Lesson video

Hello and welcome to today's spelling lesson.

I'm Mr. Moss, and I'm really looking forward to teaching you.

Today you need to bring your looking eyes, your listening ears, and your thinking brains.

As well as this, you need to bring something to write with and having someone to talk to would be excellent as well.

Let's get on with today's learning.

Today we're gonna be applying the new "oa" spellings, including "o", just an "o", and "oe".

Our outcomes today is I can apply two new spellings of the "oa" phoneme: "o" and "oe".

These are less common, rarer spellings of this phoneme.

Here are today's keywords.

I need to hear you say these back to me.

My turn, your turn.

High frequency words.

Rare.

Noun.

High frequency words are words which appear most often in our language, both written and spoken.

Rare, on the other hand, are those words or spellings which do not appear very often.

A noun is a naming word for a person, a place, a thing, or even an idea.

For example, cat, school, or the abstract noun of love.

Here is the outline for today's learning.

It's broken down into three parts.

We're going to be spelling some common exception words.

We're going to look at the two "oa" spellings, "o" and "oe", and review what we know about them already, and then we're gonna have a chance to apply these spellings within a sentence.

Let's get on with looking at some common exception words.

Common exception words you may have heard referred to as harder to read or harder to spell, or trickier to read or trickier to spell words.

And the reason they're called that is because they don't follow our regular phonics patterns.

Let's read the following words.

My turn, your turn.

Half.

Again.

I want you to pause the video.

Think about what makes these words tricky words.

What makes them common exception words? Pause the video, have a think.

Excellent conversations going on there.

Here's what I think.

It's the "al" in half sounds like "a-r", perhaps an "a-r" spelling, but it's an "al".

It looks like you might pronounce it helf, but we pronounce it half.

Ad in again, we don't tend to say again.

Sometimes some people might, but I tend to say, "a-gen".

It sounds like it should be an "e" there, not an "ai".

For the words that we've just looked at, I'd like you to now look at these lists of words I'm going to show you and select the correct spelling.

The correct spelling for half.

Point to it now.

Absolutely this one here.

Now, the "ph" in the bottom one, that sometimes can make "f" sound as well, but it's not the correct spelling in this instance.

Gonna put some more spellings up for you.

Point to the correct spelling of "again".

Brilliant job, it's this one here.

It's that "ai" that sounds like it should be an "e" or an "eh" 'cause we're saying again, but it's spelled "ai".

With these common exception words, a really good strategy that we can use to help us is the look, cover, write, check.

The reason it's so useful for these words that don't follow our phonics patterns is we really just need to embed these into our memory.

This is a strategy that allows you to be independent and is repetitive.

The way this works is is by looking at the word, so let's look at the word half.

I then cover it so I can't see it.

I then have a go at writing it and then I check back and see if I've written it correctly.

Oh, and I did.

I'd like you to pause the video now and have a go at using this strategy to write out the words "half" and "again" a number of times.

Off you go.

Incredible work, everyone.

Have a look at what I've just put up.

Check have you managed to spell the words correctly? If you haven't, make some corrections now.

Let's move on to our next learning cycle where we're gonna be looking and reviewing what we already know about these two "oa" spellings: "o" spelled just with an "o" and "o" spelled "oe".

The spellings "o" and "oe" are representations of that long "oa" sound.

Can you make that sound for me now? "Oa".

One more time, "oa".

What can you remember about where the spellings can be found in words? Pause the video and think now.

Excellent.

The "o" spelling, just with an "o" can be found anywhere in a word.

Here are two example words: bonus and go.

In the middle of bonus here and at the end of go.

Go is one of those high frequency words we're gonna be looking at in a bit more detail than it is in a bit.

The "oe" spelling is often found at the end of a word, words such as hoe, which you might use in a garden, it's a garden tool; and toe, like the toes on your feet.

Let's now look at some more of the words that contain these graphemes.

My turn, your turn.

No.

That's as in no, don't do that.

Or no, I told you no.

Focus.

Moment.

Banjo, which is a type of stringed instrument.

And omit; if you omit something, you forget it or you leave it out.

We said that the "o" spelling can be found anywhere in a word.

Do these words follow that rule? Stop the video and have a think.

Absolutely, they do follow that rule.

We can see here that in no, it's at the end, in focus and moment, it's in the middle, in banjo, it's at the end, and in omit, it's at the beginning.

So this "o" spelling can be found anywhere in a word.

Words such as no are high frequency words, words which appear with great regularity in our spoken and written language.

Words such as, so, go, both and over all contain this "o" spelling.

Really good for us to know those words.

Let's now look at our "oe" spelling for the "o" sound.

Let's read these words.

Toe.

Foe.

A foe is an enemy.

Doe is a female deer.

Hoe is a long tool that you use for weeding in a garden.

And woe is a noun, it's an abstract noun, and it means a feeling of great unhappiness or sadness.

Remember, our "oe" spelling are likely to be found at the end.

Do these words follow that rule? Pause the video and have a think now.

Absolutely they do, don't they? And we can see here, our "oe" spelling is at the end of all of these.

We could obviously perhaps add the suffix "s" to some of them to make them plural, but it would still be coming at the end of the root word.

I've noticed something here.

This is a rare spelling.

It doesn't appear very often and is used in very few words.

Also, all of these words are nouns.

They're all names for things.

What I'd like you to do for me now is to match the words to the spelling pattern it uses.

See if you can spot the grapheme "o".

Just an "o" which can be found anywhere in the word.

See if you can spot the grapheme "oe", which can be found anywhere in the word, the digraph "oe".

Let's read the words.

Total.

Like the total of a sum that you might do, the whole.

Bony.

Focus.

I'm sure you're all showing good focus in this lesson.

Joe; notice that that's capitalised because it's a proper noun.

And woe, that abstract noun that means complete and utter sadness or despair.

Match the words now, pause the video.

Brilliant work, everybody.

Let's then sort these words.

Total contains that "o" spelling, bony contains that "o" spelling, and focus contains that "o" spelling.

Notice how these examples are all in the middle of the word, but remember it can come at the end or at the beginning as well.

And our "oe" spellings Joe and woe follows our pattern, loves to come at the end and notice they're both nouns as well.

What we're going to do now is we're going to have a go at spelling some words.

I'm going to say some words to you, and you are going to then stretch the words, sound them out, count those sounds, write it, and look and check.

Really take your time doing this.

Use your best handwriting and consider where is the "o" sound coming in the word? Which "o" spelling am I going to use? First word, my turn, your turn.

Piano.

Next word, potato.

C is go.

The green light meant we could go.

And finally D, that strange-looking instrument there is a hoe.

It's used for gardening.

One more time, hoe.

So I'd like you now to pause the video and have a go at writing the words.

I'm gonna say them one more time.

Piano.

Potato.

Go.

Hoe.

Pause the video, write them now.

Fantastic work, everybody.

Let's go through some of the ways that I've seen these words written, and let's see if we can work out which ones are correct.

And as I go along, you can make any corrections or learn from any magical mistakes that you've made.

I've seen piano written in these ways.

The first one definitely doesn't look right to me.

Not quite sure why I would have a Y there.

Let's look at this next two.

Pi-a-no.

Hmm, perhaps.

Pi-a-now with an "ow".

Now, our "ow" does like to come at the end.

I know that from my previous learning, but our "o" spelling also likes to come at the end.

Let's think about which one looks correct.

This one definitely looks correct, doesn't it? Okay? It's that "o" spelling at the end, remember, which can come anywhere in a word.

The next word was potato.

Let's have a look.

Potato, could be that last one.

Sounds like it has the word toe in it, doesn't it? And I know toe is spelled T-O-E.

Perhaps potado.

Not that second one, definitely not.

It doesn't have a D in it, doesn't it? It's potato.

If we say it very quickly, it might sound like we're saying potado, but we're not.

And the last one, po-ta-to.

Hmm, could be that one too.

So it looks like it's between the first and the last ones.

It's this one here.

I know it sounds like the "oe" spelling of toe, but it's not.

It's potato, just with an "o" spelling at the end.

You have to think about which one looks right.

The next word is go.

This is a high frequency word.

Hmm, first one doesn't look right at all, does it? I don't think the last one looks right either, okay? It's this one here, it's that high frequency go.

G-O, go.

And finally, hoe; that tool you might use in the garden.

Let's have a look.

It's in h-oe, yeah, it could be.

H-ow, well, it could be, but that looks like the word "how" doesn't it? Hmm, gotta be careful with that one, and ho.

Hmm, I have seen that written before as well as in someone go ho-ho-ho.

Which word is it going to be? It's this one here, it's that "oe" spelling at the end.

And I know that because the hoe is a noun as well.

And we said that our "oe" spelling is commonly with nouns.

Make any corrections now.

You've done an excellent job there.

But some of the words can be confusing with this "o" spelling.

Let's have a look.

No, you can't do that.

The word I'm focusing on here is no.

I know what we are learning about.

Homophone alert.

Remember, homophones are words that sound the same but are spelled differently and have different meanings.

The word no here is saying no to someone, you can't do that.

And the word know, spelled K-N-O-W, our silent letter, is know as in knowledge, knowing something with your mind.

Watch out for these.

Another homophone.

I hurt my toe playing football.

That's your toe, the noun, okay, on your foot.

A small boat was used to tow the bigger boat into the harbour.

When you tow something, you pull it along behind you with our "ow" spelling.

It's a verb.

Homophone alert, they sound the same, but are spelled differently and have very different meanings.

I'd like to check this now, which spelling would you use in this sentence? I'll read the sentence to you and then you're gonna point to the correct spelling for me.

I know the answer to that question.

Point to the correct one now.

Brilliant.

Which one is it? This one, isn't it? Absolutely.

I wouldn't say I no the answer to that question.

I know, K-N-O-W with our O-W spelling at the end, not our high frequency N-O.

I'd like you to now tick the correct spelling in each of these sentences.

Read them very carefully.

Pause the video, off you go.

Brilliant, let's read them and figure out which is the correct homophone to use.

No, I can't come to the party.

That's where you're saying no to someone, isn't it? So it's our N-O spelling.

I stubbed my toe on the table and hurt it.

If you stub something, you hit it against something and hurt it.

Hmm, my tow as in pulling something behind me or toe as in the toe my foot that you might actually kick and hurt? It's this spelling here, T-O-E.

Well done, check and see how you did now.

And now we're moving on to our final learning cycle.

We're gonna have a go at applying some of the spellings within a sentence.

We are going to write a sentence containing some of our focus spellings, some of our "o" spellings, and also there will be some common exception words in this sentence.

When we write the whole sentence, we need to do several things at once.

We need to remember the whole sentence, we need to form letters correctly, we need to sound out each word, and we need to look out for common exception words; those words that don't follow our normal phonics patterns.

And also we need to remember our sentence punctuation, our capital letters and our full stops.

I'm going to read a sentence to you now.

We've got a little picture here to help us as well.

So the sentence we're going to be writing is a bit of a silly one, but here it goes.

At that moment, my foe hit me on the toe with a banjo again.

Look, you can see a picture here to help us.

Someone playing a banjo, which is that musical instrument.

I'll read it one more time.

At that moment, my foe hit me on the toe with a banjo again.

We're gonna use some strategies to help us remember this sentence.

The first one is clapping out each word.

At that moment, my foe hit me on the toe with a banjo again.

You have a go.

Brilliant, the next one is shouting out.

(in raised voice) At that moment, my foe hit me on the toe with a banjo again.

You shout it out now.

Oh wow, so loud.

And our last one, counting the words on our fingers.

At that moment, my foe hit me on the toe with a banjo again.

At that moment, my foe hit me on the toe with a banjo again.

You count out those words now.

Brilliant work.

I'm gonna say the sentence one more time, then you're gonna pause the video, write it.

Remember, sound out each word, look out for the common exception words and check your sentence punctuation.

At that moment, my foe hit me on the toe with a banjo again.

Pause the video, off you go.

Exceptional work, everyone, brilliant.

Could see some brilliant handwriting, some excellent application of the different "o" sounds we've been looking at today.

Let's go through our sentence now.

At needs to have a capital letter.

That moment.

Oh, and look, two things to note here.

That's that "o" spelling, just that long "o" sound with an "o" and we also need to have a comma after this as well.

At that moment, my foe, that word meaning enemy, that noun "oe" spelling, hit me on the toe, that "oe" spelling, with a banjo.

That's that "o" spelling at the end there, that musical instrument, again, that's that common exception word.

It looks like it should be a-gain, which we often pronounce "again", A-G-A-I-N.

And remember, you need to have a full stop.

Excellent work, everyone.

What did you learn? Correct any mistakes now.

So in today's lesson, we've looked at the "oa" phoneme, that "o" sound, and we've looked at it being spelled in the two rare ways: just with an "o" and with "oe".

That "o", just an "o" spelling can go anywhere in the word, like the words bonus and go, and it's often in high frequency words; words which we see a lot in our language.

And "oe", the spelling there is really rare and it's most often found at the end of a word, such as toe and woe, and it tends to be found in nouns.

Excellent learning today, everyone.

Keep up the great work.

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