Why is vocabulary development so important? › wp-content › ...• Vocabulary is the single most important area. How does this course differ from using books? • Fully structured

© Learning Street 2016

This preview is designed to show you, in some depth, the work we’ll go through in this course.

Who should be doing it?

• The course is designed to enhance the vocabulary of any 11 plus pupil.• It should be central to the work of any child preparing at home.• It is also very useful for any child using a tutor or going to a tuition centre.

Vocabulary development happens at home it NEVER happens effectively inthe classroom.

Why is vocabulary development so important?

• 11 plus tests are weighted towards literacy skills over any other skill area.• 60% of the marks focus on literacy skills.• Vocabulary is the single most important area.

How does this course differ from using books?

• Fully structured and planned so you know you’ll cover the topic properly in thetime available.

- Books tend to just scratch the surface of topics or are so specialised you’dneed to buy several books to cover the ground properly. (It’s also difficult toknow which book to buy).

- - - - - - -

• Includes: active learning exercises, tests to make sure learning has happenedand revision exercises.

- Books tend to just include tests with each word being exposed only once.Children simply cannot develop the depth of knowledge they’ll need by usingtests alone.

• This course includes, within its structure, the method of developing vocabularyproperly through a range of activities. We encourage children to read, todevelop personal word lists, to build their own bespoke vocabulary for on-goingrevision.

- Books essentially just include tests and unless you go through a full, wellplanned, process little development will happen.


Who is this course right for?

• We have three vocabulary courses. A 40 part course, a 20 part course and a 10part course.

• In an ideal world children should spend around a week on each part of the courseto get best value from it.

• The courses are already intensive but they can be done in a little less time thana week if children are prepared to work very hard.

• Ideally we’d suggest the following:

The Complete Vocabulary Course 40 parts 30 – 40+ weeks Vocabulary Enhance 20 parts 15 – 30 weeks Vocabulary Boost 10 parts 6 – 15 weeks

So this complete vocabulary course (40 parts) could be started with anything from 30 to over 40 weeks to go until an exam.

• Many parents start to use this course in the summer holidays before Year 5starts or in the September of Year 5.

• Vocabulary benefits from spending enough time on it. Words need frequentexposure, revision and familiarisation.

• The complete vocabulary course delivers comprehensive coverage and ensureschildren can be fully prepared.

• No book covers the ground so completely.• This course is fully structured, revision is built in.• There’s much less planning work for parents to do

What does the Complete Vocabulary preview show?

SCROLL DOWN TO SEE COURSE EXAMPLES

Are you making a special effort to learn the words properly?


The Complete Vocabulary Course- Part 5 You may know many of the Commonly Misspelt words but there will be some you are less sure of.

Use your personal words list to carry them over to the next section.

1. Reading: It might seem dull to remind you to make sure thatthere are good reading sessions happening every day but without them children will not fulfil their potential. Please remember how important reading is for vocabulary development. Reading list suggestions on the website (www.learning-street.org)

2. Your Personal Words List: We grow a wide vocabulary through repeatedexposure to a word in and out of context. These sheets help give you a format to note down words you haven’t quite learnt properly and new words you find. Revise the sheets regularly and your vocabulary will grow.

3. Synonyms 2: Your second batch of synonyms. This section includes words such as avaricious and asunder.

4. Synonyms Match-Up Test: Only do this simple test a few days after youhave learnt these words. Any mistakes or hesitancy will indicate they couldbe learnt more thoroughly.

5. Commonly Misspelt Words: Say each word out loud five times and write it out five times. Test yourself to check you have learnt them properly. A few days later do the Look, Cover, Write, Check test.

6. Words from Past Papers: This time words include hygienic and moderate.Use your personal words list.

7. Plurals - change f or fe to ves: This is the fifth plural rule

8. Plurals Test: Once you have learnt the plural words for this section do this test to ensure learning has been properly completed.

9. Essential Spelling: More words to learn from the essential spelling bank. Only do the tests when the words have been learnt properly

Front Sheets These sheets come at the front of every part of the course. They let you know what is included in each part of the course. We let you know when to approach each activity and why it is important.

The whole course is planned for you with revision built in. The work is fully

planned, scheduled and detailed so you don’t need to worry about what to do or when to do it.

http://www.learning-street.org/


10. Homographs: Can you think of two meanings for the word batter. Do theexercise to check your understanding of these words. Learn any you didn’t get.

11. Revision Puzzle - Anagrams: Can you find out which word thinggear is ananagram of? The process of working at the words greatly enhances the revision process. Remember to use your personal words list.

12. Revision Puzzle - Crossword: This crossword puzzle revises the words youhave learnt in this section of the course. Remember that it is important to have several goes at completing the puzzle..

• Please sign below when you have completed everything.• Your helper may have to test you on some things.

Signed: (Parent/Teacher and Pupil)………………………………………………………

Please do lots of reading throughout this programme. We hope you enjoyed this part of the course.

Front Sheets continued You can expect around 11-14 individual activities focusing on different areas of vocabulary development in each part of the course


WFPP/5

• These words have come up before in 11 Plus past papers and may come up again.• Insert the right word into each sentence. Watch out because some words will fit more than

one sentence but there is only one solution. Use your logic skills to re-adjust if you go wrong.• If you don’t know any of the words then add them to your weekly vocabulary sheet.

1. He needed a _ _ _ _ _ _ to park his car there.

2. She gained a large _ _ _ _ _ _ _ _ _ _ of the votes.

3. He was employed in the _ _ _ _ _ _ _ manufacturing industry.

4. The _ _ _ _ _ _ _ of repairing the damage was shocking.

5. The popstar wanted to _ _ _ _ _ _ _ a new song.

6. Peter tried to _ _ _ _ _ _ _ _ _ his younger sisters decision.

7. The criminal begged for _ _ _ _ _ .

8. No matter how much water she drank, she could not _ _ _ _ _ _ her thirst.

9. She went to _ _ _ _ _ _ her application for the job.

10. He began to _ _ _ _ _ _ _ _ at school as he got older.

11. The accident had been a scary _ _ _ _ _ _ .

12. He _ _ _ _ _ _ _ _ _ with his colleagues.

13. She demonstrated her fierce _ _ _ _ _ _ _ _ to win by training four times a week.

14. He took a few moments to _ _ _ _ _ _ the information.

15. She had been a perfect _ _ _ _ _ _ of the house. Marks /15

digest

ordeal

permit

release

tenant mercy

submit

conferred

ambition

influence

garment

flourish

expense proportion

quench

Words from past papers

This series looks at hundreds of challenging words which have come up in past 11 plus papers or in papers produced by publishers.

Children will know some of these words but many will be new. Some of the words might seem extreme but they are reflective of the papers children will face.

My Personal Words List


Each week you will find new words or words you haven’t quite learnt yet. Familiarisation and a wide vocabulary only develops with frequent exposure. Use

this sheet to identify new words, then revise them regularly

New Word (Write the new word here)

Meaning (Write down its meaning in your own words)

New word in sentence (Write a short sentence with your new word in it)

These personal word lists should be used by children to identify 20 words (during each part of the course) that they have either not quite learnt properly, or discovered through their reading.

Personal Words List

This simple sheet is at the heart of everything we do. Children all have a unique vocabulary and our role is to help each child develop their own vocabulary.

There is little point in embarking on any vocabulary enhancement exercise without using personal words lists like these. All vocabulary books fail in this regard. .


Harder Word Easier Word abandon leave abbreviate shorten abode dwelling abrupt sudden abundant plentiful accommodation room accurate correct acute sharp adhere stick adversity misfortune affectionate loving aggressive quarrelsome aid help ally friend altitude height amazement wonder amiable friendly ample plentiful ancient old animosity hatred

FOLD

Synonyms

We use these sheets to ask children to learn their synonyms. These sheets actively ask children to learn words, which is something most books don’t do as they only include test activities. Children cannot learn by only doing tests.

We cover over 1000 synonyms during the course. Children will know some of them but be less familiar with or not know others.

They are encouraged to make a note of less familiar words in their personal words list.

© Learning Street 2016 SMU/2

Below you will see words from the synonyms you have just learnt. Match each word from the box below with its synonym in the list below.

annual

anonymous

anticipate

apparel

apparition

arrogant

assembly

assistance

astonishment

asunder

attired

audacity

austere

avaricious

bombard

beverages

broad

catastrophe

cautious

cease

apart careful clothes disaster dressed drinks expect gathering ghost greedy haughty help impudence nameless pelt severe stop surprise wide yearly

Synonyms Match-up

Synonyms match–up

A few days after the latest batch of synonyms have been learnt properly we encourage children to do this revision exercise.

The vast majority of vocabulary books only expose children to each word once so there’s little chance that they will actually learn the words properly.

We ask children to wait a few days because the delay will reveal how well the learning activity was completed. Any words they get wrong should be added to their personal words list so that they see it with greater frequency.

SR2 © Learning Street 2016

You have already learnt these. Fill in the gaps to reveal the correct synonym.

expect ant _ _ _ p _ _ e severe aus _ e _ e pelt bo _ b _ _ d stop c _ a _ e drinks be _ _ r _ g _s careful ca _ t _ o _ _ gathering ass _ _ _ ly haughty arr _ _ _ nt yearly an _ _ _ l ghost app _ _ it _ _ _ apart as _ _ d _ r dressed att _ _ r _ greedy ava _ _ c _ ous disaster cat _ _ _ _ _ ph _ help ass _ _ _ _ _ ce surprise ast _ _ _ s _ _ ent nameless an _ _y _ _ _ s clothes ap _ _ r _ l impudence au _ _ c _ _ y wide b _ _ _ d

Remember – this is a test and learning exercise. If you get them all correct you will have done incredibly well. If you haven’t just learn the ones you missed. As you progress your vocabulary will

grow each week

Marks / 20

Synonyms Revision

In the following part of the course children will get this tough revision exercise which uses a similar CLOZE format seen in many 11 Plus tests. If they learnt the words properly previously then they should score highly.

This revision exercise boosts frequency and helps children retain the word at front of mind. It is revision activities like these which make all the difference and result in really good outcomes.


The National Education Association has created a list of one hundred books which it recommends as great reading for children.

Here are the books from that list for children aged 9 to 12.

Charlotte's Web E. B. White Hatchet Gary Paulsen The Lion, the Witch, and the Wardrobe C. S. LewisBridge to Terabithia Katherine PatersonCharlie and the Chocolate Factory Roald DahlA Wrinkle in Time Madeleine L'Engle Shiloh Phyllis Reynolds Naylor Little House on the Prairie Laura Ingalls Wilder The Secret Garden Frances Hodgson Burnett The Boxcar Children Gertrude Chandler Warner Sarah, Plain and Tall Patricia MacLachlan The Indian in the Cupboard Lynne Reid Banks Island of the Blue Dolphins Scott O'Dell Maniac Magee Jerry Spinelli The BFG Roald Dahl The Giver Lois Lowry James and the Giant Peach Roald Dahl Little House in the Big Woods Laura Ingalls Wilder Roll of Thunder, Hear My Cry Mildred D. Taylor Stone Fox John Reynolds Gardiner Number the Stars Lois Lowry Mrs. Fris and the Rats of Nimh Robert C. O'Brien The Best Christmas Pageant Ever Barbara Robinson Matilda Roald Dahl Tales of a Fourth Grade Nothing Judy Blume Ramona Quim, Age 8 Beverly Cleary The Trumpet of the Swan E. B. White The Chronicles of Narnia C. S. LewisThe Phantom Tollbooth Norton JusterTuck Everlasting Natalie BabbittAnne of Green Gables Lucy Maud MontgomeryThe Great Gilly Hopkins Katherine PatersonLittle House books Laura Ingalls WilderSideways Stories from Wayside School Louis Sachar Harriet the Spy Louise Fitzhugh A Light in the Attic Shel Silverstein Mr. Popper's Penguins Richard Atwater My Father's Dragon Ruth Stiles Gannett Stuart Little E. B. White Walk Two Moons Sharon Creech The Witch of Blackbird Pond Elizabeth George Speare The Watsons Go to Birmingham-1963 Christopher Paul Curtis

Reading We emphasise the need to read at every opportunity.

Reading helps children in very many ways but it is particularly important for vocabulary development. It is unlikely that children who read for less than half an hour a day will reach their full potential.

We cannot do more than encourage regular reading but do remind you to do it during each part of the course because it is so important.

There’s little point in embarking on any 11 Plus preparation exercise unless children are reading every day, that’s why we constantly remind you to do it.

HG5 © Learning Street 2016

fair foil fine dip fence flex dart flutter draw duck

Some words have more than one meaning. They are called homographs. For example: I will show you how it is done. They went to the theatre to see a show.

• Write in the word from the list above to complete the meaning:

1. He had to ______ as he went through the doorway.The ______ waddled around the pond.

2. He tried to ______ between the cars.His leg was bleeding where the ______ had pierced it.

3. There was a slight ______ in the road. She wanted to ______ her fingers in the jam.

4. He would ______ the curtains at 9pm every night.He used his new pencils to ______ .

5. The ______ came to town every summer.He didn’t think it was ______ that he had to do all the washing up.

6. The weather was ______ .He had to pay his parking ______ .

7. He was determined to ______ their plans.Her mother had wrapped her sandwiches in ______ .

8. She tripped over the ______ of the hoover. He liked to ______ his muscles as the ladies walked past.

9. We gripped our swords and started to ______ . The women stood talking over the garden ______ .

10. He liked a little ______ on the horses.She would always ______ her eyelashes to get what she wanted.

Fence

Homographs These are words which have the same spelling but more than one meaning. We will cover over 400 of these words. Children will be tested on these in their Verbal Reasoning and Literacy tests and it is essential that they broaden their knowledge of them.

By asking children to actually write out the words, learning tends to happen with greater effect than it does with tests alone.

HR1 © Learning Street 2016

You have seen these words before. Test your knowledge by creating a sentence with an alternative meaning for each word.

Sentence 1 Sentence 2

Arm My arm hurt. The Politician decided to arm his troops. Ball He kicked the ball into the net.Band The band played all night. Bark The dog had a very loud bark. Bat Without a bat he couldn’t hit the ball. Bear She couldn’t sleep without her cuddly bear. Boil Her favourite way to cook potatoes was to boil them. Bolt He used the bolt to secure the gate. Bow He was told to bow as the King approached.

Batter The fish was coated in batter.Beam I was blinded by the car’s beam.Blind The blind man was guided by his dog. Bonnet The Easter bonnet parade started at 1pm. Bowl He was looking forward to his bowl of soup. Bug She screamed as the bug crawled up her trouser leg. Counter He placed the goods on the counter and waited to be served. Crane The crane picked up the container and placed it on the ship. Charge There was a charge for entering the fete. Cheek He kissed her on the cheek and said goodbye.

Marks /19

Homographs Revision

We cover hundreds of homographs in the course and homographs often appear in 11 plus tests.

In tests we ask children toform and write sentences using an alternative meaning to the given word.

Writing sentences in this way has been proven to re-enforce learning. Detailed example answers are given.


Easy Words

Harder Words

1. come 2. cool 3. dark 4. day 5. deep 6. defend 7. deny 8. depart

9. conceal 10. condemn 11. confined 12. confirm 13. contract 14. coward 15. damp 16. defeat 17. depth 18. drunk

go warm light/fair night shallow attack admit arrive reveal praise free deny expand hero dry victory height sober Abroad

FOLD

Opposites

These are similar sheets to our synonyms work. We ask children to learn these thoroughly over a few days. These opposites are a mix of easier words and more difficult words.

By including some easier words we help ensure everything is covered in a way that also helps boost confidence.

Children will cover over 1000 opposites during the course.


OMU/2

Below you will see words from the opposites you have just learnt. Match each word from the box below with its opposite in the list below.

big

black

bottom

buy

clean

clever

cold

bitter

bless

bold

bow

bright

broad

captive

captivity

cheap

chubby

coarse

curse dirty dull expensive/dear free freedom hot narrow sell slim small smooth stern stupid sweet timid top white

Opposites Match-up

Opposites Match Up

We ask children to only do these pages a few days after they have learnt the opposites.

Opposites Match Up

Their score will reveal how well they learnt the words first time round and may indicate further work is necessary.


You have learnt these harder words now do the following

exercises.

What is the opposite of conceal?

What is the opposite of condemn?

What is the opposite of contract?

What is the opposite of damp?

What is the opposite of defeat?

Re-write these sentences using the opposite of the word in bold.

The prisoner was confined.

I can confirm that I was responsible for the attack.

The hero did not hide behind the rock.

The shape had a height of three metres.

The man was drunk when he left the pub.

Fill in the gaps on the right to find the opposite of the word on the left.

defend a _ _ _ _ k

admit d _ _ y

deep sh _ _ _ ow

SCORE:

If you didn’t get them all correct please revise Opposites 3.

Opposites further revision

In the following part of the course we include this opposites revision exercise.

Opposites further revision

This aims to not only test whether children know each word but also extends their understanding of contextual meaning.

Further exposure to each word also helps the words become more familiar.


MDO1

Complete the word on the right so that it has the opposite meaning to the word on the left.

Marks /10

If you want to improve your vocabulary make sure you read for at least half an hour every day.

COMPLIMENT I _ _ _ LT

CHEERFUL SU _ _ _ N

INDULGE DE _ _ _ VE

PERMIT P _ _ _ _ BIT

AFFIRM S _ _ _ N

GULLIBLE _ A _ Y

IRRATIONAL C _ H _ _ _ NT

ALERT D _ _ _ _ Y

SOLID H _ _ LO _

TIDY U _ K _ _ P _

More Difficult Opposites

These sheets extend learning on opposites. The main opposites sheets cover all the basics, these more difficult words will really stretch children and it’s likely that they will be writing out a number of these words into their personal words lists for on-going attention.

It is this mix of stretching and encouraging pupils to interact with words frequently which makes the course so successful.

Revision Anagrams – Jumbled Letters


Anagrams/8

• This exercise uses words you have recently learnt. • Use the clues to help you sort the letters out to find the answer. • If you are not sure of a word (spelling or meaning) add it to your own

personal vocabulary list.

Question Clue Answer

1. raise When something emerges.

2. vsiveur Continue to live and exist.

3. enrig Someone’s rule over something.

4. desire To live somewhere.

5. wigthe How heavy someone or something is.

6. waits Sounds like waste. Above the hips and below the ribs.

7. riseeexc A physical activity that helps you to be fit.

8. caveid To give guidance.

9. aides To the side.

10. zepri Something that is given as a reward, usually for an achievement.

11. tedri Feeling as though you need more sleep.

12. meboil The extent to which someone or something can move.

13. viperdo Giving something to someone. Making something available.

14. yepr An animal that is hunted.

Anagrams Puzzles

Words where the letters have become jumbled up are called anagrams.

Revision

To be successful in any 11 Plus test children need to greatly enhance the number of words they are very familiar with. Each test uses words that they have recently learnt as part of the course so acts as revision, building frequency of exposure.

Thinking Skills Development

These tests are difficult. We ask children to return again and again to the test and each time try to get a few more correct. This process helps children to keep words front of mind and directly enhances the type of thinking skills they will need in the exam. It helps them develop the tenacity to succeed.


Apos/7

Contractions using an apostrophe

SCORE 1st attempt 2nd attempt

Contractions

FOLD

1. could not couldn’t 2. should not shouldn’t 3. would not wouldn’t 4. I have I’ve 5. you have you’ve 6. we have we’ve 7. they have they’ve 8. is not Isn’t 9. was not wasn’t 10. cannot can’t 11. will not won’t 12. it is It’s 13. let us let’s 14. he had he’d 15. they had they’d 16. does not doesn’t 17. I am I’m 18. he is he’s 19. she is she’s 20. you are you’re

Apostrophe Rules

While apostrophes tend not be tested in verbal reasoning they often come up in English tests; particularly where punctuation and grammar are covered.

Children should find the early apostrophe work consolidates their learning but may become stretched by the later work. It’s essential that we cover the ground fully to ensure knowledge is entirely secure.


Apos/19

Revision exercises

Fill in the missing apostrophes.

1. Oliver Twist was taken to Fagins den.

2. The children enjoyed the clowns tricks.

3. The referees whistle was left in the dressing room.

4. The televisions aerial was damaged in the storm.

5. The large trees apples were very tasty.

6. The boys admired the soldiers smart uniforms.

7. The cats whiskers twitched.

8. The nurses break was very short, but she enjoyed it.

9. The dog escaped from the vets surgery.

10. The childrens books were marked by the teacher.

SCORE

The Possessive Apostrophe

Apostrophe Rules Revision

We normally include revision tests like these in subsequent parts of the course to ensure learning has sunk in.

Where children are getting questions wrong it will indicate that further work and revision of the rule may be appropriate.

You should learn these off by heart.


Some words are pronounced like other words

but are different in spelling and meaning, e.g. write and right.

Die To stop living Dye To colour or stain something, e.g. hair Four The number after 3 Fore At or near the front e.g. forehead Pray To beg or implore, e.g. to say prayers to God Prey Animal hunted or captured for food Rain Water falling from the clouds Reign The act of ruling; to dominate Rein A pair of straps with which to control a horse Seam The join of two pieces of cloth sewn together; a layer of coal Seem To appear to be Right The opposite of left; correct Write To form words on a surface with a pen or pencil Stair One step in a flight of stairs Stare To look with wide eyes Steal To take another’s property without them knowing Steel A very hard metal alloy made from iron and carbon Wait To stay or pause in one place Weight How heavy a thing is Waist Part of the body between the ribs and the hips Waste To make poor use of. Rubbish

Choose the correct words from the pair to complete these sentences:

1. A quadruped has _________ legs; two hind legs and two _________ legs. four fore

2. Cutlery is usually made of stainless _________. steel steal

3. Queen Elizabeth is our monarch. Long may she _________! rein reign

4. Chloe decided to _________ her hair green. die dye

5. The miners dug a tunnel until they found a rich _________ of coal. weight wait

6. Most people _________ with their _________ hand. right write

7. Millions of people spread all over the world _________for peace. prey pray

8. In the _________ the rider used the _________ to guide the horse along the muddy track. rein rain

9. She placed the rubbish in the ________ bin. waist waste

10. Her shirt was coming apart at the ________ . seam seem

Homophones These are words which sound the same but have different meanings and they are spelt differently. We will expose children to over 400 of these words. Children need to actively learn these words so that they become more familiar with this category.

Children who have not developed their skills in this area will struggle with Verbal Reasoning and with some literacy tests.


Words which sound the same but have different meanings. Match each word to the correct

words on the right hand side. Some of the meanings are exact some are a little more fun

Aid

Aide

Sold

Soled

Wholly

Holy

Bold

Bowled

Ate

Eight

Chilli

Chilly

Rapt

Wrapped

Heal

Heel

Does

Doze

Female deer

Not warm

Hurled

Totally

Opposite of bought

To help

An assistant

Seven plus one

You’ll need paper and sticky tape

To cure

A light sleep

Consumed

Shoes need this if worn too much

Sacred

Eaten with rice?

Opposite of timid

Spellbound

Part of the foot

Marks /18

Homophones Fun Tests

These tests use a mix of definitions and fun clues to engage pupils and help them to keep these words at the front of their minds.

© Learning Street 2016 CMW/2

Say the word out loud, write it out five times while saying it aloud each time, then use the LOOK COVER WRITE CHECK method to learn them.

You MUST learn them. There are 15 sheets altogether.

I PROMISE

I know all these 10 words.

Signed:

……………………………

appearance

argument

August

awkward

beautiful

because

beginning

believe

bicycle

Britain

150 Commonly Misspelt Words These words are those which research has shown children of this age struggle with most. There are bound be some in this list which your child struggles with.

We firstly ask children to learn the words properly and then test again later to re-enforce learning.

150 Commonly Misspelt Words

LCWC/6 © Learning Street 2016

• Remember to check each word and tick it if it is correct. • You must do this as you go along, not at the end! • Say the word out loud each time you write it. • Write each word out 4 times, the more you write it out the

better. It’s really important to learn how to spell these words because mistakes are often made here. Challenge yourself to make a special effort to learn them thoroughly.

Look Cover Write Check Look/Learn/Cover

Write/Check 1

Write/Check 2

Write/Check 3

Write/Check 4

extremely

favourite

February

finally

fluorescent

foreign

forty

friend

government

graffiti

Writing out each

word correctly lots of times and saying each word as you

write it helps you to learn properly.

150 Commonly Misspelt Words Further Testing These words typically respond well to increased frequency of exposure so having asked children to learn them once we then ask them to go through a further testing exercise using the standard Look, Cover Write Check process they have been through before.

Compound Word Puzzle

CW4 © Learning Street 2016

In Verbal Reasoning compound words do not have to be traditional e.g. black and board - blackboard, but can simply be two parts of a word that have an unrelated meaning by themselves e.g. or and bit – orbit.

Often you will have to alter pronunciation to solve the puzzle e.g. pop and pies – poppies or do and me – dome.

Sometimes you will find yourself going wrong and will be left with two or more words that do not match up. There is a solution to the puzzle, just go back and adjust by using your logic skills. Some of these puzzles are difficult and will take time and high levels of concentration to solve.

Find ten compound words from these parts of words. (Use each part only once.) Write out the words you have found underneath. Learn meanings and spellings if you don’t know them – this is a learning exercise, not a test.

1/ __________ 2/ __________ 3/ __________ 4/ __________

5/ __________ 6/ __________ 7/ __________ 8/ __________

9/ __________ 10/ __________

Clues: 1/ Not the morning 2/ Procession 3/ not a gas 4/ everyone in a home 5/ subject 6/ an opening 7/ transferable 8/ belonging to an author 9/ not fresh 10/ the head of a city

able

page

lid after

may

right

ten ant

rot

port noon or house

or

hold

the

copy so

me

do

Compound Word Puzzles

Compound words often feature in verbal reasoning tests in a variety of forms. This is a particularly difficult form of compound word puzzle where children need to use the clues to find the two words which go together to form a new word.

Vocabulary Enhancement

These tests will enhance vocabulary as they improve frequency of exposure to words and their meanings and will expose children to some new words which they should use their personal words lists for.


Those children who have developed the tenacity to have several goes at difficult word based puzzles like these are much more likely to score highly in Verbal Reasoning tests where they will often have to recall vocabulary they are only partially familiar with, or solve problems using reasoning skills.

ES20 © Learning Street 2016

Learn these words. Test yourself using the look, learn, cover, write, check method.

Look/Learn/Cover Write/Check 1 Write/Check 2 Write/Check 3 committee system communicate existence conscious queue community explanation competition conscience

Choose from the words you have just learnt and use each a maximum of once to fill in the sentences below.

(You may need to use logic to get the right answer)

1/ I was ______ that the ______ at the ticket office was very long. 2/ The ______ allowed for some ______ between different companies. 3/ I wanted to ______ my views to the ______ . 4/ The ______ of the ______ depended on the local factory. 5/ My ______ was that my ______ would not allow me to not report the crime.

Fill in the gaps to find the word meaning the SAME or nearly the same as the words on the left.

description _ _ _ _ _ _ _ _ _ _ _ converse _ _ _ _ _ _ _ _ _ _ _ routine _ _ _ _ _ _ neighbourhood _ _ _ _ _ _ _ _ _

These words are not covered in any 11 Plus preparation book to our knowledge.

Essential Spelling

These sheets feature the 200 words children have to learn as part of their KS2 course. It’s highly likely these words will feature in 11 Plus tests because they are linked to the literacy curriculum.

We ask children to learn these words properly because as tests seek to reward those who have done well through the KS2 curriculum rather than through tutoring it is likely that they will occur with increased frequency in tests.



Rule 6 For nouns ending in o.

Be careful – some add es and others add s.

1. cargo cargoes 2. torpedo torpedoes 3. mosquito mosquitoes 4. tomato tomatoes 5. echo echoes 6. motto mottoes 7. volcano volcanoes 8. potato potatoes 9. hero heroes 10. buffalo buffaloes Add s: 11. studio studios 12. piano pianos 13. solo solos 14. banjo banjos 15. eskimo eskimos 16. curio curios 17. soprano sopranos 18. photo photos 19. kilo kilos 20. dynamo dynamos

FOLD

Add es: Plurals

Plurals are an area which children often find confusing. In their 11 Plus tests children will often find a secure knowledge of plurals boosts their performance.

Children will find the early plurals learning and test activities quite easy but as we move forwards the rules get more complex and most children find there are areas where their learning is being enhanced.

These sheets cover each of the main plural rules individually.


Insert in each sentence the plural form of a noun which

ends in f or fe. 1. One thousand __________ of bread are baked every day

in the hotel’s ovens. 2. In late summer you can see __________ of corn being

harvested in the fields. 3. One whole equals two __________. 4. Buttercup, our big brown cow, gave birth to two

__________. 5. In the night some __________ broke into the shop and

stole several television sets. 6. The hunter heard the pack of __________ howling in

the forest. 7. Henry VIII had six __________ and beheaded two of

them! 8. In the shop the __________ were laden with tempting

jars of sweets. 9. A good butcher keeps his __________ well sharpened. 10. A cat has nine __________.

Exercise 5

SCORE

Exercises for each rule

Each rule is accompanied by a list of works to learn. We then give ten exercises to ensure the rule and its use has fully sunk in.


State the plural of: 1. loaf 2. man-of-war 3. piano 4. sheep 5. foot 6. daughter-in-law 7. echo 8. deer 9. looker-on 10. ox

State the singular of: 11. ladies 12. thieves 13. eaves 14. passers-by 15. boxes 16. teeth 17. mice 18. step-fathers 19. fish 20. trousers

Fill in the blank spaces: 21. army 22. roofs 23. women 24. cupful 25. swine


Revision exercises

Plurals revision

At the end we include lots of summary revision testing.

If children get questions wrong here it is an indication that more work should be done on that individual rule.

Find the Mistakes (time to get your red pen out!) _________________________________________________________

_________________________________________________________

How many mistakes in spelling or grammar did you spot? Answers on the next page.


B. Becky Butler’s school work for marking

Ive just started playing cricket with other girls but I am

getting exasparated. The rooles of cricket are intrecate

and very complikated. You have to admyre the umpires

who take year’s to aquire the necesary knowledge. What

chance do new players like me have.

A battsman can be boled out, stumped, run out, cawght

and be given out because his leg was before the wickit,

whatever that entales. The game can last from a day to

five days. Then if it raines everyone stops playing, unlike

in games of football or rugby where running around

chacing a ball in the pooring rain seems to be harf the

fun, for boys at least. Im going to take up netball now.

Developing accuracy

We help children focus on their spelling and on their ability to work accurately with these exercises which children love. They need to identify mistakes Becky Butler has made.


u-e spelling pattern

1. Learn the words first. Make sure you know what each word means. 2. Test yourself by writing down each word correctly in the first column. Go over any mistakes. 3. Get someone to test you and write your answers in the second column. Go over any mistakes.

Look/Learn/Cover Write/Check 1 Write/Check 2 u s e f u l a s s u m e c o s t u m e f o r t u n e p r o t r u d e c o n f u s e r e f u s e e n d u r e c l o s u r e p u r e s e c u r e h u g e a c c u s e a t t i t u d e a l t i t u d e i n c l u d e e x c l u d e p e r f u m e m u l e d u k e m u t e a s t u t e i n t r u d e a m u s e p l u m e

Spelling letter patterns.

Learning spelling letter patterns is a central part of any child’s literacy development. These activities expose children to the most difficult letter patterns.

Children are asked to learn the words and then to ensure learning by testing themselves a number of times. Writing out the word correctly on each occasion greatly enhances outcomes.


o-e spelling pattern 1. You should know these words. If you make any mistakes please go over them to ensure your

learning is secure. 2. These exercises are designed to test the spellings you have learnt, check your understanding

and further enhance your vocabulary.

Exercise 1 – CLOZE test. Fill in the missing letters to make the correct words.

The Mermaid.

My editor asked me to p r _ b _ into a mermaid sighting. So I visited the owner of the r _ m _ t _ seaside cottage, overlooking a sandy c _ v _ . He said, “I will d _ _ c l _ s _ to you a strange event which I saw with my very own eyes. Yesterday I went outside to dig the s t _ n _ s out of the vegetable patch. Afterwards I sat down and had a d _ z _ in the sun. Suddenly, a noise _ w _ k _ me. I looked down the s l _ p _ towards the sea. There, sitting on a rock, was a mermaid. She was very c o _ p _ s _ d and was combing her golden hair which s h _ n _ in the morning light. I could hear her l _ v _ l _ voice, singing. Then I went inside to p h _ n _ the newspaper and when I returned she had g _ n _ . I suppose she c h _ s _ to swim off at that very m _ m _ n t. I a l _ n _ witnessed the whole e _ i s _ d _ . You can _ u _ t _ me , I do not exaggerate. Don’t you believe me?”

Exercise 2 – The words on the left are opposites of the words on the right. Complete the words on the right.

1. close _ e _ o t _ 2. promising _ o p _ l _ _ s 3. preserve _ r o d _ 4. dismantle _ _ m p _ s _

Exercise 3 – The words on the left mean the same or nearly the same as the words on the right. Complete the words on the right.

1. bay _ _ v _ 2. cite _ _ o t _ 3. incident _ _ i s _ d _ 4. unaccompanied _ _ o n _

Exercise 4 – CLOZE sentences. Fill in the missing letters to complete each sentence.

1. I _ _ p _ o s _ you are correct. 2. The _ t _ v _ is very hot. 3. I picked a fruit from the citrus _ _ o v _. 4. I didn’t want to _ i _ c l _ s e any more information than was necessary. 5. I _ h o n _ my torch into the coal cellar.

Spelling letter pattern – revision sheets

These sheets not only aim to enhance spelling ability but also to improve a child’s overall knowledge of each word. These tests should only be done a few days after the main learning activity and any words children don’t get correct should be added to their personal words lists.

Children are given a text using many of the words they have learnt. These words have gaps in them and children need to prove their knowledge by identifying each word and then filling in the gaps so it is spelt correctly.

In other tests children might also have their knowledge of the words they have learnt tested through synonyms and antonyms activities.

Crossword Revision Puzzle

© Learning Street 2016 CR/21

You have recently learnt all these words. Use the clues to solve the puzzle. Please revise any you are not sure of.

1 O 2 V A 3 F U R V 4 N S 5 N 6 N O R 7 O 8 A C V C 9 10 N E L 11 T R O 12 X 13 14 15 N S 16 U S T A N B Q 17 O E S E C 18 19 E A Y

Clues down

1. Similar to suitability or handiness. 2. A sailor. 3. Cannot be defeated. 5. To dislike something greatly. 7. A group of people who are in charge of a country. 9. When someone is filled with something, perhaps happiness. 12. Being cheeky and naughty. 13. Making something slippery. 14. A large extinct animal that had tusks. 16. To look into something. 18. A serious problem.

Clues across

3. To make someone furious.

4. Showing a lack of respect to authority.

6. Similar to inside.

8. Something that is inadequate and poor.

10. Hard to beat.

11. The ceremony of marriage.

15. When someone is hard working.

17. Moral well-being.

19. The second month of the year.

M

L

M

I

W M

Crossword Puzzles

Children will find they have a crossword puzzle in most parts of the course and these should be done only when all the other work has been completed.

Revision

These crossword puzzles will use words they have recently dealt with in the course.


Again we encourage children to keep coming back to these crossword puzzles and have a proper go at trying to get as many correct as possible. This activity is designed to develop the type of tenacity and thinking skills children will need in an exam where they will often find they need to actively think of answers that don’t immediately come to them.


Paired reading 1: The Secret Garden by Frances Hodgson Burnett

CHAPTER IX -THE STRANGEST HOUSE ANY ONE EVER LIVED IN-

The Secret Garden is a classic novel which follows the story of Mary Lennox, an orphan who moves into her uncle’s mansion. With the help of an enthusiastic robin, Mary’s curiosity results in her discovery of a secret garden which she is

determined must be brought back to life. The following chapter sees Mary’s excitement upon first entering the garden.

It was the sweetest, most mysterious-looking place any one could imagine. The high walls which shut it in were covered with the leafless stems of climbing roses which were so thick that they were matted together. Mary Lennox knew they were roses because she had seen a great many roses in India. All the ground was covered with grass of a wintry brown and out of it grew clumps of bushes which were surely rosebushes if they were alive. There were numbers of standard roses which had so spread their branches that they were like little trees. There were other trees in the garden, and one of the things which made the place look strangest and loveliest was that climbing roses had run all over them and swung down long tendrils which made light swaying curtains, and here and there they had caught at each other or at a far-reaching branch and had crept from one tree to another and made lovely bridges of themselves. There were neither leaves nor roses on them now and Mary did not know whether they were dead or alive, but their thin gray or brown branches and sprays looked like a sort of hazy mantle spreading over everything, walls, and trees, and even brown grass, where they had fallen from their fastenings and run along the ground. It was this hazy tangle from tree to tree which made it all look so mysterious. Mary had thought it must be different from other gardens which had not been left all by themselves so long; and indeed it was different from any other place she had ever seen in her life.

"How still it is!" she whispered. "How still!"

Paired Reading

Paired reading (reading out loud together while both following the text) works magically to improve a child’s reading skills and vocabulary knowledge.

It is especially useful to do this with classic texts where children can be exposed to a segment of a book in the same way they might be with a comprehension test.

We use specially selected excerpts from classic books for paired reading which should be enough for a twenty minute session of paired reading each time.


Questions

2) For the following five sentences, pick a word from the box above to complete the sentence so that it makes sense

As they had left hours ago, the arrival of her grandparents was .

The following words are all underlined in the text above:

busy or full of frantic activity

to be eager or inquisitive about something

having or showing elegance and sophistication

disappear suddenly and completely

very impressive and magnificent

A

B

D

E

C

1) In the boxes labelled A-E, write down a word from the box above which correctly matches the following definitions

Hectic

Peculiar Imminent Unpleasant Exhilaration

Overwhelming

Intermittent

Scarce Distinguish

Splendid

Graceful

Frail

Immediately Poignant

Extreme Innumerable

Curious

Vanished

Colossal

Excessive

Paired reading vocabulary testing

At the end of each paired reading section we use these tests to draw out potentially new vocabulary.

These texts and the vocabulary in them really help children to develop and refine their comprehension skills as well as their vocabulary.


Fill in the gaps in the sentences below to find the correct word.

TIP – Remember to read the sentence properly as it may give you valuable clues.

TIP – Think about endings.

TIP – As a last resort try some letters out.

1. Under their leadership the nation became more p _ o s _ _ _ o u s.

2. It was stuffy, the _ e n _ _ _ l a _ i o _ in the room was not adequate. 3. Juliet was _ n _ _ o _ s about her first day at secondary school.

4. Tom aimed to be as e _ _ n o _ i _ a _ with his time as possible.

5. Zebra sightings were f _ _ _ u e _ _ during their safari holiday.

6. The judge was l _ _ i _ n t as she decided on the sentence for the criminal.

7. It is very important to be _ _ g _ _ n i c , especially in a hospital.

8. Lucy was desperate to _ e s _ _ n from her boring job.

9. Harry knew it was _ _ t i r _ _ y his fault.

10. Joe could not _ _ e n _ h his thirst despite drinking a litre of water

11. The couple _ o _ f e _ r e _ before they made their decision.

12. It was hard to _ _ t e r _ _ n _ which bone was broken.

13. The class c _ _ _ e n _ r _ _ e _ intensely during their test.

Summary revision testing

At the end we deliver lots of summary tests.

This one focusses on the most difficult words from past papers

© Learning Street 2016 TS/1

You have already learnt these. Fill in the gaps to reveal the correct synonym.

loving _ f f _ _ _ i _ n a _ _ shorten a _ b _ _ _ i a _ _ ghost _ _ p _ r _ _ i _ n surprise a s _ _ _ _ s h m _ _ t gallant c _ i _ _ l _ o _ s lie d _ c _ _ v _ small _ i m _ n _ _ i v _ attempt _ n _ e _ v _ _ _ waste e _ t _ a _ _ g _ n _ _ lazy _ _ d _ l _ _ t unbeatable i _ v _ _ c i _ _ e marriage m _ _ r _ _ o _ _ need _ e _ e _ _ _ t _ uproar p _ _ d _ _ o _ i _ _ buy _ _ r _ _ a s _ unwilling _ e _ u _ _ a n _ importance s _ _ n _ f _ _ a n _ _ enough _ _ f _ i c _ e _ t stormy _ _ _ p _ s t _ o _ s squirm _ r _ t _ e

Remember – this is a test and learning exercise. If you get them all correct you will have done incredibly well. If you haven’t just

learn the ones you missed. Marks / 20



This one focusses on the most difficult synonyms.

© Learning Street 2016 TO/1

You have already learnt these. Fill in the gaps to reveal the correct opposite.

ancestor _ _ _ c e _ _ _ n t dismantle _ _ _ e m b _ _ freedom c _ p _ _ v _ t _ reveal _ _ n c _ a _ ebb _ _ o _ praise c _ n _ e _ _ failure s _ c _ _ _s native _ _ r e _ g n mean g e n _ _ _ u _ ignorant k _ _ w l _ _ _ e a _ _ e miser _ _ e n _ _ h _ i _ t moving s _ _ t i _ n _ _ y active _ e d _ n _ _ _ y smart s l _ _ e n _ y vacant o _ _ _ p _ e d equality _ _ e _ _ _ l _ t y noble _ _ n _ _ l _ motorist _ _ d e s _ _ i a _ obese g _ _ _ t free c _ _ f _ n _ d

Remember – this is a test and learning exercise. If you get them all correct you will have done incredibly well. If you haven’t just

learn the ones you missed. Marks / 20



This one focusses on the most difficult opposites.

20 MOST DIFFICULT HOMOGRAPHS

© Learning Street 2016 MDHG

These are words that are spelt the same, but have more than one meaning. The sentences included below are based on the word’s least common

meaning. Fill in the gaps. In two or three cases you may find more than one word might fit – remember you can use each word only once, if you go

wrong you’ll need to revise your work.

SHEET 1

1. I wish they wouldn’t _ _ _ _ _ _ me while i’m at work.

2. They came back with a _ _ _ _ _ _ _ offer.

3. There was a strong _ _ _ _ _ _ _ in the sea.

4. She played the _ _ _ _ _ _ .

5. I hope the weather doesn’t _ _ _ _ _ _ my plans.

6. The gates were made out of _ _ _ _ .

7. The _ _ _ _ _ _ read his mind.

8. They nailed a _ _ _ _ _ _ to the wall, to inform everyone.

9. The _ _ _ _ _ in the church was enormous.

badger

rose

organ iron

train spoke

counter

second

invalid

plane

medium

present cornet

proceeds current

vault wound

hamper

swallow

notice



This one focusses on the most difficult homographs.

30 MOST DIFFICULT HOMOPHONES

© Learning Street 2016 MDHP

, These are words that sound similar to one another.

You should have learnt these already, so try to fill in the gaps below.

SHEET ONE 1. He said his ________ to try and bring _______ . (peace, piece)

2. They asked _____ to sing a _____ . (hymn, him)

3. They had to ________ a lot of rubbish out of the _____ . (hall, haul)

4. “Do you _______ me to _______ the dough?” asked Freya. (knead, need)

5. She took her _______ off so she could _______ out the towel. (ring, wring)

6. There wasn’t enough _______ to pick some fresh _______ . (thyme, time)

7. The _____ saw a _______ in the harbour. (buoy, boy)

8. He liked to watch a _______ drama over a bowl of _______ . (cereal, serial)

9. She needed to _______ that her ________ had gone through. (check, cheque)

10. There were many _______ patches throughout the golf _______ . (course, coarse)

11. There was _______ on the first day of her _______ . (reign, rain)

12. They couldn’t _______ to find out the _______ of the new baby. (weight, wait)

13. They had a big enough _______ of food to feed a large _______ of people. (hoard,

horde)

14. Lucy remained _______ while George bought _______ . (stationery, stationary)

15. He picked up the sack of _______ in a way that would show off his _______ . (mussels, muscles)



This one focusses on the most difficult homophones.

30 MOST DIFFICULT COMMONLY MISSPELT WORDS

© Learning Street 2016 TCMW

Each of the sentences below includes one spelling mistake. Identify the incorrect spelling and then re-write the correct spelling in the spaces.

Part one

1. Joseph looked on as his neighbour played on her bycycle. __________

2. He had a loud argument with his colleaguae. __________

3. She desparatelly needed the address of the doctor. __________

4. The college had a strict policy on disiplin. __________

5. They finally found an activity that could exhillerate them on their holiday. _________

6. They lived in an exstremely quiet neighbourhood. __________

7. Freddie enjoyed wearing very flouresent colours. __________

8. Isabella tried to be humorous by being very mischiefveous. __________

9. The sound of the builders working next door became quite a nuiscience. __________

10. It was a peculiar phonenomenam. __________

11. With great priviledge comes great responsibility. __________

12. They came up with a special prounounciation for their new baby’s name. __________

13. The musician wanted to develop the rythem in his new song. __________

14. She cut out a ridiculous pattern using her new scissorss. __________

15. He knew his luggage would probably be sized. __________



This one focusses on the most difficult commonly misspelt words

ANSWERS - THE COMPLETE VOCABULARY COURSE – PART 15


Opposites Match-up

faint dirty difficult entrance ebb fair-play enemy empty dwarf early die evening divide ever failure down east dry

Homographs

1 lark 2 leg 3 lemon 4 lie 5 light 6 litter 7 log 8 mail 9 major 10 medium

Words from Past Papers

banish contribute consideration

endeavour wither rowdy constant combination dilute revive pasture consist artful impudent immerse

Revision Anagrams

1. Die 2. Dirty 3. Down 4. Major 5. Pasture 6. Badger 7. Batter 8. Beam 9. Bonnet 10. Counter 11. Fair-play 12. Bold 13. Medium 14. Lemon 15. Revive

Crossword Revision Puzzle

Down 1. Calendar 3. Recent 4. Sufficient 6. Dilute 7. Consideration

8. Opposite 10. Evening 11. Faint 16. Enough 18. Artful Across 2. Banish 5. Endeavour 9. Contribute 12. Question 13. Ebb 14. Immerse 15. Imagine 17. Combination 19. Bonnet 20. Through

Full answers for every question

There are answers provided for every question in each part of the course.

Where a full detailed explanation is needed we give it.

1 Introduction to Course2 Frontsheet 13 Frontsheet 24 Words from Past Papers5 Personal Words List6 Synonyms7 Synonyms Match Up8 Synonyms Revision9 Reading and Recommended Books10 HomographsFor example:Fence

11 Homographs Revision12 Opposites13 Opposite Match Up14 Opposites Revision15 More Difficult Opposites16 Anagrams17 Apostrohpes18 Apost revision19 Homophones20 Homphones Fun test21 Commonly Misspelt Words 122 Commonly Misspelt Word 223 Compound Word Puzzle24 Essential Spelling25 Purals26 Pural Test27 Purals Revision Tests28 Spot the MIstake29 Spelling Letter Patterns30 Spelling Letter Patterns Test Sheet31 Crossword32 Paired Reading 1CHAPTER IX -THE STRANGEST HOUSE ANY ONE EVER LIVED IN-

33 Paired Reading 234 Most difficult words from past papers35 Most difficult synonyms36 Most difficult opposites37 Most difficult Homographs38 Most difficult homophones39 Most difficult commonly misspelt words40 Answer sheet

Documents

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