Lesson video

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Hello and welcome to today's spelling lesson.

I'm Mr. Moss.

I'm really looking forward to it.

Let's get right into it.

Today you're gonna need to bring your looking eyes, your listening ears and your thinking brains.

I'd also suggest you have something to write on and it would be great if you had someone to talk to as well.

Let's get into it.

Today we're going to be applying the spellings 'ay,' 'ai' and 'a-e' in familiar words.

That's A spelled 'ay', A spelled 'ai' and 'a-e', our split digraph.

And so our outcomes for today will be: I can spell words containing the three most common representations of that 'ay' phoneme spelled ay, ai and a-e our split digraph.

Here are our keywords for today's lesson.

My turn, your turn.

Root word, suffix, common, homophone, exception.

Let's talk about what each of these words mean then.

A root word is a basic word for which other words are formed usually by adding prefixes, so a group of letters before the word or suffixes, a group of letters after the word.

For example, the word play, if we were to change it to playing or player, our root word there is play and we've added the suffixes ING and ER onto it.

A suffix is a group of letters added to the end of a word to change its meaning.

Common spellings are spellings which appear very often in our written or spoken language.

As well as this, we'll be thinking about common in a different way in terms of where each of these spellings for these different 'ay' sounds commonly appears in words.

Common is the opposite of rare.

Homophones are words that sound the same but have different meanings and different spellings.

Exceptions are words or spellings that do not follow the usual or expected rules or patterns.

Excellent job.

I'd love for you to keep an eye out for these words throughout the course of our lesson.

Here's the outline for today's lesson.

We are going to be applying the spellings 'ay', 'ai' and 'a-e' that all make the 'ay' sound in familiar words.

Firstly, we're going to be spelling some common exception words, those words that don't follow our phonetic patterns.

Then we're going to look at the three 'ay' spellings: 'ay', 'ai' and 'a-e' and review what we already know about them.

And finally, we're going to be applying these spellings within some sentences.

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

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

My turn.

Your turn.

Old Cold Gold Common exception words are words that need to be memorised because their pronunciation and spelling do not conform to the common phonetic patterns that we have learned.

In this case, the O sound at the start of the word is pronounced slightly differently.

Did you notice anything else about these spellings? Excellent.

They all contain that O-L-D, old spelling.

So they rhyme.

Can you find the correct spelling of the common exception words that we have just read? Point to the correct word for me now.

Incredible job.

I hope you all pointed at this one for the word old.

The word below it, O-D-D odd is a word but it doesn't spell the word old and the other two words are not words at all.

Point to the correct spelling please for me.

Excellent job.

If you pointed to this word here that is the word cold.

There's one other real word there called, the third one down, but again, I was looking for the word cold.

And finally, which is the correct spelling for the word gold? Point to the correct one for me now.

Amazing job if you pointed to this one.

Excellent.

So because these common exception words do not conform to our usual phonetic patterns, they're words that we just have to learn by sight.

You may often hear to them referred to as harder to spell or harder to read or tricky words or sight words.

And so we can use some strategies to help us to remember them.

This is a great strategy.

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

This is a really good independent strategy and it helps you to memorise words by practising over and over again writing them out.

I'm gonna show you how the strategy works very quickly.

First of all, we look at the word, so I'm going to look at the word old here.

Then I cover the word.

I've memorised it.

Then I write the word and I check back to see how I did.

If you've made any mistakes, that's absolutely fine.

You notice where you've gone wrong and you correct it.

It's why this strategy's so great.

It's a form of trial and error.

I'd like you to have a go now at writing out the words old, cold and gold using the look, cover, write, check strategy.

Off you go.

Incredible work everybody.

I'm seeing something amazing handwriting going on there as well.

Remember, spelling is an excellent opportunity to practise your best handwriting, your cursive script.

So, did you spell them correctly? Have a look.

Do you need to make any corrections? Make them now.

And remember, this strategy is a really great, independent strategy, one that you can easily do by yourself.

On to the next part of the lesson.

Reviewing what we already know about the three 'ay' spellings spelled 'ay', 'ai' and 'a-e' So the spellings 'ay', 'ai' and 'a-e' are common representations of the long 'ay' sound, that long vowel sound.

I'm wondering if you can remember anything about where the spellings can be found in words.

Stop for a moment and have a think.

Where does the 'ay' spelling commonly come in a word? Where does the 'ai' spelling come or where does the 'a-e' split digraph like to come? Great, I can see some brilliant thinking going on there.

The 'ay' spelling as in the word delay here is often found at the end of a word.

The 'ai' spelling is often found in the middle of a word like the word mail here and this is mail as in something that you might post.

And our 'a-e' is often found last but one that split digraph with the consonant coming in between like the word take here.

I'm wondering if there are any exceptions to our rules though.

Remembering that the 'ay' is often found at the end of a word.

Let's have a read of these words and see if you can spot any exceptions.

Remember exceptions are words that do not follow the rules that we've been looking at.

Let's read the words.

Pay.

Well done.

Stay.

Excellent.

Display, playing, crayon.

I wondering if you can spot the exceptions to the rule here.

Let's have a look.

Well, we can see that in play and stay and display, the 'ay' does follow our rule.

The 'ay' often commonly comes at the end.

In the word playing, it's at the end of the root word and we've added the suffix ING onto the end of it, a group of letters at the end of the word.

And in the word crayon, it's just an exception.

It's one of those words that we just need to learn by sight.

Let's see if we can find any exceptions to our rules for the 'ai' spelling of the 'ay' sound, remembering that it is most often found in the middle of a word.

Let's read these words.

Tail, snail, aim, rain, rained.

Incredible work.

I could really hear children saying those words back to me.

So great job.

Have a stop for a moment and think.

Are there any exceptions to our rule here? Incredible.

You may have noticed that in the word aim, like I'm throwing a ball and I aim carefully at the target, it's coming at the start when it's most often found in the middle.

And again, we can see it here in the middle of our root word rain and we've added the suffix E-D onto the end, changing the word.

I wonder if there are any exceptions to our rules for our 'a-e' Let's read the words: cake, snake, plane, planes and the compound word pancake.

Remember, 'a-e' likes to come last but one.

Again, we've added the suffix S to make plane plural and it's still last but one in our root word.

So we just have to be careful when looking at these words and think it's coming in the middle of the root word or last one in the root word but before the suffix.

Here's a little check for understanding.

I want to see if you can remember what we've just looked at.

Can you match the words, the spelling pattern it uses? Let's read the words and then match them.

First word, playing, mail, tale, tray.

Match those words for me now.

Off you go.

Awesome work everybody.

So I'm hoping you've managed to match each word to the spelling pattern that it it uses.

Playing goes with 'ay' Although the A sound spelled 'ay' is often found at the end of a word, it is at the end of the root word.

And what's our root word here? Say it to me.

Yeah, that's it.

It's play and we've added the suffix ING onto the end.

The word mail follows our rule.

It's an 'ai' spelling for the 'ay' sound and it's in the middle of a word.

The word tail, we can see here is last but one, a split digraph that has the letter L between R 'a-e.

' And finally the word tray follows our pattern for 'ay.

' It is found at the end of the word.

Excellent job work everybody.

I'm going to say some words for you now and I'd like you to choose the correct spelling for each picture.

So, you might wait in a queue.

Point to the correct one for me now.

Excellent work everybody.

Where's that 'ay' sound coming? It's coming in the middle of the word, isn't it? Which 'ay' sound loves to come in the middle? Our 'ai' spelling.

Well done if you pointed to this one.

After I cut the grass, I rake the lawn.

Think about this one.

Rake, say it for me.

Rake.

Hmm.

Sounds like it's coming last but one.

Point to the correct spelling for me right now.

Well done if you pointed to this one.

And spray.

Spray.

Say that for me.

Spray.

S-p-r-ay.

Spray.

I spray my hands to disinfect them.

Spray.

Point to the correct word for me now.

It's this one here, the 'ay' sound coming at the end of the word.

AY, AY, spelled 'ay.

' Excellent work everyone.

For this practise task, we're going to have a go at applying our knowledge of these rules.

You're going to spell some words for me.

I'm going to say each word, push it into a sentence, then I'd like you to have a go writing it down for me and I'll give you the time to do this.

It's really important that you remember to stretch each word, sound it out, count the sounds in it, write it and then look and check and think.

Hmm, have I applied my knowledge of these rule, of these spelling rules correctly? The first word is my turn, your turn, saying.

One more time for me, saying.

what are you saying? The second word b, race.

So one more time for me.

Race.

They ran a race.

Sea snake.

Snake.

Snakes are cold-blooded animals.

And d, rainy.

It was a rainy day.

Rainy.

I'd like you to pause the video and have a go at writing each of those words now.

I'll say them one more time.

Saying, race, snake, rainy.

Pause the video and write those words for me.

Amazing job everybody.

I'm seeing some excellent handwriting.

I'm seeing some excellent application of our rules.

Let's have a look.

I've seen the word saying written down in these three different ways.

Let's see if we can figure out which one is the correct spelling.

Let's have a look at the first one, saiing.

Hmm.

Could be.

I'm not so sure.

I think I've added the suffix ING onto the end of this word.

So I'm looking for the end of the root word, the 'ay' sound coming at the end of the root word.

Hmm, which word has that then? I don't think it can be the last one 'cause that says sayin and I'm looking for saying with an NG at the end.

I think it has to be the middle one.

The 'ay' spelling is coming at the end of our root word for that 'ay' sound.

The root word being say and then we've added the suffix ING.

Onto the next one, B.

The word was race.

Let's have a look here.

You have rase, race, rais and rays.

I don't think it can be the last two.

Rays as in rays of sunlight is the last spelling.

Doesn't work.

Rais there with an S, AI in the middle.

Not so sure.

I think I'm looking for a split digraph and I know that an ACE makes an 'ay' sound so it's going to be this one here.

Well done if you got that one.

On to letter C.

This was snake.

Hmm, I think the first one says snace.

If you look at the word race, that AC makes an ace sound.

The second one says s-aik, saik.

Can't be that one.

And then if we look here, snayk.

Could be.

S-N-A-Y-K and then A split E with a K in the middle.

Hmm, if I use my knowledge here, I do think it's going to be a split digraph with a K in between that consonant coming between.

It sounds like it's last but one.

And we know our 'ay' A-Y likes to come at the end of words.

So it's going to be this spelling here.

Excellent job.

And finally, we have the word rainy.

So, rain is our root word here, is our main word and we've added onto the end of it our E spelling or E spelling for that E sound.

Let's think about which one it could be.

First one? R-AY-N-E.

We've a 'ay,' A-Y.

I don't think so.

That likes to come at the end of words.

And we're looking for the root word rain with the A in the middle.

Which one likes to come in the middle? Sure you're shouting at me right now.

It's this one.

Yeah, it's going to be this one.

And it's that E sounds spelled with a Y at the end which is a little bit trickier.

Outstanding work everyone.

If you have made any mistakes, that's absolutely fine.

It's all part of learning.

Think about where you went wrong.

Think about which sounds you missed out and make any corrections and think what you're going to do differently next time.

Fantastic work.

But we do have to be careful sometimes with spellings as well.

Particularly when we think about homophones, which are words that sound the same but have different meanings and different spellings.

So let's have a look at a few homophones that have our 'ay' sound in them but have different 'ay' spellings.

The one we're gonna concentrate on right now is plane.

You say that word for me.

Plane.

I have never been on a plane.

Plane with our 'a-e' digraph spelt here with an N between that digraph is a plane that you might fly on from an airport.

Pass me plain paper.

Homophone alert! Look, it's spelt differently and has a different meaning.

It might have that 'ay' sound but this is as in plain has nothing on it.

It's clear.

So we have to learn these.

Let's look at the homophone tale.

Read me a tale from the book.

This is tale as in a story.

Homophone alert! Look here! Tail spelt differently.

Sounds the same but it has a different meaning and is spelt differently.

The dog is wagging its tail back and forth.

Pictures can often help us with this.

And hearing words in different contexts can also help us too so we understand the spelling and the meaning of each of the words we're looking at.

The word we're concentrating on here is mail.

Please post the mail in the postbox.

You might be sending a letter or a card.

That's mail with an 'ai' spelling for our 'ay' sound.

Homophone alert! This is the male toilets.

Male here with our 'a-e' digraph and this means relating to a boy or a man.

I'd like you now to have a go at ticking the correct spelling in each of these sentences.

Be careful for the homophones.

Think about the homophones we've just looked at.

Tick the correct spelling.

Off you go.

Great job everybody.

The dog is wagging its tail.

Yeah, it's this spelling of tail because the other tale is a type of story.

Let's look at B.

Please post the mail in the postbox.

Well, male, M-A-L-E is anything relating to a boy or a man.

I don't think you're going to be posting that male into the letterbox, are you? So it's going to be mail as in a letter or a card that you might post.

M-A-A spelled A-I-L, mail.

Incredible work everyone.

Really keeping out for those homophones.

And onto the final part of today's lesson, we're going to be applying spellings within a sentence.

We're going to write a sentence containing some of our focus spellings and common exception words.

Tell me which sound have we been focusing on today? Say it to me now.

Yeah, absolutely.

We've been looking at different ways of spelling the 'ay' sound.

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

Remember the whole sentence, form letters correctly, sound out each word, look out for common exception words so those words that don't adhere to our phonics rules, and remember sentence punctuation.

Capital letters, full stops.

So I'm going to read a sentence to us now.

I'd like you to just listen carefully at first.