words together and clap the syllables.


spell some words with an ending added, e.g. spoiled, hoisted, pointer, avoiding, enjoying, annoying, destroyer.

• Explain that choice is a noun derived from the verb choose.

• Explain the use of spoilt and spoiled (both spellings are acceptable).

Closed Book WorkDictate words containing oi and oy with or without endings added. Use the language word + ending, e.g. royal, choices, oysters, employer, avoided.



tough stuff

oint mentbois ter ouspoi son ous

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: boyfriend, cowboy, tomboy,

topsoil, oilcan, boilersuit.

• Discuss the differences in meaning between boy and buoy.


• Do some word-building activities, adding prefixes and suffixes, e.g. royal ty, loyal ty, destroy er (noun destruction), employ ment, employ er, employ ee, re coil, en joy able, un en joy able, joy ful, joy full y, joy ful ness, poison ous, boister ous ly, moist ure.

Disc workStudents practise making and writing words containing oi and oy using Disc Work. Ask the students to write a minimum of ten words in their spelling notebooks.


• Ask them to add an appropriate ending or endings to the words they make before writing them. Note any rules they might need to apply.

term 3

lesson 22


■ Pencil WorkThe worksheet focuses on discriminating and applying words containing oi and oy, on syllables and word meaning.




oi is in the middle of a word.

oy is on the end. e.g. boil boy toil toy join joy


sight Wordsamong animal almost money could

Focus Words, oi, oy + ending

• joyfully • choices • spoilt • oysters • annoyed

Dictation❥ Be early to avoid disappointment!❥ They hoisted the flag on the royal barge.❥ “The village has been destroyed,” he said in a

shaky voice.❥ He has been employed by an oil company.



❂

❂

❂

❂

1 Build new words by joining these word chunks. moist+ure em+ploy+er ___________________________________________________ ___________________________________________________

ap+point+ment em+ploy+ee ___________________________________________________ ___________________________________________________

roy+al+ty en+joy+ment ___________________________________________________ ___________________________________________________

joy+ous+ly poi+son+ous ___________________________________________________ ___________________________________________________

en+joy+able joy+ful+ness ___________________________________________________ ___________________________________________________

2 Use some of those new words to complete these sentences. Ihaveadoctor’s______________________________________________atthreeo’clock. Thetaipanisa______________________________________________snake. Heisnowan______________________________________________ofamajoroilcompany. Ourvisittotheicecreamfactorywasmost______________________________________. Warmthand______________________________________________intheaircreatehumidity.

3 Complete the words by adding an ending. Acompassalwayspoint_____tothenorth. Janeisenjoy__________agameofquoits. Ourpicnicwasspoil__________byantsandmosquitoes. Yes,antsandmosquitoesareveryannoy__________. Hedrewacircleinthesandwithapoint_____stick.

BOYPOISONROYALSPOILOYSTER

APPOINTSEMPLOYERMOISTENJOYPOINT

A P P O I N T SG R O Y A L D PP O I S O N F OS T N T R E L IH S T E X N I LP I K R Y J B NT O N S Y O B VE M P L O Y E R



Do not speak.

noise

4 Be a word finder.

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: boyfriend, cowboy, tomboy,

topsoil, oilcan, boilersuit.

• Discuss the differences in meaning between boy and buoy.


• Do some word-building activities, adding prefixes and suffixes, e.g. royal ty, loyal ty, destroy er (noun destruction), employ ment, employ er, employ ee, re coil, en joy able, un en joy able, joy ful, joy full y, joy ful ness, poison ous, boister ous ly, moist ure.

Disc workStudents practise making and writing words containing oi and oy using Disc Work. Ask the students to write a minimum of ten words in their spelling notebooks.


• Ask them to add an appropriate ending or endings to the words they make before writing them. Note any rules they might need to apply.

term 3

lesson 22


■ Pencil WorkThe worksheet focuses on discriminating and applying words containing oi and oy, on syllables and word meaning.




oi is in the middle of a word.

oy is on the end. e.g. boil boy toil toy join joy


sight Wordsamong animal almost money could

Focus Words, oi, oy + ending

• joyfully • choices • spoilt • oysters • annoyed

Dictation❥ Be early to avoid disappointment!❥ They hoisted the flag on the royal barge.❥ “The village has been destroyed,” he said in a

shaky voice.❥ He has been employed by an oil company.



❂

❂

❂

❂

1 Build new words by joining these word chunks. moist+ure em+ploy+er ___________________________________________________ ___________________________________________________

ap+point+ment em+ploy+ee ___________________________________________________ ___________________________________________________

roy+al+ty en+joy+ment ___________________________________________________ ___________________________________________________

joy+ous+ly poi+son+ous ___________________________________________________ ___________________________________________________

en+joy+able joy+ful+ness ___________________________________________________ ___________________________________________________

2 Use some of those new words to complete these sentences. Ihaveadoctor’s______________________________________________atthreeo’clock. Thetaipanisa______________________________________________snake. Heisnowan______________________________________________ofamajoroilcompany. Ourvisittotheicecreamfactorywasmost______________________________________. Warmthand______________________________________________intheaircreatehumidity.

3 Complete the words by adding an ending. Acompassalwayspoint_____tothenorth. Janeisenjoy__________agameofquoits. Ourpicnicwasspoil__________byantsandmosquitoes. Yes,antsandmosquitoesareveryannoy__________. Hedrewacircleinthesandwithapoint_____stick.

BOYPOISONROYALSPOILOYSTER

APPOINTSEMPLOYERMOISTENJOYPOINT

A P P O I N T SG R O Y A L D PP O I S O N F OS T N T R E L IH S T E X N I LP I K R Y J B NT O N S Y O B VE M P L O Y E R



Do not speak.

noise

4 Be a word finder.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Build new words by adding the word parts.

Write a paragraph about one of the following.


■ aloyalfriend■ agameofquoits

■ sixsilvercoins■ apoisonousspider

■ amagicointment

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

destroy+er oint+ment

_____________________________________________________ _____________________________________________________

loyal+ty voice+less

_____________________________________________________ _____________________________________________________

avoid+ance un+enjoy+able

_____________________________________________________ _____________________________________________________

dis+appoint dis+joint+ed

_____________________________________________________ _____________________________________________________

moist+ure appoint+ment

_____________________________________________________ _____________________________________________________


■ Board WorkToday we are going to focus on the sound, air, as in chair.

• On the board, begin a table that will list three letter teams, air, are and ear.

Here we have three letters that work together to make one sound.

• Write air above the first column. These letters make the sound air as in chair or

pair.

Write these two words in the column.

• Another three letters also make this sound: are as in dare and care.

Write are above the second column and dare and care underneath.

• There are another three letters that make this sound: ear as in wear and bear.

Write ear above the third column and wear and bear underneath.

• Ask the students to think of words with this sound. As each word is given, decide whether to place it in the first, second or third column. Build lists of words containing air, are and ear.

Because these three teams have the same sound, we need to remember what the words look like, to spell them correctly.

• Point out that there are a number of words that can have either spelling, but they have different meanings, e.g. fare, fair; hair, hare; stair, stare.

Remind them that these words are called homophones.

Word Warm-ups

sight Words

pizzapastasteaksalad

Teaching notes Focus: Letter teams air (chair), are (care), ear (bear); Adding common endings; Compound words; Syllables; Homophones

lesson 23

term 3



■ Book WorkTell the students to open their Word Warm-ups book to page 9, List 23. • Work through each section of the list. • Chant the words together, keeping a steady

pace.• Explain that wear, ware; bear, bare; and pear,

pair, pare are also homophones.

Open Book Work• Ask the students to refer to their list and spell

some words with endings added. Continue to use the language word + ending, e.g. pairs, repaired, fairies, barely, scary, squarely.


Closed Book WorkReview the e rule to only drop the e before ing or y. Ask the students to write these words: caring, careful, stared, sharing, scary, wary, preparing.

pairlairrepairdespairdairyfairy

baresquarescarescarceparentpreparecompare

wearbearpeartearswear

air are ear

chairpairlairstairshair

darecarerarefarescare

wearbeartearpearswear

ISBN 978 1 92570 956 8



Build new words by adding the word parts.



■ aloyalfriend■ agameofquoits

■ sixsilvercoins■ apoisonousspider

■ amagicointment

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

destroy+er oint+ment

_____________________________________________________ _____________________________________________________

loyal+ty voice+less

_____________________________________________________ _____________________________________________________

avoid+ance un+enjoy+able

_____________________________________________________ _____________________________________________________

dis+appoint dis+joint+ed

_____________________________________________________ _____________________________________________________

moist+ure appoint+ment

_____________________________________________________ _____________________________________________________


■ Board WorkToday we are going to focus on the sound, air, as in chair.

• On the board, begin a table that will list three letter teams, air, are and ear.

Here we have three letters that work together to make one sound.

• Write air above the first column. These letters make the sound air as in chair or

pair.

Write these two words in the column.

• Another three letters also make this sound: are as in dare and care.

Write are above the second column and dare and care underneath.

• There are another three letters that make this sound: ear as in wear and bear.

Write ear above the third column and wear and bear underneath.

• Ask the students to think of words with this sound. As each word is given, decide whether to place it in the first, second or third column. Build lists of words containing air, are and ear.

Because these three teams have the same sound, we need to remember what the words look like, to spell them correctly.

• Point out that there are a number of words that can have either spelling, but they have different meanings, e.g. fare, fair; hair, hare; stair, stare.

Remind them that these words are called homophones.

Word Warm-ups

sight Words

pizzapastasteaksalad

Teaching notes Focus: Letter teams air (chair), are (care), ear (bear); Adding common endings; Compound words; Syllables; Homophones

lesson 23

term 3



■ Book WorkTell the students to open their Word Warm-ups book to page 9, List 23. • Work through each section of the list. • Chant the words together, keeping a steady

pace.• Explain that wear, ware; bear, bare; and pear,

pair, pare are also homophones.

Open Book Work• Ask the students to refer to their list and spell

some words with endings added. Continue to use the language word + ending, e.g. pairs, repaired, fairies, barely, scary, squarely.


Closed Book WorkReview the e rule to only drop the e before ing or y. Ask the students to write these words: caring, careful, stared, sharing, scary, wary, preparing.




air are ear

chairpairlairstairshair

darecarerarefarescare

wearbeartearpearswear

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: armchair, wheelchair,

chairperson, chairlift, fairground, barefaced, barefoot, bareheaded, caretaker, scaremonger, scarecrow, shareholder, warehouse, hardware, software, welfare, thoroughfare, farewell, airbrush, airport, hairbrush, hairline, hairdo, hairsbreadth, staircase, stairwell, upstairs, downstairs, beachwear.

• For interest, discuss some everyday expressions around the word spare, e.g. spare time, spare moments, spare tyre, spare change, spare cash, time to spare, room to spare.

• Review homophones. Discuss the differences in meaning between bare,bear;fare,fair;flare,flair;stare,stair; hare, hair; ware(s), wear(s); pair, pare, pear; air, heir.


• Tell the students that they need to learn the words and meanings together.

• Discuss some word building with prefixes and suffixes, e.g. bear able, un bear able, fair ness, un fair, un fair ly, sparing ly, re pair, scarce ly, parent al, impair ment, care ful, care ful ly, care ful ness, care less, care less ly, care less ness.

Disc workStudents practise making and writing words containing air, are, ear using Disc Work.



term 3

lesson 23


■ Pencil WorkThe worksheet focuses on discriminating and applying words containing air, are and ear; on word building, homophones and proofreading.




How will I know which

team to use, air or are or ear?

It will LOOK RIGHT!


sight Wordspizza pasta steak salad many

Focus Words, letter teams air, are, ear

• scarcely • fairies • barely • comparing • hardware

Dictation❥ We bought a bag of fairy floss to share.❥ My parents are preparing for a farewell party.❥ I am scared of big, brown bears.❥ Uncle Tom is repairing the kitchen chairs.



❂

❂

❂

❂

1 Circle the correct homophone in red pencil. Thelimbofthattreemaynot(bearbare)yourweight. Ihavejustenoughmoneytopaythebus(fairfare). A(hairhare)dashedintothebushesbythefence. Hestoppedto(stairstare)attheblazinghouse. Mumwill(pairpare)theapplestomakethepie.

2 Put in the missing letters. Choose air, are or ear. Bec_______________fulwhereyouwalkinyourb_______________feet. Myp_______________ntsownad_______________yfarm. Thefoxisinitsl_______________andtheh_______________isinitsburrow. Thisoldp_______________ofshoesneedsrep_______________ing. Sc_______________dandindesp_______________,hesentupadistressfl_______________.

3 Find and fix the spelling mistake in each sentence. Iwrotenumberthreeinthefirstsqware. ____________________________________

Itwasscareygoingdownstairsinthedark. ____________________________________

Milk,cheeseandbutterarealldiaryfoods. ____________________________________

Becarefullwhenyoucrossabusystreet. ____________________________________

IwareacowboyhatwhenIgohorseriding.____________________________________

4 Be a word builder. Use your spelling rules. unfair fairly ___________________________________________________ ___________________________________________________

prepareation desperation ___________________________________________________ ___________________________________________________

careless carefully ___________________________________________________ ___________________________________________________

fairness parental ___________________________________________________ ___________________________________________________

compareison airless ___________________________________________________ ___________________________________________________

warey unbearable ___________________________________________________ ___________________________________________________


care

dare

fare

mare

pare

rare

hare

stare

scare

share

blare

flare

glare

square



Do not speak.

toffee

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: armchair, wheelchair,

chairperson, chairlift, fairground, barefaced, barefoot, bareheaded, caretaker, scaremonger, scarecrow, shareholder, warehouse, hardware, software, welfare, thoroughfare, farewell, airbrush, airport, hairbrush, hairline, hairdo, hairsbreadth, staircase, stairwell, upstairs, downstairs, beachwear.

• For interest, discuss some everyday expressions around the word spare, e.g. spare time, spare moments, spare tyre, spare change, spare cash, time to spare, room to spare.

• Review homophones. Discuss the differences in meaning between bare,bear;fare,fair;flare,flair;stare,stair; hare, hair; ware(s), wear(s); pair, pare, pear; air, heir.


• Tell the students that they need to learn the words and meanings together.

• Discuss some word building with prefixes and suffixes, e.g. bear able, un bear able, fair ness, un fair, un fair ly, sparing ly, re pair, scarce ly, parent al, impair ment, care ful, care ful ly, care ful ness, care less, care less ly, care less ness.

Disc workStudents practise making and writing words containing air, are, ear using Disc Work.



term 3

lesson 23


■ Pencil WorkThe worksheet focuses on discriminating and applying words containing air, are and ear; on word building, homophones and proofreading.




How will I know which

team to use, air or are or ear?

It will LOOK RIGHT!


sight Wordspizza pasta steak salad many

Focus Words, letter teams air, are, ear

• scarcely • fairies • barely • comparing • hardware

Dictation❥ We bought a bag of fairy floss to share.❥ My parents are preparing for a farewell party.❥ I am scared of big, brown bears.❥ Uncle Tom is repairing the kitchen chairs.



❂

❂

❂

❂

1 Circle the correct homophone in red pencil. Thelimbofthattreemaynot(bearbare)yourweight. Ihavejustenoughmoneytopaythebus(fairfare). A(hairhare)dashedintothebushesbythefence. Hestoppedto(stairstare)attheblazinghouse. Mumwill(pairpare)theapplestomakethepie.

2 Put in the missing letters. Choose air, are or ear. Bec_______________fulwhereyouwalkinyourb_______________feet. Myp_______________ntsownad_______________yfarm. Thefoxisinitsl_______________andtheh_______________isinitsburrow. Thisoldp_______________ofshoesneedsrep_______________ing. Sc_______________dandindesp_______________,hesentupadistressfl_______________.

3 Find and fix the spelling mistake in each sentence. Iwrotenumberthreeinthefirstsqware. ____________________________________

Itwasscareygoingdownstairsinthedark. ____________________________________

Milk,cheeseandbutterarealldiaryfoods. ____________________________________

Becarefullwhenyoucrossabusystreet. ____________________________________

IwareacowboyhatwhenIgohorseriding.____________________________________

4 Be a word builder. Use your spelling rules. unfair fairly ___________________________________________________ ___________________________________________________

prepareation desperation ___________________________________________________ ___________________________________________________

careless carefully ___________________________________________________ ___________________________________________________

fairness parental ___________________________________________________ ___________________________________________________

compareison airless ___________________________________________________ ___________________________________________________

warey unbearable ___________________________________________________ ___________________________________________________


care

dare

fare

mare

pare

rare

hare

stare

scare

share

blare

flare

glare

square



Do not speak.

toffee

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Be a word builder.

Make a list of compound words by joining two words together.Your target is 16!


hard wheel chair headed up

wear bare lift ware ball

scare person hair arm crow

soft foot stairs beach brush

unbearable fairly

_____________________________________________________ _____________________________________________________

carelessly carefully

_____________________________________________________ _____________________________________________________

fairness impairment

_____________________________________________________ _____________________________________________________

scarey scarcely

_____________________________________________________ _____________________________________________________

glarey parental

_____________________________________________________ _____________________________________________________

compare desperate

_____________________________________________________ _____________________________________________________

Remember your spelling rules.


Teaching notes Focus: Prefixes a–, al–; Antonyms; Suffixes

■ Board Work• Write some short phrases on the board such

as a dog, a boy, a friend, and ask a student to read them.

Notice how each phrase begins with a, pronounced uh.Youwillfindthelettera at the beginning of many words.

• Write these words on the board: along, away, alive, ahead. Circle the a and ask a student to read the words. Here the letter a is a prefix. Explain that a prefix is a syllable or chunk of sound we place at the beginning of a word. It changes the meaning of the word.

• With the students, write a list of words that begin with this prefix, e.g. ago, again, about, around, afar.

• Write all on the board. Point out that when we place all at the beginning of a word, we drop one letter l. Give examples: always, alright, already.

Word Warm-ups

sight Words

anotherwhethereitherneither

lesson 24

term 3




• Work through the top part of the list. Ask the students to read the words aloud together, emphasising the prefix a.

• Work through the bottom part of the list. Ask the students to read the words aloud together, emphasising the prefix al (all).

Open Book Work• Explain the meanings of any unfamiliar

words.

• Ask the students to read the top part of the list by themselves three times.

• Tell them to close their books, close their eyes and picture as many words as they can.

• Now ask the students to write as many words as they can remember.

• Evaluate their efforts.

• Repeat this procedure for the words in the bottom part of the list.

agoagainafraidaheadalongaloudalertalikealivealoneamazeamuse

alwaysalreadyalrightalmostalmightyalsoalthoughaltogether

When we add all to the beginning

of a word, we drop one l. all ways = always

all ready = already

ISBN 978 1 92570 956 8



Be a word builder.

Make a list of compound words by joining two words together.Your target is 16!


hard wheel chair headed up

wear bare lift ware ball

scare person hair arm crow

soft foot stairs beach brush

unbearable fairly

_____________________________________________________ _____________________________________________________

carelessly carefully

_____________________________________________________ _____________________________________________________

fairness impairment

_____________________________________________________ _____________________________________________________

scarey scarcely

_____________________________________________________ _____________________________________________________

glarey parental

_____________________________________________________ _____________________________________________________

compare desperate

_____________________________________________________ _____________________________________________________

Remember your spelling rules.


Teaching notes Focus: Prefixes a–, al–; Antonyms; Suffixes

■ Board Work• Write some short phrases on the board such

as a dog, a boy, a friend, and ask a student to read them.

Notice how each phrase begins with a, pronounced uh.Youwillfindthelettera at the beginning of many words.

• Write these words on the board: along, away, alive, ahead. Circle the a and ask a student to read the words. Here the letter a is a prefix. Explain that a prefix is a syllable or chunk of sound we place at the beginning of a word. It changes the meaning of the word.

• With the students, write a list of words that begin with this prefix, e.g. ago, again, about, around, afar.

• Write all on the board. Point out that when we place all at the beginning of a word, we drop one letter l. Give examples: always, alright, already.

Word Warm-ups

sight Words

anotherwhethereitherneither

lesson 24

term 3




• Work through the top part of the list. Ask the students to read the words aloud together, emphasising the prefix a.

• Work through the bottom part of the list. Ask the students to read the words aloud together, emphasising the prefix al (all).

Open Book Work• Explain the meanings of any unfamiliar

words.

• Ask the students to read the top part of the list by themselves three times.

• Tell them to close their books, close their eyes and picture as many words as they can.

• Now ask the students to write as many words as they can remember.

• Evaluate their efforts.

• Repeat this procedure for the words in the bottom part of the list.



When we add all to the beginning

of a word, we drop one l. all ways = always

all ready = already

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss antonyms: alike, unalike; afraid, unafraid; alive,

dead; always, never.

• Add suffixes to build new words, e.g. amazement, aloofness, alertness, amusement.

term 3

lesson 24


as before.• Remind the students that er is the sound that rolls off

the end of a word (schwa).• Note that either and neither are exceptions to the c rule.

■ Pencil WorkThe worksheet focuses on understanding and applying words and meanings, and on proofreading.




The letter a at the beginning

of a word sounds like uh, e.g. along, ago, away.


sight Wordseither neither whether another over

Focus Words, prefixes a–, al–

• alright • amusing • alert • again • altogether

Dictation❥ It was already dark and he felt alone and afraid.❥ Although we can’t see her, she is somewhere up ahead.❥ Those apples will cost you five dollars altogether.❥ It is almost a year ago since our amazing journey.



❂

❂

❂

❂

1 Match the words to their meanings. aloof getoutofacaroroffahorse apart similartosomethingorsomeone among standingapartfromothers alight inpieces alert surroundedbyothers alike watchfulandreadytoact

2 Now choose the correct word from those words to complete each sentence.

Brianisinthestadiumsitting_____________________________theotherfootballfans. Timpulledhiscalculator______________________________andthenputitbacktogether. Lifesaversare______________________________tothedangerofsharksinthesurf. Onceyou______________________________fromthebus,youshouldcollectyourbaggage. Thetwinsareso_______________________________,Ican’ttellonefromtheother.

3 Complete the missing words. All begin with a. Mydogwalked____l________gbesidemethroughthepark. Ifelt____fr____________whenIsawafiercedogrushingtowardsme. Theflagbearermarched____h________dofthearmyband. Standupandread____l________dtotheclass. Iwenttoschoolearly,butJanewas____lr________d____there.

4 Find and fix the spelling mistake in each sentence.



Do not speak.

gift

Shewasstandingaloanintheplayground. _________________________________

Weliketheteachertoreadalowdtous. _________________________________

Janewillbeamungallthosechildrenonthebus. _________________________________

Iallwayssendacardtomyfriendforherbirthday._________________________________

Wethoughtthecircusclownwasveryamuseing. _________________________________

ISBN 978 1 92570 956 8


■ Word Work• Discuss antonyms: alike, unalike; afraid, unafraid; alive,

dead; always, never.

• Add suffixes to build new words, e.g. amazement, aloofness, alertness, amusement.

term 3

lesson 24


as before.• Remind the students that er is the sound that rolls off

the end of a word (schwa).• Note that either and neither are exceptions to the c rule.

■ Pencil WorkThe worksheet focuses on understanding and applying words and meanings, and on proofreading.




The letter a at the beginning

of a word sounds like uh, e.g. along, ago, away.


sight Wordseither neither whether another over

Focus Words, prefixes a–, al–

• alright • amusing • alert • again • altogether

Dictation❥ It was already dark and he felt alone and afraid.❥ Although we can’t see her, she is somewhere up ahead.❥ Those apples will cost you five dollars altogether.❥ It is almost a year ago since our amazing journey.



❂

❂

❂

❂

1 Match the words to their meanings. aloof getoutofacaroroffahorse apart similartosomethingorsomeone among standingapartfromothers alight inpieces alert surroundedbyothers alike watchfulandreadytoact

2 Now choose the correct word from those words to complete each sentence.

Brianisinthestadiumsitting_____________________________theotherfootballfans. Timpulledhiscalculator______________________________andthenputitbacktogether. Lifesaversare______________________________tothedangerofsharksinthesurf. Onceyou______________________________fromthebus,youshouldcollectyourbaggage. Thetwinsareso_______________________________,Ican’ttellonefromtheother.

3 Complete the missing words. All begin with a. Mydogwalked____l________gbesidemethroughthepark. Ifelt____fr____________whenIsawafiercedogrushingtowardsme. Theflagbearermarched____h________dofthearmyband. Standupandread____l________dtotheclass. Iwenttoschoolearly,butJanewas____lr________d____there.

4 Find and fix the spelling mistake in each sentence.



Do not speak.

gift

Shewasstandingaloanintheplayground. _________________________________

Weliketheteachertoreadalowdtous. _________________________________

Janewillbeamungallthosechildrenonthebus. _________________________________

Iallwayssendacardtomyfriendforherbirthday._________________________________

Wethoughtthecircusclownwasveryamuseing. _________________________________

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Use the sentence clues to mend the broken words.

Build sentences around these phrases.


almostmidnight________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

aliveandwell____________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

lostandafraid___________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

alwaysontime__________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

alongwayahead_____________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

a________n____ Heran____________thefootpath.

al________s____ Iam____________nineyearsold.

a____r____________y Thesunhas____________set.

ap____________ Hetookhisjigsawpuzzle____________.

a____i________ I’mnotsureifthespideris____________ordead.

al____________t Hereyeswere____________withexcitement.

a____a____n Thissumiswrong.Youmustdoit____________.

al____________ Sheissitting____________withno-onetotalkto.


■ Board Work• Write these words on the board: guess, guard,

guide. Say the words and ask the students what is

the same about them. Elicit that the words begin with gu, that the u

is silent in each word and that gu is followed by a vowel (or y).

• Add some further words and ask selected students to read them, e.g. guardian (explain the difference between guard and guardian), guy, guest, guilty.

Again point out that, where g is followed by u and then a vowel, the u is not pronounced.

• Stress the importance of remembering what words look like.

• Write these words on the board: quick, quit, quest.

Say the words and ask the students what is the same about them.

Elicit that the words begin with qu and that qu is followed by a vowel.

Point out that the letter q is always followed by the letter u.

The letters q and u are the best of friends and are always together in a word.

• Add some further words and ask selected students to read them, e.g. quiet, quite (explain the difference between these two words), question, quiver, squeal, squeak.

Again point out that wherever you see q, you will also see u.


Illustrate this by writing pairs of words, such as guard, gard; guide, gide; penguin, pengin, and ask the students which one they think is correct in each pair. Which one looks right?

Word Warm-ups

sight Words

dailymonthlyminutesecond

Teaching notes Focus: gu (guard), qu (quick); Adding common endings; Compound words; Syllables

lesson 25

term 4



■ Book WorkTell the students to open their Word Warm-ups book to page 10, List 25. • Work through the top part of the list. It may

be helpful for students to circle the gu in each word.



• Repeat this procedure with the bottom part of the list.


spell some words with any common endings that apply, e.g. guards, guests, guessing, disguised, queries, squashed.

• Tell students to pay particular attention to the difference between the words guest (noun) and guessed (past tense of guess).

• Note that the plural of mosquito is mosquitoes.

Closed Book WorkDictate words with endings added. Use the language word + ending, e.g. quietly, quickest, disguising, penguins, squashed.

guardguardianguessguestguiltyguitarguideguisedisguisepenguin

quickquitquitequietquestqueryqueuesquealsquashmosquito

ISBN 978 1 92570 956 8



Use the sentence clues to mend the broken words.

Build sentences around these phrases.


almostmidnight________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

aliveandwell____________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

lostandafraid___________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

alwaysontime__________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

alongwayahead_____________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

a________n____ Heran____________thefootpath.

al________s____ Iam____________nineyearsold.

a____r____________y Thesunhas____________set.

ap____________ Hetookhisjigsawpuzzle____________.

a____i________ I’mnotsureifthespideris____________ordead.

al____________t Hereyeswere____________withexcitement.

a____a____n Thissumiswrong.Youmustdoit____________.

al____________ Sheissitting____________withno-onetotalkto.


■ Board Work• Write these words on the board: guess, guard,

guide. Say the words and ask the students what is

the same about them. Elicit that the words begin with gu, that the u

is silent in each word and that gu is followed by a vowel (or y).

• Add some further words and ask selected students to read them, e.g. guardian (explain the difference between guard and guardian), guy, guest, guilty.

Again point out that, where g is followed by u and then a vowel, the u is not pronounced.


• Write these words on the board: quick, quit, quest.

Say the words and ask the students what is the same about them.

Elicit that the words begin with qu and that qu is followed by a vowel.

Point out that the letter q is always followed by the letter u.

The letters q and u are the best of friends and are always together in a word.

• Add some further words and ask selected students to read them, e.g. quiet, quite (explain the difference between these two words), question, quiver, squeal, squeak.

Again point out that wherever you see q, you will also see u.


Illustrate this by writing pairs of words, such as guard, gard; guide, gide; penguin, pengin, and ask the students which one they think is correct in each pair. Which one looks right?

Word Warm-ups

sight Words

dailymonthlyminutesecond

Teaching notes Focus: gu (guard), qu (quick); Adding common endings; Compound words; Syllables

lesson 25

term 4



■ Book WorkTell the students to open their Word Warm-ups book to page 10, List 25. • Work through the top part of the list. It may

be helpful for students to circle the gu in each word.



• Repeat this procedure with the bottom part of the list.


spell some words with any common endings that apply, e.g. guards, guests, guessing, disguised, queries, squashed.

• Tell students to pay particular attention to the difference between the words guest (noun) and guessed (past tense of guess).

• Note that the plural of mosquito is mosquitoes.

Closed Book WorkDictate words with endings added. Use the language word + ending, e.g. quietly, quickest, disguising, penguins, squashed.

guardguardianguessguestguiltyguitarguideguisedisguisepenguin


ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Do some word building, e.g. guard ian ship, guilt i ly,

un dis guised, re quest, con quest, guid ance, quest ion, quest ion naire, un quest ion able.

• Discuss compound words, e.g. guardhouse, bodyguard, lifeguard, mouthguard, quicksilver, quicksand, quickstep, guidebook, guesthouse, guesswork.

• Explore homophones, e.g. cue, queue; guessed, guest; and the look-alike words quiet and quite.


term 4

lesson 25


■ Pencil WorkThe worksheet focuses on understanding how words function grammatically, word meaning and compound words.







sight Wordsdaily monthly minute second yesterday

Focus Words, letter teams gu, qu

• penguins • guiltily • guardian • squashed • queries

Dictation❥ The guide dog sat quietly beside its master.❥ Our guest artist today will be playing the guitar.❥ Can you guess the answer to this question?❥ I am quite sure he was disguised as one of the guards.




Do not speak.

merry-go-round


❂

❂

❂

❂

1 Add an ending to the bold word to complete each sentence correctly. quiet Hemovedquicklyand______________________________backtohisdesk. mosquito Ourpicnicwasruinedbyantsand___________________________________. queue Peoplehavebeen_______________________________forticketsallday. guilty Heglanced_____________________________overhisshoulder. guide Thedogis_________________________________hisblindmasteracrossthestreet.

2 Write two sentences for each word. Use the word as a noun in your first sentence and as a verb in your second one. Use a dictionary to help you.

squeal guard

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

3 Colour a word in the top row and one in the bottom row to make a compound word. Use different colours for each compound word.

body guest quick guess quarter

sand work back house guard

4 Write sentences to show the difference between a guard dog and a guide dog.

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

ISBN 978 1 92570 956 8


■ Word Work• Do some word building, e.g. guard ian ship, guilt i ly,

un dis guised, re quest, con quest, guid ance, quest ion, quest ion naire, un quest ion able.

• Discuss compound words, e.g. guardhouse, bodyguard, lifeguard, mouthguard, quicksilver, quicksand, quickstep, guidebook, guesthouse, guesswork.

• Explore homophones, e.g. cue, queue; guessed, guest; and the look-alike words quiet and quite.


term 4

lesson 25


■ Pencil WorkThe worksheet focuses on understanding how words function grammatically, word meaning and compound words.







sight Wordsdaily monthly minute second yesterday

Focus Words, letter teams gu, qu

• penguins • guiltily • guardian • squashed • queries

Dictation❥ The guide dog sat quietly beside its master.❥ Our guest artist today will be playing the guitar.❥ Can you guess the answer to this question?❥ I am quite sure he was disguised as one of the guards.




Do not speak.

merry-go-round


❂

❂

❂

❂

1 Add an ending to the bold word to complete each sentence correctly. quiet Hemovedquicklyand______________________________backtohisdesk. mosquito Ourpicnicwasruinedbyantsand___________________________________. queue Peoplehavebeen_______________________________forticketsallday. guilty Heglanced_____________________________overhisshoulder. guide Thedogis_________________________________hisblindmasteracrossthestreet.

2 Write two sentences for each word. Use the word as a noun in your first sentence and as a verb in your second one. Use a dictionary to help you.

squeal guard

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

3 Colour a word in the top row and one in the bottom row to make a compound word. Use different colours for each compound word.

body guest quick guess quarter

sand work back house guard

4 Write sentences to show the difference between a guard dog and a guide dog.

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Join the word parts to make compound words.Write the words on the lines.

Add the endings to complete this table.



guard

query

guess

disguise

guide

life sand quarter work

guinea guard body back

quick pig quick house

guest guard guess silver

mouth house guard guard

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________


Teaching notes Focus: Endingsel, al;Exploringmovingbetweenpartsofspeech

■ Board Work• Draw a table with three columns. Head the

first column –le and list some words from the Word Warm-up lists.

• Today we will look at two more letter patterns that have this same end sound, l. Write –el and –al above the remaining columns.

–le –el –al

juggleankletrembletabletitle

camellabellevelgravelmodel

medalfinalplurallocalcoral

• Ask students to offer you words ending in this sound. As they do, write them in the correct columns. Add others so you have a number of words to study.

• Point out that these words all end in the same sound, so they will need to remember what the words look like to spell them correctly.

• Explain that, in many cases, –al is an adjective ending, and that adjectives describe nouns. Give examples: oval table, feral animals, final game, local area, global warming.

• Sometimes the words can be both an adjective and a noun, e.g. We ran round the oval. He played in the Grand Final. He is a criminal. He was jailed for criminal activity.

• Words ending in –el can also function as different types of words. Some can be both noun and verb (e.g. label, tunnel, model); some can be both noun and adjective (e.g. level, gravel, novel).

Word Warm-ups

sight Words

firstthirdnowhereanywhere

lesson 26

term 4




• Work through the top part of the list. Explain any unfamiliar words.

• Work through the bottom part of the list, again explaining any unfamiliar words.

• Ask the students to read the words aloud together.

Open Book WorkAsk the students to refer to their list and spell some words with common endings added, e.g. camels,globally,finally.Remind the students of the doubling rule, e.g. levelled, labelling, pummelled, modelling.

Closed Book WorkDictate some words. Evaluate their understanding. Ensure that the students understand that they need to double the l when adding ing, ed or y. Ensure they understand that when they add ly (adverb) they do not drop the l on the end of the base word, e.g. global + ly = globally; local + ly = locally.

camellevellabelfuelcrueltunnelpummelgravelmodelangel

ovalrivalferalfinalglobalcorallocalpluralmedalusual

ISBN 978 1 92570 956 8



Join the word parts to make compound words.Write the words on the lines.




guard

query

guess

disguise

guide

life sand quarter work

guinea guard body back

quick pig quick house

guest guard guess silver

mouth house guard guard

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________


Teaching notes Focus: Endingsel, al;Exploringmovingbetweenpartsofspeech

■ Board Work• Draw a table with three columns. Head the

first column –le and list some words from the Word Warm-up lists.

• Today we will look at two more letter patterns that have this same end sound, l. Write –el and –al above the remaining columns.

–le –el –al

juggleankletrembletabletitle

camellabellevelgravelmodel

medalfinalplurallocalcoral

• Ask students to offer you words ending in this sound. As they do, write them in the correct columns. Add others so you have a number of words to study.

• Point out that these words all end in the same sound, so they will need to remember what the words look like to spell them correctly.

• Explain that, in many cases, –al is an adjective ending, and that adjectives describe nouns. Give examples: oval table, feral animals, final game, local area, global warming.

• Sometimes the words can be both an adjective and a noun, e.g. We ran round the oval. He played in the Grand Final. He is a criminal. He was jailed for criminal activity.

• Words ending in –el can also function as different types of words. Some can be both noun and verb (e.g. label, tunnel, model); some can be both noun and adjective (e.g. level, gravel, novel).

Word Warm-ups

sight Words

firstthirdnowhereanywhere

lesson 26

term 4




• Work through the top part of the list. Explain any unfamiliar words.

• Work through the bottom part of the list, again explaining any unfamiliar words.


Open Book WorkAsk the students to refer to their list and spell some words with common endings added, e.g. camels,globally,finally.Remind the students of the doubling rule, e.g. levelled, labelling, pummelled, modelling.

Closed Book WorkDictate some words. Evaluate their understanding. Ensure that the students understand that they need to double the l when adding ing, ed or y. Ensure they understand that when they add ly (adverb) they do not drop the l on the end of the base word, e.g. global + ly = globally; local + ly = locally.

camellevellabelfuelcrueltunnelpummelgravelmodelangel


ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word WorkUsing the list words as base words, build new words by adding prefixes and suffixes, e.g. angel ic, cruel ty, rivalry,unusual,finality,locality,location.

Consolidation• Divide the class into four groups. Nominate a list for

each group to study: – Group 1 –le words List 17 – Group 2 –le words List 18 – Group 3 –el words List 26 – Group 4 –al words List 26

• Give the students one minute to read through their list as many times as they can. When time’s up, students close their books and each member of the group must write down as many words as they can remember in one minute. Each student exchanges their list with a student in a different group for correction. (Students use their Warm-up books for correction.) When lists are returned, each group totals the number of words correctly spelled. List the results on the board to find the winning group. This activity could be repeated with each group studying a different list.

term 4

lesson 26

■ Memory Work• Review all where words: nowhere, anywhere,

everywhere, somewhere, whereabouts, whereby, wherefore, wherever, whereas, whereupon, wheresoever.

• List all of the ordinal numbers to ten (or more) for revision.


■ Pencil WorkThe worksheet focuses on word building, word meaning, converting adjectives to adverbs and adding endings.




To spell words ending in –al, –el and –le, you need to remember what the words LOOK LIKE.


sight Wordsfirst third nowhere anywhere somewhere

Focus Words, el, al endings

• oval • globally • pummelled • cruelty • modelling

Dictation❥ It was an unusual world of coral and tropical fish.❥ Mum usually labels all my school clothes.❥ There are a few feral cats in our local area.❥ Finally, we came to the end of the gravel road.



❂

❂

❂

❂

1 Change these adjectives to adverbs by adding the suffix –ly.

Adjective local gravel final

Adverb

Adjective usual global cruel

Adverb

2 Build new words by joining the parts together. unusually _______________________________________________ location_______________________________________________

rivalry _______________________________________________ locality_______________________________________________

cruelty _______________________________________________ finality _______________________________________________

angelic _______________________________________________ fatality_______________________________________________

snorkelling_______________________________________________ vitality _______________________________________________

marvellous_______________________________________________ novelist _______________________________________________

3 Match these words and meanings by putting a number in the box. Use a dictionary to help you.

1 fuel 2 feral 3 oval

4 rival 5 pummel 6 gravel

tohitagainandagain someoneyoucompeteagainst materialforburning smallstonesorcoarsesand shapedlikeanegg domesticanimalorplantgonewild



Do not speak.

underwater

4 Add endings to complete the words correctly. Thegreatathletehaswonfivegoldmedal_____. Shegavemeanangel__________smile. Yourschooluniformshouldbelabel__________clearly. Theyaretunnel__________undertheBrisbaneRiver. Heismodel__________thelateststreetgear.

ISBN 978 1 92570 956 8


■ Word WorkUsing the list words as base words, build new words by adding prefixes and suffixes, e.g. angel ic, cruel ty, rivalry,unusual,finality,locality,location.

Consolidation• Divide the class into four groups. Nominate a list for

each group to study: – Group 1 –le words List 17 – Group 2 –le words List 18 – Group 3 –el words List 26 – Group 4 –al words List 26

• Give the students one minute to read through their list as many times as they can. When time’s up, students close their books and each member of the group must write down as many words as they can remember in one minute. Each student exchanges their list with a student in a different group for correction. (Students use their Warm-up books for correction.) When lists are returned, each group totals the number of words correctly spelled. List the results on the board to find the winning group. This activity could be repeated with each group studying a different list.

term 4

lesson 26

■ Memory Work• Review all where words: nowhere, anywhere,

everywhere, somewhere, whereabouts, whereby, wherefore, wherever, whereas, whereupon, wheresoever.

• List all of the ordinal numbers to ten (or more) for revision.


■ Pencil WorkThe worksheet focuses on word building, word meaning, converting adjectives to adverbs and adding endings.




To spell words ending in –al, –el and –le, you need to remember what the words LOOK LIKE.


sight Wordsfirst third nowhere anywhere somewhere

Focus Words, el, al endings

• oval • globally • pummelled • cruelty • modelling

Dictation❥ It was an unusual world of coral and tropical fish.❥ Mum usually labels all my school clothes.❥ There are a few feral cats in our local area.❥ Finally, we came to the end of the gravel road.



❂

❂

❂

❂

1 Change these adjectives to adverbs by adding the suffix –ly.

Adjective local gravel final

Adverb

Adjective usual global cruel

Adverb

2 Build new words by joining the parts together. unusually _______________________________________________ location_______________________________________________

rivalry _______________________________________________ locality_______________________________________________

cruelty _______________________________________________ finality _______________________________________________

angelic _______________________________________________ fatality_______________________________________________

snorkelling_______________________________________________ vitality _______________________________________________

marvellous_______________________________________________ novelist _______________________________________________

3 Match these words and meanings by putting a number in the box. Use a dictionary to help you.

1 fuel 2 feral 3 oval

4 rival 5 pummel 6 gravel

tohitagainandagain someoneyoucompeteagainst materialforburning smallstonesorcoarsesand shapedlikeanegg domesticanimalorplantgonewild



Do not speak.

underwater

4 Add endings to complete the words correctly. Thegreatathletehaswonfivegoldmedal_____. Shegavemeanangel__________smile. Yourschooluniformshouldbelabel__________clearly. Theyaretunnel__________undertheBrisbaneRiver. Heismodel__________thelateststreetgear.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Add the word endings to complete this table.

Circle the eight spelling mistakes in this recount of a holiday getaway. Write the correct word in the table.


Weusallytravelnorthtothetropicklecoastforourholidays.Westayinalocelhotelandspendourdaysfishing,boating,swimmingandgatheringintrestingshells.

Dadoftenhiresaboatsowecangooutonthereef.BradandIlovetogosnorkelingintheclear,bluewater.Itsamagicalworlddownthereunderthewater.There’scoralofallcolursandhundredsofbrightlycolouredfish.

Itisallwayssadwhenwefinallyhavetoleavetogohome.

Correct


label

level

snorkel

tunnel

pummel

model

Don’t forget the doubling rule.


Teaching notes Focus: Visual letter pattern ough; Moving between parts of speech

■ Board Work• Draw a table with five columns. Head the first

column ough.

Today we will focus on this string of letters. We see this letter pattern in many words. Let’s look at some.

• Write bought, brought, fought under the first heading. Ask a student to read the words.

You will notice that these words all have the same letter pattern, making the same sound, or. Write the letters or after the heading.

• Write some further words, e.g. ought, sought, thought, and ask a student to read these words. Explain any unfamiliar words.

• Ask the whole class to read the words in the list.

• Write ough again. Point out that this letter pattern does not have the same sound in all the words we see it in.

• In the second column, write the words cough, trough and ask a student to read them. Ask the students to note that the words in columns 1 and 2 do not have the same sound pattern, but they do have the same visual pattern. Write the letters off after the heading in the second column.

• Write rough, tough, enough in the third column. Ask the students to read these words noting their different sound pattern.

Here are some more words that have the same letter pattern, but not the same sound pattern.

• Write the letters uff after the heading for the third column. Then write the words dough, though, although in the fourth column, with oh after the heading, and bough, plough, drought in the last column, with ow after the heading. Explain any unfamiliar words.

• Write ough in large letters on the board. Remember, this is a visual letter pattern, so we

must remember what the words look like. • Ask five different students to read the words

in the five columns.

Word Warm-ups

sight Words

reallylatelyfinishuntil

lesson 27

term 4



■ Book WorkTell the students to open their Word Warm-ups book to page 10, List 27. • Work through the top part of the list, where

the words have the same letter pattern and the same sound pattern.


• Work through each of the remaining groups of words. Remind the students they need to remember what these words look like.


Open Book WorkAsk the students to refer to their list and spell some words with endings added, e.g. troughs, roughly, toughen, ploughing, thoughtful.

Closed Book WorkRead through the lists twice on your own. Close your eyes and picture the pattern in each of these words. Open your eyes and read through the list once more. Now write these words: bought, thought, dough, enough.

oughtboughtbroughtthoughtsoughtfought

coughtrough

roughtoughenough

doughthoughalthough

boughploughdrought

ough (or)

ough (off)

ough (uff)

ough (oh)

ough (ow)

bought brought fought

coughtrough

rough tough enough

doughthough although

bough plough drought

ISBN 978 1 92570 956 8



Add the word endings to complete this table.

Circle the eight spelling mistakes in this recount of a holiday getaway. Write the correct word in the table.


Weusallytravelnorthtothetropicklecoastforourholidays.Westayinalocelhotelandspendourdaysfishing,boating,swimmingandgatheringintrestingshells.

Dadoftenhiresaboatsowecangooutonthereef.BradandIlovetogosnorkelingintheclear,bluewater.Itsamagicalworlddownthereunderthewater.There’scoralofallcolursandhundredsofbrightlycolouredfish.

Itisallwayssadwhenwefinallyhavetoleavetogohome.

Correct


label

level

snorkel

tunnel

pummel

model

Don’t forget the doubling rule.


Teaching notes Focus: Visual letter pattern ough; Moving between parts of speech

■ Board Work• Draw a table with five columns. Head the first

column ough.

Today we will focus on this string of letters. We see this letter pattern in many words. Let’s look at some.

• Write bought, brought, fought under the first heading. Ask a student to read the words.

You will notice that these words all have the same letter pattern, making the same sound, or. Write the letters or after the heading.

• Write some further words, e.g. ought, sought, thought, and ask a student to read these words. Explain any unfamiliar words.

• Ask the whole class to read the words in the list.

• Write ough again. Point out that this letter pattern does not have the same sound in all the words we see it in.

• In the second column, write the words cough, trough and ask a student to read them. Ask the students to note that the words in columns 1 and 2 do not have the same sound pattern, but they do have the same visual pattern. Write the letters off after the heading in the second column.

• Write rough, tough, enough in the third column. Ask the students to read these words noting their different sound pattern.

Here are some more words that have the same letter pattern, but not the same sound pattern.

• Write the letters uff after the heading for the third column. Then write the words dough, though, although in the fourth column, with oh after the heading, and bough, plough, drought in the last column, with ow after the heading. Explain any unfamiliar words.

• Write ough in large letters on the board. Remember, this is a visual letter pattern, so we

must remember what the words look like. • Ask five different students to read the words

in the five columns.

Word Warm-ups

sight Words

reallylatelyfinishuntil

lesson 27

term 4



■ Book WorkTell the students to open their Word Warm-ups book to page 10, List 27. • Work through the top part of the list, where

the words have the same letter pattern and the same sound pattern.


• Work through each of the remaining groups of words. Remind the students they need to remember what these words look like.


Open Book WorkAsk the students to refer to their list and spell some words with endings added, e.g. troughs, roughly, toughen, ploughing, thoughtful.

Closed Book WorkRead through the lists twice on your own. Close your eyes and picture the pattern in each of these words. Open your eyes and read through the list once more. Now write these words: bought, thought, dough, enough.


coughtrough

roughtoughenough

doughthoughalthough

boughploughdrought

ough (or)

ough (off)

ough (uff)

ough (oh)

ough (ow)

bought brought fought

coughtrough

rough tough enough

doughthough although

bough plough drought

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Revisit regular and irregular past-tense verbs, e.g.

ploughed and coughed are regular past-tense verbs (we just add ed), but bought, brought, sought, fought, thought are the irregular past-tense verbs of buy, bring, seek,fight,think,respectively.

• Review homophones. Discuss the differences between fought, fort; sought, sort; dough, doe; bough, bow.

Consolidation• Divide the class into four groups. • Give the students one minute to read through their list

as many times as they can. When time’s up, students close their books and each member of the group must write down as many words as they can remember in one minute. Each student exchanges their list with a student in a different group for correction. (Students use their Warm-up books for correction.) When lists are returned, each group totals the number of words correctly spelled. List the results on the board to find the winning group.

term 4

lesson 27


■ Pencil WorkThe worksheet focuses on adding missing letters to complete words correctly, regular and irregular past-tense verbs, discriminating between look-alike words, and proofreading.





sight Wordsreally lately until finish begin

Focus Words, ough

• ploughing • brought • coughed • bough • trough

Dictation❥ I thought the road through the mountains was very rough.❥ Although it is a drought, the cattle have enough water

to drink.❥ I sought to find an answer to this tough question.❥ She bought some play dough at the shop.



❂

❂

❂

❂

1 Add the missing letters to complete the words. Duringthe_______ough____,thefarmerhadtobuyhayforhiscattle. Hehadtopumpdrinkingwaterintothe_______ough____forhiscattle. Mum____ough____foodatthesupermarket. Katerolledoutthescone____oughwitharollingpin. Hannah_______ough____herpetmousetoschool.

2 Write the past-tense form of these verbs.

Today I … Yesterday I …

cough _______________________________________________

buy _______________________________________________

bring _______________________________________________

think _______________________________________________

seek _______________________________________________

fight _______________________________________________

3 Find and fix the spelling mistakes. Shehasacoldandiscoffingandsneezing. _________________________________________

Itwasthoughtfullofyoutobringatorch. _________________________________________

Allthoughtheyfoughthard,theylostthebattle. _________________________________________

Itwasatuffclimbtothetopofthemountain. _________________________________________

Youorghttowearyourhatoutinthesun. _________________________________________

Manysheepandcattlediedduringthelongdrowght._________________________________________



Do not speak.

underwater

4 Circle the correct word in brackets in red. Ifthe(bowbough)breaks,youwillfall! What(sortsought)offruitdoyoulike? Haveyou(boughtbrought)enoughmoneyforaticket? Thefrightened(doedough)layhiddeninthetallgrass. Theirteam(fortfought)hardtowintheirfinalgame.

ISBN 978 1 92570 956 8


■ Word Work• Revisit regular and irregular past-tense verbs, e.g.

ploughed and coughed are regular past-tense verbs (we just add ed), but bought, brought, sought, fought, thought are the irregular past-tense verbs of buy, bring, seek,fight,think,respectively.

• Review homophones. Discuss the differences between fought, fort; sought, sort; dough, doe; bough, bow.

Consolidation• Divide the class into four groups. • Give the students one minute to read through their list

as many times as they can. When time’s up, students close their books and each member of the group must write down as many words as they can remember in one minute. Each student exchanges their list with a student in a different group for correction. (Students use their Warm-up books for correction.) When lists are returned, each group totals the number of words correctly spelled. List the results on the board to find the winning group.

term 4

lesson 27


■ Pencil WorkThe worksheet focuses on adding missing letters to complete words correctly, regular and irregular past-tense verbs, discriminating between look-alike words, and proofreading.





sight Wordsreally lately until finish begin

Focus Words, ough

• ploughing • brought • coughed • bough • trough

Dictation❥ I thought the road through the mountains was very rough.❥ Although it is a drought, the cattle have enough water

to drink.❥ I sought to find an answer to this tough question.❥ She bought some play dough at the shop.



❂

❂

❂

❂

1 Add the missing letters to complete the words. Duringthe_______ough____,thefarmerhadtobuyhayforhiscattle. Hehadtopumpdrinkingwaterintothe_______ough____forhiscattle. Mum____ough____foodatthesupermarket. Katerolledoutthescone____oughwitharollingpin. Hannah_______ough____herpetmousetoschool.

2 Write the past-tense form of these verbs.

Today I … Yesterday I …

cough _______________________________________________

buy _______________________________________________

bring _______________________________________________

think _______________________________________________

seek _______________________________________________

fight _______________________________________________

3 Find and fix the spelling mistakes. Shehasacoldandiscoffingandsneezing. _________________________________________

Itwasthoughtfullofyoutobringatorch. _________________________________________

Allthoughtheyfoughthard,theylostthebattle. _________________________________________

Itwasatuffclimbtothetopofthemountain. _________________________________________

Youorghttowearyourhatoutinthesun. _________________________________________

Manysheepandcattlediedduringthelongdrowght._________________________________________



Do not speak.

underwater

4 Circle the correct word in brackets in red. Ifthe(bowbough)breaks,youwillfall! What(sortsought)offruitdoyoulike? Haveyou(boughtbrought)enoughmoneyforaticket? Thefrightened(doedough)layhiddeninthetallgrass. Theirteam(fortfought)hardtowintheirfinalgame.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8



Write as many words as you can that rhyme with these words. The words need NOT have the same spelling pattern.

Use these letters to make as many words as you can.Each word must contain the letter team ough or igh. For the first set, use any variation of the sound these letters make. Letters can only be used once in a word.


ough th r b

c s d p

t l w ed

igh n l s

f r t p

h b y e

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

rough plough thought drought dough

toughenoughhuffpuff


Teaching notes Focus: Letter teams th, wh, ph; Word building

■ Board Work• Remind the students that we often see two

letters together that represent one sound. Prepare a table on the board with columns headed th, wh, ph.

• Review the letter team th. Remind the students that it can have a “voiced” sound, as in they, there, them, then, though, and an “unvoiced” sound, as in thing, thought, thick, Thursday.

With the students, add words to this list.

• Review wh. List the common “question” words who, what, when, where, why. Remind them that they will need to remember what these words look like and that the most common mistake is to leave out the h.

Build a list of wh words.• Write some ph words in the third column:

photo, phone, physical, graph. Ask a student to read the words. Point out that ph makes a f sound. Explain that words with ph in them started in Greece, hundreds of years ago.

Add some other words to the list on the board.

• Again remind them that they will need to remember what these words look like and that the most common mistake is to write f instead of ph.

Word Warm-ups

sight Words

hellogoodbyeusuallyyouth

lesson 28

term 4



■ Book WorkTell the students to open their Word Warm-ups book to page 11, List 28, and work through each set of words. Explain any unfamiliar words.

Open Book WorkAsk the students to spell some of these words with endings added. Remind them of the e rule and the doubling rule, e.g. throbbing, theatres, whinging, whisked, whiskers, photos, phrases.

Closed Book Work• Divide the class into three groups. • Nominate a list for each group.• Allow a minute for each group to study its list.• With books closed, ask the students to write

as many words as they can.• Exchange lists within the group for correction.• Evaluate the results.

throbthrustthrongtheatrethoroughmyth

whinewhingewhimperwhetherwhiffwhisk

photophrasenephewelephantgraphtriumph

th wh ph

theytherethemthingthoughtthick

whowhatwhenwherewhywheat

phonephotoelephantphysicalgraph

To spell these words, you need to

remember what the words LOOK like.

ISBN 978 1 92570 956 8



Write as many words as you can that rhyme with these words. The words need NOT have the same spelling pattern.

Use these letters to make as many words as you can.Each word must contain the letter team ough or igh. For the first set, use any variation of the sound these letters make. Letters can only be used once in a word.


ough th r b

c s d p

t l w ed

igh n l s

f r t p

h b y e

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

rough plough thought drought dough

toughenoughhuffpuff


Teaching notes Focus: Letter teams th, wh, ph; Word building

■ Board Work• Remind the students that we often see two

letters together that represent one sound. Prepare a table on the board with columns headed th, wh, ph.

• Review the letter team th. Remind the students that it can have a “voiced” sound, as in they, there, them, then, though, and an “unvoiced” sound, as in thing, thought, thick, Thursday.

With the students, add words to this list.

• Review wh. List the common “question” words who, what, when, where, why. Remind them that they will need to remember what these words look like and that the most common mistake is to leave out the h.

Build a list of wh words.• Write some ph words in the third column:

photo, phone, physical, graph. Ask a student to read the words. Point out that ph makes a f sound. Explain that words with ph in them started in Greece, hundreds of years ago.

Add some other words to the list on the board.

• Again remind them that they will need to remember what these words look like and that the most common mistake is to write f instead of ph.

Word Warm-ups

sight Words

hellogoodbyeusuallyyouth

lesson 28

term 4



■ Book WorkTell the students to open their Word Warm-ups book to page 11, List 28, and work through each set of words. Explain any unfamiliar words.

Open Book WorkAsk the students to spell some of these words with endings added. Remind them of the e rule and the doubling rule, e.g. throbbing, theatres, whinging, whisked, whiskers, photos, phrases.

Closed Book Work• Divide the class into three groups. • Nominate a list for each group.• Allow a minute for each group to study its list.• With books closed, ask the students to write

as many words as they can.• Exchange lists within the group for correction.• Evaluate the results.




th wh ph

theytherethemthingthoughtthick

whowhatwhenwherewhywheat

phonephotoelephantphysicalgraph

To spell these words, you need to

remember what the words LOOK like.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: heartthrob, photocopy,

photograph, phrasebook, thoroughfare, thoroughbred.

• Build some words using prefixes and suffixes, e.g. amphitheatre, theatrical, mythical, photograph, paragraph, autograph, biography, autobiography, graphic, triumphant, triumphantly.

• Point out the difference between whether and weather.

Consolidation• Divide the class into three groups. Nominate a digraph,

th, wh, ph, for each group.

Ask the students, working in pairs, to prepare a list of up to 20 words beginning with their digraph. They should use a dictionary. When they have finished, pairs can share their words with the class.


• Now give the students one minute to read through their list as many times as they can.

When time’s up, students set aside their lists and write down as many words as they can remember in one minute. Each pair exchanges their list with each other for correction (using the list they have prepared). Total the number of words correctly spelled within each pair. List the results on the board to find the winning group.

term 4

lesson 28


■ Pencil WorkThe worksheet focuses on word meaning, adding endings, word building and spelling words with minimal clues.





sight Wordshello goodbye youth usually young

Focus Words, letter teams th, wh, ph

• throbbing • myths • whined • graphs • whiskers

Dictation❥ The king rode triumphantly on the back of an elephant.❥ My nephew doesn’t know whether to go to the theatre.❥ When I travel, I need a phrasebook and a camera for photos.❥ My dog whimpered and thrust his hurt paw into my hand.


a An___________isthelargestlandanimal.

b Wewenttothe___________toseeaballet.

c Idon’tknow___________Icancomeyet.

d Hernieceand___________cametovisither.

e He___________hishandintotheicywater.f Iliketotake___________withmydigitalcamera.


❂

❂

❂

❂

1 Join the words to their meanings. Use a dictionary to help you.

whiff smallgroupofwordsthatgotogether throng slightpuffofair,smokeorperfume whinge lightsweepingstrokeORkitchentool thorough crowdormob whisk completeineverydetail phrase complaininamoaningway

2 Add an ending to complete the sentences correctly. Wecouldhearthethrob____________soundofanapproachinghelicopter. Thepuppywanderedabout,whimper________foritsmaster. Mykittenhaslong,straightwhisk________. Peoplethrong________tothefootballgame. Guswhinge____aboutbeingleftofftheteam.

3 Build words by putting the parts together. triumphantly___________________________________________biography___________________________________________

theatrical_________________________________________________paragraph____________________________________________

photographer__________________________________________mythical_____________________________________________

youthful______________________________________________________ amphitheatre______________________________________

4 Write the missing letters for the words to complete these sentences.

a

b

c

d

e

f

P H

T H

W H

P H

T H

P H WOW WOW

Word of the Week


Do not speak.

laughter

ISBN 978 1 92570 956 8


■ Word Work• Discuss compound words: heartthrob, photocopy,

photograph, phrasebook, thoroughfare, thoroughbred.

• Build some words using prefixes and suffixes, e.g. amphitheatre, theatrical, mythical, photograph, paragraph, autograph, biography, autobiography, graphic, triumphant, triumphantly.

• Point out the difference between whether and weather.

Consolidation• Divide the class into three groups. Nominate a digraph,

th, wh, ph, for each group.

Ask the students, working in pairs, to prepare a list of up to 20 words beginning with their digraph. They should use a dictionary. When they have finished, pairs can share their words with the class.


• Now give the students one minute to read through their list as many times as they can.

When time’s up, students set aside their lists and write down as many words as they can remember in one minute. Each pair exchanges their list with each other for correction (using the list they have prepared). Total the number of words correctly spelled within each pair. List the results on the board to find the winning group.

term 4

lesson 28


■ Pencil WorkThe worksheet focuses on word meaning, adding endings, word building and spelling words with minimal clues.





sight Wordshello goodbye youth usually young

Focus Words, letter teams th, wh, ph

• throbbing • myths • whined • graphs • whiskers

Dictation❥ The king rode triumphantly on the back of an elephant.❥ My nephew doesn’t know whether to go to the theatre.❥ When I travel, I need a phrasebook and a camera for photos.❥ My dog whimpered and thrust his hurt paw into my hand.


a An___________isthelargestlandanimal.

b Wewenttothe___________toseeaballet.

c Idon’tknow___________Icancomeyet.

d Hernieceand___________cametovisither.

e He___________hishandintotheicywater.f Iliketotake___________withmydigitalcamera.


❂

❂

❂

❂

1 Join the words to their meanings. Use a dictionary to help you.

whiff smallgroupofwordsthatgotogether throng slightpuffofair,smokeorperfume whinge lightsweepingstrokeORkitchentool thorough crowdormob whisk completeineverydetail phrase complaininamoaningway

2 Add an ending to complete the sentences correctly. Wecouldhearthethrob____________soundofanapproachinghelicopter. Thepuppywanderedabout,whimper________foritsmaster. Mykittenhaslong,straightwhisk________. Peoplethrong________tothefootballgame. Guswhinge____aboutbeingleftofftheteam.

3 Build words by putting the parts together. triumphantly___________________________________________biography___________________________________________

theatrical_________________________________________________paragraph____________________________________________

photographer__________________________________________mythical_____________________________________________

youthful______________________________________________________ amphitheatre______________________________________

4 Write the missing letters for the words to complete these sentences.

a

b

c

d

e

f

P H

T H

W H

P H

T H

P H WOW WOW

Word of the Week


Do not speak.

laughter

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________






whimper

whinge

throb

whine

whisk

phone

■ atriumphantteam■ yourbabyphoto■ anAfricanelephant

■ anightatthetheatre■ amythicaldragon

P H

T H

W H

P H

T H

P H


Teaching notes Focus: Prefixes up–, down–

■ Board Work• We have done a lot of work on adding

endings to words. Today we are going to look at how we can add beginnings as well.

• Write the word stairs on the board. I can add up to the beginning of this word. Write up in front of stairs. This is called a

prefix; we fix it before the word. Ask a student to read the new word – upstairs. Discuss the meaning.• Explain that prefixes are used to change the

meaning of a word.• Write the word stairs again and add the prefix

down–.

Ask a student to read the new word – downstairs.

• Establish that we used these two prefixes to show opposite directions, up and down.

• Give them several other examples: upward, downward, upstream, downstream, upstage, downstage.

• Tell the students that these prefixes never change their spelling.

Word Warm-ups

sight Words

happensuddenlymoveprove

lesson 29

term 4

■ Book WorkTell the students to open their Word Warm-ups book to page 11, List 29.• Theprefixesup and down are in bold type

to help you to remember how to spell these words.

Remember,theseprefixes never change their spelling.

• Work through the words in the lists, establishing that the prefixes up– and down– show direction.


Closed Book Work• Ask the students to read the words in the top

part of the list, first as they are written and then by just saying the base word, e.g. stairs, stream, stage.

• Dictate a number of words from the list (prefix included).

• Repeat this procedure with the words in the bottom part of the list.


upstairsupstreamupstageuprightuprootuproarupdateupgradeupturnupward

downhilldownhearteddownpourdownpipedownfalldowngradedowntowndownstairsdownstreamdownwards

A prefix is a syllable “fixed” to the beginning of a word

to change its meaning.



Pair off your students. Ask them to select a list each and read it softly to each other.

ISBN 978 1 92570 956 8


________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________






whimper

whinge

throb

whine

whisk

phone

■ atriumphantteam■ yourbabyphoto■ anAfricanelephant

■ anightatthetheatre■ amythicaldragon

P H

T H

W H

P H

T H

P H


Teaching notes Focus: Prefixes up–, down–

■ Board Work• We have done a lot of work on adding

endings to words. Today we are going to look at how we can add beginnings as well.

• Write the word stairs on the board. I can add up to the beginning of this word. Write up in front of stairs. This is called a

prefix; we fix it before the word. Ask a student to read the new word – upstairs. Discuss the meaning.• Explain that prefixes are used to change the

meaning of a word.• Write the word stairs again and add the prefix

down–.

Ask a student to read the new word – downstairs.

• Establish that we used these two prefixes to show opposite directions, up and down.

• Give them several other examples: upward, downward, upstream, downstream, upstage, downstage.

• Tell the students that these prefixes never change their spelling.

Word Warm-ups

sight Words

happensuddenlymoveprove

lesson 29

term 4

■ Book WorkTell the students to open their Word Warm-ups book to page 11, List 29.• Theprefixesup and down are in bold type

to help you to remember how to spell these words.

Remember,theseprefixes never change their spelling.

• Work through the words in the lists, establishing that the prefixes up– and down– show direction.


Closed Book Work• Ask the students to read the words in the top

part of the list, first as they are written and then by just saying the base word, e.g. stairs, stream, stage.

• Dictate a number of words from the list (prefix included).

• Repeat this procedure with the words in the bottom part of the list.




A prefix is a syllable “fixed” to the beginning of a word

to change its meaning.




ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Prepare some Prefix baggies, e.g. one set could contain

two prefixes and 10–12 words they can be placed before. Students work in pairs to assemble words and write them in their notebooks.

Note: Many words can have either of these prefixes attached, e.g. downhill, uphill.

• Students should read their finished lists to each other or to the class.

Consolidation• Reintroduce the prefixes un– and dis– (previously

taught in Year 3).• On the board, draw a table headed un– and dis–.

• Write words in each column. Ask the students to add the prefix and write the new words in their spelling notebooks.

term 4

lesson 29


■ Pencil WorkThe worksheet focuses on understanding and using prefixes, word meanings and antonyms.




un– dis–

happykind abletrueeaselikewelcomeavailable

believelikeobeyregardappearcontinuetastecourage


sight Wordshappen suddenly move prove after

Focus Words, prefixes up– and down–

• upstream • downhill • upgrade • upright • downstage

Dictation❥ The sudden downpour stopped us from going downtown.❥ The feather floated gently downward.❥ I was upset to hear that you upturned the boat.❥ He stood upright and walked slowly upstairs.



❂

❂

❂

❂

1 Add an ending to the bold word to complete the sentence correctly. upset Thenewsreportaboutthebushfirewas

very_______________________________________. upturn The_______________________________________boatbobbedinthechoppyseas. update Wewillsoonbe_______________________________________ourfamilycar. downhearted Hetoldus__________________________________________________howhelosttherace. uproot Treeswere_______________________________________duringtheseverestorm.

2 Complete the words using the correct prefix up– or down–. Heglanced_____________________wardsatthehot-airballoonoverhead. Hetriedtorowhisboat_____________________stream,againstthecurrent. Thegardenerplacedthefallenstatue_____________________right. Therewasaheavy_____________________pourofrainlastnight. Rainwaterflowsfromtheroofintothe_____________________pipes.

3 Write the words that are opposite in meaning. uphill_______________________________________ upwards_______________________________________

upstairs_______________________________________ uptown_______________________________________

upgrade_______________________________________ upstage_______________________________________

updraught_______________________________________ upright_______________________________________

4 Here are two more prefixes that show words of opposite meaning. Highlight the prefix in each word. Say the words to a friend.

unfriendly unclean

disappear disobey

unkind disapprove

untrue unarmed

dislike disagree



Do not speak.

ladybird

ISBN 978 1 92570 956 8




Note: Many words can have either of these prefixes attached, e.g. downhill, uphill.


Consolidation• Reintroduce the prefixes un– and dis– (previously

taught in Year 3).• On the board, draw a table headed un– and dis–.


term 4

lesson 29






un– dis–

happykind abletrueeaselikewelcomeavailable

believelikeobeyregardappearcontinuetastecourage


sight Wordshappen suddenly move prove after

Focus Words, prefixes up– and down–

• upstream • downhill • upgrade • upright • downstage

Dictation❥ The sudden downpour stopped us from going downtown.❥ The feather floated gently downward.❥ I was upset to hear that you upturned the boat.❥ He stood upright and walked slowly upstairs.



❂

❂

❂

❂

1 Add an ending to the bold word to complete the sentence correctly. upset Thenewsreportaboutthebushfirewas

very_______________________________________. upturn The_______________________________________boatbobbedinthechoppyseas. update Wewillsoonbe_______________________________________ourfamilycar. downhearted Hetoldus__________________________________________________howhelosttherace. uproot Treeswere_______________________________________duringtheseverestorm.

2 Complete the words using the correct prefix up– or down–. Heglanced_____________________wardsatthehot-airballoonoverhead. Hetriedtorowhisboat_____________________stream,againstthecurrent. Thegardenerplacedthefallenstatue_____________________right. Therewasaheavy_____________________pourofrainlastnight. Rainwaterflowsfromtheroofintothe_____________________pipes.

3 Write the words that are opposite in meaning. uphill_______________________________________ upwards_______________________________________

upstairs_______________________________________ uptown_______________________________________

upgrade_______________________________________ upstage_______________________________________

updraught_______________________________________ upright_______________________________________

4 Here are two more prefixes that show words of opposite meaning. Highlight the prefix in each word. Say the words to a friend.

unfriendly unclean

disappear disobey

unkind disapprove

untrue unarmed

dislike disagree



Do not speak.

ladybird

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


Add a prefix to each word.Choose from up–, down–, un– and dis–.

Complete the table by adding the prefixes. Read your list to a friend.


_________________screw _________________lock

_________________appoint _________________pipes

_________________hold _________________regard

_________________popular _________________roar

_________________hearted _________________selfish


up– down– dis– un–

hold

________________________________

light

________________________________

believe

________________________________

usual

________________________________

roar

________________________________

cast

________________________________

honest

________________________________

aware

________________________________

standing

________________________________

right

________________________________

please

________________________________

important

________________________________

stage

________________________________

stage

________________________________

ease

________________________________

cover

________________________________

bringing

________________________________

grade

________________________________

place

________________________________

sure

________________________________


■ Board Work• Let’s look at some more prefixes.

• Check their understanding of the term prefix – what it is and why we use it.

• Write the word arm on the board.

Icanaddtheprefixover– to the beginning of the word.

Write overarm and ask a student to read the word.

Discuss its meaning.

• Write the word arm again and add the prefix under–, underarm.

Discuss the change in meaning.

• Remind students that prefixes change the meanings of words.

• Establish that we use these two prefixes to show opposite directions, over– and under–.

Remind them that these prefixes never change their spelling.

Teaching notes Focus: Prefixes over–, under–; Word building

Word Warm-ups

sight Words

emptyhungrythey’recouldn’t

lesson 30

term 4


• Theprefixesover– and under– are in bold type to help you to remember how to spell these words.

Remember,theseprefixesnever change their spelling.

• Work through the words in the list, establishing that over– and under– show direction.

• Chant the words aloud together.

Open Book Work• Ask half the class to read the words in the top

part of the list, first as they are written and next by saying just the base word, e.g. hear, night, take, turn.

• Ask the other half of the class to repeat this procedure with the bottom part of the list.

Closed Book Work• Dictate a number of words from the list (prefix

included).


overhearovernightovertakeoverturnoverseasoverjoyedovergrownoverlookoverboardoverweight

underarmunderclothesunderwearundergroundunderwaterundertowunderlineunderpass undertakeunderweight

The prefixes over- and under- NEVER change

their spelling.




ISBN 978 1 92570 956 8


Add a prefix to each word.Choose from up–, down–, un– and dis–.

Complete the table by adding the prefixes. Read your list to a friend.


_________________screw _________________lock

_________________appoint _________________pipes

_________________hold _________________regard

_________________popular _________________roar

_________________hearted _________________selfish


up– down– dis– un–

hold

________________________________

light

________________________________

believe

________________________________

usual

________________________________

roar

________________________________

cast

________________________________

honest

________________________________

aware

________________________________

standing

________________________________

right

________________________________

please

________________________________

important

________________________________

stage

________________________________

stage

________________________________

ease

________________________________

cover

________________________________

bringing

________________________________

grade

________________________________

place

________________________________

sure

________________________________


■ Board Work• Let’s look at some more prefixes.


• Write the word arm on the board.

Icanaddtheprefixover– to the beginning of the word.

Write overarm and ask a student to read the word.

Discuss its meaning.

• Write the word arm again and add the prefix under–, underarm.

Discuss the change in meaning.


• Establish that we use these two prefixes to show opposite directions, over– and under–.


Teaching notes Focus: Prefixes over–, under–; Word building

Word Warm-ups

sight Words

emptyhungrythey’recouldn’t

lesson 30

term 4


• Theprefixesover– and under– are in bold type to help you to remember how to spell these words.


• Work through the words in the list, establishing that over– and under– show direction.


Open Book Work• Ask half the class to read the words in the top

part of the list, first as they are written and next by saying just the base word, e.g. hear, night, take, turn.

• Ask the other half of the class to repeat this procedure with the bottom part of the list.

Closed Book Work• Dictate a number of words from the list (prefix

included).



underarmunderclothesunderwearundergroundunderwaterundertowunderlineunderpass undertakeunderweight

The prefixes over- and under- NEVER change

their spelling.




ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8




Note: Many words can have either prefix attached, e.g. overtake, undertake.


Consolidation• Reintroduce the prefixes over– and under–.• On the board draw a table with columns headed over–

and under–.


term 4

lesson 30

■ Memory Work• Review contractions. • Use the same procedure for teaching the Sight Words

as before.





over– under–

flowdueactivebalanceawedcomeripecooked

cookedscorelinegostoodcoatdressedfoot


sight Wordsempty hungry couldn’t they’re nearby

Focus Words, prefixes under–, over–

• undercooked • overlook • overripe • underwear• understanding

Dictation❥ He dived overboard and swam underwater.❥ Don’t overtake cars in the underpass.❥ She was overjoyed to win an overseas trip.❥ Cars are parked overnight in an underground car park.




Do not speak.

boomerang

1 Build these words with prefixes.over under

active _______________________________________ coat _______________________________________

balance _______________________________________ fed _______________________________________

cook _______________________________________ go _______________________________________

due _______________________________________ line _______________________________________

come _______________________________________ tone _______________________________________

ripe _______________________________________ current _______________________________________

2 Now use some of those words to complete these sentences. Thesebananasareover__________________andsquashy. Writeyourreportandunder__________________theimportantpoints. Theplaneistwohoursover__________________. Onefiremanwasover__________________bysmoke. Theswimmerwascaughtinanunder__________________________andpulleddownstream.

3 Add the correct prefix. Choose from over– and under–. Westayed__________________nightatamotelonourwaytoCairns. Acricketballmustbebowled__________________arm. Youmustthrowafishbackifitis__________________weight. Thepalacegardenwasneglectedand__________________grownwithweeds. Themenareminingcoaldeep__________________ground.

4 Match the words and meanings.


❂

❂

❂

❂ understudy someonewhosupervisesworkers undertaker actorreadytoreplaceanotherwhois

unabletoperform underhanded cloudyandgrey overcast secretandsly overseer workedupwithexcitementorworry overwrought someonewhoarrangesfunerals

ISBN 978 1 92570 956 8




Note: Many words can have either prefix attached, e.g. overtake, undertake.


Consolidation• Reintroduce the prefixes over– and under–.• On the board draw a table with columns headed over–

and under–.


term 4

lesson 30

■ Memory Work• Review contractions. • Use the same procedure for teaching the Sight Words

as before.





over– under–

flowdueactivebalanceawedcomeripecooked

cookedscorelinegostoodcoatdressedfoot


sight Wordsempty hungry couldn’t they’re nearby

Focus Words, prefixes under–, over–

• undercooked • overlook • overripe • underwear• understanding

Dictation❥ He dived overboard and swam underwater.❥ Don’t overtake cars in the underpass.❥ She was overjoyed to win an overseas trip.❥ Cars are parked overnight in an underground car park.




Do not speak.

boomerang

1 Build these words with prefixes.over under

active _______________________________________ coat _______________________________________

balance _______________________________________ fed _______________________________________

cook _______________________________________ go _______________________________________

due _______________________________________ line _______________________________________

come _______________________________________ tone _______________________________________

ripe _______________________________________ current _______________________________________

2 Now use some of those words to complete these sentences. Thesebananasareover__________________andsquashy. Writeyourreportandunder__________________theimportantpoints. Theplaneistwohoursover__________________. Onefiremanwasover__________________bysmoke. Theswimmerwascaughtinanunder__________________________andpulleddownstream.

3 Add the correct prefix. Choose from over– and under–. Westayed__________________nightatamotelonourwaytoCairns. Acricketballmustbebowled__________________arm. Youmustthrowafishbackifitis__________________weight. Thepalacegardenwasneglectedand__________________grownwithweeds. Themenareminingcoaldeep__________________ground.

4 Match the words and meanings.


❂

❂

❂

❂ understudy someonewhosupervisesworkers undertaker actorreadytoreplaceanotherwhois

unabletoperform underhanded cloudyandgrey overcast secretandsly overseer workedupwithexcitementorworry overwrought someonewhoarrangesfunerals

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


Write antonyms using the prefix under–.

Add over– and under– to the words below. Check word meanings in your dictionary. Read your list to a friend.


over– under–

heat

haul

lap

eat

flow

come

land

charge

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

stood

brush

foot

dog

mine

side

staffed

paid

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

overdone overweight

_____________________________________________________ _____________________________________________________

overpass overdressed

_____________________________________________________ _____________________________________________________

overpriced overcharged

_____________________________________________________ _____________________________________________________

overpay overexposed

_____________________________________________________ _____________________________________________________

overlay overpopulated

_____________________________________________________ _____________________________________________________



Teaching notes Focus: Prefixes re–, de–; Word building

■ Board Work• Let’slookatsomemoreprefixes.


• Write the words turn and play on the board.

Icanaddtheprefixre– to the beginning of these words.

Write return and replay and ask a student to read the words.

Discuss the meaning: return is to turn back; replay is to play again.

• Write some other words, e.g. replace, rebuild, remove, retrace, and discuss the meanings of these words.

• Write the word part on the board.

Icanaddtheprefixde– to the beginning of the word.

Write depart and ask a student to read the word.

Discuss meaning: depart is to go away from somewhere.

• Write some other words, e.g. deport, detach, deduct, defer, and discuss the meanings of these words.



Word Warm-ups

sight Words

typepastwasn’tweren’t

lesson 31

term 4


• Theprefixes re– and de– are in bold type to help you to remember how to spell these words.


• Work through the words in the list.


Closed Book Work• Read selected words from the list, asking

students to tell you the base word, e.g. in return, the base word is turn. Words might include remark, remove, rebuild, replace or depart, deserve, detour.

• Dictate other words from the list (prefix included).


returnremarkremovereflectreduceregretrepeatrecoverrebuildreplace

deletedescribedepartdependdescenddefenddeservedemolishdeliverdetour

The prefixes re- and de- NEVER change their

spelling.




ISBN 978 1 92570 956 8


Write antonyms using the prefix under–.

Add over– and under– to the words below. Check word meanings in your dictionary. Read your list to a friend.


over– under–

heat

haul

lap

eat

flow

come

land

charge

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

stood

brush

foot

dog

mine

side

staffed

paid

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

overdone overweight

_____________________________________________________ _____________________________________________________

overpass overdressed

_____________________________________________________ _____________________________________________________

overpriced overcharged

_____________________________________________________ _____________________________________________________

overpay overexposed

_____________________________________________________ _____________________________________________________

overlay overpopulated

_____________________________________________________ _____________________________________________________



Teaching notes Focus: Prefixes re–, de–; Word building

■ Board Work• Let’slookatsomemoreprefixes.


• Write the words turn and play on the board.

Icanaddtheprefixre– to the beginning of these words.

Write return and replay and ask a student to read the words.

Discuss the meaning: return is to turn back; replay is to play again.

• Write some other words, e.g. replace, rebuild, remove, retrace, and discuss the meanings of these words.

• Write the word part on the board.

Icanaddtheprefixde– to the beginning of the word.

Write depart and ask a student to read the word.

Discuss meaning: depart is to go away from somewhere.

• Write some other words, e.g. deport, detach, deduct, defer, and discuss the meanings of these words.



Word Warm-ups

sight Words

typepastwasn’tweren’t

lesson 31

term 4


• Theprefixes re– and de– are in bold type to help you to remember how to spell these words.


• Work through the words in the list.


Closed Book Work• Read selected words from the list, asking

students to tell you the base word, e.g. in return, the base word is turn. Words might include remark, remove, rebuild, replace or depart, deserve, detour.

• Dictate other words from the list (prefix included).




The prefixes re- and de- NEVER change their

spelling.




ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8




Note: Many words can have either prefix attached, e.g. report deport, refinedefine.


• Show students how to change the words to different parts of speech, e.g. remark (verb) to remarkable (adjective); reduce (verb) to reduction (noun); depend (verb) to dependable (adjective).

• Revisit spelling rules, e.g. doubling (regret, regretted), the e rule (reduce, reducing).

Consolidation• Reintroduce the prefixes re– and de–.• On the board draw a table with columns headed re– and

de–.• Write words in each column. Ask the students to add

the prefix and write the new words in their spelling notebooks.

term 4

lesson 31


■ Pencil WorkThe worksheet focuses on word building, changing verbs to nouns and completing sentences to make grammatical sense.




re– de–

mindmainplayform

payviewmodellease

fusebugmountbrief

composecodefaultfrost


sight Wordspast type wasn’t weren’t haven’t

Focus Words, prefixes re–, de–

• recovery • department • reflected • defending• remarkable

Dictation❥ As we returned home, we had to make a detour.❥ She regretted her hasty remarks.❥ They removed the old park benches and replaced them

with new ones.❥ Damaged buildings will need to be demolished and rebuilt.




Do not speak.

China


❂

❂

❂

❂

1 Add endings to complete this table. Think about the rules.

Add ing Add ed Add able

remark

depend

replace

remove

regret

2 Join these verbs to the nouns that are built from them.

reduce reflection replace recoveryreflect defence descend relationdescribe repetition delete replacementdefend reduction recover deletionrepeat description relate descent

3 Add an ending to the bold word to complete the sentences correctly. Watch your spelling rules.

reduce ThepriceofDVDplayershasbeen____________________________________. demolishTheworkersare_____________________________________________theoldTownHall. rebuild Itwillbe_____________________________________bytheendofnextyear. rely Ineedsomeone_______________________________________todeliverthismessage. describe Zackwas_____________________________________________hisexcitingrockclimb.

4 Build some more new words.

Add de– Add re–

__________port __________crease __________port __________tail

__________compose __________feat __________turn __________view

__________fine __________lay __________fine __________quest

ISBN 978 1 92570 956 8




Note: Many words can have either prefix attached, e.g. report deport, refinedefine.


• Show students how to change the words to different parts of speech, e.g. remark (verb) to remarkable (adjective); reduce (verb) to reduction (noun); depend (verb) to dependable (adjective).

• Revisit spelling rules, e.g. doubling (regret, regretted), the e rule (reduce, reducing).

Consolidation• Reintroduce the prefixes re– and de–.• On the board draw a table with columns headed re– and

de–.• Write words in each column. Ask the students to add

the prefix and write the new words in their spelling notebooks.

term 4

lesson 31


■ Pencil WorkThe worksheet focuses on word building, changing verbs to nouns and completing sentences to make grammatical sense.




re– de–

mindmainplayform

payviewmodellease

fusebugmountbrief

composecodefaultfrost


sight Wordspast type wasn’t weren’t haven’t

Focus Words, prefixes re–, de–

• recovery • department • reflected • defending• remarkable

Dictation❥ As we returned home, we had to make a detour.❥ She regretted her hasty remarks.❥ They removed the old park benches and replaced them

with new ones.❥ Damaged buildings will need to be demolished and rebuilt.




Do not speak.

China


❂

❂

❂

❂

1 Add endings to complete this table. Think about the rules.

Add ing Add ed Add able

remark

depend

replace

remove

regret

2 Join these verbs to the nouns that are built from them.

reduce reflection replace recoveryreflect defence descend relationdescribe repetition delete replacementdefend reduction recover deletionrepeat description relate descent

3 Add an ending to the bold word to complete the sentences correctly. Watch your spelling rules.

reduce ThepriceofDVDplayershasbeen____________________________________. demolishTheworkersare_____________________________________________theoldTownHall. rebuild Itwillbe_____________________________________bytheendofnextyear. rely Ineedsomeone_______________________________________todeliverthismessage. describe Zackwas_____________________________________________hisexcitingrockclimb.

4 Build some more new words.

Add de– Add re–




ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


Add re– or de– to complete the words. Write the words.

Be a word builder. Read your list to a friend.


Theguidedogis_________votedtoitsowner.

Histest_________sultsaremost_________markable.

Wehada_________lightfultimeattheschoolpicnic.

Aswe_________scendedthemountain,wespottedagecko.

Theteacheraskedustowritea_________portaboutpossums.

Whowonthe_________layrace?

Ican_________pendonhimto_________turnallthesportsequipment.

Thepriceofappleshasbeen_________ducedthisweek.

Ihadto_________placemydamagedschoolbag.

Helookedather_________flectioninthemirror.

retrieve+er depart+ment

_____________________________________________________ _____________________________________________________

rely+able delight+ful

_____________________________________________________ _____________________________________________________

response+ive determine+ed

_____________________________________________________ _____________________________________________________

refer+ence descend+ant

_____________________________________________________ _____________________________________________________

refer+ee develop+ment

_____________________________________________________ _____________________________________________________

Think about the rules.


Add de– Add re–





Teaching notes Focus: Suffix –ion (–tion, –sion)

■ Board Work• Throughout the year, we have been adding

many common endings to words.

Give examples: jump, jumping, jumped, jumper; late, later, latest, lately.

Todaywewilllookatadifferentsuffix.

• Write collect on the board. Beside it write this sentence: I collect rocks. Underline collect and ask students what type of word it is. (verb)

I can change this verb to something else by adding an ending.

• Write collect again and add ion: collection. Beside it, write I have a collection of rocks. Underline collection and ask students what type of word it is. (noun)

• Explain that ion on the end of a word is a noun ending.

• Tell the students that the ion is a suffix – a syllable fixed to the end a word to change the way we use it.

So, when we add ion, the word becomes a noun used to name something.

• Give them several other examples: action, mention,fiction. Mention that this ending usually follows a t or an s. Give some examples: operation, station, immigration, television, decision, division.

Word Warm-ups

sight Words

loosetiefastentight

lesson 32

term 4

■ Book WorkTell the students to open their Word Warm-ups book to page 12, List 32. Point out that all their words this week end in tion.

• The letters tion are in bold type to help you to remember how to spell these words.

• Work through the words in the list. Explain any unfamiliar words.


Open Book WorkAsk the students to read through the first part of the list two or three times, emphasising the first syllable. This will help them visualise the beginning of the words. (The endings are the same for each word, so they won’t be hard to visualise and remember. )

Closed Book Work• Tell the students to close their Warm-ups

books. Dictate several words from this list.


mentionactionfractionlotionmotionstationnationfictionfunctionoption

relationcollectioncorrectioninvitationillustrationeducationexpeditionexplanationcompletioncompetition

A suffix is a syllable “fixed” to the end of a word and

changes the way we use it.




ISBN 978 1 92570 956 8


Add re– or de– to complete the words. Write the words.

Be a word builder. Read your list to a friend.


Theguidedogis_________votedtoitsowner.

Histest_________sultsaremost_________markable.

Wehada_________lightfultimeattheschoolpicnic.

Aswe_________scendedthemountain,wespottedagecko.

Theteacheraskedustowritea_________portaboutpossums.

Whowonthe_________layrace?

Ican_________pendonhimto_________turnallthesportsequipment.

Thepriceofappleshasbeen_________ducedthisweek.

Ihadto_________placemydamagedschoolbag.

Helookedather_________flectioninthemirror.

retrieve+er depart+ment

_____________________________________________________ _____________________________________________________

rely+able delight+ful

_____________________________________________________ _____________________________________________________

response+ive determine+ed

_____________________________________________________ _____________________________________________________

refer+ence descend+ant

_____________________________________________________ _____________________________________________________

refer+ee develop+ment

_____________________________________________________ _____________________________________________________

Think about the rules.


Add de– Add re–





Teaching notes Focus: Suffix –ion (–tion, –sion)

■ Board Work• Throughout the year, we have been adding

many common endings to words.

Give examples: jump, jumping, jumped, jumper; late, later, latest, lately.

Todaywewilllookatadifferentsuffix.

• Write collect on the board. Beside it write this sentence: I collect rocks. Underline collect and ask students what type of word it is. (verb)

I can change this verb to something else by adding an ending.

• Write collect again and add ion: collection. Beside it, write I have a collection of rocks. Underline collection and ask students what type of word it is. (noun)

• Explain that ion on the end of a word is a noun ending.

• Tell the students that the ion is a suffix – a syllable fixed to the end a word to change the way we use it.

So, when we add ion, the word becomes a noun used to name something.

• Give them several other examples: action, mention,fiction. Mention that this ending usually follows a t or an s. Give some examples: operation, station, immigration, television, decision, division.

Word Warm-ups

sight Words

loosetiefastentight

lesson 32

term 4

■ Book WorkTell the students to open their Word Warm-ups book to page 12, List 32. Point out that all their words this week end in tion.

• The letters tion are in bold type to help you to remember how to spell these words.

• Work through the words in the list. Explain any unfamiliar words.


Open Book WorkAsk the students to read through the first part of the list two or three times, emphasising the first syllable. This will help them visualise the beginning of the words. (The endings are the same for each word, so they won’t be hard to visualise and remember. )

Closed Book Work• Tell the students to close their Warm-ups

books. Dictate several words from this list.


mentionactionfractionlotionmotionstationnationfictionfunctionoption

relationcollectioncorrectioninvitationillustrationeducationexpeditionexplanationcompletioncompetition

A suffix is a syllable “fixed” to the end of a word and

changes the way we use it.




ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ Word Work• Prepare some Suffix baggies. One set could contain ten

two-syllable words, including the suffix –ion or –tion, e.g. act ion, mo tion. Students work in pairs to assemble words and write them in their notebooks.

• A second set could contain three-syllable words. Here it is advisable to place a dot on the opening syllable to help them reassemble the words quickly. Words might include: re la tion, col lec tion, cor rec tion, o va tion, sol u tion, ex cep tion, re cep tion, de cep tion, con ven tion, in vent ion, pro tec tion, com ple tion.

• Students should read their finished words to each other or to the class.

• Explain how words are changed from one part of speech to another so that the things we say and write make grammatical sense. Thus, verbs can be changed

to nouns (and vice versa), nouns to adjectives (and vice versa); adjectives to verbs (and vice versa).

Explain that it is usually the end part of the word that changes in spelling.

• For verbs ending in the suffix –ate, we simply drop the e and add –ion to form the noun. For example: investigate, investigation; operate, operation; illustrate, illustration; estimate, estimation; punctuate, punctuation; irrigate, irrigation.

• For nouns ending in the suffix –ion we often add –al to form the adjective. For example: function, functional; nation, national; option, optional; exception, exceptional.

• Explain the difference between stationery and stationary.

term 4

lesson 32

■ Memory Work• Note the difference in spelling and meaning between

lose and loose.• Use the same procedure for teaching the Sight Words

as before.

■ Pencil WorkThe worksheet focuses on building an understanding of the relationship between different types of words and their grammatical structures.





sight Wordsloose tie fasten fight build

Focus Words, suffix –ion

• corrections • functional • fractions • optional• mentioned

Dictation❥ He was a guest speaker at a national radio station.❥ The book is a collection of short stories with illustrations.❥ The book I am reading is fiction and full of action.❥ I had an invitation to join a science expedition.



❂

❂

❂

❂

1 Nouns are often built from verbs. Join the nouns and verbs that belong together.

relation explain action move collection illustrate correction invite explanation collect invitation correct competition relate motion educate illustration compete education act

2 Change these verbs to nouns by adding ion. Remember the e rule.

relate ___________________________________ migrate ___________________________________

operate ___________________________________ estimate ___________________________________

generate ___________________________________ refrigerate ___________________________________

punctuate ___________________________________ demonstrate___________________________________

populate ___________________________________ irrigate ___________________________________

3 Complete these sentences, choosing words from questions 1 and 2 above. You may need to add endings.

Verawonfirstprizeinawriting________________________________________. Joaddedanewspecimentoherbutterfly_______________________________________. Didyoureceivean________________________________________toRobert’sbirthdayparty? Surgeons________________________________________onpatientsinanoperatingtheatre. Youwillneeda________________________________________markattheendofeachsentence.

4 Be a word builder.

relation



Do not speak.

crocodile

option+al exception+al ___________________________________________________ ___________________________________________________

function+al nation+al ___________________________________________________ ___________________________________________________

station+ery station+ary ___________________________________________________ ___________________________________________________

ISBN 978 1 92570 956 8


■ Word Work• Prepare some Suffix baggies. One set could contain ten

two-syllable words, including the suffix –ion or –tion, e.g. act ion, mo tion. Students work in pairs to assemble words and write them in their notebooks.

• A second set could contain three-syllable words. Here it is advisable to place a dot on the opening syllable to help them reassemble the words quickly. Words might include: re la tion, col lec tion, cor rec tion, o va tion, sol u tion, ex cep tion, re cep tion, de cep tion, con ven tion, in vent ion, pro tec tion, com ple tion.

• Students should read their finished words to each other or to the class.

• Explain how words are changed from one part of speech to another so that the things we say and write make grammatical sense. Thus, verbs can be changed

to nouns (and vice versa), nouns to adjectives (and vice versa); adjectives to verbs (and vice versa).

Explain that it is usually the end part of the word that changes in spelling.

• For verbs ending in the suffix –ate, we simply drop the e and add –ion to form the noun. For example: investigate, investigation; operate, operation; illustrate, illustration; estimate, estimation; punctuate, punctuation; irrigate, irrigation.

• For nouns ending in the suffix –ion we often add –al to form the adjective. For example: function, functional; nation, national; option, optional; exception, exceptional.

• Explain the difference between stationery and stationary.

term 4

lesson 32

■ Memory Work• Note the difference in spelling and meaning between

lose and loose.• Use the same procedure for teaching the Sight Words

as before.

■ Pencil WorkThe worksheet focuses on building an understanding of the relationship between different types of words and their grammatical structures.





sight Wordsloose tie fasten fight build

Focus Words, suffix –ion

• corrections • functional • fractions • optional• mentioned

Dictation❥ He was a guest speaker at a national radio station.❥ The book is a collection of short stories with illustrations.❥ The book I am reading is fiction and full of action.❥ I had an invitation to join a science expedition.



❂

❂

❂

❂

1 Nouns are often built from verbs. Join the nouns and verbs that belong together.

relation explain action move collection illustrate correction invite explanation collect invitation correct competition relate motion educate illustration compete education act

2 Change these verbs to nouns by adding ion. Remember the e rule.

relate ___________________________________ migrate ___________________________________

operate ___________________________________ estimate ___________________________________

generate ___________________________________ refrigerate ___________________________________

punctuate ___________________________________ demonstrate___________________________________

populate ___________________________________ irrigate ___________________________________

3 Complete these sentences, choosing words from questions 1 and 2 above. You may need to add endings.

Verawonfirstprizeinawriting________________________________________. Joaddedanewspecimentoherbutterfly_______________________________________. Didyoureceivean________________________________________toRobert’sbirthdayparty? Surgeons________________________________________onpatientsinanoperatingtheatre. Youwillneeda________________________________________markattheendofeachsentence.

4 Be a word builder.

relation



Do not speak.

crocodile

option+al exception+al ___________________________________________________ ___________________________________________________

function+al nation+al ___________________________________________________ ___________________________________________________

station+ery station+ary ___________________________________________________ ___________________________________________________

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


■ __________________________________________________________________________________________________________________________________________________________

■ __________________________________________________________________________________________________________________________________________________________

■ __________________________________________________________________________________________________________________________________________________________

■ __________________________________________________________________________________________________________________________________________________________

■ __________________________________________________________________________________________________________________________________________________________

■ __________________________________________________________________________________________________________________________________________________________

Be a word builder. Think about the e rule.

Collect the words that belong in the same family. Start with the verb.


nation+al operate+ion

_____________________________________________________ _____________________________________________________

compete+it+ive collect+able

_____________________________________________________ _____________________________________________________

relate+ion option+al

_____________________________________________________ _____________________________________________________

relate+ives calculate+or

_____________________________________________________ _____________________________________________________

renovate+ion calculate+ion

_____________________________________________________ _____________________________________________________

competitive collect relate explanation corrective

collectable relation explanatory correct educational

relative collection explain correction educate

education competition compete


collect

152 153 TargeTing Spelling Year 4 © 2015 blake educaTion

Lesson 11 went, bed, rest Jim, ran, top, hill can, add, numbers Mum, dishes, sink must,stop,red,traffic2 dropped, steps; cracked, bucked;

setting; muddy; mended, holes, socks3 camper, cracker, stretcher4 pancake,fireplace,grasshopper,sunset,

stopover, hopscotch, sandbag, wristwatch, windmill, handshake

spelling Corner 1 crabs, brushes, plants, shells, branchesspending, wedding, testing, stopping, bringingblinked, stamped, gripped, trotted, shruggedflatter,slimmer,cracker,summer,stopperwindy, sunny, misty, foggy, chillyspelling Corner 2 bend: lend, send, mend, fend, tend, trend, spend, friendnot: hot, dot, got, spot, shot, trot, slot, plotdust: must, rust, bust, just, gust, crust, trust, thrustdash: mash, lash, rash, bash, gash, crash, trash, splashsink: link, wink, rink, pink, blink, stink, drink, thinkLesson 21 June, bite, Smoke, drive, broke2 close, white, Hide, females, tame3 lively, amusement, tidal, hopeful, priceless,

famous, spiteful, safely, nameless, tasty, closely, global

4 spikey (spiky), chast (chased), grateing (grating), lazyly (lazily), drived (drove)

spelling Corner 3 chasing, grazing, sliding, writing, chimingbaker, wiser, braver, trader, votericy, rosy, nosy, shiny, hazyspelling Corner 4 answers will vary.Lesson 3 1 answers will vary.2 displayed, painful, delayed, explaining,

container3 mane, tale, great, bales, sale4 plane, tail, reigns, weighs, explainspelling Corner 5 ai words: ail, aim, air, aid, tail, trail, train, lair, laid, lain, bait, bail, brain, mail, maid, main, rail, raid,

rain, sail, said, stain, stair, strain, slain, fail, fair, pail, pair, paid, pain, paint, plaid, gait, grain, gain, nail

ay words: pay, pray, play, may, tray, say, stay, stray, sway, cray, clay, ray, lay, way, day, dray, bay,

bray, hay

spelling Corner 6 raising, trailer, sailor, mainly, straighten, container, drainage, delayed, prayer, faithful, strained, retailer, faintly, exclaimed, explaining

Lesson 41 answers will vary.2 weak, heal, cheap, real, peel3 hear: fear, dear, near, gear, rear, year, spear seen: been, green, keen, ween, preen, sheen, screen need: seed, feed, weed, deed, breed, bleed, speed each: teach, reach, peach, beach, leach, breach, preach weep: sheep, keep, deep, jeep, sleep, steep, sweep feel: heel, reel, keel, wheel, peel, kneel, steel4 treaty, sleepy, greedy, greasy

sweetly, easily, clearly, eagerly speaker, sleeper, streamer, heater peaceful, cheerful, fearful, gleeful

spelling Corner 71 dream, asleep 2 keep, beans, peas, freezer 3 creatures, sea 4 coffee, cheesecake, tea 5 sunscreen, beach 6 breeze, leaves, street 7 eager, beat, team 8 clean, please 9 meeting, creek 10 leashspelling Corner 8seashore, seaweed, seashell, seaside, heatwave, teatime, teapot, teaspoon, peanuts, beekeeper, beehive, timekeeper, freeway, wheelbarrow, wheelnuts, wheelchair, steelworks, goalkeeper, waysideLesson 51 blew, threw, rowed, grew, knew, showed2 grown,fellow,floating,boat,slowly,coast,

loaded, wheelbarrow, soaked, soapy3 answers will vary.4 rode, coal, hole, loaf, bowlspelling Corner 9 ow words: bow, bowl, brow, brown, blow, frown, flow,flown,row,show,shown,now,grow,glow,

low, throw, thrown, sow, sown, snow, slow, stow, mow, mown

oa words: coat, coast, coal, coach, poach, boat, boar, broach, soap, loan, load, toad, road, roan, roast,

roach, goad, goal, goat, groanspelling Corner 10answers will vary.Lesson 61 bright,light,tight,right,flight2 crying, trying, drying, frying, spying

cries, tries, dries, fries, spies cried, tried, dried, fried, spied

3 tightrope, streetlight, spyglass, lighthouse, flyover,signpost,spotlight,snakebite,sunshine,mankind

4 what, where, when, who, whyspelling Corner 11 sunlight, headlight, moonlight, spotlight, flashlight,floodlight,taillight,skylight

spelling Corner 12drying, dries, dried trying, tries, tried frying, fries, fried spying, spies, spied prying, pries,pried flying,flies,flewLesson 71 old, new (young); bad, good; tight, loose;

cool, warm; morning, afternoon; long, short; over, under; far, near; slow, fast (quick); wide, narrow

2 drawed (drew), scoota (scooter), lose (loose), can’nt (can’t), blowed (blew), baloon (balloon), knew (new) aftanoon (afternoon), footparf (footpath), dore (door)

3 foolish, loosen, unhooked, uprooted, woolly, wooden, jewellery, scooter, loosely, moody

4 uprooted, jewellery, wooden, loosen, woollyspelling Corner 13toothache, broomstick, waterproof, doorknob, woodwork, bootstraps, newspaper, toolbox, bookshelf, foodstuffs, bootlaces, viewpointspelling Corner 141 tooth 2 book 3 kangaroo 4 wooden 5 wool 6 roofs 7 door 8 hoofs 9 moon 10 poolLesson 81 cowboy, roundabout, downstream, eyebrow,

countdown, mousehole, loudspeaker, playground

2 down, around; clouds, mountains, south; crowd, shouting, loudly; count, thousand; about,hours,wildflowers

3 shout, spout, pout, snout, bout, lout, grout, trout down, town, frown, crown, clown, brown, drown,

gown4 towel,flowers,found,bounce,soundspelling Corner 15outboard, outlaw, outburst, outlast, outskirts, outfieldoutside,outdoors,outline,outbreak,outfit,outboundspelling Corner 16surroundings, announcement, astounding, doubtfully, mountainous mountaineer, powdery, cowardly, rebound, browser Lesson 91 drawing, drawer, ordered, cautiously, paused2 caught, crawls, launch, horses, caused, autumn3 saucepan, lawnmower, horseback, jawbone,

seashore,seesaw,strawberry,cornflakes,horseshoe, torchlight

4 board, prawn, trawler; paws, claws; because; hawk, straw; roared, awful

spelling Corner 17horseback, horseshoe, overboard, torchlight, strawberry, seahorse, seaboard, seashore, lawnmower, scoreboard, scorecard, outboard, outback, outlaw, backbone, backlight, cardboard, surfboard, mouthorgan, saucepan, jawbonespelling Corner 18taught, sauce, autumn, scored, walk, because, crawl, caused, launched, claws

Answers

ISBN 978 1 92570 956 8


■ __________________________________________________________________________________________________________________________________________________________

■ __________________________________________________________________________________________________________________________________________________________

■ __________________________________________________________________________________________________________________________________________________________

■ __________________________________________________________________________________________________________________________________________________________

■ __________________________________________________________________________________________________________________________________________________________

■ __________________________________________________________________________________________________________________________________________________________

Be a word builder. Think about the e rule.

Collect the words that belong in the same family. Start with the verb.


nation+al operate+ion

_____________________________________________________ _____________________________________________________

compete+it+ive collect+able

_____________________________________________________ _____________________________________________________

relate+ion option+al

_____________________________________________________ _____________________________________________________

relate+ives calculate+or

_____________________________________________________ _____________________________________________________

renovate+ion calculate+ion

_____________________________________________________ _____________________________________________________

competitive collect relate explanation corrective

collectable relation explanatory correct educational

relative collection explain correction educate

education competition compete


collect


Lesson 11 went, bed, rest Jim, ran, top, hill can, add, numbers Mum, dishes, sink must,stop,red,traffic2 dropped, steps; cracked, bucked;

setting; muddy; mended, holes, socks3 camper, cracker, stretcher4 pancake,fireplace,grasshopper,sunset,

stopover, hopscotch, sandbag, wristwatch, windmill, handshake

spelling Corner 1 crabs, brushes, plants, shells, branchesspending, wedding, testing, stopping, bringingblinked, stamped, gripped, trotted, shruggedflatter,slimmer,cracker,summer,stopperwindy, sunny, misty, foggy, chillyspelling Corner 2 bend: lend, send, mend, fend, tend, trend, spend, friendnot: hot, dot, got, spot, shot, trot, slot, plotdust: must, rust, bust, just, gust, crust, trust, thrustdash: mash, lash, rash, bash, gash, crash, trash, splashsink: link, wink, rink, pink, blink, stink, drink, thinkLesson 21 June, bite, Smoke, drive, broke2 close, white, Hide, females, tame3 lively, amusement, tidal, hopeful, priceless,

famous, spiteful, safely, nameless, tasty, closely, global

4 spikey (spiky), chast (chased), grateing (grating), lazyly (lazily), drived (drove)

spelling Corner 3 chasing, grazing, sliding, writing, chimingbaker, wiser, braver, trader, votericy, rosy, nosy, shiny, hazyspelling Corner 4 answers will vary.Lesson 3 1 answers will vary.2 displayed, painful, delayed, explaining,

container3 mane, tale, great, bales, sale4 plane, tail, reigns, weighs, explainspelling Corner 5 ai words: ail, aim, air, aid, tail, trail, train, lair, laid, lain, bait, bail, brain, mail, maid, main, rail, raid,

rain, sail, said, stain, stair, strain, slain, fail, fair, pail, pair, paid, pain, paint, plaid, gait, grain, gain, nail

ay words: pay, pray, play, may, tray, say, stay, stray, sway, cray, clay, ray, lay, way, day, dray, bay,

bray, hay

spelling Corner 6 raising, trailer, sailor, mainly, straighten, container, drainage, delayed, prayer, faithful, strained, retailer, faintly, exclaimed, explaining

Lesson 41 answers will vary.2 weak, heal, cheap, real, peel3 hear: fear, dear, near, gear, rear, year, spear seen: been, green, keen, ween, preen, sheen, screen need: seed, feed, weed, deed, breed, bleed, speed each: teach, reach, peach, beach, leach, breach, preach weep: sheep, keep, deep, jeep, sleep, steep, sweep feel: heel, reel, keel, wheel, peel, kneel, steel4 treaty, sleepy, greedy, greasy

sweetly, easily, clearly, eagerly speaker, sleeper, streamer, heater peaceful, cheerful, fearful, gleeful

spelling Corner 71 dream, asleep 2 keep, beans, peas, freezer 3 creatures, sea 4 coffee, cheesecake, tea 5 sunscreen, beach 6 breeze, leaves, street 7 eager, beat, team 8 clean, please 9 meeting, creek 10 leashspelling Corner 8seashore, seaweed, seashell, seaside, heatwave, teatime, teapot, teaspoon, peanuts, beekeeper, beehive, timekeeper, freeway, wheelbarrow, wheelnuts, wheelchair, steelworks, goalkeeper, waysideLesson 51 blew, threw, rowed, grew, knew, showed2 grown,fellow,floating,boat,slowly,coast,

loaded, wheelbarrow, soaked, soapy3 answers will vary.4 rode, coal, hole, loaf, bowlspelling Corner 9 ow words: bow, bowl, brow, brown, blow, frown, flow,flown,row,show,shown,now,grow,glow,

low, throw, thrown, sow, sown, snow, slow, stow, mow, mown

oa words: coat, coast, coal, coach, poach, boat, boar, broach, soap, loan, load, toad, road, roan, roast,

roach, goad, goal, goat, groanspelling Corner 10answers will vary.Lesson 61 bright,light,tight,right,flight2 crying, trying, drying, frying, spying

cries, tries, dries, fries, spies cried, tried, dried, fried, spied

3 tightrope, streetlight, spyglass, lighthouse, flyover,signpost,spotlight,snakebite,sunshine,mankind

4 what, where, when, who, whyspelling Corner 11 sunlight, headlight, moonlight, spotlight, flashlight,floodlight,taillight,skylight

spelling Corner 12drying, dries, dried trying, tries, tried frying, fries, fried spying, spies, spied prying, pries,pried flying,flies,flewLesson 71 old, new (young); bad, good; tight, loose;

cool, warm; morning, afternoon; long, short; over, under; far, near; slow, fast (quick); wide, narrow

2 drawed (drew), scoota (scooter), lose (loose), can’nt (can’t), blowed (blew), baloon (balloon), knew (new) aftanoon (afternoon), footparf (footpath), dore (door)

3 foolish, loosen, unhooked, uprooted, woolly, wooden, jewellery, scooter, loosely, moody

4 uprooted, jewellery, wooden, loosen, woollyspelling Corner 13toothache, broomstick, waterproof, doorknob, woodwork, bootstraps, newspaper, toolbox, bookshelf, foodstuffs, bootlaces, viewpointspelling Corner 141 tooth 2 book 3 kangaroo 4 wooden 5 wool 6 roofs 7 door 8 hoofs 9 moon 10 poolLesson 81 cowboy, roundabout, downstream, eyebrow,

countdown, mousehole, loudspeaker, playground

2 down, around; clouds, mountains, south; crowd, shouting, loudly; count, thousand; about,hours,wildflowers

3 shout, spout, pout, snout, bout, lout, grout, trout down, town, frown, crown, clown, brown, drown,

gown4 towel,flowers,found,bounce,soundspelling Corner 15outboard, outlaw, outburst, outlast, outskirts, outfieldoutside,outdoors,outline,outbreak,outfit,outboundspelling Corner 16surroundings, announcement, astounding, doubtfully, mountainous mountaineer, powdery, cowardly, rebound, browser Lesson 91 drawing, drawer, ordered, cautiously, paused2 caught, crawls, launch, horses, caused, autumn3 saucepan, lawnmower, horseback, jawbone,

seashore,seesaw,strawberry,cornflakes,horseshoe, torchlight

4 board, prawn, trawler; paws, claws; because; hawk, straw; roared, awful

spelling Corner 17horseback, horseshoe, overboard, torchlight, strawberry, seahorse, seaboard, seashore, lawnmower, scoreboard, scorecard, outboard, outback, outlaw, backbone, backlight, cardboard, surfboard, mouthorgan, saucepan, jawbonespelling Corner 18taught, sauce, autumn, scored, walk, because, crawl, caused, launched, claws

Answers

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


Lesson 10 1 halves, salty, fasten, calmly, masking2 illustration exercise3 pathway, bathtub, sunglasses, halftime,

basketball, classmates, password, halfway, glasshouse, masterpiece

4

spelling Corner 19masterpiece, halftime, glassworks, washtub, password, footpath, castaway, aircraft, grasshopper, basketball, taskmaster, pathwayspelling Corner 20ask, task, last, half, halt, bath, balm, bask, malt, mask,salt,path,palm,past,pass,fast,flask,calm,calf, cast, cask, clasp, class, gasp, glass, wasp, wash, waftLesson 111 artwork, earthworms, password, earthquake,

workday, homework, worldwide, workman, crossword, wartime

2 password, earthquake, homework, crossword, artwork

3 warn, world, worst, warm, wobble4 warmly, earlier, warning, working, warblingspelling Corner 21earthworm, earlybird, wartime, crossword, waterfall, password, worldwide, workman, overwork, underwaterspelling Corner 22notise (notice), streem (stream), form (from), becase (because), worm (warm), wander (wonder), it’s (its) enuff (enough)Lesson 121 furl – roll up; pursue – chase after;

alert – watchful; certain – very sure; curb – hold back; circuit – circular path

2 furniture, serviette, circular, personal, urgently, allergic, perfection, performance

3 furniture, circular, personal, allergic, serviette4 purchases, purchasing, purchased

pursues, pursuing, pursued circles, circling, circled services, servicing, serviced journeys, journeying, journeyed

spelling Corner 23 girlfriend,nursemaid,churchyard,firstborn,goatherd, sunburnt, surfboard, turnstile, whirlwind, overturnspelling Corner 24certificate,personality,hamburger,fervently, turbulence, terminal, circumstance, thermometer, germany, terminus, disturbance, permanent

Lesson 131 later, older (younger), longer (shorter, wider,

narrower), better, busier2 driver, dancer, swimmer, runner, winner, teacher3 gathers, gathering, gathered

enters, entering, entered whimpers, whimpering, whimpered plasters, plastering, plastered covers, covering, covered

4 answers will vary. spelling Corner 25answers will vary.spelling Corner 26container, shaker, slipper, duster, chopper, beginner, locker, cracker, racer, juggler, banner, stickerLesson 141 breakfast–firstmealoftheday

deaf – unable to hear stealth – secret or sly behaviour tread – walk or step on headstrong – determined to have your own way realm – place ruled by a king or queen

2 deathly, unpleasant, dreadfully, measurements, unleaded, leaden, deafening, breathlessly, threatening, treasurer

3 wearing, healthy, measured, breathless, sweaty4 headlights, headstrong, headlong, headache,

headboardspelling Corner 27short e words: head, health, heather, read, dealt, death, deaf, lead, leather, thread, bread, breath, breadth, breast, feather, wealth, weather, sweat, sweater, stealthlong e words: tea, teal, team, teak, teach, lead, leak, leach, real, read, ream, reach, reap, sea, seat, seal, seam, steal, speak, deal, dream, meat, meal, cheat, cheap, pea, peat, peal, peak, peach, heat, heal, heap, beat, beast, bead, beam, beak, beach, breach (may include tear, sear, dear, hear, beard)spelling Corner 28answers will vary.Lesson 151 trudges. trudged; dodges, dodged;

hinges, hinged; cages, caged; judges, judged; edges, edged; nudges, nudged; smudges, smudged

2 cages, smudged, hinges, trudged, judges3 page: cage, rage, wage, stage edge: hedge, ledge, wedge, pledge nudge: fudge, budge, smudge, trudge4 answers will vary. spelling Corner 29thro (through), senter (centre), biger (bigger), mor (more), beter (better), becum (become), sum (some), always (always)spelling Corner 30ageless, stranger, judgement (or judgment), generous,fidgety,agent,general,strangely,gentlyLesson 161 shielded,chiefs,fiercely,received,thieves2 unbelievable, deceitful, achievement,

chieftain, disbelief, piercing3 answers will vary.4 thieve, relieve, believe, grieve

5

spelling Corner 311ceiling2achieved3received4pieces5field 6 received, receipt 7 thieves 8 pierced 9 relieved 10 chiefspelling Corner 32illustration exerciseLesson 171 puzzles, juggle, pocket, bucket, candles2 sizzling, saddled, bottles, paddling, nibbled3 kitchen, chicken, racket, jungle, kettle4 fasten, trodden, bitten, hidden, listenspelling Corner 33ankle, juggle, rocket, crumpled, packet, sudden, simple, bottle, wriggle, tacklespelling Corner 34blankets, candles, kittens, whistles, bundlestrembling, fastening, bucketing, happening, dazzlingpocketed, thickened, listened, pickled, blanketedjuggler, cricketer, bubbler, toddler, smugglerLesson 18 1 fables,beginning,finally,cradled,silently,

stapling2 basin – container to hold water for washing

lethal – causing death wafer – thin, crisp biscuit tuba – wind instrument with a deep sound savoury – having a salty, not sweet, taste vibrate – move to and fro very quickly

3 bugle, ruby, title, radar, station4 answers will vary.spelling Corner 35basic,photo,robot,flavour,totem,solar clover, secret, haven, rodent, vibrant, polar stupid, total, woven, giant, juvenile, radiospelling Corner 36staples, stapling, stapled flavours,flavouring,flavoured vibrates, vibrating, vibrated programs, programming, programmed motors, motoring, motored savours, savouring, savouredLesson 191 busier, hurrying, buries (or buried), countries,

beautiful, enjoyed2 citys (cities), carrys (carries), luckyest (luckiest),

cityzens (citizens), crys (cries)3 crazier, craziest; happier, happiest; dirtier,

dirtiest; sillier, silliest; sturdier, sturdiest4 beautiful, studious, joyfully, appliance,

enjoyable, familiar, annoyance, reliance

Answers

W a n c H i e Fg r i e F p V il e n i e c e ed c S l W g i rr e H l Y o H ci i J n u X T ee p r g F T p lW T i a k b r Y

o b a S k e TW l J d i n Sn a F b Q r ap S S l M a ca T Z p a l WS Q u a S H TS Y X u T c p


spelling Corner 37happier, happiest, happily prettier, prettiest, prettily tidier, tidiest, tidily busier, busiest, busily lazier, laziest, lazily shadier, shadiest, shadily spelling Corner 38libraries, gullies, monkeys, stories, hobbies, cities, valleys, parties, countries, jockeys, families, poniesLesson 201 knowing, knew, known

kneeling, knelt, kneeled writing, wrote, written wringing, wrung, wrung answering, answered, answered

2 answers will vary.3 knowledge – facts that are known

knick-knack – small ornament knuckle–fingerjoint wrap – fold paper or material around wrangle – argue or quarrel wreath–flowerstiedtogetherinaring

4 doorknob,shipwreck,swordfish,kneepads,knapsack, topknot, wristwatch, penknife, wrongdoing, knockout, clothesline, doorknocker

spelling Corner 39knowledge, unanswered, awry, knighthood, wrongly, wriggler, knocking, wretched, wreckage, knobbly, wrapper, knottedspelling Corner 40answers will vary.Lesson 21 1 listening, listened, listener

climbing, climbed, climber wrestling, wrestled, wrestler fastening, fastened, fastener rustling, rustled, rustler

2 glistening, climbers, fastened, crumbling, doubtful

3 combed, rustling, whistle, fastened, climbed, numb, wrestling (a WiSe guY)

4 castles, lamb, thumb, listens (or listened), debtspelling Corner 41sandcastle, bombshell, dumbfounded, thumbtack, cockscomb, lambskin, breadcrumbsspelling Corner 42limbs, castles, debts, combs, thistles wrestler, climber, bomber, fastener, listenerLesson 221 moisture, appointment, royalty, joyously,

enjoyable, employer, employee, enjoyment, poisonous, joyfulness

2 appointment, poisonous, employee, enjoyable, moisture

3 points, enjoying, spoiled, annoying, pointed

4

spelling Corner 43answers will vary.spelling Corner 44destroyer, loyalty, avoidance, disappoint, moisture, ointment, voiceless, unenjoyable, disjointed, appointmentLesson 23 1 bear, fare, hare, stare, pare2 careful, bare; parents, dairy; lair, hare;

pair,repairing;scared,despair,flare3 sqware (square), scarey (scary), diary (dairy),

carefull (careful), ware (wear)4 unfair, preparation, careless, fairness,

comparison, wary, fairly, desperation, carefully, parental, airless, unbearable

spelling Corner 45hardware, wheelchair, chairlift, chairperson, uplift, upstairs, bareheaded, barefoot, scarecrow, hairball, hairbrush, armchair, software, footwear, football, beachwearspelling Corner 46unbearable, carelessly, fairness, scary, glary, compare, fairly, carefully, impairment, scarcely, parental, desperateLesson 24 1 aloof – standing apart from others

apart – in pieces among – surrounded by others alight – get out of a car or off a horse alert – watchful and ready to act alike – similar to something or someone

2 among, apart, alert, alight, alike3 along, afraid, ahead, aloud, already4 aloan (alone), alowd (aloud), amung (among),

allways (always), amuseing (amusing)spelling Corner 47answers will vary.spelling Corner 48along, almost, already, apart, alive, alight, again, aloneLesson 251 quietly, mosquitoes, queuing, guiltily, guiding2 answers will vary.3 bodyguard, guesthouse, quicksand, guesswork,

quarterback4 answers will vary.spelling Corner 49guards, guarding, guarded queries, querying, queried guesses, guessing, guessed disguises, disguising, disguised guides, guiding, guided

spelling Corner 50lifeguard, guineapig, quicksand, guesthouse, mouthguard, quarterback, bodyguard, quicksilver, guesswork, guardhouseLesson 261 locally,gravelly,finally,usually,globally,cruelly2 medals, angelic, labelled, tunnelling, modelling3 fuel – material for burning

feral – domestic animal or plant gone wild oval – shaped like an egg rival – someone you compete against pummel – to hit again and again gravel – small stones or coarse sand

4 unusually, rivalry, cruelty, angelic, snorkelling, marvellous,location,locality,finality,fatality,vitality, novelist

spelling Corner 51usally (usually), tropickle (tropical), locel (local), intresting (interesting), snorkeling (snorkelling), its (it’s), colurs (colours), allways (always)spelling Corner 52labels, labelling, labelled levels, levelling, levelled snorkels, snorkelling, snorkelled tunnels, tunnelling, tunnelled pummels, pummelling, pummelled models, modelling, modelledLesson 271 drought, troughs, bought, dough, brought,

plough2 coughed, bought, brought, thought, sought,

fought3 coffing(coughing),thoughtfull(thoughtful),

allthough (although), tuff (tough), orght (ought), drowght (drought)

4 bough, sort, brought, doe, foughtspelling Corner 53ough words: ought, though, through, rough, bough, boughs, bought, brought, cough, coughs, coughed, sought, dough, plough, ploughs, ploughed, tough, wroughtigh words: nigh, night, nightly, nights, light, lights, sigh, sighs, sight, sights, slight, slights, fight,fights,flight,flights,flighty,fright,frights,right, rightly, rights, thigh, thights, plight, plights, high, highly, highs, height, heights, bight, bights, blight, blights, bright, brightly, eight, eightyspelling Corner 54examples only:rough: tough, enough, huff, puff, cuff, buff, bluff, stuff,fluffplough: bough, bow, now, cow, sow, row, browthought: ought, bought, brought, nought, short, port, sort, caught, taughtdrought: about, pout, shout, clout, doubt, grout, lout, stout, spout, scoutdough:though,hoe,slow,know,flow,grow,show, dough, doe, glow, blow, snowLesson 281 whiff – slight puff of air, smoke or perfume

throng – crowd or mob whinge – complain in a moaning way thorough – complete in every detail whisk – light sweeping stroke or kitchen tool phrase – small group of words that go together

Answers

a p p o i n T Sg r o Y a l d pp o i S o n F oS T n T r e l iH S T e X n i lp i k r Y J b nT o n S Y o b Ve M p l o Y e r

ISBN 978 1 92570 956 8


Lesson 10 1 halves, salty, fasten, calmly, masking2 illustration exercise3 pathway, bathtub, sunglasses, halftime,

basketball, classmates, password, halfway, glasshouse, masterpiece

4

spelling Corner 19masterpiece, halftime, glassworks, washtub, password, footpath, castaway, aircraft, grasshopper, basketball, taskmaster, pathwayspelling Corner 20ask, task, last, half, halt, bath, balm, bask, malt, mask,salt,path,palm,past,pass,fast,flask,calm,calf, cast, cask, clasp, class, gasp, glass, wasp, wash, waftLesson 111 artwork, earthworms, password, earthquake,

workday, homework, worldwide, workman, crossword, wartime

2 password, earthquake, homework, crossword, artwork

3 warn, world, worst, warm, wobble4 warmly, earlier, warning, working, warblingspelling Corner 21earthworm, earlybird, wartime, crossword, waterfall, password, worldwide, workman, overwork, underwaterspelling Corner 22notise (notice), streem (stream), form (from), becase (because), worm (warm), wander (wonder), it’s (its) enuff (enough)Lesson 121 furl – roll up; pursue – chase after;

alert – watchful; certain – very sure; curb – hold back; circuit – circular path

2 furniture, serviette, circular, personal, urgently, allergic, perfection, performance

3 furniture, circular, personal, allergic, serviette4 purchases, purchasing, purchased

pursues, pursuing, pursued circles, circling, circled services, servicing, serviced journeys, journeying, journeyed

spelling Corner 23 girlfriend,nursemaid,churchyard,firstborn,goatherd, sunburnt, surfboard, turnstile, whirlwind, overturnspelling Corner 24certificate,personality,hamburger,fervently, turbulence, terminal, circumstance, thermometer, germany, terminus, disturbance, permanent

Lesson 131 later, older (younger), longer (shorter, wider,

narrower), better, busier2 driver, dancer, swimmer, runner, winner, teacher3 gathers, gathering, gathered

enters, entering, entered whimpers, whimpering, whimpered plasters, plastering, plastered covers, covering, covered

4 answers will vary. spelling Corner 25answers will vary.spelling Corner 26container, shaker, slipper, duster, chopper, beginner, locker, cracker, racer, juggler, banner, stickerLesson 141 breakfast–firstmealoftheday

deaf – unable to hear stealth – secret or sly behaviour tread – walk or step on headstrong – determined to have your own way realm – place ruled by a king or queen

2 deathly, unpleasant, dreadfully, measurements, unleaded, leaden, deafening, breathlessly, threatening, treasurer

3 wearing, healthy, measured, breathless, sweaty4 headlights, headstrong, headlong, headache,

headboardspelling Corner 27short e words: head, health, heather, read, dealt, death, deaf, lead, leather, thread, bread, breath, breadth, breast, feather, wealth, weather, sweat, sweater, stealthlong e words: tea, teal, team, teak, teach, lead, leak, leach, real, read, ream, reach, reap, sea, seat, seal, seam, steal, speak, deal, dream, meat, meal, cheat, cheap, pea, peat, peal, peak, peach, heat, heal, heap, beat, beast, bead, beam, beak, beach, breach (may include tear, sear, dear, hear, beard)spelling Corner 28answers will vary.Lesson 151 trudges. trudged; dodges, dodged;

hinges, hinged; cages, caged; judges, judged; edges, edged; nudges, nudged; smudges, smudged

2 cages, smudged, hinges, trudged, judges3 page: cage, rage, wage, stage edge: hedge, ledge, wedge, pledge nudge: fudge, budge, smudge, trudge4 answers will vary. spelling Corner 29thro (through), senter (centre), biger (bigger), mor (more), beter (better), becum (become), sum (some), always (always)spelling Corner 30ageless, stranger, judgement (or judgment), generous,fidgety,agent,general,strangely,gentlyLesson 161 shielded,chiefs,fiercely,received,thieves2 unbelievable, deceitful, achievement,

chieftain, disbelief, piercing3 answers will vary.4 thieve, relieve, believe, grieve

5

spelling Corner 311ceiling2achieved3received4pieces5field 6 received, receipt 7 thieves 8 pierced 9 relieved 10 chiefspelling Corner 32illustration exerciseLesson 171 puzzles, juggle, pocket, bucket, candles2 sizzling, saddled, bottles, paddling, nibbled3 kitchen, chicken, racket, jungle, kettle4 fasten, trodden, bitten, hidden, listenspelling Corner 33ankle, juggle, rocket, crumpled, packet, sudden, simple, bottle, wriggle, tacklespelling Corner 34blankets, candles, kittens, whistles, bundlestrembling, fastening, bucketing, happening, dazzlingpocketed, thickened, listened, pickled, blanketedjuggler, cricketer, bubbler, toddler, smugglerLesson 18 1 fables,beginning,finally,cradled,silently,

stapling2 basin – container to hold water for washing

lethal – causing death wafer – thin, crisp biscuit tuba – wind instrument with a deep sound savoury – having a salty, not sweet, taste vibrate – move to and fro very quickly

3 bugle, ruby, title, radar, station4 answers will vary.spelling Corner 35basic,photo,robot,flavour,totem,solar clover, secret, haven, rodent, vibrant, polar stupid, total, woven, giant, juvenile, radiospelling Corner 36staples, stapling, stapled flavours,flavouring,flavoured vibrates, vibrating, vibrated programs, programming, programmed motors, motoring, motored savours, savouring, savouredLesson 191 busier, hurrying, buries (or buried), countries,

beautiful, enjoyed2 citys (cities), carrys (carries), luckyest (luckiest),

cityzens (citizens), crys (cries)3 crazier, craziest; happier, happiest; dirtier,

dirtiest; sillier, silliest; sturdier, sturdiest4 beautiful, studious, joyfully, appliance,

enjoyable, familiar, annoyance, reliance

Answers

W a n c H i e Fg r i e F p V il e n i e c e ed c S l W g i rr e H l Y o H ci i J n u X T ee p r g F T p lW T i a k b r Y

o b a S k e TW l J d i n Sn a F b Q r ap S S l M a ca T Z p a l WS Q u a S H TS Y X u T c p


spelling Corner 37happier, happiest, happily prettier, prettiest, prettily tidier, tidiest, tidily busier, busiest, busily lazier, laziest, lazily shadier, shadiest, shadily spelling Corner 38libraries, gullies, monkeys, stories, hobbies, cities, valleys, parties, countries, jockeys, families, poniesLesson 201 knowing, knew, known

kneeling, knelt, kneeled writing, wrote, written wringing, wrung, wrung answering, answered, answered

2 answers will vary.3 knowledge – facts that are known

knick-knack – small ornament knuckle–fingerjoint wrap – fold paper or material around wrangle – argue or quarrel wreath–flowerstiedtogetherinaring

4 doorknob,shipwreck,swordfish,kneepads,knapsack, topknot, wristwatch, penknife, wrongdoing, knockout, clothesline, doorknocker

spelling Corner 39knowledge, unanswered, awry, knighthood, wrongly, wriggler, knocking, wretched, wreckage, knobbly, wrapper, knottedspelling Corner 40answers will vary.Lesson 21 1 listening, listened, listener

climbing, climbed, climber wrestling, wrestled, wrestler fastening, fastened, fastener rustling, rustled, rustler

2 glistening, climbers, fastened, crumbling, doubtful

3 combed, rustling, whistle, fastened, climbed, numb, wrestling (a WiSe guY)

4 castles, lamb, thumb, listens (or listened), debtspelling Corner 41sandcastle, bombshell, dumbfounded, thumbtack, cockscomb, lambskin, breadcrumbsspelling Corner 42limbs, castles, debts, combs, thistles wrestler, climber, bomber, fastener, listenerLesson 221 moisture, appointment, royalty, joyously,

enjoyable, employer, employee, enjoyment, poisonous, joyfulness

2 appointment, poisonous, employee, enjoyable, moisture

3 points, enjoying, spoiled, annoying, pointed

4

spelling Corner 43answers will vary.spelling Corner 44destroyer, loyalty, avoidance, disappoint, moisture, ointment, voiceless, unenjoyable, disjointed, appointmentLesson 23 1 bear, fare, hare, stare, pare2 careful, bare; parents, dairy; lair, hare;

pair,repairing;scared,despair,flare3 sqware (square), scarey (scary), diary (dairy),

carefull (careful), ware (wear)4 unfair, preparation, careless, fairness,

comparison, wary, fairly, desperation, carefully, parental, airless, unbearable

spelling Corner 45hardware, wheelchair, chairlift, chairperson, uplift, upstairs, bareheaded, barefoot, scarecrow, hairball, hairbrush, armchair, software, footwear, football, beachwearspelling Corner 46unbearable, carelessly, fairness, scary, glary, compare, fairly, carefully, impairment, scarcely, parental, desperateLesson 24 1 aloof – standing apart from others

apart – in pieces among – surrounded by others alight – get out of a car or off a horse alert – watchful and ready to act alike – similar to something or someone

2 among, apart, alert, alight, alike3 along, afraid, ahead, aloud, already4 aloan (alone), alowd (aloud), amung (among),

allways (always), amuseing (amusing)spelling Corner 47answers will vary.spelling Corner 48along, almost, already, apart, alive, alight, again, aloneLesson 251 quietly, mosquitoes, queuing, guiltily, guiding2 answers will vary.3 bodyguard, guesthouse, quicksand, guesswork,

quarterback4 answers will vary.spelling Corner 49guards, guarding, guarded queries, querying, queried guesses, guessing, guessed disguises, disguising, disguised guides, guiding, guided

spelling Corner 50lifeguard, guineapig, quicksand, guesthouse, mouthguard, quarterback, bodyguard, quicksilver, guesswork, guardhouseLesson 261 locally,gravelly,finally,usually,globally,cruelly2 medals, angelic, labelled, tunnelling, modelling3 fuel – material for burning

feral – domestic animal or plant gone wild oval – shaped like an egg rival – someone you compete against pummel – to hit again and again gravel – small stones or coarse sand

4 unusually, rivalry, cruelty, angelic, snorkelling, marvellous,location,locality,finality,fatality,vitality, novelist

spelling Corner 51usally (usually), tropickle (tropical), locel (local), intresting (interesting), snorkeling (snorkelling), its (it’s), colurs (colours), allways (always)spelling Corner 52labels, labelling, labelled levels, levelling, levelled snorkels, snorkelling, snorkelled tunnels, tunnelling, tunnelled pummels, pummelling, pummelled models, modelling, modelledLesson 271 drought, troughs, bought, dough, brought,

plough2 coughed, bought, brought, thought, sought,

fought3 coffing(coughing),thoughtfull(thoughtful),

allthough (although), tuff (tough), orght (ought), drowght (drought)

4 bough, sort, brought, doe, foughtspelling Corner 53ough words: ought, though, through, rough, bough, boughs, bought, brought, cough, coughs, coughed, sought, dough, plough, ploughs, ploughed, tough, wroughtigh words: nigh, night, nightly, nights, light, lights, sigh, sighs, sight, sights, slight, slights, fight,fights,flight,flights,flighty,fright,frights,right, rightly, rights, thigh, thights, plight, plights, high, highly, highs, height, heights, bight, bights, blight, blights, bright, brightly, eight, eightyspelling Corner 54examples only:rough: tough, enough, huff, puff, cuff, buff, bluff, stuff,fluffplough: bough, bow, now, cow, sow, row, browthought: ought, bought, brought, nought, short, port, sort, caught, taughtdrought: about, pout, shout, clout, doubt, grout, lout, stout, spout, scoutdough:though,hoe,slow,know,flow,grow,show, dough, doe, glow, blow, snowLesson 281 whiff – slight puff of air, smoke or perfume

throng – crowd or mob whinge – complain in a moaning way thorough – complete in every detail whisk – light sweeping stroke or kitchen tool phrase – small group of words that go together

Answers

a p p o i n T Sg r o Y a l d pp o i S o n F oS T n T r e l iH S T e X n i lp i k r Y J b nT o n S Y o b Ve M p l o Y e r

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8


2 throbbing, whimpering, whiskers, thronged, whinged

3 triumphantly, theatrical, photographer, youthful, biography, paragraph, mythical, amphitheatre

4 elephant, theatre, whether, nephew, thrust, photo

spelling Corner 55whimpers, whimpering, whimpered whinges, whinging, whinged throbs, throbbing, throbbed whines, whining, whined whisks, whisking, whisked phones, phoning, phonedspelling Corner 56answers will vary.Lesson 291 upsetting, upturned, updating, downheartedly,

uprooted2 upwards, upstream, upright, downpour,

downpipes3 downhill, downstairs, downgrade, downdraught,

downwards, downtown, downstage, downright4 un– and dis–spelling Corner 57up– words: uphold, uproar, upstanding, upstage, upbringingdown– words: downlight, downcast, downright, downstage, downgradedis– words: disbelieve, dishonest, displease, disease, displaceun– words: unusual, unaware, unimportant, uncover, unsurespelling Corner 58unscrew, disappoint, uphold, unpopular, downhearted, unlock, downpipes, disregard, uproar, unselfishLesson 301 overactive, overbalance, overcook, overdue,

overcome, overripe undercoat, underfed, undergo, underline, undertone, undercurrent

2 overripe, underline, overdue, overcome, undercurrent

3 overnight, overarm, underweight, overgrown, underground

4 understudy – actor ready to replace another who is unable to perform undertaker – someone who arranges funerals underhanded – secret and sly overcast – cloudy and grey overseer – someone who supervises workers overwrought – worked up with excitement or worry

spelling Corner 59over– words: overheat, overhaul, overlap, overeat, overflow,overcome,overland,overchargeunder– words: understood, underbrush, underfoot, underdog, undermine, underside, understaffed,

underpaidspelling Corner 60underdone, underpass, underpriced, underpay, underlayunderweight, underdressed, undercharged, underexposed, underpopulated

Lesson 311 remarking, remarked, remarkable

depending, depended, dependable replacing, replaced, replaceable removing, removed, removable regretting, regretted, regrettable

2 reduce–reduction,reflect–reflection, describe – description, defend – defence, repeat – repetition, replace – replacement, descend – descent, delete – deletion, recover – recovery, relate – relation

3 reduced, demolishing, rebuilt, reliable, describing

4 deport,decompose,define,decrease,defeat,delay,report,return,refine,retail,review,request

spelling Corner 61retriever, reliable, responsive, reference, referee, department, delightful, determined, descendant, developmentspelling Corner 62devoted, results, remarkable, delightful, descended, report, relay, depend, return, reduced, replace, reflectionLesson 321 relation – relate, collection – collect,

explanation – explain, competition – compete, illustration – illustrate, action – act, correction – correct, invitation – invite, motion – move, education – educate

2 operation, generation, punctuation, population, migration, estimation, refrigeration, demonstration, irrigation

3 competition, collection, invitation, operate, punctuation

4 optional, functional, stationery, exceptional, national, stationary

spelling Corner 63collect, collection, collectable relate, relation, relative correct, correction, corrective explain, explanation, explanatory educate, education, educational compete, competitive, competition spelling Corner 64national, competitive, relation, relatives, renovation, operation, collectable, optional, calculator, calculation

Year 4 term assessment (Proofreading)term 1wild, creatures loaded, dried loaves, bunches delayed, eight hear, soundterm 2last, circus heard, shore strange, journey wandered, bridge calves, healthyterm 3famous, library afraid, scared buckets, sandcastle fairy, stories knocking, receivedterm 4photograph, guest expedition, unusual photos, coral bought, station thought,finally

Answers

156 PB TargeTing Spelling Year 4 © 2015 blake educaTion

The Word Warm-ups book is the starting point and focus of each spelling lesson and all students will need their own copy. The following pages can be photocopied to create the 16-page Year 4 Word Warm-ups book or you canusethefileontheCD.Studentswillusethis book throughout the year as you use the Targeting Spelling program.Through the Word Warm-ups, students will be introduced to a number of important phonic elements and a range of core sight words. The lists are also the springboard for teaching students how to apply rules and make

generalisations about spelling. These two platforms will give students a solid foundation for future work in spelling. Students will soon be able to spell a wide range of words within the context of their writing and within the limits of their speaking and reading vocabulary. The Warm-ups book also includes lists of homophones and a sight word checker that can be used to gather valuable diagnostic information on incoming or graduating students. it also lists the basic spelling rules as a reference for students. The content is tailored to each year level.

Word Warm-ups book

Toprint asinglecopyfrom the cd do the following:1 SelectandopentheWordWarm-upsPDFfile.

2 load at least four clean a4 pages on your printer.

3 Select odd pages only.

4 Set page Scaling to none.

5 collect the printed pages, noting which edge is the top of the page.

6 load the printed pages, without changing their order, and with the blank sides to be printed next and the top at the correct edge.

7 Select even pages only.

8 Fold in half and staple in the centre.

Creating the Word Warm-ups books

The following pages can be photocopied (double-sided) to create the 16-page

Word Warm-ups book. These pages are also supplied on the cd if you prefer to print from there. There is an optional

colour cover on the cd. otherwise students should be encouraged to colour their own covers

to create their own unique booklet.

ISBN 978 1 92570 956 8


2 throbbing, whimpering, whiskers, thronged, whinged

3 triumphantly, theatrical, photographer, youthful, biography, paragraph, mythical, amphitheatre

4 elephant, theatre, whether, nephew, thrust, photo

spelling Corner 55whimpers, whimpering, whimpered whinges, whinging, whinged throbs, throbbing, throbbed whines, whining, whined whisks, whisking, whisked phones, phoning, phonedspelling Corner 56answers will vary.Lesson 291 upsetting, upturned, updating, downheartedly,

uprooted2 upwards, upstream, upright, downpour,

downpipes3 downhill, downstairs, downgrade, downdraught,

downwards, downtown, downstage, downright4 un– and dis–spelling Corner 57up– words: uphold, uproar, upstanding, upstage, upbringingdown– words: downlight, downcast, downright, downstage, downgradedis– words: disbelieve, dishonest, displease, disease, displaceun– words: unusual, unaware, unimportant, uncover, unsurespelling Corner 58unscrew, disappoint, uphold, unpopular, downhearted, unlock, downpipes, disregard, uproar, unselfishLesson 301 overactive, overbalance, overcook, overdue,

overcome, overripe undercoat, underfed, undergo, underline, undertone, undercurrent

2 overripe, underline, overdue, overcome, undercurrent

3 overnight, overarm, underweight, overgrown, underground

4 understudy – actor ready to replace another who is unable to perform undertaker – someone who arranges funerals underhanded – secret and sly overcast – cloudy and grey overseer – someone who supervises workers overwrought – worked up with excitement or worry

spelling Corner 59over– words: overheat, overhaul, overlap, overeat, overflow,overcome,overland,overchargeunder– words: understood, underbrush, underfoot, underdog, undermine, underside, understaffed,

underpaidspelling Corner 60underdone, underpass, underpriced, underpay, underlayunderweight, underdressed, undercharged, underexposed, underpopulated

Lesson 311 remarking, remarked, remarkable

depending, depended, dependable replacing, replaced, replaceable removing, removed, removable regretting, regretted, regrettable

2 reduce–reduction,reflect–reflection, describe – description, defend – defence, repeat – repetition, replace – replacement, descend – descent, delete – deletion, recover – recovery, relate – relation

3 reduced, demolishing, rebuilt, reliable, describing

4 deport,decompose,define,decrease,defeat,delay,report,return,refine,retail,review,request

spelling Corner 61retriever, reliable, responsive, reference, referee, department, delightful, determined, descendant, developmentspelling Corner 62devoted, results, remarkable, delightful, descended, report, relay, depend, return, reduced, replace, reflectionLesson 321 relation – relate, collection – collect,

explanation – explain, competition – compete, illustration – illustrate, action – act, correction – correct, invitation – invite, motion – move, education – educate

2 operation, generation, punctuation, population, migration, estimation, refrigeration, demonstration, irrigation

3 competition, collection, invitation, operate, punctuation

4 optional, functional, stationery, exceptional, national, stationary

spelling Corner 63collect, collection, collectable relate, relation, relative correct, correction, corrective explain, explanation, explanatory educate, education, educational compete, competitive, competition spelling Corner 64national, competitive, relation, relatives, renovation, operation, collectable, optional, calculator, calculation

Year 4 term assessment (Proofreading)term 1wild, creatures loaded, dried loaves, bunches delayed, eight hear, soundterm 2last, circus heard, shore strange, journey wandered, bridge calves, healthyterm 3famous, library afraid, scared buckets, sandcastle fairy, stories knocking, receivedterm 4photograph, guest expedition, unusual photos, coral bought, station thought,finally

Answers

156 PB TargeTing Spelling Year 4 © 2015 blake educaTion

The Word Warm-ups book is the starting point and focus of each spelling lesson and all students will need their own copy. The following pages can be photocopied to create the 16-page Year 4 Word Warm-ups book or you canusethefileontheCD.Studentswillusethis book throughout the year as you use the Targeting Spelling program.Through the Word Warm-ups, students will be introduced to a number of important phonic elements and a range of core sight words. The lists are also the springboard for teaching students how to apply rules and make

generalisations about spelling. These two platforms will give students a solid foundation for future work in spelling. Students will soon be able to spell a wide range of words within the context of their writing and within the limits of their speaking and reading vocabulary. The Warm-ups book also includes lists of homophones and a sight word checker that can be used to gather valuable diagnostic information on incoming or graduating students. it also lists the basic spelling rules as a reference for students. The content is tailored to each year level.

Word Warm-ups book

Toprint asinglecopyfrom the cd do the following:1 SelectandopentheWordWarm-upsPDFfile.

2 load at least four clean a4 pages on your printer.

3 Select odd pages only.

4 Set page Scaling to none.

5 collect the printed pages, noting which edge is the top of the page.

6 load the printed pages, without changing their order, and with the blank sides to be printed next and the top at the correct edge.

7 Select even pages only.

8 Fold in half and staple in the centre.

Creating the Word Warm-ups books

The following pages can be photocopied (double-sided) to create the 16-page

Word Warm-ups book. These pages are also supplied on the cd if you prefer to print from there. There is an optional

colour cover on the cd. otherwise students should be encouraged to colour their own covers

to create their own unique booklet.

ISBN 978 1 92570 956 8 ISBN 978 1 92570 956 8

Targeting SpellingSpelling RulesThe doubling rule

When a one-syllable word has a short vowel followed by one consonant, double that consonant before adding –ing, –ed, –er, –est, –y, e.g. run, running; hop, hopped; mud, muddy; big, bigger; tall, tallest.Do not double if there are two consonants after the short vowel, e.g. jump, jumping; send, sender; milk, milked; mist, misty; fond, fondest.

❂ The e ruleWhen a word ends in e, drop the e before adding an ending that begins with a vowel or y, e.g. ride, riding; hope, hoped; shine, shiny; fame, famous; safe, safer.When a word ends in e, do not drop the e before adding an ending that begins with a consonant, e.g. use, useful; price, priceless; close, closely; safe, safety; like, likeness.

❂The y ruleWhen a word ends in y, change the y to i before adding an ending, e.g. baby, babies; busy, busily; dry, drier; lazy, laziest.Do not change the y before adding ing, e.g. dry, drying; carry, carrying. Do not change the y if the letter before the y is a vowel, e.g. boy, boys; day, days; employ, employed; play, player.

16

Year 4



❂The f ruleWhen a word ends in f,

change the f to v and add es to form the plural (you will hear the sound you need to

write), e.g. leaf, leaves; wolf, wolves; half, halves. Two exceptions are:

roofs, chiefs.

Name: ________________________________________________________________

Word Warm-ups

The c rule❂ Write ei after c when c sounds like s, e.g. ceiling, receipt, conceit, deceive. Write ei when those letters sound like a, e.g. weigh, vein, reign, beige.

Most of the time, write i before e except after c, e.g. piece, field, chief, shield (some exceptions are seize, their, weird).

2 15

askitsdidoldanygetwhyhowgotmayeyearenewbutfarbighasatenewboytooputfew

oncedoescoldfalldoneseenbabygirlmustmoreverygoesbeengivelookknowgoneonlymuchovermadeopenjust

roundschoolcarryappleaboutsincecouldwouldagainwhilenevereverygrasslaughoftenhousehorsemightbeginalwaysaroundalmostshould

beforebesidebehindprettyacrosseitherinsidebecausebetweenagainstthroughwhether

wasn’tcan’tdon’twon’thaven’tI’llyou’reshe’sit’sthey’ve

Can you say these words? Can you spell these words? Check in with your teacher.

Targeting Spelling Year 4 © 2015 Blake Education Targeting Spelling Year 4 © 2015 Blake Education

Word Warm-ups1 Short vowels 2 Long vowels 3 The sound of ‘a’

draggrabcracksplash


skipthickpinchblink

droprockfroststrong

crustplumpjunkbunch


firetidespicewhine shine

chose globestroke erodeexplode






Sight Words

children oftenwant their

push putsort strange

does doneodd even

ISBN 978 1 92570 956 8

14 3

andtheforsheyessawrunyououtallbutyethadhishimheroldourwasonetwonotnow

stopfellthisthattheythensomecomewhenplaypushpullwilllikefromsaidwhenpathnextthanbothmostless

wentjumpwithawaywereyourwantdowncameintowhathavefourfivenineballalsobeenholdkeptwarmmanydoor

aftergoingtherewherewhichthreeseveneightamongunderneverbelowalongrightthesethoseotheruntiltheirthoughwhosequitequiet

Can you say these words? Can you spell these words? Check in with your teacher.

Word Warm-ups4 The sound of ‘e’

5 The sound of ‘o’ 6 The sound of ‘i’








bitehikeshinelife

crydryflyfry

pietieliedie

kindwindblindwild


Sight Wordsearly around

full pulllose findpoor only

who when whywhat where


4 13Homophones: Same sound, different spelling

beach/beechbight/biteboard/boredblew/bluecellar/sellercheap/cheepchews/choosedew/duedie/dyedraw/drawerewe/youfarther/father

flour/flowerfoul/fowlgroan/grownheard/herdhoarse/horseknight/nightknot/notknows/nosepaw/poorsail/salesaw/sorescent/cent

shore/surestair/staresteal/steelteam/teemtide/tiedto/too/twotoe/towwail/whalewaist/wastewar/worewear/wherewood/would

aisle/isleallowed/aloudbold/bowledbridal/bridlecereal/serialcoarse/coursecrews/cruisecurrant/currentdays/dazedesert/dessertdoe/doughdew/due

draft/draughtfair/fareidle/idolknead/needlarva/lavaloan/lonemare/mayormedal/meddlemeter/metremind/minedmissed/mistpaced/paste

pain/panepassed/pastprise/prizerap/wraprole/rollsauce/sourcetheir/therethrew/throughwarn/wornweak/weekwho’s/whoseyoke/yolk

Word Warm-ups7 The sounds of ‘oo’

8 ou ow 9 au aw oar ore






pausecausecaughttaughtapplaud




Odd Bodsflood blooddoorpoorgroupsoup

Tough Stuffan noun cerpro nouncesound lesssur round Odd Bods

talk walk stalk

Sight Words

can’t don’tisn’t won’t

somehow kept someone against

before besidebegin because

Targeting Spelling Year 4 © 2015 Blake Education Targeting Spelling Year 4 © 2015 Blake Education ISBN 978 1 92570 956 8

12 5Word Warm-ups31 Prefix re– de– 32 Suffix –tion Troublesome

words



mentionactionfractionlotionmotionstationnationfictionfunction

optionrelationcollectioncorrectioninvitationillustrationeducationexpeditionexplanation completioncompetition

Sight Words type past loose tiewasn’t weren’t fasten tight

Word Warm-ups10 Tricky letter ‘a’ 11 More

tricky letters12 er ir ur


haltsaltscaldwashsquashwandwanderwaspwaltzwallet

wormwordworldworkworthworst

earlyearthearnlearnyearnheard

warwartwarmwarnwarblewharfdwarf

alertpersonperformcertainserviceservant



Odd Bodsjourneyjournal

Sight Wordsgirl hairhorse gym

since fenceonce dance

edit format check quit


6 11Word Warm-ups13 er (schwa) 14 ea 15 ge dge


superspiderlever coverplasterpostercornerclimberordershiver





Sight Words

interesting ideaextra great

sugar shoeelse rather

low highsmall which

Word Warm-ups28 th wh ph 29 up– down– 30 over– under–







underarm underclothesunderwearundergroundunderwaterundertowunderlineunderpassundertakeunderweight

Sight Wordshello goodbyeusually youth

happen suddenlymove prove

empty hungrythey’re couldn’t


10 7Word Warm-ups16 ie ei 17 Closed

syllables18 Open syllables









Exceptionstheir weirdseizevein

Sight Wordsfall hall wall

by buyhow during

evening caughtsure postfront kind

25 gu qu 26 el al 27 ough

guardguardianguessguestguiltyguitarguisedisguisepenguin


camellevellabelfuelcruelfunnelpummelgravelmodelangel



coughtrough

roughtoughenough

doughthoughalthough

boughploughdrought

Sight Wordsdaily monthlyminute second

first nowherethird anywhere

really latelyfinish until

Word Warm-ups


8 9Word Warm-ups19 ‘y’ words 20 Silent ‘k’, ‘w’ 21 Silent ‘b’, ‘t’

countryfamilybeautycitymonkeystorylibrarysturdybusydirty

applyreplyrelydenyburyhurrycarrystudyobeyannoy


wringwrongwristwreckwritewrotewrittenwriggleanswer sword



Sight Words

saw askorange lemon

clothes washmeant mighty

through againsttrue false

Word Warm-ups22 oi oy 23 air are ear 24 a- al-








Tough Stuffoint mentboist er ouspois on ous

Sight Words

animal moneyalmost among

pizza pastasteak salad

another whethereither neither


Also available:

Del M

errickTargeting Spelling

The ultimate resource for teaching spelling

Targeting

Del Merrick

Student disk:

10 fun spelling

games for Year 4

students written to

support this program

Teacher disk:

hands-on activity cards,

assessment records,

Word Warm-Ups booklet

and all worksheets

Blake’s

10 fun games suitable for PC & Mac

© 2010 PASCAL PRESS. ALL RIGHTS RESERVED. www.pascalpresss.com.au

disk

4ages9–10

To open PC : will run automatically. MAC : click on disk icon. Installation instructions are on the disk.

SpellingspellingGamesGames

photocopiable

spelling reference

for each student

© 2015 BLAKE EDUCATION. ALL RIGHTS RESERVED. PENALTIES fOR UNAUTHORIzED COPyING IN

CLUDE A

$50,

000

fINE

INSTALLATION WINDOWS 1. Put disk in CD-ROM drive and it should begin automatically.

2. If it does not run then open Windows Explorer, navigate to the CD-ROM and double click the TGT_Spell_Yr_4 icon.

MAC Put disk in CD-ROM drive and double click TGT_Spell_Yr_4 icon.

SOFTWARE REQUIREMENTS WINDOWS & MAC Adobe Acrobat Reader, Microsoft Office Excel,

Microsoft Office Word.

Targeting

YEAR

4TeACher

DISk

★ Acomprehensiveintroductionfromtheauthorexplaininghowtousetheprogramanditsvariouselementstoachieveoutstandingresults

★ 32weeklylesson planswithteachingnotesandphotocopiableworksheets

★ AphotocopiableWord Warm-Ups bookletforusebyeachstudentthroughouttheyear

★ ABlake’s Spelling Games CD-ROMwith10spellinggameswrittentosupporttheprogram

★ ATargeting Spelling CD-ROM–withphotocopiablewordcardsforhands-onactivities,games,assessmentrecordkeeping,PencilWorkandSpellingCornercards.

★ BOARD WORk—developingconceptsthroughexplicitteachinganddemonstration

★ BOOk WORk—usingthewordlistsintheWordWarm-Upsbookletasafocusforlearning

★ WORD WORk —exploringworduse,wordbuildingandassociatedrules

★ MeMORy WORk —providinghelptostudentstomemorisesightwords

★ PenCil WORk —photocopiableworksheetsandSpellingCornercardstoenablestudentstoapplytheskillsandstrategiestheyhavebeenlearning

★ PRACTiCe WORk —usinghands-onmaterialsandspellinggamestoconsolidateandbuildskills

★ ASSeSSMenT —dictationofwordsandsentencesusingtheweek’sfocuslist.

This book contains:

each weekly lesson plan contains the following elements:

includesAustralian Curriculum correlations

is a whole-school spelling program that has been developed and trialled

in classrooms over many years with outstanding results. It can be used equally successfully by individual teachers and will provide students

with a solid foundation in spelling.

Targeting Spelling

yea

r 4

year 4

ISBN 978-1-92570-956-8

9 7 8 1 9 2 5 7 0 9 5 6 8

this book contains · 2019-10-08 · ★ board work — developing ... how students learn...

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