Lesson video

Hi there, and welcome to today's spelling lesson.

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

With you today, you need to bring your looking eyes, your listening ears, and your thinking brains, as well as that, something to write with and write on would be great, and having someone to talk to you or something to talk to you would also be brilliant.

Let's get into today's lesson then.

In today's spelling lesson, we're going to practise and apply a spelling adverbs using the suffix -ly Our outcome is I can spell adverbs using that suffix -ly.

Here are the key words for today's learning.

My turn, your turn.

Make sure I can hear you saying these back to me, and please keep an eye and ear out for them as they're going to be very important in today's lesson.

So my turn, your turn.

Suffix.

Root word.

Adverb.

Adjective.

Verb.

Brilliant.

Let's have a little discussion about what these mean then.

A suffix is a letter or group of letters added to the end of a word to change its meaning and it creates a new word.

A root word is the base word from which other words are formed often by adding prefixes or suffixes, and remember, today we are adding suffixes, so letters at the end of the word.

An adverb describes a verb.

An adjective describes a noun.

It tells you what it's like.

A verb is a doing or a being word.

So today we are going to take adjectives as our root words, and we are going to add our -ly suffix to these adjectives to create adverbs.

Adverbs then describe verbs.

So here's the outline for today's lesson.

First off, we're gonna look at some rules for adding that -ly suffix, then we're going to have a look at some strategies for practising , and finally, we're going to apply the spellings that we've been looking at and apply the rules that we've looked at within a sentence.

Let's get on with generating some rules for adding that -ly suffix then.

A suffix, remember, is a letter or group of letters at the end of a word, which creates another word.

Here I have the root word play, and I'm adding the -ing suffix to create the word playing, a new word.

Here you can see it.

It's a little bit like a jigsaw puzzle.

I have my root word, play, and then I add my -ing suffix onto the end to create a new word, playing.

Here I have the root word slow, which is an adjective, and I'm adding my -ly suffix this time, which is the one we're looking at today, so keep an eye for this.

I create the adverb slowly.

Notice here, when I've added the -ing or the -ly suffix, my root words haven't changed.

This won't always be the case.

There are lots of different types of suffix.

We've just looked at two here, -ing and -ly, and there are different rules for how the root word will change when we add the suffix.

So there are four rules when we add that -ly suffix.

Here are our four rules.

The first is just adding -ly.

The next is removing -le and adding -ly.

The next is if the root word ends in a -y, remove the -y and add -ily.

And finally, if that root word ends in -ic, we add -ally.

So when we just add -ly, that's what we do to most root words, that's the most common rule.

If our root word ends in -le, we remove the -le and add -ly.

If a root word has two syllables, so funny, heavy, and ends in a -y, we remove that -y and add -ily.

And if our root word ends in -ic, we add -ally.

Remember, by adding our -ly suffix, we are creating adverbs.

The -ly suffix starts with a consonant.

The letter L is a consonant, a sound made by blocking air in the mouth with the teeth, tongue, or palette or lips.

This means the root word usually doesn't change when the suffix is added.

So here I have the adjective quick.

I add my -ly suffix and it becomes quickly.

Notice my root word hasn't changed.

Here, I have the root word slow.

I add my -ly suffix to create the adverb slowly.

My root word hasn't changed.

Sad becomes sadly.

I don't need to double the consonant.

There's nothing I need to do there.

Hopeful becomes hopefully.

Be careful with that one, hopeful already ends in an -l, so our new word, hopefully, we haven't changed the root word.

It's gonna have -lly.

So just to point that out, this now has a double -l.

We've just added -ly, and that's fine.

What will the spelling of these words be then when we add our -ly suffix? Clear, loud, careful.

So think about the rule you just looked at, just adding -ly.

Do I need to do anything to these root words or do I just need to add -ly to create the words clearly, loudly, carefully.

Pause the video and have a go at spelling those words for me.

Think about our rule.

Good job, team.

So let's see how you did then.

Clearly, as in I can see clearly, as an adverb, just adding -ly.

Loudly, just adding -ly.

And carefully, watch out.

It's gonna have that double L 'cause we're just adding -ly.

So remember, looking at the spelling of the root word can help inform us as to the spelling of the new word once we've added our suffix.

It's gonna help us with our rules.

So keep an eye on those root words.

Our rule here then is, my turn, your turn, just add -ly.

Brilliant.

Now, that's not our only rule though, remember.

We've got four rules, so you've got three more to look at.

If every root word has more than one sable, so a beat where we have our vowel sounds and ends in the consonant Y, the Y is replaced by I, and then we add our -ly suffix.

Let's look at this in action then.

Here, I have the word happy.

Notice there, two beats.

Happy, two syllables, ending in my Y consonant.

So when I come to add my -ly suffix, I whoosh, get rid of that Y and add -ily to create the adverb happily.

I happily walked into the room, I was very happy.

Big smile on my face.

The next word, easy, easy.

Two syllables ending in that consonant Y, whoosh, get rid of the Y, add -ily to create our adverb easily.

And angry, I want to create here, angrily.

Angry, two syllables ending in our Y consonants.

Whoosh, get rid of that Y, add -ily.

So I spelled angrily like this, grr.

Lazy here, not wanting to do much work.

Again, lazy, two syllables, remove it, add -ily.

So think about that rule we just looked at.

Two syllables, ending in the Y consonant, removing the Y, adding -ily.

How will these words then be spelt when we add our -ly suffix to create adverbs? We have sleepy, noisy, busy.

Pause the video for me.

How am I going to spell the words sleepily, noisily, busily? Pause the video.

Off you go.

Great job, team.

So I'm hoping you've remembered our rule here.

Let's see how you've done.

Sleepily, well, sleepy, two syllables ending in a Y.

Remove the Y, add -ily.

Noisy, two syllables ending in a Y.

Remove the Y, add -ily.

And busy for busily, remove our Y, add -ily.

Remember looking at the spelling of that root word can help us to spell the new adverb we're creating.

And our rule here is remove the Y, then add -ily.

My turn, your turn.

Remove the Y, add -ily.

Good job.

Okay, so that's two rules down.

Two more to look at.

Our next one, if that root word ends in an -le, the -le is whoosh, removed, and then we add our -ly suffix to create our adverbs.

So gentle becomes gently.

Gentle ended in -le, I remove the -le and then added -ly.

Simple, remove the -le to add our -ly to create simply.

And noble, remove the -le, nobly.

That's a bit of a strange spelling, that one, isn't it? And it looks a bit odd, but it is nobly.

So otherwise, gentle would look like this.

It would be gentlely, and we want gently, simply, nobly.

We don't want want simplely or noblely.

We need to get rid of that -le.

Otherwise we'd have the two sounds there at the end.

So with that in mind, look at these words, these root words that end in -le.

How am I gonna turn 'em into adverbs by adding my suffix -ly? The first one is terrible, humble, noble.

How am I gonna turn these adjectives into adverbs? What rule do I have to follow here? I want you to have a good spelling words terribly, humbly and nobly for me.

Pause the video.

Off you go.

Fantastic job, team.

I could see some brilliant spelling going on there.

So let's have a think.

They all end in -le, don't they? So what do we do? Whoosh, remove the -le and add our -ly suffix to create terribly, humbly, nobly as adverbs.

Remember, looking at the spelling of the root word is going to help us spell our new adverb.

And our rule here is remove the -le then add -ly.

My turn, your turn.

Remove the -le and add -ly.

Brilliant.

Final rule for us to look at then.

Remember, if our root word ends in -ic, we add -ally, <v ->ally, rather than just -ly.

</v> Let's have a look at this in action.

So I have the adjective basic, something that's simple.

I want to create the adverb basically.

Here you go.

Now be careful with this.

'cause I don't say basically, so it's not very clear.

It sounds like I should say basically, like you might just be B-A-S-I-C-L-Y, but it's not.

Because our root word ends in -ic, we add -ally to create that adverb.

Here I have automatic, something that's automatic is a device or something that works just on its own.

We don't have to do any inputs, it just happens.

So I want to create the word automatically here.

Now, I don't say automatically, I say automatically, it sounds like just -ly at the end, but because our root word ended in -ic, I have to add -ally, that's our rule here.

So we cannot always hear the A-L in the -ally when we say the words aloud.

So I don't say basically or automatically.

I say basically, automatically, so be careful for this one.

Just remember, if our root word ends in -ic, okay, our adjective to create the adverb, we don't just add -ly, we add -ally.

Stick that in your brains now.

So have a look at these root words ending in -ic.

Remember our rule, I'm gonna add -ally.

How am I going to spell, then, the adverbs frantically and dramatically? Pause the video.

Think about our rule.

Okay, let's see how you've done then.

I hope you're not fallen for the trap here.

So frantic becomes frantically.

It doesn't sound like there's the A-L-L-Y, I know, but remember, our root words end in -ic, so it's frantically, but we don't pronounce it like that, we just say frantically, it's -ally at the end.

And the same with dramatically as well.

So remember, looking at the spelling of our root word will help us spell our new words, our adverbs, okay? So frantically, dramatically.

If you look here carefully, we can see that because those root words end in -ic, that we add -ally.

So remember, add -ally when the root word ends in -ic.

So be careful though.

There are some exceptions to this rule, and an obvious one is the word publicly, okay? Something that's out in public is seen by lots of people.

So if you announce something publicly, you say it to everyone.

The word publicly is an exception to this.

The root word public ends in -ic, and we can see that here, P-U-B-L-I-C, but in this instance, we just add -ly.

I don't add an -ally.

It's one of those ones that doesn't follow our general rules, but most of the time, if the word ends in -ic, our root word and we are creating an adverb, then we will add -ally.

So we have here four wonderful children, A, B, C, and D, and they each represent the four different rules that we generated for adding our -ly suffix today.

I'm gonna show you some words and I want you to have a look at that root word carefully and think how is it gonna be spelled or which rule am I gonna use when I add my -ly suffix? The first word is grumpy.

Grumpy.

Pause the video.

Which rule is it gonna use? Good job, team.

Grumpy, two syllables, right? Ending in a -y, Grumpily.

I'm gonna remove the -y and add -ily.

Next word.

You ready? Automatic.

Pause the video.

Which rule is it gonna use? Okay, good job.

Well, I can see here that it ends in -ic.

What's our rule when it ends in -ic? Oh, we add -ally.

Automatically, not automatically, but automatically, but it's an -ally spelling, so D is our correct rule there.

The next word, ready? Possible.

Is that possible? I want to create the word possibly.

Hmm, which rule is it gonna follow? Pause the video and select the correct one now from A, B, C, or D.

Good job, everyone.

So look at this word, possible.

So the word possible here ends in -le.

So I'm gonna remove the -le and then add -ly.

So our correct rule is C.

Great job.

Final one here then, hopeful.

Hopeful.

Pause the video, select the correct rule now.

So I want to create the adverb hopefully, I just add -ly to this one and I end up with that -lly there at the end.

So the correct rule is A, great job.

So I've got some sentences here and I'm gonna read to you the sentences, and I'd like you please to pick the correct spelling.

Think about the spelling of the root word, because remember, that's gonna inform you as to how we spell our new word, our new adverb.

So he took the last slice greedily.

You basically just turn left there.

Please stroke the puppy gently.

I promise I closed it carefully.

Pause the video and select the correct spelling.

Off you go.

Okay, well done.

Let's see how you've done then.

He took the last slice greedily.

My root word there is greedy.

Greedy, two syllables ending in a y.

Whoosh, remove the -y add -ily, greedily.

You basically just turn left there.

Now this one sounds weird, doesn't it? Because it sounds like the first one should be right, but remember the root word basic ends in -ic, so what do we do? We add -ally.

We don't say basically, we say basically, but it is spelt basically.

Please stroke the puppy gently.

Gentle is our root word here.

We don't wanna say gently or gentlely.

We want to say gently.

We remove -le and then we add -ly.

So that's our correct spelling there.

And I promise I closed it carefully.

Our root word is careful, it ends in that Y, it's ending in that consonant letter there, so we're just going to add -ly and we're gonna have -lly then.

How did you do? Pause the video.

Okay, onto our practise task then.

I'm gonna say some words to you now and I'd like you to please spell the words with the -ly suffix here.

Think about what the root word might be.

Sound 'em out really carefully as well.

Brilliant.

So what I'd like you to do for me is also really sound it out, think of the spelling rules, the four rules for adding the -ly suffix that we've looked at, and remember to read and check your words aloud to check and see if you think they sound right in the way that you spelled them.

So I'm gonna say the words to you now.

Loudly, he shouted loudly, loudly.

Happily, happily, I happily danced into the room.

Simply.

And automatically.

So our words are loudly, happily, simply, automatically.

Pause the video and have a go at writing them now.

Off you go.

Good job, team.

Let's see how you've done them.

So our first one was loudly.

Now my root word there is loud.

L-O-U-D, loud ending in that consonant D.

So loudly, I just need to add -ly here.

Brilliant.

The next one was happily.

Now my root word there is happy.

Okay, that's my adjective that I'm turning to an adverb.

Happy, happy, two syllables, okay, and it ends in a y, It's that e sound with a Y at the end, happy.

What do we do? Whoosh, remove the -, add -ily to create happily.

The next one was simply.

Now our root word there is simple.

Simple with that -le ending.

Okay, I don't wanna say simply or simply.

I want to say simply.

I remove the -le and then add -ly to create my new adverb.

And finally, automatically.

Now, be careful with this one.

Automatic, it's ending in -ic at end of that word, <v ->ic, automatic, what do we do when it ends in -ic?</v> We add -ally, and it might not sound like automatically, it might sound like automatically, but it's that -ally spelling.

Pause the video, see how you did.

Do you have any corrections to make? Do you make any magic mistakes? What successes did you have? Share those mistakes and successes and make any corrections now.

Pause the video.

Okay, onto our next learning cycle then, team.

We are going to look at strategies to practise.

So let's read the following word.

My turn, your turn.

Eight.

Wait.

What do you notice about these spellings? Pause the video, have a think, what might make them a bit tricky? What might be a bit strange? Do you notice some similarities? Pause the video and have a think.

Okay then, well, I've noticed that they both make an A sound, but that A sound is represented by the E-I-G-H, which is one of our less common representations for that A sound.

The word eight is also in the word eight, and remember this can help us remember how it's spelt.

You can often spot a word in a word, which is a really helpful spelling strategy.

Weight and wait, as in wait there, W-A-I-T, and the spelling weight, W-E-I-G-H-T, is the weight of something, how much it weighs, how heavy it is, are homophones.

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

You measure something's weight.

If you're asked to wait, W-A-I-T, it's like wait there for me, so be careful for those.

So which is the correct spelling of the word weight here? As in how much something weighs, how heavy it is, weight.

Remember, it contains the word eight as in the number eight.

Pause the video, just point to the correct one now.

Good job.

So it's a E-I-G-H spelling for that A sound, isn't it? Weight, and we can see a word in a word, there's eight in weight.

So there, that's our correct spelling.

So spelling rules can help us know how to spell words.

And we've looked at those four rules today for adding that -ly suffix, but there's no replacement for good old fashioned spelling practise as well.

When you practise, you remember the words more easily.

You get better at noticing how they're spelled and you'll feel more confident when using them, especially in your writing.

There are many different strategies that we can use to practise, and today we're gonna look at one of my favourite strategies.

We're gonna look at colour blocking.

Can you say that for me? My turn, your turn.

Colour blocking.

Brilliant.

So the colour blocking strategy can help us in several ways.

The first part is the fact that we have to look really closely at the spelling.

We pay really close attention to how words are spelled, what might be tricky about them, and then we can break them down.

The next one is blocking, this breaking down.

We put the spellings into sections.

We can decide how we want to chunk the word up into whatever sections we want.

It can be split into syllables or tall and short letters.

Perhaps you can also split them into the prefixes or the suffixes.

And this can really help us when learning longer words, 'cause we're splitting up the different parts of that word.

Then we get to colour each block.

Who doesn't love colouring? Colouring and spelling, two matches made in heaven.

You can use colouring pencils or pens.

This helps to reinforce the sections of the spelling in your mind.

And then we get to look back at our words in its sections and visualise it with our eyes closed, and think about which section was where.

And finally, we get to write that spelling against the original word and we get to check to see if we managed to get it right.

So we look, block, colour, look again, and visualise, and then we write.

So let's try this with automatically.

I look closely at the word, hmm, automatically.

Okay, here we have automatically, I'm looking at it.

Then I can chunk it into blocks.

And I've decided to chunk it this way, au for that au sound at the start, the A-U.

Tom 'cause I've spotted a word in a word there.

Atic, ally, and that ally there is effectively our suffix, isn't it, that we're adding to the end.

So, au tom atic ally.

Then I get to colour each of those blocks in.

And who doesn't love colouring? So I've coloured them in here in these colours.

And then I get to look careful and visualise.

I've got those four sections, au tom atic ally.

I look, visualise, I've got it blocked out in my mind, those four sections, and then I get to write it again against the original word, automatically.

Oh, I managed to spell that one correctly.

So what order does this strategy go in? A, B, C, and D and E here all are out of order.

Think carefully about how we use this strategy, colour blocking.

Pause the video and put these in the correct order from one to five.

Off you go.

Good job.

Let's see how you've done then, team.

So the first thing we do, obviously, with every spelling is we need to have a look at it, don't we, we need to look carefully at it.

Then we chunk it, we break it down into those sections.

I then colour those sections.

I then visualise them, maybe close my eyes even, have a look carefully, and then visualise, think about those different sections.

And then finally, I write it against the original word and check it and see how I did.

So look, chunk, colour, visualise write.

So I'd like you to have a go at using this colour blocking strategy now.

I would like you to take a bit of responsibility for your own learning here as well.

I'd like you to choose three words that you found most difficult so far in the learning.

Perhaps it's those curriculum words, eight and weight that we looked at.

Perhaps it's the -ally words that we've been looking at, like automatically.

So you get to choose three words.

pause the video and choose those three words now.

Good job.

So hopefully, you've got those three words ready to go.

I'd like you to have a go at using our colour blocking strategy to practise spelling those words.

Pause the video.

Off you go.

Great job, everyone.

So I'm hoping that you've got something that looks a bit like this.

I chose the word automatically here, and I colour blocked it into these four sections and then had to go writing against it and I managed to spell it right.

And I might do this a number of times.

So pause the video now.

What I'd like you to think about is did you manage to spell those words correctly? Do you need to make any corrections? What successes did you have? And most importantly, did you enjoy practising ? Did you have fun? Perhaps share, show me or show someone around you your favourite colour block that you've done.

Pause the video, make any corrections, and share your best colour blocking now.

Off you go On to now our final learning cycle.

We're gonna be applying spellings within a sentence.

We are going to write a sentence containing some of our focus spellings now.

Remember, we've been focusing on adding that -ly suffix to create adverbs.

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

We need to remember the whole sentence, sound out each word, think about the spelling rules you've generated, so those four rules that we've looked at today, look out for any common exceptional curriculum words.

Remember, we looked at those words, eight and weight with that E-I-G-H spelling for that a sound.

And of course, remember our sentence punctuation, capital letters and full stops.

So I'd like you to just listen to me say the sentence, first of all.

Eight carefully wrapped parcels with different weights were placed on the scales.

Eight carefully wrapped parcels with different weights were placed on the scales.

So to help us remember this sentence, we're gonna use some strategies now.

The first one is tapping it out.

You can do this on your head, you can do this on your shoulders, you can use on the table, on the floor, I don't mind.

Do it on your chest even, but it's really gonna help us hear those different syllables or different sounds so we make sure we don't miss any sounds out in the words.

Eight carefully wrapped parcels with different weights were placed on the scales.

Eight carefully wrapped parcels with different weights were placed on the scales.

Pause the video and tap that sentence out now.

Good job.

The next one is saying it in a silly voice, eight carefully wrapped parcels with different weights were placed on the scales.

Pause the video and say it in your silliest voice for me and see if you can make me laugh.

Off you go.

Great jobs, really silly voices there.

And finally, counting the words on our fingers, so make sure you didn't miss any words in the sentence now.

Eight carefully wrapped parcels with different weights were placed on the scales.

Eight carefully wrapped parcels with different weights were placed on the scales.

Pause the video and count out that sentence now on your fingers.

So great job.

What we're gonna do now is we're gonna have a go writing the sentence.

Please be able to sound out those words, look out for any common exceptional curriculum words, and don't forget sentence punctuation, capital letters, full stops, and any other punctuation you think might be in the sentence.

I'm gonna say the sentence one more time.

Eight carefully wrapped parcels with different weights were placed on the scales.

Pause the video and write that now.

Great job, team.

Really great application of the spelling rules we've been looking at with our adding our -ly suffix.

Some beautiful handwriting and some great consideration of punctuation too.

Let's check our work and make any corrections.

So eight, oh, that was that curriculum word that we looked at, that A sound with E-I-G-H, and then a T.

So eight, and of course we need to have a capital letter because it's beginning in our sentence.

Carefully.

Now my root word there is careful.

I adjust that to -ly, that's my rule there.

Wrapped, be careful here for the silent W at the start there.

Parcels with different, be careful with that one, different.

Weights, again, that's has eight in it.

Remember that.

Were placed on the scales.

And of course, we have to have a full stop at the end of the sentence.

So how did you do? What did you learn? Have you got any corrections to make? Did you make any magical mistakes? What success have you had? Share those successes and mistakes and make any corrections now.

Pause the video.

Off you go.

Great spelling today, everyone.

Today, we've been looking at our -ly suffix.

Remember, a suffix is a letter or group of letters at the end of a word which creates another word.

The -ly suffix can be used to create adverbs.

When using the -ly suffix, there are four rules, okay? Just add -ly.

Sometimes you might need to remove the -le and add -ly.

Removing the -y and adding -ily.

And when our word ends in -ic, not all the time, but most of the time, adding -ally.

Keep up the great spelling, keep up the great practise, and I'll see you again soon, team.