15 July 2016
| forgetting, forgotten,
beginning, beginner, prefer, preferred subdivide, subheading, submarine, submerge measure, treasure creature, furniture vein, weigh, eight, neighbour , they, gardening limited, limitation
|
young, touch, double,
trouble, country accept, except affect, effect disappoint, disagree, disobey misbehave, mislead, misspell inactive, incorrect illegal, illegible sadly, completely, usually, finally, comically happily, angrily gently, simply, humbly, nobly basically, frantically, dramatically ball, bawl berry, bury break, brake
|
fair, fare
great, grate groan, grown main, mane meat, meet missed, mist piece, peace plain, plane rain, rein, reign seen, scene weather, whether whose, who’s girl’s, girls’ boy’s, boys’ men’s, babies’, here, hear heel, heal, he’ll not, knot male, mail |
The above spellings include a lot of words that we have learnt this year; some words that follow the spelling rules that we have focused on and some words that may be new to your child. Like the Year 3/4 spelling list, this represents the sorts of spellings Year 3 children are expected to spell confidently.
We have spent a lot of time in class discussing effective ways of practising spellings. Your child will be able to explain the following techniques:
~highlighting
~drawing around spellings
~spelling pyramids
~illustrating spellings
~letter colouring
Why not spend some time with your child trying out these different techniques?
Your child will be tested on eight of these spellings at the end of next week.
15 July 2016
Gobblefunk words
To promote the big read and celebrate the work of Roald Dahl, this week’s spellings are all words found in his books.
Children should learn how to spell these words in preparation for their final spelling test on Thursday 21st July.
Although these are made-up words, your child be practising the skill of learning new words – a vital life skill. There are lots of rules in these words which apply to spelling real or made-up words. (‘Squibbling’, for example, is probably a verb, ‘to squibble’, and uses two key rules: ‘drop the e for i n g‘ and the always important ‘double up for short vowel sounds’.)
| hopscotchy |
| squibbling |
| whizzpop |
| crodsquinkled |
| trogglehumper |
| quogwinkle |
| ucky-mucky |
| frothbuggling |
| delemptious |
I wonder if you can figure out what they mean too or even track down some Roald Dahl books that have them in!
08 July 2016
Gobblefunk words
To promote the big read and celebrate the work of Roald Dahl, this week’s spellings are all words found in his books.
Children should learn how to spell these words in preparation for their final spelling test on Friday 15 July.
Although these are made-up words, your child be practising the skill of learning new words – a vital life skill. There are lots of rules in these words which apply to spelling real or made-up words. (‘Squibbling’, for example, is probably a verb, ‘to squibble’, and uses two key rules: ‘drop the e for i n g‘ and the always important ‘double up for short vowel sounds’.)
| hopscotchy |
| squibbling |
| whizzpop |
| crodsquinkled |
| trogglehumper |
| quogwinkle |
| ucky-mucky |
| frothbuggling |
| delemptious |
08 July 2016
This week’s spellings have all been taken from a recent spelling test we took as a class. The words are all “Year 3/4” words that pupils are expected to be able to spell (actually one isn’t but you will have to check the whole list which is in your child’s spelling book to find out which).
- favourite
- neighbour
- chemist
- expression
- week
- weak
- unique
- certain
- enough
- television
You may wish to discuss what spelling rules and patterns your child can see within these words. Do any spelling patterns apply to more than one spelling? (expression and television both have ‘sion’ suffix)
08 July 2016
08 July 2016
This week’s spellings have been chosen by the children from an end of year test we did, identifying those which we’ve made mistakes on or find more difficult.
Think about what other spellings are similar to this: adding ‘ed‘, ‘ing‘ and any homophones that we might get confused with.
Spellings will be tested on Friday 15 July.
- marvellous
- interfere
- sincere
- comb
- secretary
- accommodate
- stationery
- category
- confidence
- suggest
- island
- reasonable
- relevant
- dough
- physical
- principle
- essential
- compliment
- proceed
- environment
01 July 2016
As you know, we have had to close school on Friday 01 July – Shadwell Lane had its water turned off. For that reason, and because two classes are out of school today, there hasn’t been chance to set homework or spellings for this week.
Even though there is no set homework or spellings, please remember there are lots of things that the children can be doing to reflect on their learning from this week.
Again, I would like to apologise for any inconvenience caused by the school closure.
24 June 2016
| Word Families
This week’s spellings activity is to explore some common word families. Words we use every day but might not stop to think about. Spellings will be tested on Friday 01 July. Children will not be given a list to learn but should explore the following word families: |
| graph (e.g. telegraph) |
| phone (e.g. homophone) |
| auto (e.g. automobile) |
| micro (e.g. microphone) |
| tele (e.g. television) |
24 June 2016
24 June 2016
This week’s spellings all follow the double up for a short vowel sound rule and are from the Year 3/4 spelling curriculum.
accidentally
actually
business
disappear
different
difficult
occasionally
thousand
opposite
possession
Some of these spellings may seem familiar but it is essential that we keep revisiting the double up for a short vowel sound rule. Within this list, there are examples where the double up rule isn’t always followed. Can you child spot these? There is also a red herring within this list. Can you spot it?
double up for a short vowel sound
In English spelling, we come across two types of vowel sounds – short vowel sounds like ‘a’ in apple and ‘e’ in berry and long vowel sounds like ‘a’ in change. Usually (but not always), the consonants after a short vowel sound are doubled. For example, opposite has a short ‘o’ at the start and is followed by a pair of ‘p’s.