Pathways to Literacy Excellence

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Activity Book 2

Pathways to Literacy Excellence Teacher Edition

GRADES 4-5

Pathways to Literacy Excellence Book 2 Activities to suit Grade Level 4-5 students.

Written by Jude Scott.

ISBN 978-1-63212-010-6

Phone: 800-507-0966 Fax: 800-507-0967

www.newpathlearning.com NewPath Learning Products are developed by teachers using research-based principles and are classroom tested. The company’s product line consists of an array of proprietary curriculum review games, workbooks, posters and other print materials. All products are supplemented with web-based activities, assessments and content to provide an engaging means of educating students on key, curriculum-based topics correlated to applicable state and national educational standards. Copyright © 2007 Ready-Ed Publications. All Rights Reserved. Printed in the United States of America Copyright Notice - Teacher Reproducible Edition Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

Standards Grammar and Punctuation • Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type; • Identifies spelling patterns and aberrations; • Builds word families in preparation for writing; • Identifies nouns, adjectives, verbs and adverbs; • Uses accurate tense for quantities; • Uses present and past tense in appropriate contexts; • Uses correct punctuation in published version of own writing, e.g. capital letters, quotation marks, periods, apostrophes and commas; • Uses apostrophes for contractions in written dialogue; • Uses a dictionary/thesaurus to find synonyms; • Understands the function of suffixes and prefixes; • Uses and understands the meaning of a range of verbs. Spelling Outcomes • Segments words into individual sounds and forms letters that relate to that sound; • Builds word families; • Writes words using blends, letter combinations and vowel sounds; • Draws on knowledge of sight words and high frequency words when writing texts; • Understands common letter patterns and letter-sound correspondences.

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CONTENTS Standards ......................................................................................page 2 Teachers’ Notes ..............................................................................page 4 Student Reference List ....................................................................page 5 Sounds and letter blends for Book 2..............................................page 11 Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit

1 ..........................................................................................page 2 ..........................................................................................page 3 ..........................................................................................page 4 ..........................................................................................page 5 ..........................................................................................page 6 ..........................................................................................page 7 ..........................................................................................page 8 ..........................................................................................page 9 ..........................................................................................page 10 ........................................................................................page 11 ........................................................................................page 12 ........................................................................................page 13 ........................................................................................page 14 ........................................................................................page 15 ........................................................................................page 16 ........................................................................................page 17 ........................................................................................page 18 ........................................................................................page 19 ........................................................................................page 20 ........................................................................................page 21 ........................................................................................page 22 ........................................................................................page 23 ........................................................................................page 24 ........................................................................................page 25 ........................................................................................page 26 ........................................................................................page 27 ........................................................................................page 28 ........................................................................................page 29 ........................................................................................page 30 ........................................................................................page 31 ........................................................................................page 32 ........................................................................................page 33 ........................................................................................page 34 ........................................................................................page 35 ........................................................................................page 36 ........................................................................................page 37 ........................................................................................page 38 ........................................................................................page 39 ........................................................................................page 40 ........................................................................................page

12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

Answers for Book 2 Units 1-40 ..............................................pages 52-58 Complete list of all Book 2 list words (Units 1-40) ..................pages 59-64

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Teachers’ Notes The Pathways to Literacy Excellence series covers over 35 different sounds and well over 100 letter blends, many of which are absent from most other spelling books. The series Book 1 Book 2 Book 3 -

is divided into three books for three ability levels: Grade Level 2-3 Grade Level 4-5 Grade Level 6-7

This series was born from the frustration of trying to explain to students the weird and wonderful spelling of words in our complicated English language. For example, in the word “enough”, ough sounds as uff, in “though” it sounds as oa, in “bought” it sounds as aw and in “cough” it sounds as off! Very few words are spelled as they sound so it is extremely beneficial for students to be exposed to the many possibilities of phonetics, for increasing both their spelling and reading expertise. There are many discrepancies within this area that are rarely addressed in the conventional curriculum. For instance there are at least 15 letter combinations that make the “ee” sound and very few of these are actually explored. In the more advanced Book 3 book, exposure to many of the less common letter blends occurs as well as the inclusion of interesting, stimulating words that inspire more eloquent and articulate verbal and written expression. It is advised that the grade level guidelines above are used simply as a guide, where teachers can try the students who are borderline to get a better idea of their ability levels. Students who have a love of words and using them, will try harder and learn more readily, even if it they find the level of the words slightly above their grade level. Sometimes the exercises include words that may be harder than the list words, but this is because the exercises often have more of a reading than a spelling emphasis. Importantly, it is the list words that are to be tested on at the end of each week. I am a great believer in teaching common sounds at the same time, e.g. a list of “i-e” words, a list of “ch” words and so on, as long as they sound the same. (For example, some i-e words are pronounced “i-e” as in slice and some pronounced “ee” as in police.) It is so much easier for the student to remember a group of words when presented this way, than as many diverse sounds all clumped together. It is also a good idea to display the words for all levels in the classroom so that students can see them and attention can then be brought to the spelling if they come up in other lessons. Much incidental learning occurs this way. Over 2500 words are included with repeats kept to a minimum. Each book in this series contains 40 units at a particular level. Each unit follows the same format. Three sounds are introduced at the beginning, with one or more letter blends explored. This sound continues until the letter blends run out for that level. More complicated (and rarer) letter blends are discussed in the Book 3 book than in Books 1 and 2 where the theme is more toward practicality. Similarly, the Book 3 exercises are considerably harder as the already extensive word knowledge that is needed at this level is asked to be put to written application. At the end of each unit is an Our Loopy Language section which considers a spelling aberration to which attention should be drawn. This section also highlights examples of common spelling procedures that are confusing and often misused. Rather than take up space in lots of units explaining the “how to’s” and the “definitions of” certain language terms and exercises, there is an extensive Student Reference List (starting on page 5) for students to consult when they need help or guidance. This section also contains typical examples of writing tasks that students may be asked to complete. As the pronunciation of words can vary from location to location, I leave it to the discretion of the reader to decide the validity of many of the list words and their sound categories. It is also planned that the exercises be completed in the student’s spelling notebook and not on the activity page.

Jude Scott Page 4

Student Reference List This list in alphabetical order should be kept by the student as a reference for the explanation of some of the exercises of this book, to save the constant repetition it would take to go through the rules for every exercise. Remember: Your dictionary can help you out with most things! A-Z LISTS: To find a list of words with some named quality beginning with each letter of the alphabet. Design a grid of 14 lines, with the name of what you are finding at the top of the left column (e.g. Nouns). For the harder letters (x, z, u, v, q, y) you might only be able to find a word with that letter in it, rather than beginning with it. See the box at right. ADJECTIVE: Describes or tells about a noun, e.g. beautiful, blue, smelly, complicated and so on. ADVERB: Adds to the meaning of a verb, e.g. sang (v) loudly (adv), finished (v) completely (adv), never (adv) relaxes (v), disappeared (v) outside (adv).

Nouns abcdefghi - ink jklm-

A-Z nopq - queen rstu - uncle vwx - box yz-

Adverbs are used to tell you: how: loudly, quickly, quietly, fast, etc. how much: completely, nearly, almost, etc. when: suddenly, tomorrow, soon, now, etc. where: outside, inside, there, etc. ANTONYMS: Are words that are opposite in meaning, e.g. happy and sad. • Contractions all need apostrophes (‘) to show where letters have been left out: E.g. Have not = Haven’t (the “o” has been left out of “not” and an apostrophe is put in instead). E.g. It is Sunday = It’s Sunday (the “i” has been left out of “it is” and an apostrophe put in instead). • Some words need apostrophes (‘) to show when something belongs to something or someone, that is, to show ownership, e.g. Jenna’s shoes (the shoes belong to Jenna). The exception to this ownership rule is with the word “it”. An apostrophe is never needed when “it” owns something, e.g. its paws, its shape, its color. • Do not get apostrophes of ownership confused with plurals (more than one thing). E.g. “They are Sam’s cats” is correct while “They are Sam’s cat’s” is incorrect. • When the noun that owns the thing is plural and ends in an “s”, the apostrophe goes AFTER the “s”, e.g. The girls’ school (the school belonging to the girls); the two kittens’ litter tray. • When the noun is plural but doesn’t end in an “s”, e.g. the family’s car, the children’s playground, then the apostrophe goes BEFORE the s. • When a single noun ends in an “s”, the apostrophe goes AFTER the “s”, e.g. Jess’ book; the cactus’ flowers.

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Student Reference List BUSINESS LETTER: This is an example of a business letter: CATEGORY: A category is a list or group of the same sort of thing. E.g. apples are in the category of fruit, potatoes are in the category of vegetables. 45 Rainbow Avenue Victor, NY 14564 COMPOUND WORD: This is formed when two complete words are combined to make BallworthyTennis Club a new word. 40 Green Court E.g. foot + ball = football Webster, NY 14580 March 26, 2008 Dear Sir or Madam: I am interested in joining a tennis club next summer and several people have recommended yours. Could you please send a membership form to the above address with details about fees, starting times and any other relevant information. Sincerely, Jamie Johnson

CONVERSATION: When authors write about what people are saying to each other, it is usually called a dialogue. To show the parts of speech, they add quotation marks, e.g. ” “ around the words that are actually said. For example, “Hello,” said Shannon. “How are you today?” There should be a comma, period, exclamation mark or question mark after each block of speech and before the end quotation marks. Each new speaker must begin on a new line and each new block of speech must begin with a capital letter.

Words to use instead of “said”: groaned, muttered, stammered, replied, sighed, added, began, begged, breathed, called, commanded, corrected, cried, declared, encouraged, exclaimed, gasped, hissed, interrupted, mused, objected, soothed, pleaded, queried, remarked, responded, smiled, snapped, suggested, ventured, whispered, wondered, yelled. Remember to make sure the word is appropriate to the conversation. For instance, you wouldn’t write, “You are so annoying, sometimes I could just scream!” Sarah wondered. CROSSWORD: To make a crossword, design the grid using a line for the length and one centimeter for the width of each cell. Place any list words in first that you are asked to include. Then work around those words with other smaller words, putting the shaded areas at the end of each word or wherever it suits you. When you have filled it all in (and ONLY then) add in the numbers, remembering that you won’t have every number represented in both Across and Down lists. Make up the clues for your words and set it out as shown on Page 7. Be careful where you put the numbers as it can get confusing. If you are using a computer with a word processing program (e.g. MS Word), use the Table option to create your crossword and play around with the Borders and Shading section to create the shaded squares. The clues can be set out alongside each other using either a table for guidance or dividing the area into two columns. DIALOGUE: See under CONVERSATION.

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Student Reference List Crossword cont’. ACROSS 1. A furry pet. 2. We are going ____ the park. 4. Opposite of out. 5. Not this one, the _________ one. 7. Abbreviation for “For example”. 9. A homophone of “sew”. DOWN 1. Black birds. 2. Exhausts. 3. Opposite of “off”. 6. A garden implement. 8. You do this when the traffic light is green.

HOMONYMS: are words that have two meanings, e.g. train. a) The coach will train the team. b) The train came noisily around the corner. HOMOPHONES: are words that sound the same yet have different spellings and meanings. E.g. here and hear: Put it over here; I can hear you. LETTERS: See under Business Letters and Personal Letters. MENU: This is an example of a menu for a dinner party: Entree:

Prawn cocktail with lettuce strips or pumpkin soup with sour cream Main Course: Sweet and sour chicken with rice and salad or roast beef and vegetables Dessert: Chocolate mousse or apple pie with cream or icecream Assorted cheeses, biscuits and fruit Beverages: Iced milk drinks, fruit juices, smoothies or soft drinks

NOUN: Is the name of a person, place, thing, quality, emotion or event. E.g. garden, sadness, country, hesitation, excellence. POEM: Here are two examples of poems. In the examples given below, only one is a rhyming poem. The independent cat I like cats who is on the prowl That don’t wear hats, for mischief or a mousie I don’t like dogs sees a dog That play soccer with frogs. and stops still, Mice are neat, staring, challenging, with Especially with slippers on their feet! unblinking green eyes. But my favorite are bunnies The cheerful dog Sporting cool sunnies! pauses a moment, eying the cat then moves on. Disinterested. Page 7

Student Reference List PERSONAL LETTER: This is an example of a personal letter to a friend. 1342 West Boulevard Houston, TX 77001 17 Fountain Avenue Houston, TX 77012 March 26, 2008

Dear Jodie, How are things with you? I’ve missed you since you came to stay with us through the last holidays. I hope your teachers haven’t been too hard on you at school! Mom asked me to write you to invite you to come and stay with us at the ranch again during the next holidays. We had so much fun last time, we thought you might like to come again. Midnight has just had her kittens and Dad says I can keep two of them! We have to give the others away as soon as they can be weaned. I have named one Misty, but I’ll let you name the other one when you come to visit. Please let me know A.S.A.P. (as soon as possible) whether you’re coming. I would love it if you could. I hope your Sports Day goes well and your team wins the trophy! Yours faithfully, Jamie PLAY or MOVIE SCRIPT WRITING: This is an example of the setting out of the beginning of Act 1 of a play or a movie script.

WINDY PURPLE AND THE SEVEN GIANTS by (Author) Characters Windy Purple; Giants: Hiccuppy, Rhymey, Teary, Cranky, Smiley, Clumsy and Scary. Act 1 Production Notes The play opens with the characters Windy, Rhymey, Teary, Cranky and Smiley sitting in their living room discussing how to get some more money to build onto their house. TEARY: RHYMEY: WINDY:

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But ... (sniffs) ... we need more space ... (sobs) ... Clumsy keeps banging his head all the time! (Dabs his eyes with a huge red hanky). I know we do Teary, but it all costs money, and the size of our bank account just isn’t funny. I’m sure I could get a job picking apples. I hear they’re paying well up in Witchy Orchard.

Student Reference List A play cont’. SMILEY:

(Smiling) Now Windy, none of that talk of witches and apples thank you. We’re the ones who go out to work. You look after the house for us. Now, we’re going to have to find another job that pays better than mining so that we can afford to build onto our house.

CRANKY:

(Rolling his eyes as Teary bursts into fresh sobs) Good grief Teary, do you think Windy has nothing better to do than wash your hankies all day?

RHYMEY:

Now, now Cranky, don’t be mean. You know about laughing, Teary just isn’t keen. to be continued ...

Crystal Lake Fairground POSTER: This is an example of a poster advertising a local event. There should be colorful pictures/design in between the words.

Games! Races!

CRYSTAL LAKE FAIR Hot dogs! Ice cream! Everyone Welcome!!!!! Saturday, October 26th Gates open 9am

REARRANGE: Move the letters around in a word to make a new word. E.g. ape = pea, trap = part, gear = rage and so on. RECIPE: A recipe provides instructions on how to prepare food. It lists all of the things that are needed to make the dish. This is an example of a recipe for biscuits. Ingredients:

2 cups of flour 1 teaspoon of sugar 30g butter 3/4 cup of milk

Sift the flour into a bowl and add the sugar. Rub in the butter with your fingers. Add the milk, and mix it to a soft dough. Cut into rounds with a biscuit cutter. Place on a greased tray and bake in a hot oven for 10 minutes or until golden brown. PRESENT TENSE: When you describe what you are doing in the present (i.e. now) you use present tense. E.g. I am running; She is crying; He is jumping; It is cold. When you describe what has already happened you are speaking in the past tense. E.g. I ran; She was crying; He jumped; It was cold. SINGLE / PLURAL: One is single, more than one is plural. E.g. one library, eight libraries. Page 9

Student Reference List SMALLER: You can make smaller words using the letters of a larger word. For example, using the word ceremony you can make money, mere, come, more and so on. In these exercises, you can use a letter more than once if it is in the long word, e.g. you can make “merry” from ceremony because each letter in “merry” is found in ceremony – even though there is only one “r” in ceremony. SYNONYMS: Are words that are similar in meaning, e.g. happy is a synonym for glad. VERB: Is a doing or action word, e.g. smiling, kick, left, worried. WORD SEARCH: This is an example of a small word search. It has the words to the nursery rhyme “Mary Had a Little Lamb” hidden in it. The words can go up, down, across, diagonally and backwards.

F

L

E

E

C

E

A

R

F

I

A

A

Z

P

V

A

S

N

O

W

E

M

A

R

Y

U

C

K

G

E

M

B

B

S

C

G

H

G

X

N

N

A

T

H

A

T

Y

L

R

T

Y

S

A

W

A

W

H

I

T

E

R

D

P

H

C

D

A

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Y

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Q

N

E

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M

T

O

S

V

U

E

R

U

S

R

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Mary had a little lamb, its fleece was white as snow, and everywhere that Mary went, that lamb was sure to go.

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Sounds and Letter Blends for Book 2 Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

sound

UNITS 1-40

letter blends

sound

letter blends

sound

ee ee k k ee ea k ch ee i-e k ck ee i k qu (kw) ee ie k c ee e N n / gn ee y N nn ee ei N kn ee e–e I i f f I y f ff e e f ph e ea ‘l ending el z z ‘l ending le z zz ‘l ending al z ze ‘l ending il z s m m z se m mm g g m mb g gg m lm / m g gh / gu ay ay ch ch ay ai ch tch ay a–e ch t ay a eer eer ‘n ay ey / ea / ei eer ear ‘n j j eer ere / er ‘n j g s s ‘n j dge s ss ‘r ending er s ce ‘r ending or s c ‘r ending ar s st / sc ‘r ending ure s se ‘r ending er / or oa oa ‘nt ending ent oa ow ‘nt ending ant oa o–e ire ire oa o ire ir / ier oa oe ar ar ‘tending et a a ‘tending it a a / au ‘tendingate/ort/ute/ert

er er er er oo oo oo oo oo oo oo oo i-e i-e i-e i-e sh sh sh sh o o o ending ending ending ending w w w v v d d or aw or or or aw

letter blends er ear / ir ur or / our oo ew ue (yoo) u (oo) ou ui u–e u (yoo) y i-e igh i sh t c / ch ss / s o a au / ou en on in ion w wh u v ve d dd or aw ore our ar au

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Unit 1

Book 2

ee ey

sound “ee” e.g. tree

spleen cheese degree money kidney valley

k

sound “k” e.g. king

ask talk skiing skillful skeleton kilometer

er

sound “er” e.g. her

reverse concern prefer nervous dangerous vertical

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c) To turn verbs into adjectives, the suffixes “able” or “ible” can be added, e.g. cure / curable; convert / convertible. Add the correct suffix to these words: prefer, profit, access, response, sense, remark, enjoy, resist. d) "Pr” is a letter blend in “prefer”. Write five other words that have this blend. e) Copy these words and write their opposite (antonym) using a list word: hill, forward, reply, confident. f) Write six words from the list that are action words (verbs). g) Some words that have the suffix “ful” added to them, can also have “less” added to give the word an opposite meaning, e.g. hope / hopeful / hopeless. Note some words are exceptions to the rule, e.g. skill / skillful. Add “ful” and/or “less” to these words where appropriate: hope, heart, success, love, color, cheer, cloud, rest, taste, beauty, grace. h) Write these words out and circle the one that doesn’t fit. Give a reason. kidney, spleen, pancreas, gills. i) Write another two letters that make an “er” sound when put together. j) Write out the word(s) in bold in this week’s Our Loopy Language. k) Murfee and Cerphi (pronounced Surfee) are aliens from the planet Arixion who have lost their way on their journey through space in their rocket ship. Each week they will visit you while exploring our planet, Earth. They are still learning our language and will need help with the list words that you will need to fill in. Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi walked a _____ from their spaceship and came to a lovely green _____. At the bottom of it there was a scary _____ that made Murfee very _____.

Our Loopy Language: Sergeant is spelled with an “er” but is pronounced as “sarjent.”

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Unit 2

Book 2

ea

ch

sound “ee” e.g. tree

easily leaves plead defeat release peaceful

sound “k” e.g. king

ear

school character ache chemist chlorine stomach

ir

sound “er” e.g. her

early heard Earth squirt stirred circumstances

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Write the two list words that rhyme with each other.

d) Write a word that rhymes with school, ache, heard, squirt and plead. (Note: The spelling can be different.) e) Some “ea” words do not make the sound “ee”, e.g. head. From the list below, write out the “ee” sounding words. healthy, season, grease, weapon, weather, bleach, disease, reasonable, threat, appeal, feature. f)

Copy these words and write their opposite (antonym) from the list: late, capture, noisy.

g) Put the homophone of “heard” in a sentence. h) Write two sentences to show the two meanings of the word “leaves”. i)

Write out the word(s) in bold in this week’s Our Loopy Language.

j)

Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi thought _____ was a _____ planet before they arrived. But when they visited a _____ they each got a _____ _____ watching the children fight with each other.

k) This is a skeleton crossword (see Student Reference Guide). Using any list word make one of your own. E

A

R

L

Y

A

E

S

A

T

H

E

I

R

Our Loopy Language: The past tense of read is the same word but pronounced “red”. Page 13

Unit 3

Book 2

i-e

sound “ee” e.g. tree

ck

police marine machine sardine routine submarine

ur

sound “k” e.g. king

bracket speckled package trickle buckle cracked

sound “er” e.g. her

Saturday disturb surface purchase burden further

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Choose any two words and write their meanings from the dictionary.

d) When adding “ing” to most words ending in “e”, the final “e” is dropped, e.g. make / making. Add “ing” to these words: trickle, buckle, purchase, crackle, surface, ache, leave, release, surprise, choose, delete. e) Which list words rhyme with serene, cactus, author and adverb? f)

Which list words look like they should rhyme with these words, but don’t? twice, divine, place, phase.

g) Some words that end in an “s” sound end with the letters “se”, e.g. purchase, while some of the words end in “ce”, e.g. surface. Add the correct ending to these words: commen __ , residen __ , glimp __ , immen __ , experien __ , nonsen __ , suspen __ , impul __ , substan __ , annoyan __ , expan __. h) Write a paragraph explaining what you think Murfee and Cerphi look like. Draw a picture of them. i)

Write out the word(s) in bold in this week’s Our Loopy Language.

j)

Copy these sentences out exactly and fill appropriate list words into the spaces. On _____ Murfee and Cerphi saw the _____ checking out a _____ window in a house wondering if someone had broken into it. Then they sat down and ate a _____ sandwich before investigating _____.

k) Using the code below, write the code numbers for: package, submarine, speckled. a =1

b=2

c=3

j = 10

k = 11

l = 12

s = 19

t = 20

u = 21

d=4

e=5

f=6

g=7

h=8

I=9

m = 13 n = 14

o = 15

p = 16

q = 17

r = 18

v = 22

x = 24

y = 25

z = 26

w = 23

Our Loopy Language: “Police” is pronounced “polees", but “polite” is pronounced “polite”. Page 14

Unit 4

Book 2

i

sound “ee” e.g. tree

qu

medium trio loneliness bacteria spaghetti premiership

sound “kw”?? e.g. quick

our or

squash aquatic query sequel consequences equipment

sound “er” e.g. her

work worse worthwhile journey journal favorite

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Which list word has a silent “h”? Here are some clues for other words with a silent “h”. Write the clues out along with the matching words. - You are this if you don’t tell lies. - A small rowing boat. - The spectre of a person who has died.

d) Write out the words with any “er” sound in them from this list: very, conserve, hero, refer, squirm, pier, worst, foremost, premiership, yearn, world, mysterious. e) Using a dictionary, find the singular word of which bacteria is the plural. Also find the singular words of millennia and phenomena. f)

To make the adjective “lonely” into the noun “loneliness”, the “y” is changed to “i” and the suffix “ness” is added. Using this rule convert these adjectives into nouns: happy, friendly, busy, empty, clumsy, lively, tidy, lazy.

g) Write out the word(s) in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces. “Do we eat _____?” queried Murfee. Cerphi replied, “While we’re on this _____, I guess we’re likely to eat food _____ than that.”

Our Loopy Language: Spelling differences around the world: Words with an “er” sound that are spelled “or” in United States are usually spelled with the letters “our” in Australia and the United Kingdom. E.g. color / colour, favorite / favourite, neighbor / neighbour, harbor / harbour, flavor / flavour, glamor / glamour, savor / savour, labor / labour, splendor / splendour, behavior / behaviour, humor / humour, savior / saviour, vigor / vigour.

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Unit 5

Book 2

ie

sound “ee” e.g. tree

worried believe achieve shield relief shriek

c

sound “k”?? e.g. king

bacon exact rescue customer secret electric

oo

sound “oo” e.g. moon

groom choose noodles swoop loose typhoon

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Not all “ie” words have an “ee” sound. Write the sound that “ie” makes in these words: friend, magpie, sieve.

d) Write the nouns of these verbs, e.g. create (verb) = creation (noun): choose, believe, achieve. e) Write the verbs of these nouns, e.g. believe (verb) = belief (noun): shield, relief, rescue, secret. f)

To make the past tense of many verbs ending in “y”, the “y” is changed to “i” and then “ed” is added, e.g. worry / worried. Write the past tense of these verbs: reply, apply, deny, pacify, rectify, quarry, accompany.

g) Write out the words that have any “k” sound from this list: accuse, accurate, city, choir, chef, knife, client, occasion, chrome, celery, acknowledge, conquest, mystique, politician. h) Which two list words can you make nouns by adding the suffix “ness”? To turn some adjectives into nouns, you may need to change the word, e.g. electric / electricity. Write the nouns of these: long, wise, warm, free, strong, secret, ready, weak, proud, satisfying, active, absent. i)

Write out the word(s) in bold in this week’s Our Loopy Language.

j)

Draw a cartoon character (either one that already exists or from your imagination), name it and then write a sentence to show what it is saying.

Our Loopy Language: “Loose” is the opposite of tight. Take out an “o” and it becomes “lose” (looz) meaning to misplace something. Page 16

Unit 6

Book 2

e

sound “ee” e.g. tree

refuse repeat repair prevent reply create

n gn

sound “n” e.g. never

ew

clone tornado environment sign gnome design

sound “oo” e.g. moon

crew threw jewel cashew preview review

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Write the meaning of “clone” from a dictionary.

d) Put the homophone of “threw” in a sentence. e) “Refuse” can be pronounced in two different ways. Write sentences to show the two meanings. f)

“Thr” is a phonic blend in “threw”. Write three other words with the “thr” blend.

g) Write three other words that begin with “pre” as in prevent. h) Write these contractions and place the apostrophe where letters are missing: hes (he is), shell (she will), hed (he would), theyve (they have), youre (you are), wont (will not), arent (are not). i)

To use the past tense of a word, the suffix “ed” is often added, e.g. play / played. In some cases, the letters are changed in other ways, e.g. draw / drew. Write the past tense of these words: throw, bring, feed, fight, kneel, leave, tread, catch, flee, light, spin, feel.

j)

Which list words rhyme with who, spine, prepare, athlete and shown?

k) Fill in the correct “er” sound for these words. (Choose from er, or, ur, ear, our, or, ir.) v __ tical, abs __ d, w __ ship, __ gent, c __ teous, reh __ se, __ n, et __ nity, c __ cumf __ ence, s__ g __ y, glam __ ous. l)

Write out the word(s) in bold in this week’s Our Loopy Language.

m) Copy these sentences out exactly and fill appropriate list words into the spaces. “I _____ to keep _____ing myself Cerphi,” stated Murfee crossly. “You purposely _____ that _____ nut at that _____, and that wasn’t nice!”

Our Loopy Language: In “sign” the “g” is silent, but in signify, signal, signature and significant it is pronounced “g”.

Page 17

Unit 7

Book 2

y

sound “ee” e.g. tree

plenty lonely quickly energy variety usually

nn

sound “n” e.g. never

banner mannerism innocent connect millennium

ue

sound “oo” e.g. moon

argue statue continue pursue cue value

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Sometimes “y” can be pronounced as a vowel sound, e.g. in plenty it sounds like an “ee”. In most words it sounds like a consonant, e.g. yesterday. Write three other words (not list words) where the “y” sounds like a vowel and three words where it sounds like a consonant. Remember, vowels = a, e, i, o and u; consonants are the remaining letters of the alphabet.

d) When adding “ing” to most words ending in “e”, the final “e” is dropped, e.g. make / making. Add “ing” to these words: glue, argue, pursue, rescue, value, continue, intrigue, cue. e) Adverbs add description to the meaning of a verb and are often adjectives with “ly” added to them, e.g. happy / happily. Remember, where the word ends in “y”, the “e” is changed into an “i” before adding “ly”. Write the adverbs of these adjectives: brave, usual, angry, foolish, immediate, anxious. continuous, innocent, desperate. Put two of the adverbs into sentences. f)

“Easy” is an adjective. When comparing the “easiness” of different things they are called comparative adjectives, e.g. easier, easiest. Write the two comparative adjectives of: lonely, friendly, chilly, furry, pretty, juicy, stealthy.

g) Write out the word(s) in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces. Cerphi declared wearily, “If you _____ to _____ with me about the _____ of that gold _____ in the museum, Murfee, I will scream!” Murfee looked sad.

Our Loopy Language: To “energize” means to add energy, e.g. The music was very energizing to everybody. To “enervate” means to take energy from, e.g. We found the extreme heat in the room to be very enervating. Page 18

Unit 8

Book 2

ei

sound “ee” e.g. tree

ceiling weird seize deceit receive conceited

kn

sound “n” e.g. never

knew known knuckle knack knowledge acknowledge

u

sound “oo” e.g. moon

fluid scuba marsupial Jupiter influence enthusiastic

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Put the homophones of knew, seize and ceiling in sentences.

d) Write all the list words from above that could be nouns. e) “Knew” is the past tense of “know”. Write the past tense of: annoy, agree, bury, cut, spin, shrug, trip, spend, hit, light, electrify, lie, expel, travel. f)

Add “ing” to as many list words as you can. (Remember the rules.)

g) Imagine you are creating a crossword puzzle. Choose six words and write clues for each. h) Write these phrases out and put the apostrophe before the ‘s where it shows ownership: the ceilings paint, the door knobs shine, many influences, the marsupials pouch, he seizes the cats tail. i)

Write out the word(s) in bold in this week’s Our Loopy Language.

j)

Using a list word as a theme, design a poster advertising a business, a shop or a service. (For instance, scuba diving, rocket trips to Jupiter, etc.) Use plenty of color and exciting words to attract people’s attention. Check the Student Reference List for guidance on creating posters.

Our Loopy Language: In fluid the “u” makes an “oo” sound, in argue it is “yoo”, in umpire it is “u”, in iguana, penguin and suede it is “w”, in bury it is “e”, in busy it is “i” and in guilt it is silent.

Page 19

Unit 9

Book 2

e-e

sound “ee” e.g. tree

stampede athlete scheme centipede supreme extremely

i

sound “i” e.g. him

assist figure willing timid relative sincere

ou

sound “oo” e.g. moon

through wound tour youth cougar ghoul

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c) We can say “wound” two ways. Write sentences to show the two different meanings. d) Write all the words with any “ee” sound from this list: mystery, symbol, sinister, gypsy, kerosene, deafen, seldom, enamel, retrieve. e) Write four other words that begin with “ex”, e.g. extremely. f) Should, would and could have a short “oo” sound. Write these contractions placing the apostrophe where letters are missing: wouldve, shouldnt, couldnt, couldve, shouldve, wouldnt. g) Add “d” or “ed” to all of the list words that you can (verbs), putting them in the past tense. h) Make as many smaller words from the letters in relative, centipede and supreme as you can. i) “Ou” isn’t always pronounced with an “oo” sound. Write these words and the sound the “ou” makes in them, e.g. ground (ow): touch, smoulder, soul, doubt, astounded, enough, poultry, country, meticulous, bouquet. j)

Add “ing” to these words: figure, pursue, stampede, scheme, release, believe, achieve, refuse, receive, argue, glue, acknowledge. k) Write out the word(s) in bold in this week’s Our Loopy Language. l) Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi knew that _____ were _____ venomous and were very _____ around them. They were _____ to peer _____ a glass case at them, but were afraid of getting a nasty _____ if they were stung.

Our Loopy Language: In through the “ough” is an “oo” sound, in cough and trough it is “off”, in enough, rough and tough it is “uff”, in bough and drought it is “ow”, and in doughnut and although it is “oa”.

Page 20

Unit 10

Book 2

f

sound “f” e.g. fix

perform proof refund magnificent justify definite

y

sound “i” e.g. him

mystery symbol Egypt sympathetic crystal gymnasium

ui

sound “oo” e.g. moon

suit fruit juicy bruise nuisance suitable

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Put the homophone of “bruise” in a sentence.

d) Show the two meanings of the word “suit” by writing two sentences. e) Write the list words that can be both nouns and verbs, e.g. “I can act” (verb); “This is not an act” (noun). f)

To make the plurals of some words that end in “f”, the f is changed to a v before adding “es”, e.g. half / halves. In other cases, just an “s” is needed, e.g. roofs. Write the plurals of proof, leaf, knife, wharf, life, belief, wolf, cliff, chief, hoof, elf and handkerchief. (Use a dictionary if you’re not sure.)

g) Proper nouns are names of people or places that require capital letters, e.g. Egypt, Queen Elizabeth. Write three other places and three other names that are proper nouns. h) The shortened word for gymnasium is “gym”. Write the full words that the following are shortened versions or abbreviations of: fridge, phone, plane, bike, TV, VCR, DVD, CD, ATM. i)

Write the list words that are synonyms (similar in meaning) for these words: empathetic, appropriate, act, representation, pest, evidence, vindicate.

j)

Write out the word(s) in bold in this week’s Our Loopy Language.

k) Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi enjoy eating _____ _____ although they find it a _____ to spit grape seeds out all the time. But it is a _____ to them why we humans don’t eat the skins of bananas and water melons.

Our Loopy Language: If you add an “e” to “suit” it becomes suite (pronounced sweet), meaning “some things to be used together”, e.g. hotel suite. Page 21

Unit 11

Book 2

ff

sound “f” e.g. fix

e

office suffer effort afford difficult affection

sound “e” e.g. egg

level event expect enemy credit reference

u-e sound “oo” e.g. moon

lure super intrude conclude delude interlude

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

From the list words find the antonyms of begin, friend and easy.

d) From the list words find the synonyms of endure, episode and anticipate. e) Which list word is spelled the same forward as backwards? These words are known as palindromes. Here are the clues for some other words like this: - A part of the body. - The middle of the day. - It is used in air traffic to determine where all the aircraft are at any one time and so avoid collisions. - An action. - Allude. f)

The noun for explode is explosion. Write the nouns for conclude, delude, intrude, allude and erode.

g) Put an appropriate list word in front of, or after, these words, e.g. happy event: super, office, difficult, enemy, reference. h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi did not want to _____ on the lives of humans or make their lives _____ in any way, but they did _____ a certain _____ of cooperation in their _____ to understand how life on Earth really works.

j)

Using at least three of the list words, write a short story suitable for 5 or 6 year old children.

Our Loopy Language: In the following words the first “e” is pronounced “ee” and the second “e” is pronounced “e": event, eject, reject, electric, secret, enamel, remember. Page 22

Unit 12

Book 2

ph

sound “f” e.g. fix

graph dolphin phrase physical trophy pamphlet

ea

sound “e” e.g. egg

healthy pleasant measure dread heavy

u

sound “oo” e.g. moon?

duty union furious annual argument university

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Which list words are synonyms of angry, porpoise and fear?

d) Sometimes we add “un” to the beginning of a word to make an antonym, e.g. able / unable. Write the antonyms of these words: healthy, pleasant, happy, interesting, fit, worthy, recognizable, employed. e) Write only the words with any “oo” sound (as in “too") from this list: blood, pursuit, interrupt, contribute, brooch, conclusion, beautiful, lieutenant, boulevard, encourage, souvenir. f)

Sometimes the suffix “ment” is added to a verb to make it a noun, e.g. announce / announcement. Write the nouns of these verbs: measure, amuse, treat, argue, harass, establish, commit, advertise.

g) Write out the word(s) in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi had a big _____ about who would swim with the _____. Murfee was _____ because Cerphi _____ into the pool first without asking him if he could. i)

Find the four list words that fit into these squares.

A L S O Our Loopy Language: “Annual” means it happens every year (e.g. The annual Super Bowl). If it happens twice a year it is “biannual". If it happens every two years it is “biennial”. Page 23

Unit 13

Book 2

el

sound “l” (ending) e.g. tunn’l

cancel quarrel vessel channel parcel angel

z

sound “z” e.g. zoo

lizard frozen amazing zebra wizard magazine

y

sound “i-e” e.g. white

style type rhyme bicycle deny magnify

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c) Fill in the correct “e” (as in “egg") sound for these words. (Choose from e, ea, ie, ai, a, eo, u.) b __ ried, l __ d, t __ l __ scope, __ nyone, effic __ nt, st __ lth, sw __ t, m __ dicine, fr __ nd, cert __ n, l __ pard. d) Considering the spelling rules for changing the tense of a word, write the past tense of deny, magnify, cancel, quarrel, channel, type, rhyme and style. e) Put the two meanings of “type” and the homophone of “style” into sentences. f)

Sometimes there are two ways of expressing the past tense of a word. One way will need the word to have one of the helpers has, have or had at the front it, e.g. choose / chose / had chosen. Write the past tense of these words that need a helper and put the correct word in front of each: fall, freeze, ring, drink, sing, rise, speak, drive, write, forget.

g) Write these words out and circle the one that doesn’t fit. Give a reason. motorcycle, train, car, truck. h) Imagine you are creating a crossword. Choose five list words and write clues for each. i)

To write the noun of some verbs the suffix “tion” can be added, e.g. dictate / dictation. Change these verbs to nouns: add, compete, subtract, multiply, act, vibrate, immigrate, beautify, magnify.

j)

Write out the word(s) in bold in this week’s Our Loopy Language.

k) Copy these sentences out exactly and fill appropriate list words into the spaces. Cerphi thought it was _____ when an _____ handed him a _____ with a picture of a _____ eating a _____ on the front page.

Our Loopy Language: In magazine, sardine and routine the “ine” is an “een” sound, in divine and decline it is “ine” and in examine, imagine and discipline it is “in”. Page 24

Unit 14

Book 2

le

sound “l” (ending) e.g. tunn’l

zz

possible scribble cuddle trouble muscle obstacle

sound “z” e.g. zoo

sizzle fizzle nozzle muzzle whizzed

i-e

sound “i-e” e.g. white

spine polite website spiteful stalactite stalagmite

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Challenge: Write a paragraph that makes sense containing all of the list words.

d) Which of the stalactites and stalagmites grow from the ceiling and which rise from the floor of a cave? Write sentences to explain. e) Add two letters to the beginning of polite and possible to make their opposites. f)

Here are some clues for other “sc” words like muscle. Write out the clues and the matching words: - A view. - To go up. - To go down. - Behavior management. - Smell.

g) Write out the word(s) in bold in this week’s Our Loopy Language. h) Measure 14 lines in your book and write all the letters of the alphabet (e.g. A-Z listing. See the Student Reference List for instructions). Find a word beginning with each letter that contains one of this week’s sounds, e.g. a - ankle, b - buzz, c - crime and so on. For the harder letters like x, z, q and v, just choose words with that letter in them, e.g. x - axle.

Our Loopy Language: Recite, like polite, is pronounced “reesite”. If you replace the “t” with a “p” it becomes recipe, which is pronounced “ressippee”. Page 25

Unit 15

Book 2

al

sound “l” (ending) e.g. tunn’l

ze

oval fatal musical criminal lethal dorsal

sound “z” e.g. zoo

doze blaze ooze seize squeeze capsize

igh

sound “i-e” e.g. white

sigh mighty delight thigh midnight lightning

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Put the homophones of seize, doze, and lightning into sentences.

d) Turn the following nouns into adjectives by adding “ful” where appropriate: delight, wonder, hurt, care, expression, peace, war, plenty, life, speed, tear. e) Sometimes to turn a noun into an adjective, the word ending must be changed, e.g. repetition / repetitive. Write the adjectives of these nouns: belief, music, creation, talk, secret, nerves, argument, value, trouble. f)

Here are some clues for other “igh” words not in the above list. Write out the clues and the “igh” word for each one: - Horrible to look at. - Another word for dusk.

g) Write out the word(s) in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces. During the storm, Murfee and Cerphi saw a boat _____ in the huge seas when a _____ wave struck it. _____ lit up the sky and the _____ fins of sharks circling the boat would have been a _____ sign for any people struggling in the water.

Our Loopy Language: Spelling differences around the world: Many “s” words that are pronounced “z” are spelled with an s in Australia and the United Kingdom, but with a z in the United States. E.g. cosy / cozy, apologise / apologize, advertise / advertize, analyse / analyze, specialise / specialize, civilisation / civilization.

Page 26

Unit 16

Book 2

il

sound “l” (ending) e.g. tunn’l

s

council weevil fossil daffodil gerbil peril

sound “z” e.g. zoo

wasn’t clothes reserve amused business visa

sound “i-e” e.g. white

i

pilot iron diet final crisis rewind

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

The words “iron” and “reserve” each have two meanings. Write sentences to show each meaning.

d) Write out these contractions, placing an apostrophe where letters are missing: wasnt, hasnt, isnt, wont, theyre, shes, its, theyd, youve. e) Fill in the correct ‘l ending for these words. (Choose from el, il, al, ol, le, ial.) per __ , squirr __ , tentac __ , spec __ , vehic __ , icic __ , magic __ , symb __ , tranqu __ , artific __. f)

Write the list words that can be described as “alive”.

g) Here are clues to four words where “ss” makes a “z” sound. Write the words: - It is used to cut things. - Sweet food usually eaten after a meal. - To own. - Sugar will do this when you put it in hot liquid. h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. After eating a steady _____ of _____ , Murfee was _____ that Cerphi’s _____ didn’t fit him any more.

j)

Write a conversation (dialogue) between Murfee, Cerphi and yourself where you all say at least four things each. Check the Student Reference List for the conversation punctuation rules and a list of words to use instead of “said”.

Our Loopy Language: The plural of most nouns that end in “is” is “es”. E.g. crisis / crises, oasis / oases, thesis / theses, hypothesis / hypotheses, analysis / analyses, synopsis / synopses.

Page 27

Unit 17

Book 2

m

sound “m” e.g. milk

mobile enamel welcome compete complete imagine

se

sound “z” e.g. zoo

those these praise suppose surprise exercise

sh

sound “sh” e.g. shop

washing should shiver fashion shred cushion

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

In crescent the “z” sound is made with “sc”. Usually “sc” makes an “s” sound, e.g. muscle. Fill in the correct “s” sound in these words. (Choose from sc, s, c, ss.) ta __ el, __ ience, bu __ es, a __ be __ to __ , pa __ enger, fa __ inated, di __ mi __ , addre __ , a __ ertain, __ ientist, de __ imal, __ ertificate.

d) Write a conversation (dialogue) between Murfee and Cerphi where they say at least three things each. Remember to include all the speech punctuation rules. See the Student Reference Guide for help. e) Write out the word(s) in bold in this week’s Our Loopy Language. f)

Copy these sentences out exactly and fill appropriate list words into the spaces. “What a ________!” Murfee exclaimed. “I ___________ it was Cerphi who has been __________ the ___________s. Well done. “Yes,” replied Cerphi. “I needed the ___________! Your __________ is ___________!.

Our Loopy Language: In comedy the o is an “o” sound, in welcome it is “u”, in suppose it is “oa”, in towards it is “oo”, in wolf it is a short “oo”, in one it is “wu”, in women it is “i” and in young it is silent.

Page 28

Unit 18

Book 2 mm sound “m”

g

glimmer grammar immoral immediate communicate commercial

shrug agree beginning regular lagoon

e.g. milk

sound “g” e.g. frog

t

sound “sh” e.g. shop

direction mention section creation patient competition

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Put the word “patient” into sentences to show its two meanings.

d) From the list words write the words that are similar to contest, start, lizard and piece. e) “Compete” is the verb of “competition”. Write the verbs of creation, direction, situation, translation, opposition, detention and negotiation. f)

Which words in the “mm” and “g” column could also go in the “t” (as in “sh”) column by SOUND not letters?

g) In which list can all the words be classified as nouns? h) Make four smaller words from the letters in communicate, patient and beginning. i)

Some words ending in a “shun” sound can be spelled with “tion” like direction, and with “sion” like pension. Put the correct ending to these words: ten ___ , man ___ , condi ___ , expul ___ , deten ___ , opposi ___ , transla ___ , suspen ___ , vibra ___ , exten ___.

j)

Write out the word(s) in bold in this week’s Our Loopy Language.

Our Loopy Language: Some adjectives (and occasionally nouns) that end in “ant” and “ent”, have their endings changed to “ance” and “ence” when changed to a noun. E.g. distant / distance, assistant / assistance, reluctant / reluctance, attendant / attendance, resistant / resistance, competent / competence, magnificent / magnificence, resilient / resilience, absent / absence, evident / evidence.

Page 29

Unit 19

Book 2

mb

sound “m” e.g. milk

climb limb bomb plumber tombstone

gg

sound “g” e.g. frog

stagger shaggy wriggle snuggle smuggle aggravate

c ch

sound “sh” e.g. shop

chef quiche brochure musician vicious financial

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Write the list words that are synonyms (similar in meaning) for gravestone, cook, annoy, scale, cuddle and pamphlet.

d) “Ch” can be pronounced as “sh” (chef), “ch” (chicken), “k” (school). “C” can be “sh” (musician), “ch” (ancient), “k” (security), “s” (cent), “x” or “ks” (accept) or silent (scent). Write these words out and then write the sound the “c” or “ch” makes, e.g. chef (sh): concrete, chemicals, vaccine, celery, decent, machete, associate, charity, ascending, launch, discipline, frantic, cello. e) Using as many of the list words as you can, write a sentence that makes sense. (Keep a record of how many you use and try to beat it next time!) f)

Imagine you are creating a crossword. Choose five list words and write clues for each.

g) Write words that rhyme with: climb, limb, stagger and wriggle. (Note: The spelling can be different.) h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. “So let me get this straight, Cerphi,” ventured Murfee. “A _____ fixes the pipes, a _____ cooks food, they put a _____ on a grave, a _____ plays music and an accountant handles _____ matters.” “You got it,” confirmed Cerphi.

j)

Using at least two list words write a poem with a minimum of six lines about anything you like. Here are some suggestions: The Chef That Made Everyone Sick, The Spooky Tombstone, The Vicious Butterfly. (Refer to the Student Reference List for guidance on poems.)

Our Loopy Language: Sometimes one wonders about the sense of putting seemingly “unnecessary” silent letters in words such as plaid (plad), dinghy (dingy), yacht (yot), honest (onest), bouquet (boakay), rapport (rappor) and debt (det).

Page 30

Unit 20

Book 2

lm m

gh gu

sound “m” e.g. milk

balm balmy salmon combine ambulance

sound “g” e.g. frog

s sh

ghost yogurt guest guitar disguise

sound “sh” e.g. shop

sugar mansion suspension mission obsession confession

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Write the homophone of “guest” in a sentence.

d) The plural and singular of salmon is the same word, e.g. 1 salmon, 20 salmon. Here are clues for other words where the plural is the same as the singular word. - Santa has these. - Some farmers have lots of them. - A fish very similar to salmon. - Very dangerous fish found in South America. e) Sometimes “ss” makes a “sh” sound (pressure) and sometimes it makes an “s” sound (confess). Divide these words into two columns using “sh” and “s” as headings: assess, missile, session, stressful, recession, recess, concession, possess, assurance, pressure, classic, procession. f)

Write out the word(s) in bold in this week’s Our Loopy Language.

g) Copy these sentences out exactly and fill appropriate list words into the spaces. “I just had a _____ with _____ on it and it tasted great,” Murfee told Cerphi. “Ugh!” responded Cerphi, “Sounds horrible." h) Make up a recipe for a main course for Cerphi and Murfee and try using at least one of the food items in the list words. Write all of the ingredients and explain how to prepare the food. (Refer to the Student Reference List for guidance on recipes.)

Our Loopy Language: Most words that end in “gue” are pronounced “g”, e.g. epilogue, vague, morgue, league, prologue. Argue is an exception.

Page 31

Unit 21

Book 2

ay

sound “ay” e.g. day

delay decay display crayon essay payment

ch

sound “ch” e.g. rich

chance choice attach voucher wrench chocolate

o

sound “o” e.g. stop

off body control product continue collection

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

A verb is an action word, i.e. it refers to something you can do. Write all the list words that can be verbs.

d) Put of and off into sentences to show their meanings. e) Write one more word for each list above. f)

Write another two letters that when put together make an “ay” sound. Write three words containing that sound.

g) Using as many of the list words as you can, write a sentence that makes sense. (Keep a record of how many you use and try to beat it next time!) h) Add “d” or “ed” to these verbs to put them into the past tense as in argue / argued: continue, attach, hope, wrench, delay, believe, display, decay, please, delete. i)

Put the correct letters “oy” or “oi” into these words: app __ nt, p __ sonous, r __ alty, turm __ l, dec __ , av __ d, h __ st, empl __ ment, v __ age, l __ ter, embr __ l, pl __ , savel __.

j)

Write out the word(s) in bold in this week’s Our Loopy Language.

k) By now, the friends of Murfee and Cerphi from their home planet Arixion have realized they are stranded on Earth and have sent Firffy to let them know their rescue was being organized. So she accompanies them from now on in their travels. Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee, Cerphi and Firffy thought it was obvious that if humans _____d to eat _____ _____s there’s a _____ that their teeth will _____.

Our Loopy Language: The “ch” is a “ch” sound in anchovy, in Porsche it is “sh”, in charismatic it is “k” and in yacht (yot) the “ch” is silent.

Page 32

Unit 22

Book 2

ai

sound “ay” e.g. day

afraid failure complain straight entertain

tch

sound “ch” e.g. rich

fetch stitch hatch switch scratch stretch

a

sound “o” e.g. stop

wasp squash quarrel quality quantity

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

A noun is the name of a place, thing or person. Write all the list words that can be classified as nouns.

d) Proper nouns are names of people or places that require capital letters, e.g. President Bush. Write three other places and three other names that you can think of that are proper nouns. e) Which list words rhyme with moral, spade, slosh, debate and suede? (Note: The spelling can be different.) f)

Which list words look like they should rhyme with these but don’t? clasp, mash, said, captain, watch.

g) Some words can be nouns as well as verbs, e.g. reason: I can reason (verb) with him; Give me a good reason (noun). Which seven list words also fit this category? Write three others of your own and use them in short sentences. h) Here are some clues for other “a as in swap” words not in the list. Write the words. - There is lots of this in the sea. - This is used to keep money in. - We need to do this every day. - To crouch. i)

Write out the word(s) in bold in this week’s Our Loopy Language.

j)

Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee didn’t like to _____ about the _____ of _____s he saw in the city, but he was _____ he would have to, or go _____ off to the country where there weren’t as many.

Our Loopy Language: Sometimes words can have two correct spellings and can mean the same thing. Examples include: racquet / racket, judgment / judgement, enquire / inquire.

Page 33

Unit 23

Book 2 a-e sound “ay” e.g. day

grateful strange donate phrase tolerate indicate

t

sound “ch” e.g. rich

au ou

mature naturally signature furniture feature literature

sound “o” e.g. stop

because fault cauliflower mould poultry trough

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Some verbs that end in “e” can be changed to nouns by adding “tion” or “ation”. The “e” is dropped before the suffix is added, e.g. accuse / accusation. Change these verbs to nouns: donate, indicate, aggravate, authorize, calculate, declare, investigate, irrigate, lacerate, pollute, separate, vibrate, medicate.

d) The “ow” sound can be made with “ow” (cauliflower) or “ou” (voucher). Add the correct letters to these words: p __ erful, t __ er, acc __ nt, all __ ance, disc __ nt, with __ t, dr __ sy, c__ er, surr __ nd. e) Here are some clues for other “au” (as in “o") words not in the above list. Write out the clues and the “au” word. - A safe where people keep valuable things. - An attack. - These are good on the barbecue. - A sale where you bid on the thing you want to buy. f)

Write out the word(s) in bold in this week’s Our Loopy Language.

g) Write three sentences that each contain the phrase “sheer jagged cliffs”. h) Copy these sentences out exactly and fill appropriate list words into the spaces. The aliens _____d most of the _____ things they encountered on our interesting planet, but they _____ avoided _____ farms because they had feathered relatives at home on Arixion. i)

Write a paragraph explaining what you think Murfee, Cerphi and Firffy might do each day on their home planet of Arixion. Describe their homes and methods of transportation. Draw a picture to illustrate your paragraph.

Our Loopy Language: Sometimes a single “c” can make a “ch” sound as in cello and ancient. Page 34

Unit 24

Book 2

a

sound “ay” e.g. day

bacon change famous amazing occasion favorite

“eer” eer sound e.g. cheer

cheerful beer sheer career pioneer volunteer

en

sound “n” (ending) e.g. list’n

golden siren rotten frighten forgotten specimen

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

An adjective is a word that describes something. Write all the list words that can be adjectives.

d) The ’s ending sound can be made with “ous” (famous), “us” (terminus), “is” (proboscis), “ice” (precipice), “ace” (furnace) and “os” (asbestos). Fill the correct one into these words: platyp __ , tetan __ , monoton __ , ridicul __ , anonym __ , cens __ , therm __ , prejud __ , diagnos __ , ir __. e) To turn a present tense verb into past tense, it is often necessary to change the word, e.g. spin / spun. Write out these words and their past tense version: light, weep, fight, seek, speed, tread, leave, kneel, is, bleed, say, lie, buy, bring. f)

Sometimes there are two ways of expressing the past tense of a word. One way will need the word to have one of the helpers has, have or had at the front of it, e.g. forget / forgot / had forgotten. Write the past tense of these words that need a helper and put the correct word in front of each: swim, lie, sew, shake, take, go, do, eat, write.

g) Using as many of the list words as you can, write a sentence that makes sense. h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. A _____ man who thought it was _____ to have extraterrestrials visit his hotel made his _____ _____ omelette for the _____.

j)

Referring to the Student Reference List for guidance, write a letter to a friend. It can be fictitious or real.

Our Loopy Language: with “e”: with “ee”: with “ae”:

The “ay” sound can also be made: suede, fiance, cliche, resume, spontaneity; entree, toupee, puree, Beethoven; vertebrae, nut sundae, reggae. Page 35

Unit 25

Book 2

ey ea ei

sound “ay” e.g. day

they prey steak great eight weight

ear sound “eer” e.g. cheer

rear smear fearless disappear endearing nuclear

on

sound “n” (ending) e.g. list’n

cotton dragon talon prison horizon abandon

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Write one more word for each list.

d) Copy these words and write their opposite (antonym) from the list: predator, front, scared, appear. e) Fill in the correct “ay” sound for these words. (Choose from ay, ai, a-e, a, ey, ea, ei.) av __ lable, r __ dius, concentr __ t __ , disarr __ , c __ pable, v __ n, n __ ghbor, unbr __ kable, ob __ , v __ gue. f)

Imagine you are creating a crossword. Choose any three list words and write clues for them.

g) The ‘n ending can sometimes be spelled as “ain” as in mountain, or “ian” as in magician. Add the correct ending to each of these words. barg __ , cert __ , amphib __ , venet __ , Russ __ , fount __ , porcel __ , mortic __. h) Make two smaller words out of each of these words: disappear, endearing, abandon and nuclear. (You can use the letters more than once and in any order.) i)

Write out the word(s) in bold in this week’s Our Loopy Language.

j)

Copy these sentences out exactly and fill appropriate list words into the spaces. As _____ knew the consequences of a _____ war would be bad for the Universe, the three friends felt a _____ _____ had _____ed from their hearts when _____ were told that most humans had _____ed their _____ weapons.

k) Measure 14 lines in your book and list all the letters of the alphabet (e.g. A-Z listing. See the Student Reference List for instructions.) Now, find a word beginning with each letter that contains any “ay” sound, e.g. a - amazing, b - baby, and so on. For the harder letters like x, z, q and v, just choose words with that letter in them, e.g. z - crazy.

Our Loopy Language: The “ay” sound can sometimes be made with “et” as in ballet, buffet, beret, bouquet and ricochet. Page 36

Unit 26

Book 2

j

sound “j” e.g. june

jungle junior jewels journal Jupiter junction

ere

er

sound “eer” e.g. cheer

in

interfere severe serious exterior bacteria mysterious

sound “n” (ending) e.g. list’n

satin raisin coffin margin penguin mannequin

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Write the words in the “eer” sound list in alphabetical order.

d) The “x” sound can be made with “x” (mixture), “ks” (tanks), “cs” (lyrics), “cks” (attacks), “cc” (accent) and “xc” (excess). Add the correct letters to these words: gala __ y, barra __ , athleti __ , gymnasti __ , e __ pose, e __ el, su __ eed, hammo __ , itali __ , specifi __ , e __ perience, e __ pect. e) To convert a noun to an adjective, extra letters may be added, e.g. bacteria / bacterial or the end may be changed altogether, e.g. circle / circular. Match the following nouns with their correct adjective: NOUNS: mystery, margin, severity, fortune, suburb, triumph, bravado, law, voice, squalor. ADJECTIVES: severe, legal, mysterious, squalid, vocal, marginal, suburban, fortunate, brave, triumphant.

f)

Write out the word(s) in bold in this week’s Our Loopy Language.

g) Copy these sentences out exactly and fill appropriate list words into the spaces. “So let me get this straight,” said Firffy, “Humans are buried in a _____, they put _____ clothes on a fake human called a _____, wear _____ around their necks, read _____s and their next stop in space is _____?” E A R L Y “I believe so,” confirmed Murfee. h) This is a skeleton crossword. Using any list word, make one of your own.

A

E

S

A

T

H

E

I

R

Our Loopy Language: The “eer” sound can also be spelled “ier” as in pier, tier, cashier and fierce; or “eir” as in weird, and “ir” as in delirious and souvenir.

Page 37

Unit 27

Book 2

g

sound “j” e.g. june

s

genius legend vegetable digital apology geography

sound “s” e.g. this

nasty roster buses promise satisfy contrast

ion

sound “n” (ending) e.g. list’n

caution relation expression invitation dictionary destruction

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Write one more word for each list.

d) The “air” sound can be made from “air” (millionaire), “are” (square), “ar” (parent), “ear” (bear), “ere” (there), “eir” (heir). Put the correct one into these words: comp __ , questionn __ e, can __ y, __ plane, hect __ , premi __ , gl __ , l __ , imp __ , terr __ ium, __ obics. e) Fill in the correct ’n ending for these words. (Choose from en, on, in, an, ion, eon, ine.) dem __ , salm __ , threat __ , pig __ , ambit __ , relat __ , capt __ , orig __ , rais __ , determ __ , dung __ , medic __. f)

Turn these nouns into adjectives by adding a suffix or an ending. (Choose from ious, able, y, ant, ent, ive, ed, d.) Remember, sometimes letters need to be added or deleted, e.g. authority / authoritative. competition, hunger, question, change, mystery, fur, reason, fury, frenzy, hilarity, luxury, confidence, brilliance, juice, talk, change, bruise, importance, persistence.

g) Imagine you are creating a crossword. Choose any three list words and write clues for them. h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. “You are a _____ and a _____!” congratulated Cerphi. “Well thanks Cerph, but I only got us an _____ to the film of the _____ of the planet Earth,” replied Murfee modestly.

j)

Write a story using any list word as the theme of your story. You may also choose to use the list word in the title instead. Make your story at least one page in length.

Our Loopy Language: The “s” in the nouns use, excuse and abuse is pronounced with an “s” sound. When these words are spoken as verbs, the “s” is pronounced as a “z” sound.

Page 38

Unit 28

Book 2 dge sound “j” e.g. june

judge ledge trudge gadget badger hedgehog

ss

sound “s” e.g. this

guess possess success classic distress passenger

w

sound “w” e.g. with

woman women wonder wonderful wither swarm

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c) Write the list words that are similar in meaning to: porcupine, fantastic, upset, plod, victory, muse, own. d) Adverbs add to the meaning of a verb and are often adjectives with “ly” added to them, e.g. safe / safely. Write the adverbs of these adjectives: judgmental, possessive, successful, wonderful, graceful, precarious, strict, precise, obstinate, menacing, profound, solemn. Put two of the adverbs into sentences. e) The “h” sound can be made with “h” (hero) and “wh” (who). Add the correct letters to these: ex __ ale, __ om, __ olesale, __ avoc, pro __ ibit, re __ earsal, __ o’s, __ ereditary, in __ ale. f) Sometimes words have alternative past tense versions, e.g. spoil / spoiled / spoilt. Write these words and their different past tense versions: spill, leap, dream, plead, burn. g) Prefixes: “dis” (e.g. distress) and “des” (e.g. despite) are two similar prefixes. Choose the correct prefix for each of the words below: __ perate, __ troy, __ pise, __ agree, __ gust, __ erve, __ cribe, __ appoint, __ dain. h) Using the last letter of each of the “w” list words, write six different words. i)

Write a paragraph of at least six sentences beginning with “Safety lay on the other side of the river. But we knew, in its depths, it concealed ... ". j) Write out the word(s) in bold in this week’s Our Loopy Language. k) Copy these sentences out exactly and fill appropriate list words into the spaces. “Those _____ are _____ the way they care for all the sick and injured _____s and _____ s!” exclaimed Firffy admiringly. l) Referring to the Student Reference List for guidance, write a business letter to any business (either real or fictional) about any issue at all.

Our Loopy Language: The “j” sound can sometimes be made with a “gg” as in suggest and exaggerate. Page 39

Unit 29

Book 2

er

sound “r” (ending) e.g. wat’r

offer performer discover surrender viper traveler

ce

sound “s” e.g. this

practice service distance sentence entrance announce

wh

sound “w” e.g. with

which wherever somewhere whisker whimper wharf

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Some words can be nouns as well as verbs, e.g. service: You need to service (verb) your car regularly; The hotel offers their customers a service (noun). Write out the following words that also fit this category: offer, traveler, performer, whimper, sentence, entrance, reason, regret, wound, torture, force, whisker, disturb, disappear, ignore. Write three other examples of your own.

d) The letter “c” can be sounded as “s” (announce), “k” (discover), “sh” (vicious) or silent (scissors). Sort these words into columns according to the sound the “c” makes: predict, receptionist, herbicide, abscess, inexplicable, especially, financial, musician, seclusion, glacier, scent, science. e) The “u” sound can be spelled with “u” (interrupt), “o” (discover), “a” (nausea), or “ou” (country). Write the words below, adding the correct “u” sound: w __ nder, c __ lor, __ nhealthy, h __ rricane, d __ ble, sod __ , camer __ , tr __ stworthy, c __ mpass, c __ rage, c __ sin, c __ pboard, __ ven, s __ spicious. f)

Write out the word(s) in bold in this week’s Our Loopy Language.

g) Copy these sentences out exactly and fill appropriate list words into the spaces. The _____s _____ed they needed plenty of _____ in handling a _____ when a circus _____ _____ed to train them. But Murfee insisted he only wanted to observe them _____ from a _____. h) Design an advertisement for any product you like, that you can buy from a shop. List the advantages, the price and the name of your product. At least one list word must be included somewhere in your advertisement. Use plenty of color and exciting words and pictures to attract people’s attention.

Our Loopy Language: Sometimes “wh” is pronounced with a silent “h” as in whirlwind and overwhelming; and sometimes with a silent “w” as in whole and wholesale. Page 40

Unit 30

Book 2

or

sound “r” (ending) e.g. wat’r

major minor survivor competitor radiator spectator

c

sound “s” e.g. this

u

circle century certain celebrate ceiling cemetery

sound “w” e.g. with

Equator language aquatic persuade question iguana

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c) The ’ry ending of words can be made with “ary” (January), “ery” (cemetery), “ory” (satisfactory), “ury” (century) or “ry” (chemistry). Add the correct ending to these words: mis __ , inj __ , territ __ , scen __ , sal __ , vocabul __ , lux __ , ancest __ , rival __ , vict __ , the __ , imagin __. d) Write a paragraph beginning with “Desert! As far as the eye could see!“ Make your paragraph at least ten lines in length. e) Write out the word(s) in bold in this week’s Our Loopy Language. f)

Copy these sentences out exactly and fill appropriate list words into the spaces. Firffy was certain she saw an _____ in the _____ and tried to _____ Cerphi to teach her lizard _____ so that she could communicate with it.

g) Copy the following word family table and the examples given. Fill the missing members of each word family into the correct spaces. Check the Student Reference List or a dictionary for definitions of nouns, verbs and so on. NOUN

VERB

ADJECTIVE

ADVERB

persuasion

persuade

persuasive

persuasively

competitor

compete

competitive

competitively

talkative entertainingly embarrass collective creation triumphant consider imaginative

Our Loopy Language: The “our” ending of some words becomes “or” when letters (suffixes) are added: four / forty, glamour / glamorous Page 41

Unit 31

Book 2

ar

sound “r” (ending) e.g. wat’r

sugar collar similar regular caterpillar familiar

st sc

sound “s” e.g. this

glisten fasten jostle scene muscle scissors

v

sound “v” e.g. very

level volume fever savage advance universe

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Using as many of the list words as you can, write a sentence that makes sense.

d) What are the two silent letters in the “s” sound list words? Write the following words out and circle the silent letter in each: answer, receipt, psychology, young, knowledge, autumn, doubt, effervescent, discipline. e) Which list words rhyme with fossil, mussel, bean, beaver and porridge? (Note: The spelling can be different.) f)

Which list words look like they should rhyme with these but don’t? hasten, ever, rage.

g) Some words are spelled with a single “l” (similar) and some have a double “ll” (collar). Write these words, adding the correct letter/s to each: signa __ , scro __ , a __ ergy, me __ ow, labe __ , sate __ ite, mi __ ennium, ba __ ance, gi __ s, co __ apse, hi __ arious, co __ ide. h) The “y” (or “yoo”) sound can be made with a “y” (your), “i” (soldier), “u” (use) and “ue” (continue). Write the correct letter blend for these words: can __ on, __ ogurt, mill __ on, __ nion, d __ ty, disp __ te, tiss __ , on __ on. i)

Write out the word(s) in bold in this week’s Our Loopy Language.

j)

Copy these sentences out exactly and fill appropriate list words into the spaces. “I really believe the _____s on Earth are the most _____d in the _____,” Murfee observed. “They aren’t _____, they have well developed _____s and their metamorphosis into butterflies is _____ to that of humans turning into angels when they die.”

Our Loopy Language: The “s” sound is sometimes seen as “ps” where the “p” is silent: as in psyche, psychology, psychic, psychiatrist and psychopath.

Page 42

Unit 32

Book 2 sound “r”

ure (ending)

e.g. wat’r

capture failure pleasure fracture closure departure

se

sound “s” e.g. this

ve

corpse dense response glimpse expense

sound “v” e.g. very

sensitive forgive involve achieve attractive defensive

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

When adding “ing” to most words ending in “e”, the final “e” is dropped, e.g. make / making. Add “ing” to these words and then write three words of your own with this suffix. fracture, capture, glimpse, practice, forgive, involve.

d) Here are some words with more than one “s” sound, e.g. essence. Fill in the correct letters. (Choose from s, ss, c, ce, se, cc.) ne __ e __ ary, a __ be __ to __ , pe __ imi __ tic, ab __ en __ , __ o __ iety, ac __ e __ ible, li __ en __ , __ ub __ tan __. e) To convert a noun to an adjective sometimes involves reducing the word or deleting some end letters, e.g. attractiveness / attractive, density / dense. Write the following nouns and their adjectives: invisibility, legality, desolation, eeriness, devastation, cleanliness, fatality, wisdom, justice, durability, peculiarity, ineptitude, loneliness, business. f)

Write out the word(s) in bold in this week’s Our Loopy Language.

g) Using a list word as your theme, design a poster advertising an event, place, activity or exhibition. Use plenty of color, pictures and exciting words to attract people’s attention. (Refer to the Student Reference List as a guide on posters.)

Our Loopy Language: The “ise” makes an “ize” sound in compromise, in expertise it is “eez” and in paradise it is “ice”. Page 43

Unit 33

Book 2

er or

sound “r” (ending) e.g. wat’r

odor harbor fiber specter liter milliliter

oa

sound “oa” e.g. coast

boast hoax cocoa bloated poach approach

d

sound “d” e.g. doing

model pedal medal wooden consider anybody

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c) Write two more words for each list. d) Fill in the correct ’r ending for these words. (Choose from er, or, ar, ure, re, or.) conqu __ , li __ , pol __ , diamet __ , glam __ , rum __ , vult __ , medioc __ , og __ , govern __. e) The past tense of some words are pronounced “boast-ed” and others are pronounced without saying the “e”, e.g. pedaled. Sort the following words into two groups according to their pronunciation:

f)

controlled, modeled, impelled, attempted, dotted, considered, bloated, wretched, rotted, indebted, traveled, sagged, jogged, alluded. Anybody is a compound word made from two complete words joined together to make a new word (any+body). Create eight compound words from this assortment: snow, quake, pea, tree, play, room, barrow, where, every, ground, house, earth, wheel, one, class, some.

g) Write out the word(s) in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces. “It is no _____ that every _____ of water in that _____ has a bad _____ due to the pollution,” whispered Cerphi. “Would _____ here _____ not emptying their waste into it I wonder?” i)

Write a conversation between Murfee, Cerphi, Firffy where they discuss their impressions of Earth life. Each alien should say at least three things each. Check the Student Reference List for conversation punctuation rules.

Our Loopy Language: Spelling differences around the world: Many words that end with “er” in the United States are spelled with “re” in Australia and the United Kingdom: millimeter / millimetre, centimeter / centimetre, kilometer / kilometre, liter / litre, luster / lustre, somber / sombre, fiber / fibre, meager / meagre, specter / spectre.

Page 44

Unit 34

Book 2

ent

sound “nt” (ending) e.g. differ’nt

ow

recent confident argument continent experiment intelligent

sound “oa” e.g. coast

dd

owe elbow below borrow growth own

sound “d” e.g. doing

riddle trodden addict addition additive paddock

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Which two list words have exactly the same letters in them?

d) Copy these words and write their opposite (antonym) from the list: subtraction, above, nervous, lend. e) Rewrite these words, adding “t” or “tt” for the missing sound: slep __ , exi __ , co __ age, a __ emp __ , a __ i __ ude, bri __ le, liber __ y, in __ en __ , ba __ ery, ma __ ress. f)

Match the meanings below with these unusual “t” sound words: debt, subtle, receipt, ptarmigan, pterodactyl, Thames, Thomas. - Written acknowledgement that you have received something. - A dinosaur. - A bird. - The name of a river in London. - A boy’s name. - Hardly noticeable. - When you owe somebody something.

g) Write a paragraph beginning with “The witch narrowed her eyes, raised a crooked finger menacingly at us and began reciting an evil spell”. Make your paragraph at least 10 lines in length. h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. The three visitors discovered that on most _____s there have been _____ _____s that there are far too many _____s in processed food these days.

Our Loopy Language: Some words with an “oa” sound are made with “ot” where the “t” is silent. E.g. depot, tarot, escargot, potpourri. Page 45

Unit 35

Book 2 ant sound “nt”

e.g. differ’nt

tolerant hesitant observant reluctant pageant brilliant

o-e sound “oa” e.g. coast

clothes drone oppose suppose envelope telephone

or

sound “or” e.g. for

report flora forever forward fortunate forlorn

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

What are the meanings of flora and fauna?

d) Put all the “or” words into alphabetical order. e) The word “clothes” is plural and has no singular version. Here are some clues for other words like this: - People wear these to see better. - You put these on by putting your legs through two holes. - You need this to purchase things. - You wear these to protect your eyes under water. f)

To turn an adjective (which describes a noun) into an adverb (which describes a verb), the suffix “ly” can be added, e.g. There was a sudden (adjective) movement;He moved suddenly (adverb). Convert these adjectives to adverbs: reluctant, brilliant, fortunate, forlorn, jealous, profound, vigorous, supportive, solemn, unique, wasteful, watchful, vehement, unbelievable, slow, worried, absurd, curious, firm, humorous. Where an adjective ends in “y”, the “y” is changed to an “i” and then “ly” is added. e.g. ordinary / ordinarily. Convert these words to adverbs: steady, wary, dreary, sturdy, temporary, happy, greedy, easy, hungry, temporary.

g) Write out the word(s) in bold in this week’s Our Loopy Language.

Our Loopy Language: Words that end in “iant” include radiant, deviant, valiant and luxuriant. Page 46

Unit 36

Book 2

ire

sound “ire” e.g. wire

sound “oa” e.g. coast

o

inquire entire require perspire attire empire

oval local total ghost mobile hello

“aw” aw sound e.g. prawn

prawn sprawl lawyer strawberry drawer awesome

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Write one more word for each list.

d) To make the opposite of a word the prefix “im” (possible / impossible), “un” (imaginative / unimaginative) or “in” (justice / injustice) can be added in front of it. Write the correct prefix in front of each of these words: __ flexible, __ human, __ possible, __ sane, __ deniable, __ controllable, __ secure, __ mortal, __ moral, __ pure, __ proper, __ imaginative, __ easy, __ offensive. e) The “o” sound can be spelled as “o” (stopped), “oa” (don’t), “oo” (to) and “u” (son). Sort these “o” words into columns according to the sound the “o” makes in them: emotion, London, woman, cargo, prominent, continue, constant, affront, wolf, encompass, profile, gross, offend, accompany. f)

Write all the list words that are verbs in the past tense, e.g. sprawl / sprawled.

g) Write three sentences or more that include the phrase “crashing thunder and splintering lightning bolts”. h) Write out the word(s) in bold in this week’s Our Loopy Language. i)

Copy these sentences out exactly and fill appropriate list words into the spaces. "Why do you suppose it is _____d that the _____ population says “_____” when they answer a _____ phone?” _____d Cerphi.

j)

Referring to the example given in the Student Reference List, create a full crossword that fits into a 5 centimeter square grid, using at least two of the list words.

Our Loopy Language: The letter blend “eau” can be pronounced “oa” as in chateau and bureau or "oo” as in beautiful, beautify and beauty.

Page 47

Unit 37

Book 2

ir ier

sound “ire” e.g. wire

spiral environment drier pliers fiery

oe

sound “oa” e.g. coast

toes woe foe hoed heroes floe

ore sound “or” e.g. for

implore foresight adore carnivore herbivore omnivore

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c) Fill in the correct “oa” sound for these words. (Choose from oa, ow, o-e, o, oe, ough.) l __ cust, intr __ duction, d __ , l __ the, lawnm __ er, bill __ , expl _ d _ , impl _ d _ , tornad __ s. d) Add the correct suffix “able” (adorable) or “ible” (eligible) to these words: horr __ , terr __ , avail __ , invis __ , amic __ , ed __ , irrevers __ , inevit __ , inexplic __ , compat __. e) The “r” sound can be made with “r” (heroes), “rr” (erratic), “wr” (awry) or “rh” (rhinestone). Write these words with the correct letters: utte __ ed, ba __ el, a __ ival, emba __ ass, __ apped, __ ist, autho __ ity, manda __ in, __ ythm, a__ id, __ yme, co __ espond. f) When turning a word ending in “o” into a plural, “s” (pianos), or “es” (heroes) is added. In some cases (halo / halos / haloes) both endings are acceptable. Use the dictionary to find the plurals of: mosquito, volcano, tomato, potato, tornado, domino. g) The adjective for describing things about Ireland is “Irish”. Write the adjectives for: Japan, China, Mexico, Sweden, Indonesia, Germany, Poland, South Africa, Spain. h) Write out the word(s) in bold in this week’s Our Loopy Language. i) Copy these sentences out exactly and fill appropriate list words into the spaces. “I just adore the _____s in this _____,” enthused Firffy. “Oh don’t be too hard on the _____,” _____d Murfee. “They’re just being themselves.” j) Design a poster about our planet that Murfee, Cerphi and Firffy can take home to Arixion. Include plenty of different things about Earth life in pictures and words.

Our Loopy Language: “Ure” makes an “or” sound in sure, but in other words it can make a “ewer” sound as in pure, failure, mixture, caricature, manicure and immature. Page 48

Unit 38

Book 2

ar

sound “ar” e.g. garden

et

artist starve article harmful pharmacy Antarctica

sound “t” e.g. trump’t

magnet secret wallet bracket racquet pamphlet

“or” our sound e.g. for court course source fourth mournful pour

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Write the homophones of fourth, course and racquet.

d) Write a paragraph beginning with “The dungeon door clanged with dreadful finality behind me. As my eyes grew accustomed to the dimness, to my horror I saw my cellmates”. Make your paragraph at least ten lines long. e) Here are some clues for words that contain the “ph” blend ("f” sound), e.g. words like pharmacy and pamphlet. Write the words out along with their clue. - A prize you take home for winning something. - An irrational fear about something. - A disaster. - The story of a person’s life. - A prediction. f)

Write out the word(s) in bold in this week’s Our Loopy Language.

g) Copy these sentences out exactly and fill appropriate list words into the spaces. “Most Earth creatures would _____ in _____ due to the lack of many _____s of food and of _____ the intense cold would be very _____ as well,” Murfee thought to himself. h) Design a grid 10 centimeters across and 10 centimeters down and make a word search including at least 10 list words. (See the Student Reference List for guidance on word searches.) i)

Antarctica is a proper noun and needs a capital letter as it is the name of a place. Write the names of eight other places in the world that are all proper nouns requiring capital letters.

Our Loopy Language: The “et” is pronounced ‘t in billet, “ay” in ballet and “et” in minuet.

Page 49

Unit 39

Book 2

a

sound “a” e.g. cat

answer example staff banana

it

sound “t” (ending) e.g. trump’t

ar

merit deposit credit orbit permit biscuit

sound “or” e.g. for

award awkward wart swarm

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c) Which list words rhyme with hoard, laugh, fort, storm, dancer and ferret? (Note: The spelling can be different.) d) Which list words look like they should rhyme with these but don’t? guard, start, farm, pursuit. e) Turn these nouns into adjectives by adding the correct suffix. (Choose from al, ic, ng, ous, ial.) Remember, sometimes extra letters need to be added, left off or changed:

f)

comic, danger, adventure, romance, symbol, energy, amazement, universe, benefit, critic, intrigue, scene, system, menace, maniac, disaster, center, origin, distress, essence. The ’d ending on a word can be made with “ard” (awkward), “id” (sordid), “ad” (ballad) or “ed” (deposited). Add the correct ending to these words: doubt __ , tim __ , wretch __ , orch __ , orch __ , cow __ , want __ , sal __ , attempt __ , leop __ , haz __ , sol __ , hum __ , val __ , frett __.

g) Write out the word(s) in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces. “Well this is a classic _____ of food here I’d say,” remarked Cerphi, looking at the meal set out for them. “_____ _____ s, _____ milkshakes and _____ sandwiches.’ “Yes,” _____ed Firffy. “It’s _____ edible, if you close your eyes and hold your breath.” As it was _____ time for them to leave forever, they didn’t really mind eating it. i)

Using one of the list words as a theme or in the title, write and illustrate a short story suitable for 5 or 6 year old children. (You can borrow a theme from a book you once read if you are stuck for ideas.)

Our Loopy Language: Even though some words beginning with “al” often mean “all”, they hardly ever have a double “ll” spelling: already, alright, almost, always, altogether, although, albeit. Page 50

Unit 40

Book 2

a au

sound “a” e.g. aunt

laughter draft

“t” (ending) ate ute sound e.g. trump’t

adequate certificate fortunate minute

sound “aw” au e.g. autumn

autumn author autograph astronaut audience dinosaur

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Put any ten list words into sentences. c)

Fill in the correct “or” sound for these words. (Choose from or, ore, our, ar, oor.) t __ ment, ch __ tle, m __ n, wh __ f, d __ , rest __ , r __ r.

d) Write out the word(s) in bold in this week’s Our Loopy Language. e) Copy these sentences out exactly and fill appropriate list words into the spaces. As they roared away from Earth in their spaceship, Firffy wondered aloud, “Why did everyone in the _____ want the _____ of that _____ and that _____?” "I think it must be some kind of _____ that they can use,” speculated Murfee. The others nodded as they watched with some sadness as the lovely blue planet became smaller and smaller in the vast wilderness of space. f)

Write a poem with a minimum of eight lines using at least one list word. See the Student Reference List for notes about poems.

Our Loopy Language: The letter blend “ute” has a ’t sound in minute, in chute it is “oot", in cute it is “yoot”, and the “ut” in debut is “yoo”.

Page 51

Answers

Book 2

There may be more than one correct answer to many of the exercises, so it is up to the teacher’s discretion when marking each individual effort.

Unit 1

c) preferable, profitable, accessible, responsible, sensible, remarkable, enjoyable, resistible. e) valley, reverse, ask, nervous. f) ask, talk, skiing, reverse, concern, prefer. g) hopeless, hopeful, heartless, successful, loveless, colorful, colorless, cheerful, cheerless, cloudless, restful, restless, tasteful, tasteless, beautiful, graceful, graceless. h) gills: they aren’t found on the human body. k) Murfee and Cerphi walked a kilometer from their spaceship and came to a lovely green valley. At the bottom of it there was a scary skeleton that made Murfee very nervous.

Unit 2

c) stirred / heard. e) season, grease, bleach, disease, reasonable, appeal, feature. f) early, release, peaceful. g) herd h) The leaves on a tree; She leaves the room. j) Murfee and Cerphi thought Earth was a peaceful planet before they arrived. But when they visited a school they each got a stomach ache watching the children fight with each other.

Unit 3

d) trickling, buckling, purchasing, crackling, surfacing, aching, leaving, releasing, surprising, choosing, deleting. e) all the “ine” words, surface, further, disturb. f) police, all the “ine” words, surface, purchase. g) commence, residence, glimpse, immense, experience, nonsense, suspense, impulse, substance, annoyance, expanse. j) On Saturday Murfee and Cerphi saw the police checking out a cracked window in a house wondering if someone had broken into it. Then they sat down and ate a sardine sandwich before investigating further. Page 52

k) 16,1,3,11,1,7,5; 19,21,2,13,1,18,9,14,5; 19,16,5,3,11,12,5,4.

Unit 4

c) spaghetti; honest, dinghy, ghost. d) conserve, refer, squirm, worst, premiership, yearn, world. e) bacterium, millennium, phenomenon. f) happiness, friendliness, business, emptiness, clumsiness, liveliness, tidiness, laziness. h) “Do we eat spaghetti?” queried Murfee. Cerphi replied, “While we’re on this journey, I guess we’re likely to eat food worse than that.” c) d) e) f)

Unit 5

e, i-e, i. choice, belief, achievement. shield, relieve, rescue, secrete. replied, applied, denied, pacified, rectified, quarried, accompanied. g) accuse, accurate, choir, client, occasion, chrome, acknowledge, conquest, mystique. h) exactness, looseness; length, wisdom, warmth, freedom, strength, secrecy, readiness, weakness, pride, satisfaction, activity, absence.

Unit 6

d) through e) I refuse to go; The refuse was thrown away. h) he’s, she’ll, he’d, they’ve, you’re, won’t, aren’t. i) threw, brought, fed, fought, knelt, left, trod, caught, fled, lit, spun, felt. j) all the words ending in “ew”, sign and design, repair, repeat, clone. k) vertical, absurd, worship, urgent, courteous, rehearse, earn or urn, eternity, circumference, surgery, glamorous. m) "I refuse to keep repeating myself Cerphi,” stated Murfee crossly. “You purposely threw that cashew nut at that gnome, and that wasn’t nice!"

Answers

Book 2

They were willing to peer through a glass case at them, but were afraid of getting a nasty wound if they were stung.

Unit 7

d) gluing, arguing, pursuing, rescuing, valuing, continuing, queuing, intriguing, cuing. e) bravely, usually, angrily, foolishly, immediately, anxiously, continuously, innocently, desperately. f) lonelier / loneliest, friendlier / friendliest, chillier / chilliest, furrier / furriest, prettier / prettiest, juicier / juiciest, stealthier / stealthiest. h) Cerphi declared wearily, “If you continue to argue with me about the value of that gold statue in the museum, Murfee, I will scream!” Murfee looked sulky.

Unit 8

c) new, seas, sealing. d) ceiling, deceit, knuckle, knack, knowledge, fluid, marsupial, Jupiter, influence. e) annoyed, agreed, buried, cut, spun, shrugged, tripped, spent, hit, was, electrified, lay or lied, expelled, traveled. f) seizing, receiving, knuckling, acknowledging, influencing. h) the ceiling’s paint, the door knob’s shine, many influences, the marsupial’s pouch, he seizes the cat’s tail.

Unit 9

c) A nasty wound; He wound up the toy. d) mystery, gypsy, kerosene, enamel, retrieve. f) would’ve, shouldn’t, couldn’t, could’ve, should’ve, wouldn’t. g) stampeded, schemed, assisted, figured, wounded, toured. i) touch (u), smoulder (o), soul (oa), doubt (ow), astounded (ow), enough (u), poultry (o), country (u), meticulous (u), bouquet (oa). j) figuring, pursuing, stampeding, scheming, releasing, believing, achieving, refusing, receiving, arguing, gluing, acknowledging. l) Murfee and Cerphi knew that centipedes were extremely venomous and were very timid around them.

c) d) e) f)

Unit 10

brews He wore a suit; That doesn’t suit me. refund, suit, bruise. proofs, leaves, knives, wharfs or wharves, lives, beliefs, wolves, cliffs, chiefs, hoofs or hooves, elves, handkerchiefs. h) refrigerator, telephone, airplane, bicycle, video cassette recorder, digital video disc, compact disc, automated teller machine. i) sympathetic, suitable, perform, symbol, nuisance, proof, justify. k) Murfee and Cerphi enjoy eating juicy fruit although they find it a nuisance to spit grape seeds out all the time. But it is a mystery to them why we humans don’t eat the skins of bananas and water melons.

c) d) e) f)

Unit 11

conclude, enemy, difficult. suffer, event, expect. eye, noon, radar, deed, refer. conclusion, delusion, intrusion, allusion, erosion. i) Murfee and Cerphi did not want to intrude on the lives of humans or make their lives difficult in any way, but they did expect a certain level of cooperation in their effort to understand how life on Earth really works.

Unit 12

c) furious, dolphin, dread. d) unhealthy, unpleasant, unhappy, uninteresting, unfit, unworthy, unrecognizable, unemployed. e) pursuit, contribute, conclusion, beautiful, lieutenant, boulevard, souvenir. f) measurement, amusement, treatment, argument, harassment, establishment, commitment, advertisement. h) Murfee and Cerphi had a big argument about who would swim with the dolphin. Murfee was furious because Cerphi leaped into the pool first without asking him if he could. Page 53

Answers

Book 2 i)

H

P

L

E

A

L

T

H

D O

L

P

H

I

E

A

S

A N

T

T

R O P

H

Y N

Y

Unit 13

c) buried, lead or led, telescope, anyone, efficient, stealth, sweat, medicine, friend, certain, leopard. d) denied, magnified, canceled, quarreled, channeled, typed, rhymed, styled. e) Type a letter; What type of insect is that? stile: a set of steps or rungs set in a fence or wall that allows people to pass through. f) fallen, frozen, rung, drunk, sung, risen, spoken, driven, written, forgotten. g) train: the others all run on roads. i) addition, competition, subtraction, multiplication, action, vibration, immigration, beautification, magnification. k) Cerphi thought it was amazing when an angel handed him a magazine with a picture of a zebra eating a lizard on the front page.

Unit 14

d) Stalactites grow from the roof and have to cling tight to it. Stalagmites grow from the cave floor and might one day reach the roof! e) impolite, impossible. f) scene, ascend, descend, discipline, scent.

Unit 15

c) seas, does, lightening. d) delightful, wonderful, hurtful, careful, peaceful, plentiful, tearful. e) believable, musical, creative, talkative, secretive, nervous, argumentative, valuable, troublesome. f) frightful, twilight. h) During the storm, Murfee and Cerphi saw a boat capsize in the huge seas when a mighty wave struck it. Lightning lit up the sky and the dorsal fins of sharks circling the boat would have been a fatal sign for any people struggling in the water. Page 54

Unit 16

c) It is made of iron / to iron the clothes; we must reserve that seat / a tract of land set aside for special flora or fauna. d) wasn’t, hasn’t, isn’t, won’t, they’re, she’s, it’s, they’d, you’ve. e) peril, squirrel, tentacle, special, vehicle, icicle, magical, symbol, tranquil, artificial. f) (council), weevil, daffodil, gerbil, pilot. g) scissors, dessert, possess, dissolve. i) After eating a steady diet of weevils, Murfee was amused that Cerphi’s clothes didn’t fit him any more.

Unit 17

c) tassel, science, buses, asbestos, passenger, fascinated, dismiss, address, ascertain, scientist, decimal, certificate. f) “What a surprise!” Murfee exclaimed. “I suppose it was Cerphi who has been washing the cushions. Well done. “Yes,” replied Cerphi. “I needed the exercise! Your praise is welcome.

Unit 18

c) Be patient; A patient in a hospital. d) competition, beginning, section. e) create, direct, situate, translate, oppose, detain, negotiate. f) commercial, shrug. g) the “t” (sh) list. i) tension, mansion, condition, expulsion, detention, opposition, translation, suspension, vibration, extension.

Unit 19

c) tombstone, chef, aggravate, climb, snuggle, brochure. d) concrete (k), chemicals (k), vaccine (ks), celery (s), decent (s), machete (sh), associate (sh), charity (ch), ascending (s), launch (ch), discipline (s), frantic (k), cello (ch). i) “So let me get this straight, Cerphi,” ventured Murfee. “A plumber fixes the pipes, a chef cooks food, they put a tombstone on a grave, a musician plays music and an accountant handles financial matters.” “You got it,” confirmed Cerphi.

Answers

Book 2

Unit 20

c) guessed d) reindeer, sheep, trout, piranha. e) sh: session, recession, concession, assurance, pressure, obsession; s: assess, missile, stressful, recess, possess, classic. g) “I just had a salmon with sugar on it and it tasted great,” Murfee told Cerphi. “Ugh!” responded Cerphi, “Sounds horrible.”

h) The aliens tolerated most of the strange things they encountered on our interesting planet, but they naturally avoided poultry farms because they had feathered relatives at home on Arixion.

Unit 24

Unit 22

c) famous, amazing, favorite, cheerful, sheer, golden, rotten, forgotten. d) platypus, tetanus, monotonous, ridiculous, anonymous, census, thermos, prejudice, diagnosis, iris. e) light / lit, weep / wept, fight / fought, seek / sought, speed / sped, tread / trod, leave / left, kneel / knelt, is / was, bleed / bled, say / said, lie / lay, buy / bought, bring / brought. f) swim / swam / had swum, lie / lay / have lain, sew / sewed / has sewn, shake / shook / had shaken, take / took / has taken, go / went / had gone, do / did / have done, eat / ate / has eaten, write / wrote / have written. i) A cheerful man who thought it was amazing to have extraterrestrials visit his hotel made his favorite bacon omelette for the occasion.

Unit 23

d) predator / prey, front / rear, scared / fearless, appear / disappear. e) available, radius, concentrate, disarray, capable, vein or vain, neighbor, unbreakable, obey, vague. g) bargain, certain, amphibian, venetian, Russian, fountain, porcelain, mortician. j) As they knew the consequences of a nuclear war would be bad for the Universe, the three friends felt a great weight had disappeared from their hearts when they were told that most humans had abandoned their nuclear weapons.

Unit 21

c) delay, decay, display, attach, wrench, control, continue. h) continued, attached, hoped, wrenched, delayed, believed, displayed, decayed, pleased, deleted. i) appoint, poisonous, royalty, turmoil, decoy, avoid, hoist, employment, voyage, loiter, embroil, ploy, saveloy. k) Murfee, Cerphi and Firffy thought it was obvious that if humans continued to eat chocolate products there’s a chance that their teeth will decay. c) failure, stitch, hatch, switch, scratch, stretch, wasp, squash, wallaby, quarrel, quality, quantity. e) quarrel, afraid, squash, straight, afraid. f) wasp, squash, afraid, complain, hatch. g) stitch, hatch, switch, scratch, stretch, squash, quarrel. h) salt, wallet, wash, squat. j) Murfee didn’t like to complain about the quantity of wasps he saw in the city, but he was afraid he would have to, or go straight off to the country where there weren’t as many. c) donation, indication, aggravation, authorization, calculation, declaration, investigation, irrigation, laceration, pollution, separation, vibration, medication. d) powerful, tower, account, allowance, discount, without, drowsy, cower, surround. e) vault, assault, sausages, auction.

Unit 25

Unit 26

c) bacteria, exterior, interfere, mysterious, serious, severe. d) galaxy, barracks, athletics, gymnastics, expose, excel, succeed, hammocks, italics, specifics, experience, expect. e) mystery / mysterious, margin / marginal, severity / severe, fortune / fortunate, suburb / suburban, triumph / Page 55

Answers

Book 2

triumphant, bravado / brave, law / legal, voice / vocal, squalor / squalid. g) “So let me get this straight,” said Firffy, “Humans are buried in a coffin, they put satin clothes on a fake human called a mannequin, wear jewels around their necks, read journals and their next stop in space is Jupiter.” “I believe so,” confirmed Murfee.

Unit 27

d) compare, questionnaire, canary, airplane, hectare, premiere, glare, lair, impair, terrarium, aerobics. e) demon, salmon, threaten, pigeon, ambition, relation, caption, origin, raisin, determine, dungeon, medicine. f) competitive, hungry, questionable, changeable, mysterious, furry, reasonable, furious, frenzied, hilarious, luxurious, confident, brilliant, juicy, talkative, changeable, bruised, important, persistent. i) “You are a genius and a legend!” congratulated Cerphi. “Well thanks Cerph, but I only got us an invitation to the film of the geography of the planet Earth,” replied Murfee modestly.

Unit 28

c) hedgehog, wonderful, distress, trudge, success, wonder, possess. d) judgmentally, possessively, successfully, wonderfully, gracefully, precariously, strictly, precisely, obstinately, menacingly, profoundly, solemnly. e) exhale, whom, wholesale, havoc, prohibit, rehearsal, who’s, hereditary, inhale. f) spill / spilled / spilt, leap / leaped / leapt, dream / dreamed / dreamt, plead / pleaded / pled, burn / burned / burnt. g) desperate, destroy, despise, disagree, disgust, deserve, describe, disappoint, disdain. k) “Those women are wonderful the way they care for all the sick and injured badgers and hedgehogs!” exclaimed Firffy admiringly.

Page 56

Unit 29

c) offer, whimper, sentence, entrance (e.g. I was entranced with the sight.), reason, regret, wound, torture, force. d) s (receptionist, herbicide, glacier), k (predict, inexplicable, seclusion), sh (especially, financial, musician), silent (abscess, scent, science). e) wonder, color, unhealthy, hurricane, double, soda, camera, trustworthy, compass, courage, cousin, cupboard, oven, suspicious. g) The travelers discovered they needed plenty of practice in handling a viper when a circus performer offered to train them. But Murfee insisted he only wanted to observe them somewhere from a distance.

Unit 30

c) misery, injury, territory, scenery, salary, vocabulary, luxury, ancestry, rivalry, victory, theory, imaginary. f) Firffy was certain she saw an iguana in the cemetery and tried to persuade Cerphi to teach her lizard language so that she could communicate with it. g) NOUN VERB ADJECTIVE ADVERB persuasion competition talk entertainment embarrassment collection creation triumph consideration imagination

persuade compete talk entertain embarrass collect create triumph consider imagine

persuasive persuasively competitive competitively talkative talkatively entertaining entertainingly embarrassing embarrassingly collective collectively creative creatively triumphant triumphantly considerate considerately imaginative imaginatively

Unit 31

d) t and c. answer, receipt, psychology, young, knowledge, autumn, doubt, effervescent, discipline. e) jostle, muscle, scene, fever, savage. f) fasten, fever, savage. g) signal, scroll, allergy, mellow, label, satellite, millennium, balance, gills, collapse, hilarious, collide. h) canyon, yogurt, million, union, duty, dispute, tissue, onion.

Answers

Book 2

j) “I really believe the caterpillars on Earth are the most advanced in the Universe,” Murfee observed. “They aren’t savage, they have well developed muscles and their metamorphosis into butterflies is similar to that of humans turning into angels when they die.”

Unit 32

c) fracturing, capturing, glimpsing, practicing, forgiving, involving. d) necessary, asbestos, pessimistic, absence, society, accessible, license, substance. e) invisible, legal, desolate, eerie, devastated, clean, fatal, wise, just, durable, peculiar, inept, lonely, busy.

Unit 33

d) conquer, liar, polar, diameter, glamor, rumor, vulture, mediocre, ogre, governor. e) (ed) attempted, dotted, bloated, wretched, rotted, indebted, alluded; (d) controlled, modeled, impelled, considered, traveled, sagged, jogged. f) snowpea, earthquake, treehouse, playground, classroom, wheelbarrow, everywhere, someone. h) “It is no hoax that every milliliter of water in that harbor has a bad odor due to the pollution,” whispered Cerphi. “Would anybody here consider not emptying their waste into it I wonder?”

Unit 34

c) elbow and below. d) subtraction / addition, above / below, nervous / confident, lend / borrow. e) slept, exit, cottage, attempt, attitude, brittle, liberty, intent, battery, mattress. f) receipt, pterodactyl, ptarmigan, Thames, Thomas, subtle, debt. i) The three visitors discovered that on most continents there have been recent arguments that there are far too many additives in processed food these days.

Unit 35

e) glasses, pants, trousers, jeans or slacks, money, goggles. f) reluctantly, brilliantly, fortunately, forlornly, jealously, profoundly, vigorously, supportively, solemnly, uniquely, wastefully, watchfully, vehemently, unbelievably, slowly, worriedly, absurdly, curiously, firmly, humorously, steadily, warily, drearily, sturdily, temporarily, happily, greedily, easily, hungrily, temporarily.

Unit 36

d) inflexible, inhuman, impossible, insane, undeniable, uncontrollable, insecure, immortal, immoral, impure, improper, unimaginative, uneasy, inoffensive. e) o (prominent, continue, constant, offend); oa (emotion, cargo, profile, gross); oo (woman, wolf); u (London, affront, encompass, accompany). f) inquired, required, perspired, attired, totaled, sprawled. i) “Why do you suppose it is required that the entire population says “hello” when they answer a mobile phone?” inquired Cerphi.

Unit 37

c) locust, introduction, dough or doe, loathe, lawnmower, billow, explode, implode, tornadoes or tornados. d) horrible, terrible, available, invisible, amicable, edible, irreversible, inevitable, inexplicable, compatible. e) uttered, barrel, arrival, embarrass, wrapped, wrist, authority, mandarin, rhythm, arid, rhyme, correspond. f) mosquitoes or mosquitos, volcanoes or volcanos, tomatoes, potatoes, tornadoes or tornados, dominoes or dominos. g) Japanese, Chinese, Mexican, Swedish, Indonesian, German, Polish, South African, Spanish. i) I just adore the herbivores in this environment,” enthused Firffy. “Oh don’t be too hard on the carnivores,” implored Murfee. “They’re just being themselves.”

c) Flora is plantlife; fauna is animal life. d) flora, forever, forlorn, fortunate, forward, report.

Page 57

Answers

Book 2

Unit 38

c) forth, coarse, racket. e) trophy, phobia, catastrophe, biography or autobiography, prophecy. g) “Most Earth creatures would starve in Antarctica due to the lack of many sources of food and of course the intense cold would be very harmful as well,” Murfee thought to himself.

Unit 39

c) award, staff, wart, swarm, answer, merit. d) award and awkward , wart, swarm, biscuit. e) comical, dangerous, adventurous, romantic, symbolic, energetic, amazing, universal, beneficial, critical, intriguing, scenic, systematic, menacing, maniacal, disastrous, central, original, distressing, essential. f) doubted, timid, wretched, orchard, orchid, coward, wanted, salad, attempted, leopard, hazard, solid, humid, valid, fretted. h) “Well this is a classic example of food here I’d say,” remarked Cerphi, looking at the meal set out for them. “Walnut biscuits, banana milkshakes and tomato sandwiches.” “Yes,” answered Firffy. “It’s almost edible, if you close your eyes and hold your breath.” As it was almost time for them to leave forever, they didn’t really mind eating it.

Page 58

Unit 40

c) torment, chortle, mourn or morn, wharf, door, restore, roar. e) As they roared away from Earth in their spaceship, Firffy wondered aloud, “Why did everyone in the audience want the autograph of that author and that astronaut?” “I think it must be some kind of certificate that they can use,” speculated Murfee. The others nodded as they watched with some sadness as the lovely blue planet became smaller and smaller in the vast wilderness of space.

List Words

Book 2

Unit 1

spleen cheese degree money kidney valley

ask talk skiing skillful skeleton kilometer

reverse concern prefer nervous dangerous vertical

Unit 2

easily leaves plead defeat release peaceful

school character ache chemist chlorine stomach

early heard Earth squirt stirred circumstances

Unit 3

police marine machine sardine routine submarine

bracket speckled package trickle buckle cracked

Saturday disturb surface purchase burden further

Unit 4

medium trio loneliness bacteria spaghetti premiership

squash aquatic query sequel consequences equipment

work worse worthwhile journey journal favorite

Unit 5

worried believe achieve shield relief shriek

bacon exact rescue customer secret electric

groom choose noodles swoop loose typhoon

Unit 6

refuse repeat repair prevent reply create

clone tornado environment sign gnome design

crew threw jewel cashew preview review

Unit 7

plenty lonely quickly energy variety usually

banner mannerism innocent connect millennium

argue statue continue pursue cue value

Page 59

List Words

Book 2

Unit 8

ceiling weird seize deceit receive conceited

knew known knuckle knack knowledge acknowledge

fluid scuba marsupial Jupiter influence enthusiastic

Unit 9

stampede athlete scheme centipede supreme extremely

assist figure willing timid relative sincere

through wound tour youth cougar ghoul

Unit 10

perform proof refund magnificent justify definite

mystery symbol Egypt sympathetic crystal gymnasium

suit fruit juicy bruise nuisance suitable

Unit 11

office suffer effort afford difficult affection

level event expect enemy credit reference

lure super intrude conclude delude interlude

Unit 12

graph dolphin phrase physical trophy pamphlet

healthy pleasant measure dread heavy

duty union furious annual argument university

Unit 13

cancel quarrel vessel channel parcel angel

lizard frozen amazing zebra wizard magazine

style type rhyme bicycle deny magnify

Unit 14

possible scribble cuddle trouble muscle obstacle

sizzle fizzle nozzle muzzle whizzed

spine polite website spiteful stalactite stalagmite

Page 60

List Words

Book 2

Unit 15

oval fatal musical criminal lethal dorsal

doze blaze ooze seize squeeze capsize

sigh mighty delight thigh midnight lightning

Unit 16

council weevil fossil daffodil gerbil peril

wasn’t clothes reserve amused business visa

pilot iron diet final crisis rewind

Unit 17

mobile enamel welcome compete complete imagine

those these praise suppose surprise exercise

washing should shiver fashion shred cushion

Unit 18

glimmer grammar immoral immediate communicate commercial

shrug agree beginning regular lagoon

direction mention section creation patient competition

Unit 19

climb limb bomb plumber tombstone

stagger shaggy wriggle snuggle smuggle aggravate

chef quiche brochure musician vicious financial

Unit 20

balm balmy salmon combine ambulance

ghost yogurt guest guitar disguise

sugar mansion suspension mission obsession confession

Unit 21

delay decay display crayon essay payment

chance choice attach voucher wrench chocolate

off body control product continue collection

Page 61

List Words

Book 2

Unit 22

afraid failure complain straight entertain

fetch stitch hatch switch scratch stretch

wasp squash wallaby quarrel quantity

Unit 23

grateful strange donate phrase tolerate indicate

mature naturally signature furniture feature literature

because fault cauliflower mould poultry trough

Unit 24

bacon change famous amazing occasion favorite

cheerful beer sheer career pioneer volunteer

golden siren rotten frighten forgotten specimen

Unit 25

they prey steak great eight weight

rear smear fearless disappear endearing nuclear

cotton dragon talon prison horizon abandon

Unit 26

jungle junior jewels journal Jupiter junction

interfere severe serious exterior bacteria mysterious

satin raisin coffin margin penguin mannequin

Unit 27

genius legend vegetable digital apology geography

nasty roster buses promise satisfy contrast

caution relation expression invitation dictionary destruction

Unit 28

judge ledge trudge gadget badger hedgehog

guess possess success classic distress passenger

woman women wonder wonderful wither swarm

Page 62

List Words

Book 2

Unit 29

offer performer discover surrender viper traveler

practice service distance sentence entrance announce

which wherever somewhere whisker whimper wharf

Unit 30

major minor survivor competitor radiator spectator

circle century certain celebrate ceiling cemetery

Equator language aquatic persuade question iguana

Unit 31

sugar collar similar regular caterpillar familiar

glisten fasten jostle scene muscle scissors

level volume fever savage advance universe

Unit 32

capture failure pleasure fracture closure departure

dense response glimpse expense corpse

sensitive forgive involve achieve attractive defensive

Unit 33

odor harbor fiber specter liter milliliter

boast hoax cocoa bloated poach approach

model pedal medal wooden consider anybody

Unit 34

recent confident argument continent experiment intelligent

owe elbow below borrow growth own

riddle trodden addict addition additive paddock

Unit 35

tolerant hesitant observant reluctant pageant brilliant

clothes drone oppose suppose envelope telephone

report flora forever forward fortunate forlorn

Page 63

List Words

Book 2

Unit 36

inquire entire require perspire attire empire

oval local total ghost mobile hello

prawn sprawl lawyer strawberry drawer awesome

Unit 37

spiral environment drier pliers fiery

toes woe foe hoed heroes floe

implore foresight adore carnivore herbivore omnivore

Unit 38

artist starve article harmful pharmacy Antarctica

magnet secret wallet bracket racquet pamphlet

court course source fourth mournful pour

Unit 39

answer example staff banana

merit deposit credit orbit permit biscuit

award awkward wart swarm

Unit 40

laughter draft

adequate certificate fortunate minute

autumn author autograph astronaut audience dinosaur

Uni

Uni

Page 64

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c t e f f o r e

In-class review Tutoring Home-schooling GRADES 4-5

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