spelling blaster ages 6–9 - Knowledge...

spelling blaster ages 6–9

teacher’s Materials

0362310© Vivendi Universal Publishing and/or Spelling Blaster Ages 6-9its subsidiaries. All Rights Reserved.


Layout & DesignTony Gervase

contentPamela FriedmanJacquie HarlanCathy Siegel

EditorPamela Blanford

credits

Reproduction of these pages by the classroom teacher is permissible. Reproduction of any part of thisbook for an entire school or school system or for commercial use is strictly prohibited.

© Vivendi Universal Publishing and/or its subsidiaries. All Rights Reserved. Spelling Blaster andUnique Spell Track are trademarks of Vivendi Universal Publishing and/or its subsidiaries. All RightsReserved. All trademarks referenced herein are the property of their respective owners.


IntroductionCredits .......................................2Table of Contents ........................3Program Overview ......................4Introduction ................................5Word Lists .............................. 6–8

Unit 1Unit Overview ...................... 9–11Lesson 1: Name Game ........ 12–13Lesson 2: Listen and Circle .........14Lesson 3: Look and Write ..........15Lesson 4: Read and Color .... 16–17Lesson 5: Island Words........ 19–19Lesson 6: Alphabetizing ...... 20–21Lesson 7: Jumbled Words .... 22–23

Unit 2Unit Overview .................... 24–25Lesson 1: From A to Z ...............26Lesson 2: Rhyming Words.... 27–28Lesson 3: Treaure Hunt

for Words ...........................29Lesson 4: Class Mystery .............30Lesson 5: Word Shape Puzzles ...31Lesson 6: Tongue Twisters ..........32

Unit 3Unit Overview .................... 33–34Lesson 1: Picture Words.............35Lesson 2: Spell by Number .. 36–37Lesson 3: Fill in the

Word Blanks .......................38Lesson 4: Word Family

Slides ........................... 39–40Lesson 5: Know the Meaning .....41Lesson 6: Word Search .............42

Unit 4Unit Overview .................... 43–44Lesson 1: Matching Sounds .. 45–46Lesson 2: Coloring Blends ..........47Lesson 3: Fishing for

Compound Words! ..............48Lesson 4: Spelling Race .............49Lesson 5: Alphabetizing ...... 50–51Lesson 6: Proofreading ..............52Lesson 7: Class Story .................53

Unit 5Unit Overview ..........................54Lesson 1: Proofreading ..............55Lesson 2: Word Shape

Puzzles ......................... 56–57Lesson 3: Hard and

Soft Sounds ........................58Lesson 4: Puzzles with

Plurals .......................... 59–60Lesson 5: Silent Letters ...............61Lesson 6: Class Story .................62

Unit 6Unit Overview .................... 63–64Lesson 1: Alphabetizing ...... 65–66Lesson 2: Prefixes on

the Mountain ................ 67–68Lesson 3: Treasure Hunt .............69Lesson 4: Concentrating

on Suffixes .................... 70–71Lesson 5: Class Story .................72

Appendix: Complete WordList ............................... 73-85

table of contents


Program Overview

Activity Components

Bridge PuzzleCompleting a word: using visual and audio cues

River CreatureSpelling a word: using audio cues

Volcano ClimbDetermining misspelled words

Volcano DescentSequencing letters to form words

Geyser AbyssCompleting a word: using visual cues

Snow MonsterWord RecognitionDetermining misspelled words and editing

Cave HuntUnscrambling letters to form words

SkillsBoost Spelling Skills:

• Recognize spelling patterns and wordfamilies

• Use phonics and rhyme words

• Edit misspelled words

• Identify correct spellings

• Unscramble letters to make words

• Complete words

• And much more!

FeaturesWhat’s inside:

• Over 140 spelling lists cover a wide rangeof difficulty levels.

• Seven engaging activities help reinforcespelling skills.

• Easy-to-use word editor lets you createcustomized word lists to meet your child’sneeds.

• Unique Spell Track™ feature allows you tomonitor misspelling trends.

• 29 printable storybooks full of Spelling Blaster words ensure reading practice away from the computer.

• Printable crossword and word searchpuzzles provide hours of learning fun.

• Printable certificates motivate kids toachieve their goals.

Ages6–9

Grades1–4


Welcome to Spelling Blaster Ages 6–9 where ourgoal is to make every student a spelling master.Words are the main attraction here and learningto spell is the ticket to the lifelong ride on thetrain of written communication.

A variety of exercises created for grades 1–4give children the opportunity to listen, speak,read, write, and spell. They can begin by dem-onstrating their knowledge of the alphabet whileplaying a name game in which participantstravel the globe. Other fun-filled activities includeunscrambling the letter code to form words andsearching the newspaper on a treasure hunt forwords. Students can also enjoy the excitementand challenge of composing and reciting tonguetwisters. For practical experience, they can

proofread a letter and work on a crosswordpuzzle of plurals. In addition, they’ll have plentyof practice expressing themselves in writing asthey complete sentences or develop ideas forparagraphs. And there’s more—just flip throughthe pages and see for yourself!

Combine our highly motivational software andstimulating resource material to reinforce spellingskills in your classroom. Choose the lessons thatbest suit the needs of your students as theysuccessfully progress through the program.

Now it’s time to blast off and explore the wideworld of spelling, where words can be found in acave, prefixes on a mountain, and suffixes on abridge!

Introduction


word lists

The six units of lessons that constitute this book contain spelling words from the corresponding levelsin the CD-ROM program.

unit 1List # Word List

1 Word family - ag2 Word family - an3 Word family - id4 Word family - og5 Word family - ut6 Word family - am7 Word family - at8 Word family - ig9 Word family - op

10 Sight word list 111 Word family - ad12 Word family - et13 Word family - in14 Word family - ot15 Sight word list 216 Word family - ap17 Word family - en18 Word family - ip19 Word families - ub, ug20 Sight word list 321 Word family - ab22 Word family - ed23 Word family - it24 Word families - um, un25 Sight word list 4

unit 226 Vowel digraph - short oo27 Long a - spelled ai28 Long a, Silent e29 Long o, Silent e

List # Word List30 Sight word list 531 Long a - spelled ay32 Long a, Silent e33 Long o, Silent e34 Long u - spelled ue35 Silent word list 636 Long e - spelled ea37 Long i, Silent e38 Long o, Silent e39 Long i - spelled uy, y40 Sight word list 741 Long e - spelled ee42 Long i, Silent e43 Long u, Silent e44 Long e - spelled y, ey45 Sight word list 846 Long a, Silent e47 Long i - spelled ie, igh48 Long i, Silent e49 Long u, Silent e50 Sight word list 951 Long a, Silent e52 Long i, Silent e53 Long o - spelled oa54 Sight word list 1055 Sight word list 1156 Long a, Silent e57 Long i, Silent e58 Vowel digraph - long oo59 Sight word list 1260 Sight word list 13


word lists


unit 3List # Word List61 Contractions list 162 Word family - ain63 Word family - old64 Word family - uck65 Contractions list 266 Word family - ack67 Word family - amp68 Word family - ick69 Word family - ump70 Contractions list 371 Word family - ank72 Word family - ar73 Word family - est74 Word family - ill75 Word family - ail76 Word family - are77 Word family - ell78 Word family - unk79 Word family - ock

unit 480 Blends - dr, fl, fr81 Blends - gl, gr82 Blends - spl, spr, squ83 Vowel digraphs - au, aw84 Word family - ew85 Blends - pl, pr86 Blends - st, str87 Diphthong - oi88 Diphthong - ou

List # Word List89 R-controlled vowel - er90 Blends - bl, br91 Blends - sw, tr, tw92 Diphthong - ow93 R-controlled vowels - ir, or94 Compound list 195 Blends - cl, cr96 Blends - sch, scr, shr97 R-controlled vowel - ur98 Compound list 299 Compound list 3

100 Blends - sk, sl101 Blends - sm, sn, sp102 Diphthong - oy103 R-controlled vowel - ar104 Compound list 4

unit 5105 Consonant digraph - ch106 Word ending - le107 Word endings - dge, ft108 Hard g109 Silent k, consonant digraph - ph110 Final consonants - nd, nk, nt111 Silent letter - w112 Words ending in f and their plurals113 Words ending in o and their plurals114 Word endings - gh, lk115 Final consonants - pt, sp, st116 Consonant digraph - sh117 Silent letters - b, h118 Words ending in y and their plurals


Word Lists


List # Word List119 Word endings - ang, ing, ong, ung120 Consonant digraph - th121 Hard c122 Words ending in ey or o and their

plurals123 Adding “-ing” to words ending in a

consonant124 Word ending - ght125 Words ending in ch, sh, x, z and

their plurals126 Soft c127 Soft g128 Adding “-ing” to words ending in

silent e

unit 6129 Prefixes - ir, micro, mid, mis, mono130 Prefixes - non, opp, over, post, pre131 Suffixes - able, age, al, ance, ence,

ary, ery132 Suffixes - en, er, est133 Prefixes - bi, co, counter, circum134 Prefixes - de, dia, dis, ex, extra135 Prefixes - para, peri, pro, re, sub, super136 Suffixes - ful, fy, hood, ic137 Suffixes - less, ly, ment, most, ness138 Prefixes - ab, ante, anti, auto139 Prefixes - fore, im, ill, in, inter140 Prefixes - poly, retro, se, tele, trans,

un, uni141 Suffixes - ish, ist, ity, ty, ive142 Suffixes - or, ous, ship, tion, ure


LESSON 1: NAME GAMEYou may want to provide a globe, maps, or anyother accessible information (including Internetsearches) to help students locate places to visit(take a trip to) for the purpose of this activity.

Distribute copies of the Name Game activity onpages 12–13. Read the directions together andthe example that begins with the letter A. Then askvolunteers to help fill in the blanks for the letters Band C. (Let students know that they may useeither a boy’s or a girl’s name.) When everyonecomprehends the assignment, have studentscomplete A through Z on their own papers. (Theyshould use names and places other than thosementioned in examples A–C.) Upon completion,divide the class into groups of four or five andhave them sit in circles to read their consecutiveletter-sentences from A to Z. Be sure to designatethe starting person (who begins with the letter A)and the direction (left or right) to follow for theletter B, etc.

EXTENSIONWrite this sentence on the board: My name is__________. My friend’s name is _________.We’re going on a trip to ________.“ Havestudents write the sentence (or type into a com-puter) and fill in the blanks using the first letter oftheir name. Then, have them illustrate the page.When they’re finished, make a class book todisplay in the class library.

LESSON 2: LISTEN AND CIRCLEHand out copies of the Listen and Circle activityon page 14. Have a student read the directionsaloud, then ask the class to look at the example.Explain that you will say one of the three wordsand they are to circle the word they hear. Wheneveryone is done, write the correct word on theboard. Then begin the activity.

WORDS TO USE1. sat 5. did 9. quit2. shed 6. big 10. clog3. when 7. pin 11. bop4. wet 8. tip 12. lot

When the students are finished, check the answerstogether. Write the words on the board for every-one to see.

EXTENSIONHave students write another word with the sameending and a different beginning to match eachof the 12 sets. (They may write the new wordunderneath the third word in each set.)

Lesson 3: Look and WritePass out copies of the Look and Write activity onpage 15. Review the directions with the class. Besure the students comprehend that there areword lists for each group of pictures (1–4 and5–8). Correct the page together when everyoneis done. (You may opt to have the studentsexchange papers for this process.)

UNIT 1 UNIT OVERVIEW


EXTENSIONUse the word families to make a word slide: Write”UG“ on the right side of a card. Cut out a thinstrip and write ”M B H R “ on it. Make two slits onthe left side of the card next to the ”UG.“ Put thestrip into the slits so that it slides next to the ”UG“ending. Move the thin strip up and down and readthe words.

Lesson 4: Read and ColorMATERIALSEach student will need the following coloredcrayons: red, yellow, green, brown, and blue.

Distribute copies of the Read and Color activityon pages 16–17. Read the instructions with theclass. When everybody has finished the lesson,have the students choose partners and comparetheir answers to make sure they are correct.

EXTENSIONRead the following spelling words aloud fromeach of the eight sentences and have studentsunderline them (pan, pet, ship, nut, cap, mat,jam, frog). On a separate sheet of paper, havechildren number from 1 to 8 and copy each ofthe words they underlined. Then ask them towrite a rhyming word beside each one. Wheneveryone is done, have them share their rhymingwords in small groups.

Lesson 5: Island WordsHand out copies of the Island Words activity onpages 18–19. Ask students to read the directionssilently as you read them aloud. Be sure to letthem know that there is no set order for thewords to be listed. However, you may want tosuggest that they cross out used words so they donot write the same word twice. When the work iscomplete, correct the activity aloud and have thestudents write the words in each group on theboard for everybody to see.

EXTENSIONDivide the class into teams of three or four, andask the students to list at least two new words foreach of the five endings.

Lesson 6: AlphabetizingHand out copies of the Alphabetizing activity onpages 20–21. Have the students cut out the sixsets of word cards. Divide the class into smallgroups of three. Give each group the first set ofcards (cab, gab, jab). Give each student in thegroup a card and see which group can get inalphabetical order first. Continue the game witheach set of cards. This can be adapted to any setof word cards.


UGB

H

R

M


Lesson 7: Jumbled WordsHand out copies of the Jumbled Words activityon pages 22–23. Have the students read thedirections silently while you read them aloud.When everyone is done, correct the page to-gether.

EXTENSIONHave the students come to the board and write ajumbled word. See who can unjumble the wordfirst.


© Vivendi Universal Publishing and/or Spelling Blaster Ages 6-9its subsidiaries. All Rights Reserved.

12

UNIT 1 LESSON 1

Name Game NAME ________________

Write the names of two people and the name of a place for each letter of the alphabet.

Examples:

My name is My friend’sname is

We’re going ona trip to

A

c

B

d

f

e

g

i

h



A

c

B

Annie Angela Alaska


13

UNIT 1 LESSON 1

Name Game (continued) NAME ________________



j

l

k

m

o

n

p

r

q

s

u

t

v

x

w

y

z


14

UNIT 1 LESSON 2

listen and circle NAME ________________

Listen very carefully and circle the word you hear.

Example:lapmapcap

1. thatfatsat

2. spedshedsled

3. whenthenhen

4. jetsetwet

9. quitwitfit

10. jogclogsmog

11. copboptop

12. dotgotlot

5. hiddidkid

6. bigjigpig

7. sinpintin

8. liphiptip


15

UNIT 1 LESSON 3

look and write NAME ________________

Look at each picture. Then write the word from the list that matches it.

WORD LIST: bUG, tUB, mUG, cUB

WORD LIST: SUN, RUN, bUN, gUM

5.

6.

7.

8.

1.

2.

3.

4.


16

UNIT 1 LESSON 4

read and color NAME ________________

Follow the directions for coloring the pictures.

1. Color the pan red. 3. Color the ship green.

2. Color the pet yellow. 4. Color the nut brown.


17

UNIT 1 LESSON 4

read and color NAME ________________(continued)

Follow the directions for coloring the pictures.

5. Color the cap blue. 7. Color the jam red.

6. Color the mat yellow. 8. Color the frog green.


18

UNIT 1 LESSON 5

island words NAME ________________

Write each word in the island scene under the matching ending below.

ab

1.

2.

3.

4.

ad

1.

2.

3.

4.

lab

haddad

ham

clam

fan

damraghag

bag

tab nab

can

lad

nag

man

bad

cram

grab

pan


19

lab

haddad

ham

clam

fan

damraghag

bag

tab nab

can

lad

nag

man

bad

cram

grab

pan

UNIT 1 LESSON 5

Island words NAME ________________(continued)

Write each word in the island scene under the matching ending below.

ag

1.

2.

3.

4.

am

1.

2.

3.

4.

an

1.

2.

3.

4.


20

UNIT 1 LESSON 6

alphabetizing NAME ________________

gab

jab pit

bit kit

ten den

pen fig

cab


21

UNIT 1 LESSON 6

alphabetizing NAME ________________(continued)

wig rig

fog dog

log gut

cut but


UNIT 1 LESSON 7

jumbled words NAME ________________

These sentences were found on Planet Nonsense. To readthem, unscramble the letters of the jumbled words. Thenwrite the new words on the lines.

1. Cookies __________________ milk taste great.

2. __________________ is not at school today.

3. I only missed __________________ spelling word on my test.

4. Do you __________________ chocolate?

5. Does he __________________ any pencils?

6. The bird flew __________________ .

7. __________________ do you live?

8. I never heard what the teacher __________________ .

dna

hes

oen

kiel

heav

yawa

rhewe

idsa


UNIT 1 LESSON 7

jumbled words NAME ________________(continued)

9. A __________________ elephant was at the zoo.

10. __________________ book is really interesting.

11. It will be dark __________________ .

12. That doll is very __________________ .

13. __________________ are all on the same team?

14. My dog likes to sit __________________ the table.

15. Can you __________________ to my house?

16. __________________ be careful when you cross the street.

gbi

eht

oons

retytp

yteh

nerud

oecm

seapel



Lesson 1: From A to ZMATERIALSGive students some or all of the following optionsfor coloring the dot-to-dot picture: coloredcrayons, pencils, pens, and markers.

Distribute copies of the From A to Z activity onpage 26. Read the directions with the class andhave them proceed. (For your information, theoutlined picture is the Galactic Commander fromthe CD-ROM program.)

EXTENSIONHave the students make their own A–Z puzzles.

Lesson 2: Rhyming WordCard GameHand out the Rhyming Word Card Game activityon pages 27–28. Have the students paste thepage on construction paper and then cut out theword cards. Divide the class into small groups offour. Each group needs a full set of cards. Shufflethe cards and pass out seven cards to eachgroup member. The youngest student goes first.He asks another member of the group for a wordthat rhymes with a word in his hand. If she has arhyming card, she gives it to him. He places therhyming pair facedown in front of the group,and continues until no rhyming pair is found. Ifno rhyme is found, the next student takes a turn.The game continues until all the pairs are revealed.The player with the most pairs wins the game.

EXTENSIONThis game can also be played as a concentrationgame.

Lesson 3: A Treasure huntfor wordsHave students hunt for words in the newspaper.Hand out the activity on page 29 and sections ofthe newspaper. See who can find the most wordsin the treasure hunt. Count any additional long”i“ words the students find and list these newwords on the board.

EXTENSIONGo on a treasure hunt for the following groupsof words:1. Find words with a long ”a“ and a silent

”e.“2. Find words that rhyme with mice.3. Find words that end with ”ake.“4. Find words that begin with ”sh.“5. Find words with a short vowel ”o.“

Lesson 4: class mystery—crack the case of thesilent “e”Hand out the activity on page 30. The goal of theactivity is to write a story that uses all the wordson the sheet. Give five points for each wordused. How many points can the class get?

EXTENSIONDo this activity in small groups and see whichgroup can get the most points.



Lesson 5: Word shapepuzzlesDistribute copies of the Word Shape Puzzlesactivity on page 31. Match the words on the topwith the correct word shapes below.

Lesson 6: Tongue TwistersBefore starting this lesson, you may want to takethe time to introduce and define tongue twisters.

Distribute copies of the Tongue Twisters activityon page 32. Read the tongue twister on the topof the page aloud while students read it tothemselves. Then ask children to try to say itrapidly several times in a row without mispro-nouncing the words. Once they get the idea andhave some fun with it, read the instructionstogether. Tell students they are free to use anysubject matter for the tongue twisters (as long asthey contain acceptable language). Be sure theyunderstand the concept of using the same begin-ning letter for several words and mention the

option of using small connecting words in be-tween. Point out the words a and of used in theexample. Answer any questions. Then havestudents pair with partners and complete theassignment. When everybody is finished, havethem share their tongue twisters with the class.Allow plenty of time for students to practice eachother’s tongue twisters.

OPTIONS1. After students practice the example tongue

twister, you may want to create another onewith the class before the students pair up withpartners to design their own.

2. Before children begin writing their owntongue twisters, you may want to change thenumber of words that have to begin with thesame letter. (The directions suggest five words.)

EXTENSIONCreate a class book of tongue twisters. Have thestudents rewrite and illustrate their tonguetwisters and then bind them together. (Be sure toinclude a cover prepared by the class.)


UNIT 2 LESSON 1

from a TO z NAME ________________

Connect the dots in order from A to Z. Then color the picture.

•

•

••••

•

•

•

•

•

•

••

•

•

•

•

••

•

•

•

•• •

A

b

cde

f

g

h

i

j

k

l

m

n

o

p

qr

s

t

u

v

w x

y

z


UNIT 2 LESSON 2

rhyming word NAME ________________card game

day moon

name gave

fine broke

size

cage

tribe took

bite state

pole

eepJ•


UNIT 2 LESSON 2

rhyming words NAME ________________card game (continued)

deep rage

late white

noon bay

stole

game bribe

brave shine

cook prize

okeJ•


UNIT 2 LESSON 3

A treasure hunt NAME ________________for words

Below is a list of words that have a long ”i“ sound and a silent ”e“ ending. Find asmany of these words in the newspaper as you can and circle them. As you find eachword below, put a check mark beside it. Can you find words with the long ”i“ soundthat don‘t have a silent ”e“ ending?

List below any long ”i“ words you find that do not have a silent ”e“ending, such as buy and light.

_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

aside pride fire

beside side tile

bride slide hire

glide tribe tire

hide life pile

while wire mile

smile wife wide


UNIT 2 LESSON 4

Class mystery—Crack NAME ________________the case of the silent ”e“

Use as many of the words below as you can inyour class mystery story.

Long ”u“ silent ”e“ words: blue, clue, true

Long ”o“ silent ”e“ words: code, broke, poke

Long ”a“ silent ”e“ words: haze, save, brave

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


Match each word at the top with it’s shape below and write the letters of the word inthe boxes.

UNIT 2 LESSON 5

word shape puzzles NAME ________________

thank goal wise

home happy cruel

might watch

1. 2.

3. 4.

5.

6.

7. 8.


UNIT 2 LESSON 6

tongue twisters NAME ________________

Example:

Betsy Barns baked a batchof breakfast buns.

Work with a partner and write a tongue twister. At least five of the words shouldbegin with the same letter of the alphabet. You may choose any letter you wish.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Lesson 1: Picture WordsDistribute copies of the Picture Words activity onpage 35. Read the directions with the class, andlook at the example together. Tell the students thateach picture represents a word in a sentence.Call their attention to the word list at the bottomof the page. Have students join with partners tocorrect their work.

Lesson 2: Spell by NumberHand out copies of the Spell by Number activityon page 36–37. Ask students to look at theNumber-Letter Code at the bottom of the page.Review the instructions and the example, thenassign the activity. Upon completion, divide theclass into small groups and have the childrentake turns reading their answers aloud.

EXTENSIONHave the students use the Number-Letter Code tocreate messages for others to decode. (You mayeven want them to go a step further and createtheir own number-letter codes.)

Lesson 3: Fill in the wordBlanksPass out copies of the Fill in the Word Blanksactivity on page 38. This activity reinforces thefollowing word families: ick, ock, ank, ump, ew,and ain.

EXTENSIONPut the first and last letters of a word on theboard with space between them. Ask the studentsto try to form as many words as they can thatstart and end with those letters.Example: R __ __ __ H (rich, ranch, rash).

Lesson 4: word familyslidesDistribute copies of the Word Family Slidesactivity on pages 39–40 and have the studentscut out all the pieces. Give the students paperclips to clip the ending cards to the word slide.Have the class slide their letters together andsound out the words.

EXTENSIONHave the students form small groups and try tocome up with more endings and more letters toslide to make words. Use the blank pieces onpage 40. Let each group share their new combi-nations with the class.

Lesson 5: Know theMeaningHand out copies of the Know the Meaningactivity on page 41. Read the directions with theclass, and review the example. When everybodyis done, correct the assignment together.



Lesson 6: Word SearchDistribute copies of the Word Search activity onpage 42. Read the instructions with the class. Besure that everyone knows that they are to searchfor the words listed at the bottom of the page.You may also want to suggest that the studentscross out the words they find as they do thepuzzle.

EXTENSIONHave students make their own word searchpuzzles using the following spelling words: drill,quest, gain, stuck, gold, and fare. Then havethem exchange puzzles with a partner andcomplete them.


UNIT 3 LESSON 1

Picture words NAME ________________

Read each sentence and write the word for the picture in the box. Choose from thewords in the rock pile at the bottom of the page.

Example:The left a shiny trail.

1. The door keeps on ringing.

2. Potatoes come in a .

3. The bird fell out of its .

4. A huge slid down the mountain.

5. My sister loves to sleep on the top .

6. I have my hammer and .

7. The was much larger than the rabbit.

8. The deep-sea divers found a treasure .

snail

nail rock

chest

hare

sack

bunk nest

bell


UNIT 3 LESSON 2

spell by number NAME ________________

Write the matching letters above each number. Then write the word in the box.

Example:

1.

2.

3.

4.

5.

6 1 18

10 5 19 20

17 21 1 3 11

13 9 12 12

19 20 18 21 3 11

2 18 1 9 14 brainb r a i n

1-a

2-b

3-c5-e

6-f 4-d

9-i

7-g 12-l

10-j

11-k

15-o

13-m

14-n

8-h

18-r

16-p

17-q

19-s

21-u

20-t

24-x

22-v

23-w

25-y

26-z

Number – Letter Code


UNIT 3 LESSON 2

spell by number NAME ________________(continued)

6.

7.

8.

9.

10.

3 1 13 5

20 18 9 3 11

12 21 13 16

25 1 14 11

13 15 12 4

1. a 6. f 11. k 16. p 21. u2. b 7. g 12. l 17. q 22. v3. c 8. h 13. m 18. r 23. w4. d 9. i 14. n 19. s 24. x5. e 10. j 15. o 20. t 25. y

26. z

Number – Letter Code


rank

UNIT 3 LESSON 3

fill in the word blanks NAME ________________

See how many words you can make with the letters provided.

raintailfew

sickblew

thump

block

s i c ki c ki c ki c ki c k

i c k

r a n ka n ka n ka n ka n k

a n k

b l o c ko c ko c ko c ko c ko c k

t h u m pm pm pm pm pm p

b l e we we we we we w

t a i la ia ia i

a ia i


UNIT 3 LESSON 4

word family slides NAME ________________

bsmtg

Cut out the pieces.

cut here

cut here

Pa

pe

r c

lipw

or

d e

nd

ing

sfr

om

pa

ge

40

he

re


UNIT 3 LESSON 4

word family slides NAME ________________(continued)

Cut out the pieces.

old

ill


UNIT 3 LESSON 5

know the meaning NAME ________________

Read each sentence. Look at the underlinedword. Write the two words that make up theunderlined word.

1. I’ll be a doctor someday.

Example:We’d like to win the match. we would

2. Let’s go ice skating this weekend.

3. You’re the best student in the class.

4. What’s the new teacher’s name?

5. I can’t understand what you are saying.

6. It’s the best idea I ever had!

7. They’re my favorite books to read.

8. She doesn’t like to eat fish.

9. I wouldn’t have remembered her.

10. This time we’re going on a vacation.


UNIT 3 LESSON 6

word search NAME ________________

Circle the words in the puzzle that match those listed below. The words are writtenacross or down.

s a s e l l p b

c l a n k b a d

a e n f g a c h

r i k n o c k j

y e l l m k n l

o c h a i n p a

s t a m p q r m

u v w p l u m p

back knock sank chainplump stamp yell clankscar pack lamp sell



Lesson 1: MatchingSoundsDistribute copies of the Matching Sounds activityon pages 45–46. Review the directions with theclass. (If the students need an example, completethe first shelf of books together.) When thestudents understand the assignment, have thembegin working. When everyone is finished,correct the assignment together. (It may bebeneficial to have some students read theiranswers aloud and write them on the board.)

EXTENSIONHave students number from 1 to 6 on a separatesheet of paper and write another word that wouldfit (same vowel sound) on each of the bookshelves.

Lesson 2: Coloring BlendsMaterialsEach student will need a blue, brown, and greencrayon.

Hand out copies of the Coloring Blends activityon page 47. Have volunteers read the instructionsfor Part I. Then read the directions for Part IIaloud as the class reads them silently. When allof the children are done, have them pair withpartners to compare their coloring of wordspaces (check for discrepancies) and share newwords.

EXTENSIONCompile a class list of new words from thosewritten by students (in Part II) and place it on awall or in a class book.

Lesson 3: fishing forcompound words!Hand out copies of the activity on page 48. Havethe students select a partner. After cutting out thefish cards, the students will turn all the cardsfacedown on the table. Each student takes a turnturning over two cards. If the cards form acompound word, the student keeps the matchand takes another turn. After all the cards arematched, the student with the most matches wins.

Lesson 4: spelling raceHave the students stand in a line. Call out a wordfrom one of the spelling lists on page 49. Thefirst student will say the first letter of the word.Then the second student will say the next letterand so on, until the whole word is spelled. Thestudent who finishes the word sits down. Anystudent who calls out the wrong letter must alsosit down. Call out another word from the list, andplay until one student is left standing.

EXTENSIONHave a student volunteer read the words from thelist, or let the student who wins the game (laststudent to remain standing) call out the words forthe next game.

Lesson 5: AlphabetizingHand out copies of the Alphabetizing activitysheet on pages 50–51. Have the students cut outthe six sets of word cards. Divide the class intosmall groups of three. Give each group the first



set of cards (splint, sprint, squint). Give eachstudent in the group a card and see which groupcan get in alphabetical order first. Continue thegame with each set of cards. This can beadapted to any set of word cards.

Lesson 6: ProofreadingYou may want to introduce this lesson by definingand discussing the word proofread and how itpertains to various types of writing. (The focus ofthis lesson will be on proofreading for spellingerrors.)

Pass out copies of the Proofreading activity onpage 52. Review the directions with the class.(Remind the students that only six words in theletter are misspelled.) Then assign the activity.Correct the page together when everyone isfinished.

EXTENSIONHave students write letters (either by hand or onthe computer) to relatives or friends, exchangethe letters with partners, and proofread forspelling errors. Later, have them take their lettershome to address, stamp, and send.

Lesson 7: Class storyHand out the activity sheet on page 53. As agroup, write a class story. The goal of the activityis to write a story that uses all the words on theactivity sheet. Each student should contribute asentence to the story, using at least two of thewords from the list. Encourage the first studentsto write a beginning. When there are only a fewstudents left, ask them to try writing an ending.After the story is complete, count how manywords were used at least once in the story. See ifthe class can come up with sentences for thewords that were not used. Ask the students if theycan fit these sentences into the story. Give fivepoints for each word used. How many points canthe class get?

EXTENSIONDivide the class into small groups and ask eachgroup to write a story using the words. Give thegroups five points for each word. The goal is tosee which group can get the most points.


UNIT 4 LESSON 1

matching sounds NAME ________________

Read the two words on the first book in each row. Say the words to yourself. Thenfind three words in the books at the bottom of the page that have the same vowelsound. Write one word on each of the following three books.

lawn

straw1.

flew

threw2.

soil

voice3.

turn

chew

loyal

choice

draw

shout

coin

yawn

surf

cloud

destroy

crew

convoy

flour

curb

raw

stew

broil


UNIT 4 LESSON 1

matching sounds NAME ________________(continued)

aloud

house4.

germ

nerve5.

annoy

employ6.

turn

chew

loyal

choice

draw

shout

coin

yawn

surf

cloud

destroy

crew

convoy

flour

curb

raw

chewstew

broil


UNIT 4 LESSON 2

coloring blends NAME ________________

Part 11. Color the spaces blue that have words beginning with sm.2. Color the spaces brown that have words beginning with sn.3. Color the spaces green that have words beginning with sp.

Part 2Write two new words that start with each of the letter pairs below.

sm sn sp

1. __________ 1. _________ 1. __________

2. __________ 2. _________ 2. __________

smell

smart

small

smog

sniffsnow

snailspeed spear

spill

spark


UNIT 4 LESSON 3

fishing for NAME ________________compound words!Cut out the fish cards. Turn them over and go fishing for compound words.

friend

ever

ball

fish

tail

wa

lk

line

sid

e

ring

boat

how

girlo

ut

in

sail

pony

ear

base

jell

y

cross


UNIT 4 LESSON 4

Spelling Race NAME ________________

race 1dragon dream dress dripdrown drowsy flag flapflat flee flow framefree frost frown

Race 2glacier glass glory glowgrave great grin gripglare glee glove gradegrave green grind gruff

Use the words below to have two spelling races.


UNIT 4 LESSON 5


splint sprint

squint claw

draw straw

chew crew

drew soil


UNIT 4 LESSON 5

alphabetizing NAME ________________ (continued)

spoil boil

skid skill

farm harm

arm ski


UNIT 4 LESSON 6

proofreading NAME ________________

Proofread this letter. Circle the six words that are spelled incorrectly. Then write thewords correctly on the lines below.

Dear Aunt Rachel,It was graet to hear from you. Everybode in thefamily is so glad you are coming for a breef visit.We are planning a special tripp to your favoritelake. We’ll rent a sailboat becose we know howmuch you injoy being on the water. Can’t wait tosee you next summer.

Love,

Charlie

1. _____________________

2. _____________________

3. _____________________

4. _____________________

5. _____________________

6. _____________________


UNIT 4 LESSON 7

class story NAME ________________

As a class, write a story using as many of the wordsbelow as possible. Each student should attempt to write asentence. Don’t forget to include an introduction and a conclusion.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

shred return cart blewfree print swim dressblend stable scream squeezestreet surprise barn bornclear splash slow spray



Lesson 1: proofreadingHand out the yes/no word signs. Write the letteron page 55 on the board. Have the students holdup the ”yes“ sign for correctly spelled words andthe ”no“ sign for incorrectly spelled words. Havea student come to the board and correct the wordsthat are misspelled.

EXTENSIONHave the students come up to the board, one at atime, and write incorrectly or correctly spelledwords. Then play the proofreading game.

Lesson 2: Word ShapepuzzlesDistribute copies of the Word Shape Puzzlesactivity on pages 56–57. Have the studentsmatch the words on the top with the correct wordshapes below.

Lesson 3: Hard and SoftSoundsYou may want to introduce this lesson with abrief review of the hard and soft sounds of theletters g and c.

Pass out copies of the Hard and Soft Soundsactivity on page 58. Read the directions with theclass and review the examples for Parts A and B.When everybody is done, correct the page byhaving volunteers say each word aloud and tellwhether it has a hard or soft sound.

EXTENSIONWrite hard and soft on signs and have thechildren hold up the signs when the words areread to the class.

lesson 4: puzzles withpluralsDistribute copies of the Puzzles with Pluralsactivity on pages 59–60. Read the instructionswith the students and have them complete thepuzzles by writing plurals. Make sure theyunderstand that they are to write the words toacross or down according to number specifica-tions. When they are finished, have the studentsform small groups and correct the page together.

lesson 5: silent lettersHand out copies of the Silent Letters activity onpage 61. Read the directions aloud while theclass reads them silently. Look at the exampletogether. When everyone has finished, correctthe page by having students take turns writingthe words on the board and circling the silentletters.

Lesson 6: class storyHand out the activity sheet on page 62. As agroup, write a class story. Each student shouldcontribute a sentence to the story, using at leasttwo words from the list. Encourage the firststudents to write a beginning. When there are onlya few students left, ask them to try writing anending. After the story is complete, count howmany words were used at least once. See if theclass can come up with sentences for the wordsthat were not used and fit these sentences intothe story.

EXTENSIONDivide the class into small groups and ask eachgroup to write a story using the words. Give thegroups five points for each word they use. Thegoal is to see which group can get the most points.


UNIT 5 LESSON 1

proofreading NAME ________________

Write the letter below on the board. Have the students use their “yes” and “no” cardsto identify which of the bold words are spelled correctly and which are spelled incorrectly.

Dear Mike,

Sorry I haven’t writen in such a long time. I can’t wait for our familys togo on our trip this summer! I hope we get to visit a lot of citys. I am lookingforward to going to the zoo. I love watching the monkies! We will havelots of fun at the karnival. My mom says she is excited about goingshoping. My dad whants to go to the rodeo.

yes

no


UNIT 5 LESSON 2

word shape puzzles NAME ________________

Match each word at the top with it’s shape below and write the letters of the word inthe boxes.

crunch bubble dribble

fudge government philosopher

skipping wriggle

1.

2.

3.

4.


UNIT 5 LESSON 2

word shape puzzles NAME ________________(continued)

crunch bubble dribble

fudge government philosopher

skipping wriggle

5.

8.

6.

7.


UNIT 5 LESSON 3

hard and soft sounds NAME ________________

B. Say each word to yourself. Decide if it has a hard or softc sound. Mark an X on the correct line.

Example: hard soft

cider ____ _____

1. camel ____ _____

2. cereal ____ _____

3. caution ____ _____

4. carnival ____ _____

5. ceiling ____ _____

Example: hard soft

guitar ____ _____

1. gem ____ _____

2. guess ____ _____

3. giraffe ____ _____

4. geometry ____ _____

5. gasoline ____ _____

X

A. Say each word to yourself. Decide if it has a hard or softg sound. Mark an X on the correct line.

X


UNIT 5 LESSON 4

puzzles with plurals (I) NAME ________________

Write the plural for each word in the correct place.

6

1

7

2

5

8

3

4

Across1. radio2. rodeo3. donkey4. potato

down5. studio6. monkey7. tomato8. veto


10

7

1

6

9

8

5

3

4

2

UNIT 5 LESSON 4

puzzles with plurals (2) NAME ________________

Write the plural for each word in the correct place.

Across1. roof2. calf3. lunch4. buzz5. churchdown

6. fox7. match8. scarf9. wife

10. city


UNIT 5 LESSON 5

silent letters NAME ________________

Say each word to yourself and circle the silent letter. Write the letter youcircled on the line.

Example:crumb ____

9. ghastly ____

10. knit ____

11. lamb ____

12. honest ____

13. knife ____

14. numb ____

15. knuckle ____

16. wreath ____

1. wrap ____

2. ghost ____

3. knee ____

4. climb ____

5. hour ____

6. wrong ____

7. thumb ____

8. written ____

b


UNIT 5 LESSON 6


As a class, write a story using as many of the words belowas possible. Each student should try to write a sentence.Don’t forget to include an introduction and a conclusion.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

bunch reach little pebblegift guess knew friendwrite roof thief echoenough except rush puppystraight buzz celery gem



Lesson 1: alphabetizingHand out copies of the Alphabetizing activity onpages 65–66. Have the students cut out the sixsets of word cards. Divide the class into smallgroups of three. Give each group the first set ofcards (microbe, midday, mistake). Give eachstudent in the group a card and see which groupcan get in alphabetical order first. Continue thegame with each set of cards. This can beadapted to any set of word cards.

Lesson 2: Prefixes on theMountainPrior to this lesson, you may want to review thedefinition of a prefix and discuss how it canchange the meaning of words to which it is added.

Pass out copies of the Prefixes on the Mountainactivity on pages 67–68. Read the directions andreview No. 1 with the students. (Have the pupilsfind the prefix im for the word perfect on themountain.) Answer any questions, then assignthe activity. (There is only one prefix on themountain for each word, including No. 1.)Upon completion, correct the answers together.

EXTENSIONHave students team up with partners and taketurns using the new words in sentences theyshare aloud.

Lesson 3: Treasure huntGive each student the Treasure Hunt activity onpage 69 and sections of the newspaper. Havethe students search the newspaper for words withthe prefixes and suffixes listed. See who can findthe most words.

Lesson 4: concentratingon suffixesHand out copies of the activity on page 70–71 tosmall groups of students. Have the students pastethe page on construction paper and then cut outthe cards. When they are finished, have themturn the cards facedown on the table. Eachstudent takes a turn turning over two cards. If thecards form a word, the student keeps the cardsand takes another turn. After all the cards arematched, the student with the most matches wins.

Lesson 5: Class storyHand out the activity on page 72. As a group,write a class story. Each student should contributea sentence to the story, using at least two wordsfrom the list. Encourage the first students to writea beginning. When there are only a few studentsleft, ask them to try writing an ending. After thestory is complete, count how many words wereused at least once. See if the class can come upwith sentences for the words that were not usedand fit these sentences into the story.

EXTENSIONDivide the class into small groups and ask eachgroup to write a story using the words. Give thegroups five points for each word used. The goalis to see which group can get the most points.



Lesson 6: prefix sorting

NOTE: There is no activity sheet for this lesson.

tEACHER PREPARATIONFor this activity, you will need twelve 3 x 5 cards.On the cards, write the following words: arm,front, head, most, act, cede, change, section,bacterial, body, freeze, and septic.

Write one of the following prefixes on each ofthree large boxes: fore, inter, and anti. Place thethree boxes on a table or desk in the front of theclassroom. Divide the class into groups, and giveeach group four cards facedown. After startingthe stopwatch, the group will turn the cards overand sort them into the boxes. When all the teammembers agree that the cards are sorted cor-rectly, they will say DONE. Record each group‘stime along with the number of correctly sortedcards to find the winning team.


UNIT 6 LESSON 1


microbe midday

mistake postwar

predict prefix

illegal illegible

illiterate abnormal


UNIT 6 LESSON 1

alphabetizing NAME ________________(continued)

abound abstract

interact intercede

inactive antedate

antifreeze antibody


UNIT 6 LESSON 2

prefixes on NAME ________________the mountain

Change the meaning of each word below. Read the definition and add a prefix fromthe mountain to make a new word. The write the new word on the line.

Word Definition New Word

1. perfect not perfect _____________________

2. fair not fair _____________________

3. sense not sensible _____________________

4. cycle one cycle _____________________

5. attack against the attack _____________________

im

un

dis mid

nonuni

in

autocounter


6. terrestrial outside the terrestrial _____________________

7. complete not complete _____________________

8. obey not obey _____________________

9. night middle of the night _____________________

10. mobile self-mobile _____________________

prefixes on NAME ________________the mountain(continued)

UNIT 6 LESSON 2

im

un

dis mid

nonuni

in

autocounter


UNIT 6 LESSON 3

treasure hunt NAME ________________

In the newspaper, find as many words as you can with the following prefixes andsuffixes and write them on the lines below.

Prefixesinter ir micro mid mis

mono opp over post pre

suffixesable age al ance ence

ary ery ful fy hood

Prefixes

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

suffixes

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________


UNIT 6 LESSON 4

concentrating on NAME ________________suffixesCut out the root words and the suffixes. Play a game of Concentration.

actthank

art

friendneighbor

danger

kind

shrink

electric


ous

fulor

UNIT 6 LESSON 4

concentrating on NAME ________________suffixes (continued)

Cut out the root words and the suffixes. Play a game of Concentration.

al

ist shipage

ness

hood


UNIT 6 LESSON 5


____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

nonsense disobey beautiful universeovergrown exhale neighborhood adventurebicycle extraterrestrial penniless certainlybaker submarine incomplete mistakedisappoint paraphrase telephone

As a class, write a story using as many of the words belowas possible. Each student should try to write a sentence.Don’t forget to include an introduction and a conclusion.

7 3© Vivendi Universal Publishing and/or Spelling Blaster Ages 6-9its subsidiaries. All Rights Reserved.

SPELLING BLASTER WORD LISTS

LISTED HERE ARE THE MORE THAN 1,700 WORDS

CONTAINED IN SPELLING BLASTER AGES 6–9.

The 142 word lists are organized into:

word families

words with common sounds

spelling patterns

consonant blends

diphthongs

digraphs

sight words

contractions

compound words

plurals

“-ing” words

prefixes

suffixes


Word family – agbagdraghagnagragsagtagwag

Word family – ancanfanmanpanplanrantanvan

Word family – idbiddidhidkidlidridslidsquid

Word family – ogclogdogfogfroghogjoglogsmog

Word family – utbutcut

guthutjutnutrutshutstrut

Word family – amclamcramdamhamjamramtramyam

Word family – atbatcatfathatmatratsatthat

Word family – igbigdigfigjigpigrigtwigwig

Word family – opchopcopdrophop

moppopstoptop

Sight word list 1andawaycomegohelphereinisitme

Word family – adbaddadgladhadladmadpadsad

Word family – etbetgetjetmetnetpetsetwet

Word family – inbinchinfinpinsin

thintinwin

Word family – otcotdotgothotlotnotpotspot

Sight word list 2allamatonesaidtheupwewhereyou

Word family – apcapgaplapmapnapsapsnaptap

Word family – endenhenmenpententhen

aPPENDIX COMPLETE WORD LIST


whenyen

Word family – ipdiphiplipnipshipsiptiptrip

Word families –ub, ugbugclubcubdughugmugrubtub

Sight word list 3behavehelikemustnoonpleaseprettyshe

Word family – abcabgabgrabjablabnab

slabtab

Word family – edbedfedledredshedsledspedwed

Word family – itbitfithitkitpitquitsitwit

Word families –um, unbunfungumgunhumrunsumsun

Sight word list 4sosoontheythisunderwantwentwhat

who

Vowel digraph –short oobookcookcookiescrookfootgoodlookstoodtookwool

Long a – spelled aiaidaimbaitclaimmaidpaidpaintquailraisestraittraitwaist

Long a, Silent eagebalecagemalepagepaleragesalestagestaletalewage

Long o, Silent ebrokechokecodeglobejokepokeproberoberodesmokestrodewoke

Sight word list 5againananyasaskcouldeveryfromgoingto

Long a – spelled aybaycrayondaygaygrayhaylaymaypaysaystayway

Long a, Silent eamazebrave



cavecravegavegazegrazehazemazesaveslavewave

Long o, Silent eboneconedomeholehomemolephonepolerolestolethronetonezone

Long u – spelled uebluecluecruelcuedueduelfuelgluesuetrue

Sight word list 6hashimhisjust

letofonceopenoverput

Long e – spelled eabeatcheapdealeacheathealleafmealmeanseateamweak

Long i, Silent easidebesidebribebrideglidehidepridesideslidetidetribewide

Long o, Silent echoseclosedozedrovefrozehosenote

posequoterosestovethosetotewrote

Long i – spelled uy, ybuycrydryflyfrymypryshyskyspytrywhy

Sight word list 7alwaysaroundbeenbeforecallsomethankthemthinkwere

Long e – spelled eebeebetweendeepeelfeedgreedjeepneed

sleepthreewheelwheeze

Long i, Silent efifefirehirelifemilepilesmiletiletirewhilewifewire

Long u, Silent ecrudecubedukehugemuleruderulesprucetrucetube

Long e – spelled y,eyarmybabybusycountyeasyfairyfunnyhappyluckymany



moneysilly

Sight word list 8doesfirstfivefoundgoesmadeofforpulltheir

Long a, Silent eatecratedatefategategratehatelateplaterateslatestate

Long i – spelled ie,ighdiefightfrieshighlightmightnightpiesighsightthightie

Long i, Silent efinegripelinemineninepiperipeshinestripeswipewhinewipe

Long u, Silent echutecurecuteduneflutematuremutenatureprunepuresuretune

Sight word list 9bettercarrycleanuponususeverywashworkwould

Long a, Silent ebakebrake

cakeflakelakemakequakerakeshakesnaketakewake

Long i, Silent eadvicebiteicekitemicenicepricesiteslicespicetwicewhite

Long o – spelled oaboatcoalcoatfoamgoalgoatloadloanoakroadsoaptoad

Sight word list 10donedrinkfall

growhurtifkeepmuchneveronlyusuallywatch

Sight word list 11especiallyfinallyhappenednationpicturereallyreceivespecialtiredtomorrowtrieduntil

Long a, Silent eapecamecapedrapeflamegamegrapenamesameshapetametape

Long i, Silent eadvisealivearrivehive



liveprizerealizerisesizestrivethrivewise

Vowel digraph –long oobootboothfoodgoosehooploosemoonnoonprooftootoothzoo

Sight word list 12almostalsobelievecousinfavoritemachinemeasuremillionminutemountainoceanscience

Sight word list 13clothesdroppedfrightenedgetting

heardlearnletteroftenprobablyswimmingthanvacation

Contractions list 1aren’tcan’tcouldn’tdidn’tdoesn’tdon’thadn’thasn’thaven’the’dhe’shere’s

Word family – ainbrainchaindraingainmainpainplainrainstaintrain

Word family – oldboldcoldfoldgoldholdmoldold

soldtold

Word family – uckcluckduckluckpuckstruckstucksucktrucktuck

Contractions list 2I’dI’llI’mI’veisn’tit’slet’sshe’sthat’sthere’sthey’llthey’re

Word family – ackbackblackcrackpackquackracksackstacktacktrack

Word family – ampcampchamp

clampcrampdamplamprampstamptramp

Word family – ickbrickclicklickpicksickstickthickticktrick

Word family – umpbumpdumphumpjumplumpplumppumpstumpthump

Contractions list 3wasn’twe’dwe’llwe’rewe’veweren’twhat’swon’twouldn’tyou’llyou’reyou’ve



Word family – ankbankclankcrankdrankplankprankranksanktankyank

Word family – arbarcarfarjarparscarstartar

Word family – estbestchestnestpestquestresttestvestwestzest

Word family – illbilldrillfillgillhillmillpillstill

will

Word family – ailfailjailmailnailpailrailsailsnailtailwail

Word family – arebarecaredarefareflareharerarescarestare

Word family – ellbellfellsellshellsmellspelltellwellyell

Word family – unkbunkclunkdrunkdunkflunkjunk

skunkstunksunktrunk

Word family – ockblockcrockdockflockknocklockrockshocksockstock

Blends – dr, fl, frdragondreamdressdripdrowndrowsyflagflapflatfleeflowframefreefrostfrown

Blends – gl, grglacierglareglassgleeglorygloveglowgrade

gravegreatgreengringrindgripgruff

Blends – spl, spr, squsplashsplattersplintsplitsprainspraysprinklesprintsproutsquaresquatsquealsqueezesquintsquirt

Vowel digraphs –au, awauthorautobecausecaughtclawdaughterdrawlaunchlawnpauserawsaucesawstrawyawn



Word family – ewblewbrewchewcrewdewdrewfewflewgrewjewelnewreviewstewthrewview

Blends – pl, prplaceplaidplanetplantplayplotplumpluspraisepressprinceprintproudproveprowl

Blends – st, strstablestadiumstaffstallstartsteamstemstolen

strandstrapstreetstretchstripstrollstruggle

Diphthong – oiboilchoicecoilcoinfoilhoistjoinjointnoiseoilpointpoisesoilspoilvoice

Diphthong – ouaboutaloudbouncecloudcountflourhouseloudmouseouroutpoutroundshoutsouth

R-controlled vowel– eraftercoverentergermhernervenumberofferriverservesilversummerteacherwinterwonder

Blends – bl, brblandblankblendblindblinkbloomblowbraidbrandbreadbriefbrimbroombrothbrush

Blends – sw, tr, twswanswapsweatswellswiftswimtrade

traffictraveltremortrialtrimtwintwinkletwist

Diphthong – owbowbrowbrownclowncowcrowddowngownhowhowlnowowlplowtownvow

R-controlled vowels– ir, orbirdborncircuscorndirtfirmforgirlhorsereportskirtstirstorestormtornado



Compound list 1airlineairportanybodyanyoneanythingbarefootbaseballbasketballbirthdaycannotcleanupcrosswalkdownstairsearringearthquake

Blends – cl, crclarinetclassclayclearclipclockcrabcradlecrawlcreamcreepcropcrosscrowcruise

Blends – sch, scr,shrscheduleschemeschoolscrapscratchscreamscript

scrubshootshredshrillshrimpshrinkshrivelshrub

R-controlled vowel– urburglarburnburpcurbcurtainfurnursepurplepursereturnsurfsurprisesurviveturkeyturn

Compound list 2everybodyeveryoneeverythingeverywherefootballgirlfriendgrandfathergrandmotherhaircutherselfhimselfhoweverindoorinsideinto

Compound list 3itselfjellyfishmaybemeanwhilemotorcyclemyselfourselvesoutlineoutsideplaygroundponytailrattlesnakesailboatsandpaperseesaw

Blends – sk, slskateskiskidskillskinskitskullslamsleetslipslobslotslowslushsly

Blends – sm, sn, spsmallsmartsmoothsmudgesnacksneaksneezesnore

snowspacesparkspearspeedspillsponge

Diphthong – oyannoyboyconvoycoydecoydeploydestroyemployenjoygargoylejoyloyalployroyaltoy

R-controlled vowel– ararcarearmbarkbarncardcartdarkfarmharmlargemarchmarketsharpyard



Compound list 4skateboardsomebodysomeonesometimessomewherestrawberriessunrisethemselvestiptoetoenailtryouttugboatupsetwatermelonyourselves

Consonant digraph– chattachbeachbunchcrunchditchhatchinchitchpatchpitchreachsuchteachtouchwitch

Word ending – leapplebottlebubblecattledribblehuddlelittle

middlenibblepebblepuddleriddlesaddleshuttletrouble

Word endings –dge, ftbadgebridgedodgedraftdriftedgefudgegiftjudgeleftliftlodgepledgeraftsoft

Hard ggadgetgalaxygasolinegaugegophergorillagossipgovernmentgrassguardguessguitar

Silent k, consonantdigraph – phkneekneelknewknifeknitknobknotknowknowledgeknucklephantomphasepheasantphilosopherphysician

Final consonants –nd, nk, ntantbentchunkdentendfindfriendfundhandkindlandpinkscentsendwink

Silent letter – wwrapwrathwreathwreckwrenwrench

wrestlewrigglewringwrinklewristwritewrittenwrongwry

Words ending in fand their pluralscalfcalveschiefchiefshalfhalvesloafloavesroofroofsscarfscarvesthiefthieves

Words ending in oand their pluralsechoechoesheroheroespotatopotatoestomatotomatoesvetovetoes

Word endings –gh, lkbulk



chalkcoughelkenoughfolklaughmilkroughsilksloughstalksulktalktoughwalk

Final consonants –pt, sp, stadoptcastclaspcostcreptexceptfastgaspkeptlostslepttoastwaspweptwisp

Consonant digraph– shblushbushcrashdishfishflashfresh

hushpushrashrushsashtrashwish

Silent letters – b, hclimbcombcrumbdoubtdumbghastlyghosthonesthonorhonorablehourlamblimbnumbthumb

Words ending in yand their pluralsbodiesbodycitiescitycompaniescompanycopiescopycountriescountryfamiliesfamilyladiesladypenniespenny

puppiespuppy

Word endings –ang, ing, ong, ungbangbringfangganghanghunglonglungsingspringstringstrongstungswingwing

Consonant digraph– thbathbothclothdeathdepthgrowthhealthlengthmothmouthoathpathsixthwealthwith

Hard ccaboosecactuscalculate

calendarcaloriecamelcampuscanyoncarnivalcaterpillarcautioncustom

Words ending in eyor o and theirpluralsdonkeydonkeyskidneykidneysmonkeymonkeysradioradiosrodeorodeosstudiostudios

Adding “-ing” towords ending in aconsonantbeginbeginningclapclappingoccuroccurringshopshoppingskipskippingspinspinning



Word ending – ghtboughtbrightbroughtdelightflightfrightheightoughtrightslightstraighttaughtthoughttightweight

Words ending inch, s, x, z and theirpluralsbusbusesbuzzbuzzeschurchchurchesfoxfoxeslunchlunchesmatchmatchesmixmixes

Soft ccedarceilingcelerycellcementcentcereal

certaincidercinnamoncitizencyclonecymbal

Soft ggemgeneralgenerousgeographygeometrygiantgingergiraffegymgymnasiumgypsygyroscope

Adding “-ing” towords ending insilent ebikebikingchangechangingdrivedrivinggivegivinghopehopingrideriding

Prefixes – ir, micro,mid, mis, monoirrationalirregularirreversiblemicrobe

microcosmmicroscopicmiddaymidnightmidsummermisfortunemistakemisunderstandmonarchymonotheisticmonotone

Prefixes – non, opp,over, post, prenonburnablenonsensenonviolentopponentoppositionoppressoveractiveovergrownoverrunpostdatepostoperativepostwarprecautionpredictprefix

Suffixes – able, age,al, ance, ence, ary,eryallowancebakerycommercialdictionarydifferenceelectricalenjoyablelovablenurseryorphanage

reliableshrinkage

Suffixes – en, er, estbakerbrokencarpenterdeepestfastergoldenlongestshortenslowerspokentheaterwhiten

Prefixes – bi, co,counter, circumbicyclebimonthlybipolarcircumferencecircumnavigatecircumspectcoexistcohabitcollatecounteractcounterattackcounterculture

Prefixes – de, dia,dis, ex, extradebriefdehumidifydepartdiagonaldiagramdiameterdisappointdislocatedisobey



exfoliateexhaleexterminateextracurricularextraordinary

Prefixes – para,peri, pro, re, sub,superparallelparaphraseperimeterperipheryproduceprofileprojectredorelivereplacesubdividesubmarinesuburbansupermansupernatural

Suffixes – ful, fy,hood, icartisticathleticbeautifulchildhoodclassichistoricidentifyneighborhoodnotifyqualifysuccessfulthankful

Suffixes – less, ly,ment, most, nessemployment

foremosthappilyhelplesskindnesspaymentpennilessquietlysicknesstreatmentwickednessworthless

Prefixes – ab, ante,anti, autoabnormalaboundabstractantechamberantedateantibacterialantibodyantifreezeantisepticautobiographyautoharpautomobile

Prefixes – fore, im,ill, in, interforearmforefrontforeheadillegalillegibleimmatureimperfectimpureinactiveincompleteindependentinteractintercedeinterchange

intersection

Prefixes – poly,retro, se, tele,trans, un, unipolygonpolytechnicretroactiveretrospectsecedesecludetelephonetelevisiontranslucenttransplanttransportunevenunfairunicycleuniverse

Suffixes – ish, ist,ity, ty, iveactiveartistbiologistbluishcertaintyeffectiveexplosiveexpressivefoolishpianistprotectivepurifyrealitysickishvanity

Suffixes – or, ous,ship, tion, ureactionactor

adventurecollectiondangerouseducationelectionfriendshiphumorousnervouspleasurerelationshipsupervisor


spelling blaster ages 6–9 - Knowledge...

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