year 5 spelling book - neboss.eq.edu.au
TRANSCRIPT
Department of Education and TrainingC2C Independent Learning Materials 2016_20150272
SPELLINGACTIVITY BOOK
5Level
Unit 3
© The State of Queensland (Department of Education and Training) 2016
COPYRIGHT STATEMENTCopyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).Apart from any use expressly permitted by the Copyright Act 1968 (Cwlth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party.Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes. This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.This publication is not part of NEALS.Written requests for permission should be addressed to the:Legal and Administrative Law BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002
DISCLAIMER STATEMENTWhile all care has been taken in preparing this publication, the State of Queensland (acting through the Department of Education and Training) does not warrant that the content is complete, accurate or current. The Department of Education and Training expressly disclaims any liability for any damage resulting from the use of the material contained in this publication and will not be responsible for any loss, howsoever arising, from use of, or reliance on this material. If you rely on the information in this publication, you are responsible for ensuring by independent verification its completeness, accuracy, and currency.
All material identified by is material subject to copyright under the Copyright Act 1968 (Cwlth) and is owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) 2013.For all the Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that:• the content descriptions are solely for a particular year and subject;• all the content descriptions for that year and subject have been used; and• the author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.You can find the unaltered and most up-to-date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.
Icon legend Lesson concept key
Sheet Send-in N New O Ongoing A Assessment
Digital Keep OA
Ongoing and building for assessment
NM
New and building for monitoring
OM
Ongoing and building for monitoring
Tutor/teacher
Exercise book
NA
New and building for assessment
Spl_Y5_U3_ILM16_ActBk Page 1Department of Education and TrainingC2C Independent Learning Materials
SPELLING
Focus words Challenge wordsacceptexceptadviseadviceaffecteffectboughtbrought
looselosequitequietpractisepractice
1.
2.
3.
4.
5.
6.
Find six words (challenge words) that you have had difficulty spelling. These may be words from other subject units or words you use in your daily writing. Write your challenge words in the box above.
ResourcesDigitalVideo — Confusing words (Level 5 Unit 3) (3:25)
Find and prepareSheet 1 — Focus word list: Unit 3 Week 1
Sheet 2 — Level 5 spelling list: Unit 3
Spelling exercise book
Dictionary
1Unit 3 WeekLevel 5
Confusing words
► This week you will be looking at confusing words
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Level 5 Spelling Unit 3 Activity book: Week 1
Lesson 1
Video
Watch the Video — Confusing words (Level 5 Unit 3).
In this video, you learned that confusing words can be challenging to spell as they often sound similar to other words, for example ‘practise’ and ‘practice’. Knowing the context, the part of speech and the meaning of the word will help in selecting the correct spelling.
Pre-test
1. Set up your Spelling exercise book ready for your spelling pre-test.
2. Have your tutor ask you the focus words for this week in a sentence.
3. Write the words in your Spelling exercise book.
4. Have your tutor mark your words.
5. Write the result in the pre-test result box.
1Activity
3:25Video
2Activity
This week you will only practise 14 spelling words. Write the title (Unit 3 Week 1) at the top of the first column.
Pre-test result
/14
Level 5 Spelling Unit 3 Activity book: Week 1
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Look, Say, Cover, Write, Check
1. Write your focus words in the Lesson 1 column on Sheet 1 — Focus word list: Unit 3 Week 1 using the ‘Look, Say, Cover, Write, Check’ strategy.
2. Write your challenge words for the week in the final six rows.
LOOKLook at your word.
• Look for patterns, tricky bits, smaller words hiding and parts that remind you of other words.
COVERCover your word.
• Close your eyes and visualise it in your mind.
• Remember the shape of your word and the tricky bits.
WRITEWrite your word.
• Take your time.
• Look at what you've written.
• Ask ‘does it look right?’
• Make changes if needed.
CHECKCheck your spelling.
• Check your spelling against the original word.
• If it's right, be proud.
• If it's wrong, circle the tricky bit and try again.
SAYSay your word.
• Say your word out loud and in your head.
• Say it just the way it looks if that helps.
• Think of a mnemonic.
Spelling tip
Read the following information:
Confusing words can be a challenge to spell as they often sound like other words. Knowing what part of speech the word is helps to work out which spelling is needed. For example, the words practise and practice are different parts of speech; one is a verb (practise) and the other is a noun (practice) and they have different spelling.
Mnemonics can help to remind you about the differences between the words. For example: The word practice ends in the little word ‘ice’. ‘Ice’ is a noun, so practice is also a noun. Practise has ‘is’ in it and ‘is’ is a verb.
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Level 5 Spelling Unit 3 Activity book: Week 1
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Practise your words
Look at the focus words you are having trouble spelling this week. Practise reading and spelling each of these tricky words using the SISTER strategy in your Spelling exercise book.
SISTER
Mark any tricky parts in your spelling words (for example, loose and lose).
Recite (spell aloud) the word over and over until you remember it.
Circle any smaller words in each of your spelling words (for example, pract ice).
Use lines to segment your spelling words into syllables (for example, prac / tice).
Enunciate the word. In other words, say it really clearly and sound out the tricky parts in an exaggerated way.
Imagine the word. Look at the word, take a picture in your mind, close your eyes and see if you can remember it.
Lesson 2
Mnemonics
A mnemonic is a memory aid to help you remember things like spelling. It could be a simple saying, a little rhyme or an acrostic. An acrostic is a series of words or lines that, when written vertically, the first letter spells out a word.
1. Choose three of your list words from this week that are a little trickier to spell.
2. Write a mnemonic for each word to help you remember the spelling.
For example: The goose was on the loose.
5Activity
1Activity
Level 5 Spelling Unit 3 Activity book: Week 1
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Word 1:
Word 2:
Word 3:
Level 5 Spelling Unit 3 Activity book: Week 1
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Dictionary hunt
Find each spelling word in a dictionary and write the part of speech and the meaning in the table below.
Focus word
Part of speech Meaning
practice noun a performance or action
practise verb to perform over and over
accept ____________ _______________________
except preposition leaving out
loose ____________ not tight
lose ____________ _______________________
affect usually a verb to cause a change
effectusually a noun
something made by another cause
2Activity
You will find the part of speech at the beginning of the word entry. It is usually written in italics (for example, noun, verb, adjective, preposition).
Level 5 Spelling Unit 3 Activity book: Week 1
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Focus word
Part of speech Meaning
bought ____________ _______________________
brought verb past tense of verb 'to bring'
quite ____________ _______________________
quiet ____________ silent
advise verb _______________________
advice noun _______________________
Look, Say, Cover, Write, Check
Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 1 — Focus word list: Unit 3 Week 1.
Lesson 3
Look, Say, Cover, Write, Check
Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 3 column on Sheet 1 — Focus word list: Unit 3 Week 1.
3Activity
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Post-test
1. Choose the correct word to complete the sentence.
a) bought or brought
I ________________ my bags from home.
I ________________ the milk at the shop.
b) practice or practise
John has football _______________ on tonight.
I need to _______________ my handwriting.
c) loose or lose
Be careful not to _______________ your hat.
The screw had come _______________.
d) quite or quiet
The park was very _______________ at that time of the morning.
He was _______________ tall.
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Level 5 Spelling Unit 3 Activity book: Week 1
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e) advice or advise
I would _______________ you not to proceed.
The _______________ that I received was very useful.
f) accept or except
Everyone attended the party _______________ Jim.
They will _______________ the trophy at the presentation tonight.
g) affect or effect
The filtering sunlight created a beautiful _______________.
They may _______________ you if you are allergic to them.
2. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 2 — Level 5 spelling list: Unit 3.
3. Write your result in the post-test result box. Post-test result
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SPELLING
Focus words Challenge wordspresentobjectcomplexrefuserecorddesertsubjectinsert
extractprojectminuteperfectrejectresearchconflict
1.
2.
3.
4.
5.
Find five words (challenge words) that you have had difficulty spelling. These may be words from other subject units or words you use in your daily writing. Write your challenge words in the box above.
ResourcesDigitalVideo — Homographs (Level 4 Unit 3) (3:30)
Find and prepareSheet 2 — Level 5 spelling list: Unit 3
Sheet 3 — Focus word list: Unit 3 Week 2
Sheet 4 — Homographs word sort
Spelling exercise book
Dictionary
Two-syllable homographs
► This week you will be looking at two-syllable homographs.
2Unit 3 WeekLevel 5
Level 5 Spelling Unit 3 Activity book: Week 2
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Lesson 1
Video
Watch the Video — Homographs (Level 4 Unit 3).
In this video, you learned that homographs are words that are spelt the same, but have different meanings and can have different pronunciation. For example pres/ent (a gift) and pre/sent (to give).
Pre-test
In week 1, you set up your Spelling exercise book for the pre-test. Write the title Unit 3 Week 2 at the top of the next column.
1. Have your tutor ask you the focus words for this week in a sentence.
2. Write the words in your Spelling exercise book.
3. Have your tutor mark your words.
4. Write your result in the Pre-test result box.
Look, Say, Cover, Write, Check
1. Write your focus words in the Lesson 1 column on Sheet 3 — Focus word list: Unit 3 Week 2 using the ‘Look, Say, Cover, Write, Check’ strategy.
2. Write your challenge words for the week in the final five rows.
LOOKLook at your word.
• Look for patterns, tricky bits, smaller words hiding and parts that remind you of other words.
COVERCover your word.
• Close your eyes and visualise it in your mind.
• Remember the shape of your word and the tricky bits.
WRITEWrite your word.
• Take your time.
• Look at what you've written.
• Ask ‘does it look right?’
• Make changes if needed.
CHECKCheck your spelling.
• Check your spelling against the original word.
• If it's right, be proud.
• If it's wrong, circle the tricky bit and try again.
SAYSay your word.
• Say your word out loud and in your head.
• Say it just the way it looks if that helps.
• Think of a mnemonic.
1Activity
3:30Video
2Activity
Pre-test result
/15
3Activity
Level 5 Spelling Unit 3 Activity book: Week 2
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Spelling tip
Read the following information:
Homographs are words that are spelt the same, but can be pronounced differently and have different meanings. For two-syllable homographs:• nouns usually have the stress
on the first syllable, for example, pres/ent (as in ‘a gift’)
• verbs usually have the stress on the second syllable, for example, pre/sent (as in ‘to give’).
Homographs that are adjectives vary in their stressed syllables.
Practise your words
Look at the focus words you are having trouble spelling this week. Practise reading and spelling each of these tricky words using the SISTER strategy in your Spelling exercise book.
SISTER
Mark any tricky parts in your spelling words (for example, subject).
Recite (spell aloud) the word over and over until you remember it.
Circle any smaller words in each of your spelling words (for example, ref use).
Use lines to segment your spelling words into syllables (for example, pre / sent).
Enunciate the word. In other words, say it really clearly and sound out the tricky parts in an exaggerated way.
Imagine the word. Look at the word, take a picture in your mind, close your eyes and see if you can remember it.
4Activity
5Activity
Level 5 Spelling Unit 3 Activity book: Week 2
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Lesson 2
Dictionary definitions and sentence writing
1. Choose five homographs from your focus word list.
2. Find the definitions of each word in a dictionary.
3. Write two sentences for each homograph, showing the different meanings. (If possible, show the different meanings in one sentence.)
4. Underline the homographs in the sentences. For example: The council will refuse to remove any household refuse if it is not properly bagged.
Remember that homographs are words that are spelt the same, but are pronounced differently and have different meanings.
Focus word 1: _____________________Dictionary definitions: _________________________
_____________________________________________
Sentence 1: ________________________________________________________________________________
Sentence 2: ________________________________________________________________________________
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Level 5 Spelling Unit 3 Activity book: Week 2
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Focus word 2: _____________________Dictionary definitions: _________________________
_____________________________________________
Sentence 1: ________________________________________________________________________________
Sentence 2: ________________________________________________________________________________
Focus word 3: _____________________Dictionary definitions: _________________________
_____________________________________________
Sentence 1: ________________________________________________________________________________
Sentence 2: ________________________________________________________________________________
Level 5 Spelling Unit 3 Activity book: Week 2
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Focus word 4: _____________________Dictionary definitions: _________________________
_____________________________________________
Sentence 1: ________________________________________________________________________________
Sentence 2: ________________________________________________________________________________
Focus word 5: _____________________Dictionary definitions: _________________________
_____________________________________________
Sentence 1: ________________________________________________________________________________
Sentence 2: ________________________________________________________________________________
Level 5 Spelling Unit 3 Activity book: Week 2
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Homographs word sort
1. Cut out the word and definition cards from Sheet 4 — Homographs word sort.
2. Say each word aloud.
3. Break the words into syllables.
4. Place the matching homograph card next to the card that defines the two meanings. For example, present — a gift, to give.
Look, Say, Cover, Write, Check
Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 3 — Focus word list: Unit 3 Week 2.
Lesson 3
Look, Say, Cover, Write, Check
Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 3 column on Sheet 3 — Focus word list: Unit 3 Week 2.
2Activity
3Activity
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Level 5 Spelling Unit 3 Activity book: Week 2
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Post-test
1. Draw a line to match the homograph and its two definitions.
Definition 1 Homograph Definition 2a group of buildings
project to disagree
rubbish present very small
sixty seconds complex difficult
a gift conflict to give
a disagreement subjectto be
unwillingan item placed into another
insertto extend
outa field of study
extract to take out
a plan or scheme
refuse to leave
a dry, arid place
desert to place in
a part of something
minute to expose to
2Activity
Level 5 Spelling Unit 3 Activity book: Week 2
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2. Write the following homographs in a sentence.
record
perfect
reject
research
object
3. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 2 — Level 5 spelling list: Unit 3.
4. Write your result in the post-test result box.
Post-test result
/15
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SPELLING
ResourcesDigitalVideo — Digraphs and blends (Level 5 Unit 3) (2:30)
Find and prepareSheet 2 — Level 5 spelling list: Unit 3
Sheet 5 — Focus word list: Unit 3 Week 3
Sheet 6 — Digraphs and blends word sort
Spelling exercise book
Dictionary
Digraphs — ‘gh’ and ‘ph’; Blend — ‘qu’
► This week you will be looking at the digraphs — ‘gh’ and ‘ph’, and the blend — ‘qu’.
3Unit 3 WeekLevel 5
Focus words Challenge wordslaughtoughroughenoughlaughteralphabetphotographdigraph
geographybiographyequalquarterquestionequationequipment
1.
2.
3.
4.
5.
Find five words (challenge words) that you have had difficulty spelling. These may be words from other subject units or words you use in your daily writing. Write your challenge words in the box above.
Level 5 Spelling Unit 3 Activity book: Week 3
Department of Education and TrainingC2C Independent Learning Materials
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Lesson 1
Video
Watch the Video — Digraphs and blends (Level 5 Unit 3).
In this video, you learned that a digraph is two letters that, when pronounced, make only one sound. The word digraph ends in the digraph ‘ph’, which are two letters that produce the single /f/ sound.
The blend ‘qu’ is made up of a consonant and a vowel. In English, the letter ‘q’ is always followed by the letter ‘u’. Together, these letters make a /kw/ sound which is made up of the two sounds /k/ and /w/, hence making it a blend.
Pre-test
In week 1, you set up your Spelling exercise book for the pre-test. Write the title Unit 3 Week 3 at the top of the next column.
1. Have your tutor ask you the focus words for this week in a sentence.
2. Write the words in your Spelling exercise book.
3. Have your tutor mark your words.
4. Write your result in the Pre-test result box.
Look, Say, Cover, Write, Check
1. Write your focus words in the Lesson 1 column on Sheet 5 — Focus word list: Unit 3 Week 3 using the ‘Look, Say, Cover, Write, Check’ strategy.
2. Write your challenge words for the week in the final five rows.
LOOKLook at your word.
• Look for patterns, tricky bits, smaller words hiding and parts that remind you of other words.
COVERCover your word.
• Close your eyes and visualise it in your mind.
• Remember the shape of your word and the tricky bits.
WRITEWrite your word.
• Take your time.
• Look at what you've written.
• Ask ‘does it look right?’
• Make changes if needed.
CHECKCheck your spelling.
• Check your spelling against the original word.
• If it's right, be proud.
• If it's wrong, circle the tricky bit and try again.
SAYSay your word.
• Say your word out loud and in your head.
• Say it just the way it looks if that helps.
• Think of a mnemonic.
1Activity
2:30Video
2Activity
Pre-test result
/15
3Activity
Level 5 Spelling Unit 3 Activity book: Week 3
Spl_Y5_U3_ILM16_ActBk Page 23Department of Education and TrainingC2C Independent Learning Materials
Spelling tips
Read the following information:
4Activity
A blend is two or three consonants placed together where each letter is sounded separately. The word blend itself has two blends — ‘bl’ and ‘nd’. Each of the consonants can be heard when pronounced.
The blend ‘qu’ is an exception in this case in that it is made up of a consonant and a vowel. In English, the letter ‘q’ is always followed by the letter ‘u’. Together, these letters make a /kw/ sound which is made up of the two sounds /k/ and /w/, hence making it a blend.
A digraph is two letters that make one sound. The word digraph itself ends in a digraph. The consonants ‘p’ and ‘h’ together create a digraph representing the /f/ sound. Other consonant digraphs include ‘th’, ‘ch’, ‘wh’, ‘sh’ and ‘gh’. Digraphs can be found at the beginning, middle or end of a word.
Level 5 Spelling Unit 3 Activity book: Week 3
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Practise your words
Look at the focus words you are having trouble spelling this week. Practise reading and spelling each of these tricky words using the SISTER strategy in your Spelling exercise book.
SISTER
Mark any tricky parts in your spelling words (for example, enough).
Recite (spell aloud) the word over and over until you remember it.
Circle any smaller words in each of your spelling words (for example, photo graph).
Use lines to segment your spelling words into syllables (for example, di / graph).
Enunciate the word. In other words, say it really clearly and sound out the tricky parts in an exaggerated way.
Imagine the word. Look at the word, take a picture in your mind, close your eyes and see if you can remember it.
Lesson 2
Word sort
1. Cut out the word cards from Sheet 6 — Digraphs and blends word sort.
2. Sort the word cards into groups of words with the consonant digraph ph or gh or the blend qu.
3. Read and spell each word aloud.
5Activity
1Activity
Level 5 Spelling Unit 3 Activity book: Week 3
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Find the digraphs and blends
Highlight the consonant digraph and underline the blend in each word.
enough
quarter
equation
digraph
tough
alphabet
biography
question
laughter
geography
laugh
equipment
photograph equal rough
Look, Say, Cover, Write, Check
Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 5 — Focus word list: Unit 3 Week 3.
Lesson 3
Look, Say, Cover, Write, Check
Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 3 column on Sheet 5 — Focus word list: Unit 3 Week 3.
2Activity
3Activity
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Post-test
1. The spelling mistakes have been underlined in these sentences. Write the correct spelling in the box.
a. There are 26 letters in the alfabet. _________________
b. We had enuff people in the geografee team. _________________
_________________
c. There was great larfter in the room. _________________
d. The fotograph that went with the biograghy raised a lot of qwestions.
_________________
_________________
_________________
e. The eqwation should eqwal ninety-five. _________________
_________________
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Level 5 Spelling Unit 3 Activity book: Week 3
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f. You will find a digrarf in the words larf and tuff. _________________
_________________
_________________
g. The eqwipment was pretty ruff, making the last qwarter of the journey very difficult.
_________________
_________________
_________________
2. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 2 — Level 5 spelling list: Unit 3.
3. Write your result in the post-test result box. Post-test result
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SPELLING
Focus words Challenge wordspigletbookletdropletducklingsiblingpedestrianlibrarianmusician
politicianrelationshipfriendshipleadershipchildhoodparenthoodlikelihood
1.
2.
3.
4.
5.
Find five words (challenge words) that you have had difficulty spelling. These may be words from other subject units or words you use in your daily writing. Write your challenge words in the box above.
ResourcesDigitalVideo — Suffixes (Level 5 Unit 3) (1:56)
Find and prepareSheet 2 — Level 5 spelling list: Unit 3
Sheet 7 — Focus word list: Unit 3 Week 4
Sheet 8 — Suffixes (let, ling, ian, ship, hood) word sort
Spelling exercise book
Dictionary
Suffixes — ‘let’, ‘ling’, ‘ian’, ‘ship’ and ‘hood’
► This week you will be looking at the suffixes ‘let’, ‘ling’, ‘ian’, ‘ship’ and ‘hood’.
4Unit 3 WeekLevel 5
Level 5 Spelling Unit 3 Activity book: Week 4
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Lesson 1
Video
Watch the Video — Suffixes (Level 5 Unit 3).
In this video, you learned that suffixes are morphemes that are placed at the end of words. Suffixes change the base word and how it is used. Suffixes can turn words into nouns, adjectives, adverbs or verbs. There are many suffixes including ‘let’ and ‘ship’.
Pre-test
In week 1, you set up your Spelling exercise book for the pre-test. Write the title Unit 3 Week 4 at the top of the next column.
1. Have your tutor ask you the focus words for this week in a sentence.
2. Write the words in your Spelling exercise book.
3. Have your tutor mark your words.
4. Write your result in the Pre-test result box.
Look, Say, Cover, Write, Check
1. Write your focus words in the Lesson 1 column on Sheet 7 — Focus word list: Unit 3 Week 4 using the ‘Look, Say, Cover, Write, Check’ strategy.
2. Write your challenge words for the week in the final five rows.
LOOKLook at your word.
• Look for patterns, tricky bits, smaller words hiding and parts that remind you of other words.
COVERCover your word.
• Close your eyes and visualise it in your mind.
• Remember the shape of your word and the tricky bits.
WRITEWrite your word.
• Take your time.
• Look at what you've written.
• Ask ‘does it look right?’
• Make changes if needed.
CHECKCheck your spelling.
• Check your spelling against the original word.
• If it's right, be proud.
• If it's wrong, circle the tricky bit and try again.
SAYSay your word.
• Say your word out loud and in your head.
• Say it just the way it looks if that helps.
• Think of a mnemonic.
1Activity
1:56Video
2Activity
Pre-test result
/15
3Activity
Level 5 Spelling Unit 3 Activity book: Week 4
Spl_Y5_U3_ILM16_ActBk Page 31Department of Education and TrainingC2C Independent Learning Materials
Spelling tip
Read the following information:
4Activity
Suffixes are morphemes placed at the end of words. Suffixes change how the base word is used. Suffixes can change words into nouns, verbs, adverbs and adjectives. Suffixes also bring different meanings to base words. For example:• the suffixes ‘let’ and ‘ling’ mean
small (for example, booklet means small book and duckling means small duck)
• ‘ian’ means one who, connected (for example, musician means one who performs music, one who is connected to music)
• ‘ship’ and ‘hood’ mean state of being (for example, friendship means the state of being a friend and childhood means the state of being a child).
Level 5 Spelling Unit 3 Activity book: Week 4
Department of Education and TrainingC2C Independent Learning Materials
Page 32 Spl_Y5_U3_ILM16_ActBk
Practise your words
Look at the focus words you are having trouble spelling this week. Practise reading and spelling each of these tricky words using the SISTER strategy in your Spelling exercise book.
SISTER
Mark any tricky parts in your spelling words (for example, politician).
Recite (spell aloud) the word over and over until you remember it.
Circle any smaller words in each of your spelling words (for example, music ian).
Use lines to segment your spelling words into syllables (for example, drop / let).
Enunciate the word. In other words, say it really clearly and sound out the tricky parts in an exaggerated way.
Imagine the word. Look at the word, take a picture in your mind, close your eyes and see if you can remember it.
Lesson 2
Word sort
1. Cut out the word cards from Sheet 8 — Suffixes (let, ling, ian, ship, hood) word sort.
2. Sort the cards into the different suffix groups: words that mean small; one who/connected and state of being.
3. Create cards that name these suffix groups.
Suffix circle
1. Circle the suffixes in each word.
2. Write a definition for each word. Use your knowledge of the meanings of the suffixes or your dictionary to help you. The first one has been done for you.
duckling a small duck
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re la tionship _______________________________
librarian _______________________________
childhood _______________________________
bookl e t _______________________________
fri endship _______________________________
po li ti cian _______________________________
drop l e t _______________________________
parenthood _______________________________
Look, Say, Cover, Write, Check
Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 7 — Focus word list: Unit 3 Week 4.
Lesson 3
Look, Say, Cover, Write, Check
Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 3 column on Sheet 7 — Focus word list: Unit 3 Week 4.
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Post-test
1. Write the focus word that matches each definition.
a. A baby duck
________________
b. One who works in politics
____________________
d. Small drop
________________
c. One who works in a library
____________________
f. State of being a child
____________________
e. A brother or a sister
____________________
g. A person on foot
____________________
h. State of being a parent
____________________
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j. A small pig
________________
i. One who plays music
____________________
l. State of being related
____________________
k. State of being likely
____________________
n. A small book
________________
m. State of being a friend
____________________
o. State of being a leader
____________________
2. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 2 — Level 5 spelling list: Unit 3.
3. Write your result in the post-test result box.
Post-test result
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Spl_Y5_U3_ILM16_ActBk Page 37Department of Education and TrainingC2C Independent Learning Materials
SPELLING
Focus words Challenge wordsdissectdilatedigestdirectdivertdiameterdiagonaldiagram
diagnosisdialoguedecaydecidedeportdependdebrief
1.
2.
3.
4.
5.
Find five words (challenge words) that you have had difficulty spelling. These may be words from other subject units or words you use in your daily writing. Write your challenge words in the box above.
ResourcesDigitalVideo — Prefixes ‘di’, ‘dia’ and ‘de’ (Level 5 Unit 3) (1:55)
Find and prepareSheet 2 — Level 5 spelling list: Unit 3
Sheet 9 — Focus word list: Unit 3 Week 5
Spelling exercise book
Dictionary
Prefixes — ‘di’, ‘dia’ and ‘de’
► This week you will be looking at the prefixes — ‘di’, ‘dia’ and ‘de’
5Unit 3 WeekLevel 5
Level 5 Spelling Unit 3 Activity book: Week 5
Department of Education and TrainingC2C Independent Learning Materials
Page 38 Spl_Y5_U3_ILM16_ActBk
Lesson 1
Video
Watch the Video — Prefixes ‘di’, ‘dia’ and ‘de’ (Level 5 Unit 3).
In this video, you learned that prefixes are morphemes placed at the beginning of a base word. Prefixes change the meaning of the base word. A prefix is always spelt the same way. Any spelling changes that do occur would be to the base word only.
Pre-test
In week 1, you set up your Spelling exercise book for the pre-test. Write the title Unit 3 Week 5 at the top of the next column.
1. Have your tutor ask you the focus words for this week in a sentence.
2. Write the words in your Spelling exercise book.
3. Have your tutor mark your words.
4. Write your result in the Pre-test result box.
Look, Say, Cover, Write, Check
1. Write your focus words in the Lesson 1 column on Sheet 9 — Focus word list: Unit 3 Week 5 using the ‘Look, Say, Cover, Write, Check’ strategy.
2. Write your challenge words for the week in the final five rows.
LOOKLook at your word.
• Look for patterns, tricky bits, smaller words hiding and parts that remind you of other words.
COVERCover your word.
• Close your eyes and visualise it in your mind.
• Remember the shape of your word and the tricky bits.
WRITEWrite your word.
• Take your time.
• Look at what you've written.
• Ask ‘does it look right?’
• Make changes if needed.
CHECKCheck your spelling.
• Check your spelling against the original word.
• If it's right, be proud.
• If it's wrong, circle the tricky bit and try again.
SAYSay your word.
• Say your word out loud and in your head.
• Say it just the way it looks if that helps.
• Think of a mnemonic.
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Pre-test result
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Spelling tip
Read the following information:
A prefix is a morpheme added before a base word. A prefix changes the meaning of the base word. For example: • ‘di’ and ‘dia’ mean ‘apart or across’• ‘de’ means ‘down or away from’.Knowing the meanings of prefixes helps with word building and making meaning. For example, decay means decomposition or the decline (or ‘going down’) of something.
Practise your words
Look at the focus words you are having trouble spelling this week. Practise reading and spelling each of these tricky words using the SISTER strategy in your Spelling exercise book.
SISTER
Mark any tricky parts in your spelling words (for example, dialogue).
Recite (spell aloud) the word over and over until you remember it.
Circle any smaller words in each of your spelling words (for example, dep end).
Use lines to segment your spelling words into syllables (for example, di / gest).
Enunciate the word. In other words, say it really clearly and sound out the tricky parts in an exaggerated way.
Imagine the word. Look at the word, take a picture in your mind, close your eyes and see if you can remember it.
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Lesson 2
Dictionary search
1. Find each focus word in your dictionary.
2. Read the definition and think about how the prefix meaning relates to the word. For example, the word diagonal has the prefix dia which means apart or across. A diagonal line goes across on an angle, as opposed to straight up or down.
3. Write any interesting discoveries below.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Letter jumble
1. Find and circle the hidden list words in the following letter jumbles.
2. Write a sentence using each word.
sdefstdecayoped
___________________________________________________________________________________________________________________________
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drfedigestfttew
___________________________________________________________________________________________________________________________
rediagonaltedew
___________________________________________________________________________________________________________________________
acvbydecidedey
___________________________________________________________________________________________________________________________
dirdardirecttylud
___________________________________________________________________________________________________________________________
Level 5 Spelling Unit 3 Activity book: Week 5
Department of Education and TrainingC2C Independent Learning Materials
Page 42 Spl_Y5_U3_ILM16_ActBk
fedswdebriefdebrif
___________________________________________________________________________________________________________________________
gstediagramtmsrd
___________________________________________________________________________________________________________________________
dmtrdiametertrresa
___________________________________________________________________________________________________________________________
Look, Say, Cover, Write, Check
Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 9 — Focus word list: Unit 3 Week 5.
Lesson 3
Look, Say, Cover, Write, Check
Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 3 column on Sheet 9 — Focus word list: Unit 3 Week 5.
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Post-test
1. Find the spelling mistakes in these sentences. Hint: There may be more than one.
2. Write the correct spelling in the box.
The digram showed the dimeter of the circle. _________________
_________________
The scientist had to disect the rat to give an accurate diagosis.
_________________
_________________
It will dipend on how quickly you can degest your meal.
_________________
_________________
The authorities will deside whether to diport the illegal immigrant.
_________________
_________________
In order to debreaf on the incident, the student had some dilogue with a teacher.
_________________
_________________
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They had to devert the water flow as it was going in a diagenal direction across the paddock.
_________________
_________________
Look into the darkened room to dialate your pupils. _________________
Dicay had caused the tooth to crack. _________________
Direkt the traffic away from the accident. _________________
3. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 2 — Level 5 spelling list: Unit 3.
4. Write your result in the post-test result box.
Post-test result
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Spl_Y5_U3_ILM16_ActBk Page 45Department of Education and TrainingC2C Independent Learning Materials
Congratulations!You have completed the
Level 5 Unit 3 Spelling program.
SPELLINGLevel 5 Unit 3