24 February 2017
This week’s spellings all have the ‘super’ or ‘auto’ prefixes
Children should practise spelling these words in preparation for a test on Friday 10 March.
24 February 2017
Double up for a short vowel sound
This week, we have focussed on a spelling rule that we have previously learned but still make mistakes with.
The ‘double up for a short vowel’ sound is very common in the English language although, as we have found, there are exceptions to the rule.
Here are a list of words that double up for a short vowel sound. You should familiarise yourself with the rule and learn how to spell these words. You will be tested on ten of these words on Friday 03 March.
| accommodate
|
necessary
|
planning |
| beginning
|
communicate
|
exaggerate |
| difficult
|
preferred
|
beginning |
| successfully
|
occurred
|
challenge |
| immediate
|
interrupt
|
addition |
03 February 2017
This week’s spellings all have the ‘less’ or ‘ly’ suffixes.
Children should practise spelling these words in preparation for a test on Friday 10 February.
02 February 2017
This week, the root words all have suffixes: er, ing or est. All the root words end in e. When adding the suffixes, you have to first drop the e from the root word.
Children could be tested on any of the words.
| time timer timing |
| bike biker biking |
| bake baker baking |
| drive driver driving |
| rude ruder rudest |
| wise wiser wisest |
| cute cuter cutest |
| nice nicer nicest |
03 February 2017
| Homophones
This week’s spellings are all homophones – words that sound the same but have different meanings. Children should practise spelling these words in preparation for a test on Friday 10 February. Words in bold are words that we commonly make mistakes with in our writing – and really shouldn’t. Words in italics are previous spellings that we still find tricky. |
| cereal – serial |
| profit – prophet |
| affect – effect |
| compliment – complement |
| shore – sure |
| root – route |
| weather – whether |
| grate – great |
| to – too – two |
| practise – practice |
03 February 2017
This week’s spellings focus on homophones. Here are lots and lots and lots of homophone pairs. In your book, pick out those which you think you find more difficult and create some trick and tips for you to remember which is which. Good practice would be to get someone to say them in a sentence for you to choose which to use, like we do in class.
On Friday 10 February, I will say ten sentences and you will have to choose which spelling to use.
27 January 2017
This week, the children have been given three spelling activities. They need to use these to help them to learn the words given last week.
Consonants and Vowels
Write your spellings words; use a blue coloured pencil for consonants and a red coloured pencil for vowels.
Stair steps
Write your spellings as ‘stair steps’.
Alliterative Phrases or Sentences
Choose five of your spelling words and write five alliterative phrases or sentences. An alliteration uses the same initial letter. You may include a word or two that does not begin the same letter. Be sure to underline your spelling words.
Examples: cooling condensation, important instruction, every emotion explains experiences.
27 January 2017
The spellings this week all have an le ending. This is the most common spelling for this ‘ul’ sound at the end of words.
| table |
| apple |
| bottle |
| little |
| middle |
| people |
| simple |
| smile |
27 January 2017
This week’s spelling task is to see how many words, from the spellings given last week, you can make using the letters in your homework book.
Cut the letters out (but don’t stick them down) – How many words can you make? This is a great way to practise and learn spellings.
The spellings given last week will be tested on Friday 03 February.
27 January 2016
This week’s spelling activity continues our work on how etymology can help us to understand word meaning and aid spelling.
What words can you create which include these prefixes? Create mini-dictionaries of words with the same prefix and see whether you notice their similar meanings.