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.

For today's lesson, you need to bring with you your looking eyes, your listening ears, and your thinking brains, as well as that thing to write with and write on, and someone or something to talk to you will be brilliant as well.

Let's get on with today's learning.

So in today's lesson, we're gonna be looking at the L spellings, including le and el.

Here's the outcome.

"I can spell words containing representations of the L phoneme, that ul sound, including le and el." Here are the key words for today's learning.

My turn your turn.

Short vowel.

Make sure I can hear you saying these.

Syllable.

Polysyllabic.

Let say that one one more time.

Polysyllabic.

So a short vowel is any vowel sound that sounds short when spoken.

For example, the letter A in cat is a short vowel because it's making ah, ah, sound.

So ah, eh, ih, oh, and uh, are our short vowel sounds.

A syllable is a single sound or beat in a word that contains a vowel sound.

So for instance, in the word cat, it's a single syllable word, cat.

Cat.

It can sometimes help to clap out the syllables in a word where you hear those vowel sounds.

Polysyllabic then, you can see or almost see the word syllable in there.

Poly meaning many or more than one.

So it's a word that contains more than one beat, or more than one syllable.

Please keep an eye out for these words in our learning today because they're gonna be really important.

Here then is the outline for today's lesson.

We're gonna be looking at the L spellings, le and el, and made that ul sound, that ul phoneme.

We're going to start off by looking at some common exception words, those words that don't follow our regular phonics rules.

Then we're gonna look at three L spellings, and then we're gonna have a go applying some of these spellings within a sentence.

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

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

You may hear them referred to as harder to spell, or trickier to read, or trickier to spell words, but I like to call them common exception words.

Let's have a go at reading the following words.

My turn, your turn.

Child.

Child.

Children.

Children.

So in each of these words, the bit that makes it tricky for me, or the bit that makes them common exception words not following our regular phonics rules is the I in each.

They're actually making different sounds.

In the word child, the I makes that long igh sound, that long vowel sound.

I don't say chilled.

It's not a short vowel, it's a long vowel sound.

Child.

In the word children though, that I is making a short vowel sound.

It's making ih, ih sound.

Children.

But they both look exactly the same, don't they? You can actually see that word child within the word children.

But remember that I doesn't always make the same sound.

It can represent different sounds.

So which of these common exception words are spelt correctly? Think about the words we've just looked at.

Pause the video and point to the correct spelling of child for me.

Brilliant.

The correct spelling of child is this one here.

It's that I spelling, but it's making that long I vowel sound.

Please point now to the correct spelling of the word children for me.

Pause the video and point.

Brilliant.

Absolutely children, okay? EN at the end as well, and this time our I spelling there is making that short vowel, ih, ih, sound.

So because these are common exceptional words, and we can see our I behaving differently in both, we just need to learn them off by heart, memorise them, know their spelling 'cause both of these words as well are quite high frequency.

They appear quite a lot in both our writing and our reading.

So a really good strategy for learning this is the look, cover, write, check strategy.

I do this by looking at a spelling.

So I'm looking at child.

I then cover it up, I then have it writing it, of course in my neatest handwriting, and then I look back and see how I did it.

And I do this a number of times until I've got that ingrained in my long-term memory.

I'd like you to pause the video now and have a go using this strategy to write out the word child and children a number of times.

Off you go.

Pause the video now.

Fantastic.

So I'm hoping that you've got child and children written out a number of times like this.

Check, see how you did.

Do you have any corrections to make? Pause the video and make those corrections now.

Good job.

Remember, the look, cover, write, check strategy is really great.

It allows you to be independent, and it's repetitive.

Really ingrains those spellings in your long-term memory.

Onto the next learning cycle.

We're gonna look at three L spellings.

Three ul spellings, ll, double l, le, and el.

So we're gonna read some words now that contain the ul sound, that L sound, and I want us to think about what representations we can see.

So let's read the words.

Let's look in this first column.

My turn, your turn.

Lamp, lion, lake, letter.

I'd like you then to have a go at reading the words in the next three columns, and listen out for where you hear that ul sound, that L sound, and think about which spellings are making the sound.

Pause the video and read the words you can see in the columns here.

Brilliant.

So in our first column, we can see that we have our L spelling making that sound, can't we? Let's have a read of the next words.

In the column two, you can see bill, tell, well, spell.

Like the spell that a wizard might cast.

And then the next column, we have little, table, apple, handle, like the handle of a door.

And then the final column, we have level, model, hotel, travel.

And again, we can know that all sound in all of these, but we can also see some different graphemes, some different representations of that ul sound, that L sound.

So, in the first column we have just that L spelling, and we can see here it's often found at the beginning of a word.

Then we have our double L spelling, and I can see here it's at the end of these words.

Then we have our le spelling for that ul sound again at the end of the words, and our el spelling of that ul sound again at the end of the words.

So the le and the el are less common spellings of that ul sound, that L sound, and are just an L on its own, and our double L spellings are the more common representations.

So have a look at these words, we're gonna read them and then you're gonna pause the video and sort 'em into the correct columns.

I've got three columns here.

I've got double l, le, and el.

They all make that ul sound.

Let's read the words.

Staple, okay, like you might staple two pieces of paper together, or staple something onto a wall.

Doll, like the doll you might play with.

Angel, settle, like you might settle down somewhere to stay there permanently.

Cancel.

Label, call, like a phone call, bottle you might drink from, and shell.

Sort of shell you might find at a beach.

Pause the video now and sort these into the correct columns.

Fantastic.

So I'm hoping that you have a table that looks a little bit like this.

We can see here doll, call, and shell all have that double L spelling, and we see that it's at the end of the words.

Then we have staple, settle, and bottle, and I can see my le again is at the end of the words, that ul sound.

And then finally, angel, cancel, and label, el.

Again, that ul sound coming at the end of the word.

That ul sound then is commonly found at the end of words.

The L is the most common representation of the ul sound, the L sound, just that single L on its own, that grapheme L.

And it's the most likely representation if you are hearing that sound at the beginning of a word.

So let's look at these words.

Laugh, ha-ha-ha, ladder, you might climb up, lemon, lights, and long.

Again, you can see here our L spelling at the beginning of each of these words.

But, it can also be found elsewhere in words as well.

Remember that can come anywhere in a word.

So keep an eye out for that one.

Our double L spelling is usually found after short vowels and in single syllable words.

So we have two sets here of our keywords.

Short vowel, remember they are ah, eh, ih, oh, uh, and that single syllable, that beep, that sound that we hear where we hear that vowel sound.

So let's have a read of these words.

Drill, and let's clap out the syllables.

Drill.

(claps) Single syllable.

Mill.

(claps) Spell.

(claps) Filled.

(claps) Full.

(claps) So each of these are single syllable words, and they also contain short vowels.

Drill has an ih, ih, spell has an eh, eh.

and full has an uh, uh.

So, that double l spelling usually at the end of a word and alongside a short vowel, and in single syllable words, single beat words.

Let's have a look at this word in particular, mill.

Okay, like the mill that might be used to grind up corns, make flour.

Mm, ih, oh, mill.

I can hear there that short vowel, ih, ih.

And if I say it, mill, it's a single beat, single syllable.

Here we can see our ll spelling at the end of the root word, which is fill, and I've just added that ed suffix onto the end.

Our le spelling is commonly found at the end of, my turn your turn, polysyllabic words.

Remember, polysyllabic words are words that have more than one beat in them.

Okay, so more than one vowel sound there.

It often follows a double consonant as well, and by double consonant, I mean, two of the same consonants together.

Let's have a look at some of these words.

Handle, let's clap out those syllables.

Handle.

(claps) I got two beats there.

Bottle.

(claps) Juggle.

(claps) Little.

(claps) Settle.

(claps) Brilliant.

So in bottle, juggle, little, and settle, I can also see double consonants, double T, double G, double T, and double T.

Let's have a look at it in action then.

Ha, ah, nn, duh, ul, handle.

Handle.

Polysyllabic.

And at the end of the word again.

The el is another ul spelling.

It is often found also in polysyllabic words, but is a less common spelling of the ul sound.

So we see it less commonly.

Let's have a look at it.

Tunnel, model, jewel.

Okay, like a precious stone.

Rebel, to someone who fights against the norm, and towel that you might dry yourself with.

Mm, oh, duh, ul, model.

So it's a digraph.

Here's two letters that are making that ul sound.

So what I'd like you to do for me now is I'd like you to match the spellings to the ul sound, or the L sound to where they most commonly are found in a word.

We have our ll spelling, our le spelling, and our el spelling.

Pause the video and match them now.

Good job.

So our double L spelling, is it after a short vowel in single syllable words, or at the end of polysyllabic words? So words with more than one beat in them.

It is after our short vowel in our single syllable words.

Mill and fell show this.

Ih and eh are short vowels, and mill, fell, only a single beat in each word.

Our le spelling then, yep at the end of polysyllabic words, and el also at the end of polysyllabic words.

Words with more than one vowel sound, more than one beat in them.

Handle, model, polysyllabic words.

So we are now going to have the chance to spell some words that contain different ul spellings.

When we do this, I'd like you to remember to stretch the words, sound them out, write them down, and then also look and check.

Consider where are you hearing that ul sound in the word? Is it following any particular vowel sounds? Is it following something that you think might consider to be a double consonant? Really take your time and think about some of the rules that we've generated today.

So the first word that we're going to write is, my turn your turn, spell.

Spell.

The wizard cast the spell.

Bottle is the next one.

Bottle, I drank from my bottle.

The third one is jewel.

Jewel.

The crown was encrusted with jewels.

And finally, handle.

I pulled the door handle.

So I'll say those words one more time.

Spell, bottle, jewel, handle.

Pause the video and write these words now.

Excellent job.

So I've seen these words written in a number of different ways.

I've seen spell written like this.

Ss, puh, eh, ul, spell.

Ss, puh, eh, ul.

Now, earlier on, we considered both this double L and this L spelling.

The single L spelling we said most likely came at the start of the word, or most commonly found at the beginning of words, but we did say it could come anywhere in a word.

But remember, our double L spelling likes to come in single syllable words, and after short vowels.

Spell, eh, eh, I can hear a short vowel there.

So my correct spelling is the double L here.

The next word was bottle.

Buh, oh, th, ul, bottle.

Well, looking at all three of these, they do make phonetic sense.

Let's think about this.

Our le and our el, we know both like to come at the end.

So we can definitely say it's going to be a le or el spelling.

We set our le spelling like to come after a double consonant, and I think I've seen bottle in a similar way to little written with that double T.

So it's this spelling here, which is our correct one.

Bottle's quite a common word as well, isn't it? And we said our el spelling was a little bit less common.

In number three, it was jewel.

Let's think about this one, jewel.

Again, it's polysyllabic, isn't it? So it's not going to be my L spelling on its own there.

Jewel, jewel, jewel.

So it's either gonna be my le or my el spelling, and I think in this instance it's my el one that looks right here.

Jewel.

There you go.

And number four, handle, handle, handle.

It's polysyllabic, isn't it? So I've got those two sounds so I know it's going to be le or el.

Hmm, handle the one that looks correct here to me and is the correct spelling is our le spelling here.

Handle, like the handle you might put on a door.

Check and see how you did now.

Make any corrections, and share any successes with those around you.

Really well done.

Pause the video, make any corrections now.

So, onto the final learning cycle.

We're gonna be applying these 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.

Listen to the sentence that I say now.

You don't need anything else, but use your incredible hearing.

Just listen to me say the sentence for now.

The little model was stuck in the bottle that was filled with water.

I can hear quite a few words there that contain that L sound, that ul sound that we're looking at today.

The little model was stuck in the bottle that was filled with water.

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

The first one is marching out, and a really good thing to do here is also to march out each syllable that you hear.

The little model was stuck in the bottle that was filled with water.

You pause the video and march out that sentence now.

Great marching.

The next one is whispering it.

The little model was stuck in the bottle that was filled with water.

Pause the video and whisper it to yourself or to someone now.

Brilliant.

And finally, counting those words on our fingers so we make sure we don't miss any words.

The little model was stuck in the bottle that was filled with water.

The little model was stuck in the bottle that was filled with water.

Pause the video, and count each of those words on your fingers now and say the sentence.

Brilliant.

So when you write the sentence, please make sure you sound out each word.

Make sure that you look out for those common exception words, and also consider your sentence punctuation.

Capital letters, full stops, any other punctuation that you think might be in it.

I'm gonna say the sentence one more time.

The little model was stuck in the bottle that was filled with water.

Pause the video and write that sentence now.

Brilliant.

Let's check out right now, and make any corrections as we go along.

The needs to have a capital letter.

Little, that's our ul sound at the end there.

Double consonant before it, double T, okay, and it's little polysyllabic.

Model, again polysyllabic, and it's our el spelling.

Our less common spelling here.

Was stuck in the bottle.

Again, polysyllabic, and it's that double T spelling with that le at the end a bit like little.

That was filled, and that there filled double l.

Okay, fah, il, fill is our root word.

One syllable short vowel, ih, ih, and our ed suffix on the end.

With water, be careful with water.

W-A-T-E-R, water spells water.

And then of course our full stop.

Really great work, everyone.

What did you learn? Did you make any mistakes? Share your learning and make any corrections now.

Pause the video.

Great work today, everyone.

So the ul phoneme, that L sound can be spelled in several ways.

It can be spelled obviously with a single L, which is our most common representation.

It can come anywhere in a word, but often at the start.

But we've looked at it being spelled double L, which can be found at the end of a word after a short vowel, and most commonly in single syllable words.

Spell, full, and mill.

And then we have our LE, our LE is usually at the end of a polysyllabic word, so bottle, juggle, handle.

Remember, it also does like to come after double consonant.

And our el spelling, which is also usually at the end of polysyllabic words, but is far less common than both our LL or LE spellings.

Model, jewel, rebel.

Excellent work today, everyone.

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