Y4 spelling S… · Web viewRule/guidelines: If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant

Year 3 and Year 4

Spelling

Scheme of Work

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1. New work for Y3/4Adding suffixes beginning with vowel letters to words of more than one syllable

Old PNS references: SFS Y3 T2 (ii); SFS Y5 T3 (i) SB Y3 T2 objective 13

Rule/guidelines: If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. The consonant letter is not doubled if the syllable is unstressed.

If the stress is on the first syllable; the words gets one consonant.

If the stress is on the second syllable; the word gets a double consonant.

Exemplar words which can be used in investigations, games and activities:

Final syllable is stressed First syllable is stressedforgetforgetting forgotten

beginbeginning beginner

prefer preferred

referreferred

admitadmitted

permitpermitted

submitsubmitted

omitomitted

commitcommitted

gardengardening, gardener

limitlimitinglimitedlimitation

LondonLondoner

pollenpollenate

happenhappened

visitvisitorvisited

listenlistened

offeroffered

exitexited

Final syllable is stressed First syllable is stressedstupidstupidity

seasonseasonal

vocalvocalise

capitalcapitalise

openopeneropening

enterenteringentered

Whole class approaches

Who can remember a suffix which starts with a vowel?Take responses - Yes er/ ed/ ing etc…

What happens to the spelling of these words when I add ed/ ing/ er? TP - can you spot a pattern?

forgetforgetting


prefer preferred

referreferred

admitadmitted

Highlight double consonants, model and invite children to help highlight.

forgetforgetting forgotten


prefer preferred

referreferred

admitadmitted

Revise two-syllable words, clap above words in two parts. Explain rule: if the stress is in the second syllable, the word gets a double consonant.

White board partners: Try out these words: admit/ admitted permit/ permitted submit/ submitted omit/ omitted commit/ committed. Show me technique. Encourage to explain the rule. Pick up any mis conceptions and peers offer support to correct any errors.

Follow up introduction

Introduce words where the stress is on the first syllable and the consonant stays single, e.g. open, enter, garden, offer, limit. Clap two syllables and exaggerate the stress on the first syllable. Model adding a vowel suffix and spelling the word with a single consonant, e.g. garden/gardening/gardener. White board partners/ show me/ AFL strategies - children explain rule and peers help to correct any misconceptions.

Group Activities

Offer children mixed words from the exemplar list – some with the stress is in the first syllable others where the emphasis is in the second syllable. Children choose a suffix ed/ ing/ er/ to add to the selected word. Spell the word using the rule. Sort spellings into two groups: double consonant /one consonant.

Play Gin Rummy – cards which have the stress in the first syllable are collected up. The winner is the person who has collected the most cards. Play again, changing the rule to the words which have the stress in the second syllable.

Further PracticePractice writing spellings using Look, cover, write check technique. Word search and anagrams containing target word.

Assessment: dictation using target words.

2. New work for Y3/4 ɪ sound spelt y elsewhere than at the end of words

Old PNS references:

Rule/guidelines: These words should be learnt as needed.


myth gym Egypt pyramid mystery cryptcalypso crystal cygnet gypsy lyric mysteryoxygen physics symbol syrup system typicalsymptom rhythm symmetry cyst cymbal Dylan

Group/ individual Activities

Use spelling strategies to support spelling of tricky words:

Look cover write check Highlight the tricky part Mnemonic – remember it’s a y not I in the middle

Design and/ or complete a word search using target words.

Anagrams using target words.

Create sentences using target words.

Design a poster to explain the spelling pattern and exemplify words which follow the rule.

Learning words: dictation routine.

3. New work for Y3/4

The /ʌ/ sound spelt ou

Old PNS references:

Rule/guidelines: These words should be learnt as needed.

Exemplar words which can be used in investigations, games and activities: the short /u/ spelt ou

young touch double trouble country couplecousin courage encourage flourish nourish roughtough enough


Generate a list of words which have a short /u/ sound but spelt ou. Spot words following this spelling pattern in shared reading.

Use hall or outdoor space preferably to play relay spelling: divide class into 6 groups of 5. In turn, each member of the group runs up to their sugar paper and completes the missing letters to complete the word.

y—ngc—sint—ghc—rage- ourish--ourish-nough

Group/ individual activities

Word searchAnagramsAgainst the clock – write as many words with a short /u/ spelt ou as possible in 10/ 20 seconds.Design a poster to remember the short/ u/ is spelt ou. Creat a mnemonic phrase to help you remember the tricky ou part and include exemplar words.Test yourself using the ‘listen and spell’ spelling test.Find words within words, e.g. our in courage, nourish, flourish


4. New work for Y3/4More prefixes

Old PNS references: Dis: SFS Y2 T3 (i); SFS Y3 T3 (ii); SFSY4 T3 (ii); SFS Y5 T2 (ii); SFS Y5 T3 (ii); SB Y5 T3 objective 7.Mis: SFSY3 T3 (ii); SFSY4 T3 (ii); SFS Y5 T2 (ii); SB Y3 T3 objective 9.In: SFS Y5 T2 (ii); SB Y3 T3 objective 10; SB Y5 T3 objective 7.Re: SFSY3 T3 (ii); SFSY4 T3 (ii); SFS Y5 T3 (ii); SB Y3 T3 objective 10; SB Y6 T1 objective 5.Super: SB Y6 T1 objective 5.Anti: SFS Y5 T2 (ii); SFS Y5 T2 (ii); SB Y3 T3 objective 9 & 10; SB Y5 T3 objective 7.Auto: SFS Y4 T3 (ii);SFS Y5 T3 (ii);SB Y5 T1 objective 6 ; SB Y6 T1 objective 5

Rule/guidelines: Most prefixes are added to the beginning of root words without any changes in spelling, but see in– below.

Like un–, the prefixes dis– and mis– have negative meanings.dis–: disappoint, disagree, disobeymis–: misbehave, mislead, misspell (mis + spell


dis–:disappoint, disagree, disobey

mis–:misbehave, mislead, misspell (mis + spell)

Rule/guidelines: The prefix in– can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’.


in–: inactive, incorrect

Rule/guidelines: Before a root word starting with l, in– becomes il.


illegalillegible

Rule/guidelines: Before a root word starting with m or p, in– becomes im–.


immature, immortal, impossible, impatient, imperfect

Rule/guidelines: sub– means ‘under’.


sub–: subdivide, subheading, submarine, submerge

Rule/guidelines: inter– means ‘between’ or ‘among’.


inter–: interact, intercity, international, interrelated (inter + related)

Rule/guidelines: super– means ‘above’.


super–: supermarket, superman, superstar

Rule/guidelines: anti– means ‘against’.


anti–: antiseptic, anti-clockwise, antisocial

Rule/guidelines: auto– means ‘self’ or ‘own’.


auto–: autobiography, autograph


Discuss the meaning of prefixes, e.g. dis/ mis/in/il. Talk about how the meaning of a word changes when we add a prefix. Challenge children in TP to work out the meaning of these negative prefixes. Challenge pairs to think of as many swords containing the target pre fix in two minutes. White board activity – give the children the root word and in pairs they have to write down the opposite using dis/mis/in/ il

Children sort words with similar prefixes into groups. Try and work out the meaning of the prefix and check guess in an etymological dictionary. Select five words with a prefix that children did not know before and look up the meaning in the dictionary. Highlight the tricky part of the spelling and with the support of a partner learn the meaning and spelling of the word. Use the word in a sentence.

dis negative meaningmis negative meaningin notil notRe again/ backSub underInter between / amongSuper aboveAnti againstauto self/ own

Group tasks Play Kim’s game – children hunt opposite pairs of words mature/ immature, perfect/

imperfect, legal/illegal. Definitions game – give a definition and challenge your neighbour or member of the

group to find the correct word, e.g. contrary to forbidden law = illegal. Provide target word, e.g. clockwise. Think of an antonym = anti clockwise. Devise a new list of words to create a new product: anti burglar, anti frizz etc…make

into an advert.

Extension: challenge children to research words using prefixes for numbers, e.g. uni/ bi/ tri/quad/pent/hex/sept/oct/dec and Latin prefixes, e.g. aqua/audi/multi…


5. New work for Y3/4The suffix - ation

Old PNS references: SB Y5 T2 Ob 8

Rule/guidelines: The suffix –ation is added to verbs to form nouns. The rules already learnt still apply.


informationadorationsensationpreparationadmirationpollinationexaminationeducationinflationvibrationdictationtemptationexpectationconservationcreationvariationpronunciationpunctuationcommunicationqualificationnavigation

Explain that when we add a vowel suffix, we drop the final e as in the verb adore before we add the suffix ation. Discuss changes we need to make to other root words before we add the vowel suffix . Identify words wher we simply add the suffix and no change is required.


In shared reading, identify words with the ation suffix and build a class collection. Identify the root word. Discuss what changes have been made to the root word before adding the suffix ation. What generalisations can be made about rules. e.g. what happens if the root word ends in e or y?

Group Activities Use a word wheel – base word on the front wheel and suffix behind. Children match

suffix to base word to create a new word. Make any changes to the root word using the rules/ generalisations

Sort words into those that undergo a change (drop the e add ation conserve/ conservation) and those with no change - just add ation e.g. inform, adore…

Play bingo using target words with ‘ation’ suffix highlighted vibration.


6. New work for Y3/4 The suffix –ly

Old PNS references: SB Y4 T3 objective 8

Rule/guidelines: The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply.

The suffix –ly starts with a consonant letter, so it is added straight on to most root words.


sadly,completely,usually (usual + ly)finally (final + ly)comically (comical + ly)

Exceptions:

(1) If the root word ends in –y with a consonant letter before it, the y is changed to i, but only if the root word has more than one syllable.happily, angrily

(2) If the root word ends with –le, the –le is changed to –ly.gently, simply, humbly, nobly

(3) If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly. Basically, frantically, dramatically

(4) The words truly, duly, wholly.


Revisit, review, use

Revise term: adjective and generate examples e.g. kind, sad, quick…

Revise term suffix – it is always placed at the end of a word. A suffix changes the job of a word. Introduce the suffix ly. Invite children to explain what it means?

Show adjectives and model adding ly to the end of the word and explain how to change the job of the wordKind/ kindlySad/ sadly Quick/ quicklyEstablish ly means in the manner of.

Explain the suffix ly starts with a consonant so it is usually added to most root words.White board activity: in pairs change these root words to adverbs using and saying the rule:

comical/ comicallyfinal\ finallyusual/usuallycomplete/ completelysecretive/ secretivelythick/ thicklystrange/ strangelycurious/ curiouslycorrect/ correctly

PracticeWrite sentences using adverbs ending in suffix ly in context. Include target words in anagrams and word searches.

Explore exceptions to the rule:What happens if the base word has 2 syllables and ends in y, e.g. angry happy. Encourage children to spot and explain the pattern: angry/ angrily happy/ happily. Establish the rule - change the y to an i with a 2 syllable word.

What happens if the root word ends in le? gentle/ simple/ humble/ noble? Establish le is changed to ly.

Root words ending in ic, e.g. basic/ frantic/dramatic usually ally is added rather than ly.

Sorting activity - sort words onto a chart according to the rulejust add ly change the y to i

before adding lyle changes to ly add ally

Group Activities

Continue sorting activity started as part of the shared session. Include blank cards to challenge children to add their own ly adverbials.

Extension/ challenge: Can you find any exceptions to the above rules: e.g. wholly, truly, duly.

Word search Anagrams Players take turns to choose an ly adverb from a given list and mime the adverb to

the group. Group members have to guess and spell the target ly word.



Words with endings sounding like /ʒə/ Or /t ə/

Old PNS references:

Rule/guidelines: The ending sounding like /ʒə/ is always spelt –sure.The ending sounding like /tʃə/ is often spelt –ture, but check that the word is not a root word ending in (t)ch with an er ending – e.g. teacher, catcher, richer, stretcher.


/ch/ phoneme as in creature

furniturepicturenatureadventurefutureadventuremoisturepasturefixturefurnituremixturenaturepicturecapturedeparturearchitecturetexture

/j/ phoneme as in pleasure

pleasuretreasureleisuremeasurepressureclosure


Introduce the grapheme ‘sure’ and explain this is how we write the /j/ phoneme like at the end of the word treasure. It’s quite a rare phoneme and does not occur very often. Show ‘sure’ card and children say phoneme /j/ in response. Introduce a visual and ditti to help the children remember, e.g. it’s a pleasure to find some treasure (pirates discovering treasure). Introduce words on flash cards which follow the pattern: leisure measure pressure closure etc. Encourage children to create new ditties using word list, e.g. under pressure to find the treasure; measure the enclosure; it’s a pleasure to have some leisure; measure the pressure… Count phonemes in words squeezing fingers and sort words with 4/3/5 phonemes. Draw sound buttons. Emphasise 4 letters but one sound in sure.Play bingo using target words: pleasure, leisure, measure, treasure, closure, enclosure, exposure… Practise blending to read words containing the sure grapheme.

Countdown– how many words can you write containing the sure phoneme in 20 seconds? Did you beat your partner? Did you improve on your personal best?

Phoneme frame – spell 3/ 4/ 5 phoneme words containing sure

p l ea surem ea surel ei sure

p r ea surec l o sure

e x p o sure

Group Activities

Group bingoWrite sentences containing target wordsCreate own ditties and picture using target words.


8. New work for Y3/4 Endings which sound like /ʒən/

Old PNS references: SB Y5 T2 Ob 8; SFS Y5 T1 (ii)

Rule/guidelines: If the ending sounds like /ʒən/, it is spelt as –sion.


divisioninvasionconfusiondecisioncollisiontelevisionextensioncollisionconfusionexclusiontransfusionexplosioncorrosion


Make a class collection of shun words with the sion spelling of the ending. Develop and draw out pattern leading to a general rule to determine the spelling. Where the base word ends in d/de or s/se, e.g. explode, confuse etc… we add sion.

Group Activities

Word building activity: Take turns to choose and match a root word and suffix card, e.g. collide/ sion. Then write the new word collision correctly removing d/de/s/se. Explain the rule. Score a point for each correctly spelt word containing the sion suffix. The group agree the spelling and explanation before the next person takes a turn.

Play Gin Rummy – words which have the same target ending are collected – choose from: sion, ssion, tion. cian. The winner is the person who collects the most words. Bonus points can be allocated if you can think of more words with this ending and spell correctly.



The suffix - ous

Old PNS references: SFS Y5T3 (i)

Rule/guidelines: Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. Sometimes there is no obvious root word.


poisonousdangerousmountainousfamousvarious

tremendousenormousjealous

Rule/guidelines: –our is changed to –or before –ous is added.A final ‘e’ of the root word must be kept if the /dʒ/sound of ‘g’ is to be kept.


humorousglamorousvigorous

Rule/ guidelines:Keep the e of the root word, if the sound of the g is to be kept, e.g.

courageousoutrageous

Rule/guidelines: If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e.


seriousobviouscurious hideousspontaneouscourteous


Generate a class list of words ending in ‘ous’ and sort into four columns according to the following rules:

Just add ous Change our to or before adding ous

Keep the e of the root word, if the sound of the g is to be kept

If there is an /i/ sound before the ous ending, it is usually kept. Note there are a few exceptions which have e

poisonous humorous courageous seriousdangerous glamorous outrageous obviousmountainous vigorous curiousfamous humorous infectiousvarious previouspoisonous hideousdangerous spontaneousmarvellous courteous

gaseousbeauteous

Sort the words and identify patterns. Help the children to hypothesise and test ideas. Explain the principle behind the pattern.

Group/ paired/ individual Activities

Complete anagrams and word search using target words with the ‘ous’ ending. Learn to spell the target words ending in ‘ous’ using a strategy which will help you

remember the tricky part/ ‘rules’.

Use a highlighter to draw visual attention to the tricky part of the word Remember words within words e.g. or Break the words into syllables Speak the word in your head, sounding out the tricky part Think about the word origin/ root word Mnemonics Look, say, cover, write, check

Card wheel: generate words using a selction of root words on the front wheel and the ‘ous’ suffix on the wheel behind. Earn bonus points for spotting any root words which need to undergo a change e.g. humorous, courageous and serious

Children design Where’s Wally? Style books by Martin Hanford. Make word search games where pupils have to identify the target spelling ‘ous’. Extensoin: find the word from a given definition.



Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian

Old PNS references: SFS Y5 T1 (ii)

Rule/guidelines: Strictly speaking, the suffixes are –ion and –ian. Clues about whether to put t, s, ss or c before these suffixes often come from the last letter or letters of the root word.

–tion is the most common spelling. It is used if the root word ends in t or te. –ssion is used if the root word ends in ss or –mit.

–sion is used if the root word ends in d or se.

Exceptions: attend – attention, intend – intention. –cian is used if the root word ends in c or cs


tion invention, injection, action, hesitation, completion, fiction, fraction, direction, attention, proportion, reduction, diction.

ssion expression, discussion, confession, permission, admission, profession, session, percussion, discussion, oppression, passion, mission, possession

sion expansion, extension, comprehension, tension, mansion, collision, confusion, exclusion, transfusion, infusion, explosion, corrosion

cian musician, electrician, magician, politician, mathematician, physician, optician, magician

others Venetian, ocean, Asian Russian


Refer back to sion - review and revise.

Make a class collection of ‘shun’ words include alternative spellings, e.g. ssion, tion, cian. Categorise them according to word endings as per the list above. Develop and draw out patterns leading to general rules determining spelling pattern.

cian – where words end in c (commonly used in occupations) tian – the most common ending sion – where the base word ends in d/de s/se (explode, confuse) ssion – clear soft sh sound

Make human spellings – invite pairs to group together to make words containing root words and correct suffix.

Group Activities

Independent Group investigation

Introduce relevant set of words: cian/ sion/ ssion and tion. Children sort words and identify patterns. Teacher helps children to hypothesise and test ideas. Use the plenary/ mini plenary to explain the principle behind the pattern. Practice the convention - add words of your own using blank cards. Explore and extend looking for exceptions and variations.

Suffix wheel – one child turns the wheel to move a suffix into a window on the card. Partner has to think of a ‘shun’ word with that suffix. Check against rules and in the dictionary.

Word building - roots and suffixes for ‘shun’ words on separate cards – children have to match the root and suffix to complete the word correctly. Discuss whether any changes have to be made to the root word to ensure the correct spelling.

Sorting activity – sort cards into 5 piles cian tian sion ssion and other. Explain the rule


11. New work for Y3/4 Words with the /k/ sound spelt ch (Greek in origin)

Old PNS references:

Rule/guidelines: Using ch to spell the k sound.


schemechoruschemistechocharacterschoolacheanchormonarchorchidstomacharchitectchemistryorchestramechanictechnicalChristmaschameleon


Explain the spelling rule – some words with a /k/ sound are spelt with a ch (these words come from a Greek origin). Generate a list of spellings with the children which follow the rule. Practice spelling the word highlighting the tricky bit and learn a strategy to help you remember the tricky part. You could:

say the word as it sounds with a ch use look cover write check visually highlight the h.

Use ‘Show me’ interactive strategies working with white boards.

Group Activities

Play bingo with target words containing the ch spelling for /k/ Word search and anagrams containing target spellings Test yourself using the listen and spell spelling test (taped) Play Kim’s Game – turn over two cards and keep any pairs that have the same tricky

letter, e.g. include*ch spelling for /K/ sound as in chemist and anchor And mix with y spelling for the /i/ sound as in gym and myth



Old PNS references:

Rule/guidelines: Words with the /ʃ/ sound spelt ch (mostly French in origin)


chefchaletmachinebrochurechampagnechaufferchutemachetemoustacheparachutequichecrochetpistachioCherylCharlotteMichelleChevroletChicago


Group Activities

Design a poster or a radio style jingle to explain/ advertise the spelling rule and give examplesDesign and complete word searchAnagramsLook, cover, write, checkPut the target words into a sentence



Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin)

Old PNS references:

Rule/guidelines: Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin)

From 1066 After the Norman conquest French was spoken by the rulers and elite for hundreds of years. Thousands of our words originate from the French. Words from around the world have become Standard English. These include:


leaguetonguecolleagueleaguecatalogueplaguefatigueintriguedialoguesynagoguemeringue

k sound spelt queantiqueuniquemosquecritiquetechniqueboutiqueopaquepicturesquegrotesquephysiqueplaquebaroque


Direct teaching of this spelling pattern. See book:The Structure of Words by Liz Miles

Group Activities

Design a poster/ create radio style jingle to explain the spelling rule and give examples

Design and complete word search Anagrams Look, cover, write, check Relay race spelling - organise 2 groups with a piece of sugar paper each. In turn,

each team member runs up to the paper and inserts the target spelling que for the /k/ sound or gue for the /g/ sound. The first team to complete the list of spellings is the winner. Bonus points can be awarded for thinking of more spellings which could be in the family.


14. New work for Y3/4 Words with the /s/ sound spelt sc (Latin in origin)

Old PNS references:

Rule/guidelines: In the Latin words from which these words come, the Romans probably pronounced the c and the k as two sounds rather than one – /s/ /k/.


sciencescenediscipline fascinatecrescentsceneryscentscissorsascenddescend


Group/ paired Activities

Create a radio style jingle to explain and exemplify spelling rule sc. Include information about Latin/ Roman origin. Use and practice a spelling strategy to help you remember the word:

Say the word pronouncing the c explicitly Look for words within words like cent in crescent LCWC Highlight the tricky part Mnemonic – sc in science

Play Kim’s Game – turn over two cards and keep any pairs that have the same tricky part, e.g. include ch spelling for /K/ sound as in chemist and anchor and mix with sc spelling for the /s/ sound.



Words with the /eɪ/ sound spelt ei, eigh, or ey

Old PNS references: SFS Y2 T1 (i)

Rule/guidelines:


veinweigheight,neighbourtheyobey


Long vowel investigation - include common representations of the /ai/ phoneme: ay, ai, a-e, and rare spellings e.g. a, ey, ei, eigh, eigh and ey

Group Activities

Continue investigation independently



Possessive apostrophe with plural words

Old PNS references:

Rule/guidelines: The apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in –s,

but s is added if the plural does not end in –s (i.e. is an irregular plural – e.g. children’s).


girls’, boys’, babies’,

children’s, men’s, mice’s

(Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population)


We use apostrophes for possession – to show something belongs to one or more people. Model some examples on the IWB using pictoral support, e.g. Can you see the dog’s owner? (picture of one dog) Can you see the dogs’ owner? (Picture of a group of dogs).

Revise use of the apostrophe to show something belongs to one person. Paired white board activity. Children add apostrophe. Use ‘show me’ approach and AFL strategies.

Helens skirt was pretty. The dogs lead is red. Mondays class is busy. The boys crying was very loud.

Challenge the children to work in pairs to think of their own examples.

Introduce plural nouns and model use of apostrophe to show something belongs to more than one person.Whiteboard activity: add the apostrophe to show something belongs to more than one person.

The farmers market is very busy. The dogs leads are on the hook. The girls bedrooms are messy.

Can you think of anymore? Work with a partner.

Matching card game: make a set of cards e.g. with pictures of one cat/ group of cats and captions cats’ tails and cat’s tail. Issue pupils with 1 card each. Student move around to find their match. Single noun pairs join with plural noun pairs and explain the position of the apostrophe. Which pairs did not have another pair to join with? Discuss irregular nouns which simply don’t add an s to show more than one, e.g. women/ mice/ men/ people. Discuss position of the apostrophe.

Cat’s tail/ cats’ tailsBoys’ books/ boy’s booksShark’s teeth/ sharks’ teethGPs’ surgery/ GP’s surgeryGirl’s handbag/ girls’ handbagChildren’s toysWomen’s toiletMens’ choirPeople’s princessMice’s whiskers

Group Activities

SnapUse the above caption and picture cards to play snap. Look for a picture and caption match.

Scavenger hunt – Group (a) hide phrases around the outside area/ hall using a single noun and possessive apostrophe, e.g. the cat’s tail. Group (b) have to find the hidden phrases and convert to plural nouns with a possessive apostrophe, e.g. cats’ tails.

Memory game – children create their own memory game. The aim is to match caption pairs, e.g. the cat’s tail and the cats’ tails. Each player turns over two cards at a time. If they are not matching pairs, he/she turns them back over. Players have to remember where specific captions are. Visuals could be introduced alongside captions.

Sort sentences to show possession of single or plural nouns

Belongs to more than one Belongs to oneThe cars’ lights are dazzling. The car’s lights are dazzling.The dogs’ bowls are full of water. The dog’s bowl is full of water.The boys’ coats are on the floor. The boy’s coat is on the floor.The children’s coats are hanging up. The child’s coats are hanging up.The men’s shoes are half price. The man’s shoes are half price.The women’s bags are on special offer. The woman’s bag was on special offer.The mice’s cheese is under the table. The mouse’s cheese is under the table.Can you see the dogs’ owners? Can you see the dog’s owners?The farmers’ market is very busy. The farmer’s market is very busy.The customers’ trolleys were broken. The customer’s trolley was broken.The girls’ bedrooms are messy. The girl’s bedroom is messy.The students’ projects are fantastic. The student’s project is fantastic.The Johnsons’ house is for sale. Mr Johnson’s house id for sale.The doctors’ surgery is busy. The doctor’s surgery is very busy.The teachers’ office is down the corridor. The teacher’s office is down the corridor.



Homophones and near-homophones

Old PNS references: SB Y4 T1 Ob 8; SFS Y4 T1 (i)


accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet, medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who’s


A homophone is a word that sounds the same but is spelt differently, e.g. be/ bee, mail/ male, to/ too/two. It must be recognised that sound is not always an indicator of spelling. Homophone comes from the Greek word ‘homos’ meaning same and phone meaning sound. Jokes use homophones, e.g. what is black and white and read all over? - A newspaper. How many socks in a pear? None because you eat a pear.

Show homophones and children orally compose sentences that use the word in context.

Collect examples of homophones from the class and check children’s understanding. Link to meaning as a first strategy for remembering different spellings. How can we remember the different meanings? Link to a mnemonic. Ask the children to invent their own mnemonic for

o be/beeo new/knewo right/writeo through/threwo hole/wholeo are/our

Suggest learning strategies for remembering the differences such as highlighting different letters and linking them with meaning beach and sea and beech and tree

Place post it notes over homophones in a shared text and ask the children to work in pairs to work out which one fits. Record correct version on white boards.

Make individual flashcards and children hold up correct version in response to a sentence in which the meaning is made clear.

Use riddles, e.g. what opens a lock and is always found beside water key/quay

Group Activities

Play Kim’s game – place cards face down and hunt out the pairs. You can claim a pair if you know the correct meaning. Your partner has to check in the dictionary.

High light the correct homophone to write a recipe, e.g. Remember when you go shopping, you will need/ knead to by/ buy these items: flower/ flour; ate/ eight eggs and some currents/ currants for/ four the recipe. Children make up their own homophone recipe for their partner to complete.

Make a class anthology of riddles and jokes using homophones, both found and invented by the children.

Play sound snap with target homophones: to, two, too.


Word list for Y3/4

Words which are often misspelt when prefixes and suffixes are added

Old PNS references: SFS appendix 2 learning and memory strategies / dictation for learning words

Documents

Y4 spelling S… · Web viewRule/guidelines: If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant