Lesson video

Hello and welcome to today's spelling lesson.

I'm Mr. Moss.

I love spelling.

I'm really looking forward to working with you today.

With you today, you need to bring your looking eyes, your listening ears and your thinking brains.

And as well as that, something to write with and write on would also be really helpful.

Right, let's waste no more time and get straight into today's spelling lesson.

In this spelling lesson, we're going to be spelling words, including the suffix -al.

Here's the outcome for today's lesson.

I can spell words that use the suffix -al, and here are the keywords for today's lesson.

My turn, your turn.

Suffix.

Root word.

Noun.

Adjective.

Let's have a chat about these words then.

A suffix is a letter or group of letters added to the end of a word to change its meaning.

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

A noun is a naming word for people, places, or things.

And an adjective describes a noun.

It tells you what it's like.

So today we're gonna be adding that suffix -al to the ends of words.

And interestingly, adding that suffix often creates adjectives.

Here's the outline for today's lesson.

We're gonna be spelling words, including the suffix -al.

We're gonna look at adding that suffix, and then we're gonna look at all of those -al or -al spellings.

And finally, we're gonna spell some curriculum words.

Let's get on with adding the suffix -al them.

Remember that a suffix is a letter or group of letters that we add to the end of a word.

And unlike prefixes, which we add to the beginning, suffixes can often change the word's tense or word class.

For instance, the root word kind, we add our -ness suffix, it creates a new word, kindness.

Here we have joy.

If we add our -ful, -ful suffix, it creates joyful.

Here we have the word deep.

If we add our -en suffix, it creates deepen.

The word class there of the root word's changed.

We now have a verb, deepen.

There are lots of different types of suffix.

And remember, today we're looking at adding that -al suffix.

Some words with suffixes have root words that we can recognise and some don't.

And interestingly as well, dependent upon the spelling of that root word, it can often have an impact on the spelling of the new word when we add that suffix.

So let's read some words that contain the suffix that we-re looking at today.

Global.

So all around the globe, all around the world.

Natural.

Capital.

Personal.

National.

Emotional.

So can see here, all of these words contain our -al suffix at the end.

That -al suffix is making an l sound.

Global, natural, capital, personal.

Can you recognise any root words here? Pause the video and have a think.

Brilliant.

Al can be found at the end of words, such as special and partial.

And in these cases, it is part of that suffix -cial, -cial or -tial, tial.

In terms of root words here, I notice globe, nature, capital doesn't have a clear root word, person, nation, and emotion as well.

There are some clear root words here.

More often than not, the root words can be obvious.

However, sometimes they can be harder for us to identify.

The root word for vocal, for instance, with our -al suffix is the Latin word vocalis, meaning sonorous or speaking.

The root word for emotional is emotion.

The root word for capital is the Latin caput, meaning head.

So emotion here is easy to see, isn't it, as a root word, but vocalis and capus perhaps are not.

And then it's down to the etymology of the word.

So with that in mind, can you match the words ending in the suffix -al to their root words here? Read the words, match them to their root words.

Off you go.

Brilliant job, team.

So we have national, and that links to nation.

Be careful there.

The pronunciation has changed slightly.

We have nation with a long A and national with an ah.

So be careful there.

We then have natural and nature.

Notice there that with our root word, the E has been removed before we've added our -al.

And then similar to national, we have personal and person there being the root word where we just had our -al suffix.

The suffix -al often turns nouns into adjectives.

And you may have noticed that on the previous slide.

Who is that person? The word person here is a noun.

A noun is a naming word for a person, place, or thing.

The personal message helped me to feel at ease.

The word personal here with our -al suffix is an adjective.

It's a describing word, and it describes the message.

It's describing the noun.

With that in mind, what word class are the words globe and global? Read the sentences.

Think about their context.

Think about what we just looked at.

Off you go.

Brilliant.

The child gazed at his fascinating globe.

Well, the word globe here is a thing.

It's a noun.

He's looking at it.

A global citizen cares about making the world better.

Global here is describing our noun citizen.

So it's an adjective.

Notice here as well that we've removed the E from our root word globe before adding our -al suffix.

So just as a reminder, adding our -al suffix to root words often turns them from nouns into adjectives.

So the suffix -al often follows -on and -ic.

The root words of national, personal, emotional, exceptional, and traditional all end in that -on.

The root words for political, critical, technical, practical and magical all end in an -ic.

Which letters does the suffix -al often follow? Choose from A, B, or C.

Off you go.

Brilliant job.

It's not -s or -el.

<v ->On and -ic?.

</v> Oh, let's think, national, nation, -on, exceptional, exception, -on, political, politic, -ic.

This is the correct one.

The suffix -al is a common spelling for the L or L sound.

And it follows some familiar spelling rules when added to a root word that I'm sure you'll recognise.

If the root word ends in a consonant, then we can just add our suffix.

Here we have the root word person.

Person ends in a consonant and N.

So we can just add -al to make personal.

If our root word ends in an E, then we must remove the E before we add our suffix.

Nature, chop off the E and add our -al to make natural.

With that in mind, here's a little check for us to do.

I'd like you to put the root words into the correct column to show what will happen when we add our -al suffix.

Will we just add -al or do we need to remove an E and then add the suffix? Hmm.

Read the words, put them in the correct columns.

Have a go at spelling the new words now.

Off you go.

Fantastic job, team.

So we had the words arrive, culture, tropic, accident, nature, and season.

And tropic became tropical, accident became accidental, and season became seasonal.

All of those root words there ended in a consonant.

So we just had to add our -al to create our new adjectives.

The words arrive, culture and nature though all ended in E.

So we had to remove the E and then add our -al suffix to create our new adjectives, arrival, cultural, natural.

Although it should be said that adding this -al suffix does not always create adjectives.

The word arrival, for instance, is a noun.

Could you please choose the correct spelling of the highlighted words? Read the sentences.

Consider the spelling rules that we've looked at.

See if you notice any root words.

Off you go.

Great job, team.

The company had global distribution.

Our root word here is globe, that noun.

It's becoming an adjective to describe the distribution.

We gotta remove the E and then add our -al suffix.

The tropical storms had damaged the island.

Tropic here is our root word ending in -ic, ending in a consonant.

We can just add -al.

Tropical is an adjective describing the storms. I felt very emotional that day.

It's describing how you're feeling.

Be careful with this.

Our root word is emotion, that has that -tion, spelled -tion.

It ends in a consonant, so we can just add -al.

Of course, -le can also represent that L sound at the end of the words.

But remember, today we're looking at that -al suffix that often creates adjectives.

So with that in mind, I'd like us to spell the words that I'm going to say.

Please remember to think of a root word if there's an obvious one.

Remember any spelling rules that we've looked at.

Are you just going to add -al or do you need to remove any letters? And read the words and check.

See which ones you think look correct.

So the first word is national.

She was a national champion.

Number two, personal.

I received a personal letter.

Number three, emotional.

I felt emotional.

Number four, arrival.

They made plans for his arrival.

And number five, global.

The company had a global reach.

I'll say those one more time for you.

National, personal, emotional, arrival, global.

Off you go, team.

Exceptional job.

I'm very impressed.

You really carefully thought about there the rules that we've been looking at for adding this suffix.

Let's go through the first one, national.

Now, our root word here is nation.

The pronunciation slightly changes and it's N-A and it's that -tion, spelled -tion, ending in that -on as we know.

So -al is going to be the suffix that we add here to create national.

It ends in a consonant.

So we can just add our -al.

The next word was personal.

In a similar vein to national, it ends in -on.

So I can just add my -al suffix to create personal.

Emotional, emotion is our root word here.

It's that -tion, spelled -tion and ends in that -on, ending in a consonant, I can just add my -al suffix to create emotional.

The next word was arrival.

Now our root word here is arrive.

Hmm, arrive is spelled A-R-R-I-V-E.

And because it ends in an E, I've got to remove that E and then add my -al to create arrival.

Be careful with this one.

I know it might look like arrival, but we've removed the E, remember from the root word and importantly as well, remember here the double R.

And finally, global.

Our root word here is a noun, globe.

I need to remove the E from globe and add my -al suffix to create my adjective, global.

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

Onto our next learning cycle then, which is all of the -al or -al spellings.

We've just looked at the -al suffix.

We're now going to compare it against some other ones.

So there are many representations of that l or L sound.

What representations are we looking at or what representations can you remember from your prior learning? Pause the video now and have a think.

Look at the table to help you.

Great job.

So we have L just with an L, a double L, -le, -el, <v ->il and -al.

</v> And it can be very confusing sometimes because often they make very similar sounds and choosing the correct suffix in particular can be difficult.

Can you remember anything about where each of these representations is commonly found in words? Look again at the table, pause the video and have a think.

Brilliant, some great accessing of your prior learning there and prior knowledge.

We're gonna have a review now of where these different L or L sounds are commonly found in words.

So L, just the letter L, is the most common representation of that L sound.

And it's also the most likely representation if it's at the beginning of a word.

We have here the words laugh, ladder, lemon, hole, milk.

L, just an L on its own, can be found anywhere in a word.

Our double L spelling for that L sound is usually but not always, but usually found after a short vowel in a single syllable word.

Our short vowels, remember, are ah, eh, I, oh, ah.

It can also be found in polysyllabic words too though, but it's very commonly found in single syllable words with a short vowel.

Drill, for instance, mill, spell, filled with that -ed suffix, and full.

The double L here in filled is at the end of that root word fill and we've added that -ed suffix.

The -le spelling is commonly found at the end of polysyllabic words, so words with more than one vowel beat.

Handle, bottle, juggle, little, settle because by adding that suffix, we are adding another syllable and it often likes to follow a double consonant.

And we can see here it's following in bottle, a double T, it's following in juggle, a double G, and in little in settle, again following that double T.

The -el spelling is also found in polysyllabic words, but it's a far less common spelling than our -le.

We see it here in tunnel, model, jewel, rebel and towel.

Could you please match the spellings of the L or L sound to where they are most commonly found in words? Off you go.

Brilliant job.

Our double L is found after a short vowel in single syllable words, but also some polysyllabic words.

<v ->le and -el are found at the end</v> of polysyllabic words remember.

We can see here some examples of our double L, mill and fell.

And then we have -le and -el, handle and model.

Remember, our -el is far less common than our -le.

<v ->Il is a very rare representation.

</v> It's one we don't see very often for this L or L sound.

And it's often found again in polysyllabic words, evil, pupil.

Notice, it's not making an il sound, it's making an il sound.

Pencil, fossil, nostril, again, dependent on pronunciation.

And the -al spelling, the one that we've been concentrating on is usually found at the end polysyllabic words as well.

Exceptional, natural, magical, traditional, vocal.

There are not many nouns ending in -al, but many adjectives do.

Remember, we spoke about this earlier, that word arrival is a noun.

But most often when we are adding this -al suffix, it creates adjectives.

It actually turns nouns into adjectives.

The -al suffix is often found at the end of adjectives.

I can see that here.

Many of these words are adjectives.

They're words that describe nouns.

So could you match the spellings of the L sound or the L sound to where they are almost commonly found? Pause the video, off you go.

Great job.

Our -al is at the end of polysyllabic words that are often adjectives.

And our -il is at the end of polysyllabic words.

This is far rarer.

And here are some examples.

Words with our -al suffix, personal and global, both adjectives.

Words with our -il suffix, fossil, pencil.

Remember, that -il is far rarer.

So for our practise task now, what we're going to do is have a go at spelling some words using the correct -al spelling.

Just listen to me carefully.

Remember to stretch the words, sound them out, write them, and look and check as well.

Think carefully about the rules that we've just looked at as well.

The first word is natural.

She was a natural beauty.

Number two is tunnel.

They dug a tunnel.

Number three is juggle.

They juggled the balls.

Number four, available.

I'm not available to meet you today.

And number five, physical.

She showed great physical strength.

So we have natural, tunnel, juggle, available, physical.

Think about where those L sounds are coming.

Think perhaps about the word class as well and think about the rules that we've looked at.

Off you go.

Excellent job, team.

Really good application of some of those rules that we've just been looking at.

Really careful spelling out as well.

Could see some children even writing the words out, the spellings out in different ways to see which ones look right, which is a great strategy.

So the first word is natural.

Nature here is our root word.

Be careful with this.

I know it sounds like a cha, cha but it's that T-U-R-E, ending in an E, so I must remove the E and then add my -al.

It's also an adjective.

The next one is tunnel.

Be careful with this.

It could be easy to confuse with either -el, -il or -le, but it's the double consonant and then -el and then juggle.

Again, easy to confuse perhaps with our -el or -le.

This is the one that likes to often follow the double consonant, which is our -le.

So it's juggle and don't forget the double G.

Then we have available, this has two Ls in.

Remember, L, single L can come anywhere in the word.

And it's -able.

I remember this, it says able in available.

And physical finally.

This one's quite a tricky one.

It has that ph-.

That means it's derived from Greek words at the beginning.

Physical for that ph.

And there's a Y, physical and it's our -al.

Remember, our -ic is often found before our -al suffix with the root word there physic or physics.

How did you do? Share your learning.

Make any corrections now.

Onto then our final learning cycle, which is going to be spelling some curriculum words.

Curriculum words are those words which appear with great regularity in our reading and writing.

It's really important we're confident with spelling them.

They often have slightly tricky elements to them as well.

So let's read some curriculum words together first.

Correspond.

Now, correspond means might be two things that have very close similarity, or it might mean a correspondence, which is a way of communicating perhaps by the exchange of letters or messages.

We then have persuade.

Persuade.

If you persuade someone to do something, you convince them to do it.

What do you notice about these spellings? Do you think there might be anything maybe tricky about them? Have a read of them again and have a think.

Great.

So I've noticed a couple of things.

In correspond, the pronunciation of that E can be a little bit difficult.

If you say correspond, perhaps it sounds a little bit more like that E, but you might say correspond when it sounds like an i.

So be careful.

It can be very easily confused with other vowel sounds.

It can help to remember that the word respond is also within correspond.

A word within a word strategy there to help us remember it.

And in persuade, that U sounds like a W, doesn't it? Persuade, wa, wa.

So be very careful there.

Take a snapshot of these now 'cause I'm about to test you on them.

Brilliant.

With that in mind, which of these are the correct spellings of correspond and persuade.

Off you go.

Great job, team.

So correspond.

Be careful, that E in the middle can be confused with other vowels.

Remember, there's the word respond in correspond and it's that double R as well.

Correspond.

Respond in correspond.

Then we also have persuade.

Be careful with this one.

Persuade.

Hmm, sounds like a wa, wa but we know it's that U-A-D-E there, persuade.

If I know how to spell persuade, we'll also know to spell words like persuasion.

So because these are curriculum words, it's really important we know how to spell them and we're confident with spelling them.

It'll help us while reading and writing.

So we're gonna practise our curriculum words now by using the look, cover, write, check strategy, a really useful independent practise strategy.

This is where you look carefully at a word and consider what's difficult about it.

So if I look carefully at correspond, remember, it has respond in it and a double R and it has that E, which can be confused.

I then cover it up and I have a go at writing it now, and then I check back and see how it looks.

Yep, I managed to spell that correctly.

So your job is to look, cover, write, and then check back.

And I want you to write out the words correspond and persuade a number of times.

Off you go.

Brilliant job, team.

Excellent.

Did you manage to spell these words correctly? Make any corrections now.

And remember that this is a really useful independent strategy that allows you to work on motor memory, muscle memory, allows you to be independent, allows you to self-check, and it's repetitive.

So today we've been spelling words including the suffix -al.

There are many ways to represent that L or L sound in a word, including L, double L, -le, -il, -el and -al.

The suffix -al is one of the most common spellings for that L sound at the end of a word.

If the root word makes sense by itself, it is often likely to have the suffix -al.

The suffix -al often turns nouns into adjectives and it often follows on from the letters -on and -ic.

Remember our rules, when the root word ends in an E, remove the E and add the suffix.

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