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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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.