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* 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
E L © Saucy Resources 2015. All Rights Reserved. N G Set 1: Plurals of words ending in “y” What is the spelling rule? If the word ends in a vowel (a,e,i,o,u) + y then just add ‘s’ For example: boy/boys, When the letter before a ‘y’ is a consonant, change the ‘y’ to an ‘i’ before adding an ‘es’. For example: baby = babies Activity 1 Look Say Cover Write Check 1. family 2. city _____________ 3. families _____________ 4. replies _____________ 5. pony _____________ 6. cities _____________ 7. berry _____________ 8. berries _____________ 9. reply _____________ 10. ponies _____________ _____________ Activity 2 Have a go at these words using the rule. First, underline the letter before the ‘y’ BLUE if it is a consonant – this will help you to remember you need to change the ‘y’ 1. daisy → 2. ferry → 3. army → 4. party → 5. fly → 6. day → 7. cherry → 8. belly → 9. jelly → 10. filly → Set 2 : Suffixes: –ed, –ing, –er and –est with words ending in ‘y’ What is the spelling rule? For root words ending in –y with a consonant before it, Change the ‘y’ to ‘i’ before adding –ed, –er and –est. BUT NOT before –ing as this would give ‘ii.’ Exception: skiing and taxiing – these are the only 2 ‘ii’ words copying, crying, replying Activity 1 Look Say Cover Write Check 1. happiest 2. crying _____________ 3. replied _____________ 4. prettiest _____________ 5. happier _____________ 6. cried _____________ 7. copied _____________ 8. replying _____________ 9. prettier _____________ 10. copying _____________ _____________ Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! a c h s l h a p p i e s t b n n r e p l y i n g n a e t g I s i n a t y v d d a h s l r i d e n c a r n e u e g h m a e e d y i t o r l o e o t i h r i u q a s o d r o s n f i v e m e v i o h a r p c a t e p l u n z p e r g u j c o p y i r g l i i a m c b d i s r a u r e a s e f a i m u u h i g n i e s d t n g s u r k m b s u o i t e p v o y e d a r a u t s e g b u a j a s t s t n s p a e h p c i c r t f y r t c e t g c b n e w a j l c i a p l Missing word: _________________________ r Set 3: Suffixes: –ed, –ing, –er, –est and –y with words ending in ‘e’ If the root word has a consonant before the ‘e’ , the ‘e’ at the end of the root word is dropped before–ed, –ing, –er, –est, –y are added. Exception: being Activity 1 Look Say Cover Write Check 1. nicer 2. hiked _____________ 3. strike _____________ 4. nicest _____________ 5. being _____________ 6. striking _____________ 7. braving _____________ 8. brave _____________ 9. hiking _____________ 10. bravest _____________ _____________ Activity 2 PYRAMIDS Build up your words to make a pyramid, adding a letter each time. Try to do this for all 10 words! Example: b be b e i b e i n b e i n g Set 4: adding ‘ed’, ‘ing’, ‘er’, ‘est’ and ‘y’ to words with consonant and short vowel sounds The last consonant letter of the root word is doubled to keep the /æ/, /ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (to keep the vowel ‘short’). Exception: The letter ‘x’ is never doubled: mixing, mixed, boxer, sixes. Activity 1 Look Say Cover Write Check 1. dropping _____________ 2. waxed _____________ 3. saddest _____________ 4. wetter _____________ 5. dropped _____________ 6. sadder _____________ 7. runny _____________ 8. wettest _____________ 9. fatter _____________ 10. running _____________ Activity 2 Colourful Consonants Write out the words whilst colouring all the consonants. Example: saddest _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Set 5 : Adding ‘-ing What are the spelling rules? Words that end in e, drop the e and add ing. For example: give = giving Words that have two vowels before the last letter just add ing. For example: read = reading Words that have two consonants at the end just add ing. For example: pick = picking Words that end in a consonant and have a vowel before it double the last letter and add ing. For example: swim = swimming Activity 1 Look Say Cover Write Check 1. walking _____________ 2. running _____________ 3. sleep _____________ 4. writing _____________ 5. dancing _____________ 6. eating _____________ 7. skipping _____________ 8. loving _____________ 9. dreaming _____________ 10. winning _____________ Activity 2 Use the rules to add ‘-ing’ to these root words:. 1. watch → 2. race → 3. travel → 4. spin → 5. play → 6. peek → 7. speak → 8. stop → 9. laugh → 10. leave → ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ Set 6: Words ending in -ship What is the spelling rule? No letters are dropped – just add ‘-ship’ to the root word Words ending in –ship are nouns of the state, or skill of something. For example: friendship – the state of being friends leadership – the skill of being a leader Activity 1 Look Say Cover Write Check 1. friendship _____________ 2. leadership _____________ 3. membership _____________ 4. championship _____________ 5. relationship _____________ 6. stewardship _____________ 7. sportsmanship _____________ 8. citizenship _____________ 9. censorship _____________ 10. ownership _____________ Activity 2 STORY TIME Write a short story using as many of the ‘-ship’ words as you can. ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ Set 7: Words ending in -ment What is the spelling rule? No letters are dropped – just add ‘-ment’ to the root word – even if it ends in ‘e’ Words ending in –ment are nouns meaning action or result. For example: achievement – the result of achieving something Exception: Argue = argument – one where we lose the ‘-e’ Activity 1 Look Say Cover Write Check 1. achievement 2. attachment _____________ 3. argument _____________ 4. employment _____________ 5. treatment 6. advertisement _____________ 7. settlement _____________ 8. embarrassment _____________ 9. engagement _____________ 10. movement _____________ _____________ Activity 2 Using a dictionary, choose 5 of the words and see if you can find others in their word families. CLUE: Think about all the other suffixes you have learnt before. Colour in the root word! For example: treat treatment treating treated treaty Set 8: Words ending in -ness What is the spelling rule? If the word ends in ‘-y’ change the ‘-y’ to an ‘-i’ before adding ‘-ness’ – otherwise, just add ‘-ness’ to the root word. For example: happy = happiness Exception: shy = shyness Words ending in –ness are nouns of state or quality Activity 1 Look Say Cover Write Check 1. happiness 2. forgiveness _____________ 3. cheerfulness _____________ 4. nastiness _____________ 5. sadness _____________ 6. weakness _____________ 7. fierceness _____________ 8. shyness _____________ 9. darkness _____________ 10. illness _____________ _____________ Activity 2 SPOT THE SUFFIX! Read the story and shade in colour all the ‘-ness’ words. If you want an extra challenge – write your own story using some ‘-ness’ words! Melissa and the fierce Greek monster Melissa was a beautiful Greek princess who lived on the Island of Loveliness. She was always happy and everyone on the island commented on her cheerfulness. One day, Melissa was smiling about the brightness of the day, and she decided to go for a walk. Off she went and enjoyed the freshness of the air and greatness of the beautiful island mountains. Then, before she could return home, darkness came. Melissa thought the lateness of the day had come very early. She got lost, and, usually full of fearlessness, was feeling very afraid. She had heard stories of a monster that appears at night in the gloominess of the dark!. She heard a sound and jumped – then she saw it! A big bear-looking monster – his face full of aggressiveness. The fierceness of the monster frightened Melissa but she knew he would be faster than her if she ran away. The monster approached her with abruptness. It was then that she saw sadness in his eyes. The monster stopped and just looked at her, with a sort of kindness in his eyes. She asked him if he was sad, and he told her he had no friends as everyone was scared of him. Because of Melissa’s loveliness, she said she would be his friend. The monster smiled. She jumped on his shoulders and he rode them back to the main part of the island. When the islanders saw them both – the usual happiness in their faces vanished!. But Melissa introduced him and they saw he was really full of kindness and gentleness. From that day on, he lived amongst the rest of the islanders full of happiness. Set 9: Words ending in -hood What is the spelling rule? If the word ends in ‘-y’ change the ‘-y’ to an ‘-i’ before adding ‘-hood’ – otherwise, just add ‘-hood’ to the root word. For example: likely = likelihood Words ending in –hood are nouns of state, condition or quality. For example: adulthood = the state of being an adult Activity 1 Look Say Cover Write Check 1. neighbourhood _____________ 2. adulthood _____________ 3. likelihood _____________ 4. livelihood _____________ 5. childhood _____________ 6. falsehood _____________ 7. knighthood _____________ 8. brotherhood _____________ 9. sisterhood _____________ 10. motherhood _____________ Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! a t o l e r a n c e a u s b e l u e f a l s e h o o d t i b n a r e s i s t n g u e g r e d y e b r t l o e c t i o r v t o s r z b e i i a h h k a o o o e a s d z s h e a a s f d t v c e l d c v r p u a o d i m e v r m t o m h e s s b a e h i h h o a n f o r s t n q a e o d r l a n c o i k s n o a r h f r o o d o t a n c e d d s s g u u l j e a c c e k a i e d d t t s i p s e h i r j o r m o t g c e n i h e r e c n a d o o h t l h o o d u d a m Missing word: _____________________ Set 10: Adding suffixes beginning with vowels ( -ing, -ation, -er, -ed - ally) to words with 2 or more syllables What is the spelling rule? *If the last syllable of a word is unstressed, and has a vowel before the last letter, just add the suffix. For example: garden = gardening *If the last syllable of a word is stressed, first we double the final consonant and then add the suffix. For example: forgot = forgotten. Activity 1 Look Say Cover Write Check 1. forgotten _____________ 2. forgetting _____________ 3. begin _____________ 4. preferred _____________ 5. limited _____________ 6. limitation _____________ 7. actual _____________ 8. accidentally _____________ 9. actually _____________ 10. beginning _____________ Activity 2 Syllables (Syll – a – ble) a.Find the root word and break it into sounds. Saying the words aloud will help you to practice the rule! b.Underline using colour if the last syllable is stressed. c.Then use this to practice whether your double the consonant or just add the suffix! d.Underline in colour any doubled syllables. Example: for – get = forget = forgetting 1. forgotten 2. forgetting ________________________________ 3. begin 4. preferred 5. limited _______________________________ 6. limitation _______________________________ 7. actual 8. accidentally ______________________________ 9. actually 10. beginning ________________________________ _______________________________ _______________________________ _______________________________ _______________________________ ________________________________ Set 11: The /ɪ/ sound spelt y What is the spelling rule? You know some words with the /ɪ/ sound that end in y already. For example: probably. BUT….some words have the /ɪ/ sound spelt as a y in other places within the word! These are words we just have to learn, but we can try to use some fun ways to remember if they are spelt with an “i” or “y” Activity 1 Look Say Cover Write Check 1. myth _____________ 2. oxygen _____________ 3. Egypt _____________ 4. gym _____________ 5. mystery _____________ 6. gypsy _____________ 7. system _____________ 8. hymn _____________ 9. symbol _____________ 10. crystal _____________ Activity 2 MNEMONICS This is a way of remembering spellings by making a sentence using each letter of the word Make up mnemonics for your word list! Example: System = say your spellings to easily memorise! Set 12: The /ʌ/ sound spelt ou What is the spelling rule? Some words have the / ʌ / sound spelt as a ou in them. These are words we just have to learn, but we can try to use some fun ways to remember them! Activity 1 Look Say Cover Write Check 1. young _____________ 2. touch _____________ 3. double _____________ 4. trouble _____________ 5. country _____________ 6. rough _____________ 7. courage _____________ 8. enough _____________ 9. tough _____________ 10. couple _____________ Activity 2 Sentences Write a suitable sentence using each of the words. Use a dictionary for the meanings if you need to. Example: young = My puppy is still very young. young _____________________________________ _______________________________________________ touch ____________________________________ _______________________________________________ double _____________________________ _______________________________________________ trouble _____________________________ _______________________________________________ country _____________________________ _______________________________________________ rough _____________________________ _______________________________________________ courage _____________________________ _______________________________________________ enough _____________________________ _______________________________________________ tough ________________________________ _______________________________________________ couple _________________________________ _______________________________________________ Set 13: The prefix -in What is the spelling rule? The prefix in– usually means ‘not’ but can sometimes mean “into.’ For example: incorrect = not correct. Most of the time, we just add the ‘in-’ to the beginning of the root word without any spelling change. Activity 1 Look Say Cover Write Check 1. incorrect _____________ 2. inactive _____________ 3. inedible _____________ 4. invisible _____________ 5. immature _____________ 6. indoors _____________ 7. incredible _____________ 8. incomplete _____________ 9. incapable _____________ 10. inappropriate _____________ Activity 2 BUBBLE LETTERS Write each of the words in bubble letters and colour them in. Colouring the prefix in a different colour to the root word might help you to remember it! Set 14: More on the prefix -in What is the spelling rule? There are times when we change ‘in-’. • Before a root word starting with l, in– becomes il. • Before a root word starting with m or p, in– becomes im–. • Before a root word starting with r, in– becomes ir–. Activity 1 Look Say Cover Write Check 1. illegible 2. illegal _____________ 3. impossible _____________ 4. impatient _____________ 5. imperfect _____________ 6. irregular _____________ 7. irrelevant _____________ 8. irresponsible _____________ 9. illogical _____________ 10. illiterate _____________ _____________ Activity 2 Use the rules to add the correct prefix to these root words:. You need to look at the rules for set 13 and set 14 to help you. 1. 2. 3. 4. 5. 6. 7. accurate → pure → rational → mortal → legitimate→ personal → adequate → ________________ ________________ ________________ ________________ ________________ ________________ ________________ Set 15: Adding the prefix ‘dis-’ and ‘mis-’ What is the spelling rule? Like ‘un-’ the prefixes ‘dis-’ and ‘mis-’ have negative meanings – to not to do something, or to be the opposite of something. For example: disinterested = not interested misunderstand = the opposite of understand There are no spelling changes to the root word with this prefix Activity 1 Look Say Cover Write Check 1. disappoint _____________ 2. disagree _____________ 3. disobey _____________ 4. misbehave _____________ 5. mislead _____________ 6. misspell _____________ 7. dishonest _____________ 8. misfortune _____________ 9. discover _____________ 10. mistreat _____________ Activity 2 Using a dictionary, find out whether these words use ‘dis-’ or ‘mis-’ as a negative prefix. Then match them up with their meaning on the right. For example: _dis__ connect to break or undo the connection of 1. ___ pronounce not loyal or faithful 2. ___ judge to pronounce badly or incorrectly 3. ___ loyal 4. ___ match 5. ___ appear 6. ___ laid 7. ___ lead to lead in the wrong direction to judge wrongly or unfairly to pass out of sight to move from its usual or proper place to match badly or unsuitably Set 16: More prefixes What is the spelling rule? Here are some more meanings of prefixes. The good news is – no spellings changes to the root words are needed with these! Just add the prefix to the root word. re– means ‘again’ or ‘back’. sub– means ‘under’. inter– means ‘between’ or ‘among’. super– means ‘above’. anti– means ‘against’. auto– means ‘self’ or ‘own’ Activity 1 Look Say Cover Write Check 1. return 2. refresh _____________ 3. subheading _____________ 4. submerge _____________ 5. international _____________ 6. supermarket _____________ 7. antisocial _____________ 8. autograph _____________ 9. interact _____________ 10. autobiography _____________ _____________ Activity 2 DICTIONARY HUNT! How many other words using each prefix can you find? Write them in the boxes below! re- inter- anti- sub- super- auto- Set 17: Adding the suffix ‘–ation’ What is the spelling rule? The suffix –ation is added to verbs to form nouns. For example: inform (to provide facts) = information (the facts provided) The rules already learnt still apply – you learnt these in Set 10. Also: if the verb ends in an ‘e’ – we lose the ‘e’ before adding the suffix. For example: prepare = preparation Activity 1 Look Say Cover Write Check 1. information _____________ 2. preparation _____________ 3. determination _____________ 4. cancellation _____________ 5. adoration _____________ 6. sensation _____________ 7. admiration _____________ 8. decoration _____________ 9. education _____________ 10. confirmation _____________ Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! a i n f o r m a t i o n t d u o p i o u d t l a o e h e m b i a r r i s t o a c n r r e a e b i a n s c t s o s b a i t a f b s t t s n n q l i i u i e i g t s t n o i e t r s e d e e r m e v n v c r f l e d u c a t i r a g u u a j s r c a n c e l l h c e c v i s i b l p r a t i m a i a c a e t o n s o e i e i r e n n s d z s o s a a n f e p a r i a s h m b t r o n t r a i e a n e p o a c d i o b s t b d i c c e o a t i e a l o n i t Missing word: ______________________ o n l a e i Set 18: Adding the suffix ‘–ly’ What is the spelling rule? The suffix –ly is added to an adjective to form an adverb. Because the starts with a consonant letter, it is just added straight on to most root words: sad = sadly Exception 1: If the root word ends in –y with a consonant letter before it, the y is changed to i, but only if the root word has more than one syllable! For example: happy = happily Activity 1 Look Say Cover Write Check 1. sadly 2. completely _____________ 3. usually _____________ 4. finally _____________ 5. comically _____________ 6. happily _____________ 7. angrily _____________ 8. sleepily _____________ 9. quickly 10. carefully _____________ _____________ _____________ Activity 2 FILL IN THE GAP Using words from the word list OR super challenging yourself to apply the rule to NEW ones, fill in the gaps in the sentences below. We _____ boarded the bus after our long flight. Dad _______ placed the glasses in the box. She rang the police ________ after the accident. I _______ carried all the shopping up the flight of stairs. The rain fell ______ all through the night. Set 19: More on adding the suffix ‘–ly’ What is the spelling rule? Exception 2: If the root word ends with –le, the –le is changed to –ly gentle = gently Exception 3: If the root word ends with –ic, –ally is added rather than just – ly, except in the word publicly. basic = basically Exception 4 The words truly, duly, wholly – we just need to learn these ones where we drop the ‘e’ (true =truly) Activity 1 Look Say Cover Write Check 1. simply 2. humbly _____________ 3. nobly _____________ 4. frantically _____________ 5. dramatically _____________ 6. bascially _____________ 7. gently _____________ 8. truly _____________ 9. wholly _____________ 10. publicly _____________ _____________ Activity 2 PYRAMIDS Build up your words to make a pyramid, adding a letter each time. Try to do this for all 10 words! Example: n no n o b n o b l n o b l y Set 20: Words with endings sounding like /ʒə/ or /tʃə/ What is the spelling rule? The ending sounding like /ʒə/ is always spelt –sure. measure The ending sounding like /tʃə/ is often spelt –ture, adventure Exceptions: Check that the word is not a root word ending in (t)ch with an er ending – for example teacher, catcher, richer, stretcher Activity 1 Look Say Cover Write Check 1. measure _____________ 2. treasure _____________ 3. leisure _____________ 4. pleasure _____________ 5. enclosure _____________ 6. creature _____________ 7. furniture _____________ 8. picture _____________ 9. nature _____________ 10. adventure _____________ Activity 2 BUBBLE LETTERS Write each of the words in bubble letters and colour them in. Colouring the /ʒə/ or /tʃə/ sounds in a different colour to might help you to remember it! Set 21: Endings which sound like /ʒən/ What is the spelling rule? If the ending sounds like /ʒən/, it is spelt as –sion For example: division Activity 1 Look Say Cover Write Check 1. division _____________ 2. invasion _____________ 3. confusion _____________ 4. decision _____________ 5. collision _____________ 6. television _____________ 7. version _____________ 8. occasion _____________ 9. explosion _____________ 10. erosion _____________ Activity 2 Sentences Write a suitable sentence using each of the words to show you understand the differences. Use a dictionary for the meanings if you need to. division _____________________________________ _______________________________________________ invasion ____________________________________ _______________________________________________ confusion _____________________________ _______________________________________________ decision _____________________________ _______________________________________________ collision _____________________________ _______________________________________________ television _____________________________ _______________________________________________ version _____________________________ _______________________________________________ occasion _____________________________ _______________________________________________ explosion ________________________________ _______________________________________________ erosion _________________________________ _______________________________________________ Set 22: The suffix –ous What is the spelling rule? Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. See set 10 if you’ve forgotten! Sometimes there is no obvious root word. Activity 1 Look Say Cover Write Check 1. poisonous _____________ 2. dangerous _____________ 3. mountainous _____________ 4. famous _____________ 5. various _____________ 6. tremendous _____________ 7. enormous _____________ 8. jealous _____________ 9. nervous _____________ 10. numerous _____________ Activity 2 CREATE YOUR OWN Create your own sentences using each of the words to show you understand their different meanings. Use the dictionary if you need to. 1. ________________________________________ ________________________________________ 2. ________________________________________ ________________________________________ 3. ________________________________________ ________________________________________ 4. ________________________________________ ________________________________________ ________________________________________ ________________________________________ 5. 6. ________________________________________ ________________________________________ 7. ________________________________________ ________________________________________ 8. ________________________________________ ________________________________________ 9. ________________________________________ ________________________________________ 10. ________________________________________ ________________________________________ Set 23: More on the suffix –ous What is the spelling rule? –our is changed to –or before –ous is added. humour = humorous A final ‘e’ of the root word must be kept if the /dʒ/ sound of ‘g’ is to be kept. courage = courageous If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e. serious hideous Activity 1 Look Say Cover Write Check 1. humorous 2. glamorous _____________ 3. vigorous _____________ 4. courageous _____________ 5. outrageous _____________ 6. obvious _____________ 7. curious _____________ 8. hideous _____________ 9. spontaneous _____________ 10. curteous _____________ _____________ Activity 2 Across and Down Write each pair of homophones across and down, sharing the beginning letter. Example: curious u r i o u s Set 24: Endings which sound like /ʃən/, spelt – tion and –cian What is the spelling rule? –tion is the most common spelling. It is used if the root word ends in t or te. invent = invention –cian is used if the root word ends in c or cs music = musician Activity 1 Look Say Cover Write Check 1. invention 2. injection _____________ 3. action _____________ 4. completion _____________ 5. musician _____________ 6. electrician _____________ 7. magician _____________ 8. politician _____________ 9. mathematician _____________ 10. hesitation _____________ _____________ Activity 2 Syllables (Syll – a – ble) Break the words into sounds. Learn to spell each sound before putting it back together again. Example: action = ac - tion = action 1. invention ______________________ 2. injection ______________________ 3. action ______________________ 4. completion ______________________ 5. musician ______________________ 6. electrician ______________________ 7. magician ______________________ 8. politician ______________________ 9. mathematician ______________________ 10. hesitation ______________________ Set 25: Endings which sound like /ʃən/, spelt –sion and –ssion. What is the spelling rule? –ssion is used if the root word ends in ss or –mit. express = expression –sion is used if the root word ends in d or se. expand = expansion Exceptions: attend = attention, intend = intention. Activity 1 Look Say Cover Write Check 1. expression _____________ 2. discussion _____________ 3. confession _____________ 4. permission _____________ 5. admission _____________ 6. expansion _____________ 7. extension _____________ 8. comprehension _____________ 9. tension _____________ 10. attention _____________ Activity 2 BE THE TEACHER! Read the following words. Using the rules from sets 24 and 25, decide if they are correct or incorrect. Mark this with a or a For the ones that are incorrect, can you correct them? 1. operacian 2. concentrasion 3. promotion 4. procession 5. fraccian Set 26: Words with the /k/ sound spelt ch . What is the spelling rule? These words are Greek in origin. We just have to learn them and try to remember them! Activity 1 Look Say Cover Write Check 1. scheme 2. chorus _____________ 3. chemist _____________ 4. echo _____________ 5. character _____________ 6. ache _____________ 7. chaos _____________ 8. stomach _____________ 9. orchestra _____________ 10. orchid _____________ _____________ Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! a s c h e m e u r o i n d h p i o u r t r s b a a r r s c a n r e h u h g r s o d s r s i s a c t f e p a e c e o e f y n c c t e s t l i e m r n q l b s r t a r u a s i r r r o r r o i a s h i i s b t s e s l a e d o d n d m n h o v a r i a e c i z s o s s a h e e d z n e i n s t u u a j o h e l a e e h c e t a o d t e a n e c t n g b e d i r s n c c i e s r e i c o e r b t s i m e h c m c e c v u m i b t s a p l r b l e i e a c h e s i t Missing word: ______________________ n e i Set 27: Words with the /ʃ/ sound spelt ch . What is the spelling rule? These words are mostly French in origin. We just have to learn them and try to remember them! Activity 1 Look Say Cover Write Check 1. chef 2. chalet _____________ 3. machine _____________ 4. brochure _____________ 5. chute _____________ 6. parachute _____________ 7. moustache _____________ 8. cliche _____________ 9. chic _____________ 10. trebuchet _____________ _____________ Activity 2 SORTING TIME! Think about the sound made by the ‘ch’ grapheme in each of these words. Put each one in the box you think it belongs to. l technological scholar machine monarchy Words with the ‘k’ sound spelt as ‘ch’ champagne echoes crèche chemise Words with the /ʃ/ sound spelt as ‘ch’ Set 28: Words ending with the /g/ sound spelt – gue and the /k/ sound spelt –que. What is the spelling rule? These words are more that are mostly French in origin. We just have to learn them and try to remember them! Activity 1 Look Say Cover Write Check 1. league _____________ 2. tongue _____________ 3. fatigue _____________ 4. intrigue _____________ 5. dialogue _____________ 6. antique _____________ 7. unique _____________ 8. mosque _____________ 9. plaque _____________ 10. picturesque _____________ Activity 2 Using a dictionary, put the words in alphabetical order, and write their meaning next to them. 1. _______________________________________________________ _______________________________________________________ 2. _______________________________________________________ _______________________________________________________ 3. _______________________________________________________ _______________________________________________________ 4. _______________________________________________________ _______________________________________________________ 5. _______________________________________________________ _______________________________________________________ 6. _______________________________________________________ _______________________________________________________ 7. _______________________________________________________ _______________________________________________________ 8. _______________________________________________________ _______________________________________________________ 9. _______________________________________________________ _______________________________________________________ 10. _______________________________________________________ _______________________________________________________ Set 29: Words with the /s/ sound spelt sc. What is the spelling rule? These words are more that are mostly Latin in origin. We just have to learn them and try to remember them! Activity 1 Look Say Cover Write Check 1. science _____________ 2. scene _____________ 3. discipline _____________ 4. fascinate _____________ 5. crescent _____________ 6. scissors _____________ 7. ascend _____________ 8. descend _____________ 9. scent _____________ 10. scenery _____________ Activity 2 COLOURFUL CLUES Write out the words whilst colouring all the /s/ sounds that are spelt sc. Example: science _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Set 30: Words with the /eɪ/ sound spelt ei, eigh, or ey What is the spelling rule? There are different ways to spell the /eɪ/ sound. We just have to learn them and try to remember them! Activity 1 Look Say Cover Write Check 1. vein _____________ 2. weight _____________ 3. eight _____________ 4. neighbour _____________ 5. they _____________ 6. obey _____________ 7. convey _____________ 8. abseil _____________ 9. sleigh _____________ 10. veil _____________ Activity 2 Across and Down Write each pair of homophones across and down, sharing the beginning letter. Example: veil e i l Set 31: Possessive apostrophe with plural words What is the spelling rule? The apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in –s, girls’ -s is added if the plural does not end in –s (irregular plurals) children’s Activity 1 Look Say Cover Write Check 1. girls’ _____________ 2. boys’ _____________ 3. babies’ _____________ 4. children’s _____________ 5. men’s _____________ 6. mice’s _____________ 7. sheep’s _____________ 8. classes’ _____________ 9. actresses’ _____________ 10. teeth’s _____________ Activity 2 SHOW WHAT YOU KNOW! Write a sentence using each of the plural words and their possessive apostrophes correctly. For example: The boys’ new football kit was bright blue. 1. girls’ _____________________________________ ____________________________________________ 2. boys’ ____________________________________ ____________________________________________ 3. babies’ ______________________________________ ____________________________________________ 4. children’s _____________________________________ ____________________________________________ 5. men’s ______________________________________ ____________________________________________ 6. mice’s ______________________________________ ____________________________________________ 7. sheep’s ______________________________________ ____________________________________________ 8. classes’ ____________________________________ ____________________________________________ 9. actresses’ ____________________________________ ____________________________________________ 10. teeth’s ____________________________________ _____________________________________________ Set 32: Homophones Homophones are words that sound the same or very similar, but are spelt differently and have different meanings. Activity 1 Look Say Cover Write Check 1. accept _____________ 2. except _____________ 3. affect _____________ 4. effect _____________ 5. ball _____________ 6. bawl _____________ 7. berry _____________ 8. bury _____________ 9. break _____________ 10. brake _____________ Activity 2 FILL THE GAP With homophones it is really important to use the context of the sentence (what it is about), to help us choose the correct spelling of the word. Use the context in the sentences below to choose the correct words from the spelling list. 1. The driver was going too fast so he put his foot on the ____________. 2. What kind of ______ is that? Is it one we can eat? 3. I bought a new _______ so we can play tennis. 4. The weather may __________ our plans. 5. I can eat all meat _________ beef. 6. My dog will ______ that bone. 7. All my baby sister does is sleep and _____. 8. The weather may have an _______________ on our plans. 9. Please _______ my apology. 10. Be careful! You don’t want to ________ a bone! Set 32: More homophones Homophones are words that sound the same or very similar, but are spelt differently and have different meanings. Activity 1 Look Say Cover Write Check 1. fair _____________ 2. fare _____________ 3. great _____________ 4. grate _____________ 5. grown _____________ 6. groan _____________ 7. here _____________ 8. hear _____________ 9. heel _____________ 10. heal _____________ Activity 2 50/50 Choose the correct word by circling it. Remember, using the context of the sentence helps you to be 100% sure rather than use a 50/50 guess! 1. The taxi fair/fare was really expensive. 2. My baby cousin is all groan/grown up. 3. I’m hungry. I’m going to grate/great some cheese to make cheese on toast. 4. I’m not allowed to go to the park. It’s not fair/fare. 5. It’s so noisy with the roadwaorks – I can’t hear/here a thing! 6. Which part hurts? Is it your heal/heel? 7. All you do is moan and grown/groan! 8. This medicine is magic! It will heel/heal anything! 9. Have you seen the new film? I think it’s grate/great. 10. Is Tom here/hear? Set 33: More homophones Homophones are words that sound the same or very similar, but are spelt differently and have different meanings. Activity 1 Look Say Cover Write Check 1. knot _____________ 2. not _____________ 3. mail _____________ 4. male _____________ 5. piece _____________ 6. peace _____________ 7. meet _____________ 8. meat _____________ 9. weather _____________ 10. whether _____________ Activity 2 a) Choose 3 pairs of the homophones and make up your own sentences using them correctly. __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ _________________________________________________ b) Can you use a dictionary and find homophones of these words (the first 2 letters of each are given as clues to help you): medal mist rein scene plain who’s _me________ _mi__________ _ra__________ __se_______ _pl___________ __wh__________ Set 34: New spellings A-B Activity 1 Look Say Cover Write Check 1. accident _____________ 2. accidentally _____________ 3. actual _____________ 4. actually _____________ 5. address _____________ 6. answer _____________ 7. appear _____________ 8. arrive _____________ 9. believe _____________ 10. bicycle _____________ Activity 2 Colourful Vowels Write out the words whilst colouring all the vowels (a,e,i,o,u)! Example: believe _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Set 35: New spellings B-C Activity 1 Look Say Cover Write Check 1. breath _____________ 2. breathe _____________ 3. build _____________ 4. busy _____________ 5. business _____________ 6. calendar _____________ 7. caught _____________ 8. centre _____________ 9. century _____________ 10. certain _____________ Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! b u s i n e s s c h i n c e d e h c a t s b u i l t e v e c a e t d v a d a p s l g e r n d y n o a r n c u e p u m a t e p y i m r t c f s r a o e c e r t a i n e i m h r u q a o u d r c i r c b v o y a r o s n f t v e m e v h a s a e a s e t e h a r d z s t b u s y e r r p g a t o m c u a g t e g b u a j a s t g u j e t s r t r a u s a f m e t a r h i g e a h c e g e s d t p r a c c o e r t b r e a t o i h e t i g c b n a n e c j c i l Missing word: ________________________ l d a m Set 36: New spellings C-E Activity 1 Look Say Cover Write Check 1. circle _____________ 2. decide _____________ 3. different _____________ 4. continue _____________ 5. disappear _____________ 6. complete ____________ 7. describe _____________ 8. early _____________ 9. difficult _____________ 10. consider _____________ Activity 2 DICTIONARY TIME Write the words in alphabetical order! 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Set 37: New spellings E-F Activity 1 Look Say Cover Write Check 1. earth 2. eight _____________ 3. eighth _____________ 4. enough _____________ 5. exercise _____________ 6. experience _____________ 7. experiment _____________ 8. extreme _____________ 9. famous _____________ 10. favourite _____________ _____________ Activity 2 Syllables (Syll – a – ble) Break the words into sounds. Learn to spell each sound before putting it back together again. Saying the words aloud will help you to practice the rule! Example: community co –mun –it -y = community 1. community _____________ 2. competition _____________ 3. conscience _____________ 4. conscious _____________ 5. controversy _____________ 6. convenience _____________ 7. correspond _____________ 8. criticise _____________ 9. curiosity _____________ 10. communicate _____________ Set 38: New spellings F-H Activity 1 Look Say Cover Write Check 1. February 2. fruit _____________ 3. grammar _____________ 4. group _____________ 5. guard _____________ 6. guide _____________ 7. heard _____________ 8. heart _____________ 9. height _____________ 10. history _____________ _____________ Activity 2 Colourful Vowels Write out the words whilst colouring all the vowels (a,e,i,o,u)! Example: fruit _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Set 39: New spellings I-M Activity 1 Look Say Cover Write Check 1. imagine 2. increase _____________ 3. important _____________ 4. interest _____________ 5. island _____________ 6. knowledge _____________ 7. learn _____________ 8. length _____________ 9. library _____________ 10. material _____________ _____________ Activity 2 BUBBLE LETTERS Write each of the words in bubble letters and colour them in. Set 40: New spellings M-O Activity 1 Look Say Cover Write Check 1. medicine _____________ 2. mention _____________ 3. minute _____________ 4. natural _____________ 5. naughty _____________ 6. notice _____________ 7. occasion _____________ 8. often _____________ 9. opposite _____________ 10. ordinary _____________ Activity 2 PYRAMIDS Build up your words to make a pyramid, adding a letter each time. Try to do this for all 10 words! Example: o of o f t o f t e o f t e n Set 41: New spellings P Activity 1 Look Say Cover Write Check 1. particular _____________ 2. peculiar _____________ 3. perhaps _____________ 4. popular _____________ 5. position _____________ 6. possess _____________ 7. possible _____________ 8. potatoes _____________ 9. pressure _____________ 10. probably _____________ Activity 2 BACKWARDS WORDS Write each of your words forwards and backwards. Example: Perhaps spahreP Set 42: New spellings P-S Activity 1 Look Say Cover Write Check 1. promise _____________ 2. purpose _____________ 3. quarter _____________ 4. question _____________ 5. recent _____________ 6. regular _____________ 7. reign _____________ 8. remember _____________ 9. sentence _____________ 10. separate _____________ Activity 2 WORDS WITHIN WORDS Find words that you can spell using the letters within these words! Example: promise = rise, more, sore Set 43: New spellings S Activity 1 Look Say Cover Write Check 1. special 2. straight _____________ 3. strange _____________ 4. strength _____________ 5. suppose _____________ 6. surprise _____________ 7. science _____________ 8. scene _____________ 9. scenery _____________ 10. scent _____________ _____________ Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! s u p p o s e a c s i n c w d e h c a t e v e y c a e t g a s b c e t y v a d e p s l d y n o l r s p e c i a l c f u o e o t m t o a o e a c i r h r p r n c u n p t t r r r c m a h m c t i u q a o h d u c n v o s o s n f r e m p e r i h a r p d a g i a t u r e e l d z s n e h t s n z p e s c e n e r e e g b u a j a s c i s r g e u h s t s c a g y i i e a s h e e e n c e d t g c e n r p r a c c o m p a n y a v l s t r a i g h t n b l e i l Missing word: ________________________ t a s Set 44: New spellings T-W Activity 1 Look Say Cover Write Check 1. therefore _____________ 2. though _____________ 3. thought _____________ 4. through _____________ 5. various _____________ 6. weight _____________ 7. woman _____________ 8. women _____________ Activity 2 Across and Down Write each pair of homophones across and down, sharing the beginning letter. Example: woman o m a n WORDSEARCH ANSWERS Set 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! a c h s l h a p p i e s t b n n r e p l y i n g n a e t g I s i n a t y v d d a h s l r i d e n c a r n e u e g h m a e e d y i t o r l o e o t i h r i u q a s o d r o s n f i v e m e v i o h a r p c a t e p l u n z p e r g u j c o p y i r g l i i a m c b d i s r a u r e a s e f a i m u u h i g n i e s d t n g s u r k m b s u o i t e p v o y e d a r a u t s e g b u a j a s t s t n s p a e h p c i c r t f y r t c e t g c b n e w a j l c i a p l Missing word: __prettiest________________ r Set 9 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! a t o l e r a n c e a u s b e l u e f a l s e h o o d t i b n a r e s i s t n g u e g r e d y e b r t l o e c t i o r v t o s r z b e i i a h h k a o o o e a s d z s h e a a s f d t v c e l d c v r p u a o d i m e v r m t o m h e s s b a e h i h h o a n f o r s t n q a e o d r l a n c o i k s n o a r h f r o o d o t a n c e d d s s g u u l j e a c c e k a i e d d t t s i p s e h i r j o r m o t g c e n i h e r e c n a d o o h t l h o o d u d a m Missing word: ____knighthood_________________ Set 17 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! a i n f o r m a t i o n t d u o p i o u d t l a o e h e m b i a r r i s t o a c n r r e a e b i a n s c t s o s b a i t a f b s t t s n n q l i i u i e i g t s t n o i e t r s e d e e r m e v n v c r f l e d u c a t i r a g u u a j s r c a n c e l l h c e c v i s i b l p r a t i m a i a c a e t o n s o e i e i r e n n s d z s o s a a n f e p a r i a s h m b t r o n t r a i e a n e p o a c d i o b s t b d i c c e o a t i e a l o n i t o n l a e i Missing word: ____decoration__________________ Set 26 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! a s c h e m e u r o i n d h p i o u r t r s b a a r r s c a n r e h u h g r s o d s r s i s a c t f e p a e c e o e f y n c c t e s t l i e m r n q l b s r t a r u a s i r r r o r r o i a s h i i s b t s e s l a e d o d n d m n h o v a r i a e c i z s o s s a h e e d z n e i n s t u u a j o h e l a e e h c e t a o d t e a n e c t n g b e d i r s n c c i e s r e i c o e r b t s i m e h c m c e c v u m i b t s a p l r b l e i e a c h e s i t Missing word: _____orchid_________________ n e i Set 35 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! b u s i n e s s c h i n c e d e h c a t s b u i l t e v e c a e t d v a d a p s l g e r n d y n o a r n c u e p u m a t e p y i m r t c f s r a o e c e r t a i n e i m h r u q a o u d r c i r c b v o y a r o s n f t v e m e v h a s a e a s e t e h a r d z s t b u s y e r r p g a t o m c u a g t e g b u a j a s t g u j e t s r t r a u s a f m e t a r h i g e a h c e g e s d t p r a c c o e r t b r e a t o i h e t i g c b n a n e c j c i l Missing word: ___CALENDAR_____________________ l d a m Set 43 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! s u p p o s e a c s i n c w d e h c a t e v e y c a e t g a s b c e t y v a d e p s l d y n o l r s p e c i a l c f u o e o t m t o a o e a c i r h r p r n c u n p t t r r r c m a h m c t i u q a o h d u c n v o s o s n f r e m p e r i h a r p d a g i a t u r e e l d z s n e h t s n z p e s c e n e r e e g b u a j a s c i s r g e u h s t s c a g y i i e a s h e e e n c e d t g c e n r p r a c c o m p a n y a v l s t r a i g h t n b l e i l t a s Missing word: ___scene_____________________