Lesson video

Hello, and welcome to today's spelling lesson.

I'm Mr. Morris.

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 today's spelling lesson we're going to be spelling more compound words.

The outcome will be I can recognise and spell compound words.

Here are the keywords for today's learning.

My turn, your turn.

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

Root word, syllable, polysyllabic, compound word.

Brilliant.

So, let's have a chat about what these 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.

Polysyllabic then, you can see almost contains that word, syllable.

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

And finally, a compound word is two or more words joined together.

So today we are gonna be taking root words, joining them together to create compound words.

And those compound words will be polysyllabic.

They will have more than one beat.

Here's the outline for today's lesson.

We're spelling compound words.

We are going to first of all look at some compound words, look at some examples to see if we know any, and then we're gonna practise and apply some of those words.

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

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

So we're taking two root words joining them together to create a new, longer word.

Here I have the root words play and ground.

I've joined them together to create a new word, playground.

Here we have the words blue and bell.

I join them together to create the word bluebell, a compound word, as in the flower.

Here we have the words foot and ball.

They're our root words.

We join them together and we make football.

There are many examples of compound words, and the spelling of the original words will stay the same in the new word.

Notice how the words blue and bell, the spelling of those words hasn't changed when we've added them together to create bluebell.

It's the same for foot and ball, and the same for play and ground.

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

My turn, your turn.

Seaside.

Anywhere.

Cowboy.

Waterfall.

Everybody.

Hairbrush.

So these are all compound words.

We can separate these compound words into their original root words, can't we? And we can quite clearly see that because the spelling of those root words has not changed.

They're all made up of two root words.

The spelling of each word in the compound word has not changed.

For instance, some and times becomes sometimes.

The spelling of some and the spelling of times has not changed.

Eye and ball for eyeball, the spelling of either word hasn't changed.

And out side to create the word outside, the spelling of out and side has not changed.

So remember, compound words are made up of two root words, and the spelling of either root word won't change within the new word.

Compound words will always be polysyllabic.

So they will always have more than one beat or one vowel sound because each of the words that are joined together already contain at least one syllable.

Let's look at this in action.

After (clapping) has two syllables, noon (clapping) has one syllable, so afternoon (clapping), three syllables, a polysyllabic word.

Foot (clapping) has one syllable.

Ball (clapping) has one syllable.

Join them together to create our compound word football (clapping), two syllables.

Butter (clapping), two syllables already, fly (clapping), butterfly (clapping), three syllables, a polysyllabic word, more than one syllable.

I find that it can help to clap out the syllables as you say the word so that we are clear on how many there are when we hear them.

Let's have a go at doing that again for these words.

My turn, then your turn.

Afternoon (clapping), so three syllables there.

Football (clapping), butterfly (clapping), three syllables there.

So remember, compound words will always be polysyllabic.

Each word makes sense on its own as well.

The words that make up our root words, that make up those compound words, will make sense on their own.

So paint, brush, both make sense on their own, don't they? But they have different meanings.

If we then join them together, we created the word paintbrush.

Shoe, lace, again, they both make sense on their own.

A shoe is a noun.

A lace is a noun.

Join them together, shoelace, we create a new noun.

Down, stairs.

When another word is joined to it, it forms a new word that we call a compound word.

So paint and brush have become paintbrush, shoe and lace have become shoelace, and down and stairs have become downstairs.

We created a new word by joining those two root words together.

Both of those root words made sense on their own, and when joined together, they create a new word that also makes sense on its own.

So, have a look here for me.

Read these sentences and select the compound word in each sentence.

Pause the video.

Read the sentences.

Off you go.

Fantastic.

He ran into the playground and grabbed the ball.

Play, ground, two words there.

If we were to separate them, they would make sense on their own and they would be spelt correctly, play and ground.

The spelling hasn't changed when we join them together.

So playground there is our compound word.

Listening to the waterfall made me feel relaxed.

Hmm.

Waterfall.

Yep, both of those words make sense on their own.

We join them together to create a compound word.

That is my compound word there.

And yesterday I played football after school.

Yesterday I played football after school.

Foot, ball, put together, football.

Football, that should there be my compound word.

Now I can see one that might have tripped some of you up would be yesterday.

But yester on its own is not a word, is it? It won't make sense on its own.

Day would.

It is two parts being combined, but it wouldn't count as a compound word.

Football was the word I was looking for there.

So we had playground (clapping), waterfall and football, all polysyllabic as well, remember, because compound words would always be polysyllabic.

So some combinations of words sound like compound words but are not.

We have to be really careful with these.

Let's look at some of these examples of word pairs that aren't compound words but sound like they might be.

Play time, for instance, we would not join together to create playtime as one word.

Ice cream, again, they would not come together to make a compound word.

Car park, bus stop.

And again there, we often wouldn't see the double S there together, bus stop putting them together, 'cause it might be confusing with the spelling.

These words are not compound words because they do not join together to create a new single word.

They remain separated and retain their individual meanings.

So identify the compound words here for me from a, b, c and d.

Pause the video.

Have a go at finding those compound words now.

Off you go.

Fantastic.

So we have bedroom, yesterday, paintbrush, ice cream.

Bedroom is one, bed, room put together, bedroom as well polysyllabic.

Yesterday.

Hmm.

Now, there is a word there, day, within it, but yester is not a word in its own right, so it's not a compound word.

Paintbrush, that would be one.

And ice cream here we see remains separated.

Brilliant.

Our compound words are bedroom and paintbrush.

The spelling of those root words has remained the same.

They've been joined together to create a new word that is polysyllabic.

Match the words that can be joined to make a new compound word.

On one side we have one group of words.

On the other side we have another group of words.

You need to match those words to the words that will allow them to create a new compound word that makes sense.

Have a go at saying the words together.

Pause the video.

Off you go.

Brilliant.

So we have cowboy.

We have seaside, that area by the sea.

We have hairbrush, you brush your hair with.

And we have butterfly.

Great.

Hope you managed to sort those correctly.

So for our practise task now, what you're going to do for me is you're going to use each word below once to complete the sentences to create compound words.

Think carefully about the pairs of words that would match together to create a new compound word.

And importantly, make sure that you write those words together.

Because remember, compound words are joined together.

There's no gap in them.

So make sure you write them together.

So, "Close the curtains in the mm room." "Next weekend, I would love to visit the mm side." "Don't forget to tie up your mm lace." "This mm noon, I will go for a walk." And we have the other halves of those words, after or after, shoe, sea, and bed, down below.

So pause the video, add those words now into the correct sentences to create compound words.

Make sure you join the words together.

Off you go.

Great job, team.

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

"Close the curtains in the bedroom." And notice how bed and room, there's no gap.

They are together.

It's a compound word.

"Next weekend, I would love to visit the seaside," that area by the sea.

"Don't forget to tie up your shoelace," all one word, compound word, shoelace, polysyllabic.

"This afternoon," polysyllabic, "I will go for a walk." The words after and noon have been placed together to create a new word.

The spelling of each of those root words here has not changed.

They've been combined, put together to create a new word, a compound word.

Make sure you have not left a space in order to make them compound words.

It's really important.

And don't forget that in some instances, some words that sound like compound words might not be compound words.

So the words ice cream that we've looked at previously or bus stop, they remain separated.

But all of these are compound words.

They're joined together and the spelling of those root words has not changed.

Onto then our final learning cycle, which is to practise and apply our spellings of those compound words that we've been looking at today.

Let's read the following word.

My turn, your turn.

Forwards.

Forwards.

Please move forwards, so to go forwards.

What do you notice about this spelling? Is there anything particularly tricky about it, anything interesting about it? Forwards.

Pause the video and have a think now.

Brilliant.

Well, I've noticed here this A-R is not making an R sound, is it, or an or sound even as you might expect it to 'cause it looks like it has the word war in it.

It's not making that sound at all.

The letters A-R are not always pronounced as a schwa sound, so be very careful here.

Forwards, it's making an uh sound, isn't it? It makes it hard to remember the letter R when spelling at times, because it's not clear that there's an R sound there.

When we say forwards, we say forwards.

We don't say for wards or four words.

We say forwards.

So it doesn't sound like there's an R there almost, does it? So remember there's an A and there's an R in forwards.

This is a curriculum word which is gonna appear a lot in our reading and writing.

So it's really useful that we know it.

Take a snapshot of it now, forwards.

Tch, remember the A-R.

Forwards spells forwards.

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

Brilliant.

So forwards.

Hmm.

The first one doesn't sound right to me because it hasn't got an R at the beginning there, for, F-O-R, forwards.

Hmm.

So forwards.

And I think the last one makes phonetic sense, but I remember it's that A-R spelling.

Forwards spells forwards, F-O-R-W-A-R-D-S, move forwards.

Moving forwards with our learning then, splitting words into syllables can help us with our spelling.

Remember, syllables are those beats where there are vowel sounds in words.

It can help to clap out those syllables.

Clap the syllables in these compound words.

Have a go at clapping the syllables in this word now.

Off you go.

Brilliant.

Absolutely, we have two syllables here, backbone (clapping).

And our original root words here are back and bone.

We've joined them together to create a new word, our backbone that runs up your back.

Pause the video.

Have a go at clapping the syllables in this compound word.

Off you go.

Fantastic, handbag, (clapping), polysyllabic obviously.

as we know, all compound words are.

The root words there are hand and bag, joined together to create a handbag that you might carry around.

Have a go at clapping out the syllables in this word.

Off you go.

Brilliant, goalkeeper (clapping), goalkeeper (clapping).

So we have here goal and keeper, three syllables in total.

Goal had one.

Keeper had two.

Join them together now to create that compound word that is now polysyllabic, has three syllables.

You can write the letters to represent the phonemes for each syllables.

And this is actually quite useful, isn't it? We can break the words down because compound words tend to be quite long.

So breaking them down and thinking about the sounds and the spellings of each part of the word are really useful.

And doing that in syllables can also really help, goal-keep-er (clapping).

I know it's gonna be G-O-A-L, goal, keep, K-E-E-P, and then my E-R, goalkeeper.

Breaking that down can help us with spelling longer words, which compound words tend to be.

So using word families is another way that we can really concentrate on learning those spellings for compound words.

If you know the spelling of one word, it can help you to spell any other words within that same word family.

So have a look here for me.

We have my turn, your turn.

Anyone, anybody, anywhere, anything, hmm, what is our key word there that links all of these? What word puts all of these in the same word family? Pause the video and have a think.

Brilliant, absolutely, it's that word any there which is putting these all in that same word family: anyone, anybody, anywhere, anything.

So we have any in all of these.

Now have a look at these ones then.

We have someone, my turn, your turn, somebody, somewhere, something.

Hmm.

What's putting these words all in the same word family? And do you notice something similar about these words to the previous any word family that we looked at? Pause the video and have a think and see what you spot now.

Fantastic job.

So we have here some.

Some is in all of these, S-O-M-E, some, someone, somebody, somewhere, something.

But I've also noticed that if I know the spelling of anyone and someone, I've got that one at the end there.

Anybody, somebody, I've got that body.

Anywhere, somewhere, I've got that where.

And anything, something, I've got that thing as well.

So identify the compound words that belong here to the same word family.

We've got the word summer, something, somebody and summary.

Summary, and this is to make a summary, not the weather was summery.

I'm going to give you a summary of the events of today.

So which of these words are in the same word family, the compound words? Pause the video and select the two that are in the same word family now.

Off you go.

Fantastic, so the words that are in the same word family here are something and somebody.

They're linked by having S-O-M-E at the start, the first part of that compound word.

Notice how the spelling of the root words has not changed when being joined together to create the new word.

Sometimes we cannot hear every syllable when we pronounce a word.

So we just have to remember its spelling.

Every, every, this is particularly difficult because we don't hear that second E do we? I don't go ev-er-y (clapping).

This only sounds like it has two syllables, every, but it does in theory have that middle E.

So we have to try and remember that.

If we learn the spelling of the word every here and we know it's E-V-E-R-Y, every, this can help us to spell several compound words within that same family.

Let's have a look at some of those words that are within, those compound words that are within the every word family.

We have everyone, everywhere, everything, everybody.

The spelling of every is never going to change because remember the spelling of our root words when we make compound words doesn't change.

And the spelling of the other parts aren't going to change either.

So if you know how to spell one, body, thing and where, you know how to spell everyone, everybody, everywhere and everything if you know how to spell every.

So choose the correct spelling in each sentence.

I'd like you to read out the sentences and then select the correct spelling.

Think about the rules around compound words that we've looked at today.

Off you go.

Fantastic.

They couldn't fit everybody in the hall.

Remember every has that naughty E in the middle.

Sometimes it rains in the summer.

Well, sometimes is going to need to have a capital letter 'cause it's at the beginning of the sentence here.

And it's some S-O-M-E, isn't it, not sum, S-U-M, which is a homophone, as in the sum you might do in maths.

So it's sometimes being joined together as a compound word here.

Is there anybody there now? Any, think about the spending of any.

It's not phonetically always the easiest one to remember because it's that A at the beginning there.

It's that A making that eh sound, anybody.

Any and body, join them together.

E-N-Y isn't a word.

And I left my homework somewhere over there.

Hmm.

Now I think there's a letter missing from the first one here.

That would be somewere, which isn't a word.

Where is spelled W-H-E-R-E.

Somewhere, S-O-M-E, somewhere, W-H-E-R-E, somewhere.

This is the correct spelling here.

How did you do? Did you manage to select the correct ones? Fantastic.

So for our practise task then, we are gonna choose four compound words to practise.

I've chosen everyone, somewhere, waterfall and anything.

Choose the words that you found most difficult.

You can choose these ones or you could choose some other ones that you want to practise, particularly yourself.

Take some responsibility here.

Be aware of the words that you find most difficult.

These are the ones that I found most difficult.

And what we're going to do is we're going to have a go at writing those words out a number of times, okay? You could maybe use the look, cover, write, check strategy if you liked, or you can just practise in your best handwriting to really make those links between your motor memory, your hand and your brain.

Best cursive script, write out four compound words a number of times over and over again to really embed those spellings in your brain.

Pause the video.

Off you go.

Choose four words.

Write them out again and again.

Fantastic job, team.

So I'm hoping that you've managed to write them out a few times again and again to really embed those spellings.

I had everyone, which I managed to spell right.

I had somewhere, waterfall and anything.

Your job now is to check back.

Did you manage to spell them correctly each time? Make any corrections now.

Off you go.

Great work today, team.

We've been spelling more compound words.

Remember that compound words are two root words joined together.

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

Splitting words into syllables can help to spell them correctly.

So when we're practising spelling those words and when we're spelling longer words, breaking them down into syllables, those beats can help us to make sure we spell all of the sounds correctly.

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