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7-8 > Spelling Lists > Word Work Module/Week 1 - Phonics 1 - /s/ in words with stle and ste These ‘words to be learnt’ are the first set of 3 weeks of words that have a strong stress on the middle letter s. These examples all have a /s/ sound. The t is silent. Look-Cover-Write-Check: whistle bristle rustle jostle bustle wrestle castle listen fasten glisten Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 2 - Phonics 2 - se at the end of words, pronounced /s/ These ‘words to be learnt’ are the second set of 3 weeks of words that have a strong stress on the s. The end e is silent. Look-Cover-Write-Check: house mouse grouse grease cease crease horse gorse purse curse Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 3 - Phonics 3 - se at the end of words, pronounced /z/ These ‘words to be learnt’ are the third set of 3 weeks of words that have a strong stress on the s. These examples all have a /z/ sound rather than /s/. The end e is silent. Look-Cover-Write-Check: ease tease please rise noise browse cheese pause blouse because Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 4 - Phonics 4 - /i/ spelt y or i These words show the contrast between two sets of words – those spelling y for their /i/ sound and those that do use an i spelling. y can also be pronounced /ee/ (usually at the end of a word like ‘happy’), /y/ (usually at the start of the word like ‘yet’ or ‘yacht’) or /igh/ (middle or end of a word – ‘tyre’, ‘fry’). Look-Cover-Write-Check: gym cygnet crystal mystery pyramid iguana igloo itch image injure Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 5 - Phonics 5 - Spelling /u/ as o(th) or ou These are tricky spellings of the /u/ sound that need to be learnt. Look-Cover-Write-Check: other mother brother nothing another young touch double trouble enough Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 6 - Phonics 6 - /k/ spelt ch These words (usually Greek in origin) spell their /k/ sound as ch. Look-Cover-Write-Check: school chemist stomach chorus mechanic technical headache echo character scheme Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 7 - Word Work 1 - Singular to plural nouns This is the first set of two weeks practice of plural spelling rules. These rules are revisited in later years so this is an introduction to the basic rules, with a few examples of each. Look-Cover-Write-Check (practise the word that is outside the brackets): (car) cars a (apple) apples (fox) foxes b (dish) dishes (class) classes (mango) mangoes c (volcano) volcanoes (thief) thieves (calf) calves d (life) lives Singular to plural nouns by adding -s and -es a) Many words simply add s. b) Add es to words ending sh, ch, x, s, ss and z. (note: z is often doubled e.g. quizzes) c) Add es to words ending ‘consonant + o’. Some exceptions are cellos, radios. d) Replace an end f or fe with v before adding es. Some exceptions are cliffs, chiefs. Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 8 - Word Work 2 - More singular to plural nouns This is the second set of two weeks practice of plural spelling rules. These rules are revisited in later years so this is an introduction to the basic rules, with a few examples of each. Look-Cover-Write-Check (practise the word that is outside the brackets): (key) keys (tray) trays a (holiday) holidays (berry) berries b (pony) ponies (person) people (goose) geese c (foot) feet tuna d bacon More singular to plural nouns by adding -s and -es, plus irregular plurals) a) Add s to words ending with ‘vowel + y’. b) Change y to i before adding es to words ending with ‘consonant + y’. c) These words take a completely different form in the plural and just have to be learnt! Other examples are women (woman) and mice (mouse). d) Some words do not change at all in the plural. Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 9 - Word Work 3 - Verb suffixes -s, -es and -ed This is the first set of two weeks practice of verb suffix spelling rules. When adding a vowel suffix you can use similar rules to those used to make a noun plural. Look-Cover-Write-Check (practise the word that is outside the brackets): (guard) guards (walk) walks a (bark) barked (match) matches b (hatch) hatched (carry) carries (carry) carried c (empty) emptied (drum) drummed d (jog) jogged Verb suffixes -s, -es and -ed a) Simply add the s or ed to these words (and to words ending vowel + y e.g. annoys). b) Add the suffixes es or ed to words ending sh, ch, x, s, ss and z/zz. c) Change y to i before adding the suffixes es or ed to words ending with ‘consonant + y’. d) Double the final letter when a one-syllable verb ends with a spelling of consonant, vowel, consonant, except when the last consonant is w, x or y. Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 10 - Word Work 4 - Verb suffix -ing and making nouns by adding -er This is the second set of two weeks of verb suffix spelling rules. This set practises adding the vowel suffixes ing and er (which is used to make a noun from a verb). Look-Cover-Write-Check (practise the word that is outside the brackets): (learn) learner (support) supporter a (fix) fixing (annoy) annoying (score) scorer (believe) believing b (decide) deciding (sit) sitter (shop) shopping c (bat) batting Verb suffix -ing and making nouns by adding -er a) Simply add the suffix er or ing to most words, including those ending ‘vowel + y’. b) Remove a final e before adding ing (or simply add ‘r’ for er endings e.g. score/scorer) c) Double the final letter when a one-syllable verb ends with a spelling of consonant, vowel, consonant, unless the last consonant is w, x or y. Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 11 - Word Work 5 - Irregular verbs This is the first of two sets of verbs that take irregular forms. There are no rules for making the past tense of some verbs. They are called irregular verbs and the form they take just has to be learned. Although easy to spell, a common mistake for young writers is to try and use a verb suffix incorrectly, e.g. I sayed, I breaked. Look-Cover-Write-Check (practise the word that is outside the brackets): (see) saw (begin) began (say) said (sit) sat (hear) heard (feel) felt (are - from ‘to be’) were (have) had (go) went (break) broke Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 12 - Word Work 6 - More irregular verbs This is the second set of verbs that take irregular forms. There are no rules so they just need to be learnt. Look-Cover-Write-Check (practise the word that is outside the brackets): (know) knew (make) made (speak) spoke (write) wrote (buy) bought (sell) sold (take) took (teach) taught (catch) caught (wear) wore Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 13 - Word Work 7 - Making adjectives by adding -y Adding y to a root word turns it into an adjective, using the meaning of the root word to describe another. So the noun ‘wind’ can be altered to describe the weather on a particular day – ‘a windy day’ or ‘Today it was windy’. (Note: some words like ‘daily’ and ‘early’ can be adjectives or adverbs!) The rules for adding y closely follow the rules for adding vowel suffixes. Look-Cover-Write-Check (practise the word that is outside the brackets): (mess) messy (wind) windy a (chalk) chalky (lace) lacy (grease) greasy b (bubble) bubbly (craze) crazy (skin) skinny (mud) muddy c (chat) chatty Making adjectives by adding -y a) Simply add the suffix y to most words. b) Remove a final e before adding y. c) Double the final letter when a one-syllable word ends with a spelling of consonant, vowel, consonant, except when the last consonant is w, x or y. Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 14 - Word Work 8 - Making adjectives by adding -ful and -less Some suffixes take the meaning of the root word and alter it depending on the meaning of the suffix. The consonant suffix less means ‘without’, so careless means ‘without care’. The consonant suffix ful means something has, or is full of, the root word, so, for example, a hurtful remark means full of hurt. Look-Cover-Write-Check (practise the word that is outside the brackets): (care) careless (home) homeless (use) useless a (dread) dreadful (hurt) hurtful (skill) skilful (mercy) merciless (penny) penniless b (beauty) beautiful (plenty) plentiful Making adjectives by adding -ful and -less a) Simply add the suffix to most words. When adding ful (full) to a word ending double ll, both words lose one l, e.g. will + full becomes wilful. b) Change y to i before adding the suffix. Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 15 - Word Work 9 - Making an adjective stronger by adding -er or -est Comparative adjectives compare one thing or quality against or with another, e.g. ‘That boy is funnier than you.’ Superlative adjectives select the best, or worst, of more than two, e.g. ‘He is the funniest boy.’ Many words simply add the suffix er or est, e.g. faster, fastest, as practised in year 2. This exercise extends this to cover the vowel suffix rules of changing y to i and doubling final consonants. Look-Cover-Write-Check (practise the word that is outside the brackets): (silly) sillier (angry) angrier (funny) funniest a (heavy) heaviest (baggy) baggiest (big) bigger (thin) thinner (hot) hotter b (fat) fattest (hot) hottest Making an adjective stronger by adding -er or -est a) Change y to i before adding the suffix. b) Double the final letter when a one-syllable word ends with a spelling of consonant, vowel, consonant, except when the last consonant is w, x or y. Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 16 - Word Work 10 - Making adverbs by adding -ly This is the first set of three weeks practice of spelling rules for adding ly to make an adverb from an adjective. The suffix ly is a consonant suffix and, as for other consonant suffixes, there is often no change required to the root word. The exceptions to this rule are covered in the next two weeks. Look-Cover-Write-Check (practise the word that is outside the brackets): (sad) sadly (usual) usually a (final) finally (careless) carelessly (aimless) aimlessly b (painful) painfully (hopeful) hopefully (large) largely (complete) completely c (vague) vaguely Making adverbs by adding -ly to an adjective a) Simply add ly to the word. b) These words already include a suffix – simply add ly. b) These words end with a final e – simply add ly. Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 17 - Word Work 11 - Making adverbs by adding -ly (words ending -y or -le) This is the second set of three weeks practice of spelling rules for adding ly to make an adverb from an adjective, in this case those words ending with a y or le. Look-Cover-Write-Check (practise the word that is outside the brackets): (angry) angrily (steady) steadily (hungry) hungrily a (sleepy) sleepily (greedy) greedily (sensible) sensibly (simple) simply (humble) humbly b (noble) nobly (terrible) terribly Making adverbs by adding -ly to an adjective to a word ending -y or -le a) Change y to i before adding ly, e.g. merry becomes merrily (merr+i+ly). b) Drop the le before adding ly e.g. gentle becomes gently (gent+ly). Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 18 - Word Work 12 - Making adverbs by adding -ly (words ending -ic or -cal) This is the third set of three weeks practice of spelling rules for adding ly to words ending with ic or cal. Some words ending with ic require an ally ending to make an adverb. Some root words ending ic add an al ending to make an adjective; these just take the ly ending to make an adverb. Look-Cover-Write-Check (practise the word that is outside the brackets): (manic) manically (tragic) tragically (basic) basically a (frantic) frantically (horrific) horrifically (logical) logically (comical) comically (magical) magically b (typical) typically (practical) practically Making adverbs by adding -ly to an adjective to a word ending -ic or -cal a) Add ally to words ending with ic, e.g. erratic (adjective), erratically (adverb). b) Add ly to words ending with cal e.g. musical (adjective), musically (adverb). Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 19 - Word Work 13 - Prefixes de-, pre- and reThis is the first of three prefix exercises. Prefixes turn a word, like a noun or verb, into its opposite, or make it stronger. Most prefixes are added without changing the root word’s spelling. Look-Cover-Write-Check (practise the word that is outside the brackets): (code) decoded a (feat) defeat (historic) prehistoric b (view) preview (fill) refill (play) replay (heat) reheat c (do) redo (appear) reappear (arrange) rearrange Prefixes de-, pre- and rea) Adding de removes strength from or turns a word into its opposite, e.g. deactivate. b) Adding pre means ‘before’ or ‘in front of’, e.g. preamble. c) Adding re means ‘again’ or back’, repeating the action of a verb, e.g. restart. Write sentences with some of the words: . 7-8 > Spelling Lists > Word Work Module/Week 20 - Word Work 14 - Prefixes dis-, mis- and unThis is the second of three prefix exercises. Prefixes turn a word, like a noun or verb, into its opposite, or make it stronger. Most prefixes are added without changing the root word’s spelling. Look-Cover-Write-Check (practise the word that is outside the brackets): (qualify) disqualify (agree) disagree (obeyed) disobeyed (continued) discontinued (answered) unanswered (certain) uncertain (place) misplace (behave) misbehave (lead) mislead (spell) misspell Prefixes de-, pre- and reAlthough these prefixes can have a range of meanings (see below), in these examples they all mean the opposite. a) Adding dis means ‘lack of’ or ‘without’, e.g. dismiss (You will not be missed). b) Adding mis means ‘wrong’, ‘mistaken’ or ‘incorrect’, e.g. misplace (It’s in the wrong place). c) Adding un negates a verb or adjective, e.g. unkind. (You are not kind). Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 21- Word Work 15 - Prefixes il-, in-, im- and irThis is the third of three prefix exercises. Prefixes turn a word, like a noun or verb, into its opposite, or make it stronger. The prefixes in, il, im and ir mean ‘not’; in also means ‘in’ or ‘into’. These prefixes are added without changing the root word’s spelling. Look-Cover-Write-Check (practise the word that is outside the brackets): (correct) incorrect (active) inactive a (visible) invisible (legal) illegal b (legible) illegible (possible) impossible (patient) impatient c (mature) immature (regular) irregular d (responsible) irresponsible Prefixes il-, in-, im- and ira) Add in to words starting with vowels and most consonants, e.g. indelible. b) Add il to words beginning with l, e.g. illiterate. c) Add im to words beginning with m or p, e.g. immortal. b) Add ir to words beginning with r, e.g. irrational. Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 22 - Word Work 16 - Word families Root words are used with suffixes and prefixes to create families of words. Root words can have Latin or Greek origins, e.g. defer, ferry, transfer, which are made using the Latin root word ‘fer’ which means ‘to carry’. Look-Cover-Write-Check (practise the word that is outside the brackets): (deserve) reserve (solve) solution (bicycle) unicycle (produce) reduce (sign) design (caption) capital (astronomy) astronaut (tractor) distract (remember) membership (correct) direct Word families – root word meanings 'serv' means 'serve' or 'save' 'aster' and 'astr' mean 'star' 'solv' and 'solu' mean 'loosen' 'tract' means 'pull' 'cycl' and 'cyclo' mean 'wheel' or 'circular' 'mem' means 'remember' 'duc' and 'duct' mean 'lead' 'reg' and 'recti' mean 'straighten' 'sign' and 'signi' mean 'sign', 'mark', 'seal' 'capit' and 'capt' mean 'head' Write sentences with some of the words: 7-8 > Spelling Lists > Word Work Module/Week 23 - Word Work 17- Homophones and near homophones Homophones and near homophones are words that are pronounced the same, or very similarly, but have a different meaning. There are some clues with words such as nouns ending ce and verbs ending with se (advice and advise), but otherwise they just need to be learnt. Look-Cover-Write-Check : allowed aloud meet meat shall shell missed mist piece peace write right our hour seen scene would wood whether weather Write sentences that include both words in a row: e.g. I wonder whether the weather will improve today. 7-8 > Spelling Lists > Word Work Module/Week 24 - Word Work 18 - More homophones and near homophones Homophones and near homophones are words that are pronounced the same or very similar but have a different meaning. There are some clues with words such as nouns ending ce and verbs ending with se (advice and advise), but otherwise they just need to be learnt. Look-Cover-Write-Check: bawl ball bury berry brake break fare fair great grate knew new where wear he'll heel + heal halve half who's whose Write sentences that include both words in a row: e.g. I knew that the new boy in our class was going to be popular.