Lesson video

Hello, and welcome to today's spelling lesson.

I'm Mr. Moss, 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 talk to or someone to talk with, and also, something to write with and write on will be excellent too, right? Let's not waste a moment then, let's get right into our spelling lesson.

In today's lesson, we're going to practise and apply doubling the consonant in contrasting words.

The outcome will be, I can spell contrasting words with a double consonant.

Here are the keywords for today's lesson.

My turn, your turn.

Consonant, vowel, noun, origin, syllable.

Brilliant.

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

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

The letters p or t, for example, are consonants.

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

We can have short vowels like ah, eh, i, o, uh.

Or long vowels, ey, ee, ahy, o and u.

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

The origin is where something starts.

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

Here's the outline for today's lesson.

We're going to be practising and applying doubling the consonant in contrasting words.

And we're gonna begin by looking at doubling the consonant in contrasting words.

Then we'll be spelling some curriculum words.

And finally, we'll get to apply the spellings that we've been looking at today within a sentence.

Let's get on with our first learning cycle then.

Let's read some words.

Dinner, written, tapping, letter, follow, stopped.

Be careful with that one.

It's an ed verb, but it sounds like a t at the end.

Getting, sudden.

Hmm.

Have a look at these words for me again.

Have a read of them.

What do you notice? They all have something in common.

Can you spot what it is? Pause the video and have a think.

Brilliant.

So I've noticed that they all contain double consonants.

In dinner for instance, I can see a double n.

In written, a double t.

In tapping, a double p.

In letter, a double t.

In follow, a double l.

In stopped, a double p.

In getting, a double t and in sudden, a double d.

They also all contain short vowel sounds in the middle of the word coming before those double consonants.

In dinner, ih, ih, before my double n.

Written, ih, ih, before my double t.

Have a go at saying those words again.

Can you spot the short vowel sounds that are before the double consonants? Pause the video and have a go now.

Brilliant.

Let's see if you spotted them.

In tapping, ah, ah, that's short a before the p.

In letter, eh, eh.

In follow, o, o.

Stopped, ah.

Getting, eh.

And sudden, ah.

So we can see here we have our short vowel sound before the double consonant.

Some words contain short vowels and others contain long vowels.

Here are some words with short vowels.

Common, o, o.

Daddy, ah, ah.

Pillow, ih, ih.

Tennis, eh, eh.

Better, eh, eh.

Notice here that after those short vowels, we have a double consonant, don't we? And then we have some words with long vowels.

Peanut, that e.

Brighter, i.

Grocery, o.

Accusing, u.

And waiting, a.

And after those long vowel sounds in the middle of the world, we have a single consonant.

Hmm.

There's a pattern here, isn't there? So pause the video.

What do you notice about the spelling of the words containing a short vowel sound in the middle? So look at my left hand column here, the shorter vowels.

Do you notice anything similar in all of these words? Pause the video and have a think.

Fantastic.

Absolutely.

I've noticed that they all have a double consonant following that short vowel sound.

Whereas my long vowel sounds in the middle of the word are followed by a single consonant.

So you can see here double m, double d, double l, double n and double t after that short vowel sound in the middle of the word.

Words containing a short vowel sound in the middle are often followed by double consonant then.

Hidden, shopping, o.

Words containing a long vowel sound in the middle are often followed by a single consonant.

Closed, that's a long o sound, isn't it? And it's followed by single consonant s.

Writing, that long i sound followed by that single consonant t.

Fill in the blanks in the following sentence for me.

Double consonants are often found after mm vowel sounds.

Single consonants are usually found after mm vowel sounds.

Pause the video and say these sentences with the correct words are the long or short in them.

Off you go.

Fantastic.

Let's see how you've done.

Double consonants are often found after short vowel sounds.

Ah, eh, ih, oh, uh.

And single consonants are usually found after long vowel sounds.

ey, ahy, o, u, ee.

So let's look at the following contrasting words.

Can you say that for me? Contrasting words.

We have diner and dinner.

Oh, they're very similar, aren't they? Except one has a long vowel sound and a single consonant, and one has a short vowel sound and a double consonant.

Biter or bitter.

Hmm, that tastes bitter.

Again, look, we have a long vowel sound followed by a single consonant.

And we have a short vowel sound followed by a double consonant and they're pronounced differently.

We have coma and comma.

Again, long vowel sound, single consonant.

Short vowel sound, double consonant.

Contrasting words are pairs or sets of words that have similar spellings but different meanings.

We can see here that our second words in this column here all have double consonants and are therefore proceeded by short vowel sounds.

Whereas the first words had single consonants and were pronounced differently with long vowel sounds.

They are not homophones because their spellings are similar, but not the same.

This means they don't sound the same.

We have diner and dinner.

We have biter and bitter.

Coma and comma.

The double consonant after the vowel sound is very important to the spelling and meaning of the word.

If you see that double consonant, it will usually mean that it's a short vowel sound coming before it.

As contrasting words look similar, they can be easily misread.

Putting words into sentences can help us to identify whether words are spelled correctly.

"Nan called the children inside to have some supper." Oh, it's gonna be my short vowel sound, ah, ah.

Because I've got a double consonant after it, so it's supper, not super.

Super also wouldn't make sense there, would it? "June had made a super effort to improve his handwriting." I've got a single consonant, so I know it's going to be a long vowel sound.

Also, supper effort wouldn't make sense, would it? Supper, it would be something you would eat.

It's a super effort being used to describe that effort.

"I gazed at the night sky hoping to see a shooting star." It wouldn't be hopping.

It would be hoping 'cause I have a single consonant, which is proceeded with that long vowel sound.

"They were hopping from one side of the park to the other." It wouldn't be hoping from one side of the park to the other, that wouldn't make sense.

It's hopping here with that short vowel sound followed by my double consonant.

With that in mind, choose the correct spelling in each sentence here.

Read the sentences and see which spelling would be correct.

Is it going to be that long vowel sound or a short vowel sound followed by a double consonant? Pause the video.

Say the sentences.

Have a good saying each word.

See which one sounds right.

Off you go.

Fantastic work, team.

Would you like pasta or rice for diner or dinner? It's going to be dinner, isn't it? Diner wouldn't make sense there? It's going to be my double consonant proceeded by that short, ih, ih vowel dinner.

The blackcurrants were very biter or bitter.

It's going to be bitter, isn't it? That bitter taste.

It wouldn't make sense to describe it as a biter.

So it is double consonant proceeded by that short vowel sound.

Aisha hopped or hoped to score highly in the test.

Well, she wouldn't hopped to score highly in the test.

She's hoping, isn't she? So it's that long vowel, o.

And remember, a long vowel sound is followed by that single consonant.

Hoped to score highly in the test.

Hopped wouldn't make sense.

What we're going to have a go at doing now, is writing some words that I say.

Listen carefully.

Consider.

Is it a long vowel or is it a short vowel that I'm using? Remember, if it's a long vowel, it's going to be a single consonant.

If it's a short vowel, it's going to be a double consonant.

A is comma.

Don't forget the comma in that sentence.

B is writing.

Show me your best handwriting.

C is tapping.

I am tapping on my shoulders.

And D is diner.

I went to the diner to eat some food.

So we have comma, writing, tapping, diner.

Remember the rule that we've looked at with the short and long vowel sounds.

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

Comma, writing, tapping, diner.

Off you go.

Excellent work, team.

Some brilliant handwriting and some really careful consideration as to whether it was going to be a single consonant or a double consonant dependent upon the vowel sound.

Let's have a look at the first one.

We had comma, didn't we? Now let's stretch that, comma.

K, o, m, ah, comma.

Okay, so it's a o, o, isn't it? In the middle of the word, a short vowel sound.

So I know it's going to be followed by a double consonant.

The first one would be coma.

That person is in a coma after an accident.

And commer.

Hmm.

I think it's just an a at the end, not my er ending.

So it's this one here, comma.

The next word was writing.

That's a long vowel sound, isn't it? Writing.

And I know I have that naughty silent w at the beginning.

Write is my root word, ending in an e.

And I add my ing and by removing that e.

So the correct spelling is this one here.

It's gonna be a single consonant because it's a long vowel sound.

The next was tapping.

Ah, ah, short vowel sound.

Tap is my root word.

Double the p and add ing.

So it's a double consonant 'cause of that short vowel sound coming before it.

And finally, we had diner.

No, I didn't say dinner.

If it was dinner, that would be a double consonant, wouldn't it? 'Cause it's a short vowel sound, but it's a long vowel sound, diner.

So it's going to be a single consonant.

D-I-N-E-R.

How did you do that? Remember our rules with our vowel sounds short or long, and whether it's a single or double consonant.

Pause the video now.

Share your learning and make any corrections.

Onto our next learning cycle then, which is spelling curriculum words.

Curriculum words are those words which are going to appear a lot in our reading and writing.

So it's really important we know how to confidently spell them.

Let's have a read of some words.

My turn, your turn.

Remember, I hope you can remember how to spell this word.

Medicine.

The doctor administered some medicine.

Address.

I wrote the address on the front of the letter.

Address.

What do you notice about these spellings? Is there anything particularly tricky or difficult about them? Have a say at the words again.

Compare how they sound to how they're spelt.

Pause the video.

Off you go.

Brilliant.

Some great thinking going on there.

I've noticed a few things.

The repetition of the same letters in remember can mean that sometimes letters are missed out or replaced.

Remember, it's R-E-M-E-M-B-E-R.

We have E-M-E-M.

Try and remember that E-M-E-M.

The word medicine has a c, that sounds like an s.

It's that soft c, it's not making a hard c sound.

It's a soft c, medicine.

It also has that silent letter e at the end, which we don't hear.

And in address, and I always forget this.

There's a double d and a double s, but a single r.

So be careful with that one.

Let's take a snapshot of these words one more time because I'm gonna test you on 'em in just a moment.

Are you ready? (imitates camera shutter clicking) Remember, medicine, address.

With that in mind, complete this sentence for me.

What is your address? So let the correct spelling.

Point to it now for me.

Fantastic.

What did it have? It had a double d, and a double s and that single r.

What is your address? A-D-D-R-E-S-S.

Excellent.

Which of these are spelled correctly? Point to the correct spelling of remember now, off you go.

Brilliant.

Remember, it has that E-M-E-M.

We have the repetition of those two letters.

Remember.

R-E-M-E-M-B-E-R.

And finally, point to the correct spelling of medicine for me.

What are the two tricky parts about this word that you remember? Off you go.

Fantastic.

It is that c, making that s sound and that silent e at the end.

Medicine.

This is the correct one.

Hope you managed to get those right.

So because these are curriculum words and they're slightly tricky, it's really important we now have to confidently spell them.

Because we're gonna be using them loads.

So a really good strategy for practising trickier words is the look, cover, write, check strategy.

This is where you look carefully at a word and you consider what's difficult about it, and put it in your memory.

You then cover it up so you can't see it and have a go writing it, using your handwriting.

And then you check back and see how you did.

And even if you get it right first time, you need to do this more than once to really embed that spelling into your long-term memory.

So I'd like to have a go using the look, cover, write, check strategy to practise writing out remember, medicine and address a few times.

Now, off you go.

Brilliant, team.

So I'm hoping you've got 'em written out correctly like this.

Remember, medicine, address.

Remember in remember, we have that E-M-E-M.

In medicine, we have that c for that s sound and that naughty e.

And in address, a double d and a double s.

How did you do? Do you have any corrections to make? Make them now.

Onto then team our final learning cycle.

Applying spellings within a sentence.

So we are gonna have a go now at writing a sentence that contains some of our focus spellings when we write the whole sentence, we need to do several things at once.

We need to remember the whole sentence.

We also need to sound out each word.

We need to think of the spelling rules.

So remember whether it's that short or long vowel sound and whether it's going to be a double or single consonant.

That's what we've been looking at today.

Look out for any of those common exceptional curriculum words.

Think about these curriculum words we've looked at, remember, medicine and address.

And of course, remembering our sentence punctuation.

Capital letters, full stops, and any other punctuation that will be in that sentence.

With that in mind, I'd like you to just listen to me say the sentence.

Now, use your incredible hearing and listen to me.

"I remember writing a letter after dinner and tapping my foot to a super tune.

I remember writing a letter after dinner and tapping my foot to a super tune." So we're gonna use some strategies now to help us remember this sentence.

The first one is repeating the sentence several times out loud.

"I remember writing a letter after dinner and tapping my foot to a super tune.

I remember writing a letter after dinner and tapping my foot to a super tune." Repeat that number of times now.

Off you go.

Fantastic.

The next one is picturing what is happening in your head.

You can say it and picture it, or you can picture it as I say it.

"I remember writing a letter after dinner and tapping my foot to a super tune." I imagined a really tasty dinner that I'd eaten.

And being sat doing some writing and my neatest handwriting and listening to some music.

"I remember writing a letter after dinner and tapping my foot to a super tune." And finally, we can count the words so we make sure we know how many there are.

"I remember writing a letter after dinner and tapping my foot to a super tune." I made that 15.

So remember to sound out each word, think about those curriculum words or common exception words, and don't forget your sentence punctuation.

I'll say the sentence one more time.

"I remember writing a letter after dinner and tapping my foot to a super tune." Have a good writing that sentence.

Off you go.

Great job, team.

Some excellent handwriting.

Some really good application of that spelling rule that we've been looking at today with either that long vowel or short vowel sound and doubling or single consonants.

So let's check our work and make any corrections.

I, obviously a capital letter 'cause it's the beginning of our sentence.

Remember, oh, that was that curriculum where we looked at.

E-M-E-M-B-E-R, remember.

Writing, oh, just a single consonant here.

'cause it's that long i vowel sound in the middle.

Writing a letter, eh, eh, short vowel sound, double the consonant E-R.

L-E-T-T-E-R.

After, be careful with that one.

You might pronounce it after as well.

If you pronounce it after, it's one of those common exception words.

Dinner, ih, ih, dinner.

Double consonant.

And tapping, ah, ah.

Otherwise, if you only put a single p, it'll be taping.

And we want tapping, ah, ah.

Short vowel sound, so double consonant.

My, M-Y.

Foot, double o, t.

To a super.

Now, not a double p here, otherwise it'll be supper.

Super, it's a long u vowel sound, isn't it? So a single consonant.

Tune, T-U-N-E.

And of course, a full stop at the end of our sentence.

How did you do that? What learning do you have to share? Did you make any magical mistakes? Do you have any corrections to make? Share your learning and make those corrections now.

Off you go.

Brilliant spelling today, team.

Today, we've been practising applying and doubling the consonant in polysyllabic words.

Contrasting words, remember, are pairs of words that have very similar spellings.

The difference in spelling is often a double or single consonant.

Remember, double consonants are often found after short vowel sounds, and single consonants are often found after long vowel sounds.

A double consonant after the vowel sound is very important to the spelling and meaning of a word, remember.

Keep up the great spelling.

Keep up the great practise.

And I'll see you again soon, team.