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.

In today's lesson, we're gonna be looking at the 'or' spellings, including 'or' spelled 'o-r' 'oor' spelled 'o-o-r' 'au' spelled 'a-u' and 'aw' spelled 'a-w.

' Here's the outcome for today's lesson.

It is, I can read and spell words containing the four representations of the 'or' phoneme, 'or,' 'oor,' 'au' and 'aw.

' Here are the keywords for today's learning.

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

Digraph.

Trigraph.

Homophone.

Let's have a little chat about these words then.

A digraph is a two letter representation of a sound.

So, it is a two letter grapheme.

A trigraph then is a three letter representation of a sound, a three letter grapheme.

And homophone, homophones are words that sound the same, but are spelled differently and have different meanings and they can sometimes trip us up in our spellings.

So keep an eye out for them.

It's really important that you understand the difference in meaning when you see that different spelling.

Keep an eye for these keywords in our learning today.

They're gonna be really important.

So, here's the outline for today's lesson.

As I've said, we're looking at different 'or' spellings and we're gonna be spelling some common exception words first and then we're gonna have a look at these four 'or' spellings in a bit more detail.

Think about reading some words and spelling some words that contain them.

Let's have a look at some common exception words then.

So remember, common exception words are those words that don't follow our regular phonics patterns, which makes them sort of trickier to read, trickier to spell.

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

They're exceptions in that they don't follow our regular phonics patterns.

So, let's read some words together.

People.

Brilliant, loved hearing you say that back to me.

Mr. Mrs. I'd like you to have a look at these things.

I want you to think, what makes them common exception words? What's a little bit different or not phonetically regular about them? So, I'd like to pause the video and have a think about that now.

Excellent, I heard some brilliant conversations going on there.

Let's have a think about what makes these common exception words.

For me, in people, it's the fact that it has that O.

You know? It sounds like it should be people, doesn't it? But it's just an E sound.

So that E in that O together are just making a sort of E sound.

It's just people, isn't it? Remembering that 'l-e' at the end there as well, for that 'l' sound, With Mr, it's that shortened formal form, isn't it, that we have there.

So, rather than us writing out Mister, which is a word in it's own right, we just put the 'm' and the 'r'.

And then Mrs as well, is that 'm-r-s' that Mrs. So, these are really important words that do appear very commonly and regularly and frequently in our language.

So it's good, it's important that we know how to spell them.

We can use a variety of different devices to help us with this as well.

And I wanted to talk about mnemonics.

Now, I love mnemonics.

It's a bit of a naughty word in its own right here.

They can help us spell tricky spellings.

So, if we think about the word people here, this is an example of a mnemonic device.

Purple elephants only poo late evening.

Very silly, very catchy, easy to remember.

And I can see I've got 'p-e-o-p-l-e,' that's my spelling of people.

Purple elephants only poo late evening.

Yeah, so I love mnemonics and they can really help us and I also really like the one for because.

It's helped me remember how to spell that word over the years.

So have a think about using such devices if you are coming across these common exception or trickier words that you're struggling to remember how to spell.

So, I'd like you now to find the correct spelling and presentation of the common exception words that we have just read.

First ones here.

Could you please point to the correct spelling of the word people for me? Keep an eye for that tricky word.

Pause the video and point now.

Incredible, absolutely.

If you pointed to this one, you'd be correct.

It's got that naughty 'o' in it, hasn't it? And then that 'l-e' spelling for the 'l' at the end.

Could you please point to the correct spelling of Mr for me? Exceptional.

Yeah, and this is our correct one.

The 'm' and the 'r', Mr, 'm-r.

' And finally, Mrs. Point to the correct one now.

Brilliant.

If you pointed to this one, you would be correct.

Excellent, it's that Mrs, 'm-r-s.

' Excellent, everyone.

So, because these are common exception words, we have to effectively just memorise them and learn them 'cause we can't apply our regular phonics rules to them.

And here's a strategy that I really like.

It's called the "look, cover, write, check" strategy.

And basically this allows you to be independent, it allows you to practise some handwriting and it's also a repetitive strategy.

I really like it and I'm gonna show you how it works.

You basically look first at the word.

So, I'm gonna look at people here.

I then cover that word up.

I've got it ingrained in my memory, I've got it right there, I'm imagining it.

And then have a go at writing it.

Excellent, and then I check back and see how I did.

And I don't just do this once, I do this more than once, 'cause remember, we're trying to imprint and embed this spelling into our long-term memory.

I'd like you to pause the video now and have a go at writing people, Mr, and Mrs, using this strategy a number of times.

Off you go.

Absolutely fantastic, everyone.

I've seen some brilliant handwriting there.

There's some excellent spelling.

I could see some children even using some of those mnemonic devices for helping them to spell the word people.

Brilliant.

Have a check now.

See how you did.

Make any corrections.

Fantastic.

Onto our second learning cycle.

We are gonna be looking at four 'or' spellings.

'Or,' 'oor,' 'au,' and 'aw.

' There are other ways of spelling the 'or' sound.

We are looking at these four because they are found frequently and used in words.

And they are these four.

You may be thinking, oh I recognise some of our keywords here.

I can see a trigraph, I can see some digraphs.

Let's read some words.

For.

And this is not as in the number four, this is as in something for you.

Okay, I brought this for you.

Okay, intending to be given to that person.

Sort.

Short.

Sport.

Report.

And report is a document that presents information that you researched.

Door.

Floor.

Poor.

Indoor.

Outdoor.

Brilliant, and you can see these last two words, indoor and outdoor are compound words, okay? Indoor, something happening inside the confines of the doors.

Outdoor, something happening outside the building, outside the confines of the doors.

Let's read some more words.

I hope you're noticing all of the 'or' sounds and 'or' spellings.

Autumn.

Okay, one of our seasons, Autumn.

Notice that 'a-u' spelling at the start here.

Also with this word, notice that cheeky silent 'n' at the end.

Author.

Author is another way of saying a writer.

Sauce.

Okay? This is the type of sauce that you might cook or the type of sauce that you might put on your chips.

Like a tomato sauce.

Launch, like a rocket might launch.

August.

Brilliant, as in the month.

Notice how it's capitalised 'cause it's a proper noun.

And final words for us to read.

Paw, like the paw of a dog.

Draw.

Brilliant.

Lawn.

Straw.

Seesaw.

I do love seesaws.

Very fun things to go on.

So, remember that keyword that we thought about, homophone.

Be careful, this is an example you may have heard or seen this twice in those words we just read.

This word, paw.

A cat has four paws.

Each paw is at the end of a leg.

This is in that paw, okay? That a cat has or a dog might have.

After I spent my pocket money, I felt poor.

So in that instance, the word is meaning poor as in to not have any money.

So remember, homophones are words that sound the same, but are spelled differently and have different meanings.

In this instance, 'p-a-w,' paw is the paw of an animal.

And 'p-o-o-r,' poor is as in to have no money.

Which is the correct spelling for each of these sentences? I'm gonna read them to you, then you are gonna pause the video and select the correct spelling from the two homophones.

We felt sorry for the poor dog that lost its bone.

The dog had hurt its paw on the sharp rock.

Pause the video and decide which is the correct spelling now.

Absolutely excellent.

I could see lots of children point to the correct spellings there.

Let's have a discussion about this then.

We felt sorry for the poor dog.

Now obviously, we're not meaning the dog doesn't have any money here.

Poor can also mean sort of unfortunate or being in a sad state.

So, they're feeling sorry for the poor dog because it's lost its bone.

And the type of paw here for the second one is 'p-a-w,' paw hurt on that sharp rock.

Okay, that noun.

Brilliant work everyone.

So we're gonna use some sound buttoning now.

And I really, really find sound buttoning quite helpful when looking at spelling 'cause it allows us to sort of concentrate on where the spelling of that particular sound is coming in a word.

So, I'm gonna have a go at doing some sounding buttoning of some digraphs and different trigraphs and I'm gonna ask you to have a go as well.

And be thinking where is this spelling coming in the word? So, here are the first words.

I'm gonna do the first one, then you're gonna do the second one.

So the first word is for.

F, or, four.

I'd like you to have a go at sound buttoning the second word now and saying it.

Pause the video and have a go.

Fantastic.

So, let's see how you did.

S, p, or, t.

Sport.

Brilliant.

So you can see that 'o-r' spelling, our 'o-r' digraph of that 'or' sound.

I'm gonna do the first one here and then you are gonna do the next two.

F, l, oor.

Floor.

Oh, notice this time it's not a digraph, is it? It's three letters making that sound.

So, it's 'o-o-r,' so it's floor there.

I'd like you to pause the video now and have a go at sound buttoning the next two words, remembering that they each contain a trigraph.

Pause the video, off you go.

Absolutely excellent work.

Let's see how you did.

P, oor.

Poor.

I, n, door.

Indoor.

Brilliant.

So, let's have a think then where each of these spellings for that 'or' sound like to come in the word.

Our 'o-r' spelling is often found in the middle or at the end of a word.

That's exemplified here by our words for, sort, short, and sport.

The 'o-o-r' spelling is often found at the end of a word.

And that's exemplified here by door, floor, poor and indoor.

Okay, at the end of the word each time.

There you go.

The 'a-u' spelling can be found at the beginning or the middle of a word.

So if we look here, in Autumn and author, okay? Remember author means a writer.

The 'a-u' spelling for au is at the beginning of the word.

And then if we look here at sauce and launch, it's in the middle of the word.

And then back to August, our proper noun.

It's back to being at the beginning of the word.

There you go.

Our 'a-w' spelling is often found at the end of the word and sometimes in the middle, but most often at the end.

And let's have a look.

We've got paw, draw, and they're both at the end there.

And then we have lawn in the middle, and then back to ones at the end, straw and seesaw.

Excellent.

I'd like you to match the spelling to where they're most often found in a word.

The spellings for our 'aw' sounds is on the left.

And where they most commonly appear in the word is on the right.

I'd like you to match them for me.

Pause the video, match them now.

Absolutely fantastic everyone.

So.

Our 'a-u' spelling, okay, for our au sound, remember, like to go at the beginning and the middle.

Okay, remember it's like Autumn and August at the beginning and a word like launch in the middle.

Our 'o-o-r' spelling, our trigraph, most commonly found at the end.

Door, floor.

Our 'o-r' spelling is in the middle or the end.

And our 'a-w' spelling is at the end most of the time and sometimes in the middle.

Brilliant.

Check, see how you did.

So, onto our first practise activity.

I'd like you to sound button the letters that make the 'or' sound in each of the words below.

And I'd like you to write them into the correct column.

Let's do one as an example.

Let's have a look at the word short.

I'm only going to sound button, okay, the part of the word that is making that 'or' sound.

So, here it's my 'o-r' digraph.

I'm then going to put that into the correct column, which is my 'o-r' column here.

So I'd like you to pause the video, to sound button the 'or' sounds in these words and sort them into the correct columns.

Off you go.

Absolutely fantastic work, everybody.

So I'm hoping you've got a table that looks somewhat like this.

Did these spellings follow our rules? Well, let's have a look.

Our 'o-r' words, yep.

Some in the middle and sometimes at the beginning, like in the word order.

And I noticed that with that word order here.

It's a bit like the word organise or ordinary.

They both contain 'or' at the start.

My 'o-o-r,' my trigraph, I can see at the end each time here.

And my au, yep.

In some cases at the beginning and also in the middle.

And my 'a-w' spelling, either at the end and very rarely in the middle.

Brilliant.

I wonder if you notice anything else.

Pause the video, stop and have a think.

Excellent, I can hear some lovely conversations going on there.

Children noticing where these spellings like to come.

Onto our final task for this lesson.

We are going to now have the chance to practise spelling some of the words.

Some of these 'or' words that we've been looking at.

When we're doing this, we really need to take our time.

We need to stretch the words, sound them out, count those sounds, write it, and then look and check as well.

Okay, so I'm gonna give us four words.

I'm gonna say them and you're gonna say them.

And then I'm gonna also model stretching, sounding out, and counting some sounds.

Then you're gonna have a go at writing all four of the words.

So, first word is the word sport.

Say that for me, sport.

So, I'm gonna take that word, I'm gonna stretch it.

Sport.

Then I'm gonna sound it out.

S, p, or, t.

Sport.

Then I'm gonna count those sounds.

S, p, or, t.

Sport.

I made that four.

Then I'd have a go writing it.

And then I'd look and check and I'd think, hmm, does this sound.

Sorry, does this spelling look right, okay? Given the different 'or' spellings we've been looking at.

Give consideration to where that 'or' sound is coming in the word.

You can apply some of those rules that we've generated.

So, first word is my turn, your turn, sport.

B is door, okay? I shut the door.

C is sauce.

I put some tomato sauce, like the ketchup you can see here, onto my chips.

And D is lawn, okay? Speaking of, I think I actually need to cut my lawn.

Yeah, the lawn, the grass was freshly cut.

So, we've got A, B, C, D.

I'll say them one more time.

Sport.

Door.

Sauce.

Lawn.

Pause the video, have a go at writing those four words for me now.

Absolutely incredible.

Some amazing spelling going on there.

I saw some great handwriting.

I saw some really careful consideration for the different 'or' sounds.

Whether it was a digraph or a trigraph.

Brilliant work, everyone.

I'm so impressed.

So, let's go through these words now.

I've seen them written down in a number of different ways and don't worry if you made a magical mistake, that's perfect, you know? It's how we learn spelling is through making these mistakes and through recognising where we're going wrong in spelling words and making those corrections.

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

I saw sport written in these ways.

Let's have a look at the first one.

S, p, or, t.

Sport.

Definitely could be.

The second one, sport, sort.

Ooh, it's missing a sound, isn't it? There's no P there, so we know it's not that one.

And then, s, p, oor, t.

Spoort.

Well, it could be, but I know for a fact, I know for a fact that my trigraph, my 'o-o-r' spelling only comes at the end of words, right? And I know that my 'o-r' spelling can come at the end or it can also come in the middle.

So the correct one is this one, well done.

The next word was door.

Let's have a look.

D, or.

Hmm, phonetically plausible.

D, oor.

With my trigraph, definitely phonetically plausible.

And d, aw.

With my 'a-w' spelling.

Hmm, again, I think they all work, don't they? But there's only one correct spelling here.

Let's think about which one looks correct.

I'm not so sure my 'o-r' or my 'a-w' look right for the word door.

I'm sure I've seen it written 'o-o-r' with that trigraph, like floor as well.

So it's this one here.

Well done.

And then our next one was sauce.

I've seen sauce written like this.

S, auce.

Sauce.

And yeah, a our 'c-e' or our 'c' spelling can also make that 'c' sound, can't it? S, ors, sors.

Hmm.

And s, aw, s, saws.

Hmm, let's have a look at these.

They're all sort of phonetically plausible.

The last two just don't look right to me.

That 'o-r' in the middle there or that 'a-w' in the middle there don't look quite right to me.

I mean, I know 'a-w' can sort of come in the middle if I was then making a plural, but I'm thinking about my sauce here.

It's this one here.

It's that 'a-u,' okay? Or 'au' spelling.

And then that 'c-e' for that 'c' at the end.

Brilliant.

And lawn, let's have a look.

L, oor, n.

Loorn.

Mm, I'm not so sure about the last one, 'cause our trigraph, our 'o-o-r' spelling, I know likes to come at the end.

So it's between the first two.

Hmm, and I'm quite sure I've seen lawn written with this 'a-w.

' So, the correct one is this one here.

Okay, lawn as in the grass.

It's this one here.

It's not the 'o-r' spelling, it's the 'a-w' spelling.

Excellent work, everyone.

Make any corrections now.

Pause the video, make those corrections.

Fantastic work today, everybody.

I'm really impressed.

Today we've looked at four 'or' spellings.

And we've considered the, 'or' phoneme being spelled 'o-r,' as in for short, fort, and sort.

Our trigraph 'o-o-r,' door, poor, floor, and indoor.

'A-u,' launch, sauce, August, and pause.

And 'a-w,' saw, lawn, straw, and paw.

Keep an eye out for these in your reading and your writing.

Excellent work today, everyone.