Activity Book 2
Pathways to Literacy Excellence
Teacher Edition
GRADES 4-5
Pathways to Literacy
Excellence
Book 2
Activities to suit Grade Level 4-5 students.
Written by Jude Scott.
ISBN 978-1-63212-010-6
Phone: 800-507-0966
Fax: 800-507-0967
www.newpathlearning.com
NewPath Learning Products are developed by teachers using research-based principles and are classroom tested. The company’s product line
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Printed in the United States of America
Copyright Notice - Teacher Reproducible Edition
Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not
transferable and applies only to the purchasing individual or institution.
Standards
Grammar and Punctuation
• Produces texts clearly, effectively and accurately, using the sentence
structure, grammatical features and punctuation conventions of the
text type;
• Identifies spelling patterns and aberrations;
• Builds word families in preparation for writing;
• Identifies nouns, adjectives, verbs and adverbs;
• Uses accurate tense for quantities;
• Uses present and past tense in appropriate contexts;
• Uses correct punctuation in published version of own writing, e.g.
capital letters, quotation marks, periods, apostrophes and commas;
• Uses apostrophes for contractions in written dialogue;
• Uses a dictionary/thesaurus to find synonyms;
• Understands the function of suffixes and prefixes;
• Uses and understands the meaning of a range of verbs.
Spelling Outcomes
• Segments words into individual sounds and forms letters that relate
to that sound;
• Builds word families;
• Writes words using blends, letter combinations and vowel sounds;
• Draws on knowledge of sight words and high frequency words when
writing texts;
• Understands common letter patterns and letter-sound correspondences.
Page 2
CONTENTS
Standards ......................................................................................page 2
Teachers’ Notes ..............................................................................page 4
Student Reference List ....................................................................page 5
Sounds and letter blends for Book 2..............................................page 11
Unit
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12
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31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
Answers for Book 2 Units 1-40 ..............................................pages 52-58
Complete list of all Book 2 list words (Units 1-40) ..................pages 59-64
Page 3
Teachers’ Notes
The Pathways to Literacy Excellence series covers over 35 different sounds and well over 100
letter blends, many of which are absent from most other spelling books.
The series
Book 1 Book 2 Book 3 -
is divided into three books for three ability levels:
Grade Level 2-3
Grade Level 4-5
Grade Level 6-7
This series was born from the frustration of trying to explain to students the weird and wonderful spelling
of words in our complicated English language. For example, in the word “enough”, ough sounds as uff,
in “though” it sounds as oa, in “bought” it sounds as aw and in “cough” it sounds as off! Very few words
are spelled as they sound so it is extremely beneficial for students to be exposed to the many
possibilities of phonetics, for increasing both their spelling and reading expertise. There are many
discrepancies within this area that are rarely addressed in the conventional curriculum. For instance there
are at least 15 letter combinations that make the “ee” sound and very few of these are actually explored.
In the more advanced Book 3 book, exposure to many of the less common letter blends occurs as well
as the inclusion of interesting, stimulating words that inspire more eloquent and articulate verbal and
written expression.
It is advised that the grade level guidelines above are used simply as a guide, where teachers can try
the students who are borderline to get a better idea of their ability levels. Students who have a love of
words and using them, will try harder and learn more readily, even if it they find the level of the words
slightly above their grade level. Sometimes the exercises include words that may be harder than the list
words, but this is because the exercises often have more of a reading than a spelling emphasis. Importantly,
it is the list words that are to be tested on at the end of each week.
I am a great believer in teaching common sounds at the same time, e.g. a list of “i-e” words, a list of
“ch” words and so on, as long as they sound the same. (For example, some i-e words are pronounced
“i-e” as in slice and some pronounced “ee” as in police.) It is so much easier for the student to remember
a group of words when presented this way, than as many diverse sounds all clumped together. It is also
a good idea to display the words for all levels in the classroom so that students can see them and attention
can then be brought to the spelling if they come up in other lessons. Much incidental learning occurs this
way. Over 2500 words are included with repeats kept to a minimum.
Each book in this series contains 40 units at a particular level. Each unit follows the same format. Three
sounds are introduced at the beginning, with one or more letter blends explored. This sound continues
until the letter blends run out for that level. More complicated (and rarer) letter blends are discussed in
the Book 3 book than in Books 1 and 2 where the theme is more toward practicality. Similarly, the Book
3 exercises are considerably harder as the already extensive word knowledge that is needed at this level
is asked to be put to written application.
At the end of each unit is an Our Loopy Language section which considers a spelling aberration to
which attention should be drawn. This section also highlights examples of common spelling procedures
that are confusing and often misused.
Rather than take up space in lots of units explaining the “how to’s” and the “definitions of” certain
language terms and exercises, there is an extensive Student Reference List (starting on page 5) for
students to consult when they need help or guidance. This section also contains typical examples of
writing tasks that students may be asked to complete.
As the pronunciation of words can vary from location to location, I leave it to the discretion of the reader
to decide the validity of many of the list words and their sound categories. It is also planned that the
exercises be completed in the student’s spelling notebook and not on the activity page.
Jude Scott
Page 4
Student Reference List
This list in alphabetical order should be kept by the student as a reference for the
explanation of some of the exercises of this book, to save the constant repetition it would
take to go through the rules for every exercise.
Remember: Your dictionary can help you out with most things!
A-Z LISTS: To find a list of words with some named quality
beginning with each letter of the alphabet. Design a grid of
14 lines, with the name of what you are finding at the top
of the left column (e.g. Nouns). For the harder letters (x, z,
u, v, q, y) you might only be able to find a word with that letter in it, rather than beginning with it. See the box at right.
ADJECTIVE: Describes or tells about a noun, e.g. beautiful,
blue, smelly, complicated and so on.
ADVERB: Adds to the meaning of a verb, e.g. sang (v) loudly
(adv), finished (v) completely (adv), never (adv) relaxes (v),
disappeared (v) outside (adv).
Nouns
abcdefghi - ink
jklm-
A-Z
nopq - queen
rstu - uncle
vwx - box
yz-
Adverbs are used to tell you:
how: loudly, quickly, quietly, fast, etc.
how much: completely, nearly, almost, etc.
when: suddenly, tomorrow, soon, now, etc.
where: outside, inside, there, etc.
ANTONYMS: Are words that are opposite in meaning, e.g. happy and sad.
• Contractions all need apostrophes (‘) to show where letters have been left out:
E.g. Have not = Haven’t (the “o” has been left out of “not” and an apostrophe is put in
instead).
E.g. It is Sunday = It’s Sunday (the “i” has been left out of “it is” and an apostrophe put in
instead).
• Some words need apostrophes (‘) to show when something belongs to something or someone,
that is, to show ownership, e.g. Jenna’s shoes (the shoes belong to Jenna).
The exception to this ownership rule is with the word “it”. An apostrophe is never needed
when “it” owns something, e.g. its paws, its shape, its color.
• Do not get apostrophes of ownership confused with plurals (more than one thing).
E.g. “They are Sam’s cats” is correct while “They are Sam’s cat’s” is incorrect.
• When the noun that owns the thing is plural and ends in an “s”, the apostrophe
goes AFTER the “s”, e.g. The girls’ school (the school belonging to the girls); the two
kittens’ litter tray.
• When the noun is plural but doesn’t end in an “s”, e.g. the family’s car, the children’s
playground, then the apostrophe goes BEFORE the s.
• When a single noun ends in an “s”, the apostrophe goes AFTER the “s”, e.g. Jess’ book; the
cactus’ flowers.
Page 5
Student Reference List
BUSINESS LETTER: This is an example of a business letter:
CATEGORY: A category is a list or group of the same sort of thing.
E.g. apples are in the category of fruit,
potatoes are in the category of vegetables.
45 Rainbow Avenue
Victor, NY 14564
COMPOUND WORD: This is formed when
two complete words are combined to make
BallworthyTennis Club
a new word.
40 Green Court
E.g. foot + ball = football
Webster, NY 14580
March 26, 2008
Dear Sir or Madam:
I am interested in joining a tennis club next
summer and several people have
recommended yours. Could you please send
a membership form to the above address
with details about fees, starting times and
any other relevant information.
Sincerely,
Jamie Johnson
CONVERSATION: When authors write
about what people are saying to each other,
it is usually called a dialogue. To show the
parts of speech, they add quotation marks,
e.g. ” “ around the words that are actually
said. For example, “Hello,” said Shannon.
“How are you today?”
There should be a comma, period, exclamation
mark or question mark after each block of
speech and before the end quotation marks.
Each new speaker must begin on a new line
and each new block of speech must begin
with a capital letter.
Words to use instead of “said”: groaned,
muttered, stammered, replied, sighed, added, began, begged, breathed, called, commanded,
corrected, cried, declared, encouraged, exclaimed, gasped, hissed, interrupted, mused,
objected, soothed, pleaded, queried, remarked, responded, smiled, snapped, suggested,
ventured, whispered, wondered, yelled.
Remember to make sure the word is appropriate to the conversation. For instance, you
wouldn’t write, “You are so annoying, sometimes I could just scream!” Sarah wondered.
CROSSWORD: To make a crossword, design the grid using a line for the length and one
centimeter for the width of each cell. Place any list words in first that you are asked to include.
Then work around those words with other smaller words, putting the shaded areas at the end
of each word or wherever it suits you. When you have filled it all in (and ONLY then) add in
the numbers, remembering that you won’t have every number represented in both Across
and Down lists. Make up the clues for your words and set it out as shown on Page 7. Be careful
where you put the numbers as it can get confusing.
If you are using a computer with a word processing program (e.g. MS Word), use the Table
option to create your crossword and play around with the Borders and Shading section to
create the shaded squares. The clues can be set out alongside each other using either a table
for guidance or dividing the area into two columns.
DIALOGUE: See under CONVERSATION.
Page 6
Student Reference List
Crossword cont’.
ACROSS
1. A furry pet.
2. We are going ____ the park.
4. Opposite of out.
5. Not this one, the _________ one.
7. Abbreviation for “For example”.
9. A homophone of “sew”.
DOWN
1. Black birds.
2. Exhausts.
3. Opposite of “off”.
6. A garden implement.
8. You do this when the traffic light is green.
HOMONYMS: are words that have two meanings, e.g. train.
a) The coach will train the team. b) The train came noisily around the corner.
HOMOPHONES: are words that sound the same yet have different spellings and meanings.
E.g. here and hear: Put it over here; I can hear you.
LETTERS: See under Business Letters and Personal Letters.
MENU: This is an example of a menu for a dinner party:
Entree:
Prawn cocktail with lettuce strips
or pumpkin soup with sour cream
Main Course: Sweet and sour chicken with rice and salad
or roast beef and vegetables
Dessert:
Chocolate mousse
or apple pie with cream or icecream
Assorted cheeses, biscuits and fruit
Beverages:
Iced milk drinks, fruit juices, smoothies or soft drinks
NOUN: Is the name of a person, place, thing, quality, emotion or event.
E.g. garden, sadness, country, hesitation, excellence.
POEM: Here are two examples of poems. In the examples given below, only one is a rhyming
poem.
The independent cat
I like cats
who is on the prowl
That don’t wear hats,
for mischief or a mousie
I don’t like dogs
sees a dog
That play soccer with frogs.
and stops still,
Mice are neat,
staring, challenging, with
Especially with slippers on their feet!
unblinking green eyes.
But my favorite are bunnies
The cheerful dog
Sporting cool sunnies!
pauses a moment,
eying the cat
then moves on.
Disinterested.
Page 7
Student Reference List
PERSONAL LETTER: This is an example of a personal letter to a friend.
1342 West Boulevard
Houston, TX 77001
17 Fountain Avenue
Houston, TX 77012
March 26, 2008
Dear Jodie,
How are things with you? I’ve missed you since you came to stay
with us through the last holidays. I hope your teachers haven’t
been too hard on you at school!
Mom asked me to write you to invite you to come and stay with us
at the ranch again during the next holidays. We had so much fun
last time, we thought you might like to come again. Midnight has
just had her kittens and Dad says I can keep two of them! We
have to give the others away as soon as they can be weaned. I
have named one Misty, but I’ll let you name the other one when
you come to visit.
Please let me know A.S.A.P. (as soon as possible) whether you’re
coming. I would love it if you could. I hope your Sports Day goes
well and your team wins the trophy!
Yours faithfully,
Jamie
PLAY or MOVIE SCRIPT WRITING: This is an example of the setting out of the
beginning of Act 1 of a play or a movie script.
WINDY PURPLE AND THE SEVEN GIANTS
by (Author)
Characters
Windy Purple; Giants: Hiccuppy, Rhymey, Teary, Cranky, Smiley, Clumsy and Scary.
Act 1
Production Notes
The play opens with the characters Windy, Rhymey, Teary, Cranky and Smiley sitting in their
living room discussing how to get some more money to build onto their house.
TEARY:
RHYMEY:
WINDY:
Page 8
But ... (sniffs) ... we need more space ... (sobs) ... Clumsy keeps banging his
head all the time! (Dabs his eyes with a huge red hanky).
I know we do Teary, but it all costs money, and the size of our bank account just
isn’t funny.
I’m sure I could get a job picking apples. I hear they’re paying well up in
Witchy Orchard.
Student Reference List
A play cont’.
SMILEY:
(Smiling) Now Windy, none of that talk of witches and apples thank you. We’re
the ones who go out to work. You look after the house for us. Now, we’re going to
have to find another job that pays better than mining so that we can afford to build
onto our house.
CRANKY:
(Rolling his eyes as Teary bursts into fresh sobs) Good grief Teary, do you think
Windy has nothing better to do than wash your hankies all day?
RHYMEY:
Now, now Cranky, don’t be mean. You know about laughing, Teary just isn’t keen.
to be continued ...
Crystal Lake Fairground
POSTER: This is an example of a poster
advertising a local event.
There should be colorful pictures/design
in between the words.
Games! Races!
CRYSTAL LAKE FAIR
Hot dogs! Ice cream!
Everyone Welcome!!!!!
Saturday, October 26th
Gates open 9am
REARRANGE: Move the letters around in a word to make a new word.
E.g. ape = pea, trap = part, gear = rage and so on.
RECIPE: A recipe provides instructions on how to prepare food. It lists all of the things that
are needed to make the dish. This is an example of a recipe for biscuits.
Ingredients:
2 cups of flour
1 teaspoon of sugar
30g butter
3/4 cup of milk
Sift the flour into a bowl and add the sugar. Rub in the butter with your fingers. Add the milk,
and mix it to a soft dough. Cut into rounds with a biscuit cutter. Place on a greased tray and
bake in a hot oven for 10 minutes or until golden brown.
PRESENT TENSE: When you describe what you are doing in the present (i.e. now) you use
present tense. E.g. I am running; She is crying; He is jumping; It is cold.
When you describe what has already happened you are speaking in the past tense.
E.g. I ran; She was crying; He jumped; It was cold.
SINGLE / PLURAL: One is single, more than one is plural.
E.g. one library, eight libraries.
Page 9
Student Reference List
SMALLER: You can make smaller words using the letters of a larger word. For example, using
the word ceremony you can make money, mere, come, more and so on. In these exercises, you
can use a letter more than once if it is in the long word, e.g. you can make “merry” from ceremony
because each letter in “merry” is found in ceremony – even though there is only one “r”
in ceremony.
SYNONYMS: Are words that are similar in meaning, e.g. happy is a synonym for glad.
VERB: Is a doing or action word, e.g. smiling, kick, left, worried.
WORD SEARCH: This is an example of a small word search. It has the words to the nursery
rhyme “Mary Had a Little Lamb” hidden in it. The words can go up, down, across, diagonally
and backwards.
F
L
E
E
C
E
A
R
F
I
A
A
Z
P
V
A
S
N
O
W
E
M
A
R
Y
U
C
K
G
E
M
B
B
S
C
G
H
G
X
N
N
A
T
H
A
T
Y
L
R
T
Y
S
A
W
A
W
H
I
T
E
R
D
P
H
C
D
A
T
T
Y
E
Q
N
E
E
L
M
T
O
S
V
U
E
R
U
S
R
L
D
V
E
A
R
E
T
D
B
E
N
T
Mary had a little lamb,
its fleece was white as snow,
and everywhere that Mary went,
that lamb was sure to go.
Page 10
Sounds and Letter Blends for Book 2
Unit
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
sound
UNITS 1-40
letter blends
sound
letter blends
sound
ee
ee
k
k
ee
ea
k
ch
ee
i-e
k
ck
ee
i
k
qu (kw)
ee
ie
k
c
ee
e
N
n / gn
ee
y
N
nn
ee
ei
N
kn
ee
e–e
I
i
f
f
I
y
f
ff
e
e
f
ph
e
ea
‘l ending
el
z
z
‘l ending
le
z
zz
‘l ending
al
z
ze
‘l ending
il
z
s
m
m
z
se
m
mm
g
g
m
mb
g
gg
m
lm / m
g
gh / gu
ay
ay
ch
ch
ay
ai
ch
tch
ay
a–e
ch
t
ay
a
eer
eer
‘n
ay
ey / ea / ei
eer
ear
‘n
j
j
eer
ere / er
‘n
j
g
s
s
‘n
j
dge
s
ss
‘r ending
er
s
ce
‘r ending
or
s
c
‘r ending
ar
s
st / sc
‘r ending
ure
s
se
‘r ending
er / or
oa
oa
‘nt ending
ent
oa
ow
‘nt ending
ant
oa
o–e
ire
ire
oa
o
ire
ir / ier
oa
oe
ar
ar
‘tending
et
a
a
‘tending
it
a
a / au
‘tendingate/ort/ute/ert
er
er
er
er
oo
oo
oo
oo
oo
oo
oo
oo
i-e
i-e
i-e
i-e
sh
sh
sh
sh
o
o
o
ending
ending
ending
ending
w
w
w
v
v
d
d
or
aw
or
or
or
aw
letter blends
er
ear / ir
ur
or / our
oo
ew
ue (yoo)
u (oo)
ou
ui
u–e
u (yoo)
y
i-e
igh
i
sh
t
c / ch
ss / s
o
a
au / ou
en
on
in
ion
w
wh
u
v
ve
d
dd
or
aw
ore
our
ar
au
Page 11
Unit 1
Book 2
ee ey
sound “ee”
e.g. tree
spleen
cheese
degree
money
kidney
valley
k
sound “k”
e.g. king
ask
talk
skiing
skillful
skeleton
kilometer
er
sound “er”
e.g. her
reverse
concern
prefer
nervous
dangerous
vertical
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c) To turn verbs into adjectives, the suffixes “able” or “ible” can be added, e.g. cure /
curable; convert / convertible. Add the correct suffix to these words:
prefer, profit, access, response, sense, remark, enjoy, resist.
d) "Pr” is a letter blend in “prefer”. Write five other words that have this blend.
e) Copy these words and write their opposite (antonym) using a list word:
hill, forward, reply, confident.
f) Write six words from the list that are action words (verbs).
g) Some words that have the suffix “ful” added to them, can also have “less” added
to give the word an opposite meaning, e.g. hope / hopeful / hopeless. Note some
words are exceptions to the rule, e.g. skill / skillful. Add “ful” and/or “less” to
these words where appropriate:
hope, heart, success, love, color, cheer,
cloud, rest, taste, beauty, grace.
h) Write these words out and circle the one that doesn’t fit. Give a reason.
kidney, spleen, pancreas, gills.
i) Write another two letters that make an “er” sound when put together.
j) Write out the word(s) in bold in this week’s Our Loopy Language.
k) Murfee and Cerphi (pronounced Surfee) are aliens from the planet Arixion who have
lost their way on their journey through space in their rocket ship. Each week they
will visit you while exploring our planet, Earth. They are still learning our language
and will need help with the list words that you will need to fill in.
Copy these sentences out exactly and fill appropriate list words into the spaces.
Murfee and Cerphi walked a _____ from their spaceship and came to a
lovely green _____. At the bottom of it there was a scary _____ that
made Murfee very _____.
Our Loopy Language:
Sergeant is spelled with an “er” but is pronounced as “sarjent.”
Page 12
Unit 2
Book 2
ea
ch
sound “ee”
e.g. tree
easily
leaves
plead
defeat
release
peaceful
sound “k”
e.g. king
ear
school
character
ache
chemist
chlorine
stomach
ir
sound “er”
e.g. her
early
heard
Earth
squirt
stirred
circumstances
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Write the two list words that rhyme with each other.
d) Write a word that rhymes with school, ache, heard, squirt and plead.
(Note: The spelling can be different.)
e) Some “ea” words do not make the sound “ee”, e.g. head. From the list below,
write out the “ee” sounding words.
healthy, season, grease, weapon, weather, bleach, disease,
reasonable, threat, appeal, feature.
f)
Copy these words and write their opposite (antonym) from the list:
late, capture, noisy.
g) Put the homophone of “heard” in a sentence.
h) Write two sentences to show the two meanings of the word “leaves”.
i)
Write out the word(s) in bold in this week’s Our Loopy Language.
j)
Copy these sentences out exactly and fill appropriate list words into the spaces.
Murfee and Cerphi thought _____ was a _____ planet before they
arrived. But when they visited a _____ they each got a _____ _____
watching the children fight with each other.
k) This is a skeleton crossword (see Student Reference Guide). Using any list word
make one of your own.
E
A
R
L
Y
A
E
S
A
T
H
E
I
R
Our Loopy Language:
The past tense of read is the same word but pronounced “red”.
Page 13
Unit 3
Book 2
i-e
sound “ee”
e.g. tree
ck
police
marine
machine
sardine
routine
submarine
ur
sound “k”
e.g. king
bracket
speckled
package
trickle
buckle
cracked
sound “er”
e.g. her
Saturday
disturb
surface
purchase
burden
further
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Choose any two words and write their meanings from the dictionary.
d) When adding “ing” to most words ending in “e”, the final “e” is dropped,
e.g. make / making. Add “ing” to these words:
trickle, buckle, purchase, crackle, surface, ache, leave, release,
surprise, choose, delete.
e) Which list words rhyme with serene, cactus, author and adverb?
f)
Which list words look like they should rhyme with these words, but don’t?
twice, divine, place, phase.
g) Some words that end in an “s” sound end with the letters “se”, e.g. purchase, while
some of the words end in “ce”, e.g. surface. Add the correct ending to these words:
commen __ , residen __ , glimp __ , immen __ , experien __ ,
nonsen __ , suspen __ , impul __ , substan __ , annoyan __ , expan __.
h) Write a paragraph explaining what you think Murfee and Cerphi look like. Draw a
picture of them.
i)
Write out the word(s) in bold in this week’s Our Loopy Language.
j)
Copy these sentences out exactly and fill appropriate list words into the spaces.
On _____ Murfee and Cerphi saw the _____ checking out a _____ window
in a house wondering if someone had broken into it. Then they sat
down and ate a _____ sandwich before investigating _____.
k) Using the code below, write the code numbers for: package, submarine, speckled.
a =1
b=2
c=3
j = 10
k = 11
l = 12
s = 19
t = 20
u = 21
d=4
e=5
f=6
g=7
h=8
I=9
m = 13 n = 14
o = 15
p = 16
q = 17
r = 18
v = 22
x = 24
y = 25
z = 26
w = 23
Our Loopy Language:
“Police” is pronounced “polees", but “polite” is pronounced “polite”.
Page 14
Unit 4
Book 2
i
sound “ee”
e.g. tree
qu
medium
trio
loneliness
bacteria
spaghetti
premiership
sound “kw”??
e.g. quick
our or
squash
aquatic
query
sequel
consequences
equipment
sound “er”
e.g. her
work
worse
worthwhile
journey
journal
favorite
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Which list word has a silent “h”? Here are some clues for other words with a silent
“h”. Write the clues out along with the matching words.
- You are this if you don’t tell lies.
- A small rowing boat.
- The spectre of a person who has died.
d) Write out the words with any “er” sound in them from this list:
very, conserve, hero, refer, squirm, pier, worst, foremost,
premiership, yearn, world, mysterious.
e) Using a dictionary, find the singular word of which bacteria is the plural. Also
find the singular words of millennia and phenomena.
f)
To make the adjective “lonely” into the noun “loneliness”, the “y” is changed to “i”
and the suffix “ness” is added. Using this rule convert these adjectives into nouns:
happy, friendly, busy, empty, clumsy, lively, tidy, lazy.
g) Write out the word(s) in bold in this week’s Our Loopy Language.
h) Copy these sentences out exactly and fill appropriate list words into the spaces.
“Do we eat _____?” queried Murfee.
Cerphi replied, “While we’re on this _____, I guess we’re likely to eat
food _____ than that.”
Our Loopy Language:
Spelling differences around the world: Words with an “er” sound that are spelled
“or” in United States are usually spelled with the letters “our” in Australia and the United
Kingdom. E.g. color / colour, favorite / favourite, neighbor / neighbour, harbor /
harbour, flavor / flavour, glamor / glamour, savor / savour, labor / labour,
splendor / splendour, behavior / behaviour, humor / humour, savior / saviour,
vigor / vigour.
Page 15
Unit 5
Book 2
ie
sound “ee”
e.g. tree
worried
believe
achieve
shield
relief
shriek
c
sound “k”??
e.g. king
bacon
exact
rescue
customer
secret
electric
oo
sound “oo”
e.g. moon
groom
choose
noodles
swoop
loose
typhoon
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Not all “ie” words have an “ee” sound. Write the sound that “ie” makes in these
words: friend, magpie, sieve.
d) Write the nouns of these verbs, e.g. create (verb) = creation (noun):
choose, believe, achieve.
e) Write the verbs of these nouns, e.g. believe (verb) = belief (noun):
shield, relief, rescue, secret.
f)
To make the past tense of many verbs ending in “y”, the “y” is changed to “i” and
then “ed” is added, e.g. worry / worried. Write the past tense of these verbs:
reply, apply, deny, pacify, rectify, quarry, accompany.
g) Write out the words that have any “k” sound from this list:
accuse, accurate, city, choir, chef, knife, client, occasion, chrome, celery,
acknowledge, conquest, mystique, politician.
h) Which two list words can you make nouns by adding the suffix “ness”? To turn
some adjectives into nouns, you may need to change the word, e.g. electric /
electricity. Write the nouns of these:
long, wise, warm, free, strong, secret, ready, weak, proud,
satisfying, active, absent.
i)
Write out the word(s) in bold in this week’s Our Loopy Language.
j)
Draw a cartoon character (either one that already exists or from your imagination),
name it and then write a sentence to show what it is saying.
Our Loopy Language:
“Loose” is the opposite of tight. Take out an “o” and it becomes “lose” (looz)
meaning to misplace something.
Page 16
Unit 6
Book 2
e
sound “ee”
e.g. tree
refuse
repeat
repair
prevent
reply
create
n gn
sound “n”
e.g. never
ew
clone
tornado
environment
sign
gnome
design
sound “oo”
e.g. moon
crew
threw
jewel
cashew
preview
review
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Write the meaning of “clone” from a dictionary.
d) Put the homophone of “threw” in a sentence.
e) “Refuse” can be pronounced in two different ways. Write sentences to show the
two meanings.
f)
“Thr” is a phonic blend in “threw”. Write three other words with the “thr” blend.
g) Write three other words that begin with “pre” as in prevent.
h) Write these contractions and place the apostrophe where letters are missing:
hes (he is), shell (she will), hed (he would), theyve (they have), youre (you are),
wont (will not), arent (are not).
i)
To use the past tense of a word, the suffix “ed” is often added, e.g. play / played.
In some cases, the letters are changed in other ways, e.g. draw / drew. Write the
past tense of these words:
throw, bring, feed, fight, kneel, leave, tread,
catch, flee, light, spin, feel.
j)
Which list words rhyme with who, spine, prepare, athlete and shown?
k) Fill in the correct “er” sound for these words. (Choose from er, or, ur, ear, our,
or, ir.)
v __ tical, abs __ d, w __ ship, __ gent, c __ teous, reh __ se, __ n,
et __ nity, c __ cumf __ ence, s__ g __ y, glam __ ous.
l)
Write out the word(s) in bold in this week’s Our Loopy Language.
m) Copy these sentences out exactly and fill appropriate list words into the spaces.
“I _____ to keep _____ing myself Cerphi,” stated Murfee crossly. “You
purposely _____ that _____ nut at that _____, and that wasn’t nice!”
Our Loopy Language:
In “sign” the “g” is silent, but in signify, signal,
signature and significant it is pronounced “g”.
Page 17
Unit 7
Book 2
y
sound “ee”
e.g. tree
plenty
lonely
quickly
energy
variety
usually
nn
sound “n”
e.g. never
banner
mannerism
innocent
connect
millennium
ue
sound “oo”
e.g. moon
argue
statue
continue
pursue
cue
value
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Sometimes “y” can be pronounced as a vowel sound, e.g. in plenty it sounds like
an “ee”. In most words it sounds like a consonant, e.g. yesterday.
Write three other words (not list words) where the “y” sounds like a vowel and
three words where it sounds like a consonant. Remember, vowels = a, e, i, o and
u; consonants are the remaining letters of the alphabet.
d) When adding “ing” to most words ending in “e”, the final “e” is dropped,
e.g. make / making. Add “ing” to these words:
glue, argue, pursue, rescue, value, continue, intrigue, cue.
e) Adverbs add description to the meaning of a verb and are often adjectives with “ly”
added to them, e.g. happy / happily. Remember, where the word ends in “y”, the
“e” is changed into an “i” before adding “ly”. Write the adverbs of these adjectives:
brave, usual, angry, foolish, immediate, anxious.
continuous, innocent, desperate. Put two of the adverbs into sentences.
f)
“Easy” is an adjective. When comparing the “easiness” of different things they
are called comparative adjectives, e.g. easier, easiest. Write the two comparative
adjectives of:
lonely, friendly, chilly, furry, pretty, juicy, stealthy.
g) Write out the word(s) in bold in this week’s Our Loopy Language.
h) Copy these sentences out exactly and fill appropriate list words into the spaces.
Cerphi declared wearily, “If you _____ to _____ with me about the _____
of that gold _____ in the museum, Murfee, I will scream!” Murfee
looked sad.
Our Loopy Language:
To “energize” means to add energy, e.g. The music was very energizing to everybody.
To “enervate” means to take energy from, e.g. We found the extreme heat
in the room to be very enervating.
Page 18
Unit 8
Book 2
ei
sound “ee”
e.g. tree
ceiling
weird
seize
deceit
receive
conceited
kn
sound “n”
e.g. never
knew
known
knuckle
knack
knowledge
acknowledge
u
sound “oo”
e.g. moon
fluid
scuba
marsupial
Jupiter
influence
enthusiastic
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Put the homophones of knew, seize and ceiling in sentences.
d) Write all the list words from above that could be nouns.
e) “Knew” is the past tense of “know”. Write the past tense of:
annoy, agree, bury, cut, spin, shrug, trip, spend,
hit, light, electrify, lie, expel, travel.
f)
Add “ing” to as many list words as you can. (Remember the rules.)
g) Imagine you are creating a crossword puzzle. Choose six words and write clues for
each.
h) Write these phrases out and put the apostrophe before the ‘s where it shows ownership:
the ceilings paint, the door knobs shine, many influences,
the marsupials pouch, he seizes the cats tail.
i)
Write out the word(s) in bold in this week’s Our Loopy Language.
j)
Using a list word as a theme, design a poster advertising a business, a shop or a
service. (For instance, scuba diving, rocket trips to Jupiter, etc.) Use plenty of color
and exciting words to attract people’s attention. Check the Student Reference List
for guidance on creating posters.
Our Loopy Language:
In fluid the “u” makes an “oo” sound, in argue it is “yoo”, in umpire it is “u”, in iguana,
penguin and suede it is “w”, in bury it is “e”, in busy it is “i” and in guilt it is silent.
Page 19
Unit 9
Book 2
e-e
sound “ee”
e.g. tree
stampede
athlete
scheme
centipede
supreme
extremely
i
sound “i”
e.g. him
assist
figure
willing
timid
relative
sincere
ou
sound “oo”
e.g. moon
through
wound
tour
youth
cougar
ghoul
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c) We can say “wound” two ways. Write sentences to show the two different meanings.
d) Write all the words with any “ee” sound from this list:
mystery, symbol, sinister, gypsy, kerosene,
deafen, seldom, enamel, retrieve.
e) Write four other words that begin with “ex”, e.g. extremely.
f) Should, would and could have a short “oo” sound. Write these contractions
placing the apostrophe where letters are missing:
wouldve, shouldnt, couldnt, couldve, shouldve, wouldnt.
g) Add “d” or “ed” to all of the list words that you can (verbs), putting them in the
past tense.
h) Make as many smaller words from the letters in relative, centipede and
supreme as you can.
i) “Ou” isn’t always pronounced with an “oo” sound. Write these words and the
sound the “ou” makes in them, e.g. ground (ow):
touch, smoulder, soul, doubt, astounded, enough,
poultry, country, meticulous, bouquet.
j)
Add “ing” to these words:
figure, pursue, stampede, scheme, release, believe,
achieve, refuse, receive, argue, glue, acknowledge.
k) Write out the word(s) in bold in this week’s Our Loopy Language.
l) Copy these sentences out exactly and fill appropriate list words into the spaces.
Murfee and Cerphi knew that _____ were _____ venomous and were
very _____ around them. They were _____ to peer _____ a glass case at
them, but were afraid of getting a nasty _____ if they were stung.
Our Loopy Language:
In through the “ough” is an “oo” sound, in cough and trough it is “off”, in enough,
rough and tough it is “uff”, in bough and drought it is “ow”, and in doughnut and
although it is “oa”.
Page 20
Unit 10
Book 2
f
sound “f”
e.g. fix
perform
proof
refund
magnificent
justify
definite
y
sound “i”
e.g. him
mystery
symbol
Egypt
sympathetic
crystal
gymnasium
ui
sound “oo”
e.g. moon
suit
fruit
juicy
bruise
nuisance
suitable
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Put the homophone of “bruise” in a sentence.
d) Show the two meanings of the word “suit” by writing two sentences.
e) Write the list words that can be both nouns and verbs, e.g. “I can act” (verb); “This
is not an act” (noun).
f)
To make the plurals of some words that end in “f”, the f is changed to a v before
adding “es”, e.g. half / halves. In other cases, just an “s” is needed, e.g. roofs.
Write the plurals of proof, leaf, knife, wharf, life, belief, wolf, cliff, chief,
hoof, elf and handkerchief. (Use a dictionary if you’re not sure.)
g) Proper nouns are names of people or places that require capital letters, e.g. Egypt,
Queen Elizabeth. Write three other places and three other names that are proper nouns.
h) The shortened word for gymnasium is “gym”. Write the full words that the following
are shortened versions or abbreviations of:
fridge, phone, plane, bike, TV, VCR, DVD, CD, ATM.
i)
Write the list words that are synonyms (similar in meaning) for these words:
empathetic, appropriate, act, representation,
pest, evidence, vindicate.
j)
Write out the word(s) in bold in this week’s Our Loopy Language.
k) Copy these sentences out exactly and fill appropriate list words into the spaces.
Murfee and Cerphi enjoy eating _____ _____ although they find it a _____
to spit grape seeds out all the time. But it is a _____ to them why we
humans don’t eat the skins of bananas and water melons.
Our Loopy Language:
If you add an “e” to “suit” it becomes suite (pronounced sweet), meaning “some things
to be used together”, e.g. hotel suite.
Page 21
Unit 11
Book 2
ff
sound “f”
e.g. fix
e
office
suffer
effort
afford
difficult
affection
sound “e”
e.g. egg
level
event
expect
enemy
credit
reference
u-e sound “oo”
e.g. moon
lure
super
intrude
conclude
delude
interlude
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
From the list words find the antonyms of begin, friend and easy.
d) From the list words find the synonyms of endure, episode and anticipate.
e) Which list word is spelled the same forward as backwards? These words are
known as palindromes. Here are the clues for some other words like this:
- A part of the body.
- The middle of the day.
- It is used in air traffic to determine where all the aircraft are at any one
time and so avoid collisions.
- An action.
- Allude.
f)
The noun for explode is explosion. Write the nouns for conclude, delude,
intrude, allude and erode.
g) Put an appropriate list word in front of, or after, these words, e.g. happy event:
super, office, difficult, enemy, reference.
h) Write out the word(s) in bold in this week’s Our Loopy Language.
i)
Copy these sentences out exactly and fill appropriate list words into the spaces.
Murfee and Cerphi did not want to _____ on the lives of humans or
make their lives _____ in any way, but they did _____ a certain _____ of
cooperation in their _____ to understand how life on Earth really works.
j)
Using at least three of the list words, write a short story suitable for 5 or 6 year old
children.
Our Loopy Language:
In the following words the first “e” is pronounced “ee” and the second “e” is pronounced
“e": event, eject, reject, electric, secret, enamel, remember.
Page 22
Unit 12
Book 2
ph
sound “f”
e.g. fix
graph
dolphin
phrase
physical
trophy
pamphlet
ea
sound “e”
e.g. egg
healthy
pleasant
measure
dread
heavy
u
sound “oo”
e.g. moon?
duty
union
furious
annual
argument
university
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Which list words are synonyms of angry, porpoise and fear?
d) Sometimes we add “un” to the beginning of a word to make an antonym,
e.g. able / unable. Write the antonyms of these words:
healthy, pleasant, happy, interesting, fit,
worthy, recognizable, employed.
e) Write only the words with any “oo” sound (as in “too") from this list:
blood, pursuit, interrupt, contribute, brooch, conclusion, beautiful,
lieutenant, boulevard, encourage, souvenir.
f)
Sometimes the suffix “ment” is added to a verb to make it a noun, e.g. announce
/ announcement. Write the nouns of these verbs:
measure, amuse, treat, argue, harass, establish, commit, advertise.
g) Write out the word(s) in bold in this week’s Our Loopy Language.
h) Copy these sentences out exactly and fill appropriate list words into the spaces.
Murfee and Cerphi had a big _____ about who would swim with the
_____. Murfee was _____ because Cerphi _____ into the pool first without
asking him if he could.
i)
Find the four list words that fit into these squares.
A
L
S
O
Our Loopy Language:
“Annual” means it happens every year (e.g. The annual Super Bowl).
If it happens twice a year it is “biannual". If it happens every two years it is “biennial”.
Page 23
Unit 13
Book 2
el
sound “l” (ending)
e.g. tunn’l
cancel
quarrel
vessel
channel
parcel
angel
z
sound “z”
e.g. zoo
lizard
frozen
amazing
zebra
wizard
magazine
y
sound “i-e”
e.g. white
style
type
rhyme
bicycle
deny
magnify
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c) Fill in the correct “e” (as in “egg") sound for these words.
(Choose from e, ea, ie, ai, a, eo, u.)
b __ ried, l __ d, t __ l __ scope, __ nyone, effic __ nt, st __ lth,
sw __ t, m __ dicine, fr __ nd, cert __ n, l __ pard.
d) Considering the spelling rules for changing the tense of a word, write the past
tense of deny, magnify, cancel, quarrel, channel, type, rhyme and style.
e) Put the two meanings of “type” and the homophone of “style” into sentences.
f)
Sometimes there are two ways of expressing the past tense of a word. One way
will need the word to have one of the helpers has, have or had at the front it,
e.g. choose / chose / had chosen. Write the past tense of these words that need a
helper and put the correct word in front of each:
fall, freeze, ring, drink, sing, rise, speak, drive, write, forget.
g) Write these words out and circle the one that doesn’t fit. Give a reason.
motorcycle, train, car, truck.
h) Imagine you are creating a crossword. Choose five list words and write clues for each.
i)
To write the noun of some verbs the suffix “tion” can be added, e.g. dictate /
dictation. Change these verbs to nouns:
add, compete, subtract, multiply, act, vibrate,
immigrate, beautify, magnify.
j)
Write out the word(s) in bold in this week’s Our Loopy Language.
k) Copy these sentences out exactly and fill appropriate list words into the spaces.
Cerphi thought it was _____ when an _____ handed him a _____ with a
picture of a _____ eating a _____ on the front page.
Our Loopy Language:
In magazine, sardine and routine the “ine” is an “een” sound, in divine and decline it
is “ine” and in examine, imagine and discipline it is “in”.
Page 24
Unit 14
Book 2
le
sound “l”
(ending)
e.g. tunn’l
zz
possible
scribble
cuddle
trouble
muscle
obstacle
sound “z”
e.g. zoo
sizzle
fizzle
nozzle
muzzle
whizzed
i-e
sound “i-e”
e.g. white
spine
polite
website
spiteful
stalactite
stalagmite
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Challenge: Write a paragraph that makes sense containing all of the list words.
d) Which of the stalactites and stalagmites grow from the ceiling and which rise
from the floor of a cave? Write sentences to explain.
e) Add two letters to the beginning of polite and possible to make their opposites.
f)
Here are some clues for other “sc” words like muscle. Write out the clues and the
matching words:
- A view.
- To go up.
- To go down.
- Behavior management.
- Smell.
g) Write out the word(s) in bold in this week’s Our Loopy Language.
h) Measure 14 lines in your book and write all the letters of the alphabet (e.g. A-Z
listing. See the Student Reference List for instructions). Find a word beginning
with each letter that contains one of this week’s sounds, e.g. a - ankle, b - buzz,
c - crime and so on. For the harder letters like x, z, q and v, just choose words
with that letter in them, e.g. x - axle.
Our Loopy Language:
Recite, like polite, is pronounced “reesite”.
If you replace the “t” with a “p” it becomes recipe, which is pronounced “ressippee”.
Page 25
Unit 15
Book 2
al
sound “l”
(ending)
e.g. tunn’l
ze
oval
fatal
musical
criminal
lethal
dorsal
sound “z”
e.g. zoo
doze
blaze
ooze
seize
squeeze
capsize
igh
sound “i-e”
e.g. white
sigh
mighty
delight
thigh
midnight
lightning
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Put the homophones of seize, doze, and lightning into sentences.
d) Turn the following nouns into adjectives by adding “ful” where appropriate:
delight, wonder, hurt, care, expression, peace,
war, plenty, life, speed, tear.
e) Sometimes to turn a noun into an adjective, the word ending must be changed,
e.g. repetition / repetitive. Write the adjectives of these nouns:
belief, music, creation, talk, secret, nerves, argument, value, trouble.
f)
Here are some clues for other “igh” words not in the above list. Write out the
clues and the “igh” word for each one:
- Horrible to look at.
- Another word for dusk.
g) Write out the word(s) in bold in this week’s Our Loopy Language.
h) Copy these sentences out exactly and fill appropriate list words into the spaces.
During the storm, Murfee and Cerphi saw a boat _____ in the huge seas
when a _____ wave struck it. _____ lit up the sky and the _____ fins of
sharks circling the boat would have been a _____ sign for any people
struggling in the water.
Our Loopy Language:
Spelling differences around the world: Many “s” words that are pronounced “z” are
spelled with an s in Australia and the United Kingdom, but with a z in the United States.
E.g. cosy / cozy, apologise / apologize, advertise / advertize, analyse / analyze,
specialise / specialize, civilisation / civilization.
Page 26
Unit 16
Book 2
il
sound “l”
(ending)
e.g. tunn’l
s
council
weevil
fossil
daffodil
gerbil
peril
sound “z”
e.g. zoo
wasn’t
clothes
reserve
amused
business
visa
sound “i-e”
e.g. white
i
pilot
iron
diet
final
crisis
rewind
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
The words “iron” and “reserve” each have two meanings. Write sentences to
show each meaning.
d) Write out these contractions, placing an apostrophe where letters are missing:
wasnt, hasnt, isnt, wont, theyre, shes, its, theyd, youve.
e) Fill in the correct ‘l ending for these words. (Choose from el, il, al, ol, le, ial.)
per __ , squirr __ , tentac __ , spec __ , vehic __ , icic __ , magic __ ,
symb __ , tranqu __ , artific __.
f)
Write the list words that can be described as “alive”.
g) Here are clues to four words where “ss” makes a “z” sound. Write the words:
- It is used to cut things.
- Sweet food usually eaten after a meal.
- To own.
- Sugar will do this when you put it in hot liquid.
h) Write out the word(s) in bold in this week’s Our Loopy Language.
i)
Copy these sentences out exactly and fill appropriate list words into the spaces.
After eating a steady _____ of _____ , Murfee was _____ that Cerphi’s
_____ didn’t fit him any more.
j)
Write a conversation (dialogue) between Murfee, Cerphi and yourself where you
all say at least four things each. Check the Student Reference List for the
conversation punctuation rules and a list of words to use instead of “said”.
Our Loopy Language:
The plural of most nouns that end in “is” is “es”.
E.g. crisis / crises, oasis / oases, thesis / theses, hypothesis / hypotheses,
analysis / analyses, synopsis / synopses.
Page 27
Unit 17
Book 2
m
sound “m”
e.g. milk
mobile
enamel
welcome
compete
complete
imagine
se
sound “z”
e.g. zoo
those
these
praise
suppose
surprise
exercise
sh
sound “sh”
e.g. shop
washing
should
shiver
fashion
shred
cushion
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
In crescent the “z” sound is made with “sc”. Usually “sc” makes an “s” sound,
e.g. muscle. Fill in the correct “s” sound in these words. (Choose from sc, s, c, ss.)
ta __ el, __ ience, bu __ es, a __ be __ to __ , pa __ enger,
fa __ inated, di __ mi __ , addre __ , a __ ertain,
__ ientist, de __ imal, __ ertificate.
d) Write a conversation (dialogue) between Murfee and Cerphi where they say at least
three things each. Remember to include all the speech punctuation rules. See the
Student Reference Guide for help.
e) Write out the word(s) in bold in this week’s Our Loopy Language.
f)
Copy these sentences out exactly and fill appropriate list words into the spaces.
“What a ________!” Murfee exclaimed. “I ___________ it was Cerphi who
has been __________ the ___________s. Well done.
“Yes,” replied Cerphi. “I needed the ___________! Your __________ is
___________!.
Our Loopy Language:
In comedy the o is an “o” sound, in welcome it is “u”, in suppose it is “oa”,
in towards it is “oo”, in wolf it is a short “oo”, in one it is “wu”,
in women it is “i” and in young it is silent.
Page 28
Unit 18
Book 2
mm sound “m”
g
glimmer
grammar
immoral
immediate
communicate
commercial
shrug
agree
beginning
regular
lagoon
e.g. milk
sound “g”
e.g. frog
t
sound “sh”
e.g. shop
direction
mention
section
creation
patient
competition
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Put the word “patient” into sentences to show its two meanings.
d) From the list words write the words that are similar to contest, start, lizard
and piece.
e) “Compete” is the verb of “competition”. Write the verbs of creation,
direction, situation, translation, opposition, detention and negotiation.
f)
Which words in the “mm” and “g” column could also go in the “t” (as in “sh”)
column by SOUND not letters?
g) In which list can all the words be classified as nouns?
h) Make four smaller words from the letters in communicate, patient and beginning.
i)
Some words ending in a “shun” sound can be spelled with “tion” like direction,
and with “sion” like pension. Put the correct ending to these words:
ten ___ , man ___ , condi ___ , expul ___ , deten ___ , opposi ___ ,
transla ___ , suspen ___ , vibra ___ , exten ___.
j)
Write out the word(s) in bold in this week’s Our Loopy Language.
Our Loopy Language:
Some adjectives (and occasionally nouns) that end in “ant” and “ent”, have their endings
changed to “ance” and “ence” when changed to a noun. E.g. distant / distance,
assistant / assistance, reluctant / reluctance, attendant / attendance, resistant /
resistance, competent / competence, magnificent / magnificence, resilient /
resilience, absent / absence, evident / evidence.
Page 29
Unit 19
Book 2
mb
sound “m”
e.g. milk
climb
limb
bomb
plumber
tombstone
gg
sound “g”
e.g. frog
stagger
shaggy
wriggle
snuggle
smuggle
aggravate
c ch
sound “sh”
e.g. shop
chef
quiche
brochure
musician
vicious
financial
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Write the list words that are synonyms (similar in meaning) for gravestone, cook,
annoy, scale, cuddle and pamphlet.
d) “Ch” can be pronounced as “sh” (chef), “ch” (chicken), “k” (school). “C” can be
“sh” (musician), “ch” (ancient), “k” (security), “s” (cent), “x” or “ks” (accept) or
silent (scent). Write these words out and then write the sound the “c” or “ch”
makes, e.g. chef (sh):
concrete, chemicals, vaccine, celery, decent, machete, associate, charity,
ascending, launch, discipline, frantic, cello.
e) Using as many of the list words as you can, write a sentence that makes sense.
(Keep a record of how many you use and try to beat it next time!)
f)
Imagine you are creating a crossword. Choose five list words and write clues for each.
g) Write words that rhyme with: climb, limb, stagger and wriggle.
(Note: The spelling can be different.)
h) Write out the word(s) in bold in this week’s Our Loopy Language.
i)
Copy these sentences out exactly and fill appropriate list words into the spaces.
“So let me get this straight, Cerphi,” ventured Murfee. “A _____ fixes the
pipes, a _____ cooks food, they put a _____ on a grave, a _____ plays
music and an accountant handles _____ matters.”
“You got it,” confirmed Cerphi.
j)
Using at least two list words write a poem with a minimum of six lines about
anything you like. Here are some suggestions:
The Chef That Made Everyone Sick, The Spooky Tombstone, The Vicious Butterfly.
(Refer to the Student Reference List for guidance on poems.)
Our Loopy Language:
Sometimes one wonders about the sense of putting seemingly “unnecessary” silent letters
in words such as plaid (plad), dinghy (dingy), yacht (yot), honest (onest),
bouquet (boakay), rapport (rappor) and debt (det).
Page 30
Unit 20
Book 2
lm m
gh gu
sound “m”
e.g. milk
balm
balmy
salmon
combine
ambulance
sound “g”
e.g. frog
s sh
ghost
yogurt
guest
guitar
disguise
sound “sh”
e.g. shop
sugar
mansion
suspension
mission
obsession
confession
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Write the homophone of “guest” in a sentence.
d) The plural and singular of salmon is the same word, e.g. 1 salmon, 20 salmon.
Here are clues for other words where the plural is the same as the singular word.
- Santa has these.
- Some farmers have lots of them.
- A fish very similar to salmon.
- Very dangerous fish found in South America.
e) Sometimes “ss” makes a “sh” sound (pressure) and sometimes it makes an “s”
sound (confess). Divide these words into two columns using “sh” and “s” as headings:
assess, missile, session, stressful, recession, recess, concession, possess,
assurance, pressure, classic, procession.
f)
Write out the word(s) in bold in this week’s Our Loopy Language.
g) Copy these sentences out exactly and fill appropriate list words into the spaces.
“I just had a _____ with _____ on it and it tasted great,” Murfee told Cerphi.
“Ugh!” responded Cerphi, “Sounds horrible."
h) Make up a recipe for a main course for Cerphi and Murfee and try using at least
one of the food items in the list words. Write all of the ingredients and explain how
to prepare the food. (Refer to the Student Reference List for guidance on recipes.)
Our Loopy Language:
Most words that end in “gue” are pronounced “g”, e.g. epilogue, vague, morgue,
league, prologue. Argue is an exception.
Page 31
Unit 21
Book 2
ay
sound “ay”
e.g. day
delay
decay
display
crayon
essay
payment
ch
sound “ch”
e.g. rich
chance
choice
attach
voucher
wrench
chocolate
o
sound “o”
e.g. stop
off
body
control
product
continue
collection
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
A verb is an action word, i.e. it refers to something you can do. Write all the list
words that can be verbs.
d) Put of and off into sentences to show their meanings.
e) Write one more word for each list above.
f)
Write another two letters that when put together make an “ay” sound. Write three
words containing that sound.
g) Using as many of the list words as you can, write a sentence that makes sense.
(Keep a record of how many you use and try to beat it next time!)
h) Add “d” or “ed” to these verbs to put them into the past tense as in argue / argued:
continue, attach, hope, wrench, delay, believe,
display, decay, please, delete.
i)
Put the correct letters “oy” or “oi” into these words:
app __ nt, p __ sonous, r __ alty, turm __ l, dec __ , av __ d, h __ st,
empl __ ment, v __ age, l __ ter, embr __ l, pl __ , savel __.
j)
Write out the word(s) in bold in this week’s Our Loopy Language.
k) By now, the friends of Murfee and Cerphi from their home planet Arixion have
realized they are stranded on Earth and have sent Firffy to let them know their
rescue was being organized. So she accompanies them from now on in their travels.
Copy these sentences out exactly and fill appropriate list words into the spaces.
Murfee, Cerphi and Firffy thought it was obvious that if humans _____d
to eat _____ _____s there’s a _____ that their teeth will _____.
Our Loopy Language:
The “ch” is a “ch” sound in anchovy, in Porsche it is “sh”,
in charismatic it is “k” and in yacht (yot) the “ch” is silent.
Page 32
Unit 22
Book 2
ai
sound “ay”
e.g. day
afraid
failure
complain
straight
entertain
tch
sound “ch”
e.g. rich
fetch
stitch
hatch
switch
scratch
stretch
a
sound “o”
e.g. stop
wasp
squash
quarrel
quality
quantity
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
A noun is the name of a place, thing or person. Write all the list words that can be
classified as nouns.
d) Proper nouns are names of people or places that require capital letters, e.g.
President Bush. Write three other places and three other names that you can think
of that are proper nouns.
e) Which list words rhyme with moral, spade, slosh, debate and suede?
(Note: The spelling can be different.)
f)
Which list words look like they should rhyme with these but don’t?
clasp, mash, said, captain, watch.
g) Some words can be nouns as well as verbs, e.g. reason: I can reason (verb) with
him; Give me a good reason (noun). Which seven list words also fit this category?
Write three others of your own and use them in short sentences.
h) Here are some clues for other “a as in swap” words not in the list. Write the words.
- There is lots of this in the sea.
- This is used to keep money in.
- We need to do this every day.
- To crouch.
i)
Write out the word(s) in bold in this week’s Our Loopy Language.
j)
Copy these sentences out exactly and fill appropriate list words into the spaces.
Murfee didn’t like to _____ about the _____ of _____s he saw in the city,
but he was _____ he would have to, or go _____ off to the country where
there weren’t as many.
Our Loopy Language:
Sometimes words can have two correct spellings and can mean the same thing.
Examples include: racquet / racket, judgment / judgement, enquire / inquire.
Page 33
Unit 23
Book 2
a-e sound “ay”
e.g. day
grateful
strange
donate
phrase
tolerate
indicate
t
sound “ch”
e.g. rich
au ou
mature
naturally
signature
furniture
feature
literature
sound “o”
e.g. stop
because
fault
cauliflower
mould
poultry
trough
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Some verbs that end in “e” can be changed to nouns by adding “tion” or
“ation”. The “e” is dropped before the suffix is added, e.g. accuse / accusation.
Change these verbs to nouns:
donate, indicate, aggravate, authorize, calculate, declare, investigate,
irrigate, lacerate, pollute, separate, vibrate, medicate.
d) The “ow” sound can be made with “ow” (cauliflower) or “ou” (voucher). Add the
correct letters to these words:
p __ erful, t __ er, acc __ nt, all __ ance, disc __ nt,
with __ t, dr __ sy, c__ er, surr __ nd.
e) Here are some clues for other “au” (as in “o") words not in the above list. Write
out the clues and the “au” word.
- A safe where people keep valuable things.
- An attack.
- These are good on the barbecue.
- A sale where you bid on the thing you want to buy.
f)
Write out the word(s) in bold in this week’s Our Loopy Language.
g) Write three sentences that each contain the phrase “sheer jagged cliffs”.
h) Copy these sentences out exactly and fill appropriate list words into the spaces.
The aliens _____d most of the _____ things they encountered on our
interesting planet, but they _____ avoided _____ farms because they had
feathered relatives at home on Arixion.
i)
Write a paragraph explaining what you think Murfee, Cerphi and Firffy might do
each day on their home planet of Arixion. Describe their homes and methods of
transportation. Draw a picture to illustrate your paragraph.
Our Loopy Language:
Sometimes a single “c” can make a “ch” sound as in cello and ancient.
Page 34
Unit 24
Book 2
a
sound “ay”
e.g. day
bacon
change
famous
amazing
occasion
favorite
“eer”
eer sound
e.g. cheer
cheerful
beer
sheer
career
pioneer
volunteer
en
sound “n”
(ending)
e.g. list’n
golden
siren
rotten
frighten
forgotten
specimen
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
An adjective is a word that describes something. Write all the list words that can
be adjectives.
d) The ’s ending sound can be made with “ous” (famous), “us” (terminus), “is”
(proboscis), “ice” (precipice), “ace” (furnace) and “os” (asbestos). Fill the correct
one into these words:
platyp __ , tetan __ , monoton __ , ridicul __ , anonym __ , cens __ ,
therm __ , prejud __ , diagnos __ , ir __.
e) To turn a present tense verb into past tense, it is often necessary to change the
word, e.g. spin / spun. Write out these words and their past tense version:
light, weep, fight, seek, speed, tread, leave,
kneel, is, bleed, say, lie, buy, bring.
f)
Sometimes there are two ways of expressing the past tense of a word. One way
will need the word to have one of the helpers has, have or had at the front of it,
e.g. forget / forgot / had forgotten. Write the past tense of these words that need
a helper and put the correct word in front of each:
swim, lie, sew, shake, take, go, do, eat, write.
g) Using as many of the list words as you can, write a sentence that makes sense.
h) Write out the word(s) in bold in this week’s Our Loopy Language.
i)
Copy these sentences out exactly and fill appropriate list words into the spaces.
A _____ man who thought it was _____ to have extraterrestrials visit his
hotel made his _____ _____ omelette for the _____.
j)
Referring to the Student Reference List for guidance, write a letter to a friend. It
can be fictitious or real.
Our Loopy Language:
with “e”:
with “ee”:
with “ae”:
The “ay” sound can also be made:
suede, fiance, cliche, resume, spontaneity;
entree, toupee, puree, Beethoven;
vertebrae, nut sundae, reggae.
Page 35
Unit 25
Book 2
ey ea ei
sound “ay”
e.g. day
they
prey
steak
great
eight
weight
ear sound “eer”
e.g. cheer
rear
smear
fearless
disappear
endearing
nuclear
on
sound “n”
(ending)
e.g. list’n
cotton
dragon
talon
prison
horizon
abandon
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Write one more word for each list.
d) Copy these words and write their opposite (antonym) from the list:
predator, front, scared, appear.
e) Fill in the correct “ay” sound for these words. (Choose from ay, ai, a-e, a, ey, ea, ei.)
av __ lable, r __ dius, concentr __ t __ , disarr __ , c __ pable, v __ n,
n __ ghbor, unbr __ kable, ob __ , v __ gue.
f)
Imagine you are creating a crossword. Choose any three list words and write clues
for them.
g) The ‘n ending can sometimes be spelled as “ain” as in mountain, or “ian” as
in magician. Add the correct ending to each of these words.
barg __ , cert __ , amphib __ , venet __ , Russ __ ,
fount __ , porcel __ , mortic __.
h) Make two smaller words out of each of these words: disappear, endearing,
abandon and nuclear. (You can use the letters more than once and in any order.)
i)
Write out the word(s) in bold in this week’s Our Loopy Language.
j)
Copy these sentences out exactly and fill appropriate list words into the spaces.
As _____ knew the consequences of a _____ war would be bad for the
Universe, the three friends felt a _____ _____ had _____ed from their hearts
when _____ were told that most humans had _____ed their _____ weapons.
k) Measure 14 lines in your book and list all the letters of the alphabet (e.g. A-Z listing.
See the Student Reference List for instructions.) Now, find a word beginning with
each letter that contains any “ay” sound, e.g. a - amazing, b - baby, and so on.
For the harder letters like x, z, q and v, just choose words with that letter in them,
e.g. z - crazy.
Our Loopy Language:
The “ay” sound can sometimes be made with “et” as in
ballet, buffet, beret, bouquet and ricochet.
Page 36
Unit 26
Book 2
j
sound “j”
e.g. june
jungle
junior
jewels
journal
Jupiter
junction
ere
er
sound “eer”
e.g. cheer
in
interfere
severe
serious
exterior
bacteria
mysterious
sound “n”
(ending)
e.g. list’n
satin
raisin
coffin
margin
penguin
mannequin
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Write the words in the “eer” sound list in alphabetical order.
d) The “x” sound can be made with “x” (mixture), “ks” (tanks), “cs” (lyrics), “cks”
(attacks), “cc” (accent) and “xc” (excess). Add the correct letters to these words:
gala __ y, barra __ , athleti __ , gymnasti __ , e __ pose, e __ el,
su __ eed, hammo __ , itali __ , specifi __ , e __ perience, e __ pect.
e) To convert a noun to an adjective, extra letters may be added, e.g. bacteria /
bacterial or the end may be changed altogether, e.g. circle / circular. Match the
following nouns with their correct adjective:
NOUNS: mystery, margin, severity, fortune, suburb, triumph, bravado,
law, voice, squalor.
ADJECTIVES: severe, legal, mysterious, squalid, vocal, marginal, suburban,
fortunate, brave, triumphant.
f)
Write out the word(s) in bold in this week’s Our Loopy Language.
g) Copy these sentences out exactly and fill appropriate list words into the spaces.
“So let me get this straight,” said Firffy, “Humans are buried in a _____,
they put _____ clothes on a fake human called a _____, wear _____
around their necks, read _____s
and their next stop in space is _____?”
E A
R
L
Y
“I believe so,” confirmed Murfee.
h) This is a skeleton crossword.
Using any list word, make one of your own.
A
E
S
A
T
H
E
I
R
Our Loopy Language:
The “eer” sound can also be spelled “ier” as in pier, tier, cashier and fierce;
or “eir” as in weird, and “ir” as in delirious and souvenir.
Page 37
Unit 27
Book 2
g
sound “j”
e.g. june
s
genius
legend
vegetable
digital
apology
geography
sound “s”
e.g. this
nasty
roster
buses
promise
satisfy
contrast
ion
sound “n”
(ending)
e.g. list’n
caution
relation
expression
invitation
dictionary
destruction
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Write one more word for each list.
d) The “air” sound can be made from “air” (millionaire), “are” (square), “ar”
(parent), “ear” (bear), “ere” (there), “eir” (heir). Put the correct one into these
words: comp __ , questionn __ e, can __ y, __ plane, hect __ ,
premi __ , gl __ , l __ , imp __ , terr __ ium, __ obics.
e) Fill in the correct ’n ending for these words. (Choose from en, on, in, an, ion,
eon, ine.)
dem __ , salm __ , threat __ , pig __ , ambit __ , relat __ , capt __ ,
orig __ , rais __ , determ __ , dung __ , medic __.
f)
Turn these nouns into adjectives by adding a suffix or an ending. (Choose from
ious, able, y, ant, ent, ive, ed, d.) Remember, sometimes letters need to be
added or deleted, e.g. authority / authoritative.
competition, hunger, question, change, mystery, fur, reason, fury,
frenzy, hilarity, luxury, confidence, brilliance, juice, talk, change,
bruise, importance, persistence.
g) Imagine you are creating a crossword. Choose any three list words and write clues
for them.
h) Write out the word(s) in bold in this week’s Our Loopy Language.
i)
Copy these sentences out exactly and fill appropriate list words into the spaces.
“You are a _____ and a _____!” congratulated Cerphi.
“Well thanks Cerph, but I only got us an _____ to the film of the _____ of
the planet Earth,” replied Murfee modestly.
j)
Write a story using any list word as the theme of your story. You may also choose
to use the list word in the title instead. Make your story at least one page in length.
Our Loopy Language:
The “s” in the nouns use, excuse and abuse is pronounced with an “s” sound. When
these words are spoken as verbs, the “s” is pronounced as a “z” sound.
Page 38
Unit 28
Book 2
dge sound “j”
e.g. june
judge
ledge
trudge
gadget
badger
hedgehog
ss
sound “s”
e.g. this
guess
possess
success
classic
distress
passenger
w
sound “w”
e.g. with
woman
women
wonder
wonderful
wither
swarm
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c) Write the list words that are similar in meaning to:
porcupine, fantastic, upset, plod, victory, muse, own.
d) Adverbs add to the meaning of a verb and are often adjectives with “ly” added to
them, e.g. safe / safely. Write the adverbs of these adjectives:
judgmental, possessive, successful, wonderful, graceful, precarious,
strict, precise, obstinate, menacing, profound, solemn.
Put two of the adverbs into sentences.
e) The “h” sound can be made with “h” (hero) and “wh” (who). Add the correct
letters to these:
ex __ ale, __ om, __ olesale, __ avoc, pro __ ibit,
re __ earsal, __ o’s, __ ereditary, in __ ale.
f) Sometimes words have alternative past tense versions, e.g. spoil / spoiled / spoilt.
Write these words and their different past tense versions:
spill, leap, dream, plead, burn.
g) Prefixes: “dis” (e.g. distress) and “des” (e.g. despite) are two similar prefixes.
Choose the correct prefix for each of the words below:
__ perate, __ troy, __ pise, __ agree,
__ gust, __ erve, __ cribe, __ appoint, __ dain.
h) Using the last letter of each of the “w” list words, write six different words.
i)
Write a paragraph of at least six sentences beginning with “Safety lay on the
other side of the river. But we knew, in its depths, it concealed ... ".
j) Write out the word(s) in bold in this week’s Our Loopy Language.
k) Copy these sentences out exactly and fill appropriate list words into the spaces.
“Those _____ are _____ the way they care for all the sick and injured
_____s and _____ s!” exclaimed Firffy admiringly.
l) Referring to the Student Reference List for guidance, write a business letter to
any business (either real or fictional) about any issue at all.
Our Loopy Language:
The “j” sound can sometimes be made with a “gg” as in suggest and exaggerate.
Page 39
Unit 29
Book 2
er
sound “r”
(ending)
e.g. wat’r
offer
performer
discover
surrender
viper
traveler
ce
sound “s”
e.g. this
practice
service
distance
sentence
entrance
announce
wh
sound “w”
e.g. with
which
wherever
somewhere
whisker
whimper
wharf
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Some words can be nouns as well as verbs, e.g. service: You need to service
(verb) your car regularly; The hotel offers their customers a service (noun). Write
out the following words that also fit this category:
offer, traveler, performer, whimper, sentence, entrance, reason, regret,
wound, torture, force, whisker, disturb, disappear, ignore.
Write three other examples of your own.
d) The letter “c” can be sounded as “s” (announce), “k” (discover), “sh” (vicious) or
silent (scissors). Sort these words into columns according to the sound the “c” makes:
predict, receptionist, herbicide, abscess, inexplicable, especially,
financial, musician, seclusion, glacier, scent, science.
e) The “u” sound can be spelled with “u” (interrupt), “o” (discover), “a” (nausea),
or “ou” (country). Write the words below, adding the correct “u” sound:
w __ nder, c __ lor, __ nhealthy, h __ rricane, d __ ble, sod __ ,
camer __ , tr __ stworthy, c __ mpass, c __ rage,
c __ sin, c __ pboard, __ ven, s __ spicious.
f)
Write out the word(s) in bold in this week’s Our Loopy Language.
g) Copy these sentences out exactly and fill appropriate list words into the spaces.
The _____s _____ed they needed plenty of _____ in handling a _____
when a circus _____ _____ed to train them. But Murfee insisted he only
wanted to observe them _____ from a _____.
h) Design an advertisement for any product you like, that you can buy from a shop.
List the advantages, the price and the name of your product. At least one list word
must be included somewhere in your advertisement. Use plenty of color and exciting
words and pictures to attract people’s attention.
Our Loopy Language:
Sometimes “wh” is pronounced with a silent “h” as in whirlwind and overwhelming;
and sometimes with a silent “w” as in whole and wholesale.
Page 40
Unit 30
Book 2
or
sound “r”
(ending)
e.g. wat’r
major
minor
survivor
competitor
radiator
spectator
c
sound “s”
e.g. this
u
circle
century
certain
celebrate
ceiling
cemetery
sound “w”
e.g. with
Equator
language
aquatic
persuade
question
iguana
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c) The ’ry ending of words can be made with “ary” (January), “ery” (cemetery),
“ory” (satisfactory), “ury” (century) or “ry” (chemistry).
Add the correct ending to these words:
mis __ , inj __ , territ __ , scen __ , sal __ , vocabul __ , lux __ ,
ancest __ , rival __ , vict __ , the __ , imagin __.
d) Write a paragraph beginning with “Desert! As far as the eye could see!“
Make your paragraph at least ten lines in length.
e) Write out the word(s) in bold in this week’s Our Loopy Language.
f)
Copy these sentences out exactly and fill appropriate list words into the spaces.
Firffy was certain she saw an _____ in the _____ and tried to _____
Cerphi to teach her lizard _____ so that she could communicate with it.
g) Copy the following word family table and the examples given. Fill the missing
members of each word family into the correct spaces. Check the Student
Reference List or a dictionary for definitions of nouns, verbs and so on.
NOUN
VERB
ADJECTIVE
ADVERB
persuasion
persuade
persuasive
persuasively
competitor
compete
competitive
competitively
talkative
entertainingly
embarrass
collective
creation
triumphant
consider
imaginative
Our Loopy Language:
The “our” ending of some words becomes “or” when letters (suffixes) are added:
four / forty, glamour / glamorous
Page 41
Unit 31
Book 2
ar
sound “r”
(ending)
e.g. wat’r
sugar
collar
similar
regular
caterpillar
familiar
st sc
sound “s”
e.g. this
glisten
fasten
jostle
scene
muscle
scissors
v
sound “v”
e.g. very
level
volume
fever
savage
advance
universe
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Using as many of the list words as you can, write a sentence that makes sense.
d) What are the two silent letters in the “s” sound list words? Write the following
words out and circle the silent letter in each:
answer, receipt, psychology, young, knowledge, autumn, doubt,
effervescent, discipline.
e) Which list words rhyme with fossil, mussel, bean, beaver and porridge?
(Note: The spelling can be different.)
f)
Which list words look like they should rhyme with these but don’t?
hasten, ever, rage.
g) Some words are spelled with a single “l” (similar) and some have a double “ll”
(collar). Write these words, adding the correct letter/s to each:
signa __ , scro __ , a __ ergy, me __ ow, labe __ ,
sate __ ite, mi __ ennium, ba __ ance, gi __ s,
co __ apse, hi __ arious, co __ ide.
h) The “y” (or “yoo”) sound can be made with a “y” (your), “i” (soldier), “u” (use)
and “ue” (continue). Write the correct letter blend for these words:
can __ on, __ ogurt, mill __ on, __ nion,
d __ ty, disp __ te, tiss __ , on __ on.
i)
Write out the word(s) in bold in this week’s Our Loopy Language.
j)
Copy these sentences out exactly and fill appropriate list words into the spaces.
“I really believe the _____s on Earth are the most _____d in the _____,”
Murfee observed. “They aren’t _____, they have well developed _____s
and their metamorphosis into butterflies is _____ to that of humans
turning into angels when they die.”
Our Loopy Language:
The “s” sound is sometimes seen as “ps” where the “p” is silent:
as in psyche, psychology, psychic, psychiatrist and psychopath.
Page 42
Unit 32
Book 2
sound “r”
ure (ending)
e.g. wat’r
capture
failure
pleasure
fracture
closure
departure
se
sound “s”
e.g. this
ve
corpse
dense
response
glimpse
expense
sound “v”
e.g. very
sensitive
forgive
involve
achieve
attractive
defensive
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
When adding “ing” to most words ending in “e”, the final “e” is dropped,
e.g. make / making. Add “ing” to these words and then write three words of your
own with this suffix.
fracture, capture, glimpse, practice, forgive, involve.
d) Here are some words with more than one “s” sound, e.g. essence. Fill in the
correct letters. (Choose from s, ss, c, ce, se, cc.)
ne __ e __ ary, a __ be __ to __ , pe __ imi __ tic, ab __ en __ ,
__ o __ iety, ac __ e __ ible, li __ en __ , __ ub __ tan __.
e) To convert a noun to an adjective sometimes involves reducing the word or
deleting some end letters, e.g. attractiveness / attractive, density / dense. Write
the following nouns and their adjectives:
invisibility, legality, desolation, eeriness, devastation,
cleanliness, fatality, wisdom, justice, durability,
peculiarity, ineptitude, loneliness, business.
f)
Write out the word(s) in bold in this week’s Our Loopy Language.
g) Using a list word as your theme, design a poster advertising an event, place,
activity or exhibition. Use plenty of color, pictures and exciting words to attract
people’s attention. (Refer to the Student Reference List as a guide on posters.)
Our Loopy Language:
The “ise” makes an “ize” sound in compromise,
in expertise it is “eez” and in paradise it is “ice”.
Page 43
Unit 33
Book 2
er or
sound “r”
(ending)
e.g. wat’r
odor
harbor
fiber
specter
liter
milliliter
oa
sound “oa”
e.g. coast
boast
hoax
cocoa
bloated
poach
approach
d
sound “d”
e.g. doing
model
pedal
medal
wooden
consider
anybody
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c) Write two more words for each list.
d) Fill in the correct ’r ending for these words. (Choose from er, or, ar, ure, re, or.)
conqu __ , li __ , pol __ , diamet __ , glam __ , rum __ ,
vult __ , medioc __ , og __ , govern __.
e) The past tense of some words are pronounced “boast-ed” and others are
pronounced without saying the “e”, e.g. pedaled. Sort the following words into
two groups according to their pronunciation:
f)
controlled, modeled, impelled, attempted, dotted, considered, bloated,
wretched, rotted, indebted, traveled, sagged, jogged, alluded.
Anybody is a compound word made from two complete words joined together to
make a new word (any+body). Create eight compound words from this assortment:
snow, quake, pea, tree, play, room, barrow, where, every, ground,
house, earth, wheel, one, class, some.
g) Write out the word(s) in bold in this week’s Our Loopy Language.
h) Copy these sentences out exactly and fill appropriate list words into the spaces.
“It is no _____ that every _____ of water in that _____ has a bad _____
due to the pollution,” whispered Cerphi. “Would _____ here _____ not
emptying their waste into it I wonder?”
i)
Write a conversation between Murfee, Cerphi, Firffy where they discuss their
impressions of Earth life. Each alien should say at least three things each.
Check the Student Reference List for conversation punctuation rules.
Our Loopy Language:
Spelling differences around the world: Many words that end with “er” in the United
States are spelled with “re” in Australia and the United Kingdom: millimeter / millimetre,
centimeter / centimetre, kilometer / kilometre, liter / litre, luster / lustre,
somber / sombre, fiber / fibre, meager / meagre, specter / spectre.
Page 44
Unit 34
Book 2
ent
sound “nt”
(ending)
e.g. differ’nt
ow
recent
confident
argument
continent
experiment
intelligent
sound “oa”
e.g. coast
dd
owe
elbow
below
borrow
growth
own
sound “d”
e.g. doing
riddle
trodden
addict
addition
additive
paddock
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Which two list words have exactly the same letters in them?
d) Copy these words and write their opposite (antonym) from the list:
subtraction, above, nervous, lend.
e) Rewrite these words, adding “t” or “tt” for the missing sound:
slep __ , exi __ , co __ age, a __ emp __ , a __ i __ ude, bri __ le,
liber __ y, in __ en __ , ba __ ery, ma __ ress.
f)
Match the meanings below with these unusual “t” sound words:
debt, subtle, receipt, ptarmigan, pterodactyl, Thames, Thomas.
- Written acknowledgement that you have received something.
- A dinosaur.
- A bird.
- The name of a river in London.
- A boy’s name.
- Hardly noticeable.
- When you owe somebody something.
g) Write a paragraph beginning with “The witch narrowed her eyes, raised a crooked
finger menacingly at us and began reciting an evil spell”. Make your paragraph at
least 10 lines in length.
h) Write out the word(s) in bold in this week’s Our Loopy Language.
i)
Copy these sentences out exactly and fill appropriate list words into the spaces.
The three visitors discovered that on most _____s there have been _____
_____s that there are far too many _____s in processed food these days.
Our Loopy Language:
Some words with an “oa” sound are made with “ot” where the “t” is silent.
E.g. depot, tarot, escargot, potpourri.
Page 45
Unit 35
Book 2
ant sound “nt”
e.g. differ’nt
tolerant
hesitant
observant
reluctant
pageant
brilliant
o-e sound “oa”
e.g. coast
clothes
drone
oppose
suppose
envelope
telephone
or
sound “or”
e.g. for
report
flora
forever
forward
fortunate
forlorn
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
What are the meanings of flora and fauna?
d) Put all the “or” words into alphabetical order.
e) The word “clothes” is plural and has no singular version. Here are some clues for
other words like this:
- People wear these to see better.
- You put these on by putting your legs through two holes.
- You need this to purchase things.
- You wear these to protect your eyes under water.
f)
To turn an adjective (which describes a noun) into an adverb (which describes a
verb), the suffix “ly” can be added, e.g. There was a sudden (adjective)
movement;He moved suddenly (adverb). Convert these adjectives to adverbs:
reluctant, brilliant, fortunate, forlorn, jealous, profound, vigorous,
supportive, solemn, unique, wasteful, watchful, vehement,
unbelievable, slow, worried, absurd, curious, firm, humorous.
Where an adjective ends in “y”, the “y” is changed to an “i” and then “ly” is
added. e.g. ordinary / ordinarily. Convert these words to adverbs: steady, wary,
dreary, sturdy, temporary, happy, greedy, easy, hungry, temporary.
g) Write out the word(s) in bold in this week’s Our Loopy Language.
Our Loopy Language:
Words that end in “iant” include radiant, deviant, valiant and luxuriant.
Page 46
Unit 36
Book 2
ire
sound “ire”
e.g. wire
sound “oa”
e.g. coast
o
inquire
entire
require
perspire
attire
empire
oval
local
total
ghost
mobile
hello
“aw”
aw sound
e.g. prawn
prawn
sprawl
lawyer
strawberry
drawer
awesome
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Write one more word for each list.
d) To make the opposite of a word the prefix “im” (possible / impossible), “un”
(imaginative / unimaginative) or “in” (justice / injustice) can be added in front of it.
Write the correct prefix in front of each of these words:
__ flexible, __ human, __ possible, __ sane, __ deniable,
__ controllable, __ secure, __ mortal, __ moral, __ pure, __ proper,
__ imaginative, __ easy, __ offensive.
e) The “o” sound can be spelled as “o” (stopped), “oa” (don’t), “oo” (to) and “u” (son).
Sort these “o” words into columns according to the sound the “o” makes in them:
emotion, London, woman, cargo, prominent, continue, constant,
affront, wolf, encompass, profile, gross, offend, accompany.
f)
Write all the list words that are verbs in the past tense, e.g. sprawl / sprawled.
g) Write three sentences or more that include the phrase “crashing thunder and
splintering lightning bolts”.
h) Write out the word(s) in bold in this week’s Our Loopy Language.
i)
Copy these sentences out exactly and fill appropriate list words into the spaces.
"Why do you suppose it is _____d that the _____ population says “_____”
when they answer a _____ phone?” _____d Cerphi.
j)
Referring to the example given in the Student Reference List, create a full
crossword that fits into a 5 centimeter square grid, using at least two of the list words.
Our Loopy Language:
The letter blend “eau” can be pronounced “oa” as in chateau and bureau or
"oo” as in beautiful, beautify and beauty.
Page 47
Unit 37
Book 2
ir ier
sound “ire”
e.g. wire
spiral
environment
drier
pliers
fiery
oe
sound “oa”
e.g. coast
toes
woe
foe
hoed
heroes
floe
ore sound “or”
e.g. for
implore
foresight
adore
carnivore
herbivore
omnivore
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c) Fill in the correct “oa” sound for these words. (Choose from oa, ow, o-e, o, oe,
ough.)
l __ cust, intr __ duction, d __ , l __ the, lawnm __ er, bill __ , expl _ d _ ,
impl _ d _ , tornad __ s.
d) Add the correct suffix “able” (adorable) or “ible” (eligible) to these words:
horr __ , terr __ , avail __ , invis __ , amic __ , ed __ , irrevers __ ,
inevit __ , inexplic __ , compat __.
e) The “r” sound can be made with “r” (heroes), “rr” (erratic), “wr” (awry) or
“rh” (rhinestone). Write these words with the correct letters:
utte __ ed, ba __ el, a __ ival, emba __ ass, __ apped, __ ist, autho __ ity,
manda __ in, __ ythm, a__ id, __ yme, co __ espond.
f) When turning a word ending in “o” into a plural, “s” (pianos), or “es” (heroes) is
added. In some cases (halo / halos / haloes) both endings are acceptable. Use the
dictionary to find the plurals of:
mosquito, volcano, tomato, potato, tornado, domino.
g) The adjective for describing things about Ireland is “Irish”. Write the adjectives for:
Japan, China, Mexico, Sweden, Indonesia,
Germany, Poland, South Africa, Spain.
h) Write out the word(s) in bold in this week’s Our Loopy Language.
i) Copy these sentences out exactly and fill appropriate list words into the spaces.
“I just adore the _____s in this _____,” enthused Firffy.
“Oh don’t be too hard on the _____,” _____d Murfee. “They’re just being
themselves.”
j) Design a poster about our planet that Murfee, Cerphi and Firffy can take home to
Arixion. Include plenty of different things about Earth life in pictures and words.
Our Loopy Language:
“Ure” makes an “or” sound in sure, but in other words it can make a “ewer” sound as in
pure, failure, mixture, caricature, manicure and immature.
Page 48
Unit 38
Book 2
ar
sound “ar”
e.g. garden
et
artist
starve
article
harmful
pharmacy
Antarctica
sound “t”
e.g. trump’t
magnet
secret
wallet
bracket
racquet
pamphlet
“or”
our sound
e.g. for
court
course
source
fourth
mournful
pour
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Write the homophones of fourth, course and racquet.
d) Write a paragraph beginning with “The dungeon door clanged with dreadful
finality behind me. As my eyes grew accustomed to the dimness, to my horror
I saw my cellmates”. Make your paragraph at least ten lines long.
e) Here are some clues for words that contain the “ph” blend ("f” sound), e.g. words
like pharmacy and pamphlet. Write the words out along with their clue.
- A prize you take home for winning something.
- An irrational fear about something.
- A disaster.
- The story of a person’s life.
- A prediction.
f)
Write out the word(s) in bold in this week’s Our Loopy Language.
g) Copy these sentences out exactly and fill appropriate list words into the spaces.
“Most Earth creatures would _____ in _____ due to the lack of many
_____s of food and of _____ the intense cold would be very _____ as
well,” Murfee thought to himself.
h) Design a grid 10 centimeters across and 10 centimeters down and make a word
search including at least 10 list words. (See the Student Reference List for guidance
on word searches.)
i)
Antarctica is a proper noun and needs a capital letter as it is the name of a place.
Write the names of eight other places in the world that are all proper nouns
requiring capital letters.
Our Loopy Language:
The “et” is pronounced ‘t in billet, “ay” in ballet and “et” in minuet.
Page 49
Unit 39
Book 2
a
sound “a”
e.g. cat
answer
example
staff
banana
it
sound “t”
(ending)
e.g. trump’t
ar
merit
deposit
credit
orbit
permit
biscuit
sound “or”
e.g. for
award
awkward
wart
swarm
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c) Which list words rhyme with hoard, laugh, fort, storm, dancer and ferret?
(Note: The spelling can be different.)
d) Which list words look like they should rhyme with these but don’t?
guard, start, farm, pursuit.
e) Turn these nouns into adjectives by adding the correct suffix. (Choose from al, ic, ng,
ous, ial.) Remember, sometimes extra letters need to be added, left off or changed:
f)
comic, danger, adventure, romance, symbol, energy, amazement,
universe, benefit, critic, intrigue, scene, system, menace, maniac,
disaster, center, origin, distress, essence.
The ’d ending on a word can be made with “ard” (awkward), “id” (sordid), “ad”
(ballad) or “ed” (deposited). Add the correct ending to these words:
doubt __ , tim __ , wretch __ , orch __ , orch __ , cow __ , want __ ,
sal __ , attempt __ , leop __ , haz __ , sol __ , hum __ , val __ , frett __.
g) Write out the word(s) in bold in this week’s Our Loopy Language.
h) Copy these sentences out exactly and fill appropriate list words into the spaces.
“Well this is a classic _____ of food here I’d say,” remarked Cerphi,
looking at the meal set out for them. “_____ _____ s, _____ milkshakes
and _____ sandwiches.’
“Yes,” _____ed Firffy. “It’s _____ edible, if you close your eyes and hold
your breath.” As it was _____ time for them to leave forever, they didn’t
really mind eating it.
i)
Using one of the list words as a theme or in the title, write and illustrate a short
story suitable for 5 or 6 year old children. (You can borrow a theme from a book
you once read if you are stuck for ideas.)
Our Loopy Language:
Even though some words beginning with “al” often mean “all”, they hardly ever have a
double “ll” spelling: already, alright, almost, always, altogether, although, albeit.
Page 50
Unit 40
Book 2
a au
sound “a”
e.g. aunt
laughter
draft
“t” (ending)
ate ute sound
e.g. trump’t
adequate
certificate
fortunate
minute
sound “aw”
au e.g.
autumn
autumn
author
autograph
astronaut
audience
dinosaur
a) Copy the list words out into three columns as above. Write the sound (in bold) in
a different color, or underline it.
b) Put any ten list words into sentences.
c)
Fill in the correct “or” sound for these words. (Choose from or, ore, our, ar, oor.)
t __ ment, ch __ tle, m __ n, wh __ f, d __ , rest __ , r __ r.
d) Write out the word(s) in bold in this week’s Our Loopy Language.
e) Copy these sentences out exactly and fill appropriate list words into the spaces.
As they roared away from Earth in their spaceship, Firffy wondered
aloud, “Why did everyone in the _____ want the _____ of that _____ and
that _____?”
"I think it must be some kind of _____ that they can use,” speculated
Murfee. The others nodded as they watched with some sadness as the
lovely blue planet became smaller and smaller in the vast wilderness
of space.
f)
Write a poem with a minimum of eight lines using at least one list word. See the
Student Reference List for notes about poems.
Our Loopy Language:
The letter blend “ute” has a ’t sound in minute, in chute it is “oot", in cute it is “yoot”,
and the “ut” in debut is “yoo”.
Page 51
Answers
Book 2
There may be more than one correct answer to many of the exercises, so it is up to the
teacher’s discretion when marking each individual effort.
Unit 1
c) preferable, profitable, accessible,
responsible, sensible, remarkable,
enjoyable, resistible.
e) valley, reverse, ask, nervous.
f) ask, talk, skiing, reverse, concern, prefer.
g) hopeless, hopeful, heartless, successful,
loveless, colorful, colorless, cheerful,
cheerless, cloudless, restful, restless,
tasteful, tasteless, beautiful, graceful,
graceless.
h) gills: they aren’t found on the
human body.
k) Murfee and Cerphi walked a kilometer
from their spaceship and came to a
lovely green valley. At the bottom of it
there was a scary skeleton that made
Murfee very nervous.
Unit 2
c) stirred / heard.
e) season, grease, bleach, disease,
reasonable, appeal, feature.
f) early, release, peaceful.
g) herd
h) The leaves on a tree; She leaves the room.
j) Murfee and Cerphi thought Earth was
a peaceful planet before they arrived.
But when they visited a school they
each got a stomach ache watching the
children fight with each other.
Unit 3
d) trickling, buckling, purchasing,
crackling, surfacing, aching, leaving,
releasing, surprising, choosing, deleting.
e) all the “ine” words, surface, further,
disturb.
f) police, all the “ine” words, surface,
purchase.
g) commence, residence, glimpse,
immense, experience, nonsense,
suspense, impulse, substance,
annoyance, expanse.
j) On Saturday Murfee and Cerphi saw
the police checking out a cracked
window in a house wondering if
someone had broken into it. Then they
sat down and ate a sardine sandwich
before investigating further.
Page 52
k) 16,1,3,11,1,7,5;
19,21,2,13,1,18,9,14,5;
19,16,5,3,11,12,5,4.
Unit 4
c) spaghetti; honest, dinghy, ghost.
d) conserve, refer, squirm, worst,
premiership, yearn, world.
e) bacterium, millennium, phenomenon.
f) happiness, friendliness, business,
emptiness, clumsiness, liveliness,
tidiness, laziness.
h) “Do we eat spaghetti?” queried Murfee.
Cerphi replied, “While we’re on this
journey, I guess we’re likely to eat
food worse than that.”
c)
d)
e)
f)
Unit 5
e, i-e, i.
choice, belief, achievement.
shield, relieve, rescue, secrete.
replied, applied, denied, pacified,
rectified, quarried, accompanied.
g) accuse, accurate, choir, client, occasion,
chrome, acknowledge, conquest, mystique.
h) exactness, looseness; length, wisdom,
warmth, freedom, strength, secrecy,
readiness, weakness, pride, satisfaction,
activity, absence.
Unit 6
d) through
e) I refuse to go; The refuse was
thrown away.
h) he’s, she’ll, he’d, they’ve, you’re,
won’t, aren’t.
i) threw, brought, fed, fought, knelt, left,
trod, caught, fled, lit, spun, felt.
j) all the words ending in “ew”, sign and
design, repair, repeat, clone.
k) vertical, absurd, worship, urgent,
courteous, rehearse, earn or urn, eternity,
circumference, surgery, glamorous.
m) "I refuse to keep repeating myself
Cerphi,” stated Murfee crossly. “You
purposely threw that cashew nut at
that gnome, and that wasn’t nice!"
Answers
Book 2
They were willing to peer through a
glass case at them, but were afraid of
getting a nasty wound if they were stung.
Unit 7
d) gluing, arguing, pursuing, rescuing,
valuing, continuing, queuing,
intriguing, cuing.
e) bravely, usually, angrily, foolishly,
immediately, anxiously, continuously,
innocently, desperately.
f) lonelier / loneliest, friendlier /
friendliest, chillier / chilliest, furrier /
furriest, prettier / prettiest, juicier /
juiciest, stealthier / stealthiest.
h) Cerphi declared wearily, “If you
continue to argue with me about
the value of that gold statue in the
museum, Murfee, I will scream!”
Murfee looked sulky.
Unit 8
c) new, seas, sealing.
d) ceiling, deceit, knuckle, knack,
knowledge, fluid, marsupial, Jupiter,
influence.
e) annoyed, agreed, buried, cut, spun,
shrugged, tripped, spent, hit, was,
electrified, lay or lied, expelled, traveled.
f) seizing, receiving, knuckling,
acknowledging, influencing.
h) the ceiling’s paint, the door knob’s
shine, many influences, the marsupial’s
pouch, he seizes the cat’s tail.
Unit 9
c) A nasty wound; He wound up the toy.
d) mystery, gypsy, kerosene, enamel, retrieve.
f) would’ve, shouldn’t, couldn’t, could’ve,
should’ve, wouldn’t.
g) stampeded, schemed, assisted, figured,
wounded, toured.
i) touch (u), smoulder (o), soul (oa),
doubt (ow), astounded (ow), enough
(u), poultry (o), country (u), meticulous
(u), bouquet (oa).
j) figuring, pursuing, stampeding,
scheming, releasing, believing,
achieving, refusing, receiving, arguing,
gluing, acknowledging.
l) Murfee and Cerphi knew that
centipedes were extremely venomous
and were very timid around them.
c)
d)
e)
f)
Unit 10
brews
He wore a suit; That doesn’t suit me.
refund, suit, bruise.
proofs, leaves, knives, wharfs or
wharves, lives, beliefs, wolves, cliffs, chiefs,
hoofs or hooves, elves, handkerchiefs.
h) refrigerator, telephone, airplane,
bicycle, video cassette recorder, digital
video disc, compact disc, automated
teller machine.
i) sympathetic, suitable, perform, symbol,
nuisance, proof, justify.
k) Murfee and Cerphi enjoy eating juicy
fruit although they find it a nuisance
to spit grape seeds out all the time. But
it is a mystery to them why we humans
don’t eat the skins of bananas and
water melons.
c)
d)
e)
f)
Unit 11
conclude, enemy, difficult.
suffer, event, expect.
eye, noon, radar, deed, refer.
conclusion, delusion, intrusion, allusion,
erosion.
i) Murfee and Cerphi did not want to
intrude on the lives of humans or make
their lives difficult in any way, but they
did expect a certain level of
cooperation in their effort to understand
how life on Earth really works.
Unit 12
c) furious, dolphin, dread.
d) unhealthy, unpleasant, unhappy,
uninteresting, unfit, unworthy,
unrecognizable, unemployed.
e) pursuit, contribute, conclusion, beautiful,
lieutenant, boulevard, souvenir.
f) measurement, amusement, treatment,
argument, harassment, establishment,
commitment, advertisement.
h) Murfee and Cerphi had a big argument
about who would swim with the dolphin.
Murfee was furious because Cerphi
leaped into the pool first without asking
him if he could.
Page 53
Answers
Book 2
i)
H
P
L
E
A
L
T
H
D O
L
P
H
I
E
A
S
A N
T
T
R O P
H
Y
N
Y
Unit 13
c) buried, lead or led, telescope, anyone,
efficient, stealth, sweat, medicine,
friend, certain, leopard.
d) denied, magnified, canceled, quarreled,
channeled, typed, rhymed, styled.
e) Type a letter; What type of insect is that?
stile: a set of steps or rungs set in a
fence or wall that allows people to
pass through.
f) fallen, frozen, rung, drunk, sung, risen,
spoken, driven, written, forgotten.
g) train: the others all run on roads.
i) addition, competition, subtraction,
multiplication, action, vibration,
immigration, beautification, magnification.
k) Cerphi thought it was amazing when
an angel handed him a magazine
with a picture of a zebra eating a
lizard on the front page.
Unit 14
d) Stalactites grow from the roof and have
to cling tight to it. Stalagmites grow
from the cave floor and might one day
reach the roof!
e) impolite, impossible.
f) scene, ascend, descend, discipline, scent.
Unit 15
c) seas, does, lightening.
d) delightful, wonderful, hurtful, careful,
peaceful, plentiful, tearful.
e) believable, musical, creative, talkative,
secretive, nervous, argumentative,
valuable, troublesome.
f) frightful, twilight.
h) During the storm, Murfee and Cerphi
saw a boat capsize in the huge seas
when a mighty wave struck it. Lightning
lit up the sky and the dorsal fins of
sharks circling the boat would have been
a fatal sign for any people struggling
in the water.
Page 54
Unit 16
c) It is made of iron / to iron the clothes;
we must reserve that seat / a tract of
land set aside for special flora or fauna.
d) wasn’t, hasn’t, isn’t, won’t, they’re, she’s,
it’s, they’d, you’ve.
e) peril, squirrel, tentacle, special, vehicle,
icicle, magical, symbol, tranquil, artificial.
f) (council), weevil, daffodil, gerbil, pilot.
g) scissors, dessert, possess, dissolve.
i) After eating a steady diet of weevils,
Murfee was amused that Cerphi’s
clothes didn’t fit him any more.
Unit 17
c) tassel, science, buses, asbestos,
passenger, fascinated, dismiss, address,
ascertain, scientist, decimal, certificate.
f) “What a surprise!” Murfee exclaimed.
“I suppose it was Cerphi who has
been washing the cushions. Well
done. “Yes,” replied Cerphi. “I needed
the exercise! Your praise is welcome.
Unit 18
c) Be patient; A patient in a hospital.
d) competition, beginning, section.
e) create, direct, situate, translate, oppose,
detain, negotiate.
f) commercial, shrug.
g) the “t” (sh) list.
i) tension, mansion, condition, expulsion,
detention, opposition, translation,
suspension, vibration, extension.
Unit 19
c) tombstone, chef, aggravate, climb,
snuggle, brochure.
d) concrete (k), chemicals (k), vaccine (ks),
celery (s), decent (s), machete (sh),
associate (sh), charity (ch), ascending
(s), launch (ch), discipline (s), frantic (k),
cello (ch).
i) “So let me get this straight, Cerphi,”
ventured Murfee. “A plumber fixes the
pipes, a chef cooks food, they put a
tombstone on a grave, a musician
plays music and an accountant handles
financial matters.”
“You got it,” confirmed Cerphi.
Answers
Book 2
Unit 20
c) guessed
d) reindeer, sheep, trout, piranha.
e) sh: session, recession, concession,
assurance, pressure, obsession;
s: assess, missile, stressful, recess,
possess, classic.
g) “I just had a salmon with sugar on
it and it tasted great,” Murfee told
Cerphi. “Ugh!” responded Cerphi,
“Sounds horrible.”
h) The aliens tolerated most of the
strange things they encountered
on our interesting planet, but they
naturally avoided poultry farms
because they had feathered relatives
at home on Arixion.
Unit 24
Unit 22
c) famous, amazing, favorite, cheerful,
sheer, golden, rotten, forgotten.
d) platypus, tetanus, monotonous,
ridiculous, anonymous, census, thermos,
prejudice, diagnosis, iris.
e) light / lit, weep / wept, fight / fought,
seek / sought, speed / sped, tread /
trod, leave / left, kneel / knelt, is / was,
bleed / bled, say / said, lie / lay, buy /
bought, bring / brought.
f) swim / swam / had swum, lie / lay /
have lain, sew / sewed / has sewn,
shake / shook / had shaken, take / took
/ has taken, go / went / had gone, do /
did / have done, eat / ate / has eaten,
write / wrote / have written.
i) A cheerful man who thought it was
amazing to have extraterrestrials visit
his hotel made his favorite bacon
omelette for the occasion.
Unit 23
d) predator / prey, front / rear, scared /
fearless, appear / disappear.
e) available, radius, concentrate, disarray,
capable, vein or vain, neighbor,
unbreakable, obey, vague.
g) bargain, certain, amphibian, venetian,
Russian, fountain, porcelain, mortician.
j) As they knew the consequences of a
nuclear war would be bad for the
Universe, the three friends felt a great
weight had disappeared from their
hearts when they were told that most
humans had abandoned their
nuclear weapons.
Unit 21
c) delay, decay, display, attach, wrench,
control, continue.
h) continued, attached, hoped, wrenched,
delayed, believed, displayed, decayed,
pleased, deleted.
i) appoint, poisonous, royalty, turmoil,
decoy, avoid, hoist, employment, voyage, loiter, embroil, ploy, saveloy.
k) Murfee, Cerphi and Firffy thought it was
obvious that if humans continued to
eat chocolate products there’s a
chance that their teeth will decay.
c) failure, stitch, hatch, switch, scratch,
stretch, wasp, squash, wallaby, quarrel,
quality, quantity.
e) quarrel, afraid, squash, straight, afraid.
f) wasp, squash, afraid, complain, hatch.
g) stitch, hatch, switch, scratch, stretch,
squash, quarrel.
h) salt, wallet, wash, squat.
j) Murfee didn’t like to complain about
the quantity of wasps he saw in the
city, but he was afraid he would have
to, or go straight off to the country
where there weren’t as many.
c) donation, indication, aggravation,
authorization, calculation, declaration,
investigation, irrigation, laceration,
pollution, separation, vibration,
medication.
d) powerful, tower, account, allowance,
discount, without, drowsy, cower,
surround.
e) vault, assault, sausages, auction.
Unit 25
Unit 26
c) bacteria, exterior, interfere, mysterious,
serious, severe.
d) galaxy, barracks, athletics, gymnastics,
expose, excel, succeed, hammocks,
italics, specifics, experience, expect.
e) mystery / mysterious, margin / marginal,
severity / severe, fortune / fortunate,
suburb / suburban, triumph /
Page 55
Answers
Book 2
triumphant, bravado / brave, law /
legal, voice / vocal, squalor / squalid.
g) “So let me get this straight,” said Firffy,
“Humans are buried in a coffin, they
put satin clothes on a fake human
called a mannequin, wear jewels
around their necks, read journals and
their next stop in space is Jupiter.”
“I believe so,” confirmed Murfee.
Unit 27
d) compare, questionnaire, canary,
airplane, hectare, premiere, glare,
lair, impair, terrarium, aerobics.
e) demon, salmon, threaten, pigeon,
ambition, relation, caption, origin,
raisin, determine, dungeon, medicine.
f) competitive, hungry, questionable,
changeable, mysterious, furry,
reasonable, furious, frenzied, hilarious,
luxurious, confident, brilliant, juicy,
talkative, changeable, bruised,
important, persistent.
i) “You are a genius and a legend!”
congratulated Cerphi.
“Well thanks Cerph, but I only got us
an invitation to the film of the
geography of the planet Earth,”
replied Murfee modestly.
Unit 28
c) hedgehog, wonderful, distress, trudge,
success, wonder, possess.
d) judgmentally, possessively, successfully,
wonderfully, gracefully, precariously,
strictly, precisely, obstinately, menacingly,
profoundly, solemnly.
e) exhale, whom, wholesale, havoc,
prohibit, rehearsal, who’s,
hereditary, inhale.
f) spill / spilled / spilt, leap / leaped /
leapt, dream / dreamed / dreamt,
plead / pleaded / pled,
burn / burned / burnt.
g) desperate, destroy, despise,
disagree, disgust, deserve, describe,
disappoint, disdain.
k) “Those women are wonderful the
way they care for all the sick and
injured badgers and hedgehogs!”
exclaimed Firffy admiringly.
Page 56
Unit 29
c) offer, whimper, sentence, entrance
(e.g. I was entranced with the sight.),
reason, regret, wound, torture, force.
d) s (receptionist, herbicide, glacier),
k (predict, inexplicable, seclusion),
sh (especially, financial, musician), silent
(abscess, scent, science).
e) wonder, color, unhealthy, hurricane,
double, soda, camera, trustworthy,
compass, courage, cousin, cupboard,
oven, suspicious.
g) The travelers discovered they needed
plenty of practice in handling a viper
when a circus performer offered to
train them. But Murfee insisted he only
wanted to observe them somewhere
from a distance.
Unit 30
c) misery, injury, territory, scenery, salary,
vocabulary, luxury, ancestry, rivalry,
victory, theory, imaginary.
f) Firffy was certain she saw an iguana in
the cemetery and tried to persuade
Cerphi to teach her lizard language so
that she could communicate with it.
g) NOUN
VERB
ADJECTIVE
ADVERB
persuasion
competition
talk
entertainment
embarrassment
collection
creation
triumph
consideration
imagination
persuade
compete
talk
entertain
embarrass
collect
create
triumph
consider
imagine
persuasive
persuasively
competitive
competitively
talkative
talkatively
entertaining entertainingly
embarrassing embarrassingly
collective
collectively
creative
creatively
triumphant
triumphantly
considerate
considerately
imaginative
imaginatively
Unit 31
d) t and c. answer, receipt, psychology,
young, knowledge, autumn, doubt,
effervescent, discipline.
e) jostle, muscle, scene, fever, savage.
f) fasten, fever, savage.
g) signal, scroll, allergy, mellow, label,
satellite, millennium, balance, gills,
collapse, hilarious, collide.
h) canyon, yogurt, million, union,
duty, dispute, tissue, onion.
Answers
Book 2
j) “I really believe the caterpillars on
Earth are the most advanced in the
Universe,” Murfee observed. “They aren’t
savage, they have well developed
muscles and their metamorphosis into
butterflies is similar to that of humans
turning into angels when they die.”
Unit 32
c) fracturing, capturing, glimpsing,
practicing, forgiving, involving.
d) necessary, asbestos, pessimistic,
absence, society, accessible,
license, substance.
e) invisible, legal, desolate, eerie,
devastated, clean, fatal, wise, just,
durable, peculiar, inept, lonely, busy.
Unit 33
d) conquer, liar, polar, diameter,
glamor, rumor, vulture, mediocre,
ogre, governor.
e) (ed) attempted, dotted, bloated,
wretched, rotted, indebted, alluded;
(d) controlled, modeled, impelled, considered, traveled, sagged, jogged.
f) snowpea, earthquake, treehouse, playground, classroom, wheelbarrow, everywhere, someone.
h) “It is no hoax that every milliliter of
water in that harbor has a bad odor
due to the pollution,” whispered Cerphi.
“Would anybody here consider not
emptying their waste into it I wonder?”
Unit 34
c) elbow and below.
d) subtraction / addition, above / below,
nervous / confident, lend / borrow.
e) slept, exit, cottage, attempt, attitude,
brittle, liberty, intent, battery, mattress.
f) receipt, pterodactyl, ptarmigan, Thames,
Thomas, subtle, debt.
i) The three visitors discovered that on
most continents there have been
recent arguments that there are far
too many additives in processed food
these days.
Unit 35
e) glasses, pants, trousers, jeans or slacks,
money, goggles.
f) reluctantly, brilliantly, fortunately,
forlornly, jealously, profoundly, vigorously,
supportively, solemnly, uniquely,
wastefully, watchfully, vehemently,
unbelievably, slowly, worriedly, absurdly,
curiously, firmly, humorously, steadily,
warily, drearily, sturdily, temporarily,
happily, greedily, easily, hungrily,
temporarily.
Unit 36
d) inflexible, inhuman, impossible, insane,
undeniable, uncontrollable, insecure,
immortal, immoral, impure, improper,
unimaginative, uneasy, inoffensive.
e) o (prominent, continue, constant,
offend); oa (emotion, cargo, profile,
gross); oo (woman, wolf); u (London,
affront, encompass, accompany).
f) inquired, required, perspired, attired,
totaled, sprawled.
i) “Why do you suppose it is required
that the entire population says “hello”
when they answer a mobile phone?”
inquired Cerphi.
Unit 37
c) locust, introduction, dough or doe,
loathe, lawnmower, billow, explode,
implode, tornadoes or tornados.
d) horrible, terrible, available, invisible,
amicable, edible, irreversible, inevitable,
inexplicable, compatible.
e) uttered, barrel, arrival, embarrass,
wrapped, wrist, authority, mandarin,
rhythm, arid, rhyme, correspond.
f) mosquitoes or mosquitos, volcanoes or
volcanos, tomatoes, potatoes, tornadoes
or tornados, dominoes or dominos.
g) Japanese, Chinese, Mexican, Swedish,
Indonesian, German, Polish, South
African, Spanish.
i) I just adore the herbivores in
this environment,” enthused Firffy.
“Oh don’t be too hard on the
carnivores,” implored Murfee.
“They’re just being themselves.”
c) Flora is plantlife; fauna is animal life.
d) flora, forever, forlorn, fortunate,
forward, report.
Page 57
Answers
Book 2
Unit 38
c) forth, coarse, racket.
e) trophy, phobia, catastrophe, biography
or autobiography, prophecy.
g) “Most Earth creatures would starve in
Antarctica due to the lack of many
sources of food and of course the
intense cold would be very harmful
as well,” Murfee thought to himself.
Unit 39
c) award, staff, wart, swarm, answer,
merit.
d) award and awkward , wart, swarm,
biscuit.
e) comical, dangerous, adventurous,
romantic, symbolic, energetic, amazing,
universal, beneficial, critical, intriguing,
scenic, systematic, menacing, maniacal,
disastrous, central, original, distressing,
essential.
f) doubted, timid, wretched, orchard,
orchid, coward, wanted, salad,
attempted, leopard, hazard, solid,
humid, valid, fretted.
h) “Well this is a classic example of food
here I’d say,” remarked Cerphi, looking
at the meal set out for them. “Walnut
biscuits, banana milkshakes and
tomato sandwiches.”
“Yes,” answered Firffy. “It’s almost
edible, if you close your eyes and hold
your breath.” As it was almost time for
them to leave forever, they didn’t really
mind eating it.
Page 58
Unit 40
c) torment, chortle, mourn or morn, wharf,
door, restore, roar.
e) As they roared away from Earth in their
spaceship, Firffy wondered aloud,
“Why did everyone in the audience
want the autograph of that author
and that astronaut?”
“I think it must be some kind of
certificate that they can use,”
speculated Murfee. The others nodded
as they watched with some sadness as
the lovely blue planet became smaller
and smaller in the vast wilderness
of space.
List Words
Book 2
Unit
1
spleen
cheese
degree
money
kidney
valley
ask
talk
skiing
skillful
skeleton
kilometer
reverse
concern
prefer
nervous
dangerous
vertical
Unit
2
easily
leaves
plead
defeat
release
peaceful
school
character
ache
chemist
chlorine
stomach
early
heard
Earth
squirt
stirred
circumstances
Unit
3
police
marine
machine
sardine
routine
submarine
bracket
speckled
package
trickle
buckle
cracked
Saturday
disturb
surface
purchase
burden
further
Unit
4
medium
trio
loneliness
bacteria
spaghetti
premiership
squash
aquatic
query
sequel
consequences
equipment
work
worse
worthwhile
journey
journal
favorite
Unit
5
worried
believe
achieve
shield
relief
shriek
bacon
exact
rescue
customer
secret
electric
groom
choose
noodles
swoop
loose
typhoon
Unit
6
refuse
repeat
repair
prevent
reply
create
clone
tornado
environment
sign
gnome
design
crew
threw
jewel
cashew
preview
review
Unit
7
plenty
lonely
quickly
energy
variety
usually
banner
mannerism
innocent
connect
millennium
argue
statue
continue
pursue
cue
value
Page 59
List Words
Book 2
Unit
8
ceiling
weird
seize
deceit
receive
conceited
knew
known
knuckle
knack
knowledge
acknowledge
fluid
scuba
marsupial
Jupiter
influence
enthusiastic
Unit
9
stampede
athlete
scheme
centipede
supreme
extremely
assist
figure
willing
timid
relative
sincere
through
wound
tour
youth
cougar
ghoul
Unit
10
perform
proof
refund
magnificent
justify
definite
mystery
symbol
Egypt
sympathetic
crystal
gymnasium
suit
fruit
juicy
bruise
nuisance
suitable
Unit
11
office
suffer
effort
afford
difficult
affection
level
event
expect
enemy
credit
reference
lure
super
intrude
conclude
delude
interlude
Unit
12
graph
dolphin
phrase
physical
trophy
pamphlet
healthy
pleasant
measure
dread
heavy
duty
union
furious
annual
argument
university
Unit
13
cancel
quarrel
vessel
channel
parcel
angel
lizard
frozen
amazing
zebra
wizard
magazine
style
type
rhyme
bicycle
deny
magnify
Unit
14
possible
scribble
cuddle
trouble
muscle
obstacle
sizzle
fizzle
nozzle
muzzle
whizzed
spine
polite
website
spiteful
stalactite
stalagmite
Page 60
List Words
Book 2
Unit
15
oval
fatal
musical
criminal
lethal
dorsal
doze
blaze
ooze
seize
squeeze
capsize
sigh
mighty
delight
thigh
midnight
lightning
Unit
16
council
weevil
fossil
daffodil
gerbil
peril
wasn’t
clothes
reserve
amused
business
visa
pilot
iron
diet
final
crisis
rewind
Unit
17
mobile
enamel
welcome
compete
complete
imagine
those
these
praise
suppose
surprise
exercise
washing
should
shiver
fashion
shred
cushion
Unit
18
glimmer
grammar
immoral
immediate
communicate
commercial
shrug
agree
beginning
regular
lagoon
direction
mention
section
creation
patient
competition
Unit
19
climb
limb
bomb
plumber
tombstone
stagger
shaggy
wriggle
snuggle
smuggle
aggravate
chef
quiche
brochure
musician
vicious
financial
Unit
20
balm
balmy
salmon
combine
ambulance
ghost
yogurt
guest
guitar
disguise
sugar
mansion
suspension
mission
obsession
confession
Unit
21
delay
decay
display
crayon
essay
payment
chance
choice
attach
voucher
wrench
chocolate
off
body
control
product
continue
collection
Page 61
List Words
Book 2
Unit
22
afraid
failure
complain
straight
entertain
fetch
stitch
hatch
switch
scratch
stretch
wasp
squash
wallaby
quarrel
quantity
Unit
23
grateful
strange
donate
phrase
tolerate
indicate
mature
naturally
signature
furniture
feature
literature
because
fault
cauliflower
mould
poultry
trough
Unit
24
bacon
change
famous
amazing
occasion
favorite
cheerful
beer
sheer
career
pioneer
volunteer
golden
siren
rotten
frighten
forgotten
specimen
Unit
25
they
prey
steak
great
eight
weight
rear
smear
fearless
disappear
endearing
nuclear
cotton
dragon
talon
prison
horizon
abandon
Unit
26
jungle
junior
jewels
journal
Jupiter
junction
interfere
severe
serious
exterior
bacteria
mysterious
satin
raisin
coffin
margin
penguin
mannequin
Unit
27
genius
legend
vegetable
digital
apology
geography
nasty
roster
buses
promise
satisfy
contrast
caution
relation
expression
invitation
dictionary
destruction
Unit
28
judge
ledge
trudge
gadget
badger
hedgehog
guess
possess
success
classic
distress
passenger
woman
women
wonder
wonderful
wither
swarm
Page 62
List Words
Book 2
Unit
29
offer
performer
discover
surrender
viper
traveler
practice
service
distance
sentence
entrance
announce
which
wherever
somewhere
whisker
whimper
wharf
Unit
30
major
minor
survivor
competitor
radiator
spectator
circle
century
certain
celebrate
ceiling
cemetery
Equator
language
aquatic
persuade
question
iguana
Unit
31
sugar
collar
similar
regular
caterpillar
familiar
glisten
fasten
jostle
scene
muscle
scissors
level
volume
fever
savage
advance
universe
Unit
32
capture
failure
pleasure
fracture
closure
departure
dense
response
glimpse
expense
corpse
sensitive
forgive
involve
achieve
attractive
defensive
Unit
33
odor
harbor
fiber
specter
liter
milliliter
boast
hoax
cocoa
bloated
poach
approach
model
pedal
medal
wooden
consider
anybody
Unit
34
recent
confident
argument
continent
experiment
intelligent
owe
elbow
below
borrow
growth
own
riddle
trodden
addict
addition
additive
paddock
Unit
35
tolerant
hesitant
observant
reluctant
pageant
brilliant
clothes
drone
oppose
suppose
envelope
telephone
report
flora
forever
forward
fortunate
forlorn
Page 63
List Words
Book 2
Unit
36
inquire
entire
require
perspire
attire
empire
oval
local
total
ghost
mobile
hello
prawn
sprawl
lawyer
strawberry
drawer
awesome
Unit
37
spiral
environment
drier
pliers
fiery
toes
woe
foe
hoed
heroes
floe
implore
foresight
adore
carnivore
herbivore
omnivore
Unit
38
artist
starve
article
harmful
pharmacy
Antarctica
magnet
secret
wallet
bracket
racquet
pamphlet
court
course
source
fourth
mournful
pour
Unit
39
answer
example
staff
banana
merit
deposit
credit
orbit
permit
biscuit
award
awkward
wart
swarm
Unit
40
laughter
draft
adequate
certificate
fortunate
minute
autumn
author
autograph
astronaut
audience
dinosaur
Uni
Uni
Page 64
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In-class review
Tutoring
Home-schooling
GRADES 4-5
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