27 April 2018
For the rest of the year, Year 6 won’t have a specific list of spellings. Instead, they should think about the spelling skills they need to develop (from the list below) and create their own spelling practice. There will be a test each week and, along with this, we’ll discuss the sorts of spellings we’re finding more difficult.
- tion/ssion/sion/cian endings
- homophones
- ant/ent/ancy/ency/ance/ence endings
- adding prefixes
- adding suffixes
- unusual spellings
- ible/able/ibly/ably
- fer endings
- spelling rules
- tious/cious
- ough
- tial/cial endings
27 April 2018
27.04.18
I before e is one of the most common spelling rules we hear. However, it doesn’t always work. In fact, “I before e, except after c when the sound is ee” is much more accurate – of course, there are exceptions to this rule: either, weird, their. This homework is designed to help children recognise which words follow the rule and which words don’t. Read the text below and underline all the ie words. Then, write your own short text that contains all of these words. You should return this completed activity on Thursday 3 May.
Brief Siege
Mrs Elizabeth Carver, niece of the Chief of Police, was besieged by wasps in her home yesterday. A ceiling fell down and knocked off an old mantelpiece. Hundreds of wasps flew out.
She shielded her face with a handkerchief and dialled 999. She gave a piercing shriek into the phone.
“Send the police. Believe me, these wasps will kill me if you don’t.”
The Chief of Police received the call and rushed to relieve her.
20 April 2018
For the rest of the year, Year 6 won’t have a specific list of spellings. Instead, they should think about the spelling skills they need to develop (from the list below) and create their own spelling practice. There will be a test each week and, along with this, we’ll discuss the sorts of spellings we’re finding more difficult.
- tion/ssion/sion/cian endings
- homophones
- ant/ent/ancy/ency/ance/ence endings
- adding prefixes
- adding suffixes
- unusual spellings
- ible/able/ibly/ably
- fer endings
- spelling rules
- tious/cious
- ough
- tial/ciail endings
20 April 2018
This week’s spellings are formed with words that have the ‘k’ sound spelt ‘ch’.
- ache
- anchor
- chaos
- character
- chemist
- chorus
- echo
- scheme
- stomach
- technology
Children should learn these spellings in preparation for a test on Friday 27 April.
Friday 20 April 2018
This week, children have been learning about how Greek and Latin root words are embedded within the English Language. Understanding the meaning of a root word can help us to identify the meaning of unfamiliar words. For example, if we know that ‘auto’ means self and ‘graph’ means writing, we are able to understand the word ‘autograph’ – even if we’ve never come across it before! We’ve identified these words during our spelling sessions this week. Children should practise learning them in preparation for a test on Friday 27 April 2018. We’ll also focus a lot on what strategies we’ve used to learn them so evidence this in your homework book.
autobiography
photograph
autograph
telepathic
microphone
paragraph
television
telegraph
telephone
automatic
20 April 2018
The spellings this week all use the rule double up for a short vowel sound. They also all end with the suffix ed or ing. The root word is also included in the list.
| to pat patting patted |
| to hop hopping hopped |
| to drop dropping dropped |
| to trap trapping trapped |
| to hum humming hummed |
| to slip slipping slipped |
| to clap clapping clapped |
| to grin grinning grinned |
23 March 2018
This week’s spelling list is formed with the words that were most commonly misspelled on our recent spelling test. There isn’t a pattern with these words but could you think of any fun ways to remember how to spell them? If you don’t know what any of the words mean, find out!
- Can you show your words in a creative way?
- Can you write them in your own sentences?
| improve | couple | invisible | allowed | rough |
| cough | special | imagine | final | sleepily |
23 March 2018
The spellings this week are all contracted words. They all have the apostrophe in the same place: instead of the o in not.
| do not don’t |
| can not can’t |
| will not won’t |
| did not didn’t |
| have not haven’t |
| has not hasn’t |
| does not doesn’t |
| must not mustn’t |
| should not shouldn’t |
| could not couldn’t |
| would not wouldn’t |
Friday 23 March 2018
| Homophones and near homophones
This week’s spellings are the same as last week. Because of other things happening in school, we haven’t practised these words as much as I would’ve liked. Because homophones are so important in our writing, I’d like children to be very confident with these words. Children should continue to learn these words in preparation for a test on Thursday 29 March. |
| break – brake |
| their – there – they’re |
| of – off |
| accept – except |
| meddle – medal |
| whose – who’s |
| where – wear – we’re |
| meat – meet |
| compliment – complement |
| practise – practice |
16 March 2018
The spellings this week are all contracted words. The first four contracted words have the apostrophe after the I.
The rest all use an apostrophe to replace the o in not.
| I am I’m |
| I will I’ll |
| I would I’d |
| I have I’ve |
| do not don’t |
| can not can’t |
| will not won’t |
| did not didn’t |