11 May 2017
For the next two weeks, our spelling focus will be all about adding apostrophes. We add apostrophes for possession (to show that something belongs to someone – eg Jack’s hat) or for contraction (to shorten words – eg isn’t).
To get our learning started, children have been given a sheet to complete. This should be returned by Thursday 18 May.
05 May 2017
| Suffixes
This week’s spellings are all words that contain suffixes. A suffix is added to a root word to change/alter 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 12 May. |
| thoughtful |
| enjoyable |
| ownership |
| equipment |
| courageously |
| silliest |
| altruism |
| excitement |
| frequently |
| purposeful |
28 April 2017
For the next two weeks, we will be focusing all of our ‘spelling energy’ on some tricky suffixes. To help us practise choosing the correct suffix, children should complete the worksheet they have been given. This should be completed by Thursday 04 May.
24 March 2017
| i before e except after c – when the sound is ‘ee’.
Last week, children investigated the rule. As a class, we refined the rule to be the above. This week, in preparation for a test on Friday 31 March, children should learn how to spell the following words. |
| either |
| receive |
| their – there |
| deceive |
| conscience |
| ceiling |
| efficient |
| sufficient |
| believe |
17 March 2017
“i before e except after c!”
Many of us have heard this rule but just how true is it? Children should investigate this ‘rule’ and find out how true it is. Are there many exceptions? Can you find examples where the rule does help? Children should evidence their investigation on the spelling page of their homework book.
10 March 2017
This week, in preparation for an end of term spelling test next week, children have been given a copy of the Year 5/6 statutory word list (taken from the Primary National Curriculum).
Children should practise spelling these words as they are likely to be tested on similar words during the test.
Children know lots of ways to practise their spellings so they should choose a method that they think will work for them. One way to get yourself involved would be to say a sentence with the word and ask children to spell the word correctly. It is important that children know how to use the words and not just how to spell them.
03 March 2017
| 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. Children will not be given a list to learn but should explore the following word families: |
| graph |
| phone |
| auto |
| micro |
| tele |
24 February 2017
Double up for a short vowel sound
This week, we have focussed on a spelling rule that we have previously learned but still make mistakes with.
The ‘double up for a short vowel’ sound is very common in the English language although, as we have found, there are exceptions to the rule.
Here are a list of words that double up for a short vowel sound. You should familiarise yourself with the rule and learn how to spell these words. You will be tested on ten of these words on Friday 03 March.
| accommodate
|
necessary
|
planning |
| beginning
|
communicate
|
exaggerate |
| difficult
|
preferred
|
beginning |
| successfully
|
occurred
|
challenge |
| immediate
|
interrupt
|
addition |
03 February 2017
| Homophones
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
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.
