Lesson video

Hello, and welcome to today's spelling lesson.

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

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

Let's crack straight on into today's lesson.

Today's lesson is about applying the spellings for the "or" sound.

We're gonna be applying the spellings O-R, O-O-R, A-U, and A-W, and we're gonna be applying them in some familiar words.

So the outcome is I can spell words containing four representations of the "or" phoneme, O-R, O-O-R, A-U, and A-W.

Here are the keywords for today's learning.

My turn, your turn.

I need to hear you say these back to me.

Digraph.

Trigraph.

Proper noun.

Word family.

Brilliant, loved hearing you say those.

So a digraph is a two-letter representation of a sound.

A trigraph then is a three-letter representation of a sound.

A proper noun is a naming word that requires capitalization, and word families are a group of words common in feature or pattern, and we're gonna be looking at these four keywords today, so keep an eye out for them.

They're gonna come up in a little bit, brilliant.

And here's lesson outline.

We're going to be applying the spellings or, oor, au, and aw, obviously all here spelled differently in some familiar words.

We're gonna start off by looking at spelling some common exception words and then we're gonna look at those four "or" spellings, do a bit of a review of what you might know about them already, whether they're like common words, look at some words that have them in, and then we're also gonna have a chance to apply the spellings within some sentences, which I'm really looking forward to.

So first off, let's have a look at spelling some common exception words.

Common exception words are those words that don't follow our regular phonics patterns, okay? Which can make them a little bit trickier or harder to spell or read, and you may have heard them referred to as that before.

I like to call them common exception words.

They're exceptions 'cause they don't follow our normal phonics rules or patterns.

So we're gonna read some of these common exception words and then think about what makes them common exception words and then practise them.

So first word, my turn, your turn.

Busy.

Okay.

It was a very busy day at school today, I had lots of work to do.

Sure.

Are you sure that's the right answer? Sugar.

I ate a very sugary donut earlier, it was covered in sugar.

Have a look at these words for me.

I'd like you to have a go at saying them again and I'd like you to also pause the video and have a think.

What do you notice about the spellings? What makes them common exception words? What's trickier about them? What phonics patterns don't they follow? Pause the video, have a think now.

Fantastic.

I heard some brilliant conversations going on there.

Well done to you all.

For me in busy is the fact that it's making sort of a "ih" sound, isn't it? Busy.

Whereas it looks like it should be bussy, okay? Or buzzy, but it's not.

It's that U-S there, two parts there.

It almost sounds like it's sort of an I-Z, doesn't it? Busy, but it's not.

It's a U and an S.

In sure, it's the lack of a H there to make a sh-sh.

Normally I'd expect to see an H along with that S to make that "sh" sound.

But it's not there.

And it's exactly the same in sugar as well before that U again.

Notice how both those S's come before the U.

So I'd like you to have a go at finding the correct spelling of the common exception words that we have just read.

I'm gonna put some up now.

Could you please point to the correct spelling of the word busy for me? Fantastic, absolutely.

It is this one here.

Excellent work.

It's that U-S spelling.

It sounds like it should be an I and a Z, doesn't it? Okay, can you please point to the correct spelling of the word sure for me? Pause the video now and point to it.

Fantastic work, everyone.

Absolutely.

It's that S-U spelling, but it's making a "sh" sound, isn't it? Yeah.

And finally, correct spelling of sugar.

Pause the video and point to it for me now.

Brilliant work, everybody.

Absolutely.

It's this one, sugar.

Yeah and even the ending actually in sugar, 'cause it's sort of less sort of emphasised, isn't it? We don't say sugar, okay? The A-R, you say sugar.

So remember that A-R at the end as well.

Brilliant work, everyone.

So because these are common exception words, they're words that we just need to sort of learn off by heart.

And we can do this in a number of ways and this is one of my favourite strategies for doing this.

This is called the look, cover, write, check strategy.

And the way this works is by looking at the word, okay? So I'm gonna look at the word busy and then you cover the word up.

Oh, can't see it anymore.

We've got it here though.

I then have a go at writing it in my neatest handwriting, of course.

And then I check back, oh, and I got it correct.

I'm not just gonna do it once.

I'm gonna do it more than once.

I'm gonna do it a number of times to really embed that spelling in my brain.

And that's actually how this strategy is working.

It's allowing you to sort of interact with the word and see it, okay? It's allowing you to practise memorising it and it's repetitive.

Also it's independent, so you can do this on your own.

And you're gonna have a go at doing this now.

So I'd like to you to pause the video and I'd like to have a go at writing out the words busy, sure and sugar a number of times using this strategy.

Pause the video, off you go.

Absolutely fantastic, everybody.

So you can see here I've written out busy, sure and sugar a number of times.

I'd like you to take some time now just to see how your spelling went.

Did you get them correct? Make any corrections if you need to.

Pause the video now.

So onto the next learning cycle.

We're looking at the four "or" spellings, O-R, O-O-R, A-U and A-W.

I'm gonna review what we know about them.

So the spellings here "or", "oor", "au" and "aw" are common representations of that "or" sound, which is why we're looking at them.

They appear most frequently in our written and spoken language.

So our O-R spelling can be found in the middle or the end of a word.

Our O-O-R spelling can be found at the end of a word most often.

Our A-U spelling can be found at the beginning or the middle of a word.

And our A-W spelling can be found in the middle or at the end of a word.

There are many exceptions to these generalised rules though, okay? Which means just practising words that contain them, familiarising ourselves with common words that have these in is really, really important, 'cause we can't always apply these rules.

There are exceptions, okay? So let's read these further examples of words using these spellings.

So let's look at our O-R words first.

Might turn, your turn.

Or, story, morning, important, order, fork.

Okay.

Our O-O-R words, my turn, your turn.

Door, indoor, outdoor, backdoor, doormat, doorbell.

Our A-U words then.

Autumn, August, sauce, pause, launch, author.

Remember, author is another way of saying a writer.

And our A-W spellings.

Saw, draw, straw, crawl, sawdust.

Compound word there.

Jigsaw.

Brilliant.

So you may have noticed as well here that you can see the word door coming up a number of times in the this column here.

That's one thing I've noticed.

I've seen it loads.

I can see the word door in loads of these words.

So I've got a question for you.

Which of these words are connected to the root word door? We're gonna look at that sort of key word we saw earlier now.

Word families.

Indoor, floor, draw, doorway, doorkey.

Have a look at these words with me.

Which of these are connected to the root word door? Pause the video and select the ones you think are connected to that root word door now.

Brilliant work, absolutely.

It's indoor, doorway and doorkey, okay? They're all part of that sort of word family to do with door and they all contain that root word door in them, okay? Indoor, meaning I'm doing something inside the confines of that door, okay? Inside.

Doorway, something you might walk through.

Doorkey, the key you need to open the door.

They all link back to that door.

And so the use of word families like this and root words, if you know the spelling of the root word, you are going to know when you hear, okay, come across a word that you may not have seen before, but if you hear doorway, you're gonna know it's got the spelling of that word door in it.

So really useful to sort of spot those word families and if you know the spelling of root words in your spelling.

So words connected in a word family have similar spellings.

Some of these A-U words are hard to spell.

So let's read them first and then I'm gonna ask you to think about what might make them tricky.

Autumn, August, sauce, pause, launch, author.

So I want you to have a go at saying these words.

I want you to think what makes them tricky.

Pause the video now.

For instance, I might look at the word autumn and for me the tricky bit there is not the beginning because I know it's making an "au" sound.

It's that N at the end, because I don't say autumn, do I? I say autumn.

So that N is almost like a silent letter and that makes it tricky.

Why don't you pause the video and think about what makes any of the other words tricky to spell as well.

Do that now.

Brilliant, I heard some excellent conversations going on there.

You're all incredible spellers, not even just great at spelling, you're considering the grammar a little bit as well, so really well done, everyone.

So yeah, as we said with autumn, it's that M and that N, okay? In August, you have to remember it's a capital letter, okay? Because it's a proper noun, it's one of our months.

In source, yeah, it's that C-E making that "ss" sound at the end.

And then in pause, it's that S-E making the "ss" sound at the end as well.

Launch, that one was okay, and author, yeah, it kind of sounds like you say author, doesn't it? Author, but it's O-R spelling.

I don't necessarily really emphasise that "or".

I didn't say author, do I? So be careful with these words.

Paying attention to words builds our word consciousness, okay? And this consciousness is like being awake.

It sort of awakens us to how words might be spelled.

And this will help us to how to spell words later on, okay? So really important that we're just constantly looking out.

Oh, that's an interesting spelling.

Oh, I must memorise that.

Really, really consider that, especially when you're doing your reading.

Brilliant.

So I'm gonna read some words and I'd like you to decide which of these words are spelt and written correctly, okay? So here we go.

Autumn, August, sauce, author.

Pause the video now and decide which are spelled and written correctly.

Absolutely fantastic work, everyone, brilliant.

So the word autumn, yeah, remember has that naughty N at the end.

Okay, that M and that N sort of making the same sound together, okay? Now you might be thinking, oh wait, hang on a minute.

August, they're both spelled correctly.

Haha, that's why I've got written correctly at the top here.

Remember, needs to have a capital letter because it's a proper noun, okay? Sauce, hmm.

Yeah, it's that sort of C.

Ah, there you go.

There's our proper noun.

Sauce, here we go.

Oh yeah, C-E, absolutely.

That's our correct spelling.

And finally, author.

Okay, remember I didn't say author, do I? I say author.

It sounds like it's that E-R, but it's not.

It's that O-R.

Brilliant, oh my gosh.

Excellent.

You guys are showing some amazing word consciousness.

You're so aware of what makes some of these words tricky to spell.

Keep an eye out for that.

So what we're gonna do now, we're just gonna read a sentence.

Then we're gonna whisper a sentence, then we're gonna concentrate on the words in this sentence in green.

And then you're gonna have a go at correcting the spellings for me.

I'm very excited about this.

So first things first, I'd like you to pause the video now and read the sentence below.

Go.

Amazing, I'm gonna have a go.

In the morning, I like to draw outdoors.

Hmm, I'm not so sure about some of these words.

Step two, gonna whisper the sentence out loud or to a partner.

Do that for me now.

Amazing, I'm gonna have a go too.

In the morning, I like to draw outdoors.

And three, are the green words in this sentence spelled correctly? If not, why not? Pause the video, talk to someone around you.

Why are they spelled incorrectly? How are they spelled incorrectly? Unbelievable, you're amazing spellers.

Brilliant, I heard some great conversations going on there.

Now step number four, I need you to have a go at correcting these spellings and writing how they should be spelled correctly.

Just the green words.

Pause the video, off you go.

Fantastic, wonderful, excellent.

I saw some brilliant hard work going on there.

I can see loads of spellings written down in a variety of ways.

Excellent.

So let's have a look.

In the morning, I like to draw outdoors.

Let's have a look at how we should be spelling these words.

Morning, it's not that A-W, there is it? It's that O-R, so this is our correct spelling of morning.

I like to draw.

Ah, yeah, now.

Our O-O-R spelling does like to come at the end, but so does our A-W spelling sometimes.

And that O-O-R just doesn't look right, does it? So it says A-W, okay, and outdoors.

Ah, think about that.

That's got our root word doors in it.

We know how doors is spelled.

Think about word families.

So it's this correct spelling here with that trigraph, okay, for the O-O-R.

Brilliant, amazing.

Make any corrections now.

So onto our final learning cycle.

We're gonna be applying spellings within a couple of sentences.

I've been really looking forward to this, okay? Some of these sentences are a little bit silly, they're a little bit fun and it gives you a chance to apply, okay, some of your amazing spelling and show your word consciousness.

So we are going to write a sentence containing some of our focus spellings and common exception words.

We really need to take our time here, okay? When we write the whole sentence, we need to do several things at once.

We're gonna need to remember the whole sentence.

We're going to need to form our letters correctly.

We're going to need to sound out each word and we're going to need to look out for the common exception words as well as remembering of course our sentence punctuation, capital letters, full stop.

So important.

So let's have a listen to the sentence.

I'm gonna read you the sentence first of all.

So just listening for now, okay? Using those amazing ears.

That autumn, a cat sat by the door and licked its paw.

That autumn, the cat sat by the door and licked its paw.

You can see we've got a picture here to help us remember that as well.

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

First strategy we're going to use is marching it out.

I'll have a go first.

That autumn, the cat sat by the door and licked its paw.

You have a go now.

Fantastic.

The next one, I'm gonna whisper it.

That autumn, the cat sat by the door and licked its paw.

You whisper it to someone now.

Brilliant.

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

That autumn, the cat sat by the door and licked its paw.

One more time.

That autumn, the cat sat by the door and licked its paw.

Fantastic.

You have a go at counting those words on your fingers now.

I make it 12.

Pause the video and count them.

Amazing.

So what you're gonna do now is you're gonna write the sentence.

Please remember to sound out each word, look out for those common exception words and check your sentence punctuation.

Pause the video, write the sentence now.

I'm gonna say it one more time.

That autumn, the cat sat by the door and licked its paw.

Pause the video, off you go.

Fantastic work, everybody.

We're gonna check our work now and as we go along, make sure you make any corrections, both in spelling and punctuation.

That needs to have a capital letter.

Autumn, remember, that's got two bits about it that we need to look out for.

It's that A-U spelling at the start and then that naughty N at the end.

The cat sat by the door, oh, that's our trigraph O-O-R spelling.

And licked.

Be careful with that one as well.

That's E-D and not a T.

It's paw.

Oh, and that's at the end there, and that's P-A-W.

Be careful with that spelling.

Remember the homophone also with the spelling P-O-O-R, but this is paw 'cause it's that paw of the animal.

And don't forget, of course, your full stop.

What did you learn? Make any corrections, pause the video now.

Excellent, onto our next sentence.

Same again, sounding out the words, looking out for these common exception words, remembering our punctuation.

The sentence is, just listen first, listen to me.

The busy author will report on the sports event in August.

The busy author will report on the sports event in August.

And again, we're gonna use some strategies to help us.

First strategy we're going to use, clapping it out.

My turn.

The busy author will report on the sports event in August.

You have a go at clapping that out now.

Pause the video, off you go.

Amazing.

I heard some great rhythm there.

Using a low voice.

The busy author will report on the sports event in August.

Use your lowest voice, pause the video and say the sentence now.

Fantastic everyone, some amazing low voices there.

And finally, tapping the words in our heads.

Ready? The busy author will report on the sports event in August.

You pause the video and tap the sentence out in your head now, off you go.

Incredible work, everyone.

So you're gonna have a go now at writing this sentence.

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

The sentence is the busy author will report on the sports event in August.

Pause the video, write it now.

Exceptional work, everyone.

Let's check through the sentence and make any corrections as you go along.

The obviously needs to have a capital letter.

Busy, remember that common exception word.

It's not buzzy, it's busy.

Author, oh, our A-U spelling at the start there.

And remember our tricky O-R at the end too.

Will report, oh, that's our O-R.

Report on the sports, or again, O-R event in, and ready, August, full stop.

And you may notice as well, August also has to have a capital letter because it's a proper noun.

It's our A-U spelling at the start there.

What did you learn? Pause the video now and make any corrections.

Exceptional learning today, everybody.

Today we've been looking at that "or" phoneme, and we said it can be spelled in these four ways.

Three of them are digraphs, one is a trigraph.

Our O-R spelling, such as for, short, fort and sort our double O-R spelling, door, poor, floor, and indoor.

And remember, it likes to come at the end of a word.

Don't forget that we can also use word families and root words to help us know the spellings of other words.

If I know the spelling of door, I know the spelling of indoor.

Our A-U spelling, launch, sauce, August and pause.

And our A-W spelling, saw, lawn, straw, and paw.

Remember to always be thinking about your spelling consciousness.

Be aware of noticing any tricky parts of spellings.

And remember, try and look out for any interesting spellings in your reading.

Keep up the brilliant work, everyone.