8545 New wave English skills practice teachers guide Lower

New wave English skills practice

teachers guide (Lower)

Published by R.I.C. Publications ® 2014

Copyright © R.I.C. Publications ® 2014

Revised Edition 2022

ISBN 978-1-922843-66-1

RIC–8545

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Foreword

New wave English skills practice is a series of six workbooks, written to provide a comprehensive and

structured daily English program in primary schools.

The series is designed to:

• help children practise and understand a range of English skills and concepts previously taught

• develop and reinforce problem-solving strategies within an English context

• develop and maintain children’s speed of recall

• reinforce a range of English terms and language.

This teachers guide has been designed to accompany the New wave English skills practice series. This guide

contains:

• teacher notes explaining the set up of the workbooks

• whole-class and individual concept error tracking checklists

• scope-and-sequence chart giving a broad overview of the concepts covered over the full 160 days

• weekly overviews showing the English concepts covered each week

• answers for the practice questions, daily activities and the revision days for each year level

• additional week of review, targeting the skill focuses that have been covered in each group of eight weeks

• assessment for each group of eight weeks, which assesses children’s understanding of the seven focus

concepts covered

• comprehensive glossary of terms for teacher reference, which explains and gives examples of concepts

covered in the daily activities.

Contents

Introduction............................................................iv

How the children use the workbooks........................iv

Suggested program for using the workbooks............vi

Book A

Individual recording – concept-specific....................2

Whole-class recording – concept-specific................3

Scope and sequence: workbook overview................4

Skill focus overviews...............................................8

Skill focus reviews.................................................16

Skill focus assessments........................................24

Answers...............................................................28

Book B

Individual recording – concept-specific..................36

Whole-class recording – concept-specific..............37

Scope and sequence: workbook overview..............38

Skill focus overviews.............................................44

Skill focus reviews.................................................52

Skill focus assessments........................................60

Answers...............................................................67

Glossary...............................................................74

Notes...................................................................82

iii

R.I.C. Publications ® – www.ricpublications.com.au 978-1-922843-66-1 New wave English skills practice – teachers guide lower

Introduction

Daily practice sessions ensure children consolidate a wide range of English skills and concepts. They are able

to recall information quickly and easily for use in more lengthy English activities.

The New wave English skills practice series of workbooks is built on repeated practice of already-taught

concepts and skills. Teachers should ensure that children have been exposed to all concepts covered in each

daily activity before allowing them to commence the questions. (To ensure this has happened, teachers should

refer to the overviews for each week.) Where constant errors occur, New wave English skills practice enables

teachers and children to identify difficulties and gaps in learning to inform future teaching and learning

activities.

New wave English skills practice provides a valuable resource to extend children who already have a sound

knowledge of English concepts. Children can challenge themselves to better each daily score, or complete

activities more quickly and accurately.

New wave English skills practice is a comprehensive program that covers most areas of English—spelling,

grammar, word study and punctuation.

A friendly witch character is used throughout the New wave English skills practice series to align with the

wizard character used in our complementary New wave mental maths series. The easy-to-identify character

appears on the cover of each workbook and features occasionally throughout the workbooks to introduce new

skills, demonstrate concepts and provide important reminders.

How the children use the workbooks

Each workbook contains 160 days of questions which are grouped in days of five. A skill focus is provided at

the start of the week to support children with the revision of skills that will follow. Only a selection of the more

challenging punctuation, word study and grammar concepts that are covered in the workbooks have a skill

focus section. There are many other English skills that are introduced over the course of the workbooks, so it

is recommended that teachers view the week overview and look though the week of questions to ensure that

children understand all the skills that are covered in a given week.

WEEK 13

Skill focus

Other words for people and things

Read the picture story.

Mum baked a cake. She dropped it on the floor.

Dad ate the cake. He won’t eat it again.

In the story, the naming words in the first

pictures were changed to different words

in the second pictures:

Mum ➞ She Dad ➞ He

These are known as pronouns. There are

lots of other words that can take the place

of naming words:

I me it him her

Practice questions

1. Which word can be used

instead of Mum?

She He

Day 1

Mum is going for a walk.

2. Change the middle sound

to i to make a new word.

pet

3. Tick the correct sentence:

I do not know where my

hat is.

I nowe where it is.

4. Which word needs a capital

letter?

I love to sleep in on saturdays.

5. Circle the word that ends with

ay like day.

lady play happy your

kicked the

ball. The man shouted

6. The opposite of last is:

at .

second first

7. Circle the answer.

fell off his

Where is the cream?

bike. A friend helped

I put cream on my hot

chocolate.

.

8. Read the sentence.

Tick true or false.

was a

juicy bone. The dog

true false

buried . Lions love to eat carrots. MY SCORE

38

New wave English skillls practice Book A 978-1-922843-54-8 R.I.C Publications ® – www.ricpublications.com.au

1. Change ai in pain to i to

make a new word.

pain

Day 5

2. Circle the mistake.

I got dirt in my iye.

3. Add ed to end to make a

new word.

4. Circle the word with ou in the

middle like loud and foul.

go school shout clown

5. Fill in Who or Why.

are you laughing?

6. Write the first word correctly.

where is your house?


Tick true or false.

true false

My mum has

superpowers.

8. Circle the noun

(naming word).

The sky is blue.

Skill focus review

1. How many sounds in rug?

r-u-g

• • •

2. What letter is missing? Write

as a capital and lower-case

letter.

p q s t

3. Add a capital letter and

full stop.

he was at home

4. Circle the word that needs a

capital letter.

My dad’s name is ben.

5. Look at the picture.

Read the sentence.

Tick true or false.

true false

The ball is in the basket.

6. him or her?

I told my mum that I love

.

7. Circle the question word.

Where are you?

8. Circle the adjective

(describing word).

I sleep on a soft pillow.

MY SCORE MY SCORE

49

R.I.C Publications ® – www.ricpublications.com.au 978-1-922843-54-8 Book A New wave English skills practice

WEEK 16

iv

New wave English skills practice – teachers guide lower 978-1-922843-66-1 R.I.C. Publications ® – www.ricpublications.com.au

How the children use the workbooks cont.

Each day, children will complete the two ‘skill focus’ questions before completing a series of mixed practice

questions. At the end of the eight weeks, teachers have the flexibility to choose whether children will

complete a single day of revision covering the seven skill focuses or a full week of revision to consolidate

these concepts. This may be followed by the corresponding skill focus assessment to further test children’s

understanding of the topics covered and revisit difficult concepts before moving on.

The workbooks contain different numbers of questions per week for the different year groups:

Book A has 8 questions: 1 skill focus and 7 mixed practice (to allow for a stronger emphasis on

phonemic awareness, phonics and sight words rather than punctuation, word study and grammar).

Book B has 8 questions: 2 skill focus and 6 mixed practice.

Book C and Book D have 12 questions: 2 skill focus and 10 mixed practice.

Book E and Book F have 15 questions: 2 skill focus and 13 mixed practice.

The children complete the questions independently. Answers are included in the teachers guide. Teachers

may either call out the answers for the whole class or collect the workbooks to mark individual work. The child

records their score in the circle at the bottom of each page.

At the end of each group of eight weeks, children may complete the relevant revision days (contained in the

teachers guide) in the same manner.

If desired, teachers may ask children to record specific concept errors in the individual recording sheet

(Book A – page 2, Book B – page 36); for example, if the question refers to plural nouns, children record

this in the concept error column with the week, day, date and question number. This assists children to identify

common concept errors that need individual revision and practice.

A whole-class concept error tracking checklist (Book A – page 3, Book B – page 37) allows teachers

to record and track errors. This assists teachers to gauge common errors that may need more whole-class

teaching or question phrasing that may need explaining.

WEEK 13

Skill focus Day 1

Making words shorter

Sometimes two words can be put together to

make a new, shorter word. These are known as

contractions.

A letter is taken out and a little mark

shows where the letter was. The little

mark looks like this:

She i s She ’ s

I a m I ’ m

Practice questions

1. Circle the five words that have

been made shorter.

2. Write the two words each word is

made from.

+

+

+

+

+

’

38

1. The word don’t means:

did not do not

2. Make the contraction (shortened

word) isn’t into two words.

3. Write the jumbled word correctly.

Use uegl to stick it together.

4. Circle the word that comes last

in alphabetical order.

neck finger head

5. The word many means:

none not any lots

6. Add two capital letters.

the largest continent is asia.

7. Which word tells how the boy is

writing?

boy book neatly

The boy is writing neatly in his

book.

8. Circle the conjunction (joining

word).

I hate eating cabbage and

cucumber.

MY SCORE

New wave English skillls practice Book B 978-1-922843-55-5 R.I.C Publications ® – www.ricpublications.com.au

1. Correct the spelling mistake.

I am not shure where I left my

shoes.

2. Add ea or ee and oo or ew.

ure s

Dad added some m t to

the st .

3. Number in alphabetical order.

long short thin

4. Add un to one word to make the

opposite.

even walk bump

5. Circle the word that means the

same as fix.

mend rip drop

6. Circle the opposite of black.

brown white gold

7. Write . or ? in the box.

Could I use your ball

8. Circle the word that tells

how he won the race.

He won the race easily.

Day 5 Skill focus review


What is your favourite TV sho?

ow sh


tree leaf flower


opposite.

friendly sleep run

4. The contraction (shortened

word) you’re means:

you are you will

5. Circle the conjunction (joining

word).

I like my friend but he can be

rude to me.

6. Circle the correct

word.

I me

Do you want to go to the pool

with ?

7. Write the correct word.

she he

Dad said

would pick me up from school.

8. Circle the word that tells how

she is singing.

She is singing beautifully.

MY SCORE MY SCORE

49

R.I.C Publications ® – www.ricpublications.com.au 978-1-922843-55-5 Book B New wave English skills practice

WEEK 16

v


Suggested program for using the workbooks

Although the design of the workbooks allows teachers to flexibly use them in any manner they wish, the

following provides a general outline of how to make the most of each workbook’s format.

The workbooks are designed so that each group of eight weeks can be completed in a term. The additional two

weeks per term account for program interruptions or can be used as an opportunity to provide further teaching

on any missed concepts at the end of the eight weeks, after completing the review and assessment.

WEEKS 1–7

Skill Focus

Each week starts with a new skill focus. Spend a brief amount of time (approximately 10 minutes) reading

through the skill focus as a class, checking for understanding and clarifying any concept errors as necessary.

Have children complete the practice questions, then mark them as a class, again checking for any

misconceptions. You may also wish to do a walk through of the remaining questions for the week, reminding

children of any key terminology and how to complete the questions (e.g. tick, circle, write).

Days 1–5

Before children complete the remaining days of practice, remind them to refer to the skill focus to help them

complete the practice questions at the beginning of each day. After completing each day, mark the questions

and have children record any errors on their individual recording sheet. The teacher should identify and

address any concepts that require further teaching.

WEEK 8

There is no skill focus for this week. No new concepts will be introduced. This gives children an opportunity to

consolidate the skills they have been taught in the previous weeks.

Days 1–5

Before children complete the week of practice, guide them through the questions for the week, reminding them

of any key terminology and how to complete the questions (e.g. circle, tick, write). After completing each day,

mark the questions and have children record any errors on their individual recording sheet. The teacher should

identify and address any concepts that require further teaching.

Review

A single review day is found at the end of Week 8. This gives children an opportunity to practise all the skill

focuses before completing an optional assessment. If preferred, an additional four days of review (found in

Book A – page 16, Book B – page 52) may be used before completing the assessment.

WEEK 9

This may be used as a review week, using the review questions (in Book A – page 16, Book B – page 52).

At the end of the week, the relevant assessment is completed (this may be over two days for younger children).

After identifying any whole-class misconceptions, additional teaching can take place as part of the regular

English program.

vi


Individual recording – concept-specific

Name:

Week

number

Day

number

Question

number

Date

Concept error(s)

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

2


Whole-class recording – concept-specific

Child

Week

number

Day

number

Question

number

Date

Concept error(s)

3


Scope and sequence: workbook overview

Word level

Spelling

Book A

Weeks 1–8 Weeks 9–16

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Phonics • • • • • • • • • • • • • • • •

Sight words • • • • • • • • • • • • • • •

Letter and word study

Capital and lower-case letters • • • • • • • • • • • • • • • •

Alphabetical order • • • • • • • • • • • • • • • •

Phonemic awareness • • • • • • • • • • • • • • • •

Rhyme • • • • • • • • • • • •

Prefixes (un-)

Suffixes • • • • • •

Antonyms

•

Synonyms

Homophones • • • •

Confused words

Compound words

Word groups and families • • • • • •

Root and base words

Inflections

Verbs: tense and agreement

(-ed and -ing, no change to root word)

• • • • • •


(-s and -es for third person singular)

Nouns: plurals (-s)

Nouns: plurals (-es)

Adjectives: superlative and

comparative (-er and -est)

Parts of speech

Nouns

Common nouns • • • • •

Proper nouns • • • • •

Plural nouns

Verbs

Verbs (action) • • • • • •

Verbs (to have/to be)

Verb tense • • • • •

Subject-verb agreement

4



Book A


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Adjectives

Common adjectives • • • • •

Comparative and superlative adjectives

Adverbs

Manner

Pronouns

Personal • • •

Prepositions

Place • • • • •

Conjunctions

Using ‘and’ or ‘but’ • •

Joining sentences using ‘and’

Question words • •

Punctuation

Capital letters

Start of sentences • • • • • • • • • • •


Pronoun ‘I’

End of sentences

Full stops • • • • • • • •

Question marks • •

Exclamation marks

Sentence level

Sentences

Sentence structure

Identifying sentences • • •

Simple sentences • • • •

Compound sentences

Types of sentences

Statements

•

Questions • •

Exclamations

Comprehension

True/False sentences • • • • • • • • • • • •

Read and answer

•

Identifying correct words

•

Identifying unnecessary words

•

Unjumbling sentences

5



Book A


17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Word level

Spelling

Phonics • • • • • • • • • • • • • • • •

Sight words • • • • • • • •


Capital and lower-case letters • • •

Alphabetical order • •

Phonemic awareness • • • • • • • • • • • • • • •

Rhyme • • • •

Prefixes (un-) • • • • •

Suffixes • • • • • • • • • • • • • • • •

Antonyms • • • • • •

Synonyms • • • • • •

Homophones • • • •

Confused words • • •

Compound words • • • • •

Word groups and families • • • •

Root and base words • • • •

Inflections


(-ed and -ing, no change to root word)



• • • • • • • • •

• • • • • •

Nouns: plurals (-s) • • • • • • •

Nouns: plurals (-es) • • • • • •


comparative (-er and -est)

• • • •

Parts of speech

Nouns

Common nouns • • • • • •

Proper nouns • • • • • • • • • • •

Plural nouns • • • • • • • • •

Verbs

Verbs (action) • •

Verbs (to have/to be) • • • • •

Verb tense • • • • • • • • • •

Subject-verb agreement • • • • • • • • • •

6



Book A


17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Adjectives

Common adjectives • •

Comparative and superlative adjectives • • • •

Adverbs

Manner • •

Pronouns

Personal • • • •

Prepositions

•

Place • • • •

Conjunctions

Using ‘and’ or ‘but’ • • • • • •

Joining sentences using ‘and’ • •

Question words • • • • • •

Punctuation

Capital letters

Start of sentences • • • •

Proper nouns • • • • • • • • • •

Pronoun ‘I’ • • •

End of sentences

Full stops • • • • • • • •

Question marks • • • • • • • • • •

Exclamation marks • • • • • • • •

Sentence level

Sentences

Sentence structure

Identifying sentences

Simple sentences

•

•

Compound sentences

Types of sentences

Statements • • • • • • • •

Questions • • • • • • • • • •

Exclamations • • • • • • • •

Comprehension

True/False sentences • •

Read and answer • •

Identifying correct words • • • • • • • • •

Identifying unnecessary words • • • • • •

Unjumbling sentences • • • •

7


Weeks 1–8 overview – Book A

Week/area Skill focus

Phonemic

awareness

1 Capital and lowercase

letters

• Initial sounds

• Segmenting

2 Common nouns • Initial sounds

• Segmenting

3 Capital letters and

full stops

• Manipulating initial

sounds

• Segmenting

4 Word families

(categorising

nouns)


sounds

• Segmenting

5 Verbs (action) • Final sounds

• Segmenting

6 Verb inflections:

tense and

agreement

(adding -ed and

-ing to verbs)

• Final sounds

• Segmenting

7 What is a

sentence?

• Final sounds

• Segmenting

Spelling/phonics Punctuation Letter/word study Grammar Comprehension

• Sight words (like,

you, see, the, we)

• Medial vowel

sounds

• Alphabetical order

• Capital and lower-case letters

• Rhyming words

• True/False

sentences

• Sight words (have,

with, that, was,

one)

• Medial vowel

sounds



• Rhyming words

• Common

nouns

• True/False

sentences

• Sight words (like,

you, see, the, we)

• Medial vowel

sounds

• Capital letters (start

of sentences) and full

stops



• Rhyming words

• Common

nouns

• True/False

sentences

• Sight words (have,

with, that, was,

one)



stops



• Rhyming words

• Word families

• Common

nouns

• True/False

sentences

• Sight words (are,

this, they, what,

when)

• Full stops • Alphabetical order


• Rhyming words

• Word families

• Verbs (action) • True/False

sentences

• Sight words (your,

is, of, his, I)

• Capital letters (start of

sentences)



• Rhyming words

• Word families

• Verb inflections (-ed and

-ing)

• Verbs (action)

• Sight words (I, of,

are, this, is, your,

his, when)



stops



• Rhyming words

• Word families


-ing)

• Verbs (action)

• Sentence

formation

8




Phonemic

awareness

8 • Final sounds

• Segmenting

Review • Initial sounds


sounds

• Final sounds

• Segmenting


• Sight words (sun,

four, school, to,

bee)



stops



• Rhyming words


-ing)

• Common

nouns

• Verbs (action)

• Sight words (of,

have)



stops



• Rhyming words

• Word families


-ing)

• Common

nouns

• Verbs (action)

• Sentence

formation

• True/False

sentences

9




Phonemic

awareness


9 Adjectives • Manipulating final

sounds

• Segmenting

• Sight words (were,

all, two, do, there)

• Consonant

digraphs (sh/ch)


sentences)

• Homophones



• Rhyming words


-ing)

• Adjectives

• Sentence

formation

• True/False

sentences

10 Parts of a sentence

(review nouns,

verbs, adjectives

and basic

punctuation)

• Segmenting • Sight words (eat,

said, go, or, she)

• Medial vowel

sounds

• Consonant

digraphs (sh/ch)



stops

• Homophones



• Rhyming words


-ing)

• Word families

• Adjectives

11 Prepositions

(place)

• Manipulating final

sounds

• Segmenting

• Sight words (were,

all, two, do, there)

• Diphthongs (ow)



stops

• Homophones



• Rhyming words

• Word families

• Adjectives

• Verbs (action)

• Prepositions

• True/False

sentences

12 Proper nouns

(names, days of

the week, months

of the year)


sounds

• Segmenting

• Sight words (eat,

said, go, or, she)

• Consonant

digraphs (sh/th)

• Capital letters • Homophones



• Rhyming words

• Proper nouns

• Adjectives

• Prepositions

• True/False

sentences

• True/False

sentences

13 Pronouns (she/her,

he/him, it)

• Manipulating

medial sounds

• Segmenting

• Sight words (know,

will, them, out,

come)

• Diphthongs (ay/oy)

• Capital letters (proper

nouns)

• Antonyms (opposites)


• Rhyming words

• Proper nouns

• Prepositions

• Pronouns

(she/her, he/

him, it)

• True/False

sentences

14 Joining words

(and, but)

• Manipulating

medial sounds

• Segmenting

• Sight words (little,

make, has, other,

new)

• Initial blends (sl/

sp/bl/br)


nouns and start of

sentences)



• Rhyming words

• Proper nouns

• Verbs (action)

• Pronouns

(she/her, he/

him, it)

• True/False

sentences

• Read and

answer (word

meanings)

• True/False

sentences

10




Phonemic

awareness

15 Question words

and question

marks

• Manipulating

medial sounds

• Segmenting

16 • Manipulating

medial sounds

• Segmenting

Review • Manipulating

medial sounds

• Final sounds

• Segmenting


• Medial sounds

(r-controlled

vowels)


nouns and start of

sentences) and full

stops

• Question marks



• Proper nouns

• Question

words

• Joining words

• Adjectives

• Prepositions

• Identifying

unnecessary

words

• True/False

sentences

• Sight words (two,

sea, pretty, blew,

eye)

• Medial sounds

(oe/or/ou)

• Initial blends (bl/

br)


nouns and start of

sentences) and full

stops

• Question marks

• Verb inflections

(-ed and -ing)

• Proper nouns

• Common

nouns

• Question

words

• Pronouns

(she/her, he/

him, it)

• True/False

sentences


nouns and start of

sentences) and full

stops

• Question marks



• Rhyming words

• Adjectives

• Proper nouns

• Prepositions

• Pronouns

(she/her, he/

him, it)

• Question

words

• True/False

sentences

11


Weeks 17-24 overview – Book A


Phonemic

awareness

17 Proper nouns (full

range, including

pronoun ‘I’)


sounds

• Segmenting

(Elkonin boxes)

18 Plural nouns

(adding -s)


sounds

• Segmenting

(Elkonin boxes)

19 Word families

(rime and spelling

patterns)


sounds

• Segmenting

(Elkonin boxes)

20 Verbs (to be, to

have): tense and

agreement (is/are,

has/have, was/

were)


sounds

• Segmenting

(Elkonin boxes)

21 Exclamation marks • Manipulating final

sounds

• Segmenting

(Elkonin boxes)


• Sight words (many,

about, would,

some, which)

• Initial blends (cl/

cr)

• Question marks • Rhyming words


(-ed and -ing)

• Proper nouns

• Pronouns

• Joining words

(and/but)

• Verbs (action)

• Sight words (here,

any, again, four,

take)

• Initial blends (fl/fr)


nouns and ‘I’)


(-ed and -ing)

• Noun inflections (adding

-s)

• Rhyming words

• Word families

• Proper nouns

• Prepositions

• Joining words

(and)

• True/False

sentences

• Trigraphs (ear/air) • Capital letters (proper

nouns)


(-ed and -ing)


-s)

• Rhyming words

• Word families

• Proper nouns

• Adjectives

• Prepositions

• Question

words

• Identifying the

correct words

in sentences

• Identifying

unnecessary

words

• Sight words (my,

been, who, could,

over)

• Final digraphs and

blends (ck, ve, nk,

nt, th)

• End of sentences:

question marks and

full stops.


• Capital and lower-case

letters


(-ed and -ing)


-s)

• Verbs (to be, to have): tense

and agreement

• Word families

• Common

nouns

• Pronouns

• Sight words (these,

wore, after, put,

over)

• Initial blends (st/

sk/sp/sw/sl)


nouns)


exclamation marks,

question marks and

full stops


(-ed and -ing)


-s)


and agreement

• Rhyming words

• Word families

• Proper nouns

• Prepositions

• True/False

sentences

12




Phonemic

awareness

22 Comparative

and superlative

adjectives (adding

-er and -est)


sounds

• Segmenting

(Elkonin boxes)

23 Plural nouns

(adding -es to

words ending in s,

x or z)


sounds

• Segmenting

(Elkonin boxes)

24 • Manipulating initial

sounds

• Segmenting

(Elkonin boxes)

Review • Manipulating initial

sounds

• Segmenting

(Elkonin boxes)


• Initial blends (dr/

gr/tr/br/cr)


exclamation marks

and question marks


• Capital and lower-case

letters

• Adjective inflections

(adding -er and -est)


(-ed and -ing)


and agreement

• Identifying base words

• Adjectives

• Prepositions

• Identifying

unnecessary

words

• Identifying

correct words in

sentences

• Medial sounds (ai/

oi/ur/ee/ea)


exclamation marks

and question marks




(-ed and -ing)


-es)

• Rhyming words

• Question

words

• Joining words

(and/but)

• Pronouns

• Identifying

unnecessary

words

• Identifying

correct words in

sentences


sentences)


exclamation marks,

question marks and

full stops

• Noun inflections (adding -s

and -es)


and agreement

• Verbs: subject-verb

agreement (e.g. I trip/he

trips)

• Joining words

(and)

• Question

words

• Identifying

correct words in

sentences

• Read and

answer (word

meanings)


nouns)


exclamation marks

and question marks


and -es)




and agreement

• Word families

13




Phonemic

awareness

25 Types of

sentences

(statement,

question,

exclamation)

• Segmenting

(Elkonin boxes)

26 Prefix un- • Segmenting

(Elkonin boxes)

27 Compound

words

• Manipulating

medial sounds

• Segmenting

(Elkonin boxes)

28 Plural nouns

(adding -es to

words ending in

ch or sh)

• Manipulating

medial sounds

• Segmenting

(Elkonin boxes)


• Sight words (very,

good, how, give,

people)

• Medial sounds

(oo/ow)

• Initial blends (gr/tr/

br/cr/fr)


exclamation marks

and question marks


nouns and start of

sentences)

• Antonyms

• Synonyms


and -es)


(-ed and -ing)


and agreement

• Common

nouns

• Joining words

(and/but)

• Identifying

purposes of

sentences

• Sight words

(use, for, as, be,

because)

• Medial sounds

(r-controlled

vowels)

• Initial blends (dr/

tr)


exclamation marks

and question marks


nouns and start of

sentences)

• Prefix un-

• Antonyms

• Synonyms

• Homophones (to/two)


and -es)


(-ed and -ing)

• Verbs: subject-verb agreement

(e.g. I take/he takes)

• Prepositions

• Pronouns

• Initial blends (st/

sp)


exclamation marks

and question marks


nouns and ‘I’)

• Prefix un-

• Antonyms

• Synonyms

• Compound words




• Verbs (action) • Identifying

unnecessary

words

• Identifying

correct words in

sentences

• Sight words (down,

day, so, much,

way)

• Initial blends (pl/

pr)


nouns and start of

sentences)

• Adjective inflections (adding

-er and -est)

• Prefix un-

• Antonyms

• Synonyms

• Compound words





14




Phonemic

awareness

29 Adding suffix -er

to verbs to make

nouns

• Manipulating

medial sounds

• Segmenting

(Elkonin boxes)

30 Adverbs

(manner)

• Manipulating

medial sounds

• Segmenting

(Elkonin boxes)

31 Using ‘and’ to

join sentences

• Manipulating

medial sounds

• Segmenting

(Elkonin boxes)

32 • Manipulating

medial sounds

• Segmenting

(Elkonin boxes)

Review • Manipulating

medial sounds

• Segmenting

(Elkonin boxes)


• Sight words (just,

our, her, their, me)

• Medial sounds (er/

ow/ie/ou/or)

• Prefix un-

• Suffix -er

• Antonyms

• Synonyms

• Noun inflections (adding -es)

• Compound words



(e.g. I match/he matches)

• Prepositions • Unjumbling

sentences

• Initial sounds

(consonant

digraphs)

• Suffix -er

• Antonyms

• Synonyms

• Compound words

• Confused words (where/were)


(e.g. I brush/he brushes)

• Adverbs

(manner)

• Joining words

(and)

• Identifying

unnecessary

words

• Identifying

correct words in

sentences

• Unjumbling

sentences

• Final sounds (are) • Capital letters (proper

nouns)

• Prefix un-

• Suffix -er

• Antonyms

• Synonyms



(e.g. I catch/he catches)

• Adverbs

(manner)

• Identifying

unnecessary

words

• Identifying

correct words in

sentences

• Unjumbling

sentences


exclamation marks

and question marks

• Prefix un-

• Synonyms



• Adjective inflections (adding

-er and -est)


• Nouns

(common)

• Nouns (proper)

• Joining

sentences with

‘and’

• Identifying

correct words in

sentences

• Read and answer

(word meanings)

• Unjumbling

sentences


exclamation marks

and question marks

• Prefix un-

• Noun inflections (adding -es)

• Suffix -er

• Compound words

• Adverbs

(manner)

• Joining

sentences with

‘and’

15


Day 1 Day 2

Book A – Weeks 1–8 review

1. What starts with d ?

2. Circle the spelling mistake.

Choose a word to fix it.

I hav a red hat.

ham

have

1. Write a or e.

h

n

2. How many sounds in feet?

f ee t

• •

3. Fill in the missing letters.

b c

n o p q

e f g h i j

s t u v w

l m

y z

3. Write the matching lower-case

letters.

B F Q V Z

4. Circle the odd one out.

red blue green flower

5. Add ing to these words.

fly cry

6. Use a capital letter or full stop

to fix the sentence.

I like your house

7. Circle the verb (doing word).

We eat our lunch.

8. Is this a sentence?


cat dog bird tree

5. Add ed to these words.

bump call



i want to go there.

7. Circle the noun (naming

word).

That seed is very small.


yes

no

The cleaner was sweeping.

yes

no

The cleaner.

16


Day 3 Day 4

1. Change c in cot to p to make

a new word.

cot

2. Circle the word that rhymes

with bus.

by see fuss look

3. Write the matching capital or

lower-case letters.

C H L

e


t

computer car train bus

5. Add ing to these words.

look stand



1. What ends with t ?


Tick true or false.

true

false

We can swim at the beach.

3. Fill in the missing letters.

a b c d e f g h i

n

l m

p q r s t v x y z


four star nine three

5. Add ed to these words.

wish cook



we went home on the bus.

7. Circle the noun (naming

word).

Can you open the door?



All bugs are green


yes

no

The cleaner sweeping.

We push the car.


yes

no

Was sweeping.

17


Day 1 Day 2


1. Change oi in noise to o to

make a new word.

noise

2. Circle the word that

rhymes with seed.

so need been nut


full stop.

you love your mum


capital letter.

My pet cat is called fluffy.


Where is the cat?

The cat is walking on the roof.

6. him or her?

My aunt asked me to help

7. What is missing from the

question? Write it.

When can you play


(describing word).

The old dog snored.

.

1. How many sounds in dot?

d o t

• • •

2. What letter is missing? Write

as a capital and lower-case

letter.

a b d

e

3. Add a capital letter and full

stop.

here is my school


capital letter.

I play tennis on friday.


Read the sentence.

Tick true or false.

The cup is on the sink.

true

false

6. Add the correct word.

her

it

Do you know where

7. Circle the question word.

How is your mum?


(describing word).

It was a dark night.

is?

18


Day 3 Day 4

1. Change ai in maid to u to

make a new word.

maid

2. Circle the word that rhymes

with lost.

list no cost love


full stop.

we were lost


capital letter.

Our pet fish is called spot.


Where does the fish live?

Our fish lives in a

fishbowl.

6. him or her?

My brother asked me to play

with .

7. What is missing from the

question? Write it.

Who will you go with


(describing word).

We sat in the cool shade.

1. How many sounds in work?

w or k

• •

2. What letter comes next?

Write as a capital and lowercase

letter.

v w x y


full stop.

you said hello


capital letter.

Easter is in april this year.


Read the sentence.

Tick true or false.

The toys are in the

box.

true

false

6. Add the correct word.

her

it

My aunt asked me to sing

with .

7. Circle the

question word.

When is your birthday?


(describing word).

He got a new kitten.


19


Day 1 Day 2


1. Write the sounds for bee in the

boxes.


capital letter.

I can’t wait for christmas!

3. Add s to room to

mean more than one.

1. Change st to gr to write a new

word.

stand


capital letter.

My mum’s birthday is in

october.

4. Add es to mean

more than one

kiss.

3. Add s to mug to mean

more than one.

5. Add er and est to old to make

two new words.

4. Add es to mean more than

one boss.

6. Which word does not belong

in this family?

torn corn lawn born

7. Fill in is or are.

The boy

not here.

8. Write ? or ! at the end of the

sentence.

5. Add er and est to cold to

make two new words.

6. Which word ends with ub like

tub, rub, grub and stub?

but scrub cube slab

7. Fill in is or are.

It’s so exciting

The cups

on the table.


sentence.

Help me

20


Day 3 Day 4

1. Write the sounds for both in

the boxes.


capital letter.

I think rapunzel is the best

book.

3. Add s to jug to mean

more than one.

1. Change nt to d to make a

new word.

hint


capital letter.

I would like to visit italy one

day.


4. Add es to mean more

than one buzz.

3. Add s to pot to

mean more than one.

5. Add er and est to quiet to

make two new words.

4. Add es to mean more than

one wish.

6. Which word does not belong

in this family?

sing ring wing sang

7. Fill in has or have.

Mum and Dad

to town.

to go


sentence.

Stop doing that

5. Add er and est to cheap to

make two new words.

6. Which word ends with op like

top, hop, chop and shop?

flop pot chip push

7. Fill in was or were.

Grandad

in the car.


sentence.

I don’t want any of it

21


Day 1 Day 2


1. Write the sounds for leap in

the boxes.

2. Add un to fold to make a new

word that means the opposite

of fold.

3. Add es to ditch to mean more

than one.

1. Change the middle sound to

o to make a new word.

heap

2. Add un to cut to make a new


of cut.

4. Add er to make a new noun

(naming word).

walk+er

5. Write ., ? or ! at the end of the

sentence.

My baby sister has

two teeth

6. Add chair to arm

to make a new word.

7. How does the child speak?

Circle it.

The child speaks softly.

8. Use and to join the two

sentences.

I won the race

my

mum and dad were proud of

me.

3. Add es to lash to mean more

than one.


(naming word).

watch+er

5. Write ., ? or ! at the

end of the sentence.

When is

it lunchtime

6. Add stick to lip to make

a new word.

7. How did she paint? Circle it.

She painted neatly.


sentences.

We went to the park

we played a game

of basketball.

22


Day 3 Day 4

1. Write the sounds for you in the

boxes.

2. Add un to clip to make a new


of clip.

3. Add es to splash to mean

more than one.

1. Change the middle sound to

a to make a new word.

coat

2. Add un to block to make a

new word that means the

opposite of block.



(naming word).

mind+er



That dress is

so beautiful

6. Add pot to tea to make

a new word.

7. How did the teacher wave?

Circle it.

The teacher waved kindly.


sentences.

We drove to the shop

we bought some fruit.

3. Add es to bench to mean

more than one.


(naming word).

garden+er



You will sleep in your

own bed

6. Add bow to rain to

make a new word.

7. How did the guard yell?

Circle it.

The guard yelled loudly.


sentences.

Mum went to the bank

then she went to the shop.

23


Skill focus assessments

Book A – Weeks 1–8

1. Write the matching lower-case letters.

Capital

letter

Lower-case

letter

A B C D E F G H I J K L M

Capital

letter

N O P Q R S T U V W X Y Z

Lower-case

letter

2. (a) Add ing to this word.

sleep

(b) Add ed to this word.

jump

3. Colour the squares in

alphabetical order.

a t g h i j

b v f b w k

c d e m x l

t s r a g m

u h q p o n

v w x y z k

4. Use a capital letter and full stop to fix the sentence.

the little boy is playing

5. Circle the noun (naming word). I like to drink cold milk.

6. Circle the verb (action word). I like to drink cold milk.


lion

rainbow

tiger

cheetah

8. Tick the full sentence.

The dog.

The dog jumped on the bed.

Jumped on the bed.

24



1. Add a capital letter and full stop to each sentence.

look at the funny clown

rome is a beautiful city

2. Look at the picture. Tick the sentences that are true.

The teacher is in the classroom.

The children are under the desk.

The posters are on the wall.

3. Add capital letters.

Months of the year


anuary February

arch

pril

May

une

uly

August

September

ctober November December

Days of the week

Sunday onday Tuesday ednesday

Thursday Friday aturday

4. Fill in the missing words. he him she her

Mum said

likes it when I help .

Dad said

5. Write the adjective (describing word).

I made a thick sandwich.

6. Pick and or but.

It was cold

wants me to play football with .

rainy,

7. What is missing from the question? Write it.

How did you do that

8. Add the question words. What Who Why

did the chicken cross the road?

I still played outside.

are you going with?

is your name?

25




1. Tick the words that need capital letters.

mr brown

cat

italy

MAIN

STREET

christmas main street

chair

2. Write the words to show more than one.

(a) One dog Three

(b) One car

Many

3. Cross out the word that doesn’t belong to each family.

mice rice dice race

4. Choose the right words for the sentences.

ghost lost most host

(a) has have He

(b) is are Where

three friends. I

that hat? Our hats

two friends.

here!

(c) was

were We

playing at the park.

She

5. Add exclamation marks.

on the swing.

Oh no Watch out Great job

6. Is the exclamation mark used correctly? yes

Where are your shoes!

7. Add er and est to the word tall to describe the pictures.

no

tall


(a) One bus Two

(b) One fox A family of

26



1. Use .,? or ! at the end of the sentences.

(a) Your tree has some fruit on it

(b) What is that river called (c) What have you got for me

2. Add un- to make new words. Circle the picture

that matches the meaning of each new word.


(a) un + happy

(b) un + tidy

(c) un + well

3. Join the two words to make compound words.

(a) jelly + fish = (b) lady + bird =


(a) One bush

(b) One torch

A group of

A group of

5. Add er to make new words. Match each to the correct picture.

(a) build + er

(b) farm + er

x =

(c) teach + er

6. Circle the word that makes sense. carefully

angry

We moved the glass jars .

7. How did the old man walk? Circle it.

The old man walked slowly.

8. Put a dot to show where and could join the two sentences.

I went to the park I played on the slide.

UNIT 4 SA Q8 slide

27


Answers – Book A

Weeks 1–8

Week 1

Practice

1. c, e, j, m, p, s, w, z

2. Pp, Ee, Ll, Gg

Day 1

1. g

2. pencil

3. cap

4. 3

5. I like to play at the

park.

6. G

7. bee

8. false

Day 2

1. P

2. sun

3. cat

4. 3

5. What game do you

want to play?

6. p

7. hot

8. true

Day 3

1. m

2. net

3. pig

4. 3

5. I can see a bird.

6. M

7. hand

8. false

Day 4

1. I

2. bat

3. sad

4. 3

5. Where is the ball?

6. i

7. cry

8. false

Day 5

1. v

2. worm

3. pin

4. 3

5. Mum said we are

going home.

6. V

7. shoe

8. false

Week 2

Practice

1. sun

2. shop

3. mum

Day 1

1. seed

2. dog

3. leg

4. 3

5. I have lots of friends.

6. e

7. E

8. false

Day 2

1. net

2. g

3. ten

4. 3

5. Who do you play

with?

6. E

7. A

8. two

Day 3

1. sand

2. monkey

3. cot

4. 3

5. How much is that

toy?

6. l

7. I

8. true

Day 4

1. moon

2. b

3. hot

4. 3

5. He was a good

friend.

6. l

7. J

8. book

Day 5

1. bug

2. rat

3. dog

4. 2

5. The baby is one.

6. t

7. T

8. true

Week 3

Practice

Should be ticked:

1. I like to play at the

park.

4. We had cake on

Monday.

Day 1

1. capital letter

2. tin

3. cut

4. lik, like

5. o

6. f

7. hut

8. cat

Day 2

1. full stop

2. dish

3. 3

4. yew, you

5. u

6. a

7. false

8. dog

Day 3

1. capital letter

2. pot

3. fin

4. si, see

5. f

6. n

7. so

8. dad

Day 4

1. full stop

2. rug

3. 2

4. tha, the

5. g

6. b

7. false

8. windows

Day 5

1. capital letter

2. big

3. pot

4. wea, we

5. n

6. c

7. send

8. kite

Week 4

Practice

1. cricket bat

2. types of balls

Day 1

1. hospital

2. feet

3. hav, have

4. capital letter

5. w

6. g

7. spin

8. man

Day 2

1. door

2. 5

3. wif, with

4. full stop

5. y

6. d

7. true

8. pet

Day 3

1. dish

2. see

3. dat, that

4. capital letter

5. r

6. p

7. lump

8. cot

Day 4

1. mum

2. 4

3. woz, was

4. full stop

5. b

6. j

7. false

8. dog

Day 5

1. sweets

2. vet

3. wun, one

4. full stop

5. c

6. x

7. she

8. bus

Week 5

Practice

1. play

2. walk

3. jump

4. sing

Day 1

1. dog

2. bag

3. Who are your

friends?

4. 4

5. e

6. H

7. jug

8. true

Day 2

1. girl

2. 4

3. Put on this jumper.

4. 4

5. f

6. A

7. me

8. false

Day 3

1. car

2. sun

3. Where do they live?

4. 4

5. o

6. E

7. book

8. false

Day 4

1. pen

2. 4

3. That is what I said.

4. 4

5. n

6. Z

7. fuss

8. false

Day 5

1. bin

2. tail

3. Did you see me

when I left?

4. 4

5. t

6. c

7. leg

8. true

Week 6

Practice

1. cooked

2. cooking

3. leaped

4. leaping

Day 1

1. seeing

2. bus

3. I like your dress.

4. 1

5. m

6. Y

7. T-shirt

8. wash

Day 2

1. waited

2. 3

3. Your bag is in your

room.

4. 1

5. h

6. R

7. hot

8. see

Day 3

1. feeding

2. bat

3. I want one of those!

4. 1

5. g

6. U

7. truck

8. Look

Day 4

1. landed

2. 3

3. When is his party?

4. 1

28


Answers – Book A

5. e

6. N

7. cry

8. cut

Day 5

1. looking

2. stop

3. Mum and I like

running.

4. 1

5. x

6. K

7. computer

8. drives

Week 7

Practice

1. My sister is playing

tennis.

2. The road is very

bumpy.

Day 1

1. no

2. leaf

3. i, I; ov, of

4. Soon

5. i

6. H

7. brushing

8. pet

Day 2

1. full stop

2. 3

3. ar, are; dis, this

4. Look

5. l

6. t

7. kettle

8. hug

Day 3

1. no

2. bird

3. wat, what; thay, they

4. Her

5. o

6. B

7. smashed

8. cook

Day 4

1. capital letter

2. 3

3. iz, is; yaw, your

4. You

5. h

6. a

7. table

8. fly

Day 5

1. no

2. arm

3. hiz, his; wen, when

4. They

5. s

6. V

7. jumping

8. Call

Week 8

Day 1

1. sonn

2. 3

3. looked

4. full stop

5. w

6. e

7. false

8. teacher

Day 2

1. fore

2. bus

3. sweeping

4. capital letter

5. r

6. l

7. true

8. call

Day 3

1. skool

2. 3

3. booked

4. full stop

5. c

6. o

7. true

8. house

Day 4

1. tu

2. pull

3. asking

4. capital letter

5. y

6. u

7. true

8. run

Day 5

1. be

2. 3

3. cooked

4. full stop

5. j

6. s

7. true

8. film

Skill focus review

1. pig

2. ov, of

3. e, j, o, t, x

4. jug

5. smashed, brushed

6. capital letter

7. man

8. no

Weeks 1–8 review

Review day 1

1. dog

2. hav, have

3. b, f, q, v, z

4. flower

5. flying, crying

6. I like your house.

7. eat

8. no

Review day 2

1. hen

2. 3

3. a, d, k, r, x

4. tree

5. bumped, called

6. I want to go there.

7. seed

8. yes

Review day 3

1. pot

2. fuss

3. c, h, l, E, T

4. computer

5. looking, standing

6. All bugs are green.

7. push

8. no

Review day 4

1. bat

2. true

3. j, k, o, u, w

4. star

5. wished, cooked

6. We went home on

the bus.

7. door

8. no

Weeks 1–8

assessment

1. Teacher check

2. (a) sleeping

(b) jumped

3.

a g h i j

b f k

c d e l

t s r m

u q p o n

v w x y z

4. The little boy is

playing.

5. milk

6. drink

7. rainbow

8. The dog jumped on

the bed.

Weeks 9–16

Week 9

Practice

1. tall

2. cold

3. shiny

Day 1

1. wet

2. rat

3. Why were you late?

4. Shut

5. shell

6. l

7. two

8. no

Day 2

1. red

2. 3

3. We all like going

swimming.

4. bee, be

5. church

6. u

7. handed

8. true

Day 3

1. hot

2. rod

3. Then I will have two

cupcakes.

4. Your

5. chest

6. s

7. book

8. yes

Day 4

1. big

2. 3

3. What did you do?

4. two, to

5. shark

6. f

7. seeing

8. true

Day 5

1. clean

2. roof

3. We will have some

fun there.

4. One

5. chimney

6. t

7. man

8. no

Week 10

Practice

1. full stop

2. capital letter

Day 1

1. capital letter

2. dot

3. What would you like

to eat?

4. car

5. dish

6. j

7. sanded

8. small

Day 2

1. full stop

2. 4

3. He said I could not

play.

4. sea

5. push

6. u

7. ball

8. short

Day 3

1. capital letter

2. gum

3. Can I go home now?

4. square

5. torch

6. m

7. floating

8. tall

Day 4

1. capital letter

2. 3

3. I like red or blue.

4. buy

5. lunch

6. f

7. and

8. green

Day 5

1. full stop

2. fox

3. I do not think she

likes dogs.

4. tent

5. smash

6. c

7. smashed

8. little

Week 11

Practice

1. in

2. under

3. on

4. above

Day 1

1. false

2. 3

3. wer, were

4. blew

5. now

29


Answers – Book A

6. dad

7. fox

8. happy

Day 2

1. true

2. bed

3. orl, all

4. full stop

5. how

6. j

7. apple

8. true

Day 3

1. false

2. 3

3. too, two

4. eye

5. howl

6. glass

7. rug

8. fast

Day 4

1. true

2. boot

3. doo, do

4. full stop

5. clown

6. l

7. pig

8. true

Day 5

1. false

2. 3

3. thair, there

4. son

5. brown

6. helmet

7. pet

8. deep

Week 12

Practice

helen

december

sunday

Day 1

1. jill

2. tin

3. eet, eat

4. Put

5. third

6. to

7. win

8. true

Day 2

1. tuesday

2. 3

3. sed, said

4. This

5. path

6. p

7. hot

8. in the field

Day 3

1. wednesday

2. feet

3. gow, go

4. Does

5. cash

6. for

7. soon

8. true

Day 4

1. thursday

2. 4

3. owr, or

4. The

5. thick

6. s

7. tiny

8. on the playground

Day 5

1. friday

2. bun

3. shee, she

4. Show

5. wash

6. meat

7. fish

8. true

Week 13

Practice

1. He, him

He, him

It, it

Day 1

1. She

2. pit

3. I do not know where

my hat is.

4. Saturdays

5. play

6. first

7. on my hot chocolate

8. false

Day 2

1. she

2. 4

3. He will play with me

at lunch.

4. Sunday

5. toy

6. R, r

7. shin

8. false

Day 3

1. he

2. men

3. I like them very

much.

4. tom

5. day

6. night

7. true

8. true

Day 4

1. he

2. 3

3. We went out to get

some more.

4. buster

5. boy

6. N, n

7. grip

8. false

Day 5

1. He

2. big

3. I hope my cousin can

come too.

4. december

5. say

6. dirty

7. in the park

8. true

Week 14

Practice

1. and

2. and

3. and, but

Day 1

1. and

2. 3

3. The little bird sat on

the fence.

4. sunday

5. slip

6. station

7. shop

8. her

Day 2

1. but

2. cot

3. What do you like to

make?

4. Why

5. blank

6. D, d

7. true

8. ran

Day 3

1. and

2. 4

3. Tom has worked

hard.

4. chirpy

5. brave

6. library

7. lamp

8. him

Day 4

1. but

2. cut

3. Where are your other

shoes?

4. Who

5. brother

6. Q, q

7. false

8. pet

Day 5

1. and

2. hit

3. My family bought a

new car.

4. Monday

5. spot

6. crown

7. chick

8. she

Week 15

Practice

1. What is your

favourite colour?

2. Where do you live?

3. How old are you?

Day 1

1. ?

2. 4

3. very

4. Here is the brown

dog.

5. worn

6. Where

7. but

8. cute

Day 2

1. ?

2. run

3. looked

4. october

5. third

6. K, k

7. and

8. false

Day 3

1. ?

2. 4

3. oven

4. Once, there was a

kind princess.

5. burn

6. Where

7. and

8. brave

Day 4

1. ?

2. can

3. was

4. thursday

5. term

6. I, i

7. but

8. true

Day 5

1. ?

2. 3

3. walk

4. Only one friend can

go.

5. mark

6. Why

7. and

8. sweet

Week 16

Day 1

1. pant

2. two

3. needed

4. shoes

5. What

6. When

7. true

8. food

Day 2

1. 2

2. sae

3. growing

4. brush

5. ?

6. sarah

7. She

8. boot

Day 3

1. hid

2. pritty

3. landed

4. blush

5. Why

6. What

7. false

8. tree

Day 4

1. 3

2. blu

3. playing

4. sort

5. ?

6. wednesday

7. he

8. rug

Day 5

1. pin

2. iye

3. ended

4. shout

5. Why

6. Where

7. false

8. sky

30


Answers – Book A

Skill focus review

1. 3

2. R, r

3. He was at home.

4. ben

5. false

6. her

7. Where

8. soft

Weeks 9–16 review

Review day 1

1. nose

2. need

3. You love your mum.

4. fluffy

5. on the roof

6. her

7. ?

8. old

Review day 2

1. 3

2. C, c

3. Here is my school.

4. friday

5. true

6. it

7. How

8. dark

Review day 3

1. mud

2. cost

3. We were lost.

4. spot

5. in a fish bowl

6. him

7. ?

8. cool

Review day 4

1. 3

2. Z, z

3. You said hello.

4. april

5. false

6. her

7. When

8. new

Weeks 9–16

assessment

1. Look at the funny

clown.

Rome is a beautiful

city.

2. The teacher is in the

classroom.

The posters are on

the wall.

3. January, March, April,

June, July, October

Monday, Wednesday,

Saturday

4. she, her

he, him

5. thick

6. and, but

7. ?

8. Why

Who

What

Weeks 17–24

Week 17

Practice

1. Funland

2. Tuesday

3. June

4. Jade

Day 1

1. finn

2. b ee n

3. How many eggs do

you need?

4. clip

5. When

6. clown

7. Peter . Paul are twins.

8. frog

Day 2

1. Now I can see the

pictures.

2. man

3. We will be there in

about five minutes.

4. crab

5. full stop

6. wished

7. she

8. fly

Day 3

1. smith

2. t r ai n

3. I would like to go to

the shop.

4. club

5. Why

6. around

7. but

8. house

Day 4

1. I do not know where I

am going.

2. blue

3. Can I have some

cake?

4. crush

5. question mark

6. planting

7. he

8. dry

Day 5

1. aladdin

2. f ir s t

3. I do not care which

one you take.

4. clown

5. Where

6. train

7. Mum . Dad were sad.

8. orange

Week 18

Practice

1. books

2. trees

3. cups

Day 1

1. fans

2. t e n t

3. heer, here

4. flip

5. italy

6. painting

7. in the basket

8. false

Day 2

1. no

2. shin

3. eny, any

4. flag

5. While I sweep, you

can dust.

6. hinted

7. false

8. The ball is black .

white.

Day 3

1. pets

2. g oa t

3. agen, again

4. flat

5. japan

6. dentist

7. under a tree

8. true

Day 4

1. no

2. thick

3. for, four

4. frost

5. He did not know I

was here.

6. hinting

7. true

8. The dog was big .

wet.

Day 5

1. cots

2. t oo th

3. tayk, take

4. flame

5. tuesday

6. bread

7. on the bed

8. false

Week 19

Practice

shell, tell, bell, spell

Day 1

1. grip

2. pest

3. the

4. hear

5. dogs

6. planted

7. france

8. short

Day 2

1. under

2. f r o m

3. box

4. hairy

5. question mark

6. teach

7. finn

8. on the grass

Day 3

1. shell

2. chip

3. want

4. dreary

5. nuts

6. bringing

7. crusty

8. green

Day 4

1. had

2. s ee d

3. back

4. pair

5. What

6. show

7. england

8. in the kitchen

Day 5

1. shop

2. sheep

3. in

4. near

5. beds

6. coated

7. january

8. happy

Week 20

Practice

1. has

2. are

3. was

Day 1

1. is

2. b oo k

3. They are on my book.

4. peck

5. full stop

6. What

7. grip

8. she

Day 2

1. was

2. chess

3. I have been at my

friend’s house.

4. have

5. fins

6. camped

7. book

8. he

Day 3

1. has

2. b e n d

3. I have a friend who is

very tall.

4. sunk

5. question mark

6. Which

7. bone

8. him

Day 4

1. are

2. swim

3. We could go after

school.

4. plant

5. nets

6. trying

7. bus

8. she

Day 5

1. have

2. f ee d

3. The bear went over

the rocks.

4. bath

5. full stop

6. Q, q

7. shore

8. he

Week 21

Practice

1. !

2. !

Day 1

1. !

2. pack

3. theese, these

4. start

5. are

31


Answers – Book A

6. jumped

7. ?

8. hot

Day 2

1. no

2. sh i p

3. maw, more

4. skull

5. seeds

6. Who

7. Spain, May

8. false

Day 3

1. !

2. chick

3. arfta, after

4. spade

5. was

6. nesting

7. ?

8. bull

Day 4

1. no

2. ch i n

3. poot, put

4. sweet

5. trees

6. What

7. Ella, Sundays

8. true

Day 5

1. !

2. soft

3. ower, our

4. slam

5. has

6. plant

7. ?

8. more

Week 22

Practice

1. stronger

2. strongest

Day 1

1. deeper

2. jug

3. under

4. drag

5. is

6. true

7. !

8. funny

Day 2

1. sweetest

2. b u m

3. muddy

4. green

5. were

6. booted

p

7. !

8. high above the trees

Day 3

1. smaller

2. smack

3. fog

4. tree

5. was

6. bring

7. !

8. best

Day 4

1. tallest

2. f l oa t

3. park

4. brain

5. have

6. swinging

7. !

8. in the shed

Day 5

1. cooler

2. dust

3. like

4. crash

5. has

6. W, w

7. !

8. clean

Week 23

Practice

1. buzzes

2. boxes

3. glasses

Day 1

1. buses

2. spend

3. witch

4. afraid

5. warmer, warmest

6. third

7. ?

8. and

Day 2

1. no

2. m u s t

3. in

4. point

5. trained

6. Why

7. !

8. it

Day 3

1. foxes

2. bus

3. stamp

4. nurse

5. richer, richest

6. boat

7. ?

8. but

Day 4

1. no

2. ch o p

3. down

4. week

5. turned

6. How many

7. !

8. he

Day 5

1. buzzes

2. on

3. nets

4. dream

5. softer, softest

6. fear

7. ?

8. and

Week 24

Day 1

1. t oo th

2. mats

3. guesses

4. There

5. school

6. My friend . I are

playing.

7. was

8. trips

Day 2

1. there

2. vets

3. books

4. .

5. bank

6. My coat is soft .

warm.

7. has

8. Who

Day 3

1. h ow

2. best

3. bunches

4. My

5. hospital

6. Clowns are funny .

silly.

7. was

8. fetches

Day 4

1. bone

2. hatch

3. balls

4. .

5. shop

6. Ask . see what she

says.

7. are

8. When

Day 5

1. s ai d

2. scary

3. compasses

4. They

5. pool

6. This food is lumpy .

cold.

7. was

8. pushes

Skill focus review

1. spill

2. mum

3. shops

4. classes

5. cleaner, cleanest

6. flew

7. has

8. !

Weeks 17–24

review

Review day 1

1. b ee

2. christmas

3. rooms

4. kisses

5. older, oldest

6. lawn

7. is

8. !

Review day 2

1. grand

2. october

3. mugs

4. bosses

5. colder, coldest

6. scrub

7. are

8. !

Review day 3

1. b o th

2. rapunzel

3. jugs

4. buzzes

5. quieter, quietest

6. sang

7. have

8. !

Review day 4

1. hid

2. italy

3. pots

4. wishes

5. cheaper, cheapest

6. flop

7. was

8. !

Weeks 17–24

assessment

1. mr brown, italy,

christmas, main

street

2. (a) dogs

(b) cars

3. race

lost

4. (a) has, have

(b) is, are

(c) were, was

5. Oh no!

Watch out!

Great job!

6. no

7. taller

tallest

8. (a) buses

(b) foxes

Weeks 25–32

Week 25

Practice

1. (a) ?

(b) !

(c) .

2. asking me

something.

Day 1

1. ?

2. s a n d

3. My school is very

nice.

4. grass

5. Look

6. pans, vets

7. were

8. desk

Day 2

1. asking me

something.

2. noon

3. My dog is a good pet.

4. track

5. smith

6. slow

7. room

8. and

Day 3

1. !

2. m oo n

3. Do you know how to

tie your shoes?

4. broom

5. Soon

6. glasses, classes

7. have

8. doctor

32


Answers – Book A

Day 4

1. telling me something.

2. town

3. Can you give me my

lunch box?

4. crawl

5. monday

6. pretty

7. box

8. and

Day 5

1. .

2. s m a sh

3. Some people are

kind.

4. frost

5. They

6. banged, banging

7. are

8. pencil

Week 26

Practice

unhappy

unfair

unlock

Day 1

1. unkind

2. thirst

3. yuze, use

4. drink

5. !

6. dots, hugs

7. takes

8. two

Day 2

1. unwell

2. l u n ch

3. faw, for

4. drank

5. alex

6. last

7. under the table

8. She

Day 3

1. untidy

2. smart

3. az, as

4. truck

5. .

6. grasses, dresses

7. makes

8. to

Day 4

1. unlucky

2. m ea t

3. bee, be

4. traffic

5. Saturday

6. shouted

7. under the phone

8. He

Day 5

1. unsafe

2. short

3. becoz, because

4. train

5. ?

6. sailed, sailing

7. likes

8. two

Week 27

Practice

football

playground

Day 1

1. pancake

2. h a ng

3. walk

4. stop

5. ?

6. unclean

7. rides

8. sheep

Day 2

1. birth + day

2. boat

3. fist

4. spot

5. May

6. sad

7. brings

8. play

Day 3

1. blackberry

2. c oa t

3. over

4. spade

5. !

6. unplug

7. uses

8. see

Day 4

1. pop + corn

2. beak

3. garden

4. stage

5. I

6. scary

7. blows

8. plant

Day 5

1. bathtub

2. b ir d

3. cooked

4. space

5. .

6. unlock

7. drips

8. mouse

Week 28

Practice

1. beaches

2. dishes

Day 1

1. brushes

2. weed

3. Then the other plate

fell down.

4. price

5. Here

6. weaker, weakest

7. snowman

8. to

Day 2

1. one

2. d ay

3. Are you having a

good day?

4. place

5. September

6. cold

7. starts

8. land

Day 3

1. punches

2. peel

3. My mum loves me so

much too.

4. plum

5. How

6. uneven

7. handbag

8. two

Day 4

1. more than one

2. s p e n t

3. That toy costs too

much!

4. plant

5. Flynn

6. shouted

7. wishes

8. look

Day 5

1. churches

2. goat

3. The bus is that way.

4. print

5. He

6. longer, longest

7. lighthouse

8. to

Week 29

Practice

teacher

farmer

Day 1

1. painter

2. d r u m

3. jus, just

4. perch

5. My dog likes

sausages.

6. itches

7. matches

8. above the clouds

Day 2

1. reader

2. hoot

3. owr, our

4. brown

5. I like to play games.

6. down

7. sunset

8. two

Day 3

1. boxer

2. f ou n d

3. hir, her

4. field

5. Why are you crying?

6. crashes

7. arches

8. on the tree

Day 4

1. talker

2. brain

3. ther, their

4. cloud

5. Mexico

6. present

7. hairbrush

8. two

Day 5

1. jumper

2. w i th

3. mee, me

4. morning

5. The children love

playing tennis.

6. arches

7. watches

8. under the blocks

Week 30

Practice

1. quickly

2. quietly

Day 1

1. slowly

2. coin

3. open

4. phone

5. What is for dinner?

6. hunter

7. toothbrush

8. where

Day 2

1. nicely

2. th ir d

3. cone

4. why

5. Anna

6. light

7. brushes

8. and

Day 3

1. calmly

2. seal

3. funny

4. thick

5. We will miss our

teacher a lot!

6. climber

7. cookbook

8. were

Day 4

1. happily

2. r ou n d

3. hutch

4. chest

5. Noah’s

6. starving

7. itches

8. and

Day 5

1. kindly

2. short

3. make

4. shape

5. The boys won the

match.

6. helper

7. bedtime

8. Where

Week 31

Practice

Faye plays rugby and she

also plays tennis.

Matthew likes reading

and he likes to draw

animals.

Day 1

1. I know how to read

and I know how to

write.

2. s k i p

3. twig

4. fare

33


Answers – Book A

5. I helped Dad clean

the kitchen.

6. learner

7. were

8. quickly

Day 2

1. I ate pizza for dinner

and I ate ice cream

for dessert.

2. bed

3. over

4. bare

5. Dad

6. fast

7. catches

8. slowly

Day 3

1. My favourite animals

are hippos and I also

like cows.

2. s t o p

3. tank

4. mare

5. Four mice ran under

the gate.

6. unhook

7. where

8. sweetly

Day 4

1. We painted the walls

and we painted the

doors.

2. mat

3. got

4. rare

5. mum

6. cross

7. smashes

8. bravely

Day 5

1. I am going on

holiday and I will

have lots of fun.

2. i n t o

3. desk

4. share

5. Did Kim eat a piece

of cake?

6. drawer

7. were

8. sadly

Week 32

Day 1

1. rat

2. church

3. Our grandpa likes

chocolate cake.

4. where

5. clearer, clearest

6. bend

7. saw

8. knife

Day 2

1. th e n

2. wall

3. My best friend sits

beside me.

4. to

5. unlike

6. He likes cats and I

like dogs.

7. ?

8. car

Day 3

1. feet

2. museum

3. Mary walks to school.

4. were

5. younger, youngest

6. paint

7. fix

8. dog

Day 4

1. f or

2. messy

3. Jack does not like

rugby.

4. to

5. unpack

6. It will rain today

and it will also rain

tomorrow.

7. .

8. Tony

Day 5

1. bat

2. cinema

3. Cats can see in the

dark.

4. where

5. higher, highest

6. smash

7. said

8. river

Skill focus review

1. y e s

2. undress

3. gases

4. talker

5. ?

6. waterfall

7. quickly

8. I forgot my lunch and

I felt hungry.

Weeks 25–32

review

Review day 1

1. l ea p

2. unfold

3. ditches

4. walker

5. .

6. armchair

7. softly

8. I won the race and

my mum and dad

were proud of me.

Review day 2

1. hop

2. uncut

3. lashes

4. watcher

5. ?

6. lipstick

7. neatly

8. We went to the park

and we played a

game of basketball.

Review day 3

1. y ou

2. unclip

3. splashes

4. minder

5. ! or .

6. teapot

7. kindly

8. We drove to the shop

and we bought some

fruit.

Review day 4

1. cat

2. unblock

3. benches

4. gardener

5. ! or .

6. rainbow

7. loudly

8. Mum went to the

bank and then she

went to the shop.

Weeks 25–32

assessment

1. (a) Your tree has

some fruit on it.

(b) What is that river

called?

(c) What have you

got for me?

2. (a) unhappy, teacher

check

(b) untidy, teacher

check

(c) unwell, teacher

check

3. (a) jellyfish

(b) ladybird

4. (a) bushes

(b) torches

5. (a) builder, teacher

check

(b) farmer, teacher

check

(c) teacher, teacher

check

6. carefully

7. slowly

8. I went to the park . I

played on the slide.

34


Individual recording – concept-specific

Name:

Week

number

Day

number

Question

number

Date

Concept error(s)

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

Week

Day

36


Whole-class recording – concept-specific

Child

Week

number

Day

number

Question

number

Date

Concept error(s)

37



Word level

Spelling

Book B


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Phonics • • • • • • • • • • • • • • • •

Sight words • • • • • • • • • • • • • •

Unjumbling words • • •


Alphabetical order • • • • • • •

Rhyming words • • • • • • •

Prefixes (un-) • •

Suffixes: no change to base word

•

Suffixes: change y to i rule

Suffixes: drop the e rule

Suffixes: double final consonant rule

Antonyms • • • • • • • • • • •

Synonyms • • • • • • • • • • •

Homophones • • • • • • • • •

Compound words • • • • •

Contractions • • • •

Verb choices • • • • • • •

Word choices

•

Word groups and families

Root and base words

Inflections

Verbs


(-ed & -ing, no change to root word)

• • • •


(-ed & -ing, change to root word)



• • • •

Verbs: tense and agreement (irregular)

Nouns

Nouns: plurals (-s) • • • • •

Nouns: plurals

(-es, no change to base word)

• • • • • •

Nouns: plurals (-es, change y to i)

Nouns: plurals (-es, change f to v rule)

Nouns: irregular

38



Book B


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Adjectives


comparative (-er & -est)

• • •

Parts of speech

Nouns

Common nouns • • • • • • •

Proper nouns • • • • • • • • • •

Plural nouns • • • • • •

Verbs

Verbs (action) • • • • • •

Verb groups

Verb tense • • • •

Subject-verb agreement • • •

Adjectives

Common adjectives • • • • • •

Comparative & superlative adjectives • • •

Adverbs

Manner • • • •

Pronouns

Personal • • •

Possessive • •

Prepositions

Place

Conjunctions

Coordinating conjunctions

(and, or, but)

• • • • •

Subordinating conjunctions

(if, when, because)

Determiners

Indefinite articles (a/an)

Punctuation

Capital letters

Start of sentences • • • • • • • • • • •

Proper nouns • • • • • • • • •

Pronoun ‘I’ • • • • • • •

End of sentences

Full stops • • • • • • • • • •

Question marks • • • • • • • • • •

Exclamation marks • • • • • •

39



Book B


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Commas

Lists

Sentence level

Sentences

Sentence structure

Simple sentences • • • • • • • • • • •

Compound sentences

Types of sentences

Statements • • • • • • • • • •

Questions • • • • • • • • • • •

Exclamations • • • • • •

Tense

Identifying sentence tense

(past and present)

Editing

Spelling • • • • •

Punctuation

Word choices

Identifying unnecessary words

40



Word Level

Spelling

Book B


17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Phonics • • • • • • • • • • • • • • • •

Sight words • • • • • • • • • • • •

Unjumbling words • • • • • •


Alphabetical order • • • • • • • • • •

Rhyming words • • • •

Prefixes (un-) • • • • •

Suffixes: no change to base word • • • •

Suffixes: change y to i rule • • • •

Suffixes: drop the e rule • • •

Suffixes: double final consonant rule • •

Antonyms • • •

Synonyms • • • •

Homophones • • • • • • • • • • •

Compound words • • •

Contractions • • • • • • • •

Verb choices • • • • • • • •

Word choices

•

Word groups and families • • • • • •

Root and base words • • • • • •

Inflections

Verbs


(-ed & -ing, no change to root word)

• •


(-ed & -ing, change to root word)

•



• • •

Verbs: tense and agreement (irregular) • •

Nouns

Nouns: plurals (-s)

Nouns: plurals

(-es, no change to base word)

• • • •

Nouns: plurals (-es, change y to i) • • • • •

Nouns: plurals (-es, change f to v rule) • •

Nouns: irregular • • •

41



Book B


17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Adjectives


comparative (-er & -est)

Parts of speech

Nouns

Common nouns • • • • •


Plural nouns • • • • • • • • • • •

Verbs

Verbs (action) • • • •

Verb groups • • • • • • •

Verb tense • • • • • • •

Subject-verb agreement • •

Adjectives

Common adjectives • • •

Comparative & superlative adjectives

•

Adverbs

Manner • • •

Pronouns

Personal • •

Possessive

•

Prepositions

Place • • • •

Conjunctions

Coordinating conjunctions

(and, or, but)

Subordinating conjunctions

(if, when, because)

• • • • • •

• • • • •

Determiners

Indefinite articles (a/an) • • •

Punctuation

Capital letters

Start of sentences • • • • • • • • • •

Proper nouns • • • • • • •

Pronoun ‘I’ • • • • • • •

End of sentences

Full stops • • • • •

Question marks • • • • • •

Exclamation marks • • •

42



Book B


17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Commas

Lists • • • • • •

Sentence level

Sentences

Sentence structure

Simple sentences • • • • • • • •

Compound sentences

Types of sentences

Statements • • • •

Questions • • • • • •

Exclamations • • •

Tense

Identifying sentence tense (past and

present)

• • • • • •

Editing

Spelling • • •

Punctuation • • • • •

Word choices • • • • • •

Identifying unnecessary words • • • •

43


Weeks 1–8 overview – Book B

Week/area Skill focus Spelling/phonics Inflections Punctuation Letter/word study Grammar

1 Structures and types

of simple sentences

• Sight words (made, out, my,

first, could)

• Magic e (a, i)


sentences)

• End of sentences: full stop,

question mark, exclamation

mark

• Rhyming words

• Synonyms

• Antonyms

• Homophones (two/to/too)

• Verb choices (saw/seen)

2 Common and proper

nouns

• Sight words (start, were,

should, live, some)

• Magic e (o, i)


nouns, start of sentences)



mark

• Rhyming words

• Synonyms

• Antonyms

• Homophones (for/four; by/buy)

• Word choices (me/my)

• Identifying common nouns

• Identifying proper nouns

3 Plural nouns

(ending with -s and

-es)

• Sight words (each, found,

while, fast, school)

• Magic e (o, u)

• Nouns: plurals (-s and

-es)


nouns, pronoun I, start of

sentences)

• Rhyming words

• Synonyms

• Antonyms

• Homophones (be/bee)



4 Verbs and tense

(suffixes -ed and

-ing, no change to

base words)

• Sight words (like, Thursday,

pretty, Sunday, around)

• Magic e (u)

• Adding missing letters (nk,

ve, ie)


-es)

• Verbs: tense and

agreement (-ed and -ing,

no change to base words)



sentences)



mark

• Synonyms

• Antonyms

• Homophones (of/off)

• Suffixes (-ed and -ing, no

change to base words)



• Identifying verbs (action)

• Adding -ed or -ing to verbs

for correct tense

5 Compound words • Sight words (bring, great,

Saturday, girl, found)

• oa/ow sounds

• Nouns: singular and

plurals (-s and -es)






sentences)



mark

• Synonyms

• Antonyms

• Homophones (sea/see)

• Compound words






for correct tense

6 Adjectives • Sight words (your, play, own,

They, Would)

• ai/ay sounds






sentences)



mark

• Compound words

• Rhyming words

• Verb choices (did/done)






for correct tense

• Identifying adjectives

7 Comparative

and superlative

adjectives (suffixes

-er and -est)

• Sight words (old, Monday,

after, Wednesday, because)

• oa/ow/ai/ay sounds

• Nouns: singular (-s and

-es)

• Adjectives: comparative

and superlative (-er and

-est, no change to base

words)


nouns)



mark

• Synonyms

• Antonyms

• Homophones (tail/tale; flour/

flower)

• Compound words

• Suffixes (-ed and -ing; -er and

-est, no change to base words)



• Choosing best adjectives

• Choosing superlative or

comparative adjectives in

sentences

44




8 • Sight words (into, ask, gone,

Friday, Tuesday)

• Initial blends (sc/sk)

• Final sounds (us/uss; z/zz;

sh/ch)


-es)




words)



sentences)



mark

• Synonyms

• Antonyms

• Homophones (here/hear)

• Compound words

• Rhyming words

• Word choices (of/have)

• Suffixes (-er and -est, no




• Determining parts of

speech (nouns/verbs)

Review • Sight words ( your, like,

because, while, some)


plurals (-s and -es)







words)


nouns, start of sentences)



mark

• Compound words

• Suffixes (-ed and -ing; -er and

-est, no change to base words)





agreement

• Adjectives

• Choosing superlative or

comparative adjectives in

sentences

45




9 Structures and types of

simple sentences

• Sight words (came,

try, tree)

• ee sound


agreement (-ed and

-ing, no change to

base words)

• Capital letters

(proper nouns,

pronoun I, start of

sentences)

• Rhyming words

• Synonyms

• Antonyms






• Adding -ed or -ing to verbs for correct

tense

• Determining parts of speech (nouns/verbs)

• Determining the purposes of sentences

10 Alphabetical order

(different initial letters)

• Sight words (wait,

only, place)

• ea sound


plurals (-es)

• Adjectives:

comparative and

superlative (-er and

-est)

• End of sentences: full

stop, question mark,

exclamation mark

• Alphabetical order (different

initial letters)

• Rhyming words

• Homophones (blue/blew; sail/

sale; road/rode)

• Verb choices (am/is)

• Suffixes (-er and -est, no



• Choosing superlative or comparative

adjectives in sentences

11 Coordinating

conjunctions (and,

but, or)

• Sight words (when,

today, most)

• ee/ea sound

• Capital letters

(pronoun I, start of

sentences)


stop, question mark


initial letters)

• Synonyms

• Antonyms



• Choosing correct coordinating

conjunctions (and, but, or)

• Identifying coordinating conjunctions in

sentences (and, but, or)

12 Adverbs (manner) • Unjumbling words

(chop, chin, trip)

• oo sound


agreement (-s and

-es)

• Capital letters

(proper nouns, start

of sentences)


stop, question mark


initial letters)

• Compound words

• Verb choices (was/were)

• Suffixes (-s and -es)

• Suffixes (-ly, no change to

base words)

• Identifying adverbs (manner)


• Adding -s or -es to verbs for correct subject

agreement





• Determining parts of speech (nouns/

adjectives)

13 Contractions • Unjumbling words

(glue, why, grow)

• ew sound


agreement (-s and

-es)

• Capital letters


of sentences)


stop, question mark


initial letters)

• Synonyms

• Antonyms

• Contractions





agreement

• Choosing best verbs





46




14 Pronouns (personal

and possessive)

• Sight words (show,

does, even)

• oo/ew sound


agreement (-s and

-es)


initial letters)

• Homophones (blue/blew; sail/

sale; road/rode)

• Contractions

• Verb choices (has/have)


• Choosing correct personal pronouns

• Choosing correct possessive pronouns


agreement







15 Prefix un- • Sight words (house,

need, answer)

• ee/ea/oo/ew sounds


agreement (-s and

-es)


initial letters)

• Compound words

• Verb choices (seen/saw)

• Contractions


• Prefixes (un-)




agreement



adjectives)

16 • Sight words (white,

tell, sure)

• Unjumbling words

(stop, party)

• ee/ea/oo/ew sounds


agreement (-ed and

-ing, no change to

base words)



exclamation mark


initial letters)

• Synonyms

• Antonyms

• Homophones (sun/son; one/

won)

• Contractions



• Prefixes (un-)



• Adding -ed or -ing to verbs for correct

tense

• Coordinating conjunctions (and, but, or)

Review • Sight words (show,

does, house, when,

wait)


initial letters)

• Prefixes (un-)

• Contractions






47




17 Verb groups and tenses • Sight words (another,

where, when)

• oi and oy sound


agreement (-ed and

-ing, no change to

base words)

• Capital letters


of sentences)



exclamation mark


initial letters)

• Synonyms

• Antonyms

• Prefixes (un-)




• Identifying verb groups

• Identifying past or present tense of

sentences



18 Irregular plural nouns • Sight words (near,

number, mean)

• oi/oy sound

• Nouns: plurals (-es

and irregular)


agreement (-s and

-es)

• Capital letters

(proper nouns,

pronoun I, start of

sentences)

• Compound words

• Homophones (right/write)

• Contractions

• Verb choices (is/are)





sentences


agreement

19 Homophones (their/

there)


(here, could, garden)

• ur and er sound

• Nouns: plurals

(irregular)



exclamation mark

• Homophones (their/there)

• Rhyming words

• Verb choices (bring/brought)

• Contractions

• Prefixes (un-)



adjectives)



sentences

20 Adding suffixes to

words ending with y

(change y to i and add

es rule)


(high, should, front)

• ur and er sound

• Nouns: plurals

(irregular)

• Nouns: plurals

ending with y (-es)

• Capital letters


of sentences)


initial letters)

• Homophones (their/there;

meat/meet)

• Suffixes (change y to i)



• Choosing superlative or comparative

adjectives in sentences

• Identifying coordinating conjunctions

(and, but, or)

• Adding verbs or verb groups to sentences

21 Commas for lists • Sight words (year,

call, word)

• er/ur sound

• Nouns: plurals

ending with y (-es)

• Commas (lists) • Alphabetical order (different

initial letters)

• Compound words

• Contractions

• Prefixes (un-)

• Verb choices (brought/bought)



48




22 Word building

(identifying and adding

suffixes to base words)

• Sight words (turn,

away, try)

• oi/oy/er/ur sounds


agreement (-ed and

-ing, no change to

base words)

• Commas (lists) • Rhyming words

• Synonyms

• Antonyms

• Homophones (there/their; pair/

pear)



• Word building: Identifying base

words


• Adding verbs or verb groups to sentences


sentences

23 Irregular verbs • Sight words (thing,

both, soon)

• Initial sounds (wr/r)

• Nouns: plurals

ending with y (-es)

• Capital letters

(pronoun I, start of

sentences)

• Commas (lists)


initial letters)

• Contractions


words

• Identifying irregular verbs


sentences

• Choosing correct coordinating conjunctions

(and, but, or)

• Choosing best nouns

• Identifying nouns from clues


24 • Sight words

(summer, right, give,

never)


(huge)

• Initial sounds (w/wh)

• Final sounds (ork/alk;

oar/ore)


plurals ending with y

(-es)

• Capital letters

(pronoun I, pronoun

I, start of sentences)

• Commas (lists)



exclamation mark


initial letters)

• Homophones (been/bean; ate/

eight; there/their)

• Contractions


words



• Choosing correct coordinating conjunctions

(and, but, or)


• Identifying comparative adjectives

Review • Sight words (away,

near, think, where,

year)

• Nouns: plurals

(irregular)

• Nouns: plurals

ending with y (-es)

• Commas (lists) • Homophones (there/their)


words



sentences

49




25 Editing (identifying

errors)

• Sight words (quick,

busy, water)

• Initial and final silent

letters

• Nouns: plurals (-es) • Editing: correct use

of capital letters

• Editing: correct use

of end of sentence

punctuation


and same initial letters)

• Rhyming words

• Contractions

• Homophones (its/it’s; would/

wood; poor/pour)

• Verb choices (gone/went)

• Editing: identifying incorrect

word choices

• Choosing best adverbs

• Identifying adverbs

• Editing: identifying unnecessary words

26 Subordinating

conjunctions (if, when,

because)

• Sight words (put,

parents, said)


letters


agreement (-ing)


of capital letters

• Alphabetical order (same

initial letters)

• Prefix (un-)

• Suffixes (-ing, drop the e rule)

• Verb choices (has/have; seen/

saw)

• Selecting best subordinating or

coordinating conjunctions

• Identifying subordinating conjunctions

• Adding -ing for correct tense

• Identifying verbs


sentences



words ending with

silent e (drop the e

rule)


(father, path, tried)

• Initial silent letters

• Nouns: plurals

ending with y (-es)


of capital letters


of end of sentence

punctuation

• Synonyms

• Antonyms

• Suffixes (-ful, -ly, -ness, no


• Suffixes (drop the e rule)




word choices

• Selecting best subordinating conjunctions


28 Prepositions (place) • Unjumbling words

(began, time, winter)


letters


agreement (irregular

give/gave; ring/rang;

keep/kept; make/

made)

• Compound words

• Homophones (knew/new)

• Prefix (un-)

• Suffixes (drop the e rule)

• Identifying prepositions of place

• Choosing correct forms of verbs

• Identifying common and proper nouns


• Identifying coordinating or subordinating

conjunctions

29 Adding suffixes to one

syllable words ending

with a consonant

(double final consonant

rule)

• Sight words (move.

any, done)

• Final sounds (al/el)

• Nouns: plurals

ending with y (-es)


of sentences, proper

nouns, pronoun I)

• Commas for lists


of capital letters


of end of sentence

punctuation


initial letters)

• Synonyms

• Antonyms

• Suffixes (double final

consonant rule)



• Homophones (two/to)


word choices



• Determining parts of speech (noun/

adjective)

50




30 Definite and indefinite

articles (choosing a

or an)

• Sight words (before,

night, name)

• Final sounds (el/le)


of capital letters


of end of sentence

punctuation

• Homophones (know/no; war/

wore; weight/wait)


consonant rule)

• Suffixes (adding -ing to words

ending with y, no change to

base words)

• Identifying prepositions of

place

• Contractions

• Choosing a or an in sentences

• Identifying correct use of a and an






words ending with f

(change f to v rule)

• Sight words (last,

also, leave)

• Final sounds (al/il)

• Nouns: plurals

ending with f (-es)


of capital letters


of end of sentence

punctuation


initial letters)

• Rhyming words

• Word building: identifying

words that can be built from

base words

• Homophones (knot/not; wait/

weight)

• Suffixes (change f to v rule)


word choices


• Identifying adverbs



32 • Sight words (want,

every. better)


(today, sure)

• Final sounds (ge/

dge; ch/tch)

• Nouns: plurals

ending with f (-es)


of capital letters


of sentences, proper

nouns, pronoun I)

• Commas for lists


initial letters)

• Homophones (threw/through;

rode/road)

• Word building: identifying

words that can be built from

base words


word choices

• Contractions




• Determining parts of speech (noun/verb)


Review • Sight words (name,

busy, said, done,

befor e)

• Nouns: plurals

ending with f (-es)


of capital letters


of end of sentence

punctuation



consonant rule)

• Suffixes (change f to v rule)


word choices






51


Day 1 Day 2

Book B – Weeks 1–8 review


I lik to play football.

i k e l

2. Add es or s to make a plural.

ball

3. Choose two words to make

a compound word.

gold mouse fish

+ =


I like pink beekos it is pretty.

se b e c au

2. Six cans, one .

3. Choose two words to make a

compound word.

ball paper news

+ =

4. Add one capital letter.

my sister let me ride her bike.

5. Circle the two nouns (naming

words).

I have brown hair and blue

eyes.


The baby crawled into the

room.


(describing word).

I picked the pretty flower for

Mum.

8. Add er or est to the adjective.

An orange is sweet

than a lemon.

4. Write ! or ? in the box.

Do you like dogs

5. Circle the noun (naming word)

that needs a capital letter.

friday today yesterday

6. Circle the correct verb

(doing word).

showed

The children

showing

their art at last week’s school

assembly.


(describing word).

Kg

Don’t lift that heavy box.

8, Add er or est to the adjective.

A turtle is slow than

a rabbit.

52


Day 3 Day 4


It has been a wile since I’ve

seen my friend.

e wh i l

2. Add es or s to make a plural.

box

3. Choose two words to make

a compound word.

port air grass


Would you like sum water to

drink?

o me s

2. Three wishes, one .

3. Choose two words to make a

compound word.

pink bow rain

+ =


+ =

4. Add one capital letter.

your brother is my best friend.

5. Circle the two nouns (naming

words).

The nail is sticking out of the

wall.


She rides her bike.

4. Write . or ? in the box.

We like to go to the park after

school

5. Circle the noun (naming word)

that does NOT need a capital

letter.

ireland town england

6. Write the correct verb (doing

word).

cleans

clean

7. Circle the adjective (describing

word).

That dirty sock needs

to be washed.


He

office on Saturdays.


(describing word).

The shelf is dusty.

the

Even the strong

person in the world could not

lift that car.


I can see a bird on the tree’s

high branch.

53


Day 1 Day 2



How much duz that toy cost?

oe d s


river

stream

lake


opposite.

apple brown clear


Would you like to play at my

howse?

se h ou


water

milk

juice


opposite.

zip sock hat

4. The shortened word hasn’t

means:

is not

has not

5. Circle the joining word.

We will be doing art and sport

today.

6. Circle the correct word.

I

bed.

Me

like to read before

4. Which word means I am?

I’m

I’ll


I like sweet food but my sister

likes salty food.


they

them

The children asked if

could play a game.

7. Write he or she.

Mum said

would

teach me how to mow the

lawn.

8. Circle the word that tells how

she walked.

She walked quietly out of the

room.

7. Write mine or his.

My brother has a new ball.

It is .


tells how the children are

playing.

The children are playing nicely.

54


Day 3 Day 4


Do you know wen my birthday

is?

n e wh


lamb

cub

puppy


I have to wate for my mum after

school.

ai t w


happy

bored

sad



opposite.

fold square circle


opposite.

sick well drink

4. Shorten can not into one word.

4. Shorten we are into one word.


Gran has cooked dinner and

cleaned the house.


Do you want to wait here or

come with me?

6. Circle the correct word.

I

me

My grandpa bought

a new hat.


they

them

My friends wanted me to play

with .

7. Write It or She.

My aunt forgot her handbag.

is lost.

7. Write he or him.

I have a new friend. My dad

likes .

8. Circle the word that tells how he

knocked.

He knocked loudly on the door.

8. Circle the word that tells how her

sister walked.

My sister walked sadly to her

room.

55


Day 1 Day 2



Do not go neer those new

plants!

ea r n

2. Circle and write the verb group.

We are going to the library.


I thingk we are going to be late

for school!

k n th i


He is parking his car in the

wrong place.

3. Write the plural of mouse.

3. Write the plural

of tooth.

4. Is the underlined word correct?

yes

no

Have you been their before?

4. Write there or their.

I do not know what

names are.

5. Write the singular of ponies.

5. carry + es =

6. Add one comma.

My friend has a dog cat and

rabbit.

7. Parties and partying

are made from the word

8. Circle present tense or past

tense.

Dillon has a new bike.

present

past

.

6. Add two commas.

The teacher asked me to bring

my hat water book and pencil.

7. Marries and married



tense.

The truck sped down the road.

present

past

.

56


Day 3 Day 4


Do you know wherre I left my

book?

ere wh


My sister was colouring her

picture.


Last yeer, I got a bike for

Christmas.

r ea y


Connor is mowing the lawn.


3. Write the plural

of fish.

3. Write the plural

of foot.

4. Is the underlined word correct?

yes

no

My aunt lives just over there.

5. worry + es =

4. Write there or their.

Can you please sit over

5. Write the singular of copies.

.

6. Add one comma.

I went to the park shop and

cinema during the holidays.

7. Flying and flies are made from

the word .


tense.

She is singing out of tune.

present

past

6. Add two commas.

My hobbies are reading

drawing dancing and

swimming.

7. Worries and worried



tense.

We already ate our dinner.

.

present

past

57


Day 1 Day 2



We have had a very bisy day.

s y b u

2. Add y to the end of spike.


I didn’t hear what you sed.

d s ai

2. Add ed to the end of tape.

3. plan + ing =

3. shop + ed =

4. One elf, two .


I need my coat because it is

cold outside.


Where is the cat?

The cat is on the fence.

7. Write a or an.

banana

8. Correct this sentence.

why is they’re rubbish all over

the floor

4. One leaf, two

5. Use the joining word when or so.

I only have cake

it is my birthday.


Where is the blanket?

The blanket is under the bed.

7. Write a or an.

ice cream


is not needed.

The lion carefully looked after

her line cubs.

.

58


Day 3 Day 4


What have you dun?

o ne d

2. Add er to the end of brave.


I have never seen an elephant

bifore.

b e ore f

2. Add est to the end of safe.


3. skip + er =

3. sun + y =

4. One thief, two


Katy is going home because

she is sick.


Where is Mum?

Mum is near the classroom.

7. Write a or an.

orange pencil

8. Correct this sentence.

My dad and i like to play tennis

with our friend jim

.

4. One calf, two

5. Use the joining word when or so.

I lost my hat,

I couldn’t play outside.


Where is the teacher?

The teacher is behind his desk.

7. Write a or an.

bright umbrella

8. Circle the mistake.

Lots of people was waiting at

the bus stop.

.

59



Book B – Weeks 1–8

1. Add one capital letter and a mark at the end of each sentence.

(a) look at that pretty flower

(c) leave me alone

(b) why did she do that

2. Circle three nouns in this sentence. How many are proper nouns

(nouns that start with a capital letter)?

Mark is moving to a new house on Sunday.

3. Add s or es to make the word plural.

(a) one peach

A tree full of

(b) one lion

A family

peach

of lion

4. Circle the verb. The happy cat purred loudly.

5. Add ed or ing. (a) The children wait

the classroom.

for their teacher outside

(b) It felt like they had been wait

for hours.

6. Use the words from the list to make two compound words.

cup man snow cake

(a) + = (b) + =

7. Write two adjectives that can describe an apple.

8. Add er or est to the adjective. (a) I am weak than my brother.

(b) My brother is the strong in

our family.

60



1. Write the words in alphabetical order.

lion zebra elephant

2. Add ‘un’ to make the opposites. Match each new word to the correct

picture.

Word

New word


(a) zip

(b) happy

(c)

well

3. Match these shortened words to their meanings.

don’t

haven’t

I’m

I am

do not

have not

4. Write ., ! or ? in the box. (a) I told you to get out of my room

(b) When is your birthday

(c) I have one sister and two brothers

5. Circle three joining words.

Sam and his rocket were ready. Sam lit the fuse, but nothing

happened. Was his rocket broken or did he do something wrong?

61




6. Fill in the missing words.

She hers He him I mine

(a)

have a new

bike. The bike is

.

(b)

has lots of pets.

The pets are

.

(c)

asked me to work

with

on the project.

7. Circle the word that tells how the turtle walked.

The turtle walked slowly.

8. Circle the word that tells how the children played together.

The children played together nicely with the new toys.

62



1. Circle the verb group in each sentence.

(a) The lonely girl was playing by herself.

(b) The sly fox is sneaking through the forest.

2. Tick past tense or present tense.

(a) Last weekend, we camped in a tent

by the river.

(b) I am saving my money in the bank.

present

present

past

past


3. Write the singular and plural of each word.

(a) Singular:

(b)

Plural:

(c) Singular: (d)

Plural:

4. Use there or their to complete the sentence.

(a) The office workers were sitting at

(b) They had been sitting

desks.

for a long time.

5. Add es to the end of these words.

(a) cry + es = (b) baby + es =

(c) fly + es = (d) puppy + es =

63




6. Write a sentence for the list using commas.

I need to pack:

I need to pack shirts, .

7. Write the word that spies, spied and spying come from.

8. Circle the verb. Is the sentence present tense or past tense?

My greedy brother ate all the chocolate in the fridge.

present

past

64



1. Add a joining word to each sentence.

if when so because

(a) Mum said

after dinner.

(b) I am sad

we are good we can have dessert

I lost my favourite toy.


(c) We will play outside

(d) I felt hungry,

it stops raining.

Mum made me some lunch.

2. Add the endings to these words.

(a) brave + est = (b) bake + ed = (c) hide + ing =

3. Add the endings to these words.

(a) stop + ed = (b) sad + er = (c) spot + y =

4. Where are the shoes?

Circle the answer and draw them in the picture.

The shoes are behind the chair.

5. Add a or an.

(a) purple elephant (b) orange monkey

65




6. Write the plural of each word.

(a) One wolf,

a pack of

(b) one loaf, two

(c) one hoof, four

7. Look at this sentence.

when is we going home.

(a) Circle three mistakes.

(b) Write the sentence correctly.

8. Write the word that is not needed.

Our pet fish are swims happily in its tank.

66


Answers – Book B

Weeks 1–8

Week 1

Practice

1. (a) There

(b) Have

2. (a) .

(b) ?

Day 1

1. My

2. .

3. made

4. flame

5. read

6. close

7. first

8. saw

Day 2

1. Do

2. ?

3. out

4. crime

5. cliff

6. break

7. above

8. seen

Day 3

1. Please

2. ?

3. my

4. plate

5. show

6. glad

7. always

8. two

Day 4

1. Look

2. !

3. first

4. pine

5. rude

6. clue

7. found

8. too

Day 5

1. My

2. !

3. could

4. snake

5. spade

6. laugh

7. sour

8. to

Week 2

Practice

1. tree

2. Harry

Day 1

1. kitten

2. Sally

3. start

4. pride

5. ground, around

6. tale

7. !

8. for

Day 2

1. football

2. Mrs Jones

3. were

4. stone

5. crawl

6. asleep

7. He, Scotland

8. by

Day 3

1. girl

2. Is, April

3. should

4. slide

5. blow, grow

6. harm

7. ?

8. four

Day 4

1. shoes

2. Mr Bishop

3. live

4. globe

5. year

6. afraid

7. Have, Germany

8. buy

Day 5

1. river

2. Olivia, Tuesday

3. some

4. smile

5. train, lane

6. rock

7. .

8. me

Week 3

Practice

1. boxes

cats

2. books

Day 1

1. rocks

2. dishes

3. each

4. flute

5. pay

6. poor

7. Danny, I

8. ship

Day 2

1. dogs

2. dresses

3. found

4. spoke

5. off

6. be

7. Can, Monday

8. clown

Day 3

1. shops

2. lunches

3. while

4. cute

5. coin

6. jacket

7. I, March

8. dog, cat

Day 4

1. bags

2. brushes

3. fast

4. phone

5. of

6. bee

7. The, Wednesday

8. spade, shed

Day 5

1. bikes

2. taxes

3. school

4. huge

5. so

6. here

7. Ben, I

8. sister, brother

Week 4

Practice

1. ran

2. (a) boiling

(b) landed

Day 1

1. roared

2. reached

3. like

4. think

5. chicks

6. of

7. ?

8. october

Day 2

1. blew

2. helping

3. Thursday

4. prune

5. benches

6. begin

7. My, I

8. wool, sheep

Day 3

1. cries

2. resting

3. pretty

4. brave

5. trees

6. of

7. !

8. africa, australia

Day 4

1. packed

2. painted

3. Sunday

4. rude

5. wishes

6. over

7. I, June

8. fruit, banana

Day 5

1. walking

2. sleeping

3. around

4. friend

5. cups

6. off

7. .

8. italy

Week 5

Practice

1. (a) cookbook

(b) football

2. play, ground

Day 1

1. butterfly

2. rain, coat

3. bring

4. puzzles

5. playing

6. not ever

7. I, Friday

8. jumped

Day 2

1. football

2. butter, fly

3. great

4. rainbow, boat

5. horse

6. see

7. Jess, Jake

8. eats

Day 3

1. farmyard

2. sun, shine

3. Saturday

4. peaches

5. walked

6. above

7. Our, Fluffy

8. chewed

Day 4

1. sunset

2. farm, yard

3. girl

4. sparrow, coast

5. bus

6. sea

7. We, Thursdays

8. ran, screamed

Day 5

1. playground

2. sun, set

3. found

4. teachers

5. cooked

6. hurt

7. Sophie Townsend

8. laughed, cried

Week 6

Practice

1. red

2. long

Day 1

1. curly

2. angry

3. your

4. rain

5. rainbow

6. did

7. ?

8. chased

Day 2

1. black

2. new

3. play

4. stopped

5. filled

6. about, shout

7. England, August

8. moved

Day 3

1. fast

2. clean

3. own

4. chair

5. goldfish

6. done

7. .

8. drop

Day 4

1. cold

2. gentle

3. They

4. help

5. ended

6. lie, cry

7. Can, I

8. fished

Day 5

1. long

2. kind

3. Would

4. train

5. sunflower

6. done

67


Answers – Book B

7. .

8. talked

Week 7

Practice

1. taller

2. smallest

3. stronger, strongest

Day 1

1. smaller

2. freshest

3. old

4. sandwich

5. newspaper

6. kind

7. !

8. cute

Day 2

1. fresher

2. quicker

3. Monday

4. coal, stain

5. flour

6. tale

7. july

8. furry

Day 3

1. quickest

2. prettier

3. after

4. ant

5. classroom

6. dot

7. ?

8. sharpest

Day 4

1. tallest

2. heavy

3. Wednesday

4. holiday, yellow, boat

5. flower

6. tail

7. week

8. rusty

Day 5

1. coldest

2. colder

3. because

4. fox

5. airport

6. die

7. .

8. steep

Week 8

Day 1

1. into

2. bus

3. have

4. worst

5. branches

6. France, August

7. green

8. older

Day 2

1. ask

2. skin

3. hear

4. above

5. hang, sang

6. ?

7. noun

8. longest

Day 3

1. gone

2. buzz

3. have

4. give

5. keys

6. The, May

7. smelly

8. softer

Day 4

1. Friday

2. rich

3. here

4. large

5. plant, ant

6. .

7. noun

8. youngest

Day 5

1. Tuesday

2. skull

3. have

4. high

5. sixes

6. I, Saturday

7. blue

8. tallest

Skill focus review

1. your

2. beaches

3. lighthouse

4. !

5. april

6. packed

7. dirty

8. fastest

Weeks 1–8 review

Review day 1

1. like

2. balls

3. goldfish

4. My

5. hair, eyes

6. crawled

7. pretty

8. sweeter

Review day 2

1. because

2. can

3. newspaper

4. ?

5. friday

6. showed

7. heavy

8. slower

Review day 3

1. while

2. boxes

3. airport

4. Your

5. nail, wall

6. rides

7. dirty

8. strongest

Review day 4

1. some

2. wish

3. rainbow

4. .

5. town

6. cleans

7. dusty

8. highest

Weeks 1–8

assessment

1. (a) Look at that

pretty flower.

(b) Why did she do

that?

(c) Leave me alone!

2. Mark, house, Sunday;

2

3. (a) peaches

(b) lions

4. purred

5. (a) waited

(b) waiting

6. (a) cupcake

(b) snowman

7. Teacher check

8. (a) weaker

(b) strongest

Weeks 9–16

Week 9

Practice

1. (a) .

(b) ?

(c) !

2. asking something.

Day 1

1. ?


3. came

4. flying

5. hard

6. The, June

7. cake, oven

8. verbs

Day 2

1. !

2. showing a strong

feeling.

3. sneeze, bleed

4. nose

5. damp

6. May, I

7. and

8. know

Day 3

1. .

2. telling something.

3. try

4. yawned

5. huge

6. On, Sunday

7. sand, beach

8. verbs

Day 4

1. ?


3. sweet, between

4. word

5. light

6. Halloween, October

7. silly

8. asked

Day 5

1. .

2. telling something.

3. tree

4. raining

5. fast

6. Our, Japan

7. snail, leaf

8. verbs

Week 10

Practice

1. bone

2. mouse

Day 1

1. d

2. ant

3. wait

4. pinch

5. blew

6. ?

7. funny

8. longer

Day 2

1. h

2. red

3. team, leaf

4. born, worn

5. is

6. ?

7. silly

8. longer

Day 3

1. p

2. ant

3. only

4. switches

5. sale

6. .

7. hungry

8. fastest

Day 4

1. r

2. ball

3. beach, speak

4. mate, date

5. am

6. .

7. angry

8. smaller

Day 5

1. v

2. angry

3. place

4. glasses

5. rode

6. ?

7. beautiful

8. coldest

Week 11

Practice

1. (a) and

(b) or

(c) but

2. (a) and

(b) or

Day 1

1. and

2. and

3. when

4. bird

5. before

6. ?

7. dark

8. dog, hole

Day 2

1. but

2. or

3. cheeks

4. boat

5. fast

6. Dad said I can go to

the swimming pool.

7. hot

8. goldfish, tank

Day 3

1. but

2. but

3. today

4. apple

68


Answers – Book B

5. float

6. ?

7. sticky

8. boys, football

Day 4

1. and

2. and

3. meat

4. beans

5. centre

6. When is it time to go

to the party?

7. brown

8. plate, table

Day 5

1. or

2. or

3. most

4. cloud

5. far

6. .

7. long

8. crumbs, carpet

Week 12

Practice

1. gently

2. noisily

Day 1

1. strongly

2. safely

3. chop

4. sea

5. shell

6. Is, October

7. and

8. adjectives

Day 2

1. safely

2. sadly

3. goose, spoon

4. catches

5. were

6. I really want to see

the film.

7. and

8. adjectives

Day 3

1. sadly

2. slowly

3. chin

4. table

5. castle

6. Mr Johnson

7. but

8. adjectives

Day 4

1. slowly

2. loudly

3. food, tooth

4. plays

5. was

6. What is his name?

7. but

8. adjectives

Day 5

1. loudly

2. quickly

3. trip

4. wood

5. bell

6. The, November

7. or

8. adjectives

Week 13

Practice

1–2. we’re (we are),

there’s (there is),

where’s (where is),

they’re (they are),

you’re (you are)

Day 1

1. do not

2. is not

3. glue

4. neck

5. lots

6. The, Asia

7. neatly

8. and

Day 2

1. cannot

2. do not

3. news, grew

4. sleeps

5. top

6. ?

7. waddled

8. happily

Day 3

1. we are

2. can not

3. why

4. warm

5. angry

6. New Year’s Day,

January

7. slowly

8. or

Day 4

1. has not

2. we are

3. threw, jewels

4. brushes

5. push

6. ?

7. baked

8. greedily

Day 5

1. I am

2. has not

3. grow

4. shark

5. weep

6. Christmas Day

7. loudly

8. but

Week 14

Practice

1. yes

2. theirs

Day 1

1. I

2. his

3. show

4. pillow

5. blue

6. is not

7. gently

8. and

Day 2

1. It

2. theirs

3. goose

4. washes

5. has

6. hasn’t

7. spoke

8. but

Day 3

1. me

2. hers

3. does

4. leg

5. sail

6. I am

7. quietly

8. or

Day 4

1. They

2. mine

3. crew

4. mows

5. have

6. I’ll

7. answered

8. and

Day 5

1. I

2. his

3. even

4. planet

5. road

6. do not

7. loudly

8. but

Week 15

Practice

1. unkind

2. Teacher check

Day 1

1. unhappy

2. Teacher check

3. house

4. rain

5. water

6. o

7. cat, paws

8. hers

Day 2

1. unwell

2. Teacher check

3. freeze, room

4. waters

5. seen

6. I have

7. nouns

8. She

Day 3

1. unlock

2. Teacher check

3. need

4. pot

5. broom

6. o

7. salt, pepper

8. He

Day 4

1. unload

2. Teacher check

3. blew, leaves

4. buzzes

5. saw

6. will not

7. adjective

8. He

Day 5

1. untie

2. Teacher check

3. answer

4. small

5. thing

6. ha

7. butterfly, leaf

8. He

Week 16

Day 1

1. white

2. jewels, seen

3. 3, 2, 1

4. unfair

5. son

6. cut

7. ?

8. greedily

Day 2

1. spot

2. see, soon

3. 1, 3, 2

4. picked

5. I’m

6. sun

7. and

8. I

Day 3

1. tell

2. sleep, new

3. 2, 1, 3

4. undo

5. one

6. there

7. !

8. brightly

Day 4

1. party

2. sheep, food

3. 1, 3, 2

4. walking

5. didn’t

6. won

7. but

8. me

Day 5

1. sure

2. meat, stew

3. 1, 2, 3

4. uneven

5. mend

6. white

7. ?

8. easily

Skill focus review

1. show

2. 3, 2, 1

3. unfriendly

4. you are

5. but

6. me

7. he

8. beautifully

Weeks 9–16 review

Review day 1

1. does

2. 2, 3, 1

3. unclear

4. has not

5. and

6. I

7. she

8. quietly

Review day 2

1. house

2. 3, 2, 1

3. unzip

4. I’m

5. but

6. they

7. his

8. nicely

69


Answers – Book B

Review day 3

1. when

2. 2, 1, 3

3. unfold

4. can’t

5. and

6. me

7. It

8. loudly

Review day 4

1. wait

2. 2, 1, 3

3. unwell

4. we’re

5. or

6. them

7. him

8. sadly

Weeks 9–16

assessment

1. elephant, lion, zebra

2. (a) unzip; teacher

check

(b) unhappy; teacher

check

(c) unwell; teacher

check

3. don’t, do not; haven’t,

have not; I’m, I am

4. (a) !

(b) ?

(c) .

5. and, but, or

6. (a) I, mine

(b) She, hers

(c) He, him

7. slowly

8. nicely

Weeks 17–24

Week 17

Practice

1. (a) is shining

(b) are staying

2. (a) past

(b) present

Day 1

1. is swimming

2. past

3. another

4. 2, 1, 3

5. finish

6. unlikely

7. .

8. it

Day 2

1. was digging

2. present

3. soil, boil

4. 3, 2, 1

5. over

6. looked

7. Mr Bishop has his

car in the garage.

8. brightly

Day 3

1. is fixing

2. past

3. where

4. 3, 1, 2

5. huge

6. unlock

7. ?

8. She

Day 4

1. is shining

2. present

3. enjoy, oyster

4. 1, 2, 3

5. tidy

6. talking

7. Where did you

hide the Christmas

present?

8. silently

Day 5

1. are staying

2. past

3. when

4. 1, 2, 3

5. rich

6. unpack

7. .

8. him

Week 18

Practice

1. children

2. tooth

Day 1

1. men

2. child

3. near

4. churches

5. noon

6. I have

7. is

8. present

Day 2

1. people

2. man

3. toys

4. misses

5. right

6. My favourite month

is December.

7. am eating

8. past

Day 3

1. women

2. person

3. number

4. kisses

5. side

6. it is

7. are

8. present

Day 4

1. feet

2. woman

3. coin

4. teaches

5. write

6. My friend asked if I

could go to her party

on Saturday.

7. has made

8. past

Day 5

1. mice

2. foot

3. mean

4. foxes

5. thing

6. that is

7. are

8. present

Week 19

Practice

1. there

their

2. yes

Day 1

1. there

2. yes

3. here

4. men

5. shady

6. ?

7. ladder, shed

8. are going

Day 2

1. their

2. no

3. purse, nurse

4. unwell

5. brang

6. ha

7. children

8. past

Day 3

1. their

2. yes

3. could

4. mouse

5. any

6. !

7. hot, roast

8. have finished

Day 4

1. their

2. no

3. winter, finger

4. unkind

5. bring

6. wi

7. trophy

8. present

Day 5

1. their

2. yes

3. garden

4. people

5. edge

6. ?

7. house, street

8. has laid

Week 20

Practice

1. flies

2. dries

Day 1

1. babies

2. replies

3. high

4. ear, lip, nose

5. there

6. I wanted to go for a

run, but I hurt my leg.

7. but

8. are going

Day 2

1. ladies

2. dries

3. number, teacher

4. sheep

5. meet

6. My uncle lives in

France.

7. oldest

8. tiny

Day 3

1. cherries

2. tries

3. should

4. deer, tiger, zebra

5. their

6. Our family is going

on holiday in March.

7. and

8. were playing

Day 4

1. berries

2. marries

3. turkey, church

4. fish

5. meat

6. Liam’s baby brother

is called Ethan.

7. lighter

8. spicy

Day 5

1. copies

2. bunnies

3. front

4. long, thin, wide

5. there

6. My friend Marcus is

good at tennis.

7. but

8. is walking

Week 21

Practice

1. Mia had a doll,

football and teddy

bear for her birthday.

Dad cooked

sausages, potatoes

and peas for dinner.

2. Put on your hat, coat

and scarf.

My shirt is red, blue

and white.

Day 1

1. I like playing

football, tennis and

basketball.

2. I hate mice, ants and

spiders.

3. year

4. chalk, marker, pencil

5. parties

6. your

7. don’t

8. politely

Day 2

1. I will have roast beef,

potatoes and peas

for dinner.

2. Pick up your books,

toys and clothes.

3. winner

4. families

5. unlock

6. times

7. we’re

8. bought

Day 3

1. My ice cream is

strawberry, chocolate

and vanilla.

2. Mum hung out

socks, shirts and

jeans.

3. call

4. chick, hen, rooster

5. fries

6. how

7. hasn’t

8. carefully

70


Answers – Book B

Day 4

1. The Christmas lights

are red, green and

white.

2. She drinks milk,

water and juice.

3. curly

4. spies

5. unfair

6. every

7. don’t

8. brought

Day 5

1. The children travel by

car, bus and train.

2. Sam, Tim and Ben

are brothers.

3. word

4. soap, towel, water

5. hobbies

6. side

7. can’t

8. quickly

Week 22

Practice

1. talked, talking

2. cook

Day 1

1. started, starting

2. smell

3. turn

4. hurt

5. there

6. Bread, rice and meat

are foods.

7. rang

8. looked

Day 2

1. smelled, smelling

2. help

3. foil, burnt

4. scared

5. pair

6. Mary, Jane and Lisa

are friends.

7. present

8. am doing

Day 3

1. helped, helping

2. camp

3. away

4. street, beat

5. their

6. I like ducks, geese

and swans.

7. jumped

8. are going

Day 4

1. camped, camping

2. cover

3. boy, sister

4. sell

5. pear

6. The four seasons

are spring, summer,

autumn and winter.

7. present

8. kept

Day 5

1. covered, covering

2. branch

3. try

4. little

5. there

6. My shirt is green,

red, black and blue.

7. pushed

8. grew

Week 23

Practice

1. flew

2. past

Day 1

1. broke

2. past

3. thing

4. juice, milk, tea

5. spell

6. Today is cold, windy

and cloudy.

7. or

8. burrow

Day 2

1. blew

2. past

3. round

4. bullies

5. work

6. he’s

7. his

8. spider

Day 3

1. slept

2. past

3. both

4. green, orange, white

5. brush

6. Taj, Alex and I live on

the same street.

7. and

8. castle

Day 4

1. rang

2. past

3. write

4. ponies

5. cry

6. won’t

7. she

8. banana

Day 5

1. hid

2. past

3. soon

4. bus, car, lorry

5. dry

6. Did you see the red,

white and blue shirt?

7. but

8. rake

Week 24

Day 1

1. Summer

2. talk

3. we’ve

4. been

5. berry

6. I flew to London,

Rome and Sydney

last week.

7. us

8. lovely

Day 2

1. right

2. while

3. bean, corn, pea

4. eight

5. try

6. ?

7. her

8. and

Day 3

1. give

2. board

3. they’ve

4. bean

5. paintbrushes

6. Mrs Turner gave us

paper, pencils and

crayons.

7. We

8. better

Day 4

1. huge

2. warm

3. banana, orange, pear

4. ate

5. answer

6. !

7. they

8. or

Day 5

1. never

2. walk

3. wouldn’t

4. I love going there on

my holidays.

5. city

6. I got books, sweets

and games for my

birthday last April.

7. they

8. dusty

Skill focus review

1. away

2. was talking

3. sheep

4. their

5. butterfly

6. I bought my mum

flowers, chocolate

and a nice card.

7. copy

8. present

Weeks 17–24

review

Review day 1

1. near

2. are going

3. mice

4. no

5. carries

6. My friend has a dog,

cat and rabbit.

7. party

8. present

Review day 2

1. think

2. is parking

3. teeth

4. their

5. pony

6. The teacher asked

me to bring my hat,

water, book and

pencil.

7. marry

8. past

Review day 3

1. where

2. was colouring

3. fish

4. yes

5. worries

6. I went to the park,

shop and cinema

during the holidays.

7. fly

8. present

Review day 4

1. year

2. is mowing

3. feet

4. there

5. copy

6. My hobbies are

reading, drawing,

dancing and

swimming.

7. worry

8. past

Weeks 17–24

assessment

1. (a) was playing

(b) is sneaking

2. (a) past

(b) present

3. (a) fish

(b) fish

(c) tooth

(d) teeth

4. (a) their

(b) there

5. (a) cries

(b) babies

(c) flies

(d) puppies

6. I need to pack shirts,

shorts, socks and

shoes.

7. spy

8. ate, past

Week 25

Practice

1. Oliver and Bob like to

eat spaghetti.

2. in

Day 1

1. Is your birthday in

March or April?

2. up

3. quick

4. blocks, cars, dolls

5. it’s

6. its

7. wood

8. softly

Day 2

1. Jade and Brenda are

friends.

2. under

3. b

4. watches

5. mother, brother

6. gone

7. poor

8. quickly

Day 3

1. My birthday is the

second of June.

2. up

3. busy

4. peach

5. I’ve

6. it’s

7. would

8. gently

Day 4

1. I hope I get the

answer right.

2. down

3. k

71


Answers – Book B

4. dishes

5. strong, belong

6. went

7. pour

8. shyly

Day 5

1. Mr Taylor is my new

neighbour.

2. Yesterday

3. water

4. kettle

5. isn’t

6. its

7. would

8. neatly

Week 26

Practice

1. and

2. when

Day 1

1. because

2. because

3. Put

4. bike

5. saw

6. giving

7. flew

8. extra

Day 2

1. If

2. when

3. w

4. untrue

5. have

6. moving

7. present

8. I can’t wait for our

holiday at Easter.

Day 3

1. because

2. because

3. parents

4. ear

5. seen

6. snoring

7. bought

8. then

Day 4

1. because

2. if

3. b

4. unpack

5. has

6. chasing

7. past

8. Pat and Matt would

love to eat a pizza.

Day 5

1. when

2. so

3. said

4. skip

5. saw

6. shining

7. leapt

8. over

Week 27

Practice

1. slimy

riding

Day 1

1. tasty

2. no

3. father

4. was

5. bad

6. careful

7. When is the film

going to start?

8. because

Day 2

1. nicer

2. no

3. write

4. cities

5. almost

6. care

7. Noah has lots of

muffins for the party.

8. If

Day 3

1. riding

2. no

3. path

4. were

5. day

6. badly

7. Abby and I are going

to the playground.

8. when

Day 4

1. finest

2. no

3. knock

4. stories

5. starting

6. sad

7. The cinema over

there is closed.

8. because

Day 5

1. named

2. no

3. tried

4. was

5. small

6. sadness

7. Bella and I went to

the park.

8. if

Week 28

Practice

1. in his room

2. on its bed

Day 1

1. on the windowsill

2. false

3. began

4. rosy

5. shine

6. crashed

7. hospital

8. when

Day 2

1. between two

cupboards

2. true

3. comb

4. untidy

5. new

6. gave

7. Snakes

8. mine

Day 3

1. in the garage

2. false

3. time

4. baking

5. week

6. rang

7. gloves

8. but

Day 4

1. above the clouds

2. true

3. wrong

4. unhappy

5. knew

6. kept

7. London

8. theirs

Day 5

1. under the table

2. true

3. winter

4. bony

5. bed

6. made

7. animal

8. because

Week 29

Practice

1. slimy

riding

Day 1

1. hottest

2. slipped

3. move

4. easily

5. were

6. Is Mars the name of

a planet?

7. near the rock

8. exciting

Day 2

1. dropped

2. chatted

3. squirrel

4. zip

5. short

6. My sister Maria

bought a new dress,

hat and shoes.

7. under the book

8. adjective

Day 3

1. spotty

2. planning

3. any

4. happily

5. was, to

6. Is your favourite

subject at school art

or science?

7. in the wardrobe

8. tallest

Day 4

1. stepping

2. runny

3. animal

4. three

5. quick

6. For Christmas I

would like a bike,

book and toy

dinosaur.

7. on the water

8. adjective

Day 5

1. fatter

2. sadder

3. done

4. friendliness

5. were, two

6. Did Beth get the

right answer?

7. between the scooters

8. cruel

Week 30

Practice

1. a

an

2. no

Day 1

1. an

2. no

3. before

4. swimming

5. no

6. what’s

7. myself

8. is digging

Day 2

1. an

2. yes

3. handle

4. crying

5. war

6. The butterfly had

yellow and black

wings.

7. true

8. because

Day 3

1. a

2. no

3. night

4. flatter

5. know

6. that’s

7. her

8. was playing

Day 4

1. a

2. yes

3. towel

4. drying

5. wore

6. Do you know who

has my shoes?

7. false

8. so

Day 5

1. a

2. yes

3. name

4. runny

5. weight

6. don’t

7. themselves

8. has lost

Week 31

Practice

1. yes

2. calves

thieves

Day 1

1. no

2. scarves

3. last

4. sand

5. knot

6. didn’t

7. a

8. quietly

Day 2

1. no

2. loaves

3. medal

4. sweeping

72


Answers – Book B

5. wait

6. Please don’t touch

their paintings.

7. an

8. on the hook

Day 3

1. no

2. elves

3. also

4. cake

5. not

6. Grace doesn’t like to

sit beside Philip.

7. an

8. bravely

Day 4

1. no

2. leaves

3. pencil

4. waited

5. said, bread

6. time

7. a

8. above the presents

Day 5

1. no

2. wolves

3. leave

4. avocado

5. flour

6. Mum and I hung out

the shirts and jeans.

7. an

8. calmly

Week 32

Day 1

1. want

2. Which

3. won’t

4. threw

5. thieves

6. The children were

laughing at the joke.

7. when

8. are building

Day 2

1. today

2. ledge

3. mixing

4. rode

5. he’ll

6. You will need paper,

scissors, glue and

coloured pencils.

7. a

8. parrots

Day 3

1. every

2. match

3. purple

4. through

5. hooves

6. crazy

7. because

8. has arrived

Day 4

1. sure

2. badge

3. longest

4. road

5. she’ll

6. I would like a

chocolate, caramel

and peanut butter

egg for Easter.

7. an

8. noun

Day 5

1. better

2. hutch

3. trampoline

4. through

5. halves

6. Dad had to wait for

a long time for Oliver

to come home.

7. when

8. is talking

Skill focus review

1. name

2. smiling

3. chatting

4. scarves

5. if

6. above the houses

7. a

8. tomorrow

Weeks 25–32

review

Review day 1

1. busy

2. spiky

3. planning

4. elves

5. because

6. on the fence

7. a

8. Why is there rubbish

all over the floor?

Review day 2

1. said

2. taped

3. shopped

4. leaves

5. when

6. under the bed

7. an

8. line

Review day 3

1. done

2. braver

3. skipper

4. thieves

5. because

6. near the classroom

7. an

8. My dad and I like to

play tennis with our

friend Jim.

Review day 4

1. before

2. safest

3. sunny

4. calves

5. so

6. behind his desk

7. a

8. Lots of people were

waiting at the bus

stop.

Weeks 25–32

assessment

1. (a) if

(b) because

(c) when

(d) so

2. (a) bravest

(b) baked

(c) hiding

3. (a) stopped

(b) sadder

(c) spotty

4. behind the chair,

teacher check

5. (a) a

(b) an

6. (a) wolves

(b) loaves

(c) hooves

7. (a) when, is, .

(b) When are we

going home?

8. are

73


Glossary

active voice

An active verb has its usual pattern of subject and object.

Opposite of passive voice.

Examples: The girl gave a present. (active)

subject verb object

The present was given by the girl. (passive voice)

subject verb object

(See also ‘passive voice’.)

adjectives

Describing words that add meaning to or modify the meaning

of a noun or a pronoun.

Examples: I’m eating a hot, spicy curry. (describe the noun,

‘curry’)

He is forgetful. (describes the pronoun, ‘he’)

• common adjectives

Adjectives that do not have capital letters; refer to the

examples above.

• hyphenated adjectives

Two or more words that act as a single idea to describe a

noun or pronoun.

Example: a small, red-spotted beetle

• comparative adjectives

Adjectives used to compare two things, usually by adding the

suffix ‘er’ to the adjective.

Example: long, longer

In adjectives with two or more syllables, ‘more’ is usually

added before the adjective.

Example: interesting, more interesting

In adjectives of two or more syllables ending in ‘y’, the ‘y’ is

usually changed to ‘i’ and ‘er’ is added.

Example: fussy, fussier

Some comparative adjectives are irregular.

Example: good, better

• superlative adjectives

Adjectives used to compare more than two things, usually by

adding the suffix ‘est’ to the adjective.

Example: long, longest

In adjectives with two or more syllables, ‘most’ is usually

added before the adjective.

Example: interesting, most interesting

In adjectives of two or more syllables ending in ‘y’, the ‘y’ is

usually changed to ‘i’ and ‘est’ is added.

Example: fussy, fussiest

Some superlative adjectives are irregular.

Example: good, best

• proper adjectives

Adjectives made from proper nouns.

Example: The Indian chef cooked a delicious curry.

• possessive adjectives

The words my, your, his, her, our, their and its are possessive

adjectives (they are used before a noun and they show

ownership). Sometimes they are referred to as ‘determiners’.

Where these words occur within certain questions in the

books, they are considered adjectives. The answers in the

teachers guide reflect this. Example: Have you seen his pen?

adverbials

Words or groups of words that modify a word, often a verb, but

also all other parts of speech, except nouns and pronouns.

Adverbials are classified according to function; i.e. time,

duration, frequency, place, manner, degree, reason, purpose,

condition or concession.

Examples:

The athlete practises daily. (‘daily’ modifies the verb ‘practises’)

The athlete is really hot. (‘really’ modifies the adjective ‘hot’)

The athlete ran very quickly. (‘very’ modifies the adverb ‘quickly’)

The athlete ran for almost one hour. (‘almost’ modifies the

determiner ‘one’)

The athlete will run only if we agree. (‘only’ modifies the

conjunction ‘if’)

The athlete ran just above the record. (‘just’ modifies the

preposition ‘above’)

The athlete left exactly at midday. (‘exactly’ modifies the phrase

‘at midday’)

The athlete bought only what he needed. (‘only’ modifies the

clause ‘what he needed’)

Unfortunately, it wasn’t enough. (‘unfortunately’ modifies the

sentence ‘it wasn’t enough’)

adverb phrases

Phrases that begin with an adverb.

Example: slightly curved

alliteration

Repetition of the sound at the beginning of a string of words.

The same consonant sound or sound group is repeated at the

commencement of two or more stressed syllables of a word

group.

Example: Cara Carter carefully carried caramel cream

cupcakes.

alphabetical order

A method in which words, names or terms are arranged in the

same sequence as the letters in the alphabet, initially by the

first letter and then subsequent letters.

antonyms

Words that are opposite in meaning.

Example: foolish – sensible

apostrophes in contractions

A contraction is a shorter word made by joining two or more

words and taking out one or more letters. An apostrophe (’) is

the punctuation mark used to replace the missing letter(s).

Example: would’ve (would + have), o’clock (of the clock)

articles (See ‘determiners’)

base words (Also known as ‘root words’.)

Simple words that do not have a prefix or suffix added.

Example: believe is the base word, disbelieve has a prefix

added, believed has a suffix added

74


Glossary

clause

A clause is a phrase that includes a verb and its subject. It may

be a complete sentence or part of a sentence.

Example: The eagle soared above the cliff top.

• embedded clause

A clause which occurs within the structure of another clause.

Example: The javelin thrower who threw 35 metres will

represent the club.

• main clause (independent clause)

A clause which can stand alone as a complete sentence.

Example: She will go shopping when she finishes work.

• relative clause

A subordinate clause that uses a relative pronoun such as

‘who’ or ‘that’ to refer back to a noun, though the relative

pronoun ‘that’ is often omitted.

Examples: That’s the boy who lives near the school. (refers

back to ‘the boy’)

The prize that I won was a book. (‘that’ refers back

to ‘prize’)

The prize I won was a book. (the pronoun ‘that’ is

omitted)

• subordinate clause (dependent clause)

A clause which provides additional information to the main

clause but cannot stand alone as a sentence.

Example: She will go shopping when she finishes work.

colloquialisms

Expressions used in everyday language but not in formal

language.

Example: The dog ‘went bananas’ when he saw the cat.

conjunctions

Words that join other words, phrases or clauses in a logical way.

Examples: and, but, so, until, or, although, therefore, unless,

because

• coordinating conjunctions

Conjunctions that link words, phrases and clauses with equal

status. These include ‘and’, ‘so’ and ‘but’.

Example: I was very tired so I went to bed early.

• correlative conjunctions

Pairs of conjunctions that work together. These include either/

or; and neither/nor.

Example: Neither my brother nor my sister would help me.

• subordinating conjunctions

Conjunctions that connect two parts of a sentence in such

a way as to make one depend on the other. These include

‘although’, ‘when’, since’, ‘because’ and ‘unless’.

Example: Since I haven’t saved enough pocket money, I can’t

afford to buy a computer game.

complement

A verb’s subject complement adds more information about its

subject. Its object complement adds more information about

its object. A verb’s complement may be an adjective. The verb

‘be’ normally has a complement.

Examples: He is our friend. (adds more information about the

subject ‘He’)

They are very patient. (adds more information about

the subject ‘They’)

Dancing makes me happy. (adds more information

to the object ‘me’)

compound words

Words that are formed when two (or more) words are joined

together to make new words which may reflect the meaning

of the joined words or may have a different meaning.

Example: class + room = classroom, pony + tail = ponytail

confused words

Words that are commonly used incorrectly. They may be

similar in sound and/or spelling or function, which causes

the confusion.

Example: bought/brought; accept/except; practise (verb)/

practice (noun)

Sometimes the application of two terms is misunderstood.

Example: between/among (between is used when referring

to two of anything, among is used when referring to

three or more)

consonants

The remaining 21 letters of the alphabet when the five

vowels – a, e, i, o, u – are removed.

coordinate/coordination

Words or phrases are coordinated if they are linked as an

equal pair by a coordinating conjunction such as ‘and’, ‘but’

and ‘or’.

Examples: Tom and Fred played football. (The conjunction

‘and’ links the words ‘Tom’ and ‘Fred’ as an equal

pair.)

They ran and kicked well for most of the game.

(The two verbs are an equal pair linked by the

conjunction ‘and’.)

determiners

Words used before nouns to define them.

Examples: a, the, some, several, this, my, their

• articles

These are a subclass of determiners. Articles can be

definite (the) or indefinite (a, an).

Example: a shoe (meaning any shoe), the shoe (meaning

a particular shoe)

connectives

Words that link paragraphs and sentences in relationships of

time, cause and effect, comparison or addition. Connectives

include words such as ‘next’, ‘because’, ‘besides’, ‘alternatively’,

‘although’ and ‘for example’.

75


Glossary

• demonstrative determiners

Words used to point out people or things. They can tell you

whether the noun is singular or plural, near or far.

These are ‘this’, ‘that’, ‘these’ and ‘those’.

Example: I’m sure this bag is yours.

• distributive determiners

Tell how much of the noun is distributed, shared or divided.

These include ‘each’, ‘every’, ‘either’ and ‘neither’.

Example: I think every person is special.

• interrogative determiners

Used before a noun to form a question. These include ‘which’,

‘what’ and ‘whose’.

Example: What time does the party start?

• possessive determiners (see also ‘adjectives: possessive

adjectives’)

Used before the noun to say who the noun belongs to. These

include ‘my’, ‘her’, ‘your’ and ‘its’.

Example: Look at the cat licking its paws.

• quantifying determiners

Indicate quantity of the noun without giving the precise

number.

These include ‘few’, ‘several’, ‘some’ and ‘a lot of’.

Example: Some snakes give birth to live young.

digraphs

Graphemes where two letters represent one phoneme. When

the two letters are not next to each other, such as in i-e, this is

called a split digraph.

Example: ‘ea’ in each; ‘sh’ in shed

fronted adverbials

Adverbial phrases that have been placed at the beginning of a

sentence. Fronted adverbials are followed by a comma.

Examples: Before we begin, make sure you have a pencil.

The day after tomorrow, I’m visiting my grandad.

homographs

Words that are spelt the same but have different meanings.

Example: mine – a large hole dug to extract minerals; mine – a

type of bomb; mine − something belonging to the

person speaking.

Some homographs are pronounced differently.

Example: minute – sixty seconds – empasis on first syllable;

minute – extremely small – empasis on second

syllable

homophones

Words that sound the same but are spelt differently and have

different meanings.

Example: blue – the colour; blew – past tense of the verb ‘to

blow’

idioms

Sayings peculiar to a particular language in which real and

literal meanings are different. The true meaning of an idiom

cannot be found from the meaning of its individual words but

is learned through its use in context.

Example: to ‘have a brainwave’ means to have a good idea; to

run ‘like a bat out of hell’ means to run very fast.

infinitives

The infinitives of verbs usually begin with to followed by the

simple form and the verb. They never have inflections added to

them.

Example: I want to walk.

inflection

Inflection is the process of changing the morphology or

‘bending’ a basic word so that it has special grammar such as

past tense or plural. Inflection is not always just a change of

ending. Some words change completely when inflected.

Example: add -ed to walk to produce walked

adding -er to walk produces walker, a completely

different word which is part of the same word family.

dogs is an inflection of dog

went is an inflection of go

better is an inflection of good

intensifiers

Words that modify adjectives and adverbs to give them a

stronger meaning.

Example: He played very well although he was really nervous.

adverb

adjective

metaphors

Comparisons between two things without the use of ‘as’ or

‘like’. Metaphors say something is something else.

Example: My memory is a cold, foggy night; The sunset was a

rainbow of colours.

modify/modifier

One word or phrase modifies another by making its meaning

more specific.

Example: primary-school teacher (teacher is modified by

primary-school to mean a specific kind of teacher;

school is modified by primary to mean a specific kind

of school)

nouns

Words used to name people, places, things, feelings and ideas.

• abstract nouns

Names of things that we cannot see, hear, touch or smell;

things that can be thought about or experienced, such as

events, ideas, characteristics or qualities.

Example: strength, education, sleep, love, theft, hunger

• collective nouns

Nouns used to name groups of objects, people, animals,

inanimate things or concepts.

Example: a herd of cattle, a crowd of sightseers, a collection

of stamps

76


Glossary

• common nouns

All nouns other than proper nouns.

Example: sand, girl, anger, friendship, pillow

• concrete nouns

Names of things that exist physically.

Example: bookcase, cheese, thorn, painting

• common gender nouns

Name both males and females.

Example: firefighters, flight attendants, doctors

Gender nouns have specific names for each gender.

Example: cow, bull

• count/noncount nouns

– count nouns

Nouns you can count and which have both singular and

plural forms.

Example: egg/eggs, box/boxes

– noncount nouns

Nouns you cannot usually count and normally have only

singular forms.

Example: water, rubbish

• proper nouns

Used to name specific people, places or things. They begin

with capital letters.

Example: New York, Queen Elizabeth, Taj Mahal

noun clauses

Dependent clauses that can be the subject or the object of a

verb, or the object of a preposition.

Examples: The cat that is lying in the basket was sleeping.

subject of verb

I examined what I had left in my purse.

object of verb

I walked into a room that was full of people.

object of preposition

noun groups

A group of words with a noun and adjective(s) describing

them; usually with a determiner.

Example: his dirty boots, my younger sister

noun phrases

Groups of words that function as a noun in a sentence.

Example: She wanted the packet of chocolate biscuits.

object of a verb

A sentence must include a verb and its subject. It may also

include an object. The object receives the action of the

verb. The object is usually a noun or pronoun and found

immediately after the verb.

Example: He kicked (verb) the ball into the goal.

participles

In English, verbs have two participles—present participles such

as ‘speaking’, ‘moving’, and past participles such as ‘walked’

and ‘taken’. Without auxiliary verbs, participles can act as

adjectives or nouns.

Examples: Beaten eggs make better omelettes.

The skipping race was great fun.

Reading is a relaxing hobby.

parts of speech (See word class)

passive voice

In the passive voice, the subject and the object of the active

voice verb are reversed. The passive voice always uses the past

participle of the verb.

The passive verb and its object are linked by a preposition.

Examples: The dog chased the cow. (active)

subject

object

The cow was chased by the dog. (passive)

subject

object

phonic groups

Sounds can be represented in different ways.

Example: long ‘a’ sound: space, tray, grey, weigh, bait, invitation,

straight

phrases

Groups of grammatically connected words.

Example: The magnificent wedding feast was held in the castle.

noun phrase

preposition phrase

plurals

Words used to indicate more than one.

There are many ways to form the plural of a noun:

• The most common way is to add ‘s’.

Example: monkey, monkeys

• To words ending in ‘ch’, ‘sh’, ‘s’ and ‘x’, ‘es’ is added to make

the word easier to pronounce.

Example: bunch, bunches; fox, foxes

• To words ending with ‘y’ after a consonant, change the ‘y’ to ‘i’

and add ‘es’.

Example: study, studies

• Some words change when forming plurals.

Example: child, children

• Some words have the same form when singular or plural.

Example: one pair of glasses, six pairs of glasses

• To most compound nouns, add ‘s’ to the principal word.

Example: father-in-law, fathers-in-law

• To some words ending in ‘f’, add ‘s’.

Example: chief, chiefs

• To some words ending in ‘f’ or ‘fe’, change the ‘f’ or ‘fe’ to ‘v’

and add ‘es’.

Example: calf, calves

• To some words ending in a consonant and ‘o’, add ‘es’.

Example: potato, potatoes

77


Glossary

possessive

A possessive can be a noun with an apostrophe or a

possessive pronoun or a possessive adjective (determiner).

Examples: Jason’s book

The boys’ arrival

His story

possessive adjective determiner

That story is mine.

possessive pronoun

prefixes

Letters or groups of letters added to the beginning of a base

word to alter its meaning and form a new word.

Example: possible, impossible; biography, autobiography

prepositions

Words which show the relationships between words in the

same sentence. These include ‘between’, ‘for’, ‘on’, ‘through’,

‘up’ and ‘until’.

Examples: The children walked through the gate.

He studied until nine o’clock.

preposition phrases

Groups of words beginning with a preposition followed by a

noun phrase.

Example: They parked the car to look at the beautiful scenery.

pronouns

Words substituted for nouns.

• emphatic pronouns

Words used to emphasise the action of the subject.

Example: Joe baked the cake himself.

The emphatic pronouns are: myself, yourself, himself, herself,

itself, ourselves, yourselves, themselves

• indefinite pronouns

Refer to unspecified person(s) or thing(s). These include

‘somebody’, ‘anyone’, ‘nothing’ and ‘everybody’.

Example: Nobody in the class put up his or her hand.

• interrogative pronouns

Ask questions that give a pronoun or noun response. These

include ‘what’, ‘which’, ‘who’ and ‘whose’.

Example: Who forgot to turn off the light?

• personal pronouns

Used in place of a person or thing. These include ‘he’, ‘it’, ‘she’

and ‘they’.

Example: I was sure she had left the room.

• possessive pronouns

Stand by themselves instead of a name. These include ‘mine’,

‘his’, ‘hers’ and ‘ours’.

Example: We explained it was ours and not theirs.

• relative pronouns

Come before the clause that describes the noun or pronoun

to which it refers. These include ‘who’, ‘that’, ‘when’ and

‘which’.

Example: The shop whose prices were too high lost

business.

punctuation

Used to clarify the meaning of text and assist with reading and

comprehension. It includes standard punctuation marks, word

spaces, capital letters, apostrophes, paragraph breaks and

bullet points.

A selection of these are explained below.

• apostrophes in contractions

Contractions are shorter words made by joining two or more

words and taking out one or more letters. An apostrophe (’) is

the punctuation mark used to replace the missing letter(s).

Example: would’ve (would + have), o’clock (of the clock)

• apostrophes (’) for possession

Used to show that something belongs to someone or

something. This punctuation mark is placed immediately after

the owner/owners.

Examples: the horse’s saddle (one horse); the horses’

saddles (more than one horse); the children’s

backpacks

• capital letters

Used for sentence beginnings and proper nouns.

Example: The capital city of Japan is Tokyo.

• colons (:)

Used to let readers know that information such as a list,

explanation, example or quotation will follow. When the list

flows naturally as part of the sentence, as when the words

‘such as’ or ‘include’ come before a list, a colon is not used.

Examples: We were given the choice of three planets to

study: Mars, Venus or Jupiter.

Planets in our solar system include Mars, Venus

and Jupiter.

• commas (,)

Commonly used to separate words, phrases or clauses to

clarify meaning.

Examples: The price of basic foods like eggs, milk, bread and

meat has risen sharply. (Commas are placed after

each word in the list, except the last two.)

I really like listening to pop, hip-hop, rap, and

rock and roll music. (If the last two items in a list

already have ‘and’ because they belong together,

add a comma and ‘and’ before them.)

• reflexive pronouns

Words used when the action of the verb is referred back to

the subject.

Example: Maria bought herself a chocolate bar.

The reflexive pronouns are: myself, yourself, himself, herself,

itself, ourselves, yourselves, themselves

78


Glossary

• dashes (—, –)

Dashes are longer strokes than those used for hyphens. They

are used to separate words in a sentence, before a specific

list, in place of parentheses (round brackets) and between

numbers or words to mean ‘to’ or ‘until’.

Examples: Ocean swimming can be exhilarating—if you are

a strong swimmer.

She bought the necessary ingredients—garlic,

onion and chilli.

The rock band—Coldplay—agreed to return next

year.

• ellipsis (…)

Used to show that text is missing, to provide a pause, and for

dramatic effect.

Examples: Declan fell asleep while counting sheep. One, two,

three, four …

I stretched my hand out to grab the rope … but

could not grasp it.

Suddenly, we heard a ghostly sound …

• exclamation marks (!)

End sentences that indicate commands, strong feelings or

convey a sense of urgency. They are usually read loudly.

Examples: Watch out! It is so hot today! Stop talking!

• full stops (.)

Used at the end of sentences and for some abbreviations.

Examples: Mr Johnson, our class teacher, is absent today.

cont. (continued), Apr. (April)

• hyphens (-)

Short strokes used to join two or more words into one word, to

create some compound words.

The words can be nouns or adjectives.

Examples: father-in-law (noun), multi-storey car park

(adjective)

• question marks (?)

End sentences that indicate a question; i.e. an answer is

required.

Questions often begin with ‘wh’ words; e.g. what, why, where,

when, which, who.

Examples: When is your birthday? Why were you late for

school? What’s the time?

• quotation marks (‘ ’)

Used to show the exact words spoken by a person. Quotation

marks look like inverted commas and enclose the speech or

thoughts in direct speech. Single quotation marks are used.

If a quotation is made within a line of direct speech, double

quotation marks are used instead.

Example: ‘Look at this book!’ Campbell remarked. ‘It states

here: “the Himalaya Mountain Range is the highest

in the world”. Did you know that, Adrian?’

• semicolons (;)

Used to let readers know they need to take a longer pause

than for a comma.

It can be used before the words ‘however’, ‘therefore’, ‘for

example’ and the abbreviation ‘e.g.’.

Example: Jupiter is the largest planet; however, Saturn is

also gigantic.

relative clauses (See clause)

rhyming words

Rhyme is an agreement or likeness in the sounds at the ends

of words.

Example: giggle, wriggle

root words (Also known as ‘base words’.)

Words that do not contain any smaller root words or prefixes or

suffixes.

Example: ‘believe’ is the root word, disbelieve has a prefix

added, believed has a suffix added

sentences

Groups of words which convey a complete meaning and

include at least one subject and a verb. Sentences consist of

one or more clauses. They begin with a capital letter and end

with a full stop, question mark or exclamation mark.

Example: Please pass me the plate.

• complex sentences

Contain an independent (main) clause and one or more

dependent (subordinate) clauses joined by appropriate

conjunctions. The sentence will not make sense without an

independent clause.

Example: When it stopped raining (subordinate clause), we

got out of the car (main clause).

• compound sentences

Contain two or more independent (main) clauses joined by

appropriate conjunctions. Each clause has equal status.

Example: It started to rain so we all took shelter.

• simple sentences

One single independent (main) clause that expresses a

complete thought.

Example: The juice spilt.

similes

Compare one thing with another using the words ‘like’ or ‘as’.

Examples: The stars are like diamonds in the sky.

He stopped and stood as still as stone.

spelling rules

Rules relating to the spelling of words in the English language.

A selection of those used in the questions may include:

• When adding a suffix beginning with a vowel to most words

ending with ‘e’, the ‘e’ is dropped before adding the suffix.

Example: puzzle, puzzled, puzzling (Teachers often use this

saying with young children: ‘e’ goes away when

‘ed’/’ing’ comes to stay.)

79


Glossary

• When a word ends with a single ‘l’, double the ‘l’ when a suffix

beginning with a vowel is added.

Example: travel, travelled, travelling

• When adding a ‘y’ to a word ending with ‘e’, the ‘e’ is dropped

before adding the suffix.

Example: juice, juicy

• The ‘y’ at the end of base words changes to ‘i’ when a suffix is

added.

Example: busy, busier, busily

• Double the consonant to keep the preceding vowel sound

short.

Example: thin, thinner, thinnest

subject

In the active voice, the subject performs the action and the

verb.

Example: The surfer ploughed through the waves.

subject verb

In the passive voice, the subject is acted upon.

Example: The surfer was dumped by the strong waves.

subject verb

suffixes

Letters or groups of letters added to the end of a base word to

alter its meaning and form a new word. The spelling of the root

word may change.

Example: happy, happily; care, careless

syllable/syllabification

A syllable is a word or part of a word pronounced as a unit. It

has one vowel sound. (A vowel sound can be made without a

vowel in the syllable; e.g. ba/by.) Syllabification is the process

of dividing a word into syllables. Some rules to determine how

words are divided into syllables include:

• When two consonants (same or different) come between two

vowels, divide between the consonants.

Example: swal/low, ner/vous

• When there is only one consonant between two vowels, divide

before the consonant.

Example: mo/bile, di/vide

• When consonants make one speech sound, they are kept

together.

Example: al/pha/bet, chick/en

• The letters ‘re’ and ‘le’ cannot stand alone at the end of a

word and must take the preceding consonant.

Example: ki/lo/me/tre, a/vail/a/ble

synonyms

Words that are similar in meaning.

Example: enormous – gigantic

verbs

Words which show actions or states of doing, being, having,

thinking or saying.

Examples: He swam (doing) in the ocean.

We are (being) children.

Our house has (having) three bedrooms.

They know (thinking) she will succeed.

She spoke (saying) clearly.

• active and passive verbs

Active verbs draw attention to the subject performing the verb.

Example: The bee stung the child.

Passive verbs focus on the subject as the receiver of the

action.

Example: The child was stung by the bee.

Note: Auxiliary verbs are used in the passive voice.

• auxiliary verbs

be, have, do, will, plus modal verbs precede the main verb to

form a compound verb.

Example: have gone, are going, does care

• compound verbs: made up of a main verb and one or more

auxiliary verbs.

Example: will be coming

• finite and non-finite verbs are forms verbs can take.

Examples: Finite forms:

Non-finite forms:

eat, eats, ate

to eat, eating, eaten

give, gives, gave to give, giving, given

am, is, are, was, were to be, being, been

Finite verbs require a subject.

• imperative verbs

The base form of verbs used to order, command or instruct.

They are often used in procedures at the beginning of a

sentence.

Examples: Read the text first.

Bake in a hot oven.

• modal verbs

Verbs that express degrees of probability or obligation. These

include ‘will’, ‘would’, ‘can’, ‘could’, ‘might’, ‘may’ and ‘must’.

Modal verbs are auxiliary verbs that have only one form so

they do not change.

Examples: He wondered what he could do to help.

I might be able to do it after work.

• phrasal verbs

Two- or three-word verbs which include an adverb or a

preposition.

Examples: It took Mum a while to calm down after such a big

shock.

I came across an old photograph of Mum and

Dad.

• regular verbs and irregular verbs

Regular verbs are predictable in the way the past, present and

future tenses are formed.

Example: collect, collects, collected, collecting.

Irregular verbs do not follow this pattern.

Example: write, writes, wrote, written.

verb groups

Consist of a verb on its own, preceded by one or more auxiliary

verbs or modal verbs and may include a negative.

Example: The team hasn’t been playing very well lately.

80


verb phrases

Groups of words that begin with a verb.

Example: The shift worker goes home in the morning.

verb tenses

Show whether the action of a verb occurs in the present, the

past or the future. They can also show whether the action is/

was continued or completed. These tenses are often formed

using an auxiliary verb such as ‘can’, ‘will’ or ‘is’. Some verb

tenses are regular and others are irregular.

vowels

In English, the vowels are represented by the letters ‘a’, ‘e’, ‘i’,

‘o’, and ‘u’. Vowels can form syllables by themselves or may

combine with consonants.

words

Words are units of grammar. Words are normally separated by

word spaces. A sequence of two words may be joined to make

one word; for example, he’s, well-built.

Examples: lighthouse, I’m, primary-school teacher

word categories

Groups of words that have a common aspect.

Example: A common sound: white, died, high, supply, eye, buy,

height (long ‘i’)

word classes

Groups that summarise the ways a word can be used in

grammar. The main ones are noun, verb, adjective, adverb,

preposition, determiner, pronoun and conjunction. They are

also called parts of speech.

word definitions

The meanings of words.

word families

Words that are related to each other by a combination of

morphology, grammar and meaning.

Example: teach/teacher

extend/extent/extensive

grammar/grammatical/grammarian

word origins

Etymology is the study of the history of words, their origins and

how they have changed over a long period of time.

Glossary

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8545 New wave English skills practice teachers guide Lower

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