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Word study for new arrivals

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Practical word study materials for teachers of primary and secondary EAL students, beginning their English language learning


Acknowledgments Writing team

Caroline Clavarino, Cathy Fitzpatrick, Bronwen McClelland, Michelle Robie

Other contributors

Janet Saker

Special thanks to Collingwood English Language School

Please note that the Victorian cursive script font is required for the electronic version of this document.

First Published in 2005 by The ESL Unit

Office of Government School Education

Department of Education and Early Childhood Development

2/33 St Andrews Place East Melbourne

Reprinted 2009

Reprinted 2012

© Copyright State of Victoria 2012

This publication is copyright. No part may be reproduced by any process except in accordance with the

provisions of the Copyright Act 1968. Permission is hereby granted for purchasers to reproduce student material

masters from the book in quantities suitable for teaching purposes and for non-commercial use. In all other

cases, written authority must first be obtained from the Manager, Copyright Services, Department of Education

and Early Childhood Development, GPO Box 4367, Melbourne 3001.

Authorised by the Department of Education and Early Childhood Development

2 Treasury Place,

East Melbourne, Victoria, 3002

ISBN/ISSN 0 7594 0383 X

For further information about EAL teaching and learning materials and programs, search the Department’s website for EAL Learning Resources or see:www.education.vic.gov.au/school/teachers/teachingresources/diversity/eal/


© Department of Education and Early Childhood Development, Victoria 2012 3

Table of contents

UIntroductionU .......................................................................................................................... 4

Using Word study for new arrivals ....................................................................................5

Word list 1 ....................................................................................................................... 14

Word list 2 (incorporating Word list 1) ............................................................................. 15

Section 1: ........................................................................................................................... 16

Word list 1 teaching activities .......................................................................................... 16

Using Word list 1 .................................................................................................................... 16

Flash cards, large ................................................................................................................... 19

Flashcards, small.................................................................................................................... 31

Word bingo ............................................................................................................................. 41

Spelling activity sheets ........................................................................................................... 53

Section 2: ........................................................................................................................... 77

Word list 2 teaching activities ............................................................................................. 77

Using Word list 2 .................................................................................................................... 77

Word list 2 .............................................................................................................................. 79

Flashcards, large .................................................................................................................... 81

Flashcards, small.................................................................................................................... 97

Initial letters bingo................................................................................................................. 108

Vowel digraphs and unusual sounds bingo ........................................................................... 122

Consonant clusters and digraphs bingo ................................................................................ 134

Have a go cards ................................................................................................................... 144

‘On the weekend’ sentences ................................................................................................. 146

Handwriting practice sheets .................................................................................................. 176

Section 3: ......................................................................................................................... 203

Word list 2 – Word groups ............................................................................................ 203

Initial letter groups ................................................................................................................ 204

Consonant clusters (blends) ................................................................................................. 232

Consonant digraphs ............................................................................................................. 246

Vowel and vowel/consonant digraphs ................................................................................... 253

Additional letter combinations ............................................................................................... 271

Spelling patterns ................................................................................................................... 279

Word features ....................................................................................................................... 307

Grammatical features ........................................................................................................... 333

Topic lists ............................................................................................................................. 339

Section 4: Extension activities ......................................................................................... 361



Introduction EAL students beginning their English language learning in Australia come

from a range of backgrounds, and begin their literacy learning in English

with varied educational experiences. Some students have already developed

literacy skills in their first language. Others have not attended school before,

or may have learnt to read and write in a script other than the English script.

All EAL students beginning to learn English need to learn to read and write

English at the same time as they are learning to speak it.

This kit provides materials for early literacy skills development in English

which:

• are specifically developed for students new to learning English

• can be used with students of different ages, and are appropriate for older

students

• can be used with students from a range of educational backgrounds

• can be used with students changing from a non-roman script to English

• take into account the specific learning needs of EAL learners with low

levels of literacy in their first language.

Word study for new arrivals, is presented in four sections:

Section 1: Word list 1: Teaching activities

Section 2: Word list 2: Teaching activities

Section 3: Word list 2 – Word groups

Section 4: Extension activities.

These materials are designed to assist EAL students to develop early literacy

skills in English through a focus on the vocabulary and grammatical features

which early learners of English are most likely to use, and to need to use.

Resources to assist English-speaking students to develop early literacy skills

are not always appropriate for new learners of English. Such materials are

based on a wide vocabulary range and use grammatical features that are not

within the repertoire of most new learners of English. They usually target

young primary students and are not necessarily suitable for older learners. To

overcome this difficulty, the words used in this kit are based on the

classroom writing of EAL learners after they have been learning English for

a few months in an English language school.

The font used in the material is the Victorian Modern Cursive script used in

schools in Victoria.

Word study for new arrivals – Introduction


Using and adapting the materials

The kit provides a range of word study activities and materials that can be

selected from and adapted to meet individual class and student needs. It is

intended as a resource to be drawn on to supplement classroom activities,

rather than as a stand-alone program. Teachers develop programs that suit

their individual students, basing curriculum content on their knowledge of

their students’ backgrounds (including their prior literacy experiences) the

languages they speak, read and write, and their ages. These word study

materials are designed to supplement teachers’ own programs.

The vocabulary and grammatical features in this kit have been specifically

chosen to be appropriate to EAL learners early in their English language

learning, and it is anticipated that teachers will add to and adapt the content

according to the needs of their students. For example, in a rural setting, the

word ‘tram’ may not be appropriate, but could be changed to ‘tractor’.

Additional space has been left on most of the lists to include new words.

Considerations for students from low-literacy backgrounds

This material is particularly useful for students from low-literacy

backgrounds, and the activities suggested will assist students to build up

initial concepts about how reading and writing work in English.

Confidence building is a priority when working with students new to learning

English. Each student needs to receive personal feedback about their own

learning achievements, no matter how small those achievements are, for

example, writing one correct letter in an attempted spelling of a word. This

kind of feedback also helps students to learn more about ‘how language is

learnt’ and enables them to develop self-help strategies.

Using Word study for new arrivals EAL students who are beginning to develop literacy in English need to learn

how to write and read the words that they are currently using. This resource

provides a range of materials that can be used in a variety of ways to develop

initial skills in reading, writing and spelling English words. Through studying

the patterns that govern the way English is read, pronounced and spelt, within

meaningful contexts, students develop valuable literacy skills and learning

strategies.

This kit is intended to be used within an integrated approach to early EAL

teaching in which oral, aural and written English are learnt together. The kit

focuses on the development of spelling and reading by assisting students to

build up a repertoire of well-known words that they can use in their own



reading and writing. It is assumed that students will be introduced to words

and grammatical features used in this kit through a range of listening and

speaking, reading and writing activities in the classroom.

Language features

The words used in this resource include words from a range of classroom

teaching contexts commonly taught in the early stages of EAL literacy

learning. They include:

• Vocabulary and grammatical features chosen by the teacher. These aim

to provide students with the English they need for:

− communicating their everyday needs, wants and experiences in the

context of the classroom

− developing initial literacy skills

− interacting in the classroom

− establishing relationships and friendships.

• Vocabulary and grammatical features needed by students to share their

out-of-school experiences, while they are at school. The vocabulary

students need for this kind of communication is often quite personal, but

might also be shared among students with a similar background. e.g.

going to the mosque, going shopping, etc.

The vocabulary lists in this kit include a range of grammatical features:

• nouns, e.g. mum, dad; pronouns, e.g. I, you, he, she

• verbs (in present and past tense forms), e.g. play/played, go/went

• adjectives, e.g. quick, beautiful, hungry

• conjunctions, e.g. and, because

• prepositions, e.g. to, from, by

• articles, a, the.

Word lists

In this kit, the set of ‘most used EAL’ words are presented in two lists:

Word list 1 – a basic word list of 56 words, which includes:

• words derived from examples of EAL students’ early writing in English

• words commonly needed for students’ early writing activities, based

around immediate-needs topics and everyday classroom, playground and

after school activities.



Word list 2 – the full word list of 291 words, which includes:

• Word list 1

• additional words derived from EAL students’ writing in English

• additional words that are commonly used in immediate-needs topics

• commonly used words that assist in developing students’ understanding

of sound/letter relationships in English.

Word groups

A knowledge of sound-letter relationships in English will assist students to

successfully read, write and spell English words. In addition, an

understanding of spelling patterns and word structure is important to

successfully read and spell new words.

Given the irregular nature of much spelling in English, students will need to

understand that reliance on the common sound/letter relationships is not

enough to successfully read and spell many English words. Students need to

be aware that, in many instances, English words do not follow clear, logical

spelling patterns and simply need to be learnt by heart. This is the case with

many of the most useful English words , such as said, was, friend, school.

To help students to recognise the patterns in English spellings, the words in

the two lists have been grouped in several different ways. These sets allow

teachers to focus on particular teaching points, and to use the words in games

or activities as appropriate.

Sections

The resources are presented in the following sections:

Section 1 – Word list 1:

• Flash cards – large

• Flashcards – small

• Word bingo

• Spelling activity sheets

Section 2 – Word list 2:

• Large and small flashcards, which can be used for personal dictionaries

• Initial letters bingo

• Vowel digraphs and unusual sounds bingo

• Consonant clusters and digraphs bingo

• ‘Have-a-go ’ card

• ‘Look-cover-write-check’ sheet



• ‘On the weekend’ sentence and picture sheets

• ‘On the weekend’ cloze activity sheets

• ‘On the weekend’ sentence, word and picture sheets

• Handwriting practice sheets.

Section 3 – Word groups

In this section the words in Word list 2 have been presented for use in a

range of teaching activities, grouped by the following criteria:

• initial letters

• consonant clusters (blends), e.g. sk, fr, tr

• consonant digraphs, e.g. sh, wh

• vowel and vowel/consonant digraphs, e.g. ou, oy, ai

• additional letter patterns ,e.g. ight, ough.

• same letters/different sounds, e.g. uncle/student/put

• same sound/different letters, e.g. ate, day, rain

• word features

− double letters, e.g. ee, rr, ll

− numbers of syllables

− numbers of letters

• grammatical features lists

− pronouns

− making the negative – contractions

• topics (including matching pictures for many words).

Teaching notes

Focuses for teaching relating to Word lists 1 and 2 are included here.

Suggestions for applicable teaching/learning activities are also included.

These ideas in no way set limits on how this resource might be used.

Additional words can, of course be added to any group at any time, and

words which are not appropriate to particular student groups can be

removed.

Ideas for using the materials are also included at the beginning of each set

of word groups.



Sections 1 and 2: Teaching activities

Teaching focuses

• to learn English letter names and the sounds they commonly make

• to develop awareness of the initial and final sounds in familiar words

• to develop the concept that the spelling of words in English remains the

same, regardless of context

• to help students represent sounds heard in words with letters, written in

the order they are heard

• to develop initial understandings of how English print works, including

direction, spacing, capital letters and small letters, and some basic

punctuation, such as full stops

• to help students learn a ‘bank’ of familiar words, and to be able to spell

them

• to model ‘self help’ strategies that assist students in developing

independent learning skills.

Activities

Focusing on letters and words

• sort words according to letters and simple spelling patterns

• identify and group words that all contain a particular letter, or letter

group

• put groups of cards into simple alphabetical order

• read words that all begin with a particular letter, or listen carefully for

the sound that they make

• ‘hunt’ for words with a particular letter in them – begin with flash cards

then extend to environmental print

• make and remake simple sentences

• play simple games, e.g. bingo, concentration, noughts and crosses, snap

• use word groupings in the kit as the basis for class word-wall banks or

personal word lists

• trace over laminated cards

• match words and pictures

• use ‘Have-a-go cards’ to spell new words

• use the spelling activity sheets.

• complete the handwriting sheets.



Focusing on sentences

• read sentences together, noting important features, e.g. punctuation,

capital letters, left to right movement

• cut and paste sentences, e.g. make and remake, jumble and unjumble

• match sentences, words and pictures

• make simple sentences into books

• use the ‘on the weekend’ materials as the basis for initial attempts at

diary writing

• cloze activities using sentences.

Handwriting practice sheets

Practicing handwriting may be an important skill for many students,

particularly those who:

• are changing scripts from a non-roman script, such as Chinese, Khmer or

Arabic

• are young, and who are learning to write for the first time

• are older, but have little or no formal schooling and who are learning to

write for the first time

• have not developed a coherent or appropriate writing style.

Such students will require a handwriting program, and handwriting sheets in

this section can be used to supplement such a program. For information about

developing handwriting programs search your library for The teaching of

handwriting, Department of Education & Training, 2002. Information about

teaching handwriting to older students with little to no literacy in their first

language can be found in the EAL Stages B1 and BL – Teacher Support

Material for Primary new arrivals, Years 3–6, (pp 69–70).

Features of the practice sheets

The practice sheets are presented in alphabetical order, but can be introduced

to students in any order, depending on the focus of the handwriting program.

For example, they can be grouped according to letter starting points, e.g. a c d g q; i t l j (see pp 21–23, The teaching of handwriting).

The fonts are about 5 mm in script size. They can be photocopied at a larger

size if necessary.

The practice sheets include both capital and lower case letters.

The scripts are unjoined. As students develop in forming letters correctly,

they can progress to joining letters.



The sentences in the book include words with the target letters in positions

other than in the initial position.

As well as words from Word list 2, practice vocabulary includes words from

the publication Language games for EAL students – Classroom activities for

students learning English as an additional language, Department of

Education and Early Childhood Development, 2012. This reprinted

publication also contains basic EAL vocabulary, and selections have been

made from it is in order to include the full range of letters in the practice

sheets. Where new words have been added, illustrations have been provided.

See for details of LMERC and how to purchase this publication see:

Hwww.education.vic.gov.au/school/teachers/teachingresources/diversity/eal/

Section 3: Word list 2 – Word group activities

Note that students working with Word list 2 will also be extending their

vocabulary beyond the lists in this kit.

Teaching focuses

• to develop students’ understanding of sound–letter relationships – the

sounds represented by initial and final letters, blends and consonant

clusters

• to develop the ability to segment words into individual sequential sounds

• to teach that letter names are constant, but the sounds that they represent

in English can change

• to further develop a sight vocabulary of common words

• to provide a variety of opportunities for students to explore and identify

sound-symbol relationships in meaningful contexts

• to start teaching students to identify critical features of words that affect

spelling, e.g. double letters, common English letter sequences, word size

and shape, syllables

• to explore the fact that words can rhyme with each other

• to learn some common letter patterns such as ea, ir, ou, fl, ough

• to develop some strategies to spell new words, e.g. finding short words

within longer words; plural forms; words endings such as -ed, -ing;

syllabification

• to develop students’ confidence to enable them to work alone or within

a group.




• read words with the same letter – ask students whether this letter always

make the same sound

• ask students to sort words according to: e.g. initial consonant clusters,

number of syllables, long/short words, number of letters, particular

sounds, rhyming words

• use ‘Look Cover Write Check’ (Students write the new word in the first

column. They study the word, fold the paper over to cover the word and

then attempt to write it correctly in the next column. Finally they unfold

and check their spelling. )

• use ‘Have-a-go’ cards

• ‘open’ word sorting: give students a set of words, and encourage them to

find relationships and make appropriate categories

• games focusing on the above relationships/groupings, e.g. Bingo,

Noughts and Crosses, Snap, Concentration, Guess My Rule

• introduce and use regularly a personal dictionary as:

− a way of recording new words

− a strategy for spelling words

• use initial sound lists as a basis for individual/class word banks to be

added to by students

• use topic lists as a basis for individual/class word banks to be added to

by students

• games focusing on the above relationships/groupings, e.g. Bingo,

Noughts and Crosses, Snap, Concentration, Guess my Rule.


• read sentences together, noting important features, e.g. punctuation,

capital letters, left to right movement

• cut and paste sentences, e.g. make and remake, jumble and unjumble

• complete cloze activities using sentences



• use the ‘on the weekend’ materials as the basis for initial attempts at

diary writing

• insert words from particular word groupings (initial sounds, topic

words) into spelling sheets, to model a variety of strategies for learning

spelling, and give students structured practice at using the different

strategies.



Section 4: Extension activities

A set of extension activities is also included in the kit. These activities are

based on words in Word list 2, but include additional words. The activities

focus on the following sounds: ou, or, oo, ow, ea, ough, ight, ar, ir, all, aw,

ur, ee, oy, ing, ai, alk, er, ay, au, oa.

Teaching focuses

• to help students to develop a systematic approach to spelling, with

emphasis on the way letters can represent different sounds depending on

context or place in the word, and the way a sound can be represented by

more than one letter

• to teach writers to think about meaning as a strategy for spelling

• to continue the development of word banks by incorporating theme,

topic, high frequency and interesting words as they arise

• to introduce proof-reading strategies: continuing to explore and identify

sound-symbol relationship; categorise and classify words according to

spelling patterns

• to facilitate discussion about rules which govern the structure of words,

e.g. making singular nouns plural or changing verbs into the past tense

• to further develop knowledge of spelling patterns – digraphs; blends.

Activities


• complete activities that focus on more complex relationships within and

between words – focus on digraphs, consonant clusters, long/short

vowels, common spelling patterns, medial and final sounds

• use word groupings as the basis for more complex word banks

• group words into basic grammatical lists, e.g. nouns, verbs, adjectives

• make lists of forms of the verbs, noting whether the forms are regular or

irregular, e.g. walk, walked, walking, walks; eat, ate, eating, eats.


• write sentences containing the new words, making sure that the

sentences help to show the meaning of the words, e.g. ‘I was tired and I

yawned every few minutes.’

Word study for new arrivals – Word lists


Word list 1

a after and at because big boy brother by city dad day down friend fun girl go good he house

I in is it little looked mine mum my name no on park played saw school she shop sister some

the then they to under up very was watched we weekend went will with yes you

Word study for new arrivals – Word lists


Word list 2 (incorporating Word list 1)

a aeroplane after an and angry are at ate aunty baby back bad bag ball barbeque basketball beach beautiful because big bike black boat book bought boy bring bringing brother brought bus buy buying by came can can’t car catch

chair children church city class classroom clock cold come coming computer could couldn’t cousin dad day did didn’t do don’t door down DVD eat eating family fast father fire engine flower Friday friend frightened from fun girl go going good grandfather grandmother

had happy has have he hot house how hungry I in inside is isn’t it jump jumped jumping kangaroo kick kicked kicking koala library like liked little locker look looked looking lunch market me mine Monday money mosque mother mum

my name next night no off office on our out outside paper park party pen pencil phone photo play played playing put quick quiet ran read reading ride riding rode rubber ruler run running sad Saturday saw scared school scissors

see sharpener she shop shopping shut sick sister sleep sleeping slept slow soccer some street student Sunday swam swim swimming table take taking teacher television temple texta the then they through throw Thursday tired to today toilet tomorrow took train

tram truck Tuesday uncle under up very volleyball walk walked walking was wasn’t watch watched watching water we Wednesday weekend went were what who when where why will window with won’t yes yesterday you zoo

Word study for new arrivals – Section 1: Word list 1 teaching activities


Section 1:

Word list 1 teaching activities

Materials:

• Flash cards – large

• Flashcards – small

• Word bingo

• Spelling activity sheets

Using Word list 1

Teaching focuses

• to learn English letter names and the sounds they commonly make

• to develop awareness of the initial and final sounds in familiar words

• to develop the concept that the spelling of words in English remains the

same, regardless of context

• to help students represent sounds heard in words, with letters, written in the

order they are heard

• to develop initial understandings of how English print works, including

direction, spacing, capital letters and small letters, and some basic

punctuation, such as full stops

• to develop a ‘bank’ of familiar words

• to model ‘self help’ strategies that assist students in developing independent

learning skills.

Activities


• sort words according to letters and simple spelling patterns

• identify and group words that all contain a particular letter, or letter group

• put groups of cards into simple alphabetical order

• read words that all begin with a particular letter, or listen carefully for the

sound that they make

• ‘hunt’ for words with a particular letter in them – begin with flash cards then

extend to environmental print

• make and remake some simple sentences

• play simple games, e.g. bingo, concentration, noughts and crosses, snap

• use word lists as the basis for class word-wall banks or personal word lists

• trace over laminated cards

• match words and pictures

• use the spelling activity sheets.




• read sentences together, noting important features, e.g. punctuation, capital

letters, left to right movement

• cut and paste sentences, e.g. make and remake; jumble and unjumble



• use the ‘on the weekend’ materials as the basis for initial attempts at diary

writing

• cloze activities using sentences.

Word study for new arrivals – Section 1: Word list 1 teaching activities – Flashcards

Flashcards © Department of Education and Early Childhood Development, Victoria 2012 19

Flash cards, large

a

after

and

at

because



big

boy

brother

by

city



dad

day

down

friend

fun



girl

go

good

he

house



I

in

is

it

little



looked

mine

mum

my

name



no

park

played

on

saw



school

sister

she

shop

some



the

then

they

to

was



watched

we

weekend

went

will



with

under

up

very

yes



you


Department of Education and Early Childhood Development, Victoria 2009 31

Flashcards, small

(also use as class or student word lists, adding new words as appropriate)

a

after

and

at

because

big

boy

brother

by



city

dad

day

down



friend

fun

girl

go

good



he

house

I

in

is

it



little

looked

mine

mum

my



name

no

on



park

played

saw

school



she

shop

sister

some

the

then

they

to

under



up

very

was



watched

we

weekend

went

will

with

yes

you

Word study for new arrivals – Section 1: Word list 1 teaching activities – Word bingo




Word bingo

(pages 41 to 50)

A set of ten bingo cards is supplied, each with 20 words. Give one card to each student or pair of students, with 20 counters

(coloured, transparent counters work well as students can still see the letters through the counters).

The game can be played with the Word list 1 flashcards.

Print the words on coloured card, cut up and place into a container. Select cards one by one, and show them or read them to the

students. If students have the word on their card they cover it with a counter. When all the words on their card are covered, the

student/s shout ‘Bingo’.



Word bingo cards

after day he mum and city house name boy fun in played dad go is saw shop some they to



after fun on the because good saw they boy he sister to city I some went

under very yes you



and down in watched

at girl it school big good mum shop will then no weekend

saw they some because



friend a little name and good looked on boy house mum sister

brother it my the up with we was



at girl looked school big go name to by he park watched

city little on we you very with under



and down is shop because fun in she brother house park some

by I sister the they with very yes



at friend is park big girl little saw boy good mum school dad he no shop the was they watched



and he name saw big house no sister

because is played shop down it on some

to the under very



looked girl it school at good a sister big house mine she he brother no shop

with will was went



at good my sister dad he name she

friend is park some weekend mum saw the watched will go you

Word study for new arrivals – Section 1: Word list 1 teaching activities – Spelling activity sheets


Spelling activity sheets The following spelling activity sheets can be used as classroom activities or as homework sheets.

Two activity sheets are supplied for each group of five or six words.

Spelling 1a and 1b

at I we went my with Spelling 2a and 2b

the boy fun girl is day Spelling 3a and 3b

and a watched dad mum Spelling 4a and 4b

yes no he she go to Spelling 5a and 5b

saw little good friend big played Spelling 6a and 6b

city shop park school in house Spelling 7a and 7b

you they by very some Spelling 8a and 8b

up under down on mine weekend Spelling 9a and 9b

then will after because name Spelling 10a and 10b

brother sister was looked it



Spelling 1a Name: _____________ Date: _______

at I we my went with

1. Write each word 3 times

at _________________ I _________________ we _________________ went _________________ my _________________

with _________________

2. How many letters in each word?

at ____ with ____ I ___ we ____ went ____ my ______

3. Fill in the missing letters.

a__ __e m__

w__nt wi___



Spelling 1b Name: _____________ Date: _______

at I we went my with

1. Unjumble the letters.

ta ____ thiw _________

66BI _____ ym _________

ew _____ tnew _________

2. How many syllables in each word?

at ___ I ___ with ___

we ___ went ___ my ___

3. Read and draw

We went to the park.

I went to my school with my mum.

I saw my friend at school.



Spelling 2a Name: ____________ Date: _________

the day boy fun girl is 1. Write each word 3 times. the _________________ boy _________________ fun _________________ girl _________________ is _________________ day ________________


the __ boy __ fun __ girl __

is __ day __


th__ d__y b__y

__un g__rl i__




the boy fun girl day is


ilrg ______ yad _______ oyb ______ si _________ teh ______ unf ______


the __ boy __ fun __ girl __ day ___ is __

4. Read and draw

The boy and the girl went to school today.

School is fun.

It is a sunny day.




and a watched dad mum

1. Write each word 3 times. and _________________ a _________________ watched_________________ dad _________________ mum _________________


18Band ___ a ___ dad ___ mum ___ 19Bwatched ___


a__d wa__ched

da__ m__m




and a dad mum watched


umu ____ na______

tedwach_____ a______ dda ___


and __ a __ watched __ dad __ mum __

3. Read and draw

My mum and dad went to my school.

My dad and my mum go to the shop.

I watched TV.




yes no he to she go

1. Write each word 3 times. yes _________________ no _________________ he _________________ she _________________ go _________________ to _________________


20Byes ___ no ___ he ___ she ___ 21Bgo ___ to ___


y__s n__ h__

t__ s__e g__




yes no he she to go


yse_______on_________ eh _______hse _______ og _______ot_________ 2. How many syllables in each word?

yes ____ no ____ he ____

she ____ go ____ to ____

3. Trace over each word

yes no he she to go

4. Read and draw

Can he go to school? No. Can she go to the park? Yes.




played saw big little good friend

1. Write each word 3 times. saw __________________ big __________________ little __________________ good ___________________ friend _________________ played __________________


saw __ played __ big __

little __ good __ friend __


pla__ed sa__ __ig

litt__e g____d fr___nd




played saw big little good friend


asw _____________ tlitle__________________ ienfrd ____________ doog ________________ gib ______yadepl _______


saw __ big __ little __ good __ friend __ played __

3. Read and draw

My friend is good.

I saw a big boy in the park.

We saw a little girl at the shop.




city in shop park school house

1. Write each word 3 times. city _________________ in _________________ shop _________________ park _________________ school _________________ house _________________


city ___ house ___ in ___ shop ___ park ___ school ___


c__ty i__ sho__ pa__k sch____l hou__e




city in shop park school house


oolsch ________ arpk ________ ophs _________ ni _________ iyct _________ uoehs ________


city _____ in _____ shop _____ park _____ school ____ house _____

3. Read and draw I went to the city.

We played soccer at the park.

I went to the shop.




you they by very some

1. Write each word 3 times. you _________________ they _________________ by _________________ very _________________ some _________________


you __ they __ by __

very __ some __


yo__ t__ey __y ve__y __ome




you they by very some


oyu _______ meso _____ eyth ________ ryev _______ yb ________


you __ they __ by __ very __ some __

3. Read and draw

I went to my friend’s house by tram.

It is very hot.

They saw some friends at the park. .




up under down on weekend mine

1. Write each word 3 times. up _________________ under _________________ down _________________ on _________________ weekend _________________ mine _________________


22Bup __ under __ down __ on __ 23Bweekend __ mine ___


u__ un__er dow__ __n w___kend m__ne




up under down on weekend mine


pu _____ owdn _____ erund ______ no _______ endkwee _______ inem ____


up __ under __ down __ on __ weekend __ mine __

3.. Read and draw

On the weekend I will go to the shop.

I put my chair up on the table.

I sat down on my chair.




after because then name will

1. Write each word 3 times. after _________________ because _________________ then _________________ name _________________ will _________________


24Bafter __ because __ then __ 25Bname __ will __


aft__r be__ause ___en

na__e wi__l




after because then name will


teraf ______ cbeaues _______

eanm ______ lliw________ enht _________


after ___ because ___ then ___ name ___ will ___

3. Read and draw

My name is .

After school I will play with my friend.

I went to the park and then to my friend’s house.





1. Write each word 3 times. brother ______________ sister _________________ was _________________ looked ________________ it _________________


26Bbrother ____ sister ____ was ____ looked ____

27Bit ____


bro___er si__ter __as

look___ i__






tersis _______ edolok _____ otherbr_______ ti _______ aws _______


brother __ sister ___ was ___ looked __ it ___

3.. Read and draw

My brother was at school. My brother and my sister looked at the car.



Spelling Name: _____________ Date: _______


_____________ _____________ _____________ _____________ _____________


3. Read and draw.



Spelling Name: _____________ Date: _______


2 How many letters in each word?




Section 2:

Word list 2 teaching activities Word list 2 materials:

• Large and small flashcards, which can be used for personal dictionaries

• Initial letters bingo

• Vowel digraphs and unusual sounds bingo

• Consonant clusters and digraphs bingo

• ‘Have-a-go ’ card

• ‘Look-cover-write-check’ sheet

• On the weekend’ sentence and picture sheets



• Handwriting practice sheets.

Using Word list 2

Note that students working with Word list 2 will also be extending their

vocabulary beyond the lists in this kit.

Teaching focuses

• to develop students’ understanding of sound–letter relationships, the sounds

represented by initial and final letters, blends and consonant clusters

• to develop the ability to segment words into individual sequential sounds

• to teach that letter names are constant, but the sounds that they represent in

English can change

• to further develop a sight vocabulary of common words

• to provide a variety of opportunities for students to explore and identify

sound-symbol relationships in meaningful contexts

• to start teaching students to identify critical features of words that affect

spelling, e.g. double letters, common English letter sequences, word size and

shape, syllables

• to explore the fact that words can rhyme with each other

• to learn some common letter patterns such as ea, ir, ou, fl, ough

• to develop some strategies to spell new words, e.g. finding short words

within longer words, plural forms, words endings such as -ed, -ing,

syllabification

• to develop students’ confidence to enable them to work alone or within a

group.



Activities


• read words with the same letter – ask students whether this letter always

makes the same sound

• ask students to sort words according to: e.g. initial consonant clusters,

number of syllables, long/short words, number of letters, particular sounds,

rhyming words


column. They study the word, fold the paper over to cover the word and then

attempt to write it correctly in the next column. Finally they unfold and

check their spelling. )

• use ‘Have-a-go ’ cards

• ‘open’ word sorting: give students a set of words and encourage them to find

relationships and make appropriate categories

• games focusing on the above relationships/groupings, e.g. Bingo, Noughts

and Crosses, Snap, Concentration, Guess My Rule

• introduce and use regularly a personal dictionary as:

− a way of recording new words

− a strategy for spelling words

• use initial sound lists as basis for individual/class word banks to be added to

by students

• use topic lists as basis for individual/class word banks to be added to by

students

• games focusing on the above relationships/groupings, e.g. Bingo, Noughts

and Crosses, Snap, Concentration, Guess my Rule.








• insert words from particular word groupings (initial sounds, topic words)

into spelling sheets, to model a variety of strategies for learning spelling, and

give students structured practice at using the different strategies.



Word list 2a aeroplane after an and angry are at ate aunty baby back bad bag ball barbeque basketball beach beautiful because big bike black boat book bought boy bring bringing brother brought bus buy buying by came can can’t car catch

chair children church city class classroom clock cold come coming computer could couldn’t cousin dad day did didn’t do don’t door down DVD eat eating family fast father fire engine flower Friday friend frightened from fun girl go going good grandfather grandmother

had happy has have he hot house how hungry I in inside is isn’t it jump jumped jumping kangaroo kick kicked kicking koala library like liked little locker look looked looking lunch market me mine Monday money mosque mother mum

my name next night no off office on our out outside paper park party pen pencil phone photo play played playing put quick quiet ran read reading ride riding rode rubber ruler run running sad Saturday saw scared school scissors

see sharpener she shop shopping shut sick sister sleep sleeping slept slow soccer some street student Sunday swam swim swimming table take taking teacher television temple texta the then they through throw Thursday tired to today toilet tomorrow took train

tram truck Tuesday uncle under up very volleyball walk walked walking was wasn’t watch watched watching water we Wednesday weekend went were what who when where why will window with won’t yes yesterday you zoo



Flashcards, large

a ate aeroplane aunty

after because

an big

and bike

angry black

are boat

at book



baby bought

back boy

bad bring

bag bringing

ball brother

barbeque brought

basketball bus

beach buy



beautiful buying

by class

came classroom

can clock

can’t cold

car come

catch coming

chair computer



children could

church don’t

city door

couldn’t down

cousin eat

eating dad

day did

DVD



fun family

didn’t fast

do father

fire engine good

flower grandfather

Friday grandmother

friend had frightened happy



from has

girl have

go he

going hot

house jump

how jumped

hungry jumping

I kangaroo



in kick

inside kicked

is kicking

isn’t koala

it library

like me

liked mine

little Monday



locker money

look mosque

looked mother

looking mum

lunch my

market name

next outside

night paper



no park

off party

office pen

open pencil

on phone

our photo

out play

playing riding



played rode

put rubber

quick ruler

quiet run

ran running

read

reading sad

ride Saturday



saw scared

school sister

scissors sleep

see sleeping sharpener slept

she slow

shop some shopping soccer



shut street

sick student

Sunday temple

swam texta

swim the swimming then

table they

take through



taking throw

teacher Thursday

television tired

to uncle

took under

today up

toilet we tomorrow Wednesday



train weekend

tram went

truck were

Tuesday what

very volleyball

was wasn’t

watch watched

who when



watching where

water walk

walked walking

why will

window with

won’t

yes yesterday

you zoo



Flashcards, small

a aeroplane

after and

angry are

at ate

aunty an

bad baby

ball bag

barbeque beach

basketball beautiful

because big

bike black

book boat

back bought

boy bring



bringing brother

brought bus

buy buying

by

can came

car can’t

catch chair

children church

class city

come classroom

clock could

computer cousin

couldn’t coming

cold dad

door did

didn’t do



don’t down

DVD

eat eating

family father

fast fire engine

friend Friday

from frightened

flower fun

go going

girl good

grandmother grandfather

had happy

has have

he hot

house how

hungry



I in

is isn’t

it inside

jump jumped

jumping

kangaroo kick

kicking kicked

koala

library like

liked little

locker look

looked looking

lunch

me market

money Monday

mother mosque



my mum

mine

next name

night no

off office

on open

out our

outside

paper park

party pen

photo phone

play pencil

playing played

put

quiet quick

ran read



reading ride

riding rode

rubber ruler

run running

sad Saturday

saw scared

school scissors

see sharpener

she sick

sister shopping

shut sleep

shop sleeping

slept soccer

slow street

some Sunday

student swim



swam swimming

take texta

table then

taking through

the teacher

they temple

throw to

Thursday toilet

television took

tired tram

today Tuesday

tomorrow truck

train

under uncle

up

very volleyball



walk water

walking watch

walked watching

was Wednesday

wasn’t went

watched what

we where

weekend with

were window

when why

who won’t

will

yes yesterday

you

zoo

Word study for new arrivals – Section 2: Word list 2 teaching activities – Bingo games




Initial letters bingo (pages 100 to 112)

A set of seven bingo cards is supplied, each with 20 letters. Give one card to each student or pair of students, with 20 counters


The game can be played with:

• word cards that highlight the initial letters – see pages 107 to 109 (Note that the word next has been used for the letter x).

• alphabet cards– see pages 110 to 112.

Print the word and alphabet cards on coloured card. Cut up the cards and place one set into a container. Select cards one by one,

and show them or read them to the students. If students have the initial letter on their card they cover it with a counter. When all the

letters on their card are covered, the student/s shout ‘Bingo’.

Vowel digraphs and unusual sounds bingo (pages 113 to 121)

A set of seven bingo cards is supplied, each with 16 digraphs. Give one card to each student or pair of students, with 16 counters



• word cards – see pages 120 to 121

• digraph cards – see page 122 to 123

Print the cards on coloured card, cut up and place into a container. Select cards one by one, and show them or read them to the

students. If students have the digraph on their card they cover it with a counter. When all the digraphs on their card are covered, the


Consonant clusters and digraphs bingo (pages 124 to 134)

A set of six bingo cards is supplied, each with 12 digraphs. Give one card to each student or pair of students, with 12 counters



• digraph cards – see pages 130 to 131

• word cards– see page 132 to 133

Print the cards on coloured card, cut up and place into a container. Select cards one by one, and show them or read them to the

students. If students have the digraph on their card they cover it with a counter. When all the digraphs on their card are covered, the




Initial letters bingo

b c e f g h i l m o p q r s t u w x y z




c d f g h i j k l m n o p r t v w x y z




a c e f h i j l

m n o p q r s t v w x z




a c d f g i j l m n o p q r s t v x y z




b c d g h i j k l m o p r s t v w x y z




a b c d e h j k l

m o p q t u v w x y z




a b d e g i j k l m n p q r s t u v x z




angry boy computer dad

eat friend girl house in jump




kick looked mum no on played

quiet run school to




under very went next yes zoo




a n b o c p d q e r




f s g t h u i v j w




k x l y m z



Vowel digraphs and unusual sounds bingo

ou or oo ow ough ight ar ir all aw ay au oy er ing ai




ou or oo ow ough ight ar ir all aw er alk oy ay ing ai




ay or oo ion ough ea ar ir all aw au ee oy alk ing oa




ou or oo ow ough ea ar ai ion aw ing ee er ay au oa




alk ay oo ow ough ight ar ir all aw ur ea oy ion ing ai




ou or au oa ai ar oo ow

ough ight ea ion all aw ur alk




all ight au ir oy aw ur ee er ay ing alk oy ay alk ai




house good car ball

yesterday night saw boy

train walk weekend day




playing bought aunty scissors

Thursday boat down girl

television beach




ai ou ar ow aw ur au alk ay ing




ea ight ee ough er all ir oy oa or ion oo



Consonant clusters and digraphs bingo

th ck gr thr

tr ch st str

ph pl cl bl




fl fr sh wh

tr th st str

ch pl cl sw




ch fr gr thr

wh ph st str

sl pl sh bl




br pl gr fl

bl sh st str

ch sw cl wh




ch cl gr wh

tr sh st str

sw fl thr ph




br wh gr thr

sl th cl fl

ck bl str ph




bring from swim train

classroom grandmother

children she student then




through flower black street

played sleep what kick photo




bl br cl fr fl gr pl tr



sl str




st thr sw ck wh th sh ch



ph

Word study for new arrivals – Section 2: Word list 2 teaching activities – Have-a-go card


Have-a-go card

65BA B C D E F G H I J K L M N O P Q R S T U V W X Y Z a b c d e f g h i j k l m n o p q r s t u v w x y z

My go Teacher

Word study for new arrivals – Section 2: Word list 2 teaching activities – Have-a-go cards


Learning to spell Write the word

Look at the word

Cover the word

Write the word

Check the word

Word study for new arrivals – Section 2: Word list 2 teaching activities – ‘On the weekend’ sentences


‘On the weekend’ sentences

This section includes three sets of materials:

• ‘On the weekend’ sentence and picture sheets



Use the ‘on the weekend’ materials as the basis for initial attempts at diary writing. Students can add additional information to

the sentences, e.g. ‘I went to the zoo. I saw two elephants.’ Blank pages have been included for students to write their own

sentences. The completed pages can be collected and made into a booklet for students either for individuals or as class books.

Students can complete other activities around the sentences such as word matching, word and picture matching, and sentence

completion activities.



On the weekend I went to a barbeque.

On the weekend I went to a party.



On the weekend I played basketball.

On the weekend I played soccer.



On the weekend I went to the park.

On the weekend I went to the city.



On the weekend I went to the beach.

On the weekend I went to my friend’s house.



On the weekend I went to the market.

On the weekend I went to the zoo.



On the weekend I went to the mosque.

On the weekend I went to church.



On the weekend I went shopping.

On the weekend I went swimming.



On the weekend I watched television.

On the weekend I watched a DVD.



On the weekend I ___________

___________

On the weekend I ____________

____________



Write in the missing word.

On the weekend I went a barbeque.

On the weekend I to a party.

On the weekend I basketball.

On the weekend I soccer.

On the weekend I to the park.

On the weekend I went the city.

On the weekend I to the beach



On the weekend I went my friend’s house.

On the weekend went to the market.

On the weekend I went the zoo.

On the weekend I to the mosque.

On the weekend I went church.

On the I went shopping.

On the weekend I swimming.

On the weekend I television.

On the weekend I a DVD.



I went to a barbeque.



barbeque



I went to a party.

I went to a party.

I went to a party.

party



I played basketball.

I played basketball.

I played basketball

basketball



I played soccer.

I played soccer.

I played soccer



I went to the park.

I went to the park.

I went to the park.

soccer



park



I went to the city.

I went to the city.

I went to the city

city



I went to the beach.



beach



I went to the my friend’s house.

I went to my friend’s house.

I went to my friend's house.

house



I went to the market

I went to the market.

I went to the market.

market



I went to the zoo.

I went to the zoo.

I went to the zoo.

zoo



I went to the mosque.

I went to the mosque

I went to the mosque.

mosque



I went to church.

I went to church.

I went to church.

church



I went shopping.

I went shopping.

I went shopping.

shopping



I went swimming.

I went swimming.

I went swimming

swimming



I watched television.

I watched television.

I watched television

television



I watched a DVD.

I watched a DVD.

I watched a DVD.

DVD

Word study for new arrivals – Section 3: Word list 2 – Handwriting


Handwriting practice sheets Handwriting practice sheets based on the Word list 2 are included here.

Practicing handwriting may be an important skill for many students,

particularly those who:

• are changing scripts from a non-roman script, such as Chinese, Khmer

or Arabic

• are young, and who are learning to write for the first time

• are older, but have little or no formal schooling, and who are learning to

write for the first time

• have not developed a coherent or appropriate writing style.

Such students will require a handwriting program, and these sheets can be

used to supplement such a program. Search your library for a useful

publication The teaching of handwriting (revised edition), Department of

Education & Training, 2002. Information about teaching handwriting to

older students with little to no literacy in their first language can be found in

the EAL Stages B1 and BL – Teacher Support Material for Primary new

arrivals, Years 3–6, (pp 69–70). Advice on handwriting and the Victorian

Modern Cursive Script can be found on the Department’s website under

English Domain.

28BFeatures of the practice sheets

The practice sheets are presented in alphabetical order, but can be

introduced to students in any order, depending on the focus of the

handwriting program. For example, they can be grouped according to

letter starting points, e.g. a c d g q; i t l j (see pp 21–23, The

teaching of handwriting).

The fonts are about 5 mm in script size. They can be photocopied at a larger

size if necessary.

The practice sheets include both capital and lower case letters.

The scripts are unjoined. As students develop in forming letters correctly,

they can progress to joining letters.

The sentences in the book include words with the target letters in positions

other than in the initial position.

As well as words from Word list 2, practice vocabulary includes words from

the publication Language games for EAL students – Classroom activities for

students learning English as an additional language, Department of

Education & Training, 2004. This publication also contains basic EAL

vocabulary, and selections have been made from it in order to include the full

range of letters in the practice sheets. Where new words have been added,

illustrations have been provided. For details of where to purchase this

publication see:

www.education.vic.gov.au/school/teachers/teachingresources/diversity/eal/



Name:

A A A A A A a a a a a a a a A a angry aunty after ate I can read a book to a baby. I play basketball after school.



Name

B B B B B B B B b b b b b b b b B b bus basketball because bike I went to the beach by bus. Ride a bike to the library.



Name

C C C C C C C C c c c c c c c c c C c can cold class computer Ice-cream is cold. Can you use a computer?



Name

D D D D D D D D d d d d d d d d D d dad don’t door down His dad reads books. I watched a DVD on Friday.



Name

E E E E E E E E E e e e e e e e e e E e eggs

emu eat

elephant Emu eggs are very big. Do elephants eat eggs?



Name

F F F F F F F F F f f f f f f f f f F f family fast fun friend My friend can run fast. I have fun with my friends.



Name

G G G G G G G G g g g g g g g g g G g go girl good going The girl is going to the zoo. Going to school is good fun.



Name

H H H H H H H H h h h h h h h h H h happy house hot have He is happy at school. Is it hot in your house?



Name

I I I I I I I I I I i i i i i i i i i I i in is inside it I can ride my bike to the city. I put the paper in the bin.



Name

J J J J J J J J j j j j j j j j j J j jump

jeans jacket

I wear jeans and a jacket. Can you jump high?



Name

K K K K K K K k k k k k k k k K k kick koala kangaroo take Can koalas kick a ball? I walked to the market.



Name

L L L L L L L L l l l l l l l l l L l like lunch little look I like to eat my lunch at school. I like to kick a soccer ball.



Name

M M M M M M m m m m m m m M m mum market my money Her mum went to the market. I took some money to the shop.



Name

N N N N N N N n n n n n n n n N n next name night no Sit next to me at school. My friend’s name is .



Name

O O O O O O O o o o o o o o o O o on off outside our Do you go outside to play? I took a book to school.



Name

P P P P P P P P p p p p p p p p P p play park paper pencil We play in the park. Write with a pencil and paper.



Name .

Q Q Q Q Q Q Q Q q q q q q q q q Q q quiet quick barbeque mosque Please be quiet. I like going to a barbeque.



Name

R R R R R R R R r r r r r r r r r R r run read rubber ride I can ride my bike very fast. On Saturday she read a book.



Name

S S S S S S S S s s s s s s s s s S s soccer saw school student There is no school on Sunday. Yesterday I saw my friends.



Name

T T T T T T T T t t t t t t t t t T t today tram table took Today is Tuesday. We went to the city by tram.



Name

U U U U U U U u u u u u u u u U u uncle under up My pen is under the table. His uncle came to our house.



Name

V V V V V V V V v v v v v v v v V v very DVD volleyball have I have a very big television. Watch a DVD on television.



Name

W W W W W W w w w w w w w W w went we watched water I watched the boat on the water. We went swimming in the water.



Name

X X X X X X X X x x x x x x x x X x texta next

taxi

letterbox Put the texta next to the box. The taxi was next to the bus.



Name

Y Y Y Y Y Y Y Y y y y y y y y y Y y you yesterday yes happy Did you go to the city? The happy boy had a party.



Name

Z Z Z Z Z Z Z Z z z z z z z z z z Z z zoo

pizza

zebra

lizard I saw a zebra at the zoo. Do lizards eat pizza?

Word study for new arrivals – Section 3: Word list 2 – Word groups


Section 3:

Word list 2 – Word groups The lists in this section include:

• initial letters

• consonant clusters (blends), e.g. sk, fr, tr

• consonant digraphs, e.g. sh, wh

• vowel and vowel/consonant digraphs, e.g. ou, oy, ai

• additional letter patterns, e.g. ight, ough.

• same letters/different sounds, e.g. uncle/student/put

• same sound/different letters, e.g. ate, day, rain

• Word features

− double letters, e.g. ee, rr, ll

− numbers of syllables

− numbers of letters

• grammatical features lists

− pronouns

− making the negative – contractions

• topics (including matching pictures for many words).

Activities


• read words with the same letter – ask students whether this letter always make

the same sound

• ask students to sort words according to, e.g. initial consonant clusters; number of

syllables, long/short words; number of letters; particular sounds, rhyming words


column. They study the word, fold the paper over to cover the word and then

attempt to write it correctly in the next column. Finally they unfold and check

their spelling.)

• use ‘Have-a-go’ cards

• ‘open’ word sorting: give students a set of words, and encourage them to find

relationships and make appropriate categories

• games focusing on the above relationships/groupings, e.g. Bingo, Noughts and

Crosses, Snap, Concentration, Guess My Rule

• introduce and use regularly a personal dictionary as a way of recording new

words, a strategy for spelling words

• use initial sound lists as the basis for individual/class word banks to be added to

by students

• use topic lists as basis for individual/class word banks to be added to by students

• games focusing on the above relationships/groupings, e.g. Bingo, Noughts and

Crosses, Snap, Concentration, Guess my Rule.

Word study for new arrivals – Section 3: Word list 2 – Word groups









• use the ‘on the weekend’ materials as the basis for initial attempts at diary

writing

• insert words from particular word groupings (initial sounds, topic words) into

spelling sheets, to model a variety of strategies for learning spelling, and give

students structured practice at using the different strategies.

Initial letter groups The words from List 2 are grouped in the following section by their initial

letters. The words are grouped alphabetically in each list.

These lists can be used as wall charts, or as pages in students’ individual

dictionaries. When used for student dictionaries the pages can be printed two to

an A4 page. The face page provided can be used as a cover.

Space has been left in the lists for additional words, and a blank page has also

been included for additional words.

Word study for new arrivals – Section 3: Word list 2 – Word groups: Consonant clusters


My Dictionary

Name:___________________

Teacher:__________________

School:___________________



Aa a aeroplane after an and angry are at ate aunty



Bb

baby big brought back bike bus bad black buy bag boat buying barbeque book by ball bought basketball boy beach bring beautiful bringing



because brother



Cc came classroom

can clock

can’t cold

catch come

car coming

chair computer

children could

church couldn’t

city cousin

class



Dd dad day did didn’t do don’t door down DVD



Ee eat eating



Ff family fast father fire engine flower Friday friend frightened from fun



Gg girl go going good grandfather grandmother



Hh

had happy has have he hot house how hungry



Ii I in inside is isn’t it



Jj jump jumped jumping



Kk kangaroo kick kicked kicking koala



Ll library like liked little locker look looked looking lunch



Mm market me mine Monday money mosque mother mum my



Nn name next night no



Oo off office on open our out outside



Pp paper playing park put party pen pencil phone photo play played



Qq quick quiet



Rr ran running read reading ride riding rode rubber ruler run



Ss sad shut Sunday Saturday sick swam saw sister swim scared sleep swimming

school sleeping scissors slept see slow sharpener soccer she some shop street shopping student



Tt table through tram take throw truck taking Thursday Tuesday

teacher tired television to temple today texta toilet the tomorrow then took they train



Uu uncle under up



Vv very volleyball



Ww walk Wednesday window

walked weekend with walking went won’t was were wasn’t what watch when watched where watching who water why we will



Xx Yy Zz yes zoo yesterday you

Word study for new arrivals – Section 3: Word list 2 – Word groups: Consonant clusters (blends)




Consonant clusters (blends)

Consonant clusters are sounds which are produced when two or more consonants are combined to form a

blend of the individual sounds.

Most of the clusters included in these lists are initial consonant clusters.

The lists can be used as the basis for class wall lists, class books or individual student books.

The clusters used in this section are as follows:

bl cl fl sl pl br

fr gr st str tr thr

sw



bl black



cl class classroom clock



fl flower



pl play played playing



sl sleep sleeping slept slow



br bring bringing brother brought



fr Friday

friend

frightened from



gr grandmother

grandfather



tr train tram truck



st

student



str street



sw swam swim swimming



thr through throw

Word study for new arrivals – Section 3: Word list 2 – Word groups: Consonant digraphs


Consonant digraphs Digraphs are combinations of consonants or vowels that represent a sound that neither letter in the

combination ordinarily represents alone. For example: ‘wh’ in who, ‘ph’ in photo.

The digraph ‘ck’ is included in this list.


The consonant digraphs in the following lists are:

Note that the lists under ‘ch’, ‘th’ and ‘wh’ are in two columns, depending on the pronunciation of the words.

ch (chair) ch (school) ph sh th (this) th (thing) wh (when)

wh (who) ck



ch ch

chair school

children

church

catch



ph phone photo



sh sharpener she shopping shop shut



th th the thing then Thursday they



wh wh what who when where why



ck back kicking black locker clock sick kick kicked

Word study for new arrivals – Section 3: Word list 2 – Word groups: Vowel and vowel/consonant digraphs


Vowel and vowel/consonant digraphs Digraphs are combinations of consonants (or vowels) that represent a sound that neither letter in the

combination ordinarily represents alone. For example: ‘ai’ in rain, ‘ar’ in car

Note that the lists under ‘ou’, ‘ar’, ‘ow’, ‘oo’, ‘or’, ou and ‘er’ are in columns, depending on the

pronunciation of the words.


The vowel digraphs in the following lists are:

ai ar aw ay ea ee er ir oa oo ou ow ur



ai train



ar car barbeque market sharpener park party



aw saw



ay play Saturday Thursday

played Sunday Friday playing Monday day Tuesday

Wednesday



ea beach teacher eat eating read reading



ee see sleep sleeping street weekend



er er rubber sharpener her father soccer flower teacher grandfather under grandmother water mother paper ruler



ir girl



oa

boat



oo oo book classroom good kangaroo look school took zoo



ou ou ou ou could you out cousin couldn’t outside our house



ow ow down slow flower window throw



ur church

Word study for new arrivals – Section 3: Word list 2 – Word groups: Additional letter combinations


Additional letter combinations

These lists include sounds made by a range of letter combinations, including ‘ight’ and ‘alk.

Some diphthongs are included, for example, ‘oy’ in boy


The following letter combinations are included:

alk all ight

ing oy ough



alk walk walked walking



all ball basketball volleyball



ight frightened night



ing bring kicking bringing looking buying playing



coming reading eating riding

jumping swimming going taking running walking



shopping sleeping

oy boy



ough



bought brought

Word study for new arrivals – Section 3: Word list 2 – Word groups: Spelling patterns


Spelling patterns The words in the following lists have been grouped according to:

• Same letters – different sounds

• Same sounds – different letters.

The lists can be used to help students develop awareness of the different sounds and letter groupings found in English.

These pages can be made into wall charts or books, and students can add their own words to the lists.

Same letters/different sounds

The words have been grouped to show the different sounds that letters can make.

The lists show the different letter combinations and also how the individual letters make different sounds in different words or

contexts.

The words in this group are based on Word List 2





29BSame letters/different sound

o o o o

mosque rode mother today

locker go money to

computer no grandmother who

office photo come tomorrow tomorrow phone

from open

hot

volleyball

on

off




a a a a a an have ate a was water angry kangaroo baby after wasn’t and grandfather came can’t watch at grandmother name class watched bad ran paper classroom watching bag black table father what can Saturday take grandfather dad swam taking koala family tram had happy




e e e fire engine when she the weekend market he Wednesday student me very went we yes slept because yesterday then then temple went television texta pen pencil next




i i in didn’t will inside ride kick window bike riding kicked little fire tired kicking quick Friday big inside I city scissors library is sick like isn’t sister liked it swim mine with swimmin outside did television quiet




u u

uncle student

under computer

up ruler

truck

jump

lunch

mum

hungry

shut




ou ou ou

house cousin you

our

out

outside




y y y

you very my

yes aunty by

yesterday baby why

city

family

happy

hungry

library

party




ch ch

school chair

children

catch

church

lunch

watch

watched

watching

Word study for new arrivals – Section 3: Word list 2 – Word features: Spelling patterns


Same sound/different letters

These words have been grouped together to show the different combinations of letters that can make the

same sound. The lists include the ‘vowel-consonant-e’ patterns, such as came, like and rode.

Note that the pronunciation of some of the words may vary according to where the stress is placed.

The lists can be used to help students develop awareness of the different sounds and letter groupings found

in English.


These lists will assist the students with their spelling, by encouraging them to look for patterns in English

spelling.



37BSame sound/different letters

a a–e ay ai ey

baby ate day train they

table came Friday

taking name Monday

paper take play

played

Saturday

Sunday

Thursday

Tuesday

Wednesday

yesterday




ea ee y ey e beach see angry money he eat sleep aunty volleyball me eating sleeping baby she read street city we reading weekend family teacher happy hungry library party




i–e i igh y uy

bike I frightened by buy

inside library why

fire engine Friday my

like tired

liked quiet

outside

mine

ride




o–e o ow oa

rode don’t tomorrow boat

go slow

koala window

no throw

won’t

open




o a

computer shop was

from tomorrow watch

locker watched

mosque watching

off what

office

on

soccer




ou ow

house down

our flower

out

outside




or a aw ough al oor

scissors water saw bought walk door

brought walked

walking




u a o au ou fun run a brother aunty cousin hungry Sunday koala come jump kangaro coming jumped grandmother lunch Monday mum money rubber some uncle under up truck




oo ou u

book could put

good couldn’t

look

looked

took




oo o ough u

classroom do through ruler

kangaroo to

school today

zoo




oy oi

boy toilet




air aer are ere

chair aeroplane scared where

u ew ue ou eau

student Tuesday you beautiful




s c

sad sleeping swimming city

Saturday soccer office

saw sick pencil

scared sister

school student

scissors Sunday

see swam

slow swim

slept

sleep




ar are a au

car are fast aunty

market can’t

park class

party classroom

sharpener

barbeque




w wh

window with what

walk when

was where

watch why

water

we

Wednesday

weekend

window

will




ir ur ere

girl church were




c ck cc came because back soccer can uncle black car scared locker come clock can sick came kick classroom kicked coming kicking computer

Word study for new arrivals – Section 3: Word list 2 – Word groups: Word features


Word features The words in these lists have been grouped according to:

• Double letters (the columns may show different pronunciations of the same letter

combinations).

• Numbers of syllables

• Numbers of letters

The lists can be used to help students develop awareness of the different sounds and letter groupings found

in English.


These lists will assist the students with their spelling, by encouraging them to look for patterns in English

spellings.

Word study for new arrivals – Section 3: Word list 2 – Word features: Double letters


ll ball basketball volleyball will



oo book classroom door look kangaroo looked zoo looking school took good



ss class scissors classroom



tt little



pp happy shopping



rr tomorrow



ee sleep sleeping weekend street



mm swimming



nn running



bb rubber



ff off office



cc soccer

Word study for new arrivals – Section 3: Word list 2 – Word features: Syllables




1BOne syllable words

a an and are at ate back bad bag ball beach big bike black boat book bought boy bring brought

bus buy by came can’t dad car catch chair church class clock cold come could day did do door down

eat fast friend from fun girl go good had has have he hot like liked look looked lunch mine mosque

house I in is it jump jumped kick kicked mum my name next no off on open our out park



pen phone play played put quick ran read ride rode run sad saw scared school see she shop shop shut

sick slept slow some tired the then they through sleep street to street swam swim take throw took train truck

up walk walked was watch watched we went were what when where why will with won’t yes you zoo



2BTwo syllable words

after angry aunty baby because bringing brother buying children city classroom coming couldn’t cousin didn’t eating father flower Friday frightened going

happy hungry inside isn’t jumping kicking little locker looking market Monday money mother office outside paper party pencil photo playing quiet

reading riding rubber ruler running scissors shopping sister sleeping soccer student Sunday swimming table teacher temple texta Thursday today toilet Tuesday

uncle under very walking wasn’t watching water Wednesday

weekend window



3BThree syllable words

aeroplane

barbeque

basketball

computer

family

fire engine grandfather

grandmother

kangaroo

koala

library

Saturday

sharpener

tomorrow

volleyball

yesterday

4BFour syllable words

television

Word study for new arrivals – Section 3: Word list 2 – Word groups: Number of letters


54BOne letter words

a I

55BTwo letter words

an at by do go

he in is it me

my no on to up

we

56BThree letter words

are ate bad bag big boy buy can car dad

day did eat fun had has hot off our out

pen put ran run sad saw see she the was

why yes you zoo

Word study for new arrivals – Section 3: Word list 2 – Word features: Number of letters


57BFour letter words

baby back ball bike boat book came can’t city cold come don’t door down fast from girl good have

isn’t jump kick like look mine name next open park play read ride rode sick shut slow some swam

swim take then they took tram very walk went were what when will with won’t



58BFive letter words

after

angry

aunty

beach

black

bring

catch

chair

class

clock

could

didn’t

going

happy

house

koala

liked

lunch

money

night

paper

party

phone

photo

quick

quiet

ruler

shop

sleep

slept

table

texta

throw

tired

today

train

truck

uncle

under

wasn’t

watch

water

where



59BSix letter words

bought buying church coming cousin eating family father Friday friend hungry

inside jumped kicked little locker looked market Monday mosque mother office

pencil played riding rubber scared school sister soccer street Sunday taking

temple toilet walked window

60BSeven letter words

because brother brought couldn’t flower jumping kicking

library looking outside playing reading running student

teacher through Tuesday watched walking weekend



61BEight letter words

bringing

barbeque

children

computer

kangaroo

swimming

Saturday

scissors

shopping

sleeping

Thursday

tomorrow

watching

62BNine letter words

aeroplane

beautiful

classroom

sharpener

Wednesday

yesterday

63BTen letter words

basketball

fire engine

frightened

volleyball

64BEleven letter words

grandfather

grandmother

Word study for new arrivals – Section 3: Word list 2 – Word groups: Grammatical features


Grammatical features The words in this group are grouped according to their grammatical features and functions.

− Pronouns

− Making the negative: contractions

− Tenses

− Plurals



Word study for new arrivals – Section 3: Word list 2 – Grammatical features


5BPronouns

he me she they we you I



6BMaking the negative: contractions

can can’t

could couldn’t

will won’t

is isn’t

do don’t

did didn’t

was wasn’t

Word study for new arrivals – Section 3: Word list 2 – Word groups: Grammatical features


7BTenses

ride run swim rides runs swims rode ran swam riding running swimming

walk jump look walks jumps looks walked jumped looked walking jumping looking



buy bring eat buys brings eats bought brought ate buying bringing eating

go kick play goes kicks plays going kicked played went kicking playing



like take watch likes takes watches liked took watched liking taking watching

Word study for new arrivals – Section 3: Word list 2 – Topic lists


Topic lists The words in Word list 2 have been grouped here according to topics.

These topics are ones that are often included in an EAL program for beginning

students. The topic lists are:

• Feelings

• People

• Actions

• School

• Transport

• Places

• Days

• Opposites

The word lists can be used to introduce the topics, to make into flashcards or game

cards or to make into wall charts.

Students can also use them to add to their personal dictionaries.

Space has been left in most lists for additional words.

Some words have been illustrated, and these can be used to make games, such as

matching games.



8BFeelings

angry hungry happy tired frightened sick sad

scared

hot



cold

bad

good



9BPeople

boy

father

dad

girl

baby

mother

mum

grandfather

grandmother



family

friend

children

student

teacher

brother

sister

uncle

aunty

cousin



I you she he they we



10BActions

eat buy jump kick play run ride sleep swim



throw walk watch bring

come

go

like

look

put

see



11BSchool

paper

bag

sharpener

book

rubber

chair

table

scissors



computer

texta

pencil

pen

lunch

money

school

classroom



office

library

DVD

television

ball

basketball

soccer

volleyball



water

toilet window

clock

ruler

door

ball

phone



flower

teacher

friend

girl

boy



12BTransport

aeroplane

bus

fire engine

train

truck

bike

boat

car



taxi tram



13BPlaces

beach

city

park

mosque

shop

party

church

house



market

school

street

library

zoo



14BDays

Monday day

Tuesday today Wednesday tomorrow

Thursday yesterday

Friday weekend Saturday

Sunday



15BOpposites

hot cold fast slow bad good under on fast slow happy sad inside outside walk run day night



girl boy mum dad grandmother grandfather

yes no on off night day open shut

Word study for new arrivals – Section 4: Extension activities


Section 4: Extension activities These extension activities are based on words in Word list 2, but include

additional words. They focus on:

• Vowel digraphs and unusual letter patterns: ou, or, oo, ow, ea, ough, ight, ar, ir,

all, aw, ur, ee, oy, ing, ai, alk, er, ay, au, oa

• Consonant clusters (blends) and consonant digraphs: bl, br, ch, ck, cl, fl, fr, gr,

ph, pl, pr, sh, sl, st, str, sw, th, thr, tr, wh

The worksheets can be used as individual or class lists and dictionaries. Students

can write sentences that help show the meaning of the words and how they are

used, e.g. ‘I was so tired that I started to yawn.’ They can practise the spelling of

the words by tracing over them, and

Teaching focuses

• to help students to develop a systematic approach to spelling, with emphasis on

the way letters can represent different sounds depending on context or place in

the word; and the way a sound can be represented by more than one letter

• to teach writers to think about meaning as a strategy for spelling

• to continue the development of word banks by incorporating theme, topic, high

frequency and interesting words as they arise

• to introduce proof-reading strategies: continuing to explore and identify sound-

symbol relationship; categorise and classify words according to spelling

patterns

• to facilitate discussion about rules which govern the structure of words, e.g.

making singular nouns plural or changing verbs into the past tense

• to further develop knowledge of spelling patterns – digraphs; blends.

Activities


• complete activities that focus on more complex relationships within and

between words – focus on digraphs, consonant clusters, long/short vowels,

common spelling patterns, medial and final sounds

• use word groupings as the basis for more complex word banks

• group words into basic grammatical lists, e.g. nouns, verbs, adjectives.

• make lists of forms of the verbs, noting whether the forms are regular or

irregular, e.g. walk, walked, walking walks; eat, ate, eating eats.


• write sentences containing the new words



16BExtension activities – Vowels and vowel diagraphs

ai alk all ar au aw ay ea ee er ight ing

ion ir oa oo or ou ough ow oy ur



ai

hail

paint

sail

train

main

again

Put each word in a sentence.



alk chalk

walk

walked

talk

talked

talking




all small

hall

basketball

wall

fall

taller




ar

start party

garden

bark

park

sharp

shark




au aunty

because




aw yawn

paw

claw

dawn

draw

lawn




ay may

always

stay

hay

Thursday

away




ea seat

meat

meal

beach

nearly

neatly




ee keep

feet

week

sweet

cheek

sheep




er teacher

mother

spider

cover

yesterday

jumper




ight frightened might

night

fight

tight

bright frightening




ing raining

bring

riding

watching

thing

sleeping




ion television station action lotion




ir

dirt third

dirty

bird

skirt

girl

shirt




oa boat

goat

coat

loan

throat




oo stood

cook

took

shook

hook

book




oo school classroom zoo

boot

cool

pool

soon




or fork

boring

pork

morning

before

horse




ou loud mouse

out

found

about

cloudy

house

our




ough bought through cough brought enough thought




ow slow

grow

snow

blow

row

show




ow down

brown

cow

towel

flower

shower




oy boy

toy

annoy

boy

enjoy

destroy




ur church

Thursday

fur

turn

hurt

burnt

nurse




17BExtension activities – Consonant clusters

bl br ch ck cl

fl fr gr ph pl

pr sh sl st str

sw th thr tr wh



bl blue

black

blood

blanket

blame

blow




br brick

broken

brown

bring

bread

bridge

brother




ch chair

chocolate

cheese

choose

church

chips

catch




ck stick

brick

clock

sock

rock

quickly




cl clap

climb

clock

clever

cloudy

clothes




fl flower

fly

float

flag

flat

flood

flipper




fr friend

Friday

free

fruit

frog

fridge




gr green greedy

grapes graph grandmother group

grow

grass

great




ph phone

telephone

photo

physical

graph

telegraph




pl

play plastic plate plus please plum place platypus




pr

pray

practice

problem

pretty

price




sh shark

shopping

shell

shoes

shower

ship

sheep




sl slowly

sleep

slither

sleeve

slide

slip




st stay

steal

stove

stair

stamp

stone




str straight

string

strong

strawberry

street

stripe




sw swim

swing

sweet

switch

swimming

swan

sweep




th th thank you their think there thongs these them




thr throw

three

thrash

through

throat

threw




tr try

tree

travel

trace

train

training




wh white

which

where

who

why

wheel




0BNotes

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