Lesson video

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Hello and welcome to today's spelling lesson.

I'm Mr. Moss and I love spelling.

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

Also, you'll need something to write on and write with, and having someone with you to talk to would be excellent.

Let's get right into it.

In today's lesson, we're gonna be applying the spellings for the 'oa' phoneme spell O-A, O-W, O-E, our split digraph.

And we're gonna be applying these in some familiar words.

The outcome for today's lesson is I can spell words containing the three most common representations of the 'oa' phoneme: 'oa', 'ow' and 'o-e'.

Here are the key words for today's lesson.

My turn, your turn.

Phoneme.

Need to hear you saying these back to me.

Digraph.

Split digraph.

Suffix.

Common.

Let's have a little chat about these key words, and I'd really love for you to keep an eye for 'em in today's learning.

A phoneme is the smallest unit of sound that makes up a word.

A digraph is a two letter representation of a sound.

A split digraph is like a digraph, but it has a letter that comes between those two letters that are making that sound.

For instance, in the word make, a split digraph is a split 'a-e', and the letter that comes between it, the letter that's splitting it is the letter K.

A suffix is a letter or group of letters that's added onto the end of a word to either change its meaning or create a new word.

And spellings that are common are those which appear most often.

Remember to keep an ear out or an eye out for these words during our lesson.

Here is the outline for today's lesson.

We're going to be applying the spellings, 'oa', 'ow', 'o-e', in these three different ways.

We are going to look at spellings and common exception words.

We are going to look at the three 'oa' spellings, 'oa', 'ow', and 'o-e', our split digraph, and then we're going to have the chance to apply them within a sentence.

Let's begin by having a look at a common exception word.

Common exception words are those words which don't follow our usual phonics patterns and therefore they're a little bit trickier.

They're words that really we just have to learn by sight, and quite often they appear regularly as well.

Why don't we have a go at reading this word.

My turn.

Your turn.

Want.

One more time for me.

Want.

I want you to stop the video for me for a moment and think, what makes this spelling a common exception word.

What do you notice about it? Pause the video.

Have a think.

Incredible.

Has some excellent conversations going on there.

For me, it's this letter here, it's the A.

'Cause it looks like we should pronounce it 'want' with a short ah ah.

But instead it ends up making a bit of an 'oa' sound, doesn't it.

'Want', a bit like the word 'what' as well, although we don't have a naughty H here.

So, W-A-N-T, we spell it W-A-N-T, but we pronounce it 'want'.

Find the correct spelling of the common exception word that we have just read.

Pause the video now.

Find the correct spelling of the word 'want'.

Incredible work.

Let's have a look at these words then.

Yeah, we know that it has that naughty A, doesn't it? That isn't quite making an 'ah' sound, but instead an 'oa' sound.

It's not the first one, it is this one here.

So well done if you remember that that's how we spell the word 'want'.

So because this is a common exception word, it's a word that really we need to memorise and embed into our long-term memory.

A really good strategy for doing this is the 'look, cover, write, check' strategy.

And this works by looking at the word 'want', covering it up and then having a go at writing it and then checking back, oh, and I got it correct there, but I'm gonna do this more than once.

I'm gonna repeat it.

And this is why this is such a great strategy.

It's independent, it's repetitive, and it really, really allows you to practise embedding that, spending in your long-term memory as well as practising your handwriting.

I'd like you to pause the video now and have a go at using this strategy to practise writing out the 'want' a number of times.

Make sure you're using your best handwriting.

Off you go.

Incredible work, everyone.

Saw some excellent handwriting, some brilliant spelling.

Did you spell it correctly? Have a check now.

Make any corrections.

Onto the next learning cycle.

We're going to be looking at three 'oa' spellings, 'oa', 'ow', and 'o-e', and looking at some familiar words that contain these different spellings of that 'oa' phoneme.

The spellings 'oa' for 'oa', 'ow' for 'oa' and 'o-e' are common representations of the long 'oa' sound.

That means they're the spellings for that sound that appear most often.

What can you remember about where the spellings can be found in a word? Pause the video and have a think.

Amazing.

I can see some brilliant thinking going on there.

Let's have a look and see where these spellings like to appear in words.

The 'oa' spelled 'oa' is found in the middle of a word.

For instance, the word here 'moat'.

And a moat is a deep ditch that you might dig around a castle or a fortified position often filled with water to protect you against attack.

The 'ow' spelling can be found at the end of a word.

Okay, G-L-O-W, glow.

Now remember, 'ow' can also sometimes make an 'oa' sound, but not when it's at the end of the word.

It'll make an 'oa' sound.

And finally, our 'o-e' as with most split digraph is a last but one.

Have a look at this word here, 'those'.

We're gonna read some words and I want you to think, what do you notice about these spellings? Are they consistent with the rules that we have generated? Remembering that our 'oa', 'oa' spelling can be found in the middle of a word.

My turn, your turn.

Oak.

I did an oak tree.

Cloak.

That you might wear.

Soap.

Toast.

floating.

I'm wondering if you can see any words here that don't quite follow our rules.

Pause the video and have a look.

Excellent.

There is are 'oa' spelling in all of these words.

Oak is an exception, a bit like the words oat or oath as well because our 'oa' spelling's coming at the start.

These are quite rare.

If we look at floating, we've added that suffix 'ing' to change the word.

But the 'oa' spelling is still in the middle of the root word.

And the root word here is the word float.

Let's have a look at our 'ow' spellings, remembering that they're most commonly found at the end of a word.

Let's read these words.

My turn.

Your turn.

Show.

Showing.

Make sure I can hear you.

Yellow.

Window.

Hollow.

Something that's hollow is empty inside.

Pause the video.

Are all of these words following our rules? Amazing.

Let's have a look.

I think they are generally apart from, again, this word here at the bottom showing it's at the end of the root word.

And we've added that suffix 'ing' to change the word, but it's still at the end of that root word.

Let's now look at our split digraph, 'o-e', which we know is often found in the last but one.

Let's read these words.

Mole, nose, drove, hope, notes.

Excellent.

I could hear you all saying those words back to me.

Pause the video.

Do all of these words follow the rule? Excellent, everyone.

Let's have a look.

They do appear to, they all have a letter coming between that split digraph.

Excellent.

Let's check your understanding now.

I want you to match the word to the spelling pattern it uses.

Let's read the words first and then match them to the correct graphemes that they have inside them.

My turn, your turn.

Slope.

Like the slope of a hillside or a ski slope that you might ski down.

Road, crow, pillow, soak.

Pause the video now and match these to the correct spelling patterns.

Off you go.

Excellent work, everybody.

Let's sort these words then.

The word slope.

Yes, I can see it's our split digraph, 'o-e', with a 'P' coming between our digraph.

The word road with our 'O' spelling in the middle absolutely it's our 'oa', The word crow with our 'ow' spelling at the end most commonly is our 'ow' spelling.

Pillow, again, 'ow' at the end.

' And soak as in to get really wet.

Spoke, again our 'ow' sound I can hear coming in the middle there.

It's our 'oa' spelling.

Brilliant work.

We're now going to have a go at spelling some of these familiar words that contain some 'ow' spellings.

Remember, when you're spelling, please stretch the word, sound it out, write it, and look and check.

Counting the sounds can also really help as well.

Let's have a look at the words.

The first word is grow.

My turn.

Your turn.

Grow.

The next word is goal.

I scored a goal in the football match.

C is 'joke'.

The boys couldn't stop laughing at the hilarious joke.

And D, quite obvious, I think the colour yellow.

Yellow.

I'm gonna read these words one more time and you're gonna pause the video and have a go writing them.

Grow, goal, joke, yellow.

Pause the video and write these words for me now.

Absolutely exceptional work.

I could see people stretching those words.

I could see people counting the sounds.

I've seen some brilliant handwriting.

Could even see some children sound busting them after to check where that 'oa' sound was coming in their words to see if they're right.

Really good work, everybody.

Let's go through.

So the first word was grow.

And I've seen it written in these ways.

Let's have a think about these.

They do seem all phonetically plausible, I suppose, because we do know our 'o-e' can sometimes make that sound.

For instance, the word 'toe', but it's not particularly common spelling is it? And remember, we are looking at the common spellings.

The next one, I don't know if that looks right either, grow with our 'o-e'.

I'm not so sure.

I know that the 'ow' sound, if it's the end of the word, tends to be our 'ow' spelling, 'gr-ow', and it's at the end.

So I think it has to be this last one here.

And it is.

The next word was 'goal'.

I scored a goal.

Now let's stretch that goal, 'go-le', 'gowl'.

It's coming in the middle, isn't it? Which of our spellings for the 'oa' sound like to come in the middle I wonder? Definitely don't think it's going to be the last one because that's an 'ow' which we know that's come at the end.

The one that likes to come in the middle is our 'oa' spelling, and the correct spelling is this one.

It looks right, doesn't it? Next one was 'joke'.

Let's have a look.

Joke.

Could be the first one.

Could be the second one.

I don't think it's going to be the last one again because we know our 'ow' spelling doesn't like to come in the middle of a word very often.

It's most often at the end.

So it's between these two.

I don't think the first one looks right.

It has to be our second one here.

So it's our split digraph 'o-e' with that consonant K splitting that digraph.

And finally 'yellow'.

I'm gonna put some spellings up and I want you to point at the correct one for me now.

I'm sure you all shouting at me.

"It's this one, it's this one, it's this one." They all do sort of make phonetic sense, don't they? And it's this one, it's that 'ow' spelling it's come at the end, but you have to have the double L before it.

A double consonant coming before it.

Brilliant, everyone.

Excellent work.

Make any corrections now.

Onto our final learning cycle.

But we're gonna have a chance to apply some spellings within a sentence.

We are going to write a sentence containing some of our focus spellings and some common exception words as well.

So keep an eye out for them.

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

We need to remember the whole sentence.

Form letters correctly.

Sound out each word.

Look for common exception words.

Remember sentence punctuation, capital letters and full stops.

So you're gonna listen to a sentence I'm going to read to you now.

It's quite a long sentence.

So really gonna take our time doing this.

Perhaps pause me at points, break it up.

Have a go at writing certain words out.

Make sure that you sound each word out.

Look up those common exception words and remember your punctuation.

We're gonna have a go at reading this a number of times.

Remember, there's no need to rush at all.

Really take your time.

So just listen to me read the sentence first.