03 February 2017
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|
27 January 2017
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
|‘ably’ or ‘ibly’ words
We have been focusing on learning how to spell words ending in ‘ably’ or ‘ibly’.
Here is 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.
13 January 2016
For the next two weeks, we will focus on the ‘ably’ and ‘ibly’ word endings. To help them learn when to use the correct ending, children should complete the following activity by Thursday 20 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.
06 January 2016
We have been focusing on strategies to help you remember how to spell words with an usual grapheme-phoneme correspondence (words that are tricky to spell because they don’t follow more conventional rules/patterns).
Children should learn how to spell these words in preparation for a test on Friday 13 January.
09 December 2016
For our spelling test next week, children will be asked to spell a selection of words that they have previously learnt this year. Children should briefly recap each spelling focus and spend time consolidating their learning around these words. They may choose to focus on the words they spelt incorrectly when they were tested on them previously.
Our spelling test will be on Friday 16 December 2016.
02 December 2016
This week’s spelling activity focuses on the use of hyphens. Children should sort the compound adjectives below in to words that need a hyphen and those that don’t. They need to be careful though – I’ve tried to catch them out.
man-eating actionpacked heavy-metal good-luck
hand-picked over-sleep mine-field tip-toed
state-of-the-art under-whelmed re-organise re-do
reignite cooperate coown foot-ball
Next, children should add two more of their own to each column.
25 November 2016
Words I commonly spell incorrectly
This week, we investigated the spelling mistakes children have made so far this year. Children found words they have spelled incorrectly, found out how it should be spelled, made a list of the mistakes they’ve made and identified the spelling patterns/rules they commonly make errors with.
I will not give them a word list this week. Instead, they should practise the words they identified as ones they commonly misspell and learn these. A partner will test them on these words on Friday 02 November.
Children should use this page to show which strategies they used to practise – we’ll look at even more strategies in our spelling lessons this week.
18 November 2016
This week, I will not be giving your child a spelling list. Instead, during our spelling test on Friday 25 November, I will read out ten sentences that contain at least one apostrophe. Your child will need to figure out which words need an apostrophe and use it correctly. For example…
- Some of my book’s pages were torn. (Here, an apostrophe is needed because the book ‘owns’ the pages.)
- I believe they are Mr Jones’ golf clubs. (An apostrophe is needed to show Mr Jones owns the clubs, and in this case it comes after the s because Mr Jones has an s at the end of his name.)
- I can’t believe you lost your book. (There’s a missing letter here, because can not has been contracted.)
To prepare for the test, your child should practise using apostrophes for possession and contraction/omission.
04 November 2016
For this week’s spellings, we recap learning from earlier years as we focus on plurals – more than one of a noun. Children should practise spelling these words in preparation for a test on Friday 11 November.
Children will be tested on 10 of these words (but should know them all).
I have given the singular version. Children should learn the plural version. For example:
- one bus / two buses
- one baby / two babies
Please remember what we discussed at parents’ evening: “It is much more important that children learn the rules than simply the correct spellings.”