Download Level 5 Spelling Sounds and Rules

Level 5 Spelling Sounds and Rules
CfE Experiences and Outcomes
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.
LIT 2-21a
Spelling
Sound
Words from SWST List
LEVEL 5
Notes for teaching
Actions for sound
Useful Websites
-tch
catch, hatch, latch, match,
patch, thatch, watch, sketch,
fetch,
stretch, itch, pitch, stitch,
switch, witch, kitchen, clutch,
butch
Remind children of the /ch/ sound.
Highlight that some words do not
look right when spelled with ch –
for example cach. These words
have a ‘t’ added to the /ch/ sound
to help them look right – for
example catch. Emphasise that the
/t/ sound is silent.
Move arms at sides
as if you are a train
and say ch, ch, ch
http://www.northwood.org.uk/cro
ssword%20ch%20tch.htm
http://www.spellzone.com/games/
word_search/index.cfm?wordlist=1
08&width=13&height=10
http://www.ictgames.com/hybrid.
html
wh
whale, what, wheat, when,
where, whether, which, while,
whine, whisker, whisper,
whistle, white, who, whole,
whose, why, anywhere,
everywhere, somewhere
blow onto open
hand as if you are
the wind, and say
wh, wh, wh
http://www.starfall.com/n/skills/w
h/load.htm?f
wa
wad, wallet, wand, wander,
want, was, wash, wasp, watch,
swab, swallow, swamp, swan,
swap, swap
Revise the /wh/ spelling of the ‘w’
sound. Compare the sound made
with words beginning with /w/ and
/wh/ - say word into hand – can
you feel the /wh/ sound? In the
/wh/ words, children will feel the
sound on their hand. Highlight the
WH question words – eg. what,
who, when , where, why.
Remind children of ways of spelling
the /wo/ sound as ‘wa’ and ‘wo’.
Highlight that sound is always
followed by a consonant, for
No action
http://www.ictgames.com/lcwc.ht
ml
Evaluations and Next
Steps
example, wand and swan.
Level 5 Spelling Sounds and Rules
CfE Experiences and Outcomes
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.
LIT 2-21a
Spelling
Sound
k/b/h/t
w/g/l
Words from SWST List
LEVEL 5
knee, kneel, knew, knickers,
knight, knit, knives, knob,
knock, knot, know, knuckle
bomb, dumb, lamb, numb,
thumb, debt, doubt,
rhubarb, rhyme,
castle, whistle
wrap, wrapper, wreck,
wrestle, wriggle, wrinkle,
wrist, write, wrong, answer,
sword, whole,
gnarled, gnash, gnat, gnaw,
gnomes, sign,
calf, half, calm, salmon, folk,
yolk
Notes for teaching
Remind children of magic e words
where the e is silent. Highlight that
other words also have silent
letters.
Highlight silent k is normally
followed by an ‘N’ eg. know
Silent b usually follows a M. eg.
lamb
Silend t usually follows a B eg. debt
Silent H usually follows an R et,
rhyme
Play game such as ‘say it silly’ to
emphasise silent letters.
Remind children of magic e words
where the e is silent. Highlight that
other words also have silent
letters.
Highlight silent w is normally
followed by an R
Silent g usually comes before an N
Silent l usually comes before and F
Actions for sound
Useful Websites
No actions – silent
letters
http://www.bbc.co.uk/skillswise/w
ords/spelling/soundandspell/silentl
etters/game.shtml
No actions – silent
letters
http://www.northwood.org.uk/sile
nt%20letters/silent%20letters%201
/activity_1.html
Evaluations and Next
Steps
qu
quality, quantity, quarter,
queen, queer, quench, query,
question, quick, quiet, quirk,
quit, quiver, quiz, quote,
squabble, square, squash,
squeak, squeal, squeeze
or a K
Remind children the /qu/ sound is
made up of two sounds /k/ and
/w/. If children here a /kw/ sound
in a word it is written as /qu/.
Highlight that /qu/ words are
usually always followed by another
vowel.
Make a duck’s beak
with your hands and
say qu, qu, qu. (use
at discretion
depending on age
range)
http://www.bbc.co.uk/cbeebies/fu
nwithphonics/watch/qusound/
(lower stages only)
www.spellzone.com (upperstages)
Level 5 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.LIT 2-21a
Spelling
Sound
Words from SWST List
LEVEL 5
Notes for teaching
Actions for
sound
Useful Websites
c
cinema, circle, circuit, circular,
circus, citizen, city, cease, cell,
cellar, cement, cent, centipede,
centre, centurion, century,
certain, cycle, cyclist, cyclone,
cygnet, cymbals
Explain that when the letter <C> is
followed by ‘E’ ‘I’ or ‘Y’, its sound
usually changed from a /c/ to an /s/
sound. For example: ice, cycle. This is
shown with this word list where the soft
/c/ begins words.
Weave hands in
an s shape, like
a snake, and say
ssss (action for s
sound to relate
to soft c)
-c-
Face, palace, place, race, space,
surface, trace, dice, ice, nice,
price, rice, slice, spice, twice,
chance, dance, pencil, decide,
recite
Revise rule for soft /c/ sound from
previous lesson. Making /s/ sound.
Highlight that although the /c/ is found
within words the same rule applies.
Show that the /c/ is still followed by E
or I. The list shown does not have any
Weave hands in
an s shape, like
a snake, and say
ssss (action for s
sound to relate
to soft c)
http://rbeaudoin333.homestead.
com/files/hardSoft_c_g/hard_sof
t_c_1.html (good activity for
introducing soft c)
http://www.bbc.co.uk/schools/s
pellits/activities_y5/activity3.sht
ml (hard and soft c to help show
the difference in sounds)
http://rbeaudoin333.homestead.
com/hardsoftc_g_1.html
(range of paper and online
activities for children)
Evaluation/Next Steps
g
giant, ginger, giraffe, general,
genius, gentle, geometry,
gesture, gymnasium, gypsy,
damage, danger, angel, digest,
emergency, energy, engineer,
imagine, intelligent, legend,
magic, register, stranger, tragic
words containing Y after the /c/ but
children may volunteer some examples
such as agency, bicycle and fancy.
Explain that when the letter <G> is
followed by ‘E’, ‘I’ or ‘Y’, its sound is
usually changed from a /g/ to a /j/
sound. For example, cabbage, giant and
gymnast. This sound can appear either
at the beginning or within a word. It is
not normally found at the end of words
Pretend to
wobble a plate
and say j, j, j
http://rbeaudoin333.homestead.
com/hardsoftc_g_1.html (range
of paper and online activities for
children)
http://www.kwiznet.com/p/take
Quiz.php?ChapterID=1786&Curri
culumID=13&Num=1.28
Level 5 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.LIT 2-21a
Spelling
Words from SWST List
Notes for teaching
Actions for sound
Useful Websites
Evaluation/Next Steps
Sound
LEVEL 5
oi/oy
choice, voice, rejoice, android, Remind children ways of writing
Cup hands around
http://www.roythezebra.com/rea
avoid, spoil, spoilt, toilet,
/oi/ sound are ‘oi’ and ‘oy; Remind mouth and shout to
ding-games/long-vowelointment, joint, point,
children that the /oy/ spelling is
another boat saying
phonemes-oi-oy.html
appointment, disappoint,
usually found at the end of a word. oi! Ship ahoy!
http://www.bbc.co.uk/schools/wo
anoint, noise, poison, annoy,
There are examples though, where
rdsandpictures/phonics/sandcastl
convoy, destroy, employ,
it is within words such as royal and
e/flash/game.shtml
enjoy, voyage
enjoyed.
au
sauce, saucer, fault, haul,
Remind children ways of writing
Put hands on head as http://www.proprofs.com/games/
Autumn, trauma, haunt,
/au/ sound are ‘or’, ‘al’ (walk), ‘au’, if donkey’s ears
crossword/au-words/
launch, laundry, taunt,
and ‘aw’.
pointing down and
http://www.phonicsplay.co.uk/Bur
applause, August, because,
Words given here all feature the
say OR (this comes
iedTreasure2.html
cause, clause, pause, author
‘aw’ sound although spelt /au/
from the ee or
action)
ea
eager, appear, disappear,
decrease, disease, increase,
reason, season, treason,
breathe, creature, feature,
defeat, repeat, retreat,
treatment
Remind children of ways of writing
the long ‘e’ sound are /ee/ and
/ea/. Highlight that these words all
contain the long sound which is
spelled using /ea/. It can appear at
the beginning or within a word.
Emphasise that the ‘a’ is SILENT.
Put hands on head as http://www.roythezebra.com/rea
if ears on a donkey
ding-games/long-voweland say ee. (This
phonemes-ea.html
comes from the ee
or action)
ear
early, earn, earth, earthquake,
earthworm, heard, learn,
pearl, rehearse, research,
search, unheard, yearn
Remind children of ways of writing
the short ‘e’ sound are ‘e’, ‘eh’ and
‘ea’. Highlight that these words all
contain the short sound /e/ which
is spelled using /ea/. Compare
with previous lesson which used
same spelling but different vowel
sound. Highlight difference
between long and short vowels.
Pretend to tap an
egg on the side of a
pan and crack it into
the pan, saying eh,
eh, eh.
www.spellingcity.com (you will
need to add your own wordlist
here for children
Level 5 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.LIT 2-21a
Spelling
Words from SWST List
Notes for teaching
Actions for
Useful Websites
Evaluation/Next Steps
Sound
LEVEL 5
sound
ai
P*ffs/ves
P*-os/oes
Affair, afraid, against, bargain,
Britain, certain, complain, curtain,
despair, entertain, fountain,
maintain, mountain, obtain, praise,
raise, refrain, remain, repair,
straight, traipse
*bluffs, cliffs, cuffs, puffs, sniffs,
stuffs
**wives, knives, lives
***calves, elves, halves, leaves,
loaves, ourselves, scarves, selves,
sheaves, shelves, thieves, wharves
Remind children ways of writing /ai/ sound are ‘ai’
‘a_e’, ‘eigh’ and ‘ay’. Highlight that when the /ai/
sound is found within a word it usually has the long
/A/ sound (letter NAME). Remind children of
rhyme – when two vowels go walking only one
does the talking – in this case the /a/ vowel.
Remind children of grammar term plurals, meaning
more than one. Highlight that if singular words end
in double f – ‘ff’, the plural is made by adding s.
For example cliff = cliffs. If the singular word ends
in a single ‘f’’, the plural is made by dropping the ‘f’
and adding ‘ves’. For example, elf = elves. If the
singular word ends in ‘fe’, the plural is made by
changing ‘fe’ to ‘ve’ and adding s. For example
knife = knives.
cuckoos, igloos, kangaroos, tattoos, Remind children of grammar term plurals, meaning
zoos, banjos, duos, pianos,
more than one. Highlight that when a word in ‘o’
piccolos, solos, studios, trios
or ‘oo’ the plural is made by simply adding an ‘s’ to
buffaloes, echoes, heroes,
the word. For example, piano becomes pianos and
mangoes, potatoes, tomatoes,
zoo becomes zoos. Emphasise here that an ‘o’
volcanoes
word which ends in ‘double o’ such as tattoo or
cargoes, dominoes, Eskimoes,
cuckoo then only an ‘s’ is added.
flamingoes, mangoes, torpedoes
Highlight that some words which end in ‘o’ are
made plural by adding ‘es’ to them. This applies to
words where the ‘o’ follows a consonant. For
example, volcano becomes volcanoes.
Plurals – when singular words ending in ‘oo’ or ‘o’
Put hand
up to ear as
if hard of
hearing
and say ay,
ay, ay.
http://www.phonicspla
y.co.uk/aiAltSpellings.ht
ml (good game for
highlighting different
ways to make the /ai/
sound
http://www.lancsngfl.ac
.uk/curriculum/literacy/
lit_site/lit_sites/plurals/
pl_4/plurals4.htm
http://www.phonicspla
y.co.uk/PondLifePlurals.
html
http://www.mcwdn.org
/grammar/endsf.html
http://www.lancsngfl.ac
.uk/curriculum/literacy/
lit_site/lit_sites/plurals/
pl_5/plurals5.htm
+s
Note: highlighted words can end in ‘os’ or ‘oes’
Level 5 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.LIT 2-21a
Spelling
Words from SWST List
Notes for teaching
Actions for
Useful Websites
Evaluation/Next Steps
Sound
LEVEL 5
sound
P*-ys
abbey, birthday, boys, chimneys,
Remind children of grammar term plurals, meaning
http://www.funbrain.co
cowboys, days donkeys, jerseys,
more than one. Highlight at if a noun ends in a ‘y’,
m/plurals/index.html
jockeys, journeys, keys, monkeys,
the plural is made by simply adding ‘s’ at the end of
plays, quays, toys, trays, trolleys,
the word. For example, monkey becomes
turkeys, valleys
monkeys, toy becomes toys.
P*-ies
drop e/ly
armies, babies, berries, buggies,
centuries, cities, countries, diaries,
dictionaries, enemies, factories,
fairies, families, gypsies, hobbies,
injuries, jellies, ladies, libraries,
lollies, lorries, memories, parties,
pastries, photocopies, ponies,
puppies, secretaries, stories
comfortably, gently, horribly,
miserably, terribly, visibly,
possibly, probably, simply, suitably
**sparkly, wriggly, wrinkly, cuddly,
grumbly
Explain that some words make the plural
differently. If words that end in y have a vowel
before the y, such as boy, key, toy then the plural is
made by simply adding an s. However, if the letter
before the y is a consonant, then the plural is made
by first replacing the y with I and then adding ‘es’.
For example daisy becomes daisies.
http://www.bbc.co.uk/s
killswise/words/spelling
/plurals/pluralrules/gam
e.shtml (choose the
appropriate plural rule
for this game)
Remind the children of adjectives as describing
words. Discuss that we sometimes use adjectives
to describe HOW someone acts. When the
adjective ends in an ‘e’, we drop this and add ‘ly’
and it becomes an ADVERB. For example, the
adjective COMFORTABLE would become the
adverb COMFORTABLY e.g. That seat looks
COMFORTABLE (adjective). John is sitting
COMFORTABLY (adverb) (Useful) (Useful
http://www.childrensun
iversity.manchester.ac.u
k/interactives/literacy/
wordclasses/adjectives.
asp
http://www.primaryres
ources.co.uk/online/adv
erbs.htm
http://www.woodlands-
powerpoint in shared area folder marked SPELLING
RESOURCES)
junior.kent.sch.uk/inter
active/literacy2.htm#ad
verbs
**We can also use adjectives to describe WHAT
something looks like. These words can come from
verbs. For example, I would like a CUDDLE (verb).
That toy looks very CUDDLY (adjective). Again the
‘e’ is dropped and ‘ly’ is added to the word.
Level 5 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.LIT 2-21a
Spelling
Words from SWST List
Notes for teaching
Actions for
Useful Websites
Evaluation/Next Steps
Sound
LEVEL 5
sound
-ily
angrily, clumsily, easily,
happily, heavily,
hungrily, lazily, luckily,
merrily, noisily, prettily,
readily, speedily,
steadily, wearily
Remind the children of adjectives as describing words.
Discuss that we sometimes use adjectives to describe HOW
someone acts. When this happens we change the ending of
the adjective by adding ‘ily’ and it becomes an ADVERB. For
example, the adjective HAPPY would become the adverb
HAPPILY e.g. Mary happily walked down to her friend’s
house – how did Mary walk? She walked HAPPILY. The
adverb is used to describe how she walked. (Useful
powerpoint in shared area folder marked SPELLING
RESOURCES)
http://www.stickyball.n
et/grammar/105.html
(game to play in class
for children to act out)
http://www.learnenglis
h.de/Games/Adverbs/A
dverbs.htm
http://a4esl.org/q/h/lb/
adjadv2.html
dbl/ - er
*fatter, fitter, thinner,
bigger, hotter
**biggest, thinnest,
fattest, fittest, hottest
***planner, shredder,
winner, spinner,
skipper, swimmer,
beginner, robber,
shopper, chopper,
hopper, runner,
drummer, rubber,
cutter
Remind children of adjectives as describing words. Highlight
that when using an adjective to compare one thing to
another, some adjectives require the end consonant to be
doubled before adding ‘er’ to make it a comparative
adjective. For example, that cat is fat but this cat is fatter.
Highlight that if the consonant was NOT doubled then the
vowel sound would not be kept short.
When comparing more than one thing using an adjective,
the consonant is doubled before adding ‘est’ to make the
superlative adjective. For example, John is big, James is
bigger but Jack is the biggest.
http://www.northwood.
org.uk/adding%20er%2
0est/sorting%20er%20e
st/activity_1.html
http://www.childrensun
iversity.manchester.ac.u
k/interactives/literacy/
wordclasses/adjectives.
asp (good site for
explaining adjectives)
Highlight that the doubling consonant and adding er rule
sometimes applies to verbs to change them from a verb to a
noun. For example, I like to plan lots of parties = PLAN is a
verb. She works as a wedding planner = PLANNER is a thing
(job).
Level 5 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.LIT 2-21a
Spelling
Words from SWST List
Notes for teaching
Actions for
Useful Websites
Evaluation/Next Steps
Sound
LEVEL 5
sound
-ier
angrier, busier, chillier,
Remind children of adjectives as describing words. Highlight
http://www.grammar.cl
clumsier, cosier, crazier, that when using adjectives to compare things/people the
/Games/Comparatives_
dirtier, dustier, funnier, ending of the word changes. Highlight that when an
Superlatives.htm
happier, healthier,
adjective has two syllables and ends in a y, then the y is
http://www.saintambro
heavier, hungrier, lazier, dropped and ‘ier’ is added instead. For example, heavy =
sebarlow.wigan.sch.uk/
lonelier, lovelier,
heavier. Discuss comparative nature of these adjectives –
Y5Spelling/superlativesy
luckier, merrier, nastier, this is funny, but that is funnier
5t3.htm
-iest
drop e/ ing
noisier, prettier, rustier,
sillier, tidier
angriest, busiest,
chilliest, clumsiest,
cosiest, craziest,
dirtiest, dustiest,
funniest, happiest,
healthiest, heaviest,
hungriest, laziest,
loneliest, loveliest,
luckiest, merriest,
nastiest, noisiest,
prettiest, rustiest,
silliest, tidiest
bouncing, calculating,
celebrating, competing,
composing, damaging,
dancing, deciding,
decreasing, exploring,
imagining, including,
increasing, measuring,
pausing, preserving,
puncturing, traipsing,
whistling, wrestling,
wriggling, writing
Remind children of adjectives as describing words. Highlight
that when using adjectives to compare things/people the
ending of the word changes. Highlight that when an
adjective has two syllables and ends in a y, then the y is
dropped and ‘iest’ is added instead. For example, heavy =
heaviest. Discuss superlative nature of these adjectives –
this is heavy, that is heavier, but this one is the heaviest.
http://go4english.co.uk/
qg/read.php?lang=en&u
nitid=795
Remind children of verb tenses – past, present, future.
Remind children of suffix ending ‘ing’. Discuss verbs which
end in ‘e’. Highlight that when a verb ends in ‘e’, the ‘e’ is
dropped before adding the ‘ing’ when in the present tense.
For example, decide – deciding e.g. I am deciding what to
draw.
http://www.northwood.
org.uk/spelling%20addi
ng%20ing.htm
Level 5 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.LIT 2-21a
Spelling
Words from SWST List
Notes for teaching
Actions
Useful Websites
Evaluation/Next Steps
Sound
LEVEL 5
dbl/ +
ing
beginning, chatting, clapping, cutting,
digging, dragging, dropping, flapping,
getting, grabbing, hopping, hugging,
humming, knitting, letting, planning,
running, shopping, shrugging, skipping,
slimming, slipping, spinning, stepping,
stopping, swimming, trapping, trotting,
wetting, winning
-ies
applies, bullies, cries, denies, fries, lies,
relies, replies, qualifies, satisfies, spies,
supplies, tries, carries, hurries, marries,
scurries, tidies, varies, worries
-ied
applied, bullied, cried, denied, fried, relied,
replied, qualified, satisfied, spied, supplied,
tried, carried, hurried, married, scurried,
tidied, varied, worried
for sound
Remind children of verb tenses – past, present,
future .Remind children of suffix ending ‘ing’.
Discuss use of double letters to keep the vowel
short in verbs. (covered in level 4). Highlight
that the double consonant is used to keep the
vowel short when adding ‘ing’ to verbs. For
example knit becomes ‘knitting’ and not
‘kniting’. Highlight that these verbs are in the
present tense such as I am stepping on a stone,
I am winning at this game (action in the process
of happening)
Remind children of verb tenses – past, present,
future. Discuss present tense for self, for
example, I spy on my brother. When talking
about others using the pronouns he/she/it
then the ‘y’ is dropped and ‘ies’ is added. For
example, she spies on her brother, he hurries
home from school.
Remind children of verb tenses – past, present,
future. Discuss verb endings for past tense ‘d’
and ‘ed’. Remind children that when words end
in a ‘y’, the ‘y’ must be changed to an ‘i’ before
added ‘ed’ to make the word past tense. For
example, I will try to win – I tried to win.
http://www.cgpbooks.c
o.uk/pages/interactiveEl
earning.asp?elearning=s
pelling
http://www.northwood.
org.uk/spelling%20addi
ng%20ing.htm
http://www.bbc.co.uk/s
chools/spellits/activities
_y5/activity2.shtml
http://www.bbc.co.uk/s
killswise/words/gramm
ar/tenses/getting_the_r
ight_tense/quiz.shtml
Level 5 Spelling Sounds and Rules
CfE Experience and Outcome
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.LIT 2-21a
Spelling
Sound
+d/
+ed
Words from SWST List
LEVEL 5
*exploited, obtained, remained, repaired,
cemented, complained, entertained
**bounced, damaged, danced, decided,
decreased, imagined, increased, measured,
practised, refused, treasured, whistled,
wriggled, wrinkled
dbl/ -ed
chatted, chopped, clapped, dragged
dripped, dropped, fitted, grabbed hopped,
hugged, patted, permitted, pinned,
planned, popped, rubbed, skipped,
slapped, slipped, stepped, stopped,
trapped, tripped, wrapped
Notes for teaching
Actions
for sound
Useful Websites
Remind children of verb tenses – past, present,
future. Discuss ways to change a word to past
tense using ‘d’ or ‘ed’. Discuss when to use ‘d’
and when to use ‘ed. If a word ends in ‘e’ then
the ‘d’ is simply added. Any other word which
ends in a consonant required ‘ed’ to change the
tense.
http://www.bbc.co.uk/s
chools/starship/english/
blastrocket.shtml
Remind children of verb tenses – past, present,
future. Discuss ways to change a word to past
tense using ‘d’ or ‘ed’. Demonstrate to children
how some words also need the last consonant
to be doubled to keep the vowel sound short.
For example, chat + ed = chated where the /a/
sound would be long. Adding another ‘t’ to the
word to make chat + ted = chatted, keeps the
vowel short. Demonstrate for other words
within the list.
http://www.vcahomesc
hool.com/englishgrammar-addingsuffixes-to-double-ornot-to-doubleconsonants (good
examples of these
words in sentences)
Evaluation/Next Steps