Department of Education and TrainingC2C Independent Learning Materials 2016_20150270

SPELLINGACTIVITY BOOK

4Level

Unit 3

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

COPYRIGHT STATEMENTCopyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).Apart from any use expressly permitted by the Copyright Act 1968 (Cwlth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party.Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes. This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.This publication is not part of NEALS.Written requests for permission should be addressed to the:Legal and Administrative Law BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002

DISCLAIMER STATEMENTWhile all care has been taken in preparing this publication, the State of Queensland (acting through the Department of Education and Training) does not warrant that the content is complete, accurate or current. The Department of Education and Training expressly disclaims any liability for any damage resulting from the use of the material contained in this publication and will not be responsible for any loss, howsoever arising, from use of, or reliance on this material. If you rely on the information in this publication, you are responsible for ensuring by independent verification its completeness, accuracy, and currency.

ACKNOWLEDGMENTSThe Department of Education and Training acknowledges the writers, illustrators and developers of the Curriculum into the Classroom Project.

All content © DET unless otherwise indicated.

All material identified by is material subject to copyright under the Copyright Act 1968 (Cwlth) and is owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) 2013.For all the Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that:• the content descriptions are solely for a particular year and subject;• all the content descriptions for that year and subject have been used; and• the author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.You can find the unaltered and most up-to-date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Icon legend Lesson concept key

Sheet Send-in N New O Ongoing A Assessment

Digital Keep OA

Ongoing and building for assessment

NM

New and building for monitoring

OM

Ongoing and building for monitoring

Tutor/teacher

Exercise book

NA

New and building for assessment

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Level 4SPELLINGUnit 3 Week

Focus words Challenge wordscriesrepliesangrilyeasilyeasiestfunniestheavieststudious

happinessbeginningcontrollingadmittingadmittedpermittedreferred

1.

2.

3.

4.

5.

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

ResourcesDigitalVideo — Changing the final ‘y’ to ‘i’ and doubling consonants (Level 4 Unit 3) (6:02)

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

Sheet 2 — Change and double word sort

Sheet 3 — Level 4 spelling list: Unit 3

Spelling exercise book

1Changing final ‘y’ to ‘i’ and doubling final consonant

► This week you will be looking at hanging ‘y’ to ‘i’ and doubling final consonants.

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Level 4 Spelling Unit 3 Activity book: Week 1

Lesson 1

Video

Watch the Video — Changing the final ‘y’ to ‘i’ and doubling consonants (Level 4 Unit 3).

In this video, you learned that when there is a consonant followed by a ‘y’, you change the ‘y’ to an ‘i’ before adding a suffix. For example, cry becomes cries; study becomes studious.

When a syllable contains a short vowel followed by a consonant, the consonant is doubled before adding a suffix. For example, begin becomes beginning. In two-syllable words, the stress is usually on the second syllable.

Pre-test

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

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

3. Write the words in your Spelling exercise book.

4. Have your tutor mark your words.

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

1Activity

6:02Video

2Activity

Pre-test result

/15

Level 4 Spelling Unit 3 Activity book: Week 1

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Look, Say, Cover, Write, Check

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

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

LOOKLook at your word.

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

COVERCover your word.

• Close your eyes and visualise it in your mind.

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

WRITEWrite your word.

• Take your time.

• Look at what you've written.

• Ask ‘does it look right?’

• Make changes if needed.

CHECKCheck your spelling.

• Check your spelling against the original word.

• If it's right, be proud.

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

SAYSay your word.

• Say your word out loud and in your head.

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

• Think of a mnemonic.

Spelling tips

Read the following information.

3Activity

4Activity

Changing final ‘y’ to ‘i’ before adding a suffix

When a word ends in ‘y’ and there is a consonant before it, change the ‘y’ to an ‘i’ before adding a suffix. For example, heavy ends in the letters ‘vy’. Change the ‘y’ to an ‘i’ before adding a suffix (e.g. heav-i-er or heav-i-est).

Exceptions to this generalisation include when the word ends in a vowel + ‘y’ (e.g. stay — stayed) or when some verbs end in ‘y’ and the suffix ‘ing’ is added (e.g. cry — crying).

Doubling final consonant before adding a suffix

Before adding a suffix, look to see what comes before it. Usually when a word contains a short vowel followed by one consonant, we double the final consonant. For example, swim has the short vowel ‘i’, followed by a single consonant ‘m’. Before adding ‘ing’, double the ‘m’ to make it swimming.

Words with a stressed second syllable will also double the final consonant before adding a suffix. For example: admit becomes admitted.

Level 4 Spelling Unit 3 Activity book: Week 1

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

SISTER

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

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

Circle any smaller words in each of your spelling words (for example, fun niest).

Use lines to segment your spelling words into syllables (for example, ad / mit / ted).

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

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

Lesson 2

Word sort1. Cut out the word cards from Sheet 2 — Change and double word sort.

2. Sort the words into groups:

• words that change the ‘y’ to an ‘i’ when adding the suffix• words that have a double consonant when adding the suffix.

Word builder

Write the correct suffix for each base word.

5Activity

1Activity

2Activity

Remember to change the ‘y’ to an ‘i’ and double the final consonant before adding the suffix.

Level 4 Spelling Unit 3 Activity book: Week 1

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Base word + ed + es

cry

reply

Base word + ness

happy

Base word + est

easy

funny

heavy

Base word + ed + ing

begin

admit

permit

refer

control

Level 4 Spelling Unit 3 Activity book: Week 1

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Look, Say, Cover, Write, Check

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

Lesson 3

Look, Say, Cover, Write, Check

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

Post-test

1. Add a suffix (-est, -es, -ed, -ing, -ly or -ness) to the base word in brackets so that each sentence makes sense.

3Activity

1Activity

2Activity

a. Hewasthe(funny)personintheplay.

b. Thedoctor(admit)thepatienttohospital.

c. Thebabyalways(cry)whensheishungry.

d. Atthe(begin)ofthestory,thecharactersareintroduced.

e. Therewereseveral(reply)totheemail.

f. Itwaswithgreat(happy)thatheacceptedtheprize.

Level 4 Spelling Unit 3 Activity book: Week 1

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g. The(heavy)boxwasleftbehind.

h. Theclasswas(permit)torehearseinthehall.

i. Therockclimber(easy)scaledthewall.

j. Itwasthe(easy)spellingtesttodate.

k. He(angry)droppedthebooksashe(refer)totheargument.

l. Iam(admit)thatIam(control)theremotecontrolledcar.

m. Being(study)helpsyoutoachievebet terresults.

2. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 3 — Level 4 spelling list: Unit 3.

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

Post-test result

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Level 4 Spelling Unit 3 Activity book: Week 1

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Level 4SPELLINGUnit 3 Week

Focus words Challenge wordspresentconflictcontentexportcomplex

protestproducerefuseconductrecord

1.

2.

3.

4.

5.

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

This week, you are only learning 10 focus words because each focus word has more than one meaning. You will find out more about this in Lesson 1.

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

Find and prepareSheet 3 — Level 4 spelling list: Unit 3

Sheet 4 — Focus word list: Unit 3 Week 2

Sheet 5 — Homographs match

Spelling exercise book

Dictionary

Two-syllable homographs

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

2

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Level 4 Spelling Unit 3 Activity book: Week 2

Lesson 1

Video

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

In this video, you learned that homographs are words that are spelt the same but have different meanings and different pronunciation. For example, I gave you a present (gift); I will present you with a trophy.

Pre-test

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

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

2. Write the words in your Spelling exercise book.

3. Have your tutor mark your words.

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

Look, Say, Cover, Write, Check

1. Write your focus words in the Lesson 1 column on Sheet 4 — Focus word list: Unit 3 Week 2 using the ‘Look, Say, Cover, Write, Check’ strategy.

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

LOOKLook at your word.

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

COVERCover your word.

• Close your eyes and visualise it in your mind.

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

WRITEWrite your word.

• Take your time.

• Look at what you've written.

• Ask ‘does it look right?’

• Make changes if needed.

CHECKCheck your spelling.

• Check your spelling against the original word.

• If it's right, be proud.

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

SAYSay your word.

• Say your word out loud and in your head.

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

• Think of a mnemonic.

1Activity

3:30Video

2Activity

Pre-test result

/10

3Activity

Level 4 Spelling Unit 3 Activity book: Week 2

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Spelling tip

Read the following information.

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

• nouns usually have the stress on the first syllable, for example, pres / ent (as in ‘a gift’)

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

Homographs that are adjectives vary in their stressed syllables.

Practise your words

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

SISTER

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

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

Circle any smaller words in each of your spelling words (for example, pro test).

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

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

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

4Activity

5Activity

Level 4 Spelling Unit 3 Activity book: Week 2

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Lesson 2

Homographs match

1. Cut out the word and definition cards from Sheet 5 — Homographs match.

2. Match the word cards with their definitions.

Dictionary definitions and sentence writing

1. Choose five homographs from your focus word list.

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

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

4. Underline the homographs in the sentences.

For example: The council will refuse to remove any household refuse if it is not properly bagged.

1Activity

2Activity

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

Level 4 Spelling Unit 3 Activity book: Week 2

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Look, Say, Cover, Write, Check

Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 4 — Focus word list: Unit 3 Week 2.

Lesson 3

Look, Say, Cover, Write, Check

Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 3 column on Sheet 4 — Focus word list: Unit 3 Week 2

3Activity

1Activity

Level 4 Spelling Unit 3 Activity book: Week 2

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Post-test

Complete the following post-test.

1. Have your tutor ask you each focus word in a sentence.

2. Write the focus words below.

1.2.3.4.5.6.7.8.9.10.

3. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 3 — Level 4 spelling list: Unit 3.

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

2Activity

Post-test result

/10

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Level 4SPELLINGUnit 3 Week

Focus words Challenge wordsprinciplecandleexampledoublestaplehandlevehiclejewel

fuelcaramellevelquarrelnovelhotelcancel

1.

2.

3.

4.

5.

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

ResourcesDigitalVideo — Final sounds ‘le’ and ‘el’ (Level 4 Unit 3) (4:00)

Find and prepareSheet 3 — Level 4 spelling list: Unit 3

Sheet 6 — Focus word list: Unit 3 Week 3

Sheet 7 — Final sounds ‘le’ and ‘el’ word sort

Sheet 8 — Final sounds ‘le’ and ‘el’ jigsaw

Spelling exercise book

Unaccented final syllables ‘le’ and ‘el’

► This week you will be looking at the unaccented final syllables ‘le’ and ‘el’.

3

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Level 4 Spelling Unit 3 Activity book: Week 3

Lesson 1

Video

Watch the Video — Final sounds ‘le’ and ‘el’ (Level 4 Unit 3).

In this video you learned that words with the final sounds/syllables le (for example, candle) and el (for example, jewel) can be challenging to spell as you cannot always hear the difference. The syllables are unaccented or have less stress. The vowel sound is neither short nor long.

Pre-test

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

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

2. Write the words in your Spelling exercise book.

3. Have your tutor mark your words.

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

Look, Say, Cover, Write, Check

1. Write your focus words in the Lesson 1 column on Sheet 6 — Focus word list: Unit 3 Week 3 using the ‘Look, Say, Cover, Write, Check’ strategy.

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

LOOKLook at your word.

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

COVERCover your word.

• Close your eyes and visualise it in your mind.

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

WRITEWrite your word.

• Take your time.

• Look at what you've written.

• Ask ‘does it look right?’

• Make changes if needed.

CHECKCheck your spelling.

• Check your spelling against the original word.

• If it's right, be proud.

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

SAYSay your word.

• Say your word out loud and in your head.

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

• Think of a mnemonic.

1Activity

4:00Video

2Activity

Pre-test result

/15

3Activity

Level 4 Spelling Unit 3 Activity book: Week 3

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Spelling tip

Read the following information.

The unaccented final syllables ‘le’ and ‘el’ are found in words that end in ‘le’ and ‘el’, for example ‘candle’ and ‘level’. These syllables are not stressed (unaccented) which makes it difficult to hear the different spelling. The vowel sound is neither short nor long. Use your visual spelling knowledge to help you learn the shape and spelling of these words.

Practise your words

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

SISTER

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

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

Circle any smaller words in each of your spelling words (for example, hot el).

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

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

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

4Activity

5Activity

Level 4 Spelling Unit 3 Activity book: Week 3

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Lesson 2

Word sort

1. Cut out the word cards from Sheet 7 — Final sounds ‘le’ and ‘el’ word sort.

2. Sort the word cards into groups of words ending in le and el.

3. Read and spell each word aloud.

Word jigsaws

1. Cut out the jigsaw word cards from Sheet 8 — Final sounds ‘le’ and ‘el’ jigsaw.

2. Make as many words as possible using the word beginnings and the final syllables le and el.

3. Write the words you have made below.

1Activity

2Activity

Level 4 Spelling Unit 3 Activity book: Week 3

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Look, Say, Cover, Write, Check

Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 6 — Focus word list: Unit 3 Week 3.

Lesson 3

Look, Say, Cover, Write, Check

Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 3 column on Sheet 6 — Focus word list: Unit 3 Week 3.

Post-test

Complete the following post-test.

1. Circle the correct spelling of the word that matches the description.

a. On top of a cake candil candel candle

b. Ice-cream flavour caramil caramal caramel

c. A place to stay overnight hotel hotle hotal

d. Sold at a service station fuil fule fuel

e. An argument quarrle quarrel quarril

f. A long story novel noval novil

g. A diamond jewel jewle jewal

h. A value or belief principal principle principil

i. A sample explaining a point example exampil exampel

j. A flat surface level leval levle

k. To turn off or stop cancil cancel cansil

l. To make twice as much duble doubel double

m. Joins paper together stapil staple stapel

n. Something to hold handle handil handel

o. Car vehicel vehicle vehical

2. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 3 — Level 4 spelling list: Unit 3.

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

3Activity

1Activity

2Activity

Post-test result

/15

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Level 4SPELLINGUnit 3 Week

Focus words Challenge wordscouncilpencilnostrilApriltonsilstencilfossilprincipal

normaljournalanimalmaterialequalspecialhospital

1.

2.

3.

4.

5.

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

ResourcesDigitalVideo — Final sounds ‘il’ and ‘al’ (Level 4 Unit 3) (3:00)

Find and prepareSheet 3 — Level 4 spelling list: Unit 3

Sheet 9 — Focus word list: Unit 3 Week 4

Sheet 10 — Final sounds ‘il’ and ‘al’ jigsaw

Spelling exercise book

Unaccented final syllables ‘il’ and ‘al’

► This week you will be looking at the unaccented final syllables il and al.

4

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Level 4 Spelling Unit 3 Activity book: Week 4

Lesson 1

Video

Watch the Video — Final sounds ‘il’ and ‘al’ (Level 4 Unit 3).

In this video, you learned that words with the final sounds/syllables il (for example, pencil) and al (for example, animal) can be challenging to spell as you can’t always hear the difference. The syllables are unaccented or have less stress. The vowel sound is neither short nor long.

Pre-test

In week 1, you set up your Spelling exercise book for the pre-test. Write the title Unit 3 Week 4 at the top of the next column.

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

2. Write the words in your Spelling exercise book.

3. Have your tutor mark your words.

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

Look, Say, Cover, Write, Check

1. Write your focus words in the Lesson 1 column on Sheet 9 — Focus word list: Unit 3 Week 4 using the ‘Look, Say, Cover, Write, Check’ strategy.

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

LOOKLook at your word.

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

COVERCover your word.

• Close your eyes and visualise it in your mind.

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

WRITEWrite your word.

• Take your time.

• Look at what you've written.

• Ask ‘does it look right?’

• Make changes if needed.

CHECKCheck your spelling.

• Check your spelling against the original word.

• If it's right, be proud.

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

SAYSay your word.

• Say your word out loud and in your head.

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

• Think of a mnemonic.

1Activity

3:00Video

2Activity

Pre-test result

/15

3Activity

Level 4 Spelling Unit 3 Activity book: Week 4

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Spelling tip

Read the following information.

The unaccented final syllables ‘il’ and ‘al’ are found in words that end in ‘il’ and ‘al’, for example ‘April’ and ‘hospital’. These syllables are not stressed (unaccented) which makes it difficult to hear the different spelling. The vowel sound is neither short nor long. Use your visual spelling knowledge to help you learn the shape and spelling of these words.

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

SISTER

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

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

Circle any smaller words in each of your spelling words (for example, princi pal).

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

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

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

4Activity

5Activity

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Lesson 2

Mnemonics

Choose five of your list words for this week and write a mnemonic for each one.

For example: Your principal is your pal.

1Activity

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

Level 4 Spelling Unit 3 Activity book: Week 4

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Word jigsaws

1. Cut out the jigsaw word cards from Sheet 10 — Final sounds ‘il’ and ‘al’ jigsaw.

2. Make as many words as possible using the word beginnings and the final syllables il and al.

3. Write the words you have made.

Look, Say, Cover, Write, Check

Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 9 — Focus word list: Unit 3 Week 4.

Lesson 3

Look, Say, Cover, Write, Check

Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 3 column on Sheet 9 — Focus word list: Unit 3 Week 4.

2Activity

3Activity

1Activity

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Post-test

Complete the following post-test.

1. The spelling mistakes in these sentences have been circled. Write the correct spelling in the boxes.a) The pencal was broken while tracing around the stencle.

b) The dinosaur fossal was found near Richmond.

c) The principle asked the students to write in their journel.

d) Speciel materiel was needed to make the councel sign.

e) The patient in the hospitle had an infected tonsal.

f) It is quite normil to have a sore nostrle when you have a cold.

g) An equil amount of liquid was placed into each glass.

h) The animil parade held in Aprel was a great success.

2. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 3 — Level 4 spelling list: Unit 3.

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

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Level 4SPELLINGUnit 3 Week

Focus words Challenge wordsunusualuncleanunableunhappyresearchrecyclerefilldisagree

dishonestdisappeardisobeymistrustmisspellmisprintmisbehave

1.

2.

3.

4.

5.

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

ResourcesDigitalVideo — Prefixes ‘un’, ‘re’, ‘dis’, ‘mis’ (Level 4 Unit 3) (2:30)

Find and prepareSheet 3 — Level 4 spelling list: Unit 3

Sheet 11 — Focus word list: Unit 3 Week 5

Sheet 12 — Prefixes memory cards

Spelling exercise book

Dictionary

5Prefixes ‘un’, ‘re’, ‘dis’ and ‘mis’

► This week you will be looking at the prefixes ‘un’, ‘re’, ‘dis’ and ‘mis’.

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Level 4 Spelling Unit 3 Activity book: Week 5

Lesson 1

Video

Watch the Video — Prefixes, ‘un’, ‘re’, ‘dis’, ‘mis’ (Level 4 Unit 3).

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

Pre-test

In week 1, you set up your Spelling exercise book for the pre-test. Write the title Unit 3 Week 5 at the top of the next column.

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

2. Write the words in your Spelling exercise book.

3. Have your tutor mark your words.

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

Look, Say, Cover, Write, Check

1. Write your focus words in the Lesson 1 column on Sheet 11 — Focus word list: Unit 3 Week 5 using the ‘Look, Say, Cover, Write, Check’ strategy.

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

LOOKLook at your word.

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

COVERCover your word.

• Close your eyes and visualise it in your mind.

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

WRITEWrite your word.

• Take your time.

• Look at what you've written.

• Ask ‘does it look right?’

• Make changes if needed.

CHECKCheck your spelling.

• Check your spelling against the original word.

• If it's right, be proud.

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

SAYSay your word.

• Say your word out loud and in your head.

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

• Think of a mnemonic.

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Spelling tips

Read the following information.

A prefix is a morpheme added before a word. A prefix changes the meaning of the word. For example:

• the prefixes ‘un’ and ‘dis’ mean ‘not’• ‘re’ means ‘again’ • ‘mis’ means ‘wrong’.

Knowing the meanings of prefixes helps with word building and making meaning. For example:

• unbelievable means not believable• disagree means to not agree• refill means to fill again• misbehave means wrong behaviour.

Practise your words

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

SISTER

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

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

Circle any smaller words in each of your spelling words (for example, un happy).

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

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

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

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Lesson 2 Dictionary search

Use your dictionary to find another word with the prefixes ‘un’, ‘re’, ‘dis’ and ‘mis’. Write the word and the definition.

un

re

dis

mis

Remember that a prefix is at the beginning of a word and changes the meaning of the word. For example, ‘un’ means ‘not’ so unbelievable means not believable.

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Memory game

1. Cut out the base word and prefix cards from Sheet 12 — Prefixes memory cards.

2. Shuffle and place the cards face down on the table or floor.

3. Turn two cards over at a time. If the two cards make a word (e.g. ‘un’ and ‘usual’ makes unusual), keep the cards, otherwise turn the cards face down again.

4. Continue to play until all cards have made a word.

5. Write the words you have made.

Look, Say, Cover, Write, Check

Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 2 column on Sheet 11 — Focus word list: Unit 3 Week 5.

Lesson 3

Look, Say, Cover, Write, Check

Use the ‘Look, Say, Cover, Write, Check’ strategy to write your focus and challenge words in the Lesson 3 column on Sheet 11 — Focus word list: Unit 3 Week 5.

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Post-test

Complete the following post-test.

1. Have your tutor ask you each focus word in a sentence.

2. Write the focus word below.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

3. Ask your tutor to mark your post-test and highlight the correctly spelt words on Sheet 3 — Level 4 spelling list: Unit 3.

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

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Post-test result

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Congratulations!You have completed the

Level 4 Unit 3 Spelling program.

SPELLINGLevel 4 Unit 3