Spelling Bank 1

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Spelling bankLists of words and activitiesfor the KS2 spelling objectives

The National

LiteracyStrategy


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Department for Education and EmploymentSanctuary BuildingsGreat Smith StreetLondon SW1P 3BT

Crown copyright 1999

Extracts from this document may be reproduced for non-commercialeducational or training purposes on condition that the source is acknowledged.

ISBN 0 19 312240 52

Contents

Page

Introduction 3Year 3 Term 1 objectives 4

Year 3 Term 2 objectives 8




Year 4 Term 3 objectives 31Year 5 Term 1 objectives 40




Appendix 1 Spelling around the clock 60

Appendix 2 Teaching spelling conventions 61

Appendix 3 Examples of investigations 62

Appendix 4 Differentiation issues 70

Appendix 5 Whole-class consolidation activities 71

Appendix 6 Spelling journals 76


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IntroductionThis booklet contains lists of words and ideas to help in the teaching of theKey Stage 2 spelling objectives set out in the National Literacy StrategyFramework for Teaching. They are drawn from the Word Level strand,predominantly from the section entit led Spelling Rules and Conventions, but

with a few from the Vocabulary Extension objectives.

A page is devoted to each individual objective, although there are obviouslinks between objectives, particularly those covering prefixes, suffixes, rootsand modified endings. To ensure a smooth incline in learning, you will find ituseful to look at examples from previous and later year groups to see howthese strands develop.

The word lists are not exhaustive; they have been selected as the mostcommon and appropriate words for the age group, and the most useful forteaching. Families of words have been represented by a single word rather

than listing every variation.

Some objectives are revisited or, more accurately, approached from differentangles. For example, the choices involved in putting sonto the end of a wordare tackled as part of pluralisation, tense and the use of suffixes. This is adeliberate attempt to anchor key rules securely.

For each objective you will find not only a bank of useful words, butsuggestions for teaching the objective in whole-class and group time. At thebottom of each page you will usually find notes which include the rules orconventions themselves.

For more specific ideas and lesson materials, look in the orange NationalLiteracy Strategy booklet for Module 2 Word Level Work: Activity ResourceSheets. For information, call 01536 741171 or visit our web site atwww.standards.dfee.gov.uk.

This booklet is issued as an extra support to the National Literacy Strategytraining materials for 19992000, which include a 1.5 hour session onspelling for each year of Key Stage 2. Contact your Local Education AuthoritysLiteracy Consultant/ s for further details. Extracts from the training which mayprove useful have been provided in the Appendices.

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NATIONAL LITERACY STRATEGY


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Year 3 objectivesWhole-class approachesx Collect up a list of ingwords and their base words to compare. Investigate

the effect of adding ing to the words in the ending in e and short vowelslists.

x Provide some base words and ask children to add ingon individualwhiteboards to show you.

Group taskx Card-sorting activities.

Extension activity (very challenging)x Add ing to words ending in

c (add in a k); vowel + y (just add);l (double the l).

Typical words Words ending in e Words with short vowels

help helping hope hoping hop hoppingask asking take taking run runningsee seeing write writing shut shuttingdo doing drive driving chat chattingspend spending decide deciding clap clappinggo going make making shop shoppingenjoy enjoying care caring plan planninglead leading stare staring rub rubbingpull pulling hate hating slip slippinglook looking like liking fit fittingjump jumping smile smiling tip tippingmeet meeting come coming bet bettingsay saying ride riding win winningtry trying amaze amazing sit sittingwalk walking raise raising slim slimming

Notesx Most words just add ing.x Words ending in e drop thee to add ing.x Words with a short vowel before the final letter double the final letter.

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Year 3Term 1

How the spellings ofverbs alter when ing isadded

Objective 8


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Whole-class approachesx Collect a list of le words over t ime, from shared text or by brainstorming.

Investigate the list for familiar patterns, particularly for the letters thattend to precede the le.

x Experiment in adding suffixes such as ly, ing, and draw attention to thedropping of thee.

Group tasksx Sort the list of words into family groups, e.g. those preceded by double

letters, those preceded by ck, etc.x Word-hunt for more examples.x Word-hunt for el andal words.

ckle able Double letter + le cle dle

chuckle able middle ripple uncle candleprickle table giggle nettle article handletickle vegetable guzzle bottle cycle needle

cackle fable toggle muddle icicle noodletrickle cable kettle hobble obstacle poodlepickle reliable cattle puddle miracle bundle

probable stubble cuddle circlelittle wriggle particlebubble rubble cubicleapple nozzle bicycleripple sizzlesaddle wobblepaddle fiddle

ble ible ple

double sensible exampletrouble responsible dimplebible possible simplefable horrible crumplehumble terrible ampletumble samplegrumblerumble

Notesx le is much more common than el or al.x It is easy to distinguish between cel andcle because the c is always soft in

the former and hard in the latter. (Compare parceland particle).x The vast majority of le endings are preceded by letters which feature an

ascender or descender.x al words include pedal, metal, cannibal, medal, petal, and theal suffix

appears in words like medicalandmagical.x el was originally a suffix meaning small. Examples include satchel, label,

model, angel, parcel, quarrel, cancel, excel, channel, funneland tunnel.x There are a huge number of other le words which are part of a split

digraph, e.g. sale, tale, whole, mile, etc. These have been excluded from thelist. This particular le ending does not produce an extra syllable in the wayit does in the list above.

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SPELLING BANK

Year 3Term 1

To investigate and learnto use the spellingpattern le as in little,muddle, bott le, scramble,cradle

Object ive 9


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Whole-class approachesx Use magnetic letters to form prefixes for pre-written words on whiteboard;

slide them into place and ask how the prefixes have changed the meaningof the words, and what the prefix means.

x Make sets of prefixes and words, hand them out and get children to find apartner. Break the pairs and ask them to find new partners. Each childkeeps a note of words created until they have done as many as they can.Compare lists.

x Generate words using the same prefix.

Group tasksx Play Kims game using 30 assorted word cards from the list below,

children hunt for pairs in turns and use checklist for answers.x Investigate other prefixes, working out the meaning of the prefix.

Extension activit iesx Play Definit ions game children provide a definit ion and challenge the

class to find the right word.x

Find words using the letter sequence but not as a prefix, e.g. disturb, devil,read, preachanduncle.

un de dis re pre

unable demist dishearten rebound precautionunwell deform dislike rebuild predictunhappy decamp dislodge recycle previousuntidy decode disown recall prematureuntrained defuse displease refill prefaceunlucky deflate disqualify reform prefixunpopular debug disappoint retreat prepareunpick de-ice disagree recedeunseen decompose disappear returnunusual disconnect replaceundo dishonest revisituntie disinfect replayunzip disembark rewriteunofficial disobey repay

Notesx The word prefixhas the prefix pre, and can help in your definition.x un means not;demeans making the opposite of ;dismeans not, the

opposite of;re means again; pre means before.x A hyphen sometimes appears between the prefix and the word, e.g. de-ice.

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Year 3Term 1

To recognise and spellcommon prefixes andhow these influenceword meanings, e.g. un,de, dis, re, pre

Objective 10


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Whole-class approachesx Write pairs of words (happy/ unhappy) in random order on the whiteboard

children sort and define how the antonym has been created.x Play Make an Antonym game, using flashcards from the lists of words

without prefixes below.x Place Post-It notes over prefixes in antonyms in shared texts ask children

to work out the appropriate choice, or hold up correct prefix from aselection.

Group tasksx Play Kims game place cards upside down and hunt out the pairs of words

and their opposites.x Using prefixes covered so far, have the children select one and write down

an antonym three pairs of children in a group in a Beat-the-Clock activity.

Extension activit iesx Children select an antonym, then come up with synonyms e.g.unhappy,

miserable, depressed; unseen, invisible, camouflaged.x

Children prepare dominoes antonym one side, synonym on the other tobe used by other groups.

un dis others

well unwell appear disappear sense nonsensetidy untidy arm disarm stick non-stickusual unusual agree disagree fiction non-fictioncertain uncertain approve disapprove clockwise anti-clockwisefriendly unfriendly connect disconnect frost defrostdo undo honest dishonest compose decomposeable unable like dislike place misplaceselfish unselfish please displease behave misbehaveseen unseen qualify disqualify possible impossiblekind unkind allow disallow probable improbablepleasant unpleasant comfort discomfort regular irregularpopular unpopular trust distrust legal illegalhappy unhappy order disorder sensitive insensitivefair unfair obey disobey visible invisiblelucky unlucky continue discontinue convenient inconvenient

Notesx Just add the prefix a no-nonsense rule. This accounts for the double n in

unnecessaryand the doubles in dissatisfied.x Useful for handwriting practice.x Stressing the meaning of prefixes is a support for spelling and vocabulary.

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SPELLING BANK

Year 3Term 1

To use their knowledgeof prefixes to generatenew words from rootwords, especiallyantonyms,happy/ unhappy,appear/ disappear

Object ive 11


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Whole-class approachx Identify words ending in er and est in Shared Reading/ Writing show

how changing the suffix changes the meaning.

Group tasksx Play a matching game base words have to be paired with suffixes.

Posit ion addit ional function cards (e.g. Take away the final e) betweenbase words and suffixes where appropriate.

x Investigation find words that end with er andest and group themaccording to the spelling rule.

Extension activitiesx Find exceptions, e.g.good, bett er, best; bad, worse, worst; far, farther,

farthest.x Investigate the use of moreandmost, e.g.more curious, more int ell igent,

more sensible.

Typical words e words

quick quicker quickest nice nicer nicestcold colder coldest late later latestlong longer longest close closer closesttall taller tallest ripe riper ripestrich richer richest rude ruder rudest

Short (rap) vowels y words

big bigger biggest happy happier happiesthot hotter hottest chilly chillier chilliest

thin thinner thinnest funny funnier funniestfat fatter fattest crazy crazier craziestlucky luckier luckiest

Notesx Most words just add er andest.x Words ending in e drop thee and take the suffix.x Words containing a short vowel before the final consonant double the

consonant.x Words ending in y changey to i to add the suffix.

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Year 3Term 2

How words changewhen er and est areadded

Objective 8 (1 of 2)


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Whole-class approachesx Identify words ending in y in Shared Reading/ Writing show how

changing the suffix changes the meaning.x Children attempt words on individual whiteboards and then show them.x Investigate why some base words drop e or double their consonants when

y is added. See below.

Group taskx Find further examples.

Typical words Short word, e wordsshort (rap) vowel

crisp crispy fun funny grease greasysmell smelly fur furry haze hazycheek cheeky fat fatty laze lazywater watery run runny bone bonyfuss fussy nut nutty smoke smoky

full fully sun sunny stone stony

Notesx Most words just add y.x Double the final consonant if it is preceded by a short (rap) vowel.x Words ending in digraph e drop thee to add they.

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SPELLING BANK

Year 3Term 2

How words changewhen y is added

Object ive 8 (2 of 2)


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Whole-class approachesx Investigation use word lists or card-sorting. Work out the rules.x Clap out syllables for children to work out if they can hear the extra

syllable, and thus add es(see the second of the Notesbelow).x Use flashcards for sandes ask children to hold up the correct ending for

words given.

Group taskx Play card games like Gin Rummy in which singulars that use the same

ending are collected up.

Extension activityx Plural investigations

words ending in vowels (esunless preceded by another vowel); words ending in f (ff add s; f or fe useves); plurals that dont use sat all, e.g. children, men, women, teeth, oxen,

geese, feet, deer, fish, sheep, mice, dice, lice, larvae, antennae, etc.

Words as start ing points for investigation

ash ashes box boxes brush brushesbush bushes church churches dish dishesglass glasses inch inches kiss kissesinch inches sandwich sandwiches tax taxeswatch watches fox foxes witch witchesgame games rope ropes shoe shoestable tables time times tune tunespen pens bean beans tick tickscup cups pocket pockets school schoolspond ponds window windows lip lipsbook books desk desks clasp claspsarmy armies party parties baby babiesberry berries city cities fly fliesjelly jellies penny pennies puppy puppiesboy boys toy toys key keysray rays display displays monkey monkeysdelay delays day days donkey donkeys

Notesx Most words add s.x Add esif the word ends in a hissing/ buzzing/ shushing sound. Another

way to remember this is to add esif you can hear an extra syllable whenyou make it plural. (The e is added to make the plural easier on the tongue,putt ing a buffer between too manyssounds.)

x Words ending in e just adds.x Words ending in y add s if the final letter is preceded by a vowel. If not,

change they to i and add es.

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Year 3Term 2

To investigate andidentify basic rules forchanging the spelling ofnouns when s is added

Objective 9


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Whole-class approachesx Read a specially prepared text pronouncing all silent letters. Ask the

children to notice and then comment on the silent letters. Can they seepatterns or do they know other examples?

x Place Post-It notes over the silent letters. Ask children to guess the silentletter underneath. Alternatively, write on the board a random list withsilent letters deleted, and invite children to insert the letter.

x Investigation list words on boards and ask children if they can see anycommon patterns (e.g. silent k at the beginning is always followed by n,and then is always followed by a vowel).

x Make flashcards for gnandkn. Call out examples from Lists 1 and 2 belowand ask the children to hold up the appropriate silent-letter card.

Group tasksx Provide a set of cards in which the silent letter(s) have been separated

from the rest of the word. Children match up letters with cards.x Make collections of silent-letter words and work out patterns for different

letters.

x Play Kims game children turn over two cards and keep any pair that hasthe same silent letters if they can pronounce the word.

List 1 List 2 List 3 List 4 List 5 List 6

knuckle gnomes write rhyme plumb calfknee gnat wrapper rhubarb dumb halfknit gnaw wrong wheat numb calmknickers gnu wrist whale bomb salmonknob gnash wreck when tomb chalkknife gnarled wretch whine lamb folk

knight wrestle rhino thumb yolkknock wrapper honest crumb couldknot wrinkle chemist debt wouldkneel sword whirl doubt shouldknow answer

Notesx Silent b occurs after m, before t; silent k and silent g are found beforen;

silent l follows vowelsa,o andou it produces a flat-sounding vowel;silent w often precedesr.

x The term silent letter is perhaps misleading because kn is a digraph

representing one phoneme in the same way that th oresdo. Interestingly,however, most of the examples above have at some time in history beenpronounced out loud, and have been silenced by fashion and languageevolut ion. Changing pronunciation accounts for manyunexpected aspects of the English spelling system.

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SPELLING BANK

Year 3Term 2

To investigate, spell andread words with silentletters, e.g. knee, gnat,wrinkle

Object ive 10


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Whole-class approachesx Display a selection of compound words. Invite children to spot what they

have in common. Introduce the termcompound word.x Display the word time. Ask children to offer words that can be placed

before or after timeto make a list of compound words. Repeat using green,day, eyeandsand.

x Use a page of a TV listings and invite children to take time out in pairs toidentify as many programme names as they can which are compoundwords. Make a class list.

Group tasksx Make a list of group addresses. Discuss and highlight any road names that

combine two/ three words to make a compound word.x Use maps and atlases to collect place names that are compound words.x Use an illustration of a Greek myth to spot objects that are compound

words, e.g. footpath, seaside, eyebrow.x Collect and categorise compound words, e.g. verbs/ nouns/ preposit ions.x Use cards containing common base words to create lists of compounds.

Useful base High-frequency words Examples Harderwords examples

sun one everyone someone churchyard sideboardtime woman everybody somebody football cupboardman no everything something waistband breakfastplay any nowhere somewhere paintbrush deadlinemouth some no-one upstairs gunpowderhand where nobody bricklayer windmillday thing nothing blackboard bonfire

green head anywhere weekend dustbineye every anyone earthworm clockwisesand out anybody goalkeeper grandmotherbody in anything playground chambermaid

Notesx Many compounds have historical roots to deduce or research (see final

column).x Compounds are two or three whole words that combine to make one.x Compounds will most often be nouns.x The spelling of the base words usually remains unchanged.

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Year 3Term 2

To recognise andgenerate compoundwords, e.g. playground,airport , shoelace,underneath;and to usethis knowledge tosupport their spelling

Object ive 12


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Whole-class approachesx Create class collections of words with common suffixes and group them

(e.g. see table below).x Investigation seek patterns, base words and generalisations about

spellings, e.g. Why is islander island+ er but voyager= voyag+ er?What do the suffixes mean?

x Create new words fit base words to suffixes to create new words anddefine their meanings, e.g. Oncer.

x Draw together groups of words created by adding different suffixes to abase word, e.g. careful, careless, carer, carefully.

Group tasksx Play a matching card game matching the root word to its suffix.x Use card wheel root words on the front wheel and suffixes on the rear

wheel. Real words can be identified and new words can be created.

ly ful less er able

kindly wishful careless teacher reliablefriendly hopeful thoughtless reader drinkableproperly sorrowful homeless driver touchableactually painful lifeless farmer sinkableespecially successful fearless Londoner breakableeventually hateful jobless islander enjoyableoriginally forgetful thankless villager avoidablepersonally beautiful headless voyager readableweekly resentful speechless manager unavoidablelikely pitiful endless teenager arguablereally merciful merciless baker probable

Notesx ly, ful and lessare consonant suffixes. In most cases, the suffix is added

without adaptation to the root word, except for words ending in y, whichchange to an i.

x er and able are vowel suffixes. If the root word ends in an e then it mustbe dropped before the suffix is added, e.g. describe+ able= describable. Ifit ends in y, change they to an i.

x ly means in this manner.x ful means full of .x lessmeans without.

x er means for or belonging to.x able means able to.

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SPELLING BANK

Year 3Term 2

To recognise and spellcommon suffixes andhow these influenceword meanings, e.g. ly,ful, less

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Whole-class approachesx Collect examples of words with suffixes, generalise about their effects on

the base word, especially if it ends in e or y. Use the patterns to generateadditional examples (real and invented) that belong in those groups.

x Brainstorm words with a particular suffix. Groups compete against theclock to collect most words.

x Use show me cards present a base word (see below) and ask children tobrainstorm and show suitable suffixes.

Group tasksx Find/ invent synonyms for given words using the same suffix, e.g.

friendless/ mateless; basinful/ bowlful; fairly/ justly, and work out themeaning of the suffixes.

x Play Find the word from a given definition and a suffix find the rightword, e.g. Which ful means longing for something?

Some words as start ing points for investigation

proud like sick quiet mind gladhope kind arm room thought coldnice child friend doubt sure tunehome care fruit life lone cheermist time hurt rich pain shamethirst king near free use lone

Some useful suffixes

ship ful ness ment hood lesser est ly ish dom like

Notesx The function of these suffixes is to change one part of speech into another,

e.g. a noun to an adjective (friend/ friendly).x In some cases the root word needs modification before the suffix can be

added, e.g. words ending in y ande.

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Year 3Term 2

To use their knowledgeof suffixes to generatenew words from rootwords, e.g.proud/ proudly,hope/ hopeful/ hopeless

Object ive 14


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Whole-class approachesx Display or write newspaper headlines which feature contraction

apostrophes. Highlight the apostrophes. Teach the use of the apostrophe.Invite children to try placing apostrophes in words already contracted, butwith the apostrophe removed. Emphasise that the apostrophe representsmissing letters and not the joining of the two words.

x List the full forms. Invite the children to contract. Also try this vice versa offer the contraction and invite children to expand.

x Use magnetic letters to demonstrate the replacement of letters with anapostrophe. Alternatively, use children holding whiteboard letters.

x Generalise about the type of words that attract contractions (verbs andpronouns).

Group tasksx Check own written work.x Word hunts.x Discuss why a writer might choose an apostrophised form rather than the

full form.

do not dont I had Id she is/ has shescannot cant I would Id he is/ has hesis not isnt I have Ive it is/ has itsdoes not doesnt I will Ill there is/ has thereswill not wont I am Im

Notesx The contractions in this list are drawn from the high-frequency word lists.x Apostrophes are used where two words have been joined and some letters

missed out so that a contraction is formed.x Note the homophone issue (its/ its, theres/ theirs).x Contractions occur more frequently in informal language.

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SPELLING BANK

Year 3Term 2

To use the apostropheto spell shortened formsof words, e.g. dont, cant

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Whole-class approachesx Show a word on a magnetic board/ class board. Ask the children to identify

other words within it the letters of these words must appearconsecutively within the word on display.

x Focus on high-frequency words and invite suggestions for illustrating themto make the words memorable.

Group tasksx Which of the childrens names has the most words in it?x Make a collection of subject-specific words which have other words within

them, e.g. topic words, PE words. Give the collection to another group andchallenge them to find the same (or a greater) number of words withinwords.

x Find a word with seven words within it. Which was the shortest word whichhad seven other words within it?

x Survey which are the most commonly occurring words within words.

Another Something Whatever Fathera so what fatan some hat atno me hate thenot met at herother thin atethe in evehe thing everher

Mother Pretending Constable High-frequency words

moth ten con thatother tend on themthe end stable thenhe ending table whenher tending stab want

din tab whatin able where

yourfriend

Notesx Recognising words within words develops visual spelling strategies. It is

important therefore that the words discovered have their letters appearingconsecutively in the original word.

x Sometimes the words within words are roots which preserve their originalmeaning, e.g. grand+ mother. Sometimes they are incidental.

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Year 3Term 3

Identify short wordswithin longer words asan aid to spelling

Objective 8


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Whole-class approachesx Display a list of words beginning with these prefixes and teach their

meaning directly (see Notes).x Look out for words in shared texts which have any of these prefixes. Cover

with Post-It notes and ask children to work out the relevant prefix.x Play Prefix Charades.x Use Prefix Fans teacher provides the root word and children select and

show a suitable prefix.

Group tasksx Children scan real texts e.g. adverts, newspapers and highlight prefix

words with these prefixes.x In pairs, children select and test each other on the spelling and meaning of

words listed.

Extension activityx Produce a new list of words to promote an imaginary product, e.g. anti-

burglar, anti-frizz! Create an advertisement for a product.

mis non ex co anti

misbehave non-stick exit co-education antidotemiscalculate non-stop extend coincidence antibioticmisplace non-smoker explode co-operate antifreezemiscount non-violent excursion co-star antisepticmisdeal non-starter exchange co-writer anti-clockwisemisfire nonsense exportmisfortune non-fict ion exclaimmishear non-drip externalmisinform expelmisread exteriormistake exile

Notesx mismeans wrong, false;non means not, opposite of ;ex means out or

outside of ;co means joint , together;anti means against;col/ l,comm,corr are based on co and have the same meaning.

x New hyphenated words are appearing all the time, especially inadvertising.

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SPELLING BANK

Year 3Term 3

To recognise and spellthe prefixesmis, non,ex, co, anti

Object ive 9


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Whole-class approachesx Revise prefixes covered already ask for two examples for every prefix.x Revise by matching up sets of prefix cards and meaning cards.x Write down ten words from the list of root words below, and ask them to

experiment orally, making new words by adding different prefixes. Do theysound correct? Which words are more likely to be correct? How do weknow? How can we check?

Group taskx Match prefix cards, as above, but using unfamiliar prefixes. Invite children

to match them up by working out their meanings from known words.

Extension activityx Thesaurus work

look upbeautiful list synonyms and experiment with adding prefixes; make a list of bad behaviour words and present at plenary unhelpful,

antisocial, misbehaviour.

Prefixes and meanings More prefixes and Roots tomeanings work with

re again pre before cool sleepde undo non not face awakenanti against inter between make actbi two ex out of dead livecontra against un not grow marinein not sub under place visitab away from mis wrong clean write

Notesx Remembering prefixes and their meanings helps both spelling and

vocabulary.

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Year 3Term 3

To use their knowledgeof these prefixes togenerate new wordsfrom root words, e.g.lead/ mislead,sense/ nonsense, and tounderstand how theygive clues to meaning,e.g.extend, export ,explode; mislead,mistake, misplace

Objective 10


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Whole-class approachesx Remind the class of previous work on contractions. Display or write

newspaper headlines which feature apostrophes for contractions from theword bank. Highlight the apostrophes. Invite the children to offer theextended forms and identify the missing letters. Emphasise that theapostrophe represents missing letters and not the joining of two words.

x Use magnetic letters to demonstrate the replacement of letters with anapostrophe. Alternatively, children could use individual whiteboards toattempt contractions.

Group tasksx Word hunt and classify according to word contracted, e.g. not , is, are, have,

had, would, us(lets).x Using selected newspaper headlines, invite groups to discuss what the

apostrophe represents and write in the missing letters above. Also discussthe reason for choosing the apostrophised form.

x Write two paragraphs describing a robbery one a formal police report;the other by the victim. Why choose apostrophes?

x Use some of the words in the last column of the table below to generatediscussion and find further examples of poetic licence, dialect and wordplay.

Pronouns Other contractions

Im Ill Ive Id cant oclockYoure Youll Youve Youd wont tisHes Hell Hes Hed shant maamShes Shell Shes Shed arent mix n matchWere Well Weve Wed hadnt Toys R Us

Theyre Theyll Theyve Theyd havent salt n vinegarcouldnt pick n mixwerent tell em

Notesx Apostrophes are used where two or more words have been joined and

some letters missed out so that a contraction is formed.x Contractions occur more frequently in informal language.x Wontandshantare unusual because the base words have been modified.x In older texts, would, shouldand couldare shortened using ld.

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SPELLING BANK

Year 3Term 3

To use the apostrophe tospell further contractedforms of words, e.g.couldnt

Object ive 11

R


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Whole-class approachesx From a collection of mixed words, invite the children to spot any that have

two meanings. Teach the term homonym.x Display pairs of sentences which use the same homonyms. Ask the children

to read them aloud. Discuss how they worked out which image to bring tomind. Emphasise the significance of context and meaning.

x Show sets of five words each set contains one word which is not ahomonym. Play Spot the Odd One Out.

x Show a joke where word play has used homonyms. Discuss how humourwas created.

x Display pairs of sentences that use words from the list below which havethe same spelling but different meaning and pronunciation. Ask childrento read aloud. How did they know which pronunciation to use? Emphasisethe importance of context to make sense.

Group tasksx Make sets of odd one out for other groups to guess.x Search for funny poems, jokes and puns. Explain how they work.

x Compose pairs of sentences using homonyms, e.g.Mum gave her son awave. Sam jumped over the wave. Illustrate humorous absurdities, e.g. Samjumping over his mothers waving hand.

Homonyms Contrastingsounds

age crane letter leaves watch bowfit club spot flat dear teartrain bank grate table jam rowfat light snap safe arms wind

rose pop warm plain wave leadform tug lead plane last woundring stand race float bat sowsound book gum foot yard read

Notesx Homonyms lend themselves to the discussion of grammar, e.g. their

relationship to other words in a sentence shows whether they are a verb, anoun or an adjective.

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Year 3Term 3

To explore homonymswhich have the samespelling but mult iplemeanings and explainhow the meanings canbe distinguished incontext, e.g. form(shapeor document),wave(gesture, shape ormotion)

Object ive 14


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Year 4 ObjectivesWhole-class approachesx Warm up with oral activities distinguishing between long and short (rap)

vowels.x Use the contrasting words list to show how long vowels in the middle of

words are followed by one consonant, but short vowels are followed bytwo.

x Distribute prepared cards among the children and ask each child in turn toread aloud their word. Ask the rest to work out whether it has a long orshort sound, and therefore one or two consonants. The child holds up theircard to show the right answer.

x Use whiteboards so that children can attempt simple words applying thisrule.

Group tasksx Make lists of family or topic words with double letters after short vowels

(see below).x Learn the high-frequency words (see below).

Extension activit iesx Create a double-letter alphabet, e.g. rabbit , sudden, scuffle.x Work out which consonants never make doubles and why not.x What happens in words of more than two syllables?x Exceptions:modwords (modern, modest, model, etc.)

Contrasting words

diner dinner writing written hoping hoppingbiter bitter taping tapping super suppercoma comma pole pollen lady laddy

Thematic words

Adjectives happy messy silly jolly funnyAnimals rabbit puppy kitten otter hippoVerbs grabbed messed kissed bossed fussedCooking batter butter pepper carrot coffeeGarden apple willow holly cherry berry

High-frequency words

common rotten letter tennis better happyfollow sudden stopped swimming penny mummydaddy puppy dinner shopping getting sillypillow swallow carry summer butter cottonfunny running happy sorry written kettle

Notesx Double the letter after a short (rap) vowel in the middle of words.x No words use hh, jj,kk,qq,vv,ww,xx.x Some imported words use cc (broccoli, cappuccino).

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SPELLING BANK

Year 4Term 1

To spell two-syllablewords containing doubleconsonants, e.g. bubble,kett le, common

Object ive 5


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Whole-class approachesx Teach words and meanings directly, and display.x Place Post-It notes over homophones in shared texts and ask children to

work out which one fits.x Make individual flashcards (e.g. there/ their) for children and ask them to

hold up the correct spelling in response to a sentence in which themeaning is clear.

x Riddles What opens locks and is always found beside water?

Group tasksx Play Kims game place cards face-down and hunt out the pairs. You can

claim a pair if you can prove you know the correct meaning using adictionary.

x Play Sound Snap with a limited number of priority words.x Invent mnemonics and ways of working out the correct choice.x Play Beat the Spellchecker write a 100-word story or report that beats

the spellchecker. Team with the most cheats wins.

Extension activit iesx Look for homonyms (same spelling, different meanings, e.g.bear).x Research history of words to explain the origin of some homophones

spellings.

were where were you yew ewetheir theyre there too two to

be bee see sea heard herdnew knew no know might miteright write morning mourning place plaicethrough threw great grate eyes icehole whole I eye for fourare our in inn of have

Notesx The homophones in this list apply to the high frequency word list only. For

further homophones, consult Y5.T2.O6.x Many homophone choices are best taught as a grammatical issue, e.g.

there/ their.x Analogy with family groups can be helpful, e.g. our, your; here, where, there.

Year 4Term 1

To distinguish betweenthe spelling andmeanings of commonhomophones, e.g.to/ two/ too;theyre/ their/ there;piece/ peace

Objective 6


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SPELLING BANK

Whole-class approachesx Investigate how each ending is added in each of the four cases listed below.

Use lists to encourage children to generalise and add further examples.x Whiteboard activity children write correct form in response to a spoken word.x Play human spellings. Distribute large letter cards (or create using

individual whiteboards), including plenty of y, i,e andscards. Invitechildren to group together to create a verb ending in y, then ask the i,eandy children to form a 3rd person singular form.

Group tasksx Play card sorts, matches and games, e.g. collect word families, collect es

endings.x Use a selection of words on the list to make word sums for the children, e.g.

drop+ ed= ____, save+ ing= ____, wash+ s= ____x Make concertina books which incorporate a time line. Children record

personal experience or historical knowledge using words on the list, e.g.When I was three I lookedlike this ... Now I look like this .... The Tudorstravelledby horse .... In the future well all be travellingin electric cars. Use

writing frames to help less confident children.x Use the lists below for word investigations, e.g. can children spot the rule

for doubling of consonants? Can they find further examples of the wordfamilies on the lists below?

Notesx It is difficult to practise the future tense, not least because the future tense

does not exist as such in English, but is formed in combination with otherverbs (I will go, I am going to go).

x Most verbs simply add s,edand ing to indicate tenses.x When a single-syllable verb ends with a consonant preceded by a short

vowel you double the final consonant when adding edor ing.x If a word ends in e, avoid the double e by dropping one as necessary.x If a word ends in a consonant plusy, changey to i before adding esor ed,

but to avoid creating a double i, keep the y in place for the adding of ing.x If a word ends in a hissing or buzzing sound, add an e before thes. This

makes it sayable, and helpfully creates an extra syllable.

Year 4Term 1

To spell regular verbendingss,ed, ing(linkto grammar work ontenses)

Object ive 7

Typical of most words Ending in consonant + y

cooks cooked cooking carries carried carryingplays played playing cries cried cryinginvents invented inventing marries married marryingjumps jumped jumping relies relied relyinglooks looked looking spies spied spying

shows showed showing tries tried tryingworks worked working fries fried frying

Short vowels Ending in hissing/ buzzing sounds

drags dragged dragging touches touched touchingdrops dropped dropping washes washed washinggrabs grabbed grabbing buzzes buzzed buzzinghugs hugged hugging hisses hissed hissingshops shopped shopping rushes rushed rushingstops stopped stopping fixes fixed fixing

Ending in e

fizzes fizzed fizzing

saves saved savingwishes wished wishing

notes noted notingexplores explored exploring


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Whole-class approachesx Establish conventional tense endings, e.g. ed. Brainstorm or collect up

irregular tense endings and sort them into like groups, e.g.owew;ingang; indound;ellold.

x Reinforce the past/ present concept by using adverbials (Last year ... Longago ... Today ... Now).

x Create poems and texts in Shared Writing that draw on tensetransformations, e.g. Then/ Now Once weatefood that was mushy andgooey. Now weeatburgers and chips and chop suey.

Group tasksx Make small books entitled A History of Me. Left-hand pages record past

experiences. Right-hand pages record present experiences. Use writingframes to help less confident children use words on the list.

x Play card sorts, matches and games (e.g. Rummy) using pairs from the listbelow. Cut cards into onsets and rimes to play word dominoes to make itmore challenging.

blow blew think thought eat ategrow grew fight fought can couldthrow threw buy bought go wentknow knew take took is wassing sang shake shook are werering rang wear wore have haddrink drank tear tore does didbegin began tell told get gotfeed fed sell sold hear heardmeet met rise rose make madecreep crept write wrote sit sat

keep kept ride rode shoot shotsleep slept drive drove teach taughtsweep swept speak spoke catch caughtweep wept break broke bite bitfind found give gave hide hidwind wound see saw send sentswim swam dig dug spend spentrun ran slide slid bend bent

Notesx These irregular plural forms are survivals from Old English in which change

of medial vowel was widely used to indicate change of tense. They arecalled strong verbs in some textbooks.

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Year 4Term 1

To spell irregular tensechanges, e.g.go/ went,can/ could

Objective 8


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Whole-class approachesx In Shared Reading and Writing identify words with these suffixes (use the

term suffix) and, over a period of weeks, build lists of these words.x Investigation what is the general meaning of the suffixes and what

spelling patterns do they follow?

Group tasksx Investigation using dictionaries, including rhyming and crossword

dictionaries, collect words to add to the class collections of words with oneor other of these suffixes.

x Investigation identify the root words behind some words with thesesuffixes.

Notesx al,ary and ic are vowel suffixes. Root words drop a final e or changey to i

before taking the suffix.x al often followson and ic.x

ary in some cases the root is not always obvious, e.g. temporary =tempor(al) + ary. Unstressed, it is often confused with ery. One approach isto seek out base words ending in e to indicate ery, e.g. stationeror saddle.

x Roots are often hard to detect in this group of words.

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SPELLING BANK

Year 4Term 1

To recognise and spellthe suffixesal,ary, ic


al ary ic

medical traditional stationary February historic organicpersonal capital dictionary salary supersonic atomicseasonal vocal revolutionary specific trafficexceptional missionary horrificoccasional necessary metallicnational anniversary angelicsensational library epidemicadditional rhythmic


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Whole-class approachesx In Shared Reading and Writing identify words with these suffixes (use the

term suffix) and, over a period of weeks, build lists of these words.x Investigation what is the general meaning of the suffixes, e.g. what does

ship mean in ownership, authorship, etc?

Group tasksx Investigation using dictionaries, including rhyming and crossword

dictionaries, collect words to add to the class collections of words with oneor other of these suffixes.

x Investigation identify the root words behind some words with thesesuffixes.

x Investigation of similar suffixes, e.g.dom, like, ish, some, ance, ence,ism, ology, craft, ation.

x Investigation of multiple suffixes, e.g. worthlessness.

Notesx ship,hood,nessandment are simply added unless a final y needs to be

changed to i.x Roots are often hard to detect in this group of words.x The language is full of suffixes which suggest a state of being.

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Year 4Term 1

To recognise and spellthe suffixesship,hood,ness,ment


ship hood ness ment

membership childhood fairness enjoymentownership falsehood kindness employmentpartnership priesthood tidiness ornamentdictatorship neighbourhood loveliness documentworkmanship fatherhood silliness managementchampionship motherhood nastiness environmentcraftsmanship knighthood wickedness governmentapprenticeship childishness replacementfellowship willingness ointment

fitness statementworthlessness movement

carelessnessfoolishnessleft-handednessabsent-mindedness


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Whole-class approachesx Make a verb factory build lists of words over time by brainstorming or

collecting from shared text, to show how nouns, adjectives and verbs canbe formed from each other.

x Investigation collect and generalise about the way words attach suffixesto change their function. Establish patterns and rules.

Group tasksx Play word-match games match verb card to its adjective or noun.x Play Make a Verb game invent new verbs from nouns/ adjectives, e.g.

nice/ nicify(not so far-fetched think of prettyandprettify).x Word sort put words into two piles: those that will have to undergo a

change before adding a verb suffix and those that wont.x Investigate exceptions when creating nouns, e.g. poor poverty;

clear clarit y; curious curiosit y.

Into verbs Into nouns Useful base words

(ate, en, ify, ise) (tion, ity, ness) for activit iespollen pollinate educate education clear fertilenote notify dictate dictation deaf lightelastic elasticate create creation solid straightmedicine medicate simple simplicity quantity gloryapology apologise able ability category goodstandard standardise pure purity loose likelength lengthen stupid stupidity dark flatdeep deepen hard hardness appetite horrordead deaden happy happiness class poorpure purify mad madness less mobile

Notesx One of the functions of a suffix is to change a part of speech; in this case a

noun or an adjective into a verb and a verb or adjective into a noun.x The main suffixes are listed above; others are: efy (liquefy) and esce

(effervesce).x Most words just add the suffix.x When the root word already has a suffix, or it ends in e or y, it has to be

removed before the new suffix can be added. Watch out, however, forwords ending in y if you are adding ness they changes to i. Fortunately,the i is clearly pronounced.

27

SPELLING BANK

Year 4Term 1

The ways in which nounsand adjectives. e.g. fix,simple, solid, drama,deadcan be made intoverbs by use of thesuffixesate, ify, etc.;investigate spellingpatterns and generaterules to govern thepatterns

Object ive 14


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Whole-class approachesx Investigation collect up words ending in f andfe and their plurals.

Generalise the spelling rules.x Use show me cards for fs andves.x In Shared Reading or oral storytelling, cover endings with Post-It notes and

ask children to work out the correct endings. (A Visit t o the Zoowouldnaturally include several of the target words.)Alternative: Teacher models story using the singular forms in column 1,then tells the story using plural forms. Children hold up correct cards forendings used.

Group tasksx Play Kims game (in pairs) with flashcards.x Use Wheres Wally?books by Martin Handford to make a game, or display

identifying target words in the pictures.

F/ ves ff/ s Words ending in e

calf calves cuff cuffs knife kniveself elves staff staffs life liveshalf halves sniff sniffs safe savesleaf leaves puff puffs wife wivesloaf loaves stuff stuffs believe believesself selves cliff cliffs glove glovesscarf scarves surf surfs curve curvesself selves bluff bluffs swerve swervesshelf shelvesthief thieveswolf wolves

Unusual words

belief beliefschief chiefs

Notesx Most words ending in f change to ves in the plural.x Words ending in ff add s.x Words ending in fe useves.x Sometimes a vesending indicates a change of word class from noun to

verb, e.g. belief believes; grief grieves; proof proves.

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Year 4Term 2

To investigate whathappens to wordsending in f when suffixesare added

Objective 5


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Whole-class approachx Build lists of words with common endings. Investigate for patterns, e.g

parts of speech. Identify spelling difficulties (e.g. phonological variety ofough) and model strategies for problem-solving (see Notesbelow).

Group tasksx Use crossword/ rhyming dictionaries to build lists of words with common

endings.x Using lists of words with a common ending look for patterns, e.g. part of

speech, syllable counts, etc.x Look for mnemonics or other tricks to fix the spelling of tricky words.

ight tion ious ial ough

light reaction infectious partial boughfight subtraction previous special althoughnight electrocution obvious official throughright promotion tedious racial cough

bright devotion serious artificial roughslight composit ion glorious financial toughfright ambition curious social enough

Notesx ight most words ending in the ight sound use ight. A handful of words

use the split digraph i-e (but they include common words likewhite, kite).A number of scientific terms end in ite, (e.g. bauxite) oryte (e.g.byte). ightwords are generally nouns.

x tion words ending in tion are almost exclusively nouns. The tion endingis generally predictable from its sound. Exceptions can generally be sorted

out: adjectives (chiefly to do with nationality) often end in ian (e.g.Russian); nouns of occupation often end in cian (e.g. optician) and there isa tiny handful of isolates (e.g. ocean). See Y5 T2 O8 for further detail andideas to stretch able children.

x ious the iousending is generally predictable from its sound, and thereare relatively few exceptions (hideous, beauteous, plenteous). iouswordsare generally adjectives.

x ial theial ending is almost entirely stable, and preceded by either t or c.There are relatively few exceptions. ial words are generally adjectives.

x ough an example of extreme variation. Best learnt by exception: bough,plough(and perhapsSlough, the town) are effectively the only occasions

when the final ow sound is made by ough rather than by ow. Throughisan isolate the only case of an oo sound. Though, dough, thoughtandthoroughare also isolates. That leaves words like toughandenough, whichare also isolates (other words useuff).

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SPELLING BANK

Year 4Term 2

To spell words with thecommon endings:ight,etc.

Object ive 6


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Whole-class approachesx Display lists of words (see table below), and teach the meanings of the

prefixes, thus teasing out the meanings of the words.x Display cards with prefixes and roots and ask children to join up and define

words which use both.

Group taskx Ask groups to devise a 100-word story using the a words linked by

meaning. Suitable titles include Sea-Saga, BattleorSummer Garden.

Extension activit iesx Ask children to look for older poetry which may use words likeabloom,

aglitter.x Skim through a dictionary, looking for new words to add to the lists below

these must hold to the meaning of the prefix.

ad af al a

adjective affix almighty aloft another asleepadverb affable alone aground abide awakeadmire affection almost afield aglitter aliveadvance affect already aboard abloom alertadvise affluent always away afloat ablazeadvent afflict altogether astride around apartaddition affirm alsoadjoin althoughadjacentadjust

Notesx ad means towards just add; af means tending towards double the f;al means all + base word drop one of the ls;a means in a state of(words in thea list above have a sense of on or in) just add.

x Teach words within words, e.g.an+ other= another.

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Year 4Term 2

To recognise and spellthe prefixes:al, etc.

Objective 7


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SPELLING BANK

Whole-class approachx Brainstorm examples in three columns beginning, middle, end. Review

differences in sound.

Group taskx Provide word cards using v andk and ask children to categorise by sound,

then work out where it appears in a word most frequently, and what letterscommonly precede or follow it.

Extension activityx Draw up a new grid for other letters. Interesting examples include:h,c,p,g,

q, t,x,y.

v k

Beginning Middle End Beginning Middle Endvan river none kick broken backvase novel kill shaken dock

value saved keen taken kickvalley wives keep tickle trickvariety caves kept pickle workvegetable diver kennel choking porkverb favour kettle stoked tankvein given kestrel token sinkveal hover kiss crackle winkvillage prevent kit stricken walkvisit liver king chuckle talkvisa savage kerb wrinkle milkvisible invent kitten ankle lurk

Notesx v no words end in v, except colloquials, e.g. gov, spiv.x k often preceded by l, r,n andcat the ends of words wokandyakare

exceptional because thek is preceded by a vowel.

Year 4Term 3

To explore theoccurrence of certainletters within words, e.g.v andk; deduce some ofthe conventions forusing them at thebeginnings, middles andendings of words



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Whole-class approachx Brainstorm examples in three columns beginning, middle, end. Review

differences in sound.

Group taskx Provide word cards using the same letter string and ask children to

categorise by sound, then work out where it appears in a word mostfrequently, and what letters commonly precede or follow it.

Extension activityx Draw up a new grid for other letter combinations, e.g.oo,ch,sc, which

change their sounds in different contexts.

wa wo ss

Beginning Middle Beginning Middle Beginning Endwas swamp woman swollen none guesswasp swallow wok sword process

wander dwarf women swore Middle goodnesswar swat wont awoke session likenesswag swarm would massive fusswarn reward wolf End lesson discusswant swan worry two possible lesswait towards woof missile possesswage beware wound discussion helplesswake wonder passion bosswave End work Russian hisswash none wobble procession misswatch woke possession kisswax wool assesswater word successwallet worm pass

Notesx wa often makes a long flat a sound. Short a is uncommon.swa is a

common string. No examples at the ends of words.x wo vast majority of examples with woat the beginning; twois the only

example with woending.swo is about the only string which places it inthe middle of words unless you count compound words such aswaxworksor roadworthy.

x ss common at the end of words because of thenessand lesssuffixes,but note it changes to a sh sound when you add an ionor ian ending, e.g.discuss/ discussion. No words begin with ss.

Year 4Term 3

To explore theoccurrence of certainletter strings, e.g.wa(e.g.swat , water),wo(e.g.worship, won) andss(e.g.goodness, hiss,missile) within words;deduce some of theconventions for usingthem at the beginnings,middles and endings of

words



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Whole-class approachesx Make class lists of words that exhibit common letter strings but are

pronounced differently. Make connections to words that follow the samepattern (e.g. nearandhear; bearandwear).

x Identify overlaps (e.g.clearandpier) and discuss and generate strategiesfor avoiding confusion (e.g. I measured the height and weight of eightpeople.)

Group tasksx Use crossword dictionaries and other resources to create lists of words with

common letter strings but different pronunciations. Try ough,ow,ai, ry,ie,gh.

x Investigation identify patterns:x Which pronunciation is the most common?x Which pronunciation is least common?x Do pronunciations follow any patterns? (Try looking at position in word,

letters preceding and letters following.)x Identify mnemonics and other tricks to avoid potential confusions (e.g.

toughandstuff).

ough ear ight ou au ice

tough bear light out aunt practicerough hear might shout sausage noticeenough wear right hour haunt policecough learn bright pour autumn nicetrough earn sight yours aura spiceplough hearth tight would Laura twicethought dear weight mourn sauce mice

though dreary freight four pause ricethorough weary height route cause dicethrough fear fight journey because apprentice

gear night could trauma Alice

Notesx Note that accent and dialect have an impact on how words are

pronounced in a locality.x A feature of our sound-spelling system is that the same letter string can

often be used to code more than one phoneme. In some cases the numberof words involved is so small that they can be learned almost as isolates,

e.g. there are only five words that end in eight. The most common sound isshared by eight , weightand freight; the other two words are heightandsleight. Even the groups which are more numerous are within reasonablelimits. For example, the group showing the greatest variety in the tableabove is tough, through, trough, ploughand thought. Investigation willshow that the number of common words that follow those models is quitesmall:

tough two cases (tough, rough);through one case;trough two cases (t rough, cough);plough two cases (bough, plough);thought four cases (bought, thought, nought, sought).

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SPELLING BANK

Year 4Term 3

To spell words withcommon letter stringsbut differentpronunciations,e.g. tough, through,trough, plough; hour,journey, could, route, four

Object ive 6


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Whole-class approachesx Provide and explain a root, then brainstorm and explain examples of it in

use.x Provide a list of words using the same root, and ask children to deduce the

meaning.x In Shared Reading, identify words built around common roots.x Create word webs showing words related to a common root.x Invent new words by combining common roots and affixes.

Group tasksx Use dictionaries and other word lists to create collections of words with

common roots. (A rhyming dictionary will help to uncover words where thecommon root is at the end.)

x Use an etymological dictionary to create charts showing word links andorigins.

Words derived from other languages

from dec ten fromannus year frommanus handdecad annual manualdecimal anniversary manuscript

from graphein write fromaqua water frommort deadgraph aquarium mortgagephotograph aqueduct mortuary

from mikros small fromunus one from roi kingmicroscope unit royalmicrolight union royalty

from octo eight from insula island frompresse pressoctagon insulation expressoctopus peninsula pressure

from skopein to see fromnun name fromvoix voicetelescope noun voicemicroscope announce vocal

from ge earth fromspecere to look frombloc blockgeology spectator blockagegeography spectrum blockade

from naus ship fromdictare to say fromcopie plentynausea dictator copynautical dictionary photocopy

Notesx Many roots are derived from other languages, Greek, Latin and French in

particular. Investigation of these roots can make plain commonalities inspelling which phonology sometimes obscures (e.g. the link between reignandsovereign).

x See later objectives for further examples to stretch the able and interested.

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Year 4Term 3

Collect/ classify wordswith common roots, e.g.advent , invent , prevent,press, pressure, depress,phone, telephone,microphone; investigateorigins and meanings

Objective 7


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Whole-class approachesx In Shared Writing, experiment with word extension, evaluating the impact

of alternatives, e.g.costly/ expensive.x Investigation identify base words from extended words, e.g. what is the

base word behind manic?x Build up words using multiple affixes, e.g. thank+ full+ ly= thankfully.x Find words which use more than one suffix, e.g. correctcorrectly,

correct ive, correction.

Group tasksx Use word wheels base words on the front wheel and suffixes behind.

Children have to match the right suffix to the base word.x Create new words by combining base words and suffixes, e.g. computerist.x Investigation infer rules from examining cases, e.g. why is it hurtfulbut

not beautyful?

Notesx ful, ly and tion are consonant suffixes. Generally, these consonant suffixes

can be added without alteration to the base word, except for words endingin y which change to i. There are a few exceptions, e.g. wholly. Wordsending in t drop the t before adding tion, e.g. construction. The underlyingprinciple is to avoid an impossible glut of sounds in the mouth.

x ive, ic and ist are vowel suffixes. Before adding one of these vowel suffixesyou must drop a final e or y.

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SPELLING BANK

Year 4Term 3

To practise extendingand compounding wordsthrough adding parts,e.g.ful, ly, ive, tion, ic,ist; revise andinvestigate linksbetween meaning andspelling

Object ive 8

ful ly ive tion ic ist

hopeful quickly explosive correction horrific extremisthurtful secretively corrosive construction photographic machinistwishful thickly expensive production terrific violinistbeautiful jokingly relative variation allergic artistcareful strangely narrative resurrection comic balloonistmerciful speedily active creation energetic instrumentalistwonderful normally decorative pollination scientific specialistpainful wholly furtive examination manic novelistthankful curiously massive education acidic stockist


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Whole-class approachesx In Shared Reading and Writing, identify words with these suffixes and build

class collections organised under common headings. See lists below.x Investigation identify the root words. What changes have been made to

these roots before adding the suffix? What generalisations can be madeabout rules, e.g. What happens if the root word ends in e? Or in y? Whytouchablebut not stopable?

x Use show me suffix cards for able and ible to be shown in response to aword.

Group taskx Investigation find words that can take more than one of these suffixes,

e.g. adorable/ adoration; identifiable/ identification;prevention/ preventable.

ible able ive tion sion

horrible miserable forgive inflat ion decision

terrible probable massive vibration divisionresponsible adorable excessive dictation supervisionpossible respectable aggressive temptation explosionedible forgivable decisive education corrosionreversible disposable explosive expectation confusioninvincible agreeable exclusive conservation transfusionindestructible enviable expensive creation televisionsusceptible identifiable native variation conclusion

enjoyable inquisitive pronunciation collisionvaluable competitive punctuation extensionbreakable motive communication

reliable relative qualificationactive navigationattractivecaptivedeceptive

Notesx Final e deletion is common in the root word, e.g. reversible, valuable,

creation.x able endings are far more common than ible ones. A key to distinguishing

between these endings is that dropping able leaves a generally

recognisable word, e.g. agreeable; dropping ible usually leaves a stem, e.g.legible. If one can say I am able to, then the word is usually able. ibleusually follows words ending in s.

x tion words are far more common than sion, and are often preceded by ana.

x Many sion words are can be grouped together, e.g. inclusion/ conclusion/exclusion; infusion/ transfusion/ effusion/ diffusion; illusion/ delusion. Theyare often formed from verbs ending in d orde, e.g. decide, explode.

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Year 4Term 3

To recognise and spellthe suffixes: ible,able,ive, tion,sion

Objective 9


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Whole-class approachesx If possible, find a text with examples of both words. Discuss difference. Try

covering examples with Post-It notes and ask children to work out thecorrect version.

x Work out ways of distinguishing the two, e.g. If you can substitute it is, thenthe correct form is its. Another way might be to think of the apostrophe initsas the top of the missing letter i.

x Use show me cards containing it sand its. You provide sentences and theyhold up the correct card. Alternatively, use individual whiteboards, and askchildren to write it sin large handwriting. They can write in or rub out theapostrophe as appropriate. Sample sentences:

Whose coat is this? ______ mine!______ a lovely day today.The elephant raised ______ trunk.Hurry up, ______ going to rain!The monster opened ______ mouth and roared.The book had lost ______ last page.

Group tasksx Make its/ itsinto target words. Make a reminder card with the rules for

remembering which is which.x Create a flow chart to test for which form to use.x Cloze. Insert correct version in a text where they are plentiful, but deleted.x Play pairs or snap with four sets of cards: it is, it s, its, belonging to it.

its its

Notesx Its= it is;x it s= belonging to it.

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SPELLING BANK

Year 4Term 3

To distinguish the twoforms: it s(possessive, noapostrophe) and its(contracted it is) and touse these accurately inown writing

Object ive 10


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Whole-class approachesx Make class collections of compound words by brainstorming or by

collecting over a period of time from shared texts, for example. Identify theoriginal words and any letters that are obscured by pronunciation.

x Shuffle cards to create new compound words.

Group tasksx Match words to form standard compounds or to create new ones.x Develop definitions which show the difference in meaning between

compound words and the word elements used on their own, e.g. what is thedifference between a grandmotherand a grand mother?

x Investigation develop possible explanations for the change inpronunciation in some compound words, and what their origins might be,e.g. cupboard boardused to mean table.

x Create highly visual A4 wall posters to advertise the original componentsof compound words.

Easy compounds Tricky and curious compounds

windmill weekend everyone cloakroom cupboard starboardbedroom outside anybody handkerchief joyst ick blackboardfootball blackbird database grandmother popcorn handbagtablecloth grasshopper playground goodnight household raspberry

A selection of base words

in to house wards hold grandout good cloak night land lord

box school dust god bin childfarm home any yard work oneback bath no room thing groundstar moon shine burst pot timepost man light tea wife sonbed some play stead where side

Notesx A compound word is a word made up from two or more other words. A

characteristic of compounds is that they are almost always pronouncedwith the stress on the first word element. Solid compounds are writ ten as a

single word, hyphenated compounds are linked with a hyphen, e.g. leg-iron.Over time, the meaning of compound words has drifted, adding anhistorical interest, e.g. cloakroomhas survived the arrival of coats insteadof cloaks. The days of the week and words like blackguardoften yield tohistorical research. Biscuitmeans twice-baked in French. Thus, someapparently unreasonable spellings can be explained.

x Most compounds work by simply adding the two base words togetherwithout modification. If the first word ends in y, that will often change to i,e.g. handicraft.

Year 4Term 3

To investigatecompound words andrecognise that they canaid spelling even wherepronunciation obscuresit , e.g.handbag,cupboard

Object ive 11


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Whole-class approachesx In shared text time, identify adjectives which indicate smallness.x Brainstorm using one key word from each list to start children off. Identify

the affix that indicates smallness, and also the root, e.g. cigar+ ette.x Discuss why diminutives are used, e.g. to express fondness Jonesy

(animals are often given names ending in y); to mock, as in suffragette.x Ask children to think about nicknames, and abbreviated forms (William

Bill).x Brainstorm adjectives that diminish. See the adjectives list below.

Group tasksx Look up origins of affixes in an etymological dictionary and report back.

See Notes. Make up your own diminutives and define them. What, forinstance, might a lessonettebe? If we have books and Big Books, whatabout booklings? What would you call a tiny crumb? Half a speck of dust?A baby fly?

x Play Jigsaw game create diminutives by fitting together roots and affixes.x Research terms of endearment and baby language (see curiosities list

below).

Notesx ette is from French, and can have the secondary connotation of being a

female version, e.g. usher, usherette.x mini comes from the Latin minimus, meaning small.x micro Latin, meaning tiny.x Be careful with ling. Its from old English and can mean having a certain

quality as in weakling, as well as meaning little.

39

SPELLING BANK

Year 4Term 3

To understand howdiminutives are formed,e.g. suffixes:ette;prefixes:mini;adjectives, e.g. little;nouns, e.g.sapling; andnicknames, e.g.Jonesy

Object ive 12

mini ette ling micro Adjectives Curiosities

minicomputer brunette duckling microscope small Itsy-bitsyminiature cigarette dumpling microfilm little teeny-weenieminiskirt majorette gosling microchip tiny juniorminiscule kitchenette sapling microphone less babyminibus darling reduced- puss-catmini-beasts weakling low- diddumsminimum -kin pocket-sized

Mini car -nano titch


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Year 5 ObjectivesWhole-class approachesx Using food words from the lists below, brainstorm Foods from abroad and

list them in three columns (by endings:a, i,o) with the plural morpheme swritten in a different colour. Alternatively, distribute food cards and invite

children to place their cards under country names writ ten on board.Transfer to world map later. Use the same strategy for Unusual animals ofthe world or Musical words we know.

x Generalise about adding endings.

Group tasksx Make small/ concertina booklets entit led:The AZ of Italian Food, A Global

Glossary of Gorgeous Grub, Around the World in Eighty Animals/ Words,An Encyclopaedia of Exciting Eating, Plural Pianos and Singular Sonatas(musical terms). Use writing frames to encourage use of singular/ pluralforms.

xWrite alliterative list poems using plural forms, e.g. Pizzas are perfect forpeckish children/ Samosas are scrummy for starving school kids.

x Use singular/ plural flashcards for the Pelmanism game. Differentiate byincluding regular/ irregular forms in the pack.

LIST 1

anacondas corgis haikus patios siestas yoyosareas cuckoos igloos pianos skis zulusarmadillos dahlias jumbos piccolos sofas zoosbananas dingos kangaroos piazzas sombrerosbanjos discos kiwis pizzas solosbhajis ecus kimonos pumas sonatasbongos emus magnolias radios tattooscameras fiestas matzos risottos tarantulascasinos galas oratorios rotas tombolascellos geckos paellas sambas umbrellaschapattis gnus pagodas samosas violasconcertos gurus pastas saunas visas

LIST 2

buffaloes dominoes heroes torpedoes vetoes volcanoescargoes echoes haloes mangoes flamingoes

LIST 3

antennae bacteria criteria fungi phenomenamacaroni ravioli spaghetti tagliatelli strata

Notesx Most nouns ending in o form their plural by adding s, especially musical

terms, words recently introduced from other languages, abbreviations, andwords ending in two vowels. There are some exceptions to this rule whenesis added to form the plural (List 2).

x A few words keep the plural spelling of the original language (List 3). Somepasta terms are already plurals in Italian!

x Some of these words may be unknown to your class, but they have beenincluded to serve a range of languages you may have in your classroom.

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Year 5Term 1

To examine theproperties of wordsending in vowels otherthan the letter e

Objective 4


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Whole-class approachesx Create a list of singulars with their plurals, either by brainstorming,

collecting over time or using the lists below. Ask children to group themaccording to the way they add or change their endings to accommodatethe plural.

x Use show me cards for s/ esendings. Children show the correct ending inresponse to an oral word.

x Individual whiteboards children attempt to apply taught rules inresponse to a given word.

x Cloze passage featuring deleted plurals.

Group tasksx Investigation after establishing the basic Add s rule, children could

conduct and open investigation into other ways of forming plurals.x Do word sums, e.g. cargo+ s= ____; babiess= ____x Play a card game or bingo featuring cards with pluralisation rules written

in the squares, and in which cards are drawn featuring different words tobe pluralised.

x Design posters or radio commercials to advertise a spelling rule.

Extension activit iesx Investigate:x words that have no singular (e.g. t rousers, scissors);x words that are the same in the singular and plural (e.g.sheep, deer);x plurals with endings other thans(e.g.mice, men);x plurals of words ending in o (e.g.potatoes, tomatoes).

Typical words Hissing and buzzing Consonant + y wordswords

dog dogs hiss hisses city citieshouse houses bus buses try triesmeal meals church churches lorry lorriesballoon balloons dish dishes worry worriessister sisters lunch lunches cry criesschool schools fox foxes baby babiesday days box boxes party partiesword words watch watches puppies puppiesboy boys fish fishes lolly lolliesgirl girls patch patches jelly jellies

Notesx Most nouns add s in the plural.x Nouns ending in hissing, buzzing or shushing sounds (s/ x/ ch/ sh) add es

in the plural. This adds a syllable and makes it easier to say.x Nouns ending in consonant + y changey to i and add es. Compare nouns

ending in vowel + y which simply add s.x Several nouns ending in o add esin the plural. These tend to be older

words, e.g. potatoes. Newer words likepatioand radioadds in the plural.

41

SPELLING BANK

Year 5Term 1

To investigate, collectand classify spellingpatterns in pluralisation,construct rules forregular spellings, e.g.adds to most words; addesto most words endingin s,sh,ch; when y ispreceded by aconsonant, change toies; when y is preceded

by a vowel, adds



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Whole-class approachesx Create a list of singulars with their plurals, either by brainstorming,

collecting over time or by using the lists below. Invite children to groupthem according to the way they add and change their endings toaccommodate the plural.

x Use show me cards for s/ esendings. Children show the correct ending inresponse to an oral word.

x Individual whiteboards: children attempt to apply taught rules in responseto a given word.

x Cloze passage featuring deleted plurals.

Group tasksx Investigation after establishing the basic Add s rule, children could

conduct an open investigation into other ways of forming plurals.x Word sums, e.g. self+ s= ____x Play card game or bingo featuring cards with pluralisation rules written in

the squares, and in which cards are drawn featuring different words to bepluralised.

x Design posters or radio commercials to advertise a spelling rule.

Extension activit iesx words that have no singular (e.g. trousers, scissors);x words that are the same in the singular and plural (e.g.sheep, deer);x plurals with endings other than s(e.g.mice, men);x plurals of words ending in o (e.g.potatoes, tomatoes).

f and fe endings Irregular plurals

calf calves antenna antennaeself selves goose geesethief thieves man menhalf halves woman womenwolf wolves mouse miceknife knives louse liceloaf loaves die dicelife lives tooth teethscarf scarves child childrenwife wives formula formulae

Notesx Many nouns ending in f drop the f and add ves in the plural. There are

exceptions. ff words just add s, for example.x A number of nouns have unusual plurals. Some change the medial vowel

(goose/ geese); some have retained the plural form of the originallanguage (a singular, ae plural is Latin).

x Several nouns ending in o add esin the plural. These tend to be olderwords, e.g. potatoes. Newer words likepatioand radioadd s in the plural.

42


Year 5Term 1

To investigate, collectand classify spellingpatterns in pluralisation,e.g. change f toves



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Whole-class approachesx Write up the prefixes, divide the class into five groups, and ask them to

write down as many words as they can in two minutes, for their prefix. Askthem to work out the meaning of the prefix, and teach if unknown.

x Play Speedy Dictionaries pairs race against a 30-second deadline tolocate word and origin of a prefix in the dictionary.

Group tasksx Play Kims game collecting words with like prefixes.x Play sorting games for language of origin, for same prefix, scientific

words, words linked to movement, etc.x Search dictionary for new phrases like automatic focus, automatic door.x Search Science, Maths and Geography textbooks for examples of words in

context.x Do Yellow Pageswordsearch for companies which use prefixed words as

company name, e.g. AutoGlaze. Try travel and transport companies, etc.x Make links with other languages: words for motorways = autoroute

(French);Autobahn(German);autopista(Spanish);autoput(Serbo-Croat).

auto circum bi tele trans

autograph circumference biceps telephone transmitautopsy circumnavigate bisect telegraph transferautomaton circumstance bicycle telescope transportautobiography circumvent bifocals television transparentautomobile circulate bilingual telepathy translateautomatic circus biplane telephoto transatlantic

circle Tele Tubbies transplantcircular

Notesx auto means self;circummeans round, about;bi means two or twice;

tele means distant; transmeans across.x Use multicultural opportunities, drawing on other languages in the

classroom.

43

SPELLING BANK

Year 5Term 1

To collect andinvestigate themeanings and spellingsof words using thefollowing prefixes:auto,bi, trans, tele,circum

Object ive 6


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Whole-class approachesx Using the chart below, provide some examples of word roots and

derivations on the board or flipchart. Provide further examples of wordroots and ask children to think of words that are derivations. Record thesenext to the root words. Talk about the fact that many words in the Englishlanguage are derived from other words and this can provide a clue to theirspellings.

x Explain that many word roots and derivations are drawn from Latin andGreek, and provide examples of these. In group work, children caninvestigate the reasons why these two languages have had such aninfluence on the English language.

Group tasksx Provide each group with cards of root and associated words. Ask the

children to sort the words into their relevant families or groups.x Working in pairs, children decide/ use a dictionary to check which words in

the group are nouns, verbs, adjectives, or adverbs.x Children can develop their own card games, e.g. Beat Your Neighbour for

groups of four. Twenty word roots and forty derivations (two per word root)are put onto cards. Each child starts with five word roots. The forty cards ofderivations are placed face-down in the middle of the table and childrentake it in turns to select a word. Unwanted words are placed at the bottomof the pile. The first child to collect five sets of word roots and theirderivations and be able to spell all the words in the sets (from memory)wins the game.

act actor action activity react reactionchild children childhood childlike childish childlesselectric electrical electricity electrician electronic electrocute

take mistake mistaken overtaken overtaking partaking

assist assistant assistance balance imbalance unbalancedbore boring boredom call recall callingclaim reclaim reclaimable cover discover discoveryexamine examination examiner give given forgivenessgovern governor government hand handler handicrafthero heroic heroism joy joyful enjoymentlight lightning delighted machine machinery machinistmedic medical medication obey disobey disobedientoperate cooperate cooperation pack packet package

pain painkiller painstaking pass passage passengerprison imprisoned imprisonment press impress depressionprove approval disapprove public publication publicityrelate relative relation shake shakily shaken

Notex Encourage use of etymological dictionaries and thesauruses to support

children in finding/ spelling derivations of words and their origins.

44


Year 5Term 1

To identify word roots,derivations, and spellingpatterns, e.g.sign,signature, signal; bomb,bombastic, bombard;remit , permit, permission,in order to extendvocabulary and providesupport for spelling

Objective 8


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Whole-class approachx Word search in text, or brainstorm. Work out the rule.

Group taskx Do a wordsearch.

Extension activity

x Investigate if there is a similar effect whenall and till are affixed to otherwords.

Typical words

hope hopeful fear fearful wake wakefulthank thankful harm harmful scorn scornfulplay playful shame shameful doubt doubtfulboast boastful faith faithful colour colourfulcare careful hand handful mouth mouthful

y words

beauty beautiful plenty plentiful fancy fancifulpity pitiful mercy merciful bounty bountiful

Notesx Drop the l when adding full.x Change y to i when adding full.x Distinguish between a hand full of and a handful of . The first refers to

the hand, the second refers to the quantity.x all and till also drop the second l when they are affixed to other words,

e.g. always, unt il.

45

SPELLING BANK

Year 5Term 2

To explore spellingpatterns of consonantsand formulate rules: ll in fullbecomesl

when used as a suffix



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Whole-class approachesx Investigation use the first group of words to draw a contrast between

words that double and those that do not. The clue is in the sound of thepreceding vowel.

x Provide base words and ask children in pairs to spell and show theextended word on a whiteboard.

Group tasksx Provide a mixture of base words that were not used in the whole-class

activities. Have the children work in pairs to provide the correct spellingswhen adding ing,er,ed,est where appropriate.

x Provide children with newspaper or magazine art icles. Ask them to find,highlight and record words that have consonants doubled where suffixeshave been added.

Contrasting sets

hop hopping hopped hope hoping hoped

dine diner dinner write writer writtenhid hide hidden ride rider riddencare caring careful carry carrying carried

Doubled letters

beg begged beggar big bigger biggestdig digging digger drag dragging draggeddrop dropping dropped mop mopping moppedhum humming hummed hug hugging huggedrun runner running stop stopper stopped

sun sunny sunnier fit fitter fittestwin winning winner wet wetter wettest

Undoubled letters

beep beeping beeped blast blasting blastedburn burner burning count counter counteddisgust disgusted disgusting dream dreamer dreamingfeel feeling feeler help helped helpertrain trainer trained trick tricky tricked

Notesx Ensure that children understand the difference between short- and long-

vowel sounds.x When you are providing examples of words with short- and long-vowel

sounds, emphasise or exaggerate the sounding out and have the childrenjoin in.

x Short (rap) vowel = double consonant.x Long vowel = single consonant.

46


Year 5Term 2

To explore spellingpatterns of consonantsand formulate rules: words ending with a

single consonantpreceded by a shortvowel double theconsonant beforeadding ing



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Whole-class approachesx By investigation use lists of words for ca,ce,ci,co andcu, and ask

children to generalise about the way the words sound. Ask them to readaloud to hear the difference and find the pattern.

x Alternatively, ask the children to brainstorm and decide what rules applyfor words with theca,ce,ci,co andcu pattern, e.g.

call, calendar, camera, cardigan, carnival, recapcelery, centimetre, centre, cereal, centipede, descendcircle, cinema, cinnamon, decidecoat, cobweb, coffin, cold, column, cow, discocupboard, curt ain, custard, customer, cut, discuss

Have them decide which other cgroup belongs with theci group, i.e.ce.

Group tasksx Independent investigation give the children a group of cards containing

a mix of cwords and ask them to sort the words and work out the rule forthemselves about the vowel following c.

x Have the children find as many words as they can from the different c+

vowel groups.

Extension activityx Ask the children to find and record examples of cy words (which also have

the soft csound).

ci

cinema cinnamon circle circuit circular circulationcircumference circumstance circus incisor cistern citizencity accident civil decide decision decisivedecimal incident disciple discipline recite recital

ce

ceiling celebrate celebrity celery cell cellarcellophane certain cement cemetery census centcentenary centigrade centipede recent centre centurycereal ceremony incense certificate deceased deceitDecember decent descend discern except receive

cy

cyanide bicycle cyclist cyclone cylinder fancycynic cynical cypress cyst mercy lacy

Notesx ci,ce andcy usually soften the c.x Exception for ce Celt, Celtic pronounced as Kelt, Keltic.

47

SPELLING BANK

Year 5Term 2

To explore spellingpatterns of consonantsand formulate rules: c is usually soft when

followed by i, e.g.circus, accident



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Whole-class approachesx Write word groups on the board and ask the children to sort them by

sound.x Postboxes post words into the corr

Documents

Spelling Bank 1