Download Year 5 Spelling Autumn Term - Rossett Acre Primary School

Year 5/6 Word List
Children are expected to be able to spell the following words by the end of
Year 6 in addition to all high frequency words (see lists in reading records
for details).
accommodate
accompany
according
achieve
aggressive
amateur
ancient
apparent
appreciate
attached
available
average
awkward
bargain
bruise
category
cemetery
committee
communicate
community
competition
conscience*
conscious*
controversy
convenience
correspond
criticise
curiosity
definite
desperate
determined
embarrass
environment
equip (–ped, –
ment)
especially
exaggerate
excellent
existence
explanation
familiar
foreign
forty
frequently
government
guarantee
harass
hindrance
identity
immediate(ly)
individual
interfere
interrupt
language
leisure
lightning
marvellous
mischievous
muscle
necessary
neighbour
nuisance
occupy
occur
opportunity
parliament
persuade
physical
prejudice
privilege
profession
programme
pronunciation
queue
recognise
recommend
relevant
restaurant
rhyme
rhythm
sacrifice
secretary
shoulder
signature
sincere(ly)
soldier
stomach
sufficient
suggest
symbol
system
temperature
thorough
twelfth
variety
vegetable
vehicle
yacht
Each spelling unit lasts a fortnight with an assessment
(spelling test) at the end of the second week. Although
children will be given a small list of words to learn, the
most important thing is to learn the RULE of the
spelling focus and apply the rule in everyday writing.
We will carry out spelling investigations and play spelling
games several times a week.
The assessment will be a dictation using words which
the children have learned as well as words that may be
unfamiliar. In this way, children have to apply the
spelling rules and not just learn spellings by rote.
Spellings learned by rote are soon forgotten and not
always used in daily writing.
Please support your child by looking at the spelling units
in this booklet and supporting them in their spelling
activities. Thanks!
Unit
1
Unit
2
Unit
3
Word Focus: add ing and ed
Week 1: Adding –ed, –ing, –er and –est to a root word ending in –y with
a consonant before it
Examples: copied, copier, happier, happiest, cried, replied …but copying,
crying, replying
Rule 1: The y is changed to i before –ed, –er and –est are added, but
not before –ing as this would result in ii. The only ordinary words with ii
are skiing and taxiing.
Online activities:
http://www.bbc.co.uk/schools/spellits/activities_y6/activity5.shtml
Word Focus: add ing and ed
Week 2:Adding –ing, –ed, –er, –est and –y to words of one syllable
ending in a single consonant letter after a single vowel letter
Examples: patting, patted, humming, hummed, dropping, dropped,
sadder, saddest, fatter, fattest, runner, runny
Rule 2: The last consonant letter of the root word is doubled to keep
the /æ/, /ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (i.e. to keep the vowel ‘short’).
Exception: The letter ‘x’ is never doubled: mixing, mixed, boxer, sixes.
Online activities:
http://www.bbc.co.uk/schools/spellits/activities_y6/activity5.shtml
Word Focus: er/est Adding the endings –ing, –ed, –er, –Week 1 and 2:
est and –y to words ending in –e with a consonant before it
Examples: hiking, hiked, hiker, nicer, nicest, shiny
Rule: The –e at the end of the root word is dropped before –ing, –ed, –
er, –est, –y or any other suffix beginning with a vowel letter is added.
Exception: being.
Online activities:
http://www.bbc.co.uk/schools/spellits/activities_y6/activity5.shtml
Word Focus: root words (Week 1 and 2)
Examples: played [the root word is play] and unfair [the root word is
fair]
Rule: Morphology breaks words down into root words, which can stand
alone, and suffixes or prefixes which can’t. For example, help is the
root word for other words in its word family such as helpful and
helpless, and also for its inflections such as helping.
Online activities: http://www.bbc.co.uk/skillswise/topic/root-words
Unit
4
Unit
5
Unit
6
Unit
7
Unit
8
Word Focus: auto, bi, circum and trans
Week 1 and 2: auto means ‘self’,
trans means ‘across’, circum means
‘round’, ‘about’, bi means ‘two’ or
‘twice’.
Examples: autograph, circumference, bicycle, transport
Rule: Use prefixes to build longer words
Online activities:
www.bbc.co.uk/schools/teachers/ks2_activities/english/spelling.shtml
Word Focus: pre- and reWeek 1 and 2: Examples: revise, predetermine
Rule: Prefix added to word to denote time order of actions
Online activities:
http://www.spellzone.com/games/index.cfm?wordlist=912
Word Focus: hyphenated words
Examples: co-ordinate, re-enter,
co-operate, co-own
Rule: Hyphens can be used to join a prefix to a root word, especially if
the prefix ends in a vowel letter and the root word also begins with one.
Online activities:
http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/spelling/
play/
Word Focus: polysyllabic words
Examples: miniature, conference, poisonous
Rule: depends on the word…..
Online activities: http://www.tes.co.uk/teaching-resource/MillionaireSpelling-6309872/
Word Focus: homophones and other words that are often confused
Examples: advice/advise, device/devise, licence/license,
practice/practise
Rule: In the pairs of words opposite, nouns end –ce and verbs end –se.
Advice and advise provide a useful clue as the word advise (verb) is
pronounced with a /z/ sound – which could not be spelt c.
Online activities: http://www.bbc.co.uk/skillswise/game/en21watcgame-paris-word