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Teaching Spelling and Phonics To improve and develop their spelling children need to: Develop an interest in words Feel safe about trying new words, not just words they're sure about Develop fluent cursive handwriting – the close link between handwriting and spelling has been well established. Learn about, the way words are built up using syllables Know about the basic spelling patterns of English Have a range of memorizing strategies Explore the meanings of words Understand prefixes and suffixes Write for their own enjoyment, without the fear that they will be criticized Read for pleasure How phonics and spelling should be taught: Teaching should be focussed and pacy There needs to be clear continuity and progression – teaching should be based on children’s strengths and weaknesses rather than their age or year group, and objectives should be drawn from the school schemes of work. A variety of groupings should be used including whole class teaching, group work and paired work. Children could work in ability groups, being set across a year group, if this would contribute to effective teaching and learning A variety of teaching methods should be used including direct exposition, games and investigation of spelling rules and patterns. Children should be taught methods to enable them to learn new spellings Useful memorising strategies When you come across a new word ALWAYS use the LOOK - THINK - COVER - WRITE - CHECK method to memorize it. LOOK carefully at the new word. How can you break it into smaller bits? Do any of the smaller bits remind you of the patterns of letters from other words? THINK about the parts of the words, which might cause problems - double letters for instance, or a vowel that isn't pronounced as you would expect. COVER the word and close your eyes. Try to see it in your mind's eye. WRITE the word down without looking back. CHECK to see if you're right. If not, look carefully at where you went wrong and try again. 1 More Hot Tips * Whenever you have to copy a new word from the whiteboard, from a book, or from the dictionary, always try to write the whole word in one go. Don't keep looking back after every few letters. * Try finger-writing: while you're THINKing about the word, pretend to write it with your finger, on your desk or on your hand. Mnemonics are useful for particularly tricky words, or for key spelling patterns: Ould – Oh, you, lucky duck (should, could, would) Ound – Oh you naughty duck (ground, found) Laugh – Laugh At Ugly Goat Hair Because – Big Elephants Can Always Understand Small Elephants Island – an island is land surrounded by water Necessary – 1 collar and 2 sleeves are necessary Piece – a piece of pie Parliament – Liam went to the Houses of parliament Separate – there is a rat in separate Secretary – a good secretary can keep a secret Terrible – Ribs feel terrible Business – going by bus is good business Rhythm – rhythm gets your 2 hips moving Accommodation – 2 cats, 2 mice, 1 dog - accommodation Soldier – soldiers sometimes die in battle Quiet – keep quiet about my diet Guitar – I only play guitar when I’m drinking fruit juice 2 Phase 2 3 Group 1 spat tap sat pat at sap Group 1 and 2 – Set 2 din map mad damp and mint Group 1 and 2 – Set 2 am did man mat stamp mist Group 1, 2 and 3 – Set 2 lid 4 dip sad stand Group 1 – Set 2 sit pan in ant tin snip tip snap it pip spin nap an pin its sin pit sip pant tan spit nip span stint Group 1 and 2 – Set 3 act camp Group 1 and 2 – Set 3 can cap cat 5 kid Group 1, 2 and 3 – Set 3 gap got not stop dot Group 1, 2 and 3 – Set 3 not Group 1, 2 and 3 – Set 3 on pot Group 1 and 2 – Set 4 rest crept rat mend risk dent ran test rip set send 6 pet desk tramp sack ram Group 1 and 2 – Set 4 red end met men ten pen spend tent kept sent step cramp Group 1, 2 and 3 – Set 4 cut must crust up crab sun pump Group 1, 2 and 3 – Set 4 mug rot drum mud drop tug step grab 7 gum stick drop Group 1, 2 and 3 – Set 4 get us rug dug ‘al’ words – Set 5 all hall fall small ball wall call tall talk walk chalk stalk Group 1 and 2 – set 5 him had hen hint 8 hit Group 1 and 2 – Set 5 ham hid hip hat hand Group 1, 2 and 3 – Set 5 fun list bed lip big plug bad fit elf club lot gift still lamp fill crib plan left Group 1, 2 and 3 – Set 5 tell hill but lit pill bump belt bit lost let huff puff from 9 loss sell slim flap bell frost Group 1, 2 and 3 – Set 5 fist bat drill bus leg grub bent flag hot loft clap bill flat lump log help fat best held if hop soft milk Tricky words 1-30 – Phase 2 the to 10 Phase 3 11 ‘j’, ‘z’ and ‘w’ words – Set 6 jam jet jump win web swim went wig job jug wind wag well west swell jog just junk wigwam will wept wet swam ‘v’, ‘y’ and ‘x’ words – Set 6 van vet vest six fox next vicar vex vivid fix box wax 12 visit velvet vent mix exit exam ‘j’, ‘z’ and ‘w’ words – Set 7 jazz zip zigzag zap buzz zebra fizz ‘qu’ words – Set 7 quin quilt quit quiz quick liquid quack quest queen quite quiet quill ‘v’, ‘y’ and ‘x’ words – Set 7 yes yap yelp yak yet yank 13 yam yell yard ‘y’ words – Set 7 by my try spy fly dry sky sty nylon myself cry sly dry fry satisfy type pylon ‘ch’ words – Set 8 chin chip rich chop chat much punch bench bunch lunch finch chill such chick munch chicken pinch chimp trench chuff 14 chest check champ hunch chess crunch children chunk chug drench ‘ng’ words – Set 8 ring sing bang song wing hang long sting spring bring king sung rang clang swing ding dong stung sling singing ping pong lung strong cling sang hung string belong fling ‘sh’ words – Set 8 fish shop dish wish ship hush shed brush smash shelf shock shin shut rash flush crash mash shift flesh shunt 15 cash dash shell lash shot flash bash splash blush shack ‘th’ words – Set 8 (voiced and unvoiced) this that with then them father slither gather bother thin moth tenth throb broth thing three thick thank pith thunder thicker cloth thimble think thorn thrill thrust ‘y’ words – Set 8 trying python crying frying 16 drying flying ‘ai’ words – Set 9 rain sail pain tail rail nail train snail paint aim paid gain fail laid vain brain chain Spain painter plain hail jail wait sprain waist drain grain mail afraid strain ‘ee’ words – Set 9 bee see seed need feet deep queen sleep green free heel beef jeep sheep indeed peep creep street cheek meet 17 speed feed steep keen bleed feel greed greedy week cheese ‘igh’ words – Set 9 high night light right bright sigh sight tight fright flight midnight lightning might thigh slight ‘oa’ words – Set 9 boat goat load soap road loaf toast throat float groan moan oak coach coal goal cloak foal roast croak stoat 18 soak coast poach roam oats foam toad coat boats coats ‘ar’ words – Set 10 arm far hard jar farm barn star sharp start smart bar art card park tart car dart ark mark spark dark scarf bark part harm yard shark march tar starting ‘oo’ words – Set 10 (little and long) good wood foot stood food moon zoo shoot spoon hood shook book took loop root soon boot hoop 19 look cook hook brook roof noon smooth hoot tooth ‘or’ words – Set 10 or for torch sort torn horn sport storm short morning pork form north port worn cork fork lord corn afford forty story horse stormy more cord porch scorch snort fort ‘ur’ words – Set 10 turn burn fur turf hurt burnt burst church churn Saturn curl nurse purse curve murder hurting hamburger beefburger Thursday Saturday 20 purr turnip purple burglar curly turned hurtful further turkey hurts ‘ear’ words – Set 11 ear hear tear beard dear gear year fear near rear ‘oi’ words – Set 11 oil boil moist soil join foil joint point spoil coin coil ointment joining spoiled noisiest pointing toilet 21 noise boiler noisy noisier voice boiling pointed joined ‘ow’ words making /ou/ sounds – Set 11 owl brow how now down town sow brown drown gown cow fowl scowl crown flower allow clown crowd frowning powder frown growl prowl howl shower vowel towel crowned tower trowel ‘air’ words – Set 12 air lair fair pair 22 hair cairn ‘er’ words – Set 12 her sister herb herd fern mister sharper spender blister blender silver litter pepper serve letter slipper better winter never number perm butter perch bitter fatter supper hotter summer river stern ‘ure’ words – Set 12 sure insure secure lure pure manure assure cure mature Tricky words 1-30 – Phase 3 I go 23 no Phase 4 24 CVC and CCVC words – Phase 4 Word using Phase Three graphemes spoon sport thrush trash start spoil spark bring crash bleed brush growl scoop sport frown CVC and CCVC words – Phase 4 Word using Phase Three graphemes green speech train cream tree spear smell spoil train flair fresh smear swing clown star creep brown stair 25 clear trail steep thrill droop spoon float smart groan CVC and CCVC words – Phase 4 Polysyllabic words treetop freshness starlight floating CVC and CCVC words – Phase 4 Word using sets 1-7 letters from glad frog plum speck clap track glass* brass* grip spot sniff plan swim grab (north)* flag stop twin step gran trip drop spin grass* *In the North of England, where the letter a is pronounced /a/, these are appropriate as Phase Four words. 26 CCVCC, CCCVC and CCCVCC words – Phase 4 Words using sets 1-7 letters stand crisp trend trust spend glint twist think cramp drank blend crust tramp grunt crept drift slept skunk frost blink stamp trunk (north)* graft* grant* blast* grasp* slant* brand thank plump blank stunt CCVCC, CCCVC and CCCVCC words – Phase 4 Words using Phase Three graphemes crunch Grinch spring scrap drench shrink strap street 27 trench thrust string scrunch CCVCC, CCCVC and CCCVCC words – Phase 4 Polysyllabic words driftwood twisting printer CVCC words – Phase 4 Word using sets 1-7 letters went it’s help just tent belt hump band dent felt best tilt lift lost tuft damp bust camp gift kept 28 fond gust hand next milk golf jump fact melt CVCC words – Phase 4 Word using sets 1-7 letters gulp lamp wind hump land nest sink link hunt tusk limp soft pond husk cost bank bunk (north)* ask* fast* last* daft* task* *In the North of England, where the letter a is pronounced /a/, these are appropriate as Phase Four words. 29 CVCC words – Phase 4 Word using sets 1-7 letters gulp tusk (north)* lamp limp ask* wind soft fast* hump pond last* land husk daft* nest cost task* sink bank link bunk hunt *In the North of England, where the letter a is pronounced /a/, these are appropriate as Phase Four words. CVCC words – Phase 4 Polysyllabic words children Chester windmill lunchbox desktop Manchester melting thundering shampoo sandpit shelter pondweed shelving handstand champion 30 helpdesk giftbox softest sandwich helper chimpanzee seventh Final consonant blends – Phase 4 must nest lost pond wind lamp soft help next went golf crisp grand plump mint tent gift mend best damp lift ant bent melt frost slept bend film belt held Initial consonant blends – Phase 4 glad flag snip drum trap twig from slug frog swim drag trim swam club clap drop crab twin snug grab 31 flat plum crop print swum plan slap trip plot bran ‘nk’ words – Phase 4 bank wink sink pink honk bunk blink drink plank trunk ink sank link blank clunk spank junk think shrunk sprinkle rink plonk drunk frank sunk drank tank ankle shrink drinks Tricky words 1-30 – Phase 4b your here one live by give Tricky words 1-30 – Phase 4 they was he she are all you me 32 her be we my Phase 4-5 33 Tricky words 31-60 only old once down upon always why where who which eight after Father any many more before other also because want saw put love every 34 could should would tight two four goes does made of cover Mother Phase 5 35 ‘ay’ words – Set 13 day hay lay pay may say way play stay pray ray clay tray away staying player crayon spray sway stray saying playful playtime daytime yesterday today Sunday Thursday Friday Saturday ‘ea’ words – Set 13 eat meat read tea sea beach each beat heap peanut leaf east beak heat peas stream mean clean cream reach 36 peach seat teach steam leak team leap cheap weak steal ‘ie’ words – Set 13 tie die pie lie ‘ou’ words – Set 13 out loud proud found shout mouth round pound flour sound cloud count spout south stout scout crouch our sour hound 37 pouch trout ground sprout house mouse blouse about amount couch ‘aw’ words – Set 14 saw law paw jaw draw lawn straw prawn crawl claw raw thaw yawn pawn spawn trawl trawler sawdust dawn shawl hawk awful dawdle drawn sprawl strawberry ‘ir’ words – Set 14 bird girl dirt stir chirp thirst first shirt birth fir skirt twirl swirl firm thirteen stirring shirk third 38 sir thirsty thirty firmly stirred birthday flirt smirk ‘oy’ words – Set 14 boy toy joy enjoy employ annoy boyish joyful enjoying Roy royal destroy enjoyed ‘ue’ words – Set 14 (with the long /u/ sound in UK English and the long / oo / sound in US English) due ‘ue’, ‘ew’ and ‘u-e words – Set 14 (with the long /u/ sound) cue argue value fuel barbeque continue 39 rescue ‘ue’ ‘words – Set 14 (with the long /oo/ sound) clue glue true Sue blue ‘ew’ words – Set 15 (with the long /u/ sound in UK English and the long / oo / sound in US English) new stew news newspaper dew newt ‘ew’ words – Set 15 (with the long /oo/ sound) blew grew chew drew flew threw 40 view chewing screw ‘oe’ words – Set 15 toe foe goes heroes hoe woe tomatoes doe Joe potatoes ‘ph’ words – Set 15 Philip sphinx prophet alphabet Philippa Christopher phantom phonics dolphin elephant ‘ue’, ‘ew’ and ‘u-e words – Set 15 (with the long /u/ sound) few skew 41 pew ‘wh’ words – Set 15 when whip which wham whoosh wheel wheat while white why whisper whether whisker whimper whisk ‘y’ words – Set 15 why ‘au’ words – Set 16 haul haunt fault launch Paul haunted faulty laundry astronaut pause 42 author autumn cause August taunt ‘ey’ words – Set 16 money cockney chimney monkey honey jockey valley donkey turkey trolley ‘zh’ words – Set 16 treasure pleasure visual casual television leisure measure 43 vision beige usual ‘a-e’ words – Set 17 ate game lane gate save gave made name grape flame cake hate safe rake tale plate snake wave came plane bake date lake pale late make same cave brave shave ‘e-e’ words – Set 17 these Steve gene extreme Pete even scene 44 Eve theme complete ‘i-e’ words – Set 17 ride hide nine ripe life five line prize shine smile pipe mile drive pile live time quite side wipe slide like bike hive wide fire wire mine tide white wife ‘o-e’ words – Set 17 bone home rope hope hose rose nose stone vote drove coke joke mole pole woke smoke slope globe cone doze 45 choke stroke those broke close lone lonely alone spoke poke ‘ue’, ‘ew’ and ‘u-e words – Set 17 (with the long /u/ sound) cube use mule fuse refuse amuse fumes excuse ‘u-e’ words – Set 17 (with the long /u/ sound in UK English and the long / oo / sound in US English) tune tube nude duke ‘u-e’ words – Set 17 (with the long /oo/ sound) rude June rule flute 46 prune salute ‘ey’ words – Set 18 alternative pronunciations they prey grey survey obey ‘ow’ words making /oa/ sound – Set 18 low slow snow own blow show grow throw window flow a-e e-e crow glow mow yellow borrow rowing pillow shadow slowest blowing i-e o-e 47 owner elbow follow narrow marrow bowl arrow fellow lowest tomorrow u-e came these like bone June huge made Pete time pole flute cube make Eve pine home prune tube take Steve ripe alone rude use game even shine those rule computer race theme slide stone same gene prize woke snake scene nice note amaze complete invite explode escape extreme inside envelope Tricky words 1-30 – Phase 5a so like he come have said there Tricky words 1-30 – Phase 5b do out 48 Tricky words 1-30 – Phase 5c oh Mrs asked called Mr people Tricky words 31-60 – Phase 5a were Tricky words 31-60 – Phase 5b little what when Tricky words 31-60 – Phase 5c their 49 Phase 6 50 Tricky words – Phase 6 water where school want would who didn’t can’t wanted everyone our two thought more I’ll other through door began work baby mouse something live narrator small couldn’t I’ve may laughed another great 51 because even before clothes mother any eyes friends there’s gone once lived horse coming he’s use we’re SUPPORT FOR SPELLING STEP 1 Step 1: A (ii) Understand and begin to learn the conventions for adding the suffix -ed for past tense and –ing for present tense. Practice Example: Regular Verbs Typical Words Words ending in e Words with short vowels and ending with a single consonant help helping helped hope hoping hoped hop hopping hopped ask asking asked care caring cared chat chatting chatted enjoy enjoying enjoyed share sharing shared clap clapping clapped pull pulling pulled like liking liked plan planning planned look looking looked smile smiling smiled rub rubbing rubbed jump jumping jumped phone phoning phoned stop stopping stopped float floating floated use using used hug hugging hugged groan groaning groaned baked baking baked slip slipping slipped Step 1: B (i) Practice Example: Compound Words High Frequency Compound Words everyone everybody everything nowhere nobody somewhere anyone anywhere anybody someone Compound Words playground goalkeeper paintbrush upstairs playground birthday cornflakes boathouse handbag greenhouse bluebell hairbrush fairground downstairs football outside waterfall farmhouse weekend dustbin earthworm inside Step 1: B (ii) To learn how to add common inflections (suffixes) to words Practice examples: adding suffixes to form plurals Add -s Change y to i and add -es boy boys party parties girl girls army armies 52 table pen tables pens baby lady Practice examples: adding suffixes to form adjectives -ful -y wishful funny hopeful misty sorrowful nutty painful sunny beautiful chilly hateful lucky forgetful crispy careful fussy restful bony useful stony babies ladies -less careless homeless speechless speechless fearless Step 1: C (i) To add common prefixes to root words and to understand how they change meaning Practice examples UnDishappy unhappy like dislike lucky unlucky please displease seen unseen own disown usual unusual agree disagree do undo appear disappear do undo appear disappear tie untie obey disobey zip unzip honest dishonest dress undress trust distrust well unwell allow disallow fold unfold order disorder Dis 53 Step 1: C (ii) To discriminate syllables in multi syllabic words as an aid to spelling Practice examples: multisyllabic words unworn unhappily unforgiving merciful thankful unselfish plentiful unpopular powerful discomfort fearful spending another skipping something grandmother whatever grandfather pretending tomorrow wonderful together 54 STEP 2 Step 2: A (i) To consolidate understanding of adding suffixes and to investigate conventions related to the spelling pattern –le Two different A double consonant One consonant before -le consonants before -le before -le grumble battle needle handle middle ladle simple muddle people bundle apple poodle example giggle fable crumple cattle bible tinkle nettle steeple single puddle noodle tumble little table candle bottle beetle Practice example: -le words -ckle -able Double letter + -le chuckle table bubble prickle vegetables apple tickle reliable ripple cackle cable paddle trickle nettle cuddle sizzle wriggle hobble -cle -dle -ble -ible -ple uncle cycle icicle obstacle miracle circle bicycle candle handle needle noodle poodle bundle double trouble bible fable humble grumble rumble sensible horrible terrible example simple crumple dimple Step 2: A (ii) To spell regular verb endings and to learn irregular tense Typical of most verbs Verb ends in single consonant letter cooks cooked cooking drops dropped dropping plays played playing grabs grabbed grabbing jumps jumped jumping stops stopped stopping 55 changes Verb ends in consonant -y carries cries tries carried cried tired carrying crying trying works worked working hugs hugged hugging spies spied spying looks looked looking marries married marrying Verb ends in –e Verb ends in hissing or buzzing sounds saved saved saving rushes rushed rushing loves loved loving hisses hissed hissing notes noted nothing washes washed washing bathes bathed bathing touches touched touching Practice examples: irregular tense changes blow blew think thought grow grew fight fought throw threw buy bought know knew take took sing sang shake shook ring rang wear wore drink drank tear tore begin began tell told feed fed sell sold meet met write wrote creep crept drive drove sleep slept speak spoke eat go is are hear make sit catch bite send bend hide Step 2: B (i) To know what happens to the spelling of nouns and when –s is added Practice examples: singular and plural nouns bush bushes box boxes brush glass glasses church churches dish watch watches fox foxes witch game games rope ropes tune table tables time times school pen pens pocket pockets baby book books window windows fly boy boys day days berry cup cups key keys jelly pond ponds display displays puppy 56 ate went was were heard made sat caught bit sent bent hid brushes dishes witches tunes schools babies flies berries jellies puppies Step 2: B (ii) To understand how words change when suffixes are added Practice examples: comparatives Typical words -e words Short vowels quick quicker quickest nice nicer nicest big bigger biggest cold colder coldest late later latest hot hotter hottest long longer longest close closer closest thin thinner thinnest tall taller tallest ripe riper ripest fat fatter fattest Practice examples: changing words by adding suffixes -ly -ful -less -able kindly wishful hopeless avoidable friendly hopeful painless bearable weekly painful useless enjoyable homely forgetful tuneless drinkable lonely pitiful fearless likable nearly hateful breathless breakable freely joyful thankless sinkable Comparative matrix cold colder coldest happiest hotter big closer latest thin richest nice Step 2: C (i) To embed the correct use Matrix I you he she and spelling of pronouns my your his her mine yours his hers 57 -y words happy happier happiest chilly chillier chilliest funny funnier funniest lucky luckier luckiest -er taller nicer smarter sweeter bigger closer hotter it we they Pronouns I you he she it we they its our their me your him her its us them its ours theirs mine yours his hers its ours theirs myself yours himself herself itself ourselves themselves my this that these those Step 2: C (ii) To develop knowledge of prefixes to generate new words from root words DeRePreMisdemist rebuild predict misbehave decode recycle prepare misplace decamp refill precaution miscount defuse reform prepay mistake defrost return prefix misfire deform revisit preview mishear deflate rewrite precook decrease replace reuse 58 STEP 3 Step 3: A (i) To distinguish between the spelling and meaning of homophones Practice examples: homophones wear where their they’re there to too two be bee see sea new knew right write through threw here hear hole whole flour flower Step 3: A (ii) To investigate, collect and classify spelling patterns related to the formation of plurals Practice examples: plurals -f and –fe endings Irregular plurals thief thieves goose geese leaf leaves man men half halves mouse mice wolf wolves woman women knife knives tooth teeth loaf loaves child children life lives person people calf calves foot feet scarf scarves wife wives Examples beach bush glass watch game table beaches bushes glasses watches games tables 59 army berry delay display sandwich fox city window key monkey fly witch coin age light armies berries delays displays sandwiches foxes cities windows keys monkeys flies witches coins ages lights Step 3: A (i) To investigate and learn to spell words with common letter strings Examples of words with the letter patterns –igh and -ear -igh -ough -ear light rough bear fight enough hear night cough wear right thought dreary bright though learn slight through fear fright tough eight weight height Step 3: A (ii) To understand how suffixes change the function of words Practice examples: how the function of words can be changes by adding suffices Into verbs (-ate, -en, -ify, -se) Into nouns (-tion, -ity, -ness) pollen pollinate educate education medicine medicate create creation 60 apology length depth pure beauty apologise lengthen deepen purify beautify stupid hard happy kind cold pretty lazy curious stupidity hardness happiness kindness coldness prettiness laziness curiosity Practice examples: how words can be changes by adding –ible or –able -ible -ble horror-horrible comfort - comfortable terror - terrible forgive - forgivable eat - edible enjoy - enjoyable agree - agreeable value - valuable break - breakable move - movable Step 3: B (i) To understand the use of the apostrophe in contracted forms of words Practice examples: common contractions do not don’t are not aren’t cannot can’t had not hadn’t is not isn’t have not haven’t does not doesn’t could not couldn’t I had I’d you are you’re I would I’d they are they’re I have I’ve you will you’ll I will I’ll he will he’ll I am I’m you have you’ve Step 3: B (ii) To revise and investigate links between meaning and spelling when using affixes Practice examples: prefixes and meaning Mis- meaning not Ex- meaning outside Re- meaning again misread exclaim replay 61 misfortune misinform misplace exile export explode return retry retake Practice examples: words with Latin prefixes auto circ bi autograph circumference bisect autobiography circus bicycle automatic circulate bifocals automobile circle biplane circular circumstances tele telephone telegraph telescope television telephoto Practice examples: words with affixes for diminutives mini-ette -ling minibus kitchenette sapling miniature cigarette duckling mini-beasts weakling minimum 62 trans transport transfer transparent transplant transmit Micromicroscope microchip microfilm microphone STEP 4 Step 4: A (i) To spell unstressed vowels in polysyllabic words Practice examples: words with unstressed vowels abandoned original familiar carpet boundary business stationary category difference different deafening definite library marvellous miserable memorable family primary frightening general vegetable doctor geography skeleton fattening January dandelion medicine animal poisonous definitely factory generous jewellery television description dictionary easily hospital generally benefit similar Practice examples: unstressed or silent consonants Wednesday February environment government handbag handkerchief cupboard raspberry champagne castle sign doubt Step 4: A (ii) To spell words with common letter strings and different pronunciations Practice examples: the same letter string but different pronunciation -ight right fight light night eight weight height freight tight -ear pear bear rear beard search fear wear year tear dear earn -oo book boot cook good food hook mood pool took rook root -ough bough cough enough plough though bought drought sought though -ie lie pie field niece grieve thieves tried -our colour neighbour pour your hour flour favour Practice examples: words with different spellings but the same pronunciation -cian -sion -tion -ssion 63 optician magician politician electrician conclusion confusion explosion collision transfusion fiction fraction direction attention proportion nation education session profession discussion mission possession Step 4: B (i) To explore the spelling patterns of consonants and to formulate rules. Practice examples: words containing the consonant c ciCeCyCaCocinema ceiling cynic calendar coat city cereal bicycle camera cobweb decimal December cyclist cardigan cough circus celebrate cylinder recap column decide celebrity mercy cancel disco incident recent fancy Canada collection accident centre cypress circular except circuit ceremony receive celery Step 4: B (ii) To explore less common prefixes and suffixes Practice examples of prefixes meaning not inimirinactive immature irregular indecent immobile irrational incapable impossible irresponsible incredible impatient irresistible inaccurate impolite inoperative imbalance Practice examples: non- and antiNon – meaning not non-stick non-stop nonsense ilillegal illiterate illegible illogical Anti- meaning against antidote antibiotic antifreeze 64 non-fiction non-drip antiseptic anti-clockwise Step 4: C (i) Practice matrix live living hope hoping care shame tune love lived hoped lively hopeful Practice matrix: suffixes Vowel suffixes -ing -ed -est -able -er -ish Practice examples happy happiness pretty prettiness lazy laziness windy windiness ready readiness heavy heaviness empty emptiness -ful -less -ly happier prettier lazier windier readier heavier emptier Consonant suffixes -ment -ness happiest prettiest laziest windiest readiest heaviest emptiest Practice examples: -ous infectious previous obvious gaseous marvellous beauteous continuous wondrous Practice examples supply carry marry vary supplied carried married varied supplying carrying marrying varying 65 lifeless hopeless happily prettily lazily windily readily heavily emptily supplier carrier marriage variable Step 4: C (ii) To identify word roots, derivations and spelling patterns as a support for spelling Practice matrix: Roots and affixes Prefixes Root Suffixes mis-en overtake -ing rePractice matrix: Roots and affixes Prefixes disreappear Root Affixes -ance -ing -ed Practice examples: Can you add an extra word from the same root? electric electricity electrical assist assistant assistance prove approval disapprove medic medical medicine light lightening delighted cover discover discovery prison imprisoned imprisonment hero heroic heroism claim reclaim exclaim joy enjoy enjoyment public publicity publication 66 STEP 5 Step 5: A (I) To embed the use of independent spelling strategies for spelling unfamiliar words Example 1 My word My spell I spelt it I used the I forgot a I added an check like it wrong spelling extra sounded homophone rule letter or omitted a letter there their X (but x wrong meaning) ataked attacked x disgusing disgusting x jumpt jumped x Example 2 Type of misspelling Vowels (single or double) Consonants (single or double) Common letter patterns Prefixes Suffixes Example Wiegt (weight) Dout (doubt) Number of errors 1 1 Mounten (mountain) Certen (certain) 2 magination (magician) stasion (station) gorgous (gorgeous) 3 Plurals Past tense Step 5: A (ii) Investigate the meaning and spelling of connectives. Practice examples furthermore however nonetheless because henceforward therefore notwithstand alternatively 67 meanwhile consequently since moreover instead as a result of concurrently firstly whereas whatever in contrast finally in the beginning secondly ing until whoever besides before for example in addition to whenever wherever anyway later anyhow despite although however after all after all eventually afterwards Step 5: B (i) To revise and extend work in spelling patterns for unstressed vowels and consonants in polysyllabic words Practice examples (refer also to Year 5 Term 1) animal miniature predict stationary conference offering desperate definite centre company explanatory prosperous secretary interest disinterest interested separate literature February memorable reference prepare messenger poisonous astronomy history consonant describe margarine medicine miniature parliament Wednesday secretary Saturday voluntary Step 5: B (ii) To use what is known about prefixes and suffixes to transform words. Change nouns to verbs, fill the spaces below and find two new ones Noun Suffix and spelling Verb change- ate, -ify, -ise, en note -ify (drop the e) notify apology length elastic Change words to nouns, fill the spaces below and add two new ones Word Suffixes: -tion, -ness, Nouns ity, and spelling changes create tion (drop the e) creation kind -ness (no change) 68 able simple dark Using prefixes for negation Word Prefixes: un-, de-, il-, antiapprove legible usual connect Negative Step 5: C (i) To spell unfamiliar words by uing what is known of spelling patterns and word families. Explain to the children that they are going to learn about other common letter patterns and word families so that they can apply the knowledge to working out how to spell words that they have not seen in print before. • Introduce the word travel. What happens when we write it in the past tense? The l is doubled – travelled. How would we spell shovelled? Children try on whiteboards and show their words. Repeat with shrivelled, cancelled, quarrelled. • Can we define a rule? When a vowel precedes the I, the l is doubled before ed is added. • Many words in the English language are derived from the Greek language. The Greek language does not use the letter f, but the letter phi, written as φ, so many technical or scientific words use a ph grapheme instead of f (e.g. telephone, photograph). • Invite the children to use dictionaries to find words from the Greek, beginning with phy(e.g. physics). • Understanding word families helps with understanding meanings and knowing how to spell words. Model the example: medicine, medical, medicinal, medicate. 69 • Invite the children to find as many words as they can with script in them (e.g. scripture, prescription, description, manuscript, postscript). Invite the children to say what they think script means. Show how understanding the root word supports spelling and meaning. Step 5: C (ii) To revise and ise word roots, prefixes and suffixes as a support for spelling. Matrix to complete Root Meaning Word 1 Word 2 Word 3 port carry transport portable transfer phobia fear ex outside Practice examples: Latin roots aquawater aquarium manhand manufacture minsmall minimum marisea maritime liberfree liberty multimany multiply aquatic manual minute marine liberate multitude aquaplane manuscript minus submarine liberal multiple Aquarius manipulate minor mariner liberation multiplicity Reference Letters and Sounds: Principles and Practice of High Quality Phonics – Primary National Strategy Jolly Phonics: Third edition by Sue Lloyd and Sara Wernham ISBN 978-1-870946-79-7 Support for Spelling: Ref 01109-2009PDF-EN For further reference please refer to Teaching Spelling and Phonics (T:\STAFFROOM\phonics\Teaching Spelling Handbook.doc) 70
