Lesson video

Hi, and welcome to today's spelling lesson.

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

With you today, you'll need to bring your looking eyes, your listening ears, and your thinking brains.

And as well as that something to write on, or write with, and someone to talk to would be excellent, 'cause we're gonna be applying our spellings today.

And there you go, there's our title.

Today we're gonna be applying the spellings, including A, E-I-G-H, and E-Y.

And all of these spellings make the phoneme A, so we're looking at that long A sound, but spelled in these different ways.

These are of course the rarer and less common spellings of the A sounds.

So the outcome for today will be I can apply three new spellings for the A phoneme, A spell, A, A spell, E-I-G-H, and A spelled E-Y.

And so here are key words for today.

Might turn your turn now really to hear you saying these back to me.

Word family, rhyme, proper noun.

Let's have a think about what these words mean then.

A word family is a group of words common in feature, pattern, or meaning.

So if you think about the word eight for instance, parts or members of that word family would include eighty and eighteen, eight, them being the root word from which that family has grown.

Rhyme are words that have the same or similar ending sounds and they're very commonly used in poetry as well.

I'm sure you would've had lots of rhyme in any poetry that you've read.

But of course not all poetry has to rhyme, and a proper noun, it's a naming word.

We know a noun is a PPT, a person, a place, or a thing.

But these aren't nouns that actually exist.

So people, places, and they need capitalization.

So they have to have capital letters on them.

I'd really like you to keep an ear out, or an eye out, for these keywords for today because they're gonna come up in the lesson.

And think back, what does each of those keywords mean? I'll be going back over them throughout the lesson.

Today's lesson is broken down into three parts.

You can see here we're gonna be applying the new A spellings we've been looking at, including A spell A, A spell E-I-G-H, and A spell E-Y.

We're gonna spell some common misconception words, so there's harder to read or trickier to spell words.

We're gonna then look at some new A spellings, just do a little bit of a review of what we know about them.

And then we're gonna be applying these new A spellings that we've been looking at within a sentence, which I'm really looking forward to.

It's a chance for you to show off what you can remember about our spelling rules and the patterns that we spotted, so onto spending some common exception words.

Common exception words are of course, words that don't follow the phonics patterns, or phonics rules that we can learn.

So this often leads to the being called harder to read or tricky to spell, so let's read these words, my turn, your turn.

Great, break, steak.

Excellent, so just have a look back at these words for me for a moment.

And I want you to have a think, "What do you notice about these spellings?" Just stop the video, have a think, see what you spot.

Amazing, so you may have noticed that this E-A spelling in all of these words doesn't make the regular sort of E sound that you might expect, an E-A together the phoneme E-A to make, in fact, they make sort of an A sound actually.

So we have quite a new sound again, great, break and steak.

And so here they all contain this E-A, but it's not making that a long E sound.

It's making a long A sound.

That's why they are common exception words, because they don't follow the phonics patterns that we would expect them to normally.

So you can see here the E-A spelling is making an A sound in all of these words.

And interestingly, break and steak rhyme.

And we thought about rhyme earlier, rhyming words often have similar spellings.

And the reason that these words rhyme and they don't rhyme with great is because they each end in a K.

So break and steak end in a K, there's obviously an A sound in great, but because of its ending, it's not a full rhyme.

But yet that might help you there to sort of remember these exception spellings by thinking about what other words do I know that they happen to rhyme with.

So from the words that we've just looked at from those common exception words, which of these words are spelled correctly? Point to the word now.

Yeah, absolutely.

You pointed this one, excellent job.

Okay, great job.

Have a look at the next one.

Point to the correct spelling of the word break.

Amazing, okay, it's this one here.

Excellent job, the other ones are not how you would spell break.

And finally, how would you spell steak? Points to the word now? Yeah, I'm sure you're all pointing at the second one down here.

That is the steak, the type of steak that we might eat.

However, we do have to be careful, and this is my first homophone alert of this lesson.

And homophones are words that sound the same, okay, but are spelt differently and have different meanings.

So I'm gonna show you one example of this.

She was a great or grate woman.

Now these two forms of great each have different meaning and are spelled differently, okay? The first greats that we're looking at is in this context, a great as in a excellent or wonderful, or brilliant person.

And so we would use this spelling of great.

The other type of grates, okay? Could be the verb two grates, like I'm going to grate some cheese on top of pasta.

Or it could be a grate in the ground, through which something might be allowed to flow.

So that would be the second spelling here.

So we have have to be very careful.

Remember these homophones we have to look out for, it's important we can use images, we can put them into sentences and context to make sure we understand which spelling we have to use.

So I'm gonna show you some now.

I want to think, okay, which of the correct spellings should be used here? So select the correct spelling for each sentence.

"I can't wait to play with my friends at break time." Think carefully.

"The car had to brake hard to avoid crashing." Think about which spelling will be here.

Pause the video and select the correct spelling now.

Yeah, so this is the type of break, like break time.

Like I'm going on a break, I need a break from this lesson.

And the second spelling there, the brake type of brake you might pull, okay, on a bicycle or on a car, that might then bring it to a stop.

So that's that spelling there.

Okay, with a A split E split by graph.

These common exception words are words that we just have to learn by sight, by reading.

And there are some really great strategies we can use.

And I'm gonna just show you my favourite strategy now, which is the look, cover, write, check strategy to practise.

And this is a really great strategy, because it, A, allows you to practise your handwriting.

Okay, and it's then making links between your muscle memory, you writing it, and your brain.

It's also repetitive and also it's a very good independent strategy that you can do on your own.

So first part is to look, so it's look at the word great.

I'm looking at it, okay? We then cover it up and then we write it down, and then I check back and see if I got it correct.

Fortunately I spelled it in the correct form of great.

I didn't spell that homophone, I spelled it correctly.

But if I did make any mistakes, I would simply correct them and then be sure to keep practising.

So what I'd like you to do now is I'd like you to pause the video.

I'd like you to have a go at practising the look, cover, write, check strategy.

A brilliant independent strategy.

Pause the video.

Off you go.

Amazing work everyone.

I could see some brilliant handwriting there.

I could see some magical mistakes.

I could see people self-correcting, self editing, okay? Excellent work everyone, so did you spell them correctly? Have a little check now.

Check from the ones that I've written out here.

Make any corrections if you need to.

Okay, so onto the second part of our lesson, which is gonna be looking and reviewing what we know about these new A spellings.

Spell A, spell E-I-G-H, and spell E-Y.

Less common spellings of the A sound include A, E-I-G-H, and E-Y.

I'm wondering what you can remember about where these spellings can be found.

Pause the video, think where do you think in the word they might come? Amazing, I could hear some excellent conversations going on there, I could see some children really thinking as well.

Let's review what we already know.

So we have A, E-I-G-H, and E-Y.

The A there is often found at the beginning and middle of a word.

And here are two examples, acorn and staple.

The E-I-G-H can be found anywhere in a word.

For example, sleigh or eight.

And the E-Y spelling of the A phoneme is often found at the end of a word.

For example, they and grey.

Here are some words that we've looked at.

Some of these words are in a word family.

Some of these words rhyme.

Can you see which ones they are? And remember a word family are words that have a common feature or pattern.

And remember, rhyming words are words that sound the same.

Stop, spot the word family, spot the rhyming words.

Excellent, so here is my word family that all contains the word eight.

Almost spotting a word in a word there.

And here are our rhyming words.

Stable, table, and able will all rhyme.

And we then have grey, they, and prey.

So if we hear that A sound coming at the end of the word , in this instance we might know that it's our E-Y spelling.

If we hear that able sound in the word, you might know that it's going to be your A spelling, just an A for that long A vow.

So if you know how to spell eight, it can help you spell eighty and eighteen.

It's the beauty of knowing those word families.

The words are connected in meaning, they're part of a word family.

Words in word families often have very similar spellings.

Keep an eye for some word families in your reading.

Rhyming words can help us make a best guess for spelling, as they can have similar spellings.

Grey, they, and prey.

Stable and table.

Can you think of any other words to rhyme with stable and table.

Stop and think now.

Amazing, I thought of one, which was just the word able itself.

Almost the word in a word there.

I wonder if they have similar spellings.

If they do, that shows that rhyming can really help us with memorising and learning our spellings.

Here are some other words.

Cable, able, and fable.

And look, they all have that A-B-L-E.

And that A sound spelt with an A.

Homophones remember are words that sound the same, but are spelt differently, and will have different meanings.

And here's some more, homophone alert everyone.

"I have eight pens." As in the number eight, "I ate an apple." As in the verbs I'm going to eat.

"You can measure weight." So if I stand on scales, I can measure how much I weigh, how heavy I am.

"You must wait in a line." Standing, waiting somewhere.

"Please show me the way." As in, "May you show me the way? Where am I supposed to be going?" And, "First, weigh the flour." Again, that E-I-G-H is to do with mass, okay? How heavy something is.

Which spelling shall we use? Stop the video now and select which one makes sense in the context of each sentence.

Read each sentence carefully, and then select the correct spelling.

Off you go now.

Incredible work everyone.

Let's read through each sentence and then select the correct spelling.

"I have eight books on my shelf." Well, I don't think you're going to be eating books off your shelf, so it's not going to be A-T-E.

It's going to be the number eight.

"Please wait your turn." You're not going to weigh yourself whilst waiting your turn, are you? So it's going to be a A-I spelling of the A sound.

And, "You must weigh the flour." Hmm, you're not going to show the flour the way to go, are you? You're probably going to be weighing it if you're making something.

And that's our E-I-G-H spelling there.

So as you can see, putting different homophones or spellings into context can really help you understand which spelling you need to use.

Keep an eye for them in your reading.

On to our practise activity then.

I'm gonna say some words to you, and I would like you to have a go at spelling them.

I'd really like you to give some consideration to where the different A spellings we've been looking at like to come in a word.

I'd also really, really like you to take your time, and to stretch out each word and to robot talk here, to count the sounds in the word, and also to then write it, and read, and check.

The first word is grey, as in the colour grey.

I wore a grey jumper, first word is grey.

Number two is the number that's right there, the number 18.

Okay, number three, stable.

The horse's head peered out from the stable.

Number four, acorn, the acorn grew from the tree.

Acorn, I'm gonna say these words one more time that I'd like to stop the video.

Write these words down.

My turn, your turn.

Grey, 18, stable, acorn.

Okay, I'd like to stop the video now and have a great writing these to me.

Incredible work everyone.

I have seen some excellent spellings there.

I've seen children working amazingly hard, and applying the rules that we've been looking at.

I've seen some excellent, excellent, excellent handwriting.

And I've also seen some magical mistakes which are gonna be great 'cause there's gonna be now an opportunity for us to really consider how to spell each of these words, and to learn from those mistakes.

All part of our learning process.

So let's look at the first word, grey.

I've got four spellings of grey here.

I don't think the first one there is going to be correct, because I know that the A, spelled A-I likes to go in the middle of a word, and this grey sound is coming at the end.

In the same way, I don't think my E-A spelling, like for the word great, okay? Which is a very, very, very rare is a common exception word is going to be the spelling either.

So I think I'm looking at the last two here, and both do like to come at the end of the word.

So if we're thinking about the colour grey here, it's just one we have to learn and we have to know that it's our E-Y making that A sound at the end of the word, so well done.

onto number two, eighteen is the word.

Here are a couple of different ways of spelling eighteen.

Now of course I can see here A-I again at the start of the word this time.

I know that the A-I is most commonly found in the middle of the root word.

And so probably not going to be that one.

I know that any word like eighteen or eighty is going to have the word eight in it, 'cause they're part of a word family.

So I'm looking for that E-I-G-H spelling.

And I can see the last one has the G and the H the wrong way round, so it is in fact the middle one here.

So well done.

The next word was stable, let's have a look.

I've seen it written down in these three ways.

Let's think about these, stable.

I've got the A spelling which making the A sound there, but I'm not sure if the ending of that's correct.

Stabel, hmm, stable I thought and then I've got staible.

Yeah, well look the A spelling there spelled A-I is in the middle of the word.

So maybe it could be that one.

But then our last one stable with our L-E spelling, so I think we can discount the first one because it's not got the right ending, and it's then choosing between these two.

And I think it's just going to be that sort of A, A, just spelled A, so it's this one here.

Excellent if you've got that one.

And then number four, acorn.

I've seen it spelled in these three ways.

A-A, can't be that one, right? We know our A-Y-A spelling loves to come at the end of a word, not at the start.

And then acorn, and then it's just selecting from these two.

I do think it's going to be my A just spelled A, which likes to come at the start or in the middle.

Most commonly at the start is this one here spelled with a C, so we have to learn that one.

Okay, making that C-C sound that just a C, not a K.

Well done everybody, make any corrections if you need to.

Now.

Okay, onto our final part of today's lesson then, which is applying spellings of in a sentence.

So we're going to write a sentence containing some of our focus spellings, and also some common words.

When we write the whole sentence, we need to do several things at once, which may make this quite a tricky process.

But you wanna do really well at it.

Just take your time.

You need to remember the whole sentence, form letters correctly.

So be really careful with your handwriting, sound out each word, okay? Look for common exception words, and think about which words are those common exception words.

Which are those trickier to read or harder to spell words.

And remember sentence punctuation.

And I'm thinking capital letters, commas, and full stops.

So you're gonna listen to the sentence now.

Just listen at first, but do remember to sound out each word when you say it back to me.

Think about common exception words, and don't forget punctuation.

So I'm gonna read the sentence to you first.

Just listen at first.

"In April they set the table and had a great dinner with eight dishes." So you can look at my picture here, the table set, and there's eight dishes around a big central one.

I'm gonna read to you again.

"In April they set the table, and had a great dinner with eight dishes." We're gonna use some strategies now that are gonna help us remember the sentence.

I'm gonna read the sentence to us one more time, then we're gonna try and use these three strategies to help us memorise it.

Just listen one more time.

"In April they set the table, and had a great dinner with eight dishes." The first thing we're gonna do is clap it out.

So clap it out with me.

"In April they set the table, (hands clapping) and had a great dinner (hands clapping) with eight dishes." (hands clapping) Amazing.

The second strategy is shout it out.

Okay, you can do a loud shout, you can do a quiet shout.

But really say that sentence.

"In April they set the table, and had a great dinner with eight dishes!" And the final one, okay, tap each word on your shoulders.

"In April they set the table, and had a great dinner with eight dishes." And I actually always like to then count the words, so you know how many we've got in in the sentence too.

"In April they set the table, and had a great dinner with eight dishes." Amazing, so what you're gonna do for me now is you're gonna pause the sentence, I'll read it one more time and then you're gonna have a go at writing it.

Please do not forget to remember your punctuation, capital letters, any commas that might be in there, full stops as well.

"In April they set the table, and had a great dinner with eight dishes." Pause the video now, have a good at writing this sentence.

Take your time.

Off you go.

Absolutely amazing work from everyone there.

Can see some children really giving consideration to where those A sounds are coming.

Not only that, I can see some brilliant handwriting, and I can see children also giving consideration to their punctuation and common exception words.

Let's go through this now.

Each word in the sentence, make any corrections as we go along and be thinking about where are those A sounds, and A spellings that we've been looking at.

In, obviously needs to have a capital letter, it's beginning of our sentence.

April, April is a proper noun.

It needs to have a capital letter.

The next word is they, T-H-E-Y, set, quite a straightforward one.

The table, and table is one of those words rhymes with able and cable, it's that A short A spelling for that long A sound, and had a great, one of our common exception words.

Okay, that E-A making that A sound, dinner, tasty, with eight.

Okay, that number eight dishes, full stop.

Okay, everyone, what did you learn? Stop, have a look at your sentence.

Make any corrections.

Think about what you'd need to do differently next time.

Off you go.

Excellent work today everybody.

I'm very, very impressed.

So to summarise what we've learned today, we've looked at some of the less common spellings of the A sound that includes A spell A, A spell E-I-G-H, and A spell E-Y.

A is often found at the beginning, in the middle of the word, such as April, acorn, or table.

A spelled E-I-G-H can be found anywhere in a word, A, weight and weigh.

And A spelled E-Y is often found at the end of the word.

They, prey, and grey.

Remember word families and rhyming words can also help us with our spelling, and remembering which words will be spelled which way.

Fantastic work from your today, and I look forward to seeing you again soon in another spelling lesson.

Keep up the great work.