Lesson video

Hello, and welcome to today's spelling lesson.

I'm Mr. Moss, I love spelling, 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 that, something to write with and write on.

And someone or something to talk to would be great as well.

Well, let's get on with today's spelling lesson then.

In this spelling lesson, we're going to practise and apply spelling compound words.

The outcome will be "I can use a range of strategies to practise spelling compound words." Here are the keywords for today's lesson.

My turn, your turn.

Root word.

Syllable.

Polysyllabic.

Compound word.

Brilliant.

Make sure you keep an eye and an ear out for these as they're going to be really key to today's learning.

Let's have a chat about what these words mean then.

A root word is the base word from which other words are formed by adding prefixes or suffixes.

A syllable is a single sound or beat in a word that contains a vowel sound.

It can help to clap these out.

"Polysyllabic," you can almost see that word syllable in it.

It is a word that contains more than one sound or beat.

"Poly" meaning more than one.

A compound word is two or more words joined together.

So today we're gonna be taking root words, we're gonna be joining them together to create compound words, and these compounds words will be polysyllabic.

Here's the outline for today's lesson.

We're practise and applying spelling compound words.

We're gonna look at some more compound words first of all, and then we're gonna practise, we're gonna apply, sorry, our spellings within a sentence.

So, let's get on with looking at some more compound words then.

Compound words, remember, are formed when two word root words are added together to create a new, longer word.

And let's look at some of these words.

We can have "blue" and "berry, both words in their own right.

We join them together to create the word "blueberry," a new word.

Notice how the spelling of the root words has not changed.

Here we have "fair" and "ground," two separate words.

By joining them together, I can create the word "fairground," a new word, a place you might go to enjoy rides.

Again, the spelling of the root words has not changed.

And here we have "basket" and "ball," add them together, we get the word "basketball," as in the sport.

There are many examples of compound words.

The spelling of the original words stays the same, and these words are also polysyllabic.

Let's have a read of some compound words then.

My turn, your turn.

Fairground.

Mankind.

Nowhere.

Eyebrow.

Your eyebrows here.

Earthworm, worm that lives in the ground.

Greenhouse.

And finally, paintbrush.

So you can see here that all of these are compound words.

They are made up of two root words.

And we can actually unpick the words to find those root words, can't we? "Fairground" is made of "fair" and "ground" that are both spelt the same, but have different meanings on their own.

"Earthworm" is spelt of "earth" and "worm." Again, two words, their spelling remains the same when added together, but separately, they would mean different things.

They are all made up of two root words.

Each word makes sense on its own.

When the two words are joined together, they make a new word, and we call this a compound word.

So we think of it as joining two things together, a bit like a compound sentence.

Compound word.

And the really key thing to remember here is the spelling of the original root words will not change.

We know that some combinations of words sound like compound words, but are in fact not compound words.

Remember, compound words have to be together.

Some word pairs or combinations of words sound like they are, but they're not actually joined together.

We have to watch out for these.

"Bus stop," we would not join these together to create a compound word.

We wouldn't often see two "s's" like that joined together from original words.

"Ice cream," another set of two words that remain separate and not joined together.

The words are not one singular word, one single word like a compound word, and should not be joined together to make "busstop" or "icecream." So, have a look here for me at these sentences.

Can you please select the compound word in each sentence? Pause the video now, read the sentences, and find the compound word in each sentence.

Off you go.

Brilliant.

"The magical fairground was playing enchanting tunes." "Fairground" there is our compound word.

The original words were "fair" and "ground," we join them together to create a new word, a fairground, a place that you might go to enjoy rides and have a fun time.

"Before you start, dip your paintbrush in the water." In that one, "paint" and "brush," two separate words, then join together and create a new word, "paintbrush." The spelling of those original words hasn't changed.

And "Can you raise one eyebrow curiously?" So, raising an eyebrow.

"Eyebrow" there is our compound word, "eye" and "brow," which is then what these are here, your eyebrows.

Brilliant.

So, the spelling of both root words stays the same when the words are joined together to create our compound words.

"Wind" and "mill" here becomes "windmill," The spelling of each of those root words hasn't changed.

"Down" and "stairs" becomes "downstairs." "In" and "side" becomes "inside." "After" and "noon" becomes "afternoon," that time in the day after 12PM, noon.

There should be no space between the words if they are compound words.

So, unlike the words "bus stop" that we looked at, and "ice cream," they would not be compound words because there's a space there between those individual words.

They're not a singular word like "windmill," "downstairs," "inside," and "afternoon." So, I'd like you to match the root words here that can be joined to make a new compound word.

Pause the video, have a go at saying some of them together, see if you can figure out which root words can be joined together to make compound words.

Off you go.

Brilliant.

So, "eyebrow." Be careful with that one, it's "bu-ra-au." not "eyebrow," but "brau." That "ow" is making an "au" sound there.

"Blueberry," that lovely fruit that we might eat.

"Anyone," would be the one I was looking for there.

And "in," "side," "inside." Brilliant, so we have the compound words "eyebrow," "blueberry," "anyone," "inside." So, breaking words down into syllables, and remember syllables are those different beats where we have vowel sounds in a word, can help us to spell compound words correctly.

Compound words are often quite long, and we're joining together words and we want to make sure we don't miss any sounds out.

So, breaking them down into syllables and clapping those syllables out can be a really helpful strategy when practising spelling them.

So, here I have ta/ble/cloth.

So I have my syllables there.

So here, ta/ble/cloth.

Three syllables there.

Breaking them down can really help us.

It's quite a long word.

And our root words here were "table" and "cloth," ta/ble/cloth.

Make sure we don't have our three parts to that word.

Using our knowledge of spelling one word can also help when it comes to spelling other words that are a part of that word's word family.

So, "nobody" here.

My turn, your turn.

Nobody, nowhere nothing or no thing, which is nothing.

So, we have here: nobody, nowhere, nothing; nothing or no thing.

These are compound words.

The word that they all have in common there as part of them is "no." If we know how to spell "nobody," we now spell "nowhere," and "nothing" or "no thing." It's that N-O spelling at the start.

Since compound words are made up of more than one root word, looking for a word within a word can really help us with our spelling.

And it's a great strategy for knowing and practising compound words.

So, here we have the compound word.

My turn, your turn.

Goalkeeper.

"Goalkeeper" with three syllables.

Here I can see the word "goal." You can focus on spelling one word at a time.

So let's focus on that spelling of "goal." "Goal," a single syllable there.

And then we can focus on "keeper," keep/er.

So I might break this word down into goal/keep/er.

Just because you can spot a word within a word, this doesn't always mean that they are a compound word.

For instance, if we look at the word "yesterday," I can see the word "day" in "yesterday," but it's not a compound word.

"Yester" is not a word on its own, whereas "goalkeeper" is two root words that do make since on their own and have the same spelling when put into that compound word "goalkeeper." So, identify the compound words for me.

Pause the video, read them, remember what a compound word has to be.

Off you go.

Brilliant.

"Carpark" in A, not a compound word, is it? Because they're not joined together here.

"Nowhere," that is a compound word.

"No" and "where," the spelling has stayed the same.

"Basketball," polysyllabic there.

I can see my words "basket" and "ball" have been joined together.

And "together," hmm, I can see the word "to," but remember, not all words that you can spot a word in a word are compound words.

"Gether" isn't a word on it's on, is it? So "together" is not a compound word.

Our compound words here were "nowhere" and "basketball." Spelling rules can help us to know how to spell words, but we also need to practise.

When you practise, you get to know words better.

You spend more time looking at them.

You think what was tricky about them.

You can spell them more easier, and you become more confident when using them, particularly in your writing.

There are loads of different spelling strategies that we can use.

The spelling strategy that we're gonna use to help us practise our compound words now is colour blocking.

My turn, your turn.

colour blocking.

Brilliant.

I love this strategy.

So the colour blocking strategy can help us in several ways.

The first thing, as with most spelling strategies, and when we're doing most practise with spellings, we have to look at the word, and we pay close attention to that spelling.

Then, we get to block the word into sections.

And we can decide to chunk the word up into whatever sections we want.

It might help to identify different root words within a compound word.

And it might also help to break it down to syllables.

Next, we get to colour in those different blocks.

You can use colour pens or pencils.

And this helps to reinforce those different sections in our minds.

We can associate those different colours with them.

Then, we get to look.

We do that visualising.

And we can try and do this visualising once we've looked carefully at different blocks with our eyes closed, and think about the spellings of each different block.

Finally, we write that spelling against the original word.

And we check to see if we managed to get it right.

So, we look, block, colour, look, and then write.

Let's try this with the word "nowhere," which is a compound word made up of the words "no" and "where." And we're gonna look closely at the spelling of "nowhere." Okay, let's have a look, "nowhere," hmm.

I'm gonna chunk it into blocks.

The way I've decided to block this is into "no" and "where." There's two words there that have made it up.

I then get to colour my blocks in.

There you you, I've coloured them.

My job then is to look and visualise.

Look carefully, okay.

I've got "no" and "where." "No is that smaller colour there.

"Where" is slightly taller one there with that "h" in.

"Nowhere." Okay, I'm gonna cover it up or close my eyes.

"Nowhere." And then have a go at writing it.

"Nowhere." And I write it and check against my original.

Yep, I managed to spell that correctly.

Brilliant.

So, what order does this strategy go in? Pause the video, put these into the correct order for the colour blocking strategy.

Off you go.

Fantastic.

The first thing we always do when we're doing a spelling strategy for practise is look.

We think carefully about the word.

Then we have to break it up and chunk it up, just like I did with "nowhere." And then, it's going to "no" and "where." Then we get to the best bit really, which is colouring those blocks in.

And then I have to visualise, perhaps by looking at it carefully.

That colour block, covering it up, closing my eyes, putting it into my brain.

And then I write and check against the original spelling and see how I did.

So you look, chunk, colour, visualise, write, and then, of course, check at the end.

So, I'd like you now to choose some compound words to practise the colour blocking strategy with.

Choose the words that you found most difficult so far this lesson.

Choose three of those words.

Now, think about how you're going to block them and colour them, and then how to get to writing them out.

Pause the video.

Off you go.

Fantastic job.

So, let's see how you've done then.

I choose one of the words "nowhere," which I practised earlier.

You can see I've blocked it into "no" and "where," coloured them, visualised, and practised writing it out a couple of times and checked it against it.

I've actually spelled "nowhere" right.

I'm hoping you've done this with three words.

Did you manage to spell them correctly? Which is your favourite colour block that you've done? Share that with me now.

Show me or someone around you your favourite colour blocking.

Brilliant.

Now, do you have any corrections to make? Did you manage to spell these words correctly? Pause the video, make those corrections now.

Excellent.

On to then our final learning cycle, which is going to be applying spellings, applying these compound words within a sentence.

So, let's read the following words.

My turn, your turn.

Strange.

Strange.

"I saw something very strange at school today." Strange.

So, something "strange" is odd or different.

What do you notice about the spelling, though? Well, maybe it's quite difficult to remember the spelling of? Are there any tricky bits about it? Pause the video, have a go at saying the word, and think, look at the graph and think about how it sounds.

Off you go.

Lovely.

So, for me, I've noticed it's this "ge" at the end, which is making that soft "g." The letters "ge" are making an almost like "j, j" sound aren't they, at the end of the word? This is like the words "change" and "range." The "n" can be difficult to hear when it is spoken.

Strange.

'Cause they're kind of all running together, aren't they? This is a curriculum and why it's really useful for us to remember how to spell because it's going to appear a lot in our reading and writing.

So, "strange," s-t-er-einj.

"Strange" with that "ge" at the end, with that "ge" making and "j" sound.

So, which of these is spelled correctly? Strange.

Pause the video and point to it now.

Brilliant.

S-t, isn't it? It sounds a little bit like a "stra-stra," so I can see why the first one might be that, but it's not the correct spelling.

I remember that "j" sound at the end, strange.

It's that "ge" spelling.

Strange, S-T-R-A-N-G-E.

Strange.

So, some compound words can be trickier to spell than others.

Let's have a look at some.

"Dustbin." Say that for me, "dustbin." So the bin where I throw rubbish.

Cupboard.

Cupboard.

You might find a cupboard in the kitchen.

You might store cups in it.

And handbag, handbag.

Now, the reason why some of these are a little bit tricker is because you can't always hear all of the letters that are within them.

So, for instance, in "dustbin," I don't always say "dustbin." If you pronounce it quickly, you might not emphasis the "t," so you might say "dusbin." Cupboard.

I don't say "cup board," I say "cuboard." So I don't necessarily hear the "p." And in "handbag," I don't always say "hand bag," I say "hanbag" quite often, which means you're not emphasising that "d." So you have to be careful.

Knowing the words that are making that compound word obviously is really useful.

Because remember, the spelling of those root words haven't changed.

Understanding these are compound words helps us to spell them correctly because you can know what the root words are, and the fact that those spellings to those root words won't have changed, and those words make sense on their own.

So I know "dust" and "bin" make up "dustbin." "Cup" and "board" make up "cupboard." And "hand" and "bag" make up "handbag." So, choose the correct spellings in each sentence.

Have a read of the sentences and then choose the correct spelling of the compound words.

Pause the video.

Off you go.

Brilliant.

"Hang your coat in the cupboard." Hmm, cupboard, cupboard.

Now, be careful of this one.

It's C-U-P board.

I know my first one is not right because C-U on its own is not a word, and these are compound words.

They're two words, two real words joined together.

"Cup-board" is a word but "cu" is not.

So it's "cup-board," cupboard.

This one here.

"Can you empty the dustbin?" Again, it's a compound word, "dustbin." I might not hear the "t," but I know it has to be that because the spelling of the root words weren't changed.

Dustbin.

"Sofia was given a handbag for her birthday." And it's not gonna be "hanbag" 'cause "han," H-A-N on its own is not a word.

These are compound words.

Handbag, handbag, handbag.

So, we are going to write a sentence now containing some of our focus spellings.

When we do this, we have to do several things.

So let's really take our time We're gonna have to remember the whole sentence.

We're also gonna have to sound out the word.

Think of the spelling rules we've been looking at.

Remember we've been looking at compound words, two root words joined together, the spelling of those root words won't change, even if you can't hear the letters.

And then look out for a common exception and curriculum words.

Think about the curriculum word "strange" we looked at.

And of course, we need to remember our sentence punctuation, capital letters, full stops, and any other punctuation in the sentence.

So I'd like you to listen to me say the sentence first of all.

Just used your incredible hearing and listen to me say it a couple of times.

"This afternoon, everybody went to the playground to play football and hunt for a stranger earthworm.

This afternoon, everybody went to the playground to play football and hunt for a stranger earthworm." So, we're gonna use some strategies now to help us remember the sentence.

And you're gonna get to say the sentence a lot of times.

The first one is marching it out.

So as you say the sentence, march it out.

And march each of those syllables.

"This afternoon, everybody went to the playground to play football and hunt for a stranger earthworm." Pause video, march out that sentence now.

Brilliant.

Next one, shouting it out.

"This afternoon, everybody went to the playground to play football and hunt for a stranger earthworm!" Pause the video and shout that out at me right now.

Make sure I can hear you.

Off you go.

Amazing, so loud! And finally, whispering it.

We're going from loud to quiet.

"This afternoon, everybody went to the playground to play football and hunt for a stranger earthworm." Pause the video and whisper it at yourself or at someone else around you right now.

I'm gonna see if I can hear you.

Brilliant, so quiet.

So, I'm gonna say the sentence one more time, and then you're gonna have a go at writing it.

Remember, consider those compound words, sound out your words, and think about sentence punctuation.

"This afternoon, everybody went to the playground to play football and hunt for a stranger earthworm." Pause the video and write that sentence now.

Fantastic job, everyone.

Great application of our compound words there.

Really lovely handwriting.

Some brilliant punctuation.

So, I'd like us to check our work and make any corrections as you go along right now.

"This" obviously needs to have a capital letter.

"Afternoon", compound word there, "afternoon" joined together.

And we need a comma here 'cause the fronted adverbial.

"This afternoon, everybody," be careful with that naughty "e" in "every." "Everybody," again, compound word.

The spelling of the root word hasn't changed there.

"Everybody went to the playground," playground.

Again, compound word, "play" and "ground," to play "football," compound word "football" and hunt for a "strange," that was that curriculum word, "ge" at the end there, "earthworm," "earth" and "worm." Be careful with that word "earth" as well.

It's that "ur" sound for "ear," "earth" and then "worm." Again, that "earth" sound and then "or" this time, "earthworm." So be careful with that word in particular.

But if you know how to spell "earth" and you know how to spell "worm," you know how to spell "earthworm." Remember, within our compound words, the spelling of those root words hasn't changed.

Break 'em down.

"Afternoon" is "after noon." "Everybody," "every and body." "Playground" is "play ground." "Football" is "foot ball." "Earthworm" is "earth" and "worm." Great job.

So, what success have you had there? Do you have any corrections made? Did you maybe make some mistakes? Share your learning with me and with those around you now and make those corrections.

Pause the video.

Great spelling today, everyone.

Today we've been looking at compound words.

Compound words are two root words joined together.

The spelling of both words stays the same when the words are joined together.

And remember, compound words have to be joined together.

Splitting words into syllables can help to spell them correctly.

Keep up the great spelling, and I'll see you again soon.