BARBARA MURRAY

Sample Unitwww.soundwavesteachers.com.au

7N A T I O N A L E D I T I O N

wavessound

DRAFT

Unit

2 b bb balloon ribbon

letters words

Grapheme Chart

List Wordssyllables sounds

1 Count the syllables and sounds in the List Words. Segment the words into graphemes.

2 Colour the graphemes that represent b bb in the List Words.

3 �Write�any other letters that can represent b bb on the Grapheme Chart. Write one word example for each.

letters words

Grapheme Chart

List Words

aboard

abseiling

behaviour

metabolic

absence

celebratory

desirable

autobiography

abdomen

abattoir

burying

elaboration

changeable

broccoli

abscess

cybernetics

aborigine

flamboyant

habitable

ambiguous

syllables sounds

Find a Word Activity

Find a List Word that:

1 has a trigraph

2 has s ss se ce x(ks) c twice

3 has b bb as its 6th sound

4 has b bb as its 7th sound

5 can be a participle

6 was built from a base word ending with ate

7 has ir for ar a

8 ends with al

9 ends with ic

10 has e ea twice

11 was built from the Greek root bios meaning life

12 names something people can consume

13 can mean – original inhabitant

section of a body

ostentatious

having an obscure or double meaning

14 has alien as its base word

barometric

bureaucracy

ambassadorial

bilingual

indelibly

ambidexterity

beverage

buoyancy

inalienable

insubstantial

Unit 2 Ideas Pages

Explore the SoundsWarm Up Teaching Chart ActivityTeacher points to the first consonant sound box on the Teaching Chart and says the sound it represents. Students point on their own charts and repeat the sound. Continue through all the consonant sound boxes from left to right, followed by all the vowel sound boxes. Use Tracks 1 and 4 on the Sound Waves Let's Sing the Sounds CD to make this more fun for students.

Identify the SoundAsk students to determine how many times they hear b bb in all the words in the sound boxes. Use the Sound Waves Teaching Charts or Student Charts.

BrainstormingMake charts headed: first (bicycle), second (obey), third (cabbage), fourth (combination), fifth (tremble), sixth (resemblance), Others (describe – 7th, inevitable – 8th). Ask students to brainstorm words for each list. Highlight the graphemes for b bb in the listed words. Display charts in the classroom. Encourage students to add words to the lists during the week.

Explore the List WordsMeaning and Pronunciation Ask students to make a small 'chart' for a word from the list. They should head their chart with their allocated word and copy their word’s excerpt from the dictionary on to the chart. These could be presented orally to the class at the beginning of the week and then pinned on the wall for reference purposes during the week.

Platypus SentencesStudents each write a Platypus Sentence on a slip of paper, for the word they have explored on their dictionary chart. For example:

• A group of friends went platypus down the cliff face.

• The artist’s platypus made very interesting reading.

Teacher numbers the Platypus Sentences and displays them around the room. Students identify and record numbered answers during the week. Correct and discuss as a group on Friday.

List Word ActivitiesAsk student to write the List Words in columns according to:• the number of phonemes in each word• the number of letters in each word• the ordinal position of the phoneme being studied.

Ask students to:• write List Words in alphabetical order.• draw icons to represent the phonemes in each word,

eg abattoir – .

• colour all digraphs red; trigraphs blue; quadgraphs green in their list of words.

• research List Words in a dictionary and identify affixes and roots. Have students collate lists of affixes, roots and meanings with example words, adding to their lists each week. Create ‘open book’ quizzes with this information from time to time.

• identify base words in List Words and build word families.• identify all List Words that could be nouns, verbs, adjectives,

adverbs etc.• make crosswords and Word Searches with the List Words.• create games such as Match Two, Match Three and Word

Families using blank games templates BLMs T2–15.

Use Word List BLMs WLXX–XX to help you create word building, comparison, analogies, similes, derivation, spoonerism and singular and plural activities.

Working with WordsGreek Root biosDisplay and read through the information on Root Wall Card BLM R1. Discuss how the Greek root influences the meanings of the words.

Dictionary ActivityAs a group, locate words starting with bio in the dictionary. List the words on the board and discuss the meanings.

Play Team or Pairs CrosswordStudents play in teams to build a crossword using words built from the Greet root bios on BLM R1 and those listed on the board. Teams take turns writing the words on the board, intersecting them horizontally and vertically. Use BLM T17 if students are working in pairs. See instructions on BLM GIX.

Adding to words ending in eTo practise adding to words ending in e ask students to work in pairs to write change/ing/able, desire/ing/able, aborigine/al, elaborate/ing/ly/ation, celebrate/ing/ory and trace/ing/able in Words Strips on BLM WSS.

Refer to Helpful Hints 2a , 2b and 2c on BLM HH1 for adding to words ending in e.

Word Families Card Activity Distribute the cards on BLMs GM2 and GM3 among students who then circulate to form word families with the words on the cards. Discuss each group's words and how they have been built from base words. Award a counter to each student in the first correctly formed group. Collect cards and start again. Tally counters at the end.

Word PuzzleUsing BLM GM1, students match word beginnings and endings to form connecting rows of ellipse shapes.

Tic Tac Toe Students play this game using b bb words, instead of noughts and crosses. One student writes words with the grapheme b and the other writes words with bb. See game instructions on BLM GIX.

Unit 2 Ideas Pages

Uni

t 2b

bbba

lloon

rib

bon

lette

rsw

ords

Grap

hм e

Cha

rt

List

Wor

ds sy

llabl

esso

unds

1 Co

unt t

he s

ylla

bles

and

sou

nds

in th

e Li

st W

ords

. Se

gmen

t the

wor

ds in

to g

raph

emes

.

2

Colo

ur th

e gr

aphe

mes

that

repr

esen

t b

bb

in th

e Li

st W

ords

.

3

Wri

te a

ny o

ther

lett

ers

that

can

repr

esen

t b

bb

on

the

Gra

phem

e Ch

art.

Wri

te o

ne w

ord

exam

ple

for e

ach.

lette

rsw

ords

Grap

hм e

Cha

rt

List

Wor

ds

aboa

rd

abse

iling

beha

viou

r

met

abol

ic

abse

nce

cele

brat

ory

desir

able

auto

biog

raph

y

abdo

men

abat

toir

bury

ing

elab

orat

ion

chan

geab

le

broc

coli

absc

ess

cybe

rnet

ics

abor

igin

e

fl am

boya

nt

habi

tabl

e

ambi

guou

s

sylla

bles

soun

ds

Find

a W

ord

Activ

ity

Find

a L

ist W

ord

that

:

1 h

as a

trig

raph

2 h

as

s ss

se

ce x

(ks) c tw

ice

3 h

as

b b

b a

s its

6th

sou

nd

4 h

as

b b

b a

s its

7th

sou

nd

5 c

an b

e a

part

icip

le

6 w

as b

uilt

from

a b

ase

wor

d en

ding

with

ate

7 h

as ir

for

ar a

8 e

nds

with

al

9 e

nds

with

ic

10 h

as

e e

a tw

ice

11 w

as b

uilt

from

the

Gre

ek r

oot b

ios

mea

ning

life

12 n

ames

som

ethi

ng p

eopl

e ca

n co

nsum

e

13 c

an m

ean

– or

igin

al in

habi

tant

se

ctio

n of

a b

ody

os

tent

atio

us

ha

ving

an

obsc

ure

or d

oubl

e m

eani

ng

14 h

as a

lien

as it

s ba

se w

ord

baro

met

ric

bure

aucr

acy

amba

ssad

oria

l

bilin

gual

inde

libly

ambi

dext

erity

beve

rage

buoy

ancy

inal

iena

ble

insu

bsta

ntia

l

aboa

rdbu

oyan

cy

cybe

rnet

ics

inde

libly

bury

ing

elab

orat

ion

abat

toir

bilin

gual

met

abol

icam

bide

xter

ityau

tobi

ogra

phy

broc

coli

abor

igin

eab

dom

enfla

mbo

yant

ambi

guou

sin

alie

nabl

e

beve

rage

baro

met

ric

cele

brat

ory

abse

iling

abse

nce

beha

viou

rbu

reau

crac

y

insu

bsta

ntia

lch

ange

able

desi

rabl

eha

bita

ble

absc

ess

amba

ssad

oria

lin

subs

tant

ial

Unit 2 Answers Pages

24

ab

oar

d

410

ba

ro

me

tr

ic

37

be

ve

ra

ge

49

bi

li

ng

ua

l

611

in

al

ie

na

bl

e

612

am

ba

ssa

dor

ia

l

36

buo

ya

nc

y

49

in

de

li

bl

y

412

in

su

bs

ta

nti

al

614

am

bi

de

te

ri

ty

410

br

eau

cr

ac

y

49

am

bi

gou

s

36

ab

att

oir

39

fl

am

boy

an

t

611

aut

ob

io

gr

aph

y

37

br

occ

ol

i

49

me

ta

bo

li

c

410

cy

ber

ne

ti

cs

511

ce

le

br

at

or

y

510

el

ab

or

ati

on

49

ha

bi

ta

bl

e

37

ab

sei

li

ng

37

ab

do

me

n

59

ab

or

ig

in

e

49

de

si

ra

bl

e

38

cha

nge

ab

le

37

be

ha

vi

our

25

ab

sce

ss

26

ab

se

nce

36

bu

ry

ing

u

u

†

** *

* Bo

th e

l and

le r

epre

sent

the

sam

e tw

o so

unds

er

ar o

r a e

i o

u

l ll.

How

ever

, whe

n se

gmen

ting

wor

ds c

onta

inin

g le

, som

e st

uden

ts m

ay n

ot h

ear t

he s

chw

a.† So

me

stud

ents

may

cou

nt o

ne le

ss s

ound

in th

is w

ord,

as

they

may

not

hea

r the

sch

wa.

x