Year 5 Spelling Book - neboss.eq.edu.au

Department of Education and TrainingC2C Independent Learning Materials 2016_20150272

SPELLINGACTIVITY BOOK

5Level

Unit 3

© The State of Queensland (Department of Education and Training) 2016

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Icon legend Lesson concept key

Sheet Send-in N New O Ongoing A Assessment

Digital Keep OA

Ongoing and building for assessment

NM

New and building for monitoring

OM

Ongoing and building for monitoring

Tutor/teacher

Exercise book

NA

New and building for assessment

Spl_Y5_U3_ILM16_ActBk Page 1Department of Education and TrainingC2C Independent Learning Materials

SPELLING

Focus words Challenge wordsacceptexceptadviseadviceaffecteffectboughtbrought

looselosequitequietpractisepractice

1.

2.

3.

4.

5.

6.

Find six words (challenge words) that you have had difficulty spelling. These may be words from other subject units or words you use in your daily writing. Write your challenge words in the box above.

ResourcesDigitalVideo — Confusing words (Level 5 Unit 3) (3:25)

Find and prepareSheet 1 — Focus word list: Unit 3 Week 1

Sheet 2 — Level 5 spelling list: Unit 3

Spelling exercise book

Dictionary

1Unit 3 WeekLevel 5

Confusing words

► This week you will be looking at confusing words

https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/3ad8747c-cf77-4bd1-9920-4ed92419a12a/0/Spl_Lv5_U3_ILM_Dig01_ConfusWords.mp4

https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/6a456c25-41d7-47ab-af41-32fc47908efc/0/Spl_Lv5_U3_ILM16_Sh01.pdf


Department of Education and TrainingC2C Independent Learning Materials

Page 2 Spl_Y5_U3_ILM16_ActBk

Level 5 Spelling Unit 3 Activity book: Week 1

Lesson 1

Video

Watch the Video — Confusing words (Level 5 Unit 3).

In this video, you learned that confusing words can be challenging to spell as they often sound similar to other words, for example ‘practise’ and ‘practice’. Knowing the context, the part of speech and the meaning of the word will help in selecting the correct spelling.

Pre-test

1. Set up your Spelling exercise book ready for your spelling pre-test.

2. Have your tutor ask you the focus words for this week in a sentence.

3. Write the words in your Spelling exercise book.

4. Have your tutor mark your words.

5. Write the result in the pre-test result box.

1Activity

3:25Video

2Activity

This week you will only practise 14 spelling words. Write the title (Unit 3 Week 1) at the top of the first column.

Pre-test result

/14

https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/3ad8747c-cf77-4bd1-9920-4ed92419a12a/0/Spl_Lv5_U3_ILM_Dig01_ConfusWords.mp4



Look, Say, Cover, Write, Check

1. Write your focus words in the Lesson 1 column on Sheet 1 — Focus word list: Unit 3 Week 1 using the ‘Look, Say, Cover, Write, Check’ strategy.

2. Write your challenge words for the week in the final six rows.

LOOKLook at your word.

• Look for patterns, tricky bits, smaller words hiding and parts that remind you of other words.

COVERCover your word.

• Close your eyes and visualise it in your mind.

• Remember the shape of your word and the tricky bits.

WRITEWrite your word.

• Take your time.

• Look at what you've written.

• Ask ‘does it look right?’

• Make changes if needed.

CHECKCheck your spelling.

• Check your spelling against the original word.

• If it's right, be proud.

• If it's wrong, circle the tricky bit and try again.

SAYSay your word.

• Say your word out loud and in your head.

• Say it just the way it looks if that helps.

• Think of a mnemonic.

Spelling tip

Read the following information:

Confusing words can be a challenge to spell as they often sound like other words. Knowing what part of speech the word is helps to work out which spelling is needed. For example, the words practise and practice are different parts of speech; one is a verb (practise) and the other is a noun (practice) and they have different spelling.

Mnemonics can help to remind you about the differences between the words. For example: The word practice ends in the little word ‘ice’. ‘Ice’ is a noun, so practice is also a noun. Practise has ‘is’ in it and ‘is’ is a verb.

3Activity

4Activity






Practise your words

Look at the focus words you are having trouble spelling this week. Practise reading and spelling each of these tricky words using the SISTER strategy in your Spelling exercise book.

SISTER

Mark any tricky parts in your spelling words (for example, loose and lose).

Recite (spell aloud) the word over and over until you remember it.

Circle any smaller words in each of your spelling words (for example, pract ice).

Use lines to segment your spelling words into syllables (for example, prac / tice).

Enunciate the word. In other words, say it really clearly and sound out the tricky parts in an exaggerated way.

Imagine the word. Look at the word, take a picture in your mind, close your eyes and see if you can remember it.

Lesson 2

Mnemonics

A mnemonic is a memory aid to help you remember things like spelling. It could be a simple saying, a little rhyme or an acrostic. An acrostic is a series of words or lines that, when written vertically, the first letter spells out a word.

1. Choose three of your list words from this week that are a little trickier to spell.

2. Write a mnemonic for each word to help you remember the spelling.

For example: The goose was on the loose.

5Activity

1Activity



Word 1:

Word 2:

Word 3:




Dictionary hunt

Find each spelling word in a dictionary and write the part of speech and the meaning in the table below.

Focus word

Part of speech Meaning

practice noun a performance or action

practise verb to perform over and over

accept ____________ _______________________

except preposition leaving out

loose ____________ not tight

lose ____________ _______________________

affect usually a verb to cause a change

effectusually a noun

something made by another cause

2Activity

You will find the part of speech at the beginning of the word entry. It is usually written in italics (for example, noun, verb, adjective, preposition).



Focus word

Part of speech Meaning

bought ____________ _______________________

brought verb past tense of verb 'to bring'

quite ____________ _______________________

quiet ____________ silent

advise verb _______________________

advice noun _______________________


Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 1 — Focus word list: Unit 3 Week 1.

Lesson 3



3Activity

1Activity




Post-test

1. Choose the correct word to complete the sentence.

a) bought or brought

I ________________ my bags from home.

I ________________ the milk at the shop.

b) practice or practise

John has football _______________ on tonight.

I need to _______________ my handwriting.

c) loose or lose

Be careful not to _______________ your hat.

The screw had come _______________.

d) quite or quiet

The park was very _______________ at that time of the morning.

He was _______________ tall.

2Activity



e) advice or advise

I would _______________ you not to proceed.

The _______________ that I received was very useful.

f) accept or except

Everyone attended the party _______________ Jim.

They will _______________ the trophy at the presentation tonight.

g) affect or effect

The filtering sunlight created a beautiful _______________.

They may _______________ you if you are allergic to them.

2. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 2 — Level 5 spelling list: Unit 3.

3. Write your result in the post-test result box. Post-test result

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This page is intentionally blank





SPELLING

Focus words Challenge wordspresentobjectcomplexrefuserecorddesertsubjectinsert

extractprojectminuteperfectrejectresearchconflict

1.

2.

3.

4.

5.

Find five words (challenge words) that you have had difficulty spelling. These may be words from other subject units or words you use in your daily writing. Write your challenge words in the box above.

ResourcesDigitalVideo — Homographs (Level 4 Unit 3) (3:30)

Find and prepareSheet 2 — Level 5 spelling list: Unit 3

Sheet 3 — Focus word list: Unit 3 Week 2

Sheet 4 — Homographs word sort


Dictionary

Two-syllable homographs

► This week you will be looking at two-syllable homographs.

2Unit 3 WeekLevel 5

https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/fde64d8e-3f09-bda7-5bdb-e48c1c59666a/0/Spl_Lv5_U3_ILM_Dig02_Homographs.mp4






Lesson 1

Video

Watch the Video — Homographs (Level 4 Unit 3).

In this video, you learned that homographs are words that are spelt the same, but have different meanings and can have different pronunciation. For example pres/ent (a gift) and pre/sent (to give).

Pre-test

In week 1, you set up your Spelling exercise book for the pre-test. Write the title Unit 3 Week 2 at the top of the next column.




4. Write your result in the Pre-test result box.



2. Write your challenge words for the week in the final five rows.







• Take your time.








SAYSay your word.




1Activity

3:30Video

2Activity

Pre-test result

/15

3Activity



https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/fde64d8e-3f09-bda7-5bdb-e48c1c59666a/0/Spl_Lv5_U3_ILM_Dig02_Homographs.mp4



Spelling tip


Homographs are words that are spelt the same, but can be pronounced differently and have different meanings. For two-syllable homographs:• nouns usually have the stress

on the first syllable, for example, pres/ent (as in ‘a gift’)

• verbs usually have the stress on the second syllable, for example, pre/sent (as in ‘to give’).

Homographs that are adjectives vary in their stressed syllables.

Practise your words


SISTER

Mark any tricky parts in your spelling words (for example, subject).


Circle any smaller words in each of your spelling words (for example, ref use).

Use lines to segment your spelling words into syllables (for example, pre / sent).



4Activity

5Activity




Lesson 2

Dictionary definitions and sentence writing

1. Choose five homographs from your focus word list.

2. Find the definitions of each word in a dictionary.

3. Write two sentences for each homograph, showing the different meanings. (If possible, show the different meanings in one sentence.)

4. Underline the homographs in the sentences. For example: The council will refuse to remove any household refuse if it is not properly bagged.

Remember that homographs are words that are spelt the same, but are pronounced differently and have different meanings.

Focus word 1: _____________________Dictionary definitions: _________________________

_____________________________________________

Sentence 1: ________________________________________________________________________________

Sentence 2: ________________________________________________________________________________

1Activity




_____________________________________________

Sentence 1: ________________________________________________________________________________

Sentence 2: ________________________________________________________________________________


_____________________________________________

Sentence 1: ________________________________________________________________________________

Sentence 2: ________________________________________________________________________________





_____________________________________________

Sentence 1: ________________________________________________________________________________

Sentence 2: ________________________________________________________________________________


_____________________________________________

Sentence 1: ________________________________________________________________________________

Sentence 2: ________________________________________________________________________________



Homographs word sort

1. Cut out the word and definition cards from Sheet 4 — Homographs word sort.

2. Say each word aloud.

3. Break the words into syllables.

4. Place the matching homograph card next to the card that defines the two meanings. For example, present — a gift, to give.



Lesson 3



2Activity

3Activity

1Activity





Post-test

1. Draw a line to match the homograph and its two definitions.

Definition 1 Homograph Definition 2a group of buildings

project to disagree

rubbish present very small

sixty seconds complex difficult

a gift conflict to give

a disagreement subjectto be

unwillingan item placed into another

insertto extend

outa field of study

extract to take out

a plan or scheme

refuse to leave

a dry, arid place

desert to place in

a part of something

minute to expose to

2Activity



2. Write the following homographs in a sentence.

record

perfect

reject

research

object


4. Write your result in the post-test result box.

Post-test result

/15






SPELLING

ResourcesDigitalVideo — Digraphs and blends (Level 5 Unit 3) (2:30)



Sheet 6 — Digraphs and blends word sort


Dictionary

Digraphs — ‘gh’ and ‘ph’; Blend — ‘qu’

► This week you will be looking at the digraphs — ‘gh’ and ‘ph’, and the blend — ‘qu’.

3Unit 3 WeekLevel 5

Focus words Challenge wordslaughtoughroughenoughlaughteralphabetphotographdigraph

geographybiographyequalquarterquestionequationequipment

1.

2.

3.

4.

5.


https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/9e0c4e48-66d4-4e7e-9d4b-79841b3e4445/0/Spl_Lv5_U3_ILM_Dig03_DigraphBlend.mp4






Lesson 1

Video

Watch the Video — Digraphs and blends (Level 5 Unit 3).

In this video, you learned that a digraph is two letters that, when pronounced, make only one sound. The word digraph ends in the digraph ‘ph’, which are two letters that produce the single /f/ sound.

The blend ‘qu’ is made up of a consonant and a vowel. In English, the letter ‘q’ is always followed by the letter ‘u’. Together, these letters make a /kw/ sound which is made up of the two sounds /k/ and /w/, hence making it a blend.

Pre-test















• Take your time.








SAYSay your word.




1Activity

2:30Video

2Activity

Pre-test result

/15

3Activity



https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/9e0c4e48-66d4-4e7e-9d4b-79841b3e4445/0/Spl_Lv5_U3_ILM_Dig03_DigraphBlend.mp4



Spelling tips


4Activity

A blend is two or three consonants placed together where each letter is sounded separately. The word blend itself has two blends — ‘bl’ and ‘nd’. Each of the consonants can be heard when pronounced.

The blend ‘qu’ is an exception in this case in that it is made up of a consonant and a vowel. In English, the letter ‘q’ is always followed by the letter ‘u’. Together, these letters make a /kw/ sound which is made up of the two sounds /k/ and /w/, hence making it a blend.

A digraph is two letters that make one sound. The word digraph itself ends in a digraph. The consonants ‘p’ and ‘h’ together create a digraph representing the /f/ sound. Other consonant digraphs include ‘th’, ‘ch’, ‘wh’, ‘sh’ and ‘gh’. Digraphs can be found at the beginning, middle or end of a word.




Practise your words


SISTER

Mark any tricky parts in your spelling words (for example, enough).


Circle any smaller words in each of your spelling words (for example, photo graph).

Use lines to segment your spelling words into syllables (for example, di / graph).



Lesson 2

Word sort

1. Cut out the word cards from Sheet 6 — Digraphs and blends word sort.

2. Sort the word cards into groups of words with the consonant digraph ph or gh or the blend qu.

3. Read and spell each word aloud.

5Activity

1Activity




Find the digraphs and blends

Highlight the consonant digraph and underline the blend in each word.

enough

quarter

equation

digraph

tough

alphabet

biography

question

laughter

geography

laugh

equipment

photograph equal rough



Lesson 3



2Activity

3Activity

1Activity




Post-test

1. The spelling mistakes have been underlined in these sentences. Write the correct spelling in the box.

a. There are 26 letters in the alfabet. _________________

b. We had enuff people in the geografee team. _________________

_________________

c. There was great larfter in the room. _________________

d. The fotograph that went with the biograghy raised a lot of qwestions.

_________________

_________________

_________________

e. The eqwation should eqwal ninety-five. _________________

_________________

2Activity



f. You will find a digrarf in the words larf and tuff. _________________

_________________

_________________

g. The eqwipment was pretty ruff, making the last qwarter of the journey very difficult.

_________________

_________________

_________________


3. Write your result in the post-test result box. Post-test result

/15






SPELLING

Focus words Challenge wordspigletbookletdropletducklingsiblingpedestrianlibrarianmusician

politicianrelationshipfriendshipleadershipchildhoodparenthoodlikelihood

1.

2.

3.

4.

5.


ResourcesDigitalVideo — Suffixes (Level 5 Unit 3) (1:56)



Sheet 8 — Suffixes (let, ling, ian, ship, hood) word sort


Dictionary

Suffixes — ‘let’, ‘ling’, ‘ian’, ‘ship’ and ‘hood’

► This week you will be looking at the suffixes ‘let’, ‘ling’, ‘ian’, ‘ship’ and ‘hood’.

4Unit 3 WeekLevel 5

https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/181186f9-dd89-482e-aef9-8a66075b53d8/0/Spl_Lv5_U3_ILM_Dig04_Suffixes.mp4






Lesson 1

Video

Watch the Video — Suffixes (Level 5 Unit 3).

In this video, you learned that suffixes are morphemes that are placed at the end of words. Suffixes change the base word and how it is used. Suffixes can turn words into nouns, adjectives, adverbs or verbs. There are many suffixes including ‘let’ and ‘ship’.

Pre-test















• Take your time.








SAYSay your word.




1Activity

1:56Video

2Activity

Pre-test result

/15

3Activity



https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/181186f9-dd89-482e-aef9-8a66075b53d8/0/Spl_Lv5_U3_ILM_Dig04_Suffixes.mp4



Spelling tip


4Activity

Suffixes are morphemes placed at the end of words. Suffixes change how the base word is used. Suffixes can change words into nouns, verbs, adverbs and adjectives. Suffixes also bring different meanings to base words. For example:• the suffixes ‘let’ and ‘ling’ mean

small (for example, booklet means small book and duckling means small duck)

• ‘ian’ means one who, connected (for example, musician means one who performs music, one who is connected to music)

• ‘ship’ and ‘hood’ mean state of being (for example, friendship means the state of being a friend and childhood means the state of being a child).




Practise your words


SISTER

Mark any tricky parts in your spelling words (for example, politician).


Circle any smaller words in each of your spelling words (for example, music ian).

Use lines to segment your spelling words into syllables (for example, drop / let).



Lesson 2

Word sort

1. Cut out the word cards from Sheet 8 — Suffixes (let, ling, ian, ship, hood) word sort.

2. Sort the cards into the different suffix groups: words that mean small; one who/connected and state of being.

3. Create cards that name these suffix groups.

Suffix circle

1. Circle the suffixes in each word.

2. Write a definition for each word. Use your knowledge of the meanings of the suffixes or your dictionary to help you. The first one has been done for you.

duckling a small duck

5Activity

1Activity

2Activity




re la tionship _______________________________

librarian _______________________________

childhood _______________________________

bookl e t _______________________________

fri endship _______________________________

po li ti cian _______________________________

drop l e t _______________________________

parenthood _______________________________



Lesson 3



3Activity

1Activity




Post-test

1. Write the focus word that matches each definition.

a. A baby duck

________________

b. One who works in politics

____________________

d. Small drop

________________

c. One who works in a library

____________________

f. State of being a child

____________________

e. A brother or a sister

____________________

g. A person on foot

____________________

h. State of being a parent

____________________

2Activity



j. A small pig

________________

i. One who plays music

____________________

l. State of being related

____________________

k. State of being likely

____________________

n. A small book

________________

m. State of being a friend

____________________

o. State of being a leader

____________________



Post-test result

/15






SPELLING

Focus words Challenge wordsdissectdilatedigestdirectdivertdiameterdiagonaldiagram

diagnosisdialoguedecaydecidedeportdependdebrief

1.

2.

3.

4.

5.


ResourcesDigitalVideo — Prefixes ‘di’, ‘dia’ and ‘de’ (Level 5 Unit 3) (1:55)




Dictionary

Prefixes — ‘di’, ‘dia’ and ‘de’

► This week you will be looking at the prefixes — ‘di’, ‘dia’ and ‘de’

5Unit 3 WeekLevel 5

https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/3b3d5ba7-43e8-7695-cb08-fdf2a49c95c1/0/Spl_Lv5_U3_ILM_Dig05_Prefixes.mp4





Lesson 1

Video

Watch the Video — Prefixes ‘di’, ‘dia’ and ‘de’ (Level 5 Unit 3).

In this video, you learned that prefixes are morphemes placed at the beginning of a base word. Prefixes change the meaning of the base word. A prefix is always spelt the same way. Any spelling changes that do occur would be to the base word only.

Pre-test















• Take your time.








SAYSay your word.




1Activity

1:56Video

2Activity

Pre-test result

/15

3Activity



https://learningplace.eq.edu.au/cx/resources/logon.do?.page=https://learningplace.eq.edu.au/cx/resources/items/3b3d5ba7-43e8-7695-cb08-fdf2a49c95c1/0/Spl_Lv5_U3_ILM_Dig05_Prefixes.mp4



Spelling tip


A prefix is a morpheme added before a base word. A prefix changes the meaning of the base word. For example: • ‘di’ and ‘dia’ mean ‘apart or across’• ‘de’ means ‘down or away from’.Knowing the meanings of prefixes helps with word building and making meaning. For example, decay means decomposition or the decline (or ‘going down’) of something.

Practise your words


SISTER

Mark any tricky parts in your spelling words (for example, dialogue).


Circle any smaller words in each of your spelling words (for example, dep end).

Use lines to segment your spelling words into syllables (for example, di / gest).



4Activity

5Activity




Lesson 2

Dictionary search

1. Find each focus word in your dictionary.

2. Read the definition and think about how the prefix meaning relates to the word. For example, the word diagonal has the prefix dia which means apart or across. A diagonal line goes across on an angle, as opposed to straight up or down.

3. Write any interesting discoveries below.

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Letter jumble

1. Find and circle the hidden list words in the following letter jumbles.

2. Write a sentence using each word.

sdefstdecayoped

___________________________________________________________________________________________________________________________

1Activity

2Activity



drfedigestfttew

___________________________________________________________________________________________________________________________

rediagonaltedew

___________________________________________________________________________________________________________________________

acvbydecidedey

___________________________________________________________________________________________________________________________

dirdardirecttylud

___________________________________________________________________________________________________________________________




fedswdebriefdebrif

___________________________________________________________________________________________________________________________

gstediagramtmsrd

___________________________________________________________________________________________________________________________

dmtrdiametertrresa

___________________________________________________________________________________________________________________________



Lesson 3



3Activity

1Activity



Post-test

1. Find the spelling mistakes in these sentences. Hint: There may be more than one.

2. Write the correct spelling in the box.

The digram showed the dimeter of the circle. _________________

_________________

The scientist had to disect the rat to give an accurate diagosis.

_________________

_________________

It will dipend on how quickly you can degest your meal.

_________________

_________________

The authorities will deside whether to diport the illegal immigrant.

_________________

_________________

In order to debreaf on the incident, the student had some dilogue with a teacher.

_________________

_________________

2Activity




They had to devert the water flow as it was going in a diagenal direction across the paddock.

_________________

_________________

Look into the darkened room to dialate your pupils. _________________

Dicay had caused the tooth to crack. _________________

Direkt the traffic away from the accident. _________________



Post-test result

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Congratulations!You have completed the

Level 5 Unit 3 Spelling program.

SPELLINGLevel 5 Unit 3

Documents

Year 5 Spelling Book - neboss.eq.edu.au