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Pr-2367uk My Spell Wkbk g Tg_bw

Pr-2367uk My Spell Wkbk g Tg_bw

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Published by Clare Geoghegan

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Published by: Clare Geoghegan on Sep 27, 2011
Copyright:Attribution Non-commercial

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03/13/2014

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Ofces in:UK and Republic o Ireland:
BosheenNew RossCounty Wexordwww.prim-ed.com
Australia:
PO Box 332GreenwoodWestern Australia 6924www.ricpublications.com.au
My Spelling Workbook Teachers Guide
(Book G) 
Published by Prim-Ed Publishing 20112nd edition 2011Copyright
©
Prim-Ed Publishing 2011ISBN 978-1-84654-315-9PR–2367UK
Titles available in this series:
My Spelling Workbook Teachers Guide
Book A (Ages 5–6 years) 
My Spelling Workbook Teachers Guide
Book B (Ages 6–7 years) 
My Spelling Workbook Teachers Guide
Book C (Ages 7–8 years) 
My Spelling Workbook Teachers Guide
Book D (Ages 8–9 years) 
My Spelling Workbook Teachers Guide
Book E (Ages 9–10 years) 
My Spelling Workbook Teachers Guide
Book F (Ages 10–11 years) 
My Spelling Workbook Teachers Guide
Book G (Ages 11–12 years) 
Copyright Notice
Blackline masters or copy masters are published andsold with a limited copyright. This copyright allowspublishers to provide teachers and schools with awide range o learning activities without copyrightbeing breached. This limited copyright allows thepurchaser to make sufcient copies or use within their own education institution. The copyright is not transerable, nor can it be onsold. Following theseinstructions is not essential but will ensure that you,as the purchaser, have evidence o legal ownership to the copyright i inspection occurs.For your added protection in the case o copyrightinspection, please complete the orm below. Retain this orm, the complete original document and theinvoice or receipt as proo o purchase.
Name of Purchaser: Date of Purchase: Supplier: School Order# (if applicable): Signature of Purchaser: 
This master may only be reproduced by theoriginal purchaser or use with their class(es). Thepublisher prohibits the loaning or onselling o thismaster or the purposes o reproduction.
 
Internet websites
In some cases, websites or specifc URLs may be recommended. While these are checked and rechecked at the time o publication, the publisher has no control over any subsequent changes which may be made to webpages. It is
strongly 
recommended that the class teacher checks
all 
URLs beore allowing pupils to access them.
 
My Spelling Workbook G Teachers Guide—Prim-Ed Publishing—www.prim-ed.com
 
iii
ForewordContents
Teacher Inormation ................................................ iii – viCurriculum Links .............................................................1
Timetable 
– a suggested timetable that can be adapted to suit dierent class needs.
Spelling Timetable ...........................................................2Blank Timetable ..............................................................3
Metacognitive approach resources 
– an approach which encourages children to become successul independent spellers and thinkers.
Teachers Notes ...........................................................4–5Question Type Charts .................................................6–13
Core photocopiable resources 
– a range o resources which can be used regularly throughout a spelling programme.
Word Building ..............................................................14Spelling Partners ...........................................................15List Words (Book G) ...............................................16–17
Supplementary resources 
– extra ideas to support a spelling programme, covering a range o ability levels.
 Additional Activities .................................................18–23Children with Special Needs .....................................24–25New Words ..................................................................26Spelling Extension .........................................................27
Incentives 
– photocopiable games to encourage better spelling and certifcates to reward progress.
Spelling Games ......................................................28–30Certicates ...................................................................31
Assessment 
– photocopiable worksheets or recording o results by teachers/children.
Teachers Notes .............................................................32Pre-test/Post-test Template .............................................33Individual Word Checklist .........................................34–36 Anecdotal Records ........................................................37Test Checklist ................................................................38
Teachers Notes for each unit 
– two pages or each unit,providing list ocus, dictation, word building, additional activities and answers.
Units 1–18 Answers ................................................39–75Workbook Pages (Book G) ....................................76–149List Words (whole series) ....................................150–156
Phonics and the Common Words
Teaching and learning spelling are progressive processes, which are structured in this scheme, marrying phonics with ‘common words’. Children learn best when spellingis taught systematically and in a structured manner overtime. Spelling needs explicit instruction or the majority o children, particularly or those who ail to ‘catch it’ becauseo inherent diculties. The NLS Framework or Teaching(Beard 1998) recommended that successul management o the teaching o spelling should include structuredteaching, which involves the ollowing, all o which are anintegral part in the
My Spelling Workbook 
series:
•
making it clear what has to be learnt 
•
dividing material into manageable chunks
•
teaching in a well considered sequence
•
the use o material in which children make use o hunches and prompts
•
regular testing or progress
•
immediate eedback
Matching Teaching Methods to Learning Styles
This phonic based, multisensory spelling series introducesstrategies that eature Look, Say, Trace, Cover, Writeand Check. The series promotes independent learning o spelling in context and eatures a proven metacognitiveapproach to spelling. The metacognitive approachencompasses logical and systematic thinking, combined with the skills o visualisation, emotion and creativity.Through using all aspects o thinking, children not onlylearn how to spell but also learn how to retain and usethese words in context.Success with this series is achieved through thereinorcement activities provided in the My SpellingWorkbook series. These workbooks cover the strategiesin a un, creative way ensuring that both the child and theteacher enjoy the learning process. The Teachers Guidesprovide the metacognitive strategies. These are clearlyoutlined using fash cards, assessment sheets, extraactivities, guidelines or use with children with specialneeds, extension activities or more able children, dictation, word lists and answers.Each workbook contains 18 lists o phonic based,commonly used words to develop a base vocabulary orprimary school children. These help to develop independent spellers through a variety o activities including:
•
 word building
•
memory tests
•
 word study
•
 word puzzles
•
discovering patterns in words.

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