Lesson video

Hello 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 today for the spelling lesson you need to bring your looking eyes, your listening ears, and your thinking brains.

As well as that having something to write on and write with would also be excellent.

And having something or some one to talk to would also be really helpful.

Right, let's not waste any more time then and let's get straight into today's spending lesson.

In this lesson, we're going to be spelling words from the year five and year six curriculum list.

The outcome will be, "I can use spelling strategies to spell curriculum words." So here are the key words for today.

We're gonna be dealing with some words that have suffixes or suffix.

Letter string.

And silent letter.

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

A letter string is a group of letters that are written together in a word.

A silent letter is a letter in a word that is not pronounced when the word is spoken.

We don't hear it, hence it's silence.

We're gonna be looking today at a variety of words that contain some suffixes, some interesting letter strings, and some silent letters which make them trickier to spell hence why we're going to practise them using some strategies.

So here's the outline for today's lesson.

We're spelling words from the year five and six curriculum list.

We're gonna explore words and the naughty letters strategy in the first learning cycle.

And then in the next learning cycle, we're gonna practise some of our curriculum words with the word within a word and pyramid letter strategies.

And we're gonna finish the lesson by applying the spelling strategies, all of the strategies that we've looked at in today's lesson.

So let's get on with exploring words and the naughty letters strategy.

So look at these words from our curriculum list.

Now, curriculum words are those words that you really need to know how to spell by the time you've finished years five and then year six.

They're words which are going to appear with great regularity in our reading and writing, but they also have some slightly tricky elements to them.

So let's read some.

Available, vegetable, physical.

That has that Greek derived pH at the beginning, making that (vocalises) sound.

Symbol, that strange y for that (vocalises) sound.

Convenience.

Existence.

That's that ENC, both convenience and and existence both have that ENC suffix, that can sound like (vocalises) Conscience.

With that SC and IE there, which is quite difficult, isn't it? Equipped.

Doubled our consonant there and then added our ED suffix.

Sounds a bit like a T, but it's ED.

Attached.

Thorough.

That OGH making that (vocalises) sound there, thorough.

I did a thorough search and you checked every single corner.

Do you notice any similarities between any of these words? Have a read of them again.

Do they have any similar letter strings? Do they have any similar suffixes? Are there anything maybe tricky about them? Any silent letters perhaps? Are there any letters in it that you don't clearly hear when you pronounce it? Have a good at saying 'em again and have a think.

Brilliant, some lovely conversations and some great spelling thinking going on there.

So some words end in the (vocalises) sound.

Available, vegetable, physical and symbol.

And we can see that (vocalises), that same sound is spelt in a number of different ways.

We have LE, AL and OL.

Some words end in the suffix, ENCE, convenience, existence, conscience.

And it doesn't sound like (vocalises), it sounds like (vocalises).

And some words here have our suffix ED.

Equipped, attached.

And it's difficult because it doesn't sound like equipped, attached, it sounds like (vocalises), doesn't it? And one word contains R-O-U-G-H letter string, thorough.

And that letter string is making an (vocalises) sound.

Well, it can also make other sounds too.

The curriculum list is a mixture of words that are used frequently, follow the rules you have learned and are often misspelt and have tricky elements to them.

Hence why we're going to review them.

Here are some examples.

Available, conscience, attached.

Available, it has the suffix, ABLE in it, but no clear root word.

Conscience, the letters SC make a (vocalises) sound rather than an S, and it ends in our ENC suffix.

Attached.

With the word attached, there's no T after the second A in attach or attached, and it's that ED at the end, not a T.

Look at these key spellings.

Do you notice anything about them? Available, conscience, attached.

Is there anything perhaps tricky or that might lead to them being misspelt? Have a think.

Brilliant, so we're gonna look at some more spellings now.

Vegetable, convenience, existence.

If you look at these spellings now, what do you notice about them? Do they follow any of the rules or patterns that we've learned? Is there anything tricky about them as well? Have a think.

Lovely, some excellent conversations being had there.

So with vegetable, I can see here that we have our ABLE suffix being used.

With convenience I can also see our ENCE suffix being used.

And then with existence also that ENCE suffix being used.

So can you identify the correct spellings for me here? The words are, "Available, conscience attached." Off you go.

Great job.

So available, it's our ABLE suffix here, although it has no clear and obvious root word.

Conscience is that SC, isn't it, with the I, making that (vocalises), conscience.

And it's our ENCE suffix.

And attached doesn't have in attach or attached a T, does it, after that second A? Brilliant.

So spelling rules can help us to know how words are spelled, but there's also no replacement for good old practise, and I love some spelling practise, and we're gonna look at some strategies now that are gonna help us with this practise.

When you practise, you remember the words more easily.

You get better at noticing how they're spelled and you feel more confident when using them.

If we can identify what we find difficult about a spelling, we can choose a strategy that helps us with that spelling and we can choose particular strategies to help us with particularly difficult parts of words.

There are many different strategies that we can use.

First today, because we're gonna use a few strategies today, but we're gonna begin today by using the naughty letters strategy.

Can you say it for me? Naughty letters.

So the naughty letters strategy is a strategy that helps us in several ways.

First, we get to look carefully at the word, as we should always do when spelling, we pay really close attention to any tricky parts of it.

Then we copy the word showing the tricky parts of the word by writing the letter larger.

This helps to pay attention to that specific letter or letters of the spelling that we're finding difficult or that we might forget.

We can even draw a naughty, silly face on the letter too to help us remember it.

This example of people has the O written larger because you cannot hear the O in the word, "People." And you can see it, I put a smiley face inside of it as well.

People, we don't say P-oppel.

So the O is a naughty letter.

It's almost like a silent letter that we don't pronounce.

So what order do these go in for this strategy, our naughty letter strategy? A or B, copy with a naughty letter or look carefully? Put 'em in the correct order.

Go.

Amazing, I think I can see that you all understand how to do the strategy.

Absolutely, we first of all look carefully at the spelling.

We should always do this when using any strategy, and then we copy the word but copy with the naughty letter larger and perhaps with a naughty face.

We should always look carefully at the spellings before we practise them.

It helps us to notice the trickier parts of them.

So I will practise using the naughty letter strategy now.

I'm gonna use the word, "Vegetable." I look carefully at the word, "Vegetable." You cannot always hear the second E in vegetable dependent on pronunciation.

I pronounce it vegetable, not vegetable, so it's really difficult to hear.

I copy with a naughty letter.

Ooh, there we go, I've made my E larger and I've given it a naughty face, veg-e-table.

I also know that that it has the word, "Table" In, but we'll get onto that strategy of a word in a word in a moment.

Right now we're concentrating on the naughty letter strategy.

Vegetable.

So I know I've given that E a naughty letter so I don't forget it.

I want you now to practise using the naughty letter strategy.

Here are two curriculum words for you to practise with, "Convenience" And, "Existence." Are there any naughty letters there? Read the words and look carefully at them and then have a go at copying them out with the naughty letter larger, perhaps with a naughty face.

Remember, saying the word out loud can help you to identify the naughty letters.

Look carefully at the word and then copy of a naughty letter.

Off you go.

Brilliant, great job of using that strategy.

So, for our practise task now what I'd like you to do is choose four curriculum words from below to practise using the naughty letter strategy.

It's really important that you read the words out.

Consider what the naughty letter or letters in the words are.

Look at them carefully.

Copy them out with those letters larger and give them naughty faces.

The words are, harass, vehicle, bargain, soldier, twelfth, accompany, rhythm, average, bruise, leisure, correspond, shoulder, temperature, and parliament.

Choose four of those words now.

Off you go.

Excellent job team.

So I chose the words vehicle, parliament, rhythm, and temperature.

And you can see here I've copied out vehicle a number of times and it's that H that I've made the naughty letter.

Vehicle, 'cause we don't clearly hear it.

In parliament, I've copied out that I as my naughty letter there.

In rhythm I've copied out that H that we don't clearly hear there.

And in temperature I've copied out that E that we don't clearly hear there.

To me, those were the naughty letters with my pronunciation.

So I'm hoping that you've managed to copy out four words and you've selected the naughty letters there, and now they're gonna be stuck in your memory.

Brilliant.

Did you enjoy writing 'em that way? Share your learning now.

Make any corrections and show with the person around you your favourite naughty letter that you found.

Off you go.

Onto our next learning cycle then, which is the word within a word, which I briefly touched on earlier, and pyramid letters strategies.

So now we will try the word within a word strategy.

First you look at the word, paying close attention to its spelling.

Then you identify another word inside the word.

You might be able to identify the root word.

This root word might be a whole word that you recognise or part of a word that you recognise.

You might also spot another word.

Next we copy out the spelling again with the smaller word inside underlined, with a box around it or highlighted.

This is where you can crack out the colouring pencils as well.

You can use colouring pencils or pens.

This helps to reinforce different parts of the spelling as well as form links between the words and spot patterns.

Then you look carefully at the word again and you try and visualise it with your eyes closed, where that word within the word is.

Finally, you write your spelling against the original word.

Did you manage to get it right? So we've got look, identify, copy, look and write again.

So let's try with the word, "Thorough." That curriculum word that we looked at earlier with that OUGH letter string.

I look closely at thorough.

Okay, I'm looking.

Identify a word in a word.

I think I spotted one.

The word, "Rough" Is in thorough.

You might have spotted also, "Or." Copy out the spelling, highlighting the word inside.

There you go.

Then I look and visualise and I'm seeing THO and then rough, thorough.

Brilliant.

I'm looking carefully, visualising, sticking it to my memory and then I write it again, thorough.

Ooh, and I managed to spell it correctly, and I remember that rough was in thorough.

So what order did these go in for this strategy? Visualise, look, copy, identify, write.

Put them in the correct order now, off you go.

Great job team.

So, the first thing we always have to do, we look carefully.

We do look again later, but we always first look, whatever spelling strategy we're doing.

Then I identify the word within a word.

Then I copy it out with that box around it.

I then visualise that box, remembering where that word within the word is.

And then I have a go at writing it.

So, I will practise using the word within a word strategy now.

I'm gonna use the word, "Attached." I look closely, first of all.

Identify a word inside a word.

I've noticed the word, "Attach" Is in, "Attached." I've added my ED suffix, there's my root word.

I copy out the spelling, highlighting the word inside.

Attached.

I then look and visualise.

I've got my box around attach, A, double T, ACH, and then my ED suffix.

And I have a go writing it again.

Attached.

Brilliant, I managed to spell it correctly.

I want you now to practise using the word within a word strategy.

You could perhaps see what you can find in equipped.

Look closely, remember.

Then identify a word within a word.

Copy out the spelling, highlighting the word inside.

Then look and visualise, and finally, write it again.

Off you go.

Excellent job.

I can see lots of us have spotted there, the root word, "Equip." And then we've doubled our final constant letter and added our ED suffix.

So, could you match the longer word to the smaller word inside it now? Off you go.

Great.

So in secretary there is the word, "Secret." In guarantee, there is the word, "Ran." And in system there is a stem, brilliant, words in a word.

So next we're gonna move on to another strategy.

We're now going to look at the pyramid letter strategy to help us practise spellings we need to remember.

Let's try this with symbol.

I first write S, then I write SY.

You'll notice it's getting wider.

Eventually we'll reach the base of our pyramid, SYM, SYMB, SYMBO, SYMBOL.

And it's created a pyramid-like shape.

This is called the pyramid letter strategy, and it allows us to concentrate on each letter individually.

Symbol and cymbal are homophones.

Symbol, SYMBOL.

The symbol we've just used is something that's used to represent something, but cymbal, CYMBAL, is a musical instrument.

They're words that sound the same but are spelt differently and have different meanings.

Homophones.

So the pyramid strategy helps us in a number of different ways.

First, through that visualisation, we're looking carefully, paying close, deep attention to any of those difficult parts.

Then we repeat copy.

We copy the word out several times, starting with one letter and adding one each time on the line underneath.

It also helps us to work on our handwriting.

If we can use cursive handwriting, it will help to remember the spelling even better.

It goes into our motor memory, that link between your hand and your brain.

So, how does the pyramid strategy help us? Pick from these answers.

Brilliant.

It makes us pay close attention to a spelling, looking at each letter in turn.

Yes it does, doesn't it? By chunking up words into syllables, it can help us learn longer words.

No, we're not doing any chunking there, are we? It helps us remember the spelling by repeat copying.

Yes, we're copying each letter again and again, aren't we? And write from memory helps reinforce the spelling in our mind.

No, we're not testing our memory.

We are copying up, making sure we're looking carefully and spelling it correctly.

So I will practise using the pyramid letter strategy now.

I'm going to do it with the word, "Physical" Which is a Greek-derived word.

I look carefully at the word.

I know it's got that PH and then the Y.

I copy the word out, starting with the first letter on the first line and building up one letter at a time on each new line.

P, PH, PHY, PHYS, PHYSI.

And then my C and then A and then L.

And now I have the word, "Physical." I'd like you to practise using the pyramid letter strategy.

Here are two curriculum words for you to practise it with, conscience and available.

Look carefully at the word, remember? And then copy the word out in exactly the same way we've been doing.

Off you go, team.

Great, so can you identify the correct spellings of these curriculum words that we've looked at so far? Thorough, symbol, physical.

Point to them now.

Great job, so the correct ones are thorough.

Remember it has rough inside of it.

We use that strategy to help us.

ROUGH.

And it's that THO before it.

And then symbol, SYMBOL.

That strange Y making that (vocalises) sound.

And then physical, that Greek-derived word.

Physical, we just practised this one.

You saw me practise it.

PHYSICAL, great.

I now have these embedded in my memory because we practised them using those spelling strategies.

So, for our practise task here, what I'd like you to do is choose two curriculum words from below to practise using the word within a word strategy.

And then I'd like you to choose two curriculum words from the below to practise using the pyramid letter strategy with.

Choose two words for word within a word, two words for the pyramid letter strategy.

Have a go at using those strategies, off you go.

Excellent job team.

So, I've chosen determined, and correspondence as my words to do the word within a word strategy.

I saw, "Mine" In, "Determined" And, "Correspond" That root in correspondence before we added our ENCE suffix.

I chose rhyme and muscle as words three and four to use the pyramid letter strategy with.

How did you get on? Did you manage to spell your words correctly? Make sure you check back.

And really importantly, did you have fun practising ? I find it great independently practising spellings and using these strategies is a bit creative and helps you to remember the spellings more easily.

Share your learning now and make any corrections.

Off you go.

Onto then our final learning cycle, which is applying spelling strategies.

So we are going to practise spelling more curriculum words now.

When practising spellings, it's helpful to focus on the words that you find difficult.

And this is gonna be unique to you.

You could choose the words with a silent letter.

vegetable, twelfth, temperature, shoulder are some examples there.

Words with the ANCE or ENCE suffix.

It's difficult to tell the difference between them.

Convenience, conscience, and hindrance.

You could choose words you've come across frequently, excellent, definite, necessary, and recognise.

Be aware and conscious of what you find more difficult and be sure to practise these words.

This is where you can take some responsibility for your own learning.

So first, you need to choose the words to practise.

So I'm hoping you've got those in mind.

Then decide the strategy you'll practise with.

Remember, this could be naughty letters, word in a word, pyramid letters.

The strategy may depend on the spellings you've chosen and what makes them difficult.

Next, practise your spellings.

So you've chosen your word, you've chosen your strategy, then you practise.

Finally, don't forget to check back and make sure that you've got 'em written correctly.

It's really important to self-check, especially in working independently.

So, what order do these go in for this task? Do you check, choose the words, decide the strategy or practise? Put these in the correct order, off you go.

Great job.

The first thing we have to do obviously is we need to have words so we have to choose the words we're going to do.

Remember, this is individual to you.

Then we need to choose the strategy we're going to do.

This might depend on the spellings we're doing.

Then we need to practise using that strategy.

And of course we finally have to check them against the correctly spelled words to make sure we spell them correctly and to learn from any mistakes.

So look at these curriculum words.

Definite, excellent, necessary, lightning, nuisance, recognise, hindrance, suggest, stomach according, programme, occupy.

Are there any that you find particularly challenging here? Have a read of them again and consider any you find particularly difficult.

Excellent.

Remember this is unique to you.

I find for instance, the spelling definite difficult.

I know the spelling is linked to the word, "Finite" And, "Finish" So I know it has those two I's in it.

And also that E at the end is one of the thing I need to be aware of.

The spelling strategy, a word within a word can help me to remember the spelling of the unstressed vows in this word 'cause it has finite in it.

There's finite, indefinite.

So that's the word I've chosen.

I've chosen my strategy and now I practise and then check back.

So can you match the strategy that best suits the spelling? Look carefully at the spellings on the right hand side.

Excellent, suggest, and twelfth.

And consider what's uniquely difficult about them and what strategy will best help you.

Naughty letters, word within a word or pyramid letters? Off you go.

Brilliant.

So, the naughty letter strategy for me you would use with twelfth 'cause it has that F in it, which you don't clearly hear.

It's almost like a silent letter.

For the word within a word, I would use excellent.

Excel here is in excellent.

And then suggest, pyramid letters.

So I want you now for this practise task in this learning cycle to practise your spellings using the strategy you find most helpful for each spelling.

Choose three words that you find most difficult from the curriculum list below and then think carefully about the word by looking at it and choose a strategy that you think will work.

It could be naughty letters, it could be word within a word, or it could be pyramid letters.

Off you go team.

Really, really impressed, great job.

Here is what I've done.

I chose the words, "Nuisance, lightning" And, "Suggest." In nuisance, I noticed that the I there for me was a naughty letter, so I've made that big when I've copied it out.

Then in lightning, I spotted a word in a word, the word, "Light." And then in suggest I decided to use the pyramid letter strategy.

How did you get on? Did you manage to spell your words correctly? Make sure you check and make any corrections.

And what strategies did you use? Share your learning with me and those around you now and make any corrections.

Off you go.

Great job.

I really hope we had fun using these strategies today.

So, we've been spelling words from the year five and six curriculum list today.

Remember that practising spellings helps us to remember the words more easily.

Spelling strategies helps us to notice how words are spelled.

The naughty letter strategy is useful for spelling words that contain unusual letters or silent letters.

The word within a word strategy helps us to make connections between other words and spellings.

And the pyramid letter strategy helps us to focus on each letter in a word and can be useful if there is a complicated or unusual order of letters.

The practise spelling strategy you choose often depends on the spelling you're practising and what makes it difficult.

Keep up the great spelling practise.

Make sure you use these strategies and remember to always look carefully at the words you are spelling.

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