Lesson video

Hi there 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.

Let's get right into today's spelling lesson then.

In today's lesson, we're going to practise, and apply spelling words with the prefixes, D-I-S, dis-, N-O-N, non-, M-I-S, mis-, and U-N, un-.

The outcome is, "I can spell words using the prefixes dis-, non-, mis-, and un-." Here are the keywords for today's lesson.

I know there's only two, but please keep an eye, and ear out for them as they really are the keywords.

Prefix, root word.

Make sure I can hear you say this back to me.

Prefix, root word.

So a prefix is a letter or group of letters that we attach to the start of a root word to change it's meaning and create a new word.

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

I remember today we're looking at prefixes, so adding a letter or group of letters before the word.

Here is the outline for today's lesson.

We're going to practise and apply spelling words with the prefixes, dis-, non-, mis- and un-.

We're gonna look at those prefixes first.

Then we're gonna identify, and use some strategies for practising spellings.

And then finally, we're going to apply our spellings within a sentence.

Let's get looking at these prefixes then.

Remember, a prefix is a letter, or group of letters added to the start of a word to change it's meaning and create a new word.

Here, we have the root word, kind.

I'm adding the prefix, un-, which creates unkind, which means not to be kind.

Unhappy, I've got my prefix, un-, and I've added it to my root word, happy, which means to be not happy.

That prefix, un-, means not.

Here, I've got dis- as my prefix and my root word, honest.

If you're honest, you tell the truth.

If you're dishonest, you don't tell the truth, you are not truthful.

Understanding prefixes can help us work out the meaning of unfamiliar words and can also help us know their spelling as well.

The prefixes, un-, non-, dis-, and mis- can be added to the beginning of a word without changing the spelling of the root word.

That's really key that we remember that, it doesn't change the spelling of that root word.

So if you know the spelling of the root word, and you know the spelling of the prefix, you know the spelling of that new word.

The prefixes are non- and dis- usually mean not.

The prefix, mis-, usually means wrongly.

The prefix, un-, means not.

So I have here the root word, friendly.

I have here the root word, usual.

Friendly means to be kind.

Usual means normal.

If I add un- before friendly, I create unfriendly.

If I add un- before usual, I create unusual.

This then means not kind.

Unusual then means not normal.

The prefix, un-, means not.

The prefix, non-, also means not.

Here, I have the root word, sense.

Here, I have the root word, fiction.

Sense means sensible or something that makes sense, or has meaning.

Fiction means made up or an imaginative story, something that's not real.

I'm gonna add non- before sense to create nonsense and non- before fiction.

Nonsense then means not sensible.

Nonfiction then means not made up or imaginative, meaning real, something that actually happened.

So our prefix is un- and non-, both mean not.

Notice how the spelling of the root words here has not changed at all when we've added the prefix.

The prefix, dis-, means not as well.

So I have appear as my root word and honest is my root word.

Appear means to be visible, to be seen.

Honest means trustworthy.

I'm now gonna add dis-.

I've now created disappear and dishonest.

Disappear means not visible, can't be seen, is no longer visible.

And dishonest means not trustworthy, cannot be trusted.

And finally, our prefix, mis-, this means wrongly.

So I have here the root word, behave, and the root word, calculate.

If you behave, you act properly, you show your best behaviour.

If you calculate something, you work it out mathematically, you solve it, you find the answer.

If I misbehave, then I am acting wrongly.

If I miscalculate, I work out an answer wrongly.

So misbehave means act wrongly.

Miscalculate means work out an answer, or calculation wrongly.

So have a look here with me, I'd like you to match the definition to the word.

I've got A, B, and C.

I've got definition A, to show a lack of respect.

I've got B, not cooked or heated, and I've got C, to read something incorrectly.

Now, remember, our prefix, mis-, means wrongly and our prefixes, dis- and un-, both mean not.

So I've got the words, misread, disrespect and uncooked.

And I'd like you to match them to the correct definitions.

This is gonna show that you know what those prefixes mean.

Pause the video and match those definitions to the correct words now, off you go.

Great job, team.

Let's see how you got on then.

To show a lack of respect, well, I think it's gonna be disrespect, isn't it? To not be respectful.

My root word there is respect.

My prefix is dis-, which means not.

Not cooked or unheated, quite straightforward that one, right? Uncooked, my root word is cooked, I've added the prefix, un-, which means not, not cooked, uncooked.

And finally, to read something incorrectly, to do something wrongly, to read wrongly.

Read there is my root word and mis- is my prefix, to do something wrongly, to wrongly read, misread.

Brilliant, pause the video and see how you did that.

So which prefix will go with each of these words? And I've got A, B, and C.

A is un-, B is non-, C is dis-.

It really helps to say the prefix and the root word together to see if they make sense and work.

Check what sounds right.

So here, I've got appear.

Which of these prefixes then will go with the root word, appear.

Pause the video and select the correct one now.

Good job, it's gonna be disappear.

Unappear, nonappear, not words.

Disappear though is a word, isn't it? Okay? Not to be seen, not to be visible.

The word healthy, pause the video, see which prefix goes with it.

Off you go.

Good job, so it's gonna be unhealthy.

Nonhealthy, dishealthy, they don't work, do they? Unhealthy does, not healthy.

And finally, sense.

Which of these prefixes goes with the root word, sense, to create a new word.

Pause the video, select the correct one now.

Good job, team.

So I've got unsense, not a word.

Nonsense, that is a word, isn't it? Okay? Not sensical.

And dissense, not a word.

So my correct one is nonsense, brilliant.

So for our practise task here, you're gonna put the root words into the correct column, and show what will happen when we add the prefix, meaning not or wrongly.

So I need to write the new word with the prefix.

We have the prefixes, un-, non-, dis- and mis-.

Remember, un-, non- and dis- all mean not.

And mis- means wrongly.

And our root words are stop, place, happy, like, take, stick, disagree, kind.

So for instance, if I take the word, stop, I'm not gonna say unstop, I could say nonstop, which means to not stop doing it.

I wouldn't say disstop and I wouldn't say misstop.

So my correct one there is nonstop, and I'd have a go at writing out the word, nonstop.

Pause the video, put these into the correct columns, and have a go at writing the new words for those prefixes now.

Remember to check what sounds right, and to use the spelling of the root word to help you.

Pause the video and have a go at this task now, off you go.

Brilliant job, team.

Let's see how you've done them.

So we had these root words here.

I'm hoping you guys just sort them like this.

The root words, happy and kind both have the prefix, -un, before them to create unhappy and unkind.

The root words, stop and stick, both have -non before them, nonstop, nonstick.

The root words, like and agree both have dis- before them to create dislike and disagree.

And then we have our mis- prefix, meaning wrongly, behave, calculate, misbehave, miscalculate.

Pause the video, make any corrections, see how you did.

Onto our next learning cycle then, which is gonna be strategies to practise.

Let's read the following word, my turn, your turn.

Recent, recent.

If something's recent, it means it happened a short time ago, it's very recent.

What do you notice about this spelling of the word, recent? It's quite an interesting one.

Pause the video and have a think.

Great, some lovely conversations going on there.

For me, it's the fact there's a soft C in the middle, like in the word, decent.

And that's not recent, is it? That C is a soft C, ss, ss, makes an S sound, recent.

So watch out for that.

This is a curriculum word, which means it appears quite often, and regularly within our writing and our reading.

So it's very good for us to know.

So remember, this is how we spell recent with that soft C.

With that in mind, which of these is the correct spelling of the word, recent? Pause the video and point to it now.

Good job, team.

Absolutely, it's with our soft C, recent.

Okay? And I can see why the bottom one might make phonetic sense, recent, 'cause it does audibly sound like an uh, doesn't it? But we don't necessarily say resunt, so recent, 'cause that'd be a different word actually, wouldn't it? Resunt.

But recent is R-E-C-E-N-T, meaning something that's happened not that long ago.

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

And I love spelling practise.

When you practise, you remember the words more easily, and also you get better at noting how they're spelt.

There are loads of different strategies we can use.

And today, we're gonna use one of my favourite strategies.

We're going to look at the colour blocking strategy.

The colour blocking strategy can help us in several ways.

First, you look at the word paying close attention to it's spelling.

Then we block the word into sections.

You can decide to chunk your word up into whatever sections you like.

It can be split into syllables or tall and short letters.

This can really help with learning longer words.

I'd also really considered today putting the first block in each of your words as a prefix.

Then next, you will colour each block in a different colour.

Who doesn't love colouring? Especially getting to do it in spelling.

You can use colouring pencils or pens.

This helps reinforce the sections of the spelling in your mind.

So you're associating each block with a different colour.

Then you look at your words in sections.

You try to visualise it with your eyes closed.

So making sure you're working on that memory, you're visualising, you're seeing it, "Oops, three sections, mm, mm, mm, those blocks there." And then have a go.

And finally, writing it.

You write your spelling against the original word.

Did you guess it right? And then you check it back against it, and you check and see if you've got it right, and make any corrections if you didn't.

So to colour block, we look, block, colour, look, write.

Let's try this with disappear then, see how this works.

So I'm gonna look closely at it, disappear, I'm looking at it.

Then I chunk it into blocks, and I'm gonna block it like this, dis, app, ear.

I then colour those different blocks in, three different colours, I then look and visualise, I'm looking at it carefully.

Hm, dis, app, ear, got those three different colours.

And then finally, I have a go at writing it again.

Disappear.

Ooh, and I got it right, didn't I? Dis, app, ear, D-I-S-A-P-P-E-A-R.

Brilliant.

What a fun strategy.

So what order does the strategy go? A, B, C, and D and E.

Pause the video and put them in the correct order now, off you go.

Good job, team, let's have a look then.

The first one is look, always look carefully at spelling before you come to practise it.

You're gonna notice what's tricky about it.

You're gonna notice something interesting about it that's gonna make it stick in your mind.

The next one, we chunk it, we block it, then we colour those blocks in.

Finally, we look at it and visualise it, and really embed that blocking into our mind.

And finally, we have a go at writing it.

And of course, then we then check back against the original spelling to see if we got it right.

So look, chunk, colour, visualise, write.

So I'd like you to have a go at practising this colour blocking strategy by choosing three words.

This gives you the chance to take an independence, and responsibility for your own learning.

I'd like you to choose three words from today's lesson that you perhaps found a little bit difficult, perhaps our curriculum word, perhaps the word, disappear, perhaps any of those words that we've added a prefix to, you're gonna pick three now.

Pause the video and pick three words now.

Please say the words you picked to me now.

Amazing, good job.

So those three words you picked, I'd like you to have a go at using the colour blocking strategy.

Now, enjoy it, get some colours, have fun.

Remember, look, block, colour, visualise, write.

Pause the video.

Off you go with your three words now.

Great job, team.

So you can see here, I picked the word, disappear, and I had a go at blocking it, looking at it, blocking it, colouring it.

Okay? And then I've written out a number of times to really embed that spelling, disappear.

I wonder how yours looked.

Did you manage to spell your words correctly? Which is your favourite colour blocking that you've done? Why don't you share any magical mistakes or successes, or your favourite colour block with those around you now.

Make any corrections too.

Pause the video, off you go.

We're getting there, team.

Doing a really good job.

Onto our final learning cycle then.

We're gonna be applying spellings within a sentence.

We are going to write a sentence containing some of our focus spellings, so some of those words with prefixes.

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

So let's really take our time.

Perhaps even have a brain break before we attempt this.

We need to remember the whole sentence.

We're going to need to sound out each word.

We need to think of our spelling rules.

So remember, when we add a prefix, our root word doesn't change, does it? And we also need to look out for those common exception, and curriculum words.

Think about the curriculum word that we've looked at in this lesson, recent.

And finally, of course, we need to remember sentence punctuation, capital letters and full stops.

So I'd like you to just listen to me say the sentence first of all, use those ears.

"I disagreed with the coach, and felt unhappy in my recent football game.

I disagreed with the coach, and felt unhappy in my recent football game." We're gonna use some strategies now to help us remember this sentence.

First of all, we're gonna tap it out using your shoulders, your head and the table.

"I disagreed with my coach, and felt unhappy in my recent football game." Pause the video and tap it out now.

It's gonna help you hear each of those syllables.

Off you go.

Really great tapping, everyone.

Next one, whispering it.

"I disagreed with my coach, and felt unhappy in my recent football game." Pause the video, whisper to yourself, or to someone around you now.

Off you go.

Lovely whispering.

And finally, counting those words on our fingers, so we make sure we don't miss any words out.

Okay? "I disagreed with my coach, and felt unhappy in my recent football game." Pause the video and say that sentence, and count out the words as you go.

Brilliant, team.

Hopefully, you've got that sentence solidified in your mind then.

So we're gonna have a go at writing that sentence now.

Remember to sound out each word, look out for those curriculum and exception words, and don't forget, capital to full stop, and any other sentence punctuation.

I'll say it one more time.

"I disagreed with my coach, and felt unhappy in my recent football game." Pause the video, write that sentence now.

Really good job, team.

So let's check your work, and make any corrections as you go along.

"I disagreed with the coach, and felt unhappy in my recent football game." I, need to have a capital letter.

Disagreed, that's our root word, agreed, there, or agree with that D at the end, agreed.

And so added our prefix, dis-, at the beginning hasn't changed the spelling of the word, agreed with the coach.

And if you wrote, my coach, that's fine, the or mine, and felt unhappy.

So the prefix, un-, before the root word, happy, hasn't changed the spelling of happy.

In my recent, there was that curriculum word with that soft C, recent, like decent, football game.

And of course, we need a full stop there.

So we have disagreed, unhappy, and our curriculum word, recent.

What did you learn? What successes did you have? Did you make any magical mistakes? Pause the video and share that learning, and make any corrections now to learn for next time.

Off you go, pause the video.

Great work today, everyone.

Today, we've been spelling with prefixes.

Remember, a prefix is a letter, or group of letters at the start of a word, which creates another word.

The prefixes, un-, non-, dis- and mis- can be added to the beginning of a word without changing the spelling of a root word.

The prefixes, un-, non- and dis-, usually mean not, and the prefix, mis-, usually means wrongly.

Finally, remember, that great strategy, colour blocking can be really useful to help us practise, and memorise spellings.

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