Lesson video

Hello, and welcome to today's spelling lesson.

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

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

As well as that, you'll need to bring something to write with or write on.

And having someone to talk to would be excellent as well.

Let's crack on with today's lesson.

In today's lesson, we're looking at the "igh" spellings, Including "igh," spelled I-G-H, that trigraph, and "I-e", the split digraph.

The outcome for today's lesson is, I can read and spell words containing two representations of the "igh" phoneme, "igh," spelled I-G-H, and "i-e," spelled "I split E" Here are the key words for today.

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

Trigraph.

One more time, trigraph.

Split digraph.

Split digraph.

Long vowel sound.

Long vowel sound.

Lovely.

Let's start with trigraph.

A trigraph is a three-letter representation of a sound.

And the trigraph we're looking at today is "igh," spelled I-G-H.

A split digraph is a digraph that contains a letter between it.

A digraph is a two-letter representation of a sound.

A split digraph means that it has a letter, a consonant, coming in between that digraph.

For instance, I split E, is the split digraph that we are going to be looking at today.

And finally, long vowel sound.

A long vowel sound is a vowel sound that is spoken for longer than its shorter version.

For instance, the word flight contains a long vowel "i" sound, whereas the word "it" contains a short vowel "i." "It," ih ih.

Also, in the word cake, you can hear the long vowel "a" sound, whereas if we can tell that's the word bat, the letter a makes an ah, ah, sound, "buh-at," "bat." So today, we're looking at long vowel sounds, both in the form of a trigraph, "igh," and a split diagraph "i-e." The long vowel sound we're looking at is I.

Can you make that long vowel sound for me now? "I." Amazing.

So the outline for today's lesson: We're looking at "igh" spellings, including "igh" and "i split e." The first part of the lesson, we're spelling common exception words, those words that don't follow regular phonics patterns.

And then we're looking at the two "igh" spellings, "I-G-H" and "i split e." Let's get on with looking at some of those common exception words.

Let's read these words.

My turn, your turn.

So.

So.

Do.

Do.

What do you notice about the spellings? Stop the video.

Have a think.

Have a chat with the person around you.

What brilliant conversation.

I've noticed here that the o spelling at the end of the word, it's actually making a different sound each time.

It's not making a short bout OO sound, it's making two different sounds.

OO.

It's making an O sound in that one.

Duh, ooh, ooh.

It's making oo sound in that one, which is why these are common exception words and it follow our regular phonics patterns.

And we can see here that it's possible for an O graphene to make a variety of different sounds.

They have the same graphene at the end, but the graphene is making a different phoning in the two words.

So we've just looked at the common exception words so and do.

I'd now like you to gimme your thumbs up or thumbs down for this true or false statement.

Thumbs up, true thumbs down for false.

The letter O only makes an "o" or an "oa" sound.

Is this true or false? Pause the video.

Put your thumbs up or your thumbs down.

Now go.

Oh incredible.

I can see so many thumbs being shown there.

It is false because in those common exception words we've just looked at.

So and do the O spelling is making an ou sound, isn't it? Do or in so it's making an O sound as well.

So the O spelling can make a variety of different sounds, not just a short vowel.

Ah, ah or a long vow O sound.

Excellent work everyone.

So we're gonna use the strategy to help us with this.

These are words that we just need to learn, we need to memorise, we need to have embedded in our long term memory for when we come to read and write them.

So look, cover, write check is a great strategy.

It allows you to be independent.

It really works on that muscle memory and also allows you to practise your wonderful handwriting.

This works by first of all looking at the word.

So I'm looking at so.

Covering so up and then writing the word so and then checking back, oh and I spelled it correctly.

I'd like you to pause the video now and have a go at using the look, cover, write, check strategy to independently write out so and do a number of times, use your best handwriting, pause the video, off you go.

Amazing work everybody.

Excellent.

Did you spell them correctly? Check now and make any corrections if you need to.

And remember, they each have the o graphene but they're making different sounds.

So be careful with these.

Onto the next part of today's lesson.

The two I spellings.

Those two long I spellings spell IGH are trigraph and I split E are split digraph.

There are other ways of spelling the I sound we're looking at these two because they're the most common.

They appear most regularly in our written language.

IGH are trigraph.

I split E are split digraph.

Let's read the following words.

My turn, your turn.

High.

This is high as in high up, not high as in hello.

They're homophones.

Sigh.

You might sigh if you're a bit fed up or a bit tired.

Bright.

Light.

Lightning.

We can see there that root word light in the word lightning.

Part of the same word family.

Let's read some more words.

Ice.

Five.

Size.

Polite.

Means to really use your manners very well and to be very kind to those around you.

Make sure you say you're please and thank yous and hold doors open for people.

Wise.

Brilliant, means clever or smart.

What we are going to do is we're going to have a go at sound buttoning the following words.

I'm going to do some and then you are going to do some.

Sound buttoning is really useful when we want to focus in on a particular sound and how it's spelt.

And so here are the two words that I'm going to have a go sound buttoning Ha-igh, High.

So you can see here that my trigraph, my three letter graphene that makes that I sound, I've sound buttoned together just like that.

Lu-i-th, Light.

Wonderful.

I'm gonna put three words up now and I'd like you to stop the video.

Either write down in sound button or point and dash using your fingers to sound button the words, pause the video.

Off you go.

Awesome work everyone.

So lots of children writing furiously in sound buttoning and also remembering that their trigraph was there.

So they got their three letter dash to make.

Let's go through and see how you did.

Ss-igh.

Sigh.

Bb-r-i-t.

Bright.

TT-o-n-i-t.

Tonight or tonight.

That one's a bit trickier, again because that OA bit like when we looked at so and do earlier, that O can make a slightly different sounds depending on how you pronounce it.

I pronounce it tonight.

So it's making ugh sound for that O.

And there again we can see our trigraph IGH making a long vowel I sound.

The I is a trigraph and can be found in the middle or at the end of a word.

So I can see here in the word high and sigh, it's at the end of the word.

And in flight, bright, and night, it is in the middle of the word.

Here, it's still at the end of the root word.

I've got the word highly and it's at the end here, that root word.

And I've added the suffix LY onto the end, the change meaning of the word.

And here you can see it's in the middle and again brightly adding that suffix LY, it's still in the middle of the root word.

You might also notice that if the IGH trigraph is in the middle of the word, it quite often likes a T to follow it.

Let's sound button some more words.

Ice and five.

Now notice that these are split digraphs.

So you may remember from our previous learning that you have to sound button these in a particular way.

Watch what I do.

I-cc-e.

Ice.

So I dot the I and then a go over because it's that IE together and then come back for the continent sound that is in between them.

F-i-v-e.

Five.

Lovely.

I'd like you now to have a go at sound buttoning, it's the following three words, remembering that you are sound buttoning a split digraph here.

Pause the video.

Off you go.

Excellent work again.

Could see some brilliant writing.

I can see children have really remembered that this is a split digraph that we have to sound button a particular way over the top and then not forgetting to come back to add that sound button for that consonant sound.

SS-i-z-e.

Size.

Pp-o-l-it-e.

Polite.

Ww-i-s-e.

Wise.

Lovely.

Excellent work everyone.

As with most split digraphs, the IE is often found last but one in a word.

What I'd like you to do for me right now is match the spelling to where they are most commonly found in a word.

Our IGH trigraph, our IE split digraph, match them now.

Pause the video if you go.

Fantastic work everyone.

Absolutely.

Our trigraph likes to go in the middle or at the end.

And when it's in the middle it quite likes a T to follow it.

And our split digraph I split E is found often last but one.

So what I'd like us to do now is to continue practising this sound buttoning of the letters that make the long I sound in the words you can see below.

And they'd like you to write them in the correct column.

And the reason we're gonna do this is 'cause A, it's gonna help us practise reading some words.

It's also gonna get us to start thinking about where each of these spellings really likes to come in words and any patterns that we might spot.

So for instance, if I look at the word might here, I'm gonna sound button my trigraph IGH and put it in that IGH I column there.

I'll do also a, I would also do a here a split digraph.

The word invite, invite by either goes into that column.

So I'd like you to pause the video now and have a go at sound buttoning just the I long I sound in each of these words and then pushing them in the correct columns.

Off you go.

Fantastic work everyone.

So you can see here, you've got right, delight, fright, crime, pipe, and drive.

Have a stop for a moment.

Did these spellings follow our rules? What else do you notice? Pause the video.

Have a conversation with someone around you.

Excellent.

Okay, some fantastic conversations going on there about the spelling.

I've noticed a couple of things.

They do seem to follow the rules.

We know our IGH trigraph either likes to go the end or in the middle of a word.

I've noticed that it is very commonly followed then by the consonant T.

We're now going to have a go at spelling some words.

I'm gonna read the words to you and then I'd like you to pause a video and have a go at writing them.

The first word we're gonna do is the word time.

I woke up and couldn't believe what time it was.

Time.

The next word is sight.

I saw a beautiful sight or my eyesight wasn't excellent so I needed glasses to help.

C is high, the skyscraper shot up high into the air.

And D, the number five.

Five.

Before writing these words, I'd like you to make sure that you stretch each one.

Sound it out, write it.

And also that you look and check carefully.

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

Time, sight, high, five.

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

Superb work everybody.

Could see some excellent application of the spellings that we've been having your look at today.

Could see some children counting the sounds in the words.

Could see sound buttoning the words as well to see if their spellings were correct or phonically plausible.

Brilliant.

So just a reminder, today we're looking at the two I spellings, the trigraph IGH and the split digraph I split E.

The first word we're looking at is the word time.

I've seen time written in these three ways.

Tt-ime, time.

With an M coming in between, between which I think we have commonly seen with alphabet digraph.

Tt-yme.

We have a Y there.

Hmm, I'm not so sure about that.

And then the word thyme at the end with a strange spelling.

T-H-Y-M-E.

The correct spelling is the first one here.

It's our split digraph, our I split E separated by the consonant M.

The second word is not a word at all, but the third word is actually a word.

That type of time is a herb as in rosemary.

And thyme smells absolutely beautiful.

It is a word.

And in this instance it's a homophone, a word that sounds the same but is spelt differently and has a very different meaning.

And I was looking for time in the context of a clock or a watch.

The next word was sight.

What capital I in the first one, ss-ite.

I do know that the word I can be spelt just with that single I, but it creates capital wouldn't come like that in the middle of a word would it? Then the next two, ss-ight ss-ight, phonetically plausible, ss-ight.

My split digraph sight, also plausible.

Again, these are two homophones words that sound the same but are spelled differently and actually mean different things.

Those second two are both real words.

The one I'm looking for is this one IGH with that trigraph.

The second one is a site as in a building site, an area that's devoted to a particular thing.

The next word was high as in high up.

Let's have a look.

Hh-igh.

With my trigraph makes sense.

Her-eh or her-I sometimes that I at the end on its own can make a long vowel sound.

And H-I-E.

Hie.

I don't think the end one looks right.

I think it's between these two.

And again, they're homophones, that hi is spelled H-i.

It's quite an informal way of saying like, hello.

Hi.

And then our high as in height is H-I-G-H.

So it's this one here onto the final word.

Five, ff-ive.

Five.

Can't be that first one.

It's making a th th sound as opposed to AFF, which I'm looking for.

And then onto the last two, five and fyve.

Hmm, yes, that Y can make an I sound sometimes, but not usually in the middle of a word like that.

The correct spelling is this one here.

Brilliant, fantastic work everyone.

Take a moment now to check and see if you, you've made any magical mistakes.

Remember, mistakes are golden and there are huge parts of learning.

Make any corrections now.

Off you go.

Superb learning from everyone today.

We've been looking at the two I spellings, that trigraph IGH and that split digraph I split E.

Remember these are the two most commonful ways of spelling that long I sound.

IGH is often found in the middle of a word or at the end, like high or sigh or fight tonight or might.

And if it is in the middle, we said it tends to quite like having a T come after it.

Our split digraph, I split E as of most split digraphs can be found last, but one in the words ice, hide, white, life and time.

Brilliant work.

And I'll see you in the next spelling lesson.