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Hello and welcome to today's spelling lesson.

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

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

As well as something to write with and write on.

And someone or something to talk to would be brilliant as well.

Let's get on with today's learning.

In today's lesson we're going to be spelling the 'o' sound after 'w' and 'qu'.

The outcome will be I can spell words like want, watch, wander and squash.

Here are the key words for today's learning.

Phoneme.

Grapheme.

Homonym.

Phonemes are the smallest units of sound which make up words.

Today we are looking at the 'o' phoneme.

Graphemes are the written representations of those sounds.

The grapheme that represents the 'o' sound that we're looking at today is the letter O.

And finally, homonyms. Almost sounds like the word homophone doesn't it? That word "homo" at the start comes from homos which means "the same" in Greek.

Homonyms are words that sound the same, and are spelled the same, but are different in meaning.

Here's the outline for today's lesson.

We are spelling that 'o' sound after 'w' and Q-U, 'qu'.

We'll begin by looking at some common exception words.

Then we'll concentrate on that spelling, that phoneme 'o' after the graphemes W and Q and U.

And then we'll be applying the spellings within a sentence.

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

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

As a result, they can be trickier to read or trickier to spell.

Let's read the following words.

Other.

Mother.

Brother.

Another.

Nothing.

Have a look at these words for me.

Try saying them yourselves.

Are there any naughty letters in there that aren't following our regular phonics patterns? Pause the video and have a think now.

For me, it's a couple of things.

The main one being this O.

It's not making an 'o' or an O sound.

A long or a short O vowel sound.

It's making a different sound isn't it? In these words it's making an 'o' sound.

o-ther.

Mo-ther.

Bro-ther.

An-o-ther.

No-thing.

So the O here is making that U sound.

And it's similar in a word like Monday.

So remember that O spelling, that O graphene, doesn't always have to make an O or an 'o' sound.

It can make different sounds.

And this isn't following our regular phonics patterns.

Hence why these are common exception words.

In these words as well, I can actually see the word other a number of times.

That's one way of helping you remember how to spell mother, brother and another.

They all contain that word other.

If you know that spelling of that word other, you should know how to spell these words then.

There you go.

Spotting a word in a word can help us to remember spellings.

It's a really good strategy.

So bear that in mind and keep an eye out for any other words that might contain it as well.

So which of these are spelled correctly? Which of these is the correct spelling of the word other? Point to it now.

Fantastic.

Yeah, be careful as well with that word other.

It's not uh-ther, it's o-ther.

That T-H is making a 'th'.

O-ther.

So the correct spelling is this one here.

Remember, it's that O spelling making that 'o' sound.

Point to the correct spelling of another.

Think about this.

You know how to spell other.

You should then know how to spell another.

Think about that word in a word.

Point to the correct spelling now.

Brilliant.

Absolutely it's this one here, an-other.

And finally, point to the correct spelling of nothing.

This doesn't contain other.

Point to the correct spelling now.

Good job.

Absolutely it's this spelling here.

It's that O again making that 'o' sound.

No-thing.

I can see a word in a word there though.

I can see the word thing.

This looks like the words no and thing put together.

But remember that O is making that 'o' sound.

No-thing.

Brilliant.

So because these are common exception words, we can use a really good strategy called the 'look, cover, write, check' to really embed these into our memories.

Remember, we can't apply phonics to these, so we just need to know them by sight.

Learn them off by heart.

This strategy works like this.

You look at the word, so I look at the word other.

I cover that word up.

I write it in my neatest handwriting of course.

And then I check and see how I did.

I do this more than once to really embed this spelling into my memory.

I'd like you to pause the video now and have a go using the strategy to write out the words other, brother, another and nothing a number of times.

Off you go.

Good work, everyone.

Hopefully you've got them written out a number of times like this.

How did you do? Did you spell them correctly? Take the time now to make any corrections if you need to.

Pause the video.

So on to the next learning cycle.

We're gonna be spelling that 'o', that O sound after 'w' and 'qu' or Q-U.

Read the words here that contain that 'o' sound.

So let's have a go at reading them together.

Hop.

Shop.

Floppy.

So something that's not rigid.

Floppy.

On.

Look here, want.

Not wahnt, but want.

Wash.

Quality.

Squash.

So we are looking at this 'o' sound, but not just represented with an O.

Represented with an A.

It can be represented both with an O and with an A.

So here with the O and here with an A.

A is the most common spelling of that 'au au'.

After a W and a Q-U.

And I can see W in want and wash.

And I can see my qua, quality, and sq-wash, squash.

A is the most common spelling of the 'o' sound after which letters? Pause the video now and select which letters it's the most common spelling after.

Great job.

So I'm hoping you've selected the two spellings here that it is most commonly found after.

It is most commonly found after a W and after a Q-U, a 'qu'.

And these spellings prove this.

Want and wash.

Quality and squash.

Homonym alert.

Now remember, homonyms are words that.

Have the same spelling, and sometimes pronunciation, but they have different meanings.

I like to play squash at the gym.

Squash is a racket sport.

She squashed the bug on the floor.

So it's the act of squashing something.

I love to eat the vegetable squash with green peas.

Squash is a very tasty vegetable.

So we can see here squash is pronounced the same and spelled the same in these three sentences, but in each sentence it means something different.

Making it a homonym.

It's very important we keep an eye out for these in our spellings.

Look at these words for me.

Let's say them first.

Want.

Wash.

Quality.

Squash.

Watch.

Wander.

Is there anything else that could be tricky about these spellings? Pause the video and have a think now.

Brilliant.

I heard some excellent conversations going on there and some really good word consciousness.

In the word want and wash, this A spelling generally is a bit troublesome isn't it? 'Cause you're not expecting to make that 'o' sound.

So it's really important you watch out for that.

We obviously know the word squash has various homonyms. The word watch is also a homonym.

It could be the verb I'm watching you, or it could be a watch that you might wear on your wrist to tell the time.

You also have to be really careful with the word wander.

Wander's not a homonym, but it is a homophone.

This is wander as in I wandered the streets.

I wandered around aimlessly, as in you're walking around.

There's another spelling of the word wonder with the actual O in it, wa-o-n, wonder, and that's as in I wonder what you're thinking.

So really, when you are looking at spellings paying attention to words helps us to spell them later.

And if we look really carefully and consider what might make them tricky and memorise the parts that are tricky, it can be really helpful.

I call this word consciousness.

It's being aware of spellings, being aware of the words and how they're spelled.

This is really important.

So which spelling is correct here? I'm gonna read the sentences to us and then I'd like you to select the correct spellings.

A is I want to eat some cake.

B is I need to wash my hair.

And C is the quality of this artwork is excellent.

Pause the video now and select the correct spelling for each sentence.

Fantastic.

So the first sentence, I want.

Remember it's that A spelling isn't it? Coming after that 'w'.

And we know commonly, after a 'w' and a Q-U, 'qu', that if you hear that 'o' sound it's going to be an A spelling.

I want to eat some cake.

W-O-N-T is not a word.

I need to wash my hair.

Wash, absolutely, it's that A spelling there.

So that 'o' sound after the 'w'.

And quality, okay, so how good something is.

Again, it's that A spelling for that 'o' sound.

Check and see how you did.

So we're gonna have a go at spelling some words now.

When we do this we need to stretch the words.

Sound them out.

Okay, write them and then look and check.

So just listen to me say the words first.

Watch.

I wore a watch on my wrist.

Two is wander.

She wandered around the city.

Wander, as in you're walking around.

And three was squash.

He squashed the piece of Blu Tack between his thumb and his finger.

Squash.

So I'll say these words one more time.

Watch.

Wander.

Squash.

Consider the spelling rule that we've been looking at today as well.

Pause the video and write those words for me now.

Excellent work.

So let's go through and see how we did.

I've seen the word watch written like this.

Wa-o-ch, watch.

Makes phonetic sense, but that's not how we spell watch is it, that first one.

Wa-o-ch, and remember.

That A spelling after a 'w' or 'qu' often makes that 'o' sound.

And finally, watch.

That again makes phonetic sense, but we know it's not right.

Our correct spelling is that A spelling here.

Wa-o-ch, watch.

And it's T-C-H there.

The next one was wander.

Now be careful here.

Wander, as in you're wandering around, is spelled in a very certain way.

It's not wan-dah.

And I know we don't particularly emphasise that wander, the E-R spelling there.

So that, remember, also makes this word tricky.

It's that E-R spelling at the end.

So the first one we can discount.

Won-der.

Okay, so we've been looking today at that 'o' sound after that 'w' being spelled with an A.

But that final word is also a word.

It's a homophone.

That's the wonder spelled with an O as in I wonder what you're thinking about.

So this is the correct spelling.

And finally, we looked at the word squash here.

Squash.

Now remember, this can mean a number of things can't it? 'Cause it's a homonym.

In this instance it's that verb squash.

It's that doing word.

I squash something between my fingers.

So let's have a look.

S-qu.

Now we've been looking today, haven't we, at that Q-U coming before that 'o' sound and we know it's that A spelling.

So the correct one is this one here.

Fantastic.

How did you do? Make any corrections and share your learning with those around you.

Now pause the video.

Finally we're gonna move on to our final learning cycle.

Applying spellings within a sentence.

When we do this, we are going to write a sentence containing some of our focus spellings and common exception words.

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

So let's really take our time doing this.

We need to remember the whole sentence.

We need to form letters correctly.

And we need to sound out each word.

Look for common exception words as well.

And finally, remember sentence punctuation.

Capital letters and full stops.

Just listen to me say the sentence first.

I wanted to wash the squash, but my brother washed it before me.

So this is squash as in the vegetable.

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

I'll do them first, then you'll have a go.

The first one is marching it out.

I wanted to wash the squash, but my brother washed it before me.

March the sentence out now.

Pause the video.

Great job.

The next one is whispering it.

(whispers) I wanted to wash the squash, but my brother washed it before me.

You pause the video and whisper it now.

Good job.

And finally counting those words so we make sure we don't miss any.

I wanted to wash the squash, but my brother washed it before me.

Pause the video and count each word as you say it on your fingers now.

Good job.

So we're gonna have a chance to write the sentences down.

Please remember to sound out each word.

Look out for those common exception words, think about the ones we've looked at today, and don't forget to check sentence punctuation, capital letters and full stop.

I will say the sentence one more time.

I wanted to wash the squash, but my brother washed it before me.

Pause the video and write that sentence now.

Excellent.

I saw some brilliant applications of the spelling rules that we've been looking at today.

I saw children really carefully thinking about the common exception word that we've looked at as well and some great punctuation.

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

Capital letter 'cause it's the beginning of a sentence.

Wanted.

Ooh, that is that 'o' sound coming after that 'w', so it's an A spelling.

To wash, again that 'o' sound coming after that 'w' so it's that A spelling.

The squash.

Ooh, that 'o' sound coming after a Q-U, so it's that A spelling this time.

Remember this is squash as in the vegetable.

But my, and that's a tricky word there.

Remember that's that Y spelling for my, high frequency.

Brother.

Now this was a common exception word that we looked at.

Has the word other in it and it's that O making that 'o' sound.

Washed.

And here we go, it's the same as wash, but we just added that E-D suffix onto the end.

It before, careful there.

That's O-R-E there, that trigraph there.

Me.

And then obviously a full stop here.

How did you get on? Share any successes, share any magical mistakes.

And make any corrections.

Now pause the video and do that.

Excellent learning today, everyone.

Today we've been spelling that 'o' sound after 'w' and Q-U, 'qu'.

A is the most common spelling of that 'o' sound after 'w' and Q-U in words like want, wash, quality, squash, watch and wander.

Remember, some words are also homonyms. Words that are pronounced the same and spelled the same, but can mean multiple different things.

Like the word squash.

Really well done.

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

I've finished the video