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 for today's lesson, 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 will be excellent as well, as well as having something or someone to talk to.

Right, then, let's get right into today's spelling lesson.

In this spelling lesson, you're going to be doubling the consonant in polysyllabic words.

The outcome will be, "I can spell polysyllabic words with a double consonant." Here are the keywords for today's learning.

My turn, your turn.

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

Consonant, vowel, noun, origin, syllable.

Fantastic! Please keep an eye and an ear out for these words in today's learning.

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

A consonant is a sound that is made by blocking air in the mouth with the teeth, tongue, lips or palate.

P, T, R, they are all examples of consonants.

A vowel is a speech sound produced with an open mouth.

We can have short or long vowels, a, e, i, o, u, or A, E, I, O, U are all examples of vowel sounds.

A noun is a word that names a person, place, thing, or idea, such as cat, school, or love.

It can be an abstract idea, like love.

The origin is where something starts, so the origin of a word might be where it originally came from.

And a syllable is a speech sound produced with an open mouth.

Running, for instance, has two syllables, whereas run has one syllable.

So, we are looking at doubling the consonant in polysyllabic words.

We're gonna begin by looking at that, and then we're gonna practise and apply some spellings.

Let's get on with doubling the consonant in polysyllabic words then.

Let's read some words.

Kitten, follow, messy, sunny, fussy, hopped.

Careful with that one, it sounds like a T, but it's an E-D.

Swimming, running.

What do they all have in common, these words, 'cause I can see a variety of word classes here, but there's something they would have in common.

Have a look at the words carefully.

Think perhaps about the consonants or double consonants.

Have a think.

Excellent! Absolutely, I can see here that they all contain two of the same consonant beside each other.

We call this, my turn, your turn, a double consonant.

Brilliant.

So, I can see in kitten here, we have double T.

I wonder if you can spot all of the other double consonants.

Pause the video and see if you can spot them now.

Great! We have double L, double S, double N, double S, double P, double M, and double N.

These are all double consonants.

Most words contain both vowels and consonants.

Some vowel sounds are short, a, e, i, o, and u.

Let's have a look at some of these words in action, flapped, ham, and gas.

Our e is in pen, tent, and lens, like the lens of a pair of glasses, i, thinking, pin, and skin, o, hopping, flop and dropped, fuss, u, u, fuss, bus, and crusty.

Some vowel sounds are long vowel sounds, ay, ee, igh, oa, u_e.

These long vowel sounds can also be made by different letter combinations.

So, these are just some examples on this slide.

We have stay, pay, and swaying, green, bee, and feeling.

"Igh" can be made flight, mighty, higher.

"Oa" could be goat, boat, or coaches, and U could be, our "u_e" that we have here, rule, use, and cube, but maybe that can make a U or an "oo" sound.

Identify for me here the words containing short vowels, a, e, i, o, u.

Have a go at saying them.

Which ones are short? Pause the video and point to them now.

Off you go.

Great! So, chop, ooh, o, o, that's a short vowel.

Might, ooh, that's a long "igh" sound, that's not short.

Toad, that's a long "oa" sound.

Hat, ooh, a, a, short vowel sound.

So, chop and hat were my two short vowels there, and "igh" and "oa" in might and toad, my long vowels.

Look at these words for me.

We have, in the top, biter, hoping, and taping, and then underneath, we have bitter, hopping, tapping.

They're really similar words, aren't they? Look at the way they're spelt.

There's just one difference.

We have a double consonant in the bottom trio, double T, double P, and double P again.

In the top, though, we just have single consonants, T, P, and P again, and they sound different.

We have biter, (mimics biting) but we have bitter.

We have hoping, and then with our double consonant, hopping.

We have taping, and then tapping.

There's something happening here, isn't there? Listen to the vowel sound.

Can you notice a pattern? We have "igh", "oa", "ay", and then on the bottom, we have i, o, a.

They're all short vowel sounds on the bottom, aren't they? And look, when we have the short vowels, we have double consonants.

When there is a long vowel sound in the middle of the word, there is a single consonant, so biter, single T, hoping, single P, taping, single P.

When there is a short vowel sound in the middle of the word, there is a double consonant, bitter, double T, hopping, double P, a for tapping, double P.

We have learned many spelling rules involving adding suffixes to root words containing a short vowel, a, e, i, o, u, and ending in a single consonant.

Swim, for instance, becomes swimming.

We double the M and add I-N-G 'cause it's a short vowel sound and a single consonant.

So, we double that consonant.

Flat becomes flatten.

We double the T after the a, a, and add E-N.

Wet becomes, you guessed it, wetter.

We double the T 'cause it's coming before, or after, sorry, a short vowel, a, a.

Big, i, i, short vowel, single G consonant, double the G, E-S-T.

Sun becomes sunny.

Loads of different suffixes here, I-N-G, E-N, E-R, E-S-T, and Y, and they all follow this same rule.

If our root word has a short vowel sound and a single consonant, we double that consonant before adding our suffix.

We often double the consonant when adding any suffix starting with a vowel or making that short vowel sound.

Fill in the blank for me, "Double consonants are often found after," mm, "vowel sounds," short or long? Say that whole sentence for me with the correct word.

Off you go.

Brilliant, "Double consonants are often found after short vowel sounds." Many words containing short vowel sounds are followed by a double consonant.

Some have an obvious root word and others do not.

Messy, running, written, stopped, and sunny, what do you think the root words here are? Pause the video and see if you can spot them.

Brilliant, in messy, it's mess, in running, it's run.

in written, it's write, in stopped, it's stop, and in sunny, it's sun.

Here are some that don't have such obvious root words, kitten, kettle, sorry, pepper and puppy.

The words without an obvious root word are often nouns.

Let's see if that adds up.

Kitten, kettle, pepper, and puppy, yeah, all nouns there.

We can group words with double consonants into different families, topics or themes.

I love doing this with words.

I've got Adjectives, Verbs, Animals, Cooking, and Garden here.

In Adjectives, I could have happy, messy, silly, jolly, and funny, all ending in that Y.

In Verbs, I have my E-D verbs here or I-N-G, grabbed, running, kissed, fussing, popped.

In Animals, I have rabbit, puppy, kitten, otter, and hippo.

In Cooking, I have batter, butter, pepper, carrot, and coffee.

And in Garden, I have apple, willow, holly, cherry, berry.

Can you think of any other word with a double consonant to add for each category? Pause the video and have a think now.

Excellent! I thought of a couple.

For our Verbs, I thought we could have flipped.

Flip is the root word, i, i, short vowel with a single consonant.

Double the consonant, add E-D.

I thought, for Cooking, or Garden even, we could maybe have cabbage, C-A-B-B-A-G-E, or jelly, j-e, e, short vowel, jelly, double L, Y.

So, right now, as our practise task for this learning cycle, I'm gonna get you to have a go at writing some words for me.

Listen carefully to the words.

Remember, we've been looking at double consonants, haven't we? So, the first word is sunny.

Say that for me, sunny.

It was a sunny day.

The second word is hopping.

The rabbit was hopping around the garden.

Number three, or C here, is biggest, and D here, pepper.

So, we have sunny, hopping, biggest, pepper.

Pause the video and have a go at writing them now.

Where do you think the double consonants are? Brilliant job, team.

Fantastic application of the rules we've been looking at.

Really good listening out has clearly been going on so far in this lesson.

Some beautiful handwriting as well.

The first one was sunny that we looked at.

Our root word here is sun, u, u.

We're gonna double that consonant and add our Y, sunny.

Absolutely, it's this one here, and it's an adjective, so it ends in that Y for that "ee" sound.

The next one was hopping.

Our root word is hop.

Well, it can't be the first one 'cause that's a single consonant, isn't it, and that'd be hoping.

I'm looking for hopping, "ing".

It's this one here, H-O-P-P-I-N-G.

The next one was biggest, my superlative here.

Big is my root word, i, i, ending in a G.

Double the G, E-S-T, not I-S-T, E-S-T, biggest, biggest.

And finally, pepper.

Pepper, no obvious root word here.

Double the P, though, E-R, pepper, P-E-P-P-E-R.

How did you do there? Share any learning, make any corrections now.

Great, onto our next learning cycle then, which is to practise and apply some of the spellings that we've been looking at today.

Let's begin by looking at some curriculum words.

Let's read the following words together, peculiar.

Peculiar is something which is strange or odd.

Particular.

Particular.

Quarter, like quarter past five.

What do you notice about these spellings? Have a go at saying the words again and think, what's maybe different about the way they're spelt, how they sound? What might be tricky about them? Great job, team.

So, I've noticed a few things about these words.

The letter I in "peculiar" is pronounced as an "ee" sound, peculiar.

It's not pecu-liar, is it? Peculiar, so be careful with that one.

Often, the letters C-K are used after a short vowel sound, which can be confusing in the word "particular" 'cause you've got the i, i, but it's not C-K after it.

It's just the C spelling alone.

So, watch out for that.

And in "quarter", the A-R spelling there makes an "or" sound, like in the words more or score.

So, watch out for that, too.

Let's take a snapshot of these curriculum words.

It's really important we know to read and spell them as they're gonna appear loads in our reading and writing.

Ready? (mimics taking snapshot) Peculiar, particular, quarter.

With that in mind, be ready now with your magic fingers to point to the correct spellings of the words that we've just looked at.

Which is the correct spelling of peculiar? Point now.

Brilliant, it's peculiar, and it's that "i" for that "ee" sound, isn't it? Peculiar, excellent! Point to the correct spelling of particular now.

Off you go.

Brilliant, it's that "i", "i" in the middle, isn't it? But it's only followed by a C, particular.

Brilliant! And finally, point to the correct spelling of quarter now.

Exceptional, quarter.

It's that A-R spelling for that "or" sound, isn't it? Quarter, excellent! So, going back to what we've been looking at, the consonant isn't doubled if there are two consonant letters at the end of the root word.

Wind has N and D.

I don't need to double the D here.

It just becomes windy.

I have my Y to turn it into an adjective.

Rest has an S and a T, two consonant letters.

To make rested, I just have to add E-D.

Long has N and G.

Can you see those two consonant letters? So, to make longest, I just have to add E-S-T.

And cold has L and D, two consonant letters.

So, to make colder, my comparative adjective here, I just add E-R.

Really important to know as well, the letters H, K, J, and V are never doubled.

No words in English contain double H, double K, double J, or double V.

Some letters, such as C and Z, are rarely doubled.

When they are, they usually come from another language.

Let's have a look at these words.

My turn, your turn, broccoli, with a double C, or cappuccino, with a double P and a double C there, a double C again.

We have pizza with a double Z, and we have mezzanine, again, with a double Z.

So, we have broccoli, cappuccino, pizza, and mezzanine here, broccoli, cappuccino, and pizza derived from Italian, and pizza and mezzanine with their double Z.

Mezzanine comes from French, and it's a low storey, typically between the ground and the first floor.

So, have a look here for me.

Read these sentences and choose the correct spelling in each sentence, the correct spelling for searched, blinking, and puppy.

Pause the video now.

Off you go.

"They searched through our bags at security." So, we don't double the H, do we? So, searched, here.

"The blinking lights lit up in the dark street." We don't often see a double K, do we? So, it's blink and I-N-G.

And, "The puppy," this is one that has a double P here, p-up-py, before that "ee", "jumped up excitedly when the post arrived." Great job, team.

So, what we're gonna do now is we're gonna have a go at practising some words.

I'd like you to write the words that I say, and I'd like you to think carefully about whether they have a double consonant in them or not.

Think about the rules that we just looked at.

The first word is kitten.

The next word is richer.

We then have blinking, and messy.

So, kitten is A, B is richer, three is blinking, or C is blinking, and the fourth one there, D, is messy.

Kitten, richer, blinking, messy.

Pause the video and have a go at great writing them now.

Excellent job, team.

Really great handwriting again.

So, let's have a look and see if they have a double consonant in them or not, 'cause not all of these words will based around the rules we've looked at.

Kitten.

Kitten.

Now, this was one of those words that didn't have a clear root word, did it? But it looks right with that double T and our E-N.

Kitten, here, is the correct spelling.

The next word was richer.

Now, we don't double that H, do we? Richer, and I know it's gonna be my E-R.

My root word is rich, and I don't double that H before adding my E-R to make that comparative adjective, richer.

So, the correct spelling is R-I-C-H, rich, and then E-R.

The next one was blinking.

Our root word was blink there.

We don't often see that double K, do we? It's not something we would see in English, so it's blink, and then just adding I-N-G.

And finally, messy.

Our root word here is mess, which does end in a double consonant.

I would keep that double consonant and add my Y to create my adjective, messy.

Great, how did you do? Do you have any corrections to make? Pause the video, share any learning, and make those corrections now.

Great job in spelling today, team.

We've been looking at doubling the consonant in polysyllabic words.

When there are two of the same consonants beside each other, we call this a double consonant.

Double consonants are found after short vowel sounds most often.

Some letters are never doubled, like H, K, J, or V.

Some letters are rarely doubled, like C or Z.

When they are, they usually come from another language, like cappuccino, broccoli, pizza, or mezzanine.

Keep up the great spelling and see if you can spot any of these double consonant words in your reading or writing.

Great job!.