Download Level 4 Spelling Sounds and Rules

Level 4 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.LIT 1-21
Spelling
Sound
Words from SWST List
LEVEL 4
Notes for teaching
gh (igh)
high, bright, brighten, fight,
flight, fright, frighten, light,
lighten, might, night, right, sight
, slight, tonight
s-r/thr
scrap, scrape, shrimp, shrink,
shrug, shred, straight, stream,
string, strip, stripe, stroke,
thrash, three, throat, throne,
throttle, thrush
db
(double
letters)
address, better, butter, button,
collect, common, daddy,
hammer, happy, ladder, letter,
Rule: The sound /GH/ is SILENT. This is used in the
sound /IGHT/. This sound usually follows the LONG
VOWEL /i/ - which sounds like the letter NAME I.
For example
– The word LIGHT contains the long vowel I and so has
IGHT within it.
the word KNIT contains a short /i/ sound so does NOT
have IGHT within it.
Revise other ways of making the sound such as /i_e/ as
in KITE and /ie/ as in SPIES.
Rule: Words which contain “S-R” usually have another
consonant in-between, for example SPR, SHR, STR.
Most of these sounds come at the beginning of a word,
such as SPRing, SHRed, STRing.
“THR” is normally found at the beginning of words also.
Examples include, THRow, THRee, THRone.
In BOTH sounds, all letters of the sound are pronounced
– S-P-R or T-H-R. There are NO silent letters within
these sounds.
Rule: When words contain DOUBLE LETTERS after a
vowel, the vowel is kept short.
For example
Actions for sound
Useful Websites
When saying ‘the
http://www.ictgames.c
name I’ point to
om/lcwc.html
self for long /i/
sound as in HIGH.
Stand to attention
and salute saying
ie, ie, for /ie/ sound
as in BRIGHT.
http://www.myteacher
pages.com/webpages/L
esBrown/spelling.cfm?s
ubpage=1215256
http://www.northwood.
org.uk/spelling%20doub
le%20consonants.htm
Evaluations/Next
Steps
lolly, lorry, mummy, puppet,
puppy, rabbit, rubber, sudden,
Summer, supper, tennis
– the word TAPPING contains double PP so the /a/
sound is short
the word TAPING contains only one P so the /a/ sound
is long
http://www.bbc.co.uk/s
chools/spellits/activities
_y6/activity1.shtml
http://www.missmaggie
.org/scholastic/fishemu
p2_eng_launcher.html
Level 4 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.LIT 1-21
Spelling
Words from SWST List
Notes for teaching
Actions for
Useful Websites
Evaluations/Next Steps
Sound
LEVEL 4
sound
db/-le
bubble, scribble, cuddle,
Introduce the /le/ ending. At the end of a multi-syllabic
www.spellingcity.com
(double middle, muddle, paddle,
word, this sounds something like /ool/. The little /oo/
(you will need to add
letters
puddle, riddle, saddle, juggle,
sound in the middle is swallowed sound, known as a
your own list of words
and le
smuggle, apple, battle, bottle,
‘schwa’, and is also found in words with the /tion/,
here)
ending) kettle, little, dazzle, drizzle,
/sion/ and /ture/ spellings. The ‘schwa’ is a vowel
puzzle
sound, so the consonant doubling rule applies before it
in words like ‘paddle’, ‘kettle,’ ‘nibble’ and ‘snuggle’.
No doubling is necessary in words like ‘handle’, ‘twinkle’
and ‘jungle’ because they already have 2 consonants
between the sort vowel and the /le/.
-le
bible, bundle, candle, dawdle,
REVISE the /le/ ending. At the end of a multi-syllabic
http://www.northwood.
ending
handle, needle, noodle, poodle, word, this sounds something like /ool/. The little /oo/
org.uk/spelling%20le%2
chuckle, prickle, tickle, uncle,
sound in the middle is swallowed sound, known as a
0words.htm
angle, ankle, grumble, able,
‘schwa’, and is also found in words with the /tion/,
cable, fable, sable, table,
/sion/ and /ture/ spellings. The ‘schwa’ is a vowel
sample, simple
sound, so the consonant doubling rule applies before it
in words like ‘paddle’, ‘kettle,’ ‘nibble’ and ‘snuggle’.
No doubling is necessary in words like ‘handle’, ‘twinkle’
and ‘jungle’ because they already have 2 consonants
ou
cloud, proud, around, found,
ground, pound, round, sound,
surround, wound, count, flour,
hour, our, sour, house, mouse,
out, outside, about, shout,
mouth, south
between the sort vowel and the /le/.
Remind children ways of writing /ou/ sound are ‘ou’
and ‘ow’. Revise spelling of the /ou/ sound.
Pretend your
finger is a
needle and
prick your
thumb
saying ou,
ou, ou.
http://roythezebra.com
/reading-games/longvowel-phonemes-ouow.html
Level 4 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.LIT 1-21
Spelling
Words from SWST List
Notes for teaching
Actions for sound
Useful Websites
Evaluations/Next
Sound
LEVEL 4
Steps
ow
bow, allow, brow, cow, how, now,
Remind children ways of writing /ow/ sound Pretend your finger is
http://www.softschools.c
brown, clown, crown, down,
are ‘ow’ and ‘ou’. Revise spelling of the /ow/ a needle and prick
om/language_arts/phonic
drown, town, crowd, powder,
sound.
your thumb saying ou, s/games/ou_ow_sounds.j
towel, owl, growl, flower, power,
ou, ou.
sp
shower, tower
aw
claw, draw, flaw, in-law, jaw, law,
Remind the children of way of spelling /aw/
put hands on head as
http://www.roythezebra.
outlaw, caw, raw, saw, straw, lawn, sound are ‘or’, ‘al’, ‘au’ and ‘aw’.
if donkeys ears
com/reading-games/longyawn, awkward, awful
Highlight that the /aw/ sound can come at
pointing down and say vowel-phonemesthe beginning as in awful, the middle as in
‘or’. (This comes from aw.html
yawn and the end as in straw.
the ee or action.
-ew
blew, chew, crew, dew, drew, few, Remind children of ways of spelling /ew/
Move head forward as http://roythezebra.com/r
flew, grew, Jew, new, renew,
sound are ‘ue’, ‘u_e’ and ew. Highlight that
if it is the cuckoo,
eading-games/long-
er
screw, stew, threw
this letter string can often make an /oo/
sound such as grew.
her, after, paper, water, herb, verb,
term, stern, verse, under, over,
never, silver, river, nerve, serve,
sister, other, another, brother,
mother, father, together , different
Remind children of ways of writing /er/
sound are ‘er’, ‘ir’ and ‘ur’ Use list to group
under either ER/IR/UR sounds. Highlight
that the /er/ spelling usually comes at the
end of words where it makes a shorter
sound.
saying oo (This comes
from the action for u
oo)
Point to the people
around you and say
you, you, you. (as in
u_e action eg. blue)
Roll hands over each
other like a mixer and
say erererer.
vowel-phonemes-ewoo.html
http://www.starfall.com/
n/make-a-word/controlr/load.htm?f
http://roythezebra.com/r
eading-games/longvowel-phonemes-er.html
http://rbeaudoin333.hom
estead.com/bossy_r_s_1.
html
Level 4 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.LIT 1-21
Spelling
Words from SWST List
Notes for teaching
Actions for sound
Useful Websites
Evaluations/Next
Sound
LEVEL 4
Steps
ar
car, far, star, hard, card, barge,
Revise /ar/ speling with children. Highlight
Open mouth wide and http://rbeaudoin333.hom
large, dark, mark, market, park,
that both letters are sounded.
say ah, as if at the
estead.com/bossy_r_s_1.
shark, spark, arm, farm, harm, part,
doctors.
html
start, target
ir
fir, stir, bird, third, girl, swirl, twirl,
Remind children of ways of writing /ir/
Roll hands over each
http://www.roythezebra.
firm, chirp, first, thirsty, birth,
sound are ‘er’, ‘ir’, ‘ur’. Use number words
other like a mixer and com/reading-games/longbirthday, dirt, dirty, shirt, skirt,
such as first, third, thirteen to emphasise /ir/ say erererer.
vowel-phonemes-erthirteen, thirty
spelling.
ir.html
http://rbeaudoin333.hom
or
for, cord, fork, form, storm, born,
corn, morning, horse, north, short,
snort, sort,
port, sport, torn
ur
disturb, church, murder, murmur,
burn, burnt, return, Saturn, turn,
surprise, purpose, curse, nurse,
purse, burst, Thursday, Saturday,
hurt, further, urgent
farmer, fighter, reader, starter,
teacher, worker, baker, dancer,
driver, liner, maker, rider, timer,
-er
-y (as in
i) / ( as
in a)
apply, deny, rely, reply, supply (i)
carry, hurry, marry, scurry, tidy,
vary (e)
Remind the children of way of spelling /or/
sound are ‘or’, ‘al’, ‘au’ and ‘aw’.
Highlight that although most of these words
have the short /o/ vowel sound, some have
a long /o/ sound as in pOrt, spOrt, tOrn,
Remind children of ways of writing /ur/
sound are ‘er’, ‘ir’, ‘ur’. Remind children that
key words Saturday and Thursday are /ur/
words.
put hands on head as
if donkeys ears
pointing down and say
‘or’. (This comes from
the ee or action.
Roll hands over each
other like a mixer and
say erererer.
Remind children of ways of writing /er/
sound are ‘er’, ‘ir’ and ‘ur’. Highlight that
many of these words use the /ir/ sound.
Roll hands over each
other like a mixer and
say erererer.
Remind children ways of writing /ie/ sound
are ‘ie’, i_e’, ‘igh’ and ‘y’. Distinguish
between short /i/ sound and /ai/ sound
made with the letter ‘y’.
Remind children of /I/
action – pointing to
self, and /ai/ action –
cupping ear and saying
ai, ai.
estead.com/bossy_r_s_1.
html
http://rbeaudoin333.hom
estead.com/bossy_r_s_1.
html
http://rbeaudoin333.hom
estead.com/bossy_r_s_1.
html
http://www.spelling.hem
scott.net/puzzles28.htm
http://www.spellzone.co
m/games/against_clock/i
ndex.cfm?wordlist=350
http://www.saintambros
ebarlow.wigan.sch.uk/Y4
Spelling/yasi2.htm
Level 4 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.LIT 1-21
Spelling
Words from SWST List
Notes for teaching
Actions for sound
Useful Websites
Evaluations/Next
Sound
LEVEL 4
Steps
-ck/-ke
back, block, bake, brake,
Remind children of the /ck/ sound. Highlight that Raise hands and
http://roythezebra.com/r
broke, chick, choke, click,
this sound can be made using either ‘ck’ or ‘ke’.
snap fingers as if
eading-games/doublecrack, coke, flick, flake, lick,
If the ‘ke’ spelling is used this is usually preceded playing castanets an consonants-ck.html
like, pick, pike, shock, smack, by a vowel. The ‘e’ in this cluster then acts as
say ck, ck, ck
stuck, smoke, spoke, track,
trick, take
compound
words
bedroom, blackbird, bonfire,
cloakroom, clockwise,
cupboard, database,
football, goalkeeper,
goodnight, grandfather,
handbag, household,
joystick, outside, paintbrush,
playground, popcorn,
sandwich, tablecloth,
upstairs, waterproof,
weekend, windmill.
al- / de-
almighty, almost, alone,
along, already, alright, also,
altogether, always
deflate, de-ice, defrost,
decode, debug
‘magic e’ to keep the vowel sound long, eg. bAke.
Highlight the difference in the sound of the
vowels in words ending in ‘ck’ where the vowel
within the word is short, e.g. back.
Explain to children that a compound word is a
word that is made when two other word are
joined together. For example bed + room =
bedroom. In compound words, there is usually
NO change to the spelling of the original two
words. The new word is simply made by taking
out the spaces between the two words. There
are exceptions to this = see bonfire and
sandwich.
(includes two compound words which do not
make sense on their own)
Explain that the prefix AL/DE is added at the
beginning of a word to change its meaning.
Highight that the AL prefix means ALL but when
added to words, the second L is removed e.g. All
+ mighty = almighty NOT allmighty. Highlight that
the previx DE means the opposite of, remove, or
out of. E.g. de + flate= deflate (meaning remove
air) Emphasise that some of these de words on
their own do not make any sense (eg. there is no
such word as ‘flate’)
No action
No action
http://www.vocabulary.c
o.il/compound-words/
http://www.firstschoolye
ars.com/literacy/word/ot
her/compound/interactiv
e/compound.htm
(Teacher walk the plank)
http://www.firstschoolye
ars.com/literacy/word/ot
her/compound/interactiv
e/memory/compound.ht
m
http://www.bigbrownbea
r.co.uk/demo/prefix.htm
(for de words)
(No game for AL words
but worksheet in shared
area)
Level 4 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.LIT 1-21
Spelling
Words from SWST List
Notes for teaching
Actions for
Useful Websites
Evaluations/Next
Sound
re- / non-
LEVEL 4
refill, reform, refresh, refuse,
repay, replace, replay,
return, reuse, revisit
non-drip, non-smoker, nonstarter, non-stick, nonsense
dis-
disable, disable, disagree,
disarm, disclose, discover,
disease, disgrace, dislike,
disobey, disorder, disown,
displease, disrepair, distrust,
disuse
unable, unbeaten, unblock,
uncover, uncut, undo, unfair,
unfit, unfold, unhappy,
unkind, unload, unlucky,
unpack, unselfish, unwell,
unwilling, unwind
misbehave, misdeal, misfire,
mishear, mislead, misplace,
misread, misspell, mistake,
misunderstand, misuse
antifreeze, antibody,
anticlockwise, anti-virus
un-
mis- / anti-
Explain that the prefix RE/ NON- is added to the
beginning of a word to change its meaning. (There
is a useful power point in the shared area in a folder
marked Spelling Resources for Staff which will help
with meaning of RE and other prefixes) RE can
mean again, back or backward (such as rearrange,
recall, rewrite) NON can mean not or not having
(such as non-drip, nonsense)
Explain that the prefix DIS is added to the beginning
of a word to change its meaning. (There is a useful
power point in the shared area in a folder marked
Spelling Resources for Staff which will help with
meaning of DIS and other prefixes) DIS can mean
not or not any (such as disagree, disrespect)
Explain that the prefix UN is added to the beginning
of a word to change its meaning. (There is a useful
power point in the shared area in a folder marked
Spelling Resources for Staff which will help with
meaning of UN and other prefixes) UN can mean not
or reversal of action (such as unlock, unfasten)
Explain that the prefix MIS /ANTI- is added to the
beginning of a word to change its meaning. (There
is a useful power point in the shared area in a folder
marked Spelling Resources for Staff which will help
with meaning of MIS and other prefixes) MIS can
mean not, wrong or bad. (such as misbehave,
misspell) ANTI can mean against, counter or
opposite (such as anti-clockwise, antifreeze)
sound
No action
No action
No action
No action
Steps
http://www.bbc.co.uk/skillswis
e/words/spelling/wordbuilding/
prefixes/quiz.shtml
http://edubakery.com/WordSearches/Spelling-The-Prefix~22RE~22-v1-Word-Search
http://www.northwood.org.uk/
prefixes/prefix%20sort/activity_
1.html (NON words)
http://www.harcourtschool.co
m/activity/book_buddy/arthur/
skill.html
http://www.bbc.co.uk/schools/
ks2bitesize/english/spelling_gra
mmar/spelling/play.shtml
http://www.spelling.hemscott.n
et/puzzles8.html
http://www.oswego.org/ocsdweb/match/matchgeneric.asp?f
ilename=jwildeprefix2
http://www.bbc.co.uk/skillswis
e/words/spelling/wordbuilding/
prefixes/quiz.shtml
http://www.northwood.org.uk/
prefixes/prefixes%20wordsearc
h/activity_1.html
Level 4 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.LIT 1-21
Spelling
Words from SWST List
Notes for teaching
Actions for
Useful Websites
Evaluations/next Steps
Sound
LEVEL 4
sound
-y
bony, flaky, greasy, lazy, nosy,
Discuss with children that most words with an /ee/
No action,
http://www.spellzone.com/ga
prickly, rosy, scary, shiny, slimy, sound take the /ee/ or /ea/ spellings, but at the end but game
mes/against_clock/index.cfm?
smiley, smoky, sparkly, spiky,
of a multi-syllabic word, the /ee/ is often spelt /y/.
“chin
wordlist=213
stony, tasty, wavy
bumps”
can
reinforce
syllabificati
on. * see
notes
-ly
blindly, bravely, correctly, fairly, Explain that the suffix LY is added at the end of a
No action
http://www.beaconlearningce
hardly, kindly, lively, lonely,
word to change the meaning of the word. LY words
nter.com/weblessons/suffixly/
loudly, proudly, sadly, shyly,
describe how something is done, for example,
default.htm (good website for
slightly, slowly, suddenly,
loudly, sadly, slowly. LY words can also show how
helping to explain meaning of
sweetly, weekly, wisely
often something is done, for example, hardly,
suffix)
hourly, weekly.
http://www.sadlieroxford.com/phonics/3_4/flami
ngo/flamingos.htm
-ful
boastful, careful, faithful,
Explain that the suffix FUL is added to the end of
No action
http://www.bigbrownbear.co.
forgetful, grateful, handful,
words to change the meaning of the word. The FUL
uk/demo/suffix.htm
harmful, hateful, helpful,
suffix means ‘full of’ something. For example,
http://www.saintambrosebarl
hopeful, mouthful, painful,
hopeful = full of hope, thankful = full of thanks.
ow.wigan.sch.uk/Y5Spelling/s
playful, powerful, spiteful,
uffixes1y5t2.htm
thankful, useful
-less
ageless, careless, endless,
Explain that the suffix LESS is added to the end of
No action
http://www.learnenglish.org.u
fearless, helpless, homeless,
words to change the meaning of the word. The LESS
k/CET/flashactivities/suffixes0
hopeless, lifeless, painless,
suffix means ‘without’ something. For example,
2.html
powerless, seedless, shameless,
smokeless, speechless,
thankless, tuneless, useless
helpless = without help, tuneless = without a tune.
Level 4 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.LIT 1-21
Spelling
Words from SWST List
Notes for teaching
Actions for
Useful Websites
Evaluations/next Steps
Sound
LEVEL 4
sound
-ness
braveness, childishness,
Explain that the suffix NESS is added to the end of
No action
http://www.saintambrosebarl
darkness, fairness, foolishness,
words to change the meaning of the word. The
ow.wigan.sch.uk/Y4Spelling/s
kindness, lateness, suddenness, NESS suffix means to be in ‘the state or condition
uffixes2y4.htm
wickedness, willingness
of’. For example braveness = in a state of being
http://www.fun4thebrain.com
brave, goodness = in good condition.
/English/basewordBaseball.ht
ml
-er
brighter, faster, lighter, neater,
Remind children that an adjective is a describing
No action
http://www.northwood.org.uk
prouder, slower, stronger,
word. Highlight that some adjectives are used to
/adding%20er%20est/sorting
tighter, weaker, braver, closer,
compare two things/people. For example, you may
%20er%20est/activity_1.html
larger, later, nicer, riper, ruder,
compare how quickly two people can run – John can
http://pbskids.org/lions/game
shaver, wider
run fast, but Michael is faster. Here the word faster
s/trampolini.html
is has an ‘er’ ending to show that this adjective is
being used to compare Michael’s running to John’s.
Emphasise that if an adjective already ends with an
‘e’, then only the ‘r’ is required to make it a
comparative adjective.
-est
brightest, fastest, kindest,
Remind children that an adjective is a describing
No action
http://www.northwood.org.uk
neatest, slowest, strongest,
word. Highlight that some adjectives are used to
/adding%20er%20est/sorting
weakest, wildest, bravest,
compare more than two things/people. For
%20er%20est/activity_1.html
closest, largest, latest, nicest,
example, you may compare how tall three people
http://pbskids.org/lions/game
ripest, rudest
are – Mary is tall, Anna is taller but Amy is tallest.
s/trampolini.html
Here the word tall has the endings ‘er’ (comparative)
and ‘est’ (superlative) to compare the three people.
Emphasise that if an adjective already ends with an
‘e’, then only the ‘st’ is required to make it a
superlative adjective.
Level 4 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.LIT 1-21
Spelling
Words from SWST List
Notes for teaching
Actions for
Useful Websites
Evaluations/Next Steps
Sound
LEVEL 4
sound
Plurals
addresses, angles, bubbles,
Remind children of terms singular and plural.
http://www.phonicsplay.co.uk
s/es
churches, diseases, farmers,
Singular means one and Plural means more than
/PlanetaryPlurals.html
flowers, horses, houses,
one. Ensure children are confident in what a noun
http://www.phonicsplay.co.uk
markets, murderers, nights,
is. Highlight that when nouns are changed from
/PondLifePlurals.html
nurses, parks, puppets, shirts,
singular to plural the ending of the word changes.
streams, surprises
Some words require an ‘s’ to make them plural and
some words require an ‘es’ to make them plural.
Highlight that words which end in a consonant or an
E only require an s to change from singular to plural.
Words which end in ch require an es to become
plural.
-ing
burning, counting, discovering,
Remind the children of verb tenses – past, present,
No action
http://www.bbc.co.uk/skillswi
disturbing, drawing, filtering,
future. Highlight that the present tense is used to
se/words/grammar/tenses/ge
frightening, gleaming, hurting,
describe something that is happening now. Some
tting_the_right_tense/game.s
murmuring, parking, renewing,
returning, starting, streaming,
throwing, watering, working
y + ing
crying, drying, frying, prying,
trying, applying, carrying,
denying, hurrying, marrying,
relying, replying, scurrying,
supplying, tidying, varying
verbs require the verb ending ‘ing’ to show that they
are in the present tense. For example draw + ing =
drawing, I am drawing. Highlight that there is no
change to the original spelling of the word before
the ‘ing’ is added.
Remind the children of verb tenses – past, present,
future. Highlight that the present tense is used to
describe something that is happening now. Some
verbs which end in ‘y’ require the verb ending ‘ing’
to show that they are in the present tense. For
example cry + ing = crying, I am crying. As these
words all end with a ‘y’ there is no change to the
original spelling of the word before the ‘ing’ is
added.
html
No action
http://www.northwood.org.uk
/spelling%20adding%20ing.ht
m
http://www.cgpbooks.co.uk/p
ages/interactiveElearning.asp?
elearning=spelling
Level 4 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.LIT 1-21
Spelling
Words from SWST List
Notes for teaching
Actions for
Useful Websites
Evaluations/Next Steps
Sound
LEVEL 4
sound
drop e
closing, driving, hoping, joking,
Remind the children of verb tenses – past, present,
No action
http://www.northwood.org.uk
/ing
liking, lining, making, naming,
future. Highlight that the present tense is used to
/spelling%20adding%20ing.ht
poking, saving, scraping,
describe something that is happening now. Some
m
shaking, sliding, smiling,
verbs which are in the present tense which end with
http://www.cgpbooks.co.uk/p
smoking, stroking, taking,
an ‘e’, require the ‘e’ to be dropped before adding
ages/interactiveElearning.asp?
timing, tuning, using, waving
the verb ending ‘ing’. For example, slide would
elearning=spelling
become slid + ing = sliding. I am sliding down the hill
on my sledge.
-d
disused, grumbled, surprised,
Remind the children of verb tenses – past, present,
No action
http://www.crickweb.co.uk/ks
included, juggled, displeased,
future. Highlight that past tense is used to describe
2literacy.html#word-link
replaced, disabled, misbehaved, something that has already happened. Some words
refused, decoded, stroked,
dawdled, served, displeased,
battled,
-ed
assorted, crowded, disobeyed, ,
disturbed, drowned, flawed,
frightened, marked, murdered,
powered, sorted, turned,
surrounded, discovered,
started, revisted
require the
-d ending to change them to past tense. For
example, I am going to SURPRISE my mum, the verb
SURPRISE becomes SURPRISED e.g. I SURPRISED my
mum with her present. Highlight that the words
within this list all end with a vowel which requires
the -d ending.
Remind the children of verb tenses – past, present,
future. Highlight that past tense is used to describe
something that has already happened. Some words
require the
-ed ending to change them to past tense. For
example, I am going to MARK your jotter, the verb
MARK becomes MARKED e.g. I have MARKED your
jotter. Highlight that the words within this list all end
with a consonant which requires the -ed ending.
No action
http://www.crickweb.co.uk/ks
2literacy.html#word-link