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MUSGRAVE HILL STATE SCHOOL
METALINGUISTICS
PHONICS
SPELLING
PROGRAM 2006 Edition
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MUSGRAVE HILL STATE SCHOOL
SCHOOL METALINGUISTICS/PHONICS/SPELLING PROGRAM
TABLE OF CONTENTS
1. INTRODUCTION 4
2. SCOPE OF THE PROGRAM 5
3. METALINGUISTICS PROGRAM 8
Word Awareness 12 Phonemic Awareness 14 Syntactic Awareness 20 Semantic Awareness 21
4. PHONICS PROGRAM 25
Jolly Phonics Program/Timetable 29 Sight Word Lists 30 Phonic Elements Chart (See Appendix A) Phonic Element Word Lists (See Appendix B)
5. AFFIXES – MORPHOLOGICAL SYLLABIFICATION 34
6. PHONIC SYLLABIFICATION 41
7. WORD LISTS 45
8. APPENDICES 1-9 49
9. SPELLING PROGRAM 77
Introduction 78 Goals 79 Stages of Development in Spelling 80 Spelling – What Do We Teach 83 Seven Steps to Spelling Independence 84 Sample Spelling Lesson 85 Good Teaching Practice 87 Spelling Rules 88 Additional Teaching Strategies 89
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Assessment and Evaluation 99
10. SCHOOL LEVEL EVALUATION 101
11. RESOURCE LIST 102
12. APPENDICES
A. Phonic Elements Chart 103
B. Phonic Element Word Lists 104
C. Core Spelling lists 154
D. Spelling Column Activity 158
E. LSCWC Spelling Strategy 160
F. Compound Words 161
G. Contractions 162
H. Homophones 163
I. Homographs 164
J. Synonyms 165
K. Antonyms 166
L. Tense 167
M. Confused Language 169
N. Prefixes/Suffixes 170
O. Mnemonics 179
P. Demons 180
Q. Words from Other Lands 181
R. Root Words 182
S. Class Word Charts 184
NB: Page 150 does not exist
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INTRODUCTION
This Metalinguistics, Phonics and Spelling Program has been developed in response to three main factors: 1. Students Reading, Writing and Spelling results in the Year 2 Net and Year 3, 5 and 7 Tests. 2. The identified need of teachers for support in teaching these areas to students. 3. The need for a common approach and meta-language for exploring this area of language. The attendance of a number of our staff at the 2002 Literate Schools Conference and the presentation by Dr Carol Christensen from the University of Queensland at a staff meeting, left us in no doubt as to the link between phonemic awareness and a child’s ability to learn to read and write. In fact, Winch et al (2001 p 24) propose that phonemic awareness is a better prediction of reading success than just about any other indicators, including IQ Tests. Phonemic awareness is also vitally important in the development of spelling skills. This knowledge inspired our Curriculum Committee to recommend the development of this program, to support teachers in providing a common approach and language for the teaching of Metalinguistics, Phonics and Spelling. This program contains the requirements for Musgrave Hill State School students in the areas of Metalinguistics, Phonics and Spelling. All students must be taught these skills within the context of a balanced Literacy Block. This document was developed and compiled by: Lorraine Shaw Deputy Principal Phillip Carleton Principal With support and recommendations by the Musgrave Hill State School Curriculum Committee. Phillip Carleton Principal
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SCOPE OF METALINGUISTIC, PHONICS AND SPELLING PROGRAM
PRESCHOOL: Metalinguistics Program
Introduction to Jolly Phonics
Tricky words/Basic sight words
JUNIOR STAGE:
TERM 1 YEAR 1 School Entry Screening Test
Timetable – Term 1 Jolly Phonics (p 29)
Tricky words/Basic sight words – regular, irregular
Metalinguistics Program (Daily) End of Term 1 - School Phonic Screening Test
YEAR 1 TERM 2 – 4
Intervention from Screening test
Revision of Jolly Phonic Sounds (see Games sections) Use of Alternative Sounds/Combinations (Jolly Phonics/Phonic Element Chart & Word List) Continue Tricky/Sight Words Metalinguistics Program (daily)
School Level Assessment of Phonics/Sight Words
YEAR 2/3 Revision of Jolly Phonics/Metalinguistics Program Continuation of Sight words – regular/irregular Spelling Placement Test at beginning of Yr 2 and 3 (to place children on appropriate Core Spelling List)
(p 56) Core Spelling Lists (Lists A to G See Appendix C) (p 108-111) Using the Core Spelling Lists and Phonics Element Chart (Appendix A) teach relevant phonic elements
and alternative phonic elements as part of class spelling program eg
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School Level Assessment of Phonics in Term 4 each year Using the 7 Steps to Spelling Independence and related strategies, look at the following:
Rhyming words Tricky parts/Demons Small words within words Compound Words Contractions Homophones/Homographs Synonyms/Antonyms Relevant affixes eg plurals, endings, prefixes/suffixes
MIDDLE STAGE Spelling Placement Test at beginning of Term 1 each year (to place children on appropriate Core
Spelling List) (p 56) Core Spelling Lists (Lists A to G See Appendix C) (p 108-111) Using the Core Spelling Lists and Phonics Element Chart (Appendix A) teach relevant phonic elements
and alternative phonic elements as part of class spelling program
School Level Assessment of Phonics in Term 4 each year
CORE SPELLING LISTS LISTS A - G
Word “cat”
Teach “c” as in cat Alternatives to “c” as in cat eg calm, school, kitten, pack,
cake, licorice
CORE SPELLING LISTS LISTS A - G
Word “teach”
Teach “ea” as in “teach”
Alternatives to “ea” as in “teach” eg be, me, leaf, beef, donkey,
pony, grief, receive, Leigh
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Using the 7 Steps to Spelling Independence and related strategies, look at the following:
Rhyming words Tricky parts/Demons Small words within words Compound Words Contractions Homophones/Homographs Synonyms/Antonyms Tense Root Words Relevant affixes eg plurals, endings, prefixes/suffixes Words from other Languages
SENIOR STAGE Spelling Placement Test at beginning of Term 1 each year (to place children on appropriate Core
Spelling List) (p 56) Core Spelling Lists (Lists A to G See Appendix C) (p 108-111) Using the Core Spelling Lists and Phonics Element Chart (Appendix A) teach relevant phonic elements
and alternative phonic elements as part of class spelling program
School Level Assessment of Phonics in Term 4 each year
Using the 7 Steps to Spelling Independence and related strategies, look at the following:
Rhyming words Tricky parts/Demons Small words within words Compound Words Contractions Homophones/Homographs Synonyms/Antonyms Tense Root Words Relevant affixes eg plurals, endings, prefixes/suffixes Words from other Languages
CORE SPELLING LISTS LISTS A - G
Word “teach”
Teach “ea” as in “teach”
Alternatives to “ea” as in “teach” eg be, me, leaf, beef, donkey,
pony, grief, receive, Leigh
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METALINGUISTICS
PROGRAM
9
Musgrave Hill State School
WORD AWARENESS
PHONEMIC
AWARENESS
SYNTACTIC AWARENESS
SEMANTIC/ PRAGMATIC AWARENESS
Concept of a Word Concept of a Sentence
1. Syllables 2. Rhyme 3. Alliteration 4. Analysis
- identifying - blending - segmenting - manipulation
Sentence Formulation Grammar
Vocabulary Meaning
METALINGUISTICS
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WHAT IS METALINGUISTICS? Metalinguistics is the skill of using language to talk about language. When young children hear words or sentences they focus on the meaning of the word / sentence rather than being aware that they can be divided into parts – sentences into words and words into sounds. Metalinguistic awareness refers to the child’s ability to understand the nature of language rather than their ability to use language to communicate meaning. Children begin to show metalinguistics awareness from an early age when they correct their own mispronunciations or comment on the speech and language of others. There are 4 components under the umbrella of Metalinguistics – Word Awareness, Phonemic Awareness, Syntactic Awareness, Semantic/Pragmatic Awareness. WORD AWARENESS – is the understanding of a word as a part of speech. It
includes the ability to segment sentences and phrases into words, separating the spoken word or written form of the word from its meaning, the ability to substitute words, and the recognition of synonyms or antonyms
PHONEMIC AWARENESS – is the ability to perceive spoken and written words as
a sequence of sounds and recognise that sounds can be combined in a variety of ways to make different words.
SYNTACTIC AWARENESS – is the ability to accurately evaluate the
appropriateness of the structural elements of language. SEMANTIC / PRAGMATIC AWARENESS – is the understanding of the use of
language as a tool to communicate. It includes the ability to detect inadequacies in messages and understand failure in communication.
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WHY METALINGUISTIC AWARENESS IS CRUCIAL?
A student needs to develop Metalinguistic awareness to become a successful reader and speller. Some children will develop this awareness spontaneously, others however require explicit instruction to develop it. Simply teaching letter names to children before they begin to learn to read and spell is not sufficient for successful reading and spelling acquisition. It is the linkage of sounds to letters that seems to be the critical factor. Research has shown that Metalinguistics awareness, particularly phonemic awareness is critical in developing the ability to read. Initial studies have shown a very high correlation between a child’s phonemic awareness and their reading achievement. (Tunmer, Herriman & Nesdale 1988; Stanovich 1976; Annah Healy 2000) A number of studies have found that training young children in phonemic awareness can significantly improve their later reading performance. (Lewkowicz 1980; Lundberg, Frost & Petersen 1988; Hempsenstall 2002)
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WORD AWARENESS
In order to promote an understanding of sound awareness the concept of a word must be taught, as it is one of the largest sound units used in our language system. Training in word awareness introduces the concept of boundaries, which is important in recognising the sound units of syllables, onset and rhyme and phonemes. Children need to be aware that words have meaning. There are words for: People – naming, the word for this person is (Mary) Objects – labelling, the words for this is (chair) Actions – directing, the word for what I am doing is (jumping) Feelings – expressing, the word for what I am feeling is (angry) It is important to begin with naming words as these can be pictured and much more easily understood than describing words. Even more difficult are words such as /the/, /is/ etc. CONCEPT OF A WORD Before continuing, children should be able to identify correctly and distinguish between words and not words. These simple questions will assist you to decide if a child has the concept of a word: Say to the child: “Tell me, is ….. “school” a word?
“oo” a word? “jump” a word? “blue” a word? “walking” a word? “yullaglub” a word? “some dogs are brown” a word? If questions are answered incorrectly, the child may need more work in this area. CONCEPT OF A SENTENCE At the conclusion of the Word Awareness component, children should be able to distinguish between words and not words, and words and word strings (including sentences). These simple questions will assist you to decide if the child has the concept of a sentence: Say to the child: “I’m going to say some words. Put out one counter for each word I say. Are you
listening carefully? Let’s practise with this one – “run” (place one counter on the table) “Now do these yourself.”:
“sit” “Come here.” “Dogs run.” “John carried the bag.” “Koalas are good climbers.” Children should be able to use the correct number of counters in 4 out of 5 examples.
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Some ideas for Word Awareness Activities: Labelling items in the room with words. Identifying the difference between a word, letter, number, picture Investigating compound words eg football, seatbelt Breaking sentences up into words (sentence strips) Use the word “word” as part of everyday discussions eg “Tell me the word you use when …” or
“What word should you use?” Make lists of different types of words – happy words, scary words, funny words, etc (Word Sorts) Discuss where we find words eg supermarket, street signs, etc. Make word pairs eg cat – dog, big – little, etc Displaying these in the class also promotes sight
vocabulary development Children put out a counter for each word they hear in a sentence. Select a word such as “the”. Give the children a limited time to find as many “the” words on a
printed page (book, they, etc) Find the missing word (Oral Cloze Activity) – Say a sentence but leave out a “word”. Ask the
children to find the missing word. There can be more than one answer and the group may choose the “word” they think fits the best.
Start with a short sentence and keep adding one more word at a time. Dogs bark Dogs bark loudly Mean dogs bark loudly. Black mean dogs bark loudly.
Play “Whispers”, but use only one word. Choose a word and whisper it to the first child. That child whispers it to the next one and so on around the circle. The last child says the word aloud, this way you discover if the word has remained the same and if not then it can be determined how the word has been changed.
Further ideas and information: “A Sound Way” p 47 – 65
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PHONEMIC AWARENESS
There are 4 areas that need to be covered in Phonemic Awareness: 1. Syllables 2. Rhyme 3. Alliteration 4. Analysis
1. SYLLABLES The first step in developing auditory discrimination skills that are necessary for reading, writing and spelling, is working with syllables. Words can be broken into syllables or “beats” (each syllable has a vowel) Children begin to train themselves to hear the sound “beats” in words and then develop the auditory discrimination skills required for distinguishing each separate phoneme in words. Syllables are one of the easiest sound units to learn as our natural intonation of words helps children identify each syllable. In order to identify the syllable units in words, the following rule is applied. (This is for teacher reference only): Each syllable has a vowel SOUND in it. This does not necessarily mean a vowel letter as some vowel sounds are made by other letters than a, e, i, o, u. eg happy hap/py. The /y/ makes and /e/ sound and therefore constitutes the vowel sound of that syllable. CONCEPT OF SYLLABLES Say to the child: “Some words break into parts eg ‘carpet’ car – pet” (Clap hands or tap the table to demonstrate) “Clap/tap to show the parts in the word ‘picture’” Repeat using 1, 2, 3, and 4 syllable words eg book, caterpillar, chair, elephant, piano, dictionary. Some ideas for Syllable Activities: Songs are an excellent way of introducing children to syllables, as they often break words into their
syllables through using the natural beat in music. For each syllable you can clap, tap, jump, stamp, click, point or move counters etc Have every child “clap” etc their own name, favourite animal, etc. Touch different parts of the body for each syllable in a word eg for “sunshine” touch head for “sun”
and shoulders for “shine”. Then ask “What part of the body was shine?” Sorting long and short words based on syllables: tap the first syllable on the back of the hand, the second syllable on the lower forearm, the third on the upper forearm, the fourth just above the elbow etc Short words stay on the hand (0ne beat eg bed), long words go up the arm (more than one beat eg rabbit -2, elephant -3, television -4) Categorise words into 1 syllable, 2 syllables, 3 syllables, 4 syllables etc. You can use pictures or the
actual written words. Further ideas and information: “A Sound Way” p 67 – 82
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2. RHYME In understanding rhyme, children begin to learn that words end with the same group of sounds and that the first sound is different. There are 2 skill levels: Recognition of words that rhyme or don’t rhyme Production of words that rhyme Recognition of words that rhyme/don’t rhyme should always be mastered before expecting children to produce rhyming words. CONCEPT OF RHYME Before moving onto the next component, the child needs to have acquired the concept of rhyme. Step 1. Say to the child: “Tell me something that rhymes with …” (eg hop, wet, tick, fall)
The child should produce either proper or nonsense words that rhyme with the example. The example should not use the same rhyming patterns as those used as a focus in your class program. If the child has no difficulty, continue on with the next component. If the child has difficulty, continue with Step 2.
Step 2. Probe the child’s understanding of the instruction Say to the child: “Tell me something that sounds like this …” (eg top, hop, chop, …) Pause for the child to provide next example.
If the child produces proper or nonsense word that rhymes with example continue with the next component. If the child has difficulty continue with similar examples.
Some ideas for Rhyme Activities: Read and chant a variety of nursery rhymes, raps, rhymes, skipping chants, etc. Pick out the words
that rhyme. Say three words (two that rhyme and one that doesn’t). The child identifies the one that doesn’t
rhyme. Have a rhyming day when everyone’s name is made into a rhyme eg James – Games James, Sally –
Sally Pally, etc. Rhyming couplets are fun because they include a clue to the answer eg I had a cat who was really
(fat) There was a dog who jumped over a (log) Answer the role each morning with rhyming nicknames, body parts or greetings, eg Peter Eater, Neat
Feet, Great Mate. Further ideas and information: “A Sound Way” p 83-110 “Metalinguistics Awareness Program
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3. ALLITERATION Alliteration simply means words that start with same sound – NOT the same letter. A great way to cue the children is to point your ears when you are talking about sounds (we hear sounds) and to your eyes when talking about letters (we see letters) It assumes a beginning sound analysis skill. Make sure the children understand the concept of beginning or start. ☺ Some ideas for Alliteration Activities: Draw attention to the way it feels, the way it looks, the way the air comes out etc, when a sound is
produced. Play “I went shopping and I bought …”. All items must start with the nominated sound eg “s” –
sausages, salami, salt, celery, soup .. Read tongue twisters .. “Peter Piper picked a peck of pickled pepper …” Make your own starting with the children’s names. Use any assortment of picture cards to collect words with the same beginning sound (My
Grandmother went to Market” – is a box of over 100 different picture cards.) Adjectives to describe things (maybe using picture cards for a starting point) Play “Bingo”, “Memory match” or “Go Fish” with beginning sounds cards. Further ideas and information: “A Sound Way” p 111 – 119 “Sounds Abound” “Metalinguistics Awareness Program”
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4. ANALYSIS Sound analysis incorporates the 3 concept areas of
A) blending B) segmenting C) manipulating
They should be the focus only when children are proficient with the preceding phonological areas of word awareness, syllables, rhyme and alliteration. The first area to address in Analysis is initial sounds, followed by final sounds and lastly middle sounds ** NOTE** Children can sometimes be familiar with and understand the relationship between phonemes (sounds) and graphemes (letter symbols). If this is the case you can integrate this knowledge into the analysis areas – however the oral and concrete representations don’t always have to be matched with letter symbols … blocks, counters, claps, dots and lines are great resources to use to promote sound analysis.
Some Ideas for Analysis Activities:
Initial sounds: Collect some items in a bag or box and the children take turns to choose an item and say its name,
then tell everyone the sound that it begins with. (Remember that we are focussing on sounds.) Play “I Spy”. “I spy something beginning with a “b” sound.” Make a collection of pictures. The children then sort them according to the sound that they start
with. Milk cartons are good as collection boxes and can have a sound (letters to represent the sound) on each box.
Use two dice, one with numbers and one with sounds. Roll both dice and have the children tell that number of words starting with that sound.
Give the children three sounds and ask them to identify the odd one out eg b-c-b or t-t-s Let the children finish sentences from an initial sound clue eg “Could you get the sss_____ off the
table, please.”
Final sounds: Find words that end with the same sound. Have the children watch your lips as you say the word
and tell them to wait for the last sound that your mouth makes. Say two words and ask if they end with the same sound. Eg mat – sit (yes), hop – run (no). This can
be played as a circle game where each child tries to “trick” the next one. Play “ Bingo” – cover the picture on the card if it ends in a “B” sound etc. Play “Memory” – have picture cards in pairs that end in the same sound. All cards are spread face
down. Each child has a turn at flipping two over to see if they make a pair.
Middle sounds: This concept relies on mature auditory discrimination skills and is related to learning vowels. The
following sections on segmenting, blending and manipulation will help with the acquisition of this very difficult auditory skill.
Further ideas and information “Sound Foundations”
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A) BLENDING This skill is often employed in the decoding of words ie (in reading – the term “sounding out” is used). Children generally rely on three main strategies in reading: A printed letter string is recognised by the visual strategy when it matches a stored visual specification
– these stored words are referred to as “sight vocabulary.” The use of context – a word can be guessed on the basis of the context it is used in eg picture cues, the
sentence it is found in (semantic cues) and if it sounds right (syntactical cues).
Phonological decoding – children use knowledge about the relationship between letters, letter clusters and sounds to generate part or all of a word.
We encourage children to employ a range and combination of these strategies to read “for meaning”. When employing the phonological decoding skill, children require the skill of sound blending. As we become older/more literate, we use phonological relationships less and visual cues more, however early readers/writers need this strategy and use it a lot. Individual sounds are “blended” to make a word. This skill should be initially developed using one-syllable words only before progressing to two syllable words. (One-syllable words can be tricky enough – they include CV(be), VC (on), CVC (top), CCVC (trip), CCVCC (trash). All words can be divided into syllables therefore once blending is mastered at this level, longer words can be built up by connecting the syllables. NOTE: Children who find it difficult to blend sounds may benefit from blending words based on their onset and rhyme. ie onset = initial consonant or consonant blend
rhyme = vowel and following consonant or consonant blend (syllable level) - trip (onset/rhyme level) - tr ip (phoneme level ) - t r i p Blending onset and rhyme might benefit children who are finding it difficult to blend single phonemes. Teaching these onset, rhyme relationships has also been suggested as a way of encouraging reading and spelling development when the phoneme/grapheme relationship is understood. Some ideas for Blending Activities: Use pictures cut into as many parts as there are sounds (eg “cat” has three sounds so have a picture
of a cat cut into three equal parts, “hand” has four sounds so have a picture of a hand cut into four parts.) These are then put in order with a space between each part and a sound is identified with each part. As the parts are pushed together to form the picture, the sounds are said in quick succession until they blend into the word represented by the picture.
Use concrete materials – counters, blocks, etc with a variety of colours. Tell the children that you will say a word in parts and that they must find out what word the parts make. Move a counter as you say each sound in a word eg “me” = “m-e” (two counters are used), the child then has to blend them together. It may help if the child moves the counters closer together. Start with words containing only two sounds then three.
Further ideas and information
“A Sound Way”
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“Sounds Abound” B) SEGMENTING This skill is opposite to blending – the children must be able to separate or segment the word into single sounds and be able to eventually write the corresponding letter. This is the basic skill needed to tackle spelling – knowing individual sounds and mapping the related letter or letter clusters to these sounds. Being the opposite of blending (encoding), children can benefit from experiences that allow them to use concrete materials or actions to represent each sound of a word. Some ideas for Segmenting Activities: Counters can be used again to track the sounds that can be heard in a word. Start with two sound, nonsense words and have the children track them with counters – a different
colour for each of the two sounds eg for the nonsense word “om”, one colour counter is put out for “o” and a different colour to represent “m”. Each counter should be touched as the sound is said. Move on to three sound words when the two sounds have been mastered.
Play “Musical Beats” – pictures are used to represent words. The words each have a different number of sounds, eg cat (3 sounds), bottle (4 sounds), on (2 sounds). The teacher/child selects one word and uses a musical instrument – drum, triangle, etc to tap out each sound. The class then guesses the word it represents based on the number of beats.
Further ideas and information “Sound Way” “Sounds Abound” C) MANIPULATING This requires children to replace one sound (phoneme) with another sound eg replacing the “d” in bed with a “t” sound makes /bed/ become /bet/ This area is great for focussing on vowel sounds (middle sounds). It leads to exploration of the notion that one sound can have two or more letters to represent that sound. Some ideas for Manipulating Activities Say a word backwards The coloured counters can again be used making sure that the counter, that represents the changing
sound, is replaced by a different coloured counter. Further ideas and information “Sounds Abound” “ A Sound Way”
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SYNTACTIC AWARENESS This skill involves the ability to accurately evaluate the appropriateness of the structural elements of language. Some ideas for Syntactic Awareness (Sentence Formulation/Grammar) activities: Have children proof read each other’s written work and indicate where they find ambiguous or
confusing sentences. Have students summarise written text. The written text will provide good models for the students’
sentences. This could be put onto computer and spellcheck can be utilised. Have students use their spelling list words in sentences, which can be discussed if the grammar or
cohesion is weak. The teacher may need to define what is a sentence [ie can stand alone, has a verb, a subject is present (or at least understood), and it makes sense]. Help students decide which are correctly formed sentences and which are not.
Students can practise completing sentences within other key learning areas, not just in a language lesson. The teacher can supply the first half of the sentence with a clause or conjunction supplied eg “Although the explorers had no maps, they ….”
Utilise written text to assist new learning, as children can then have more time to interpret meaning. Spoken words cannot be re-examined for meaning as easily as the written word. Many children with poor language skills have poor auditory memories. Children may be able to read information to each other in small groups to discuss the meaning of information in the text (they will all need a copy of the text).
Check if children understand metalinguistics terminology in tasks eg “choose a word that means the same as the underlined phrase.”
Teach skills such as: - changing verbs to nouns eg adapt – adaptation - changing verbs to adjectives eg her bleeding leg - using relative clauses eg the tree which was cut down - using adjectival phrases eg The boy, in the blue shirt - using appositives eg Adam, the first man was - using a variety of conjunctions eg so that, therefore, if, unless, until, during - explaining and defining meaning in words, similes, metaphors, jokes, puns - paraphrasing and summarizing
Give children praise for trying, especially for using a wider variety of words and more sophisticated sentence structures.
Reassure children that they can indicate when they have not understood.
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SEMANTIC AWARENESS
Semantic or Pragmatic Awareness is the understanding of the use of language as a tool to communicate. It includes the ability to detect inadequacies in messages and understand failure in communication.
Vocabulary work can be easily adapted to fit in with the regular class program or classroom themes. All children will benefit from the following strategies: Present or introduce new themes/topics in various ways – explain new words or concepts clearly and
rephrase using different ways to explain eg “add up” – other words could include “additions” , “put together”, “more”.
Introduce new concepts in a visual way, with pictures and hands-on activities.
Repeating key words is useful.
Some ideas for Semantic Awareness (Vocabulary and Meaning) Activities:
Developing dictionary and thesaurus skills Brainstorming eg “Tell me all the words you can about a tiger” Write words on board. (You may
wish to group these words) Cloze activities eg “You cut with a ….” Verbal descriptions Picture card games such as concentration, snap (direct matching and matching within categories) Labelling – magazine pictures, storybook pictures, objects Discussion of vocabulary items appearing in a story after storybook reading Listing items from a given category. May cue student in by providing sub-category heading Brainstorming eg “Tell me all the words you can about a tiger.” Write words on boards. You may
wish to group these words. Play “What am I?” guessing games I spy .. “something beginning with …”, “something that shines in the sky…”, “an animal beginning
with …”, “a farm animal ..” Lotto (a) picture (b) listening lotto Books on tape (from library) to help children with reading problems develop their vocabulary
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Caring Compounds
The teacher tells the students a word and the students have to
think of a word to add to make a compound word
e.g. ball – football sun – sunshine, sunlight
Wonderful Whispers The teacher whispers a word in one
student’s ear and it is then whispered around the circle. Will it
end up being the same word.
What am I?
The teacher draws something on the board and the students have to say if it is a picture, number, word,
sentence or letter.
Funny Fingers
The teacher starts a story and each student adds a sentence to
make a silly story
Developed and designed by Camilla BalymMusgrave Hill State School, 2003
ME
TA
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Eye Spy The teacher tells the students the beginning sound of their eye spy
word. e.g. b
‘b’ for book
Delightful Describer
The teacher holds up an object and the students have to think of as many words to describe that
object.
Word Spy Students find a word in the room from the displays and read that
word to you.
e.g. ‘Free’ from our tree of ‘ee’ words.
Airy Fairy The teacher calls out a word and the students write the word in
the air.
MET
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IC G
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Developed and designed by Camilla BalymMusgrave Hill State School, 2003
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Piggy In the Middle The teacher calls out a word and the students work out what sound
is in the middle.
e.g. Dog ‘O’ is the piggy in the middle.
Striking Starter The teacher calls out a word and the students work out what sound
is at the start.
e.g. Dog ‘D’ is the striking starter.
Embarrassed End The teacher calls out a word and the students work out what sound
is at the end.
e.g. Dog ‘g’ is the embarrassed end.
Funny Fingers The teacher calls out a word and the students hold up a finger for
each sound in the word.
e.g. Dog Students hold up 3 fingers.
Developed and designed by Camilla BalymMusgrave Hill State School, 2003
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PHONICS
PROGRAM
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PHONICS INTRODUCTION BRUSH UP YOUR ENGLISH TS Watt I TAKE IT THAT YOU ALREADY KNOW OF TOUGH AND BOUGH AND COUGH AND DOUGH? OTHERS MAY STUMBLE, BUT NOT YOU, ON HICCOUGH, THOROUGH, TOUGH AND THROUGH. WELL DONE! AND NOW YOUR WISH PERHAPS TO LEARN OF LESS FAMILIAR TRAPS? BEWARE OF HEARD, A DREADFUL WORD THAT LOOKS LIKE BEARD AND SOUNDS LIKE BIRD. AND DEAD! IT’S SAID LIKE BED – NOT BEAD – FOR GOODNESS SAKE DON’T CALL IT DEED. WATCH OUT FOR MEAT AND GREAT AND THREAT [THEY RHYME WITH SUITE AND STRAIGHT AND DEBT] A MOTH IS NOT A MOTH IN MOTHER NOR BOTH IN BOTHER; BROTH IN BROTHER. NOT DEAR AND FEAR FOR BEAR AND PEAR, AND THEN THERE’S DOSE AND ROSE AND LOSE – JUST LOOK THEM UP – AND GOOSE AND CHOOSE. AND CORE AND WORK AND CARD AND WARD, AND FONT AND FRONT AND WORD AND SWORD. AND DO AND GO AND THWART AND CART! COME, COME, I’VE HARDLY MADE A START! A DREADFUL LANGUAGE? MAN ALIVE, I’D MASTERED IT WHEN I WAS FIVE. Watt’s poem clearly points out the complex English spelling system. SOUND-SYMBOL relationships in English take many students a long time to remember. Understanding the relationships is a part of reading and spelling for writing, and this is very important! Learning to sound out words is largely a VISUAL skill. That is, students must gain experience in remembering and recalling the various combinations for each sound.
RATIONALE Based on the Research of Christensen (2002), Healy (2000) Rees et al (1994) it is unequivocal that children’s knowledge of graphophonics is directly related to their reading and spelling ability. Therefore the question is not whether we should teach phonics, but how we should teach it.
SOME POINTS TO CONSIDER
Standard English has 43 or 44 sounds dependent on pronunciation. The sounds are represented in written form by combining letters from the 26 letters of the alphabet. According to our school’s interpretation of the sounds we have identified 44 standard sounds as per the Phonic Elements Chart (Appendix A) and Phonic Element Word Lists (Appendix B).
Teaching the alphabet (both lower and upper case) letters and their sounds is not the same as teaching the relationships between the sounds and their spelling alternatives. It is important that children understand from the beginning that one letter may represent a range of sounds. They will gradually discover what these sounds are as they extend their experience of the written language over time.
Effective teaching and learning is achieved when the alphabet and the spelling combinations representing the 44 sounds are taught concurrently, in meaningful contexts, and through a whole-to part-to-whole model.
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Familiarity with alphabet letters, and with the English sound system is crucial for learning to: - make meaning (understand) from written signs/codes; - access information (locate for a purpose); and - construct texts (write) using accurate spelling.
Learning to read and learning to write are interdependent to some extent, but learning to spell is more difficult for some students than is learning to read.
Grapho-phonic knowledge/experience and book-related knowledge are equally important in learning to spell/write and read print in the first years of school and in intervention practices.
TEACHING PHONICS AT MUSGRAVE HILL Metalinguistics Program Jolly Phonics
PRESCHOOL/YEAR 1
YEAR 1-7 FRAMEWORK
CONTEXT
Shared/Modelled Reading Writing
Guided Reading/Writing
Independent Reading/Writing
Daily Blackboard News
Children’s Names
Spelling Words
Specific Learning/Teaching Focus. Activities Involving Problem
Solving and Discovery
Reflection Representation
Reporting
Capture Learning on a Class Word
Chart
Use and Consolidate Learning in Context
See Appendix S for Sample Charts
Reading Writing/Spelling
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Phonic Activities as per Years 1-7 Spelling Activities using Spelling Program, Phonic Elements Chart and Word List (See Appendices A
and B) Record alternative sound/letter patterns on the Class Word Charts (See Appendix S)
YEAR 2-7
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Timetable for First Term with Jolly Phonics
Teaching Week 1 2 3 4 5 6 7 8 9
Letter Recognition
Worksheets and actions Flash cards & games Put up alphabet frieze, section by section
s a t
i p
n c/k
E h r
m d
g o u
l f b
ai j
oa ie ee or z w
ng v y x
oo oo
ch sh th th qu ou
oi ue
er ar
Main Alternative Spellings
Beginning letter names and capitals Beginning to learn to alphabet Introducing consonant blends
Letter
Formation
Multi-sensory practice
- pencil hold - correct formation
Air Writing
Air Writing, including joined-up digraphs
Air writing, including joined-up digraphs and joined c.v.c words
Practising Sounds: first loud, then soft
Practising blending techniques on simple c.v.c words
Blending
Hearing the word after the sounds have been spoken
a) by teacher b) on their own
Sound Books Letter games/activities Word Boxes
Practising blending regular words with consonant blends Beginning word boxes for capable children – takes 3-4 weeks Introducing characters from reading scheme
Dictation of sounds, then of c.v.c words Identifying Sounds in
Words
Encoding regular words Writing simple sentences Dictation
Identifying the sounds in words. Is there an ‘s’ in nest?
Where is it? – beginning, middle or end?
Whole class calling out sounds in given word, eg dog, then holding up a finger for each
sound, and counting
Whole class identifying and counting the sounds in words with consonant blends
Tricky Words
Reading tricky words Learning spelling of tricky words
Learning to write first
name
Learning to spell tricky words – two per week
Dictation of simple sentences using regular words and tricky words already taught.
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Sight Word List
Regular
List A
a but first him like now that use
about by for his long on them way
am call from how look or then we
and can get I made out these when
are dad go if make over this which
as day had in mum see time will
at did has into my she too with
be down he is not so two
been each her it not than up
List B
again big hand letter need point spell upon
air boy help line new ran still us
also came here little off read such very
animal change high man old right take well
around end home me only same tell went
Australia even house mean our say thing why
away follow its men page set think year
back found just much picture show too yes
because give large must place soon try
before good learn name play sound turn
List C
above buy family hard light own seem today
add car far head list paper side together
almost carry feet hear might please something took
along children few how miss Queensland sometimes tree
always city food idea music real song under
began cut gave keep near river soon until
begin done girl late never run start while
below don't going leave next saw state white
body eat got left night school stop without
book every group let only sea story
both face grow life open second those
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Irregular
List A
all find of said there water word your
come have one some they were would
could many other the to what write
do more people their was who you
List B
after does live put want
another great most should where
any kind mother small work
ask know move through world
List C
colour father talk young
don't four thought
enough last walk
eye once watch
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DECODING LARGE WORDS THROUGH THE TEACHING OF AFFIXES AND SYLLABIFICATION
The following program explores the teaching of Affixes (Morphological Syllabification) and Phonic Syllabification. Whilst these are presented as two separate components, it is essential that they be addressed concurrently within the weekly reading program.
CONTENT
AFFIXES – MORPHOLOGICAL SYLLABIFICATION:
1. Affixes: Prefixes and Suffixes (as per school Phonics Program) p.34 - Teaching Strategies p.35-38
2. Irregular Endings -“le” p.38 - Teaching Strategies p.39-40
3. Other Irregular Endings p.40 - Teaching Strategies p.40
PHONIC SYLLABIFICATION:
1. Base words with: a) CVC/CVC pattern p.41 b) CCVC/CVC pattern p.42 c) CVC/CCVC pattern p.42
2. Base words with VC/CVC pattern p.42 3. Base words with CVC/CVC pattern p.42
4. Base words with:
a) CVC/CCV pattern (“le” endings) p.43 b) V/CCV or CV/CCV pattern (“le” endings) p.43
5. Base words with CV/CVC pattern p.43 6. Base words with:
a) VC/C or CVC/C or CCVC/C (“y” endings) p.44 b) CV/C (“y” endings) p.44
7. Base words with: a) CVC/CVC (silent “e” endings) p.44
b) VC/CVC (silent “e” endings) p.44 c) V/CVC or CV/CVC (silent “e” endings) p.44
8. Putting it all together p.44
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CONTENT (cont.) WORD LISTS: LIST 1: Words with 3 identifiable parts p.45
LIST 2: Prefix / Suffix / Base Word requiring syllabification p.45
LIST 3: 2 Syllable words p.46
LIST 4: 3 Syllable words p.46
LIST 5: 4 Syllable words p.47
LIST 6: 5 Syllable words p.47
LIST 7: Polysyllabic words p.48
LIST 8: Nonsense words p.48
APPENDICES: APPENDIX 1: DIAGNOSTIC TESTS: Identifying Prefixes and Suffixes
- Junior List p.49 - Middle List p.49 - Senior List p.50
APPENDIX 2: CLASS LISTS
- Junior List Prefixes / Suffixes p.51 - Middle List Prefixes p.52 - Middle List Suffixes p.53-54 - Senior List Prefixes p.55-56 - Senior List Suffixes p.57-58
APPENDIX 3: JUNIOR PREFIX / SUFFIX CARDS p.59
APPENDIX 4: MIDDLE PREFIX / SUFFIX CARDS p.60-62
APPENDIX 5: SENIOR PREFIX / SUFFIX CARDS p.63-66
APPENDIX 6: IRREGULAR “LE” ENDINGS CARDS p.67
APPENDIX 7: OTHER IRREGULAR ENDING CARDS p.68
IRREGULAR ENDINGS (Pronunciations included) p.69
APPENDIX 8: SYLLABIFICATION RULES p.70
APPENDIX 9: SYLLABIFICATION RAP p.71- 74
APPENDIX 9: TURTLE CHART p.75-76
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AFFIXES-MORPHOLOGICAL SYLLABIFICATION The Affixes Section is divided into 3 parts:
1. Affixes: Prefixes and Suffixes as listed in the school program 2. Irregular Endings “le”Endings 3. Other Irregular Endings
1. AFFIXES: PREFIXES and SUFFIXES (as per school Phonics program)
Prefix (Head) Changes word meaning
Base (Root) Word Word built on to
Suffix (Tail) Changes part of speech
Base word can be altered by adding many suffixes
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AFFIXES - Teaching Strategies
a. Daily practice of prefixes and suffixes on flash cards and teaching of their meanings. (Prefixes and suffixes chosen should as much as possible be derived from words within either shared reading/viewed/modelled texts or guided reading texts). For example, use flash cards in the turtle design to show prefixes/suffixes:
front back front back
b. Focussed teaching of words and their meanings from class texts along with prescribed words from
the school’s Metalinguistics/Phonics/Spelling program. N.B. In the revised Appendix N section on Prefixes and Suffixes, the words NOT in bold are easier words to begin with as the prefixes and suffixes do not affect the base (root) word. Words in bold have a base word that is altered by the suffix added and need explicit teaching: the last consonant is doubled when adding “er, est, ing, ed” the “e” is omitted when adding “ing, able, ible, ive, er, est” “y” changed to an “i” when adding “ly, er, est, ness”
OR have been included as they contain the word ending but the ending does not have the meaning (e.g. sausage, cottage)
c. Each word from the school program and from texts can be written on the turtle chart design. d. Make tables of what the prefix/suffix “sounds” like eg:
Suffix Sounds like tion shun
e. Find the words in the text that begin with eg. “re” or end with “ly” f. When examining words children can:
Colour the prefix green or draw a head around the prefix Colour the base word orange or draw a body around it Colour the suffix red or draw a tail around it
g. Discuss word meaning from context and synonyms that could be used instead of that word etc
PREFIX
BASE WORD
SUFFIX
un
not
ly
like
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h. Use the turtle design for creating new words. In each prefix and suffix section of the school program,
any prefixes and suffixes that can be added to the words have been included so that further word building can be modelled and taught:
un
kind
friend
i. Brainstorm words that begin/end with the same prefixes/suffixes j. Fold back along the first and second lines and read words created when flaps are folded forward
un
kind
friend
ly
k. Provide cloze sentences whereby children have to add a prefix or suffix to make the word fit the
sentence: I was __ __ able to go to the party as I was sick. He was a courage _ _ _ boy to play on with an injury. l. Play Prefixes/Suffixes Bingo using the prefix and suffix meanings as well as words comprising of
these: Example Bingo for “UN” and “RE”
un
recall
call again
re
live again
undo
not
not happy
not clear
rejoin
--clean
replace
m. Word sorts –Give students the list of words containing certain prefixes and get them to sort these, eg
unclear, inactive, incorrect, undo, uneven, insincere
un in unclear inactive
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n. Play Concentration with Turtle Heads /Shells/ Tails: Prefix pile Base word pile Suffix pile
Prefixes are written on the back of the turtle head cards, base words are written on the turtle shell cards and suffixes are written on the turtle tail cards. All cards are placed in separate groups on the floor, picture side up. Children take turns turning over a card from each pile-if they make a word they get to keep it. Depending on words used the children may have to say how a word’s spelling is altered. The winner is the child with most words created.
o. Use green , orange and red blocks to represent word parts. Say the words and have children model
these eg GREEN block for prefix,
ORANGE block for base word and RED for suffix Start with the following sequence:
1. prefix + base, eg unkind (green and orange), then 2. base +suffix eg kindly (orange and red), and finally
3. prefix + base + suffix(es) eg unkindly (green, orange, red)
Ask children to represent these and other words using the above format. Keep the base word and ask the children to represent changes in words by using different coloured blocks for the prefixes and suffixes eg. redo, (could show green and orange); undo (could show pink and orange) Ask what has changed?
p. Use word sums to form new words:
Prefix Base New word
Con + form = CONFORM Re + form =
Trans + form = De + form = etc
Base Suffix New word Happy + ly = Happy + er = Happy + ness = Happy + est =
etc
un clear ly
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q. Select the appropriate word that fits the sentence eg. words with common prefix or suffix: (biannual, bifocal, bicentenary) The man said he needed his _________ glass to read. A_________ celebration is held twice a year. The country celebrated its _____________ last year. eg. Words with common base word (redo, undo) I had to __ __ do my work as it was not neat enough. I must __ __ do these stitches as I have a knot in them.
r. Teach how suffixes change a word into a different part of speech eg help (verb) into helpless (adjective) Make words into different parts of speech by adding suffixes eg ant, ent, ance, ence, ness, ment, less etc:
hope _____________ , sense _________
move _____________ , place ___________ assist _____________ , happy __________
s. Find synonyms ending in “ness” for these words:
Courtesy _ _ _ _ _ _ ness (politeness) Swiftness _ _ _ _ _ ness (readiness)
t. Other listed games pp 49 and 50 of School Phonics program and Column Activity (Appendix E)
2. IRREGULAR ENDINGS - “le” Endings
THIS SECTION ADDRESSES THOSE ENDINGS THAT ARE NOT SUFFIXES IN THEMSELVES BUT WORD PARTS THAT THE CHILDREN NEED TO KNOW INSTANTLY.
ble
cle
dle
fle
gle
kle
ple
tle
stle
zle
sle
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IRREGULAR ENDINGS (“LE”) - Teaching Strategies
a. With “le” endings children need to be taught to look at the consonant before the “le” ending.
b. Practise the “le” endings on flash cards. Bring attention to words ending in “stle” where the “t” is silent
apple Look to see if there is another consonant before “le”
Join the two consonants together and say their blend sound ple
The “e” is silent
apple
whistle Look to see if there is another consonant before “le” If there is an “st” before the “le”, the “t” is silent
Join the two consonants together and say s le
whistle
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c. Give children the list of “le” words. Circle the “ble”, “cle” etc endings:
apple bubble bottle cattle rattle nettle whittle rubble saddle handle buckle candle handle kettle settle riddle muddle bobble knuckle castle hassle bangle wiggle ruffle raffle jungle single tumble wattle rustle puzzle muzzle uncle sniffle
3. OTHER IRREGULAR ENDINGS These endings need to be explicitly taught. Children may need to have the pronunciations written on the front/back of the flashcards (see Appendix 7) as they are learning these.
tual tial cial ial ious ium ience iance ient iant iate ate tient cient cion tious cious xious ancy ency ion
OTHER IRREGULAR ENDINGS – Teaching Strategies:
a. Flash cards
b. Bingo Games
c. Analysing / highlighting words with these sounds in them
d. Cloze Sentences
e. Turtle Chart activities
f. Brainstorming
g. Word Sorts and Meanings
h. Concentration
i. Column Activity (Appendix D)
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PHONIC SYLLABIFICATION
This section explores how children can decode/deconstruct longer words through the syllabification of words. The teaching of syllabification has long been a controversial issue. This is due to the number of exceptions there are to the rules of syllabification that are taught. However, researchers acknowledge that students should learn to recognise that words have parts or syllables and that each vowel sound represents a syllable. Whilst this program and the “Syllabification Rap” (see Appendix 8) try to cater for many types of words, there will always be the odd word that is an exception to the rule/pattern. Hence children still need to be encouraged to use contextual clues to solve some unknown words. The purpose of working through the listed words is to enable children to syllabify words according to vowel sounds to assist with reading. Some words in section 8 can be syllabified at differing parts of the word. The “Syllabification Rap” (sung to the beat of Twinkle Twinkle Little Star) deals with strategies to help children decode multisyllabic words. A crucial part of this is the focus on Affixes-Morphological Syllabification (the recognition of affixes and word endings previously mentioned), hence the activities are devoted to increasing children’s instant recognition of these word parts. As the children explore the following base words, use the “Syllabification Rap” to apply the syllabification rules.
PHONIC SYLLABIFICATION – Teaching Sequence
1. a) Base Words with a CVC/CVC pattern ie Consonant vowel consonant/ consonant vowel consonant
These words have CLOSED SYLLABLES- syllables which START AND END WITH A CONSONANT
c . c / c . c e.g “margin” becomes m a r / g i n garden carpet surfer fabric forbid banner parcel borrow selfish nugget verdict
distant supper tablet subject collect perform disgust winter serpent pepper signal
normal molten doctor support permit hinder kidnap pardon *donkey *monkey *turkey
Dot above the vowels, put a “c” above the consonants and cut between the middle c’s
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magnet vulgar *denotes y as a vowel sound with preceding vowel “ey”, “ay” “oy”
43
1. b) Base Words with a CCVC/CVC Pattern CUT between the two middle consonants. For example, “sparrow” becomes “spar / row”.
whimper shelter scallop
sluggish splinter blanket
sparrow thunder
1. c) Base Words with a CVC/CCVC Pattern When there are 3 or more consonants together CUT after the first consonant. For example, “constant” becomes “con / stant”.
constant restrict merchant control
contrast district destruct distrust
hatchet satchel butcher
2. Base Words with a VC/CVC or VC/CVCC pattern
CUT between the first two consonants. For example “insect” becomes “in / sect”.
after occur adjust absurd
absorb error urban absent
insect offend alter
3. Base Words with a CVC/CVC –vowel digraphs and diphthongs
CUT between the first two consonants. For example, “bargain” becomes “bar / gain”. In these words children apply the rap rules by treating the double vowels as ONE vowel sound and placing a large dot above these.
cartoon contain curtain certain refrain
balloon canteen mountain fountain quarrel
harpoon nervous quartet mischief obtain
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4. a) Base Words with CVC/CCV Patterns “le” Endings
When there are 3 or more consonants together CUT after the first consonant For example, “bottle” becomes “bot / tle”. (The last 3 letters are the last syllable).
4. b) Base Words with a V/CCV or CV/CCV Pattern -“le” Endings * CUT AFTER THE FIRST VOWEL, leaving the last 3 letters together. For example, “able” becomes “a / ble”. * Rap song doesn’t apply due to the fact that the last 3 letters are kept intact as one syllable and the consonants are not cut.
idle isle noble title
fable trifle bugle gable
bible maple bridle *cycle
*children need to dot the “y” as a vowel sound 5. Base Words with a CV/CVC pattern* *In these words there are no consonants together so children must dot the vowels and CUT AFTER THE FIRST VOWEL. For example “naval” becomes “na / val”. naval report final fatal nomad bacon stupid music
tiger major minus delay relay decay pilot
*topic *rebel *magic *tragic *credit *shadow *chisel
*denotes short vowel sound
dazzle nozzle tingle jumble babble curdle topple baffle fumble kindle fickle
pimple peddle gentle sickle warble gamble dimple giggle gobble meddle
snuffle scuttle shuffle knuckle twinkle prattle bristle smuggle whittle spangle
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6. a) Base Words with a VC/C or CVC/C or CCVC/C pattern (“y” endings) In these words children apply the rap rules as they dot the vowel and the “y” and CUT between the first two consonants. * In VC/C words and CVC/C words, children apply the rap rules as they dot the vowel and the “y” and CUT between the first two consonants. For example, “army” becomes “ar / my” ( . c / c . ) * In CCVC/CC words starting with digraphs or consonants blends, children apply the rap rules as they dot the vowel and the “y” and CUT between the middle two consonants eg “plenty” becomes “plen / ty”.
VC / C army esky
CVC / C husky silly nasty musky rally handy risky dirty hardy
CCVC / C plenty grubby thirty clumsy shanty
6. b) Base Words with a CV/C pattern (“y” endings) In these words the consonants are at the end of the word so children must dot the vowels and CUT AFTER THE FIRST VOWEL. For example, “navy” becomes “na/vy” (c . / c .) navy lady
baby pony
puny tiny
7. a) Base Words with a CVC/CVC pattern- ending with Silent “e” With these words children apply the rap rules, crossing out the silent “e” at the end of the words For example, “compare” becomes “com / pare” (c . c / c . c) combine cabbage bandage
message fertile
baptise forgive
7. b) Base Words with a VC/CVC pattern- ending with Silent “e” With these words children apply the rap rules, crossing out the silent e at the end of the word. For example, “ignite” becomes “ig / nite” (. c / c . c ) ignite active engage invite
oppose admire insure endure
accuse athlete escape explode
7. c) Base Words with a V/CVC or CV/CVC pattern- ending with Silent “e” In these words there are no consonants together so children must dot the vowels and CUT AFTER THE FIRST VOWEL (as in section 5). This makes it an OPEN syllable and the vowel says its own name MOST OF THE TIME. For example, “elude” becomes “e/lude”; “divide” becomes “di/vide”. erode adult abode abide
alive divide
famine notice marine donate
8. Putting it all Together : In this section, children are asked to - 1. Follow the Syllabification Rap (Appendix 9) to decode longer words by:
identifying prefixes and suffixes within the words and then
46
breaking the base word up using the syllable rules. 2. Read sentences using each of these words to work out the meaning of the word.
47
List 1: These words have three identifiable parts: a prefix, a one -syllable base word/part and a suffix.
List 2: These words have identifiable prefixes and suffixes and base words that require syllabification.
List 2 Prefix Base word Suffix exploration extermination retardation exposition recondition uneasiness reappearance excavation reproduction unpleasantness disposition deliverance definition disagreement deciduous discontinuous discolouration composition disappearance disrespectful
List 1 Prefix Base word Suffix distasteful dis taste ful distraction defacement discernment compartment deportment distrustful unwillingness deduction reduction reflection unfitness uncleanliness unevenness
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List 3: Mixture of Two Syllable Words. Column 2 is for children to complete. Column 3 is a self checking column. 1.Word 2.Write 3.Check Syllables swimming swim / ming swim/ming movie mo/vie relax re/lax enter en/ter exit e/xit because be/cause monkey mon/key cover co/ver himself him/self
List 4: Mixture of Three Syllable Words. Column 2 is for children to complete. Column 3 is a self checking column
1. Word 2. Write 3.Check Syllables coconut co/co/nut co/co/nut potato po/ta/to clarinet cla/ri/net torpedo tor/pe/do volcano vol/ca/no favourite fa/vou/rite discussion dis/cus/sion explosion ex/plo/sion musician mu/si/cian disobey dis/o/bey detective de/tect/ive prevention pre/ven/tion animal a/ni/mal different dif/fer/ent instruction in/struc/tion mineral mi/ner/al dictation dic/ta/tion
49
List 5: Mixture of Four Syllable Words. Column 2 is for children to complete. Column 3 is a self checking column. 1. Word 2. Write 3. Check Syllables operation o/pe/ra/tion o/pe/ra/tion misunderstood mis/un/der/stood recommended re/com/mend/ed supersonic su/per/son/ic extravagant ex/tra/vag/ant experiment ex/pe/ri/ment ridiculous ri/di/cul/ous refrigerate re/fri/ge/rate information in/for/ma/tion regulation re/gu/la/tion invitation in/vi/ta/tion calligraphy cal/li/gra/phy decoration de/co/ra/tion electronic e/lec/tron/ic available a/vail/able circumference cir/cum/fer/ence alligator al/li/ga/tor supervisor su/per/vis/or inflammation in/flam/ma/tion administrate ad/mi/nis/trate considerate con/si/de/rate systematic sys/te/mat/ic
List 6: Mixture of Five Syllable Words. Column 2 is for children to complete. Column 3 is a self checking column. 1. Word 2. Write 3. Check Syllables examination ex/a/mi/na/tion ex/a/mi/na/tion congratulation con/gra/tu/la/tion intellectual in/tel/lec/tu/al anniversary an/ni/vers/ary supplementary sup/ple/ment/ary association as/so/ci/a/tion antibiotic anti/bi/ot/ic elementary e/le/ment/ary alphabetical al/pha/be/tic/al chronological chro/no/lo/gic/al opportunity op/por/tun/ity disagreeable dis/a/gree/able systematical sys/te/ma/tic/al receptionist re/cep/tion/ist
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List 7: Mixture of Polysyllabic Words:
recognise professor accurate energy elegant daffodil comedy architect absentee colossal inventor beginning minister factory arbitrate passenger
encounter remember intestine justify arrogant negligent submarine medical embarrass separate adequate fantastic generate director adjective
performance operate artistic refugee motivate forgotten accountant vaccinate abdicate unify general stimulate senator departure penetrate
bewilder governor circular dramatic telephone civilise interrupt criticise acceptance quality hamburger educate policy interrogate sensitive
List 8: These nonsense words can be used as a diagnostic tool for determining whether children can:
a. highlight known prefixes/suffixes b. syllabify words c. read the words
intersent tazzledop zobial plisherist tapplenot patholment undervy underous lampient lampancy ligersol panwomar quomial toserman intrastel defrentive eflective durcial raptious
cantle spertion pertiment manious boopulant tandian jotable instrusful plessible plifully spoption rikle scapple slepture subtrecful smacious gertial spodium midster
beldish impostly autocart transbibor lapment mapsive potial postle poltifice kurness plothood herdage drompary hopship dratient fredillumpic complinate cantery
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APPENDIX 1: ______________________________________________________________________________________________________
Diagnostic Test: Identifying Prefixes and Suffixes: Junior List PREFIXES
recall unpack
SUFFIXES
rockery boundary faster beater cleanest careful homely bushy ______________________________________________________ Diagnostic Test: Identifying Prefixes and Suffixes: Middles List
PREFIXES
abloom abnormal bicycle disallow forehand inactive overactive perimeter precaution recall uncommon unicycle underground
SUFFIXES
drinkable breakage electrical beggar boundary rockery ashen correspondent faster beater cleanest careful divisible cowardice childish artist corrective priceless eagerly amazement blackness actor directory collection bushy
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Diagnostic Test: Identifying Prefixes and Suffixes: Seniors List
PREFIXES
antechamber antibody autobiography circumference coexist counteract debrief disallow encircle excommunicate extraterrestrial forehand illegal immature inactive international irregular midday misbehave non-smoker overactive perimeter postdate prefix pronoun recall subway superego telephone transplant unclear undercharge unicycle
SUFFIXES
drinkable breakage electrical boundary rockery acceptance difference assistant triangular beggar ashen correspondent faster beater cleanest employee careful childhood glorify angelic divisible
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cowardice childish artist corrective heroism acidity priceless eagerly amazement blackness actor directory courageous friendship collection bushy
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APPENDIX 2:
re
un
ery
ary
er
er
est
ful
ly
y
55
a
ab
bi
dis
fore
in
mid
over
peri
pre
re
un
uni
56
able
age
al
ar
ary
ery
en
ent
er
er
est
ful
ible
ice
ish
ist
ive
less
57
ly
ment
ness
or
ory
tion
y
58
ante
anti
auto
circum
co
counter
de
dis
en
ex
extra
fore
il
im
in
inter
ir
mid
59
mis
non
Over
peri
post
pre
pro
re
sub
super
tele
trans
un
under
uni
60
able
age
al
ary
ery
ance
ence
ant
ar
ar
en
ent
er
er
est
ee
ful
hood
61
fy
ic
ible
ice
ish
ive
ism
ity
less
ly
ment
ness
or
ory
ous
ship
tion
y
62
APPENDIX 3:
Junior prefixes
re-
un-
Junior suffixes
-ary
-ery
-er
-er
-est
-ful
-ly
-y
63
64
APPENDIX 4: Middle prefixes
a-
ab-
bi-
dis-
fore-
in-
mid-
over-
peri-
pre-
re-
un-
under-
65
Middle suffixes -able
-age
-al
-ar
-ary
-ery
-en
-ent
-er
-er
-est
-ful
-ible
-ice
-ish
-ish
-ment
-ness
-or
-ory
66
-tion
-sion
-y
-ly
-ist
-ive
-less
67
APPENDIX 5: Senior Prefixes
ante-
anti-
auto-
circum-
co-
counter-
de-
dis-
en-
ex-
extra-
fore-
il-
im-
in-
inter-
ir-
mid-
mis-
non-
68
over-
peri-
post-
pre-
pro-
re-
sub-
super-
tele-
trans-
un-
under-
uni-
69
Senior suffixes -able
-age
-al
-ance
-ence
-ant
-ar
-ar
-ary
-ery
-ee
-en
-ent
-er
-er
-est
-ful
-fy
-hood
-ible
70
-ic
-ice
-ish
-ish
-ity
-ive
-less
-ly
-ment
-ness
-or
-ory
-ous
-ship
-tion
-sion
-y
71
APPENDIX 6: Irregular Endings “le” Endings
ble
cle
dle
fle
gle
kle
ple
tle
stle
(silent s)
sle
zle
72
APPENDIX 7: Other Irregular Endings
tual
tial
cial
ial
ious
ium
ience
iance
ient
iant
iate
ate
tient
cient
cion
tious
cious
xious
ancy
ency
ion
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Other Irregular Endings (Pronunciations Included)
tual
(shoo-l)
tial
(shl)
cial
(shl)
ial
(ee-al)
ious
(ee-us)
ium
(ee-um)
ience
(ee-ens)
iance
(i-ens)
ient
(ee-ent)
iant
(i-ent)
iate
(ee-at)
ate
(et)
tient
(shent)
cient
(shent)
cion
(shen)
tious
(shus)
cious
(shus)
xious
(shus)
ancy
(uncy)
ency
(uncy)
ion
(ee-on)
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APPENDIX 8:
SYLLABIFICATION RULES 1. A one-syllable word is never divided (boat, good, knelt).
2. When a word has an affix, CUT between the root and the affix (re/run, soft/ness,
cry/ing).
After separating the prefix and/or suffix, the following rules apply to the
BASE WORD:
3. A compound word is CUT between the words that make the compound word
(shot/gun, sun/set, air/plane).
4. CUT between two consonants (hap/py, per/haps) unless the consonants form a
diagraph (ch, wh, th, ck….) and are sounded together (ma/chine, e/le/phant).
5. CUT between two vowels when they are sounded separately. (di/et, cru/el)
6. When a word ends in ‘le’ preceded by a consonant, CUT before the consonant
(tur/tle, ca/ble, this/tle).
7. When a single consonant comes between two vowels, CUT before the consonant (mu / sic, po/ lite, pa / per).
8 When a word ends with a silent ‘e’, do not count the ‘e’ as a vowel when cutting
the word.
9. If the letter ‘y’ says a vowel sound in a word, it acts as a vowel.
If the student does not recognise a prefix and/or a suffix, then the above
rules are followed for the whole word.
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APPENDIX 9:
Syllabification Rap
Look for a prefix A suffix too Then look at the base word That’s what you do Reread the sentence What word fits?
76
Still can’t get it? SO SYLLABIFY IT! Dot above the vowels- including the “y” Because often it says “e” or “i”
77
Don’t bother with the silent “e” Then above the consonants put a “c” Now we’ll syllabify or slash the word
un
un
78
Between the middle cc’s, that’s what you’ll learn Leave “th” “sh” “ch” “wh” and “ck” together They say one sound, always, forever!
Sing all these quickly!
79
Now look at each syllable carefully Each part has a vowel sound – a dot to see Now say all the syllables of the word
un com/mon ly
80
Does it remind you of a word you have heard??
81
82
83
SPELLING
PROGRAM
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INTRODUCTION
Spelling is a developmental process and every child has the right to become proficient and confident at spelling. For most people spelling is a lifelong process as new words are encountered, approximated, checked, corrected and learnt. The use of standardised spelling is part of written communication and needs to be taught within this context.
The ability to spell easily and automatically enables students to become more effective writers. While
spelling is only one aspect of writing, levels of literacy have often been measured by spelling ability. It is very important that students are aware that an audience will read what they write and to take responsibility for ensuring that their spelling is correct.
The English language is not a regular language, but it is systematic and patterned. Learning to spell is
a process of working out the patterns and systems of the English language, then applying these understandings to new words as we encounter them. So, learning to spell entails learning to understand the systematic code by which English is written.
Learning to spell is not learning lists of words. It is a developmental process of learning to apply
different strategies appropriately, so that we can spell correctly all the words we write. These strategies include sound sequences, knowledge of graphophonic relationships, visual patterns and meaning. In order to do this, we need to learn to classify, hypothesise, generalise, look for patterns and relationships, and seek to understand the relationships between meaning and spelling. Spelling is a thinking process not a rote learning task. Understanding spelling helps writers to make better meaning when they write. Good spellers understand the links between word meaning and spelling.
While spelling is best taught through a multi-sensory approach, ultimately learning to spell is a
predominantly visual skill. Investigating a word’s meaning not only guides us to spell words correctly, but also helps develop a diverse vocabulary. If our first-draft writing is reasonably legible and contains few spelling errors we can easily find the parts that need revision as we read.
While there are obvious links between spelling and reading, there are significant differences in the
skills required to accomplish these two tasks. Reading involves decoding while spelling involves encoding. Thus it is important to realise that “good readers” are not necessarily good spellers but poor readers are rarely good spellers.
Students learn to spell in print-rich environments that are not only book related eg environmental
print, advertising, word charts etc.
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GOALS OF THE SCHOOL SPELLING PROGRAM
Through involvement in the school spelling program, children will:
Become confident, competent and independent spellers who can apply acquired knowledge about the nature of spelling mechanics to solve spelling problems, and can use resources to check attempted spellings.
Be willing to take risks in their writing by attempting to spell unknown words.
Develop awareness of, and interest in words. Be able to use a variety of strategies to attempt the spelling of new words.
Form generalisations about the spelling of words and be prepared to constantly review
and refine these generalisations.
Be able to evaluate their own progress.
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STAGES OF DEVELOPMENT IN SPELLING As children begin to write, the process of learning to spell develops in clearly defined stages. Children’s writing development begins as soon as scribbling begins. Spelling begins when children attach symbols, putting them together to form words. Stages are universal, but not all children progress at the same rate. It is important that teachers recognise these stages so that they can assess the developmental level of each of the individuals in the class. Suitable teaching strategies matching the level of development can then be employed.
Stage 1: Preliminary Spelling In this stage children become aware that print carries a message. They experiment with writing-like symbols as they try to represent written language. Their writing is not readable by others as understandings of sound-symbol relationships have yet to develop. Children are fascinated by print and are constantly trying to explore the relationships between written and spoken words and between letters and sounds through emulating adults in role play of reading and writing.
Stage 2: Semi-Phonetic Spelling In this stage children show developing understanding of sound-symbol relationships. Their spelling attempts show some evidence of sound-symbol correspondence. They may represent a whole word with one, two or three letters. In this, as in all phases of development children will be copying, recalling and inventing words. Children at this phase are able to copy letter by letter.
Key Indicators is aware that print carries a message uses writing-like symbols to represent written
language uses known letters or approximations of letters to
represent written language assigns a message to own symbols is confident to experiment with words
Key Indicators uses left to right and top to bottom orientation of
print relies on the sounds which are most obvious to
him or her represents a whole word with one, two or three
letters. Uses mainly consonants is confident to experiment with words - sees it as a problem-solving task
Major Teaching Emphases Preliminary spellers need to be immersed in print. The environment should support the development of concepts of print and stimulate them to write. develop an awareness of letter names develop understanding of concepts of print use correct terminology for letters, sounds, words
and sentences At All Stages Model writing in a variety of contexts Encourage students to reflect on their spelling
strategies Encourage children to reflect on their
understanding, gradually building a complete picture of the spelling system
Ensure that students have opportunities to write for a variety of audiences and purposes
Encourage students to take risks and have-a-go at spelling words they need to write
Major Teaching Emphases Semi-Phonetic spellers need to be exposed to print in natural and meaningful contexts. They need opportunities to experiment with writing so they will develop understandings about print. help children develop a stable concept of a word help children to hear different sounds in words help children to develop the ability to segment
spoken words into individual sounds help children to represent sounds heard in words
with letters written in the order they are heard select high interest and high frequency words form
children’s reading and class writing to add to class word lists
teach children that letter names are constant but the sounds they represent vary
provide many opportunities for children to explore and identify sound-symbol relationships in meaningful contexts
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Stage 3: Phonetic Spelling In this phase writers are able to provide an almost perfect match between letters and sounds. Letters are chosen on the basis of sound often without regard for conventional letter patterns. Spelling attempts are meaningful and becoming more like standard spelling. There is often evidence of self-constructed rules that may not conform to adult rules. Writers copy, recall and construct words according to their current understandings. They use rote recall for an increasing number of words.
Stage 4: Transitional Spelling (from sounds to structures)
In this stage writers are moving away from heavy reliance on the phonetic strategy towards the use of visual and meaning-based strategies. They may still have difficulty recognising if a word ‘looks right’ but should be able to proof their known bank of words. Writing will show evidence of an increasing bank of learned words. To help writers at this point it is better not to emphasise phonics but to extend their repertoire of alternative strategies. This is a critical stage in the development of spelling. It often takes writers a long time to move through it. It is important that progress is carefully monitored so as much support and explicit teaching can be given as possible. If writers do not receive sufficient support they may not progress beyond this stage.
Key Indicators chooses letters on the basis of sound without
regard for conventional spelling patterns sounds out and represents all substantial sounds in
a word develops particular spellings for certain sounds
often using self-formulated rules has a positive attitude towards self as a speller
Key Indicators uses letters to represent all vowel and consonant
sounds in a word, placing vowels in every syllable is beginning to use visual strategies, such as
knowledge of common letter patterns and critical features of words
is willing to take risks and accepts responsibility
Major Teaching Emphases Phonetic spellers should be exposed to wide variety of printed materials to provide data from which (at their own pace) they can draw new conclusions about spelling. teach writers to look for visual patterns and
common letter sequences in words teach writers to identify critical features of words
(ie differentiating characteristics) continue to emphasise the building up of a
systematic view of spelling with emphasis on the way:
(a) letters can represent different sounds depending on context or place in the word
(b) a sound can be represented by more than one letter or letters
teach writers to think about meaning as a strategy continue the development of word banks by
incorporating theme, topic, high frequency and interesting words as they arise
introduce proof-reading strategies
Major Teaching Emphases Transitional spellers need to develop familiarity with many common patterns of spelling through reading, writing and specific activities. They also need to opportunities to focus on groups of words rather than words in isolation. This enables them to make generalisations about word patterns and to formulate rules. continue to emphasise visual patterns encouraging
writers to focus on patterns and classify words focus on word meaning and word derivations as a
guide to spelling, eg sign – signature teach strategies for remembering the correct
spelling of difficult words teach strategies for spelling new words encourage writers to generate alternative spelling
in order to select the right one encourage writers to hypothesise and generalise,
eg rules for plurals and syllabification encourage the use of words not previously used to
enlarge spelling vocabulary continue the development of Word Banks and
class alphabetical lists continue to model and teach proof-reading skills
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Stage 5: Independent Spelling In this phase writers have become aware of the many patterned and rules that are characteristic of the English spelling system. When spelling a new word they use a multi-strategy approach. They have the ability to recognise when a word doesn’t look right and to think of alternative spellings. Spellers in this stage will have accumulated a large bank of known words that they can automatically recall. Independent spellers continue to use personal constructions when spelling unfamiliar words in draft writing. Independent spellers realise the importance of proof reading. Key Indicators See all indicators in the Independent Phase (First
Steps Spelling Developmental Continuum 1995, p 94)
is aware of social obligations as a speller
Major Teaching Emphases Independent spellers should be encouraged to accept responsibility for extending their spelling vocabulary. They should proof read all their written work as they are now able to spell most commonly used words correctly. focus on meaning as a guide to spelling continue to explore derivations of words –
meanings of foreign words as a guide to spelling consolidate and extend proof-reading skills continue to build up a systematic picture of the
whole spelling system teach writers to use context as a guide to spelling reinforce strategies for remembering correct
spelling of difficult words emphasise social importance of spelling – insist on
correct spelling for public audiences, parents, other classes or principal
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SPELLING – WHAT DO WE TEACH
SPELLING PATTERNS Phonemic Awareness
Phonic Elements (Appendix A & B)
Compound Words (Appendix F)
Contractions (Appendix G)
Homophones/Homographs
(Appendices H & I) Synonyms/Antonyms (Appendices J
& K) Tense (Appendix L)
Confused Usage/Irregular Plurals
(Appendix M) Affixes – Plurals, Prefixes, Suffixes
(Appendix N) Mnemonics (Appendix C)
Demons (Appendix P)
Words from other lands (Appendix Q)
Root Words (Appendix R)
SPELLING PROCEDURES (7 Steps to Spelling Independence)
USE IN WRITING During drafting, consulting, redrafting and proofreading
Core Spelling List (A-G Appendix C)
Context Words Topic Words Key Learning Area Words Foreign Words (Appendix Q) Greek & Latin Roots (Appendix R)
Personal Words Words incorrectly spelt in each child’s writing
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WHAT MAKES A GOOD SPELLER?
SEVEN STEPS TO SPELLING INDEPENDENCE
1. READ - The more you read the more you see words and this helps your mind to remember how they
look when you want to write them. - You’ll find interesting words in books etc that you might want to use in your own writing.
2. LISTEN
- When we speak clearly we can often hear how to write words – or at the very least hear how we could attempt them.
3. BE WORD WISE (See Column Activity – Appendix D) LOOK at words, really look at them:
Can you find the base word? (nationality) Do they have any small words within them? Does it have any prefixes or suffixes? (unnecessary) Does it rhyme with any words you know? Is it based on any Greek or Latin roots? Are there any homophones or homonyms? What are some antonyms or synonyms for the word? How many syllables are in the word? Look for parts, which could trick you.
4. LEARN TO SPELL NEW WORDS (See Appendix E)
LOOK at the word carefully – find the base word/words within the whole, any affixes or a Greek or Latin root which may help you remember it.
See which parts may be tricky (see above). SAY the word clearly. Listen to the way it sounds. Hear the number of syllables. Does it rhyme with a word you know? COVER the word and imagine it in your mind. WRITE the word legibly, smoothly, in syllables not letter by letter CHECK your attempt against the correct spelling. If it is not correct see where the problem is and use the ‘”Look Say Cover Write Check” method, try again.
5. USE MEMORY TRIGGERS (See Mnemonics List Appendix O) - When the word is really hard to learn, work out a memory trick or trigger to help you eg There’s
a lie in believe.
6. WRITE OFTEN - The more you write the more chance you have to use words. Spelling isn’t terribly important in
the first draft so get your ideas down first and make an attempt at the spelling – then go back and self correct.
7. SELF CHECK
- Always re-read your writing! - Identify any suspect spelling by circling or underling in pencil. - Have another go at the suspect spelling – try it on a rough piece of paper, ask yourself “Does it
look right?” and if you’re still unsure, consult a dictionary - If it’s a word that you will need again, learn how to spell it.
Meehan, S-B. (1987)
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A SAMPLE SPELLING LESSON
When teaching a new word to a child or a group of children in the early stages of development, there are a number of points, which must be brought forward. The word should be fully discussed before any spelling is attempted.
Write the word “weak” on the board
Let’s clap the syllables in “weak” weak - (clap)
Can you find any little words inside “weak”? (we)
Can you tell me a sentence using the word “weak” (focus on meaning)
Tell me some words that rhyme with “weak” (eg beak, bleak, sneak, speak, squeak, reek, seek, meek, leek, etc)
Sometimes words that rhyme have parts of them that look the same like beak, bleak, speak. What part is the same? (either “ea” or “eak”)
Sometimes they sound the same but look different like reek, seek, meek, leek. What part makes the /ee/ sound? (ee)
Can you think of other words that have an /ee/ sound? (be, me, leaf, beef, donkey, pony, lonely, relief, grief, key, etc)
Let’s add these words to our /ee/ chart or book.
Can we add any beginnings or endings to the word? (weaker, weakling, weakly, weaker, weakest, etc)
Can you spell “weak” any other way? (week – homophone)
What does “week” mean?
Can you think of any synonyms (words that mean the same) for “weak”. (feeble, frail, puny, fragile, tired, etc)
Can you think of any antonyms (opposites) for “weak”? (strong, tough, powerful, etc.)
Are there any memory tricks or triggers to help you remember the word “weak” (mnemonics)
Close your eyes and try to imagine the word “weak” in your mind.
Open your eyes and see if you were right.
Close your eyes up again and write the word “weak” in the air.
Open your eyes, (Teacher covers “weak”), write “weak on your paper. Check it.
Now cover the place where you wrote “weak”, say the word clearly first, see the word in your mind and think of the parts of the word as you write it again.
You may now use this LOOK, SAY, COVER, WRITE, CHECK process with “week” or any other chosen word from the /ee/ chart.
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SAMPLE SPELLING LESSON (Continued) Spelling strategies using visual-auditory-kinaesthetic modalities: These are some additional strategies which could be used in addition to the above to reinforce children’s spelling skills through a multi-sensory approach.
Visual Auditory Kinaesthetic * Build a word w..e..n..t w..a..tch
* Feel the beat of the word
* Trace/copy the word
* Isolate the difficult parts eg patch (accent the tch in different colour)
* Tap and clap the sounds
* Make the letters that make the sound – have one child match effort with a partner
* Make a word from letters cut from magazines
* Play rhyming games – make up rhymes for words like cake, lake, shake, bake, snake, sake
* Make the words with play dough or felt or magnetic letters
* Play word games in pairs or small groups
* Record the sounds on card and each week give different cards to different groups of children. Ask them to write four words which have that sound.
* For at risk children, cut out letters and letter combinations (a sound) in sand- paper and have children trace these with their fingers.
* Write words beside a representative visual image
* Sing/chant letters and sounds; create a rap or song with selected words
* Use block letters and have children fill them with collage materials (sand, pasta, etc)
93
GOOD TEACHING PRACTICE IN SPELLING
By providing students with experiences based on the “good teaching practice” model below, we are encouraging them to make discoveries about rules, generalisations and patterns. For example the “c” sound as in cat is mostly found at the beginning of a word, and where it appears in the middle of a word it is likely to have a short vowel before it (ie the word “induction”). Students discover that the “ck” letter combination is never found at the beginning of a word and so on.
Consistent practice is essential for students to become familiar with the relationships between sounds and their spellings. The following example compares ‘good’ and ‘poor’ teaching practices, and uses the sound ‘c’ as in cat as an example.
GOOD TEACHING PRACTICE POOR TEACHING PRACTICE (based on one sound-multiple spelling relationships) sound ‘c’ as in cat includes the spellings ‘c’ ‘k’ ‘ck’ ‘ch’ ‘q’. Build a list that includes multiple spellings for the sound ‘c’: calm school queen kitten pack cow scheme quest cake lick cough licorice (also spelt liquorice) Encourage students to trial and play with language – look in dictionaries – add new words to especially designated charts. The benefit: STUDENTS ARE MADE AWARE FROM THE START THAT ONE SOUND MAY HAVE ALTERNATIVE SPELLINGS!
(based on teaching a consistency in sound-symbol relationship) Other than the case where novice spellers are asked to nominate words that BEGIN with the sound (acceptable practice), students should not be confronted with lists of words that use a consistent spelling for that sound. For example, the list Carrot Because Cactus Cough Custom The problem: STUDENTS ARE GIVEN THE IMPRESSION THAT ENGLISH HAS CONSISTENT SOUND-SYMBOL RELATIONSHIPS!
94
Spelling Rules
1. Drop the “e” at the end of a word before adding an ending such as “ed, er, en, ing” (eg. hide/hiding wide/widen)
2. Simply add an ending to many words eg “ing, s, ed, er, or”. (eg visit, visiting, visitor) 3. When there is a short vowel before the last letter, double the last letter when adding an ending
(eg. sit/sitting, shop/shoppers) 4. When a syllable sounds short, the consonant at the end is probably doubled to begin the next syllable.
(eg hammer, kitten, rabbit) 5. When a word ends in “y”, change the “y” to “i” before adding an ending.
(eg happy/happier/happiest) 6. When adding “s” to a word that ends in a “consonant-y”, change the “y” to “i” and add “es”.
(eg fly/flies) 7. When adding “s” to a word that ends in a “vowel - y”, just add “s”. (eg key/keys, valley/valleys) 8. When adding “s” to a word that ends in “f”, change the “f” to “v”, and add “es”. (eg calf/calves) Exception: reef 9. Words that end in “ch, sh, x, s, z”, add “es” (eg. bunch/bunches) 10. Sometimes two words are contracted into one word. Use an apostrophe to show where letters are left out. (eg cannot/can’t, would not/wouldn’t) 11. The letter “q” is always followed by the letter “u”. (eg queen, question) 12. Use “i” before “e” except after “c” only when the sound is “ee” (eg receipt/field, deceive/grief) Exceptions: height, weight, weir, thief, science 13. Silent letters can be in any position in a word (eg wrong, listen, mate) 14. When two vowels are together, say the name of the first vowel (eg boat, rain, meat) 15. When “all” and “well” are at the beginning of a word, drop one letter “l” (eg almost, although, welfare) 16. Most words of two or more syllables ending in “l”, only write one “l” (eg parallel, initial, shovel) 17. When words end in “l”, always double the “l” when adding “ing, er, ed” (eg control – controlling, travel – traveller, level -- levelled) 18. When “full” or “till” are added to a word, drop the final “l” (eg restful, handful, until) 19 When a word ends in “e”, keep the “e” if adding any suffix other than “ing” (eg noticeable, manageable, courageous)
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ADDITIONAL TEACHING STRATEGIES
A variety of specific strategies can be used to support the “Seven Steps to Spelling Independence”. While some children will develop their own strategies, others will benefit from having a variety of techniques introduced to them. The Seven Steps and Spelling Independence has already introduced a range of strategies including the LOOK, SAY, COVER, WRITE, CHECK PROCESS. The following are additional strategies for teaching spelling.
1. Have a Go
When children want to write a word that they cannot spell, encourage them to try to write it on a ‘have a go’ sheet. In many cases the children’s attempt will be correct, or almost correct. Praise their attempts and write the correct form for them. Don’t allow the children to copy the word from their ‘have a go’ sheet. Teach them to look closely at the word, turn the sheet over, write the word from memory, then check to see if they are right. (Look, cover, write, check). If they are wrong, this only means that they have forgotten how the word looks and they should repeat the above process until they get it right. Idea: When the ‘have a go’ sheet is full, place it in the ‘had a go’ box. Much information about the types of mistakes that children are making can be gained by looking at these sheets. They will also help to determine the words that children need to learn. What to do if you can’t spell a word Guess put a line under the word or circle it and check the spelling later Write as much as you can of the word and fill in the details later, eg bec – s (because) Syllabify tap out the syllables, saying them quietly, then write the word bit by bit, eg yes/ter/day Write the word several ways and choose the one that looks right, eg lern, learn, lurn Ask someone Refer to chart, class lists, books around the room Use a dictionary
2. Flashcards Flashcards can be used to great advantage in spelling games and activities. Apart from the ease and low cost of production, the word structure can be focused on and exposed for the necessary time and then quickly placed out of view for the children to write. Children can undertake similar activities working in pairs.
3. Overhead Projector
An overhead projector can be an asset in presenting word structures to children. Build up a list of words on an overhead transparency and allow sufficient time for children to look at the words and develop their own chunks and mnemonic devices. Cover the words, a few at a time or all at once and ask the children to write them. Words can then be shown for children to check. Idea: This activity can also be done using a blackboard or a whiteboard where the words can be covered or removed. Teacher or a child can write the words for checking.
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4. Chunking Words
Try to memorise every letter of every word would be inefficient if not impossible. Efficient spellers use a process of chunking. Chunking simply refers to the ability to perceive groups of letters as a whole. For example, the structure ‘rain’ can be developed as a word cluster or chunk: strain, train, grain, sprain, drain, refrain, raincoat. Note: words are grouped according to similarities in their visual structure. They may not all have the similar sound – symbol relationships.
5. Morphemic Knowledge
The use of morphemic knowledge helps children in the recall of word structures. A morpheme is the smallest unit of meaning within a word. Each word consists of one or more morphemes.
For example, the word ‘dog’ contains one morpheme, sometimes called a free morpheme, as it makes sense on its own. In the word ‘dogs’, there are two morphemes: dog + s. The ‘s’ is the second morpheme and known as a bound morpheme as it needs to be part of another word.
Often children may not realise that words can be broken in to morphemes or units of meaning. For example, they may know the word ‘want’, but may not realise the common element ‘ed’ in the word ‘wanted’.
Knowledge of the structure of words and meaning and function of word parts, greatly assists children in learning spelling generalisations. It also helps with associations and in predicting letter sequences, eg
history historian historians historical prehistorian historically prehistorical prehistorically prehistorian
The understanding of morphemic structures also aids children to see the logic in spelling, eg
Dissolve contains two morphemes, dis + solve and therefore has a double ‘s’. ‘Disappear’ only has one ‘s’ because the two morphemes are dis + appear. Similarly, unnecessary and unfamiliar.
Morphemic knowledge includes the study of prefixes, suffixes and base or root words eg:
tele
television
telepathically
telekinesis
telecommunication
telephone telegrapher
telegraphy
telegraph
telegraphic
telex
telemotor
telemetrograph
know
known
unknown knowledge
knowledgeable
unknowing
acknowledge
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6. Word Banks
A variety of word banks/charts that relate to: Integrated studies/topic words Common English letter/patterns High frequency words/commonly used sight words Words with a similar meaning base Visual patterns Sound patterns Spelling generalisations
Children should participate in developing these word charts so they are meaningful to them. Their memories can be assisted if the letter clusters representing the sounds in certain words are coloured differently form the rest of the word, especially for young children. Lots of children’s published word should also be displayed around the room/school. These should be legible/typed with correct spelling. 7. Dictation Dictation is a valuable activity and provides children with a further opportunity in which to write from memory. Dictation can be presented in a number of ways.
a) Memory Dictation Select a group of words, sentences or a story containing words to be focused upon. Provide children with time to study difficult words or word parts and allow time for discussion. When the children are ready, gradually cover the words and ask the children to write them. Uncover and check. This can be done using an overhead projector or the blackboard.
Idea: Another way of keeping a more permanent reference is to use a large sheet of paper covered with contact. The words to be covered can either be blanked out with a water soluble texta or have cards placed over the top of them.
b) Round Robin Dictation
Ask children to look closely at a list of words. When the children feel that they know all the words ask them to make up a sentence using as many of the words as possible. Children, in turn, then dictate their sentence to the rest of the group to write. Then have children pass their written sentences around the group to check the spelling.
c) Dictation with a Difference
Learning to be an accurate speller in the normal course of a writing activity is an essential skill, but must be coupled with real-life activity such as editing processes, and construction of final drafts for text which is to be made public for any reason. A much more helpful strategy than traditional dictation is dictation with a difference:
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Procedure Sort the students in the class into groups of three, and couple two groups of three together. Each trio prepare for their partner group a small paragraph of dictation (ensure that groups are within a common phase of spelling – this means that really poor or really good spellers will be working at their own levels). The dictation text must include several sentences and some punctuation in addition to full stop marks. The students keep their dictations ‘a secret’ from their partner group and work on it to ensure that all words are correctly spelled (teacher must check each groups’ text before giving the dictation to the other group). After the two texts have been checked (by the teacher), one student from each group gives the dictation to the three students in the partner group. The process is repeated for the other group (each student writes the dictation down as it is read out – this allows the three students to cross-check spelling with other members). Each group has one whole day to ensure that they have edited their spelling (check among themselves, use dictionaries). When each member of the group agrees that the piece is now perfectly spelled, the texts from both groups are given back to the writers of the text for a final check.
d) Meaningful Dictation
Meaningful dictation simply refers to the dictation of some relevant written piece.
e) Diagnostic Dictation
Dictate an unseen passage including word structures, which the children have experienced. Children should have at least 75% success with the passage. Give the children time re-write the passage.
8. Spelling Journals
The introduction of spelling journals into the class helps to individualise spelling on the basis of children’s writing needs. Words to be included in the child’s journal can come from any they have done across the different curriculum areas. Teachers may also include class focus words, sight words, interest words and subject-specific words. (See Chapter 2 First Steps Spelling Resource Book for further details.)
9. Spelling Charts
The most important chart in the room is that which is being created by the children as an outcome of their Reflection, Representation and Reporting sessions. These are described in Spelling: Developmental Continuum (see pages 36, 52, 71, 91 and 106 of that book). It is on this chart that children’s discoveries are recorded after they have been shared with the class. The chart serves three purposes.
It gives value and status to children’s discoveries It helps children see where their current discoveries fit into the overall spelling system It serves as a record for the teacher of what children actually know
10. Reference Books
It is important to ensure that there are a variety of resources available for checking spelling, eg commercial dictionaries, thesauruses, resource books, children’s self-made dictionaries. Children need to know what resources are available and have a clear understanding of how they should be used. Resources need to be readily accessible.
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Dictionaries: Teach students how to use a dictionary! For example, the words in the English language are such that the first quarter of the dictionary is made up of words beginning A-D; the second quarter E-M; the third quarter N-S; and the fourth quarter T-Z. If not shown these important ‘short-cuts’, young children have a tendency to start at the front of a dictionary to find words at the end of the alphabet. Therefore, giving experience in opening at approximately halfway, then at the quarters gives them a valuable starting point.
Teach students that more than first letters of words are alphabetised. Give them real-life practice by having students look through telephone books or any other alphabetised, catalogued system to find people and places in their local district. Finding words in a dictionary is not a speed-related exercise! AVOID whole class sessions in which you expect students to locate words in a dictionary as some sort of competitive rush (this is NOT real-life practice). Students soon learn that some of their peers are extremely fast; and the slower students simply give up trying when they know they will never be first in such an exercise. Relate dictionary work to the real life purposes of a dictionary: finding word meanings and checking spelling!
11. Spelling Games The following spelling games and activities help to reinforce concepts being taught. They can also be used to strengthen particular areas of need for students experiencing difficulties. More examples of such activities can be found in The Art of Teaching Spelling (chapter 2 pp 8-23 – available in the Resource Centre).
Bonus Points
This game helps children to spell orally without the aid of the visual form and also to spell new words by adding a morpheme.
Players: two teams Materials: a pool of words on flash cards A player in Team A takes a card from the pool of words, says the word and puts it in a sentence. A player from Team B tries to spell the word. If correct he scores a point. The team then tries to score bonus points by spelling as many other words as they can by adding a morpheme to the base word. The team with the highest points win.
Syllables Bingo Grids are prepared containing word parts. The caller reads out words containing these word parts and the children place a marker on the letter sequence contained in the words called. The first player to have five in a row is the winner.
ain
de tion ang ing
un
ible ness ment use
dis
ey ed ure
ight
es er ent ous
able
ance ly ant tious
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For a basic list of suffixes and prefixes refer to the resource section. Prefix (or Suffix) Race
Given a prefix (or suffix), the children try to list as many words as they can containing that prefix (or suffix) in a given time. Find the Prefixes (or Suffixes) The children select a piece of text from a book they are reading or a piece they have written and list all the words with prefixes (or suffixes).
Word Tic-tac-toe
The rules of tic-tac-toe apply but, instead of X’s and O’, use words which are associated with other words. Each player uses a different colour pen.
roundest
rounding
around
rounder
This same game can be used for: words which apply the same rule, eg doubling the final consonant before adding ‘ing’; plurals which have the same endings, etc; and words which stem from the same Latin or Greek roots.
Compound Concentration Prepare a set of cards of words which, when placed together, form compound words. The cards are placed face down and the children take turns to turn over two. If they make a compound word they may be kept as a pair. If not the cards are turned down again. Continue until no more compound words can be formed. The player with the most number of compound words at the end wins the game.
straw cat
ball
out
ground
note
bug
book
lunch
net
mush
butter
home start
meal fish ear
hand
room run
fly litter
berry
drum
house
box
play drag
green
base
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The compound words can then be defined and illustrated by the children, eg a flagpole is a pole for a flag. The Quick Spell
In small group teams the children are given spelling tasks to complete within a time limit. The words are written on card by all members of the team and displayed to the opposing team who accept or reject responses. Each word correctly spelt scores a point.
Spell a word that comes from the base word __________. Spell a word that can be combined with ___________ to form a new word. Make a new word from __________ and spell it. Spell a word that has the prefix _____________.
Spell a word where ‘es’ is added to make it plural. Spell a homonym/synonym/antonym of _______.
Bunny Hops
Write familiar words on a grid. The children find the words and list them.
T S W H I C H U W H A T D A O H Y S A I V B O T P U T M A R E E O S E
which, why, put, what, about, its, are
Guess the Word
The teacher (or one player/leader of a group) begins to write a word. From what is written the children try to guess the word.
p po pol polic police policem policema policeman OR
The teacher or leader thinks of a word and describes it to the children. They try to guess what the word is.
I have four letters. I begin with a consonant. I have two vowels in me. The two vowels are in the middle. The first letter is one of the first three letters of the alphabet. One of the vowels is an ‘o’, etc.
Hangman
One child thinks of a word and writes the appropriate number of dashes to indicate that word. The children then take turns to nominate a letter in the appropriate space. If they do not guess correctly, part of the ‘hangman’ picture is drawn. If the picture is drawn before the word is guessed, then the hangman wins.
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Word Transformation
Give the children a list of words each of which makes a new word when the letters are rearranged.
lose sole dear read does dose tear rate
Make the Word
Letters of the alphabet or letter clusters are distributed to the children. The teacher or leader calls a word and those having the letters/letter clusters for that word form the word by holding the letters in front of the class. They then arrange themselves to make a new word.
Letter Rummy
A deck of cards is prepared containing:
Three sets of single vowels (plus extra e’s) Two sets of single consonants Consonant groups (wh, ch, spr) Vowel groups (oi, ou, ea) Prefixes (re, un, de) Suffixes (tion, ence, ment) Verb endings (ing, ed, er) ‘Irregulars’ (ar, ough)
The idea is to make words. Each player is dealt five cards and the remaining cards are placed face down in a pile. The top card is turned face up. The first player may take the upturned card or the card on the top of the face-down deck. When a card is picked up one must be put down. One point is scored for each card used to make a word. Jumbled Words Children can unjumble words as part of a game. Remember to keep syllables or chunks of words together. It is confusing if all the letters are jumbled. Contraction Cloze Children can compose their own short paragraphs which contain words that need a prefix, suffix or other ending and give them to a friend as a cloze exercise. I was _ _ _ felling happy because I could _ _ _ go to the foot _ _ _ _. I had never felt so _ _
Happy. I’_ _ never been to the football before even though I’_ _ watch it on _ _. (n’t, n’t, ball, un, ve, ve, TV)
Hidden Words Use the letters of a word to form new words. HIPPOPOTAMUS hip, hop, top, pot Then group these words according to a common pattern in sound, sight or meaning.
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Card Games
Using games like snap, fish, pairs, concentration:
Match words with the same blends; make a blend word; sort cards into groups according to sound-symbol relationships.
Dice Games
Children make a word using the blend. Bingo
Children mark with counters the blends they hear when words are called by the teacher. Blend Spinning Wheels & Charts
Word Riddles, Puzzles and Games
Lay with wonderwords, crosswords, word codes. I have an ‘ee’ sound. I begin with an ‘sp’ blend. I’m fast. What am I? Flip Books
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Blend Hookey
Each player throws five rings and then tries to make a word. Board Games
Snakes and Ladders As the children throw a dice and move along the board they make a word beginning or ending with the blend they land on. Landing on a ladder means move up. Landing on a ladder means move up. Landing on a snake’s head means move down. Variation: Children can say two or three words using the blend they land on.
Dice and Board Games
Create a maze-type board. As the children throw the dice and create a word using the combination of letters, they move through the maze. Using a sheet marked as a scrabble board, the children build up words from letters or combinations of letters that the teacher or group leader calls out. The child with the highest score at the end of the game wins.
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ASSESSMENT AND EVALUATION Assessment is a process of gathering evidence of students’ achievements as writers. Evaluation is a judgement based on the evidence gained from Assessment (First Steps Spelling Resource Book 1995, p70). Assessment and evaluation of children’s spelling development should be viewed within the context of the whole English Program and writing in particular. Assessment should always be carried out in relation to:
The child’s stage of development The nature of the writing
Assessment should focus upon:
1. Students’ attitude to writing/spelling 2. Students’ knowledge of graphophonics, morphology and vocabulary 3. Students’ use of strategies to spell words
Assessment Strategies/Gathering Evidence 1. Teacher Observation
The indicators form the First Steps Spelling: The Developmental Continuum provide a focus for observations. Information can be gathered about:
What children do when they don’t know a word Their willingness to have a go/take risks Strategies used when attempting new words Willingness to proof read their own work Use of classroom reference material/resources Interest in words
2. Analysing Work Samples The best form of evaluation is to compare a child’s current piece of writing with previous examples. Samples of writing for each child should be collected and dated on a regular basis (2-3 weeks) and placed in writing folders. They should include some initial drafts as well as proof-read material. Information can be gathered about:
The kinds of words the child is attempting The strategies the child relies on when attempting words (morphemic, visual or phonetic) Acquisition of a high frequency vocabulary Identification of incorrect words Use of varied vocabulary (not just words s/he can spell) Use of prefixes/suffixes Application of rules/generalisations Understanding of homonyms/homophones Habitual/consistent errors Development of proofreading skills Ability to generate alternative spellings/reasonable phonic alternatives The development in the writer’s spelling ability from the previous sample.
Children should record words spelt incorrectly in written work, in all subject areas, for individual reference. A personal dictionary is ideal for this situation. Recorded comments by the teacher are invaluable here.
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3. Teacher Constructed Tests Teacher constructed tests are a useful assessment strategy within a spelling program, eg the Pre test/Post test Method. Commercially produced tests, whether they are criterion-referenced tests or standardised tests, may be a guide to the teacher of the children’s progress. When designing tests present the words within context. Both the child and teacher should keep a record of children’s achievement in weekly tests for reference. Over the long term teachers should undertake regular checks of spelling proficiency against words which have been presented to children to check long-term retention of words. 4. Examining Children’s Records Examining children’s individual records – the “have-a-go” card and personal word lists. Aspects to be observed here are:
Strategies for trying unknown words The types of words the children are interested in learning Children’s willingness to independently correct words
5. Dictations
Dictation of sentences or individual words. The children’s attempts would then be analysed in the manner mentioned above.
6. Cloze Procedure
The cloze procedure – teachers select word structures which have been taught and design appropriate activities eg:
Use a picture clue: f i _ _ The whole word may be omitted: The dog raced across the _________ . The initial or final letter or letter string may be omitted: The baby cried all _ight.
I love to watch televi___. The medial letter/s may be omitted: the m_ _n was bright yellow A letter sequence within the word may be omitted: Ivory comes from the ele ___nts.
7. Spelling Conferences/Interviews It is important to talk with children about their spelling. Through such conferences and interviews, children’s needs can be quickly assessed and plans made to support their development. (See First Steps Spelling: Resource Book, p 72-3 for more information.)
8. Self-Assessment
Self-assessment is an important aspect of evaluation. Children have a good understanding of what they have achieved, what they want to achieve and where they need help. Encouraging children to reflect on how they are going is an important learning experience. (For further suggestions refer to First Steps Spelling: Developmental Continuum p 110-115.)
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SCHOOL LEVEL EVALUATION Screening and Review Tests are conducted at least once per year to ascertain whether students’ development is consistent with their age level expectations. Such tests provide feedback to teachers about classroom programs and to the school about the effectiveness of the program. Such tests include: School Entry Screening Test. End of Term 1 Year 1 – School Phonic Screening Test.
End of Term 4 Year 1 – School Level Assessment of Phonics/Sight Words.
School Level Assessment of Phonics in Term 4 Years 2-6.
School Level Spelling Tests Years 2-7 (February) – Used to place children on appropriate
Core Spelling List. (See Below for norms)
SPELLING PLACEMENT TEST NORMS
SCORE BOYS’ Spelling Age LIST 1 – 14 5.3 – 6.6 A
15 – 24 6.7 – 7.6 B
25 – 35 7.7 – 8.6 C
36 – 46 8.7 – 9.6 D
47 – 57 9.7 – 10.6 E
58 – 67 10.7 – 11.5 F
68 – 73 11.7 – 12.5 G
74 – 81+ 12.7 – 13.7+ H
SCORE GIRLS’ Spelling Age LIST 1 – 17 <6.0 – 6.6 A
18 – 28 6.7 – 7.6 B
29 – 38 7.7 – 8.6 C
39 – 49 8.7 – 9.6 D
50 – 60 9.7 – 10.6 E
61 – 69 10.7 – 11.6 F
70 – 75 11.7 – 12.6 G
76 – 86+ 12.7 – 13.7+ H
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MUSGRAVE HILL STATE SCHOOL
SCHOOL METALINGUISTICS/PHONICS/SPELLING PROGRAM
RESOURCE LIST
* Byrne B. & Fielding-Barnsley R, Sound Foundations, Peter Leydon Publishing, Oxford University, NSW * Logan West SSC, (1997), The Metalinguistic Awareness Program, Dept of Education, Qld. * Varianes T., (1993), Sounds Abound – Listening, Rhyming and Reading, Linguisystems, East Moline * Lloyd, S., (1998), Jolly Phonics – The Phonics Handbook, Jolly Learning Ltd, United Kingdom * Love E. & Reilly S., (1996), A Sound Way – Phonological Awareness Activities for Early Literacy, Longman, Melbourne * Healy, A., (2000), Teaching Reading and Writing in a multiliteracies Context: Classroom Practice, Post Pressed, Flaxton, Qld * The Kids’ Stuff People, (1980), The Yellow Pages for Students & Teachers, Incentive Publications, Inc. * Winch, G. et al, (2001), Literacy – Reading, Writing and Children’s Literature, Oxford University Press * Education Dept of Western Australia, (1994), First Steps – Spelling (Develop- mental Continuum), Longman Cheshire, Melbourne * Education Dept of Western Australia, (1994), First Steps – Spelling (Resource Book), Longman Cheshire, Melbourne * Clutterbuck, P.M., (1992), The Art of Teaching Spelling, Longman Cheshire, Melbourne
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APPENDIX A: MUSGRAVE HILL STATE SCHOOL PHONIC ELEMENTS CHART
CONSONANTS ? ?
?
VOWELS/COMBINATIONS
u er ar or ure a
or a au aw oor our ore
oo u oo ew oi oy ?
oa o_e ow oe o a ie i i_e igh
er ir ur
ear eer ere eir
t tt
x y z zz ze s
si s
sh ti
s ss se c ce r rr
qu
m mm mb me ng n n nn kn ne on
p pp
j g ge g gg
th ? v ve
w wh
ar a
i ?
e ea
u u_e ue ew ?
ow ou ?
b bb 1 b (as in
baby) c k ck ch 2 c (as in duck)
ch tch
3 ch (as in
chook) d dd 4 d (as in
David)
f ff ph 5 f (as in
coffee) h ? l ll
a ? air are
6 g (as in
giggle) 9 l (as in
lolly) 8 j (as in
jam) 7 h (as in
hand)
10 m (as in
mummy) 11 n (as in
number) 12 ng (as in
ring)
16 s (as in
treasure) 15 s (as in
snake) 14 r (as in
run) 13 p (as in
poppy)
17 sh (as in
shark) 18 qu (as in
queen) 19 t (as in
tough) 20 th (as in
thumb) 21 v (as in
vase)
22 w (as in
wind) 23 x (as in
fox) 24 y (as in
yesterday) 25 z (as in
zebra)
26 a (as in cab)
ai a a_e ay 27 a (as in lady) 28 air (as in
hair)
29 ar (as in
large) 30 e (as in bed) 31 ear (as in
dear)
32 ee (as in eek!) 33 er (as in
fern) 34 i (as in
tin) ee e ea ey y 35 i (as in tiger) 36 o (as in block) 37 o (as in
open)
38 oi (as in foil) 39 oo (as in boot) 40 oo (as in look)
41 or (as in door) 42 ow (as in cow)
43 u (as in treasure) 44 u (as in duty)
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APPENDIX B B (as in baby)
b bb be B
able because belt blue brand brush keyboard baby bed best board bread bug maybe back bee better boat break bun number bad been big bog breakfast burnt observe ball before bird boil bred bus pub bang began birthday book brick but slab bark begin bit bored bring butter suburb barn behind black born broke buy tub bat being bleed both broom buzz zebra be believe blood box brother by
beach below blot boy brown crab
BB
bubble grubby rabbit rubble stubble wobble crabby hobble ribbon scrabble stubborn wobbly dribble nibble rubbing scribble stubby yabby flabby pebble rubbish shabby tubby
BE
babe cube lube robe strobe tube bribe globe probe scribe tribe
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C (as in duck) ck ch c ke k qu
CK
back cluck hack mock quack smack tack black cock hick muck quick smock thick block crack hock neck quickly snack tick brick crock jack nick rack sock track buck deck kick pack rock speck trick check dock knack peck sack stack truck chick duck knock pick shack stick tuck chuck fleck lack pluck shock stock whack clack flick lick pock shuck struck wick click flock lock prick sick stuck
clock frock luck puck slack suck
CH
ache echidna orchid scholar school
architect epoch schedule scholarship schooner
chemist orchestra scheme scholastic stomach
C
across can’t caught clothes computer crash doctor cake candle Christmas coal cool creep macaroon call cannot cling coat cork cup tractor came cash clock cold corner decade uncle camp castanets clog colour could decline
can cat cloth come couldn’t decorate
KE
awake choke flake mistake rebuke spoke wake bake coke hike partake revoke stake woke bike drake joke poke sake stoke yoke brake duke lake puke shake strike
broke eke like quake smoke stroke
cake fake make rake snake take
K
ask crook keyboard kitchen park stork work bark disk kill kite pick talk
break drink killed kitten pork thank
breakfast fork kilometre look shark think
cook keep king milk skip walk
cork key kiss oak soak week
QU
antique conquer liquid oblique racquet burlesque croquet liquor opaque technique cheque grotesque mosquito physique unique
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CH (as in chook) ch tch
CH
achieve chalk cheap chimney churn march such arch challenge cheat chimp chute much teach attach chamber check chin cinch munch touch bachelor champ checker China clench parch trench beach champion cheek chip clinch peach wench beech chance cheer chipmunk coach perch which bench change cheese chirp couch pinch winch beseech channel cheque chive crunch poach wrench birch chant cherry chocolate detach porch bleach chap chess choice dispatch preach branch chapel chest choke drench punch breach chapter chew choo-choo Dutch quench breech charcoal chick choose each ranch broach charge chicken chop finch reach brunch chariot chide chore flinch rich bunch charm chief chose French satchel catcher charming child chubby impeach search chafe chart children chuck inch speech chain chase chill chum leach starch chair chat chilly chunk leech stitch chaise chatter chime church lunch stretcher
TCH
batch clutch fetch parch ratchet stretch witch butcher crotch hatch match scratch switch wretch blotch crutch hitch notch sketch thatch wretched catch dispatch hutch patch snatch twitch
catcher ditch itch pitch splotch watch
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D (as in David) d dd de
D
and decide diary dismiss dream hard said around deck did do drink lad sand bad decrease didn’t doctor duck land seed band definite die documentary due loud shed bed den died does duel made sound bird depart different doll during maid speed bleed dependant dinner dollar end mud spend brand dependent dip don’t fed old today dad desert disappear done feed pad weed daughter dessert disappeared door good paid wood day destructible disc double grand red word dead develop disease down had road
debt dialogue disk draw hand round
DD
addle cuddle fodder odd paddle shedding wadding bedding daddy fuddle odder pudding shredder waddle bladder diddle ladder oddest puddle sudden wedding budding fiddle muddle oddly saddle toddler
DE
abide beside conclude glade mode ride stride abode bide crude glide node rode strode accolade blade decide grade nude rude Swede altitude bode dude hide ode shade trade aside bride evade include precede slide wade astride chide exclude jade pride spade wide attitude code explode lemonade prude stampede
barricade concede fade made recede stockade
114
F (as in coffee) ph gh ff f
PH
alphabet graphic pharmacist phlegmatic phrase sphere xylophone atmosphere graphite pharmacy phlox physic stratosphere
autobiography megaphone pharynx phobia physical telegraph
autograph nephew phase phoenix physician telephone
biography nymph pheasant phone physics topography
dolphin orphan phenomenal phoney physiology triumph
elephant pamphlet philanthropy phonics physique trophy
geography phalanx philosopher phonograph saxophone typhoid
gopher phantasm philosophy phosphate seraph typhoon
graph phantom phlegm photograph siphon vibraphone
GH
cough enough laugh rough tough trough
FF
bluff coffee fluff muffin ruffle sniff stuff buffer coffin gruff off scoff snuff toffee chaff cuff huff puff scuff staff traffic cliff different muff raffle shuffle stiff whiff
F
elf fed finally flash food friend joyful face feed find flat fool fright left faint feel finish flew foot frill life family feet fire flip for frog loaf fan fell first float force from loft far felt fish floor fork front often farm fete fist fly found full roof farther few fit foam four fun shelf fast fight fizz fog fox fuzz sift fat fill flag foil free gift soft father fin flap follow fresh half
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G (as in giggle) g gg
G
big get goes grammar groceries guilt log flag gift going grand ground gulp pig fog girl gone great group gun slug frog give good greed gruff gurgle tug games glug goose green guarantee hog
gap go got grip guard jog
gas goal governor grit guess jug
gave goat gram groan guest leg
GG
baggage gaggle hogging juggler luggage wiggle
boggle giggle jiggle logged toggle
egg haggle juggle logging wagging
116
H (as in hand)
habitat harbour hear Henry his horn huge had hard heard her hiss horse hum hair has hearse here historical hospital human half hat heater he's hit hot humorous ham have heaven hide hog hotter humour hand haven’t heavy high holiday house hungry happen he’s hello hill home how hurt happiness head help him hop hue husband happy health hen hip hope huff
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J (as in jam) ge dge g j
GE
age cabbage college damage manageable postage savage arrange cage cottage engage message rage stage average change courage engagement page ravage wage bandage changeable courageous manage passage sage
DGE
abridge budge edge hedge lodge sedge wedge adjudge cadge fledge judge nudge sledge
alledge dodge fridge kedge pledge sludge
badge dredge fudge knowledge porridge smudge
bridge drudge grudge ledge ridge trudge
G
age engine genetic geography gym intelligent suggest angel garage genre geriatric gyro legend
change general gentle germ hinge pigeon
danger generate gentry germinate huge rage
energy generation genuine ginger imagine revenge
J
jab January jersey jog joyful July junior jack Japan jest join jubilee jumble juror jackpot javelin jester joke judge jumbo jury jade jaw jet jolly judgement jump just jagged jay jewel jolt judicial jumpy justify jail jeer jig journal judo junction jut jam jelly jingle journey juice June juvenile janitor jerk job joy juicy jungle
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L (as in lolly)
l ll le
L
adult cloth fluff last little lung quickly alive coal fly later live milk real almost coil fool lead loaf nail sail along cool goal leave lock nearly shelf always early gulp leaves loft o’clock slab animal elf help left lone oil sleep believe explain holiday leg long only slip black feel island lemon look place slow bleed felt jail less loose plain slowly blood flag joyful let lose plane slug blot flap lad lick lost planet stool blue flat ladies lie loud plant tail boil flew lady life love please television children flip lamp light low plot told clang float land like luck police wool cling floor laser litre lunch pool
LL
all collision frilly hull pulled small unwell allow doll full I’ll pulley spell wall ball dollar gallop jelly sell speller well balloon drill gill jolly selling spelling will bell dull gorilla kill shall spill willing call fell gull killed shell still windmill chill fill hall litter sill tall woollen collect finally hello lolly silly tell yelled college follow hill mill skill till
collide frill holly pull skull tiller
LE
able candle edible jingle noodle sparkle trouble ankle castle feeble jumble particle sprinkle tumble apple cattle fizzle jungle people steeple turtle article circle freckle legible pickle struggle twinkle bangle couple gargle little pimple table uncle battle cradle gentle mangle poodle tangle visible beetle crumble handle marble possible terrible wangle bottle curdle horrible middle purple thimble whistle bristle cycle humble mingle puzzle thistle wrestle buckle dapple hurdle muscle responsible tingle wrinkle bugle digestible icicle muzzle scramble title
bundle dimple idle needle sensible topple
bungle double impossible nestle shingle tremble
cable eagle invisible noble shuffle trifle
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M (as in mummy) m mb mm me
M
am him map meat mirror most mysterious broom imp marry media miss moth pram camp lamp masculine member mist mother ram charm machine mat men moan mouse stamp chimp made mathematics menu moment much storm chum main maximum met money mud stump foam make maybe metre month mum swam from man mayor might moo music swim grim manager me millimetre moon must swum ham manufacture meal minimum more my term hem many meant minutes morning myself them
MB
bomb comb dumb limb plumber tomb
climb crumb lamb numb thumb womb
MM
accommodate dummy grimmest mummy slimmest swimming
clammy gimmy hemmed shimmer summer tummy
dimmer glimmer Jimmy slimmer swimmer yummy
ME
blame crime flame grime name same volume came dome frame home perfume shame
chime exhume fume lame presume slime
chrome extreme game lime prime tame
costume fame gnome mime resume time
120
N (as in number) n nn kn on gn ne
N
ant end land nasty noise pen spoon band fan loan nearly none pin spun barn fun main neck north queen then bin green man neither not rain thin born groan men new nothing ran tin bun gun moon next now run van can hen nail nine number sand
chin horn name nip nut snap
den in nap no pan snip
NN
banned cranny inner napped planned running
banning Danny manned panned planner stunned
canned fanned manning panning planning stunning
cannery fanning nanny penned runner uncanny
KN
knack knead knelt knife knitting knoll knowledge knapsack knee knew knight knob knot known knave kneel knicknack knit knock know knuckle
ON
action collection destruction fiction junction perception rotation affection competition detection infection lotion perfection section attention composition devotion injection mention protection selection attraction condition dictation integration motion ration taxation auction conjunction direction intention notion resolution
citation definition emigration invention objection revolution
GN
assign champagne foreign gnaw reign
benign consign gnarled gnome resign
campaign design gnat gnu sign
NE
alone decline fine masculine prune swine zone bone dine hone mine recline throne
cane divine immune nine sane tone
clone done lane pane serene tune
cone drone line pine shine vane
convene dune lone plane shrine vine
crane feminine mane prone stone wine
121
Ng (as in ring) ng n
NG
along ding gong pang sing string ting angry dong hang ping slang strong wing bang dung hung pong sling stung young bong evening hungry prong something sung zing bring fang king rang song swing
clang finger long ring sprang swung
cling fling lung rung spring thing
clung gang morning sang sting things
N
bank crank flunk plank sink stunk
blank dank frank plunk slink sunk
blink drank hank prank slunk tank
brink drink honk rank spank thank
bunk drunk junk rink spunk think clink dunk mink sank stank wink
clunk flank pink shank stink
122
P (as in poppy) p pp pe
P
chap hop paint pie rip speed top chimp imp pan pig sheep spell up chip keep pant pin ship spill yap chop lamp park pit shop spoon zip cup lap pat porch slap sport
dip map peck pork sleep spot
drip nap peep pot slip spun
flap nip pen pram snap tap
gulp paid pest pub snip thump
hip pain pet puff soap tip
PP
apple dipped flapping lapping ripped snapped upper appropriate dipping happy mapped ripping snapping yapped chopper dripped hopped mapping shopped snipped yapping clipped dripping hopping napped slipped tapping
cupped flapped lapped napping sloppy tipped
PE
agape drape grape lope ripe slope telescope ape dupe gripe mope rope stethoscope tripe cape elope hope nape scope stripe wipe cope escape hype pipe scrape swipe
dope gape landscape pope shape tape
123
R (as in run) wr rr r
WR
wrack wrath wren wretch wrinkle writhe wrung wraith wreak wrench wriggle wrist wrong wry wrangle wreath wrest wright writ wrote
wrap wreck wrestle wring write wrought
RR
barrier carrot farrier hurried merry sorrow tomorrow berry carry ferry hurry mirror sorry torrid borrow cherry flurry lorry Murray terrible warrant carrier curried furrier married parry terrific warrior carrion curry horrid marry slurry terrifying
R
brand green raised receipt rescue rock rush brick grim ran receive rest rocket street bring grit rash recipe restaurant rode string carrot groan rat recommend rich roof strong crash gruff reach red ride root
creep rabbit ready regard right rot
forest race real remember ring round
frog rag realise replied road rug
grand rain reason require roam run
124
S (as in snake) s ss se ce c st ps
S
against is sand sit soap stamp this almost its sang six soft star upstairs always last sat sixth soil start us ask loose saw slab some state was best lost say sleep someone still west bus mistress scene slip sometimes stone worse business misty school slow song stop yes clothes myself sea slowly soon storm
disappear outside see slug sound story
disc passenger seed small south straight
disk past set snail speed street
fast rest seven snake spoon stuck
first sack sift snap sport such
gas sadness similar sniff spot suddenly
has said since snip spotty summer
inside sail sister soak spring sun
SS
across chess fuss less miss possum
bless confess guess lesson mistress sadness
bliss cross hiss loss moss toss
boss dress kiss mass pass undress
business floss lass mess passenger unless
SE
appease coarse ease loose nose rouse use cheese course horse moose nurse spouse worse choose curse hose morse please tease
chose douse house mouse rose terse
CE
ace embrace introduce nice place rice truce advice face justice niece police service twice apprentice farce lace notice practice silence vice bounce fence lattice office precipice since voice chance force lettuce once price slice
deuce furnace lice pace produce space
device grace mace palace race spice
dice graceful menace peace reduce trace
distance ice mice piece replace trounce
C
accept cement cider circus cycle juicy tricycle accident cent cigar cite cyclone parcel
cedar centre cigarette citizen cylinder pencil
ceiling central cinch citrus cymbal receive
celery cereal cinder city cypress recent
cell ceremony cinnamon civil cyst saucer
125
cellar certain circle civilization fancy sincere
ST
apostle castle fasten hustle moisten thistle
bristle chasten glisten jostle nestle whistle
bustle epistle hasten listen rustle wrestle
PS
psalm psyche psychology psychotherapy
pseudo psychedelic psychopath psychotic
pseudonym psychiatrist psychosis
pseudonymous psychiatry psychosomatic
126
S (as in treasure) s si
S
composure enclosure exposure measure pleasure treasure
SI
adhesion confusion diversion explosion occasion vision
collision conversion division fusion persuasion
conclusion decision erosion intrusion television
127
Sh (as in shark) ch ti sh si
CH
champagne charlatan chauffeur chemise chevron chute
charade chassis chef chenille chivalry machine
TI
action collection destruction fiction junction perception rotation affection competition detection infection lotion perfection section attention composition devotion injection mention protection selection attraction condition dictation integration motion ration taxation auction conjunction direction intention notion resolution
citation definition emigration invention objection revolution
SH
abash crash gash plush sheep shut thrash afresh crush gnash posh sheet slash thresh ash dash gush push shelf slosh thrush bash dish hash rash shell slush wish blush enmesh hush rush shimmy smash
brash fish lash sash ship splash
brush flash lush shall shock squash
bush flesh mash shark shoes squish
cash flush mesh she shout stash
clash fresh mush shed shush swish
SI
commission expansion extension mission occasion passion possession discussion expression mansion obsession omission pension
128
Qu (as in queen)
QU
antique equip quack quaver question quirk squall brusque grotesque quaff quay queue quite square burlesque inquire quail queasy quibble quiver squash cheque liquid quaint queen quick quiz squid conquer liquor quake Queensland quickly quoit squirrel croquet loquacious qualm queer quiet quota technique equal mosquito quarry quell quill quote unique equate oblique quart quench quilt racquet
equator opaque quarter query quince request
equinox physique quartz quest quip squad
129
T (as in tough) t tt te
T
ant fist lost pet sit teeth toy bat fit mat pit soft tennis tub bit flat meet pot sport test tug blot float met rat spot tie twist boat gift mist root start tin wet but grit not rot street tip
cat hat nut sat tail toast
chat hit out sheet tan tongs
coat it paint shot tap tooth
faint lit pat shout taste top
fat loft pest sift teddy torch
TT
battle cattle fitter kettle mettle stutter
bitter critter flatter litter patter vetted
bottle fetter flutter little rattle wattle
butter fitted ghetto matter shutter
TE
absolute compete dote hate parachute state wrote acute complete excite ignite paste taste ate concrete excrete institute quote tote athlete crate fate invite rote tribute bite cute flute jute salute ute brute date gate kite site vote chute discrete grate late skate waste cite dispute haste mate slate white
130
TH (as in thumb)
aftermath forth nothing the thigh though throw bath froth oath theatre thimble thought thrust beneath girth other theft thine thousand thud berth growth path their thin thrash thug birth health pith them thing thread thumb both heath quoth theme think threat thump breath herewith sheath thermal third three thunder broth length sixth thermometer thirst threw thus cloth loth sloth themselves thirsty thrice tooth clothes maths smith then thirty thrift wealth death mirth south there this thrill width depth month strength these thistle thrive with everything moth than thesis thong throat within father mother thank they thorn throb wrath feather mouth thankful they’re thorny throne wreath fifth ninth that thick thorough throttle
filth north thatch thief those through
131
V (as in vase) v ve
V
adventure event never vast vex violent volume advice ever revoke veer vice violin vote aviary every revue vent victim virtue voter convene everywhere seven verb victory virus
divine halves severe verse video visual drive heavy vacation very view vital
even invite van vest vine voice
evening knives vase vet vinegar volley
VE
above cave drive grave move sleeve
achieve clove drove have observe stove
alive contrive eve hive rave strive
arrive cove five improve remove strove
behave crave gave jive retrieve survive
believe dove give live shave wave
brave drive glove love slave wives
132
W (as in wind) wh w
WH
everywhere wheat whence whiff whinny whisper whittle whack wheedle where while whip whist whoa whale wheeze whether whim whirl whistle whopper wharf whelp whey whimsical whisk white whorl what when which whine whisker whither why
W
always swing wasn’t well wind without word awake swum water went windmill woke work away swung wax were window woman world awoke walk way west wing women worse swam want we wet wish won would sweet war weak wick witch wood wouldn’t swift warm weed will with wool
swim was week win within woollen
133
X (as in fox)
axe exonerate expend explore external extravagant mix box exorbitant expenditure explosion extinct extreme mixed boxer exotic expense exponent extortion extrovert mixing boxing expand experience export extra exult six except expanse expert expose extract fax sixth exempt expatriate expire exposition extradite fix tax exercise expect explain express extraneous fox wax exile expectation expletive extend extraordinary foxes x-ray exist expedient explicit extenuate extrapolate lax
existential expedition explode exterior extra-sensory laxative exit expel exploit exterminate extra-terrestrial maximum
134
Y (as in yesterday) y
Y
yahoo yaw yell yeti yolk yourself yak yawn yellow yield yonder youth yam year yelp yodel you youthful yap yearling yes yoga young yo-yo yard yearly yesterday yogurt youngster yum yarn yeast yet yoke your yummy
135
Z (as in zebra) zz ze s se z
ZZ
buzz drizzle fizzle frizzy fuzzy muzzle razzle dazzle fizz fizzy fuzz jazz puzzle whizz
ZE
ablaze blaze craze freeze
amaze breeze daze graze
S
boxes days eggs joys leaves pianos thieves chasm delays Fraser keys lives radios toys chimneys does friends knives lunches relays upstairs cousin dogs goes laser observe sheaves wolves
SE
appease choose lose phase please tease
cheese ease noise phrase rouse whose
Z razor zealous zero zinc zodiac zoo zeal zebra zest zip zone zoom
136
A (as in cab)
add cat fat lamb quack snag van ant catch flag lamp rack snap wax at champ flat land rag span yam ax chance gal mad ram splash
back clam gap man ran stab
bad clamp gas map rang stack
bag crack glance match rap stamp
bat cramp gnat nag rat tab
black crash grab nap sack tacks
bland dad grand pack sad tag
brand dam grant pad sand tan
cab damp had pal sang than
camp dance ham pan scab that
can dash hand pant scrap track
candle drab handle pat slab trap
cap fact hat plan slap trash
cash fan jab plant slat vamp
137
A (as in lady) ai ay a_e a eigh ei
AI again chain flail mail quail stain wail against chaise frail maim quaint strain wain aid claim gaily main raid strait waist aide daily gain maize rail tail wait ail dainty gait nail rain taint waive aim drain grain paid raise trail
bail explain hail pail sail train
bait fail jail pain saint trait
braid fain laid paint slain twain
brain faint lain plain snail vain
braise faith maid praise staid waif
AY away day hay nay slay today
bay dray holiday pay splay tray
bray flay jay play spray way
clay fray lay ray stay
crayon gay may say stray
A_E ace cake evade grate mate sake state agape came exhale grave maze sale stave age cane face graze mistake same take ale cape fade hale name sane tale amaze case fake hate nape save tame ape cave fame haze pace scrape tape ate chase fate jade page shade trace babe crane flake knave pave shake trade bake crate flame lace place shame vale bale crave gale lake plane shape vane base date game lame plate skate wade bathe daze gate lane quake slate wage behave deface gave late race slave
blame degrade gaze lathe rage snake
blaze disgrace glade mace rake space
brace drake glaze made rape spade
brake drape grace make rate stage
brave engage grade male rave stake
cage enrage grape mane sage stale
A able congratulations ladies population stranger vacation arrange danger lady Sadie table
baby invitation nation station vacate
EIGH
eight eighty neigh sleigh weighty
eighteen freight neighbour weigh
EI
feint rein veil vein
138
Air (as in hair) air are ear aer
AIR
affair airline dairy flair pair unfair
air airport despair hair repair
aircraft chair fair lair stair
ARE
aware compare flare pare scare square
bare dare glare parent share stare
beware declare hare prepare snare ware
care fare mare rare spare warehouse
EAR
bear pear rear swear tear wear
AER
aerate aerobatics aerogram aeronautic aerosol
aerial aerodrome aerolite aeroplane aerospace
139
AR (as in large) ar a
AR
afar barn charcoal garment mar party stark arc car charge guard march radar start are card charm hard mark sardine tar ark cardinal chart hark market scar tart arm carnation dark harm mart scarf tsar art carp darn harmony par shark yard bar carpet dart harp parcel sharp yarn barb cart depart harsh parch smart
bard carton far jar pardon spar
bargain cartoon farm lard park spark
barge carve gar large part star
bark char garb lark partridge starch
A
after bath castle father mask path task aghast blast craft flask mast raft vase ask cask draft ghastly master rafter vast banana casket fast half nasty rajah vastly bask cast fasten hasp past rascal verandah basket caste faster last pastie rasp
140
E (as in bed) e ea
E
beck chest fence kept next sell tell bed clef fetch led pebble send ten beg crest fleck ledge peck sent tent bell deck fled left peg shed test bend dell flesh leg pen shell them bent dense fresh less pep shred then best dent gem let pest sled vent bet desk get level pet sledge vest bled dress hedge men pledge slept vet bred dwell helmet mend press smell vex cell edge help mess quell sped web bench egg hem met quench spell wed blend elbow hen neck red spend wedge bless ever jelly nest rent spent well centre fed jest net rest stress went cent fell jet never scent swept wept
EA
already breath dread heaven instead meant spread bread dead feather heavy jealous read tread breakfast deaf head homestead lead ready weather
141
ear (as in dear) ear eer ere eir ier er
EAR
appear dear ear hearing sear year
bleary dearest fear near shear yearling
clear disappear gear nearly spear
clearly dreary hear rear tear
EER
beer deer jeer pioneer sneer veneer
career eerie leer queer steer volunteer
cheer engineer peer sheer veer
ERE
adhere hemisphere interfere revere sincere stratosphere
atmosphere here mere severe sphere
EIR
weir weird
IER
frontier pier tier
ER
mysterious serious
142
EE (as in eek!) ea ee y ey e ie ei i
EA
beach cleat ease knead peach reap tea bead cleave eat lead peak release teach beak creak feast leaf peal scream teak beam cream feat leak peat sea team beast crease feature lean plea seal tease beat creature gleam leap plead seam treat bleach deal glean least please seat veal bleak dean grease leave pleat sneak weak bleat decease heal meal preach speak yeast breach disease heap mean reach squeak zeal cease dream heat neat read squeal
cheap each heave pea real steam
clean eagle increase peace ream streak
EE
agree deed freeze leech reel sleeve three bee deem geese leek screech speech tree beech deep glee meek screen speed tweed beep eel greed meet seed spleen weed between fee green need seek spree weep bleed feed greet peek seem squeeze wheel breech feel heed peel seen steel wheeze breed feet heel peep seep steep
breeze flee jeep peeve sheen steeple
cheek fleece keel preen sheep street
cheese fleet keen queen sheet teem
creed free knee reed sleep teeth
creep freed lee reek sleet thee
Y
army drowsy glory jury navy rocky very baby easy grocery lady nursery silly weary bunny factory happy lazy party stingy zany bury fairy hardy liberty penny study
busy family heavy lucky plenty surgery
canary fancy hungry memory pony taffy
city funny hurry mummy poppy tiny
country furry ivory mystery puppy twenty
county fury ivy naughty quickly ugly
EY
alley honey journey monkey
hockey jockey money storey
E
be begin belief between me reneg we before beguile beneath beyond recant return
began behind beside he rely she
143
IE
achieve brief fiend grieve piece relieve siege belief chief friend handkerchief priest shield thief believe field grief niece relief shriek yield
EI
ceiling deceive perceive receive seizure
conceit neither receipt seize sheikh
I
burial diva furious intrigue serious
curious epilogue immediate investigate siesta
deviate fatigue instigate radiate various
144
Er (as in fern) ur er ir ear
UR
blur churn fur nurse spur surplus turpentine blurt cur furl nursery spurn surround turquoise burden curb furnish nurture spurt survey turret burg curd furniture purge surf survive turtle burglar curfew further purl surface turban urban burlap curl hamburger purloin surge turbine urchin burlesque curse hurdle purple surgeon turbulent urge burn cursive hurl purpose surgery turf urgent burnt curt hurt purr surmise turkey urn burr curtain hurtle purse surmount turmoil
burst curtsy lurch return surname turn
church curve lurk slur surpass turnip
ER
berth jersey perception perk perspire serpent termite fern merchant perch permanent persuade servant terrain germ mercury percussion permission persuasion serve verse her mercy perfect permit pert service herb mermaid perform perpendicular pertinent stern herd miserable perfume perplex reverse swerve
hermit nerve perhaps persist serge term
jerk percent perjury person sermon terminal
IR
affirm dirk flirt quirk smirk thirty
bird dirt girl shirk squirt twirl
birth fir girt shirt stir whir
chirp firm girth sir swirl whirl
circle first irk skirt third
circus firth mirth smirch thirst
EAR
earlier early earnest earth hearse pearl search earliest earn earnestly heard learn research yearn
145
I (as in tin)
I
bib film kid nick ship sting wig bid fish king nil shrill stitch will big fist kiss nip sick strip win bill fix knit pick sift swim wing bin grin lid picnic silk thin wit brick grip lift pig simmer thing with bridge hid limb pin sin this wrist chick hill lint pinch sip tickle yip chin him lip pit sister till zip dig hint list rib sit tin
dill his lit rid six tip
dim hit milk rift skill twin
dip ill miss rig slit twist
dish in mist rill spill vision
fib inch mister rim split whiskers
fig jig mitt rip stick whistle
fill kick nibble risk still wick
146
I (as in tiger) i_e y igh i ie ye
I_E
abide chive kite nine shine strive while advice cite knife pile shire swipe whine advise crime lice pine shrine thrice white arrive fife life pipe sire thrive wide aside file lime price size tile wife beside fine line prime slice time wine bide fire live prize slide tire wipe bile five mice rice slime tribe wire bite glide mile rife smile tripe wise bribe grime mime rile spice twice
bride gripe mine ripe splice vice
brine hive mire rise stile vile
chide ice mite rite strife vine
chime ire nice scribe stripe vise
Y
ally cyclone fry nylon reply sty why apply defy hybrid occupy rhyme style wry asylum deny hydrant ply satisfy supply
buy dry hydraulic pry shy terrify
by dyke hyena psychology sky try
comply dynamic identify pylon sly type
cry electrify multiply qualify spry typhoon
cycle fly my rely spy tyrant
IGH
airtight fight frightful knight nigh sight tonight alight flight height lighten night slight
bright fright high midnight plight tight
delight frighten highness might sigh tighten
I
behind blind grind kind miser wind
bind find hind mind rind wiser IE applies lie plies tied tried die pie tie ties tries YE dye rye
147
O (as in block)
o a ou
O
block cock dot job mod pot snob bog cod drop jot monster rob sob bomb cog flop knob mop rock sock bond common fog knock moss rod song boss con fond knot moth rot spot bottle cop forgot lock nod rotten stock box cost fox lodge not shock stop broth cot frost loft on shod top chop crock gloss log ox shop toss clock crop gob lollipop plod shot
clod cross got lop plop slob
clog dock hobble loss plot slop
clop dodge hock lost pocket slosh
closet dog hog lot pod slot
cloth doll hop mob pond smock
cob dollar hot mock pop smog
A
because quality squabble swamp wand wash
halt quantity squalid swan wander wasp
malt quarrel squander swap want watch
quad quarry swab wad warrant wattle
qualify salt swallow wallet was what
OU
cough trough
148
O (as in open) oa o_e ow o oe
OA
afloat coast foam load moat roach toad approach coastal gloaming loaf oaf road toast bloat coaster gloat loafer oak roam toasted boast coat goad loam oaken roan unload boat coax goal loan oat roast whoa broach cockroach goat loath oath shoal
cloak croak groan loathe oatmeal soak
coach float groat loaves poach soap
coal foal hoax moan poacher throat
O_E
alone cone froze mode quote stone yoke bode cope globe mope robe stove zone bone cove grope node rode strobe
broke crone home nose rope strode choke dome hone note rose stroke
chose dope hope phone rote suppose
chrome dose hose poke rove those
clone dote hove pole scope throne
close doze joke pope slope tone
clothes drone lobe pose smoke tote
clove drove lone probe smote vote
coke elope lope prone stoke woke
OW
arrow burrow grow lowest owner shown throw bellow crow grown meadow pillow slow thrown below elbow growth mellow rainbow slowly tomorrow blow flow know mow shadow snow tow blown follow known mown shallow sow widow bow followed low narrow show stow window bowl glow lower own showed swallow yellow
O
ago going no piano solo video
almost hello o’clock potato studio volcano
echo hero only radio told
Eskimo kilometre open ratio tomato
go most over so torpedo
OE
doe hoe potatoes toe woe
foe poem throes tomatoes
149
Oi (as in foil) oi oy
OI
adjoin coil disjointed joint point roil void appoint coin embroil joist poise soil
asteroid conjoint enjoin loin purloin spoil
avoid counterpoint foil moist quoit subjoin
boil despoil foist noise recoil toil
broil devoid hoist oil rejoice turmoil
choice disappoint join ointment rejoin voice
OY
annoy coy destroy enjoy joy ploy troy boy decoy destroyer enjoyable joyful royal
convoy deploy employ gargoyle loyal toy
150
Oo (as in boot) oo ew ue
OO
bloom coo goose mood roost soon tooth boom cool groom moon rooster spoof troop boost coop hoop moose root spool whoop booster doom hoot noon school spoon zoo boot drool loom noose scoop stool
brood droop loop pool shoot stoop
broom food loose proof sloop swoop
choose fool loot roof smooth too
cocoon gloom moo room snooze toot
EW
anew chew grew new shrew strew askew crew jewel newt skew threw
bedew dew knew pew slew view
blew drew lewd renew spew
brew flew mews review stew
UE
accrue blue cue ensue gruel rue true argue clue due fuel hue statue
barbeque cruel duel glue rescue sue
151
Oo (as in look) oo u
OO
book crook footstep hood looked soot wooden brook crooked good hoof nook stood wool cook foot goodbye hook rook took woollen cookies football goodness look shook wood
U
bull bush pudding push sugar
bullion full pull put
152
Or (as in door) au aw or a oor our ore oar ar oa
AU
audit author cause fraud jaunt pauper applause auto caution fraught laud pause audience autograph clause gaudy launch sauce audition automobile daub gaunt launder saucer auditor autumn daughter gauze laundry saunter aught bauble daunt haughty maul taught augment because exhaust haul naughty taunt August caucus faun haunch nausea taut authentic caught flaunt haunt paunch
AW
awe brawn draw hawk paw scrawl thaw awesome caw drawl hawthorn pawl shawl trawl awkward claw drawn jaw pawn spawn yawn awning craw fawn law prawn sprawl
bawl crawl flaw lawn raw squawk
brawl dawn gnaw mohawk saw straw
OR
abhor consort forlorn important porch sore torn abort cord form lord pork sort tornado absorb core fort more port sport tort accord cork forth morn record store transport adorn corn fortune morning report stork wore assort distort glory nor score storm worn bore for gorge normal scorn sword born ford horn north shore thorn chord forge horse or short torch chore fork ignore orb snore tore
A
all call hall small stall walk balk chalk mall squall talk wall ball fall pall stalk tall
OOR
door floor indoor moor outdoor poor
OUR
course four fourth pour source court fourteen mourn resource your
ORE
adore chore fore score sore wore before core ignore shore store bore encore more snore tore
153
OAR
abroad board coarse hoarse soar boar broad hoard roar
AR
dwarf swarthy ward warmth wart quarter toward warm warn wharf swarm war warmer warp
OA
abroad broad
154
Ow (as in cow) ou ow
OU
abound bout douse grouse ouch renounce stout about cloud enshroud grout ounce resound surmount account clout expound hound our round surround aground compound flounce hour out scour trounce aloud confound flounder house outside scout trout amount couch flour impound paramount shout vouch announce count flout loud pouch shroud without around crouch foul louse pound slouch wound astound denounce found lout pout sound
blouse devour fount mound profound sour
bough devout gout mouse pronounce south
bounce discount grouch mouth rebound spout
bound doubt ground noun remount sprout
OW
allow chowder crown frown jowl prowl vow bow clown down gown now renown wow bower cow drown growl owl row yowl brow cower endow how powder shower
brown cowl flower howitzer power sow
chow crowd fowl howl prow town
155
U (as in treasure) or ar o er u ou ure a
OR
actor councillor editor inspector motor senator visitor agitator counsellor elevator inventor navigator supervisor
alligator creditor emperor major operator tailor
anchor debtor error manor orator tenor
auditor dictator executor minor professor terror
aviator director factor mirror radiator tractor
conductor doctor horror monitor sailor tutor
AR
burglar collar muscular regular sugar
cellar dollar peculiar similar vinegar
circular modular perpendicular singular vulgar
O
above cover honey monkey plover tongue
among discover love month shovel welcome
another done lovely mother smother won
become dove lover none some wonder
brother dozen Monday onion son wonderful
come front money other sponge worry
coming glove monk oven ton
ER
after copper finger member proper shoulder tiger batter corner flounder meter quarter shower timber better cover foreigner monster quicker silver tower blister dancer golfer mother quiver sinister trigger bluster daughter hammer mutter rather sister twitter bother diameter jumper offer reader slower under boxer dinner keeper order recorder smarter water breaker driver learner other remember spider weather brother Easter leather over retriever stronger whether butcher enter letter oyster river summer winter butter falter lighter paper rover supper
chatter farther lobster peeper rubber taller
clever father longer pepper runner teacher
clover fatter manner powder seeker temper
consumer fiddler matter power shorter thunder
151
U
bluff clump fudge husk plunge slump swum blunt clutch fun hut plunk slung swung blush crumb fund jug plus slunk swung brunch crunch fuss jump plush sprung truck brush crust fuzz jungle pub spun trunk bubble cub glut just pug spunk trust buck cud grub jut pulp struck tub buckle cuff grudge luck pump strung tubby bud cull gruff lug pun stub tuck buff cup grump lull punch stubby tug bug cut gull lump pup stuck tumble bum drudge gulp lunch rub stump tummy bump drum gum lung ruffle stun turrett bun dub gun much rug stung tusk bunch duck gush muck rum stunk ugly bundle dud gut mud run stunt umbrella bungle dug gutter mug rung sub uncle bunt dull hub mull runner suburb under burro dumb huff mum rush such under burrow dump hug munch rust suds unjust bus dusk hull mush rustle sum unload bustle dust hum null rut summer until but dux humble nun shut sun unwell butter fluff hump nut skull sung up buzz flung hunch pluck skunk sunk upper chum flush hung plug slug supply us club fluster hunt plum slum surrey
OU
anxious curious flourish infectious nourish ridiculous tough capacious dangerous furious jealous obvious riotous tremendous capricious delicious generous joyous outrageous rough trouble colour disastrous glorious malicious perilous serious various conscious double gorgeous marvellous piteous spacious vicious country encourage gracious mucous poisonous suspicious vigorous couple enormous grievous mutinous precious tedious young courage enough harbour mysterious previous thorough
cousin famous hideous nervous prosperous touch
URE
adventure culture failure measure puncture treasure
agriculture departure figure picture Scripture venture
composure enclosure fracture pleasure seizure
creature exposure furniture pressure structure
152
A
abash adore aghast along anonymous around attempt abbreviate adrift ago always apology arrange attention about affront agree amendable appeal arrest atune abrupt afloat alarm among appear arrive disagree accord afresh alive amount applause asleep account again allow announce apply assault
across against alone annoy appoint astride
adorable agape along annul approve atop
153
U (as in duty) u u_e ue ew
U
beautiful cubic education puny ukulele user
beauty duly fury student union
Cuba duty futile tuba usable
U_E
cube fortune fuse pure tune ute
cure fume mule tube use
UE
argue continue due issue rescue statue value
EW
curfew ewe nephew skewer
dew few new stew
154
APPENDIX C: CORE SPELLING LISTS
LIST A
a by him my she with
all do his no so yes
an for I not the you
and get in of to
as go into on up
at had is one us
be he it onto was
but her me or we
LIST B
about book fall have man play sit this above box feet hit may ran six three add by find hot men read sleep time also came fish land mum red slide today am can five late name ring some took are car four led need run soon two ate cat from let nine said stop upon back cut fun like off say sun week ball dad goes list our sea swim when bed day going little out see ten will big dog got look pack seem that win bit doll hand lot pet set them
black eight has make plant seven they
LIST C
after did green kept must right there who afternoon does grow kind near road there's why again door happy know need room these winter air down head later new same things wish any Dr help left none saw think won anybody each here less now say told word anyone eat here's life number school too work anywhere end herself line off seem tree write around even he's live often sent trip year ask face hide long oil she's try yellow away far high low old show under your beach farm himself lunch once sing until
been fast hold made only slow use
before father home many open small very
best feel hope maybe other soon walk
bird fell house mean over sound want
blue felt how milk page spell warm
155
boat first I'd Miss park start wash
body fly if moon part still watch
boy forget I'll more pick story water
bring form I'm morning place such way
bus found inside most plane summer well
call funny its mother pool take went
children gave it's move postman tea were
clean girl I've Mr put tell what
cold good jump Mrs race than where
come gram just Ms rain thank which
cool great keep much ride then while
See “Literacy Benchmarks Yrs 3,5 and 7 Writing, Spelling and Reading” pp 18-21 List D
able buy ever ground letter please sound wind across camp every group light point space window ago cannot everyone hadn't lost pretty state within airport can't everything happened love pull steal without allow carry exit hard maybe Queensland stone woke almost cent eyes hasn't might quiet study woman along change family hear money ready suddenly won't already close fast heavy music real summer work always colour few he'd nearly remember sure world animal corner fight homework never rest talk would aren't could finally horse night river team wouldn't Australia couldn't fire hour nobody round that's wrote baby country floor ice nothing sadness their young bathroom dead flour idea o'clock scare together
because didn't flower inside only seashore tonight
began dinner follow isn't outside seatbelt town
begin disc/disk food it's own second train
behind does friend knew paper seen turn
being doesn't fright knife past sentence used
below done front ladies peace she'd video
better don't full lady people should war
between drink games large person sight wear
both during give last picture since weekend
bread early gone learn piece someone we're
break easy goodbye leave planet something which
broom either grandfather leaves playground sometimes white
156
List E
address burnt flew important often south upstairs
afterwards busy football invite otherwise spring wasn't
against city footpath join parents stain weather
although couldn't force joyful party station west
angry depart fortnight killed pass street we've
ankle died fraction kitchen people sugar what's
answer different genre later plane teacher who's
area doctor germ laugh police tear year
aunt dollar ground lead present they'd yesterday
beach door guard lunch push they'll you'd
beautiful downstairs hair month reach they've you'll
birthday dream half mountain really those you're
blood earth haven't mouse rocket thought you've
bought east heard myself room threw
broke Easter he'll never she'll through
brother enough hello next shoes tomorrow
brought example holiday none sister trouble
brown finish hurt north slowly uncle
See “Literacy Benchmarks Yrs 3,5 and 7 Writing, Spelling and Reading” pp 36-37
List F
accept caught empty hospital mixture quickly they're wrist accident centimetre energy hungry moment quiet though wrong ache centre enter hurt music quite thought yesterday across certain equal industry neither ready tomorrow young activity choose everybody information nearly really touched actually Christmas everywhere interpret newspaper reason towards adult classify except island noise recent tired adventure clothes explain jail numb refill tried against computer factory judge numerous required trouble aloud cooperate famous juice observe rescue usual already costume favourite kept ocean road used although country felt keyboard once sadness vacation amount course figure kilometre opposite science video answer cousin finally knock otherwise search visitors appear dangerous fortnight laser parcel second waist appeared decide forth last pass several waste apply decrease fraction length peace shoes watch arrive diary fridge library people sign wear assembly different further litre percent silence weather average disappear giant loose picture since weight beautiful doctor group lose piece sometimes whether believe double guess machine pilot straight whistle board during half meant poem suburb white bicycle earth happiness media prefer suddenly whole blood easy health metre probably sure whose breakfast edge heard millimetre program surprise without built either heavy minutes public television woollen camera electric horror mirror quarter terrible worse
157
List G
aboriginal argument calendar disease government mathematics quantity
aborigine attendance communicate documentary governor mayor question
accommodate audience comparison effect human minimum receive
achievement automatic council employee husband necessary recipe
adventure beginning counsel employer immediately neighbour recommend
advertisement behave course environment impossible occupation replied
advice behaviour capital equipment income opposition sincerely
advise belief daughter excite inquiry ordinary straight
affect bought decrease exercise interesting original stomach
agreement brought definite experience introduction parliament technology
allowed budget desert faithfully knowledge population telephone
ambulance business dessert fete language possible temperature
annual calculator develop fiction liquid principal
anxious character dictionary frightened manager principle
See “Literacy Benchmarks Yrs 3,5 and 7 Writing, Spelling and Reading” pp 60-69
List H - Extension
accessible complement feminine masculine receipt unique
aeroplane compliment genetic mysterious restaurant unnecessary
agriculture conversation geography occasionally secretary vocabulary
analysis dependant guarantee particular separate
ancient dependent historical patience stationary
barbeque destructible humorous patients stationery
boundary dialogue independent perimeter stomach
breather economic investigate permanent temporary
brilliant editorial jewellery personal theatre
catalogue eligible judgement personnel thoroughly
Celsius encyclopaedia juvenile procedure unconscious
cheque eucalyptus manufacture queue unfortunately
158
APPENDIX D: Spelling Column Activity WORD Syllable Base Word Plurals Prefixes Suffixes
Homophone Homograph Rhyming Word Antonym Synonym
159
APPENDIX D: SPELLING COLUMN ACTIVITY WORD Syllables Base Word Plurals Prefixes Suffixes Homophone Homograph Rhyming
Words Antonyms Synonyms Compound
Word (Y/N)
160
APPENDIX E: LSCWC Spelling Strategy
WORD
LOOK SAY COVER WRITE CHECK
161
APPENDIX F: COMPOUND WORDS
afternoon evergreen household railway
afterwards everybody ice-cream schoolroom
anybody everyone income seaplane
anyone everything indeed seashore
anything everywhere inside seatbelt
anywhere fireside into shoelace
airport fisherman keyboard someone
armchair fishhook lighthouse something
bathroom football maybe sometimes
before footpath merry-go-round stairway
birthday footstep milkshake steamroller
blackberry forget moonlight streamlined
blackboard fortnight motorbike Sunday
blueprint forward myself sunshine
bonfire goldfish newspaper superman
bookcase goodbye nightgown supermarket
breakfast grandfather nobody tablecloth
broadcast grandmother notebook themselves
bulldozer grandstand nothing today
butterfly grapefruit noticeboard tomorrow
cannot grasshopper otherwise tonight
cardboard handsome outside township
classmate headlight overboard upstairs
coconut herself overhead watchman
cowboy highway peanut waterfall
crossroad himself playground weekend
cupboard homestead playhouse wholesale
doorstop homewards pocketbook within
downstairs homework postman without
driveway horseback Queensland workshop
The bolded words appear in the Core Spelling Lists
162
APPENDIX G: CONTRACTIONS
aren't she'll
can't she's
couldn't that's
didn't there's
doesn't they'd
don't they'll
hadn't they're
hasn't they've
haven't wasn't
he'd we'll
he'll we're
here's we've
he's what's
I'd who's
I'll won't
I'm wouldn't
isn't you'd
it's you'll
I've you're
she'd you've
Plus any other required
All of the above Contractions appear in the Core Spelling Lists
163
APPENDIX H: SOME COMMON HOMOPHONES Definition: One or more words having the same sound as another but differing from it in meaning and spelling air heir groan grown rain reign rein aisle I'll isle guessed guest raise rays raze allowed aloud hair hare rap wrap ate eight hall haul raw roar aunt aren't heal heel read red awe oar or ore hear here read reed ball bawl heard herd reel real bare bear higher hire right rite write beat beet him hymn ring wring beech beach hoard horde road rode rowed been bean hole whole root route birth berth horse hoarse rose rows blew blue hour our sail sale board bored idle idol sauce source border boarder in inn saw soar sore bow bough its it's scene seen boy buoy key quay sea see bread bred knew new seam seem break brake knight night seas sees seize bridle bridal knot not sell cell bury berry knows nose sew so sow by buy bye lead led shore sure caught court lessen lesson sight site ceiling sealing loan lone slay sleigh cent scent sent made maid soar sore saw cereal serial mail male some sum cheap cheep main mane son sun check cheque mare mayor sort sought chews choose meat meet stairs stares choral coral medal meddle stake steak chord cord metal mettle stalk stork coarse course might mite stationary stationery complement compliment miner minor steal steel council counsel missed mist straight strait creak creek more moor sure shore currant current morn mourn tail tale days daze muscles mussels tea tee dear deer need knead team teem dew due no know their there die dye none nun threw through ewe yew you one won throne thrown fair fare pain pane tide tied farther father pair pare pear to too two feat feet passed past toe tow fete fate patience patients vane vain vein fir fur pause paws pores war wore flaw floor paw poor pore pour wait weight flee flea peace piece warn worn flour flower peal peel way weigh for fore four peer pier weak week fort fought plain plane wear where forth fourth practice practise weather whether fowl foul praise prays which witch freeze frieze pray prey whose who's gait gate principal principle wood would grate great profit prophet grease Greece racket racquet
NB. One or more of the bolded words appear in the Core Spelling Lists
164
APPENDIX I HOMOGRAPHS Definition: One or more words that have the same spelling but differ in meaning and sometimes pronunciation, eg I play with the ball I go to the ball I had a ball at the party
air past
back pick
ball plane
bit play
board race
bread rest
down right
fast ring
felt run
ground sound
hand spring
hide state
hit tear
just train
kind trip
last turn
lead watch
leaves well
let will
light wind
might work
pass
All of the above Homographs appear in the Core Spelling Lists
165
APPENDIX J: SYNONYMS aid-help beach-seashore below-beneath big-enormous big-gigantic big-great big-huge big-large bit-piece board-plank boat-ship bought-purchased break-shatter call-phone can-tin come-arrive dad-father dead-deceased-expired different-unusual disappear-vanish dog-canine eat-consume empty-vacant end-conclude end-finish far-distant fast-quick fight-attack friend-mate-pal fright-fear fun-enjoyment go-leave great-mighty ground-earth guard-protect happiness-joy happy-joyful heavy-weighty
hide-conceal high-tall hit-bash-punch holiday-journey holiday-trip holiday-vacation home-house hungry-famished hurt-injure-harm join-enlist just-fair kind-generous kind-thoughtful left-departed little-petite little-small little-tiny look-watch-see many-lots might-strength moment-minute money-cash mum-mother nearly-almost new-fresh-modern-current night-evening noise-sound none-nothing old-ancient open-exposed-unfasten peace-tranquility-calm pick-choose place-area-spot-location-site place-put present-gift pretty-attractive pretty-beautiful push-shove
quiet-soundless quite-almost real-true-actual right-correct road-street say-speak scare-frightened see-observe see-watch show-display sleep-rest slow-unhurried-behind spring-jump start-begin still-calm-quiet-motionless stone-rock suddenly-quickly sure-certain take-steal talk-discuss teacher-instructor tear-rip tell-relate things-objects thought-idea tired-weary town-village usual-common walk-amble walk-saunter walk-stroll war-battle war-fight whole-complete-entire will-determination win-succeed write-transcribe wrong-unfair
NB. At least one of each of the group above appears in the Core Spelling Lists
166
APPENDIX K: ANTONYMS after-before all-none allow-disallow always-never appear-disappear arrive-depart aunt-uncle back-front beautiful-ugly begin-finish believe-disbelieve below-above best-worse big-little-small bought-sold boy-girl breakfast-dinner brother-sister buy-sell children-adults cold-hot come-go cool-warm dad-mum day-night dead-alive decrease-increase die-live different-similar disappear-reappear down-up each-every early-late earth-sky east-west empty-full end-beginning even-uneven exit-entry far-near fast-slow father-mother
feet-hands first-last for-against found-lost friend-enemy gave-took give-take good-bad great-small ground-sky half-whole happiness-sadness happy-sad hard-soft heavy-light hello-goodbye here-there high-low hope-hopeless in-out inside-outside kind-unkind ladies-gentlemen lady-gentleman land-water lead-follow left-right life-death light-dark like-dislike live-die long-short loud-quiet love-hate man-woman many-few men-women moon-sun more-less morning-evening most-least my-your
new-old north-south no-yes off-on open-shut over-under past-present peace-war play-work please-thankyou pretty-ugly pull-push quick-slow rain-sun ran-walked right-wrong round-across run-walk same-different say-do show-watch sleep-wake start-finish start-stop stop-go straight-crooked summer-winter sure-unsure swim-sink teacher-student/pupil/learner then-now threw-caught tired-energetic today-tonight upstairs-downstairs used-unused usual-unusual white-black win-lose won-lost
NB. At least one of each of the group above appears in the Core Spelling Lists
167
APPENDIX L: TENSE Present Tense
Past Tense Present Participle Past Participle
allow (s) allowed allowing allowed appear (s) appeared appearing appeared arrive (s) arrived arriving arrived ask (s) asked asking asked begin (s) begun beginning begun believe (s) believed believing believed bring (s) brought bringing brought burn (s) burnt burning burnt buy (s) bought buying bought call (s) called calling called can could catch ) caught catching caught catches ) come (s) came coming decide (s) decided deciding decided decrease (s) decreased decreasing decreased depart (s) departed departing departed die (s) died dying died do ) did doing done does ) drink (s) drank drinking drunk eat (s) ate eating eaten explain (s) explained explaining explained fall (s) fell falling fallen feel (s) felt feeling felt fight (s) fought fighting fought finish (es) finished finishing finished fish (es) fished fishing fished fly ) flew flying flown flies ) follow (s) followed following followed give (s) gave giving given go ) went going gone goes ) get (s) got getting got guard (s) guarded guarding guarded has ) had having had have ) help (s) helped helping helped hear (s) heard hearing heard hide (s) hid hiding hidden hit (s) hit hitting hit hope (s) hoped hoping hoped hurt hurt hurting hurt know (s) knew knowing known interpret (s) interpreted interpreting interpreted invite (s) invited inviting invited join (s) joined joining joined jump (s) jumped jumping jumped keep (s) kept keeping kept kill (s) killed killing killed
168
lead (s) led leading led let (s) let letting let leave (s) left leaving left lose (s) lost losing lost make (s) made making made mean (s) meant meaning meant may might observe (s) observed observing observed pass ) passed passing passed passes ) play (s) played playing played put (s) put putting put read (s) read reading read ride (s) rode riding ridden run (s) ran running ran say (s) said saying said see (s) saw seeing seen sleep (s) slept sleeping slept send (s) sent sending sent spring (s) sprang springing sprung stop (s) stopped stopping stopped swim (s) swam swimming swum talk (s) talked talking talked take (s) took taking taken tell (s) told telling told throw (s) threw throwing thrown trip (s) tripped tripping tripped try ) tried trying tried tries ) use (s) used using used walk (s) walked walking walked watch ) watched watching watched watches ) wake (s) woke waking woken will would win (s) won winning won work (s) worked working worked NB. The Present Tense words all appear in the Core Spelling Lists
169
APPENDIX M: CONFUSED USAGE To, too, two I went to the shop We had an ice-cream too I ate two ice-creams Teach/learn My teacher will teach me but it is up to me to learn May/can May I leave the room? (asking permission) Can you read? (are you able to read) Loose/lose My belt is loose Don’t lose your money Less/fewer I eat less than you (refers to quantity) There are fewer children in 5A than 5B (refers to number) Past/passed I walked past the shop I passed my exam (always a verb) Bought/brought I bought a cake from the bakery (from to buy) I brought the little puppy home (from to bring) Father/farther My father is a kind man The farther I ran the more tired I became Practice/practise I went to sports practice I am going to practise my spelling
IRREGULAR PLURALS
baby-babies lady-ladies beach-beaches life-lives child-children lunch-lunches Christmas-Christmases man-men cloth-clothes money-monies energy-energies mouse-mice family-families myself-ourselves fish-fish pass-passes foot-feet person-people half-halves policeman-policemen-police ice-ice woman-women knife-knives
170
APPENDIX N: PREFIXES AND SUFFIXES
Prefix Meaning Derivatives Junior re- un-
again, back on not
reappear, recall, reclaim, redo, reduce, refinish, rejoin, reline, relive, remain, remount, repaint, repay, replace, reply, return, rewrite unclear, uncommon, unconscious, undo, unequal, uneven, unfair, unfit, unglue, unhappy, unhook, unkind, unknown, unlace, unload, unlock, unpack, unsteady, untidy, untie, untouched, unwilling, unwind
Suffix Meaning Derivatives Junior -ary, -ery -er -er -est -ful -ly -y
that which, place where more “in degree” one who most “in degree” full of in the manner of, like like
aviary, bakery, boundary, cannery, creamery, dictionary, fernery, forgery, granary, library, nursery, revolutionary, rockery, shrubbery faster, fatter, lighter, sicker, shorter, slower, smarter, stronger, taller adventurer, baker, beater, believer, boarder, boxer, buyer, camper, carpenter, cleaner, dancer, doer, foreigner, fruiterer, grocer, helper, jumper, packer, painter, player, preacher, robber, runner, swimmer, teacher, thinker, walker, winner, worker, writer cleanest, deepest, easiest, farthest, latest, longest, loudest, skinniest, tightest, widest awful, beautiful, careful, cheerful, delightful, dreadful, eventful, faithful, fearful, graceful, hopeful, helpful, joyful, masterful, peaceful, playful, plentiful, skilful, successful, thankful, thoughtful, truthful, wonderful actively, attentively, eagerly, easily, fatherly, finally, friendly, happily, homely, kindly, justly, lonely, lovely, manly, motherly, patiently, quietly, rapidly, really, sadly, sickly, silently, slowly, swiftly, truly bushy, cloudy, dirty, hilly, juicy, rocky, smoky, stony, stormy, woolly
171
Prefix Meaning Derivatives Middle a-, ab- bi- dis- fore- in- mid- over- peri- pre- re- un- under-
away from two, twice apart from, not in front, before not middle over, above, too much around before again, back on not beneath
abide, abloom, abnormal, abode, abound biannual, bicycle, biennial, bimetal, bimonthly, biped, bipolar, biscuit, biweekly disallow, disappear, disappoint, disarm, discontinue, discount, discredit, disenchant, dislocate, disobey, distract forearm, forebode, forecast, forecastle, forefinger, forefoot, forefront, foreground, forehand, forehead, foremast, forenoon, foresee, foretell inaccessible, inactive, inaccurate, inarticulate, incapable, inclement, incomplete, inconvenient, incorrect, independent, indifferent, indirect, infirm, insane, insincere, invisible midair, midday, midnight, midocean, midpoint, midships, midstream, midsummer, midway, midweek, midwinter overactive, overbold, overcharge, overcoat, overcrowded, overdress, overeat, overflow, overgrown, overhang, overhead, overlay, overpay, overreact, overrun, overtax, overturn perimeter, periscope precaution, precede, preclude, precursor, predate, predict, prefabricate, prefer, prefix, premarital, prepare, prepay, presume, pretend, prevent, previous reappear, recall, reclaim, redo, reduce, refinish, rejoin, reline, relive, remain, remount, repaint, repay, replace, reply, return, rewrite unclear, uncommon, unconscious, undo, unequal, uneven, unfair, unfit, unglue, unhappy, unhook, unkind, unknown, unlace, unload, unlock, unpack, unsteady, untidy, untie, untouched, unwilling, unwind unicellular, unicycle, unilateral
172
Suffix Meaning Derivatives Middle -able -age -al -ar -ary, -ery -en -ent -er -er -est -ful -ible -ice -ish -ish -ist -ive
capable of, able to state of being, place of, result of relating to belonging to one who that which, place where to make or become one who more “in degree” one who most “in degree” full of capable of state of being having nature of rather or like one who relating to
conquerable, drinkable, eatable, enjoyable, lovable, miserable, payable, perishable, portable, presentable, readable, reliable, suitable, valuable, washable, workable acreage, anchorage, bondage, breakage, carriage, coinage, cottage, courage, luggage, marriage, orphanage, parsonage, personage, sausage, shrinkage, village, wastage annual, biannual, biennial, canal, central, commercial, crystal, dental, electrical, equal, final, local, natural, residential, royal, technical, theatrical, usual beggar, liar, scholar aviary, bakery, boundary, cannery, creamery, dictionary, fernery, forgery, granary, library, nursery, revolutionary, rockery, shrubbery ashen, blacken, brazen, broken, earthen, fallen, fatten, flatten, flaxen, golden, leaden, lengthen, roughen, shorten, silken, straighten, whiten, widen, wooden, woollen agent, correspondent, opponent, student faster, fatter, lighter, sicker, shorter, slower, smarter, stronger, taller adventurer, baker, beater, believer, boarder, boxer, buyer, camper, carpenter, cleaner, dancer, doer, foreigner, fruiterer, grocer, helper, jumper, packer, painter, player, preacher, robber, runner, swimmer, teacher, thinker, walker, winner, worker, writer cleanest, deepest, easiest, farthest, latest, longest, loudest, skinniest, tightest, widest awful, beautiful, careful, cheerful, delightful, dreadful, eventful, faithful, fearful, graceful, hopeful, helpful, joyful, masterful, peaceful, playful, plentiful, skilful, successful, thankful, thoughtful, truthful, wonderful audible, divisible, horrible, incredible, legible, terrible, visible advice, cowardice, justice, notice, practice, service bluish, childish, clownish, fiendish, foolish, sickish, sixish, whitish boyish, blackish, brownish, childish, foolish, girlish, selfish artist, biologist, botanist, chemist, communist, cyclist, dentist, florist, humourist, journalist, loyalist, naturalist, optimist, pessimist, pianist, realist, socialist, specialist, typist, violinist active, captive, corrective, destructive, effective, expensive, explosive, festive, impressive, inventive, native, objective, protective, talkative
173
Suffix Meaning Derivatives Middle (Cont’d) -less -ly -ment -ness -or -ory -tion, -ion -y
without in the manner of, like state of being state of being one who place where the act of like
ageless, armless, careless, childless, cloudless, faithless, fatherless, fearless, graceless, helpless, homeless, hopeless, merciless, motherless, penniless, priceless, sleepless, waterless, witless, worthless actively, attentively, eagerly, easily, fatherly, finally, friendly, happily, homely, kindly, justly, lonely, lovely, manly, motherly, patiently, quietly, rapidly, really, sadly, sickly, silently, slowly, swiftly, truly amazement, amusement, argument, commitment, employment, equipment, excitement, government, instrument, judgement, measurement, movement, payment, placement, punishment, refinement, refreshment, settlement, treatment blackness, blindness, brightness, business, darkness, emptiness, gladness, goodness, greatness, happiness, illness, joyfulness, kindness, laziness, likeness, openness, sadness, sickness, sweetness, thickness, weakness, weariness, wickedness, worthiness actor, auditor, captor, creditor, debtor, doctor, executor, governor, inspector, sailor, supervisor, tailor, visitor directory, dormitory, factory, observatory, territory action, attention, attraction, celebration, champion, collection, companion, competition, composition, condition, conversation, correction, destination, dictation, direction, division, education, election, examination, exhibition, expedition, narration, nation, permission, population, procession, protection, rejection, television, vacation bushy, cloudy, dirty, hilly, juicy, rocky, smoky, stony, stormy, woolly
174
Prefix Meaning Derivatives Senior ante- anti- auto- circum- co- counter- de- dis- en- ex- extra- fore- il- im- in- inter- ir-
before against self around together, with against away, down apart from, not to make from, out, beyond outside, beyond in front, before not not not between, among not
antecede, antechamber, antenatal, antepenult, anteroom, antetype antiaircraft, antibacterial, antibody, anticatalyst, antichristian, anticlerical, antidote, antifreeze, antiseptic, antisocial, antitank, antitoxin, antiwar autobiography, autobus, autograph, autoharp, autohypnosis, automatic, automobile, automotive circumference, circumnavigate, circumpolar, circumscribe, circumstance cobelligerents, coefficient, coexist, cohabit, coheir counteract, counterattack, counterbalance, counterclaim, counterculture, counterrevolution, counterspy, counterweight deactivate, debar, debase, debrief, decamp, decrease, degrade, dehumidify, delouse disallow, disappear, disappoint, disarm, discontinue, discount, discredit, disenchant, dislocate, disobey, distract enable, encamp, encircle, enclose, encourage, endanger, endear, enfeeble, enlarge, enrich, enslave, ensure excogitate, excommunicate, excuse, exfoliate, expense, experience, explain, explore, export, exsanguinate, extend, extract extracurricular, extragalactic, extrajudicial, extralegal, extraordinary, extrasensory, extraterritorial forearm, forebode, forecast, forecastle, forefinger, forefoot, forefront, foreground, forehand, forehead, foremast, forenoon, foresee, foretell illegal, illegible, illiterate, illogical immaterial, immature, immeasurable, imperfect, impersonal, impolite, improper, impure inaccessible, inactive, inaccurate, inarticulate, incapable, inclement, incomplete, inconvenient, incorrect, independent, indifferent, indirect, infirm, insane, insincere, invisible interact, intercede, intercept, interchange, intercontinental, interface, interhouse, interleave, intermingle, intermix, international, interrupt, intersection, interstate, interstellar, intertwine, interweave, interview irradiate, irrational, irregular, irrelevant, irreligious, irremovable, irreplaceable, irrepressible, irresponsible, irreverent, irreversible
175
Prefix Meaning Derivatives Senior (Cont’d) mid- mis- non- over- peri- post- pre- pro- re- sub- super- tele- trans- un- under- uni-
middle wrong not over, above, too much around after before before, in front, forward, forth again, back on under above, over far away across not beneath one
midair, midday, midnight, midocean, midpoint, midships, midstream, midsummer, midway, midweek, midwinter misadventure, misapply, misbehave, miscast, miscue, misdeeds, misdirected, misfit, misfortune, mishap, misjudge, mislaid, mislead, misname, misplaced, misread, misspell, misstep, mistake, misunderstand, misuse nonabrasive, nonburnable, nonconductor, nondurable, nonentity, nonsmoker, nonviolent, nonvocal, nonvoter, nonunion overactive, overbold, overcharge, overcoat, overcrowded, overdress, overeat, overflow, overgrown, overhang, overhead, overlay, overpay, overreact, overrun, overtax, overturn perimeter, periscope postdate, postpone, postoperative, postwar precaution, precede, preclude, precursor, predate, predict, prefabricate, prefer, prefix, premarital, prepare, prepay, presume, pretend, prevent, previous procreate, produce, profess, profile, profound, project, pronoun, provoke reappear, recall, reclaim, redo, reduce, refinish, rejoin, reline, relive, remain, remount, repaint, repay, replace, reply, return, rewrite subdivide, subheading, subject, submarine, submerge, subnormal, subordinate, subplot, subside, subsoil, substandard, subtract, subtropical, suburban, subway supercede, supercharge, superego, superheat, superhighway, superhuman, superintendent, superman, supernatural, supermarket, supernova, superstitious, superstructure, supervise telegram, telegraph, telephone, telephoto, telescope, television trans-Atlantic, trans-Australian, transcribe, transfer, transfusions, translate, translucent, transmigrant, transmit, transplant, transpolar, transport, transpose unclear, uncommon, unconscious, undo, unequal, uneven, unfair, unfit, unglue, unhappy, unhook, unkind, unknown, unlace, unload, unlock, unpack, unsteady, untidy, untie, untouched, unwilling, unwind undercharge, underclothes, underfed, underground, undergrowth, undermine, underneath, underpay, underweight unicellular, unicycle, unilateral
176
Suffix Meaning Derivatives Senior -able -age
capable of, able to state of being, place of, result of
conquerable, drinkable, eatable, enjoyable, lovable, miserable, payable, perishable, portable, presentable, readable, reliable, suitable, valuable, washable, workable acreage, anchorage, bondage, breakage, carriage, coinage, cottage, courage, luggage, marriage, orphanage, parsonage, personage, sausage, shrinkage, village, wastage
-al -ance, -ence -ant -ar -ar -ary, -ery -ee -en -ent -er -er -est -ful -fy
relating to belonging to state of being one who belonging to one who that which, place where one who is to make or become one who more “in degree” one who most “in degree” full of make or form into
annual, biannual, biennial, canal, central, commercial, crystal, dental, electrical, equal, final, local, natural, residential, royal, technical, theatrical, usual absence, abundance, acceptance, allowance, attendance, difference, disturbance, endurance, excellence, ignorance, importance, innocence, guidance, obedience, patience, presence, sentence, science assistant, attendant, irritant, merchant, servant lunar, particular, popular, regular, singular, solar, triangular beggar, liar, scholar aviary, bakery, boundary, cannery, creamery, dictionary, fernery, forgery, granary, library, nursery, revolutionary, rockery, shrubbery addressee, employee, examinee, payee ashen, blacken, brazen, broken, earthen, fallen, fatten, flatten, flaxen, golden, leaden, lengthen, roughen, shorten, silken, straighten, whiten, widen, wooden, woollen agent, correspondent, opponent, student faster, fatter, lighter, sicker, shorter, slower, smarter, stronger, taller adventurer, baker, beater, believer, boarder, boxer, buyer, camper, carpenter, cleaner, dancer, doer, foreigner, fruiterer, grocer, helper, jumper, packer, painter, player, preacher, robber, runner, swimmer, teacher, thinker, walker, winner, worker, writer cleanest, deepest, easiest, farthest, latest, longest, loudest, skinniest, tightest, widest awful, beautiful, careful, cheerful, delightful, dreadful, eventful, faithful, fearful, graceful, hopeful, helpful, joyful, masterful, peaceful, playful, plentiful, skilful, successful, thankful, thoughtful, truthful, wonderful clarify, glorify, horrify, identify, justify, modify, notify, qualify, simplify, testify
177
Suffix Meaning Derivatives Senior (Cont’d) -hood -ible -ic -ice -ish -ish -ism -ist -ity, -ty -ive -less -ly -ment -ness -or -ory
state of being capable of pertaining to, like state of being having nature of rather or like state of being one who state of being relating to without in the manner of, like state of being state of being one who place where
adulthood, babyhood, boyhood, brotherhood, childhood, falsehood, fatherhood, girlhood, maidenhood, manhood, motherhood, neighbourhood, parenthood, priesthood, womanhood audible, divisible, horrible, incredible, legible, terrible, visible angelic, artistic, athletic, atmospheric, classic, critic, dramatic, historic, volcanic advice, cowardice, justice, notice, practice, service bluish, childish, clownish, fiendish, foolish, sickish, sixish, whitish boyish, blackish, brownish, childish, foolish, girlish, selfish antagonism, baptism, Buddhism, criticism, heroism, Hinduism, hypnotism, magnetism, Mohammedanism artist, biologist, botanist, chemist, communist, cyclist, dentist, florist, humorist, journalist, loyalist, naturalist, optimist, pessimist, pianist, realist, socialist, specialist, typist, violinist acidity, beauty, cruelty, opportunity, plenty, property, prosperity, purity, rarity, reality, safety, sovereignty active, captive, corrective, destructive, effective, expensive, explosive, festive, impressive, inventive, native, objective, protective, talkative ageless, armless, careless, childless, cloudless, faithless, fatherless, fearless, graceless, helpless, homeless, hopeless, merciless, motherless, penniless, priceless, sleepless, waterless, witless, worthless actively, attentively, eagerly, easily, fatherly, finally, friendly, happily, homely, kindly, justly, lonely, lovely, manly, motherly, patiently, quietly, rapidly, really, sadly, sickly, silently, slowly, swiftly, truly amazement, amusement, argument, commitment, employment, equipment, excitement, government, instrument, judgement, measurement, movement, payment, placement, punishment, refinement, refreshment, settlement, treatment blackness, blindness, brightness, business, darkness, emptiness, gladness, goodness, greatness, happiness, illness, joyfulness, kindness, laziness, likeness, openness, sadness, sickness, sweetness, thickness, weakness, weariness, wickedness, worthiness actor, auditor, captor, creditor, debtor, doctor, executor, governor, inspector, sailor, supervisor, tailor, visitor directory, dormitory, factory, observatory, territory
178
Suffix Meaning Derivatives Senior (Cont’d) -ous -ship -tion, -ion -y
full of state of being the act of like
adventurous, courageous, dangerous, enormous, famous, furious, glorious, humorous, joyous, marvellous, nervous, outrageous, prosperous championship, fellowship, friendship, hardship, horsemanship, kingship, lordship, marksmanship, ownership, partnership, penmanship, relationship, sportsmanship, township, worship action, attention, attraction, celebration, champion, collection, companion, competition, composition, condition, conversation, correction, destination, dictation, direction, division, education, election, examination, exhibition, expedition, narration, nation, permission, population, procession, protection, rejection, television, vacation bushy, cloudy, dirty, hilly, juicy, rocky, smoky, stony, stormy, woolly
179
APPENDIX O: MNEMONICS
A piece of pie You hear with your ear. Have you heard me? There is a lie in belief My pal is the Principal Animals eat meat People go on a bus to business The middle 'lls' are parallel Ice is a noun - so is practice Is is a verb and so is practise Never end a friendship An island is land surrounded by water The vowel 'e' is the only one in cemetery Cars are stationary Paper is stationery We greet people we meet If you're fast you go past and you won't last An ass and an ant are my assistants All pledge allegiance to the giant The canoe leaks like a shoe You fri the end of your friend Place names all have here in them – here, there, where, and everywhere Question openers begin with wh-who, where, what, when, why The fourth number in four Affect has an a for action The two twins are twenty Too has another o as well as to Necessary has one collar and two socks A special agent is someone in the CIA Don’t let the cat catch the mouse Separate has ‘a rat” in it Saturday is the day you are (u r) glad to see come each week Loose tooth In a diary you write about yourself so i comes first If you buy it you bought it If you bring it you brought it You can hear your heart
180
APPENDIX P: THE DEMONS Children often misspell the following words. Find those you cannot spell and learn them. The words have been gathered by teachers form the written expression. List 1
again allowed always asked because before beginning believe came coming
didn’t every father first for friend from front getting know
little many mean money noise off once people said school
some than their them then there they this threw too
tried two until very went were when where with writing
List 2
ache all right aloud animals another around awful babies beautiful bought
brought children clothes coarse cousin daughter different doctor escape February
frightened guess hoping interesting judge junior ladies library money morning
necessary niece often onion received senior separate something surprise they’re
thought threw through together tonight wanted weigh would
List 3
angels answer arguing bicycle boundary burglar business cemetery corridor countries
decided definite develop disappeared disease doctor doesn’t edge eighth engine
excited foreign forty ghost government guard independent knot mechanic medicine
occasion parallel permanent picture possession principal principle probably pyjamas safety
science similar sincerely statue successful taught tongue travelled truly
List 4
accommodation accurate actually admittance aluminium annually apparatus athletic aviator banana
benefit brief bulletin celery colonel committee conscious description difficult disappointed
disguise enormous enthusiastic exaggerate exhibit familiar finally gradually guarantee guilty
hygiene interrupt invention league leisure magazine majority material mortgage nephew
ninety occurred opposite orchestra sufficient temperature thermometer unusual variety village
181
APPENDIX Q: WORDS FROM OTHER LANGUAGES GREEK atomic botany church drama
PERSIAN bazaar caravan chess giraffe jackal khaki magic orange paradise peach scarlet shawl tulip turban
AUSTRALIAN aboriginal budgerigar boomerang swagman kangaroo outback mallee
LATIN bonus neutron veto via
MALAY gingham cockatoo sarong emu bamboo raffia orang-utan gong
AMERICAN INDIAN canoe tobacco tepee tomahawk hickory pecan skunk chipmunk moccasin moose toboggan totem
INDIAN (India) jungle calico loot cot pyjamas rajah bandanna bungalow shampoo cheetah dinghy ARABIC zero apricot algebra harem sultan gazelle admiral cotton almanac lemon assassin crimson coffee syrup zenith alcohol HEBREW camel cinnamon sapphire DUTCH hops scum bully busy yacht cruise dock deck skate freight sleigh waffle reef PORTUGUESE banana cobra molasses marmalade
CHINESE tea mandarin aztec chocolate WEST INDIAN barbecue cannibal canoe hammock hurricane potato tobacco ESKIMO igloo kayak AFRICAN gorilla zebra banana chimpanzee voodoo zombi yam JAPANESE hara-kiri kimino tycoon jujitsu judo karate GERMAN sauerkraut kindergarten blitz delicatessen pretzel fahrenheit weiner rucksack toy zinc luck girl snorkel RUSSIAN tsar vodka commissar mammoth
SCOTCH (Gaelic) clan slogan whiskey TURKISH horde kiosk coffee janissary yoghurt HAWAIIAN ukelele SPANISH renegade cigar mosquito vanilla mustang cockroach rodeo guitar ranch tornado palomino stampede patio taco plaza banana lasso ITALIAN umbrella stanza piano macaroni casino cameo arcade balcony bandit opera carnival studio violin zany volcano spaghetti pizza piccolo model
FRENCH bizarre garage façade antique valet elite cliché sundae personnel compere ballet hangar chef meringue café bouquet MEXICO chocolate prairie judge soldier chauffeur connoisseur restaurant CELTIC basket valley hill IRISH Colleen shamrock SCANDINAVIAN outlaw riding ski fiord maelstrom
182
APPENDIX R: ROOT WORDS
ANGLO-SAXON ROOTS A few examples – knife, knock, plot, plough
LATIN ROOTS (base form)
audio, auditus ago, actus anima cado, casus capio, captus caput, capitis cedo, cesses centum cito, citatus civis clamo claudo, clausus colo, cultus cor, cordis corpus, corporis curro, cursus curo decem dens, dentis dico, dictus duco, ductus facio, factus fero fides finis flecto, flectus fortis frago, fractus jacio, jactus lego, lectus magnus manus mater maneo mare memor minor mitto, missus moveo, motus multis navis pater pello, pulsus pendo pes, pedis pono, positis populus porto scando
I hear I act, I do life I fall I take captive the head I go, I yield a hundred I rouse a citizen I shout I shut I till (the soil) the heart the body I run care ten a tooth I say I lead I make I bear faith the end I bend strong I break I throw I choose great the hand a mother I stay the sea mindful small I send I move many a ship a father I drive I hang the foot I place the people I carry I climb
audience, audible agent, active animal, animated cadence captive, captivate capital cede century excite civilian, civil exclaim enclose, include cultivate core, courage corpse current curious, accurate decimal, decimate dental, dentist diction, predict deduce, deduction factory fertile, different confident finish, final reflect, flexible fortify, fortitude fracture, fragment reject, inject elect, election, electoral magnify, magnitude manufacture maternal, matron permanent submarine memorable, memory minority permit, transmit removal, motor multitude navy, navigator paternal propeller, repel pendant, pendulum pedal postpone popular reporter, supported descent
183
ANGLO-SAXON ROOTS A few examples – knife, knock, plot, plough scribo, scriptus sentio, sensus solus specio, spectus spiro strud, structus tendo eneo terra traho, tractus unus veneo, ventus verto, versus video, visus volvo, volutus GREEK ROOTS astron auto baros bios deka demos graphos logos metron phono therme zoion
I write I feel alone I see I breathe I build I stretch I hold the earth I draw one I come I turn I see I roll a star self weight life ten people, common people something drawn or written a word a measure sound heat animal
describe, transcribe sensitive solitary, solo inspector inspire, expire destroy tend, tendency, attend tenet, tenable territory, terrace tract, tractable, traction unite, uniform prevent, eventually avert, convert, revert video, visible, videogame revolve, revolution astronomy, astronaut autograph, automatic barometer biology, biodegradable decade democracy graphic, graphics, graphite logic, dialogue meteorology, metronome phoneme, phonemic thermal, thermometer zoo, zoology
184
APPENDIX S: b baby b bb
be
185
c duck ke c ck
k
ch
qu
186
ch chook _ch tch ch_
187
d David d dd de
188
f coffee gh ph f
ff
189
g giggle g gg
190
h hand h
191
j jam ge g j
dge
192
l lolly l ll le
193
m mummy mm m me
mb
194
n number n on ne
nn
kn
gn
195
ng ring ng n
196
p poppy p pp pe
197
qu queen qu
198
r run r rr wr
199
s snake ce s
ss
c
se
st
ps
200
s treasure si s
201
s shark sh ti ch
si
202
t tough t tt te
203
th thumb th
204
v vase v ve
205
w wind wh w
206
x fox x
207
y yesterday y
208
z zebra s zz se
z
ze
209
a cab a
210
a lady ei a_e ai
a
eigh
ay
211
air hair air are ear
aer
212
ar large ar a
213
e bed e ea
214
ear dear ere ear eer
eir
ier
er
215
ee seek e ee ea
ei
ie
ey
y
i
216
er fern ur er ir
ear
217
i tin i
218
i tiger i i_e y
ie
ye
igh
219
o block o a
ou
220
o open oa o_e ow
o
oe
221
o foil oi oy
222
oo boot oo ew ue
223
oo look oo u
224
or door au aw ore
or
oa
a
oar
ar
our
oor
225
ow cow ou ow
226
u treasure u er ar
a
ure
or
o
ou
227
u duty u
ue
u_e
ew
