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Year 5 and Year 6Spelling Scheme of WorkNew work for Y5/6Endings which sound like shus ?spelt –cious or –tiousOld PNS references: SB Y4 T2 objective 6 Rule/guidelines: cious - Not many common words end like this. If the root word ends in ce (vice), the /?/ sound is usually spelt as c, e.g: vice/ viciousgrace/ graciousspace/ spaciousmalice/ maliciousfierce/ ferociousThere are some other adjectival words ending in cious but they do not have a root word ending in ce, these include: conscious/ precocious/ pernicious/ atrocious/ tenacious/ unconscious/ expialidocious.Nouns and abstract nouns ending in ion, e.g. fiction, caution, ambition, infection and nutrition can be changed into adjectives by dropping the ion and adding tious. This is the more common spelling.Exception: anxious.Exemplar words which can be used in investigations, games and activities:vicious, precious, conscious, delicious, malicious, suspiciousambitious, cautious, fictitious, infectious, nutritiousWhole class approachesDiscuss the meaning of suffix tious/ cious (meaning full of/ possessing) and used to make a noun/ abstract noun into an adjective, e.g. grace/gracious. Introduce root words ending in ce and change to adjective (vice/vicious, space/spacious, malice/malicious). Tease out pattern of dropping e and adding cious rather than tious spelling. Not many common words end like this. There is no rule to distinguish between cious and tious but tious is more common and therefore a ‘best bet’. Not many common words end like cious. Challenge children to learn the above list of less common spellings vicious/ gracious/spacious and malicious. Use a spelling strategy to help you remember these.Use the memory strategies poster to help you learn a list of tious words.StrategiesExplanationsSyllablesTo learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember (e.g. Sep-tem-ber, ba-by)Base wordsTo learn my word I can find its base word (e.g. Smiling – base smile +ing, e.g. women = wo + men)AnalogyTo learn my word I can use words that I already know to help me (e.g. could: would, should)MnemonicsTo learn my word I can make up a sentence to help me remember it (e.g. could – O U Lucky Duck; people – people eat orange peel like elephants)VisualHighlight the tricky part and practice using Look, cover, write, check technique.Talk about the two different ways of spelling ‘shus’ e.g. tious and cious and set up challenge to prove it is true that tious is more common. Children can add to a list over time.Group activities/ gamesSuffix wheel: line up the wheel so that the root word ending in ce matches the correct version of cious (not tious). Check all other nouns and abstract nouns (nutrition/infection/ambition/fiction/caution/ suspicion match the tious version.Write sentences using the target spelling, checking for correct suffix tious or cious. Look, cover, write, check.Word search.Anagrams.Spot the error – using two highlighter pens identify all correct and incorrect spellings of words with the tious and cious suffix. Prove it - explain to your partner how you know you are right by explaining the rule.Assessment: dictation using target words.2.New work for Y5/6 Endings which sound like /??l/Old PNS references: SFS Y T ( ) SB Y4 T2 objective 6 Rule/guidelines: –cial is common after a vowel letter and –tial after a consonant letter, but there are some exceptions.Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance, commerce and province).Exemplar Wordsofficial, special, artificial, partial, confidential, essential exemplar words which can be used in investigations, games and activities.Whole class approachesGenerate a list of words which end in suffix which sound like /??l/, e.g. special, official, artificial, partial, confidential…Invite children to search for patterns. If necessary give graduated clues: (1) look carefully at the letter preceding the tial/cial. (2) Is there a link with vowels and consonants? Draw out pattern and rule. Test hypothesis with a wider selection of words.Use show me cards (working in pairs or individuals) featuring cial/tial and encourage pupils to prove how their answer is correct. Introduce some exceptions and challenge pupils to find more over the course of the week. Examine patterns and explore links e.g. think about words from a finance context.Group activities:Play 4 in a row based on the game connect four. Pupils work in pairsYou will need:Blank base board grid of 16 empty squares 4x4. 12 cards, each giving a definition of the target tial or cial word.2 pens of different colours - one for player A, the other for player B.Take turns to turn over a clue card and write the correct spelling in one empty square of the 4x4 base board.The aim of the game is to get four correct tial or cial spellings in a row, vertically, horizontally or diagonally. Your opponent must block you to prevent 4 in a row. The game could be simplified by adapting the rules to 3 in a row and allowing any correct spelling tial or cial.Here is an example of a completed base boardmartial artspartialspecialessentialfinancialbeneficialcommercialconfidentialofficialpresidentialartificial sequentialresidentialsubstantialimpartialpotentialDefinition clue cards for tial/ cial wordsSport which originated chiefly in Japan, Korea and China as a form of self- defence or attack, such as judo, karate or kendo.Incomplete, existing only in part.Better, greater or different from what is usual.Absolutely necessary, key, vital, indispensable.Related to money, economics, banking, commercial and business.Advantageous and helpful.To do with business and marketing to make a profit.Spoken, written or acted on in strict secrecy, privacy.A person appointed to an office or charged with certain duties.The nature of a president/ pertaining to a presidentMade by human skill/ an imitation, contrived or feigned.Following, subsequent, consequent. Characterised by regular sequence of parts.Only where there are houses. There are no factories and offices.Large in size, value or importance.Not supporting any of the sides involved in an argumentPossible when the necessary conditions exist.Challenge: Bonus points could be given for offering a correct alternative meaning, e.g. partial= favouring one side over the other, biased.Children could make up a similar game including their own tial/ cial words with definitions.Assessment: dictation using target words.Spell words ending in antance/ancyentence/encyOld PNS references: Rule/guidelines: Both -ance and -ence derive ultimately from Latin endings spelled -entia and -antia.Before the Sixteenth Century when English scholars busied themselves trying to make English spelling and grammar conform to the logic of Latin, some words that had already entered the language spelled with -ance were altered to -ence.As for knowing when to write -ence and when to write -ance, the multiplicity of ruIes and exceptions are so complicated that observation, practice and learning the spelling using a spelling strategy offer the best solution. A spell checker can also help. These words just have to be learned.Exemplar wordsobservantobservanceobservationexpectantexpectationhesitanthesitancehesitationtoleranttolerancetolerationsubstancesubstantialassistantassistanceinnocentinnocencedecentdecencyfrequentfrequencyconfidentconfidenceconfidentialobedientobedienceindependentindependenceWhole class approachesAnnoyingly, some words have rules where there are so many exceptions, it is just best to learn the spellings!Procedure1. Introduce the activity by explaining that in addition to knowing how a word is constructed we may need additional aids to memory.2. Display the poster of five memory strategies and tell the children that it contains four good ideas for helping them to remember spellings, and a final emergency idea (in case nothing else works).3. Write a word on the whiteboard, ask the children to read it together and clap the syllables.4. Discuss with the children the features of the word that might make it difficult to remember and which memory strategy might be helpful.5. Rub the word off the whiteboard and ask the children to write the word.6. If children made errors, discuss them in relation to the memory strategy.7. Repeat steps 3–6 with another word.8. Write another word on the whiteboard, ask the children to read it and clap the syllables.9. Ask the children to discuss with their partners which memory strategy they could use, then ask them to learn the word.10. Rub the word off the whiteboard and ask the children to write the word.11. Discuss the strategies chosen and their effectiveness for learning the word.12. Repeat steps 8–11 with two more words.13. Finally dictate each word learned during the lesson for the children to write.Memory Strategy PosterStrategiesExplanationsSyllablesTo learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember (e.g. Sep-tem-ber, ba-by)Base wordsTo learn my word I can find its base word (e.g. Smiling – base smile +ing, e.g. women = wo + men)AnalogyTo learn my word I can use words that I already know to help me (e.g. could: would, should)MnemonicsTo learn my word I can make up a sentence to help me remember it (e.g. could – O U Lucky Duck; people – people eat orange peel like elephants) Individual/ paired/ group Spelling games: Beat the ClockAnagramsMatch the definition with the correct spellingacquaintance He was an acquaintance of mine in high school. allowance A child's allowance should not be too generous. arrogance His manner conveyed a great deal of arrogance. assistance Would you like my assistance while you shop? defiance They protested in defiance of the law. dominance To win a trophy a team has to show dominance. extravagance The palace was full of extravagance. fragrance The flowers had a wonderful fragrance. ignorance The manager showed ignorance towards his employees. importance Decline means to come to an end or lose importance. tolerance To get along with people you must show tolerance. radiance They sat in the radiance of the sun. relevance His statement had no relevance to this discussion. reluctance There was a reluctance to protest. Learning words: dictation routine.New work for Y5/6To spell words ending in able and ible/ ably iblyOld PNS references: SB Y4 T3 Objective 9Rule/guidelines: The –able/–ably endings are far more common than the –ible/–ibly endings.As with –ant and –ance/–ancy, the –able ending is used if there is a related word ending in –ation.adorableadorably adorationapplicableapplicablyapplicationconsiderableconsiderably considerationtolerabletolerablytolerationIf the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending.changeable, noticeable forcible legibleDropping -able leaves a generally recognisable word. The –able ending is usually but not always used if a complete root word can be heard before it, even if there is no related word ending in –ation. The first five examples below are obvious; in reliable, the complete word ‘rely’ is heard, but the y changes to i in accordance with the rule.dependable comfortable understandable enjoyablereasonablereliableDropping ible usually leaves a stem word e.g. poss. but it also sometimes occurs when a complete word can be heard (e.g. sensible).possiblepossiblyhorriblehorriblyterribleterriblyvisiblevisiblyincredibleincrediblysensiblesensiblyThe final e deletion is common in the root word, e.g. reversible valuable creationWhole class approaches (across a sequence of sessions) In shared reading and writing, identify words with these suffixes and build aClass- collection organised under common headings. Exemplar words:horrible miserable terrible probable responsible adorable possible respectable edible forgivable reversible disposable invincible agreeable indestructible enviable susceptible identifiable enjoyable valuable breakable reliableWhat does the suffix able means? Draw out the definition: “able to be.” It is commonly added to complete words to form adjectives. When able is added to words that end in ce or ge, the e must be kept to protect the soft sound of c or g. Can children contribute examples and generate words where this rule applies? Use ‘talk partners’ and ‘think pair share’.The suffix able is most often added to complete words. Use strategy – ‘my turn, your turn’. Model examples and invite children to generate examples on a white board and use ‘show me’. Work in pairs.The suffix ible is more commonly added to roots than to complete words. The i inible gives the letter g a soft sound: legible, tangible.Use ‘show me’ suffix cards for able and ible to be shown in response to aword.Further shared sessions Investigation – identify the root words. What changes have been made to these roots before adding the suffix? What generalisations can be made about rules, e.g. ‘What happens if the root word ends in e? Or in y ? Why is ittouchable but not stopable?’Group/ paired taskSort words into ible and able spellings groups using the ‘rules of thumb’ to help you decide and explain how you know, e.g. adapt + able = adaptable. “ adapt is a complete root word and makes sense on its own, therefore, it needs the suffix able.”vis + ible/ able = visibleavail + able/ ible = availableaud + ible/ able = audibleattain + able/ ible = attainableleg + ible/able = legibleagree + ible/ able = agreeableed + able / ible = edibleregret + ible/able = regrettableposs + ible/ able = possibleforget + ible/able = forgettablecred + able/ ible = crediblecontrol + ible/able = controllabletang + ible/ able = tangibleadore + able/ ible = adorableadvise + ible/able = advisableexcite + ible/able = excitablenotice + able/ ible = noticeablechange + ible/able = changeablemanage + ible/ able = manageableWord search: Create a word search puzzle using all of the spelling words. Trade puzzles with a partner. Circle the spelling words in your partner’s puzzle.Scrambled words: Unscramble the letters and write the spelling words. First find and circle the able or ible endings. They are not scrambled.1.sibleiv 11.ganaableme 2.cixeablet 12.eableearg 3. ableroda 13. icenotable 4. ptaaabled 14. deible 5. ssibleop 15. lableltornoc 6. vlableaia 16.hagablecen 7. gnatible 17.dreiblec 8. tablegreert 18.tatableain 9. sadvablei 19. torfeablegt 10. ibledua.20 iblegle Answers to scrambled words:adaptable forgettable noticeable legibleavailable controllable changeable edibleattainable adorable manageable possibleagreeable advisable visible credibleregrettable excitable audible tangibleLearning words: dictation routine.New work for Y5/6Adding suffixes beginning with vowel letters to words ending in –fer Old PNS references: Rule/guidelines and exemplar words: The r is doubled if the –fer is still stressed when the ending is added.Base wordedingNoun/ abstract nounalreferreferredreferringreferencereferalconferconferredconferringconferencetransfertransferredtransferringtransferenceinferinferredinferringinferencepreferpreferredpreferringpreferenceThe r is not doubled if the –fer is no longer stressed: reference, referee, conference, inference etc…Whole class teachingExplain the rule using refer and confer as an examples. Use ‘white boards’ and ‘show me’ technique when adding ed/ing to base words transfer, infer and prefer. Pupils practice writing spelling while saying the word and emphasising the stress on the fer (could add a clapping action to introduce kinaesthetic approach to support learning). Invite children to articulate rule. Children write noun/ abstract noun version of the base word and explain exception to the rule conferred/conferring but conference (no stress on the fer).Model game Gin Rummy. Put cards with single r spelling or double rr spelling onto a sorting chart as above, explaining the rule. Group activitiesPlay Gin Rummy independently in pairs/ groups.Design and complete word search and anagrams using target spellings. Solve your partner’s word search and anagram.Design a poster to explain the rule, giving examples.Learning words: dictation routine.New work for Y5/6Use of the hyphenOld PNS references: SB Y5 T2 Objective 8 Rule/guidelines: Hyphens can be used to join a prefix to a root word, especially if the prefix ends in a vowel letter and the root word also begins with one.Exemplar words which can be used in investigations, games and activities:co-ordinate, re-enter, co-operate, co-own, semi-opaque, de-ice, ultra-ambitious, semi-invalid, re-elect, re-accelerate, re-edit, re-embark, re-enact, re-encounter, re-evaluate, re-infest, re-inform, re-inflate, re-infect, re-open, re-upload, re-establish, co-owner, semi-opaque, bi-annual, ultra-argumentative, hydro-electricity, anti-aircraft, anti-establishment, pre-act, pre-approval, pre-arm, pre-arrange, pre-attack, pre-examine, pre-organise, pre-owned, pre-occupy, pre-university, pre-incident, pre-infection, pre-inspection.Whole class approachesExplain rule discuss how the use of hyphen makes the word clearer for the reader, e.g. de-ice rather than deice. Draw out meaning of prefix. Explain hyphen is unique in that it is also a punctuation mark but we are using it to support spelling in this lesson. Display a range of root words and suffixes and invite pairs to make up their own hyphenated spellings. Group ActivitiesMatch MeMatch hyphenated spelling with definition card.4 in a rowPlay 4 in a row based on the game connect four. Pupils work in pairsYou will need:Blank base board grid of 16 empty squares 4x4. 12 cards, each giving a definition of the target hyphenated word2 pens of different colours - one for player A, the other for player B.Take turns to turn over a clue card and write the correct hyphenated spelling in one empty square of the 4x4 base board.The aim of the game is to get four correct hyphenated spellings in a row, vertically, horizontally or diagonally. Your opponent must block you to prevent 4 in a row. The game could be simplified by adapting the rules to 3 in a row.Example of a 4 in a row completed base boardPre-examinePre-inspectionPre-armRe-embarkRe-evaluateHydro-electricityAnti-establishmentSemi-annualBi-annualPro-activeCo-operateCo-ordinatePhoto-electricDe-emphasiseRe-enterSemi-opaqueClue cards for hyphenated words which, start with a prefix ending in a vowel, and contain a root word starting with a vowel.To examine beforehand.To inspect beforehand.To prepare oneself against a military confrontation.To go on board a vessel again.To judge the value or worth of something again or judge it differently.To generate and distribute electricity derived from the energy of falling water.Opposed to or working against the existing power structure or mores, as of society or government.Occurring twice a yearOccurring every two years. Serving to prepare for, intervene in, or control an expected occurrence or situation, especially a negative or difficult one; anticipatory: proactive measures against crime.To work or act together or jointly for a common purpose or benefit. To work or act with another or other persons willingly and agreeably.Mathematics - any of the magnitudes that serve to define the position of a point, line, or the like, by reference to a fixed figure, system of lines.To place less emphasis upon; reduce in importance, size or scope.To participate in once more; resume.Partly or nearly opaque.Learning words: dictation routine.Words with the /i/ sound spelt ei after cOld PNS references: Rule/guidelines: The sound is /ee/ so we spell the word ie believeThe sound is /ee/ but it directly follows ‘c’ so we use ei receiptThe sound is not /ee/ so we spell the word with ei height weightMost spelling rules have some exceptions: protein, friend, seize, weird, Exemplar words which can be used in investigations, games and activities:Deceive, conceive, receive, perceive ceiling, receipt, receive, conceive, conceit, deceit.Whole class approachAs with most spelling rules, this rule works MOST of the time - but not always. So… when do you use ie and when to use ei?Using the above rules, work with the class to sort a selection of words onto the chart below. Encourage pupils to explain and justify why the word goes into a specific column. In what way does weird not follow the rule?/ee/sound (ie)/ee/sound but after c (ei)Not /ee/ sound (ei)exceptions Answers/ee /sound (ie)/ee/ sound but after c (ei)Not /ee/ sound (ei)exceptionschiefdieselfieldgriefhygienemischiefniecepiecepriestreliefthiefretrieveyielddeceiveconceivereceiveperceiveceilingreceiptconceitdeceiteightforeignfreightneighboursleighveilveinweightheightheirtheirleisurefriendseizeweirdGroup games and activitiesPairs complete sentences using the rulesMy sister's daughter is my n___ce. That child is getting up to misch___f again. Pay the bill and ask for a rec___pt. This truck's engine runs on d___sel fuel. Did you rec___ve my last letter? Telling lies is dec___tful. I can't bel___ve she has married him. P___rce the lid before cooking. A conc___ted man thinks he's the best. There was great rel___f at the rescue. She has painted the c__ling dark red. I only met him br___fly Same or Different? Pupils work in pairs. Each pupil has one card with “The Same” written on it and one card with “Different” written on it. Each pupil has a selection of ie and ei spellings:receipt deceive conceive receive perceive ceiling believe fierce friend field shield yield brief and chiefHow to play: Pupils turn over a spelling card each so that two of the above spellings are shown. They then lift up the right card ‘same’ or ‘different’ depending on whether the second word they read out has the same spelling as the first one or a different spelling.Sorting activity: Sort the words onto a 4 column chart (as modelled during whole class time). Include blank cards and encourage pupils to add their own words. Check spellings in a dictionary.CrosswordMake a crossword with ie and ei words. These definition cards may help you to start writing clues. Pass your crossword onto another pair of students to complete. lives next doorideatallnessSteals thingsa number assistancemay inherita partfrom overseascleanlinessstrangetype of fuelfree timeproof of paymentcargoimagineDo you have a best one?heavinessgrabbelongs to othersshortreach or attainrecover give inman of the churcheasedaughter of your brother or sisterfound at the seasidesadnessnaughtinessleadergrasslandvanity, smugnessdishonestabove you, maximum carries bloodtype of sledgethin coveringseetake delivery ofLearning words: dictation routine.Words containing the letter- string oughOld PNS references: Rule/guidelines: -ough is one of the trickiest spellings in English because it can be used to spell a number of different sounds. -ough has 7 unique sounds.Exemplar words which can be used in investigations, games and activities:/au/oughtboughtthoughtnoughtbroughtfought/uff/toughroughenough/off/cough/oa/thoughalthoughdough/oo/through/u/thoroughborough/ow/ploughboughSloughdroughtWhole class approachesClarify the distinct sounds using rhymes and images, e.g.The Ought brothers: “I thought they ought to have brought the candy they bought and not have fought for more!” Clarify the distinct sound of the rhyme - That’s enough of the rough and tough fighting! Children illustrate the rhyme. Repeat for all seven groups.Group ActivitiesGenerate rhymes and illustrations to remember the spelling pattern ough. Clarify the distinct sound of the rhyme. Use memory strategy poster to support learning of spellings.Use the memory strategies poster to help you learn a list of homophones.StrategiesExplanationsSyllablesTo learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember (e.g. Sep-tem-ber, ba-by)Base wordsTo learn my word I can find its base word (e.g. Smiling – base smile +ing, e.g. women = wo + men)AnalogyTo learn my word I can use words that I already know to help me (e.g. could: would, should)MnemonicsTo learn my word I can make up a sentence to help me remember it (e.g. could – O U Lucky Duck; people – people eat orange peel like elephants)VisualHighlight the tricky part and practice using Look, cover, write, check technique.Learning words: dictation routine.Words with silent lettersOld PNS references: Rule/guidelines: Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g.in knight there was a /k/ sound before the /n/ the gh used to represent the sound that ‘ch’ now represents in the Scottish words lochExemplar words which can be used in investigations, games and activities:doubt, island, lamb, solemn, thistle, knightSilent k as in knifeSilent w as in writeSilent b as in combSilent t as in castleknackknapsackkneekneadknewknitknickersknightknollknotknob knobblyknockknowknowledgeknucklewrapwranglewrathwreakwreckwrenwrestwrestlewretchwrigglewringwrinklewristwritwrithewrongwrotewroughtanswerswordbombclimbcrumbdebtdoubtdumblamblimbnumbthumbsubtleplumbertombwombcatacombChristmasfastenhastenglistenlistenmoistenapostlenestlethistlewhistlewrestlemortgageWhole class approachesBrainstorm examples of silent letters, e.g. b, p, k, g, l, w, s, t, gh, s.Do you know why these letters are silent? Explain the origin of k and g (see answers below). Rainbow activity: Divide class into expert research groups to find out about the origins of a specific silent letter. Use ebook Reasons Why English Spellings Are So Weird and Wonderful to support research. Children re- group into mixed groups and each expert or pair of experts feedback to the mixed group as expert on their silent letter.Possible questionsWhat's the origin of words with the silent k and g? Knife, knock, know, knee, gnat, gnaw? Why is there a silent b in plumber? Why are there silent letters in doubt, debt, receipt?4. What's the origin of the words with the silent 'gh' like daughter, night, light, bright, dough,?bough (branch of a tree)?and why is 'gh' in cough and enough ?pronounced with a 'f'?AnswersKnife, knock, know, gnat, gnaw are all Viking words which used to be pronounced but we leave the letters in there to see the origin and history of the word (in Sweden they still say the silent letter in knife kneefe). Plumber is a Roman/Latin word from the Roman for lead pipe - plum bum. 16th century academics messed around with our spelling by wanting to make it more Latin and so added letters to words like debt, doubt and island. That difficult -gh- letter pattern is from the Anglo- Saxons - daughter, night, cough, dough, bright... the -gh- used to be -h- and pronounced like the Scottish loch, a hard sound - until the French invaded and messed around with our spelling and added the g. Then the -gh- became silent or pronounced with a 'f' sound.Draw out any generalisations/ patterns/ ‘rules’Extend to a wider range of silent letters. There are some rules about what letters are silent before or after certain letters (but like all English spelling rules there are exceptions to the rule).?silent 'k' before 'n'kneeknowknuckleknocksilent 'w' before 'r'writewristwrongwrapsilent 'g' before 'n'gnashgnatgnawgnarlsilent 'p' before 's'psalmpsychicpsychologypsychiatrySome words have silent letters in the middle or at the end.'l' is often before 'k'folk‘b’ is often silent after ‘m’plumber‘n’ is often silent after ‘m’ column‘t’ is often silent after ‘s’listenGroup ActivitiesLearn the tricky spelling containing a silent letter by saying the silent letter out loudSilent letter bingocrumbknucklelambthumbkneeknuckle plumbercouldwoulddebtshouldgnathalfanswerhonestbombbombdoubtknightwritegnatwristwrongislanddoubtthumbkneewrestlechalkkneeislanddebtsalmonwreckyolkchalksolemnbombcalfsalmonwrapperwrapperthistlegnomewristcalfwrecksalmonPupils could design silent letter crosswords and word searches. Play RHUBARB! RHUBARB – A Silent Letter Game by Collaborative Learning Project! See appendix 1Learning words: dictation routine.Homophones and other words that are often confused Old PNS references: SB Y5 Term 2 Objective 6 Rules and guidance In the pairs of words (below right*), nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt cMore examplesExemplar wordsaisle: a gangway between seats (in a church, train, plane). isle: an island. aloud: out loud.allowed: permitted. affect: usually a verb (e.g. The weather may affect our plans).effect: usually a noun (e.g. It may have an effect on our plans). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business). altar: a table-like piece of furniture in a church.alter: to change. ascent: the act of ascending (going up). assent: to agree/agreement (verb and noun). bridal: to do with a bride at a wedding. bridle: reins etc. for controlling a horse. cereal: made from grain (e.g. breakfast cereal). serial: adjective from the noun series – a succession of things one after the pliment: to make nice remarks about someone (verb) or the remark that is made (noun). complement: related to the word complete – to make something complete or more complete (e.g. her scarf complemented her outfit).descent: the act of descending (going down).dissent: to disagree/disagreement (verb and noun). desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second syllable)dessert: (stress on second syllable) a sweet course after the main course of a meal. draft: noun – a first attempt at writing something; verb – to make the first attempt; also, to draw in someone (e.g. to draft in extra help) draught: a current of air. *advice/advise device/devise licence/license practice/practise prophecy/prophesy farther: furtherfather: a male parent guessed: past tense of the verb guess guest: visitor heard: past tense of the verb hearherd: a group of animals led: past tense of the verb leadlead: present tense of that verb, or else the metal which is very heavy (as heavy as lead) morning: before noonmourning: grieving for someone who has died past: noun or adjective referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past me)passed: past tense of the verb ‘pass’ (e.g. I passed him in the road) principal: adjective – most important (e.g. principal ballerina) noun – important person (e.g. principal of a college) principle: basic truth or beliefprofit: money that is made in selling things prophet: someone who foretells the futurestationary: not movingstationery: paper, envelopes etc.steal: take something that does not belong to yousteel: metalwary: cautious weary: tiredprecede: go in front of or beforeproceed: go on Whole class approachesRevise work from Y3/4 on homophones. What is a homophone? Draw out definition - it is word that sounds the same but is spelt differently and has a different meaning, e.g. practice/ practise; prophet/ profit; lead/led. Generate examples with children. Homophone comes from the Greek word ‘homos’ meaning same and phone meaning sound. Jokes use homophones, e.g. What do you call a pony with a sore throat? A hoarse horse! Show homophones and establish meaning (matching activity).Children orally compose sentences that use the word in context. Differentiation: pupils to compose a sentence using homophone pairs. Extension and challenge: Can you create a joke or a riddle using a pair of homophones?Here are some examples of homophones that could be used in this shared activity. Target pairs of homophones to specific pupils as a differentiation strategy.profit: money that is made in selling things prophet: someone who foretells the futurestationary: not movingstationery: paper, envelopes etc.steal: take something that does not belong to yousteel: metalwary: cautious weary: tiredprecede: go in front of or beforeproceed: go onguessed: past tense of the verb guessguest: visitorGroup/ paired/ individual ActivitiesHomophones PelmanismPelmanism is a memory game of pairs. Students spread a set of homophones cards face down on the table and take turns trying to find pairs, e.g. the card that has “practice” and the one with “practise”. Some written word cards could be supported with pictures for less able pupils. As an extension, pupils could be challenged to write a definition on the reverse of the card with reference to a dictionary.Homophone sentencesUse pairs of homophones in a sentence. For example: Jennifer heard the herd of goats bleating.The prophet made a nice little profit foretelling people’s future.The family was mourning the death of granddad, early in the morning.Match it! Select two homophones and match the correct definition cardsprincipaladjective – most important (e.g. principal ballerina)noun – important person (e.g. principal of a college)principlebasic truth or beliefHomophone Old MaidThis is a great card game that students can play in small groups. Give each group of about four students, twenty pairs of cards with a homophone written on each card. Include one card in each set that says “Old Maid” on it. Deal out the cards as evenly as possible. Then have students take turns choosing a card from the hand of the student next to them. When a student has a match, they should call out “homophone!” and show both cards. To claim the match, the student must define each word in the homophone pair or use it in a sentence that shows that she knows the correct definition.Homophone book of riddlesWhat do you call a pony with a sore throat? A hoarse horse!Make a book of homophone riddles see exemplar power point.Use the memory strategies poster to help you learn a list of homophones.StrategiesExplanationsSyllablesTo learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember (e.g. Sep-tem-ber, ba-by)Base wordsTo learn my word I can find its base word (e.g. Smiling – base smile +ing, e.g. women = wo + men)AnalogyTo learn my word I can use words that I already know to help me (e.g. could: would, should)MnemonicsTo learn my word I can make up a sentence to help me remember it (e.g. could – O U Lucky Duck; people – people eat orange peel like elephants)VisualHighlight the tricky part and practice using Look, cover, write, check technique.Learning words: dictation routine. ................
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