Lesson video

In progress...

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 your looking eyes, your listening ears and your thinking brains.

As well as this, we're gonna be doing some writing today, practising some spellings and applying some spellings, so you need to bring something to write with, and it will be really great if you also had someone to talk to.

In today's lesson, we're going to be applying the new igh spellings, including ie, spelt I-E, Y, spelt Y, and I spelled with an I.

Outcome for today's lesson is I can apply three new spellings for the igh phoneme, I-E, Y and I.

Here are the key words for today's learning.

My turn, your turn.

Past tense, rhyme, homophone.

Past tense refers to a verb that has happened already, that has occurred in the past.

For instance, the verbs cry and try are present tense.

If I was to turn them into past tense, it would be I cried or I tried.

Rhyming words are words which have the same or similar sounds at the end of the word.

For instance, the words cried and tried both end in that ied sound.

The word homophone refers to words that sound the same but are spelled differently and have different meanings.

Please keep an eye out for these words in our learning today.

They're gonna be very important.

Here's the outline for today's lesson.

We're applying new igh spellings, including I-E, Y and I, those rarer spellings with that long igh sound.

We're gonna first look at spelling some common exception words.

Then we're gonna look and review what we know about the new igh spellings.

And then we're finally gonna apply the spellings in a sentence.

I'm so excited about today's lesson.

Let's start by looking at spelling some common exception words.

Let's read the following words together.

Could, would, should.

Have a look at these words again.

My turn, your turn.

Could, would, should.

I want you to pause the video and think what you notice about these words.

What makes them perhaps trickier to spell? Off you go.

Excellent, I could hear some brilliant conversations there.

So I think it's this O-U-L-D spelling that's making a sort of ould sound, isn't it? Could, ould.

Would, should.

It's that O-U-L-D.

And I've got a device that can help me remember this.

I remember it as this, oh, you lucky duck, that O-U-L-D.

And they sort of all rhyme in a way, don't they? They all end in that same sound.

Could, would, should.

So for the words that we've just looked at, which of these are spelled correctly? Let's see what you can remember.

Which is the correct spelling of the word would? Point to the correct one now.

Absolutely, it's this one here.

However, you might be thinking, I've seen would spelled in a different way, and you wouldn't be wrong.

There is another spelling of the word wood, W-O-O-D.

And that's a homophone.

That's like the wood that you might find a table made out of or the wood that you might go through a walk in, not as in I would like you to listen.

The next one.

Which is the correct spelling of the word could? Point to it now.

Excellent, it's this one here, has that O-U-L-D.

Remember that pattern? Oh, you lucky duck.

And finally, the correct spelling of the word should, no homophones here.

Absolutely, this one here.

O-U-L-D again, brilliant.

Remember that pattern, oh, you lucky duck.

Because these are trickier to spell words or, as we call them, common exception words that don't follow our regular phonics patterns, it's really useful that we practise them regularly.

So I've got a really good strategy for us to use.

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

It's really good because it's repetitive, it's independent, it allows you to practise your handwriting and it embeds these words in your long-term memory.

I'll show you how this strategy works.

I look at the word would.

I then cover the word up.

I've memorised it.

And then have a go at writing it.

And then check back, oh, and I got it correct.

But I can do it a number of times to really embed that spelling.

I'd like you to pause the video now and to have a go at writing out these three common exception words using this strategy.

Off you go.

Fantastic work everybody.

You should have work that looks like this.

Check your spellings.

Did you spell them correctly? No worries if you didn't, keep practising to get them correct.

Onto the next part of today's lesson, which is reviewing what we know about these rarer igh spellings, I-E, Y and I.

Less common spellings of the igh sound include I-E, Y and I.

Our more common spellings are igh, spelt I-G-H, and our I split E split digraph.

What I want you to think about now is what can you remember about where the spellings can be found? Let's just be really clear on which spellings we're looking at.

We're looking at igh, spelt I-E, Y and I.

Where do they like to come in the word? Can you remember? Pause the video and have a think now.

Amazing, could see some brilliant thinking going on there.

The igh spelling, spelt I-E, is often found in the middle and at the end of a word.

Let's have a look at some words.

The words die and cried.

And you may be remembering that if it's in the middle, it's often found in those past tense verbs with that suffix D on the end.

The Y spelling is often found at the end of a word.

These are quite high frequency words which you see quite a lot in your work.

Words like why and apply are examples of this.

And our I spelling, just with an I, is often found at the beginning and in the middle of a word.

Words like iron and silent.

Here are some of the words we have looked at.

You might notice that some of these words rhyme.

Remember, they have that same sound in them.

Can you see which ones they are? Have a go at reading these words and figuring out which groups are rhyming.

Off you go.

Amazing, I could hear children saying the words there, and I can hear lots of rhyming going on.

Yeah, it's these two groups here.

Our I-E spelling when they're in that past tense form, and our Y spelling at the end, they rhyme.

I-E-D, cried, tried, tied, dried.

Those four words rhyme.

My, by, sky and why, they also rhyme.

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

So it's very useful sometimes to listen out for rhyming in your spelling.

You'll notice all of these words rhyme and they all have that I-E-D spelling.

And again here, all of these words rhyme, and they have that Y spelling.

Can you think of any other words to rhyme with sky, by and why? Do they have a similar spelling? Pause the video and see if you can think of any words that rhyme and have similar spelling now.

Incredible, I could hear children sharing some words that certainly did rhyme, maybe some that didn't.

Let's have a think about words that do rhyme with sky, by and why.

Here are some examples.

My, dry and sly.

And look, they all end in that Y spelling for that igh sound at the end of a word.

Someone who's sly is cunning and sneaky.

The I-E spelling is often found in past tense words and is followed by a D.

So here we have cry, try and fry, present tense.

And now these words have been turned into past tense and they've got that I-E-D spelling.

Remember, if you find that I-E spelling in the middle of a word, it's often a past tense verb.

Remember too to keep an eye out for homophones.

Remember, homophones are words that sound the same but are spelled differently and have different meanings, and they occur lots in our spelling, and they can confuse us at times.

I will finish the sheet by the end of the lesson.

So I've got the word by here, and then look at this spelling of the word bye.

she said bye before leaving.

This is that informal way of saying goodbye.

That shortened form, bye.

And you'll notice it has a strange E at the end.

They both sound exactly the same, but it's spelled differently, so be careful.

She used a red dye to colour the fabric.

Dye is used to colour things.

You might dye your hair.

The flowers in the garden will die if they don't get water.

That's our I-E spelling there at the end, as in something that might die and not live.

Be careful, homophone alert.

They sound the same but are spelled differently and have different meanings.

And finally, I cannot wait for the holidays.

That's me talking about myself.

I cannot wait.

I spy with my little eye.

That's my eye here.

Again, sound exactly the same, but spelled differently and different meanings.

I wanna check to see if you've been listening about homophones.

I'd like you to pause the video and I'd like you to select the correct spelling for each sentence that makes sense in its context.

Do this for me now.

Incredible work, let's read the first one together.

He baked a delicious cake by using a recipe.

Hmm, I don't think it's going to be B-Y-E because that would be saying goodbye.

He's not going to bake a cake bye using a recipe.

So it has to be this one here.

B, water the plants so they won't die.

Hmm, I don't think you're going to want to water the plants so that they don't become a different colour by adding something to them.

So I think you need to water a plant so that it doesn't, unfortunately, not live anymore.

So it's this spelling here of die.

She had a twinkle in her eye.

We often talk about people having twinkles in their eye, as in their actual eyes you look at someone with, so that's the E-Y-E spelling, that common exception word.

Amazing work, everybody.

Have a check, see how you did.

Onto the practise.

We are going to have a go at spelling four words.

When you are spelling your words, I'd like you to make sure that you stretch the word, sound it out, count the sounds, write it and then check as well.

Please take your time doing this and consider where the eye sound is coming in each word.

Number one is that question word, why? Why? Number two is tied.

I tied a knot in the rope.

Tied.

Number three, pilot.

She was an exceptional pilot.

Number four, iron.

I used an iron to get rid of the creases in my shirt.

I'm gonna say those words one more time, then you are gonna pause the video and have a go at writing them.

Number one, why.

Number two, tied.

Number three, pilot.

Number four, iron.

Pause the video.

Off you go.

Excellent work, everyone.

I could see some brilliant application of our spelling rules.

I could see some amazing handwriting.

I could also see some magical mistakes that we're gonna talk through now, and we can make some corrections as we go along.

Remember, mistakes are golden, especially in spelling.

It's the way we learn and notice where we're going wrong in our spelling of words, and then we can change how we approach it.

Great job.

So number one, I've seen why written down in these ways.

Let's have a look.

I think they might all be phonetically plausible.

Let's consider which one looks correct.

I don't think the letter Y is going to be the word why? I don't think W-I-E also looks right.

It's sometimes at the end of a word, isn't it? Not all the time, sometimes in the middle.

It just doesn't look right to me.

And W-Y, I think there's a naughty letter in our word why that we don't really hear.

It's this spelling here.

It's a high frequency word, and it's one that's really good to know.

And remember our igh spelling, and remember our igh sound spelt with a Y is often at the end of a word.

The next word was tied.

Let's have a look.

Two of these make sense to me, but one doesn't.

The first one would be T-I-D, tid.

It could be making that long igh sound with just the I spelling, but it doesn't look right to me.

The other two do make a bit more sense.

I also know here that it's my past tense of the verb tie, isn't it? I tied a knot.

And I know that if my I-E spelling is in the middle followed by D, it's most likely going to be that one because it's that past tense.

Now, this one here actually is a word as well, but it's not the word I'm looking for.

The word tide in this instance means the rising and falling of the sea.

They're homophones.

And the one I was looking for was this one, that verb, past tense verb of tying something.

I tied a knot.

Number three was pilot.

I've seen it written in these ways.

Now, the first one, pilot.

Yeah, it could be.

It could be that I in the middle of the word making that igh sound.

Pylot, and this number three, pilot.

Now, I'm not so sure my Y spelling really very often comes in the middle of a word like that.

It's often at the end.

So I think we can discount that one.

And our last one, pilot.

Yeah, again, it's that I spelling for the I sound.

We know that can come in the middle or at the beginning of a word.

So it's between the first and the third one, and it is this one here.

Okay, we don't pronounce it pilot, we pronounce it pilot.

And it's a strange one, but it's one that we just need to learn.

Okay, someone who flies a plane is a pilot.

And finally, number four, the word was iron.

Let's have a look.

Irn, mm, I'm not so sure about that first one.

Think it might have a missing letter.

Doesn't look quite right to me.

It looks more like it would make the sound urn, doesn't it? Iorn is the last one.

I'm not so sure either.

Point to one that you think looks most correct here for me.

Absolutely, it's this one here.

It's that I spelling which we know can come at the beginning of a word, and then it's that I-R-O-N spelling.

Quite a tricky word, but one that again is really important to know.

Could also refer to the metal iron.

Amazing work, everyone.

Make any corrections now.

Celebrate your hard work so far in this lesson.

You're doing a great job.

Onto the final part of today's lesson, which is applying our 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, so let's take our time.

We need to remember the whole sentence.

We need to form our letters correctly.

We need to sound out each word.

We need to look out for common exception words.

So there's words like should, could and would that we've looked at from earlier on in this lesson.

And we also need to remember sentence punctuation, capital letters, full stops, any other punctuation that might be in the sentence.

So I'm going to read a sentence to you now, and I'd like you to just listen as I read the sentence.