/a/ (short) cat, mat, apple. /e/ (short) peg, bed ... rag ram ran rap rat sad sag sap sat tab tag tan tap tax van vat wa
Lower Primary
© Peter Clutterbuck and Blake Education 2000 Reprinted 2007 Blake’s Word Bank: Lower ISBN-13: 978 1 86509 760 2 ISBN-10: 1 86509 760 8
Blake Education Locked Bag 2022 Glebe NSW 2037 www.blake.com.au Publisher: Sharon Dalgleish Editors: Diana Grivas and Tricia Dearborn Designed by Jobi Murphy Illustrated by Judi Forshaw Printed by Bekaam Printers Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail:
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Contents—An Overview Detailed List of Contents How to Use Blake’s Word Bank
4 8
Part One—Sounds 45 Sounds of the English Language Vowel Sounds Vowel Digraphs Consonant Digraphs Consonant Blends Other Consonant Sounds Some Other Important Sounds
Part Two—Spelling
55 56 60 61 63 67 68 69 70
The 200 Most Used Words Homophones Compound Words Words with Double Consonants Contractions Plurals Frequently Misspelt Words Graded Word Lists
Part Three—Grammar
77 78 81 82 83 84 87 89 90
Nouns Collective Nouns Pronouns Prepositions Verbs Adjectives ‘How’ Adverbs Conjunctions
Part Four—Vocabulary
91 92 93 94 96
Synonyms Antonyms Thematic Word Lists Anagrams
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
12 13 15 22 33 39 50 52
3
Detailed List of Contents Contents—An Overview How to Use Blake’s Word Bank Symbols Used in This Book Uses of the Word Bank Some Fun Activities using Word Bank Lists
4
Part One—Sounds
12
45 Sounds of the English Language
13
Vowel Sounds ‘a’ = short /a/ sound ‘a’ = long /a/ sound ‘a’ = /ar/ sound ‘a’ = short /o/ sound ‘e’ = short /e/ sound ‘e’ = long /e/ sound ‘i’ = short /i/ sound ‘i’ = long /i/ sound ‘o’ = short /o/ sound ‘o’ = long /o/ sound ‘o’ = short /u/ sound ‘u’ = short /u/ sound ‘u’ = long /u/ sound ‘u’ = short /oo/ sound
15 15 16 17 17 18 18 19 19 20 20 20 21 21 21
Vowel Digraphs ‘ai’ = long /a/ sound ‘ay’ = long /a/ sound ‘ar ‘= /ar/ sound ‘aw’ = /or/ sound ‘ea’ Sounds ‘ea’ = long /e/ sound ‘ea’ = short /e/ sound ‘ea’ = long /a/ sound ‘ee’ = long /e/ sound ‘er’ = /er/ sound ‘ew’ = long /oo/ sound ‘ew’ = long /u/ sound
22 22 22 23 23 24 24 24 24 25 26 26 26
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
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Blake’s Word Bank - Lower Primary
‘ie’ = long /e/ sound ‘ie’ = long /i/ sound ‘ir’ = /er/ sound ‘oa’ = long /o/ sound ‘oi’ = /oi/ sound ‘oy’ = /oi/ sound ‘oo’ Sounds ‘oo’ = long /oo/ sound ‘oo’ = short /oo/ sound ‘or’ = /or/ sound ‘ow’ and ‘ou’ Sounds ‘ow’ = /ow/ sound ‘ow’ = long /o/ sound ‘ou’ = /ow/ sound ‘ur’ = /er/ sound
27 27 28 28 29 29 30 30 30 31 31 31 32 32 32
Consonant Digraphs—Initial ‘ch’ = /ch/ sound ‘kn’ = /n/ sound ‘qu’ = /qu/ sound ‘sh’ = /sh/ sound ‘th’ = unvoiced /th/ sound ‘th’ = voiced /th/ sound ‘wh’ = /w/ sound ‘wh’ = /h/ sound ‘wr’ = /r/ sound
33 33 33 33 34 35 35 36 36 36
Consonant Digraphs—Final and Medial ‘ch’ = /ch/ sound ‘ch’ = /k/ sound ‘ck’ = /k/ sound ‘sh’ = /sh/ sound ‘th’ = unvoiced /th sound ‘th’ = voiced /th/ sound
37 37 37 37 38 38 38
Consonant Blends—Initial /bl/ blend /br/ blend /cl/ blend /cr/ blend /dr/ blend /fl/ blend /fr/ blend /gl/ blend /gr/ blend /pl/ blend /pr/ blend ‘sc’ = /sk/ blend
39 39 39 39 40 40 40 40 41 41 41 41 42 Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
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6
/scr/ blend /sk/ blend /sl/ blend /sm/ blend /sn/ blend /sp/ blend /st/ blend /str/ blend /sw/ blend /tr/ blend
42 42 42 43 43 43 44 44 45 45
Consonant Blends—Final and Medial /ct/ blend /ft/ blend /lk/ blend /lp/ blend /lt/ blend /mp/ blend /nd/ blend /nt/ blend /pt/ blend /sk/ blend /sp/ blend /st/ blend
46 46 46 46 46 47 47 48 48 49 49 49 49
Other Consonant Sounds ‘dge’ ‘ght’ = /t/ sound ‘nce’ ‘nch’ /ng/ sound /nk/ sound ‘tch’ = /ch/ sound
50 50 50 50 50 51 51 51
Some Other Important Sounds ‘c’ Sounds ‘c’ = /s/ sound (soft c) ‘c’ = /k/ sound (hard c) ‘g’ Sounds ‘g’ = /j/ sound (soft g) ‘g’ = /g/ sound (hard g) ‘y’ Sounds ‘y’ = long /e/ sound ‘y’ = long /i/ sound
52 52 52 52 53 53 53 54 54 54
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
Part Two—Spelling The 200 Most Used Words The first 100 most used words The next 100 most used words Homophones Compound Words Words with double consonants bb, dd, ff, gg, ll, mm, nn, pp, rr, ss, tt, zz Contractions Plurals Frequently Misspelt Words Graded Word lists Prep/Kindergarten Grade One Grade Two
Part Three—Grammar Nouns Common nouns Common nouns—animals Collective nouns Collective nouns—groups of animals Pronouns Common pronouns Possessive pronouns Prepositions Verbs Regular verbs Action verbs Saying verbs Thinking and feeling verbs Adjectives Adverbs Conjunctions
Part Four—Vocabulary Synonyms Antonyms Thematic Word Lists Animal names Feelings Plants Food Anagrams
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
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55 56 56 58 60 61 63 67 68 69 70 70 72 74 77 78 78 80 81 81 82 82 83 83 84 84 85 86 86 87 89 90 91 92 93 94 94 94 95 95 96
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How to Use Blake’s Word Bank The Symbols Used in this Book
Uses of the Word Bank
A straightforward system has been used throughout Blake’s Word Bank to distinguish clearly between letter patterns and the sounds they make.
Blake’s Word Bank has been structured to maximise flexibility, allowing you to adapt and utilise the material to successfully meet the needs of all students. For example, the lists of sounds in the Sounds section can be used for both reading and spelling activities, and the words in the Grammar section can also be used for vocabulary building.
Two oblique signs / / are used to indicate a sound. For example, the sound that ‘sh’ makes in the word ‘shop’ is referred to as the /sh/ sound. The sound that ‘br’ makes in ‘bread’ is referred to as the /br/ blend. Where a vowel can make two different sounds, these are distinguished by calling them the long and the short vowel sound. For example, the ‘a’ in ‘cat’ makes the short /a/ sound.The ‘a’ in ‘cape’ makes the long /a/ sound. Pages 13-14 contain a summary of these sounds, with examples. Letter patterns are referred to with quotation marks around them. The /sh/ sound can be made by various letter patterns including u ‘sh’ as in shop u ‘ch’ as in chef u ‘ti’ as in nation. The letter pattern ‘ea’ can make various sounds: u long /e/ sound, as in peace u short /e/ sound, as in spread u long /a/ sound, as in steak.
8
Below are some suggested uses for Blake’s Word Bank. u Use word lists to increase students’ interest in words and ideas, and to extend their vocabulary and understanding of language concepts. u Phonic groups and year level spelling lists can be used for reinforcement, revision and enrichment. For example, an individual senior grade student experiencing difficulties in spelling may be best assisted by reinforcement of phonic areas to strengthen his or her spelling skills. Alternatively, a competent younger student may be directed to more difficult lists for enrichment purposes. u Both the Grammar and Vocabulary sections provide teachers with accessible examples of parts of speech and specific word types.These can be used for quick reference when a supply of words is needed for individual or group learning sessions, or to provide more examples of a specific word type or part of speech similar to the one already under discussion.
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
Some Fun Activities using Word Bank Lists Part 1 Sounds
Initial and Final Blends around a Central Vowel*
‘Letter boxes’ Use the lists to make letter boxes. Students must take one letter from each box to make a word. For example, using the first set of letter boxes below, a student could take ‘p’ from the first box, ‘i’ from the second box, and ‘g’ from the third box to spell ‘pig’. How many words can they make? Three Letter Words b
a
g
m
e
n
p
i
p
t
o
t x
Initial Blends br
a
b
cr
e
d
fl
i
g
gr
o
m
sm u
n
sw
p t
Final Blends
br
a
ft
cl
e mp
gr
i
nd
st
o
nt
sw u
sk
tr
sp
* A more challenging activity.
What goes in the middle? Using the vowel digraph lists, write the beginning and ending of selected words on the chalkboard, and some possible vowel digraphs beside them. Have students insert the correct vowel digraph and draw a picture of the word they have made. b__t
oa
m__n
oi
ir
ei
oo ee
Shout it out Have students shout out words that begin with the same consonant blend as a chosen word, for example ‘Shout out words that start with the same sound as frog’ (eg friend, frost, free); or words that contain the same vowel digraph, eg ‘Shout out words that contain ‘ee’ " (eg meet, feet, beef). Each time, students who can’t think of a word for that round drop out.
b
a mp
c
e
nd
d
i
nt
Blends
n
u
sk
Provide students with cards on which are written a selection of blends, eg
m
st
r
fr
dr
fl
st
s t Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Part 2 Spelling
and suitable endings, eg og
ip
at
op
Have students match the blend to the ending to create words.
Sort out Provide a list of words, for example: big
lap
map
bed
pig
rat
fat
jug
pug
top
mug
tan
fit
peg
red
sip
ten
wig
Have students sort them into groups, for example by:
Using light cardboard and a split pin, make up a word wheel that contains initial consonants, or consonant blends, on the outer wheel, and word endings on the inner wheel. Have students move the centre wheel to compose words which can then be written in groups according to a pattern. Or make up a wheel that contains different vowel digraphs. Spin the arrow and challenge students to write as many words as they can that contain that letter group.
Compound guessing Describe a compound word and have students guess what it is, for example: I am a special day of the year. I am the day on which you are born. (birthday)
u middle vowel u words that sound the same u initial letters.
Have students take it in turns to devise clues to a compound word that classmates must guess.
Word riddles Challenge students to solve presented word puzzles. For example: I have a ‘oo’ sound. I begin with an ‘sp’ blend. I help you eat a meal.What am I?
Bingo Provide each student with a blend chart.These are best made on light card. gr
cl
cr
sc
dr
sk
fr
sw
st
gl
pl
sn
fr
fl
tr
sl
Compound match Provide students with cards each containing a word that forms part of a compound word. Have students hold their cards and march around the room.Tell students that when you blow your whistle or give some other a signal, they must rush to find their compound partner.The first pair to do so are given points.
Compound catch Use the list of compound words to prepare a set of cards that form compound words when placed together.
Read aloud a series of words containing these blends. Have students mark the blends they hear, using counters.
10
Word wheels
Place the cards face down and have students take turns to turn over two cards each. If the student can use these words to make a compound word, they may keep them. If not, the cards are turned down again.The game continues until no more compound words can be formed.The player with the most compound words at the end wins the game. jelly
roads
butter
book
fly
cross
wind
note
fist
mill
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
Homophone pictures
Part 3 Grammar
Write a word on the chalkboard. Have students draw a picture of something whose name is a homophone of that word, for example:
Noun links
pair
pear
bare
bear
see
sea
Write on the chalkboard a selection of nouns from the common nouns list. Ask students to pair the ones that can be linked, for example cup, dish, fork, bottle, kettle, spoon (things that might be found in the kitchen).
Match up
Jumblies Jumble up list words and have students rearrange the letters to make the original word, for example: mra fi arm
tras fi star (or rats)
krab fi bark
krad fi dark
Cloze Write a sentence on the chalkboard omitting a word. Ask students to add a suitable word for their Graded Word Lists, for example (taken from Grade 1): The ___ blew strongly. This activity is also useful for words with double consonants. A snail has a ___. (shell)
On cards write a number of nouns with a corresponding number of suitable adjectives. Distribute nouns to one group of students and adjectives to the other. Play music and have students move around the room.When music stops, students must match up.
Guess that verb! Use the action verb list to create a set of cards. Have students take turns to pick a card (without looking) and perform the action for the class.The other students try to guess what action is being performed.Whoever guesses the verb gets to go next.
Odd word out Write five words on the chalkboard. Make one word a different category to the other four. Have students identify that word. For example: bite climb red hug jump Red is the odd word out because it is an adjective, rather than an action verb like all the other words.
Double consonants Write a rhyme such as
Part 4 Vocabulary
Little Miss Muffet Sat on her tuffet
Antonym/synonym match
Eating her curds and whey
Write words on pieces of card. On another card write a synonym for each word (or an antonym). Each student is given a card and marches around the room to the beat of a drum or suitable music. When the music stops, each student must find his/her antonym or synonym.
on the chalkboard. Have students come out and underline the words with double letters. Ask the students to say these words. Have them suggest other words with double letters in them. Build up a classroom display of words with double letters.
Synonym (or antonym) snap Allow students to study the synonym and antonym lists in this book. Have them write the words onto cards. Have students jumble the cards and play snap with them.
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Part One
Sounds
12
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
44 Sounds of the English Language Vowel Sounds Sound /a/ (short) /e/ (short) /i/ (short) /o/ (short) /u/ (short) /a/ (long) /e/ (long) /i/ (long) /o/ (long) /u/ (long) /air/ /ar/ /er/ /oi/ /oo/ (long) /oo/ (short) /or/ /ow/
Words cat, mat, apple peg, bed, head, said fig, women, build, busy, mystery dog, wash rub, come, young snake, train, stay eve, cheese, flea, she, lazy bind, pie, time, by, dye, buy, thigh go, toe, cone, coat, low, though, yeoman fuel, cue, cute, few, pneumonia stair, care, where, wear, heir far, pass, palm her, bird, fur, word, journey, heard boil, boy boot, through, do, soup, blue, grew look, put, woman, should for, haul, raw, chalk, ball, board, door, pour, bore, war, ought cow, loud, bough
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Consonant Sounds Sound /b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /y/ /x/ /z/
Words bind, cab, rubber dome, add, stayed fan, puff, photograph, laugh got, egg, ghost horse, hotel, hen, who jug, ginger, gypsy, bridge cut, kite, rock, queue lot, ball, handle mass, swimming, lamb nice, funnel, knot, gnome, pneumatic pan, happy race, burr, wring, rhythm sit, dress, since, city, psalm tip, little, picked van, skivvy, shelve worse, win, wall, why yellow box, x-rays zoo, buzz, as, xylophone
/ch/ /ng/ /qu/ /sh/
chop, patch bring, song quote, choir ship, sugar, ancient, tension, dictation, ocean think, throw that, them, these treasure
/th/ (unvoiced) /th/ (voiced) /zh/
14
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
Vowel Sounds ‘a’ = short /a/ sound add ant at axe bad bag ban bat cab can cap cat dad dam fan fat gap gas had ham has hat jab jam lab lad lap
mad man map mat pad pal pan pat rag ram ran rap rat sad sag sap sat tab tag tan tap tax van vat wag wax yam
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
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Vowel Sounds ‘a’ = long /a/ sound ace age ale ape ate bake cage cake came case cave date face fade game gate gave hate lake lane late made make mate name page
16
race rake rate safe sale same save take tale tape wake wave
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
Vowel Sounds ‘a’ = /ar/ sound ask bath
fast last
past
‘a’ = short /o/ sound wand want
was wash
what
‘e’ = short /e/ sound bed beg bell best bet cell cent egg end fed fell get hem
hen jet keg led leg let men met net peg pen pet red
set sled step tell ten vet web well wet yes yet
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
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Vowel Sounds ‘e’ = long /e/ sound he
me
she we
‘i’ = short /i/ sound bib bid big bin bit chin did dig dim dip fib fig fill fin fit fix gin hid hill him hip his
18
hit if ill in is it jig kid kin kit lid lip lit mix nip pig pill pin pip pit rib rid
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
rig rim rip sin sip sit six till tin tip wig will win wit zip
Vowel Sounds ‘i’ = long /i/ sound bike bite dive file fine fire five hide hike hire ice kite life
like line mice mile mine nice nine pile pine pipe rice ride ripe
rise side size tide tile time vine wide wife wire wise
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
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Vowel Sounds ‘o’ = short /o/ sound bob bog box cog cop cot dog doll fog fox got
hog hop hot job jot log lot mob mop nod not
on ox pod pop pot rob rod rot sob top tot
‘o’ = long /o/ sound bone code cone home hope
hose joke nose note poke
pose rope rose tone woke
‘o’ = short /u/ sound none
20
oven
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
son won
Vowel Sounds ‘u’ = short /u/ sound bud bug bun bus but cub cup cut duck dug dull fun gum
gun gut hub hug hum hut jug lug mud mug mum nun nut
pub pug pup rub rug run rut sum sun tub tug up us
‘u’ = long /u/ sound cute dune
fuse huge
tube tune use
‘u’ = short /oo/ sound bull
full
pull put
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
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Vowel Digraphs Note: A digraph is a pair of letters representing a single sound.
‘ai’ = long /a/ sound aid aim bait fail jail
laid mail main nail pail
pain rail rain sail tail
‘ay’ = long /a/ sound away bay clay day gay hay
22
lay may pay play ray say
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
tray way
Vowel Digraphs ‘ar’ = /ar/ sound are arm art bar bark barn car card
cart dark dart far farm hard harp jar
mark park part scar star start tar tart yard
‘aw’ = /or/ sound awe claw
draw law
paw raw saw
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Vowel Digraphs—‘ea’ Sounds Note: ‘ea’ can represent three sounds: (i) long /e/ sound as in beat and heat (ii) short /e/ sound as in head and bread (iii) long /a/ sound as in break and steak.
‘ea’ = long /e/ sound bead bean beat easy eat flea heat
leaf meal mean meat neat pea real
sea seal seam seat tea team weak
‘ea’ = short /e/ sound bread dead
deaf head
‘ea’ = long /a/ sound great
24
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
ready
Vowel Digraphs ‘ee’ = long /e/ sound bee been beep cheek deep eel fee feed feel feet
free green heel keep knee meet need peel see seed
seem seen sleep teeth three tree weed week
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Vowel Digraphs ‘er’ = /er/ sound fern germ
her herb
herd term
‘ew’ Sounds Note: ‘ew’ can represent two sounds: (i) long /oo/ sound as in blew and flew (ii) long /u/ sound as in new and few.
‘ew’ = long /oo/ sound chew
drew
flew grew
‘ew’ = long /u/ sound dew
26
few
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
new
Vowel Digraphs—‘ie’ Sounds Note: ‘ie’ can represent two main sounds: (i) long /e/ as in niece (ii) long /i/ as in pie.
‘ie’ = long /e/ sound chief
niece
piece thief
‘ie’ = long /i/ sound die
lie
pie tie
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Vowel Digraphs ‘ir’ = /er/ sound bird circle dirt
first firm girl
shirt sir skirt third
‘oa’ = long /o/ sound boat coat float foam
28
goat load loaf loan
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
oat road soap
Vowel Digraphs ‘oi’ = /oi/ sound boil coil coin
foil join oil
point soil spoil toil
‘oy’ = /oi/ sound boy
joy
toy Troy
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Vowel Digraphs—‘oo’ Sounds Note: ‘oo’ can represent two sounds: (i) long /oo/ sound as in boot and food (ii) short /oo/ sound as in book and wool.
‘oo’ = long /oo/ sound broom boot cool food fool hoot
moon noon pool roof room root
soon spoon too tool zoo
‘oo’ = short /oo/ sound book cook foot good
30
hood hook look took
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
stood wood wool
Vowel Digraphs ‘or’ = /or/ sound bore born cord core cork corn for ford
fork form horn horse lord more or pork
port short sore sort store torn wore
‘ow’ Sounds Note: ‘ow’ can represent two sounds: (i) /ow/ sound as in how and cow (ii) long /o/ sound as in tow and low.
‘ow’ = /ow/ sound cow down
fowl how
now owl town
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Vowel Digraphs—‘ow’ Sounds ‘ow’ = long /o/ sound blow bow crow flow glow grow
know low mow owe own row
show slow snow sow tow
‘ou’ = /ow/ sound about cloud count hour
house loud mouse noun
ouch our out round sour
‘ur’ = /er/ sound blur burn
32
burp fur
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
hurt turn
Consonant Digraphs—Initial ‘ch’ = /ch/ sound chap chain chair chalk chap
chat check cheek chick child
chin chip chop chum
‘kn’ = /n/ sound knee
knife
know
‘qu’ = /qu/ sound quack queen
question quick
quiet quite quiz
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Consonant Digraphs—Initial ‘sh’ = /sh/ sound shack shade shake shall shape share shark sharp shave she shear shed
34
sheep sheet shelf shell shift shin shine ship shirt shock shoe shook
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
shoot shop shore short shot shout show shower shut shy
Consonant Digraphs—Initial ‘th’ Sounds Note: ‘th’ can represent two sounds: (i) unvoiced /th/ sound as in thin, thistle (ii) voiced /th/ sound as in that.
‘th’ = unvoiced /th/ sound thanks thick thin
thing think third
three throw thud
‘th’ = voiced /th/ sound than that the their
them then there these
they this those
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Consonant Digraphs—Initial ‘wh’ Sounds Note: ‘wh’ can represent two sounds: (i) /w/ as in when (ii) /h/ as in who
‘wh’ = /w/ sound what when
where which
while whip why
‘wh’ = /h/ sound who
‘wr’ = /r/ sound wrap
36
wring
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
write
Consonant Digraphs —Final and Medial ‘ch’ = /ch/ sound arch bench bunch catch ditch each
inch itch lunch march match much
patch rich such watch which witch
‘ch’ = /k/ sound school
‘ck’ = /k/ sound back black chick click clock cock deck dock duck
jack kick lick lock luck check pack peck pick
rack rock sack sick suck tack tick tuck
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Consonant Digraphs —Final and Medial ‘sh’ = /sh/ sound ash bash bush cash dash dish
fish hush Josh lash mash posh
push rash rush wash wish
‘th’ Sounds Note: ‘th’ at the middle or end of a word can be unvoiced as in bath or birthday, or voiced as in mother or smooth.
‘th’ = unvoiced /th/ sound bath birth birthday
both cloth maths
moth path tooth with
‘th’ = voiced /th/ sound father
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mother
Blake’s Word Bank—Lower Primary
© Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
other
Consonant Blends—Initial /bl/ blend blab black blank bleed blend
blew blink blob block bloke
blot blow blue blunt blur
/br/ blend brag brain bran brat brave
bread break brick bride bring
broke broom brown brush
/cl/ blend clap class clay clean clear
click cliff climb clock close
cloth cloud clown club clue
Blake’s Word Bank—Lower Primary © Blake Education 978 1 86509 760 2
Blake’s Word Bank - Lower Primary
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Consonant Blends—Initial /cr/ blend crab crack crash creek
crew crib crop cross
crow crowd crown crust cry
/dr/ blend drab drag dress
drew drink drip
drive drop drum dry
/fl/ blend flag flap flat flea
flew flick flip flog
floss flow fluff fly
/fr/ blend free fresh friend
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frog from frost
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fruit fry
Consonant Blends—Initial /gl/ blend glad glass glen
glide globe glory
glove glow glue
/gr/ blend grab grade grand grape
grass great green grew
grey grid grin grip grub
/pl/ blend place plain plan plane
plant plate play plod
plot plug plum plus
/pr/ blend pram pray press
pretty price pride
print prize prod
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Consonant Blends—Initial ‘sc’ = /sk/ blend scab scale scaly scan
scar scare scarecrow scared
scarf scoop scooter
/scr/ blend scram
scrap
scrape screw
/sk/ blend skid skim
skin skip
skirt sky
/sl/ blend slab slam slap
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sled sleep slice
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slip slit slot slow
Consonant Blends—Initial /sm/ blend smack small
smart smash
smell smile
/sn/ blend snack snail
snake snap
sniff
/sp/ blend space spade span spark spare speak spear
speed spell spend spill spin spit splash
split spoil spoon sport spot spy
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Consonant Blends—Initial /st/ blend stab stage stall stamp stand star start state stay steak
steal steam steep stem step stick stiff still sting stink
stir stone stood stool stop store storm story stud stuff
/str/ blend strap straw stray
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stream street strict
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string strip strong
Consonant Blends—Initial /sw/ blend swab swag swam
swan swap sway
sweep swim swing
/tr/ blend trade train tram trap
tray tree trick trim
trip trod trot true try
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Consonant Blends —Final and Medial /ct/ blend act
collect
correct insect
/ft/ blend craft gift left
lift loft sift
soft raft
/lk/ blend milk
silk
/lp/ blend alp
help
!
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Consonant Blends —Final and Medial /lt/ blend belt bolt built colt dealt fault felt
halt hilt jolt knelt kilt malt melt
salt silt spelt spilt tilt volt wilt
/mp/ blend camp bump damp
dump jump lamp
limp lump pump stamp
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Consonant Blends —Final and Medial /nd/ blend and band bend bind blend blind bond end find
fond found friend grand hand kind land lend mend
mind pond round send stand tend wand wind
/nt/ blend ant aunt bent cent dent front gent hint
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hunt lent mint paint pant pint plant point
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print rent sent spent tent want went
Consonant Blends —Final and Medial /pt/ blend crept kept
slept swept
wept
/sk/ blend ask desk
mask risk
task
/sp/ blend clasp
gasp
wasp
/st/ blend best chest cost crust dust fast fist
frost just last list lost must nest
past pest post rust toast west
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Other Consonant Sounds ‘dge’ = /j/ sound badge
bridge
edge hedge
‘ght’ = /t/ sound eight fright
light night
right tight
‘nce’ bounce chance
dance fence
lance mince prince
‘nch’ bench bunch
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finch lunch
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pinch
Other Consonant Sounds /ng/ sound along bang bring gang hang king
long morning rang ring sang sing
song sung strong swing thing wing
/nk/ sound bank drank drink
ink pink sank
sink tank thank wink
‘tch’ = /ch/ sound catch itch
match patch
witch
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Some Other Important Sounds ‘c’ Sounds Note: ‘c’ can represent two main sounds: (i) /s/ sound (or soft c) when followed by e, i or y as in cell, city, cyberspace (ii) /k/ sound (or hard c) when followed by a, o or u as in cat, cow, cup.
‘c’ = /s/ sound (soft c) cell centre cent circle
city face ice mice
nice pencil place race rice
‘c’ = /k/ sound (hard c) cab cage cake calf calm came camp can cane cape card care
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cart case cat catch cave coal coat cob cod code coin cold
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comb come cone cook copy cork corn cost cow cub cut cute
Some Other Important Sounds ‘g’ Sounds Note: ‘g’ can represent two main sounds: (i) /j/ sound when followed by e, i or y, as in cage and giant (ii) /g/ sound (hard g) when followed by a, o, u, or another consonant, as in gain, gone, grand.
‘g’ = /j/ sound (soft g) bridge cage danger
edge gentle giant
huge large magic page
‘g’ = /g/ sound (hard g) gain gale game gang gape gas gate gave gay
glad go goal goat gold golf gone good got
grass green grey grin gulf gum gun guy
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Some Other Important Sounds ‘y’ Sounds Note: ‘y’ can represent two main sounds: (i) long /e/ sound as in city (ii) long /i/ sound as in fly.
‘y’ = long /e/ sound baby busy city
easy ivy lady
lazy pony tiny very
‘y’ = long /i/ sound by cry dry fly
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fry my ply pry
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shy sky sly spy sty
Part Two
Spelling
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The 200 Most Used Words First 100 Most Used Words The following twelve words make up on average one quarter of all reading and writing: a and he I
in is it of
that the to was
The following 20 words together with the twelve words in the list above make up, on average, one third of all reading and writing: all are as at be but
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for had have him his not on
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one said so they we with you
The 200 Most Used Words First 100 Most Used Words The following 68 words together with the 32 above are the 100 most used words and make up one half of all reading and writing: about an back been before big by call came can come could did do down first from get go has her here if
into just like little look made make more me much must my no new now off old only or other our out over
right see she some their them then there this two up want well went were what when where which who will your
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The 200 Most Used Words The Next 100 Most Used Words after again always am animal another any ask asleep away bad because best bird black blue boy
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bring cool day dog don’t eat every far fast father fell find five fly found four gave
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girl give going good got green hand have head help home house how jump keep know last
The 200 Most Used Words The Next 100 Most Used Words (continued) left let live long man many may men mother once open own play put ran read red
room round run sat saw say school should sing sit soon step take tell than these thing
think three time too tree under us very walk white why wish work would year
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Homophones Note: Homophones are words that sound the same but have different spellings and different meanings. ate eight be bee bean been bear bare by buy bye cell sell cent sent die dye fair fare flea flee for four in inn
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its heal hear made mail meet new no none not one or
it’s heel here maid male meat knew know nun knot won oar
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pain pane pair pear poor pour road rode sail sale saw sore soar see sea sun son tail tale tide tied to too two week weak
Compound Words Note: Compound words are two or more words joined together to make one new word.
What you join
Compound word
noun + noun
rainbow, hailstorm
adjective + noun
blackbird, barefoot
noun + adjective
footloose, headstrong
preposition + noun
outboard, inside
verb + noun
spoilsport, cutthroat
verb + adverb
farewell, walkover
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Compound Words afternoon anything anyone bathroom bedroom birthday blacksmith butterfly classroom cowboy eggcup eyebrow eyelid farmyard firefighter football footprint goldfish grandfather grandmother hairbrush into indoors
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inland inside lifetime lookout lunchbox mailbox moonlight newspaper nobody nothing outdoors outline outside overall pancake pigtail popcorn rainbow raincoat raindrop seaside seaweed shoelace
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shopkeeper snowball stairway starfish suitcase sunflower sunset sunshine teapot teatime textbook themselves toothbrush understand upright upstream weekend wildlife windmill withdraw within without yourself
Words with Double Consonants ‘bb’ bubble gobble grubby
hobby nibble pebble
rabbit ribbon robber rubber
‘dd’ add cuddle daddy
ladder middle paddle
puddle saddle teddy
‘ff’ fluff muffin off
puff sniff stiff
stuff toffee
‘gg’ buggy digger egg
foggy giggle hugged
jiggle juggle muggy tagged
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Words with Double Consonants ‘ll’ all bill cell drill fall fell
fill grill hill kill mill pill
roll shall shell still tell will
‘mm’ hammer mummy
summer swimmer
tummy
‘nn’ banner bunny canned cannot dinner fanned
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funny granny grinned inn inner manner
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nanny skinny sunny tennis runner winner
Words with Double Consonants ‘pp’ apple clapped copper dropped flipped floppy
happy hopped nappy pepper poppy puppet
puppy ripped shopped skipped slipper slopped
‘rr’ berry carry cherry
curry error furry
hurry marry merry sorry
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Words with Double Consonants ‘ss’ bless chess class cross dress fuss
glass grass hiss kiss lass less
loss mass mess miss moss pass press
‘tt’ battle better bottle butter cattle cotton
dotty fatter kettle kitten letter litter
little matter nutty pretty sitter
‘zz’ buzz dizzy
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fizz fizzy
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fuzzy jazz puzzle
Contractions Contractions are formed when one or more letters are omitted from a word or phrase and replaced with an apostrophe. The following are examples of common contractions.
Word or Phrase
Contraction
I am you are she is, he is we are it is
I’m you’re she’s, he’s we’re it’s
is not are not cannot do not does not did not
isn’t aren’t can’t don’t doesn’t didn’t
I will you will she will, he will we will they will
I’ll you’ll she’ll, he’ll we’ll they’ll
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Plurals (a) Most words (nouns) make their plurals simply by adding ‘s’, for example one dog fi two dogs, one table fi many tables. apple fi apples banana fi bananas bin fi bins book fi books cap fi caps cat fi cats chair fi chairs
pen fi pens plate fi plates seat fi seats shrub fi shrubs tap fi taps television fi televisions tree fi trees
(b) Words that end in ch or sh make their plurals by adding es, for example one peach fi two peaches, one wish fi three wishes. beach fi beaches bunch fi bunches bush fi bushes church fi churches dish fi dishes
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Blake’s Word Bank—Lower Primary
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flash fi flashes lash fi lashes match fi matches patch fi patches sash fi sashes
Frequently Misspelt Words about also again animal any are been before bird buy by can’t close come could does down each first forty have here he’s hole house into just knew
know like look made many more new none of off old one our right said says shoes some sure tear that their then there they to too two
want was wear week went were what when which who with won word write you
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Graded Word Lists Prep/Kindergarten bad bag bat bed big bit box boy bun bus but
dab dad den did dig dog fan fat fed fig fin fit fog fox fur
can cap car cat cot cow cub cup cut
gap gas get got gum gun .
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had ham has hat hem hen hid him his hit hop hot hug hut
jab jam jet jig job jug
Graded Word Lists Prep/Kindergarten (continued) lad lap leg let lid lip log lot mad man mat may men met mix mob mop mud
nan nap net new nib nip not nun nut pad pal pan pat paw peg pen pet pig pin pip pit pup put
rag ram ran rap rat red rib rig rob rot rub rug run sad sag sap sat set sin sip sit six sub sun
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Graded Word Lists Grade 1 all and are arm ash back ball band bang bark bath bell bend bent best bill boy branch bull by
call car cell cent chap chat chest chin chip chop chum cloth cry dark dash day dish doll duck dull dry dust end
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far farm feet fell find fish fly full hall hand hang harm hay heel hill hung joy jump
Graded Word Lists Grade 1 (continued) lamp land lark lay lick lift limp lock lost luck lump lung may mend mill mind most moth much must my neck nest
pack park path pay peck peel pest pick play pull rang rash ray rest rich ring rock roll sack sand sang say see sell send
sent shed sheep ship shop shot shut shy sick sift sing sky small sock soft spy star start stay strong such sung swing
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Graded Word Lists Grade 1 (continued) tack tall tell tent than that the them then thin
think this three thud till toy tree try wall want
way well went will wind wing wish with yard
Grade 2 about apple bank begin best better between bird birthday bite black blew blow
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blue boat boil boot brick bring brown brush
close coat come could cow crack crust cry
cake cheese circle clean clock
dinner doll down dress drop
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Graded Word Lists Grade 2 (continued) drum each easy eat egg farm flag flow flower fly food for frog from fur
have held her his horse house if into joy kept kitten lazy little lived look
garden glad glow going grab grandma green grew
made mail me meat mice mother must name new nose now off oil open pain pie pink plate play pram proud push
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Graded Word Lists Grade 2 (continued) rain read
string sweet swing
sail sand saw scrub sent shall she sheep shell shop shout show skid slide snow soap some spider spoon stay stir stone stop straw
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thank they thing think today tooth toy train tray tree truck tune turn twin twist upon use very wave went where
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which white wide wind winter wish wood yellow zoo
Part Three
Grammar
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Nouns Common Nouns Note: A common noun is the name of any ordinary thing you can see and touch. axe bag bank barn bath beach bed birds boat book bottle bowl box bread brush bush chair class clock creek cup dam desk dish
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door dress egg food fork game glove grass hat hill hose ice iron jar jeans jug kettle lake lamp lawn leaf lid log moon
Nouns mop mug oil oven page pan path pen pin pipe pole pond pot rain ring river road rock room rug sand sea shelf ship shoes shop sky snow
socks spoon star sun table tap tar tea tie tin toys tree wall cloud water well wood yard
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Nouns Common Nouns—Animals ant ape bat bear bee bird bug bull cat cow crab deer
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dog emu fish fly fox frog goat grub hare lamb lion moth
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mouse ox pig pony rabbit rat seal slug swan wolf worm
Nouns Collective Nouns Note: A collective noun is the name given to a group of persons or things. army bale band batch bunch class
club crew firm flock gang heap
herd kit pack set suit team
Collective Nouns—Groups of Animals herd flock hive litter mob
(elephants, giraffes, pigs, seals, sheep, swans, wrens) (birds, goats, sheep) (bees) (pups) (kangaroos)
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Pronouns Note: A pronoun is a word that takes the place of a noun.
Common Pronouns Note: If a pronoun is the subject or part of the subject of a sentence, it is in the nominative case, for example ‘she’ in ‘ She is coming to my house.’ If a pronoun is the object or indirect object of a sentence, it is in the objective case, for example ‘her’ in ‘I will play with her .’
Nominative
Objective
First person (speaking) Second person (spoken to)
Singular
Plural
Singular
Plural
I
we
me
us
you
you
you
you
they
her, him, it
them
Third person she, he, it (spoken about)
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Possessive Pronouns Note: Possessive pronouns show ownership. Singular
Plural
First person (speaking)
mine
ours
Second person (spoken to)
yours
yours
Third person (spoken about)
hers, his, its
theirs
Prepositions Note: Prepositions show relationships between nouns (or pronouns) and other words. Preposition means placed in front so they are usually found in front the of nouns or pronouns. They often refer to the position of things. after as at by down for from
in into near of off on out
over past soon to under up with
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Verbs Regular Verbs Note: Most verbs form their tenses in a regular way, as in the following table.
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Present tense
Past tense
Past participle
I watch
I watched
(I have) watched
She plays
She played
(She has) played
Present tense
Past tense
Past participle
Present participle
bark call cook dive drop hop hope hug lift love race rest stop wish
barked called cooked dived dropped hopped hoped hugged lifted loved raced rested stopped wished
barked called cooked dived dropped hopped hoped hugged lifted loved raced rested stopped wished
barking calling cooking diving dropping hopping hoping hugging lifting loving racing resting stopping wishing
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Verbs Note: Verbs can be divided into four main groups: (i) action verbs, for example jump (ii) saying verbs, for example discussed (iii) thinking and feeling verbs, for example feel, know (iv) having and being verbs, for example am, has.
Action Verbs act bite bump burn cut dig dive drink drip drop eat fall fight find
fly grow help hit hop hug jog jump kick knock play push put ride
roll rub run rush sit skate skip stop swim swing take throw walk
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Verbs Saying Verbs add ask call cry
joke roar say sigh
sing sob speak tell yell
Thinking and Feeling Verbs agree care enjoy envy fear feel guess
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hope know like love mind pity plan
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seem sulk think trust want wish worry
Adjectives Note: Adjectives are words that tell us more about nouns or pronouns by describing them, adding detail or refining their meaning. bad bald bent big black blue bold boring brave busy calm clean clear cold cooked cool cute dark
deep dirty dry dull easy fair fast fat fine firm fit flat full good green hairy happy hard
heavy high hot huge kind large lazy light little long loud low mad mean nasty neat new nice
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Adjectives old open oval pale plain poor pretty raw red rich ripe sad sharp
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short shut shy silly small smart soft solid sour still strong tall thick
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thin tidy tiny ugly wavy weak wet white wide windy worn
Adverbs Note: Adverbs add meaning to verbs, adjectives and other adverbs. They tell how something is being done, when something is being done or where something is being done.
‘How’ Adverbs boldly cheaply easily gently
gladly lazily luckily merrily
poorly quickly sweetly truly
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Conjunctions Note: A conjunction is a word which joins together two single words or two groups of words. after and
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as but
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for so who
Part Four
Vocabulary
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Synonyms Note: A synonym is a word having the same, or nearly the same, meaning as another word. above ÷ over all ÷ everything angry ÷ cross baby ÷ infant bare ÷ naked bag ÷ sack begin ÷ start below ÷ beneath
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bend ÷ curve big ÷ large boat ÷ ship bowl ÷ dish boy ÷ lad chair ÷ seat close ÷ shut cold ÷ icy come ÷ arrive cool ÷ chilly creek ÷ stream cry ÷ weep dark ÷ black day ÷ daylight easy ÷ simple end ÷ finish fall ÷ drop fast ÷ quick fix ÷ mend fly ÷ soar gift ÷ present girl ÷ lass glad ÷ happy hard ÷ rigid help ÷ aid
Blake’s Word Bank—Lower Primary
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hen ÷ fowl house ÷ home ill ÷ sick in ÷ inside let ÷ allow lid ÷ cover little ÷ small loud ÷ noisy more ÷ extra neat ÷ tidy noisy ÷ loud over ÷ above right ÷ correct rug ÷ mat sad ÷ unhappy sea ÷ ocean shop ÷ store sick ÷ ill silly ÷ stupid sleep ÷ nap talk ÷ chat tall ÷ lofty thin ÷ skinny tired ÷ sleepy
Antonyms Note: An antonym is a word that has the opposite meaning to another word. above fi below add fi subtract after fi before alive fi dead all fi nothing awakefi asleep baby fi adult back fi front begin fi end best fi worst black fi white blunt fi sharp buy fi sell come fi go cool fi warm cry fi laugh dark fi light day fi night dull fi bright east fi west fall fi rise fat fi thin first fi last give fi take glad fi sorry
go fi stay good fi bad happy fi sad hard fi soft here fi there hot fi cold in fi out late fi early little fi big long fi short lost fi found love fi hate more fi less new fi old odd fi even old fi young open fi shut over fi under rich fi poor right fi left roof fi floor save fi waste show fi hide sick fi well start fi end
top up us wet win yes
fi bottom fi down fi them fi dry fi lose fi no
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Thematic Word Lists Animal Names Animal
Male
Female
Baby
cat chicken cow deer dog duck fox goat horse lion mouse
tom rooster bull buck dog drake dog billy stallion lion buck
cat chicken cow doe bitch duck vixen nanny mare lioness doe
rabbit sheep
buck ram
doe ewe
kitten chick calf fawn puppy duckling kitten kid foal, colt, pony cub pup, pinkie, kitten bunny, kitten lamb
Feelings and Words to Describe Feelings angry calm crazy cross envy fond funny glad
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happy hate hurt lonely love mean pain pleased
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rage sad scared shy sorry tired worry
Thematic Word Lists Plants bush daisy flower forest grass gum tree
hedge lily jungle oak olive tree palm tree
pine tree plum tree rose shrub tree
Food apple bacon banana beans beef bread butter cake cheese chicken chilli chips curry dates eggs
fish flour fruit garlic herbs honey jam jelly lamb lemon mango milk nuts onions orange
pasta peas pizza pork potato rice scones soup stew tea toast tuna vegetables waffles
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Anagrams act ant ape arm ate bad ban dad dog
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÷ ÷ ÷ ÷ ÷ ÷ ÷ ÷ ÷
cat tan pea ram tea dab nab add god
eat gas low net owe own pin pit rat
÷ ÷ ÷ ÷ ÷ ÷ ÷ ÷ ÷
tea sag owl ten woe now nip tip tar
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saw tap top tub who won yam
÷ ÷ ÷ ÷ ÷ ÷ ÷
was pat pot but how now may
Vowel sounds Short a sound
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Vowel sounds Short a sound
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Vowel sounds Short a sound
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Blake's Word Bank is an essential teaching resource which will enrich your language lessons and provide word lists for all your needs—planning lessons, designing classroom activities, and extension, reinforcement and enrichment work.
by Peter Clutterbuck
The word lists are grouped in four sections for ease of use: Sounds—including vowel sounds, digraphs and blends. Spelling—including homophones, compound words, plurals and frequently misspelt words. Grammar—including common nouns, pronouns, verbs, adjectives and adverbs. Vocabulary—including synonyms, antonyms and thematic word lists.
Also available: Blake’s Word Bank Middle Primary Blake’s Word Bank Upper Primary Other series by Peter Clutterbuck Grammar with a Grin Good Grammar! Spelling Success! Understanding Science ISBN 978-1-86509-760-2
9
781865 097602