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, 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.

So in today's lesson, we're going to practise and apply spelling words ending in -sure, which makes that 'zhuh' sound, and -ture, which makes a 'chuh' sound.

The outcome will be, I can use a range of strategies to practise spelling words ending in -sure and -ture.

So, given that we are looking at word endings, the first key word for today, my turn, your turn, is suffix.

Suffix.

Make sure I can hear you saying it back to me.

And please keep an eye and ear out for them as they're going to be really important in today's learning.

So our first word is suffix.

The next word is noun.

Noun.

And finally, we have pronunciation.

So let's have a think about what these words mean then.

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

And we are looking at two different suffixes today, -ture and -sure.

A noun is a naming word for a person, place, or thing.

And many words ending in the suffixes -sure and -ture are nouns.

And finally, pronunciation is the way in which a word is spoken.

When we say words ending in -sure, we tend to make that 'zhuh' sound.

And when we say words ending in -ture, we tend to make a 'chuh' sound.

So the pronunciation there isn't necessarily how you'd expect it to be pronounced given the spelling.

So we have to watch out for these words.

So here's the outline for today.

We're gonna look up words ending in -sure and -ture.

Then we're gonna look at some strategies to practise.

And finally, we're gonna apply our spellings within a sentence.

Let's get on at looking this at this -sure and -ture suffixes then.

So -sure or 'zhuh', and -ture or 'chuh' are common spellings of endings of words.

Remember, suffixes the group of letters that come at the end of a word.

Let's have a go at saying some of these words then.

My turn, your turn.

Measure.

Pleasure.

If something gives you pleasure, it pleases you.

Treasure, like the buried treasure you might find.

Closure, if something is closed down.

Nature.

Picture, like a picture you might take.

And future, like future tense.

So you may notice here that they, all of these words, end in either -sure or -ture.

And those endings are making slightly different sounds, aren't they? So, some sound like that 'zhuh' and some sound like 'chuh'.

Can you hear that difference? Let's have a go at saying some of these words again.

Measure, ooh, that sounds like 'zhuh', but the word picture sounds like a 'chuh'.

So our -sure spelling is making that 'zhuh' sound and that -ture is making 'chuh' sound.

Let's have a look at some of these words ending in -sure then.

Measure, pleasure, treasure, closure.

Enclosure, like an enclosure in a zoo which animals are kept enclosed.

And leisure, like a leisure centre, a place where you go for your leisure time.

So, the ending sounds like 'zhuh', but it is spelled -sure.

And this is where we have that keyword pronunciation.

It's not pronounced in the way that you might expect it to be with that -sure spelling.

It's making that 'zhuh' sound.

The endings of these words all sound the same, which helps us to know that they end in that -sure spelling.

If you hear that 'zhuh' sound at the end of a word, it's most likely going to be that -sure suffix.

However, there are a couple of words that don't follow that pattern necessarily, and that make that 'sh' sound like the word sure.

The words pressure and reassure make a 'sh' sound, and they end in a -ssure as opposed to just an -sure.

So watch out for those two.

Let's look at some words that end in our 'chuh' -ture spelling.

Nature, picture, future, structure, adventure, feature, creature.

So the ending can sound like 'chuh', but it is spelled -ture, so be careful.

Now, this one is a little bit more confusing because it can be confused with another type of ending.

We could confuse it with words ending in that -er, with that -er suffix.

With root words like teach become teacher, and they have that same 'chuh' sound, don't they? Or catch becomes catcher.

So we have to be careful here.

Look out for the root words that end in -ch or -tch to tell the difference.

So I can see here, nature, picture, future, structure, adventure, feature, and creature don't have root words either ending in -ch or -tch for me to add the -er suffix on to.

So it's that 'chuh' sound spelled -ture.

Watch out though, as well for words like richer and stretcher.

Of course, we have root words, rich and stretcher with -tch and -ch, so we know we're adding our -er suffix there.

So I'm gonna say some words now, and I'd like you to just listen and see if you can hear the -sure 'zhuh' or the -ture 'chuh'.

Try to identify which word ending it is by the pronunciation.

Let's not look at the words.

So I've got the words covered up for the moment.

And the first word we're gonna look at is pleasure.

Pleasure.

Is that -sure at the end or -ture?.

Pause the video and have a think.

Pleasure.

Well done.

Pleasure.

It's that 'zhuh'.

So it's our -sure, okay? The next word, future.

Future.

Good job, future, I can hear a 'chuh'.

So it's that -ture spelling.

The next one, structure.

Like a building.

Structure.

Brilliant.

Let's have a look.

I can hear the 'chuh', so I know it's my -ture.

And finally, closure.

Closure.

I was upset at the closure of my favourite store.

Closure.

Well done.

Yep, it's that 'zhuh'.

So it's that -sure spelling there.

Remember to listen out for the sound at the end of the word to know which spelling you're going to use.

So, do these words end in 'chuh', spelled -ture, or 'ch, either spelled -cher or -tcher? Teacher.

Absolutely.

We can see here, it's that root word teach and we've added our -er.

Adventure.

Well, again, I can clearly see by the spelling here that I've got my -ture.

There's no root word ending in -tch or -ch.

Stretcher.

Quite obvious, isn't it? You can see our -tcher with our -er suffix.

And literature.

And literature is written works like books.

And we can see here it's that 'chuh' and it's spelled -ture.

Archer, as in someone who has a bow and arrow.

Archer.

Yep, we can see here, root word arch, and you have -ch, and then we've added our -er suffix.

So really watch out for this, especially with this 'chuh', -ture spelling, because there are other ways to spell that sound at the end of the word.

And they sound the same, they're pronounced the same.

So, which word endings do these words have? I've got A, B, and C.

A is ending in that 'zhuh', spelled -sure.

B is ending in that 'chuh', spelled -ture.

And C is ending in that 'ch', either spelled -cher or -tcher.

Here's our word, watcher.

Pause the video and say A, B, or C.

Go.

Great.

Absolutely, we can see here that root word watch has that TCH, so it's out -tch plus -er suffix.

Treasure.

Treasure.

Think about what sound you can hear.

Think about how it's spelled.

'zhuh', absolutely.

It's that -sure there.

The next one, temperature.

Temperature.

Yeah, well, we can hear there the 'chuh'.

And it's our -ture spelling, which we can see there.

So I'd like us now to have a go at spelling some words that either have a 'zhuh' or a 'chuh'.

Remember to listen out carefully as I say the words.

And if you hear that 'zhuh, you know it's gonna be most likely -sure.

And as you hear that 'chuh', think about the suffix we've been looking at today, -ture.

So maybe say the words out loud yourself and consider the spellings.

So the first one is pleasure.

It gives me great pleasure to see you doing so well in your spelling.

Pleasure.

The next word is adventure.

I can't wait for my next adventure.

We then have structure.

It took many years to build the structure.

And finally, we have closure.

Closure.

So our words are pleasure, adventure, structure, closure.

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

Off you go.

Great job, team.

So let's see how you've done them.

The first word was pleasure.

Now, pleasure is that -ea spelling I think for that S sound.

The first one doesn't look right to me.

And the last one here doesn't look right to me either, because it's got a double S.

And I know my 'zhuh' is spelled -sure.

So the correct spelling is this one here.

Pleasure.

The next word was adventure.

Now, think about this one.

'Advench' isn't a root word, is it? I'm gonna add -er onto.

So it's adventure.

It's that -ture, representation of that 'chuh' there.

The next word is structure.

Now, be careful with this one.

Structure.

Again, 'structch' isn't a root word on to which I would add -er.

And I think structure here isn't a K on its own because after a short vowel, it would usually be a -ck or a -c.

So the correct spelling is structure here, like a building.

And finally, closure.

Now, with this one, there is a root word here that's really similar to it, which is the word close.

Now, let's have a look at it.

Close would just be single S and then an E.

And then we've remove the E before adding our -re or our -sure.

So the correct spelling is closure here.

This is our correct one.

Closure.

How did you do? Pause the video, make any corrections now, and share your successes and magical mistakes.

Off you go.

So, on to our next learning cycle then, which is strategies to practise.

Let's read the following word.

The word is my turn, your turn, grammar.

Grammar.

So have a look at this for me.

In this word, I've noticed that I have an -ar representation at the end for an 'er' sound.

I might expect this the way it's spelled to be pronounced grammar, but it's not pronounced grammar.

That -ar isn't making an 'ar' sound, it's making an 'er' sound, so you have to be very careful.

Also, I can see here it has a double M.

Grammar is the system and structure of language which involves spelling things like spelling and punctuation.

So what's strange about this word for me is the fact that it has this -ar representation of 'er', and we also have to remember it has a double M.

So with that in mind, which here is the correct spelling of the word grammar? Pause the video and point to it now.

Great job.

Absolutely.

We have a double M, and then we have our -ar for our 'er' representation.

So the correct one is this one here.

It's a really sort of high frequency curriculum word that we need to know the spelling of because it's gonna appear lots in your learning, as well as your reading and writing.

So grammar, double M, and that 'ar representation for that 'er' sound, sorry.

So, spelling rules can help us to know how to spell words, but there is no replacement for good old practise.

And in this learning cycle, we're gonna look at a strategy to practise.

When we practise words, we remember them more easily.

We get to spend more time looking at them, and we'll feel more confident using them in our writing in particular.

There are many different spelling strategies that we can use.

And today, we're gonna focus on one of my favourite spelling strategies, which is colour blocking.

Can you say it with me? Colour blocking.

Brilliant.

Who doesn't love doing some colouring? And combining colouring and spelling? A fantastic idea.

So, the way this helps us is in several ways.

The first is we really have to look carefully at the spelling and pay close attention to how the word looks, what's tricky about it.

We then consider how we want to break that spelling up.

We block it into different sections, we get to chunk it.

And this really helps us with longer words.

Perhaps we can split it by syllables, or tall and short letters, or by prefixes and suffixes.

Then, we get to colour, the best part.

We get to colour each of those blocks that we've created, and so we can then visualise them.

Oh, and that's what we're gonna do.

We look carefully at those colour blocks and visualise.

Perhaps we even cover cover it up and try and visualise it with our eyes closed so we can remember where those different coloured blocks are.

And finally, we then write it against the original word, and we check it, and we make sure we've got it right.

And if we don't, we keep practising and keep visualising that colour block.

So with this in mind, let's have a go at doing this with the word literature.

Remember, literature is writing.

We're gonna look closely at the word.

Here we have the word literature.

We're gonna chunk it into blocks.

I've decided to chunk it like this, 'lit', 'era', 'ture'.

So I've got 'lit' at the beginning, almost like a word in a word there.

'Era', another word actually, but it's not making that sound.

And then our 'ture', which we know is making that 'chuh' sound at the end there, -ture as our suffix.

Then the best bit, I get to colour those blocks in.

I now have to look and visualise.

So I'm looking, visualising.

Maybe even closing my eyes and looking carefully at it.

And then I have a go writing it against it.

So I know I've got those three sections, 'lit', 'era', 'ture', that -ture at the end.

So I have a go at writing it.

Oh, 'lit', 'era', 'ture'.

Brilliant.

I managed to get that right.

Literature.

So with that in mind, I've just showed you how to use the strategy.

I'd like you to put the steps of the strategy in the correct order for me.

They're all out of whack here.

So look carefully.

I'm going to put them from one to five into the correct order for me.

Off you go.

Brilliant.

So, first thing you always have to do when we practising a spelling strategy or when looking at spellings is that looking, we look carefully.

Then we have to chunk it, block it up, break that word up.

You can decide how you want to do that.

Then the best part, you get to colour them.

And then we visualise it, perhaps even close our eyes and visualise it mentally and see where those different blocks are, the different colours.

And then we have a go at writing it and checking it against the original word.

Great.

We look, chunk, colour, visualise, right? So with that in mind, I'd like you to choose some words to practise using this colour blocking strategy.

I'd like to choose the words that you found most difficult so far in the lesson.

Perhaps it could be the curriculum word we looked at, grammar.

Perhaps it could be the word literature.

Perhaps you're unsure of some of those -ture or -sure spellings.

You take responsibility now, and pick three words you'd like to use this strategy with.

Pause the video and select three words now.

Fantastic.

So with those words in mind, I'd like you now to have a go at using the colour blocking strategy to practise learning the spellings.

Remember the steps.

Pause the video, take your three words, do some colour blocking.

Have fun with it.

Off you go.

Fantastic job, team.

So I'm hoping that you've got three words written out using your colour blocking.

I've taken the word literature, and I practised it here.

I broke it into 'lit', 'era', 'ture', which you can see here.

And I've practised writing it against it and I managed to get them correct.

Did you manage to spell the words that you practised correctly? Do you need to make any corrections? I'd also like you to think about, did you have a good time practising ? Share and show me, or someone around you now, your favourite colour blocking that you've done.

Make any corrections and share your best colour blocking now.

Pause the video.

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

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

Some of the 'zhuh' and 'chuh' words for -sure and -ture.

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

So let's really take our time with this.

We're gonna need to remember the whole sentence.

We're gonna need to sound out each word.

We need to think of our spelling rules.

And remember, our rules today are when you hear the 'zhuh' or the 'chuh' sound at the end of the word, it's either -sure or -ture.

We also need to look out for any common exception and curriculum words.

Remember that word grammar we've looked at today.

And then we need to remember sentence punctuation, not only capital letters and full stops, but any commas or apostrophes that might also be in our sentence.

After he learnt the grammar, he found greater pleasure in the literature he read.

After he learnt the grammar, he found greater pleasure in the literature he read.

So we're gonna use some strategies to help us remember this sentence.

The first one's tapping it on our head.

After he learnt the grammar, he found greater pleasure in the literature he read.

Pause the video and tap that out now.

Brilliant.

The next one, whispering it.

After he learnt the grammar, he found greater pleasure in the literature that he read.

Pause the video and whisper that to yourself or to someone now.

And finally, shouting out.

After he learnt the grammar, he found greater pleasure in the literature that he read.

Pause the video and shout that now.

Make sure I can hear you.

Off you go.

Fantastic.

So I'm gonna have a go now writing the sentence.

I'll say it one more time in a moment.

Make sure you sound out each word and consider whether you're hearing that 'zhuh' or the 'chuh' sound at the end of the word.

Think about the suffixes we've been adding today.

Remember to look out for any common exception or curriculum words.

And don't forget sentence punctuation, capital letters, full stops, and also any commas or apostrophes as well.

I'll say the sentence one more time.

After he learnt the grammar, he found greater pleasure in the literature he read.

Pause the video and have a go at writing that sentence now.

Great job, team.

let's see how you've done then.

Let's check our work and make any corrections as we go along.

After.

Remember that's that 'af', after or after.

He learnt the grammar.

Now remember, double M, and it's the -ar for that 'er'.

He found greater pleasure.

'zhuh', -sure.

In the literature.

'chuh, 'chuh', -ture.

He read, -ea for that 'eh', 'eh', read.

So, capital letter, full stop here as well of course.

And we also have a comma here to separate our subordinate and our main clause here.

So, "After he learnt the grammar," is our subordinate clause.

"He found greater pleasure in the literature he read." is our main clause.

So we have a comma here to distinguish, demarcate to separate those.

So we have here, curriculum word grammar.

Double M, -ar.

And then pleasure and literature that had that -sure suffix and the -ture suffix respectively.

How did you do? Did you make any magical mistakes? What successes have you had? Do you have any corrections to make? Share those magical mistakes and successes now and make any corrections now.

Pause the video.

Fantastic job today, team.

Today, we've been looking at the -sure and the -ture suffixes.

Remember, suffix is a letter or group of letters added to the end of a word, which creates a new word.

Saying a word aloud helps us to identify whether it's that -sure or -ture spelling.

That -sure spelling, remember, sounds like a 'zhuh', and that -ture can sound like a 'chuh'.

Words ending in -ture, T-U-R-E can easily be mixed up with those ending in -tcher, 'ch', or -cher, 'ch'.

So watch out for those.

Remember, those words ending in -tcher or -cher will often have root words, whereas our -ture will not.

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