Lesson video

Hello, and welcome to today's spelling lesson.

I'm Mr. Moss.

I love spelling, 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 and someone or something to talk to would also be great.

Well, let's get straight into today's spelling lesson then.

In this spelling lesson, we're going to be looking at shun suffixes, including S-S-I-O-N.

The outcome for today's lesson will be, I can spell words using the suffix, S-S-I-O-N.

Here are the keywords for today's learning.

My turn, your turn.

Make sure I can hear you say these back to me.

Noun, root word, suffix.

Brilliant, thank you for saying those back to me and keep an eye out for these words today as they're really key to today's learning.

Let's have a chat about what these words mean then.

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

The root word is the base word from which other words are formed, often by adding prefixes or suffixes.

And today, we are going to be adding suffixes.

Remember, that a suffix is a letter or group of letters added to the end of a word to change its meaning.

So today we are going to be adding the suffix, S-S-I-O-N, that makes a shun sound to the end of root words.

By adding this suffix, we create nouns.

Here's the outline for today's lesson.

We're looking at the shun suffixes, including S-S-I-O-N.

We're gonna first of all look at using that suffix.

Then we're gonna spell some curriculum words, and then we're gonna have a go at applying the spellings that we've been looking at in this lesson within a sentence.

Let's get on then with using the suffix shun, spelled S-S-I-O-N.

So remember, that a suffix is a letter or group of letters that we add to the end of a word.

Unlike prefixes, which come at the beginning of words, suffixes can change a word's word class and also its tense.

They can also change the spelling of that root word at times.

Let's have a look at some suffixes in action then.

Here we have the root word kind.

Onto kind, I've added the N-E-S-S suffix to make the word kindness, a new word.

Here we have the root word joy, and I've added the full suffix to create joyful, meaning full of joy.

Here we have deep.

Deep is an adjective.

If I add my E-N suffix, it creates the word deepen, which is a verb.

Notice here that in these examples, the spelling of that root word is not changed.

But this won't always be the case.

However, the word class in many instances has changed.

There are lots of different types of suffix.

Here are just three examples.

Remember, today we are looking at that shun suffix, spelled S-S-I-O-N.

Different suffixes can create words with different word classes, and they can also have an impact on the spelling of the root word at times.

So there are several ways of spelling the suffix, which sounds like shun.

Can you make that sound for me please? Shun.

Shun.

Fantastic.

So we have here musician.

That shun sound here is spelled C-I-A-N as our suffix.

It can also be spelled passion.

P-A-S-S-I-O-N.

That shun there is that double S-I-O-N.

That's the suffix we are gonna concentrate on today.

The shun suffix sound can also be made by T-I-O-N.

Exploration.

That's the most common spelling for that shun sound at the end of a word.

And we can also have S-I-O-N, extension.

Sometimes the S-I-O-N can also sound like zhun, so be careful with that one.

The spelling shun, spelled T-I-O-N, is the most common and the best bet for spelling.

If you hear a word and you're unsure how to spell, but you hear a shun at the end of the word, your best bet is T-I-O-N.

But here are all of those examples of the suffixes that can make that shun sound.

The one we are concentrating on today is the one seen in the word passion here.

S-S-I-O-N, making that shun.

So when we are writing a word with an ending that sounds like shun, we might be able to hear a word within the word we are writing.

The last letter or letters of this word can give you a clue about how to spell that shun suffix.

So we're gonna have a look at some rules now that are gonna help us make our best bets around which spelling we're going to use for that shun.

So our T-I-O-N shun, if the root word ends in a T or TE, then the most common or your best bet is going to be that it's our T-I-O-N shun spelling.

So here we have the word invention with that T-I-O-N spelling.

This comes from the root word invent, ending in a T.

Here we have hesitation, which comes from the root word to hesitate.

So here we can see that if our root word ends in T or TE, the most common spelling then will be our T-I-O-N.

If our root words end in D, DE, or SE, then your best bet is going to be that it's the S-I-O-N spelling.

Let's have a look at some of these.

We have here extension with that shun, made with the S-I-O-N.

We get this from the word extend, ending in a D.

Here we have division.

Now, remember that S-I-O-N spelling can make a shun but it can also make a zhun sound as well.

So we have here the root word divide, ending in DE.

Here we have tension.

Again, shun.

And here's the root word tense.

So extension, division, and tension come from root words that end in D, DE, or SE.

So if your root words end in those letters or letter, then you know it's going to be our S-I-O-N spelling.

Do you recognise any root words for these words ending in the S-S-I-O-N for that shun? Discussion.

My turn, your turn.

Discussion.

Permission.

Have you been given permission? Impression.

So have a think.

Do you notice any root words here? Pause the video now, see if you can spot any.

Great, so in discussion, I've noticed discuss as the root word.

In permission, I've noticed permit as a root word and in impression, I've noticed impress as a root word.

Now I think discussion and impress definitely makes sense, don't they? Given that we have the double S-I-O-N.

Permit's an interesting one though, isn't it? So what do you notice about the endings to these root words? Pause the video, have a look at them, and have a think.

Great.

So we can see here, discuss, permit, and impress.

We have double S and a T, don't we? So we've got double S in discuss, a T in permit, and that MIT, which kind of makes sense, doesn't it? Permit, permission.

So it's making that MI, mi, and an IT at the end of permit and a shun at the end of permission.

And then in impression, we also have double S as well.

Impress has a double S at the end of the root word.

I've also noticed that in permission, we have that word mission too.

So that might be a way to help you remember that spelling.

So they either end in double S or MIT.

We have discussed and impressed with that double S and permits with that MIT.

So what have we discovered so far when looking at what our root words end in to help us spell the correct suffix for that shun? The last letter or letters of the root word can give us a clue about how we're gonna spell that shun suffix.

With our T-I-O-N shun, if the root word ends in T or TE, is going, and it's your most common, are S-I-O-N shun, which can also make a zhun sound, don't forget.

If the root well ends in D, DE, or SE, it's most likely that spelling.

And now with our double S-I-O-N for shun, if our root word ends in double S or MIT, then it's going to be that double S-I-O-N for that shun.

So discussion, root word is discuss, ends in double S.

So that's that double S-I-O-N shun.

Permission, permit ends in MIT.

So it becomes M-I-S-S-I-O-N, permission.

So there are also some words ending in shun spelled S-S-I-O-N without obvious root words.

Here we have the word passion.

My turn, your turn.

Passion.

There's no obvious root word there is there? Session.

There's no obvious root word there either.

And so because there's no clear root word there, these are words that we just need to learn the spelling of by sight.

So let's have a look at these words now.

Passion, pa and then S-S-I-O-N, passion.

Session, SE, and then S-S-I-O-N, session.

Stick these spellings in your brains.

So I'd like you here as a little check to have a go at writing in the related noun ending in the suffix S-S-I-O-N.

Remember, adding that shun suffix turns words into nouns.

So we are using the double S-I-O-N spelling today, and you can see here that all of our words here, bar one, end in double S, don't they? So remember that pattern we spotted? Admit ends in MIT, which was another pattern we'd spotted.

So we're gonna turn express into expression for instance.

Making that shun sound with that double S-I-O-N suffix.

Pause the video and have a go at spelling our new nouns.

Off you go.

Great job, team.

So let's see how you've done then.

Express ended in double S.

So it became expression.

Discuss ended in double S, so it became discussion, double S-I-O-N.

Admit, MIT, which we said if our root word ends in MIT is gonna become MI double S-I-O-N, admission.

Possess has become possession, something that belongs to you and obsess has become obsession.

Something you are absolutely enamoured with, almost obsessed with.

Great.

So you can see we've added our double S-I-O-N suffix, our shun suffix here, and all of those root words have become nouns.

So you are gonna have a go now at writing some words that end in this S-S-I-O-N suffix for that shun.

Remember these will all be nouns.

I'd like you to think, do you recognise a root word in the words that I say? I'd like you to remember any spelling rules that we've looked at so far.

I'd like you to read back the words that you write and to check.

So just listen to me say the words first of all.

The first word is admission.

Admission is the acknowledgement of truth.

By his own admission, he was happy, admission.

The second one is permission.

I give you permission to go on the trip.

The third one is discussion.

They had a lengthy discussion.

And finally, possession.

That is not your possession.

That is my possession.

So our words are admission, discussion, permission, and possession.

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

Take your time.

Off you go.

Excellent job, team.

I can see us really considering how to add that shun suffix, S-I-O-N, and the rules that we've looked at so far today and really careful reading back of your words as well.

So let's see how you've done.

I've seen admission written like this, admission.

Now admission could be the first one 'cause we know our S-I-O-N spelling can make that shun sound, can't it? But think about the root word here, admit.

We said MIT, if our root word ends in MIT, it's gonna be our double S-I-O-N.

And the last one shun phonetically makes sense 'cause that is the sound it's making, but we know it's that S-S-I-O-N spelling that we've been looking at.

So admission is this one.

The next one was permission.

Again, permit here is our root word, isn't it? So I think they all make phonetic sense.

But again, if MIT is at the end of our root word, we need to remove that, don't you? That T and then add our double S-I-O-N for permission.

So be careful.

Again, I think they all make phonetic sense.

Discuss here is our root word.

That ends in double S, doesn't it? Double S, we said if our root word ends in double S, we're gonna keep our double S, add I-O-N for discussion there.

And finally, possession.

Again, possess.

Now be careful with this word.

Possess has two lots of S's in.

If you possess something, P-O-S-S-E-S-S, possess.

Again, finishing in double S.

So we add our I-O-N that keeps that double S-I-O-N, possession.

How did you do that? Have you made any magical mistakes? Do you have any corrections to make? Pause the video and make them now.

Onto our next learning cycle then, which is going to be spelling curriculum words.

Curriculum words are those words which appear in great frequency, and we're gonna need to use them a lot.

We're gonna see 'em a lot in our reading and we're gonna need to be confident when using 'em in our writing.

They might have some bits that are a bit tricky about them.

So let's have a look at some of these words now and then practise them.

So let's read the following words.

My turn, your turn.

Century.

Century.

The batsmen brought up this century were a fine shot.

Famous, fantastic, and imagine.

So I'd like you to have a look carefully at these words again.

Have a go at saying them.

Consider what might be tricky about them.

What might be irregular in the way that they're spoke compared to how they sound? Pause the video now and have a think.

Brilliant.

So some fantastic thinking, some lovely conversations going on there.

So I've noticed in century that there's a soft C here, isn't there, at the beginning.

It's not kentry as you might expect with that C.

It's a soft C, making a suh, so century.

Also, be careful with this one.

We get this from the Latin centuria, meaning a group of 100.

So a century is a hundred years.

So if a batsmen brings up a century, he scores a hundred runs.

Has that soft C and be careful with the U-R-Y at the end as well.

Has that Y making that E sound at the end.

And often you can't quite hear that U, can you? Century.

So be careful with that one.

Also maybe sounds like it's got ch in the middle.

It's not.

It's century.

It's with a T, T-U-R-Y.

So be careful with that spelling.

Famous has that O-U-S.

It's an adjective with that O-U-S suffix ending there.

We changed the word fame to famous.

I remember this by saying O U superstar to help remember this.

How about you have a go at saying that right now? Famous, O U superstar.

Brilliant.

And then imagine here has a soft G and an NE.

So it's not imagyne, it's imagine, making a juh, and then at the end for that N sound, we have that NE.

So be careful with that one as well.

So have a look at these words one more time.

As I've said, they're curriculum words.

They're gonna appear a lot in our reading and writing.

It's important that we're confident with spelling them.

So we have century, famous, and imagine.

Take a snapshot of how they're spelled now.

(Mr. Moss imitates camera shutter) Brilliant, okay, with those in your mind then, which of these is the correct spelling of those curriculum words that we've just looked at? Let's test your memories.

Which is the correct spelling of the word century? Think about what's difficult about it as well.

Pause the video and point to it now.

Right on, team.

Well, we get this from the Latin, remember centuria, has that soft C, doesn't it? And then it's the T-U-R-Y.

So this is our correct spelling here, century.

Famous, remember how to remember this one, what suffix it has? O U superstar.

Which is the correct spelling? Point to it now.

Brilliant.

We've taken the root word fame, which ended in E.

We've removed the E and we've added our O-U-S.

O U superstar, famous.

If someone's famous, they are a superstar.

And imagine, remember what was tricky about this one? Pause the video.

Point to the correct one now.

Great.

Remember in imagine we have that G, don't we? Juh, juh, so it's spelled with a G.

And then at the end, we have that NE, imagine.

Okay, excellent.

I-M-A-G-I-N-E.

Not imagyne, but imagine.

So with that in mind, what we want to do now is really practise these words.

So we're confident with spelling them.

And a really great strategy we can do that's repetitive and independent is the look, cover, write, check strategy.

I'm hoping you know how this works by now, but basically, you look at a word as we always do when using a spelling strategy and we consider how it's spelled.

Century, C-E-N-T-U-R-Y.

What's tricky about that, we're remembering it's that TUR, and it's that soft C at the beginning.

I look at it carefully, think about what's difficult about it.

I've looked at it.

I then cover it up.

So I've done the look and I've done the cover.

I try and remember it, okay, century, C-E-N-T-U-R-Y.

I have a go at writing in my neatest handwriting and then I uncover it and check back and see how I did.

If I get it right first time, I don't just stop there, I keep practising it a number of times so it's really embedded into my memory, which is what we want.

And I obviously use my neatest cursive handwriting as well to really make links between my hand and my brain.

So I'd let you to pause the video now and have a go at writing century, famous, and imagine using the look, cover, write, check strategy.

Off you go.

Brilliant.

So hoping you've got something that's a bit like this.

You've written them out a number of times using that strategy.

Well done.

I'm hoping you used your best handwriting as well.

Remember, it makes those excellent links between your hand and your brain.

This is a great strategy as well because it's self-correcting.

If you make a mistake, you learn for next time, and then you have a go a number of times.

So I'm hoping you've written out century, famous, and imagine using that strategy a number of times.

How did you do? And do you have any corrections to make? Pause the video and make those corrections if you have some to make.

Off you go.

So I'm hoping you're really confident with spelling these curriculum words now 'cause they might come up a little bit later.

Onto our final learning cycle then, applying spellings within a sentence.

So we are gonna have a go now at writing a sentence containing some of our focus spellings.

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

So let's really take our time.

Maybe you have a brain break before you start this activity.

We're gonna have to remember that whole sentence that I say.

We're gonna have to sound out each word.

We're gonna have to think of our spelling rules.

So remember we've been looking at adding that shun suffix, spelled double S-I-O-N today.

We're gonna have to look out for any of those common exception and curriculum words.

Remember, we looked at three curriculum words today.

And finally, remember that sentence punctuation, not only capital S in full stops, but any other commas, apostrophes, and punctuation that might be in that sentence.

So I would like you to just listen to me say the sentence first of all.

Just sit nice and calmly.

Use your amazing hearing for me.

Just listen to me say it a number of times.

Don't try saying it yet.

Just listen.

In that century, this famous painting sparked passion and discussion.

In that century, this famous painting sparked passion and discussion.

So I can hear some of our curriculum words there, and I can hear some shun words as well, hmm.

So let's have a go at saying this sentence again.

The first one is for you to repeat it out loud several times.

In that century, this famous painting sparked passion and discussion.

Pause the video and say that sentence a number of times now.

Great.

The next one is picturing what's happening in your head.

I'm imagining people sat around who were painting in front of them in really heated debate and discussion, thinking, oh wow, look at this beautiful painting.

So let's say the sentence one more time.

And as I say it, I'd like you to picture what's in your head.

In that century, this famous painting sparked passion and discussion.

I wonder what you saw in your brain there.

And finally, counting how many words there are in it.

In that century, this famous painting sparked passion and discussion.

Say that sentence and count the number of words now.

Great, I made it 10 words.

If you've got 10, brilliant.

So remember, sound out each word.

Look out for these common exception or curriculum words.

Remember the rule we've been looking at and the suffix we've been looking at adding.

And don't forget your sentence punctuation.

I'm gonna say the sentence one more time and then you're gonna have a go writing it.

In that century, this famous painting sparked passion and discussion.

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

Excellent job, team.

Some really good application of that suffix we've been looking at.

Some careful consideration of the curriculum words, some brilliant presentation, and some great punctuating.

So let's check our work now and make any corrections as we go along.

In that century.

Century, remember soft C, T-U-R-Y.

And we have a comma here to separate our fronted time adverbial 'cause it's in that century.

It's when something was happening.

This famous, O-U-S, OU superstar.

That O-U-S suffix there, it's an adjective.

Painting sparked passion.

Now this word, remember, didn't have a clear root word, did it, but passion there.

That S-S-I-O-N for the shun.

And discussion.

This is the root word, discuss, which ends in double S.

So we know it's gonna be our double S-I-O-N suffix for discussion.

So how did you do? In that century, this famous painting sparked passion and discussion.

What did you learn here? Do you have any corrections to make? What success have you had? Did you make any magical mistakes? Pause the video, share your learning, and make those corrections now.

Off you go.

Brilliant job today in spelling, everyone.

Today we've been looking at using that suffix, shun, spelled double S-I-O-N.

Words ending in that shun are nouns.

The shun suffix can be spelled in a few different ways.

Words spelled with the T-I-O-N shun often have a root word ending in T or TE.

Words ending in the S-I-O-N, which also can make a zhun sound, often have a root word ending in D, DE, or SE.

And today we've been concentrating on words spelled with that double S-I-O-N shun.

They often have a root word ending in double S or MIT.

Remember, there are some words where we don't have an obvious root word and we just need to learn them by sight.

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