Pathways to Literacy Excellence

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Activity Book 1

Pathways to Literacy Excellence Teacher Edition

GRADES 2-3

Pathways to Literacy Excellence Book 1 Activities to suit Grade Level 2-3

Written by Jude Scott.

ISBN 978-1-63212-008-3

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 1..............................................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 1 Units 1-40 ..............................................pages 52-58 Complete list of all Book 1 List Words (Units 1-40) ..................pages 59-64 Page 3

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 and above

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, 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 than in Books 1 and 2 where the theme is more toward practicality. Similarly, the Book3 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.

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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, 45 Rainbow Avenue potatoes are in the category of vegetables. Victor, NY 14564 COMPOUND WORD: This is formed BallworthyTennis Club when two complete words are combined to Webster, NY 14580 make a new word. E.g. foot + ball = football March 26, 2008 CONVERSATION: When authors write Dear Sir or Madam: about what people are saying to each other, it is usually called a dialogue. To I am interested in joining a tennis club next show the parts of speech, they add quotation summer and several people have recommended marks, e.g. ” “ around the words that are yours. Could you please send a membership actually said. For example, “Hello,” said form to the above address with details about Shannon. “How are you today?” fees, starting times and any other relevant There should be a comma, period, information. exclamation mark or question mark after each block of speech and before the end Sincerely, quotation marks. Each new speaker must Jamie Johnson 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 ice cream 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: But ... (sniffs) ... we need more space ... (sobs) ... Clumsy keeps banging his head all the time! (Dabs his eyes with a huge red hanky). RHYMEY: I know we do Teary, but it all costs money, and the size of our bank account just isn’t funny. WINDY: I’m sure I could get a job picking apples. I hear they’re paying well up in Witchy Orchard.

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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.

Games! Races!

There should be colorful pictures/design in between the words.

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.

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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

T

T

Y

E

Q

N

E

E

L

M

T

O

S

V

U

E

R

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S

R

L

D

V

E

A

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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 1

UNITS 1-40

Unit

sound

letter blends

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

ee ee ee ee ee ee ee ee ee f f a ‘l ending ‘l ending ‘l ending ‘l ending m m m m ay ay ay ay ay j j j ‘r ending ‘r ending ‘r ending ‘r ending ‘r ending ‘nt ending ‘nt ending ire ire ar a a

ee ea ey i ie e y ei e–e f ff a el le al il m mm mb lm / m ay ai a–e a / ei ay / ea j g dge er or ar ure er / or ent ant ire ir / iar ar a au

sound

letter blends

k k k c k ck k qu (kw) k lk n n n nn n kn I i I y e e e ea z z z zz z ze z s z se g g g gg g gu ch ch ch tch ch t eer eer eer ear eer er s s s ss s ce s c s st s se oa oa oa ow oa o–e oa o oa oe ‘t ending et ‘t ending it ‘t ending ot / ate / ite

sound

‘n ‘n ‘n ‘n

er er er er oo oo oo oo oo oo oo oo oo 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 ir ur or oo ew ue u (oo) ou o u–e u (yoo) oe / o–e i-e igh i sh t s / ss c / ch 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 1

ee

sound “ee” e.g. tree

sweet sneeze steel bleed asleep

k

sound “k” e.g. king

er

kept skipped skill kiss kangaroo

sound “er” e.g. her

person verb were afternoon wonderful

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Write the list words that fit these clues: - An explosion of air. - The part of speech (noun, verb, adjective, adverb) that means something you can do. - An individual. - Another word for fantastic.

d) Plural: There are five people; Single: There is one ___________. e) Copy these words and write their opposite (antonym) from the list: morning, awake, sour, awful. f)

Rearrange the letters of “skill” to make another word, e.g. reed = deer.

g) Write the k list words in alphabetical order. h) Write another two letters that, when put together, make an “ee” sound. j)

In your noteboks, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

j)

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.

Our Loopy Language: Were is pronounced “wer” but if you add an “h” to make it where it is pronounced “wair”. Wonderful is pronounced “wunderful” but in wander, the “o” sound is made with an “a”.

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Unit 2

Book 1

ea

sound “ee” e.g. tree

beach tease reason speak sneak

c

sound “k” e.g. king

doctor scary record picnic second

ir

sound “er” e.g. her

bird first thirteen thirsty birthday

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Which two list words rhyme with each other? Write any word that you can think of that rhymes with first, scary, speak and beach.

d) Some “ea” words do not make the sound “ee”, e.g. head. Write out the “ee” words only from this list: dream, dreamed, bread, stream, creak, beneath, dead, beam, least, sweat, squeak. e) Put an appropriate list word in front of, or after, these words e.g. friendly doctor: sandy, movie, eighth, bird. f)

In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

g) Copy this paragraph out exactly and fill appropriate list words into the spaces. Murfee and Cerphi tried to _____ to a _____ in a tree but it just chirped at them. “I think we’ll have to learn bird language too,” said Murfee. They walked on and came to a sandy _____ , so they had a _____ with sandwiches and a cake that had _____ candles on it.

B

C

O D

h) Fill in the list words that fit this puzzle.

R

T

Our Loopy Language: In the word circle the first c is an “s” sound and the second c is a “k” sound. Page 13

Unit 3

Book 1

ey

sound “ee” e.g. tree

ck

key money monkey chimney barley

sound “k” e.g. king

ticket packet lucky attack wreck

ur

sound “er” e.g. her

fur hurt return surprise Thursday

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Which list word has a silent first letter? Copy these words and underline the silent letter in each: hour, comb, sign, island, science, knew, listen, write.

d) Which list words are similar in meaning to hair, ape, wheat, destroy and cash? e) Which “ey” words can be nouns? f)

Write three other words with a double “tt” like attack.

g) Which list words rhyme with squirt, check, free and thicket? h) Using the last letter of each word in the “ur” list, write five new words with any sound at all. i)

Write other “ur” words that fit these clues: - A trained person who assists a doctor. - An animal which looks a lot like a tortoise. - To destroy something by fire. - The top of something.

j)

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

k) In your noteboks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

Copy this paragraph out exactly and fill appropriate list words into the spaces. On _____ Murfee and Cerphi saw a _____ with brown _____ sitting on a _____. To their ______ it tried to ______ them, but luckily it didn’t _____ them.

m) Write a paragraph explaining what you think Murfee and Cerphi look like. Draw a picture of them.

Our Loopy Language: In fur the “ur” is an “er” sound, in furious it is “yoor”, in jury it is “oor”, in bury it is “e”.

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Unit 4

Book 1

i

sound “ee” e.g. tree

pizza ski alien radio taxi

qu

sound “k” (kw) e.g. awkward

quiet quickly equal quilt question

or

sound “er” e.g. her

work world words worm worst

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Rearrange the letters of quiet to make another word.

d) Add one letter to ski to make another word. e) Write out these phrases and underline the adjective in each: the worst storm, a quiet afternoon, his ski equipment, the alien spaceship, the taxi rank. f)

Add “s” to all the list words you can to make them plurals.

g) Which list words are opposites (antonyms) to these: best, answer, slowly, noisy h) 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!) i)

Fill in the correct “er” sound for these words. (Choose from er, or, ur, ir.) Sat___day, th __ ty, p___fect, n___se, w___se, w___th, s___f, squ __ t, st___n, p___form, c __ cle.

j)

Design your own pizza, putting all your favorite toppings on it and naming it.

k) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

Copy this paragraph out exactly and fill appropriate list words into the spaces. As the _____s were hungry, they decided to order a _____. Murfee said he wanted _____ on his. Cerphi said that would be the _____ _____ in the ______.

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. Page 15

Unit 5

Book 1

ie

sound “ee” e.g. tree

piece niece brief movie believe

lk

sound “k” e.g. king

walk stalk talk chalk yolk

oo

sound “oo” e.g. moon

scoop spooky choose school afternoon

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

To convert a verb to an adjective sometimes we add “able”, e.g. refund / refundable. If the verb ends in an “e”, the “e” is dropped and the suffix “able” is added, e.g. advise / advisable. Add “able” to these words: believe, employ, laugh, imagine, admire, wash, achieve, spread.

d) Which list words fit these clues? Write the words out in full. - My sister’s daughter is my _____ . - The part of the celery plant that we eat. - The yellow part of an egg. - A part of something. - Not very long. e) Fill in the correct “k” sound for these words. (Choose from k, c, qu, k, lk, ch, c.) __itchen, s __ ool, so __er, cri __et, sti __ y, s __ in, fantasti __ , __ emist, mathemati __ s, re __ ord, a __ use. f)

To make the past tense of many verbs ending in “y”, the “y” is changed to “i” and “ed” is added, e.g. carry / carried. Write the past tense of these verbs: tidy, worry, empty, study, busy, cry, dry, reply.

g) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. h) Copy this paragraph out exactly and fill appropriate list words into the spaces. After _____ Murfee and Cerphi saw a ______ _____ in a theater. Then they went for a _____ and had a ______ while eating a _____ of ice cream in a bowl. Murfee couldn’t _____ between chocolate and strawberry, so he had both. i)

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

Our Loopy Language: The “ie” in friend is pronounced “e”. Page 16

Unit 6

Book 1

e

sound “ee” e.g. tree

we even being remain reward

n

sound “n” e.g. never

only angle instant danger benefit

ew

sound “oo” e.g. moon

flew stew grew drew view

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

What word is a homophone of knew?

d) Place the apostrophe where letters are missing in the following contractions, e.g. could’ve (could have). Write one of the words in a sentence. weve (we have), were (we are), well, (we will), wed (we would). e) To make the past tense of some verbs, the suffix “ed” can be added, e.g. play / played. In some cases, the word ending is changed other ways, e.g. draw / drew. Write the past tense of these words and then write each word in a sentence: grow, fly, spin, tell, say, spend, sell, sit, catch. f)

Write these words out and circle the one that doesn’t fit. Give a reason. biscuit, stew, pancake, grass.

g) Rearrange the letters of angle to make another word. h) Write one more word for each list above. i)

“Gr” is a blend in “grew”. Write three other words with the “gr” blend.

j)

Add “ing” to all the list words for which this is possible.

k) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

Copy this paragraph out exactly and fill appropriate list words into the spaces. “_____ should have known we were in ______ when we walked through the traffic,” gasped Murfee breathlessly. “Yes, we will _____ do that again,” agreed Cerphi.

m) Design a grid 10 inches across and 10 lines down and make a word search including at least five list words. (Check the Student Reference List for guidance.)

Our Loopy Language: The “eo” in “people” is pronounced “ee”, but the “eo” in leopard is pronounced “e”.

Page 17

Unit 7

Book 1

y

sound “ee” e.g. tree

easy baby many really busy

nn

sound “n” e.g. never

tunnel funny tennis manners beginning

ue

sound “oo” e.g. moon

blue clue true glue cruel

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

To make the plural of “fairy”, the “y” is changed to “i” and “es” is add, e.g. fairy / fairies. Write the plural of baby, diary, worry, jelly, gravy and canary.

d) “Easy” is an adjective. When comparing the “easiness” of different things they are called comparative adjectives, e.g. easier, easiest. (If the word ends in “y”, change it to an “i“.) Write the two comparative adjectives of: busy, sleepy, windy, thin, noisy, pretty, dirty, curly, sad, funny. e) When adding “ing” to some verbs, the last letter is doubled, e.g. begin / beginning. Add “ing” to these verbs: run, skip, hop, step, get, bat, hit, travel, label, model. f)

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 and then write two of the adverbs in a sentence: quick, gentle, quiet, sharp, bright, loud, sudden.

g) When adding “ing” to most words ending in “e”, the “e” is dropped first, e.g. make / making. Add “ing” to these words: glue, argue, pursue, rescue, value, continue. h) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. i)

Copy this paragraph out exactly and fill appropriate list words into the spaces. Murfee and Cerphi were _____ to learn to play _____, but _____ of their shots were _____ _____. It was _____ to laugh at them but the people watching couldn’t help it.

Our Loopy Language: Spelling differences around the world: In the United States the last letter is usually not doubled when “ed” or “ing” is added. In Australia and the United Kingdom the end consonant is usually doubled, e.g. traveled / travelled, modeled / modelled, canceled / cancelled, chiseled / chiselled, chaneled / channelled.

Page 18

Unit 8

Book 1

ei

sound “ee” e.g. tree

weird protein receive either neither

kn

u

sound “n” e.g. never

knee kneel know knew knot

sound “oo” e.g. moon

truth July ruin February instrument

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Write the homophones of knot and know.

d) Put as many list word verbs into the past tense as you can by adding “ed” or “d”. e) “Tr” is a phonic blend, e.g. truth. Write three other words that begin with “tr”. f)

What sound does “ei” make in weigh and sleigh?

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) Write any word that rhymes with knew, truth, knot and weird. (Note: The spelling can be different.) i)

Which list words look like they should rhyme with these words but don’t? truly, how, entree, vein.

j)

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

k) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

Using the code below, write the code numbers for February, know, protein and truth. a =1 j = 10 s = 19

b=2 k = 11 t = 20

c=3 d=4 e=5 f=6 l = 12 m = 13 n = 14 o = 15 u = 21 v = 22 w = 23 x = 24

g=7 p = 16 y = 25

h=8 q = 17 z = 26

I=9 r = 18

Our Loopy Language: In weird the “ei” is an “ee” sound, in weigh it is “ay”, in height it is “i-e”, in leisure it is “e”, in forfeit it is an “i”, and in either and neither it can be “ee” or “i-e”. Page 19

Unit 9

Book 1

e-e

sound “ee” e.g. tree

these delete theme compete complete

i

sound “i” e.g. him

ou

which until plastic insect simple

sound “oo” e.g. moon

you soup group coupon tourist

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which list word is a homophone of “ewe”? d) Is “delete” a noun, verb or adjective? e) Write the plurals of as many list words that you can. f) Write these words out and circle the one that doesn’t fit. Give a reason. cauliflower, soup, insect, cabbage. g) Rewrite these contractions and place apostrophes where letters are missing: youve, youre, youll, youd. h) Write out all the words with any “ee” sound from this list: trio, triangle, living, media, people, friend, chief, scheme, sweat. i) Fill in the correct “ee” sound for these words. (Choose from ee, ea, y, e, i, ei, ey, i-e, e-e, ie.) r ___ ch, pol __ c __ , gr ___ n, worr __ , rec ___ ve, r ___ p ___ t, f ___ ld, th ___ s ___ , d ___ gr ___ . j)

To turn certain verbs into nouns, the final “e” is dropped (if there is one) and then the suffix “tion” is added, e.g. delete / deletion. Add “tion” to these: complete, instruct, irritate, decorate, subtract. k) Not all “ou” words make an “oo” sound. Write these words and the sound “ou” makes in each one, e.g. trough (o): ground, shoulder, without, cough, soul, young, touch. l) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. m) Copy this paragraph out exactly and fill appropriate list words into the spaces. Murfee and Cerphi, _____ aliens who _____ now know, are _____s on our planet They like to eat _____ _____ which they think is delicious! n) Using at least three list words write a short story for 4 or 5 year old children. It must have at least ten sentences.

Our Loopy Language: Underline the letter that makes the “i” sound in pretty, busy, English, language and women. Page 20

Unit 10

Book 1

f

sound “f” e.g. fix

left fifty fifteen often soften

y

o

sound “i” e.g. him

Sydney system syrup physical Olympic

sound “oo” e.g. moon

to who doing tonight tomorrow

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Write the two other spellings of “to” and put them into sentences to show their meaning.

d) Write sentences showing the two meanings of “left”. e) The Olympic Games were held in Sydney in _____________. f)

Port and starboard mean left and right on a ship. Look them up in a dictionary to see which means which and write out the definitions.

g) How many do you have to add to fifteen (15) to make fifty (50)? h) Put the “y” list words into alphabetical order. i)

What letter is silent in the word “soften”? Some letter blends are pronounced as if one letter is silent, e.g. in gnome – the g is silent. Write out the words below and circle the letter that isn’t pronounced: tread, young, school, scissors, shoulder, hour.

j)

In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

k) Copy this paragraph out exactly and fill appropriate list words into the spaces.

l)

Murfee and Cerphi have _____ brothers and sisters _____ they miss since they’ve been here on Earth. They _____ wonder what they have been _____ since they _____ their home. S Y R U P This is a skeleton crossword. Using any P O list word (except “to” and “who”) make one of your own. O S T

O

A

S

T

Our Loopy Language: Although of is spelled with an “f”, it has a “v” sound. Page 21

Unit 11

Book 1

ff

sound “f” e.g. fix

off coffee ruffle traffic different

e

sound “e” e.g. egg

u-e

when crept itself helpful jelly

sound “oo” e.g. moon

rude rule June include pollute

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Put the word “rule” into sentences showing its two meanings.

d) Which list word can you add “ness” to, making it a noun? Add “ness” to these adjectives: great, thick, hollow, bitter, sweet, loud, ill, bright, sad, sick. e) From the list words write the antonyms of same, exclude and polite. f)

Which letters make the “f” sound in dolphin and telephone?

g) Which list words rhyme with cough, pool, route and strewn? h) Choose two list words and write their meanings using a dictionary. i)

“Cr” is a phonic blend in “crept”. Write three other words with the “cr” blend.

j)

Add “ed” or “d” to the list words that are verbs, putting them into the past tense. What is the past tense of “creep”?

k) Think of an adjective to describe each of these list words: coffee, traffic, jelly. l)

Usually, when the suffix “ing” is added to words ending in “e”, the “e” is dropped, e.g. make / making. Add “ing” to these words: include, pollute, rule, scrape, love, capture, escape, invite, write.

m) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. n) Copy this paragraph out exactly and fill appropriate list words into the spaces. The first time Murfee tasted _____ he said a _____ word because he didn’t like it at all. But _____ he had some _____ he said it tasted _____ from what he was used to on Arixion.

Our Loopy Language: Underline the letter(s) that make the “e” sound in said, any, bury, friend, leopard and certain. Page 22

Unit 12

Book 1

a

sound “a” e.g. hand

brand salad happen splash chapter

ea

sound “e” e.g. egg

bread ready instead weather breakfast

u

sound “oo” e.g. moon?

during music duet menu uniform

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

What letter is actually silent in all the “ea” words?

d) Sometimes when converting a word into a person who practices that thing, the suffix “ian” is added, e.g. optic / optician. Convert these: music, magic, electric, comedy (drop the y), veterinary (drop the y), library (drop the y). e) Write these words out and underline the letters that make the “oo” sound in them: beautiful, suitable, blue, Europe, juicy, fruit, who, Tuesday, February. f)

What word is a homophone of “weather”?

g) Write a list word to fit each of these clues: - The condition of the atmosphere. - A part of a book. - The morning meal. - It is made from a grain. - The same set of clothes that people wear who are all doing the same task. h) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. i)

Copy this paragraph out exactly and fill appropriate list words into the spaces. One morning in a restaurant, Murfee and Cerphi looked at the _____ _____. _____ of toasted _____ they ate _____ while listening to _____.

j)

Create a menu for your favorite meal, including main course, dessert and drinks. See the Student Reference List for guidance on menus.

Our Loopy Language: The “u” in union is pronounced “yoo” not “u”, however, the “o” in onion is pronounced “u” not “o”. Page 23

Unit 13

Book 1

el

sound “l” (ending) e.g. tunn’l

travel label novel towel tinsel

z

sound “z” e.g. zoo

o-e

lazy quiz zero maze blazing

oe

sound “oo” e.g. moon

shoe move lose whose prove

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Write all the list words that can be nouns.

d) Add “ing” to these words: blaze, move, lose, prove, amaze. e) Sometimes when we convert a verb to a noun, we add the suffix “ment”, e.g. announce / announcement. Add “ment” to these words: move, amaze, agree, judge, encourage, amuse, entertain, achieve, manage. f)

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!)

g) Rearrange the letters of shoe, tinsel, below and lose to make another word, e.g. reed = deer. h) Put “whose” and its homophone “who’s” (who is) into sentences to show their meanings. i) Fill in the correct “oo” sound for these words. (Choose from oo, u, ui, ew, ue, ou, o, u-e.) gr ___ p, l ___se , m ___sic, arg ___ , ren ___ , m ___ d, d ___ , fr ___ t, c __ t __ , exc __ s __ j)

Find a list word similar in meaning to roaring, sandal, idle, nothing, story, test.

k) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

Copy this paragraph out exactly and fill appropriate list words into the spaces. On Arixion, Murfee and Cerphi don’t wear _____s because they can’t _____ as well. Their toes are large and tough, and to _____ how tough they are, they can walk through a _____ fire and not get burned.

m) Design a travel poster advertising the advantages of visiting any place you choose. It can be anywhere – even your favorite shopping mall. Use color, pictures and good adjectives to attract people’s attention. See the Student Reference List for guidance.

Our Loopy Language: Sometimes “ss” makes a “z” sound as in scissors, possess, dissolve and dessert. Page 24

Unit 14

Book 1 sound “l” (ending) e.g. tunn’l

le

zz

table double people bubble couple

i-e

sound “z” e.g. zoo

buzz fizzy dizzy sizzle puzzle

sound “i-e” e.g. white

quite invite write divide sometimes

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Put the homophone of “write” in a sentence.

d) What word is the singular of “people”? Write the singular of these plurals: women, feet, children, cities, halves, memories, tuna, rhinoceroses. e) How many people in a couple? f)

If you doubled something how much would you have?

g) To turn verbs into nouns, we sometimes add the suffix “sion”, e.g. corrode / corrosion. Add “sion” to these: divide, conclude, televise, explode, collide, erode. h) Write five new words with any sounds that begin with the same letter as each of the “le” list. i)

Write these words out and circle the one that doesn’t fit. Give a reason. sometimes, never, often, please.

j)

In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

k) Copy this paragraph out exactly and fill appropriate list words into the spaces. _____ Murfee and Cerphi are _____ _____d about the things _____ here on Earth do. Yesterday they were _____d to sit at a table and _____ a story and they didn’t know why. l)

Using the code below, write the code numbers for a 5-letter fruit ending in “le”, a 5-letter food that most people like with a “zz” in it and a fruit flavor with an i-e sound.

a =1 b = 2

c=3

d=4

e=5

f=6

g=7

h=8

I=9

j = 10k = 11

l = 12

m = 13

n = 14

o = 15

p = 16

q = 17

r = 18

s = 19t = 20

u = 21

v = 22

w = 23

x = 24

y = 25

z = 26

Our Loopy Language: Variations on the word “write” include right, rite, playwright and copyright. Page 25

Unit 15

Book 1

al

sound “l” (ending) e.g. tunn’l

pedal petal medal animal hospital

ze

sound “z” e.g. zoo

igh

size prize freeze froze breeze

sound “i-e” e.g. white

right night might tight fight

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Add a “k” to “night” to spell its homophone.

d) Are “peddle” and “meddle” real words, and if so what do they mean? Use a dictionary to find out. e) Which sound column would the word “buy” fit into? 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. freeze / froze / had frozen. Write the past tense of these words that need a helper and put the correct word in front of each: take, beat, blow, choose, bite, see, speak.

g) “Pr” is a phonic blend in “prize”. Write three other words with the “pr” blend. h) Here are some clues for other “igh” words not included in the above list. Write out the words with their clues. - Happiness. - One of the five senses. - Not heavy. - Not dull. - A scare. - The upper leg . i)

In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

j)

Copy this paragraph out exactly and fill appropriate list words into the spaces. Cerphi thought it _____ be quicker to _____ a bicycle to the _____ where Murfee had spent the _____ after having a _____ with an _____.

Our Loopy Language: In night, bough and brought the “gh” is silent, in cough and tough it is pronounced as “f”, in ghost it is “g”. Page 26

Unit 16

Book 1

il

sound “l” (ending) e.g. tunn’l

pencil April evil pupil stencil

s

sound “z” e.g. zoo

has was says does eyes

l

sound “i-e” e.g. white

tiny wild lion climb idea

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Write the homophone of “I” (as in “I am here”). d) Write two sentences to show the two meanings of the word “pupil”. e) There are two ways to pronounce “does”. Write both of them in sentences to show their meanings. f) Fill in the correct ’l ending sound for these words. (Choose from el, le, al, il, ol.) penc ___ , cam ___ , parc ___ , cast ___ , cubic ___ , ov ___ g) When using contractions, an apostrophe (‘) is placed where letters are missing, e.g. can’t (can not). Write these contractions placing the apostrophe where the letters are missing: hasnt, wasnt, doesnt, isnt. h) Write any word that rhymes with: does, eyes, climb. (Note: The spelling can be different.) i) Which list words look like they should rhyme with these words, but don’t? gas, limb, degree, devil. j) Write four other words you can think of that that have a “y” sound in them. k) Sometimes “s” is pronounced as an s sound and sometimes it is a z sound. Divide these words into two columns under “s” or “z” headings: cousin, busy, most, grows, writes, west, easily, casual, asked, swirl. l) Imagine what it would be like to be a lion cub. Write four sentences about a lion cub. m) Write these words out and circle the one that doesn’t fit. Give a reason. feet, eyes, nose, tongue. n) Copy this paragraph out exactly and fill appropriate list words into the spaces. Cerphi _____ to Murfee, “_____ that _____ have yellow or green _____ do you think?” “I don’t know,” replied Murfee, “But he looks very _____ to me.”

Page 27

Unit 17

Book 1

m

sound “m” e.g. milk

dream number damp comic moment

se

sound “z” e.g. zoo

wise because please noise cheese

sh

sound “sh” e.g. shop

wash crush push shark shadow

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) What do you need for a shadow to be made? d) Which list words are synonyms of: shove, squash, moist and clean. e) Write the “se” words in alphabetical order. f) Fill in the correct “z” sound for these words. (Choose from z, s, se, ze, zz.) bu ___ , pri ___ , fro ___ en, pri ___ on, televi __ ion, ri ___ . g) Which list word do you think of when reading this sentence? ”The dark shadow slipped through the water under the jetty, its dorsal fin just breaking the surface.” Now, write out your own dramatic sentence about the same word. h) When authors write the words people are saying to each other, it is generally known as a dialogue (see CONVERSATION in the Student Reference List). To show that the words are spoken dialogue, quotation marks are used (” “ or ‘ ’) around the words that are actually said. e.g. “Hello,” said Shannon. “How are you today?” A comma, period, question mark or exclamation mark is needed at the end of each set of spoken words. When someone else is speaking, the words should start on a new line. With these rules in mind, think of a cartoon character and write out a conversation you had with it. You must each say at least three things. i) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. j) Copy this paragraph out exactly and fill appropriate list words into the spaces. ”Do you _____ _____ before you eat it?” asked a puzzled Murfee. ”No,” answered Cerphi. “Then it would be too _____.”

Our Loopy Language: In lucky the “u” is an “u” sound, in push it is “oo”, in busy it is “i”, in music it is “yoo”, in language it is “w”, in busy it is “i”, in bury it is “e”, and in boulder and guess it is silent!

Page 28

Unit 18

Book 1 mm sound “m” e.g. milk

common summer immense swimming comment

g

sound “g” e.g. frog

gas string glitter beg gone

t

sound “?” e.g. ?

action fiction station fraction addition

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Write any word that rhymes with gas, immense, swimming and string. (Note: The spelling can be different.)

d) Which list words look like they should rhyme with has, among and done, but don’t? e) Which list words are antonyms of: subtraction, right, winter, non-fiction and rare? f)

Some words that end in an “s” sound end in the letters “se”, e.g. immense, while some words end in “ce”, e.g. evidence. Write out the correct ending to these words: chan __ , senten __ , ten __ , entran __ , inten __ , promi __ , expen __ , rever __ , advi __ , announ __ , pul __.

g) Find the list words that fit these clues and write them out: - Thin rope. - A part of a whole. - A remark. - An Olympic event. h) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. i)

Copy this paragraph out exactly and fill appropriate list words into the spaces. “Cerphi!” exclaimed Murfee. “It is _____ to eat _____ before you go _____ in _____. It will make you sick!”

j)

Using the code below, write out the code numbers for 1) a “g” word meaning to talk about someone behind their back and 2) another word for contest, ending in “tion”. a =1 b = 2 c=3 d=4 e=5 f=6 g=7 h=8 I=9 j = 10k = 11 l = 12 m = 13 n = 14 o = 15 p = 16 q = 17 r = 18 s = 19t = 20 u = 21 v = 22 w = 23 x = 24 y = 25 z = 26

Our Loopy Language: The “g” in gone is a “g” sound, in large is “j”, in cough is “f”, and in sign, gnome and high it is silent. Page 29

Unit 19

Book 1

mb

sound “m” e.g. milk

gg

lamb comb crumb thumb numb

sound “g” e.g. frog

giggle wriggle goggles bigger dragged

s ss

sound “sh” e.g. shop

sure sugar tissue pressure permission

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Write one more word for each list above.

d) Change one letter of these words to make another word: lamb, sure, giggles. e) Write three “ss” words that have an “s” sound and not a “sh” sound, e.g. kissed. f)

Write the homophone of “sure”.

g) Which list word has a silent “w”? Write another word that has this sound. h) Sometimes words need apostrophes (‘) to show when something belongs to something or someone, that is, to show ownership, e.g. Murfee’s jacket (the jacket belongs to Murfee). Be careful not to confuse ownership with plurals, e.g. his thumbs. Copy these phrases out and place apostrophes where necessary: the lambs wool, the toadstools, the crumbs, the dogs toys, the boys goggles, the girls tissues. i)

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

j)

Write a word that has any double letter in it, e.g. b - bigger, beginning with each of the following letters: a, b, d, g, h, l, m, p, s, t, w

k) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

Copy this paragraph out exactly and fill appropriate list words into the spaces. “Are you _____ we eat _____?” asked Cerphi, making a face as he tried some. Murfee _____d at his friend’s face as he licked some off his _____. “No I’m not,” he responded as his tongue went _____.

m) Write a conversation between Murfee and Cerphi and yourself where you all say at least three things each. Check the Student Reference List for the conversation punctuation rules and try to use different words instead of “said”.

Our Loopy Language: In absent the “s” is an “s” sound, in sugar it is “sh”, in Basil it is “z” and in island, isle and aisle it is silent. Page 30

Unit 20

Book 1

lm m

sound “m” e.g. milk

calm palm almond tomorrow scramble

gu

sound “g” e.g. frog

guess guilty guard guide guinea pig

c ch

sound “sh” e.g. shop

ocean special delicious machine parachute

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Show the two meanings of the word “palm” by writing out two sentences. d) Unscramble these list words: trauphace, dolman, lipsace. e) In the “gu” list above, the “u” is silent. Write out these words and underline the silent letter in each: muscle, knuckle, autumn, rustle, doubt, breath, scene, wrist, biscuit. f) From the list words find a word to match each of the clues below: - An animal. - A nut. - A large area of water. - The antonyms of ordinary, yesterday and frenzied. g) Write out some words that rhyme with palm, guess, guard and guide. (Note: The spelling can be different.) h) Fill in the correct “m” sound for these words. (Choose from m, mm, mb.) sta ___ er, cli ___ , co ___ edy, welco ___ e, le ___ on, nu ___ i)

In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

j)

Copy this paragraph out exactly and fill appropriate list words into the spaces. “Mmmm this _____ is _____!” cried Murfee. “Can we go to the _____ _____ to see some seagulls Cerphi?’ “I _____ it would be pretty _____,” replied his friend.

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

Our Loopy Language: Sometimes one wonders about the sense of putting seemingly “unnecessary” silent letters in words such as Wednesday (wenzday), raspberry (razberry), cupboard (cuberd), column (collum), young (yung), receipt (reseet) and scissors (sizzors). Page 31

Unit 21

Book 1

ay

sound “ay” e.g. day

always today maybe anyway holiday

c

sound “ch” e.g. rich

sandwich which enchanted chicken children

o

sound “o” e.g. stop

of orange strong stopped October

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

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!)

d) “Ch” can be pronounced “ch” (champion), “sh” (machine) and “k” (chemist). Sort these “ch” words into three columns according to their sound: school, chlorine, attach, parachute, brochure, clench, chocolate, voucher, character, moustache, challenge, chute. e) When adding “ed” to certain verbs, the last letter is doubled, e.g. stop / stopped. Add “ed” to these verbs: hop, clap, shop, travel, control, drag, jog, rot, shrug. f)

A noun is a word that refers to a person, place or thing. Write out all the list words that can be classified as nouns.

g) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. h) By now, the friends of Murfee and Cerphi from their home planet Arixion have realized they were 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 _____ at the first _____ resort they came to on our planet. They tasted a _____ _____ for the first time, but said they preferred seaweed and toadstools in their _____es.

Our Loopy Language: Sometimes the past tense of words ending in “ay” is made by changing the “y” to “i” and adding “d“, e.g. pay / paid, lay / laid, say / said. In other instances, the suffix “ed” is added, e.g. stay / stayed, stray / strayed, pray / prayed, decay / decayed, delay / delayed, portray / portrayed. Page 32

Unit 22

Book 1

ai

sound “ay” e.g. day

tch

strain obtain faint contain painful

sound “ch” e.g. rich

catch witch kitchen stretch watch

a

sound “o” e.g. stop

what want wallet swap swallow

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Write one more word for each list.

d) Which list word could fit into another column by sound? e) Show the two meanings of swallow and watch by including them in sentences. f)

Change one or two letters in the words strain, catch and want to make other words.

g) A verb is an action word and refers to something you can do, e.g. jump. Write out all the list words that can be verbs. h) Rearrange the letters of what, swap and strain to make another word each. i)

“A” can be “a” (splat), “o” (what), “ay” (ladies) and “ar” (after). Put these “a” words into three columns according to their sound: hazy, tomato, balance, catastrophe, basic, wallow, scald, waft, chant, cask, attempt, occasion, craving, contract.

j)

To turn a present tense word into past tense, it is sometimes necessary to change the word, as in light / lit. E.g. I light the candle (present tense); I lit the candle (past tense). Write these words and their past tense version: say, catch, spin, tell, meet, come, did, sell, send, run, fall.

k) Headache is a compound word composed of two complete words; head+ache. Make six compound words from the following 12 single words: ball, any, fire, thing, foot, some, man, rain, glasses, sun, where, drop. l)

In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

m) Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee and Cerphi _____ed a fisherman from _____ _____ a huge fish and cook it in his _____ on the boat and offer them some. It was a _____ for them to _____ a piece as they didn’t really like eating animals.

Our Loopy Language: Sometimes the letter “c” can make a “ch” sound as in cello, ancient and cappucino. Page 33

Unit 23

Book 1

a-e

sound “ay” e.g. day

safety waste paste escape headache

t

sound “ch” e.g. rich

au ou

future mixture picture creature natural

sound “o” e.g. stop

because sausage Australia cough shoulder

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

The “x” sound can be made with “x” (mixture), “ks” (tanks), “cs” (lyrics), “cks” (attacks), “cc” (accent) and “xc” (excess). Fill in the correct one in these words: wre __ , he __ agon, picni __ , a__ ept, a __ ident, a __ le, stin __ , kno __ , e __ itement.

d) Write an exciting four sentence paragraph using the phrase “the treacherous sea”. This phrase can be used anywhere in your paragraph. e) Australia is the name of a country. Write the names of four other countries that you know of. f)

Which list words rhyme with off, older, teacher, fake and chased? (Note: The spelling can be different.)

g) Fill in the correct “o” sound (off) for these words. (Choose from o, a, au, ou.) sw __ n, qu __ rrel, m __ ral, p __ ltry, c __ nversation, f __ lt, squ __ sh. h) Make two smaller words each from the letters in Australia, creature, shoulder and headache. i)

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: natural, odd, painful, strange, strong, wasteful, wild, intelligent, modest, forlorn, furious, usual, glad. Use two of these adverbs in written sentences.

j)

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

k) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

Copy these sentences out exactly and fill appropriate list words into the spaces. When giving a _____ in _____ Cerphi thought it _____ to talk about some of the dangerous _____ that live there, because _____ is important in the bush and the water.

Our Loopy Language: The letter blend “ch” has a “ch” sound in challenge, in machine it is “sh”, in scheme it is “k” and in yacht (yot) it is silent. Page 34

Unit 24

Book 1

ei a

eer

sound “ay” e.g. day

sleigh babies arrange potato apricot

en

sound “eer” e.g. cheer

steer peer eerie queer cheerful

sound “n” (ending) e.g. list’n

kitten stolen listen written token

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) An adjective describes something, e.g. the happy girl. Write out all the list words that can be classified as adjectives. d) Complete this series: first, second, ... twentieth. e) Which list words are similar in meaning to hear, strange, sledge, merry, spooky? f)

Pier, slay and eyrie are the homophones of three of the list words above. Write them.

g) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. h) Write a paragraph explaining what you think Murfee, Cerphi and Firffy might look like, and add something about their personalities. Draw a picture of them. i)

Copy the following word family table and the examples given, leaving room for more rows. Add the words listed below (in bold) to the appropriate column. Check the Student Reference List or a dictionary for definitions of nouns, verbs and so on. NOUN

VERB

ADJECTIVE

ADVERB

cheer

cheer

cheerful

cheerfully

love

loving

lovingly

love

Thick, thickly, thicken, thickness, tightly, tightness, tight, tighten, amuse, amusement, amusingly, amusing, forgetfulness, touch, amazing, forget, touchingly, amazement, forgetfully, touch, touching, forgetful, amazingly, amaze.

Our Loopy Language: In weigh the “eigh” makes an “ay” sound while in height, it makes an “i-e” sound. Page 35

Unit 25

Book 1

ey ea

sound “ay” e.g. day

they grey obey break great

ear sound “eer” e.g. cheer

on

gear tears nearly weary appear

sound “n” (ending) e.g. list’n

lesson bacon reason lemon poison

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

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!)

d) Put the homophones of great, break and lesson in sentences. e) Fill in the correct “ay” sound (day) for these words. (Choose from ay, ai, a-e, ea, a, ey, ei.) cont __ n, pr __ , surv __ , n __ ghbor, st __ k, qu __ nt, vac __ tion, b__ sic, s __ vory, __viary, __ ghth. f)

Which list words rhyme with peer, spray, taken, bait and lake? (Note: The spelling can be different.)

g) Which list words look like they should rhyme with these words but don’t? pear, key, freak, cheat h) The ‘n ending can sometimes be spelled “ine” (genuine), or “an” (cardigan). Write the correct endings on the end of these words: hum __ , discipl __ , oce __ , imag __ , eng __ , exam __ , org __. i)

To turn a noun into an adjective, it is sometimes necessary to add the suffix “ous”, e.g. humour / humorous. If the noun ends in “e”, then drop the “e” and add “ous”, e.g. ridicule / ridiculous. If the noun ends in “y”, it is changed to “i” as in victory / victorious. Add “ous” to these: poison, venom, fury, fame, nerve, danger, adventure, glory, continue, ridicule, hazard, mystery, industry, nerve, poison.

j)

In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

k) Copy these sentences out exactly and fill appropriate list words into the spaces. When they had to _____ on television _____ every night for a while, Murfee became very _____ of the _____ade they were given to drink every time.

Our Loopy Language: Sometimes the “ay” sound can be made with just an “e“: resume, rodeo, latte, debut, macrame. Page 36

Unit 26

Book 1

j

sound “j” e.g. june

injury jeans juicy project January

er

sound “eer” e.g. cheer

here we’re sincere hero cereal

in

sound “n” (ending) e.g. list’n

cabin cousin muffin dolphin vitamin

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which list words are similar in meaning to porpoise, grain, wound, shack and relative? d) The “h” sound can be made with “h” (as in hero) and “wh” (as in who). Add the correct one to these: __ eave, __ ermit, __ ose, in __ erit, __ o’s, __ olesome, __ oever e) Which three list words are the homophones of genes and serial? Put them in sentences. f) The ‘n ending can sometimes be spelled as “ain” as in fountain, or “ian” as in Russian. Add the correct ending to each of these words. comed __ , mount __ , Brit __ , music __ , capt __ , veterinar __ , curt __ , magic __ . g) The ‘ry ending can be made using “ary” (January), “ery” (delivery), “ory” (satisfactory), “ury” (Mercury) or “ry” (chemistry). Add the correct ending to these words: cent __ , myst __ , ordin __ , Febru __ , mem __ , hung __ , hist __ , discov __ , secret __ , libr __ . h) Write a three-sentence paragraph using the phrase “the malevolent glare of a pitbull terrier” somewhere in your writing. i) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. j) Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee, Cerphi and Firffy were _____ in their efforts to fit into Earth life, so they wore _____, took their _____, ate blueberry _____, _____ oranges and had sliced banana on their _____ every morning. k) Design a grid of up 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 verb beginning with each letter, e.g. a - act, b - barrack, c - clap and so on. For the harder letters like x, z, q and v, just choose words with that letter in them, e.g. x - exert.

Our Loopy Language: Here is pronounced heer, but if you were to add a “t” (there) or a “w” (where) in front of here, it would then be pronounced wair or thair.

Page 37

Unit 27

Book 1

g

sound “j” e.g. june

large huge giant magic engine

s

sound “s” e.g. this

gas fast asked mostly said

ion

sound “n” (ending) e.g. list’n

action session mention cushion television

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Write any word that rhymes with large, fast and said. (Note: The spelling can be different.) d) Which list words look like they should rhyme with these words but don’t? costly, was, paid. e) Sometimes “g” is pronounced “g” (egg), and sometimes “j” (magic). Sort the following words into two lists according to their sound: wrong, figure, rage, gossip, genius, tragic, Egypt, recognize, lagoon, generic. f)

Fill in the correct ‘n ending for these words (Choose from en, on, in, an, ion, ine.) coff __ , mitt __ , medic __ , sir __ , bat __ , poll __ , quest __ , aspir __ , nectar __ .

g) Copy these words and write their opposite (antonym) from the list: replied, small, slow, midget. h) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. i) Copy these sentences out exactly and fill appropriate list words into the spaces. “Are we allowed to do any _____ here?” asked Murfee. Cerphi _____, “I wasn’t going to _____ it, but C A T S perhaps we could put some _____ crystals into the polluted oceans to help clean them.” H L j) This is a skeleton crossword. Using any list word O O make one of your own. Use the same number of squares down as across. P O R T

Our Loopy Language: Here are some words with a different ‘n ending letter blend: Saturn, stubborn, human, dungeon, engine, pattern. Page 38

Unit 28

Book 1

dge sound “j”

e.g. june

edge bridge badge dodge smudge

ss

sound “s” e.g. this

across passed address dismiss possible

w

sound “w” e.g. with

were wild water wander Wednesday

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which list words rhyme with daughter, mast, fur, fonder and smiled? (Note: The spelling can be different.) d) Which list words look like they should rhyme with these words but don’t? there, gassed, build, gander. 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)

Put passed and past into a sentence to show their meanings.

g) To make the opposite of a word the prefix “im” (mobile / immobile) or “un” (imaginative / unimaginative) can be added in front of it. Write the correct prefix in front of each of these words: __ possible, __ happy, __ common, __ important, __ mature, __ patient, __ certain, __ easy. h) Imagine you are creating a crossword. Choose any three list words and write clues for them. i) Some words can be nouns as well as verbs, e.g. reason: I can reason (verb) with him and Give me a good reason (noun). Which six list words also fit this category? Write three other words of your own. j) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. k) Copy these sentences out exactly and fill appropriate list words into the spaces. On _____ the three friends _____ed _____ a _____ over a large river. They stood on the _____ and watched the _____ _____ swirling dangerously beneath it. l) Using a list word as your theme, design a poster advertising an event, place, activity or exhibition. (For example, The Water Wonderland, Wild Animals on Show, etc.) Use plenty of color, pictures and exciting words to attract people’s attention. (Refer to the Student Reference List as a guide for creating posters.)

Our Loopy Language: The “o” sound in wander is made with an “a”, but if you spell it with an “o” as in wonder, it is pronounced wunder.

Page 39

Unit 29

Book 1

er

sound “r” (ending) e.g. wat’r

paper brother spider proper remember

ce

sound “s” e.g. this

price piece chance mince pounce

wh

sound “w” e.g. with

where anywhere whale whisper meanwhile

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Write the homophones of piece, where, whale and mince.

d) Which letter is silent in the “w” list? Write these words out and circle the silent letter in each: gnome, knuckle, autumn, glisten, dread, scissors, crumb. e) The “u” sound (as in “but“) can be made with “u” (shrub), “o” (brother), “a” (yoga), or “ou” (southern). Add the correct letters to these words: y __ ng, gl __ m, th __ mbs, d __ ble, am __ ng, n __ thing, Afric __ , l__ ggage, __ mpire, __ nion, c __ ntry, fr __ nt. f)

Here are some clues for other “ce” words not in the list. Write the words that match these clues. - The opposite of exit. - A piece of cake is usually called this. - We need these people when a crime has been committed.

g) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces. “Did you see that cat _____ on that _____ of _____?” _____ed Firffy in surprise. “It wasn’t as if it was going _____ it’s true. Now that _____ on the other hand ...” Cerphi squeaked as he leaped out of the way of the eight legged arachnid. i)

Write a conversation between Murfee, Cerphi, Firffy and yourself where you each say at least two things. Check the Student Reference List for the speech and punctuation rules and check out some words to use instead of “said”.

Our Loopy Language: Sometimes “wh” is pronounced with a silent “h” as in whiff, wheat and overwhelmed; and sometimes it’s pronounced with a silent “w”, as in whole and who. Page 40

Unit 30

Book 1

or

sound “r” (ending) e.g. wat’r

error monitor equator author corridor

c

sound “s” e.g. this

u

city cent center centimeter decide

sound “w” e.g. with

quiet quite square equal penguin

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which two list words have exactly the same letters? d) Which list words are similar in meaning to choose, mistake, middle, writer, peaceful? e) 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: sw __ , wh __ , nightm __ , b __ ly, sc __ y, __ ea , desp __ , tempor __ y, th __ , decl __ , questionn __ e, p __ ent. f)

“C” can be heard as “s” (cities), “k” (picnic), “sh” (vicious) or silent (scissors). Sort these words into columns according to the sound the letter “c” makes: ocean, scent, special, decimal, concrete, scientist, muscle, security, cellar, delicious, gastric, cellophane.

g) Write out all the words in the “s” column into alphabetical order. h) Write an adjective to describe each of the following nouns, e.g. hot equator. penguin, city, error, corridor, monitor, author. i)

Write a paragraph (at least ten lines in length) beginning with:

“I dared not look down as I desperately tried to locate a foothold on the almost sheer cliff face I had foolishly decided to climb. To fall would mean certain death. My only choice was to keep going.” j) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. k) Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee, Cerphi and Firffy stood _____ly on the equator at the _____ of the earth and _____d that _____s could not _____ live there as it was too hot. l) Referring to the Student Reference List for guidance, write a letter to a friend. It can be fictitious or real.

Our Loopy Language: Words with the “aer” sound (pronounced “air“) often have something to do with air: aeroplane, aerosol, aerial and aerobics. Page 41

Unit 31

Book 1

ar

sound “r” (ending) e.g. wat’r

sugar dollar peculiar calendar popular

st

sound “s” e.g. this

castle thistle whistle rustle Christmas

v

sound “v” e.g. very

cover voice velvet heavy seventy

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Make two smaller words from the letters in each of these list words: calendar, peculiar, Christmas, seventy. d) Write these words out and circle the silent letter in each: raspberry, kneel, shone, why, climb, sign, half, wrist. e) Put the correct letters (“oy” or “oi“) into these words: destr __ , r __ al, m __ st, enj __ able, av __ d, aster __ d, __ ster, m __ sture, ann __ , n __ sy, v __ ce, disl __ al. f)

Here are some clues for some “s” ending words ending in ose, uce, as, oise, ise. Write them in your book. - A pledge to someone. - An intention, an aim, a point. - A leafy green vegetable used in salads. - A cousin of the dolphin. - December 25th. - A cousin of the turtle.

g) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces. Murfee thought it was _____ that people ate a lot of _____ and spent a lot of _____s on the date on the _____ that they called _____.

Our Loopy Language: In sparkle the “ar” is an “ar” sound, in warm it is “or” and in scary it is “air”. Page 42

Unit 32

Book 1 sound “r”

ure (ending)

e.g. wat’r

nature picture future treasure adventure

se

sound “s” e.g. this

rinse sense nonsense reverse eclipse

ve

sound “v” e.g. very

solve alive believe leave receive

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Write one more word for each list above. d) Here are some words with more than one “s” sound, e.g. essence. Fill in the correct one. (Choose from s, ss, c, ce, se, cc.) __ ati __ fy, di __ mi __ , su __ pen __ , di __ tre __ , __ enten __ , __ y __ tem, __ ucce __ , non __ en __. e) When adding “ing” to most words ending in “e”, the final “e” is dropped, e.g. make / making. Add “ing” to these words: picture, eclipse, rinse, sense, reverse, receive, solve, believe, leave. Now, write three of your own. f) Imagine you are creating a crossword. Choose any three list words and write a crossword clue for each one. g) Turn these nouns into adjectives by adding a suffix (word ending). Remember, sometimes you may need to add, delete or change letters, e.g. craze / crazy. (Choose from ly, ible, ed, y.) greed, horror, terror, love, bleach, cover, sense, friend, month, guilt, juice, concern, hunger, mess, health. h) The ‘s ending of words can be made with “ous” (adventurous), “us” (walrus), “is” (analysis), “ice” (Alice), “as” (menace) and “os” (asbestos). Add the correct ending to each of these words: oas __ , pal __ , fam __ , thesaur __ , marvel __ , nerv __ , circ __ , off __ , rhinocer __ , serv __ , gener __ . i) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. j) Copy these sentences out exactly and fill appropriate list words into the spaces. “I _____ we should _____ _____ alone if it is to have a _____, and _____ our energy problems some other way,” a member of Greenpeace told his three guests.

Our Loopy Language: “Ure” makes an “or” sound in sure, but can make a “ewer” sound in other words such as in pure, lure, cure, injure, secure, insecure, manure, mature and endure. Page 43

Unit 33

Book 1

er or

sound “r” (ending) e.g. wat’r

color flavor theater millimeter kilometer

oa

sound “oa” e.g. coast

coastline foam toast coach toadstool

d

sound “d” e.g. doing

dead done does study crocodile

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Some words that we add “ful” to as a suffix, can also have “less” added to them, e.g. hope / hopeful / hopeless. Add “ful” and / or “less” to these words where appropriate: peace, rest, wonder, dread, help, sense, cloud.

d) Fill in the correct “r ending” for these words. (Choose from er, or, ar, ure.) harb __ , diamet __ , surrend __ , cent __ , tut __ , regul __ , neighb __ , fig __ , prop __ , vineg __ e) Sometimes the “ow” sound can be made with “ow” (frown) or “ou” (round). Add the correct letters in these words: playgr __ nd, p __ ch, all __ , m __ ntain, cr __ d, sn __ t, c __ nt, b__ ndary, fl __ r, fl __ er. f)

Some words have a single “l” (kilometer) and some have a double “ll” (millimeter), yet they both produce the same sound. Complete the following words: unti __ , leve __ , e __ evator, ho __ ow, usua __ y, norma __ y, steadi __ y, ta __ ent, a __ oud, a __ owed, wonderfu __ , eager __ y

g) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces. “You see,” explained Murfee to Cerphi, “__________s are more than a _____ and less than a _____ in length, they sometimes live near the _____ of northern Australia, they don’t eat _____s on _____ and they are shot _____ if they eat a human.” “Fancy that,” murmured Cerphi.

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: center / centre, theater / theatre, meter / metre, millimeter / millimetre, centimeter / centimetre, kilometer / kilometre, liter / litre. Page 44

Unit 34

Book 1

ent

sound “nt” (ending) e.g. differ’nt

parent silent current talent different

ow

sound “oa” e.g. coast

marrow thrown pillow window tomorrow

dd

sound “d” e.g. doing

odd shudder hidden muddle suddenly

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) 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!) d) The “d” sound can be made with a double letter (“dd” as in hidden) or single “d” (as in bridle). Add the appropriate letters to these words and write them out: pu __ le, sa __ le, la __ le, ri __ en, ri _ er, cra __ le, me __ le, plo __ ing, forbi __ en, o __ , shu __ er, anybo __ y, me __ al, stan __ ard e) To turn an adjective (which describes a noun) into an adverb (which describes a verb), the suffix “ly” can be added to the end of the word, e.g. There was a sudden (adjective) movement. He moved suddenly (adverb). Convert these adjectives to adverbs: silent, current, different, odd, safe, polite, quiet, tight, strong, patient, nervous, ridiculous, tolerant, surprising, tasteful, jovial, skillful, resourceful, careful, mournful, punctual. 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: messy, tidy, cozy, heavy, noisy, weary, happy. f) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. g) Referring to the Student Reference List as a guide, design a travel poster advertising all the interesting things about Earth for Murfee, Cerphi and Firffy to take back to Arixion with them. The aim is to encourage their friends to come and visit as well. Use plenty of color, pictures and exciting words to make Earth sound appealing.

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

Unit 35

Book 1

ant sound “nt”

e.g. differ’nt

distant currant elephant vacant important

o-e sound “oa” e.g. coast

those close wrote alone suppose

or

sound “or” e.g. for

forget forty force normal ordinary

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which list word can be pronounced two different ways, meaning two different things? d) Write three other words that you can think of where the blend “ph” is used to make the “f” sound as in elephant. e) When “ful” is added to a word to make it an adjective, even though it means “full of” it is only spelled with one “l”. Add “ful” to these words: forget, wonder, joy, fruit, help, power, doubt, faith. f) Make three smaller words each from the letters in these words: ordinary, forget, important, elephant. g) Put the correct “t” or “tt” for the “t” sound into these words and write them out in full: pe __ al, wa __ er, se __ led, ma __ erial, a __ ract, wri __ en, coconu __ , en __ er. h) A noun can be converted to a verb in all sorts of ways, (e.g. closure / close, supposition / suppose, vacancy / vacate), yet sometimes the word is the same in both noun and verb form, (e.g. force). Write these nouns and their verbs: greeting, use, choice, creation, achievement, entertainment, work, panic, guard, warning, weight, combination. i) Sometimes there are two words that can be used to show the past tense of a word. One way needs one of the helpers: has, have or had in front of it, e.g. write / wrote / had written. Write the words below, showing two past tense versions, adding a helper word where needed: draw, see, ride, swim, throw, hide, ring, fly. j) Copy these sentences out exactly and fill appropriate list words into the spaces. “_____ people told me _____s never _____. Do you _____ that’s true?” Firffy asked Cerphi. “Let’s ask them,” suggested Cerphi.

Page 46

Unit 36

Book 1

ire

sound “ire” e.g. wire

tire retire umpire admire inspire

o

sound “oa” e.g. coast

over going don’t won’t video

“aw” aw sound e.g. shawl

lawn crawl awful jigsaw awkward

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) An apostrophe is used when letters are left out of words to make contractions, e.g. would not = wouldn’t. Write these words out and the words they are short for: don’t, won’t, shouldn’t, it’s, we’re, you’re, they’re, they’ll. d) “O” can be sounded as “o” (stopped), “oa” (don’t), “oo” (to) and “u” (son). Put these “o” words into columns according to the sound the “o” makes in them: two, month, control, product, construct, towards, recover, government, slogan, total, company, model, doing, who’s. e) The “d ending” on a word can be made with “ard” (awkward), “id” (acid), “ad” (ballad) or “ed” (deposited). Put the correct one at the end of these words: sol __ , sal __ , stup __ , tim __ , tempt __ , horr __ , forw __ , rap __ , want __ , pelt __ , melt __ , ar __ , liz __ , wiz __ . f) To convert certain nouns to their adjectives, the word may be changed at the end either by removing or changing letters, e.g. awkwardness / awkward. Write the following nouns and their adjectives: business, dampness, friendliness, vacancy, wisdom, cruelty, easiness, emptiness, honesty, popularity. g) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. h) Copy these sentences out exactly and fill appropriate list words into the spaces. “I _____ tell you again Murf,” Cerphi stated crossly. “_____ keep _____ _____ to that _____ asking him to explain his decision!“ i) Design a grid of up to 14 lines in your book and list all the letters of the alphabet. See the Student Reference List for instructions. Now, find an adjective beginning with each letter, e.g. a - amazing, b - blind, 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: These words begin with “co” but look like “coo“: cooperate (ko - operate), cooperation, cooperative. Page 47

Unit 37

Book 1

ir iar

sound “ire” e.g. wire

iron iris Irish diary liar

oe

sound “oa” e.g. coast

toe goes echoes potatoes tomatoes

ore

sound “or” e.g. for

sore shore before explore bored

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Write a sentence for both iris and iron to show meanings.

d) Soar, tow, sure and board are homophones of four list words above. Write them. e) Rearrange the letters of diary, sore and liar to make three new words. f)

Which list words rhyme with sure, fire, soared and row? (Note: The spelling can be different.)

g) Which list words look like they should rhyme with these words but don’t? does, shoe. h) Fill in the correct “oa” sound for these words. (Choose from oa, ow, o-e, o, oe, ough.) shad __ , pr __ cess, sl __ gan, bell __ , m __ p __ , cl __ th __ s, c __ c __ , gl __ t, d __ nut, p __ etry, pr __ gress, alth __. i)

Find all the letters of the alphabet that can be put in front of “ore” to create a word. E.g. bore, core, and so on.

j)

The adjective for describing things about Ireland is “Irish”. Write adjectives for: Austria, America, Britain, England, Italy, Greece, Asia, India, Canada, Poland.

k) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. l)

Copy these sentences out exactly and fill appropriate list words into the spaces. “_____ we _____ the _____, can I get my _____ _____ fixed please because it’s hurting?” pleaded Murfee.

Our Loopy Language: When converting the singular form of a word ending in “o” to its plural form, the suffix “es” may be added, e.g. potato / potatoes, tomato / tomatoes, hero / heroes, echo / echoes. Sometimes just adding an “s” is required as in piano / pianos, radio / radios, patio / patios; and sometimes it can be either, as in tornado / tornadoes / tornados, volcano / volcanoes / volcanos and mosquito / mosquitoes / mosquitos. Page 48

Unit 38

Book 1

ar

sound “ar” e.g. garden

apart depart start cartoon part

et

sound “t” e.g. trump’t

cricket trumpet planet toilet helmet

our

sound “or” e.g. for

four fourteen pour your you’re

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Write one more word for each list above.

d) The “y” or “yoo” sound can be made with a “y” (your), “i” (soldier), “u” (use) and “ue” (continue). Put the correct letter blend into each of these words: aven __ , la __ er, cra __ on, __ niverse, sen __ or, jun __ or, be __ ond, t __ lip, d __ ty, m __ sic, d __ ring. e) Imagine you are creating a crossword. Choose any three list words and write a clue for each word. f)

The past tense of certain words ending in “et” or “ead” is often the same word, e.g. I will let him do that. He let me do that. For other words, the suffix “ed” is added, e.g. fret / fretted. Write out the words below and their past tense versions – careful, there are two exceptions! pet, bet, set, get, net, wet, spread, tread, thread, dread.

g) Write a paragraph of at least 10 lines beginning with “The little fairy spun around my head once, then sprinkled fairy dust on me and said, ... “ and so on. h) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. i)

Design a card that Murfee, Cerphi and Firffy can take home to Arixion with them. Show the four pages (front, back and the middle two) with any message or pictures that you like.

Our Loopy Language: The “our” ending of some words becomes “or” when letters are added: four / forty.

Page 49

Unit 39

Book 1

a

sound “a” e.g. cat

class half can’t bat battle

it

sound “t” (ending) e.g. trump’t

visit habit limit profit unit

ar

sound “or” e.g. for

war warm warn reward quarter

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c) Which list words rhyme with form, chart, daughter, born, sore, chaff and aren’t? (Note: The spelling can be different.) d) Which list words look like they should rhyme with these words but don’t? far, barn, mass, pant, barter. e) Using the Student Reference List as a guide, create a word search using at least ten of the list words above. f) In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language. g) Copy these sentences out exactly and fill appropriate list words into the spaces. Even though they would have to leave soon, as there had been no time _____, the cosmic visitors had managed to _____ _____ the countries on the third planet from the sun, to observe the _____s of the inhabitants. h) Copy the following word family table and the examples given. Add the words listed below to the appropriate column the list of words given. Check the Student Reference List or a dictionary for definitions of nouns, verbs and so on. NOUN VERB ADJECTIVE ADVERB profit profit profitable profitably warmth warm warm warmly safety neaten sadness colorful hurtfully harm toughen toughly tightness tight

Our Loopy Language: Even though most words beginning with “al” often mean “all”, they rarely have the double “ll“ spelling: already, alright, almost, always, altogether, although. Page 50

Unit 40

Book 1

au

sound “a” e.g. aunt

aunt laugh

ot

ate

ite

sound “t” (ending) e.g. trump’t

carrot pilot private chocolate favorite

au

sound “aw” e.g. cause

cause pause sauce August laundry

a) Copy the list words out into three columns as above. Write the sound (in bold) in a different color, or underline it. b) Choose eight list words and use them in sentences. You may put more than one list word into a sentence. c)

Fill in the correct “or” sound for each of the words below. (Choose from or, ore, oor, our, ar.) b __ dom, ch __ , imp __ tant, tow __ ds, sn __ kel, sw __ d

d) The “r” sound can be made with “r” (favorite), “rr” (carrot), “wr” (wrestle) or “rh” (rhombus). Add the correct one to these words: fo __ est, Ame __ ica, __ ong, co __ ect, __ yme, i __ igate, ma __ ied, __ inoceros, Februa __ y, ga __ age, me __ it, __ iggle. e) Here are the clues for some “a” as in “a” (e.g. class) words. Copy out each clue. - These grow in the ground. - Every question deserves one. - Creating artistic things with your hands is often called this. - The opposite of “future”. f)

In your notebooks, write out the word(s) highlighted in bold in this week’s Our Loopy Language.

g) Copy these sentences out exactly and fill appropriate list words into the spaces. As they roared away from Earth in their aircraft, Firffy declared to the _____, “I think _____ _____ was my _____ thing to have on ice cream, tomato _____ on pasta and _____ cake and coffee to finish off!” The others laughed happily at her and knew they would all remember their trip fondly to the lovely planet Earth. h) Referring to the example given in the Student Reference List, create a full crossword about 5 centimeters across and 6 lines down, using at least one of the list words.

Our Loopy Language: In favorite the “ite” is a ’t ending”, in appetite it is “ite”, and in elite it is “eet”.

Page 51

Answers

Book 1

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. c) d) e) f) g)

Unit 1

sneeze, verb, person, wonderful. person afternoon, asleep, sweet, wonderful. kills kangaroo, kept, kiss, skill, skipped.

Unit 2

c) speak / sneak. d) dream, stream, creak, beneath, beam, least, squeak. g) Murfee and Cerphi tried to speak to a bird in a tree but it just chirped at them. “I think we’ll have to learn bird language too,” said Murfee. They walked on and came to a sandy beach, so they had a picnic with sandwiches and a cake that had thirteen candles on it. h) B

S D

O

C

I T

O

D

A B

B

R

R

B

T

Y

c) d) e) g) i) l)

c) quite e) worst, quiet, ski, alien, taxi. f) pizzas, skis, aliens, radios, taxis, quilts, questions, works, worlds, worms. g) worst, question, quickly, quiet. i) Saturday, thirty, perfect, nurse, worse, worth, surf, squirt, stern, perform, circle. l) As the aliens were hungry, they decided to order a pizza. Murfee said he wanted worms on his. Cerphi said that would be the worst pizza in the world.

Unit 5

c) believable, employable, laughable, admirable, washable, achievable, spreadable. d) niece, stalk, yolk, piece, brief. e) kitchen, school, soccer, cricket, sticky, skin, fantastic, chemist, mathematics, record, accuse. f) tidied, worried, emptied, studied, busied, cried, dried, replied. h) After school Murfee and Cerphi saw a spooky movie in a theater. Then they went for a walk and had a talk while eating a scoop of icecream in a bowl. Murfee couldn’t choose between chocolate and strawberry, so he had both.

Unit 6

Unit 3

wreck, h, b, g, s, c, k, t, w. fur, monkey, barley, wreck, money. All of them. hurt, wreck, key, ticket. nurse, turtle, burn, surface. On Thursday Murfee and Cerphi saw a monkey with brown fur sitting on a chimney. To their surprise it tried to attack them, but luckily it didn’t hurt them.

Page 52

Unit 4

c) new d) we’ve, we’re, we’ll, we’d. e) grew, flew, spun, told, said, spent, sold, sat, caught. f) grass (we don’t eat it). g) angel, glean. j) evening, remaining, rewarding, angling, benefiting, stewing, viewing. l) “We should have known we were in danger when we walked through the traffic,” gasped Murfee breathlessly. “Yes, we will never do that again,” agreed Cerphi.

Answers

Book 1

Unit 7

c) babies, diaries, worries, jellies, gravies, canaries. d) busier / busiest, sleepier / sleepiest, windier / windiest, thinner / thinnest, noisier / noisiest, prettier / prettiest, dirtier / dirtiest, curlier / curliest, sadder / saddest, funnier / funniest. e) running, skipping, hopping, stepping, getting, batting, hitting, travelling, labelling, modelling. f) quickly, gently, quietly, angrily, brightly, loudly, suddenly. g) gluing, arguing, pursuing, rescuing, valuing, continuing. i) Murfee and Cerphi were beginning to learn to play tennis, but many of their shots were really funny. It was cruel to laugh at them but the people watching couldn’t help it.

c) d) f) i) l)

Unit 8

not, no. received, kneed, knotted, ruined. ay July, know, knee, protein. February: 6,5,2,18,21,1,18,25; know: 11,14,15,23; protein: 16,18,15,20,5,9,14; truth: 20,18,21,20,8.

Unit 9

c) you d) verb e) themes, plastics, insects, soups, groups, coupons, tourists. f) insect (we don’t eat insects). g) you’ve, you’re, you’ll, you’d. h) trio, media, people, chief, scheme. i) reach, police, green, worry, receive, repeat, field, these, degree. j) completion, competition, information, instruction, irritation, decoration, subtraction.

k) ground (ow), shoulder (o), without (ow), cough (o), soul (oa), young (u), touch (u). m) Murfee and Cerphi, these aliens who you now know, are tourists on our planet. They like to eat insect soup which they think is delicious!

Unit 10

c) too, two. d) turn left; he left the room. e) 2000 f) port = left, starboard = right. g) 35 h) Olympic, physical, Sydney, syrup, system. i) t, a, o, h, c, u, h. k) Murfee and Cerphi have fifteen brothers and sisters who they miss since they’ve been here on Earth. They often wonder what they have been doing since they left their home.

Unit 11

c) rule a line, follow the rules, rule a country. d) greatness, thickness, hollowness, bitterness, sweetness, loudness, illness, brightness, sadness, sickness. e) different, include, rude. f) ph g) off, rule, pollute, June. j) ruffled, ruled, included, polluted; crept. l) including, polluting, ruling, scraping, loving, capturing, escaping, inviting, writing. n) The first time Murfee tasted coffee he said a rude word because he didn’t like it at all. But when he had some jelly he said it tasted different from what he was used to on Arixion.

Unit 12

c) a d) musician, magician, electrician, comedian, veterinarian, librarian. e) eau, ui, ue, Eu, ui, ui, o, ue, u. f) whether (or not) and wether ( a castrated sheep). g) weather, chapter, breakfast, bread, uniform. i) One morning in a restaurant Murfee and Cerphi looked at the breakfast menu. Instead of toasted bread they ate salad while listening to music.

Page 53

Answers

Book 1

Unit 13

c) label, novel, towel, tinsel, quiz, zero, maze, shoe, move. d) blazing, moving, losing, proving, amazing. e) movement, amazement, agreement, judgement or judgment, encouragement, amusement, entertainment, achievement, management. g) hose or hoes, listen or silent, elbow or bowel, sole. i) group, lose or loose, music, argue, renew, mood, dew or do, fruit, cute, excuse. j) blazing, shoe, lazy, zero, novel, quiz. l) On Arixion, Murfee and Cerphi don’t wear shoes because they can’t move as well. Their toes are large and tough, and to prove how tough they are, they can walk through a blazing fire and not get burned.

Unit 14

c) right or rite. d) person, woman, foot, child, city, half, memory, tuna, rhinoceros. e) 2 f) twice as much. g) division, conclusion, television, explosion, collision, erosion. i) please (the others are adverbs meaning when). k) Sometimes Murfee and Cerphi are quite puzzled about the things people here on Earth do. Yesterday they were invited to sit at a table and write a story and they didn’t know why. l) apple: 1,16,16,12,5; pizza: 16,9,26,26,1; lime: 12,9,13,5.

Unit 15

c) knight d) peddle: to trade or sell; meddle: to interfere. e) igh f) had taken, have beaten, has blown, has chosen, have bitten, had seen, has spoken. h) delight, sight, light, bright, fright, thigh. j) Cerphi thought it might be quicker to pedal a bicycle to the hospital where Murfee had spent the night after having a fight with an animal. Page 54

c) d) e) f) g) i) k)

Unit 16

eye Student; The dark spot in the eye. She does it well; Does are female deer. pencil, camel, parcel, castle, cubicle, oval. hasn’t, wasn’t, doesn’t, isn’t. has, climb, idea, evil. s: most, writes, west, asked, swirl. z: cousin, busy, grows, easily, casual. m) feet (the others are sense organs). n) Cerphi says to Murfee, “Does that lion have yellow or green eyes do you think?’“I don’t know,” replied Murfee, “But he looks very wild to me.”

Unit 17

c) light d) push, crush, damp, wash. e) because, cheese, noise, please, wise. f) busy, prize, frozen, prison, television, rise. g) shark j) “Do you wash cheese before you eat it?” asked a puzzled Murfee. “No,” answered Cerphi. “Then it would be too damp.”

Unit 18

d) gas, wrong, gone. e) addition, summer, fiction, common. f) chance, sentence, tense, entrance, intense, promise, expense, reverse, advice, announce, pulse. g) string, fraction, comment, swimming i) “Cerphi!” exclaimed Murfee. “It is wrong to eat glitter before you go swimming in summer. It will make you sick!” j) 1) gossip: 7,15,19,19,9,16; 2) competition: 3,15,13,16,5,20,9,20,9,15,14.

Unit 19

d) Suggestion: limb, sore, goggles. f) shore g) wriggle, wrong, wreck, wrangle, wrote, etc. h) the lamb’s wool, the toadstools, the crumbs, the dog’s toys, the boy’s goggles, the girl’s tissues. l) “Are you sure we eat sugar?” asked Cerphi, making a face as he tried some.

Answers

Book 1

Murfee giggle d at his friend’s face as he licked some off his thumb. “No I’m not,” he responded as his tongue went numb. c) d) e) f)

Unit 20

The palm of your hand; A palm tree. parachute, almond, special. c, k, n, t, b, a, c, w, u. guinea pig, almond, ocean, special, tomorrow, calm. h) stammer, climb, comedy, welcome, lemon, numb. j) “Mmmm this almond is delicious!” cried Murfee. “Can we go to the ocean tomorrow to see some seagulls Cerphi?’ “I guess it would be pretty special,” replied his friend.

Unit 21

d) ch (attach, clench, chocolate, voucher, challenge); sh (parachute, brochure, moustache, chute); k (school, chlorine, character, echidna). e) hopped, clapped, shopped, travelled, controlled, dragged, jogged, rotted, shrugged. f) today, holiday, sandwich, chicken, children, orange, October. h) Murfee, Cerphi and Firffy stopped at the first holiday resort they came to on our planet. They tasted a chicken sandwich for the first time, but said they preferred seaweed and toadstools in their sandwiches.

Unit 22

d) watch could fit into the “a“=o column. e) swallow / bird / food; watch / look / timing device. g) strain, obtain, contain, catch, stretch, watch, want, swap, swallow. i) a (balance, catastrophe, attempt, contract); o (wallow, scald, waft); ay (hazy, tomato, basic, occasion, craving); ar (chant, cask). j) say / said, catch / caught, spin / spun, tell / told, meet / met, come / came, did / done, sell / sold, send / sent, run / ran, fall / fell.

k) football, anywhere, fireman, raindrop, something, sunglasses. m) Murfee and Cerphi watched a fisherman from Maine catch a huge fish and cook it in his kitchen on the boat and offer them some. It was a strain for them to swallow a piece as they didn’t really like eating animals.

Unit 23

c) wrecks, hexagon, picnics, accept, accident, axle, stinks, knocks, excitement. f) cough, shoulder, creature, headache, waste and paste. g) swan, quarrel, moral, poultry, conversation, fault, squash. i) naturally, oddly, painfully, strangely, strongly, wastefully, wildly, intelligently, modestly, forlornly, furiously, usually, gladly. l) When giving a lecture in Australia Cerphi thought it natural to talk about some of the dangerous creatures that live there, because safety is important in the bush and the water.

Unit 24

c) sleigh (sleigh bells), potato, apricot, eerie, queer, cheerful, stolen (the stolen wallet). d) first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, fourteenth, fifteenth, sixteenth, seventeenth, eighteenth, nineteenth, twentieth. e) listen, queer, sleigh, cheerful, eerie. VERB ADJECTIVE ADVERB i) NOUN cheer cheer love love thickness thicken tightness tighten amusement amuse forgetfulness forget touch touch amazement amaze

cheerful loving,lovely thick tight amusing forgetful touching amazing

cheerfully lovingly thickly tightly amusingly forgetfully touchingly amazingly

Unit 25

d) grate, brake, lessen. e) contain, prey or pray, survey, neighbor, steak, quaint, basic, savory, vacation, aviary, eighth.

Page 55

Answers

Book 1

f) gear and appear, the “ey” words, bacon, great, break. g) gear and appear, the “ey” words, break, great. h) human, discipline, ocean, imagine, engine, examine, organ. i) poisonous, venomous, furious, famous, nervous, dangerous, adventurous, glorious, continuous, ridiculous, hazardous, mysterious, industrious, nervous, poisonous. k) When they had to appear on television nearly every night for a while, Murfee became very weary of the lemonade they were given to drink every time.

Unit 26

c) dolphin, cereal, injury, cabin, cousin. d) heave, hermit, whose or hose, inherit, who’s, wholesome, whoever. e) jeans, cereal. f) comedian, mountain, Britain, musician, captain, veterinarian, curtain, magician. g) century, mystery, ordinary, February, memory, hungry, history, discovery, secretary, library. j) Murfee, Cerphi and Firffy were sincere in their efforts to fit into Earth life, so they wore jeans, took their vitamins, ate blueberry muffins, juicy oranges and had sliced banana on their cereal every morning.

Unit 27

d) mostly, gas, said. e) g (wrong, figure, gossip, recognize, lagoon); j (rage, genius, tragic, Egypt, generic). f) coffin, mitten, medicine, siren, baton, pollen, question, aspirin, nectarine. g) replied / asked, small / huge or large, slow / fast, midget / giant. i) “Are we allowed to do any magic here?” asked Murfee. Cerphi said, “I wasn’t going to mention it, but perhaps we could put some large crystals into the polluted oceans to help clean them.”

Page 56

Unit 28

c) water, passed, were, wander, wild. d) were, passed, wild, wander. f) passed is the past tense of the verb pass; past is an adverb. g) impossible, unhappy, uncommon, unimportant, immature, impatient, uncertain, uneasy. i) edge, bridge, smudge, address, water, wander. k) On Wednesday the three friends wandered across a bridge over a large river. They stood on the edge and watched the wild water swirling dangerously beneath it.

Unit 29

c) peace, wear and ware, wail, mints. d) The “h” is silent. gnome, knuckle, autumn, glisten, dread, cissors, crumb. e) young, glum, thumbs, double, among, nothing, Africa, luggage, umpire, onion, country, front. f) entrance, slice, police. h) “Did you see that cat pounce on that piece of mince?” whispered Firffy in surprise. “It wasn’t as if it was going anywhere it’s true. Now that spider on the other hand ...” Cerphi squeaked as he leaped out of the way of the eight legged arachnid.

Unit 30

c) quiet and quite. d) decide, error, center, author, quiet. e) swear, where, nightmare, barely, scary, area, despair, their, declare, temporary, questionnaire, parent. f) s (decimal, cellar, cellophane); k (concrete, security, gastric); sh (ocean, special, delicious); silent (scent, scientist, muscle). g) cent, centimeter, center, city, decide. k) Murfee, Cerphi and Firffy stood quietly on the Equator at the center of the Earth and decided that penguins could not quite live there as it was too hot.

Answers

Book 1

Unit 31

d) raspberry, kneel, shone, why, climb, sign, half, wrist. e) destroy, royal, moist, enjoyable, avoid, asteroid, oyster, moisture, annoy, noisy, voice, disloyal. f) promise, purpose, lettuce, porpoise, Christmas, tortoise. h) Murfee thought it was peculiar that people ate a lot of sugar and spent a lot of dollars on the date on the calendar that they called Christmas.

Unit 32

d) satisfy, dismiss, suspense, distress, sentence, system, success, nonsense. e) picturing, eclipsing, rinsing, sensing, reversing, receiving, solving, believing, leaving. g) greedy, horrible, terrible, lovely, bleached, covered, sensible, friendly, monthly, guilty, juicy, concerned, hungry, messy, healthy. h) oasis, palace, famous, thesaurus, marvelous, nervous, circus, office, rhinoceros, service, generous. j) “I believe we should leave nature alone if it is to have a future, and solve our energy problems some other way,” a member of Greenpeace told his three guests.

Unit 33

c) peaceful, restful, restless, wonderful, dreadful, helpful, helpless, senseless, cloudless. d) harbor, diameter, surrender, center, tutor, regular, neighbor, figure, proper, vinegar. e) playground, pouch, allow, mountain, crowd, snout, count, boundary, flour, flower. f) until, level, elevator, hollow, usually, normally, steadily, talent, aloud, allowed, wonderful, eagerly. h) “You see,” explained Murfee to Cerphi, “Crocodiles are more than a millimeter and less than a kilometer in length, they sometimes live near the coastline of northern Australia, they

don’t eat toadstools on toast and they are shot dead if they eat a human.” “Fancy that,” murmured Cerphi.

Unit 34

d) puddle, saddle, ladle, ridden, rider, cradle, meddle, plodding, forbidden, odd, shudder, anybody, medal, standard. e) silently, currently, differently, oddly, safely, politely, quietly, tightly, strongly, patiently, nervously, ridiculously, tolerantly, surprisingly, tastefully, jovially, skilfully, resourcefully, carefully, mournfully, punctually, messily, tidily, cozily, heavily, noisily, wearily, happily.

Unit 35

c) I will close the door. He is too close to me. e) forgetful, wonderful, joyful, fruitful, helpful, powerful, doubtful, faithful. g) petal, water, settled, material, attract, written, coconut, enter. h) greeting / greet, use / use, choice / choose, creation / create, achievement / achieve, entertainment / entertain, work / work, panic / panic, guard / guard, warning / warn, weight / weigh, combination / combine. i) draw / drew / had drawn, see / saw / have seen, ride / rode / has ridden, swim / swam / had swum, throw / threw / have thrown, hide / hid / has hidden, ring / rang / have rung, fly / flew / has flown. j) “Those people told me elephants never forget. Do you suppose that’s true?” Firffy asked Cerphi. “Let’s ask them,” suggested Cerphi.

Unit 36

c) don’t / do not, won’t / will not, shouldn’t / should not, it’s / it is, we’re / we are, you’re / you are, they’re / they are, they’ll / they will. d) o (control, product, construct, model); oa (slogan, total); oo (two, towards, doing, who’s); u (month, recover, government, company). e) solid, salad, stupid, timid, tempted, horrid, forward, rapid, wanted, pelted, melted, arid, lizard, wizard.

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Answers

Book 1

f) business / busy, dampness / damp, h) NOUN friendliness / friendly, vacancy / vacant, profit wisdom / wise, cruelty / cruel, warmth easiness / easy, emptiness / empty, safety honesty / honest, popularity / popular. neatness h) “I won’t tell you again Murf,” Cerphi sadness stated crossly. “Don’t keep going over color to that umpire asking him to explain hurt his decision!” harm

Unit 37

c) The iris in your eye ; A flower; Iron the shirt ; Iron ore. d) sore, toe, shore, bored. e) dairy, rose, rail. f) the “ore” words except bored, liar, bored, toe. g) goes, toe. h) shadow, process, slogan, bellow, mope, clothes, cocoa, gloat, doughnut, poetry, progress, although. i) bore, core, fore, gore, lore, more, pore, sore, tore, wore, yore. j) Austrian, American, British, English, Italian, Greek, Asian, Indian, Canadian, Polish. l) “Before we explore the shore, can I get my sore toe fixed please because it’s hurting?” pleaded Murfee.

Unit 38

d) avenue, layer, crayon, universe, senior, junior, beyond, tulip, duty, music, during. f) pet / petted, bet / bet, set / set, get / got, net / netted, wet / wet, spread / spread, tread / trod, thread / threaded, dread / dreaded.

Unit 39

c) warm, heart, quarter, warn, war, half, can’t. d) war, warn, class, can’t, quarter. g) Even though they would have to leave soon, as there had been no time limit, the cosmic visitors had managed to visit half the countries on the third planet from the sun, to observe the habits of the inhabitants.

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toughness tightness

VERB ADJECTIVE profit profitable warm warm save safe neaten neat sadden sad color colorful hurt hurt harm harmful toughen tough tighten tight

Unit 40

ADVERB profitably warmly safely neatly sadly colorfully hurtfully harmfully toughly tightly

c) boredom, chore, important, towards, snorkel, sword. d) forest, America, wrong, correct, rhyme, irrigate, married, rhinoceros, February, garage, merit, wriggle. e) plants, answer, craft, past g) As they roared away from Earth in their aircraft, Firffy declared to the pilot, “I think chocolate sauce was my favorite thing to have on ice cream, tomato sauce on pasta and carrot cake and coffee to finish off!” The others laughed happily at her and knew they would all remember their trip fondly to the lovely planet Earth.

List Words

Book 1 Unit 1

sweet sneeze steel bleed asleep

kept skipped skill kiss kangaroo

person verb were afternoon wonderful

Unit 2

beach tease reason speak sneak

doctor scary record picnic second

bird first thirteen thirsty birthday

Unit 3

key money monkey chimney barley

ticket packet lucky attack wreck

fur hurt return surprise Thursday

Unit 4

pizza ski alien radio taxi

quiet quickly equal quilt question

work world words worm worst

Unit 5

piece niece brief movie believe

walk stalk talk chalk yolk

scoop spooky choose school afternoon

Unit 6

we even being remain reward

only angle instant danger benefit

flew stew grew drew view

Unit 7

easy baby many really busy

tunnel funny tennis manners beginning

blue clue true glue cruel

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List Words

Book 1

Unit 8

weird protein receive either neither

knee kneel know knew knot

truth July ruin February instrument

Unit 9

these delete theme compete complete

which until plastic insect simple

you soup group coupon tourist

Unit 10

left fifty fifteen often soften

Sydney system syrup physical Olympic

to who doing tonight tomorrow

Unit 11

off coffee ruffle traffic different

when crept itself helpful jelly

rude rule June include pollute

Unit 12

brand salad happen splash chapter

bread ready instead weather breakfast

during music duet menu uniform

Unit 13

travel label novel towel tinsel

lazy quiz zero maze blazing

shoe move lose whose prove

Unit 14

table double people bubble couple

buzz fizzy dizzy sizzle puzzle

quite invite write divide sometimes

Page 60

List Words

Book 1 Unit 15

pedal petal medal animal hospital

size prize freeze froze breeze

right night might tight fight

Unit 16

pencil April evil pupil stencil

has was says does eyes

tiny wild lion climb idea

Unit 17

dream number damp comic moment

wise because please noise cheese

wash crush push shark shadow

Unit 18

common summer immense swimming comment

gas string glitter beg gone

action fiction station fraction addition

Unit 19

lamb comb crumb thumb numb

giggle wriggle goggles bigger dragged

sure sugar tissue pressure permission

Unit 20

calm palm almond tomorrow scramble

guess guilty guard guide guinea pig

ocean special delicious machine parachute

Unit 21

always today maybe anyway holiday

sandwich which enchanted chicken children

of orange strong stopped October

Page 61

List Words

Book 1

Unit 22

strain obtain faint contain painful

catch witch kitchen stretch watch

what want wallet swap swallow

Unit 23

safety waste paste escape headache

future mixture picture creature natural

because sausage Australia cough shoulder

Unit 24

sleigh babies arrange potato apricot

steer peer eerie queer cheerful

kitten stolen listen written token

Unit 25

they grey obey break great

gear tears nearly weary appear

lesson bacon reason lemon poison

Unit 26

injury jeans juicy project January

here we’re sincere hero cereal

cabin cousin muffin dolphin vitamin

Unit 27

large huge giant magic engine

gas fast asked mostly said

action session mention cushion television

Unit 28

edge bridge badge dodge smudge

across passed address dismiss possible

were wild water wander Wednesday

Page 62

List Words

Book 1 Unit 29

paper brother spider proper remember

price piece chance mince pounce

where anywhere whale whisper meanwhile

Unit 30

error monitor equator author corridor

city cent center centimeter decide

quiet quite square equal penguin

Unit 31

sugar dollar peculiar calendar popular

castle thistle whistle rustle Christmas

cover voice velvet heavy seventy

Unit 32

nature picture future treasure adventure

rinse sense nonsense reverse eclipse

solve alive believe leave receive

Unit 33

color flavor theater millimeter kilometer

coastline foam toast coach toadstool

dead done does study crocodile

Unit 34

parent silent current talent different

marrow thrown pillow window tomorrow

odd shudder hidden muddle suddenly

Unit 35

distant currant elephant vacant important

those close wrote alone suppose

forget forty force normal ordinary

Page 63

List Words

Book 1

Unit 36

tire retire umpire admire inspire

over going don’t won’t video

lawn crawl awful jigsaw awkward

Unit 37

iron iris Irish diary liar

toe goes echoes potatoes tomatoes

sore shore before explore bored

Unit 38

apart depart start cartoon part

cricket trumpet planet toilet helmet

four fourteen pour your you’re

Unit 39

class half can’t bat battle

visit habit limit profit unit

war warm warn reward quarter

Unit 40

aunt laugh

carrot pilot private chocolate favorite

cause pause sauce August laundry

Uni

Uni

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c t e f f o r e

In-class review Tutoring Home-schooling GRADES 2-3

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