05 December 2014
The spellings this week are all chemistry words which we have learnt in our What’s the matter? science mini-topic.
| 1. | dissolve |
| 2. | material |
| 3. | soluble |
| 4. | insoluble |
| 5. | solution |
| 6. | reversible |
| 7. | irreversible |
| 8. | evaporation |
| 9. | condensation |
| 10. | chemistry |
28 November 2014
This week, it’s a Spell-athon!
We’ve all been given 40 words to learn and the child who gets the most right on Friday 05 December will be be presented with a certificate in assembly! Ties will be decided by a spell-off and the child who scores the highest proportion correctly overall in the whole school will win a prize and be crowned Spell-athon Champion!
Don’t forget this is a sponsored event: the more words spelled correctly, the more money your child will earn for Cancer Research UK.
| Spellathon – Group 1 | Spellathon – Group 2 |
| brutally | estimate |
| extremely | indicate |
| obviously | educate |
| anxiously | decorate |
| terrify | frustrate |
| horrify | migrate |
| identify | hibernate |
| magnify | happily |
| clarify | cheekily |
| you’ll | clumsily |
| you’re | easily |
| you’ve | funnily |
| you’d | gloomily |
| they’re | nastily |
| they’ll | merrily |
| they’d | adjustable |
| advertise | enjoyable |
| recognise | comfortable |
| exercise | preventable |
| memorise | acceptable |
| realise | fashionable |
| evaluate | you’ve |
| devastate | you’ll |
| communicate | you’re |
| tolerate | you’d |
| steadily | they’re |
| naughtily | they’ll |
| shabbily | they’d |
| daintily | we’re |
| resilience | we’ll |
| readiness | we’d |
| risk-taking | brutally |
| responsibility | obviously |
| preferable | anxiously |
| respectable | extremely |
| considerable | horrify |
| removable | terrify |
| we’re | simplify |
| we’ll | identify |
| we’d | magnify |
21 November 2014
The spellings for the next few weeks all contain different suffixes. This week, the suffix is …able. The children will be tested on the words in the second column.
Group 1
| root word | able word | |
| 1. | prefer | preferable |
| 2. | believe | believable |
| 3. | consider | considerable |
| 4. | notice | noticeable |
| 5. | respect | respectable |
| 6. | knowledge | knowledgeable |
| 7. | achieve | achievable |
| 8. | remove | removable |
Watch out because most of the root words which end in e will require you to drop the e before adding the able. Unfortunately, this rule doesn’t apply all of the time! Spot the words in your list where you do need to drop the e and the ones where you don’t.
Group 2
| root word | able word | |
| 1. | accept | acceptable |
| 2. | comfort | comfortable |
| 3. | prevent | preventable |
| 4. | enjoy | enjoyable |
| 5. | fashion | fashionable |
| 6. | enjoy | enjoyable |
| 7. | adjust | adjustable |
| 8. | consider | considerable |
14 November 2014
The spellings for this week link in with our SEAL theme. They are the 8Rs for Learning which we will be talking about throughout the half-term.
| 8Rs | |
| 1. | readiness |
| 2. | responsibility |
| 3. | risk-taking |
| 4. | resilience |
| 5. | responding |
| 6. | resourcefulness |
| 7. | remembering |
| 8. | reflecting |
07 November 2014
We are revisiting one of our key spelling rules this week: drop the y for an i. For each spelling, you have to drop the y and replace it with an i before adding ly to make the word an adverb. Children will be tested on the adverbs in Friday’s test.
Group 1
| root word | adverb | |
| 1. | drowsy | drowsily |
| 2. | momentary | momentarily |
| 3. | steady | steadily |
| 4. | dainty | daintily |
| 5. | Extraordinary | extraordinarily |
| 6. | voluntary | voluntarily |
| 7. | temporary | temporarily |
| 8. | shabby | shabbily |
| 9. | naughty | naughtily |
| 10. | necessary | necessarily |
Group 2
| root word | adverb | |
| 1. | cheeky | cheekily |
| 2. | happy | happily |
| 3. | clumsy | clumsily |
| 4. | easy | easily |
| 5. | funny | funnily |
| 6. | gloomy | gloomily |
| 7. | frosty | frostily |
| 8. | merry | merrily |
| 9. | nasty | nastily |
| 10. | sneaky | sneakily |
17 October 2014
This week’s spellings are all words which use apostrophes to shorten (contract) two words into one word. I’ve found that a lot of children in the class are making mistakes in their writing when using these words.
|
1. |
you have |
you’ve |
|
2. |
you will |
you’ll |
|
3. |
you are |
you’re |
|
4. |
you would |
you’d |
|
5. |
they are |
they’re |
|
6. |
they will |
they’ll |
|
7. |
they would |
they’d |
|
8. |
we are |
we’re |
|
9. |
we will |
we’ll |
|
10. |
we would |
we’d |
03 October 2014
This week, the spellings are all verbs which end in the suffix ‘ify’.
Can you find other family members for some of the words? For example, the spelling horrify has these words in its family: horrific, horrible, horrifies.
The spellings will be tested on Friday 10 October.
| verb | |
| 1. | qualify |
| 2. | horrify |
| 3. | magnify |
| 4. | specify |
| 5. | terrify |
| 6. | glorify |
| 7. | identify |
| 8. | specify |
| 9. | simplify |
| 10. | clarify |
26 September 2014
This week, the spellings are all verbs which end in the suffix ‘ise’.
Help your child: Can (s)he think of any other verbs which contain this suffix? Can (s)he say / write sentences using the words eg I despise the way they advertise junk food so that children recognise brands.
Children will be tested on all ten of the words on Friday 03 October.
| verb | |
| 1. | advertise |
| 2. | despise |
| 3. | empathise |
| 4. | exercise |
| 5. | memorise |
| 6. | patronise |
| 7. | realise |
| 8. | recognise |
| 9. | terrorise |
| 10. | vandalise |
19 September 2014
This week, the spellings are all verbs which have the suffix ‘ate’. Your child will have one of two lists in their learning list. They should learn all the words on the relevant list.
| Group 1 | |
| 1. | accommodate |
| 2. | appreciate |
| 3. | communicate |
| 4. | devastate |
| 5. | exaggerate |
| 6. | evaluate |
| 7. | interrogate |
| 8. | tolerate |
| 9. | cooperate |
| 10. | humiliate |
| Group 2 | |
| 1. | estimate |
| 2. | hibernate |
| 3. | indicate |
| 4. | investigate |
| 5. | migrate |
| 6. | educate |
| 7. | navigate |
| 8. | complicate |
| 9. | decorate |
| 10. | frustrate |
Please make sure your child is spending around ten minutes each evening learning these. As well as this, there are other ways to support your child at home:
- Use the words in sentences: your child might create some sentences, or you might dictate a sentence to them. Each sentence might include just one adjective from the list above, or – for a challenge – include two, three or more! (I’ve then included a current affairs themed example, but this shouldn’t be needed after a while!)
- Look out for other words which have a suffix when reading with your child each evening.
- Turn the telly off and use the words in discussions around the table each evening, or on your way to school.All the words are adjectives – words that describe things (nouns); create a ‘bank’ of other ambitious adjectives, and start using them in every day conversation.All the words are adjectives – words that describe things (nouns); create a ‘bank’ of other ambitious adjectives, and start using them in every day conversation.All the words are adjectives – words that describe things (nouns); create a ‘bank’ of other ambitious adjectives, and start using them in every day conversation.
- All the words are verbs. Create a ‘bank’ of other ambitious verbs, and start using them in every day conversation.
12 September 2014
This week, the spellings are all adverbs which end in ‘ly’. This suffix is added to an adjective to form an adverb. For example, sad becomes sadly.
Children will be tested on the ten adverbs on Friday 19 September.
| Adjective | Adverb | |
| 1. | extreme | extremely |
| 2. | abrupt | abruptly |
| 3. | delightful | delightfully |
| 4. | unusual | unusually |
| 5. | brutal | brutally |
| 6. | anxious | anxiously |
| 7. | obvious | obviously |
| 8. | thorough | thoroughly |
| 9. | determined | determinedly |
| 10. | mysterious | mysteriously |