17 May 2013
This is the last week we’ll be focussing on a familiar set of letters. The letter string this week is ou. Again, these letters are pronounced differently dependent upon which word they feature in (eg out, pour).
LO: words that contain ou |
shout |
hour |
pour |
yours |
foul |
would |
mourn |
route |
journey |
could |
10 May 2013
The familiar set of letters this week are going to be ea that are pronounced differently dependent upon which word they feature in (eg bear, fear).
LO: words that contain ea |
bear |
wear |
learn |
yearn |
heart |
dear |
fear |
dreary |
leader |
meaner |
03 May 2013
The familiar set of letters this week are going to be ice that are pronounced differently depending on which word they feature in (eg police, nice).
LO: words that contain ice |
practice (the noun, not the verb, to practise) |
notice |
police |
nice |
twice |
dice |
apprentice |
mice |
Encourage your child to think about the different sounds they hear when they say the words, and encourage them to think of others, too.
26 April 2013
The spellings this week continue to focus on a familiar set of letters (eg ough, ight) that are pronounced differently depending on which word they feature in (eg cough, through).
This week, the set of letters are ight.
1. | slight |
2. | bright |
3. | delight |
4. | fright |
5. | insight |
6. | tonight |
7. | eight |
8. | weight |
9. | freight |
10. | height |
Encourage your child to think about the different sounds they hear when they say the words, and encourage them to think of others, too.
19 April 2013
Over the next few weeks, our spellings are going to focus on a familiar set of letters (eg ough, ight) that are pronounced differently depending on which word they feature in (eg cough, through).
This week, the set of letters are ough.
LO: words that contain ough |
rough |
tough |
enough |
plough |
thought |
through |
though |
trough |
cough |
Encourage your child to think about the different sounds they hear when they say the words, and encourage them to think of others, too.
22 March 2013
This week, we’re revisiting a familiar spelling rule. The spelling rule to chant is:
double-up for short vowel sounds
All the spellings here are high-frequency words. That means they are all words that are used often. Like last week, continue to sound out the vowel sounds with your child so that they associate the short vowel sound with the doubled-up consonant.
LO: double-up for short vowel sounds |
common |
pillow |
suddenly |
swimming |
sorry |
kettle |
follow |
swallow |
15 March 2013
This week, we’re revisiting a familiar spelling rule. The spelling rule to chant is:
double-up for short vowel sounds
With your child, compare the word with the long vowel sound in the first list (diner), with the short vowel sound in the second list (dinner). Usually, the words don’t share meaning (eg pole to pollen). However, by sounding out each word it becomes clear which word requires a double-up of the consonant and which do not.
LO: double up for short vowel sounds | |
diner | dinner |
biter | bitter |
coma | comma |
writing | written |
taped | tapped |
hoped | hopped |
super | supper |
slope | sloppy |
08 March 2013
This week, we’re revisiting a familiar spelling rule. The spelling rule to chant is:
double-up for short vowel sounds
The spellings are all verbs. When the suffix ed is added, it requires us to double up the consonant after the short vowel sound.
For example, hop +ed becomes hopped (rather than hoped, which has a longer ‘oh’ sound).
LO: double up for short vowel sounds | |
drag | dragged |
shop | shopped |
rub | rubbed |
trip | tripped |
cram | crammed |
travel | travelled |
ban | banned |
stop | stopped |
01 March 2013
This week we’re revisiting some common homophones. A homophone is a word that sounds the same as another word but is spelt differently.
LO: To use the correct homophone. | |||
where | wear | we’re | |
two | too | to | |
no | know | ||
are | our |
The individual words aren’t too tricky but the real challenge is being able to use them at the correct time. Year 4 therefore need to practise using the right homophone in sentences, which is how they will be tested.
08 February 2013
Over the past few weeks we have been learning about plurals.
This week, I want you to revisit all the spellings we have learnt about plurals. The test next week will be on:
- plurals where you just add s
- plurals where you add es
- plurals that end with ies
- plurals that end with ves
There will be no more than eight spellings from the four lists. However, I will not reveal which ones they are until the test.