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Hello and welcome to today's spelling lesson.

I'm Mr. Moss.

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

In today's lesson, you need to bring with you your looking eyes, your listening ears, and your thinking brains.

As well as that something to write with and someone to talk to you would be excellent as well.

Let's get on with our spelling today then.

In today's lesson, we're gonna be looking at silent letters.

In particular, the M B spelling, which doesn't make a B sound at all.

It makes an m sound, an M sound.

The outcome will be, I can spell words with M B representing the M phoneme, the m sound.

Here are the key words for today's learning.

Please keep an eye out for these.

My turn, your turn, and I need to hear you say these back to me.

Grapheme, phoneme, silent letter.

So a grapheme is the written representation of a sound, okay? This is sometimes referred to as a written spelling.

A phoneme is the smallest unit of sound that words are broken up into.

So sounds.

So the phoneme we're concentrating on today is that M sound, the m phoneme.

And finally, silent letters.

Silent letters are letters that are within the grapheme of a word, within the spelling, but we don't hear them when we say the word.

We don't hear them as part of that phoneme.

And so the silent letter we are looking at today is B coming alongside M within that grapheme.

So the grapheme M B making that m, that M sound.

Here's the outline for today's lesson.

We are looking at silent letters, the M B spelling or the M B grapheme.

We're gonna spell some common exception words.

Then we're gonna look carefully at this M B spelling.

And then we're gonna have the opportunity in the final learning cycle to apply spellings within a sentence.

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

Common exception words are those words which don't follow our regular phonics patterns.

They are exceptions.

By that I mean they're words that don't follow our regular rules.

So let's have a get read in the following words.

My turn, your turn.

Parents.

Fantastic.

I'd like you to pause the video.

What do you notice about this spelling? What makes it a common exception word? What makes it harder to read or trickier to spell? Pause the video.

Have a think now.

Brilliant.

Heard some amazing conversations going on there.

For me, it's the fact that it's that sort of making a longer sound that it looks like it should, it looks like it should potentially be par rents.

So that's sort of making that R sound A R together, like start and car, but it doesn't, okay? It makes a longer sound, doesn't it? Parents, okay? So it makes an e sound as opposed to an R sound.

So just one we need to keep an eye out for 'cause it's not behaving like we might expect that vowel to.

So I'd like you to have a look here at these spellings.

Which of these is the correct spelling of the common exception word that we have just looked at? Pause the video and point to it now.

Fantastic.

Absolutely.

The correct one is this one here.

It's that just like it should be par rents, doesn't it? But we know it's parents.

Okay, so be careful.

Also has that E-N-T-S parents.

So it's E-N-T-S there at the end.

So because these are common exception words, or this is a common exception word, we are going to have to just learn it, learn it, embed it, stick it in our memories, because we can't apply regular phonics to it.

Here's a really useful strategy when learning words and trying to memorise them.

I call it the look, cover, write, check strategy.

And it works like this.

You look at the words, so I'm looking at the word parents, I then cover it up so I can't see it, and I've got it stuck in my brain.

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

And then I check back and see how I did.

And I do this more than once.

I don't just do this once.

I do it until it's really practised and embedded.

It's a beautiful way to practise your handwriting.

I like the strategy because it's independent, it's repetitive and it really embeds that spelling into your long-term memory, which is what we're trying to do.

So, I'd like you to pause the video now and have a go at writing out this spelling of parents again and again using this strategy.

Pause the video.

Off you go.

Excellent.

I've seen some brilliant handwriting there.

See some excellent, excellent use of that strategy.

Have a look.

Should have something that's a bit like this.

Did you spell it correctly? Do you have any corrections to make? Pause the video, make them now.

Onto our next learning cycle then, which is looking at this silent letter spelling our M B grapheme, our M B representation.

There are several ways the m, or the M sound can be represented.

Let's look at these words.

Let's have a read of them.

My turn, your turn.

We've got map, swim, swimming, thumb, climb.

Be careful with that word climb.

Looks like it might be clim, but it's climb that I makes a long I sound.

So here are the three representations that we've got here for this m or M sound.

We've got M just spelled with an M.

We've got double M and we have M B, which is an interesting one, isn't it? A representation of the M sound includes M B.

The M B spelling can be known as having a silent letter, because we cannot hear within that phoneme.

We don't hear the B.

But within the grapheme, the written representation, there is a B.

It's M B together making that grapheme.

So, this is known as a silent letter then.

Which of these two words use M B to represent the M sound? So let's read the words and then you are gonna figure out which of them uses the M B spelling, that grapheme to represent just the M sound.

Be careful with this.

My turn, your turn.

Dumb.

Zombie.

Ham.

Plumber.

Someone who might come round and put in a sink or fix a toilet.

So which of these two words uses the M B to represent the M sound? Pause the video, figure it out now.

Incredible.

Heard some brilliant conversations going on there.

So let's go through these then.

First word is dumb.

Well, yeah, I can see I've got my M B spelling there, haven't I.

And it's only making an mm sound, an M sound.

So that does work.

The next one was zombie.

Now this is interesting, I've got my M and my B together.

Zombie.

Oh, but I can hear the B.

So it's not just making an M sound there.

It's making an M and a B sound.

So that one doesn't work.

Ham, H-A-M, ham.

Oh, there's no M B spelling there.

And plumber.

Yeah, again, I don't hear the B, I didn't say plumber, do I? I say plumber.

So that one does use the M B spelling to represent the sound M.

So let's have a go at sound buttoning some words that contain this silent letter.

I'll do these ones and then you are gonna do some.

L, ah, m, lamb.

Ooh, notice it acts as a digraph, because it is two letters making that spelling, but just for the one sound, isn't it? K, oh, m, comb.

That's an interesting one, isn't it? 'Cause it looks like it should be com, because that O there.

But remember, O on it's own can also make that long O sound slightly rarer.

And that's a comb that you might comb your hair with.

So I'm gonna put some words up now, and I want you to pause the video and sound button and watching out for this M B digraph.

Pause the video, sound button these now.

Absolutely fantastic.

So lots of just writing those down really nicely and sound buttoning, remembering their digraphs as well.

And I saw, see what you're also doing in the air like I've been doing.

Let's go through and see how you did there.

Follow me along.

Th, uh, m, thumb.

Brilliant.

Again, remember, we're not pronouncing that B are we? It's a silent letter.

K, l, ahy, m, climb.

Yeah, be careful with this one.

Spoke about this earlier.

It's not clim or climb.

It's climb that I there makes a long vowel.

And finally, last one.

K, l, ahy, m, d, climbed.

And here we've added that E D suffix onto the end of climb.

Brilliant.

See how you did? So what do we notice about this spelling then? Have a look at these M B spellings here.

Let's read them first.

Comb, thumb, lamb, climb, climbed, crumb.

Brilliant.

Like the crumb that might be left behind, the only morsel left behind from a piece of bread.

A crumb.

So, have a look at these words me.

What do you notice about where the M B spelling likes to come in a word? Pause the video and have a think.

Brilliant some amazing thinking going on there, and some brilliant conversations.

So I've noticed that my M B spelling is usually found at the end of the word.

Okay? Where I have my silent B.

There is one exception here, but our M B is still at the end of the root word, which is climb here.

And then we just added that suffix, E D onto the end to then change its tense.

So where is the M B spelling usually found in a word? This is our spelling by silent B.

Is it A, the beginning, B, the middle, C, the end, or D, anywhere in a word.

Pause the video, select the correct answer now.

Exceptional everyone.

Saw people pointing to the correct answer there.

Well done.

So it is of course the end.

And these words here, prove this, don't they? Comb, thumb, lamb, and climb.

We know our silent B, and our M B representation likes to come at the end of a word.

So onto our practise task, we are gonna have a go at spelling some words.

Remember you need to stretch the words.

Okay, sound them out, count those sounds right.

And then also look and check as well and check back.

So I'm gonna say the words first.

Thumb.

You have four fingers and a thumb on your hand.

Number two.

Lamb.

And look, we've got a lovely picture here of a lamb, which is a baby sheep.

And then three.

Climbed.

She expertly climbed the wall.

Climbed.

So remember to be careful here.

Keep an ear out before you hear that M sound that m sound and think, is it going to be a silent letter? Hm, so I'll go say those words one more time and then you are gonna pause the video and write them.

Thumb, lamb, climbed.

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

Off you go.

Fantastic work everyone.

It's a brilliant application of our rules that we've generated with that M B sound come at the end of the word.

Some brilliant handwriting as well.

You can see some magical mistakes too.

And so now's the chance for us to go through some of the spellings I've seen, and to make any corrections as we go along.

So let's have a look.

I've seen the word thumb written in these ways.

F, uh, m.

Thumb, hm.

Now it's a th, th, th sound I'm looking for, isn't it? Okay with my tongue against my teeth.

Th not f with them, my teeth or my lips.

And an open mouth there.

So th, th, th, thumb.

So the first one is definitely not right, is it? So it's between our second and our third one here.

And remember today we've been looking at that silent letter coming at the end of the word.

So the correct spelling here is absolutely this one here.

Th, uh, m, thumb.

And remember we don't pronounce that B, it's 'cause it's a silent letter.

So we've got our diagraph M B at the end there.

Okay, two was lamb, baby sheep, lamb.

L, ah, m.

Could be that one, couldn't it? L, ah, b, m, labum.

Mm.

I've got my snort up my silent letters.

Well that the wrong way around there, haven't I? And the last one l, a, m, lamb.

Hm, I remember I don't pronounce that B when that M and that B together.

Not all the time, but just in this instance, because I'm looking for the word lamb.

So we think it's between our first and our last one then.

Well we've been looking at silent letters, haven't we? The correct spelling is this one here.

Okay, after that short vowel there lamb.

L, ah, m, lamb.

Brilliant.

And the final one climbed, so careful with this one.

There's a couple of naughty bits in this word.

Remember it's that short I spelling that makes that long I sound.

And also we've changed here the verb, haven't we? We've added that E D suffix.

So my correct spelling is going to be this one here.

My root word is climb, which has that silent B at the end.

And then I've added my E D suffix onto the end.

Take the time now to make any corrections.

Really well done everybody.

Pause the video, make some corrections.

Onto then our final learning cycle.

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

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

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.

We need to look out for common exception words.

And we need to remember sentence punctuation to really take our time with this.

There's no rush and listening carefully.

So I'd like you to just listen to the sentence I'm going to read for now.

Don't need to do anything, just use those wonderful ears.

Show me some amazing listening.

My parents were cross as I climbed the tree with a comb under my thumb.

I'll say it one more time.

My parents were cross as I climbed a tree with a comb under my thumb.

Brilliant listening.

When we come to write the sentence out and when we're listening just sounding out each word when we say it back, make sure we look up those common exception words and we think about sentence punctuation, capital letters, full stops.

So we're gonna use some strategies now.

I'm gonna have a go then you are gonna have a go and it's gonna help us remember this sentence.

And the first strategy we're going to use is going to be marching it out.

My parents were cross as I climbed the tree with a comb under my thumb.

You pause the video and march it out now.

Fantastic.

Next one is whispering it.

My parents were across as I climbed the tree with a comb under my thumb.

Brilliant.

You pause the video and have a go whispering it now.

Fantastic.

And the final one, counting out each word.

That's quite long, so take your time with this.

My parents, one word, were cross as I climbed the tree with a comb under my thumb.

One more time.

My parents were cross as I climbed the tree with a comb under my thumb.

I made that 15.

Really take your time, pause the video, count out those words now.

Brilliant everyone.

So we're gonna have a chance to write the sentence now.

I'm gonna say it one more time.

Remember, sound out each word, look out for those common exception words and think about sentence punctuation, capital letters, full stops.

And take your time.

Obviously the sentence quite nonsense, isn't it? It's quite silly, but just think about the words that are in it.

My parents were cross as I climbed the tree with a comb under my thumb.

Pause the video, write it now.

Exceptional everyone.

So we're gonna talk through this sentence now.

I'm gonna see how you did, check your work as we go and make any corrections.

Make any corrections to both spelling and punctuation.

Particularly looking out for those common exception words and the spellings that we've been looking at today.

That silent B in that M B representation.

My obviously needs capital letter.

Parents, that was that common exception where we looked at earlier remember not par rents, but parents.

Were cross, so they're angry.

As I climbed, ooh, that's our M B, isn't it? It's that root word climb.

And then our E D.

The tree with a comb.

Okay, watch out for that O there.

It's that long O comb not com.

And it's that M B at the end there, because we've got a silent B.

Under my thumb.

(laughs) Very silly.

And remember, we need a full stop at the end there.

And look out in thumb, we know it's that M B spelling as well.

What did you learn? Did you make any magical mistakes? Have you got any corrections to make? Share your learning with those around you and make any corrections now.

Pause the video.

So fantastic learning today everybody.

Today we've learned that M B is a less common representation of the M sound.

The m sound, that m phoneme.

M B is usually found at the end of a word, in words such as lamb, crumb and thumb.

Fantastic work in your spellings today everyone.

Keep up the great work, and I'll see you again soon.

I've finished the video