Spelling

03 February 2017

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.

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.

27 January 2017

Homophones

This year, we’ve already had a two-week spelling focus on ‘homophones’ (words that sound the same but are spelled differently and have different meanings). However, because homophones can be really confusing we’ll be practising (or should it be practicing?) these words again. Also, as a class, we often choose the wrong homophone in our writing.

For this week’s spelling activity, children should choose three homophones. They could choose homophones that they know they often get wrong, ones they find tricky or words that we have not focussed on yet this year.

For each homophone they should do the following:

• Give a definition of each meaning.
• Use both words in a sentence.
• Practise spelling each one in two different ways (use the sheet in your book for inspiration)
• Come up with a method for remembering witch won is witch which one is which that might help someone else remember.

They should use the spelling page of their (or there?) homework book to record their (or they’re?) practice.

*Disclaimer: any incorrect uses of homophones throughout this post are intentional.

20 January 2017

The spellings this week are also contracted words. There are four new ones:

• I am – I’m
• I have – I’ve
• I will – I’ll
• I would – I’d

The children will be tested on these new ones and four from last week’s list.

20 January 2017

We are learning the ‘sub’ and ‘tele’ prefixes. Learn the following spellings and their definitions. Can you child use them in a sentence? Learn the following spellings for a test in two weeks – Friday 03 February.

20 January 2017