string x5M***


(Template #6 x5 July 2021)
I used some
strring | sttring | striing | string
to tie up the card.
 

 
1. Sound out the word… | str / ing |
2. Spell with syllables… | str / ing |
3. Click on the best choice…
stripe or string
or
Return to the SEARCH MENU to look for another ‘S’ word. word: string and continue…
or
Return to the MAIN SEARCH MENU to look for another word. word.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
No, not the correct choice… Click here to try again.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
YES, CONTINUE
to practise the correct spelling.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
No… not this spelling.
 
Correct spelling is string
 
Look very carefully at the choices. Sometimes there is only one letter different.
 
Click here to continue… from the beginning.
 
Return to top of page if needed…

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

1/5. Click on the correct spelling.
striing
 
..string
 
….sttring
 
……strring
 
Return to top of page if needed…
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

2/5. YES…Correct.
sttring
 
..strring
 
….striing
 
……string
 
Return to top of page if needed…
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

3/5. YES…Correct.
string
 
..striing
 
….strring
 
……sttring
 
Return to top of page if needed…
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

4/5. YES…Correct.
sttring
 
..strring
 
….string
 
……striing
 
Return to top of page if needed…
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

5/5. …..YES…Correct.
 
Use [ strring | string | striing | sttring ] instead of tape.
 
Return to top of page if needed…
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 


Collect the token for ‘string’…
Cut and paste it onto a WORD page for a record.

and
Return to the HWT Book 1, List 17. word: string and continue…
….. Return to the HWT Book 1, List of Words. word and continue…
or
Return to the SEARCH MENU to look for another ‘S’ word. word: string and continue…
or
Return to the MAIN SEARCH MENU to look for another word. word.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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