Lesson video

Hi there and welcome to today's spelling lesson.

I'm Mr. Moss and with me today, you're going to use your looking eyes, your listening ears and your thinking brains.

As well as that, something to write on and write with and someone to talk to would be great.

Let's get straight into today's lesson then.

Today we're going to be looking at the, "Oo", spellings, including, "Oo", spelled, "Oo"; "Ew", spelled, "Ew"; And, "U-E", "U-E", our split digraph.

The outcome for today's lesson will be, I can read and spell words containing the three most common representations of the, "Oo", phoneme: "Oo", "Ew", and, "U-E", our split digraph.

Here are the keywords for today's learning.

Please keep an eye out for these.

They're really important.

My turn, your turn.

Digraph.

Split digraph.

Homophone.

Silent letter.

A digraph is two letters that represent one sound.

A split digraph is very much like a digraph, apart from it has a letter coming between the two letters in the digraph.

For instance, in the word, "Make", there's a K coming between our A and our E, making an A split E digraph.

You may have noticed that we're going to be looking at a split digraph in our learning today.

Homophones are words which sound the same, but are spelled differently and have different meanings.

A silent letter is a letter in a word which is not pronounced.

So the outline for today's lesson, we're obviously looking at these different, "Oo", spellings.

We're going to begin this lesson by spelling a high frequency word.

Then we're going to look in more detail at these three common, "Oo", spellings.

Let's have a look at a high frequency word.

High frequency words are words which appear most commonly and with great regularity in our written and spoken language.

Let's read a word together.

Now.

Now.

This might seem like quite a straightforward word, but it's sometimes confused with the word no.

Remember that, "OW", can both make an, "Ow", and an, "O", sound.

Here in know, we also have our silent letter, K.

The word now is a high frequency word.

This means it appears in reading and writing regularly, so it's useful for us to know.

Have a look here at these two sentences.

Which of these words is spelled correctly in the sentence? "I must go inside now because it is raining." "I must go inside know because it is raining." Point to the correct sentence now.

Well done everyone.

Absolutely, it is this sentence here.

It's our now spelling, not our know spelling.

Know would not work in this context.

So with high frequency or common exception words, a really useful strategy for us to use is, "Look, cover, write, check".

I like the strategy because it allows you to be independent.

It also allows you to repeat, practising spelling over and over again.

Please use your best handwriting.

The way the strategy works is, I look at the spelling, I cover it up, I then write it and then I check back to see if I got it correct.

Oh, I did.

But I'm not just going to do this once, I'm going to do it a number of times to really embed that spelling into my long-term memory.

What I'd like you's to do now is pause the video and have a go at using this strategy to write the word now a number of times.

Off you go.

Incredible work everybody.

Did you spell them correctly? Check now.

Onto the next learning cycle.

This is where we're going to look at the three, "Oo", spellings; "Oo", "Ew", and our split digraph, "U-E".

There are other ways of spelling the, "Oo" sound.

We are going to be looking at these three because they are the most common.

And by common, I mean they appear most often and most regularly in our written language.

These spellings are, "Oo", "Oo"; "Ew", "Ew"; "U-E", "U-E".

Let's read the following words.

Food.

I need to hear you saying these back to me.

Food.

The, "Oo", spelling can make the long, "Oo", sound, but this is not always the case.

If we look at the word good here, we can see an, "Oo", spelling, but it is not making an, "Oo", sound.

It's making, "Good".

It's making an uh sound, isn't it? So watch out for that.

Let's read some more, "Oo", words.

Mood.

I'm in a very good mood today.

Broom, that you might sweep with.

Shoot.

Soon.

Let's read some more words.

My turn, your turn.

Chew.

Blew.

Crew.

Grew.

Flew.

Notice we still have an, "Oo", sound here, but it's being made this time by that, "Ew", spelling.

The, "Ew", spelling can make the long, "Oo", sound.

However, it can sometimes make the, "Yoo", sound as well.

Listen to these words.

My turn, your turn.

Few.

You hear that, it's not making an, "Oo", sound, it's making a, "Yoo", sound.

New.

Mew.

Mew is a high pitched noise that a cat might make.

Let's read some more words.

My turn, your turn.

Rule.

Remember you have to follow the rules.

Flute.

A flute is a musical instrument that you might play.

June.

That's a month.

Notice the fact that it has a capital letter, 'cause it's a proper noun.

Rude.

Flume.

A flume is something you might go down at a waterpark.

The, "U-E", spelling can make the long vowel, "Oo", sound.

However, it also sometimes makes a, "Yoo", sound.

Listen to these words.

My turn, your turn.

Cube.

Hear that, it's not an, "Oo", I'm not saying, "Coo", I'm saying, "Cube", has a Y in it, doesn't it? Cute.

Huge.

So be careful, not all, "U-E", digraphs are going to make that, "Oo", sound.

They might make a, "Yoo", sound sometimes.

So what I'd like you to do for me is I'd like you to have a go at reading these words and sort them into the correct column.

For the words that are making an, "Oo", sound and the words that are making a, "Yoo", sound.

Let's read them together first.

My turn, your turn.

Cube.

Flute.

Few.

Chew.

Pause the video, say the words again, and sort them into the correct columns now.

Excellent work everyone.

Let's see how we did.

So the words flute and chew are making that, "Oo", sound, aren't they? You can hear that.

And the words cube and few are making that, "Yoo", sound.

Be careful when using, in particular, our, "Ew", and our "U-E", split digraph spellings.

Okay let's have a go at some sound buttoning.

The reason sound buttoning can help us in our spelling is it allows us to focus in on the spelling that's making that particular sound.

Where that spelling's coming in a word is also really useful for us to see.

"F-OO-D", food.

"M-OO-D", mood.

I'm now going to put some words up and I'd like you to sound button them.

Here they are.

Pause the video.

Have a go at sound buttoning them.

Watch out for that digraph, our, "Oo", sound.

Excellent work everyone.

Let's have a look, see how you did.

"B-R-OO-M", broom.

"SH-OO-T", shoot.

"S-OO-N", soon.

Brilliant.

Our double O spelling is often found in the middle of a word.

If we look here at the words, food, mood, broom, shoot and soon, they're all found in the middle.

Let's sound button some more words.

Let's have a look at these words.

The words are new and knew.

These words are homophones, remember words which sound the same but are spelled differently and have different meanings.

K is a silent letter here.

And so what we have to do is we have to sound button it, along with the N as a digraph.

Watch the how I sound button in these words.

"N-EW", new.

And that's that, "Yoo", sound for our, "Ew", swelling there, as opposed to our, "Oo".

"Kn-EW", knew.

I'm going to put up some words now and I'd like you to pause the video and have a go at sound buttoning them.

Off you go.

Fantastic work everybody.

Let's see how you got on.

"C-R-EW", crew.

Like the crew of a ship, a group of people that are working on it.

"Ch-EW", chew.

Two digraphs there.

"B-L-EW", blew.

Now watch out, this isn't blue as in the colour, this is blew as in, "I blew the candles out on my cake".

So our, "Ew", spelling for this, "Oo", or, "Yoo", sound is most often found at the end of a word.

Of course we could also add some suffixes, but you'll notice here, it's still at the end of our root word.

Now let's have a go at sound buttoning our final group of words here.

This is going to be our, "E-U", split digraph.

My turn, your turn.

And watch out here, because when we are sound buttoning our split digraph, we have to do it in a slightly different way to our regular digraphs.

Watch how I sound button these words.

"R-U-LE", rule.

"F-L-U-TE", flute.

I'd like you to now have a go at sound buttoning the words that I've just put up.

Pause the video.

Off you go.

Excellent work everyone.

Let's see how you did.

"J-U-NE", June.

Remember, June is a proper noun so it needs to have a capital letter.

"R-U-DE, rude.

"F-L-U-ME, flume.

Which is a large slide you might go down at a waterpark.

Our, "U-E", is often found the last but one, as with many of the other split digraphs I'm sure that you've looked at in any previous learning you've done.

We can see here in the words, rule, flute, June, rude and flume, that it's last but one, because we have that consonant coming between our digraph.

June is a proper noun remember, so it has to have a capital letter.

What I'd like to do now, is I'd to have a look at the spelling on the left hand side.

Have a look at where they come in the word.

And I'd like you to match them up.

Pause the video and do this for me now.

Incredible work everyone.

I can see fingers pointing, drawing lines between them.

Excellent.

Yes, our, "Oo", spelling of that, "Oo", sound is found most commonly in the middle.

Our, "U-E", split digraph, which can make an, "Oo", or a, "Yoo", sound is found last but one.

And our, "Ew", spelling, which can also make an, "Oo", or a, "Yoo", sound is often found at the end.

Brilliant.

For this practise task, I'd like to sound button the letters making the, "Oo", or, "Yoo", sounds in these words.

I'd like to write them in the correct column.

Remember you're just sound buttoning the letters that are making that, "Oo", sound.

Let's have a look at an example.

So we have here the word tune, down here.

A tune is a melody, especially one that characterises a particular piece of music.

So you might hum a tune along to a piece of music.

I'm going to just sound button the letters that are making that, "Oo", sound, I can see it's my, "U-E", split digraph.

Let's sound button them and then put it in the correct column here.

I'd like you to pause the video and sort the words now.

Off you go.

Excellent work everyone.

Hopefully you've got a table that looks a bit like this.

Let's have a look at these words then, I can see they've got the word moon, troop, choose, in my, "Oo", spelling.

In my, "Ew", spelling, I've got flew, stew and drew.

And then in my, "U-E", I've got tune and chute.

That kind of chute there is not the shoot, like you might shoot from a gun, but it's chute, as in a passageway through which you might throw something and gravity will move it downwards.

For instance, a rubbish chute.

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

Have a think now.

Fantastic.

Yeah, I think they do seem to follow our rules, don't they? We can see here our double O spelling is coming in the middle of a word.

We can see here our, "Ew", spelling for this sound is coming at the end of the word.

And we can see here our, "U-E", split digraph is coming last but one.

Onto our final practise task.

I'm really looking forward to this.

You are going to have a chance now to spell some words.

I'd really like you to take your time whilst we do this.

Make sure that you stretch the words, sound them out, count those sounds, write them, and also look and check as well.

So I'm going to say the words, so you say them back to me as well.

First word is moon.

Moon.

Brilliant.

The next word is June.

June, as in the month.

Think carefully about that one.

And C is Drew.

Drew.

I drew the keys.

You can see here some keys and someone's drawing them with pencil.

And the final one, flute.

Flute.

This is this wind instrument that you can see here being played.

(blowing) So let's go through those words one more time.

And then you are going to pause the video and have a go at writing them.

Take your time.

Consider, where is that, "Oo", or, "Yoo", sound coming in the word.

Which of our, "Oo", spellings might you then want to use.

My turn, your turn.

Moon.

June.

Drew.

Flute.

Pause the video.

Off you go.

Incredible work everyone.

Saw some brilliant handwriting, some excellent spelling, some really careful thinking and application of the rules that we've generated today.

So very well done.

The first word we're looking at, A, is moon.

I've seen it written in these three ways.

Let's have a look.

Hmm.

Yeah.

Well I'm not so sure about the first one.

That is more like it would be an, "O" sound, doesn't it? Moan.

Which isn't quite right.

Middle one.

Yeah, could be.

We know our double O spelling can make that, "Oo", sound, and it likes to come in the middle.

And let's look at our last one, "M-U-N-E".

Well it could be, 'cause it's coming last but one.

But we need to think about which one looks correct here.

And the correct spelling is this one.

Well done if you've got that one.

Next spelling was June.

Let's have a look how it's been spelled.

"J-OO-N", first one does make phonetic sense.

"J-U-NE", second one makes phonetic sense.

And the third one makes phonetic sense as well.

Now we just need to think about which one looks right.

I think I can discount the middle one.

Why? June is a proper noun, that means it needs to have a capital letter.

So it's between the first and the last one.

I don't think that the first one looks correct.

I haven't seen June written like that before.

I have seen it written like the last one.

So it is our split digraph, "U-E", with that N coming between it.

Well done.

The next one was drew and I've sent it written in these ways.

"D-R-EW".

Yeah, could be the first one.

"D-R-OO".

Hmm, could be the second one.

"D-R-UE".

"U-E", there.

Hmm.

We haven't looked at that, "UE", together.

I know it can make an, "Oo", sound sometimes.

Hmm.

I think it's got to be my first one and here's why I think it has to be that one.

The second one, D-R-OO, that, "Oo", spelling, "Oo", for, "Oo", it likes to come in the middle of a word and it's a, "Oo", spelling coming at the end here.

And we've learn today that that, "Ew", spelling for that, "Oo", sound likes to come at the end.

And the final one is flute.

I've seen it written like this.

"F-L-OO-T.

Hmm, could be.

"F-L-UTE".

Could be.

"F-L-EWT".

Could be.

They all make phonetic sense, don't they? I think we can discount the last one, because we know that, "Ew", spelling likes to come at the end.

Let's have a look at then the first and the second one and think which one looks correct.

I think I've seen this word before and I'm pretty sure it's our, "U-E", split digraph.

The correct spelling is this one here.

Brilliant.

Make any corrections now.

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

It's a huge part of spelling, it's how we learn.

Excellent work everyone.

So today we have looked at the, "Oo", phoneme and it can be spelled in these three ways, "Oo", "Ew", and, "U-E", our split digraph.

Remember, "Ew", and, "U-E", can also make a, "Yoo", sound.

They can make an, "Oo", and a, "Yoo".

Our double O spelling is often found in the middle of a word, as in mood, food, and broom.

Our, "Ew", spelling is most commonly found at the end of a word.

And our "U-E", as with most split digraphs, is found last but one.

Fantastic work today everyone.

Keep up the great spelling.