Year 5 Spelling

Friday 20 April 2018

Posted on Sunday 22 April 2018 by Mr Catherall

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

Friday 23 March 2018

Posted on Thursday 22 March 2018 by Mr Catherall

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

Posted on Friday 16 March 2018 by Mr Catherall

 Homophones and near homophones

This week’s spellings are all homophones (words that sound the same but are spelt differently) and near-homophones (words that sound similar but are spelt differently and have different meanings). Some of them we have covered, some are new learning. Children should learn these words in preparation for a test on Friday 23 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

09 March 2018

Posted on Thursday 08 March 2018 by Mr Catherall

Suffixes

This week’s spellings are all words that contain suffixes. A suffix is added to a root word to change its meaning. Children often make spelling mistakes when adding suffixes to words. They should learn how to spell these words in preparation for a test on Friday 16 March.

thoughtful
enjoyable
ownership
equipment
courageously
silliest
altruism
excitement
frequently
purposeful

23 February 2018

Posted on Thursday 22 February 2018 by Mr Catherall

Apostrophes

Recently, in our writing, I’ve noticed that children are still making lots of errors with apostrophes. Apostrophes can be used in three ways:

  • for contractionwe’re (instead of we are)
  • for singular possession – Tim’s ball (the ball belongs to Tim)
  • for plural possession – the dogs’ bed (the bed belongs to more than one dog)

This week, children have been given a worksheet to help them revise the use of apostrophes. They should be ready for a spelling test on Friday 02 February 2018. 

02 February 2018

Posted on Thursday 01 February 2018 by Mr Catherall

Revision

As it is the last week of this half-term, instead of being given a list of words to learn, you should revise all the rules we have focused on so far this year. You will be tested on these rules on Friday 09 February 2017.

Use the spelling page of your homework book to evidence your revision.

26 January 2018

Posted on Sunday 28 January 2018 by Mr Catherall

This week, children have been given a spelling activity focussing on the use of hyphens. Hyphens are used to change the meaning of a chunk of text/to make it make sense. For example, a man-eating shark is much more dangerous than a man eating shark (a man eating a shark).

Children should complete the activity for Thursday 01 February. 

19 January 2018

Posted on Friday 19 January 2018 by Mr Catherall

This week our homework is Creative: I can find out about a plant I like.

This links well with our Life Forces topic and our class novel. In class, we discussed some ways in which you could respond creatively to this task:

  • create a map of the world and highlight where your favourite flowers grow
  • take pictures and create a slideshow with information
  • make a model of your favourite plant
  • complete an observational drawing of it
  • make a presentation to inform the rest of the class
  • create a word search of your favourite plant names
  • make an information leaflet
  • draw your favourite plant then label it with information
  • take pictures of your plant in the wild and make a collage in your book

Homework is due on Thursday 25 January 2018.

19 January 2018

Posted on Friday 19 January 2018 by Mr Catherall

‘-ably’ or ‘-ibly’ words 

We’ve been focusing on learning how to spell words ending in ‘-ably’ or ‘-ibly’.

Here’s a list of words that can be changed to end in ‘-ably’ or ‘-ibly’. Children should learn how to spell these words and be comfortable choosing and spelling the correct word ending.

eg For the word possible, children will be asked to spell possibly in the test.

possible
sensible
reliable
incredible
respectable
agreeable
adorable
comfortable
preferable
visible

12 January 2018

Posted on Friday 12 January 2018 by Mr Catherall

‘ably or ‘ibly’?

For the next two weeks, we’ll be focussing on the ‘ably’ and ‘ibly’ word ending. To help them learn when to use the correct ending, children should complete the following activity by Thursday 18 January.

Earlier in the year, we learnt about the ‘able’ and ‘ible’ word endings and identified some rules and conventions to help us spell these words correctly. Children should reflect on this learning and investigate the following questions:

  • True or false…all words that end in ‘able’ can be changed to end in ‘ably’?
  • True or false…all words that end in ‘ible’ can be changed to end in ‘ibly’?
  • Can you spot a pattern, rule or convention when changing words to end in ‘ably’ or ‘ibly’?
  • Is it always, sometimes or never true that words ending in ‘ably’ or ‘ibly’ are adverbs? Prove it.