Lesson video

Hello everybody.

My name's Ms. Chamberlain-Webber and I'm teaching you spelling today.

This is the second lesson of this unit on spelling.

The first lesson, lesson two of this unit, we investigated words that came from Greek etymology.

So if you haven't yet watched that lesson, please pause the video now and go and watch that one before this lesson.

Because we looked at some really interesting spellings that actually sound a bit different to how you think they might.

We're going to practise and apply those spelling patterns in this lesson, and also have a test at the end of the lesson.

Let's get started.

We'll start the lesson with reviewing previous learning, and then we're going to learn a new spelling strategy to practise our 10 words.

Finally there'll be a test at the end of the lesson.

You will need a pencil and some paper.

Please pause the video now if you need to go and get those things.

And most importantly, please have your brain switched on ready for your learning today.

You can tell me what key word you think matches this definition.

Let's start with the first one.

Read with me.

The origin or source of a word is etymology.

A group of words which perform the same way in a sentence, for example a noun, verbs, are called the word class.

And the forms of the Greek language used in ancient Greece and the ancient world from around the ninth century BC to the sixth century AD is what type of Greek? Ancient Greek.

So, remind ourselves what sounds we know from last lesson.

Think about what two letters together are making the sound, pausing the video here.

Okay.

The /k/ sound from Greek etymology is made by the two letters c and h like in school.

The sound /s/ made by the two letters s and c like in muscle.

And the sound /f/ made by two letters.

This one's not as obvious.

P and h together make the /f/ sound in words from Greek etymology.

Like in alphabet.

Now we remember our sounds.

Let's try and remember what some of these words mean.

Here is a sentence.

Let's read it together and pick which one of these two words is the correct spelling to go in the missing space.

The group of children sang in perfect, which spelling of chorus? Can you please point it out for me? It's the ch spelling.

Because the /k/ sound in chorus is made by the c and h together.

If you're singing in perfect chorus, it means you're singing together at the same time.

Excellent.

Let's try this next one.

Pause the video if you need more time to decide on the correct word.

P.

E is an abbreviation, that means a shortened version of a word, for physical education.

Point at the correct spelling please.

The /f/ sound is made by the ph.

Let's do one more, this time with the /s/ sound.

Which spelling of fascinate should go in my missing space? Read the sentence with me.

The sky was sparkling enough to fascinate her.

What does this mean again? It means to catch someone's attention, to interest someone.

So which spelling is correct? Point at it.

With the sc making the /s/ sound.

I hope that has really made you remember what the letters are were focusing on for this lesson.

Let's have a look at ch a bit closer.

Remind me of the sound we're focusing on ch making in this lesson.

/K/, the /k/ sound.

So, in stomach, match, and change, which of these words has the ch letters making the /k/ sound? Stomach only.

So, match and change, how are the letters ch making a different sound? Well, it's actually the /ch/ sound.

And in match, T-C-H, three letters together, can make this sound too.

Let's look at some more words we're focusing on with the /k/ sound.

Chorus, anchor, school.

So, can you remind me of what sound and letters these words have in common, completing this sentence.

Let's read the sentence and complete it together.

Words that contain the /k/ sounds spelt ch often come from Greek etymology.

Let's look at our next spelling.

What sound does the s and c together make? /S/.

Here were three more words that we're going to explore.

My turn then your turn.

Lesson, sound, fascinate.

Which of these spellings follow the pattern we've been looking at? The /s/ sound made by the s and c.

Fascinate.

Good.

Let's look at our spelling of lesson.

What sound does it have similar to the others? It also has an /s/ sound but made by two s's.

How about in the word sound? The /s/ sound is made by one s.

So, there are many different ways of making an /s/ sound in words, but we're focusing on the s and c together.

That came from Greek etymology.

Other words following this pattern are scene, muscle, and descend.

Okay, your turn to independently fill in this sentence with the correct key words.

Let's read it together.

Words that contain their /s/ sounds spelt sc often come from Greek etymology.

Our final spelling pattern, p and h together.

But first, let's look at these three different words.

What do they have in common and how are they different? Graph, laugh, fluff.

Can you tell me what's similar about them? They all have the /f/ sound in them, but spelled differently.

Graph has our spelling we've been looking at.

The ph from Greek etymology.

However, laugh also has the /f/ sound in it but spelled differently.

Can you tell me how the /f/ sound is spelt in this word.

A-U-G-H.

And fluff in fact has two /f/ sounds in it made by a singular and a double f.

More words with this similar pattern from Greek etymology are; photo, physical, and alphabet.

Let's complete our sentence to help us remember this spelling pattern.

Pause the video if you need some more time or read along with me now.

Words that contain the /f/ sounds spelled ph often come from Greek etymology.

You've done really well so far.

Let's look at an interesting new practise strategy for our 10 spelling words before we have our test.

This one's called display the words.

Looking at our spelling of muscle.

This strategy means putting words somewhere around, for example, in the picture, above a light switch.

Place it by something you use often.

If I have the correct spelling displayed somewhere which I am likely to look at often, then I'm more likely to remember the correct spelling.

Here are some more ideas.

I might use my spelling words as my bookmark so that every time I go to my book, I can see the correct spelling.

Maybe there's one spelling in our spelling list or two spellings that you find more difficult.

This is a perfect strategy to try and have more of a chance of seeing and recognising the correct spelling.

Perhaps you can put it somewhere that you're likely to walk past regularly.

For example on a picture or maybe on a mirror.

Why is this a useful strategy? Well, it means you see the correct spelling often, time and time again.

It's fun.

You can use Post-it Notes if you like and stick them wherever you would like.

And it helps you think about the meaning of the word.

If you can spend a long time looking at your word, maybe whilst you're brushing your teeth in the mirror, then you might have more time to be able to think about what that word actually means.

Try this new strategy now, pausing the video and using some of these words from your spelling list to display them somewhere close to you now.

I hope you enjoyed that.

And that's going to help you remember some of the trickier spellings from our list.

Now it's time for your spelling test.

Please have a fresh piece of paper ready or turn over the one you already had so that you can't see your spelling practise from today.

Before we get started, remember, using these key strategies are going to help you complete your test.

The most important being take your time and take a deep breath.

Pause the video here if you'd like to read these further.

Time to start.

Number your sheet one to 10 down the side, pausing the video here to complete that.

I'm going to read each word twice and then put the word into a sentence to help you understand the meaning.

Please do not write down the sentence.

This is just to help you.

After each word, please pause the video to give yourself some time to check the spelling carefully or use one of the spelling strategies.

Number one, trophy.

Trophy.

The team won a trophy at the tournament today.

Number two, school.

School.

I walked to school yesterday.

Remember, pause the video to give yourself some time.

Number three, alphabet.

Alphabet.

Alpha and beta are letters from the ancient Greek alphabet.

Number four, descend.

Descend.

The aeroplane began to descend to the ground.

Number five, scene.

Scene.

That was an emotional scene in the play.

You're halfway there.

Keep up the hard work.

Number six, stomach.

Stomach.

I'm so hungry my stomach is rumbling.

Number seven, fascinate.

Fascinate.

The stars in the sky really did fascinate me.

Number eight, physical.

Physical P.

E.

is an abbreviation for physical education.

Number nine, anchor.

Anchor.

The boat was secured under water using an anchor.

Number 10, muscle.

Muscle.

Sometimes I have an ache in my muscle.

Pause the video here.

It's really important you look at each of the 10 spellings individually and check your spellings before marking them.

Okay, if you have a different colour pen, please get that ready to mark your work now.

I'm going to read out each spelling and each letter of the words individually so that you can mark it without looking up at the screen.

Number one, trophy.

T-R-O-P-H-Y.

Number two, school.

S-C-H-O-O-L.

Number three, alphabet.

A-L-P-H-A-B-E-T.

Number four, descend.

D-E-S-C-E-N-D.

Number five, scene.

S-C-E-N-E.

Number six, stomach.

S-T-O-M-A-C-H.

Number seven, fascinate.

F-A-S-C-I-N-A-T-E.

Number eight, physical.

P-H-Y-S-I-C-A-L.

Number nine, anchor.

A-N-C-H-O-R.

Number 10, muscle.

M-U-S-C-L-E.

Well done.

Think about the words that you've spelled correctly.

Be proud of how much you've practised to retrieve those correct spellings.

For any spellings that you didn't spell correctly, think about the letters that you found tricky and use some of the strategies from today's lesson to help you.

Maybe you'll display these ones to help you.

Brilliant work today.

Well done.