Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
German orthography reform of 1996 wikipedia , lookup
Scripps National Spelling Bee wikipedia , lookup
Spelling reform wikipedia , lookup
The 25th Annual Putnam County Spelling Bee wikipedia , lookup
English-language spelling reform wikipedia , lookup
American and British English spelling differences wikipedia , lookup
Unit 1 Words containing soft c and soft g Examples: grace, precious, forgery Rule: When c or g comes before e/i/y, the sound is soft. Online activities: Unit 5 http://rbeaudoin333.homestead.com/hardsoftc_g_1.html Unit 2 Words ending with the ent/ ence suffix Examples: innocent, innocence, confident, confidence Rule: Use –ent and –ence/–ency after soft c, soft g and qu or if follows fid/cid/sid/vid Online activities: http://www.spellzone.com/games/index.cfm?wordlist=390 Unit 6 Words ending with the ant/ ance suffix Examples: hesitant, hesitance, relevant, relevancy Rule: In words ending in hard c/g. Words ending in y or if the word starts with a (but not advent) Online activities: Unit 7 Words ending with cious/tious Examples: vicious, spacious, cautious Rule: When the root word ends with ce, add cious. For example: Grace - gracious Online activities: http://quizlet.com/28540606/spelling- games-ks2-year-6-cious-words-by-saveteacherssundayscom-flashcards/ Words ending with the ible/able suffix Examples: reliable, sensible, incomprehensible Rule: End a word with “able” if the root before has a hard /c/ or /g/ sound (despicable, navigable), after a complete root word (teachable), or after a silent e (likeable). End a word with “ible” if the root has a soft /c/ or /g/ sound (reducible, legible), after an “ss” (admissible), or after an incomplete root word (audible). http://www.spellzone.com/games/index.cfm?wordlist=397 Unit 4 Words ending with ough Examples: although, rough, enough, thorough Rule: can make the sound uff, off, ow, oo – no rule! Online activities: http://www.bbc.co.uk/skillswise/game/en19patt-gamewordsearch-ough http://www.spellzone.com/games/index.cfm?wordlist=402 Unit 3 Words ending with the suffix cial/tial Examples: facial, partial Rule: When the root word ends with a vowel, it is common to use cial. Exceptions: initial, commercial, financial. Tial used after a consonant. Online activities: Online activities: http://www.tolearnenglish.com/exercises/exercise-english2/exercise-english-22779.php Unit 8 Polysyllabic words Examples: miniature, conference, poisonous Rule: depends on the word….. Online activities: http://www.tes.co.uk/teachingresource/Millionaire-Spelling-6309872/ Year 5/6 Word List Children are expected to be able to spell the following words by the end of Year 6 in addition to all high frequency words (see spelling lists in reading records for details). accommodate accompany according achieve aggressive amateur ancient apparent appreciate attached available average awkward bargain bruise category cemetery committee communicate community competition conscience* conscious* controversy convenience correspond criticise curiosity definite desperate determined embarrass environment equip (–ped, –ment) especially exaggerate excellent existence explanation familiar foreign forty frequently government guarantee harass hindrance identity immediate(ly) individual interfere interrupt language leisure lightning marvellous mischievous muscle necessary neighbour nuisance occupy occur opportunity parliament persuade physical prejudice privilege profession programme pronunciation queue recognise recommend relevant restaurant rhyme rhythm sacrifice secretary shoulder signature sincere(ly) soldier stomach sufficient suggest symbol system temperature thorough twelfth variety vegetable vehicle yacht Each spelling unit lasts a fortnight with an assessment at the end of the second week. Although children will be given a small list of words to learn, the most important thing is to learn the RULE of the spelling focus and apply the rule in everyday writing. We will carry out spelling investigations and play spelling games several times a week. The assessment will be a dictation using words which the children have learned as well as words that may be unfamiliar. In this way, children have to apply the spelling rules and not just learn spellings by rote. Spellings learned by rote are soon forgotten and not always used in daily writing. Please support your child by looking at the spelling units in this booklet and supporting them in their spelling activities. Thanks!