Lesson video

Hi there, 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 write with and write on or someone and something to talk to would also be excellent.

Right, let's waste no time and crack right into today's spelling lesson.

In this spelling lesson, we're going to be spelling words with the spellings, -le, -el, and -il.

The outcome is I can spell words that use the spellings <v ->le -el, and -il, all at the end of a word.

</v> Here are the key words for today's learning.

My turn, your turn, suffix, root word, polysyllabic.

So a suffix is a letter or group of letters that be added to the end of a word to change its meaning, and we are going to be adding these all spellings, these all suffixes, -il, -el, and -le to the end of words today.

A root word is the base word onto which we can add that suffix, and polysyllabic describes words that have more than one syllable, more than one of those beats where we have those vowel sounds.

So spelling words with the spellings <v ->le, -el, and -il is our lesson for today,</v> and we've got three learning cycles.

We're gonna be spelling words with the spelling -le, and then in the second cycle, we are gonna look at the -el and -il spelling, and we're gonna finish out by looking at some curriculum words.

So let's get on with spelling words with the spelling -le then.

There are many ways to represent the L sound, that ul sound.

What representations are we looking at today and what representations, other representations, can you see here in our table? Look carefully at these words.

What representations for that ul or the L sound can you see here? Off you go.

Brilliant, well, I can see here a single L, lamp, lion, hole, and milk, double L, bill, tell, well, and spell, often, at the end of words and after short vowel sounds, ih, eh.

I can see -le, one of those ones that we're concentrating on today, like little, table, apple, and chuckle.

We then have -el, level, model, hotel, and travel, <v ->il, pencil, fossil, nostril, devil,</v> and -al, metal, pedal, hospital, animal.

That -al is often found at the end of nouns.

They ul sound very similar, don't they, particularly these ones coming at the end of words, like -le, -eL, -il, -al.

It can be very difficult to know the difference or know which spelling to choose.

So that's why we're going to look carefully at some words that contain today and maybe try and generate some rules to help us have a vague idea of which ones we should use.

So what can we remember about where each of these representations is found? Well, let's look carefully at them, and let's start to have a think.

Well, I think -el, just an L spelling, can sort of be found either in the middle or the beginning of a word, and it's the most common representation at the beginning of a word.

That double L we know, that's come at the end of a word, the root word, and, often, after short vowel sounds, like bill, tell, well, and spell, eh, eh, ih, ih, and then our -le, -el, -il, -al, all found by the end of words here.

So L, just a single L, is the most common representation of our ul or L sound, and the most likely representation at the start of a word, for instance, laugh and ladder, but we can see it here, it can come in the middle of the word as well, bulky, mole, and belong, too.

The single letter L is at the end of words, such as faithful and hopeful, and in these cases, because it's part of that suffix -ful, which just has that single L.

Double L is usually found after a short vowel or in a single syllable word.

Our short vowels, remember, are ah, eh, ih, oh, and uh, and a single syllable means it has a single beat, drill, mill, spell, filled, full.

Now, interesting one to look at here is filled.

We've added our -ed suffix.

So the double L is still at the end of our root word, which is fill, single syllable and short vowel ih, eh.

Read these words for me.

My turn, your turn, gentle.

As you read these words, see if you spot anything interesting about them, if you notice any similarities.

People, that irregular plural of person.

Principle, an idea or value.

Handle, like the handle of a door.

A miracle, an act that defies reality, that amazes and astounds.

Candle, and cubicle, like a toilet cubicle, a small confined space.

So what do you notice about all of these words? Well, have a think.

Great, well, I can see that they all end in this -le, don't they, which is the spelling that we are concentrating on in this learning cycle.

They all end in that -le for that ul sound.

The L and ll and -le are the most common spellings for that ul sound.

Sometimes -le is acting as a suffix, so something we'd attach to the end of a word or forming part of a suffix.

Other times, it's just a representation of that ul sound at the end of a word.

It is commonly found at the end of polysyllabic words.

The L creates an extra syllable, for instance, gentle.

(hands clap) Oh, our -le there is creating that extra syllable.

People, (hands clap) the sound there is creating extra syllable.

Principle, (hands clap) creating extra syllable at the end.

Handle, (hands clap) again creating extra syllable.

So from what we just looked at and some the examples we've looked at with that -le spelling, the -le spelling is.

And pick the things that it is.

Off you go.

Great, it is commonly used, along with L and double L, it is one of the more commonly used spellings for that ul sound, so it's not uncommon.

Usually found at the end of a single syllable word? No, that's our double L spelling, isn't it, like fill and tell.

It's usually found at the end of polysyllabic words 'cause it adds an extra syllable, doesn't it? Gentle, so words with more than one syllable, great.

The -le spelling is commonly used and usually found at the end of polysyllabic words.

So I'd like you here to sort the words below into the correct columns.

Should they go into a single L double L or -le column? Off you go.

Brilliant, I love the fact you're reading them and, also, spending time looking carefully at how they're each spelt.

So lamp and milk have our single L.

Remember, that's most the most common representation at the beginning of a word as well, then we have spell and build, which we know is commonly found at the end of single syllable words after a short vowel sound spell, eh, eh, bill, ih, ih, and apple, table, polysyllabic at the end of the word, <v ->le, again, another common representation,</v> and these three are the most common representations for our ul sound, our L sound.

So the -le spelling often follows a double consonant, but this is not always the case.

So it's following a double consonant in the word puzzle, in little, settle, middle, puddle, and bottle.

Now, remember, this isn't always the case though, but it does often follow that double consonant.

<v ->le is also found in the suffixes -able, A-B-L-E,</v> and -ible, I-B-L-E, and it can be difficult, sometimes, to choose the difference between those suffixes as you can see in the words, such as available and terrible.

The -le spelling often forms letter strings as well, so in vehicle, idle, available, freckle or the freckles on your cheeks, terrible, and people.

We can see here it's part of the letter string, <v ->cle, -dle, -able, like we spoke about a moment ago.

</v> Sorry, -ckle, -ibl or -ble, and -ple.

So it's part of those letter strings.

So can you identify the correct spelling of the word for me? The word is middle.

What rules have we looked at around that -le spelling? Off you go.

Good job, I can see you've really been paying attention.

So we've got our -el, -al, and -le here, which are all viable options for that ul sound at the end of a word, aren't they? Now, I'm looking for one that's very common here, and our most common is our -le, and we've also said that it often follows a double consonant.

So this is our correct spelling of the word middle.

Can you read through these sentences for me now and choose the correct spelling? Think carefully about the rules that we've looked at, think carefully about the spellings we've looked at, and think carefully about, also, what looks right to you.

Off you go.

Great job, team.

So what is our school's guiding principle? So it's our -le spelling here, principle.

It's adding an extra syllable there, and it's not our -il spelling.

It's our more common -le spelling.

Fill up your water bottle.

It's our -le spelling.

Remember, it likes to follow, not always but, often, does follow a double consonant.

If you find it, it'll be an absolute miracle.

Again, miracle, (hands clap) adding that extra syllable.

It's our -le spelling.

Can you help me find the missing puzzle? Again, our -le spelling following that double consonant in that word.

So for our task now, what I'd like you to do for me is look at the ending of these -le words and sort them into the table below.

Sort them into the letter strings, <v ->cle, -ckle, -ple, and -dle.

</v> Read the words, sort them, and really immerse yourself in these words.

Learn how to spell them.

Understand them as well.

Off you go.

Fantastic job, team.

So I'm hoping you've managed to sort them.

We had miracle and cubicle, that -cle word string or letter string, sorry.

Chuckle and tickle had that -ckle.

Principle and people had that -ple letter string, and puddle and handle had that -dle letter string.

Have you checked? Make sure you've got these in the right order.

Make sure you understand what these words are.

Maybe try putting them into a sentence even.

Check your learning now.

Off you go.

Onto our next learning cycle then, which is looking at our next two ul sounds -el and -il.

The L sound can also be represented by the spellings -el and -il, for instance, parallel.

Train tracks are parallel.

Travel.

Label.

Notice these will have our -el spelling, jewel, the jewel inside the necklace.

Civil, making a similar sound, but now our -il spelling, if something is civil, it's calm, peaceful.

Pencil, so you write with, and nostril, your nostrils in your nose.

There's a link there between nose and nostril.

So like the -le, sometimes, -el and -il are suffixes added to the end of a root word, and other times, they're just representations of the L or ul sound at the end of the word.

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

It is used after the letters M, N, R, S, V, W, often after S, and when those consonants are doubled as well.

So here we have it after M in camel, the animal that lives in the deserts.

Tunnel, again a double consonant, the double N here.

Squirrel, the double R.

Travel, towel that you use to dry yourself, and tinsel, that you might decorate a Christmas tree with.

The -el creates, also, an extra syllable in the word.

Camel, tunnel, (hands clap) it's creating that extra syllable.

So the -el spelling is used after.

Have a think.

What have we just said? Great job, it's used after double consonants, think about the word tunnel, and it's used after the words or the letters, I should say, M, N, R, S, V, W, and often S, and, often, when these are doubled.

So can you identify the correct spelling of the word for me? The word is travel.

Have a think.

Brilliant, it's a -el spelling there, like they often come after a V.

The -il spelling then is the most uncommon, okay? It's one we see the least representation of that L or ul sound.

It is also found in polysyllabic words as are all of these spellings, -el, -le, and, -il.

Let's have a look at it.

The word fossil, a fossil is remains or imprint or a prehistoric creature or plant.

Pupil, like the pupils at school or your eye, pupil.

Evil, devil.

The -il creates an extra syllable as they all do, fossil, pupil, evil devil, (hands clap) all polysyllabic, all have two syllables.

So there are not many of these words.

Remember, this is a really rare spelling for this ul sound.

So I want you to read through these sentences now and choose the correct spelling in each sentence.

Often, it can just help to look carefully at the spelling and consider what looks right as well as thinking about the rules we've looked at.

Off you go.

Great job, team.

Jun looked down and uncovered a fossil.

So it's fossil, -il, that rare spelling.

Her nostril was blocked, and her throat was sore.

That's our -il spelling as well, to do with the nose.

There are different of pencil.

Again, our -il spelling, very rare, and the villain's evil plans were foiled by the hero.

So the hero saved the day.

Evil, again, our rare spelling, E-V-I-L, great.

So I want you now to choose the representation of the ul sound that matches the word.

Read the words and match the representation.

Off you go.

Great job.

Could see you looking very carefully there.

Parallel is our -el.

Civil, that rare spelling is -il, and apple, -le, after that double consonant.

Great job.

Remember, each of these adds an extra syllable to those words.

So for our practise task now, what we're going to do is we're going to have a go at spelling some words that contain the different L spellings that we've been looking at or ul spellings, those ul sounds.

So listen carefully.

Think about the rules that we've looked at.

Remember to stretch the words, sound it out, write it.

The first word is jewel.

The necklace contained a beautiful jewel.

Number two is bottle.

I took a drink from my bottle.

Number three, devil.

Number four, principle.

It was one of the school's key principles.

And number five, tinsel, that thing you might use to decorate a Christmas tree, tinsel.

So I'll say them one more time.

Jewel, bottle, devil, principle, tinsel.

They all sound the same, but they may have different spellings for that ul.

Off you go, team.

Excellent job, I'm really impressed.

This is quite tricky, isn't it? Now, often, it's is about, also, trying, perhaps writing out the words with the different spellings and seeing which one looks right as well.

So the first word was jewel, brilliant, jewel.

It's a -el spelling that we're looking for.

It's not going to be our double L there.

Our double L, remember, likes to come, most commonly, at the end of single syllable words, doesn't it, and after short vowel sounds, but this is jewel.

So it's our -el spelling here, brilliant.

The next is bottle.

Bottle, it's our -le spelling, which, remember, likes to come, very often, not always but often after a double consonant letter.

The next was devil.

This is our rare spelling -il, devil, and principle is the next one.

Principle, it's adding that extra syllable there, <v ->le spelling, and tinsel was our next one.

</v> Tinsel, -el spelling to describe that decoration there.

How did you do there, team? Check, make any corrections, and share your learning.

Off you go.

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

Curriculum words are those words which are going to appear great regularity in your reading, writing, and across the curriculum.

So let's read some.

My turn, your turn, vehicle, like a train, boat, or car, a vehicle.

Apparent.

The answer was not apparent to me.

Something that's clear and obvious is apparent, something that's known.

Look at these words again for me.

Say them.

Do you notice anything interesting about the way they're spelt? Pause the video and have a think.

Great, lovely thinking.

So I've noticed a couple of things.

The H in vehicle is almost like a silent letter.

You don't say vehicle.

You don't really hear it being pronounced very clearly, and it ends in that letter string, -icle.

So it's got our -le spelling in.

Apparent has a double letter in it, a double P.

Now, I remember this as it's linked to that word appear, and that has a double P as well.

So it's a double P and a single R.

Be careful with that one.

With that in mind, could you please choose the correct spellings now? Point to the correct spelling vehicle and the correct spelling of a apparent.

Off you go.

Great job.

So vehicle, remember, has that naughty H in it, excellent, and it has that -icle letter string, and apparent has that double P and a single R, and it's -ent at the end as it suffix there, apparent, <v ->ent, not -ant.

</v> Watch out for that.

Because these are curriculum words, and we want you to be able to use them confidently, particularly in your writing, it's really important we know to spell them and read them.

So we're gonna use the look, cover, write, check strategy now to really imprint these into our long-term memory.

This is a really great independent strategy that allows you to self-check.

The first thing you do is look carefully at the word.

So look at vehicle.

I know it has that silent H, and it also has that lettering -ic and -le.

So I look at it carefully.

I put it into my memory, and I cover it up.

From memory, I have a go at writing and my neatest handwriting to make really good links between my hand and my brain.

Vehicle, so I have a go at writing it.

I then check back and see if I managed to spell it correctly, the check part.

I did, but even though I spell it correctly first time, I don't just stop there.

I do it a number of times to really embed that spelling my long-term memory.

So I want you, now, to have a go using that strategy to practise writing out vehicle and apparent.

Off you go, team.

Excellent job.

So I'm hoping you've got vehicle and apparent written out a number of times and spelled correctly.

Share your learning now and make any corrections.

Off you go.

Brilliant, great job in spelling today, team.

We've been looking at spelling words using the spellings, -le, -el, and -il.

There are many ways, remember, to represent that L sound, that ul sound in a word, including L, double L, and then those ones coming at the end of words, <v ->le, -il, -el, and -al.

</v> More often than not, the L sound adds or the ul sound adds another syllable to a word.

The -le spelling is one of the most common spellings, and it's commonly found at the end of polysyllabic words.

The -el spelling is less common, but it is also found at the end of polysyllabic words, and the -il spelling is the least common we see at the least.

Brilliant job, keep an eye out for these different spellings in your reading, and I'll see you again soon.